Relevant bibliographies by topics / Moral Comprehension

Contents

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

Academic literature on the topic 'Moral Comprehension'

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

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Journal articles on the topic "Moral Comprehension"

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Narvaez, Darcia, Tracy Gleason, Christyan Mitchell, and Jennifer Bentley. "Moral theme comprehension in children." Journal of Educational Psychology 91, no. 3 (1999): 477–87. http://dx.doi.org/10.1037/0022-0663.91.3.477.

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Shaw, S. C., M. Goldstein, M. Munro, and E. Burd. "Moral dominance relations for program comprehension." IEEE Transactions on Software Engineering 29, no. 9 (September 2003): 851–63. http://dx.doi.org/10.1109/tse.2003.1232289.

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Wahyuningsih, Lenny, M. Solehuddin, and Tina Hayati Dahlan. "Collaborative Reasoning Technique in Developing Moral Comprehension." Islamic Guidance and Counseling Journal 2, no. 1 (January 30, 2019): 18. http://dx.doi.org/10.25217/igcj.v2i1.301.

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This study aims to find out about the collaborative reasoning technique to develop students' Moral Comprehension in class X of State High School 1 Gegesik. The research approach used was the quasi-experimental method and non-equivalent control group research design. Research instruments using the Defining Issue Test (Rest's DIT-1). The results of the research are: (1) the Moral Comprehension of students is generally in stage 4; (2) the results of the dissemination of DIT-1 instruments; and (3) guidance and counseling programs with collaborative reasoning proven effective in developing students' Moral Comprehension with changes in the stages of Moral Comprehension of students. Success criteria due to more than 50% of students are in steps 4, 5 and 6.
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Narvaez, Darcia. "Moral Text Comprehension: Implications for education and research." Journal of Moral Education 30, no. 1 (March 2001): 43–54. http://dx.doi.org/10.1080/03057240120033802.

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Linkov, V. V., and I. A. Katashev. "Comprehension of the issues of moral education and development in Surdopedagogics." Science and School, no. 1, 2020 (2020): 113–22. http://dx.doi.org/10.31862/1819-463x-2020-1-113-122.

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The article substantiates the relevance and necessity of realizing the goal of a comprehensive study of the conditions and areas of moral development. It considers the main problems arising in the process of researching the moral education and development of the children with hearing impairments. It also discusses the problems of choice and application of methods in the diagnostics of moral development. The article systemizes the approaches to solving the issue of differentiating the criteria of moral development and reveals the significance of these criteria for deaf education activity. In the process of moral education, children with hearing impairment due to the peculiarities of their speech and cognitive development face problems and difficulties in understanding ethical issues, standards, concepts and rules. The results of a comprehensive study of the moral development of children with hearing impairment show uneven development of the components of different areas and their moral conscience; sources of moral knowledge are limited and insufficiently used, the ability to define ethical concepts is not precise, it is narrow and associative. In this regard, there is a need for special educational and correctional efforts, but the possibility of carrying out and the content of the moral development correction are currently the debatable issues. The article shows the contradictory criticism of the moral development. It also promotes the idea about the positive impact of the correction, and its value regarding the problems of moral education. It emphasizes the need to use a variety of educational tools in correctional and pedagogical work to activate the behavioral, axiological and cognitive areas in the process of the phased implementation of the moral development program.
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Marx, Benjamin R., R. F. Soames Job, Fiona A. White, and J. Clare Wilson. "Moral comprehension and what it might tell us about moral reasoning and political orientation." Journal of Moral Education 36, no. 2 (June 2007): 199–219. http://dx.doi.org/10.1080/03057240701325324.

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Murphy, Fionnuala C., Gemma Wilde, Neil Ogden, Philip J. Barnard, and Andrew J. Calder. "Short Article: Assessing the Automaticity of Moral Processing: Efficient Coding of Moral Information During Narrative Comprehension." Quarterly Journal of Experimental Psychology 62, no. 1 (January 2009): 41–49. http://dx.doi.org/10.1080/17470210802254441.

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Clare, Lindsay, Ronald Gallimore, and G. Genevieve Patthey‐Chavez. "Using Moral Dilemmas in Children's Literature as a Vehicle for Moral Education and Teaching Reading Comprehension." Journal of Moral Education 25, no. 3 (September 1996): 325–41. http://dx.doi.org/10.1080/0305724960250305.

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Zasiekina, Larysa, and Serhii Zasiekin. "Verbal Emotional Disclosure of Moral Injury in Holodomor Survivors." PSYCHOLINGUISTICS 28, no. 1 (November 8, 2020): 41–58. http://dx.doi.org/10.31470/2309-1797-2020-28-1-41-58.

