62

1
Sixty One years of professional excellence
 Outcome Based Education
- Effective Implementation

Dr. S.J.Thiruvengadam
Dean (Academic Process) and Professor, ECE
Thiagarajar College of Engineering
Madurai 625015
 Motivation
• Purpose of Education:
– to build knowledge, skill and attitude to enable the
graduate to proceed to training and experience that will
develop the competencies required for independent
practice in professional role
 OBE Framework
• Institute Level
– Vision and Mission of the Institution, Department
– Framework for Curriculum – Number of Credits, Credit Distribution

• Programme Level
– PEO - Program Educational Objectives
• After 3-5 years of Graduation
– PO - Program Outcomes – Graduate Attributes
• At the time of Graduation
– PSO- Program Specific Outcome
• At the time of Graduation
– Scheduling of Courses

• Course Level
– Course Design
• Course Outcomes (at the end of the Course)
– Content Delivery
• Theory, Practical, Project, Assignment, Tutorial, Seminar
 OBE Framework
• Assessment
– In-class
– Course Level (CO)
– Programme Level (PO, PSO, PEO)
– Institute Level ( Vision and Mission)

• Faculty Development
– Faculty Core Competence
– Faculty Teaching Competence

• Continuous Improvement
– Feedback and Analysis
– Action Taken Report
 Motivation…
Blooms’ Taxonomy
• Three Domains of Educational Activities:
• Cognitive Domain (Knowledge and Reasoning)
• knowledge, comprehension, and critical thinking
• Knowing
• Psychomotor Domain (Skills)
• Ability to physically manipulate a tool or instrument
• Doing
• Affective Domain ( Values and Attitudes)
• The way people react emotionally
• Feeling
 Motivation…
Cognitive Domain
 Blooms’ Taxonomy
Affective Domain:
• Receiving (Attending)
• Learners willingness to receive information
• Ask, accept, hold
• Responding
• Active Participation
• Not just willing to attend, but are actively attending
• Answer, assist, discuss
• Valuing
• This level ranges from acceptance of a value, to
preference, to commitment to a value
• Embrace, follow, join, share, value
 Blooms’ Taxonomy
Affective Domain…
• Organizing
• Organization of values into a system, determining the
relationship among them, and establishing dominant and
pervasive values
• Alter, combine, complete, integrate, order, organize, relate,
synthesize
• Characterizing
• Individual acts consistently in accordance with the values
he/she has internalized
• Discriminate, display, influence, presuppose, qualify, resolve,
solve, verify
 Blooms’ Taxonomy
Psychomotor Domain:
• Perception
• Ability to use sensory cues to guide motor activity
• Set (Physical, emotional and mental)
• Readiness to take a particular course of action
• Guided Response ( Imitation and trail & Error)
• Performance is judged by instructor or a by a set of
criteria
• Mechanism
• Learned Responses – Habitual
• Movements – some confidence and Proficiency
 Blooms’ Taxonomy
Psychomotor Domain:
• Complex Overt Responses ( Automatic)
• Skillful Responses – Complex Movement Pattern
• Proficiency
• Adaptation
• can modify movement patterns to meet a problem
situation
• Origination
• Creation of new movement pattern
• Creativity based on highly developed skills
 Assessment
• What work is appropriate for the students to do, to
reach the learning outcomes?
– Content Delivery
• What should the students do to demonstrate that
they fulfil the learning outcomes?
– Assessment
• Assessment is an integral part of teaching and
learning, helping to provide a picture of a learner’s
progress and achievements and to identify next steps
in learning
 Assessment
Traditional Practice
– Continuous Assessment Marks
– Continuous Assessment Tests
– Assignment – (Problems, miniproject…..)
– Attendance ( in some universities/colleges)
– Terminal Examination
• Common for both UG and PG Programmes(?)
– Course Outcomes for PG courses are (should be) at
Higher order Bloom’s Level
• Flexible Assessment Pattern
– Depends on the nature of the course
 Assessment
• Direct methods display the student’s knowledge and skills from
their performance in the continuous assessment tests, end-
semester examinations, presentations, and classroom
assignments etc.
• Direct Assessment Method: using measurable performance
indicators of students
– CATs, Exams, Assignments, Projects, Tutorials, Labs,
Presentations
• Indirect methods such as surveys and interviews ask the
stakeholders to reflect on student’s learning.
• Indirect Assessment Method: Ascertaining opinion or self-
reports
– Rubrics, Alumni survey, Employer survey, Course-end survey,
etc.,.
 Assessment – ACTIVITY
• Activity 1
– Whether your students like your ‘TESTS’?
– If ‘Yes’, Give Reasons
– If ‘No’, Give Reasons

