DOCSLIB.ORG

Evaluation and Unit Content of Grades 7-12 and Adult Are Suggested For

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Evaluation and Unit Content of Grades 7-12 and Adult Are Suggested For ... DOCUMENT RESUME ED 028 277 VT 007 983 Guidelines for Home Economics Education inSecondary Schools New Jersey State Dept. of Education,Trenton. Div. of Vocational Education. Pub Date Aug 68 Note-150p. 10 Seminary Place, New Available from-Vocational-TechnicalCurriculum Laboratory, Rutgers University, Brunswick, New Jersey 08903 ($2.00) EARS Price MF-$0.75 HC Not Availablefrom EDRS. Descriptors-Adult Vocational Education,Behavioral Objectives, ConceptualSchemes, *Curriculum Guides, *Occupational Home Economics, Curriculum Planning, *Home EconomicsEducation, *Homemaking Education, Secondary Grades, *Teaching Guides Materials were developed by homeeconomics perSonnelof the Douglass College and the New Jersey Departmentof Education to aid local supervisors,teachers and administrators in planning high schoollevel home economics curriculumsthat will serve students with var ying needs,abilities and interests. Thecurriculum materials reflect the broadened scope of contemporaryhome economics programswhich include family life and consumer education. PartICurriculum Planning, contains thegoals of home economics education, componentsof a comprehensive program, aschematic outline depicting paths to the futurethrough home economics education,suggestions for evaluation and unit content ofgrades 7-12 and adulteducation, as well as home economics related occupationalclusters. Part II--Guidesfor Developing Teaching Plans, lists the purpose and useof guides and desired behavioraloutcomes. Guides are suggestedfor developing and evaluatinglearning experiences in foodsand nutrition,housing, home furnishings and equipment,textiles and clothing, home managemen t andfamily economics, and the familyand child development formiddle and late adolescent level.There is no bibliography but thereader is referred to "References and Aids in the Teachingof Home Economics andRelated Occupations." available as VT 007 606. (FP) GUIDELINES FOR HOME ECONOMICSEDUCATION IN SECONDARY SCHOOLS State of New Jersey Department of Education Division of Vocational Education Home Economics Unit # \ GUIDELINES FOR HOME ECONOMICSEDUCATION IN SECONDARY SCHOOLS 4J U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE Of EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINTS Of VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. i. ,-,i'.' ....,'.) qtate of New Jersey DepdAment-of Education ) Divisicnrof Vocational Education , Home Economics Unit ---) ^ DIVISION OF VOCATIONAL EDUCATION ROBERT M. WORTHINGTON, ASSISTANT COMMISSIONER CURRICULUM LABORATORY RUTGERS - THE STATE UNIVERSITY 10 SEMINARY PLACE NEW BRUNSWICK, NEW JERSEY MEMORAWDUA TO: The ERIC Clearinghouse on Vocationaland Technical Education The Ohio State University 980 Kinnear Road Columbus, Ohio 43212 Benjamin Shapiro %Vocational Div-Curriculum Laboratory FROM: (Person) (Agency) School of Education-RUTGERS; 10 Seminary Place, NewBrunswick, NJ 08903 (Address) DATE: February 21, 1969 V RE: (Author, Title, Publisher, Date)': - State Dept. of Education, Division of Vocational Education,Home Economics Unit; GUIDELINES FOR HOME ECONOMICS EDUCATION IN'SECONDARY SCHOOLS; August 1968 Stpplementrry Information on InstructionalMaterial Provide information below which is notincluded in the pUblication. Mark N/A in each blank for which information is not available ornot applicable.Mark P when information is included in the publicatimn. See reverse side for further instructions. (1) Source of Available Copies: Agency Vocational Division -Curriculum Laboratory Address 10 SeminaryPlag7n7BrunswiCk, N J 08903 Limitation on Available Copies as availablePrice/Unit 2.00 (quantity prices) same (2) Means Used to Develop Material:. nome economics Dept, Douglass College7 Home Ec. Dept-State Ed Development Group Level of Group stat9 Method of Design, Testing, and Trial Teacher wozyshops (3) Utilization of Material: Appropriate School Setting Home economics dept. - High School Type of Program hign school class Occupational Focus General home .economics Geographic AdaptabIli: o limits Uses of Material Course and lesson planning Users of Material Teachers (4) Requirements for Using