Gotowe bibliografie tematyczne / Moral development

Gotowa bibliografia na temat „Moral development”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 29 lipca 2024

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Artykuły w czasopismach na temat "Moral development"

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SANTI, Elena-Ancuța. "MORAL DEVELOPMENT AND MORAL VALUES IN ADOLESCENCE". Pro Edu. International Journal of Educational Sciences 2, nr 3 (3.07.2020): 28–36. http://dx.doi.org/10.26520/peijes.2020.3.2.28-36.

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Dwyer, Susan. "Moral Development and Moral Responsibility". Monist 86, nr 2 (2003): 181–99. http://dx.doi.org/10.5840/monist20038628.

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Patricia, Dr, i T. Castiglia. "Moral development". Journal of Pediatric Health Care 5, nr 6 (listopad 1991): 324–26. http://dx.doi.org/10.1016/0891-5245(91)90008-e.

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Gozali, Marwan, i Muhammad Tamrin. "Peranan Pimpinan dan Guru dalam Pembinaan Akhlak Siswa Pada Madrasah Tsanawiyah Negeri Kupang". Hikmah 17, nr 1 (30.06.2020): 26–33. http://dx.doi.org/10.53802/hikmah.v17i1.79.

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This study aims to analyze: 1) leadership policies on student moral development, 2) implementation of teacher guidance in implementing student morals, 3) supporting and inhibiting factors in moral development, 4) The success of teachers in developing student morale. This research was conducted at Madrasah Tsanawiyah Negeri Kupang. This research was conducted with a descriptive analytic method with a qualitative approach. The results showed that the leadership policy towards the moral development of students in MTs. Negeri Kupang, namely by making school regulations that support the development of student morals, the implementation of teacher guidance in developing student morals can be seen from the combination of Islamic religious learning with the delivery of subject matter related to morals and extracurricular activities. The supporting factor for the development of student morals is the existence of regulations. madrasah regarding the obligations of students to take part in extracurricular activities that have been determined by the schedule, the existence of a madrasah leadership policy program related to the creation of school conditions that have a nuanced hospitality, there are inhibiting factors. The success of students' moral development can be said to be less than optimal because the indicators of success are the same as changes in student character for the better.
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Herman, William E. "Integrating Moral Development with Moral Behavior". Educational Forum 63, nr 1 (31.03.1999): 87–88. http://dx.doi.org/10.1080/00131729808984392.

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Schinkel, Anders, i Doret J. de Ruyter. "Individual Moral Development and Moral Progress". Ethical Theory and Moral Practice 20, nr 1 (13.06.2016): 121–36. http://dx.doi.org/10.1007/s10677-016-9741-6.

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Thomas, R. Murray. "Assessing moral development". International Journal of Educational Research 10, nr 4 (styczeń 1986): 347–476. http://dx.doi.org/10.1016/0883-0355(86)90001-7.

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Bommarito, Nicolas. "Imaginative Moral Development". Journal of Value Inquiry 51, nr 2 (26.09.2016): 251–62. http://dx.doi.org/10.1007/s10790-016-9566-5.

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Hermawati, Wanda Alifah, Heidi Giva Salsabilla, Tin Rustini i Yona Wahyuningsih. "The Effect of Distance Learning on Children's Moral Development". Journal of Islamic Communication and Counseling 1, nr 2 (11.07.2022): 85–96. http://dx.doi.org/10.18196/jicc.v1i2.5.

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Moral is the foundation of a person when behaving and carrying out his role in society. In today's digital era, we can see a lot of decline in the values and morals that used to be embraced by society. Advances in the digital field do not necessarily bring moral to a more advanced level, especially during this pandemic which also exacerbates moral decline. The lack of direct interaction during learning makes students indifferent to moral values. The decline in the "price" of morals in the eyes of society can be a big threat to the harmony of a society. Therefore, many actions need to be taken to patch and repair this damaged, faded, and abandoned moral, for example, through learning in Social Sciences (IPS) subjects in collaboration with parental education at home during distance learning. In this article, the author discussed what can be done and what we can hope for to improve moral. The research applied mixed methods.
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Connor, Bridget. "Moral Development, Moral Orientation and Personality Types". International Journal of Learning: Annual Review 16, nr 1 (2009): 335–46. http://dx.doi.org/10.18848/1447-9494/cgp/v16i01/46101.

