The And Its Effects On The Culture - 1333 Words

Put yourself in this situation: It s a particularly sunny day, and no cloud in the sky. It s a normal day to you, and your going about your business. Carrying out your everyday deeds, believing in the most precious things that you hold to yourself, and then something strange occurs. A shadow of change swoops over your head. Your everyday priorities don’t matter anymore, and your greatest beliefs and goals become your greatest burden. But this imaginary situation is just a mere reality to those who have had their cultural values stripped from them. This situation meticulously depicts the the idea of Chinua Achebe, and the authenticity of the bearings that the Igbo culture had to go through in order to have a successful cultural syncamatic society. This includes religion, education, and economical ideas that are compelled on the culture. The idea enhances and expresses that the process of colonialistic movements can have a devastating outcome on the culture that is stripped from the civilization, thus invading influences on the culture such as missionaries or other colonialistic effect on native, indigenous cultures and traditional beliefs. The colonialistic argumentative novel, Things Fall Apart,by Chinua Achebe is a prodigious depiction on the idea of extreme force of one s ideas on another civilization. It provides a great base with substantial barrier for a solid argument towards the stripping of a civilian culture. The idea that the main character, Okonkwo, has toShow MoreRelatedCulture And Its Effects On Our Culture1298 Words   |  6 PagesAbstract It’s a given that culture powerfully influences thoughts, emotions and behaviors.In fact, culture operates at primary cognitive, perceptual and motivational levels. Culture is an important part of our blueprint for operation within our physical and social worlds. We are an insecure species and culture offers us a reduction of anxiety through its standard rules of thought, emotion and behavior. Culture offers predictability in an often unpredictable world. We see things through a culturalRead MoreCulture Cause And Effect Of Cultural Culture Essay739 Words   |  3 PagesCulture Cause and Effect A cultural analysis is the combination of many elements. Cultures have many traditions, customs, habits, beliefs, practices, and values. The cultures can have different traditions in their own essence. The traditions can came from their ancestors and people continue doing them. Other people does not like continue their own traditions and adapt others customs from others cultures. The cultures change from time to time or place to place. The enrichment of cultures consistRead MoreGlobalization And Its Effects On Culture1087 Words   |  5 PagesGlobalization is commonly examined by simply dissecting its political and economic consequences. As a result, the effects on culture are often overlooked. According to U.S. Census projections, by 2043 non-Hispanic whites will become a minority consisting of 47 percent of the U.S. population (Barreto, et al 1). Examining the world as a whole, a 2015 study by the United Nations Department of Economic and Social Affairs/Population Division fou nd that between 1950-2000, an average of 2.8 million peopleRead MoreAnimal Culture And Its Effects On Human Culture1777 Words   |  8 Pages Animal culture is studied through comparative studies between populations and locations, field observations, and laboratory experiments. It is important to be critical in evaluating the results of these studies because behaviors in artificial situations or captivity will be different than in the wild. Animals are likely to act differently when they are not in their natural environment. Behaviors will vary and the long lasting effects of the behaviors may not be visible (Lalaland, 2003). EvidenceRead MoreThe Effect Of Western Culture1873 Words   |  8 Pagesfocused on the effects of western culture, particularly the modern ideals of ultra-thin bodies, on non-western women. The author, Jaita Talukdar, decided to spend some time in India in order to conduct research on the topic. During her stay, she discovered many different things about these Indian women, including what motivates them to want to lose weight, their opinion on the current standards of beauty in western culture, and how these ideals have become ingrained into their culture. Talukdar touchedRead MoreThe Effects Of Hearing Culture On The Deaf Culture1331 Words   |  6 PagesIn light of Deaf Culture, it is truly fascinating how often hearing people rely on auditory information to obtain knowledge from their environment. An environment, in which all cultures live, typically releases some sort of auditory sound such as music, animal, human, and transportation noises. Likewise, the hearing culture has access to the latest information that our world continually creates or changes. The Deaf Culture does not have access to this auditory information that I have mentioned, butRead MoreEffect of culture in business1012 Words   |  5 Pagesfirms in the United States. Do you think that these American employees are being influenced by the foreign owners approach to management and the culture of the country of the owner? Because of globalization, businesses are open to do