NCERT Textbook Solutions
- An Alien Hand
- Contemporary India - I
- Contemporary India - II
- Democratic Politics - I
- Democratic Politics - II
- English Literature Reader
- Honeycomb
- Honeydew
- India and the Contemporary World - I
- India and the Contemporary World - II
- Interact in English
- Kritika Bhag 1
- Kritika Bhag 2
- Kshitij Bhag 1
- Kshitij Bhag 2
- Our Environment
- Our Past II
- Our Pasts - III
- Resources and Development
- Social and Political Life - II
- Social and Political Life - III
- Understanding Economic Development
- Understanding Economics
- Vasant Bhag 2
- Vasant Bhag 3
CBSE Class & Subject Wise NCERT Guide
- Class IX Biology
- Class IX Chemistry
- Class IX Disaster Management
- Class IX Economics
- Class IX English Literature Reader
- Class IX Math
- Class IX Physics
- Class VII Math
- Class VII Science
- Class VIII Math
- Class VIII Science
- Class X Biology
- Class X Chemistry
- Class X English Literature Reader
- Class X Math
- Class X Physics
Forest Society and Colonialism – CBSE Board, Class 9 NCERT History (India and the Contemporary World-I) – Sample Questions with Solutions
Class IX NCERT (CBSE) History Sample Questions
INDIA AND THE CONTEMPORARY WORLD - I
Section II: Livelihoods, Economies and Societies
Forest Society and Colonialism
CBSE (CCE) based
Q.1: Who was Dietrich Brandis? What were his achievements?
Q.2: What is ‘shifting agriculture’?
Q.3: Give any three reasons why cultivation expanded rapidly in the colonial period.
Q.4: Why did the people of Bastar rise in revolt against the British?
Q.5: Define the terms: (i) Pastoralists, (ii) Scientific forestry.
See Answers
Forest Society and Colonialism | Class IX, Ncert Cbse History | Chapter 4, India and the Contemporary World-I | NCERT Solutions for Exercise Questions [Read]
Posted by Dr. Abhijit Joardar 0 comments Links to this post
Forest Society and Colonialism | Class IX, Ncert Cbse History | Chapter 4, India and the Contemporary World-I | NCERT Solutions for Exercise Questions
Class 9 NCERT (CBSE) History
INDIA AND THE CONTEMPORARY WORLD-I
Section II: Livelihoods, Economies and Societies
Chapter-4, Forest Society and Colonialism
Answers for NCERT Textbook Exercise Questions
Q.1: Discuss how the changes in forest management in the colonial period affected the following groups of people:
(a) Shifting cultivators
(b) Nomadic and pastoral communities
(c) Firms trading in timber / forest produce
(d) Plantation owners
(e) Kings / British officials engaged in Shikar
Answer:
(a) One of the major impacts of the forest managements during the colonial period was on the lives of shifting cultivators. For centuries these cultivators practiced ‘slash and burn agriculture’ or ‘swidden agriculture’. European foresters regarded this practice harmful for the forests. Therefore, the British Government decided ban the shifting cultivation and reserved these forests for themselves.
As a result many communities were forcibly displaced from their homes in the forests. Their centuries old profession of shifting agriculture was stopped once for all. Some had to change occupations while some resisted through large and small rebellions against government.
(b) The reservation of forest areas by the British Government also sealed the fate of many nomadic and pastoral communities like the Korava, Karacha and Yerukula of the Madras Presidency lost their means of livelihood. Earlier these people and their cattle depended totally on the forest from which they were deprived because of the new forest management. Some of these communities began to be called ‘criminal tribes’ and were forced to work in factories, mines, and plantations under government supervision.
Thus, these people were forced to operate within new systems and reorganize their lives.
(c) The reservation policy of the British ruined the prospects of several firms trading in timber and forest produce. They could no longer cut trees and collect timber because that was now badly needed by the British to build their ship and railway sleepers. Neither could they now get other forest products like ivory, herbs, silk, coconuts, bamboo, spices, fibers, gums, resins etc. to trade with. Their trading career which was based on forest produce was sealed for ever. The British Government gave European trading firms sole right to trade in the forest products of certain areas.
