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This book focuses on past and present camp geographies and on the dispositifs that make them an ever-present spatial formation in the management of unwanted populations characterizing many authoritarian regimes as well as many contemporary democracies.
Many books have been written about the California Gold Rush, but a geographical-historical dictionary has long been lacking. With the publication of California Gold Camps, a monumental project has been completed. California Gold Camps is a basic reference that will be indispensable to the historian, the geographer, and to the general reader interested in California's colorful past.
As indigenous populations are invited to participate in cultural heritage identification, research, interpretation, management, and preservation, they are faced with a variety of challenges, questions that are difficult to answer, and demands that must be carefully navigated. We Come for Good describes the development and operations of the Tribal Historic Preservation Office (THPO) of the Seminole Tribe of Florida as an example of how tribes can successfully manage and retain authority over the heritage of their respective cultures. With Native voices front and center, this book demonstrates ways THPOs can work within federal and tribal governments to build capacity and uphold tribal values--core principles of a strong tribal historic preservation program. The authors also offer readers one of the first attempts to document Native perspectives on the archaeology of native populations.
LIFE Magazine is the treasured photographic magazine that chronicled the 20th Century. It now lives on at LIFE.com, the largest, most amazing collection of professional photography on the internet. Users can browse, search and view photos of today’s people and events. They have free access to share, print and post images for personal use.
For children and youth, summertime presents a unique break from the traditional structure, resources, and support systems that exist during the school year. For some students, this time involves opportunities to engage in fun and enriching activities and programs, while others face additional challenges as they lose a variety of supports, including healthy meals, medical care, supervision, and structured programs that enhance development. Children that are limited by their social, economic, or physical environments during the summer months are at higher risk for worse academic, health, social and emotional, and safety outcomes. In contrast, structured summertime activities and programs support basic developmental needs and positive outcomes for children and youth who can access and afford these programs. These discrepancies in summertime experiences exacerbate pre-existing academic inequities. While further research is needed regarding the impact of summertime on developmental domains outside of the academic setting, extensive literature exists regarding the impact of summertime on academic development trajectories. However, this knowledge is not sufficiently applied to policy and practice, and it is important to address these inequalities. Shaping Summertime Experiences examines the impact of summertime experiences on the developmental trajectories of school-age children and youth across four areas of well-being, including academic learning, social and emotional development, physical and mental health, and health-promoting and safety behaviors. It also reviews the state of science and available literature regarding the impact of summertime experiences. In addition, this report provides recommendations to improve the experiences of children over the summertime regarding planning, access and equity, and opportunities for further research and data collection.
Rather than serving as civilian and humanitarian safe havens, refugee camps are notorious for their insecurity. Due to the host state’s inability or unwillingness to provide protection, camps are often administered by the United Nations High Commissioner for Refugees (UNHCR) and its implementing partners. When a violation occurs in these situations, to which actors shall responsibility be allocated? Through an analysis of the International Law Commission’s work on international responsibility, Maja Janmyr argues that the ‘primary’ responsibility of states does not exclude the responsibilities of other actors. Using the example of Uganda, Janmyr questions the general assumption that ‘unable and unwilling’ is the same as ‘unable or unwilling’, and argues for the necessity of distinguishing between these two scenarios. Doing so leads to different conclusions in terms of responsibility for the state, and therefore for UNHCR and its implementing partners.