Keeping Children Safe In Traffic

Book Description

This digital document is an article from Pediatric News, published by Thomson Gale on February 1, 2007. The length of the article is 1054 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.

Citation Details
Title: Keeping kids safe from injuries.(Adviser's Viewpoint)
Author: H. Garry Gardner
Publication: Pediatric News (Magazine/Journal)
Date: February 1, 2007
Publisher: Thomson Gale
Volume: 41 Issue: 2 Page: 32(2)

Distributed by Thomson Gale

Book Description

Since its original publication in 1970, this landmark book by William Perry has remained the cornerstone of much of the student development research that followed. Using research conducted with Harvard undergraduates over a fifteen-year period, Perry derived an Anduring framework for characterizing student development--a scheme so accurate that it still informs and advances investigations into student development across gAnders and cultures.

Drawing from firsthand accounts, Perry traces a path from students' adolescence into adulthood. His nine-stage model describes the steps that move students from a simplistic, categorical view of knowledge to a more complex, contextual view of the world and of themselves. Throughout this journey of cognitive development, Perry reveals that the most significant changes occur in forms in which people perceive their world rather than in the particulars of their attitudes and concerns. He shows ultimately that the nature of intellectual development is such that we should pay as much attention to the processes we use as to the content.

In a new introduction to this classic work, Lee Knefelkamp--a close colleague of Perry's and a leading expert on college student development--evaluates the book's place in the literature of higher education. Knefelkamp explains how the Perry scheme has shaped current thinking about student development and discusses the most significant research that has since evolved from Perry's groundbreaking effort.

Forms of Ethical and Intellectual Development in the College Years is a work that every current and future student services professional must have in their library.

Customer Reviews:

Perry easier to understand in the form of an allegory.......2005-12-01

William Perry Jr. was a professor, student counselor, college administrator, and researcher theorist at Harvard University when he published Forms of Intellectual and Ethical Development in the College Years. Perry found that students' assumptions and expectations about teaching and learning change while they are in college and that the changes follow a predictable pattern. His conclusion about the attainment of knowledge is the students are the "makers of meaning" (Erickson and Strommer 48). In the schema he developed, Perry defined nine "positions" in the developmental sequence, which are grouped into four categories: Dualism, Multiplicity, Contextual Relativism, and Commitment within Relativism (Moore 47).

Dualism is the first stage that we find students in and is therefore commonly found in college Freshmen. Students have a "completely unquestioned view of truth as Absolute Truth in stark black and white terms" (Moore 48). Students look at knowledge as being something that teachers possess. They expect the teachers to give them the "right" knowledge to memorize, and have a difficult time dealing with abstractions and discussions. Any uncertainty or ambiguity in knowledge is unsettling to them. Perry found that students exhibiting Dualism do not associate "thinking" with "learning," and have little tolerance for being asked to think independently or draw their own conclusions (Erickson and Strommer 48-49).

Multiplicity is the second stage, and it is most commonly found in students who have come to understand that "knowledge does not consist of right and wrong answers; it becomes a matter of opinion" (Erickson and Strommer 50). The students have witnessed several seemingly correct "Authorities" conflicting with each other enough times so that they come to understand that it is possible for even the teachers to not have knowledge in some cases. Students in Multiplicity still see things as being essentially true or untrue, but they also recognize that things may be known or not yet known. Students in the later stages of Multiplicity may even come to understand some knowledge as being unattainable (Moore 48-49).

In Contextual Relativism, students seem to make a fundamental transformation, from seeing the world as essentially dualistic with relativity being the exception to the world as essentially context-bound with a few dualistic exceptions. What this means for the student is that she or he is "a legitimate source of knowledge-along with the authority (teacher or textbook) and the discipline-in a context just like any other" (Moore 49). Students begin to find it ever harder to draw conclusions or make decisions without ever omitting any factors, so they tend to prefer to expose complexities in knowledge without committing to anything (Erickson and Strommer 53).

Eventually, students begin to try to find ways to define knowledge for themselves and make a Commitment with Relativism, which is the fourth stage of the Perry schema. Students in this stage learn to "integrate the more objective, distant, and rational procedures of academic study with the more empathetic and experiential approaches they tend to use in other domains of life" (Erickson and Strommer 53). Students have finally come to terms with the complexity of the world and they realize that there is no genuine knowledge, but merely a "willingness to struggle with the process." Perry suggests that few students ever reach this stage in its entirety, but reaching this point is the driving force in their evolution through the schema (Moore 50).

