The Nature of Adolescence, by John C. Coleman and Leo B. Hendry Essay

There have been many scientists and philosophers that have put forth information about the stages that humans go through in life. One of these representations is put forth by Erikson, in the book The Nature of Adolescence, by John C. Coleman and Leo B. Hendry. This theory has four steps; 1. The problem of intimacy, 2. A diffusion of time perspective, or the problems of focusing on the future, 3. Diffusion of industry or the difficulty of focusing on studies, and finally 4. Negative identity or the "rebellious" stage. These stages are not purely involved in the teenage years of a person’s life, as they can go through and possibly stay at these stages throughout their entire life. Rebecca Fraser-Thill defines it as, "Identity diffusion is one step in the process of finding a sense of self. It refers to a period when an individual does not have an established identity, nor is actively searching for one. In other words, it's a time when a person's identity remains unresolved, yet there is no identity crisis" (Thill). In the novel A Portrait of the Artist as a Young Man by James Joyce, each of these stages can be seen as the novel progresses. An analysis of the stages of development as stated by Erikson, in A Portrait of the Artist as a Young Man and in my own life is needed. Intimacy problems can be seen in the early stages of A Portrait of the Artist as a Young Man when Stephen, the protagonist of the novel, has multiple sexual escapades with prostitutes. James Joyce tells of this, saying, "It was too much for him. He closed his eyes, surrendering himself to her, body and mind, conscious of nothing in the world but the dark pressure of her softly parting lips."(Joyce, Chapter 2, Section 5). This shows his reluctance to commit to a... ...in the world. Many people either do not progress, getting stuck on one level or another, or they regress back to stages that they have already surpassed. There are definitely problems in everybody’s life but the best thing to do is learn from them. These stages are not set in stone and there is no way to fully know what happens in a person's mind. Works Cited About. N.p., n.d. Web. 5 May 2014. . Coleman, John C., and Leo B. Hendry. The Nature of Adolescence. N.p.: Metheun and Co., 1980. Print. Erikson, Erik H. Identity: Youth and Crisis. N.p.: W.W. Norton and Company, 1968. Print. Melges, Frederick T. "Identity and Temporal Perspective." Cognitive Models of Psychological Time. Ed. Richard A. Block. N.p.: Lawrence Erlbaum Associates, 1990. 255-67. Print. SimplyPsychology. N.p., n.d.

How Children Utilize Their Mathematical Mind as Part of Their Natural Progression Essay

â€Å"Dr Maria Montessori took this idea that the human has a mathematical mind from a French philosopher Pascal and developed a revolutionary math learning material for children as young as 3 years old. Her mathematical materials allow the children to begin their mathematical journey from a concrete concept to abstract idea†. With reference to the above statement please discuss how these children utilize their mathematical mind as part of their natural progression, to reason, to calculate and estimate with these Montessori mathematical materials in conjunction with their aims and presentations? What is a mathematical mind? The Mathematical Mind’ refers to the unique tendencies of the human mind. The French philosopher Blaise Pascal said that ‘every human being is born with a mathematical mind’. Dr. Montessori borrowing this concept, further explained that the mathematical mind is the â€Å"sort of mind which is built up with ‘exactitude’†. â€Å"In our work therefore, we have given a name to this part of the mind which is built up with exactitude, and we call it the ‘mathematical mind’. I take the term from Pascal, the French Philosopher, Physicist and Mathematician, who said that the man’s mind was mathematical by nature, and that knowledge and progress came from accurate observation.† – Maria Montessori, The Absorbent Mind, Chapter 17, Pg. 169 She said the qualities of a mathematical mind was such that always tends to estimate; needs to quantify, to see identity, similarity, difference, and patterns to make order and sequence. The concepts within the mathematical mind do not simply refer to common associations with math, such as basic operations. Instead, Montessori believed that the human tendencies lead one to be mathematical in thought. That is, basic human tendencies such as order, orientation, exactness, repetition, activity, and manipulation of objects, all lead to the development of a mathematical process of thought. â€Å"The child perceives, without conscious reasoning, patterns of relationships: things to things, things to people, pe ople to people†¦ The mathematical mind [therefore] is a power to organize, classify and quantify within the context of our life experience† Mathematics is not only about additions or