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Human Ecology 2222 > Lecture 9 > Flashcards

Lecture 9 Flashcards

1
Q

Briefly describe the ups and downs of the HEc education?

A

Late 1800 HEc was taken very seriously (very broad)

Feminist movement in the 60/70s wanted women to have greater opportunities to participate in the outside world (without questioning its values and its processes)
-very narrow

This has lead to the “Dumping of HEc” and a need to re-widen the scope

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2
Q

What does the removal of HEc form the class room coincided with?

A

Cost cutting measures (recession) in schools and the rise in consumerism)

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3
Q

What came before designer clothes?

A

Homemade clothes

-not knowing how to sew lead to increased dependence on designer labels as definition of quality

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4
Q

What is homemaking not as valued as?

A

Wade earning

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5
Q

What doe san untidy house suggest?

A

That parents are busy earning money in the public sphere

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6
Q

What is filling the gap left by the removal of HEc classes from curriculum?

A

The market (Martha Stewart)

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7
Q

What have we shifted from and too?

A

Producers to consumers

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8
Q

What is more important, work life or home life?

A

We put in extra hours at the office because we value that kind of work

Home life and child rearing area secondary

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9
Q

What are the recommendations for HEc education?

A

Parents need to demand HEc curriculum

Make HEc a priority at university level
-having properly trained teachers

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10
Q

What are the F&N challenges?

A
  • FN education is undervalued by teachers, school admin and parents
  • Number & duration of classes has decreased
  • “Dumping ground” for challenging students
  • Perception that “anybody” can teach cooking
  • Seen as a less important subject than math/science
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11
Q

What does “Dumping Ground” mean?

A

Students with behaviour challenges or developmental problems they put them in family studies.

Teachers of these subjects questions the intellectual portion to the class

If you have more than one kid with behaviour issues it makes it hard for other teachers

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12
Q

What happened to pays ed classes?

A

Added nutrition education but the problem is that it is taught by kin people

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13
Q

If HEc a popular teaching field?

A

Thre are fewer teachers entering the field

  • very hard to get qualified people
  • especially hard to recruit up north
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14
Q

Why isn’t hEc chosen as often as a profession?

A

Poor career counselling at university

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15
Q

How does the wider environment undermine F&N education?

A

Home:

  • increase in convenience foods
  • decrease in time spent preparing food, fewer family meals, mentoring of children in food skills

School:

  • Unhealthy foods served at events
  • ‘junk’ food rewards
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16
Q

Why is there a decrease in student knowledge, skills and attitudes towards HEc education?

A
  • Many students have little/no knowledge of food
  • food preparation
  • Basic equipment usage
  • Food safety
  • Difficult to teach higher level skills/recipes
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17
Q

Why is F&N education critically important?

A

Seeing increased rates of chronic diseases that are diet related

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18
Q

What can F&N classes also teach us in terms of skills?

A 
Food planning, prep, hygiene
Financial management 
Teamwork
Food and nutrition science
Food system issues
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19
Q

What are some recommendations to address HEc education?

A

Develop FN curriculum based on comprehensive food literacy framework

  • Functional food literacy
  • Interactive food literacy
  • Critical food literacy

Implement mandatory FN education

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20
Q

Why are university students looked at in terms of their food skill level?

A
  • Significant life transition?
  • Poor diet & decreased PA can lead to weight gain and CHD
  • Behaviours track into adulthood
  • Many barriers to healthful eating (time, money, stress, lack of FN education)
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21
Q

Why are food skills important?

A

Food prep can lead to better diet quality

Inadequate food skills and low involvement in food prep among Canadian youth

Lack of cooking skills is inversely related to the purchase, prep and consumption of F&V

91% of University students eat <1/2 F&V recommendations

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22
Q

University students intend to eat better but lack what?

A

Lack Coping self efficacy and knowledge of dietary recommendations

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23
Q

What was the original university student survey based on?

A

Based on evidence and practice based indicators, expert opinions and literature

Pilot tested minor working revisions

30,310 Western students invited by email to take survey

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24
Q

What were the 7 food skills involved in the university student study?

