Camp Movement Research Articles

The Student Labor Camp Movement, Postcolonial Development, and the Shaping of Citizens-to-Be in Independent India, 1954–65

The Government of India organized over ten thousand student labor camps for the purposes of village development between 1954 and 1965. This camp movement functions as a key to the novel idealizations of youth in the postcolonial world and the shifting development agendas of independent India. The image of the toiling and vigorous camper committed to serving the newly created nation-state came to be constructed as India's model citizen-to-be, and this figure embodies the emergent forms of postcolonial nationalist politics and ideologies of the 1950s and 1960s. This youthful labor force was depicted in the developmentalist imagination of India as literally building and metaphorically embodying the nation-state and its ideologies of physical fitness, secularism, anti-casteism, and national discipline. This article will argue that camp life negotiated a hierarchy of citizens that made the educated youth the agent of development and the villager the object of development. The running of these camps by volunteer movements such as the National Cadet Corps, the Bharat Scouts and Guides, and the Bharat Sevak Samaj brings to light how the developmental apparatus in India worked or did not work in practice for the students and the poorer classes.

Role of protein kinase A and A kinase anchoring proteins in buffering and compartmentation of cAMP signalling in human airway smooth muscle cells.

In human airway smooth muscle (hASM) cells, not all receptors stimulating cAMP production elicit the same effects. This can only be explained if cAMP movement throughout the cell is restricted, yet the mechanisms involved are not fully understood. Phosphodiesterases (PDEs) contribute to compartmentation of many cAMP responses, but PDE activity alone is predicted to be insufficient if cAMP is otherwise freely diffusible. We tested the hypothesis that buffering of cAMP by protein kinase A (PKA) associated with A kinase anchoring proteins (AKAPs) slows cAMP diffusion and that this contributes to receptor-mediated, compartmentalized responses. Raster image correlation spectroscopy (RICS) was used to measure intracellular cAMP diffusion coefficients and evaluate the contribution of PKA-AKAP interactions. Western blotting and immunocytochemistry were used to identify the AKAPs involved. RNA interference was used to down-regulate AKAP expression and determine its effects on cAMP diffusion. Compartmentalized cAMP responses were measured using fluorescence resonance energy transfer (FRET) based biosensors. Cyclic AMP movement was significantly slower than that of free-diffusion in hASM cells, and disrupting PKA-AKAP interactions significantly increased the diffusion coefficient. PKA associated with the outer mitochondrial membrane appears to play a prominent role in this effect. Consistent with this idea, knocking down expression of D-AKAP2, the primary mitochondrial AKAP, increased cAMP diffusion and disrupted compartmentation of receptor-mediated responses. Our results confirm that AKAP-anchored PKA contributes to the buffering of cAMP and is consequential in the compartmentation of cAMP responses in hASM cells.

Mitochondrial bound PKA contributes to cyclic-AMP compartmentation in human airway smooth muscle cells.

In human airway smooth muscle (hASM) cells, compartmentation of cAMP signaling is necessary to maintain the fidelity of responses by different G protein-coupled receptors sharing this common diffusible second messenger. Using FRET-based biosensors targeted to different subcellular locations, we found that the EP2 prostaglandin receptors (EP2Rs) stimulate cAMP production that is restricted to locations associated with non-lipid raft regions of the plasma membrane. Furthermore, inhibition of phosphodiesterase type 4 (PDE4) allowed EP2R production of cAMP to spread to subcellular locations associated with lipid-raft membrane domains. However, computational modeling has suggested that PDEs may only contribute to compartmentation if cAMP diffusion is slowed by some other means. To test this hypothesis, we used raster image correlation spectroscopy (RICS) to estimate the diffusion coefficient of fluorescently labeled cAMP (φ575-cAMP) in hASM cells and found that it is 3.9 ± 0.49 μm2/s, or nearly two orders of magnitude slower than the predicted rate of free diffusion. Disrupting protein kinase A (PKA) interactions with A kinase anchoring proteins (AKAPs) using the anchoring inhibitor Ht31 nearly doubled the diffusion coefficient of φ575-cAMP to 7.9 ± 1.5 μm2/s, suggesting that cAMP movement was being buffered by PKA anchored by one or more AKAPs. Confocal imaging demonstrated that φ575-cAMP colocalizes with mitochondria, and Western blot analysis found that D-AKAP2 is the primary mitochondrial AKAP found in hASM cells. Knockdown of D‑AKAP2 expression was achieved using adenovirus-mediated delivery of shRNA, and in knockdown cells EP2R activation was able to stimulate cAMP production in subcellular locations associated with lipid-raft domains, similar to effects previously seen with PDE4 inhibition. These results suggest that buffering of cAMP movement by PKA anchored to the outer membrane of mitochondria contributes to compartmentation of EP2R-mediated responses in hASM cells.

