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Dissertations / Theses on the topic 'Home economics'

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Published: 4 June 2021
Last updated: 31 July 2024

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1

Wyatt, Marla Jean. "Curriculum orientations of home economics leaders and characteristics of recommended home economics curriculum documents /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487858417982004.

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2

Chen, Yong. "Home equity, migration and retirement." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.

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3

Brandon, Dorothy Priscilla. "Home economics relevance to Botswana's development /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu148786179681798.

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4

Abrahams, Patricia Annette. "Writing for learning in Home Economics." University of the Western Cape, 1992. http://hdl.handle.net/11394/8349.

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Magister Educationis - MEd
This mini-thesis comprises two sections, the what and the how of writing-across-the curriculum (WAC). Section one investigates the integration of writing into content area subjects through the writing process as a project of possibility for critical pedagogy. The view is held that the writing in content area subjects makes learning more meaningful, enjoyable and also empowers students to become critical self-determined thinkers. Students no longer only fill in blanks, choose the correct answer or rely on rote learning when writing in content area subjects, but write creatively and expressively in a variety of discourse forms. In chapter two the literature on WAC is reviewed in depth. The chapter commences with some thoughts on what writing is. Then it investigates the writing process and proceeds to what writing across the curriculum is, with all its merits highlighted. The implementation of writing across the curriculum which involves the whole school as well as a proposed writing across the curriculum policy comprises the main section of the chapter. One of the objectives of this research is to show that implementing the writing process in a content area subject not only improves the standard of writing but also enhances the internalisation of subject matter. A further objective is to illustrate that writing across the curriculum can facilitate change in the classroom. Section two, starting with chapter three, is devoted to the "how" of WAC, and its practical application. Observations in classrooms where writing in content area subjects were done in Missouri schools are described and examples of work done at the schools are cited. In chapter four attention is given to the design and presentation of a writing project in Home Economics based on the standard eight Home Economics syllabus. This classroom research is based on experiential learning. A detailed description of the results is included. The last chapter starts with a dream, an outline of a Home Economics project of possibility for a standard eight Home Economics class. The project is developed around community work to convince students that they can make a difference in the world by showing care and concern for the elderly. The second part of chapter five, deals with constraints with regard to the implementation of a writing programme in Home Economics at the school where I teach. The chapter concludes with recommendations for the implementation of a writing programme in Home Economics.
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5

Inkrott, Rebecca Hazard. "The effects of divorce and remarriage on adolescents : a path analysis /." Connect to resource, 1988. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1244216182.

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Bae, Mi Kyeong. "Analysis of household spending patterns /." Connect to resource, 1992. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1258664748.

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7

Yuh, Yoonkyung. "Adequacy of preparation for retirement : mean and pessimistic case projections." Connect to resource, 1998. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1261322824.

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Bartholomae, Suzanne. "Financial stress and coping resources : a comparative analysis of Whites, Blacks, and Hispanics /." Connect to resource, 2001. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1269371302.

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9

Tolstrup, Karen Dodge. "Agents of Change and 'The Art of Right Living: How Home Economists Influenced Post World War II Consumerism." Fogler Library, University of Maine, 2006. http://www.library.umaine.edu/theses/pdf/TolstrupKD2006.pdf.

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10

Dwyer, Sharon K. "The home satisfaction and work satisfaction of home economics teachers in Virginia." Thesis, Virginia Tech, 1989. http://hdl.handle.net/10919/44631.

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Home satisfaction, work satisfaction and the presence or absence of children were quantitatively assessed using responses from 132 Virginia vocational home economics teachers. Analysis of variance was used to examine whether home satisfaction and the presence or absence of children made a significant difference in work satisfaction. Those items which teachers found most and least satisfying in both their work and home situations were also identified. The analysis of variance found that mean home satisfaction scores made a significant difference upon work satisfaction, while the presence or absence of children did not. The interaction of home satisfaction and children made no significant difference. Home and family items teachers identified as being most satisfying were personal habits, housing, health of family members, and personal health. Those least satisfying were amount of time for self! division of household duties, time together as a family, and family schedule. Aspects which were the most satisfying at work were amount of commuting time, amount of control over job, opportunity to work independently, and friendships at work. Those which were least satisfying were flexibility of work schedule, opportunities for advancement, salary, and meal and break times. Overall, this group of vocational home economics teachers indicated a high level of satisfaction with work and home life.