• How to design ‘TEST’ such that ‘Learning’ is

maximized
 Assessment – Learning
• Tests that fall into this category have any of the following
features:
– Problems on content not covered in lectures or homework
assignments;
– Problems the students consider tricky, with unfamiliar twists that
must be worked out on the spur of the moment;
– Excessive length, so that only the best students can finish in the
allotted time;
– Excessively harsh grading, with little distinction being made
between major conceptual errors and minor calculation
mistakes;
– Inconsistent grading, so that two students who make the
identical mistake lose different points.
 Assessment – ACTIVITY
• Activity 2
– How to design ‘TEST’ such that ‘Learning’ is
maximized
 Assessment – Learning
1. Test on what you teach
– Perfect alignment with the cognitive levels of the
course outcomes in both content delivery and
assessment.
– Students should be given problems in the
expected cognitive levels of the course outcomes
in the class itself.
• Then, it will be easier for the students to solve the
problems in the test.
 Assessment – Learning
2. Consider handing out a study guide one to two
weeks before each test.
– Three approaches to learning
• Deep approach, Surface approach and Strategic approach.
– If the faculty members give their expectations very
clearly, there is a high chance that deep approach to
learning would be followed by students.
• Instead of giving study guide before each test, in our
institution, sample questions are given as ‘Course level
learning objectives’ for each course outcome by the course
designers at the beginning of the semester itself. These
questions are more helpful for both teachers and students on
the expectations from the course.
 Assessment – Learning
3. Minimize speed as a factor in performance on
tests.
– Although speed is very important in competitive
examinations, that should be the prime objective
in setting the question paper.
– It has also been suggested that the teacher should
be able to work out the test in less than one-third
of the time students will have to do it.
 Assessment – Learning
4. Always work out a test from scratch when you
have what you think is the final version, then
revise it to eliminate the flaws you discover
and try it again.
– This practice is not common. This can be easily
incorporated in all the institutions as minimum 2-3
faculty members may be qualified to design the
test for a course.
– The test that was designed by a faculty member
may be reviewed by other before it is finalized,
without affecting confidentiality, if any.
 Assessment – Learning
5. Set up multiple-part problems so that the
parts are independent.
– This would ease the students in answering the
questions in a relaxed manner. If a student has
finished the one part successfully, that may have
confident to solve other parts easily.
 Assessment – Learning
6. Design 10–15% of the test to discriminate
between A-level and B-level performance.
– This would be an incentive to high achievers. But,
if it is more than 15%, it would affect other
students in the class.
 Assessment – Learning
7. Be generous with partial credit on time-limited
tests for work that clearly demonstrates
understanding and penalize heavily for
mistakes on homework, where students have
time to check their work carefully.
– This suggestion is on the grading part.
– It is common that students might make mistakes in
calculation.
• But, partial credit may be awarded if conceptual
approach is correct, based on the nature of the problem
 Assessment – Learning
8. Don’t deliberately design tests to make the
average grade 60 or less.
– If the students are not able to answer most part of
the test, it will not be helpful in measuring student
learning.
• It would demoralize the students also.
• Teachers will not be able to get real feedback on what
they have taught.
 Assessment – Learning
9. If you give a test on which the grades are
much lower than you anticipated and you
believe some of the responsibility is yours,
consider making adjustments.
– It may not be possible to make adjustments in the
later stages.
– If suggestions (1) and (4) are followed correctly,
there is no need for this.
– If the teachers are not able to make adjustments,
that will affect grading for students.
 Assessment – Learning
10. If you are teaching a large class and use teaching
assistants to grade tests, take precautions to assure that
the grading is consistent and fair.
– Write out a detailed solution key and breakdown of the point
values for every part of every problem and go over it carefully
with the graders.
– Make sure that each problem is only graded by one person.
• Sit with the graders for the first hour or so and help them with difficult
decisions about partial credit, tell them to consult with one another
thereafter if they’re not sure about something, and encourage them to
contact you if they can’t reach agreement among themselves.
– Glance through the graded tests to make sure that nothing
strange has happened.
 Assessment – Learning
11. Institute a formal procedure for students to
complain about test grades.
– Most of the institutions have this formal
procedure in different names.
 Assessment – ACTIVITY
• Activity 3
– Observations on old question paper:
 Assessment – Rubrics
• What is Rubric?
– An attempt to communicate expectations of quality
around a task.
– Used to delineate consistent criteria for grading.
• Because the criteria are public, a scoring rubric allows teachers
and students alike to evaluate criteria, which can be complex
and subjective.
– Provides a basis for self-evaluation, reflection, and peer
review.
– It is aimed at accurate and fair assessment, fostering
understanding, and indicating a way to proceed with
subsequent learning/teaching.
 Assessment – Rubrics
• Why do you need rubric?
– To provide informative feedback
– To promote transparency
– To improve student performance by providing
clear guidelines for assessment
– To make grading more consistent and time-
efficient
– To guide students in peer and group assessment
 Assessment – Rubrics
• Checklist
 Assessment
• Assessment should
– Be consistent with the outcomes of the course
– have variety to measure a range of different course
outcomes and to meet different types of learners
– have criteria that need to be detailed, transparent and
justifiable.
• Learners need specific and timely feedback on their work
– Not just a grade.
• Systematic analysis of students' performance on assessed
tasks can help identify areas of the curriculum which need
improvement.
• Gate Keeper Vs Coach
 Assessment…
1. Assessment should help students to learn.
2. Assessment must be consistent with the outcomes of the
course and what is taught and learnt.
3. Variety in types of assessment allows a range of different
course outcomes to be assessed. It also keeps students
interested.
4. Students need to understand clearly what is expected of
them in assessed tasks.
5. Criteria for assessment should be detailed, transparent and
justifiable.
6. Students need specific and timely feedback on their work
-not just a grade.

