Sample records for science camp program

  1. Early Entry for Youth into the Ocean Science Pipeline Through Ocean Science School Camp and Summer Camp Programs: A Key Strategy for Enhancing Diversity in the Ocean Sciences

    NASA Astrophysics Data System (ADS)

    Crane, N. L.; Wasser, A.; Weiss, T.; Sullivan, M.; Jones, A.

    2004-12-01

    Educators, policymakers, employers and other stakeholders in ocean and other geo-science fields face the continuing challenge of a lack of diversity in these fields. A particular challenge for educators and geo-science professionals promoting ocean sciences is to create programs that have broad access, including access for underrepresented youth. Experiential learning in environments such as intensive multi-day science and summer camps can be a critical captivator and motivator for young people. Our data suggest that youth, especially underrepresented youth, may benefit from exposure to the oceans and ocean science through intensive, sustained (eg more than just an afternoon), hands-on, science-based experiences. Data from the more than 570 youth who have participated in Camp SEA Lab's academically based experiential ocean science camp and summer programs provide compelling evidence for the importance of such programs in motivating young people. We have paid special attention to factors that might play a role in recruiting and retaining these young people in ocean science fields. Over 50% of program attendees were underrepresented youth and on scholarship, which gives us a closer look at the impact of such programs on youth who would otherwise not have the opportunity to participate. Both cognitive (knowledge) and affective (personal growth and motivation) indicators were assessed through surveys and questionnaires. Major themes drawn from the data for knowledge growth and personal growth in Camp SEA Lab youth attendees will be presented. These will be placed into the larger context of critical factors that enhance recruitment and retention in the geo-science pipeline. Successful strategies and challenges for involving families and broadening access to specialized programs such as Camp SEA Lab will also be discussed.

  2. RU SciTech: Weaving Astronomy and Physics into a University-sponsored Summer Camp for Middle School Students

    NASA Astrophysics Data System (ADS)

    Hart, Quyen N.

    2015-01-01

    We present a successful model for organizing a small University-sponsored summer camp that integrates astronomy and physics content with other science disciplines and computer programming content. The aim of our science and technology camp is to engage middle school students in a wide array of critical thinking tasks and hands-on activities centered on science and technology. Additionally, our program seeks to increase and maintain STEM interest among children, particularly in under-represented populations (e.g., Hispanic, African-American, women, and lower socioeconomic individuals) with hopes of decreasing disparities in diversity across many STEM fields.During this four-day camp, organized and facilitated by faculty volunteers, activities rotated through many STEM modules, including optics, telescopes, circuit building, computer hardware, and programming. Specifically, we scaffold camp activities to build upon similar ideas and content if possible. Using knowledge and skills gained through the AAS Astronomy Ambassadors program, we were able to integrate several astronomy activities into the camp, leading students through engaging activities, and conduct educational research. We present best practices on piloting a similar program in a university environment, our efforts to connect the learning outcomes common across all the modules, specifically in astronomy and physics, outline future camp activities, and the survey results on the impact of camp activities on attitudes toward science, technology, and science careers.

  3. The Effects of Earth Science Programs on Student Knowledge and Interest in Earth Science

    NASA Astrophysics Data System (ADS)

    Wilson, A.

    2016-12-01

    Ariana Wilson, Chris Skinner, Chris Poulsen Abstract For many years, academic programs have been in place for the instruction of young students in the earth sciences before they undergo formal training in high school or college. However, there has been little formal assessment of the impacts of these programs on student knowledge of the earth sciences and their interest in continuing with earth science. On August 6th-12th 2016 I will attend the University of Michigan's annual Earth Camp, where I will 1) ascertain high school students' knowledge of earth science-specifically atmospheric structure and wind patterns- before and after Earth Camp, 2) record their opinions about earth science before and after Earth Camp, and 3) record how the students feel about how the camp was run and what could be improved. I will accomplish these things through the use of surveys asking the students questions about these subjects. I expect my results will show that earth science programs like Earth Camp deepen students' knowledge of and interest in earth science and encourage them to continue their study of earth science in the future. I hope these results will give guidance on how to conduct future learning programs and how to recruit more students to become earth scientists in the future.

  4. Students' Perceptions of the Long-Term Impact of Attending a "CSI Science Camp"

    NASA Astrophysics Data System (ADS)

    Yanowitz, Karen L.

    2016-12-01

    A science summer camp is a popular type of informal science experience for youth. While there is no one model of a science camp, these experiences typically allow for more focused and in-depth exploration of different science domains and are usually hands-on and participatory. The goal of this research was to examine the impact of a short science camp program approximately 1 year after students attended the camp. Overall, the results revealed that attending a 2-day forensic science camp had a positive and continuing influence on the participants. Students' science self-efficacy increased immediately after attending the camp and remained higher than pre-camp levels approximately 1 year later. Students were able to articulate why they believed the camp had a long-term impact on their lives. Furthermore, participants attributed a higher level of engaging in additional informal STEM-related activities during the academic year as a result of attending the camp.

  5. Hydromania II: Journey of the Oncorhynchus. Summer Science Camp Curriculum 1994.

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Moura, Joan; Swerin, Rod

    The Hydromania II curriculum was written for the third in a series of summer science camp experiences targeting students in grades 4--6 who generally have difficulty accessing supplementary academic programs. The summer science camp in Portland is a collaborative effort between Bonneville Power Administration (BPA), the US Department of Energy (DOE), and the Portland Parks and Recreation Community Schools Program along with various other cooperating businesses and organizations. The curriculum has also been incorporated into other summer programs and has been used by teachers to supplement classroom activities. Camps are designed to make available, affordable learning experiences that are funmore » and motivating to students for the study of science and math. Inner-city, under-represented minorities, rural, and low-income families are particularly encouraged to enroll their children in the program.« less

  6. Canisius College Summer Science Camp: Combining Science and Education Experts to Increase Middle School Students' Interest in Science

    ERIC Educational Resources Information Center

    Sheridan, Phillip M.; Szczepankiewicz, Steven H.; Mekelburg, Christopher R.; Schwabel, Kara M.

    2011-01-01

    The Canisius College Summer Science Camp is a successful and effective annual outreach program that specifically targets middle school students in an effort to increase their interest in science. Five broadly defined science topics are explored in a camp-like atmosphere filled with hands-on activities. A 2010 module focused on chemistry topics of…

  7. The effectiveness of an American science camp for Taiwanese high school students

    NASA Astrophysics Data System (ADS)

    Kuo, Pi-Chu

    The purposes of this study were: (1) to evaluate the effectiveness of an American science camp for Taiwanese high school students in terms of student attitudes toward science; (2) to understand the factors that affect student attitudes toward science in the American science camp. Qualitative and quantitative data were collected and analyzed to answer my research questions: (1) How did the influence of the abroad science camp differ from the local one in terms of student attitudes toward science? (2) How did gender, grade level, and personality affect student attitudes toward science in the abroad science camp? An Attitudes toward Science Inventory was used in this study to measure student attitudes. The results of factor analysis suggested that the attitudes measured in this study include five common factors: science as school subjects (SC), science in society (SS), value of science (VS), science in laboratory (SL), and nature of science (NS). Significant improvements were found in SS, VS, and NS after the experiences of the abroad science camp. In the local science camp, only NS was non-significant comparing before and after the camp. The results from the comparisons between the two science camps show that different program designs have different impacts on student attitudes toward science. Furthermore, whether the science camps are designed based on learning theory or not, and regardless of how much time the campers spend in science-related activities during science camps, science camps can motivate students' interests in learning science. The results of mixed-design ANOVA for gender, grade level, and personality suggest that most of these personal factors did not significantly affect student attitudes. However, extraversion/introversion and sensing/intuition had impacts on the persuasibility of the abroad science camp.

  8. Hydromania: Summer Science Camp Curriculum.

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Moura, Joan

    1995-07-01

    In 1992, Bonneville Power Administration (BPA) and the US Department of Energy (DOE) began a collaborative pilot project with the Portland Parks and Recreation Community Schools Program and others to provide summer science camps to children in Grades 4--6. Camps run two weeks in duration between late June and mid-August. Sessions are five days per week, from 9 a.m. to 3 p.m. In addition to hands-on science and math curriculum, at least three field trips are incorporated into the educational learning experience. The purpose of the BPA/DOE summer camps is to make available opportunities for fun, motivating experiences in sciencemore » to students who otherwise would have difficulty accessing them. This includes inner city, minority, rural and low income students. Public law 101-510, which Congress passed in 1990, authorizes DOE facilities to establish collaborative inner-city and rural partnership programs in science and math. A primary goal of the BPA summer hands on science camps is to bring affordable science camp experiences to students where they live. It uses everyday materials to engage students` minds and to give them a sense that they have succeeded through a fun hands-on learning environment.« less

  9. A New Approach to School Camping Grades K-6, Some Suggestions for Outdoor Investigations in Science-Conservation for Camps, Parks, Playground, and Sanctuaries.

    ERIC Educational Resources Information Center

    Busch, Phyllis S.

    Contained are some of the instructional materials developed by the Science Project Related to Upgrading Conservation Education. Outdoor activities for elementary school children, suitable for use in camps, parks, playgrounds or sanctuaries are described. Programs are designed for one-day (K-4), two-day (grade 5), and three-day (grade 6) camps, and…

  10. Evaluation of the NOAA CAREERS Weather Camp's Effectiveness in Promoting Atmospheric Science amongst High School Students

    NASA Astrophysics Data System (ADS)

    Olgin, J. G.; Fitzgerald, R. M.; Morris, V. R.

    2013-12-01

    The NOAA Center for Atmospheric Science (NCAS) sponsors the Channeling Atmospheric Research into Educational Experiences Reaching Students program (CAREERS); a program that manages a network of weather camps for students in secondary education with particular focus on increasing access for students from traditionally underrepresented backgrounds. Hosted by a college or university, the primary mission goals of the program are to engage students in discussions, lectures and interactive projects to better learn and comprehend a suite of atmospheric science disciplines (i.e. weather forecasting, environmental modeling, atmospheric data acquisition), and guide talented students towards higher education to pursue careers in atmospheric science primarily, or toward other STEM field professions. The need to evaluate and analyze the program's efficacy is crucial for continued growth and sustainability. Therefore a means to identify and measure the success of the program's initiatives will be addressed. Two Hispanic serving institutions, the University of Texas at El Paso (UTEP) and the University of Puerto Rico in Mayaguez (UPRM), both hosted the CAREER weather camps during the summers of 2012 and 2013, and provide the basis of this initial analysis. Participants performed entrance surveys of their knowledge of atmospheric science prior to the course. They were then re-evaluated through exit surveys over the topics covered during the weather camp. These data will be analyzed to correlate which program activities worked best in increasing participant awareness (i.e. geology tours of the local area, discussion on local climate variations, geophysical and geochemical demonstrations), and comprehension of atmospheric science. A comparison between the two universities on their uniqueness in program design and execution will also highlight those activities that best progressed CAREERS' program goals. Results from this analysis, along with possible new strategies for improved program sustainability will be explored. NOAA Center for Atmospheric Science (NCAS) sponsors the CAREERS Weather Camps

  11. BASE (Broadening Access to Science Education): A Research and Mentoring Focused Summer STEM Camp Serving Underrepresented High School Girls

    ERIC Educational Resources Information Center

    Phelan, Shelley A.; Harding, Shannon M.; Harper-Leatherman, Amanda S.

    2017-01-01

    BASE (Broadening Access to Science Education) Camp is a hands-on, two-week residential summer science experience on the Fairfield University campus in Fairfield CT, USA. The annual program targets 24 young women who attend high school in the neighboring city of Bridgeport, CT, the most economically depressed city in CT. The camp, which is free to…

  12. Phun Physics 4 Phemales: Physics Camp for High School Girls

    NASA Astrophysics Data System (ADS)

    Kwon, Chuhee; Gu, Jiyeong; Henriquez, Laura

    2014-03-01

    The department of Physics and Astronomy with the department of Science Education at California State University, Long Beach hosted summer program of ``Phun Physics 4 Phemales (PP4P)'' during summer 2012 and summer 2013 with the support from APS public outreach program. PP4P summer camp was hosted along with a two-week summer science camp, Young Scientists Camp, which has been institutionalized for the last 14 years since 1999. More than 2,500 3rd -8th grade students and 250 teachers have participated in the program. PP4P program provided the tools and support that female high school students need to pursue careers in physics and/or science, technology, engineering and math (STEM) field. This girls-only camp created connections among the girls and built confidence. In addition PP4P program introduced students to key principles in physics by a hands-on lab environment and demonstrated the real-world social impact of physics. In summer 2012, high school girls worked on physics experimental project on electronics and in summer 2013 they worked on the mechanics. I would share our experience in this program and the impact on the female high school students. This work was supported by 2012 Public Outreach and Informing the Public Grants from American Physical Society.

  13. Oak Ridge National Laboratory`s (ORNL) ecological and physical science study center: A hands-on science program for K-12 students

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Bradshaw, S.P.

    1994-12-31

    In our tenth year of educational service and outreach, Oak Ridge National Laboratory`s Ecological and Physical Science Study Center (EPSSC) provides hands-on, inquiry-based science activities for area students and teachers. Established in 1984, the EPSSC now hosts over 20,000 student visits. Designed to foster a positive attitude towards science, each unit includes activities which reinforce the science concept being explored. Outdoor science units provide field experience at the Department of Energy`s Oak Ridge National Environmental Research Park and outreach programs are offered on-site in area schools. Other programs are offered as extensions of the EPSSC core programs, including on-site studentmore » science camps, all-girl programs, outreach science camps, student competitions, teacher in-service presentations and teacher workshops.« less

  14. Students Become Scientists at Science Skills Boot Camp | Poster

    Cancer.gov

    At the 2016 Science Skills Boot Camp (SSBC), a one-day training program designed for NIH summer interns with little or no prior research experience, students gathered to learn about basic research and laboratory skills. The boot camp provided a unique opportunity for interns to expand their knowledge of simple bench techniques, scientific papers, and ways to communicate their

  15. Students Become Scientists at Science Skills Boot Camp | Poster

    Cancer.gov

    At the 2016 Science Skills Boot Camp (SSBC), a one-day training program designed for NIH summer interns with little or no prior research experience, students gathered to learn about basic research and laboratory skills. The boot camp provided a unique opportunity for interns to expand their knowledge of simple bench techniques, scientific papers, and ways to communicate their research.

  16. Lighting the Fire for 25 years: The Nature and Legacy of Astronomy Camp

    NASA Astrophysics Data System (ADS)

    McCarthy, Donald W.; Hooper, E.; Benecchi, S. D.; Henry, T. J.; Kirkpatrick, J. D.; Kulesa, C.; Oey, M. S.; Regester, J.; Schlingman, W. M.; Camp Staff, Astronomy

    2013-01-01

    In 1988, Astronomy Camp began in an era when science was entirely the realm of professionals, astronomical observatories were off-limits to the public at night, and scientists were not encouraged to spend time in science education. Since then we have grown a dynamic science education program that immerses individuals (ages 11-80), educators, schools, and Girl Scout Leaders in authentic science at Arizona’s research observatories in the Catalina mountains and at Kitt Peak. Often labeled “life changing,” these residential programs have engaged thousands of people from 49 U.S. states and 20 foreign countries. Female enrollment has increased steadily, and women now generally outnumber men in our teenage programs. Graduate students have played a major creative role and many have gone on to become educators and research leaders around the world. By involving a wide range of ages, the Camps have helped strengthen the STEM-pipeline. Many of our alumni remain in touch via social and professional networks and have developed not only into professional astronomers but also into leaders throughout society, parents, and educators. Our emphasis on age-appropriate research helped inspire today’s concepts of research-based science education and Citizen Science. An accompanying paper (E. Hooper et al.) discusses our approach to project-oriented astronomical research. Scientific discoveries include Near-Earth Objects, supernova classification, and lightcurves of Kuiper Belt Objects. The Camps have also contributed to educational research involving informal science education, youth perceptions, and student identities. Ironically, the Camps have leveraged new initiatives in both research and education at NOAO, LSST, and JWST. Here we review the philosophy, conduct, and content of Astronomy Camp and summarize the unexpected nature of its ongoing legacy. We remain grateful to The University of Arizona Alumni Association for its long-term encouragement and support.

  17. The Nature-Computer Camp. Final Evaluation Report, 1982-1983. E.C.I.A. Chapter 2.

    ERIC Educational Resources Information Center

    District of Columbia Public Schools, Washington, DC. Div. of Quality Assurance.

    This report presents a description and evaluation of the Nature-Computer Camp (NCC), an environmental and computer science program designed for sixth grade students in the District of Columbia public schools. Among the major components of the program were: planning for administration of operating the camp and for instruction in environmental…

  18. Marine Science Summer Enrichment Camp's Impact Ocean Literacy for Middle School Students

    NASA Astrophysics Data System (ADS)

    Young, Victoria Jewel

    Although careers in science, technology, engineering, and mathematics have expanded in the United States, science literacy skills for K-12 students have declined from 2001 to 2011. Limited research has been conducted on the impact of science enrichment programs on the science literacy skills of K-12 students, particularly in marine science. The purpose of this study was to describe the impact of a marine science summer enrichment camp located in the eastern region of the United States on the ocean literacy skills of middle school students who participated in this camp. Weimar's learner centered teaching approach and the definition and principles of ocean literacy formed the conceptual framework. The central research question focused on how a marine science summer enrichment camp impacted the ocean literacy skills of middle grade students. A single case study research design was used with ten participants including 3 camp teachers, four students, and 3 parents of Grade 6-8 students who participated this camp in 2016. Data were collected from multiple sources including individual interviews of camp teachers, students, and parents, as well as camp documents and archival records. A constant comparative method was used to construct categories, determine emergent themes and discrepant data. Results indicated that the marine science camp positively impacted the ocean literacy skills of middle school students through an emphasis on a learner centered instructional approach. The findings of this study may provide a positive social impact by demonstrating active science literacy instructional strategies for teachers which can motivate students to continue studies in science and science related fields.

  19. Camp Invention Fosters Creativity.

    ERIC Educational Resources Information Center

    Landona, Nancy

    2001-01-01

    This article describes Camp Invention, a summer one-week day camp program for students in grades 2-6 that is designed to develop creativity in gifted students. The curriculum of the camp features hands-on, interactive activities in science, history, math, and the arts. Examples of activities undertaken in 2001 are provided. (Contains one…

  20. PR^2EPS: Preparation, recruitment, retention and excellence in the physical sciences

    NASA Astrophysics Data System (ADS)

    Gallagher, Hugh; Labroo, Sunil; Schaumloffel, John; Bischoff, Paul; Bachman, Nancy

    2007-04-01

    The PR^2EPS program is a multidisciplinary effort to increase the number of majors attending (and graduating) from SUNY Oneonta with degrees in physics, chemistry, secondary physics or chemistry education and related areas. Components of the program include a walk-in tutoring center, a free, weeklong summer science camp, scholarship opportunities, professional conference experiences, and an equipment loan program for regional secondary science teachers. 2006 was the third year of this NSF-DUE funded program. Evaluation of our progress to date shows that the program is effective at steering students (or at least reinforcing their desire) to studying the sciences in college and retaining them in their science programs. A summary of our goals, challenges and accomplishments, including tutoring center operation and efficacy, activities and operational details for the summer camp, and the overall impact on science programs at a medium sized college will be presented.

  1. The Single Sex Debate for Girls in Science: a Comparison Between Two Informal Science Programs on Middle School Students' STEM Identity Formation

    NASA Astrophysics Data System (ADS)

    Hughes, Roxanne M.; Nzekwe, Brandon; Molyneaux, Kristen J.

    2013-10-01

    Currently, there are policy debates regarding the efficacy and legality of single sex formal and informal education programs. This issue is particularly poignant in science education due to the historical marginalization of women in these fields. This marginalization has resulted in women being positioned as a stigmatized group within many science, technology, engineering, and mathematics (STEM) related fields. Research points to adolescence as the age where this sense of marginalization begins to develop. As a result, policy responses have utilized various frameworks such as: increased access for women, changing pedagogy to address women's learning styles, changing the language and culture of science to prevent marginalization of stigmatized groups, and finally exploring the role that individual identity plays in the marginalization of women. This study adds to the policy debate as it applies to single sex education by comparing middle school participants' STEM identity formation during two informal science learning environments (an all girls' STEM camp and a co-educational STEM camp). Additionally, this study focuses on the influence of camp activities within two informal science education programs: particularly the provision of role models and authentic STEM research activities, as means to improve STEM identity and make these fields relevant to the lives of middle school students. The results indicate that both camps improved girls' STEM identities. These findings suggest that the single sex environment is not as important to STEM identity as the pedagogy used within the program.

  2. A summer pharmacy camp for high school students as a pharmacy student recruitment tool.

    PubMed

    Myers, Tristan L; DeHart, Renee M; Dunn, Eddie B; Gardner, Stephanie F

    2012-05-10

    To determine the effectiveness of a summer pharmacy camp on participants' pursuit of enrollment in doctor of pharmacy degree programs. All participants (n = 135) in a pharmacy camp at the University of Arkansas for Medical Sciences (UAMS) College of Pharmacy from 2007-2010 were invited to complete an anonymous online survey instrument. Seventy-three students completed the survey instrument (54% response rate). Ninety-six percent of pharmacy camp participants said that they would recommend pharmacy camp to a friend, and 76% planned to apply or had applied to doctor of pharmacy degree program. Seven of the camp participants had enrolled in the UAMS College of Pharmacy. The pharmacy summer camp at UAMS is effective in maintaining high school students' interest in the profession of pharmacy. Continued use of the pharmacy camp program as a recruitment tool is warranted; however, additional research on this topic is needed.

  3. Discover science: Hands-on science workshops for elementary teachers and summer science camps for elementary students

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Gotlib, L.; Bibby, E.; Cullen, B.

    1994-12-31

    Teams of local mentor teachers (assisted by college students in the NC Teaching Fellows Program) run week-long workshops for elementary teachers (at four sites in 1993, six in 1994). Major funding for the camps is provided through The Glaxo Foundation, supplemented with local funds. The workshops focus on hands-on science (using inexpensive materials) and provide familiarity and experience with the new NC science curriculum and assessment program. The use of local resources is stressed (including visiting scientists and readily available store-bought materials). Each camp has its own theme and provides teachers with a variety of resources to be used withmore » students of all abilities. The mentor teachers then run week-long, all expense paid, non-residential science camps for elementary students (open to all students, but with females and minorities as target groups). Students take part in long-and short-term projects, working individually and in groups. Pre and post participation surveys of all participants were conducted and analyzed, with favorable results for both the student and teacher weeks. Additional activities include parent nights, and follow-up workshops. Eighty-nine teachers and 208 students participated in 1993.« less

  4. Science Camps for Introducing Nature of Scientific Inquiry Through Student Inquiries in Nature: Two Applications with Retention Study

    NASA Astrophysics Data System (ADS)

    Leblebicioglu, G.; Abik, N. M.; Capkinoglu, E.; Metin, D.; Dogan, E. Eroglu; Cetin, P. S.; Schwartz, R.

    2017-08-01

    Scientific inquiry is widely accepted as a method of science teaching. Understanding its characteristics, called Nature of Scientific Inquiry (NOSI), is also necessary for a whole conception of scientific inquiry. In this study NOSI aspects were taught explicitly through student inquiries in nature in two summer science camps. Students conducted four inquiries through their questions about surrounding soil, water, plants, and animals under the guidance of university science educators. At the end of each investigation, students presented their inquiry. NOSI aspects were made explicit by one of the science educators in the context of the investigations. Effectiveness of the science camp program and its retention were determined by applying Views of Scientific Inquiry (VOSI-S) (Schwartz et al. 2008) questionnaire as pre-, post-, and retention test after two months. The patterns in the data were similar. The science camp program was effective in developing three of six NOSI aspects which were questions guide scientific research, multiple methods of research, and difference between data and evidence. Students' learning of these aspects was retained. Discussion about these and the other three aspects is included in the paper. Implications of differences between school and out-of-school science experiences are also discussed.

  5. PR^2EPS: Preparation, Recruitment, Retention and Excellence in the Physical Sciences.

    NASA Astrophysics Data System (ADS)

    Labroo, Sunil; Schaumloffel, John; Gallagher, Hugh; Bischoff, Paul; Bachman, Nancy

    2007-03-01

    The PR^2EPS program is a multidisciplinary effort to increase the number of majors attending (and graduating) from SUNY Oneonta with degrees in chemistry, physics, biochemistry, astronomy, secondary chemistry or physics education and related areas. Components of the program include a walk-in tutoring center, a free, weeklong summer science camp, scholarship opportunities and an equipment loan program for regional secondary science teachers. 2006 was the third year of this NSF-DUE funded program. Evaluation of our progress to date shows that the program is effective at steering students (or at least reinforcing their desire) to studying the sciences in college. A summary of our goals, challenges and accomplishments, including tutoring center operation and efficacy, activities and operational details for the summer camp and other facets of the program will be presented.

  6. NSF-OEDG Manoomin Science Camp Project: A Model for Engaging American Indian Students in Science, Technology, Engineering, and Mathematics

    ERIC Educational Resources Information Center

    Dalbotten, Diana; Ito, Emi; Myrbo, Amy; Pellerin, Holly; Greensky, Lowana; Howes, Thomas; Wold, Andrew; Breckenridge, Rachel; Drake, Christa; Bucar, Leslie; Kowalczak, Courtney; Lindner, Cameron; Olson, Carolyn; Ray, T. J.; Rhodes, Richard; Woods, Philip; Yellowman, Tom

    2014-01-01

    The Manoomin ''wild rice'' Science Camp program, a partnership between the University of Minnesota, the Fond du Lac Tribal and Community College, and the Fond du Lac Band of Lake Superior Chippewa is an example of how a community-based participatory research project can become the catalyst for STEM learning for an entire community, providing…

  7. Hands-On Optics science camps and clubs

    NASA Astrophysics Data System (ADS)

    Walker, Constance E.; Sparks, Robert T.; Pompea, Stephen M.

    2007-06-01

    Hands-On Optics (HOO) is a National Science Foundation funded program to bring optics education to traditionally underserved middle school students. We have developed six modules that teach students optics concepts through hands-on, inquiry-based activities. The modules have been used extensively in after-school and non-school settings such as in the Boys and Girls Clubs in South Tucson, Arizona and the Boys and Girls Club in Sells, Arizona on the Tohono O'odham reservation. We will describe these programs and the lessons learned in these settings. These modules also form the basis for a week-long optics camp that provides students with approximately 40 hours of instruction time in optics. We will provide an outline of the activities and concepts covered in the camp. These camps provide an ideal way to encourage interest in optics before career choices are developed.

  8. Kids, Parents, and Teacher Go Camping Together Naturally!!! Project SEED.

    ERIC Educational Resources Information Center

    Smith, Anita

    This paper describes a curriculum unit that combined an overnight camping experience with survival training. The program was implemented with fifth grade students, but is appropriate for students in grades 4-8. Pre-camp learning activities included integrating first aid techniques in science class, reading survival trade books in reading class,…

  9. Astro Camp Goes to Florida

    NASA Image and Video Library

    2007-08-08

    Katie Craig, daughter of former Stennis Space Center Deputy Director Mark Craig, launches a 'balloon rocket' with the help of Rebecca Compretta, Astro Camp coordinator at SSC. SSC took Astro Camp on the road to Florida this week to engage children and their parents during activities surrounding the Aug. 8 launch of Space Shuttle Endeavour on NASA's STS-118 mission to the International Space Station. Astro Camp is SSC's popular space camp program designed to inspire and educate students using science and math principles.

  10. Astro Camp Goes to Florida

    NASA Technical Reports Server (NTRS)

    2007-01-01

    Katie Craig, daughter of former Stennis Space Center Deputy Director Mark Craig, launches a 'balloon rocket' with the help of Rebecca Compretta, Astro Camp coordinator at SSC. SSC took Astro Camp on the road to Florida this week to engage children and their parents during activities surrounding the Aug. 8 launch of Space Shuttle Endeavour on NASA's STS-118 mission to the International Space Station. Astro Camp is SSC's popular space camp program designed to inspire and educate students using science and math principles.

  11. A program evaluation of Protovation Camp at an elementary school in North Carolina

    NASA Astrophysics Data System (ADS)

    Cavoly, Denise Y.

    The purpose of this program evaluation was to investigate the impact over time teachers' self-efficacies and the outcome expectancies of those who participated in an inquiry-based, hands-on, constructivist professional development program to learn science content. The hope was that after active participation in this inquiry-based professional development program that provides science inquiry experiences, the teachers, graduate students and elementary students would gain content knowledge, increase self-efficacies, and provide the outcome expectancies of the learning development program that provides science inquiry experiences. The mixed-methods approach used quantitative and qualitative data for campers, which consisted of pre-test and post-test scores on the Test of Science-Related Attitudes (TOSRA), the Draw-A-Scientist Test, Science Process Skills Inventory (SPSI) and content tests based on the camp activities. Additionally, TOSRA scores, Teacher Sense of Efficacy Scale (TSES), and Thinking about Science Survey (TSSI) results for the graduate students and elementary teachers were used along with qualitative data collected from plusdelta charts and interviews to determine the impact of participation in Protovation Camp on teachers and students. Results of the program evaluation indicated that when students were taught inquiry-based lessons that ignite wonder, both their attitudes toward science and their knowledge about science improved. An implication for teacher preparation programs was that practicing inquiry-based lessons on actual elementary students was an important component for teachers and graduate students as they prepare to positively impact student learning in their own classrooms. The findings of this study suggest that it is not just the length of the professional development program that is crucial, but the need for an implementation period while teachers work to transfer the learning to the classroom to their own students is critical to the success of process.

  12. Computers in the Forest: A Summer Alternative. A Description and Evaluation of the Nature Computer Camp.

    ERIC Educational Resources Information Center

    Prom, Sukai; And Others

    The District of Columbia's Nature Computer Camp program, described and evaluated in this paper, was designed to reduce the geographical isolation of economically disadvantaged urban sixth graders, and to provide them with increased knowledge of the environmental and computer sciences. The paper begins by giving details of the program's management,…

  13. A study of the long term impact of an inquiry-based science program on student's attitudes towards science and interest in science careers

    NASA Astrophysics Data System (ADS)

    Gibson, Helen Lussier

    One reason science enrichment programs were created was to address the underrepresentation of women and minorities in science. These programs were designed to increase underrepresented groups' interest in science and science careers. One attempt to increase students' interest in science was the Summer Science Exploration Program (SSEP). The SSEP was a two week, inquiry-based summer science camp offered by Hampshire College for students entering grades seven and eight. Students who participated were from three neighboring school districts in Western Massachusetts. The goal of the program was to stimulate greater interest in science and scientific careers among middle school students, in particular among females and students of color. A review of the literature of inquiry-based science programs revealed that the effect of inquiry-based programs on students' attitudes towards science is typically investigated shortly after the end of the treatment period. The findings from this study contribute to our understanding of the long-term impact of inquiry-based science enrichment programs on students' attitude towards science and their interest in science careers. The data collected consisted of quantitative survey data as well as qualitative data through case studies of selected participants from the sample population. This study was guided by the following questions: (1) What was the nature and extent of the impact of the Summer Science Exploration Program (SSEP) on students' attitudes towards science and interest in science careers, in particular among females and students of color? (2) What factors, if any, other than participation in SSEP impacted students' attitude towards science and interest in scientific careers? (3) In what other ways, if any, did the participants benefit from the program? Conclusions drawn from the data indicate that SSEP helped participants maintain a high level of interest in science. In contrast, students who applied but were not accepted showed a decrease in their attitude towards science and their interest in science careers over time, compared to the participants. The interviews suggested that students enjoyed the inquiry-based approach that was used at camp. In addition, students said they found the hands-on inquiry-based approach used at camp more interesting than traditional methods of instruction (lectures and note taking) used at school. Recommendations for future research are presented.

  14. Program evaluation of Protovation Camp

    NASA Astrophysics Data System (ADS)

    Healy, Laurel Lynell Martin

    The purpose of this program evaluation was to determine the extent to which Protovation Camp utilized the combined resources of multiple institutions to impact student learning in science, technology, engineering, and math. The partnership consisted of multiple institutions: the university, providing graduate students to facilitate inquiry-based lessons; the science center, allowing the use of their facilities and resources; and the elementary school, contributing rising third through fifth grade campers. All of these components were examined. The mixed-methods approach used post hoc quantitative data for campers, which consisted of pre-test and post-test scores on the Test of Science-Related Attitudes (TOSRA), the Draw-A-Scientist Test, and content tests based on the camp activities. Additionally, TOSRA scores and current survey results for the graduate students were used along with qualitative data collected from plusdelta charts to determine the impact of participation in Protovation Camp on teachers and students. Results of the program evaluation indicated that when students were taught inquiry-based lessons that ignite wonder, both their attitudes toward science and their knowledge about science improved. An implication for teacher preparation programs was that practicing inquiry-based lessons on actual students (campers) was an important component for teachers (graduate students) as they prepare to positively impact student learning in their own classrooms. Immediate feedback from the campers in the form of pre-test and post-test scores and from peers on plusdelta charts allowed the graduate students the opportunity to make needed adjustments to improve effectiveness before using the lesson with a new set of campers or later in their own classrooms. Keywords. Teacher preparation, Inquiry-based instruction, STEM instructions, University and museum partnerships

  15. Methods & Strategies: I Wonder...

    ERIC Educational Resources Information Center

    Stevenson, Anne

    2013-01-01

    "I Wonder" boards are a teaching strategy that can be used in the classroom, as well as during science learning opportunities in nonformal settings, such as after-school science programs or summer camps.This simple strategy has led to deeper science exploration in 4-H, as young people learn alongside program staff, teachers, or…

  16. Wabanaki Youth in Science (WaYS): A Tribal Mentoring and Educational Program Integrating Traditional Ecological Knowledge and Western Science

    Treesearch

    tish carr; Laura S. Kenefic; Darren J. Ranco

    2017-01-01

    The Wabanaki Youth in Science (WaYS) program provides mentoring and training opportunities in the life sciences for Native American youth in Maine. This program, which was motivated by a shortage of young natural resource professionals to manage tribal lands, uses a multifaceted approach (i.e., camps, community outreach, and internships with cultural resource and...

  17. Laurel Clark Earth Camp: Building a Framework for Teacher and Student Understanding of Earth Systems

    NASA Astrophysics Data System (ADS)

    Colodner, D.; Buxner, S.; Schwartz, K.; Orchard, A.; Titcomb, A.; King, B.; Baldridge, A.; Thomas-Hilburn, H.; Crown, D. A.

    2013-04-01

    Laurel Clark Earth Camp is designed to inspire teachers and students to study their world through field experiences, remote sensing investigations, and hands on exploration, all of which lend context to scientific inquiry. In three different programs (for middle school students, for high school students, and for teachers) participants are challenged to understand Earth processes from the perspectives of both on-the ground inspection and from examination of satellite images, and use those multiple perspectives to determine best practices on both a societal and individual scale. Earth Camp is a field-based program that takes place both in the “natural” and built environment. Middle School Earth Camp introduces students to a variety of environmental science, engineering, technology, and societal approaches to sustainability. High School Earth Camp explores ecology and water resources from southern Arizona to eastern Utah, including a 5 day rafting trip. In both camps, students compare environmental change observed through repeat photography on the ground to changes observed from space. Students are encouraged to utilize their camp experience in considering their future course of study, career objectives, and lifestyle choices. During Earth Camp for Educators, teachers participate in a series of weekend workshops to explore relevant environmental science practices, including water quality testing, biodiversity surveys, water and light audits, and remote sensing. Teachers engage students, both in school and after school, in scientific investigations with this broad based set of tools. Earth Stories from Space is a website that will assist in developing skills and comfort in analyzing change over time and space using remotely sensed images. Through this three-year NASA funded program, participants will appreciate the importance of scale and perspective in understanding Earth systems and become inspired to make choices that protect the environment.

  18. Overnight Science.

    ERIC Educational Resources Information Center

    Smith, Nancy N.; Stahl, Robert J.

    1981-01-01

    Outlines objectives for an elementary science camping program and summarizes general operational procedures. Campsite activities related to such topics as microorganisms, eye and sight, nature trails, bees, carpentry, and astronomy are described. (DS)

  19. Biology Intensive Orientation for Students (BIOS): A Biology "Boot Camp"

    ERIC Educational Resources Information Center

    Wischusen, Sheri Maples; Wischusen, E. William

    2007-01-01

    The Biology Intensive Orientation for Students (BIOS) Program was designed to assess the impact of a 5-d intensive prefreshman program on success and retention of biological science majors at Louisiana State University. The 2005 pilot program combined content lectures and examinations for BIOL 1201, Introductory Biology for Science Majors, as well…

  20. Integrating Enhanced STEM Themes in the UTEP CAREERS Weather Camp for Youth

    NASA Astrophysics Data System (ADS)

    Güereque, M.; Olgin, J. G.; Kier, M. W.; Winston, C. E.; Fitzgerald, R. M.; Morris, V. R.

    2014-12-01

    The NOAA Center for Atmospheric Science (NCAS) sponsors a network of high school and middle school summer camps entitled "Channeling Atmospheric Research into Educational Experiences Reaching Students program, CAREERS". These camps are conducted nationwide at NCAS academic partners; the University of Texas at El Paso (UTEP), Howard University (HU), University of Puerto Rico at Mayagüez (UPRM), and Jackson State University (JSU). The goals of these camps are to increase the interest of secondary school (HS) students in atmospheric and weather related sciences, target under-represented students, and to ultimately boost their college enrollment in STEM related fields. For 2014 at UTEP, the annual student-outreach weather camp program underwent a thematic overhaul that sought to incorporate more of the geological and environmental context of the region. Doctoral students were allowed to assume greater responsibility for the design, development and implementation of the camp activities. The prevailing assumption was that these Ph.D. students were better suited for peer mentoring, bridging the age and interest gap, and delivering the material through the modern technologies and modes of communication. The redesigned approach focused on the identification of climate drivers within the region and this concept formed a thread throughout the planning and design of the camp modules. The outcome resulted in the incorporation of project based learning (PBL) activities, field excursions, and deployment of weather instrumentation, for explaining regional climate processes and events. Standardized surveys were administered to camp participants to evaluate the efficacy, as well as student perceptions of the camp and its activities. Results will be presented that are based on qualitative and quantitative analysis of student responses.

  1. Effective Practices for Evaluating STEM Out-of-School Time Programs

    ERIC Educational Resources Information Center

    Wilkerson, Stephanie B.; Haden, Carol M.

    2014-01-01

    Science, technology, engineering, and mathematics (STEM) programs in out-of-school time (OST) are designed to supplement school work, ignite student interest, and extend STEM learning. From interactive museum exhibits to summer-long science camps, opportunities for informal student engagement in STEM learning abound. The differences these programs…

  2. Null effects of boot camps and short-format training for PhD students in life sciences

    PubMed Central

    Feldon, David F.; Jeong, Soojeong; Peugh, James; Roksa, Josipa; Maahs-Fladung, Cathy; Shenoy, Alok; Oliva, Michael

    2017-01-01

    Many PhD programs incorporate boot camps and summer bridge programs to accelerate the development of doctoral students’ research skills and acculturation into their respective disciplines. These brief, high-intensity experiences span no more than several weeks and are typically designed to expose graduate students to data analysis techniques, to develop scientific writing skills, and to better embed incoming students into the scholarly community. However, there is no previous study that directly measures the outcomes of PhD students who participate in such programs and compares them to the outcomes of students who did not participate. Likewise, no previous study has used a longitudinal design to assess these outcomes over time. Here we show that participation in such programs is not associated with detectable benefits related to skill development, socialization into the academic community, or scholarly productivity for students in our sample. Analyzing data from 294 PhD students in the life sciences from 53 US institutions, we found no statistically significant differences in outcomes between participants and nonparticipants across 115 variables. These results stand in contrast to prior studies presenting boot camps as effective interventions based on participant satisfaction and perceived value. Many universities and government agencies (e.g., National Institutes of Health and National Science Foundation) invest substantial resources in boot camp and summer bridge activities in the hopes of better supporting scientific workforce development. Our findings do not reveal any measurable benefits to students, indicating that an allocation of limited resources to alternative strategies with stronger empirical foundations warrants consideration. PMID:28847929

  3. Using technology to promote science as a basic subject for literacy: A precollege/college/industry/government collaboration

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Redmond, B.L.; Saturnelli, A.M.

    1994-12-31

    Our goal is to ensure that All students have the opportunity to learn science, and it is being accomplished through a unique working model program that: (1) changes the way that teaching and learning take place; (2) incorporates the advanced technology of microscopy directly into the K-12 curriculum; and (3) develops R & D teacher specialists. We conducted three in-service science courses, a Summer Science Microscopy Camp, and a staff development program (the latter funded by a NYS Education Department grant) in which science professors, industrial engineers and scientists interacted with teachers and students to explore the world using highmore » technology. This year, all 5th and 7th graders in the district (200 students) and about 1,000 high school science students are having experiences as active researchers, solving real-life, multi-step problems using all levels of microscopy, including scanning tunneling. Students develop a chronological portfolio, using multimedia formats. Our 1993 Summer Microscopy Camp attendance record was 98%, compared to the typical 75% for other programs.« less

  4. University of Maryland MRSEC - Research: Highlights

    Science.gov Websites

    ; National Labs International Educational Education Pre-College Programs Homeschool Programs Undergraduate Perspective at UMD MRSEC Nanoscience Camp Annual Middle School Student Science Conference (SSC) Pre ) Activities UMD-MRSEC Research Experience for Undergraduates Program (REU) Pre-Engineering Program

  5. Seafloor Science and Remotely Operated Vehicle (SSROV) Day Camp: A Week-Long, Hands-On STEM Summer Camp

    NASA Astrophysics Data System (ADS)

    Wheat, C. G.; Fournier, T.; Monahan, K.; Paul, C.

    2015-12-01

    RETINA (Robotic Exploration Technologies IN Astrobiology) has developed a program geared towards stimulating our youth with innovative and relevant hands-on learning modules under a STEM umbrella. Given the breadth of potential science and engineering topics that excite children, the RETINA Program focuses on interactive participation in the design and development of simple robotic and sensor systems, providing a range of challenges to engage students through project-based learning (PBL). Thus, young students experience scientific discovery through the use and understanding of technology. This groundwork serves as the foundation for SSROV Camp, a week-long, summer day camp for 6th-8th grade students. The camp is centered on the sensors and platforms that guide seafloor exploration and discovery and builds upon the notion that transformative discoveries in the deep sea result from either sampling new environments or making new measurements with sensors adapted to this extreme environment. These technical and scientific needs are folded into the curriculum. Each of the first four days of the camp includes four team-based, hands-on technical challenges, communication among peer groups, and competition. The fifth day includes additional activities, culminating in camper-led presentations to describe a planned mission based on a given geologic setting. Presentations include hypotheses, operational requirements and expected data products. SSROV Camp was initiated last summer for three sessions, two in Monterey, CA and one in Oxford, MS. Campers from both regions grasped key elements of the program, based on written responses to questions before and after the camp. On average, 32% of the pre-test questions were answered correctly compared with 80% of the post-test questions. Additional confirmation of gains in campers' knowledge, skills, and critical thinking on environmental issues and engineering problems were apparent during the "jeopardy" competition, nightly homework, and mission presentations. On the basis of this successful effort, we hope to expand to other towns.

  6. Mobile STEMship Discovery Center: K-12 Aerospace-Based Science, Technology, Engineering, and Mathematics (STEM) Mobile Teaching Vehicle

    DTIC Science & Technology

    2015-08-03

    in the fields of science and engineering. Certified by the Space Foundation educational program, FOGE has afterschool programs, summer camps and... educators enjoyed the science center learning extremely well and 20% stated they enjoyed the science centers quite well. 90% of the participants felt...extremely satisfied about the science inspiration presented within the STEMShip. 10% felt quite satisfied and inspired. 70% of the educators felt the

  7. Women in science & engineering scholarships and summer camp outreach programs : year 6.

    DOT National Transportation Integrated Search

    2012-08-01

    Support will make scholarships available to minority and women students interested in engineering and science and will increase : significantly the number of minority and female students that Missouri S&T can recruit to its science and engineering pr...

  8. The Nature-Computer Camp. Final Evaluation Report, 1984-1985. E.C.I.A. Chapter 2.

    ERIC Educational Resources Information Center

    District of Columbia Public Schools, Washington, DC. Div. of Quality Assurance.

    This report presents a description and evaluation of the Nature-Computer Camp (NCC), an environmental and computer science program designed for sixth grade students in the District of Columbia public schools. Inputs, processes and outcomes based on a Planning, Monitoring and Implementing (PMI) Evaluation Model are reviewed for each of the four…

  9. Nature-Computer Camp. Final Evaluation Report 1984-1985. E.C.I.A. Chapter 2.

    ERIC Educational Resources Information Center

    District of Columbia Public Schools, Washington, DC. Div. of Quality Assurance.

    This report presents a description and evaluation of the Nature-Computer Camp (NCC), a science- and technology-oriented program for sixth-grade students from the District of Columbia Public Schools. The NCC experience is designed to offer students opportunities in such environmentally-related areas as woodland ecology, stream ecology, geology, as…

  10. Nature-Computer Camp. Final Evaluation Report. E.C.I.A. Chapter 2.

    ERIC Educational Resources Information Center

    District of Columbia Public Schools, Washington, DC. Div. of Quality Assurance.

    This report presents a description and evaluation of the Nature-Computer Camp (NCC), an environmental and computer science program designed for sixth grade students in the District of Columbia public schools. Inputs, processes and outcomes based on a Planning, Monitoring and Implementing (PMI) Evaluation Model are reviewed for each of the four…

  11. Optical Science Discovery Program: Pre-College Outreach and So Much More

    NASA Astrophysics Data System (ADS)

    Deutsch, Miriam

    2010-03-01

    Recruiting and retaining women into the physical sciences is an ongoing struggle for universities, with the gap between men and women in physics remaining strong. Research shows a precipitous drop in female participation in the physical sciences around the 7th grade year of primary education, where girls begin losing interest during middle school, the drain continuing throughout high school with another significant drop at the bachelors level. To combat the loss of women in the physical sciences, the Oregon Center for Optics at the University of Oregon has created the Optical Science Discovery Program (OSDP), a precollege outreach program that targets girls in middle and high school. This program uses optical sciences as the medium through which girls explore experimental science. The program consists of a one-week intensive summer camp, a mentored monthly science club, summer internships and mentoring opportunities for camp alumni. By utilizing media often at the core of teenage life (e.g. Facebook, MySpace) we also aim to interact with program participants in a familiar and informal environment. Mentoring of OSDP activities is carried out by faculty and students of all levels. This in turn allows other education and outreach efforts at the University of Oregon to incorporate OSDP activities into their own, contributing to our broader university goals of surmounting barriers to higher education and creating a more scientifically literate populace. This talk will describe the OSDP program and its incorporation into the broader spectrum of outreach and education efforts.

  12. PR2EPS: Preparation, Recruitment, Retention and Excellence in the Physical Sciences

    NASA Astrophysics Data System (ADS)

    Gallagher, Hugh

    2005-04-01

    PR2EPS, is an NSF-DUE sponsored program at SUNY Oneonta designed to attract students to pursue physics, chemistry and related physical science degrees in college. For those students who choose to study at SUNY Oneonta, the program also seeks to increase the retention rate of all students in the physical sciences by providing specialized skills and professional development courses, an evening tutoring center, and exposure to research and professional activities early in their undergraduate careers. A key focus of the project is drawing students from the five, primarily rural and agricultural, counties surrounding Oneonta, NY. Their first direct exposure to the program will be in recruiting visits to local high schools where promising candidates will be invited to participate in a weeklong summer camp designed to demonstrate to them that they possess the requisite skills and potential to succeed in these technically demanding disciplines. We will provide a brief description of the program and discuss outcomes of the first year including the inaugural summer camp.

  13. Marine Science Summer Enrichment Camp's Impact Ocean Literacy for Middle School Students

    ERIC Educational Resources Information Center

    Young, Victoria Jewel

    2017-01-01

    Although careers in science, technology, engineering, and mathematics have expanded in the United States, science literacy skills for K-12 students have declined from 2001 to 2011. Limited research has been conducted on the impact of science enrichment programs on the science literacy skills of K-12 students, particularly in marine science. The…

  14. E-learning in a virtual science camp for urban youth

    PubMed Central

    Holden, Lynne; Morrison, Andrew; Berger, Wallace; Siegel, Elliot

    2014-01-01

    The Virtual Science Camp (VSC) is a unique demonstration of synchronous e-learning developed by Mentoring in Medicine (MIM). This paper reports on a pilot offering during the summer of 2012 that taught advanced biological concepts, healthy living and health care career opportunities to medically underserved urban youth. Livestream’s interactive video technology was used to engage a diverse audience of mostly high school students at remote sites in a new two week instructional program that provided custom course content free of charge over the internet. We describe the technical and program preparations undertaken, their implementation, the IT environment, a multi-faceted evaluation plan, the results of the experiment, and lessons learned. PMID:24733956

  15. Master Gardener-Led Lessons Increase Knowledge in Gardening and Environmental Science for Iowa Summer Camp Youth

    ERIC Educational Resources Information Center

    Black, Bruce J.; Haynes, Cynthia; Schrock, Denny; Duerfeldt, Kevin; Litchfield, Ruth

    2016-01-01

    Gardening and nutrition lessons for children can affect knowledge, actions, and behaviors that support more healthful lifestyles. The objective of the study described in this article was to determine the effectiveness of a master gardener--led education program for youth at a week-long summer camp in Iowa. Garden knowledge was assessed via a…

  16. TEWS'98. Final report [5th annual International Science Camp: The Earth We Share 1998, Golden, CO

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Mae C. Jemison

    1999-04-06

    The fifth annual International Science Camp The Earth We Share 1998 (TEWS'98) was held at the Colorado School of Mines located in Goldez Colorado. TEWS98 was a four week residential program which focused on providing a meaningful science education experience while developing critical thinking skills. Thirty three students, three teachers, four college interns and the camp administrator lived and worked together while developing solutions to several worldwide problems. These problems are called the Discovery Topics and they are: (1) design the worlds perfect house; (2) how many people can the world hold; and (3) predict the hot stocks for themore » year 2030. The participants, both students and staff came from different countries all over the world The following countries were represented: The United Kingdom, Sierra Leone (West Africa), Ireland, USA Nigeria, West Indies and Barbados.« less

  17. Program Development for Disadvantaged High-Ability Students

    ERIC Educational Resources Information Center

    Kim, Mihyeon; Cross, Jennifer; Cross, Tracy

    2017-01-01

    Examining lessons learned through 4 years of experience of hosting Camp Launch, a university-based residential science, technology, engineering, and mathematics (STEM) enrichment program for low-income, high-ability, middle school students, this article explores components of the program and offers suggestions for implementing programs that serve…

  18. Changes in Students' Views about Nature of Scientific Inquiry at a Science Camp

    NASA Astrophysics Data System (ADS)

    Leblebicioglu, G.; Metin, D.; Capkinoglu, E.; Cetin, P. S.; Eroglu Dogan, E.; Schwartz, R.

    2017-12-01

    Although nature of science (NOS) and nature of scientific inquiry (NOSI) are related to each other, they are differentiated as NOS is being more related to the product of scientific inquiry (SI) which is scientific knowledge whereas NOSI is more related to the process of SI (Schwartz et al. 2008). Lederman et al. (Journal of Research in Science Teaching, 51, 65-8, 2014) determined eight NOSI aspects for K-16 context. In this study, a science camp was conducted to teach scientific inquiry (SI) and NOSI to 24 6th and 7th graders (16 girls and 8 boys). The core of the program was guided inquiry in nature. The children working in small groups under guidance of science advisors conducted four guided-inquiries in the nature in morning sessions on nearby plants, animals, water, and soil. NOSI aspects were made explicit during and at the end of each inquiry session. Views about scientific inquiry (VASI) (Lederman et al. Journal of Research in Science Teaching, 51, 65-8, 2014) questionnaire was applied as pre- and post-test. The results of the study showed that children developed in all eight NOSI aspects, but higher developments were observed in "scientific investigations all begin with a question" and "there is no single scientific method," and "explanations are developed from data and what is already known" aspects. It was concluded that the science camp program was effective in teaching NOSI.

  19. Changes in Students' Views about Nature of Scientific Inquiry at a Science Camp

    NASA Astrophysics Data System (ADS)

    Leblebicioglu, G.; Metin, D.; Capkinoglu, E.; Cetin, P. S.; Eroglu Dogan, E.; Schwartz, R.

    2017-11-01

    Although nature of science (NOS) and nature of scientific inquiry (NOSI) are related to each other, they are differentiated as NOS is being more related to the product of scientific inquiry (SI) which is scientific knowledge whereas NOSI is more related to the process of SI (Schwartz et al. 2008). Lederman et al. ( Journal of Research in Science Teaching, 51, 65-8, 2014) determined eight NOSI aspects for K-16 context. In this study, a science camp was conducted to teach scientific inquiry (SI) and NOSI to 24 6th and 7th graders (16 girls and 8 boys). The core of the program was guided inquiry in nature. The children working in small groups under guidance of science advisors conducted four guided-inquiries in the nature in morning sessions on nearby plants, animals, water, and soil. NOSI aspects were made explicit during and at the end of each inquiry session. Views about scientific inquiry (VASI) (Lederman et al. Journal of Research in Science Teaching, 51, 65-8, 2014) questionnaire was applied as pre- and post-test. The results of the study showed that children developed in all eight NOSI aspects, but higher developments were observed in "scientific investigations all begin with a question" and "there is no single scientific method," and "explanations are developed from data and what is already known" aspects. It was concluded that the science camp program was effective in teaching NOSI.

  20. Impact of an informal learning science camp on urban, low socioeconomic status middle school students and participating teacher-leaders

    NASA Astrophysics Data System (ADS)

    Votaw, Nikki L.

    Studies suggest that students have difficulty connecting science to their own lives (Lee & Fradd, 1998; Aikenhead, 1996). This difficulty results in a decline in students' attitudes toward science, leading to low science achievement. These factors result in fewer students interested in careers related to science, specifically for urban, minority students. The purpose of this study was to examine the impact that a ten day informal learning immersion science camp had on the participants, both urban, low-socioeconomic status middle school students and teacher-leaders. The students were incoming seventh grade students involved in a community-based scholar program designed to recruit and support socioeconomically disadvantaged, academically talented students. The teacher-leaders were professional educators working toward an advanced degree. This ten day camp included seven visits to different sites and complementary classroom-based activities. The purpose of the camp was to immerse the students in informal learning environments that affect their daily lives. Students and teacher-leaders visited facilities that provide public utility services (i.e. power plant, sewage treatment facility, and water company), zoo, large commercial cave system, planetarium, university based electrooptics and nanotechnology center, and forest and arboretum. These site visits were supported by activities that were provided by teacher-leaders. A model used as a framework for studying learning in the context of this ten day camp as Falk and Dierking's (2000) Contextual Model for Learning. This model described three basic intersecting elements that contributed to learning within the given context. The three contexts (personal, sociocultural, and physical) intersect affecting the learning that takes place. A mixed methodology design was employed to determine the impact of the camp on students' content knowledge and attitudes toward science. Qualitative data were collected to determine the impact of the camp on teacher-leaders' content knowledge and pedagogy. A variety of data sources were used including data collected before, during, and immediately following the camp as well as data collected several months after the conclusion of the camp. Results of the study indicated that both students and teacher-leaders were positively impacted by their experience at the camp. Data from the content assessments, interviews, and student journals indicate that students' content knowledge was enhanced and expanded through the learning of factual knowledge as well as understanding of the importance of broad scientific processes. Through their new experiences, students developed an awareness of the natural world and a foundation for future learning. Students also developed an awareness of science as it applies to their own lives. Data from students' letters to themselves, student interviews, and parent focus groups indicated that students' attitudes toward science were positively impacted through development of an increased resource appreciation, positive social experiences, and experiential sharing with others. Teacher-leader experiences with the camp also had positive results. Teacher-leaders entered the camp with a variety of unique personal contexts, and in spite of this variability each reported that this was a value-added experience for their teaching. These personal contexts helped to enhance the sociocultural context which provided a rich environment to support teacher-leader learning. Among the pedagogical impacts, teacher-leaders expressed enhanced teaching capacity through acquisition of: new classroom activities; new connections among science content; new stories and experiences to share with future classes; and new contexts for situating the understanding of science principles. Along with the positive impacts, teacher-leaders also identified and articulated several barriers to implementing site visits in their own classrooms. This camp is unique in that it is an immersion experience within informal learning contexts where seven sites were visited within ten days. It is also unique in that students and teacher-leaders were simultaneously experiencing most of these sites for the first time. This study has implications for science camp coordinators (i.e. university faculty), classroom teachers, and informal educators (i.e. museum, zoo, planetarium).