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Objectives. The purpose of the current research is to define and operationalize moral injury based on moral standards, moral judgements, moral reasoning, moral emotions, moral behaviour, and moral consequences; to explore verbal emotional disclosure of moral injury in Holodomor survivors’ narratives. Materials & Methods. The study applies traumatic narratives of 42 survivors of the Holodomor of 1932–1933 in Ukraine. Main themes aligned with morality structure were captured, using software tool NVivo.12. The study uses LIWC2015 to search for psychological meaningful categories, notably anxiety, anger, sadness, and insights (deep comprehension). The research uses the cross-sectional design utilizing the independent variables of anxiety, anger, insights and dependent variable of moral emotions represented in narratives for multiple linear regression analysis and correlations (2-tailed Pearson r) between components of morality, anxiety, sadness and insights, SPSS. 26. Results. There is a high frequency of moral judgements and a low frequency of moral emotions and moral consequences in the narratives. A significant positive correlation was found between moral standards and other components of morality, in particular moral judgements, moral reasoning, moral consequences, anxiety, sadness and insight. There was a significant positive correlation between moral emotions and anger, and insight. Anxiety, insights and anger taken together are significant predictors of moral emotions, however, only anger is a robust significant independent predictor of moral emotions. Conclusions. Verbal emotional disclosure of traumatic experience relates to expressing righteous anger, contempt, disgust, decreased empathy, and embarrassment, which substitute other moral emotions, notably shame and guilt. The study contributes to our understanding of anxiety, anger, insights (deep comprehension) taken together as robust predictors of moral emotions. Finally, we captured that there are difficulties in verbal emotional disclosure of experience and moral consequences of the Holodomor, since Holodomor survivors predominantly focus on moral judgements and moral standards.
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Rawian, Rafizah, Mohamad Fadhili Yahaya, Dedi Sanjaya, and Azrul Abdullah. "Engaging Literary Appreciation and Comprehension via a Big Book." World Journal of English Language 12, no. 4 (April 21, 2022): 2. http://dx.doi.org/10.5430/wjel.v12n4p2.

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This study was motivated by the gains of integrating children’s literature in the Malaysian KSSR (Kurikulum Bersepadu Sekolah Rendah/Integrated Syllabus for Primary Schools) English syllabus. The present study looked into primary students’ perceptions with regard to the usage of the Big Book as well as their comprehension level in terms of the plot development, setting, moral values and characters. Its respondents were 150 Year Four students from three primary schools in one of the rural districts in the Northern region of Malaysia. Its three main research instruments were namely a Big Book, a questionnaire as well as worksheets on plot development work, settings, moral values and main characters. The study revealed that 98.74% of the respondents had overwhelmingly conceded the value of the big book in supporting their comprehension of the story. All respondents had affirmed that they were heavily attracted by the illustrations as well as the colors used in the big book. All of the respondents could effectively grasp the exposition/beginning stage of the plot structure while 93 (62%) respondents had decent conception of the settings of the story. 113 (75%) respondents had sound understanding of the moral values described in the story. About 123 (82%) respondents could competently recognize the main characters. The results of the study had evidently reinforced the significant role of Big Books in enriching ESL learners’ literary appreciation as well as reading comprehension.
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Dissertations / Theses on the topic "Moral Comprehension"

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LERSCH, THELMA BEATRIZ CARVALHO CAJUEIRO. "CITIZENSHIP, ACKNOWLEDGEMENT AND JUSTICE: FOR A MORAL COMPREHENSION OF RACIAL AFFIRMATIVE ACTION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2014. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=23548@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
O fim deste trabalho é construir uma compreensão ou justificação moral da ação afirmativa racial no contexto social brasileiro contemporâneo. A ação afirmativa racial é tomada como eixo privilegiado de análise para a compreensão sociológica das relações raciais brasileiras a partir de três conceitos-chave, quais sejam, a cidadania, o reconhecimento intersubjetivo e a justiça. A ação afirmativa racial, fundamentada nesses três elementos, pode ser vista como o potencial emancipatório de uma Teoria Crítica que, para além de produzir diagnósticos sobre seu tempo, visa a enxergar, nos processos sociais vigentes, o potencial emancipatório existente.
The goal of this project is to build a moral comprehension or justification of racial affirmative action in Brazilian contemporary social context. Racial affirmative action works here as a special analysis axis for the sociological understanding of Brazilian racial relations based on three key concepts, i. e., citizenship, intersubjective acknowledgement and justice. Based on these three elements, racial affirmative action can be seen as the emancipatory potential of a Critical Theory that, beyond producing a diagnosis of its time, aims at seeing, in the current social processes, its existing emancipatory potential.
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Shpizner, Cara A. "Theory of Mind and Moral Theme Comprehension in Preschool Children Ages 3-4." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/scripps_theses/393.

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Research suggests that there is a relationship between theory of mind and moral development in young children. However, the nature of this relationship is still unclear, specifically in regards to the relationship between theory of mind and moral theme comprehension, which has yet to be studied. The current study attempted to begin to fill this gap in the research by examining the relationship between 8 preschool children’s false belief understanding, as determined by the Sally-Anne task, and moral theme comprehension. Results were not significant, but suggest a trend that children who pass the false belief task may be more able to understand the moral themes of stories. A larger sample size and further research on this topic is necessary.
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Marx, Benjamin Robert. "Understanding The Relationship Between Moral Reasoning And Liberalism-Conservatism." University of Sydney. Psychology, 2005. http://hdl.handle.net/2123/643.

