home economics food studies practical coursework journal

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Home Economics Education: Preparation for a Sustainable and Healthy Future

• Helen Maguire &
• Amanda McCloat  

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Part of the book series: State of the World ((STWO))

As complex societal and ecological challenges increasingly jeopardize the future of the planet, it is critical that humans, and especially younger generations, develop new ways of being in the world. All global citizens urgently require new modes of thinking and doing. As we settle into the realities of the Anthropocene—an epoch in which human beings are changing the Earth in profound and potentially irreversible ways—fundamental transformations in learning are required to enable all citizens to adapt. People everywhere will need to develop applicable life skills, appropriate competencies in specific domains, and improved critical and reflective capabilities.

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Juliet Schor, “Foreword,” in Arjen E. J. Wals and Peter Blaze Corcoran, eds., Learning for Sustainability in Times of Accelerating Change (Wageningen, The Netherlands: Wageningen Academic Publishers, 2012), 15–18; Damian Carrington, “The Anthropocene Epoch: Scientists Declare Dawn of Human-influenced Age,” The Guardian (U.K.), August 29, 2016.

Amanda McCloat and Helen Maguire, “Reorienting Home Economics Teacher Education to Address Education for Sustainable Development,” in Miriam O’Donoghue, Global Sustainable Development: A Challenge for Consumer Citizens , e-book, 2008; Eleanore Vaines, “Wholeness, Transforming Practices and Everyday Life,” in Mary Gale Smith, Linda Peterat, and Mary Leah de Zwart, eds., Home Economics Now: Transformative Practice, Ecology and Everyday Life (Vancouver, BC: Pacific Educational Press, 2004), 133–65.

Sue L. T. McGregor, “Everyday Life: A Home Economics Concept,” Kappa Omicron Nu FORUM (National Honor Society for the Human Sciences) 19, no. 1 (2012); Vaines, “Wholeness, Transforming Practices and Everyday Life.”

Sue L. T. McGregor, Locating the Human Condition Concept Within Home Economics , McGregor Monograph Series No. 201002 (Halifax, NS, Canada: 2010), 240; Irish Department of Education and Skills, Leaving Certificate: Home Economics Scientific & Social Syllabus (Dublin: The Stationery Office, 2001), 2; Irish Department of Education and Skills, The Junior Certificate Home Economics Syllabus (Dublin: The Stationery Office, 2002).

Roland Tormey et al., “Working in the Action/Research Nexus for ESD: Two Case Studies from Ireland,” International Journal of Sustainability in Higher Education 9, no. 4 (2008): 428–40; International Federation for Home Economics, “IFHE Position Statement: Home Economics in the 21st Century” (Bonn, Germany: 2008); Helen Maguire et al., “Images and Objects: A Tool for Teaching Education for Sustainable Development and Responsible Living in Home Economics,” in Ulf Schrader et al., eds., Enabling Responsible Living (Berlin: Springer, 2013).

Suzanne Piscopo and Karen Mugliett, “Redefining and Repackaging Home Economics: Case of a Mediterranean Island,” Victorian Journal of Home Economics 53, no. 1 (2014): 2; Japan Association of Home Economics Education, Home Economics Education in Japan 2012 (Tokyo: 2012); Finnish National Board of Education, “Part IV: Chapters 7.10–7.21,” in National Core Curriculum for Basic Education 2004 (Vammala, Finland: 2004); Skolverket (Swedish National Agency for Education), Sweden: Curriculum for the Compulsory School, Preschool Class and the Recreation Centre 2011 (Stockholm: 2011).

Consumer Classroom, “Resources,” www.consumerclassroom.eu/online-teaching-resources .

University of Kentucky, College of Agriculture, Food and Environment, School of Human Environmental Sciences, Family & Consumer Sciences Extension, Building Strong Families for Kentucky: 2014 (Lexington, KY: 2014). Box 14-1 from the following sources: Isadore Reaud, personal communication with author, September 19, 2016; Pornpimol Kanchanalak, “It’s a Bird, It’s a Plane, It’s the Bamboo School,” The Nation , October 9, 2014; Mechai Viravaidya Foundation, “Mechai Bamboo School,” www.mechaifoundation.org/index2.php , viewed October 15, 2016; Mechai Viravaidya, “Mechai Pattana Bamboo School – Buriram, Thailand,” video, September 14, 2012, www.youtube.com/watch?v=kpuPr54kJBU .

Presentation Secondary Mitchelstown, “Green Schools,” http://presmitchelstown.ie/?page_id=1805 .

Glenamaddy Community School, “Home Economics,” www.glenamaddycs.ie/index.php/subject-departments/home-economics .

Gaelic Athletic Association (GAA), “Healthy Club Focus: GAA Recipes for Success!” March 2, 2016, www.gaa.ie/gaa-tv/healthy-club-focus-gaa-recipes-for-success/ .

Utah Education Network, “Family and Consumer Sciences: Classroom & Laboratory Management,” www.uen.org/cte/family/class .

Adam Vaughan, “Failure to Teach Cooking at School ‘Contributing to £12bn a Year Food Waste,’” The Guardian (U.K.), July 13, 2016; Hedmark University of Applied Sciences, “The Partnership for Education and Research About Responsible Living (PERL/UNITWIN),” http://eng.hihm.no/project-sites/living-responsibly ; Little Flower Girls’ School, “Fair Trade Does Great Trade,” www.littleflowerschool.co.uk/about/latest-news/241-fair-trade-does-great-trade .

St. Aidan’s Comprehensive School, “First Year Textile Projects,” www.staidans.ie/first-year-textile-projects.html .

