Relevant bibliographies by topics / Sutton-Smith

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  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Sutton-Smith'

Author: Grafiati
Published: 29 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Sutton-Smith"

1

Meckley, Alice M. "Brian Sutton-Smith (1924–2015)." American Psychologist 70, no. 9 (2015): 932. http://dx.doi.org/10.1037/a0039805.

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Elizabeth Tucker. "Brian Sutton-Smith (1924–2015)." Journal of American Folklore 129, no. 514 (2016): 498. http://dx.doi.org/10.5406/jamerfolk.129.514.0498.

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Brown, Fraser, Anna Beresin, Tom Henricks, Alice Meckley, and Michael Patte. "Brian Sutton-Smith memorial panel – a celebration of the life and works of Brian Sutton-Smith." International Journal of Play 6, no. 1 (January 2, 2017): 96–111. http://dx.doi.org/10.1080/21594937.2017.1288377.

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Tracy, Dyanne M., and Mary S. Hague. "Toys ‘R’ Math." Mathematics Teaching in the Middle School 2, no. 3 (January 1997): 140–59. http://dx.doi.org/10.5951/mtms.2.3.0140.

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Play is children's work: “… play, games and cognitive development are functionally related” (Sutton-Smith 1971, 258). Children eveywhere, in every time period, from every culture and economic class enjoy playing with toys. Toys are learning tools; whether handmade or commercially produced, they help children prepare for their adult lives. Children's toys are frequently small-scale representations of objects from the adult world.
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Predelli, Line Nyhagen, Alan France, and Chris Dearden. "Introduction: The Poverty of Policy? Gaps in Anti-Poverty Policy for Children and Young People." Social Policy and Society 7, no. 4 (October 2008): 471–77. http://dx.doi.org/10.1017/s1474746408004430.

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The focus of this themed section is on identifying gaps in anti-poverty policy towards children and young people. The idea to address this question originated at the conference ‘A Fairer Society? A Review of Policies for Vulnerable Groups’ organised by the Centre for Research in Social Policy (CRSP) at Loughborough University in September 2006. The section offers a combination of papers from the conference (Bradshaw and Richardson; Smith; Sutton) and papers commissioned specifically to deal with gaps in anti-poverty policy towards children and young people (Lloyd; France; Phung). An overview of some useful sources has also been included (Davis and Sandu).
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Crick, Nicki R., and Kenneth A. Dodge. "‘Superiority’ is in the Eye of the Beholder: A Comment on Sutton, Smith, and Swettenham." Social Development 8, no. 1 (December 25, 2001): 128–31. http://dx.doi.org/10.1111/1467-9507.00084.

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7

FULLER, J. G. C. M. "The invention and first use of stratigraphic cross-sections by John Strachey, F.R.S., (1671–1743)." Archives of Natural History 19, no. 1 (February 1992): 69–90. http://dx.doi.org/10.3366/anh.1992.19.1.69.

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Stratigraphic cross-sections, or horizontally extended representations of strata in profile, were introduced into scientific literature in the year 1719 by John Strachey, of Sutton Court, near Stowey Somersetshire, England. Before that time, English-language stratigraphical geology had been practised chiefly by drillers searching for coal, whose published records of vertical sequences of strata and of lateral correlations among subsurface borehole sections, go back to 1639. Strachey's sections were new in several ways: they were drawings rather than lists of strata, they represented true dips, and most importantly they demonstrated stratigraphic correlation in the subsurface and across landscape gaps, where for structural or topographic reasons the intervening strata were obscured or missing. To achieve such delineations in the form of drawings or “draughts”, Strachey assumed as selfevident that the strata were regular in their order of superposition and that they had lateral continuity through concealed areas. His published observations and measurements were widely copied, and William Smith, generally regarded as one of the fathers of geology, seems to have found significant inspiration among Strachey's writings.
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Williams, P. E. V., and T. J. Fitt. "A Survey of the concentration of ammonia recorded in pig housing in England." Proceedings of the British Society of Animal Production (1972) 1991 (March 1991): 67. http://dx.doi.org/10.1017/s0308229600020171.

