Kjsoon, Kyiv (2026)

16/04/2022

Over the past 30 years, the democratization of the internet has made it possible for researchers, journals, and publishers to provide free online access to scholarly papers. This practice, also known as open access (OA), allows anyone with an internet connection to access, read, distribute, and download scientific publications for free with no legal or technical barriers [1]. OA publishing is no longer a marginal phenomenon, thanks to a massive rise in OA mandates [2], the introduction of several new OA publishers and OA options for legacy publishers [3], the creation of open-source software that facilitates the production of publications (such as the Public Knowledge Project), and the rise of OA mega-journals such as PLOS ONE and Scientific Reports [4].

The advantages of OA have been well-documented: increased global visibility [5], higher citation rates [6, 7], and a better use of taxpayers’ money [8]. Several studies have attempted to assess the overall share of OA publications in the scientific literature, with results ranging from 27.9% to 53.7%, depending on the data source and period of investigation [6, 7, 9, 10]. The range of these proportions demonstrate the uncertainty and variability in these numbers. This study aims at providing a comparison of the proportion of OA as represented in two prominent bibliometric databases, Web of Science (WoS) and Dimensions, and assess how the different coverage of these two databases may affect the measurement of OA across different countries.

Data sources
The Science Citation Index (SCI) was originally developed by Eugene Garfield [11] to help librarians and researchers find articles and journals relevant for their work through citation indexing. Since it was impossible to manually index the entire range of journals (~50,000 at the time [11]), only the most cited periodicals were indexed. For decades, WoS remained the main—if not only—source of large-scale bibliometric data. However, over the past 15 years, there has been a multiplication of new data sources such as Scopus (2004), Google Scholar (2004), Microsoft Academic (2016), and more recently, Dimensions (2018). The different approaches to indexation lead to inevitable differences in coverage, which have been well-studied in several previous investigations [12–17].

For instance, Mongeon and Paul-Hus [13] have shown that, compared to Scopus, WoS has a significantly lower coverage of research in all fields, and is also much less likely to index journals from non-English-speaking countries and developing countries [13, 18]. Dimensions has much broader coverage than both WoS and Scopus [16, 19, 20]. This is largely explained by the fact that Dimensions uses Crossref (among other sources) to populate the database and focuses on a single variable for inclusion (i.e., the presence of a Digital Object Identifier (DOI)) rather than on selective criteria (e.g., citations or reputation). Despite the lack of selectivity, there are journal articles not indexed by Dimensions that are indexed by Scopus, due to the lack of a DOI across all publications [16]. However, Dimensions remains—by far—the largest and broadest indexer of scientific documents. It remains to be seen, however, whether the use of this database produces different outcomes in studies of OA.

Country differences in OA practises
Countries differ in the proportion of their publications that are OA [6, 9, 21]. One explanation is merely one of disciplinary differences: there are well-established differences in OA practices across disciplines [6, 22] and countries differ in their disciplinary profiles [23, 24]. Policy can also drive differences, with institutional and government mandates varying in both their scope and intensity across countries [2]. These differences often intersect, in sometimes unexpected ways, with levels of economic development. For example, Iyandemye and Thomas [25] found regional differences in OA publication in biomedicine, with low-income countries and countries in sub-Saharan Africa showing a high percentage of OA publication, moderate OA publication in North America and Europe, and low participation in North Africa and South Asia. They suggested a combination of article processing charge (APC) waivers, self-archiving infrastructure, and funder policies could be contributing to these differences between countries.

The approach used by developing and developed countries for OA dissemination have historically been different [5, 10]. Developed countries tend to make use of repositories, with self-archiving mandates in place at many institutions [26] and funders [2]. These mandates may be supported by corresponding infrastructure, such as the government-funded PubMed repository or institutionally-supported repositories. Repositories are less prevalent in developing countries, as reported by the Registry of Open Access Repositories (http://roar.eprints.org/). Conversely, authors from developing countries tend to make use of OA journals [27] with various initiatives in these countries and regions which specifically focus on supporting local journals and launching OA journals to promote research from their regions. Such platforms include AJOL (Africa), AmeliCA (Latin America), and SciELO (Brazil).