Heathcote High School, “Home Economics,” www.heathcote-h.schools.nsw.edu.au/curriculum-activities/faculties/home-economics .

Donna Pendergast, “Sustaining the Home Economics Profession in New Times: A Convergent Moment,” in Anna-Liisa Rauma, Sinikka Pöllänen, and Pirita Seitamaa-Hakkarainen, eds., Human Perspectives on Sustainable Future, Proceedings of the 5th International Household and Family Research Conference (Joensuu, Finland: University of Joensuu, 2006), 3–32; Donna Pendergast, “The Intention of Home Economics Education: A Powerful Enabler for Future Proofing the Profession,” in Donna Pendergast, Sue L. T. McGregor, and Kaija Turkki, Creating Home Economics Futures: The Next 100 Years (Samford Valley, Queensland, Australia: Australian Academic Press, 2012), 12–24; Terttu Tuomi-Grohn, “Everyday Life as a Challenging Sphere of Research, An Introduction,” in Terttu Tuomi-Grohn, ed., Reinventing Art of Everyday Making (Frankfurt: Peter Lang, 2008), 7.

Tuomi-Grohn, “Everyday Life as a Challenging Sphere of Research,” 9.

Box 14-2 from the following sources: World Health Organization (WHO), “Global Database of Age-Friendly Practices,” https://extranet.who.int/datacol/custom_view_report.asp?survey_id=3536&view_id=6301&display_filter=1 ; Tine Buffel et al., “Promoting Sustainable Communities Through Intergenerational Practice,” Procedia – Social and Behavioral Sciences 116 (February 21, 2014): 1,785–91; Ann Kristin Boström , Lifelong Learning, Intergenerational Learning, and Social Capital (Stockholm: Institute of International Education, Stockholm University, 2003); Alan Hatton-Yeo and Clare Batty, “Evaluating the Contribution of Intergenerational Practice,” in Peter Ratcliffe and Ines Newman, Promoting Social Cohesion: Implications for Policy and Evaluation (Bristol, U.K.: Policy Press, 2011); Mariano Sanchez et al., “Intergenerational Programmes: Towards a Society for All Ages,” Journal of Intergenerational Relationships 6, no. 4 (2008): 485–87; Judi Aubel, “Elders: A Cultural Resource for Promoting Sustainable Development,” in Worldwatch Institute, State of the World 2010: Transforming Cultures (Washington, DC: Island Press, 2010); Zohl de Ishtar, “Elders Passing Cultural Knowledge to Their Young Women,” Kapululangu Aboriginal Women Law and Culture Centre, December 9, 2012; Wendy Stueck, “Seabird Island Band’s Walks in Woods Aim to Pass Down Aboriginal Heritage,” Globe and Mail (Toronto), April 13, 2016; Jayalaxshmi Mistry and Andrea Berardi, “Bridging Indigenous and Scientific Knowledge,” Science 352, no. 6291 (June 10, 2016): 1,274–75; Ben Goldfarb, “Researchers Around the World Are Learning from Indigenous Communities. Here’s Why That’s a Good Thing,” Ensia , May 31, 2016; Nathalie Fernbach and Harriet Tatham, “Indigenous Knowledge and Western Science Unite to Save the Reef,” ABC News , June 2, 2016; Donald Huisingh, “New Challenges in Education for Sustainable Development,” Clean Technology and Environmental Policy 8, no. 15 (February 3–8, 2006); D’Vera Cohn and Jeffrey S. Passel, “A Record 60.6 Million Americans Live in Multigenerational Households,” Pew Research Center, August 11, 2016; International Longevity Centre Global Alliance, Global Perspectives on Multigenerational Households and Intergenerational Relations (London: International Longevity Centre–UK, March 2012); Sally Newman and Alan Hatton-Yeo, “Intergenerational Learning and the Contributions of Older People,” Ageing Horizons 8 (2008): 31–39; WHO, “WHO Global Network for Age-friendly Cities and Communities,” www.who.int/ageing/projects/age_friendly_cities_network/en/ ; Tiffany R. Jansen, “The Nursing Home That’s Also a Dorm,” CityLab.com , October 2, 2015; Lacy Cooke, “New Dutch Housing Model Lets Students Stay at a Senior Living Home for Free,” Inhabit, September 23, 2016; European Map of Intergenerational Learning website, www.emil-network.eu ; Kyle Wiens, “Why Seniors Are the Heroes of the Fixer Movement,” iFixit.org , June 14, 2014; Martin Charter and Scott Keiller, Grassroots Innovation and the Circular Economy: A Global Survey of Repair Cafés and Hackerspaces (Surrey, U.K.: Centre for Sustainable Design, University for the Creative Arts, 2014); Repair Café, “About Repair Café,” https://repaircafe.org/en/about/ ; WHO, World Health Report: Research for Universal Health Coverage (Geneva: 2013); Donald Ropes, “Intergenerational Learning in Organizations: An Effective Way to Stimulate Older Employee Learning and Development,” Development and Learning in Organizations 28, no. 2 (2014): 7–9; Lisa Quast, “Reverse Mentoring: What It Is and Why It Is Beneficial,” Forbes , January 3, 2011; Jane Wakefield, “Technology in Schools: Future Changes in Classrooms,” BBC News , February 2, 2015.

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Maguire, H., McCloat, A. (2017). Home Economics Education: Preparation for a Sustainable and Healthy Future. In: EarthEd. State of the World. Island Press, Washington, DC. https://doi.org/10.5822/978-1-61091-843-5_14

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Food studies assignments, home economics study guides, food studies, home design & management, osteoporosis, resource management & consumer studies, social studies, autumn writing competition - results..., the great reads award 2023, author visit: méabh collins, library annual report 2022-2023.

