Relevant bibliographies by topics / Education, Home Economics

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Education, Home Economics'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "Education, Home Economics"

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Chung, SoonHwa. "Parent Education in Home Economics Education." Korean Home Economics Education Association 29, no. 4 (December 31, 2017): 15–30. http://dx.doi.org/10.19031/jkheea.2017.12.29.4.15.

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Kūla-Braže, Elīna. "Home economics education development opportunities." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (May 30, 2015): 250. http://dx.doi.org/10.17770/sie2013vol1.534.

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In relation to the ongoing changes in the sphere of education in Latvia based on a sustainable development of education, concerns about the sustainability of the education of home economics in the circumstances of a changing environment have become deeper. On the basis of the ecological approach new development potentialities for the improvement of the education of home economics have been formulated – the development scenario, the applied arts scenario and the scenario of the home environment economics. The target of these scenarios is harmonious development of the student’s individuality, inheriting the cultural properties, creative activity in the development of the cultural environment and development of the quality living space. The scenarios were worked out on the basis of experience of the formal education and non-formal learning in the development of the subject of home economics as well as on the basis of interaction of the educational environment and cultural environment.
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Lichtenstein, Alice H. "Bring Back Home Economics Education." JAMA 303, no. 18 (May 12, 2010): 1857. http://dx.doi.org/10.1001/jama.2010.592.

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PETERAT, LINDA B. "Home economics education in Canadian schools." Journal of Consumer Studies and Home Economics 10, no. 3 (September 1986): 271–78. http://dx.doi.org/10.1111/j.1470-6431.1986.tb00125.x.

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Haapaniemi, Janni, Salla Venäläinen, Anne Malin, and Päivi Palojoki. "Home economics education: exploring integrative learning." Educational Research 61, no. 1 (January 2, 2019): 87–104. http://dx.doi.org/10.1080/00131881.2018.1564626.

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Greninger, Sue Alexander, Vickie L. Hampton, Karrol A. Kitt, and Mary Ellen Durrett. "Higher Education Home Economics Programs In A Changing Economic Environment." Home Economics Research Journal 14, no. 3 (March 1986): 271–79. http://dx.doi.org/10.1177/1077727x8601400301.

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Cumming, Chris, Rita Foley, Allison Long, and Eileen Turner. "Developing assessments in home economics." Journal of Curriculum Studies 18, no. 2 (April 1986): 215–18. http://dx.doi.org/10.1080/0022027860180211.

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Grundy, Shirley, and Margaret Henry. "Which way home economics? An examination of the conceptual orientation of home economics curricula." Journal of Curriculum Studies 27, no. 3 (May 1995): 281–97. http://dx.doi.org/10.1080/0022027950270304.

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Kim, Saet-Byeol. "Clothing Makerspace Construction for Home Economics Education." Korean Association For Learner-Centered Curriculum And Instruction 19, no. 19 (October 15, 2019): 1279–309. http://dx.doi.org/10.22251/jlcci.2019.19.19.1279.

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UENO, Masae, and Michiko SENO. "On Home Economics Education towards Sustainable Lifestyles." Japanese Journal of Environmental Education 26, no. 2 (2016): 2_3–16. http://dx.doi.org/10.5647/jsoee.26.2_3.

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Dissertations / Theses on the topic "Education, Home Economics"

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Wyatt, Marla Jean. "Curriculum orientations of home economics leaders and characteristics of recommended home economics curriculum documents /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487858417982004.

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Smith, Mary Gale. "A conception of global home economics education." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29533.