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Rozprawy doktorskie na temat "Moral development"

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Kavathatzopoulos, Iordanis. "Instruction and the development of moral judgment /". Stockholm : Almqvist och Wiksell, 1988. http://catalogue.bnf.fr/ark:/12148/cb35515344s.

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Moran, Thomas. "Moral development and moral action : a study of youthful offenders". Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/29027.

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This study was designed to explore possible relations between moral maturity and moral action by evaluating groups of delinquent and non-delinquent youth, and examining their relative position on multiple measures of moral maturity and criminality. Subjects were 60 male adjudicated juvenile offenders between the ages of 14 and 17, and 20 non-delinquent controls. All youth participated in a series of structured interviews used as a way of assessing their abilities on Kohlberg's moral reasoning, Turiel's social convention understanding, and Selman's social perspective taking measures, and were administered Hogan's socialization, empathy, and autonomy scales. The delinquent youth were assigned immorality ratings and further classified according to legal categories. Ratings for Hare's Psychopathy Checklist were obtained from primary therapists for the delinquents and from school counsellors for the non-delinquent comparison group. The results revealed that as a group, delinquent subjects showed substantial developmental delays in their performances on measures of moral reasoning, social convention understanding, interpersonal awareness and indices of socialization and autonomy. Hogan's empathy measure also showed a trend in the same direction. The majority of the delinquent youth were found to score at a preconventional-concrete reasoning level and showed a general lack of social-moral character. Tests of communality among the six moral maturity measures produced distinct and internally consistent cognitive reasoning (i.e., moral reasoning, interpersonal awareness, and social convention understanding) and moral character (i.e., socialization, empathy, and autonomy) clusters which lend support to the claims of Brown, Harre, and Hogan regarding the multidimensionality of moral development. There was an expected inverse relationship between immorality and moral maturity for the low and moderate seriousness groups, and an inconsistent pattern for the high group. This later finding was interpreted as an artifact of the fact that those delinquents whose criminal acts were judged most immoral were particularly guilty of various sexual offenses. The psychometric properties of the Psychopathy Checklist confirm its usefulness with adolescent populations. Three internally consistent factor scales emerged (i.e., motivational deficit, lack of ego strength, and behavioral deviation). While psychopathy was found to significantly correlate with immorality ratings, an unexpected positive relationship was also found between psychopathy and moral reasoning for the sex offender group. Taken together, all of these results were interpreted in terms of Heider's theory of the psychology of action, which views behavior, in this case moral behavior, as a combination of "can" (i.e., moral reasoning competency) and "try" (i.e., moral character).
Arts, Faculty of
Psychology, Department of
Graduate
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Abram, Anna. "Moral development : an interdisciplinary study". Thesis, Heythrop College (University of London), 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.248350.

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Ratner, Julie. "Academic dishonesty and moral development : theory revisited /". Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11977802.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1996.
Typescript; issued also on microfilm. Sponsor: Dawn Person. Dissertation Committee: Lee Knefelkamp. Includes bibliographical references (leaves 226-240).
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Kingsford, Jessica Mary. "The emergence of moral identity in middle childhood and the concomitant development of moral shame". Thesis, The University of Sydney, 2018. http://hdl.handle.net/2123/19934.