Perry stated that his schema is overall less useful as a method of classifying students than as a tool to find out "where students are coming from, so that communication can be more fruitful" (Erickson and Strommer 54). This makes relating Plato's allegory to Perry's schema all the more useful, because a thorough understanding of both could potentially lead to an overall better comprehension of epistemology.

Plato's choice of using an allegory is very important, as there are several advantages to allegories. First, it is a technique that takes complex ideas and simplifies them, sometimes making them more approachable. Second, it can teach a concept without outwardly promoting it, which is especially useful someone who would not be otherwise receptive to the idea. A disadvantage to allegories, however, is that the strength of the argument can be weakened because "the allegory may only approximate the situation it represents" (Jacobus 444). Since Perry's schema is complex, it runs the risk of confusing or even alienating people who do not have an extensive background in the field of education. Perhaps simplifying it through the use of an allegory would make it more accessible, as long as it still represents Perry's schema close enough to still be convincing. This method will be preferable to taking Plato's simple allegory and attempting to extrapolate data and render it as a research paper, which, even if successfully done, would become more complex rather than less.

A labyrinth is an allegorically suitable setting for Perry's schema, which will hereafter be referred to as the Allegory of the Maze. The goal of the maze runner, who represents the student, is to reach the end of the maze, which is symbolic of attaining genuine knowledge. As the maze runner travels the pathways, he confronts series of doors, which represent the stages of Perry's schema. Initially, the maze runner early on only has one door to choose from, so simply opens it and continues through the maze. Later, the maze runner confronts a pair of doors. One is marked "correct door" and one marked "incorrect door," however, so the choice remains simple. The maze becomes increasingly complex, however, when the doors are now both marked "correct door," and the maze runner cannot determine which door will allow him to continue through the maze. The maze runner tries to find ways of determining which is the truly correct door, such as the air smelling better down one path or there being more footprints leading one way than another. As the maze runner reaches deeper into the maze, the number of doors increases, there are no longer any labels on them, and there are fewer clues to help. The maze runner initially just sits down, unable to decide which door to use. After a period of growing more impatient, he begins to just choose whichever door feels right to him. Finally, the maze runner realizes that there is no end to the maze, and that the real purpose of the maze runner is to choose doors as he reaches them in order to travel the maze forever. The Allegory of the Maze describes the transformational process that students undergo, according to Perry, in a manner similar to how Plato states they do. As a result, people who are not familiar with terms such as Dualism and Multiplicity have a better chance at understanding the essence of Perry's schema anyway.

Using an allegory may or may not be the best way to teach about knowledge, but it is the way Plato chose to do it. If Perry's theories are to be compared to, or perhaps even surpass, this ancient philosopher's, they first had to be placed within an allegory themselves. With the Allegory of the Cave and the Allegory of the Maze, Plato and Perry can now be judged side by side. Though they do not themselves agree about what knowledge is, it is possible that their contributions compliment each other. Human understanding of knowledge as a whole is broader because of both, making both allegories useful for future generations of researchers and philosophers.

Works Consulted:
Gillian, Carol, Robert Kegan, and Theodore Sizer. "Memorial Minute: William Graves Perry Jr." The Harvard University Gazette. 27 May 1999. Harvard University. 26 Oct. 2005. .

Erickson, Bette LaSere and Diane Weltner Strommer. Teaching College Freshmen. San Francisco: Jossey-Bass, 1991.

Jacobus, Lee A. Introduction. "The Allegory of the Cave." Jacobus 443-445.

Jacobus, Lee A. A World of Ideas: Essential Readings for College Writers. 7th ed. Boston: Bedford, 2006.

Moore, William S. "Student and Faculty Epistemology in the Classroom: The Perry Schema of Intellectual and Ethical Development." Handbook of College Teaching: Theory and Applications. Ed. K.W. Pritchard and R.M. Sawyer. Westport, CT: Greenwood, 1994.

Palmer, Donald. Looking at Philosophy: The Unbearable Heaviness of Philosophy Made Lighter. 3rd ed. Mountain View, CA: Mayfield, 2001.

Perry, William G. Jr. Forms of Intellectual and Ethical Development: A Scheme. New York: Holt, 1970.

Plato. "The Allegory of the Cave." Trans. Benjamin Jowett. Jacobus 445-453.