Jody Mason. Home Feelings: Liberal Citizenship and the Canadian Reading Camp Movement

Jody Mason. <i>Home Feelings: Liberal Citizenship and the Canadian Reading Camp Movement</i>

Gap junctional intercellular communication attenuates osteoclastogenesis induced by activated osteoblasts

Osteoblasts participate in both bone formation through the synthesis of extracellular matrix and osteoclast differentiation through the expression of osteoclast differentiation factor. Osteoblasts communicate with each other via gap junctions (GJ), which enable small molecules, such as cAMP, to move to adjacent cells. Therefore, we focused on the role of cAMP propagation between osteoblasts via GJ in the osteoclast-supporting activity of osteoblasts. Osteoclast-supporting activity was evaluated by a co-culture system of osteoblasts with bone marrow-derived mononuclear cells. In this system, ablation of Gja1, a gene encoding connexin 43, in osteoblasts promoted osteoclastogenesis induced by prostaglandin E2 (PGE2). A phosphodiesterase 4 inhibitor increased both osteoclastogenesis and the intracellular cAMP concentration ([cAMP]i) in osteoblasts. Individual cell analysis of [cAMP]i in osteoblasts revealed different responses of each osteoblast to PGE2. Moreover, measurement of real-time [cAMP]i demonstrated cAMP movement from cell to cell via GJ. The inhibition of GJ resulted in the upregulation of [cAMP]i in osteoblasts stimulated by PGE2. This study suggested that GJ intercellular communication exerts protective effects against excess osteoclastogenesis via cAMP movement between osteoblasts.

Jody Mason, Home Feelings: Liberal Citizenship and the Canadian Reading Camp Movement

Jody Mason, Home Feelings: Liberal Citizenship and the Canadian Reading Camp Movement

Paisagens de Aprendizagem: acampamentos norte-americanos de verão e suas possibilidades educacionais

Por mais de 100 anos pesquisadores do campo da educação têm se preocupado com “hiatos de aprendizagem no verão” de estudantes que demonstram descréscimo de aprendizagem durantes os meses de verão fora da escolar. Ao mesmo tempo, acampamentos norte-americanos de verão tem fornecido paisagens para aprendizagem de inúmeras gerações de estudantes em idade escolar com o intuito de aprimorar habilidades e construir competências. A despeito da atual disponibilidade das experiências de acampamento para atenuar esse “hiato de aprendizagem de verão”, as reformas educacionais contemporâneas não têm ainda reconhecido a aparente conexão natural entre acampamentos e escolas. Esse artigo examina, assim, tanto os laços históricos e teóricos significativos que subjazem as configurações do movimento de campistas e da escolar formal, quanto as possibilidades contemporâneas dos acampamentos para a aprendizagem do século 21, cujas competências envolvem o estabelecimento de vínculos sociais e colaborativos, redefinição de papeis, de confiança, independência e aprimoramento academic. As conclusões indicam a signficativa importância das experiências de aprendizagem nos acampamentos para as crianças, como também a necessidade de formulação de políticas educacionais que criem oportunidades de aprendizagem extra-curriculares – tais como oferecidas pelos acampamentos de verão.

