Difference between revisions of "AY Honors/Bully Prevention II/Answer Key"
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'''Note: Because of the sensitive nature (and prevalence) of bullying, it is suggested that this honor be taught by an individual who has recently received training or done meaningful reading/research on the topic of bully prevention (and if possible has been certified on this topic). The BEST way to earn this honor is over a series of sessions, so that the principles become a part of the participants’ nature rather than quickly learned and as quickly forgotten.''' | '''Note: Because of the sensitive nature (and prevalence) of bullying, it is suggested that this honor be taught by an individual who has recently received training or done meaningful reading/research on the topic of bully prevention (and if possible has been certified on this topic). The BEST way to earn this honor is over a series of sessions, so that the principles become a part of the participants’ nature rather than quickly learned and as quickly forgotten.''' | ||
| + | <!--T:3--> | ||
'''Note: Bully Prevention I and II were written without one being the prerequisite of the other so that the instructor could choose the honor(s) to teach that are most relevant to the group and group dynamics.''' | '''Note: Bully Prevention I and II were written without one being the prerequisite of the other so that the instructor could choose the honor(s) to teach that are most relevant to the group and group dynamics.''' | ||
| − | ==1. Review and explain four basic rules of bully prevention.== | + | ==1. Review and explain four basic rules of bully prevention.== <!--T:4--> |
| − | ===a. We will not bully others=== | + | ===a. We will not bully others=== <!--T:5--> |
| − | ===b. We will try to help students who are bullied=== | + | ===b. We will try to help students who are bullied=== <!--T:6--> |
| − | ===c. We will try to include students who are left out=== | + | ===c. We will try to include students who are left out=== <!--T:7--> |
| − | ===d. If we know somebody is being bullied, we will tell an adult at school/church and an adult at home=== | + | ===d. If we know somebody is being bullied, we will tell an adult at school/church and an adult at home=== <!--T:8--> |
| − | ==2. Review some of the signs to look for that could determine if an individual is suffering from some form of bullying.== | + | ==2. Review some of the signs to look for that could determine if an individual is suffering from some form of bullying.== <!--T:9--> |
| − | ==3. Review what different roles people play when being part of a bullying situation (often described as the Bully Circle), and which roles have you witnessed happen in situations you have seen or been involved in?== | + | ==3. Review what different roles people play when being part of a bullying situation (often described as the Bully Circle), and which roles have you witnessed happen in situations you have seen or been involved in?== <!--T:10--> |
| − | ==4. Explain the following types of bullying and evaluate ways that you would know that the following are happening within your friendship community:== | + | ==4. Explain the following types of bullying and evaluate ways that you would know that the following are happening within your friendship community:== <!--T:11--> |
| − | ===a. Relational aggression=== | + | ===a. Relational aggression=== <!--T:12--> |
| + | <!--T:13--> | ||
Refers to damage relationships between friends that destroy status in groups to hurt or upset someone. Over and over again some children in a social setting: | Refers to damage relationships between friends that destroy status in groups to hurt or upset someone. Over and over again some children in a social setting: | ||
* Get deliberately left out of get-togethers, parties, trips or groups | * Get deliberately left out of get-togethers, parties, trips or groups | ||
| Line 39: | Line 43: | ||
(National Institute of Health - nih.gov) | (National Institute of Health - nih.gov) | ||
| − | ===b. Cyberbullying=== | + | ===b. Cyberbullying=== <!--T:14--> |
| + | <!--T:15--> | ||
This is when someone tries to upset and harm a person using electronic means (eg, mobile phones, text messages, instant messaging, blogs, websites [eg, Facebook, YouTube] or emails; or have their private email, instant mail or text messages forwarded to someone else or have them posted where others can see them; or have rumors spread about them online; or get threatening or aggressive emails, instant messages or text messages; or have embarrassing pictures posted online without their permission | This is when someone tries to upset and harm a person using electronic means (eg, mobile phones, text messages, instant messaging, blogs, websites [eg, Facebook, YouTube] or emails; or have their private email, instant mail or text messages forwarded to someone else or have them posted where others can see them; or have rumors spread about them online; or get threatening or aggressive emails, instant messages or text messages; or have embarrassing pictures posted online without their permission | ||
