Life At Its Simplest--Emerson & Thoreau As Applied To Modern Living Es

Life At It's Simplest--Emerson & Thoreau As Applied To Modern Living Life at Its Simplest A Practical Application of Interpreted Emersonian and Thoreauvian Concepts Due to a variety of coincidental circumstance, I have recently found myself in the position to write a paper exploring the practical application of Emersonian and Thoreauvian concepts in modern society. Both Ralph Waldo Emerson and Henry David Thoreau are considered two of the most influential and inspiring transcendentalist writers of this country. Their works consist of extensively studying and embracing nature as well as encouraging and practicing individualism and non-conformity. As a college student in a metropolitan city, I experience the everyday hustle and bustle that city life breeds. Youre kidding yourself if you say we live in a simple timeeveryone knows thatand with so much everyday stimuli there are bound to be simpler aspects of life that end up neglected. The primary goal of Emerson and Thoreau seems to be the exploration of what they believe to be the forgotten, but most important, parts of life: the simplest. Here is what happens when an average, city dwelling, colle ge student gets back in touch with life at its simplest. Day 1 Its 10 am, Im running late for school, Im hungry, its freezing, and I have no money in my wallet. Now, a person often says he is broke, meaning he cant buy a new pair of sneakers, but I literally have not a dollar to my name, having quit one job and having yet to land another. This day without money looks like the perfect opportunity to explore Thoreaus concept of living without the common comfort money can bring. But even Thoreau, with his dislike for money, eventually gets a job as a schoolteacher in Concord. (usmh12.usmd.edu/thoreau) I cant really experience any Walden lake situation either, because I must go to school, and being without money is not an excuse to avoid it. I grab a banana and rush to school only to realize that I cant park in the schools lot (that I have parked in everyday for the last three years without a problem.) A two-dollar fee never seemed so large. If I were in the forest, at least the parking would be free. I pull over and scrounge through my trunk, foolishly believing there might be a few quarters lying around. Not in this city. I end up driving around Park Merced for 20 precious minutes searching for free parking. Is everyone else as broke as I am? I head to my favorite coffee shop for their specialty, the white mocha, only to turn red as the cashier looks to me for payment. I cant believe Im this broke. How am I supposed to go all day without coffee? The same thing happens at lunch, but this time I stop myself before reaching the cashier. Looks like Im learning. I stop at the supermarket on the way home and pick up coffee and lunch supplies, determined to get up early enough to make coffee before school and pack a lunch. Needless to say, I pay the cashier in plastic. Later, I have to do the same at the gas station, but I know I cant keep using my credit card like this. What am I supposed to do, though? I need gas, food, and coffee. I also need to get my nails done, but I dont see that happening anytime soon. The end of the day leaves me frustrated. I need a job. I dont care what Emerson and Thoreau say about living simply. This no money thing will not work. Day 2 The CD player in my car breaks. This may not sound like such a big deal, but I certainly do not have the money to fix it, and there is no radio, so now Im left with no sound in my vehicle. Driving to school, I can hear my cars little engine huffing and puffingIve never really heard it before since I always have my Britney Spears playing so loud. I pull into the student lot (Ive managed to snag my roommates pass from earlier) and reach out of habit to remove my stereos face. But, right, nothing is there. The drive into the city is

The Raven Essays - Literature, Fiction, Poetry By Edgar Allan Poe

The Raven Essays - Literature, Fiction, Poetry By Edgar Allan Poe The Raven The Raven Once upon a midnite dreary, while I pondered, weak and weary. Edgar Allen Poe, The Raven, This poem is mainly about his wife dying and her being sick and his depression and anger. Nameless here forevermore, Only this and nothing more, Darkness there and nothing more, Tis the wind and nothing more. While I nodded nearly napping suddenly there came a tapping as pf sp,epme gently rapping, rapping at my chamber door, some visitor, he muttered tapping at my chamber door. Wondering , fearing, doubting, dreaming dreams no mortal ever dared to dream before, the silence was unbroken and the only word spoken was the whispered word Lenore and that he whispered back and then echo came back Lenore merely that and nothing more. Open then came the shutter, with a flutter, and there stood a Raven of the saintly days of yore, and there it stood perched above my chamber door, Raven wondering from the Nightly shore tell me what the lordly name is on the nights Plutonian shore, his response, quote the raven nevermore Then the air grew denser, perfumed from an unseen censor swung by seraphim whose foot falls tinkled on the hard floor. Wretch he cried, respite the memories of Lenore this kind nepenthe and forget his lost Lenore. Thing of evil, bird of devil, tell his soul with sorrow laden if within the distant Aidenn it shall clasp a sainted maiden whom the angels name Lenore. And the raven never flitting still is sitting just above my chamber door, and his eyes have all the seeming of demons that is dreaming and the lamp light over him streaming throws his shadow on the floor, and my soul from out of that shadow that lies floating on the floor, shall be lifted-nevermore.