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This thesis aims to clarify the nature of the relationship between moral reasoning, as per the neo-Kohlbergian DIT approach of Rest and his colleagues, and liberalism-conservatism. Moral reasoning and liberalism-conservatism are consistently found to be related but the resultant interpretation that liberals are more moral-cognitively advanced than conservatives has been challenged by Emler and his colleagues who argue that the DIT is liberally biased. Subsequent research on this issue has produced a methodological quagmire that this thesis aims to proceed beyond. The specific aim of this thesis is to test several different (or competing) hypotheses purporting to explain the relationship between Kohlbergian moral reasoning and liberalism-conservatism. These are (1) that liberals are more morally advanced than conservatives; (2) that "advanced moral reasoning" is merely social presentation; (3) that moral reasoning is separately constrained by moral development and conservatism; (4) that moral development and liberalism represent distinct paths to postconventional reasoning preference; (5) that moral reasoning differences between liberals and conservatives are broader than usually thought; (6) that the political content of moral issues affects moral reasoning differences between liberals and conservatives; and (7) that moral reasoning instruments have exaggerated moral reasoning differences between liberals and conservatives. Study 1 found that a non-ipsative, indirect moral reasoning measure was correlated with liberalism-conservatism thus disconfirming hypotheses 2 and 7. Additionally, hypothesis 5 was not supported by several DIT findings. Opposing hypotheses 2 and 6, Study 2 found that a conservative version of the DIT was correlated with liberalism-conservatism although a potential methodological issue arose. Study 3 developed an objective measure of moral comprehension, broader in scope than previous moral comprehension measures, which demonstrated acceptable reliability and validity. Employing this measure, Study 4 found that moral comprehension and liberalism were weakly correlated and that they independently predicted moral reasoning, although their interaction did not. Together, these findings provide some support to hypotheses 1 and 4 but not hypotheses 3 and 6. Overall these findings reveal that liberals appear more moral-cognitively advanced than conservatives but, compared to conservatives, liberals appear to indicate preference for advanced moral reasoning earlier in their moral-cognitive development. This latter mechanism appears stronger and suggests that, although DIT scores are still somewhat reflective of moral-cognitive development, the DIT�s estimate of liberals� moral-cognitive development is elevated. Future research can continue to explore these hypotheses (e.g., via longitudinal and/or "faking" studies) and, in so doing, further clarify the relationship between Kohlbergian moral reasoning and liberalism-conservatism.
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Halai, Ajay Devshi. "Multi-modal imaging of brain networks subserving speech comprehension." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/multimodal-imaging-of-brain-networks-subserving-speech-comprehension(8f1b55b1-6d06-452e-8efc-8f1bb89fd481).html.

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Neurocognitive models of speech comprehension generally outline either the spatial or temporal organisation of speech processing and rarely consider combining the two to provide a more complete model. Simultaneous EEG-fMRI recordings have the potential to link these domains, due to the complementary high spatial (fMRI) and temporal (EEG) sensitivities. Although the neural basis of speech comprehension has been investigated intensively during the past few decades there are still some important outstanding questions. For instance, there is considerable evidence from neuropsychology and other convergent sources that the anterior temporal lobe (ATL) should play an important role in accessing meaning. However, fMRI studies do not usually highlight this area, possibly because magnetic susceptibility artefacts cause severe signal loss within the ventral ATL (vATL). In this thesis EEG and fMRI were used to refine the spatial and temporal components of neurocognitive models of speech comprehension, and to attempt to provide a combined spatial and temporal model. Chapter 2 describes an EEG study that was conducted while participants listened to intelligible and unintelligible single words. A two-pass processing framework best explained the results, which showed comprehension to proceed in a somewhat hierarchical manner; however, top-down processes were involved during the early stages. These early processes were found to originate from the mid-superior temporal gyrus (STG) and inferior frontal gyrus (IFG), while the late processes were found within ATL and IFG regions. Chapter 3 compared two novel fMRI methods known to overcome signal loss within vATL: dual-echo and spin-echo fMRI. The results showed dual-echo fMRI outperformed spin-echo fMRI in vATL regions, as well as extra temporal regions. Chapter 4 harnessed the dual-echo method to investigate a speech comprehension task (sentences). Intelligibility related activation was found in bilateral STG, left vATL and left IFG. This is consistent with converging evidence implicating the vATL in semantic processing. Chapter 5 describes how simultaneous EEG-fMRI was used to investigate word comprehension. The results showed activity in superior temporal sulcus (STS), vATL and IFG. The temporal profile showed that these nodes were most active around 400 ms (specifically the anterior STS and vATL), while the vATL was consistently active across the whole epoch. Overall, these studies suggest that models of speech comprehension need to be updated to include the vATL region, as a way of accessing semantic meaning. Furthermore, the temporal evolution is best explained within a two-pass framework. The early top-down influence of vATL regions attempt to map speech-like sounds onto semantic representations. Successful mapping, and therefore comprehension, is achieved around 400 ms in the vATL and anterior STS.
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Jones, Nicola C. "Perspective Taking and Relative Clause Comprehension: A Cross-Modal Picture Priming Study." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1671.

