Thesis (M.A.)--Boston University, 1933. This item was digitized by the Internet Archive.

Every summer Camp Hopewell in Oxford, Mississippi hosts its annual summer camps. Over the course of a week, kids between the ages of seven and fifteen run, play, hike, and canoe. It's the pretty standard summer camp fair, but there is something that makes a week at Camp Hopewell different. Every child that comes to camp has been diagnosed with Type I Diabetes. Some have had it for years and consider camp their second home while some have just been diagnosed and still live in fear of their condition. For this one week, however, they all have something in common, and while they eat, sleep, and play, they learn to take care of their own Diabetes. Diabetes Camp is a 25 minute documentary film that is meant to show audiences the remarkable occurrences at Camp Hopewell through the eyes and voices of the campers and the staff that work there.

The project is a summer camp where children can learn about nature. The thesis involves the placement of buildings in a natural setting. The challenge is to design and locate the buildings so that they may help explain the site and enable children to understand it. The thesis is more than finding a place. It is an effort to understand a place at a variety of levels, to discover a place which was known and to see it in a new light. The thesis is above all else an exploration of the ideas of site, position, and the boundary of buildings. / Master of Architecture

Up to 40% of all edible food is wasted in the United States (U.S.) and a large proportion represents consumer waste. Research on food waste is in its infancy, particularly as it relates to youth. Summer camps offer a unique setting for food-based education, with the opportunity to reach large numbers of youth. This MS thesis describes a study that used a mixed-methods research approach to explore three objectives: 1) assess food waste in a residential 4-H youth summer camp setting; 2) determine if an educational program delivered to youth ages 9-13 years, would reduce food waste; and 3) understand stakeholders' views about the benefits and barriers to food waste reduction programs in the camp setting. The research team and camp staff developed and adapted food waste activities based on the Experiential Learning Model. Participants attended one of four weekly sessions to raise their awareness about food waste. Consumer and production food waste from three meals (breakfast, lunch, and dinner) was collected over a 24-hour cycle and weighed before and after each weekly program to determine total amount of food wasted (pounds) during each week, average waste/child (pounds), and waste/meal (percentage). Waste was collected using the direct weighing method. Paired t-tests were used to assess differences. Stakeholder interviews (n=6) were conducted with Extension Agents, camp program directors, and camp staffers involved with the program. Inductive thematic analysis was used to determine themes and subthemes. This cross-sectional study included 864 residential campers. Over the course of the four weeks, the cafeteria produced a total amount of 3,182 lbs of food of which, 996.6 lb (30.4%) was wasted. Total consumer waste for all four weeks before and after the intervention was 76.5 lbs and 57.3 lbs, respectively. Although a decrease in consumer food waste was observed, results were not statistically significant (p>0.05). Total production waste decreased from 441.5 lbs before to 390.6 lb after the intervention. Production waste, in relation to the number of servings prepared, also decreased throughout the course of the four weeks. The main themes from the stakeholder interviews emphasized the need for a food waste curriculum and adequate resources to build and sustain the capacity of the education program.The limitations of this study included different menu items served throughout the four weeks, lack of randomization, and limited sample size of camps (n=4). This was the first food waste study conducted at a youth summer camp, which showed that food waste reduction and behavior change among campers are possible within a short time period. Further research is warranted to minimize food waste in broader contexts and in other camp settings. / Master of Science / Up to 40% of all edible food is wasted in the U.S., mostly from consumer waste. Research on food waste is in its infancy, particularly as it relates to youth. Summer camps offer a unique setting for food-based education, with the opportunity to reach large numbers of youth. This study aimed to explore food waste reduction at a residential youth summer camp through an awareness program. Additionally, stakeholder interviews were conducted to gain insight on the feasibility of implementing this program into other education settings. The research team and camp staff developed and adapted food waste activities based on the Experiential Learning Model. Campers attended one of four weekly sessions that were offered. Waste from three meals (breakfast, lunch, and dinner) was collected over a 24-hour cycle, before and after the program. Waste was collected using the direct weighing method. Interviews were conducted with employees and volunteers who were involved with the summer camp. This study included 864 residential campers, ages 9 to 13. Over the course of the four weeks, the cafeteria produced a total amount of 3,182 pounds (lbs) of food and of that, 996.6 lb (30.4%) was wasted; however, waste decreased after the awareness program. Stakeholders mentioned that the need for a food waste curriculum and resources to build and sustain the capacity of the education program were necessary for this program to continue. As the first food waste study conducted at a summer camp, this study indicated that decreases in food waste and behavior change among campers are possible within a short period of time. Further research is warranted to minimize food waste in broader contexts and in other camp settings.

The study was undertaken to discover if the summer camp experience enhanced personality traits of participants in the camp program. The study was implemented at Greene Family Camp in Bruceville, Texas, during the summer of 1985. Utilized were analyses of variance and two types of factor analyses: principal-components analysis with varimax rotation and principal axis factoring with oblique rotation of factor matrices elicited. Five personality areas were analyzed--sociability, independence, achievement, environmental awareness, and spirituality. Spirituality emerged so strongly that it was removed from further analyses. Remaining personality areas emerged, but groupings of variables, especially those relating to achievement and independence, suggest an inherent commonality among the complex facets of personality. Based on these findings, the researcher recommends further investigation and careful replication.