Sunday, June 21, 2020 S J Thiruvengadam 34

 Assessment…
7. Too much assessment is unnecessary and may be counter-
productive.
8. Assessment should be undertaken with an awareness that an
assessor may be called upon to justify a student's result.
9. The best starting point for countering plagiarism is in the
design of the assessment tasks.
10. Group assessment needs to be carefully planned and
structured.
11. When planning and wording assignments or questions, it is
vital to mentally check their appropriateness to all students
in the class, whatever their cultural differences.
12. Systematic analysis of students' performance on assessed
tasks can help identify areas of the curriculum which need
Sunday,improvement.
June 21, 2020 S J Thiruvengadam 35
 Graduate Attributes
• Engineering Knowledge: Apply the knowledge of mathematics, science, engineering
fundamentals, and an engineering specialization to the solution of complex engineering
problems.
• Problem Analysis: Identify, formulate, research literature, and analyze complex
engineering problems reaching substantiated conclusions using first principles of
mathematics, natural sciences, and engineering sciences.
• Design/development of Solutions: Design solutions for complex engineering
problems and design system components or processes that meet the specified needs
with appropriate consideration for the public health and safety, and the cultural, societal,
and environmental considerations.
• Conduct Investigations of Complex Problems: Use research-based knowledge and
research methods including design of experiments, analysis and interpretation of data,
and synthesis of the information to provide valid conclusions.
• Modern Tool usage: Create, select, and apply appropriate techniques, resources, and
modern engineering and IT tools including prediction and modeling to complex
engineering activities with an understanding of the limitations.
• The Engineer and Society: Apply reasoning informed by the contextual knowledge to
assess societal, health, safety, legal, and cultural issues and the consequent
responsibilities relevant to the professional engineering practice.
 Graduate Attributes
• Environment and Sustainability: Understand the impact of the professional engineering
solutions in societal and environmental contexts, and demonstrate the knowledge of, and
need for sustainable development.
• Ethics: Apply ethical principles and commit to professional ethics and responsibilities and
norms of the engineering practice.
• Individual and Team Work: Function effectively as an individual, and as a member or
leader in diverse teams, and in multidisciplinary settings.
• Communication: Communicate effectively on complex engineering activities with the
engineering community and with society at large, such as, being able to comprehend and
write effective reports and design documentation, make effective presentations, and give
and receive clear instructions.
• Project Management and Finance: Demonstrate knowledge and understanding of the
engineering and management principles and apply these to one’s own work, as a member
and leader in a team, to manage projects and in multidisciplinary environments.
• Life-long Learning: Recognize the need for, and have the preparation and ability to
engage in independent and life-long learning in the broadest context of technological
change.
 Course Outcomes
• Course outcomes are statements of what a student
should know, understand and/or be able to
demonstrate after the successful completion of a
course
• Course Outcomes are the answers for the question
– What should your students DO as a result of your
instruction/teaching?
OR
– What cognitive ability (mental skill) you would like
the students to achieve as a result of your
instruction/teaching?
 Example
Bloom’s Mapping
Course Outcomes
Level wit POs
On the successful completion of the course, students will be able to
CLO1. Explain the need for modulation in
Understand PO1
communication systems.
CLO2.Characterize the different types of analog
and digital modulation schemes in time and Apply PO1
frequency domains.
CLO3. Compare the performance of analog
modulation schemes in the presence of Additive Analyze PO1, PO2
White Gaussian Noise (AWGN).
CLO4. Determine the maximum rate at which
PO1, PO6,
reliable communication can take place over the Apply
PO7
channel.
CLO5. Detect and correct the errors introduced in
Apply PO1
the channel using error control coding schemes.
 Example
Bloom’s Mapping
Course Outcomes
Level wit POs
On the successful completion of the course, students will be able to
CLO6. Explain the characteristics of pulse
Understand PO1
modulation and digital modulation techniques.
CLO7. Derive analytical expression for Bit Error
Rate (BER) performance of given digital Analyze PO1, PO2
modulation system in AWGN environment.
PO1, PO2,
CLO8. Design baseband digital communication
Create PO3, PO8
system for the given specifications.
PO12
PO1, PO8,
CLO9. Recommend a suitable modulation scheme
Evaluate PO9 PO6,
for a given real time application.
PO10
 Program Outcomes and Course Outcomes
Course Articulation Matrix:
V Semester Course Code: 14EC520 Digital CMOS Systems
COs Statement PO PO PO PO PO PO PO PO PO PO PO PO PS PS PS
1 2 3 4 5 6 7 8 9 10 11 12 O O O
1 2 3

