Community-based public art education in emergencies is an emerging transdisciplinary field that exists at the crossroads of art education and education in emergencies. The Rohingya refugee camp is the largest refugee camp in the history of the world, on the border of Myanmar in Southern Bangladesh. As a response to the 2017 Rohingya refugee influx crisis, the international NGO Artolution started the first locally led collaborative public art education program in the refugee camps by selecting and educating individuals fleeing the Rohingya genocide. My research examines the learning that occurred throughout three years of teaching artist education programs with 14 Rohingya refugee and Bangladeshi women and men, through their journey to lead independent art education programs. This research employs a performance-based ethnographic data collection methodology, with qualitative interviews, focus groups, and narratives collected from the teaching artists and participating learners over three phases of data collection that took place from 2018-2019 in collaboration with UNHCR, UNICEF, IFRC, et al. The findings of the study suggest that the Rohingya Artolution teaching artist team is a living model for building a durable approach for emergency responses and humanizing a resilient future where history is defined by the voices that establish their own roles and identities in the world. The findings were presented through interweaving personal narratives and testimonials of the displaced and host teaching artists with supporting thinkers and commentary, in order to accurately link the stories of their learning and experiences by tracking the evolving teaching artist education process of cultivating creativity, curiosity, and expression in crisis-affected populations, and what that means for the future of their communities.

The following thesis is focused on Czechoslovakia and an establishment of the State of Israel. It outlines the historical context of the state of Israel and focuses on the development of the armed forces. It describes the situation in Czechoslovakia in the post-war years and mentions the specific situation of the Jewish minority. It describes the international political situation, focusing on the relations between these two countries and monitors the role of Czechoslovakia in the establishment of the state of Israel. It deals with Israeli training camps that support emerging state. By analyzing biographical narratives of witnesses describes the motivation for active involvement in activities which helped to promote the birth of the State of Israel. Keywords: Israeli training camps, establishment of the State of Israel, Israel and Czechoslovakia

The purpose set forth for this study was that of making a critical investigation of the program of Camp Sweeney, a summer camp for diabetic children located in Cooke County, Texas, near Gainesville, in order to determine whether this camp is providing an effective and beneficial program for such children.

no abstract provided by author / Master of Science in Education

Due to the protracted nature of forced displacement, a majority of refugees spend their entire academic cycles in exile (Milner & Loescher, 2011). While some successfully navigate their educational trajectories, others are unable to complete basic education. Despite the important role education plays in emergency, displacement, and resettlement, refugee education remains under-researched. There is a dearth of research that has investigated what factor(s) at individual, family, and school levels contribute to children and youth’s school persistence and dropout amidst displacement. This study aimed to fill this substantial gap in the literature by taking a balanced, comprehensive approach to investigate the experiences of children and youth in Kakuma Refugee Camp in Kenya. Using a sequential mixed-methods design, this study examined the different factors that influenced the schooling of children and youth in Kakuma Refugee Camp. This study found that family poverty, inability to afford school uniforms and supplies, school uniform policy, living without parents/guardians, and family responsibilities were some of the major reasons that contributed to school dropout. By contrast, different types of support—financial, emotional, or academic—received from family members, teachers, and peers mainly influenced students’ persistence, despite persistent barriers in schooling. This study finds that ensuring educational access and persistence was not the role of a single stakeholder in education—i.e., a family member (parent), a head teacher, a teacher, or a student. Instead, different actors in children and youth’s sociocultural environments could play a role in influencing their decisions to (dis)continue education. The findings from this study not only contribute to expanding the knowledge base of education in emergencies, but they also support educators and practitioners who are providing and improving education for displaced populations, as well as policymakers within the Ministry of Education working to strengthen education systems and to foster access to quality education. My research findings may also prove meaningful in understanding the school persistence of school-aged children and youth in other refugee-hosting countries around the world, including the United States, and other mobile and marginalized populations in non-conflict settings.

The United States offered an idal situation for prisoner of war camps during World War II. The remoteness of the states of Utah and Idaho offered also an ideal situation to intern prisoners. The United States established 141 base camps and 313 branch camps. Out of this number, Utah and Idaho represented a total number of nine base and twenty-one branch camps. Utah and Idaho had under their supervision approximately 11,660 or 3.6% of the prisoners in the base camps. The Utah and Idaho camps were under supervision of the United states War Department. Their basic source for the administration came from the written provisions within the International Red Cross Geneva Convention of 1929.

The Mississippi State University leaderSTATE STEM program provides a variety of experiences for Junior Reserve Officers Training Corps (JROTC) high school cadets across three states: Mississippi, Alabama and Louisiana, the majority from underrepresented demographic populations. LeaderSTATE STEM offers 5-day residential summer camps (N=6) for over 300 students annually. The camps utilize a variety of geosciences STEM activities to increase students' awareness of science and opportunities in geoscience careers. To evaluate the effectiveness of student attitudes towards science, the Test of Science Related Attitudes (TOSRA) instrument was used to ascertain changes in attitudes about science and society. Paired pre-post TOSRA survey results from 2014-2017 camp cycles (N= 1141 students) were analyzed for race, gender, and school correlations. Chi square analysis revealed only a scattered statistical improvement throughout the data (p = 0.05). More research is needed to determine whether the 5-day experience is too limited to result in high school students' attitudinal changes towards science, or whether the TOSRA instrument provides an appropriate assessment for the leaderSTATE STEM camps. A secondary assessment instrument was employed pre- and post-camp to ascertain the abilities of the students in their interpretation of graphically displayed data. That instrument assessed changes in the students' abilities in understanding basic data terminology and interpretation of data shown on graphs. Assessment was performed with a pre-camp - post-camp survey and analysis of change determined with a paired t-test with Cohen's d to determine effect size. A significant p value below 0.05 was determined for only one of six camps in 2016, and for three of six camps in 2017. In both years, Cohen's d effect size was small for two of six camps annually, and medium for all other camps. A follow-on weather data project was developed for, and implemented with, the students in the JROTC programs in the seven schools in the Jackson, Mississippi school district. That month-long project was an extension of topics introduced in the leaderSTATE summer camp program. Two schools performed well in both years of the project, two schools performed in the mid-range, and three schools underperformed in both years of the project.

