Teaching to Teach History: A Study of a University-Based System of Teacher Preparation

McBrady, Jared T ProQuest Dissertations & Theses University of Mich 2017 해외박사(DDOD)

Both history and education courses comprise a significant portion of certification requirements for prospective history teachers. Teaching ambitiously requires mastery of many practices and bodies of knowledge, including disciplinary, pedagogical, and pedagogical content knowledge, learned in that history and education coursework. However, researchers have often treated history and education coursework separately. Missing from our understanding is how history and education courses impact each other's depictions of teaching history, and what prospective teachers learn about history and teaching history in each setting. This study examines the intersection of history and education coursework by investigating what prospective teachers learn about how to teach history in different contexts. It follows instructors and prospective teachers in three courses offered in one semester at Indiana University: an American history survey, a social studies methods course, and a writing-intensive history seminar. Indiana University has a long history of historians interested in teaching, a School of Education with strong commitments to disciplinary literacy, and active cooperation across these two departments. As such, it presents a telling case for effective practices of preparing prospective history teachers across history and education courses. While at Indiana University, I observed and filmed courses, collected instructional materials, and regularly interviewed instructors and focal prospective teachers. I asked prospective teachers what they noticed from the courses and what they could imagine using from courses in their teaching. I coded transcripts of interviews and class sessions for the types of knowledge and practices presented by instructors and recognized by prospective teachers. I employed three frameworks of apprenticeship to analyze how instructors presented knowledge and practices: apprenticeship of observation, cognitive apprenticeship, and the framework of representation, decomposition, and approximation for teaching practice. In analyzing patterns of what prospective teachers noticed, I found that they often fell into a pitfall of experience: over-contextualizing based on the type of course. Even though historians used and discussed many laudable pedagogical practices, prospective teachers tended to focus on disciplinary knowledge in history courses, not viewing historians' pedagogical practices as something they could or should adopt for their own classroom. Conversely, education instructors frequently presented disciplinary knowledge. However, in the context of an education course, prospective teachers tended to focus on pedagogical moves, while not focusing on the disciplinary knowledge. Additionally, I found actions that supported broadening prospective teachers' professional vision to notice more in each type of course. Instructors employed metacognition in their teaching, explaining reasons for presenting instructional activities and how they aligned with instructional goals. Instructors reminded students frequently of their future careers as teachers. Education instructors thoughtfully selected historical knowledge to demonstrate pedagogical techniques and reinforced its importance. Finally, regularly asking prospective teachers what they noticed from courses led them to notice more. These findings suggest practices other institutions could use to strengthen teacher training and collaboration between schools of education and history departments, as well as practices that could improve history instruction at elementary, secondary, and collegiate levels.

African Immigrant and International Students: A Qualitative Study on the Socio-Cultural Adjustment of Students Into U.S. Universities

Girmay, Feven ProQuest Dissertations & Theses University of Mich 2017 해외박사(DDOD)

Cross-cultural studies on acculturation span across multiple disciplines such as psychology, sociology, and higher education, and seek to explore the cultural adaptation of immigrant and international students. Existing literature informed a guiding conceptual framework for understanding how students adjust to the local culture, and has identified obstacles that hinder the successful navigation of the acculturation process. The present study examined gaps in existing higher education literature on the socio-cultural adjustment process of African immigrant and international students (migrant students). Going beyond past studies, this investigation addressed three questions: What is the role of heritage culture and social class in African migrant students' preparation for college in the United States (U.S.)? What barriers did African migrant students encounter as they navigate their way through American universities? Guided by a strengths-based perspective, how is heritage culture and access to capital associated with their navigation through and around those barriers in their adjustment process?. To address these three research questions, this qualitative study employed in-depth interviews to examine the socio-cultural adjustment of African immigrant and international students (n=28) enrolled at four-year colleges in the U.S. A grounded theory approach to data analysis revealed how African immigrant and international students' adjustment to the university environment was associated with both their background and university experiences. In terms of background, students' socio-economic status and heritage culture were key factors that influenced their preparation for college in the U.S. Furthermore, the study revealed the strengths of students' backgrounds in fostering a sense of community cultural wealth, which helped to facilitate students' adjustment to their universities. Once African students entered college, they faced socio- cultural and academic barriers associated with: 1) cultural value differences; 2) experiences with racial/ethnic prejudice; and 3) and difficulty with the academic norms and expectations of U.S. universities. Additionally, students discussed access to cultural, academic, and social capital from four primary sources: extensive orientations, racially/culturally similar groups, faculty, and academic support programs/services. These cultural and university-based resources helped to mitigate the negative impact of stressful barriers, and supported students' socio-cultural adjustment. Going beyond existing cross-cultural literature, findings informed the development of a new strengths-based conceptual model of cultural adjustment and resilience. This model provides a more comprehensive framework to understanding the socio-cultural adaptation process of African migrant and international students in higher education with important implications for multicultural diversity research, practice, and policy.