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In recent decades moral identity has been examined as a possible explanatory construct for the question of what motivates moral behaviour. Moral identity is defined as the extent to which a person considers moral concerns to be central and important to their subjective sense of who they are. The developmental nature of this construct, however, remains poorly understood. In the present thesis, a critical review of the current developmental model is undertaken, and an alternative model is proposed, in which moral identity first emerges during middle childhood, not in early childhood and well before adolescence. Three studies are presented which examine the proposition that moral identity first emerges during middle childhood, and furthermore, that the capacity to experience, recognise and attribute moral shame also develops during this period as a consequence of an emerging moral identity. In Study One, middle childhood aged participants were found to be more likely to attribute shame to protagonists under moral identity failure story conditions than their younger counterparts. In Study Two, under conditions of unobserved moral identity failure, older participants tended to attribute guilt or shame while younger participants tended to attribute fear or happiness to protagonists. In Study Three, middle childhood aged participants were more likely to attribute shame under conditions entailing either moral or physical identity failure while younger participants were more likely to attribute other emotions. Taken together, results from the three studies lend support to the two major hypotheses of the present thesis, namely that moral identity first begins to emerge during middle childhood (i.e. around 8yrs) and that a liability to shame - and therefore the capacity to experience, recognise and attribute shame - also develops during this period as a consequence of an emerging moral identity. Implications of this research and directions for future research are discussed.
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Owen, Roderic Lewis. "Liberal education and moral development: an integrated model of moral education". W&M ScholarWorks, 1985. https://scholarworks.wm.edu/etd/1539618618.

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Two central questions are raised: at a college level, what should be our educational goals and methods in the realm of moral development? and, what curricular or instructional model is most logically consistent and ethically acceptable with the mission and philosophy of liberal education? The major purpose of this study is to answer these questions and develop one reasonable, clearly defined model of college-level moral education.;As a normative inquiry into the goals of moral education, this philosophical study rests on the assumption that statements of moral value can be rationally understood and taught and is guided by an awareness of the major findings in social scientific research on moral development and education and practical use of the conceptual analysis of educational terminology.;In order to answer the central questions, it is argued that the ideal of liberal education (its inherent logical and ethical criteria as well as a developed set of explicit curricular goals) can help determine legitimate curricular goals and methods that are focused on moral development. An extended definition of liberal education is developed through reference to widely accepted historical statements and examination of contemporary principles and goals.;Five contemporary models of undergraduate moral education are next identified and described in detail: values clarification, wholistic, humanities, normative ethics, and cognitive-developmental. The specific criteria for liberal education are then critically applied, evaluating the respective strengths and weaknesses of each model. It is argued that the normative ethics and cognitive-developmental models are most closely connected with the historical aims and contemporary goals of liberal education.;The study concludes with a detailed analysis of the two selected models. Reasons for their integration are developed, pedagogical methods and resources which emerge from their combination are outlined, and a summary of this approach to selecting and developing an acceptable model of college-level moral education is offered. In closing, it is stated that college students can legitimately be taught to reflect on morality, to be committed to the rational analysis and selection of moral values and lifestyles, and to act in accordance with their convictions.
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Feng, Yayu. "Analysis of Moral Argumentation in Newspaper Editorial Contents with Kohlberg's Moral Development Model". Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1416916265.

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Hajdin, Mane. "Agents, patients, and moral discourse". Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=75751.

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Assuming that moral discourse is prescriptive, what distinguishes it from other types of prescriptive discourse? To say, as Hare does, that it is its overridingness, is subject both to criticisms that assume that overridingness could, in principle, be used to distinguish one type of prescriptive discourse from another, and then show that it is doubtful that moral discourse is overriding, and to the criticisms that claim that it is in principle impossible to use overridingness to distinguish one type of prescriptive discourse from another, because all of them are bound to be on a par in respect of overridingness.
It is also impossible to distinguish moral discourse from other types of prescriptive discourse by saying that in it we use arguments based on imaginatively putting oneself in the shoes of others, because such arguments are used in prudential discourse as well. However, we can account for the distinction, if we realize that such arguments can be performed only on certain designated argument-places, and that in moral claims argument-places of two different types are designated for the purpose: those for moral agents and those for moral patients; while in prudential claims argument-places of only one type are designated: those for prudential agents.
If this account is accepted, this raises a number of further questions. Examination of these questions leads to a form of relativism about membership in the sets of moral agents and moral patients. This form of relativism, however, leaves considerable room for rational discussion of membership in these sets and is compatible with the rejection of relativism about the content of moral rules.
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Lee, Kwok-chuen. "Juveniles and their moral reasoning". Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23424710.

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Cañizales, Vargas Rafael Antonio. "The moral profession a study of moral development and professional ethics of faculty /". Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3036161.

