Relevant bibliographies by topics / Home economics – Vocational guidance

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Home economics – Vocational guidance'

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Published: 4 June 2021
Last updated: 28 July 2024

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Journal articles on the topic "Home economics – Vocational guidance"

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Peng, Hua, and Penghao Zhang. "How Can Home-School Cooperation Promote Ideological and Political Education for Secondary Vocational School Students." World Journal of Educational Research 10, no. 5 (October 27, 2023): p233. http://dx.doi.org/10.22158/wjer.v10n5p233.

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The ideological and political education of secondary vocational school students is of utmost importance, requiring not only scientific guidance from schools but also the active involvement of families. Currently, there are common issues in the process of school-home cooperation in secondary vocational schools, such as parents not prioritizing students’ learning, limited and superficial forms of cooperation, and communication barriers between families and schools. By analyzing the significance of school-home cooperation in the ideological and political education of secondary vocational school students, this paper provides strategic suggestions for implementing school-home cooperation in secondary vocational schools. These suggestions include promoting the correct concept of school-home cooperation, enhancing the guiding ability of family education, and establishing multiple channels for school-home cooperation. Through these efforts, a synergistic educational force can be formed to promote collaborative education between families and schools.
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Fan, Xiaolin, Nurjulidezi Baheti, and Yonghong Gu. "Investigation of the Current Situation of Innovation Ability Education of Vocational College Students Under the Guidance of Ideological and Political Education." Journal of Contemporary Educational Research 8, no. 3 (March 24, 2024): 73–77. http://dx.doi.org/10.26689/jcer.v8i3.6420.

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Innovation ability is the ability to continuously provide new ideas, theories, methods, and inventions with economic, social, and ecological values in the fields of technology and various practical activities. The ideological and political education of vocational school students should be student-oriented and close to reality and life. It is necessary to improve the pertinence, effectiveness, attractiveness, and infectiousness of ideological and political education, and cultivate socialist builders and successors with all-round development of morality, intelligence, physique, and beauty. In this paper, we investigate and understand the practice of innovation ability education in colleges and universities at home and abroad, especially the current situation of professional practice teaching in Xinjiang Vocational Colleges. The construction of a professional practice base in vocational colleges is systematically studied.
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Sullivan, Deborah, and Sharon S. Redick. "Vocational Home Economics Teacher Educators: A Profile." Home Economics Research Journal 19, no. 4 (June 1991): 315–23. http://dx.doi.org/10.1177/1077727x9101900405.

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Smith, Frances M., and Cheryl O. Hausafus. "An Academic/Vocational Curriculum Partnership: Home Economics and Science." Middle School Journal 24, no. 5 (May 1993): 48–51. http://dx.doi.org/10.1080/00940771.1993.11496091.

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Hakeem, Rubina, Madiha Perveen, Rumaisa Naseem, Naveeda Bano, Qurat-ul Ain, and Khalida Hafeez. "Career Profile of Home Economics Post Graduates from RLAK Che Karachi." NURTURE 4, no. 1 (December 30, 2010): 32–41. http://dx.doi.org/10.55951/nurture.v4i1.50.

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In Pakistan home economics was introduced in 1952 and graduates of this field have been entering various vocational fields. However there is a gross misconception among general public and policy makers about its vocational importance. This study was conducted to assess the rate of utilizing home economics education for gainful employment by students of Rana Liaqat Ali Khan Government College Of Home Economics Karachi who completed post graduate education from 1960 to 2006. Sample was recruited through snow ball technique and at least a few person form each year were contacted to get information about gainful employment of the respondent and their classmates. It was revealed that during all decades at least 60% of the postgraduates entered gainful employment. It is hoped that results of this study would help in clarifying misconceptions about home economics and such studies needs to be conducted on a larger scale.
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Ellington, Jane C., and Harry C. Mayhew. "Sight, Sound, Action: Microteaching Experiences for Vocational Home Economics Students." Clearing House: A Journal of Educational Strategies, Issues and Ideas 59, no. 6 (February 1986): 275–76. http://dx.doi.org/10.1080/00098655.1986.9955665.

