History of Family and Consumer Sciences

Home economics, also called domestic science or family and consumer sciences (often shortened
to FCS or FACS), is a subject concerning human development, personal and family finances,
consumer issues, housing and interior design, nutrition and food preparation, as well as textiles and
apparel. Although historically mostly taught in secondary school or high school, dedicated home
economics courses are much less common today.

Home economics courses are offered around the world and across multiple educational levels.
Historically, the purpose of these courses was to professionalize housework, to provide intellectual
fulfillment for women, to emphasize the value of "women's work" in society, and to prepare them for
the traditional roles of sexes. Family and consumer sciences are taught as an elective or required
course in secondary education, as a continuing education course in institutions, and at
the primary level.

Beginning in Scotland in the 1850s, it was a woman-dominated course, teaching women to be

homemakers with sewing being the lead skill. The American Association of Family and Consumer
Sciences at the beginning of the 20th century saw Americans desiring youth to learn vocational skills
as well. Politics played a role in home economics education, and it wasn't until later in the century
that the course shifted from being woman-dominated to now required for both sexes.

Now family and consumer science have been included in the broader subject of Career Technical
Education, a program that teaches skilled trades, applied sciences, modern technologies, and career
preparation. Despite the widening of the subject matter over the past century, there has been a
major decline in home economics courses offered by educational institutions.

Terminology

Family and consumer sciences were previously known in the United States as home economics, often
abbreviated as "home ec" or "HE". In 1994, various organizations, including the American Association
of Family and Consumer Sciences, adopted the new term "Family and Consumer Sciences (FCS)" to
reflect the fact that the field covers aspects outside of home life and wellness. FCS is taught
worldwide, as an elective or a required course in secondary education, and in many tertiary
and continuing education institutions. Sometimes it is also taught in primary education. International
cooperation in the field is coordinated by the International Federation for Home Economics,
established in 1908.

These programs have been called human sciences, home science, domestic economy, and the
domestic arts, the domestic sciences, or the domestic arts and sciences, and may still be referred to
as such depending on the academic institution. Home economics has a strong historic relationship to
the field of human ecology, and since the 1960s a number of university-level home economics
programs have been renamed "human ecology" programs, including Cornell University's program.

By country

Internationally, Home Economics education is coordinated by the International Federation for Home
Economics (Fédération internationale pour l'économie familiale).

Canada

In the majority of elementary (K-6) and public (K-8) schools in Canada, home economics is not
taught. General health education is provided as part of a physical education class. In high schools or
secondary schools, there is no specific home economics course, but students may choose related
courses to take, such as Family Studies, Food and Nutrition, or Health and Safety.

Finland

Finland has a 110 year history in home economics teacher education.Household economics and
nutrition have been taught at university level since the 1940s. Finland has made home economics a
required course for boys and girls. When at university, home economics courses fall under categories
of the culture and education of nutrition and food, consumer education, environmental education,
and family education. The Finnish National Core Curriculum for Basic Education in 2014 also states to
reach sustainable development, home economics must be one of the key elements throughout
curriculum.

Germany

Between 1880 and 1900, the Reifenstein schools concept was initiated by Ida von Kortzfleisch, a
Prussian noble woman and early German feminist. Reifenstein refers to Reifenstein im Eichsfeld, a
municipality in Thuringia and site of the first permanent school. Reifensteiner Verband comprised
from 1897 till 1990 about 15 own schools and cooperated with further operators. About 40
wirtschaftliche Frauenschulen, rural economist women schools were connected to the Reifensteiner
concept and movement and allowed higher education for women already in the German
Kaiserreich. The 1913 doctorate of Johannes Kramer compared different concepts of home economic
education worldwide and praised the system e.g. in Iowa. Additionally, home economics are taught
as an optional course in lower- and mid-level secondary schools (Haupt- und Realschule).

India

Many education boards in India such as NIOS, CBSE, ICSE, CISCE and various state boards offer home
science as a subject in their courses, sometimes called Human Ecology and Family Sciences.

Indonesia

Home economics are known in Indonesia as Family Training and Welfare (Indonesian: Pembinaan
dan Kesejahteraan Keluarga, PKK). It is rooted on a 1957 conference on home economics held
in Bogor; it became state policy in 1972.

Iran

The new books are Family management and planning lifestyle for girls in secondary high schools and
a similar book for boys just as well.

Ireland

Home economics was taught to girls in the junior cycle of secondary school in the 20th century. It
was added to the senior cycle Leaving Certificate in 1971, at a time when elimination of school fees
was increasing participation. In subsequent decades new co-educational community schools saw
more boys studying the subject. Increased third-level education participation from the 1990s saw a
decline in practical subjects not favoured for third-level entry requirements, including home
economics.

Italy

In 1945, just days before the Liberation of World War II, Ada Gobetti stated, "The most difficult
problem will be that of the housewife. It will be one of the most difficult to resolve if one wants to
create a new society. "She wanted women, family, work, and society to form a new relationship
through education and organization of the housewives. Although people were not taught formal
classes of home economics, during the 1950s and 1960s home economics manuals had been fully
published. These manuals were compulsory for children to read in school. These manuals focused
heavily on how to be a good housewife during a new era of transformation and how to adapt to new
behaviors and habits.

Starting from the Gentile reform of 1923, home economics was taught in the lower middle school
and in the new unified middle school established in 1963. The name changed to Technical
Applications, differentiated into male and female, which was taught until 1977 when it changed to
the title of Technical Education, which no longer differed in relation to the sex of the pupils.

South Korea

In South Korea, the field is most commonly known as "consumer science" (소비자학, sobija-hak). The
field began in schools taught by Western missionaries in the late 19th century. The first college-level
department of family science was established at Ewha Womans University in Seoul in 1929.

