On the Philosophical Definition of Human Play Using the Tools of Qualitative Content Analysis

Abstract This empirical study explores the financialization of social sustainability driven by sustainability accounting and reporting initiatives (SARIs). Since no globally accepted definition of what social sustainability encompasses exists, the paper asks how social sustainability is translated into the financial market language by SARIs as they provide standards for disclosing corporate non-financial performance and promote their concepts of social sustainability. The paper uses a two-step qualitative content analysis. First, it operationalizes social sustainability based on the empirical data of six sustainability rating agencies. Second, this operationalization is compared with the concepts created by three SARIs. The paper shows significant differences between the concepts of the SARIs and the rating agencies. While the rating agencies altogether interpret social sustainability with 83 distinct aspects, the SARIs, although differently created, use significant reduced concepts where 20% of these aspects are absent. The result of this financialization process could be a simplified and financially determined concept of social sustainability within die socially discourse. The research is limited to social sustainability and its financialization by SARIs. Individual indicators and their way or intensity to capture aspects of social sustainability were not part of the research interest. Further research should investigate the economic and the ecological pillars of sustainability as well as the usage of such financialized concepts within the society and especially by corporations. The paper unfolds the arbitrariness of operationalizing a qualitative phenomenon like social sustainability through the financial system. It discloses the need for looking at the mechanisms behind such processes and at the interests of the actors behind the frameworks. The paper reveals the financialization process driven by SARIs and demonstrates its simplifying effects on the concept of social sustainability. Furthermore, the paper shows that SARIs as metrics for non-financial aspects are troubled with a lack of transparency and a lack of convergence.

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Defining the term "intelligence" - insight into existing intelligence knowledge

Informatologia ◽

10.32914/i.52.3-4.7 ◽

2019 ◽

Vol 52 (3-4) ◽

pp. 194-205

Author(s):

Tomislav Dokman

Keyword(s):

Content Analysis ◽

Qualitative Content Analysis ◽

Essential Feature ◽

Scientific Discipline ◽

Knowledge Based ◽

Broad Concept ◽

Intelligence Studies ◽

Uniform Definition ◽

Intelligence Theory ◽

Definition Of

For more than half a century of Intelligence Studies, this field has been characterized by the problem of lack of uniform definition of the term intelligence, a contentious place in the corpus of existing knowledge. The determinant of this is the existence of different types of intelligence, that is, the term is related to the intelligence product or information, the process/cycle in which information is collected, processed, analyzed and disseminated, and to the intelligence producing organization. Furthermore, it is a broad concept that initially developed and presented itself throughout history as exclusive state property, only later to become an equally represented term in other fields, more specifically business, science, sports, etc. Defining the term "intelligence" is important not only for the sake of development of intelligence theory and scientific discipline, but also because of the practical part of "intelligence" which is an essential feature of every state as it provides support for state decision-making process and defining policies in the national security spectrum. The paper analyzes 35 scientific, expert and institutional definitions of the term intelligence using quantitative and qualitative content analysis. Qualitative content analysis identified 15 key elements. The quantitative analysis found that the most represented element was "information", followed by "end user/decision maker", followed by "actionable character", "foreign countries" and "knowledge". Based on the elements extracted, a new definition is presented. Intelligence is characterized by actionable knowledge of foreign/other countries that is disseminated towards end users, i.e. decision makers, in the form of information.

