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Using Peer Evaluations and Teams in Online Classes
- Nicholas Stokes
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1 Using Peer Evaluations and Teams in Online Classes Joy L. Colwell 1 and Carl F. Jenks 2 Abstract - Students should have the ability to work together in teams, plan effective strategies for identifying appropriate issues within specific problem situations, research the answers to the associated technical questions presented by those situations, and develop the ability to review and comment on the solutions of others working on the same types of problems. Structuring online classes to address these issues effectively can be challenging for the instructor. This paper will discuss the use of peer evaluations and teams in online classes. The paper involves two upper-level undergraduate courses, using a combination of teams and peer evaluations. The paper discusses the pros and cons of administering a team-based case-study course via the Internet. The innovative aspect of this case study method is the unique use of teams to analyze and critique other team members before the instructor ever participates. The paper also discusses the pros and cons of peer evaluations online. Index Terms - Distance Learning, Online courses, Peer evaluation by students, Online Teams. INTRODUCTION Modern organizations demand that employees be able to work together effectively in teams. The electronic age places demands on employees that require excellent communication skills in a number of media. New technology available in the modern workplace may mean that today s student will be working on a virtual team tomorrow. These skills should be acquired by students before arriving in the workplace. These are some of the reasons that technology students are required to be able to work on teams and to have good communication skills. Students should have the ability and experience to work together in teams, plan effective strategies for identifying appropriate issues within specific problem situations, research the answers to the associated technical questions presented by those situations, and develop the ability to review and comment on the solutions of others working on the same types of problems. New millennium students should be introduced to and prepared for the technology of the modern workplace. The authors teach two upper level (400-level) courses in Organizational Leadership and Supervision (OLS) in the online format. One is a course in labor arbitration and the other is a course in conflict resolution. The OLS program is part of the Manufacturing Engineering Technologies and Supervision (METS) Department in the School of Technology at Purdue University Calumet, a campus located in Northwest Indiana near the Chicago metropolitan area. The two courses use a combination of teams and peer review to engage the students in the courses and as a teaching tool to enhance student learning. These methods also serve to prepare students for the demands of the workplace. This paper will discuss the pros and cons of administering a team-based case-study course via the Internet, as well as the pros and cons of peer evaluations done online. Furthermore, as a program in the school of Technology, the OLS program supplies classes for ABET programs. Consequently, the faculty are familiar with ABET requirements for program outcomes for technology programs. The TAC ABET criteria 2000 (TC2K) specifically require that program outcomes demonstrate that graduates of the program have the ability to function effectively on teams and an ability to communicate effectively. For example, see the ABET criteria for 2000, Program Outcomes (Criterion 2, e. and g.). See page T1A-5. Structuring online classes to incorporate teams and peer review can be challenging for the instructor. This presentation is intended to share the results of several semesters of online experience using the team and peer review methods. It is the authors opinion, based on preliminary data and anecdotal evidence, that the use of online teams and the use of peer evaluations both contribute to the ability to work productively on teams and enhance the ability to communicate effectively. BASIC METHOD The authors use Blackboard as the course management system for their online courses. Blackboard allows for the creation of teams or groups, and each group may have intra-group , discussion boards or forums, and file exchange. Each group can also use the virtual classroom for synchronous chat. The program creates a group communication page where these features are available. Both authors use the group pages in Blackboard, whether for online teams or for peer evaluations. One of the courses, a labor arbitration course, uses the case study method including peer review as part of its instructional design. In the labor arbitration course, the instructor assigns the students into groups or teams upon enrollment into the class. Each team consists of three members. The three-member team was arrived at after three semesters of experiences and student surveys in courses with different team sizes revealed that this was the optimal size for group work of this nature. See discussion below. 1 Joy L. Colwell, Assistant Professor of Organizational Leadership and Supervision, Purdue University Calumet, Hammond, Indiana, 2 Carl F. Jenks, Professor of Organizational Leadership and Supervision, Purdue University Calumet, Hammond, Indiana, T1C-5
2 The conflict resolution class uses peer-evaluated papers as part of the instructional design (but not true teams). The instructor does not create peer review groups until close to the end of the semester, when paper topics have been chosen or assigned. Because of the limited class size in online classes, the peer review groups were limited to about five to six students, depending on exact class size. See further discussion below. LABOR ARBITRATION COURSE First, the students are presented with an actual arbitration case containing the essential background facts. These real-life cases have been sanitized to remove references to identifiable parties. These complicated cases deal with either just cause or contract interpretation. The facts are presented from three perspectives. First, the facts are presented from a neutral point of view, then the Company s point of view, and finally the Union s point of view. This is the same experience a labor arbitrator would have who is actually making an award on these facts. Moreover, these same facts would be available to practitioners if they were officers of a company or a union that had ongoing cases in a grievance procedure. Thus, these cases are designed to present the actual experience of preparing for a labor arbitration. Once the facts have been appropriately presented, these advanced labor relation students are then instructed to analyze a given case using input from their fellow team members. The most effective and pedagogically sound technique (based on the instructor s experience with the course and data from student surveys) has been to direct the student teams to thoroughly research and discuss the case. Then they are to determine for themselves what constitutes the relevant issues in each case. The best analysis is usually done when the teams can perform the discussions in person, but equally insightful work has come from teams that utilized on-line contacts exclusively. Moreover, there does not seem to be a problem regarding the quality of the decisions, whether the teams are self-picked