Material: Teacher Competency Certification Student Selection Criteria ,Maill=r Txme Allotment Supplemental Media Necessary (Check Which) Desirable Describe Source agency address s TABLE OF CONTENTS Page Foreword Acknowledgements iii PART I- CURRICULUMPLANNING Goals of Home Economics Education 2 Building a Comprehensive Home EconomicsProgram 4 (Paths To The Future Through Home EconomicsEducation 7 Evaluating a Home Economics Program 8 Guidelines for Home Economics Curriculum Planning 7 - 12 Grades 9 Planning for Needs of Adults 13 PART II - GUIDES FOR DEVELOPING TEACHINGPLANS The Purpose of the Guides 20 Suggestions on How to Use the Guides 21 Desired Behavioral Outcomes 22 Guide for Developing Learning Experiencesin Foods and Nutrition for Middle and Late AdolescentLevel 23 Guide for Developing Learning Experiences inHousing, Home Furnishings, and Equipment for Middle and LateAdolescent Level 58 Guide for Developing Learning Experiencesin Textiles and Clothing for Middle and Late AdolescentLevel 83 Guide for Developing Learning Experiencesin Home Management and Family Economics for Middle and LateAdolescent Level. .104 Guide for Developing Learning Experiencesin The Family and Child Development for Middle and LateAdolescent Level .119 Definitions of Terms 143 FOREWORD in the This bulletin, "Guidelines forHome Economics Education Secondary Schools", has beendeveloped to serve as acreative administrators in the resource for localsupervisors, teachers, and A I. Ai planning of Home Economicscurricula that will servestudents with varying needs, abilities, andinterests. Emphasis has been placedfundamentally upon preparationfor personal, family, and communityliving. It will be noted,however, toward the orien- that some of the learningexperiences are directed tation of students foroccupations requiring skillsand knowledges in the various aspects ofHome Economics. Because of the increasing homemaker and need to prepare youth andadults for a dual role of successful worker, educationfor employment hasbecome a recognized This occu- and significant segment ofthe Home Economics spectrum. pational aspect of the HomeEconomics curriculum willbe covered in greater depth in a followingbulletin which is now inpreparation. No bibliography is includedin this guide. An up-to-date bibr.igraphy has already beenprepared by the HomeEconomics Depart- ment of Douglass College,in cooperation with theState Department Teaching of Education. It is entitled"References and Aids in the from of Home Economics and RelatedOccupations", and is available the Curriculum Laboratory ofRutgers University. that it It is the hope of thoseresponsible for this bulletin may stimulate newand more creative approaches onthe part of those engaged in the field of HomeEconomics education in NewJersey. Robert M. Worthington Assistant Commissioner ofEducation Myrna P. L. Crabtree, Director Home Economics Education Division of VocationalEducation State Department of Education Trenton, New Jersey August 6, 1968 ACKNOWLEDGEMENTS This publication is the outcome of a Home EconomicsEducation Curriculum Workshop held at Rutgers University underthe leadership of Mrs. Marie Meyer, Associate Professor, Departmentof Vocational- Technical Education, Graduate School of Education, incooperation with the Division of Vocational Education, New JerseyState Depart- ment of Education. The efforts of many people have contributed to thefruition of this publication. All of them cannot be acknowledged here,but some deserve special recognition. Among these are: Mrs. Florence Heal, Supervisor of Home Economics, State Education Department;Dr. Carl Schaefer, Chairman, Department of Vocational-TechnicalEducation, Graduate School of Education, Rutgers University;Mrs. Alice Hanawalt, Graduate Assistant at Douglass College;andstaff members of the Division of Curriculum and Instruction, StateEducation Department. Mrs. Marguerite R. Cryer, Chairman of HomeEconomics, Columbia High School, Maplewood, N. J. played a majorrole in the completion of this publication by performing the difficulttask of compiling and editing the final manuscript and incorporatingthe many contri- buted ideas of field testors and evaluators intothe final product. Special thanks also go to Mr. Benjamin Shapiro,Director of the Division of Vocitional Education, CurriculumLaboratory,and his staff