scholarly journals Experiences Moving from Residential Camps to Non-Residential Day Camps

2016 ◽  
Author(s):  
Jackie Foos ◽  
Randa Shehab ◽  
John Antonio
Keyword(s):  
Residential Camps

scholarly journals Pre-Hispanic settlements in hydrometeorologically susceptible areas during the late Holocene: The Upper Delta of the Paraná River Case

The Holocene ◽  
2017 ◽  
Vol 27 (12) ◽  
pp. 1801-1811 ◽  
Author(s):  
Carola Castiñeira Latorre ◽  
Eduardo Apolinaire ◽  
Adriana M Blasi ◽  
Mariano Bonomo ◽  
Gustavo Politis ◽  
...  
Keyword(s):  
South America ◽  
Late Holocene ◽  
Paraná River ◽  
Resource Exploitation ◽  
Southern South America ◽  
Settlement Systems ◽  
Parana River ◽  
La Plata Basin ◽  
Human Colonization ◽  
Residential Camps

In this paper, we present the results of the geoarchaeological studies carried out in two archaeological localities of the Upper Delta of the Paraná River (Argentina). The main objective of these studies is to depict the pre-Hispanic strategies involved in the colonization and settlement of southern South America wetlands. Paraná Delta is one of the most conspicuous areas of these lowlands and comprises a large wetland macrosystem. Its current geomorphological configuration was established after the last transgressive mid-Holocene event c. 6000 14C yr BP. In this environment, a high ecological heterogeneity, with diverse and abundant tropical and temperate biota, was developed. These features were important factors to the human colonization and utilization of these wetlands. However, this environment has the highest hydrometeorological susceptibility of La Plata basin. This susceptibility had an impact on settlement systems and resource exploitation strategies established in the area since at least 2000 14C yr BP. These strategies involved at least two settlement types: semi-permanent residential camps and transitory camps oriented to exploit particular resources. The semi-permanent settlements were located in anthropogenic elevated mounds, locally known as ‘cerritos’, and were not subjected to seasonal inundations. Conversely, the transitory camps are found in levees exposed to recurrent flooding.

scholarly journals Utilizing Mindfulness as an Evening Reflection at Residential Camp

EDIS ◽  
2021 ◽  
Vol 2021 (2) ◽  
Author(s):  
Heather M. Janney
Keyword(s):  
Youth Development ◽  
Development Program ◽  
Youth Development Program ◽  
Residential Camp ◽  
Residential Camps

Utilizing mindfulness as an evening reflection at residential camps has been developed as a tool for use at the end of the day during residential camps, though language may be modified for use at the end of classes or day camps. The four lessons in this new 7-page publication of the UF/IFAS Florida 4-H Youth Development Program, written by Heather Janney, were developed as a way for youth to reflect on their activities throughout the day. It is recommended to do only one lesson 15-20 minutes per day.https://edis.ifas.ufl.edu/4h412

Gilbert Dempster Fisher (1906–1985): the BBC's “Hut Man”, Scottish naturalist, children's author and radio broadcaster

2015 ◽  
Vol 42 (2) ◽  
pp. 344-354 ◽  
Author(s):  
P. G. Moore
Keyword(s):  
Natural History ◽  
Mass Communication ◽  
School Curriculum ◽  
Zoological Society ◽  
Nature Study ◽  
Radio Broadcasting ◽  
Popular Medium ◽  
The Subject ◽  
Successful Author ◽  
Residential Camps

As the BBC's “Hut Man”, Gilbert Dempster Fisher was a pioneer of radio broadcasting for children in Scotland in the 1940s and 1950s. Also a successful author of children's books on natural history, he based both his writings and his broadcasts on his observations of the wildlife that surrounded his isolated hut near Lochwinnoch, Renfrewshire. Devoted to pedagogy, he established “The Hut-Man's Club” for children in the late 1930s and was foremost in the encouragement of natural history in Scottish schools. He also wrote poetry for young children and, from 1947 to 1950, he produced The children's magazine. During the last decade of his “Hut life” he was engaged by Scottish local education authorities to speak in schools and residential camps about nature study, captivating children with his “Hut Man” tales. He also engaged with teachers to help them deliver natural history lessons, writing a comprehensive guide book on the subject. The teacher-training authorities, however, failed to capitalize on his vision of nature study within the school curriculum. Disillusioned by their intransigence and faced with local environmental degradation of the Hut Country and inappropriate housing development locally, he moved east. In 1956 he was appointed Director-Secretary of the Royal Zoological Society of Scotland administering Edinburgh Zoo. This paper concentrates on his “Hut Man” career as an author and radio presenter; the communication of natural history being its central theme, at a time when radio was becoming a popular medium of mass communication.