Master of Science
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11

Smith, Mary Gale. "A conception of global home economics education." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29533.

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Living in an increasingly complex and interdependent world has prompted many educators to call for infusing or integrating a global perspective across the curriculum. Such action, to be ethically defensible, demands conceptual clarity and the exposure of theoretical underpinnings and basic values. Integrating a global perspective and home economics education is investigated through conceptual analysis and conception construction. The purpose of this study is to develop and defend a conception of global home economics education by exploring the following research questions: Is a global perspective implicit in the mission of home economics? Is global education implicit in home economics education? What are the places of citizenship education, education for cross-cultural understanding, consumer education, and environmental education in home economics education? What is global home economics education? And what justification or rationale can be offered for global home economics education? Findings indicate that a constructivist global perspective (Coombs, 1988a) is implicit in the mission of home economics (Brown & Paolucci, 1979), that a constructivist global education is implicit in the conception of home economics education developed by Brown (1980), and that the various educations can offer complementary approaches to global problems. A conception of global home economics education is proposed that is an expansion of existing work (Brown, 1980), and advocates the systematic integration of global education and home economics education, confirms the practical problem orientation recommended by Brown, and adopts the strategy of practical reasoning. Implications for curriculum development, teachers, teacher education, and schools are briefly explored with suggestions for further research.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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12

Berlowski, Teri. "An analysis of student perceptions of foods 1 course at a sampled midwest high school." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008berlowskit.pdf.

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Arifin, Ngah Hamsiah. "Perception of teacher trainees toward the home economics course in the teacher training colleges in Malaysia." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998arifinn.pdf.

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14

Gilimani, Benedict Mandlenkosi. "The economic contribution of home production for home consumption in South African agriculture." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/1795.

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Mahunga, P. "Determinants of home based care services provision for the people living with HIV/AIDS: A case study of Hope ('Tumaini') Home Based Care Programme in Tanzania." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/10689.

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Includes abstract.
Includes bibliographical references.
The higher increase in the number of HIV/AIDS patients in the country has necessitated the expansion of Home Based Care (HBC) programmes and has called for the need to strengthen the HBC services in Tanzania. Since scaling up of HBC services is fundamental and the resources dedicated into HBC programs are supposed to be utilized efficiently, the factors hindering the provision of HBC services should be known and resolved. A cross sectional study was applied in studying the factors that influence the provision of HBC services and a quantitative method of data collection and analysis was used. A sample of 8 civil society organisations out of 23 carrying out HBC activities under 'Hope' HBC program were selected, representing organizations from rural and peri urban areas.
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16

Bootman, Sharon Marie Mariscal 1953. "The licensing and certification of interior designers in the United States." Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/278097.

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The intent of this investigation is to explore the issues related to the licensing and certification of interior designers in the United States. To achieve this, the national organizations in the field of interior design were contacted to provide information about the status of licensure on the national scene. Those organizations are: the American Society of Interior Designers; the Foundation for Interior Design Education and Research; the Institute of Business Designers; the Interior Design Educators Council, Inc.; the International Society of Interior Designers; the National Council for Interior Design Qualification; and, the National Legislative Coalition for Interior Design. In addition, an in-depth examination of the requirements of the states of California and New Mexico, and the District of Columbia provide a comparison of three different legislative programs currently in operation. This study also examines the conflicts between the fields of interior design and architecture in the context of the licensing of interior designers.
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17

Habedi, Marilyn Kgomoco. "Perceptions of home economics teachers and teacher educators regarding the home economics student teaching program at the University of Swaziland /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487596807821096.

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18

Wilson, Susan Worth. "Changing conceptions of practice in home economics education." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25538.

