Home Economics for Year 11 PDF

1 HOME ECONOMICS FOR YEAR 11 PUPILS’ TEXTBOOK Technology and Employment Skills Training Ministry of Education 30th September 2019 2 ACKNOWLEDGEMENTS The textbook Home Economics for Year 11 has been produced by the Technolo...

1 HOME ECONOMICS FOR YEAR 11 PUPILS’ TEXTBOOK Technology and Employment Skills Training Ministry of Education 30th September 2019 2 ACKNOWLEDGEMENTS The textbook Home Economics for Year 11 has been produced by the Technology and Employment Skills Training Section of the Ministry of Education. Profound gratitude is rendered to the teachers who have greatly contributed towards its compilation and they are:  Mrs Roselyn Sami of Gospel High School  Mrs Narita Narayan of DAV Girls College  Mrs Akisi Rabonu of Assemblies of God High School  Mrs Sereana Boletakanakadavu of Suva Sangam High School  Mr Sylvestor Lingam of Saint Joseph’s Secondary School Our appreciation is also extended to  The 2014 writers for their invaluable commitment in the production of the first textbook.All those who shared their photographs and illustrations found in this edition  The Training institutions , the Foods Unit of the Ministry of Health and Medical Services and National Food and Nutrition Centre for their contributions  Mrs Kini Vakaliwaliwa, the Information Technology Officer at TEST, for the graphics design of the cover page.  Google International for the availability of images used in some topics in the book. Lastly, we are greatly indebted to the TEST Section, for their unwavering support and encouragement, patient reading and pertinent suggestions. PREFACE This book is designed to provide a comprehensive text for students in Year eleven. It has been compiled with the emphasis on the vibrant and valuable aspects of the subject to understand the social, nutritional and clothing issues prevalent in Fiji. The clearly illustrated, full coloured text is divided into chapters that have activities and revision questions which will further students learning. The authors are to be congratulated in their contributions towards this resource material in fulfilling the requirements of the Home Economics curriculum for Fiji. MINISTRY OF EDUCATION, HERITAGE & ARTS SUVA 30th September, 2019 Copyright ©30th September 2019 Technology and Employment Skills Training Ministry of Education, Heritage & Arts, Fiji All Rights Reserved. No part of this publication may be reproduced, stored in a Retrieval system, or transmitted, in any form or means, electronic, mechanical, photocopying, recording or otherwise,without the permission of the Technology and Employment Skills Training Section of the Ministry of Education, Heritage & Arts Fiji. 3  CONTENTS STRAND 1 FAMILY AND HOME MANAGEMENT 5 Chapter 1 The Family 6 Chapter 3 Resources 26 Chapter 4 Housing 29 STRAND 2 FOOD AND NUTRITION 35 Chapter 5 Kitchen Safety, Hygiene & Management 36 Chapter 6 What is Food? 44 Chapter 7 Diet and Health 17 Chapter 8 Food Supply 63 Chapter 9 Food Preservation 67 Chapter 10 Food Planning &Product Development 75 STRAND 3 CLOTHING AND TEXTILES 84 Chapter 11 Study of Fibres & Fabrics, Blends & 85 Finishes & Decoration Chapter 12 Care of Fabrics, Renovating & Recycling 102 Chapter 13 Clothing Needs & Selection/ Clothing 107 Consumer Chapter 14 Equipment 115 Chapter 15 Patterns and Designs 119 Chapter 16 Techniques and Processes 133 Chapter 17 References 154 STRAND 1 4 FAMILY AND HOME MANAGEMENT CHAPTER 1: THE FAMILY CHAPTER 2: RESOURCES CHAPTER 3: HOUSING CHAPTER 1 FAMILY 5  LEARNING OUTCOMES: At the end of this chapter students should be able to: a. identify the different stages of family cycle b. Describe the adjustments made at each stage of family cycle c. Discuss the various needs of the family THE FAMILY CYCLE INTRODUCTION Families do not remain stationary; they change over time. When a young couple become married and launch a home they would generally expect to pass through a number of stages in life. In each stage, the families face challenges that allow members to build or gain new skills. Gaining these skills helps them to work through the changes. However, not everyone passes through these stages smoothly because situation such as severe illness, financial problems, or death of a loved one can have an effect on the family cycle. STAGES OF FAMILY CYCLE WHAT IS A FAMILY CYCLE? 6 The stages you pass through from childhood to your retirement years as a member of a family is called the family life cycle. In each stage, you face challenges in your family life that allow you to build or gain new skills. Gaining these skills helps you work through the changes that take place. Family stages CHARACTERISTICS ADJUSTMENTS 1.Newly married (or the beginning  Getting used to living together as a stage)  When the couple get married couple.  Financially independent  Developing a routine for the  Both or one partner working. couple.  Establishing a new home and  Managing one or two incomes. Interested in setting up.  Bonding  ‗Newness‘ of sharing life together.  Learn to balance the needs,  Sharing the running of the household. desires and role expectations of one‘s partner with one‘s own Expectant parents  Planning for children may take place  Saving money for the benefit of as well as plans for building a secure family. foundation and long term goals.  Special consideration to be made  Adjust the marital system to make on the nutrition and health of the space for the children, juggling family. childrearing, financial.  Preparing room for the new  Both or one partner working. member of the family.  Planning for additional expenses.  Experiencing changes household tasks. Parenthood –First child  the birth of first child  Meet family expenses.  Realigning the family system to  Ensure child is comfortable. make for children.  Baby care and return of mother to  Planning expenses to satisfy needs, work. wants.  Planning saving methods.  Set goals.  Set priorities to see family goals are  Organize resources to achieve the met. goals. Crowded years  This stage may last for long and  There is more demand on human and house is usually with more people non-human resources and there are  Various different needs are to be added responsibilities for all family met members as progress is made  Adjusting family relationships to through these stages. focus on midlife relationship and  Parents have lot of responsibilities as career issues. they have to instill good values on growing children, supervise study for preschoolers and meet all other family and job related obligations 7 Adolecent years  Physical, Social, Emotional transitions  Communicate well to avoid  Adjust parent-child relationships to problems and confrontations. allow adolescents more autonomy Family spends time to foster good (flexibility). relationships.  Peer pressure is evident.  Inculcate moral values into  Parents involved in developments. teenagers.  Independence  Accept young people as they are.  Pursuance of varied interest  Continue to build on their plans Launching years  Financial Planning is paramount to  Commences when the first child meet all the cost and needs of leaves home. This is also the individual members. beginning of the contracting stage or  Members must develop a good family. self-esteem to attain the best in life.  During this stage, teenage children  Young adults need to make are loosening their ties with home. independent decisions  They become more independent,  Accomplishing goals in life should leave school, learn a trade or go to be the first priority. work or college.  Young people to make sensible  Major plan of income and expenses and responsible decisions as children‘s education cost increases.  Less space required for the remaining members of the family. Empty nest stage  The children are now adults and most  Need to give away the house on have left home. rent and live in granny flats  Coping with physiological decline in  Healthy meals are advised self  Social networking is advisable.  One partner dies and another gets very lonely. Ageing years  Parents have more time to themselves  Declining health status and eventually have to face the issues of retirement from the  Medical care insurance will greatly workforce decreases income. benefit them or children‘s support  dealing with the loss of spouse and is needed. peers.  