Relevant bibliographies by topics / The Camp Fire Girls

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'The Camp Fire Girls'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 January 2023

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Journal articles on the topic "The Camp Fire Girls"

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Hahner, Leslie. "Practical Patriotism: Camp Fire Girls, Girl Scouts, and Americanization." Communication and Critical/Cultural Studies 5, no. 2 (June 2008): 113–34. http://dx.doi.org/10.1080/14791420801989702.

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McCallum, Mary Jane. "“The Fundamental Things”: Camp Fire Girls and Authenticity, 1910-20." Canadian Journal of History 40, no. 1 (April 2005): 45–66. http://dx.doi.org/10.3138/cjh.40.1.45.

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Helgren, Jennifer. "Finding “Hidden Heroines”." Public Historian 43, no. 1 (February 1, 2021): 102–22. http://dx.doi.org/10.1525/tph.2021.43.1.102.

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This article explores girls’ participation in 1976 American Revolution Bicentennial celebrations through their national organizations. Members of the Girl Scouts and the Camp Fire Girls were deeply involved in the nation’s displays of civic pride. Girls’ organizations linked their ordinary service projects to the Bicentennial and created new projects as they caught the national bandwagon. To some extent, these efforts emphasized unquestioning patriotism, but each organization, propelled by second-wave feminism and social history, also absorbed and advanced efforts to recover multiple perspectives. Girls’ organizations became public history spaces and girls in them saw the understanding of and dissemination of history as an important part of female citizenship.
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Helgren, Jennifer. "Native American and White Camp Fire Girls Enact Modern Girlhood, 1910–39." American Quarterly 66, no. 2 (2014): 333–60. http://dx.doi.org/10.1353/aq.2014.0031.

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Holsinger, M. Paul. "Girls in Bloomers Are More Effective Than Girls in Skirts: The Camp Fire Girls in American Juvenile Fiction, 1910-1920." Children's Literature Association Quarterly 12, no. 2 (1987): 83–87. http://dx.doi.org/10.1353/chq.0.0342.

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McCausland, Elly. ""Territory Open to Girl Activity": Socialization through Wilderness in Camp Fire Girl Fiction, 1912–1920." Children's Literature Association Quarterly 47, no. 1 (March 2022): 23–43. http://dx.doi.org/10.1353/chq.2022.0002.

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Snow, Maryly. "[no title]." Art Libraries Journal 17, no. 1 (1992): 32. http://dx.doi.org/10.1017/s0307472200007641.

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How did I come to be both an artist and a librarian? From the start, I never wanted to support myself with my art. Way back then my art was private. In order for the work to be true, it was best protected from the whims of the market. And since I had to work, I might as well contribute to the common weal, and do nothing that could harm the social fabric. After several years of experimenting with social work, sales, bookkeeping, cocktail waitressing, organizing Camp Fire Girls, census-taking, and other sundry occupations, it was finally librarianship that demanded the most of my top-notch liberal arts education and my desire to do good in a world so complex that it was often impossible to know what was good from what was not.
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Stamper, Christine N. "“You Are My [Camp]fire”: Tradition and Structure in Maggie Thrash’s Graphic Memoir Honor Girl." Children's Literature in Education 50, no. 2 (November 17, 2017): 110–24. http://dx.doi.org/10.1007/s10583-017-9336-4.

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Cottrell, Rosalind. "Practicing Anthropology in the Urban Delta." Practicing Anthropology 13, no. 3 (June 1, 1991): 9–10. http://dx.doi.org/10.17730/praa.13.3.j1715u8518243045.

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When I was growing up in the 1950s in one of the poorest neighborhoods in the urban Delta, the closest I came to an anthropologist was the man who dug the dump site near our home looking for old scrap iron to sell. Certainly there was no expectation for me to become an anthropologist from my grandmother, the matriarch of our family. However, she had moved to the city after the death of her husband with expectations of a better life for her four girls. Stressing education as "the way out," she told stories about her slave uncle who recognized the value of education and learned to read from two young girls he drove to school. In turn, he taught this daily lesson to his family around the fire each night. The many evenings sitting on our front porch, and on the front porch of neighbors, watching and listening to grandma's stories and the stories of others, set a foundation for anthropology in my life and led to my becoming a medical anthropologist.
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Терехова, Ірина Олександрівна. "ІНФЕРНАЛЬНИЙ ОБРАЗ ЛІТАВЦЯ (ПЕРЕЛЕСНИКА) В УКРАЇНСЬКІЙ РОМАНТИЧНІЙ ПРОЗІ." Наукові записки Харківського національного педагогічного університету ім. Г. С. Сковороди "Літературознавство" 1, no. 99 (2022): 137–55. http://dx.doi.org/10.34142/2312-1076.2022.1.99.09.