or assigned at random. The instructor has noticed from student surveys, however, that students generally prefer to pick their friends who have similar class schedules for membership in the teams. The instructor has experimented with both assigned teams and self-chosen teams. Each team is required to not only determine independently what is relevant in each case, but each team is also required to research and justify why the issues are relevant. They must use several appropriate authoritative sources as justification (e.g., Elkouri & Elkouri) for their decisions. The award must be researched extensively in the library to withstand challenges of faulty logic from the other teams. Each team must have its award posted on line by a deadline date in order that a critical evaluation by all of the other teams can be made. The critical evaluations must also be posted on line by a deadline date so that everyone has access to the comments by all teams. The critiques of the teams awards are supposed to identify flaws that would cause one party or the other to lose the case if these facts were presented to an arbitrator. The criticism of the awards must be supported by adequate documented research. The teams are asked to identify one commendable and one improvable point and support those contentions, again using references from authoritative sources. After the teams have finished the evaluation of the awards, the instructor s job is to then review not only the case awards but also the critiques of those awards. The reviews emphasize omissions as well as problems in logic that are especially important in the case if one side or the other is to prevail. Each team receives a lengthy critique, but it is normally done utilizing a numbered critique sheet that lists the common mistakes in writing awards. For example, the instructor might suggest that the team used facts not in evidence, overlooked important and relevant issues, or failed to provide justification for a decision. The problems are identified from a rather extensive list, and this technique cuts down significantly on the instructor s need to rehash every problem area for every team. More importantly, it allows everyone to review the instructor s comments regarding all of the awards and the critiques of those awards. The entire list of critiqued problems is placed in an easily accessible part of the course, like the announcements section. However, each team receives an individual assessment of its work using the numbered critique items. TABLE I SAMPLE CRITIQUE COMMENTS SampleComments 1 Used facts not in evidence 2 Overlooked important and relevant issues 3 Failed to provide justification for a decision 4 Relevant issues not researched sufficiently 5 Grammar, spelling and appropriate sentence structure lacking 6 Failed to meet deadline The importance of this procedure is that the students know that in future cases they must not make the same mistakes that the other teams have already made. Once the instructor s evaluation is completed, the students are given the full text of the original award so that they can see how their analysis matched the arbitrator s award for that set of facts. The innovative aspect of this case study method is the unique use of teams to analyze and critique other teams before the instructor ever participates. According to student survey information, 75% of the students relate much better to other students opinions than to an instructor s opinions until they become totally familiar with the process of analyzing cases. After a short learning curve, the students then prefer a straightforward professorial analysis of their work rather than their peers evaluations. However, the learning process is accelerated significantly in the early stages of learning with teams because students can experiment with their ideas without fear of an instructor contradicting them. Students are T1C-6
3 able to work independently on cases one whole grading period earlier (approximately four weeks). PROS AND CONS OF TEAMS IN ONLINE COURSES Pros Based on student surveys, our experiences, and anecdotal data, students tend to have a better understanding of the process and a better retention of the material with teams than when traditional classroom teaching is used. In most cases, the ideal number would be three students per team. This number seems to promote a well-rounded discussion of the issues without the opportunity for some individuals to opt out of the process. Student surveys indicate that the three-person team is best. The benefits of team analysis of case studies are many. One important thing is that the team members quickly learn the importance of another individual s opinion. They also find out how helpful it is to see the analysis of the conflicting aspects of cases and conflicting aspects of research materials through another person s eyes. In arbitration as in law, there is usually more than one way to view the relevant issues of a case. As a result, individuals learn how to solve complicated labor relations problems with the help of forced consultation with team members. They also learn where to obtain the relevant information, and they learn how to test their ideas before moving forward. Thus, the training that results from the use of teams in identifying issues, researching those issues, and finally defending those issues is extremely valuable for students as well as for labor relations and human resource practitioners. The use of the Internet allows the teams to exist in various locations and makes them independent of a restrictive class schedule. Students also develop critical thinking and analysis skills in reviewing another s work, as well as the ability to tactfully communicate the important points of their analysis. Cons The biggest single problem is the dysfunctional team member who has difficulty working with the other members of the team. Nonetheless, a comparison of grades between teams and traditional classes indicates that a greater degree of learning occurred when teams were utilized. The biggest drawback in some teams is that the members tend to divide the work to such a high degree that no one student learns the necessary fundamentals of every step of the process. Still, the better students tend to do the majority of the work themselves and tend to learn more through discussion of the issues. To cut down on some team members not doing their part, the individual members are asked to grade each other after each case. The student ratings are sent directly to the instructor via the . Anyone not performing properly is warned once and then dropped from the team after one additional complaint. In general, peer grading has been effective in getting students to perform their fair share of the work. One problem for the instructor is maintaining the stability of the teams. Changes in personnel can require that the instructor assign and reassign team memberships frequently until class enrollment is stable. The establishment of teams does not permit a flexible enrollment period, since students must be assigned teammates and be ready to begin work from the first day of class. The best course design would only make team assignments after enrollment is stabilized. Course Structure CONFLICT RESOLUTION COURSE The conflict resolution course is designed to include traditional written assignments and tests as well as the peerreviewed paper. The course requires five quizzes, one short written assignment of one-two pages, one medium written assignment of three to five pages, and one