Showing posts sorted by date for query assignment. Sort by relevance Show all posts
Showing posts sorted by date for query assignment. Sort by relevance Show all posts

Saturday, 4 October 2025

POs COs PEOs and PSOs

 Demystifying Educational Buzzwords: POs, COs, PEOs, and PSOs Explained



Ever scrolled through a university brochure or a course syllabus and felt a bit lost in an alphabet soup of acronyms? If terms like POs, COs, PEOs, and PSOs have left you scratching your head, you're not alone! These aren't just academic jargon; they're the foundational pillars of modern, quality-focused education, especially in technical and professional fields. Understanding them is key to appreciating how educational programs are designed to shape successful careers.

Let's break down these crucial concepts and see how they all fit together to create a holistic learning experience.

The Foundation: Course Outcomes (COs)

Imagine building a house. Each brick you lay is like a Course Outcome (CO). These are the most granular, specific statements describing what you'll know, understand, and be able to do after completing a single course.

Why they matter: COs are your immediate learning targets. They tell you exactly what skills you'll gain in "Introduction to Programming" or "Organic Chemistry." For instructors, COs guide everything from lesson planning to assessment design, ensuring every class session contributes to a clear learning objective.

Example: For a "Digital Marketing Fundamentals" course: "Students will be able to formulate a basic social media marketing strategy, identifying target audiences and platform suitability."

The Graduate's Blueprint: Program Outcomes (POs)

Now, picture all those bricks forming the walls of a house. These walls represent Program Outcomes (POs). These are broader statements outlining the essential knowledge, skills, and attributes every graduate of an entire academic program (like a Bachelor's in Mechanical Engineering) should possess upon graduation.

Why they matter: POs define the overall capabilities of a graduate, ensuring a consistent standard across all students from a particular program. They're often aligned with industry expectations and accreditation standards, making sure graduates are well-rounded and ready for professional life.

Example: A common PO for engineering programs: "An ability to function effectively as an individual, and as a member or leader in diverse teams, and in multidisciplinary settings."

The Specialized Edge: Program Specific Outcomes (PSOs)

Within that house, some rooms might have unique features – a home theater, a custom kitchen. These specialized features are like Program Specific Outcomes (PSOs). They describe the unique skills and knowledge specific to a particular discipline or specialization within a broader program.

Why they matter: While POs provide general graduate attributes, PSOs highlight what makes a computer science graduate different from an electrical engineering graduate. They ensure graduates have the deep, specialized expertise needed for their chosen field.

Example: For a B.Sc. in Data Science: "An ability to collect, process, and analyze large datasets using appropriate statistical and machine learning techniques."

The Long-Term Vision: Program Educational Objectives (PEOs)

Finally, the entire house isn't just a collection of bricks and rooms; it's designed with a purpose – to be a home for a family, to provide comfort and security for years to come. This long-term vision is encapsulated in Program Educational Objectives (PEOs). These are broad statements describing what graduates are expected to achieve in their careers a few years after graduation.

Why they matter: PEOs are forward-looking. They define the impact the program aims to have on its graduates' professional lives, focusing on their growth, contributions to society, and ability to adapt to evolving industries. They reflect the institution's mission and the needs of employers and the wider community.

Example: For any professional program: "Graduates will be ethically responsible professionals who contribute positively to their communities and demonstrate a commitment to lifelong learning."


The Grand Design: How They All Connect

The beauty of this framework lies in its interconnectedness. Think of it as a meticulously planned journey:

  • PEOs set the ultimate destination – where we want our graduates to be in their careers.

  • POs and PSOs define the major milestones – the essential capabilities graduates need to have by the time they finish the program to reach that destination.

  • COs are the individual steps and skills learned in each course, collectively building towards those milestones.

This top-down and bottom-up approach ensures that every lecture, every assignment, and every project contributes meaningfully to your overall development and prepares you not just for a degree, but for a successful and impactful career. So, the next time you see these acronyms, you'll know they're not just letters – they're a roadmap to your future!