business in new markets and improving profits. Also because of globalization, companies are faced with different cultures, religion and norms. For a company to do business in another country, a manager needs to understand the differences associated with the host countryRead MoreCulture Shock And Its Effects On Society1004 Words   |  5 Pagesincreasing the recent years in every culture or country. Millions of students have to face the overwhelming challenge of living thousands miles away home and adapting to their new environment without disregarding their studies. Sojourners have to face adapting to a new culture, so they will deal with the â€Å"Culture Shock†. This phenomenon affects every kind of travellers from tourists to immigrants, so international students are not the exception of this. Culture shock is defined as the process of adjustmentRead MoreTelevision And Its Effect On American Culture1171 Words   |  5 P agesTrevor Alexander SOC 102 Dr. Adamo 2/17/15 Television and its effect on American culture When cable TV was introduced in the 1940’s, it opened up a whole new spectrum for channels and broadcasting. From that point on TV channels were expanding on ideas that people wanted to see, while also expressing themselves by making shows that people can relate to. TV both does, and does not have an effect on our American culture, due to the massive spectrum of channels and shows that we have in the presentRead MoreNegative Effects Of American Culture1453 Words   |  6 PagesA culture defines certain people as a whole and helps us distinct one from another. The culture that makes up the collective identity of a nation is made up from their values, beliefs, and attitudes in religion, education, government, geography, history etc. Specifically in American culture we are known for the creation of the Constitution, the Internet, and the Atomic bomb. All great achievements in American history some would say, but others could argue that they have been a disgraceful part of

Civilization Vs Civilization - 888 Words

Areil Castro kidnapped, abused, starved, tortured, and held three girls captive for ten years, Kermit Gosnell killed live babies under his cover as a doctor, and Charles Manson brutally murdered and tortured Sharon Tate and cut out her unborn child. One thing all these criminals have in commons is that they were all once innocent boys just like the boys in Lord of the Flies by William Golding. In the beginning of Lord of the Flies, the boys were innocent and playful but as the book progresses, the civilization they made came crashing down, the boys become psychologically imbalanced and their beliefs drastically changed as well as their behavior. Lord of the Flies portrays the civilization that the boys attempted to make but also the total†¦show more content†¦The littluns as well as some of the older boys wanted to have fun and just play around all the time when they first arrived but as the book progresses, most of the boys start acting like savages and can’t control their growing impulses and/ or their â€Å"Id.† Furthermore, the boys became psychologically imbalanced. Early in the book, the boys play around and have fun.†They looked at each other, baffled, in love and hate†¦ the shouting and splashing and laughing were only just sufficient to bring them together again† (Golding, 55). In the quote, it shows how the boys are careless and are enjoying themselves by playing with each other. As the story goes on, Jack finds it hard to control his â€Å"Id† and acts impulsively. â€Å"Id† is part of Freud’s structure of personality. It represents the pleasure principl e and it is present in everyone. It does whatever feels good and doesn’t care about reality only it’s own satisfaction. The quote, â€Å"Kill the beast! Cut his throat! Spill his blood!†shows the savage-like behavior the boys have been expressing. Jacks dark impulses cause him to kill the sow brutally where as before he was unable and afraid to hurt and kill a living creature. Jack couldn’t control his â€Å"Id† and as a result, he acted savagely and impulsively. The island represents both paradise and hell. Furthermore, when the boys first arrived, the island was like heaven/ paradise but as the book continues, when the boys begin acting savage-like, the more theShow MoreRelatedCivilization Vs Civilization770 Words   |  4 PagesAccording to the dictionary, underneath the word civilization, it states â€Å"an advanced state of human society, in which a high level of culture, science, industry, and the government has been reached.