Home Economics

A long and diverse course, this subject is a lot more than just cooking. 

Don't forget to practice Question 1(a) from Section B where you have to analyze a graph or chart. These type of questions will not appear in your textbook. Don't forget to study all topics in your elective. Part (a) is compulsory so if you cut corners you can get caught out. Students who do Biology and Business will find some overlapping topics which makes things easier. 

Higher Level Course Content:

• Consumer Studies
• Diet & Health
• Elective 1: Energy & Emissions
• Elective 1: Heating, Water, Lighting..
• Elective 1: Housing (Planning, building..)
• Elective 1: Interior Design
• Elective 2: Fabrics
• Elective 2: Patterns & Fashion
• Elective 3: (un)employment & Poverty
• Elective 3: Education in Ireland
• Elective 3: Family Life & Leisure
• Environment
• Food Assignments
• Food Industry & Packaging
• Food Spoilage & Food Safety
• Foods: Meat, Fish, Cereal, Fruit/Veg, Dairy, Eggs
• Household Appliances
• Household Finances
• Marriage & Family Law
• Meal Planning & Preparation
• Nutrition: Carbohydrates
• Nutrition: Lipids
• Nutrition: Protein
• Nutrition: Vitamins and Minerals

Ordinary Level Course Content:

• Elective1: Energy & Emissions
• Elective1: Heating, Water, Lighting..
• Elective1: Interior Design
• Elective1: Irish Housing
• Elective2: Fabrics
• Elective2: Patterns & Fashion
• Elective3: (un)employment & Poverty
• Elective3: Education in Ireland
• Elective3: Family Life & Leisure
• Older Persons

Practical Coursework   - 20%

This is worth 20% of the final mark this is submitted in journal form in sixth year.

Written Exam paper – 80%

The written examination is a two-and-a-half hour exam at both levels and has three sections:

Section A (60 marks)

12 short questions and you're marked on you're best 10.  These deal mainly with all the core areas. 

Section B (180 marks)

5 questions of which you must answer question 1 (Food Science and Nutrition) and any other 2 questions (from the other Core Areas).  

Section C (80 marks)

3 questions of which you must answer one question, an elective question based on your chosen elective.

Future Careers with Leaving Certificate Home Economics

Home Economics is not an essential requirement for any courses in the CAO system but teaches useful cooking skills that will be used by all. Future careers include Fashion, Cookery, Chef, Tourism, Business, Social Work.

Download the Leaving Cert Home Economics Syllabus

Download the Leaving Cert Home Economics Chief Examiner's Report (2017) 

Download the Leaving Cert Home Economics Guidlines for Teachers

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Home Economics Scientific & Social

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Here in Belvedere College we are delighted at how Home Economics is going from strength to strength. It is now the most popular option for Elements students and it’s great to see our state-of-the-art Food Lab buzzing all the time. Our goal is to inform our students about how important not just diet and nutrition are but also how up-cycling, recycling and living sustainably are important to them, their families, communities and their environment. See our comprehensive subject guide below for more information.

But we like to have fun too! We have been really lucky to welcome top level chefs, Neven Maguire and Ross Lewis to our Food Lab to chat to and inspire our students. We run competitions and encourage our students to enter a variety of cookery & craft events. This consolidates their skills and allows them to explore new areas of their creativity. We are so much looking forward to what the future brings and encouraging the next generation of Belvedere boys to navigate around a consumer orientated society and provide an opportunity for them to learn about, and enjoy, a self-directed approach to cooking, nutrition and potential careers in the Food, Healthcare and Hospitality industries.

Lorna Brennan Tracy Kelly

Overview of Course

What is Home Economics?

When we hear the term, ‘Home Economics’ most of us think about cooking and food. However, Home Economics is about much more than food. Home Economics combines aspects of science, nutrition, cooking, parenting skills and finance. Students learn about the inter-relationships between: diet, health, family, home, choice and the efficient management of resources.

Home Economics gives students a valuable insight into:

• What’s really in the food we eat every day? • How to plan and cook nutritious and economical meals • How to choose the best food for themselves and their family • The importance of good nutrition and health • The role of the consumer in modern eating patterns • Using money – how to spend it wisely, how to save it, and consumer rights • Your home – about design in the home, safety and hygiene • Design and craftwork, child development, textiles • Home Economics delivers vital skills that enable students to lead effective lives as individuals and family members as well as members of the wider community.

How is ‘Home Economics’ useful to Students?

Home Economics will prepare students for a consumer-oriented society and provide a learning foundation for a wide range of careers in areas such as: the food industry, healthcare, hospitality and tourism.

How is Junior Certificate Home Economics Examined? 

In Junior Certificate Home Economics students will be examined in three ways:

1.)   Practical Cookery Examination – 50%. Students complete a one and a half hour practical cookery exam, which involves preparing and cooking food

2.) Written Examination – Written paper 50%. This is a common level paper. The exam duration is 1 hour, 30 minutes. it covers resource management, food and nutrition and textile and craft.

There are 2 CBA’s to be completed in Junior Cycle HE.

CBA 1 which is run from after October midterm to Christmas of second year.

CBA 2 is a two Week duration run directly after Christmas of Third year.

Senior Cycle Home Economics Scientific & Social

For the past five years Home Economics has been offered as an alternative subject to a limited number of senior-cycle students. It has proven to be a very successful option for the students who studied it. By completing the subject at Junior Cycle, it will provide students with an excellent foundation for the Leaving Certificate.

How is Leaving Certificate Home Economics Scientific & Social Examined?