lengthier research paper assignment (eight or more pages). The research paper is assigned for completion near the end of the semester, with some time reserved for each student to read and evaluate other group members papers before the end of the course. Typically, papers are due to be posted about ten days before the end of the course. Each student then has the remaining time to read and review approximately four to five other student papers. Evaluations are to be posted by the end of the term. This group size (five to six students) was arrived at by balancing the time constraints of the requirements of peer review with the desire to expose the students to as many of their classmates papers as practicable. It was judged a fair task to require that students review four to five other papers in the time allowed by the course. The peer review group in this course is not a true team, as the group is not asked to accomplish any tasks by working directly together. It is expected that each student will read the evaluations of his/her work posted by other group members, although this is not required by the instructor (no grade for this is given nor revisions based on critiques required). The instructor also reads the comments posted by the students in evaluating student work. The course grade includes not only a grade for the individual paper, but also a grade for the peer evaluations of other students work. At the time that paper topics are chosen or assigned, the instructor creates groups of students who will be evaluating each other s work. The group assignments are made on the basis of paper topic, so that each group includes a mix of research topics. Paper topics are required to be selected and reported to the instructor well in advance of the paper due date. If duplicate topics are chosen, those group members with duplicate topics are assigned to different groups. If too many students choose the same topic, the instructor may elect to have some of the later-choosing students select another topic. This avoids groups with too much overlap of topics. Part of the process is intended to expose the students to as much research on other topics as possible, so duplication of topics would not serve this purpose. T1C-7
4 In order to structure the student s evaluations, guidelines for what must be included in each evaluation for each paper are posted for all students. Students are given the various aspects of the papers which must be evaluated, and an appropriate scale for scoring. The guidelines for peer review of papers generally require that students evaluate: Writing appropriate to academic level Correct grammar, spelling, and punctuation Reliable sources consistently cited Clear and organized explanation of topic Statement of how the topic applies to the course Evidence of effort or originality Students are also asked to identify one commendable point and one improvable point for each paper. The instructor of this course has found that without appropriate guidelines, student comments tend to be unstructured and of little value to their peers. PROS AND CONS OF PEER EVALUATIONS IN ONLINE COURSES Pros There are several positive aspects of requiring peer evaluations. The students get to learn not just from researching and writing their own papers, they also get to learn from each other as well. Students engage in higher level critical thinking, analysis and evaluation skills as well. In addition, students begin to think about how to judge the work, and in turn about how their own work might be judged. They also learn how to appropriately convey their judgments of others work. The author would also like to think that students gain a new appreciation for the job that instructors do in grading and evaluating papers. Cons It is the authors experience that students tend not to know how to evaluate work in an appropriate way without guidance. Comments tend to be I liked it, I didn t like it, and not helpful, critical or evaluative. The affective, like/dislike language is easy for students but without more is of little or no value to the recipient. Language used by peer evaluators in online classes becomes extremely important, because of the lack of external cues in an online class in moderating what can be construed as critical comments. The recipients of the reviews have no context to assist them in interpreting what might sound unnecessarily harsh or critical without the softening effects of tone of voice or body language. Having the students use a rating scale can help them make their comments more objective. The instructor of this course is considering rearranging the scheduling of course work to accommodate rewrites of papers, so that students can incorporate the suggestions of their peers. Currently the schedule of the course does not would be enhanced by giving the students the opportunity to make revisions in papers, incorporating constructive criticism by their classmates. THE IMPORTANCE OF COMMUNICATION AND INTERACTIVITY IN ONLINE CLASSES One of the keys for effective online learning is communication and interactivity. [1] Communication of all types is important: instructor-learner, learner-learner individually, and learnerlearner in group settings. [1] Learner-learner interaction among members of a group can be an extremely valuable and essential resource for learning. [1] Individual interaction can be enhanced through peer group interaction, including interaction through asynchronous and synchronous chat.[1] It has also been found that communication is pivotal in an online community. [2] Communication, collaboration, interaction, and participation are four cornerstones in a learning community framework. [2] Key to the learning process is the interactions among students themselves, the interactions between faculty and students, and the collaboration in learning resulting from these interactions. [3] The literature on communication, interactivity and community in online courses emphasizes the importance of communication in the online environment. Students who work together in teams, and who are participating in peer review of each others work, are engaging in communication, interaction, and collaboration, all of which enhance the online learner experience. Student comments on the outcomes of the methods support the literature in this area. Available student evaluations follow. STUDENT COMMENTS ON THE PROCESS Students are asked as part of the course evaluations the following questions: As a result of this course, my ability to communicate effectively can be rated as: and As a result of this course, my ability to function effectively on teams can be rated as: These questions are based on the ABET criteria referenced on page T1A-1. These questions are rated on a five-point Likert scale by the students during a course evaluation given at the end of the semester. The course evaluation is given as an anonymous online survey. Blackboard allows the instructor to create these anonymous online surveys as an assessment. The program keeps track of who has taken the survey, so that each student can only take it once, but no individual responses are available since the program automatically collates the data. Below is Table II, which shows student evaluations of the dispute resolution class. Only one semester (Fall 2003) of this data is currently available. As you can see from the table, students rate their abilities to communicate effectively and to function effectively on teams fairly high. On the ability to communicate effectively, 75% of the students responding rated their ability as good to excellent. On the ability to permit this. It is the authors opinion that the student learning T1C-8
