暴力

暴力的R值不要我们

暴力是正常或功能失调?	校园暴力	校园欺凌
媒体与暴力	影响儿童	我们有责任?
孩子们的思考关于和平 & 暴力

暴力是正常或功能失调?

有人说自古以来，暴力始终围绕着而且将永远是. 这是真的? 这给空间变化的可能性?

是冲突和暴力一样的东西? 或者是冲突的根本分歧是身为人类的自然和健康的一部分? 如果冲突是很自然的又是什么暴力? 是暴力的负面意图的结果, 抑制和/或调节? (请参考下面的轶事研究什么孩子的想法和感受).

每当我在想，如果人类的行为是自然 (天生的) 或培养 (据悉), 我记得野性的孩子谁一直生活在动物的故事. 然后，我通过在我们生活的环境中提醒说，生命是通过有力调节的影响.

从青年时代谁也引发了动物幼童更认同他们的收养父母的动物比人, 他们所认为的外星人或危险. 几乎所有的野生的孩子抵抗捕捉, 喜欢住在野外, 从人类企图逃脱, 远离或避免人类和有些坐不住无表情. 野性的孩子表现出孩子们没有兴趣自己年龄也不是他们玩的游戏. 他们不承认自己的思考，并显示附件的迹象给他人. 他们不知道该笑还是该哭. 他们表现出的领养家庭的行为. 他们喝圈, 学习动物的声音和手势. 他们不喜欢的衣服，撕衣服. 野性的儿童寻求动物的公司. 有趣的是野生动物将接近野生的孩子 ( http://www.smashinglists.com/10-feral-human-children-raised-by-animals/ ). 这些引人入胜的故事突显多么强大的社会条件和环境. 如果被狼养大的孩子不会与人识别所有, 这表明身份和行为，从环境学.

所以，在看暴力世界. 可能有人会说动物是暴力，但我们怎么知道他们的意图是暴力 (消极的意图) 或者干脆生存本能? 难道这是一个人的投影? 当我们观察自然，很明显的自然系统自我调节和种群被捕食者和猎物的平衡扑杀. 我们也是自然的一部分，但我们似乎有所不同，因为我们有更复杂的思考和感觉的过程. 我们的情绪状态进行过滤，我们看到的世界. 想想看，你会觉得如果你中奖了，再想想你的感受，当你伤心欲绝. 如何在世界指望你? 如果你经常看暴力影像, 请问是怎么影响你情绪? 如何塑造你的世界? 想想看，然后进入你的感觉. 什么会产生积极正面的感受? 究竟会创造一个积极的世界?

暴力是后天习得的行为，这是非常重要的，孩子知道暴力不是一个健康的方式来解决冲突. 它是健康的，有意见分歧, 它并不必须是阴性，如果其他不同意.

如果我们把世界看成是看每个人都有不同的生活经历和看到的世界不同的方式, 也许我们可以同意不依附不同意，不惜任何代价获胜的说法.

生活在暴力环境下会增加患行为问题儿童的几率. 它教导他们，这就是我们如何处理冲突，并可以设置的生活模式，可以在自己和其他人，他们在冲击造成很大的痛苦和苦难.

迈克尔·摩尔在他的纪录片“科伦拜恩的保龄’ 对越来越多的暴力在社会和恐惧的核心问题谈判. 他谈论了科罗拉多州利特尔顿哥伦拜恩高中的枪击事件, 美国并采访洛克希德·马丁公司的公共关系经理, 对于美国政府的军火制造商. 他提出的问题和环节解决国家通过暴力纠纷 (战争) 与学校中的暴力. 有趣的是, 根据国家法律, 枪手在哥伦拜恩 (原本他们住) 会被裁定谋杀罪名成立，并被判入狱. 而那些谁谋杀代表人民团体 (政府官员) 根据国际法都没有试过. 谁杀死其他群体 (非官方) 被称为“恐怖分子’ (不同意) 或“自由战士’ (同意) 根据不同的方面，你是上.

为什么我们的道德观和价值观改变，因为该决定是由一组我们认为作为一个权威提出? 的确，我们想要去为一个社会或文明给杀死的工作? 在一天结束的时候，是否该集团是官方或非官方, 他们都杀死敌人来达到目的. 在现实中一个人的杀戮对其造成不仅是痛苦和苦难的受害者，但朋友们和受害者家属. 此外, 社区经历着巨大的心理恐惧和动荡. 孩子长大了一生的创伤和看待世界是一个危险的地方. 难道战争创造真正的和平? 这是可能的? 难道我们要真正的和平? 当你开始看下面你可以感觉到动力 (通过恐惧控制) 宣传 (通过对与错的看法影响) 在工作.