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“Just a Stupid Carrot Farm, Dumb Bunny”

Advances in Early Childhood and K-12 Education - Disciplinary Literacy Connections to Popular Culture in K-12 Settings ◽

10.4018/978-1-7998-4721-2.ch004 ◽

2021 ◽

pp. 69-92

Author(s):

Jill Bindewald

Keyword(s):

Content Analysis ◽

Popular Culture ◽

Media Literacy ◽

Qualitative Content Analysis ◽

Urban Violence ◽

Critical Inquiry ◽

Rural People ◽

Critical Media Literacy ◽

Critical Media ◽

Definition Of

This qualitative content analysis takes a critical media literacy approach to analyze and evaluate representations of rural people and places in the movie Zootopia. The chapter begins with a definition of critical media literacy and discussion of representations of rural people and places in popular culture. Next, the author analyzes and evaluates the themes that emerged throughout the critical inquiry. Zootopia conveys the following themes: a lack of opportunity through narratives of outmigration, romantic notions of rurality, exaggerations of urban violence, and portrayals of farming as the lowest status profession. The researcher provides a pedological tool for critiquing the film through reflection and action for teachers' use with students called BAAM.

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A Lay Definition of Grace: A Quantitative and Qualitative Content Analysis

International Journal for the Psychology of Religion ◽

10.1080/10508619.2020.1793593 ◽

2020 ◽

pp. 1-23

Author(s):

Tine Schellekens ◽

Annemie Dillen ◽

Laura Dewitte ◽

Jessie Dezutter

Keyword(s):

Content Analysis ◽

Qualitative Content Analysis ◽

Definition Of

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What is the Co-Creation of New Knowledge? A Content Analysis and Proposed Definition for Health Interventions

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17072229 ◽

2020 ◽

Vol 17 (7) ◽

pp. 2229 ◽

Cited By ~ 1

Author(s):

Tania Pearce ◽

Myfanwy Maple ◽

Anthony Shakeshaft ◽

Sarah Wayland ◽

Kathy McKay

Keyword(s):

Content Analysis ◽

Current Literature ◽

Qualitative Content Analysis ◽

Health Interventions ◽

Inclusion Criteria ◽

Research And Practice ◽

Collaborative Processes ◽

New Knowledge ◽

Speed Up ◽

Definition Of

Co-creation of new knowledge has the potential to speed up the discovery and application of new knowledge into practice. However, the progress of co-creation is hindered by a lack of definitional clarity and inconsistent use of terminology. The aim of this paper is to propose a new standardised definition of co-creation of new knowledge for health interventions based on the existing co-creation literature. The authors completed a systematic search of electronic databases and Google Scholar using 10 of the most frequently used co-creation-related keywords to identify relevant studies. Qualitative content analysis was performed, and two reviewers independently tested the categorisation of papers. Of the 6571 papers retrieved, 42 papers met the inclusion criteria. Examination of the current literature on co-creation demonstrated how the variability of co-creation-related terms can be reduced to four collaborative processes: co-ideation, co-design, co-implementation and co-evaluation. Based on these four processes, a new definition of co-creation of new knowledge for health interventions is proposed. The analysis revealed the need to address the conceptual ambiguity of the definition of “co-creation of new knowledge”. The proposed new definition may help to resolve the current definitional issues relating to co-creation, allowing researchers and policymakers to progress the development of co-creation of new knowledge in research and practice.

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Pengembangan Alat Analisis Humor dalam Komik Jepang

Japanese Research on Linguistics Literature and Culture ◽

10.33633/jr.v1i2.2502 ◽

2019 ◽

Vol 1 (2) ◽

pp. 129-143

Author(s):

Akhmad Saifudin ◽

Yuyu Yohana Risagarniwa ◽

Elvi Citraresmana ◽

Inu Isnaeni Sidiq

Keyword(s):