Sweden

In Sweden, Home economics is commonly known as "home- and consumer studies" (hem- och
konsumentkunskap). The subject is mandatory from middle years until high school in both public and
private schools but is regarded as one of the smallest subjects in the Swedish school system. For
many decades, the subject was only called "hemkunskap" and had a strong focus on the traditional
common tasks of a home, family and practical cooking and cleaning. After the 2011 Swedish school
reform, the curriculum have been restructured with more focus on the topics of health, economy
and environment which includes Consumer economics as well as Consumer awareness.

United Kingdom

In 1852 Louisa Hope and others created the Scottish Ladies Association for Promoting Female
Industrial Education. The intention was to ensure that females would learn sewing and in time other
domestic subjects in separate gender based education. The Church of Scotland had decided in 1849
that it wanted female "schools of industry". Women were seen as centres of moral and religious
values for families and upper class ladies in the new association saw it as their role to provide it.

In 1853 Hope published, The Female Teacher: Ideas Suggestive of Her Qualifications and
Duties where she notes that women should be "keepers at home" and men should see to his "labour
and his work until the evening". Education of females would elevate the "lower classes" and this was
the "aim of the Scottish Ladies Association for Promoting Female Industrial Education".

Hope organised a petition of 130 signatures of "principal ladies of Scotland" demanding improved
sewing lesson for girls in Scottish schools. The petition was supported by letters sent to newspapers
and this was of underestimated influence. By 1861 grants were available to support this objective
and in 1870 70% of schools were including sewing in their curriculum according to inspectors.

Thereza Charlotte, Lady Rucker (1863 – 1941) was a promoter of household science teaching. She
helped establish Domestic Science as a university subject but only at one university in England.

In the UK, Home Economics was a GCSE qualification offered to secondary school pupils, but since
2015 been replaced with a course entitled Food and Nutrition which focuses more on the nutritional
side of food to economics.
In Scotland, Home Economics was replaced by Hospitality: Practical Cooking at National 3, 4 and 5
level and Health and Food Technology at National 3, 4, 5, Higher and Advanced Higher. The awarding
body is the SQA.

United States

Nineteenth century

Catharine Beecher, American educator

Over the years, homemaking in the United States has been a foundational
piece of the education system, particularly for women. These homemaking
courses, called home economics, have had a prevalent presence in
secondary and higher education since the 19th century. By definition,
home economics is "the art and science of home management", meaning
that the discipline incorporates both creative and technical aspects into its
teachings. Home economics courses often consist of learning how to cook,
how to do taxes, and how to perform child care tasks. In the United States,
home economics courses have been a key part of learning the art of taking
care of a household. One of the first to champion the economics of running a home was Catherine
Beecher, sister to Harriet Beecher Stowe.

Since the nineteenth century, schools have been incorporating home economics courses into their
education programs. In its early years, home economics began with the goal of professionalizing
domestic labor for women whilst also uplifting the idea of "women's work". In the United States, the
teaching of home economics courses in higher education greatly increased with the Morrill Act of
1862. Signed by Abraham Lincoln, the Act granted land to each state or territory in America for
higher educational programs in vocational arts, specifically mechanical arts, agriculture, and home
economics. Such land grants allowed for people of a wider array of social classes to receive better
education in important trade skills.

Home economics courses mainly taught students how to cook, sew, garden, and take care of
children. The vast majority of these programs were dominated by women. Home economics allowed
for women to receive a better education while also preparing them for a life of settling down, doing
the chores, and taking care of the children while their husbands became the breadwinners. At this
time, homemaking was largely accessible to middle and upper class white women whose families
could afford secondary schooling.

In the late 19th century, the Lake Placid Conferences took place. The conferences consisted of a
group of educators working together to elevate the discipline to a legitimate profession. Originally,
they wanted to call this profession "oekology", the science of right living. However, "home
economics" was ultimately chosen as the official term in 1899.

The first book on home economics was Mrs. Welch's Cookbook, published in 1884 at Iowa
State by Mary Beaumont Welch. Welch's classes on domestic economy were the first in the nation to
give college credit on the subject.

Twentieth century

Home economics in the United States education system increased in popularity in the early
twentieth century. It emerged as a movement to train women to be more efficient household
managers. At the same moment, American families began to consume many more goods and
services than they produced. To guide women in this transition, professional home economics had
two major goals: to teach women to assume their new roles as modern consumers and to
communicate homemakers' needs to manufacturers and political leaders. The development of the
profession progressed from its origins as an educational movement to its identity as a source of
consumer expertise in the interwar period to its virtual disappearance by the 1970s. An additional
goal of the field was to "rationalize housework", or lend the social status of a profession to it, based
on a theory that housework could be intellectually fulfilling to women engaged in it, along with any
emotional or relational benefits.

Pioneers of the field included numerous female figures, such as Ellen Swallow Richards, who had
profound impacts on the home economics profession.[41] In 1909, Richards founded the American
Home Economics Association (now called the American Association of Family and Consumer
Sciences). From 1900 to 1917, more than thirty bills discussed in Congress dealt with issues of
American vocational education and, by association, home economics. Americans wanted more
opportunities for their young people to learn vocational skills and to learn valuable home and life
skills. However, home economics was still dominated by women and women had little access to
other vocational trainings. As stated by the National Education Association (NEA) on the distribution
of males and females in vocations, "one-third of our menfolk are in agriculture, and one-third in non-
agricultural productive areas; while two-thirds of our women are in the vocation of homemaking".