† (Dictionary)However, Huntington describes to some degree, something polar opposite, civilization as a meaningful entity. That those nations, and its people, will not only be defined by what modern technology it possesses, but also by their cultural identities and the regions in which they reside withinRead MoreHammurabi Vs Civilization1668 Words   |  7 Pagestime, cultures have held many different characteristics that defined their society as civilized. The Babylonians and the ancient Hebrews are two ea rly cultures that with the help of written law were able to become more civilized and thrive as a civilization. As society became more advanced, new aspects added on to this definition of a civilized society, but, still, there are unchanging aspects that are shown in each example of a civilized community, which is seen in Rome almost 2000 years after theRead MoreLord of the Flies - Civilization vs Savagery2896 Words   |  12 Pagesbetween the ages of six and thirteen. It revolves around how the children cope without the structure of authority, civilization and the watchful eye of grown ups. Though the novel is fictional, its exploration of the idea of human evil is at least partly based on Golding’s experience with the real life violence and destruction of World War II. Free from the rules and structures of civilization and society, the boys on the island in Lord of the Flies descend into savagery. As the boys divide into groupsRead MoreLord of the Flies Allegory: Civilization vs. Savagery Essay883 Words   |  4 PagesLord of the Flies Allegory: Civilization vs. Savagery Every human has a primal instinct lying within them. It is not a question of how close to the actual surface it dwells, but rather how well an individual controls and copes with it. In a state of prolonged anguish and panic, what is one truly capable of? Can one remain sophisticated or will the temptation of their dark subconscious take over, bringing out the barbarianism which exists in us all? William Golding’s Lord of the Flies exploresRead MoreEssay about Lord of the Flies: Civilization vs Savagery775 Words   |  4 Pagesorder, and our savage will has been to act out for our own selfish needs. We each choose to live by one or the other depending on how we feel is the correct way to live. In this allegorical novel, William Golding represents the transformation from civilization to savagery in the conflict between two of the main characters: Ralph who represents law and order and Jack who represents savagery and violence. Lord of the Flies has remained a very controversia l novel to this day with its startling, brutal,Read MoreCivilization Vs Civilization777 Words   |  4 Pagesneed not worry about dangers he would be exposed to as a lone wolf. Civilization creates a place where all contribute to maintain unity and overcome their obstacles. The age old saying of â€Å" there is strength in numbers† rings true in this circumstance. Civilization was essentially born from mans core and most valued desire, to survive and thrive against all that would wish to cause him harm. Thus, in defense man created civilization with other man. No longer did the individual have to fend for himselfRead MoreCivilization Vs Civilization1775 Words   |  8 Pagesevil, which he put into Lord of the Flies (Golding.) Throughout the novel, Golding symbolized civilization in various aspects through a character or a certain object. As an example, Sam and Eric are always joined at the hip and do everything together, so they represent unity and alliance. In the beginning, the boys found a conch, which represented rules, democracy, and order, which every civilization needs. In the book William Golding created an amazing suspenceful plot in order to hook us intoRead MoreCivilization Vs Civilization Essay919 Words   |  4 Pagesplenty of freedom, considering that there are no grownups for miles. The novel exhibits a theme centered around civilization. William Goldings use of symbolism in the forms of the conch shell, the character, Jack, and Piggy’s glasses create the theme that the perfect civilization doesn’t exist. The conch, a shell used to call other members of the party for an assembly, represents civilization and order. The shell is the base of the society that the boys have created; the boys aren’t allowed to speakRead MoreLord Of Flies By William Golding1508 Words   |  7 Pages In the ‘Lord of flies’ by William Golding, the theme of civilization vs. Savagery is explored. When a bunch of children are stranded on an island, the conflict between savagery and the rules of civilization begins to split the boys into two groups. Throughout the novel, the conflict is exaggerated by the two main characters, Ralph and Jack. While Ralph uses his abilities to control the kids and be civilized on the island. Jack lets his impulses get to him and creates a group of which act like savagesRead MoreIs Civilization the Answer to the Chaos?1144 Words   |  5 PagesAs Mark Twain once said, â€Å"Civilization is the limitless multiplication of unnecessary necessities.† The soci ety believes that civilization is the solution to disorder and chaos, but sometimes it creates more problems than solutions. To the imperial Europeans, turning the natives into civilized human beings was the main goal, and that is why they felt as if it was their job to take over the natives’ lands. In general, civilization is seen as a solution to a utopian realm. William Shakespeare in The

The Secret Circle The Captive Chapter Eight Free Essays