(d) Plantation owners, who were mainly Europeans, stood to gain by the changes brought in the forest management. Large areas of natural forests were cleared by the plantation owners to establish huge plantations of tea, coffee and rubber to meet Europe’s growing need of these communities. Vast areas of forest land were given to the European planters at quite cheap rates. They were allowed to enclose such areas, clear the forest and plant tea, coffee, and rubber as they liked. Not only this, the Indian plantation owners to take work from them as they hiked.
(e) While the forest dwellers were deprived of their right to hunt deer, partridges and a variety of small animals, the Indian Kings and British officials were allowed to hunt freely in the reserved forests. Under the colonial rule, the hunting increased to such an extent that various species became extinct. A large number of tigers, leopards, wolves were killed as sporting trophy. Hunting or shikar became a sport. Later the environmentalists and conservators realized many species of animals needed to be protected and not killed.
Q.2: What are the similarities between colonial managements of the forests in Bastar and in Java?
Answer: Colonial management in Bastar and Java was quite similar to each other, because in bothe these countries, the colonial rulers exploited the local resources to feed their urban population and to get raw materials for their different industries.
In Bastar, the British Government stopped shifting cultivation, hunting and collection of forest produce. Like the British, the Dutch in Java enacted many laws which restricted villagers access to forests, they were punished for grazing cattle in the forest, traveling on forest roads with horse carts and cattle etc. without permit. So, both in Bastar and Java the forest came to be owned by the State and several restrictions were placed on the villagers access to forests and its produces.
Also in both the cases the villagers revolted against these oppressive laws. In Bastar people organized themselves and revolted against the British in 1910. While in Java around 1890 Saminists questioned to the State ownership of the forest land and also protested against the Dutch in various ways.
Q.3: Between 1880 and 1920, forest cover in Indian subcontinent declined by 9.7 million hectares, from 108.6 million hectares to 98.9 million hectares. Discuss the role of the following factors in this decline:
=> Railways
=> Shipbuilding
=> Agricultural expansion
=> Commercial farming
=> Tea/Coffee plantations
=> Adivasis and other peasant users
Answer:
(a) Railways: Railways played a vital role in the decline of the forest cover in India. Wood was used as fuel to run locomotives and sleepers were required to hold tracks together. According to an estimate, around 1760 to 2000 sleepers were required to lay down only one mile railway track. As early as 1850s, in Madras Presidency alone, 35000 trees were being cut annually for sleepers. As a result of laying railway tracks, forests around railway tracks started disappearing rapidly.
(b) Shipbuilding: By the end of 19th century, oak forests in England had almost disappeared. This created a shortage of timber for the Royal Navy. If the imperial power was to be protected and maintained, the building of ships was the first priority. So, search parties were sent to explore the forest resources of India. A large number of sleepers began to be exported to England annually. This further led to the indiscriminate cutting of trees year after year which caused deforestation on a massive scale.
(c) Agricultural expansion: During British rule in India cultivation expanded rapidly. The population of India was increasing at a rapid speed every year. As such food requirement was also growing fast which could be met only by expanding cultivation.
Moreover, in 19th century in Europe, food grains were needed to feed the growing urban population and raw materials for industrial purposes. Because of all these reasons, the cultivators continued to expand the boundaries of their cultivated fields which resulted in the depletion of the forest areas.
(d) Commercial farming: The British encouraged the production of commercial crops like, jute, sugar, wheat, cotton, tea, coffee etc. These crops were required by Europe to feed its growing urban population as well as to increase its industrial production. So, large areas of natural forests were cleared to increase commercial farming during this period.
(e) Tea/Coffee plantations: The British encouraged the production of commercial crops like, jute, sugar, wheat, cotton, tea, coffee etc. The allotment of vast forest areas to European plantation owners further led to the reduction of forest areas. These planters not only enclosed such areas but also cleared the forest areas and planted tea, coffee and rubber as they liked. The construction of large number of housing units for the plantation workers further reduced the forest areas.
(f) Adivasis and other peasant users: In spite of different forest laws, the Adivasis and other peasant users, whenever they found any opportunity, continued cutting trees for cooking their food, making their houses etc. Their livelihood mainly came from forest produce. In spite of forest protection acts, they sometimes, revolted against forest laws. In this way these people were also responsible to some extent for the continuous decline in forest.