A
  • Peeling, chopping, slicing F&V
  • Cooking a few dishes to serve at same time
  • Making a meal with available ingredients
  • Cooking large batch to freeze for later
  • Adjusting recipe to make it healthier
  • Choosing spice/herb that goes well with food
  • Meal planning for weeks meal
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25
Q

What are the 4 predictor variables?

A
  1. Having taken a F&N course
  2. Sex and age
  3. Food behaviours related to parental home
  4. Student behaviours in university
    - grocery shopping frequency
    - weekend meal prep
    - lunch packing
    - buying meals
26
Q

What was the response rate for the survey?

A

1st email 4,000 responses
3rd email 7,000 responses

Response Rate: 24%

27
Q

What students were excluded from the survey?

A

Excluded students living in res or with parents/family

-3,354 students living independently

28
Q

What were the results of the study model?

A

F&N courses stayed constant throughout the addition of other variables

But with only F&N course it only explains 1.2% of food skills

When all factors are added it accounts for 23.8% variance in food skills
-the more things that are accounted for, the higher % it accounts for

29
Q

What was the highest predictor of food skills in university students?

A

Teen meal prep

30
Q

What was interesting in terms of FN courses throughout the different models?

A

It decreased but continued to stay significant

31
Q

What were the conclusions of the study?

A
  • F&N education matters
  • Strongest predictor: Teen meal preparation
  • All variables are modifiable such as develop food skills, pack a lunch and use a grocery list
  • Better to take a population based approach
32
Q

Why should there be an increased interest in FN education?

A

Public: increase demand for HEc education
Youth: Some found high school F&N classes helpful, others did not
University students: 72% want nutrition education programming at their institution
-hands on, fun, practical, and multi-faceted

33
Q

What are things to consider when continuing this kind of research?

A 
Not a solution to obesity
Who will teach these classes
-qualified teachers
What will the curriculum be?
-teachers can't teach from their own ideology
When&amp;Where should they be taught?
-9/10 but don't care, 11/12 need uni prep courses
How will we do it? 
-Programs and policies (better
34
Q

Why is there a push to bring back HEc?

A 
Health crises (overweight, obesity)
-fast food is inexpensive &amp; convenient
-many people lack food skills
Parents lack time/skills/energy to teach
Both boys and girls need HEc education
35
Q

Why hasn’t HEc never really left?

A
  • Some schools don’t offer it but some still do
  • Lack of awareness because its now called different names
  • Shift to commercial cooking (not family aspect)
  • Decreased funding for F&N classes/kitchens
  • Not all teachers have appropriate background to teach Fam Studies classes
36
Q

What are the strengths of HEc field?

A
  • Holistic field in specialist world
  • Broad recognition of the importance of integration skills to solve complex problems
  • Discipline for everyday life
  • Basic skills are still much needed (need to be ready to tell them how to do something)
  • Subject matter is socially important and its professionals are socially necessary
  • Answers peoples questions in language they can understand
37
Q

What are strengths for the professionals?

A

Professionals are people who know how, who can do and who will help

Its professionals are experts at thee things everyone has to do everyday

-universities think practical studs should be done at a college

38
Q

What are weaknesses of the profession and professionals?

A
  • HEc profession is generally not well understood
  • Position of HEEc within the education system is uncertain (at all levels people think it shouldn’t be taught, you learn how to do it on your own)
  • Questions within the profession
  • Continuing perception it is a woman profession
  • Lack of political skills
39
Q

How long is the history of HEc?

A

Relatively short history and relatively unaware of history it has

40
Q

Does home HEc have known intellectual leaders?

A

No well known ones and no folk heroes

-none like Freud, Darwin or Florence Nightingale

41
Q

Why is the subject matter a weakness for HEc?

A

Subject matter in concrete, specific and familiar

-people think the already know it

42
Q

Why do we need to consider private and public values?

A

Helps people understand the differences between private and public value of HEc

More emphasis on the public value of our profession

43
Q

What does children developmental health require?