children to value their presence in the  High risk of illness and diseases due family. to decreased mobility and immunity FAMILY NEEDS Familr needs are basically human needs such as , food, water, clothing, shelter, and air are the needs of a family. Good communication, love, respect, understanding, more time to spend together regardless of a busy hectic schedule is also what a family needs. Classification of Needs Physical, Social Maslow’s hierarchy of Primary &Secondary Emotional intellectual needs needs 8 Primary needs Primary needs are natural or unlearned needs or requirements determined by factors innate to a person or his or her environment, such as for food, security, shelter, etc. Food and Water Food and water are what we need to keep us alive, and should be our top concerns when trying to build a sustainable community. In a sustainable community you must have a renewing water system (streams, rivers, wells, reservoirs…) clean water is a necessity for human survival. Shelter It is impossible for human beings to survive without shelter. We need a place we can rest our body and minds, but also protect us from the sun, rain, wind, cold, heat, and storms. Making shelter requires the use of building materials which must come from natural resources. Secondary needs Desires and wants, such as for entertainment and leisure, that become important when primary needs have been reasonably satisfied. Emotional Health People need to feel emotionally secure. The family units are responsible for meeting the emotional needs of a person like love, security and identity. If all a person‘s emotional needs are met they will be emotionally healthy. For example, families will face fewer problems like depression, rebellious teenagers, suicides, drug addiction and family members will be more productive. 9 Physiological needs For the most part, physiological needs are obvious—they are the literal requirements for human survival. The human body simply cannot continue to function if these requirements are not met (with the exception of clothing, shelter, and sexual activity). Air, water, and food are metabolic requirements for survival in all animals, including humans. Clothing and shelter provide necessary protection from the elements. Safety needs With their physical needs relatively satisfied, the individual's safety needs take precedence and dominate behavior. These needs have to do with people's desire for a predictable orderly world in which perceived unfairness and inconsistency are under control, the familiar frequent and the unfamiliar rare. In the world of work, this safety needs manifest themselves in such things as a preference for job security, grievance procedures for protecting the individual from unilateral authority, savings accounts, insurance policies, reasonable disability accommodations, and the like. Safety and Security needs include: Personal security, financial security, Health and well-being, safety net against accidents/illness and their adverse impacts Love and Belonging After physiological and safety needs are fulfilled, the third layer of human needs is social and involves feelings of belongingness. This aspect of Maslow's hierarchy involves emotionally based relationships in general, such as: Friendship, Intimacy, and Family Humans need to feel a sense of belonging and acceptance, whether it comes from a large social group, such as clubs, office culture, religious groups, professional organizations, sports teams, gangs, or small social connections (family members, intimate partners, mentors, close colleagues, confidants). Esteem All humans have a need to be respected and to have self-esteem and self-respect. Also known as the belonging need, esteem presents the normal human desire to be accepted and valued by others. People need to engage themselves to gain recognition and have an activity or activities that give the person a sense of contribution, to feel accepted and self-valued, be it in a profession or hobby. Imbalances at this level can result in low self-esteem or an inferiority complex. People with low self-esteem need respect from others. Self-actualization ―What a man can be, he must be.‖ This forms the basis of the perceived need for self-actualization. This level of need pertains to what a person's full potential is and realizing that potential. 10 ADOLESCENCE LEARNING OUTCOMES: At the end of this chapter students should be able to: a. Define the term adolescence. b. identify the changes during adolescence. c. explain the effects of changes on their lives d. discuss ways of managing the change Adolescence: is the transitional period between puberty and adulthood in human development, extending mainly over the teen years and terminating legally when the age of maturity is reached. CHANGES DURING ADOLESCENCE The many changes experienced by an adolescent are classified as follows: PHYSICAL CHANGE Adolescents experience a tremendous amount of physical growth and development. This rapid physical development begins during the prior developmental stage called Puberty. Some teens may mature more quickly than their peers. PHYSICAL DEVELOPMENT IN ADOLESCENCE 11 HORMONAL CHANGES Pubescence is characterized by many physical, emotional, and hormonal changes. The hypothalamic-pituitary-gonadal system is maintained in a dormant state (with a low level of activity) during prepubertal years by higher central nervous system inhibition. With the onset of adolescence, the reproductive endocrine system becomes increasingly active. The attainment of sexual maturity in terms of secondary sexual characteristics, the production of spermatozoa in the male, and the cyclical female pattern with release of ova are end-points of the developmental process.  When your body reaches a certain age, your brain releases a special hormone that starts the changes of puberty. It's called gonadotropin-releasing hormone, or GnRH.  Luteinizing hormone (LH for short) and follicle-stimulating hormone or FSH. Boys and girls have both of these hormones in their bodies. And depending on whether you're a guy or a girl, these hormones go to work on different parts of the body.  For guys, these hormones travel through the blood and give the testes the signal to begin the production of testosterone and sperm. Testosterone is the hormone that causes most of the changes in a guy's body during puberty. Sperm cells must be produced for men to reproduce.  In girls, FSH and LH target the ovaries, which contain eggs that have been there since birth. The hormones stimulate the ovaries to begin producing another hormone called estrogen. Estrogen, along with FSH and LH, causes a girl's body to mature and prepares her for pregnancy.  Puberty usually starts sometime between age 7 and 13 in girls and 9 and 15 in boys. Some people start puberty a bit earlier or later, though. Each person is a little different, so everyone starts and goes through puberty on his or her body's own schedule. This is one of the reasons why some of your friends might still look like kids, whereas others look more like adults. EMOTIONAL CHANGES Due to hormonal changes  adolescents have mood swings and frequently change their temperament. They tend to have more intense and wide- ranging emotions than children or adults, and they exaggerate their problems as well.  It's common to see adolescents fluctuating between feeling like they're on top of the world one moment and being depressed the next.  These emotional changes affect their school performance, appearance, choice of friends and their ability to make appropriate life choices.  Adolescence is a time of emotional stress in the house as adolescents become increasingly independent and their desires often clash with their parents' requests. Adolescents are inclined to take risks, whereas their parents are interested in their safety.  Emotional changes include building trusting relationships, controlling emotions, Coping fears, Acceptable behaviors‘. SOCIAL CHANGES Social Changes involves learning to live and behave in the way our society expects, what is acceptable to the culture. During adolescence, you‘ll notice changes in the way the child interacts with family, friends and peers. Every child‘s social and emotional development is different. Your child‘s development is shaped by your child‘s unique combination of genes, brain development, environment, experiences with family and friends, and community and culture. 12 Key features of Adolescent Social Development Social Early Adolescence(ages 9-13) Middle Adolescence (ages 14-16 Late Adolescence (ages 17- Group 19 Peers  Center of social world shifts from  Peer groups gradually give way to Serious intimate relationships family to friends. one-on-one friendships and begin to develop. romances.  Peer group tends to be gender- mixed.  Peer group tends to be same-sex.  Dating begins.  Strong desire to conform to and be accepted by a peer group.  