Q.4: Why are forests affected by wars?
Answer: Forests are affected by wars due to various reasons such as –
1. The defending armies hid themselves and their war materials under the cover of forests to avoid detection. As such enemy forces also target forest areas as a general practice.
2. To meet war needs, sometimes forests are cut indiscriminately.
3. Fearing the capture of forest areas by the enemy, sometimes, the existing governments themselves cut down the trees recklessly. Such incident happened in Indonesia when the Dutch government felt that area under their control would fall to the Japanese.
4. Sometimes, the occupying forces recklessly cut down for their own war industries as was done by the Japanese during the occupation of Indonesia in the Second World War.
Forest Society and Colonialism – CBSE Board, Class 9 NCERT History (India and the Contemporary World-I) – Sample Questions with Solutions Read
Posted by Dr. Abhijit Joardar 1 comments Links to this post
The Ultimate Safari (Fiction) | Class X NCERT (CBSE) English Literature Reader (Communicative) - MCQ (Multiple Choice Questions)
THE ULTIMATE SAFARI
Class 10 CBSE English (Communicative) – NCERT English Literature Reader
Class 10 NCERT (CBSE) English (Communicative) | Literature Reader - Fiction | The Ultimate Safari | CCE type Sample Questions - Guide [Read]
The Ultimate Safari | Class X, Interact in English (Literature Reader) | Ncert Cbse English (Communicative) | Exercise Answers [Read]
NCERT CBSE (CCE based) English Multiple Choice Questions (MCQ)
Based on your understanding of the story, read the given extract carefully and answer the following questions by choosing the correct alternative from the options given:-
Q.1: “We stayed there all day. We waited for her. I don’t know what day it was; there was no school, no church any more in our village, so you don’t know whether it was Sunday or Monday”.
(i) There was no school or church in village as
a) It was a backward village.
b) The bandits had burnt everything.
c) They had been closed by the order of the bandits.
d) They had been destroyed by the flood.
(ii) The speaker waited for
a) Her grandmother
b) Her mother
c) The bandits
d) The younger sister.
(iii) The running of school and church is an inclination of
a) Interest of students in academics
b) The Government is taking care of things
c) Peace times
d) People are religious
Q.2: “We are glad to think there must be such a place; away”
(i) ‘We’ refers to
a) Grandparents
b) Children
c) Bandits
d) Villagers
(ii) Such a place refers to
a) safe place
b) Entertaining place
c) Family place
d) Loving place
(iii) The decision to go was taken by
a) Grandfather
b) Narrator
c) Grandmother
d) Bandits
Q.3: “He said we must move like animals among animals, away from roads, away from the white people”
(i) The piece of advice was given by
a) The elder brother
b) The man leading them
c) The grandfather
d) The police
(ii) They were asked to move like animals because
a) They were illegally crossing the forest
b) They were being trained to live in the forest
c) This was the only way they could save themselves
d) They were being hunted by the white people
(iii) The statement suggests that the people should adopt the quality of moving
a) Stealthily
b) Camouflaging
c) Aggressively
d) Brazenly
Q.4: “I saw flies crawling on our grandmother’s face and she did not brush them off; I was frightened.”
(i) The grandmother did not brush the flies away as
a) She had become senile
b) She was too exhausted
c) She liked the feel of flies on her face
d) She was sleeping
(ii) The ‘I’ is frightened because
a) People around her were losing their loved ones
b) She feared for the well-being of her grandmother
c) They were going through a dangerous part of the jungle
d) What would she tell her mother
(iii) The speaker and her family is at
a) a refugee camp
b) Her village
c) Kruger Park
d) Corbett Park
Q.5: Our grandmother looked away from her and spoke - “There is nothing. No home”.