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Fourteen young adults participated in a cross-modal picture priming study. Perspective shift processing, in four types of relative clause sentences and in control sentences, was assessed using reaction times. Predictions were: 1) the easier the perspective shifts, the faster the reaction times and 2) subject relative clauses would reveal a priming effect versus attenuated or no priming in object relative clauses due to difficulty following perspective. A priming effect was observed for 1- switch relative clause sentences and for control sentences, while no priming effect was observed for 0 switch, 1+ switch, or 2 switch sentences. Results suggest that variations in local syntactic constructions and word order facilitated relative clause processing. Violations of semantic expectations and noun-noun-verb distance in following perspective can both contribute to the complexity of relative clause processing.
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Papafragou, Anna. "Modality and the semantics-pragmatics interface." Thesis, University College London (University of London), 1998. http://discovery.ucl.ac.uk/1317914/.

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This thesis explores certain aspects of the structure of lexical semantics and its interaction with pragmatic processes of utterance comprehension, using as a case-study a sample of the English modal verbs. Contrary to previous polysemy-based accounts, I propose and defend a unitary semantic account of the English modals, and I give a relevance-theoretic explanation of the construction of their admissible (mainly, root and epistemic) contextual interpretations. Departing from previous accounts of modality, I propose a link between epistemic modality and metarepresentation, and treat the emergence of epistemic modal markers as a result of the development of the human theory of mind. In support of my central contention that the English modals are semantically univocal, I reanalyse a range of arguments employed by previous polysemy-based approaches. These arguments involve the distributional properties of the modals, their relationship to truth-conditional content, the status of so-called speech-act modality, and the historical development of epistemic meanings: it turns out that none of these domains can offer reasons to abandon the univocal semantic analysis of the English modals. Furthermore, I argue that the priority of root over epistemic meanings in language acquisition is predicted by the link between epistemic modality and metarepresentation. Finally, data from a cognitive disorder (autism) are considered in the light of the metarepresentation hypothesis about epistemic modality. The discussion of modality has a number of implications for the concept of polysemy. I suggest that, despite its widespread use in current lexical semantics, polysemy is not a natural class, and use the example of the Cognitive Linguistics to illustrate that polysemy presupposes some questionable assumptions about the structure of lexical concepts. I propose a division of labour between ambiguity, semantic underdeterminacy, and a narrowed version of polysemy, and present its ramifications for the psychology of word meaning. In the final chapter, I extend the proposed framework for modality to the analysis of generic sentences, thereby capturing certain similarities between genericity and modality.
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Rochard, Frédéric. "La recuperation socio-politique. Essai de comprehension psycho-sociologique d'une notion et d'un phenomene." Paris, EHESS, 1991. http://www.theses.fr/1991EHES0311.

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L'objectif est de voir si le discours minoritaire en terme de recuperation peut etre suivi psycho-sociologiquement. La recuperation n'est objectivement ni une depossession ni une manipulation, et nous la definissons comme un phenomene de rapprochement. La recuperation menace la differenciation et la specificite de l'identite et de l'image sociales minoritaires. Nous disons finalement que la recuperation est moins un phenomene de rapprochement intentionnel que plus largement un phenomene d'indifferenciation, inclus dans une situation de pouvoir mais dont les causes peuvent etre differentes
The purpose is to see if the minority discourse in (french) term of "recuperation" can be followed psychosociologicaly. Objectively "recuperation" is neither a dispossession nor a manipulation, and we definie it as a phenomenon of moving clother to. "recuperation" threatens differentiation and specificity of minority social identity and image. We say finaly that "recuperation" is less a phenomenon of intentional moving clother to than more widely a phenomenon of indifferentiation, inclued in a power situation but which causes may be different
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Tran, Thi Quynh Nhi. "Robust and comprehensive joint image-text representations." Thesis, Paris, CNAM, 2017. http://www.theses.fr/2017CNAM1096/document.

