Two Great Leaders Martin Luther And John Calvin Religion Essay

Two Great Leaders Martin Luther And John Calvin Religion Essay Martin Luther and John Calvin had similar concepts of faith and justification towards God, which in consequence became Luther and Calvins main currency of soul salvation. The Sermon on Good Works was Luthers first piece of writing which he writes about how only faith, not good works, benefits the soul for salvation. Luther realized that good works was not the path to take for forgiveness of sins, when he decided to achieve forgiveness by fasting many days and abstaining from sleep, but nothing happened. So from then on he discovered the bible, and found great guidance from it. He also believed that it is impossible to obey all of the proscriptions of the Old Testament thereby mercy from God and faith is the only way to salvation. Good works do not make a good man, but a good man does good works; Bad works do not make a bad man, but a bad man does bad works, wrote Luther, in summary of Paul. He not only said that good works were imperfect and useless, but also declared that they were sinful acts. Thus we sin even when we do good, unless God through Christ covers this imperfection and does not impute it to us. Not only does Luther say this but also Calvins idea of faith can be seen when he says All we assign to man is that, by his impurity he pollutes and contaminates the very works which were good. The most perfect thing which proceeds from man is always polluted by some stain.   Should the Lords therefore bring to judgment the best of human works, he would indeed behold his own righteousness in them; but he would also behold mans dishonour and disgrace. Calvin also believed that human nature was tainted and that people could do good works but no amount of good works would be enough to earn salvation. The grace of God through faith in Jesus Christ alone is the only way for redemption of sin, was Calvins belief. Calvin greatly believed good works were useful, if done to help our neighbour. Calvin and Luther had mostly the same view of good works and salvation. Calvins theology was for the most part similar and on the same path as Luthers, Calvin was on the same side as Luther for the thought that the authority and ways of life of Christians were to be followed from the Scriptures and that it was not the Church itself that would tell the people what to do, but instead it would be the Scriptures, because everyone could read it then. The Scriptures were to be read as it is and not to try and find the hidden meanings. Luther and Calvin both denounce the Pope and the churches for the used the money to create and beautify what they had instead of following the what Christ really wanted from them, which was to live in the simplest form and educated others. They both had similar view of justification to god by faith. Luther thought that no good works were enough to reach salvation. Calvin had the idea that there was two group of people; the Elect and the non-Elect, which were chosen by God to be saved or not. Predestination was a key idea in Calvi ns theology. He believed everything was already planned before even you were born. Calvins ideas and theology has survived in communities in American history. The things that have been kept in notion from his works, are to have a good work ethic and strong sense of family values. Calvin has influenced many fields like economics, politics, physical sciences and more. Calvins religious movement has influenced the economic thinking and behaviour of people such as Max Weber, R.H. Tawney and Talcott Parsons. They believed that Calvinistic beliefs and capitalism were connected. They called this functional fit. Max Weber believes that Calvinism perhaps helped build an  elective affinity for the development of capitalism, while on the other hand Tawny suggested the opposite. He thought that the Calvinist theology was adopted in capitalistic societies for this theology provided ideological explanations for economics practices which were considered morally questionable, such as interest in money. Many may think that religion and scientific progress were not connected or ha d no relation between them, but some sociologist say that Calvinist had a strong impact for scientific research and development. Calvinism, which came from John Calvin, was also a changing point for the form of government thats present in our society. The American political structure was mostly copied from the British, while most of their government ideas had a Calvinistic sense. Calvinism is also to blame for causing problems and it is thought that maybe Calvinistic thought contributed to a mindset which caused the Holocaust. Martin Luther perhaps didnt affect as many sectors of life but he was the one who influenced John Calvin for his works. Luther had a great impact, for he was the first person to make the Bible available to all people. He also influenced Europe to see religious thoughts in a different way and most of all, he was responsible for weakening the Churchs power. Theology of the Reformers by Timothy George Similarity -Church born from the womb of the scriptures not the way around -Both theologys where Christ centered -Calvins foundation came from Luther Difference -Emphasized Gods direct involvement in procreation (calvin) -Luther had a greater impact because of the use of printing press, illustration and language -Luther State and church should be separated . church should be subordinate for people are able to interpret the bible for themself -Calvin believed that the church should not be subject to the state or vise versa each one affect the other