Home economist Mary Norris with a Girl Scout, Seattle,

Washington, 1966

Practice homes were added to American universities in the

early 1900s in order to model a living situation, with the first
facility built for home management practice constructed in
the early 1920s at North Dakota Agricultural College. The all-
women 'team' model used for students was different from
prevailing expectations of housewives. For example, women
were graded on collaboration, while households at the time
assumed that women would be working
independently. Nevertheless, the practice homes were
valued. These practicum courses took place in a variety of
environments including single-family homes, apartments, and
student dorm-style blocks. For a duration of a number of
weeks, students lived together while taking on different roles and responsibilities, such as cooking,
cleaning, interior decoration, hosting, and budgeting. Some classes also involved caring for young
infants, temporarily adopted from orphanages. Children's service organizations helped supply the
babies who were awaiting adoption. At Cornell University, the first practice baby was called Dicky
Domecon, named after the phrase "domestic economy". Dicky was borrowed by Cornell in 1920
when he was three weeks old. Practice babies belonged to the students and to the department and
were considered central to the proper training and development of home economics students. Many
fields of high acuity use simulation to enhance training in complicated situations. Childcare
practicums were often included at the same time as other classwork, requiring students to configure
their intellectual and home lives as compatible with one another. Home economics programs were
using practice babies nationwide, however by 1959 less than one percent of programs still ran full-
time operations. The practice was discontinued altogether by the early 1970s.According to Megan
Elias, "in the ideal, domestic work was as important as work done outside the home and it was
performed by teams of equals who rotated roles. Each member of the team was able to live a life
outside the home as well as inside the home, ideally, one that both informed her domestic work and
was informed by it. This balance between home and the wider world was basic to the movement."

There was a great need across the United States to continue improving the vocational and
homemaking education systems because demand for work was apparent after World War I and II.
Therefore, in 1914 and 1917, women's groups, political parties, and labor coalitions worked together
in order to pass the Smith-Lever Act and the Smith-Hughes Act. The Smith-Lever Act of 1914 and the
Smith-Hughes Act of 1917 created federal funds for "vocational education agriculture, trades and
industry, and homemaking" and created the Office of Home Economics. With this funding, the United
States was able to create more homemaking educational courses all across the country.

Throughout the 1940s, Iowa State College (later University) was the only program granting a master
of science in household equipment. However, this program was centered on the ideals that women
should acquire practical skills and a scientifically based understanding of how technology in the
household works. For example, women were required to disassemble and then reassemble kitchen
machinery so they could understand basic operations and understand how to repair the equipment.
In doing so, Iowa State effectively created culturally acceptable forms of physics and engineering for
women in an era when these pursuits were not generally accessible to them.

Throughout the latter part of the twentieth century, home economics courses became more
inclusive. In 1963, Congress passed the Vocational Education Act, which granted funds to vocational
education job training. Home economics courses started being taught across the nation to both boys
and girls by way of the rise of second-wave feminism. This movement pushed for gender equality,
leading to equality in education. Starting in 1994, home economics courses in the United States
began being referred to as "family and consumer sciences" in order to make the class appear more
inclusive. With desegregation and the Civil Rights Act of 1964, men and women of all backgrounds
could equally learn how to sew, cook, and balance a checkbook.

In the 1980s, "domestic celebrities" rose to stardom. Celebrities, such as Martha Stewart, created
television programs, books, magazines, and websites about homemaking and home economics,
which attested to the continued importance of independent experts and commercial mass-media
organizations in facilitating technological and cultural change in consumer products and services
industries.

Despite many secondary education establishments still referring to these enrichment classes as
"home economics", the name was officially changed in 1994 by the American Association of Family &
Consumer Sciences to "family and consumer sciences" to more accurately represent the profession
and field as a whole. As society changed over time, so did the needs of students in these classes.
Topics such as nutrition, family finance, and other social justice issues have been added to family and
consumer sciences classes, most frequently taught in high schools and colleges.

Twenty-first century

Today FCS is part of the broader Career Technical Education (CTE) umbrella. Career and technical
education is a term applied to programs that specialize in skilled trades, applied sciences, modern
technologies, and career preparation. While traditional home economics focused on preparing
women to care for a family and home, family consumer science continues to adapt its course
offerings to meet the needs of students both for personal growth and professional opportunities.
Students can take classes in culinary arts, education, food science, nutrition, health and wellness,
interior design, child development, personal finance, textiles, apparel, and retailing. Students who
take FCS classes can join the student organization Family, Career, and Community Leaders of
America.

FCS and CTE courses help prepare students for careers rather than university.] Also, homemaking and
home economics courses have developed a negative connotation because of the negative gender
bias associated with home economics courses. Despite this, homemaking is now socially acceptable
for both men and women to partake in. In the United States, both men and women are expected to
take care of the home, the children, and the finances. More women are pursuing higher education
rather than homemaking. In 2016, 56.4% of college students were female as opposed to 34.5% in
1956. Some schools are starting to incorporate life skill courses back into their curriculum, but as a
whole, home economics courses have been in major decline in the past century.

In 2012 there were only 3.5 million students enrolled in FCS secondary programs, a decrease of 38
percent over a decade. In 2020 the AAFCS estimates that there are 5 million students enrolled in FCS
programs, a significant increase from past years that is still growing.
Financial Literacy

What is Financial Literacy?

Financial literacy is the cognitive understanding of financial components and skills such as budgeting,
investing, borrowing, taxation, and personal financial management. The absence of such skills is
referred to as being financially illiterate.

According to the Financial Industry

Regulatory Authority (FINRA), about 66% of
the American population is considered
financially illiterate.

Being financially literate allows an individual

to be better prepared for specific financial
roadblocks, which, in turn, decreases the
chances of personal economic distress.

Achieving financial literacy is crucial in

today’s society due to everyday facets of life, such as student loans, mortgages, credit cards,
investments, and health insurance.

Fundamental Components of Financial Literacy

Financial literacy consists of several financial components and skills that allow an individual to gain
knowledge regarding the effective management of money and debt.