Snoozefest for a college student.......2004-02-11

Because I am getting certified to teach, I had to read Perry for a couple of college classes. While I recognize his importance to developmental theories (hence the 2 stars), I have to say that the book was dry, repetitious, sexist, and outright dull. I got no more from the book than I did from the handout my professor prepared, and the handout took less time to read. I'd say the worst part of reading Perry was the fact that he quoted verbatim what the students said, including every um, uh, ah, well, etc. Unless your looking to catch up on some sleep, find yourself a handout...

Putting the Perry Scheme in historical perspective.......2000-11-20

If you already know the secondary literature on the Perry scheme, you know his model of undergraduate intellectual and moral development. Students move through Positions -- NOT "stages" -- as they mature, from a rigid dualistic view of knowledge ("right" vs. "wrong") through various forms of multiplicity -- there is no certainty & so all opinions have the same truth status -- until they reach relativism, in which Position they recognize that all knowledge is contextual. Moving beyond relativism, some become commited relativists, learning to live with competing & contradictory commitments. This is NOT a simple deterministic developmental scheme, as some students retreat from relativism, others deny or reject the implications of their positions, and the time spent in any one position is indeterminate.

What current users of the Perry scheme may not realize is how meticulous he was in constructing it. This book charts the origins of the project from his counseling of students at Harvard & Radcliffe in the early 1950s, through his creation of the Checklist of Educational Values in the mid-50s, to the semi-structured personal interviews with 109 students from the classes of '62 and '63. Although he never lost sight of his ultimate goal -- developing a tool to help people who counseled college students on their journey toward greater self-understanding -- he invested heavily in methodological innovations, creating valid and reliable measures toward that end. Working with a team of graduate assistants, he created interview & coding protocols that are a model of careful scholarly work.

Two other points about the book's value today: First, it contains extensive quotations from the actual recorded transcripts of the interviews, thus allowing us to see for ourselves the correspondence between the model's Position descriptions and the students' own words. Second, Perry's scheme was built on a very strong normative position. He firmly believed that intellectual and moral growth are desirable outcomes of a student's college years. He wrote of the courage students needed to assume the risks of forward movement toward higher Positions in his scheme.

In the last paragraphs, Perry called for a new model of education that would support students in their risk taking, and his call is just as relevant today as it was 30 years ago.

Superb! A pleasure to see republished........1999-04-27

An excellent read for those interested in the literature of education and student development. The introduction, written by L. Lee Kenefelkamp, not only pays homage to Perry's work, but also places it's relevence in modern educational philosophies. A must have for anyone involved in education!

Book Description

Having climbed the tallest mountain in the world, what does the first American woman to top Mount Everest do next? After her triumph, Stacy Allison chose to convert her mountaineering story into a metaphor of challenge, conquest and everyday lessons learned. Anyone who aspires to high goals can use this metaphor as a guide to success.

Many Mountains to Climb is Stacy Allison's remarkable chronicle of her inspiration to climb Mount Everest, failure on her first try, refusal to give up, and true gritwhich led to her final triumphal ascent to the top of the world.

Throughout her exciting anecdotal account of climbing struggles are tips, ideas, cautions, alerts, suggestions and planning ideas that will help you plot your way more surely to successwhether you mean to captain a team in a corporate environment, to follow a star to a career as an independent achiever, or to lead a sales group to greater accomplishments.

Customer Reviews:

First American Woman on Everest Shares Life's Lessons.......2002-07-05

As Director for the Center for Management Development at Boise State University, I've had the opportunity to meet many nationally known motivational speakers and authors. None present a more compelling inspirational story than Stacy Allison's journey to be the first American woman to climb Mount Everest, the highest point on earth.

"Many Mountains to Climb...Reflections on Competence, Courage and Commitment" overviews the high and low points of Allison's climbing career with a reflective maturity that reveals both personal and organizational insights for the reader. This book is a wonderful companion to Allison's first book, "Beyond the Limits", a dramatic and detailed true-life adventure story of a woman's triumph on Everest.

In "Many Mountains to Climb," Stacy Allison succinctly recounts her life journey of overcoming personal and cultural obstacles in her quest to live life to the fullest...to dare to live out her dreams. This is an inspirational and thought-provoking book for both the casual reader and the organizational employee or executive.