Perform a highest and best use analysis on two properties Essay

Perform a highest and best use analysis on two properties - Essay Example The building is in urgent need of total maintenance. Keeping in mind the cost of buying a flat in this building and then contributing 1/6 of the total cost of renovation is high. But to make my flat financial feasible to the prospective buyer as well as lucrative enough for me to sell, I will have to invest money in its renovation. Then only can it be termed financially feasible from both the buyer and seller's point of view. There is no question of the supermarket not being financially feasible. Since it is a recent construction, there will hardly be any renovation required for a long time to come. This supermarket is economically doing fine so it is at its highest and best use. Legal conformity: Both the properties are legally fine. The only thing is that the residential building can legally never be converted into a commercial property as it is situated in an area meant for residential houses. Maximal productivity: Both the properties are maximally productive. The flat in which I live will guarantee highest net value to the developer because of the area in which it is situated. The supermarket is fit in all aspects and is unquestionably maximally productive. Physical possibility: Both the properties scored well in the physical possibility test. Keeping in mind the topography, shape, size and other attributes of the sites, any potential future use will not be a problem for both the sites. After

Written and Unwritten Constitution Essay Example | Topics and Well Written Essays - 1750 words

Written and Unwritten Constitution - Essay Example As we have already seen, the sources of the British Constitution are many and various, and may generally be grouped under four heads: This distinction between written and unwritten constitutions has led to the establishment of a far more important classification of written and unwritten constitutions. The idea of permanency is closely associated with the concept of constitution so much so that stability is considered to be one of its main attributes. Written constitutions are considered to be more permanent and, therefore, more written, because, generally speaking, they cannot be amended except by a special process or by means of special machinery. Unwritten constitutions, on the other hand, are deemed to be unwritten because they can be amended or altered by the ordinary process of legislation. It should, however, be noted that the distinction between written and unwritten constitutions does not necessarily depend on the distinction between written and unwritten constitutions. A written constitution may be as unwritten as an unwritten constitution. A typical instance is furnished by the Italian Constitution of 184 8 which, according to the generally accepted view, could be amended by the ordinary process of legislation. (Smith, 2001, 80) The distinction between written and unwritten constitutions was pointed out for the first time by Bryce, and has now become a fundamental concept of constitutional law and practice. According to Bryce, there are two types of constitutions: those which have grown organically without any pattern either in their form or in their content and which consist of a variety of laws, conventions and customs. (Bogdanor, 1997, 351) The second type is the result of systematic, exhaustive and conscious labour. The first type is derived from the same source as the ordinary laws and, consequently, may be abrogated or revised by the same organ and in the same manner as in the case of ordinary laws; and this he calls an unwritten constitution. On the other hand, a written constitution is derived from a source other than that of ordinary laws and is of a rank superior to that of ordinary laws. It can only be annulled or amended by the same organ which created it or some other organ to which its power has been delegated. In other words, a written constitution is one which demands for its amendment or revision special machinery or a special method. 1 It, therefore, occupies a privileged position and possesses a greater guarantee of permanence: a situation which French jurists have described as constitutional super-legality. In theory, therefore, inflexibility is the essence of this system. (Patterson, 1947, 135) A typic al instance of a written constitution is furnished by the United States of America. Article 7 of the Constitution prescribes two different methods of amendment: (i) either two-thirds of both Houses of the Congress may propose amendments, or legislatures of two-thirds of the States may call a convention for proposing amendments, and (ii) the