In addition, OA is built on the assumption that internet access is a basic public utility that is reliably and conveniently available to everyone. This flawed assumption places developing countries at a significant disadvantage when discussing, implementing infrastructures to support, and benefitting from OA [28]. For example, in 2018, nearly 75% of the African population did not have access to the internet [29]. This lack of (affordable) internet access sometimes extends to researchers at African universities [30]. This assumption extends to the affordability of OA for researchers. APCs could make it prohibitively expensive for researchers from developing countries to render their articles OA through hybrid OA and APC charging OA journals. Full APC waivers for researchers from low-income countries, as opposed to partial waivers for middle income countries, could also be contributing to differences in OA publication practised [25, 31].

16/04/2022

Research shows they’re more successful in three important ways.

13/04/2022

Desire
In her seminal study of anti-s*x rhetoric around s*x education in schools, Fine (1998) described the missing discourse of desire in her work with adolescent girls. In discussing s*x, young women talked about victimization, morality and disease, but not about why they wanted to have s*x and notions of fun and pleasure. Fine comments that attempts on behalf of participants to talk about such things were usually silenced by their companions, indicating a need to conform to group expectations. Nearly 20 years later, the issue of engaging young people in discussions about pleasure or desire rather than a public health discourse of disease as part of their s*xuality education remains challenging (McGeeney, 2017).

Our results showed a strong inclination on the part of both young men and women to sensationalize the undesirable outcomes of s*xuality (getting an STI, getting pregnant and being labelled a slut) and to not discuss the positive feelings of intimacy and pleasure (see also Senior et al., 2014). In our scenario-based body mapping, we explored a range of different stories, including getting a STI, getting pregnant and being involved in domestic violence, but we also included stories of young people just deciding to have s*x together. There were no stories produced by the young people with whom we worked which were framed positively. This response is perhaps unsurprising, given that the young people knew that the research was being conducted from within a public health setting, and that their previous education had largely focused on the biology and pathology of s*xual health (Senior et al., 2016).

A discourse of desire, however, is not entirely absent from our material, although it was the focus of discussion for women, rather than men, as in the following discussion about ‘loving the feeling’ told by a group of post-school-aged young women in Broome:

I don't know how it is these days but if you hook up with someone and you know you get like [laughter]. If you get straight into it then most probably you won't use a condom. But if you just touching yourself [laughter] you just forget all about it, so concentrating on the feeling. Like I feel so good you know. You know you don't think to get a condom, loving that feeling. Yeah [all agree]. (Body map discussion involving four Indigenous women aged 18–25, Broome)

This discussion was led by one young woman and is interrupted at two points by the embarrassed laughter of her friends. Ultimately, however, they agreed that the feeling is so good that they will forget about everything else (including safe s*x). Desire and the disinhibition as a result of drinking were also strongly associated, as described by a group of school-aged young women in Ceduna: ‘When you are drunk, you get like larken ... you know h***y. Afterwards you would go back to the club, drink some more and separate’ (body map discussion involving five Indigenous women aged 18–25, Ceduna). The following is a response to a scenario about a 16-year-old girl and 18-year-old boy and their first s*xual encounter. In their response to the story, a group of young women from Darwin decided that both had been drinking and that alcohol would affect their decision-making. There is no sense of coercion or reluctance on the part of the young woman. Furthermore, it is the young woman in this story, rather than the young man, who boasts about her s*xual conquest:

I think they will both be into it [Other young women: Yeah definitely]

Just because of the alcohol, your decision making …

And she will be like he is 18 and he is so hot and she would want to impress her friends so she could go back and brag. (Body map session involving four Indigenous women aged 18–25, Darwin)

It is in the discourse of one-night stands that the language of fun emerged; however, when we delved deeper, this was also gendered and young people presented concerning beliefs regarding their risk of contracting STIs. There were numerous accounts of consenting relationships between teenagers which appeared to be based on experimentation and fun. These sorts of relationships were aligned with the idea of ‘friends with benefits’ or ‘s*x friends’ (see also Allen, 2010: 469), which is a concept that permeates contemporary thinking of youth s*xuality (Bisson and Levine, 2007). Several of the body maps (both male and female) were emblazoned with the letters DTF, standing for ‘Down to F**k’, interpreted as someone who was available for s*x rather than a relationship. The depictions of people who were DTF were, however, varied. It was often depicted as a positive value for the young men, but less so for the young women. For example, on one of the male bodies the letters DTF were drawn like a tattoo on his muscled stomach. However, on one of the body maps of a young women, the letters were written over a picture that described her ‘stinking’ STI. One group of young men also described wondering if the young woman they were depicting was DTF and added a large question mark next to the letters. The young woman they depicted was naked, enhancing the perception of s*xual availability, but she was also very unhappy and ‘confused’ about the situation she was in.