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This thesis investigates changes in the underlying pattern of beliefs and actions central to the development of home economics education. Examination of the historical context in which training in domestic matters became of public concern discloses the circumstances which fostered the genesis of domestic science, the forerunner of contemporary home economics in Canada. Subsequently, analysing the curriculum of British Columbia schools using the notion of practice illustrates the ways in which programs changed as home economics became accepted as a school subject. At the end of the nineteenth century social reformers perceived the introduction of domestic science as a means of ameliorating many social maladies. Therefore support for training in domestic matters primarily arose from organizations lying outside the school system. Though social and educational reformers viewed the purposes of domestic science differently, together they were successful in promoting domestic science as a responsibility of public schools. Four interpretations of practice identified as customary, instrumental, interactive and reflective conceptions, help us to understand the documents and reports significant to the growth of home economics in British Columbia. These conceptions are rooted in the writings of critical theorists in education and are used in this study to clarify the ways in which the home economics program changed over a period of seventy-five years. As a new subject for British Columbia schools home economics was most closely associated with customary practice, which reinforces the traditional expertise of women. The strong framework of social purpose characteristic of early programs both insulated families from perceived urban-industrial disorder and helped them to adjust to the changes of the era. Analysis of the curriculum since 1926 reveals that home economics has become increasingly associated with an instrumental conception of practice. While the 1979 curriculum begins to acknowledge interactive practice in the family studies area, overall the contemporary course of studies is firmly entrenched in understanding human experience only in instrumental ways. The study makes clear that throughout the evolution of home economics the beliefs and actions underlying school programs are characterized by customary and instrumental concerns at the expense of interactive and reflective practice. If educators are to contribute to the mission of the profession, that of strengthening families by helping them to help themselves, then there is need for a broader interpretation of practice in the school curriculum.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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19

Owolabi, Elizabeth Aina. "Home Economics programs in Oyo state secondary schools." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/28194.

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The purpose of this study was to identify the curricula emphases of home economics in Oyo state secondary schools, and to analyze the relationship between subject matter emphasis and selected aspects about teaching and the teacher. Sixty-two home economics teachers in Oyo state, Nigeria, responded to a mailed survey asking them to indicate the degree of emphasis given to 50 topics in five subject matter areas of home economics: Human Development and the Family, Home Management and Family Economics, Foods and Nutrition, Textiles and Clothing, and Housing. The most taught subject matter area was Foods and Nutrition followed by Home Management and Family Economics, Textiles and Clothing, Human Development and the Family, and Housing. A similar rank order was observed for subject matter competence and for preference for teaching subject matter. Scores on the topics within each subject matter area, however, indicated that all of these topics and the subject matter areas were moderately emphasized in the curriculum. The philosophical views of home economics as homemaking education; home economics as household management and home economics as cooking and sewing exist concurrently. Multiple regression analysis was used to examine the relationship between the above five subject matter areas and selected aspects about teaching and the teacher. The results of the multiple regression analysis indicated no significant relationship. Some of the problems facing home economics as a subject in the secondary schools were lack of laboratory space, equipment, finance, and shortage of home economics teachers. Collaborative curriculum development and local co-operative responses may offer the means to overcome the shortage of resources for programs in specific locales. Further research in the form of case studies of successful home economics programs could be informative in understanding better the necessary components which should be fostered in strengthening home economics programs.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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20

Hayibor, Bernice Anne. "Analysis of gender bias in home economics textbooks." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29774.

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Three Canadian home economics textbooks currently used in teaching human relationships were examined to explore the ways in which they are or are not contributing to gender equity. The research posed three questions: To whom is the textbook addressed? What are the characteristics of learners assumed by the textbook? and In what way does the textbook deal with gender bias? In each textbook the preface, index, table of contents, photographs, highlighted sections, and content were examined in detail. The texts were compared to determine commonalities. The methodology was adapted from earlier textbook analyses of sex equity which were based on the study of intentions outlined in the preface, photographs, and language. Recent feminist work suggests that studies of bias must consider not only the biological concept of sex but also the social construction of gender which relates to those characteristics, activities, and roles traditionally associated with one sex. The feminist concepts of gender sensitivity and gender balance were used in this textbook analysis. The textbooks were found to contribute to gender equity in five Ways. The first approach, including males, is not adequate because it involves the risk of males and a male perspective becoming dominant. The second approach, using inclusive language, is also inadequate because it involves the risk of masking the differences existing between females and males and the problems arising from gender. Exposing differences and addressing social issues relating to gender are two approaches which may hold promise in contributing to gender equity but in the texts examined were inadequate because the issues were presented as neutral or unproblematic. Encouraging critical thinking was the final approach used in only one textbook and its contribution to gender equity was minimal because critical thinking was applied inconsistently and rarely applied specifically to problems of gender. Gender sensitivity and gender balance require the appropriate use of inclusive and sex specific language, the balanced inclusion of females and males, and detailed, sensitive, and critical discussion of issues related to gender. The findings of this study raise concerns about the analysis of textbooks. Home economics textbooks have the unique challenge of including males without allowing males and a male perspective to become dominant. Overcoming the problems of gender requires sensitivity in exposing gender differences. Neutralizing knowledge and presenting knowledge as factual rather than problematic masks differences and problems arising from them. The findings of this research suggest analysis of textbooks for gender bias should not be restricted to surface features such as explicit intentions stated in prefaces, photographs, and language. Elimination of gender bias requires substantive changes in textbook content.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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21