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La présente thèse étudie la modélisation conjointe des contenus visuels et textuels extraits à partir des documents multimédias pour résoudre les problèmes intermodaux. Ces tâches exigent la capacité de ``traduire'' l'information d'une modalité vers une autre. Un espace de représentation commun, par exemple obtenu par l'Analyse Canonique des Corrélation ou son extension kernelisée est une solution généralement adoptée. Sur cet espace, images et texte peuvent être représentés par des vecteurs de même type sur lesquels la comparaison intermodale peut se faire directement.Néanmoins, un tel espace commun souffre de plusieurs déficiences qui peuvent diminuer la performance des ces tâches. Le premier défaut concerne des informations qui sont mal représentées sur cet espace pourtant très importantes dans le contexte de la recherche intermodale. Le deuxième défaut porte sur la séparation entre les modalités sur l'espace commun, ce qui conduit à une limite de qualité de traduction entre modalités. Pour faire face au premier défaut concernant les données mal représentées, nous avons proposé un modèle qui identifie tout d'abord ces informations et puis les combine avec des données relativement bien représentées sur l'espace commun. Les évaluations sur la tâche d'illustration de texte montrent que la prise en compte de ces information fortement améliore les résultats de la recherche intermodale. La contribution majeure de la thèse se concentre sur la séparation entre les modalités sur l'espace commun pour améliorer la performance des tâches intermodales. Nous proposons deux méthodes de représentation pour les documents bi-modaux ou uni-modaux qui regroupent à la fois des informations visuelles et textuelles projetées sur l'espace commun. Pour les documents uni-modaux, nous suggérons un processus de complétion basé sur un ensemble de données auxiliaires pour trouver les informations correspondantes dans la modalité absente. Ces informations complémentaires sont ensuite utilisées pour construire une représentation bi-modale finale pour un document uni-modal. Nos approches permettent d'obtenir des résultats de l'état de l'art pour la recherche intermodale ou la classification bi-modale et intermodale
This thesis investigates the joint modeling of visual and textual content of multimedia documents to address cross-modal problems. Such tasks require the ability to match information across modalities. A common representation space, obtained by eg Kernel Canonical Correlation Analysis, on which images and text can be both represented and directly compared is a generally adopted solution.Nevertheless, such a joint space still suffers from several deficiencies that may hinder the performance of cross-modal tasks. An important contribution of this thesis is therefore to identify two major limitations of such a space. The first limitation concerns information that is poorly represented on the common space yet very significant for a retrieval task. The second limitation consists in a separation between modalities on the common space, which leads to coarse cross-modal matching. To deal with the first limitation concerning poorly-represented data, we put forward a model which first identifies such information and then finds ways to combine it with data that is relatively well-represented on the joint space. Evaluations on emph{text illustration} tasks show that by appropriately identifying and taking such information into account, the results of cross-modal retrieval can be strongly improved. The major work in this thesis aims to cope with the separation between modalities on the joint space to enhance the performance of cross-modal tasks.We propose two representation methods for bi-modal or uni-modal documents that aggregate information from both the visual and textual modalities projected on the joint space. Specifically, for uni-modal documents we suggest a completion process relying on an auxiliary dataset to find the corresponding information in the absent modality and then use such information to build a final bi-modal representation for a uni-modal document. Evaluations show that our approaches achieve state-of-the-art results on several standard and challenging datasets for cross-modal retrieval or bi-modal and cross-modal classification
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Yeh, Eluen Ann. "Comprehensive care : shaping the moral order in a Japanese institute for the treatment of epilepsy." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22504.

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This thesis is about how medical knowledge is constructed by staff for patients and their families in a Japanese 'comprehensive care' facility for the treatment of epilepsy (the JEC). The thesis sets out to explain the possible reasons for differences between the number of surgeries of epilepsy performed at the JEC and the number performed in a Canadian institute. I will argue in the thesis that the fundamental difference between the two institutes lies in cross cultural and cross institutional differences in the uses and interpretations of the polysemic phrases 'comprehensive care' and 'quality of life'. They are ideological constructs embedded in a social process of knowledge production. Uncritical acceptance of these institutional objectives has significant ideological consequences in that it (1) justifies the unequal distribution of services, (2) legitimates the treatment program's objectives, and (3) masks the social relations out of which authoritative knowledge about epilepsy at the JEC is produced.
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He, Wei. "Development of a multi-modal travel demand model for comprehensive university transportation planning /." Search for this dissertation online, 2004. http://wwwlib.umi.com/cr/ksu/main.

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Books on the topic "Moral Comprehension"

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Russia) Sheshukovskie chtenii︠a︡ (19th 2014 Moscow. Tekst v khudozhestvennoĭ literature, publit︠s︡istike i zhurnalistike: Materialy XIX Sheshukovskikh chteniĭ. Moskva: MPGU, 2014.

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Russia) Sheshukovskie chtenii︠a︡ (16th 2011 Moscow. Vozdeĭstvie literatury na formirovanie lichnosti sovremennogo chitateli︠a︡: Materialy XVI Sheshukovskikh chteniĭ. Moskva: V tipografii OOO "Avanglion-Print", 2011.

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1953-, Miller D. Patrick, ed. The power of ethical persuasion: From conflict to partnership at work and in private life. New York, N.Y: Viking, 1993.

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1953-, Miller D. Patrick, ed. The power of ethical persuasion: Winning through understanding at work and at home. New York: Penguin Books, 1994.

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Moore, Brooke Noel. Moral philosophy: A comprehensive introduction. Mountain View, Calif: Mayfield Pub. Co., 1994.

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Duncan, James B. Zonecard: The most comprehensive modal ticket in Britain. [London]: [PTRC Education and Research Services], 1990.