One-night stands were described by young people as fun because they were associated with being with friends, being out late at night and drinking, and could be seen as an extension of their social lives. Some of the young women also used the word fun to imply that one-night stands had little meaning or long-term consequences, ‘just like shaking hands’, because they were not affected by emotional commitment or anxieties about s*xual health. A young woman (in the school-aged group) from Alice Springs received agreement from her group of friends when she commented that ‘STIs are common in older people and not with us young people who are out to have flings with no strings attached’ (body map discussion involving three Indigenous women aged 15–18, Alice Springs). Her statement implies that for this group of young women, STIs and emotional baggage were compartmentalized as being very undesirable aspects of older people's relationships.

13/04/2022

Jen Glantz says she's spending $100 of her tax refund on Google Ads, $150 toward paying for a new website design, and $80 for a short-term assistant.

11/04/2022

The COVID-19 pandemic has created the largest disruption of education systems in human history, affecting nearly 1.6 billion learners in more than 200 countries. Closures of schools, institutions and other learning spaces have impacted more than 94% of the world’s student population. This has brought far-reaching changes in all aspects of our lives. Social distancing and restrictive movement policies have significantly disturbed traditional educational practices. Reopening of schools after relaxation of restriction is another challenge with many new standard operating procedures put in place.

Within a short span of the COVID-19 pandemic, many researchers have shared their works on teaching and learning in different ways. Several schools, colleges and universities have discontinued face-to-face teachings. There is a fear of losing 2020 academic year or even more in the coming future. The need of the hour is to innovate and implement alternative educational system and assessment strategies. The COVID-19 pandemic has provided us with an opportunity to pave the way for introducing digital learning. This article aims to provide a comprehensive report on the impact of the COVID-19 pandemic on online teaching and learning of various papers and indicate the way forward.

Keywords
Internet Use, Learning, Pedagogy, Teaching (Academic)
Introduction
The global outbreak of the COVID-19 pandemic has spread worldwide, affecting almost all countries and territories. The outbreak was first identified in December 2019 in Wuhan, China. The countries around the world cautioned the public to take responsive care. The public care strategies have included handwashing, wearing face masks, physical distancing, and avoiding mass gathering and assemblies. Lockdown and staying home strategies have been put in place as the needed action to flatten the curve and control the transmission of the disease (Sintema, 2020).

Bhutan first declared closing of schools and institutions and reduction of business hours during the second week of March 2020 (Kuensel, 2020, 6 March). The complete nationwide lockdown was implemented from 1 August 2020 (Palden, 2020). In between, movements were allowed, offices began functioning, schools and college reopened for selected levels and continued with online class for others. More than 170,000 children in Bhutan from classes PP–XII are, today, affected by the school closure. The impact is far reaching and has affected learning during this academic year or even more in the coming days. Several schools, colleges and universities have discontinued face-to-face teaching. There is a pressing need to innovate and implement alternative educational and assessment strategies. The COVID-19 pandemic has provided us with an opportunity to pave the way for introducing digital learning (Dhawan, 2020).

Research highlights certain dearth such as the weakness of online teaching infrastructure, the limited exposure of teachers to online teaching, the information gap, non-conducive environment for learning at home, equity and academic excellence in terms of higher education. This article evaluates the impact of the COVID-19 pandemic on teaching and learning process across the world. The challenges and opportunities of online and continuing education during the COVID-19 pandemic is summarized and way forward suggested.

Pedagogy for Continuing Education Through Online
Lockdown and social distancing measures due to the COVID-19 pandemic have led to closures of schools, training institutes and higher education facilities in most countries. There is a paradigm shift in the way educators deliver quality education—through various online platforms. The online learning, distance and continuing education have become a panacea for this unprecedented global pandemic, despite the challenges posed to both educators and the learners. Transitioning from traditional face-to-face learning to online learning can be an entirely different experience for the learners and the educators, which they must adapt to with little or no other alternatives available. The education system and the educators have adopted “Education in Emergency” through various online platforms and are compelled to adopt a system that they are not prepared for.

