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Dissertations / Theses on the topic 'Character development'

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Published: 4 June 2021

Last updated: 20 February 2023

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1

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

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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.

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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/.

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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.

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

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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.

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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

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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.

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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.

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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.

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7

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

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8

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

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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.

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9

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

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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

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10

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

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Christian, Jeff M. "Preaching as character-forming discourse." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p050-0159.

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12

Weege, Matthew A. "Implementation of a student-led character education program and its effects on individual character transformation." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009weegema.pdf.

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13

Mowatt, Simon. "The development and character of management in Spain." Thesis, Loughborough University, 1998. https://dspace.lboro.ac.uk/2134/27105.

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The study seeks to characterise management in Spain in general. It seeks to explain, within a social cultural framework, how management in Spain differs in values and structure from that in the United Kingdom. The basis of the study is empirical evidence largely derived from interviews with managers practising in Spain. The study concludes that there are underlying similarities in management values across regions and' industries in Spain that are different from those prevalent in Britain. Of special interest are the prioritisation of human individual values, the nature of the authority structure and the principal methods of communication which managers choose to employ.

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Vakirtzis, Andreas. "Character friendship and moral development in Aristotle's Ethics." Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/16464.

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In my thesis, I examine the role of character friendship for the agent’s moral development in Aristotle’s ethics. I contend that we should divide character friendship in two categories: a) character friendship between completely virtuous agents, and, b) character friendship between unequally developed, or, equally developed, yet not completely virtuous agents. Regarding the first category, I argue that this highest form of friendship provides the opportunity for the agent to advance his understanding of certain virtues through the help of his virtuous friend. This process can be expressed in two ways. In the first way, I take character friendship in (a) as a relationship that is based on mutual relinquishing of opportunities for action or giving up external goods based on each agent’s needs. This process helps the agents develop their character in certain virtues which have remained slightly underdeveloped than others due to nature (NE 1144b4-7), or development (Politics 1329a9ff). This means, for instance, that if agent A is wealthy and his friend B is a middle class worker and they win the lottery together, A will relinquish his share of money to his friend so that he will be able to practice the virtue of magnificence; a virtue that his previous financial condition prevented him from developing appropriately. The second process is rather different and new in scholarly debate concerning Aristotle’s theory of moral development. I suggest that the completely virtuous agent is able to further develop his character through a process I will describe as interpretative mimesis. In this process, the agent receives the form of his friend’s action and is able to apply this pattern of behaviour in a situation that he thinks is appropriate. I have to highlight though the fact the fact that he does not just ape his friend’s action. Instead, he interprets the action based on his skills and abilities and the demands of the situations he faces. Thus, this pattern works as an extra epistemological tool in the agent’s hand in new and challenging moral situations. Now, case (b) comes on the opposite side of the majority of scholars’ view on character friendship. They think that Aristotle reserves character friendship only for completely virtuous agents. I argue that this is not the correct approach, and that less than completely virtuous agents can take part in character friendships as well. This view has the advantage of making character friendship in (b) a tool in Aristotle’s hands for his agents of lower moral level to develop their understanding of virtue and its applications. I propose that the route of moral development in case (b) resembles the one in the second process of case (a). Namely, the agent receives the form of his friend’s action and uses it as a pattern in some new situation he has to face. I will not name the process though as “interpretative” or any kind of mimesis. The reason for this is that Aristotle gives us textual evidence (NE 1172a9-14) for an imitative method of moral development only for the second process of case (a). I will take case (b) then as a pattern guide application of my friend’s action which we could call pre-interpretative mimesis period of the agent’s moral development. If my arguments are correct then character friendship is much more valuable than scholars thought. Our friends turn out to be examples of good action who guide us through the sweaty and painful path that is called virtue. And this path never stops; even if we have become “moral heroes”; or, put it differently, “masters” of practical wisdom.

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Youngdahl, Scott Douglas Collins Marsha Suzan. "Disguise, deceit, and character development in Cervantes's prose." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,1823.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2008.
Title from electronic title page (viewed Dec. 11, 2008). "...in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Romance Languages Spanish." Discipline: Romance Languages; Department/School: Romance Languages.

