+1 862 207 3288 Boeree on Erikson’s Theory
Season on Migration to the Northand Adulthood
This exam is based on the Vaillant text, Erikson’s theory, and the novel Season of Migration to the North by Tayeb Salih.Make sure to read the Boeree article which elaborates Erikson’s theory before doing the exam.For thisSudanese novelbased exam, the major topics addressed will be an examination of transitions of college students to young adulthood, and the development of young adults in their 20’s and 30’s(so make sure your responsesare specifically focused on young adulthood)using the theories presented on development in the Vaillant text and Boeree article;and the major characters in Season of Migration. There are older characters in the novel which you can mention but do not focus more than 25% of your responses on the older characters.
Answer thethreefollowing questions. Each one of the answers must use specific examples (more than one) from the text materials and the Season of Migrationto the North bookto support your main points.And again I repeat all answers must be focused – at least 75% of each response – on very late adolescent oryoung adult issues.Focus on the character’s lives between 18 and 40.Do not spend much time on childhood issues or old age issues.I do not want to long details about childhood experiences or the life of BintMazoub.
1. Read carefully three questions and start each response with the question number you are discussing. Each answer must be a MINIMUM of 500 words (about one and a half pages) no maximum.The entire exam will be a MINIMUM of 1500 words (about 41/2 pages). Oral presentations need to address the 3 responses within a 10 minute time frame. Generally exams run 6-8 pages. Each one of the answers must use specific examples from the Vaillant and/or the Salih books to support your main point. Each answer must demonstrate understanding of the major developmental concepts in the question.
The grading rubric is: each of the three responses must:
1. start with the number of the question you are responding to
2. focus your response on and address the main point(s) of the question(s)
3. include at least 3 specific information items and/or examples from Season of Migrations to the North.
4. include at least 2 different links to material in the Vaillant text or the Boeree article on things like the social influences on ego development, how adult identity is formed, response to environmental stress, cultural and educational influences on development, or Erikson’s theory of young adulthood.
5. be a minimum of 500 words.(3 responses- minimum exam total 1500 words.
6. cite resources used outside of the Salih novel, the Boeree article, orthe Vaillant text
7. be proofread and spell checked with attention to points in my Writing Tips
Answer the three following questions:
Please note I am going to refer to the unnamed narrator in Season of Migration as Effendi. Other characters in the story call him Effendi which is a title mean sir or mister but his name is not given.
1. This novel was written a few years after Sudan became independent from British colonial rule. Post-colonial societies undergo tremendous changes. Age cohort effects or social environmental influences one encounters in one’s life have a large impact on ego development. What evidence of age cohort effects do you see in the characters this novel (for this question the older characters are important and you can use them)? How might Effendi’s OR (again pick one character for all parts of this question not both) Mustafa Sa’eed’s development been influenced by experiencing these events?
2. Gender roles are key components in adult ego development and are important in Hosnabint Mahmoud’s, Effendi’s, OR (again pick one character for all parts of this question) Mustafa Sa’eed’s life as well. Gender expectations are influenced almost totally by cultural views and values. Discuss your character’s expectations of life as a young man or a young woman and the expectationsfor young menand women held by those around them. For this question do some comparison of Sudanese and British cultural expectations for men and women. While both of the men characters spend time in Sudan and in Britain, there are British men and women in the Sudan who give the Sudanese characters including Hosnabint Mahmoud some models of gender roles in Britain.
3. Describe some of the defense mechanisms thatEffendi OR (again pick one character for all parts of this question not both) Mustafa Sa’eed used. Did these defense mechanisms change as he moved between Sudan and the UK through young adulthood, why or why not? Describe how Vaillant would characterize these defense mechanisms, (example: immature, neurotic, and mature)?