Leaving certificate Home Economics is examined in two ways:

1.) Practical Course Work Journal

Students are required to complete five mandatory practical assignments which involve a large amount of research. They document each assignment in a Food Studies Practical Coursework Journal, which is worth 20% of their final examination. Different assignments are issued each year by the State Examinations Commission. The assignments are based on the following five areas of practice: o Application of Nutritional Principles o Food Preparation and Cooking Processes o Food Technology o Dishes Illustrating the Properties of Food o Sensory Analysis

2.) Written Examination

Students complete a two and a half hour written examination which is worth 80% of their grade.

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• Home Economics

Brief overview of the subject: Home Economics Scientific & Social

Leaving Certificate home economics provides students with knowledge, understanding, skills and attitudes necessary for managing their own lives, for further and higher education and work. The learning experiences in home economics develop flexibility and adaptability in students, prepare them for a consumer-oriented society and provide a learning foundation for a wide range of careers in food, textiles, science, design, social studies and tourism. This syllabus is for students in the senior cycle of post-primary education and is assessed at Higher and Ordinary levels.

Level Differentiation The syllabus has been designed as a common syllabus for Ordinary and Higher levels.

Some material has been designated Higher level only.  The text book indicates clearly what material is Higher Level only.

Number of classes per week: 5

Expected hours of homework/outside study per week: 2.5 hours (min)

Main areas of study:

The syllabus is based on a core of three areas of study that is studied by all students and one elective area, from a choice of three.

Core – 80%

Food studies – 45%

• To enable students to have the knowledge and understanding of food and food-related issues necessary for personal and family health and to apply this knowledge and understanding to the wider area of the food industry

• To enable students to develop and extend organisational, manipulative and creative skills in relation to the preparation, cooking and presentation of food

Resource management and consumer studies – 25%

• To enable students to develop and apply the management skills necessary for the effective organisation and management of available resources to satisfy personal and family needs

• To enable students to have the knowledge and skills necessary to be discerning and responsible consumers

Social studies -10%

• To enable students to understand sociological factors affecting the individual and families

Electives – 20% The elective allows students the opportunity to undertake a more detailed study of one area of the core.

There are three electives, from which one may be chosen:

Home design and management Textiles, fashion and design Social studies Social studies

• To allow students to further develop their knowledge, understanding and skills in relation to certain aspects of the core, particularly social studies

• To provide students with knowledge and understanding of the social issues that relate to the family, education, work, unemployment, leisure, and poverty

• To enable students to develop the skills to analyse and interpret material as a basis for expressing and communicating balanced viewpoints

·       Leaving Certificate Home Economics – Scientific and Social is assessed, at Ordinary and Higher level in the form of a terminal written examination and an assessment of practical work, which is an integral part of the study of home economics.

Written Exam paper – 80% (higher & ordinary level)

The exam is 2 hours 30 minutes in duration.

The written examination consists of three sections:

·       Section A 12 short questions – Students answer 10. These deal with all the core areas of practice. (60 marks allocated)

·       Section B 5 questions – Students are to answer Question 1 (Food Science and Nutrition) and any other 2 questions (from the other Core Areas). (180 marks allocated)

·       Section C 3 questions – Students are to answer 1 Elective question, based on which Elective was chosen to do in class. (80 marks allocated)

Practical Coursework – 20% (common level)

Five assignments will be issued to the school at the beginning of Fifth Year. Students are required to complete four assignments from the following five areas of practice: –          A Application of nutritional principles

–          B Food preparation and cooking processes

–          C Food technology

–          D Properties of a food

–          E Comparative analysis

Students are required to document each assignment in a Food Studies Practical Coursework Journal. The completed Food Studies Practical Coursework Journal must be submitted for examination in November of the Leaving Certificate year. Different assignments are issued each year by the State Examinations Commission. Assignments are common to Higher and Ordinary levels. Skills Required:

Time management, organisation, discipline to work independently, problem solving, adaptability, analysis and application, investigation, and a strong work ethic.

It would be advisable for students opting for Leaving Certificate Home Economics to have completed the Junior Certificate course.  Some of the areas covered on the Junior Cert Home Economics course are continued at Leaving Certificate level.

Cross-curricular links: English, Biology, Business Studies, Art, Building Construction, History, Geography

Link to syllabus :

http://www.curriculumonline.ie

  Department Members:

Monica Keating

Geraldine Newell

Textbooks for Current cohort for Relevant Year groups:

Complete Home Economics by L. Gillick & L.Healy (Educate.ie)

Complete Home Economics Exam Skillbuilder Workbook by L. Gillick & L.Healy (Educate.ie)

Complete Home Economics Food Studies Assignment Guide by L. Gillick & L.Healy (Educate.ie)

Exam papers

Hardback A4 Copy

A4 Plastic Cover for Cookery Journal

During the year, students need to bring in ingredients for practical cookery classes

Useful Websites and Online Resources:

www.examinations.ie

Career opportunities :

The learning experiences in home economics develop flexibility and adaptability in students, prepare them for a consumer-oriented society and provide a learning foundation for a wide range of careers in food, textiles, science, design, social studies, education and tourism:

1. Teaching

2. Food Industry- Chef, sensory analyst, baker, waitress, health &

safety hygienist

3. Textiles & Design Industry

5. Nutrition & Dietician

6. Hotel Management Business Management

7. Culinary Travel and Tourism

8. Social Care and childcare

9. Exercise and Health Instructing

10. Health Promotion

11. Interior Design

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Davitt College

A dynamic and vibrant centre of teaching and learning under the patronage of Mayo Sligo Leitrim Education & Training Board (MSLETB)

Home Economics

Home Economics has a direct relevance to the lives of every young person, both now and in the future.