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Hasler, Joseph Francis 1958. "THE RELATIONSHIP BETWEEN CHARACTER TYPE AND COGNITIVE-MORAL DEVELOPMENT." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276496.

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This study investigated the relationship between the character typology proposed by C. G. Jung, and the stages of cognitive-moral development described by Lawrence Kohlberg. It was hypothesized that certain character types, particularly those preferring introversion and intuition, would display the higher levels of moral development. A total of 120 male and female introductory psychology students at the University of Arizona were administered the Myers-Briggs Type Indicator (MBTI) to assess character type, the Sociomoral Reflection Objective Measure (SROM) to identify stage of moral development, and the Shipley-Hartford Institute of Living Scale as a brief estimate of IQ. The only significant differences in moral development as a function of character type were between the judging and perceiving types, with perceiving types displaying the higher mean SROM score (p .02). This finding suggests that open-mindedness is more conducive to moral development than the tendency to jump to immediate conclusions.

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17

Carlson, Douglas. "Out-of-Character : Current and Potential Use of 'Character' in the Development of Swedish Urban Areas." Thesis, KTH, Urbana och regionala studier, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-256031.

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Character is a term used in urban development and research to describe aspects of the built environment ranging from aesthetics and design to place identity and sense of place. This wide range of interpretations has led to a vague understanding that differs depending on the perception of users and actors in urban development. In the face of increasing housing demands and incentives to expand, Swedish urban environment has begun expansion that mirrors that of the Million Programme. To avoid a detached environment, character is investigated and proposed to be used as a tool for municipalities in the development. The focus is on answering what ‘character’ is perceived as by municipal officials involved in the urban development process, how character should be used and lastly how character should be approached when developing existing areas. Based on interviews for a practical understanding, literature for a theoretical understanding and contemporary studies for a contextual understanding, character is found to be perceived as the connection between not only existing buildings but also new ones as well as the users themselves. With emphasis on cohesion, originality, traditionality, diversity among other attributes, the character of an area should act as a binding agent for urban development moving forward. Finally, the approach to character is recommended to be cautious based on its vague nature but be treated as exploratory where a base set of two foundational attributes are to invite discussion to bridge the perceptions between actors.

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18

Ferguson, Kimberly M. "Exploring Black Women's Character Development and Ethical Leadership Development at Spelman College." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1427997182.

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Haglund, Vira. "Character Development and its Utilization for Convergent Media Formats." Thesis, Högskolan på Gotland, Institutionen för speldesign, teknik och lärande, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hgo:diva-1848.

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The thesis caters to the demands of the creative industries for products and contents which can be utilized for convergent media usage and cross-marketing strategies. In this regard character design serves as an important element of entertainment franchises since it is a means to produce media content with high recognition value. However, numerous character adaptations in different media formats illustrate that characters who are successful in one medium are not necessarily as successful in another media format. The thesis takes a closer look at characters in the context of media convergence and discusses the main principles of character creation and development. By favoring a heuristic approach which analyzes the aesthetic phenomena of arts and entertainment by the means of theoretical research which is supported by practical examples, the thesis concludes that character development is based on three dimensions which have to be combined in order to create characters which can be utilized for different media formats. In this context the work discusses character creation in writing, visuals and interactive media by focusing on ways which secure the successful transfer of characters into different media formats without a loss of character depth and quality.

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20

O'Rourke, Kevin. "Performing The Zoo Story and writing Morality Day two character development processes exploring character development challenges for the actor and the playwright /." Connect to resource, 2009. http://hdl.handle.net/1811/37146.

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21

Deering, Gregory Alan. "Christian character development enhanced through intentional inter-generational fellowship." Theological Research Exchange Network (TREN), 2004. http://www.tren.com.

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22

Reilly, Scott. "Providing Addison, Illinois with community character through downtown development." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1133740.