看看我们的社会，我们都是通过暴力视频教学暴力对我们的孩子, 电影和战争生活在电缆T.V.? 是消息，使用暴力，我们如何解决问题? 说实在，这是权力的传统范式对他人极度恐慌 (欺凌). 恐惧是用来改变我们社会的每一个层面的行为. 然而, 不改变行为改变信仰? 它改变你的信仰? 如果人们不情愿改变的信念，以配合行为, 人变得压抑和怨恨的时候被别人强迫.

恐怖分子和一名士兵之间的区别是什么? 双方杀令. 是什么造成恐惧? 是什么造成的战争? 为何要用暴力来解决争端? 为什么不能家长教导使用授权或爱情模式, 亦即, 教孩子做出选择，并承担后果的责任? 为什么我们还教过我们的例子中的孩子，他们必须做的，因为我们说的? 我们总是做我们说什么? 我们真的问他们有什么想法或感受? 为什么不使儿童，而不是使用武力? 我们要想一想，如果我们要生存，一个物种.

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校园暴力

在美国, 特别是暴力和青少年暴力, 被认为是最严重的挑战，对社会. 这一观点是由十几岁的枪击事件在哥伦拜恩高中加强, 利特尔顿, 科罗拉多州. 两个少年扬言打死同学与高功率步枪. 这种现象的原因被认为与男生感到排斥相关, 污名化，并通过他们的同学和老师欺负. 暴力被认为是一个有学问的回应无奈. 利特尔顿提供了文化接受使用暴力的例子，作为问题的形式解决. 校园暴力被认为是美国最迫切的教育问题. 一些批评者声称，学校未能果断应对的问题, 公共教育冒着支持. [1]

在澳大利亚, 最近十月 21, 2002 莫纳什大学拍摄, 关于校园暴力引发关注. 在这起事件的武装男子用手枪打死两人. [2] 这些事件提出的不舒服安全社区的恐惧，并提高人们使用暴力解决问题的问题.

克里斯蒂博士昆士兰科技大学指出，学校已经早就认识到暴力的主要部位. [3] 从言语伤人的刑事暴力攻击范围. 此外, 它被发现在一项研究之间 50-60% 男孩和 40% 女孩有同性恋的感情. 在西澳大利亚州 (1992) 男孩被禁赛人身攻击 25 比女孩倍. 在维多利亚州, 83% 对学生停课是男孩大多为身体和言语虐待. 在行动, (1996) 增加暴力行为是在小学明显, 幼儿园和学前班. [4]

底层的暴力因素被认为是复杂的. 对这些暴力行为犯的情况和背景，包括: 社会经济地位, 家庭生活和人际关系, 学校, 工作和社会经验. 此外, 富国和穷国之间的差距可能是冲突的催化剂. 媒体和媒体的娱乐能够，也影响暴力. [5]

反社会和犯罪行为有关的因素包括残疾儿童, 自卑- 自尊, 可怜的社交技巧, 异化和冲动行为. 学校相关的因素包括: 学业失败, 偏差同侪团体, 欺凌, 同侪排斥反应和行为管理不足. 家庭因素包括：: 少女母亲, 父亲缺席, 不和谐, 家庭暴力, 家庭破裂和离婚. 该系列一贯表现为对儿童的影响最大. [6] 与儿童的暴力和侵略有关的因素繁多，包括虐待儿童和可怜天下父母养育子女的做法. 孩子被培养成积极的通过早期强制性家庭互动模式. 家长模式与儿童学习的强制行为，以逃避负面的刺激. [7]

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校园欺凌

欺凌是公认的暴力行为的一种形式. 在澳大利亚, 的研究 7,500 学生报告说， 20% 岁之间的学生 5-17 一周几年被人欺负至少一次. 欺凌行为被认为是在小学更普遍. [8] 此外, 1在20个孩子是个混混. [9]

据英国进行的研究操场是最常见的部位为欺凌. 在美国, 估计欺凌影响 10-20% 学生人数的, 最显着的言语挑逗与恐吓. [10]

来自南澳大利亚大学的肯·里格比教授, 指出，欺凌是“一个不太强大的人的反复压迫，更强大的个人或团体”. 欺被归类为物理, 言语和心理. 欺凌是基于威胁或恐惧. 一旦该模式是建立在欺负不必做太多，产生恐惧和受害人发现它不可能打破这种循环. [11]

有 7 elements to bullying:

1. Desire to hurt – inflict pain
2. Bullying acts on desire;
3. Action is hurtful;
4. An imbalance of power – bully is stronger and more powerful (physically, psychologically);
5. There is no justification for the action, victim has done nothing;
6. It is persistent behaviour;
7. 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. 此外, 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

 

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媒体与暴力

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:

• 总体 – 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.