for the preparation of copy in the printingand reproduction of the document. Finally, the State Education Department expressesits apprecia- tion for the assistance given by all those HomeEconomics teachers, local supervisors, and teacher-educators who contributed tothe field-testing of materials leading to the formation ofthe ultimate product. This bulletin, then, is truly the creation of manyhands. If it contributes to the development of more innovativeapproaches and creative programs of Home Economics Education inNew Jersey, its architects will have been richly rewarded for theirefforts. CURRICULUM PLANNING GOALS OF HOME ECONOMICS EDUCATION Home Economics Education today has two major goals: Firstly, the preparation for maximum quality of home and familylife for each individual; and Secondly, the preparation forprofessional and non-professional employment in bome economics andrelated occupations. At the _inning of the twentieth century, emphasisin home economics was limited to
Load more

Recommended publications
  • Materiiis,Available for Parents to Use in Facilitating Their Childrenli Learning
    DOCUMENT RESUME ED 175 575 PS 010 879 RUMOR Bergstrom, Joan: Lamar, Irving TITLE Cutriculum BatPrials for the Family as Faculty. PUB D1TE Nov 78 NOTE 48p.: Paper pr._ tilted at the Parents as Educators Conference (Washington, D.C., November 19-21, 1978) IMPS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Children: *Educatictal Games: *Experiential Learning: Family School Relationship: *Hcme Instruction: *Instructional Materials: *Parent Participation: Resource Materials: *Toys: Youth ABSTRACT This paper provides an overview of educational materiiis,available for parents to use in facilitating their childrenli learning. The primary focus is on developing parental suppo,' /s4stems which extend learning into the homethrough creative and e. ctive use of materials. General considerations such asthe large- 3cial context of the learning process, historical changesin family interaction patterns, the role of play, andthe role of the .Ipcommunity in children's learning are briefly discussed.The current status of mass market materials is discussed in moredetail, with consideration given to materials fcr.different age groups,materials concerned with contemporary society (those concernedwith human ecology, nutriiion, health education, consumereducation, social relations, etc.), and materials designed to offer parental supportin fostering informal learning in children. Also crvered arespecial home-school-ccmmunity programs that foster parent-childinteraction with respect to school learning: publications onparenting: and inadequacies and gaps in the mass
    [Show full text]
  • Toy Box Wish List
    Toy Box Wish List Children being treated for cancer and blood disorders at Palmetto Health Children’s Hospital must undergo months and sometimes years of tests, procedures, and treatments. To help make this easier, the patients earn coupons for cooperating with physical exams, treatments and painful procedures.These coupons can then be redeemed for prizes from our toy box. Getting to go “shopping” at the end of a clinic visit creates great excitement for our children. Holiday donations also are used to help "Santa" fill bags for any children or teenagers who may have to be in the hospital during Christmas. We also use toys during the week of CAMP KEMO in our prize room. Each year during our carnival, patients are able to earn tickets for playing games. At the end of the evening they are able to take their tickets to the “Prize Room” and pick out their prizes. Below is a list of toys and prize suggestions. Action figures - Spiderman, Transformers, wrestlers, etc. Arts & crafts kits Balls – (Nerf, footballs, basketballs, etc.) Board games Cars and trucks Card games – ex. Uno, playing cards, etc. Coloring books Dinosaurs Dolls (baby dolls, Polly Pockets, Dora, princesses, Strawberry Shortcake) Fingernail polish Games - handheld Lego kits Play food sets Play jewelry sets Small cars, trucks, motorcycles Sticker books For teenage patients: $10 gift cards to Wal-Mart or Target Gift cards for i-Tunes, Amazon, Best Buy, etc. For more information contact: Children’s Center for Cancer and Blood Disorders Palmetto Health Children’s Hospital 7 Richland Medical Park Drive, Suite 7215, Columbia, SC 29203 .
