Values Ed Drills Set 4: VE Majorship Enhancement Drills

This Values Ed Drills Set 4 is available in PDF format. Download the PDF file HERE.

How to use this Values Ed Drills Set 4?

First, download the PDF file; print it, and take time to answer the drills. If you prefer to answer the drills here (to save some papers and money), the questions are available below. After you finish answering the questions, check your answers later HERE.

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Direction: Analyze each item carefully and choose the letter that represents the best answer in each item.

NOTE: The bullets represent options A, B, C, D.

1. Which of the following statements reflects an affective behavior in the valuing process?
   • Makes good judgment of the situation s/he is in.
   • Identifies the correctness of his/her own behavior.
   • Affirms his/her choices publicly.
   • Repeats his/her behavior and becomes part of his/her lifestyle.
     
2. After all the examinations taken by the students in the first quarter, Ms. J wants the second quarter to start where the students can have better concentration. What is the best strategy she could use to start the lesson in the second quarter?
   • Rational discussion of a current social issue
   • Meditation and relaxation exercises
   • Mora dilemma discussion
   • Action-oriented projects
     
3. Ms. A would like to know if their students in the class have internalized and practiced the value of honesty during the examination. What is the best strategy she could use in their lesson to find out?
   • Presenting a moral dilemma about cheating during examination
   • Giving a lecture about the Do’s and Don’ts of cheating
   • Asking them to conduct a mini-survey on cheating
   • Encouraging them to emulate a model student who never cheats during examination
     
4. Which of the following statements describes the best facilitator practice for values learning?
   • Teacher A is talking too much and making herself the center of attention.
   • Teacher S is getting defensive in answering the question of a student.
   • Teacher D is allowing a student to dominate the class discussion.
   • Teacher C is treating all students as equals.
     
5. Mr. I is facing a problem with two equally important alternatives – stay in his native land with someone he loves but have a simple life or stay in a foreign land with a more convenient way of living. What could be the best teaching strategy that can be applied in the situation? 
   • Role-Playing
   • Manipulating alternatives
   • Brainstorming
   • moral dilemma strategy
     
6. An approach in Values Education which is directed towards an active examination of student’s beliefs, choices and decisions to enable them to utilize these in their lives.
   • Values Inculcation Approach
   • Moral development Approach
   • Values Clarification Approach
   • Values Analysis
     
7. Which of the following indicators best describes an experiential teaching approach in Values Education?
   • Promoting divergent and constructive thinking
   • Instilling/internalizing desirable values
   • Facilitating structured learning experiences for self-direction
   • Employing scientific methods and procedures in solving social problems
     
8. The most common and oldest strategy in teaching values
   • Cognitive analysis of issues and events
   • Direct inculcation of values
   • Solving moral dilemma
   • Clarification of one’s values
     
9. If a person reasons out that it is her/his conscience which defines what is right, and what is wrong, the person is operating on what level of moral development?
   • Pre-moral
   • Pre-conventional
   • Conventional
   • Post-conventional
     
10. Which of the following best describes the Values Education teacher as a good facilitator of values learning?
    • Clarifying student’s values by processing the cognitive and affective learning
    • Providing more cognitive inputs through a lecturette
    • Directing the values of the students by putting across what he believes in
    • Allowing student leader to lead the values learning of his/her classmates
      
11. The group facilitation theory of values learning is anchored on the belief that
    • Human beings have a natural eagerness to learn.
    • Human beings are capable of self-actualization.
    • Human beings have the capacity to learn through imitation and observation.
    • Human beings learn when the senses are stimulated.
      
12. Which of the following chiefly characterizes a clarifying response strategy?
    • It is a form of discussion strategy.
    • It is used for students with emotional problems.
    • It is an interview process.
    • It challenges students to reflect on their values.
      
13. Which statement does not describe the action learning approach of teaching values?
    • Students discover and act on their values.
    • Scientific methods and procedures are employed to solve community problem.
    • Social learning extends to experiential learning in the community.
    • Values develop as a result of interplay between the students and society.
      
14. A student who is in the choosing level of being fair and honest
    • accepts the intrinsic value of being fair and honest
    • manifests fairness and honesty in his/her behavior
    • feels proud of responding to situations honestly and fairly
    • chooses to be fair and honest given no choice.
      
