Character Development

Fuller Theological Seminary Based on insights from the psychology of religion, positive psychology, personality psychology, and theology, a theoretical model relating the virtue of patience to religion and spirituality is proposed. Patience is conceptualized as a hybrid personality construct related to effective emotion regulation strategies coupled with transcendent narrative identity. An initial empirical test of the model is conducted in a sample of ethnically diverse adolescents (N ϭ 406) who are primarily Christian or nonreligious. Religiousness and spirituality are predictors of the virtue of patience, which then predicts use of the emotion regulation strategy of cognitive reappraisal; all these variables are then tested as direct and indirect predictors of regulated behavior and well-being. Overall, results support our theoretical model that spirituality and religion predict higher patience, which facilitates the employment of adaptive emotion regulation strategies that predict better life outcomes. Implications and future research questions stemming from the theoretical model are discussed.

Religious Celebrations: An Encyclopedia of Holidays, Festivals, Solemn Observances, and Spiritual Commemorations. By J. Gordon Melton, Editor, with James A. Beverley, Christopher Buck, and Constance A. Jones. Santa Barbara, CA: ABC-CLIO, 2011. ISBN: 978-1-59884-205-0. eISBN: 978-1-59884-206-7 Pub. date: September 13, 2011. [See below for entries.]

From the "Introduction" (p. xxi):

A review of the Baha’i Faith is particularly edifying. It is the newest of the major world religions and underwent some significant repression during its founding years. Through the twentieth century, it went through a lengthy process of establishing a new Baha’i calendar and designating holy days, including commemorations of the birth and death of the faith’s early founder/leaders. In a century, the Baha’is accomplished what it sometimes took other religions multiple centuries to complete. Meanwhile, a few of the twentieth-century new religions have moved to create an annual cycle of celebration within their first generation of existence.

Articles on Baha’i Holy Days in: Religious Celebrations: An Encyclopedia of Holidays, Festivals, Solemn Observances, and Spiritual Commemorations:

1. “‘Abdu’l-Baha, Ascension of (November 28).” (Vol. 1, pp. 1–4.)  
2. “Ayyam-i-Ha (Baha’i Intercalary Days) (February 25–March 1).” (Vol. 1, pp. 60–63.)  
3. “Bab, Festival of the Birth of the (October 20).” (Christopher Buck and J. Gordon Melton.)  (Vol. 1, pp. 65–67.) 
4. “Bab, Festival of the Declaration of the (May 23).” (Vol. 1, pp. 67–73.)  
5. “Bab, Martyrdom of the (July 9).”  (Vol. 1, pp. 73–76.)  
6. “Baha’i Calendar and Rhythms of Worship.” (Christopher Buck and J. Gordon Melton.)  (Vol. 1, pp. 79–86.) 
7. “Baha’i Fast (March 2–20).”  (Vol. 1, pp. 94–96.)  
8. “Baha’u’llah, Ascension of (May 29).” (Vol. 1, pp. 96–99.)  
9. “Baha’u’llah, Festival of the Birth of (November 12).” (Christopher Buck and J. Gordon Melton.)  (Vol. 1, pp. 99–102.) 
10. “Covenant, Day of the (November 26).” (Vol. 1, pp. 225–228.)  
11. “Naw-Rúz, Festival of (March 21).” (Vol. 2, pp. 225–228.)  
12. “Nineteen-Day Feast (Baha’i).”  (Vol. 2, pp. 641–645.)
13. “Race Unity Day.”  (Vol. 2, pp. 727–731.)   
14. “Ridvan, Festival of (April 20–May 2).”  (Vol. 2, pp. 744–747.)  
15. “World Religion Day (January).”  (Vol. 2, pp. 936–939.)  

Evaluative piece on the closing statement of Tara Westover's Educated: A Memoir. Hurdles to the process of writing are elaborated upon including verification of memories, and the process of living and learning itself. Compared with the four-part structure of classic Japanese, Korean and Chinese narratives "Kishotenketsu" and its application through the BTS Love Yourself series, and its similarities to Westover's autobiographical narrative. Pakistan's institutions of family and education are also evaluated upon in the light of Educated.