Beginning Life of Walt Disney :: essays research papers

The Beginning Life of Walt Disney   Ã‚  Ã‚  Ã‚  Ã‚  Walt was born in Chicago and with his family moved to Missouri in 1960 on to a farm. He started drawing animals on the farm here. When he was 18 he had his first cartooning job. Walt started cartooning by drawing non-moving cartoons for companies at the Pesman-Rubin Commercial Art Studio. There, Walt met Ubbe(later to be shortened to Ub) Iwerks. Ub taught Walt how to make drawings look more professional. They had only been hired to Pesman-Rubin because of the Christmas rush, so soon afterward; they were both let go. Then, Walt suggested one day that they, Walt and Ub, should make their own Art studio. Ub agreed because he needed money to help his family. They named their firm Iwerks-Disney. Their first office belonged to their first client who traded rent for artwork. Their Business did very well. They did so well; they could afford a bigger office. Walt saw an ad for a cartoonist for the Kansas City film Ad Company in the newspaper in the spring of 1920. This com pany produced short cartoons for local businesses. Both liked cartooning, and became interested in the filmed cartoons appearing in theaters. So the Kansas City Film Ad Company opening seemed like the perfect chance to learn about cartooning for them. Walt would go apply for the job and attempt to convince the company that they need two cartoonists for the job, in hope that Ub would get a job as well. Unfortunately the job was only offered to Walt alone. The job offered 40 dollars a week, which was more money a week then Walt and Ub had dreamed of. Ub told Walt to take the job and he would continue on with Iwerks- Disney alone. After working a while with working at the Kansas City Ad Company, Walt and his employers found him falling behind, Walt found he needed help so he asked Ub Iwerks. This time Walt's persuading worked and Ub was hired. The Iwerks-Disney business was no longer needed. During all this time, Walt was living with his brother, Roy, and Roy's fiancee. However, doctor s found Roy's health worsening and was assigned to a veterans hospital in New Mexico because he was a veteran of World War 1.

Agamemnon Essay -- essays research papers

Agamemnon Agamemnon is the first book in the Orestiean Trilogy written by the famous Greek tragedy writer, Aeschylus. Agamemnon is a story of justice and revenge. The story takes place in a city called Argos. It starts with Agamemnon, the king of Argos, away at the Trojan War. The city is eagerly awaiting the news of their king’s welfare and the outcome of the war. Watchmen are posted in the city, watching for the beacon that would report the capture of Troy and Agamemnon’s return. Beacons are set up from Troy to Argos; when one beacon is lit, the next one will be lit, until the last. The play starts when a palace watchman discovers the beacon and tells Agamemnon’s wife, Clytemnestra, the good news. The chorus enters relating the story of Agamemnon and his brother Menelaus. When Menelaus’ wife, Helen, ran away to Troy with Paris, the prince of Troy, Menelaus gathered an army, led by Agamemnon, to attack Troy and retrieve Helen. Most important about the chorus’s speech is their mention of Agamemnon sacrificing his daughter, Iphigenia, in order to be able to wage war on Troy. They tell how she was sacrificed despite her cries, all for a wind that would take them to war. Clytemnestra then tells the chorus about the defeat of Troy and Agamemnon returning from his ten years away at war. After a few hours Agamemnon finally returns to his city. Along with him he brings Cassandra, a princess of Troy and captive to Agamemnon. She is known to be a prophetess who tells of tragedies. ...

Dancing with Athena :: Personal Narrative Teaching Essays

Dancing with Athena I shall always remember the new-kid-in-school feeling that came flooding back from childhood on my first day of student teaching. Having been in my share of new environments, I have learned deeply the power of a first impression. That first day I made it a point to look into the eyes of the young people in my classes, ignore the butterflies of trepidation fluttering in my gut, and smile bravely. Most students smiled back, some curious, others confident. Some appeared quietly guarded, while a fair number wore their seventh-grade brand of defiance and hostility on their sleeves like a badge. Over the course of my ten weeks with them, I learned to better read those faces. Students who appeared receptive or open might instead be thoroughly, benevolently disengaged. Some of those students who were quietly guarded at first needed only an invitation to open up. Others remained locked behind walls of resistance. This last disposition was the most challenging one for me to decip her into its constituent parts. Being always up for a challenge, I took it upon myself to discover my way into their bunker and understand their need for protection. I ascertained quickly that my mentor teacher took a very traditional tact in her teaching style. The division of responsibility in her seventh-grade classroom was very clear. She engaged in what Bridging English authors Joseph O. and Lucy F.M. Milner, term â€Å"total lecture† and â€Å"linear explication,† while students engaged in individual seat work (347-8). That is, the teacher went over the lessons from the book, then students were expected to complete their exercises quietly in class, pass them in, and go on to the next period. Very little attention, in my opinion, was paid to the individual or community learning needs of children in this classroom. I observed no real opportunity for students to take ownership of their learning process. Each group of students responded differently to this traditional approach. The â€Å"high achievers† class was frustrated and bored. The â€Å"inclusion† class, a group which included students with specific learning disabilities mainstreamed into a general education class, largely accepted the autocratic system and most functioned acceptably well within its expectations. The last two periods of the day were general education classes.