Spectral and Temporal Control of Broadband Pulses to Enable Multi-TW Peak Power Coherently-Combined Fiber Laser Arrays

Chen, Siyun ProQuest Dissertations & Theses University of Mich 2021 해외박사(DDOD)

Coherent beam combining of fiber laser arrays is promising to potentially generate multi-TW peak power and multi-KW average power optical pulses, which are desired for various scientific and industrial applications, such as the next generation laser plasma accelerators, and secondary radiation sources. Coherent Pulse Stacking Amplification (CPSA) technique, a temporal pulse combining approach, which enables two orders of magnitude higher pulse energies from a single fiber amplifier than the traditional CPA approach, is currently emerging as a key technique enabling practical power scaling of fiber laser arrays. This thesis develops some theoretical and experimental aspects of amplifying broadband ultrashort pulses with the CPSA technique. Exploiting the previous work by others, which established foundations of the CPSA technique, this current thesis addresses various issues arising in high energy CPSA and fiber Chirped Pulse Amplification (CPA) associated with broadband pulses, such as compensation of gain narrowing in a high energy Yb-doped fiber amplifier chain, dispersion engineering to compensate large amounts of higher-order material dispersion in the system, and compensating individual pulse distortions in an amplified CPSA stacking burst occurring at highly saturated energy extraction in the final stages. As a result, this thesis demonstrates the potential for achieving much shorter pulse durations with a fiber-based system, well beyond the current state-of-the-art. In more detail, research and development work presented in this thesis consists of the following main thrusts. First, we developed several high-energy pulse amplification fiber models to explore the broadband pulse performance, and to calibrate numerical model predictions with experimental vi measurements, which was later extensively used in the other research thrusts of this thesis. Second, we proposed and developed a method to overcome amplitude shaping effects in individual pulses from strong gain saturation in high energy fiber amplifiers by actively controlling in-burst pulse shapes and phase profiles, which included experiments demonstrating gain saturation compensation at multi-mJ pulse energies from a large core fiber amplifier. Furthermore, we explored gain narrowing effects with increasing, and very high -100-150dB, gain in fiber systems, and demonstrated entire gain narrowing compensation for reaching 40-100fs pulses in the CPSA system, with the gain equivalent to ~10mJ energy amplification, which is well beyond what has been previously demonstrated in the state-of-the-art. Finally, we proposed and experimentally demonstrated a novel dispersion compensation approach to accurately compensate all the relevant higher-order dispersion terms for compressing CPSA system output pulses down to this sub-100fs range. In summary, this thesis provides the theoretical foundations and experimental validation of several new concepts, that enable broadband CPSA technique. When combined with coherent spatial combining, this broadband CPSA technique is key for developing multi-TW peak power laser systems, with pulse durations in sub-100fs range that are needed by the majority of high-intensity laser-matter interaction applications.

"Will They Revolt?": An Examination of Student Response to Types of Instruction in the Engineering Discipline

DeMonbrun, Robert ProQuest Dissertations & Theses University of Mich 2019 해외박사(DDOD)

