Journal articles: 'Camp Programs'

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Nakayama, Keiichi. "Futoko and Camp Programs in Japan." Educational Research for Policy and Practice 2, no. 2 (2003): 107–22. http://dx.doi.org/10.1023/b:erpp.0000017656.53430.9e.

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Owens, Megan H., and K. Dale Adkins. "Exploring Camp Community in Online Summer Camp Programs during COVID-19." Children, Youth and Environments 32, no. 3 (2022): 124–42. http://dx.doi.org/10.1353/cye.2022.0026.

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Galloway, Robin, Chris Names, and Melanie Mintken. "Horses – A Natural Fit for Camp Programs." Journal of Youth Development 6, no. 4 (December 1, 2011): 85–90. http://dx.doi.org/10.5195/jyd.2011.168.

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A 4-H Member’s Horse Camp allows horse project members to enjoy their equine partner in a non-competitive, outdoor setting. Campers learn about leave-no-trace outdoor ethics, trail riding, maneuvering trail obstacles, equine emergency first aid, and low impact camping. 4?H has long understood that providing opportunities for youth to learn about things that interest them is just one aspect of the program. Project specific content, in this case horses, helps youth in 4?H programs to develop important life skills. In the positive atmosphere at 4?H horse camp, youth may feel a sense of belonging, and are provided opportunities to develop mastery, independence, and a spirit of generosity? which are all essential elements in high quality youth development programs. Horse camps are a natural extension of opportunities for horse project members, and they can be added to existing camps, or create new camping lessons.

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Ransom, George, Julie Schneider, and Kathleen P. Robinson-Sanford. "Drug Dependent Women in Boot Camp Programs." Alcoholism Treatment Quarterly 14, no. 2 (July 23, 1996): 79–87. http://dx.doi.org/10.1300/j020v14n02_07.

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Uslick, JoAnn, and Susan Barr. "Promising Research, Programs and Projects: March 2001." Teaching Children Mathematics 7, no. 7 (March 2001): 392–94. http://dx.doi.org/10.5951/tcm.7.7.0392.

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Probability is intimidating to many adults, but through experiencing probability in the context of game situations, even young children can gain intuitive notions about the concept. Camp Invention is a summer program based on the premise that children learn best by doing activities that they enjoy. At Camp Invention, children “play math” instead of traditional games, such as soccer or Monopoly. Camp Invention features two mathematics-based modules—Probability Carnival and Moving Math Murals—that students find enjoyable and mathematically worthwhile. Probability Carnival includes some games typically found in the midway of a carnival; Moving Math Murals includes subjects related to art, such as tessellations, fractals, chaos, and so forth.

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Changman Kim, 김인환, 황북기, Jeongho Cha, and CHOI JUNG HOON. "Development and Application of Practice-Centered Science Camp Programs." Journal of Science Education 35, no. 1 (June 2011): 102–18. http://dx.doi.org/10.21796/jse.2011.35.1.102.

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Lee, Kyung-Sook. "Developing Students' Self-Directed Camp Programs for Gifted Students." Journal of Gifted/Talented Education 21, no. 4 (December 31, 2011): 907–25. http://dx.doi.org/10.9722/jgte.2011.21.4.907.

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Jaber, Rola, and Ayat Nashwan. "Aid Programs Integration: Case Study of Alzaatri Refugee Camp in Jordan." Dirasat: Human and Social Sciences 49, no. 5 (September 15, 2022): 581–96. http://dx.doi.org/10.35516/hum.v49i5.2797.

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This research explores the complexity of the humanitarian aid process as it involves multiple actors. The research depends on the idea that INGOs is one of the most powerful actors in Humanitarian Aid, with more influence on the aid programs they execute and also the influence on other actors’ roles. Therefore, the role they play is very important not only to deliver aid, rather to how they deliver it, and how the delivery mechanism they adopt can affect the relationships between INGOs and their partners. In addition, the research takes the position of participatory approach to examine the INGOs performance. The research pinpoints the cross-implementing programs, through outlines the strategies and mechanism they adopt in Alzaatari camp as a practical case. The research states the aid programs that INGOs select and run in the camp, and how they execute it. The study covers two main aid programs run in the camp WASH and CFW, as these programs related to different live aspects, and need different mechanism to execute. Finally, the research studies the level of the integration among humanitarian aid process.

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진성희 and 김태현. "Development of Customized Technological Leadership Camp Programs for Engineering Students." Journal of Engineering Education Research 13, no. 6 (December 2010): 111–21. http://dx.doi.org/10.18108/jeer.2010.13.6.111.

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Marcus-Mendoza, Susan T., Jody Klein-Saffran, and Faith Lutze. "A Feminist Examination of Boot Camp Prison Programs for Women." Women & Therapy 21, no. 1 (February 12, 1998): 173–85. http://dx.doi.org/10.1300/j015v21n01_05.

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Brown, Alan S. "Boot Camp for Entrepreneurs." Mechanical Engineering 132, no. 08 (August 1, 2010): 28–30. http://dx.doi.org/10.1115/1.2010-aug-2.

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This article discusses the concept of Entrepreneurial Boot Camp that was used by Lucent Company to discover a way to turn small teams of employees into sources of innovative business ideas. The idea behind Entrepreneurial Boot Camp was simple. Small teams of employees would rally around an idea. Anyone could submit an idea or join a team, from researchers to office clerks. First, employees published their ideas on a website. Then everyone interested in joining a team gathered in an auditorium where the idea owners gave five-minute presentations. Afterwards, everyone adjourned to the cafeteria, where idea owners talked with people who wanted to work on a project. Those five people could come from anywhere in Lucent. The Boot Camps continued after Alcatel acquired Lucent in December 2006. More than 80% of the plans accepted by the company’s Innovation Board have been developed into new market opportunities. The most advanced is Touchatag, a wireless service that supports mobile payments, customer loyalty programs, and interactive advertising.

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Agee, Peggy C. "Current Issues: Camp JumpStart: Clinical Training in Prevention." Perspectives on Administration and Supervision 21, no. 3 (October 2011): 87–92. http://dx.doi.org/10.1044/aas21.3.87.