string(38) " naked bulb hanging from the rafters\." â€Å"It was a hurricane,† Diana said. It was Monday, and Diana was back in school, still a bit sniffly, but otherwise well. They were talking before American history class; it was the first chance Cassie had had to speak to Diana alone. We will write a custom essay sample on The Secret Circle: The Captive Chapter Eight or any similar topic only for you Order Now She hadn’t wanted to bring the question up in front of the others. â€Å"A hurricane?† she said now. Diana nodded. â€Å"We get them every so often. That year it hit with practically no warning, and the bridge to the mainland was flooded. A lot of people got caught on the island, and a lot of people got killed.† â€Å"I’m so sorry,† Cassie said. Well, you see; there’s a perfectly reasonable explanation after all, she was thinking. How could she have been so stupid as to have freaked out over this? A natural disaster explained everything. And when Cassie had asked her grandmother about the mound at the cemetery last night, the old woman had looked at her, blinking, and finally said, was there a mound at the old burying ground? If there was, it might be some sort of bunker-a place for storing ammunition in one of the old wars. Again, a simple explanation. Laurel and Melanie came in and took seats in front of Cassie and Diana. Cassie took a deep breath. â€Å"Melanie, I went back to the cemetery yesterday to look for your crystal-but I still couldn’t find it. I’m sorry; I guess it’s gone for good,† she said. Melanie’s gray eyes were thoughtful and serious. â€Å"Cassie, I told you that night it didn’t matter. The only thing I wish is that you and Adam and Nick and Deborah hadn’t run off without the rest of us. It was dangerous.† â€Å"I know,† Cassie said softly. â€Å"But right then it didn’t seem dangerous-or at least, it did, but I didn’t have time to think about how dangerous it really was. I just wanted to find whatever killed Jeffrey.† She saw Melanie and Diana trade a glance; Melanie surprised and Diana rather smug. Cassie felt vaguely uncomfortable. â€Å"Did Adam tell you anything about what we were talking about out in the cemetery?† she asked Diana. â€Å"About Faye and Sally?† Diana sobered. â€Å"Yes. But it’s all ridiculous, you know. Sally would never do anything like that, and as for Faye†¦ well, she may be difficult at times, but she certainly isn’t capable of killing anybody.† Cassie opened her mouth, and found herself looking at Melanie, whose gray eyes now reflected something like head-shaking cynicism. She looked back at Diana quickly and said, â€Å"No, I’m sure you’re right,† but she wasn’t. Melanie was right; Diana was too trusting, too naive. Nobody knew better than Cassie just what Faye was capable of. Ms. Lanning was starting class. Laurel and Melanie turned around, and Cassie opened her book and tried to keep her mind on history. That entire school week was strange. Jeffrey’s death had done something to the outsider students; it was different than the other deaths. Kori had been a Club member, or practically, and the principal hadn’t been very popular. But Jeffrey was a football hero, one of their own, a guy just about everyone liked and admired. His death upset people in a different way. The whispers started quietly. But by Wednesday Sally was saying openly that Faye and the Club had killed Jeffrey. Tension was building between Club members and the rest of the school. Only Diana seemed unaware of it, looking shocked when Melanie suggested that the Circle might not be welcome at Jeffrey’s funeral. â€Å"We have to go,† she said, and they did go, except Faye. As for Faye†¦ Faye spent the week quietly seething. She hadn’t forgiven Suzan and Deborah for helping to get Cassie ready for the dance, she hadn’t forgiven Nick for snubbing her, and she hadn’t forgiven the rest of them for witnessing her humiliation. The only people she wasn’t furious with were the Henderson brothers. When Jeffrey’s death was mentioned, she looked hard and secretive. Every day Cassie expected to get a phone call with some bizarre new demand, some new blackmail. But, for the moment, Faye seemed to be leaving her alone. It was Friday afternoon, car-pooling home after school, that Laurel mentioned the Halloween dance. â€Å"Of course you’re coming, Cassie,† she said as they dropped Cassie off at Number Twelve. â€Å"You have to. And you’ve got plenty of time, two weeks, to think of somebody to ask.† Cassie walked into the house with her legs feeling weak. Another dance? She couldn’t believe it. One thing she knew: It couldn’t be anything like the last one. She wouldn’t let it be. She’d do what Laurel said, she’d find somebody to go with-and then she’d just stick with him the entire time. Somebody, anybody. Sean, maybe. Cassie winced. Well, maybe not anybody. Starved for attention as he was, Sean might end up being a problem himself. She might never get rid of him. No, Cassie needed some guy to be an escort and nothing else. Some guy who would absolutely not get interested in her, under any circumstances. Some guy who’d be completely indifferent. . . A vision flashed through her mind, of mahogany eyes, rich and deep and absolutely dispassionate. Nick. Nick didn’t even like girls. And Faye wouldn’t care; Faye wasn’t even speaking to Nick anymore. Nick would be safe-but would he ever want to go with her to a dance? Only one way to find out, she thought. Nick was Deborah’s cousin, and lived with her parents at Number Two Crowhaven Road. The peach-colored house was run-down, and the garage was usually open, showing the car Nick was continually working on. Adam had said it was a ’69 Mustang coupe, which was something special. Right at the moment, though, it looked like a skeleton up on blocks. When Cassie walked in late that