Violencia
Violencia R Not Us
¿Es la violencia Normal o disfuncional?
Algunas personas argumentan que la violencia siempre ha estado presente desde tiempos inmemoriales y siempre serán. ¿Es esto cierto? ¿Esto deja espacio para posibilidades de cambio?
¿Es el conflicto y la violencia lo mismo? o es simplemente un conflicto desacuerdo que es una parte natural y saludable del ser humano? Si el conflicto es natural, entonces, ¿qué es la violencia? ¿Es la violencia el resultado de intención negativa, supresión y / o acondicionamiento? (referirse a continuación a la investigación anecdótica acerca de lo que los niños piensan y sienten).
Siempre me pregunto si los humanos comportamiento es la naturaleza (innata) o fomentar (aprendido), Recuerdo la historia de los niños salvajes que han vivido con animales. Entonces me acuerdo de que la vida está poderosamente influenciada por el condicionamiento a través del ambiente en el que vivimos.
Los niños pequeños que han sido criados por animales de una edad joven se identifican más con sus padres adoptivos animales que los seres humanos, los que perciben como algo ajeno o peligroso. Prácticamente todos los niños salvajes resisten captura, prefieren vivir en la naturaleza, intento escapa de los seres humanos, mantener lejos o evitar a los humanos y algunos se sientan inexpresivo. Los niños salvajes no muestran interés por los niños de su misma edad ni los juegos que juegan. No reconocen su reflexión y no muestran signos de apego a otra persona. Ellos no se conocen a reír o llorar. Exhiben un comportamiento de la familia adoptiva. Ellos lamen bebida, aprender sonidos de animales y gestos. No les gusta la ropa y la ropa Tear Off. Los niños salvajes buscan la compañía de los animales. Curiosamente animales salvajes se acercan a los niños salvajes ( http://www.smashinglists.com/10-feral-human-children-raised-by-animals/ ). Estas historias fascinantes resaltan cuán poderoso condicionamiento social y el medio ambiente es. Si un niño criado por los lobos no se identifica con el ser humano en absoluto, esto revela que la identidad y el comportamiento que se aprende del entorno.
Así que mirando a la violencia en el mundo. Algunos pueden decir que los animales son violentos, pero ¿cómo sabemos que su intención es violenta (intención negativa) o simplemente instinto de supervivencia? ¿Podría ser esto una proyección humana? Cuando observamos la naturaleza, es obvio el auto sistema natural regula y que las poblaciones se sacrificaron por el equilibrio de los depredadores y sus presas. También somos parte de la naturaleza, sino que parecen diferir porque tenemos procesos de pensamiento y sentimiento más complejas. Nuestros estados emocionales filtran el mundo que vemos. Piense en cómo se sentiría usted si usted ganó la lotería y luego piensa en cómo te sientes cuando estás con el corazón roto. ¿Cómo se ve el mundo a usted? Si usted está constantemente viendo imágenes violentas, ¿cómo funciona este sentido emocionalmente? ¿Cómo que dan forma a su mundo? Piensa en ello y luego entra en tu sentimiento. ¿Qué va a crear sentimientos positivos? lo que va a crear un mundo positivo?
La violencia es un comportamiento aprendido y que es muy importante que los niños aprenden que la violencia no es una forma saludable de resolver los conflictos. Es saludable tener una diferencia de opinión, que no tiene por qué ser negativo si el otro no está de acuerdo.
Si vemos el mundo tal como es y ver que todo el mundo tiene diferentes experiencias de vida y de ver el mundo de una manera diferente, tal vez podemos estar de acuerdo en estar en desacuerdo sin apego a ganar la discusión a cualquier precio.
Vivir en un ambiente violento aumenta las posibilidades de desarrollar problemas de conducta de los niños. Les enseña que esto es cómo lidiamos con el conflicto y podemos establecer patrones de vida que pueden causar una gran miseria y el sufrimiento en sí mismos y otros que impactan en.