Wednesday, 18 September 2024

STC Research Methodology

Researcher’s Attitude, Ethics, and Digital Profile Essentials 



In today’s rapidly evolving academic landscape, mastering research methodology and ethics is crucial for scholars across disciplines. During the Short Term Course on Research Methodology, participants were introduced to key aspects of developing a strong research attitude, adhering to ethical guidelines in publishing, and leveraging digital tools to enhance their scholarly work. Through three insightful presentations, the course covered fundamental topics such as the vocation of a researcher, the importance of publication ethics, and the use of modern digital platforms for creating a robust academic profile. This blog shares the highlights from these presentations, providing participants with a comprehensive understanding of how to conduct ethical and impactful research in the digital age.


1. Research Attitude and Ethics in Research

This presentation covers the fundamental aspects of research attitude and the role of ethics in the research process. It highlights the difference between a researcher and a scholar, emphasizing the vocation and spirit of scholarship. Participants will explore the mindset required for conducting genuine and ethical research, including the principles of evidence-based research and intellectual curiosity.

Key Concepts:

  • Vocation of a Scholar: The presentation distinguishes between mere research and the higher calling of scholarship, highlighting the historical sense and intellectual breadth that define true scholarship.
  • Mental Temperament: Law and Journalism

Assignment Questions:

  1. Discuss the key differences between a researcher and a scholar, and explain why scholarly habits are essential for long-term success in academia.
  2. How does Law and Journalism help in mental makeup of a research scholar in writing thesis / dissertation?


2. Research and Publication Ethics (RPE) and Finding Quality Journals

The final presentation deals with ethics in research and publication, providing guidance on selecting appropriate journals for publication. Ethical issues such as falsifiability, the philosophy of science, and the proper conduct of research are covered.

Key Concepts:

  • Philosophy of Science: The importance of falsifiability, testability, and verificationism in scientific theories is discussed, alongside the challenges of justifying scientific beliefs.
  • Publication Ethics: Ethical guidelines from organizations like COPE (Committee on Publication Ethics) and WAME (World Association of Medical Editors) are introduced, along with the risks of predatory publishing.
  • Journal Selection: The presentation highlights tools like journal suggesters (e.g., Springer, Elsevier) to help scholars find high-quality journals for their work.

Assignment Questions:

  1. Discuss the concept of falsifiability in scientific research and its importance in establishing the validity of scientific theories.
  2. What are the main ethical considerations in academic publishing, and how can researchers avoid falling prey to predatory journals?
  3. Describe the process of selecting a journal for publication. What tools and strategies can a researcher use to find a reputable journal?


3. Digital Tools for Research and Researcher Profile

This presentation focuses on the modern tools available for research, including databases, reference management tools, and plagiarism prevention software. It also addresses the creation of a digital researcher profile on platforms like ORCID, Scopus, and Google Scholar to maintain an online academic presence.

Key Concepts:

  • Research Tools: Various tools for conducting qualitative and quantitative research are introduced, such as Zotero, Mendeley, and Turnitin. Databases like Google Scholar, JSTOR, and Web of Science are discussed for accessing high-quality academic papers.
  • Researcher Metrics: The importance of metrics like the h-index, g-index, and journal impact factors is emphasized for evaluating research impact.
  • Digital Profile Management: Scholars are encouraged to create profiles on platforms such as ORCID, Scopus, and Google Scholar to interlink their research accounts and track citations.

Assignment Questions:

  1. Discuss the role of digital tools in modern research and how they help streamline the research process.
  2. How can a researcher effectively manage their digital academic profile, and why is it important for career development?
  3. Compare different research metrics such as h-index and g-index. Which metric do you think is the most reflective of a scholar’s impact?


UGC-RPE: Research and Publication Ethics

 A Course on Research and Publication Ethics (RPE) - for Ph.D. Students

University Grants Commission (UGC) in its 543rd meeting held on 9th August 20-19 approved two Credit Course for awareness about publication ethics and publication misconducts entitled "Research and Publication Ethics (RPE)" to be made compulsory for all PhD students for pre-registration coursework. Click here to download the syllabus.