(i) The grandmother is speaking to
a) Granddaughter
b) White woman
c) Her neighbour
d) Refugee officials
(ii) The grandmother does not want to go home as
a) She has severed all connection with the past
b) She likes living in the refugee camp
c) Going back will revive old memories
d) She has chalked out a new life for them
(iii) On hearing this granddaughter is
a) Confused
b) Angry
c) Irritated
d) Resolute
(iv) The narrator wants to go back home because
a) She has friends there
b) She likes her school in village
c) Her village is a beautiful place
d) She thinks that her parents and grandfather would be waiting for them there
(v) ‘Her’ in these lines refers to
a) The nurse
b) The neighbouring lady
c) The reporter
d) The narrator’s fiend
Q.6: “So everyone waited for our grandfather to catch up. But he didn’t. We looked and looked but we couldn’t find him. We stayed in that long grass all night. In my sleep I found him curled round in a place he had tramped down for himself, like the places we’d seen where the buck hide their babies”.
(i) The grandfather had gone to
a) Get some water
b) Search for some food
c) The elephant grass to ease himself
d) Search for a stick for support.
(ii) The figure of speech used in the last sentence is
a) Simile
b) Metaphor
c) Alliteration
d) Personification
(iii) The grandfather probably
a) Lost his way
b) Went back home
c) Sat down to rest
d) Had been eaten up by some wild animal
Q.7: “I said Gogo, how will you go to church now even without shoes, but she said we had a long journey and too much to carry. At that village we met other people who were also going away. We joined them because they seemed to know where that was better than we did”.
(i) The narrator is calling Gogo to
a) Younger brother
b) Elder brother
c) Mother
d) Grandmother
(ii) Where were Gogo’s shoes?
a) Gogo sold the shoes to buy a plastic container for water
b) Gogo’s shoes were taken away by the bandits
c) The ants had destroyed Gogo’s shoes
d) Some animals had taken away Gogo’s shoes
(iii) They were all going to
a) The nearby town
b) Across the desert
c) Their neighbouring village
d) Across Kruger Park
See Answers
Posted by Dr. Abhijit Joardar 0 comments Links to this post
The Ultimate Safari | Class X, Interact in English (Literature Reader) | Ncert Cbse English (Communicative) | Exercise Answers
THE ULTIMATE SAFARI
Class 10, CBSE English (Communicative) - Interact in English Literature Reader
CBSE NCERT Solutions - Textbook Exercise Answers
Q.3: Discuss
(a) Who is narrator? What’s the narrator’s age, and position in the family?
(b) What do you think happened to the mother? Or,
Where had the narrator’s mother gone?
(c) Who are the Bandits?
(d) Who come to look after the children?
(e) Why did the grandmother decide they would go away?
Ans: (a) The narrator is a young girl from Mozambique whose village has been torn by the bandits. She is around nine to ten years old. She is the second-born of the three children.
(b) She was probably killed by the bandits when she went to some shop to buy oil for cooking.
(c) The bandits are the guerrillas fighting in Mozambique’s civil war. In this war they raided villages, killed people and burnt houses.
(d) The children’s grandmother and grandfather came to look after the children.
(e) The grandmother decided to go away because they had no food. There was also the constant fear of bandits.
Q.4: Discuss:
(a) What is Kruger Park?
(b) While walking through Kruger Park, what could they not do, and why?
Ans: (a) Kruger Park is an enormous reserve of wild animals.
(b) While walking through Kruger Park, they could not do the following things –
1. Light a fire or make loud sounds as these would attract the police and the wardens would send them back where they came from.
2. Could not touch the fence because it was electrified.
3. Could not make any noise since, it would attract animals.
4. Could not talk to their own people who were employed in the Kruger Park because if they did so, they might lose their jobs.
Q.5: Discuss these questions:
(a) What do you think happened to the grandfather!
(b) Why do you think Grandmother decided to continue the journey without Grandfather! Or,
Why did grandmother continue the journey without grandfather?
(c) What were the narrator’s feelings, when they continued without Grandfather?
Ans: (a) Narrator’s grandfather ate some wild unknown fruit and his stomach ran. He went into the elephant grass to relieve himself. But he did not come for long. So it is assumed that either he lost his way in the tall grass or was eaten up by some wild animal. The leader of the group said that they could not wait any longer for grandfather because of other’s safety and security reasons so, the grandmother decided to move on.
(b) Grandmother decided to continue the journey without grandfather because she was also concerned about the safety and security of her grandchildren. The guide did not want to stay there any longer and he insisted that they should move on because there were many children in the group who had not eaten anything for many days. There was danger of police and wardens too. So, she decided to continue the journey for the sake of children leaving the grandfather to his own fate.