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Living in an increasingly complex and interdependent world has prompted many educators to call for infusing or integrating a global perspective across the curriculum. Such action, to be ethically defensible, demands conceptual clarity and the exposure of theoretical underpinnings and basic values. Integrating a global perspective and home economics education is investigated through conceptual analysis and conception construction. The purpose of this study is to develop and defend a conception of global home economics education by exploring the following research questions: Is a global perspective implicit in the mission of home economics? Is global education implicit in home economics education? What are the places of citizenship education, education for cross-cultural understanding, consumer education, and environmental education in home economics education? What is global home economics education? And what justification or rationale can be offered for global home economics education? Findings indicate that a constructivist global perspective (Coombs, 1988a) is implicit in the mission of home economics (Brown & Paolucci, 1979), that a constructivist global education is implicit in the conception of home economics education developed by Brown (1980), and that the various educations can offer complementary approaches to global problems. A conception of global home economics education is proposed that is an expansion of existing work (Brown, 1980), and advocates the systematic integration of global education and home economics education, confirms the practical problem orientation recommended by Brown, and adopts the strategy of practical reasoning. Implications for curriculum development, teachers, teacher education, and schools are briefly explored with suggestions for further research.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Brandon, Dorothy Priscilla. "Home economics relevance to Botswana's development /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu148786179681798.

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Eiby, Patricia J., and n/a. "Student perceptions regarding outcomes of home economics education." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20060707.101701.

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The aim of this study was to establish the differences in perception of competence in processes practised in Home Economics education as expressed by students of Home Economics and those who have not studied Home Economics. The research method consisted of applying a questionnaire to five hundred senior students enrolled in high schools in Brisbane, Queensland. The survey items were designed to test students perception and source of competence and the value they place on Home Economics knowledge expressed in terms of life skills. To augment the study, teachers of Home Economics were surveyed to establish the emphasis they place on processes during teaching, their perception of sources of students' skills and the value they place on life skills taught during Home Economics classes. The questions focused upon management and design skills and interpersonal interaction competence. Results indicated that students of Home Economics perceived an enhanced level of competence in life skills at all stages of the design and management processes. Home Economics students also perceived competence in practices of caring and a significant number of behaviours implicit in interpersonal interaction when compared with non Home Economics students. Students of Home Economics perceived the school, the home and their friends as positive sources for skill development in management, design and interpersonal interaction. Non Home Economics perceived the home as the only resource for management skills, but they do not perceive school, home or friends as resources for acquiring design skills. However, they target the school, their friends and home as sources for interpersonal skill development. Teachers of Home Economics perceived the school, home and student's friends as a source of management and interpersonal skills but responded negatively to the home as a source of design skills. Home Economics students, non Home Economics students and teachers of Home Economics placed a high value on Home Economics knowledge expressed as life skills. This study provides useful insights for curriculum design in Home Economics education.
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Holtzman, Sara. "Home Economics Programs Within Higher Education: A Typology." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1401.

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Home economics programs through the 1920s served varied purposes within higher education. This typology addresses three types of home economics programs - teaching, extension, and academia- through the lens of characteristics, curricula, and examples. Reviewing historical events that lead into the differentiation of home economics programs throughout the United States offers unique insights into the reasons for the development of each type. This typology offers a different point of view in considering what home economics programs entailed, and defines the field as an intentional and academic program of study for the women of higher education.
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Wilson, Susan Worth. "Changing conceptions of practice in home economics education." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25538.

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This thesis investigates changes in the underlying pattern of beliefs and actions central to the development of home economics education. Examination of the historical context in which training in domestic matters became of public concern discloses the circumstances which fostered the genesis of domestic science, the forerunner of contemporary home economics in Canada. Subsequently, analysing the curriculum of British Columbia schools using the notion of practice illustrates the ways in which programs changed as home economics became accepted as a school subject. At the end of the nineteenth century social reformers perceived the introduction of domestic science as a means of ameliorating many social maladies. Therefore support for training in domestic matters primarily arose from organizations lying outside the school system. Though social and educational reformers viewed the purposes of domestic science differently, together they were successful in promoting domestic science as a responsibility of public schools. Four interpretations of practice identified as customary, instrumental, interactive and reflective conceptions, help us to understand the documents and reports significant to the growth of home economics in British Columbia. These conceptions are rooted in the writings of critical theorists in education and are used in this study to clarify the ways in which the home economics program changed over a period of seventy-five years. As a new subject for British Columbia schools home economics was most closely associated with customary practice, which reinforces the traditional expertise of women. The strong framework of social purpose characteristic of early programs both insulated families from perceived urban-industrial disorder and helped them to adjust to the changes of the era. Analysis of the curriculum since 1926 reveals that home economics has become increasingly associated with an instrumental conception of practice. While the 1979 curriculum begins to acknowledge interactive practice in the family studies area, overall the contemporary course of studies is firmly entrenched in understanding human experience only in instrumental ways. The study makes clear that throughout the evolution of home economics the beliefs and actions underlying school programs are characterized by customary and instrumental concerns at the expense of interactive and reflective practice. If educators are to contribute to the mission of the profession, that of strengthening families by helping them to help themselves, then there is need for a broader interpretation of practice in the school curriculum.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Smith, Bettye Prelow. "Job satisfaction of Home Economics teachers in Ohio." Connect to resource, 1995. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1225393566.