subtractions a child learns at the school, it is all around the child from the day he is born (or may be well before that). It is a well known fact that an embryo can hear its mother. So the mother says â€Å"the baby kicked me twelve times today† or  Ã¢â‚¬Å"my delivery is within another two weeks† when he was in her stomach. And then after he was born he may hear ‘you were born on the second’ or ‘at eight you go to the bed’ or ‘one button is missing in your pajama shirt’ or in the society he may be questioned ‘how many sisters or brothers do you have?’ etc., A child’s day to day life is all connected with mathematics and all the basic conversations he has is very much involved with mathematics. In that case the child is born to a world that is full of math, created by human for their benefits and the child needs to adapt to it. Children need math to sort, categorize and group things within his environment. They need to count, they need to learn the time and then gradually they need to work with arithmetic’s, geometry and algebra in the school when they grow up. â€Å"We must convey to the child the belief that we have made mathematics ourselves, and that we re-make it every time we move, think, work or play. We should help the child understand that it is simply part of our being human to have a mathematical mind†. – Gettman D, BASIC MONTESSORI, Chapter 1, Page 159. Teaching mathematics to a young Montessori child is not a difficult task as he is very much exposed to numbers during his day to day life. By the time they enter into the Montessori school most of them are able to count one to ten (we call this â€Å"rote counting†, they just count without knowing the real meaning of the counting). Even in the prepared environment, though the child does not directly work with the mater ials within the math shelf as he enters, he however indirectly learns math concepts such as repetition, calculation, exactness, fraction, estimation and classification and most importantly order through the practical life activities. A significant discovery that Dr. Montessori made was the importance of offering indirect preparation for the math materials while children were in the sensitive periods for movement and the refinement of the senses. It is through children’s work with the Exercises of Practical Life and Sensorial materials that they first encounter and experience the concepts of measurement, sequence, exactness, and calculation Sensorial education is the basis of mathematics. Dr. Montessori said that children are sensorial learners. They learn and experience the world through their five senses. So sensorial education helps the child to create a mental order of the concepts he grasps using his five senses. â€Å"The skill of man’s hand is bound up with the development of his mind, and in the light of history we  see it connected with the development of civilization.† – Maria Montessori, THE ABSORBENT MIND, Chap 14. pg. 138 Montessori firmly believed that the ‘handsâ €™ are the mother of skills. By providing Montessori sensorial materials to the child she was convinced that correct manipulation with quality and quantity would certainly create a lasting impression in the child’s mind with the understanding of mathematics. We place materials quite intentionally on trays, we color code activities, materials are displayed in a logical sequence, and we break down movements during presentations into series of sequential steps. The sensorial materials simply present three mathematics concepts of completeness, geometry and early algebra. Dr. Montessori was convinced that there are two things to be introduced before working with mathematics. â€Å"Before beginning mathematics work, the child must therefore do two things: explore and accept the notion of idealized things with isolated qualities, and gain practice in the requisite intellectual.† – MMI Mathematics Course Manual pg. 6 The child’s intellectual skills are developed through both practical life and sensorial activities. In practical life activities, children practice calculation skills when determining how much water to pour when carrying out exercises like pouring water from jug to bottle with an indicator line, or spooning beans from bowl to bowl with an indicator line, or from jug to jug; up to the more complex activities of sweeping which have the qualities of repetition, calculation and exactness. The Sensorial work is a preparation for the study of sequence and progression. It helps the child build up spatial representations of quantities and to form images of their magnitudes such as with the Pink Tower, knobbed cylinder etc. These sensorial materials also provides the child with the skills of calculation with the pink tower and red rods; as the child judges the size and length of the cubes and rods respectively, as well as repetition with baric tablets etc., All of the materials in the Montessori classroom have been specifically designed to attract the