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The aim of the article is to comprehend the specifics of the infernal image of the litavets (perelesnyk) in Ukrainian romantic prose. In order to achieve this goal, the following systemic unity of research methods was used: typological, biographical, comparative, genetic, method of analysis and synthesis, mythopoetic approach to the interpretation oftexts. The article on the material of folk poetry and literary texts, as well as folklore studies of V. Hnatiuk, O. Kononenko, E. Onatsky and other scientists characterizes the infernal image of the litavets. It is determined that the litavets (perelesnyk, fire snake, nalitnyk, litun, obaiasnyk, perelet) is an anthropomorphic infernal character. Its main function is to enter into intimate relations with women, which subsequently mostly turn into death. The image of the perelesnyk is quite popular in folk tales and legends. Thus, in fairy tales he often appears as an antagonistic hero who kidnaps girls, which is mentioned in such works as «Ivan the King, his sister and the snake», «Kotygoroshko», «How snakes kidnapped three sisters», «Snake winner and the dragon», «The Tale of Ivan Golyk and his brother», etc. In these works, along with the motif of kidnapping women, there is also the motif of snake-fighting. Note that the motif of victory over the insidious serpent is leading in folk legends, in particular in stories about the serpent shaft, the terrible serpent defeated by Boris and Gleb, in the story of Kozhumyak (mentions of these legends are also found in the early edition of the first historical novel in Ukrainian literature «Five Chapters from P. Kulesh's New Novel ”Black Council”», 1845). Interpretation of the mythical nature of the fire snake has become widespread in fiction, especially in the prose of the Romantic period. A striking example of this is the work of P. Kulish (the stories «About what in the town of Voronezh dried up Peshevtsov Pond», 1840; «Fire Snake», 1841) and I. Barshchevsky (the story «Nobleman Zavalnya»), where the image of a perelesnyk is available in the chapter «On the Warlock and the Serpent Hatched from the Egg of a Rooster», 1844). P. Kulish instory «About what in the town of Voronezh dried up Peshevtsov Pond» the image of an incubus who came to his beloved every night, and in the story of the fire snake the writer presented the image of a perelesnyk-seducer, who did not suck, but gave a beauty his chosen woman. In I. Barshchevsky's story about the nobleman Zavalnya, the serpent turned into a young man, but he could not seduce the belle, as sincere prayer and a saving cross stood in the way.
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Dissertations / Theses on the topic "The Camp Fire Girls"

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Cooper, Kathy J. Vaught David R. "Constraints affecting adolescent girls' continued participation at resident camp." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6571.

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The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Title from PDF of title page (University of Missouri--Columbia, viewed on November 16, 2009). Thesis advisor: Dr. David R. Vaught. Includes bibliographical references.
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Fridell, Sari R. (Sari Robin). "Social integration of two girls with Down syndrome attending a summer camp." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22437.

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This study investigated friendship formations of two girls with Down Syndrome who were integrated into a unit of 34 ten and eleven-year-old girls at a residential summer camp. While acting as participant observer, in the role of co-counsellor, I recorded behavioural observations and informal interviews in a journal, friendship log and personal log. A quantitative data analysis investigated the frequency with which campers elected to be with these two girls, as well as the number of campers who chose them as their best friends, as preferred bunkmates for next year and as those with whom they would want to keep in touch. A qualitative data analysis investigated the comments made by campers and counsellors concerning the program and the two girls of interest to this study. Results indicated that these two girls formed friendships during this month-long program. Limitations of this investigation are considered and some suggestions for further research are explored.
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Dixon, Carmen S. "The Effects of "Girls in Science Day" on Middle School Girls' Attitudes and Interests in Science." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1426669449.

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MacDowell, Paula. "Empowering girls as change makers in maker culture : stories from a summer camp for girls in design, media & technology." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/52669.