Below are the fundamental components of financial literacy that should be learned.

1. Budgeting

In budgeting, there are four main uses for money that determine a budget: spending, investing,
saving, and giving away.

Creating the right balance throughout the primary uses of money allows individuals to better allocate
their income, resulting in financial security and prosperity.

In general, a budget should be composed in a way that pays off all existing debt while leaving money
aside for saving and making beneficial investments.

2. Investing

To become financially literate, an individual must learn about key components in regards to investing.
Some of the components that should be learned to ensure favorable investments are interest rates,
price levels, diversification, risk mitigation, and indexes.

Learning about crucial investment components allows individuals to make smarter financial decisions
that may result in an increased inflow of income.

3. Borrowing

In most cases, almost every individual is required to borrow money at one point in their life. To
ensure borrowing is done effectively, an understanding of interest rates, compound interest, time
value of money, payment periods, and loan structure is crucial.
If the criteria above are understood sufficiently, an individual’s financial literacy will increase, which
will provide practical borrowing guidelines and reduce long-term financial stress.

4. Taxation

Gaining knowledge about the different forms of taxation and how they impact an individual’s net
income is crucial for obtaining financial literacy. Whether it be employment, investment, rental,
inheritance, or unexpected, each source of income is taxed differently.

Awareness of the different income tax rates permits economic stability and increases financial
performance through income management.

5. Personal Financial Management

The most important criteria, personal financial management, includes an entire mix of all of the
components listed above.

Financial security is ensured by balancing the mix of financial components above to solidify and
increase investments and savings while reducing borrowing and debt.

Achieving an in-depth knowledge of the financial components discussed above guarantees an

increase in an individual’s financial literacy.

Importance of Financial Literacy

Obtaining financial literacy is one of the most important things an individual can do to ensure
prolonged financial stability.

Listed below are some real-world facts that should emphasize the overall importance of attaining
financial literacy.

 It is estimated that about 78% of Americans live paycheck to paycheck.

 More than 189 million of the American population own credit cards.

 On average, credit card owners own about four cards each.

 Student loan debt is about $1.5 trillion for more than 44 million borrowers.

 Credit card debt levels are at a record high of $1.04 trillion.

 Overall, Americans are approximately $12.58 trillion in debt.

The statistics depicted above should illuminate why financial literacy is paramount in today’s financial
climate.

Benefits of Financial Literacy

Being financially literate is a skill that brings forth an assortment of benefits that can improve
the standard of living for individuals through an increase in financial stability.

Listed below are the assortment of benefits of being financially literate:

 Ability to make better financial decisions

 Effective management of money and debt

 Greater equipped to reach financial goals

  Reduction of expenses through better regulation

 Less financial stress and anxiety

 Increase in ethical decision-making when selecting insurance, loans, investments, and using a
credit card

 Effective creation of a structured budget

Making steps to becoming financially literate is an important component of life that can ensure
financial solidity, reduce anxiety, and stimulate the achievement of financial goals.
Nutrition, Health, and Your Environment

What we eat is considered an environmental factor that influences health, in positive and negative
ways. Healthy diets with an optimal balance of nutrients help people accomplish daily physical
activities and mental processes. Within your diet, a deficiency or excess of certain nutrients can
affect health.

Introduction

The term diet refers to foods and beverages

consumed over time in all settings, such as
worksites, schools, restaurants, and the
home. Diet also often means a specific
nutritional plan or eating pattern.

Nutrition is the process of consuming,

absorbing, and using nutrients from food
that are necessary for growth, development,
and maintenance of life.

What Are Nutrients?

Nutrients give your body energy and enable bodily functions. They are usually classified in two major
groups:

 Macronutrients, in the form of protein, carbohydrate, or fat, primarily provide energy to

your body. The different macronutrients serve different energy pathways and functions in
the body. Energy from macronutrients in food is measured in units called calories.

 Micronutrients, known as vitamins and minerals, are required by the body in minute
amounts. They protect and promote various bodily functions, including processing energy
from macronutrients. Although critical to health, micronutrients do not supply energy.

What Should People Eat?

As reflected in the federal Dietary Guidelines for Americans, scientific evidence shows that healthful
eating patterns can help people achieve and maintain well-being and reduce their chance of chronic
disease. The guidelines also say that people can enjoy foods that meet their personal needs and
cultural preferences while eating healthfully.

By translating science into succinct, food-based guidance, the guidelines are intended to help the
U.S. population at large choose a better diet. Specific nutritional recommendations for individuals
suffering from diet-related conditions are not provided.

The Dietary Guidelines for Americans are jointly developed and issued by the U.S. Department of
Agriculture and the U.S. Department of Health and Human Services. Updated every five years, they
are the cornerstone for many federal nutrition programs and policies.
 Why Study Nutrition and Health?

More than half of U.S. adults – 129 million

people – have one or more preventable
chronic diseases, such as cardiovascular
disease, high blood pressure, type 2
diabetes, and some cancers, which are often
related to diet and physical inactivity.

Beyond health effects, nutrition-related diseases create strains on productivity, health care spending,
health disparities, and military readiness. Addressing such issues requires understanding interrelated
biological and social environmental determinants, and corresponding solutions.

As a scientific field, nutrition is integral to health promotion and disease prevention. Information
from many disciplines, including anthropology, biology, biochemistry, economics, epidemiology, food
science and technology, genetics, physiology, psychology, and sociology, are applied in nutritional
studies. Scientists consider what people eat and drink, and take as dietary supplements, during
different life stages and over time. They focus on interconnections to build evidence for public policy,
health system, and environmental improvement strategies.

Nutrition May Reduce Harmful Health Effects From Environmental Factors

The concept of reducing risk from harmful exposures tends to mean removing or decreasing
exposure to environmental contaminants. But that form of prevention can be difficult to achieve. An
alternative concept is to focus on nutrients with potential to be protective or reduce the risk of
harmful health effects from environmental factors.