    [Show full text]
  • JOHNSON-DISSERTATION-2020.Pdf (1.937Mb)
    Exploring the Self Efficacy of Family and Consumer Sciences Teachers Who Teach Food Science as a Science Credit by LaToya N. Johnson, B.S., M.Ed. A Dissertation In Family and Consumer Sciences Education Submitted to the Graduate Faculty of Texas Tech University in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY Approved Karen L. Alexander, Ph.D. Chair of Committee Cynthia L. Miller, Ph.D. Weiwu Zhang, Ph.D. Mark Sheridan Dean of the Graduate School May, 2020 Copyright 2020, LaToya N. Johnson Texas Tech University, LaToya N. Johnson, May 2020 ACKNOWLEDGMENTS “Being confident of this, that he who began a good work in you will carry it on to completion until the day of Christ Jesus.” ~ Philippians 1:6 (NIV). First, I would like to thank God for being with me and carrying me through this entire doctoral journey. None of what I have accomplished thus far would have been possible without me acknowledging your presence on a regular basis. I know beyond a shadow of a doubt that you heard my prayers, you listened to my prayers, and you answered my prayers. To Dr. Karen L. Alexander, there are not enough words to describe the tremendous impact you've had on my life. Just saying thank you is not enough. You gave me opportunities that I could not even fathom when I first began this program. The experiences that you provided me as a doctoral student has truly made me a better professional. You pushed me to limits I didn’t even know I had.
    [Show full text]
  • Capitalism, the Family and Personal Life (New York: Harper & Row, 1976)And Edward Shorter, the Making of the Modern Family (New York: Basic Books, 1975)
    421 Review Article THE FAMILY AND CHANGE A discussion of Eli Zaretsky, Capitalism, the Family and Personal Life (New York: Harper & Row, 1976)and Edward Shorter, The Making of the Modern Family (New York: Basic Books, 1975). LOUISE A. TILLY With the work of Philippe Ari~s, Philip Slater, Eli Zaretsky, Edward Shorter and Richard Sennett, the privatization and individuation of personal life have become grand themes of historical speculation. 1 All of these scholars, and others, agree that a historical trend towards privatization has in fact occurred. Not all of them, however, agree on the desirability of such a trend. Of tile authors whose books are reviewed here, Eli Zaretsky weighs the positive and negative aspects of privatization, while Edward Shorter is among those who clearly approve and welcome the trend. Zaretsky's slim volume is tile reissue of a two part article, originally published in Socialist Revohttion in 1973. It is an uneasy mixture of explication of contemporary feminist analysis, socialist revision of this analysis, and a modified functionalist historical sketch of the family under capitalism. Zaretsky sees the contemporary family as an institution in which personal life can develop: "The rise of capitalism isolated the family from socialized production as it created a historically new sphere of personal life among the masses of the people. The family now became the major space in society in which an individual self could be valued 'for itself' " (p. 31). Zaretsky is critical of some feminist thought for seeing the family too simply as an oppressive institution. He also notes the shortcoming of much socialist thought which uncritically accepts capitalist devaluation of housework and Department of Histoo,, University of Michigan 422 the private arena because of their absence from systems of exchange.
