The mention of the term “summer camp” often brings to mind cabins nestled in the woods, cool lakes, warm campfires and children having fun as they swim, paddle and play. At traditional residential camps children are imagined to revel in their freedom, overcome challenges, make long lasting friendships and develop into skilled and competent young people. How much of this imagery, however, is based upon a societal discourse constructed by adult values? How often do the actual experiences match these ideals? This study explores the issue of adult driven discourses surrounding the experience of camp by comparing the perspective of camp directors with the description of one of the author’s own childhood experiences. Using narrative techniques, the author composed two distinct descriptions of the camp experience including programmatic, social and emotional elements. The comparison of these two narratives revealed the possibility for distinct differences between the adult perception of the experience and how it may actually be experienced by a child. The areas of difference centred around both social and programming elements of camp participation which, when considered together, suggest the need for children to adjust to a distinctly different social setting in order to achieve the positive experiences reflected in our cultural conceptualization of summer camp.

Because of what I perceive to be important contributions to female youth empowerment and the construction of culture and community, I chose to conduct a qualitative case study that explores the methods utilized in the performance of Rock ‘n’ Roll Camp for Girls, as well as the experiences of camp administrators, participants, and volunteers, in order to identify feminist constructs, aims, and outcomes of Rock ‘n’ Roll Camp for Girls. My interests lie in the feminist and activist approaches in the construction and production of Rock ‘n’ Roll Camp for Girls, as well as in the quest for equity, community building, and the production of culture that arises through participation. This thesis discusses the themes of feminism, feminist activism, networking, community building, cultural production, and the waging of equity as they are found in the production and performance of Rock ‘n’ Roll Camp for Girls.

The mention of the term “summer camp” often brings to mind cabins nestled in the woods, cool lakes, warm campfires and children having fun as they swim, paddle and play. At traditional residential camps children are imagined to revel in their freedom, overcome challenges, make long lasting friendships and develop into skilled and competent young people. How much of this imagery, however, is based upon a societal discourse constructed by adult values? How often do the actual experiences match these ideals? This study explores the issue of adult driven discourses surrounding the experience of camp by comparing the perspective of camp directors with the description of one of the author’s own childhood experiences. Using narrative techniques, the author composed two distinct descriptions of the camp experience including programmatic, social and emotional elements. The comparison of these two narratives revealed the possibility for distinct differences between the adult perception of the experience and how it may actually be experienced by a child. The areas of difference centred around both social and programming elements of camp participation which, when considered together, suggest the need for children to adjust to a distinctly different social setting in order to achieve the positive experiences reflected in our cultural conceptualization of summer camp.

ABSTRACT INSTITUTION: Institutionen för pedagogik, avdelningen för bild musik och kulturpedagogik, Växjö Universitet. ADRESS: Växjö universitet, 351 95 Växjö TELEFON: 0470-70 80 00 HANDLEDARE: Hans T Sternudd TITEL: PIN IT UP! – en studie av Pin-Up-bildens visuella utveckling under 1900-talet ENGELSK TITEL: PIN IT UP! – a study of the visual development in the Pin-Up-genre during the 20th century FÖRFATTARE: Malin Welander ADRESS: Stallvägen 48:305, 35256 Växjö TYP AV UPPSATS: C-uppsats, 60 poäng VENTILERINGSTERMIN: Ht 2006 I uppsatsen undersöks Pin-up-bildens visuella och statusmässiga utveckling under 1900-talet. Teorier som används behandlar modernism och postmodernism, institutionell konstteori samt begreppen kitsch och camp. I uppsatsen undersöks hur Pin-Up-bilden utvecklas visuellt under perioden 1920-1970. Detta visualiseras med hjälp av semiotiska bildanalyser. Man undersöker även Pin-Up-genrens status och följer den utveckling och omvärdering av bilderna som sker i och med postmodernismens uppvärdering av populärkulturella och kommersiella uttryck. I den avslutande analysen ges en möjlig förklaring till varför dessa Pin-Up-bilder har kvar sin popularitet ännu i dag, genom att man knyter dessa till Susan Sontags teorier om camp. Keywords: Pinuppor, Pin-Up, postmodernism, modernism, popkonst, camp, kitsch, illustration