Communication within groups Essay -- essays research papers

There are many different kinds of groups that exist between college students that deal with communication they range from sports teams to many community or social groups. The type of organizations that are mostly found in many colleges today are Greek letter organizations. In this paper I will exploring communication within the realm of sororities. First, I am going to start with the history of Sororities, then I am going to write about how important it communication is during what sororities call the pledge process. Furthermore I am going to tell about the different things that sororities have, such as the symbols, colors and different things that may deal with communication. Even though all sororities have different representations for their symbols and colors, they all have them and they mean certain things. Before sororities came about they only had fraternities which dated back the colonial times then later in the mid 19th century so rorities came about due to the decrease in popularity (Encarta). During that period, colleges focused almost exclusively on teaching the classics (Greek and Latin literature) and promoting religious piety, rather than liberal arts (science, history, and literature) or applications of learning such as engineering and agriculture. In response, students created their own outlets to debate the intellectual and political ideas of their time. The early debating societies took on names that reflected classical thinkers or ideas( Encarta). Until the 20th century, most fraternities and sororities excluded African American students. The movement to create organizations for African American students began in 1906 with the Alpha Phi Alpha fraternity at Cornell University. Two years later, the first sorority for African American women, Alpha Kappa Alpha, was established at Howard University. Members of African American Greek-letter organizations sought to help other black students develop to the... ...e so they have what we have to say. Back then it was a way of saying their pain so they wouldn’t get in trouble. They couldn’t’ say anything negative so it was a kind of a code that they had used( www.dailybruin.ucla.edu).† In conclusion sororities like other groups have communication which is important for them to survive. Throught communication sororities are able to continue the legacy and reaffirm the goals set forth by their founders, as well as help the organization to grow. In this paper I have talked about sororities history of how they started and also the things that they do as forms of communication in order to survive in the group. "Fraternities and Sororities," Microsoft ® Encarta ® Online Encyclopedia 2004 http://encarta.msn.com  © 1997-2004 Microsoft Corporation. All Rights Reserved Values and Organizations. Chicago: Rand Mcnally & Company, 1965. 92-93. Top of Form 3 Bottom of Form 3 Top of Form 4 Bottom of Form 4