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Książki na temat "Moral development"

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Vozzola, Elizabeth C., i Amie K. Senland. Moral Development. Wyd. 2. New York: Routledge, 2022. http://dx.doi.org/10.4324/9780429295461.

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Boxer, Susan E. Moral development. San Francisco, Calif: Whitman Institute, 1989.

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Melanie, Killen, i Smetana Judith G. 1951-, red. Handbook of moral development. Mahwah, N.J: Lawrence Erlbaum Associates, Publishers, 2006.

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L, DeVitis Joseph, red. Theories of moral development. Springfield, Ill., U.S.A: C.C. Thomas, 1985.

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Rich, John Martin. Theories of moral development. Wyd. 2. Springfield, Ill., U.S.A: C.C. Thomas, 1994.

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Ruyter, Doret J. de, i Siebren Miedema, red. Moral Education and Development. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-716-5.

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Noonan, John Thomas. Development in moral doctrine. Tulsa, Okla: University of Tulsa, Warren Center for Catholic Studies, 1993.

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Bill, Puka, red. Moral development: A compendium. New York: Garland Pub., 1994.

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Grayling, A. C. Moral values. London: Phoenix, 1997.

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1924-, Gewirtz Jacob L., red. Moral development through social interaction. New York: Wiley, 1987.

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Części książek na temat "Moral development"

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Korthals, Michiel. "Moral development". W Philosophy and Education, 119–33. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-015-8782-2_9.

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Robinson, Oliver. "Moral Development". W Development Through Adulthood, 190–213. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-29121-9_8.

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Browning, Don S. "Moral Development". W The Blackwell Companion to Religious Ethics, 544–51. Oxford, UK: Blackwell Publishing Ltd, 2007. http://dx.doi.org/10.1002/9780470997031.ch57.

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Dorough, Stefanie. "Moral Development". W Encyclopedia of Child Behavior and Development, 967–70. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_1831.

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von Tetzchner, Stephen. "Moral Development". W Child and Adolescent Psychology, 457–70. 1 Edition. | New York : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315742113-22.

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Ludlow, Amanda, i Roberto Gutierrez. "Moral Development". W Developmental Psychology, 113–25. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-32501-3_8.

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Eysenck, Michael W. "Moral development". W Simply Psychology, 175–88. Wyd. 5. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003100492-12.

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Siegler, Robert, Judy DeLoache, Nancy Eisenberg, Jenny Saffran i Campbell Leaper. "Moral Development". W How Children Develop, 553–92. New York: Macmillan Learning, 2014. http://dx.doi.org/10.1007/978-1-319-17494-1_14.

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Dan, Li. "Moral Development". W The ECPH Encyclopedia of Psychology, 1–2. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-6000-2_217-1.

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Srivastava, Ashok K., i Girishwar Misra. "Moral Development". W A Contextual Approach to Human Development, 203–21. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003441168-14.

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Streszczenia konferencji na temat "Moral development"

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Efrat, Shay. "The Evolution Of Moral Atiitudes Towards Holocaust Moral Dilemmas". W Education, Reflection, Development, Seventh Edition. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.06.61.

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Efrat, Shay. "Initial Moral Attitudes Towards Post-Holocaust-Era Moral Dilemmas". W 10th International Conference Education, Reflection, Development. European Publisher, 2023. http://dx.doi.org/10.15405/epes.23056.35.

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Efrat, Shay. "The Correlations Between Holocaust Moral Attitudes and Moral Lessons". W 8th International Conference - "EDUCATION, REFLECTION, DEVELOPMENT". European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.03.02.38.

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Efrat, Shay. "The Evolution Of Moral Atitudes Towards Post Holocaust Moral Dilemmas". W Education, Reflection, Development, Seventh Edition. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.06.62.

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Samylova, O. A., E. S. Rakhmetova i E. Yu Kamysheva. "Moral Development of Personality of Adolescents". W Proceedings of the Internation Conference on "Humanities and Social Sciences: Novations, Problems, Prospects" (HSSNPP 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/hssnpp-19.2019.12.

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Rissa Atika, Ayu, i Dr Rukiyati. "Children's Moral Development in Marginalized Communities". W Proceedings of the 4th International Conference on Early Childhood Education. Semarang Early Childhood Research and Education Talks (SECRET 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/secret-18.2018.25.