Restricted Diffusion of cAMP is Mediated by Mitochondrial Localized PKA Buffering in Living Cells

Different G-protein coupled receptors can elicit unique functional responses by selectively utilizing specific subsets of spatially restricted cAMP signaling domains. Previous studies have concluded that this can only be achieved if the rate of cAMP movement within cells is much slower than the rate of free diffusion. However, this prediction has not been demonstrated experimentally. In this study, we directly test the hypothesis that the cytoplasmic diffusion of cAMP is indeed slow and then address the long standing question of what regulates its movement. We used Raster Image Correlation Spectroscopy (RICS) to directly measure the diffusion coefficients of various molecules in intact HEK 293 cells and adult ventricular cardiac myocytes to evaluate the effect of particle size and cell morphology on cAMP movement. Fluorescein and pharos-450 (φ450), fluorescent molecules similar in size to cAMP, exhibited diffusion coefficients 3-4 fold slower than their expected rates of free diffusion. The diffusion coefficient of φ450-labeled cAMP (φ450-cAMP) was >6 fold slower than fluorescein or φ450 free dye alone. This extremely slow rate of diffusion could not be explained by its size. In cardiac myocytes, φ450-cAMP co-localized with the type II regulatory (RII) subunit of protein kinase A (PKA). In addition, disruption of RII subunit anchoring to A kinase anchoring proteins (AKAPs) significantly increased the diffusion coefficients of both RII subunits and φ450-cAMP. Furthermore, RII subunits and φ450-cAMP co-localized with mitochondria. These results demonstrate that the cytosolic movement of cAMP is indeed much slower than the predicted rate of free diffusion and that this is due to interactions with PKA regulatory subunits associated specifically with mitochondria. These findings have important implications with respect to cAMP signaling in all cell types.

John Dewey and education outdoors: Making sense of the “educational situation” through more than a century of progressive reforms

John Dewey and education outdoors: Making sense of the 'educational situation' through more than a century of progressive reformsQuay, J., & Seaman, J. (2013). John Dewey and education outdoors: Making sense of the 'educational situation' through more than a century of progressive reforms. The Netherlands: Sense Publishers ISBN: 978-94-6209-213-6 (paperback), 103 pagesLike many who work in outdoor education, my introduction to John Dewey was through the idea that an experience only becomes educative when it is reflected upon. As I learnt how to be an outdoor educator I learnt I had a responsibility to provide students with a good quality experience in the outdoors, which had to be followed by some form of reflection if they were to learn from that experience. This Deweyian "fact" was presented as a given. Over the years working with groups I did begin to think the relationship between experience, reflection and learning was more complex and nuanced than the "do and reflect cycle" that underpins outdoor education. It was not until I started to read the work of John Dewey that it became clear that "do and reflect" was a highly distilled and oversimplified version of one small component of his educational philosophy.Given Dewey is heralded as one of the founding fathers of outdoor education, it continues to surprise me that there is not more work in the field that engages directly with Dewey's ideas. John Dewey and education outdoors is a very welcome addition to the small body of work on Dewey in outdoor education.The premise of this book is that outdoor education, as with education generally, suffers from what Dewey called educational confusion. This is the persistent dichotomies between subject matter and method, or as Dewey referred to it, between curriculum and the child. In addressing this confusion the authors do three things. First they "explain how Dewey's theory has been approached wrongly" (p. 63). Second they "discuss how Dewey situated his theory in recent human history" (p. 63), and finally they "describe the educational program Dewey developed on the back of these ideas, in which experience and education are unified" (p. 63). They do this through Dewey's concept of occupation.Quay and Seaman start the book by locating outdoor education in recent human history. They confine their discussion to the development of outdoor education in the USA, profiling key reformers and the ideas they promulgated from the 1900s. Outdoor education or, open-air or out-door schools were opened in response to the health needs of children. The potential that these out-door schools held for bringing alive the curriculum, particularly with regard to nature studies, was seen as self-evident by early reformers. Nature study was outside the norms of education at this time, which focused on memorization and spelling, reading, writing and arithmetic. But nature study was "gradually subsumed within the system" (p. 16), transforming into botany; subject matter that could be chunked for sequential delivery and assessment.In another round of reform where there was an attempt to put the interests of the child ahead of the curriculum Cap'n Bill Vinal advocated for nature-lore; knowledge gained through experience in the outdoors. He promoted camps as an appropriate setting for this type of education. But as the camp movement grew, Quay and Seaman point out similar conflicts between the perceived needs of the child and the curriculum emerged. It is here that the authors delve into the outdoor education as method or as subject matter tension that has bedevilled the field in detail. The emergence of adventure-based education in the latter part of the 20th Century only exacerbated this tension.In the following chapter the authors chart how the environmental crisis has been mobilised in outdoor education and how this intersects with a desire for adventure. As with the previous chapter the argument turns on the tensions between outdoor education as subject or as method. …