On Time Importance Essay

We are successful in life only when we make the best use of time. Time cannot be stopped, paused, or regained. Some point in life whether it be business related, or for leisure, someone or something will require you to be at a certain place at a given time. Punctuality could be the key to winning a contest, finalizing a business deal, or even keeping your job. We all as human beings have been late before, things happen, but constant lateness affects your dependability. If you are not dependable your opportunities for progression will start to decrease. The life of George Washington was characterized by a scrupulous regard for punctuality. When he asked a man to bring by some horses he was interested in buying at five in the morning, and the man arrived fifteen minutes late, he was told by the stable groom that the general had been waiting there at five, but had now moved on to other business, and that he wouldn’t be able to examine the horses again until the following week. When he told Congress that he’d meet with them at noon, he could almost always be found striding into the chamber just as the clock was striking twelve. Washington’s promptness extended to his mealtimes as well. He ate dinner each day at exactly 4 o’clock, and when he invited members of Congress to dine with him, and they arrived late, they were often surprised to find the president halfway done with his meal or even pushing back from the table. To his startled, tardy guest he would say, â€Å"We are punctual here. My cook never asks whether the company has arrived, but whether the hour has come. †( www. artofmanliness. com) George Washington was a perfect example on how important punctuality is, and what opportunities can be missed. For our first president, being on time was a way of showing respect to others, and he expected to be treated with the same level of respect in return. Although no longer live in an age of knickers and powdered wigs, but being punctual is just as important as it ever was. â€Å"Soldiers should be minutemen. Punctuality is one of the most valuable habits a soldier can possess. † Christopher Andrews said it the best, when it comes to punctuality in the army is your bread and butter. You could be the best soldier, but if you’re late all the time you can quickly be potrayed as something way less. Being punctual builds and reveals your discipline. The punctual man shows that he can organize his time, that he pays attention to details, and that he can put aside this to do that ; he can set aside a pleasure to take care of business. The non punctual man shows he needs to be supervised, seems unprepared, and unprofessional. These things are all the things that could stop a soldier from progressing. It is like a domino effect, one consequence leads to another, and leads you down a trail of detriment. Something so simple as being on time can be the key to being allowed to go to a promotion board, or even staying in the military. If the conduct was constant, action may be intiated to separate you from the service. If you are involuntarily separted, you could receive an Honorable discharge, a general discharge, or under other than honorable conditions discharge. An honorable discharge is a separation with honor based on the quality of service, which meets the standards of acceptable conduct and performance of duty. A general discharge is a separation under honorable conditions , based on a military record being satisfactory but not sufficiently meritorious to warrant an honorable discharge. A discharge under other than honorable conditions is based upon a pattern of behavior of one or more acts or omissions that constitutes a significant departure from the conduct expected of a soldier. An honorable discharge may be awarded under any provisions. A general discharge may be awarded for separation under Chapter 5, Chapter 9, Chapter 13, or Chapter 14. An under othe than honorable conditions discharge may be awarded for separation under Chapter 14 for misconduct. If you receive an honorable discharge, you will be qualififed for most benefits resulting from military service. An involuntary honorable discharge, however will disqualify you from reenlistment for some period of time and may disqualify you from receiving transitional benefits. Also the Montgomery GI Bill you have not met other program requirements. If you receive a General discharge, you will be disqualified from reenlisting in the service for some period of time and you will be ineligible for some military and VA administered benefits, including the Montgomery GI bill. You may also face difficulty in obtaining civilian employment, as employers have a low regard for the General and Under Other Than Honorable conditions discharges. Although there are agencies to which you may apply to have the character of your discharge changed, it is unlikely that any such applications will be successful. Time is the most influential factor in this world. It is abstract. Everything in this world is commanded and decided by time. Nobody can escape the hold of time. It is the time which gives us the opportunity to make use of it. Those who make best use of time and avail those opportunities grow and rise in life. Those who waste their time lag behind. They fail to make any mark in life. He is the wisest who makes the best use of time. He rises to the great heights who keep pace with the time. Time is very important, it should be managed as if each second , minute hour, day is money. After all time is money. If time isn’t important to you, remember its important to someone else. If you are late to something chances are you are wasting someone else’s time. Being late is a form of stealing. That’s a tough truth, but it’s a truth nonetheless. When you make others wait for you, you rob minutes from them that they’ll never get back. Time they could have turned into money, or simply used for the things important to them. In coming to meet you at the agreed upon hour, they may have made sacrifices – woken up early, cut short their workout, told their kid they couldn’t read a story together – and your lateness negates those sacrifices. If you wouldn’t think of taking ten dollars from another man’s wallet, you shouldn’t think of stealing ten minutes from him either. Being punctual shows you value time yourself, and thus wouldn’t think of depriving others of this precious, but limited resource. Even when you are not dealing with work related things being on time is still important to many people, family, and friends. Being late strains your relationships. When you’re late in meeting other people, it makes them feel under-valued, that whatever you couldn’t pull yourself away from was more important or that they didn’t mean enough to you to warrant allotting sufficient time to arrive on schedule. The guest who flies in to see you feels like a dope standing at the airport alone, your date feels awkward sitting at the restaurant by herself, and your child feels abandoned as she waits with her teacher for you to arrive, all the other children having already been picked up from school. This is not the first time you’ve heard that punctuality is important. It’s easy to understand how keeping our appointments and reporting on time is a sign of respect. This is especially the case for improving employee productivity. If your leader keeps their word about meetings, deadlines and other time-sensitive promises, it’s easy to feel motivated to get things done. Failure to be prompt has consequences. When you are late or blow someone off entirely, you are telling them that your time is more important than theirs. Of course we should all be on time. And naturally, when circumstances pop up we should call ahead to say we are running late. Let’s put aside human psychology and Army mumbo jumbo for a moment, however, and talk about machinery. Time is an essential element in any working system. The spark plugs in an engine have to fire at exactly the right speed. A bridge can hold the weight of a million cars, as long as are spaced far enough apart. A clock quickly becomes useless if every second is not precisely one second long. All of these parameters are designed for increasing employee productivity. Time is important! Being late is like taking the oil out of a well run machine. It gums up the works, cranks up the heat, and causes things to break. When you are late to a doctor’s appointment, you may cause a domino effect that disrupts other patients. And when the doctor is running behind, you may end up waiting for ages thanks to overlapping ripples in the schedule. This problem applies to any business. Improvement is only possible if we recognize that failure to manage time affects everything.