Ancient readers were highly attuned to etymologically and allusively significant character names, which helped shape their experience and understanding of narratives in a variety of ways. Authors frequently exploited that fact in their compositions. This paper capitalizes on that state of affairs by utilizing a literarily attuned onomastic analysis to explore two themes in Xenophon’s Ephesiaca. Specifically, I argue that Xenophon deploys several character names in interpretively important and sometimes sophisticated ways to serve the construction of themes relating to erotic andreia and lasting beauty. Regarding erotic andreia, this study largely supplements and corroborates conclusions that have been emerging in recent scholarship and offers a few fresh proposals for consideration. Xenophon’s interest in lasting beauty has not received much attention in contemporary scholarship outside of David Konstan’s Sexual Symmetry. The results of this study suggest that the theme deserves further examination. I offer a brief sketch, informed by onomastic analysis, of where the theme occurs and why it matters in the story Xenophon is telling.

This dissertation seeks to analyse how the issues of education and industrialism are approached in one of Charles Dickens' most critical works, Hard Times (1854). Set in the fictional city of Coketown, the novel questions the increasingly mechanised and product-oriented nature of 19th-century society. Through an exhaustive exploration of the novel, I seek to argue that Hard Times perfectly epitomises Dickens’ perception of society, displaying how the Industrial Revolution and utilitarianism forged new ideas of education and work. The analysis also features a series of criticisms to provide a more elaborate picture of the novel.

Abstract
Character as an entity is used in many discipline of the design, such as illustrated books, edutainment games, feature films, TV commercials and printed ads, it has its visual properties which qualifies for visual persuasion. we find character design in the logo and corporate identity’s interactive/animated applications. The designer applies all design elements such as character’s lines, form, texture, expressions of the face and body language for the visual properties, to achieve an addressed visual communication to the receptor.
The research problem is: How to use the elements of formulated aspects for the advertising character as a visual semantics for advertising’s message. Paper is dealing with two variables: character structure’s design for visual communication, second is the advertising’s message, which influence creativity process for character design in advertising.
Paper’s hypothesis proposes the existence of semantics in advertising’s character  structure design, those semantics have formulation and kinetic aspect for the character design, designer use it to convey the message of the advertising, and achieve the goals of it visually. Objective of the research is analyzing and develop aspects of the character’s formulation and kinetic design to gain access to a few standards that must be considered during the design of the advertising character based on the message of the ad. research importance is to develop standards for Advertising character formation’s variables, which qualifies it to achieve the objective of the ad and highlight the advertising’s message visually. Research scope is character design process for printed advertising and TV commercials, starting from conceptual phase of design based on written scenario; ending with animation. Descriptive and analytical methodologies in the paper to descript requirements of designing advertising character and analyze variables to find out conclusions.
Research has three parts to find conclusions and recommendations; First one about aspects of personality for designing the character. Second part is addressing the design’s characteristic for design advertising characters. Third one about standards of character design to achieve the formative’s aspect of advertising character.