(c) The narrator’s feelings were very sad when they continued without grandfather. But her fear for being left alone in the forest and urge for survival overpowered her other feelings.
Q.6: (a) What is the proper name for the place they arrived at?
(b) What do you think “the special powder” was that the children were given when they first arrived?
(c) Why was the little brother different from other small children?
Ans: (a) A refugee camp.
(b) It was probably ORT (oral rehydration therapy) – powdered food containing ample protein to increase liquid content of the children’s body and to supply energy.
(c) The little brother was different from other children because he could not get proper nourishment at home and then during their long journey through the Kruger Park. Lack of proper food and care caused malnutrition and extreme weakness. He liked just to lie about instead of playing like other kids. He would occasionally smile if the narrator tickled him.
Q.7: “The Ultimate Safari” is narrated by a young girl. In groups of four, discuss the following:
(a) Why do you think the author has chosen to tell the story as seen through the eyes of this particular narrator?
(d) Would the story have been so successful if it had been narrated by someone else, e.g. by the grandmother?
Ans: (a) Most stories are narrated as seen through the eyes of an adult. The author has chosen to tell the story as seen through the eyes of a young girl in order to lend a different perspective to the events and characters. Children are full of innocence and simplicity, whereas the adults are cruel, deceptive and ruthless. Children are generally ignorant about the world of adults. And herein lays the irony – human beings are afraid of human beings.
(d) Probably the story would not have been so successful because many of the above characteristics would not be possible to describe with an adult narrator.
Q.9: Turn back to Q.1. Now that you have read the story, why is it called “The Ultimate Safari”? Or,
Justify the title of the story “The Ultimate Safari”.
Ans: The word ‘Ultimate’ can be defined as the most extreme and defining moments of a long and complicated series of events. The title of the story “The Ultimate Safari” is very appropriate as the journey undertaken by the narrator’s family was indeed a challenging, adventurous, unpleasant one which was forced on the narrator and her family by the circumstances.
The word ‘Safari’ holds ironical meaning in the lesson. ‘Safari’ means an expedition done for an amusement by hunting and observing wild animals. In this story instead of enjoying the safari, the narrator and other people were forced to undertake it for their survival. In fact, the trip is the narrator’s and his family’s last desperate attempt to save their life. The difference was that in this safari through Kruger Park it was some human beings who had to escape from being hunted by other humans in their own land. The title though rings a sad tone but sums up the story so appropriately in it.
Q.10: Imagine that grandfather eventually arrives at the camp. Write a paragraph (80-100 words) describing his arrival. Remember that you are narrating this event as a young girl.
Ans: One day we got a pleasant surprise. It was really believe in our eyes. Our grandfather stood before us, weakened by long and tedious journey. He looked leaner and thinner than before. We saw tears rolling down his cheeks as he described his story. He had got lost in the tall grass. He fell into a ditch and lost consciousness. When he awoke, he tried to contact us, but it was not possible for him to walk much. Then he was picked up by a warden and was forced to work for more than two years for the white men. They had ultimately dropped him in our refugee camp.
I wished my mother also to startle us some day with her appearance.
Q.11: “The Ultimate Safari” highlights the problems faced by refugees in Southern Africa. Can you think of similar situations in your country, or neighbouring countries? Why do people become refugees? What responsibilities does the “host country” have/ for how long?
Ans: People become refugees because they have to flee for life from their native land in the event of civil war, external invasion or some natural calamity. The ‘host country’ has to provide food and shelter to these refugees on human grounds. However, no host country can accommodate refugees for ever. They have to return to their country when things become normal.
Q.12: The grandmother and the narrator have different opinions about returning to Mozambique. Why is this?
Ans: The grandmother does not want to return to Mozambique because she sees no future there especially for the children. She has no place liked home to return to her country. On the other hand, the narrator being a child has a different opinion that shows keenness to return home. She hopes to find their mother waiting for them. She even hopes that her grandfather might have gone back and might be waiting for them. Being young and inexperienced the narrator is unable to visualize the reality what the grandmother could do.
