Foréigean
Foréigean R Gan Us
Is Foréigean Gnáth nó mhífheidhmiúil?
Áitíonn roinnt daoine go bhfuil foréigean i gcónaí thart ó immemorial am agus a bheidh i gcónaí. An bhfuil sé seo fíor? An bhfuil an seomra saoire do féidearthachtaí athraithe?
Is coimhlint agus foréigean an rud céanna? nó go bhfuil coimhlint simplí easaontas atá cuid nádúrtha agus sláintiúil a bheith an duine? Má tá coimhlint nádúrtha ansin cad é foréigean? Is foréigean toradh intinn diúltach, faoi chois agus / nó aeroiriúnaithe? (tagairt thíos le haghaidh taighde starógach faoi cad a cheapann leanaí agus sílim).
Aon uair a N'fheadar má tá daoine iompar nádúr (innate) nó a chothú (D'fhoghlaim), Is cuimhin liom an scéal leanaí feral a mhair le hainmhithe. Then I am reminded that life is powerfully influenced by conditioning through the environment in which we live.
Young children who have been raised by animals from a young age identify more with their adoptive animal parents than human beings, whom they perceive as alien or dangerous. Virtually all feral children resist capture, prefer to live in the wild, attempt escapes from humans, keep away or avoid humans and some sit expressionless. Feral children show no interest in children their own age nor the games they play. They don’t recognise their reflection and show no signs of attachment to another person. They are not known to laugh or cry. They exhibit behaviour of the adoptive family. They lap drink, learn animal sounds and gestures. They dislike clothes and tear clothes off. Feral children seek the company of animals. Interestingly enough wild animals will approach feral children ( http://www.smashinglists.com/10-feral-human-children-raised-by-animals/ ). These fascinating stories highlight how powerful social conditioning and environment is. If a child raised by wolves does not identify with humans at all, this reveals that identity and behaviour is learned from the environment.
So looking at violence in the world. Some may say animals are violent but how do we know their intention is violent (negative intent) or simply survival instincts? Could this be a human projection? When we observe nature it is obvious the natural system self regulates and that populations are culled by the balance of predators and prey. Tá rún daingean againn mar chuid de nádúr, ach le feiceáil againn a bheith éagsúil toisc go bhfuil muid ag smaoineamh agus mothú próisis níos casta. Ár stáit mhothúchánach scagaire an domhain a fheicimid. Smaoinigh ar conas a bheadh tú ag mothú má bhuaigh tú an crannchur agus ansin smaoineamh ar conas a bhraitheann tú nuair a bhíonn tú brónach. Conas a dhéanann an domhan cuma duit? Má tá tú ag breathnú i gcónaí íomhánna foréigneacha, conas a dhéanann sa chéill tú emotionally? Conas a oibríonn a mhúnlaíonn do domhan? Smaoinigh air, agus ansin dul isteach i do mothú. Cad a bheidh a chruthú mothúcháin dearfach? cad a bheidh a chruthú ar domhan dearfach?
Tá Foréigean fhoghlaim iompar agus tá sé an-tábhachtach go bhfoghlaimíonn leanaí sin nach bhfuil foréigean ar bhealach sláintiúil coimhlint a réiteach. Is sláintiúil go mbeadh difríocht de tuairim, Ní dhéanann sé a bheith diúltach mura gcomhlíonann an eile a chomhaontú.
Má féachaint againn ar an saol mar atá sé agus a fheiceáil go bhfuil gach duine taithí saoil éagsúla agus feiceann an domhain ar bhealach difriúil, b'fhéidir gur féidir linn aontú go n-aontaíonn gan cheangaltán le bhuaigh an argóint ar aon chostas.
Maireachtáil i dtimpeallacht foréigneach méaduithe seans a fhorbairt fadhbanna iompraíochta na bpáistí. Múineann sé dóibh go bhfuil sé seo conas déileáil againn le coimhlint agus is féidir a chur ar bun patrúin saol is féidir a bheith ina chúis misery mór agus fulaingt i féin agus daoine eile tionchar acu ar.