5 function effectively on teams, 82% of the responding students rated their ability as good to excellent. This latter response is interesting, since the students do not work on teams in the purest sense in this course (they are not working together to produce a single product), but do peer evaluations of individual work in groups. TABLE II STUDENT RATINGS IN CONFLICT RESOLUTION CLASS Question Excellent Good Fair Poor Not Applicable 1. ability to 31% 44% 19% 0% 6% communicate effectively 2. ability to function effectively on teams 38% 44% 12% 0% 6% For the labor arbitration course, evaluation results for Fall 2003 are displayed in Table III. On the ability to communicate effectively, 71% rated their ability as good. On the ability to function effectively on teams issue, 43% rated their ability as excellent, and 29% rated their ability as good. However, 14% of those responding rated this question as Not Applicable. The authors attribute this to the possibility that the students so responding do not recognize virtual teamwork or online teamwork as actual teamwork. Of course, it is also possible that those responding are the students who had problems or issues in working well with teams. Online courses do tend to attract students who are comfortable working on their own. TABLE III STUDENT RATINGS IN LABOR ARBITRATION CLASS Question Excellent Good Average Poor Not Applicable 1. ability to 0% 71% 14% 0% 0% communicate effectively 2. ability to function effectively on teams 43% 29% 0% 0% 14% These techniques could be adapted for any subject matter which uses case studies, problems, or papers. Both of these techniques can be valuable for exposing students to others ideas and work, and in helping them learn to make critical evaluations and analyses. Both processes, however, can be labor intensive for the instructor, and can involve an increased administrative workload. The instructor must arrange and supervise the teams or groups to make sure they are working smoothly, help the group members handle any problems, and deal with the administrative issues caused by late enrollees or withdrawals from the course. The instructor may also have to grade not only papers, but all the student evaluations of papers, also resulting in increased workload for the instructor. However, it is the authors opinion that the benefits of these techniques for students far outweigh the burdens of additional tasks for the instructor. The authors recommend that further research be done in comparing the assessment of student performance when given the opportunity to incorporate peer comments in revised papers in the conflict resolution class. There is also the further opportunity to compare instructor evaluations to student evaluations. More detailed statistical analysis could also be done on comparing students who have worked in teams versus traditional independent work. REFERENCES [1] Zheng, L., and Smaldino, S, "Key Instructional Design Elements For Distance Education", The Quarterly Review of Distance Education, Vol, No 4(2)., 2003, pp [2] Lock, J., V., "Laying the Groundwork for the Development of Learning Communities Within Online Courses", The Quarterly Review of Distance Educational, Vol, No 3(4)., 2002, pp [3] Palloff, R. M. and Pratt, K., Building Learning Communities in Cyberspace, Jossey-Bass Publishers San Francisco, 19 CONCLUSION Both the team technique and the peer evaluation technique have definite advantages for students in online course, resulting in increased interaction and accelerated learning. The disadvantages for students can usually be overcome by providing a very structured outline on how problems and issues can be handled. In addition, the authors have found that it is insufficient just to have students read the instructions without retaining them. The instructions and requirements must be ingrained in the students minds so they know exactly what is expected of them. We have found that the only sure way to do this is to test students on course requirements. They must pass a randomly generated set of questions with 100% accuracy before being permitted to proceed in the course. T1C-9
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text:
by Zyliss
Order now to get it by: Thursday August 03 - Saturday August 05
Condition: New
Product ID: 764500
Delivery Information |Returns & Exchanges |Payment Methods
Part baster, part food injector, the Zyliss Baster serves a dual purpose in any kitchen. An angled nylon basting tip
easily extracts drippings from pans, while a stainless steel injector tip is perfect for injecting marinades and meat
tenderizers into meat. Designed with a special foot to prevent the unit from rolling around on the kitchen countertop,
the Zyliss baster is practical and easy to use.
Norpro Deluxe Stainless Steel Baster with Injector and Cleaning Brush
HIC Broiler Rack, 12-Inches x 7.5-Inches
OXO SoftWorks Fat Separator
Norpro Nylon Baster
OXO Good Grips Angled Turkey Baster with Cleaning Brush
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Bekith Silicone Basting Pastry & Bbq Brushes (Set of 4, Colorful) , Heat Resistant Kitchen Utensils - Dishwasher Safe- Soft and Flexible- Essential Cooking Gadget, Bakeware Tool and Culinary Equipment
Good Cook 11.5 in Turkey Baster

subset: commoncrawl


text:
From award-winning author Sharon Draper comes Out of My Mind, the story of a brilliant girl who cannot speak or write.
Melody is not like most people. She cannot walk or talk, but she has a photographic memory; she can remember every detail of everything she has ever experienced. She is smarter than most of the adults who try to diagnose her and smarter than her classmates in her integrated classroom - the very same classmates who dismiss her as mentally challenged because she cannot tell them otherwise. But Melody refuses to be defined by cerebral palsy. And she's determined to let everyone know it...somehow.
In this breakthrough story - reminiscent of The Diving Bell and the Butterfly - from multiple Coretta Scott King Award winner Sharon Draper, listeners will come to know a brilliant mind and a brave spirit who will change forever how they look at anyone with a disability.
©2010 Sharon M. Draper (P)2010 Simon & Schuster
"If there is one book teens and parents (and everyone else) should read this year, Out of My Mind should be it." (Denver Post)
I had spent hours on this and it really spoke to me how Melody had been so incredibly brave and had been so smart and it really was showing to all the kids out there who had a disability that they can be incredibly brave, and smart, and be whatever they want to do if they try. The Author was amazing and I felt like she did a great job on the characters emotions. Overall I think that this book was more than 5 ☆s
"Amazing and heart wrenching"
As the mother of a nonverbal child, I listened to this book recognizing the possibilities of what exist within my own child. So grateful to Melody for sharing her voice. I pray that this book has given me the additional motivation needed to explore every opportunity for Eli so that he can share his words with me and the world.
"Great book, Great narration! Book opened my eyes."
I truly have been impacted by Melody's character. Such an inspiration to us all. I will have my students read this book.
"brilliant "
a great read and character. children with disabilities are just like other children too. give this book a chance.