E-learning tools have played a crucial role during this pandemic, helping schools and universities facilitate student learning during the closure of universities and schools (Subedi et al., 2020). While adapting to the new changes, staff and student readiness needs to be gauged and supported accordingly. The learners with a fixed mindset find it difficult to adapt and adjust, whereas the learners with a growth mindset quickly adapt to a new learning environment. There is no one-size-fits-all pedagogy for online learning. There are a variety of subjects with varying needs. Different subjects and age groups require different approaches to online learning (Doucet et al., 2020). Online learning also allows physically challenged students with more freedom to participate in learning in the virtual environment, requiring limited movement (Basilaia & Kvavadze, 2020).

As schools have been closed to cope with the global pandemic, students, parents and educators around the globe have felt the unexpected ripple effect of the COVID-19 pandemic. While governments, frontline workers and health officials are doing their best slowing down the outbreak, education systems are trying to continue imparting quality education for all during these difficult times. Many students at home/living space have undergone psychological and emotional distress and have been unable to engage productively. The best practices for online homeschooling are yet to be explored (Petrie, 2020).

The use of suitable and relevant pedagogy for online education may depend on the expertise and exposure to information and communications technology (ICT) for both educators and the learners. Some of the online platforms used so far include unified communication and collaboration platforms such as Microsoft Teams, Google Classroom, Canvas and Blackboard, which allow the teachers to create educational courses, training and skill development programmes (Petrie, 2020). They include options of workplace chat, video meeting and file storage that keep classes organized and easy to work. They usually support the sharing of a variety of content like Word, PDF, Excel file, audio, videos and many more. These also allow the tracking of student learning and assessment by using quizzes and the rubric-based assessment of submitted assignments.

The flipped classroom is a simple strategy for providing learning resources such as articles, pre-recorded videos and YouTube links before the class. The online classroom time is then used to deepen understanding through discussion with faculty and peers (Doucet et al., 2020). This is a very effective way of encouraging skills such as problem-solving, critical thinking and self-directed learning. The virtual classroom platforms like videoconferencing (Google Hangouts Meet, Zoom, Slack, Cisco, WebEx) and customizable cloud-based learning management platforms such as Elias, Moodle, BigBlueButton and Skype are increasingly being used.

10/04/2022

t was 1974 and Art Fry was spending his weekend singing for the local church choir. On this particular Sunday, Fry was dealing with a relatively boring problem: he couldn’t keep his bookmarks in place.

In order to find hymns quickly, Fry would stick little pieces of paper between the pages like bookmarks. The only problem was that every time he stood up, the pieces of paper would slide down deep between the pages or fall out of the book completely. Annoyed by the constant placing and replacing of his bookmarks, Fry started daydreaming about a better solution.

“It was during the sermon,” Fry said, “that I first thought, ‘What I really need is a little bookmark that will stick to the paper but will not tear the paper when I remove it.'”

With this idea in mind, Fry went back to work the next week and began developing a solution to his bookmark problem. As luck would have it, Fry happened to be working at the perfect company. He was an employee at 3M and one of his co-workers, Spencer Silver, was an adhesives specialist.

Over the next few months, Fry and Silver developed a piece of paper that would stick to a page, but could be easily removed and reapplied over and over. Eventually, this little project became one of the best-selling office supplies of all-time: the Post-It Note.

Today, 3M sells Post-It Notes in over 100 countries worldwide. You can find them at libraries and schools, in offices and boardrooms, and scattered around nearly every workspace in between.

What can we learn from the story of Art Fry? And is there something we can take away from this to make our lives and the world better?
Create Something Small
Art Fry wasn’t trying to create a best-selling office supply product. In the beginning, Fry was simply trying to design a better bookmark for his choir hymnal. He was just trying to create something small.

For a long time, I thought that if I wasn't working on something incredible, then it wasn't of much value. But gradually I discovered the truth: the most important thing isn’t to create something world-changing, but simply to create. You don’t have to build something famous to build something meaningful.

And this brings us to the most important lesson we can learn from Art Fry and his Post-It Notes: when the world presents you with something interesting or frustrating or curious, choose to do something about it. Choose to be a creator.