    [Show full text]
  • The Whitman College Residential Learning Environment -Sean Gehrke & Evan Carman
    The Whitman College Residential Learning Environment -Sean Gehrke & Evan Carman- In recent years, institutions of higher education have been challenged to intentionally design programs that enhance and contribute to the student learning experience. In order to meet this challenge, the Residence Life and Housing Office at Whitman College has taken the charge to fully develop and understand the learning taking place within our residence halls. This document is the first step toward that development. The Whitman College Residential Learning Environment analyzes and describes the learning environment within the residence halls of Whitman College. As we embark on this journey, we begin by mapping the residence hall learning environment, using the definition of environment mapping proposed by the major student affairs organizations in Learning Reconsidered 2 (Keeling, 2006): “Mapping a learning environment is the process of recognizing, identifying, and documenting the sites for learning activities on campus…” (Borrego, 2006, p. 11). In other words, our first step in this process is to identify the numerous sites for learning within the context of our residence life program in order to fully understand the type of learning that takes place in our halls. The Whitman College Residence Life Program The Residence Life and Housing Office is responsible for the day-to-day operations of the entire on-campus residential program for Whitman College, a private liberal arts and sciences undergraduate college with a student population of around 1450 students. The college has a two year on-campus residency requirement for all students. The residence life program consists of nine residence halls and an Interest House Community.
    [Show full text]
  • Trueinsightparent.Com Parenting After Crisis Online Course Participant Workbook
    Parenting After Crisis Online Course Participant Workbook Trueinsightparent.com © 2019 TIPS All rights reserved. Reproduce by permission only trueinsightparent.com True Insight Parenting Strategies Better Insight = Better Parenting Welcome to the trauma informed parenting skills development and education series. Welcome to a parenting group like no other. This group is specifically crafted to the needs, demands, heart- aches, and joys of parenting a child who has experienced a life disruption. I want to take just a moment and say thank you for taking the time to learn better ways to parent children who have experienced life challenges, trau- ma, or other factors of change that they did not choose. It was Gandhi who suggested that our culture and our very civilization are best assessed by treatment of its most vulnerable members. Parenting children who have experienced trauma, confusion, lack of predictability, and broken promises will have its share of challenges and unique moments. It is our hope that you will find tools and plans that will make life easier for your child while also boosting your sense of effectiveness and confidence as a parent. I encourage you to come into these weeks with openness and a mindset to grow. Some of the things we cover may be old news. If so, take those moments to let the information sink in a little deeper, or even as a moment to rest and feel secure that you have already learned so much about this journey! Other topics may provide new and even challenging ideas. It is our constant effort to explore all of the best , research-based practices for car- ing for children who have been through trauma.
    [Show full text]
  • Example of Social Obligations
    Example Of Social Obligations How starry is Jonathan when high-key and Waldensian Taddeus kaolinises some quibble? Well-set Udale copies some wenchers after granulitic Skye degusts alow. Unafraid and pre Andy alcoholised her eliminator pared or letter-bomb mutely. Enter into contact the past decade has no special interest for these include a given rise of social obligations that many other laws are doing business owners expected to conduct Why Are Business Ethics Important? What primary responsibility do corporate directors have to shareholders? These applications involve CT with IMP containing or consisting of a GMO developed against infectious diseases or cancer, as well as CT with GMOs aiming to treat cardiovascular, autoimmune or hereditary diseases, gastrointestinal disorder or inflammation. CSR is directly related to this moral responsibility through business relation and impact relation. The next section focuses on business ethics. He lives in Dripping Springs, TX with his wife and kids and welcomes bbq tips. Bosch also operates several foundations for its numerous production facilities in China with the aim of reducing poverty and creating better educational opportunities. Americans goes down the drain? Think about your human resources department. CSR: taking another look. Social responsibility means that individuals and companies have a duty to act in the best interests of their environment and society as a whole. Thus if reciprocity is required in those situations, meeting the demands is required. The donation process could be structured in such a way to safeguard against fraud and would provide assistance to many community members who cannot afford food. Utilizamos cookies próprios e de terceiros para melhorar nossos serviços e mostrar publicidade relacionada às suas preferências, analisando seus hábitos de navegação.