In view of the above, many PhD scholars as well as resource persons may be in need of the recommended books to carry out this coursework. All these resources are in public domain and can be downloaded from below given links:

UGC has prepared a booklet in which all these resources are compiles. Click here to download UGC-Academic Integrity & Research Quality 
  1. Beall, J. (2012). Predatory publishers are corrupting open access. Nature, 489(7415), 179-179. https://doi.org/10.1038/489179a
  2. Bird, A. (2006). Philosophy of Science. Routledge.
  3. Chaddah, P. (2018). Ethics in Competitive Research: Do not get Scooped; do not get Plagiarized. ISBN: 978-938748086
  4. Indian National Science Academy (INSA) (2019). Ethics in Science Education, Research and Governance. ISBN: 978-81-939482-1-7. http://www.insaindia.res.in/pdf/Ethics_Book.pdf
  5. MacIntyre, Alasdair (1967). A Short History of Ethics. London.
  6. National Academy of Sciences, National Academy of Engineering and Institute of Medicine (2009). On Being a Scientist: A Guide to Responsible Conduct in Research: Third Edition. National Academies Press.
  7. Resnik, D.B. (2011). What is Ethics in Research & Why is it Important. National Institute of Environmental Health Sciences, 1-10. Retrieved from https://www.niehs.nih.gov/research/resources/bioethics/whatis/index.cfm

Friday, 7 January 2022

Avoid Plagiarism - Research in Digital Era

 Understanding Unintentional Plagiarism | Research in Digital Era


How do students research in the digital age? (Source: Turnitin)

The Pew report shows that the ease with which information “appears” online allows students to avoid any of the questions that may surface concerning the quality and intent of information they “research.” The Pew survey revealed that only one percent of those surveyed reported as “excellent” the ability of students “to recognize bias in online content.” As for their “ability to assess the quality and accuracy of information they find online,” only three percent reported that they found students to be “excellent.”

This data supports the following insights into student research behavior, specifically:
 
Students appear to value immediacy over quality in online research 
The ease with which “the answer” may be found online places sites such as Wikipedia, homework help sites, answer sites, and other social and content sharing sites to the top in terms of source matches. 
Students often use cheat sites and paper mills as sources 
Less a research competency issue than a moral and ethical one, the significant number of sources that match to cheat sites and paper mills suggest that for students there is a bias towards immediate outcomes and results rather than towards concerted effort to meet assignment goals. 
There is an over reliance on the “wisdom of the crowd” 
Students appear to demonstrate a strong appetite for crowd-sourced content in their research. Though it is not immediately evident why students seek these sources out, the strong reliance on these types of sites indicate difficulty assessing the authority and legitimacy of the content these sources present. 
Student “research” is synonymous with “search” 
The frequent and uninhibited use of sites with limited educational value (as defined by the quality and authority of content) in student work underscores a preference for “searched,” rather than “researched” content. 
Existing student source choices warrant a need for better search skills 
In addition to a preference for immediacy, the popularity of crowd-sourced content online indicates that a majority of students are engaging in cursory or shallow searches for content. At play may be an absence of awareness of how search engines work and how to effectively conduct searches to find appropriate content. What also appears to be absent is the use of criteria (whether internally—or externally—defined) to judge that content.

Evaluating Online Sources

The Source Educational Evaluation Rubric (SEER) represents the evolution of the critical approach that Turnitin has adopted and used to categorize websites in our analysis of student sources. The rubric was designed by academic experts and used by secondary and higher education educators who field-tested the rubric by using it to evaluate over 300 of the most popular student sources (which will be shared in a follow-up white paper.). 
The rubric is built on five criteria: 
Authority: Is the site well regarded, cited, and written by experts in the field? 
Educational Value: Does the site content help advance educational goals? 
Intent: Is the site a well-respected source of content intended to inform users? 
Originality: Is the site a source of original content and viewpoints? 
Quality: Is the site highly vetted with good coverage of the topical area? 

These criteria are evaluated along a numerical scale anchored by an explicit call out to “credibility,” a move to make the scores more informative for students. 

Instructors and students who use SEER can quickly arrive at an easy-to-interpret score based on the commonly used 4.0 grade point scale. By adding up all criteria values and dividing by five, users will generate a readily-understandable grade for sources. If so desired, the weighting of the criteria can also be adjusted to reflect varying evaluation-directed objectives (see the accompanying SEER Worksheet in the appendix). 
• 3.0 - 4.0: highly credible, quality sources 
• 2.0 – 3.0: credible sources 
• 1.0 – 2.0: questionable sources 
• 0.0 – 1.0: unacceptable or inappropriate sources 

The rubric, in its entirety, appears below. Following the rubric are a few examples of sites and how instructors have scored them. 