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Băbuț, Teodora Mirela, i Loredana Alina Stan. "MORAL VALUES FROM THE PARENTS 'PERSPECTIVE". W 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.1862.

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Molchanov, Sergey V. "Types Of Adolescent Moral Disengagement Strategies". W Psychology of subculture: Phenomenology and contemporary tendencies of development. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.07.58.

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Tanireja, Tukiran, i Ratna Kartika Wati. "Student moral character development throughout civic education". W 4th Asia Pacific Education Conference (AECON 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/aecon-17.2017.54.

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Muarifah, Alif, i Dody Hartanto. "Local Development Model to Increase Moral Behavior". W 1st Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/yicemap-17.2017.24.

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Raporty organizacyjne na temat "Moral development"

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Bunn, Sarah, i Penelope Brown. Age of Criminal Responsibility. Parliamentary Office of Science and Technology, czerwiec 2018. http://dx.doi.org/10.58248/pn577.

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A POSTnote that discusses the age of criminal responsibility and explores issues arising from international legal standards, the scientific research on children's mental and moral development, and alternative approaches to dealing with children in conflict with the law.
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BESTAEVA, E. HISTORICAL AND PHILOSOPHICAL ASPECT OF THE ROLE AND IMPORTANCE OF ETHICS IN THE SYSTEM OF MODERN EDUCATION. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2077-1770-2021-13-4-3-14-18.

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The article examines the issues of ethics in the educational process in the historical and philosophical development. The main attention is focused on the transformations taking place in the field of economics, science and technology, the meaning and significance of education, which is aimed at the formation of a morally oriented personality, is being revised in a new way. The need for ethical knowledge comes to the fore in the modern educational process, which is aimed at the formation of moral values of the younger generation.
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Bilous, Oksana. FEATURES OF ADVERTISING IN WESTERN UKRAINIAN PRESS. Ivan Franko National University of Lviv, marzec 2024. http://dx.doi.org/10.30970/vjo.2024.54-55.12173.

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In the article, advertising communication is explored in the context of socio-political, socio-economic, and cultural-legal processes in Eastern Galicia (1919–1939); The ideological and educational concept of advertising materials is outlined, and the features of shaping Ukrainian civic-state consciousness, national and universal moral-spiritual values, interethnic mutual respect, and tolerance under the influence of press advertising are characterized. In the four chapters of the monograph, a comprehensive study of the essence of Ukrainian press advertising communication in Eastern Galicia is conducted for the first time in the field of journalism science. Iryna Nironovych introduced documents and unpublished materials from eight Ukrainian and Polish archival funds into scientific circulation that are directly related to the development of advertising in Western Ukrainian press. The monograph characterizes the national dominant of press advertising discourse in the conditions of Ukrainian nation’s statelessness. After analyzing advertising in 23 newspapers and magazines, the author of the monograph revealed the specific features of creating information-rich, morally ethical advertising content based on Ukrainian ethnonational principles within the territory of the Polish state. The author also justified the necessity of advertising communication as a means of promoting social solidarity and shaping high moral and spiritual values, as well as humanistic worldview and national beliefs among advertisers and consumers. The monograph characterizes not only the content of information about products and services (verbal and non-verbal parameters) but also the mental traits that, in the conditions of the Polish state, contributed to the promotion of Ukrainian moral and spiritual values. Advertising serves a complex of functions that are essential for meeting the economic, social, cultural, and moral-spiritual needs of the human community. In the conditions of the Second Polish Republic, the situation of Ukrainians motivated advertisers to seek a special socio-psychological, educational, regulatory, and ideological approach to creating advertising. The article emphasizes that advertising announcements with elements of national-patriotic coloring encompassed two components – informational and ideological. Advertising for Ukrainian books on historical topics, magazines, and public organizations carried an enlightening and educational, as well as an emotionally informative character. Press advertising communication in the fields of industrial and agricultural production, trade, household services, and cultural and artistic life served as an emotionally rational factor in strengthening the information-psychological structure of the Ukrainian national community.
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Bright, Damien, i Stefan Schäfer. A comparative study of the sociotechnical imaginaries of marine geoengineering. OceanNets, 2024. http://dx.doi.org/10.3289/oceannets_d2.1.