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The American Speech-Language-Hearing Association (ASHA) has expanded the scope of practice in speech-language pathology to include a focus on prevention (2007). Similarly, the knowledge and skills required of speech-language pathologists have broadened to include the prevention, assessment, and treatment of written language disorders. University training programs have a responsibility to provide graduate student clinicians with a wide range of clinical training opportunities that prepare them to enter the profession of speech-language pathology with the requisite knowledge and skills. Therefore, university programs must be creative in designing training opportunities that fulfill this mandate. This article explores one clinical training approach for the prevention of written language disorders through a systematic focus on emergent literacy.

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Bird, Marianne, and Aarti Subramaniam. "Teen Staff Perceptions of Their Development in Camp: Insights for Theory and Practice." Journal of Youth Development 13, no. 1-2 (April 20, 2018): 62–82. http://dx.doi.org/10.5195/jyd.2018.568.

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For 15 years, the California 4-H Camping Advisory Committee has studied the experience of campers and teen staff at 4-H camps across the state. The 4-H Youth Development Program has a strong commitment to youth empowerment and embraces a model of youth-adult partnership across all programs. As such, teenagers, with adult support, plan camp programs and serve as staff for younger youth at California 4‑H camps. Although program evaluations point to positive experiences for all youth, the high school students who plan and deliver these programs consistently report stronger relationships, greater engagement, and more robust outcomes than campers. In this paper, we review archived qualitative data from two previous California 4-H camp studies to examine, from the perspective of teen camp staff members, the components of the program that may lead to such positive experiences for young teenagers serving in leadership roles. Our findings align with prior research about the benefits of teen leadership at camp, and reinforce that research-based concepts, such as youth-adult partnership and opportunities for meaningful contribution, create an environment that fosters positive development in adolescents.

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Broder, E. Dale, Kirsten J. Fetrow, Shannon M. Murphy, Jennifer L. Hoffman, and Robin M. Tinghitella. "STEM Summer Camp for Girls Positively Affects Self-Efficacy." American Biology Teacher 85, no. 8 (October 1, 2023): 432–39. http://dx.doi.org/10.1525/abt.2023.85.8.432.

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Women and racially and ethnically minoritized populations are underrepresented in science, technology, engineering, and mathematics (STEM). Out-of-school time programs like summer camps can provide positive science experiences that may increase self-efficacy and awareness of STEM opportunities. Such programs often use the same high-impact practices used in K–12 classrooms including relating concepts to real-world examples, engaging students as active participants in inquiry-driven projects, and facilitating learning in a cooperative context. They additionally provide opportunities for engaging in STEM without fear of failure, offer a community of mentors, and allow families to become more involved. We designed a summer camp for middle schoolers who identified as girls, low-income, and as a minoritized race or ethnicity. We describe the design of the camp as well as the results from a simple pre- and post-camp questionnaire that examined each camper’s relationship to science, scientific self-efficacy, and interest in having a job in STEM. We found an increase in self-efficacy in camp participants, which is important because high scientific self-efficacy predicts student performance and persistence in STEM, especially for girls. We did not detect an increase in interest in pursuing a STEM job, likely because of already high values for this question on the pre-camp survey. We add to the growing body of work recognizing the potential of out-of-school time STEM programs to increase scientific self-efficacy for girls and racially minoritized students. Tweet: Summer camp for minoritized middle-school girls increases scientific self-efficacy, a characteristic that may be important for removing barriers to participation in STEM.

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Ho Quynh, Giang. "CAMP- ITS EXPANSION IN VERBAL ARTS, FINE\VISUAL ARTS, PERFORMANCE ARTS AND ITS POSSIBLE LINKAGE WITH SCHOOL TRANING PROGRAMS IN VIETNAM." Journal of Science Social Science 65, no. 11 (November 2020): 81–92. http://dx.doi.org/10.18173/2354-1067.2020-0074.

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The idea about camp is still an unfamiliarity in the country of Vietnam while it is likely a large part of the daily and academic life in the western society. Camp can be found in many arts forms like literature, architecture, paintings, sculptures, music and fashion from the history up to the present days. However, it seems that the presence of camp was not widely recognized until the release of Sontag’s essay in 1964. Therefore, it has led to the rationale to make an insight into it on the scales of the above fields. From the analysis it can be summarized that camp exists in arts with three specific ways of influence. Firstly, it evokes extreme emotions among audiences while examining the arts works. Besides, camp is both evident and visible in gaudiness of the products in those target fields. Moreover, under the influence of camp all what is traditional is subverted to set a new norm welcome by the contemporaneity. Apart from this, a link between camp and liberal education is speculated urging a mobilization of camp in Vietnam schools for this country is on its way to reach liberal education. For it to be done, it requires the innitiatives from teaching staffs in terms of methodology and from learners in terms of learning attitudes. It can be concluded that the spirit of camp should be encouraged in Vietnam education even before liberal education is activated.

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A. E. Baker, N. M. Esser, and B. C. Lee. "A Qualitative Assessment of Children''s Farm Safety Day Camp Programs." Journal of Agricultural Safety and Health 7, no. 2 (2001): 89–99. http://dx.doi.org/10.13031/2013.2608.

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Dolzhenkova, Marina I., and Tatyana G. Bortnikova. "Teaching students a foreign language in a children's camp: psychological and pedagogical conditions." Tambov University Review. Series: Humanities, no. 5 (2022): 1246–56. http://dx.doi.org/10.20310/1810-0201-2022-27-5-1246-1256.

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The analysis of modern approaches and experimental practice of the implementation of educational programs of summer language camps is carried out. The relevance of the research is based on the increasing processes of globalization and socio-cultural integration, stimulating the development of intercultural communications and linguistic competencies around the world. The purpose of the study is to substantiate the organizational, pedagogical and didactic features of the implementation of educational programs of the summer language camp. Based on the analysis of literary sources and methodical materials, the target orientation and format of the implemented programs are specified, the necessary didactic and educational conditions are determined. The pedagogical potential of the summer language camp, the most achievable psychological and pedagogical results of pedagogical influence are revealed. The camp is positioned as an effective extracurricular form of linguistic education, which has a powerful motivating effect, provides active speech practice, allow to overcome language barriers and familiarize with the culture of the peoples of the world. The main forms of extracurricular activities that ensure the effective assimilation of linguistic skills are highlighted, the role of linguistic and pedagogical support in the development of language competencies is shown. The research materials can be useful for practical teachers, organizers of intercultural cooperation programs, in the development and implementation of projects and educational programs of summer camps for children and youth.

