Relevant bibliographies by topics / Play grounds

Academic literature on the topic 'Play grounds'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Play grounds"

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Kranes, David. "Play grounds." Journal of Gambling Studies 11, no. 1 (March 1995): 91–102. http://dx.doi.org/10.1007/bf02283207.

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Rettler, Bradley. "Grounds and ‘Grounds’." Canadian Journal of Philosophy 47, no. 5 (2017): 631–55. http://dx.doi.org/10.1080/00455091.2017.1282306.

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AbstractIn this paper, I offer a new theory of grounding. The theory has is that grounding is a job description that is realized by different properties in different contexts. Those properties play the grounding role contingently, and grounding is the property that plays the grounding role essentially. On this theory, grounding is monistic, but ‘grounding’ refers to different relations in different contexts. First, I argue against Kit Fine’s monist univocalism. Next, I argue against Jessica Wilson’s pluralist multivocalism. Finally, I introduce monist multivocalism, explicate three versions of it, and show its advantages.
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Mantei, Meighan. "Changing the Grounds of Play." Canadian Journal of Children's Rights / Revue canadienne des droits des enfants 7, no. 1 (November 6, 2020): 49–72. http://dx.doi.org/10.22215/cjcr.v7i1.2650.

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Through a rights based framework that recognizes and advocates for children’s right to play at school, this paper will show how the students, staff and community of Kitchener elementary school created their playground revitalization project to rethink and restructure their school yard in an educational, innovative, sustainable, and culturally responsive way. Throughout the paper I will argue that the development of a natural outdoor space, grounded in Indigenous knowledge, helped the students and their community nurture a sense of place. Further, I will show how in an area filled with poverty and violence, creating an outdoor space, grounded in local knowledge, supported the community in reclaiming a positive identity. Finally, I will discuss that along with establishing a community gathering space, as the walls of the school were expanded into the outdoors, the teachers and students were given the opportunity to use the natural environment as a vehicle for learning.
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Zeece, Pauline Davey, and Susan K. Graul. "Grounds for play: Sound, safe, and sensational." Day Care & Early Education 20, no. 4 (June 1993): 23–27. http://dx.doi.org/10.1007/bf01617784.

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Claus, Peter J., and Kathryn Hansen. "Grounds for Play: The Nauṭaṅkī Theatre of North India." Asian Folklore Studies 54, no. 1 (1995): 162. http://dx.doi.org/10.2307/1178242.

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Lutgendorf, Philip, and Kathryn Hansen. "Grounds for Play: The Nauṭaṅkī Theatre of North India." Asian Theatre Journal 10, no. 2 (1993): 221. http://dx.doi.org/10.2307/1124184.

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Korom, Frank J., and Kathryn Hansen. "Grounds for Play: The Nautanki Theatre of North India." Ethnomusicology 39, no. 2 (1995): 282. http://dx.doi.org/10.2307/924432.

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Ross, David. "Ambiguity and possibility: Cognitive and educational grounds for play." International Journal of Play 2, no. 1 (April 2013): 22–31. http://dx.doi.org/10.1080/21594937.2013.771604.

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Waxer, Lise, Peter Manuel, and Kathryn Hansen. "Grounds for Play: The Nauntaki Theatre of North India." Asian Music 25, no. 1/2 (1993): 247. http://dx.doi.org/10.2307/834208.

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Marouf, Noura, Suhana Johar, Adi Irfan Che-Ani, and Norngainy Mohd Tawil. "Examining School Grounds as a Place for Children’s Physical Activity Performance in Tehran." Modern Applied Science 9, no. 11 (September 30, 2015): 109. http://dx.doi.org/10.5539/mas.v9n11p109.