15. The transpersonal approach is good for values development specifically in
    • Clarifying the value positions of the learner
    • Transmitting the more desirable values of the society
    • Developing logical and creative thinking
    • Developing higher level of consciousness and spiritual upliftment
      
16. Mr. V wanted to teach the value of gender fairness to his students. To do this, he made personal interviews of selected women; tape recorded their responses and asked the class to listen to the voice-tape. What strategy did Mr. V use?
    • Devil’s advocate
    • Case analysis
    • Vignette
    • Dialogue strategy
      
17. To instill the value of fairness to the students, what could be the best inculcation strategy a values education teacher can use?
    • Modeling
    • Negative reinforcement
    • Behavior modification
    • Storytelling
      
18. A person who has reached the highest level of moral development should
    • Do the right thing out of fear of punishment
    • Do the right thing out of conformity to the law
    • Do the right thing out of dictates of his/her conscience
    • Do the right thing out of expectations for some rewards
      
19. In facilitating values learning in the classroom, the following elements of the andragogical process must be considered except:
    • Setting the physical environment as well as the psychological atmosphere.
    • Involving learners in diagnosing their own needs
    • Involving learners carry their learning plans
    • Starting with a structured learning situation as a springboard for learning
      
20. Ms. M would like to solve the problem of tardiness and absenteeism of her students. She would like to teach the value of coming on time. Which of the following strategies would be more effective to use?
    • Use punishment for student’s tardiness and absenteeism
    • Use role modeling and always start the class on time
    • Use clarifying response strategy; ask for their reasons why they are coming late
    • Use story telling strategy, give the consequences of their behavior
      
21. The basic assumption of this major approach in values development is that learners have their own value system and the teacher is only needed to help them discover their inherent values.
    • Values clarification approach
    • Values Inculcation
    • Moral Development
    • Value Analysis
      
22. When a teacher presents a problem or a conflict situation with two equally important alternatives to choose from, she is employing what approach in values development?
    • Values Analysis
    • Values Clarification
    • Moral Development
    • Values Inculcation
      
23. A teacher who infuses desirable value concepts through her subject matter is employing what approach in the teaching of values?
    • Values Inculcation Approach
    • Values Integration
    •  Values Clarification
    • PNU ACES Approach
      
24. The following are true of the Values Education teacher roles in the valuing process except:
    • Initiating dialogue with the learners on certain value issues.
    • Inviting learners to look into their actual behavior.
    • Expanding the learners’ perspective in order to arrive at more informed choices.
    • Directing the learners of their terminal value choices.
      
25. Which is the best strategy to integrate the value of spirituality across all subjects in the curriculum?
    • Natural Integration
    • Vertical Integration
    • Horizontal Integration
    • Eclectic Integration

26. Which initial step is usually taken when using the action learning approach?

• Taking a value position on the problem or issue.
• Planning for or taking action.
• Deciding to act on the problem or issue.
• Becoming aware of a problem or issue.

27. Which practice should be avoided if you are to develop worthwhile values among your learners?

• Be a good model of the value to be taught.
• Encourage openness and sincerity among learners.
• Allow the students to express their thoughts, feelings and emotions.
• Pass judgment on right and wrong behavior of learners.

28. The following behavior indicators represent the sub-processes in the cognitive domain of the valuing process. Which is NOT included?

• Making intelligent choices
• Affirming the value choices
• Making the best choice out of many alternatives
• Getting the right choice without the influence of others

29. Ms. R wants to teach about the management of conflict. What teaching approach could best be used in this lesson?

• Transpersonal Approach
• Action Learning
• Value Clarification
• Value Inculcation

30. It is a popular and effective method in value development for increasing the likelihood that a behavior will be repeated so that it becomes a part of the value system. This is called

• Modeling
• Positive Reinforcement
• Behavior Modification
• Punishment

31. The teaching approach in values development, which applies the principles of andragogy and confluence in education?

• Moral Development Approach
• Value Inculcation Approach
• Action Learning Approach
• ACES Approach

32. Action learning approach in teaching Valued Education is best characterized as a teaching approach which

• deals with social issues and problems
• goes beyond thinking and feeling
• emphasizes community outreach activities designed to solve community problem
• does not confine itself to the four corners of the classroom

33. Which of the following does NOT suggest the true meaning of Andragogy?

• It is a way to learn directly from our experience.
• It is a process of reeducation that can reduce social conflicts through interpersonal activity in learning groups.
• It is the art and science of teaching children.
• It is the process of self-directed learning from which we can continuously reassess our own learning needs.