afternoon, Nick was bent over the workbench, his dark hair shining faintly in the light of the naked bulb hanging from the rafters. You read "The Secret Circle: The Captive Chapter Eight" in category "Essay examples" He was doing something with a screwdriver to a part. â€Å"Hi,† Cassie said. Nick straightened up. He didn’t look surprised to see her, but then Nick never looked surprised. He didn’t look particularly happy to see her either. He was wearing a T-shirt so covered with grease stains that it was difficult to read the slogan underneath, but faintly Cassie could make out the odd words Friends don’t let friends drive Chevys. Cassie cleared her throat. Just walk in and ask him, she’d thought-but now that was proving to be impossible. After a moment or two of staring at her, waiting, Nick looked back down at the workbench. â€Å"I was just walking to Diana’s,† Cassie said brightly. â€Å"And I thought I’d stop by and say hi.† â€Å"Hi,† Nick said, without looking up. Cassie’s mouth was dry. What had ever made her think she could ask a guy to a dance? So what if lots of guys had wanted to dance with her last time; that had probably just been a fluke. And Nick certainly hadn’t been hanging around her. She tried to make her voice sound casual. â€Å"So what are you doing †¦Ã¢â‚¬  She had meant to ask â€Å"for the Halloween dance† but her throat closed up and she panicked. Instead she finished in a squeak, â€Å"†¦ right now?† â€Å"Rebuilding the carburetor,† Nick replied briefly. â€Å"Oh,† Cassie said. She searched her mind desperately for some other topic of conversation. â€Å"Um†¦Ã¢â‚¬  She picked up a little metal ball from the workbench. â€Å"So-what’s this for?† â€Å"The carburetor.† â€Å"Oh.† Cassie looked at the little ball. â€Å"Uh, Nick, you know, I was just wondering†-she started to set the ball back down-â€Å"whether you might, um, want to-oops.† The ball had shot out of her sweaty fingers like a watermelon seed, landing with a ping somewhere under the workbench and disappearing. Cassie looked up, horrified, and Nick slammed down the screwdriver and swore. â€Å"I’m sorry-honest, Nick, I’m sorry-â€Å" â€Å"What the hell did you have to touch it for? What are you doing here, anyway?† â€Å"I†¦Ã¢â‚¬  Cassie looked at his wrathful face and the last of her courage left her. â€Å"I’m sorry, Nick,† she gasped again, and she fled. Out of the garage and down the driveway. Without thinking she turned right when she got to the street, heading back for her own house. She didn’t want to go to Diana’s, anyway- Adam was probably there. She walked up Crowhaven Road, her cheeks still burning and her heart thumping. It had been a stupid idea from the beginning. Suzan was right; Nick was an iguana. He didn’t have any normal human emotions. Cassie hadn’t expected him to want to go to the dance with her in the first place; she’d just thought maybe he wouldn’t mind, because he’d been nice to her in the boiler room that night. But now he’d shown his true colors. She was just glad she hadn’t actually asked him before she’d dropped the ball-that would have been the ultimate embarrassment. Even as it was, though, her chest felt tight and hot and her eyes felt sore. She kept her head carefully high as she passed Melanie’s house, and then Laurel’s. She didn’t want to see either of them. The sun had just set and the color was draining out of everything. It gets dark so early these days, she was thinking, when the roar of a motor caught her attention. It was a black Suzuki Samurai with the license plate FLIP ME. The Henderson brothers were in it, Doug driving too fast. As soon as they spotted her they pulled over and stuck their heads out the windows, shouting comments. â€Å"Hey, what’s a nice girl like you doing in a neighborhood like this?† â€Å"You wanna party, Cassie?† â€Å"C’mon, baby, we can show you a good time!† They were just harassing her for the fun of it, but something made Cassie look up into Doug’s tilted blue-green eyes and say nervily, â€Å"Sure.† They stared at her, nonplussed. Then Chris burst into laughter. â€Å"Cool; get in,† he said, and opened the passenger side door. â€Å"Wait a minute,† Doug began, frowning, but Cassie was already getting in, Chris helping her up the high step. She didn’t know what had possessed her. But she was feeling wild and irresponsible, which she guessed was the best way to be feeling when you were with the Henderson brothers. â€Å"Where are we going?† she asked as they roared off. Chris and Doug looked at each other cagily. â€Å"Gonna buy some pumpkins for Halloween,† Chris said. â€Å"Buy pumpkins?† â€Å"Well, not buy, exactly,† Chris temporized. For some reason, at this particular moment, that struck Cassie as funny. She began to giggle. Chris grinned. â€Å"We’re goin’ down to Salem,† he explained. â€Å"They have the best pumpkin patches to raid. And if we get done early enough we can hide in the Witch Dungeon and scare the tourists.† The Witch Dungeon? thought Cassie, but all she said was, â€Å"Okay.† The floor of the minijeep was littered with bottles, bits of pipe, rags, Dunkin’ Donut bags, unraveling cassette tapes, and raunchy magazines. Chris was explaining to Cassie about how to construct a pipe bomb when they reached the pumpkin patch. â€Å"Okay, now, shut up,† Doug said. â€Å"We’ve gotta go around back.