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<p>Children need to play outdoors to develop socially, emotionally, cognitively, and physically. Outdoor play opportunities have the potential to promote physical and mental health throughout the life of children. Outdoor play has been acknowledged as a primary right for children; therefore there is a need to create spaces, where children can go and play spontaneously every day. Regarding to where the outdoor play of children takes place is significant; school grounds, as a place for children to learn and promote their health, could be assumed as a key setting that enhances and contributes to outdoor play guidelines. It requires making awareness and evaluation of current school grounds referring to outdoor play requirements. Four school grounds were selected as case studies in Tehran to be evaluated by School Environmental Audit Tool (SEAT). The survey shows a lack of proper consideration in the design and maintenance in the current situation of these important sites for children. At the end, some recommendations were proposed in order to outdoor play provision in accordance to current school grounds of Tehran. <strong></strong></p>
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Dissertations / Theses on the topic "Play grounds"

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Mannion, Gregory B. "Children's participation in changing school grounds and public play areas in Scotland." Thesis, University of Stirling, 1999. http://hdl.handle.net/1893/88.

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The study draws on theories of society, learning, planning and design, democracy, identity formation, and cultural change to inquire into children’s participation in the social sphere. The thesis emerges from the growing literature in the sociological and educational study of childhood, identity, space and culture. A case study approach, using a variety of participatory methods and photographic visual evidence, is employed to investigate the substantive issue of children’s participation in changing their locales in a contemporary Scottish context. Two main cases are narrated: the first concerns primary school children’s experience in participating in changing school grounds throughout Scotland; the second details the experience of one local authority’s efforts to enhance public play provision for children with disabilities. Local socio-cultural / spatial practices used in the construction of children’s participation and their places of learning, work, and play are described. Children are found to be ‘positioned’ between adult desires to increase children’s participation in matters that affect them, while at the same time, adults may wish to protect children from perceived dangers. The context for children’s participation takes cognisance of the influences of schooling, the exclusion of children from the workplace, as well as the influences of technology, the media, and the changes in family make-up. One central finding of the thesis is that children’s experience of participation appeared to be constructed out of ‘essential beliefs’ about the relations between children and adults, the nature of the child and the child’s ‘place’ in society.
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van, Duppen Jan. "Shifting grounds : how urban gardening practices enact the relations between play and work." Thesis, Open University, 2017. http://oro.open.ac.uk/50600/.

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This thesis discusses how urban gardening practices enact the relations between play and work, based upon a comparative ethnographic study of allotment, community and guerrilla gardening in London. It deploys participant observation and garden go-alongs, and makes use of photography to engage with the corporealities, textures, and creativities of these practices. Rather than binary conceptions of play and work, this thesis understands urban gardening practices as creating entangled contingencies of play and work in social life. It sees urban gardens as paradoxical spaces of play and work; and thereby develops cultural geography’s understanding of gardens as sites imbued with multiple and contradictory meanings. Gardening is enjoyed for its visceral experience confirming ideas of play as being fun, embodied and absorbing. Yet, it also demands work, because this seemingly voluntary activity implicates social, material and legal obligations. Furthermore, the research demonstrates how objects travel across spaces of play and work, as permeable garden boundaries are made and unmade constantly. By showing these relations between inside and outside, the thesis challenges ideas of the ‘garden’ and the ‘playground’ as fixed, enclosed time-spaces set apart from everyday life. Moreover, this ambiguity is further exemplified by how gardeners have varying perceptions of play, which overlap but also contest each other. This research also enhances debates on public spaces in cities, and more-than-human geographies, by showing how gardening breathes life into the urban through on-going encounters between people, plants and animals. It identifies four types of encounters, namely festive, chance, care-taking and contestation. The range of others encountered is multiple and diverse, and gardeners’ openness towards the contingencies of inhabiting these urban spaces alludes to a playful mode of engaging with the world. The thesis argues that urban gardening practices feed into, complement and offer an alternative to neoliberal conceptions of play and work in post-fordist economies.
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Fletcher, Rebecca, and fletcherette@hotmail com. "The child in nature." RMIT University. Education, 2006. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20070418.102156.