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Klem, Michelle D., and Donald J. Nicholson. "Proven Effectiveness of Missouri 4-H Camps in Developing Life Skills in Youth." Journal of Youth Development 2, no. 3 (March 1, 2008): 135–43. http://dx.doi.org/10.5195/jyd.2008.340.

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Camping is generally believed to be a context for positive youth development. The 4-H Camp environments presumably focus on the development of life skills including managing and thinking; relating and caring; giving and working and; living and being. However, the effectiveness of the Missouri 4-H Camp environments in developing life skills among campers had never been evaluated in a consistent manner across the multiple camping programs. In order to evaluate the efficacy of these camp programs, resident campers within the 10-13 year age range were surveyed about their camping experience during the summer of 2005 and a similar group was surveyed in 2006. Parents of campers were also surveyed both years to gather their perceptions of 4-H Camp’s impact on their children in developing the life skill areas identified above. Parents and youth agreed strongly that the 4-H Camp experience was substantially valuable in developing the life skills identified in the Targeting Life Skills Model (Hendricks, 1998).

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Sorenson, Jacob. "The Logic of Camp in Christian Education." Theology Today 76, no. 1 (April 2019): 50–62. http://dx.doi.org/10.1177/0040573619826948.

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Christian camping ministry is often overlooked in the scholarly community for its role in Christian education. New research from the Confirmation Project and Effective Camp Research Project demonstrates that camping ministries are often integral parts of Christian education programs and have lasting effects on participants. Many of the best practices of camping ministry are also transferrable to other educational settings, allowing the logic of camp to enhance related ministries, such as confirmation instruction.

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RANSOM, GEORGE, and MARY ELLEN MASTRORILLI. "The Massachusetts Boot Camp: Inmate Anecdotes." Prison Journal 73, no. 3 (September 1993): 307–18. http://dx.doi.org/10.1177/0032855593073003005.

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Correction professionals have a responsibility and unique opportunity to restructure programs/policies to assist with meeting current incarceration needs. Boot camps were originally designed to (a) reduce prison overcrowding, (b) decrease rates of recidivism, (c) keep the younger offenders away from the chronic prison population, (d) reduce the cost of incarceration, (e) provide a general deterrence, (f) provide enhanced discipline, and (g) rehabilitate offenders. To date, researchers have yet to closely examine the program, services, and incarceration of boot camps from an inmate's perspective. The subsequent case histories were documented as part of an ongoing program evaluation and quality assurance activity conducted at the Massachusetts Boot Camp.

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Linver, Miriam R., Jennifer Brown Urban, Elaine Les, Xiaofang Xue, and Alexis Nager. "“The Greatest Experience Ever”: Benefits of Participation in High-Adventure Activities for Youth." Youth 3, no. 4 (November 23, 2023): 1284–300. http://dx.doi.org/10.3390/youth3040081.

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High-adventure programs typically take place outdoors in remote locations and include several days of challenging activities. Research on high-adventure programs consistently finds positive outcomes for youths. Most high-adventure programs feature 10 key principles that are closely aligned and sometimes overlap with the three defining features of positive youth development (PYD) programs: adult–youth connection, allowing youths to lead, and youths learning new skills. The present study uses data from a large national-scale study of youth and adult leaders in Scouts BSA to assess the connection between participation in high-adventure programs and PYD outcomes. Using a concurrent embedded mixed-methods design, we found that participation in high-adventure activities was associated with higher mean levels of youth communication, citizenship, sense of purpose, and leadership when compared with youths who only participated in summer camp programs or those who did neither high-adventure nor camp programs. No differences between activity groups were found for the ability to make ethical/moral decisions, connection, joy/fun, or perceived cultural humility. Both significant and null findings are discussed in light of PYD literature.

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Hickerson, Benjamin D., and Karla A. Henderson. "Opportunities for Promoting Youth Physical Activity: An Examination of Youth Summer Camps." Journal of Physical Activity and Health 11, no. 1 (January 2014): 199–205. http://dx.doi.org/10.1123/jpah.2011-0263.

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Background:Youth summer camp programs have the potential to provide opportunities for physical activity, but little to no research has been conducted to determine activity levels of campers. This study aimed to examine physical activity occurring in day and resident summer camps and how activity levels differed in these camps based upon demographic characteristics.Methods:Pedometer data were collected during hours of camp operation from 150 day campers and 114 resident campers between the ages of 8 and 12 years old. Independent t tests were used to compare physical activity by sex, race, and Body Mass Index.Results:Campers at day camps averaged 11,916 steps per camp day, while resident campers averaged 19,699 steps per camp day. Day campers averaged 1586 steps per hour over 7.5 hour days and resident campers averaged 1515 steps per hour over 13 hour days. Male sex, Caucasian race, and normal Body Mass Index were significant correlates of more physical activity.Conclusions:Youth summer camps demonstrate the potential to provide ample opportunities for physical activity during the summer months. Traditional demographic disparities persisted in camps, but the structure of camp programs should allow for changes to increase physical activity for all participants.

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Sribnyak, Ihor, and Milana Sribniak. "“The Possibility to Outlive the Aesthetic Pleasure...” (the activity of theatrical and art groups in Kalisz camp for the UNR interned army in Poland in 1921–1923)." ART Space, no. 3 (2018): 32–39. http://dx.doi.org/10.28925/2519-4135.4.2018.3.7.

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The article aims to research particular aspects of theatrical and art groups in Kalisz camp for the UNR interned army in Poland. They played the important role for a moral ascension of the camp prisoners who missed their homeland. The principal source materials are the programs of various art premieres, which were prepared by the amateur groups and presented for the Ukrainian interned soldiers in Kalisz camp as well as Polish audience.

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Pludwinski, Brandon J., and Bryan S. R. Grimwood. "(Re)producing wilderness tourism discourses in Algonquin Provincial Park." Tourist Studies 21, no. 3 (January 25, 2021): 424–43. http://dx.doi.org/10.1177/1468797621989207.

