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The paper aims to address the increasing issue of teacher shortages and the lack of diversity in America’s educators. Highly diverse communities need ways to support community members interested in careers as teachers. This article explores one promising approach to reach and inspire high school students considering the teaching profession. Camp ExCEL (Exploring Careers in Education and Leadership) provided a pathway allowing rising high school seniors an opportunity to explore the teaching profession. This pathway utilized the Grow Your Own framework, recruiting students from a diverse community and providing them resources and information that would further efforts to become an educator within their community.

The current study examined outcomes from an education summer camp, using qualitative thematic analysis to reflexively interpret participants’ (n = 29) feelings and beliefs about effective teaching, culturally responsive teaching (CRT), project-based learning (PBL) and their camp experience. Data were collected using Google documents and surveys. The four connected themes that emerged were obstacles and barriers to teaching, qualities of an effective teacher, the impact of culturally responsive teaching and project-based learning on classrooms, and the importance of mentorships within education.

The paper provides insight about how an education camp can support high school students as they explore a career in education. Results suggest that focus on high-quality pedagogy can support student understanding of the career. Students also suggested their perception of effective teaching that includes acknowledging the needs of the whole student, modeling high-quality teaching practices and displaying positive professional dispositions.

Because of the chosen research approach, the research results may lack generalizability. Therefore, researchers are encouraged to conduct and examine education camps further.

The paper includes implications for the development of other education camps, especially in areas with highly diverse populations.

This paper fulfills an identified need to increase the number of persons pursuing a career in education. The focus on a highly diverse community is also an area of need in education. This article details the description of an education camp and the curriculum used, along with findings from data collected during the first year.

This study aims to assess service quality in sport child camps among both participants and parents and its effects on satisfaction and behavioural intentions.

Data were collected from participants (n = 258) and parents (n = 226) of a sport child camp. A confirmatory factor analysis analysed the psychometric properties of the constructs, and a subsequent structural equation model examined the effects of service quality on satisfaction and behavioural intentions.

The results indicate a multi-dimensional construct of service quality that influences satisfaction and behavioural intentions differently among parents and participants. For participants, Service Failures and Recovery, Safety and Food influenced satisfaction, while Service Failures and Recovery and Fun influenced Behavioural Intentions. For parents, Management Commitment to Service Quality, Staff, Food and Contact with Physical Environmental influenced satisfaction, while Management Commitment to Service Quality and Staff influenced Behavioural intentions.

Both parents and participants' perceptions of service quality in sport child camps were captured and its effects on satisfaction and behavioural intentions. The study provides sport child camp managers with critical information about service delivery and its outcomes among the two key consumers (participants and parents).

This study offers new ideas to advance knowledge on sport child camps by capturing the perceptions of two key stakeholders and providing useful insights into how different attributes of service quality influence the levels of satisfaction and behavioural intentions among parents and participants.

The purpose of this paper is to present the initial results of the Camp Performance Indicator (CPI) system to illustrate the importance of self-reliance of refugee camp dwellers with regard to infrastructure and service investments.

Data, derived from a field trip to Zaatari in autumn 2016 and thorough literature research, were taken to develop a new CPI system. The findings from the literature research were merged with available camp data to validate each other.

Self-reliance is a fundamental human right and anchored in the UN sustainable development goals. Yet, presented findings reveal that even in one of the most modern refugee camps in the world – Zaatari – the level of self-reliance is rather low. However, organisations and humanitarian logisticians can influence self-reliance by identifying clearly where challenges are.

Data from a diverse range of reports were extracted. As most of these reports lack reliable and comparative quantitative data, the limitation of the study must be taken into account. So far data were only validated on one case study. To develop the tool further, more data need to be taken into account.

To this point, there is no performance measurement tool available focusing on self-reliance of encamped refugees. In addition, no academic research has measured the interrelation between the level of investments in infrastructure and services and the improvement of the lives of camp residents, especially regarding the level of self-reliance.

The purpose of this paper is to report the change in students' STEM perceptions in two different informal learning environments: an online STEM camp and a face-to-face (FTF) STEM camp.

