Relevant bibliographies by topics / Character development

Contents

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

Academic literature on the topic 'Character development'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Character development.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Character development"

1

Rachman, Maman, Aris Munandar, and Andi Suhardiyanto. "Padepokan Karakter: Model of Character Development." KOMUNITAS: INTERNATIONAL JOURNAL OF INDONESIAN SOCIETY AND CULTURE 7, no. 2 (December 31, 2015): 176. http://dx.doi.org/10.15294/komunitas.v7i2.4460.

Full text
Abstract:
<p>This study was aimed at describing the portraits of the factual management model of character reinforcement applied nowadays, developing the hypothetical management model of character reinforcement in Padepokan Karakter or a character hermitage. This research was conducted under research and development approaches. The subjects of this research were the informants (students, lecturers, teachers, school principals), documents, and events. The data were collected through interviews, observations, documentations, considerations of specialists and practitioners, focused group discussions, and questionnaires. The results indicated that the factual model of character reinforcement was done by integrating characters on subjects described in the functions of planning, implementation, and evaluation. The development of management models of character reinforcement recommended in this research was managed through the function of planning, organizing, implementing and controlling the characters in the character hermitage. The device of character reinforcement available in the character hermitage was effective and influential to reinforce the students ‘ character.</p>
APA, Harvard, Vancouver, ISO, and other styles
2

Offord, Adam. "Assessing character development." Children and Young People Now 2016, no. 22 (October 25, 2016): 12. http://dx.doi.org/10.12968/cypn.2016.22.12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Imam Tabroni and Lani Rahmawati. "ISLAMIC EDUCATION AND CHARACTER DEVELOPMENT: CHARACTER CRISIS ANALYSIS." Education : Jurnal Sosial Humaniora dan Pendidikan 1, no. 3 (November 1, 2021): 5–7. http://dx.doi.org/10.51903/education.v1i3.95.

Full text
Abstract:
Islamic Religious Education is a subject that is considered effective in shaping the character of students. Character education will grow well if it starts from the embedded religious spirit in children, therefore PAI material in schools is one of the supports for character education. Through PAI learning students are taught aqidah as their religious basis, taught the Koran and hadith as a guide for their lives, taught fiqh as legal signs in worship, teaches Islamic history as an example of life, and teaches morals as a guide for human behavior whether in the good or bad category. bad . Therefore, the main goal of PAI learning is the formation of personality in students which is reflected in their behavior and mindset in everyday life.
APA, Harvard, Vancouver, ISO, and other styles
4

Widyatmoko, Widi Fajar, Mustaqim Pabbajah, and Ratri Nurina Widyanti. "THE CHARACTER OF LEADERSHIP IN HUMAN RESOURCES DEVELOPMENT: A CRITICAL REVIEW." International Journal of Management, Innovation & Entrepreneurial Research 6, no. 2 (July 27, 2020): 01–09. http://dx.doi.org/10.18510/ijmier.2020.621.

Full text
Abstract:
Purpose of the study: This study aims at describing the concept of leadership, exploring the relationship between leadership and characters in human resource management, and analyzing critically how the character in leadership becomes an essential factor in developing the quality of human resources in an organization or in an institution. Methodology: This article is descriptive qualitative research using observational data supported by literature studies. The data were collected by observing cases related to leadership character in human resources. Besides, online literature studies were also conducted to map supporting data related to leadership character in human resources. Data were analyzed using a descriptive critical review. Main findings: This study showed three tendencies on the character of leadership in an organization. Those are, (a) Character understanding and implementation in leadership practice to manage human resources. The leader character becomes exemplary in managing the human resources in an organization. (b) A leader character is manifested in his leadership characters to manage the human resources of the organization. A leader's individual character has the potential to influence his employee’s characters. (c) Character in leadership becomes the main factor in affecting the development of human resources quality in a certain organization. Implications: The development of human resources quality in an organization or in an institution could be well-established through the implementation of the three lead characters as found in this study, i.e., exemplary, spirituality, and ethics. Novelty/Originality of this study: In fact, the three characters of the leadership; exemplary, spirituality, and ethics are not only becoming the major instruments in developing the quality of the human resources in an organization or in an institution and but also being the basic and the fundamental needs that a leader must have in organizing and leading an organization or an institution.
APA, Harvard, Vancouver, ISO, and other styles
5

Lerner, Richard M. "Character development among youth." International Journal of Behavioral Development 42, no. 2 (May 29, 2017): 267–77. http://dx.doi.org/10.1177/0165025417711057.