  1. The Longitudinal STEM Identity Trajectories of Middle School Girls who Participated in a Single-Sex Informal STEM Education Program

    NASA Astrophysics Data System (ADS)

    Hughes, Roxanne

    2014-03-01

    This study examined the longitudinal effects of participation in an all-girls STEM summer camp on young women's interest in STEM fields and motivation to pursue these fields. The SciGirls camp has been in existence since 2006, with its goal of providing a safe space for young women to explore STEM careers and strengthen their interest in these careers. Over 166 middle school age girls have participated in the program since it began in 2006. Of those participants, 60 responded to at least one of the follow up surveys that are sent every three years - 2009 and 2012. The surveys attempt to determine participants' level of interest in STEM. The survey was qualitative in nature and asked open ended questions. Results indicated that the camp had a positive effect on participants' perceptions of scientists and their work. This study adds to the literature that looks at the longitudinal impacts of informal STEM educational programs that expose young women to female scientist role models and mentors. This study supports the research that claims that exposing young women at an early age to science role models can positively alter their perception of science careers which can eventually increase the number of women who pursue these careers. This increase is important at a time when men still outnumber women in many science and engineering fields. This study was funded in part by the National Science Foundation Division of Materials Research through DMR 0654118.

  2. A Science Summer Camp as an Effective Way to Recruit High School Students to Major in the Physical Sciences and Science Education

    ERIC Educational Resources Information Center

    Bischoff, Paul J.; Castendyk, Devin; Gallagher, Hugh; Schaumloffel, John; Labroo, Sunil

    2008-01-01

    Now in its fifth year, PR[superscript 2]EPS is a National Science Foundation funded initiative designed to recruit high school students to attend college majoring in the physical sciences, including engineering and secondary science education, and to help ensure their retention within these programs until graduation. A central feature of the…

  3. An Inaugural Girl Scout Destinations Astronomy Camp

    NASA Astrophysics Data System (ADS)

    Lebofsky, Larry A.; McCarthy, Donald W.; Wright, Joe; Wright, Rita; Mace, Mikayla; Floyd, Charmayne

    2017-10-01

    The University of Arizona (UA) conducted its first teenage Girl Scout Destinations Astronomy Camp. This program was preceded by 24 Leadership Workshops for Adult Girl Scout Leaders, initially supported by EPO funding from NIRCam for JWST. For five days in late June, 24 girls (ages 13-17 years) attended from 16 states. The Camp was led by UA astronomers and long-term educators. Representing Girl Scouts of the USA (GSUSA) were a husband/wife amateur astronomer team who are SOFIA Airborne Astronomy and NASA Solar System Ambassadors. Other leaders included a Stanford undergraduate engineering student who is a lifelong Girl Scout and Gold Award recipient and a recent UA Master’s degree science journalist. The Camp is a residential, hands-on “immersion” adventure in scientific exploration using telescopes in southern Arizona’s Catalina Mountains near Tucson. Under uniquely dark skies girls become real astronomers, operating telescopes (small and large) and associated technologies, interacting with scientists, obtaining images and quantitative data, investigating their own questions, and most importantly having fun actually doing science and building observing equipment. Girls achieve a basic understanding of celestial objects, how and why they move, and their historical significance, leading to an authentic understanding of science, research, and engineering. Girls can lead these activities back home in their own troops and councils, encouraging others to consider STEM field careers. These programs are supported by a 5-year NASA Collaborative Agreement, Reaching for the Stars: NASA Science for Girl Scouts (www.seti.org/GirlScoutStars), through the SETI Institute in collaboration with the UA, GSUSA, Girl Scouts of Northern California, the Astronomical Society of the Pacific, and Aries Scientific, Inc. The Girl Scout Destinations Astronomy Camp aligns with the GSUSA Journey: It’s Your Planet-Love It! and introduces the girls to some of the activities being developed by the Girl Scout Stars team for GSUSA’s new space science badges for all Girl Scout levels as a part of Reaching for the Stars. Reaching for the Stars: NASA Science for Girl Scouts is supported by NASA SMD’s Education Cooperative Agreement # NNX16AB90.

  4. Women in science & engineering scholarships and summer camp outreach programs : year 7.

    DOT National Transportation Integrated Search

    2014-08-01

    Since the UTC Scholarship program began in the spring of 2005 and continues today on the S&T campus, numerous female students : have benefitted tremendously from this source of financial aid. The program began in the first few years with 15-30 awards...

  5. Social Science Boot Camp: Development and Assessment of a Foundational Course on Academic Literacy in the Social Sciences

    ERIC Educational Resources Information Center

    Eaton, Judy; Long, Jennifer; Morris, David

    2018-01-01

    We developed a course, as part of our institution's core program, which provides students with a foundation in academic literacy in the social sciences: how to find, read, critically assess, and communicate about social science research. It is not a research methods course; rather, it is intended to introduce students to the social sciences and be…

  6. Meaningful, Authentic and Place-Based Informal Science Education for 6-12 Students

    NASA Astrophysics Data System (ADS)

    Ito, E.; Dalbotten, D. M.

    2014-12-01

    American Indians are underrepresented in STEM and especially in Earth sciences. They have the lowest high school graduation rate and highest unemployment. On the other hand, tribes are in search of qualified young people to work in geo- and hydro-technical fields to manage reservations' natural resources. Dalbotten and her collaborators at the Fond du Lac Band of Lake Superior Chippewa and local 6-12 teachers ran a place-based but non-themed informal monthly science camps (gidakiimanaaniwigamig) for 7 years starting 2003. Camps were held on reservation and some activities focused on observing seasonal changes. The students enjoyed coming to the camps but the camp activities went largely unnoticed by the reservation itself. For the last 5 years, we and the same cast of characters from the gidakiimanaaniwigamig camps ran a very place-based, research-based camp program, manoomin. The research was focused on manoomin (wild rice) which is a culturally important plant and food that grows in local lakes and wetlands. Manmade changes in hydrology, toxic metals from mining, and changing weather patterns due to climate change threaten this precious resource. Our plan was for 6-12 students to investigate the past, the present and the future conditions of manoomin on and around the reservation. It became clear by 3rd year that the research project, as conceived, was overly ambitious and could not be completed at the level we hoped in a camp setting (6 weekend camps = 6 full days per year). However, students felt that they were involved in research that was beneficial to their reservation, reported gaining self-confidence to pursue a career in science, and stated a desired to obtain a college degree. They also became aware of STEM employment opportunities on reservation that they could aim for. The camps also fostered a trusting relationship between researchers at Fond du Lac resource managers and the U. of MN. Based on these experiences, we proposed a new format for these camps that are based on collaboration among tribal resource managers, local teachers and university researchers. Activities focus on topics the resource managers choose. We believe this is a format that can be readily exported to other tribes and have begun testing the idea this fall.

  7. PR[superscript 2]EPS: Preparation, Recruitment, Retention and Excellence in the Physical Sciences, Including Engineering. A Report on the 2004, 2005 and 2006 Science Summer Camps

    ERIC Educational Resources Information Center

    Bachman, Nancy J.; Bischoff, Paul J.; Gallagher, Hugh; Labroo, Sunil; Schaumloffel, John C.

    2008-01-01

    Now in its fourth year, PR[superscript 2]EPS is a National Science Foundation funded initiative designed to recruit high school students to attend college majoring in the physical sciences, including engineering and secondary science education, and to help ensure their retention within the program until graduation. A central feature of the…

  8. OCTET and BIOTEC: A Model of a Summer Intensive Camp Designed to Cultivate the Future Generation of Young Leaders in STEM

    ERIC Educational Resources Information Center

    Donnelly, Julie; Diaz, Carlos; Hernandez, Florencio E.

    2016-01-01

    Herein, we describe an effective and tested model of a week-long summer science intensive program for high school students that aimed to elaborate on concepts covered in a high school chemistry or biology course, and to provide high school students an opportunity to learn about studying and pursuing careers in the sciences. The program was…

  9. Stoneflies and Campers: Teaching Campers about Aquatic Environments.

    ERIC Educational Resources Information Center

    Edelstein, Karen

    1994-01-01

    Summer camps can implement a biomonitoring program that determines water quality through study of aquatic insects. Such a program requires a minimum of equipment and allows campers to explore the natural world and absorb information that will affect their views of science and the environment. (LP)

  10. Fun Science: The Use of Variable Manipulation to Avoid Content Instruction

    NASA Astrophysics Data System (ADS)

    Peters-Burton, Erin E.; Hiller, Suzanne E.

    2013-02-01

    This study examined the beliefs and rationale pre-service elementary teachers used to choose activities for upper-elementary students in a 1-week intensive science camp. Six undergraduate elementary pre-service teachers were observed as they took a semester-long science methods class that culminated in a 1-week science camp. This qualitative, phenomenological study found that counselors chose activities with the possibility of fun being a priority rather than teaching content, even after they were confronted with campers who demanded more content. Additionally, all six of the counselors agreed that activities involving variable manipulation were the most successful, even though content knowledge was not required to complete the activities. The counselors felt the variable manipulation activities were successful because students were constructing products and therefore getting to the end of the activity. Implications include building an awareness of the complexity of self-efficacy of science teaching and outcome expectancy to improve teacher education programs.

  11. Transfer of New Earth Science Understandings to Classroom Teaching: Lessons Learned From Teachers on the Leading Edge

    NASA Astrophysics Data System (ADS)

    Butler, R.; Ault, C.; Bishop, E.; Southworth-Neumeyer, T.; Magura, B.; Hedeen, C.; Groom, R.; Shay, K.; Wagner, R.

    2006-05-01

    Teachers on the Leading Edge (TOTLE) provided a field-based teacher professional development program that explored the active continental margin geology of the Pacific Northwest during a two-week field workshop that traversed Oregon from the Pacific Coast to the Snake River. The seventeen teachers on this journey of geological discovery experienced regional examples of subduction-margin geology and examined the critical role of geophysics in connecting geologic features with plate tectonic processes. Two examples of successful transfer of science content learning to classroom teaching are: (1) Great Earthquakes and Tsunamis. This topic was addressed through instruction on earthquake seismology; field observations of tsunami geology; examination of tsunami preparedness of a coastal community; and interactive learning activities for children at an Oregon Museum of Science and Industry (OMSI) Science Camp. Teachers at Sunnyside Environmental School in Portland developed a story line for middle school students called "The Tsunami Hotline" in which inquiries from citizens serve as launch points for studies of tsunamis, earthquakes, and active continental margin geology. OMSI Science Camps is currently developing a new summer science camp program entitled "Tsunami Field Study" for students ages 12-14, based largely on TOTLE's Great Earthquakes and Tsunamis Day. (2) The Grand Cross Section. Connecting regional geologic features with plate tectonic processes was addressed many times during the field workshop. This culminated with teachers drawing cross sections from the Juan de Fuca Ridge across the active continental margin to the accreted terranes of northeast Oregon. Several TOTLE teachers have successfully transferred this activity to their classrooms by having student teams relate earthquakes and volcanoes to plate tectonics through artistic renderings of The Grand Cross Section. Analysis of program learning transfer to classroom teaching (or lack thereof) clearly indicates the importance of pedagogical content knowledge and having teachers share their wisdom in crafting new earth science content knowledge into learning activities. These lessons and adjustments to TOTLE program goals and strategies may be valuable to other Geoscience educators seeking to prepare K-12 teachers to convey the discoveries of EarthScope's USArray and Plate Boundary Observatory experiments to their students.

  12. Building Scientific Literacy through Summer Science Camps: A Strategy for Design, Implementation and Assessment

    ERIC Educational Resources Information Center

    Foster, Jamie S.; Shiel-Rolle, Nikita

    2011-01-01

    To enhance scientific literacy in the general public efforts are needed that both inspire and engage the learner. Often such efforts are provided through school programs or science learning centers, however, in many rural communities such resources are unavailable. Alternate strategies are needed to provide individuals with quality educational…

  13. Using Science Camps to Develop Understandings about Scientific Inquiry--Taiwanese Students in a U.S. Summer Science Camp

    ERIC Educational Resources Information Center

    Antink-Meyer, Allison; Bartos, Stephen; Lederman, Judith S.; Lederman, Norman G.

    2016-01-01

    Recent years have witnessed a dramatic rise in the number of middle and high school students from Asian countries participating in U.S.-based summer experiences (Perlez & Gao, 2013). Although summer science camps have been shown to improve students' attitudes and interests related to science and science learning (Bhattacharyya, Mead &…

  14. Teaching marine science to the next generation: Innovative programs for 6th”8th Graders gain momentum

    NASA Astrophysics Data System (ADS)

    Tebbens, S. F.; Coble, P. G.; Greely, T.

    Three educational outreach programs designed for middle school students (grades 6, 7, and 8) by faculty at the University of South Florida (USF) Department of Marine Science are turning kids onto science. The programs are bringing marine science research and its various technologies into the classroom, where students follow up with hands-on activities. Project Oceanography (PO) is an interactive broadcast that exposes students to the concepts and tools of current marine science research. The Oceanography Camp for Girls (OCG) boosts girls' curiosity and interest in science and nature. And teachers become better equipped to present current marine science topics and technology to their students at the Teachers Oceanography Workshop (TOW). All of the programs created by USF are provided at no cost to students or their institutions.

  15. Students' Perceptions of the Long-Term Impact of Attending a "CSI Science Camp"

    ERIC Educational Resources Information Center

    Yanowitz, Karen L.

    2016-01-01

    A science summer camp is a popular type of informal science experience for youth. While there is no one model of a science camp, these experiences typically allow for more focused and in-depth exploration of different science domains and are usually hands-on and participatory. The goal of this research was to examine the impact of a short science…

  16. Offering a Forensic Science Camp to Introduce and Engage High School Students in Interdisciplinary Science Topics

    ERIC Educational Resources Information Center

    Ahrenkiel, Linda; Worm-Leonhard, Martin

    2014-01-01

    In this article, we present details of a one-week interdisciplinary science camp for high school students in Denmark, "Criminal Camp". We describe the use of forensic science and simulated crimes as a common foundation for teaching the theory and practice of concepts in chemistry, physics, and medicine or biology. The main goal of the…

  17. Ocean Filmmaking Camp @ Duke Marine Lab: Building Community with Ocean Science for a Better World

    NASA Astrophysics Data System (ADS)

    De Oca, M.; Noll, S.

    2016-02-01

    A democratic society requires that its citizens are informed of everyday's global issues. Out of all issues those related to ocean conservation can be hard to grasp for the general public and especially so for disadvantaged racial and ethnic groups. Opportunity-scarce communities generally have more limited access to the ocean and to science literacy programs. The Ocean Filmmaking Camp @ Duke Marine Lab (OFC@DUML) is an effort to address this gap at the level of high school students in a small coastal town. We designed a six-week summer program to nurture the talents of high school students from under-represented communities in North Carolina with training in filmmaking, marine science and conservation. Our science curriculum is especially designed to present the science in a locally and globally-relevant context. Class discussions, field trips and site visits develop the students' cognitive abilities while they learn the value of the natural environment they live in. Through filmmaking students develop their voice and their media literacy, while connecting with their local community, crossing class and racial barriers. By the end of the summer this program succeeds in encouraging students to engage in the democratic process on ocean conservation, climate change and other everyday affairs affecting their local communities. This presentation will cover the guiding principles followed in the design of the program, and how this high impact-low cost program is implemented. In its first year the program was co-directed by a graduate student and a local high school teacher, who managed more than 20 volunteers with a total budget of $1,500. The program's success was featured in the local newspaper and Duke University's Environment Magazine. This program is an example of how ocean science can play a part in building a better world, knitting diverse communities into the fabric of the larger society with engaged and science-literate citizens living rewarding lives.

  18. Science Camps in Europe--Collaboration with Companies and School, Implications and Results on Scientific Literacy

    ERIC Educational Resources Information Center

    Lindner, M.; Kubat, C.

    2014-01-01

    The paper informs on the characteristics of a Comenius Network of seven organizations, who are collaborating in exchanging best practice on science camps. This exchange includes evaluation results on more science camps of European organizations, which will deliver information on organization, collaboration with companies, pedagogical aspects, as…

  19. Science Camp: Just for the Girls

    ERIC Educational Resources Information Center

    Cavanagh, Sean

    2007-01-01

    Research shows that girls tend to lose interest in science and math as they move through the education pipeline--a retreat that often begins during middle school. Summer science camps can be part of reversing that trend, some say. Academic camps are on the rise across the country, including ones to get adolescent girls excited about the…

  20. Thinking Big for 25 Years: Astronomy Camp Research Projects

    NASA Astrophysics Data System (ADS)

    Hooper, Eric Jon; McCarthy, D. W.; Benecchi, S. D.; Henry, T. J.; Kirkpatrick, J. D.; Kulesa, C.; Oey, M. S.; Regester, J.; Schlingman, W. M.; Camp Staff, Astronomy

    2013-01-01

    Astronomy Camp is a deep immersion educational adventure for teenagers and adults in southern Arizona that is entering its 25th year of existence. The Camp Director (McCarthy) is the winner of the 2012 AAS Education Prize. A general overview of the program is given in an accompanying contribution (McCarthy et al.). In this presentation we describe some of the research projects conducted by Astronomy Camp participants over the years. Many of the Camps contain a strong project-oriented emphasis, which reaches its pinnacle in the Advanced Camps for teenagers. High school students from around the world participate in a microcosm of the full arc of astronomy research. They plan their own projects before the start of Camp, and the staff provide a series of "key projects." Early in the Camp the students submit observing proposals to utilize time on telescopes. (The block of observing time is secured in advance by the staff.) The participants collect, reduce and analyze astronomical data with the help of staff, and they present the results to their peers on the last night of Camp, all in a span of eight days. The Camps provide research grade telescopes and instruments, in addition to amateur telescopes. Some of the Camps occur on Kitt Peak, where we use an ensemble of telescopes: the 2.3-meter (University of Arizona) with a spectrograph; the WIYN 0.9-meter; the McMath-Pierce Solar Telescope; and the 12-meter millimeter wave telescope. Additionally the Camp has one night on the 10-meter Submillimeter Telescope on Mt. Graham. Campers use these resources to study stars, galaxies, AGN, transiting planets, molecular clouds, etc. Some of the camper-initiated projects have led to very high level performances in prestigious international competitions, such as the Intel International Science and Engineering Fair. The key projects often contribute to published astronomical research (e.g., Benecchi et al. 2010, Icarus, 207, 978). Many former Campers have received Ph.D. degrees in astronomy and other sciences and are now faculty members, a current Hubble Fellow, the PI of a facility class instrument on an 11-meter telescope (SALT), etc.

  1. Distancing Students From Nature: Science Camp and the Representation of the Human-Nature Relationship

    NASA Astrophysics Data System (ADS)

    Terrill, Laura Anne

    This study investigated the curricular representations of the environment and the human-environment relationship at one residential school sponsored science camp. Data gathered included field notes from observational time at the camp, interviews with staff and classroom teachers, and documents from the site's website, guides, manuals, and curricular guides. These data were analyzed to understand how the camp represented the human-environment relationship and the "proper" human-environment relationship to its participants. Analysis indicated that the camp's official and enacted curriculum was shaped in response to two perceived problems, (1) students were perceived as having a disconnected relationship with the outdoors and lacking in outdoor experiences; and (2) staff members of the camp believed that time for science during the school day had diminished and that students were not receiving adequate science instruction at school. In response, the goal of the camp was to connect students to the outdoors through hands-on, sensory, experience based science and outdoor education experiences. However, key aspects of the camp experience and the formal and enacted curriculum unintentionally positioned students as separate from nature. The camp experience presented a vacation like understanding of the human-environment relationship as students became tourists of the outdoors. Despite the site's goal of connecting students to the outdoors, the science camp experience worked to distance students from the outdoors by unintentionally representing the outdoors as a place that existed away from home and students' everyday lives. Notably, nature became a place that existed in the past, separate from modernity. Students were tourists in an exotic location - nature. They received tours of the foreign outdoors, had fun, and returned home to their ordinary lives that were separate and distinct from the natural world.

  2. Girl Scouts and Subject Matter Experts: What’s the Connection?

    NASA Astrophysics Data System (ADS)

    Harman, Pamela; Girls Scouts of Northern California, Girl Scouts USA, Astronomical Society of the Pacifica, Univeristy of Arizona, and ARIES Scientific.

    2018-01-01

    Reaching for the Stars: NASA Science for Girl Scouts (Girl Scout Stars) fosters interaction between Girl Scouts and NASA Subject Matter Experts (SMEs), disseminates NASA STEM education-related resources, and engages Girl Scouts in NASA science and programs through space science badges and summer camps.A space science badge is in development for each of the six levels of Girl Scouts: Daisies, Grades K – 1; Brownies, Grades 2 -3; Juniors, Grades 4 -5; Cadettes, Grades 6 -8; Seniors, Grades 9 -10; and Ambassadors, Grades 11 -12. Indirectly, SMEs will reach tens of thousands of girls through the badges. SETI Institute SMEs Institute and SME Co-Is located at ARIES Scientific, Astronomical Society of the Pacific, University of Arizona, and Girl Scouts of Northern California developed and modified astronomy activities for the Girl Scouts USA badge writers to finesse into the Girl Scout formats. Revisions are reviewed by SMEs for accuracy. Each badge includes a step option that encourages girls to connect with SMEs, and recommendations for volunteers.A total of 127 girls from 31 states and the District of Columbia attendedTotal Eclipse Destination Camps at three locations. SMEs led activities and tours, inspiring girls to consider STEM careers. University of Arizona (U of A) SMEs lead Astronomy Camp for Volunteers, enabling volunteers to lead and inspire Girl Scouts in their respective Girl Scout Councils. A Destination Camp for Girl Scouts was also held at U of A. Girls experience authentic astronomy, learning how to collect and analyze data.Eleven teams comprised of two Girl Scouts, a volunteer or Council Staff, and an amateur astronomer attended Astronomy Club Camp, held at NASA GSFC. SMEs delivered science content. The girls will lead the formation of astronomy clubs in their councils, and will train their successors. SMEs will present and coach the clubs during monthly webinars.This presentation will highlight success and discuss lessons learned that are applicable to working with Girl Scouts.

  3. Guide to Camp Nursing: Qualifications, Responsibilities Outlined for the Professional Camp Nurse. Revised.

    ERIC Educational Resources Information Center

    Auld, Margaret E.; Ehlke, Graceann

    This guide was developed to help the nurse in any outdoor setting or organized camp program serving children and youth to: (1) understand the responsibilities of camp nursing; (2) be aware of the nurse's relationships with the camp director and other workers; (3) relate the camp health program to the overall objectives of the camping program; (4)…

  4. My Daughter the Scientist? Mothers' Perceptions of the Shift in Their Daughter's Personal Science Identities

    ERIC Educational Resources Information Center

    Farland-Smith, Donna

    2016-01-01

    This study reports on the perspective of mothers whose daughters underwent an extensive inquiry-focused interactive one-week science camp, which involved female middle school students and university scientists. This study focused on nine mother's perceptions of the impact the camp had on their daughter's science identities. Following the camp,…

  5. Sustaining K-12 professional development in geology: Recurrent participation in Rockcamp

    USGS Publications Warehouse

    Repine, T.E.; Hemler, D.A.; Behling, R.E.

    2004-01-01

    A reconnaissance study of the geology professional development program known as RockCamp was initiated to examine the sustained, or recurrent, participation of K-12 science teachers. Open-ended interviews, concept mapping, and creative writing assignments were used to explore the perceptions of six teachers possessing an exceptional record of participation. Efficacy, fun, right time of life, and support emerged as unanimous reasons for recurrent participation. Content, friendship, and methodology were very important. College credit was not critical. These teachers' perceptions suggest their sustained involvement in the RockCamp Program is stimulated by situated learning experiences stressing a compare, contrast, connect, and construct pedagogy within a supportive learning community.

  6. Northland science discovery. Final report, February 15, 1995--February 14, 1997

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Sigford, A.

    1997-09-01

    This is a final report on the US Department of Energy`s grant of $39,900 to the PLUS Center at The College of St. Scholastica for a PREP program called Northland Science Discovery (NSD). This report includes an overview of the past year`s progress toward achieving the goals established for the project, a description of the results of these efforts and their relationship to the project goals, and appendices documenting program activities, accomplishments, and expenditures. The goal of Northland Science Discovery is to provide science and math enrichment activities for students traditionally underrepresented in science (girls, minorities, low-income, and rural children).more » The program works toward this goal by providing a four-week residential, research-based, science and math youth camp which serves approximately 25 students per year. NSD has been held each summer since 1992. This program also has an academic-year component consisting of reunions.« less

  7. INSPIRE Science Internship Camps at SMVDU; Forum for Engagement of Higher Secondary School Students for Promotion of Innovative Pursuit of Science

    NASA Astrophysics Data System (ADS)

    Wanchoo, S. K.; Vaishnavi, S.

    2016-12-01

    INSPIRE Science Internship Camps at SMVDU: forum for engagement of higher secondary students for promotion of innovative pursuit of science Samantha Vaishnavi1 and Sunil K. Wanchoo2*1Department of Biotechnology, SMVD University, Katra, INDIA 2Department of Physics, SMVD University, Katra, INDIA AbstractIndia recognizes that, to become a knowledge economy and take advantage of its demographic dividend in years to come, young bright minds need to be attracted to science, and be motivated to take up challenging research problems. Our union government, in the year 2008, launched INSPIRE (Innovation in Science Pursuit for Inspired Research), an initiative by the Department of Science & Technology, Government of India. Under the INSPIRE scheme and as a part of subcomponent called Scheme for Early Attraction of Talent (SEATS) an aim was set forth to attract children to pursue science by inviting 50000 top 1% merit rank holders in 10th boards and pursuing science in class 11th to be part of such camps organized annually by higher education institutions throughout the country. During these camps, students are made to interact with mentors - who are eminent scientists and gifted teachers to experience and reveal the joy of innovation. As a part of this initiative, we have organized 10 fully residential INSPIRE Science Internship Camps so far since April 2010. These have been attended by 3590 students from all over the State of Jammu and Kashmir. Two of these camps have been successfully held in the difficult and challenging terrain of Leh, Ladakh with the help of state administration and Army. In July 2015, we had the distinction of organizing the largest camp in India, attended by 620 students. 11th such camp and 3rd at Leh shall be held in the second week of September, 2016. We shall present the detailed approach adopted in organizing these camps and the feedback received from the attendees and some of the mentors. *Corresponding author (sunilkwanchoo@gmail.com)

  8. Easter Seal Guide to Special Camping Programs.

    ERIC Educational Resources Information Center

    Crane, Helen B., Ed.

    Intended for organizations having or planning to establish resident resident camping programs for people with special needs, this guide supplements the American Camping Association's Standards. The philosophy, aims, and objectives of specialized camping programs are considered, and the following are discussed: administration, camp site selection,…

  9. 14 CFR 91.1425 - CAMP: Maintenance, preventive maintenance, and alteration programs.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... RULES Fractional Ownership Operations Program Management § 91.1425 CAMP: Maintenance, preventive maintenance, and alteration programs. Each program manager who maintains program aircraft under a CAMP must... 14 Aeronautics and Space 2 2010-01-01 2010-01-01 false CAMP: Maintenance, preventive maintenance...

  10. Earthtech, Dig-Texas and Upward Bound: Outreach to At-Risk Students with Interdisciplinary STEM Activities

    NASA Astrophysics Data System (ADS)

    Olgin, J. G.; Güereque, M.; Pennington, D. D.; Everett, A.; Dixon, J. G.; Reyes, A.; Houser, P. I. Q.; Baker, J. A.; Stocks, E.; Ellins, K.

    2015-12-01

    The Geological Sciences department at the University of Texas at El Paso (UTEP) hosted the EarthTech outreach program - a one-week intensive summer camp for low-income, at-risk high school students. The EarthTech program engaged students in STEM activities from geological and environmental sciences. Developed and led by university student-mentors with guidance from a supervising faculty member, the course engaged Upward Bound students with lectures, interactive projects, and excursions to local ecological preserves and geological sites around El Paso, Texas. Topics covered plant and animal distribution and diversity, water and soil dynamics, evolution and paleontology, geohazards, and planetary science. Field trips were combined with hands-on activities, including activities from DIG Texas teaching modules. The NSF-funded DIG Texas Instructional Blueprints project is organizing vetted, high quality online educational resources and learning activities into teaching modules. The modules follow a storyline and demonstrate congruency with the Next Generation Science Standards. Selected DIG Texas resources were included in the daily curriculum to complement the field trip and other hands-on activities. EarthTech students created ESRI Online GIS story maps in which they showed the locations of the field trips, incorporated photographs they had taken, and provided written reflections about their camp experiences. The DIG Texas project evaluation collected survey and interview data from the university student mentors throughout the week to ascertain the efficacy of the program. This poster presentation will include an overview of the program, including examples of work and evaluation results.

  11. Creating a Teacher-Student Research Program Using the Spitzer Space Telescope

    NASA Astrophysics Data System (ADS)

    Daou, D.; Pompea, S.; Thaller, M.

    2004-12-01

    The Spitzer Science Center (SSC) and the National Optical Astronomy Observatory (NOAO) have created a program for teacher and student research using observing time on the Spitzer Space Telescope. The participating teachers attended a fall, 2004 workshop to become familiar with the Spitzer Space Telescope (SST) archives, and to receive training in infrared astronomy and observational techniques. The teachers will also attend a workshop offered by the SSC to learn about the observation planning process, and telescope and instrument capabilities. This program has as its goals the fundamental NASA goals of inspiring and motivating students to pursue careers in science, technology, engineering, and mathematics as well as to engage the public in shaping and sharing the experience of exploration and discovery. Our educational plan addresses the NASA objectives of improving student proficiency in science and improving science instruction by providing a unique opportunity to a group of teachers and students to observe with the SST and work with the SST archival data. This program allows a team of 12 teachers and their students to utilize up to 3 hours of Director's discretionary observing time on the Spitzer Space Telescope for educational observations. Leveraging on a well-established teacher professional development, the SSC is offering this program to teachers in the Teacher Leaders in Research Based Science Education (TLRRBSE), an ongoing program at the NOAO. This NSF-sponsored program touches the formal education community through a national audience of well-trained and supported middle and high school teachers. The Spitzer educational research program also reaches an additional national audience of students through an informal education program based at the University of Arizona's Astronomy Camp, directed by Dr. Don McCarthy. During this camp, the teachers and their students will learn about the SST through the vast amount of data available in the Spitzer archives.

  12. Girl Scout Camps and Badges: Engaging Girls in NASA Science

    NASA Astrophysics Data System (ADS)

    Harman, P. K.; DeVore, E. K.

    2017-12-01

    Reaching for the Stars: NASA Science for Girl Scouts (Girl Scout Stars) disseminates NASA STEM education-related resources, fosters interaction between Girl Scouts and NASA Subject Matter Experts (SMEs), and engages Girl Scouts in NASA science and programs through space science badges and summer camps. A space science badge is in development for each of the six levels of Girl Scouts: Daisies, Grades K - 1; Brownies, Grades 2 -3; Juniors, Grades 4 -5; Cadettes, Grades 6 -8; Seniors, Grades 9 -10: and Ambassadors, Grades 11 -12. Daisy badge will be accomplished by following three steps with two choices each. Brownie to Ambassador badges will be awarded by completing five steps with three choices for each. The badges are interwoven with science activities, role models (SMEs), and steps that lead girls to explore NASA missions. External evaluators monitor three rounds of field-testing and deliver formative assessment reports. Badges will be released in Fall of 2018 and 2019. Girl Scout Stars supports two unique camp experiences. The University of Arizona holds an Astronomy Destination, a travel and immersion adventure for individual girls ages 13 and older, which offers dark skies and science exploration using telescopes, and interacting with SMEs. Girls lean about motion of celestial objects and become astronomers. Councils send teams of two girls, a council representative and an amateur astronomer to Astronomy Camp at Goddard Space Flight Center. The teams were immersed in science content and activities, and a star party; and began to plan their new Girl Scout Astronomy Clubs. The girls will lead the clubs, aided by the council and amateur astronomer. Camps are evaluated by the Girl Scouts Research Institute. In Girl Scouting, girls discover their skills, talents and what they care about; connect with other Girl Scouts and people in their community; and take action to change the world. This is called the Girl Scout Leadership Experience. With girl-led, hands on activities where girls can team up and work together - they successfully achieve the five leadership outcomes: Strong sense of self, positive values, challenge seeking, healthy relationships, and community problem solving. When girls exhibit these attitudes and skills, they become responsible, productive, caring, and engaged citizens. Funded by NASA:NNX16AB90A.

  13. Being, Doing, Knowing, and Becoming: Science and Opportunities for Learning in the Out-of-School-Time Setting

    ERIC Educational Resources Information Center

    Bevan, Bronwyn

    2010-01-01

    This dissertation addresses the question of how structured out-of-school-time settings, such as afterschool programs and summer camps, are positioned to support children's engagement and learning in science. This study addresses a gap in the research literature that does not fully specify the nature of the out-of-school-time (OST) setting and that…

  14. Scout and Guides, Key Users of Astronomy & Planetary Sciences Outreach that Support Education

    NASA Astrophysics Data System (ADS)

    Brumfitt, A.; Thompson, L.

    Few people outside of the Scouting and Guide movement would appreciate that these world wide organisations have an active youth membership of over 40 million children and young adults. These two organisations rely on external specialist expert knowledge for the effective delivery of their education and award schemes. The high membership and established program delivery pathways make these organisations excellent vehicles for outreach programs. In particular Scouts and Guides are able to introduce astronomy and planetary sciences into their informal education programs at a timing that best suits the child and not one constrained by the schedule of formal education. It is the global voluntary nature of membership of these organisations that make them extremely effective learning vehicles. The members both youth and leader are highly motivated. These two organisations have a structured education program for youth members based on both individual pursuits or targets and group projects. The organisations has as part of their infra structure benchmarks for the measure of excellence in achievement and education at all levels. Scouts and Guides are a way of encompassing knowledge and lighting candles for life long learning. Scouts and guides address all year groups of formal education from primary through to tertiary levels, from cubs and brownies through various levels to Rovers and Rangers. Space is seen as relevant to Scouting and Guides, the Guide movement UK has recently adopted a "Go for it" challenge award for youth members to investigate space science. Similar awards exist in the Scouting movement in Europe, USA and Australia. The ready adoption of Space science fits well with scouting principles as Space is perceived as the "New Frontier of Discovery". In October 2007, Scouts and Guides from Europe will gather at Tidbinbilla deep space Tracking Station, Australia for the first Scout and Guide International Space Camp. The model used for this camp was based on a pilot camp in Australia of 1200 participants which used the Tracking Station, Astronomy Groups and the Mt Stromlo Observatory and its astronomers, Science Centres and Universities as key tools in the program design and delivery. The enormous sizes and the excellent formalised organisational structure of Scouts and Guides makes these organisations excellent vehicles for the development of space education programs that can be then transferred to traditional formal education organisations such as schools. This paper discusses mechanisms for effective engagement by astronomy planetaria science groups through Scouts and guides to kids.

  15. Teachers doing science: An authentic geology research experience for teachers

    USGS Publications Warehouse

    Hemler, D.; Repine, T.

    2006-01-01

    Fairmont State University (FSU) and the West Virginia Geological and Economic Survey (WVGES) provided a small pilot group of West Virginia science teachers with a professional development session designed to mimic experiences obtained by geology majors during a typical summer field camp. Called GEOTECH, the program served as a research capstone event complimenting the participants' multi-year association with the RockCamp professional development program. GEOTECH was funded through a Improving Teacher Quality Grant administered by West Virginia Higher Education Policy Commission. Over the course of three weeks, eight GEOTEACH participants learned field measurement and field data collection techniques which they then applied to the construction of a surficial geologic map. The program exposed participants to authentic scientific processes by emphasizing the authentic scientific application of content knowledge. As a secondary product, it also enhanced their appreciation of the true nature of science in general and geology particular. After the session, a new appreciation of the effort involved in making a geologic map emerged as tacit knowledge ready to be transferred to their students. The program was assessed using pre/post instruments, cup interviews, journals, artifacts (including geologic maps, field books, and described sections), performance assessments, and constructed response items. Evaluation of the accumulated data revealed an increase in participants demonstrated use of science content knowledge, an enhanced awareness and understanding of the processes and nature of geologic mapping, positive dispositions toward geologic research and a high satisfaction rating for the program. These findings support the efficacy of the experience and document future programmatic enhancements.

  16. Using Robotics and Game Design to Promote Pathways to STEM

    ERIC Educational Resources Information Center

    Leonard, Jacqueline; Buss, Alan; Unertl, Adrienne; Mitchell, Monica

    2016-01-01

    This research report presents the results of a STEM summer program on robotics and game design. The program was part of a three-year study funded by the National Science Foundation. Children in grades four through six participated in a two-week summer camp in 2015 to learn STEM by engaging in LEGO® EV3 robotics and computer-based games using…

  17. gidakiimanaaniwigamig (Seek To Know)--A Native Youths Science Immersion Program Created Through a Partnership Between a Tribal College, a Research Laboratory and a Science Museum

    NASA Astrophysics Data System (ADS)

    Dalbotten, D. M.; Pellerin, H.; Steiner, M.

    2004-12-01

    The National Center for Earth-surface Dynamics, an NSF-sponsored Science and Technology Center, through a partnership between the University of Minnesota, the Science Museum of Minnesota, and the Fond du Lac Tribal and Community College, has created gidakiimanaaniwigamig (Seek to Know), where students in middle and high school participate in hands-on research projects on topics in environmental science through a series of four yearly seasonal camps combined with field trips and after school programming. Through meetings with Native elders, community leaders and educators, we know that the major issues that must be addressed are student retention, gaps in programming that allow students who have been performing successfully in math and science to drift away from their interest in pursuing STEM careers, and concern about moving away from the community to pursue higher education. After-school and summer programs are an effective means of creating interest in STEM careers, but single-contact programs don't have the long-term impact that will create a bridge from grade school to college and beyond. Often children who have learned to love science in grade school gradually move away from this interest as they enter middle and high school. While a single intervention offered by a science camp or visit to a laboratory can be life-altering, once the student is back in their everyday life they may forget that excitement and get sidetracked from the educational goals they formed based on this single experience. We want to build on the epiphany (science is fun!) with continued interaction that allows the students to grow in their ability to understand and enjoy science. In order to foster STEM careers for underrepresented youths we need to create a sustained, long-term, program that takes youths through programs that stimulate that initial excitement and gradually become more intensive and research-oriented as the youths get older. NCED's approach to these challenges is to bring youths into a long-lasting program with repeat contacts; to involve community leaders they trust, such as elders, parents, and teachers; to make connections to traditional Native culture; to provide high-quality hands-on science and involve scientists working on NCED research; and to keep it fun!

  18. Exploring Girls' Science Affinities Through an Informal Science Education Program

    NASA Astrophysics Data System (ADS)

    Todd, Brandy; Zvoch, Keith

    2017-10-01

    This study examines science interests, efficacy, attitudes, and identity—referred to as affinities, in the context of an informal science outreach program for girls. A mixed methods design was used to explore girls' science affinities before, during, and after participation in a cohort-based summer science camp. Multivariate analysis of survey data revealed that girls' science affinities varied as a function of the joint relationship between family background and number of years in the program, with girls from more affluent families predicted to increase affinities over time and girls from lower income families to experience initial gains in affinities that diminish over time. Qualitative examination of girls' perspectives on gender and science efficacy, attitudes toward science, and elements of science identities revealed a complex interplay of gendered stereotypes of science and girls' personal desires to prove themselves knowledgeable and competent scientists. Implications for the best practice in fostering science engagement and identities in middle school-aged girls are discussed.

  19. Evaluating Programs That Promote Climate and Energy Education-Meeting Teacher Needs for Online Resources

    NASA Astrophysics Data System (ADS)

    Lynds, S. E.; Buhr, S. M.

    2011-12-01

    The Climate Literacy and Energy Awareness Network (CLEAN) Pathway, is a National Science Digital Library (NSDL) Pathways project that was begun in 2010. The main goal of CLEAN is to generate a reviewed collection of educational resources that are aligned with the Essential Principles of Climate Science (EPCS). Another goal of the project is to support a community that will assist students, teachers, and citizens in climate literacy. A complementary program begun in 2010 is the ICEE (Inspiring Climate Education Excellence) program, which is developing online modules and courses designed around the climate literacy principles for use by teachers and other interested citizens. In these projects, we learn about teacher needs through a variety of evaluation mechanisms. The programs use evaluation to assist in the process of providing easy access to high quality climate and energy learning resources that meet classroom requirements. The internal evaluation of the CLEAN program is multidimensional. At the CLEAN resource review camps, teachers and scientists work together in small groups to assess the value of online resources for use in the classroom. The review camps are evaluated using observation and feedback surveys; the resulting evaluation reports provide information to managers to fine-tune future camps. In this way, a model for effective climate resource development meetings has been refined. Evaluation methods used in ICEE and CLEAN include teacher needs assessment surveys, teacher feedback at professional development opportunities, scientist feedback at resource review workshops, and regular analysis of online usage of resources, forums, and education modules. This paper will review the most successful strategies for evaluating the effectiveness of online climate and energy education resources and their use by educators and the general public.

  20. Day Camp Manual: Program. Book IV.

    ERIC Educational Resources Information Center

    Babcock, William

    Book IV in a 5-book day camp manual discusses the camp program. Section I describes the organization, definition, and elements essential to successful day camp programs. Section II, which addresses the benefits and special considerations of mass programs, includes rainy day contingencies, materials to have on hand, and activity suggestions.…

  1. International Physics Summer Camp for High School Students

    NASA Astrophysics Data System (ADS)

    Pope, Damian T.; Korsunsky, B.

    2006-12-01

    Each year for the past three years, Perimeter Institute for Theoretical Physics in Waterloo, Ontario, Canada, has staged an annual physics summer camp for high school students worldwide. Known as the International Summer School for Young Physicists (ISSYP), it attracts students from all corners of the globe and this year had attendees from 15 countries and 5 continents. The camp is aimed at motivated students around the age of 16 and is a two-week immersion into the exciting world of cutting-edge physics today. It covers topics such as dark matter, superstring theory and quantum computers, and exposes attendees to some of the very latest research results. It includes lectures, tutorials, laboratory visits and small-group projects and, in addition to teaching new material, strives to give students a deeper appreciation of the true nature of science. Throughout, attendees have a great deal of interaction with the institute's scientists. This presentation will give an overview of the camp including the material taught within it, its impact on students and the goals of the program. More information about the camp can be found at: http://www.youngphysicists.ca

  2. Distancing Students from Nature: Science Camp and the Representation of the Human-Nature Relationship

    ERIC Educational Resources Information Center

    Terrill, Laura Anne

    2015-01-01

    This study investigated the curricular representations of the environment and the human-environment relationship at one residential school sponsored science camp. Data gathered included field notes from observational time at the camp, interviews with staff and classroom teachers, and documents from the site's website, guides, manuals, and…

  3. Building on the Success of Increasing Diversity in the Geosciences: A Bridging Program From Middle School to College

    NASA Astrophysics Data System (ADS)

    Kovacs, T.; Robinson, D.; Suleiman, A.; Maggi, B.

    2004-12-01

    A bridging program to increase the diversity in the geosciences was created at Hampton University (HU) to inspire underrepresented minorities to pursue an educational path that advances them towards careers in the geosciences. Three objectives were met to achieve this goal. First, we inspired a diverse population of middle and high school students outside of the classroom by providing an after school geoscience club, a middle school geoscience summer enrichment camp, and a research/mentorship program for high school students. Second, we helped fill the need for geoscience curriculum content requested of science teachers who work primarily with underrepresented middle school populations by providing a professional development workshop at HU led by geoscience professors, teachers, and science educators. Third, we built on the successful atmospheric sciences research and active Ph.D. program by developing our geoscience curriculum including the formation of a new space, earth, and atmospheric sciences minor. All workshops, camps, and clubs have been full or nearly full each year despite restrictions on participants repeating any of the programs. The new minor has 11 registered undergraduates and the total number of students in these classes has been increasing. Participants of all programs gave the quality of the program good ratings and participant perceptions and knowledge improved throughout the programs based on pre-, formative, and summative assessments. The ultimate goal is to increase the number of degrees granted to underrepresented minorities in the geosciences. We have built a solid foundation with our minor that prepares students for graduate degrees in the geosciences and offer a graduate degree in physics with a concentration in the atmospheric sciences. However, it's from the geoscience pipeline that students will come into our academic programs. We expect to continue to develop these formal and informal education programs to increase our reputation and utilize the network of schools with which we have built relationships to recruit underrepresented minority students into our academic programs. We also plan to continue to enhance our undergraduate minor and graduate degree programs to build a self-sustaining graduate degree-granting program in the geosciences.

  4. Professional Development of Elementary and Science Teachers in a Summer Science Camp: Changing Nature of Science Conceptions

    ERIC Educational Resources Information Center

    Karaman, Ayhan

    2016-01-01

    Many countries all over the world have recently integrated nature of science (NOS) concepts into their science education standards. Providing professional support to teachers about NOS concepts is crucially important for successful implementation of the standards. For this purpose, a summer science camp was offered to elementary and science…

  5. Young Women in Science: Impact of a Three-Year Program on Knowledge of and Attitudes Toward Science

    NASA Astrophysics Data System (ADS)

    Schumacher, Mitzi M.; Johnson, Michelle Natasya; Floyd, Sondra R.; Reid, Caroline E.; Noland, Melody Powers; Leukefeld, Carl G.

    Addressing the factors that discourage high school girls from pursuing careers in science, this intervention targeted young women from rural Appalachia, urging them to pursue scientific careers in drug and alcohol research. This three-year program, for 49 young women entering ninth grade in 12 southeastern Kentucky counties, included a summer camp, Saturday Academies (educational seminars held in their communities), and mentoring by university faculty and community leaders. As hypothesized, findings from analyses of baseline and postsummer session data show a reduction in participants' anxiety regarding science. Participants' scientific knowledge also increased. In turn, their science knowledge scores correlated with their third summer posttest confidence in their ability to learn science and motivation for science as well as the belief that teachers can help. The success of such a program demonstrates that the gender gap in science, technology, engineering, and mathematics can be ameliorated. Participants' first steps toward successful scientific careers included improving their attitudes toward science as well as increasing their knowledge.

  6. Including People with Disabilities in Camp Programs: A Resource for Camp Directors.

    ERIC Educational Resources Information Center

    Roswal, Glenn M., Ed.; Dowd, Karen J., Ed.; Bynum, Jerry W., Ed.

    Written primarily by camp administrators affiliated with the National Easter Seal Society, this publication is designed to help camp directors meet the challenges of including campers of all abilities in their camp programs. The first section provides an overview of the inclusion concept in general and at camp, and discusses legal and medical…

  7. Outreach Education Modules on Space Sciences in Taiwan

    NASA Astrophysics Data System (ADS)

    Lee, I.-Te; Tiger Liu, Jann-Yeng; Chen, Chao-Yen

    2013-04-01

    The Ionospheric Radio Science Laboratory (IRSL) at Institute of Space Science, National Central University in Taiwan has been conducting a program for public outreach educations on space science by giving lectures, organizing camps, touring exhibits, and experiencing hand-on experiments to elementary school, high school, and college students as well as general public since 1991. The program began with a topic of traveling/living in space, and was followed by space environment, space mission, and space weather monitoring, etc. and a series of course module and experiment (i.e. experiencing activity) module was carried out. For past decadal, the course modules have been developed to cover the space environment of the Sun, interplanetary space, and geospace, as well as the space technology of the rocket, satellite, space shuttle (plane), space station, living in space, observing the Earth from space, and weather observation. Each course module highlights the current status and latest new finding as well as discusses 1-3 key/core issues/concepts and equip with 2-3 activity/experiment modules to make students more easily to understand the topics/issues. Meanwhile, scientific camps are given to lead students a better understanding and interesting on space science. Currently, a visualized image projecting system, Dagik Earth, is developed to demonstrate the scientific results on a sphere together with the course modules. This system will dramatically improve the educational skill and increase interests of participators.

  8. Assessment of an outreach program for eighth-grade science students: Measurement of affective and cognitive gains

    NASA Astrophysics Data System (ADS)

    Hauge, James Brian

    1998-12-01

    The College of Sciences and Mathematics Science Outreach Initiative was a program designed to attract students with the interest and ability to succeed in science and to keep them interested until they entered college. In this way, the Initiative sought to address the problem of a projected shortfall of scientists and engineers in the future. This study was conducted to evaluate the goals of the eighth grade component of the COSAM Initiative. These goals included: increased interest in and self-efficacy relating to science, increased achievement in science and mathematics, and increased enrollment in science and mathematics classes. Data were collected from 48 participants and 43 non-participants with surveys and from student records. Pre-treatment Chi-Square tests revealed that the groups did not differ in ethnicity, race, family income, parents' education, or parents' occupation. The surveys used were a total battery interest survey including (1) the Learning Science Things Survey (to measure interest in science topics), the Activities Interest Survey (to measure interest in science activities), the Career Orientation Survey (to measure interest in science careers) and the Learning Methods Survey (to measure interest in learning by experiential methods), (2) the Saturday Academy Survey (to measure self-efficacy concerning science activities), (3) the Saturday Academy Electronics/Eye Quiz (to test ability relating to science activities), and (4) the Summer Science Camp Survey (to measure interest in and self-efficacy concerning science activities). Student grades, SAT, and OLSAT scores, and the kinds of science and mathematics courses enrolled in during seventh and eighth grades were obtained from school records. Analysis of data using a mixed ANOVA design revealed that participation in the COSAM Initiative had no significant effect on interest in science as measured by the total battery survey. Similar analysis of Saturday Academy Survey data revealed that the participant group showed significantly greater gains in self-efficacy regarding science activities than did the non-participant group. No correlation was found between self-efficacy and ability as measured by the Electronics/Eye Quiz. Analysis of Summer Science Camp Survey data with paired samples tests revealed that interest and self-efficacy significantly increased after treatment. Interest and self-efficacy relating to Summer Science Camp activities were positively correlated after treatment. No significant effects were detected to indicate that participation in the COSAM Initiative positively affected school grades, standardized test scores, or increased the number of science and mathematics courses in which students enrolled.

  9. Home | National Inventors Hall of Fame

    Science.gov Websites

    Math (STEM) based programming, connecting inquisitive minds with skills that will serve them for a , Technology, Engineering, and Math (STEM) thinking. REGISTER NOW "Camp Invention has been, and continues your child learns science, technology, engineering and math in a weeklong experience that taps into the

  10. Exploring Marine Science through the University of Delaware's TIDE camp

    NASA Astrophysics Data System (ADS)

    Veron, D. E.; Newton, F. A.; Veron, F.; Trembanis, A. C.; Miller, D. C.

    2012-12-01

    For the past five years, the University of Delaware has offered a two-week, residential, summer camp to rising sophomores, juniors, and seniors who are interested in marine science. The camp, named TIDE (Taking an Interest in Delaware's Estuary) camp, is designed to introduce students to the breadth of marine science while providing them with a college experience. Campers participate in a variety of academic activities which include classroom, laboratory, and field experiences, as well as numerous social activities. Two unique features of this small, focused camp is the large number of university faculty that are involved, and the ability of students to participate in ongoing research projects. At various times students have participated in fish and dolphin counts, AUV deployment, wind-wave tank experiments, coastal water and beach studies, and ROV activities. In addition, each year campers have participated in a local service project. Through communication with former TIDE participants, it is clear that this two-week, formative experience plays a large role in students choice of major when entering college.2012 Tide Camp - Salt marsh in southern Delaware 2012 Tide Camp - Field trip on a small boat

  11. Involving International Student Teams in GPS and GRS Surveys to Study Cryospheric Change in Greenland and the Colorado Front Range

    NASA Astrophysics Data System (ADS)

    Herzfeld, U. C.; Mayer, H.

    2009-12-01

    In the course of research programs to develop a methodology for the study of microtopography of ice and snow surfaces, we placed a strong emphasis on the involvement of students. This project provided the opportunity to engage students in every step from building the instrument through development of the data processing, the actual field measurements, processing of the resultant data, their evaluation and interpretation to the final publication in scientific journals. The development of the Glacier Roughness Sensor (GRS) incorporating Global Positioning System (GPS) technology and the fieldwork on the Greenland Inland Ice were particularly fascinating and instructive for students. In a related snow-hydrological research project on Niwot Ridge in the Colorado Front Range, we involved students in two season-long measurement campaigns in a high alpine environment. Students from the Universität Trier, Germany, and the University of Colorado Boulder participated in this project to learn about the value of international collaboration in science. Funding was provided by Deutsche Forschungsgemeinschaft (Antarctic and Arctic Program) and the U.S. National Science Foundation (Hydrological Sciences Program). Students participated in preparatory classes and field camps, selected their own research projects and received university credit towards their degrees in geography or environmental sciences. All student participants in the MICROTOP projects have gone on to higher university education and become professionally exceptionally successful. Students setting up camp on the Greenland Ice Sheet during expedition MICROTOP 99.

  12. Earth System Science for Elementary Teachers: An Innovative Approach to Teacher Professional Development.

    NASA Astrophysics Data System (ADS)

    Purkiss, C.

    2015-12-01

    In many professional development programs, teachers attend workshops to learn new knowledge and skills and then are expected to go back to their classrooms and implement what they learned. Often skills or an activity is learned but does not necessarily get practiced in the classroom. Very few professional development programs add direct, immediate practice with children where teachers can try out immediately the new activities or the knowledge they have just learned. In this case, the program directors wanted to see that, by having children to practice with in a non-threatening, low stakes environment, if participants would incorporate the activities and knowledge learned during the workshop into their classrooms in a more immediate way. Would immediate practice help participants internalize the new knowledge and skills and thus create a fund of knowledge that they would use immediately on their return to the classroom. As part of a grant for professional development for underserved elementary teachers on climate literacy, an innovative children's camp was added to a summer intensive workshop. Prior to the summer workshop, participants completed an eight-week online graduate level course on the basics of inquiry-based science. Participants then attended the intensive three-week workshop to gain knowledge in weather and climate and how to teach these concepts in their classrooms. The workshop was rich in materials and resources for participants. During the third week of the workshop, teachers were camp leaders to 100 elementary students in grades 3 through 5 who were participating in "Climate Camp". Various evaluation and assessments were completed during the program on all participants. Through various evaluation methods, it was found that there was a positive transfer of knowledge to the classroom.