Michael Moore en su documental "Bowling for Columbine’ habla sobre el aumento de la violencia en la sociedad y el tema central del miedo. Habla de los tiroteos en la escuela secundaria Columbine en Littleton Colorado, EE.UU. y entrevistas al gerente de relaciones públicas en Lockheed Martin, el fabricante de armas para el gobierno de Estados Unidos. Plantea preguntas y enlaces naciones resolviendo disputas mediante la violencia (guerra) y la violencia en las escuelas. Curiosamente, según el Derecho nacional, los pistoleros de Columbine (si hubieran vivido) habría sido condenado por asesinato y enviado a la cárcel. Mientras que aquellos que asesinan en nombre de grupos de personas (los gobiernos oficiales) no son juzgados en virtud del derecho internacional. Otros grupos que matan (no oficial) son llamados "terroristas’ (en desacuerdo) o "luchadores por la libertad’ (acuerdo) dependiendo del lado estás.
¿Por qué nuestra ética y valores cambian porque la decisión es tomada por un grupo que percibimos como una autoridad? ¿Funciona matando dado a dónde queremos ir como sociedad o civilización? Al final del día si el grupo es oficial o no oficial, ambos matar al enemigo para lograr un objetivo. En realidad la muerte de una persona no sólo inflige dolor y sufrimiento a la víctima, pero los amigos y familiares de la víctima. Adicionalmente, comunidades experimentan enorme miedo psicológico y la agitación. Los niños crecen con heridas de por vida y ver el mundo como un lugar peligroso. ¿Crea la guerra la paz verdadera? ¿Es eso posible? ¿Queremos una paz verdadera? Cuando usted comienza a mirar por debajo de usted puede sentir el poder (de control a través del miedo) y propaganda (influencia a través de la percepción de lo correcto e incorrecto) en el trabajo.
En cuanto a nuestra sociedad estamos enseñando a la violencia a nuestros hijos a través de videos violentos, películas y la guerra viven en T.V. cable? Es el mensaje que el uso de la violencia es la forma en que resolvemos los problemas? En verdad se trata de un paradigma tradicional de poder sobre los demás a través del miedo (bullying). El miedo se utiliza para cambiar el comportamiento en todos los niveles de nuestra sociedad. Sin embargo, no cambiar las creencias de cambio de comportamiento? ¿cambia sus creencias? Si la gente no cambia voluntariamente creencias para alinearse con el comportamiento, la gente se suprimió y resentidos cuando se ven obligados por los demás.
¿Cuál es la diferencia entre un terrorista y un soldado? Ambos matan por orden. Lo que crea el terror? Lo que crea la guerra? ¿Por qué utilizamos la violencia para resolver los conflictos? ¿Por qué no pueden los padres enseñar a utilizar modelos de empoderamiento o el amor, es decir, enseñar a los niños a tomar decisiones y aceptar responsabilidad por los resultados? ¿Por qué seguimos enseñamos a los niños a través de nuestro ejemplo que deben hacer lo que decimos? ¿Siempre hacemos lo que decimos? ¿Realmente estamos pidiendo que lo que piensan o sienten? ¿Por qué no capacitar a los niños en vez de usar la fuerza? Debemos pensar en esto si queremos sobrevivir como especie.
Violencia en las Escuelas
En los EE.UU., la violencia y la violencia juvenil, en particular,, se considera el desafío más serio a la sociedad. Este punto de vista se ve reforzado por los tiroteos adolescentes en la escuela secundaria Columbine, Littleton, Colorado. Dos adolescentes amenazaron y asesinaron a compañeros con rifles de alto poder. La causa de este comportamiento se percibe que se asocia con los chicos sienten condenados al ostracismo, estigmatizado y acosado por sus compañeros de clase y maestros. La violencia es considerada como una respuesta aprendida a la frustración. Littleton ofrece un ejemplo de la aceptación cultural de la utilización de la violencia como forma de resolución de problemas. La violencia en las escuelas es considerado el tema educativo más apremiante en los EE.UU.. Algunos críticos afirman que las escuelas no están respondiendo al problema de manera decisiva, apoyo arriesgar para la educación pública. [1]
En Australia, la reciente octubre 21, 2002 disparar en la Universidad de Monash, preocupación planteada acerca de la violencia en las escuelas. En este incidente, un hombre armado con una pistola mató a dos personas. [2] Estos incidentes plantean miedo comunidad de no sentirse seguro y plantean preguntas sobre el uso de la violencia para resolver problemas.