Researchers at the NIEHS-funded University of Kentucky Superfund Research Center have an

innovative, long-running program that studies if and how nutrition can reduce the risk of harmful
health effects from environmental pollutants. Their research is based on the premise that nutrition
should be considered a necessary variable in the study of human diseases associated with exposure
to environmental contaminants.

Based on years of study, there is evidence that certain aspects of nutrition are protective and should
be integral in efforts to intervene or prevent toxic health effects of some environmental factors.

For example, the researchers uncovered how a person’s diet can protect against the harmful health
effects of exposure to polychlorinated biphenyls (PCBs). Now banned from production, PCBs were
once commonly used in making products such as heat transfer fluids and coolant in electric
transformers. They discovered that certain nutrients, vitamin E and omega 3-fatty acids, can reduce
cell damage from PCB exposure and that a type of fiber found in vegetables can potentially protect
against cardiovascular problems related to PCB exposure. Conversely, they also found that dietary fat
that is high in linoleic acid can worsen the cardiovascular effects of PCBs.

Other Findings From NIEHS-supported Research Include the Following:

ADHD – Researchers demonstrated that low vitamin D during pregnancy was related to an increased
risk of attention deficit hyperactivity disorder (ADHD), a finding that could lead to new prevention
measures.
Asthma – Asthma is a common childhood disease that disproportionately affects urban minority
populations. Researchers discovered that vitamin D has a protective effect among children with
asthma who live in urban environments with poor indoor air quality. In other words, obese children
with blood levels low in vitamin D had worse asthma than children with higher vitamin D levels.

A diet deficient in antioxidants--micronutrients that help defend cells in the body--has been
suggested as one reason for the asthma epidemic. The traditional Mediterranean diet typically
includes foods rich in antioxidants such as vegetables, fruits, nuts, fish, and olive oil, with a low
intake of meat. This diet pattern has been shown to be protective of asthma and allergic disease in
multiple studies. A study funded by NIEHS found that following this type of diet reduced the chance
of asthma development among children in Lima, Peru.

Autism Spectrum Disorder – Autism spectrum disorder (ASD) is a broad range of conditions that
affect communication and behavior. Environmental factors and genetics are thought to contribute to
ASD, which affects 1 in 36 children in the U.S.

While more research is needed on the potential role nutrition may play in the development of ASD,
studies reveal promising findings.

 Taking a prenatal vitamin during early pregnancy was associated with a lower rate of ASD in a
2021 study. This finding indicates that prenatal vitamins or supplemental folic acid could be
preventative for ASD.

 The younger siblings of children with ASD have a greater chance of developing the disorder
due to shared genetics and similar environment. A NIEHS-funded researcher reported, in
2019, that when mothers of these children took prenatal vitamins with folic acid in the first
month of pregnancy, the recurrence of autism was reduced by about half. Folic acid is the
synthetic form of folate, also known as vitamin B-9, which is found in many foods, such as
dark-green leafy vegetables, beans, peas, broccoli, and oranges.

Autoimmune Diseases – Lupus, an autoimmune disease, occurs when your body's immune system
attacks your own tissues and organs, affecting many different body systems. Lupus can flare up when
genetically predisposed people encounter certain environmental agents, such as air pollutants,
pesticides, or other chemicals. A study funded by NIEHS found that dietary micronutrients could
either improve or worsen lupus symptoms. Study results suggest that dietary modification, such as
more vitamin B-12, zinc, and folic acid, might be a therapeutic approach warranting further
investigation in lupus patients.

Other NIEHS-funded research indicates that adequate vitamin D levels may be important
for preventing immune dysfunction in older people.

Brain Health – Consuming omega-3 fatty acids, found in fish and flaxseed oil, may protect against
brain shrinkage in older women who live in areas with high levels of air pollution called fine
particulate matter (PM2.5).

Women living in locations with higher PM2.5 had significantly less white matter in their brains, a sign
of shrinkage. But in those locations, women with high blood levels of omega-3 fatty acids had white
matter that appeared healthier.

Cancer – More than 20 years ago, NIEHS researchers demonstrated a gene-diet interaction in a study
that found isothiocyanates, a compound in cruciferous vegetables (e.g., broccoli, cauliflower, and
cabbage), was protective against lung cancer.
In-house researchers at NIEHS found that vitamin D supplementation may be useful in breast cancer
prevention. The study looked a group of women with a higher risk of developing breast cancer. The
women who had high blood levels of vitamin D and regularly took vitamin D supplements had lower
rates of postmenopausal breast cancer over a 5-year follow-up period.

Cardiometabolic disorders – These conditions include cardiovascular problems, diabetes, and

nonalcoholic fatty liver disease. Dietary fiber may protect against metabolic and fatty liver diseases
related to perfluorooctoane sulfonate (PFOS) exposure, according to a NIEHS-funded study in mice.
Study results may be useful for designing intervention strategies to reduce disease risk in PFOS-
exposed populations.

A NIEHS-funded study found that triclosan, an antimicrobial found in medical soaps and household
products, accelerated development of fatty liver, fibrosis, and nonalcoholic fatty liver disease in mice
that ate a high-fat diet. Understanding the molecular mechanisms by which triclosan disrupts
metabolism and the gut microbiome, while also stripping away liver cells’ natural protections, may
provide a basis on which to develop therapies.

Obesity is a chronic health condition that increases the chance of developing cardiometabolic
disorders. High lead levels during pregnancy were linked to child obesity in a large study, partially
funded by NIEHS. Children born to women who have high blood lead levels are more likely be
overweight or obese, compared to children whose mothers have low levels of lead in their blood. But
women who take folic acid supplements during pregnancy may reduce the chance that their children
are obese.