  13. Our OASIS

    ERIC Educational Resources Information Center

    Bircher, Lisa S.; Sansenbaugher, Bonnie

    2017-01-01

    This article describes an elementary science summer day camp at East Palatine High School in East Palestine, Ohio, for students in grades K-4, aided by high school (grades 9-12) student mentors. The school's Outdoor Area for Studies in Science (OASIS) is used for formal and informal studies in science for an elementary science camp week. The camp…

  14. The effectiveness of a popular science promotion program on nanotechnology for elementary school students in I-Lan City

    NASA Astrophysics Data System (ADS)

    Lin, Show-Yu; Wu, Ming-Ta; Cho, Ya-I.; Chen, Hui-Huang

    2015-01-01

    Background:Nanotechnology education has become an urgent priority to nurture skilled human resources for the rapidly developing nanotechnology-related industries. The promotion of popular science education focusing on nanotechnology is an ideal approach to bridge the gaps in formal curricula, and to stimulate curiosity about and interest in nanotechnology among schoolchildren. Purpose:The objective of this study was to evaluate the effectiveness of the Nanotechnology-based Popular Science Education Promotion and Teaching (NPSEPT) program through camp activity that was implemented in elementary schools in I-Lan City, Taiwan. Program description:To create a competitive advantage, a human resources development program was implemented as one of the nanotechnology incubation projects in Taiwan and focused on developing an appropriately-skilled professional workforce as well as promoting popular science education. Sample:The volunteer research participants were 323 sixth grade students in four elementary schools in I-Lan City, Taiwan, who were evaluated at the beginning and the end of the nanotechnology-based popular science promotion camp activity. Design and methods:A research tool called the 'NPSEPT test' was designed specifically for this study and was approved by experts who evaluated its content and face validity. The questionnaire was divided into three aspects: 'Nanophenomena in the natural world'; 'Nanomaterials and their scaling effects'; and 'Definition, characteristics, and applications of nanotechnology.' The effectiveness of learning among the students was analyzed using descriptive statistics, a paired sample t-test, analysis of variance (ANOVA) and a post hoc comparison. Results:The results of the three-part 'NPSEPT test' revealed that NPSEPT significantly advanced nanotechnology learning performance and outcomes among students in the four participating elementary schools. Of the 15 questions included in the NPSEPT test, positive change for more than 30% of students was achieved for eight questions related to nanotechnology concepts. Conclusions:Significant effectiveness of the NPSEPT program and nanotechnology learning outcomes of the elementary school students were observed. The NPSEPT program should therefore be considered an appropriate program to promote popular science with a focus on nanotechnology in elementary schools.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED143493.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED143493.pdf"><span>Guidebook: In-Camp Education for Migrant Farmworkers.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lynch, Robert; Smith, Mona</p> <p></p> <p>An In-Camp Learning Program focuses on the specific needs of the out-of-school youth and adult migrant farmworker. Although its primary intent is that of education, the program addresses other areas such as health and social services. In 1976, New York's In-Camp Learning Program served 400 migrant farmworkers in 15 camps in the counties of…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://images.nasa.gov/#/details-SSC-20060619-S01628.html','SCIGOVIMAGE-NASA'); return false;" href="https://images.nasa.gov/#/details-SSC-20060619-S01628.html"><span>Astro Camp Plus</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://images.nasa.gov/">NASA Image and Video Library</a></p> <p></p> <p>2006-06-19</p> <p>Stennis Space Center's new Astro Camp Plus camp kicked off June 19 for teens ages 13-15. The new camp delves more deeply into the science, math and technology concepts introduced in the center's popular Astro Camp series. Campers including Jasmyne White (left) and Dana Yingst, both of Slidell, La., learn how NASA uses 'podcasting' to broadcast video, and made their own podcasts.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=SSC-2006-01628&hterms=teen&qs=N%3D0%26Ntk%3DAll%26Ntx%3Dmode%2Bmatchall%26Ntt%3Dteen','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=SSC-2006-01628&hterms=teen&qs=N%3D0%26Ntk%3DAll%26Ntx%3Dmode%2Bmatchall%26Ntt%3Dteen"><span>Astro Camp Plus</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p></p> <p>2006-01-01</p> <p>Stennis Space Center's new Astro Camp Plus camp kicked off June 19 for teens ages 13-15. The new camp delves more deeply into the science, math and technology concepts introduced in the center's popular Astro Camp series. Campers including Jasmyne White (left) and Dana Yingst, both of Slidell, La., learn how NASA uses 'podcasting' to broadcast video, and made their own podcasts.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016AGUFMED23F..04I','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016AGUFMED23F..04I"><span>gidakiimanaaniwiagamig, an informal science camp for mixed age American Indian students</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Ito, E.; Kowalczak, C.; Dalbotten, D. M.; Pellerin, H.; Greensky, L.</p> <p>2016-12-01</p> <p>Gidakiimanaaniwiagamig('Our Earth Lodge' in Ojibwe; gidaa, for short) camp program at Fond du Lac Reservation was started in 1989 by Pellerin and Greensky to help reservation students stay in school and graduate from middle school. As more students successfully completed middle school, the purpose of the program evolved to help students graduate from high school and go to college. Starting in 2003, various NSF awards funded the camps and STEM focus became explicit. The current gidaa camps are funded by NASA (Kowalczak) and NSF (Ito & Dalbotten) funds and focus on learning about the effect of climate change on the reservation and treaty lands. From its inception, the gidaa camps served a mixed age group of students (K through 12) who were mentored by elders, local school teachers and college students (camp alumni). A few university scientists provided support and acted as resources. The inclusion of students of all ages and their families is a deliberate one, based on the American Indian learning practice that "everyone teaches and everyone learns". This approach supports the development of the whole person and not just increased climate or general STEM literacy. Evidence for the success of this approach can be seen in 100% high school graduation rate of students who have been with the camp for more than a few years even if they did not attend every camp. Currently, weekend gidaa camps meet 6 times during the academic year with an additional week-long summer camp. Reservation Natural Resource managers share their concerns about the effect of climate change and what they already see and how they try to mitigate or adjust to these effects. Students thus immediately grasp the relevance of climate change to their lives while simultaneously being introduced to the work being done to help protect their land. Students are divided into small color groups (each group is of mixed ages) and group members help each other learn new concepts and vocabulary assisted by 1 or 2 mentors (teachers and college students). Another activity that occurs at every camp is a field experience, whether to observe and record phenology such as when sugar maple sap is rising or when wild rice is ready for harvesting, or to learn to identify trees and birds. Observations are compared to what the elders remember of when these events occurred as well as historical climatology.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=developmental+AND+biology&pg=5&id=EJ1017356','ERIC'); return false;" href="https://eric.ed.gov/?q=developmental+AND+biology&pg=5&id=EJ1017356"><span>Summer Science Camp for Middle School Students: A Turkish Experience</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sezen Vekli, Gulsah</p> <p>2013-01-01</p> <p>The present study aims to identify the effectiveness of summer science camp experience on middle school students' content knowledge and interest towards biology. For this purpose, two instruments including reflective journal and pre-post questionnaire were developed by four researchers who are expert in science education. Besides, the instruction…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://www.astronomycamp.org','SCIGOVWS'); return false;" href="http://www.astronomycamp.org"><span>Astronomy Camp - Celebrating 31 Years of Summer Science Camps</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.science.gov/aboutsearch.html">Science.gov Websites</a></p> <p></p> <p></p> <p><em>Astronomy</em> Camp Banner - Logo with a background of NGC 3718 taken by previous campers. Home Information Flyer Facilities Registration Publications Alumni Awards Links Shirts Need Information? <em>Astronomy</em> . Bigelow. <em>Astronomy</em> Camp 2018: Astrophotography through the 61-inch Kuiper telescope. Inspiring youth</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li class="active"><span>6</span></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_6 --> <div id="page_7" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li class="active"><span>7</span></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="121"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://ncifrederick.cancer.gov/about/theposter/node/69','NCI'); return false;" href="https://ncifrederick.cancer.gov/about/theposter/node/69"><span>Science Skills Boot Camp Gets Interns Ready for Research | Poster</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.cancer.gov">Cancer.gov</a></p> <p></p> <p></p> <p>By Ashley DeVine, Staff Writer Summer interns learned how to read a scientific paper, present a poster, maintain a laboratory notebook, and much more, at the Science Skills Boot Camp in June. “It was a great experience, and it was a great opportunity to meet some of the other interns also working on the campus,” said Alyssa Klein, a Werner H. Kirsten student intern in the Cellular Immunology Group, Laboratory of Molecular Immunoregulation. “The boot camp covered many topics essential to being a good scientist and science researcher.”</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2008AGUFMED42A..02K','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2008AGUFMED42A..02K"><span>He Sapa Bloketu Waecun: 2008 Summer Science and Cultural Camps</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Kliche, D. V.; Sanovia, J.; Decker, R.; Bolman, J.</p> <p>2008-12-01</p> <p>The South Dakota School of Mines, Humboldt State University and Sinte Gleska University with support from the National Science Foundation, sponsored four camps for South Dakota Lakota youth to nurture a geosciences learning community linked to culturally significant sites in the Black Hills. These camps utilized outdoor, experiential learning to integrate indigenous knowledge with contemporary western science. The project resulted in increased awareness among Native and non-Native Americans, young and adult, about the importance of geosciences in their connection and interpretation of nature. The project also motivated participants in learning and becoming active in land and resources protection and the importance of becoming knowledgeable and active in regulatory policies (both Tribal and State). The four camps were scheduled during the month of June, 2008, which is the month of the summer solstice, a sacred time for the Lakota people which signal the Lakota Sundance Ceremony. The timing of the camps was chosen to give the Native American participants the framework to express their connection to Native lands through the understanding of their oral history. For the first time in such camps, middle and high school students were encouraged to have a parent or relative attending with them. The camps proved to be a great success among students and their families. The curriculum and activities helped participants immerse themselves mentally, physically and spiritually into an experience of a life time. We plan to show our results from these camps and emphasize the usefulness of this new approach in teaching science and encouraging the new generation to pursue careers in geosciences.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/AD1034445','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/AD1034445"><span>Sustainability Logistics Basing - Science and Technology Objective - Demonstration; 50, 300, 1000- Person Base Camp, Analysis of FY12 Operationally Relevant Technical Baseline</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>2017-04-10</p> <p>Natick Soldier Research , Development and Engineering Center’s Sustainability/Logistics- Basing -Science and Technology Objective – Demonstration to...CERDEC)  Tank Automotive Research , Development, and Engineering Center (TARDEC)  Product Director Contingency Basing Infrastructure (PdD – CBI...assessed using the QoL (O) tool, developed for the SLB-STO-D program by the Consumer Research Team (NSRDEC), based upon the assumptions documented within</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=qualitative+AND+research+AND+science&pg=3&id=EJ1128195','ERIC'); return false;" href="https://eric.ed.gov/?q=qualitative+AND+research+AND+science&pg=3&id=EJ1128195"><span>An Investigation of the Role of Learning Conversations in Youth's Authoring of Science Identities during an Informal Science Camp</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Riedinger, Kelly; McGinnis, J. Randy</p> <p>2017-01-01</p> <p>In this investigation, we examined how youth during learning conversations at an informal science education camp negotiated and authored identities as learners of science. Using identity theory as our analytical lens, we investigated by application of qualitative methodology the socially constructed nature of youth's identities. We focused on the…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016AGUFMED24A..06F','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016AGUFMED24A..06F"><span>Sally Ride EarthKAM: 15 Years of STEM Education and Outreach from Aboard the International Space Station</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Finley, T.; Griffin, R.; Klug, T.; Harbour, S.; Au, B.; Graves, S. J.</p> <p>2016-12-01</p> <p>Sally Ride EarthKAM @ Space Camp is a digital camera payload on board the International Space Station (ISS) that allows students from around the globe to request photos of the Earth from space. Since its launch to the ISS in 2001, approximately 110,000 images have been requested by students from over 90 countries. EarthKAM provides the ultimate platform for STEM engagement in both formal and informal educational settings, as it is currently the only earth observation science payload on station completely controlled by students. Images are requested and accessed through a web portal and can be used by educators in a multitude of ways to promote interest in geosciences, math, physics, and numerous other fields. EarthKAM is currently operated out of the US Space and Rocket Center in Huntsville, Alabama and is incorporated into many Space Camp programs. Space Camp hosts nearly 25,000 students and 500 educators each year, vastly improving EarthKAM exposure. Future concepts currently in development include the ability to collect new data products such as night-time and near-infrared imagery, additional science curricula in the form of focused lesson plans and image applications, and a redesigned graphical user interface for requesting photos. The EarthKAM project, a NASA educational outreach program, is currently managed by the US Space and Rocket Center, the University of Alabama in Huntsville, and Teledyne Brown Engineering, Inc.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED157660.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED157660.pdf"><span>Youth Camp Safety & Health. Suggested State Statute & Regulations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Center for Disease Control (DHEW/PHS), Atlanta, GA.</p> <p></p> <p>To assist state regulatory agencies in development of comprehensive youth camp safety programs, this publication contains a brief suggested statute that could be used for initiation or modification of any state's youth camp safety programs and it outlines minimal regulations. Various categories of camps are covered--day, primitive, residential,…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Pricing+AND+strategy&pg=4&id=EJ557377','ERIC'); return false;" href="https://eric.ed.gov/?q=Pricing+AND+strategy&pg=4&id=EJ557377"><span>Marketing for Camp Trends.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Biddle, Alicia</p> <p>1998-01-01</p> <p>To effectively market a camp, current trends and issues must be considered: specialty programming, the Americans With Disabilities Act, competing recreational programs, changes in the school year, programming for seniors, and accountability. Camps should have a marketing strategy that includes public relations, a marketing plan, a pricing…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=architectural+AND+programming&pg=3&id=EJ464557','ERIC'); return false;" href="https://eric.ed.gov/?q=architectural+AND+programming&pg=3&id=EJ464557"><span>The Americans with Disabilities Act: Implications for Camp Programming.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bedini, Leandra A.; And Others</p> <p>1992-01-01</p> <p>Discusses the effect of the Americans with Disabilities Act (ADA) on camp programing and provides strategies to improve camp accessibility for people with disabilities. Discusses obstacles to integrated programing including ecological and architectural barriers, attitudinal barriers, transportation barriers, barriers of omission, economic…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.osti.gov/servlets/purl/10161595','SCIGOV-STC'); return false;" href="https://www.osti.gov/servlets/purl/10161595"><span>Science and technology camp for girls. Final report</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.osti.gov/search">DOE Office of Scientific and Technical Information (OSTI.GOV)</a></p> <p>Not Available</p> <p>1993-12-31</p> <p>This document reports on the success of Pacific University`s camp held during the summers of 1992 and 1993; ultimate goal of this summer day camp was to increase the number of women in technical and scientific fields. Some experimentation was done with the age groups (7th and 8th grade girls). The curriculum was biology, chemistry, physics, and mathematics/computer science. Laboratory work and field trips were emphasized, along with socialization.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2003PhDT........56S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2003PhDT........56S"><span>Efficacy of a post-secondary environmental science education program on the attitude toward science of a group of Mississippi National Guard Youth ChalleNGe Program students</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Smith, William Bradford, Jr.</p> <p></p> <p>The National Guard Youth ChalleNGe Program (ChalleNGe) is a 17 month quasi-military training program authorized by Congress in the 1993 Defense Authorization Bill designed to improve life skills, education levels, and employment potential of 16--18 year old youth who drop out of high school. ChalleNGe is currently operational in 27 states/territories with the focus of this study on the Mississippi National Guard Program operated at Camp Shelby, Mississippi. During the five month residential portion of the program students are guided through an eight step process designed to meet the goals of improving life skills, education levels, and employment potential while ultimately leading to completion of high school equivalency credentials followed by a 12 month mentoring phase to encourage and track progress toward goals. The purpose of this study was to investigate the attitude toward science of a group of students enrolled in the ChalleNGe Program at Camp Shelby (ChalleNGe). The GED test is administered approximately two months into the residential phase of the program. While the program boasts an overall GED pass rate of nearly 80%, approximately 30--35% of students successfully complete the initial offering of the GED. As high school graduates, these students are offered college courses through William Carey College in Hattiesburg, Mississippi. Twenty four students elected to take the Introduction to Environmental Science course and formed the experimental group while 24 other students who passed the GED comprised the control group. Each group was administered the Scientific Attitude Inventory II, a 40 statement instrument with Likert Scale responses, as a pretest. Paired samples t-tests indicated no significant difference in attitude toward science between the experimental and control groups on the pretest. Following the two week Introduction to Environmental Science course for the experimental group, both groups were post tested. As predicted, the attitude toward science of the experimental group was significantly higher than that of the control group. Further investigation into correlation between the length of time students were away from the traditional school prior to starting ChalleNGe, the number of science classes previously taken, and reading scores on the Test of Adult Basic Education revealed no significant relationship. Responses provided by students to each of these three factors was significantly different between the experimental and control groups. In summary, attitude toward science can be positively impacted by short term interventions such as the environmental science course described herein. While the positive impact on attitude toward science caused by this course was the desired outcome of this project, appropriate emphasis should be placed on prevention of dropouts and the accompanying social issues.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2010AAS...21544509H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2010AAS...21544509H"><span>Astronomy Camp = IYA x 22: 22 Years of International Astronomy Education</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Hooper, Eric Jon; McCarthy, D. W.; Camp Staff, Astronomy</p> <p>2010-01-01</p> <p>Do you remember childhood dreams of being an astronomer, or the ravenous desire for ever larger glass and better equipment as an amateur astronomer? What if your child or the person down the street could live that dream for a weekend or a week? The University of Arizona Astronomy Camp continues to substantiate those dreams after more than two decades in existence. Astronomy Camp is an immersion hands-on field experience in astronomy, ranging from two to eight nights, occurring a few times per year. Participants span an age range from elementary students to octogenarians. The three basic offerings include adult camps, a beginning Camp for teenagers, and an advanced teen Camp. Several variants of the basic Camp model have evolved, including an ongoing decade long series of specialized Camps for Girl Scout leaders from across the country, funded by the NIRCam instrument development program for the James Webb Space Telescope. The advanced teen Camp is a microcosm of the entire research arc: the participants propose projects, spend the week collecting and analyzing data using research grade CCDs, infrared arrays, and radio/sub-millimeter telescopes, and finish with a presentation of the results. This past summer the Camps moved to Kitt Peak National Observatory for the first time, providing access to a vast and diverse collection of research instruments, including the 0.9-meter WIYN and 2.3-meter Bok telescopes, the McMath-Pierce Solar Telescope, and the 12-meter ARO radio telescope. Education research into the Camp's impact indicates that reasons for its appeal to youth include a learner-centered and personal approach with a fun attitude toward learning, authentic scientific inquiry led by mentors who are real scientists, a peer group with common interests in science and engineering, and the emotional appeal of spending time on a dark "sky island" devoted to the exploration of nature.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Pollution+AND+Prevention&pg=5&id=ED218837','ERIC'); return false;" href="https://eric.ed.gov/?q=Pollution+AND+Prevention&pg=5&id=ED218837"><span>A Report on the Science Summer Camp for the Gifted 9th Grade Students.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kyeonggi Province Board of Education, Suweon (Republic of Korea).</p> <p></p> <p>A summer science camp was held in Korea for 30 ninth grade students gifted in science. Students were divided into three groups (physics, chemistry, and biology) for activities which included problem solving, brainstorming, and experimental work. The experiments of the physics group addressed the use of solar energy, the chemistry group focused on…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2010-title14-vol2/pdf/CFR-2010-title14-vol2-sec91-1437.pdf','CFR'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2010-title14-vol2/pdf/CFR-2010-title14-vol2-sec91-1437.pdf"><span>14 CFR 91.1437 - CAMP: Authority to perform and approve maintenance.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2010&page.go=Go">Code of Federal Regulations, 2010 CFR</a></p> <p></p> <p>2010-01-01</p> <p>... Ownership Operations Program Management § 91.1437 CAMP: Authority to perform and approve maintenance. A program manager who maintains program aircraft under a CAMP may employ maintenance personnel, or make... maintenance. 91.1437 Section 91.1437 Aeronautics and Space FEDERAL AVIATION ADMINISTRATION, DEPARTMENT OF...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/ADA564273','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/ADA564273"><span>Assessing Operation Purple: A Program Evaluation of a Summer Camp for Military Youth</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>2012-01-01</p> <p>However, it should be noted that the four FOCUS studies employed evaluation designs with no control or comparison group . Furthermore, despite...evaluation design was more robust than other military youth program evaluations that do not have a control or comparison group (Beardslee, Lester, et al...Operation Purple: A Program Evaluation of a Summer Camp for Military Youth camp group ); the remaining group formed the no-camp, or control , group . We</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2008SPIE.7061E..0RD','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2008SPIE.7061E..0RD"><span>Laser camp: shining a light on optics careers</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Donnelly, Judith; Goyette, Donna; Magnani, Nancy; Wosczyna-Birch, Karen</p> <p>2008-08-01</p> <p>Three Rivers Community College offers two associate degree programs in optics/photonics, and graduates have their choice of jobs in New England and across the United States. Nonetheless, students, their parents, teachers and guidance counselors are largely unaware of the career opportunities in the photonics industry. To promote optics/photonics career awareness, we hosted two versions of "Laser Camp" in 2007 and 2008. Hands-on activities were chosen to promote awareness of optical science and technology careers and to provide "take home" information and souvenirs to share with family and friends. In this paper, we discuss the logistics of funding, marketing, permissions, transportation and food service and share our student-tested activities.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/ADA471626','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/ADA471626"><span>Environmental Assessment of Lead at Camp Edwards, Massachusetts, Small Arms Ranges</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>2007-08-01</p> <p>phosphates in soils as a method to immobilize lead. Environmental Science and Technology. 28(4):646–654. Rühling, A., and G. Tyler. 1973. Heavy metal ...control of heavy metals in a sandy soil . Environmental Science and Technology. 36(22):4804– 4810. Xia, K., W. Bleam, and P. A. Helmke. 1997. Studies...Military Training Sources of Lead and Soil Distribution at Camp Edwards ..............38 3.3 Projects Specific to Camp Edwards Small Arms Ranges</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014APS..MAR.G3001M','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014APS..MAR.G3001M"><span>Physics, Dyslexia and Learning: A Collaboration for Disabled Students</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Moskal, Barbara M.; Wright, Lyndsey; Taylor, P. C.</p> <p>2014-03-01</p> <p>Researchers have found that children with dyslexia reason differently with respect to language from those who do not have dyslexia. Dyslexic students' brains work differently than do students without dyslexia. Some researchers speculate that these differences provide dyslexic students with an advantage in science. The presentation will describe an outreach activity which developed and delivered instructional modules in physics to students in grades kindergarten through sixth. These modules were tested on thirty students who attended a summer camp designed for students who have been diagnosed with dyslexia. Eighty percent of students who have learning disabilities have dyslexia. Many of the students who attended this camp have experienced repeated failure in the traditional school system, which emphasizes literacy with little attention to science. A number of science and engineering professors collaborated with this camp to build instructional modules that were delivered one hour per day, during two weeks of this five week summer camp (ten hours of hands-on physics instruction). Both quantitative and qualitative data were collected with respect to the impact that this camp had on students' understanding and interests in science. The results of these efforts will be presented.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED263759.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED263759.pdf"><span>Language Camps: Thirteen Years of Minor Miracles.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Peterson, Jean</p> <p></p> <p>A language camp program that began with a small group of 10- to 12-year-olds whose faculty parents wanted them to retain the German learned on sabbaticals abroad has developed into a program of annual week-long day and resident camps for 150 children, aged 9 to 14 years, learning German, French, Spanish, and Norwegian. The camp was originally…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24978015','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24978015"><span>Development and evaluation of a learner-centered educational summer camp program on soft skills for baccalaureate nursing students.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Lau, Ying; Wang, Wenru</p> <p>2014-01-01</p> <p>The objectives were to develop a learner-centered educational camp program for nursing students and to evaluate 4 areas of soft skills, communication ability, clinical interaction, interpersonal relationships, and social problem solving, before and after the program. The results showed that the summer camp program was effective in improving nursing students' soft skills.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=french+AND+food&id=EJ918118','ERIC'); return false;" href="https://eric.ed.gov/?q=french+AND+food&id=EJ918118"><span>Summer Camp to Engage Students in Nutritional Chemistry Using Popular Culture and Hands-On Activities</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Skluzacek, Joanna M.; Harper, Joshua; Herron, Emily; Bortiatynski, Jacqueline M.</p> <p>2010-01-01</p> <p>Action Potential Science Experience (APSE) is a five-day summer camp offering science opportunities for K-8 students. The focus of the APSE curriculum is to teach science concepts and methods while challenging the participants to solve an overarching problem from the popular-culture context. The participants in the APSE entitled Burger 'N Fries…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li class="active"><span>7</span></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_7 --> <div id="page_8" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li class="active"><span>8</span></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="141"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.osti.gov/servlets/purl/10182345','SCIGOV-STC'); return false;" href="https://www.osti.gov/servlets/purl/10182345"><span></span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.osti.gov/search">DOE Office of Scientific and Technical Information (OSTI.GOV)</a></p> <p>Not Available</p> <p></p> <p>This report describes the 1992 Westinghouse Hanford Company/US Department of Energy Environmental Summer Science Camp. The objective of the ``camp`` was to motivate sixth and seventh graders to pursue studies in math, science, and the environment. This objective was accomplished through hands-on fun activities while studying the present and future challenges facing our environment. The camp was funded through Technical Task Plan, 424203, from the US Department of Energy-Headquarters, Office of Environmental Restoration and Waste Management, Technology Development,to Westinghouse Hanford Company`s International Environmental Institute, Education and Internship Performance Group.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=rothschild&pg=2&id=EJ630053','ERIC'); return false;" href="https://eric.ed.gov/?q=rothschild&pg=2&id=EJ630053"><span>Adding Character to Camp Programs: Using Ropes Courses To Teach Values.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Rothschild, Jack</p> <p>2001-01-01</p> <p>Steps in integrating character values into the camp curriculum are: having a vision, choosing character values and relating them to program activities, providing incentives, ensuring that all levels can be completed during the camp session, making the program age-appropriate, providing staff training, tracking campers' progress, seeking feedback,…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/ADA592157','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/ADA592157"><span>Sand Fly Surveillance and Control on Camp Ramadi, Iraq, as Part of a Leishmaniasis Control Program</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>2013-12-01</p> <p>Environmental Science, Research Triangle Park, NC, U.S.A.) and Anvil® 10+10 ULV (Clarke Mosquito Control Products, Roselle , IL, U.S.A). Scourge® was...contract personnel using a Clarke Pro-Mist ULV machine (Clarke Mosquito Control Products, Roselle , IL): April (n=2), May (n=6), June (n=6), July</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014EGUGA..1616590T','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014EGUGA..1616590T"><span>Education and Outreach on Space Sciences and Technologies in Taiwan</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Tiger Liu, Jann-Yeng; Chen, hao-Yen; Lee, I.-Te</p> <p>2014-05-01</p> <p>The Ionospheric Radio Science Laboratory (IRSL) at Institute of Space Science, National Central University in Taiwan has been conducting a program for public outreach educations on space science by giving lectures, organizing camps, touring exhibits, and experiencing hand-on experiments to elementary school, high school, and college students as well as general public since 1991. The program began with a topic of traveling/living in space, and was followed by space environment, space mission, and space weather monitoring, etc. and a series of course module and experiment (i.e. experiencing activity) module was carried out. For past decadal, the course modules have been developed to cover the space environment of the Sun, interplanetary space, and geospace, as well as the space technology of the rocket, satellite, space shuttle (plane), space station, living in space, observing the Earth from space, and weather observation. Each course module highlights the current status and latest new finding as well as discusses 1-3 key/core issues/concepts and equip with 2-3 activity/experiment modules to make students more easily to understand the topics/issues. Regarding the space technologies, we focus on remote sensing of Earth's surface by FORMOSAT-2 and occultation sounding by FORMOSAT-3/COSMIC of Taiwan space mission. Moreover, scientific camps are given to lead students a better understanding and interesting on space sciences/ technologies. Currently, a visualized image projecting system, Dagik Earth, is developed to demonstrate the scientific results on a sphere together with the course modules. This system will dramatically improve the educational skill and increase interests of participators.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Introduction+AND+management+AND+accounting&pg=6&id=ED354123','ERIC'); return false;" href="https://eric.ed.gov/?q=Introduction+AND+management+AND+accounting&pg=6&id=ED354123"><span>Basic Camp Management: An Introduction to Camp Administration. Revised 3rd Edition.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ball, Armand; Ball, Beverly</p> <p></p> <p>This book is the primary text for the Certified Camp Director Program and the Basic Camp Directors Course sponsored by the American Camping Association (Indiana). It provides an orientation for new and prospective camp directors and a quick reference for experienced camp directors. The book covers the following topics: (1) an historical overview…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2012AGUFMED51B0884J','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2012AGUFMED51B0884J"><span>The American Indian Summer Institute in Earth System Science (AISESS) at UC Irvine: A Two-Week Residential Summer Program for High School Students</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Johnson, K. R.; Polequaptewa, N.; Leon, Y.</p> <p>2012-12-01</p> <p>Native Americans remain severely underrepresented in the geosciences, despite a clear need for qualified geoscience professionals within Tribal communities to address critical issues such as natural resource and land management, water and air pollution, and climate change. In addition to the need for geoscience professionals within Tribal communities, increased participation of Native Americans in the geosciences would enhance the overall diversity of perspectives represented within the Earth science community and lead to improved Earth science literacy within Native communities. To address this need, the Department of Earth System Science and the American Indian Resource Program at the University California have organized a two-week residential American Indian Summer Institute in Earth System Science (AISESS) for high-school students (grades 9-12) from throughout the nation. The format of the AISESS program is based on the highly-successful framework of a previous NSF Funded American Indian Summer Institute in Computer Science (AISICS) at UC Irvine and involves key senior personnel from the AISICS program. The AISESS program, however, incorporates a week of camping on the La Jolla Band of Luiseño Indians reservation in Northern San Diego County, California. Following the week of camping and field projects, the students spend a week on the campus of UC Irvine participating in Earth System Science lectures, laboratory activities, and tours. The science curriculum is closely woven together with cultural activities, native studies, and communication skills programs The program culminates with a closing ceremony during which students present poster projects on environmental issues relevant to their tribal communities. The inaugural AISESS program took place from July 15th-28th, 2012. We received over 100 applications from Native American high school students from across the nation. We accepted 40 students for the first year, of which 34 attended the program. The objective of the program is to introduce students to Earth System Science and, hopefully, inspire them to pursue Earth or Environmental Science degrees. Towards this end, we developed a fairly broad curriculum which will be presented here. Evaluation planning was conducted during the first quarter of 2012 during recruitment. A longitudinal database was established for the project to track college preparatory course-taking, GPA, school attendance, participation in earth science activities, and attitudes and interest in attending college and completing a degree after high school. Based on attendance during AISESS, schools and students will be selected as descriptive case studies. A pre-post design for evaluating the Summer Institute includes a survey about student background, attitudes, and knowledge about preparing to complete high school and attend college after graduation and focus groups of participants immediately after the Institute to capture qualitative data about their experiences in the field and at the University. Initial evaluation results will be presented here.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/10219202','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/10219202"><span>A program to enhance k-12 science education in ten rural New York school districts.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Goodell, E; Visco, R; Pollock, P</p> <p>1999-04-01</p> <p>The Rural Partnership for Science Education, designed by educators and scientists in 1991 with funding from the National Institutes of Health, works in two rural New York State counties with students and their teachers from kindergarten through grade 12 to improve pre-college science education. The Partnership is an alliance among ten rural New York school districts and several New York State institutions (e.g., a regional academic medical center; the New York Academy of Sciences; and others), and has activities that involve around 4,800 students and 240 teachers each year. The authors describe the program's activities (e.g., summer workshops for teachers; science exploration camps for elementary and middle-school students; enrichment activities for high school students). A certified science education specialist directs classroom demonstrations throughout the academic year to support teachers' efforts to integrate hands-on activities into the science curriculum. A variety of evaluations over the years provides strong evidence of the program's effectiveness in promoting students' and teachers' interest in science. The long-term goal of the Partnership is to inspire more rural students to work hard, learn science, and enter the medical professions.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2002APS..SES.KA002E','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2002APS..SES.KA002E"><span>YES and BEST</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Ewald, Mary Lou</p> <p>2002-10-01</p> <p>As a land-grant institution, Auburn University is committed to serving the citizens of Alabama through extension services and outreach programs. In following this outreach focus, the College of Sciences and Mathematics (COSAM) at AU has dedicated considerable resources to science and math related K-12 outreach programs, including two of our newest student-aimed programs: Youth Experiences in Science (YES) and Alabama BEST. Youth Experiences in Science (YES) is a Saturday enrichment program for middle school students. It includes a Fall and Spring Saturday component and a Summer camp experience. Activities include: LEGO's with Computers; Blood, Diseases & Forensics; Geometry of Models & Games; GPS Mapping; Polymer Chemistry; Electronics; and Genetics. Last year (2001-02), over 400 students attended a YES program on our campus. Alabama BEST (Boosting Engineering, Science & Technology) is a middle and high school robotics competition co-sponsored by COSAM and the College of Engineering at AU. Teams of students design and build robots and compete in a game format, with a new game theme introduced each year. This year, sixty teams from across Alabama and Georgia will have six weeks to design, build and perfect their robots before competition on October 18 and 19.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=density+AND+buoyancy&pg=2&id=EJ567903','ERIC'); return false;" href="https://eric.ed.gov/?q=density+AND+buoyancy&pg=2&id=EJ567903"><span>Rote or Raft? Science and Adventure at a Summer Camp.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Martin, Jenni</p> <p>1997-01-01</p> <p>Describes the group dynamics, science discovery processes, and activities involved in building a raft at camp. The project used recycled products and required group cooperation; critical thinking about density, buoyancy, and balance; use of familiar resources in creative ways; and application of previously learned facts. (SAS)</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=animal+AND+conservation&pg=2&id=EJ707587','ERIC'); return false;" href="https://eric.ed.gov/?q=animal+AND+conservation&pg=2&id=EJ707587"><span>Effects of a Conservation Education Camp Program on Campers' Self-Reported Knowledge, Attitude, and Behavior</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kruse, Cara K.; Card, Jaclyn A.</p> <p>2004-01-01</p> <p>In this study, the authors examined the effects of a conservation education camp program offered through one zoo education department. The conservation education program included 4 levels of camps with increasing levels of animal husbandry. Campers rated their conservation knowledge, attitude, and behavior prior to, immediately after, and 1 month…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED379501.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED379501.pdf"><span>Camp Verde Adult Reading Program. Final Performance Report.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Maynard, David A.</p> <p></p> <p>This document begins with a four-page performance report describing how the Camp Verde Adult Reading Program site was relocated to the Community Center Complex, and the Town Council contracted directly with the Friends of the Camp Verde Library to provide for the requirements of the program. The U.S. Department of Education grant allowed the…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=sweat&pg=7&id=ED245852','ERIC'); return false;" href="https://eric.ed.gov/?q=sweat&pg=7&id=ED245852"><span>"What's New In Camping Research?" Abstracts of the Proceedings of the American Camping Association National Convention (San Diego, California, February 27-March 3, 1984).</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Henderson, Karla A., Comp.; Bialeschki, M. Deborah, Comp.</p> <p></p> <p>Twenty abstracts represent papers on: an agenda for camping research, use of alternative learning environments in an outdoor setting for emotionally disturbed children and youth, effects of specialized camping program on coronary heart disease risk factors in children, efficacy of physical activity programs for overweight pre-adults at specialized…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=biology+AND+physical&pg=7&id=EJ1100271','ERIC'); return false;" href="https://eric.ed.gov/?q=biology+AND+physical&pg=7&id=EJ1100271"><span>A Multidisciplinary Science Summer Camp for Students with Emphasis on Environmental and Analytical Chemistry</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Schwarz, Gunnar; Frenzel, Wolfgang; Richter, Wolfgang M.; Ta¨uscher, Lothar; Kubsch, Georg</p> <p>2016-01-01</p> <p>This paper presents the course of events of a five-day summer camp on environmental chemistry with high emphasis on chemical analysis. The annual camp was optional and open for students of all disciplines and levels. The duration of the summer camp was five and a half days in the Feldberg Lake District in northeast Germany (federal state of…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=astronomy+AND+space&pg=6&id=EJ821717','ERIC'); return false;" href="https://eric.ed.gov/?q=astronomy+AND+space&pg=6&id=EJ821717"><span>What Do Students Gain from a Week at Science Camp? Youth Perceptions and the Design of an Immersive, Research-Oriented Astronomy Camp</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Fields, Deborah Anne</p> <p>2009-01-01</p> <p>This study explored American high school students' perceptions of the benefits of a summer astronomy camp, emphasizing a full cycle of the research process and how the organization of the camp contributed to those perceptions. Semi-structured interviews with students and staff were used to elicit the specific benefits that campers perceived from…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Trail+AND+running&id=ED182978','ERIC'); return false;" href="https://eric.ed.gov/?q=Trail+AND+running&id=ED182978"><span>Foreign Language Camps: Camp Waskowitz. Teacher's Guide and Planning Book.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Baudin, Phil; And Others</p> <p></p> <p>This guide to running a foreign language camp is intended to cover all aspects of camp administration and program planning. The philosophy of language camps is set forth. The chairperson's responsibilities regarding staff recruitment, staff assignments, and handling finances are outlined. Sample schedules for French, Spanish, and German camps are…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Easter&pg=5&id=EJ174909','ERIC'); return false;" href="https://eric.ed.gov/?q=Easter&pg=5&id=EJ174909"><span>Institutionalized Adolescents' Perceptions of a Summer Camp Program</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Herr, David E.</p> <p>1977-01-01</p> <p>Describes the use of the facilities of Camp Easter Seal, Virginia, for institutionalized adolescents from different hospitals in Virginia. Also includes the attitudes of the patients toward their camping experience, their camp counselors, and what they learned from their camping experience. (Author/RK)</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2013AcAau..87....1Y','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2013AcAau..87....1Y"><span>Economic value analysis of the return from the Korean astronaut program and the science culture diffusion activity in Korea</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Yi, Soyeon; Jang, Hyun-Jin; Lee, Hyo Suk; Yu, Jong-Phil; Kim, Soyeon; Lee, Joohee; Hur, Hee-Young</p> <p>2013-06-01</p> <p>In this study, we analyze the economic effects from the Korean Astronaut Program (KAP) and the subsequent Science Culture Diffusion Activity (SCDA). Korea has had a huge practical effect on the development of science and technology and has increased international awareness of Korea by producing Korea's first astronaut. There has also been a large, ripple effect on space related industries. In addition, the KAP has exercised a far-reaching influence on Korean society and culture by boosting all science and engineering and inspiring national pride. After the KAP, astronauts' outreach activities, such as lectures for the general public; interviews on television, newspapers and magazines; participating in children's science camps; and distributing publications and DVDs about astronaut program for general public, were instituted for diffusing science culture. Thus, positive effects such as the promotion of Korea's level of technology, student interest in science and engineering fields, and the expansion of the industrial base were reinforced after the KAP. This study is aimed at evaluating the economic significance and the value of return through analyzing the effects of the KAP and the subsequent Science Culture Diffusion Activity.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015AGUFMED23C0871S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015AGUFMED23C0871S"><span>Integrating World Views, Knowledge and Venues in Climate Science Education</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Sparrow, E. B.; Chase, M. J.; Demientieff, S.; Brunacini, J.; Pfirman, S. L.</p> <p>2015-12-01</p> <p>The Reaching Arctic Communities Facing Climate Change Project integrates traditional and western knowledge and observations in climate science to facilitate dialog and learning among Alaska Native adults about climate change and its impacts on the environment and on Alaskan communities. In one of the models we have tested, the informal education took place at a 4-day camp by the Tanana River in Fairbanks, Alaska. Participants included Alaska Native elders, leaders, educators and natural resource managers, community members and university scientists. Results of pre/post camp surveys showed increased awareness of scientific and technical language used in climate science, improved ability to locate resources, tools, and strategies for learning about climate change, enhanced capacity to communicate climate change in a relevant way to their audiences and communities, confirmed the value of elders in helping them understand, respond and adapt to climate change, and that the camp setting facilitated an in-depth discussion and sharing of knowledge. The camp also enhanced the awareness about weather, climate and the environment of the camp facilitators who also noticed a shift in their own thinking and behavior. After the camp one participant who is an educator shared some of the hands-on tools developed by Polar Learning and Responding Climate Change Education Partnership project and used at the camp, with her 6th grade students, with the other teachers in her school and also at a state conference. Another shared what she learned with her family and friends as well as at a conference sponsored by her faith community where she was an invited speaker. Another camp was scheduled for this past summer but was cancelled due to some unforeseen weather/climate related events. A camp is planned for early summer in 2016; however other models of reaching the adult Native populations in a similar culturally responsive manner as the camps will also be explored and tested.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=disneyland&pg=2&id=EJ580346','ERIC'); return false;" href="https://eric.ed.gov/?q=disneyland&pg=2&id=EJ580346"><span>Camp's "Disneyland" Effect.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Renville, Gary</p> <p>1999-01-01</p> <p>Describes the positive mental, physical, and social growth impacts that the camping experience had on the author, and urges camp program evaluation to plan and implement such changes. Sidebar lists steps of effective evaluation: program goals and objectives, goals of evaluation, implementation of evaluation, data analysis, and findings and…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2013APS..MARF38009K','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2013APS..MARF38009K"><span>Bringing education to your virtual doorstep</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Kaurov, Vitaliy</p> <p>2013-03-01</p> <p>We currently witness significant migration of academic resources towards online CMS, social networking, and high-end computerized education. This happens for traditional academic programs as well as for outreach initiatives. The talk will go over a set of innovative integrated technologies, many of which are free. These were developed by Wolfram Research in order to facilitate and enhance the learning process in mathematical and physical sciences. Topics include: cloud computing with Mathematica Online; natural language programming; interactive educational resources and web publishing at the Wolfram Demonstrations Project; the computational knowledge engine Wolfram Alpha; Computable Document Format (CDF) and self-publishing with interactive e-books; course assistant apps for mobile platforms. We will also discuss outreach programs where such technologies are extensively used, such as the Wolfram Science Summer School and the Mathematica Summer Camp.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li class="active"><span>8</span></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_8 --> <div id="page_9" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li class="active"><span>9</span></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="161"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1033944.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1033944.pdf"><span>The Effect of a Disability Camp Program on Attitudes towards the Inclusion of Children with Disabilities in a Summer Sport and Leisure Activity Camp</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Papaioannou, Christina; Evaggelinou, Christina</p> <p>2014-01-01</p> <p>The aim of the present study was to examine the impact of a specific Disability Camp Program (DCP) in the attitudes of children without disabilities toward the inclusion of children with disabilities in a summer sport and leisure activity camp. Three hundred eighty-seven campers without disabilities participated in the study and were divided into…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28550744','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28550744"><span>Evaluation of a multi-site program designed to strengthen relational bonds for siblings separated by foster care.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Waid, Jeffrey; Wojciak, Armeda Stevenson</p> <p>2017-10-01</p> <p>Sibling relationships in foster care settings have received increased attention in recent years. Despite growing evidence regarding the protective potential of sibling relationships for youth in care, some sibling groups continue to experience foster care related separation, and few programs exist to address the needs of these youth. This study describes and evaluates Camp To Belong, a multi-site program designed to provide short-term reunification to separated sibling groups through a week-long summer camp experience. Using a pre-test post-test survey design, this paper examines changes in youth ratings of sibling conflict and sibling support across camps located in six geographically distinct regions of the United States. The effects of youth age, number of prior camp exposures, and camp location were tested using multilevel modeling procedures. Findings suggest that participation in Camp To Belong may reduce sibling conflict, and improvements in sibling support are noted for youth who have had prior exposure to the camp's programming. Camp-level variance in the sibling support outcome highlight the complex nature of relationships for siblings separated by foster care, and suggest the need for additional research. Lessons learned from this multi-site evaluation and future directions are discussed. Copyright © 2017 Elsevier Ltd. All rights reserved.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1069257.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1069257.pdf"><span>Identity Development of Youth during Participation at an Informal Science Education Camp</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Riedinger, Kelly</p> <p>2015-01-01</p> <p>In this exploratory case study, I investigated the ways that youth engaged in negotiating their identity during learning conversations at an informal science education camp. In particular, I was interested in exploring the ways that youth positioned themselves within their learning group and how this influenced their identities as learners of…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Thorndike&pg=6&id=EJ440034','ERIC'); return false;" href="https://eric.ed.gov/?q=Thorndike&pg=6&id=EJ440034"><span>The Debate over Schooling: Influences of Dewey and Thorndike.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Levin, Robert A.</p> <p>1991-01-01</p> <p>Discusses the educational philosophies of the two camps of the Progressive Education Movement: the child-centered education camp, exemplified by the work of John Dewey, and mass education camp exemplified by the rising "science" of educational testing (led by Edward L. Thorndike) and the growth and centralized authority of large…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://ncifrederick.cancer.gov/about/theposter/node/291','NCI'); return false;" href="https://ncifrederick.cancer.gov/about/theposter/node/291"><span>Student Interns Share the Spirit of Science | Poster</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.cancer.gov">Cancer.gov</a></p> <p></p> <p></p> <p>They came for a science lesson. They left with more. The new Werner H. Kirsten student interns filed into the auditorium in Building 549 to expand their knowledge of fundamental laboratory practices, as part of the Science Skills Boot Camp. A panel of presenters instructed the attendees on skills such as reading scientific papers effectively, practicing proper research ethics, and conducting professional presentations. Scientific Program Manager Ulrike Klenke, Ph.D., NIH Office of Intramural Training and Education, started the June event by welcoming her audience and encouraging the interns to break away from their familiar groups of classmates and to socialize with others from different schools and counties.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2010-title14-vol2/pdf/CFR-2010-title14-vol2-sec91-1417.pdf','CFR'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2010-title14-vol2/pdf/CFR-2010-title14-vol2-sec91-1417.pdf"><span>14 CFR 91.1417 - CAMP: Mechanical interruption summary report.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2010&page.go=Go">Code of Federal Regulations, 2010 CFR</a></p> <p></p> <p>2010-01-01</p> <p>... 14 Aeronautics and Space 2 2010-01-01 2010-01-01 false CAMP: Mechanical interruption summary... Ownership Operations Program Management § 91.1417 CAMP: Mechanical interruption summary report. Each program... route, caused by known or suspected mechanical difficulties or malfunctions that are not required to be...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2012-title14-vol2/pdf/CFR-2012-title14-vol2-sec91-1431.pdf','CFR2012'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2012-title14-vol2/pdf/CFR-2012-title14-vol2-sec91-1431.pdf"><span>14 CFR 91.1431 - CAMP: Continuing analysis and surveillance.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2012&page.go=Go">Code of Federal Regulations, 2012 CFR</a></p> <p></p> <p>2012-01-01</p> <p>... 14 Aeronautics and Space 2 2012-01-01 2012-01-01 false CAMP: Continuing analysis and surveillance... Ownership Operations Program Management § 91.1431 CAMP: Continuing analysis and surveillance. (a) Each... continuing analysis and surveillance of the performance and effectiveness of its inspection program and the...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2013-title14-vol2/pdf/CFR-2013-title14-vol2-sec91-1431.pdf','CFR2013'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2013-title14-vol2/pdf/CFR-2013-title14-vol2-sec91-1431.pdf"><span>14 CFR 91.1431 - CAMP: Continuing analysis and surveillance.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2013&page.go=Go">Code of Federal Regulations, 2013 CFR</a></p> <p></p> <p>2013-01-01</p> <p>... 14 Aeronautics and Space 2 2013-01-01 2013-01-01 false CAMP: Continuing analysis and surveillance... Ownership Operations Program Management § 91.1431 CAMP: Continuing analysis and surveillance. (a) Each... continuing analysis and surveillance of the performance and effectiveness of its inspection program and the...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2014-title14-vol2/pdf/CFR-2014-title14-vol2-sec91-1431.pdf','CFR2014'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2014-title14-vol2/pdf/CFR-2014-title14-vol2-sec91-1431.pdf"><span>14 CFR 91.1431 - CAMP: Continuing analysis and surveillance.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2014&page.go=Go">Code of Federal Regulations, 2014 CFR</a></p> <p></p> <p>2014-01-01</p> <p>... 14 Aeronautics and Space 2 2014-01-01 2014-01-01 false CAMP: Continuing analysis and surveillance... Ownership Operations Program Management § 91.1431 CAMP: Continuing analysis and surveillance. (a) Each... continuing analysis and surveillance of the performance and effectiveness of its inspection program and the...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2011-title14-vol2/pdf/CFR-2011-title14-vol2-sec91-1431.pdf','CFR2011'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2011-title14-vol2/pdf/CFR-2011-title14-vol2-sec91-1431.pdf"><span>14 CFR 91.1431 - CAMP: Continuing analysis and surveillance.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2011&page.go=Go">Code of Federal Regulations, 2011 CFR</a></p> <p></p> <p>2011-01-01</p> <p>... 14 Aeronautics and Space 2 2011-01-01 2011-01-01 false CAMP: Continuing analysis and surveillance... Ownership Operations Program Management § 91.1431 CAMP: Continuing analysis and surveillance. (a) Each... continuing analysis and surveillance of the performance and effectiveness of its inspection program and the...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2005AIPC..795..229P','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2005AIPC..795..229P"><span>Korean Physical Society's Physics Camp for High School Girls</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Park, Youngah; Yoon, Jin-Hee</p> <p>2005-10-01</p> <p>The Women's Committee of the Korean Physical Society organized physics camps during the summers of 2002, 2003, and 2004 for high school girls. The camps give the girls an opportunity to meet and interact with working physicists and enhance smart-girl networking. About 40 students in 10 teams visited excellent laboratories in universities and research institutes located in diverse areas of the country. The girls explored the work going on in each laboratory for a few days and participated in some basic experiments when possible. Afterward they gathered at the on-site camp for oral and poster presentations about what they learned and what they did in the laboratories they visited. Their presentations were evaluated and prizes awarded for outstanding teams. These camps were successful in terms of attracting many enthusiastic girl students and enhancing their interest in physics. The camps also showed the Korean physics community the importance of this kind of activity. To attract many girl students from various regions of the country, the Korean Physical Society co-organized the physics camp with the WISE (Women in Science and Engineering) Center, which has a network system for girl students interested in science and mathematics. The 2004 KPS-ASML-WISE Physics camp was supported by the ASML Foundation in the Netherlands.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Mechanical+AND+Properties+AND+Poly+AND+lactic+AND+acid+AND+%2fStarch+AND+Composites+AND+Compatibilized+AND+Maleic+AND+Anhydride&id=ED303313','ERIC'); return false;" href="https://eric.ed.gov/?q=Mechanical+AND+Properties+AND+Poly+AND+lactic+AND+acid+AND+%2fStarch+AND+Composites+AND+Compatibilized+AND+Maleic+AND+Anhydride&id=ED303313"><span>Site and Facilities: A Resource Book for Camps.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ball, Armand, Ed.; Ball, Beverly, Ed.</p> <p></p> <p>This resource book draws together articles on the development and maintenance of camp sites and facilities. The articles, previously published by "Camping Magazine" and "Journal of Christian Camping," cover (1) site planning and long-range development, including redesigning multiple camp facilities for year-round programs, remodeling and…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2013APS..APRR15005K','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2013APS..APRR15005K"><span>Art as a Vehicle for Nuclear Astrophysics</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Kilburn, Micha</p> <p>2013-04-01</p> <p>One aim of the The Joint Institute for Nuclear Astrophysics (JINA) is to teach K-12 students concepts and ideas related to nuclear astrophysics. For students who have not yet seen the periodic table, this can be daunting, and we often begin with astronomy concepts. The field of astronomy naturally lends itself to an art connection through its beautiful images. Our Art 2 Science programming adopts a hands-on approach by teaching astronomy through student created art projects. This approach engages the students, through tactile means, visually and spatially. For younger students, we also include physics based craft projects that facilitate the assimilation of problem solving skills. The arts can be useful for aural and kinetic learners as well. Our program also includes singing and dancing to songs with lyrics that teach physics and astronomy concepts. The Art 2 Science programming has been successfully used in after-school programs at schools, community centers, and art studios. We have even expanded the program into a popular week long summer camp. I will discuss our methods, projects, specific goals, and survey results for JINA's Art 2 Science programs.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED232820.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED232820.pdf"><span>The Future of Organized Camping.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Henderson, Karla A.; And Others</p> <p></p> <p>A research study on the future of organized camping investigated future factors which may affect leadership of camping programs in Wisconsin and throughout the country. Objectives were to: identify 50 experts on organized camping who would participate in a 3-round Delphi study on the future of camping; generate consensus among the experts…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED175605.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED175605.pdf"><span>(Compendium of State Laws and Regulations for Youth Camps).</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Brookhiser, Judy, Comp.; van der Smissen, Betty, Comp.</p> <p></p> <p>State laws and regulations applicable to youth camp operations provided by state agencies are organized in this Compendium under ten major headings; personnel; program safety; personal health, first aid, and medical services; site and facilities; sanitation; food service; transportation; primitive camping and out-of-camp trips; day camping; and…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://images.nasa.gov/#/details-SSC-20120530-S00972E.html','SCIGOVIMAGE-NASA'); return false;" href="https://images.nasa.gov/#/details-SSC-20120530-S00972E.html"><span>Outreach event</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://images.nasa.gov/">NASA Image and Video Library</a></p> <p></p> <p>2012-05-30</p> <p>Stennis Space Center education program specialists Chris Copelan (l) and Joshua Finch provide a Working in Space presentation to Camp Dream Street participants during a May 30, 2012, visit to Utica, Miss. Dream Street is a five-day camp program for children with physical disabilities. Camp participants are primarily from Mississippi and surrounding states.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=emergency+AND+care+AND+first+AND+AID&pg=2&id=EJ529941','ERIC'); return false;" href="https://eric.ed.gov/?q=emergency+AND+care+AND+first+AND+AID&pg=2&id=EJ529941"><span>How Three Special Teenagers with Disabilities Became CITs.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Graham, Jennifer M.</p> <p>1996-01-01</p> <p>A cooperative camp program trained three teenagers with developmental delays to be counselors-in-training (CITs) for a children's day camp. Trainees learned about the basic chain of command at camp, first aid and emergency care, child development, and behavior management. The program was deemed successful in increasing job opportunities for…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Networking+AND+cities&pg=4&id=EJ635878','ERIC'); return false;" href="https://eric.ed.gov/?q=Networking+AND+cities&pg=4&id=EJ635878"><span>Camp Joy: Embracing Diversity.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Krehbiel, Amy</p> <p>2001-01-01</p> <p>Camp Joy (Ohio) offers a racially integrated program to disadvantaged inner-city foster children. To attract quality minority staff, the camp recruits through former campers, word of mouth, a leader-in-training program, job and internship fairs, and networking with nearby colleges and social agencies. Staff training and the intrinsic rewards of…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=recycling+AND+landfill&id=EJ463083','ERIC'); return false;" href="https://eric.ed.gov/?q=recycling+AND+landfill&id=EJ463083"><span>Making Camp Environmentally Friendly: How Two Camps Did It.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Westerman, Martin; Griner-Johnson, Russ</p> <p>1991-01-01</p> <p>Describes the efforts of two camps administered by the Brandeis-Bardin Institute (Brandeis, California) in implementing water and energy conservation programs, involving recycling, composting, and landfill savings. Programs were successful in eliminating excess waste and teaching campers to care more about their environments at home and at work.…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22908697','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22908697"><span>United Nations High Commissioner for Refugees feeding program performance in Kenya and Tanzania: a retrospective analysis of routine Health Information System data.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Tappis, Hannah; Doocy, Shannon; Haskew, Christopher; Wilkinson, Caroline; Oman, Allison; Spiegel, Paul</p> <p>2012-06-01</p> <p>The United Nations High Commissioner for Refugees (UNHCR) Health Information System is a primary source of routine nutrition program data and provides a comprehensive assessment of UNHCR selective feeding programs in more than 90 refugee camps in 18 countries worldwide. To evaluate the coverage and effectiveness of UNHCR supplementary and therapeutic feeding programs for malnourished children under 5 years of age in Kenya and Tanzania refugee camps. Analysis of Kenya and Tanzania refugee camp population, growth monitoring and nutrition program data from the UNHCR Health Information System. UNHCR-supported implementing partners in Kenya and Tanzania admitted nearly 45,000 malnourished refugee children in selective feeding programs between January 2006 and May 2009. Average recovery rates of 77.1% and 84.6% in the therapeutic and supplementary programs, respectively, mortality rates of less than 1%, and average readmission below 5% suggest that feeding programs had a beneficial effect on enrolled children. Increasing admission and enrollment in supplementary feeding programs was successful in preventing cases of severe malnutrition in some camps. Further attention to these camps would be likely to yield sizeable benefits in terms of absolute reductions in malnutrition prevalence and mortality rates.