Relevant bibliographies by topics / Moral drama

Contents

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

Academic literature on the topic 'Moral drama'

Author: Grafiati
Published: 22 February 2023

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Journal articles on the topic "Moral drama"

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Albiac Blanco, María Dolores. "El error moral en el teatro de Leandro Fernández de Moratín." Cuadernos de Estudios del Siglo XVIII, no. 23 (October 20, 2013): 7–34. http://dx.doi.org/10.17811/cesxviii.23.2013.7-34.

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Estudio de si El viejo y la niña puede considerarse drama y no comedia, en virtud del argumento, categoría de los personajes y desenlace; y análisis del alcance de la propuesta de la obra, a la luz de la moral y la ética ilustrada.PALABRAS CLAVEComedia, drama, moral, Leandro Fernández de Moratín, El viejo y la niña. Étude sur se El viejo y la niña peut être consideré comme un drame et non une comédie, en vertu de l’argument, catégorie des personnages et dénouement; et une analyse de la portée de la proposition de l’oeuvre, à la lumière de la morale et l’etique illustrée.MOTS-CLÉSComédie, drame, morale, Leandro Fernández de Moratín, El viejo y la niña.
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Basourakos, John. "Moral Voices and Moral Choices: Canadian drama and moral pedagogy." Journal of Moral Education 28, no. 4 (December 1999): 473–89. http://dx.doi.org/10.1080/030572499103025.

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Winston, Joe. "Theorising Drama as Moral Education." Journal of Moral Education 28, no. 4 (December 1999): 459–71. http://dx.doi.org/10.1080/030572499103016.

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Allern, Tor-Helge, Sisi Zheng, and Stig A. Eriksson. "Educational drama, traditional Chinese culture and current government policies." Applied Theatre Research 10, no. 2 (December 1, 2022): 103–18. http://dx.doi.org/10.1386/atr_00065_1.

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In this article, we present and discuss how traditional Chinese culture is connected to moral education (deyu), current governmental strategies in education and educational drama as an approach to moral education. We argue that the mixture in deyu of moral and ideological education in today’s China is nothing new, and totally consistent with China’s pre-revolutionary periods. Although current government strategies in education emphasize aesthetic subjects such as drama/theatre (Xiju), and include methods and conventions in educational drama, it is hard to perceive whether the policy is open to an explorative learning process, characteristic of educational drama, or rather implies a more classical approach, based on textbooks and memorization, or even pure learning techniques. Nevertheless, processual processes to drama seem to harmonize with ambitions in China’s current school reforms and to be relevant to moral education within a social framework.
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Septiyana, Hanhan Ahmad. "PERGESERAN NILAI MORAL DALAM DRAMA KOMEDI MUSIKAL “BIDADARI MERAH PUTIH” KARYA YUSEF MULDIYANA." Literasi : Jurnal Bahasa dan Sastra Indonesia serta Pembelajarannya 5, no. 1 (April 17, 2021): 1. http://dx.doi.org/10.25157/literasi.v5i1.5074.

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Kisah dan cerita dalam drama mengandung nilai-nilai budaya, nilai-nilai moral serta hal-hal yang menggambarkan kondisi kehidupan nyata masyarakat. Dalam drama komedi musikal “Bidadari Merah Putih” banyak mengandung nilai-nilai moral yang mulai mengalami pergeseran dan mengarah kepada perubahan perilaku masyarakat. Penelitian ini bertujuan mendeskripsikan bentuk pergeseran nilai moral serta faktor-faktor yang mempengaruhi pergeseran nilai moral dalam drama komedi musikal berjudul “Bidadari Merah Putih” karya Yusef Muldiyana. Landasan teori yang digunakan dalam mengkaji masalah ini adalah teori Etnometodologi Grafinkel. Analisis data ini dilakukan secara kualitatif. Teknik analisis data dengan melakukan observasi non partisipan, menonton, mengamati, menyajikan data, menginterpretasikan data sesuai teori, dan yang terakhir peneliti menyusun simpulan. Penelitian ini menunjukkan bahwa dalam drama “Bidadari Merah Putih” ini terjadi pergeseran nilai moral. Faktor penyebab dari pergeseran nilai moral tersebut adalah kurang tertanamnya nilai religius masyarakat, kurangnya perhatian orang tua dan lemahnya kontrol sosial masyarakat. Bentuk-bentuk pergeseran nilai moral tersebut adalah pemberangusan kebebasan, sikap egois, menghalalkan segala cara demi meraih keinginan, dan Integritas penegak hukum yang buruk.Kata Kunci: faktor penyebab, moral, perilaku masyarakat, pergeseran nilai.
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Klaassen, Johann A. "Moral Taint in Classic Greek Drama." Philosophy and Literature 24, no. 2 (2000): 327–45. http://dx.doi.org/10.1353/phl.2000.0040.