interest of the student, while at the same time teaching an important concept. The purpose of each material is to isolate a certain concept the child is bound to discover. The Montessori maths program is divided into parts to facilitate a sequential and gradual progress in the maths concepts starting from simple to complex. During circle time, informal  activities or games are introduced to initiate complex maths concepts like seriation, one-to-one correspondence, sorting and more in the simplest way. Without counting or even uttering a number name, the child is actually introduced to maths through preliminary maths activities. Dr. Montessori also said, ‘what the hand does the mind remembers’. The very first math material to be presented to the child is the number rods. Number rods are very concrete and help the child to feel and understand meaningful counting. It is also not very new to the child as he has already worked with the red rods before. The only difference is number rods are colour coded with red and blue, which helps the child to visually discriminate the difference in length and then to count the rod. The teacher presents the material by a three period lesson, and by repeating the same activity again and again, the child understands that two means two things and three means t hree things and so on and so forth. The aim of the number rod is to help the child Learn the names of numbers 1-10 and visually associate the numbers with the quantity as well as to show that each number is represented by a single object, as a whole, separate from others. The number rods help the child memorize the sequence of numbers from 1 to 10. When the child counts one rod as a single unit, he immediately notices an increment in the number rod â€Å"2† even though it is still a single unit thereby helping him to associate the numbers to the quantity. â€Å"Rarely, however, can he count with certainty the fingers of one hand, and when he does succeed, in doing this, there is always the difficulty of knowing why,†¦The extreme exactness and correctness of a child’s mind need clear and precise help. When numerical rods are given to children, we see them even the smallest take a lively interest in counting.†Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.Maria Montessori, The Discovery of the Child, Chapter 18, pg. 265 . â€Å"The satisfaction of discovery leads to an enthusiastic interest in numbers when the child is able to demonstrate the fundamental mathematical operations, rather than simply being told seemingly dull and meaningless facts. He physically holds the quantities that he sees represented by written symbols. He combines the materials, counts, separates and compares them while visually grasping and reinforcing the ideas in a way that is concrete, rather than abstract.†Ã¢â‚¬ ¦Ã¢â‚¬ ¦..Teaching Montessori at Home. Now the child is working with the concrete materials to understand the quantities of numerals one to ten and then he knows the written symbols too. The next step is to teach him how to combine the quantities with the written symbols. This is done through a set of fun games. The Teacher invites the child to bring the number cards and the rods to the mat and then gets the child to identify the concrete value (the rod) first and then find and match the number card with the rod. Next the teacher requests the child to identify the number cards randomly and match them with the rods. This activity helps the teacher to observe how thoroughly the child is familiar with the numbers. The next two games help the child to understand the sequence of numbers. When the numbers and the rods are randomly scattered on the mat, the teacher requests the child to identify the number rods in sequence and then match the numbers with it and build the stair then in the next activity the child identifies the number cards in sequence and then matches with the respective rods and builds the stair. The aims of these exercises is to establish the child in the recognition of numerical symbols 1-10., as well as help him learn association of quantity to symbol and also help the child understand quantity and sequence of numbers using manipulatives. Once the child is very clear with numerals one to ten, the next step is to teach the decimal system. Decimals are introduced to the child with the concrete manipulation using the golden beads. Through a three period lesson, the child is introduced to one, ten, hundred and thousand. The child feels and sees what one means by a small unit and then sees that ten is a long bar and then hundred is a flat square of ten ten-bars bound together and finally the thousand is a cube made up of ten 100 squares. The child can visually discriminate the difference in the sizes of different value and then feels it too. ‘Counting through’ helps them to further internalize the concept of decimal system. The teacher counts up to nine units and t hen says ‘if we have one more unit we will