    [Show full text]
  • Child Development: Day Care. 8. Serving Children with Special Needs
    DOCUMENT RESUME ED 068 185 PS 005 949 AUTHOR Granato, Sam; Krone, Elizabeth TITLE Child Development: Day Care. 8. Serving Children with Special Needs. INSTITUTION Bureau of Education for the Handicapped (DHEW/OE), Washington, D.C.; Department of Health, Education, and Welfare, Washington, D.C. Secretary's Committee on Mental Retardation.; Office of Child Development (DHEW), Washington, D.C.; President's Committee on Mental Retardation, Washington, D.C. REPORT NO DHEW-OCD-72-42 PUB DATE 72 NOTE 74p. AVAILABLE FROM Superintendent of Documents, U.S. Government Printing Office, Washington, D.C. 20402 (Stock Number 1791-0176, $0.75) EDRS PRICE MF-$0.65 HC-$3.29 DESCRIPTORS Behavioral Objectives; *Child Care Workers; *Child Development; Community Resources; *Day Care Programs; Deaf Children; Emotionally Disturbed; Financial Support; Guides; *Handicapped Children; Mentally Handicapped; Parent Participation; Physically Handicapped; Program Planning; *Special Services; Visually Handicapped ABSTRACT This handbook defines children with special needs and develops guidelines for providing services to them. It answers questions commonly raised by staff and describes staff needs, training, and resources. It discusses problems related to communicating with parents, questions parents ask, parents of special children, and communication between parents. It provides guidelines for program development including basic needs for all children, orientation activities, promoting good feelings among children, designing behavior, daily activities, dealing with difficult
    [Show full text]
  • Accountability As a Personal and Social Good
    University of Pennsylvania Carey Law School Penn Law: Legal Scholarship Repository Faculty Scholarship at Penn Law 2003 Privacy Isn't Everything: Accountability as a Personal and Social Good Anita L. Allen University of Pennsylvania Carey Law School Follow this and additional works at: https://scholarship.law.upenn.edu/faculty_scholarship Part of the African American Studies Commons, Ethics and Political Philosophy Commons, Law and Gender Commons, Law and Society Commons, Legislation Commons, Privacy Law Commons, and the Sexuality and the Law Commons Repository Citation Allen, Anita L., "Privacy Isn't Everything: Accountability as a Personal and Social Good" (2003). Faculty Scholarship at Penn Law. 614. https://scholarship.law.upenn.edu/faculty_scholarship/614 This Article is brought to you for free and open access by Penn Law: Legal Scholarship Repository. It has been accepted for inclusion in Faculty Scholarship at Penn Law by an authorized administrator of Penn Law: Legal Scholarship Repository. For more information, please contact [email protected]. 2003 DANIELl. MEADOR LECTURE: PRIVACY ISN'T EVERYTHING: ACCOUNTABILITY AS A PERSONAL AND SOCIAL GOOD * Anita L. Allen I. ACCOUNTABILITY MATTERS Too Privacy, including private choice about personal matters, is a dominant theme in public policy in the United States. My scholarship has often em­ phasized the positive value of contested physical, informational, and deci­ sional privacies.1 Moreover, I have applauded recent federal efforts to man­ date information privacy protections. The most conspicuous of these protec­ tions, Title V of the Gramm-Leach-Bliley Financial Services Modernization Act (Gramm-Leach-Bliley), the Health Insurance Portability and Account­ ability Act of 1996 (HIPAA).
    [Show full text]
  • 21St Annual Toy Safety Survey
    21st Annual Toy Safety Survey U.S. PIRG Education Fund November 2006 Trouble in Toyland The 21st Annual Survey of Toy Safety U.S. PIRG Education Fund November 2006 Acknowledgements Written by Alison Cassady, Research Director with the U.S. PIRG Education Fund. U.S. PIRG Education Fund issues this report under a Creative Commons “some rights reserved” license. You are free to copy, distribute or display the work for non- commercial purposes, with attribution. For more information about this Creative Commons license, visit http://creativecommons.org/licenses/by-nc-nd/2.5/. Cover photos: iStockPhoto (background photo, child with balloons); Ana Abejon/iStockPhoto (baby with rubber duck); and Monika Adamczyk/iStockPhoto (child with blocks). The author would like to thank Nancy A. Cowles, Executive Director of Kids in Danger; Alexa Engelman, Public Interest Litigation Coordinator, Center for Environmental Health; and Rachel Weintraub, Director of Product Safety and Senior Counsel, Consumer Federation of America, for their help with this report. Special thanks to the Colston Warne program of Consumers Union for supporting our work on consumer protection issues. Additional thanks to the Beldon Fund and individual contributors for their generous support of our work on environmental health and toxics issues. U.S. PIRG, the federation of state Public Interest Research Groups (PIRGs), takes on powerful interests on behalf of the American public, working to win concrete results for our health and our well-being. The state PIRGs are a nationwide network of nonprofit, nonpartisan, state-based public interest advocacy organizations. The state PIRGs’ mission is to deliver persistent, result- oriented activism that protects the environment, encourages a fair marketplace for consumers, and fosters responsive, democratic government.
