character

  • Зобразити війну

    Author: Ярослав Полішук
    E-mail: y.polishchuk@kubg.edu.ua
    Institution: Київський університет імені Бориса Грінченка (Kijów, Ukraina)
    Year of publication: 2017
    Source: Show
    Pages: 27-50
    DOI Address: http://dx.doi.org/10.15804/PPUSN.2017.03.03
    PDF: pomi/03/pomi201703.pdf

    How to Represent War. The hybrid warfare going on in Donbass has had consequences on the informational and cultural spheres in Ukraine. It is a war for influence where Ukraine cannot adequately confront Russia because it does not have the necessary recourses and a developed media culture. The number of literary works about the war published in the last few years show that Ukrainian writers want to challenge the discourse on war. Between 2014 and 2016 numerous novels, stories, essays, reports, and poems were published by such writers as Halyna Vdovychenko, Yevhen Polozhiy, Sergei Lozko, and Vladyslav Ivchenko. These authors try to show all the horror of the war and the changing attitudes and consciousness of Ukrainians. The issue of forming a new Ukrainian collective identity is reflected in contemporary literature.

  • A Model of Living Values Education-based Civic Education Textbooks in Indonesia

    Author: Kokom Komalasari
    Author: Didin Saripudin
    Year of publication: 2017
    Source: Show
    Pages: 139-150
    DOI Address: https://doi.org/10.15804/tner.2017.47.1.11
    PDF: tner/201701/tner20170111.pdf

    This research aims to develop a model of a civic education textbook on the basis of living values education. This study uses the approach of Research and Development at the stage of product development. Results reveal the follow- ing: 1) living values education-based civic education textbooks conceptually incorporate living values and the principles of living values education into the textbook; 2) the textbook chapters include title, introduction, concept roadmap, keywords, presentation of materials, clarification of the values of life, exercises, summary, reflection, authentic assessment, feedback, and follow-up activities; 3) the values of life can be integrated into the textbook through features of civic values, words of wisdom, analysis of life values, reflection, and attitude assessment.

  • Investigation into the desirable character of korean teachers using the delphi technique

    Author: Kyung Ryung Kim
    Author: Eun Hee Seo
    Year of publication: 2016
    Source: Show
    Pages: 201-211
    DOI Address: https://doi.org/10.15804/tner.2016.43.1.17
    PDF: tner/201601/tner20160117.pdf

    The study explored the desirable character attributes of teachers and provided specific behavioral guidelines for being a good teacher in Korea. The Delphi method was used. Ten virtues and 88 behavioral guidelines were created from three rounds of surveys involving 22 Korean panelists. Results indicated that most of the virtues identified in this study were consistent with the results of Western studies. However, a sense of humor regarded as a desirable characteristic of teachers in previous studies did not emerge as a virtue from Korean panelists. Morality rarely mentioned in Western research was included in this study. The characteristics required of a Korean teacher seem to be based on Confucianism.

  • Living values education in school habituation program and its effect on student character development

    Author: Didin Saripudin
    Author: Kokom Komalasari
    Year of publication: 2015
    Source: Show
    Pages: 51-62
    DOI Address: https://doi.org/10.15804/tner.2015.39.1.04
    PDF: tner/201501/tner20150104.pdf

    This study describes the model of living values education (LVE) in school habituation activities and its impact on character development. It employs the design of research and development in junior and senior high-schools in Bandung. The model of LVE in school habituation is carried out by clearly defining the values of life and expected behaviors, learning of values in the real life contexts, regular awards for expected behaviors, proactive correction of deviant behaviors through clear procedures, and by using the principle of example, correction, awards, and enforcement. The application of the model of LVE in school habituation significantly affects the student’s character development by 42.1%. Thus, the model of LVE in habituation program can be implemented in schools.

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