บทความชิ้นนี้มีวัตถุประสงค์เพื่อบูรณาการองค์ความรู้ในการใช้ทฤษฎีผู้นำ 4 ทิศ เพื่อใช้ในการวิเคราะห์ตัวละครหลักในบทละครเรื่อง บ้านตุ๊กตา (A Doll’s House) ของเฮนริค อิบเซ่น ซึ่งเป็นบทละครสมัยใหม่ในยุคแรกที่มีการนำทฤษฎีทางจิตวิทยามาใช้ออกแบบตัวละคร อีกทั้งเป็นบทละครที่สำคัญในแวดวงการศึกษาศิลปะการแสดงที่นักศึกษาที่เกี่ยวข้องกับศาสตร์ดังกล่าวจะต้องใช้เป็นกรณีศึกษา
จากการวิเคราะห์ของผู้วิจัยได้พบว่า ทอร์วัลด์ เฮลเมอร์ ตัวละครเอกฝ่ายชาย มีความเป็นทิศหมีเป็นหลัก โดยเห็นได้จากการกระทำของตัวละครที่ชอบอยู่ในโลกส่วนตัว ยึดติดกับบทบาทหน้าที่ รวมถึงอำนาจในการตัดสินใจและมีทิศรองคือกระทิง จากการไม่ยอมโอนอ่อนต่อสิ่งที่ไม่ถูกต้องรวมถึงความใจร้อน ในขณะที่นอร่า เฮลเมอร์ ตัวละครเอกฝ่ายหญิงมีทิศหลักคือนกอินทรี เห็นได้จากการที่นอร่าไม่ชอบเรื่องจริงจังโดยเฉพาะเรื่องที่ตนไม่สนใจ และภาคภูมิใจในการหาทางออกในการแก้ปัญหา และทิศรองคือกระทิงเห็นได้จากการตัดสินใจที่เฉียบขาด ไม่ลังเล ทุ่มเทเพื่อคนรักจนถึงขั้นเปลี่ยนแปลงตัวเองแต่เมื่อเจ็บช้ำจากการถูกทำร้ายจิตใจ ความเป็นกระทิงจึงส่งผลให้เธอตัดสินใจออกจากบ้านและหย่าขาดจากสามี โดยไม่สนใจสิ่งใด ๆ
The purpose of this article is to apply knowledge of human personality traits theory (DISC) to analyze and understand main characters in the classical play of Henrik Ibsen's A Doll's House, which is the early Modern Drama that use psychological theory to create the more realistic characters. A doll's House is regarded as an important play for the field of drama studies which performing arts students need to learn its story, characters and culture-relating to differences in the Western world compared to the Thai cultural context. The research found that the main male character, Torvald Helmer, has mainly C trait (Conscientiousness) which can be seen from his actions such as living in his private world, strict to the social norm and his own decision. Besides, his minor trait is D (Dominance) which can be seen from his inflexibility to whatever he thinks not right, and from his hot-tempered characteristics. Whereas, Nora Helmer, the main female character, would be regarded as I trait (Influence) which can be seen from her jovial characteristics, careless to serious issues and being proud of herself in finding solutions to solve problems. Nora's minor trait is D (Dominance), that is obviously seen from her decisiveness. Nora can devote and change herself to the man she loves. However, when it comes to the fact that she was mentally abused by him, her D trait shows up leading Nora to divorce her husband and leave him without any concerns of the consequences.

Unity is the consolidation of energy, thoughts, ideals and sacrifices in a strong bondage of human relationship. Meanwhile the concept of unity includes attitudes, values, norms and process towards the development of the spirit of patriotism for the nation and society. The study was intended to examine the spirit of patriotism from two dimensions, namely the spirit of patriotism towards the nation and the Malaysian society. In order to create a Malaysian society that love the nation while at the same time sharing the spirit of patriotism among the general Malaysian society, the process of inculcating values of patriotism must begin at an early age. The study that uses the quantitative method uses based on data collected through a survey instrument and analyzed using SPSS (Statistical Package for Social Sciences) version 21. In essence, this study found that at secondary school education is the best platform for the inculcation and development of the concept of national unity for Malaysia. In this context, the role of the school management was examined to determine the implementation of the concept of national unity in school and its effects particularly on the inculcation of the spirit of patriotism among the ethnically diverse secondary students. The relationship between school management processes with the development of student patriotism is also tested to determine whether the school can influence students' sense of patriotism to the nation. The results showed that the role of school management affects the students' sense of patriotism. However, the study also found that the process of implementing the programs concerning patriotism undertaken by the school management has little influence on the inculcation of the spirit of patriotism. This shows the role and initiatives played by schools are still inadequate in developing and inculcating the concept of national unity among secondary school students.

The story of Beren and Lúthien is called by J. R. R. Tolkien “the chief of the stories of the Silmarillion.” But while Lúthien of the published Silmarillion is arguably one of the most powerful characters in that history, her original incarnation, little Tinúviel, was a very different Elfmaiden. My thesis is, in essence, a biography of Lúthien Tinúviel, from her 1917 appearance in The Book of Lost Tales, through 1931, when his final notes on the Lay of Leithian declare “Lúthien became mortal.” This chronological study examines the different elements of Tolkien’s life that bring her character to this crucial point: his other creative writing, his scholarly interests, and events in his personal life. The Lay of Leithian was the first work Tolkien turned to after he finished The Lord of the Rings, and he continued to write on the problem of the differing fate of Men and Elves late into his life (cf. “Athrabeth Finrod ah Andreth”). A fuller understanding of the leaf that is Lúthien Tinúviel will deepen our understanding of the tree that is Tolkien’s legendarium.