Michael Moore ina faisnéise 'Bowling do Columbine’ cainteanna mar gheall ar an fhoréigean ag méadú sa tsochaí agus an phríomhcheist eagla. Labhraíonn sé mar gheall ar an lámhach ag Columbine High School i Littleton Colorado, Stáit Aontaithe Mheiriceá agus agallaimh an Bainisteoir Caidrimh Phoiblí ag Lockheed Martin, an monaróir arm don Rialtas na Stát Aontaithe. Ardaíonn sé ceisteanna agus naisc náisiúin díospóidí trí fhoréigean shocrú (war) agus foréigean sna scoileanna. Interestingly, faoin dlí náisiúnta, na gunmen ag Columbine High (Bhí Chónaigh siad) bheadh ciontach as dúnmharú agus a sheoladh chuig jail. De bharr an méid siúd a dúnmharú thar ceann grúpaí daoine (rialtais oifigiúla) Níl a thriail faoin dlí idirnáisiúnta. Grúpaí eile a mharú (neamhoifigiúil) Tugtar 'sceimhlitheoirí’ (aontaíonn) nó 'trodaithe saoirse’ (aontú) ag brath ar an taobh a bhfuil tú ar.
Cén fáth a bhfuil ár n-eitic agus luachanna a athrú toisc go bhfuil an cinneadh déanta ag grúpa bhrath againn mar údarás? An bhfuil an obair marú tugtha áit ar mhaith linn dul mar shochaí nó sibhialtacht? Ag deireadh an lae an bhfuil an grúpa oifigiúil nó neamhoifigiúil, siad araon mharú an namhaid a bhaint amach sprioc. I ndáiríre inflicts an marú duine pian, ní hamháin agus fulaingt ar an íospartach, ach na cairde agus teaghlaigh an íospartaigh. In addition, pobail taithí eagla síceolaíoch ollmhór agus upheaval. Na páistí ag fás suas le wounds saolré agus breathnú ar an domhan mar áit chontúirteach. An cogadh a chruthú síocháin fíor? An é sin a dhéanamh? Ar mhaith linn síocháin fíor? Nuair a thosaíonn tú chun breathnú thíos is féidir leat ciall chumhacht (rialú trí eagla) agus propaganda (tionchar trí braistintí ceart agus mícheart) ag obair.
Ag Breathnú ar an sochaí táimid ag múineadh foréigean dár bpáistí trí físeáin foréigneach, scannáin agus cogaíochta beo ar T.V. cábla? An bhfuil an teachtaireacht go bhfuil foréigean conas a fadhbanna a réiteach? Go deimhin tá sé ina paraidím traidisiúnta cumhachta ar dhaoine eile trí eagla (bulaíocht). Tá Eagla úsáidtear iompar a athrú ar gach leibhéal dár sochaí. However, dhéanann athrú creidimh athrú iompair? dhéanann sé athrú ar do creidimh? Mura bhfuil daoine a athrú toilteanach creidimh a chur ar chomhréim le hiompar, daoine a bheith faoi chois agus resentful nuair éigean ag daoine eile.
Cad é an difríocht idir sceimhlitheoireachta agus na bhFiann? An dá mharú ar orduithe. Cad Cruthaíonn sceimhle? Cad Cruthaíonn cogadh? Cén fáth a úsáidimid foréigean chun díospóidí a réiteach? Ní féidir Cén fáth tuismitheoirí a mhúineadh chun múnlaí cumasú nó grá úsáid, that is, múineadh leanaí roghanna a dhéanamh agus a freagracht a ghlacadh as torthaí? Cén fáth a bhfuil muid ag múineadh fós leanaí trí shampla againn go gcaithfidh siad a dhéanamh mar a deir muid ag? An bhfuil muid a dhéanamh i gcónaí cad a rá againn? Ag iarraidh againn i ndáiríre orthu cad a cheapann siad nó mothú? Cén fáth nach bhfuil leanaí a chumasú in áit a úsáid i bhfeidhm? Ní mór dúinn smaoineamh faoi seo má táimid chun maireachtáil mar speiceas.
