41. High School Home Economics High School home economics by Kim Ooms Design your own home economics course using AskGrandma to supervise the canning or Aunt Martha to teach the knitting. http://www.teachinghome.com/supplement/janfeb00/economics.cfm

High School Home Economics by Kim Ooms Design your own Home Economics course using Proverbs 31 as your outline. Type out verses 10-31, inserting specific homemaking skills after each verse. Some of the projects can be enjoyed by your family, given as gifts, or saved in a hope chest. Some examples from our family include: Crochet a scarf Knit a sweater Make a set of potholders or an apron Preserve four jars of jam, three jars of pickles, and eight jars of beans Cook dinner one night a week for six months Do the family grocery shopping for one month using a specified budget Plant a garden Develop a marketable skill or start a cottage industry Maintain an exercise program of at least 20 minutes a day Commit to four months of volunteer service in your community Learn to sew a jumper, a dress, etc. Develop the inner beauty of lady-like character Tailor the assignments to your own family's needs, interests, and circumstances. Assign at least one task for each verse. Ask Grandma to supervise the canning or Aunt Martha to teach the knitting. Perhaps these skills can be learned in an apprentice-type situation where the student offers some kind of service in exchange for the skills learned. The main objective is to make sure our girls are ready to become wives and mothers and that they know there are so many activities that can be done at home. Many of our generation are losing the arts of cooking and sewing. A woman's job at home never need be dull.

42. EDUC 4623 TEACH HOME ECONOMICS EDUC 4623 teach home economics. http://www.acadiau.ca/registrar/1998_calendar/courses/educ/4623.htm

EDUC 4623 TEACH HOME ECONOMICS [EDUC Courses] [Subject List]

43. 2002-2003 Undergraduate Catalog - College Of Agriculture And Home Economics - Ag 20022003 Undergraduate Catalog College of Agriculture and home economics - Agriculturaland Students wishing to teach are strongly encouraged to take the http://www.nmsu.edu/Academic_Progs/Undergraduate_Catalog/ch2/age.html

2002-2003 Undergraduate Catalog College of Agriculture and Home Economics - Agricultural and Extension Education Professor Thomas J. Dormody, department head Professors Associate Professors Seevers, Torres, Van Leeuwen; Assistant Professor Rosencrans DEGREE: Bachelor of Science in Agriculture MAJOR: Agricultural and Extension Education OPTION: Agricultural Education Teaching OPTION: Extension and Nonformal Education OPTION: Agricultural Communications OPTION: Agricultural Industry OPTION: Advanced Technology Education The department offers a broad based curriculum in agricultural, technology, and extension education with options for students interested in preparing for the many careers as professional educators in agriculture, technology, and related disciplines. A flexible curriculum allows for individualized programs to be developed for students who wish to prepare for careers as agricultural or technology instructors, extension personnel, media specialists, and agency and industry educational personnel in domestic and/or international settings. The department offers a minor in agricultural and extension education which may be earned by completion of 18 credits in the department. The minor must include 9 credits of upper-division courses with a minimum of two courses at the 400 level.

44. 2001-2002 Undergraduate Catalog - College Of Agriculture And Home Economics - Fa 20012002 Undergraduate Catalog College of Agriculture and home economics - Familyand The Extension Option prepares students to teach in the Cooperative http://www.nmsu.edu/Academic_Progs/Undergraduate_Catalog/ch2/facs.html

2001-2002 Undergraduate Catalog College of Agriculture and Home Economics - Family and Consumer Sciences Professor Ann Vail, department head Professors Bock, Cummings, Del Campo, Vail; Associate Professors Devall, McKee, Morgan, Smitley DEGREE: Bachelor of Science in Family and Consumer Sciences MAJOR: Clothing, Textiles, and Fashion Merchandising MAJOR: Family and Child Science OPTION: Family Science OPTION: Child Science MAJOR: Family and Consumer Sciences Education MAJOR: Human Nutrition and Food Science OPTION: Dietetics OPTION: Food Science and Technology OPTION: Community Nutrition OPTION: Prehealth with Emphasis in Nutrition Courses and curricula in the department are designed to educate students as individuals and as citizens in a changing society. They also develop a scientific attitude and the ability to conduct research directed toward solutions of problems affecting the quality of life. Each student must complete general education requirements, and a sequence of specialized course work is then identified for each major. The following prefixes are used for courses: CTFM-Clothing, Textiles, and Fashion Merchandising; FCS-Family and Child Science; FCSE-Family and Consumer Sciences Education; HNFS-Human Nutrition and Food Science.