SLP Essay Example | Topics and Well Written Essays - 500 words

SLP - Essay Example It is however the slowest in starting up of the three and it seems that the application has heavy files. The slowest of the three search engine to load a website is internet explorer. It requires twice as much time to load compare to chrome and even fails to load sometimes. There are only two utility of a website that I find useful for what I need which is for research work in school and recreation (social networking, interesting websites etch). So the important utility that I need is how fast does it load a certain website and how fast does it load videos and pictures. Of the three, google chrome loads the fastest which I find very useful to what I need. I have to be honest that I am quite impatient when I surf the net. Speed is very important for me that is why I was annoyed using internet explorer because it is very slow and has a lot of bugs evident with its constant failure to load. This experience made me realize that user experience is very important to make an application relevant and useful. So if I will create applications someday, I will bear in mind the need and experience of the users so that the application I created will become

Describe and evaluate theories of aggression

Describe and evaluate theories of aggression There are many forms of aggression used in society today, from name calling in the playground to domestic violence, a man or women being beaten by his or her spouse. There are several on-going debates regarding aggression development, one of the main debates is nature versus nurture with Konrad Lorenz supporting the nature theory by suggesting that aggression is an instinct that we are all born with and Albert Bandura supporting the nurture theory, believing that a child is influenced by their surroundings and by their upbringing. This leads to the question could aggression be genetically transferred to us like the colour of our hair or eyes or does it develop as we grow and mature and interact with the world around us. Frustration and anger are common precursors to aggression but anger doesnt always turn into aggression; frustration arising from inability to control a situation leads to anger which may or may not escalate to full blown aggression. Anger can lead to irritation; when we get ready in the morning to go to work and the car does not start we may feel frustrated and sense the anger warming up our face, however, it may not escalate to aggression because the object did not choose to act that way. In other words, we feel angry or aggressive when we know that the source of frustration could have chosen to behave in a better or more desirable manner. A study by Averill and Weiner showed that anger arises when someone who frustrates us could have chosen to act otherwise. (Myers 2005, p.387) The evolutionary explanation of human aggression suggests that aggression serves as an important function in terms of the individuals survival as well as its potential to procreate. Newman et al discovered genes that are linked to aggression in Macaque monkeys and this gene has been present in them for at least 25 million years and so for that gene to have survived it must have provided some advantages. One explanation for aggression in people is that humans are somehow programmed to be aggressive and violent and that it part of a persons basic nature. Another view suggests that aggression is an inherited fighting instinct that we share with other species. In the past males had to act aggressively to get rid of competition and get the mate they desire. They eliminated their competition either by driving them away or by killing them. Aggression can thus be seen to serve adaptive purposes. Because the males who were fittest survived and got the most access to females it may have lead to the aggressive gene to be passed on and so creates a more aggressive generation which is stronger and fitter than the last. Spriggs (1999) argued that our hunter-gatherer ancestors would have formed a social structure based on stamina, physical strength and stature. So our ancestors survived on their abilities and an adaptive aggressive tendency. Males might also have become the aggressors was in order to win favour of the females and then pass on his genes. Since evolutionary success was built on the foundation of the aggressive male and responsive female, evolution continues to favour the social groups dominated by natural selection. There is however various factors that help prove the theory that genetics is a large component in aggression. Some hunters in groups were better than other; some groups produced more males, males that were better at gathering sources, which is why in some cultures it is seen more desirable to have males. Those men who have the combined traits of strength, stamina and cunning begin to outperform and bring back more than the others. As a result their stature grew and so did their chances of reproduction. The disadvantage with this theory is that the evidence given is based on thousands of years ago when humanity first began, so it is difficult to empirically test. Some scientists argue that this theory is defenseless and has no real evidence. Austrian psychoanalyst Sigmund Freud agreed with the nature theory to aggression development, he believed in the instinct theory. He stated that everyone is born with an instinct to live, Eros, and an instinct to die, Thanatos, and that as our aggression builds up and builds up, we can turn our death instinct towards others in a movement of self preservation to stop us from destroying ourselves. This process is known as the hydraulic theory; Freud suggested that the only way around this was to find another way to vent our aggression build up possibly through some form of therapeutic release such as sport. Lorenz studied animals as he believed, like Darwin, that we evolved from animals and he found that we have inherited a fighting instinct from them. He supports the nature theory but his beliefs differ from Freuds as he finds aggression a beneficial instinct that doesnt come from an internal struggle between our life and death instincts but from an instinct to protect territory, part ners and young from rivals of the same species. Megargee and Mendelsohn agreed with Freuds theories and completed a study on people who had committed brutally aggressive crimes, they found that their aggression had been