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Over the past few decades, the physical forms of the Village of Addison and its neighboring communities have blended together into a series of commercial corridors serving an automobile population. The result is a loss of individual character for Addison and its neighbors. The most visible way for a municipality to obtain character is through establishing or rehabilitating its downtown. This project attempts to create a unique physical identity for the Village of Addison allowing it to stand out from typical suburban development. Since a downtown does not exist in the Village of Addison, this creative project attempts to provide one.
Department of Architecture

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23

Dieckman, Douglas D. "Locker room to life do sports build character? /." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009dieckmand.pdf.

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Stonehouse, Victor Paul. "Rough ground of character : a philosophical investigation into character development, examining a wilderness expedition case study through a virtue ethical lens." Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/6306.

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There is a long-held assumption that Outdoor Adventure Education (OAE) can develop character. However, little research has explored this belief. While many practitioners, and some scholars, remain committed to character development through OAE, the literature also reveals a growing body of discomfort and suspicion surrounding this assumption. This dissent centres on the vague nature of the term “character,” and the moral philosophical complexities surrounding the concept of character itself. Until “character” is more clearly explicated, any resolution to the current confusion is unlikely. This thesis employs Aristotle’s virtue theory, as espoused in his Nicomachean Ethics, to articulate an understanding of character. Although several scholars have used virtue ethics, commonly referred to as character ethics, to support their claims of character development through OAE, these treatments have been preliminary, warranting this more detailed account. When viewed from this virtue ethical perspective, the question, “Can character be developed through OAE?,” becomes problematic. For Aristotle cautions that different subjects of inquiry yield differing levels of accuracy, and with regard to ethical investigations, such as those into character, one must be content to “indicate the truth roughly and in outline” (I 3§4). Further complicating the matter, Aristotle asserts that virtue, a disposition, and the building block of character is gradually and arduously inculcated over long periods of time (I 7§16). While virtue theory implies that radical character transformation is, in any context, unlikely over brief stints of time, this does not mean that OAE programmes are of little moral worth. To the contrary, a detailed examination into a virtue ethical understanding of character suggests that certain elements of OAE programmes may xii have strong moral relevance. This relevance is found in Aristotle’s three conditions that cultivate the development of virtue, conditions readily found within many OAE courses: moral reflection; moral practice; and sharing in the moral lives of others. Drawing on my own interest and experience within OAE, an expedition seemed an ideal setting to explore the presence and content of Aristotle’s three conditions. In hope of discovering this moral narrative, a qualitative case study was conducted on a two-week wilderness expedition in the Adirondack Mountains of New York. The expedition was a first-year transition experience for students attending a Christian liberal college in the United States. Utilising interviews as a primary method, and observations and texts as secondary methods, the research explored the participants’ expedition experience from a virtue ethical perspective. A thematic analysis revealed that participants reported reflecting on their moral lives in both formal (e.g. group reviews, solo, journals) and informal (e.g. while hiking and performing camp chores) settings. Similarly, whether through the mental and physical endurance required in off-trail navigation, or the care expressed through the acts of service and gracious tolerance necessitated by the social demands of expeditionary life, the participants viewed their wilderness travel as a constant opportunity for moral practice. Lastly, the participants identified the community formed on their expedition to be integral to their increased moral self-perception. Although a virtue ethical perspective precludes claiming anything definitive regarding the participants’ character development, at the least, the expedition can be said to have contributed to their moral journey in ways that are directly relevant to their character.

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Dolci, Beatrice. "Development of a Deep Learning system for Optical Character Recognition." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2019.