Dr. Christie de Queensland University of Technology afirma que las escuelas se han reconocido desde hace tiempo como los sitios principales de la violencia. [3] La violencia se extiende de asalto verbal a las agresiones criminales. Por otra parte, se encontró en un estudio que entre 50-60% de los niños y 40% de las niñas tenía sentimientos homofóbicos. En Australia Occidental (1992) chicos fueron suspendidos por asalto físico 25 veces más que las niñas. En Victoria, 83% de los estudiantes suspendidos eran niños en su mayoría por abuso físico y verbal. En la ACT, (1996) un aumento de la violencia fue evidente en la escuela primaria, jardín de infantes y preescolares. [4]
Los factores que subyacen la violencia se consideran complejo. Las circunstancias y los antecedentes de quienes cometan actos de violencia incluyen: estatus socio-económico, la vida familiar y las relaciones, escuela, experiencias de trabajo y de la comunidad. Adicionalmente, las brechas entre ricos y pobres puede ser un catalizador de la violencia. Los medios de comunicación y los medios de comunicación pueden y entretenimiento basado influye en la violencia. [5]
Los factores asociados con la conducta antisocial y criminal incluyen la discapacidad infantil, baja auto- estima, falta de habilidades sociales, la alienación y el comportamiento impulsivo. Factores escolares relacionadas incluyen: el fracaso escolar, grupo de amigos rebeldes, bullying, rechazo de los compañeros y la gestión inadecuada conducta. Los factores familiares son: las madres adolescentes, la ausencia del padre, desarmonía, violencia familiar, vacaciones en familia y divorcio. La familia se presenta constantemente como los de mayor influencia en los niños. [6] Una miríada de factores asociados a la violencia infantil y la agresión incluye el maltrato infantil y pobres prácticas de crianza de los padres. El niño es entrenado para ser agresivo a través de principios de los patrones de interacción familiar coercitivas. Los padres de modelo y los niños aprenden comportamientos coercitivos para escapar de los estímulos negativos. [7]
Intimidación en las Escuelas
La intimidación es reconocido como una forma de comportamiento violento. En Australia, un estudio de 7,500 estudiantes informaron que 20% de los estudiantes de edades comprendidas entre 5-17 años fueron intimidados por lo menos una vez por semana. La intimidación se considera más frecuente en la escuela primaria. [8] Por otra parte, uno de cada veinte niños es un matón. [9]
Según una investigación realizada en el Reino Unido el patio era el sitio más común para la intimidación. En los EE.UU., bullying se estima que afecta 10-20% de la población estudiantil, burlas e intimidación sobre todo verbal. [10]
Profesor Ken Rigby de la Universidad de Australia del Sur, afirma que la intimidación es 'la opresión repetida de una persona menos poderosa por una persona más poderosa o grupo ". La intimidación es clasificada como física, verbal y psicológica. La intimidación se basa en la amenaza o el miedo. Once the pattern is set up the bully does not have to do much to produce fear and the victim finds it impossible to break this cycle. [11]
Existen 7 elements to bullying:
- Desire to hurt – inflict pain
- Bullying acts on desire;
- Action is hurtful;
- An imbalance of power – bully is stronger and more powerful (physically, psychologically);
- There is no justification for the action, victim has done nothing;
- It is persistent behaviour;
- The bully enjoys hurting the victim. [12]
Bullying becomes entrenched in society because of secrecy and a culture that perceives it is bad to ‘dob‘ happening. [13]
Families of victims are typically overprotective whereas families of bullies don’t care. There is an inconsistency in dealing with behavioural problems. Punishment may be inconsistent or perhaps too harsh.
The child absorbs the message that the world is unpredictable and unfair. [14]
The consequences of bullying is low self esteem, stress, anxiety attacks and nightmares. In some cases persistent bullying has let to suicide. Por otra parte, as a result of constant fear schoolwork suffers and concentration is poor. Studies have revealed that people persistently bullied as children can cause adult depression and difficulty in forming relationships. [15]
From the perspective of bullies, their life chances are minimised. A high proportion of bullies achieve little at school, leave early and then get into trouble with the law. They are four times more likely to come before the court and be convicted of anti-social offences. This entrenches in their life patterns and their children are likely to become bullies. Hence, aggressive children may grow up to become violent parents or members of the community. [16] The behaviour of bullying has negative impacts on both the bully and victim. It is important to create a culture that does not tolerate this kind of behaviour. Overseas projects have proven that schools make a difference by creating happier and safer places for children. [17]
Strategies for dealing with bullying include peer mediation to provide the means of raising awareness and empowering students to take responsibility for resolving problems. Providing lifetime skills such as effective communication, listening, assertiveness and problem solving. Other important skills include: relating skills, self-esteem, accepting own feelings and developing empathy for others and conflict resolution skills. [18] It is important as a class that children discuss openly bullying and develop class rules which impacts on the school ethos. [19]
[1] Christie, Reducing and Preventing Violence in Schools,’ Introduction’ ..