“Moon Lake” and the American Summer Camp Movement

“Moon Lake” and the American Summer Camp Movement Sarah L. Peters From the beginning his martyred presence seriously affected them. They had a disquieting familiarity with it, hearing the spit of his despising that went into his bugle. At times they could hardly recognize what he thought he was playing. Loch Morrison, Boy Scout and Life Saver, was under the ordeal of a week’s camp at Moon Lake with girls. —“Moon Lake” 412 In the first lines of “Moon Lake,” Welty comically introduces us to the tension between the adolescent Boy Scout and the girls he is charged with protecting during their daily dips. Loch’s resentment extends to the female counselors as well as to his own mother, who has “roped” him into this tedious obligation. He avoids them as much as possible, setting his tent apart from the group and eating “all alone like a dog” (412, 413). The woods are ruined by the female presence, and he will only use the lake when it is free of girls and their “despised … predicaments” (specifically, their inability to swim) (412). While his attitude may be typical of young adolescent behavior, his disdain also mirrors the conflict between the Boy Scouts of America—of which Loch is “the most conceited” member if we are to believe Jinny Love Stark—and the girls’ organizations that sprang up in response to the Scouting movement (450). These youth organizations and the summer camps they developed and promoted were in full swing by the 1920s when “Moon Lake” is set and were well established in popular culture by the 1940s when Welty wrote the story. Welty’s choice to label Loch a Boy Scout draws on the visible and well-known Scouting movement as well as the investment of both feminine and masculine characteristics into the idealized American landscape. Outdoor youth programs forwarded the agendas of adults who wished to direct adolescent boys and girls toward particular and separate roles, but while many of these programs sought to clarify gender identities, the liminal landscape of the camp—which mirrors in Welty’s story the transitional life stage of adolescence—allowed for a more fluid sense of self and of relationships with others and with nature. Setting her story of sexual development in a summer camp allows her girl [End Page 55] characters to linger in the wonder of the in-between, where they project meaning on to the woods, the lake, and the night, before returning to meet the expectations of their parents and their community. The international Scouting movement began amid fears that the forces of modernity had brought about a crisis of masculinity; boys were over-civilized and weakened by technological advances that distanced them from the natural world and their primitive drives. The remedy proposed by many, including President Theodore Roosevelt, was time spent in strenuous physical activity and “outdoor life” (Miller 3). In the United States, this pursuit of lost masculinity was coupled with nostalgia for the frontier and romanticized notions of indigenous cultures. In her analysis of phallic imagery in Welty’s story, Patricia Yaeger notes that the masculine landscape of Moon Lake is “an odd reversal of the traditional association of pastoral nature and femininity,” but this masculine characterization of the camp is right in line with the ideology of the Scouting movement which presented the wilderness as a proving ground for young men, a contrast to the feminized luxuries of home (434). In this rugged setting, boys developed into robust, self-reliant young men who, many hoped, might exert an influence on their homes and communities, restoring manhood to an effete society. Their khaki military-style uniforms went far to increase their visibility and their numbers as the first World War brought with it a surge in patriotic ideals and community engagement. This rehearsal for manhood appears in Welty’s story as Loch’s exaggerated performance of masculinity—“stood skinny against the clouds as on a stage,” he prepares to dive from points too high and at “hours too hot for girls” (412). “Reveille [is] his” as he imposes order on the camp through his military bugle calls (413). He strikes vaunting poses between firing imaginary...

Gap junction -mediated cAMP movement between oocytes and somatic cells

Cyclic AMP (cAMP) plays a critical role in oocyte meiotic maturation. However, the source of cAMP surge prior to maturation and the direction of gap junction-dependent cAMP movement are unclear. In this study, inhibition of gap junctional communication (GJC) using carbenoxolone (3.5 h) induced meiotic resumption in ~90% of follicle-enclosed oocytes (FEOs). The concentration of cAMP in a single oocyte was higher than that in a single cumulus cell, suggesting that the movement of cAMP proceeds from the oocyte to cumulus cells under passive diffusion. The mRNAs of adenylyl cyclases and the corresponding proteins were mainly detected in oocytes. Persistent or transient incubation with forskolin induced meiotic resumption in FEOs. The maturation induced by persistent forskolin treatment was inhibited by carbenoxolone. However, carbenoxolone had no effect on the maturation of FEOs transiently treated with forskolin or persistently treated with follicle-stimulating hormone. Oocyte maturation was inhibited by sequential treatment with carbenoxolone followed by forskolin. The carbenoxolone-induced maturation was accompanied by a cAMP surge, increased PDE3A and MAPK activation, and decreased levels of cGMP and cAMP-dependent PKA I activation.