Less conformity and more tolerance of individual differences. Family  Increasing conflict between adolescents and their parents. Family influence in balance with peer influence  Family closeness most important protective factor against high-risk behaviour. INTELLECTUAL/ COGNITIVE DEVELOPMENT Cognitive development refers to the development of the ability to reason and to think in concrete ways. It involves: Preparing for an occupation so that you can become financially independent and achieve a feeling of self-worth. Improve on old skills and learn new ones Train for an occupation Think through situations and problems carefully and make your own decisions. Listen to other peoples point of view without bias SUMMARY OF THE DEVELOPMENTAL CHANGES IN ADOLESCENCE 13  Stages of Physical Development Cognitive Development Social-Emotional Development Adolescence Early  Puberty: grow body hair, Growing capacity for Struggle with sense of identity. Adolescence increase perspiration and oil abstract thought. Feel awkward about one‘s self and one‘s Approximately production in hair and skin, Mostly interested in body; worry about being normal. 11 – 13 years of Girls – breast and hip present with limited Realize that parents are not perfect; development, onset of thought to the future. increased conflict with parents. menstruation Boys – growth Intellectual interests Increased influence of peer group. in testicles and penis, wet expand and become Desire for independence. dreams, deepening of voice more important. Tendency to return to ―childish‖ behavior, Tremendous physical growth: Deeper moral thinking. particularly when stressed. gain height and weight Moodiness. Greater sexual interest Rule- and limit-testing. Greater interest in privacy. Middle Puberty is completed Continued growth of Intense self-involvement, changing Adolescence Physical growth slows for capacity for abstract between high expectations and poor self- Approximately girls, continues for boys thought concept 14 – 18 years of Greater capacity for Continued adjustment to changing body, age setting goals worries about being normal Interest in moral Tendency to distance selves from reasoning parents, continued drive for independence Thinking about the Driven to make friends and greater meaning of life reliance on them, popularity can be an important issue Feelings of love and passion Late Young women, typically, are Ability to think ideas Firmer sense of identity Adolescence fully developed through Increased emotional stability Approximately Young men continue to gain Ability to delay Increased concern for others 19 – 21 years of height, weight, muscle mass, gratification Increased independence and self-reliance age and body hair Examination of inner Peer relationships remain important experiences Development of more serious Increased concern for relationships future Social and cultural traditions regain some Continued interest in of their importance moral reasoning Adapted from the American Academy of Child and Adolescent’s Facts for Families. © All rights reserved. 2008 MORAL AND SPIRITUAL DEVELOPMENT Moral Development:  Refers to the way people choose to live their lives according to a set of guidelines or principles that govern their decisions about right versus wrong and good versus evil.  Moral development focuses on the emergence, change, and understanding of morality from infancy through adulthood. In the field of moral development,  Morality is defined as principles for how individuals ought to treat one another, with respect to justice, others' welfare, and rights. As youths' cognitive, emotional, social development continue to mature, their understanding of morality expands and their behavior becomes more closely aligned with their values and beliefs. Therefore, moral development describes the evolution of these guiding principles and is demonstrated by ability to apply these guidelines in daily life. SPIRITUAL DEVELOPMENT 14  Spirituality – According to Wikipedia it has been defined as a process of personal transformation in accordance with religious ideals. Spirituality is often separated from religion, and has become more oriented on subjective experience and psychological growth. Spiritual development -is growth pertaining to one‘s spiritual identity in evolution from spiritual infancy to adulthood through maturation. In this process, the secular mind decreases as the sacred increases. It is the latter process that underlies spirituality. As part of identity, the adolescent, now capable of critical thought, asks, "What do I believe?" Adolescents are well aware of what they have been taught by parents, family and spiritual leaders. EFFECTS OF THE CHANGES IN THE ADOLESCENT’S LIFE CHANGES EFFECTS Physical Physical: change in appearance, change in body size (height and weight), diet – eating habits. Emotional Emotional: seeking: identity, independence, new experience, responsibility, mood changes, self-consciousness Social Social: Communication, peer pressure, personal feelings towards others (e.g. opposite gender), interests and activities Intellectual Intellectual: maturity in decision making and academic abilities Moral and Moral and Spiritual: appreciation for the spiritual and moral belief and values. spiritual I. SEEKING IDENTITY Young people are busy working out who they are and where they fit in the world. This search can be influenced by gender, peer group, cultural background and family expectations.  Adolescent youth experiment with different identities (values, music, religion, etc.) to determine what sort of person they'd like to become. Youth may experiment with their physical appearance by altering their clothing, hair styles and colors, and make up. Youth may also experiment with different friends, peer groups, and activities. Youth may also challenge long-standing family traditions. For example, while Jone may have always enjoyed the family's tradition of Saturday movie night, he may now argue, and whine when asked to participate. Instead, he may express his desire to get together with his friends at Krishneel's house to play video games.  Youth may also begin to question or challenge their family's beliefs and values, including deeply cherished cultural and religious beliefs. A child, who has grown up in a home that taught strict Christian ideals, and who regularly attends church activities, may suddenly show an interest in other world religions and begin practicing certain tenets of those religions. Alternatively, children may lose interest in religion altogether. These sorts of challenges can be deeply painful and difficult for parents to endure. II. SEEKING MORE INDEPENDENCE 15 Youths will always find ways to assert their independence. A mixture of healthy and unhealthy experimentation is normal. However, they may also experiment with unhealthy choices such as trying a cigarette with friends, or choosing to speak disrespectfully to their parents. III. LOOKING FOR NEW EXPERIENCES  The nature of teenage brain development means that they are likely to seek out new experiences and engage in more risk-taking behaviour. But they‘re still developing control over their impulses.  Thinking more about ‗right‘ and ‗wrong‘: an adolescent will start developing a stronger individual set of values and morals. Teenagers also learn that they‘re responsible for their own actions, decisions and consequences. Your words and actions shape your child‘s sense of ‗right‘ and ‗wrong‘.  Influenced more by friends, especially when it comes to behaviour, sense of self and self-esteem.  Communicating in different ways: the internet, mobile phones and social media can significantly influence how your child communicates with friends and learns about the world. IV. SEEKING MORE RESPONSIBILITY  The lifestyle of an adolescent in a given culture is profoundly shaped by the roles and responsibilities he or she is expected to assume.  The extent to which an adolescent is expected to share family responsibilities is one large determining factor in adolescent behavior. For instance, adolescents in certain cultures are expected to contribute significantly to household chores and responsibilities. Household chores are frequently divided into self-care tasks and family- care tasks. However, specific household responsibilities for adolescents may vary by culture, family type, and adolescent age. Some research has shown that adolescent participation in family work and routines has a positive influence on the development of an adolescent's feelings of self-worth, care, and concern for others.. V. COMMUNICATE IN DIFFERENT WAYS Teens are frequent users of newer forms of communication such as text message and social-networking websites such as Facebook, especially when communicating with peers. Adolescents use online technology to experiment with emerging identities and to broaden their peer groups, such as increasing the amount of friends acquired on Facebook and other social media sites. Some adolescents use these newer channels to enhance relationships with peers however there can be negative uses as well such as cyber bullying, and negative impacts on the family. VI. SELF CONSCIOUS Self-consciousness is an acute sense of self-awareness e.g. the feeling that "everyone is looking" at oneself. Some people are habitually more self-conscious than others. Self-consciousness is often associated with shyness and embarrassment, in which case a lack of pride and low self-esteem can result. In a positive context, self-consciousness may affect the development of identity, for it is during periods of high self-consciousness that people come the closest to knowing themselves objectively. Teenagers are famously self-conscious, acutely aware and concerned about what their peers think of them. A new study reveals that this self-consciousness is linked with specific physiological and brain responses that seem to emerge and peak in adolescence. VII. INFLUENCED MORE BY FRIENDS Friendships that emerge during adolescence tend to be more complex, more exclusive, and more consistent than during earlier childhood (e.g., best friends, cliques, and ―crowds‖) and teens begin to develop the capacity for very close and deep friendships. As adolescence begins to gain bonds with various people, they start to form friendships, which can be beneficial to development. Adolescents associate with friends of the opposite sex much more than in childhood, and tend to identify with larger groups of peers based on shared characteristics. 