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Evers, Rebecca Barr, and William Bursuck. "Teacher Ratings of Instructional and Setting Demands in Vocational Education Classes." Learning Disability Quarterly 16, no. 2 (May 1993): 82–92. http://dx.doi.org/10.2307/1511131.

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There is an urgent need for support services for teachers and for interventions for students in vocational education mainstreaming programs. Development of appropriate and specific interventions for use in these classes requires precise descriptions of instructional demands and teacher expectations in the technical, home economics, and business areas of vocational education. The primary purpose of this study was to compare the instructional setting demands and teacher expectations of vocational education classes with those found in regular academic classes. Results were mixed and not significantly different for instructional grouping and instructional materials and methods. Teachers in academic and vocational classes also held similar expectations for behaviors necessary for success in their courses. However, significant differences were found in the demands of physical setting, method of instruction, class requirements, and allowed accommodations. In addition, significant differences were found between the three types of vocational courses: home economics, business, and technical. The implications of these findings for future research and classroom practice are discussed.
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ROMERO, JENELYN D., LENNIE C. SANCHE, and GLEMA D. AKIAPAT. "ASSESSING CAREER READINESS AMONG TECHNICAL VOCATIONAL HOME ECONOMICS GRADUATES: A LITERATURE REVIEW." Cognizance Journal of Multidisciplinary Studies 4, no. 3 (March 30, 2024): 195–205. http://dx.doi.org/10.47760/cognizance.2024.v04i03.017.

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Assessing the competencies and skills of Home Economics students is essential to understand their proficiency levels in key areas like Financial Management, Culinary Expertise, and Leadership Qualities in this literature review. However, the presence of diverse opinions emphasizes the importance of tailored curriculum approaches to strengthen these competencies effectively. Students' self-assessment of skills in hospitality management provides insights into their confidence levels, showcasing strengths in Entrepreneurial Mindset and Adaptability/Flexibility, yet revealing weaknesses in Family/Consumer Sciences Knowledge and Home Management/Housekeeping. These insights inform targeted support and training programs, enhancing the career readiness of Home Economics graduates. Furthermore, robust connections between students' interests and skills across Home Economics sub-fields suggest opportunities for integrated program design aligned with students' strengths. Addressing socio-economic factors and aligning educational offerings with students' aspirations are essential for fostering an inclusive learning environment conducive to career readiness. Implications include tailored curriculum approaches enhancing overall education quality, equipping graduates with skills for workforce success, and driving positive change within Home Economics education.
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Broberg, Åsa, Viveca Lindberg, and Gun-Britt Wärvik. "Women’s vocational education 1890–1990 in Finland and Sweden: the example of vocational home economics education." Journal of Vocational Education & Training 73, no. 2 (February 25, 2021): 217–33. http://dx.doi.org/10.1080/13636820.2021.1889646.

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Puaca, Laura Micheletti. "Home Economics, “Handicapped Homemakers,” and Postwar America." History of Education Quarterly 60, no. 3 (August 2020): 380–406. http://dx.doi.org/10.1017/heq.2020.37.

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In the two decades following World War II, a loose network of home economists at colleges and universities across the United States turned their attention to homemaking methods for women with physical disabilities. Often in consultation with physically disabled homemakers, these home economists researched and designed assistive devices, adaptive equipment, and work simplification techniques for use in the home. Their efforts signaled a new field of study, “homemaker rehabilitation,” which helped to enlarge the broader vocational rehabilitation system beyond its historic focus on male veterans and wage earners while also expanding the boundaries of home economics itself. Home economists’ work with disabled homemakers both bolstered and challenged postwar domesticity, middle-class gender roles, and able-bodied normalcy. Calling attention to these contradictions reveals much about how home economists engaged with and understood disability and how their work intersected with burgeoning movements for disability rights.
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Dissertations / Theses on the topic "Home economics – Vocational guidance"

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Eades, Jerre P. (Jerre Pauline). "The Role Expectations of Academic Counselors in Vocational Education as Perceived by Home Economics Cooperative Education Teachers and Academic Counselors in Texas." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331646/.