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This dissertation investigates how girls develop new affinities towards and capabilities in media and technology. Thirty co-researchers, girls aged 10 to 13, were recruited into 101 Technology Fun, a series of summer camps with learning labs in animation, game design, movie production, robotics programming, and web development. The design studio setting, created by the How We Learn (Media & Technology Across the Lifespan) collective, offered girls their own makerspace to explore new roles as media and technology producers. Highlighting the importance for youth voices to be recognized and given influence in the academic research concerning their lives and learning circumstances, the findings focus on the catalytic or generative artifacts and “little stories” (e.g., Lyotard’s petits récits) revealing the co-researchers’ experiences and expressions of girlhood-in-interaction-with-technology (the key unit of analysis). Artifacts are addressed as they relate to stories made or analyzed by the girls, including their concerns, needs, talents, inspiration, literacy, and volition. The artifacts, such as music videos, robotic amusement park, and the momME alternate reality game, are catalytic for storymaking and, symmetrically, the stories are catalytic to artifact production and sharing. Four distinct yet interrelated elements characterize the co-researchers’ fieldwork and designworks: (1) agency (girls having influence and power); (2) ingenuity (girls being clever and inventive); (3) self-interpretation (girls making sense and significance); and (4) self-efficacy (girls believing in or judging their technological capabilities). Findings underscore the matter concerning how, why, and where do girls learn to become innovators, leaders, and producers of media and technology (thereby overturning traditional gender and generational stereotypes)? Indeed, how a group of female youth story changes in their sense of technological self-efficacy, self-interpretation, ingenuity, and agency is one of the most important contributions of this study. Another contribution involves the formation of the Tween Empowerment & Advocacy Methodology (TEAM), a design-based and participatory research approach that emphasizes relational ethics through artifact production, storymaking, mind scripting, invention, and imagination. Questions, both guiding and emergent, are articulated in artifact and text to motivate further scholarly inquiry, action, and advocacy, thus generating more opportunities for girls to participate in, design, make, and transform technology culture.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Frost, Scott M. "Fire Environment Analysis at Army Garrison Camp Williams in Relation to Fire Behavior Potential for Gauging Fuel Modification Needs." DigitalCommons@USU, 2015. https://digitalcommons.usu.edu/etd/4560.

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Large fires (400 ha +) occur about every seven to ten years in the vegetation types located at US Army Garrison Camp Williams (AGCW) practice range located near South Jordan, Utah. In 2010 and 2012, wildfires burned beyond the Camp’s boundaries into the wildland-urban interface. The political and public reaction to these fire escapes was intense. Researchers at Utah State University were asked to organize a system of fuel treatments that could be developed to prevent future escapes. The first step of evaluation was to spatially predict fuel model types derived from a random forests classification approach. Fuel types were mapped according to fire behavior fuel models with an overall validation of 72.3% at 0.5 m resolution. Next, using a combination of empirical and semi-empirical based methods, potential fire behavior was analyzed for the dominant vegetation types at AGCW on a climatological basis. Results suggest the need for removal of woody vegetation within 20 m of firebreaks and a minimum firebreak width of 8 m in grassland fuels. In Utah juniper (Juniperus osteosperma (Torr.) Little), results suggest canopy coverage of 25% or less while in Gambel oak (Quercus gambelii Nutt.) stands along the northern boundary of the installation, a fuelbreak width of 60 m for secondary breaks and 90 m for primary breaks is recommended.
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Amosu, Seyi. "A QUALITATIVE UNDERSTANDING OF GENDER-RESPONSIVE YOUTH PROGRAMMING WITHIN THE GIRLS ROCK CAMP ALLIANCE." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/dissertations/1855.