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Habedi, Marilyn Kgomoco. "Perceptions of home economics teachers and teacher educators regarding the home economics student teaching program at the University of Swaziland /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487596807821096.

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Johnson, Ayala Monique. "Ideology in home economics education : a critical discourse analysis." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/53523.

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Home economics education is facilitated in many nations, including Canada; and governed by the International Federation for Home Economics. The subject derives from a mission-oriented field (Brown & Paolucci, 1979) that seeks to empower families, individuals and the wellness of these units from within the units themselves. In the 1980s, American home economist, Marjorie Brown submitted that the ideological and philosophical intentions of the field were split since their outset (Brown, 1984; Vaines, 1981; 1984); as a result, there were ideological (mis)understandings among home economists that resulted with professional activity differing from subject intention (Brown, 1993). At a similar time in Canada, a home economics scholar at a Canadian university, Eleanore Vaines recommended ecology as a unifying theme for the field in order to reconnect the social justice and libertarian roots of the field, that were recorded in the Proceedings from the Lake Placid Conferences on Home Economics (held annually between 1899 and 1909), to modern reflective and wholistic professional practise. Similar ecological views for home economics were promoted across Canada and internationally (Bubolz & Sontag, 1988; Hook & Paolucci, 1970/1987; Smith, Peterat, & de Zwart, 2004; Vaines, 1994). I applied Critical Discourse Analysis (CDA) to the current (2007) official British Columbian home economics curriculum, to determine if this philosophical underpinning for the field was evident, since such analyses could uncover the ideologies underlying curricular discourse and draw out their local relevance; this would be useful for informing pedagogies and future curricular rewrites. Micro- (text) and macro- (social) analyses revealed that neo-capitalist and neo-liberal ideologies dominated the semiotic structuring of the curriculum document. The presence of these ideologies promoted a social hierarchy in which the interests of current government were foregrounded over passive and subordinate construction of educators and students. Developing home economics curriculum through ecology as a unifying theme was found to be minimally supported and hindered by declarative language and a transmissive style of education that also contradicted possibilities for social justice and libertarianism. The conservative approach prevented transformative potentials among educators and students and reduced the personal obligation of these actors to safeguard wholism, equity and ecological health.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Pratt, Brenda M. "Home economics subject development in the context of secondary education." Thesis, University of Surrey, 1990. http://epubs.surrey.ac.uk/859/.

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Books on the topic "Education, Home Economics"

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Programs, University of the State of New York Division of Occupational Education. Home economics education: Home economics core courses. Albany, NY: University of the State of New York, State Education Dept., Office of Occupational and Continuing Education, Division of Occupational Education Programs, 1987.

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Hitch, Elizabeth J. Communicating home economics content. South Holland, Ill: Goodheart-Willcox Co., 1993.

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Kimbrell, Grady. Personal and family economics. Minneapolis/St. Paul: West Pub. Co., 1996.

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Thompson, Cecelia. Strengthening basic academic skills through home economics: Instructional activities for home economics students. Washington, D.C: Home Economics Education Association, 1990.