repressed for so long until it built up so much that something trivial caused an aggressive outburst, and, as Freuds theory predicts, after the outburst the attacker returned to a normal calm state with no signs of an aggressive nature. There are a lot of problems with the instinct theory one being that it is difficult to test and another being that not everyone displays the same levels of aggression in the same circumstances which suggests biological factors alone cannot be responsible. Also there are some societies that show almost no acts of aggression at all such as the Amish located in both America and Canada and the Nubians situated in Egypt. There is also the view that aggression is something we learn or imitate from people around us this is known as the social learning theory. The Social Learning theory proposes that the cause of all aggressive behaviour is due to interactions with others in our social world. According to social learning theorists such as Bandura, aggressive behaviour is learned in either one of 2 ways, by direct experience which is based on operant conditioning or by vicarious (indirect) experience which is based on observational learning. Operant conditioning is for example, when a child pushes another child and, as a result, gets something they want; the action is then reinforced and is likely to occur in similar situations in the future. However observational learning is when a child sees a role model behaving in a particular way and imitates the behaviour of the model. It is thought that most aggression is learnt by observational learning, usually from those who are of a big significance to us. From these models we learn about the nature of aggressive behaviour and to which situations this behaviour is appropriate and also its likely consequences. According to behaviourists, behaviour that is reinforced (rewarded) will be repeated and learned and aggression that is associated with a reward (e.g. Praise) is likely to be learned. However there are various factors that can determine whether a person will be aggressive in a certain situation, one of these is whether a persons previous experiences of aggression (either their own or aggression of another person) were good or bad experiences. Another factor is whether these previous experiences were successful or not, this then allows them to assess how likely their aggressive behaviour will get them rewarded or punished in this certain situation. Finally, the cognitive, social and environmental factors that are operating at the same time, for example a person isnt likely to act aggressive if they fear that the victim may retaliate. On the other hand, aggression is likely to increase if person is in a hostile situation. Bandura combines the logic of both social psychology and cognitive psychology in his social cognitive perspective of human behaviour. Bandura thought that behaviour may be motivated not only by inherent psychological factors but also by more socio-environmental factors. He argued that the individual and the social environment were linked, something he called reciprocal determinism. Bandura social learning theory had four basic processes which are Attention, Retention, Reproduction and Motivation (Reinforcements). Attention only occurs if a person attends to the models behaviour. Retention happens as we code and remember the behaviour by placing it into long-term memory. Reproduction happens if an individual is capable of reproducing the models behaviour. If an individual expects to receive positive reinforcements this will then motivate an individuals behaviour, which is the motivation process. The Social Learning theorys view on aggression is supported by various experiments. Banduras most well-known study is the Bobo Doll Study whch involved child male and female participants from 3 to 5 years old with half the participants exposed to aggressive models interacting with a life-sized inflatable Bobo doll whilst the other half were exposed to models with no aggression. Children in the aggressive condition reproduced most of the physical and verbal aggressive behaviour whereas children in the non aggressive showed virtually no aggression. The findings support the Social Learning theory as the aggressive behaviour displayed came diectly from watching an aggressive model. Bandura also carried out variations of his study, one showing the model being rewarded or punished in a variety of ways, the kids were rewarded for their imitations, and the model was changed to be less attractive or less prestigious, and so on. Â   Responding to criticism that Bobo dolls were supposed to be hit, he even did a film of the young woman beating up a live clown. Â   When the children went into the other room, what should they find there but the live clown! Â   They proceeded to punch him, kick him, hit him with little hammers, and so on. The variations support the Social Learning Theory even more because of its 4 processes with the last being motivation/reinforcements. One variation showed that from 3 different groups the group that had seen the model being rewarded for aggressive behaviour showed high levels of aggression, however those who seen the model punished performed a lower level of aggression and the ones that saw the model neither punished nor rewarded fell between the other two levels. This supports Social Learning Theorys about reinforcements. However, the studies lack ecological validity because they were carried out in Laboratory conditions which means the results may not be able to be applied to real world situations. On the other hand Social Learning Theory can explain inconsistencies in aggressive behaviour. For example, if someone is aggressive and overpowering at home, yet meek and passive at work then it means they have learned to behave differently in the two situations as aggression brings reward in one place but not the other. Therefore the theory makes logical sense that we have learned this. SLT can also explain cultural differences in aggressive behaviour. The culture of violence theory proposes that some cultures emphasize and model aggressive behaviour whilst others do the opposite and so are more likely to produce individuals with low levels of aggression. This means that there isnt cultural bias in the studies as they have studied various different cultures and explained the differences between them. Also, the studies have lead to other developments in the real