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This study documented the gender-responsive youth programing strategies within Girls Rock camps using grounded theory methodology. Experiencing gender oppression is a stressor that creates an increased risk for mental and physical health concerns for gender-marginalized people. The risks for mental illnesses, because of gender-based oppression, is compounded when an individual holds additional marginalized statuses (e.g., age, race, ethnicity, social class, sexual orientation, ability status, etc.; APA, 2007). Gender bias has also been shown to negatively impact young people’s self-esteem, academic achievement, and vocational aspirations (Kamsler, 1992). Given this negative impact of gender bias, it is important to address gender related discrimination early in adolescents’ lives to mitigate the harmful ramifications of living in a sexist society. Gender-responsive youth programs are extracurricular, community-based organizations that incorporate the specific concerns of girls and gender non-conforming youth into organizational policies, practices, and activities. Girls Rock is a music-based, gender-responsive youth program that teaches young people empowerment through music. The resulting grounded theory model of the Girls Rock Camp Alliance positions authentic relationships as the active ingredient that makes Girls Rock camps effective worldwide. This model can be used to understand the components of a successful Girls Rock camp and can be adapted to gender-responsive youth programs of any discipline.
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Todd, Brandy. "Little Scientists: Identity, Self-Efficacy, and Attitudes Toward Science in a Girls' Science Camp." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/19704.

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Underrepresentation of women and minorities in the science, technology, and engineering (STEM) fields is a perennial concern for researchers and policy-makers. Many causes of this problem have been identified. Less is known about what constitutes effective methods for increasing women’s participation in STEM. This study examines the role that identity formation plays in encouraging girls to pursue STEM education and careers utilizing data from a cohort-based, informal science enrichment program that targets middle-school-aged girls. A Mixed-methods design was employed to examine girls’ science interests, efficacy, attitudes, and identity—referred to as affinities. Quantitative data were collected before and after program participation using science affinity scales. Qualitative data included observations, focus groups, and individual interviews. This study builds on past research conducted on the same program. The study is presented in three components: fidelity of implementation, participant affinities, and science identity theory building. Quantitative and qualitative measures reveal that the program was implemented with high fidelity. Participants had high initial affinities for science as compared to a contrast group. Analysis of qualitative data of science affinities revealed several themes in girls’ attitudes, experiences, and intentions toward science. Emergent themes discussed include girls’ preferences and interests in science, gender and science efficacy, attitudes toward science, and elements of science identities. Archetypes of emergent science identities developed in this study (expert, experimenter, and inventor) inform different ways in which girls engage with and envision science study and careers. Implications for best practice in fostering science engagement and identities in middle-school-aged girls include the importance of hands-on science activities, the need for enthusiastic relatable role models, and an emphasis on deep understanding of scientific principles.
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Godfrey, Joel E. "Fire Occurrence, Behavior and the Effect of Fire on Deer Mouse Density in Oakbrush at Camp Williams National Guard Base, Utah." DigitalCommons@USU, 1995. https://digitalcommons.usu.edu/etd/3626.

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Fire occurrence and behavior were determined by collecting and analyzing fuel , weather , and fire history ii data. Fuel plots were used to measure average fuel loading by vegetation type and integrated with weather to make worst - case fire behavior prediction s . A fire history was developed using oakbrush (Quercus qaffibelli Nutt . ) sprouts to determine age and the Global Positioning System (GPS) for mapping the burned areas . Average fuel loading was highest in the oakbrush fuel type with 16.8 t/ha , then juniper (Juniperus ost eosoerma Torrey ) with 6 . 72 t/ha , and the lowest was in sagebrush (Artemisia triden~at a Nutt. ) with 4 . 93 t/ha . Fire behavior predictions were similar for all fuel types. The fire rotation for the study area was calculated to be 30 years. The fire history showed the most hectares burned were in the oakbrush fuel type due to fuel loading and horizontal continuity. Prescribed burns and negative fuel breaks were suggested as management alternatives. The effect of fire on deer mouse (Peromyscus maniculatus) density in oakbrush was determined by using a trapping web design with distance sampling techniques . Webs were set in four pairs with one web of each pair being in 7- year- old burned oakbrush and the other web in unburned oakbrush. Variables such as shrub height and litter depth were recorded in order to reduce variance . Trapping occurred in June 1994 with each web set for two consecutive nights using 80 Museum Special snap traps spaced 6 m apart on eight lines . Density estimates were determined by using a computer program called DI STANCE and then analyzed using analysis of variance with a randomized block design . No significant differences between deer mouse densities were detected between burned and unburned oakbrush. Although litter depth and shrub height were both significantly less in burned sites, it did not affect deer mouse density . The conclusion from these result s was that after 7 years oakbrush had recovered to a point that the effect of fire on deer mouse density was negligible.
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Updyke, Natalie J. "Increasing physical activity levels among girls in Russia: a cross-over trial." Thesis, Kansas State University, 2015. http://hdl.handle.net/2097/20422.