Foréigean i Scoileanna
Sna Stáit Aontaithe, foréigean agus an óige foréigean háirithe, Meastar go bhfuil an dúshlán is tromchúisí don tsochaí. Tá an tuairim sin neartaithe ag an lámhach déagóirí ag Columbine Ard-scoile, Littleton, Colorado. Dhá déagóirí faoi bhagairt agus classmates le raidhfilí ard-thiomáint maraíodh. Is é an chúis seo a iompar a mheastar a bheith bainteach leis na buachaillí mothú ostracized, stigmatized agus bulaíocht ag a gcomhdhaltaí agus múinteoirí. Is é an foréigean mar fhreagra fhoghlaim chun frustrachas. Soláthraíonn Littleton sampla de glacadh cultúrtha an fhoréigin úsáid mar fhoirm réiteach fadhbanna. Tá Foréigean i scoileanna a mheas an cheist oideachais is práinní sna Stáit. Roinnt léirmheastóirí dhearbhú go bhfuil scoileanna ag teip freagra a thabhairt ar an bhfadhb cinntitheach, tacaíocht mbaol d'oideachas poiblí. [1]
San Astráil, Deireadh Fómhair déanaí 21, 2002 lámhach ag Ollscoil Monash, imní a ardaíodh faoi fhoréigean i scoileanna. Sa eachtra seo fear armtha le gunna lámh maraíodh beirt daoine. [2] Tá na teagmhais ardú eagla pobail nach mothú sábháilte agus ceisteanna faoi úsáid an fhoréigin chun fadhbanna a réiteach a ardú.
Deir an Dr Christie ó Ollscoil Queensland Teicneolaíochta go bhfuil scoileanna aitheanta le fada mar na suímh príomhúil an fhoréigin. [3] Raonta Foréigean ó ionsaí ó bhéal go ionsaithe coiriúil. Moreover, fuarthas amach i staidéar go idir 50-60% de bhuachaillí agus 40% de chailíní a bhí mothúcháin homafóbacha. In Iarthar na hAstráile (1992) Cuireadh buachaillí ar fionraí ar feadh ionsaí fisiceach 25 uair níos mó ná cailíní. i Victoria, 83% de mhic léinn ar fionraí buachaillí den chuid is mó mí-úsáid fhisiciúil agus briathartha. Sa tACHT, (1996) Bhí méadú iompar foréigneach le feiceáil sa bhunscoil, kindergarten agus réamhscoileanna. [4]
Tosca bunúsacha foréigean mheastar casta. Ar na cúinsí agus cúlra na ngníomhartha sin cion foréigin: stádas socheacnamaíoch, saol an teaghlaigh agus caidrimh, scoil, taithí oibre agus pobail. In addition, Is féidir na bearnaí idir saibhir agus bocht a bheith ina chatalaíoch le haghaidh foréigean. The media and media based entertainment can and does influence violence. [5]
Factors associated with antisocial and criminal behaviour include child disability, low self- esteem, poor social skills, alienation and impulsive behaviour. School related factors include: school failure, deviant peer group, bulaíocht, peer rejection and inadequate behaviour management. Family factors include: teenage mothers, father absence, disharmony, family violence, family break up and divorce. The family is consistently presented as having the greatest influence on children. [6] A myriad of factors associated with child violence and aggression include child maltreatment and poor parental child-rearing practices. The child is trained to be aggressive through early coercive familial interaction patterns. Parents model and children learn coercive behaviours to escape negative stimuli. [7]
Bulaíocht i Scoileanna
Tá Bulaíocht Aithnítear mar chineál iompar foréigneach. San Astráil, staidéar 7,500 léinn a tuairiscíodh Iomlán go 20% de mhic léinn idir aois 5-17 ndearnadh bulaíocht bliana ar a laghad uair sa tseachtain. Tá Bulaíocht mheas níos forleithne i bhunscoil. [8] Moreover, Tá duine as fiche leanaí ag déanamh bulaíochta. [9]
De réir taighde a rinneadh sa Ríocht Aontaithe a bhí an clós súgartha ar an suíomh is coitianta do bhulaíocht. Sna Stáit Aontaithe, Tá bulaíocht Meastar go mbeadh tionchar acu 10-20% de dhaonra na mac léinn, go háirithe chuimil briathartha agus imeaglú. [10]