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This thesis is a documentation of the work resulting of an internship in Datalogic USA Inc. in Pasadena, California, of the duration of six months. The developed project had the purpose of designing a system for detecting text lines within high resolution images in an industrial framework, making use of Deep Learning and convolutional neural networks, focusing on the use of a general objects detection system in the context of optical character recognition. The chosen general purpose object detector was YOLO, currently providing state-of-the-art performances in terms of trade-off between speed and accuracy. The goal of the thesis work was to configure and specialize a general object detection convolutional neural network in such a way to optimize its performances for the purpose of optical character recognition. After laying down the theoretical bases, the specific object detection system (YOLO) was mastered, from the architecture of the network, to the structure of output and loss function. The same neural network framework as for the original implementation of YOLO was used, called Darknet. Darknet consists of a system for building, training and testing neural networks written in C, CUDA and featuring OpenCV libraries. Part of the thesis work consisted in gaining deep knowledge of the code and enhancing it with additional features. New solutions were proposed to maximize accuracy on the given datasets and solve technology-related problems that were impairing performances in some instances. It resulted that YOLO is impressively fast, providing a very large speedup with respect to the current OCR solution used by Datalogic. It is very accurate as long as its training set features enough variability. On the other hand, it struggles at generalizing on unknown patterns.

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Muzhchil, Andrey D. "The development of Jacob's character in the book of Genesis." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p001-1156.

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AKANNI, ISA SADEEQ. "Information system development for optical character recognition using Fourier descriptors." Thesis, Тернопільський національний технічний університет імені Івана Пулюя, 2017. http://elartu.tntu.edu.ua/handle/123456789/19538.

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Optical character recognition has many different practical applications. The main areas where OCR has been of importance, are text entry (office automation), data entry (banking environment) and process automation (mail sorting).

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Rogerson, Charles W. "Clockwork oranges : the development of the cyborg as fictional character /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487757723996083.

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Colborn, Robert Mark. "Adult Development of Positive Personality Traits Through Character Formation Mentoring." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2442.

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Positive psychologists have published hundreds of empirical studies correlating positive personality traits with improved outcomes in mental health, physical health, academic and career success, resilience, relationships, and personal happiness. But there remains a dearth of research on the emergence and development of positive personality traits. This grounded theory, qualitative research sought to discover whether positive personality traits can be developed in adult mentoring relationships. Sixteen participants responded in structured interviews about the benefits of their mentoring experiences, and in addition to performing coding analysis as described by Strauss and Corbin (1990), the researcher also compared the answers to Peterson and Seligman's taxonomy of positive traits (2004). Unprompted participant responses overwhelmingly asserted increase of positive traits, as well as five other benefit categories. Improved traits appeared across a wide range of mentee characteristics, and situations, including negative ones, as long as mentors communicated unconditional positive regard and possessed desirable competencies. Social considerations of this research include the possibility that, in combination with therapies to address negative aspects of a client situation, therapists using intentional positive trait development could support recovery, resilience, hope, wisdom, thriving, and all of the benefits positive psychology has correlated to the presence of positive personality traits. Future studies building on this research may include a longitudinal study to understand what situations and character types are most conducive for positive trait development, as well as questions regarding which traits appear in which mentoring situations.

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Belk, David William. "Teaching believers the value of character-based decision-making." Theological Research Exchange Network (TREN), 2001. http://www.tren.com.

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Sadler, Anna Jarita. "Rural character in the Hilltowns understanding attitudes about planning in the context of attachment to place /." Connect to this title, 2008. http://scholarworks.umass.edu/theses/218/.

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Hsueh, Su-Ling. "Design, Development and Evaluation of Chinese Radical and Character Tutorial by Hypermedia." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd834.pdf.

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Mays, III Larkey. "Perceptions of Business School Students About Character Development and Ethical Reasoning." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2219.

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Character development in higher education is essential for enhancing ethical awareness and moral reasoning. However, inconsistent perspectives exist concerning the impact of ethics education on students' ethical awareness and moral reasoning. This phenomenological study examined the perceptions of senior-level undergraduate business students on their own ethical belief systems and changes in ethical awareness. Astin's student development theory on the environmental effects on learning formed the conceptual framework. The research questions explored how the 4-year undergraduate business school experience changed the students' ability to recognize and evaluate ethical concerns in relation to the ethical aspects of coursework. Thirteen undergraduate seniors pursuing a business degree from a Catholic college were purposively selected. In-depth interviews were used to obtain data about ethical self-awareness, recognition of ethical issues, understanding ethical concepts, and assessing core values. The study followed Moustakas' recommendation for phenomenological analysis, a modification of the Stevick-Colaizzi-Keen method. Emergent themes included the meaning of moral character development, the perception of the college business curriculum in relation to students' core values, and the approaches used to affect ethical situations. The findings suggest that the business curriculum increase the students' exposure to ethical situations and introduce decision tools that could be useful in ethical dilemmas. Recommendations involve considering a pretest and posttest design and Astin's entire inputs-environment-outcomes model as the theoretical framework. The implications for positive social change include the development of character education toward moral competencies and ethical decision-making skills of future business leaders.