16 Peer groups offer members the opportunity to develop social skills such as empathy, sharing, and leadership. Peer groups, or cliques, can have positive influences on an individual, such as academic motivation and performance. They can also have negative influences via peer pressure, such as encouraging drug use, drinking, vandalism, stealing, or other risky behavior. Susceptibility to peer pressure increases during early adolescence. During adolescence, they are looking for ways to separate from their families and begin to define themselves as individuals. To that end, they turn to friends for guidance and direction. They tend to mimic their peers' behaviors and adopt the same attitudes. Conforming to social norms helps them redefine themselves while earning them acceptance and approval. VIII. INVOLVED IN MULTIPLE HOBBIES AND CLUBS Getting involved in the local community can boost teenagers‘ confidence and self-esteem and give them a chance to build new skill. By getting involved with community activities, teenagers can come into contact with positive adult role models other than their parents. Interacting and cooperating with other adults encourages teenagers to see the world in different ways and put their own family experiences and values into a wider context. Taking part in extracurricular activities can:  Give a chance to try a range of activities and explore where her strengths lie  Boost an adolescence self-esteem and confidence  give adolescence a sense of achievement  reduce risky behavior – for example, the positive connections made through these activities can protect against underage drinking  help an adolescence learn to handle responsibility  develop your teenager‘s skills in planning and taking initiative  help your teenager learn how to regulate her/his emotions MANAGING THE CHANGE- adolescents need to manage the change in the following ways I. ACCEPTANCE- ―They Like Me, They Like Me Not‖ Acceptance by a peer group becomes so important; teens may modify their speech, dress, behaviour, choices, and activities in order to become more similar to their peers. This increased similarity among peers provides them a sense security and affirms their acceptance into their chosen peer group. II. BUILDING HIGH SELF ESTEEM Self-esteem is how we feel about ourselves, and our behavior clearly reflects those feeling Adolescent with high self-esteem will be able to:  act independently  assume responsibility  take pride in his accomplishments Adolescence with low self-esteem will:  tolerate frustration  attempt new tasks and challenges  avoid trying new things  handle positive and negative emotions  feel unloved and unwanted  offer assistance to others  blame others for his own shortcomings  feel, or pretend to feel, emotionally indifferent 17   be unable to tolerate a normal level of  put down his own talents and abilities frustration  be easily influence III. NEGOTIATING RESPONSIBILITES- ―With freedom comes responsibility.‖ The challenge of setting limits on your adolescent‘s behaviors to ensure his/her safety. At the same time, you have the challenge of permitting the adolescent freedom to explore his/her ideas and experiences. Sometimes it is hard for a parent to know how much to ―hold on‖ and how much to ―let go.‖ Make clear to your adolescent this message: ―With freedom comes responsibility.‖ As your adolescent negotiates new privileges, parent also needs to negotiate new responsibilities. Common areas for negotiation with adolescents are:  Money  Chores  Recreation  Clothing  Social manners  Convenience  Transportation  Grades IV. ACCEPTING RELATIONSHIP Teen’s friendships and relationships with peers are the most important thing in his or her life. Everyone needs to belong — to feel connected with others and be with others who share attitudes, interests, and circumstances that resemble their own. People choose friends who accept and like them and see them in a favorable light. While many families help teens in feeling proud and confident of their unique traits, backgrounds, and abilities, peers are often more accepting of the feelings, thoughts, and actions associated with the teen‘s search for self-identity. V. MEETING GOALS ―It’s only when you make the process your goal that the big dream can follow.‖ ~ Oprah The goal should be clearly defined and engrained in our brains, need to be realistic and attainable. What Types of Goals Are There? Long-Term goals can be achieved over a long period of time. For example, ―I want to be a doctor‖ is a long-term goal. Short-Term goals are smaller and can be fulfilled in the immediate future. For instance, ―I want to take better notes‖ is a short-term goal. Action-Oriented are within your own power to be reached and do not depend on external people. ―I want to improve in math‖ is an example of an action-oriented goal. Outcome-Based goals are not in your power to be reached because they depend on another person or factor. For instance, ―I want an A in math‖ is outcome-based because the teacher is the one who chooses grades. How to Set Goals and Achieve Them  Decide what you really want to achieve. Don't be concerned about what others want for you. Make your goals for yourself.  Be specific and realistic about what it is that you want to achieve.  Set a deadline for your goals. Your deadlines must be realistic based on your goals. Give yourself enough time to accomplish what you've set out to do.  Once you've decided what your goals are and when you would like to achieve them by, you need to write out your goals. Be detailed, be clear, and include your deadlines.  Make your plan of action. Think about what you need to do in order to make it happen. If your goal is to buy that three- bedroom house, set up an account for a down payment, figure out how much you need and start saving.  Execute your plan. No one else is going to do it for you. You have to take action. Without action on your part, nothing you want will get done. 18  Review your goals daily. Read over your goals at least once a day.  Always stay focused and never give up. VI. DISPLAYING ACCEPTABLE SOCIAL BEHAVIOR Adolescents have different personalities. All children, at one time or another, are moody, argumentative, or withdrawn. One teenager may be sensitive, another talkative, a third shy, and so forth. In determining whether behavior is normal, you have to consider not only the teenager's peer group, but also the individual person. For example, a teenager who has never been very talkative and who tends to bottle up her/his emotions may display this behavior to a higher degree when she reaches adolescence. A stubborn, strong-willed child may show more rebellion during adolescence than one who is compliant and passive. However, to determine if the behavior or attitude is cause for concern, it is important to note its frequency. Social norms are standards of acceptable behavior or attitudes within a community or peer group. Social norms come in two varieties — actual norms and perceived norms. Actual norms are the true social norms for a particular attitude or behavior. For example, if the majority of a group of sexually active individuals use some form of birth control, then the actual norm for the group is to use birth control. Going without birth control is "non-normative" in that group Perceived norms are what someone believes to be the social norm for a group. It is what you believe TEENAGE PREGNANCY LEARNING OUTCOMES: At the end of this chapter students should be able to: a. define teenage pregnancy b. identify the causes of teenage pregnancy. c. explain the effects of teenage pregnancy on self and family d. discuss ways of preventing teenage pregnancy. PREGNANCY Is the period from conception to birth? After the egg is fertilized by a sperm and then implanted in the lining of the uterus, it develops into the placenta and embryo, and later into a fetus. Pregnancy usually lasts 40 weeks, beginning from the first day of the woman's last menstrual period, and is divided into three trimesters, each lasting three months. (Source: medical-dictionary.thefreedictionary.com) Teenage Pregnancy –Pregnancy by a female, age 13 to 19, which is understood to occur in a girl who hasn‘t completed her core education—secondary school—has few or no marketable skills, is financially dependent upon her parents and/or continues to live at home and is mentally immature. 