Home Economics is an applied subject combining theory with practice in order to develop understanding and problem solving skills. It is concerned with the way individuals and families manage their resources to meet physical, emotional, intellectual, social and economic needs. The subject focuses on the acquisition and the development of skills and attitudes that will enable students to take control of their own lives at present and in the future, whether that be at home, in further education, in the world of work or other life situations.

We live in a society of constant change, the wide range of learning experiences to which students are exposed will allow them to be flexible and adaptable in the changing situations of modern life. It prepares students of both sexes for a life in a consumer dominated society and provides a learning foundation for those seeking employment in a wide range of careers.

As a department we seek to ensure that the social and personal confidence, initiative and competence of the young person is developed throughout their years of study.

In Davitt College Home Economics is a popular subject which is offered at both Junior Cycle and Senior Cycle. The school has two fully equipped kitchens.

Home Economics Course Content

The syllabus is based on a core of five areas of study that will be studied by all students and one optional study, from a choice of three.

• Food studies and culinary skills
• Consumer Studies
• Social and health studies
• Resource management and home studies
• Textiles studies

Optional Study

The optional study allows students the opportunity to undertake a more detailed study of one of the core. One optional study may be chosen from the following three:

• Design and craftwork
• Textile skills are an extension of textile studies.

Leaving Cert Home Economics

Most of the work on the Junior Cert course forms the basis for Leaving Certificate Home Economics. Students are required to complete a Food Studies Journal in 5th Year which is based on five Cookery Assignments. This is submitted to the Department of Science at the beginning of 6th Year and is accounts for 20% of the overall leaving cert grade in Home Economics. The study of Home Economics compliments the study of Biology and Business.

Leaving Certificate Home Economics is essential for entry to B Ed in Home Economics, required for teaching Home Economics and is recommended for Faille Ireland courses e.g. Hotel and Tourism Management, Event Management, Professional Cookery, Receptionist, Bar Management etc. Home Economics also has links with Human Nutrition and Dietetics, Food Innovation, Health Promotion and Physical Education, Bioscience, Environmental Health, Nursing, Early Childcare Studies and Interior Design.

Assessment:

Junior Certificate

Home Economics is assessed, at Ordinary and Higher Level, through three different methods of assessment.

Higher Level

Written Exam: 50%

Food studies practical examination: 35%

An elective study project: 15%

Ordinary Level

Written Exam: 40%

Food studies practical examination: 45%

Leaving Certificate

Home Economics Practical Coursework Journal 20%

Written Exam 80% [/one_half]

[one_half_last]

Ethnic Cookery

Cupcake Decorating

[/one_half_last]

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Bring Back Home Economics Education

Alice h. lichtenstein.

Cardiovascular Research Laboratory, Jean Mayer USDA Human Nutrition Research Center on Aging, Tufts University, Boston, Massachusetts

David S. Ludwig

Optimal Weight for Life Program, Department of Medicine, Children’s Hospital, Boston

Additional Contributions: Simone French, PhD, University of Minnesota, and Nancy Fliesler, Children’s Hospital, Boston, provided thoughtful suggestions about the manuscript. Neither received compensation for their contributions.

HOME ECONOMICS, OTHERWISE KNOWN AS DOMEStic education, was a fixture in secondary schools through the 1960s, at least for girls. The underlying concept was that future homemakers should be educated in the care and feeding of their families. This idea now seems quaint, but in the midst of a pediatric obesity epidemic and concerns about the poor diet quality of adolescents in the United States, instruction in basic food preparation and meal planning skills needs to be part of any long-term solution.

About 35% of adolescents are overweight or obese, a prevalence that approaches 50% in minority populations. 1 Excessive weight among youth affects virtually every organ system and, according to a recent study, increases the risk of premature death. 2 In addition, obesity adversely affects selfesteem, academic accomplishment, and future earning potential of children. 3

Programs meant to address obesity in youth have achieved limited success. Some localities have begun to screen students with body mass index (BMI) “report cards,” formed innovative relationships with farmers to supplement the school lunch with local produce, and enacted moratoriums on locating new fast food establishments in their neighborhoods. But powerful forces undermine these efforts, such as the ubiquitous advertising of foods and beverages high in calories and low in nutrient content.

Michelle Obama’s “Let’s Move” campaign—with its emphasis on improving the quality of food and beverage in the schools and the community—is a welcome and historic step. However, better choices in schools will ultimately have limited effects if children do not have the ability to make better choices in the outside-school world, where they spend the majority of their time when young and which they inhabit when older. If children are raised to feel uncomfortable in the kitchen, they will be at a disadvantage for life.

Two recent reports underscore the urgency of this situation. One story focusing on impoverished areas of the South Bronx identified a novel phenomenon in the United States: the coexistence of food insecurity and obesity in the same families and sometimes in the same individual. 4 This “obesityhunger paradox” arises not only from lack of nutritious, affordable alternatives to fast food, but also from lack of knowledge about how to prepare nutritious food at home with inexpensive basic ingredients. At the other extreme, highend kitchen appliances now feature “smart” options for cookies, chicken nuggets, and omelets, allowing those with minimal cooking skills to prepare dishes or entire meals with the push of a button. 5

Although the optimal diet for obesity and chronic disease prevention remains the subject of investigation, broad consensus exists regarding the benefits of home-prepared meals. Research suggests that frequent consumption of restaurant food, take-out food, and prepared snacks lowers dietary quality and promotes weight gain, 6 , 7 and that food preparation by adolescents and young adults may have the opposite effect by displacing poor choices made outside the home. 8 The increase in consumption of meals and snacks prepared away from home, now exceeding one-third of total calories among children and adolescents, 9 appears related to the obesity epidemic.