Researchers have long emphasized the need to improve the quality of undergraduate teaching through the use of evidence-based instructional practices (EBIP), particularly for courses in the Science, Technology, Engineering, and Mathematics fields. Despite research supporting the benefits of EBIP in the engineering field, the response from faculty to incorporate a diversity of practices in their classrooms has been mixed. Prior research has found that there are a number of barriers to the adoption of these practices, including student resistance to active learning. Concerns about student resistance, whether evidenced through formal course evaluations or expressed in other ways, has an alarming effect on instructors' willingness to adopt EBIP.This study seeks to explain the relationship between student response to various types of instruction in their prior and current courses, the frequency with which each type of instruction is used in engineering courses, and how students ultimately evaluate their courses and instructors. The following broader research questions guide this study:1.What types of instruction are being used in introductory engineering courses at a large research university?2.How do students respond to different kinds of instruction in these courses? How does their previous experience with different kinds of instruction influence their response to its use in their current course?3.What relationships exist between prior response, current response, the frequency with which each type of instruction is used in the current course, and how students subsequently evaluate the course and instructor?To answer the research questions in this study, I employed a mixed methods approach to data collection and analysis, integrating quantitative and qualitative data. Specifically, I randomly selected one large, gateway course from each of the five largest engineering disciplines in the College of Engineering at the University of Michigan. From a total population of 539 students, 242 students participated in two surveys, and 20 students (who completed both surveys) participated in one of five focus groups.I discovered that the perceived use of EBIP practices in these five courses at the University of Michigan shows promise of more active types of instruction being used in these engineering classrooms. Additionally, I found that students in this sample often have similar positive responses to constructive and active types of instruction as they do passive ones. In contrast, I found that students often placed a lower value on the interactive type of instruction examined in this study, and based on focus groups, found that this was often caused by poor prior experiences with group work in past courses. Furthermore, through a hierarchical multiple regression model, I found relationships between student evaluations and their prior response to the passive type of instruction and current response to active, constructive, and interactive types of instruction. I also found that the frequency with which each type of instruction is used is associated with similar increases/decreases in students' evaluation of the course and instructor.While my findings suggest that instructors may need to worry less about negative student response to these practices, future research should focus on how to positively engage students in these practices, and institutions should support the use of instructor strategies to highlight the benefits of EBIP to the students in their classrooms.

Three Dissertation Viola Recitals: British Miniatures, The Wartime Viola, and Transcriptions of Vadim Borisovsky

Willey, Kristina E ProQuest Dissertations & Theses University of Mich 2017 해외박사(DDOD)

Three viola recitals were given in lieu of a written dissertation. The music in these recitals was chosen to demonstrate the growth of solo viola repertoire in the twentieth century, especially in Europe. The first recital, British Miniatures for Viola, included music from the modern English musical renaissance, when British composers sought to be free from foreign influences and create a truly British sound. Most of the pieces were commissioned by, or dedicated to, Lionel Tertis. A strong proponent for the viola, Tertis transcribed many pieces for the viola and urged composers to write for the instrument. The second recital, The Wartime Viola, focused on viola sonatas written near the end of the Second World War (1943-1946) by composers from western countries. This recital included the only American music, a short Elegy by Elliott Carter. The other three were sonatas by composers from England, France, and Italy. The final recital, Transcriptions of Vadim Borisovsky, featured all Russian music transcribed for viola(s) and piano. Borisovsky's work for the viola in Russia has rightly been compared to Lionel Tertis's work in England. He is considered the father of the Russian Viola School and credited with bringing the viola to a position of respect rather than indifference in Russia. Tuesday, December 13, 7:30 p.m., Britton Recital Hall, The University of Michigan. Joshua Marzan, piano, Catherine Willey, cello, Celia van den Bogert, harp. Percy Grainger Arrival Platform Humlet; Percy Grainger "The Sussex Mummer's Christmas Carol"; Rebecca Clarke Passacaglia on an Old English Tune; Rebecca Clarke Two Pieces for Viola and Cello, "Lullaby," "Grotesque"; Ralph Vaughan Williams/Watson Forbes Fantasia on "Greensleeves"; Ralph Vaughan Williams Suite for Viola and Orchestra, Group 1, I. Prelude, II. Carol, III. Christmas Dance, Group 2, I. Ballad, II. Moto Perpetuo, Group 3, I. Musette, II. Polka Melancolique, III. Galop. Friday, February 10, 7:30 p.m., Stamps Recital Hall, The University of Michigan. Joshua Marzan, piano. Elliott Carter Elegy for Viola and Piano; Lennox Berkeley Viola Sonata in D minor, I. Allegro ma non troppo, II. Adagio, III. Allegro; Darius Milhaud Sonata No. 2 for Viola and Piano, I. Champetre, II. Dramatique, III. Rude; Giovanni "Nino" Rota Viola Sonata in C, I. Allegretto Scorrevole, II. Andante Sostenuto, III. Allegro Scorrevole. Saturday, April 15, 7:30 p.m., Watkins Lecture Hall, The University of Michigan. Joshua Marzan, piano, Rebekah Willey, viola. Pyotr Tchaikovsky/Vadim Borisovsky Nocturne in D minor; Modest Mussorgsky/Vadim Borisovsky "Hopak"; Sergei Prokofiev/Vadim Borisovsky Excerpts from the Ballet Romeo and Juliet, "Introduction," "The Street Awakens," "The Young Juliet," "Minuet: Arrival of the Guests," "Dance of the Knights," "Mercutio," "Balcony Scene," "Carnival," "Dance with Mandolins," "Romeo and Juliet at Friar Lawrence's," "Death of Mercutio," "Morning Serenade," "Farewell Before Parting and Death of Juliet.".