The present paper attempts to draw the attention on the role of
character in successful implementation of RTE. The adequate
literature review and live cases from the fields of formal education,
character education and RTE approves that “character is the
prerequisite to fulfillment of the right to education.” Other rights are
not under consideration of this paper but it tries to reveal the
interrelationship between rights and character. At its very beginning
paper discusses about journey of education and finding it as a right for
all children passing through a long history. This paper, especially
deals with the true nature of the fulfillment of the right to education
and presuming character as the underlying real means to achieve that.
The paper attempts to find out the answer to some major questions
regarding the success of RTE, these are: Why are we not achieving at
least the substantial level, regarding RTE? What the primordial and
bigger are in comparison to mechanical, quantitative or data related
threats and if they can be attained by the character? How
responsibilities are coexisting with rights and how human character plays a role in their interrelationship? How RTE would be exercised
truly and easily by using strength of character?

Key words: character, RTE, formal education, character education,
right, threats, responsibilities.

Students should be given prime importance in classroom teaching. Multicultural teaching is believed to value the cultural diversity in classroom. Due to the sharing of humanistic aspects of character and multiculturalism in general, the investigator envisaged the study applying, particularly, in formal education at secondary level. Present study was undertaken with the notion to achieve the goal of character development in formal set up through multicultural teaching. The findings of the experimental study have disclosed this premise that multicultural teaching is effective to develop the identified domains of character viz. situational aspect of character and attitude towards character.'Pre-test, post-test nonequivalent quasi experimental design' was employed for the study. Prior experiences on the particular domains of character education were controlled variable and controlled through pretesting. Confounding variables were fatigue of the students, readiness to learn, interest of learning, teaching of other subjects, other teachers, Cocurricular activities carried out beyond the classroom and home environment.
Keywords : Multicultural teaching, experimental study, situational aspect of character, attitude towards character, controlled variable, confounding variables

The primordial concern of human being is to develop good, right and positive dispositions or virtues. Considering this perspective, the ultimate nature of human learning is to identify the better ways of existence and sustainability whether through informal or formal means and that usually is known as "character development" or "character building" or "character education". The present paper contemplates the issue of meaningful research in this field and

The aim of this paper is to show that Shaftesbury's thinking about liberty is best understood in terms of self-mastery. To examine his understanding of liberty, I turn to a painting that he commissioned on the ancient theme of the choice of Hercules and the notes that he prepared for the artist. Questions of human choice are also present in the so-called story of an amour, which addresses the difficulties of controlling human passions. Jaffro distinguishes three notions of self-control that are present in the story of an amour. Although I agree with many aspects of Jaffro's interpretation, I question his conclusion that self-control in the Stoic sense is best reserved for 'moral heroes.' I propose an alternative developmental interpretation, according to which all human beings are on an intellectual journey aimed at personal and moral improvement. My interpretation takes seriously that for Shaftesbury philosophy is meant to be practical and help improve our lives. I end by arguing that rather than trying to situate Shaftesbury's concept of liberty within debates among compatibilists and incompatibilists it is more promising to understand it in terms of self-mastery and thus regard it as a version of positive liberty.

The present study is about character, character education and multicultural pedagogical interventions to enhance the level of character. Contemplating about human life, behavior and the leading principles is the core of the studies. With the increased pace of globalization and technological advancement the traditional ways of human relationships are being challenged by materialism. A significant part of this development is carried out by family and informal social life. Character building is informal in this way. But it is not enough to cater the need to develop character against the challenges and threats to character only through the informal agencies of education. Character needs to be developed through formal set up like schools also. Paper is delimited to analyze and interpret the theme wise variation i.e. the part of result obtained through the experimental study. The preexisting themes were the 'eight strengths of character' of 'Lickona Davidson (2005) model'.

Keywords: Character education, Multicultural pedagogical interventions, Theme wise variation,
Experimental study

When one deliberates one has reasons both for and against doing something.  Could the reasons for OBJECTIVELY outweigh the reasons against, in the sense that someone who thought otherwise would simply be wrong?  (This is not the same question as that of whether any of the competing reasons could be objectively valid in itself.)  Three seemingly relevant kinds of ethical theory are examined: virtue ethics, utilitarianism and moral absolutism.  It is suggested that the proponents of these have all so far failed to show that they can give compelling objective reasons for acting on certain reasons rather than others.  We so far lack any conception of what sort of second-order considerations could adjudicate between competing reasons.  This is not so much an ‘error theory’ in J. L. Mackie’s sense as an admission of ignorance.

