Liberal democracies sit on a foundation of popular sovereignty and the values of equality, liberty, and fairness. While some coercion by the state is necessary in order to maintain state sovereignty and provide a stable government, and excessive use of state coercion violates the liberty of its citizens. The harm and offense principles provide the boundaries of acceptable state coercion, but if these laws are unfairly enforced by police as the domestic arm of state authority, then the equality of liberty has been violated. United States' law enforcement has unfairly enforced just laws against black Americans, resulting in black Americans' overrepresentation in police brutality and killings. The implicit threat of police brutality against black Americans limits their liberty below that defined by the harm and offense principles. The unequal liberty between black and white Americans causes a potential lack of equal participation in political life, furthering an imbalance between races. Therefore American law enforcement should be considered a threatening obstacle to maintaining a healthy liberal democracy in the United States. Keywords​: liberal democracy, liberty, state coercion, police, United States Range of thesis​: 90,458 characters

<p>This essay focuses on morals and different moral stages of the characters in A.A.Milne’s Winnie-the-Pooh and the House at Pooh Corner. The books about Winnie-the-Pooh are children’s books and like most books written for children, they contain valuable lessons that are meant to teach children something, usually something about morals. Both Winnie-the-Pooh and The House at Pooh Corner demonstrate, as I will discuss, different kinds of morals, which vary between different characters. The method I use is a close reading of Milne’s books about Winnie-the-Pooh, applying to them theories from Jean Piaget and other authorities on cognitive development and moral behavior. The result of my research points to different moral stages of the characters and the different lessons there are to learn from them. Utilizing Piaget’s theories on cognitive development, my conclusion is that some of the characters represent the adult world and mature adult behavior and some of the characters are more immature and behave as children. For the young reader, there are thus lessons to learn both from the representatives of the adult world and from the experience of children.</p>

This essay focuses on morals and different moral stages of the characters in A.A.Milne’s Winnie-the-Pooh and the House at Pooh Corner. The books about Winnie-the-Pooh are children’s books and like most books written for children, they contain valuable lessons that are meant to teach children something, usually something about morals. Both Winnie-the-Pooh and The House at Pooh Corner demonstrate, as I will discuss, different kinds of morals, which vary between different characters. The method I use is a close reading of Milne’s books about Winnie-the-Pooh, applying to them theories from Jean Piaget and other authorities on cognitive development and moral behavior. The result of my research points to different moral stages of the characters and the different lessons there are to learn from them. Utilizing Piaget’s theories on cognitive development, my conclusion is that some of the characters represent the adult world and mature adult behavior and some of the characters are more immature and behave as children. For the young reader, there are thus lessons to learn both from the representatives of the adult world and from the experience of children.

This study examined the extent to which character education has a place in teacher education programs in Saskatchewan. Teacher educators (faculty and sessional lecturers) from two teacher education programs in Saskatchewan and new teachers (those with five years of teaching experience or less) from two urban school divisions in Saskatchewan were surveyed. The survey explored how participants felt about three facets of character education within teacher education programs: the teaching of character education methodology, the enhancement of pre-service teachers character, and the responsibility for character education. The results showed that both teachers and teacher educators felt that character education should be taught in publicly funded schools (K-12) and that character education methodology should be taught within teacher preparation programs. Survey results showed that even though the majority of participants felt that character education should be taught in public schools and that character education methodology should be taught within teacher education programs, pre-service teachers, for the most part, were not being given instruction in character education.

This study examined the extent to which character education has a place in teacher education programs in Saskatchewan. Teacher educators (faculty and sessional lecturers) from two teacher education programs in Saskatchewan and new teachers (those with five years of teaching experience or less) from two urban school divisions in Saskatchewan were surveyed. The survey explored how participants felt about three facets of character education within teacher education programs: the teaching of character education methodology, the enhancement of pre-service teachers character, and the responsibility for character education. The results showed that both teachers and teacher educators felt that character education should be taught in publicly funded schools (K-12) and that character education methodology should be taught within teacher preparation programs. Survey results showed that even though the majority of participants felt that character education should be taught in public schools and that character education methodology should be taught within teacher education programs, pre-service teachers, for the most part, were not being given instruction in character education.

Thesis (Ph. D.)--Columbia University, 1932. / Vita., 1 ℓ. inserted between p. 404-405. Published also without thesis note. Bibliography at end of each chapter.

The dissertation A Broad Aesthetic: beauty, truth, and goodness , takes into consideration three distinct but related aspects of aesthetics: perception, appreciation, and evaluation (beauty, truth, and goodness respectively). A central concern in an avowedly broad aesthetics is to attend, equally, to the bounds of the experiences or activities under consideration. Hence, this dissertation is a exploration of the breadth, but also of the limits, of certain aesthetic experiences and art-based activities (e.g., the appreciation and evaluation of artworks). It is a consideration of what shapes these experiences, and, also of the delimitation of these experiences and activities. Section one (beauty) considers the nature of aesthetic perception, and the limits of its reach. Section two (truth), looks at the role of style, both its scope and limit, in the classification and appreciation of a certain genre of fine writing (philosophy), as well as a certain genre of filmmaking (the documentary). Section three (goodness) looks at the role and relevance of moral values and interests in the evaluation, as well as in the curation, of artworks.

Thesis (Ph. D.)--Columbia University, 1932. / Vita., 1 ℓ. inserted between p. 404-405. Published also without thesis note. Bibliography at end of each chapter.

Part of Thesis (Ph. D.)--University of Chicago, 1938. / Reproduced from type-written copy. "Private edition, distributed by the University of Chicago libraries, Chicago, Illinois." Includes bibliographical references.

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