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In animal housing ammonia is an aerial pollutant resulting from the microbial conversion of nitrogenous materials excreted in faeces and urine. Ammonia is an irritant to cells lining the respiratory tract and an increased incidence of pneumonia in pigs and humans and atrophic rhinitis in pigs have been correlated with elevated ammonia levels. In a survey of 12 farms and 49 pig buildings concentration of ammonia was identified specifically as a causative agent in the aetiology of atrophic rhinitis (Robertson, Wilson and Smith 1990). Furthermore, high levels of ammonia can delay the onset of puberty in gilts perhaps as a result of the masking of boar odour (Malayer, Brandt, Green, Kelly, Sutton and Diekman 1988).Regulations have been introduced (Control of Substances Hazardous to Health (COSHH)) limiting the exposure of humans to atmospheric ammonia to a mean level of 25 ppm over an 8h work shift and 35 ppm for 10 minute exposure. As part of a study on the effectiveness of a feed additive formulated to control atmospheric ammonia, levels of ammonia in pig housing were monitored.
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DERRY, JOHN. "E. A. Smith (ed.), Reform or revolution? A diary of reform in England 1830–32. (Alan Sutton, Stroud, 1992.) Pages ix+165. £18.99." Continuity and Change 12, no. 1 (May 1997): 139–55. http://dx.doi.org/10.1017/s026841609722271x.

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Martínez-Iñigo, David, Peter Totterdell, Carlos Maria Alcover, and David Holman. "The Source of Display Rules and their Effects on Primary Health Care Professionals' Well-Being." Spanish journal of psychology 12, no. 2 (November 2009): 618–31. http://dx.doi.org/10.1017/s1138741600001980.

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Employees‘ perceptions of the emotional requirements of their work role are considered a necessary antecedent of emotion work. The impact of these requirements on the emotions employees display, their well-being, and their clients' satisfaction has been explored in previous research. Emotional requirements have been characterized as organizationally-based expectations (e.g., Brotheridge & Lee, 2003), formal and informal organizational rules (e.g., Cropanzano, Weiss & Elias, 2004), occupational norms (e.g., Rafaeli & Sutton, 1987; Smith & Kleinman, 1989) and job-based demands (Brotheridge & Lee, 2002). Although all these definitions assume some kind of shared source for perceptions of emotional requirements, it remains unclear to what extent these different sources contribute and to what extent the requirements are shared by different units, teams and individuals in the organization. The present study analyses the perception of emotional requirements from a survey of ninety-seven Primary Health Care teams composed of general practitioners, nurses and administrative staff (N = 1057). The relative contribution of different sources of variance (team, organizational, and occupational) to perceived emotional requirements and the effects on employees’ job satisfaction and well being are examined. Results confirm the relevance of the source and show the contribution of emotional demands to prediction of emotional exhaustion and job satisfaction levels.
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Dissertations / Theses on the topic "Sutton-Smith"

1

Boström, Marica, and Arikanli Sofia Nilsson. "Den fria leken – en nödvändighet : En studie om förskollärares syn på och uppfattningar om barns fria lek i förskolan, vilka begränsningar och möjligheter som kan påverka den fria leken." Thesis, Mittuniversitetet, Institutionen för utbildningsvetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-42413.

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Syftet med studien var att ta reda på förskollärares syn på och uppfattningar om barns fria lek i förskolan. Detta har vi tagit reda på genom en enkät som skickats ut i sociala medier i grupper som riktar sig till förskolan och förskollärare. Vi har med hjälp av Sutton-Smiths (1997) lekretoriker analyserat insamlade data, tidigare forskning och litteratur. Dessa lekretoriker kan också benämnas som sju olika ideologier om lek. Resultatet visar hur förskollärarna anser att fri lek är en nödvändighet för barns utveckling samt att leken bidrar till att barn utvecklar många olika förmågor och färdigheter. Genom leken utvecklar barn många olika förmågor och färdigheter. Sammanfattningsvis gäller det som förskollärare att vara lyhörd och ha ett öppet förhållningssätt till barns fria lek, där förskollärarna kan läsa av leksignaler och förstå sig på barns lekramar, det vill säga kunna läsa av barns kroppsspråk och signaler samt förhålla sig inom lekens gränser.