have a ten bar’. So this helps the child to understand that to make ten we need ten units. Then to make hundred we need ten ten-bars and then finally the thousand cube is made out of ten hundred-squares. The great deal begins with the decimal system operations. Here the child is introduced to additions, subtractions, multiplications and divisions. The child learns the exact abstract way of additions or subtractions using the golden beads and large and small number banks. All these activities are teacher directed and working with these activities, helps the child understand that addition means combining two  amounts together and then have a big amount at last; that subtractions means giving some amount away from what he had and then what remains is a small amount; that multiplication means having the same amount in to different numbers of times and gets a large amount as the answer; and finally, that divisions are giving the amount away equally or unequally among two or three people. These operations are very concrete to the child since he sees and manipulates the materia l. After manipulating with the concrete materials, the child moves to the abstract counting. Using the large number cards, the teacher introduces the written symbols of power of ten (the decimal system). Then moves to the ‘counting through’ with the written symbols. Once the child is through with quantities and the written symbols the teacher shows the child to link concrete with abstract making the ‘Bird’s eye view’. Through the bird’s eye view the child can clearly see the process of the quantity increases with the written symbols. It gives the child the sensorial impression that when the symbol increases from one to ten, ten to hundred and hundred to thousand value of the quantity also goes higher. The aim of introducing the decimal system, is to help the child understand the concept of ten, learn the composition of numbers as well as the place value system and their equivalencies. After the decimal system operations, the child progresses to informal recording. By this time, the child knows the numbers very well and he is familiar w orking with sums too. The informal recording introduces the child to small number rods. In the first presentation, he is concretely introduced to composition keeping ten as a guide and showing him how to make ten using rods up to six. Decomposition is also equally concrete, first he makes ten and then takes one away the child sees he is left with nine. During this presentation, the symbols of plus, minus and equal to, are also introduced and in the second presentation he is introduced to recording. The teen board is introduced to the child when he is through with the decimal system. It is also called ‘linear counting’. The short bead stairs varying in colour and quantity (one is red, two is green, three is pink, four is yellow, five is light blue, six is purple, seven is white, eight is brown and nine is deep blue) The coloured bead bars show clearly the separate entities from 1 to 9 and the ten-bars are the main concrete materials involved with the linear counting. First of all, the child learns to build the short bead stair and then combines the short bead  stairs with ten bars to teach the names of quantities eleven to nineteen. When the child understands the names of values, the written symbols are introduced through the ‘sequin board A’. Similarly the names of quantities from ten to ninety are also introduced and then the ‘sequin board B’ is used to teach the abstract concept of written symbols. The hundred and thousand bead chains reinforce the child’s counting from one to a thousand and also helps the teacher to evaluate child’s standards with understanding counting. The coloured bead bars show clearly the separate entities from 1 to 9, in combination with the tens they show the child that numbers 11 to 19 are made of ten and a number 1 to 9 The purpose of introducing the child to the linear counting exercises is to develop the child’s ability to recognize and count to any number. As well as learn skip counting. The child’s own sound knowledge of the numbers 1 to 10 and their numerical order acts as a guide â€Å"This system in which a child is constantly moving objects with his hands and actively exercising his senses, also takes into account a child’s special aptitude for mathematics. When they leave the material, the children very easily reach the point where they wish to write out the operation. They thus carry out an abstract mental operation and acquire a kind of natural and spontaneous inclination for mental calculations.† – Montessori M., The Discovery Of The Child, Chapter 19, pg. 279 BIBLIOGRAPHY Maria Montessori, The Absorbent Mind, Montessori Pierson Publishing Company, the Netherlands, Reprinted 2007 Maria Montessori, The Discovery of the Child, Montessori Pierson Publishing Company, the Netherlands, Reprinted 2007 Modern Montessori Institute, DMT 107 Mathematics Students’ Manual David Gettman, Basic Montessori, Saint Martin’s Press, 1987 Elizabeth Hainstock, Teaching Montessori in the Home, Random House Publishing Group, 2013