The Nurture of Nature: Childhood, Anitmodernism, and Ontario Summer Camps, 1920-1955 (review)

Reviewed by: The Nurture of Nature: Childhood, Anitmodernism, and Ontario Summer Camps, 1920-1955 Katharine Rollwagen Wall, Sharon — The Nurture of Nature: Childhood, Anitmodernism, and Ontario Summer Camps, 1920-1955. Vancouver: University of British Columbia Press, 2010. Pp. 369. Sharon Wall's recent history of the summer camp movement in Ontario may leave the reader with difficulty remembering the correct title — is it The Nurture of Nature or The Nature of Nurture? After reading Wall's study the reader will learn that the title could, in fact, be either. The Nurture of Nature: Childhood, [End Page 486] Anitmodernism, and Ontario Summer Camps, 1920-1955 examines both the ways in which being "in nature" was seen as beneficial to an increasingly urban population and the ways in which understandings of child development and the purpose of childhood changed during this period. The latter aspect is the focus of this review. Although Wall's study is published by the "Nature/History/ Society" series of the University of British Columbia Press, it has as much to offer to historians of childhood and youth as it does to environmental scholars. Wall's past research focuses mainly on young people's cultures and experiences; "nature" here provides a useful lens through which to examine an increasingly common and influential childhood experience during the middle decades of the twentieth century. In six chapters, Wall reveals the complex ties between nature and childhood manifest in Ontario's fledgling camping movement. Wall focuses most of her narrative on elite private camps and non-profit "Fresh Air" camps, but also includes church-run camps such as the Canadian Girls in Training (CGIT) programme. She limits her study to Ontario, where, she contends, Canada's camping movement was most active in the years between the First and Second World Wars. Her analysis is based on camp archives, the personal papers of camp directors, and published literature, as well as 32 interviews with former campers. The interviews corroborate Wall's arguments and provide colourful anecdotes, but this is not an oral history of campers' experiences. Wall is much more interested in camp directors' ideas and actions and, specifically, in the ways that camps reproduced a class-based social hierarchy. Ontario's camp movement, she insists, was "fundamentally class-segregated" (p. 64). Wall demonstrates clearly that the division between private and charity camps was more significant than one's ability to pay fees. Wealth shaped camps' locations, size, architecture, amenities, staff, programmes, and, ultimately, their impact. For example, Wall demonstrates convincingly that conceptions of nature were shaped by classist assumptions. Private camps, staffed and run mainly by the camp's alumni, were designed to give their clients a much more untamed view of nature than charity-based camps. Private campers learned that "wilderness" was waiting to be conquered; it was a commodity to be consumed. Their camps' locations, far from any centre of habitation, gave them elite status. Only wealthy children could pay to get there (usually by train, then bus, then boat), and they usually stayed at camp for the entire school holiday period. On the other hand, charity camps were run by middle-class do-gooders who saw their working-class clients as already sufficiently "wild" and perhaps in need of a little taming. Fresh air camps, as they were otherwise known, were by necessity located close to the city, but their rural, idyllic settings also promoted a more middle-class appreciation of cultivated nature than the isolated forests and lakes of private camps. The wealthier children in private camps were "roughing it," while the poorer children in charity camps often found better conditions at camp — indoor plumbing, for example — than they had at home. Wall provides sufficient evidence to suggest that class shaped campers' experiences as much as — or more than — gendered or racial ideologies. While camp [End Page 487] programming differed for girls and boys at all camps in the interwar years, the dichotomy between programming at private camps verses fresh air camps was greater. For example, camp directors sought to "make men" out of their male clients. At private camps, this meant exposing boys to activities that would make them physically tough and morally refined. In a...