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There is little research on the young child's experience of the natural environment. Due to the increase in urbanisation, indoor recreation and indoor schooling many young children have become isolated from the natural environment. A love for nature and a sense of wonder in nature is being lost in the hurried childhood. This loss of access to nature impacts on the child's health and wellbeing, sense of connection and environmental literacy. This research study explores how Melbourne preschool children experience and use nature through the environments provided to them in the preschool program. The main environment is naturally the preschool play yard; however, as excursions also form part of the curriculum, the child's visit to the Royal Botanic Gardens and the Ian Potter Foundation Children's Garden forms part of this experience. Six case studies of Melburnian preschool children have been developed as a means to capture and communicate the interactions of individual children. Each of the six case studies present a child or pair of children 'in the moment,' as a snap shot of ecological learning and play behaviour and are presented as six stories, which allow the child's individual character and unique experience of nature to be expressed. Issues and behaviours evident in the children's interactions are then discussed through a framework of the seven ways of interacting in nature, which emerges from the demonstrations of these children. This information was collected using research techniques in observation; structured observations using time sampling and behaviour mapping; participating in conversations with children and collecting anecdotal observations and children's artwork. The case studies provide insight into childhood interactions with the natural environment and the levels of engagement experienced by children, with nature. The six stories, alongside topical literature, form the basis for deep discussion on the observed ways of interacting with nature.
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Burow, Elizabeth Kathryn. "Play-ground." Thesis, Massachusetts Institute of Technology, 2005. http://hdl.handle.net/1721.1/33064.

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Thesis (M. Arch.)--Massachusetts Institute of Technology, Dept. of Architecture, 2005.
In title on t.p., a single underscore comes between the words play and ground. Page 110 blank.
Includes bibliographical references (p. 107-109).
Though currently bound by a purely horizontal logic and limited to fulfilling only the most basic provisions. the design of surface parking has significant latent potential. Taking from the rubber-stamped landscape strategies of municipal playgrounds found in urban America and the rubber-stamping strategies of big-box retail which are disseminated throughout the American suburban landscape, this thesis attempts to recover the surface parking lot by equating park and parking in a double-loaded program of 100 % PARK / 100% PARKING. With cues from the examination of play and game strategies, this thesis infuses the 'Lot' landscape with double meaning that attracts both the consuming and unassuming into a physical space of chance, strategy and play. As an adaptable cover with interwoven programs, the double-loaded the surface parking lot can then serve as a new landscape typology which responds to contextual situations and in turn sponsors new patterns of occupation.
by Elizabeth Kathryn Burow.
M.Arch.
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Koza, Petra. "The Light-Play-Ground Installation." Thesis, KTH, Ljusdesign, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-280050.

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This thesis aims to introduce a design proposal providing a special light-colour-space experience for preschool aged children. At this age, the basic aspects of visual perception are well-developed. However, unlike adults, children do not possess the experience and memories that enable complete visual perception. My goal was to create a space where children can play and, in the meantime, meet various stimuli that they are not used to, broadening their visual sensitivity by utilizing the rhythm of light and colour combinations. Based on earlier studies, I investigate three main areas: children’s perspective, their relationship with colours, and the learning process itself that takes place in their brain while embracing knew knowledge. Conclusions drawn from the literature review are complemented by studies of forms, shadows, and materials. The design of the installation itself is presented through conceptual sketches and models. As the main motive of the installation I chose a circular labyrinth where, during wandering, new experiences, colours, forms, atmospheres, and emotions reveal themselves as one progresses towards the centre. Darkness too plays an important role in the design. The changes in light level follow the steps of this external and internal journey, until in the last layer of the labyrinth children can experience almost complete darkness in a relatively safe environment.
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Williams, Travis Andrew. "Ground-play yard-school play-school : a Ludic typology for primary education." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/79140.

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Thesis (M. Arch.)--Massachusetts Institute of Technology, Dept. of Architecture, 2013.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (p. 218-221).
This thesis explores how free play can be promoted, incentivized, and enabled through architecture to reinterpret the elementary school typology within the urban context of the Los Angeles Unified School District. The project is not a playground, but it is not just a school either. It functions as a play of ground that uses manipulated terrain to serve the programmatic needs of a school while also allowing for playful reinterpretation during its use. It combines the school yard with the school through the wielding of a visual datum of 56 inches that allows the space to be inhabited differently by adult faculty compared to young students. The system of ground is designed to be dextrous enough to create scalar variations in space and complex relationships between interior and exterior. It also exists as a recognizable language of objects, pauses, slopes and cliffs. These construct schools within schools, and rooms inside of other rooms serving students individually and collectively within a continuous volume where walls do not exist. In the end, the school tries to re-present a programmatically recognizable example of a typical school for the LAUSD. However, it does this while also creating a combination of play and school that is greater than the sum of those two parts and allows for scales of socialization that promote endless iterations of play.
by Travis Andrew Williams.
M.Arch.
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Scanlan, Katrin. "An investigation of play therapists' accounts of play therapy using constructivist grounded theory." Thesis, University of Oxford, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.442128.