Movie Review

There were rules to be followed, and a person should not act differently from others. But in the end, everything changed when Sam and Suez finally decided to run away and lives on their own. After the upbringing, the whole community started to find the love, between Sam and Suez, harmful. It caused the disruption within the stagnant plot of the story, in a way that they were different from what was usually considered correct by the norm. This disruption elevated the twists and turns of the events within the movie.Also because of this, the members of the community started to suffer, and started to find a solution on how to solve this disruption within the community. From living normal, he members of the community started to form this consciousness to each other that resulted to their own involvement in the love between Sam and Suez. However, this did not mean that the community itself as a whole started to form a unity instantly; it was only a step-by-step process that eventually led to the involvement and solidarity of the characters.The community as a whole created the status of each of the characters. It Implemented rules and regulations; from what Is right, to what Is wrong. These biases made by the society led to the corruption of each character that resulted in heir fixed role in the community. For example, the Khaki Scout Trainer was a Math Teacher but because of the community where he was in, he was forced to become a Trainer. Generally, by these biases made by the Community, the members within it started to view everything as normal, and began to be unconscious to others. In the division of the community.This showed that the bias led by the community as a whole produced a bias to an individual, and caused dissever of its member. When the community started to act, due to the subject of love between Sam and Suez, each character started to be involved. From Cam's side of the story, his foster parents started to ignore their own responsibilities to him, unl ike the Khaki Scout Trainer and the Island Police Officer, who were treating him as a family. And from Guy's side of the story, her parents started to pay attention to her maturity due to her issues of rampaging, and being introvert from the rest of her schoolmates.These transformations made by each character showed the manifestation of the romantic convolutions of the two young characters. But as a whole community, this love between the two at first was not accepted because of their age. In the end, due to the early maturity of the young lovers little-by-little the community started to acknowledge their love, thus showed the transformation of the community from being stagnant to a community whose members were involved and united.In addition, the involvement of each character to the love between Sam and Suez, made the portrayal of each scene focused from the island's community to each individual that involved themselves within the issue. The portrayal of each scene from the start of the movie was all about the community and the island itself. It focused on the stagnant community that deals tit their own problems. The people in New Penance had been following the rules and biases done by the community itself.It showed that the portrayal of the scene is on a slide manner that depicted one scene then shift to the other. It also described New Penance by showing the place, and by using a Journalist to give information. The way the Journalist's report, at the start of the movie, is on a fixed manner. The journalist gave information, but the way his report portrayed was that his background was fixed and instantaneously shifting from one idea to the other.This showed that the movie at the start was in a state of stationary ideas that had been made by the community that had been adapted by its members. After the upbringing of the love between Sam and Suez, there was a sudden changed in how the scene had been portrayed. First, it focused more on the two- young lovers. Th e portrayal of each scene about the lovers transformed the scene from being stationary to being alive. There was a beginning of a conversation and showing of each other's actions. Second, it also focused on the involvement of each character.By the time the upbringing happened; the community started to act, and by this action, the scene portrayal started to show the strengths and weaknesses of each character in the story. Lastly, it also dealt with the recovery of the way how it was presented at the start. At the end of the movie, on how the scene that had been being portrayed was the same on how the scene had been portrayed at the beginning. This showed that even though there was a transformation within the community as a whole, the depicting of the scene started and ended with the same portrayal.