The two chapters of Part 4 illustrate the methodology developed in the preceding chapters. Each applies it to a single precept of the Decalogue. Chapter 8 examines the Preface. Chapter 9 examines the sixth precept. Each chapter assembles and applies a two-dimensional table (found at the end of each chapter). The first dimension of each table addresses the transformation of mind and heart. It allows the derivation of outcomes specific to each precept and associates them with the domains of learning. The second dimension allows the derivation of components of virtues from the selected precept. The chapters propose some simple and basic level outcomes. Associated passages of Scripture validate and illustrate the outcomes.

... and the foundations for later academic attainment. This contrasts with countries that adopt a socialpedagogy tradition, such as Denmark, where ECEC programmes have emphasised the 'free and creative development of the child in a social context' (OECD, 2006, p.136). ...

The purpose of the experiment was to see the effect of multicultural teaching on awareness regarding character. Three-way ANCOVA was applied to measure interaction, simple and main effect of treatment, discipline and sex and also treatment, discipline and school. The interaction of treatment and discipline is found affecting the awareness of students towards character significantly when pretest performance of awareness regarding character was adjusted. The result shows that experimental group is significantly higher on the score on awareness regarding character than the control group when pretest performance was adjusted. Due to the significant triple interaction effect; the primary concern was simple effect rather than main effect. The simple effect and significant difference on mean performance was there in case of science discipline between experimental and control group whereas in case of social science the difference is not significant. Thus, awareness regarding character depends on the interaction between treatment and discipline and also on the treatment i.e. multicultural teaching alone.

There is stock argument against libertarianism: that the indeterminism it postulates makes human choice a matter of chance and this is no better as a basis for practical rationality and moral responsibility than the most rigid determinism.  I suggest that a similar problem arises on deterministic assumptions: although human choice is no longer a matter of mere chance, it remains arbitrary since whatever explains a person’s choice to act on the reasons for an action rather than those against, it is not a matter of reasons that were reasons FOR THAT PERSON.  The explanatory gap is closed in the wrong way for the impression of sheer arbitrariness to be cancelled.  I discuss (via a digression on F. H. Bradley) whether Davidson’s ‘anomalous monism’ would, if correct, necessitate any modification to this conclusion.  I also ask how the problem addressed in this paper relates to Galen Strawson’s rejection of the possibility of complete autonomy or self-determination.

What happens external to what is written in Macbeth and how do the events of the past effect the characters? Much is left unanswered in Macbeth's plot as the play starts with characters who already poses evil characteristics but there are an amount of hints as to what happened to characters before the play starts which can be analysed to produce the play's preface. The modern audience may find that, in particular, Macbeth and Lady Macbeth are in need of character development due to the 'blank slate' views that are now widely believed. The audience craves the reasons behind the Macbeths vindictive actions which exist but just have to be understood and examined. Lady Macbeth's frequent references to " milk " hold immense significance when regarding her backstory. Milk is a symbol of purity and religious devotion most apparent in the fable of Saint Martina of Rome in which she, the patron of nursing mothers, bled milk for refusing to accept paganism. Shakespeare chooses to associate Lady Macbeth with milk but in a derogatory and careless manner which shows on the surface a lack of nurturing values but more importantly a lack of Christianity. The audience will understand that she is a cruel woman but may overlook one crucial fact: Lady Macbeth has " given suck. " Milks connotations and the past tense are incredibly important when regarding this case of character development and in this the audience is provided with the information that, prior to the plays start, Lady Macbeth was a pure, devoted, Christian woman. The driving force behind the drastic change between a pure Christian to an evil " spirit " worshiper is also linked with the concept of milk. Lady Macbeth " know(s) how tender 'tis to love the babe that milks (her) " which implies that she was once a mother. The character Lady Macbeth is easily one of the most odious characters in the whole play considering her lust for power and acceptance of murder but when regarding her presumably deceased baby she expresses her love-a word only mentioned twice in the entire play by Lady Macbeth. The other instance in which Lady Macbeth " account(s) thy love. " She is simply manipulating her husband expressing that she will be unable to love a man that is " afeard. " The baby is the only being that Lady Macbeth is proven to have loved and its absence serves as a reason for her hatred towards life itself. Lady Macbeth's preface fits with the Jacobean era as the public was still subject to a high child mortality rate. The audience and particularly women may have experienced an unexpected surge of sympathy which would have challenged the belief at the time that some people were good and others were evil instead replacing that concept with the more complex idea that people are effected by the events that occur to them. Lady Macbeth's character serves as a warning to the numerous women suffering from the loss of a child the moral being that one should not lose faith or they will face the consequences which escalate to suicide. Macbeth also lacks a story behind his feeble character best depicted by his lack of authority in the second scene of act two. There is evidence to suggest that, whilst Macbeth is respected with the title of thane, he is estranged by almost anyone he knows. The upper classes of Britain have typically refrained from socialising with those of another social level so the audience can establish that Macbeth would have depended on the upper class to satisfy his need for company. However, his wife Lady Macbeth is at best unsympathetic towards his " foolish " and " brain sickly " actions and, in her previously mentioned hateful state, it is immensely unlikely that she proves to be a good partner in his secluded lifestyle. Other people of higher class mentioned in the play do not associate with him very often either shown by his absence from the second scene of act one. In addition to this Lady Macbeth expresses shock at the concept of " the king (coming) " to their castle insisting that her attendant is " mad to say it " informing the audience that the king, despite being a cousin, has never come to Macbeth's castle before. Macbeth's desolation is key in observing both his lack of sanity and his being a tragic hero.