CO1 Explain the design flow and 2 - - - - - - - - - - - 1 - -

fabrication of CMOS
Integrated Circuits
CO2 Construct the complex 3 2 2 1 2 - - - - - - - 2 - -
logic circuits with MOSFETs
CO3 Examine the electrical 3 2 1 1 - - - - - - - - 2 - -
characteristics and
electronic aspects of CMOS
logic.
CO4 Classify the CMOS Logic 3 3 1 1 2 - - - - - - - 2 1 -
Families
CO5 Construct the VLSI system 3 3 2 2 3 - - - 2 2 - 1 3 1 -
components.
Average 3 2 1 1 1 - - - - - - - 2 - -
06/21/2020 B.E. (ECE) Accreditation 41
 Program Outcomes and Course Outcomes
Assessment Tools for Course Outcomes
• Direct Assessment
– Continuous Assessment Tests
– Assignments
– Terminal Examination
– Project Review
• Indirect Assessment
–Course Exit Survey
• Attainment of Course Outcomes
– Continuous Assessment – 60%
– Terminal Exam - 30%
– Course Exit Survey - 10%
06/21/2020 B.E. (ECE) Accreditation 42
 Program Outcomes and Course Outcomes
Expected Proficiency and Attainment Levels:
Year Sem Course Course Grade Total
Code Name S A B C D U AA No. of
students

2008 – 12 V D52 CMOS 19 54 32 23 7 - - 135

2009 –13 VLSI 28 48 27 29 6 1 - 139
2010 –14 Systems 10 50 56 25 10 - 1 152
Total 57 152 115 77 23 1 1 426
Percentage (%) 13.3 35.6 26.9 18.0 5.3 0.5 0.5
Cumulative 13.3 48.9 75.8 93.8 99 99.5 100