34. The teacher wanted to discuss euthanasia or mercy killing as a value issue. What is the best approach to tackling this issue for the students?

• Action Learning Approach
• Moral development
• Value Analysis
• Values Clarification Approach

35. Which of the following human acts is considered moral in the Social Contract Legalistic Orientation of Kohlberg’s Moral Development?

• Doing an action because it is correct based on the dictates of one’s conscience.
• Doing an action because the person wants to avoid punishment.
• Doing an action because many are benefited by it.
• Doing an action because it follows certain rules according to the conviction and judgment of the individual him/herself.

36. What best characterizes a valuing person?

• Tries to distinguish between right and wrong.
• Makes his/her thoughts and feelings consistent with his/her actions.
• Struggles continuously to gain control of the emotions.
• Makes use of his rationality arrive at sound value judgment

37. Lack of discipline of many people i.e. throwing garbage anywhere, contributes to the degradation of our ecology and natural resources. What could be the best approach to mobilize people to do something about this problem?

• Values Inculcation
• Moral Development
• Action Learning
• Transpersonal Approach

38. What strategy could be used to process a student who is suffering from identity confusion?

• Dyadic sharing
• Interview
• Clarifying response strategy
• Brainstorming

39. Neil Christian always does his homework and submits his projects on time because he wants to obey the rules of his teacher. He could be classified under which level of moral development according to Kohlberg?

• Pre-Conventional
• Conventional
• Post-Conventional
• Universal-Ethical

40. There are teachers who punish and discipline students who do not study hard by giving them low or failing grades. This practice makes use of what approach in teaching the value of discipline?

• Moral Development
• Action Learning
• Value Analysis
• Value Inculcation

41. A student who is afraid of her teacher as an authority figure and follows the commands of her teacher all the time because of fear of being reprimanded is in what stage of Kohlberg’s moral development?

• Punishment-Obedience Stage of Moral Development
• Social-Contract Legalistic Stage
• Law and Order Orientation
• Universal-Ethical Stage

42. Which of the following does not reflect the andragogical approach in teaching values education?

• Reciprocity in teaching-learning
• Experiential method of teaching
• Forming community of learners
• Making use of learning for tomorrow’s needs

43. Which phase of the PNU ACES is significantly important in presenting and directing learners towards the values that must be emulated?

• Learning Trigger Phase
• Value Clarification Phase
• Directive/Integration Phase
• Action Phase

44. The following strategies illustrate the application of values inculcation as an approach in the teaching of values except

• Role-Playing
• Modeling
• Reinforcement Techniques
• Case Study

45. If a teacher wants the class to solve a problem with two equally important alternatives, what could be the best teaching strategy that can be applied in the problem situation?

• Role-Playing
• Manipulating Alternatives
• Brainstorming
• Moral Dilemma

46. The following are tools for an effective facilitation of values learning except

• staying neutral on content
• asking questions for clarification
• testing assumptions of students
• collecting ideas without summarizing the results

47. Action learning approach is similar to the value analysis approach because action learning also

• Makes use of the person’s abilities
•  Stresses group action
• Analyzes social issues
• Tempers self-actualization process with the group and social pressures

48. Which of the following approaches to the integration of values requires the teacher to add an activity on the part of the lesson where a particular value is infused?

• Eclectic integration
• Natural integration
• Unnatural integration
• Horizontal integration

49. If a teacher wants to get the affirmative decision of the students on a certain value issue, which strategy could best be applied?

• Rank order
• Using value-judgment questions 
• Values Voting
• “I learned” Statement

50. The following are essential elements of the valuing process except

• Focuses on learner’s own experiences
• Allows more on group introspection and reflection
• Encourages the learner to share his/her innermost thoughts and feelings
• Understands the person without judging

51. Which of these statements show the distinction of the cognitive and affective measures of learning?

• Affective measures have no correct answers unlike cognitive measures.
• Cognitive measures draw inferences from the consistency and desirability of responses unlike affective measures.
• Affective measures are scored based on the correctness of responses unlike cognitive measures.
• Affective measures have reliability and validity problems unlike cognitive measures.