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Master of Public Health
Human Nutrition
Richard R. Rosenkranz
Background: Children who obtain insufficient physical activity (PA) have increased risk for chronic diseases. From childhood to adolescence, there is typically a decline in overall PA, with a more rapid decline in girls, at a younger age. The objective of this study was to determine the impact of two types of organized PA instructional conditions (structured no-choice, structured choice) on girls’ PA levels, as compared to free-play at a summer camp in Russia. We hypothesized that free-play would elicit the highest levels of PA. Methods: This study used a within-subjects cross-over trial design. Thirty-two girls (aged 10.7± 0.6yr; BMI percentile 47± 31%) at a Russian summer camp, attended daily 35-minute PA sessions for three weeks. Using the evidence-based Coordinated Approach to Child Health physical activity box, three PA instructional conditions (structured choice, structured no-choice, free-play) were implemented each day. Actical PA monitors collected step count and PA intensity data. Mixed model ANOVAs were used to assess differences in step counts and percentage of time in Moderate to Vigorous Physical Activity (MVPA) by instructional condition. Results: Twenty-five of the 32 participants attended all sessions, and 31 attended at least two of three sessions for each condition. Both structured conditions, no-choice steps/min (mean= 42.7 steps/min; 95%CI= 39.6–45.7; p= 0.0003) and choice condition steps/min (mean= 41.0 steps/min; 95%CI= 37.9–44.1; p= 0.004) were significantly higher than free-play steps/min (mean= 33.4 steps/min; 95%CI= 30.2–36.5). Percent time in MVPA was higher in the no-choice condition (mean= 30.9%; 95%CI= 28.1–33.8; p<0.0001) and choice condition (mean= 30.8%; 95%CI= 27.9–33.7; p< 0.0001) when compared to free-play (mean= 21.2 steps/min; 95%CI=18.2–24.1). There was no difference in steps/min or percentage time in MVPA between both structured conditions. Conclusion: Both types of instruction were superior to free-play with regard to PA level. Although contrary to our hypothesis, our results fit with previous literature that suggests evidence-based instructional interventions can promote higher PA levels in physical education sessions. Our results suggest that well-planned, stimulating PA sessions can increase short-term PA levels in girls compared to free-play opportunities in a Russian summer camp setting.
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Sweeney, Caitlin. ""I'm A Little Pony And I Just Did Something Bad:" Feminist Pedagogy and the Organizing Ethics in the Rock 'n' Roll Camp for Girls." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/scripps_theses/287.

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Misty McElroy had no idea when she crafted her senior undergraduate capstone project at Portland State University in 2001 that she was starting a worldwide phenomenon—the Rock ‘n’ Roll Campfor Girls. What started as a week-long summer camp for girls ages 8 to 17 to teach them how to play rock music has since blossomed into an organization with over 40 branches worldwide, serving 3000 girls every year and affecting the lives of thousands more women and girls in the surrounding communities. The Girls Rock Camp Alliance operates as the organizing body for the dozens of Rock Camps across the globe. Together, these organizations work to build girls’ self-esteem through music creation and performance and further, to create feminist cultural change. Rock Camp, like so many other nonprofits, exists on a political continuum, with radical direct-action groups on the far left and mainstream, foundation-funded organizations on the right. Misty’s original vision for the Rock ‘n’ Roll Camp for Girls was rooted in radical feminist politics that followed in the footsteps of Riot Grrrl and made an explicit connection between girls playing music and political movement. While feminist politics continue to form the foundation of the work that every Rock Camp does, from its pedagogy and curriculum in its programming to its organizational structure, and every organizer will agree that Rock Camp is a fundamentally feminist organization, it has made a series of choices over the past decade that now places it closer to the center of the continuum.
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Books on the topic "The Camp Fire Girls"

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Frey, Hildegarde Gertrude. The Camp Fire Girls At Camp Keewaydin. 1st World Library - Literary Society, 2006.

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Frey, Hildegarde Gertrude. The Camp Fire Girls At Camp Keewaydin. 1st World Library - Literary Society, 2006.

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Frey, Hildegarde Gertrude. The Camp Fire Girls At Camp Keewaydin. Kessinger Publishing, 2004.