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Particular types of nature-based tourism programs, including multi-day children’s overnight/residential summer camp canoe tripping programs in North America, often (re)produce (neo)colonial constructions of nature and the “wilderness.” The purpose of this paper is to expose how wilderness is constructed and circulated in the context of a particular summer camp’s canoe trips in Algonquin Provincial Park, Ontario, Canada. Within this paper, we identify how specific legacies of colonialism are maintained and redeployed through the practices and representations of summer camp canoe trippers. Specifically, analyses show how canoe trippers (re)produce and (re)enact the wilderness as seemingly empty, untouched, and pristine spaces. Drawing on a Foucauldian-styled discourse analysis, this research exposes recurrent power relations that normalize, re-inscribe, and enable unjust wilderness discourses on Canadian summer camp canoe trips.

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Cerv, Sara A., and Audrey Zink-Sharp. "Inside Trees: Summer Camp and Remote Learning for Increasing Awareness and Enrollment in Bio-Based Materials Degree Programs." Forest Products Journal 72, no. 3 (May 1, 2022): 190–97. http://dx.doi.org/10.13073/fpj-d-22-00030.

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Abstract The bio-based materials industry, which includes bio-based fuels, materials, and chemicals, is expanding and providing new career opportunities that are not well known by today's entering college students. In addition, the related undergraduate degree programs are neither gender nor ethnically representative of current U.S. demographics. A program model framework called Inside Trees was developed and tested in this project for an in-person summer camp and remote learning modules to help raise awareness and form a pipeline between high school students and future enrollment in higher-educational degree programs. To gain a better understanding of logistics, a prototype summer camp was delivered to 12 students, 10 of whom were women, 3 were first-generation college students, 1 was African American, and 1 was Hispanic/Latino. Three students who attended the Inside Trees summer camp enrolled at Virginia Tech University the following year. Content and activities from the summer camp were later converted into digital learning modules that could be used with a summer camp or as separate teaching/learning units. Review of supporting literature and informal student feedback indicates that a summer camp program that includes experiential learning, a positive experience in nature, support through the higher-educational academic program, multiple disciplines, and career opportunities shows good potential to be an effective pipeline to increase diversity in the bio-based industry. It is suggested that the Inside Trees model curriculum and framework could be adapted by other universities or organizations for achievement of institution-specific goals toward improved awareness and enrollment of underrepresented students.

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Dubin, Alexsandra, Barry A. Garst, Tracey Gaslin, and Beth E. Schultz. "Workplace Fatigue Within Summer Camp: Perspectives From Camp Health Care Providers and Directors." Journal of Experiential Education 43, no. 1 (August 17, 2019): 71–87. http://dx.doi.org/10.1177/1053825919869367.

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Background: Summer camps engage millions of youth in enrichment opportunities during the summertime while employing a substantial young adult workforce to provide high-quality programs and services to camp participants. Workplace fatigue has been implicated in camp-related injury and illness events, yet few studies have targeted fatigue among camp employees. Purpose: This study aimed to better understand how fatigue impacted employee performance as well as strategies for reducing the negative impacts of fatigue within camp settings. Methodology/Approach: Focus groups were conducted with camp health care providers and directors, and their responses were analyzed using directed content analysis. The analysis process was guided by sensitizing concepts from the literature. Findings/Conclusions: Emergent themes suggested that camp-related fatigue is conceptualized as a construct of time, types, and causes; is a distinct experience leading to setting-specific outcomes; is managed using administrative and peer supports; and is sometimes perceived in positive ways. Implications: This exploratory study highlighted the unique challenges associated with working in a camp setting and the potential development of fatigue as a starting point informing future research. It suggests that future research should include a broader study population, including frontline staff, as well as possible quantitative measures.

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Larson, Bruce A. "Adventure Camp Programs, Self-Concept, and Their Effects on Behavioral Problem Adolescents." Journal of Experiential Education 29, no. 3 (September 2007): 313–30. http://dx.doi.org/10.1177/105382590702900304.

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The purpose of this study was to examine the effects of an adventure camp program on the self-concept of adolescents with behavioral problems. Subjects in the study included 61 randomly selected male and female adolescents ranging in age from 9 to 17 years with behavioral problems. The treatment group of 31 adolescents was randomly selected from a population (N = 85) of behavioral problem adolescents who voluntarily attended an adventure camp. The control group of 30 adolescents was randomly selected from a population (N = 80) that underwent treatment for behavioral problems. Analysis of variance was utilized to determine if significant differences existed between the treatment and control groups. The paired t test was utilized to determine within group differences between pretest and posttest scores on both groups. Alpha for both tests was set at the .05 level. Analysis demonstrated a significant difference between the experimental and control 9- to 11-year-old age group's self-concept.

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Jun, Youngcook. "Case Review of Implementing IT Camp Programs Connected with Eco-Environmental Contents Development and Performance." Journal of Field-based Lesson Studies 4, no. 1 (January 30, 2023): 149–71. http://dx.doi.org/10.22768/jfls.2023.4.1.149.

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This study aims to help students carry out their creative projects by producing media through design-based coding camp while awakening the importance of the ecological environment. The subject of this study is two IT camp programs that produce ecological environment contents and link performances for elementary, middle and high school students. The first case is a camp where about 50 elementary and middle school students near Suncheon City come up with ideas related to the ecological environment for 6 weeks from August 2021. The second case is a program in which five high school students from a public alternative school compose an ecological environment story and produce props for three weeks from September 2021 and then perform a reading performance. As part of the case study, the results of analyzing the students’ outputs, student activity videos, and instructor interviews are as follows. First, elementary and middle school students developed the ability to carry out creative projects through convergence activities such as producing and performing scratch animations and Arduino LEDs after creating a story about ecological environment conservation. Second, high school students generally showed the importance of collaboration and design-based project execution capabilities through ecological environment content production activities and performance experiences. In addition, the characteristics of IT-based convergence camps and implications for the quality improvement of camp programs were presented.

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Warner, Robert P. "Considering the Importance of Attachment in Outcomes: The Case of Summer Camp." Journal of Youth Development 17, no. 4 (December 15, 2022): 8–25. http://dx.doi.org/10.5195/jyd.2022.1259.