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Gülçür, Musa Kazim. Good character: A comprehensive guide to manners and morals in Islam. Somerset, N.J: Tughra Books, 2009.

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Ethics and values in social work: An integrated approach for a comprehensive curriculum. New York: Oxford University Press, 2010.

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Comprehensive character-building classroom: A handbook for teachers. DeBary, FL: Longwood Communications, 1998.

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The road to wealth: A comprehensive guide to your money. New York: Riverhead Books, 2008.

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Book chapters on the topic "Moral Comprehension"

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Merritt, Justin, and David Castro. "Modal Mixture." In Comprehensive Aural Skills, 253–59. Second edition. | New York: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429275814-40.

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Wang, Meng, Guilin Qi, HaoFen Wang, and Qiushuo Zheng. "Richpedia: A Comprehensive Multi-modal Knowledge Graph." In Semantic Technology, 130–45. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-41407-8_9.

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Huang, Qiang, Xingjing Mao, Mantao Wang, and Xinhui Feng. "Comprehensive Teaching Mode Based on Blockchain." In Application of Intelligent Systems in Multi-modal Information Analytics, 473–78. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51431-0_69.

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Potter, Granville Bud, John C. Gibbs, Molly Robbins, and Peter E. Langdon. "Equipping with Mature Moral Judgment (Social Decision Making)." In A Comprehensive Cognitive Behavioral Program for Offenders, 235–70. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-17536-2_7.

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Bai, Chaoyu. "E-Commerce Knowledge Extraction via Multi-modal Machine Reading Comprehension." In Database Systems for Advanced Applications, 272–80. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-00129-1_21.

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Zhao, Bin, Gaoyan Zhang, and Jianwu Dang. "Interactions Between Modal and Amodal Semantic Areas in Spoken Word Comprehension." In Studies on Speech Production, 198–207. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-00126-1_18.

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Yuan, Chunhong, Qingjie Yue, Luxiao Wu, and Jiapeng Guo. "Suitability Evaluation of Underground Space Based on Fuzzy Comprehensive Index Method." In Application of Intelligent Systems in Multi-modal Information Analytics, 552–59. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-05237-8_68.

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Qian, Gang, Chenghong Tang, Yao Meng, Xiaomin Qi, Jingtao Wang, and Jing Zhou. "Real Time Monitoring Method of Comprehensive Energy Consumption Based on Data Mining Algorithm." In Application of Intelligent Systems in Multi-modal Information Analytics, 217–24. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-05484-6_27.

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Chen, Chang, Guoquan Wang, Yongchao Chu, Jianmin Ding, Tiantian Dong, and Yijun Cai. "Comprehensive Evaluation System of Sports Tourism Resources Development Based on Data Mining Algorithms." In Application of Intelligent Systems in Multi-modal Information Analytics, 546–54. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-05484-6_69.

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Li, Xiao. "Joint Probabilistic Data Association Algorithm for Comprehensive Risk Traceability Identification Method of Public Emergency." In Application of Intelligent Systems in Multi-modal Information Analytics, 935–39. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-74814-2_139.

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Conference papers on the topic "Moral Comprehension"

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Rengur, Zul Aini, and Sugirin. "The Effectiveness Of Using Comic Strips To Increase Students’ Reading Comprehension For The Eight Grade Of SMPN 1 Pundong." In Joint proceedings of the International Conference on Social Science and Character Educations (IcoSSCE 2018) and International Conference on Social Studies, Moral, and Character Education (ICSMC 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icossce-icsmc-18.2019.24.

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CHEN, WEI. "IDEOLOGICAL AND POLITICAL THEORIES TEACHING IN COMPREHENSIVE BUSINESS ENGLISH TEACHING." In 2021 International Conference on Education, Humanity and Language, Art. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/ehla2021/35735.

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Comprehensive Business English course is a comprehensive language practice skills course, which integrates English language knowledge, communication ability, cultural background knowledge and business knowledge. By imitating English materials in different kinds of business and cultural scenes, students can get familiar with English expression habits, cultivate English critical thinking and master fundamental English oral expression ability; by learning different subjects, students' vocabulary and discourse reading comprehension ability are to be enhanced and the basic discourse expression ability and a good foundation for the third and fourth grade English learning are to be improved. Our university, Shandong Institute of Business and Technology, is a university of finance and economics with the striking characteristic of wealth management. We have the integration and development of students’ business English. Comprehensive business English is a compulsory course for the first and second year of business English majors, with small classes about 30 students in each. The courses for English majors are all business-related, most of them aim to work in business-related fields or study for master degree domestically or overseas after graduation. Business-English teaching aims to cultivate students with strengthened basic English listening, speaking, reading, writing and translation skills, relevant theories and knowledge of linguistics, economics, management and other studies, business operation mode and norms, good moral cultivation, social adaptability and innovation ability, and finally and most possibly the Applied Business English professionals. This paper, designed on the study and introduction of the present ideological and political theories teaching of Comprehensive Business English, is to discuss about the application of ideological and political teaching in the very basic course for Business English majors. By finding the ideological and political teaching topics and resources, it is to discover the proper, positive and critical means of applying theories in practice.
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Egorova, Maia, and Tamara Ruiz. "STUDENTS’ MOTIVATION AT DIFFERENT PHASES OF GETTING HIGHER EDUCATION (THE CASE OF RUSSIA)." In NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b1/v4/13.