© 2010• Journal of Sport Administration & Supervision• Vol. 2, No. 1, April 2010 41 Experiences in Youth Sports: A Comparison Between Players' and Parents' Perspectives Keri A. Schwab, Mary Sara Wells, & Skye Arthur-Banning ABSTRACT A key difficulty for administrators of ...

Este artigo realiza uma análise fílmica da obra Drácula 3000 (ROODT, 2004). Para isso, discute-se a presença de mitos, seu realocamento da cultura pop para outra temporalidade sob uma lógica capitalista, as narrativas de ficção científica e a relação entre os mitos e os arquétipos presentes nos personagens da trama. Como resultado, foi observado que a criação da obra parte de uma lógica mercadológica capitalista, que reconta mitos através de personagens baseados em arquétipos, visando o lucro com uma produção cultural. Assim, os mitos continuam vivos dentro da cultura e do conhecimento popular. Também foi concluído que o conteúdo do filme pertence principalmente ao gênero da ficção científica, porém utiliza diversos elementos da fantasia como suporte para justificar sua trama, além de diálogos com o terror e a ação para auxiliar a direção e decisões de roteiro.

The present study is aimed at exploring certain psychological aspects in the protagonist of the story. Specifically it deals with the transitional development of the characters that what are the social barriers and restrains, which contributed in the disorderness of Emily. This transitional development in the character is analyzed in the light of Jaques Lacan's theory of psychoanalysis which is further narroweddown to "The mirror stage" and Sigmund Freud's theory of psychoanalysis which is further narrowed down to "Id, Ego and Super Ego" because they deal with the character developments and its relevant aspects. The research is about the stages of the psyche and stages of character presented by the writer in the story which are also further elaborated on the basis of different features in the character of Emily. Furthermore Freud's theory of psychoanalysis provides insight to the mind, psyche and psychosexual stages of the protagonist. Disruption in these elements leads to the disruption in the character's personality that is reflected throughout the story. This research will help in understanding the female character and factors affecting the character from every dimension of life and society.

Mackie’s claim that in general courage benefits its possessor seems inconsistent with his ‘error theory’ of value.  But how plausible is it in itself?  I suggest that his arguments for the claim fail in the same way as the arguments of those who more explicitly embrace ‘virtue ethics’ fail.  We do not know any way of objectively weighing risks against other considerations, of deciding whether something is ‘worth the risk’.  Since I have no PROOF that there could not be a way, I prefer to speak of ‘ignorance’ rather than ‘error’ here.

Presentation Title: AITSA GRADE 12 STUDENTS’ PERCEPTION ON
                                        SCHOOL WEBINARS FOR CHARACTER
                                        DEVELOPMENT

Research Focus: Webinars

School: Asian Institute of Technology Sciences and the Arts (AITSA) Inc.