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Smith, Gale. Developing global/development perspectives in home economics education. Ottawa, ON: Canadian Home Economics Association, 1992.

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Branch, Alberta Curriculum. Junior high home economics: Curriculum guide. [Edmonton, Alta.?]: Curriculum, Alberta Education, 1987.

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Alberta Teachers' Association. Home Econimcs Council. Home economics learning package. Volume 2. Edmonton, AB: Home Economics Council of The Alberta Teachers' Association, 1991.

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Branch, Alberta Curriculum. Junior high home economics teacher resource manual. [Edmonton, AB]: Alberta Education, Curriculum, 1987.

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Hall, Helen C. Teaching strategies in reading, writing, and mathematics for home economics education. Salem: Oregon Dept. of Education, Division of Vocational Education, 1985.

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Pond, Jonathan D. 1001 ways to cut your expenses. New York: Dell Pub., 1992.

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Book chapters on the topic "Education, Home Economics"

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Elorinne, Anna-Liisa, Noriko Arai, and Minna Autio. "Pedagogics in Home Economics Meet Everyday Life." In Reforming Teaching and Teacher Education, 145–68. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-917-1_6.

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Maguire, Helen, and Amanda McCloat. "Home Economics Education: Preparation for a Sustainable and Healthy Future." In EarthEd, 165–78. Washington, DC: Island Press/Center for Resource Economics, 2017. http://dx.doi.org/10.5822/978-1-61091-843-5_14.

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Vernekar, Nisha, and Karan Singhal. "Married Women’s Education Levels and Agency Outside the Home: Evidence from Rural India." In Advances in Finance & Applied Economics, 161–73. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1696-8_10.

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McCloat, Amanda, and Martin Caraher. "Home Economics Education in Secondary School Settings: Lessons from Education Policy on the Island of Ireland." In Contemporary Issues in Technology Education, 123–36. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39339-7_8.

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Watts, Rebecca, Gabriel Swarts, Leslie Rush, and Cynthia Brock. "A Public University’s Balancing Act: Institutional Possibilities, Pedagogical Advancement, Individual Benefit, and State Economic Development." In Higher Education and Hope, 49–69. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13566-9_3.

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Miedema, Siebren. "The Repudiation of Criteriology: In Pursuit of Communities of Democracy and Hope." In The Politics, Sociology and Economics of Education, 73–84. London: Palgrave Macmillan UK, 1997. http://dx.doi.org/10.1007/978-1-349-25752-2_5.

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McCallum, Derrace G. "Going Home to Learn: Educational Journeys of Children in Filipino Transnational Families in Japan." In Economics, Law, and Institutions in Asia Pacific, 93–113. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-6288-8_5.

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de Wit, Hans, and Philip Altbach. "70 Years of Internationalization in Tertiary Education: Changes, Challenges and Perspectives." In The Promise of Higher Education, 119–25. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67245-4_19.

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AbstractInternationalization as a concept and strategic agenda is a relatively new, broad, and varied phenomenon in tertiary education, driven by a dynamic combination of political, economic, sociocultural, and academic rationales and stakeholders. Its impact on regions, countries, and institutions varies according to their particular contexts. Mobility, also known as “internationalization abroad,” is the most referred to activity in internationalization and takes in itself a great variety of forms. Curriculum and global professional and citizenship development, also referred to as “internationalization at home,” is the other key component of internationalization. It receives increased attention, but still less than mobility.
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Pierce, Clayton. "Learning to be Homo economicus on the Plantation: A Brief History of Human Capital Metrics." In Education in the Age of Biocapitalism, 41–62. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137027832_2.

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Beall, Jo. "Levelling up International Higher Education: Universities, Nations and Global Goals." In The Promise of Higher Education, 107–12. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67245-4_17.