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Nugroho, Agung. "Nilai Sosial dan Moralitas dalam Naskah Drama Janji Senja Karya Taofan Nalisaputra." Silampari Bisa: Jurnal Penelitian Pendidikan Bahasa Indonesia, Daerah, dan Asing 1, no. 2 (December 31, 2018): 28–42. http://dx.doi.org/10.31540/silamparibisa.v1i2.153.

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Tujuan penelitian ini untuk mendeskripsikan nilai sosial dan nilai moral naskah drama. Naskah drama yang digunakan berjudul Janji Senja Karya Taofan Nalisaputra. Penelitian ini menggunakan metode deskriptif kualitatif. Teknik pengumpulan data menggunakan teknik dokumentasi. Teknik analisis data dilakukan dengan cara membaca, pengkodingan, pendeskripsian, interprestasi, dan kesimpulan. Hasil penelitian ini merupakan deskripsi kajian nilai sosial dan nilai moral naskah drama Janji Senja karya Taofan Nalisaputra. Hasil dari kajian nilai sosial yang mendominasi naskah drama Janji Senja karya Taofan Nalisaputra yaitu nilai sosial diri dengan orang lain hal ini terlihat dari kutipan “Istri harus patuh pada suami, ujaran yang kasar berdampak menyakiti hati orang lain, kebencian yang memutuskan tali darah dalam tubuh, lebih mementingkan orang lain dari pada ibunya sendiri”. Hal ini tampak jelas dituangkan oleh pengarang dalam naskahnya. Sedangkan nilai moral naskah drama Janji Senja karya Taofan Nalisaputra melingkupi beberapa aspek di antaranya, berbentuk tingkah laku yang sesuai dengan kesusilaan, budi pekerti, dan juga akhlak. Berdasarkan hasil tersebut terlihat jelas jika naskah drama Janji Senja karya Taofan Nalisaputra sangat kental akan nilai sosial dan moral hal ini karena naskah drama yang diangkat berkaitan langsung dengan kehidupan sehari-hari di masyarakat.
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Zheng, Sisi. "Process drama in Chinese education: Possibilities and challenges in governmental policy papers and the curriculum of moral education." Applied Theatre Research 9, no. 2 (November 1, 2021): 155–72. http://dx.doi.org/10.1386/atr_00055_1.

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The article explores the potential of applying process drama in moral education in Chinese schools. By conducting a thematic review of the current national curriculum and policy documents from both historical and contemporary perspectives, the interconnection between the role of art and moral cultivation in China is discussed. Through an analysis of the national curriculum, the article suggests that applying process drama in school education can contribute to learning in the curriculum areas of both aesthetic and moral education. However, the existing commingling of concepts and definitions influences the actual drama practices in China. Consequently, a discussion of terminology is brought in, as well as an argument for the need to include drama as a discrete subject in schools, in addition to its function as a method for educational purposes. A process drama sample from the author’s drama praxis is included. The overall aim of the article is to contribute to an extended understanding of educational drama and theatre in a Chinese context and to gain new insights into possibilities and challenges for the future implementation of drama in education in China.
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Rudita, I. Made, and Ni Luh Putu Wiwin Astari. "STRUKTUR DRAMATIK PERTUNJUKAN DRAMA KLASIK SANGGAR TEATER MINI LAKON DEWA RUCI KAJIAN BENTUK DAN FUNGSI." WIDYANATYA 1, no. 1 (February 14, 2019): 51–59. http://dx.doi.org/10.32795/widyanatya.v1i1.270.