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Girls, Inc Camp Fire. Ceremonials For Camp Fire Girls. Kessinger Publishing, LLC, 2007.

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Frey, Hildegard G. Camp Fire Girls at School. Start Publishing LLC, 2013.

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The Camp Fire Girls Amid the Snows (Book 2 of the Camp Fire Girls Series). CreateSpace Independent Publishing Platform, 2014.

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Frey, Hildegarde Gertrude. The Camp Fire Girls Go Motoring. Kessinger Publishing, 2004.

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Frey, Hildegarde Gertrude. The Camp Fire Girls at School. 1st World Library - Literary Society, 2006.

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Frey, Hildegard G. Camp Fire Girls Do Their Bit. Start Publishing LLC, 2013.

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Stewart, Jane L. Camp Fire Girls in the Mountains. Start Publishing LLC, 2013.

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Book chapters on the topic "The Camp Fire Girls"

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Griffiths, John. "Camp Fire Yarn. No. 33." In Empire and Popular Culture, 465–70. London: Routledge, 2021. http://dx.doi.org/10.4324/9781351024822-62.

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Pedersen, Bjarke Kristian Maigaard Kjær, Jørgen Christian Larsen, and Jacob Nielsen. "Girls and Technology – Insights from a Girls-Only Team at a Reengineered Educational Robotics Summer Camp." In Robotics in Education, 119–33. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82544-7_12.

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Marshall, David J. "Islam, Soap Operas, and Girls’ Access to Space in Balata Refugee Camp." In Identities and Subjectivities, 293–313. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-023-0_10.

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Marshall, David J. "Islam, Soap Operas, and Girls’ Access to Space in Balata Refugee Camp." In Identities and Subjectivities, 1–21. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-4585-91-0_10-1.

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Werle, Kerstin J. S. "“You First Learn to Start the Fire”: Girls’ Chores on Lamotrek." In Landscape of Peace, 43–47. Wiesbaden: Springer Fachmedien Wiesbaden, 2014. http://dx.doi.org/10.1007/978-3-658-05832-6_7.

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Alves, Adalberto. "Erranze poetiche e geografiche nei poeti del Gharb al-Andalus." In Studi e saggi, 53–62. Florence: Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-467-0.06.

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The arab poetry is born among the wandering bedouins of the desert. The long odes (qasidat), were born to be recited in the camp, at night, under the stars and around the fire. The ode includes always a section named nasib wich intention is to describe the erratic course of the desert rider in search of his beloved woman. On the other hand, throughout centuries and with rare exceptions, the social conditions of arab poets were precarious. This meant that they were obliged to wander between courts to find patrons, in order to guarantee means of subsistence. These two circumstances, together with the hazards of existing politics, determined the erring matrix of life of the ancient arab poets: most of them, despite their outstanding talent, were compelled to being mainly vagrant panegyrists.
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"Introduction:." In The Camp Fire Girls, 1–18. Nebraska, 2022. http://dx.doi.org/10.2307/j.ctv2zjz73n.5.

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"Index." In The Camp Fire Girls, 335–54. Nebraska, 2022. http://dx.doi.org/10.2307/j.ctv2zjz73n.18.

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"“Worship God”:." In The Camp Fire Girls, 141–64. Nebraska, 2022. http://dx.doi.org/10.2307/j.ctv2zjz73n.10.

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"Bibliography." In The Camp Fire Girls, 313–34. Nebraska, 2022. http://dx.doi.org/10.2307/j.ctv2zjz73n.17.

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Conference papers on the topic "The Camp Fire Girls"

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Park, Youngah. "Korean Physical Society’s Physics Camp for High School Girls." In WOMEN IN PHYSICS: 2nd IUPAP International Conference on Women in Physics. AIP, 2005. http://dx.doi.org/10.1063/1.2128385.

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Wang, Chaoyi, and Michael Frye. "miniGEMS 2018 Summer Camp Evaluation: Empowering Middle School Girls in STEAM." In 2019 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2019. http://dx.doi.org/10.1109/isecon.2019.8881981.

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Al-Duwis, M., H. S. Al-Khalifa, M. S. Al-Razgan, N. Al-Rajebah, and Afnan Al-Subaihin. "Increasing high school girls awareness of computer science through summer camp." In 2013 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2013. http://dx.doi.org/10.1109/educon.2013.6530111.