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AbstractUniversities are not only the anchors, shapers and innovators of nations but they galvanise the building and rebuilding of nations. They are a source of knowledge, an arena to develop understanding and provide the vehicles for interpreting and addressing the key challenges of our time. Nations need universities to develop home-grown solutions for the problems and opportunities with which they are presented, and so they can participate with value and confidence in international scientific eco-systems. Yet, national universities do not and should not act alone. Agenda 2030 and the Sustainable Development Goals constitute the principal international convention of our time and offer a positive step in recognising the importance of tertiary education to individual and social advancement. However, they do not go far enough, particularly from the vantage point of nations with ambitions to grow prosperous economies and engaged societies. This chapter explores the national and international role of universities and the benefits or otherwise of the internationalisation of higher education and global conventions such as Agenda 2030.
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Conference papers on the topic "Education, Home Economics"

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Liu, Fusen, and Shujuan Wang. "Wang Feiman’s Home Economics Education Thought and Practice Research*." In Proceedings of the 5th International Conference on Economics, Management, Law and Education (EMLE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aebmr.k.191225.210.

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Syahrin, Alif Alfi, Bayu Sampurna, Fauziah Sri Wahyuni, Siti Komariah, Ade Gafar Abdullah, and Cep Ubad Abdullah. "Participation of Male Students in Home Economics Learning." In The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007112511661171.

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Piscopo, Suzanne. "HOME ECONOMICS LITERACY: WHAT IT IS AND WHERE IT'S GOING." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.2225.

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Sun, Dongmei. "Research on Innovative Talent Training Pattern of Home Economics." In 2015 International Conference on Management Science and Innovative Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/msie-15.2015.8.

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de Pablo Valenciano, Jaime, Juan Milán García, and José Luis Ruiz Real. "APPLICATION OF BLOGS TO HOME ECONOMICS IN THE FIELD OF EDUCATION." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.2429.

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Pridane, Aija. "Development of Learning and Feedback Giving Skills in Home Economics and Technologies Education." In Rural environment. Education. Personality. Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2018. http://dx.doi.org/10.22616/reep.2018.039.

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Kim, Eun-Jeung. "The relationship analysis of home economics education perception and characteristics of adolescents." In Art, Culture, Game, Graphics, Broadcasting and Digital Contents 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.101.17.

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de Pablo Valenciano, Jaime, Juan Milán García, Anselmo Carretero Gómez, and José Luis Ruiz Real. "REVISION OF KNOWLEDGE ABOUT HOME ECONOMICS IN HIGHER-LEVEL TRAINING CYCLES." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2374.

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Xu, Yishan. "Development of New Energy Vehicles at Home and Abroad." In 2017 2nd International Conference on Education, Management Science and Economics (ICEMSE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icemse-17.2017.50.

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Marniati, Marniati, Mein Kharnolis, and Agus Hery Supadmi Irianti. "The Implementation Of Entrepreneurship Education And Production Unit In Vocational High Schools." In 1st International Conference on Social, Applied Science and Technology in Home Economics (ICONHOMECS 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iconhomecs-17.2018.13.

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Reports on the topic "Education, Home Economics"

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Pritchett, Lant, and Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.