Downloads

Wednesday, 19 February 2020

Testing and Evaluation

Testing: Assessment & Evaluation


  • Testing for Language Teachers by Arthur Hughes (1989, CUP) 
    • Teaching and Testing (pg 1 to 6) 
    • Kinds of Test and Testing (pg 9 -­ 21) 
    • Validity (pg 22-­28) 
    • Reliability (pg 29-­43) 
    • Achieving Beneficial Backwash (pg 44-­47) 
    • Stages of Test Construction (pg 48-­58) 
    • Test techniques and testing overall ability (pg 59­-74) 
    • Testing W­S­R­L )pg 75­-140) 
    • Testing grammar and vocabulary (pg 141­-151) 
    • Test administration (152-­154) 


Washback / Backwash




Handouts - by Dr. Atanu Bhattacharya

Click on the title to view this presentation on Validity, Reliability, Practicality of Test & its Washback Effect:


Thursday, 3 October 2019

Rang Mohan Youth Festival 2019 - task to write reflective blog

Rang Mohan Youth Festival 2019 - task to write reflective blog

Youth Festival is an amazing opportunity to experience various artistic expression of the young generation. It has almost all sorts of artistic events and hence it becomes 'fair of art' and 'fountain of youthful exuberance'.
Youth Festival shall never be missed out by students of art, literature and literature. It provides rare opportunity to apply literary theories on the artistic expression on the university campus by students of their own age. The critique of the artistic expression of students by students is an ultimate test of Matthew Arnold's 'personal fallacy'.

The following task was given to students to write reflective blog based on below given points to ponder:

All students shall write at least one blog on their observations of various Youth Festival activities. Here are some points to ponder upon:
1. Themes represented in various tableaux of Kala-yatra - 25/9/2019 - From Samaldas Arts College to Law College, Sardarnagar. 4 pm to 6 pm.
2. Major themes in dramatic events like One Act Play (एकांकी), Skit (लघु नाटक), Mime (मूक अभिनय) , Mono-acting (एक पात्रीय अभिनय).
3. Can you apply dramatic literary theories propounded by Aristotle (Tragedy), Ben Jonson (Comedy of Humours), Dryden (Play), Martin Esslin (Absurd theatre), Irving Wardle (Comedy of Menace) on the dramatic events presented in Youth Festival?
4. Can you categories One Act Play or other dramatic events as sentimental / anti-sentimental comedy, comedy of manners, classical tragedy, modern tragicomedy or bollywoodish theatre performance?
5. Poetry: In poetry, we have only one event in Youth Festival. સ્વ રચિત કાવ્ય પઠન: If you get chance to listen poems (as it will be in classroom and may be all do not get chance to occupy space) - write on themes, metaphors used in the poems, types of poems (sonnet, lyric etc).
6. On last day, before or after valedictory, all art events like cartooning, painting, collage, poster making, clay-modelling, installation will be open for public display. You can study themes, satire, didacticism, aestheticism in all these artistic expressions.
7. Lastly, write on which ever other events you attend and along with it, overall feeling of experiencing Youth Festival - ponder upon this - it is known as 'festival of youthfulness' - युवानी का महोत्सव.

Submit the link of your blog/s as assignment submission. If you are writing more than one blog, submit all links together.

Here are some worth reading blogs by students:

Friday, 8 July 2016

Mind Mapping - New Admission in PG Programme (English Literature)

Mind Mapping - New Admission in PG Programme 

(English Literature)

All students taking admission in M.A. English, Maharaja Krishnakumarsinhji Bhavnagar University (Bhavnagar - Gujarat - India) shall appear in this online Mind Mapping Test.

Instructions for Semester 1 (Batch 2026-28) students:

1.     Join this Google Classroom (If Google Classroom app is not installed in your mobile phone, download it from Play store)

Scan this QR Code to Open Google Class



Or

https://classroom.google.com/c/Nzk4NDE3MTc3Njgw?cjc=32zj6ppr



2.     The class code is 32zj6ppr

After joining the class, explore the tasks. You will find two tasks.

4.     Task 1:

Online Test: You shall open the link of Online Test and appear in the test. There are 20 questions. You can take help of internet to reply the answers. On submission, you will get auto-generated reply in your mail with the score. Type this score in private comment in this assignment in G-Class. Type correct email id to receive auto-generated email. Click here to open the test page.