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Yates, Justin Heath. "The Quality of a Globalized Character-Based Education in Missouri." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10785197.

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This research study involved examination of the quality of globalized character-based education in Missouri and the reasons secondary public schools have been slow to adopt globalized educational programs such as the International Baccalaureate Diploma Programme (IBDP). This established programme has been the standard-bearer across the globe during the last 40 years and continues to promote the evolution of new globalized educational programs (IBO, 2017c). The International Baccalaureate (IB) Programme is now in 3,662 schools worldwide with 1,465 schools located in the United States (International Baccalaureate Organization [IBO], 2015b), but only 11 of the 573 Missouri public secondary schools have instituted a working IBDP (IBO, 2017c). A quantitative research study was conducted using a survey based on global characteristics as established by the IB Learner Profile. Data were collected from four specific groups within Missouri: 103 students currently enrolled in an IB Diploma School, 10 IB coordinators, 16 admissions directors of post-secondary institutions that offer IB credit, and 86 human resources directors at Missouri-based globalized businesses. These groups were chosen because of their relationship with the IB Learner Profile characteristics as demonstrated by IB Diploma candidates and the hiring process of employees in the 21st-century workplace. The further a student progresses educationally, the less often evaluators see the criteria of globalized learners being followed. The weaknesses revealed through this study can help drive the evolution and possible expansion of more globalized character-based programs in secondary schools in Missouri.

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Weaver, Michael A. "Influence of character development and principle-based management on worker performance." Thesis, Springfield, Va. : Available from National Technical Information Service, 1999. http://handle.dtic.mil/100.2/ADA367222.

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Chan, Mei Lan. "Character development in the Harry Potter novels of J. K. Rowling." Thesis, University of Macau, 2004. http://umaclib3.umac.mo/record=b1636170.

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Uzonwanne, Godfrey Chidozie. "The character of the state in financial development and economic growth." Thesis, University of Leicester, 2011. http://hdl.handle.net/2381/10306.

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This study involved an analysis of how the character of a state inadvertently defines the trajectory of financial development of the state and its resultant impact/causality on economic growth. The guiding theme here is that the finance growth theory (Schumpeter 1911, Goldsmith 1969) has its fundamental root in the demographics of western economies with proven functional and stable political and social institutions. The direct applicability of this theory to the explanation of financial and macroeconomic phenomena in developing economies with a unique set of distinct characters may prove erroneous. To analyse this assertion, a developing economy (Nigeria) which had experienced decades of autocratic military governance was studied using a mixed method research design to gather and analyse data. Under this approach, triangulation of three data sources was achieved to augment for the problem of reliability of data sources. A historical case review was conducted using secondary data. This was followed by an econometric analysis to determine the direction of causality of financial development on economic growth applying the vector co-integration analysis and the Granger Causality test using time series data relating to Real GDP Per Capita, Size, Activity and Efficiency of Financial Intermediaries and the Stock Market in Nigeria and dummy variables to represent socio-political characters identified from the historical analysis. Finally, primary data was generated by questionnaire and group interview as a means of validating the findings from the historical case review and the econometric analysis as well as completing the triangulation of data sources. The historical review revealed three major characters represented by ethnicity in which prebendalism was strongly inherent, social unrest culminating in a three year long civil war and persistence of autocratic military governance and civilian democracies tutored by military dictators while the econometric analysis revealed the presence of macroeconomic structures identifying at least one co-integrating vector but the causality test showed no indication of causality between financial development and economic growth irrespective of steadily rising annual figures for Real GDP Per Capita and indicators of positive financial development. It was concluded that the character of a state in developing economies whose characters form a unique parabola of activities that are not prevalent in western democracies where this theory finds its origin is an endogenous variable in determining the impact of financial development on economic growth.