world so have importance in the fact the studies have practical applications. The studies have lead to changes such as focus on the effects of the visual media on both children and Adults. It has also led to implications on other different places such as classroom use. This is because now they can see certain reinforcements could be put into use, for example rewarded for answering a very hard question in class or being punished for maybe hitting another pupil in the class. It is effective for increasing appropriate behaviour and also good for decreasing inappropriate behaviours. However, although the theory has many strong points it also has its weaknesses such as the fact that the Social Learning Theory is also reductionist in the sense that is ignores biological factors. Biological theorists argue that Social Learning Theory ignores biological factors completely. It doesnt look at brain structures or possible learning difficulties and therefore the results collected could lack validity. It also means that SLT takes the nurture side of the nature/nurture debate. Finally, one of the main issues with the Social Learning Theorys research studies; in particular Bandura is the fact that it seen as very unethical and also morally wrong to encourage the children to be aggressive. David Skuse from the Institute of Child Health also conducted his own study on 224 former male child abuse victims he disagrees with Zeanah and Zeanah and found that only 12% of these abused children went on in later life to copy or imitate this abuse. Myers (2005 p. 386), explains, Displacement is the redirection of aggression to a target other than the source of frustration. Generally, the new target is a safer or more socially acceptable target. It is difficult to understand why people intentionally cause harm to others; however, it is even more complex to comprehend why an innocent third person would be targeted to express frustration. Several theories have emerged on the subject and they give us better insight into the psychology of displaced aggression. Conventional psychology suggested that displaced aggression was closely connected with low-self esteem. However since the breakthrough study by Baumeister (1996), conventional wisdom has given way to a startling revelation, i.e. people with high ego are more likely to engage in aggressive behaviour than people with lower self esteem. Baumeister and Bushman (1998) studied aggression in more detail and in greater depth than many other researchers. They were the first to suggest that low self-esteem may have not any link to aggression rather it is inflated ego that appears to lead to aggression. In their study they tested young adults for narcissism and found that those who scored higher on narcissist scale would react with significantly more aggression than those who scored low on this scale. Self-love, as they had put it, was thus found to be closely linked to aggression. It would be important to understand here that self-esteem is not the same thing as ego. Some very egoistical people may not have high self-esteem. Even though these terms have been used interchangeably, it is wrong to assume that they are the same. The reason Baumeister and Bushman (1998) used them this way is because a person with low self-esteem doesnt really love himself and self-love was the main subject of this research. Temperature can play an important role with aggression, (Baron/ Bell) did research involving the effects of heat on aggression by seeing how willing a participant would be to give electric shocks to another,they found that temperatures within the range of 92-95F generally increased the level of aggression. However when the temperatures became too extreme they found the lvels of aggression decreased, in these conditions the participants were stressed and did not want to handle the persons angry reactions, because they didnt want the hassle of the added stress. Baron and Bells study showed a curvilinear effect (where the relationship between heat and aggression both increase together but as it gets to a certain point the aggression decreases) between temperature and aggression which was predicted by the NAE theory saying that when temperature becomes very high an individual seeks to escape lowering aggression, but at lower temperatures the negative affect leads to aggression. There have been many scientists that feel that outside factors are the cause of aggression, Berkowitz studied the effects of coldness on aggressive tendencies and found that students that held their hands in very cold water showed an increase in the likeliness of aggression towards fellow students. Whereas Carlsmith and Anderson studied 79 cities between 1967 and 1971 and they found that aggression was more likely to occur when it was particularly hot days. With so many studies showing different triggers and responses to aggression it is unlikely that we will ever find a definite cause. It could be a combination of all theories or just depend on the subject concerned however as long as there is aggression and violence in society it will continue to be researched and studied. Bibliography Davenport G.C (1994) An Introduction to Child Development Collins Educational London Gross R. And McIlveen R. (1998) Psychology A New Introduction Greengate Publishing Services Kent www.bbc.co.uk/dna/h2g2/A1093439 Accessed 21/03/09 www.beyondintractability.org/essay/aggression Accessed 21/03/09 www.cliffsnotes.com/WileyCDA/CliffsReviewTopic/Aggression.topicArticleId-25438,articleId-25408.html Date accessed 21/03/09 www.criminology.fsu.edu/crimtheory/bandura.htm Date accessed 21/03/09 http://serendip.brynmawr.edu/exchange/node/1809 Date accessed 21/03/09 http://209.85.229.132/search?q=cache:xd_v53tfKawJ:learn.hackney.ac.uk/file.php/32/Psychology_-_Dean/Social_Psychology/Handout_06_-_Theories_of_Aggression.doc+theories+of+aggressioncd=12hl=enct=clnkgl=uk Date accessed 21/03/09 Displaced aggression is an abnormal behavior even if found commonly in some people. It is continued as an easier form of aggression release if the aggressor has been successful the first time. If the aggression directed to the innocent target results in a positive outcome for the aggressor, the aggression is rewarded. The individual will recur to the same method of release of frustration the next time he faces similar situation if he feels that there are not consequences connected to the harm-doing. When punishment to