Online at: www.peacebuildersoz.com/papers/June99.htm
[2] SMH, ‘Two shot dead, five wounded at Monash Uni’,
Online at: http://www.smh.com.au/articles/2002/10/21/1034561430158.html
[3] Christie, op.cit. ‘Introduction’ .
[4] Christie, op.cit, ‘ Violence in Schools’.
[5] Christie, op.cit, ‘Factors Underlying Violence’ .
[6] Christie, op.cit, ‘Factors Underlying Violence’
[7] Christie, op.cit, ‘Family Influences’
[8] Christie, Reducing and Preventing Violence in Schools. ‘Bullying in Schools’.
Online at: www.peacebuildersoz.com/papers/June99.htm
[9] Berne, S. An Effective Anti-Bullying Program for Primary Schools , p6
[10] Christie, op. cit. ‘Bullying in Schools’
[11] Berne, S. op.cit , p2
[12] Berne, S. Ibid .
[13] Berne, S. Ibid ., p6
[14] Berne, S. Ibid.
[15] Berne, S. Ibid. , pp7-8
[16] Berne, S. op. cit. , pp8-9
[17] Berne, S. Ibid.
[18] Berne, S. Ibid. , p14
[19] Berne, S. Ibid. , pp14-15
Medios de Comunicación y la Violencia
Society will need to question violence in the media. There are many sides to the debate that argue that media affects behaviour and other schools of thought state that it doesn’t. In my personal life I have found myself modelling from the media and conclude that what we expose ourselves to becomes part of our memory and can be drawn upon to make sense of the world. As a market researcher I am aware that television programming is not representative of the wider world. Programming is selective with the aim of maximising advertising revenue. Therefore the main motivation is profitability not social responsibility or complete information.
The media is viewed as furthering violence by:
- Overall – Popularisation of violence in the media;
- Print media – some depict cartoons which encourage laughter at cruelty;
- Magazines – some degrade women and link them with violence and being victims;
- Video – can be intensely violent, sexually sadistic, pro-war videos are a serious international problem.
(Fuente: Jane Chesneau, Australian Television Action Committee, Conference on Weapons and Violence in Australia, 1989)
Is Television Violent?
- What one person sees as violent may not be seen the same way;
- Few meaningful definitions of violence;
- Broadcasters accused of allowing too much violence on TV (Gunter, Wober: 1988)
- UK – 2,078 programmes analysed, using a 4 week sample, under 30.1% contained some violence, frequency of violence 1.7 acts per hour (Cumberbatch: 1987)
- NZ – 846 episodes of violence on one week, 9.5 acts per hour,
- Sweden, Switzerland – low rates of violence, 2 acts per hour (NZ Foundation for Peace Studies: 1986);
- Average Australian child – ver 15,000 murders on TV during school year;
- 97% of crime shows, 74% adventure, 86% cartoons contain violence.