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Manolessou, Katherina. "A practice-based investigation of animal character development in picturebook illustration." Thesis, Anglia Ruskin University, 2012. http://arro.anglia.ac.uk/702326/.

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This practice-based thesis investigates the development of animal characters in picturebook illustration through the process of creating a picturebook featuring animal characters. The thesis consists of a visual record of the illustration practice, a written exegesis of that record offering a contextualisation and critical reflection on the practice, and the artefact produced, a picturebook maquette. Key considerations include the role of anthropomorphism and stereotypes in the design of picturebook animal characters; the engagement of my illustration practice with the experience of childhood; the construction of a simple picturebook story; the role of the environment as a characterisation device; the roles of the central characters within the picturebook narrative; the expression of the characters’ feelings and motivations via speech, actions, body language and facial expressions; the composition, pacing and rhythm of the picturebook. The research contributes to the understanding of picturebooks and how they are created by bringing into the foreground the practitioner’s intentions, considerations, and methods. It makes connections between different stages and paths of the character development process and addresses picturebook illustration as authorial practice.

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Hyatt, Frederick Roger. "Spiritual and Character Development in Online Education at Brigham Young University." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8782.

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With the increasingly widespread adoption of online learning, education is at an important crossroads. Spirituality and character building were once an important part of formal education. In the more secular modern era, many institutions of higher learning have neglected the spiritual aspects of teaching and learning. There is increasing academic interest in the relationship between spirituality and education. At the same time, relatively little attention has been paid to how spiritual and character development can be facilitated in online courses. This study seeks to better understand the how to develop spirituality and character building more effectively in online education through three related studies. The first article explores published research related to spirituality and education. Definitions are derived for two different perspectives, a contemporary North American view, and the Brigham Young University view. A second article reports on a quantitative analysis of how spiritually strengthening and character building, both Aims of a BYU Education, were accomplished in 63 online courses taught recently at BYU from the perspective of approximately 1730 students. The third article, â€œSpiritual and Character Development in Online Education from the Instructorsâ€™ Perspectiveâ€, qualitatively investigates the actions of instructors to more effectively accomplish these two Aims in their online courses based on their self-reported responses to six open-ended questions. Students responded to 77 questions (using 7-point Likert Scales) related to these two Aims. Structural Equation Modeling showed four constructs as having significant influence on their spiritual and character development: genuine caring for students (by teachers), Gospel connections, instructorâ€™s morality, and ethics in relation to the course. Twelve subfactors of social, cognitive and teacher presence, and student engagement indicated these four subfactors related to spiritual and character development. Instructors that are more intentional and explicit also utilize active learning techniques. These ask students to do more than just read about or talk about spirituality and character development. Rather, they involve students in active learning activities such as reflecting on ethics, creating personal value statements/constitutions, and setting and periodically reporting on related goals.

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Manolessou, Katherina. "A Practice-based investigation of animal character development in picturebook illustration." Thesis, Anglia Ruskin University, 2012. https://arro.anglia.ac.uk/id/eprint/702326/1/Manolessou_2012.pdf.

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This practice-based thesis investigates the development of animal characters in picturebook illustration through the process of creating a picturebook featuring animal characters. The thesis consists of a visual record of the illustration practice, a written exegesis of that record offering a contextualisation and critical reflection on the practice, and the artefact produced, a picturebook maquette. Key considerations include the role of anthropomorphism and stereotypes in the design of picturebook animal characters; the engagement of my illustration practice with the experience of childhood; the construction of a simple picturebook story; the role of the environment as a characterisation device; the roles of the central characters within the picturebook narrative; the expression of the characters’ feelings and motivations via speech, actions, body language and facial expressions; the composition, pacing and rhythm of the picturebook. The research contributes to the understanding of picturebooks and how they are created by bringing into the foreground the practitioner’s intentions, considerations, and methods. It makes connections between different stages and paths of the character development process and addresses picturebook illustration as authorial practice.