Full text
Abstract:
This article embeds the study of character development within the two-decades-long research program framed by the Lerner and Lerner model of positive youth development. Character development involves attaining the feelings, thoughts, and skills needed to act coherently across time and place to serve self and others in mutually beneficial, positive ways. Research in the U.S. and other nations suggests that there are three key features of successful character development initiatives for children and adolescents: Mentors and models, skill-building opportunities, and opportunities to participate in and to take a leadership role in valued family, school, and community activities. Implications of this research include the idea that character development can be the foundation on which other key facets of a person’s thriving can be built (e.g., competence, confidence, connection, and caring), and can provide a key basis for enabling every young person to contribute positively to their own lives and to the enhancement of their families, schools, and communities.
APA, Harvard, Vancouver, ISO, and other styles
6

Bredemeier, Brenda Light, and David Light Shields. "Sports and Character Development." Journal of Physical Activity and Health 3, no. 2 (April 2006): 255–56. http://dx.doi.org/10.1123/jpah.3.2.255.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Henderson, Luke. "Character-development and heaven." International Journal for Philosophy of Religion 76, no. 3 (July 25, 2014): 319–30. http://dx.doi.org/10.1007/s11153-014-9468-z.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Zarawaki, Nisa Meisa, Andang Saehu, Nurholis Nurholis, and Toneng Listiani. "Character Development of Estella/Cruella in Cruella (2021) Movie." J-Lalite: Journal of English Studies 3, no. 2 (December 31, 2022): 99. http://dx.doi.org/10.20884/1.jes.2022.3.2.5966.

Full text
Abstract:
This research focuses on process of identifying the main character’s character development starts by unravelling (1) the characterizations of the main character; (2) the conflicts experienced by the main character; and (3) the character development of main character. The researcher uses the theory of Petrie & Boggs to define character, conflict, and character development. Qualitative descriptive methods and analysis content are used to analyze deep problems to find the answers. The result showed that the conflicts happened to the main character are coming from internal conflict between Cruella and herself and external conflicts between Cruella and Catherine, Baroness, and the society. Also, the development of Cruella character is triggered by conflict, it is shown by the character's development constantly grew when enter the new act/story
APA, Harvard, Vancouver, ISO, and other styles
9

Rahmawati, Devi, Nyoman Dantes, and Ni Ketut Suarni. "Development of Innovative Creative Character instruments for students in Denpasar." Bisma The Journal of Counseling 5, no. 2 (October 7, 2021): 99. http://dx.doi.org/10.23887/bisma.v5i2.38025.

Full text
Abstract:
The purpose of this study is to develop and test the feasibility of innovative creative instruments, so as to produce valid and reliable data in measuring innovative creative characters. The innovative creative character instrument is a measuring tool for counseling teachers to determine the level of innovative creative character in students. This study uses themethod Research and Development. Based on the validity test using the product moment formula and reliability using the Cronbach alpha formula, this innovative creative character instrument that has been developed has met the validity and reliaility criteria which can be classified as high. It can be concluded that the development of creative and innovative character instruments for high school/vocational high school students meets the validity standard for measuring innovative creative characters in high school/vocational high school students.
APA, Harvard, Vancouver, ISO, and other styles
10

Omar Ali, Salam. "Character education's impact on students' morality and character development." QScience Proceedings 2015, no. 3 (April 29, 2015): 14. http://dx.doi.org/10.5339/qproc.2015.coe.14.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Character development"

1

Escobar, Virginia Lizette. "Lessons in Character Development." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2863.

Full text
Abstract:
The purpose of the project was to provide first grade teachers at the Baldwin Park Unified School District with teaching approaches, tools, and strategies in instructing their students in character development education. These approaches, tools, and strategies will support students' academic learning as they develop a deeper comprehension of responsibility skills.
APA, Harvard, Vancouver, ISO, and other styles
2

Teo, Wilson. "The effectiveness in measuring character development outcomes in Singapore schools through the Character Development Award." Thesis, Durham University, 2010. http://etheses.dur.ac.uk/704/.