A Manufactured Wilderness: Summer Camps and the Shaping of American Youth, 1890–1960 by Abigail A. Van Slyck

BOOK REVIEWS 1 - - - , lAManufactured Wilderness : I......,......,...............".... Abigail A. Van Slyck. A Manufactured Wilderness: Summer Camps and the Shaping of American Youth, 1890-1960. Minneapolis and London: University of Minnesota Press) 2006) 296 pp.1 black-and-white photographs ) plans) hardcover) S34 951 ISBN o-8166-4876-X In her new book, A Nlamgactured fYildemess, architectural historian Abigail Van Slyck, a "failed camper" herself, sets out to understand the changing imperatives in the operation and design of summer camps in the United States, from their first appearance in the late nineteenth-century through the post-\Vorld \~Var II period. This book is not simply about the built environment of summer camps; it also examines the larger issues of race, class, and gender and how these questions shaped the material culture of camp life. In her introduction, Van Slyck argues for the importance of summer camps as institutions second only to public schools in touching children's lives. Indeed, this book illuminates an understudied area of architectural and historical inquiry that has deserved more attention. Van Slyck's astute analysis is carefully researched and elegantly written-even when the subject is as mundane as the personal hygiene of campers. In the introduction, Van Slyck explains hmv her "cultural landscape" approach differs from traditional architectural histories. She chooses to examine buildings within their built and natural context rather than in isolation, but buildings are only part of the story here. Van Slyck also explores what architectural historian Elizabeth Cromley has called "activity arenas," or areas \vhere campers played or worked. According to 58 ARRIS I VO LU ME NINI:.HEN 2008 Van Slyck, these activity arenas vvere neither necessarily permanent nor formalized, but they vvere nonetheless as important as buildings in understanding the camp's landscape. Thus, in defining architecture as "a process in which institutional priorities are translated into material form," Van Slyck shmvs that this process had less to do vvith aesthetics and named architects than with how camp directors and campers used space on a daily basis (p. x;-.cxi). No activity arena- from large-scale assembly buildings to troughs for human vvaste- is left unexamined in Van Slyck's engrossing study. Van Slyck's argument is that at first glance summer camps may appear to oppose the "artificiality of modern life" (p. 224). But, in fact, "manufactured versions of the wilderness implicitly worked to support and maintain modern culture" (p. 224). The first chapter, "Putting Campers in Their Place: Camp Landscapes and Changing Ideas of Childhood," initiates the analysis of this contradiction. This chapter traces the origins of the camp movement to military-style camps, vvhich promoted both manliness (to counteract the over-feminized Victorian home of male campers) and female patriotism (in girls' camps). Follmving the historic trajectory into the post-war years, Van Slyck shovvs how camps were artificial in their protective, picturesque landscapes. Subsequent chapters trace changing notions tovvard play. At the turn of the twentieth century, play tended to be unstructured, but as the century wore on, structured -and therefore, safe- play became more prevalent . This change paralleled nevv attitudes of children as "priceless." New building types emerged in tandem ,,vith structured activities; log cabins, for example, frequently functioned as spaces for making crafts. According to Van Slyck, these buildings evoked a preindustrial, frontier life, highlighting the artificiaJity of this "manufactured" wilderness. Van Slyck also discusses various types of housing and their placement within the camp landscape. Early efforts to use traditional tents were soon abandoned in favor of more substantial cabins that better resembled domestic architecture. The purpose of these cabins was to critique "unscientific" parenting, vvhich was blamed for bO')'S' bad behavior. According to Van Slyck, camp directors took an increasingly scientific approach-for example, taking measurements of boys at the beginning and end of the camp season, in order to counteract what they perceived as bad parenting at home. These home-like cabins, then, served as "seasonal surrogates," offsetting the influence of supposed negative factors at home (p. 122). Van Slyck explains that while early camps involved campers vvith food production, as time passed, kitchen technologies increasingly separated children from the adults who prepared meals. This section of her book relies...

‘The Ego Ideal of the Good Camper’ and the Nature of Summer Camp

In the late nineteenth century the organized summer camp movement developed as a response to anxieties about the effects of the urban-industrial age on children. Camping advocates wanted to create a countermodern alternative to the world their campers inhabited most of the year. These advocates subscribed to a set of values and assumptions about what is “natural” for children that eventually provoked a debate over the uses of nature in socializing children. Environmental historians can learn much from this debate as they try to make sense of how nature has been constructed both literally and symbolically in the twentieth century.