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The purposes of this study were to determine the role expectations of academic counselors in vocational education as perceived by home economics cooperative education teachers and academic counselors, to compare the extent of agreement between these two groups, and to determine if selected demographic variables caused significant differences in perceptions of role expectations. This study surveyed randomly selected counselors and teachers by means of a questionnaire designed to ascertain role perceptions and to collect demographic data. The Likert-type scale instrument consisted of 46 items that were categorized into six areas of counseling tasks. A total of 45 teachers and 158 counselors returned usable questionnaires.
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Cornelissen, Judith Jean. "Professional socialisation of family ecology and consumer science students at South African Universities." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/1122.

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Thesis(PhD)--University of Stellenbosch, 2006.
Professional socialisation can be described as a subconscious process whereby persons internalise behavioural norms and standards and form a sense of identity and commitment to a professional field. The primary goal of professional socialisation is considered to be internalisation of the professional culture and the development of a professional identity. It is learned through interaction with professionals and educators during a student’s education. It is a continuous, life-long process of learning formal knowledge, skills and rules, as well as informal and tacit knowledge, norms, values and loyalties within the profession. An understanding of the professional socialisation process is vital to all persons involved in postsecondary education, for it is the professional socialisation process that allows education to achieve its goals. This dissertation determined whether students of Family Ecology and Consumer Sciences in South Africa are professionally socialised into developing a professional identity within the Family Ecology and Consumer Sciences profession. The objectives of the research included; to examine through a literature review the development of the profession and to propose a new position for the profession in South Africa; to identify the factors that influenced South African students when they decided on Family Ecology and Consumer Science as a field of study and the factors that influenced them while they were obtaining their degree at a South African university; to determine whether Family Ecology and Consumer Science students evidence the developmental stages of the Cohen model of the professional socialisation process; to determine Family Ecology and Consumer Science professionals’ perceptions of their professional preparation environments; and to analyse and compare Family Ecology and Consumer Science programmes at South African universities. A quantitative research methodology in the form of an analytical survey was undertaken with the participation of students and staff at South African universities where Family Ecology and Consumer Science programmes are offered by means of postal questionnaires. Three questionnaires were used in the research, namely; the Professional Socialisation Influences (PSI) questionnaire; the Professional Socialisation Staging Scale (PS3) questionnaire; and the Emphases, Process and Influences on the Professional Preparation Programmes questionnaire. A conceptual framework was used to compare the Family Ecology and Consumer Science professional preparation programmes presented at South African universities.. Descriptive statistics and the factor analysis method were used to examine the objectives to determine which factors influenced students to select Family Ecology and Consumer Sciences and the factors that influenced them while they were studying for a degree at a South African university. Descriptive statistics, ANOVA and Bonferroni Post-Hoc tests were used to examine whether Family Ecology and Consumer Science students evidenced the developmental stages of the Cohen model of the professional socialisation process. Descriptive statistics were used to examine Family Ecology and Consumer Science professionals’ perceptions of their professional preparation environments. The main findings drawn from the study indicated that Family Ecology and Consumer Sciences students, when selecting Family Ecology and Consumer Science as a profession, were influenced by the ‘Service Ideal’ and ‘Entrepreneurial’ factors. Aspects that elicited the highest percentage of positive responses from the respondents were; ‘desire to help others’; ‘a desire to improve the quality of family living’; ‘a desire to help people learn to do things’; and ‘entrepreneurial possibilities of the course’. While studying for a degree in Family Ecology and Consumer Science, they were influenced by the factors ‘Student Interaction’ and ‘Departmental Influences’. Aspects such as; ‘career opportunities available’; ‘application of what I learned to my personal life’; and ‘employment opportunities available’; were those that had the biggest influence.
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Kreter, Diane. "Indiana high school vocational home economics teachers' time management skills." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/845950.