The segregation of disabled people is often perceived of as a form of oppression that acts as a means of exclusion from mainstream society. Disability rights activists and theorists have worked to end segregation as a form of oppression using the social model of disability and drawing on feminist theory. Feminist use of disengagement as a tool for empowerment is one component of feminist theory that has been left unexplored as it relates to disability. This work explores the role of segregation within the disability rights movement and within the development of the activist identity for disabled people. Based on the individual and collective experiences of six participants, all of whom are activists who attended segregated summer camps, I use a thematic analysis to reframe segregation as Empowering Exclusivity. This reframing has the potential to shift the strategic goals of the disability rights movement away from binary understandings of integration and segregation and towards a critical analysis of full inclusion and empowerment. / Graduate / 0700 / 0453 / julia.munk@gmail.com

No description available.

This thesis evaluates expenditures made by Camp Henry patrons during the 2005 summer camp season while traveling to and from the residential camp located in Newaygo County, Michigan. A purposive random cluster sample was collected via self-administered questionnaire on the arrival days of weeks 3, 7, and 8 of the 8 week summer camp season. The data revealed expenditures in each of the categories on the instrument; lodging expenses, food and beverages, private auto expenses, retail shopping, recreation activities, and “other”. Expenditures for the 55 participants and the individuals traveling with them totaled $4,558. The category with the greatest reported expenditures was food and beverage, totaling $1,645 and the category with the least reported expenditures was lodging, totaling $170. First summer camper group expenditures and returning camper group expenditures were evaluated to determine if a relationship exists between inexperienced and experienced campers, a one-factor ANOVA was run with the logarithm of total expenditures and, with a P value of 0.077, no statistically significant relationship is found. A one-factor ANOVA was utilized to evaluate the relationship between participants residing within 35 miles of the residential camp facility and those living further away. With a P value of 0.101, it is determined that hometown does not have an effect on patron expenditures. A regression analysis of the logarithm of total expenditures and income ranges was performed to determine if an individual’s annual income has an effect on expenditures; with a P value of 0.626 no relationship was found. Lastly, a regression analysis of the logarithm of total expenditures and participant age was run to determine if a relationship between a participant’s age and the amount spent exists. With a P value of 0.574, no statistically significant relationship exists. Limitations of the study include a small sample size, the inability of participants to accurately predict return trip expenditures, and the close proximity of participant residences to the camp facility. Although no statistically significant relationships were found, the expenditure information can be used to develop partnerships between local businesses and the residential summer camp. The possibility of exploring the camp going population and their monetary value to host communities is a worthwhile subject for further scrutiny. The information presented here can be used as a starting point for future studies on expenditures of residential camp patrons.

The effectiveness of an eight-week nutrition and physical activity intervention at a summer camp to prevent obesity, and promote healthy eating habits and physical activity among children in Kuwait was studied. Two summer camps were recruited for intervention and comparison groups. Convenient sampling was used (N= 79). Pre-test/post-test assessment were used for the participants in the intervention and comparison groups. Modified Healthy Habits Survey (HHS) was used to measure children’s knowledge, behavior and attitude about nutrition, screen time and physical activities, BMI-for age percentile were collected. Statistical analysis included independent t-test, paired t-test, chi-squared test, McNemar's test, and multiple regression. Results indicated that there was a significant increase in nutrition knowledge score (Pp= 0.013, p = 0.007, p = 0.002, and p = 0.012, respectively). There was no significant decrease in the number of servings of unhealthy foods for french-fries and chips, fruit flavored drinks or soft drinks. The only significant decrease in the unhealthy food intake was seen in the number of servings of sweets and candies. Thirty-three-point-three percent of participants in the intervention group decreased their consumption of sweets and candies to 1 time or less per day (P=0.001). There was a significant increase in the intervention group in both physical activity and screen time knowledge (Pp

Social competence and positive self-concept are essential to future adaptive outcomes and overall well-being; but children and adolescents with learning disabilities (LD) frequently struggle in these domains. This dissertation examined changes in the social competence and self-concept of campers with learning disabilities (LD), within a specialized summer camp, with particular focus on friendship development. The dissertation is presented in two manuscripts, which will be submitted for publication. The objective of the first manuscript was to examine changes in campers’ social skills, social acceptance, self-worth, and self-esteem, within the context of summer camp, as reported by parents and campers. Parental reports indicated small gains in social skills, social acceptance, and self-worth from the beginning to the end of camp; with gains in social acceptance and self-worth maintained four to five months later. Campers did not report changes in any domains. Parents and campers reported declines in camper self-esteem at follow-up. In general, campers with LD+ADHD exhibited smaller gains in social competence and self-concept, than those with LD. Results are discussed in relation to theoretical frameworks and existing camp and LD research. The objective of the second manuscript was to investigate campers’ friendship development, within the summer camp context. Many campers reported having high-quality, reciprocal friendships at the beginning of camp. Campers reported more reciprocal friendships after camp, but these were not maintained at follow-up. Campers also reported having a best camp friend by the end of camp, and this relationship was maintained at follow-up. In terms of friendship quality, campers reported increased closeness by the end of camp and conflict ratings were low, overall. This study examined factors predicting changes in social competence. High-quality, reciprocal friendships predicted changes in campers’ social acceptance, according to parents. Similarly, reciprocal friendships predicted changes in camper reported social acceptance. These results highlight the inter-connections between friendship and aspects of social competence. Camp attendance was found to be a relevant factor in friendship development and quality. The concluding chapter discusses social competence, friendship, and self-concept outcomes for campers with LD within the context of a specialized summer camp. The implications of the findings for present theory and clinical practice are discussed, including specific recommendations for this camp’s structure and program evaluation procedures.