† He turned the lights and engine off and cruised. The pumpkin patch was a huge fenced enclosure full of pumpkins, some piled up, some scattered across the ground. Doug stopped the Samurai just behind a large pile by the booth where you paid for the pumpkins. It was fully dark now, and the light from the enclosure didn’t quite reach them. â€Å"Over the fence,† Doug mouthed, and to Cassie: â€Å"Stay here.† Cassie was glad he didn’t want her to climb it; there was barbed wire at the top. Chris laid his jacket on it and the two boys swarmed over easily. Then they calmly started handing pumpkins over the fence. Chris gave them to Doug, who stood on the pile and dropped them to Cassie on the other side, motioning her to put them in the back seat of the jeep. What on earth do they want with all of these, anyway? Cassie wondered dizzily as she staggered back with armload after armload. Can you make a bomb out of a pumpkin? â€Å"Okay,† Doug hissed at last. â€Å"That’s enough.† He swarmed back over the fence. Chris started to climb over too, but just at that moment there was a frenzied barking and a large black dog with wiry legs appeared. â€Å"Help!† squawked Chris. He was caught hanging over the top of the fence. The Doberman had him by the boot and was worrying it furiously, snarling. A man exploded out of the booth and began yelling at them and shaking his fist. â€Å"Help! Help!† Chris shouted. He started to giggle and then yelped, â€Å"Ow! He’s takin’ my foot off! Ow! Help!† Doug, his strange slanted eyes glittering wildly, rushed back to the jeep. â€Å"Gonna kill that dog,† he said breathlessly. â€Å"Where’s that army pistol?† â€Å"Hold on, Max! Hold him till I get my shotgun!† the man was yelling. â€Å"Ow! He’s chewin’ on me! It hurts, man!† Chris bellowed. â€Å"Don’t kill him,† Cassie pleaded frantically, catching Doug by the arm. All she needed was for him and the pumpkin man to start shooting at each other. Doug continued ransacking the litter on the jeep’s floor. â€Å"Don’t kill the dog! We can just give him this,† Cassie said, suddenly inspired. She snatched up a Dunkin’ Donuts bag with several stale doughnuts in it. While Doug was still looking for a gun, she ran back to the fence. â€Å"Here, doggy, nice doggy,† she gasped. The dog snarled. Chris continued bellowing; the pumpkin man continued yelling. â€Å"Good dog,† Cassie told the Doberman desperately. â€Å"Good boy, here, look, doughnuts, see? Want a doughnut?† And then, surprising herself completely, she shouted, â€Å"Come here! NOW.† At the same time, she did-she didn’t know what. She did†¦ something†¦ with her mind. She could feel it going out of her like a blast of heat. It hit the dog and the dog let go of Chris’s foot, hind legs collapsing. Belly almost on the ground, it slunk over to the fence and crouched. Cassie felt tall and terrible. She said, â€Å"Good dog,† and tossed the doughnut bag over the fence. Chris was scrambling over in the other direction, almost falling on his head. The dog lay down and whined pitifully, ignoring the doughnuts. â€Å"Let’s go,† Chris yelled. â€Å"Come on, Doug! We don’t need to kill anybody!† Between them, he and Cassie bundled the protesting Doug into the jeep and Chris drove off. The pumpkin-seller ran after them with his shotgun, but when they reached the road he gave up the chase. â€Å"Ow,† Chris said, shaking his foot and causing the jeep to veer. Doug muttered to himself. Cassie leaned back and sighed. â€Å"Okay,† Chris said cheerfully, â€Å"now let’s go to the Witch Dungeon.† The Salem Witch Dungeon Museum looked like a house from the outside. Chris and Doug seemed to know the layout well, and Cassie followed them around the house, where they slipped in a back entrance. Through a doorway Cassie glimpsed what seemed to be a small theater. â€Å"That’s where they do the witch trials,† Chris said. â€Å"You know, like a play for the tourists. Then they take ’em down here.† A flight of narrow stairs plunged down into darkness. â€Å"Why?† Cassie said. â€Å"It’s the dungeon. They give ’em a tour. We hide in the corners and jump up and yell when they get close. Some of ’em practically have heart attacks,† Doug said, with his mad grin. Cassie could see how that might happen. As they made their way down the stairs it got darker and darker. A dank, musty odor assaulted her nostrils and the air felt very cool. A narrow corridor stretched forward into the blackness, which was broken only by tiny lights at long intervals. Small cells opened out from either side of the corridor. The whole place had a heavy, underground feel to it. It’s like the boiler room, Cassie thought. Her feet stopped moving. â€Å"Come on, what’s wrong?† Doug whispered, turning around. She could barely see him. Chris came back to the foot of the stairs and looked into her face. â€Å"We don’t have to go in there yet,† he said. â€Å"We can wait here till they start to come down.† Cassie nodded at him gratefully. It was bad enough standing on the edge of this terrible place. She didn’t want to go in until she absolutely had to. â€Å"Or †¦Ã¢â‚¬  Chris seemed to be engaging in some prodigious feat of thought. â€Å"Or†¦ we could just leave, you know.† â€Å"Leave now? Why?† Doug demanded, running back. â€Å"Because †¦Ã¢â‚¬  Chris stared at him. â€Å"Because†¦ because I say so!