Effects of Education on Political Perspectives in Haiti

Puccio, Marie N ProQuest Dissertations & Theses University of Mich 2017 해외박사(DDOD)

This dissertation explores the influence of education in general, and post-secondary education in particular, on the political views and values of Haitian adults. I ask two questions. First, does education produce an inclination towards democratic values? Second, does education produce a shift of values from survival to self-expression? I draw on the work of Lipset (1959) and the literature on political socialization to build my theory. I argue that 1) education makes individuals more supportive of democracy and 2) education produces a shift to self-expression values. To assess these arguments, I take a mixed methods approach. I use interviews with university students and original data from the World Values Survey fielded in Haiti. Most notably, the strongest support for democracy on the democracy-autocracy scale was from those who had graduated from a university preparatory high school program and had not attended post-secondary education and those who had graduated from university. Those who partially completed higher education were the most supportive of autocracy. Findings related to self-expression values were inconclusive, and I discuss the need for further research to evaluate this claim. There are three key implications of this research. First, encouraging the completion of higher education can have pro-democracy implications and partial completion of higher education can be counterproductive. Second, education has an impact on views, and thus should be taken seriously by those interested in influencing them. Lastly, institutions interested in advancing democratic values can do so through investment in education.

Composing the Musicking Woman: Gender and Nation in the Works of Johanna Kinkel

Gauld, Emily J ProQuest Dissertations & Theses University of Mich 2022 해외박사(DDOD)

This dissertation investigates the still overwhelmingly understudied category of women composers and reinserts women’s voices—through both music and literature—into discourses on nineteenth-century German cultural and national identity. By exploring the long overlooked musical contributions of nineteenth-century women, my dissertation seeks to expand existing scholarship on German nation-building through music. To this end, I introduce the concept of the musicking woman, who features as the central figure of study in my dissertation. Drawing on Christopher Small’s concept of musicking, which reconceptualizes music as an action or event rather than an object, I understand the musicking woman as an active agent in the process of music through composition and/or performance. She is, therefore, not determined by the reception of her work, but rather by her own intention to contribute to a serious musical culture, often as a career. As such, the musicking woman cannot be disentangled from categories of gender, class, race, and citizenship. As its central case study, my dissertation focuses on the musical and literary works of musicking woman, Johanna Kinkel.By grounding my study in the musical and literary works of Johanna Kinkel (1810-1858), I examine how she negotiated expectations of femininity and challenged women’s role in nineteenth-century bourgeois German society through composition, fictional and non-fictional writing, and music pedagogy. Kinkel’s extensive and diverse body of literature and music offers a uniquely well-suited case study to begin bringing women’s contributions to musical culture into scholarly discourses on developing notions of German national identity. Chapter 1 provides historical background as well as a theoretical and methodological framework for the dissertation. Chapter 2 examines Kinkel’s critique of the Berlin salon, in her novella, Musikalische Orthodoxie (1846/49) and Memoiren (1861), arguing that it was not a productive site for women’s participation in serious musical culture. In Chapters 3 and 4, I explore the relationship between music and women’s political and intellectual agency. First, A Lied, an essay, and the novel, Hans Ibeles in London (1858/61) provide three different perspectives of Kinkel’s experience of the 1848/49 revolutions. Then, Kinkel’s pedagogical work comes into conversation with contemporaries Robert Schumann and Carl Czerny to interrogate the role of music education in girls’ and women’s lives. In Chapter 5, I examine the tensions between nineteenth-century theories of women’s emancipation and Kinkel’s lived experiences. This chapter presents analyses of Kinkel’s unpublished essays from London, Fanny Lewald’s Meine Lebensgeschichte (1861-62), and Malwida von Meysenbug’s Memoiren einer Idealistin (1875). In a coda, I revisit two characters from Kinkel’s novella and novel.With stakes in the fields of women and gender studies, literary studies, history, and musicology, my project aims to redefine the cultural reach of nineteenth-century women by examining the aestheticization of Germanness fostered by the close cultural relationship between music and literature. Reading music, literature, and autobiography together, I consider a new methodology for determining and understanding women’s stakes in defining their own cultural identity. By bringing feminist discourses from musicology and literary studies into conversation with foundational scholarship on German national identity and musical culture, I reexamine the social and cultural agency of nineteenth-century German women. I explore how women perceived of and expressed themselves in terms of music, how literature symbolically constructed the musicking woman, how class informed women’s musical activity, and how women wrote themselves into national and social narratives through music.