19 Causes of Teenage pregnancy Causes Description Misguidance Not using contraceptives or family planning services Lack of knowledge and Using contraceptives inconsistently or incorrectly poor education or ignorance Contraceptive failure The method was used correct, but did not work. A condom breaking during intercourse or using a condom with a hole in it can lead to malfunctioning contraceptives. Peer Pressure Adolescence development involves aping others, making teens ideal candidates for giving in to the norm and going with the flow. To some teen pregnancy is being glamorized in contemporary society, giving teens a false sense of what it means to be a teen parent Sexual abuse Pregnancy as a result of sexual abuse. PREVENTION 1. ABSTINENCE AND BIRTH CONTROL It is important for youth to understand that all sexual activity carries risk. The only 100% sure way to prevent pregnancy and STDs is complete abstinence. Self-discipline Is control of one's conduct. The following ways could help develop self-discipline  Develop the ability to delay gratification by setting small goals, such as saving money to buy something they want.  Help a teen develop a sense of his or her own value and potential.  Be supportive of your teen‘s positive activities, and spend time everyday listening to your teen and expressing your interest, support, and love for him or her.  Help teens feel strong ties to their family, school, and community. Teach them about their heritage and do things together as a family. Encourage teens to be involved at their school or place of worship and in positive activities like volunteering in their community.  Set clear, consistent rules for your teens and enforce consequences when the rules are broken. The consequences should be fair, and should not involve yelling or hitting. For instance, set a rule with the teen that if he or she misses curfew then he or she is grounded for a week or may not drive the car. Then if the teen does break curfew, enforce the punishment you agreed on. 2. COMMUNICATION. Simply by growing up in society, children will be exposed to many opposed and conflicting sexual messages whether parents want that to happen or not. It is suggested that an important part of pubescent children's preparatory education involves parents taking time to teach the values that they believe underlie health expressions of sexuality. In teaching children to discriminate between healthy and unhealthy forms of sexuality, parents have the opportunity to influence the conclusions that children will form about sexual messages they consume, and potentially help them avoid making mistakes that come with negative consequences. Our Pacific culture has a taboo in openly discussing these issues with the children and many at times it is left on the health care and teachers to relay this information. A teenager must be nurtured in an environment where they feel free to discuss any issues with their parents. 3. USE OF CONTRACEPTIVES If female is sexually active and do not want to get pregnant, always use contraception. 20 Methods of Contraception: No method of contraception gives 100% protection. The male latex condom is the only contraceptive method considered highly effective in reducing the risk of sexually transmitted diseases (STD's). Birth control pills Implant and IUDs do not protect against STD infection. For the Woman i. DIAPHRAGM - is a rubber disk with a flexible rim that covers the cervix and must be used together with spermicide. It is available by prescription only and must be fitted for size by a health professional. The diaphragm protects for six hours and should be left in place for at least six hours after intercourse but not for longer than a total of 24 hours. ii. IUD (intrauterine device) - is a T-shaped device inserted into the uterus by a health-care professional. The IUD can remain in place for 5- 10 years. IUD‘s have one of the lowest failure rates of contraceptive method. Sometimes the IUD can be expelled and a woman has to check each month after her period with her finger if she can still feel the threads of the IUD. Other side effects can include abnormal bleeding and cramps, but this usually only occurs during and immediately after insertion.  FEMALE  STERILIZATION - is done surgically. The tubes are ligated, preventing the egg-cells from encountering the sperm cells and preventing any future pregnancies. It is a permanent form of contraception. i. EMERGENCY CONTRACEPTION- must be taken within 72 hours of unprotected sex in order to prevent an unplanned pregnancy. A woman must take 1 Norlevo and a second pill 12 to 24 hours later. Besides Norlevo, most combination (estrogens and progesterone) birth control pills can also be used. Take within 72 hours of unprotected sex. One dose 100 µg ethinylestradiol + 500 µg levonorgestrel (2-4 birth control pills), 12 hours later a second dose. ii. MORNING-AFTER IUD- must be inserted within 5 days of unprotected intercourse. The IUD can stay for 5 to 10 years. For the Man  CONDOMS are usually made from latex rubber and can be used only once. Some have spermicide added to kill sperm. They act as a mechanical barrier, preventing direct vaginal contact with semen, infectious genital discharges, and genital lesions. Condoms are the most effective method for reducing the risk of infection from the viruses that cause AIDS and other sexually transmitted diseases (STD‘s). It is important to put a condom on properly before intercourse 21  MALE STERILIZATION also known as vasectomy is a quick operation performed under local an aesthesia with possible minor postsurgical complications, such as bleeding or infection. The ability to get an erection and an ejaculation does not disappear. The sperm cells are just a very small part (1%) of the fluid and a man will not notice any difference in ejaculation. The body will absorb the sperm cells. 4. PARENT’S ROLE IN TEEN PREGNANCY PREVENTION Parents also play a role in reducing risk factors for teen pregnancy:  Teens should never be left unsupervised after school - this is the most dangerous time for teenagers, not only for sex, but also for drugs and violence. Parents should know where their teens are, whom they are with, and what they are doing every day.  Do not allow dating before age 16, and always discourage teens from dating anyone much older or much younger than they are - 2 or 3 years apart is probably the most you should allow.  Pay attention to the media your teens watch and listen to, including movies, television, music, and the Internet and tell them what is and isn‘t appropriate. Consider keeping TVs and computers in public places so you can monitor what your teens are doing or watching and talk to them about it. 5. STRENGTHEN ACADEMIC SKILLS AND OPPORTUNITIES Adolescents need to be constantly guided into career perspectives and exposed to a variety of opportunities for them to stay focused and develop on the skills to accomplish their goal. Fiji has compulsory Education programs for all school age children and alternatives are also available for vocational and technical schooling to ensure all children have worthwhile future. There are also organisations such as the National Employment Centre which provides guidance in job opportunities for the unemployed. These are initiatives aimed at securing better future and preventing teenager‘s risks. EFFECTS OF TEENAGE PREGNANCY ON SELF AND FAMILY PSYCOSOCIAL COSTS  Teenage mothers are more likely to leave school and not return.  This lack of education can result in long term unemployment or job options that are poorly paid and insecure.  The stigma associated with teenage pregnancy often leads to the mother being alienated from friends and family which can result in poor self-esteem and loneliness.  Loneliness can make the woman more vulnerable to unhealthy relationships such as domestic violence.  Often the young mother does not have income to afford adequate health care or basic necessities such as food and clothing.  Young mothers often face rejection from family and are forced into early marriage.  Early childbearing can result in damage to the reproductive tract and pregnancy complications such as obstructed labor, bleeding and toxemia.  