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ABSTRAK Pada dasarnya nilai pendidikan karakter mempunyai tiga bagian yang saling bekaitan, yaitu pengetahuan moral, penghayatan moral dan perilaku moral. Oleh karena itu seseorang dengan karakter yang baik, mengetahui, menginginkan, dan melakukan yang baik. Ketiganya merupakan syarat untuk menuntun hidup yang bermoral dan membangun kematangan moral. Dalam melakukan pendidikan karakter tidak harus dengan menambah program tersendiri, melainkan bisa melalui transformasi budaya, salah satunya nilai-nilai pendidikan karakter bisa disampaikan melalui seni pertunjukan drama, khususnya pertunjukan drama klasik. Untuk menjawab masalah di atas, dalam hal mengetahui nilai pendidikan karakter melalui transformasi budaya Bali berupa pertunjukan drama klasik Sanggar Teater Mini, perlu dibuat suatu penelitian mengenai nilai pendidikan karakter dalam pertunjukan drama klasik Sanggar Teater Mini dengan lakon Dewa Ruci. Penelitian ini berjudul “Struktur Dramatik Pada Pertunjukan Drama Klasik Sanggar Teater Mini lakon Dewa Ruci”.Kajian (Bentuk dan Fungsi)” adalah hasil studi yang mendalam struktur dramatik pada pertunjukan drama klasik. Penelitian ini mengangkat dua pokok masalah yaitu : 1) untuk mengetahui dan menganalisis bentuk struktur dramatik pertunjukan drama klasik Sanggar Teater Mini lakon Dewa Ruci ; 2) untuk mengetahui dan menganalisis fungsi pertunjukan drama klasik Sanggar Teater Mini lakon Dewa Ruci. Secara umum, penelitian ini bertujuan untuk mengetahui keberadaan dan peranan penting dari nilai-nilai pendidikan karakter dalam pertunjukan pertunjukan drama klasik Sanggar Teater Mini lakon Dewa Ruci . Secara khusus, penelitian ini bertujuan untuk menjelaskan bentuk struktur dramatik dan fungsi pertunjukan drama klasik Sanggar Teater Mini lakon Dewa Ruci. Penelitian ini dirancang sebagai penelitian kualitatif dengan menggunakan dua teori : teori estetika dan teori fungsional struktural. Metode-metode pengumpulan data yang digunakan meliputi observasi, wawancara, dokumentasi dan kepustakaan.Seluruh data diolah menggunakan tehnik deskriptif interpretatif. Hasil dari penelitian ini adalah sebagai berikut ; Bentuk struktur dramatik pertunjukan drama klasik Sanggar Teater Mini lakon Dewa Ruci adalah sebagai berikut : (1) tema, (2) alur, (3) latar, (4) penokohan, (5) insiden dan (6) amanat. Sedangkan fungsi drama klasik Sanggar Teater Mini lakon Dewa Ruci adalah sebagai berikut : (1) fungsi ekonomi, (2) fungsi hiburan, (3) fungsi promosi dan (4) fungsi komunikasi. ABSTRACT Basically, the value of character education has three interrelated parts, namely moral knowledge, moral appreciation and moral behavior. Therefore someone with good character, knows, wants, and does good. All three are conditions for guiding a moral life and building moral maturity. In doing character education does not have to add a separate program, but it can be through cultural transformation, one of which is the values ​​of character education can be conveyed through drama performing arts, especially classical drama performances. To answer the above problem, in terms of knowing the value of character education through the transformation of Balinese culture in the form of a classic Mini Theater studio performance, it is necessary to make a study of the value of character education in the performance of the Sanggar Teater Mini classic drama with Dewa Ruci play. This research entitled "Dramatic Structure of the Classical Drama Performance of Teater Mini lakon Dewa Ruci". Studies (Forms and Functions) "are the results of an in-depth study of the dramatic structure of classical drama performances. This research raises two main issues, namely: 1) to find out and analyze the dramatic structural forms of the Sanggar Teater Mini classical drama performance Dewa Ruci play; 2) to find out and analyze the function of the Sanggar Teater Mini lakon Dewa Ruci performance. In general, this study aims to find out the existence and important role of character education values ​​in the performance of the classic Sanggar Teater Mini lakon Dewa Ruci performance. Specifically, this study aims to explain the dramatic structure and function of the classical drama performances of Sanggar Teater Mini Dewa Ruci play. This research was designed as qualitative research using two theories: aesthetic theory and structural functional theory. Data collection methods used include observation, interviews, documentation and literature. All data are processed using interpretive descriptive techniques. The results of this study are as follows; The form of the dramatic structure of the Sanggar Teater Mini classical drama performances by Dewa Ruci are as follows: (1) theme, (2) plot, (3) background, (4) characterization, (5) incident and (6) mandate. While the function of the classical drama Sanggar Teater Mini lakon Dewa Ruci is as follows: (1) economic function, (2) entertainment function, (3) promotion function and (4) communication function.
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Winston, Joe. "Emotion, Reason and Moral Engagement in Drama." Research in Drama Education: The Journal of Applied Theatre and Performance 1, no. 2 (September 1996): 189–200. http://dx.doi.org/10.1080/1356978960010204.