Children's health camps in New Zealand: the making of a movement, 1919-1940.

The children's health camp movement in New Zealand was the product of early twentieth century concerns about national efficiency and racial strength. Inspired by open-air schools in Europe and the United States, the movement shows how overseas models were translated into a distinctive New Zealand institution, based on a national appeal for funds, and combining voluntary effort with solid government support. Although health camps had a strong socialization function, it was easier for doctors and laypersons to intervene in children's lives in the name of health, than under any other rubric. In the space of 20 years health camps changed from informal summer events held under canvas, into substantial institutions operating on a year-round basis. By 1940 their symbolic status was more important than any demonstrated achievement in improving child health.

The role of international non-governmental organisations in dealing with cataract blindness in developing countries.

The international non-governmental organisations (INGOs) dealing with the prevention and cure of blindness in developing countries are closely networked with each other and are an integral part of the International Agency for the Prevention of Blindness (IAPE) and the World Health Organization (WHO) Global Programme for the Prevention of Blindness. As operable cataract accounts for more than half of world blindness. As operable cataract accounts for more than half of world blindness the INGOs have a particular interest in this blinding condition which took on major proportions with the eye camp movement in South Asia from the end of the 1960s. Despite this initiative, and the use of paramedic cataract surgeons in many African countries, the volume of cataract surgery is being outstripped by increased incidence arising from greater longevity as a product of improved general health. Among the options facing the INGOs in the 1991s are the increased utilisation of eye beds through year round surgery in South Asia and shorter post-operative hospital occupancy and the possibility of putting lens implantation surgery within the economic reach of INGOs and partner NGOs and governments.

The Citizen Soldiers: The Plattsburg Training Camp Movement, 1913-1920

The Citizen Soldiers: The Plattsburg Training Camp Movement, 1913-1920

The Citizen Soldiers: The Plattsburg Training Camp Movement, 1913-1920

Journal Article The Citizen Soldiers: The Plattsburg Training Camp Movement, 1913–1920. By John Garry Clifford. (Lexington: University Press of Kentucky, 1972. ix + 326 pp. Notes, bibliographical essay, and index. $9.50.) Get access Daniel R. Beaver Daniel R. Beaver University of Cincinnati Search for other works by this author on: Oxford Academic Google Scholar Journal of American History, Volume 60, Issue 1, June 1973, Pages 161–163, https://doi.org/10.2307/2936386 Published: 01 June 1973

The National Music Camp

There are many music camps throughout the United States. This article by Norma Lee Browning, although National Music Camp and its founder, Joseph E. Maddy, honors the purpose and spirit of all such enterprises. The summer music camp movement has spread across the country. Music study, recreation and outdoor life afford an ideal combination, especially attractive to those who are serious about their music studies. It can almost be said that wherever vou live there is in the area a music camp or similar institution which offers opportunity to high school students for summer music study. Mr. Maddy does not claim to have originated the music camp idea. But he and his co-workers, T. P. Giddings, C. M. Tremaine, and others who contributed hard work or hard money or both, had the imagination and confidence to spell out the idea in action. However, Mr. Maddy likes to give credit for the actual birth of the National Music Camp to the members of the National High School Orchestra, which had its second appearance' early in 1927 at the Dallas convention of the Department of Superintendence of the National Education Association-now called the American Association of School Administrators. (The National High School Orchestra was first organized by Mr. Maddy for the biennial national convention of the MENC at Detroit in 1926.) The students had a wonderful experience at Dallas in five days jammed with rehearsing, section coaching, and practicing alone and in groups between times-ending with a performance for a great audience of administrators, than which there is none more appreciative or responsive. Caine the tim1efor packing up to go home. Of course, nobody wanted to go home. It was sort of sad. The end had come so soon! Mr. Maddy dispelled the nostalgic gloom when he asked the group if they would like to get together again at a summer camp to practice, study and rehearse for a week or several weeks instead of a few days. You know the answer. C.V.B.

An Historical Account of the Summer Camp Movement

(1925). An Historical Account of the Summer Camp Movement. Religious Education: Vol. 20, No. 3, pp. 180-184.