45. Phil Martinez's Home Page economics. home Page for Phil Martinez. Econ 200 Principles of economicsIntroduction. Econ 201 Principles of economics Microeconomics. Econ 202 http://teach.lanecc.edu/martinezp/EconHome.htm

Economics Home Page for Phil Martinez Return to Lanes Homepage Econ 200 Principles of Economics: Introduction ... Econ 201 Principles of Economics: Microeconomics Econ 202 Principles of Economics: Macroeconomics Econ 204 Introduction to International Economics Econ 250 Econ 260 EconUSA Telecourse Principles of Economics: Introduction Economics Reading Room Humor and the Dismal Science Helpful Notes and Reviews Site Manager: Phil Martinez. Last Updated 1/03 prm. Constructed. by Phil Martinez

46. Economics Student Information RSPAS home Search RSPAS departments ANU home economics home Contact us Programin economics http//ecocomm.anu.edu.au/economics/ teach/grad_phd.html http://rspas.anu.edu.au/economics/student.html

Information for prospective students RSPAS home Search RSPAS departments ... For prospective students ANU Graduate Program in Economics www.anu.edu.au/academia/ graduate/programs/e4/ ANU PhD Program in Economics http://ecocomm.anu.edu.au/economics/ teach/grad_phd.html Application forms and other information http://ecocomm.anu.edu.au/economics/ misc/usis.html RSPAS information for PhD Students rspas.anu.edu.au/ student.html The Economics Division is devoted to full-time research by tenured and non-tenured members of staff and PhD students. It is part of the Research School of Pacific and Asian Studies (RSPAS) in the ANU's Institute of Advanced Studies. Professor Warwick McKibbin is the Convenor of the Division. The Division is mainly concerned with the theoretical and applied problems of economic development and international economics , with special reference to the countries of Northeast Asia Southeast Asia South Asia , and the Southwest Pacific Within the broad context of economic development, its interests include: The economic relations of these countries with Australia The analysis of macroeconomic stability Agriculture Industrialization Poverty The role of the State The environment International trade and investment The Division is recognized as the leading center outside Indonesia for research on the Indonesian economy, and publishes

47. Home Economics The Old Schoolhouse™ Magazine Reviews home economics. We have found eating madeaheadmeals is the way that I can teach and feed my family each evening. http://www.theoldhomeschoolhouse.com/home_ec_prod_rev.htm

The Old Schoolhouse™ Magazine Reviews Home Economics Feed Your Family for $12 a Day Sue Gregg Cookbooks Feed Your Family for $12.00 a Day Written by Rhonda Barfield www.lilacpublishing.com Published by Citadel Press www.kensingtonbooks.com In a few years, we are going to have five children between the ages of 10 and 19. When I admit that fact to myself, my first concern is, " How am I going to feed all these children without mortgaging the house?" Well, I will have to send Rhonda Barfield a special thank-you note at that time. Rhonda has done a lot of the thinking and planning work I will need in her recently updated book , Feed Your Family for $12.00 a Day. Rhonda explains her story in the introduction and why she was so motivated to learn these facts for herself. Knowing that she has been down the road before me is encouraging. This book is not written by someone that does not understand. She knows how hard it is and has written down several helpful suggestions. Filled with practical information

48. CCTC -- Informational Credential Leaflet CL-603 Subjects These subjects authorize the holder to teach the specific Biological Sciences† Chemistry † Child Development (home economics) †† Clothing and http://www.ctc.ca.gov/credentialinfo/leaflets/cl603.html

CCTC Home Info Leaflet CL-603 Leaflet Number CL-603 (Updated 6-2001) PDF Version of this leaflet... State Of California California Commission On Teacher Credentialing Box 944270 1900 Capitol Avenue Sacramento, CA 94244-2700 Telephone: or (888) 921-2682 E-mail: credentials@ctc.ca.gov Web site: www.ctc.ca.gov SUPPLEMENTARY AUTHORIZATIONS For Single Subject, Standard Secondary, and Special Secondary* Teaching Credentials Holders of Single Subject, Standard Secondary, or Special Secondary* Teaching Credentials may have one or more of the subjects listed below added to their credential as a supplementary authorization by verifying completion of the following requirements. Supplementary authorizations cannot be issued in any subject that falls within the statutory single subject category of an applicant's Single Subject Teaching Credential. Requirements for the Holders of Single Subject, Standard Secondary, and Special Secondary* Teaching Credentials Applicants must satisfy one of the following requirements: Official transcripts showing the completion of either 20 semester units (or 10 upper-division semester units) of non-remedial course work in the subject, completed at a regionally accredited community college, college, or university 20 semester units are required if a combination of upper- and lower-division units are completed the "Introductory" subjects require at least one course in each of the specified areas listedthe balance of the 10 or 20 units may be in any course within the subject category