(National Institute of Health - nih.gov) | (National Institute of Health - nih.gov) | ||
| + | <!--T:16--> | ||
'''Types of Cyberbullying''' | '''Types of Cyberbullying''' | ||
* Prohibiting: This tactic used the art of alienation, where information is made known about a special group to a particular person, or the target, and then intentionally barring that person from the group, as a form of exclusion. | * Prohibiting: This tactic used the art of alienation, where information is made known about a special group to a particular person, or the target, and then intentionally barring that person from the group, as a form of exclusion. | ||
| + | <!--T:17--> | ||
* Deception: This tactic involves befriending an individual for the purpose of acquiring information that can be used against them by forwarding it to others. | * Deception: This tactic involves befriending an individual for the purpose of acquiring information that can be used against them by forwarding it to others. | ||
| + | <!--T:18--> | ||
* Denigration: This tactic involves attacking an individual’s character by deliberately sending messages or posting false information or rumors about the person for the purpose of inflicting damage to the person's reputation or their relationships with their peers. | * Denigration: This tactic involves attacking an individual’s character by deliberately sending messages or posting false information or rumors about the person for the purpose of inflicting damage to the person's reputation or their relationships with their peers. | ||
| + | <!--T:19--> | ||
* Cyberstalking: Since we use our message devices on a consistent basis, undesirable messages are something that we do not want on a regular basis. This tactic uses repetitive messaging tools to send painful, malicious and/or false information or threatening messages for the purposes of bullying without face to face contact. | * Cyberstalking: Since we use our message devices on a consistent basis, undesirable messages are something that we do not want on a regular basis. This tactic uses repetitive messaging tools to send painful, malicious and/or false information or threatening messages for the purposes of bullying without face to face contact. | ||
| + | <!--T:20--> | ||
* Flaming: This is a common tactic where fights between individuals are conducted online by via e-mail, text messaging, or some form of social media using strong, harsh and ill-mannered language. | * Flaming: This is a common tactic where fights between individuals are conducted online by via e-mail, text messaging, or some form of social media using strong, harsh and ill-mannered language. | ||
| + | <!--T:21--> | ||
* Impersonation: This tactic is among the more serious violations, which involves acquiring some form of access to a person’s email or social media account, and then using it to send derogatory or humiliating material to others under that person’s identity. | * Impersonation: This tactic is among the more serious violations, which involves acquiring some form of access to a person’s email or social media account, and then using it to send derogatory or humiliating material to others under that person’s identity. | ||
| − | ===c. Sexual bullying=== | + | ===c. Sexual bullying=== <!--T:22--> |
| + | <!--T:23--> | ||
Sexual bullying involves the usage of hurtful and demeaning acts that target an individual sexually. This may involve sexually oriented name calling, comments, gestures, and unwelcome touching. | Sexual bullying involves the usage of hurtful and demeaning acts that target an individual sexually. This may involve sexually oriented name calling, comments, gestures, and unwelcome touching. | ||
| + | <!--T:24--> | ||
Some examples: | Some examples: | ||
* making sexual jokes, comments, or gestures to or about someone | * making sexual jokes, comments, or gestures to or about someone | ||
| Line 69: | Line 82: | ||
* the act of touching, grabbing, or pinching someone in a deliberately sexual way | * the act of touching, grabbing, or pinching someone in a deliberately sexual way | ||
| − | ==5. Briefly describe== | + | ==5. Briefly describe== <!--T:25--> |
| − | ===a. Some differences between flirting and sexual harassment.=== | + | ===a. Some differences between flirting and sexual harassment.=== <!--T:26--> |
| + | <!--T:27--> | ||