• Expected Proficiency Level : B Grade

• Expected Attainment level : 90%
• Attainment
– Academic Year 2014-15: 91%
– Academic Year 2015-16: 100%
– Academic Year 2016-17: 85%
06/21/2020 B.E. (ECE) Accreditation 43
 Program Outcomes and Course Outcomes
Expected Proficiency and Attainment Level for Course
Outcomes:
Expected Proficiency Expected Attainment (EA)
Blooms
Level Grade S Grade A Grade B EA >80 70< EA<80 60 EA 70
Remember 100 90 80 90 85 80
Understand 100 90 80 90 85 80
Apply 90 80 70 85 80 75
Analyze 90 80 70 85 80 75
Evaluate 80 70 60 80 75 70
Create 80 70 60 80 75 70

06/21/2020 B.E. (ECE) Accreditation 44

 Program Outcomes and Course Outcomes
Expected Proficiency and Attainment Level for Course Outcomes:
Course Code and Name: 14EC520 Digital CMOS Systems
CO Expected Expected
Number Course Outcomes Bloom Level Proficiency Attainment
Explain the design flow and Understand 80 90
C302.1 fabrication of CMOS Integrated
Circuits
Construct the complex logic Apply 70 85
C302.2 circuits with MOSFETs

Examine the electrical Apply 70 85

characteristics and electronic
C302.3 aspects of CMOS logic.

C302.4 Classify the CMOS Logic Families Analyze 70 85

Construct the VLSI system Analyze 70 85
C302.5 components.
06/21/2020 B.E. (ECE) Accreditation 45
 Program Outcomes and Course Outcomes
Attainment of Course Outcomes:
Average CO attainment
through Continuous 76.23 71.95 75.90 77.84 75.30
Assessment (%)
Average CO attainment
through Continuous 45.74 43.17 45.54 46.7 45.18
Assessment (60%)
Terminal Exam (30%) 24 24 24 24 24
Course Exit Survey (10%) 8.7 8.7 8.7 8.7 8.7
Overall CO Attainment 78.44 75.87 78.24 79.4 77.88

06/21/2020 B.E. (ECE) Accreditation 46

 Program Outcomes and Course Outcomes
Attainment of POs and PSOs
Component Percentage
Curricular Component 60%
Co-Curricular Component 20%
Graduate Exit Survey 20%

06/21/2020 B.E. (ECE) Accreditation 47

 Program Outcomes and Course Outcomes
Mapping for Co-curricular Components:
Program Outcomes(PO)/Programme Specific Outcomes(PSO)
Co-Curricular PO12 PSO1 PSO2 PSO
Components PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 3
QEEE / NPTEL /
Online Certification 3 3 2 1 2 - - 3 2 3 - 3 2 2 1
courses
Project at
Industries
(Internship)/Higher 3 3 3 3 2 3 - 3 3 3 2 3 3 3 2
learning
Institutions
Summer Training 3 - - - 3 3 3 3 3 2 - 3 1 2 3
Participation in
International/Natio 3 3 2 1 2 3 3 3 3 3 - 3 2 2 3
nal Event
Student Contest 3 3 2 1 3 3 3 3 3 3 3 3 2 3 3
Publication along 3 3 2 1
3 3 3 3 1 - - 3 - 3 -
with the Faculty
- 2 2 2
Placement 3 3 2 1 3 3 - 3 3 3 -

Higher Studies 3 3 3 3 3 - - 3 3 3 - 3 3 2 1
Industrial Visit 3 - - - 1 3 3 3 - 2 - 3 1 1 2
Professional 2
06/21/2020 3 2 1 - - B.E. (ECE)
3 3 3
Accreditation 3 3 - 3 1 2 48
Society Activities
 Content Delivery…
Millennial Learners:
Four Major Pedagogical Challenges
• Students have a limited attention span
• Students have different approaches to processing
information
– Surface, Deep, Strategic
• Students have different learning styles
– Visual/auditory, sequential/global, active/reflective,
Sensory/intuitive, inductive/deductive
• Students need to be motivated constantly
 Content Delivery
• Millennial Learners and Teacher Role
– Prefers open, transparent and fair interaction
• Be Transparent
– Defining Course Outcomes, Assessment Methods
• Provide Constructive Feedback
– Learns best when the content is relevant and presented in a rationale
manner
• Make Content Relevant (ARCS Model)
• Deliver in smaller chunks
– Learns best when content is presented in multiple modes – visual, audio,
games, contests …
• Use Multimodal delivery of content
– Active Learning Methods
– Independent, enjoys researching information
• Encourage Assignment in Every Day Instruction