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The purpose of this study was to investigate the time management skills of Indiana vocational high school home economics teachers. The problem accessed in the study are: (1) Do Indiana vocational high school home economics teachers have higher means for time management skills than the established norm (mid level management students) and (2) Is there a difference in the means for time management skills of the Indiana vocational high school home economics teachers by teaching assignment?Three hundred and fifty Indiana vocational high school home economics teachers selected by systematic random sampling design were mailed the instrument with 232 usable responses. The Time Problems Inventory by A. Canfield measured the teachers' time management skills in priority setting, planning, delegation and discipline. Reliability and construct validity were measured with factor analysis. The subjects' teaching assignment was determined with a demographic question.The findings of the study indicated the following:1) Indiana vocational high school home economics teachers' time management skills in the areas of priorities and planning were lower than those of the norm.2) In the area of delegation, the norm group and the home economics teachers showed no significant difference.3) Indiana vocational high school home economics teachers tested significantly above the norm group in the time management skills of discipline.4) The home economics teachers did not differ in management skills by teaching assignment.In total time management skills, Indiana vocational high school home economics teachers are weaker in the areas of planning and priorities. These skills might be strengthened through inservice education.
Department of Home Economics
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Sullivan, Deborah Anne Smith. "Characteristics of vocational home economics teacher educators and their job satisfaction /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487597424138966.

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Chatraphorn, Suparp. "Learning efforts and professional teaching practices of vocational home economics educators /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487673114113447.

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Mndebele, Comfort Baphumuze Sikhumbuzo. "Professional vocational technical education competencies for Swaziland teachers of agricultural, commercial, home economics, and technical studies." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-163822/.

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Gillespie, Joan Christner Imlay 1958. "FACTORS ASSOCIATED WITH EFFECTIVE VOCATIONAL HOME ECONOMICS PROGRAMS IN ARIZONA (F.H.A. FUTURE HOMEMAKERS OF AMERICA)." Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/277159.

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Schmalzel, Patti Politte 1955. "PERCEPTION OF LEADERSHIP PURPOSES IN ARIZONA HOME ECONOMICS RELATED OCCUPATIONS STUDENT ORGANIZATION (HERO, VOCATIONAL EDUCATION, COOPERATIVE)." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275431.

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Van, Hook Carol Ann. "The perceived affective work competencies of Virginia Home Economics Related Occupations chapter members." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/82609.

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The primary objective of this study was to examine the basis of the assumption that vocational student organizations (VSOs) are teaching devices for affective work competencies (AWC). It addressed as the major question: What is the relationship between participation in Home Economics Related Occupations (HERO) activities and HERO members' perceived AWC? The study also sought to determine if other selected variables (adviser effectiveness, age, work, work experience, occupational area, and sex) existed in explaining AWC. Equally important was the determination of variable combinations that best predicted AWC. Purposive, structural sampling provided 410 HERO members in 18 chapters selected from the five home economics supervisory areas of Virginia: Eleven chapter advisers were identified as more effective and seven were identified as less effective. Data were collected via two self-report instruments: The HERO Participation Inventory (developed by the researcher) and the Work Attitudes Inventory (Brauchle & Petty, 1983). The stepwise model of multiple linear regression analysis (MRA) and analysis of variance (ANOVA) were statistical procedures used to analyze the data. Major conclusions were the following: (1) A positive and significant relationship existed between HERO participation and AWC variable factors of Ambition, Self-Control, Enthusiasm, and Conscientiousness. (2) HERO participation was the best predictor of Ambition, Self-Control, and Enthusiasm, and the fourth best predictor of Conscientiousness. (3) Adviser effectiveness correlated positively and significantly with Ambition, Enthusiasm, and Conscientiousness, and was the second best predictor of Ambition and Enthusiasm.
Ed. D.
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Murphey, Ina Crouch. "Current trends in clothing and textiles education: how they have affected selected Virginia home economics teachers." Thesis, Virginia Tech, 1988. http://hdl.handle.net/10919/33540.

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Books on the topic "Home economics – Vocational guidance"

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Shields, Rhea. Opportunities in home economics careers. Lincolnwood, Ill: VGM Career Horizons, 2000.

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Shields, Rhea. Opportunities in home economics careers. Lincolnwood, Ill., U.S.A: VGM Career Horizons, 1988.

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Kieren, Dianne K. The home economist as a helping professional. Winnipeg: Ronald P. Frye & Company, Publishers, 1989.