For this quasi-experimental study, 26 students participated in an online STEM summer camp and another 26 students participated in the FTF STEM camp. Students from each group took the same pre- and post-STEM Semantics Survey documenting their perceptions of the individual STEM fields and of STEM careers. Wilcoxon Signed-Rank tests, Mann–Whitney U tests and corresponding effect sizes were used to compare the pre- and post-scores within and between the camps.

Results indicate that both camps produce similar outcomes regarding STEM field and career perceptions. However, analysis of all statistical values indicates that the online STEM camp can produce a larger positive influence on STEM field perceptions and the FTF camp can produce a larger positive influence on STEM career perceptions.

This suggests that STEM camps, both online and in-person, can improve students' perceptions of the STEM fields and of STEM careers. Implications from this study indicate that modifications of informal learning environments should be based on the type of learning environment.

This manuscript discusses the development and impact of an online STEM camp to accommodate for the sudden onset of the COVID-19 pandemic and the inability to hold an in-person STEM camp. These results may influence the curriculum and organization of future online and FTF STEM camps.

An unprecedented scale of human migration has lead humanitarians to view camps as long-term settlements rather than temporary holding facilities. The purpose of this paper is to increase the understanding of and identify challenges with this proposed new approach to camp design.

Based on the camp design literature, the authors developed an interview guide and checklist for data collection. A multi-site case study and within- and cross-case analysis was then conducted.

The findings suggest that the proposed new approach is implemented only to a limited extent, and mostly in a stepwise manner. As camps mature, there is a shift toward the new approach, but most camps are established using the traditional top-down, temporary, and isolated approach.

The findings are based on four camps in four different countries and do not provide an exhaustive global coverage.

The insights the authors derived and the challenges identified from the empirical evidence can be used to better plan future camps.

The results can support improvements in camp design, thus alleviating suffering for both refugees and host communities, particularly in developing countries. In particular, the trade-off between a permanent solution and the temporary must be accounted for.

The study contributes to the literature by developing and proposing a conceptual framework to camp design. The cross-case analysis provides an initial understanding and categorization of challenges with implementing the new approach. It also suggests an evolutionary perspective of camp design.

This research aims to determine to what degree registered and nonregistered Rohingyas differ in their difficulties and coping strategies.

Kutupalong registered and one nonregistered camp (Camp 2E) were selected as the study area, and a mixed-methods approach was followed to collect the data. Six in-depth interviews and two focus group discussions (FGDs) were conducted first, and then the questionnaire survey was conducted on 315 Rohingyas, comprising 116 registered and 199 non-registered refugees.

The results indicate a substantial difference in the difficulties and coping techniques of registered and nonregistered refugees in food, residence, health and security. Except for the health and security issue, the registered Rohingyas (RRs) have a relatively better life than the nonregistered Rohingyas (NRRs). The main problem registered refugees undergo is economic, followed by health service, food, residence, social and security issue. For nonregistered refugees, economic and social issues receive maximum attention, while security is their last concern. The coping strategies show that all strategies against difficulties significantly differ between registered and nonregistered Rohingyas.

Based on their registration status, this research may assist humanitarian workers and policymakers in better understanding of Rohingya refugees' livelihood strategies and challenges in Bangladesh. The findings may also help practitioners and policymakers build new programs and services to assist complex and difficult refugee groups in improving their livelihoods and access to essential amenities.

Previous research shows little attention to the variations between registered and unregistered refugees. However, almost no studies have compared the challenges and coping methods of registered and unregistered Rohingya refugees in Bangladesh and other regions. This research was meant to define and offer an in-depth analysis of the Rohingya refugees' livelihood strategies in the Kutupalong registered and nonregistered camp in Bangladesh to fill the knowledge gap.

This paper aims to present a critical appraisal of Ghassan Kanafani’s short story “The Child Goes to the Camp” using the Appraisal Theory proposed by Martin and Rose (2007) in an attempt to investigate the predicament of the Palestinians who were forced to flee their country and live in refugee camps as well as the various effects refugee life had on them.

Using the Appraisal Theory, and with a special focus on the categories of Attitude and Graduation, the paper aims to shed light on the plight of refugees through revealing the narrator’s suffering in a refugee camp where the most important virtue becomes remaining alive.