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"The problem of motivation is one of the most important in determining the driving mechanisms that force a person to learn, work, master something new. Motivation to work is one of the key elements of challenging yourself on the way to self-development. Motivation has deep psychological and moral roots and is a complex multifaceted phenomenon that often defies logical comprehension. In addition, it is an ephemeral, elusive thing; it is not a permanent feature of a person in one or another area of his activity. Accordingly, it is the problem of origin, retention, and in a good scenario of strengthening the motivation that is in one of the first place among the tasks that modern teachers face. Rapid scientific and technological development and progress in various fields of knowledge, new scientific and technical discoveries and the need for new high-tech developments require specialists with a high level of education and high-quality professional training. This applies not only to scientific and technical spheres, but also to natural-applied and humanitarian areas. All this makes higher education today a prestigious and extremely attractive goal for most young people, making young people use their studies at a university as a social lift for further personal development and career development. At the same time, a situation is observed when entering universities, many young people are faced with a serious problem of lack of motivation to learn, or they are demotivated in the learning process, which often leads to a very low level of quality of their studies, and sometimes makes them interrupt study for academic leave or give it up completely. Pedagogical science has accumulated a wealth of experience in studying this problem, however, the modern challenges of a changing world require pedagogy to constantly monitor changes and search for new approaches to solving the problems that students have in the course of obtaining higher education. The authors study this problem, taking as an example Russia, which is a country at the crossroads of Europe and Asia, where features of European and Eastern culture are combined in people. The authors approached the issue from several important angles. The article analyzes the socio-economic and political characteristics that affect the motivation for learning among young people. Particular attention is paid to the state of the current Russian society, spiritual and moral guidelines of young people, their goals and views on life and their own future. The authors emphasize the importance of family, religion and spiritual and moral development in the issue of motivation to work and study. The authors come to the conclusion that the problem of lack of motivation is based on a combination of reasons, but its root is primarily in the family upbringing of the student, as well as in his moral component and emotional and psychological maturity of the individual. The article provides an overview and some of the changes in student motivation associated with the COVID-19 pandemic and online learning. It is important to note that in the course of their research, the authors relied on their many years of experience in teaching at higher educational institutions in Russia."
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Кондратьева, С. Б. "Evald Vasilievich Ilyenkov on the Role of School Education in the Formation of Critical Thinking of Students." In Современное образование: векторы развития. Роль социально-гуманитарного знания в подготовке педагога: материалы V международной конференции (г. Москва, МПГУ, 27 апреля – 25 мая 2020 г.). Crossref, 2020. http://dx.doi.org/10.37492/etno.2020.37.24.021.

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статья посвящена анализу творческого наследия Э.В. Ильенкова, связанного с осмыслением проблемы критического мышления и роли школьного образования в его формировании. Размышления философа носят междисциплинарный характер, затрагивая философские, педагогические и психологические вопросы. Особое место в работах Э.В. Ильенкова отводится вопросам морали и нравственности, на основе которых формирование критического мышления у школьников реализуется уже на уровне начальных классов. Автор делает вывод о том, что обращение к работам философа способствует переосмыслению взглядов на современное образование, разрешению противоречий, связанных с этическими вопросами современности, а также дает возможность акцентировать внимание на роли учителя в образовательном процессе, направленном на воспитание критически мыслящей и духовно-нравственной личности. the article is devoted to the analysis of the creative heritage of E.V. Ilyenkov, associated with the comprehension of the problem of critical thinking and the role of school education in its formation. It is shown that the philosopher's thoughts are interdisciplinary in nature, affecting philosophical, pedagogical, and psychological issues. A special place in the works of E.V. Ilyenkova is devoted to questions of morality, based on which the formation of critical thinking in schoolchildren is realized already at the level of elementary grades. The author concludes that the appeal to the works of the philosopher contributes to the rethinking of views on modern education, the resolution of contradictions related to ethical issues of our time, and also makes it possible to focus on the role of the teacher in the educational process aimed at educating critically thinking and spiritually - moral personality.
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Goel, Divyam, Ramansh Grover, and Fatemeh H. Fard. "On the cross-modal transfer from natural language to code through adapter modules." In ICPC '22: 30th International Conference on Program Comprehension. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3524610.3527892.

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Peitek, Norman, Sven Apel, Andre Brechmann, Chris Parnin, and Janet Siegmund. "CodersMUSE: Multi-Modal Data Exploration of Program-Comprehension Experiments." In 2019 IEEE/ACM 27th International Conference on Program Comprehension (ICPC). IEEE, 2019. http://dx.doi.org/10.1109/icpc.2019.00027.