This is an open question designed for self-reflection. | This is an open question designed for self-reflection. | ||
| + | <!--T:28--> | ||
Basically, flirting is a welcomed action from the individuals involved. The attention experienced while flirting serves more of appreciated attention. Harassment is attention that is unwanted or unwelcome, especially if asked to stop and it persist. | Basically, flirting is a welcomed action from the individuals involved. The attention experienced while flirting serves more of appreciated attention. Harassment is attention that is unwanted or unwelcome, especially if asked to stop and it persist. | ||
| − | ===b. Some characteristics of cyberbullying that make it different from other common types of bullying.=== | + | ===b. Some characteristics of cyberbullying that make it different from other common types of bullying.=== <!--T:29--> |
| + | <!--T:30--> | ||
* Have their private email, instant mail or text messages forwarded to someone else or have them posted where others can see them | * Have their private email, instant mail or text messages forwarded to someone else or have them posted where others can see them | ||
* Have rumors spread about them online | * Have rumors spread about them online | ||
| Line 84: | Line 100: | ||
* Have embarrassing pictures posted online without their permission | * Have embarrassing pictures posted online without their permission | ||
| + | <!--T:31--> | ||
(National Institute of Health - nih.gov) | (National Institute of Health - nih.gov) | ||
| − | ==6. Discuss with a group the following texts as each relates to bullying:== | + | ==6. Discuss with a group the following texts as each relates to bullying:== <!--T:32--> |
| − | ===a. Deuteronomy 31:6=== | + | ===a. Deuteronomy 31:6=== <!--T:33--> |
| + | <!--T:34--> | ||
{{ | {{ | ||
| + | <!--T:35--> | ||
Bible verse | Bible verse | ||
| book = Deuteronomy | | book = Deuteronomy | ||
| Line 99: | Line 118: | ||
| text = Be strong and of good courage, do not fear nor be afraid of them; for the Lord your God, He is the One who goes with you. He will not leave you nor forsake you.” | | text = Be strong and of good courage, do not fear nor be afraid of them; for the Lord your God, He is the One who goes with you. He will not leave you nor forsake you.” | ||
| + | <!--T:36--> | ||
}} | }} | ||
| − | ===b. Proverbs 12:18=== | + | ===b. Proverbs 12:18=== <!--T:37--> |
| + | <!--T:38--> | ||
{{ | {{ | ||
| + | <!--T:39--> | ||
Bible verse | Bible verse | ||
| book = Proverbs | | book = Proverbs | ||
| Line 112: | Line 134: | ||
| text = There is one who speaks like the piercings of a sword, but the tongue of the wise promotes health. | | text = There is one who speaks like the piercings of a sword, but the tongue of the wise promotes health. | ||
| + | <!--T:40--> | ||
}} | }} | ||
| − | ===c. James 3:1-11=== | + | ===c. James 3:1-11=== <!--T:41--> |
| + | <!--T:42--> | ||
{{ | {{ | ||
| + | <!--T:43--> | ||
Bible verse | Bible verse | ||
| book = James | | book = James | ||
| Line 125: | Line 150: | ||
| text = My brethren, let not many of you become teachers, knowing that we shall receive a stricter judgment. For we all stumble in many things. If anyone does not stumble in word, he is a perfect man, able also to bridle the whole body. Indeed, we put bits in horses’ mouths that they may obey us, and we turn their whole body. Look also at ships: although they are so large and are driven by fierce winds, they are turned by a very small rudder wherever the pilot desires. Even so the tongue is a little member and boasts great things. See how great a forest a little fire kindles! And the tongue is a fire, a world of iniquity. The tongue is so set among our members that it defiles the whole body, and sets on fire the course of nature; and it is set on fire by hell. For every kind of beast and bird, of reptile and creature of the sea, is tamed and has been tamed by mankind. But no man can tame the tongue. It is an unruly evil, full of deadly poison. With it we bless our God and Father, and with it we curse men, who have been made in the similitude of God. Out of the same mouth proceed blessing and cursing. My brethren, these things ought not to be so. Does a spring send forth fresh water and bitter from the same opening? | | text = My brethren, let not many of you become teachers, knowing that we shall receive a stricter judgment. For we all stumble in many things. If anyone does not stumble in word, he is a perfect man, able also to bridle the whole body. Indeed, we put bits in horses’ mouths that they may obey us, and we turn their whole body. Look also at ships: although they are so large and are driven by fierce winds, they are turned by a very small rudder wherever the pilot desires. Even so the tongue