Eiby, Patricia J., and n/a. "Student perceptions regarding outcomes of home economics education." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20060707.101701.

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The aim of this study was to establish the differences in perception of competence in processes practised in Home Economics education as expressed by students of Home Economics and those who have not studied Home Economics. The research method consisted of applying a questionnaire to five hundred senior students enrolled in high schools in Brisbane, Queensland. The survey items were designed to test students perception and source of competence and the value they place on Home Economics knowledge expressed in terms of life skills. To augment the study, teachers of Home Economics were surveyed to establish the emphasis they place on processes during teaching, their perception of sources of students' skills and the value they place on life skills taught during Home Economics classes. The questions focused upon management and design skills and interpersonal interaction competence. Results indicated that students of Home Economics perceived an enhanced level of competence in life skills at all stages of the design and management processes. Home Economics students also perceived competence in practices of caring and a significant number of behaviours implicit in interpersonal interaction when compared with non Home Economics students. Students of Home Economics perceived the school, the home and their friends as positive sources for skill development in management, design and interpersonal interaction. Non Home Economics perceived the home as the only resource for management skills, but they do not perceive school, home or friends as resources for acquiring design skills. However, they target the school, their friends and home as sources for interpersonal skill development. Teachers of Home Economics perceived the school, home and student's friends as a source of management and interpersonal skills but responded negatively to the home as a source of design skills. Home Economics students, non Home Economics students and teachers of Home Economics placed a high value on Home Economics knowledge expressed as life skills. This study provides useful insights for curriculum design in Home Economics education.
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Smith, Bettye Prelow. "Job satisfaction of Home Economics teachers in Ohio." Connect to resource, 1995. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1225393566.

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23

Holtzman, Sara. "Home Economics Programs Within Higher Education: A Typology." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1401.

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Home economics programs through the 1920s served varied purposes within higher education. This typology addresses three types of home economics programs - teaching, extension, and academia- through the lens of characteristics, curricula, and examples. Reviewing historical events that lead into the differentiation of home economics programs throughout the United States offers unique insights into the reasons for the development of each type. This typology offers a different point of view in considering what home economics programs entailed, and defines the field as an intentional and academic program of study for the women of higher education.
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Burnham, Jill E. "Curriculum development for a basic course in home economics." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/414.

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Cullen, John Tanner. "Determinants of Single-Family Home Price: Oakland, California." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/cmc_theses/1386.

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This study focuses on explaining the determinants of home value for a given region of Oakland, California. With a history of high crime and low performing public schools, Oakland’s housing market has not achieved the same measurable success as neighboring cities like Berkeley and San Francisco. Through the use of time series regressions of panel data; rate of crime, school test scores, and distance to public transportation are examined in order to determine their singular and joint effects on single-family home values from 2008 to 2013. Trends in neighborhood characteristics indicate an ongoing change in neighborhood demographics, while regression results show each variables impact on price.
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Kim, Gui Jeong. "How Households Adjust Expenditures And Savings In Response To Income Shock." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500050195880509.

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Bowen, Cathy Faulcon. "Financial management training needs of Extension home economists /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487591658174598.

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28

Johnson, Ayala Monique. "Ideology in home economics education : a critical discourse analysis." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/53523.