49. IPSB - Licensing Occupational Specialists may not teach or coordinate Cooperative VocationalEducation programs. (back). Back to Table of Contents. home economics http://www.state.in.us/psb/licensing/assignmentcode/vocational.html

var dir = location.href.substring(0,location.href.lastIndexOf('www.in.gov/')); var url = location.href.substring(dir.length,location.href.length+1); document.write("") Site Index Archive Board Meetings FAQs ... Beginning Teachers Assignment Code For Vocational Areas Individuals who have not completed a teacher education program or who do not have a college degree may still qualify for some of the areas listed below with the Occupational Specialist license. Eligibility for the Occupational Specialist license is based primarily on a person's work experience in the area of certification. There are a number of possible paths in which a person may qualify for this license. The one requirement for all applicants is that they must have a job or job offer from the area vocational school. If you have questions about the requirements, contact the . Individuals who hold a Full-time Conditional Vocational license may be grandfathered in to the Occupational Specialist providing they have met the conditions of employment. Full-time is in reference to individuals who held a K-12 license while Part-time refers to individuals who held adult education licenses. Part-time (Adult Education) licenses are no longer issued. Back to Table of Contents Agriculture Assignment Bulletin 94 Bulletin 192 Bulletin 400 Rules 46-47

50. PBS Cyber School: What's Cookin'? Health/science/home economics Students can assess the appropriateness of theircurrent dietary patterns and devise a plan for healthier cooking and eating. http://pbscyberschool.pbs.org/teach/lesson72_1.html

What's Cookin'? Using a variety of online, print, and first-person resources, students will research the fitness and metabolic requirements needed for downhill skiing, as well as the food resources of different home countries of athletes participating in the Olympic Games event. Students will then apply their nutritional, biological, sports medicine, and cultural research to the creation of an international "cyber-cookbook." Using recipes they collect and devise themselves, students will publish a healthy and culturally diverse cookbook on the Finish Line or on a Web site of their own. Grade Level: Subject Matter: Social Studies / Language Arts Curricular Uses: 1. Students will research the food staples and culinary customs for several diverse countries. 2. Students will research and calculate the nutritional requirements and metabolic demands of downhill skiing. 3. Students will apply their cultural, nutritional, and sports medicine research by publishing their own international Olympic Games "cyber-cookbooks" on the Finish Line or on a Web site of their own. Extensions: Science/math: Students can examine their own caloric and nutritional requirements based on their age, gender, locale, and activity variables.

51. CETC 2001 To teach basic animal husbandry for subsistence and small scale incomegeneration. Go To Top. CORE COURSE home economics. Objectives http://www.spc.int/cetc2001/CETCcourses.htm

THE COMMUNITY EDUCATION TRAINING CENTRE (CETC) 19 March- 19 October, 2001 CETC Home page 2001 training Home page CETC Mission CETC training [ CETC courses ] Trainees 2001 CORE COURSES AGRICULTURE FOOD and NUTRITION HOME ECONOMICS INTRODUCTION TO MANAGEMENT MINOR COURSES HEALTH AND DEVELOPMENT SMALL BUSINESS MANAGEMENT MEDIA VIDEO AND TELEVISION ... ASSESMENT CORE COURSE - AGRICULTURE General Objectives: To provide participants with knowledge and skills in agriculture and related fields. To develop appreciation and understanding of the diverse traditional farming systems in participants own country and others in the region. To teach skills that would enable participants to take actions to preserve and enhance those systems. To promote recognition of the role of women and their needs in rural agricultural development. To teach participants skills that will enable them to assist and train others in subsistence vegetable production or for income-generation. To develop skills in plant propagation for ornamental horticulture and woody species nurseries to use for beautification, sale and land conservation.

52. Case Study: Using Problem Based Learning (PBL) To Teach Economics Case Study Using Problem Based Learning (PBL) to teach economics. Up home Showcase Contact Frank P. Forsythe University of Ulster at Jordanstown (UUJ http://www.economics.ltsn.ac.uk/showcase/forsythe_pbl.htm

Case Study: Using Problem Based Learning (PBL) to Teach Economics Up: Home Showcase Contact: Frank P. Forsythe University of Ulster at Jordanstown (UUJ) teachit225@aol.com Published October 2001 Introduction This case study provides a few general observations based on my experiences using PBL to teach economics at Ulster. The two references below provide more specific details on the PBL environments adopted. A description of PBL - whereby students, working in groups, are responsible for generating the information necessary to respond to a set task - is available at http://www.economics.ltsn.ac.uk/advice/pbl.htm Although PBL encourages a learning environment in which students are actively involved in the generation of information, there is no suggestion here that these very desirable attributes are attainable only through PBL. The basic PBL format can be adapted to suit the learning environment. Thus, at one end of the PBL spectrum, PBL at Ulster has been used to support formal lectures in an introductory economics module by requiring students to apply key concepts first introduced during lectures to real world situations. At the other extreme, PBL has been used exclusively as the sole teaching method in a final year labour economics module where it replaced the traditional lecture-seminar format.