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In this report, we claim that although there is no national deployment or consultation program for OceanNETs in the US, Germany, or Australia, the very idea is sufficiently open-ended to accommodate and even federate different development pathways for industrial-scale emissions reduction. We use the “sociotechnical imaginaries” concept to show how existing moral and political outlooks can, concretely, support the more abstract “need” for OceanNETs within overshoot scenarios. Thus, even without an endorsement of the feasibility or desirability of OceanNETs—as a matter of transnational climate negotiations, for example—it is possible to observe openings for large-scale transformations in ocean use under the description of “climate action.” Such changes are patchier than the imagined research-to-deployment pipeline considered in conventional depictions of OceanNETs, and, indeed, may take the form of those techniques often deemed most marginal to the OceanNETs research agenda, such as “carbon capture and storage” or “seaweed afforestation.” Moreover, the difficulty of engaging local communities in these ongoing changes is a structural feature of negative emissions technology development more generally. This difficulty can be understood not only as a matter of geography, but of the assumptions of net-zero politics, in particular the abstraction of the global carbon budget. This exposes OceanNETs to considerable political and moral instabilities expressed in—yet not reducible to—concerns over the “hype cycle” or “rogue action.”
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Lyzanchuk, Vasyl. THE CHARITABLE ENERGY OF THE JOURNALISTIC WORD. Ivan Franko National University of Lviv, luty 2022. http://dx.doi.org/10.30970/vjo.2022.51.11415.

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The article investigates the immortality of books, collections, including those, translated into foreign languages, composed of the publications of publications of worldview journalism. It deals with top analytics on simulated training of journalists, the study of events and phenomena at the macro level, which enables the qualitative forecast of world development trends in the appropriate contexts for a long time. Key words: top, analytics, book, worldview journalism, culture, arguments, forecast.The article is characterized intellectual-spiritual, moral-aesthetic and information-educational values of of scientific and journalistic works of Professor Mykola Hryhorchuk “Where are you going, Ukraine?” and “Freedom at the Barricades”. Mykola Ivanovych’s creative informational and educational communication are reviews, reviews, reviews and current works of writers, poets, publicists. Such as Maria Matios, Vira Vovk, Roman Ivanychuk, Dmytro Pavlychko, Yuriy Shcherban, Bohdan Korsak, Hryhoriy Huseynov, Vasyl Ruban, Yaroslav Melnyk, Sofia Andrukhovych. His journalistic reflections are about memorable events of the recent past for Ukrainians and historical figures are connected with them. It is emphasized that in his books Mykola Hryhorchuk convincingly illuminates the way to develop a stable Ukrainian immunity, national identity, development and strengthening of the conciliar independent state in the fight against the eternal Moscow enemy. Among the defining ideological and political realization of the National Idea of Ukrainian statehood, which are mentioned in the scientific and journalistic works of M. Hryhorchuk, the fundamental ones – linguistic and religious – are singled out. Israel and Poland are a clear example for Ukrainians. In these states, language and religion were absolutized and it is thanks to this understanding of the essence of state-building and national identity that it is contrary to many difficulties achieve the desired life-affirming goal. The author emphasizes that any information in the broadest and narrow sense can be perceived without testing for compliance with the moral and spiritual mission of man, the fundamental values of the Ukrainian ethnic group, putting moral and spiritual values in the basis of state building. The outstanding Ukrainian philosopher Hryhoriy Skovoroda emphasized: “Faith is the light that sees in the darkness…” Books by physicist Mykola Hryhorchuk “Where are you going, Ukraine?” and “Freedom at the Barricades” are illuminated by faith in the Victory over the bloody centuries-old Moscow darkness.
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Petrenko, Larisa M., Iryna P. Varava i Andrey V. Pikilnyak. Motivation readiness of future software engineer's professional self-improvement and prospects of its formation in college cloud environment. [б. в.], lipiec 2020. http://dx.doi.org/10.31812/123456789/3893.