Bob Knowlton Essay

1. DESCRIPTION This case is about a work team that worked together effectively, bonded well and felt comfortable around each other. All until another person (Fester) came into the company who had more knowledge that the leader of the group (Knowlton), causing a form of intimidation causing Knowlton to resign, and the group to be without a leader. 2. DIAGNOSIS. The main problem in this case was the lack of confidence Knowlton developed due to a new member to the company who had more knowledge to bring to the table. Knowlton was impressed by Fester’s approach to the group- analyzed reports, defined the flaws in the group, and new ways to address things. In addition the group was uncomfortable with the amount of knowledge Fester obtained causing lack in work performance- not able to speak out their thoughts/opinion, act with hesitation, and less team meetings. Basically Fester interfered with their normal routine. THEORY: The theory behind all of this was Fester was supposed to be partnered up with Knowlton to get an ideal of his work. However, due to propinquity which Luthans describes as â€Å"individuals affiliate with one another because of partial or geographical proximity† Fester got involved by reviewing previous report, leading him to raise concerns and questions (2011). Furthermore, according to Newcomb’s balance theory of group formation, Fester and Knowlton did not have similar attitudes to common objects and goals of the group causing a failure to connect. Moreover, with Fester pointing out good ideas that would have actually helped the group, the group didn’t want to make that effort to try to take that new approach and was resistant to change. Luthans describes this as the punctuated equilibrium model, â€Å"groups form in a first phase in which a target or mission is set and then are not altered very easily due to a process called inertia, or systematic resistance to change† (2011). Lastly Knowlton demonstrated poor leadership skill by leaving the group rather than trying to stick it out. 4. PRESCRIPTION: Short term resolutions: Would be to find the group a new leader. Long term resolutions: Would be for Knowlton to realize his flaws as a leader. He has self-efficacy up until the point that someone obtains more knowledge. Knowlton needs to realize that there will always be someone who know more. Furthermore the group needs to learn to adapt to change and no how to step out of their comfort zones- change up their process, reach for more. 5. FALLOUT: For Knowlton, if doesn’t change his ways he will never be a successful leader and instead a failure (quitter) – A true leader does not back down or quit without a fight. Furthermore, if the group don’t’ realize that things are bound to change, then they too will never find an occupation that they are happy with- businesses are growing and change is part of it. References: Luthans, F., (2011).Advanced Organization Behavior MBA 633. McGraw-Hill Learning Solutions.

Orhan Pamuk vs. Virginia Woolf

Virginia Woolf vs. Orhan Pamuk Aykut Can TURKMEN Petroleum – Gas University of Ploiesti Abstract: The aim of this paper is to compare and indicate the affect of â€Å"stream of consciousness†. Moreover, I tried to show the (dis)similarities between these two important writers. In this paper, for Orhan Pamuk, I focused on the novel which is called â€Å"Sessiz Ev (Silent House)†. Key words: stream of consciousness, omniscient point of view, third person narration, impact of the time, lives’ reflections and individuality. The usage of Stream of Consciousness Stream of consciousness was used by these two writers perfectly.In the novel of Virginia Woolf, â€Å"The Waves† and in the novel of Orhan Pamuk, â€Å"Sessiz Ev (Silent House)†, there are plenty of examples in these books. For â€Å"Sessiz Ev†, at the beginning of the book a character’s consciousness, called Recep, is transmitted without details and the descriptions by Orhan Pamuk. Pamuk wanted the readers to have fun and to see the consciousness of a person ironically. As in the essay of Virginia Woolf â€Å"Modern Fiction† she describes life as an incessant shower of innumerable atoms and also she indicates that a modern writer must record the atoms as they fall upon the mind in which they fall.This thought helps us to explain stream of consciousness. Pamuk shared the same idea with Woolf. Pamuk preferred to give an impression to the reader rather than summarizing what the character see, think and do or reporting from the outside in clear sentences like Virginia Woolf. In â€Å"The Waves†, Woolf is trying to give a more realistic picture of psychology than had ever before been presented in fiction. She was the most important writer for the fiction and for the stream of consciousness. Stream of consciousness is the most important technique was used by Woolf to approach her works such as The Waves.The Impact of the Lives & Time in the nove ls The novels are the reflections of the writers’ lives mostly. For these two novels, Sessiz Ev and The Waves, I can say that Woolf and Pamuk wrote their own