Inflammation – Many epidemiological studies provide evidence that cardiovascular diseases are
linked to environmental pollution. NIEHS-funded researchers found that a mix of B vitamins (folic
acid, B-6, and B-12) may protect DNA in immune cells from harmful effects of PM2.5 air pollution.
They found that this pollution caused changes in DNA related to inflammation and metabolism,
which may be tied to cardiovascular or respiratory conditions. According to the researchers, dietary
supplementation with B vitamins almost completely prevented the changes to DNA that may lead to
adverse health effects.

NIEHS-supported research shows that a key regulatory enzyme inhibitor discovered in the laboratory
of Bruce Hammock, Ph.D., of the University of California, Davis, can alleviate inflammation linked to
health issues that are caused by a high-sugar diet. The study, conducted in a mouse model, show
promise as a basis for developing treatments of gut barrier dysfunction caused by high sugar
consumption in humans.

Liver health - Prenatal exposure to certain environmental chemicals may pose significant risks to liver
health for both mothers and their newborn children. Researchers found increased risk for liver injury
and steatosis (fat accumulation in the liver) linked to air pollutant, phthalate, and pesticide exposures
during pregnancy. But the researchers also found that treating women with folic acid and other B
vitamin supplements during pregnancy may counter some adverse effects of prenatal exposures on
the livers of children. The researchers note that reducing exposure to contaminants remains key to
decreasing the risk of liver injury onset.

Reproductive Health – There is growing acceptance that nutrition may be related to fertility, and
specifically the success of infertility treatment in women. NIEHS-funded research found that women
consuming a “pro-fertility” diet that included supplemental folic acid, vitamin B12, vitamin D, low-
pesticide fruits and vegetables, whole grains, seafood, dairy, and soy foods have a greater chance of
live birth following assisted reproductive technologies.
Environmental Factors Affect Nutrition

Eating Fish – Eating fish can provide many health benefits, but consumers should be cautious. Some
types of fish caught in certain areas are lower in mercury, PFAS, and other contaminants than other
fish. Fish consumption advisories help people understand what fish are safe to eat, for whom, and in
what quantities.

Fish consumption during pregnancy is a complex scientific topic. Other NIEHS-supported researchers
created a framework for untangling questions about the risks and benefits of fish consumption. It
could help produce clearer guidance on fish consumption for pregnant mothers.

A 2024 study found that people who frequently eat seafood may have an increased risk of exposure
to PFAS, and this source of exposure may be underestimated. Among all types of seafood sampled in
the study, the highest PFAS concentrations were found in shrimp and lobster. The New Hampshire-
based researchers said that because PFAS are in many aspects of the environment, it is unclear
where and how these chemicals enter the marine food chain. More research is needed.

Food Environments – A systematic review published in 2020, partially funded by NIEHS, suggests
that the health of some children may be affected by food environments near schools. Researchers
examined the presence of fast-food outlets, convenience stores, supermarkets, and grocery stores
near schools along with measures of overweight/obesity by race/ethnicity, gender, grade, and
income level.

This review found that when fast food outlets were located near schools, obesity rates were
generally higher among children in all grade levels. Additional research is needed to better
understand this finding, especially for children at higher risk of obesity, such as those from socio‐
economically disadvantaged populations.

Food Packaging – PFAS are a group of more

than 15,000 perfluoroalkyl and
polyfluoroalkyl substances, a class of
chemicals associated with harmful health
effects, including liver damage, cancer, and
impaired immunity. Due to wide-spread
usage, PFAS are in the blood of nearly every
American, according to the Centers for
Disease Control and Prevention.

 Some PFAS have grease-repellent properties and were added to food packaging. A National
Science Foundation study, in 2017, found PFAS coatings on 46% of food-wrap papers and
20% of paperboard containers collected from fast-food restaurants across the U.S. In a
subsequent, related NIEHS-funded study, consumption of meals from fast food, and pizza
and other restaurants, was generally associated with higher serum PFAS concentrations in
people. In the same study, consumption of microwave popcorn was associated with
significantly higher serum levels of certain PFAS chemicals. A 2024 study by the international
Food Packaging Forum identified 68 PFAS in various food contact materials, including paper,
plastic, and coated metal.

 In February 2024, FDA announced that grease-proofing materials containing certain PFAS are
no longer being sold for use in food packaging in the U.S.
Food Safety – Food safety studies funded by NIEHS include contaminants in common foods. In
particular, arsenic, a metal-like element that can harm many human organs, presents a global food
contamination problem.

Researchers measured arsenic concentrations in several rice-based products. They found high levels
of arsenic in brown rice syrup, a substitute for corn syrup in many foods including toddler formula.
This discovery informed the Food and Drug Administration’s Inorganic Arsenic in Rice Cereals for
Infants: Action Level Draft Guidance for Industry and other federal actions and reports.

The problem of contaminants in food led researchers funded by the Superfund Research Program to
develop approaches for addressing soils used to grow crops. Some are working on phytoremediation
approaches that are cost-effective and ecologically friendly. Phytoremediation is a process that uses
fast-growing plants in engineered systems to degrade, extract, contain, or immobilize contaminants
from soil or groundwater.

One team is testing a species of a non-food crop plant called oilseed to absorb and concentrate
arsenic in its stems and leaves. Once harvested, these plants could be safely destroyed through
incineration. Then, the plan is for farmers to plant food crops in the soil remediated from arsenic.
This project is ongoing through 2025.

Food Gardening – The need for affordable,

healthy foods has increased public interest in
home, school, and community gardens.
While urban gardens provide numerous
benefits, soil contamination may be an issue.
Some NIEHS-funded researchers have taken
on safe urban gardening in their community
engagement projects. Examples include:

 Producing videos about safely

gardening in areas where soil may have contaminants.