An tOllamh Ken Rigby ó Ollscoil Astráil Theas, gurb é bulaíocht 'an cos ar bolg arís agus arís eile de chuid duine níos lú cumhachtach ag duine níos cumhachtaí nó grúpa ". Tá Bulaíocht aicmithe mar fisiciúil, briathartha agus síceolaíochta. Tá Bulaíocht bunaithe ar bhagairt nó eagla. Nuair atá an patrún bun nach bhfuil an bulaí a dhéanamh i bhfad eagla a thabhairt ar aird agus a fhaigheann an t-íospartach sé dodhéanta a bhriseadh an timthriall. [11]
There are 7 gnéithe bulaíochta:
- Dúil a ghortú - inflict pian
- Gníomhartha Bulaíocht ar mhian;
- Action goilliúnach;
- Is bully níos láidre agus níos cumhachtaí - An éagothroime na cumhachta (fisiciúil, psychologically);
- Níl aon bhonn cirt leis an ngníomh, Tá íospartaigh rinneadh aon rud;
- Is iompraíocht leanúnach;
- Taitneamh as an bulaí hurting an t-íospartach. [12]
thiocfaidh chun bheith Bulaíocht entrenched sa tsochaí de bharr na rúndachta agus cultúr a mheasann go bhfuil sé olc do 'Dáta Breithe' tarlú. [13]
Tá teaghlaigh íospartach de ghnáth overprotective cé nach bhfuil teaghlaigh de bulaithe cúram. Tá neamhréireacht déileáil le fadhbanna iompraíochta. D'fhéadfadh pionós a bheith ar neamhréir nó b'fhéidir ró-harsh.
Glacann an páiste an teachtaireacht go bhfuil an domhan a thuar agus éagórach. [14]
Is iad na hiarmhairtí bulaíochta féin-mheas íseal, strus, ionsaithe imní agus nightmares. I gcásanna áirithe tá bulaíocht leanúnach ligean le féinmharú. Moreover, de bhrí thoradh obair scoile eagla leanúnach agus tiúchan íseal. Tá staidéir le fios gur féidir le daoine bulaíocht leanúnach leanaí ina chúis le dúlagar fásta agus deacrachtaí caidrimh dteacht. [15]
Ó thaobh na bulaithe, a seansanna saoil a íoslaghdú. Céatadán ard de bullies bhaint beag ar scoil, fhágáil go luath agus ansin a fháil i dtrioblóid leis an dlí. Tá siad ceithre huaire níos dóchúla le teacht os comhair na cúirte agus a ciontaíodh i gcionta frithshóisialta. entrenches sé seo ina patrúin saol agus is dócha a bheith bulaithe a gcuid páistí. Mar sin, 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
An Meán agus Foréigean
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.
(Source: 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 – see 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 An Institiúid Náisiúnta um Shláinte Mheabhrach, Cumann Síceolaithe, An Coimisiún Ríoga ar Fhoréigean in Cumarsáide Tionscal, CRTC, UNESCO; (Joesphson:1995)
- Feshback & staidéar Singer (1973) buachaillí aimsíodh féachana teilifíse ionsaitheach Léirigh méadú iompar ionsaitheach;
- staidéar Belson (1978) agallamh 1565 buachaillí sna déaga i Sasana idir 1959 and 1971 – buachaillí Thug eolas ar leibhéal féin foréigin, minicíocht. Fuarthas amach Belson go lucht féachana a faire méideanna ard foréigin tuairiscíodh foréigean mó; (williams: 1986);
- Aontaíonn go leor eolaithe sóisialta go bhfuil gaolmhaireacht chúise;
- múnla Déthreo – tionchar foréigean teilifíse ionsaí, tionchar ionsaí rogha do foréigean teilifíse
- (Huston & Friedrich-Cofer:1986)
- Tuiscint Leanaí – Aois
- Suas go 18 months – réise aire gearr;
- 2 1/2 bl – lucht féachana chuimsitheach iomlán, brí theoranta, aithris, Is fearr cartúin;
- 3-5 bl – Cur chuige taiscéalaíochta, Ag cuardach brí. Féin a iompar aggressively tar éis féachaint gníomh ard;
- 6-7 years – am criticiúil. cumas cognaíoch a ceapacha a leanúint, tátal, iarmhairtí, níos lú iarracht mheabhrach (Cinneann iarracht próiseála);
- 8 years – níos íogaire chuig ábhar, Ní ionsaitheach dá léirítear foréigean mar olc, fulaingt, dócha ionsaí lena thaispeáint léiríonn foréigean saol fíor, carachtar a aithint nó dul i mbun fantasies ionsaitheach;
- 6-11 bl – breathnú ar Léiríonn fásta níos, blas do horror, desensitising féin a eagla agus foréigean, is dócha a bheith tolerant chun foréigean i saol fíor;
- 12-17 bl – shíl teibí, réasúnaíocht, iarracht beag mheabhrach, Is fearr físeáin ceoil, horror, pornagrafaíocht (buachaillí) le nithe ar bhealach diúltach. Déagóirí amhras réaltacht teilifíse, údarás dúshlán.