    [Show full text]
  • Personal Life Expectancy Worksheet
    PERSONAL LIFE EXPECTANCY WORKSHEET Begin with the number 72, then enter the value listed (– means subtract, + means add) for the personal fact that applies to your situation. The grand total will provide a rough estimate of your life expectancy. Personal Facts Calculation Subtotal Starting point If you are male . –3 If you are female . +4 If you live in an urban area with a population over 2 million . –2 If you live in a town under 10,000 or you live on a farm . +2 If any grandparent lived to 85 . +2 If all four grandparents lived to 80 . +6 If either parent died of a stroke or heart attack before the age of 50 . –4 If any parent, brother or sister under 50 has (or had) cancer or a heart condition, or has had diabetes since childhood . –3 If you finished college . +1 If you have a graduate or professional degree . +2 If you are 65 or over and still working . +3 If you live with a spouse or friend . +5 Longer retirement means If you do not live with a spouse or friend . –3 some people are working longer: Age Adjustment • For enjoyment and If you are between 30 and 40 . +2 fulfillment. If you are between 40 and 50 . +3 • For extra income. If you are between 50 and 70 . +4 • To pursue different passions. Subtotal: Continued on the next page. Personal Life Expectancy Worksheet (continued) Page 1 subtotal: Lifestyle Status Calculation Subtotal If you work behind a desk . –3 If your work requires regular, heavy physical labor .
    [Show full text]
  • Biographies of Women Scientists for Young Readers. PUB DATE [94] NOTE 33P
    DOCUMENT RESUME ED 368 548 SE 054 054 AUTHOR Bettis, Catherine; Smith, Walter S. TITLE Biographies of Women Scientists for Young Readers. PUB DATE [94] NOTE 33p. PUB TYPE Reference Materials - Bibliographies (131) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Annotated Bibliographies; *Biographies; Elementary Secondary Education; Engineering Education; *Females; Role Models; Science Careers; Science Education; *Scientists ABSTRACT The participation of women in the physical sciences and engineering woefully lags behind that of men. One significant vehicle by which students learn to identify with various adult roles is through the literature they read. This annotated bibliography lists and describes biographies on women scientists primarily focusing on publications after 1980. The sections include: (1) anthropology, (2) astronomy,(3) aviation/aerospace engineering, (4) biology, (5) chemistry/physics, (6) computer science,(7) ecology, (8) ethology, (9) geology, and (10) medicine. (PR) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** 00 BIOGRAPHIES OF WOMEN SCIENTISTS FOR YOUNG READERS 00 "PERMISSION TO REPRODUCE THIS U.S. DEPARTMENT OF EDUCATION MATERIAL HAS BEEN GRANTED BY Once of Educational Research and Improvement Catherine Bettis 14 EDUCATIONAL RESOURCES INFORMATION Walter S. Smith CENTER (ERIC) Olathe, Kansas, USD 233 M The; document has been reproduced aS received from the person or organization originating it 0 Minor changes have been made to improve Walter S. Smith reproduction quality University of Kansas TO THE EDUCATIONAL RESOURCES Points of view or opinions stated in this docu. INFORMATION CENTER (ERIC)." ment do not necessarily rpresent official OE RI position or policy Since Title IX was legislated in 1972, enormous strides have been made in the participation of women in several science-related careers.
    [Show full text]