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Innovative technologies have an impact on the countries socio- economic development, the structure of labor market and educational services transformation. Rapid IT industry development constantly requires qualified programmers capable of professional self-improvement throughout life, the driving force of which is the individual motivation which activates the individual self-development process, optimizes thinking and develops special professional qualities, moral and ethical values. The main article purpose is to analyze the state of the form of motivational readiness for future programmer’s professional self-improvement, to identify problems of its formation in colleges and to determine the ways of its increase as one of the main factors of quality improvement. To achieve it, a complex of theoretical and empirical methods was used, with help of which a number of problems were revealed which slow down the process of improving the quality of future programmers professional training. To eliminate them, a system of phased motivation for future specialists professional self-improvement has been developed on the basis of general secondary education, which can be integrated into the teaching of both general education and professionally-oriented disciplines; ways of improving the quality of the educational process through the creation of a cloud of oriented environment, the introduction of innovative teaching technologies, special training of teachers in the system of professional development.
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Rahn, Sajoscha. Modal Testing of the NPSAT1 Engineering Development Unit. Fort Belvoir, VA: Defense Technical Information Center, lipiec 2012. http://dx.doi.org/10.21236/ada570205.

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van Dam, Johannes, i Sherry Hutchinson. Access to treatment for HIV/AIDS: Report of a meeting of international experts. Population Council, 2002. http://dx.doi.org/10.31899/hiv2002.1000.

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As of December 2001, the number of people living with HIV/AIDS is estimated at 40 million, and most live in the developing world. Advances in the development and availability of antiretroviral (ARV) drugs have led to a paradigm shift in most of the industrialized world, where highly active ARV therapy has resulted in a significant reduction in the prevalence of AIDS-related morbidity and mortality. In most of the developing world, however, the focus of national programs and international support continues to be on prevention and care in the absence of ARV treatment. While the moral imperative to provide the best possible treatment for people with AIDS-related disease is widely recognized, national governments and donors have been reluctant to enter into this endeavor citing numerous concerns. Ministries of health and the international donor community need guidance on developing and implementing effective HIV/AIDS treatment programs. To explore and prioritize operations research questions about access to treatment for HIV/AIDS, the Horizons Program convened a two-day meeting of international researchers and program managers in Washington, DC, on June 12–13, 2001. This report presents the findings and recommendations discussed at the meeting.
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Liu, Xiaohong. Development of Modal Aerosol Module in CAM5 for Biogeochemical Cycles. Office of Scientific and Technical Information (OSTI), listopad 2017. http://dx.doi.org/10.2172/1409289.

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Flandreau, Marc, Stefano Pietrosanti i Carlotta Schuster. Why do Sovereign Borrowers Post Collateral? Evidence from the 19th Century. Institute for New Economic Thinking Working Paper Series, październik 2021. http://dx.doi.org/10.36687/inetwp167.

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This paper explores the reasons why sovereign borrowers post collateral. Such behavior is paradoxical because conventional interpretations of collateral stress repossession of the assets pledged as the key to securing lenders against information asymmetries and moral hazard. However, repossession is generally difficult in the case of sovereign debt and in some cases impossible. Nevertheless, such sovereign “hypothecations” have a long history and are again becoming very popular today in developing countries. To explain sovereign collateralization, we emphasize an informational channel. Posting collateral produces information on opaque borrowers by displaying borrowers’ behavior and resources. We support this interpretation by examining the hypothecation “mania” of 1849-1875, when sovereigns borrowing in the London Stock Exchange pledged all kinds of intangible revenues. Yet, at that time, sovereign immunity fully protected both sovereigns and their assets and possessions. Still, we show that hypothecations significantly decreased the cost of sovereign debt. To explain how, we stress the pledges’ role in documenting sovereigns’ wealth and the management of revenue streams. Based on an exhaustive library of bond prospectuses collected from primary sources, matched with a panel of sovereign bond yields and an innovative measure of sovereign fiscal transparency, we show that collateral minutely described in debt covenants served to document and monitor sovereign resources and development prospects. Encasing this information in contracts written by lawyers served to certify the quality of the resulting data disclosure process, explaining investors’ readiness to pay a premium.
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