(Source: W. Josephson, Teilifís Foréigean: Athbhreithniú ar an Éifeachtaí ar leanaí d'aoiseanna éagsúla)
Éifeachtaí ar Leanaí
Sa litríocht ar fhoréigean teilifíse rinneadh na pointí seo a leanas a rinneadh maidir leis an tionchar ar leanaí.
- ionsaí fhisiciúil, d'fhéadfadh díobháil, mí-úsáid briathartha, bagairtí (williams:1986)
- staidéar Belson (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.
(Source: W. Josephson, Teilifís Foréigean: Athbhreithniú ar an Éifeachtaí ar leanaí d'aoiseanna éagsúla)
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;
- Tá go leor teaghlach láithreacha níos coimhlinte;
- Fachtóir is mó tábhachtach – cáilíocht an chaidrimh le tuismitheoirí.
(Source: Conference on Weapons and Violence in Australia, 1989)
Cad páistí Smaoinigh agus Más mian leat, mar gheall ar na Síochána agus Foréigean?
taighde starógach Roghnaithe i mBunscoileanna (Elementary) Schools, Melbourne na hAstráile 2003.
páistí ó 4 Bhí baint ag bhunscoileanna Melbourne i staidéar píolótach den chlár HOPE REAL. Fhreagair siad ceisteanna maidir le síocháin agus foréigean. Cuireadh idir aois na páistí 6 and 10 bliana d'aois. Bailíodh an t-eolas le linn 'seisiún tobsmaointe’ le 8 ranganna ar fud 4 schools. Tá sé eolas scéaltach agus nach bhfuil ionadaíoch gach leanbh. Tá an fhaisnéis atá plé agus i leith úis a ghiniúint. Tagraíonn Cóid i lúibíní do scoileanna.
Q. Nuair a rá liom an tsíocháin focal cad a cheapann tú nó a bhraitheann?
- ciúin, calma, relaxing, clown síochána, enjoyment, tsíocháin ar domhan, codlata, aon ciníochas, keep stuff when angry to yourself (OV)
- No war, quietness, happy people, happiness, harmony, love, togetherness (OV)
- Yin and yang, quiet, sharing, world with no bad things, harmony, aware of other people (OV)
- Happiness, world peace, quiet, non-violence, 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, love, 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, calma, 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, Creidtear go do ní maith (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, faoi bhagairt, frightened, annoyed, upset, uiríslithe, frustrated, ní sábháilte (MONT2)
- Sad, nach bhfuil sásta, éighníomhach - lag, confused, angry, hopeless (TT)
Q. Cén fáth bulaí Pioc ar dhaoine?
- Express fearg, dhéanamh lag eile - níos mó, cumhacht, tuismitheoirí chóipeáil, bheith cosúil leo - éad, cic, uachtair rang - bulaíocht roimh, aon airgead lóin (MONT4-5-6)