This book is a very inspiring book because it shows how a girl who has no ability too do anything is a very intelligent girl and sees and heard different like how she can hear colors. I hear colors from one person particular which is Taylor Swift. I hear yellow and blue because yellow is happy and blue is sad. I see in her confidence because she gets up there and can do it. When I even just sit and speed to my class mates my face gets hot
"Great perspective."
I would first recommend this book to any Special Education teacher. As one myself, I have a completely new perspective and lens to look through when working with my students.
"Fantastic Book!"
This book is equal to a roller coaster; full of ups and downs, twists and turns. I would recommend this book to anyone ages 9-99.
The narrator makes her seem juvenile which contradicts the point of the entire book. She reads her thoughts in the way a 6 year old would speak.
"Juvenile but interesting perspective"
I'm not sure if this book was intended for adolescents or if this book was intended for adults but it read like I was a 6th grader. I read this book because it was a pick for my bookclub not because I chose it.
This book did give a different perspective about those with cerebral palsy, one that I had not thought of. I can't image having so much knowledge and not being able to say out loud all you know. It was a great reminder about treating handicapped people as a regular person not talking about them as if they didn't know.
The thing that was the hardest about getting through this book was the fact that it was being narrated by the main character who was a 5th grader. It felt like when I sit down and watch a Disney movie with my kids. its cute but its not what I would be choosing to watch.
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"IHRA would utilize a funding stream that would become available should Congress decide to legalize and regulate internet gambling, which would protect consumers and collect tax revenue that is currently offshore."
Major American publication USA Today asked its readers "is it time to legalise online gambling?" The answer was a resounding 'yes' as 97% of people backed the legislation.
Ironically, people such as Jim McDermott and most USA Today readers are known as 'pro-regulation' rather than 'pro-legalisation' due to the knowledge that, regardless of law, US citizens will still play at online casinos.
Sherman Bradley, senior gaming analyst at Online Casino Advisory, says the only way to deal with the problems raised by online gambling is to regulate the industry. "All the money spent to try to ban online casinos is money poured down the drain. On the other hand, issues over minors, problem gambling, and honest play are all easily addressed through licensing and regulation."


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Oven-Roasted Tomato Paste or Puree
READY IN: 3hrs 10mins
Recipe by evelynathens
Never thought to post this as I don't think of it as a recipe, but it came up recently in Request a Recipe, so here is what I do for whomever wants to have a go...quantities are guess-timated as I just use as many tomatoes as I've got and never measured.
Ingredients Nutrition
- 4 -5 lbs ripe tomatoes
- 2 tablespoons olive oil
- 4 -5 garlic cloves, minced
- salt and pepper
- dried basil
- dried oregano
Directions See How It's Made
- Peel tomatoes. The easiest way to do this is to drop them into a container of boiling-hot water, leave for 1 minute, then drop them into a container of ice-water - the skin slips right off). Halve them and put into a baking pan large enough to hold them in one layer.
- Dribble with olive oil (the amount is arbitrary - I imagine that's about what I use), sprinkle with minced garlic, generously season with salt, pepper, basil and oregano. Give everything a stir to distribute.
- Pop into 350F oven and roast for about 3 hours (this is approximate - it all depends on how thick you want your puree or paste).
- When they're done, I like to mash the tomatoes into a paste because I like a more rustic texture. If you want smoother, use a processor.
- I keep the puree/paste in a tupperware container, in the refrigerator, covered by a thin film of olive oil to prevent oxidization. I dig into it almost daily to provide a burst of flavour into many, many dishes like soups, stews, sauces, gravies, omelettes, etc.
- This freezes well, too.


text:
I am a big fan of Paul Joseph Watson, and his recent commentary on the delightful Brexit result is one of the best I've seen. Brexit anyone? Clearly Mr. Watson shares my joy over the vote that the U.K. should exit the European Union, as well as my distress over the jaw-dropping ignorance of far too many millennials. And so should ...Read More »
Tag Archives: Sen. John McCain
AUDIO: Hear Gov. John Kasich, The Sally Field of Politics, Before New Hampshire Explain His Surge
I told you several months ago that pathetic RINO Gov. John Kasich would do well in New Hampshire by getting "moderates" (read liberals and democrats) to cross over and vote for him. Based on at least one poll today, that appears to be happening. On yesterday's edition of The Teri O'Brien Show, I played you the unbelievably stupid remarks by ...Read More »
The Case For (and Against) Ted Cruz: Show Notes, The Teri O'Brien Show, 1-24-16
Show Notes: The Case for (and Against) Ted Cruz, and also Donald Trump. And what about Hillary? Links to stories we discussed on the show are below. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Thanks to danasongs.com and incompetech.com for some of the music that we use on the program. Also thanks to Steve Vaus for "Come and Take it." ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ In this episode, you'll learn: The Case for Donald Trump The ...Read More »
Protected: The Case For (and Against) Ted Cruz: Subscriber Show Notes, The Teri O'Brien Show, 1-24-16
There is no excerpt because this is a protected post.Read More »
Sen. Ted Cruz is Wrong About Donald Trump, an Article II "Natural Born Citizen"
Sen. Ted Cruz is Wrong. Donald J. Trump is an Article II "Natural Born Citizen" During last night's Fox Business GOP Debate, Sen. Ted Cruz was ready for Donald Trump to continue to question his eligibility to hold the office of President of the United States because the Texas senator is not an Article II "natural born citizen." Here is ...Read More »
2nd Amendment Stunner, DC Police Chief Supports Armed Citizens Taking Out Terrorists: Show Notes, The Teri O'Brien Show, 11-22-15