this behavior is applied, it can teach the aggressor self-control. Displaced Aggression in children and young adults Unfortunately, when a parent has no control over the emotions caused by frustration and had tasted the reward of aggression, he/she is more likely to continue displacing the aggression toward his family; therefore, his children will learn aggression as a normal behavior. Displacement effects are, certainly, attached to ethnic and racial conflicts as well as many other social behaviors. Discrimination and prejudice are forms of aggression displacement. Motivation to restore equity may also produce displacement-like behavior. Displacement of aggression can also be observed in children at schools when they decide to transfer the frustration caused by a teachers negative attitude against them, toward others students. They cannot attack physically or verbally the teacher so displacement of the aggression is redirected to a target other than the source of frustration. Generally, the new target is a safer or more socially acceptable target. (Myers, 2005, p. 386). In this case, the targets are those kids to whom the teacher pays more attention. The teacher represents the authority, problem-solver person in charge and, in many cases, the children cannot approach them to talk about their feelings and even the needs they have about a subject. Then, the frustration turns into anger and without self control, in aggressive behavior. The student will feel rewarded by the displacement aggressive act even if the release of frustration is temporary. Displaced Aggression and Self-esteem Choice of Target It has also been found that aggressors choice of the innocent target is dependent on some important factors such as similarity of the target to the actual source or similarity of the situation in which the target was found. In other words, a person who behaves violently towards his wife when she asks him why he never mowed the lawn chose his wife as the target because her request bore some resemblance to the aggressive requests made by his boss. Miller (1948) suggested that choice of target is not a random act. It is based on three factors: a. the strength of the instigation to aggression b. the strength of inhibitions against such behavior c. The stimulus similarity of each potential victim to the frustrating agent. (Baron, 1977,p.24) The third factor explains that a target is chosen because it resembled the frustrating agent. The person may have used the same tone, asked for something similar, or made a demand in similar manner. It can be anything but as long as in the aggressors mind, it resembled the source, this target would be chosen. But this is not the only factor. It has also been found that the resembling target must also exhibit certain weakness. He/she must appear weaker than the original source and also weaker than the aggressor himself. A strong target no matter how much it resembles the source is most often not selected because the aggressor cannot hope to be successful against him. Triggers and Displaced Aggression In this regard, triggered displaced aggression studies have offered some interesting insights. Triggered displaced aggression suggests that strength of the trigger is closely connected with level of displaced aggression. Mild triggers were most often responded to with very high levels of displaced aggression compared to moderate or strong trigger. Vasquez et al. (2004) used triggers to examine the situations in which a person may choose to display displaced aggression. He found that mild triggers were more likely to result in serious displaced aggression compared to moderate or strong triggers. For example, episodes of road rage or spousal abuse are frequently elicited by minor events. Thus, in many of these episodes, a prior provocation or frustration may have contributed to the aggression observed in response to a minor impoliteness on the highway or a wifes reminder about the uncut lawn. Moreover, aggressive individuals may not even be explicitly aware that their response to the person who provided the minor triggering event may be inordinately disproportionate. Although the process details presented here are incomplete, future research conducted within the TDA paradigm may eventually lead to a complete understanding of situational and individual moderators of aggressive responding among previously provoked participants in response to a mild triggering provocation. It is hoped that through understanding these moderators and process variables, efforts to limit aggressive responding may be developed. Vasquez (2004) and others who have studied triggered displaced aggression used terms that might confuse a person regarding the connection between strength of triggers and displaced aggression. In simple terms, the reason a mild trigger elicits highest level of displaced aggression is because of the inherent weakness of the trigger. The target chose to use a mild trigger because he/she apparently lacked the strength to make a stronger provocation. The aggressor takes it as a sign of weakness that gives him the confidence to lash out and choose the person as a target. Conclusion We have often come across cases of displaced aggression. We may have also been guilty of engaging in it ourselves too without realizing that our aggression was displaced. Displaced aggression is not only found in adults but is also exhibited by children. It is a common not highly undesirable way to react to a provocative situation. The behavior is considered abnormal and is closely linked to inflated ego instead of self esteem. Children can learn displaced aggression as a normal way of reacting to frustration because that is how their parents behaved. Aggressors choose their targets based on some important characteristics. Most importantly this target should resemble the actual source in some manner and must also exhibit certain degree of weakness. It is important to understand that our research revealed no direct link between self esteem but was linked to narcissist behavior. A person who loves himself in an abnormal manner fails to take insults in its proper perspective and decides that he would react strongly even if the actual source remains unmoved. This is when an innocent third person is chosen. Displaced aggression can be treated through carefully administered punishment that sends a message that this kind of behavior is undesired and must be discontinued.