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Dissertations / Theses on the topic "Moral drama"

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Al-Bustan, Lamees Ahmed. "Social and moral education through drama : a force for change." Thesis, Goldsmiths College (University of London), 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.401817.

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From its organised origins, there has always been a view that drama has had an educational potential. For much of its history drama has been tied to the religious, moral and social aspects of the community in which it has been produced. This dissertation is a consideration of the educational potential of drama and theatre as a social and moral force. It will examine some contemporary educational debates and will provide a broad background of the relationship of drama to social and moral education. The dissertation will also examine the Drama in Education movement in Britain and its relationship with social and moral education. For the purpose of this research, the consideration of both the development of drama and the debate of where best to place drama in relation to theatre, English and other Arts in Britain is examined to draw out conclusions and recommendations for the Kuwaiti context. Given that the Kuwaiti experience is largely about theatre, the renewed relationship between school drama and theatre in Britain will be considered to help to identify not only the development of drama in schools, but also various ways in which aspects of drama have evolved and what lessons can be learnt from the British experience. This will ultimately assist in devising guidelines for drama and theatre to be implemented in the Kuwaiti context. The key focus of this dissertation is not the research on the British experience, but rather on the conclusions that can be drawn from it. The British experience has provided the essential material for identifying trends, key questions, lessons to be learnt and recommendation in the re-evaluation of drama and theatre in Kuwait. The research will conclude with a proposed theoretical and practical framework of how it would be possible to introduce drama, for the first time, into the Kuwaiti education system and as a way to revitalise its theatre movement.
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Hogan, Sharon. "Being ethical : how process drama assists pre-service drama teachers to reflect on professional ethics." Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/26436/1/Sharon_Hogan_Thesis.pdf.

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This research thesis focuses on the experiences of pre-service drama teachers and considers how process drama may assist them to reflect on key aspects of professional ethics such as mandatory codes or standards, principled moral reasoning, moral character, moral agency, and moral literacy. Research from higher education provides evidence that current pedagogical approaches used to prepare pre –professionals for practice in medicine, engineering, accountancy, business, psychology, counselling, nursing and education, rarely address the more holistic or affective dimensions of professional ethics such as moral character. Process drama, a form of educational drama, is a complex improvisational group experience that invites participants to create and assume roles, and select and manage symbols in order to create a fictional world exploring human experience. Many practitioners claim that process drama offers an aesthetic space to develop a deeper understanding of self and situations, expanding the participant’s consciousness and ways of knowing. However, little research has been conducted into the potential efficacy of process drama in professional ethics education for pre-professionals. This study utilizes practitioner research and case study to explore how process drama may contribute to the development of professional ethics education and pedagogy.
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Hogan, Sharon. "Being ethical : how process drama assists pre-service drama teachers to reflect on professional ethics." Queensland University of Technology, 2008. http://eprints.qut.edu.au/26436/.