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Solyst, Jaemarie, Tara Nkrumah, Angela Stewart, Amanda Buddemeyer, Erin Walker, and Amy Ogan. "Running an Online Synchronous Culturally Responsive Computing Camp for Middle School Girls." In ITiCSE 2022: Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3502718.3524747.

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Fry, Cynthia C., Jessica Davis, and Yasaman Shirazi-Fard. "Recruitment and retention of females in the STEM disciplines: The annual Girl Scout Day Camp at Baylor University." In 2008 IEEE Frontiers in Education Conference (FIE). IEEE, 2008. http://dx.doi.org/10.1109/fie.2008.4720604.

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Wang, Chaoyi, Srikanth Vemula, Julianna Trevino, and Micheal Frye. "Improving High School Girls’ 21st Century Skills: Design, Implementation, Assessment on megaGEMS Research Camp." In 2019 IEEE International Conference on Engineering, Technology and Education (TALE). IEEE, 2019. http://dx.doi.org/10.1109/tale48000.2019.9225884.

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Fey, James, Ella Dagan, Elena Márquez Segura, and Katherine Isbister. "Anywear Academy: A Larp-based Camp to Inspire Computational Interest in Middle School Girls." In DIS '22: Designing Interactive Systems Conference. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3532106.3533532.

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Muller, Joanne, and Molly Nation. "ENGAGING HIGH-SCHOOL GIRLS IN GEOSCIENCE RESEARCH THROUGH FEMALE MENTORSHIP AND A SUMMER CAMP OPPORTUNITY." In GSA 2020 Connects Online. Geological Society of America, 2020. http://dx.doi.org/10.1130/abs/2020am-356397.

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Braswell, Khalia M., Jasmine Johnson, Brie'anna Brown, and Jamie Payton. "Pivoting During a Pandemic: Designing a Virtual Summer Camp to Increase Confidence of Black and Latina girls." In SIGCSE '21: The 52nd ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3408877.3432380.

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Peña, Laura. "Leveraging Cultural Resources and Building Community: Black and Latina Middle School Girls in a Virtual STEM Camp." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1692495.

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Reports on the topic "The Camp Fire Girls"

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Maranghides, Alexander, William Ruddy Mell, Steven Hawks, Mike Wilson, Will Brewer, Eric Link, Chris Brown, Cartier Murrill, and Erin Ashley. Camp Fire Reconnaissance. National Institute of Standards and Technology, August 2020. http://dx.doi.org/10.6028/nist.tn.2105.

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Author, Not Given. Science and technology camp for girls. Final report. Office of Scientific and Technical Information (OSTI), December 1993. http://dx.doi.org/10.2172/10161595.

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Maranghides, Alexander, Eric Link, William "Ruddy" Mell, Steven Hawks, Mike Wilson, Will Brewer, Chris Brown, Bob Vihnaneck, and William D. Walton. A Case Study of the Camp Fire – Fire Progression Timeline. Gaithersburg, MD: National Institute of Standards and Technology, January 2021. http://dx.doi.org/10.6028/nist.tn.2135.

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Maranghides, Alexander, William "Ruddy" Mell, Steven Hawks, Mike Wilson, William Brewer, Eric Link, Christopher Brown, Cartier Murrill, and Erin Ashley. Preliminary Data Collected from the Camp Fire Reconnaissance. National Institute of Standards and Technology, December 2020. http://dx.doi.org/10.6028/nist.tn.2128.

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Maranghides, Alexander, Eric Link, William "Ruddy" Mell, Steven Hawks, Mike Wilson, Will Brewer, Chris Brown, Bob Vihnaneck, and William D. Walton. A Case Study of the Camp Fire – Fire Progression Timeline, Appendix C. Community WUI Fire Hazard Evaluation Framework. National Institute of Standards and Technology, November 2021. http://dx.doi.org/10.6028/nist.tn.2135sup.

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Health hazard evaluation report: HETA-2008-0245-3127, determining base camp personnel exposures to carbon monoxide during wildland fire suppression activities - California. U.S. Department of Health and Human Services, Public Health Service, Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health, May 2011. http://dx.doi.org/10.26616/nioshheta200802453127.

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You might also be interested in the extended bibliographies on the topic 'The Camp Fire Girls' for particular source types:
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