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li class="active"><span>9</span></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_9 --> <div id="page_10" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li class="active"><span>10</span></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="181"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=accounting+AND+conflict&id=EJ1168149','ERIC'); return false;" href="https://eric.ed.gov/?q=accounting+AND+conflict&id=EJ1168149"><span>Influence of a Training Program on Camp Counselors' Perceived Competency When Accounting for Prior Camp Experience</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wahl-Alexander, Zachary; Howell, Steven; Richards, K. Andrew R.</p> <p>2017-01-01</p> <p>The purpose of this study was to evaluate summer camp counselors' perceived competency prior to and after an 8-day training at an independent for-profit overnight camp. The participants in this study were 101 camp counselors who were employed at an overnight summer camp in the northeastern United States. Counselors' perceived competency was…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2011AGUFM.C41D0439S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2011AGUFM.C41D0439S"><span>Collection of Arctic Ocean Data from US Navy Submarines on the New SCICEX Program</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Smethie, W. M.; Sambrotto, R.; Boyd, T.; Richter-Menge, J.; Corbett, J.</p> <p>2011-12-01</p> <p>The SCICEX submarine Arctic science program originated in the 1990s when six dedicated science cruises were conducted in the Arctic Ocean aboard US Navy Sturgeon class submarines. After the cold war era Sturgeon class submarines were retired, several Science Accommodation cruises, for which a few days for scientific measurements were added to planned submarine transits through the Arctic Ocean, were carried out when opportunities arose. Renewed interest in conducting further Science Accommodation cruises on a regular basis to better document and understand how the Arctic Ocean responds to climate change resulted in publication of a scientific plan in 2010 (http://www.arctic.gov/publications/scicex_plan.pdf). In the spring of 2011 testing of data collection and water sampling methods aboard newer Virginia and Seawolf class submarines on transit from a Navy ice camp in the Beaufort Sea, was conducted in order to develop protocols and evaluate techniques. Ice draft measurements were also taken in the vicinity of the ice camp and near the North Pole to evaluate new data collection systems. This evaluation will include a comparison of the ice draft data with a comprehensive set of in situ ice thickness measurements taken near the ice camp. Under-ice submarine-launched eXpendable Condutivity Temperature Depth (XCTD) probes were deployed from the USS Connecticut (SSN-22), a Seawolf class submarine, and the resulting profiles compared to CTD casts from the APLIS ice station and historical profiles. Water samples were collected through the hull for measurements of tritium, helium isotopes, oxygen isotopes, chlorofluorocarbons, sulfur hexafluoride, nutrients, dissolved organic carbon, bacterioplankton, phytoplankton and particulates levels. These samples were returned to Lamont-Doherty Earth Observatory and were in the process of being measured at the time this abstract was written. Measurements completed at this time indicate good samples can be collected for CFC-12, nutrients and biological and inorganic particulates. Measurements of the other samples will be completed and reported on at the meeting. Early results indicate that both of the submarine types evaluated are capable of reliably collecting important information on water temperature, salinity, tracers, chemistry, and biology and ice draft.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://www.eso.org/public','SCIGOVWS'); return false;" href="http://www.eso.org/public"><span>ESO</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.science.gov/aboutsearch.html">Science.gov Websites</a></p> <p></p> <p></p> <p>2009 100 Hours of <em>Astronomy</em> The Eye 3D IMAX® 3D Film Hidden Universe Open House Day 2011 Open House and Jupiter - 1994 Comet Hale Bopp - 1994 <em>Astronomy</em> Communication Seminars Outreach Education Educational Material Science in School ESO <em>Astronomy</em> Camp 2017 ESO <em>Astronomy</em> Camp 2016 ESO <em>Astronomy</em> Camp 2015</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016AGUFMED43B0855D','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016AGUFMED43B0855D"><span>Reaching for the Stars: NASA Space Science for Girl Scouts (Girl Scout Stars)</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>DeVore, E. K.; Harman, P. K.; Berg, J.; Friedman, W.; Fahy, J.; Henricks, J.; Chin, W.; Hudson, A.; Grissom, C.; Lebofsky, L. A.; McCarthy, D.; Gurton, S. P.; White, V.; Summer, T.; Mayo, L.; Patel, R.; Bass, K.</p> <p>2016-12-01</p> <p>Girl Scout Stars aims to enhance science, technology, engineering and mathermatics (STEM) experiences for Girl Scouts in grades K-12 through the national Girl Scout Leadership Experience. New space science badges are being created for every Girl Scout level. Using best practices, we engage girls and volunteers with the fundamental STEM concepts that underpin our human quest to explore the universe. Through early and sustained exposure to the people and assets of NASA and the excitement of NASA's Mission, they explore STEM content, discoveries, and careers. Today's tech savvy Girl Scout volunteers prefer just-in-time materials and asynchronous learning. The Girl Scout Volunteer Tool Kit taps into the wealth of online materials provided by NASA for the new space science badges. Training volunteers supports troop activities for the younger girls. For older girls, we enhance Girl Scout summer camp activities, support in-depth experiences at University of Arizona's Astronomy Camp, and "Destination" events for the 2017 total solar eclipse. We partner with the Night Sky Network to engage amateur astronomers with Girl Scouts. Univeristy of Arizona also leads Astronomy Camp for Girl Scout volunteers. Aires Scientific leads eclipse preparation and summer sessions at NASA Goddard Space Flight Center for teams of volunteers, amateur astronomers and older Girl Scouts. There are 1,900,000 Girl Scouts and 800,000 volunteers in the USA. During development, we work with the Girl Scouts of Northern California (50,000 girl members and 31,000 volunteers) and expand across the USA to 121 Girl Scout councils over five years. SETI Institute leads the experienced space science educators and scientists at Astronomical Society of the Pacific, University of Arizona, and Aires Scientific. Girl Scouts of the USA leads dissemination of Girl Scout Stars to Councils across the USA with support of Girl Scouts of Northern California. Through professional development of Girl Scout volunteers, Girl Scout Stars enhances public science literacy. Girl Scout Stars supports the NASA Science Mission Directorate Science Education Objectives and NASA's STEM Engagement and Educator Professional Development lines of business. The Girl Scout Research Institute at GSUSA leads program evaluation with Rockman, et al, external evaluators.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28339408','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28339408"><span>Exploring the feasibility and use of acceleromters before, during, and after a camp-based CIMT program for children with cerebral palsy.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Coker-Bolt, Patty; Downey, Ryan J; Connolly, Jacqueline; Hoover, Reagin; Shelton, Daniel; Seo, Na Jin</p> <p>2017-01-01</p> <p>The aim of this pilot study was to determine the feasibility and use accelerometers before, during, and after a camp-based constraint-induced movement therapy (CIMT) program for children with hemiplegic cerebral palsy. A pre-test post-test design was used for 12 children with CP (mean = 4.9 yrs) who completed a 30-hour camp-based CIMT program. The accelerometer data were collected using ActiGraph GT9X Link. Children wore accelerometers on both wrists one day before and after the camp and on the affected limb during each camp day. Three developmental assessments were administered pre-post CIMT program. Accelerometers were successfully worn before, during, and directly after the CIMT program to collect upper limb data. Affected upper limb accelerometer activity significantly increased during the CIMT camp compared to baseline (p< 0.05). Significant improvements were seen in all twelve children on all assessments of affected upper limb function (p< 0.05) measuring capacity and quality of affected upper limb functioning. Accelerometers can be worn during high intensity pediatric CIMT programs to collect data about affected upper limb function. Further study is required to determine the relationship between accelerometer data, measure of motor capacity, and real-world performance post-CIMT.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=soil+AND+maps&pg=4&id=ED174370','ERIC'); return false;" href="https://eric.ed.gov/?q=soil+AND+maps&pg=4&id=ED174370"><span>Camp Chinkapin.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Crook County School District, Prineville, OR.</p> <p></p> <p>The Camp Chinkapin program, begun in 1957-58 as a pilot program for the State of Oregon, provides all sixth grade students in Crook County (Oregon) with a 5-day session in a resident camp setting in the early summer. The book serves as an introduction to and workbook for students attending the Crook County Outdoor Classroom at Suttle Lake. The…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2018AIPC.1923c0008C','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2018AIPC.1923c0008C"><span>The Science Camp Model based on maker movement and tinkering activity for developing concept of electricity in middle school students to meet standard evaluation of ordinary national educational test (O-NET)</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Chamrat, Suthida</p> <p>2018-01-01</p> <p>The standard evaluation of Thai education relies excessively on the Ordinary National Educational Test, widely known as O-NET. However, a focus on O-Net results can lead to unsatisfactory teaching practices, especially in science subjects. Among the negative consequences, is that schools frequently engage in "cramming" practices in order to elevate their O-NET scores. Higher education, which is committed to generating and applying knowledge by socially engaged scholars, needs to take account of this situation. This research article portrays the collaboration between the faculty of education at Chiang Mai University and an educational service area to develop the model of science camp. The activities designed for the Science Camp Model were based on the Tinkering and Maker Movement. Specifically, the Science Camp Model was designed to enhance the conceptualization of electricity for Middle School Students in order to meet the standard evaluation of the Ordinary National Educational Test. The hands-on activities consisted of 5 modules which were simple electrical circuits, paper circuits, electrical measurement roleplay motor art robots and Force from Motor. The data were collected by 11 items of Electricity Socratic-based Test adapted from cumulative published O-NET tests focused on the concept of electricity concept. The qualitative data were also collected virtually via Flinga.com. The results indicated that students after participating in 5modules of science camp based on the Maker Movement and tinkering activity developed average percentage of test scores from 33.64 to 65.45. Gain score analysis using dependent t-test compared pretest and posttest mean scores. The p value was found to be statistically significant (less than 0.001). The posttest had a considerably higher mean score compared with the pretest. Qualitative data also indicated that students could explain the main concepts of electrical circuits, and the transformation of electrical energy to mechanical energy. The schools were satisfied, and expressed greater confidence in the Science Camp Model as an alternative way to improve Standard Evaluation of Ordinary National Educational Test.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2010-title14-vol2/pdf/CFR-2010-title14-vol2-sec91-1431.pdf','CFR'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2010-title14-vol2/pdf/CFR-2010-title14-vol2-sec91-1431.pdf"><span>14 CFR 91.1431 - CAMP: Continuing analysis and surveillance.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2010&page.go=Go">Code of Federal Regulations, 2010 CFR</a></p> <p></p> <p>2010-01-01</p> <p>... program manager who maintains program aircraft under a CAMP must establish and maintain a system for the... program manager or by another person. (b) Whenever the Administrator finds that the programs described in... program manager must, after notification by the Administrator, make changes in those programs requested by...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014pas..conf...71C','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014pas..conf...71C"><span>ESO Science Outreach Network in Poland during 2011-2013</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Czart, Krzysztof</p> <p>2014-12-01</p> <p>ESON Poland works since 2010. One of the main tasks of the ESO Science Outreach Network (ESON) is translation of various materials at ESO website, as well as contacts with journalists. We support also science festivals, conferences, contests, exhibitions, astronomy camps and workshops and other educational and outreach activities. During 2011-2013 we supported events like ESO Astronomy Camp 2013, ESO Industry Days in Warsaw, Warsaw Science Festival, Torun Festival of Science and Art, international astronomy olympiad held in Poland and many others. Among big tasks there was also translation of over 60 ESOcast movies.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23359209','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23359209"><span>Opportunities for promoting youth physical activity: an examination of youth summer camps.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Hickerson, Benjamin D; Henderson, Karla A</p> <p>2014-01-01</p> <p>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. 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. 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. 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.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21786411','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21786411"><span>Youth development and the camp experience.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Garst, Barry A; Browne, Laurie P; Bialeschki, M Deborah</p> <p>2011-01-01</p> <p>The organized camp experience has been an important part of the lives of children, youth, and adults for over 150 years. The camp experience is a way for young people to explore and search for an authenticity often missing in other parts of their lives that contributes to their healthy transition into adulthood. Over the past decade, tremendous growth in the volume and rigor of camp-related research has occurred, facilitated by a targeted research agenda conducted by the American Camp Association. This agenda was founded on three national research projects conducted between 2003 and 2007: a study to identify the developmental outcomes of the camp experience, a benchmarking study of the youth development supports and opportunities provided through camp experiences, and a program improvement project directed toward enhancing supports and opportunities provided by camps. The findings from these research projects suggest that camp experiences promote developmental outcomes in both campers and staff and that camps provide the supports and opportunities needed for positive youth development. This article explores the developmental outcomes of the camp experience and the characteristics of the supports and opportunities afforded by camp experiences, including settings, structures, and programs and activities, as a way to provide a clearer understanding of camp as a positive youth development setting. Innovations and opportunities in research related to the provision of quality camp experiences are also considered. Copyright © 2011 Wiley Periodicals, Inc., A Wiley Company.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://hdl.handle.net/2060/19980025540','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/19980025540"><span>MCTP Summer Research Internship Program. Research Presentation Day: Experience Mathematics and Science in the Real World</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p></p> <p>1996-01-01</p> <p>This paper presents the summaries of the MCTP Summer Research Internship Program. Technological areas discussed include: Mathematical curriculum development for real world problems; Rain effects on air-water gas exchange; multi-ring impact basins on mars; developing an interactive multimedia educational cd-rom on remote sensing; a pilot of an activity for for the globe program; fossils in maryland; developing children's programming for the american horticultural society at river farm; children's learning, educational programs of the national park service; a study of climate and student satisfaction in two summer programs for disadvantaged students interested in careers in mathematics and science; the maryland governor's academy, integrating technology into the classroom; stream sampling with the maryland biological stream survey (MBSS); the imaging system inspection software technology, the preparation and detection of nominal and faulted steel ingots; event-based science, the development of real-world science units; correlation between anxiety and past experiences; environmental education through summer nature camp; enhancing learning opportunities at the Salisbury zoo; plant growth experiment, a module for the middle school classroom; the effects of proxisome proliferators in Japanese medaka embryos; development of a chapter on birth control and contraceptive methodologies as part of an interactive computer-based education module on hiv and aids; excretion of gentamicin in toadfish and goldfish; the renaissance summer program; and Are field trips important to the regional math science center?</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2003APS..MAR.S4001H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2003APS..MAR.S4001H"><span>Scientists and K-12: Experience from The Science House</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Haase, David G.</p> <p>2003-03-01</p> <p>In working with K-12 science and mathematics education, scientists may take on many different roles - from presenter to full-time partner. These roles are illustrated in the activities of The Science House, a K-12 education program of North Carolina State University, (www.science-house.org) which partners with teachers and students across the state to promote inquiry-based learning in mathematics and science. While it is important to involve scientists in K-12, most universities do not have effective means to make the connections. In our efforts to do so, which began with a few teacher workshops and now encompasses six offices across NC, we have sought to join the interests of the university (research, teaching, student recruiting) to the needs of K-12. Our programs now include teacher training workshops, student science camps and curriculum projects in several states. We are reminded that K-12 science education is interdisciplinary; local and political; and a process, not a problem to be solved and forgotten. Partially supported by NSF (CHE-9876674 and DBI-0115462), the Howard Hughes Medical Institute and the Burroughs Wellcome Fund.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=student+AND+travel&pg=3&id=EJ1043359','ERIC'); return false;" href="https://eric.ed.gov/?q=student+AND+travel&pg=3&id=EJ1043359"><span>Graduate Student Outreach: Model of a One-Day "Chemistry Camp" for Elementary School Students</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Houck, Joseph D.; Machamer, Natalie K.; Erickson, Karla A.</p> <p>2014-01-01</p> <p>One-day chemistry camps, managed by graduate students from the Departments of Chemistry at the Universities of Virginia (UVA) and Vermont (UVM), have proven successful as an outreach initiative. The camp model engages kindergarten through fifth grade elementary school students in hands-on, inquiry-based science experiments to educate and excite…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=science+AND+chemistry&pg=2&id=EJ1031098','ERIC'); return false;" href="https://eric.ed.gov/?q=science+AND+chemistry&pg=2&id=EJ1031098"><span>Nobody Can See Atoms: Science Camps Highlighting Approaches for Making Chemistry Accessible to Blind and Visually Impaired Students</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wedler, Henry B.; Boyes, Lee; Davis, Rebecca L.; Flynn, Dan; Franz, Annaliese; Hamann, Christian S.; Harrison, Jason G.; Lodewyk, Michael W.; Milinkevich, Kristin A.; Shaw, Jared T.; Tantillo, Dean J.; Wang, Selina C.</p> <p>2014-01-01</p> <p>Curricula for three chemistry camp experiences for blind and visually impaired (BVI) individuals that incorporated single- and multiday activities and experiments accessible to BVI students are described. Feedback on the camps from students, mentors, and instructors indicates that these events allowed BVI students, who in many cases have been…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2009PhDT........78H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2009PhDT........78H"><span>Science education in the Boy Scouts of America</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Hintz, Rachel Sterneman</p> <p></p> <p>This study of science education in the Boy Scouts of America focused on males with Boy Scout experience. The mixed-methods study topics included: merit badge standards compared with National Science Education Standards, Scout responses to open-ended survey questions, the learning styles of Scouts, a quantitative assessment of science content knowledge acquisition using the Geology merit badge, and a qualitative analysis of interview responses of Scouts, Scout leaders, and scientists who were Scouts. The merit badge requirements of the 121 current merit badges were mapped onto the National Science Education Standards: 103 badges (85.12%) had at least one requirement meeting the National Science Education Standards. In 2007, Scouts earned 1,628,500 merit badges with at least one science requirement, including 72,279 Environmental Science merit badges. "Camping" was the "favorite thing about Scouts" for 54.4% of the boys who completed the survey. When combined with other outdoor activities, what 72.5% of the boys liked best about Boy Scouts involved outdoor activity. The learning styles of Scouts tend to include tactile and/or visual elements. Scouts were more global and integrated than analytical in their thinking patterns; they also had a significant intake element in their learning style. Earning a Geology merit badge at any location resulted in a significant gain of content knowledge; the combined treatment groups for all location types had a 9.13% gain in content knowledge. The amount of content knowledge acquired through the merit badge program varied with location; boys earning the Geology merit badge at summer camp or working as a troop with a merit badge counselor tended to acquire more geology content knowledge than boys earning the merit badge at a one-day event. Boys retained the content knowledge learned while earning the merit badge. Scientists, Scout leaders, and Scouts felt that Scouts learned science through participation in the Boy Scout program, both in the merit badge program and also through activities, trips, outdoors, in meetings, and through rank advancement. On an open-ended questionnaire, 75.2% of Scouts reported that doing merit badges helped them do better in school. Scout leaders indicated that the overall Scouting environment introduced boys to science. Scout scientists credited Boy Scouts with providing experiences that interested and/or helped them in their scientific careers.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED352345.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED352345.pdf"><span>Nature-Computer Camp 1991. Chapter 2 Program Evaluation Report.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>District of Columbia Public Schools, Washington, DC. Dept. of Research and Evaluation.</p> <p></p> <p>The District of Columbia Public Schools Nature Computer Camp (NCC) is an environmental/computer program which has been operating in the Catoctin Mountain Park (Maryland) since 1983. The camp operates for five one-week sessions serving a total of 406 regular sixth-grade students representing 84 elementary schools with an average of 81 students per…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=20000021310&hterms=technology+educational&qs=N%3D0%26Ntk%3DAll%26Ntx%3Dmode%2Bmatchall%26Ntt%3Dtechnology%2Beducational','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=20000021310&hterms=technology+educational&qs=N%3D0%26Ntk%3DAll%26Ntx%3Dmode%2Bmatchall%26Ntt%3Dtechnology%2Beducational"><span>Digitized Educational Technology: A Learning Tool Using Remotely Sensed Data</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Love, Gloria Carter</p> <p>1999-01-01</p> <p>Digitized Educational software for different levels of instruction were developed and placed on the web (geocities). Students attending the Pre-Engineering Summer 1998 Camp at Dillard University explored the use of the software which included presentations, applications, and special exercises. Student comments were received and considered for adjustments. The second outreach program included students from Colton Junior High School and Natural Science Majors at Dillard University. The Natural Majors completed a second survey concerning reasons why students selected majors in the Sciences and Mathematics. Two student research assistants (DU) and faculty members/parents of Colton Junior High assisted.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=cystic+AND+fibrosis&pg=4&id=EJ505575','ERIC'); return false;" href="https://eric.ed.gov/?q=cystic+AND+fibrosis&pg=4&id=EJ505575"><span>Camping for Youth with Chronic Illnesses.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Burns, Joanna L.; Keller, M. Jean</p> <p>1994-01-01</p> <p>Camp Fortnight brought 25 British children with cystic fibrosis to experience a 2-week camping program in Texas. Campers (ages 11-15) participated in wilderness experiences, a challenge course, fishing, horseback riding, creative arts, cooking, hiking, outdoor camping, and field trips. Profiles campers and their experiences. (LP)</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015AGUFMED51C0824C','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015AGUFMED51C0824C"><span>Drilling Deep Into STEM Education with JOIDES Resolution Education and Outreach Officers</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Christiansen, E. A.</p> <p>2015-12-01</p> <p>During International Ocean Discovery Program (IODP) expeditions, IODP scientists and Education/Outreach (E/O) Officers enter classrooms and informal science venues via live Internet video links between the JOIDES Resolution (JR) and land-based learning centers. Post-expedition, E/O Officers, serving as JR Ambassadors, deepen and broaden the learning experience by bringing STEM from the JR to the general public through targeted outreach events at those land-based sites. Youth and adult learners participate in scientific inquiry through interactive activities linked directly to the video broadcast experience. Outreach venues include museums, summer camps, and after-school programs; classroom visits from E/O Officers encompass kindergarten to undergraduate school groups and often include professional development for educators. Events are hands-on with simulations, expedition samples, core models, and equipment available for interaction. This program can serve as a model for linking virtual and real experiences; deepening the educational value of virtual field trip events; and bringing cutting edge science into both classrooms and informal science venues.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li class="active"><span>10</span></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_10 --> <div id="page_11" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li class="active"><span>11</span></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="201"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017AAS...22943907D','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017AAS...22943907D"><span>Reaching for the Stars: NASA Science for Girl Scouts (Girl Scout Stars)</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>DeVore, Edna; Harman, Pamela; Girl Scouts of the USA; Girl Scouts of Northern California; University of Arizona; Astronomical Society of the Pacific; Aires Scientific</p> <p>2017-01-01</p> <p>Girl Scout Stars aims to enhance STEM experiences for Girl Scouts in grades K-12. New space science badges are being created for every Girl Scout level. Using best practices, we engage girls and volunteers with the fundamental STEM concepts that underpin our human quest to explore the universe. Through early and sustained exposure to the people and assets of NASA and the excitement of NASA’s Mission, they explore STEM content, discoveries, and careers. Today’s tech savvy Girl Scout volunteers prefer just-in-time materials and asynchronous learning. The Volunteer Tool Kit taps into the wealth of NASA's online materials for the new space science badges. Training volunteers supports troop activities for the younger girls. For older girls, we enhance Girl Scout summer camp activities, support in-depth experiences at Univ. of Arizona’s Astronomy Camp, and “Destination” events for the 2017 total solar eclipse. We partner with the Night Sky Network to engage amateur astronomers with Girl Scouts. Univ. of Arizona also leads Astronomy Camp for Girl Scout volunteers. Aires Scientific leads eclipse preparation and summer sessions at NASA Goddard Space Flight Center for teams of volunteers, amateur astronomers and older Girl Scouts.There are 1,900,000 Girl Scouts and 800,000 volunteers in the USA. During development, we work with the Girl Scouts of Northern California (50,000 girl members and 31,000 volunteers) and expand across the USA to 121 Girl Scout councils over five years. SETI Institute leads the space science educators and scientists at Astronomical Society of the Pacific, Univ. of Arizona, and Aires Scientific. Girl Scouts of the USA leads dissemination of Girl Scout Stars with support of Girl Scouts of Northern California. Through professional development of Girl Scout volunteers, Girl Scout Stars enhances public science literacy. Girl Scout Stars supports the NASA Science Mission Directorate Science Education Objectives and NASA’s STEM Engagement and Educator Professional Development lines of business. The Girl Scout Research Institute at GSUSA leads program evaluation with Rockman, et al, external evaluators. Funded by NASA: NNX16AB90A.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Outdoors+AND+health+AND+benefits&pg=6&id=ED304255','ERIC'); return false;" href="https://eric.ed.gov/?q=Outdoors+AND+health+AND+benefits&pg=6&id=ED304255"><span>Fundamentals of Day Camping. An Ideal Reference for Administrators of Day Camps and School-Age Day Care Programs. Revised.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Mitchell, Grace; And Others</p> <p></p> <p>This revised edition of a 1961 publication outlines the steps involved in establishing a new day camp, and presents guidelines for day camp operation. Four chapters cover: (1) preliminary decisions and planning for a new camp; (2) site selection, legal and regulatory considerations, and property management; (3) deciding on buildings and equipment…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=service+AND+orientation+AND+organizational+AND+performance&pg=3&id=ED193874','ERIC'); return false;" href="https://eric.ed.gov/?q=service+AND+orientation+AND+organizational+AND+performance&pg=3&id=ED193874"><span>Project REACH: A Competency-Based Manual for Camp Director Training. Appendix T. Camp Director Training Series.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Vinton, Dennis A., Ed.; Farley, Elizabeth M., Ed.</p> <p></p> <p>Resulting from a 3 year project to develop and test competency based programs for camp personnel serving the physically handicapped, the document contains a manual for training the camp director. An introductory section gives an explanation of competency based instruction, a description of a module, and an overview of the camp director training…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=rational+AND+emotional+AND+behavior+AND+therapy&pg=4&id=ED178520','ERIC'); return false;" href="https://eric.ed.gov/?q=rational+AND+emotional+AND+behavior+AND+therapy&pg=4&id=ED178520"><span>An Evaluation Program for the Eckerd Foundation Therapeutic Wilderness Camping Program: An Evaluation of an Atypical Alternative Education Program.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Griffin, William H.; Carter, James D.</p> <p></p> <p>The strategy used in evaluating an out-of-doors resident camping program for emotionally disturbed children is outlined. This strategy calls for examining the following elements in the program: (1) program goals and objectives; (2) collection and processing program data; (3) camper progress assessment; (4) program audit; (5) assessment of past…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5132378','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5132378"><span>Practical Strategies for Collaboration across Discipline-Based Education Research and the Learning Sciences</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Peffer, Melanie; Renken, Maggie</p> <p>2016-01-01</p> <p>Rather than pursue questions related to learning in biology from separate camps, recent calls highlight the necessity of interdisciplinary research agendas. Interdisciplinary collaborations allow for a complicated and expanded approach to questions about learning within specific science domains, such as biology. Despite its benefits, interdisciplinary work inevitably involves challenges. Some such challenges originate from differences in theoretical and methodological approaches across lines of work. Thus, aims at developing successful interdisciplinary research programs raise important considerations regarding methodologies for studying biology learning, strategies for approaching collaborations, and training of early-career scientists. Our goal here is to describe two fields important to understanding learning in biology, discipline-based education research and the learning sciences. We discuss differences between each discipline’s approach to biology education research and the benefits and challenges associated with incorporating these perspectives in a single research program. We then propose strategies for building productive interdisciplinary collaboration. PMID:27881446</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ941681.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ941681.pdf"><span>The Effect of Informal and Formal Interaction between Scientists and Children at a Science Camp on Their Images of Scientists</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Leblebicioglu, Gulsen; Metin, Duygu; Yardimci, Esra; Cetin, Pinar Seda</p> <p>2011-01-01</p> <p>A number of studies have already investigated children's stereotypical images of scientists as being male, old, bald, wearing eyeglasses, working in laboratories, and so forth. There have also been some interventions to impose more realistic images of scientists. In this study, a science camp was conducted in Turkey with a team of scientists…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21453175','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21453175"><span>Impact of the Purdue University School of Veterinary Medicine's Boiler Vet Camp on participants' knowledge of veterinary medicine.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Weisman, James L; Amass, Sandra F; Warren, Joshua D</p> <p>2011-04-01</p> <p>To assess whether Boiler Vet Camp, a 7-day residential summer camp for students entering eighth or ninth grade in the fall, would increase participants' understanding of career options in the veterinary profession, increase understanding of the science of veterinary medicine, or increase the number of students stating that they intended to apply to the Purdue University School of Veterinary Medicine. Survey. 48 individuals attending the 2009 Boiler Vet Camp. Information on participant demographics was obtained from camp applications. A questionnaire was administered on the first and sixth days of camp, and results were analyzed to identify changes in responses over time. More campers correctly answered questions designed to evaluate knowledge of the veterinary profession and 10 of 12 questions designed to evaluate specific knowledge of the science of veterinary medicine on day 6, compared with day 1. Remarkable differences were not observed among gender or race-ethnicity groups for these questions. There was no significant difference between percentages of campers who stated that they would apply to Purdue before and after camp. Significantly more Caucasian campers stated they would apply to Purdue on both day 1 and day 6, compared with campers from under-represented minority groups. Results indicated that the Boiler Vet Camp accomplished 2 of its 3 planned objectives, suggesting that such camps can be successfully used to increase knowledge of the veterinary profession among middle school students. Reasons for the low percentage of participants from underrepresented minorities who indicated they would apply to the Purdue University School of Veterinary Medicine require further exploration.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED065260.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED065260.pdf"><span>Education's Outer Space.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Railton, Esther</p> <p></p> <p>Information collected from 81 camps, schools, and colleges concerning outdoor environmental facilities and program changes taking place in outdoor education is presented in this paper. Included in this information are descriptions of sites, duration of programs, suggested seasons, cost and financing, camp organization, program activities, age…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=hack&pg=3&id=EJ275115','ERIC'); return false;" href="https://eric.ed.gov/?q=hack&pg=3&id=EJ275115"><span>Hack City Summer: Computer Camps Can Bring a Vacation of Keyboard Delights.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Shell, Ellen Ruppel</p> <p>1983-01-01</p> <p>Activities at a summer computer camp (Camp Atari held at East Stroudsburg State College PA) are described. The curriculum, using logic, systematic analysis, and other fundamental programing skills, teaches students to interact effectively and creatively with computers. Sources for finding a computer camp are included. (JN)</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=human+AND+waste&pg=3&id=EJ482174','ERIC'); return false;" href="https://eric.ed.gov/?q=human+AND+waste&pg=3&id=EJ482174"><span>Minimum-Impact Camping in the Front Woods.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Schatz, Curt</p> <p>1994-01-01</p> <p>Minimum-impact camping techniques that can be applied to resident camp programs include controlling group size and behavior, designing camp sites, moving groups frequently, proper use of fires, proper disposal of food and human wastes, use of biodegradable soaps, and encouraging staff and camper awareness of impacts on the environment. (LP)</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=space+AND+rocket&pg=2&id=EJ266269','ERIC'); return false;" href="https://eric.ed.gov/?q=space+AND+rocket&pg=2&id=EJ266269"><span>Von Braun's Dream: Space Camp.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Coleman, C. C.</p> <p>1982-01-01</p> <p>Describes the "Space Camp" program for boys and girls at the Alabama Space and Rocket Center (Huntsville, Alabama), including typical activities. Includes address for obtaining information on participation in the program. (JN)</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015AGUFMED31C0909S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015AGUFMED31C0909S"><span>GeoGirls: A Geology and Geophysics Field Camp for Middle School Girls at Mount St. Helens</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Samson, C.; Allstadt, K.; Melander, S.; Groskopf, A.; Driedger, C. L.; Westby, E.</p> <p>2015-12-01</p> <p>The August 2015 GeoGirls program was a project designed to inspire girls to gain an appreciation and enthusiasm for Earth sciences using Mount St. Helens as an outdoor volcanic laboratory. Occupations in the field of science and engineering tend to be held by more males than females. One way to address this is to introduce girls to possible opportunities within the geosciences and encourage them to learn more about the dynamic environment in which they live. In 2015, the GeoGirls program sought to accomplish this goal through organizing a five day-long field camp for twenty middle school-aged girls, along with four high school-aged mentors and two local teachers. This group explored Mount St. Helens guided by female scientists from the USGS Cascade Volcano Observatory (CVO), the Mount St. Helens Institute (MSHI), UNAVCO, Boise State, Georgia Tech, University of Washington and Oregon State University. To introduce participants to techniques used by volcanologists, the girls participated in hands-on experiments and research projects focusing on seismology, GPS, terrestrial lidar, photogrammetry, water and tephra. Participants also learned to collect samples, analyze data and use microscopes. Through this experience, participants acquired strategies for conducting research by developing hypotheses, making observations, thinking critically and sharing their findings with others. The success of the GeoGirls program was evaluated by participant and parent survey questionnaires, which allowed assessment of overall enthusiasm and interest in pursuing careers in the geosciences. The program was free to participants and was run jointly by MSHI and CVO and funded by NSF, the American Association of University Women, the Association for Women Geoscientists, the Association of Environmental & Engineering Geologists and private donors. The program will run again in the summer of 2016.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017CSEd...27..100H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017CSEd...27..100H"><span>Girls and computer science: experiences, perceptions, and career aspirations</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Hur, Jung Won; Andrzejewski, Carey E.; Marghitu, Daniela</p> <p>2017-04-01</p> <p>The purpose of this mixed methods study was to examine ways to promote computer science (CS) among girls by exploring young women's experiences and perceptions of CS as well as investigating factors affecting their career aspirations. American girls aged 10-16 participated in focus group interviews as well as pre-, post-, and follow-up surveys while attending a CS camp. The analysis of data revealed that although the participants were generally positive about the CS field, they had very limited knowledge of and experience with CS, leading to little aspiration to become computer scientists. The findings also indicated that girls' affinity for and confidence in CS were critical factors affecting their motivation for pursuing a CS-related career. The study demonstrated that participation in the CS camp motivated a small number of participants to be interested in majoring in CS, but the activity time was too short to make a significant impact. Based on the findings, we suggest that providing CS programming experiences in K-12 classrooms is important in order to boost girls' confidence and interest in CS.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=field+AND+guide+AND+trees&pg=2&id=ED303309','ERIC'); return false;" href="https://eric.ed.gov/?q=field+AND+guide+AND+trees&pg=2&id=ED303309"><span>Nature's Classroom: A Program Guide for Camps and Schools.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Cassens, Jennifer R., Ed.</p> <p></p> <p>This guide assists instructors in planning outdoor experiences, particularly in a camp setting. Although it is not a pre-packaged program, the book contains over 40 outdoor programming ideas, allowing instructors to create their own programs. It includes suggestions for goal setting, scheduling, housing, staffing, curriculum planning, policy…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2001PhDT.......179M','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2001PhDT.......179M"><span>The effects of inquiry-based summer enrichment activities on rising eighth graders' knowledge of science processes, attitude toward science, and perceptions of scientists</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Moore, Juanita Martin</p> <p></p> <p>The purpose of this research was to examine the effects of summer science enrichment on eighth-graders' science process skills knowledge, attitude toward science and perceptions of scientists. A single group pre- and post-test design was used to test participants in a summer science enrichment camp, which took place over a three-week period in the summer of 2000. Participants, all of whom were residents of the Mississippi area known as the Delta, lived on the campus of Mississippi Valley State University for the entire course of the camp. Activities included several guided inquiry-based projects such as water rocket design and solar or battery-powered car design. Participants also took trips to an environmental camp in north Mississippi and to the Stennis Space Center on the Mississippi Gulf Coast. Participants worked on their projects in groups, supervised by an undergraduate student "mentor". Participants were encouraged to keep journals of their experiences throughout the camp, and the researcher developed a rubric to evaluate student journals for process knowledge, evidence of planning, reflective thought, and disposition toward science. Tests were used to evaluate student knowledge of process skills, attitude toward science, and perceptions of scientists. On the Test of Integrated Process Skills (Dillashaw & Okey, 1983), the students showed significant improvement overall, but when evaluated separately, males showed significant improvement while females did not. On the Attitude toward Science in School Assessment (Germane, 1988), data indicated that attitude toward science improved significantly for the group as a whole, but upon closer inspection, indicated a significant improvement for the female students only. On Chamber's Draw-a-Scientist Test (1983), analysis of student drawings indicated no significant change in stereotypical images of scientists for the group overall. However, boys' scores indicated a significant improvement when analyzed separately. Journal analysis revealed a need for instruction in their use, but provided an interesting glimpse into students' thoughts. The researcher concluded that summer enrichment camps have potential m terms of helping students improve their science knowledge and their thinking about science. Further research on summer opportunities, inquiry-based instruction, work with mentors, and use of journals is suggested by this work.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29185874','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29185874"><span>"She Finally Smiles … for Real": Reducing Depressive Symptoms and Bolstering Resilience Through a Camp Intervention for LGBTQ Youth.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Gillig, Traci K; Miller, Lynn C; Cox, Courtney M</p> <p>2017-11-29</p> <p>While summer camps are a recognized evidence-based strategy for building social and emotional skills among youth (U.S. Centers for Disease Control and Prevention [CDC], 2009), no known studies have evaluated the effects of camp programming for LGBTQ youth in the United States. This pilot study evaluates a novel program (Brave Trails) for LGBTQ youth ages 12 to 20, using a pre-post camper survey (N = 56) and a post-camp parent survey (N = 54). Results show campers experienced increases in identity affirmation and hope and a reduction in depressive symptoms. Regression analyses found changes in identity affirmation predicted reductions in depressive symptoms and increases in resilience. Additionally, campers' experience of key camp programming features predicted changes in depressive symptoms. Findings from the parent survey were consistent with camper survey results. Theoretical and practical implications are discussed.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Whittington&pg=3&id=EJ1168194','ERIC'); return false;" href="https://eric.ed.gov/?q=Whittington&pg=3&id=EJ1168194"><span>A Closer Look at the Camp Experience: Examining Relationships between Life Skills, Elements of Positive Youth Development, and Antecedents of Change among Camp Alumni</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Garst, Barry A.; Gagnon, Ryan J.; Whittington, Anja</p> <p>2016-01-01</p> <p>Understanding program components that contribute to positive youth outcomes following camp experiences can help program providers bring a greater level of intentionality to their efforts. The purposes of this study were twofold: (a) to develop reliable and valid measures of life skill development, elements of positive youth development (PYD), and…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1104840.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1104840.pdf"><span>The Effect of Active Learning Based Science Camp Activities on Primary School Students' Opinions towards Scientific Knowledge and Scientific Process Skills</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Aydede Yalçin, Meryem Nur</p> <p>2016-01-01</p> <p>It is important for people to be able to judge the nature while actually living in it to gain the scientific perspective which is an important skill nowadays. Within this importance, the general purpose of this study is to examine the effect of active learning based science camp activities on sixth, seventh and eighth grade students' opinions…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://ncifrederick.cancer.gov/about/theposter/content/science-skills-boot-camp-gets-interns-ready-research','NCI'); return false;" href="https://ncifrederick.cancer.gov/about/theposter/content/science-skills-boot-camp-gets-interns-ready-research"><span>Science Skills Boot Camp Gets Interns Ready for Research | Poster</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.cancer.gov">Cancer.gov</a></p> <p></p> <p></p> <p>By Ashley DeVine, Staff Writer Summer interns learned how to read a scientific paper, present a poster, maintain a laboratory notebook, and much more, at the Science Skills Boot Camp in June. “It was a great experience, and it was a great opportunity to meet some of the other interns also working on the campus,” said Alyssa Klein, a Werner H. Kirsten student intern in the</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015PhDT.......111T','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015PhDT.......111T"><span>Little Scientists: Identity, Self-Efficacy, and Attitude Toward Science in a Girls' Science Camp</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Todd, Brandy</p> <p></p> <p>Underrepresentation of women and minorities in the science, technology, and engineering (STEM) fields is a perennial concern for researchers and policy-makers. Many causes of this problem have been identified. Less is known about what constitutes effective methods for increasing women's participation in STEM. This study examines the role that identity formation plays in encouraging girls to pursue STEM education and careers utilizing data from a cohort-based, informal science enrichment program that targets middle-school-aged girls. A Mixed-methods design was employed to examine girls' science interests, efficacy, attitudes, and identity---referred to as affinities. Quantitative data were collected before and after program participation using science affinity scales. Qualitative data included observations, focus groups, and individual interviews. This study builds on past research conducted on the same program. The study is presented in three components: fidelity of implementation, participant affinities, and science identity theory building. Quantitative and qualitative measures reveal that the program was implemented with high fidelity. Participants had high initial affinities for science as compared to a contrast group. Analysis of qualitative data of science affinities revealed several themes in girls' attitudes, experiences, and intentions toward science. Emergent themes discussed include girls' preferences and interests in science, gender and science efficacy, attitudes toward science, and elements of science identities. Archetypes of emergent science identities developed in this study (expert, experimenter, and inventor) inform different ways in which girls engage with and envision science study and careers. Implications for best practice in fostering science engagement and identities in middle-school-aged girls include the importance of hands-on science activities, the need for enthusiastic relatable role models, and an emphasis on deep understanding of scientific principles.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li class="active"><span>11</span></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_11 --> <div id="page_12" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li class="active"><span>12</span></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="221"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=rehabilitation+AND+treatment+AND+prison&pg=3&id=EJ841731','ERIC'); return false;" href="https://eric.ed.gov/?q=rehabilitation+AND+treatment+AND+prison&pg=3&id=EJ841731"><span>Boot Camp Prisons as Masculine Organizations: Rethinking Recidivism and Program Design</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lutze, Faith E.; Bell, Cortney A.</p> <p>2005-01-01</p> <p>A number of studies have tested the effectiveness of boot camp prisons in reducing recidivism and results indicate that they have not been as successful as originally anticipated. While no two programs are comparable in terms of programming and treatment, most programs utilize a hypermasculine paramilitary prison structure to deter, punish, and…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.osti.gov/biblio/6397391-san-joaquin-kit-fox-vulpes-macrotis-mutica-program-camp-roberts-california','SCIGOV-STC'); return false;" href="https://www.osti.gov/biblio/6397391-san-joaquin-kit-fox-vulpes-macrotis-mutica-program-camp-roberts-california"><span>San Joaquin kit fox Vulpes macrotis mutica program, Camp Roberts, California</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.osti.gov/search">DOE Office of Scientific and Technical Information (OSTI.GOV)</a></p> <p>Not Available</p> <p></p> <p>Camp Roberts is a California Army National Guard Training Site located in central California. The San Joaquin kit fox, an endangered subspecies of kit fox, has been known to occur at Camp Roberts since 1960. The population of foxes began to increase in the early 1970's when use of rodenticides decreased. In 1987 the California Army National Guard contracted EG G Energy Measurements to conduct a 3-year study to assess the effects of Camp Roberts activities on the kit fox population. The major objective of the Camp Roberts Environmental Studies Program is to prepare a comprehensive Biological Assessment of themore » effects of all NGB-authorized activities (includes military training, anticipated construction projects, repair and maintenance activities, and all NGB-authorized non-military activities such as hunting and fishing programs, grazing leases, etc.) on San Joaquin kit fox. The program also provides NGB with the scientific expertise necessary to insure compliance with the Endangered Species Act. The specific objective of this report is to summarize progress and results of the Environmental Studies Program made during Fiscal Years 1989 and 1990 (FY89/90). 32 refs., 9 figs., 14 tabs.« less</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=influenza&pg=3&id=EJ921758','ERIC'); return false;" href="https://eric.ed.gov/?q=influenza&pg=3&id=EJ921758"><span>An Infection Control Program for a 2009 Influenza A H1N1 Outbreak in a University-Based Summer Camp</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Tsalik, Ephraim L.; Cunningham, Coleen K.; Cunningham, Hannah M.; Lopez-Marti, Maria G.; Sangvai, Devdutta G.; Purdy, William K.; Anderson, Deverick J.; Thompson, Jessica R.; Brown, Monte; Woods, Christopher W.; Jaggers, L. Brett; Hendershot, Edward F.</p> <p>2011-01-01</p> <p>Objectives: Describe two 2009-H1N1 influenza outbreaks in university-based summer camps and the implementation of an infection control program. Participants: 7,906 campers across 73 residential camps from May 21-August 2, 2009. Methods: Influenza-like-illness (ILI) was defined as fever with cough and/or sore throat. Influenza A was identified…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2002AGUFMED52B0018D','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2002AGUFMED52B0018D"><span>Gummi-Bears On Fire! Bringing Students and Scientists Together at the Alaska Summer Research Academy (ASRA)</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Drake, J.; Schamel, D.; Fisher, P.; Terschak, J. A.; Stelling, P.; Almberg, L.; Phillips, E.; Forner, M.; Gregory, D.</p> <p>2002-12-01</p> <p>When a gummi-bear is introduced into hot potassium chlorate there is a powerful reaction. This is analogous to the response we have seen to the Alaska Summer Research Academy (ASRA). ASRA is a residential science research camp supported by the College of Science, Engineering and Mathematics at the University of Alaska Fairbanks. The hallmark of ASRA is the opportunity for small groups of 4 or fewer students, ages 10-17, to conduct scientific research and participate in engineering design projects with university faculty and researchers as mentors. Participating scientists, engineers, faculty, graduate students, and K-12 teachers from a variety of disciplines design individual research units and guide the students through designing and constructing a project, collecting data, and synthesizing results. The week-long camp culminates with the students from each project making a formal presentation to the camp and public. In its second year ASRA is already a huge success, quadrupling in size from 21 students in 2001 to 89 students in 2002. Due to a high percentage of returning students, we anticipate there will be a waiting list next year. This presentation contains perspectives from administrators, instructors, staff, and students. Based on our experience we feel there is a large potential demand for education and public outreach (EPO) in university settings. We believe the quality and depth of the ASRA experience directly contributes to the success of a worthwhile EPO program. ASRA will be portrayed as a useful model for EPO at other institutions.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=America%27s+AND+military&pg=6&id=EJ372508','ERIC'); return false;" href="https://eric.ed.gov/?q=America%27s+AND+military&pg=6&id=EJ372508"><span>Camp Adventure: Bringing A Slice of America to Military Dependents Overseas.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Edginton, Christopher R.; Little, Sandra L.</p> <p>1988-01-01</p> <p>Looks at the mission of Camp Adventure, a U.S. cultural contact summer camp program contracted between the Department of Defense and the University of Oregon for the children of military personnel overseas. (RWB)</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2018AAS...23136001B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2018AAS...23136001B"><span>Dark Skies, Bright Kids Year 9</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Burkhardt, Andrew Michael; Matthews, Allison M.; Johnson, Kelsey E.; Avilez, Ian; Beale, Luca; Bittle, Lauren E.; Bordenave, David; Finn, Molly; Firebaugh, Ariel; Hancock, Danielle; Hughes, Paul; Rochford Hayes, Christian; Lewis, Hannah; Linden, Sean; Liss, Sandra; Liu, Mengyao; McNair, Shunlante; Murphy, Edward; Prager, Brian; Pryal, Matthew; Richardson, Whitney; Song, Yiqing; Troup, Nicholas; Villadsen, Jackie; Wenger, Trey V.; Wilson, Robert Forrest</p> <p>2018-01-01</p> <p>We present updates from the ninth year of operation of Dark Skies, Bright Kids (DSBK) including new club content, continued assessments, and our seventh annual Star Party. DSBK is an entirely volunteer-run outreach organization based out of the Department of Astronomy at the University of Virginia. Our core mission is to enhance elementary science education and literacy in Virginia through fun, hands-on activities that introduce basic Astronomy concepts. DSBK’s most fundamental program is an 8-10 week long after-school Astronomy camp at surrounding local elementary schools, where each week introduces new concepts through interactive hands-on activities. Over the past two summers, we have traveled to four rural Virginia locations to bring week-long Astronomy camps to otherwise overlooked elementary school districts. These programs aim to inspire a curiosity for science and include inquiry based activities in topics ranging from the electromagnetic spectrum to the classification and evolution of galaxies. We strive to be self-reflective in our mission to inspire scientific curiosity in the minds of underserved demographics. In this effort, we continually assess the effectiveness of each activity through feedback in student-kept journal pages and observed excitement levels. This self-reflection has initiated the development of new curriculum. In addition, differing from our normal collaboration with local elementary schools, we have found great success partnering with local youth organizations, who may better represent DSBK's target demographics and have infrastructure to support incoming outreach groups.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=food+AND+forest&pg=7&id=ED423095','ERIC'); return false;" href="https://eric.ed.gov/?q=food+AND+forest&pg=7&id=ED423095"><span>Outdoor Living Skills: Instructors Manual for Administering the OLS Program in a Camp and for Teaching the Program Leader Course. Revised Edition.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>American Camping Association, Martinsville, IN.</p> <p></p> <p>This manual is designed as a tool for teaching and administering the Outdoor Living Skills (OLS) program in a camp and for training program leaders. Introductory sections address the following: (1) program overview and program materials; (2) people and their environment (physiological and psychological concerns of children and youth, understanding…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/AD1017902','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/AD1017902"><span>Soldier Quality of Life Assessment</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>2016-09-01</p> <p>ABSTRACT This report documents survey research and modeling of Soldier quality of life (QoL) on contingency base camps by the U.S. Army Natick...Science and Technology Objective Demonstration, was to develop a way to quantify QoL for camps housing fewer than 1000 personnel. A discrete choice survey ... Survey results were analyzed using hierarchical Bayesian logistic regression to develop a quantitative model for estimating QoL based on base camp</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://images.nasa.gov/#/details-SSC-20110628-S01153.html','SCIGOVIMAGE-NASA'); return false;" href="https://images.nasa.gov/#/details-SSC-20110628-S01153.html"><span>Astro STARS Camp</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://images.nasa.gov/">NASA Image and Video Library</a></p> <p></p> <p>2011-06-28</p> <p>Tom Nicolaides, an aerospace technologist in the Engineering & Test Directorate at Stennis Space Center, looks on as 2011 Astro STARS participants take turns gazing at the sun through a special telescope. The sun-gazing activity was part of the Astro STARS (Spaceflight, Technology, Astronomy & Robotics at Stennis) camp for 13-to-15-year-olds June 27 - July 1. The weeklong science and technology camp is held each year onsite at the rocket engine test facility.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ866925.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ866925.pdf"><span>English Camp: A Language Immersion Program in Thailand</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Rugasken, Kris; Harris, Jacqueline A.</p> <p>2009-01-01</p> <p>A summer English camp language immersion program, which began in 2003, provided instruction by native English speakers to Thai college students via collaboration between Prince of Songkla University in Thailand and Ball State University in Indiana, USA. During this program, Thai students were exposed to English formally through classroom…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED045755.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED045755.pdf"><span>Academic Day Camp.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Akron Public Schools, OH.</p> <p></p> <p>This report of an academic day camp program for disadvantaged inner-city children includes a description of the program as well as an evaluation based on staff recommendations and standardized test scores. The program provides an all-day experience with an individualized approach to improvement in reading and mathematics skills; in the afternoon,…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2018AIPC.1923c0035P','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2018AIPC.1923c0035P"><span>Student understanding development in chemistry concepts through constructivist-informed laboratory and science camp process in secondary school</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Pathommapas, Nookorn</p> <p>2018-01-01</p> <p>Science Camp for Chemistry Concepts was the project which designed to provide local students with opportunities to apply chemistry concepts and thereby developing their 21st century skills. The three study purposes were 1) to construct and develop chemistry stations for encouraging students' understandings in chemistry concepts based on constructivist-informed laboratory, 2) to compare students' understandings in chemistry concepts before and after using chemistry learning stations, and 3) to study students' satisfactions of using their 21st century skills in science camp activities. The research samples were 67 students who attended the 1-day science camp. They were levels 10 to 11 students in SumsaoPittayakarn School, UdonThani Province, Thailand. Four constructivist-informed laboratory stations of chemistry concepts were designed for each group. Each station consisted of a chemistry scenario, a question, answers in tier 1 and supporting reasons in tier 2, and 4 sets of experimental instruments. Four to five-member subgroups of four student groups parallel participated in laboratory station for an hour in each station. Student activities in each station concluded of individual pretest, group prediction, experimental design, testing out and collection data, interpreting the results, group conclusion, and individual post-test. Data collection was done by station mentors using two-tier multiple choice questions, students' written work and interviews. Data triangulation was used for interpreting and confirming students' understandings of chemistry concepts which divided into five levels, Sound Understanding (SU), Partial Understanding (PU), Specific Misconception (SM), No Understanding (NU) and No Response (NR), before and after collaborating at each station. The study results found the following: 1) four constructivist-laboratory stations were successfully designed and used to investigate student' understandings in chemistry concepts via collaborative workshop of chemistry teachers and researcher, 2) the percentage of students having understandings of chemistry concepts before and after learning at the four stations ranged from 15.92-54.23% and 83.89-97.02%, respectively, and 3)students' opinions of using their 21st century skills in the science camp after finishing the camp activities were at a high level of satisfactions, ranged from 4.09-4.47 of 5 rating scores.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/11470095','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/11470095"><span>Managing health habits for myocardial infarction (MI) patients.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Song, R; Lee, H</p> <p>2001-08-01</p> <p>The study examined effects of the heart camp as a motivation enhancement program on cardiac risk reduction and behavioral modification in myocardial infarction (MI) patients. A total of 86 outpatients participated at the first heart camp and 45 returned to the second one in 8 weeks. The first and second heart camps were daylong programs consisted of health assessment, education classes, and Q&A session with interdisciplinary team approach. At the completion of the heart camp, the participants showed significantly lower scores in cardiac risk factors, and significant improvements in motivational variables, especially, perceived benefits and perceived barriers as well as in the performance of diet and exercise behaviors. The study results confirm that it is possible to enhance motivation for chronic patients like MI patients by even short period of comprehensive educational program.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2006cosp...36.2691W','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2006cosp...36.2691W"><span>The broader the base, the taller the tower: including underserved minority students in the quest to explore the great beyond</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Wilson-Comer, M.; Lindsey, R.; Banks, F.</p> <p></p> <p>The Saturday Academy for Space Science SASS a National Aeronautical and Space Administration NASA outreach program implemented at Chicago State University on the south side of Chicago brought space scientists into contact with underserved high school students The program included instruction in astronomy physics chemistry and mathematics Hands-on construction of telescopes allowed the students to gain insights into the development of tools needed for scientific investigation For thirty six Saturdays each year for three years African American Latino American and Asian American high school students took leadership roles in developing and carrying out space science research As a result of the program over one hundred students participated in overnight observations at the Yerkes Observatory In addition six students went to space camp at the NASA space center in Huntsville Alabama and twelve students took advantage of the space science program at the University of Illinois Urbana Champaign A number of the students who participated in the SASS program are currently graduating from high school and many of those are seeking college studies in various science disciplines Equally important was the degree of parent participation Parents of the students were intensely involved with the program they volunteered to chaperone field trips participated in meetings prepared snacks for students and staff and assisted students in projects and experiments Parents gained insights into the advantages of studying science and the demands on</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4170158','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4170158"><span>The Efficacy of Mammography Boot Camp to Improve the Performance of Radiologists</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Lee, Eun Hye; Jung, Seung Eun; Kim, You Me; Choi, Nami</p> <p>2014-01-01</p> <p>Objective To evaluate the efficacy of a mammography boot camp (MBC) to improve radiologists' performance in interpreting mammograms in the National Cancer Screening Program (NCSP) in Korea. Materials and Methods Between January and July of 2013, 141 radiologists were invited to a 3-day educational program composed of lectures and group practice readings using 250 digital mammography cases. The radiologists' performance in interpreting mammograms were evaluated using a pre- and post-camp test set of 25 cases validated prior to the camp by experienced breast radiologists. Factors affecting the radiologists' performance, including age, type of attending institution, and type of test set cases, were analyzed. Results The average scores of the pre- and post-camp tests were 56.0 ± 12.2 and 78.3 ± 9.2, respectively (p < 0.001). The post-camp test scores were higher than the pre-camp test scores for all age groups and all types of attending institutions (p < 0.001). The rate of incorrect answers in the post-camp test decreased compared to the pre-camp test for all suspicious cases, but not for negative cases (p > 0.05). Conclusion The MBC improves radiologists' performance in interpreting mammograms irrespective of age and type of attending institution. Improved interpretation is observed for suspicious cases, but not for negative cases. PMID:25246818</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2011AAS...21743102H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2011AAS...21743102H"><span>"Far Horizons" -- Near-space Exploration At The Adler Planetarium</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Hammergren, Mark; Gyuk, G.; Friedman, R. B.