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Tanta, Kari Jeanne. "The effect of peer-play level on the behavior of preschool children with delayed play skills /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/7930.

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Thomson, Sarah. "Play-grounded : the contested terrain of the primary school playground." Thesis, Keele University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.502935.

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Rinks, Sharon E. "Preschool therapeutic playgroup process a grounded theory analysis /." View full text, 2005.

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Books on the topic "Play grounds"

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Group, Merton Playground. Grounds for play. Merton (London): Merton Playground Group, 1993.

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Grounds for play: The Nauṭaṅkī theatre of North India. Berkeley: University of California Press, 1992.

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Hansen, Kathryn. Grounds for play: The Nautankī theatre of North India. Berkeley, Cal: University of California Press, 1992.

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Play, playtime and playgrounds: Key issues for teachers, supervisors and governors of Primary schools. Winchester, Hants: Learning through Landscapes, 1992.

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Titman, Wendy. Play, playtime and playgrounds: Key issues for teachers, supervisors and governors of primary schools. [Winchester]: LTL in association with WWF UK, 1992.

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Boyd, George Elroy. Consecrated ground: A play. Winnipeg: Blizzard Pub., 1999.

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Boyd, George. Consecrated Ground: A play. Winnipeg: Blizzard Publishing, 1999.

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Bartlett, Moira. Play in toddler groups. Glasgow: Scottish Pre-School Play Association, 1996.

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Commission, Susquehanna River Basin. Ground-water management plan. Harrisburg, Pa. (1721 N. Front St., 17102-2391): Susquehanna River Basin Commission, 1993.

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Commission, Susquehanna River Basin. Ground-water management plan. Harrisburg, Pa. (1721 N. Front St., 17102-2391): Susquehanna River Basin Commission, 1993.

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Book chapters on the topic "Play grounds"

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Marsh, Tim, and Bonnie Nardi. "Framing Activity-Based Narrative in Serious Games Play-Grounds Through Objective and Motive." In Serious Games, 204–13. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-45841-0_19.

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Downton, Paul F. "The Ground Plan." In Future City, 19–39. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-8496-6_1.

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Ariel, Shlomo. "Play therapy." In Integrative Play Therapy with Individuals, Families and Groups, 208–12. Milton Park, Abingdon, Oxon; New York, NY: Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429198151-19.

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Khan, Matluba, Simon Bell, and Sarah McGeown. "School ground interventions for pedagogy and play." In Place, Pedagogy and Play, 143–62. New York: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429023477-12.

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Ariel, Shlomo. "Play observation techniques." In Integrative Play Therapy with Individuals, Families and Groups, 37–41. Milton Park, Abingdon, Oxon; New York, NY: Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429198151-5.

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Nash, Julie Blundon, and Charles E. Schaefer. "Social Skills Play Groups for Children With Disruptive Behavior Disorders." In Integrative Play Therapy, 95–104. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2011. http://dx.doi.org/10.1002/9781118094792.ch6.

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First, Michael B., Elizabeth Spencer, Elizabeth Spencer, Sander Begeer, Brynn Thomas, Danielle Geno Kent, Maria Fusaro, et al. "Integrated Play Groups (IPG) Model." In Encyclopedia of Autism Spectrum Disorders, 1617–23. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_781.

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Green, Evelynne. "Integrated Play Groups (IPG) Model." In Encyclopedia of Autism Spectrum Disorders, 2486–91. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_781.

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Griffin, Ruthellen. "Play, Create, Express, Understand: Bereavement Groups in Schools." In School-Based Play Therapy, 379–405. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2012. http://dx.doi.org/10.1002/9781118269701.ch18.

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Slack, J. M. W. "The Ground Plan of Evolution." In Egg & Ego, 135–50. New York, NY: Springer New York, 1999. http://dx.doi.org/10.1007/978-1-4612-1420-5_8.