Full text
Abstract:
In 2006, Singapore’s Ministry of Education started recognising schools for their effort in using effective character development programmes in producing holistic students who are both competent in their academic studies and possess good moral character. Although the history of character education in schools started in 1959, it is only in the recent years that formal awards with a set of evaluation criteria are used to recognise schools for their high quality character development programmes. Literature review shows that measuring the effectiveness of character development outcomes is a constant issue among critics of character education to validate the claim. The latest empirical research findings have given a strong indication that the outcomes of character development can be measured as long as the constructs of character are properly defined. The objective of the research is to examine if the current awarding process and criteria used for schools are accurately measuring the character development outcomes of schools. The quantitative research instrument used is the Collective Responsibility for Excellence and Ethics version 2.7 Short designed by Khemelkov and Davidson (2008a). The instrument is designed to capture the inputs and outputs of the key stakeholders of students, teachers and parents in the school community towards character development. A total of 1266 students, 210 staff and 396 parents were involved in the research across five schools with different awards. The findings highlighted the need for a constant review of the evaluation criteria used by awarding body to evaluate schools that are involved in character education. It is also imperative for schools that are involved in character education to have well defined constructs for character. These constructs will determine the outcomes to be measured, and hence, the character development programmes’ effectiveness. Through the findings, the study also made recommendations for policy makers and educators on areas that require careful consideration when implementing character development programmes.
APA, Harvard, Vancouver, ISO, and other styles
3

Chen, Norman Y. "The formation of Christian character." Theological Research Exchange Network (TREN), 2000. http://www.tren.com.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Wong, Caitlin Aymong. "Character development and the role of individual & contextual supports:." Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108504.

Full text
Abstract:
Thesis advisor: Jacqueline V. Lerner
This dissertation considered character development in adolescence from a relational developmental systems (RDS) perspective through the estimation of trajectories of five character attributes and the associations of these trajectories with the contextual factors of intentional self-regulation (ISR) and prosocial socialization from role models whom adolescents reported knowing personally. Character attributes considered were honesty, humility, diligence, future mindedness, and purpose. Data were taken from the Connecting Adolescents' Beliefs and Behaviors longitudinal study of character development in adolescents from the Northeastern United States. Results demonstrated that multiple trajectories can be estimated for each character attribute, supporting the RDS principles of plasticity and individual differences. Associations were also found among all character attributes considered at every time point. Contextual factors had more nuanced relationships with character attribute trajectories than was expected, with high levels of ISR associated with high start points for all character attributes and for overall character attribute patterns, but not necessarily with sustained high levels of character attributes. Prosocial socialization did not demonstrate a stable association with high levels or increasing levels of any character attribute examined. This pattern of findings suggests that additional contextual aspects should be considered as important aspects of character development. Limitations and future directions are discussed
Thesis (PhD) — Boston College, 2019
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
APA, Harvard, Vancouver, ISO, and other styles
5

Pyykonen, Amanda. "For the creation of character: Pedagogical approach in Ontario's character development education resources." Thesis, University of Ottawa (Canada), 2008. http://hdl.handle.net/10393/27784.

Full text
Abstract:
This thesis addresses Ontario's current state of transition into mandated character development education that began with the onset of the Character Development Initiative at the beginning of the 2007/2008 school-year. The history of moral and character development educational efforts in Ontario, and in the broader North American context, is presented with specific attention paid to the development of pedagogies for character development and moral growth. By examining the pedagogical approaches suggested in three readily available resources published in the recent past and in use by teachers in Ontario data on what kinds of pedagogical approaches pre-date the Initiative was gathered. Data was collected from the introductions of each resource initially in order to establish the suggested or intended pedagogical approach by assessing statements of philosophical positioning. This was followed by a careful reading of the activities presented in the resource for teacher directives. The concept of pedagogical continuity was central to the analysis of these documents, and this extended to consistency of the resource's treatment of critical engagement. Commonalities were observed in the techniques and strategies suggested in the resources, especially where cooperative education is concerned. The common use of cooperative education in the documents was observed with a high level of internal continuity in the documents, and external continuity with the expectations of the Character Development Initiative was also seen. Levels of critical engagement in the resources varied, yet no document singled out that characteristic as being of high importance. This research adds to the knowledge base on pedagogy in the Ontario context as it relates to character development and opens the door for further studies of this nature.
APA, Harvard, Vancouver, ISO, and other styles
6

Gray, Franklin Henry. "A study of character formation in spiritual leaders." Theological Research Exchange Network (TREN) Access this title online, 1994. http://www.tren.com/search.cfm?p030-0050.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Marshall, Michael Jerome. "The role of character development in sanctification." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Mullins, Jessica Lynn. "CHARACTER EDUCATION AND 4-H YOUTH DEVELOPMENT." UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_theses/85.

