Rural adolescents suffer from poor nutrition, increasing their risk for obesity and other chronic diseases. The Summer Food Service Program (SFSP), an off-shoot of the National School Lunch Program, provides meals to qualifying children, including low-income, rural adolescents, under the age of 18. The purpose of this study was to: 1) examine the impact of the SFSP on the nutrition–related knowledge, self-reported fruit and vegetable (SRFV) consumption, and the constructs of the Theory of Planned Behavior (attitudes, subjective norms, perceived behavioral control, and behavioral intentions) of rural, low-income adolescents; and 2) examine the relationship between nutrition behaviors (quality food selection and consumption) and participation in the SFSP using digital photography. The participants (N = 78) were recruited from those enrolled in the Upward Bound (UB) Summer Program at a mid-sized university that utilized the SFSP. The UB, a federally funded program, provided the opportunity to reach high school students from low-income, rural areas to study the aforementioned effects of the SFSP. The quasi-experimental pre- post-intervention design used a survey (n = 57) to determine predictors of positive nutrition behaviors and digital photography (n = 43) to determine actual food selection and consumption of those enrolled in the SFSP. A nutrition quality scale (0-6, with 6 indicating higher quality) was developed in order to categorize food items within food groups according to their nutritional value, and aided in determining quality of foods selected and consumed. Paired samples t-test showed a significant increase in knowledge (t(56) = -8.09, p = .000) and SRFV consumption (t(56) = -3.20, p = .002) from pre- to post-intervention. Regression analysis demonstrated that all constructs of the Theory of Planned Behavior (TPB) were significant (F(4, 52) = 14.56, p < .001 with an R2of .53) for predicting behavior intentions, with perceived behavioral control (PBC) being the most salient predictor of intentions to increase fruit and vegetable consumption. A one-way repeated measures MANOVA was not significant for the comparison of pre- and post- survey scores for knowledge, SRFV consumption, and the constructs of the TPB, F (4, 53) = .604, p = .660. Digital photography showed a significant increase in consumption from week 1 (baseline) to week 5 (program completion) for fruit (t(42) = -2.04, p = .048) and milk (t(42) = -3.13, p = .003) at lunch, for milk (t(42) = -3.01, p = .003) at supper, and for milk overall (all three meals combined), t(42) = -3.08, p = .004. Vegetable consumption decreased significantly from week 1 to week 5 t(42) = 2.47, p = .018 at supper and overall (all three meals combined) t(42) = 2.65, p = .011. Two proportion z tests showed a statistically significant decrease in the selection of food items at quality level 2 from week 1 (.34) to week 5, z = 3.11, p = .002, and statistically significant increases in the selection of quality level 3 (.20), z = -2.15, p = .031, and quality level 5 (.17), z = -3.33, p < .000, item. Two proportion z tests showed a statistically significant decrease in the consumption of food items at quality level 5 from week 1 (.62) to week 5, z = 2.94, p = .003. However, the analysis showed no consistent increase in the quality of foods selected or consumed from week 1 to week 5. Opportunities for shaping adolescent nutrient intake and eating behaviors during and outside of enrollment in the SFSP exist. Reinforcing positive attitudes, subjective norms and perceived behavioral control while participants are enrolled in the SFSP may help to increase nutrition behavioral intentions and therefore, nutrition behaviors. Opportunities also exist for offering healthier food options for those participating in the SFSP. SFSP participants are a captive, impressionable group, and providing a supportive social and physical environment, and high nutritional quality choices in the SFSP more often may provide the potential for behavior change that may lead to an increase in healthy nutritious habits for adolescents from rural areas.

The student population of the Southern California community college used for this study was just over 10,000 students in 2011. While retention rates for all community college students are a matter of concern, retention rates for Basic Skills students are particularly alarming. The college used for this study reports that 97% of their students assessed into developmental education courses. Currently, California community colleges are working towards implementing several types of intervention strategies with the objective of positively influencing Basic Skill student persistence. Summer bridge programs are one of these strategies. Students completing summer bridge programs are showing signs of immediate academic improvement. However, there is a gap in knowledge regarding the continuing retention rates for students participating in the programs and the motivational factors that influenced the students to participate in, and complete, the programs to begin with. This study focused on student retention and motivational factors through the lens of Self-Determination Theory. While external motivation factors are sometimes viewed as a means to an end and not necessarily conducive to long-range success, Self-Determination Theory supports the concept that extrinsic motivation factors can merge into intrinsic motivation and can therefore be productive. Researchers have suggested summer bridge programs should be evaluated over a longer period of time and should incorporate additional measures rather than relying solely on pre-test/post-test data. With this in mind, this study examined one summer bridge program over a four-year period and focused on student survey data and interview data, which asked students to self-report their motivational influences for attending one of four summer bridge programs. Using the lens of Self-Determination Theory, the researcher analyzed the data looking for intrinsic and extrinsic motivational factors. One of the significant outcomes of the study is that the researcher was able to identify motivational factors relating specifically to one summer bridge program. Some eternal factors reported included retaking the assessment test, receiving school supplies, and meeting the requirements of specific scholarships. Intrinsic motivational factors focused on building relationships and improved academic competence. Finally, continued research regarding intrinsic and extrinsic motivational factors can also expand to the larger community college student body since motivation in higher education is a multilayered concept.