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Conference papers on the topic "Play grounds"

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Aziz, Nor Fadzila. "Children’s Adaptive Behaviour In Performing Outdoor Play And Learning In School Grounds." In ICRP 2019 - 4th International Conference on Rebuilding Place. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epms.2019.12.83.

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Bataveljić, Dragan. "USLUGE HUMANITARNIH ORGANIZACIJA." In XVII majsko savetovanje. Pravni fakultet Univerziteta u Kragujvcu, 2021. http://dx.doi.org/10.46793/uvp21.431b.

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The author of this work point to the fact that humanitarian organizations are the part of non-profit sector which are established and work in order to achieve general welfare of the individuals, particular social groups or society in whole. What is important to emphasize is that they belong to so called, voluntary sector whose work is transparent and is based on the laws of the country in which they operate. Each humanitarian organization has its own strategic plan, which as a written document, is aimed at achieving basic program goals. The monitoring of the implementation of adopted projects and the control of the management process are the mandatory (final) phases of their work. Humanitarian organizations as the part of non-state sector today play increasing role in offering services in various fields of social life to a wide range of beneficiaries. 0 It is interesting to note that these organizations are more present in developing countries and the countries in transition, particularly in the field of social services. The grounds for this situation can be found in the decentralization process and new, modified apprehension of the role of the state in the work of the growing number humanitarian organizations and movements. Namely, decentralization allows the delegation of powers and tasks from the central to local government levels and this is the main reason for rapid expansion of non-government sector on the global level and increasing participation of non-government sector in service providing.
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Ferrone, Christopher W. "Design/Development of a Stable U-10 Soccer Goal." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-41405.

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All across the United States, all year round, children play with soccer goals. The average age of children who interact with goals ranges from 5 to 18 years of age; although many adults utilize soccer goals as well. In most instances the goal is located at a public park or school. This requires the goals to be moveable. The portability of the goal is to allow for storage, grounds keeping and game placement — to name a few. This requirement dictates that the goal be light weight enough to be moved by the people using it, or the entity which controls it. Therefore, an unrestrained, light-weight goal can easily become unstable and tip over. Many of these goals are unsafe because they are improperly designed, manufactured or installed (unstable and are either unanchored or not properly anchored or counter balanced). A U-10 soccer goal has been designed and built which is light weight, portable and is stable with or without anchors. This design is passive in nature. That is to say it is always working and does not rely on stakes or sandbags; however, stakes are part of this design.
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Ottevaere, Olivier. "Ruled Based Construction and the Materialization of a Line in Motion." In 2016 ACSA International Conference. ACSA Press, 2016. http://dx.doi.org/10.35483/acsa.intl.2016.36.

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From the work of the Architect and Engineer Felix Candela on Hyperbolic Paraboloid surfaces for thin shell construction, the paper retraces how ruled geometries, generalized by a sequence of rotating lines, directly regulate procedures of construction for concrete formwork, made of straight timber elements. From the conception of three timber structures, The Pinch, Sweep and Warp, it is discussed how such geometrical principles are further explored structurally, materially and spatially. Finally, a series of subsequent physical experiments are put forward in search of new shell topologies, generated solely from a moving line described by time and movement. For the timber structures, sequences of changing wooden trusses capture the movement of a line to support ruled decks performing as new active grounds. The results are a series of three small scalesocial programs: a library, a play area and a roadsidemarketplace. They were each built with students and with the helpof a local timber workshop, developing constructionmethods for adapting highly articulated geometriesto simple traditional techniques. Situated at the intersection of teaching and research, experimentation and on-site construction, complex geometry and local craftsmanship, these design-build projects engage with full scale construction in difficult sites through experiential learning.
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Scarcelli, Riccardo, Anqi Zhang, Thomas Wallner, Sibendu Som, Jing Huang, Sameera Wijeyakulasuriya, Yijin Mao, Xiucheng Zhu, and Seong-Young Lee. "Development of a Hybrid Lagrangian-Eulerian Model to Describe Spark-Ignition Processes at Engine-Like Turbulent Flow Conditions." In ASME 2018 Internal Combustion Engine Division Fall Technical Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/icef2018-9690.

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With the engine technology moving towards more challenging (highly dilute and boosted) operation, spark-ignition processes play a key role in determining flame propagation and completeness of the combustion process. On the computational side, there is plenty of spark-ignition models available in literature and validated under conventional, stoichiometric SI operation. Nevertheless, these models need to be expanded and developed on more physical grounds since at challenging operation they are not truly predictive. This paper reports on the development of a dedicated model for the spark-ignition event at non-quiescent, engine-like conditions, performed in the commercial CFD code CONVERGE. The developed methodology leverages previous findings that have expanded the use and improved the accuracy of Eulerian-type energy deposition models. In this work, the Eulerian energy deposition is coupled at every computational time-step with a Lagrangian-type evolution of the spark channel. Typical features such as spark channel elongation, stretch, attachment to the electrodes are properly described to deliver realistic energy deposition along the channel during the entire ignition process. The numerical results are validated against schlieren images from an optical constant volume chamber and show the improvement in the simulation of the spark channel during the entire ignition event, with respect to the most commonly used energy deposition approach. Further development pathways are discussed to provide more physics-based features from the developed ignition model in the future.
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Farkas, Timea, Sarah Wiseman, Paul Cairns, and Rebecca Fiebrink. "A Grounded Analysis of Player-Described Board Game Immersion." In CHI PLAY '20: The Annual Symposium on Computer-Human Interaction in Play. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3410404.3414224.

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Toups, Zachary O., Jessica Hammer, William A. Hamilton, Ahmad Jarrah, William Graves, and Oliver Garretson. "A framework for cooperative communication game mechanics from grounded theory." In CHI PLAY '14: The annual symposium on Computer-Human Interaction in Play. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/2658537.2658681.

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Tibballs, Sue, John Dalton, and David Wild. "Corporate Social Responsibility (CSR) and UK Nirex Limited." In ASME 2003 9th International Conference on Radioactive Waste Management and Environmental Remediation. ASMEDC, 2003. http://dx.doi.org/10.1115/icem2003-4883.

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In recent years, Nirex has been engaged in a fundamental review of its values, objectives and behaviours. The significant shift to emerge from this review has been a commitment to being a responsible organisation. On both ethical and strategic grounds, Nirex believes it will only have a useful role to play in future radioactive waste management debates if it can show that it is a socially responsive and accountable organisation. Important commitments have already been made, and policies introduced, including a Transparency Policy, and an Environmental Policy. Over the same period, there has been a growing discourse and engagement in the UK with Corporate Social Responsibility (CSR). A wealth of organisations and consultants have emerged offering thought leadership and support in this area, some of whom have approached Nirex offering services. The challenge Nirex faces, however, is to understand what relevance and implications the CSR debate has for its work, and its wider commitment to responsibility. Should Nirex have a CSR strategy and produce a CSR report, or does ‘responsibility’ mean something different to Nirex? What would engaging in CSR mean — is there a danger that being responsible would become a stand-alone activity in the organisation, rather than a ‘mainstreamed’ commitment? If Nirex were to produce a CSR report, who would it be aimed at, and how would it fit alongside other corporate communications? In order to help answer these questions, and to develop a clear position and strategy, Nirex asked the Future Foundation to help facilitate input from consultants and other practitioners who have relevant experience. This paper will describe what was undertaken, the results and some thoughts on what this means for the future.
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Rato, Diogo, Samuel Mascarenhas, and Rui Prada. "Societies in Games: How do Players Perceive Groups of Game Characters?" In CHI PLAY '19: The Annual Symposium on Computer-Human Interaction in Play. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3341215.3356303.

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Scheepmaker, Laura. "Exploring Opportunities for Scalable Outcomes of Co-design Activities with Marginalised Groups of Children." In CHI PLAY '18: The annual symposium on Computer-Human Interaction in Play. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3270316.3270604.

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Reports on the topic "Play grounds"

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ELLEFSON, M. D. Low-Level Burial Grounds Waste Analysis Plan. Office of Scientific and Technical Information (OSTI), March 2000. http://dx.doi.org/10.2172/801858.