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41

McKinley, Rachel. "Projective Transformations: Balancing Urban Development with Regional Character in South Korea." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1398967628.

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42

Williams, Jared Van. "Rocky: virtual sculpting as the basis for computer generated character development." Thesis, University of Iowa, 2012. https://ir.uiowa.edu/etd/3011.

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Human beings have two perfectly aligned eyeballs working together sending three-dimensional images to the brain and providing accurate depth perception. I lack true stereoscopic vision. When I was five years old I had my second eye surgery and I remember lying blind and terrified for two days in the children's ward of Reid Memorial Hospital in Richmond, Indiana. I later learned that my eyes didn't align properly and for the rest of my life my right eye would "wander". Because of my condition, I was given a list of jobs that I could never perform, jobs where human lives are entrusted to skilled professionals wielding scalpels or landing jets. I could never be one of those people. Or so I was told. I've always had excellent vision, nearly 20/20 my whole life and I've never struggled academically. It's just that my eyes don't point in the same direction like everybody else. Those who know me best can see it, but I've learned ways to make it not so obvious. It's all I've ever known. But, in an ironic twist of fate, it's become clear that my lazy eye has taught me to "see" better than the average artist. Having spent the last five years of my life studying 3D Design and exploring the most advanced creative technology on the planet, I've created a series of computer-generated environments, objects and characters. This is my latest attempt to prove to the world that I can see just fine. I could've been a doctor or a pilot after all. In this paper I present to the world a digital friend manifested from my slightly skewed interpretation of the world. Rocky is part of my imagination brought to life in perfect three-dimensional clarity for the world to see. He's a symbolic representation of my childhood love for cartoons and science fiction. He is strong yet gentle, modest, intelligent and noble. And, he is fiercely protective of that scared and blind five-year old boy.

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Urban, Scott H. "Is a word to the wise sufficeint? : character education in public secondary schools /." Electronic version (PDF), 2003. http://dl.uncw.edu/etd/2003/urbans/scotturban.pdf.

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Zabik, Matthew J. "The Challenges of Planning for Rural Character: A Case Study from Exurban Southern New England." Oxford, Ohio : Miami University, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1271796753.

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45

Loomis, Michael J. "A framework for defining Christian character and the process of character development particularly as it pertains to the contemporary college student." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.

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46

Stuart, Yoel Eli. "Character displacement and community assembly in Anolis lizards." Thesis, Harvard University, 2013. http://dissertations.umi.com/gsas.harvard:10765.

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At broad scales, community ecologists study how biogeographic factors like environmental dissimilarity and geographic distance influence community assembly and composition. At small scales, community ecologists study how one or several species interact to determine habitat partitioning and coexistence. In this dissertation, I present studies at both scales. Chapter One investigates community assembly across the Caribbean, Central, and South American radiations of Anolis lizards and Eleutherodactylid frogs to test whether oceanic islands are unique in their assembly processes. Such uniqueness is suggested by high levels of endemism on islands; however, comparable levels of endemism can be found in mainland communities. I modeled the rate of species turnover between mainland communities, with respect to geographic distance and environmental dissimilarity, and then used the mainland model to predict turnover among islands. Turnover among island communities was significantly higher than predicted from the mainland model, confirming the long-held but untested assumption that island assemblages accumulate biodiversity differently than their mainland counterparts. Chapter Two reviews the evidence for ecological character displacement (ECD), an evolutionary process whereby two resource competitors diverge from one another in phenotype and resource use, facilitating coexistence in a community. I find that, despite current scientific opinion, the evidence for ECD is equivocal; most cases of ECD pattern fail to rule out processes alternative to resource competition that could create the same pattern. I conclude that better evidence may come from real time tests of ECD. Chapters Three and Four describe just such a test in small island populations of Anolis carolinensis. In Chapter Three, I find that small island populations of A. carolinensis that have come into sympatry with a novel competitor, the invasive A. sagrei, shift their habitat use to become more arboreal, compared to allopatric populations. Consistent with prediction, individuals from sympatric populations have larger toepads with additional adhesive scales - a common adaptation to arboreality in Anolis. In Chapter Four, I describe a common garden experiment that finds that the observed toepad divergence is an evolved response, suggesting rates of divergence for toepad area and scale number on par with well known examples of contemporary evolution.