(源: 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 – 见 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, 联合国教科文组织; (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 和 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 个月 – 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.

(源: 该. Josephson, Television Violence: A Review of the Effects on Children of Different Ages)

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影响儿童

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.

(源: 该. Josephson, Television Violence: A Review of the Effects on Children of Different Ages)

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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.

(源: Conference on Weapons and Violence in Australia, 1989)

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What Do Children Think and Feel about Peace and Violence?

Selected anecdotal research in Primary (Elementary) 学校, 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 和 10 years old. This information was collected during a ‘brainstorm session’ with 8 classes across 4 学校. 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, 爱, togetherness (OV)
• Yin and yang, quiet, 共享, world with no bad things, harmony, aware of other people (OV)
• 幸福, world peace, quiet, 非暴力, 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)
• 幸福, 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?

• 幸福, birds singing, see your favourite things, fun – playing, water, dog barking, 爱, 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, 有趣, 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, 恶意 - 走别人的, 没有朋友 (OV)
• 现在, angry, 排除, alone, 制作, upset, 失望, 不请自来
• 如果离开了你应该做的: 问他们是否要玩, 安慰他们 - 谈, 去玩弄别人 (RE)
• 现在, 郁闷, 失望, angry, 复仇, 啊大不了去给别人, 使自己的组 (复仇 (angry), 失望 - 如果不想做那么开心, 不同 (不接受), 不够好, 并不如他们 (MONT)
• 现在, angry, 欺负, lonely, 惭愧, 犯, 没有人是你的朋友, upset, loser, 背叛, 独来独往 (MONT).

Q. 你感觉怎么样，当你被欺负 (欺负)?

• 颐指气使, 哭, 恼火, sad (OV)
• 烦恼, 害怕, angry, 害怕, 沮丧 (OV)
• 现在, 疯狂, 庆典, 坏 (RES)
• 愤怒, upset, 害怕, 上挑, 防守, 手无寸铁, 粗鲁的人 (MONT)
• 尴尬, 害怕, 放下, 威胁, 害怕, 恼火, upset, 羞辱, 沮丧, 不安全 (MONT2)
• 现在, 不开心, 被动 - 弱, 糊涂, angry, 无望 (TT)

Q. 为什么欺负作弄人?

• 表达愤怒, 让其他弱 - 大, 电源, 复制父母, 像他们一样 - 嫉妒, 踢, 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, 打架, killing (RE)
• Physical hurting, video game halo- shoot aliens, Tinton in Congo dynamite in Rino’s but, weapons, 战争, hurting ducks, video Blood Rayne – empire against Nazi’s (MONT1)
• Knife, teasing, killing, guts and guns, 欺凌 (MONT2)
• Fighting, guns – shooting, weapons, 战争, 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)
• 暴力, fake, 坏, smash TV don’t like it, 坏, 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, 害怕, sad (MONT2)
• Feel sorry, 正常, 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, 战争, 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, 共享, 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)
• 美眉害鼠 - 苹果, muscles, 权力的自我, 信心 (RE)
• 强, 站起来为你的自我, 自己感到骄傲 (RE)
• 各位, 在民众的强烈效果例如. 战争, 柔软性强的人, 威士忌, 爱 (MONT1)
• 电源, 否决, 能够做的东西 - 打破围墙, 相信自己, 信任 (MONT1)
• 不相信自, 没有强烈的情绪, 情绪, 悲伤, 消极 (MONT2)
• 站起来, 信心, 试图阻止, 控制欺负 (TT)

Q. 什么是弱?

• 反击, 不是身体不够强, 不打 (OV)
• 不强, 不运动, 恶霸让自己看起来强, 没有健身房 - 懒 (OV)
• SD节目 - 假, 累, 人谁哭, sookies, 没有信心 (RE)
• 女生, 让别人受不了了, 男孩说女孩是软弱, 男人比女人强 (RE)
• 恨, 不能站起来为自己, 啤酒 - 无酒精, 暴力 - 身体的事, 残疾 - 弱走进虐待, 弱, 无辜的人 (MONT)
• 站在小, 不站起来, 哭, 闷气, sissy style – weak, slang, sooking, 害怕 (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, 和平, fighting for something, 悲伤, 哭, 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, 复仇, to see who is better, have to (soldiers), terrorist, 有趣, 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, 复仇, 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, 复仇, to be justified, petrol – they need it, don’t let them, kill them (TT).

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