† â€Å"You? Who cares what you say?† Doug returned in a whispering shout and the two of them began to scuffle. They’re not really scary after all, Cassie thought, a little dazedly. They’re more like the Lost Boys in Peter Pan. Peculiar, but sort of cute. â€Å"It’s all right,† she said, to stop their fighting. â€Å"We can stay. I’ll just sit down on the stairs.† Out of breath, they sat down too, Chris massaging the toe of his boot. Cassie leaned against the wall and shut her eyes. She could hear voices from above, someone talking about the Salem witch trials, but only snatches of the lecture got through to her. She was drained from everything that had happened today, and this dreadful place made her feel sick and fuzzy. As if she had cobwebs in her brain. A woman’s voice was saying, â€Å". . . the royal governor, Sir William Phips, established a special court to deal with the cases. By now there were so many accused witches†¦Ã¢â‚¬  So many fake witches, Cassie thought hazily, half listening. If that woman only knew about the real witches lurking in her dungeon. â€Å". . . on June tenth, the first of the convicted witches was publicly executed. Bridget Bishop was hung on Gallows Hill, just outside of Salem.. .† Poor Bridget Bishop, Cassie thought. She had a sudden vision of Jeffrey’s swinging feet and a wave of nausea passed over her. Probably Bridget’s feet had been swinging when they hung her, too. â€Å". . . by the end of September eighteen other people had been hung. Sarah Goode’s last words †¦Ã¢â‚¬  Eighteen. That’s a lot of swinging feet. God, I don’t feel well, thought Cassie. â€Å". . . and a nineteenth victim was pressed to death. Pressing was a form of Puritan torture in which a board was placed on the victim’s chest, and then heavier and heavier rocks were piled on top of the board †¦Ã¢â‚¬  Ugh. Now I really don’t feel well. Wonder how it feels to have rocks piled on you till you die? Guess I’ll never know since that doesn’t happen much today. Unless you happen to be caught in a rockslide, or something †¦ With a jerk, Cassie sat up straight, the cobwebs swept out of her brain as if by a blast of icy wind. Rockslide. Avalanche. Mr. Fogle, the high-school principal, had found out what it was like to have rocks piled on you till you died. Weird coincidence. That was all it was. But†¦ Oh, my God, Cassie thought suddenly. She felt as if her entire body were plugged into something electric. Her thoughts were tumbling over each other. Rockslide. Pressed to death. Same thing, really. And hanging. The witches were hanged†¦ just like Jeffrey Lovejoy. Oh, God, oh, God. There had to be a connection. â€Å"†¦ never know how many died in prison. In comparison to the conditions there, the swift oblivion of a broken neck may have been merciful. Our tour will now take you-â€Å" Broken neck. A broken neck. Kori’s neck had been broken. Cassie thought she was going to faint. How to cite The Secret Circle: The Captive Chapter Eight, Essay examples

Cognitive Development free essay sample

Process Essay Cognitive Development There have been many different areas of interest in the field of psychology. The most popular area is the cognitive development of children. Cognitive development is the growth in childrens ways of thinking about and interacting with their environment. Some of the famous theorists concerning in the development of cognitive human development are Freud, Erikson and Piaget. The most accurate theory is Piaget’s theory. His theory provided many fundamental concepts in the field of developmental psychology and concerned the growth of intelligence. Piaget divided the cognitive development into four stages period that children use to understand the world, roughly correlated with and becoming increasingly sophisticated with age: The first stage is the sensorimotor stage that begins from birth until two years of age. During this stage, the child is concerned with gaining motor control and learning about physical objects. Children are curious explorers and try to the think about the world by interacting with it. But as more experiment and large number of researches were conducted, those revealed that the mental organizing and processing information occupied critical position during learning process which refer to cognitive approach. Cognitive approach emphasizes the learners’ characteristics and mental work compared with earlier associationism and behaviorism. During learning process which under cognitive approach, the learner are assumed to be active information processor and the previous knowledge which existing learners mind interacting with new information leads to learning outcome. As educational instructors, more attention should be allocated to how to actively motivate learners such as using reward and instructional objects in order to improve the learning outcome. Secondly, under the situation of fully knowing the importance and procedure of how cognitive approach working, intervention the cognitive process in different age level is adopted which considered as a method to improve the learning outcome. Piaget’s theory of cognitive development establishes an example of it. Piaget’s theory describes four stages of cognitive development of children which are sensorimotor, preoperational stage, concrete operational stage and