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Yang, Zhen, Jacky Keung, Xiao Yu, Xiaodong Gu, Zhengyuan Wei, Xiaoxue Ma, and Miao Zhang. "A Multi-Modal Transformer-based Code Summarization Approach for Smart Contracts." In 2021 IEEE/ACM 29th International Conference on Program Comprehension (ICPC). IEEE, 2021. http://dx.doi.org/10.1109/icpc52881.2021.00010.

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Huang, Shaofei, Tianrui Hui, Si Liu, Guanbin Li, Yunchao Wei, Jizhong Han, Luoqi Liu, and Bo Li. "Referring Image Segmentation via Cross-Modal Progressive Comprehension." In 2020 IEEE/CVF Conference on Computer Vision and Pattern Recognition (CVPR). IEEE, 2020. http://dx.doi.org/10.1109/cvpr42600.2020.01050.

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Yang, Yang, Ke-Tao Wang, De-Chuan Zhan, Hui Xiong, and Yuan Jiang. "Comprehensive Semi-Supervised Multi-Modal Learning." In Twenty-Eighth International Joint Conference on Artificial Intelligence {IJCAI-19}. California: International Joint Conferences on Artificial Intelligence Organization, 2019. http://dx.doi.org/10.24963/ijcai.2019/568.

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Multi-modal learning refers to the process of learning a precise model to represent the joint representations of different modalities. Despite its promise for multi-modal learning, the co-regularization method is based on the consistency principle with a sufficient assumption, which usually does not hold for real-world multi-modal data. Indeed, due to the modal insufficiency in real-world applications, there are divergences among heterogeneous modalities. This imposes a critical challenge for multi-modal learning. To this end, in this paper, we propose a novel Comprehensive Multi-Modal Learning (CMML) framework, which can strike a balance between the consistency and divergency modalities by considering the insufficiency in one unified framework. Specifically, we utilize an instance level attention mechanism to weight the sufficiency for each instance on different modalities. Moreover, novel diversity regularization and robust consistency metrics are designed for discovering insufficient modalities. Our empirical studies show the superior performances of CMML on real-world data in terms of various criteria.
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Zhang, Huibin, Zhengkun Zhang, Yao Zhang, Jun Wang, Yufan Li, Ning Jiang, Xin Wei, and Zhenglu Yang. "Modeling Temporal-Modal Entity Graph for Procedural Multimodal Machine Comprehension." In Proceedings of the 60th Annual Meeting of the Association for Computational Linguistics (Volume 1: Long Papers). Stroudsburg, PA, USA: Association for Computational Linguistics, 2022. http://dx.doi.org/10.18653/v1/2022.acl-long.84.

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Reports on the topic "Moral Comprehension"

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Ramm-Granberg, Tynan, F. Rocchio, Catharine Copass, Rachel Brunner, and Eric Nelsen. Revised vegetation classification for Mount Rainier, North Cascades, and Olympic national parks: Project summary report. National Park Service, February 2021. http://dx.doi.org/10.36967/nrr-2284511.

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Field crews recently collected more than 10 years of classification and mapping data in support of the North Coast and Cascades Inventory and Monitoring Network (NCCN) vegetation maps of Mount Rainier (MORA), Olympic (OLYM), and North Cascades (NOCA) National Parks. Synthesis and analysis of these 6000+ plots by Washington Natural Heritage Program (WNHP) and Institute for Natural Resources (INR) staff built on the foundation provided by the earlier classification work of Crawford et al. (2009). These analyses provided support for most of the provisional plant associations in Crawford et al. (2009), while also revealing previously undescribed vegetation types that were not represented in the United States National Vegetation Classification (USNVC). Both provisional and undescribed types have since been submitted to the USNVC by WNHP staff through a peer-reviewed process. NCCN plots were combined with statewide forest and wetland plot data from the US Forest Service (USFS) and other sources to create a comprehensive data set for Washington. Analyses incorporated Cluster Analysis, Nonmetric Multidimensional Scaling (NMS), Multi-Response Permutation Procedure (MRPP), and Indicator Species Analysis (ISA) to identify, vet, and describe USNVC group, alliance, and association distinctions. The resulting revised classification contains 321 plant associations in 99 alliances. A total of 54 upland associations were moved through the peer review process and are now part of the USNVC. Of those, 45 were provisional or preliminary types from Crawford et al. (2009), with 9 additional new associations that were originally identified by INR. WNHP also revised the concepts of 34 associations, wrote descriptions for 2 existing associations, eliminated/archived 2 associations, and created 4 new upland alliances. Finally, WNHP created 27 new wetland alliances and revised or clarified an additional 21 as part of this project (not all of those occur in the parks). This report and accompanying vegetation descriptions, keys and synoptic and environmental tables (all products available from the NPS Data Store project reference: https://irma.nps.gov/DataStore/Reference/Profile/2279907) present the fruit of these combined efforts: a comprehensive, up-to-date vegetation classification for the three major national parks of Washington State.
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