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The learning crisis in developing countries is increasingly acknowledged (World Bank, 2018). The UN’s Sustainable Development Goals (SDG) include goals and targets for universal learning and the World Bank has adopted a goal of eliminating learning poverty. We use student level PISA-D results for seven countries (Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia) to examine inequality in learning outcomes at the global, country, and student level for public school students. We examine learning inequality using five dimensions of potential social disadvantage measured in PISA: sex, rurality, home language, immigrant status, and socio-economic status (SES)—using the PISA measure of ESCS (Economic, Social, and Cultural Status) to measure SES. We document four important facts. First, with the exception of Ecuador, less than a third of the advantaged (male, urban, native, home speakers of the language of instruction) and ESCS elite (plus 2 standard deviations above the mean) children enrolled in public schools in PISA-D countries reach the SDG minimal target of PISA level 2 or higher in mathematics (with similarly low levels for reading and science). Even if learning differentials of enrolled students along all five dimensions of disadvantage were eliminated, the vast majority of children in these countries would not reach the SDG minimum targets. Second, the inequality in learning outcomes of the in-school children who were assessed by the PISA by household ESCS is mostly smaller in these less developed countries than in OECD or high-performing non-OECD countries. If the PISA-D countries had the same relationship of learning to ESCS as Denmark (as an example of a typical OECD country) or Vietnam (a high-performing developing country) their enrolled ESCS disadvantaged children would do worse, not better, than they actually do. Third, the disadvantages in learning outcomes along four characteristics: sex, rurality, home language, and being an immigrant country are absolutely large, but still small compared to the enormous gap between the advantaged, ESCS average students, and the SDG minimums. Given the massive global inequalities, remediating within-country inequalities in learning, while undoubtedly important for equity and justice, leads to only modest gains towards the SDG targets. Fourth, even including both public and private school students, there are strikingly few children in PISA-D countries at high levels of performance. The absolute number of children at PISA level 4 or above (reached by roughly 30 percent of OECD children) in the low performing PISA-D countries is less than a few thousand individuals, sometimes only a few hundred—in some subjects and countries just double or single digits. These four hard lessons from PISA-D reinforce the need to address global equity by “raising the floor” and targeting low learning levels (Crouch and Rolleston, 2017; Crouch, Rolleston, and Gustafsson, 2020). As Vietnam and other recent successes show, this can be done in developing country settings if education systems align around learning to improve the effectiveness of the teaching and learning processes to improve early learning of foundational skills.
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Yatsymirska, Mariya. KEY IMPRESSIONS OF 2020 IN JOURNALISTIC TEXTS. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11107.

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The article explores the key vocabulary of 2020 in the network space of Ukraine. Texts of journalistic, official-business style, analytical publications of well-known journalists on current topics are analyzed. Extralinguistic factors of new word formation, their adaptation to the sphere of special and socio-political vocabulary of the Ukrainian language are determined. Examples show modern impressions in the media, their stylistic use and impact on public opinion in a pandemic. New meanings of foreign expressions, media terminology, peculiarities of translation of neologisms from English into Ukrainian have been clarified. According to the materials of the online media, a «dictionary of the coronavirus era» is provided. The journalistic text functions in the media on the basis of logical judgments, credible arguments, impressive language. Its purpose is to show the socio-political problem, to sharpen its significance for society and to propose solutions through convincing considerations. Most researchers emphasize the influential role of journalistic style, which through the media shapes public opinion on issues of politics, economics, education, health care, war, the future of the country. To cover such a wide range of topics, socio-political vocabulary is used first of all – neutral and emotionally-evaluative, rhetorical questions and imperatives, special terminology, foreign words. There is an ongoing discussion in online publications about the use of the new foreign token «lockdown» instead of the word «quarantine», which has long been learned in the Ukrainian language. Research on this topic has shown that at the initial stage of the pandemic, the word «lockdown» prevailed in the colloquial language of politicians, media personalities and part of society did not quite understand its meaning. Lockdown, in its current interpretation, is a restrictive measure to protect people from a dangerous virus that has spread to many countries; isolation of the population («stay in place») in case of risk of spreading Covid-19. In English, US citizens are told what a lockdown is: «A lockdown is a restriction policy for people or communities to stay where they are, usually due to specific risks to themselves or to others if they can move and interact freely. The term «stay-at-home» or «shelter-in-place» is often used for lockdowns that affect an area, rather than specific locations». Content analysis of online texts leads to the conclusion that in 2020 a special vocabulary was actively functioning, with the appropriate definitions, which the media described as a «dictionary of coronavirus vocabulary». Media broadcasting is the deepest and pulsating source of creative texts with new meanings, phrases, expressiveness. The influential power of the word finds its unconditional embodiment in the media. Journalists, bloggers, experts, politicians, analyzing current events, produce concepts of a new reality. The world is changing and the language of the media is responding to these changes. It manifests itself most vividly and emotionally in the network sphere, in various genres and styles.
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