(Chain Reaction: 1992)
The Debate: ‘Television Violence Causes Aggression’ – Pro
- Research in 50’s and 60’s flaws, methods and designs improved;
- Reports support findings: 1972 Surgeon General’s Report, 1982 National Institute of Mental Health, Psychological Society, Royal Commission on Violence in Communications Industry, CRTC, UNESCO; (Joesphson:1995)
- Feshback & Singer study (1973) found boys viewing aggressive TV showed increase in aggressive behaviour;
- Belson study (1978) interviewed 1565 teenage boys in England between 1959 y 1971 – boys gave info on own level of violence, frequency. Belson found that viewers who watched high amounts of violence reported greater violence; (Williams: 1986);
- Many social scientists agree there is a causal relationship;
- Bidirectional model – television violence influences aggression, aggression influences preference for television violence
- (Huston & Friedrich-Cofer:1986)
- Comprehension of Children – Age
- Up to 18 mes – short attention spans;
- 2 1/2 yrs – fully fledged viewers, limited meaning, imitate, prefer cartoons;
- 3-5 yrs – exploration approach, search for meaning. Behave aggressively after watching high action;
- 6-7 years – critical time. Cognitive ability to follow plots, inference, consequences, less mental effort (effort determines processing);
- 8 years – more sensitive to content, not aggressive if violence portrayed as evil, suffering, likely to show aggression if violence reflects real life, identify character or engage in aggressive fantasies;
- 6-11 yrs – watching more adult shows, taste for horror, desensitising themselves to fear and violence, likely to become tolerant to violence in real world;
- 12-17 yrs – abstract thought, reasoning, little mental effort, prefer music videos, horror, pornography (boys) deal with topics in negative way. Adolescents doubt reality of TV, challenge authority.
(Fuente: W. Josephson, Television Violence: A Review of the Effects on Children of Different Ages)
Efectos sobre los niños
In the literature on television violence the following points were made regarding the impact on children.
- Physical aggression, potential to injure, verbal abuse, threats (Williams:1986)
- Belson study (1978) – television affected teenagers pre-disposed to violence;
- Experiment – group of children shown TV film of someone playing roughly with doll, given similar doll, more likely to play violently (NZ Foundation for Peace Studies:1986);
- Psychological research found televised violence has effects on children – imitation, copycat violence;
- Emotional effects on children, desensitise;
- Resort to physical violence to resolve conflicts;
- 300 studies in 1986 – preschoolers more physically aggressive as a result of watching television;
- Children who create violent or heroically aggressive fantasies and identify with heroes are likely to be affected by violent television, fantasies as rehearsals for violent response to real-life events.
(Fuente: W. Josephson, Television Violence: A Review of the Effects on Children of Different Ages)
Do We Have A Responsibility?
- UN 1959 Declaration of the Rights of the Child;
- Rights concerned with the need to develop; individual abilities and learn to be useful members of society;
- Many families are more arenas of conflict;
- Most Important Factor – the quality of the relationship with parents.
(Fuente: Conference on Weapons and Violence in Australia, 1989)
What Do Children Think and Feel about Peace and Violence?
Selected anecdotal research in Primary (Elementary) Schools, Melbourne Australia 2003.
Children from 4 Melbourne primary schools were involved in a pilot study of the REAL HOPE program. They answered questions in relation to peace and violence. The children were aged between 6 y 10 years old. This information was collected during a ‘brainstorm session’ with 8 classes across 4 schools. It is anecdotal information and is not representative of all children. The information is to generate discussion and for interest. Codes in brackets refer to schools.
Q. When I say the word peace what do you think or feel?
- Quiet, calm, relaxing, peace clown, enjoyment, peace in the world, sleeping, no racism, keep stuff when angry to yourself (OV)
- No war, quietness, happy people, happiness, harmony, amor, togetherness (OV)
- Yin and yang, quiet, compartir, world with no bad things, harmony, aware of other people (OV)
- Happiness, world peace, quiet, la no violencia, happy (RE)
- Sleepy, loving, tranquillity, hippies, people shaking hands, no wars, tree museum, animals, think opposite of people fighting, little white dove with olive branch (MONT1)
- No fighting, happiness, PM control it all, doves, halo (MONT2)
- Happiness, caring, no war, love and joy, enjoyment, relaxation, no violence, nuclear disarmament, patience, a better world (TT).
Q. What does peace look like? What do you see in your mind?
- Happiness, birds singing, see your favourite things, fun – playing, water, dog barking, amor, families, dream (having), giving flowers out (OV)
- Peace clown, people being kind, 60’s, every one together, hippy sign, yin and yang (OV)
- No war, no bad sickness, everyone eating instead of starving, everybody in houses and food, I don’t like it when people don’t have houses and food, exciting (OV)
- Yin and yang, peace symbol, restaurant (going to), holiday, cemetery, sleep (RE)
- Colourful fumes pink smoke, botanic gardens, people working together, violence rising multi-coloured rainbow, rose coloured glasses, happy Yani always, X-box – violent video games (just a game), opposite of peace is violence, next generation thinks violence is good, paddock – grass (MONT1)
- Nice to each other, kind, world in shape as peace sign, working together, smiling, shaking hands, hot – yin and yang (MONT2)
- Happy, good, relaxing, fun, calm, being a good one, safe (TT).