is a little member and boasts great things. See how great a forest a little fire kindles! And the tongue is a fire, a world of iniquity. The tongue is so set among our members that it defiles the whole body, and sets on fire the course of nature; and it is set on fire by hell. For every kind of beast and bird, of reptile and creature of the sea, is tamed and has been tamed by mankind. But no man can tame the tongue. It is an unruly evil, full of deadly poison. With it we bless our God and Father, and with it we curse men, who have been made in the similitude of God. Out of the same mouth proceed blessing and cursing. My brethren, these things ought not to be so. Does a spring send forth fresh water and bitter from the same opening? | ||
| + | <!--T:44--> | ||
}} | }} | ||
| − | ===d. Ephesians 4:29=== | + | ===d. Ephesians 4:29=== <!--T:45--> |
| + | <!--T:46--> | ||
{{ | {{ | ||
| + | <!--T:47--> | ||
Bible verse | Bible verse | ||
| book = Ephesians | | book = Ephesians | ||
| Line 138: | Line 166: | ||
| text =Let no corrupt word proceed out of your mouth, but what is good for necessary edification, that it may impart grace to the hearers. | | text =Let no corrupt word proceed out of your mouth, but what is good for necessary edification, that it may impart grace to the hearers. | ||
| + | <!--T:48--> | ||
}} | }} | ||
| − | ===e. Mark 12:31=== | + | ===e. Mark 12:31=== <!--T:49--> |
| + | <!--T:50--> | ||
{{ | {{ | ||
| + | <!--T:51--> | ||
Bible verse | Bible verse | ||
| book = Mark | | book = Mark | ||
| Line 151: | Line 182: | ||
| text = And the second, like it, is this: ‘You shall love your neighbor as yourself.’ There is no other commandment greater than these.” | | text = And the second, like it, is this: ‘You shall love your neighbor as yourself.’ There is no other commandment greater than these.” | ||
| + | <!--T:52--> | ||
}} | }} | ||
| − | ==7. Discuss with an individual or in a group some of the ways to protect oneself from the following:== | + | ==7. Discuss with an individual or in a group some of the ways to protect oneself from the following:== <!--T:53--> |
| − | ===a. Relational aggression=== | + | ===a. Relational aggression=== <!--T:54--> |
| − | ===b. Cyberbullying=== | + | ===b. Cyberbullying=== <!--T:55--> |
| − | ===c. Sexual bullying=== | + | ===c. Sexual bullying=== <!--T:56--> |
| − | ==8. Reflect on a moment when you or someone you know experienced being a target of relational aggression. As a first-hand witness or from a close acquaintance, briefly answer the following:== | + | ==8. Reflect on a moment when you or someone you know experienced being a target of relational aggression. As a first-hand witness or from a close acquaintance, briefly answer the following:== <!--T:57--> |
| − | ===a. Explain in as much detail what took place.=== | + | ===a. Explain in as much detail what took place.=== <!--T:58--> |
| − | ===b. What actions were sought to address the issue?=== | + | ===b. What actions were sought to address the issue?=== <!--T:59--> |
| − | ===c. What lessons were learned from that experience?=== | + | ===c. What lessons were learned from that experience?=== <!--T:60--> |
| − | ==9. Demonstrate a profound understanding of the vulnerabilities, accountabilities, and pitfalls of spreading rumors by doing one of the following:== | + | ==9. Demonstrate a profound understanding of the vulnerabilities, accountabilities, and pitfalls of spreading rumors by doing one of the following:== <!--T:61--> |
| − | ===a. Carefully observe the front pages of popular print and online media that contain articles about popular people. Take note of the rumors that are stated about them for the sole purpose of selling magazines. Discuss why such false information sells magazines. Discuss the challenges to a Christian’s lifestyle of participating in this practice.=== | + | ===a. Carefully observe the front pages of popular print and online media that contain articles about popular people. Take note of the rumors that are stated about them for the sole purpose of selling magazines. Discuss why such false information sells magazines. Discuss the challenges to a Christian’s lifestyle of participating in this practice.=== <!--T:62--> |
| − | ===b. Lead a discussion on some of the consequences individuals may face after they are caught spreading false rumors about others.=== | + | ===b. Lead a discussion on some of the consequences individuals may face after they are caught spreading false rumors about others.=== <!--T:63--> |
| − | ===c. Conduct a group research project on the local and/or state laws regarding defamation (libel and slander), and the possible penalties for each. Refer to recent cases and be prepared to share your findings with a group.=== | + | ===c. Conduct a group research project on the local and/or state laws regarding defamation (libel and slander), and the possible penalties for each. Refer to recent cases and be prepared to share your findings with a group.=== <!--T:64--> |