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Youth programs are consistently described as settings that offer youth developmental experiences. Summer camps are one example of youth programs with empirical evidence suggesting positive outcomes of participation; however, researchers seldom address how youth’s social development, such as attachment, may shape outcomes. By not accounting for differences in attachment, researchers may be missing reasons why youth programs, like summer camps, function as developmental settings that foster outcomes for some youth, but not for others. Using summer camp as an example youth program, the purpose of this paper is to consider the role of attachment in youth outcomes. This article reviews and integrates positive youth development, summer camp, and attachment literature to arrive at a conceptual argument for the importance of including attachment when studying summer camps. Suggestions for how researchers can enhance their efforts by accounting for how attachment may shape youth outcomes are also offered.

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Lutze, Faith E., and David C. Brody. "Mental Abuse as Cruel and Unusual Punishment: Do Boot Camp Prisons Violate the Eighth Amendment?" Crime & Delinquency 45, no. 2 (April 1999): 242–55. http://dx.doi.org/10.1177/0011128799045002004.

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Research has shown that large segments of the public will only support shorter sentences for offenders if longer sentences are exchanged for harsh, intensive correctional experiences. An exchange of time for intensity has raised concerns about the purpose of correctional boot camp and the potential for abuse in programs intentionally designed to be severe. This article compares common forms of discipline used in shock incarceration programs with legal findings regarding what is cruel and unusual punishment. It concludes that practices commonly used at boot camp may be considered cruel and unusual and may give rise to costly inmate litigation.

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Komalasari, Sanda Patrisia, Muhammad Parkesit Wisnubroto, and Kiki Yulianto. "Business Camp: MSME Financial Management in West Sumatra." Warta Pengabdian Andalas 31, no. 2 (June 30, 2024): 426–35. http://dx.doi.org/10.25077/jwa.31.2.426-435.2024.

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Financial management is the heart of a business. Many businesses fail and eventually go bankrupt due to poor financial management. Quality products and services with sound financial management will be helpful with thorough financial planning. Empowering MSMEs is one of the government's commitments. Universities have a role in helping the government in empowering MSMEs. Therefore, Andalas University has organized various programs to carry out this role. One of the programs organized by Andalas University is the Business Camp activity. Business Camp activities consist of several types of empowerment material, including MSME financial management. First Business Camp activities with Financial Management material were conducted online using the Zoom Meeting Application. The activity was held on Saturday, 28 October 2023. The main participants in this activity were MSME owners whom Andalas University accompanied. However, this activity did not close the opportunity for other MSMEs who want to join. Therefore, as many as 80 participants had taken part in this activity. The result of this activity was the motivation for MSMEs to separate their financial books first so that sound financial management can be carried out. This activity is essential to carry out so that MSME businesses can become businesses that continue to grow.

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Agans, Jennifer, Caitlin Garbo, and Giulia Panter. "Short-Term Changes in Youth Physical Activity Behaviors and Attitudes: The Influence of Summer Camp." Journal of Park and Recreation Administration 40, no. 3 (August 9, 2022): 51–68. http://dx.doi.org/10.18666/jpra-2022-11513.

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Changes in patterns of physical activity are common across adolescence and are often associated with psychological factors such as feelings of athletic competence (Agans et al., 2017; Dawes et al., 2014). However, although physical activity preferences and beliefs about competence and abilities are important contributors to participation (Sallis et al., 2000), these factors are rarely studied over shorter time scales or in the context of specific recreational environments. We therefore assessed the extent to which summer camp experiences may contribute to changes in youth physical activity behavior and attitudes, and examined factors associated with these changes. Data were collected from 309 youth (85% white, 44% female, average age of 11.6) attending three different summer camps in the northeastern United States. Camper survey data were analyzed using multilevel regression models to account for potential camp-level differences in physical activity experiences. Our findings suggest that youth experiences with physical activity at camp are not isolated from prior physical activity behaviors and attitudes, but that even one-week camp sessions can lead to changes for some youth. Specifically, overall physical activity levels increased from pre-camp to the end of camp, but camper demographics and pre-camp physical activity behaviors and beliefs were associated with participants’ self-reported activity levels, self-perceived athletic competence, and eagerness for physical activity at the end of a week of camp. We also found that many campers reported decreases in their enjoyment of physical activities with which they had prior experience, and this was especially true for teens with the lowest levels of physical activity at camp. Finally, we found that youth who tried more new types of physical activity at camp reported decreased self-perceived competence but were more likely to have higher levels of physical activity while at camp. These results suggest that summer camps can enable youth to increase their physical activity levels and change their physical activity-related beliefs, but that recreational camp programs do not affect all youth similarly. Camp staff should therefore be attentive to campers’ prior experiences, and seek to tailor their programs to better support the physical activity behaviors and attitudes of all campers.

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Yu, Bin, Xiaolin Wang, Shuai Wei, Tao Fu, Emmanuel Enoch Dzakah, Ahmed Waqas, Walter W. Walthall, and Ge Shan. "Convergent Transcriptional Programs Regulate cAMP Levels in C. elegans GABAergic Motor Neurons." Developmental Cell 43, no. 2 (October 2017): 212–26. http://dx.doi.org/10.1016/j.devcel.2017.09.013.

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Riemann, A., A. Ihling, J. Thomas, B. Schneider, O. Thews, and M. Gekle. "Acidic environment activates inflammatory programs in fibroblasts via a cAMP–MAPK pathway." Biochimica et Biophysica Acta (BBA) - Molecular Cell Research 1853, no. 2 (February 2015): 299–307. http://dx.doi.org/10.1016/j.bbamcr.2014.11.022.

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Tapis, Gregory P., Kimberly S. Church, and Thomas Z. Webb. "Preparing for the Hybridization of the Accounting Profession: A CISA Boot Camp Case Study." AIS Educator Journal 15, no. 1 (January 1, 2020): 25–58. http://dx.doi.org/10.3194/1935-8156-15.1.25.