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Greenberger, Robert. Cool careers without college for people who love to organize: Robert Greenberger. New York: Rosen Pub. Group, 2007.

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University of Alberta. Career and Placement Services., ed. Focus on home economics/human ecology. Edmonton: Career and Placement Services, University of Alberta, 1990.

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Kendall, Elizabeth L. Professional development in home economics: Careers serving family and consumers. New York: Macmillan, 1987.

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Honeycutt, Wooten Joyce, ed. Succeeding in life and career. Tinley Park, Ill: Goodheart-Willcox Co., 2012.

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Smit, Lorelie. Private lives and public domains: Home economics and girls' post-school options. Canberra: Australian Govt. Pub. Service, 1992.

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Pinellas County School System (Fla.). Curriculum guide for exploration of the occupation of homemaking. [Largo, Fla: The School, 1985.

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Beco, Alice. Cool careers without college for people who love houses. New York: Rosen Pub. Group, 2006.

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Book chapters on the topic "Home economics – Vocational guidance"

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Rachmawati, Rina, Adhi Kusumastuti, and Atika Atika. "Effectiveness of the PKBP Learning Model (Experience-based Entrepreneurship Education) in the Technopreneurship Course at Home Economics Department of Engineering Faculty UNNES." In 5th Vocational Education International Conference (VEIC 2023), 591–96. Paris: Atlantis Press SARL, 2024. http://dx.doi.org/10.2991/978-2-38476-198-2_82.

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Wuttke, Laura, Christian Bühler, Anna Katharina Klug, and Yvonne Söffgen. "Testing an Augmented Reality Learning App for People with Learning Difficulties in Vocational Training in Home Economics – Central Results of the Project LernBAR (Learning Based on Augmented Reality)." In Lecture Notes in Computer Science, 176–82. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-08645-8_21.

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"4. Liberal Arts or Vocational Training? Home Economics Education for Girls." In Rethinking Home Economics, 79–95. Cornell University Press, 2019. http://dx.doi.org/10.7591/9781501729942-007.

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Nolan, Mary. "Housework Made Easy." In Visions of Modernity, 206–26. Oxford University PressNew York, NY, 1994. http://dx.doi.org/10.1093/oso/9780195070217.003.0010.

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Abstract Those who tirelessly preached the gospel of rationalization sought to trans, form not only machines, factories, and vast business enterprises, but also the households and family lives of middle,class and, especially, working,class Germans. Women were central to this project. Bourgeois feminists, educa, tors, and social workers orchestrated a vast propaganda campaign to ratio, nalize the working,class home and the proletarian housewife. Working,class women were both the intended audience and the designated agents of the desired changes. The anticipated benefits from household rationalization, however, were to go first and foremost to others-husbands and children, industry and the national economy, political parties and the state. The impetus to rationalize housework came from diverse groups who shared a commitment to modern technology and productivist ideologies. There were of course Weimar Germany’s famous modern architects of the Bauhaus and the Neues Bauen movement, such as Bruno Taut and Martin Wagner, who regarded functional modern architecture as the key to trans, forming working-class housing and the lives led within it.1 Their partners in this campaign were industrialists, Social Democrats, and bourgeois femi, nists. All accepted aid from the same social workers, engineers, industrial sociologists, and vocational education teachers and coordinated their efforts through the Home Economics Group of the RKW.2 Each believed that whether or not modern public housing was built, the working-class house, wife could be Taylorized, the proletarian home rationalized. Each shared a vision of a “new person” who would be “modern, clean, rational, disciplined, as well as family oriented.”
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Fox, Anne, and Christine Wogowitsch. "Green Pedagogy: Using Confrontation and Provocation to Promote Sustainability Skills." In Teacher Education in the 21st Century - Emerging Skills for a Changing World. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.96432.