Full text
Abstract:
Character education assumes responsibility for influencing and educating youth on morals, values, beliefs and positive character attributes in order to influence them into being positive and contributing members of society. Character education is most often taught in the home, schools and community. One community organization that integrates character education into its programming is 4-H Youth Development. The purpose of this research is to view the relationships between character education and 4-H, and more so whether Kentucky 4-H programs influence the knowledge, attitudes and practices of positive character among youth leaders. This study also looked at length of 4-H involvement and gender in order to determine influence. It was found that Kentucky 4-H programs do influence positive character among youth leaders, as youth indicated that they had gained character knowledge from 4-H involvement, as well as the program had made them a better person. It was also found that the gender of youth or their length of involvement in 4-H programs does not affect the character knowledge, attitudes and practices gained from involvement. The author recommends using these positive findings to continue to expand Kentucky programs and recruit adults and youth.
APA, Harvard, Vancouver, ISO, and other styles
9

Cogsdill, Emily. "The Development of Character Judgments From Faces." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:17463958.

Full text
Abstract:
First impressions play a central role in human social interaction. In particular, the face is a rich source of information that perceivers use in making both initial and lasting character judgments. Despite the large and growing body of work demonstrating that these judgments affect outcomes in domains as crucial as elections and criminal sentencing, little remains known about the ontogenetic origins of this consequential aspect of human social cognition. The purpose of this dissertation is to provide a set of early investigations into the development of face-to-trait inferences. Paper 1 demonstrates that, like adults, even children as young as 3-4 years of age provide consistent trait judgments when asked to judge two-dimensional computer-generated face images, suggesting that this general ability is so fundamental as to emerge strongly at the earliest ages tested. Paper 2 shows that this propensity is so deeply ingrained at an early age that similar consensus across the lifespan emerges in response to static faces belonging to adults, children, and even rhesus macaques. Paper 3 investigates the potential consequences of these judgments, showing that face-based character assessments influence attributions of trait-relevant behaviors and even cause children to modulate their own behaviors towards others. The findings of this dissertation clearly illustrate that face-to-trait inference emerges early in development, and is therefore a fundamental element of human social cognition with important consequences throughout the lifespan.
Psychology
APA, Harvard, Vancouver, ISO, and other styles
10

Brisita, Artur Emmanuel. "Character Development and Performance Practices for Singers." Thesis, The University of Arizona, 2011. http://hdl.handle.net/10150/144182.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Character development"

1

Ward, Antony. Game character development. Boston, MA: Course Technology, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

In character: An actor's workbook for character development. Portsmouth, NH: Heinemann, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

1966-, Novak Jeannie, ed. Game development essentials: Game story and character development. Clifton Park, NY: Thompson Delmar Learning, 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Character development in Blender 2.5. Boston: Course Technology, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

1950-, Bredemeier Brenda Jo, ed. Character development and physical activity. Champaign, IL: Human Kinetics, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Game character development with Maya. Indianapolis, Ind: New Riders, 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Writing great characters: The psychology of character development in screenplays. Los Angeles, CA: Lone Eagle, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Beswick, Richard. Character education. Eugene, Ore: Oregon School Study Council, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Stewart, Waters, ed. Reel character education: A cinematic approach to character development. Charlotte, N.C: Information Age Pub., Inc., 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Horace Bushnell on Christian character development. Lanham, Md: University Press of America, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Character development"

1

Tabb, Michael. "Character development." In Prewriting Your Screenplay, 55–62. New York: Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781351058278-4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Garzia, Andre. "Character Classes." In Roguelike Development with JavaScript, 135–71. Berkeley, CA: Apress, 2020. http://dx.doi.org/10.1007/978-1-4842-6059-3_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Ficksman, Maxine. "Cultivating Character Development." In The Clinical Practice of Educational Therapy, 205–20. Second edition. | New York: Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315283371-10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Wolak, Arthur J. "National Character." In The Development of Managerial Culture, 40–90. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137475633_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Byl, Penny de. "Character Mechanics." In Holistic Game Development with Unity, 243–323. Third edition. | Boca Raton : Taylor & Francis, 2019.: CRC Press, 2019. http://dx.doi.org/10.1201/9781351053693-5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Lanzinger, Franz. "Character Controller." In 3D Game Development with Unity, 305–19. Boca Raton: CRC Press, 2022. http://dx.doi.org/10.1201/9780429328725-18.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Sheldon, Lee. "Character Encounters." In Character Development and Storytelling for Games, 101–30. 3rd ed. Boca Raton: CRC Press, 2022. http://dx.doi.org/10.1201/9780429284991-9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Sheldon, Lee. "Character Roles." In Character Development and Storytelling for Games, 57–78. 3rd ed. Boca Raton: CRC Press, 2022. http://dx.doi.org/10.1201/9780429284991-7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Sheldon, Lee. "Character Traits." In Character Development and Storytelling for Games, 79–99. 3rd ed. Boca Raton: CRC Press, 2022. http://dx.doi.org/10.1201/9780429284991-8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