 Testing soil for lead and other contaminants and raising awareness of children’s health risks
associated with exposure.

 Reducing exposures of urban gardeners to soil contaminants by empowering communities to

implement effective, community-based exposure mitigation strategies.

 Evaluating arsenic in vegetables commonly home grown and the potential risk from
consumption.

 Transforming former brownfield sites into community gardens with safe soil
Interpersonal Skills: Definitions, Examples and How To Improve

Interpersonal communication involves the face-to-face exchange of thoughts, ideas, feelings and
emotions between two or more people. This includes both verbal and nonverbal elements of
personal interaction. Employers seek candidates with interpersonal skills as they contribute to the
efficiency of teamwork and business communications.

What are interpersonal skills?

Interpersonal skills are traits you rely on when you interact and communicate with others. They
cover a variety of scenarios where communication and cooperation are essential. These skills involve
the ability to communicate and build relationships with others. Often called people skills, they tend
to incorporate both your innate personality traits and how you’ve learned to handle certain social
situations. Effective interpersonal skills can help you during the job interview process and can have a
positive impact on your career advancement. Some examples of interpersonal skills include:

 Active listening

 Teamwork

 Responsibility

 Dependability

 Leadership

 Motivation

 Flexibility

 Patience

 Empathy
In a work environment, strong interpersonal skills are an asset that can help you navigate complexity,
change and day-to-day tasks.

Why are interpersonal skills important?

Strong interpersonal skills can help you during the job interview process as interviewers look for
applicants who can work well with others. They will also help you succeed in almost any job by
helping you understand other people and adjusting your approach to work together effectively. For
example, while a software engineer may spend the majority of her time working on code
independently, she may need to collaborate with other programmers to effectively bring a product to
market. This is especially true as more companies implement collaborative agile frameworks for
getting work done. Employers will be looking for workers who can both perform technical tasks with
excellence and communicate well with colleagues.

Interpersonal skills examples

Unlike technical or “hard” skills, interpersonal skills are “soft” skills that are easily transferable across
industries and positions. Employers value interpersonal skills because they contribute to positive
work environments and help maintain an efficient workflow.Here is a list of interpersonal skills for
you to identify interpersonal skills you may possess that are valuable to employers:

Active listening

Active listening means listening to others with the purpose of gathering information and engaging
with the speaker. Active listeners avoid distracting behaviors while in conversation with others. This
can mean putting away or closing laptops or mobile devices while listening, and asking and
answering questions when prompted.

Dependability

Dependable people can be relied on in any given situation. This can include anything from being
punctual to keeping promises. Employers highly value dependable workers and trust them with
important tasks and duties.

Empathy

A worker’s emotional intelligence is how well they understand the needs and feelings of others.
Employers may hire empathetic or compassionate employees to create a positive, high-functioning
workplace.

Leadership

Leadership is an important interpersonal skill that involves effective decision-making. Effective

leaders incorporate many other interpersonal skills, like empathy and patience, to make decisions.
Leadership skills can be used by both managers and individual contributors. In any role, employers
value people who take ownership to reach common goals.

Teamwork

The ability to work together as a team is extremely valuable in every workplace. Teamwork involves
many other interpersonal skills like communication, active listening, flexibility and responsibility.
Those who are good team players are often given important tasks in the workplace and may be seen
as good candidates for promotions.
Jobs that require interpersonal skills

Any job you apply for will require interpersonal skills of some kind. Some jobs that rely on strong
interpersonal skills more than others include:

Teachers

Teachers need strong interpersonal skills in order to work collaboratively with each other,
administrators, students and parents. An empathic and patient teacher can help students learn and
grow effectively in their education.

Administrative assistants

Administrative assistants need to be highly dependable, among other interpersonal skills.

Administrative assistants also come in contact with customers or clients on a regular basis, making
interpersonal skills a necessary function of the job.

Nurses

Comfort and care for patients is a key skill for nurses. Interpersonal skills of all kinds are integral for
the industry, especially empathy and patience.

Marketing managers

Marketing requires several technical and soft skills. Interpersonal communication skills are an
important part of marketing and marketing management, as marketing professionals not only work
collaboratively in developing marketing campaigns but also with clients and sales teams.

Customer service agents

Customer service requires a high level of people skills. Those employed in customer service spend
most of their work hours engaged with customers who may be frustrated, confused, or angry.
Communication skills are necessary, especially patience, empathy and active listening.

How to improve interpersonal skills

While interpersonal skills can seem easy to practice as you interact with others on a daily basis,
making a deliberate plan can help you quickly improve. Consider the following ways to improve your
interpersonal skills:

1. Attend workshops or online classes. There are several workshops, online classes and videos
on ways you can practice building interpersonal skills. While many are free, some are
available at a cost.

2. Seek out opportunities to build relationships. If you work from home or do not otherwise
have many opportunities to build interpersonal skills, you might consider joining a group.
This could be related to your work like networking or industry-specific groups, or simply a
group that shares a similar interest or hobby.

3. Be thoughtful about ways your interactions could improve. Take time to review the
interactions you have and consider ways you could have interacted more effectively. This
might be certain words you said, ways you reacted or body language you used.
4. Ask trusted friends or colleagues for constructive criticism. It is helpful to get a third-party
perspective about your skill level and specific ways you can improve. Ask friends or trusted
colleagues to provide constructive criticism regarding your interpersonal skills.

5. Observe other positive interpersonal interactions. It can also be helpful to learn by seeing
others use interpersonal skills. Observe positive interactions of those around you and apply
those qualities you admire to your own relationships.

6. Seek out mentorship. Asking someone you trust, admire and respect to counsel you on
improving interpersonal skills and advancing in your career overall can be an extremely
effective way to learn.