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This research thesis focuses on the experiences of pre-service drama teachers and considers how process drama may assist them to reflect on key aspects of professional ethics such as mandatory codes or standards, principled moral reasoning, moral character, moral agency, and moral literacy. Research from higher education provides evidence that current pedagogical approaches used to prepare pre –professionals for practice in medicine, engineering, accountancy, business, psychology, counselling, nursing and education, rarely address the more holistic or affective dimensions of professional ethics such as moral character. Process drama, a form of educational drama, is a complex improvisational group experience that invites participants to create and assume roles, and select and manage symbols in order to create a fictional world exploring human experience. Many practitioners claim that process drama offers an aesthetic space to develop a deeper understanding of self and situations, expanding the participant’s consciousness and ways of knowing. However, little research has been conducted into the potential efficacy of process drama in professional ethics education for pre-professionals. This study utilizes practitioner research and case study to explore how process drama may contribute to the development of professional ethics education and pedagogy.
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Grimm, Gunter E. "Von der Käuflichkeit der Moral. Dürrenmatts Drama "Der Besuch der alten Dame"." Gerhard-Mercator-Universitaet Duisburg, 2002. http://www.ub.uni-duisburg.de/ETD-db/theses/available/duett-09052002-161208/.

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Ahern, John N. "Conscience, the Other and the moral community: a study in meta-ethics and tragedy /." Burnaby B.C. : Simon Fraser University, 2006. http://ir.lib.sfu.ca/handle/1892/2676.

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Janzen, Richard G. "The didactic demons of drama, moral instruction on magic in the plays of Greene and Gryphius." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ60058.pdf.

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Sparks, Richard. "Television and the drama of crime : moral tales and the place of crime in public life /." Buckingham [u.a.] : Open Univ. Press, 1992. http://www.gbv.de/dms/spk/sbb/recht/toc/276912519.pdf.

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Guglielmo, Federica. "Moral citizenship : an ethnographic exploration of the category of victimhood in post-genocide Rwanda." Thesis, Brunel University, 2016. http://bura.brunel.ac.uk/handle/2438/13751.

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In order to foster social reconciliation in the aftermath of the 1994 genocide, the Rwandan government has implemented a judiciary system and established a national commemoration period. More importantly, in order to eradicate the ideological foundation of the genocide, the government has outlawed ethnicity as a cornerstone of genocidal propaganda. Ethnography shows that these efforts have been only partially successful and that ethnicity occupies a central, silent space at the centre of Rwandan national politics and social interaction. In this work, I shed light over the entanglement between the memory of the genocide and social identities in Rwanda. I explore the ways in which ordinary Rwandans re-situate their ethnic background through moral categories that surface from the government’s historical narrative of the genocide and of the events that led to it. I analyse the means through which this narrative is established, the judicial enforcement and the memorialisation of the genocide, to illustrate the patterns of blame and legitimacy that saturate these historical constructions. Within these contexts, I explore the ways in which individuals exercise tactical agency in order to re-place their ethnic past in relation to these narratives. Drawing on in-depth ethnographic fieldwork, I argue that the government’s narrative of the genocide constitutes a moral landscape in relation to which actors acquire — or are denied — instances of victimhood. Negotiation over these instances take the form of accusatory practices which, more or less explicitly, are used in everyday life to define selfhood and otherness with respect to the genocide. My research shows how, cutting across former ethnic boundaries, the category of victimhood represents a form of empowerment, which dialectically depends on the identification of perpetratorship.
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Winston, Joe. "An inquiry into the relationship between drama, traditional stories and the moral education of children in primary schools." Thesis, University of Warwick, 1996. http://wrap.warwick.ac.uk/59524/.