As abortion is illegal in Pacific Island countries women with an unwanted pregnancy can often be forced to practice unsafe abortion, either self-induced or induced by untrained individuals. This can result in sepsis of the uterus and birth canal, hemorrhage, uterine perforation, cervical trauma and may cause infertility and chronic illness.  In developing countries, maternal mortality in girls under 18 years of age is estimated to be two to five times higher than in women between 18 and 25.  Children of teenage mothers have lower birth weights and higher risks of premature births, and of prenatal and neonatal mortality.  Children of young mothers generally face poorer health and socio-economic outcomes.  Pregnant teenage women often attend antenatal care late in pregnancy which can result in complications.  Young people make up a significant proportion of country populations and they are major contributors to the labor force.  Young mothers who have to care for their children and are unable to continue school or join the workforce are not able to contribute to a nation‘s productivity and prosperity.  Men who leave school prematurely to seek jobs to support the mother and child can cut off future opportunities for better education and employment.  Teenage pregnancy contributes to the poverty cycle. 22  ECONOMIC EFFECTS  Raising a baby while finishing high school isn‘t easy. Between daycare costs, diapers, doctor appointments, and various other baby-related necessities, it‘s easy to understand how teen mums become easily overwhelmed.  Teens who become pregnant and that have children are more likely to face economic, personal and social hardships. Teen mothers are less likely to complete high school, more likely to have subsequent pregnancies during their teen years, and their children are at a higher risk of significant learning and development problems as compared to those that delay childbirth.  Women that have more than one child during their teenage years are at a greater risk of poverty. Their ability to obtain employment and advance in their jobs is greatly reduced trapping them in impoverished, dead-end jobs.  Many women who give birth as teenagers, their life outcomes like level of education achieved, income, employment, and chance of marriage are already so constrained that they are not made worse off by having a child as a teenager. MENTAL EEFECTS  Feeling down or anxious If feeling down is affecting your everyday life but you don't have a specific mental illness, you should be offered support to help you manage your feelings. This support could be from health professionals, voluntary organizations or other services. You may be offered psychological treatment (usually cognitive behavioral therapy or psychotherapy) if they have had anxiety or depression before.  The 'baby blues' The 'baby blues' is a time when you may feel low and tearful, and it usually occurs in the first week after the birth. It's a result of the normal hormonal changes taking place in your body and affects many new mothers. But for some women, pregnancy and birth can trigger more serious depression. Symptoms that may indicate you are depressed include:  a lack of interest or pleasure in doing things  feeling very sad and hopeless  loss of appetite  not sleeping well Warning signs to watch out for include:  feeling irritable and angry  crying or often being on the verge of crying  feeling unable to cope  worrying unnecessarily about things that wouldn't normally bother you  being afraid of being left alone with your baby  uncontrollable feelings of panic  overwhelming fears, for example fear of dying  dreams about harming your baby  sleeping problems  feeling exhausted and lethargic  lack of interest in your surroundings and appearance, or becoming obsessively tidy  trouble concentrating and feeling distracted  gaining or losing large amounts of weight  feelings of guilt that you're a bad mother 23  Depression in pregnancy  Depression is the most common psychiatric disorder associated with pregnancy. Pregnant women may also suffer from anxiety disorders, such as panic disorder, obsessive-compulsive disorder, and eating disorders. While it is rare for women to experience first-onset psychoses during pregnancy, relapse rates are high for women previously.  Several risk factors and psychosocial correlates have been identified as contributing to depression during pregnancy. The most clearly identified risk factors include a previous history of depression, discontinuation of medication(s) by a woman who has a history of depression, a previous history of postpartum depression, and a family history of depression. Several key psychosocial correlates may also contribute to depression during pregnancy: a negative attitude toward the pregnancy, a lack of social support, maternal stress associated with negative life events, and a partner or family member who is unhappy about the pregnancy.  Depression that is left untreated in pregnancy, either because symptoms are not recognized or because of concerns regarding the effects of medications, can lead to a host of negative consequences, including lack of compliance with prenatal care recommendations, poor nutrition and self-care, self-medication, alcohol and drug use, suicidal thoughts and thoughts of harming the fetus, and the development of postpartum depression after the baby is born. SOCIAL STIGMA  Is an important consideration for Indo- Fijians, I- Taukei girls do not go to the lengths that Indo-Fijian does to deal with unwanted pregnancy? I-Taukei girls do not find it very difficult to get married to the biological fathers after the children‘s births which the Indo-Fijian would rather never do.  Even though teenage pregnancies without eventual marriage to the biological fathers of the children in the past have caused and are causing great social and legal problems among the Fijians, more and more of such pregnancies are now being observed.  Misplaced blaming of them by others.  Religious and cultural barriers to receiving needed information.  The absence of support provided to them by their families and communities. REVIEW QUESTIONS 1. List the stages of family cycle. 2. Give one characteristic of Launching years. 3. Describe how families adjust to meet the needs for crowded years. 4. Define the term adolescence. 5. Differentiate between intellectual and social change. 6. Describe one cause of teenage pregnancy. 7. List two preventative measures of teenage pregnancy. 8. Discuss the effects of teenage pregnancy on self and family. 24  Career Description Family Counsellor Families can be a source of support, encouragement and love but sometimes relationships within families are put under strain and family members feel isolated or overlooked. Family counselling can help when siblings aren‘t getting on, or when parents and children are going through a divorce or separation. Forming a new family is a challenge and it is at this point that many parents contact Relate for some support to help everyone settle. Social Social work is a profession concerned with helping worker individuals, families, groups and communities to enhance their individual and collective well-being. It aims to help people develop their skills and their ability to use their own resources and those of the community to resolve problems. Educator There likely are numerous instances of Family Life family Life Education occurring in your community on any given day. Family Life Educators work in health care settings, community education, faith communities, junior and senior high schools, colleges and universities, social service agencies, corporate settings, government agencies, corrections, retirement communities, and the military, and more. 25  CHAPTER 2 RESOURCES LEARNING OUTCOMES: At the end of this chapter students should be able to: a. define natural resources. b. classify natural resources. c. explain the importance of conserving and managing the non- renewable resources. Resources: are things we can use to achieve our goals. Natural RESOURCES occur naturally within environments that exist relatively undisturbed by humanity, in a natural form A natural resource may exist as a separate entity such as fresh water, air, sea, land, forest, living organism such as a fish, or it. may exist in an alternate form which must be processed to obtain the resource such as metal ores, oil, and most forms of energy. Many natural resources are essential for human survival, while others are used for satisfying human desire. Renewable resources, such as forests and fisheries, can be replenished or reproduced relatively quickly. Some resources, like sunlight, air, and wind, are called perpetual resources because they are available continuously, though at a limited rate. Their quantity is not affected by human consumption. Many renewable resources can be depleted by human use, but may also be replenished, thus maintaining a flow. Some of these, like agricultural crops, take a short time for renewal; others, like water and forests take a comparatively longer time. CLASSIFICATION OF NATURAL RESOURCES Non-renewable Resources are formed over very long geological periods. Since their rate of formation is extremely slow, they cannot be replenished, once they are depleted. Examples are : Minerals, coal, petroleum and fossils. 