Teacher perspectives on place-responsive outdoor education

2013 ◽  
pp. 3-10 ◽  
Author(s):  
Mike Brown
Keyword(s):  
Outdoor Education ◽  
Teacher Perspectives ◽  
Everyday Lives ◽  
The Everyday ◽  
Learning Outdoors ◽  
Teachers Perspectives ◽  
Residential Camps ◽  
Physical Challenges

Outdoor education is often perceived as a series of activities involving novel physical challenges in remote settings or at specialist residential camps. Unfortunately, such experiences can be somewhat distant from the everyday lives of students and expensive to conduct. This research investigates teachers’ perspectives on conducting local outdoor education programmes. The findings reveal that this approach is a viable means of outdoor education provision. It is hoped that other teachers will see opportunities to broaden how they conduct outdoor education programmes, and in so doing open up avenues for more students to be engaged in learning outdoors.

scholarly journals Camp SHINE

2012 ◽  
Vol 4 (5) ◽  
pp. 268-275 ◽  
Author(s):  
Karen McCarty ◽  
Beverly Haynes ◽  
Jean Bell Ivey
Keyword(s):  
Weight Loss ◽  
Summer Camp ◽  
Health Belief ◽  
Environmental Design ◽  
Population Data ◽  
Obese Children ◽  
Healthy Behaviors ◽  
Belief Model ◽  
Residential Camps ◽  
Nutritional Examination Survey

According to the National Health and Nutritional Examination Survey (NHANES), in 2008, more than one third of children and adolescents were overweight or obese. This article describes the use of a residential, medically supervised summer camp to help overweight and obese children prevent excessive summertime weight gain. The theoretical framework guiding the program was Rosenstock’s health belief model (HBM). The weight loss results are included as well as information concerning adaptations of physical activities, environmental design considerations, and creating a supportive atmosphere, to meet the unique needs of this population. Data show that weight loss can be achieved for overweight/obese children/teens in residential camps designed to develop healthy behaviors.

scholarly journals Dialogue, agency and experiential learning in international camps

2011 ◽  
Vol 38 (2) ◽  
pp. 419-436
Author(s):  
Claudio Baraldi
Keyword(s):  
Experiential Learning ◽  
Social Process ◽  
Active Participation ◽  
Social Conditions ◽  
Verbal Behaviour ◽  
Communicative Process ◽  
Fair Distribution ◽  
Social Communicative ◽  
Residential Camps ◽  
Autonomous Construction

Experiential learning may be conceived as a social communicative process that displays agency, which indicates autonomous construction of meanings during social process. This paper explores social conditions and cultural presuppositions of experiential learning, showing that it can be successfully enhanced through a form of dialogue which empowers participants' personal expression of ideas and emotions. The specific meanings of empowering dialogue are the promotion and fair distribution of active participation in interaction (equity), the display of sensitivity towards the interlocutors' interests and/or needs (empathy), and the treatment of disagreements and alternative perspectives as enrichments in communication. These meanings are explored through the analysis of transcriptions of videotaped interactions which were collected in four international residential camps for adolescents, coordinated by expert adults. First, the analysis of the data shows those adults' dialogic actions which work effectively in promoting experiential learning: appreciations, acknowledgement tokens, affective non-verbal behaviour, continuers, formulations, promotional questions, direct invitations and suggestions. Second, the analysis identifies the main obstacles for empowering dialogue, which are adults' negative assessments and assertions of hierarchical stances with adolescents. Some final considerations are drawn regarding the features of empowering dialogue that can empower experiential learning as agency in interactions.

Aquatic Stewardship Education in Theory and Practice

2007 ◽  
Keyword(s):  
North America ◽  
Best Practices ◽  
Evaluation System ◽  
Theory And Practice ◽  
Education Programs ◽  
Rigorous Evaluation ◽  
Salmon Fisheries ◽  
National Initiative ◽  
Advocacy Campaigns ◽  
Residential Camps

<i>Abstract.</i>—Trout Unlimited (TU) is a private, nonprofit organization with more than 150,000 members dedicated to conserving, protecting, and restoring trout and salmon fisheries and their watersheds in North America. TU staff and volunteer members engage in education programs, restoration projects, advocacy campaigns, and other conservation activities in support of the organization’s mission. In 2001, TU launched a new national initiative named First Cast to teach students the principles of coldwater resource stewardship through the skills of fly-fishing. The initiative, delivered by TU’s nationwide network of more than 400 volunteer chapters, teaches children from age 7 through 18 in a variety of settings ranging from 1-d casting clinics to 5-d residential camps. These programs have led to demonstrable benefits, including increased angling participation and stewardship behaviors by the participants and strengthened TU chapters. There have also been significant challenges in implementing a rigorous evaluation system and spreading the use of best practices in a decentralized, volunteer organization.