Even more than before, parents and caregivers today cannot be expected or relied on to teach children how to prepare healthy meals. Many parents never learned to cook and instead rely on restaurants, take-out food, frozen meals, and packaged food as basic fare. Many children seldom experience what a true home-cooked meal tastes like, much less see what goes into preparing it. Work schedules and child extracurricular programs frequently preclude involving children in food shopping and preparation. The family dinner has become the exception rather than the rule.

To improve education about food, it is not necessary to bring back the classic home economics coursework, replete with gender-specific stereotypes. Rather, girls and boys should be taught the basic principles they will need to feed themselves and their families within the current food environment: a version of hunting and gathering for the 21st century. Through a combination of pragmatic instruction, field trips, and demonstrations, this curriculum would aim to transform meal preparation from an intimidating chore into a manageable and rewarding pursuit. As children transition into young adulthood, they should be provided with knowledge to harness modern conveniences (eg, prewashed salad greens) and avoid pitfalls in the marketplace (eg, prepared foods with a high ratio of calories to nutrients) to prepare meals that are quick, nutritious, and tasty. It is important to dispel the myths—aggressively promoted by some in the food industry—that cooking takes too much time or skill and that nutritious food cannot also be delicious.

A comprehensive curriculum to teach students about the scientific and practical aspects of food might include basic cooking techniques; caloric requirements; sources of food, from farm to table; budget principles; food safety; nutrient information, where to find it and how to use it; and effects of food on well-being and risk for chronic disease. This curriculum would provide adolescents, especially at the high school level, with the skills they need to become confident in selecting, handling, and preparing food. To minimize competition with other curricular activities, many of these topics could be integrated into existing science, math, economics, physical activity, and social studies coursework. Some additional time during the school day would be required for hands-on cooking classes and field trips. However, with improvements in dietary quality that may result from the new curriculum, mental performance may increase, tending to compensate for any modest reductions in time available for other classes.

Education in food preparation would produce meaningful synergy with environmental changes in schools, especially improvement in food quality at breakfast and lunch. School cafeterias could be renovated to allow for preparation of cooked meals from raw ingredients, rather than just the reheating of frozen foods by microwave or deep frying, as has become the norm. Instead of using candy as an aid to teach counting in math class, more positive messages about health and nutrition could be creatively incorporated into coursework for students of all ages.

An informed generation of children may also influence the eating habits of US families, just as tobacco education causes some students to discourage their parents from smoking. Ultimately, as this generation of school-aged children and adolescents reaches adulthood, they may serve as positive role models for their children and, through their long-term purchasing habits, ensure healthful food choices are readily available in homes, supermarkets, and restaurants throughout the country.

Presently, many US schools provide information and guidance about tobacco, alcohol, drugs, sexually transmitted disease, and pregnancy; they should do the same about one of the most fundamental of human activities: eating. A renovated home economics curriculum could equip young adults with the skills essential to lead long healthy lives and reverse the trends of obesity and diet-related diseases. This instruction will also help youth reestablish a healthy relationship with food, protecting them from the constant onslaught of weight-loss diets and body-building fads.

Obesity presently costs society almost $150 billion annually in increased health care expenditures. 10 The personal and economic toll of this epidemic will only increase as this generation of adolescents develops weight-related complications such as type 2 diabetes earlier in life than ever before. From this perspective, providing a mandatory food preparation curriculum to students throughout the country may be among the best investments society could make.

Acknowledgments

Funding/Support: Dr Lichtenstein is supported in part by grants from the National Heart, Lung, and Blood Institute; National Institute of Diabetes and Digestive and Kidney Diseases; and the Centers for Disease Control and Prevention. Dr Ludwig is supported in part by career award K24DK082730 from the National Institute of Diabetes and Digestive and Kidney Diseases.

Role of Sponsors: Funding sources had no role in the preparation, review, or approval of the manuscript.

Financial Disclosures: Dr Lichtenstein reported receiving grants from the National Institutes of Health for cardiovascular disease–related research. Dr Ludwig reported receiving royalties from a book about childhood obesity and grants from foundations and the National Institutes of Health for obesity-related research, mentoring, and patient care.

Disclaimer: The content of this commentary is solely the responsibility of the authors and does not necessarily represent the official views of the National Heart, Lung, and Blood Institute; the National Institute of Diabetes and Digestive and Kidney Diseases; or the National Institutes of Health.

Contributor Information

Alice H. Lichtenstein, Cardiovascular Research Laboratory, Jean Mayer USDA Human Nutrition Research Center on Aging, Tufts University, Boston, Massachusetts.

David S. Ludwig, Optimal Weight for Life Program, Department of Medicine, Children’s Hospital, Boston.

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The most significant change in the new Junior Cycle is in the area of assessment. There is a substantial body of research evidence to show that educational outcomes for students can be improved by broadening the approach to assessment. There is also a recognition that no single assessment event can provide evidence of the full range of student achievement. All assessment in junior cycle, formative or summative, moment-in-time or ongoing, SEC, NCCA or teacher-designed, should have as its primary purpose, the support of student learning.   A dual approach to assessment, involving classroom-based assessment across the three years and a final externally-assessed, state-certified examination can enable the appropriate balance between preparing students for examinations and also facilitating creative thinking, engaged learning and better outcomes for students. This approach will recognise and value the different types of learning that take place in schools and will allow for a more rounded assessment of the educational achievements of each young person.