formal operational stage. At the first stage sensorimotor, which around from birth to age 2, (Educational Psychology (2013)) children are lack of languages and internal representation and behaviors are limited as well. According Piaget’s theory, object performance is the most achievement among this stage. Object performances represents the ability of infants to realize that an object is permanent exists even though cannot be seen. An example is peek-a-boo, an younger infant believe that the object is vanished and would laugh when the object shows up again, however, an older infant who aware the object performance would understanding the object is still there no matter is be seen or not. Second stage of Piaget’s work is called preoperational which approximately from age two to seven (Educational Psychology (2013)). At this stage, languages development is the most significant performance, other feature is egocentrism which means that children would only see the thing form their own perspectives and difficult to understand other’s point of views. A well-known Piaget’s experiment is â€Å"three mountain tasks†. A child sits in front of an mountain asked what view can be seen from this angle and then asked what view can others can see in a different angle while the child still on the original position. The answer is till the views that the child can see from his or her position. This task shows that children around this age are egocentrism. Irreversibility and conservation are also the characteristic among this age. The third stage is called concrete operational which around age seven to eleven (Educational Psychology (2013)). Among this age, children start to think things logically and more mental operation but still have difficult to understanding abstract and hypothetical concepts, loss of egocentrism, irreversibility and able to consider different perspectives are other accomplishment during this stage. The final stage from age eleven to adulthood is called formal operational (Educational Psychology (2013)). During this stage people begin to consider abstract concept, imply more logical thought and deductive reasoning. Finally, education implication is also important to cognitive development. Different stages requiring different teaching skills. At sensorimotor stage educational instructor can provide a rich stimulating environment and allow the child to play with toys. For children at preoperational stage, hands-on practice, props and visual aids should be encouraged, educational instructors don not expect the child to understand different perspectives, and instruction should be short and more using actions as well as words. Educational instructor for children on concrete operational stage should provide more chance to classify and group objects, give children the chance to manipulate objects and test out ideas, using familiar example to explain new ideas and presentation should be brief and organized. For people on formal operational stage, educational instructor should continue use strategies and materials used in former stage, provide opportunity to explore various hypothetical problems and teaching concepts not just facts. In conclusion, cognitive activities are related to process information through mental procedure. Although Piaget’s theory of cognitive development may not perfection, inspiring and encourage people to discover and explore the cognitive activities would continues. Schema Theory Schemas refer to mental process of understanding and knowing information. The schema theory suggests that existing schemas will influence cognitive process. If information is missing, the brain fills in blank based on existing schemas and creates memory alterations. For example, a kid has a schema about cats. If this kid’s own experience about cats is small cat, clean and four legs. And the child could think that all cats are small, clean and four legs. Assume the child saw a large cat, the child will then take the new information, altering the existing scheme about cat to including this new information. Schemata are actually do not exist, they are hypothesized data framework which indicated that information or knowledge store in memory. Schema can be assimilated and accommodated according to Piaget’s theory and those are also key concepts of Piaget’s theory (Educational Psychology (2013)). Assimilation refers to a process that takes new information to existing schema. The example above shows when a child seeing a cat and then mark it as a cat, is an example assimilating an animal to animal schema. Accommodation refers to a process that alerting existing schema in order to adopt the new information. References Bruning. H. , Schraw J. , amp; Norby. M. Cognitive Psychology and Instruction (Fifth Edition). 501 Boylston Street, Boston: Allyn amp; Bacon Educational Psychology (2013): Formal Operational Stage of Cognitive Development, from About. com Educational Psychology web site: http://psychology. about. com/od/piagetstheory/p/formaloperation. htm Educational Psychology (2013): Background and Key Concept of Piaget’s Theory, from About. com Educational Psychology web site: http://psychology. about. com/od/piagetstheory/a/keyconcepts. htm Cognitive Development. What is cognitive development 1-2. From Google Database.