Content Analysis ◽

Cultural Values ◽

Theoretical Foundation ◽

Qualitative Content Analysis ◽

Semiotic Analysis ◽

Theoretical Contribution ◽

Inductive Research ◽

Definition Of ◽

Context Of Situation

The main objective of this study is to develop a theoretical tool to analyze humorelements in Japanese comic (manga). The authors narrow the definition of “tool” as atheoretical framework that can be used in an inductive research. Developing this tool isof importance since evaluating the quality of humor in comic is difficult and subjective,due to the inclusion of humor as a cognitive and cultural product (Hurley et al, 2011).The authors strongly emphasize that this study was a theoretical review one. Weaimed to develop a theoretical foundation pertaining to semiotic analysis in humorousmanga products. To achieve the aim, we applied qualitative content analysis to buildthe foundation inductively. The authors identify that in order to analyze humor inmanga, Berger’s theory of humor techniques (1976, 1993) can be utilized to explorecomical effect in manga. Furthermore, Wilson and Sperber’s framework (2004) canalso be used to evaluate the context of situation pictured in manga. The former theoryis imperative since it highlights the function of drawing representation to buildhumorous atmosphere, while the latter functions to decode the meaning and purposeof humor created by manga creators. To conclude, a theoretical contribution can bewithdrawn from the discussion in this study. However, to really measure Japanese’scognitive and cultural values of humor expression, further application of this analysistool needs to be established in a wider and more comprehensive set of data.

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Education for Entrepreneurship – A Challenge for School Practice

Acta Educationis Generalis ◽

10.1515/atd-2017-0024 ◽

2017 ◽

Vol 7 (3) ◽

pp. 63-75

Author(s):

Alena Jůvová ◽

Tomáš Čech ◽

Ondřej Duda

Keyword(s):

Content Analysis ◽

Qualitative Content Analysis ◽

School Education ◽

Entrepreneurial Education ◽

Complex Concept ◽

Effective Strategies ◽

Self Confidence ◽

Content Analysis Method ◽

Definition Of ◽

Main Ideas

Abstract Introduction: Education for Entrepreneurship can be seen as one of the contemporary themes of current school and out-of-school education and has also become one of the priority topics of the European Union’s education policy. In this article, we focus on the definition of entrepreneurial education and the context of the terms liminality and in-betweenness that are closely related to entrepreneurship. In the theoretical part, we focus on broader context and complexity of entrepreneurial education and characterize the competence as a sense of initiative and entrepreneurship (Malach, 2008). All defined terms are related to the implementation of entrepreneurial education in the process of school education. Purpose: The aim of the article is to analyse the ways and methods of applying the main ideas of entrepreneurial education in school education. We concentrated on finding the context and characteristics of innovative methods and strategies through which the objectives of entrepreneurial education are achieved. Methods: To describe and understand the phenomenon of entrepreneurial education, the qualitative content analysis of the examples of good practices was used in this article. We developed codes in relation to the causes, conditions, opportunities and environment of entrepreneurial education. Conclusions: The aim was to determine the degree of implementation of entrepreneurial education/skills in the learning process in schools. By using the Content Analysis method, we determined the following questions: 1. What is entrepreneurial education? 2. What are the aims of education for entrepreneurship? 3. Why do we learn entrepreneurship? 4. Who and where teaches entrepreneurship? 5. How to learn entrepreneurship? Four main categories have been identified for the analysis of the complex concept of entrepreneurial education: Category 1: The roles of teachers and pupils in entrepreneurial education Category 2: Teaching methods and activities of pupils Category 3: The diversity of the aims of entrepreneurial education Category 4: Competences for entrepreneurship At the end of the article, we summarize the content analysis of the phenomenon of entrepreneurial education. There is a complexity of issues, goals, methods and social relationships that lead pupils/people to qualitative transmissions for/to create an excellent life. It involves preparing the pupil for practical everyday life, developing self-efficacy, self-confidence, independence, and support for critical thinking, flexibility, creativity, risk taking and problem-solving abilities. In addition, we provide an overview of inspirational methods and effective strategies used by entrepreneurs in entrepreneurial education. Given that entrepreneurial education is a comprehensive discipline, a sufficient team of people needs to be provided to put its ideas into practice. In this education, both the whole society and individuals such as teachers, social educators, parents, family, pupils/students, environment outside school, inside school/class find the place and purpose. The KEY TOPICS to turn ideas of entrepreneurial education into action are discussed in the conclusion of the article.

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