Visual Methods towards Autonomous Underwater Manipulation

Billings, Gideon H ProQuest Dissertations & Theses University of Mich 2022 해외박사(DDOD)

Extra-terrestrial ocean worlds like Europa offer tantalizing targets in the search for extant life beyond the confines of Earth's atmosphere. However, reaching and exploring the underwater environments of these alien worlds is a task with immense challenges. Unlike terrestrial based missions, the exploration of ocean worlds necessitates robots which are capable of fully automated operation. These robots must rely on local sensors to interpret the scene, plan their motions, and complete their mission tasks. Manipulation tasks, such as sample collection, are particularly challenging in underwater environments, where the manipulation platform is mobile, and the environment is unstructured. This dissertation addresses some of the challenges in visual scene understanding to support autonomous manipulation with underwater vehicle manipulator systems (UVMSs). Specifically, this work addresses the problems of tool detection and pose estimation, 3D scene reconstruction, underwater camera system design, underwater dataset collection, and UVMS manipulator automation. The developed visual methods are demonstrated with a lightweight vision system, composed of a vehicle mounted stereo pair and a manipulator wrist mounted fisheye camera, that can be easily integrated on existing UVMSs. While the stereo camera primarily supports 3D reconstruction of the manipulator working area, the wrist mounted camera enables dynamic viewpoint acquisition for detecting objects, such as tools, and extending the scene reconstruction beyond the fixed stereo view. A further objective of this dissertation was to apply deep learning with the developed visual methods. While deep learning has greatly advanced the state-of-the-art in terrestrial based visual methods across diverse applications, the challenges of accessing the underwater environment and collecting underwater datasets for training these methods has hindered progress in advancing visual methods for underwater applications. Following is an overview of the contributions made by this dissertation. The first contribution is a novel deep learning method for object detection and pose estimation from monocular images. The second contribution is a general framework for adapting monocular image-based pose estimation networks to work on full fisheye or omni-directional images with minimal modification to the network architecture. The third contribution is a visual SLAM method designed for UVMSs that fuses features from both the wrist mounted fisheye camera and the vehicle mounted stereo pair into the same map, where the map scale is constrained by the stereo features, and the wrist camera can actively extend the map beyond the limited stereo view. The fourth contribution is an open-source tool to aid the design of underwater camera and lighting systems. The fifth contribution is an autonomy framework for UVMS manipulator control and the vision system that was used throughout this dissertation work, along with experimental results from field trials in natural deep ocean environments, including an active submarine volcano in the Mediterranean basin. The sixth contribution is a large scale annotated underwater visual dataset for object pose estimation and 3D scene reconstruction. The dataset was collected with our vision system in natural deep ocean environments and supported the development of the visual methods contributed by this dissertation.

Novel Nature-Based Solutions for Climate Change Adaptation: Understanding and Expanding the Role of Community Perception and Everyday Landscape Experiences

Li, Jiayang ProQuest Dissertations & Theses University of Mich 2022 해외박사(DDOD)