26 WHAT IS CONSERVATION? Conservation is the management of natural resources with the goal of sustainability. Natural resources may be further classified in different ways. IMPORTANCE OF CONSERVATION OF NATURAL RESOURCES Resources are features of environment that are important and value to human. However, the advancement of modern civilization has had a great impact on our planet's natural resources. So, conserving natural resources will bring sustainability. (iii) Proper functioning of a (ii) Meeting needs or system or enhanced well- (i) Increased wealth. wants. being. WAYS TO SUSTAIN NATURAL RESOURCES Resources Ways To Sustain 1. Natural Gas Use hydro, solar or wind power. These are all healthy and great alternatives to conserving natural resources as they do not emit or produce harmful gases or toxin into our environment like that of the burning fossil fuels. At the same time they are renewable as well as are not easily depleted. 2. Fossil Fuels - Use Hydro-power and solar power to generate energy as fossil fuels will not last forever. -To conserve fossil fuels one can choose to buy a hybrid car. Some of these cars will run on electricity combined with using small amounts of gas. Some hybrid cars just run on electricity. 3. Trees Natural resource like trees can be conserved through recycling process. Many products come from the trees like papers, cups, cardboards and envelopes. By recycling these products you can reduce the number of trees cut down a year. One should make the most use of these paper products without being wasteful and then recycle them. This is one great way for conserving natural resources. 27 USING 4R’S TO CONSERVE RESOURCES Recycling The importance of recycling waste materials: i. Recycling requires much less energy and therefore helps to preserve natural resources. ii. Recycling at the same time being earth friendly can help our planet a better place to live in. iii. Recycling minimizes the need for raw materials so that the rainforests can be preserved. Examples of recycling are, worn out metal item can be sold for recycling, waste papers recycled to save our forests, plastic items. Organic waste comes from plants or animals sources. Commonly, they include food waste, fruit and vegetable peels, flower trimmings and even dog poop can be classified as organic waste. They are biodegradable (this means they are easily broken down by other organisms over time and turned into manure). Many people turn their organic waste into compost and use them in their gardens Reduce To reduce the amount of waste created in the first place is probably the best way of reducing the waste footprint. Reducing waste saves energy, reduces the waste that ends up in landfill or incinerators and saves valuable resources and raw materials. Reuse Re-using items rather than throwing them away and buying new keeps them out of the waste stream. Reusable bags for shopping, Example liquid waste includes wash water from homes, liquids used for cleaning in industries and waste detergents. Refuse Our throw-away culture is one in which it is often cheaper to buy new items rather than have old ones repaired. But this is of course very wasteful. There are numerous items that can be repaired rather than thrown out: TVs, bicycles, shoes, clothes and furniture are just a few examples. Buying clothes from charity shops are examples of reuse. REVIEW QUESTIONS 1. Differentiate between renewable and non- renewable resources. 2. State one benefit of good resource utilization. 3. Define perpetual resources. 4. Explain one way of conserving energy in the home. 5. Why should we separate the rubbish? 6. Explain the concept of ―green environment‖. 7. List reasons for conserving resources. 8. Define the term sustainability. 28 CHAPTER 3 HOUSING LEARNING OUTCOMES: At the end of this chapter students should be able to: a. explain the factors that influence choice of location of housing. b. describe the requirements of houses for people with special needs. Location choices cannot easily be disentangled from other factors which influence decision making about housing. Decisions about residential location are usually made in stages. The decision to move or stay is influenced by a range of pull and push factors. Push factors may include an increase in externalities like pollution or crime, changes in housing affordability dissatisfaction with the current dwelling or changes in household structure (as a result of a birth, death or divorce for example). Pull factors often include things like access to good quality public services (like schools and health care facilities), employment, leisure and recreational opportunities or the fulfillment of housing aspirations. Once the initial decision to move house is made, it is followed by a series of interconnected decisions about tenure, house and neighborhood type and location. FACTORS THAT INFLUENCES CHOICE OF LOCATION FOR HOUSES 1. Accessibility of When people buy or rent a house it must provide convenience, easily accessible from the services main road and not too affected by traffic jams accessibility to work and shopping, social networks and community characteristics, local services and amenities like schools and parks, neighborhood layout and features of the natural environment 2. Cost The amount of money available will determine if the location is affordable.Houses are usually expensive in urban settings and those closer to all amenities. You can either rent or buy a home. 3. Personal preference It is a well-known fact and an accepted society norm today, that the way you dress, your lifestyle choices and the home and environment you live in, reflects your social standing. At the end of the day, everyone strives to achieve the perfect home and lifestyle that not only becomes your comfort zone and an extension of your personality, but also a special space that can be flaunted to friends and family. 4. Pollution effects Buildings are long-lived, and cities have even longer lives: their impacts will stretch into the lives of many generations of our ancestors; into a future of unknown resources, pollution and unstable climatic conditions. Families would definitely not prefer to live in a place which is too polluted as it will affect the health and peace of living. 29 5.Relocation of sites for Future development plans by local governments need to be considered in deciding the location future developments you choose. Extension to industrial areas, provisions of new roads or public infrastructure will definitely affect the choice you make towards a sustainable living and livelihood conditions. Check the local authorities to see if any re-development or zoning is being prepared that may reduce the value of your home in the future if you should wish to sell it. 6. Family ties/lands/links A community characterized by common residence composed primarily of small family‘s that are tightly organized through relationships with kin and the clan. This close knit structure prevents nuclear families from moving out to other locations as the land is their prime security, the strong bonding relationship keeps the families united and together. 7. Privacy and A lot of families prefer privacy as the important factor in choosing the location of the house. They independence would not like interference of others into their lives and like to dwell in a house that guarantees independence. Proximity to neighbors, noise, prying by the public and the availability of garden space in front or at the back that allows children to play and the planting of subsistence crops are some important considerations. 8. Safety When selecting a place to live, you will want to feel safe in your new home and the surrounding neighborhood. These are some considerations: - Area, type of neighborhood you want to live in - Access to streetlights - Danger from natural disasters (floods, tsunamis) HOUSING REQUIREMENTS FOR PEOPLE WITH SPECIAL NEEDS 1. SAFETY A reasonable modification is a structural modification that is made to allow persons with disabilities the full enjoyment of the housing and related facilities. Examples would include allowing a person with a disability to: install a ramp into a building, lower the entry threshold of a unit, or install grab bars in a bathroom. 