7. Set goals. Setting goals for yourself can also provide structure, making your learning more
efficient by understanding when and how you have made adequate improvements.
Importance of Technology in Our Daily Lives: Top 15 Uses of Technology

Technology is essential to modern living and is closely connected to almost every part of our daily
lives. From waking up to a digital alarm to managing tasks with AI-powered assistants, technology
has significantly transformed how we communicate, work, learn, and entertain ourselves.

But what exactly is technology? At its core, technology refers to the application of scientific
knowledge for practical purposes, enabling innovation and problem-solving. It encompasses various
domains, including information technology, healthcare, education, and automation.

The importance of technology lies in the crucial role it plays in sectors such as healthcare, education,
transportation as well as business.

Over the decades, technological advancements have revolutionized the way we live, bridging gaps
and opening new boundaries, highlighting the growing importance of technology in shaping our
world.

In this article, we will further discuss the importance of technology in our daily lives, highlighting how
technology impacts us.

Importance of Technology in Our Daily Life: Top 15 Uses of Technology

Today, technology is not just a tool, it is a driving force that fosters innovation, connects
communities, and shapes the future. As our reliance on technology increases, understanding the
importance of technology becomes essential for effectively navigating this dynamic and ever-evolving
landscape.

We can further dissect the importance of technology by looking at 15 key ways through which
technology plays a vital role in our daily routines, highlighting its deep influence on our personal and
professional lives:

1. Improved Communication: Technology has drastically changed how we stay connected. With
tools like instant messaging, video calls, and social media, communicating across the globe is
quicker and more convenient. Whether it’s connecting with family, friends, or colleagues,
technology has made real-time communication a breeze, breaking down geographical
barriers and making the world feel smaller.

2. Easy Access to Information: The internet has become the ultimate knowledge hub, offering
an unparalleled resource for learning and research. Whether it’s for academic purposes,
work, or simply satisfying curiosity, we now can access information on almost any topic
within seconds. This ease of access has democratized education and information,
empowering individuals worldwide.

3. Advancements in Healthcare: From telemedicine services to health tracking devices,

technology has greatly enhanced healthcare delivery. Patients can consult doctors remotely,
monitor vital signs using wearable tech, and benefit from more accurate diagnostics
powered by AI. These innovations make healthcare more accessible, efficient, and
personalized, leading to better patient outcomes.

4. Revolutionized Education: E-learning platforms, digital classrooms, and interactive apps have
reshaped how we learn. Students of all ages can access educational materials at their
convenience, participate in virtual lessons, and collaborate with peers globally. This flexibility
 and accessibility make learning more personalized, breaking down traditional barriers to
education.

5. Enhanced Transportation: Transportation has been streamlined with technology, making

travel more efficient. GPS navigation, ride-sharing apps, and electric vehicles have
revolutionized how we get from place to place. Real-time traffic updates, eco-friendly
options, and seamless booking systems make daily commutes and long-distance travel easier
and more sustainable.

6. Financial Management: Online banking, digital wallets, and budgeting apps have simplified
financial management. Technology allows for quick, secure transactions, while budgeting
tools help individuals track spending, save money, and manage investments. Mobile payment
systems have also made it possible to conduct transactions with just a tap, improving both
convenience and security.

7. Access to Entertainment: Streaming services, video games, and digital content platforms
have redefined entertainment. Movies, music, and TV shows are available on-demand,
making it easier than ever to unwind with personalized content. Technology also brings
immersive experiences through gaming and interactive media, transforming leisure activities
into engaging, dynamic experiences.

8. Smart Homes: The rise of smart home technology has brought greater convenience and
efficiency to our living spaces. Smart thermostats, lights, locks, and voice-controlled
assistants help automate tasks and improve energy management. With the ability to control
devices remotely, homes are becoming more connected, secure, and comfortable.

9. Increased Work Efficiency: Remote work tools, project management software, and
communication platforms have transformed workplaces. Teams can collaborate across
distances, manage tasks more efficiently, and streamline workflows. Technology makes it
possible to work from anywhere, giving rise to flexible job opportunities and increasing
overall productivity.

10. E-commerce Revolution: Online shopping has made purchasing goods and services more
convenient. From groceries to electronics, we can browse, compare prices, and buy products
with a few clicks. E-commerce platforms also personalize recommendations based on
browsing history, enhancing the shopping experience and creating a seamless, time-saving
process.

11. Improved Security: Security technology, from surveillance systems to biometric

authentication, helps keep our homes, workplaces, and personal data safe. Smart locks,
motion sensors, and surveillance cameras provide better protection, while encryption and
two-factor authentication secure online transactions and communications, giving us peace of
mind.

12. Social Connectivity: Social media platforms, messaging apps, and online communities have
changed the way we stay connected. Through these platforms, we can keep in touch with
loved ones, share experiences, and discover new connections worldwide. This global
connectivity has also helped amplify social causes and foster a sense of community on a
larger scale.

13. Sustainable Living: Technology is playing a crucial role in sustainability efforts. Solar panels,
electric vehicles, and energy-efficient appliances are making it easier to reduce our carbon
 footprint. Smart grids and waste management solutions are also contributing to more
sustainable practices, enabling people to live in ways that are kinder to the planet.

14. Travel Convenience: Technology has made traveling more convenient and accessible.
Booking apps, online ticketing, and travel management tools help plan trips efficiently.
Additionally, digital maps and translation apps ease navigation and communication in foreign
countries, making global travel smoother and more enjoyable.

15. Personal Development: Technology empowers personal growth by providing access to self-
improvement resources. From fitness trackers to language learning apps, individuals can
monitor progress, set goals, and develop new skills. Technology also offers mental health
apps and mindfulness tools that support emotional well-being and resilience.