Analysing the story using the Appraisal Theory reveals the impact refugee life has left on the narrator and his family. This story serves as a warning for the world of the suffering refugees have to endure when they are forced to flee their war-torn countries.

Although Kanafani’ resistance literature has been studied extensively, his short stories have not received much scholarly attention. In addition, his works have not been subject to linguistic analysis. This study presents an appraisal analysis of Kanafani’s “The Child Goes to the Camp” in an attempt to investigate how the author’s linguistic choices are key to highlighting the suffering of the Palestinians, especially children, in refugee camps.

This paper investigated the impact a camp on informal science, technology, engineering and mathematics (STEM) had on students' perceptions of STEM fields and careers.

A quasiexperimental design was used to assess students' perceptions toward STEM fields and careers. Secondary students (n = 57) who participated in the STEM summer camp completed STEM projects, went on lab tours and attended panels during the one- or two-week residential camps. Students completed a STEM Semantics survey to assess their perceptions prior to and after attending the camp. Descriptive statistics, Cohen's d effect sizes, paired sample t-tests and Pearson's correlation were conducted to analyze the data.

Results suggested that although there was no significant change in students' dispositions toward each individual STEM field, there was a statistically significant improvement of students' perceptions of STEM careers (p = 0.04; d = 0.25). Furthermore, the results of the Pearson's correlation indicated that there was a statistically significant positive association between perceptions of a STEM career and perceptions in science, mathematics and engineering.

This suggests that various components of the informal learning environment positively contributed to students' perceptions toward STEM careers. Implications from the study indicate that when students are engaged in hands-on science or STEM PBL activities and have opportunities to be exposed to various STEM careers, their perceptions of STEM pathways will improve.

These results may influence future curriculum and the organization of future STEM camps by encouraging teachers and camp directors to integrate practical hands-on STEM projects and expose students to potential STEM pathways through lab tours and panels of STEM professionals.

This paper investigates how academic teachers engage in identity work and make sense of entrepreneurship and academia in an entrepreneurship training programme.

By employing a sensemaking approach, the paper inductively analyses materials from a business idea development camp organised for academic teachers.

In collective sensemaking during the camp, non-academic facilitators strongly influenced the reflection-in-experience via normative ideas of entrepreneurship and their othering of entrepreneurship from academic work. In their post-camp individual essays, the academic teachers reflect-on-experience and draw parallels between entrepreneurship and academic work constructing sameness.

Longitudinal research is needed in identity work and sensemaking among academic teachers in relation to entrepreneurship.

Universities need to offer arenas for teachers and other faculty to support identity work and sensemaking.

This study generates new understanding of how academic teachers engage in identity work and make sense of entrepreneurship in training when interacting with others. It underscores the importance of time needed for reflection-on-action.

Understanding the supply network of construction materials used to construct shelters in refugee camps, or during the reconstruction of communities, is important as it can reveal the intricate links between different stakeholders and the volumes and speeds of material flows to the end-user. Using social network analysis (SNA) enables another dimension to be analysed – the role of commonalities. This is likely to be particularly important when attempting to replace vernacular materials with higher-performing alternatives or when encouraging the use of non-vernacular methods. This paper aims to analyse the supply networks of four different disaster-relief situations.

Data were collected from interviews with 272 displaced (or formally displaced) families in Afghanistan, Bangladesh, Nepal and Turkey, often in difficult conditions.

The results show that the form of the supply networks was highly influenced by the nature/cause of the initial displacement, the geographical location, the local availability of materials and the degree of support/advice given by aid agencies and or governments. In addition, it was found that SNA could be used to indicate which strategies might work in a particular context and which might not, thereby potentially speeding up the delivery of novel solutions.

This study represents the first attempt in theorising and empirically investigating supply networks using SNA in a post-disaster reconstruction context. It is suggested that future studies might map the up-stream supply chain to include manufacturers and higher-order, out of country, suppliers. This would provide a complete picture of the origins of all materials and components in the supply network.

This is original research, and it aims to produce new knowledge.