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The chapter describes the features of Green Pedagogy, originally developed in Austria in German where it is still being actively researched. Green Pedagogy offers a structured approach to lesson planning to achieve embedded sustainability competencies within a specific vocational or academic field. The Green Pedagogy approach achieves sustainability competency through a controlled appeal to the emotions and the explicit uncovering of learner values to take on new ideas and new perspectives in a more sustainable direction. The approach is compatible with many recommended Education for Sustainable Development (ESD) pedagogies such as project-based teaching and the case study approach. The approach also implements several more general evidence-based pedagogical strategies such as concept change. The key feature of Green Pedagogy is that the process ends with locally based action whose wider implications are explored. We relate some of the challenges involved in translating a pedagogical approach from one language to another as the ProfESus Erasmus project aimed to disseminate Green Pedagogy to a global cohort of teachers of home economics in English. Reactions of participating teachers in the piloting of the training are explored and some practical solutions offered.
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Conference papers on the topic "Home economics – Vocational guidance"

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Nurjanah, Nunung, Sonhadji Sonhadji, Waras Kamdi, and Luthfiyah Nurlaela. "Functional Literacy Skills And Problem Solving Skills In Culinary Vocational School." In 1st International Conference on Social, Applied Science and Technology in Home Economics (ICONHOMECS 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iconhomecs-17.2018.2.

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Marniati, Marniati, Mein Kharnolis, and Agus Hery Supadmi Irianti. "The Implementation Of Entrepreneurship Education And Production Unit In Vocational High Schools." In 1st International Conference on Social, Applied Science and Technology in Home Economics (ICONHOMECS 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iconhomecs-17.2018.13.

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Irianti, Agus Hery Supadmi, and Marniati Marniati. "Mapping Relevance, And Placement Model Of Work Practice Students Vocational High School." In 1st International Conference on Social, Applied Science and Technology in Home Economics (ICONHOMECS 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iconhomecs-17.2018.8.

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Kuswardinah, Asih, Dyah Nurani Setyaningsih, Meddiati Fajri Putri, Bambang Triatma, Megadona Pratiwi, and Navari Wahyuning Ramadhani. "The Health Behavior of Students at Home Economics Program during Covid-19 Pandemic Era." In Proceedings of the 2nd Vocational Education International Conference, VEIC 2020, 27th August 2020, Semarang, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.27-8-2020.2305744.

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Kuswardinah, Asih, Dyah Nurani Setyaningsih, Meddiati Fajri Putri, Bambang Triatma, Megadona Pratiwi, and Navari Wahyuning Ramadhani. "The Health Behavior of Students at Home Economics Program during Covid-19 Pandemic Era." In Proceedings of the 2nd Vocational Education International Conference, VEIC 2020, 27th August 2020, Semarang, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.27-8-2020.2305744.

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Romadhoni, Ita Fatkhur, Luthfiyah Nurlaela, Any Sutiadiningsih, Nugrahani Astuti, and Suhartiningsih. "Re-Create Systematized Interpersonal Skills Learning Models in Millennial Vocational Education and Training." In 2nd International Conference on Social, Applied Science, and Technology in Home Economics (ICONHOMECS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200218.011.

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Nafiah, Annisau, Soenar Soekopitojo, and Hakkun Elmunsyah. "The Implementation Production Unit Expertise Dressmaking Program in Vocational High School (SMK) Malang." In 2nd International Conference on Social, Applied Science, and Technology in Home Economics (ICONHOMECS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200218.025.

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Nailufar, Yuyun, Teti Setiawati, and Rina Rifqie Mariana. "Critical Thinking Skills and Problem-Solving Level of Malang Culinary Program Vocational School." In 2nd International Conference on Social, Applied Science, and Technology in Home Economics (ICONHOMECS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200218.049.

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Setiawati, Teti, Eddy Sutadji, Djoko Kustono, and Luthfiyah Nurlaela. "Food Hygene Principles On Processing Practices Course At Vocational High School Culinary Major." In 1st International Conference on Social, Applied Science and Technology in Home Economics (ICONHOMECS 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iconhomecs-17.2018.4.

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Jiang, Yanhong. "Explorations of Improvements in Vocational Guidance Course for College Students Driven by Innovation and Entrepreneurship Education." In 2018 4th International Conference on Economics, Social Science, Arts, Education and Management Engineering (ESSAEME 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/essaeme-18.2018.52.

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