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Ongoing formative assessment classroom practices support student learning and better student outcomes. ongoing assessment may include assessment points that, while used for summative purposes, are also used formatively. formative feedback is given, and time is planned and allotted for student reflection on assessment and their next steps in learning. digital learning technologies (dlt) can also be useful formative assessment tools. here are some examples of dlts used as formative assessment tools. .

Classroom-Based Assessment 1: Creative Textiles arrow_drop_down

A project-based creative textiles classroom-based assessment will provide students with the opportunity to actively engage in a practical and creative way with the design brief process. they are asked to apply the design brief process to make/recycle a textile item for the individual or the home giving due regard to basic human needs, consumer trends, ecological issues, and technology. the knowledge, understanding, skills and values inherent in cba 1 are developed and fostered incrementally from first year so that by the time students reach the point of engagement with cba 1, they are ready to develop their learning further through the learning and assessment process of the cba. more resources in cpd workshops (elective workshops).

Classroom-Based Assessment 2: Food Literacy Skills Brief arrow_drop_down

The food literacy skills brief classroom-based assessment offers students the opportunity to demonstrate their culinary and creative food literacy skills and nutritional knowledge in the researching, analysing, and planning of a food literacy skills brief for everyday living. classroom-based assessment 2 is directly linked to the practical food skills examination. it is based on a food literacy skills brief selected from a list of briefs issued annually by the state examinations commission (sec). the knowledge, understanding skills and values inherent in cba 2 are developed and fostered incrementally from first year so that by the time students reach the point of engagement with cba 2, they are ready to develop their learning further through the learning and assessment process of the cba. more resources in cpd workshops (elective workshops).

Features of Quality: Classroom-Based Assessments arrow_drop_down

The features of quality support student and teacher judgement of the classroom-based assessments and are the criteria that will be used by teachers to assess the pieces of student work. the features of quality are found in the home economics ‘guidelines for the classroom-based assessments, january 2019’. (available from  ncca.ie ).

Practical Food Skills Examination arrow_drop_down

The final examination consists of a practical food skills examination and a written examination. the practical and written examinations will be set and marked by the state examinations commission (sec), and they are each allocated 50% of the marks available from the sec. for the practical food skills examination, students are required to demonstrate the application of nutritional knowledge and practical culinary skills in the execution of one of the briefs issued by the state examinations commission (sec). the practical food skills examination is of one hour and thirty minutes' duration with an additional thirty minutes of preparation time prior to the commencement of the timed examinati on..

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The final examination consists of a practical food skills examination and a written examination. the practical and written examinations will be set and marked by the state examinations commission (sec), and they are each allocated 50% of the marks available from the sec. students will sit a written examination of one and a half hour’s duration at the end of third year. in any year, the learning outcomes to be assessed will constitute a sample of the relevant outcomes from the tables of learning outcomes. the final examination will be set and marked by the state examinations commission (sec)..

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The classroom-based assessment results are reported as part of the school's ongoing reporting procedures and through the junior cycle profile of achievement (jcpa). for more information on reporting, see the national council for curriculum and assessment’s (ncca) reporting guidelines and ongoing reporting booklets..

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What You Should Know About Huizhou Warehouse.

Buyers who frequently use proxy shopping services to purchase goods on Taobao and Xianyu surely know about the Huizhou warehouses. Typically, when placing an order and choosing the packaging warehouse, options such as Huizhou Warehouse 1 or Huizhou Warehouse 2 often appear. In addition, we may notice that proxy shopping services like Pandabuy or Wegobuy also use Huizhou warehouses.

Today, let’s explore why so many cross-border e-commerce warehouses are located in Huizhou, a city in Guangdong Province, China.

You may also like: Best Proxy Service for Xianyu.

An Overview of Huizhou City

Huizhou is strategically positioned in Guangdong Province, one of China’s most prosperous and commercially vibrant areas. It lies in close proximity to major economic centers, including Guangzhou, Shenzhen, and Hong Kong, allowing for easy access to a large consumer base and diverse supply chains. Its position near the South China Sea also grants Huizhou excellent access to international shipping routes. The city’s strategic location, robust infrastructure, and favorable government policies make it an attractive destination for businesses, particularly for e-commerce ventures.

Huizhou Warehouse Location Introduction

1. huizhou zhongkai baowan intelligent logistics industrial park.

Located in Huizhou city, the Huizhou Zhongkai Baowan Intelligent Logistics Industrial Park covers an area of approximately 200,000 square meters. With its three four-story Class-C warehouses, two auxiliary buildings, and ramp platforms, it offers comprehensive warehousing logistics services to its enterprise customers. The park is situated near Huibridge Expressway in Huicheng District, Huizhou, Guangdong Province.

2. Prologis Huizhou Huiyang Logistics Center

Prologis Huizhou Huiyang Logistics Center, located on Qiuhu Road in Huiyang District, spans an impressive 500,000 square meters. With a total investment of about 1.4 billion yuan, it comprises two phases: the first consisting of five single-layer warehouses and four double-layer ones, while the second phase mainly constructs five factory buildings. It is an ideal choice for regional distribution and manufacturing warehousing. The center is about 60 kilometers from Futian District, Shenzhen, and 5 kilometers from the G15 Shenhai Expressway exit.

3. Jinze International Logistics Park

Jinze International Logistics Park, a key construction project in Huizhou City and one of the largest modern logistics parks in Eastern Guangdong, occupies 290,000 square meters. It houses various functional areas such as a multimodal transport center, regional distribution center, logistics procurement center, and Internet of Things information center. The park is located on Jinlong Avenue in Huicheng District, Huizhou.