DC Police Chief states obvious truth: the 2nd Amendment is best protection against Paris style terrorist attack, urges armed citizens to use self-help Also: Obama tells us that refugees are most vetted, well-screened people who enter our country. Is that true? Links to stories we discussed on the show are below. Thanks so very much for your encouragement and support! ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ In ...Read More »
Protected: The Truth About Refugees and Terrorism: Subscriber Show Notes, The Teri O'Brien Show, 11-15-15
There is no excerpt because this is a protected post.Read More »
"Islamophobia?" Hoax Bomb Set-up Gives Obama Another Chance to Attack Law Enforcement
Islamophobia, my eye. I smell set up. There he goes again. Barack Hussein Obama has used the incident involving a 14-year old Muslim kid setting off a bomb scare with his homemade "clock" to side against law enforcement. As usual, he's on the wrong side. Law enforcement was absolutely correct to take action. Aren't we incessantly told that we have ...Read More »
VIDEO-Mother of Man Murdered by Illegal Alien to Senate Judiciary Cmte: "You're Either for Americans or You're Not"
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If Chris Christie is the Answer, It Must Be a Really Stupid Question
Governor Chris Christie is a narcissistic bombastic blowhard and a RINO. When I saw Chris Christie's town hall event, at which he announced that he's running for president, one question popped into my head. No, not "why does this bombastic blowhard think we need another candidate to jump into an already-crowded field?," although that is a legitimate question. I had ...Read More »


text:
Includes digital copy + 1 print. Each additional print is $3.99
I Catch 'Em, God Cleans 'Em
By The Gaithers - Digital Sheet Music
Product InformationI Catch 'Em, God Cleans 'Em by The Gaithers - Digital Sheet Music
I Catch 'Em, God Cleans 'Em digital sheet music. Contains printable sheet music plus an interactive, downloadable digital sheet music file.
- Contains complete lyrics
- This product is available worldwide
The Arrangement Details Tab gives you detailed information about this particular arrangement of I Catch 'Em, God Cleans 'Em - not necessarily the song.
Not the arrangement you were looking for? View All Arrangements
Displaying All Reviews (1)
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you must first have purchased the item.
Piano: Intermediate / Composer
Didnt include piano part from album
We got this expecting the driving piano music that is on the album but it wasnt there.
/ people found this review helpful.
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Publishing administered by: Sony/ATV Music Publishing


text:
This time period I want to tell astir passion next to women:
The propulsion of assurance with one-member women...confidence in your voice, posture, manner, your entire personality, has a large domination and glamour in deed on with lonesome women, but it can't trade if it's categorically fake. It has to be heartfelt.
Yet, no thing how missing you are in self-confidence you can gain it surely, firmly, truly. It is gained the very way acquisition and escalating is gained. You swot up...that is, you can revise...from a book, but not just by language it. You have to maestro it, have your home it, trial it, net it part of the pack of your blood, flesh, mental state. Then it is yours!Post ads:
To let the
Every time you tender yourself a modest, realizable goal, but one which does need a few attempt and several courage, and you effectuate it, you height another beat of conviction into your bones, animal tissue and stuff and jumpy scheme - where on earth it essential shoot and cultivate if it is to be sincere and heavy-duty.
How to you start? Give yourself a slim immediate content and transferral it out. Then go on to bigger and amended material possession. If you are horror-stricken of and shy say solitary women, thieve out any woman, and all woman, as frequently as you can. Each time pat yourself on the put money on emotionally and cognisance yourself spring much calm and secure in the ensemble of lonesome women. Set a goal of exploit a twenty-four hours beside that single female person you're attracted to at the office, that waitress you similar to at the building you visit often, that barkeep at the baseball club you bent out at, that attendant at the grocery store that gets you all hot and bothered, etc. and ask her! Whether she accepts or turns you down, at tiniest be pleased that you were able to get done the endeavour of asking, of active out and provoking to get a twenty-four hours for yourself, on your own.
If you have an address newspaper beside quite a lot of solitary legal women in it, christen them up and ask them for a solar day. It does not event if you saw her a agelong instance ago and did not hit it off or a female who refused you for a date, label yourself telephone call her and ask her out again!Post ads:
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Set yourself a purpose of discussion to a freaky singular adult female at the supermarket, laundromat, at a concert, piece name in vein at the movie, women sitting at the bar, one-woman women on the bus, solitary women erect in the street, spinster women in the elevator, in recent times everywhere and everyplace today! Even if it ne'er gets added than a few free annotations changed involving you, it will tallness your certainty and ability and concoct you for more driven goals subsequent incident. You shape self-assurance by doing in tiny way and forcing yourself forward to little by little large and large goals! Like meeting, dating, attracting, and seducing any unattached turned on adult female you desire!


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I like being an AC, but you inspired me to write this gem. So... Here it goes.
I ain't ever seen a naked man before. That is until last 4th of July when the old man across the road came running out his house, in the buck, hollering about how he just shot an alien creeping in his kitchen. He has always been a little crazy, and had been known for hanging around in nothing but his skivvies or some old waders.
He liked to sit on his porch, brandishing that Remington 1740, eyeing the middle schoolers as they stepped off the buss. He never did no harm, none. Maybe a little cussing now and then, but he'd shut right up when their parents would make a fuss. He'd stair out his front window for hours waiting for that bus's yellow tint to peak through the corn. We all just thought he was lonely.