DiMarzio, J. F. "Creating Your Character." In Practical Android 4 Games Development, 119–58. Berkeley, CA: Apress, 2011. http://dx.doi.org/10.1007/978-1-4302-4030-3_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Character development"

1

Lund, Arnie. "Session details: Character Development." In CHI '08: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2008. http://dx.doi.org/10.1145/3256587.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Dwiputra, Sefta Nugraha, and Muhammad Halimi. "Boarding School Character Development for Character Discipline and Responsibility." In Annual Civic Education Conference (ACEC 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220108.074.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Mariah, Siti, Sri Andayani, and Anggri Sari. "Character Development In Virtual Class." In International Conference of Science and Technology for the Internet of Things. EAI, 2019. http://dx.doi.org/10.4108/eai.19-10-2018.2282821.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Hsu, Ying-Chun, and Robert Krawczyk. "Form Development with Spatial Character." In eCAADe 2004: Architecture in the Network Society. eCAADe, 2004. http://dx.doi.org/10.52842/conf.ecaade.2004.278.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Hsu, Ying-Chun, and Robert Krawczyk. "Form Development with Spatial Character." In eCAADe 2004: Architecture in the Network Society. eCAADe, 2004. http://dx.doi.org/10.52842/conf.ecaade.2004.278.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Saadeh, Mohammad, and Mohamed Trabia. "Development of a Measuring System of Contact Force for Braille Reading Using a Six-Axis Force Sensor." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-39976.

Full text
Abstract:
The objective of the recent research effort on tactile sensation is to provide the blind or visually impaired (BVI) persons with a more natural handling of their surrounding environment. To generate natural fingertip stimulations, the forces felt by the fingertip should be characterized. This work presents an approach to measure the fingertip forces while reading Braille characters. In the proposed experimental procedure, a subject is asked to identify five individual Braille characters that are hidden from view. Each Braille character is mounted on top of a six–axis force sensor. The experiment requires that each subject places a fingertip normal to a Braille character until the character is identified. The same experiment is repeated but with the subject applying pressure in the tangential direction. A new approach is proposed to identify these forces to ensure the validity of the readings. The subject is then asked to identify the letter out of images of the Braille characters. Twenty-eight subjects participated in the experiment so far. Data are statistically analyzed to obtain a general form of force-time history during the phase of Braille character identification. Normalization of the data is explored by identifying the equivalent fingertip pressure.
APA, Harvard, Vancouver, ISO, and other styles
7

Kariya, Ken, Takahiro Fujishima, and Lifeng Zhang. "Development of Training Data for Optical Character Recognition using Deformed Printing Characters." In International Conference on Industrial Application Engineering 2018. The Institute of Industrial Application Engineers, 2018. http://dx.doi.org/10.12792/iciae2018.030.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Yusuf, Syaifulloh, and Kurniawan Dwi Saputra. "Ihsan-Based Character Education." In 2nd Southeast Asian Academic Forum on Sustainable Development (SEA-AFSID 2018). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/aebmr.k.210305.038.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Salam, Sofyan. "Visual-Art Education for Character Development." In Proceedings of the International Conference on Arts and Design Education (ICADE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icade-18.2019.74.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Warni, Herita, and Ramadhan Arifin. "Character Building Values in Sports Development." In 2nd International Conference on Sports Science, Health and Physical Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007058602310234.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Character development"

1

Michelson, Brian M. Character Development of U.S. Army Leaders: A Laissez Faire Approach. Fort Belvoir, VA: Defense Technical Information Center, March 2013. http://dx.doi.org/10.21236/ada589452.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Weaver, Michael A. Influence of Character Development and Principle-Based Management on Worker Performance. Fort Belvoir, VA: Defense Technical Information Center, January 1999. http://dx.doi.org/10.21236/ada367222.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Jeffery-Schwikkard, David, Timothy Lomas, Phalasha Nagpal, Ellen Morgan, and Junying Li. A systematic review of the empirical literature on character development in individuals in low- and middle-income countries. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, October 2022. http://dx.doi.org/10.37766/inplasy2022.10.0117.