Learning Analytic Dashboards have proven to help students reach their academic goals by tracking their study data to offer feedback. However, current dashboard research focuses on traditional education, such as schools and universities, rather than emerging educational sectors like coding boot camps that have different curricula and structures. Based on literature research and user experience methods, an interactive prototype was designed to help boot camp students track "hard skills" and "soft skills." Design experts and boot camp students evaluated this prototype to provide feedback about its usability and effectiveness. The study found that the students appreciated the focus on learning goals instead of tracking metrics like home completion rate or exam grades. At the same time, the polished user interface kept the students engaged. The contribution to the Learning Analytics field is the demographic data of boot camp students in Stockholm through user personas, recommendations to avoid common dashboard limitations, and suggesting ideas for further evaluation / (Note: This is a Google Translation, i will write the final one, after the abstract in english is approved) Coding boot camps är snabba program som hjälper människor att få jobb inom IT genom att lära dem hur man kodar. Ändå är det inte alla studenter som får jobb efter examen på grund av de olika kunskapsnivåerna. Learning Analytic Dashboards har visat sig hjälpa elever att nå sina akademiska mål genom att spåra deras studiedata för att ge feedback. Men aktuell instrumentpanelforskning fokuserar på traditionell utbildning, såsom skolor och universitet, som har olika läroplaner och strukturer. Därför undersöker denna avhandling frågan om "Hur man designar en instrumentpanel för det speciella fallet med boot camp-studenter?" Baserat på litteraturforskning och metoder för användarupplevelser designades en interaktiv prototyp för att hjälpa eleverna att spåra "hårda färdigheter" och "mjuka färdigheter". Designexperter och boot camp-studenter utvärderade denna prototyp för att ge feedback om dess användbarhet och effektivitet. Den här studien drar slutsatsen att instrumentpaneler för startläger bör prioritera mätvärden för lärandemål i stället för att spåra mätvärden som slutförandegrad av hem eller provbetyg, integrera studentfeedback i de tidigare stadierna av designen och leverera ett polerat användargränssnitt för att hålla eleverna engagerade. Avhandlingen uppmuntrar framtida forskning genom att tillhandahålla information om studentdemografi i Stockholm, Sverige, genom användarpersonas, designrekommendationer och föreslå idéer för vidare utvärdering.

Events such as conflicts, natural disasters, online deplatformings, and economic collapses can force people away from their long-standing social networks and require them to rebuild their social lives in new locations or settings. How do social networks shape the effects of these disruptions on communities? How does social behavior respond to violence? In this dissertation, I investigate the dynamic relationship between violence and social networks. In two essays, I analyze the effect of violence on social behavior in two contexts, using data from conflict-affected communities in Myanmar and Ukraine. In the third essay, I formally study the relationship between civilians’ social network characteristics and the optimal violence strategies for states. The first essay investigates the effects of exposure to violence on social network composition and formation among internally displaced people (IDPs) in Kachin State, Myanmar. Using original survey data from 5 camps, I find that those exposed to violence on the extensive margin have fewer initial, new, and close ties and those exposed on the intensive margin have fewer new ties within the camps. However, those exposed to violence do not form ties with other exposed IDPs at a higher rate than with non-exposed IDPs. The second essay asks, how does exposure to violence affect the ability of forcibly internally displaced people (IDPs) to integrate into new communities? I introduce and test a demand-side theory of integration using the case of internally displaced people in Ukraine. Using original survey data, I show that those directly exposed to violence are less successful in integrating into their new communities. Moreover, I show that the results are consistent with a psychological mechanism: those directly exposed to violence are more likely to exhibit symptoms associated with post-traumatic stress disorder. The third essay asks, how does the structure of civilians’ social networks shape the optimal form of violence to be used against them? Theories explaining why states choose to use targeted or indiscriminate violence against civilians hinge on the state's capacity to gain information about whom to target and its ability to do enough damage to prevent defection to the rebel's side. In contrast to these theories, I show that the choice of strategy depends on the characteristics of the community experiencing the violence, not the state employing it. This essay argues that even when states can target certain civilians, they may choose to employ indiscriminate violence due to characteristics of civilians' social network structure. The state's optimal strategy of violence is driven by two factors: the degree distribution of civilians' social networks and the correlation between citizens' motivation to leave a network and citizens' value to other nodes in the network. When the degree distribution is uniform, and motivation and value are positively correlated, indiscriminate violence is more often preferred.

No description available.