You may ask your self, "What does that have to do with him shooting an alien?" Well it don't. I just thought it'd give you a better sense of who he was, you see, he was an ornery cuss most the time. Not known for showing signs of trepidation. But that morning, boy I tell you, he squealed like a sally getting poked by a rhino.
I looked out just in time to see him haul ass across the road. He was already on my porch when I got to the door, standing there shivering like some shriveled hopped up tweaker. "I just shot a goddamn alien!" he muttered. I yelled to my wife to get him a blanket and we sat and had a cup of coffee while we waited for the police.
The police searched for hours and didn't find a goddamn thing. Needless to say, he felt a little shamed as he walked back home draped in that old afghan with his head held low. He's just lonely, is all.
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Tessa has just months to live. Fighting back against hospital visits, endless tests, and drugs with excruciating side effects, Tessa compiles a list. It's her To Do Before I Die list. And number one is Sex. Released from the constraints
of "normal" life, Tessa tastes new experiences to make her feel alive while her failing body struggles to keep up. Tessa's feelings, her relationships with her father and brother, her estranged mother, her best friend, and her new boyfriend, are all painfully crystallized in the precious weeks before Tessa's time runs out.
A Publishers Weekly Best Children's Book of the Year
A Booklist Editors' Choice
A Book Sense Children's Pick
A Kirkus Reviews Editors' Choice
A Publishers Weekly Flying Start Author
An ALA-YALSA Top Ten Best Book for Young Adults
The newly released feature film Now Is Good, starring Dakota Fanning, is based on Jenny Downham's intensely moving novel.
of "normal" life, Tessa tastes new experiences to make her feel alive while her failing body struggles to keep up.
Tessa's feelings, her relationships with her father and brother, her estranged mother, her best friend, and her new boyfriend, are all painfully crystallized in the precious weeks before Tessa's time finally runs out.
Soon to be a major motion picture, starring ChloeGrace Moretz! Includes exclusive interviews with Chloe Grace Moretz and her co-star Jamie Blackley/
In the blink of an eye everything changes. Seventeen year-old Mia has no memory of the accident; she can only recall what happened afterwards, watching her own damaged body being taken from the wreck. Little by little she struggles to put together the pieces- to figure out what she has lost, what she has left, and the very difficult choice she must make. Heart-wrenchingly beautiful, this will change the way you look at life, love, and family. Now a major motion picture starring Chloe Grace Moretz, Mia's story will stay with you for a long, long time.
1. Describe Tessa's relationship with her father. How has this relationship been shaped by Tessa's illness? Debate whether Cal, Tessa's younger brother, feels neglected by his father. Discuss Tessa's relationship with her mother. Why did she leave home? When does Tessa miss her mother the most?
2. Discuss the true qualities of a friend. Which of these qualities best describes Tessa and Zoey's friendship? What does Zoey offer Tessa that her father cannot give? Why does Tessa's father call Zoey when Tessa won't get out of bed? Cal hates Zoey. How does Tessa explain her friendship with Zoey to her little brother?
3. Tessa's father is frustrated when she becomes withdrawn. He says, "If you won't talk about it, how can I help?" (p. 2) How does this withdrawal represent the first stage of grief? Why is talking about feelings always better than keeping them to yourself?
4. Discuss why Tessa doesn't want to return to school. She says that Zoey is the only person at school that isn't afraid of her illness. Explain how difficult it is for teenagers to deal with the terminal illness of a classmate. What might Zoey say to other students that would help them know how to interact with Tessa?
5. Tessa writes her private thoughts on the wall beside her bed. Why does she let Zoey read what she has written?
6. Zoey tells Tessa that it's all right to be afraid. How does Tessa reveal her fear? How does she use her hat to hide her fear? Discuss how Cal, Adam and Tessa's father express their fear.
7. How is Tessa's list a form of bargaining and acceptance? At what point in the novel does Tessa accept the fact that she is dying? Explain how her list helps her "get on with living." Which item on her list is the most dangerous? Why does doing illegal things like shoplifting and driving without a license give Tessa a thrill?
8. Tessa's father wants to know the things on her list. He says, "I need to know about it, not because I want to stop you, but because I want to keep you safe." (p. 80) Discuss how Tessa reacts to her father when he asks to see the list.
9. Discuss the conversation between Tessa and her father after she is caught shoplifting. Why does he think anger is taking her over?
10. How is Tessa's list confusing to her father? Explain how Tessa's list is self-centered. Her mum tells her, "You have to think about the people who love you." (p. 170) At what point does Tessa begin to think about Cal and her father? Explain why Tessa's mother speaks in past tense when she says, "we loved you." Why is it unrealistic for Tessa to think that she can rekindle her parents' relationship?
11. Why do you think sex is number one on Tessa's list of things she wants to do before she dies? Tessa worries about being a "slag" if she has sex with someone that she doesn't know. Explain Zoey's reaction to Tessa's thoughts.
12. Tessa says that walking up the stairs behind a boy she doesn't know reminds her of hospital corridors. What do the stairs and the corridors symbolize?
13. Discuss the moments in the novel that Tessa is most depressed. Who helps her deal with her depression?
14. Why does Zoey suspect that Tessa is in love with Adam? What does Zoey mean when she says, "I thought you understood the rules! Never let a bloke into your heart–it's fatal"? (p. 88) Why is Adam different than Zoey? Discuss what Adam means when he says, "I can't give you what you want." (p. 117) What does he ultimately give her? What does she offer him?