Full text
Abstract:
Review question / Objective: How has character development in individuals been studied in low-income and middle-income countries? Constituent questions: 1. Which populations are being studied? a. Which demographics? (gender, age, income, minorities, disabilities) 2. What aspects of character development are being studied? a. Including for interventions – intervention design, duration, dosage. b. How is character development itself conceptualized and operationalized? 3. What are the contexts of these studies? a. Which countries? b. For interventions – what is the site of the intervention? (e.g., schools, communities, religious institutions) 4. What are the methodological designs of these studies? a. What measurement tools are used in these studies? i. Are these developed for use (or otherwise adapted for use) in these regions? If so, how? b. What is the quality of these studies? 5. What are the key findings of these studies? 6. Who is funding and conducting this research?
APA, Harvard, Vancouver, ISO, and other styles
4

Smith, Adam, August Fuelberth, Sunny Adams, and Carey Baxter. Camp Perry historic district contributing buildings : character-defining features. Engineer Research and Development Center (U.S.), December 2021. http://dx.doi.org/10.21079/11681/42580.

Full text
Abstract:
The National Historic Preservation Act of 1966 (NHPA) established the National Register of Historic Places (NRHP), which requires federal agencies to address their cultural resources, defined as any prehistoric or historic district, site, building, structure, or object. NHPA Section 110 requires federal agencies to inventory and evaluate their cultural resources. Section 106 requires them to determine the effect of federal undertakings on properties deemed eligible or potentially eligible for the NRHP. Camp Perry Joint Training Center (Camp Perry) is located near Port Clinton, Ohio, and serves as an Ohio Army National Guard (OHARNG) training site. It served as an induction center during federal draft periods and as a prisoner of war camp during World War II. Previous work established boundaries for a historic district and recommended the district eligible for the NRHP. This project inventoried and analyzed the character-defining features of the seven contributing buildings and one grouping of objects (brick lamp posts) at Camp Perry. The analysis is to aid future Section 106 processes and/or the development of a programmatic agreement in consultation with the Ohio State Historic Preservation Office (SHPO).
APA, Harvard, Vancouver, ISO, and other styles
5

Snider, Don M., and Alexander P. Shine. A Soldier's Morality, Religion, and Our Professional Ethic: Does the Army's Culture Facilitate Integration, Character Development, and Trust in the Profession? Fort Belvoir, VA: Defense Technical Information Center, April 2014. http://dx.doi.org/10.21236/ada599873.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

POBEDONOSTSEVA, G., and V. POBEDONOSTSEVA. ABOUT THE ECONOMY SECURITY INDICATORS OF THE ARCTIC REGIONS OF RUSSIA. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2070-7568-2021-10-5-2-172-180.

Full text
Abstract:
The article examines the directions of the new “cluster development” of the Russian Arctic territory in order to impart a science-intensive character to the basing at the Arctic zone of Russia and the traditional development of its natural resources.
APA, Harvard, Vancouver, ISO, and other styles
7

Paran, Ilan, and Molly Jahn. Genetics and comparative molecular mapping of biochemical and morphological fruit characters in Capsicum. United States Department of Agriculture, March 2005. http://dx.doi.org/10.32747/2005.7586545.bard.