5.     Task 2: In the second task, you have to hand-write a few paragraphs on

a.     What is literature?

b.     The literary text I liked the most . . .

c.      Three reasons for my liking of this literary text . . .

6.     Make a PDF of this hand-written answer and upload it in the Google Classroom as assignment submission.

7.     Your admission process will not get completed until you have not submitted both assignments in Google Classroom.

Do not forget to join this WhatsApp group with your personal number. Do NOT join with your family member's number.









Thursday, 22 October 2015

Rubric for Evaluation of Written Assignment

Online Rubric for Written Assignment

Such evaluation in abstraction (at the mercy of the will of teacher)  does not help students. It must be concretized in definable terms 


Time and again, friends and fellow teachers have inquired about the way to evaluate Written Assignment. Whether it is ongoing Assessment  or final Evaluation, both require criteria, measures and it should be evidence driven. Moreover, the abstract marking or grading of student's performance should be defined in concrete terms. Some definable criteria should be set which can be used as measures and which can be supported with evidence. Here is an example which can be of some help to all those who are concerned with assessment and evaluation of Written Assignment.

We have used Google Forms for online rubric. If you are interested and want to customize it  as per your requirements, I can make you owner of the Google Form and you can use it as per your convenience. You can contact me by putting your message on the contact form given on right hand side panel of this blog. Please give your Gmail email id to become owner of the Google Form.
This 'Online Rubric is used at Dept. of English, Maharaja Krishnakumarsinhji Bhavnagar University, Bhavnagar (Gujarat - India) for:

  • Peer Evaluation (Student's Written Assignment evaluated by student)
  • Teacher Evaluation (Teacher's evaluation of student's Written Assignment)
  • Self-evaluation (Student evaluates her/himself)
(If the form do not open within a few seconds, click here to open online evaluation form)

If you are preparing rubric in Google Classroom, click here for help



This online rubric to evaluate Written Assignment is prepared with the help of evaluation criteria used by An American University of Rome (http://www.aur.edu/)

Thursday, 4 June 2015

Memorabilia 2015

Dr. Vedant Pandya releasing Memorabilia 2015




The publication of Memorabilia is one of the many traditions of the Department of English, M.K. Bhavnagar University. For last five years, students are publishing this booklet. The booklet is collection of creative and critical writings of the students. Poems, short stories, paintings, pencil sketches, cartoons, posters, abstracts of research papers published by students, reviews of books / movies, critical observations of current affairs etc are some regular columns in this booklet. The Compilation and Editing, which is very difficult task, is also carried out by a group of students. They have to collect contents from students, compile it, edit it (where ever necessary), convert into common format and make it ready for publication on the Annual Function Day. The Memorabilia is released by the guest on this day.  The Memorabilia is one of the many ways to evaluate students' creativity and critical acumen. It gives platform to students to publish their critical thoughts and creativity. That's fine. But what is more important is the ability of the chief editor and the team working for the Memorabilia. It is ultimate test of this group of students. From working in team (getting works done by each other, persistently requesting classmates to give their contributions, managing time from regular lectures and other learning assignments) to solving problems of compilation, editing and working on front page design to people-problems which are the most toughest nut to crack, these students have wonderful learning of 21st century skills. Yes, we, at Dept. of English, believe that the students in today's classrooms are going to work and live in 21st Century. Hence, the learning of these skills should be incorporated in daily activities and routine teachings at the Department. For this purpose, we have identified the 21st Century Skills Map which is the result of hundreds of hours of research, development and feedback from educators and business leaders across the nation (USA). The Partnership between 21stcenturyskills.org and National Council of Teachers of English has come up with interesting map of these skills. They are: 

  1. Critical Thinking & Problem Solving 
  2. Communication
  3. Collaboration
  4. Information Literacy
  5. Media Literacy
  6. ICT Literacy
  7. Flexibility and Adaptability
  8. Initiative & Self-direction
  9. Social & Cross-cultural Skills
  10. Productivity & Accountability
  11. Leadership & Responsibility. (Curios to know more about these skills, click here)
It is this group of students who work on this Memorabilia, who are not only tested on these skills, but it also provides them to hone these skills. This year, Poojaba Jadeja and group of students have done quite satisfactory work. You can have a look at Memorabilia 2015 here under. As it is embedded from slideshare.net, if it takes time in loading, you can click here to open Memorabilia 2015 in new window. 