| − | ==10. Cyberbullying often includes elements that endanger the life and safety of someone else, and thus may require reporting to officials. Determine what steps or actions are needed at each stage listed below to work to resolve cyber bullying situations.== | + | ==10. Cyberbullying often includes elements that endanger the life and safety of someone else, and thus may require reporting to officials. Determine what steps or actions are needed at each stage listed below to work to resolve cyber bullying situations.== <!--T:65--> |
| − | ===a. Evidence collection=== | + | ===a. Evidence collection=== <!--T:66--> |
| − | ===b. Reporting to parents/schools=== | + | ===b. Reporting to parents/schools=== <!--T:67--> |
| − | ===c. Reporting to law enforcement=== | + | ===c. Reporting to law enforcement=== <!--T:68--> |
| − | ===d. Reporting cyberbullying to online service providers=== | + | ===d. Reporting cyberbullying to online service providers=== <!--T:69--> |
| − | ==11. Discuss each of the following scenarios as a group. 1) Read the situation, 2) evaluate whether sexual bullying is taking place, and 3) based on your observation, discuss potentially appropriate responses.== | + | ==11. Discuss each of the following scenarios as a group. 1) Read the situation, 2) evaluate whether sexual bullying is taking place, and 3) based on your observation, discuss potentially appropriate responses.== <!--T:70--> |
| − | ===a. Someone at school says you look great today=== | + | ===a. Someone at school says you look great today=== <!--T:71--> |
| − | ===b. Someone at a party says your clothes look nice on you, making comments on particular body parts=== | + | ===b. Someone at a party says your clothes look nice on you, making comments on particular body parts=== <!--T:72--> |
| − | ===c. Someone compliments the design of your tie and then takes the liberty to adjust it=== | + | ===c. Someone compliments the design of your tie and then takes the liberty to adjust it=== <!--T:73--> |
| − | ===d. A friend begins to pressure you to send sexually oriented pictures of yourself=== | + | ===d. A friend begins to pressure you to send sexually oriented pictures of yourself=== <!--T:74--> |
| − | ===e. Someone begins to show up wherever you are to say hello, on several occasions=== | + | ===e. Someone begins to show up wherever you are to say hello, on several occasions=== <!--T:75--> |
| − | ===f. Someone tries to hold or hug you unexpectedly each time they see you=== | + | ===f. Someone tries to hold or hug you unexpectedly each time they see you=== <!--T:76--> |
| − | ==12. Discuss from a Christian's perspective how bullying has been and continues to be used as a means to hinder spreading the gospel of Christ.== | + | ==12. Discuss from a Christian's perspective how bullying has been and continues to be used as a means to hinder spreading the gospel of Christ.== <!--T:77--> |
| − | ==References== | + | ==References== <!--T:78--> |
| + | <!--T:79--> | ||
[[Category:Adventist Youth Honors Answer Book|{{SUBPAGENAME}}]] | [[Category:Adventist Youth Honors Answer Book|{{SUBPAGENAME}}]] | ||
<noinclude></translate></noinclude> | <noinclude></translate></noinclude> | ||
Revision as of 15:29, 10 December 2018
Note: Because of the sensitive nature (and prevalence) of bullying, it is suggested that this honor be taught by an individual who has recently received training or done meaningful reading/research on the topic of bully prevention (and if possible has been certified on this topic). The BEST way to earn this honor is over a series of sessions, so that the principles become a part of the participants’ nature rather than quickly learned and as quickly forgotten.
Note: Bully Prevention I and II were written without one being the prerequisite of the other so that the instructor could choose the honor(s) to teach that are most relevant to the group and group dynamics.
1. Review and explain four basic rules of bully prevention.
a. We will not bully others
b. We will try to help students who are bullied
c. We will try to include students who are left out
d. If we know somebody is being bullied, we will tell an adult at school/church and an adult at home
2. Review some of the signs to look for that could determine if an individual is suffering from some form of bullying.
3. Review what different roles people play when being part of a bullying situation (often described as the Bully Circle), and which roles have you witnessed happen in situations you have seen or been involved in?