Full text
Abstract:
Original objectives: The overall goal of our work was to gain information regarding the genetic and molecular control of pathways leading to the production of secondary metabolites determining major fruit quality traits in pepper and to develop tools based on this information to assist in crop improvement. The specific objectives were to: (1) Generate a molecular map of pepper based on simple sequence repeat (SSR) markers. (2) Map QTL for capsaicinoid (pungency) content (3) Determine possible association between capsaicinoid and carotenoid content and structural genes for capsaicinoid and carotenoid biosynthesis. (4) Map QTL for quantitative traits controlling additional fruit traits. (5) Map fruit-specific ESTs and determine possible association with fruit QTL (6) Map the C locus that determines the presence and absence of capsaicinoid in pepper fruit and identify candidate genes for C.locus. Background: Pungency, color, fruit shape and fruit size are among the most important fruit quality characteristics of pepper. Despite the importance of the pepper crop both in the USA and Israel, the genetic basis of these traits was poorly understood prior to the studies conducted in the present proposal. In addition, molecular tools for use in pepper improvement were lacking. Major conclusions and achievements: Our studies enabled the development of a saturated genetic map of pepper that includes numerous SSR markers. This map has been integrated with a number of other independent maps resulting in the publication of a single resource map consisting of more than 2000 markers. Unlike previous maps based primarily on tomato-originated RFLP markers, the new maps are based on PCR markers that originate in Capsicum providing a comprehensive and versatile resource for marker-assisted selection in pepper. We determined the genetic and molecular bases of qualitative and quantitative variation of pungency, a character unique to pepper fruit. We mapped and subsequently cloned the Pun1 gene that serves as a master regulatoar for capsaicinoid accumulation and showed that it is an acyltransferase. By sequencing the Pun1 gene in pungent and non-pungent cultivars we identified a deletion that abolishes the expression of the gene in the latter cultivars. We also identified QTL that control capsaicinoid content and therefore pungency level. These genes will allow pepper breeders to manipulate the level of pungency for specific agricultural and industrial purposes. In addition to pungency we identified genes and QTL that control other key developmental processes of fruit development such as color, texture and fruit shape. The A gene controlling anthocyanin accumulation in the immature fruit was found as the ortholog of the petunia transcription factor Anthocyanin2. The S gene required for the soft flesh and deciduous fruit nature typical of wild peppers was identified as the ortholog of tomato polygalacturonase. We identified two major QTL controlling fruit shape, fs3.1 and fs10.1, that differentiate elongated and blocky and round fruit shapes, respectively. Scientific and agricultural implications: Our studies allowed significant advances in our understanding of important processes of pepper fruit development including the isolation and characterization of several well known genes. These results also provided the basis for the development of molecular tools that can be implemented for pepper improvement. A total of eleven refereed publications have resulted from this work, and several more are in preparation.
APA, Harvard, Vancouver, ISO, and other styles
8

Kaatrakoski, Heli. Learning in and for work in correctional services in Norway. University of Stavanger, November 2022. http://dx.doi.org/10.31265/usps.251.

Full text
Abstract:
The study explored the views of prison officer students and their supervisors regarding (1) prison officer education, (2) prison officers’ continuing professional development, (3) prison officers’ training needs and opportunities, and 4) the future of prison work. A total of ten interviews were conducted in a prison in Norway in October 2021. The prison officer students who were interviewed expressed satisfaction with their education. Communication was highlighted as the most relevant learning topic. Regarding the continuing professional development of prison officers, learning about communication and mental health issues were expressed as areas of particular significance. Learning about services for female prisoners was also brought up. The issues that impede prison officers’ participation in training were the limited time to arrange training and the lack of financial resources. The importance of collaborating and learning together with mental health professionals was expressed, but borrowing learning resources from the neighbouring disciplines was considered to be problematic because of the specific character of prison work. The future of prison work was discussed from different viewpoints. The numbers of aggressive prisoners, old prisoners and those with mental health issues were expected to increase. The need to continue the development of prisons and concerns over the future role of prison officer were also expressed. The report provided five suggestions for future research concerning correctional services.
APA, Harvard, Vancouver, ISO, and other styles
9

Adams, Sunny E., Megan W. Tooker, and Adam D. Smith. Fort McCoy, Wisconsin WWII buildings and landscapes. Engineer Research and Development Center (U.S.), November 2020. http://dx.doi.org/10.21079/11681/38679.

Full text
Abstract:
The U.S. Congress codified the National Historic Preservation Act of 1966 (NHPA) mostly through the National Register of Historic Places (NRHP), which requires federal agencies to address their cultural resources. Section 110 of the NHPA requires federal agencies to inventory and evaluate their cultural resources, and Section 106 requires them to determine the effect of federal undertakings on those potentially eligible for the NRHP. This report provides a World War II development history and analysis of 786 buildings, and determinations of eligibility for those buildings, on Fort McCoy, Wisconsin. Evaluation of the WWII buildings and landscape concluded that there are too few buildings with integrity to form a cohesive historic district. While the circulation patterns and roads are still intact, the buildings with integrity are scattered throughout the cantonment affecting the historic character of the landscape. Only Building 100 (post headquarters), Building 656 (dental clinic), and Building 550 (fire station) are ELIGIBLE for listing on the NRHP at the national level under Criterion A for their association with World War II temporary building construction (1942-1946) and under Criterion C for their design, construction, and technological innovation.
APA, Harvard, Vancouver, ISO, and other styles
10

Dalglish, Chris, and Sarah Tarlow, eds. Modern Scotland: Archaeology, the Modern past and the Modern present. Society of Antiquaries of Scotland, September 2012. http://dx.doi.org/10.9750/scarf.09.2012.163.