Betyg i Ladok 210606.

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Books on the topic "Sutton-Smith"

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Johnson, A. Our people of the Smoky Mountains: The Ogle, Whaley, Barnes, McGaha, Hannah, Grooms, Sutton, Leatherwood, Rayfield, Stinnett, Jones, and Smith families & their allied lines. Miramar Beach, Florida: A. Johnson, 2012.

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2

Brian, Sutton-Smith, and Pellegrini Anthony D, eds. The future of play theory: A multidisciplinary inquiry into the contributions of Brian Sutton-Smith. Albany: State University of New York Press, 1995.

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3

Pellegrini, Anthony D. The Future of Play Theory: A Multidisciplinary Inquiry into the Contributions of Brian Sutton-Smith (Suny Series, Children's Play in Society). State University of New York Press, 1995.

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4

Pellegrini, Anthony D. The Future of Play Theory: A Multidisciplinary Inquiry into the Contributions of Brian Sutton-Smith (Suny Series, Children's Play in Society). State University of New York Press, 1995.

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5

Henricks, Thomas S. The Psychology of Play. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252039072.003.0005.

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This chapter explores the psychology of play, with particular emphasis on one of the contexts that support play and provide the terms for its explorations: the psyche. It first highlights key themes that are pertinent to psychological interpretations of play before discussing three classic descriptions of how play is “minded”: Jean Piaget's cognitive-moral behavior theory, Sigmund Freud's expressive behavior theory, and Lev Vygotsky's imaginative-performance theory. The chapter also considers the perspectives of some psychologists and human development theorists who advance the theories presented above by offering their own integrative visions of play. These scholars include Erik Erikson, Jerome Bruner, Greta Fein, Dorothy and Jerome L. Singer, and Brian Sutton-Smith. The chapter concludes with an assessment of play's role in therapy and how it helps people explore the implications of self, in its individual and collective dimensions.
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Book chapters on the topic "Sutton-Smith"

1

"Sutton-Smith, Play, and Maybe Piaget." In The Relationship Between Social and Cognitive Development, 255–58. Psychology Press, 2013. http://dx.doi.org/10.4324/9780203781111-15.

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2

Grossmith, George, and Weedon Grossmith. "Chapter XXII." In The Diary of a Nobody. Oxford University Press, 2008. http://dx.doi.org/10.1093/owc/9780199540150.003.0023.

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Master Percy Edgar Smith James. Mrs James (of Sutton) visits us again and introduces ‘Spiritual Seancés’ May 26, Sunday.—We went to Sutton after dinner to have meat-tea* with Mr and Mrs James. I had no appetite, having dined well at...
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3

Smith, John. "10 From John Smith in Sutton, Surrey, to Samuel Dodd, overseer of Great Bardfield, 26 January 1835." In Records of Social and Economic History: New Series, Vol. 30: Essex Pauper Letters: 1731–1837, edited by Thomas Sokoll. British Academy, 2001. http://dx.doi.org/10.1093/oseo/instance.00166925.

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4

Miah, Andy. "Real-World Games." In Sport 2.0. The MIT Press, 2017. http://dx.doi.org/10.7551/mitpress/9780262035477.003.0003.

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This chapter identifies the book’s major themes, arguments, problems and possibilities, including reference to the major, pertinent philosophical notions of games and sport, integrating the seminal work of Bernard Suits and Brian Sutton-Smith. It outlines how a certain characterisation of the physical world arises within digital space, often through the design interface that mediates our experiences. Furthermore, it considers whether the design of perfect simulations in sports would make redundant off-line sport spaces. The chapter also discusses how examples of life online require us to reconsider what we acknowledge as real or meaningful in human experience and how this evaluation is contextualized within a set of ideological assumptions about the nature of virtual realities. It introduces the idea of second-wave convergence to explain how socio-technical changes within such practices as sports give rise to new evaluations of life online. Furthermore, it discusses how our nostalgia for analog lives is particularly apparent within practices like sports, which are constituted by a presumed notion of what embodied action and corporeality should entail. In pursuing this argument, it also considers how one defines embodiment and how wearable technology is challenging the view that digital identities are separable from our analog lives.
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