</p> <p>2011-01-01</p> <p>Over the past four years, the Adler Planetarium has developed a diverse suite of educational activities involving hands-on scientific exploration via our "Far Horizons" high-altitude ballooning program. These efforts largely have been focused on increasing excitement and motivation for learning outside of school time, and include middle school summer camps, a high school summer program (the Astro-Science Workshop), school-year internships for high school students, summer internships for undergraduates, a NSF-funded graduate fellowship, and an active public volunteer program. In 2010, our programs were dedicated to the memory of renowned Chicago adventurer and explorer Steve Fossett. In 2011, in continued tribute to Steve Fossett, we further expand our out-of-school time programs with a summer workshop designed to enable high school teachers to form and advise student high-altitude ballooning clubs. This model program will be developed as one element of our ongoing partnership with the Air Force Academy High School in Chicago. This material is based in part upon work supported by the National Science Foundation under Grant No. 0525995.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=honesty&id=EJ1091828','ERIC'); return false;" href="https://eric.ed.gov/?q=honesty&id=EJ1091828"><span>Summer Camp and Positive Youth Development: Program with Romanian Youth</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Feenstra, Jennifer S.</p> <p>2015-01-01</p> <p>A variety of activities are used in camps to help promote positive youth development, improving social skills and self-esteem in campers. I expanded on previous camp research in this study to address the influence camps have on trust, belief in the honesty of others, empowerment, and care for others in youth in Eastern Europe. Since 1999, New…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=national+AND+parks&pg=6&id=EJ948316','ERIC'); return false;" href="https://eric.ed.gov/?q=national+AND+parks&pg=6&id=EJ948316"><span>Finding the Right Camp: Tips Based on Over 70 Years of Experience</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Morgan, Bill</p> <p>2011-01-01</p> <p>Camp provides an opportunity for a child to have fun, learn and grow in a safe, nurturing, and enriching environment. Tucked away in the picturesque Catoctin Mountain Park in Western Maryland, The League for People with Disabilities has run a summer camp program for over 70 years. Camp Greentop, the campground, is part of the national park, built…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://rosap.ntl.bts.gov/view/dot/32500','DOTNTL'); return false;" href="https://rosap.ntl.bts.gov/view/dot/32500"><span>Sustainable transportation : technology, engineering, and science : summer camp instructor’s guide.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntlsearch.bts.gov/tris/index.do">DOT National Transportation Integrated Search</a></p> <p></p> <p>2014-03-01</p> <p>This document reproduces the instructors guide for a ten day transportation engineering summer camp that was held at the University of Idaho in July 2013. The instructors guide is split into three units: Unit 1: Vehicle Technology, Unit 2: Traf...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://rosap.ntl.bts.gov/view/dot/27191','DOTNTL'); return false;" href="https://rosap.ntl.bts.gov/view/dot/27191"><span>Sustainable transportation : technology, engineering, and science - summer camp instructor's guide.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntlsearch.bts.gov/tris/index.do">DOT National Transportation Integrated Search</a></p> <p></p> <p>2014-03-01</p> <p>This document reproduces the instructors guide for a ten day transportation engineering summer camp that was held at the University of Idaho in July 2013. The instructors guide is split into three units: Unit 1: Vehicle Technology, Unit 2: Traf...</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li class="active"><span>12</span></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_12 --> <div id="page_13" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li class="active"><span>13</span></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="241"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.fs.usda.gov/treesearch/pubs/35178','TREESEARCH'); return false;" href="https://www.fs.usda.gov/treesearch/pubs/35178"><span>Maryland Department of Natural Resources Camp Initiatives Program</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.fs.usda.gov/treesearch/">Treesearch</a></p> <p>Kelly R. Schaeffer</p> <p>1992-01-01</p> <p>The Camp Initiatives Program was developed to increase revenue and visitation through a series of policy changes. During the summer of 1990, the program was evaluated at six Maryland State Parks and found to increase revenue and visitation by 3% and 16%, respectively. More intensive marketing efforts, implementation of a computerized reservation system, increased...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2000EOSTr..81..481S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2000EOSTr..81..481S"><span>U.S. Presidential Candidate camps debate sciences issues</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Showstack, Randy</p> <p>2000-10-01</p> <p>While budget surpluses, social security, and tax cut proposals have been major focuses during the U.S. presidential campaign between Texas Governor George W Bush and Vice President Al Gore, the candidates also have staked out a number of important issues related to Earth sciences and the environment. Two recent debates between representatives of the Bush and Gore camps have helped to clarify these positions. The Washington Science Policy Alliance presented a candidates forum on science and technology policy on October 5 at the American Association for the Advancement of Science (AAAS), in Washington, D.C. On September 26, the non-profit National Environmental Policy Institute (NEPI) held a debate on presidential politics and the environment at the National Press Club, also in Washington, D.C.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017AGUFMIN52A..09T','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017AGUFMIN52A..09T"><span>ASDC Collaborations and Processes to Ensure Quality Metadata and Consistent Data Availability</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Trapasso, T. J.</p> <p>2017-12-01</p> <p>With the introduction of new tools, faster computing, and less expensive storage, increased volumes of data are expected to be managed with existing or fewer resources. Metadata management is becoming a heightened challenge from the increase in data volume, resulting in more metadata records needed to be curated for each product. To address metadata availability and completeness, NASA ESDIS has taken significant strides with the creation of the United Metadata Model (UMM) and Common Metadata Repository (CMR). These UMM helps address hurdles experienced by the increasing number of metadata dialects and the CMR provides a primary repository for metadata so that required metadata fields can be served through a growing number of tools and services. However, metadata quality remains an issue as metadata is not always inherent to the end-user. In response to these challenges, the NASA Atmospheric Science Data Center (ASDC) created the Collaboratory for quAlity Metadata Preservation (CAMP) and defined the Product Lifecycle Process (PLP) to work congruently. CAMP is unique in that it provides science team members a UI to directly supply metadata that is complete, compliant, and accurate for their data products. This replaces back-and-forth communication that often results in misinterpreted metadata. Upon review by ASDC staff, metadata is submitted to CMR for broader distribution through Earthdata. Further, approval of science team metadata in CAMP automatically triggers the ASDC PLP workflow to ensure appropriate services are applied throughout the product lifecycle. This presentation will review the design elements of CAMP and PLP as well as demonstrate interfaces to each. It will show the benefits that CAMP and PLP provide to the ASDC that could potentially benefit additional NASA Earth Science Data and Information System (ESDIS) Distributed Active Archive Centers (DAACs).</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://images.nasa.gov/#/details-SSC-20120612-S00974E.html','SCIGOVIMAGE-NASA'); return false;" href="https://images.nasa.gov/#/details-SSC-20120612-S00974E.html"><span>Astro Camp</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://images.nasa.gov/">NASA Image and Video Library</a></p> <p></p> <p>2012-06-12</p> <p>Each year, more than 400 Mississippi and out-of-state youths visit Stennis Space Center for weeklong Astro Camp activities. In 2012, campers investigated the science behind 21st century space travel, particularly related to the International Space Station and how astronauts live and work aboard the orbiting space laboratory.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25880064','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25880064"><span>The quantitative methods boot camp: teaching quantitative thinking and computing skills to graduate students in the life sciences.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Stefan, Melanie I; Gutlerner, Johanna L; Born, Richard T; Springer, Michael</p> <p>2015-04-01</p> <p>The past decade has seen a rapid increase in the ability of biologists to collect large amounts of data. It is therefore vital that research biologists acquire the necessary skills during their training to visualize, analyze, and interpret such data. To begin to meet this need, we have developed a "boot camp" in quantitative methods for biology graduate students at Harvard Medical School. The goal of this short, intensive course is to enable students to use computational tools to visualize and analyze data, to strengthen their computational thinking skills, and to simulate and thus extend their intuition about the behavior of complex biological systems. The boot camp teaches basic programming using biological examples from statistics, image processing, and data analysis. This integrative approach to teaching programming and quantitative reasoning motivates students' engagement by demonstrating the relevance of these skills to their work in life science laboratories. Students also have the opportunity to analyze their own data or explore a topic of interest in more detail. The class is taught with a mixture of short lectures, Socratic discussion, and in-class exercises. Students spend approximately 40% of their class time working through both short and long problems. A high instructor-to-student ratio allows students to get assistance or additional challenges when needed, thus enhancing the experience for students at all levels of mastery. Data collected from end-of-course surveys from the last five offerings of the course (between 2012 and 2014) show that students report high learning gains and feel that the course prepares them for solving quantitative and computational problems they will encounter in their research. We outline our course here which, together with the course materials freely available online under a Creative Commons License, should help to facilitate similar efforts by others.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016DPS....4841703L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016DPS....4841703L"><span>Leadership Workshops for Adult Girl Scout Leaders</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Lebofsky, Larry A.; McCarthy, Donald; DeVore, Edna; Harman, Pamela; Reaching Stars Team</p> <p>2016-10-01</p> <p>This year, the University of Arizona is conducting its first two Leadership Workshops for Girl Scout adult leaders. These workshops are being supported by a five-year NASA Collaborative Agreement, Reaching for the Stars: NASA Science for Girl Scouts (www.seti.org/GirlScoutStars), through the SETI Institute in collaboration with the University of Arizona, Girl Scouts of the USA (GSUSA), the Girl Scouts of Northern California, the Astronomical Society of the Pacific, and Aries Scientific, Inc. These workshops are an outgrowth of Astronomy Camp for Girl Scout Leaders, a 14-year "Train the Trainer" program funded by NASA through the James Webb Space Telescope's Near Infrared Camera (NIRCam) education and outreach team. We are continuing our long-term relationship with all Girl Scout Councils to engage girls and young women not only in science and math education, but also in the astronomical and technological concepts relating to NASA's scientific mission. Our training aligns with the GSUSA Journey: It's Your Planet-Love It! and introduces participants to some of the activities that are being developed by the Girl Scout Stars team for GSUSA's new space science badges for all Girl Scout levels being developed as a part of Reaching for the Stars: NASA Science for Girl Scouts.The workshops include hands-on activities in basic astronomy (night sky, stars, galaxies, optics, telescopes, etc.) as well as some more advanced concepts such as lookback time and the expansion of the Universe. Since the inception of our original Astronomy Camp in 2003, our team has grown to include nearly 280 adult leaders, staff, and volunteers from over 79 Councils in 43 states and the District of Columbia so they can, in turn, teach young women essential concepts in astronomy, the night sky environment, applied math, and engineering. Our workshops model what astronomers do by engaging participants in the process of science inquiry, while equipping adults to host astronomy-related programs with local Girl Scouts.Reaching for the Stars: NASA Science for Girl Scouts is supported by NASA Science Mission Directorate's Education Cooperative Agreement # NNX16AB90.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015AGUFMED23B0861I','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015AGUFMED23B0861I"><span>gidakiimanaaniwigamig (gidaa) science camps for 3-12 students at Fond du Lac Band of Lake Superior Chippewa</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Ito, E.; Kowalczak, C.; Dalbotten, D. M.; Pellerin, H.; Greensky, L.</p> <p>2015-12-01</p> <p>Gidaa informal science camps have been held in various formats and emphases for over 10 years at Fond du Lac (FDL). These camps provided a safe place for young people to be "nerds" but did not have specific focus. In the last 5 years the camp themes became more focused on environmental issues facing the reservation. From 2009 to 2014 the camps focused on issues surrounding the health of wild rice plants. Since September 2014, we are focusing on climate literacy and how climate changes are affecting tribal environment. We learned from our wild rice themed activities that students are more focused and interested in topics that affect them and their reservation and traditional activities.Each camp has a presentation by a staff from the FDL Resource Management Division. These presentations are sometimes given on Friday evenings after dinner and yet students remain alert, respectful, and actively take notes. The presentation topic is known in advance and camp teachers (local middle and high school teachers who have been with us for 5 to 10 years) plan lessons around that topic. In addition, college students, some of them past camp participants, are on hand to assist the teachers and to provide role models. Students have investigated, for example, possible effects of climate change on the timing of rising of sugar maple sap and whether sugar maple tress will continue to thrive in their area, efforts to bring back sturgeon to local rivers and how the changes in water temperature may affect that effort, possible climate connection to decline of moose and walleye pike population at 5 weekend camps during the last academic year. We have conducted 2 surveys by an outside evaluator and will have the results before the next round of camps starts in fall 2015 to help us tweak the format if necessary. Teachers and planners (PIs) are happy with the way camps are running this year; there is a good balance of camp activities that allow teachers to translate and adapt the presentation topics, which they then can use in their classrooms. The camps are jointly funded by a NASA award to FDL Tribal and Community College and an NSF award to University of Minnesota.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2006AGUSMED33C..03G','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2006AGUSMED33C..03G"><span>PR2EPS: Preparation, Recruitment, Retention and Excellence in the Physical Sciences</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Gallagher, H. A.; Schaumloffel, J. C.; Bischoff, P.; Labroo, S.; Bachman, N.</p> <p>2006-05-01</p> <p>PR2EPS is a multifaceted NSF-DUE sponsored program at SUNY Oneonta that strives to enhance the number of students pursuing degrees in the physical sciences and increase the retention rate of students pursuing STEM degrees. A key focus of the project, which is beginning its third year, is drawing students from the five rural counties surrounding Oneonta, NY. Team members visit 15 to 20 local high schools each year leading discussions on academic and career opportunities in STEM disciplines and inviting students to participate in a one week summer science camp. A variety of hands-on science and engineering activities are designed to engage students and demonstrate to them that they possess the requisite skills and potential to succeed in these technically demanding disciplines. Campers who decide to study physical science at SUNY Oneonta are supported with a modest financial inducement and an evening tutoring center. As these students progress, they gain exposure to research and professional activities designed to show them opportunities and developments in their field and integrate them into the broader community of learners. A description of the program, which is a collaboration of faculty from the Departments of Physics & Astronomy, Chemistry & Biochemistry and Education, as well as an evaluation of the effectiveness of the overall program and its components will be provided.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2004AAS...20513209L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2004AAS...20513209L"><span>The Community-based Organizations Working Group of the Space Science Education Support Network</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Lutz, J. H.; Lowes, L. L.; Asplund, S.</p> <p>2004-12-01</p> <p>The NASA Space Science Support Network Community-based Organizations Working Group (CBOWG) has been working for the past two years on issues surrounding afterschool programs and programs for youth (e.g., Girl Scouts, Boy Scouts, Boys and Girls Clubs, 4-H, summer camps, afterschool and weekend programs for various ages, programs with emphases on minority youth). In this session the co-leaders of the CBOWG will discuss the challenges of working with community-based organizations on a regional or national level. We will highlight some ties that we have forged with the National Institute for Out of School Time (NIOST) and the National Afterschool Association (NAA). We will also talk about efforts to coordinate how various entities within NASA cooperate with community-based organizations to serve the best interests of these groups. We will give a couple of examples of how NASA space science organizations have partnered with community-based organizations. The session will include some handouts of information and resources that the CBOWG has found useful in developing an understanding of this segment of informal education groups. We would like to thank NASA for providing resources to support the work of the CBOWG.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Outdoors+AND+health+AND+benefits&pg=6&id=EJ463091','ERIC'); return false;" href="https://eric.ed.gov/?q=Outdoors+AND+health+AND+benefits&pg=6&id=EJ463091"><span>Healthy Campers: The Physical Benefits of Camp.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>McSwegin, Patricia; And Others</p> <p>1991-01-01</p> <p>Discusses the importance of planning, implementing, and evaluating camp physical activity programs. Appropriate physical activity programing should consider frequency, intensity, time, and type of activity. Also important are following the principles critical to physical training: specificity, overload, and progression. Two examples of physical…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2013AGUFMED51C0619W','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2013AGUFMED51C0619W"><span>Growing Community Roots for the Geosciences in Miami, Florida, A Program Aimed at High School and Middle School Students to Increase Awareness of Career and Educational Opportunities in the Geosciences</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Whitman, D.; Hickey-Vargas, R.; Gebelein, J.; Draper, G.; Rego, R.</p> <p>2013-12-01</p> <p>Growing Community Roots for the Geosciences is a 2-year pilot recruitment project run by the Department of Earth and Environment at Florida International University (FIU) and funded by the NSF OEDG (Opportunities for Enhancing Diversity in the Geosciences) program. FIU, the State University of Florida in Miami is a federally recognized Minority Serving Institution with over 70% of the undergraduate population coming from groups underrepresented in the geoscience workforce. The goal of this project is to inform students enrolled in the local middle and high schools to career opportunities in the geosciences and to promote pathways for underrepresented groups to university geoscience degree programs. The first year's program included a 1-week workshop for middle school teachers and a 2-week summer camp aimed at high school students in the public school system. The teacher workshop was attended by 20 teachers who taught comprehensive and physical science in grades 6-8. It included lectures on geoscience careers, fundamental concepts of solid earth and atmospheric science, hands on exercises with earth materials, fossils and microscopy, interpretation of landform with Google Earth imagery, and a field trip to a local working limestone quarry. On the first day of the workshop, participants were surveyed on their general educational background in science and their familiarity and comfort with teaching basic geoscience concepts. On the final day, the teachers participated in a group discussion where we discussed how to make geoscience topics and careers more visible in the school curriculum. The 2-week summer camp was attended by 21 students entering grades 9-12. The program included hands on exercises on geoscience and GIS concepts, field trips to local barrier islands, the Everglades, a limestone quarry and a waste to energy facility, and tours of the NOAA National Hurricane Center and the FIU SEM lab. Participants were surveyed on their general educational background in math and science as well as their general interest in geoscience careers. In separate focus groups, participants were queried on better ways of interesting high school students in geoscience majors. Suggestions included visits by faculty and college students to high schools and using social media promote events and activities</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017AAS...22933405M','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017AAS...22933405M"><span>Hawaii Student / Teacher Astronomy Research program (HI STAR): 10 years of high school students exploring the universe</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Mathews, Geoffrey; Armstrong, James; Nassir, Michael A.; Kaichi, Carolyn</p> <p>2017-01-01</p> <p>For the past decade, the Hawaii Student / Teacher Astronomy Research program (HI STAR) at UH Manoa’s Institute for Astronomy has trained astronomy-enthusiastic high school students in research, data analysis and science presentation skills. Every summer, a selected group of 8th-to-12th-grade students attend a week-long residential astronomy "camp" in Honolulu, Hawaii. The students experience the profession of astronomy by learning scientific skills such as imaging and spectroscopy, data-reduction, and data analysis. The week culminates with presention of a research project guided by professional astronomer mentors. During the following six months, each student continues to work with a mentor to complete a research project for submission to their local science fair. From 2012 - 2015, ~80% of students completed their long-term projects. Many have performed well; in each of 2015 and 2016, 5 alumni progressed to the International Science and Engineering Fair. Here we present the current structure of HI STAR and plans for the future.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27610482','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27610482"><span>Assessing the experience of social support for parents who attended Camp Trillium's pediatric oncology family program.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Körver, Sarah; Kinghorn, April; Negin, Joel; Shea-Perry, Marci; Martiniuk, Alexandra L C</p> <p>2017-01-01</p> <p>When a child is diagnosed with cancer, the entire family is affected by the demands of the illness and its treatment. This study aimed to provide a more nuanced understanding of the experience of parents of children with cancer when participating in therapeutic recreation programs (such as summer camp) and to address the specific knowledge gap of the role that camp may play in providing social support for these families. In particular, this study aimed to enroll mothers and fathers, as the voice of fathers has previously been missing in research about cancer camps. Qualitative methods were used to better understand the experiences of parents (n = 85) attending Camp Trillium's family program between June 26th and August 31st of 2012. Data obtained were analyzed using a grounded theory approach and thus coded and then grouped using thematic analysis. Parents reported that they experienced valuable peer interaction and experienced an increase in their perceived social support. They also stated that this support was sustained outside of the camp experience. Parents highlighted the important aspects of camp as: the empowering setting, time to escape the treatment routine, and rebuild familial relationships. From the qualitative interviews, five distinct themes were explicated: (a) empowering setting, (b) restoring family relationships, (c) valuable peer interactions, (d) information sharing, and (e) group tensions. In addition to respite and recreational opportunities, camp provides access to an environment and community that has the ability to provide sustained and empowering support for parents dealing with childhood cancer, notably for fathers.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Survey+AND+design+AND+STUDENT&pg=7&id=EJ1177279','ERIC'); return false;" href="https://eric.ed.gov/?q=Survey+AND+design+AND+STUDENT&pg=7&id=EJ1177279"><span>Student Perceptions of a Summer Robotics Camp Experience</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Conrad, James; Polly, Drew; Binns, Ian; Algozzine, Bob</p> <p>2018-01-01</p> <p>Research on the effectiveness of STEM-focused (science, technology, engineering, and mathematics-focused) schools and other learning experiences (e.g., short-term camps) on student outcomes is sparse. This study documented perceptions of STEM content and careers for elementary, middle, and secondary school students participating in…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=brenton&pg=6&id=EJ634066','ERIC'); return false;" href="https://eric.ed.gov/?q=brenton&pg=6&id=EJ634066"><span>Math Corps Summer Camp: An Inner City Intervention Program.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Edwards, Thomas; Kahn, Steven; Brenton, Lawrence</p> <p>2001-01-01</p> <p>Describes a mathematics-focused summer camp for inner city, African American, at-risk secondary school students. Situated on a college campus, the camp grouped participants with college students and professional mathematicians. Results of pre- and posttests indicated that students' mathematics scores increased significantly. Both participants and…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2010-title14-vol3/pdf/CFR-2010-title14-vol3-sec121-374.pdf','CFR'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2010-title14-vol3/pdf/CFR-2010-title14-vol3-sec121-374.pdf"><span>14 CFR 121.374 - Continuous airworthiness maintenance program (CAMP) for two-engine ETOPS.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2010&page.go=Go">Code of Federal Regulations, 2010 CFR</a></p> <p></p> <p>2010-01-01</p> <p>... 14 Aeronautics and Space 3 2010-01-01 2010-01-01 false Continuous airworthiness maintenance...: CERTIFICATION AND OPERATIONS OPERATING REQUIREMENTS: DOMESTIC, FLAG, AND SUPPLEMENTAL OPERATIONS Maintenance, Preventive Maintenance, and Alterations § 121.374 Continuous airworthiness maintenance program (CAMP) for two...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2012-title14-vol3/pdf/CFR-2012-title14-vol3-sec121-374.pdf','CFR2012'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2012-title14-vol3/pdf/CFR-2012-title14-vol3-sec121-374.pdf"><span>14 CFR 121.374 - Continuous airworthiness maintenance program (CAMP) for two-engine ETOPS.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2012&page.go=Go">Code of Federal Regulations, 2012 CFR</a></p> <p></p> <p>2012-01-01</p> <p>... 14 Aeronautics and Space 3 2012-01-01 2012-01-01 false Continuous airworthiness maintenance...: CERTIFICATION AND OPERATIONS OPERATING REQUIREMENTS: DOMESTIC, FLAG, AND SUPPLEMENTAL OPERATIONS Maintenance, Preventive Maintenance, and Alterations § 121.374 Continuous airworthiness maintenance program (CAMP) for two...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2011-title14-vol3/pdf/CFR-2011-title14-vol3-sec121-374.pdf','CFR2011'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2011-title14-vol3/pdf/CFR-2011-title14-vol3-sec121-374.pdf"><span>14 CFR 121.374 - Continuous airworthiness maintenance program (CAMP) for two-engine ETOPS.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2011&page.go=Go">Code of Federal Regulations, 2011 CFR</a></p> <p></p> <p>2011-01-01</p> <p>... 14 Aeronautics and Space 3 2011-01-01 2011-01-01 false Continuous airworthiness maintenance...: CERTIFICATION AND OPERATIONS OPERATING REQUIREMENTS: DOMESTIC, FLAG, AND SUPPLEMENTAL OPERATIONS Maintenance, Preventive Maintenance, and Alterations § 121.374 Continuous airworthiness maintenance program (CAMP) for two...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2013-title14-vol3/pdf/CFR-2013-title14-vol3-sec121-374.pdf','CFR2013'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2013-title14-vol3/pdf/CFR-2013-title14-vol3-sec121-374.pdf"><span>14 CFR 121.374 - Continuous airworthiness maintenance program (CAMP) for two-engine ETOPS.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2013&page.go=Go">Code of Federal Regulations, 2013 CFR</a></p> <p></p> <p>2013-01-01</p> <p>... 14 Aeronautics and Space 3 2013-01-01 2013-01-01 false Continuous airworthiness maintenance...: CERTIFICATION AND OPERATIONS OPERATING REQUIREMENTS: DOMESTIC, FLAG, AND SUPPLEMENTAL OPERATIONS Maintenance, Preventive Maintenance, and Alterations § 121.374 Continuous airworthiness maintenance program (CAMP) for two...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2014-title14-vol3/pdf/CFR-2014-title14-vol3-sec121-374.pdf','CFR2014'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2014-title14-vol3/pdf/CFR-2014-title14-vol3-sec121-374.pdf"><span>14 CFR 121.374 - Continuous airworthiness maintenance program (CAMP) for two-engine ETOPS.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2014&page.go=Go">Code of Federal Regulations, 2014 CFR</a></p> <p></p> <p>2014-01-01</p> <p>... 14 Aeronautics and Space 3 2014-01-01 2014-01-01 false Continuous airworthiness maintenance...: CERTIFICATION AND OPERATIONS OPERATING REQUIREMENTS: DOMESTIC, FLAG, AND SUPPLEMENTAL OPERATIONS Maintenance, Preventive Maintenance, and Alterations § 121.374 Continuous airworthiness maintenance program (CAMP) for two...</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li class="active"><span>13</span></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_13 --> <div id="page_14" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li class="active"><span>14</span></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="261"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2010-title14-vol2/pdf/CFR-2010-title14-vol2-sec91-1433.pdf','CFR'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2010-title14-vol2/pdf/CFR-2010-title14-vol2-sec91-1433.pdf"><span>14 CFR 91.1433 - CAMP: Maintenance and preventive maintenance training program.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2010&page.go=Go">Code of Federal Regulations, 2010 CFR</a></p> <p></p> <p>2010-01-01</p> <p>..., DEPARTMENT OF TRANSPORTATION (CONTINUED) AIR TRAFFIC AND GENERAL OPERATING RULES GENERAL OPERATING AND FLIGHT RULES Fractional Ownership Operations Program Management § 91.1433 CAMP: Maintenance and preventive... each person (including inspection personnel) who determines the adequacy of work done is fully informed...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=definition+AND+marketing+AND+strategy&id=EJ551116','ERIC'); return false;" href="https://eric.ed.gov/?q=definition+AND+marketing+AND+strategy&id=EJ551116"><span>Out-of-the-Box Marketing Strategies.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Smith, Joanna Warren</p> <p>1997-01-01</p> <p>The new definition of camp includes year-round camp programs for a variety of populations at multiple sites. Developing a marketing strategy involves creating a mission statement that is unique, publishing a year-round marketing strategy, delivering a consistent quality product, and getting people to talk about camp. Sidebar lists elements of how…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=togetherness&pg=6&id=EJ156577','ERIC'); return false;" href="https://eric.ed.gov/?q=togetherness&pg=6&id=EJ156577"><span>Values Clarification and the Summer-Camp Counselor</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Cullinane, William; Santosuosso, John J.</p> <p>1976-01-01</p> <p>The decision to use values clarification techniques at a staff orientation for camp counselors was based upon a firm belief that they would ultimately foster harmony, understanding and love, plus a feeling of togetherness that would make the activities program at Camp Fatima in New Hampshire its most successful. (Author/RK)</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Program+AND+projecta&id=EJ151445','ERIC'); return false;" href="https://eric.ed.gov/?q=Program+AND+projecta&id=EJ151445"><span>The Camp Hill Project: Objectives and Design</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Mattingly, John B.</p> <p>1976-01-01</p> <p>Available from: EC 090 474. Outlined are the problems and objectives of Pennsylvania's Camp Hill Project--a program designed to complete psychological needs assessments for juveniles incarcerated at Camp Hill, to develop project policies and guidelines in preparation for meeting with juvenile court judges, and to hire staff. (SBH)</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=emphasis+AND+healthy+AND+well&pg=3&id=ED385402','ERIC'); return false;" href="https://eric.ed.gov/?q=emphasis+AND+healthy+AND+well&pg=3&id=ED385402"><span>Creating a Healthy Camp Community: A Nurse's Role.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lishner, Kris Miller; Bruya, Margaret Auld</p> <p></p> <p>This book provides an organized, systematic overview of the basic aspects of health program management, nursing practice, and human relations issues in camp nursing. A foremost assumption is that health care in most camps needs improvement. Good health is dependent upon interventions involving social, environmental, and lifestyle factors that…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://www.ars.usda.gov/research/publications/publication/?seqNo115=280196','TEKTRAN'); return false;" href="http://www.ars.usda.gov/research/publications/publication/?seqNo115=280196"><span>Education in the field: The making of the High Desert Youth Range Camp</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ars.usda.gov/research/publications/find-a-publication/">USDA-ARS?s Scientific Manuscript database</a></p> <p></p> <p></p> <p>In June 2011 sixteen high school age students from Oregon and Idaho participated in a youth oriented camp specifically focusing on rangeland science at the Northern Great Basin Experimental Range near Burns, OR. Rangeland professionals came together to develop a remarkable experience for youth inter...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://images.nasa.gov/#/details-SSC-20060608-S01374.html','SCIGOVIMAGE-NASA'); return false;" href="https://images.nasa.gov/#/details-SSC-20060608-S01374.html"><span>Astro Camp is a blast!</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://images.nasa.gov/">NASA Image and Video Library</a></p> <p></p> <p>2006-06-08</p> <p>An Astro Camp counselor and her campers perform a science experiment to learn what types of `fuel' will best propel their 'rockets.' Stennis Space Center's popular series of day camps have campers design, build and test model rockets based on the principles that would be used to build different types of rockets suitable for a mission to the moon or Mars. They learn details like how far they would travel, how long it would take, what supplies they would need and how to survive in that environment.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=aging+AND+mind&pg=2&id=EJ346053','ERIC'); return false;" href="https://eric.ed.gov/?q=aging+AND+mind&pg=2&id=EJ346053"><span>Camping in the Third Age.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hupp, Sandra</p> <p>1987-01-01</p> <p>Recommends camping programs for older adults be based on exchange theory of aging, retirement role, and leisure concepts of state-of-mind/holism. Discusses aging, adjustment to retirement, leisure concepts, and aging stereotypes. Urges awareness of social change to provide diversity, leadership, and participant involvement in programs for the…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.fs.usda.gov/treesearch/pubs/17354','TREESEARCH'); return false;" href="https://www.fs.usda.gov/treesearch/pubs/17354"><span>Unique programming: an examination of the benefits of a free choice program</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.fs.usda.gov/treesearch/">Treesearch</a></p> <p>Dorothy L. Schmalz; Deborah L. Kerstetter; Harry C. Zinn</p> <p>2002-01-01</p> <p>This study was an investigation of a free choice program and the benefits free choice yields on the developing characteristics of self-esteem and intrinsic motivation among adolescent girls. Both quantitative and qualitative data were collected at Brown Ledge Camp, an all girls summer camp outside of Burlington, Vermont, during the summer of 2000. Quantitative results...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=CMV&pg=4&id=EJ214652','ERIC'); return false;" href="https://eric.ed.gov/?q=CMV&pg=4&id=EJ214652"><span>Computer Summer Camp.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Zabinski, Toby F.; Zabinski, Michael P.</p> <p>1979-01-01</p> <p>Describes the objectives, organization, and daily activities of a youth summer camp program providing general knowledge about computers, computing, social implications of computers, and opportunities for careers. (CMV)</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4300086','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4300086"><span>A Low-Cost, Hands-on Module to Characterize Antimicrobial Compounds Using an Interdisciplinary, Biophysical Approach</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Kaushik, Karishma S.; Kessel, Ashley; Ratnayeke, Nalin; Gordon, Vernita D.</p> <p>2015-01-01</p> <p>We have developed a hands-on experimental module that combines biology experiments with a physics-based analytical model in order to characterize antimicrobial compounds. To understand antibiotic resistance, participants perform a disc diffusion assay to test the antimicrobial activity of different compounds and then apply a diffusion-based analytical model to gain insights into the behavior of the active antimicrobial component. In our experience, this module was robust, reproducible, and cost-effective, suggesting that it could be implemented in diverse settings such as undergraduate research, STEM (science, technology, engineering, and math) camps, school programs, and laboratory training workshops. By providing valuable interdisciplinary research experience in science outreach and education initiatives, this module addresses the paucity of structured training or education programs that integrate diverse scientific fields. Its low-cost requirements make it especially suitable for use in resource-limited settings. PMID:25602254</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2004AGUFMED43C..06M','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2004AGUFMED43C..06M"><span>Reaching for the Stars: A New NASA-National Federation of the Blind Initiative</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Maynard, N. G.; Riccobono, M. A.</p> <p>2004-12-01</p> <p>The National Aeronautics and Space Administration (NASA) and the National Federation of the Blind (NFB) recently launched a unique new partnership which will inspire and empower blind youth to consider opportunities in science, technologies, engineering, and math related careers from which they have typically been excluded. This partnership presents a framework for successful cultivation of the next generation of scientists. By partnering with the NFB Jernigan Institute, a one of a kind research and training facility developed and directed by blind people, NASA has engaged the most powerful tool for tapping the potential of blind youth. By teaming NASA scientists and engineers with successful blind adults within a national organization, the NFB, this partnership has established an unparalleled pipeline of talent and imagination. The NASA/NFB partnership seeks to facilitate the means that will lead to increased science and technology employment opportunities for the blind, and particularly within NASA. The initiative is facilitating the development of education programs and products which will stimulate better educational opportunities and supports for blind youth in the STEM areas and better preparing them to enter the NASA employment path. In addition, the partnership brings the unique perspective of the blind to the continuing effort to develop improved space technologies, which may be applied for navigation and wayfinding, technologies for education and outreach, and technologies for improving access to information using nonvisual techniques. This presentation describes some of the activities accomplished in the first year of the partnership. Examples include the establishment of the first NFB Science Academy for Blind Youth which included two summer science camps supported by NASA. During the first camp session, twelve middle school age blind youth explored earth science concepts such as identification and characterization of soils, weather parameters, plants, and the independent dissection of a dog fish shark. During the second camp, twelve high school age blind youth prepared a science payload for a one half size patriot rocket fueled by a hybrid rocket motor and successfully completed the procedures necessary to launch the rocket from the Wallops Flight Facility. These and other activities will be highlighted to demonstrate the effectiveness of partnership, imagination, and innovation that has come from the collaboration between these two organizations.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2012-title28-vol2/pdf/CFR-2012-title28-vol2-sec91-10.pdf','CFR2012'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2012-title28-vol2/pdf/CFR-2012-title28-vol2-sec91-10.pdf"><span>28 CFR 91.10 - General.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2012&page.go=Go">Code of Federal Regulations, 2012 CFR</a></p> <p></p> <p>2012-07-01</p> <p>... punishable by imprisonment for a term exceeding one year, or an act of juvenile delinquency that would be... camps for adults and juveniles. (b) Adult and juvenile boot camps, referred to as “correctional boot... programs to criminal offenders.” (c) With respect to this program, the mandates of the Juvenile Justice and...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2014-title28-vol2/pdf/CFR-2014-title28-vol2-sec91-10.pdf','CFR2014'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2014-title28-vol2/pdf/CFR-2014-title28-vol2-sec91-10.pdf"><span>28 CFR 91.10 - General.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2014&page.go=Go">Code of Federal Regulations, 2014 CFR</a></p> <p></p> <p>2014-07-01</p> <p>... punishable by imprisonment for a term exceeding one year, or an act of juvenile delinquency that would be... camps for adults and juveniles. (b) Adult and juvenile boot camps, referred to as “correctional boot... programs to criminal offenders.” (c) With respect to this program, the mandates of the Juvenile Justice and...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=History+AND+drug+AND+addiction&pg=5&id=EJ555131','ERIC'); return false;" href="https://eric.ed.gov/?q=History+AND+drug+AND+addiction&pg=5&id=EJ555131"><span>Drug Use and Shock Incarceration Outcome.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Anderson, James F.; Carson, Gary; Dyson, Laronistine</p> <p>1997-01-01</p> <p>Examines shock incarceration (short-term, boot-camp programs) to determine whether a self-reported history of drug use, supported by official data, is related to completion or failure in the program. Analysis of selected inmates (N=100) found no significant correlation between drug use and boot camp completion or failure. (RJM)</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2011-title28-vol2/pdf/CFR-2011-title28-vol2-sec91-10.pdf','CFR2011'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2011-title28-vol2/pdf/CFR-2011-title28-vol2-sec91-10.pdf"><span>28 CFR 91.10 - General.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2011&page.go=Go">Code of Federal Regulations, 2011 CFR</a></p> <p></p> <p>2011-07-01</p> <p>... punishable by imprisonment for a term exceeding one year, or an act of juvenile delinquency that would be... camps for adults and juveniles. (b) Adult and juvenile boot camps, referred to as “correctional boot... programs to criminal offenders.” (c) With respect to this program, the mandates of the Juvenile Justice and...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED379563.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED379563.pdf"><span>Shock Incarceration in New York: Focus on Treatment.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Clark, Cherie L.; And Others</p> <p></p> <p>Shock incarceration facilities, or boot camp prisons, for young adults are being developed in city, county, state, and federal jurisdictions. This report focuses on one state's program. Two key components of this boot camp program include substance abuse education and a therapeutic approach which seeks to support successful reintegration of…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=land+AND+waste&pg=2&id=EJ463081','ERIC'); return false;" href="https://eric.ed.gov/?q=land+AND+waste&pg=2&id=EJ463081"><span>Eco-Challenge: A 4-Week Approach to Eco-Action.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Raines, J. Thayer</p> <p>1991-01-01</p> <p>Describes Challenge Wilderness Camp (Bradford, Vermont), a 4-week residential program designed to teach boys, ages 9-16, environmental ethics through first-hand experiences. The camp incorporates land and waste management policies and procedures; programs in outdoor skills instruction; and wilderness trips including backpacking, off-trail hiking,…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2009PhDT........76L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2009PhDT........76L"><span>The effects of a summer science camp teaching experience on preservice elementary teachers' science teaching efficacy, science content knowledge, and understanding of the nature of science</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Logerwell, Mollianne G.</p> <p></p> <p>The purpose of this study was to investigate the impact of a summer science camp teaching experience on preservice elementary teachers' science teaching efficacy, science content knowledge, and understanding of the nature of science. Master's degree students enrolled in the elementary Fairfax Partnership Schools (FPS, n = 21) cohort served as the treatment group, while those enrolled in the Loudoun Partnership Schools (LPS, n = 15) and Professional Development Schools (PDS, n = 24) cohorts at George Mason University served as the control groups. The treatment group planned for and taught a two-week inquiry- and problem-based summer science camp as part of their science methods course, while the control groups did not. The Science Teaching Efficacy Belief Instrument (STEBI), a science content assessment, a personal data questionnaire, and a modified version of the Views of Nature of Science Questionnaire (VNOS-C) were administered to the participants at the beginning and end of their science methods course. Analyses revealed significant increases for the FPS group in general science teaching efficacy, personal science teaching efficacy, science teaching outcome expectancy, general science knowledge, biology content knowledge, chemistry content knowledge, and understanding of NOS; the LPS group in general science teaching efficacy, personal science teaching efficacy, chemistry content knowledge, and understanding of NOS; and, the PDS group in general science teaching efficacy, personal science teaching efficacy, and chemistry content knowledge. Additionally, the FPS group had significantly higher general science teaching efficacy than both control groups, personal science teaching efficacy than the PDS group, and understanding of NOS than the LPS group. Overall, the findings indicate that course length is not as important for developing preservice teachers' teaching efficacy and understanding of content as having connected, authentic field-based teaching experiences that are based on best-practices research and coupled with methodological instruction.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016AGUFMPA43A2171C','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016AGUFMPA43A2171C"><span>Collaborating on Climate: The Signs of the Land Camp as a Model for Meaningful Learning Between Indigenous Communities and Western Climate Scientists</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Chase, M.; Brunacini, J.; Sparrow, E. B.</p> <p>2016-12-01</p> <p>As interest in Indigenous Knowledge (IK) grows, how can researchers ensure that collaboration is meaningful, relevant, and valuable for those involved? The Signs of the Land: Reaching Arctic Communities Facing Climate Change Camp is a collaborative project developed by the Association for Interior Native Educators (AINE), the International Arctic Research Center (IARC), and the PoLAR Partnership. Modeled on AINE's Elder Academy and supported by a grant from the National Science Foundation, the camp facilitates in-depth dialogue about climate change and explores causes, impacts, and solutions through the cultural lens of Alaska Native communities. The project integrates local observations, IK, and western climate science. Participants engage with Alaska Native Elders, local climate researchers, and learn about climate communication tools and resources for responding. Following camps in 2014 and 2016, project partners identified a variety of questions about the challenges and opportunities of the collaboration that will be discussed in this presentation. For instance, what does it mean to equitably integrate IK, and in what ways are Native communities able to participate in research project design, delivery, and evaluation? How are decisions made and consensus built within cultural practices, project goals, and funding expectations? How do opportunities available to Indigenous communities to engage with western climate science broaden understanding and response? And, how does the ability to connect with and learn from Alaska Native Elders affect motivation, engagement, and community action? Finally, what is the effect of learning about climate change in a cultural camp setting?</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li class="active"><span>14</span></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_14 --> <div id="page_15" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li class="active"><span>15</span></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="281"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3213211','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3213211"><span>Performance of UNHCR nutrition programs in post-emergency refugee camps</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p></p> <p>2011-01-01</p> <p>Background The United Nations High Commissioner for Refugees (UNHCR) launched a health information system (HIS) in 2005 to enhance quality and consistency of routine health information available in post-emergency refugee camps. This paper reviews nutrition indicators and examines their application for monitoring and evaluating the performance of UNHCR nutrition programs in more than 90 refugee camps in 18 countries. Methods The HIS is a primary source of feeding program data which is collected using standardized case definitions and reporting formats across refugee camps in multiple settings. Data was aggregated across time periods and within and across countries for analysis. Basic descriptive statistics were then compared to UNHCR program performance standards. Results Camp populations covered by the HIS ranged from 192,000 to 219,000 between 2007 and mid-2009; 87% of under five children covered by the HIS were in Africa and 13% in Asia. Average moderate acute malnutrition (MAM) and severe acute malnutrition (SAM) rates reported in 74 of 81 camps for the 2007-2009 time periods were 7.0% and 1.6%, respectively. The supplementary feeding program (SFP) admission rate was 151/1000/yr with 93% of SFP admissions occurring in Africa. SFP performance consistently exceeded all UNHCR standards with the exception of length of enrollment. Average length of SFP enrollment was 12 weeks in Africa and 22 weeks in Asia as compared to the UNHCR standard of < 8 weeks. The therapeutic feeding program (TFP) admission was 22/1000/yr with 95% of TFP admissions in Africa. TFP performance met UNHCR standards with the exception of daily weight gain. Conclusions Inclusion of children identified as moderately and severely wasted in the HIS would allow UNHCR to better track and respond to changes in nutrition status. Improved growth monitoring coverage or active malnutrition surveillance would increase UNHCR's ability to identify and treat cases of acute malnutrition. Expansion of nutrition reporting to address the transition to community-based therapeutic care is essential for adequate performance monitoring in the future. In terms of program priorities, a focus on camps and countries with large refugee populations and high feeding program enrollment rates would have the greatest impact in terms of absolute reductions in the incidence and prevalence of malnutrition. PMID:22029657</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=insurance+AND+companies&pg=5&id=EJ630056','ERIC'); return false;" href="https://eric.ed.gov/?q=insurance+AND+companies&pg=5&id=EJ630056"><span>Camp Insurance 101: Understanding the Fundamentals of a Camp Insurance Program.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Garner, Ian</p> <p>2001-01-01</p> <p>This short course on insurance for camps discusses coverage, including the various types of liability, property, and other types of coverage; the difference between direct writers, brokers, agents, and captive agents; choosing an insurance company; and checking on the financial stability of recommended carriers. Three Web sites are given for…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Easter&pg=5&id=ED047169','ERIC'); return false;" href="https://eric.ed.gov/?q=Easter&pg=5&id=ED047169"><span>The Easter Seal Directory of Resident Camps for Persons with Special Health Needs.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>National Easter Seal Society for Crippled Children and Adults, Chicago, IL.</p> <p></p> <p>The directory of resident camps is designed for persons with special health needs (children and adults with physical, mental, social, or emotional handicaps). Published by the National Easter Seal Society for Crippled Children and Adults, the listing contains residential facilities only (day care camp program information is not included). Listed…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Composting&pg=6&id=ED370730','ERIC'); return false;" href="https://eric.ed.gov/?q=Composting&pg=6&id=ED370730"><span>Easy Green: A Handbook of Earth-Smart Activities and Operating Procedures for Youth Programs.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Westerman, Marty</p> <p></p> <p>This book aims to help camp directors and programmers evaluate the environmental impact of camp practices, make informed environmental choices, and make environmental awareness a habit in all operations and activities. Section 1 discusses developing a personal environmental philosophy, and considering possibilities for camp environmental action in…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=softball&pg=5&id=EJ749548','ERIC'); return false;" href="https://eric.ed.gov/?q=softball&pg=5&id=EJ749548"><span>Smart Kids at CAMP-US</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sinatra, Richard</p> <p>2004-01-01</p> <p>This article describes the summer literacy, athletic, and computer program know as CAMP-US. Each year, CAMP-US serves approximately 500 children in 10-day sessions. The first half of each day is devoted to literacy and computer instruction, while the second half is spent engaging in recreational activities such as swimming, soccer, softball,…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2013-title28-vol2/pdf/CFR-2013-title28-vol2-sec91-10.pdf','CFR2013'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2013-title28-vol2/pdf/CFR-2013-title28-vol2-sec91-10.pdf"><span>28 CFR 91.10 - General.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2013&page.go=Go">Code of Federal Regulations, 2013 CFR</a></p> <p></p> <p>2013-07-01</p> <p>... Initiative § 91.10 General. (a) Scope of boot camp program. Funding is appropriated in fiscal year 1995 to... Delinquency Prevention Act (42 U.S.C. 5601 et seq.) shall apply. (d) Eligibility. (1) Funding is available for both adult and juvenile boot camps. To be eligible for the funding of boot camps, states must comply...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ899650.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ899650.pdf"><span>Cedar Ridge Camp: Using the Local Environment</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Burke, Grayson</p> <p>2007-01-01</p> <p>In 2007 Cedar Ridge Camp opened for its first season as a traditional co-ed summer camp and year-round outdoor education and recreation centre. The mission would centre on creating a program that would encourage personal development and growth through a shared outdoor experience. Cedar Ridge's main goals were to promote the formation of close…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Physical+AND+activity+AND+boys+AND+girls&pg=6&id=EJ1091836','ERIC'); return false;" href="https://eric.ed.gov/?q=Physical+AND+activity+AND+boys+AND+girls&pg=6&id=EJ1091836"><span>Positive Behavior Interventions and Support in a Physical Activity Summer Camp</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hinton, Vanessa; Buchanan, Alice M.</p> <p>2015-01-01</p> <p>This purpose of this study was to investigate the implementation of positive behavior interventions and support (PBIS) in a summer camp. The camp provided physical activity opportunities to underserved children attending a summer program at a local, rural public school. Certified physical education teachers led activity stations. Participants in…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2004APS..MAR.C1136S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2004APS..MAR.C1136S"><span>PR2EPS: Preparation, Recruitment, Retention and Excellence in the Physical Sciences</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Schaumloffel, John; Gallagher, Hugh; Miller, Jeremy; Labroo, Sunil; Bischoff, Paul</p> <p>2004-03-01</p> <p>PR2EPS, is an NSF-DUE sponsored program at SUNY Oneonta designed to attract students to study physics, chemistry and related physical science disciplines at SUNY Oneonta. The program also seeks to increase the retention rate for all students in these disciplines by providing specialized skill-building and professional development courses, an evening tutoring center, and exposure to research and professional activities during the students first three-years of undergraduate study. A key focus of the project is drawing students from the five, primarily rural and agricultural, counties surrounding Oneonta, NY. Their first direct exposure to the program will be in recruiting visits to local high schools where promising candidates will be invited to participate in a weeklong summer camp designed to demonstrate to them that they possess the requisite skills and potential to succeed in these technically demanding disciplines. A description of the program, including the collaboration of faculty from the Departments of Physics & Astronomy, Chemistry & Biochemistry, Education and as well as the initial outcomes of the tutoring center and local outreach will be presented.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/ADA473598','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/ADA473598"><span>Assessment of the Appropriateness of Inpatient Mental Health Services at Naval Hospital Camp Pendleton Given the Global War on Terrorism Environment</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>2006-06-01</p> <p>assumption of similar rates is based on no vast advances in inpatient mental health sciences in the past five years that would decrease utilization, as...admission rates that were used to forecast demand. The assumption of similar rates is based on no vast advances in inpatient mental health sciences in...E 0 0 , C0CflC Q_ _ a__ a)_ ~ . SMe Nam: INaval HoptlCamp Pendton11111 InritathIv Name: Ilvlaino nain etlHat tNC All fnaricia results ame fully</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28161811','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28161811"><span>Advances in Pediatric Cardiology Boot Camp: Boot Camp Training Promotes Fellowship Readiness and Enables Retention of Knowledge.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Ceresnak, Scott R; Axelrod, David M; Sacks, Loren D; Motonaga, Kara S; Johnson, Emily R; Krawczeski, Catherine D</p> <p>2017-03-01</p> <p>We previously demonstrated that a pediatric cardiology boot camp can improve knowledge acquisition and decrease anxiety for trainees. We sought to determine if boot camp participants entered fellowship with a knowledge advantage over fellows who did not attend and if there was moderate-term retention of that knowledge. A 2-day training program was provided for incoming pediatric cardiology fellows from eight fellowship programs in April 2016. Hands-on, immersive experiences and simulations were provided in all major areas of pediatric cardiology. Knowledge-based examinations were completed by each participant prior to boot camp (PRE), immediately post-training (POST), and prior to the start of fellowship in June 2016 (F/U). A control group of fellows who did not attend boot camp also completed an examination prior to fellowship (CTRL). Comparisons of scores were made for individual participants and between participants and controls. A total of 16 participants and 16 control subjects were included. Baseline exam scores were similar between participants and controls (PRE 47 ± 11% vs. CTRL 52 ± 10%; p = 0.22). Participants' knowledge improved with boot camp training (PRE 47 ± 11% vs. POST 70 ± 8%; p < 0.001) and there was excellent moderate-term retention of the information taught at boot camp (PRE 47 ± 11% vs. F/U 71 ± 8%; p < 0.001). Testing done at the beginning of fellowship demonstrated significantly better scores in participants versus controls (F/U 71 ± 8% vs. CTRL 52 ± 10%; p < 0.001). Boot camp participants demonstrated a significant improvement in basic cardiology knowledge after the training program and had excellent moderate-term retention of that knowledge. Participants began fellowship with a larger fund of knowledge than those fellows who did not attend.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2010DPS....42.3701L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2010DPS....42.3701L"><span>James Webb Telescope's Near Infrared Camera: Making Models, Building Understanding</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Lebofsky, Larry A.; McCarthy, D. W.; Higgins, M. L.; Lebofsky, N. R.</p> <p>2010-10-01</p> <p>The Astronomy Camp for Girl Scout Leaders is a science education program sponsored by NASA's next large space telescope: The James Webb Space Telescope (JWST). The E/PO team for JWST's Near Infrared Camera (NIRCam), in collaboration with the Sahuaro Girl Scout Council, has developed a long-term relationship with adult leaders from all GSUSA Councils that directly benefits troops of all ages, not only in general science education but also specifically in the astronomical and technology concepts relating to JWST. We have been training and equipping these leaders so they can in turn teach young women essential concepts in astronomy, i.e., the night sky environment. We model what astronomers do by engaging trainers in the process of scientific inquiry, and we equip them to host troop-level astronomy-related activities. It is GSUSA's goal to foster girls’ interest and creativity in Science, Technology, Engineering, and Math, creating an environment that encourages their interests early in their lives while creating a safe place for girls to try and fail, and then try again and succeed. To date, we have trained over 158 leaders in 13 camps. These leaders have come from 24 states, DC, Guam, and Japan. While many of the camp activities are related to the "First Light” theme, many of the background activities relate to two of the other JWST and NIRCam themes: "Birth of Stars and Protoplanetary Systems” and "Planetary Systems and the Origin of Life.” The latter includes our own Solar System. Our poster will highlight the Planetary Systems theme: 1. Earth and Moon: Day and Night; Rotation and Revolution. 2. Earth/Moon Comparisons. 3. Size Model: The Diameters of the Planets. 4. Macramé Planetary (Solar) Distance Model. 5.What is a Planet? 6. Planet Sorting Cards. 7. Human Orrery 8. Lookback Time in Our Daily Lives NIRCam E/PO website: http://zeus.as.arizona.edu/ dmccarthy/GSUSA</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014SPIE.9186E..0PP','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014SPIE.9186E..0PP"><span>Developments in the photonics program at OSC</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Peyghambarian, N.</p> <p>2014-10-01</p> <p>The photonics program at the College of Optical Sciences started nearly 30 years ago. In 1984, the program was focused on development of femtosecond laser sources and their use in investigating semiconductor carrier dynamics. The program grew into polymer and organic optics in late 1989 and was strengthened by the winning of the CAMP MURI from ONR in 1995 that was focused on multifunctional polymers including photorefractive polymers, organic light emitting diodes and 3D direct laser writing. Also in 1995, the areas of glass waveguide and fiber optic materials and devices were added to the program. In 2008, the optical communication and future internet research was started through winning the CIAN NSF ERC. Expertise in thin films, optical storage and the fundamental aspects of light are elements of the overall research program. Holographic 3D display, autofocus lenses, bio-medical imaging and devices for vision have also been ongoing research areas.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015AGUFMED43A0870R','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015AGUFMED43A0870R"><span>Full STEAM Ahead: From Earth to Ploonoids</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Runyon, C. R.; Hall, C.; Blackman, C. L.; Royle, M.; Williams, M. N.</p> <p>2015-12-01</p> <p>What the heck is a plunoid, you ask? The NASA Solar System Exploration Research Virtual Institute's Education/Public Engagement (EPE) program,from two SSERVI teams (SEEED at Brown/MIT and CLASS at University of Central Florida), is moving full STEAM ahead, engaging the public in the exciting discoveries being made around small bodies, including PLanetary mOONs and asterOIDS (i.e ploonoids). The team has incorporated the arts, from visual representations, storytelling, and music into every facet of the program, to stimulate an affective and personal connection to the content. This past year, the SSERVI STEAM team has participated in numerous public science events, including International Observe the Moon Night, two Astronomy Nights at a local baseball venue, Dark Skies at the US and Canadian National Parks, and Space Day at Camp Happy Days, a camp for children with cancer. Through these events, the team reached over 10000 members of the general public, showcasing current NASA SSERVI research, dispelling myths about our landing and exploring the moon, demonstrating the excitement of STEM through hands-on interactive displays, and providing an outlet for creativity by having multiple ways of representing and explaining scientific information through the arts. Join us on our "ed"venture through the solar system ploonoids.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED165939.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED165939.pdf"><span>Children and Youth Camp Safety Act, 1978. Hearing Before the Subcommittee on Child and Human Development of the Committee on Human Resources, United States Senate, 95th Congress, 2nd Session on S. 258--To Provide for the Development and Implementation of Programs for Children and Youth Camp Safety (March 21, 1978).</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Congress of the U.S., Washington, DC. Senate Committee on Human Resources.</p> <p></p> <p>The product of some 10 years of work directed toward federal legislation addressing and defining youth camp safety, the Youth Camp Safety Act (S. 258), as presented in these hearings, calls for the federal government to assume a role in the development of state health and safety standards for children attending youth camps in any state in the…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=data+AND+types+AND+computer+AND+programming&pg=6&id=ED237610','ERIC'); return false;" href="https://eric.ed.gov/?q=data+AND+types+AND+computer+AND+programming&pg=6&id=ED237610"><span>Gender and Socioeconomic Differences in Enrollment in Computer Camps and Classes.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hess, Robert D.; Miura, Irene T.</p> <p></p> <p>Informal reports suggest that computer literacy (programming) is sought more often by boys than by girls and by students from middle SES backgrounds. In order to gather more systematic data on this perceived trend, questionnaires were sent to directors of summer camps and classes that offered training in programming for microcomputers.…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=mobil&pg=3&id=ED238665','ERIC'); return false;" href="https://eric.ed.gov/?q=mobil&pg=3&id=ED238665"><span>College Assistance Migrant Program Performance Report, 1982-1983.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Silva, Santiago</p> <p></p> <p>During fiscal year 1983, the College Assistance Migrant Program (CAMP) at Pan American University (PAU) in Edinburg, Texas, which helps students from low-income migrant families attend college, served 174 freshmen selected from 200 applicants recruited from 25 high schools. CAMP provided each student with a $309 scholarship per semester, and staff…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=old+AND+earth&pg=4&id=EJ886668','ERIC'); return false;" href="https://eric.ed.gov/?q=old+AND+earth&pg=4&id=EJ886668"><span>Environmental Educational Youth Action Task Program</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ab Rahman, Nik Norulaini Nik; Omar, Fatehah Mohd; Kalia, Noorliza; Hasmi, Mohammad</p> <p>2008-01-01</p> <p>An educational environmental youth camp was held comprising of fifty one 16-year old secondary students and facilitated by volunteers from the university and Friends of the Earth, a non profit organization in Penang. A weekend camp on youth action task program was held at an isolated beach packed with activities that were structured towards…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED032411.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED032411.pdf"><span>Program of Vocational Rehabilitation for Young Adult Offenders.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Pennsylvania State Correctional Inst., Camp Hill.</p> <p></p> <p>Full development of the educational, occupational, and attitudinal abilities of young delinquents admitted to the Camp Hill State Correctional Institute was the object of this Elementary and Secondary Education Act Title I Program. Young adults 15-21 years committed to Camp Hill average 6.1 on the standard educational battery test and their…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED290595.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED290595.pdf"><span>Indian Youth Leadership Development Program.