Myths and Facts About Bullying

A topic of great concern among American society, and parents in particular, is that of youth violence. The media often makes the situation appear as though youth violence is on the increase in the United States. However, scientific research shows that youth violence is not truly increasing, but that certain environmental factors make the statistics read as though the violence is increasing. Statistics can be influenced by a number of factors besides actual increases in violence, such as the introduction of ‘zero tolerance’ policies in schools or the reduction of police discretion on police forces.These environmental factors lead to more incidents of youth violence being detected by those who measure youth violence, but dose not actually represent an actual concrete increase in the violence. However, there is one area of youth violence that has increased somewhat over the past three decades. Although the increase is not drastic, bullying is a form of youth violence that i s highly prevalent in all schools in North America, and abroad. Bullying is a lesser form of violence in which one or more students pick on, verbally or physically abuse another student who is viewed as a weaker child.This often takes the form of physical and/or psychological harm (Bastche & Knoff et al. , 1994). Although bullying is a major problem within the school system, the topic is not fully understood and there are many circulated myths related to the subject. This paper attempts to highlight some of these myths and clarify the actual facts that do exist within the documented literature. Myths about the topic of bullying are widespread and are commonly believed by the majority of individuals.One of the most common myths can even be seen in the above definition of bullying, in that the victims of bullying are not always weaker children than are the bullies. One of the myths about bullying relates to the fact that some schools say their do not have bullying. Sometimes schools w ith ‘zero tolerance’ policies in place believe that they have successfully managed to end bullying as a problem for their students, but it is highly unlikely that this is true (Byrne, 1994).There are many different ways bullying can occur beyond the sight of teachers and authority figures, as bullying is often a very subtle form of violence or harassment, and can be as simple as a glance from one student to another. The only difference between schools with the subject of bullying is whether or not they choose to deal with it in an effective manner. Schools that take a proactive approach to the problem of bullying, by educating their students and dealing with it promptly and firmly, are the most likely to have success in combating the issue, but no school will ever fully remove the problem of bullying (Byrne, 1994).Another common myth about bullying relates to how children are encouraged to deal with the issue. Nearly everyone can relate to a parent or teacher telling th e victim of bullying to simply ‘ignore it. ’ Nearly all victims of bullying are told that they should ignore their bully, not give in to them or respond, as all the bully wants is to get a reaction. But bullying should not be ignored. Every student and child has the right to attend school without being harassed or bullied by other students (Hoover et al, 1992).To tell the student to simply ignore the problem is telling them that the problem does not matter, and the other student is within his or her own right to bully. This is not true. Victims of bullies should maintain records of the events and insist that the school deal with the problem effectively by punishing the bully (Hoover et al, 1992). Many adults believe that bullying really has no damaging effects on children. It is often believed that bullying is a part of life, or a part of growing up and that all children are teased over one topic or another. Thus, the lesson to be learned is how to brush it off and cont inue on with life.Some adults will say that â€Å"it builds character,† but this is not true. Bullying does have immediate and long term detrimental effects on victims. It certainly will build character, but not the positive time. Victims of bullies often carry the damage with them for the remainder of their life, and may become weary of social situations or develop a habit of being submissive to any other person who appears to be somewhat dominant (Craig, 1998). Victims of bullying have even been found to suffer from forms of post traumatic stress disorder, in that they often spend the majority of their school years in fear.The fear of bullying victims can also have negative impacts on their school performance. Thus, the effects of bullying are far from being fleeting or unimportant. Victims of bullying have their psychological injuries reinforced by such myths and untrue so called facts, as they never witness anyone telling them that it is not their fault, that they should not have to put up with bullying, or that the