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This thesis is an inquiry into the relationship between drama and traditional stories and their potential contributions, when used together, to the moral education of young children. The stimulus for this inquiry has stemmed from my own academic interests and professional practice as a teacher educator for the primary age range. It is underpinned by a belief that this is an area which has been both under-researched and under-theorised but that it is nonetheless of interest and importance for drama teachers, primary teachers and others who share an interest in the moral development of young children. The research has proceeded with two parallel but closely related forms of inquiry. The one has been an academic investigation into those theoretical issues which underpin the project and the other has consisted of fieldwork within primary classrooms, centred upon my own teaching. In its final form, the thesis is presented in two parts of roughly equal length, the one concentrating on theoretical concerns, the other consisting of a critical analysis of my own classroom practice, where issues of theory are investigated as they directly impinge upon it. However, it has been a key aim throughout this project to relate theory closely to practice, so that the one might continually inform the other as the research progressed. In the introduction, I give an account of the genesis of the inquiry, provide an argument for its significance to the contemporary educational debate and give a clear exposition of its parameters. In Part I, I begin with a discussion of current developments in moral educational theory and make the case for the importance of narrative and narrative literature in the development of moral understanding. In applying these theories to literary versions of traditional tales, however, it becomes quickly clear that the area is problematic and informed by contradictory theories and profound disagreement. I propose that the narrative form of these tales is inappropriate to didactic moral teaching and argue that a perspective which is informed by their mythic and oral origins is best placed to help our understanding of how they can be harnessed for the purposes of moral learning. I argue that there are historical and artistic reasons for seeing an important role for drama. in this process and examine how moral processes are engaged and informed by the dramatic event. In Part IT, I introduce the fieldwork with a critical look at how the practices of drama in education can be used to engage children in ethical exploration as defined within the parameters of this inquiry. I provide a detailed account of the research methodology followed by three case studies, each of which recounts and analyses a series of lessons with three separate classes of children, centred around three distinct traditional tales. These case studies are discursive in nature, each focusing upon issues and questions generated by the particular stories and lessons. They are informed by the theoretical exposition in Part I but generate their own theoretical perspectives and hypotheses which I propose to have implications for general classroom practice within this area. In the concluding chapter, I propose that the theoretical thrust and practical findings of the project signal an important role for drama in a school's moral education policy and suggest particular areas of inquiry which would further inform this argument.
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Guyver, Lynn. "Post Cold War moral geography : a critical analysis of representations of eastern Europe in post 1989 British fiction and drama." Thesis, University of Warwick, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246786.

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Books on the topic "Moral drama"

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Moral experiment in Jacobean drama. Basingstoke: Macmillan, 1988.

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Wharton, T. F. Moral Experiment in Jacobean Drama. London: Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-19152-9.

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Wharton, T. F. Moral experiment in Jacobean drama. New York: St. Martin's Press, 1988.

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Jane, Wagner Betty, ed. Building moral communities through educational drama. Stamford, Conn: Ablex Pub. Corp., 1999.

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Moral play and counterpublic: Transformations in moral drama, 1465-1599. New York: Routledge, 2011.

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Murakami, Ineke. Moral play and counterpublic: Transformations in moral drama, 1465-1599. New York: Routledge, 2011.

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Jaroszyński, Piotr. Ethics: The drama of the moral life. New York: ST Pauls/Alba House, 2003.

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Drama, literacy and moral education 5-11. London: David Fulton, 2000.

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Double vision: Moral philosophy and Shakespearean drama. Princeton, N.J: Princeton University Press, 2007.

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Donesky, Finlay. David Hare: Moral and historical perspectives. Westport, Conn: Greenwood Press, 1996.

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Book chapters on the topic "Moral drama"

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Walker, William. "Wisdom and moral instruction." In Engagements with Shakespearean Drama, 98–131. Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: Routledge engagements with literature: Routledge, 2019. http://dx.doi.org/10.4324/9781351190190-4.

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Wharton, T. F. "Moral Experiments in Jacobean Drama." In Measure for Measure, 57–59. London: Macmillan Education UK, 1989. http://dx.doi.org/10.1007/978-1-349-20069-6_5.

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Peterson, Andrew, and Joseph Winston. "Drama and social and moral responsibility." In International Perspectives on Drama and Citizenship Education, 172–80. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003058144-17.

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Wharton, T. F. "Introduction." In Moral Experiment in Jacobean Drama, 1–5. London: Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-19152-9_1.

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Wharton, T. F. "Chapman." In Moral Experiment in Jacobean Drama, 6–22. London: Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-19152-9_2.

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Wharton, T. F. "Disguised Dukes: The Malcontent, and Measure for Measure." In Moral Experiment in Jacobean Drama, 23–43. London: Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-19152-9_3.

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Wharton, T. F. "The Revenger’s Tragedy." In Moral Experiment in Jacobean Drama, 44–56. London: Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-19152-9_4.