Cities worldwide are exploring nature-based solutions (NBS) for climate change adaptation and sustainable development. To innovatively use nature to tackle societal challenges, thinking around NBS increasingly focuses on practices that integrate engineering and technological components with natural processes. Such novel NBS are especially relevant in urban contexts where land is limited and environmental stressors such as disturbance and pollution are present. This dissertation calls attention to a rarely considered implication of novel NBS: they may introduce noticeable yet unfamiliar changes and affect how people perceive everyday urban landscapes. These perceptions can influence local community members' well-being and support for NBS adoption. A deeper understanding of community members' perceptions of novel NBS can inform their design, implementation, and assessment to realize more reliable and sustained community co-benefits.This dissertation presents three key chapters that are prepared as journal articles. Chapter 2 identifies everyday landscape experiences as an essential cultural ecosystem service and connects them with the social impacts of and local communities' support for NBS. Focusing on NBS managed by smart systems, it speculates their potential negative influences on everyday urban nature experiences and how to address this issue in NBS development. This chapter lays the conceptual basis for this dissertation.Chapter 3 investigates how microscale landscape elements may affect community members' perceptions of novel NBS through the example of retention ponds where smart systems manage stormwater storage. It examines both the effects of individual microscale elements on perceptions of smart ponds and the interacting effects of water level and other elements affected by design choices.Chapter 4 applies "risk as feelings" to understand how people perceive visible stormwater dynamics in everyday urban landscapes, considering both uncontrolled localized flooding and intentional stormwater detention in novel vs. traditional NBS measures. It examines how experiences of localized flooding and other contextual and socio-demographic factors may affect perceived urban flood risks and the perceived safety of different NBS practices for stormwater management.This dissertation connects different knowledge domains and employs quantitative social science methods to contribute to the understanding of public perception of novel NBS. It demonstrates that community members' perceptions can be affected by what is perceivable and manageable in the landscape, as well as their lived experiences and socio-demographic characteristics. This work has implications for the planning, design, and management of novel NBS to better address community members' experiences and gain broader societal support.

An Interpretation and Defense of the Supreme Principle of Morality

Duindam, Guus ProQuest Dissertations & Theses University of Mich 2022 해외박사(DDOD)

According to Kant, the supreme principle of morality is: “act only according to that maxim through which you can at the same time will that it become a universal law” (G 4:421). This principle has come to be known as the Formula of Universal Law (“FUL”). Few philosophers believe it succeeds. But, I argue, few philosophers have understood what FUL means. This dissertation offers a full defense of FUL. It is, in fact, the supreme principle of morality—and it can successfully derive a viable theory of permissible action and virtuous willing. Kant was right.Chapter 1 considers FUL’s role in relation to Kant’s subsequent formulations of the Categorical Imperative and the broader architectonic of duty he sets up in the Metaphysics of Morals. I argue that Kant’s formulations are equivalent insofar as they are each expressions of the very same moral principle. And I suggest that FUL’s two tests correspond to Kant’s later distinction between duties of right and duties of virtue. Thus, FUL’s contradiction-in-conception test can be used to derive duties governing permissible action, and FUL’s contradiction-in-the-will test can be used to derive duties governing virtuous willing. This sets up the framework for the remainder of the dissertation.Chapters 2 and 3 together interpret and defend Kant’s account of permissible action. In Chapter 2, I argue that we should fundamentally reconceive of the nature and purpose of Kant’s permissibility criterion. Kant’s contemporary interpreters have adopted too psychologistic an account of the maxim. Kantian maxims have little to do with the motivating principles of actual agents. Relying on Kant’s historical context and his account of maxims in rational agency, I argue that FUL tests means-end principles which describe act-types. When its permissibility test is applied to such principles, it can viably derive general duties.Chapter 3 continues this positive account of Kant’s permissibility test and defends it from common objections. I argue that the contradiction-in-conception test rejects an act-type when it would be inconceivable for all rational agents to be directly governed by the type’s means-end imperative as a universal practical law. So understood, FUL condemns act-types because: (1) they are hypocritically self-serving, (2) they inflict agential harm on other agents, or (3) they inflict self-harm motivated by self-love. I defend FUL’s derivations against such act-types against common criticisms, such as that they are circular or overbroad. Turning to prominent objections against Kant’s account of permissible action, I then argue that FUL correctly rules out all and only impermissible actions. Moreover, its conclusions are both nuanced and normatively defensible.In Chapter 4, I turn to Kant’s virtue ethics. I begin by considering the demands of Kantian virtue. I argue that we should reject accounts on which duties of virtue are merely less restrictive duties governing permissible action. Instead, I argue, they represent genuinely virtue-ethical requirements to promote morally worthy ends, namely, the ends of our own perfection and others’ happiness. I show that all of Kant’s duties of virtue can ultimately be traced back to one of these required ends. Then, I argue that FUL’s contradiction-in-the-will test can successfully derive our positive obligation to set the ends of virtue. I conclude that FUL is successful not only as a standard of permissibility, but also as the supreme principle of virtue.