15. Tessa asks the home health care nurse if she believes in God. What is the significance of this inquiry? Tessa tells the nurse that she doesn't believe in heaven. Discuss the nurse's reaction to Tessa's confession. Why does the nurse think a support group might be helpful to Tessa? How does Tessa's list take the place of a support group?
16. How does Tessa's dad react when he finds out Zoey wants to terminate her pregnancy? Discuss how his opinion is related to Tessa's terminal illness.
17. Sorrow, loneliness, anxiety, and guilt are emotions associated with grief. How does each of the characters in the novel deal with these emotions?
Seventeen-year-old Tessa struggles to work through a list of things she wants to do before she dies as her battle with leukemia comes to an end.
Seventeen-year-old Tessa was diagnosed with acute lymphoblastic leukemia when she was 12. That was the same year that her mother left home. Now, Tessa is in the finally stages of her illness, and there are a list of things that she wants to do before she dies. This list confuses her father, who has quit his job to take care of her, but he ultimately understands that the list helps her focus on life rather than death. Zoey, Tessa's best friend, is by her side as she moves down the list. There are many symbolic relationships and events that help Tessa face her untimely death. Among them are Adam, a neighbor who is dealing with his own loss, but gives Tessa the romance that she is seeking; her mother's brief reappearance in her life; and, a return to a favorite family vacation spot.
Discuss the five stages of grief: denial and isolation, anger, bargaining, depression, and acceptance. Write a letter from the point of view of a dying person that expresses one of these stages of grief.
Jenny Downham trained as an actor and worked in alternative theatre before starting to write. She lives in London.


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If you are exploring ways to augment your income through a home based business, home tutoring could be your best bet, provided you have what it takes to be successful in this service. The basic pre-requisites are appropriate education and the right attitude to be a teacher. Possibly you are already bringing some teaching experience to the table or have the ability to employ good teachers and manage the business. On that ground, let us examine how you can be successful as a tuition centre owner in Melbourne or elsewhere in Australia.
Do you qualify yourself or would you hire the teacher/s
Depending on your personal circumstances and ability to manage, you can start a tuition centre where you manage everything yourself or have other qualified people chipping in with help. However, experience has shown that most people start off as a one person enterprise and grow the business on the go. However, this requires that you are personally qualified and can manage all aspects of the business yourself.
What classes level should you offer tutoring?
Teaching younger children can be fun and relatively less stressful. Maybe, you have your kids of similar age. Thus, it is easier and might be more productive for you and engaging for your kids. But, when you decide to offer tuition for the higher classes, the demands concerning your ability to deliver, and manage grown up children are significantly different. At the higher levels, most children who seek tuition are low achievers, and some of them may even have typical difficulties. When you decide to offer your services for this segment of students, you should carefully evaluate your strengths and weaknesses before taking the plunge.
Choosing the subjects
Choosing subjects that you are fully qualified, confident and familiar with is the easiest way to decide what subjects you should offer for tutoring. For instance, if you are qualified in humanities, you will be more comfortable offering classes for English or social studies. Similarly, if you have a background in maths and science, you can tune into those areas. Also, if you have a postgraduate qualification, you can consider providing tuitions for college students and get them prepared for exams. While this is potentially high paying area, you should be tuned to work in a highly involved and competitive environment. Another way to look at this is finding highly competent professionals who can devote particular time across the day or week and compensate them appropriately. If you find this more convenient and prudent, you should be able to get an adequate number of students and take care of the administrative and management side of the business.
Starting on a lower scale and growing
Ideally, anyone starting a tutoring business or home tuition should aim at starting low and expanding gradually. This way, the entrepreneur can showcase his/ her skills and also test the waters with a lean strength. Some people may assume that they can handle the additional demand on time without impacting other tasks that they are engaged in. For instance, if you are already a teacher and set aside a time slot for tuitions, only to find that two months down under, your school/employers demand more time from you, or you face other hurdles. When you start with a lean strength, you will enjoy the leg room to manoeuvre such situations minimising the inconvenience to the students and for yourself. Anticipating such difficulties and creating a good network with other tutors in your local area will be a bright idea.
The size matters
As we said earlier, starting small is the ideal way for a beginner in this profession. Another advantage when you initiate on a low-key is that you could most probably use your home as the tuition centre saving a considerable amount of money in hiring a place. However, you must be able to set apart at least one room, free from all distractions like television, pets, sound from traffic, and interruption by other members of your family. Remember that you will have just about half a dozen children in the room, and you are expected to intimately evaluate their needs and guide them through the subjects for which you are tutoring.
Apart from this, you should have comfortable furniture for yourself and the kids. If you are using digital aids for the tuition, then you would need the necessary set up for that too. But, always remember to keep a pack of pens and other essential stationery close at hand since you will need it all the time.
Large scale centres
If you plan a large-scale centre right away, the whole plan changes radically, and the first thing you need is an appropriate space. If you have an additional property, you may be able to create the required space at an affordable cost since you can be a minimalist when it comes to the interiors. But, you will also have to include adequate washroom area and consider local regulations regarding the building structure as well as permissions required from local bodies to operate your centre. These requirements may differ from one place to the another.
Spreading the word and building your reputation
Once your home tutoring is set up, irrespective of the size, you need to spread the word around and get the students to enrol. Your connections with schools in your neighbourhood can play a crucial role, and if you also have affiliations with the teaching community, this can be another source of huge help. Good tutors are always in demand, and Australia or Melbourne is no exception. However, it is important that you have the adequate patience to build your business up and building your reputation to achieve that goal. Word of mouth advertisement is the best way to promote this business, and that should come from your students and their parents.
Remember – Punctuality is your biggest asset.