Full text
Abstract:
The main recommendations of the panel report can be summarised under five key headings:  HUMANITY The Panel recommends recognition that research in this field should be geared towards the development of critical understandings of self and society in the modern world. Archaeological research into the modern past should be ambitious in seeking to contribute to understanding of the major social, economic and environmental developments through which the modern world came into being. Modern-world archaeology can add significantly to knowledge of Scotland’s historical relationships with the rest of the British Isles, Europe and the wider world. Archaeology offers a new perspective on what it has meant to be a modern person and a member of modern society, inhabiting a modern world.  MATERIALITY The Panel recommends approaches to research which focus on the materiality of the recent past (i.e. the character of relationships between people and their material world). Archaeology’s contribution to understandings of the modern world lies in its ability to situate, humanise and contextualise broader historical developments. Archaeological research can provide new insights into the modern past by investigating historical trends not as abstract phenomena but as changes to real lives, affecting different localities in different ways. Archaeology can take a long-term perspective on major modern developments, researching their ‘prehistory’ (which often extends back into the Middle Ages) and their material legacy in the present. Archaeology can humanise and contextualise long-term processes and global connections by working outwards from individual life stories, developing biographies of individual artefacts and buildings and evidencing the reciprocity of people, things, places and landscapes. The modern person and modern social relationships were formed in and through material environments and, to understand modern humanity, it is crucial that we understand humanity’s material relationships in the modern world.  PERSPECTIVE The Panel recommends the development, realisation and promotion of work which takes a critical perspective on the present from a deeper understanding of the recent past. Research into the modern past provides a critical perspective on the present, uncovering the origins of our current ways of life and of relating to each other and to the world around us. It is important that this relevance is acknowledged, understood, developed and mobilised to connect past, present and future. The material approach of archaeology can enhance understanding, challenge assumptions and develop new and alternative histories. Modern Scotland: Archaeology, the Modern past and the Modern present vi Archaeology can evidence varied experience of social, environmental and economic change in the past. It can consider questions of local distinctiveness and global homogeneity in complex and nuanced ways. It can reveal the hidden histories of those whose ways of life diverged from the historical mainstream. Archaeology can challenge simplistic, essentialist understandings of the recent Scottish past, providing insights into the historical character and interaction of Scottish, British and other identities and ideologies.  COLLABORATION The Panel recommends the development of integrated and collaborative research practices. Perhaps above all other periods of the past, the modern past is a field of enquiry where there is great potential benefit in collaboration between different specialist sectors within archaeology, between different disciplines, between Scottish-based researchers and researchers elsewhere in the world and between professionals and the public. The Panel advocates the development of new ways of working involving integrated and collaborative investigation of the modern past. Extending beyond previous modes of inter-disciplinary practice, these new approaches should involve active engagement between different interests developing collaborative responses to common questions and problems.  REFLECTION The Panel recommends that a reflexive approach is taken to the archaeology of the modern past, requiring research into the nature of academic, professional and public engagements with the modern past and the development of new reflexive modes of practice. Archaeology investigates the past but it does so from its position in the present. Research should develop a greater understanding of modern-period archaeology as a scholarly pursuit and social practice in the present. Research should provide insights into the ways in which the modern past is presented and represented in particular contexts. Work is required to better evidence popular understandings of and engagements with the modern past and to understand the politics of the recent past, particularly its material aspect. Research should seek to advance knowledge and understanding of the moral and ethical viewpoints held by professionals and members of the public in relation to the archaeology of the recent past. There is a need to critically review public engagement practices in modern-world archaeology and develop new modes of public-professional collaboration and to generate practices through which archaeology can make positive interventions in the world. And there is a need to embed processes of ethical reflection and beneficial action into archaeological practice relating to the modern past.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Character development' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography