Students who display reading difficulties/disabilities at the end of third grade are less likely to succeed in content areas and graduate from high school than their reading-proficient peers. Literature suggests that students in rural school districts lag behind their suburban peers in terms of their reading levels and accessibility to resources. Furthermore, students from low socioeconomic status (SES) households and those who have disabilities exhibit greater learning loss during the summer break. This exploratory study examined the effects of two parent-implemented computer-based reading programs on the reading skills of 20 students at-risk for reading failure during a summer break. Parental and students’ perceptions regarding the effectiveness and desirability of the programs were elicited. Results suggested that both programs facilitated gains in phonemic awareness and phonics. Furthermore, students in the Funnix group exhibited large gains in vocabulary and oral reading fluency, and the students in the PLATO group exhibited large gains in comprehension. Most of the students indicated they liked the programs and the programs helped them read. Similarly, most of the parents agreed that the programs were useful, and they were comfortable using the programs. A description of the computer programs, results, implications, and limitations of the study are discussed.

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The purpose of this study was to examine the perceived outcomes of participation in a summer camp that included physical work and service as a major component. A qualitative data analysis approach was used. A convenience sample of 10 male adolescents and 10 parents were selected. The data was analyzed using open, axial, and selective coding. Data analysis was used to ascertain perceived outcomes from the program from both boys and their parents. Analysis of the data showed the emergence of a core theme of boys learning to work and enjoying work. Enjoying work was the term chosen to represent this core theme, and a theory of enjoying work was developed with seven salient attributes. These attributes were that the work was productive and taught skills, provided challenge, was intrinsically rewarding, made a difference for someone else, was done with others, was physical and done outdoors, and took place over an extended period of time.

Most students progress in learning when school is in session. However, during the summer months formal education often ends, and many of the gains students make during the academic year are lost over the summer break. The Alpine School District developed the Students and Teachers Achieving Reading Success (STARS) program, an extensive summer reading program for struggling readers. The purpose of this study was to evaluate the effectiveness of the STARS program on reading ability for students exiting the first grade, as measured by the Developmental Reading Assessment 2 (DRA2). Results from a mixed-method ANOVA indicated that STARS students performed better than a nonequivalent control group (p < .001). Results from the multilevel growth modeling analysis provide evidence that the STARS participants performed better than those who were eligible for the program but did not participate. STARS participants improved in their reading ability at a significantly higher rate than students who were not eligible for the program and did not participate. The results indicated that the reading achievement gap of STARS participants narrowed by the end of second grade. Moderation variables were not statistically significant in their impact of reading trajectories between STARS participants and nonparticipants.

This thesis project has been an investigation of the summer house phenomena, both from an historical point of view - the background and history of summer houses - looking at the emergence of the culture, their architectural programmatic experience, how they’ve change over time, as well as looking into specific reference projects, both for inspiration and clarity - some older houses, and others that are more modern. In addition to the research, and as the main part of the thesis project I have aimed to design a new small summer house of my own, to be placed on the small island in Mälaren where my family's current house is situated and where I have grown up, by using the knowledge I’ve gathered and the inspiration I have come across in order to create a project different from the one that is there today.

Human activity affects white-tailed deer (Odocoileus virginianus) movement and habitat selection during all times of the year, but knowledge is limited regarding how human risk affects white-tailed deer during the summer and winter. During spring and summer, variation in patch selection varied. Natural vegetation was selected for early in the year, with anthropogenic forages being important for deer use during the summer. During the winter, deer responded to different levels of risk. As hunter risk increased on the landscape, deer altered selection of the landscape. Deer avoided areas that were heavily used by hunters, using areas containing less hunter risk. Use of land cover classifications varied temporally, with cover selected for during the day and forage selected for at night. I have demonstrated that deer respond to human activity on the landscape, by selecting for anthropogenic foraging sources during the spring and summer and avoiding patches that contain risk.

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