A

Requires a holistic understanding of:

  • physical health
  • mental health
  • Social and emotional competencies
  • Cognitive abilities and skills
  • educational attainment
44
Q

What is children developmental health strongly and consistently associated with?

A

Increased likelihood of positive outcomes later in life

  • educational achievement
  • professional success
  • better health

Decreased likelihood of negative outcomes

  • unemployment
  • criminal behaviour
  • early mortality
45
Q

Why do we focus on developmental health?

A

Current systems address single aspects of development

  • health: physical aspect
  • education: cognitive abilities
  • social services: social and emotional needs

Leads to fragmented and uncoordinated care

Outcomes interconnected

46
Q

How are outcomes interconnected in terms of why we focus on developmental health?

A

AN emotionally secure child is more able to concentrate on learning.

Success in learning is then reinforced by parents, teachers, and peer which in turn increases the Childs self confidence

47
Q

What is the development of a Childs brain sensitive too?

A

Especially sensitive to environments and experiences in thee early years

48
Q

Why is exposure to common and everyday challenges beneficial?

A

Challenges that are developmentally appropriate tasks are beneficial in the long term if children area given the care support and opportunity to learn how to overcome and cope with them
-helps them develop confidence

49
Q

What 2 enabling conditions are dependent on children development?

A

Family time

  • time to care personally for children
  • adequate income/financial resources
  • educational and parenting skills
  • knowledge and access to information

Universally accessible community services

  • high quality
  • health programs and services (for parents to achieve those skills and developmental milestones)
50
Q

Where are the opportunities for Home economists in the current situation of HEc?

A

Supports health promo
Enhance fam functioning
Supports decision making that optimizes personal and family benefits
Understands how families are changing and what their needs are

Heck and related professionals are agents of knowledge transfer and of change

51
Q

What are the generational differences?

A

Baby boomers

GenX

GenY

GenZ

52
Q

Why are baby boomers important?

A

Are the predominant group in the hEc profession

  • provide guidance, wisdom, mentoring
  • ‘46-‘64
53
Q

What are the differences between GenXYZ?

A

X ‘61-‘81
Y ‘82-‘02
Z ‘02-‘24
Are valuable resources

Have visions and abilities

  • tech advances
  • communicate digitally
54
Q

In terms of community health development what are some challenges facing the world?

A 
Vast migration (worldwide)
-increased in separated families, will increase cause they won't tolerate the wars or inequalities in other countries
His birth rates in some countries
Climate change
Food waste
1billion hungry, 2 billion people overweight/obese
Aging population worldwide
-More seniors, more expensive
Wars/ conflict
55
Q

How will the community challenges benefit from HEcs?

A

Will benefit from our multidisciplinary approach and our knowledge and skills

56
Q

In terms of families, what is the key focus of the profession?

A

Families are important source of support, but are constantly changing

All generations need to teach skills

Digital communication is important, but we cannot eat live or shelter digitally

HEc is dying as celebrity chefs take over (but they know little of home and family)

Need to fight for our professions in an organized and coordinated way

57
Q

At the professional level, what are practical actions to address communication of HEc?

A

Move to a consensus approach
-everyone gets a chance to talk, even if not on board move toward the right decision, no votes

Hold fewer debates and more dialogues

Establish electronic grassroots communication system

Use language that repeats holism and interconnectedness

58
Q

At the professional level, what are practical actions to address nature oo meetings for HEcs?

A

Serve food at meetings to enhance community

Celebrate events to build a sense of community

Strive for less competition and more cooperation

59
Q

At the professional level, what are practical actions to address heritage preservation of HEc?

A

Make a concerted effort to record and preserve the professions story

Widen your reading list to learn about the professional story

60
Q

At the professional level, what are practical actions to address the focus work of HEc?

A
  • Abandon the privilege and power you have gained through academic training and listen to others who are not as privileged
  • Focus on diversity
  • Focus on thee distribution of power, wealth and resources at local and global levels
  • Take charge of situation (be assertive not arrogant)
  • Keep family, women and community issues on the political agenda to balance the current focus on corporations

Human Ecology 2222 (9 decks)

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