4. Explain the following types of bullying and evaluate ways that you would know that the following are happening within your friendship community:
a. Relational aggression
Refers to damage relationships between friends that destroy status in groups to hurt or upset someone. Over and over again some children in a social setting:
- Get deliberately left out of get-togethers, parties, trips or groups
- Have others ignore them, not wanting to be their friend anymore, or not wanting them around in their group
- Have nasty lies, rumors or stories told about them
(National Institute of Health - nih.gov)
b. Cyberbullying
This is when someone tries to upset and harm a person using electronic means (eg, mobile phones, text messages, instant messaging, blogs, websites [eg, Facebook, YouTube] or emails; or have their private email, instant mail or text messages forwarded to someone else or have them posted where others can see them; or have rumors spread about them online; or get threatening or aggressive emails, instant messages or text messages; or have embarrassing pictures posted online without their permission (National Institute of Health - nih.gov)
Types of Cyberbullying
- Prohibiting: This tactic used the art of alienation, where information is made known about a special group to a particular person, or the target, and then intentionally barring that person from the group, as a form of exclusion.
- Deception: This tactic involves befriending an individual for the purpose of acquiring information that can be used against them by forwarding it to others.
- Denigration: This tactic involves attacking an individual’s character by deliberately sending messages or posting false information or rumors about the person for the purpose of inflicting damage to the person's reputation or their relationships with their peers.
- Cyberstalking: Since we use our message devices on a consistent basis, undesirable messages are something that we do not want on a regular basis. This tactic uses repetitive messaging tools to send painful, malicious and/or false information or threatening messages for the purposes of bullying without face to face contact.
- Flaming: This is a common tactic where fights between individuals are conducted online by via e-mail, text messaging, or some form of social media using strong, harsh and ill-mannered language.
- Impersonation: This tactic is among the more serious violations, which involves acquiring some form of access to a person’s email or social media account, and then using it to send derogatory or humiliating material to others under that person’s identity.
c. Sexual bullying
Sexual bullying involves the usage of hurtful and demeaning acts that target an individual sexually. This may involve sexually oriented name calling, comments, gestures, and unwelcome touching.
Some examples:
- making sexual jokes, comments, or gestures to or about someone
- using various online or face to face methods to spread unwelcomed rumors
- writing sexual messages about people in public areas
- showing inappropriate sexual pictures or videos to someone of themselves or another person
- posting sexual comments online of videos or pictures on social networks
- the act of touching, grabbing, or pinching someone in a deliberately sexual way
5. Briefly describe
a. Some differences between flirting and sexual harassment.
This is an open question designed for self-reflection.
Basically, flirting is a welcomed action from the individuals involved. The attention experienced while flirting serves more of appreciated attention. Harassment is attention that is unwanted or unwelcome, especially if asked to stop and it persist.
b. Some characteristics of cyberbullying that make it different from other common types of bullying.
- Have their private email, instant mail or text messages forwarded to someone else or have them posted where others can see them
- Have rumors spread about them online
- Get threatening or aggressive emails, instant messages or text messages
- Have embarrassing pictures posted online without their permission
(National Institute of Health - nih.gov)
6. Discuss with a group the following texts as each relates to bullying:
a. Deuteronomy 31:6
Be strong and of good courage, do not fear nor be afraid of them; for the Lord your God, He is the One who goes with you. He will not leave you nor forsake you.”
b. Proverbs 12:18
There is one who speaks like the piercings of a sword, but the tongue of the wise promotes health.
c. James 3:1-11
My brethren, let not many of you become teachers, knowing that we shall receive a stricter judgment. For we all stumble in many things. If anyone does not stumble in word, he is a perfect man, able also to bridle the whole body. Indeed, we put bits in horses’ mouths that they may obey us, and we turn their whole body. Look also at ships: although they are so large and are driven by fierce winds, they are turned by a very small rudder wherever the pilot desires. Even so the tongue is a little member and boasts great things. See how great a forest a little fire kindles! And the tongue is a fire, a world of iniquity. The tongue is so set among our members that it defiles the whole body, and sets on fire the course of nature; and it is set on fire by hell. For every kind of beast and bird, of reptile and creature of the sea, is tamed and has been tamed by mankind. But no man can tame the tongue. It is an unruly evil, full of deadly poison. With it we bless our God and Father, and with it we curse men, who have been made in the similitude of God. Out of the same mouth proceed blessing and cursing. My brethren, these things ought not to be so. Does a spring send forth fresh water and bitter from the same opening?
d. Ephesians 4:29
Let no corrupt word proceed out of your mouth, but what is good for necessary edification, that it may impart grace to the hearers.
e. Mark 12:31
And the second, like it, is this: ‘You shall love your neighbor as yourself.’ There is no other commandment greater than these.”