lives but fiction. Pamuk said that he had written his own life and the characters were his steps on the life. Woolf also reflected her life to her novel, The Waves. She also wrote her experiences with the help of her own characters in the book. While â€Å"The Waves† was taking place in one day and the all steps of one day, â€Å"Sessiz Ev† took place in one week.This means that Pamuk used the time undetailed but Woolf used the time so detailed. Woolf used the time like a life and each step of the day is the part of a life. For example, the beginning of the novel is early morning and this time of the day represents the childhood. But Pamuk doesn’t do this he prefers to use the time long. Pamuk uses the time with the clock but Woolf doesn’t use the time as it is. In â€Å"Sessiz Ev† ther e is many examples like â€Å"It’s ten to eleven†, â€Å"It’s nine† and â€Å"It’s five past nine†. In â€Å"The Waves†, Woolf doesn’t do as Pamuk does.She prefers to say the time by descriptions rather than saying the time directly. Woolf describes nature at the beginning of each part of the book. They are called as interludes. These interludes help the reader to understand the time and the step of the day and life. She uses the words to say the time like: â€Å"sunrise†, â€Å"noon†, â€Å"evening†, â€Å"night† and â€Å"midnight†. The individuality is another most important point for Woolf. Woolf uses â€Å"individual† peculiarly in The Waves. Rhoda claims to â€Å"hate all details of the individual life† and later says, â€Å"I must go through the antics of the individual.I must start when you pluck at me with your children, your poems, your chilblains or whatever it is you do and suffer. But I’m not deluded. † She showed us her thought about individuality with these sentences. She uses the word â€Å"individuality† to signify the mundane and trivial concerns of life rather than originality. Woolf persistently identifies her characters all together throughout The Waves in a manner that is consistently collectivized rather than realistic, and the six friends become facets of personalities and visions of the world before and beyond any existence as people.Woolf explains in one letter the characters’ duty in the book like; â€Å"The six characters were supposed to be one. I’m getting old myself – I shall be fifty next year; and I come to feel more and more how difficult it is to collect oneself into one Virginia; even though the special Virginia in whose body I live for the moment is violently susceptible to all sorts of separate feelings. Therefore, I wanted to give the sense of continuity† (Letters IV, 39 7) Here, with the help of the letter from Woolf, I can say that the book was totally about herself and her experiences in her life.While Pamuk is telling 1980s in Turkey, he tells plenty of stories based on his own stories. He gives examples from his past and his own family’s past while writing this book. The Point of View, Narration and Symbol Third person narration is the most used mode in the 20th century. Woolf and Pamuk used the third person narration in these two novels. Because of the affect of stream of consciousness they used omniscient point of view, because the best way to show the conscious was the third person narration. Third person narrators are usually omniscient- stand outside of the events and they appear under the form of narrating voice.The omniscient has unlimited knowledge. That’s why they are highly reliable and very significant. They have privilege access to the character’s inner thoughts and feelings. In these two novels, there are many narrators, five in â€Å"Sessiz Ev† and six in â€Å"The Waves†. The writers used this kind of narration to preserve the subjectivity. Subjectivity was the one of the most important point in 20th century. Each character tells their own story and this affects the point of view of the books. A new point of view, which lets each character speak, is one of the most important aspects for the readers.When the readers see that each character says the things about themselves on their own, the readers like it, because this shows the equality and the individuality to them. They take an advantage to criticize the characters and to make empathy. Pamuk wanted the readers to criticize them and to find something in the book belong to them. He gave many examples from his life and he wanted the readers to compare with theirs. This was a good method to impress the readers. The waves are the most important symbol in â€Å"The Waves†.When the characters/narrators are children, the fist thing that they hear in the morning is the sound of the waves. From that point the waves became the background noise of their day. Then, they were used as the passage of the time. The Apple Tree, is also a symbol in the book, echoes the apple tree from the Book of Genesis in the Bible, the fruit of which led Adam and Eve to knowledge and expulsion from Eden. Commentary In my opinion, both The Waves and Sessiz Ev are good examples to 20th century. They were so impressive books and well-written books.I expected the same things from