Q. Cad é foréigean?
- marú dhuine, eascainí, troid (OV4)
- marú, troid, eascainí (OV)
- Daoine hurting chéile, rudaí scary, eascainí, scanrú tú, troid, spitting, punching, kicking (OV)
- hurting daoine, eascainí, troid, marú, caillteanas fola (RE)
- Plé dona, daoine scare, swear, M.A scary. scannáin, fights, marú (RE)
- fhisiciúil hurting, cluiche físeán Halo- eachtrannaigh shoot, Tinton in Chongó dynamite in ach Rino ar, airm, war, lachain hurting, físeán Fola Rayne - Impireacht i gcoinne Naitsíoch ar (MONT1)
- Knife, spochadh, marú, inní agus gunnaí, bulaíocht (MONT2)
- Troid, gunnaí - lámhach, airm, war, gníomhaíocht fhisiciúil - dornálaíochta, eascainí, bagairt, Mí-úsáid (TT)
Q. Cad a cheapann tú nó a bhraitheann nuair a fheiceann tú daoine hurting chéile ar gléasanna teilifíse. (cad faoi nuacht)
- Ní maith, ag fás suas agus a dhéanamh rudaí céanna. Simpsons Homer plódaithe Bart, cóip páistí beag, dúr, sad, míshásta. (OV)
- Craic, bréagach, Tugann tú an áiteamh a dhéanamh- carr, luas - ag iarraidh a dlús, humorous, fionnuar - iontas, trí fhuinneog, súl ag teacht, bás - ná súil, dea - ní rud éigin a fheiceann tú sa saol laethúil (OV)
- Nach maith - tír (Indonesia) daoine a mharú, stopadh daoine, dána - Múineann páistí é a dhéanamh, TV chóipeáil. cosúil? Tá sé an-greannmhar Godzilla - greannmhar, Boy Uisce - spochadh (OV)
- Foréigean, falsa, bad, Ní gá smash TV liom é, bad, ghortú - ciorruithe sa tsúil, ceann butted (RE)
- Lig ort, nach, dar rud, dhéanann na páistí beag é, Braitheann e.g. Rud titanic fíor, Ned Kelly - maraíodh ar aon chúis, cogadh - olc Gearmáine, bhraith eagla, tinn (MONT1)
- Ouch, screams, scary, horror, míshásta, hiomlán éagórach. Níl - Breathnaíonn go maith, ní fíor, ligean, ná faire nuacht, 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, war, 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, sharing, understanding, loving, no contact, happiness (MONT2)
- Kiddie games, girly types, whoosy, sissy, no swearing, happy, adventure, nach n-úsáideann lámha nó cosa, Tagann chéile agus figiúr amach suímh (TT).
Q. Cad is láidir?
- siúl amach (OV)
- meáchain, matáin, diana - macho, grá - is féidir aon rud a bhriseadh suas, daoine - Cluichí Oilimpeacha (OV)
- Crush Bandicoot - úlla, matáin, cumhacht níos mó féin, confidence (RE)
- Strong, seasamh suas do do chuid féin, bródúil as duit féin (RE)
- Onórach, éifeacht ar dhaoine e.g láidir. war, softness i ndaoine láidre, uisce beatha, love (MONT1)
- Cumhacht, rialú in, ábalta rudaí a dhéanamh - bhris fál, chreidiúint i duit féin, muiníneach (MONT1)
- Gan chreidiúint i féin, Ní láidir mothúchánach, emotional, brón, diúltachas (MONT2)
- Buan suas, confidence, ag iarraidh a stopadh, bulaí rialaithe (TT)
Q. Cad is lag?
- troid ar ais, Ní láidir go fisiciúil go leor, ná troid (OV)
- Gan láidir, aon fheidhmiú, dhéanamh bulaithe iad féin breathnú láidir, aon seomra aclaíochta - leisciúil (OV)
- Smackdown - falsa, tuirseach, daoine a caoin, sookies, aon mhuinín (RE)
- Cailíní, ligean dhuine seasamh thar, buachaillí a rá go bhfuil cailíní lag, fir níos láidre ná mná (RE)
- Is fuath liom, 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)
- marú, troid, opposite of peace, hurting, hate, guns, bombs, pain, explosions, angriness, machines, blood, confusion (OV)
- Hatred, míshásta, sad, killing people, battle grounds, troid, tanks and machines, feel sorry for people dying people go out with guns, marú, people die, after go to ceremony, who went to war go to cemetery to remember (OV)
- Troid, 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)
- Troid, airm, destructions, bombs, angry, PM not getting message across – greedy, freedom, peace, fighting for something, brón, 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).