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Hilton, Timothy J. "A historical synthesis and current respectives of high school athletics and its effects on student character/moral development." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527323.

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Scott, David A. "A Character Education Program: Moral Development, Self-Esteem and At-Risk Youth." NCSU, 2004. http://www.lib.ncsu.edu/theses/available/etd-03152004-123523/.

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The purpose of this study was to examine the results of a deliberate psychological and educational intervention with at-risk youth that have been identified as having potential to benefit from a character education program. The Youth Focus Character Education Program provided direct character education services to selected at-risk youth that were referred for treatment by school counselors, juvenile court counselors, parents, or other agencies in Greensboro, North Carolina. All sessions and material used focused on improving moral development and possibly self-esteem in each child. Definitions of youth at-risk and character education were explored. Theories of moral development and self-esteem were also reviewed. Comparisons were made between participants receiving the character education intervention and those not receiving the experimental intervention. Study participants included 39 at-risk youth between the ages of 12 and 17 (24 males and 15 females). The participants were administered both the Defining Issues Test and the Rosenberg Self-Esteem Scale. In summary, the findings did not support the use of the present character education intervention with the targeted population sample, it did provide encouragement to continue to design and investigate programs that could possibly benefit at-risk youth.

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Chan, Sing-pui, and 陳聲珮. "A study of Hong Kong young children's early Chinese character writing development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50643265.

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Due to a scarcity of research on young children’s Chinese character writing development and learning, there is insufficient empirical evidence to support the practices of helping young children learn to write in the context of Hong Kong. Grounded on the views about the nature of Chinese language and from the perspective of emergent literacy, this study looked into young children’s Chinese character writing forms under free writing conditions and focused attention on categorizing the forms and identifies the developmental patterns. In consideration of the purpose of study to pursue a better understanding about the field of study, this study used qualitative methods to research. The design adopted a strategy of multiple-case study, longitudinal approach and qualitative data collection methods. Data analysis employed an inductive and analytical approach incorporating some quantitative techniques to aggregate results in order to generate findings. The categorization of writing forms gave rise to a classification scheme based on aggregated time-order emergences of writing categories. Synthesis of the findings led to identifying the developmental patterns that was framed by a general progression of two-stage development. Under a pattern of gradual change in the two-stage development, variations of writing forms indicated patterns of variability in relation to the stroke, component, and character units of Chinese character, which encompass a range of linguistic features including stroke-order writing. These findings revealed child’s underlying knowledge in Chinese characters, which will be useful for the educational field. The findings contribute to a tentative theory of early Chinese character writing about children demonstrating a gradual progression in two stages embracing individual differences in forms and time of development in early Chinese character writing during the preschool years. Insights derived from the findings of this study enabled the author to discuss the relation of the unique nature and characteristics of Chinese character to children’s learning to write, and point to inadequacies of some current thinking and practices. The thesis ends with educational implications of orthographic-focused Chinese character writing instruction and research implications of the tentative framework of understanding.
published_or_final_version
Education
Doctoral
Doctor of Education

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Crosier, Erik R. "Character development through non-linear story format : its creation, use, and applications." Virtual Press, 2008. http://liblink.bsu.edu/uhtbin/catkey/1390655.

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The purpose of this creative project is to explore the concept of character development as it appears in non-linear story formats. These formats are those of relatively recent technological advances that have paved the way for stories to be related to an audience in ways that are completely unique to each individual audience member. This project specifically is a murder mystery story, told in such a non-linear fashion. The story is capable of being viewed in a completely unique manner by each individual audience member. From this story, viewer's opinions have been examined, and conclusions have been drawn of the value and significance of non-linear story formats in relation to character development.
Department of Telecommunications

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