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Home economics education is facilitated in many nations, including Canada; and governed by the International Federation for Home Economics. The subject derives from a mission-oriented field (Brown & Paolucci, 1979) that seeks to empower families, individuals and the wellness of these units from within the units themselves. In the 1980s, American home economist, Marjorie Brown submitted that the ideological and philosophical intentions of the field were split since their outset (Brown, 1984; Vaines, 1981; 1984); as a result, there were ideological (mis)understandings among home economists that resulted with professional activity differing from subject intention (Brown, 1993). At a similar time in Canada, a home economics scholar at a Canadian university, Eleanore Vaines recommended ecology as a unifying theme for the field in order to reconnect the social justice and libertarian roots of the field, that were recorded in the Proceedings from the Lake Placid Conferences on Home Economics (held annually between 1899 and 1909), to modern reflective and wholistic professional practise. Similar ecological views for home economics were promoted across Canada and internationally (Bubolz & Sontag, 1988; Hook & Paolucci, 1970/1987; Smith, Peterat, & de Zwart, 2004; Vaines, 1994). I applied Critical Discourse Analysis (CDA) to the current (2007) official British Columbian home economics curriculum, to determine if this philosophical underpinning for the field was evident, since such analyses could uncover the ideologies underlying curricular discourse and draw out their local relevance; this would be useful for informing pedagogies and future curricular rewrites. Micro- (text) and macro- (social) analyses revealed that neo-capitalist and neo-liberal ideologies dominated the semiotic structuring of the curriculum document. The presence of these ideologies promoted a social hierarchy in which the interests of current government were foregrounded over passive and subordinate construction of educators and students. Developing home economics curriculum through ecology as a unifying theme was found to be minimally supported and hindered by declarative language and a transmissive style of education that also contradicted possibilities for social justice and libertarianism. The conservative approach prevented transformative potentials among educators and students and reduced the personal obligation of these actors to safeguard wholism, equity and ecological health.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Raynor, Barbara Jean. "Fostering critical thinking through problem solving in home economics." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29059.

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This study investigated whether critical thinking can be fostered in home economics through teaching a problem solving approach in Family Management. Secondarily, it investigated teacher behaviours which may foster critical thinking abilities, the moral and ethical issues which the teaching of critical thinking addresses, and whether the students were able to use problem solving in real life situations. The research involved the students and teacher in a Family Management eleven class in rural British Columbia. All students in the class chose to participate in the study. The study was conducted during twenty-six classroom hours. The study used action research as the research methodology. The research included action/research cycles with time between for analysis and reflection. The phase of data analysis and reflection was called the reconnaissance. Data was collected through audio tapes of the classes, entries in the teacher's journal, a checklist, and collected student work. The data collected in the first reconnaissance phase established a description which served as a point of reference for comparing and analyzing later observations. Two cycles of action/research followed. Observations were made and data collected as the critical thinking concepts were introduced. The introduction of the macro-thinking skill of problem solving was combined with the micro- thinking skills of avoiding fallacies, observing, reporting and summarizing. The research found that there was an increase in critical thinking activities at the end of the study. Factors that were found to have effected this change were: the teaching of a problem solving process, the teaching of micro-thinking skills, certain teacher behaviours, and the classroom atmosphere. Home economics was found to play a unique role in providing practice in real life problem solving. Further research is needed to determine if the skills the students learned while problem solving in Family Management will carry over to everyday life.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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McConnell, Patricia D. "Profile of middle level home economics programs in Ohio." Connect to this title online, 1988. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1102453033.

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Chew, Moy Hua. "The evolution and perceptions of home economics in Malaysia." Thesis, Liverpool John Moores University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576551.