52. Which of these methods provide the least information about the students’ learning?

• scales
• checklists
• situational tests
• projective tests

53. Mr. de Torre is worried because many of his students expressed their preference for live-in over marriage. Which of the following would best give Mr. de Torre the students’ reason for their preferences?

• Observation
• Scales
• Ranking
• Interview

54. Which of the following activities would rank highest on Krathwohl’s taxonomy?

• learning the regulations of the school
• condemning the wrong decisions of politicians
• living in the Philippines instead of in other countries
• changing one’s opinion of another person because of a prior experience

55. Mrs. Sison wants to determine if her students are applying the things that they learned in the previous lessons. What is the best way to do this?

• Interview all the students
• Observe each student in the class
• Give the students a situation test
• Ask students to rate themselves using a scale

56. Which of the following is NOT a good behavioral indicator of the value “self-discipline”?

• Obeys rules and regulations.
• Respects the rights of others.
• Puts things in their proper places.
• Speaks softly even when disagreeing with others.

57. Ms. Evangelista wants to know the students’ level of possession or manifestation of the values discussed during the quarter. What test will provide this information?

• Observation
• Projective Test
• Checklist
• Scale

58. Ms. Evangelista wants to know the students’ level of possession or manifestation of the values discussed during the quarter. What test will provide this information?

A. Observation                                        C.  Checklist

B. Projective Test                                                D.  Scale

58. Which of the following does a student who is in the valuing level of cleanliness do?

• teaches others how to maintain cleanliness
• shows satisfaction in cleaning the environment
• makes cleanliness consistent with his/her other values
• knows the importance of keeping the surroundings clean

59. Which rule in constructing attitude scale items is violated by the test item below? “People with disabilities have special needs.”

• Avoid statements that are factual.
• Avoid using ambiguous statements or words.
• The statement should contain only one complete thought.
• Avoid statements that provide clues to the correct answer.

60. Which among the following indicates the highest level of value acquisition?

• Enjoys helping others.
• Shows interest in the subject matter.
• Listens closely to instructions of the teacher.
• Enhances own strengths and abilities.

61. Mrs. Sanchez wants to know if Eva is as honest as she claims in her written tests. What is the best way of finding this out?

• Interview Eva.
• Ask Eva’s best friend.
• Observe Eva’s behavior.
• Give Eva more written tests.

62. Mr. Soriano would like to use a test for evaluating affective outcomes which is easy to score, construct and interpret. Which test should she consider last?

• Projective tests
• Guttman scale
• Checklist
• Rating scale

62. Mr. Soriano would like to use a test for evaluating affective outcomes which is easy to score, construct and interpret. Which test should she consider last?

A. Projective tests                                C.  Checklist

B. Guttman scale                                 D.  Rating scale

63. Ms. Perez gave her class an essay test. One item asks: “Explain your position on the death penalty issues.” What will the students’ responses to the item reflect?

• Their knowledge and opinion about the value of life.
• Their unconscious motives about the value of life.
• Their actions pertaining to the value of life.
• Their motives and plans about the issue.

64. When evaluating values, it is important to note the

• consistency of knowledge, feeling and manifestation of the value
• regular and repetitive characterization of the value
• positive feelings and attitude towards the value
• extensive knowledge about the value

65. The teacher may do the following during an interview except

• verify his/her interpretation of the received information
• get detailed information from the interviewee
• give his/her own opinion and suggestions
• ask personal questions

66. In the evaluation of affective learning outcomes, the definition of the value to be evaluated refers to the

• description of the value by giving its meaning
• identification of the evaluation tools that will be used
• translating the value into its specific behavior indicators
• identification of the target level of acquisition of the specific value

67. Mrs. Uy tried to know how helpful her students are by placing them in a simulated experience without their knowledge involving an elderly woman asking for assistance to cross the street. She recorded their individual reactions and responses and classified them according to some criteria she had initially set. Mrs. Uy used a variant of which type of test?

• Situational test
• Multiple choice test
• Attitudinal test
• Checklist test

68. Juan believes that he has fully internalized the value of integrity. What indications must he manifest to show that what he claims is true?

A. Situational test                                                C.  Attitudinal test

B. Multiple choice test                             D.  Checklist test

68. Juan believes that he has fully internalized the value of integrity. What indications must he manifest to show that what he claims is true?