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ABSTRACT Fortune Magazine (2019) recently touted technology as reshaping the future, resulting in the hybridization of more than 250 occupations. Within the accounting profession, Robert Half (2018) emphasizes the need for business and accounting acumen coupled with technology expertise, communication skills, leadership abilities, customer service orientation, and preparation for specialized (hybrid) roles epitomized by the integration of dual expertise (e.g., information technology and auditing). Such a change provides accounting educators the opportunity to create new programs aimed both at developing students and at upskilling existing workers for dynamic careers by offering certification boot camps that will give participants a competitive edge in the hybridization of the accounting profession. In this paper, we propose the integration of a Certified Information Systems Auditor (CISA) designation boot camp into accounting program offerings and report the results of a semester-long case study introducing the CISA designation to undergraduate students. We discuss boot camp best practices and the boot camp implementation process, and we offer recommendations for accounting programs that utilize boot camps as part of a strategy to address lifelong learning programs for developing hybridized skills within the accounting profession.

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Digby, Janel K., and Theresa M. Ferrari. "Camp Counseling and the Development and Transfer of Workforce Skills: The Perspective of Ohio 4-H Camp Counselor Alumni." Journal of Youth Development 2, no. 2 (September 1, 2007): 103–22. http://dx.doi.org/10.5195/jyd.2007.349.

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Recent research shows that camp counselors, including those in 4-H, benefit from the experience by developing important life skills. However, because research regarding the perception of workforce skill development in this context has yielded inconsistent findings, the present study used focus groups to examine 4-H camp counselor alumni perceptions about the skills gained and transfer of these skills to other settings. Overall, 4-H camp counselor alumni thought their experience was fun and enjoyable, yet challenging. They believed they developed important life and workforce skills. Not only did alumni learn these skills, but the skills transferred beyond the camp setting. Leadership was noted as the skill most frequently applied to other contexts. Alumni believed that their counseling experiences had both indirect and direct impacts on their career choice. This study suggests many practical applications for those who work with camp programs.

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Tragant, Elsa, Raquel Serrano, and Àngels Llanes. "Learning English during the summer: A comparison of two domestic programs for pre-adolescents." Language Teaching Research 21, no. 5 (March 31, 2016): 546–67. http://dx.doi.org/10.1177/1362168816639757.

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Contexts that promote intensive second language (L2) experiences (typically, stay abroad, immersion, etc.) are reported to facilitate language development; yet, little is known about such programs when they are addressed to school-age learners in their home country. The present study examines the experiences of learners aged 11–13 years who participated in two domestic summer programs: a group of 58 learners on an overnight summer camp and a group of 47 learners at a language school. While the learners on both programs received English lessons on a daily basis, only those in the summer camp were exposed to English during non-language related activities. L2 development was assessed by administering three productive tasks and students’ experiences were recorded using questionnaires and via on-site observations. Our results indicate that the learners in both settings underwent significant L2 improvement in spite of the short duration of the two programs (three to four weeks). The results also highlight the challenge that domestic intensive programs face in seeking to maximize L2 use.

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Patrick, S., G. Mastoras, and A. Krywenky. "MP24: The University of Ottawa's Department of Emergency Medicine pre-internship boot camp: a descriptive review." CJEM 21, S1 (May 2019): S50—S51. http://dx.doi.org/10.1017/cem.2019.159.

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Innovation Concept: Emergency Medicine (EM) residency programs in Canada have transitioned to competency based medical education and the first stage of the curriculum focuses on standardizing learner competency. Pre-internship boot camps provide a focused opportunity to assist with this standardization prior to residency training. The objective of this descriptive review was to describe our institution's EM pre-internship boot camp in the context of current literature and to summarize the state of EM boot camp curricula across all reported EM residency programs. Methods: The description of our two-day boot camp included its curriculum design, required preparation and resources, and a detailed timeline of each day's events. To compare our boot camp to current literature, a comprehensive search of both primary and gray literature was performed. Curriculum, Tool or Material: Our institution's boot camp is two days of teaching focused on clinical knowledge and procedural competency, with a large component centered on simulation. Day one consisted of an introduction to the boot camp, a review of crisis resource management principles and advanced cardiac life support (ACLS) algorithms, ACLS simulation sessions, and small group skill sessions on common emergency department procedures. Day two contained a point of care ultra sound lecture, an ultrasound guided central venous catheterization session, pigtail and chest tube insertion sessions, and high-fidelity simulation cases. In comparison to the other pre-internship boot camps that were identified in the literature, our boot camp offers a unique focus and format. Conclusion: This review is the first to report on an EM-specific boot camp at a non-American institution, and it provides a framework for the development and refinement of pre-internship EM boot camps at other universities.

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Mercier, Lucy, Rena Harold, Kimberly Johnson, and Debora Pond. "LGBT Family Camp as Cultural Immersion for Social Work Students." Journal of Baccalaureate Social Work 21, no. 1 (January 1, 2016): 97–115. http://dx.doi.org/10.18084/1084-7219.21.1.97.

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This article presents a model, based on traditional study-abroad programs, for social work students' cultural immersion with local populations. Students who volunteered at an LGBT-parent family camp reported on the impact of the experience in the areas of knowledge about diversity, professional and personal identity, skill development, and managing emotional reactions. Data analysis suggested that learning occurred in all areas identified in the model. BSW students reported increased awareness of the importance of social policy and advocacy skills, leadership characteristics, ability to work with others, and self-awareness as foundations in working across cultural difference. The authors suggest that participants acquired skills generalizable across cultures and applicable to the diverse settings in which social workers practice. Implications include suggestions for social work pedagogy relevant to the development of meaningful goals for teaching about culture in social work programs.

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Hicks, Michael D., Hiroko Warshauer, and Max Warshauer. "Gifted Black Girls' Perceptions of Support Provided by a Summer Math Camp." High School Journal 106, no. 1 (September 2022): 37–54. http://dx.doi.org/10.1353/hsj.2022.a906701.

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Abstract: Out-of-school mathematics programs (OSMPs) can be a great benefit for students in STEM. However, little is known about how students perceive the support provided to them by such programs, especially with respect to students of color. In this paper, we draw upon a framework of institutional resource types (Nasir & Cooks, 2009) and performed a semantic, deductive thematic analysis (Braun & Clarke, 2006) to analyze how three gifted Black high school girls perceived the support provided to them by a summer mathematics camp in terms of their mathematical identity. Findings indicate that the students perceived aspects of the camp to be both supportive and unsupportive with respect to their competence, sense of belonging, and aspirations. Implications for improving OSMPs are discussed.

