Browsing by Subject "Aggression"

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Open Access
Punishment for violent crimes: aggression and violence in the early Germanic law codes
(2017-09) Ayaz, Fevzi Burhan
Germanic law codes, which are also known as leges barbarorum, date to between the 5th and 11th centuries. The leges were highly influenced by external legislative regulations and can be basically defined as a combination of Roman law, Germanic tribal laws and canon law. This thesis attempts to examine punishment for aggression and violent crimes in the early Germanic law codes. Violent crimes against another person such as murder, homicide, bodily harm, injury, abduction and rape in the leges barbarorum are analysed in a historical context and punishments for such felonies are investigated in a detailed manner. Specifically, certain issues became apparent due to various social, ethnic and sexual backgrounds of the barbarian people who were subjected to the leges barbarorum. Such matters are discussed in detail by going through each and every article that deals with the punishments for violent crimes. The other purpose of the thesis is to perceive the transformation and adaptation of the Germanic peoples to the new legal systems and to conceive the legal transition process of these newly established political entities using violent crimes base. Main discourse of the research project consists of different kind of studies and investigations as it comes into existence under the distinctive topics. In other words, primary goal of the project is not only to understand the compensation for aggression and violence in the barbarian leges, but also to analyse the differences between the leges barbarorum of the early Germanic societies in the cases of violent crimes and punishment.
Open Access
Students’ motivation and their social adjustment in the classroom
(2016-05) Yalçın, Saniye
The aim of the present correlational study was to investigate Turkish students’ social motivation for their studies. Specifically, it investigated to what extent they endorse a social achievement goal for autonomous or for controlling reasons. Furthermore, the research examined the relation of the endorsed reasons (autonomous and controlling) underlying the social achievement goals to students’ perceived social competence and negative behavior (e.g., aggression, hostility and anger). A cross-sectional design was chosen to measure each variable at one point in time for each participant. A questionnaire was administrated to 226 graduate and undergraduate students (Mage = 22.36, SD = 3.92; 67.4% females), from a private nonprofit university in Ankara, who participated voluntarily in the study. Descriptive statistics showed that Turkish students scored higher on social development goals (the goal to develop meaningful relationships) than on either the social demonstration-approach goals (the goal to be popular) or the social demonstration-avoid goals (the goal to avoid social disapproval). The descriptive statistics also showed that the Turkish students endorsed social development goals for both autonomous (volitional) and controlling (pressuring) reasons. Moreover, a regression analysis showed that controlling reasons underlying social development goals tended to mediate the relation of perceived social competence and negative behavior (e.g., aggression, hostility and anger). Specifically, perceived social competence was negatively related to controlling reasons underlying social development goals and controlling reasons were positively related to negative behavior (e.g., aggression, hostility and anger). Students who had low-perceived social competence adopted social development goals for controlling reasons. Subsequently, those that adopted social development goals for controlling reasons reported high levels of aggressive, anger or hostile behavior toward others. The results are discussed in terms of implications for Turkish curriculum and instruction and they suggest modifications for curriculum and instruction to increase Turkish students’ perceived social competence and to decrease their controlled motivation.