Sunday, June 21, 2020 S J Thiruvengadam 50

 Content Delivery…
Millennial Learners and Teacher Role
– Connects well with technology
• Implement Group activities
– Collaborative Learning
– Has a short attention span
• Deliver in smaller Chunks
– Student Engagement strategies
– Learns best in a relaxed environment
• Be Transparent
– Enjoys social interaction with peers and teachers
• Make ourselves accessible
• Provide Constructive Feedback

Sunday, June 21, 2020 S J Thiruvengadam 51

 Content Delivery…
Common Questions from Teachers
• What mistakes do instructors make when they implement
active learning?
– Making exercises too long (more than three minutes)
– Calling for volunteers to respond after every activity.
•  If I spend all this time on activities in class, how will I ever
cover my syllabus?
• Won’t it take me a lot of time to plan activities?
• What if some of my students don’t like being asked to work in
class?
• What should I do if some of my students refuse to get into
groups when I ask them to?
 Content Delivery…
Flipped Classroom
• Challenges faced and solution:
– Time spent on the preparation of video. It was very difficult to deliver
lecture without students in front of me. I tried many times.
• Now, I have all the necessary facilities in my cabin itself.
– As I could not complete the first in-class activity in time, I was little bit
tense. Now, I realized this.
• In the next plan, I will add some buffer time in the plan itself.
– Since the grading was different for flipped classroom, initially, students
were reluctant, fearing that their grades may get affected.
• I hope this will not come again as they were able to score comparatively good
score in flipped classroom.
• Further, they have the satisfaction that they are able to solve higher level
problems on their own.
Sunday, June 21, 2020 S J Thiruvengadam 53
 Content Delivery…
Flipped Classroom…
• Being an autonomous institution, the assessment
pattern can be made suitable for flipped
classroom.
– This is also one of the major advantages for our
students and faculty members in implementing
flipped classroom.

Sunday, June 21, 2020 S J Thiruvengadam 54

 Assessment
• PEO: Graduates of the program will have successful technical
or professional careers (UCLA)
Assessment:
• Level of technical or professional contribution according to employer
– Goal: 95% or more of graduates meet or exceed expectations
• Percentage of graduates working in technical or professional careers or enrolled in
graduate or professional school
– Goal: 95% or more of graduates meet or exceed expectations
• Percentage who are working towards another degree since graduation
– Goal: 30% or more of graduates meet or exceed expectations
• Percentage who have published a conference or journal article since graduation
– Goal: 10% or more of graduates meet or exceed expectations
• Percentage who have filed for a patent since graduation
– Goal: 5% or more of graduates meet or exceed expectations
• Percentage who have had a patent granted since graduation
• Goal: 3% or more of graduates meet or exceed expectations
 Best Practices
Changes required in Institutions
• Education Management
– Teacher centric to Learner Centric
• Research Management
– Quality Research to Products
• Faculty Management
– Balanced Workload for Faculty members
– Assess faculty performance and give constructive feedback
• UG Programme
– Innovation as a culture in classroom and as a practice in assignments
– Innovativeness as a trigger in examinations
– UG Project – Definite opportunity for Innovation
• PG Programme
– Foster Innovation
– Not allowing scholastic achievement to suppress innovative talent
– PG Project
 Summary
Moving from Outputs to Outcomes
• Outputs
– Pass percentage, Distinctions
– Campus placements,
– Admissions, Admission levels – entrance scores
– Transition percentages
• Outcomes
– Problem solving, Analytical, Research , Learning and Design Capabilities
– Knowledge, understanding and Application levels
– Social interactions, Societal understandings
– Employability, Leaderships
– Entrepreneurships
– Team work, Professionalism, Skill sets and levels, Compassion, Ethics,
Passion and commitment
 Summary…
Improve the quality of the TLP/ Programme
• if it means that the teacher works 100 hours more
– That is not a valid solution…
• OBE and CBCS are about how to get better student learning
within the available student and faculty, time, funding and
other resources
• Strategy
– Re-task the space WE already have
– Re-task the time WE already have
• If we cannot control the resources we have, how can we
ever justify why we should get more resources
– it would only result in ”more of the same”
 The Sea is common for all
Some take PEARLS
Some take FISHES
Some come out with just wet legs
The World is so common to all
- What we get, is what we try for
- www.leaap.com

Thank You