53. The University Of Montana Department Of Economics knowledge can be applied internationally or close to home. Mission of the economicsDepartment. of the Department is to teach economics, provide knowledge http://www.umt.edu/econ/

The University of Montana Economics Department 32 Campus Drive #5472 Missoula, MT 59812-5472 DEPARTMENT OF ECONOMICS Thomas M. Power, Chairman People often think that economists study the stock market, tax tables and money, but they are wrong. Economics has a much broader scope. It examines how the world uses its limited resources and ideas to satisfy unlimited desires. Economics studies the choices people make. Since every choice involves giving up alternatives, economists focus on tradeoffs. We must deal with questions such as: What do Montanans receive to compensate them for low salaries? What tradeoffs are necessary in order to save a tree, a species or an ecosystem? What must we give up in order to keep the U.S. out of a recession? What are the costs of environmental damage and what sacrifices must we make to avoid the damage?

54. The Internet Classroom(tm): Business/Economics Kindergarten to Grade 3. teacher Resources, Student Resources. Using the Internetto teach economics, Top of page Internet Classroom home. Grade 4 to Grade 6. http://www.gta.ca/ICR/bus.html

K to Grade 3 Grades 4 to 6 Grades 7 to 9 Grades 10 to 12 Kindergarten to Grade 3 Teacher Resources Student Resources Using the Internet to Teach Economics Top of page Internet Classroom Home Grade 4 to Grade 6 Teacher Resources Student Resources Using the Internet to Teach Economics Fleet Kids Lemonade Stand Rags to Riches ... Internet Classroom Home Grade 7 to Grade 9 Teacher Resources Student Resources Using the Internet to Teach Economics Lemonade Stand National U.S. Budget Simulation Top of page ... Internet Classroom Home Grade 10 to Grade 12 Teacher Resources Student Resources Explorations in Economic Demand EduStock Using the Internet to Teach Economics National U.S. Budget Simulation ... Home Last updated: For more exceptional resources visit http://www.gta.ca

55. David D. Friedman's Home Page This is the home page of David Friedman. The Journal of Interesting economics Mylatest project Living to produce computer programs that teach economic ideas. http://www.daviddfriedman.com/index.shtml

Early February in the Valley of Heart's Delight New Kittens My Brand New Weblog David D. Friedman's Home Page This is the home page of David Friedman. Not the Hawaiian artist David Friedman, or the composer David Friedman, or the fix-what's-wrong-with- government David Friedman (050) or the fifteen year old David Friedman or the eighteen year old David Friedman but the anarchist-anachronist-economist David Friedman. Now you know why I included my middle initial. This page has links to my work in a variety of areas, published and unpublished. It is still under constructionand always will be. My Four Worlds My Family Academic Work: Law and Economics Libertarian Writing Recreational Medievalism Quote of the Month We're not fighting for slaves. Most of us never owned slaves and never expect to, It takes money to buy a slave and we're most of us poor, But we won't lie down and let the North walk over us About slaves or anything else. Confederate soldiers in John Brown' Body Previous Quotes The Journal of Interesting Economics : My latest project Living Paper : An Open Source Project to produce computer programs that teach economic ideas.

56. BC Education - Appendix C: Home Economics 11 And 12 The provincial curriculum is the basis of much of the instruction andis used to teach English as well as individual subject areas. http://www.bced.gov.bc.ca/irp/he1112/apceng.htm

English as a Second Language (ESL) Students in ESL Nearly 10% of the British Columbia school population is designated as ESL students. These students come from a diversity of backgrounds. Most are recent immigrants to British Columbia. Some are Canadian-born but have not had the opportunity to learn English before entering the primary grades. The majority of ESL students have a well-developed language system and have had similar schooling to that of British Columbia-educated students. A small number, because of previous experiences, are in need of basic support such as literacy training, academic upgrading, and trauma counselling. Teachers may have ESL students at any level in their classes. Many ESL students are placed in subject-area classes primarily for the purpose of contact with English-speaking peers and experience with the subject and language. Other ESL students are wholly integrated into subject areas. A successful integration takes place when the student has reached a level of English proficiency and background knowledge in a subject to be successful with a minimum of extra support. Optimum Learning Environment The guiding principle for ESL support is the provision of a learning environment where the language and concepts can be understood by students.

