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He was the first person to look at life from a view of needing to be for something other than just survival and believed their environment should be used to help people. He was a major contributor to the introduction of the FACS educational pathway.
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Catharine Beecher wrote the book "A Treatise on Domestic Economy" about women’s central role being as mothers and educators and pioneerred the way for FACS.
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Justin Smith Morrill was elected to the thirty-fourth Congress as a Whig. He would later go on to propose to Morrill Act of 1862.
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This act provided land grants so that new western states could establish colleges, thus giving people of the working class access to higher education which they would not otherwise have been able to enjoy.
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This grant began with the passing of the Morrill Act. This gave the states public land provided that they be sold or used for profit to establish a college.
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University of Arkansas opened as a land grant university.
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This university opened as a land grant university.
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The first nutritional lunch school program is developed in Boston by Ellen Richards.
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She founded the American Home Economics Association and founded the way for FACS by being an activist for consumer education, nutrition, child protection, industrial safety, public health, career education, women's rights.
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She was a professor that wrote a biography about the life of Ellen Swallow Richards.
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This act provides extension services that do outreach programs through land-grant universities to educate rural Americans about advances in agricultural practices and technology.
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This act provided federal aid to the states for the purpose of promoting precollegiate vocational education in home economics.
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Submitted a proposal for the Betty Lamp to be the American Home Economics Association symbol, symbolizing the lighting of a home by a lamp upon all household industries during colonial days.
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President Franklin D. Roosevelt passed this act that authorized $3 million annually for three years, to be distributed equally in agriculture, home economics, trade, and industrial education.
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This act authorized a major expansion and redirection for vocational educations with the goal of enrolling a larger proportion of baby boomers and improve the quality of training provided to them.
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This act approved funding at both secondary and post secondary levels, but more importantly provided funding for consumer and homemaking education.
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In order to develop a consensus among members, they held the 11th Lake Placid Conference.
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This act continued support of consumer and homemaking education and centered around the changing roles of men and women as workers and homemakers and reducing bias.
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This act focused on improving the effectiveness of consumer and homemaking education and reducing the limiting effects of sex-role stereotyping on occupations, job skills, levels of competency, and careers.
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The name changed from home economics to family and consumer science.