From the Desk of the Head of the Department (Form Memorabilia 2015)


The withering signifies an end of things. The end suggests new beginning. Nothing ends in itself without stirring up the trace of new beginning. Now, as the batch 2013-15 is passing out, we look forward to see them marching ahead in their lives with renewed power, vitality and energy. As we have seen in past for some years, the number of girls in the department are outnumbering boys. What was so curious to observe was that they did not outnumbered boys only in arithmetic numbers, but also in classroom discussion, interaction and in debating views and counter-views. It obviously proves that given an opportunity, the female of the species would outsmart their male counterpart!

Questions! Yes, it is the questions raised by students, which make teachers happier than happy. This year, in both classes, there were several such happy moments. Especially, the participation of Riddhi Jani, Poojaba Jadeja and Lajja Bhatt was noteworthy. Yes, we missed Amrutha Reddy, who surely would have raised the level of interaction in the subsequent semesters, had she not left during second semester.
Overall, the participation of students was encouraging. They were always on their toes, rushing to complete several offline and online tasks, apart from managing several other affairs of Department. With all the burden of routine work, they actively participated in co-curricular activities. The students in the year 2014-15 represented in 39 events! We are proud to see that Saryu Baraiya and Kaushal Desai represented department in 11 events, each.
We run Online Discussion Forum, to engage students with learning and to connect classroom with ‘real life’ situations. During the year 2014-15, twenty-four discussion threads well opened for email discussion. We are glad to see 402 emails being exchanged with total of 75,355 (seventy five thousands three hundred and fifty five) words used by students. Drashtri Mehta remained most active student on this forum with 5,882 words written in various email discussions!
Apart from the academic activities, if there is anything that recurs in my memory, at this moment, it is Gardening and Library Committee. Under able guidance and leadership of Sejal Vaghela and Saryu Bariaya, both committees did extraordinary work. Sejal Vaghela was, always, found forward thinking and planned all days of gardening quite meticulously.
I remember in no particular order the shining examples like that of Pratiksha Solanki ( in displaying situational leadership in managing Picnic), Namrata Gohil (in quest of difficult topics for presentation and assignment), Vinod Rabhadia (commitment to participate in Cross Country at Botad), Kaushal Desai, Shubhda Parmar and Lajja Bhatt (reading and publication of research papers), Hitesh Parmar (for his passion for General Knowledge), Arati Maheta (for her punctuality) and many other students whom I miss to mention here, which does not mean they have not contributed. There were many other talented students in the class but, may be, because of other priorities, they were not able to give their 100% to the Department. It is our loss and failure to see that we could not get 100 % engagement form 100% students.
I would like to give special congratulations for the perseverance of Shabana Khalani - the Malala of our class -  for her persistence efforts to continue with study in spite of her marriage, becoming a mother of a child and failing in exams. It requires out-of-the-world courage and bounce-back ability to do what she has done! 
It would be nothing less than ingratitude if i do not thank all those students (Kinjal Patel, Urvi Bhatt, Shital Italia, Drashti Mehta and Kaushal Desai) who spent their valuable time for Murals. A special thanks to Sejal Vaghela for an innovative idea to draw colourful mural near the entry of the Department.
This memorabilia is the hard work of Poojaba Jadeja. Without her painstakingly collecting content form all students, minute editing and creative organization, this Memorabilia would not have seen the light of the day. I am thank full to all other students who helped in this Memorabilia (they are acknowledged in her note so i am not repeating names), specially for the creativity in designing front page.
Shubhda Parmar, the G.S., should be commended for her able leadership qualities. She managed all the affairs and activities efficiently. She led from the front and kept the class together.
Being a believer in the Darwinian theory of evolution, I firmly rely on the fact that every new generation is smarter than the previous. Similarly, this batch was better than the previous batches. We hope to see new batch of students outsmart this batch . . . but till then we will relish the memory of live interaction and healthy discussion . . . and will miss the hungry haste and tireless striving to learn . . . which we have seen in your eyes!
On behalf of all the teachers of Department of English, I feel privileged and pleasure to wish you all exceptional academic career. We wish you best wishes to lead the word wherever you are, whenever you get an opportunity, in what so ever role future makes you accountable, with moral scruples, dignity and faith in self! 
Thank you.
~ Dilip Barad

The Image of the Front Page of Memorabilia 2015