In other words, the world needs smart people to build things. We need employees who invent things, entrepreneurs who create things, and freelancers who design things. We need secretaries who make jewelry as a side project and stay-at-home dads who write amazing novels. We need more leaders, not more followers. We need more creators, not more consumers.

And perhaps the most important thing to realize is that we not only need to create for each other, but for ourselves as well. Creating something is the perfect way to avoid wasting the precious moments that we have been given. To contribute, to create, to chip in to the world around you and to add your line to the world’s story — that is a life well lived.

10/04/2022

It’s time y’all ⏰

Time to do the scary thing…to rise to the occasion and create the business you’ve been dreaming about!

Today is the last day before the weekend and it’s time for you to do what you promised yourself at the beginning of the week.

Finish this week STRONG.
Keep your word to yourself.
Be PROUD of what you did.

And if you're looking for a community to help push you along the way?

Apply here to join my FREE business growth lab for speakers, coaches, course creators, and service pros 👉 https://bit.ly/3q44gBh

08/04/2022

The past two years have been a tipping point for the digital transformation of professional services, testing the industry’s agility and the staying power of its traditional business models.

08/04/2022

Just because you're filing last minute, doesn't mean you should rush. For the tax procrastinators out there, we've compiled 5 must-know tips designed to help you save money.

08/04/2022

The Toaster Project
The victory was short-lived.

When it came time to create the plastic case for his toaster, Thwaites realized he would need crude oil to make the plastic. This time, he called up BP and asked if they would fly him out to an oil rig and lend him some oil for the project. They immediately refused. It seems oil companies aren't nearly as generous as iron mines.

Thwaites had to settle for collecting plastic scraps and melting them into the shape of his toaster case. This is not as easy as it sounds. The homemade toaster ended up looking more like a melted cake than a kitchen appliance.

This pattern continued for the entire span of The Toaster Project. It was nearly impossible to move forward without the help of some previous process. To create the nickel components, for example, he had to resort to melting old coins. He would later say, “I realized that if you started absolutely from scratch you could easily spend your life making a toaster.”

The Toaster Project by Thomas Thwaites (How Innovative Ideas Arise)
Thomas Thwaites set out to build a toaster from scratch. The Toaster Project, as it came to be known, ended up looking more like a melted cake. (Photo Credit: Daniel Alexander.)
Don't Start From Scratch
Starting from scratch is usually a bad idea.

Too often, we assume innovative ideas and meaningful changes require a blank slate. When business projects fail, we say things like, “Let's go back to the drawing board.” When we consider the habits we would like to change, we think, “I just need a fresh start.” However, creative progress is rarely the result of throwing out all previous ideas and innovations and completely re-imagining of the world.

Consider an example from nature:

Some experts believe the feathers of birds evolved from reptilian scales. Through the forces of evolution, scales gradually became small feathers, which were used for warmth and insulation at first. Eventually, these small fluffs developed into larger feathers capable of flight.

There wasn't a magical moment when the animal kingdom said, “Let's start from scratch and create an animal that can fly.” The development of flying birds was a gradual process of iterating and expanding upon ideas that already worked.

The process of human flight followed a similar path. We typically credit Orville and Wilbur Wright as the inventors of modern flight. However, we seldom discuss the aviation pioneers who preceded them like Otto Lilienthal, Samuel Langley, and Octave Chanute. The Wright brothers learned from and built upon the work of these people during their quest to create the world's first flying machine.

The most creative innovations are often new combinations of old ideas. Innovative thinkers don't create, they connect. Furthermore, the most effective way to make progress is usually by making 1 percent improvements to what already works rather than breaking down the whole system and starting over.