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hall, McClellan</p> <p></p> <p>The Indian Youth Leadership Program and the Indian Youth Leadership Camp (IYLC) were created in 1981 in response to the need to develop specific skills in Indian youth who will assume leadership positions in the future at the family, school, community, tribal, and national level. Patterned after the National Youth Leadership Camp, the IYLC emerged…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li class="active"><span>15</span></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_15 --> <div id="page_16" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li class="active"><span>16</span></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="301"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=environmental+AND+assessment+AND+natural+AND+environment&id=EJ1169508','ERIC'); return false;" href="https://eric.ed.gov/?q=environmental+AND+assessment+AND+natural+AND+environment&id=EJ1169508"><span>Evaluation of a Summer Camp Environmental Education Program in Spain</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Samperiz, Ana; Herrero, Juan</p> <p>2018-01-01</p> <p>The objective of this study was to develop a nonformal environmental education program in a summer camp and to measure its effectiveness increasing environmental knowledge and attitudes of the participants. Seventy six teenagers between 14 and 17 years participated. Activities dealt with both natural and urban environment. Preactivity and…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22327238','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22327238"><span>Early Career Boot Camp: a novel mechanism for enhancing early career development for psychologists in academic healthcare.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Foran-Tuller, Kelly; Robiner, William N; Breland-Noble, Alfiee; Otey-Scott, Stacie; Wryobeck, John; King, Cheryl; Sanders, Kathryn</p> <p>2012-03-01</p> <p>The purpose of this article is to describe a pilot mentoring program for Early Career Psychologists (ECPs) working in Academic Health Centers (AHCs) and synthesize the lessons learned to contribute to future ECP and AHC career development training programs. The authors describe an early career development model, named the Early Career Boot Camp. This intensive experience was conducted as a workshop meant to build a supportive network and to provide mentorship and survival tools for working in AHCs. Four major components were addressed: professional effectiveness, clinical supervision, strategic career planning, and academic research. Nineteen attendees who were currently less than 5 years post completion of doctoral graduate programs in psychology participated in the program. The majority of boot camp components were rated as good to excellent, with no component receiving below average ratings. Of the components offered within the boot camp, mentoring and research activities were rated the strongest, followed by educational activities, challenges in AHCS, and promotion and tenure. The article describes the purpose, development, implementation, and assessment of the program in detail in an effort to provide an established outline for future organizations to utilize when mentoring ECPs.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2011AAS...21714507L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2011AAS...21714507L"><span>The California-Arizona Minority Partnership for Astronomy Research and Education (CAMPARE): an Educational Experience for Undergraduates at the University of Arizona Alumni Association's Astronomy Camp.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Lemon, Courtney; McCarthy, D.; Rudolph, A.</p> <p>2011-01-01</p> <p>The California-Arizona Minority Partnership for Astronomy Research and Education (CAMPARE) is an NSF-funded partnership between the Astronomy Program at Cal Poly Pomona (CPP) and the University of Arizona Steward Observatory designed to promote participation of underrepresented minorities (including women) in astronomy research and education. As part of the education component of the program, CPP undergraduate physics majors and minors are eligible to work as a counselor at the University of Arizona's Astronomy Camp, one of the premier astronomy outreach opportunities in the world. CAMPARE students have the opportunity to work in this learn-by-doing environment with a wide range of students to gain first hand experience of teaching astronomy to students of a wide variety of ages in highly structured educational setting. Cal Poly Pomona students who are interested in education, both formal and informal, work in a variety of camps, from Girl Scout camps to camps for advanced high school students, to further their understanding of what it means to be a professional in the field of education. The CAMPARE student who participated in this program during summer 2010 had the opportunity to work under Dr. Don McCarthy, camp director of University of Arizona's Astronomy Camps for 20 years, and observe the interpersonal relations between campers and staff that is so vital to the learning the students receive. Through these observations, the CAMPARE student was able to learn to gauge students' interest in the material, and experience real life teaching and learning scenarios in the informal education realm.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017SPIE10055E..0CP','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017SPIE10055E..0CP"><span>Measurement and evaluation of digital cervicography programs in two cervical cancer screening camps in East Africa</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Peterson, Curtis W.; Mink, Jonah; Levitz, David</p> <p>2017-03-01</p> <p>Cervical cancer disproportionately affects women living in low- and middle-income countries. To address this global crisis, many governments and NGOs have implemented community-based screening and treatment programs at outreach camps. Here, high volumes of patients are able to access care: screening and diagnosis followed by immediate treatment of precancerous lesions onsite. However, monitoring and evaluation (M&E) of these efforts presents challenges, since each event typically relies on a different health workforce, and refers patients to different facilities for follow up and advanced care. To address these challenges, a digital imaging intervention was deployed at several screening camps in East Africa. Trained nurses screened women using a connected low-cost mobile colposcope built around a smartphone. A decision support job aid was integrated into the app controlling the device, guiding nurses and recording their diagnosis and treatment decisions. Aggregating the data from the job aid allowed M&E of the screening camp in real-time. In this paper, the M&E data from 2 different screening camps in East Africa are compared. Additionally, screening camps are compared to stationary clinics. Differences in the patient screening times, treatment rates, and individual nurse statistics were all documented through the job aid allowing for much improved epidemiological information following outreach events thus enabling targeted program improvements and provider training. Reporting data from screening camps were also shared online via public web pages, facilitating broader dissemination of health needs in specific East African communities, and sparking conversations with regional stakeholders about local disease burden.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2005AGUFMED53A0324L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2005AGUFMED53A0324L"><span>Ocean Science in a K-12 setting: Promoting Inquiry Based Science though Graduate Student and Teacher Collaboration</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Lodico, J. M.; Greely, T.; Lodge, A.; Pyrtle, A.; Ivey, S.; Madeiros, A.; Saleem, S.</p> <p>2005-12-01</p> <p>The University of South Florida, College of Marine Science Oceans: GK-12 Teaching Fellowship Program is successfully enriching science learning via the oceans. Funded by the National Science Foundation, the program provides a unique opportunity among scientists and K-12 teachers to interact with the intention of bringing ocean science concepts and research to the classroom environment enhance the experience of learning and doing science, and to promote `citizen scientists' for the 21st century. The success of the program relies heavily on the extensive summer training program where graduate students develop teaching skills, create inquiry based science activities for a summer Oceanography Camp for Girls program and build a relationship with their mentor teacher. For the last year and a half, two graduate students from the College of Marine Science have worked in cooperation with teachers from the Pinellas county School District, Southside Fundamental Middle School. Successful lesson plans brought into a 6th grade Earth Science classroom include Weather and climate: Global warming, The Geologic timescale: It's all about time, Density: Layering liquids, and Erosion processes: What moves water and sediment. The school and students have benefited greatly from the program experiencing hands-on inquiry based science and the establishment of an after school science club providing opportunities for students to work on their science fair projects and pursuit other science interests. Students are provided scoring rubrics and their progress is creatively assessed through KWL worksheets, concept maps, surveys, oral one on one and classroom discussions and writing samples. The year culminated with a series of hands on lessons at the nearby beach, where students demonstrated their mastery of skills through practical application. Benefits to the graduate student include improved communication of current science research to a diverse audience, a better understanding of the perspective of teachers and their content knowledge, and experience working with children and youth. The GK-12 teacher mentor benefits include a resource of inquiry based ocean science activities and increased knowledge of current scientific ocean research. The K-12 students gain an opportunity to be engage with young passionate scientists, learn about current ocean science research, and experience inquiry based science activities relating to concepts already being taught in their classroom. This program benefits all involved including the graduate students, the teachers, the K-12 students and the community.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017AGUFMED31C0295G','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017AGUFMED31C0295G"><span>The Three-Pronged Approach to Community Education: An Ongoing Hydrologic Science Outreach Campaign Directed from a University Research Center</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Gallagher, L.; Morse, M.; Maxwell, R. M.</p> <p>2017-12-01</p> <p>The Integrated GroundWater Modeling Center (IGWMC) at Colorado School of Mines has, over the past three years, developed a community outreach program focusing on hydrologic science education, targeting K-12 teachers and students, and providing experiential learning for undergraduate and graduate students. During this time, the programs led by the IGWMC reached approximately 7500 students, teachers, and community members along the Colorado Front Range. An educational campaign of this magnitude for a small (2 full-time employees, 4 PIs) research center required restructuring and modularizing of the outreach strategy. We refined our approach to include three main "modules" of delivery. First: grassroots education delivery in the form of K-12 classroom visits, science fairs, and teacher workshops. Second: content development in the form of lesson plans for K-12 classrooms and STEM camps, hands-on physical and computer model activities, and long-term citizen science partnerships. Lastly: providing education/outreach experiences for undergraduate and graduate student volunteers, training them via a 3-credit honors course, and instilling the importance of effective science communication skills. Here we present specific case studies and examples of the successes and failures of our three-pronged system, future developments, and suggestions for entities newly embarking on an earth science education outreach campaign.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/ADA235555','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/ADA235555"><span>Natural Resources Research Program: Summary of the 1986-87 Campground Receipt Study</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>1991-03-01</p> <p>can sum to more than 100 percent because parties can use multiple pieces of equipment. B16 Table BI5 1987 Shenango Lake (Shenango Rec Area) User...table represent actual camping use. ** Percent of camping parties. t Percent of camping permits. B17 Table Bl6 1987 Shenango Lake (Shenango Rec Area</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Dallas&pg=4&id=EJ924437','ERIC'); return false;" href="https://eric.ed.gov/?q=Dallas&pg=4&id=EJ924437"><span>Camp Thunderbird: Taking Flight with Dance and Physical Education for Special Populations</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Keglon, Johnnye</p> <p>2011-01-01</p> <p>This article describes the Dallas-based Camp Thunderbird, an enrichment program that brought together minority students in special education and students from general education for a summer of physical activity and the arts. Among the camp participants were students who functioned at a high level in the areas of autism spectrum disorders, mental…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=parallel+AND+world&pg=7&id=EJ618716','ERIC'); return false;" href="https://eric.ed.gov/?q=parallel+AND+world&pg=7&id=EJ618716"><span>Camp Creates a World of Magic: The Trail to Innovative Thinking Begins at the ACA National Conference.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Coleman, Marla</p> <p>2001-01-01</p> <p>The American Camping Association 2001 National Conference at Walt Disney World draws parallels between the administration of camp programs and practices at Disney World. Seminars led by Disney managers focus on recruitment of college students, development of a corporate culture and philosophy, emphasis on environment, and quality service that…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=internment+AND+camps&pg=2&id=EJ549858','ERIC'); return false;" href="https://eric.ed.gov/?q=internment+AND+camps&pg=2&id=EJ549858"><span>Filling the Space: Education, Community, and Identity in British Internment Camps during World War II.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Seller, Maxine Schwartz</p> <p>1996-01-01</p> <p>Recounts a little known episode of World War II: the imprisonment of 28,000 anti-Nazi Jewish refugees in Great Britain. Explores how the refugees created a rich cultural and educational life out of these circumstances. They ran internment camp education programs, put on theatrical shows, and published a camp newspaper. (MJP)</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=fossils&id=EJ1151198','ERIC'); return false;" href="https://eric.ed.gov/?q=fossils&id=EJ1151198"><span>Students Explore Fossil Creatures of the Cambrian Period Burgess Shale through Model-Making</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Anderson, Andrea E.; Zhbanova, Ksenia; Gray, Phyllis; Teske, Jolene K.; Rule, Audrey C.</p> <p>2016-01-01</p> <p>This practical article features an arts-integrated science unit on fossils of the Burgess Shale for fourteen elementary/middle school students at a weeklong summer day camp. The day camp had a theme of recycling, reduction and reuse; all of the fossil models had substantial recycled components to support this theme. Next Generation Science…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2011PhDT........29O','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2011PhDT........29O"><span>Motivation and career outcomes of a precollege life science experience for underrepresented minorities</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Ortega, Robbie Ray</p> <p></p> <p>Minorities continue to be underrepresented in professional science careers. In order to make Science, Technology, Engineering, and Mathematics (STEM) careers more accessible for underrepresented minorities, informal science programs must be utilized to assist in developing interest in STEM for minority youth. In addition to developing interest in science, informal programs must help develop interpersonal skills and leadership skills of youth, which allow youth to develop discrete social behaviors while creating positive and supportive communities thus making science more practical in their lives. This study was based on the premise that introducing underrepresented youth to the agricultural and life sciences through an integrated precollege experience of leadership development with university faculty, scientist, and staff would help increase youths' interest in science, while also increasing their interest to pursue a STEM-related career. Utilizing a precollege life science experience for underrepresented minorities, known as the Ag Discovery Camp, 33 middle school aged youth were brought to the Purdue University campus to participate in an experience that integrated a leadership development program with an informal science education program in the context of agriculture. The week-long program introduced youth to fields of agriculture in engineering, plant sciences, food sciences, and entomology. The purpose of the study was to describe short-term and intermediate student outcomes in regards to participants' interests in career activities, science self-efficacy, and career intentions. Youth were not interested in agricultural activities immediately following the precollege experience. However, one year after the precollege experience, youth expressed they were more aware of agriculture and would consider agricultural careers if their first career choice did not work out for them. Results also showed that the youth who participated in the precollege experience were self-efficacious to learn science, and they were self-efficacious to learn science one year after the precollege experience. Youth reported they did not develop interpersonal and leadership skills during the precollege experience, yet they said the interpersonal and leadership skills were useful throughout the following year after the precollege experience. Participants were interested in science careers, and their career plans did not change after the precollege experience.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=microscopy&pg=3&id=EJ773306','ERIC'); return false;" href="https://eric.ed.gov/?q=microscopy&pg=3&id=EJ773306"><span>Building a Successful Middle School Outreach Effort: Microscopy Camp</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Penn, Lee R.; Flynn, Leslie; Johnson, Page</p> <p>2007-01-01</p> <p>Microscopy Camp program is designed to introduce acceptable representations of crystalline particles and their atomic structure to twelve-year-old middle school students at a developmental and educational stage.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017EGUGA..1918412B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017EGUGA..1918412B"><span>Accessible Earth: Enhancing diversity in the Geosciences through accessible course design and Experiential Learning Theory</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Bennett, Rick; Lamb, Diedre</p> <p>2017-04-01</p> <p>The tradition of field-based instruction in the geoscience curriculum, which culminates in a capstone geological field camp, presents an insurmountable barrier to many disabled students who might otherwise choose to pursue geoscience careers. There is a widespread perception that success as a practicing geoscientist requires direct access to outcrops and vantage points available only to those able to traverse inaccessible terrain. Yet many modern geoscience activities are based on remotely sensed geophysical data, data analysis, and computation that take place entirely from within the laboratory. To challenge the perception of geoscience as a career option only for the able bodied, we have created the capstone Accessible Earth Study Abroad Program, an alternative to geologic field camp with a focus on modern geophysical observation systems, computational thinking, and data science. In this presentation, we will report on the theoretical bases for developing the course, our experiences in teaching the course to date, and our plan for ongoing assessment, refinement, and dissemination of the effectiveness of our efforts.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2013AIPC.1517..104A','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2013AIPC.1517..104A"><span>The changing face of women in physics in Ghana</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Andam, Aba Bentil; Amponsah, Paulina Ekua; Nsiah-Akoto, Irene; Gyamfi, Kwame; Hood, Christiana Odumah</p> <p>2013-03-01</p> <p>Ghana is said to be the first independent sub-Saharan African country outside South Africa to promote science education and the application of science in industrial and social development. It has long been recognized that many schools' science curricula extend the extracurricular activities of boys more than those of girls. In order to bridge this gap, efforts have been made to give girls extra assistance in the learning of science by exposing them to science activities through specific camps, road shows, exhibitions, and so on. The best known of such efforts is the Science, Technology, and Mathematics Education (STME) camps and clinics for girls, which started in Ghana 23 years ago. Since our attendance at the Third International Conference on Women in Physics in Seoul, Korea, a lot has been achieved to further improve female science education, and this credit goes to STME. The first female nuclear engineer from Ghana graduated from the University of Ghana in March 2010.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2013DPS....4511705L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2013DPS....4511705L"><span>Scientists and Educators Working Together: Everyone Teaches, Everyone Learns</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Lebofsky, Larry A.; Lebofsky, N. R.; McCarthy, D. W.; Canizo, T. L.; Schmitt, W.; Higgins, M. L.</p> <p>2013-10-01</p> <p>The primary author has been working with three of the authors (Lebofsky, McCarthy, and Cañizo) for nearly 25 years and Schmitt and Higgins for 17 and 8 years, respectively. This collaboration can be summed up with the phrase: “everyone teaches, everyone learns.” What NASA calls E/PO and educators call STEM/STEAM, requires a team effort. Exploration of the Solar System and beyond is a team effort, from research programs to space missions. The same is true for science education. Research scientists with a long-term involvement in science education have come together with science educators, classroom teachers, and informal science educators to create a powerful STEM education team. Scientists provide the science content and act as role models. Science educators provide the pedagogy and are the bridge between the scientists and the teacher. Classroom teachers and informal science educators bring their real-life experiences working in classrooms and in informal settings and can demonstrate scientists’ approaches to problem solving and make curriculum more engaging. Together, we provide activities that are grade-level appropriate, inquiry-based, tied to the literacy, math, and science standards, and connected directly to up-to-date science content and ongoing research. Our programs have included astronomy camps for youth and adults, professional development for teachers, in-school and after-school programs, family science events, and programs in libraries, science centers, and museums. What lessons have we learned? We are all professionals and can learn from each other. By engaging kids and having them participate in activities and ask questions, we can empower them to be the presenters for others, even their families. The activities highlighted on our poster represent programs and collaborations that date back more than two decades: Use models and engage the audience, do not just lecture. Connect the activity with ongoing science and get participants outside to look at the real sky: do a Moon journal, measure shadows, observe constellations, and look through a telescope—the sky is more than just string, balls, or a computer program.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=snake&pg=3&id=EJ627031','ERIC'); return false;" href="https://eric.ed.gov/?q=snake&pg=3&id=EJ627031"><span>Snakes Have Feelings, Too: Elements of a Camp Snake Program.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Allen, Robert Ross</p> <p>2001-01-01</p> <p>A camp snake program can help campers overcome their fear of snakes, and people cannot truly enjoy nature when they carry a phobia about any one part of it. It can also help overcome prejudice by teaching truth and respect, instilling compassion, and helping campers develop empathy. Advice on catching, handling, identifying, keeping, and feeding…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=behavioral+AND+health+AND+treatment+AND+planning&pg=3&id=EJ362345','ERIC'); return false;" href="https://eric.ed.gov/?q=behavioral+AND+health+AND+treatment+AND+planning&pg=3&id=EJ362345"><span>A Behaviorally-Oriented Residential Camping Program for Obese Children and Adolescents.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>McKenzie, Thomas L.</p> <p>1986-01-01</p> <p>Behavioral strategies were used to teach exercise and weight control habits, and were combined with diet planning, nutrition education, and a strenuous physical education program in a residential summer camp, to successfully bring about a significant reduction in body fat and heart disease risk of obese boys, 8-18 years old. (Author/JDD)</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=vida+AND+marina&id=EJ991615','ERIC'); return false;" href="https://eric.ed.gov/?q=vida+AND+marina&id=EJ991615"><span>Effectiveness of a Therapeutic Summer Camp for Children with ADHD: Phase I Clinical Intervention Trial</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hantson, Julie; Wang, Pan Pan; Grizenko-Vida, Michael; Ter-Stepanian, Marina; Harvey, William; Joober, Ridha; Grizenko, Natalie</p> <p>2012-01-01</p> <p>Objective: The objective of this study was to evaluate the effectiveness of a 2-week therapeutic summer day camp for children with ADHD, which included a social skills training program and parent psychoeducation and training program. This was an open-label, nonrandomized Phase I Clinical Intervention Trial. Method: Parents completed the Weiss…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED013126.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED013126.pdf"><span>MIGRANT HEALTH PROGRAM, NEW JERSEY 1964.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>DOUGHERTY, WILLIAM; AND OTHERS</p> <p></p> <p>A MAJOR EFFORT WAS MOUNTED TO INCREASE, EXTEND, AND IMPROVE HEALTH SERVICES FOR MIGRANT AGRICULTURAL WORKERS IN NEW JERSEY DURING THE SECOND YEAR OF OPERATION, 1964. THE MIGRANT HEALTH PROGRAM PROVIDED--(1) SERVICE TO 453 CAMPS, (2) OPPORTUNITY FOR 5,000 PERSONS TO COMMUNICATE WITH THE NURSE OR OTHER HEALTH WORKER WHO VISITED THE CAMP, AND (3)…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li class="active"><span>16</span></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_16 --> <div id="page_17" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li class="active"><span>17</span></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="321"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=iris&pg=3&id=ED533617','ERIC'); return false;" href="https://eric.ed.gov/?q=iris&pg=3&id=ED533617"><span>Effects of a Summer Camp Program on Enhancing the Academic Achievement Skills of Children with Autism Spectrum Disorders</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Davenport, Teresa L.</p> <p>2011-01-01</p> <p>The purpose of this study was to determine if a summer camp utilizing academic and behavioral remediation programming could increase the academic achievement of children with autism spectrum disorders. Academic achievement was measured using the Wide Range Achievement Test-Fourth Edition (WRAT4; Wilkinson & Robertson, 2006) and an Informal…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Contraceptives+AND+adolescence&pg=2&id=ED467104','ERIC'); return false;" href="https://eric.ed.gov/?q=Contraceptives+AND+adolescence&pg=2&id=ED467104"><span>C.A.M.P.: A Community-Based Approach to Promoting Safe Sex Behavior in Adolescence.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Guzman, Bianca L.; Casad, Bettina J.; Schlehofer-Sutton, Michele M.; Villanueva, Christina M.; Feria, Aida</p> <p></p> <p>The primary goal of this study was to assess the Community Awareness Motivation Partnership (C.A.M.P.) theater intervention based on the behavioral ecological model. C.A.M.P addresses the role of contraceptive use in safe sex behavior through an informative and entertaining culturally relevant dramatization program. Adolescents (N=1613) between…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1074465.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1074465.pdf"><span>Student-Designed Mapping Project as Part of a Geology Field Camp</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kelley, Daniel F.; Sumrall, Jeanne L.; Sumrall, Jonathan B.</p> <p>2015-01-01</p> <p>During the summer of 2012, the Louisiana State University (LSU) field camp program was affected by close proximity to the large Waldo Canyon Fire in Colorado Springs, CO, as well as by a fire incident on the field camp property. A mapping exercise was created that incorporated spatial data acquired on the LSU property to investigate research…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2018AAS...23211704H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2018AAS...23211704H"><span>Astronomy in Denver: Effects of a summer camp on girls’ preconceived notions of careers in STEM</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Hoffman, Jennifer L.; Fetrow, Kirsten J.; Broder, Dale E.; Murphy, Shannon M.; Tinghitella, Robin; Hart, Quyen N.</p> <p>2018-06-01</p> <p>Despite gains in recent years, gender disparities persist in fields related to science, technology, engineering, and mathematics (STEM). Although young women can perform as well as their male peers in STEM courses and tests, they are less likely to pursue higher education and careers in STEM. Our study examined the effectiveness of a STEM-focused summer camp at increasing middle-school girls’ career aspirations in STEM and self-confidence with respect to scientific topics. The 15 participants were Denver-area girls ages 10 to 13 years old from groups underrepresented in STEM fields. During the weeklong DU SciTech camp, these girls built telescopes and computers, collected and classified insects, completed inquiry activities, and interacted with female STEM professionals from a variety of scientific fields and racial backgrounds. We hypothesized that camp attendance would expand girls’ perceptions of who does science, increase their awareness of and interest in STEM careers, and increase their scientific self-efficacy, or belief in their ability to succeed at STEM tasks. We found that DU SciTech improved the girls’ scientific self-efficacy and awareness of STEM careers, but it did not increase their (already high) interest in pursuing their own careers in STEM. We will present our results and discuss their implications for future summer camps and efforts to broaden STEM participation by young women from underrepresented groups.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2013APS..DPPJP8004Z','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2013APS..DPPJP8004Z"><span>Recent Science Education Initiatives at the Princeton Plasma Physics Laboratory</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Zwicker, Andrew; Dominguez, Arturo; Gershman, Sophia; Guilbert, Nick; Merali, Aliya; Ortiz, Deedee</p> <p>2013-10-01</p> <p>An integrated approach to program development and implementation has significantly enhanced a variety of Science Education initiatives for students and teachers. This approach involves combining the efforts of PPPL scientists, educators, research and education fellows, and collaborating non-profit organizations to provide meaningful educational experiences for students and teachers. Our undergraduate internship program continues to have outstanding success, with 72% of our participants going to graduate school and 45% concentrating in plasma physics. New partnerships have allowed us to increase the number of underrepresented students participating in mentored research opportunities. The number of participants in our Young Women's Conference increases significantly each year. Our Plasma Camp workshop, now in its 15th year, recruits outstanding teachers from around the country to create new plasma-centered curricula. Student research in the Science Education Laboratory concentrates on the development of a high-fidelity plasma speaker, a particle dropper for a dusty plasma experiment, microplasmas along liquid surfaces for a variety of applications, an Internet-controlled DC glow discharge source for students, and a Planeterrella for demonstrating the aurora and other space weather phenomenon for the general public.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2012AGUFMED22C..03L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2012AGUFMED22C..03L"><span>Mapping Out-of-School-Time Youth Science Programs: Organizational Patterns and Possibilities</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Laursen, S. L.; Archie, T.; Thiry, H.</p> <p>2012-12-01</p> <p>Out-of-school-time (OST) experiences promise to enrich young (K-12) people's experience of science, technology and engineering. Belief is widespread that OST programs are ideal locations to learn science, and that youth participation may enhance the science workforce and increase access to science for girls and minorities. Yet we know little about the scope or nature of science-focused OST youth programming. Variety poses a challenge for researchers, with OST sites in schools, museums, zoos, science and nature centers, aquariums, planetariums, and community centers; and formats including after-school clubs, camps, workshops, festivals, research apprenticeships, and more. Moreover, there is no single national network through which researchers might reach and recruit nationally representative samples of programs. Thus, to date there has been no systematic study of the broader national landscape of OST STEM programming. Our national study, Mapping Out-of-School-Time Science (MOST-Science), examines a national sample of OST programs focused on science, engineering, and/or technology. Here we describe first findings about the characteristics of these programs and their home organizations, including aspects of program design, structure, funding, staffing, and youth audience. Using an electronic survey, we collected data from 417 programs and classified their host institutions into eight organizational types: aquariums and zoos, museums, non-profits, national youth organizations, K-12 school districts, colleges and universities, government labs, and private sector organizations. We then examine key attributes of the youth programs hosted by these institution and discuss differences based on organizational types, including scientific organizations that are especially well equipped to offer research and field experiences. Programs engaging youth in research and field experiences are offered across all organizational types. Yet they vary notably in the size and demographics of the youth populations they serve, and their interest or ability to target particular youth groups. We observe that organizations implementing youth OST science programs are often networked to other organizations similar to themselves, but unaware of related work in other sectors. Therefore, understanding the characteristics of organizations that host youth science programs may help organizations to achieve general goals such as increasing diversity, increasing accessibility, improving funding, improving program evaluation, and improving program content. For example, smaller organizations with limited resources could adopt proven strategies to increase diversity and access from larger organizations with more resources to initially develop these strategies. University programs might draw effectively upon best practices of similar programs offered by museums or non-profits. By providing a better picture of the strengths of different organizations as youth OST science providers, we hope to suggest unfilled niches for practitioners to pursue, and to highlight potential networking opportunities among organizations that can enhance youth research and field-based learning programs.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/20644489','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/20644489"><span>Summer camps for children with burn injuries: a literature review.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Maslow, Gary R; Lobato, Debra</p> <p>2010-01-01</p> <p>The first summer camps for children with burn injuries started over 25 years ago, and as of 2008, there were 60 camps worldwide. This review examines the literature on summer pediatric burn camps. The authors describe common characteristics of burn camp structure, activities, and staffing and then examine the scientific evidence regarding the effect of burn camp programs on campers and camp staff volunteers. A search of Pubmed and Psychinfo databases from 1970 to 2008 for articles related to pediatric burn summer camps identified 17 articles, of which 13 fit the inclusion criteria. Existing literature consists primarily of qualitative studies, suggesting that burn camp can decrease camper isolation, improve self-esteem, and promote coping and social skills. Studies examining volunteer staff at burn camp have consistently found that there are both personal and professional benefits. Quantitative studies of self-esteem have yielded equivocal results. No studies have examined safety or the effect of burn camp on medical or rehabilitation outcomes. For the past 25 years, pediatric summer camps for children with burn injuries have played an important rehabilitation role and provided a strong community that benefits both campers and staff. Future research using more rigorous research methods and examining a broader range of outcomes (eg, safety and medical/rehabilitation outcomes) is recommended.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Easter&pg=4&id=EJ250293','ERIC'); return false;" href="https://eric.ed.gov/?q=Easter&pg=4&id=EJ250293"><span>Romping through Summer in a Wheelchair.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Nolan, Karen</p> <p>1981-01-01</p> <p>Children with physical handicaps can participate in many of the same summer camp activities as non-disabled persons. Described are the programs at Camp Merry Heart, operated by New Jersey's Easter Seal Society. (WB)</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2010-title14-vol2/pdf/CFR-2010-title14-vol2-sec91-1415.pdf','CFR'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2010-title14-vol2/pdf/CFR-2010-title14-vol2-sec91-1415.pdf"><span>14 CFR 91.1415 - CAMP: Mechanical reliability reports.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2010&page.go=Go">Code of Federal Regulations, 2010 CFR</a></p> <p></p> <p>2010-01-01</p> <p>... manager who maintains program aircraft under a CAMP must report the occurrence or detection of each...-dumping system that affects fuel flow or causes hazardous leakage during flight; (12) An unwanted landing...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2005AGUFMED14A..03K','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2005AGUFMED14A..03K"><span>Science Writer-At-Sea: A New InterRidge Education Outreach Project Joining Scientists and Future Journalists</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Kusek, K. M.; Freitag, K.; Devey, C.</p> <p>2005-12-01</p> <p>The Science Writer-at-Sea program is one small step in a marathon need for improved coverage of science and environmental issues. It targets two significant links in the Earth science communication pipeline: marine scientists and journalists; and attempts to reconnect people with the Earth by boosting their understanding of Earth science and its relevance to society. How it works: Journalism graduate students are invited to participate in oceanographic expeditions affiliated with InterRidge, an international organization dedicated to promoting ocean ridge research. InterRidge's outreach coordinator and science writer prepares each student for the expedition experience using materials she developed based on years of at-sea reporting. The students work side-by-side with the science writer and the scientists to research and write innovative journalistic stories for a general audience that are featured on a uniquely designed multimedia website that includes videos and images. The science, journalism and public communities benefit from this cost-effective program: science research is effectively showcased, scientists benefit from interactions with journalists, science outreach objectives are accomplished; student journalists enjoy a unique hands-on, `boot camp' experience; and the website enhances public understanding of `real' Earth science reported `on scene at sea.' InterRidge completed its first pilot test of the program in August 2005 aboard a Norwegian research cruise. A student writer entering the science journalism program at Columbia University participated. The results exceeded expectations. The team discovered the world's northernmost vent fields on the cruise, which expanded the original scope of the website to include a section specifically designed for the international press. The student was inspired by the cruise, amazed at how much she learned, and said she entered graduate school with much more confidence than she had prior to the program. The site, translated into German, and is being showcased in a museum in Germany. Given the great response from a diverse suite of reviewers, the team is now pursuing long term funding; additional partners in the science, education and journalism communities; and partnerships with marine science and education magazines.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://pubs.usgs.gov/of/2010/1291/','USGSPUBS'); return false;" href="https://pubs.usgs.gov/of/2010/1291/"><span>Partnership of Environmental Education and Research-A compilation of student research, 1999-2008</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Bradley, Michael W.; Armstrong, Patrice; Byl, Thomas D.</p> <p>2011-01-01</p> <p>The U.S. Geological Survey (USGS) Tennessee Water Science Center and the College of Engineering and Technology at Tennessee State University developed a Partnership in Environmental Education and Research (PEER) to support environmental research at TSU and to expand the environmental research capabilities of the USGS in Tennessee. The PEER program is driven by the research needs to better define the occurrence, fate, and transport of contaminants in groundwater and surface water. Research in the PEER program has primarily focused on the transport and remediation of organic contamination in karst settings. Research conducted through the program has also expanded to a variety of media and settings. Research areas include contaminant occurrence and transport, natural and enhanced bioremediation, geochemical conditions in karst aquifers, mathematical modeling for contaminant transport and degradation, new methods to evaluate groundwater contamination, the resuspension of bacteria from sediment in streams, the use of bioluminescence and chemiluminescence to identify the presence of contaminants, and contaminant remediation in wetlands. The PEER program has increased research and education opportunities for students in the College of Engineering, Technology, and Computer Science and has provided students with experience in presenting the results of their research. Students in the program have participated in state, regional, national and international conferences with more than 140 presentations since 1998 and more than 40 student awards. The PEER program also supports TSU outreach activities and efforts to increase minority participation in environmental and earth science programs at the undergraduate and graduate levels. TSU students and USGS staff participate in the TSU summer programs for elementary and high school students to promote earth sciences. The 2007 summer camps included more than 130 students from 20 different States and Washington DC.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26785500','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26785500"><span>Barriers and Facilitators for Generalizing Cycling Skills Learned at Camp to Home.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Temple, Viviene A; Purves, P Lynn; Misovic, Robyn; Lewis, Coral J; DeBoer, Carrie</p> <p>2016-01-01</p> <p>Many children with disabling conditions do not acquire the skills to successfully ride a 2-wheeled bicycle. The aim was to describe cycling patterns before and after an innovative learn-to-ride bike camp and factors that facilitate or hinder the generalization of skills developed at camp to home. Parents and children participated in semistructured interviews 3-4 mo postcamp. Transcripts were examined deductively for participation and contextual influences using a template of codes approach. None of the children were successfully riding a 2-wheeled bicycle before camp. Two patterns of participation were evident from narrative descriptions of postcamp riding: "riders" and "not there yet." Major facilitating factors were the camp itself, the interaction between the camp and the health service, and continued parent involvement. The program transferred well to home for children who were riding independently on the last day of camp. Ongoing support is needed for children "not there yet."</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/12338457','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/12338457"><span>Primary health care in Somalian refugee camps.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Johnston, B</p> <p>1982-01-01</p> <p>The convergence of thousands in Somalia's refugee camps has created an emergency in health care provision. To tackle this problem, the Ministry of Health, in conjunction with UNICEF, recruited a small group of Somali professionals to draw up a plan for the training of community health workers to serve in the camps. A 2nd objective was to make an assessment of the nutritional status of the refugees, and provision of maternal and child health care. At the end of a 2 week workshop a plan was drawn up which emphasized the teaching of preventive medicine, particularly in the control of communicable diseases. It was decided that students in the postbasic training program in administration and teaching in the health service would serve as teachers. Teaching was kept basic and simple, mostly concentrating on topics related to hygiene and food preparation, for example. During program implementation inspection visits were carried out at intervals by a health educator and tutor from the nursing school. At the same time further briefing was given to as many concerned people in the camps as possible. Preliminary feedback suggested that the program was proceeding successfully. After 3 months an evaluation was carried out by teachers in the program. The evaluation showed a great deal to have been accomplished in spite of the disinterest of some parts of the population. The success was attributed to the involvement of Somalis in the camp communities. As of September 1981, the pace of the programs has increased, with the inclusion of health services from expatriate sources within Ministry of Health guidelines.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5953415','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5953415"><span>Healthy cooking classes at a children’s cancer hospital and patient/survivor summer camp: initial reactions and feasibility</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Raber, Margaret; Crawford, Karla; Chandra, Joya</p> <p>2018-01-01</p> <p>Objective Childhood cancer survivors (CCS) have been shown to practice sub-optimal dietary intake and may benefit from nutrition interventions during and after treatment. Cooking classes have become popular for encouraging healthy eating behaviors in community-based programming and academic research, however, literature on teaching cooking classes in CCS is limited. The purpose of this study is to address the development and implementation of classes for CCS based on a recently developed framework of healthy cooking behavior. Design A conceptual framework was developed from a systematic literature review and used to guide healthy cooking classes for CCS in different settings. Setting One pediatric cancer hospital inpatient unit, one pediatric cancer in-hospital camp program and two off-site pediatric cancer summer camp programs. Subjects One hundred and eighty nine CCS of varying ages and thirteen parents of CCS. Results Seventeen classes were taught at camps and seven classes in the hospital inpatient unit. Healthy cooking classes based on the conceptual framework are feasible and were well received by CCS. Conclusions Cooking classes for CCS, both at the hospital and at camp, reinforced the principles of the conceptual framework. Future trials should assess the dietary and anthropometric impact of evidence-based healthy cooking classes in CCS. PMID:28463101</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED401487.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED401487.pdf"><span>Boot Camps for Juvenile Offenders: An Implementation Evaluation of Three Demonstration Programs. National Institute of Justice Research Brief.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bourque, Blair B.; And Others</p> <p></p> <p>A study evaluated the implementation of three demonstration programs for male juveniles that explored how the adult boot camp strategy could be modified to serve the unique needs of juveniles. Evaluation efforts sought to determine how the three demonstration sites--Cleveland, Ohio; Denver, Colorado; and Mobile, Alabama--were choosing and…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=attitude+AND+towards+AND+inclusive+AND+education&pg=6&id=EJ1131986','ERIC'); return false;" href="https://eric.ed.gov/?q=attitude+AND+towards+AND+inclusive+AND+education&pg=6&id=EJ1131986"><span>It's off to Work We Go: Attitude toward Disability at Vocational Training Programs at Jewish Summer Camps</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Olson, Daniel</p> <p>2017-01-01</p> <p>Baglieri and Shapiro (2012) argue that considering attitudes toward disability is an important step toward building a more inclusive society. This study examines attitudes toward disability of staff members of vocational and independent living skills programs for young adults with disabilities in four Jewish summer camps. McDermott and Varenne's…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=sustainable+AND+house&pg=3&id=EJ790663','ERIC'); return false;" href="https://eric.ed.gov/?q=sustainable+AND+house&pg=3&id=EJ790663"><span>Seeds of Peace: Toward a Common Narrative</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>van Woerkom, Marieke</p> <p>2004-01-01</p> <p>The Seeds of Peace program began in August 1993 when forty-eight Egyptian, Israeli, and Arabic boys met at a summer camp in Maine for a two-week coexistence program that gave them the opportunity not only to meet their "enemies" for the first time, but to live with them in cabins, share meals, and participate in typical summer camp activities. In…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://hdl.handle.net/2060/20110007316','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20110007316"><span>Winter Camp: A Blog from the Greenland Summit, Part II</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Koenig, Lora</p> <p>2009-01-01</p> <p>An earlier issue presents the first half of the author's experience living and working at the National Science Foundation's (NSF) Greenland Summit Camp. The author is a remote-sensing glaciologist at NASA s Goddard Space Flight Center. She took measurements that will be used to validate data collected by NASA s Aqua, Terra, and Ice, Clouds, and land Elevation Satellite (ICESat) satellites with ground-truth measurements of the Greenland Ice Sheet she made at Summit Camp from November 2008-February 2009. This article presents excerpts from the second half of her stay and work at the Greenland Summit.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.osti.gov/servlets/purl/578641','SCIGOV-STC'); return false;" href="https://www.osti.gov/servlets/purl/578641"><span>Strengthening programs in science, engineering and mathematics. Third annual progress report</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.osti.gov/search">DOE Office of Scientific and Technical Information (OSTI.GOV)</a></p> <p>Sandhu, S.S.</p> <p>1997-09-30</p> <p>The Division of Natural Sciences and Mathematics at Claflin College consists of the Departments of Biology, Chemistry, Computer Science, Physics, Engineering and Mathematics. It offers a variety of major and minor academic programs designed to meet the mission and objectives of the college. The division`s pursuit to achieve excellence in science education is adversely impacted by the poor academic preparation of entering students and the lack of equipment, facilities and research participation, required to impart adequate academic training and laboratory skills to the students. Funds were received from the US Department of Energy to improve the divisional facilities and laboratorymore » equipment and establish mechanism at pre-college and college levels to increase (1) the pool of high school students who will enroll in Science and Mathematics courses (2) the pool of well qualified college freshmen who will seek careers in Science, Engineering and Mathematics (3) the graduation rate in Science,engineering and Mathematics at the undergraduate level and (4) the pool of well-qualified students who can successfully compete to enter the graduate schools of their choice in the fields of science, engineering, and mathematics. The strategies that were used to achieve the mentioned objectives include: (1) Improved Mentoring and Advisement, (2) Summer Science Camp for 7th and 8th graders, (3) Summer Research Internships for Claflin SEM Seniors, (4) Summer Internships for Rising High School Seniors, (5) Development of Mathematical Skills at Pre-college/Post-secondary Levels, (6) Expansion of Undergraduate Seminars, (7) Exposure of Undergraduates to Guest Speakers/Roll Models, (8) Visitations by Undergraduate Students to Graduate Schools, and (9) Expanded Academic Program in Environmental Chemistry.« less</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=engineering+AND+careers&pg=5&id=EJ1134456','ERIC'); return false;" href="https://eric.ed.gov/?q=engineering+AND+careers&pg=5&id=EJ1134456"><span>The Association between Science Summer Camps and Career Interest in Science and Engineering</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kong, Xiaoqing; Dabney, Katherine P.; Tai, Robert H.</p> <p>2014-01-01</p> <p>This study addresses the association between middle-school students' reported participation in science summer programmes and their reported expectation of a career in science and engineering. Data were collected on 1,580 students from eight middle schools in five states, applying an accelerated longitudinal design. Two consecutive cohorts were…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li class="active"><span>17</span></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_17 --> <div id="page_18" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li class="active"><span>18</span></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="341"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2004AGUFMED14A..08P','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2004AGUFMED14A..08P"><span>Design of a Teacher-Student Research Program Using the Spitzer Space Telescope</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Pompea, S. M.; Daou, D.; Thaller, M.</p> <p>2004-12-01</p> <p>Under the sponsorship of the NASA Spitzer Science Center, we have designed a program for teacher and student research using observing time on the Spitzer Space Telescope. The participating teachers attended a fall, 2004 workshop to become familiar with the Spitzer Science Center Archives, observation planning process, and telescope and instrument capabilities in order to plan observations. They also received fundamental training in infrared astronomy and infrared observational techniques, before they began planning their observing program. This program has as its goals the fundamental NASA goals of inspiring and motivating students to pursue careers in science, technology, engineering, and mathematics as well as to engage the public in shaping and sharing the experience of exploration and discovery. Our educational plan addresses the OSS/NASA objectives of improving student proficiency in science and improving science instruction by providing a unique opportunity to a group of teachers and students to observe with the Spitzer Space Telescope and work with infrared archival data. This program allows a team of 12 teachers and their students to utilize up to 3 hours of Director's discretionary observing time on the Spitzer Space Telescope for educational observations. With the goal of leveraging on a well-established teacher professional development, the program serves teachers in the NSF-sponsored Teacher Leaders in Research Based Science Education (TLRRBSE), an ongoing Public Affairs and Educational Outreach Department program at the National Optical Astronomy Observatory (NOAO) in Tucson. The program touches the formal education community through a national audience of well-trained and supported middle and high school teachers. There are currently 68 teachers (and their students) participating in TLRBSE with an additional 57 teachers in the still-supported precursor RBSE program. The Spitzer educational research program also reaches an additional national audience of students through an informal education program based at the University of Arizona's Astronomy Camp, directed by Dr. Don McCarthy, who has been active in both the RBSE and TLRBSE programs. The TLRBSE Project is funded by the National Science Foundation under ESI 0101982, funded through the AURA/NSF Cooperative Agreement AST-9613615. NOAO is operated by the Association of Universities for Research in Astronomy (AURA), Inc. under cooperative agreement with the National Science Foundation. JPL manages the Spitzer Space Telescope mission for NASA's Science Mission Directorate, Washington. Science operations are conducted at the Spitzer Science Center at the California Institute of Technology in Pasadena. JPL is a division of Caltech.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.osti.gov/biblio/5427315-installation-restoration-program-preliminary-assessment-naknek-recreational-camps-alaska','SCIGOV-STC'); return false;" href="https://www.osti.gov/biblio/5427315-installation-restoration-program-preliminary-assessment-naknek-recreational-camps-alaska"><span>Installation-Restoration Program Preliminary Assessment, Naknek Recreational Camps, Alaska</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.osti.gov/search">DOE Office of Scientific and Technical Information (OSTI.GOV)</a></p> <p>Not Available</p> <p>1989-04-01</p> <p>The Hazardous Materials Technical Center (HMTC) was retained in January 1988 to conduct the Installation-Restoration Program (IRP) Preliminary Assessment of Naknek Recreational Camps, Alaska, DoD policy is to identify and fully evaluate suspected problems associated with past hazardous-material disposal sites on DoD facilities, control the migration of hazardous contamination from such facilities, and control hazards to health and welfare that may have resulted from these past operations. Past installation operations involved the use and disposal of materials and wastes that were subsequently categorized as hazardous. The major operations of Naknek Camp I and Camp II did not use or disposemore » of HM/HW; however, these camps were used by the Air Force as dump areas and landfills. Waste oils, fuels, and polychlorinated biphenyls (PCBs) were among the wastes disposed of during these dumping activities. Information obtained through interviews, records, and field observations resulted in the identification of three sites that are potentially contaminated with HM/HW. At each of the identified sites, the potential exists for contamination of surface water, soils, and/or ground water and subsequent contaminant migration.« less</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=tins&pg=5&id=EJ380665','ERIC'); return false;" href="https://eric.ed.gov/?q=tins&pg=5&id=EJ380665"><span>Recycling at Camp.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Cummins, William M.</p> <p>1988-01-01</p> <p>Outlines a Michigan summer camp's efforts to reduce solid waste disposal by recycling cardboard, tin, glass, aluminum, and plastic milk containers. Points out variables affecting the success of such efforts. Discusses Michigan state funding for the development of recycling programs. (SV)</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015EGUGA..17.2500S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015EGUGA..17.2500S"><span>WaterBotics: Pooling Students to STEM</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Stambaugh, Beverly</p> <p>2015-04-01</p> <p>The STEM workforce of the future is sitting in today's K-12 classrooms, attending summer camps, and participating in after-school programs. How do we attract more youth -- particularly those currently underrepresented in STEM fields such as girls and minorities -- to explore the marvels of engineering and science? How do we entice them to become active participants - not merely witnesses - in the creation of solutions for our global neighborhood's greatest challenges, from environmental cleanup, to safe and efficient energy production, to improvements in healthcare? The WaterBotics program is one vehicle that has demonstrated success in engaging young learners. This underwater robotics program is designed to provide hands-on experiences for middle and high school age youth to engineering design, information technology tools, and science concepts, and to increase awareness and interest in engineering and IT careers. Middle and high school participants demonstrate increased enjoyment in studying science and engineering and interest in STEM careers as a result of WaterBotics. Such results can be seen from a statewide initiative that reached more than 2,600 middle and high school students in New Jersey in 2006-09 where student learning of science concepts and programming increased (McGrath et al, 2009, 2008). These findings provide the impetus to expand the WaterBotics program nationally. The curriculum can be used either in traditional classroom settings or in after-school and summer-camp settings. This problem-based program requires teams of students to work together to design, build, test, and redesign underwater robots, or "bots" made of LEGO® and other components. Students use the NXT and LEGO Mindstorms® software to program their robots to maneuver in the water, thereby gaining valuable experience with computer programming, as well as 21st Century skills. Teams must complete a series of increasingly sophisticated challenges which culminates with a final challenge that integrates learning from the prior challenges. The nature of these challenges allows for easy adaptation to various real-world scenarios for students to engage in, such as developing a submarine for ocean floor study or designing a vehicle to explore and mine the ocean for mineral resources. First-hand experience with WaterBotics curriculum has shown the increased engagement and excitement for STEM. Starting with a peanut butter and jelly sandwich leads to amazing discovery as students work through the engineering design process, sketching and building their LEGO robots and learning the steps to simple programs that allow their robotic creations to complete various tasks. With LEGOs being so easy to use, students can easily revise their design over and over again until it looks and works as it should. Once the students have the opportunity to test their design in the water for the first time, they are hooked. They can see that something they designed and built actually completes the task, even if it takes multiple tries, and they want to try the next challenge.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24150989','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24150989"><span>Improvement in social deficits in autism spectrum disorders using a theatre-based, peer-mediated intervention.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Corbett, Blythe A; Swain, Deanna M; Coke, Catherine; Simon, David; Newsom, Cassandra; Houchins-Juarez, Nea; Jenson, Ashley; Wang, Lily; Song, Yanna</p> <p>2014-02-01</p> <p>Social Emotional NeuroScience Endocrinology Theatre is a novel intervention program aimed at improving reciprocal social interaction in youth with autism spectrum disorder (ASD) using behavioral strategies and theatrical techniques in a peer-mediated model. Previous research using a 3-month model showed improvement in face perception, social interaction, and reductions in stress. The current study assessed a 2-week summer camp model. Typically developing peers were trained and paired with ASD youth (8-17 years). Social perception and interaction skills were measured before and after treatment using neuropsychological and parental measures. Behavioral coding by reliable, independent raters was conducted within the treatment context (theatre) and outside the setting (playground). Salivary cortisol levels to assess physiological arousal were measured across contexts (home, theatre, and playground). A pretest-posttest design for within-group comparisons was used, and prespecified pairwise comparisons were achieved using a nonparametric Wilcoxon signed-rank test. Significant differences were observed in face processing, social awareness, and social cognition (P < 0.05). Duration of interaction with familiar peers increased significantly over the course of treatment (P < 0.05), while engagement with novel peers outside the treatment setting remained stable. Cortisol levels rose on the first day of camp compared with home values yet declined by the end of treatment and further reduced during posttreatment play with peers. Results corroborate previous findings that the peer-mediated theatre program contributes to improvement in core social deficits in ASD using a short-term, summer camp treatment model. Future studies will explore treatment length and peer familiarity to optimize and generalize gains. © 2013 International Society for Autism Research, Wiley Periodicals, Inc.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ779048.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ779048.pdf"><span>A Collective Pursuit of Learning the Possibility to Be: The CAMP Experience Assisting Situationally Marginalized Mexican American Students to a Successful Student Identity</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Reyes, Reynaldo, III</p> <p>2007-01-01</p> <p>Many students of Mexican descent must learn how to be successful students. This study describes 5 students of Mexican descent from situationally marginalized lives who were a part of a support and retention scholarship program (College Assistance Migrant Program--CAMP). These case studies document how they perceived their learning and how they…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED142604.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED142604.pdf"><span>Emergency School Aid Act, Pilot Project, 1975-76. Part I and Part II. Research and Evaluation Report, Vol. 10, No. 12.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Crawley, Nora; Taylor, Myrtice</p> <p></p> <p>This paper describes and evaluates a pilot project funded under the Emergency School Aid Act (ESAA). The pilot project was subdivided into two parts: the Camp Learning Center program, and the Cultural Adjustment Program. Among the general goals of the Camp Learning Center were to improve mathematics and reading skills through a relevant and…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017AGUFMED31C0294D','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017AGUFMED31C0294D"><span>Training Elementary Teachers to Prepare Students for High School Authentic Scientific Research</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Danch, J. M.</p> <p>2017-12-01</p> <p>The Woodbridge Township New Jersey School District has a 4-year high school Science Research program that depends on the enrollment of students with the prerequisite skills to conduct authentic scientific research at the high school level. A multifaceted approach to training elementary teachers in the methods of scientific investigation, data collection and analysis and communication of results was undertaken in 2017. Teachers of predominately grades 4 and 5 participated in hands on workshops at a Summer Tech Academy, an EdCamp, a District Inservice Day and a series of in-class workshops for teachers and students together. Aspects of the instruction for each of these activities was facilitated by high school students currently enrolled in the High School Science Research Program. Much of the training activities centered around a "Learning With Students" model where teachers and their students simultaneously learn to perform inquiry activities and conduct scientific research fostering inquiry as it is meant to be: where participants produce original data are not merely working to obtain previously determined results.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ903159.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ903159.pdf"><span>"Ground Control to Deaf and Hard of Hearing Students...": Space Camp Provides Lessons in Science, Math, Teamwork, and Fun</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Perkins, Becky</p> <p>2007-01-01</p> <p>In this article, the author describes the Space Camp at the U.S. Space & Rocket Center in Huntsville, Alabama, where deaf and hard of hearing students can pilot spaceships, conduct experiments, and dodge meteorites. Each year in the spring, students from schools all over the United States attend a one-week, hands-on learning experience in…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Immunity&pg=6&id=EJ633443','ERIC'); return false;" href="https://eric.ed.gov/?q=Immunity&pg=6&id=EJ633443"><span>Community Partnerships Can Be Risky Business.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Schirick, Ed</p> <p>2001-01-01</p> <p>Considers risk management and liability issues in cases of camp partnerships with schools, camp alternatives to incarceration for juvenile offenders, and elder hostel programs. Discusses making contracts, hiring attorneys, identifying risks and responsibilities, insuring volunteers, governmental immunity, liability waivers, additional insured…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=music+AND+marketing&id=EJ375430','ERIC'); return false;" href="https://eric.ed.gov/?q=music+AND+marketing&id=EJ375430"><span>How to Create a Day Camp Using the Resources of Your Community.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hazelwood, James; Hazelwood, Lisa</p> <p>1986-01-01</p> <p>Outlines process of putting together a local week-long day camp: assessing community resources, developing a curriculum, choosing the staff (coordinator; teachers/counselors; assistants; directors of art, recreation, and music) and marketing the program. (NEC)</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://pubs.er.usgs.gov/publication/5211302','USGSPUBS'); return false;" href="https://pubs.er.usgs.gov/publication/5211302"><span>Wilderness campsite conditions under an unregulated camping policy: an eastern example</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Leung, Y.-F.; Marion, J.L.</p> <p>2000-01-01</p> <p>This study identified and assessed 110 campsites in seven designated wilderness areas in the Jefferson National Forest of Virginia. The campsites were unevenly distributed within each wilderness, concentrating along trail corridors and near popular destination areas. With a few exceptions, most campsites surveyed were in good condition. The findings indicate that management actions should be directed at reducing both the number of campsites and the problems associated with campsite expansion. The Forest?s unregulated camping policy could be focused through educational programs to encourage dispersed camping or camping containment to further reduce social and resource impacts.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=paper+AND+airplanes&pg=3&id=EJ538351','ERIC'); return false;" href="https://eric.ed.gov/?q=paper+AND+airplanes&pg=3&id=EJ538351"><span>When Science Soars.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Baird, Kate A.; And Others</p> <p>1997-01-01</p> <p>Describes an inquiry-based activity involving paper airplanes that has been used as a preservice training tool for instructors of a Native American summer science camp, and as an activity for demonstrating inquiry-based methods in a secondary science methods course. Focuses on Bernoulli's principle which describes how fluids move over and around…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25643975','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25643975"><span>"It's not Just Camp!": Understanding the Meaning of Children's Cancer Camps for Children and Families.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Laing, Catherine M; Moules, Nancy J</p> <p>2016-01-01</p> <p>The purpose of this philosophical hermeneutic inquiry was to understand the meaning of children's cancer camps for the child with cancer and the family. Six childhood cancer families and 5 cancer camp counselors were interviewed, in order to bring understanding to this topic. Findings from this research revealed that camp means different things for different families, and that much is at play in the cancer camp experience: the healing and developmental power of play, finding acceptance and fit, grief as something to live with versus "get over," storytelling as a means of reshaping and understanding traumatic experiences, and the solidarity of the community as one that creates intense, healing bonds. Children's cancer camps, we conclude, should be considered a necessity, versus a luxury, and could even be thought of as a psychosocial intervention for some children and families. Barriers such as structure of funding and access to resources are present and likely due to the separateness of camps from hospital programs. © 2015 by Association of Pediatric Hematology/Oncology Nurses.