• He should be satisfied and happy because he knows he has integrity.
• He should know what actions and standards constitute integrity.
• He should make integrity one of his priority values.
• He should be fully convinced that he has integrity.

69. Mr. Jimenez wants to use the ranking method in his class. What information will the tool give him about his students?

• Their knowledge of the values being assessed
• The importance of the values being assessed
• The level of internalization of the values being assessed
• Their degree of satisfaction while manifesting the values being assessed

70. Which of the following behaviors represents an affective learning outcome?

• Organizes daily activities
• Explains the nature of values
• Recites the Preamble of the Constitution
• Defines the term “evaluation”

71. Values are difficult to evaluate because

• they cannot be taught
• they are not easily quantified
• there is no available evaluation tool
• very little is known about their nature

72. Which of the following scale items is faulty and poorly constructed?

• My favorite subject is Mathematics.
• I cannot afford not to communicate.
• I respect the rights of other people.
• I control my temper during arguments.

73. While correcting the class papers on the final test, Nestor helps a friend who is in danger of failing his Math course by changing some of his friend’s incorrect answers. What information will you have about Nestor given his behavior?

• Nestor should never be trusted to check test papers again.
• Nestor values loyalty to a friend over honesty.
• Nestor experienced a moral dilemma.
• Nestor is a very generous person.

74. Mr. Rusco observed the following behaviors of Rene. He demonstrates belief in the common good, responsibly completes laboratory tasks assigned by his teacher, shows awareness of the importance of justice, and demonstrates self-reliance by working independently all the time. Which value is in the responding level?

• Common good
• Responsibility
• Justice
• Self-reliance

75. Erika manifests the following behaviors. She knows a lot of things about her own religion, always talks to adult with respect, prioritizes honesty over loyalty to her friends and helps people whenever she is requested. Which value is developed by Erika in the responding level?

• Religiosity
• Respect
• Honesty
• Helpfulness

76. Affective outcomes of learning are difficult to evaluate because                                 

               A. Religiosity                                     C.  Honesty

               B. Respect                                        D.  Helpfulness

76. Affective outcomes of learning are difficult to evaluate because

• there is inadequate knowledge about the nature of affective learnings
• of unavailability of affective evaluation tools
• of the very nature of affective learnings
• they are better felt than measured

77. In the evaluation of values along the three dimensions – cognitive, affective, behavior – what should be noted is the

• congruence of the value in the three dimensions
• prevalence of value in the knowledge level
• manifestation of the value in the behavioral level
• appreciation of the value in the affective level

78. Mrs. Santos’ science class is conducting an experiment.  While the experiment is going on, she notices that Judy is happily taking down notes as her partner Shirley looks on pensively.  What level of value acquisition is Shirley in?

• Receiving
• Responding
• Valuing
• Organization

79. In the same situation in item no. 3, what level of commitment is Judy in?

• Receiving
• Responding
• Organization
• Characterization

80. Which rule in test construction is violated by the test item below?

“Values Education is an interesting subject but I like Science better.”

                                 (   )  Strongly Agree
                                 (   )  Agree
                                 (   )  Uncertain
                                 (   )  Disagree
                                 (   )  Strongly Disagree 

• Avoid statements that are factual
• Keep the language of the statement simple and direct
• The statement should contain only one complete thought
• Avoid using ambiguous statements or words. 

81. The unreliability of evaluation results of affective learnings is attributable to the

• changeable attitudes of learners
• difference in the intensity of the attitudes of students
• difficulty of constructing the test items
• susceptibility of the test to faking

82. In an essay test, Arnel noted item #3 which asks “What is your personal definition of nationalism?”  If Arnel answers the item, what will his answer indicate?

• Arnel’s position about the issue of nationalism
• Arnel’s command of essential knowledge about the concept
• Arnel’s analysis of the kind of nationalism Filipinos have
• Arnel’s ability to learn by memorization

83. Results of ranking are not used as a basis for grading the students because

• they cover a very limited aspect of behavior
• there is an unlimited variety of possible responses
• the ranking method is rarely used for grading students
• they only reflect differing priorities of students

84. Mr. Reyes asked his class what they know about abortion as a life issue.  He was surprised to hear Joel talk about the immorality of abortion based on his readings.  Mr. Reyes deduced that Joel is against abortion and values life.  How did Mr. Reyes know this?