the books but they shocked me. For example; I waited the grandmother from Sessiz Ev to die, but she didn’t. In stead of her Nilgun died. Grandmother is totally tradition and narrow minded person. She realised anything and this was so bad situation for me. Her black heart made me angry to her. I think the thing that Orhan Pamuk expected was this. I mean to make the reader comment and criticize the characters. I liked The Waves better than the Ses siz Ev, because it has the all aspects of the modernism. There were some traditions in the book but it was pretty little.Pamuk created a kind of bridge between 20th and the 21st centuries. I found a lot of same things in my life, but I don’t like finding something in the book from my life. Maybe, the descriptions are so important for the writers but this is also a tradition for me. I didn’t like the descriptions part of these two books. For example; I liked the part which the dwarf takes place at the beginning. He goes to cinema. When the movie ends he tells the movie in six lines (in Turkish). That’s what I liked in the book, summarizing the event, movie or the life itself†¦

Impacts and Contributions of the Trent Guide Term Paper

Impacts and Contributions of the Trent Guide - Term Paper Example This one-time project will remain forever since it has never been done by any other students. It will help to establish a genuine guide for the future changes within the Trent International Program. The other impact it will have is on the future international students. It will offer them a juncture to change the guide according to the real information about the Trent University and Peterborough. The impact of the project will also be on the digital technology since many students will be able to scan the guide information online before downloading it. This is an implication that online businesses such as the cybercafà © business will grow well around Peterborough. The Trent guide is useful because it is not only concerned with certain individuals but the whole society within and outside the Trent University. The Trent guide is responsible for the development of some programs, which are profitable for the international students. During the implementation and the designing processes, t he students do many types of research, as a result, they get a high level of knowledge and experience concerning the development of the project. Other new students who have an interest in developing their own projects will refer to the Trent guide project. The other contribution that this project will offer to new and other continuing students is that they will refer to it whenever they want to discover ways of developing a project.They will also learn how one handles challenges experienced in the process of the implementation and designing of the project.  

Phases of a Project Lifecycle Assignment Example | Topics and Well Written Essays - 1750 words

Phases of a Project Lifecycle - Assignment Example This paper illustrates that at the initiation stage, some steps are usually involved such as developing a business case, undertaking a business case, performing the project charter, identifying the project team, establishing the project office and performing a review of the phase. At the planning stage there is involvement of creating a suite of planning documents which help in guiding the team throughout the project management. The planning documents help in managing time, quality, change, risk, cost and issues. The steps involved in the planning phase are; creating a project plan, creation of a resource plan, creating a financial plan, creating a quality plan, creating a risk plan, creating an acceptance and a communications plan, then creating a procurement plan, contracting the suppliers and then finally performing phase review. This is the most challenging phase. At the execution stage, deliverables are built and presented to the customer for recognition. When deliverables are b eing constructed, a set of management processes are performed to monitor and control the deliverables being output by the project. Some of the management processes initiated at this stage are time, charge, superiority, amend, risks, issues, suppliers, consumers and communication. Closure is the last phase. It involves releasing the final proposals to the purchaser, handing over project credentials to the business, terminating dealer agreements, delivering project assets and communicating project conclusion to all stakeholders. Some of the equipment used during setting out a project for example for a company such as IT Software Company is; notebook computer which is a very important tool .this is where the researched data is being entered and stored. Electronic mail and access to the internet is made available through a high-speed modem An example of management tool is the jopro central. Jopro central is an asset of software tools that helps in managing the project workflow more effe ctively and efficiently. In addition to that, it helps the project managers in managing time and costs during the process.