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The purpose of this research is to identify and articulate the practical implications of the teacher's role in implementing a program related to developing moral literacy in students as well as identifying what is necessary for professional development opportunities intended to educate teachers in the realm of moral literacy.

A broad range of recent literature on the subject of moral education and moral literacy are utilized to identify best practices and potential pitfalls related to moral literacy program implementation in schools as well as the particular impact of teacher behaviors on program success.

The paper identifies a pervasive need for professional development opportunities for teachers expected by their districts to implement programs related to moral literacy in their classrooms. Additionally, the authors identify the need for teachers to address the need for community involvement, the development of their own moral literacy, synergy between program ideals and teacher behavior, and developmentally appropriate implementation.

This paper serves as a condensed research base necessary for the development and implementation of a workshop intended to develop moral literacy in teachers and to showcase effective methods of integrating moral literacy across existing curricula.

This paper offers guidance for the development of an often overlooked form of professional development for teachers aimed at equipping them with the tools and knowledge necessary for effectively integrating character development programs in their curricula.

The purpose of this paper is to explore the role of administration and faculty members in developing character education within public and private universities in Kuwait. It further aims to explore the value of character education in effecting the quality experience of higher education.

The researchers employed a quantitative research paradigm, using a questionnaire survey method to collect data from faculty members at major public and private Kuwaiti universities. They used Statistical Package for the Social Sciences to analyze a total of 298 questionnaires.

The findings revealed that universities do indeed play a “strong” role in student character education. However, within public universities, it is the faculty themselves who form the key ingredient in the process rather than the administrative body, which is perceived to have a “Medium” effect. Conversely, at private universities, the administration and faculty both merited a “strong” role in developing character education.

The study will provide leaders with several recommendations to improve the integrated development of universities through fostering character education.

While K-12 education has received significant attention regarding the moral and character development of students over the last few decades, this study, extends this research significantly into higher education; focusing upon character development at university and comparing its implementation at both public and private institutions.

Character is at the core of leadership. Leaders with virtuous character provide benefit to their schools and communities. Whereas, leaders with character flaws create harm for themselves as well as their community. The ethical lapses among teachers, principals, and superintendents create an even larger issue when one considers the fiduciary trust placed in educators by the public. Character development requires behavioral change as well as knowledge acquisition. Incorporating behavioral change into university administrator preparation programs requires faculty to consider recent findings in neuroscience on how the brain learns and the incorporation of these findings into program design and instruction.

The purpose of this paper is to describe the 4C's of Infuence framework and it's application to medicine and medical education. Leadership development is increasingly recognised as an integral physician skill. Competence, character, connection and culture are critical for effective influence and leadership. The theoretical framework, “The 4C’s of Influence”, integrates these four key dimensions of leadership and prioritises their longitudinal development, across the medical education learning continuum.

Using a clinical case-based illustrative model approach, the authors provide a practical, theoretical framework to prepare physicians and medical learners to be engaging influencers and leaders in the health-care system.

As leadership requires foundational skills and knowledge, a leader must be competent to best exert positive influence. Character-based leadership stresses development of, and commitment to, values and principles, in the face of everyday situational pressures. If competence confers the ability to do the right thing, character is the will to do it consistently. Leaders must value and build relationships, fostering connection. Building coalitions with diverse networks ensures different perspectives are integrated and valued. Connected leadership describes leaders who are inspirational, authentic, devolve decision-making, are explorers and foster high levels of engagement. To create a thriving, learning environment, culture must bring everything together, or will become the greatest barrier.

The framework is novel in applying concepts developed outside of medicine to the medical education context. The approach can be applied across the medical education continuum, building on existing frameworks which focus primarily on what competencies need to be taught. The 4C’s is a comprehensive framework for practically teaching the leadership for health care today.

The purpose of this paper is to examine how Aristotle’s ethics can be applied to the ethics of professional accountants (PAs), in relation to the approach adopted by the International Federation of Accountants (IFAC), and to consider the reasons that justify the Aristotelian approach.

The paper outlines IFAC’s approach and identifies several weaknesses. Three themes of Aristotle’s Nicomachean Ethics are applied to the work of PAs. Reasons why this perspective is more suitable for PAs are then articulated.

Several aspects of Aristotle’s ethics can be fruitfully applied to the ethics of PAs. These include the relationship between function, goals and the good, an awareness of the human goal to achieve eudaimonia, the development of both excellences of character and of intelligence, and the significance of non-rational aspects of morality, including emotions, will, responsibility and choice.

This perspective provides an alternative conceptualisation of the ethics of PAs. Although it does not provide concrete guidance regarding what the ethical approach to specific situations may be, it presents a useful counterpoint to existing approaches that are largely deontological and utilitarian.