Q. How do you feel when left out of the group?
- Bad, no-one likes me, alone, left out, they are using you, angry and unhappy, upset, bash their heads, nobody cares, no-one cares, don’t exist, small, no-one likes you, good things, lollies – everyone comes to you, sad (OV)
- Unhappy, sad, upset, lonely, angry, a loner, loser, believed that your not as good (OV)
- Left out – bored, lonely, why not let me in the group, use you, I’ll let you in my group if…, hurt, upset, never be put in, left out for the rest of your life, heart beats, led to believe they are your friends, spiteful – take the other people in, no friends (OV)
- Sad, angry, excluded, alone, made, upset, disappointed, not invited
- If left out what should you do: ask them if they want to play, comfort them – talk, go play with someone else (RE)
- Sad, depressed, disappointed, angry, revenge, ah big deal go to someone else, make your own group (revenge (angry), disappointed – if don’t want to do then happy, different (not accepted), not good enough, not as high as them (MONT)
- Sad, angry, bullied, lonely, ashamed, guilty, no-one is your friend, upset, loser, betrayed, loner (MONT).
Q. How do you feel when you are being picked on (bullied)?
- Bossed around, cry, annoyed, sad (OV)
- Upset, scared, angry, frightened, frustrated (OV)
- Sad, mad, bash, bad (RES)
- Angry, upset, scared, picked on, defensive, defenceless, rude person (MONT)
- Embarrassed, scared, put down, threatened, frightened, annoyed, upset, humiliated, frustrated, not safe (MONT2)
- Sad, not happy, passive – weak, confused, angry, hopeless (TT)
Q. Why does a bully pick on people?
- Express anger, make other weak – bigger, power, copying parents, be like them – jealousy, kick, upper class – bullied before, no lunch money (MONT4-5-6)
Q. What is violence?
- Killing someone, swearing, fighting (OV4)
- Killing, fighting, swearing (OV)
- People hurting each other, scary things, swearing, scaring you, fighting, spitting, punching, kicking (OV)
- Hurting people, swearing, fighting, killing, loss of blood (RE)
- Talk bad, scare people, swear, scary M.A. movies, fights, killing (RE)
- Physical hurting, video game halo- shoot aliens, Tinton in Congo dynamite in Rino’s but, weapons, guerra, hurting ducks, video Blood Rayne – empire against Nazi’s (MONT1)
- Knife, teasing, killing, guts and guns, bullying (MONT2)
- Fighting, guns – shooting, weapons, guerra, physical activity – boxing, swearing, threatening, abuse (TT)
Q. What do you think or feel when you see people hurting each other on T.V. (what about news)
- Not good, grow up and do same things. Simpsons Homer choked Bart, little kids copy, stupid, sad, unhappy. (OV)
- Fun, made up, gives you the urge to do it- car, speed – wanted to speed, humorous, cool – surprise, through window, eye catching, dies – don’t expect, good – not something you see in everyday life (OV)
- Not good – country (Indonesia) kill people, stopping people, naughty – teaches kids to do it, copying TV. Like? Really funny Godzilla – funny, Water Boy – teasing (OV)
- Violencia, fake, bad, smash TV don’t like it, bad, hurt – cuts in the eye, head butted (RE)
- Pretend, don’t think anything, little kids do it, depends e.g. Titanic real thing, Ned Kelly – killed for no reason, war – German’s evil, felt scared, sick (MONT1)
- Ouch, screams, scary, horror, unhappy, totally unfair. No – looks good, not real, pretend, don’t watch news, outside state, depends 9 violent turn it off, shocked, scared, sad (MONT2)
- Feel sorry, normal, not happening not real, excited – like fighting, laughing, shocked and ashamed about people in community, scared and worried, nightmares (TT).