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Gillard, Ann, Peter A. Witt, and Clifton E. Watts. "Outcomes and Processes at a Camp for Youth With HIV/AIDS." Qualitative Health Research 21, no. 11 (June 27, 2011): 1508–26. http://dx.doi.org/10.1177/1049732311413907.

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The impact of HIV/AIDS on the lives of youth with this chronic illness suggests the need for additional support as youth develop. Summer camp can serve as a therapeutic intervention for youth with HIV/AIDS. Using a case study employing observations, focus groups, and interviews, we examined outcomes associated with participation in a camp for youth with HIV/AIDS, and program processes that influenced outcomes. Findings showed that camp played a major developmental role for youth. Three outcomes of camp emerged: (a) forming caring connections (awareness of commonalities, lack of isolation); (b) feeling reprieve and recreation (fun activities, anticipation of and reflection on camp, sense of freedom); and (c) increasing knowledge, attitudes, and skills (conflict management, disclosure, skill learning and education, medication adherence). Processes included formal and informal education, staff–camper interactions, long-term relationships, outside-of-camp support, activities, planning for camper needs, accessibility, and freedom from worry. We discuss implications for youth programs.

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Bennett, Troy. "Including the Youth Perspective: The Development of the CPQA Camper Survey." Journal of Youth Development 13, no. 1-2 (April 20, 2018): 266–85. http://dx.doi.org/10.5195/jyd.2018.559.

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The purpose of this study was to pilot the use of the CPQA Camper Survey, a camper self-report survey to assess summer camp program quality. The survey is based on the best practices identified in the American Camp Association’s Camp Program Quality Assessment (CPQA) short form (American Camp Association, n.d.). Best practices are organized into 5 subscales on the CPQA: staff behavior; emotional safety; camper choice, planning, and reflection; learning at camp; and nature. The CPQA Camper Survey asked youth campers at 5 different overnight camps to report on their perceptions of how often camp program quality best practices occur at summer camp. Results from the surveys collected showed that for each of the 5 subscales, campers’ average camp program quality ratings tended to cluster around the upper end of the rating scales. Respondents’ answers were consistent across the questions comprising each subscale, which indicates that the questions in each subscale reliably measure the same construct or idea. The results of this study show that the CPQA Camper Survey is one tool that camp directors and administrators can use as part of their program improvement processes to assess the quality of their programs, and thus improve the quality of the camp experience.

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Kim, Minsang, Kyungyee Kim, Hyungwook Kim, and Jungeun Kim. "The Effect of Elementary School Artificial Intelligence Camp Programs on Attitudes Towards AI Technology and Data Literacy Skills." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 6 (March 31, 2024): 15–25. http://dx.doi.org/10.22251/jlcci.2024.24.6.15.

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Objectives The aim of this study is to analyze the impact of an 8-session short-term Artificial Intelligence (AI) camp program utilizing Microsoft AI tools on the attitudes and data literacy skills of elementary school students towards AI technologies. Methods To develop the AI camp program and validate its effectiveness, pre- and post-assessments were conducted on the attitudes and data literacy skills related to AI technologies among 1,141 students in grades 3-6 from elementary schools in Gyeonggi Province, South Korea. The assessments took place from April 3, 2023. The collected data were analyzed using the statistical software SPSS Statistics 26 through a paired-samples t-test. Results The AI camp program was found to have a positive impact on the attitudes of the participating students towards AI technologies. The program overall increased the students' ambitions and interests in careers related to AI technologies. It was observed that students' understanding of the significance of AI and its societal impacts also improved. Some students showed awareness of the challenges in acquiring AI skills. These results suggest that the camp program has contributed to a shift in students’ attitudes and interests in a positive direction. Moreover, the students showed improvement in all areas of data literacy, including data comprehension, interpretation and evaluation, data management, and data utilization, indicating a positive influence of the camp program on their data literacy skills. Conclusions In the future, it is expected that AI camps will not be one-off events but will be integrated into the semester-based curriculum across all subject areas. For such an educational strategy to be effectively implemented, it is necessary to establish a phased, long-term plan.

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Barr, Michele, Kelley Marrale, Anita Fields, and Lori Chrisco. "560 So Much More Than Just a Good Time: A Qualitative Look at a Burn Camp Experience." Journal of Burn Care & Research 41, Supplement_1 (March 2020): S120—S121. http://dx.doi.org/10.1093/jbcr/iraa024.188.

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Abstract Introduction Parents do not send their children to burn camp only to have fun. Since inception over three decades ago, burn specific camps have reported many benefits. A qualitative review of a well-established camp confirms that parents primarily send their kids to camp for the peer related social benefits that extend beyond the recreational aspects of a camp experience. Methods A nine-question survey was sent electronically to households of 58 burn survivors between the ages of 7–15 during the week after their child’s burn camp experience. Open-ended questions allowed for unrestricted disclosure of thoughts, feelings, praise or criticism. Responses were evaluated for similarities or differences to determine frequency and relative importance. The data was coded and analyzed for correlations into emergent categories with agreement between reviewers. Results The overall survey response rate was 63%. Categorical analysis of parent responses indicated their primary motivation for having a child attend camp was for the “Shared Experiences” with other burn survivors. Results indicated the enjoyment or fun aspect of camp was the least important motivational factor behind a parent’s decision. Analysis of the perceived benefits were social in nature, with “Connection” listed as the primary perceived benefit of the camp experience. Conclusions Fun is a byproduct of coming to camp, but not the primary reason parents send their kids to burn camp. The robust survey response rate suggests that parents are eager to share their thoughts about the impact of camp. The detailed responses demonstrate an understanding of and appreciation for the specific social and emotional benefits of this unique shared experience. Finding congruence between the rationale for camp attendance, and the perceived benefits is conducive to optimal program planning. Applicability of Research to Practice Although it is not possible to undo any traumatic events suffered by a child, research on burn camps has elucidated the benefits primarily through a qualitative lens. The burn community continues to be challenged in validating the benefits of camps quantitatively. Motivating people to engage in specific behaviors, like attending an event, is a crucial step for delivering aftercare programs designed to help their recovery. Burn camps can offer a safe environment, connection with others who understand, and the possibility for long term positive relationships with trusted adults to potentially mitigate the impact of a medical trauma. Further research about the impact of such programs on trauma healing is warranted.