This paper provides accountants in practice with a more comprehensive and adequate perspective on what it means for a PA to be ethical, and raises several issues related to how ethics is included in the education and training of accountants.

Investigating the philosophical basis for professional ethics approaches professional codes of ethics in a way that it is not typically considered. The paper also provides a more comprehensive application of Aristotelian ethics than previous work.

This chapter reviews the evidence of the development of ethical decision-making competencies of medical professionals. Selected studies are reviewed that use a theoretical framework that has shown the most promise for providing evidence of character formation. The evidence suggests that entering professionals lack full capacity for functional processes that give rise to morality (sensitivity, reasoning, motivation and commitment, character and competence). Further, following professional education, considerable variations in these abilities persist. Whereas many perceive that role modeling is the most effective way to teach professionalism, there is no empirical evidence to support the role of modeling in professional development. The chapter concludes with suggestions for facilitating character development resistant to influence by negative role models or adverse moral milieu.

This chapter sets out to examine the topic of a spatial analysis of urban crime through an analysis of David Simon’s seminal television series The Wire. By developing an analysis of the issues that are presented in the series, issues such as race, ethnicity and representation will be addressed in order to add to the understanding of these topics in relation to race and media representations. Each section will address a set of themes which are evident in The Wire. The chapter highlights the idea of race in the series and how characters are presented on screen. The research is also concerned with economic issues depicted in the series and the effect of the economy on the characters in Baltimore, the U.S. city in which The Wire was set.

The conclusion of the chapter addresses poverty class and inequality as topics and sets out to document these themes in relation to race. The third chapter also discusses the racism and discrimination that is apparent in The Wire. By contextualising the series, the book is attempting to theorise relevant issues surrounding race, gender and power through an examination of relevant literature and the development of a theoretical framework from which key issues will be addressed.

This paper considers how online character education applications can be applied by educational practitioners within the school environment to meet curriculum requirements and increase the learning opportunities for citizenship education.

The Draft Curriculum for Wales 2022 is used as an example of how this can be achieved through innovative applications that are linked to the areas of personal development within the Margerison C-Model.

The five aspects of the framework focus on how practical applications can be used by teachers to enable individual development of character strengths. In particular, reference is made on how technology plays an increasing role in enabling both students and teachers to access learning opportunities.

The paper suggests practical applications to enable the integration of technology into personal and social learning.

This aligns with the United Nations Sustainable Development Goal 4, (SDG4), which highlights social–emotional development and learning as a specific area of educational importance.

The paper indicates ways to enhance identity and life-long learning.

This study aims to investigate consumer perceptions of inauthenticity due to adulteration of a narrative brand ending by using the research context of the final season and ending of the television series, Game of Thrones.

Two data sets totalling 2,032 online comments detailing consumer reactions to the final season of Game of Thrones were analysed using thematic analysis and human interpretive analysis. The coding was an iterative and continuous process, and posts were returned to and re-examined to refine codes and groupings as the analysis progressed.

The results indicate consumers perceived the ending of the eighth and final season of the television series, Game of Thrones, did not meet their expectations and was not authentic due to rushed writing and illogical character and plot developments. Consumers judged this adulteration was so great that it was a moral violation and transgression. Consumers also sought to assign blame for the inauthenticity, which they attributed to the writers and showrunners, who became the subject of revenge behaviours.

This study indicates consumers of narrative brands, due to their strong emotional attachments to their characters and storyworlds, may perceive unexpected and extensive changes to them as moral violations and transgressions and thus inauthentic. Consumers establish the authenticity of a narrative brand by regularly scrutinising narrative and character development against their expectations as shaped by prior narrative content. Due to their emotional attachment, consumers may attempt to attribute blame for the inauthenticity. The findings have not been established in prior research, and inauthenticity in a narrative brand context is also explored for the first time.

This paper reports on the ways in which a group of middle school students who received character education in elementary school define and experience character. The research was designed to improve our understanding of the meanings that the children ascribe to their character lessons in the long term, and to determine whether they see connections between these lessons and their experiences with character in middle school. The data come from interviews with 24 children who attended five different elementary schools in one town that used the Character Counts! curriculum at the time of the study. The students were questioned about their understanding of the curriculum and their own personal experiences with character-related issues in middle school. The results demonstrate that the elementary school character lessons are carried forward. Children are able to recall the formal meaning of many of the character traits that they studied. As they graduate to middle school, however, peer culture assumes an increasingly important role and their lived experience of character become more complex. Thus, the preteens studied here are actively working to reconcile the differences between character as a “learned,” and then a “lived” experience. While maturation and character lessons received beyond school may confound these findings, the results presented here suggest the need to bridge, and then perhaps adapt character programming to empower adolescent input and embrace the role of peer culture in defining and then redefining character.