57. BC Education - Appendix C: Home Economics 8 To 10 Watch for biasses (eg, in behaviour or learning resources) and teach studentsstrategies to recognize and work to eliminate inequities they observe. http://www.bced.gov.bc.ca/irp/he810/apcgen.htm

Gender Equity Gender-equitable education involves the inclusion of the experiences, perceptions, and perspectives of girls and women, as well as boys and men, in all aspects of education. It will initially focus on girls in order to redress historical inequities. Generally, the inclusive strategies, which promote the participation of girls, also reach boys who are excluded by more traditional teaching styles and curriculum content. Principles of Gender Equity in Education All students have the right to a learning environment that is gender equitable. All education programs and career decisions should be based on a student's interest and ability, regardless of gender. Gender equity incorporates a consideration of social class, culture, ethnicity, religion, sexual orientation, and age. Gender equity requires sensitivity, determination, commitment, and vigilance over time. The foundation of gender equity is co-operation and collaboration among students, educators, education organizations, families, and members of communities. General Strategies for Gender-Equitable Teaching Be committed to learning about and practising equitable teaching.

58. AboutJill The school in the village of Kanye had a modern home economics department.My assignment was to teach the villagers how to use modern equipment. http://www.jillscountrykitchen.com/aboutjill.htm

About Jill It is the tremendous good fortune of residents and visitors to the Big Island to have Jill's Country Kitchen right here among us. Her desserts have graced Big Island tables from casual, local-style family gatherings to glittering banquets at some of the island's finest hotels. A simple principle underlies Jill's success: use the finest, freshest ingredients you can find from reliable community vendors. You'll find Kona coffee, island macadamia nuts, tropical fruits, honey, and even coconut named as ingredients throughout her recipes. This commitment to the use of top-notched local ingredients, along with Jill's years of baking experience and meticulous research combine to give dessert devotees everything they need to create their ultimate sweet treat. Glenn Alos Executive Chef Kona Village Resort From the Plains of Africa to the Lava Flows of Hawaii by Jill Inforzato Birth of a Pastry Chef Sometimes it seems as if I was put on this earth to cook and bake. My first Girl Scout badge was for cooking. Shortly after that, I memorized the Toll House chocolate chip cookie recipe. In school, home economics was always my favorite subject, and I continued to study it throughout high school. I graduated from the University of Hawaii with a bachelor's degree in home economics education. Off and About to Seek My Fame and Fortune Degree in hand, I planned to conquer the cooking world only to "learn" from my male college counselor (who was soon retiring) that my only options were to be a teacher or a wife!I was young, and it was the early 70's when women were not widely known as professional chefs. Had I spent 4 years in college training to be a wife? I think not!

59. Course Description 7 home economics. HOE 130 BEGINNING QUILTING/1(10-0). HOE 135 QUILT FINISHING/.5(.5-0-0).This course will teach various methods to finishing a quilting project. http://www.cncc.cc.co.us/catalog/courses7.htm

60. Cecilia Conrad and a former board member of the Committee on the Status of Women in the EconomicsProfession. Return to Cecilia Conrad's home Page. Courses I teach. http://www.economics.pomona.edu/cconrad/

Photograph Coutesy of Black Enterprise Magazine How to Find Me Department Affiliations Professional Background Courses I Teach ... For Family and Friends email: cconrad@pomona.edu How to Find Me Address Room 201, Carnegie Department of Economics Pomona College 425 N. College Ave. Claremont, CA 91711 email: cconrad@pomona.edu Office Hours Wednesdays, 9:00-10:30 am 1:30-2:45 pm Return to Top of Page Department Affiliations Associate Professor, Department of Economics , Pomona College Coordinator, Women Studies Program, Pomona College Affiliate, Intercollegiate Department of Black Studies , Claremont Colleges Program Committee, Public Policy Analysis Program , Pomona College Professional Background Cecilia A. Conrad received her masters and doctorate in economics from Stanford University and her bachelor's degree from Wellesley College. Prior to joining the faculty at Pomona, Professor Conrad taught at Duke University in Durham, North Carolina and at Barnard College, Columbia University, New York, New York. Her research focuses on the economics of inequality and the economics of the family. Recent publications include "Affirmative Action and Admission to the University of California" in in California , edited by Paul Ong, Altamira Press, 1999; "Changes in the Economic Status of Black Women: 1960-1997" in

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