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SKELLY, W. A. Closure Plan for Active Low Level Burial Grounds. Office of Scientific and Technical Information (OSTI), November 2000. http://dx.doi.org/10.2172/805446.

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Haas, C. R. Waste analysis plan for the low-level burial grounds. Office of Scientific and Technical Information (OSTI), September 1996. http://dx.doi.org/10.2172/328461.

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Barnes, B. M. Waste analysis plan for the low-level burial grounds. Office of Scientific and Technical Information (OSTI), February 1996. http://dx.doi.org/10.2172/483414.

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MARINE CORPS WASHINGTON DC. Marine Air-Ground Task Force Master Plan (MMP) 1992 -2002. Service Plan. Fort Belvoir, VA: Defense Technical Information Center, June 1991. http://dx.doi.org/10.21236/ada239632.

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Bryce, R. W., J. C. Evans, and K. B. Olsen. Ground-water sample collection and analysis plan for the ground-water surveillance project. Office of Scientific and Technical Information (OSTI), December 1991. http://dx.doi.org/10.2172/5699547.

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Bryce, R. W., J. C. Evans, and K. B. Olsen. Ground-water sample collection and analysis plan for the ground-water surveillance project. Office of Scientific and Technical Information (OSTI), December 1991. http://dx.doi.org/10.2172/10122559.

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Williamson, S., R. Venkateswar, G. MacMillian, and J. Brinkman. Master Environmental Plan, Jefferson Proving Ground, Madison, Indiana. Fort Belvoir, VA: Defense Technical Information Center, November 1990. http://dx.doi.org/10.21236/ada360699.

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Pratt, D. A. Waste analysis plan for the low-level burial grounds. Revision 2. Office of Scientific and Technical Information (OSTI), June 1997. http://dx.doi.org/10.2172/325811.

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Guidati, Gianfranco, and Domenico Giardini. Joint synthesis “Geothermal Energy” of the NRP “Energy”. Swiss National Science Foundation (SNSF), February 2020. http://dx.doi.org/10.46446/publication_nrp70_nrp71.2020.4.en.

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Abstract:
Near-to-surface geothermal energy with heat pumps is state of the art and is already widespread in Switzerland. In the future energy system, medium-deep to deep geothermal energy (1 to 6 kilometres) will, in addition, play an important role. To the forefront is the supply of heat for buildings and industrial processes. This form of geothermal energy utilisation requires a highly permeable underground area that allows a fluid – usually water – to absorb the naturally existing rock heat and then transport it to the surface. Sedimentary rocks are usually permeable by nature, whereas for granites and gneisses permeability must be artificially induced by injecting water. The heat gained in this way increases in line with the drilling depth: at a depth of 1 kilometre, the underground temperature is approximately 40°C, while at a depth of 3 kilometres it is around 100°C. To drive a steam turbine for the production of electricity, temperatures of over 100°C are required. As this requires greater depths of 3 to 6 kilometres, the risk of seismicity induced by the drilling also increases. Underground zones are also suitable for storing heat and gases, such as hydrogen or methane, and for the definitive storage of CO2. For this purpose, such zones need to fulfil similar requirements to those applicable to heat generation. In addition, however, a dense top layer is required above the reservoir so that the gas cannot escape. The joint project “Hydropower and geo-energy” of the NRP “Energy” focused on the question of where suitable ground layers can be found in Switzerland that optimally meet the requirements for the various uses. A second research priority concerned measures to reduce seismicity induced by deep drilling and the resulting damage to buildings. Models and simulations were also developed which contribute to a better understanding of the underground processes involved in the development and use of geothermal resources. In summary, the research results show that there are good conditions in Switzerland for the use of medium-deep geothermal energy (1 to 3 kilometres) – both for the building stock and for industrial processes. There are also grounds for optimism concerning the seasonal storage of heat and gases. In contrast, the potential for the definitive storage of CO2 in relevant quantities is rather limited. With respect to electricity production using deep geothermal energy (> 3 kilometres), the extent to which there is potential to exploit the underground economically is still not absolutely certain. In this regard, industrially operated demonstration plants are urgently needed in order to boost acceptance among the population and investors.
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