Queen Sondok Essays -- Korean History

Queen Sondok Queen Sondok was the first woman to become a queen in the Korean Silla kingdom in 632 A.D. Queen Ma-ya, Sondok's mother, did not bear any sons to become king, so King Chinpyong sent her to a convent in the mountains to become a nun. This brought a great deal of sadness to Sondok, she said, "The monastery has swallowed everyone I love." (7) After Queen Ma-ya was gone, King Chinpyong, who had reigned for fifty years, remarried a woman who also could not bear him a son (7). Since Sondok was the eldest daughter, Sondok became queen after the king died. She became the most famous queen of a Korean state. Queen Sondok was born in Korea in 610 A.C.E. She ruled for fourteen years, holding the realm together against external and internal threats. During this period, women already had a certain degree of influence as advisers, queen dowagers, and regents. Throughout the kingdom, women were heads of families since matrilineal lines of descent existed alongside patrilineal lines. The Confucian model, which placed women in a subordinate position within the family, was not to have a major impact in Korea until the fifteenth century and most of people throughout the kingdom believed in Buddhism, Daoism, and Shamanism (6). During the Silla kingdom, women's status remained relatively high. Early in her life Sondok had displayed an unusually quick mind. For example, when she was seven, her father received a gift from the Emperor of China. It was a beautiful painting of peonies, accompanied by a box of the flower's seeds. Sonduk commented that the flower was beautiful, but it was a pity, because it had no sweet perfume. Her father, brow knit in confusion, asked her how she could know that, since she had never se... ... (http://www.womeninworldhistory.com/heroine7.html) 2. Still More Women Rulers 3. Women of Royalty - Sondok, Queen of Silla (http://royalwomen.tripod.com/womenofroyalty/id17.html) 4. Muses – The Graces—Graeco-Roman (http://www.geocities.com/Wellesley/1582/muses.html) 5. Lee, Ki-baik -1984 ANew History of Korea Translated by Edward W.Wbner. Harvard University Press, London. (http://ko-m.hp.infoseek.co.jp/Miruk.htm) 6. Famous Koreans – Six Portraits by Mary Connor. Education about Asia, volume 6, number 2, Fall 2001. (http://www.aasianst.org/EAA/connor.htm) 7. Sondok: Princess of the Moon and Stars, Korea, A.D. 595 (The Royal Diaries) by Sheri Holman 8. The Influence of China on the Three Kingdoms and Unified Silla (http:// www.marymount.k12.ny.us/marynet/TeacherResources/SILK% 20Road/html/sillatang.htm)