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28622883','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28622883"><span>Health-related quality of life of Palestinian refugees inside and outside camps in Jordan.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Alduraidi, Hamza; Waters, Catherine M</p> <p></p> <p>Jordan hosts more Palestinian refugees than any country in the world. Conditions under which people in a community live influence their health-related quality of life (HRQOL). The purpose of this descriptive comparative cross-sectional study was to compare HRQOL of Palestinian refugees in Jordan who live inside camps with those who live outside camps. Participants, recruited from inside the Baqa'a camp (n = 86) and the surrounding Abu Nsair community (n = 91), completed the World Health Organization Quality of Life Brief questionnaire. There were disparities in education and social relations and environment HRQOL related to income and residency, but not gender, among refugees. Refugees living inside camps, particularly if poorer, fared worse than refugees living outside camps. Enhanced programs and policies may be needed to improve HRQOL, education, and socioeconomics for camp refugees. Nursing's perspective on refugee health could make an important contribution to humanitarian efforts and health diplomacy. Copyright © 2017 Elsevier Inc. All rights reserved.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://images.nasa.gov/#/details-SSC-20100629-S01454.html','SCIGOVIMAGE-NASA'); return false;" href="https://images.nasa.gov/#/details-SSC-20100629-S01454.html"><span>Astro Stars Camp features underwater robotics</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://images.nasa.gov/">NASA Image and Video Library</a></p> <p></p> <p>2010-06-29</p> <p>Ian Tonglet, 13, (left) and Seth Malley, 13, both of Picayune, Miss., and both participants in the 2010 Astro Stars session at Stennis Space Center, work with an underwater robot during a camp activity June 29. NASA joined with the U.S. Navy for the underwater robotics exercise involving Sea Perch robots, which are simple, remotely operated underwater vehicles made from PVC pipe and other inexpensive, easily available materials. During the Stennis exercise, students used robots constructed earlier in the day to maneuver underwater and collect plastic rings, as seen to the left of Tonglet. Astro STARS (Spaceflight, Technology, Astronomy & Robotics @ Stennis) is a science and technology camp for 13-15 year olds.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://hdl.handle.net/2060/20110007345','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20110007345"><span>Winter Camp: A Blog from the Greenland Summit</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Koenig, Lora</p> <p>2009-01-01</p> <p>This article presents the first half of the author's experience living and working at the National Science Foundation's (NSF) Greenland Summit Camp. The author is a remote-sensing glaciologist at NASA's Goddard Space Flight Center. She took measurements that will be used to validate data collected by NASA s Aqua, Terra, and Ice, Clouds, and land Elevation Satellite (ICESat) satellites with ground-truth measurements of the Greenland Ice Sheet she made at Summit Camp from November 2008-February 2009. This article presents excerpts from the second half of her stay and work at the Greenland Summit. The second half of the story is presented in another issue of this journal</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=liberia&pg=4&id=EJ751405','ERIC'); return false;" href="https://eric.ed.gov/?q=liberia&pg=4&id=EJ751405"><span>Trauma Healing in Refugee Camps in Guinea: A Psychosocial Program for Liberian and Sierra Leonean Survivors of Torture and War</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Stepakoff, Shanee; Hubbard, Jon; Katoh, Maki; Falk, Erika; Mikulu, Jean-Baptiste; Nkhoma, Potiphar; Omagwa, Yuvenalis</p> <p>2006-01-01</p> <p>From 1999 to 2005, the Minneapolis-based Center for Victims of Torture (CVT) served Liberian and Sierra Leonean survivors of torture and war living in the refugee camps of Guinea. A psychosocial program was developed with 3 main goals: (1) to provide mental health care; (2) to train local refugee counselors; and (3) to raise community awareness…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2010-title22-vol1/pdf/CFR-2010-title22-vol1-sec62-30.pdf','CFR'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2010-title22-vol1/pdf/CFR-2010-title22-vol1-sec62-30.pdf"><span>22 CFR 62.30 - Camp counselors.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2010&page.go=Go">Code of Federal Regulations, 2010 CFR</a></p> <p></p> <p>2010-04-01</p> <p>... programs promote international understanding by improving American knowledge of foreign cultures while enabling foreign participants to increase their knowledge of American culture. The foreign participants are... previously participated in a camp counselor exchange. (j) In order to ensure that as many different...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2012AAS...21914704S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2012AAS...21914704S"><span>The California-Arizona Minority Partnership for Astronomy Research and Education (CAMPARE): Partnering Students to Astronomy at the University of Arizona's Astronomy Camp</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Saldivar, Hector; McCarthy, D.; Rudolph, A. L.</p> <p>2012-01-01</p> <p>The California-Arizona Minority Partnership for Astronomy Research and Education (CAMPARE) is an NSF-funded partnership between the Astronomy Program at Cal Poly Pomona and the University of Arizona Steward Observatory designed to promote participation of underrepresented minorities, including women, in astronomy research and education. By means of this program, Cal Poly Pomona undergraduates that are either Physics majors or minors are qualified to participate in the program alongside graduate students from the University of Arizona as a camp counselor at the University of Arizona's Astronomy Camp, one of the elite astronomy programs worldwide. Students that participate in the CAMPARE program are granted an opportunity to work in a hands-on environment by teaching astronomy to students from all over the world in a highly structured environment. The CAMPARE student selected for this program in Summer 2011 worked under the supervision of Dr. Don McCarthy, professor at the University of Arizona and Astronomy Camp director for over 20 years, learning to lead a group of students through daily activities and ensure that the students are learning to their maximum potential. Through this experience, the CAMPARE student learned to capture students’ interest in astronomy and was introduced to real life teaching, which has helped prepare him for future experiences to come. We acknowledge the NSF for funding under Award No. AST-0847170, a PAARE Grant for the Calfornia-Arizona Minority Partnership for Astronomy Research and Education (CAMPARE).</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li class="active"><span>18</span></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_18 --> <div id="page_19" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li class="active"><span>19</span></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="361"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22015813','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22015813"><span>A national fundamentals curriculum for neurosurgery PGY1 residents: the 2010 Society of Neurological Surgeons boot camp courses.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Selden, Nathan R; Origitano, Thomas C; Burchiel, Kim J; Getch, Christopher C; Anderson, Valerie C; McCartney, Shirley; Abdulrauf, Saleem I; Barrow, Daniel L; Ehni, Bruce L; Grady, M Sean; Hadjipanayis, Costas G; Heilman, Carl B; Popp, A John; Sawaya, Raymond; Schuster, James M; Wu, Julian K; Barbaro, Nicholas M</p> <p>2012-04-01</p> <p>In July 2009, the Accreditation Council for Graduate Medical Education (ACGME) incorporated postgraduate year 1 (PGY1 intern) level training into all U.S. neurosurgery residency programs. To provide a fundamentals curriculum for all incoming neurosurgery PGY1 residents in ACGME-accredited programs, including skills, knowledge, and attitudes that promote quality, patient safety, and professionalism. The Society of Neurological Surgeons organized 6 regional "boot camp" courses for incoming neurosurgery PGY1 residents in July 2010 that consisted of 9 lectures on clinical and nonclinical competencies plus 10 procedural and 6 surgical skills stations. Resident and faculty participants were surveyed to assess knowledge and course effectiveness. A total of 186 of 197 U.S. neurosurgical PGY1 residents (94%) and 75 neurosurgical faculty from 36 of 99 programs (36%) participated in the inaugural boot camp courses. All residents and 83% of faculty participants completed course surveys. All resident and faculty respondents thought that the boot camp courses fulfilled their purpose and objectives and imparted skills and knowledge that would improve patient care. PGY1 residents' knowledge of information taught in the courses improved significantly in postcourse testing (P < .0001). Residents and faculty particularly valued simulated and other hands-on skills training. Regional organization facilitated an unprecedented degree of participation in a national fundamental skills program for entering neurosurgery residents. One hundred percent of resident and faculty respondents positively reviewed the courses. The boot camp courses may provide a model for enhanced learning, professionalism, and safety at the inception of training in other procedural specialties.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3715312','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3715312"><span>Immediate and Six-month Effects of Project EX Russia: A Smoking Cessation Intervention Pilot Program</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Sun, Ping; Akhmadeeva, Leila; Arpawong, Thalida Em; Kukhareva, Polina</p> <p>2013-01-01</p> <p>This study evaluates the performance of the Project EX tobacco use cessation program in Russian summer recreational camps. An eight-session clinic-based tobacco use cessation program for adolescents was tested during the summer of 2011 in an experimental pilot trial that involved different youth that rotated through camps. Conditions were nested within camps. Two rotations of unique subject groups of smokers (program and standard care control) through each of five camps provided the means of controlling for campsite by condition. Assignment of condition by rotation was random (by a flip of a coin), achieving reasonable baseline comparability (total n=164 smokers at baseline, 76 program group, 88 standard care control group). Evaluation involved an immediate pretest and posttest and a six-month telephone follow-up. At immediate posttest, Project EX was moderately well-received, significantly reduced future smoking expectation (46% reduction in EX Program Condition versus 8% in Control, p<.0001), decreased intention to not quit smoking (−5.2% in EX versus +1.4% in Control, p<.05), and increased motivation to quit smoking (0.72 versus −0.04, p<.0001). At the six-month follow-up, program subjects reported a higher intent-to-treat quit rate during the last 30 days (7.5% versus 0.1%, p<.05). For the subjects who remained monthly smokers at the six-month follow-up, Project EX reduced subjects’ level of nicotine dependence (−0.53 versus +0.15, p<.001). The results were quite promising for this program, which included motivation enhancement, coping skill, and alternative medicine material. However, further research on teen tobacco use cessation programming in Russia with larger sample sizes, involving other locations of the country, and with stronger research designs is needed. PMID:23639851</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014AGUFMED31B3436S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014AGUFMED31B3436S"><span>Collaboration as a Strategy to Transform the Impact of EPO Efforts in the New York Center for Astrobiology</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Svirsky, A.; Rogers, K. L.; Meissner, M.; Busby, G.; Roberge, W.</p> <p>2014-12-01</p> <p>The New York Center for Astrobiology (NYCA) EPO effort is a collaboration combining expertise in evaluation and assessment of STEM educational modules with disciplinary expertise in astrobiology. In practice, the NYCA partners with external experts in professional development, informal education and evaluation to assist in developing and implementing certain programs of the NYCA EPO activities. Two specific program initiatives of the NYCA EPO effort offer excellent examples of programs with strong science content knowledge as well as using effective tools to address the NSF impact categories. These are the ExxonMobil Bernard Harris Summer Science Camp (EMBHSSC, in conjunction with RPI's STEM Pipeline Initiative) and the Astrobiology Teachers Academy (ATA). The EMBHSSC for middle school students focuses on NASA astrobiology initiatives around the "Quest for Life" theme. The Camp has a comprehensive evaluation component and uses pre-and post- assessment of student knowledge and interest in STEM. Recent data suggest that every student has shown a measurable gain in these areas. The ATA is a weeklong summer intensive professional development program for P-12 STEM teachers that combines discipline scientists in the NYCA with an external evaluation organization, the Association for the Cooperative Advancement of Science and Education (ACASE). The goal is for teachers to develop a new learning module for a course they teach that uses astrobiology as a content focus to engage students. The Academy has scientists collaborating with teachers in this effort, providing content and assistance in designing instructional activities. Assessments are woven into the fabric of the work in a few ways: 1. There is a purposeful focus on assessment as part of the learning module, and the content of the ATA; 2. ACASE offers teachers a tool for tracking their students' attainment of the learning goals identified in their learning module; 3. There are daily evaluations of the teachers' experiences to enable mid-course corrections, and a final evaluation of the ATA at the end of the experience. NYCA scientists support the approach of working collaboratively with external experts in evaluation as a paradigm for EPO activities sponsored by NASA. Our presentation will highlight the myriad of tools used to measure outcomes of these activities.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4660998','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4660998"><span>Preparing for the primary care clinic: an ambulatory boot camp for internal medicine interns</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Esch, Lindsay M.; Bird, Amber-Nicole; Oyler, Julie L.; Lee, Wei Wei; Shah, Sachin D.; Pincavage, Amber T.</p> <p>2015-01-01</p> <p>Introduction Internal medicine (IM) interns start continuity clinic with variable ambulatory training. Multiple other specialties have utilized a boot camp style curriculum to improve surgical and procedural skills, but boot camps have not been used to improve interns’ ambulatory knowledge and confidence. The authors implemented and assessed the impact of an intern ambulatory boot camp pilot on primary care knowledge, confidence, and curricular satisfaction. Methods During July 2014, IM interns attended ambulatory boot camp. It included clinically focused case-based didactic sessions on common ambulatory topics as well as orientation to the clinic and electronic medical records. Interns anonymously completed a 15-question pre-test on topics covered in the boot camp as well as an identical post-test after the boot camp. The interns were surveyed regarding their confidence and satisfaction. Results Thirty-eight interns participated in the boot camp. Prior to the boot camp, few interns reported confidence managing common outpatient conditions. The average pre-test knowledge score was 46.3%. The average post-test knowledge score significantly improved to 76.1% (p<0.001). All interns reported that the boot camp was good preparation for clinics and 97% felt that the boot camp boosted their confidence. Conclusions The ambulatory boot camp pilot improved primary care knowledge, and interns thought it was good preparation for clinic. The ambulatory boot camp was well received and may be an effective way to improve the preparation of interns for primary care clinic. Further assessment of clinical performance and expansion to other programs and specialties should be considered. PMID:26609962</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29933493','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29933493"><span>The Impact of Aphasia Camp Participation on Quality of Life: A Primary Progressive Aphasia Perspective.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Kim, Esther S; Figeys, Mathieu; Hubbard, H Isabel; Wilson, Carlee</p> <p>2018-07-01</p> <p>Individuals with primary progressive aphasia (PPA) and their caregivers are at risk for decreased quality of life (QoL) due to their progressive condition. Aphasia camps are an intervention that can improve QoL, yet individuals with PPA are underrepresented at aphasia camps relative to those with poststroke aphasia. The purpose of this exploratory case study was to examine the effect of participation in aphasia camp on the QoL of a couple impacted by PPA. The Living with Aphasia: Framework for Outcome Measurement (A-FROM) was used to guide a semistructured interview with an individual with PPA and her spouse, both of whom had attended the Alberta Aphasia Camp for 4 years. Conventional content analysis with an inductive approach was used to analyze results. Concepts that emerged from the interview were organized into pre-camp, during, and post-camp categories. Aspects of camp that had an effect on post-camp QoL for this couple with PPA included expanding social connections and introduction to new activities. Personal characteristics exhibited by the couple had an impact on their experience of aphasia camp and how they incorporated their experiences into their everyday lives post-camp. Aphasia camps are a participation-based service approach that can benefit people with aphasia regardless of etiology. A consideration of personal factors of potential campers with PPA, and the provision of PPA-specific resources, is recommended for programs such as aphasia camps that incorporate participants with mixed etiologies. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Operations+AND+Management+AND+marketing&pg=5&id=EJ627022','ERIC'); return false;" href="https://eric.ed.gov/?q=Operations+AND+Management+AND+marketing&pg=5&id=EJ627022"><span>Planning for Growth.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Astle, Judy Hughes</p> <p>2001-01-01</p> <p>A summer camp expanded into year-round operation one step at a time. Initial steps included identifying the camp mission, history, and assets. Successive steps became larger and included expanding the program within the mission, increasing marketing efforts, developing natural resources, creating plans for maintenance and improvements, and…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27881446','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27881446"><span>Practical Strategies for Collaboration across Discipline-Based Education Research and the Learning Sciences.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Peffer, Melanie; Renken, Maggie</p> <p></p> <p>Rather than pursue questions related to learning in biology from separate camps, recent calls highlight the necessity of interdisciplinary research agendas. Interdisciplinary collaborations allow for a complicated and expanded approach to questions about learning within specific science domains, such as biology. Despite its benefits, interdisciplinary work inevitably involves challenges. Some such challenges originate from differences in theoretical and methodological approaches across lines of work. Thus, aims at developing successful interdisciplinary research programs raise important considerations regarding methodologies for studying biology learning, strategies for approaching collaborations, and training of early-career scientists. Our goal here is to describe two fields important to understanding learning in biology, discipline-based education research and the learning sciences. We discuss differences between each discipline's approach to biology education research and the benefits and challenges associated with incorporating these perspectives in a single research program. We then propose strategies for building productive interdisciplinary collaboration. © 2016 M. Peffer and M. Renken. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3546015','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3546015"><span>Chlorella intake attenuates reduced salivary SIgA secretion in kendo training camp participants</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p></p> <p>2012-01-01</p> <p>Background The green alga Chlorella contains high levels of proteins, vitamins, and minerals. We previously reported that a chlorella-derived multicomponent supplement increased the secretion rate of salivary secretory immunoglobulin A (SIgA) in humans. Here, we investigated whether intake of this chlorella-derived supplement attenuated the reduced salivary SIgA secretion rate during a kendo training camp. Methods Ten female kendo athletes participated in inter-university 6-day spring and 4-day summer camps. They were randomized into two groups; one took placebo tablets during the spring camp and chlorella tablets during the summer camp, while the other took chlorella tablets during the spring camp and placebo tablets during the summer camp. Subjects took these tablets starting 4 weeks before the camp until post-camp saliva sampling. Salivary SIgA concentrations were measured by ELISA. Results All subjects participated in nearly all training programs, and body-mass changes and subjective physical well-being scores during the camps were comparable between the groups. However, salivary SIgA secretion rate changes were different between these groups. Salivary SIgA secretion rates decreased during the camp in the placebo group (before vs. second, middle, and final day of camp, and after the camp: 146 ± 89 vs. 87 ± 56, 70 ± 45, 94 ± 58, and 116 ± 71 μg/min), whereas no such decreases were observed in the chlorella group (121 ± 53 vs. 113 ± 68, 98 ± 69,115 ± 80, and 128 ± 59 μg/min). Conclusion Our results suggest that a use of a chlorella-derived dietary supplement attenuates reduced salivary SIgA secretion during a training camp for a competitive sport. PMID:23227811</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=HERPETOLOGY&id=EJ983617','ERIC'); return false;" href="https://eric.ed.gov/?q=HERPETOLOGY&id=EJ983617"><span>Slithering into Summer</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Scott, Catherine; Matthews, Catherine</p> <p>2012-01-01</p> <p>The summer provides a unique opportunity for children to further their interests in science, especially science in the out-of-doors. Once school is out for the summer, there is seemingly unlimited time, with no strict curriculum guidelines to follow. For students with a passion for the out-of-doors, summer science camps and school-based summer…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1118479.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1118479.pdf"><span>Effectiveness of a Constructivist-Based Science Camp for Gifted Secondary Students</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wilson, Hope E.; Zoellner, Brian</p> <p>2016-01-01</p> <p>Constructivist-based pedagogy is particularly applicable to gifted secondary students in the sciences due to the increased background knowledge of the population and the nature of the study of science. This research was an investigation of the effectiveness of a residential constructivist-based summer learning experience in aquatic biology and…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/ADB129569','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/ADB129569"><span>Common Ada Missile Packages. Phase 2. (CAMP-2). Volume 2. 11th Missile Demonstration</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>1988-11-01</p> <p>report describes the work performed, Ihe results obtained, and the conclusions reached during the Common Ada Missile Packages Phase-2 (CAMP-2) contract ... contract was performed between Sep- tember 1985. and March 1988. The MDAC-STL CAMP program manager was: Dr. Daniel G. McNicholl Technology Branch...j DEC Code Management System X X Software Development Files x x Development Status Database x ! X i Smart Cade Counter X j</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.osti.gov/servlets/purl/919770','SCIGOV-STC'); return false;" href="https://www.osti.gov/servlets/purl/919770"><span>America's Atomic Army: The Historical Archaeology of Camp Desert Rock</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.osti.gov/search">DOE Office of Scientific and Technical Information (OSTI.GOV)</a></p> <p>Susan R. Edwards</p> <p>2007-11-02</p> <p>Established in 1951, Camp Desert Rock served as the training ground for America's 'Atomic Army'. For the next six years, U.S. ground troops traveled to the Nevada desert to participate in military maneuvers during atmospheric atomic weapons testing. Nearly 60,000 soldiers received physical and psychological training in atomic warfare. Abandoned when atmospheric testing ended, Camp Desert Rock was dismantled and its buildings moved to other locations. Today, the camp appears as a sterile expanse of desert marked by rock-lined tent platforms, concrete foundations, and trash scatters. Although visually unimposing, the site is rich with the history of America's nuclear testingmore » program.« less</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2011AGUFMED11A0758K','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2011AGUFMED11A0758K"><span>Folding Digital Mapping into a Traditional Field Camp Program</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Kelley, D. F.</p> <p>2011-12-01</p> <p>Louisiana State University runs a field camp with a permanent fixed-base which has continually operated since 1928 in the Front Range just to the south of Colorado Springs, CO. The field camp program which offers a 6-credit hour course in Field Geology follows a very traditional structure. The first week is spent collecting data for the construction of a detailed stratigraphic column of the local geology. The second week is spent learning the skills of geologic mapping, while the third applies these skills to a more geologically complicated mapping area. The final three weeks of the field camp program are spent studying and mapping igneous and metamorphic rocks as well as conducting a regional stratigraphic correlation exercise. Historically there has been a lack of technology involved in this program. All mapping has been done in the field without the use of any digital equipment and all products have been made in the office without the use of computers. In the summer of 2011 the use of GPS units, and GIS software were introduced to the program. The exercise that was chosen for this incorporation of technology was one in which metamorphic rocks are mapped within Golden Gate Canyon State Park in Colorado. This same mapping exercise was carried out during the 2010 field camp session with no GPS or GIS use. The students in both groups had the similar geologic backgrounds, similar grade point averages, and similar overall performances at field camp. However, the group that used digital mapping techniques mapped the field area more quickly and reportedly with greater ease. Additionally, the students who used GPS and GIS included more detailed rock descriptions with their final maps indicating that they spent less time in the field focusing on mapping contacts between units. The outcome was a better overall product. The use of GPS units also indirectly caused the students to produce better field maps. In addition to greater ease in mapping, the use of GIS software to create maps was rewarding to the students and gave them mapping experience that is in line with industry standards.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016APS..DNP.KB002K','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016APS..DNP.KB002K"><span>Barriers in the Physics Pipeline from K-12 to Tenure</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Kilburn, Micha</p> <p>2016-09-01</p> <p>The lack of diversity in physics is a known problem, and yet efforts to change our demographics have only had minor effects during the last decade. I will explain some of the hidden barriers that dissuade underrepresented minorities in becoming physicists using a framework borrowed from sociology, Maslow's hierarchy of needs. I will draw from current research at the undergraduate to faculty levels over a variety of STEM fields that are also addressing a lack of diversity. I will also provide analysis from the Joint Institute for Nuclear Astrophysics Center for the Evolution of Elements (JINA-CEE) outreach programs to understand the likelihood of current K-12 students in becoming physicists. Specifically, I will present results from the pre-surveys from our Art 2 Science Camps (ages 8-14) about their attitudes towards science as well as results from analysis of teacher recommendations for our high school summer program. I will conclude with a positive outlook describing the pipeline created by JINA-CEE to retain students from middle school through college. This work was supported in part by the National Science Foundation under Grant No. PHY-1430152 (JINA Center for the Evolution of the Elements).</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=team+AND+work+AND+expectation&pg=2&id=EJ1071856','ERIC'); return false;" href="https://eric.ed.gov/?q=team+AND+work+AND+expectation&pg=2&id=EJ1071856"><span>How David P. Weikart's Highscope Summer Camp for (Gifted) Teenagers Became a Sustainable Model for My Later Work in Special Education and Inclusive Education</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Broecher, Joachim</p> <p>2015-01-01</p> <p>The HighScope Summer Camp for Teenagers founded by David P. Weikart in 1963, and operated until 2002, was an international, inclusive gifted education program that aided many young people, including those from disadvantaged social strata, in their personal development and shaped them in a special way. The six-week program stood for a high degree…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED224791.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED224791.pdf"><span>The Effects of High Adventure Activities on Adolescent Self-Concept: A Comparison of Situationally Specific Self-Concept Measurements and Global Self-Concept Measurements.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wright, Alan N.</p> <p></p> <p>Changes in adolescents' self concept as a result of participation in a camping program were studied. Subjects were 57 males and females, aged 14-18, who spent 9 weeks with the Man and His Land program, travelling on eight camping expeditions. Three hypotheses were tested through pre-, mid-, and posttests: (1) Differences would be shown in pre- and…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/ADA550447','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/ADA550447"><span>American Recovery and Reinvestment Act - Improper Planning of the Administrative Buildings Project at Camp Lejeune, Norlh Carolina</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>2011-09-30</p> <p>the project was for “routine maintenance and repair and improvements to non-historic buildings and structures in the Camp Lejeune Complex...and cost overruns; and (5) program goals are achieved, including specific program outcomes and improved results on broader economic indicators. 1...Department of the Navy received approximately $1.2 billion in Recovery Act funds for Operations and Maintenance ; Military Construction; and Research</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27021671','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27021671"><span>Interprofessional Flight Camp.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Alfes, Celeste M; Rowe, Amanda S</p> <p>2016-01-01</p> <p>The Dorothy Ebersbach Academic Center for Flight Nursing in Cleveland, OH, holds an annual flight camp designed for master's degree nursing students in the acute care nurse practitioner program, subspecializing in flight nursing at the Frances Payne Bolton School of Nursing at Case Western Reserve University. The weeklong interprofessional training is also open to any health care provider working in an acute care setting and focuses on critical care updates, trauma, and emergency care within the critical care transport environment. This year, 29 graduate nursing students enrolled in a master's degree program from Puerto Rico attended. Although the emergency department in Puerto Rico sees and cares for trauma patients, there is no formal trauma training program. Furthermore, the country only has 1 rotor wing air medical transport service located at the Puerto Rico Medical Center in San Juan. Flight faculty and graduate teaching assistants spent approximately 9 months planning for their participation in our 13th annual flight camp. Students from Puerto Rico were extremely pleased with the learning experiences at camp and expressed particular interest in having more training time within the helicopter flight simulator. Copyright © 2016 Air Medical Journal Associates. Published by Elsevier Inc. All rights reserved.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://www.springerlink.com/content/x3kg647v80530332/?p=c59e023938bc40b180d549c694708ec9&pi=13','USGSPUBS'); return false;" href="http://www.springerlink.com/content/x3kg647v80530332/?p=c59e023938bc40b180d549c694708ec9&pi=13"><span>Environmental auditing: Capabilities and management utility of recreation impact monitoring programs</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Marion, J.L.</p> <p>1995-01-01</p> <p>A recreation impact monitoring system was developed and applied in 1984?1986 and in 1991 to all backcountry river-accessed campsites within Delaware Water Gap National Recreation Area, Pennsylvania and New Jersey. Results suggest that actions implemented by park managers in response to problems identified by the initial survey were highly effective in reducing resource degradation caused by camping. In particular, the elimination of some designated campsites and installation of anchored firegrates reduced the total area of disturbance by 50%. Firegrate installation provided a focal point that increased the concentration of camping activities, allowing peripheral areas to recover. As suggested by predictive models, additional resource degradation caused by increased camping intensities is more than offset by improvements in the condition of areas where use is eliminated. The capabilities and management utility of recreation impact monitoring programs, illustrated by the Delaware Water Gap monitoring program, are also presented and discussed.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2013APS..MAR.Z3004T','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2013APS..MAR.Z3004T"><span>Integrated Concentration in Science (iCons): Undergraduate Education Through Interdisciplinary, Team-Based, Real-World Problem Solving</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Tuominen, Mark</p> <p>2013-03-01</p> <p>Attitude, Skills, Knowledge (ASK) - In this order, these are fundamental characteristics of scientific innovators. Through first-hand practice in using science to unpack and solve complex real-world problems, students can become self-motivated scientific leaders. This presentation describes the pedagogy of a recently developed interdisciplinary undergraduate science education program at the University of Massachusetts Amherst focused on addressing global challenges with scientific solutions. Integrated Concentration in Science (iCons) is an overarching concentration program that supplements the curricula provided within each student's chosen major. iCons is a platform for students to perform student-led research in interdisciplinary collaborative teams. With a schedule of one course per year over four years, the cohort of students move through case studies, analysis of real-world problems, development of potential solutions, integrative communication, laboratory practice, and capstone research projects. In this presentation, a track emphasizing renewable energy science is used to illustrate the iCons pedagogical methods. This includes discussion of a third-year laboratory course in renewable energy that is educationally scaffolded: beginning with a boot camp in laboratory techniques and culminating with student-designed research projects. Among other objectives, this course emphasizes the practice of using reflection and redesign, as a means of generating better solutions and embedding learning for the long term. This work is supported in part by NSF grant DUE-1140805.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li class="active"><span>19</span></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_19 --> <div id="page_20" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li class="active"><span>20</span></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="381"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=targeting+AND+marketing&pg=6&id=EJ615490','ERIC'); return false;" href="https://eric.ed.gov/?q=targeting+AND+marketing&pg=6&id=EJ615490"><span>Marketing Your Camp to Diverse Populations: Tips To Reach Ethnic Markets.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Nicodemus, Teresa</p> <p>2000-01-01</p> <p>Cultural differences enhance the wonder of camp. Tips for reaching diverse populations include emphasizing multicultural programming in promotional materials, distributing flyers in diverse neighborhoods, having diverse staff, advertising on radio stations popular with ethnic communities, offering scholarships, advertising through national ethnic…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=%22machine+tools%22+AND+equipment&id=EJ736589','ERIC'); return false;" href="https://eric.ed.gov/?q=%22machine+tools%22+AND+equipment&id=EJ736589"><span>AVTC Hosts TechnoCamp</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Miner, Brenda</p> <p>2006-01-01</p> <p>The Area Vo-Tech Center (AVTC) in Russellville, Arkansas, recently hosted its first TechnoCamp to encourage enrollment based on the aptitude and interest level of the students enrolling in the various programs. The center currently offers student enrollment in auto technology, computer engineering, cosmetology, construction technology, drafting…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21870117','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21870117"><span>Conditional Allele Mouse Planner (CAMP): software to facilitate the planning and design of breeding strategies involving mice with conditional alleles.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Hoffert, Jason D; Pisitkun, Trairak; Miller, R Lance</p> <p>2012-06-01</p> <p>Transgenic and conditional knockout mouse models play an important role in biomedical research and their use has grown exponentially in the last 5-10 years. Generating conditional knockouts often requires breeding multiple alleles onto the background of a single mouse or group of mice. Breeding these mice depends on parental genotype, litter size, transmission frequency, and the number of breeding rounds. Therefore, a well planned breeding strategy is critical for keeping costs to a minimum. However, designing a viable breeding strategy can be challenging. With so many different variables this would be an ideal task for a computer program. To facilitate this process, we created a Java-based program called Conditional Allele Mouse Planner (CAMP). CAMP is designed to provide an estimate of the number of breeders, amount of time, and costs associated with generating mice of a particular genotype. We provide a description of CAMP, how to use it, and offer it freely as an application.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017AGUFMED23B0296D','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017AGUFMED23B0296D"><span>Broadening Pathways to Geosciences with an Integrated Program at The University of Michigan</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Dick, G.; Munson, J.</p> <p>2017-12-01</p> <p>Low participation of under-represented minorities (URM) in the geosciences is an acute issue at the University of Michigan (U-M), where the number of undergraduate URM students majoring in the Department of Earth and Environmental Sciences (EES) is typically 5% of total majors. The goal of our project is to substantially increase the number and success rate of underrepresented minorities majoring in EES at U-M. We are pursuing this goal with five primary objectives: (i) inspire and recruit high schools seniors to pursue geoscience at U-M, especially through hands-on experiences including field trips; (ii) establish infrastructure to support students interested in geosciences through the critical juncture between high school and college; (iii) increase the number of URM students transferring from community college; (iv) develop student interest in geosciences through research and field experiences; (v) expose students to career opportunities in the geosciences. To accomplish these objectives we are leveraging existing programs, including Earth Camp, Foundations for Undergraduate Teaching: Uniting Research and Education (FUTURE), M-Sci, and college academic advisors. Throughout our interactions with students from high-school through college, we expose them to career opportunities in the geosciences, including private industry, academia, and government agencies. Evaluation of the program revealed three main conclusions: (i) the program increased student interest in pursuing an earth science degree; (ii) participating students showed a marked increase in awareness about the various opportunities that are available with an earth science degree including pathways to graduate school and earth science careers; (iii) field trips were the most effective route for achieving outcomes (i) and (ii).</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22677594','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22677594"><span>The effect and durability of a pregraduation boot cAMP on the confidence of senior medical student entering surgical residencies.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Okusanya, Olugbenga T; Kornfield, Zev N; Reinke, Caroline E; Morris, Jon B; Sarani, Babak; Williams, Noel N; Kelz, Rachel R</p> <p>2012-01-01</p> <p>Medical school does not specifically prepare students for surgical internship. Preinternship courses are known to increase confidence in multiple key areas. We examined the immediate effect and durability of effect of a surgical pregraduation preparatory course or "boot camp" on provider confidence in technical and medical management skills. A 5-day boot camp was offered to senior medical students (SMS) entering surgical programs. SMS were anonymously surveyed before, after, and 6 months following the course. The same survey was given 6 months into internship to a control group of surgical interns who graduated from the same medical school but did not participate in boot camp before graduation. Data were compared between the time intervals and across cases and controls using the Wilcoxon rank-sum and signed-rank tests and the Student t test. A joint effort between the University of Pennsylvania School of Medicine, the Department of Surgery at the Hospital of the University of Pennsylvania, and the Penn Medicine Simulation Center in Philadelphia, PA. All senior medical students set to graduate from a single institution entering general surgery or surgery subspecialties were offered the course. Twenty-nine students participated in the course. Post-boot camp confidence scores of SMS were significantly greater in all areas except placement of a peripheral intravenous catheter compared with pre-boot camp scores. Six months into internship, the SMS boot camp group felt more confident than controls in their ability to perform a cricothyroidotomy (median 2.5 vs 1.0, p = 0.04) and to insert a chest tube (median 3.3 vs 1.0, p = 0.05). Otherwise, there was no residual difference in confidence levels between the boot camp group and the controls. Boot camps can improve self-confidence in young doctors in many areas of perioperative care before enrolling in surgical residency. The effect is most durable in high risk, infrequently performed technical tasks. Future studies are under design to examine the impact of boot camps on the "July Effect." Copyright © 2012 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015ASPC..500..203L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015ASPC..500..203L"><span>Communication and Shared Practices are Bringing NASA STEM Resources to Camp Youth</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>LaConte, K.; Shaner, A.; Shipp, S.; Garst, B.; Bialeschki, M. D.; Netting, R.; Erickson, K.</p> <p>2015-11-01</p> <p>In 2012, NASA and the American Camp Association (ACA) entered into an alliance to further both organizations' goals and objectives with regard to science, technology, engineering, and mathematics (STEM) education. This alliance is providing camp staff—and their young audiences—access to NASA's resources. NASA disseminates resources (e.g., pathways for requesting guest presenters, informal learning lesson plans), conducts ACA professional development (online and at ACA conferences), and coordinates efforts around key events (e.g., spacecraft launches). ACA promotes awareness of NASA resources through their communications and services. Together, the organizations are working to inspire a new generation of scientists, engineers, explorers, educators, and innovators to pursue STEM careers.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2003PhDT........66A','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2003PhDT........66A"><span>Community-based science education for fourth to sixth graders: Influences of a female role model</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Acklie, Deanna S.</p> <p></p> <p>Women in the United States are underrepresented in science related careers. The Wonderwise curriculum was designed to encourage young women to become more involved in science and science careers. The Wonderwise kits have won numerous awards for quality science curriculum for formal educational environments. In 2000 the kits were adapted and new kits were developed to meet the needs of a nonformal Teaming environment (i.e., 4-H). The kits contain a video field trip with a featured female scientist demonstrating her work, an activity guidebook with five activities based on this scientist's work, and a CD-Rom serving as an additional resource. This study contributes to our understanding of a group of 4H youth who used the Wonderwise curriculum. It describes their view on science, their perspective about people who do science, the importance of role models within their lives, and their career visions. This study was a multi-method case study design. The subjects were youth ages 9--11 involved in 4H events in a three state area. Events such as overnight camps, day camps, special events and after school programs featuring the Wonderwise curriculum were used as sites for this study. The subjects studied in the Wonderwise 4-H project were primarily female youth who had some interest in science. Nearly half were Caucasian; the remainder were Hispanic, African American and Native American. The 25 youth involved in this study took part in a semi-structure interview process including four research methodologies: open-ended questions, drawing or writing a story about the featured scientist, a card sort activity and a relationship map drawn by the youth. Youths' prior experiences in formal, informal and nonformal settings impacted how they made sense of and incorporated Wonderwise experiences in their frame of reference. Through the experiential learning process youth experienced science activities and connected to individuals with science backgrounds, particularly those individuals within their relationship network such family members, and teachers who "do" science. Girls within this study related to and identified with the female role models presented in the Wonderwise 4-H curriculum. Native American youth related to a Native American scientist based on a similarity in culture.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29283654','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29283654"><span>APA Award for Distinguished Professional Contributions to Applied Research: Cameron J. Camp.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p></p> <p>2017-12-01</p> <p>The Award for Distinguished Professional Contributions to Applied Research is given to a psychologist whose research has led to important discoveries or developments in the field of applied psychology. The 2017 recipient is Cameron J. Camp, whose innovative programs have informed psychologists in working with dementia patients to improve their living skills and enhance their independence. Camp's award citation, biography, and a selected bibliography are presented here. (PsycINFO Database Record (c) 2017 APA, all rights reserved).</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=goal+AND+framing&pg=6&id=EJ661678','ERIC'); return false;" href="https://eric.ed.gov/?q=goal+AND+framing&pg=6&id=EJ661678"><span>A Primer on Adventure Education in the Camp Setting.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Nei, Eric</p> <p>2003-01-01</p> <p>Basic concepts of experiential learning theory are presented to assist camp directors in choosing knowledgeable staff and developing successful adventure programs. These concepts include assessment of learner (camper) readiness, activity sequencing, learning cycle, comfort zone, activity framing, task goals versus process goals, and five stages of…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2013-title28-vol2/pdf/CFR-2013-title28-vol2-sec54-215.pdf','CFR2013'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2013-title28-vol2/pdf/CFR-2013-title28-vol2-sec54-215.pdf"><span>28 CFR 54.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2013&page.go=Go">Code of Federal Regulations, 2013 CFR</a></p> <p></p> <p>2013-07-01</p> <p>... ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE... higher education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX... Young Women's Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2014-title28-vol2/pdf/CFR-2014-title28-vol2-sec54-215.pdf','CFR2014'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2014-title28-vol2/pdf/CFR-2014-title28-vol2-sec54-215.pdf"><span>28 CFR 54.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2014&page.go=Go">Code of Federal Regulations, 2014 CFR</a></p> <p></p> <p>2014-07-01</p> <p>... ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE... higher education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX... Young Women's Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2011-title28-vol2/pdf/CFR-2011-title28-vol2-sec54-215.pdf','CFR2011'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2011-title28-vol2/pdf/CFR-2011-title28-vol2-sec54-215.pdf"><span>28 CFR 54.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2011&page.go=Go">Code of Federal Regulations, 2011 CFR</a></p> <p></p> <p>2011-07-01</p> <p>... ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE... higher education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX... Young Women's Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2012-title28-vol2/pdf/CFR-2012-title28-vol2-sec54-215.pdf','CFR2012'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2012-title28-vol2/pdf/CFR-2012-title28-vol2-sec54-215.pdf"><span>28 CFR 54.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2012&page.go=Go">Code of Federal Regulations, 2012 CFR</a></p> <p></p> <p>2012-07-01</p> <p>... ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE... higher education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX... Young Women's Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2010-title28-vol2/pdf/CFR-2010-title28-vol2-sec54-215.pdf','CFR'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2010-title28-vol2/pdf/CFR-2010-title28-vol2-sec54-215.pdf"><span>28 CFR 54.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2010&page.go=Go">Code of Federal Regulations, 2010 CFR</a></p> <p></p> <p>2010-07-01</p> <p>... ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE... higher education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX... Young Women's Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2011AGUFMED53C0820W','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2011AGUFMED53C0820W"><span>Using Interdisciplinary research to enrich teachers and classrooms</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Warburton, J.; Timm, K.; Huffman, L. T.; Peart, L. W.; Hammond, J.; McMahon, E.</p> <p>2011-12-01</p> <p>Imagine being on the stern of a ship in the Atlantic Ocean off the coast of New England as the crew dumps thousands of scallops on the deck, searching the Greenland ice sheet for a remote weather station, or uncovering secrets to past climates as you join an ocean sediment drilling team in Antarctica. So you ask yourself, what would you be doing in all of these places? What you would be doing is what hundreds of educators from around the world have done for over 20 years, participating in field-based Teacher Research Experience (TRE) programs. Teacher Research Experiences involve educators from varying grade levels and backgrounds in hands-on research as a member of a scientific research team. The teacher works side by side with actual research scientists, often on tasks similar to a field assistant or graduate student. As an important member of the research team teachers learn more about science content and the process of science. Subsequently, the educators play a key role in digesting and communicating the science to their students and the general public. TRE programs vary in many ways. Programs take place in a variety of settings-from laboratories to field camps, and from university campuses to aircraft or ships. The primary commonality of the TRE programs in this presentation-PolarTREC (Teachers and Researchers Exploring and Collaborating), ANDRILL (ANtarctic geological DRILLing) Research Immersion for Science Educators (ARISE); Integrated Ocean Drilling Program (IODP) School of Rock (SOR); and the National Oceanic and Atmospheric Administration Teacher at Sea (TAS) program-is that these programs provide an authentic field-based research experience for teachers outside of a laboratory setting, frequently in harsh, remote, or unusual settings. In addition, each of these programs is federally funded, possess dedicated program management staff, leverage existing scientific and programmatic resources, and are usually national, and sometimes international, in scope. Sharing their unique lessons learned and program results, authors will describe how TRE's improve and enrich interdisciplinary science education by connecting teachers, researchers, students, and the public around the globe for involvement in scientific research and global issues.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2011AGUFMED43B0569Y','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2011AGUFMED43B0569Y"><span>Using sediment transport and river restoration to link research and education, and promote K-12 female involvement in STEM fields</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Yager, E. M.; Bradley-Eitel, K.</p> <p>2011-12-01</p> <p>The focus of this CAREER award is to better understand and predict the mechanics of sediment transport, to link research and education through courses and shared field sites, and to increase female interest in STEM fields. To accomplish the education component of this proposal we have focused on the following three activities: 1) a Keystone course on the scientific method, 2) a Women Outside with Science (WOWS) camp and 3) a permanent field site for research and education on river processes. In the Keystone Course, students investigated the impact of roughness addition, in sediment-starved river reaches (e.g. downstream of dams), on the retention of gravel used for spawning. They developed research questions and hypotheses, designed and conducted a set of scaled laboratory flume experiments, analyzed their data and wrote a draft manuscript of their results. Student feedback was overwhelmingly positive on the merits of this course, which included hands-on learning of the following: basic sediment transport and fluvial geomorphology, applied statistics, laboratory methods, and scientific writing skills. Students sometimes struggled when flume experiments did not progress as planned, and in the analysis and interpretation of complex data. Some of the students in the course have reanalyzed data, conducted additional experiments and are currently rewriting the manuscript for submission to a peer-reviewed journal. Such a course fundamentally links research and teaching, and provides an introduction to research for advanced undergraduates or beginning graduate students. We have also run one summer WOWS camp, which was a ten day camping and inquiry based research experience for 20 female junior-high and high-school students. The girls studied climate change and water related issues, worked on a restoration project on the Little Salmon River, met with a fish biologist and did fish habitat surveys and studied water quality along the North Fork of the Payette River while on a raft trip. The girls also met with women working in various STEM careers as part of an evening program and afterwards indicated that the raft trip and career night were highlights of the program. A key reason for the success of this camp was working with an already established outdoor science school that focuses on teaching scientific inquiry to K-12 students. Finally, we are establishing a permanent field installation of bedload sediment traps, suspended sediment monitoring, and flow measurements in Reynolds Creek Experimental Watershed, a USDA research site just outside of Boise, Idaho. This site will be used to better understand the mechanics of sediment transport in steep streams and will be linked to teaching through graduate class and general public field trips.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=many+AND+knowledge&pg=5&id=EJ1031147','ERIC'); return false;" href="https://eric.ed.gov/?q=many+AND+knowledge&pg=5&id=EJ1031147"><span>CSI-Chocolate Science Investigation and the Case of the Recipe Rip-Off: Using an Extended Problem-Based Scenario to Enhance High School Students' Science Engagement</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Marle, Peter D.; Decker, Lisa; Taylor, Victoria; Fitzpatrick, Kathleen; Khaliqi, David; Owens, Janel E.; Henry, Renee M.</p> <p>2014-01-01</p> <p>This paper discusses a K-12/university collaboration in which students participated in a four-day scenario-based summer STEM (science, technology, engineering, and mathematics) camp aimed at making difficult scientific concepts salient. This scenario, Jumpstart STEM-CSI: Chocolate Science Investigation (JSCSI), used open- and guided-inquiry…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://ncifrederick.cancer.gov/about/theposter/content/student-interns-share-spirit-science','NCI'); return false;" href="https://ncifrederick.cancer.gov/about/theposter/content/student-interns-share-spirit-science"><span>Student Interns Share the Spirit of Science | Poster</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.cancer.gov">Cancer.gov</a></p> <p></p> <p></p> <p>They came for a science lesson. They left with more. The new Werner H. Kirsten student interns filed into the auditorium in Building 549 to expand their knowledge of fundamental laboratory practices, as part of the Science Skills Boot Camp. A panel of presenters instructed the attendees on skills such as reading scientific papers effectively, practicing proper research ethics,</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016APS..MAR.G1152H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016APS..MAR.G1152H"><span>The Physics of Quidditch Summer Camp: An Interdisciplinary Approach</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Hammer, Donna; Uher, Tim</p> <p></p> <p>The University of Maryland Physics Department has developed an innovative summer camp program that takes an interdisciplinary approach to engaging and teaching physics. The Physics of Quidditch Camp uniquely sits at the intersection of physics, sports, and literature, utilizing the real-life sport of quidditch adapted from the Harry Potter novels to stimulate critical thinking about real laws of physics and leaps of imagination, while actively engaging students in learning the sport and discussing the literature. Throughout the camp, middle school participants become immersed in fun physics experiments and exciting physical activities, which aim to build and enhance skills in problem-solving, analytical thinking, and teamwork. This camp has pioneered new ways of teaching physics to pre-college students, successfully engaged middle school students in learning physics, and grown a large demand for such activities.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015PhDT.......566K','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015PhDT.......566K"><span>Effects of Participation in a STEM Camp on STEM Attitudes and Anticipated Career Choices of Middle School Girls: A Mixed Methods Study</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Kager, Elisabeth</p> <p></p> <p>Middle school is a critical time for the development of girls' attitudes toward science, technology, engineering, and mathematics (STEM). Existing research has indicated declining positive attitudes toward these fields among girls throughout adolescence. This study investigated how, to what extent, and for whom participation in a summer STEM Camp at a Midwestern college in the United States affected the STEM attitudes and career aspirations of 23 female participants, ages 10-14 years. Using a concurrent triangulation design, the researcher collected pre- and post-questionnaire data (N = 20), interviewed participants (N = 9), read journal entries (N = 22), and wrote field notes. The researcher adapted the Fennema-Sherman Attitude Scales (FSAS) to measure five of the original nine attitude scales concerning STEM: Male Domain, Confidence, Usefulness, Success, and Motivation. In addition to these standardized, Likert-type scale questions, the questionnaire included demographic items to gauge participants' anticipated career choices and the level of STEM motivation (e.g., extracurricular activities and guardians' STEM involvement). The interview questions elicited information about the participants' Camp experiences and the Camp's influence on participants' attitudes and career aspirations. The journal prompts provoked participants to think about their perceptions of, and relationship with, science and mathematics as well as how supportive their parents and peers had been regarding these two fields. Participants' incoming STEM attitudes were positive. Accordingly, there was no statistically significant difference between pre- and post-scores of attitudes toward STEM. Nevertheless, qualitative results showed that the Camp did strengthen participants' positive attitudes through enthusiastic instructors, STEM-motivated peers, and hands-on activities that allowed for creative freedom. Participating in the STEM Camp challenged participants' prior career aspirations by introducing them to new STEM fields and careers to be considered. Meta-inference showed that participating in the Camp had a positive effect on the participants' attitude toward, motivation in, and awareness of STEM. The results suggest that camp instructors should collaboratively plan inquiry-based activities to maximize interrelatedness of STEM fields and to ensure cognitively challenging tasks for participants and that classroom teachers should adopt interactive, hands-on, and collaborative teaching strategies to boost the positive STEM attitudes of girls.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li class="active"><span>20</span></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_20 --> <div id="page_21" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li class="active"><span>21</span></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="401"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25280734','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25280734"><span>Training and deployment of lay refugee/internally displaced persons to provide basic health services in camps: a systematic review.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Ehiri, John E; Gunn, Jayleen K L; Center, Katherine E; Li, Ying; Rouhani, Mae; Ezeanolue, Echezona E</p> <p>2014-01-01</p> <p>Training of lay refugees/internally displaced persons (IDPs) and deploying them to provide basic health services to other women, children, and families in camps is perceived to be associated with public health benefits. However, there is limited evidence to support this hypothesis. To assess the effects of interventions to train and deploy lay refugees and/or IDPs for the provision of basic health service to other women, children, and families in camps. PubMed, Science and Social Science Citation Indices, PsycINFO, EMBASE, POPLINE, CINAHL, and reference lists of relevant articles were searched (from inception to June 30, 2014) with the aim of identifying studies that reported the effects of interventions that trained and deployed lay refugees and/or IDPs for the provision of basic health service to other women, children, and families in camps. Two investigators independently reviewed all titles and abstracts to identify potentially relevant articles. Discrepancies were resolved by repeated review, discussion, and consensus. Study quality assessment was undertaken using standard protocols. Ten studies (five cross-sectional, four pre-post, and one post-test only) conducted in Africa (Guinea and Tanzania), Central America (Belize), and Asia (Myanmar) were included. The studies demonstrated some positive impact on population health associated with training and deployment of trained lay refugees/IDPs as health workers in camps. Reported effects included increased service coverage, increased knowledge about disease symptoms and prevention, increased adoption of improved treatment seeking and protective behaviors, increased uptake of services, and improved access to reproductive health information. One study, which assessed the effect of peer refugee health education on sexual and reproductive health, did not demonstrate a marked reduction in unintended pregnancies among refugee/IDP women. Although available evidence suggests a positive impact of training and deployment of lay refugees/IDPs as health workers in camps, existing body of evidence is weak, and calls for a re-examination of current practices. Interventions that promote training and deployment of lay refugees/IDPs as health workers in camps should include strong evaluation components in order to facilitate assessment of effects on population health.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4185139','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4185139"><span>Training and deployment of lay refugee/internally displaced persons to provide basic health services in camps: a systematic review</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Ehiri, John E.; Gunn, Jayleen K.L.; Center, Katherine E.; Li, Ying; Rouhani, Mae; Ezeanolue, Echezona E.</p> <p>2014-01-01</p> <p>Background Training of lay refugees/internally displaced persons (IDPs) and deploying them to provide basic health services to other women, children, and families in camps is perceived to be associated with public health benefits. However, there is limited evidence to support this hypothesis. Objectives To assess the effects of interventions to train and deploy lay refugees and/or IDPs for the provision of basic health service to other women, children, and families in camps. Methods PubMed, Science and Social Science Citation Indices, PsycINFO, EMBASE, POPLINE, CINAHL, and reference lists of relevant articles were searched (from inception to June 30, 2014) with the aim of identifying studies that reported the effects of interventions that trained and deployed lay refugees and/or IDPs for the provision of basic health service to other women, children, and families in camps. Two investigators independently reviewed all titles and abstracts to identify potentially relevant articles. Discrepancies were resolved by repeated review, discussion, and consensus. Study quality assessment was undertaken using standard protocols. Results Ten studies (five cross-sectional, four pre-post, and one post-test only) conducted in Africa (Guinea and Tanzania), Central America (Belize), and Asia (Myanmar) were included. The studies demonstrated some positive impact on population health associated with training and deployment of trained lay refugees/IDPs as health workers in camps. Reported effects included increased service coverage, increased knowledge about disease symptoms and prevention, increased adoption of improved treatment seeking and protective behaviors, increased uptake of services, and improved access to reproductive health information. One study, which assessed the effect of peer refugee health education on sexual and reproductive health, did not demonstrate a marked reduction in unintended pregnancies among refugee/IDP women. Conclusion Although available evidence suggests a positive impact of training and deployment of lay refugees/IDPs as health workers in camps, existing body of evidence is weak, and calls for a re-examination of current practices. Interventions that promote training and deployment of lay refugees/IDPs as health workers in camps should include strong evaluation components in order to facilitate assessment of effects on population health. PMID:25280734</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ914268.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ914268.pdf"><span>Fostering Healthy Development among Middle School Females: A Summer Program</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Caton, Mary; Field, Julaine E.; Kolbert, Jered B.</p> <p>2010-01-01</p> <p>This study seeks to understand the effectiveness of a five-day residential leadership camp on the body image, assertiveness skills, attitudes towards gender equality, conflict resolution skills of early adolescent girl participants. To investigate the significance of the intervention, camp participants were asked to complete several instruments…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=Easter&pg=5&id=EJ353929','ERIC'); return false;" href="https://eric.ed.gov/?q=Easter&pg=5&id=EJ353929"><span>Day Care Dilemma. Austin: A Community Responds.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Fink, Dale B.</p> <p>1987-01-01</p> <p>The community of Austin, Texas has several programs for after school day care for students with disabilities, including: Extend-A-Care, where nondisabled peers participate in play and care activities with disabled children; summer camps for autistic children sponsored by the Parks and Recreation Department; and summer camps operated by the Easter…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2010-title45-vol3/pdf/CFR-2010-title45-vol3-sec618-215.pdf','CFR'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2010-title45-vol3/pdf/CFR-2010-title45-vol3-sec618-215.pdf"><span>45 CFR 618.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2010&page.go=Go">Code of Federal Regulations, 2010 CFR</a></p> <p></p> <p>2010-10-01</p> <p>... FOUNDATION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL... institutions of higher education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX... Young Women's Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2014-title31-vol1/pdf/CFR-2014-title31-vol1-sec28-215.pdf','CFR2014'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2014-title31-vol1/pdf/CFR-2014-title31-vol1-sec28-215.pdf"><span>31 CFR 28.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2014&page.go=Go">Code of Federal Regulations, 2014 CFR</a></p> <p></p> <p>2014-07-01</p> <p>... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE... higher education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX... Young Women's Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2012-title22-vol1/pdf/CFR-2012-title22-vol1-sec229-215.pdf','CFR2012'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2012-title22-vol1/pdf/CFR-2012-title22-vol1-sec229-215.pdf"><span>22 CFR 229.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2012&page.go=Go">Code of Federal Regulations, 2012 CFR</a></p> <p></p> <p>2012-04-01</p> <p>... THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Coverage... education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX regulations do not... Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c) Voluntary youth...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2013-title49-vol1/pdf/CFR-2013-title49-vol1-sec25-215.pdf','CFR2013'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2013-title49-vol1/pdf/CFR-2013-title49-vol1-sec25-215.pdf"><span>49 CFR 25.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2013&page.go=Go">Code of Federal Regulations, 2013 CFR</a></p> <p></p> <p>2013-10-01</p> <p>... BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Coverage § 25... education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX regulations do not... Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c) Voluntary youth...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2012-title49-vol1/pdf/CFR-2012-title49-vol1-sec25-215.pdf','CFR2012'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2012-title49-vol1/pdf/CFR-2012-title49-vol1-sec25-215.pdf"><span>49 CFR 25.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2012&page.go=Go">Code of Federal Regulations, 2012 CFR</a></p> <p></p> <p>2012-10-01</p> <p>... BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Coverage § 25... education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX regulations do not... Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c) Voluntary youth...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2011-title45-vol3/pdf/CFR-2011-title45-vol3-sec618-215.pdf','CFR2011'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2011-title45-vol3/pdf/CFR-2011-title45-vol3-sec618-215.pdf"><span>45 CFR 618.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2011&page.go=Go">Code of Federal Regulations, 2011 CFR</a></p> <p></p> <p>2011-10-01</p> <p>... FOUNDATION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL... institutions of higher education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX... Young Women's Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2011-title6-vol1/pdf/CFR-2011-title6-vol1-sec17-215.pdf','CFR2011'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2011-title6-vol1/pdf/CFR-2011-title6-vol1-sec17-215.pdf"><span>6 CFR 17.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2011&page.go=Go">Code of Federal Regulations, 2011 CFR</a></p> <p></p> <p>2011-01-01</p> <p>... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE... higher education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX... Young Women's Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2011-title13-vol1/pdf/CFR-2011-title13-vol1-sec113-215.pdf','CFR2011'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2011-title13-vol1/pdf/CFR-2011-title13-vol1-sec113-215.pdf"><span>13 CFR 113.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2011&page.go=Go">Code of Federal Regulations, 2011 CFR</a></p> <p></p> <p>2011-01-01</p> <p>... ADMINISTRATOR Nondiscrimination on the Basis of Sex in Education Programs or Activities Receiving Federal... institutions of higher education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX... Young Women's Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2014-title45-vol3/pdf/CFR-2014-title45-vol3-sec618-215.pdf','CFR2014'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2014-title45-vol3/pdf/CFR-2014-title45-vol3-sec618-215.pdf"><span>45 CFR 618.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2014&page.go=Go">Code of Federal Regulations, 2014 CFR</a></p> <p></p> <p>2014-10-01</p> <p>... FOUNDATION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL... institutions of higher education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX... Young Women's Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2014-title6-vol1/pdf/CFR-2014-title6-vol1-sec17-215.pdf','CFR2014'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2014-title6-vol1/pdf/CFR-2014-title6-vol1-sec17-215.pdf"><span>6 CFR 17.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2014&page.go=Go">Code of Federal Regulations, 2014 CFR</a></p> <p></p> <p>2014-01-01</p> <p>... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE... higher education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX... Young Women's Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2010-title45-vol1/pdf/CFR-2010-title45-vol1-sec86-14.pdf','CFR'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2010-title45-vol1/pdf/CFR-2010-title45-vol1-sec86-14.pdf"><span>45 CFR 86.14 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2010&page.go=Go">Code of Federal Regulations, 2010 CFR</a></p> <p></p> <p>2010-10-01</p> <p>... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE..., Girl Scouts, Boy Scouts and Camp Fire Girls. This part does not apply to the membership practices of... Boy Scouts and Camp Fire Girls. (c) Voluntary youth service organizations. This part does not apply to...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2014-title13-vol1/pdf/CFR-2014-title13-vol1-sec113-215.pdf','CFR2014'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2014-title13-vol1/pdf/CFR-2014-title13-vol1-sec113-215.pdf"><span>13 CFR 113.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2014&page.go=Go">Code of Federal Regulations, 2014 CFR</a></p> <p></p> <p>2014-01-01</p> <p>... ADMINISTRATOR Nondiscrimination on the Basis of Sex in Education Programs or Activities Receiving Federal... institutions of higher education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX... Young Women's Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2010-title34-vol1/pdf/CFR-2010-title34-vol1-sec106-14.pdf','CFR'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2010-title34-vol1/pdf/CFR-2010-title34-vol1-sec106-14.pdf"><span>34 CFR 106.14 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2010&page.go=Go">Code of Federal Regulations, 2010 CFR</a></p> <p></p> <p>2010-07-01</p> <p>..., DEPARTMENT OF EDUCATION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING... education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts and Camp Fire Girls. This part does not apply to the... Girl Scouts, the Boy Scouts and Camp Fire Girls. (c) Voluntary youth service organizations. This part...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2010-title18-vol2/pdf/CFR-2010-title18-vol2-sec1317-215.pdf','CFR'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2010-title18-vol2/pdf/CFR-2010-title18-vol2-sec1317-215.pdf"><span>18 CFR 1317.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2010&page.go=Go">Code of Federal Regulations, 2010 CFR</a></p> <p></p> <p>2010-04-01</p> <p>... VALLEY AUTHORITY NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING... institutions of higher education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX... Young Women's Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2013-title34-vol1/pdf/CFR-2013-title34-vol1-sec106-14.pdf','CFR2013'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2013-title34-vol1/pdf/CFR-2013-title34-vol1-sec106-14.pdf"><span>34 CFR 106.14 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2013&page.go=Go">Code of Federal Regulations, 2013 CFR</a></p> <p></p> <p>2013-07-01</p> <p>..., DEPARTMENT OF EDUCATION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING... education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts and Camp Fire Girls. This part does not apply to the... Girl Scouts, the Boy Scouts and Camp Fire Girls. (c) Voluntary youth service organizations. This part...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2010-title13-vol1/pdf/CFR-2010-title13-vol1-sec113-215.pdf','CFR'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2010-title13-vol1/pdf/CFR-2010-title13-vol1-sec113-215.pdf"><span>13 CFR 113.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2010&page.go=Go">Code of Federal Regulations, 2010 CFR</a></p> <p></p> <p>2010-01-01</p> <p>... ADMINISTRATOR Nondiscrimination on the Basis of Sex in Education Programs or Activities Receiving Federal... institutions of higher education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX... Young Women's Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c...</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li class="active"><span>21</span></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_21 --> <div id="page_22" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li class="active"><span>22</span></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="421"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2013-title31-vol1/pdf/CFR-2013-title31-vol1-sec28-215.pdf','CFR2013'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2013-title31-vol1/pdf/CFR-2013-title31-vol1-sec28-215.pdf"><span>31 CFR 28.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2013&page.go=Go">Code of Federal Regulations, 2013 CFR</a></p> <p></p> <p>2013-07-01</p> <p>... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE... higher education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX... Young Women's Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2010-title41-vol2/pdf/CFR-2010-title41-vol2-sec101-4-215.pdf','CFR'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2010-title41-vol2/pdf/CFR-2010-title41-vol2-sec101-4-215.pdf"><span>41 CFR 101-4.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2010&page.go=Go">Code of Federal Regulations, 2010 CFR</a></p> <p></p> <p>2010-07-01</p> <p>... ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE... higher education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX... Young Women's Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2014-title22-vol1/pdf/CFR-2014-title22-vol1-sec229-215.pdf','CFR2014'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2014-title22-vol1/pdf/CFR-2014-title22-vol1-sec229-215.pdf"><span>22 CFR 229.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2014&page.go=Go">Code of Federal Regulations, 2014 CFR</a></p> <p></p> <p>2014-04-01</p> <p>... THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Coverage... education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX regulations do not... Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c) Voluntary youth...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2011-title41-vol2/pdf/CFR-2011-title41-vol2-sec101-4-215.pdf','CFR2011'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2011-title41-vol2/pdf/CFR-2011-title41-vol2-sec101-4-215.pdf"><span>41 CFR 101-4.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2011&page.go=Go">Code of Federal Regulations, 2011 CFR</a></p> <p></p> <p>2011-07-01</p> <p>... ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE... higher education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX... Young Women's Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2010-title49-vol1/pdf/CFR-2010-title49-vol1-sec25-215.pdf','CFR'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2010-title49-vol1/pdf/CFR-2010-title49-vol1-sec25-215.pdf"><span>49 CFR 25.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2010&page.go=Go">Code of Federal Regulations, 2010 CFR</a></p> <p></p> <p>2010-10-01</p> <p>... BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Coverage § 25... education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX regulations do not... Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c) Voluntary youth...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2014-title43-vol1/pdf/CFR-2014-title43-vol1-sec41-215.pdf','CFR2014'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2014-title43-vol1/pdf/CFR-2014-title43-vol1-sec41-215.pdf"><span>43 CFR 41.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2014&page.go=Go">Code of Federal Regulations, 2014 CFR</a></p> <p></p> <p>2014-10-01</p> <p>... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE... higher education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX... Young Women's Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2011-title49-vol1/pdf/CFR-2011-title49-vol1-sec25-215.pdf','CFR2011'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2011-title49-vol1/pdf/CFR-2011-title49-vol1-sec25-215.pdf"><span>49 CFR 25.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2011&page.go=Go">Code of Federal Regulations, 2011 CFR</a></p> <p></p> <p>2011-10-01</p> <p>... BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Coverage § 25... education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX regulations do not... Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c) Voluntary youth...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2012-title40-vol1/pdf/CFR-2012-title40-vol1-sec5-215.pdf','CFR2012'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2012-title40-vol1/pdf/CFR-2012-title40-vol1-sec5-215.pdf"><span>40 CFR 5.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2012&page.go=Go">Code of Federal Regulations, 2012 CFR</a></p> <p></p> <p>2012-07-01</p> <p>... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE... higher education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX... Young Women's Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2011-title34-vol1/pdf/CFR-2011-title34-vol1-sec106-14.pdf','CFR2011'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2011-title34-vol1/pdf/CFR-2011-title34-vol1-sec106-14.pdf"><span>34 CFR 106.14 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2011&page.go=Go">Code of Federal Regulations, 2011 CFR</a></p> <p></p> <p>2011-07-01</p> <p>..., DEPARTMENT OF EDUCATION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING... education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts and Camp Fire Girls. This part does not apply to the... Girl Scouts, the Boy Scouts and Camp Fire Girls. (c) Voluntary youth service organizations. This part...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2014-title15-vol1/pdf/CFR-2014-title15-vol1-sec8a-215.pdf','CFR2014'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2014-title15-vol1/pdf/CFR-2014-title15-vol1-sec8a-215.pdf"><span>15 CFR 8a.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2014&page.go=Go">Code of Federal Regulations, 2014 CFR</a></p> <p></p> <p>2014-01-01</p> <p>... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE... higher education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX... Young Women's Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2012-title45-vol3/pdf/CFR-2012-title45-vol3-sec618-215.pdf','CFR2012'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2012-title45-vol3/pdf/CFR-2012-title45-vol3-sec618-215.pdf"><span>45 CFR 618.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2012&page.go=Go">Code of Federal Regulations, 2012 CFR</a></p> <p></p> <p>2012-10-01</p> <p>... FOUNDATION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL... institutions of higher education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX... Young Women's Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2013-title15-vol1/pdf/CFR-2013-title15-vol1-sec8a-215.pdf','CFR2013'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2013-title15-vol1/pdf/CFR-2013-title15-vol1-sec8a-215.pdf"><span>15 CFR 8a.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2013&page.go=Go">Code of Federal Regulations, 2013 CFR</a></p> <p></p> <p>2013-01-01</p> <p>... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE... higher education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX... Young Women's Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2012-title13-vol1/pdf/CFR-2012-title13-vol1-sec113-215.pdf','CFR2012'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2012-title13-vol1/pdf/CFR-2012-title13-vol1-sec113-215.pdf"><span>13 CFR 113.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2012&page.go=Go">Code of Federal Regulations, 2012 CFR</a></p> <p></p> <p>2012-01-01</p> <p>... ADMINISTRATOR Nondiscrimination on the Basis of Sex in Education Programs or Activities Receiving Federal... institutions of higher education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX... Young Women's Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2012-title43-vol1/pdf/CFR-2012-title43-vol1-sec41-215.pdf','CFR2012'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2012-title43-vol1/pdf/CFR-2012-title43-vol1-sec41-215.pdf"><span>43 CFR 41.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2012&page.go=Go">Code of Federal Regulations, 2012 CFR</a></p> <p></p> <p>2012-10-01</p> <p>... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE... higher education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX... Young Women's Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2010-title14-vol5/pdf/CFR-2010-title14-vol5-sec1253-215.pdf','CFR'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2010-title14-vol5/pdf/CFR-2010-title14-vol5-sec1253-215.pdf"><span>14 CFR 1253.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2010&page.go=Go">Code of Federal Regulations, 2010 CFR</a></p> <p></p> <p>2010-01-01</p> <p>... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE... higher education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX... Young Women's Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2010-title22-vol1/pdf/CFR-2010-title22-vol1-sec229-215.pdf','CFR'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2010-title22-vol1/pdf/CFR-2010-title22-vol1-sec229-215.pdf"><span>22 CFR 229.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2010&page.go=Go">Code of Federal Regulations, 2010 CFR</a></p> <p></p> <p>2010-04-01</p> <p>... THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Coverage... education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX regulations do not... Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c) Voluntary youth...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2010-title43-vol1/pdf/CFR-2010-title43-vol1-sec41-215.pdf','CFR'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2010-title43-vol1/pdf/CFR-2010-title43-vol1-sec41-215.pdf"><span>43 CFR 41.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2010&page.go=Go">Code of Federal Regulations, 2010 CFR</a></p> <p></p> <p>2010-10-01</p> <p>... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE... higher education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX... Young Women's Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2012-title22-vol1/pdf/CFR-2012-title22-vol1-sec146-215.pdf','CFR2012'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2012-title22-vol1/pdf/CFR-2012-title22-vol1-sec146-215.pdf"><span>22 CFR 146.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2012&page.go=Go">Code of Federal Regulations, 2012 CFR</a></p> <p></p> <p>2012-04-01</p> <p>... BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Coverage § 146... education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX regulations do not... Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c) Voluntary youth...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2011-title45-vol1/pdf/CFR-2011-title45-vol1-sec86-14.pdf','CFR2011'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2011-title45-vol1/pdf/CFR-2011-title45-vol1-sec86-14.pdf"><span>45 CFR 86.14 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2011&page.go=Go">Code of Federal Regulations, 2011 CFR</a></p> <p></p> <p>2011-10-01</p> <p>... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE..., Girl Scouts, Boy Scouts and Camp Fire Girls. This part does not apply to the membership practices of... Boy Scouts and Camp Fire Girls. (c) Voluntary youth service organizations. This part does not apply to...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2012-title14-vol5/pdf/CFR-2012-title14-vol5-sec1253-215.pdf','CFR2012'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2012-title14-vol5/pdf/CFR-2012-title14-vol5-sec1253-215.pdf"><span>14 CFR 1253.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2012&page.go=Go">Code of Federal Regulations, 2012 CFR</a></p> <p></p> <p>2012-01-01</p> <p>... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE... higher education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX... Young Women's Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c...</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li class="active"><span>22</span></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_22 --> <div id="page_23" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li class="active"><span>23</span></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="441"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2013-title43-vol1/pdf/CFR-2013-title43-vol1-sec41-215.pdf','CFR2013'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2013-title43-vol1/pdf/CFR-2013-title43-vol1-sec41-215.pdf"><span>43 CFR 41.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2013&page.go=Go">Code of Federal Regulations, 2013 CFR</a></p> <p></p> <p>2013-10-01</p> <p>... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE... higher education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX... Young Women's Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2014-title40-vol1/pdf/CFR-2014-title40-vol1-sec5-215.pdf','CFR2014'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2014-title40-vol1/pdf/CFR-2014-title40-vol1-sec5-215.pdf"><span>40 CFR 5.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2014&page.go=Go">Code of Federal Regulations, 2014 CFR</a></p> <p></p> <p>2014-07-01</p> <p>... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE... higher education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX... Young Women's Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2013-title13-vol1/pdf/CFR-2013-title13-vol1-sec113-215.pdf','CFR2013'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2013-title13-vol1/pdf/CFR-2013-title13-vol1-sec113-215.pdf"><span>13 CFR 113.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2013&page.go=Go">Code of Federal Regulations, 2013 CFR</a></p> <p></p> <p>2013-01-01</p> <p>... ADMINISTRATOR Nondiscrimination on the Basis of Sex in Education Programs or Activities Receiving Federal... institutions of higher education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX... Young Women's Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2013-title40-vol1/pdf/CFR-2013-title40-vol1-sec5-215.pdf','CFR2013'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2013-title40-vol1/pdf/CFR-2013-title40-vol1-sec5-215.pdf"><span>40 CFR 5.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2013&page.go=Go">Code of Federal Regulations, 2013 CFR</a></p> <p></p> <p>2013-07-01</p> <p>... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE... higher education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX... Young Women's Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2014-title45-vol1/pdf/CFR-2014-title45-vol1-sec86-14.pdf','CFR2014'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2014-title45-vol1/pdf/CFR-2014-title45-vol1-sec86-14.pdf"><span>45 CFR 86.14 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2014&page.go=Go">Code of Federal Regulations, 2014 CFR</a></p> <p></p> <p>2014-10-01</p> <p>... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE..., Girl Scouts, Boy Scouts and Camp Fire Girls. This part does not apply to the membership practices of... Boy Scouts and Camp Fire Girls. (c) Voluntary youth service organizations. This part does not apply to...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2013-title45-vol3/pdf/CFR-2013-title45-vol3-sec618-215.pdf','CFR2013'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2013-title45-vol3/pdf/CFR-2013-title45-vol3-sec618-215.pdf"><span>45 CFR 618.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2013&page.go=Go">Code of Federal Regulations, 2013 CFR</a></p> <p></p> <p>2013-10-01</p> <p>... FOUNDATION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL... institutions of higher education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX... Young Women's Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2012-title18-vol2/pdf/CFR-2012-title18-vol2-sec1317-215.pdf','CFR2012'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2012-title18-vol2/pdf/CFR-2012-title18-vol2-sec1317-215.pdf"><span>18 CFR 1317.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2012&page.go=Go">Code of Federal Regulations, 2012 CFR</a></p> <p></p> <p>2012-04-01</p> <p>... VALLEY AUTHORITY NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING... institutions of higher education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX... Young Women's Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2010-title31-vol1/pdf/CFR-2010-title31-vol1-sec28-215.pdf','CFR'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2010-title31-vol1/pdf/CFR-2010-title31-vol1-sec28-215.pdf"><span>31 CFR 28.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2010&page.go=Go">Code of Federal Regulations, 2010 CFR</a></p> <p></p> <p>2010-07-01</p> <p>... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE... higher education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX... Young Women's Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2012-title31-vol1/pdf/CFR-2012-title31-vol1-sec28-215.pdf','CFR2012'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2012-title31-vol1/pdf/CFR-2012-title31-vol1-sec28-215.pdf"><span>31 CFR 28.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2012&page.go=Go">Code of Federal Regulations, 2012 CFR</a></p> <p></p> <p>2012-07-01</p> <p>... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE... higher education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX... Young Women's Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2012-title6-vol1/pdf/CFR-2012-title6-vol1-sec17-215.pdf','CFR2012'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2012-title6-vol1/pdf/CFR-2012-title6-vol1-sec17-215.pdf"><span>6 CFR 17.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2012&page.go=Go">Code of Federal Regulations, 2012 CFR</a></p> <p></p> <p>2012-01-01</p> <p>... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE... higher education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX... Young Women's Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2011-title15-vol1/pdf/CFR-2011-title15-vol1-sec8a-215.pdf','CFR2011'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2011-title15-vol1/pdf/CFR-2011-title15-vol1-sec8a-215.pdf"><span>15 CFR 8a.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2011&page.go=Go">Code of Federal Regulations, 2011 CFR</a></p> <p></p> <p>2011-01-01</p> <p>... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE... higher education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX... Young Women's Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2013-title18-vol2/pdf/CFR-2013-title18-vol2-sec1317-215.pdf','CFR2013'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2013-title18-vol2/pdf/CFR-2013-title18-vol2-sec1317-215.pdf"><span>18 CFR 1317.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2013&page.go=Go">Code of Federal Regulations, 2013 CFR</a></p> <p></p> <p>2013-04-01</p> <p>... VALLEY AUTHORITY NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING... institutions of higher education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX... Young Women's Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2012-title45-vol1/pdf/CFR-2012-title45-vol1-sec86-14.pdf','CFR2012'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2012-title45-vol1/pdf/CFR-2012-title45-vol1-sec86-14.pdf"><span>45 CFR 86.14 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2012&page.go=Go">Code of Federal Regulations, 2012 CFR</a></p> <p></p> <p>2012-10-01</p> <p>... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE..., Girl Scouts, Boy Scouts and Camp Fire Girls. This part does not apply to the membership practices of... Boy Scouts and Camp Fire Girls. (c) Voluntary youth service organizations. This part does not apply to...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2010-title22-vol1/pdf/CFR-2010-title22-vol1-sec146-215.pdf','CFR'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2010-title22-vol1/pdf/CFR-2010-title22-vol1-sec146-215.pdf"><span>22 CFR 146.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2010&page.go=Go">Code of Federal Regulations, 2010 CFR</a></p> <p></p> <p>2010-04-01</p> <p>... BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Coverage § 146... education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX regulations do not... Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c) Voluntary youth...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2010-title40-vol1/pdf/CFR-2010-title40-vol1-sec5-215.pdf','CFR'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2010-title40-vol1/pdf/CFR-2010-title40-vol1-sec5-215.pdf"><span>40 CFR 5.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2010&page.go=Go">Code of Federal Regulations, 2010 CFR</a></p> <p></p> <p>2010-07-01</p> <p>... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE... higher education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX... Young Women's Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2014-title41-vol2/pdf/CFR-2014-title41-vol2-sec101-4-215.pdf','CFR2014'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2014-title41-vol2/pdf/CFR-2014-title41-vol2-sec101-4-215.pdf"><span>41 CFR 101-4.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2014&page.go=Go">Code of Federal Regulations, 2014 CFR</a></p> <p></p> <p>2014-07-01</p> <p>... ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE... higher education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX... Young Women's Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2014-title49-vol1/pdf/CFR-2014-title49-vol1-sec25-215.pdf','CFR2014'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2014-title49-vol1/pdf/CFR-2014-title49-vol1-sec25-215.pdf"><span>49 CFR 25.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2014&page.go=Go">Code of Federal Regulations, 2014 CFR</a></p> <p></p> <p>2014-10-01</p> <p>... BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Coverage § 25... education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX regulations do not... Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c) Voluntary youth...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2012-title34-vol1/pdf/CFR-2012-title34-vol1-sec106-14.pdf','CFR2012'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2012-title34-vol1/pdf/CFR-2012-title34-vol1-sec106-14.pdf"><span>34 CFR 106.14 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2012&page.go=Go">Code of Federal Regulations, 2012 CFR</a></p> <p></p> <p>2012-07-01</p> <p>..., DEPARTMENT OF EDUCATION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING... education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts and Camp Fire Girls. This part does not apply to the... Girl Scouts, the Boy Scouts and Camp Fire Girls. (c) Voluntary youth service organizations. This part...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2013-title6-vol1/pdf/CFR-2013-title6-vol1-sec17-215.pdf','CFR2013'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2013-title6-vol1/pdf/CFR-2013-title6-vol1-sec17-215.pdf"><span>6 CFR 17.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2013&page.go=Go">Code of Federal Regulations, 2013 CFR</a></p> <p></p> <p>2013-01-01</p> <p>... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE... higher education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX... Young Women's Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2014-title34-vol1/pdf/CFR-2014-title34-vol1-sec106-14.pdf','CFR2014'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2014-title34-vol1/pdf/CFR-2014-title34-vol1-sec106-14.pdf"><span>34 CFR 106.14 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2014&page.go=Go">Code of Federal Regulations, 2014 CFR</a></p> <p></p> <p>2014-07-01</p> <p>..., DEPARTMENT OF EDUCATION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING... education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts and Camp Fire Girls. This part does not apply to the... Girl Scouts, the Boy Scouts and Camp Fire Girls. (c) Voluntary youth service organizations. This part...</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li class="active"><span>23</span></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_23 --> <div id="page_24" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li class="active"><span>24</span></li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="461"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2011-title18-vol2/pdf/CFR-2011-title18-vol2-sec1317-215.pdf','CFR2011'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2011-title18-vol2/pdf/CFR-2011-title18-vol2-sec1317-215.pdf"><span>18 CFR 1317.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2011&page.go=Go">Code of Federal Regulations, 2011 CFR</a></p> <p></p> <p>2011-04-01</p> <p>... VALLEY AUTHORITY NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING... institutions of higher education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX... Young Women's Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2013-title41-vol2/pdf/CFR-2013-title41-vol2-sec101-4-215.pdf','CFR2013'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2013-title41-vol2/pdf/CFR-2013-title41-vol2-sec101-4-215.pdf"><span>41 CFR 101-4.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2013&page.go=Go">Code of Federal Regulations, 2013 CFR</a></p> <p></p> <p>2013-07-01</p> <p>... ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE... higher education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX... Young Women's Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2013-title14-vol5/pdf/CFR-2013-title14-vol5-sec1253-215.pdf','CFR2013'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2013-title14-vol5/pdf/CFR-2013-title14-vol5-sec1253-215.pdf"><span>14 CFR 1253.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2013&page.go=Go">Code of Federal Regulations, 2013 CFR</a></p> <p></p> <p>2013-01-01</p> <p>... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE... higher education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX... Young Women's Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2010-title6-vol1/pdf/CFR-2010-title6-vol1-sec17-215.pdf','CFR'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2010-title6-vol1/pdf/CFR-2010-title6-vol1-sec17-215.pdf"><span>6 CFR 17.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2010&page.go=Go">Code of Federal Regulations, 2010 CFR</a></p> <p></p> <p>2010-01-01</p> <p>... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE... higher education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX... Young Women's Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2012-title41-vol2/pdf/CFR-2012-title41-vol2-sec101-4-215.pdf','CFR2012'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2012-title41-vol2/pdf/CFR-2012-title41-vol2-sec101-4-215.pdf"><span>41 CFR 101-4.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2012&page.go=Go">Code of Federal Regulations, 2012 CFR</a></p> <p></p> <p>2012-07-01</p> <p>... ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE... higher education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX... Young Women's Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2011-title31-vol1/pdf/CFR-2011-title31-vol1-sec28-215.pdf','CFR2011'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2011-title31-vol1/pdf/CFR-2011-title31-vol1-sec28-215.pdf"><span>31 CFR 28.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2011&page.go=Go">Code of Federal Regulations, 2011 CFR</a></p> <p></p> <p>2011-07-01</p> <p>... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE... higher education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX... Young Women's Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2013-title22-vol1/pdf/CFR-2013-title22-vol1-sec229-215.pdf','CFR2013'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2013-title22-vol1/pdf/CFR-2013-title22-vol1-sec229-215.pdf"><span>22 CFR 229.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2013&page.go=Go">Code of Federal Regulations, 2013 CFR</a></p> <p></p> <p>2013-04-01</p> <p>... THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Coverage... education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX regulations do not... Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c) Voluntary youth...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2011-title22-vol1/pdf/CFR-2011-title22-vol1-sec229-215.pdf','CFR2011'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2011-title22-vol1/pdf/CFR-2011-title22-vol1-sec229-215.pdf"><span>22 CFR 229.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2011&page.go=Go">Code of Federal Regulations, 2011 CFR</a></p> <p></p> <p>2011-04-01</p> <p>... THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Coverage... education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX regulations do not... Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c) Voluntary youth...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2014-title14-vol5/pdf/CFR-2014-title14-vol5-sec1253-215.pdf','CFR2014'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2014-title14-vol5/pdf/CFR-2014-title14-vol5-sec1253-215.pdf"><span>14 CFR § 1253.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2014&page.go=Go">Code of Federal Regulations, 2014 CFR</a></p> <p></p> <p>2014-01-01</p> <p>... ADMINISTRATION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL... institutions of higher education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX... Young Women's Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2014-title18-vol2/pdf/CFR-2014-title18-vol2-sec1317-215.pdf','CFR2014'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2014-title18-vol2/pdf/CFR-2014-title18-vol2-sec1317-215.pdf"><span>18 CFR 1317.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2014&page.go=Go">Code of Federal Regulations, 2014 CFR</a></p> <p></p> <p>2014-04-01</p> <p>... VALLEY AUTHORITY NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING... institutions of higher education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX... Young Women's Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2011-title40-vol1/pdf/CFR-2011-title40-vol1-sec5-215.pdf','CFR2011'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2011-title40-vol1/pdf/CFR-2011-title40-vol1-sec5-215.pdf"><span>40 CFR 5.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2011&page.go=Go">Code of Federal Regulations, 2011 CFR</a></p> <p></p> <p>2011-07-01</p> <p>... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE... higher education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX... Young Women's Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2011-title22-vol1/pdf/CFR-2011-title22-vol1-sec146-215.pdf','CFR2011'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2011-title22-vol1/pdf/CFR-2011-title22-vol1-sec146-215.pdf"><span>22 CFR 146.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2011&page.go=Go">Code of Federal Regulations, 2011 CFR</a></p> <p></p> <p>2011-04-01</p> <p>... BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Coverage § 146... education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX regulations do not... Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c) Voluntary youth...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2011-title14-vol5/pdf/CFR-2011-title14-vol5-sec1253-215.pdf','CFR2011'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2011-title14-vol5/pdf/CFR-2011-title14-vol5-sec1253-215.pdf"><span>14 CFR 1253.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2011&page.go=Go">Code of Federal Regulations, 2011 CFR</a></p> <p></p> <p>2011-01-01</p> <p>... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE... higher education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX... Young Women's Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2014-title22-vol1/pdf/CFR-2014-title22-vol1-sec146-215.pdf','CFR2014'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2014-title22-vol1/pdf/CFR-2014-title22-vol1-sec146-215.pdf"><span>22 CFR 146.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2014&page.go=Go">Code of Federal Regulations, 2014 CFR</a></p> <p></p> <p>2014-04-01</p> <p>... BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Coverage § 146... education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX regulations do not... Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c) Voluntary youth...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2011-title43-vol1/pdf/CFR-2011-title43-vol1-sec41-215.pdf','CFR2011'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2011-title43-vol1/pdf/CFR-2011-title43-vol1-sec41-215.pdf"><span>43 CFR 41.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2011&page.go=Go">Code of Federal Regulations, 2011 CFR</a></p> <p></p> <p>2011-10-01</p> <p>... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE... higher education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX... Young Women's Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2013-title22-vol1/pdf/CFR-2013-title22-vol1-sec146-215.pdf','CFR2013'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2013-title22-vol1/pdf/CFR-2013-title22-vol1-sec146-215.pdf"><span>22 CFR 146.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2013&page.go=Go">Code of Federal Regulations, 2013 CFR</a></p> <p></p> <p>2013-04-01</p> <p>... BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Coverage § 146... education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX regulations do not... Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c) Voluntary youth...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2010-title15-vol1/pdf/CFR-2010-title15-vol1-sec8a-215.pdf','CFR'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2010-title15-vol1/pdf/CFR-2010-title15-vol1-sec8a-215.pdf"><span>15 CFR 8a.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2010&page.go=Go">Code of Federal Regulations, 2010 CFR</a></p> <p></p> <p>2010-01-01</p> <p>... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE... higher education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX... Young Women's Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2012-title15-vol1/pdf/CFR-2012-title15-vol1-sec8a-215.pdf','CFR2012'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2012-title15-vol1/pdf/CFR-2012-title15-vol1-sec8a-215.pdf"><span>15 CFR 8a.215 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2012&page.go=Go">Code of Federal Regulations, 2012 CFR</a></p> <p></p> <p>2012-01-01</p> <p>... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE... higher education. (b) YMCA, YWCA, Girl Scouts, Boy Scouts, and Camp Fire Girls. These Title IX... Young Women's Christian Association (YWCA), the Girl Scouts, the Boy Scouts, and Camp Fire Girls. (c...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2013-title45-vol1/pdf/CFR-2013-title45-vol1-sec86-14.pdf','CFR2013'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2013-title45-vol1/pdf/CFR-2013-title45-vol1-sec86-14.pdf"><span>45 CFR 86.14 - Membership practices of certain organizations.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2013&page.go=Go">Code of Federal Regulations, 2013 CFR</a></p> <p></p> <p>2013-10-01</p> <p>... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE..., Girl Scouts, Boy Scouts and Camp Fire Girls. This part does not apply to the membership practices of... Boy Scouts and Camp Fire Girls. (c) Voluntary youth service organizations. This part does not apply to...</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=stereotypes+AND+communication&pg=5&id=EJ1074776','ERIC'); return false;" href="https://eric.ed.gov/?q=stereotypes+AND+communication&pg=5&id=EJ1074776"><span>Criticality for Global Citizenship in Korean English Immersion Camps</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ahn, So-Yeon</p> <p>2015-01-01</p> <p>Given a heavy social, ideological pressure for parents to pursue better English education for their children in the globalized world, short-term English immersion camp programs have emerged as an educational option in South Korea, promoted as environments for intercultural communication between native English-speaking teachers and local Korean…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li class="active"><span>24</span></li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_24 --> <div id="page_25" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li class="active"><span>25</span></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="481"> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED401066.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED401066.pdf"><span>Evaluation of the Nature-Computer Camp: Summer 1993.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Negero, Arega</p> <p></p> <p>The purpose of the Nature Computer Camp (NCC) is to provide sixth-graders in District of Columbia Public Schools an opportunity to explore and appreciate nature in its natural setting. The program also aspires to develop computer proficiency, enhance students' social and interpersonal skills, stimulate group interaction, and strengthen students'…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=500+AND+days+AND+summer&id=EJ759547','ERIC'); return false;" href="https://eric.ed.gov/?q=500+AND+days+AND+summer&id=EJ759547"><span>A Leg Up</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Tonn, Jessica L.</p> <p>2005-01-01</p> <p>Learning what interests college-admissions committees drew this Homestead High School junior and 18 other teenagers to a 10-day College Admission Prep Camp run by Education Unlimited (EU) on the campus of Tufts University in Medford, Massachusetts last July 2005. The program is among many such camps offered across the country this summer, by both…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2012AGUFMED51C0900U','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2012AGUFMED51C0900U"><span>Traditional Geology Field Camp: A capstone course at South Dakota School of Mines and Technology (BHNSFS)</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Uzunlar, N.; Lisenbee, A. L.</p> <p>2012-12-01</p> <p>The Black Hills Natural Sciences Field Station (BHNSFS) has provided field training in geology and geological engineering for more than 40 years, and since the 1980's as a consortium serving five schools with South Dakota School of Mines and Technology as the coordinator. The traditional summer geology field camp is a five week long, intense program aimed to prepare students for subsequent professional geologic experiences. It is delivered from two separate facilities, one in the Black Hills (South Dakota) from a beautiful log lodge along Sand Creek, in eastern Wyoming, and a second from the town of Taskesti along the North Anatolian fault approximately 200 km east of Istanbul, Turkey. At both locations, the courses maintain a strong emphasis on basic field applications, including the use of GPS as a mapping tool in most exercises. The preparation of well-written reports, based on field descriptions supplemented by research on the web or through published documents, is strongly emphasized. Projects at the Black Hills field camp includes mapping of Precambrian basement, Paleozoic stratigraphy, and Laramide Tertiary plutons and structural features as welll as post-Laramide,, faulted continental strata. The popular Taskesti field camp utilizes the diverse geology of the Tethyan realm, as well as the culture and history, of central Turkey (Anatolia). The course is based at a Turkish Government Earthquake Research Center facility along the North Anatolian fault. Students examine and map selected locations across the Izmir-Ankara suture including: 1) Deformed Cretaceous and Tertiary carbonate and clastic strata of the Sakarya micro-continent in a fore-arc basin; 2) Marble and skarn surrounding Eocene, subduction-related granite intruded into a passive margin sequence in the Sivrihisar region of central Anatolia; 3) Faulted and folded Neogene strata in the northern flank of the post-Tethyan, Haymana Basin and the contrasting terrains across the North Anatolian fault (J/K carbonate and clastic strata juxtaposed against amphibolite grade metamorphic and ophiolitic complexes) Student comments during and after field camp support full immersion into a traditional summer geology field camp as an unforgettable experience (life changing in some cases) -- everyone who dreams to be a geologist should have a chance to taste it.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/ADA618158','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/ADA618158"><span>Sleep Characteristics, Mental Health, and Diabetes Risk: A Prospective Study of U.S. Military Service Members in the Millennium Cohort Study</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>2013-10-01</p> <p>on body weight regulation through hormonal alterations (e.g., leptin, ghrelin , insulin) that may affect appetite regulation, and sleep- mediated...sleep duration for trou- ble sleeping in multivariable modeling yielded nearly identical results, with significantly higher risk seen with ,6 h of sleep...Riddle, Colonel (Retired) (U.S. Air Force, Bio - medical Science Corps); Margaret Ryan (Naval Hospital Camp Pendleton, Camp Pendleton, CA); and Timothy</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017AIPC.1830e0006M','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017AIPC.1830e0006M"><span>Effectiveness of Kem Kembara-i on improving the interests of students in mathematical sciences</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Majid, Noriza; Rambely, Azmin Sham; Razman, Nini Nabila bt</p> <p>2017-04-01</p> <p>Mathematics does not only play an important role in daily life but it is also a compulsory subject that has to be learn from early stage until the highest level of study. However, various issues arise from Mathematic education especially the decline in the interest of students towards Mathematics. This study was carried out to study the level of interest of the students towards Mathematics and the factors that affect the level of their interest. In addition, this study also aims to determine the best approach to help improve students' interest in Mathematics and to study the effectiveness of Kem Kembara-i organized by School of Mathematical Science (PPSM) UKM. A total of 553 respondents from twenty secondary schools around Malaysia attended this camp. Questionnaire has been used as an instrument in this study and Likert scale was used in this questionnaire. The finding shows that most of the students who participated in this camp were interested in Mathematics and the factors that affect their level of interest are such as the parents, peers, teachers and attitude. Recreational approach is the best approach in increasing the interest of students towards Mathematics and the results show that almost all of the activities in this camp, managed to attract the interest of students towards Mathematics. Therefore, it is concluded that this camp is effective in forming positive attitudes toward Mathematics.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4477555','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4477555"><span>Effects of Postgraduate Medical Education “Boot Camps” on Clinical Skills, Knowledge, and Confidence: A Meta-Analysis</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Blackmore, Christopher; Austin, Janice; Lopushinsky, Steven R; Donnon, Tyrone</p> <p>2014-01-01</p> <p>Background Throughout their medical education, learners face multiple transition periods associated with increased demands, producing stress and concern about the adequacy of their skills for their new role. Objective We evaluated the effectiveness of boot camps in improving clinical skills, knowledge, and confidence during transitions into postgraduate or discipline-specific residency programs. Methods Boot camps are in-training courses combining simulation-based practice with other educational methods to enhance learning and preparation for individuals entering new clinical roles. We performed a search of MEDLINE, CINAHL, PsycINFO, EMBASE, and ERIC using boot camp and comparable search terms. Inclusion criteria included studies that reported on medical education boot camps, involved learners entering new clinical roles in North American programs, and reported empirical data on the effectiveness of boot camps to improve clinical skills, knowledge, and/or confidence. A random effects model meta-analysis was performed to combined mean effect size differences (Cohen's d) across studies based on pretest/posttest or comparison group analyses. Results The search returned 1096 articles, 15 of which met all inclusion criteria. Combined effect size estimates showed learners who completed boot camp courses had significantly “large” improvements in clinical skills (d  =  1.78; 95% CI 1.33–2.22; P < .001), knowledge (d  =  2.08; 95% CI 1.20–2.96; P < .001), and confidence (d  =  1.89; 95% CI 1.63–2.15; P < .001). Conclusions Boot camps were shown as an effective educational strategy to improve learners' clinical skills, knowledge, and confidence. Focus on pretest/posttest research designs limits the strength of these findings. PMID:26140112</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=soil&pg=5&id=EJ983616','ERIC'); return false;" href="https://eric.ed.gov/?q=soil&pg=5&id=EJ983616"><span>Is Your Soil Sick?</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sterling, Donna R.; Hargrove, Dori L.</p> <p>2012-01-01</p> <p>For many children, summertime is free time. For parents, summer often means searching for structured learning opportunities for their children. For teachers, summer can mean heading back to school for professional development. The elementary science institute for teachers that the authors conduct includes a summer science camp for children. Last…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2006PhDT.......131B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2006PhDT.......131B"><span>Effect of a wildlife conservation camp experience in China on student knowledge of animals, care, propensity for environmental stewardship, and compassionate behavior toward animals</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Bexell, Sarah M.</p> <p></p> <p>The goal of conservation education is positive behavior change toward animals and the environment. This study was conducted to determine whether participation in a wildlife conservation education camp was effective in positively changing 8-12 year old students': (a) knowledge of animals, (b) care about animals, (c) propensity for environmental and wildlife stewardship, and (d) compassionate behavior toward animals. During the summer of 2005, 2 five-day camps were conducted at 2 zoological institutions in Chengdu, China. The camp curriculum was influenced by theory and research on the following: conservation psychology, social learning theory, empathy and moral development theory, socio-biological theory, constructivist theory, and conservation science. Camp activities were sensitive to Chinese culture and included Chinese conservation issues. Activities were designed to help children form bonds with animals and care enough about them to positively change their behavior toward animals and the environment. This mixed methods study triangulated quantitative and qualitative data from six sources to answer the following: (1) Did camp increase student knowledge of animals? (2) Did camp increase student caring about animals? (3) Did camp increase student propensity for environmental and wildlife stewardship? (4) Did camp affect student compassionate behavior toward animals? A conservation stewards survey revealed significant increases on pre-post, self-report of knowledge, care, and propensity. Pre-post, rubric-scored responses to human-animal interaction vignettes indicated a significant increase in knowledge, and stable scores on care and propensity. Qualitative data from student journals, vignettes, and end-of-camp questionnaires demonstrated knowledge, caring, and propensity, and revealed the emergent theme empathy. To address question 4, instructors tallied campers' behavior toward animals using a student behavior ethogram. Occurrence of positive behaviors was inconsistent, but negative behaviors decreased, indicating campers were more conscious of behaviors to avoid. Field notes helped determine that camps were implemented as planned, therefore not interfering with goals of the camp. This study contributes to an emerging and critical knowledge base of effective strategies to promote conservation behavior.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26756509','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26756509"><span>American Contact Dermatitis Society Contact Allergy Management Program: An Epidemiologic Tool to Determine Relative Prevalence of Contact Allergens.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Scheman, Andrew; Severson, David</p> <p>2016-01-01</p> <p>Data on the prevalence of contact allergy in North America are currently reported by groups of academic contact allergy specialists at select academic centers. Sampling of data from numerous centers across North America, including practices performing more limited patch testing, would provide a broader perspective of contact allergen prevalence in North America. The American Contact Dermatitis Society Contact Allergy Management Program is an ideal tool for collection of epidemiologic data regarding contact allergy prevalence in North America. The aim of the study was to identify the relative prevalence of contact allergy to common contact allergens in North America. Mapping of Contact Allergy Management Program (CAMP) data was performed to allow analysis of how frequently searches were performed for various contact allergens. The number of searches performed for specific allergens provides a measure of the relative prevalence of contact allergy to these allergens. The top 35 allergens for the period from November 18, 2012 to November 18, 2013 are reported. Although these data are useful, specific recommendations for minor alterations to CAMP are discussed, which will allow future CAMP data to be stratified and more powerful. With minor modifications, CAMP can provide a quantum leap in the reporting of contact allergy epidemiologic data in North America.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/12312105','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/12312105"><span>Somalia follow-up.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Johnston, B</p> <p>1982-01-01</p> <p>This article is a sequel to 1 which described how plans were made to deliver primary health care in Somalian refugee camps, and provides information on the program which was developed for the training of health workers in the camps. A map is provided to show the location of the camps. The main problems to be dealt with were food, water, shelter, sanitation, drug supplies, staff, management, equipment, and facilities. Health problems included infectious diseases, malnutrition, parasites, and obstetrical and gynecological problems. A 2-week workshop was organized with health professionals, and the final program consisted of 5 modules, details of which are contained in the text. 5 teams went out, each having 5 members and an elected leader. The role of the community health worker was defined and the job description written. Detailed learning objectives were set for each module. The community health workers were selected from and by the camp population. The 1st module of training lasted 1 month and was followed by the other modules. At the end of the 1st training period, which involved 1,800 people, the teachers were called back for a 3-day evaluation period. The only change was a clarification of the immunization timetable. A country-wide evaluation was made at the end of 12 months, the result of which was a traditional birth attendant training program.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014DPS....4621213P','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014DPS....4621213P"><span>From the Green Screen to the Classroom: Training Graduate Students to Communicate Science and Mathematics Effectively through the INSPIRE Program</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Pierce, Donna M.; Radencic, Sarah P.; Walker, Ryan M.; Cartwright, John H.; Schmitz, Darrel W.; Bruce, Lori M.; McNeal, Karen S.</p> <p>2014-11-01</p> <p>Initiating New Science Partnerships in Rural Education (INSPIRE) is a five-year partnership between Mississippi State University and three school districts in Mississippi’s Golden Triangle region. This fellowship program is designed to strengthen the communication and scientific reasoning skills of STEM graduate students by having them design and implement inquiry-based lessons which channel various aspects of their research in our partner classrooms. Fellows are encouraged to explore a diversity of approaches in classroom lesson design and to use various technologies in their lessons, including GIS, SkyMaster weather stations, Celestia, proscopes, benchtop SEM, and others. Prior to entering the classrooms for a full school year, Fellows go through an intense graduate-level training course and work directly with their partner teachers, the program coordinator, and participating faculty, to fold their lessons into the curricula of the classrooms to which they’ve been assigned. Here, we will discuss the various written, oral, and visual exercises that have been most effective for training our Fellows, including group discussions of education literature, role playing and team-building exercises, preparation of written lesson plans for dissemination to other teachers nationwide, the Presentation Boot Camp program, and production of videos made by the Fellows highlighting careers in STEM fields. We will also discuss the changes observed in Fellows’ abilities to communicate science and mathematics over the course of their fellowship year. INSPIRE is funded by the NSF Graduate K-12 (GK-12) STEM Fellowship Program, award number DGE-0947419.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6WJ7-46SY0JR-K&_user=696292&_coverDate=10%2F31%2F2002&_rdoc=8&_fmt=summary&_orig=browse&_srch=doc-info(%23toc%236871%232002%23999339997%23341055%23FLP%23display%23Volume)&_cdi=6871&_sort=d&_docanchor=&_ct=8&_acct=C000038819&_version=1&_urlVersion=0&_userid=696292&md5=2b67608908b0b58af9d77f9cdb078377','USGSPUBS'); return false;" href="http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6WJ7-46SY0JR-K&_user=696292&_coverDate=10%2F31%2F2002&_rdoc=8&_fmt=summary&_orig=browse&_srch=doc-info(%23toc%236871%232002%23999339997%23341055%23FLP%23display%23Volume)&_cdi=6871&_sort=d&_docanchor=&_ct=8&_acct=C000038819&_version=1&_urlVersion=0&_userid=696292&md5=2b67608908b0b58af9d77f9cdb078377"><span>Management practices that concentrate visitor activities: Camping impact management at Isle Royale National Park, USA</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Marion, J.L.; Farrell, T.A.</p> <p>2002-01-01</p> <p>This study assessed campsite conditions and the effectiveness of campsite impact management strategies at Isle Royale National Park, USA. Protocols for assessing indicators of vegetation and soil conditions were developed and applied to 156 campsites and 88 shelters within 36 backcountry campgrounds. The average site was 68 m2 and 83% of sites lost vegetation over areas less than 47 m2. Results reveal that management actions to spatially concentrate camping activities and reduce camping disturbance have been highly successful. Comparisons of disturbed area/overnight stay among other protected areas reinforces this assertion. These reductions in area of camping disturbance are attributed to a designated site camping policy, limitation on site numbers, construction of sites in sloping terrain, use of facilities, and an ongoing program of campsite maintenance. Such actions are most appropriate in higher use backcountry and wilderness settings.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22337811','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22337811"><span>Measurement of cAMP in an undergraduate teaching laboratory, using ALPHAscreen technology.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Bartho, Joseph D; Ly, Kien; Hay, Debbie L</p> <p>2012-02-14</p> <p>Adenosine 3',5'-monophosphate (cAMP) is a cellular second messenger with central relevance to pharmacology, cell biology, and biochemistry teaching programs. cAMP is produced from adenosine triphosphate by adenylate cyclase, and its production is reduced or enhanced upon activation of many G protein-coupled receptors. Therefore, the measurement of cAMP serves as an indicator of receptor activity. Although there are many assays available for measuring cAMP, few are suitable for large class teaching, and even fewer seem to have been adapted for this purpose. Here, we describe the use of bead-based ALPHAscreen (Amplified Luminescent Proximity Homogenous Assay) technology for teaching a class of more than 300 students the practical aspects of detecting signal transduction. This technology is applicable to the measurement of many different signaling pathways. This resource is designed to provide a practical guide for instructors and a useful model for developing other classes using similar technologies.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2011AGUFMED31A0741N','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2011AGUFMED31A0741N"><span>Getting Geology Students Into the Field</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Nocerino, J.</p> <p>2011-12-01</p> <p>The importance of field schools to practicing geologists is unquestionable; yet, the opportunities to experience field geology are dwindling. The Geological Society of America (GSA), in cooperation with ExxonMobil, are currently offering three programs to support and encourage field geology. The GSA/ExxonMobil Bighorn Basin Field award is a field seminar in the Bighorn Basin of north-central Wyoming emphasizing multi-disciplinary integrated basin analysis. The GSA/ExxonMobil Field Camp Scholar Award provides undergraduate students 2,000 each to attend the field camp of their choice based on diversity, economic/financial need, and merit. Finally, the GSA/ExxonMobil Field Camp Excellence Award provides one geologic field camp leader an award of 10,000 to assist with their summer field camp season based on safety awareness, diversity, and technical excellence. This non-profit/industry collaboration has proven very successful and in 2011 over 300 geology students and professors have applied for these awards.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=science+AND+robotics&pg=5&id=EJ787717','ERIC'); return false;" href="https://eric.ed.gov/?q=science+AND+robotics&pg=5&id=EJ787717"><span>Robotics and Science Literacy: Thinking Skills, Science Process Skills and Systems Understanding</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sullivan, Florence R.</p> <p>2008-01-01</p> <p>This paper reports the results of a study of the relationship of robotics activity to the use of science literacy skills and the development of systems understanding in middle school students. Twenty-six 11-12-year-olds (22 males and 4 females) attending an intensive robotics course offered at a summer camp for academically advanced students…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4477928','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4477928"><span>Injury and Illness Epidemiology at a Summer Sport-Camp Program, 2008 Through 2011</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Oller, Daria M.; Buckley, W. E.; Sebastianelli, Wayne J.; Vairo, Giampietro L.</p> <p>2015-01-01</p> <p>Context: University-sponsored summer sport camps often employ athletic trainers; however, there is a dearth of epidemiologic studies describing the injury and illness experience of sport-camp participants to guide clinicians. Objective: To describe the injury and illness experience of youth participants at a university-sponsored summer sport-camp program during a 4-year period. Design: Descriptive epidemiology study. Setting: A National Collegiate Athletic Association Division I university that sponsored 76 to 81 camps for 28 sports each summer. Patients or Other Participants: A total of 44 499 camp participants enrolled during the 4 years. Male and female participants ranged in age from 10 to 17 years and in athletic skill from novice to elite. Main Outcome Measure(s): Data from handwritten injury and illness log books, maintained by sports health care personnel, were accessed retrospectively, entered into an electronic spreadsheet, and coded. Data were applied to the National Athletic Injury/Illness Reporting System. Participant−personnel contacts, defined as any instance when a participant sought health care services from personnel, were calculated per 100 participants. Injury and illness rates were calculated per 10 000 exposures, measured in participant-days. The distribution of injury and illness conditions and affected body regions were calculated. Results: There were 11 735 contacts, for an overall rate of 26 per 100 participants, and 4949 injuries and illnesses, for a rate of 1 per 10 000 participant-days. Participants at single-sex camps were less likely to sustain injuries and illnesses than participants at coeducational camps (rate ratio [RR] = 0.49; 95% confidence interval = 0.45, 0. 35; P < .001, and RR = 0.47; 95% confidence interval = 0.43, 0.51; P < .001, respectively). The lower extremity was injured most frequently (27.9%). Most injury and illness conditions were dermatologic (37.1%). Conclusions: The contact and injury and illness differences observed among sports and between sexes demonstrated potential differences in the sports health care needs of camp participants. These data can be used to make evidence-based clinical decisions, such as determining injury-prevention strategies and sports health care staffing needs. PMID:25611314</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25611314','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25611314"><span>Injury and illness epidemiology at a summer sport-camp program, 2008 through 2011.</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Oller, Daria M; Buckley, W E; Sebastianelli, Wayne J; Vairo, Giampietro L</p> <p>2015-03-01</p> <p>University-sponsored summer sport camps often employ athletic trainers; however, there is a dearth of epidemiologic studies describing the injury and illness experience of sport-camp participants to guide clinicians. To describe the injury and illness experience of youth participants at a university-sponsored summer sport-camp program during a 4-year period. Descriptive epidemiology study. A National Collegiate Athletic Association Division I university that sponsored 76 to 81 camps for 28 sports each summer. A total of 44, 499 camp participants enrolled during the 4 years. Male and female participants ranged in age from 10 to 17 years and in athletic skill from novice to elite. Data from handwritten injury and illness log books, maintained by sports health care personnel, were accessed retrospectively, entered into an electronic spreadsheet, and coded. Data were applied to the National Athletic Injury/Illness Reporting System. Participant-personnel contacts, defined as any instance when a participant sought health care services from personnel, were calculated per 100 participants. Injury and illness rates were calculated per 10 ,000 exposures, measured in participant-days. The distribution of injury and illness conditions and affected body regions were calculated. There were 11 ,735 contacts, for an overall rate of 26 per 100 participants, and 4949 injuries and illnesses, for a rate of 1 per 10, 000 participant-days. Participants at single-sex camps were less likely to sustain injuries and illnesses than participants at coeducational camps (rate ratio [RR] = 0.49; 95% confidence interval = 0.45, 0. 35; P < .001, and RR = 0.47; 95% confidence interval = 0.43, 0.51; P < .001, respectively). The lower extremity was injured most frequently (27.9%). Most injury and illness conditions were dermatologic (37.1%). The contact and injury and illness differences observed among sports and between sexes demonstrated potential differences in the sports health care needs of camp participants. These data can be used to make evidence-based clinical decisions, such as determining injury-prevention strategies and sports health care staffing needs.</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=MCAT&id=EJ1139635','ERIC'); return false;" href="https://eric.ed.gov/?q=MCAT&id=EJ1139635"><span>Impact of Anatomy Boot Camp on Students in a Medical Gross Anatomy Course</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Herling, Patrick J.; Mohseni, B. Tanya; Hill, Derek C.; Chelf, Stacy; Rickert, Jeffrey A.; Leo, Jonathan T.; Langley, Natalie R.</p> <p>2017-01-01</p> <p>Lincoln Memorial University-DeBusk College of Osteopathic Medicine (LMU-DCOM) offers an optional three-week summer Anatomy Boot Camp course (ABC) to facilitate students' transition into medical school and promote retention of anatomy subject matter. The pre-matriculation program is a supplemental instruction course that utilizes a small group…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=conduct+AND+prosocial&pg=2&id=EJ895349','ERIC'); return false;" href="https://eric.ed.gov/?q=conduct+AND+prosocial&pg=2&id=EJ895349"><span>Conduct Disorders: Are Boot Camps Effective?</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Jeter, LaVaughn V.</p> <p>2010-01-01</p> <p>Youth diagnosed with "conduct disorder" are often placed in programs using forced compliance and coercive control. One type of intervention used to treat conduct disorder is the boot camp. The basic idea is that disruptive behaviors can be corrected by strict behavioral regulation and an emphasis on skills training (Weis & Toolis 2009; Weis,…</p> </li> <li> <p><a target="_blank" rel="noopener noreferrer" onclick="trackOutboundLink('https://eric.ed.gov/?q=jasmine&pg=3&id=EJ1178687','ERIC'); return false;" href="https://eric.ed.gov/?q=jasmine&pg=3&id=EJ1178687"><span>Recreation-Based Camps for Military Children: Past, Present, and Future</span></a></p> <p><a target="_blank" rel="noopener noreferrer" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Griffiths, Haley K.; Townsend, Jasmine A.</p> <p>2018-01-01</p> <p>This article discusses current literature and recommendations for future recreation-based camps for military children aged 7 to 17. Since the beginning of the Global War on Terrorism, the amount of government and community-based programs offered for military families over the past 15 years has significantly increased. This article gives a brief…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li class="active"><span>25</span></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_25 --> <div class="footer-extlink text-muted" style="margin-bottom:1rem; text-align:center;">Some links on this page may take you to non-federal websites. 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