High schools have undertaken numerous approaches to reduce the number of first-time 9th grade students who do not move to 10th grade with their cohort. The purpose of this study was to determine if a summer program successfully transitioned 9th grade students from middle school to high school environments. Guided by the stage-environment fit conceptual framework, this study explored the effectiveness of a summer transition program at acclimating first time 9th grade students to physical, social, and academic environments. A mixed-method design was used in the study. A t test was used with a sample of approximately 400 archival 9th grader student responses to the Delaware School Climate Survey-Student. Statistical differences in familiarity with physical environments and perceptions of school climate were found between attendees and nonattendees, with attendees reporting better acclimation. A chi-square revealed greater course success for first-time 9th graders in the first marking period and lower 9th grader retention rate for attendees. Acclimation of 9th grade students as perceived by a sample of 10 teachers was explored through individual interviews and analyzed using the constant comparative method. Narratives from teacher interviews suggested acclimation to physical and social environments was greater for attendees. Study results led to development of a 1-day transition program aimed at utilizing effective transition program strategies with the entire upcoming 9th grade cohort. Long-term data collection and disaggregation is recommended to determine lasting effects of the program. Effective 9th grade transition programs may result in social change through increased promotion rates and higher graduation rates.

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

Nitrogen (N) and energy budgets for free-roaming ewes were quantified on mountain summer range in southwestern Utah in 1986 and 1987. Diet quality (%N), in vitro organic matter digestibility (IVOMD), and energy were estimated with the use of five esophageally fistulated ewes. Excretion rates of N and energy to feces and urine were measured by total collection from five nonfistualted ewes. Total intake N(gN/(MBW*d-1) tracked intraseasonal changes of dietary N percent but was apparently buffered by fluctuations in dry matter intake. In each year, total urine N was closely related to dietary N concentration, r2=0.97 (1986) and r2=0.89 (1987). Total N excreted via feces varied as a function of dry matter output rather than fecal N concentration. Consumption of gross energy (GE) paralleled dry matter intake in both years of the study, r2=.99. Fecal energy excretion (kcal/(MBW*d-1) was associated with dry matter output while urine energy varied with little amplitude across both grazing seasons. In both years, absolute values for metabolizable energy (ME) and nitrogen balance indicated that the sheep were in a positive nutritional state throughout the grazing season. ME levels calculated by difference were consistently higher than when determined by DE X 0.82, since the gaseous products of fermentation were not accounted for in difference determinations. Ratios of estimated intake versus maintenance levels of nitrogen and energy were calculated for each grazing season under study. The data suggest that in 1986, N was relatively more limiting in early summer, while energy was relatively more limiting at the end of the season. Digestible organic matter intake appeared to be below maintenance requirements in September, 1986. In 1987, relative amounts of both nutrients paralleled each other throughout the grazing season and were above maintenance, with the exception of the September trial when both nitrogen and energy were below calculated maintenance levels.

The effects of micrococci on sensory characteristics of different batches of summer sausages were determined. Sixty four salt-tolerant indigenous isolates were selected from beef or mutton treated with 1.5 or 3.0% sodium chloride and 120 ppm sodium nitrite, and held at 5 or 10 C for 5 days. These isolates (61/64) were identified as staphylococci and micrococci. Summer sausages were made from several lamb, ewe, and ram carcasses which were hand deboned and blended after grinding to contain 22% fat. Six summer sausage treatments were prepared using two different sources of commercial starter cultures including Micrococcus species or Micrococcus varians and Lactobacillus plantarum, an indigenous Micrococcus isolate, a microbial lipase, or encapsulated lactic acid. Three sensory panel sessions rated these products for consumer acceptability. Sensory panel results indicated that starter culture treatments did not improve sensory characteristics of the summer sausage over the treatment containing encapsulated lactic acid. Lipase addition caused a general reduction in sensory panel ratings for flavor, texture, appearance, and overall acceptability of the summer sausage (p = 0.05).

<p>This study is a qualitative investigation where surveys where performed on five Swedes from Lebanon. The purpose with the survey was to learn how these persons were affected by the war against Lebanon in the summer 2006, how they reacted to it and what measures they took to overcome their crisis. The result shows that the state of crisis of the interviewed persons was caused by several factors, such as the war being both unexpected and intensive. Other causes was the worry that their children would be hurt by the effects of the war as well as the material and human losses that the war brought.</p><p>The interviewed persons responded with both negative and positive reactions, which may have affect their recovery process. Some of them where offered physiological support in Sweden by their municipalities. All of them did not accept the offer, but they took other measures to work on their crisis, such as busying themselves with other things to avoid being imprisoned in the trauma. Extreme political calamities in Lebanon which arose after the war was a factor that complicated the respondents’ recovery processes. Most of them however expressed that they where in a better psychological state compared to the period right after the war.</p>

This study is a qualitative investigation where surveys where performed on five Swedes from Lebanon. The purpose with the survey was to learn how these persons were affected by the war against Lebanon in the summer 2006, how they reacted to it and what measures they took to overcome their crisis. The result shows that the state of crisis of the interviewed persons was caused by several factors, such as the war being both unexpected and intensive. Other causes was the worry that their children would be hurt by the effects of the war as well as the material and human losses that the war brought. The interviewed persons responded with both negative and positive reactions, which may have affect their recovery process. Some of them where offered physiological support in Sweden by their municipalities. All of them did not accept the offer, but they took other measures to work on their crisis, such as busying themselves with other things to avoid being imprisoned in the trauma. Extreme political calamities in Lebanon which arose after the war was a factor that complicated the respondents’ recovery processes. Most of them however expressed that they where in a better psychological state compared to the period right after the war.

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.

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.