Student Level :  Senior High School

Researchers:        FRANZ JOEFFER G. BRAGAT
                            JAZLE KHIM CABRELA
                                  JAY ARNOLD MOCORRO

This study focuses on the perception of grade 12 student in AITSA-CABUYAO about school webinars. It allows students to not only record a video but also share it with friends and schedule time to learn in groups. Teachers, on the other hand, are not required to show themselves in a live class; instead, they can pre-record lectures and posts that student can view during their preparation time. Webinars are beneficial now because we are in the midst of a crisis, and many people are battling with their mental health, thus it is important to have this type of event even without leaving your home. Webinars take place exclusively online. Students, specifically, are the ones who suffered the most due to the changes happened on the educational system during this time of pandemic. Mostly, students are currently suffering from various mental illness and is now experiencing culture shock that tested their coping mechanism on how to handle new educational environment. In this study, it can clearly be an implication that webinars are a great help to help the students overcome mental health issues. This research also provides insight about the students' difficulties handling online classes and how family support is needed during this time of crisis.

The aim of this study was to reveal the relationship between the moral maturity and human values of university students. The study was a quantitative research and was conducted with the correlational survey model. The study group of the study consisted of 764 students selected by simple random sampling method, one of the random sampling methods from five academic units (one college, one vocational high school and three faculties) among the students who continued their education in the 2019-2020 academic year at a state university. A data collection tool consisting of "Moral Maturity Scale" and "Human Values Scale" was used. Independent Samples t-Test, ANOVA and Pearson Product Moment Correlation Coefficient statistical techniques were used to analyze the data. According to the results of the study, it was found that there was a significant difference in university students ' moral maturity levels in terms of gender, academic unit, father's level of education, mother's level of education, economic status and the number of books they read in the last month. Furthermore, it was found that there was a significant difference in the human values of university students depending on gender, academic unit and the number of books they read in the last month. It was revealed that there was a positive, strong and significant relationship between moral maturity and human values scores of university students. As a result, moral maturity and human values differed according to various variables, and there was a high relationship between the two concepts mentioned.

The Science of Writing Characters is a comprehensive handbook to help writers create compelling and psychologically-credible characters that come to life on the page. Drawing on the latest psychological theory and research, ranging from personality theory to evolutionary science, the book equips screenwriters and novelists with all the techniques they need to build complex, dimensional characters from the bottom up. Writers learn how to create rounded characters using the 'Big Five' dimensions of personality and then are shown how these personality traits shape action, relationships and dialogue.

Throughout The Science of Writing Characters, psychological theories and research are translated into handy practical tips, which are illustrated through examples of characters in action in well-known films, television series and novels, ranging from Three Billboards Outside Ebbing, Missouri and Game of Thrones to The Bonfire of the Vanities and The Goldfinch. This very practical approach makes the book an engaging and accessible companion guide for all writers who want to better understand how they can make memorable characters with the potential for global appeal.

I have experience in animation - working with Dave Merson Hess at Night Heron / Gulf Coast Animation (https://nightheron.tv/) on the development and production of projects shown at animation festivals locally and abroad.  I am always open to creative collaboration and offer my services as a "Professional Doodler."

Would you like a deeper connection with God in your prayer life? Why not give prayer journaling a try? This article shares a simple 5-step process for how to begin the habit of a daily prayer journal and the transformational impact it can have on you, your family, your church and your community.

"One of the most life-changing things I have ever done is start a daily prayer journal. What started out as a few minutes a day has grown into often more than an hour. I used to think I didn’t have time to spend in prayer in the morning. But after I tried it, I began to realize how much more I can accomplish when I take the time to start my day right. The God of the universe lovingly invites us to connect with Him in prayer every morning. Our moments in prayer become Jesus’ greatest treasures, and ours as well."

I argue that Mackie's thesis about courage and self-interest is neither consistent with his 'error theory' of value nor convincing in itself.  The question of the objectivity of value needs to be distinguished from that of whether one value can objectively outweigh or outrank another.  This is so even when the only values under consideration are self-interested ones.

Whether or not the boy Jesus in the Infancy Gospel of Thomas (IGT) is portrayed as an ‘idealized child’ or a true-to-life child is a question that, whether implicitly or explicitly, lies at the heart of some of the most recent contributions to this second-century supplement to the Gospel of Luke. However, the potential contribution of ancient conceptions of child development to this conundrum has remained thus far overlooked. This article addresses this lacuna by approaching the characterization of the boy Jesus in IGT from the perspective on ancient views of childhood development, tracing his age-specific acquisition of self-control and benevolence for others across the narrative. Cast in this light, IGT imagines what sort of child would develop into Luke’s Jesus and, in so doing, supplements what may have been perceived to be lacking in the third gospel.