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Wharton, T. F. "The White Devil." In Moral Experiment in Jacobean Drama, 57–73. London: Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-19152-9_5.

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Wharton, T. F. "The Duchess of Malfi." In Moral Experiment in Jacobean Drama, 74–90. London: Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-19152-9_6.

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Wharton, T. F. "‘Tis Pity She’s a Whore." In Moral Experiment in Jacobean Drama, 91–109. London: Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-19152-9_7.

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Conference papers on the topic "Moral drama"

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Khazhbikarova, Maret. "Spiritual And Moral Studies Of Characters In Modern Chechen Drama." In International Scientific Congress «KNOWLEDGE, MAN AND CIVILIZATION». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.05.291.

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Effendi, Mirna Nur Alia, Elly Malihah, and Siti Nurbayani. "Impact of Korean Drama in Indonesia Through the Spread Moral Values for Young Generation." In 1st UPI International Conference on Sociology Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icse-15.2016.103.

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Mangwegape, Bridget. "EXPLORING SELECTED SETSWANA DRAMA TEXTS AS THE PRINCIPLE OF UBUNTU/BOTHO IN EDUCATIONAL CONTEXT." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end004.

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Talking about the importance of Ubuntu/Botho in any educational system “Authentic humanism consists in permitting the emergence of the awareness of full humanity, as a condition and as an obligation, as a situation and as a project”. To inculcate a sense of values at schools, is intended to help young people achieve higher levels of moral judgement. This belief is that education does not exist simply to serve the market, but to serve society, and that means instilling in students a broad sense of values that can emerge only from a balanced exposure to the humanities as well as the sciences. Enriching the individual in this way is, by extension, enriching the society. This carries the involvement within the teaching and assessment of Setswana drama texts with third year (BEd) students. Ubuntu is a Nguni term while Botho is a Setswana term from the Southern African region that means a belief in a universal relationship of sharing that connects all humanity. The researcher takes note of the key element of Ubuntu/Botho, understood as “motho ke motho ka batho” (in Setswana). The English translation of this expression is “a human being is a human being because of other human beings”. The participants in this study were 24 BEd students from the language department. The comprehensive analysis includes data gathered from students: peer observation and interviews. Text analysis was used to analyse and interpret qualitative data obtained through interviews and observations with the aim of investigating the principle of Ubuntu/Botho in the characters of the two drama texts and how could students apply Ubuntu/Botho in their teaching to illustrate each theme.
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Lee, Jung-Hoon, Hyun-Ju Kim, and Yun-Gyung Cheong. "A Multi-modal Approach for Emotion Recognition of TV Drama Characters Using Image and Text." In 2020 IEEE International Conference on Big Data and Smart Computing (BigComp). IEEE, 2020. http://dx.doi.org/10.1109/bigcomp48618.2020.00-37.

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Gulur, Nagendra, Mahesh Mehendale, R. Manikantan, and R. Govindarajan. "Bi-Modal DRAM Cache: Improving Hit Rate, Hit Latency and Bandwidth." In 2014 47th Annual IEEE/ACM International Symposium on Microarchitecture (MICRO). IEEE, 2014. http://dx.doi.org/10.1109/micro.2014.36.

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Luo, Lanxin, Huaqiang Zhong, Ye Xia, and Limin Sun. "Bayesian model updating of a large-span steel tied arch bridge: an experimental study." In IABSE Congress, Ghent 2021: Structural Engineering for Future Societal Needs. Zurich, Switzerland: International Association for Bridge and Structural Engineering (IABSE), 2021. http://dx.doi.org/10.2749/ghent.2021.0475.

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<p>In this paper, a large-span steel tied arch bridge's Bayesian FEMU is carried out based on the ambient vibration data. Firstly, the ERA method is used for modal identification. Then, the benchmark FE model of this bridge is established. Based on the sensitivity analysis, six updating parameters significantly affecting the natural frequency are selected. Subsequently, the objective function of the FEMU is established, and the DRAM algorithm is utilized to simulate the parameter samples conforming to the posterior distribution. Finally, the uncertainty analysis of the updated items is carried out. After FEMU, the results show that the model's frequency uncertainty is reduced, and the theoretical frequencies are highly consistent with the identified frequencies.</p>
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