2. MOVEMENT Access to public areas such as city streets and public buildings and restrooms are some of the more visible changes brought about in recent decades. A noticeable change in some parts of the world is the installation of elevators, automatic doors, wide doors and corridors, transit lifts, wheelchair ramps, curb cuts, and the elimination of unnecessary steps where ramps and elevators are not available, allowing people in wheelchairs and with other mobility impairments to use public sidewalks and public transit more easily and more safely. 3. COMFORT For all having a home, that they can feel comfortable in it is very important. Each type of disability is different and each requires special modifications to the house. The adaptations made in the house to cater for the needs of the people with special needs will lead a safe, comfortable and happy life. 4. ACCESSIBILITY 30 It is important to provide easy access for household entrance and exit. Basic needs like food, bedroom with attached bathroom and common room should be within reach. 5. INDEPENDENCE Independent living does not mean that people with special need want to do everything by themselves or that they do not need anybody or like to live in isolation. Independent living means that they demand the same choices and control in our every – day lives that our non – disabled family and friends take for granted. People with special needs are ordinary people sharing the same need to feel included, recognized and loved. 6. FAMILY TYPE AND SIZE NUCLEAR FAMILY EXTENDED FAMILY SINGLE/SOLO-PARENT FAMILY 31  COMMUNAL TYPE OF FAMILY BLENDED TYPE FAMILY SPECIAL NEEDS FOR THE FOLLOWING: 1. VISUALLY IMPAIRED Where the visually impaired are concerned the first priority is for them to  Familiarize themselves with their settings.  Getting to know the placing of equipment and where all the furniture is situated.  They will need to memorize all these details.  Once they are totally familiar, they can move around freely without anyone‘s help.  If you live with them, you must ensure that you never move anything (e.g. equipment‘s or furniture) out of place. Everything must remain in exactly the same place to help promote/ facilitate independent movement of the visually impaired 2. ARTHRITIS PATIENTS People living with arthritis have swollen joints which makes movement very hard. To make life easier for them  Ensure everything is on the same level  They do not have to reach high or bend down too low for anything  Avoid steps  Everything must be placed so that they are all easily accessible 3. DISABLED All houses need to be fitted with adaptations that facilitate the everyday chores of disabled persons. For people in wheelchairs, the main adaptations center is making ramps to facilitate movement in or around the house. House showing safe walkways (with handrails) for disable persons to use. Fixtures attached to the walls to make it easier to exit and re-enter the wheelchair without anyone‘s assistance. 32 REVIEW QUESTIONS 1. Define housing. 2. State one housing feature to cater for persons with special needs. 3. Explain one factor that influences the choice of location for houses. 4. Explain how family needs can be met through housing. 5. Describe one ‗push ‗and ‗pull‘ factor of housing locations. 6. Investigate from your parents on the factors that have contributed to the location of your own house. 33  Career Description  A social Researcher design, manage and Social undertake research projects to investigate social Researchers issues such as employment, unemployment, gender, health, education and social policy and then report their findings.  A social researcher will use a variety of methods to gather their information; this can include questionnaires, focus groups and Interviews.  Their survey's findings can be used to change social policies or to test the effectiveness of a current one. Valuer  Valuers are usually specialised surveyors who estimate the market value of property and land for their clients.  After providing advice on areas such as sales, compensation claims or loans, property valuers organise and manage auctions.  Home & Interior Designers analyse clients' needs, create plans and specifications, and make sure that a project is finished in accordance with Home & the timeline and budget. Interior Designers  They work closely with architects, structural engineers, mechanical engineers, and builders, to determine how interior spaces will function, look, and are furnished.  Interior designers read blueprints and must be aware of building codes and inspection regulations.  A family counsellor meets with members of a family as a group or individually to discuss emotional issues and Family provide treatment for mental disorders and psychological counsellors conflicts.  Family counsellor can work in hospitals, treatment programs, government agencies, health organizations and private practices. The typical work setting is an office where the family therapist meets with different patients and clients throughout the day. 34  STRAND 2 FOOD AND NUTRITION CHAPTER 4: THE KITCHEN SAFETY, HYGIENE AND MANAGEMENT CHAPTER 5: WHAT IS FOOD? CHAPTER 6: DIET AND HEALTH CHAPTER 7: FOOD SUPPLY CHAPTER 8: FOOD PRESERVATION CHAPTER 9: FOOD PLANNING AND PRODUCT DEVELOPMENT 35 CHAPTER 4 THE KITCHEN SAFETY, HYGIENE AND MANAGEMENT. Learning Outcomes: By the end of this sub-strand students should be able to: a. Classify the modern kitchen appliances according to their operational systems. b. Discuss the functions of the kitchen appliances c. Practice correct use, care/storage and maintenance of these modern kitchen equipment Discuss the effects of using energy saver appliances Kitchen is of primary importance and that its equipment and furnishing should come before that of any other room in the house. The work carried out in the kitchen includes storage and preparation of food, cooking and serving of food, washing –up and the storage. Home appliances, also known as domestic appliances, are electrical machines which help in household functions, such as cooking, cleaning or food preservation. Modern Kitchen Equipment/Appliances Name of the Appliance Uses Care and Cleaning 1. Appliances with motors An electric blender  A blender (liquidizer) is a kitchen  Do not run the machine for longer than appliance which used to mix, puree, or necessary as this will over heat the emulsify food and other substances. motor.  It consists of a blender jar with a lid  Do not exceed the recommended that fits firmly. capacity of the machine.  A sharp rotating metal blade is at the  Clean thoroughly after use, taking care bottom, powered by an electric motor in when dealing with sharp blades. the base.  Some powerful models can also Soup making, pureeing fruits and vegetables, mixing batters baby food preparation  Fruit and milk drink and crushing ice. Electric cake mixer  There are two types of electric cake  Remove the beaters/bowl and mixers, the portable hand mixer and wash in warm, soapy water. the table mixer‘s. 36   The table mixer usually has a  Rinse and dry thoroughly. variety of beaters.  Do not exceed the recommended  Some mixers even have a dough capacity of the machine. hook for kneading, the dough.  Cake mixers are used for variety of  When not in use, store in a dry jobs such as creaming (butter and place. sugar), whisking (egg), and whipping cream.  Tasks that can be done using a mixer: Fat and sugar can be creamed, Whisking of eggs and sugar for sponge cake, Sauces are mixed to smooth paste Food Processors  Food processors normally have  Food processors are similar to multiple functions, depending on the blenders in many ways. placement and type of attachment  The primary difference is that food or blade. processors use interchangeable  These functions normally consist of: blades and disks (attachments) 1.Puréeing Soups and Sauces instead of a fixed blade. 2. Grinding Meat, nuts  Also, their bowls are wider and 3. Making Pasta and Pizza Dough shorter, a more appropriate shape 4. Making Homemade Mayonnaise for the solid or semi-solid foods 5. Making Bread Crumbs and Cookie Crumbs usually worked in a food 6. Shredding Cheese processor.  Usually little or no liquid is required in the operation of the food processor unlike a blender, which requires some amount of liquid to move the particles around its blade.  Use soft sponge for cleaning.  Ensure appliance is dry after use.  Do not wet the motor area. Juicer  A juicer, also known as juice  Begin by unplugging the juicer. extractor, is a tool used to extract  Disassemble the juicer as much juice from fruits, herbs, leafy greens as possible.... and other types of vegetables in a  Dump the bin or container that process called juicing. catches the pulp and scrape it  It crushes, grinds, and/or squeezes the juice out of the pulp. out with a spatula.  Rinse each piece under running water.  Use small brushes to clean the sma