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Leffler, Elliot. "Beating the Daf and Darbuka: Testing the Boundaries of Ethnicity, Evoking a National Imaginary, and Dancing a Contemporary Iraqi Identity." TDR/The Drama Review 60, no. 1 (March 2016): 67–78. http://dx.doi.org/10.1162/dram_a_00524.

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In the heat of a spontaneous dance party at an international summer camp, an ethnically and religiously diverse group of young Iraqis stretched their national imaginary through an exuberant, embodied engagement. In a moment when the strict universality discourses of their camp programs did not seem to apply, the adolescents—Sunni and Shia, Kurdish and Arab—explored the potential synapses and interrelationships of their ethnic identities on their own terms.

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Wao, Joel Ochieng, Emile Huie Dixon, Rogers Hunt III, and Charner Rodgers. "High School Students in Architecture and Construction Management University Summer Camp Program." International Journal of Scientific Research and Management 10, no. 05 (May 13, 2022): 47–56. http://dx.doi.org/10.18535/ijsrm/v10i5.cs01.

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Recruiting high school students to join undergraduate educational programs can be challenging for many universities. Alleviating the challenges may require approaches that attract and retain interested quality students. Some programs go through rigorous screening processes requiring students to take, pass and submit their Scholastic Aptitude Test (SAT) scores, high school Grade Point Average (GPA) scores, and/or even interviewing applicants to evaluate their capabilities before admission. Others have extension or specific programs that invite potential applicants to gain theoretical and practical aspects of certain educational programs thereby aiding students in making informed decisions before applying. This latter approach may prove better as it provides the platform for admission team to interact with students beforehand. Thus, an educational summer camp program was conducted targeting high school students who would be interested in pursuing Architecture and/or Construction Management (CM) undergraduate education. Survey questionnaire was administered to students at the beginning, middle and end of the program. The aim was to investigate the factors that made them choose the program, their prior knowledge of the two disciplines and how their interests in the disciplines changed over time after exposure to the summer program. All students were in the same environment from the beginning to the end where they had a chance to choose architecture or CM. Data were gathered and analyzed with MS Excel owing to the non-complexity of the data that did not require sophisticated analysis software. Results showed greater interest of students with clear understanding and distinction of architecture and CM, and demonstrating steadfast attitude to join the disciplines after high school. The research provided potential factors that recruiters and students may consider for undergraduate admissions as well as importance of active learning as a strategy for efficient educational mastery and excellence.

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Lindgren, I., and J. Altimiras. "Prenatal hypoxia programs changes in β-adrenergic signaling and postnatal cardiac contractile dysfunction." American Journal of Physiology-Regulatory, Integrative and Comparative Physiology 305, no. 10 (November 15, 2013): R1093—R1101. http://dx.doi.org/10.1152/ajpregu.00320.2013.

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Prenatal hypoxia leads to an increased risk of adult cardiovascular disease. We have previously demonstrated a programming effect of prenatal hypoxia on the cardiac β-adrenergic (βAR) response. The aim of this study was to determine 1) whether the decrease in βAR sensitivity in prenatally hypoxic 5-wk old chicken hearts is linked to changes in β1AR/β2ARs, Gαi expression and cAMP accumulation and 2) whether prenatal hypoxia has an effect on heart function in vivo. We incubated eggs in normoxia (N, 21% O2) or hypoxia from day 0 (H, 14% O2) and raised the posthatchlings to 5 wk of age. Cardiac β1AR/β2ARs were assessed through competitive binding of [3H]CGP-12177 with specific β1AR or β2AR blockers. Gαs and Gαi proteins were assessed by Western blot and cAMP accumulation by ELISA. Echocardiograms were recorded in anesthetized birds to evaluate diastolic/systolic diameter and heart rate and tissue sections were stained for collagen. We found an increase in relative heart mass, β1ARs, and Gαs in prenatally hypoxic hearts. cAMP levels after isoproterenol stimulation and collagen content was not changed in H compared with N, but in vivo echocardiograms showed systolic contractile dysfunction. The changes in βAR and G protein subtypes may be indicative of an early compensatory stage in the progression of cardiac dysfunction, further supported by the cardiac hypertrophy and systolic contractile dysfunction. We suggest that it is not the changes in the proximal part of the βAR system that causes the decreased cardiac contractility, but Ca2+ handling mechanisms further downstream in the βAR signaling cascade.

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Henderson, Karla A. "Components of Camp Experiences for Positive Youth Development." Journal of Youth Development 1, no. 3 (March 1, 2007): 15–26. http://dx.doi.org/10.5195/jyd.2007.371.

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Youth development specialists advocate that well designed, implemented, and staffed youth centered programs result in positive outcomes for young people. Youth organizations have provided opportunities for young people to participate in camping experiences for over a century. The purpose of this paper is to describe what program components were related to camp environments and positive youth development. We describe these program components related to positive youth development based on a large scale national study of ACA (American Camp Association) accredited camps that included independent, religiously affiliated, government, and not-for-profit organizations. Based on the responses given by camp directors, contact and leadership from trained staff and the supportive relationships they provided were essential elements of camp. Other aspects leading to positive youth development in camps were program mission and structure along with elements of accountability, assessment of outcomes, and opportunities for skill building.

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Clagett, Arthur. "Effective therapeutic wilderness camp programs for rehabilitating emotionally-disturbed, problem teenagers and delinquents." Journal of Offender Rehabilitation 14, no. 1 (1989): 79–96. http://dx.doi.org/10.1080/10509674.1989.9963927.

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Clagett, Arthur F. "Effective Therapeutic Wilderness Camp Programs for Rehabilitating Emotionally-Disturbed, Problem Teenagers and Delinquents." Journal of Offender Counseling Services Rehabilitation 14, no. 1 (March 16, 1990): 79–96. http://dx.doi.org/10.1300/j264v14n01_08.

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Journal articles on the topic 'Camp Programs'

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