• The fund of information Joel has about the issue reflects his sentiments.
• Mr. Reyes probably knows Joel very well because he is Joel’s teacher.
• Mr. Reyes based his assumption on Joel’s other works and projects.
• The length of time Joel spoke about the issue reflects his attitude about abortion.

85. In a dilemma situation, the learner’s stage of moral development is best determined

• by asking how s/he will react in the given situation
• by limiting his/her choices to two
• through his/her reasons for his/her actions
• through his/her knowledge of the problem

86. Which of these statements show the distinction of the cognitive and affective domains at the measurement level?

• Affective measures have no correct answers unlike cognitive measures
• Affective measures draw inferences from the correctness of responses unlike cognitive measures
• Cognitive measures depend on the consistency and desirability of responses unlike affective measures
• Cognitive measures are drawn using commonly used measurement tools unlike affective measures

87. Ms. B makes use of a Likert scale to evaluate her class’ learning after a lesson on abortion.  What information will she draw from the scale about her class?

• The frequency of their approval of abortion
• Their knowledge about the concept of abortion
• Their degree of agreement or disagreement to abortion
• Whether they have practiced abortion or not

88. A person who has reached the highest level of acquisition of social responsibility as a value should

• feel the importance of the value of social responsibility
• be aware of the importance of social responsibility as a value
• put into practice the value of social responsibility
• balance social responsibility and freedom

89. Which of the following behaviors represents an affective behavior?

• Recites the Preamble of the Constitution
• Defines the term “evaluation” using his/her own words
• Prepares an income tax return
• Buys only organic foods

90. Which of the following affective behaviors is in the responding level of value acquisition?

• Pays attention to a film about genetics
• Listens willingly to classical music
• Involves him/herself actively in a human rights organization
• Identifies commonality in all religions

91. The Thematic Apperception Test utilizes a series of pictures about which the learner will make up his/her own stories.  The pictures are believed to stir the imagination and reveal dominant sentiments of the learner.  This test is an example of which evaluation method?

• Projective Techniques
• Situational Test
• Observation
• Anecdotal Records

92. The reason why the acquisition of value is difficult to measure is because

• values deal with intangible, qualitative factors
• values represent a hierarchy of acceptance
• values involve quantitative factors
• there is no known evaluation strategy for values

93. “I cannot afford not to communicate”.  This Likert scale test item is faulty because

• it includes more than one problem
• the statement is tricky
• it provides clues to the correct answer
• the direction is not clear

94. Which of the following essay questions require the highest level of thinking?

• What does this passage mean:  “Be the best of whatever you are”.
• Summarize the advantages and disadvantages of value indoctrination or imposition
• Illustrate through an example the importance of teaching values through clarification
• State the rules in constructing test items

95. Scales usually use an odd-number of scale points because

• it allows for a neutral category
• it is better than using an even –number of scale points
• it forces the student to mark the favorable or unfavorable categories
• the middle category indicates the presence or absence of the value

96. A student who is in the Valuing level of honesty

• accepts the intrinsic value of being honest
• makes honesty consistent with his/her other values
• is predisposed to respond to situations honestly
• acts honestly because it is required of him/her

97. When defining the general behavior of concern for others into specific behavioral indicators, the indicators must be observable, measurable, or at least describable.  Which of the following is NOT a good behavioral indicator of concern for others?

• shares ideas/materials with others
• participates actively in reach out activities
• avoids hurting the feelings of others
• shows tact in disagreeing with others

98. Mr. Cruz wanted to evaluate his class’ application of value learnings.  To do this, he observed each student, noted what happened in a given period and what the incident probably meant.  What evaluation tool did he utilize?

• Checklist
• Anecdotal Records
• Questionnaire
• Scale        

99. Mr. Ruiz would like to find out whether her students practice concern for others or not.  She listed the indicators of the value and marks the indicator exhibited by each student at a given time.  What evaluation tool did Ms. Ruiz use?

• Scale
• Situationnaire
• Checklist
• Projective Technique

100. Mr. Baylon needs to find out his class’ degree of possession of values he has previously identified.  What test will give him the information that he needs?

• Checklist
• Projective Technique
• Observation
• Scales

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For Set 1 Drills, check here.
For Set 2 Drills, check here.
For Set 3 Drills, check here.

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“Every setback is a setup for a greater comeback!”

~ Joel Osteen ~