The first 28 chapters are high adventure short stories that end with Allison's reflections on how her challenges and experiences can relate to one's own personal life and work situation. Numerous personal and workplace issues are addressed including: competence, commitment, courage, fear, leadership, risk taking, handling failure and success, knowing your strengths and weaknesses, decision making, planning, organizing, teamwork, interpersonal conflict, biased thinking, self awareness, the drive to survive, cultural conflicts, values and vision. With acute insight into individual and group behavior, the author identifies these issues in the stories and suggests where the reader might draw personal and organizational relevance.

I found this book to be an enjoyable companion for easy reading while travelling and for relaxing nighttime reading. The short stories allow you to enjoy the book in segments and mentally process the stories significance between reading sessions. Workplace trainers could easily utilize selected chapters as issue-related material for group discussion. I highly recommend this book for both the causal reader of adventure stories and the organizational employee looking for a fresh perspective of organizational issues drawn from high adventure.

Average customer rating:

Finally -- a business book with a heart

An outstanding book that clarifies many important issues!

The On-Purpose Business: Doing More of What You Do Best More Profitably
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Customer Reviews:

Finally -- a business book with a heart.......1999-11-02

Rarely have I been moved by reading a "business" book -- until now. This book touched me -- explaining in logical detail why it is important to align our head, hands, and heart in our business endeavors, as in all areas of our lives. Businesses who follow these guidelines will be successful -- both financially and with an abundance of happy, motivated, enthusiastic employees. Written in story format, this book is a quick read with a marvelous lesson for anyone involved in any kind of business. Individuals can also apply the lessons to their daily lives to increase their personal sense of fulfillment and happiness. I'm sending a copy of this book to the CEO of the company I used to work for! The book's message is wonderful -- and very motivational.

An outstanding book that clarifies many important issues!.......1998-03-31

So many organizations today are trying to do "more with less" and are trying to be "all things to all Customers." This book provides insight into why you cannot experience long-term success without being On-Purpose. I wish Corporate American, from the top-down, would use this book as a strategic "blue print!"

Customer Reviews:

Wonderful ideas for family togetherness activities.......2000-06-18

More Prime Time Activities With Kids is a wonderful collection of suggestions for creative family time. It includes chapters on outdoor activities, environmental and recycling projects, and many other fun things to do for a variety of ages. Best of all, the projects use simple and inexpensive materials and are easy and fun to do. I highly recommend this book!

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Within the last 10-13 years Binary Decision Diagrams (BDDs) have become the state-of-the-art data structure in VLSI CAD for representation and manipulation of Boolean functions. Today, BDDs are widely used and in the meantime have also been integrated in commercial tools, especially in the area of verification and synthesis.
The interest in BDDs results from the fact that the data structure is generally accepted as providing a good compromise between conciseness of representation and efficiency of manipulation. With increasing numbers of applications, also in non-CAD areas, classical methods of handling BDDs are being improved and new questions and problems evolve and have to be solved.
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The health care system in this country is broke; and more than ever, the evidence supports the contention that managed health care providers care more about healthy profits than healthy people. FIGHT BACK AND WIN is a practical how-to for all those Americans who worry that their heath care coverage won't be there when they need it. Chapters include: *How to Get Your HMO to Pay Up * Bothersome HMO Traps to Watch Out For * Practical Tips to Follow so that You Don't End Up in an HMO Dispute * Legal Tips to Follow if Your Claim Is Denied * How Ordinary People Fought HMOs. . .and Won * Answers to the 9 Most Commonly Asked Coverage Questions * The Awful ERISA Scandal * Sample Letter to Your Member of Congress * Insurance Traps that Can Effectively Cancel Your Coverage * What Your Insurance Company Won't Tell You *What to Do if an Insurance Company Tries to Rescind Your Policy and more.

Customer Reviews:

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This book is too general to help the average person with a health insurance problem. It is not a comprehensive legal guide to the issues. You will need more information.

I love this book!.......1999-07-21

I love this book. It is so informative, well written, and easy to read. It is also on the cutting edge, especially in light of all the publicity that HMOs are getting these days. You simply have to read this book!

If you or a loved one has an HMO, you must read this book!.......1999-04-22

This book is brilliant. It is chock-full of useful information about HMOs. It is presented in a style that is entertaining and easy to read. If you or a loved one receives health care through an HMO, you simply have to read this book. It could save your life!

Fight Back and Win : How to Get HMOs and Health Insurance to Pay Up

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