07/04/2022

2.2 Continuous, Sustained Software Process Improvement
The Software Engineering Institute (SEI) at Carnegie Mellon University has developed a five-level
evolutionary process model of the capabilities of software development organizations called the
Capability Maturity Model (CMM). According to this model, organizations begin at a chaotic initial level
and then progress through repeatable, defined, managed, and finally optimizing levels. Except for the
initial level, each level of the model has defined key process areas (KPA) that identify those areas on
which the organization must focus on to raise its software process to that level. The CMM was produced
in 1991 by the SEI, and a number of reports and papers have been written since then which identify the
costs and payoffs from process improvement employing this model. Hayes (1995) has observed that
moving from level 1 to level 2 of the CMM requires, on average, 30 months and moving from level 2 to
level 3 requires 25 months.
Herbsleb (1994) provides statistical results as reported by 13 organizations (both companies and DoD
organizations) to show what benefit or value could be gained by organizations involved in CMM-based
Software Process Improvement (SPI). The findings by Herbsleb, as shown in Table 1, primarily focus on
organizations that have improved from CMM Level 1 to Level 2 or Level 2 to Level 3. The costs shown
are primarily attributed to the cost of such things as an organization’s Software Engineering Process
An Updated DACS State-of-the Art-Report 5
Group (SEPG), the cost of assessments and the cost of training. Productivity gains were primarily
attributed to better requirements elicitation, better software management, and incorporation of a software
reuse program. Gains in early detection of defects and reductions in calendar time were primarily
attributed to reuse. The number of years organizations had been involved in doing software process
improvement ranged from 3.5 years to 6 years. There was no apparent correlation between years of SPI
and ROI.Brodman (1995) reports on many non-measurable benefits from a software process improvement
program. These included improved morale by the developers, increased respect for software from
organizations external to software and less required overtime. Brodman notes that some organizations
looked at benefits from SPI not just in financial terms, but in terms of being more competitive (cheaper
and better), improved customer satisfaction (fewer post release problems in the software) and more repeat
business from their customers.
Curtis (1995) concludes that software process improvement works with a measured ROI of 6:1, a two
times (2X) or 3X productivity improvement and a 100X reduction in post release defects. He points out
that it is difficult to measure cost benefits from process improvements in immature organizations because
immature organizations rarely have good cost data. He claims that the first benefit resulting from SPI is
the ability to meet schedule. For example Schlumberger improved on-time delivery from approximately
50% of its projects to 99% of its projects in less than three years through process definition and control,
and improved project planning and control. By use of software quality assurance, post release defects also
dropped from 25% of total defects to 10% in less than three years. Through use of the CMM, Hughes has
learned that its cost estimates are more credible in negotiations, the effect of changing requirements is
predictable, and there is less overtime and fewer crises in the software organization.
Number
of Median Smallest Largest
Organizations
Cost per
Software Engineer 5 $1,375 $490 $2,004
per Year
Productivity
Gains 4 35% 9% 67%
per Year
Gains in Early
Detection of 3 22% 6% 25%
Defects
Reduction in
Calendar 2 19% 15% 23%
Time
Reduction in
Post Release 5 39% 10% 94%
Defects
Return
on 5 500% 420% 880%
Investment
Table 1 Improvements from Software Process Improvement (Herbsleb, 1994)
6 A Business Case for Software Process Improvement Revised
Dion (1993) reports a 7.7:1 return on investment ($.58 Million invested versus $4.48 Million saved in
rework costs) and a 2X increase (130% per year for 4.5 years) in productivity from Raytheon’s SPI
efforts. Raytheon focused on development of and compliance with the software engineering development
policies and procedures, training of engineers in the development methodology, application of advanced
software development and process tools, use of formal inspections and the creation of a process (metrics)
database. Raytheon computed the benefit of improvements by differentiating the costs into the categories
of doing it right the first time versus the cost of rework. Based on their SPI, Raytheon has eliminated
$15.8 million in rework in less than 5 years (41% of project costs before SPI program versus 11% after
the SPI program). Other benefits resulting from their SPI program are that employees feel the company
wants them to do a good job, higher employee morale, less absenteeism, lower attrition rates, and fewer
nights and weekends required by employees. Raytheon has won two new projects and has earned a $9.6
million schedule incentive bonus because of their SPI program.
As shown in Table 2, Jones (1996) documents the per employee cost of software process improvement
and identifies seven stages through which an organization moves on its way to maturity. During baseline
assessments, organizations perform a formal process assessment and establish a quantitative baseline of
current productivity and quality levels. In Stage 1, the management methods stage, software managers are
trained in planning, sizing, estimating, tracking, measurement, and risk analysis. Stage 2 concentrates on
the software development processes to be followed. The next stage is acquisition of improved tools and
exploration of new technologies. Stage 4 addresses the organization and infrastructure of the organization.
During stage 5 an effective reuse program is established. The final stage involves achieving leadership,
through acquisitions, in a chosen specialization. The range of per employee costs to achieve each of these
stages is a function of the company size.

Kjsoon

16/04/2022

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