A quantitative research study was conducted with teenagers attending Bandina Christian Youth Camp for one week in the summer of 2008. Students were divided into two groups; a control group and an intervention group. All participants were given a Self- Reflective Survey immediately prior to and following the week of summer camp. In addition to the pre- and post- Self-Reflective Surveys, the intervention group was required to complete Gallup's StrengthsQuest assessment (to determine his/her five greatest strengths) and e-mail those findings to this researcher before the first camp session. Once at camp, the intervention group participated in a five day Faith Based Strengths Training class one hour a day. The intervention group recognized and identified all 34 strengths, learned the uniqueness of his/her top five strengths, identified and related to famous individuals and their strengths and explored optimal career fields that best correlated to the participants' top five strengths. Strengths Training proved to be an effective tool in changing the intervention group's self confidence, sense of direction and his or her personal desire to learn more about Strengths collectively with a .03 p at an alpha level of .05. Youth based national organizations such as Boys & Girls Club, Boys Scouts, Girl Scouts, 4-H, Fellowship of Christian Athletes (FCA) and others could greatly enhance their programs by incorporating Strengths Training into their curriculum, as Strengths Training builds on the development of core values, positive self image and character development that all of these national organizations strive to provide the youth of today. The summer camp experience offers a distinct opportunity for learning and exploration. This unique educational atmosphere sets up a positive cognitive environment where youth are typically more receptive to learning new concepts and ideas. The intervention group outcomes for this quantitative research study resulted in a positive outcome with only five hours of training. This infers a positive impact to not only the Y generation, but future generations to come and raises the need for more research in how these youth based national organizations can not only implement Strengths Training into their existing programs but network Strengths Training.

Diss.--Bonn, 2002. / Bibliogr. p. 317-342.

Diss.--Philosophie--Köln, 2002. / Bibliogr. p. 219-229.

Diss.--Universität Köln, 1995. / Bibliogr. p. 326-341.

Thesis (M.A.)--Brigham Young University. Dept. of German and Slavic Languages, 2004. / Includes bibliographical references (p. 158-163).

Transposable elements (TEs) have had immense impact on the structure, function and evolution of eukaryotic genomes. The work in this thesis identified Kat1, a novel domesticated DNA transposase of the hAT family in the yeast Kluyveromyces lactis. Kat1 triggers a genome rearrangement that results in a switch of mating type from MATa to MATα. Furthermore, Kat1 acts on sequences that presumably are ancient remnants of a long-lost transposable element. Therefore, Kat1 provides a remarkable example of the intricate relationship between transposable elements and their hosts. We showed that Kat1 generates two DNA double strand breaks (DSBs) in MATa and that the DDE motif and several other conserved amino acid residues are important for Kat1 cleavage activity. DNA hairpins were formed on one end of the DSBs whereas the DNA between the DSBs was joined into a circle. Kat1 was transcriptionally activated by nutrient limitation through the transcription factor Mts1 and negatively regulated by translational frameshifting. In conclusion, Kat1 is a highly regulated domesticated transposase that induces sexual differentiation.  In another study, we developed an assay to measure switching rates in K. lactis and found that the switching rate was ~6x10-4 events/generation. In a genetic screen for mutations that increased mating-type switching, we found mutations in the RAS1 gene. The small GTPase Ras1 regulates cellular cyclic AMP levels and we demonstrated that Mts1 transcription is regulated by the RAS/cAMP pathway and the transcription factor Msn2. Since Ras activity is regulated by nutrient availability, these data likely explains why nutrient limitation induces mating-type switching.