scholarly journals Primary Disease Prevention for Southwest American Indian Families During the COVID-19 Pandemic: Camp in a Box

2021 ◽  
Vol 6 ◽  
Author(s):  
Francine C. Gachupin ◽  
Elissa Caston ◽  
Christine Chavez ◽  
Jacob Bernal ◽  
Phoebe Cager ◽  
...  
Keyword(s):  
Physical Activity ◽  
Disease Prevention ◽  
American Indian ◽  
Eating Habits ◽  
Well Being ◽  
Entire Family ◽  
American Indian Youth ◽  
Urban Indian ◽  
The Family ◽  
Residential Camps

The goal of the American Indian Youth Wellness Camp in a Box was to engage, educate and empower families to improve their health and overall well-being during the COVID-19 pandemic. Camp in a Box was a 9-week program, inclusive of a 1-week intensive camp component followed by an 8-week booster component with content focused on nutrition, mental health and physical activity education. The Camp in a Box is a Tribal/Urban Indian-University partnership, and materials were developed to replace an existing weeklong residential camp and to comply with social distancing guidelines. Fourteen American Indian families from Tribal/Urban Indian communities in the southwestern United States participated (36 children aged 2–18 years; 32 adults). The intensive camp week included daily materials for families to complete together, Monday through Friday. Materials were provided for approximately 4 h of activities per day. The booster sessions began after camp week and included approximately 4 h of supplementary activities designed to be completed at any time most convenient for the family over the course of the week. Activities were designed to encourage interaction among family members with materials and supplies for parents and youth to participate. Self-reported outcomes suggested that families changed their eating habits to include more vegetables, less sweets and junk food. Parents reported an increase in family physical activity and that the activities brought the family closer together. Our Camp in a Box program was feasible and well-received until school began. During camp week, 100% of recruited families participated; at Booster Week 8, ten families (71%) remained enrolled and active. Camp in a Box is a feasible alternative to residential camps for promotion of health behaviors associated with metabolic disease prevention among American Indian families. In contrast to residential camps for youth, Camp in a Box offers an opportunity to engage the entire family in health promotion activities.

scholarly journals Exploring accessibility and social inclusion for children with hearing impairments in residential camps through the occupational therapy lens

2020 ◽  
Author(s):  
◽  
Tiffany Coles
Keyword(s):  
Social Skills ◽  
Occupational Therapy ◽  
Social Participation ◽  
Social Inclusion ◽  
Occupational Therapists ◽  
Well Being ◽  
Social Needs ◽  
Hearing Impairments ◽  
Residential Camp ◽  
Residential Camps

Children are encouraged to engage in various play, leisure, and social participation activities to enhance the development of life skills, independence, and social skills. A common leisure and social participation activity for children aged 6 to 18-years-old is to attend residential camp. Residential camps provide children a structured opportunity to engage in leisure activities while learning to become independent and self-confident when socializing and making new friends. Attending camp can be a fun and engaging environment to help accelerate growth in key developmental outcomes, such as positive identity, social skills, physical skills, positive values, and spirituality. Within the residential camp setting, children are encouraged to become self-reliant away from their caregivers while participating in their activities of daily living; as well as explore new occupations such as learning new camp songs, swimming, hiking, crafting, archery and other activities provided by the camp. The introduction of the new occupations, in a new environment may present challenges for children with hearing impairments. By attending camp, the child has an opportunity to empower themselves by learning to self-advocate when they are unable to hear or need adapted services. Occupational therapists have the skills necessary to help develop camp programs to be comfortable, restorative, socially inclusive and therapeutic for children and adolescents with disabilities. Using occupation-focused skills and processes, occupational therapists are trained to advocate for and facilitate occupational outcomes that can enhance a person or group’s capabilities, social inclusion, and well-being. Within a residential camp setting, the focus of inclusion should target equal participation in activity, communication, and social acceptance of individuals with hearing impairments. The goal of inclusion can be accomplished through various techniques including policy and program development founded on the principles of social inclusion. The goal of this capstone project was to address the environmental and social needs of a residential camp to meet the physical and social needs of hearing-impaired children. Through the perspective of occupational therapy, camp counselors were provided education on strategies to encourage social skills, communication, and social inclusion within the camp environment. The process included a survey for camp staff with follow-up interviews, to gather information for the needs assessment that was used to create an educational module for staff. The guidebook incorporates inclusionary strategies to help the campers and the staff develop inclusive mindsets and social skills that can be applied within their daily lives. Throughout the guidebook are tips and tricks of inclusion from the occupational therapy lens, in addition to relevant data from the authors research study. The guidebook is then broken down into seven chapters that range from learning the basics about hearing impairment, the camp environment, inclusion strategies, and American Sign Language education.

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