4. Jia Min Huiyang Industrial Park

Strategically positioned near Huida Highway and 20 kilometers away from Shenzhen, the Jia Min Huiyang Industrial Park has a total construction area of approximately 405,000 square meters. It comprises eight single-layer warehouses and six 3-layer ramp warehouses, along with comprehensive facilities like a security system, CCTV security system, ESFR sprinkler system, and Prologis parking. The park is located at South 100, Zhongjian Science and Technology Group, Huiyang District, Huizhou City, Guangdong Province.

5. Jia Min Boluo Logistics Park

Located at the intersection of He’an Avenue and Beihuan Road, Yuanzhou Town, Boluo County, Huizhou City, Jia Min Boluo Logistics Park neighbors major cities like Shenzhen, Guangzhou, and Dongguan. It offers a vast logistics warehousing space and is equipped with facilities such as a CCTV security system, ESFR sprinkler system, parking lot, and security system.

6. JD Huiyang Logistics Park

JD Huiyang Logistics Park, an automated e-commerce logistics base that integrates warehousing, sorting, transportation, transfer, and large-item businesses, operates in Huiyang District, Huizhou City. The park, covering about 140,000 square meters, was officially opened in 2016 and houses eight large-scale warehouses.

7. Prologis Huizhou Yonghu Logistics Park

Prologis Huizhou Yonghu Logistics Park, situated in Huiyang District, Huizhou City, Guangdong Province, is close to Huinan Avenue and Huida Highway. It’s about 12 kilometers from Shenshan Expressway, 20 kilometers from Huizhou city center, and 35 kilometers from Xiegang Town, Dongguan City. The park offers large-scale warehousing logistics facilities and covers a warehouse area of 52,000 square meters.

Why Most Cross-Border E-Commerce Warehouses Choose Huizhou?

The selection of Huizhou as the location for warehouses by many cross-border e-commerce businesses is a calculated decision. It’s largely influenced by the city’s favorable government policies, strategic location, and abundant human resources.

Government Support for E-commerce Businesses

Huizhou’s local government has shown remarkable support towards the development of e-commerce . Aiming to stimulate economic growth, the government has rolled out several incentives and policies that are attractive to these businesses.

E-commerce Policy Framework: The Huizhou government has established a supportive regulatory environment that encourages e-commerce growth, offering subsidies, tax breaks, and streamlined administrative procedures to enterprises.

Infrastructure Development: The government invests significantly in enhancing Huizhou’s infrastructure, contributing to its reputation as a modern, efficient city.

Geographical and Transport Advantages

Huizhou’s strategic location and superior transport connectivity contribute to its appeal as a warehouse location. The accessibility to major economic hubs, combined with a robust transport network, facilitates quick and cost-effective distribution of goods.

Proximity to Major Cities: Huizhou is within 200 kilometers of several key economic metropolises, including Guangzhou, Shenzhen, Hong Kong, and Macau. This proximity facilitates the efficient movement of goods and services.

Highway Network: Huizhou is connected by a robust network of national and provincial highways. For instance, the Guangzhou–Shenzhen–Huizhou Expressway forms a crucial transportation artery, ensuring speedy delivery to and from these major cities.

Air and Sea Ports: For international shipping, Huizhou Port and Shenzhen Yantian Port have innovatively implemented the operation of “Huiyan Combined Port” and actively undertake the diversion of the container freight market of Yantian Port. Notably, it’s a relatively short drive to Shenzhen Bao’an International Airport and Guangzhou Baiyun International Airport, which are among the busiest in the world.

Rail Network: Additionally, the extensive railway system in this region, including high-speed rail connections, bolsters its transport efficiency.

Human Resource Advantages

Huizhou’s labor market is another key factor in its attractiveness to cross-border e-commerce businesses.

Labor Supply: Huizhou is home to a large, skilled labor force. It offers a pool of workers with a wide range of skills and abilities, ensuring that businesses can find the workers they need.

Labor Costs: Compared to larger cities like Guangzhou and Shenzhen, Huizhou’s cost of labor is relatively lower. This helps businesses keep their operating costs in check.

Regional Infrastructure

Huizhou’s regional infrastructure is also well-developed, playing an essential role in attracting businesses and fostering economic growth.

Industrial Parks: The city is home to numerous industrial parks, providing spaces that are ready to accommodate large-scale operations such as warehouses.

Logistical Services: Given the high concentration of businesses, Huizhou has a vast array of local logistics services, which aids businesses in the transportation and distribution of goods.

The Advantages of Huizhou Warehouses

While Huizhou’s supportive business environment, strategic location, and abundant human resources make it an attractive location for e-commerce warehousing, the advantages don’t stop there. The benefits of Huizhou warehouses extend to their capabilities and the services they offer.

Ample and High-quality Storage Space

One of the main advantages of Huizhou warehouses is the ample and high-quality storage space they provide. These warehouses are designed and built to international standards, ensuring the safe storage of a wide variety of goods. Whether it’s clothing, electronics, or other types of merchandise, sellers can rest assured that their products are stored properly.

Efficient Logistics and Transport Networks

Huizhou’s highly efficient logistics and transport networks ensure that goods stored in its warehouses can be quickly and reliably shipped to customers. The city’s robust transportation infrastructure, combined with its proximity to major ports and airports, provides for efficient domestic and international shipping.

Capability to Handle Large Volume Orders

Huizhou warehouses are equipped to handle large volume orders, ensuring continuity and stability of service for e-commerce businesses. With state-of-the-art technology and systems, these warehouses can process and fulfill large numbers of orders swiftly and accurately. This capability is vital in the fast-paced world of e-commerce, where speed and accuracy are key to customer satisfaction.