bully is the individual in the wrong. Another related myth is that bullying serves to toughen kids up and make them resistant to future problems as adults, but this is not true at all (Craig, 1998).Myths abound concerning who the targets and victims of bullying are. Many believe that the bully-victim dichotomy is one that is analogous to the strong-weak dichotomy. This, however is not true. Victims of bullies are often sensitive, caring individuals. While their kindness, intelligence, honesty or creativity may be taken as a form of weakness, in reality they are strong individuals who endure years of abuse at the hands of bullies (Olweus, 1997). The typical victim of a bully is not inclined towards violence in the least, making them an easy target, but hardly a wimp or weakling.Often this low inclination towards violence is a result of high levels of personal integrity and values, not a result of being a wimp. If society were made up sole ly of these so called ‘wimps’ and ‘weaklings’ society would be a much better and safer place to live. Many have viewed bullying as something at attacks individuals who are in essence, the best individuals society has created (Craig, 1998). They are smart, respectful, honest, creative, have high values, morals and integrity, and often have a very strong internal sense of fairness or justice.Bullies target these individuals because often they will not fight back due to their own values, but this does not make bullying acceptable or explainable. Other myths concern the relationship between bullying and social skills. Many people believe that it is the popular kids with good social skills that become bullies and pick on the children who do not have good social skills or who are psychologically weak. On the contrary, it is bullies who lack the social skills and who are themselves psychologically weak. Many bullies are in fact afraid of social situations or of re jection (Olweus, 1997).They set themselves up into social situations where they cannot be rejected because other children are afraid of them. Bullies often also suffer from low self esteem which is one of the reasons they derive a better sense concerning their own abilities through the harassment of other students. Bullies will often also target individuals whom they envy, either due to their increased social skills or higher intelligence. Unable to articulate the fact that they are envious, or in some cases actually wish to be the victim’s friend, bullies react with negativity towards these individuals (Rigby & Slee, 1991).Thus it is clear that there are quite a few myths concerning the topic of bullying. Bullying is a very serious problem that causes long lasting, and sometimes life long damage to victims (Craig, 1998). Bullying cannot be completely removed from any school system, but effective policies can be put in place for dealing with bullying. Such policies should tak e the side of the victims and assert to students that bullying, in any form, is not acceptable. Both bullies and victims should be taught effective social skills and skills of communication that allow them to sort through difficulties using words that are not harmful and a lack of violence.Bullies should be dealt with harshly in a manner that informs them that their behaviour is unacceptable, yet at the same time it should not be ignored that bullies themselves are often victims of lowered self esteem or may be victims of violence in another part of their life. Above all, the feelings of victims and their experiences should not be discounted by adults as ‘parts of life,’ ‘rites of passage,’ or ‘wimpy and sensitive. ’ The feelings of victims of bullying are very legitimate and should be dealt with immediately to prevent long term psychological effects (Craig, 1998).References Batsche, G. M & Knoff, H. M. (1994). Bullies and their victims: Unders tanding a pervasive problem in the schools. School Psychology Review, 23,165-174. Byrne, B. J. (1994). Bullies and victims in a school setting with reference to some Dublin schools. The Irish Journal of Psychology, 15, 574-586. Craig, W. M. (1998). The relationship among bullying, victimization, depression, anxiety and aggression in elementary school children. Personality and Individual Differences, 24,123-130. Hoover, J. H. , Oliver, R. & Hazler, R. J. (1992). Bullying: Perceptions of adolescent victims in the Midwestern U. S. A. School Psychology International, 13, 5-16. Olweus, D. (1997). Bully/Victim problems at school: Knowledge base and an effective intervention program. The Irish Journal of Psychology, 18, 170-190. Rigby, K. & Slee, p>T. (1991). Dimensions of interpersonal relation among Australian children and implications for psychological well-being. The Journal of Social Psychology, 133, 33-42. Online Sources: Bullying by Mobile Phone and Abusive Text Messaging  œ Child Bullying, http://bullyonline. org/schoolbully/mobile. htm Terrorism Starts in the Playground – http://www. bullyonline. org/schoolbully/terror. htm