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This study on the evolution of Home Economics has shown that the English Domestic Science framework was used as the foundation of the Malaysian Domestic Science. In addition, three phases of development on Home Economics took place in Malaysia, foundation, consolidation and expansion, were identified. Home Economics in Malaysia is identified as a multidisciplinary subject As for the impact of British colonisation, its effects have been far-reaching on the lives of those who had taken Home Economics. The findings from this study illustrate the esteem with which the subject was held. The legacy of the English influence on the Malaysian education policies and technology cannot be denied. Concerning the perceptions of Home Economics in Malaysia, the finding had shown that Home Economics in Malaysia is also perceived as a multidisciplinary subject Two distinctive orientations of Home Economics were elicited from the participants. The social orientation of Home Economics includes the basic knowledge and skills of cooking, sewing, budgeting, physical resource management, family relationships, human development, nutritional knowledge and the impact of technology. The diminishing of basic skills in cooking and sewing among the younger generation is the most obvious trend. So long as human beings exist, the three basic physiological needs: food, clothing and shelter will remain fundamental, so these must also underlie the social aspect of Home Economics. This must be taught to all at school level in order to educate the future generation to be a wholesome person intellectually, spiritually, emotionally and physically as stated in the Malaysian Educational Philosophy. However, the economic aspect of Home Economics, which includes technical/vocational Home Economics subjects in school, and vocational Home Economics programmes at extension level as well as at university, has the edge over the social aspect of Home Economics, because of the current government policy on mainstreaming Technical and Vocational Education. Moreover, the cognitive skills include critical thinking, problem solving and creativity, and affective skills such as relationship skills, active listening and negotiation skills, are embedded in each area of the content of Home Economics. Some undergraduates from university had suggested renaming, but retaining the name 'Home Economics' is the way forward for Malaysia because many countries had experienced that renaming would not solve the issue of status or identity. In terms of the public's perception on gender roles and gender stereotyping, there still exists the unequal power relationship attributed to Home Economics and women in the Malaysian context This patriarchal society still marginalises and categorises Home Economics and women both as powerless and trivialises their input into society. This is despite a refocusing of Home Economics in Malaysia, partly due to a move towards western values and the cultivation of career perspectives, whilst in essence the education system continues to propagate patriarchal ideology through the hidden curriculum, By analysing society through the feminist lens and beginning the process of employing the technique of consciousness raising within education, would help to empower women in Malaysia to challenge inequality and unequal power relationships that currently exist in Home Economics careers and for women in Malaysia society.
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Hutchinson, Geraldine. "Decline of a subject : the case of home economics." Thesis, London South Bank University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.245074.

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Tooke, Flo. "Assessment of consumer selection, use and maintenance of resilient vinyl floor coverings." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1248458368.

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Allison, Barbara Nehrig. "Identity status and parent-adolescent conflict among early adolescents." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1299762136.

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Chang, Younhwa. "The relative importance of attitudinal versus normative influence associated with purchase of brand name casual apparel : college male and female students /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1314719049.

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Lim, Han Na. "Household Decision on Pension Annuitization: A Marital Bargaining Approach." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374038541.

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Kim, Hye-Jeong. "The Effect of the Internet Shopping Environment on Pleasure and Approach Responses of Apparel Shoppers." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1394727128.

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Keil, Lesley Claire. "Putting your best face forward: relationships between cosmetics use, self-esteem, body image, and self-perceived attractiveness." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1407156852.

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Kendle, Christine Burky. "Evaluation of adolescent attitudes and knowledge toward nutrition, physical activity, self esteem, and body image." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1407158006.

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Shipe, Michelle Ann. "The current status of carteens programs in Ohio: a descriptive study." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1407513303.

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Twining, Suzanna C. M. "Relationships between literacy, aggression, and delinquent behavior among juveniles referred to a juvenile justice diversion program: an exploratory study." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1409834921.

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Leslie, Catherine Amoroso. "Identity, consumption, and frequency of behavior among contempory needleworkers /." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu148645787178622.

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Kuo, Jing-Houng. "A multidimensional analysis of quality of communication and well-being in families with adolescents: A cross-sectional and longitudinal comparison /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487588939089152.

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Key, Rosemary J. "The structure of family goals as revealed in relationships of complementarity and substitutability in time allocation decisions /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487592050230835.

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Smith, Ann K. "Grandparent life satisfaction as related to intergenerational congruence of the grandparent role /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487670346876534.

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Ellis, Walter Lee. "The effects of characteristics of judges and attorneys on decision making in domestic relations court : an analysis of child support awards /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487671640054835.

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Quick, Donna Smith. "Social psychological factors related to the quality of the stepmother-adolescent relationship /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487672245903469.

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Sinnott, Sheila Marilyn. "The U.S. apparel manufacturing sector : market definition and performance /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487681788252152.

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Othman, Mumtazah Binti. "Time use and sequence of tasks in management of household and agricultural work in rural households in the Philippines /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487683401441196.

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Wallace, Julia Alayne Wehner. "The relationship of maternal employment and attributes to children's adjustment /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487683756124627.

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