Q. Do you know what ‘nonviolence’ means?
- No fighting or swearing, no violence, kind person, businessman, pommy don’t like fighting (OV)
- Rated G, no swearing, punching, no fighting, kids can watch, doesn’t set a bad example (OV)
- No bad things, not teasing, fighting or being mean, movie – say swearing or violence not much violence (OV)
- No violence, no fighting, no killing, no guns, no punching (RE)
- No swear, playing nicely, no killing, respect others, playing by the rules, no punching (RE)
- No shoot up, guts, knives, guerra, peace – opposite to war, not normal, boring, everything the same, world not balanced, weird, no fear, have to have fear – sense of reality, unrealistic (MONT1)
- Not violence, caring, compartir, understanding, loving, no contact, happiness (MONT2)
- Kiddie games, girly types, whoosy, sissy, no swearing, happy, adventure, not using hands or legs, comes together and figure out situations (TT).
Q. What is strong?
- Walk away (OV)
- Weights, muscles, tough – macho, love – nothing can break it up, people – Olympics (OV)
- Crush Bandicoot – apples, muscles, power over self, confidence (RE)
- Strong, stand up for your self, proud of yourself (RE)
- Honourable, effect on people strong e.g. guerra, softness in strong people, whiskey, amor (MONT1)
- Power, overrule, able to do stuff – broke fence, believing in yourself, trusting (MONT1)
- Not believing in self, not emotionally strong, emotional, sadness, negatividad (MONT2)
- Standing up, confidence, trying to stop, control bully (TT)
Q. What is weak?
- Fight back, not physically strong enough, don’t fight (OV)
- Not strong, no exercise, bullies make themselves look strong, no gym – lazy (OV)
- Smackdown – fake, tired, people who cry, sookies, no confidence (RE)
- Girls, let someone stand over, boys say girls are weak, men are stronger than women (RE)
- Hate, can’t stand up for yourself, beer – no alcohol, violence – physical thing, disability – weak walk into abuse, weak, innocent people (MONT)
- Stand small, don’t stand up, crying, sulk, sissy style – weak, slang, sooking, scared (TT)
Q. What is war?
- No time in the world, wasting time can do better stuff then killing, evil, end of the world, anger, people extremely scared, unhappy because people died, sad, dying, people to scared to come out of homes, think it is a movie but its real, pain (OV)
- Killing, fighting, opposite of peace, hurting, hate, guns, bombs, pain, explosions, angriness, machines, blood, confusion (OV)
- Hatred, unhappy, sad, killing people, battle grounds, fighting, tanks and machines, feel sorry for people dying people go out with guns, killing, people die, after go to ceremony, who went to war go to cemetery to remember (OV)
- Fighting, violence, killing people, people dying, gunshots, bombs, scared if you die, painful, take lives to fight for them, torturing, weapons – nuclear, commit suicide (terrorists) (RE)
- Deadly, death, shooting, guns, bombs, Osama Bin Laden/ Saddam Hussein, planes into towers, childish – fighting over something started a fight, why, bad up bringing, blood staining a white flower and goes black and dies, building castles and raising armies, nuclear bomb (MONT1)
- Fighting, weapons, destructions, bombs, angry, PM not getting message across – greedy, freedom, paz, fighting for something, sadness, crying, tears, dying, finding themselves know it is inside them but can’t find (MONT2)
- Other people dying, no reason, fighting against another country, violence, non peace, not working together as a team, harming others, disagreement and arguments, we don’t have to kill, we are all people, enemy, hitting others put in others shoes, how you feel (TT) .
Q. Why do people have conflict or fight?
- Protect country, see who is strong, territory, revenge on someone else (country), challenge for something, so can see which countries better (OV)
- For land, revenge, to see who is better, have to (soldiers), terrorist, fun, their beliefs, no reason (OV)
- Protect country, don’t want people to tease their country, want to have more land, war to get more food, don’t need to – why not ask. Take over the people, mean, boss around, treat like slaves, conquer land, fight for dollars, fight for oil (OV)
- Save their country, take over, so we don’t get hurt, religion, unfair, feeling sad (RE)
- Different opinions, both want same things, people don’t talk through problems, way parents behave and think, copying, not being a community (MONT1)
- To get world peace, jealousy, money, revenge, oil, feel they have to , breakdown in relationships in other countries e.g. stop nuclear weapons, other right – not, Russia and US (MONT2)
- Hate each other, to win, want land, better place to live, fight to see who’s better, stronger, US, Iraq, revenge, to be justified, petrol – they need it, don’t let them, kill them (TT).