Further study – The Ultimate Safari
Class 10 NCERT (CBSE) English (Communicative) | Literature Reader - Fiction | The Ultimate Safari | CCE type Sample Questions - Guide [Read]
The Ultimate Safari (Fiction) | Class X NCERT (CBSE) English Literature Reader (Communicative) - MCQ (Multiple Choice Questions) [Read]
Posted by Dr. Abhijit Joardar 1 comments Links to this post
CCE type Multiple Choice Questions (MCQ) | Democratic Politics-II | Class X, Ncert Cbse Social (Political Science) | Chapter 6, Political Parties
10th NCERT (CBSE), Social Science (Political Science)
Chapter 6, Democratic Politics - II
POLITICAL PARTIES (Multiple Choice Questions MCQ)
Q.1: Which country has a two-party system?
(a) India
(b) Sri Lanka
(c) United Kingdom
(d) Nepal
Q.2: Which of the following is a National Political Party?
(a) Janata Dal (Secular)
(b) Telugu Desam Party
(c) Trinamool Congress
(d) BJP
Q.3: Which one of the following is a Regional Party?
(a) BJP
(b) CPI-M
(c) INC
(d) JDU
Q.4: Bahujan Samaj Party does not represent which section of the society?
(a) Dalits
(b) Adivasis
(c) OBCs
(d) Trade Unions
Q.5: Which political party has been in power for the last 30 years continuously in West Bengal?
(a) CPI
(b) CPI-M
(c) Indian National Congress
(d) Trinamool Congress
Q.6: What is meant by two-party system?
(a) Two parties run the government
(b) Two members run a party
(c) Two parties contest elections
(d) None of these.
Q.7: Which system of government does India have?
(a) One-party system
(b) Two-party system
(c) Multi-party system
(d) None of these.
Q.8: What is an alliance?
(a) One party contest elections
(b) Several parties join hands for contesting elections
(c) Two-parties contest elections
(d) None of these.
Q.9: What are National Parties?
(a) Parties which have units in various states.
(b) Parties which have no units
(c) Parties which have units in two states
(d) Parties which have units in all states
Q.10: On what ideologies does the Indian National Congress rest?
(a) Communalism
(b) Socialism
(c) Federalism
(d) Secularism
Q.11: The Bhartiya Janta Party (BJP) came to power in 1998 as the leader of
(a) UPA
(b) LF
(c) NDA
(d) None of these.
Q.12: Who is the founder of the Bahujan Samaj Party (BSP)?
(a) Jyotiba Phule
(b) Kanshi Ram
(c) BR Ambedkar
(d) Sahu Maharaj
Q.13: The main base of BSP is in
(a) Punjab
(b) Delhi
(c) Haryana
(d) UP
Q.14: Which party enjoys a strong hold in Tripura, West Bengal and Kerala?
(a) CPI (M)
(b) CPI
(c) BSP
(d) BJP
Q.15: Which out of the following is a state party?
(a) INC
(b) AGP
(c) BJP
(d) CPI (M)
Q.16: Which of the following countries has a single party system?
(a) Pakistan
(b) Nepal
(c) People’s Republic of China
(d) Bangladesh
Q.17: When was the Indian National Congress was formed?
(a) 1885
(b) 1977
(c) 1980
(d) 1989
Q18: When was CPI founded?
(a) 1984
(b) 1964
(c) 1980
(d) 1925
Q.19: Which one of the following is a State Party?
(a) Congress Party
(b) BJP
(c) Communist party of India - Marxist
(d) TGP
Q.20: What is the guiding philosophy of BJP?
(a) Bahujan Samaj
(b) Revolutionary Democracy
(c) Modernity
(d) Hindutva
Q.21: What is defection?
(a) Loyalty towards a party
(b) Changing party allegiance
(c) Political reforms
(d) None of these.
Q.22: Which out of the following is a feature of Partisanship?
(a) Inability to take a balance view
(b) Similarity of views
(c) Represents the individuals
(d) None of these.
Q.23: Who is Partisan?
(a) Disloyal party member
(b) Staunch party member
(c) Estranged party member
(d) None of these.
Q.24: How many parties are registered with Election Commission of India?
(a) About 500
(b) About 650
(c) About 700
(d) About 750
Q.25: What is meant by a one party system?
(a) One single party runs the government
(b) One single person runs the party
(c) When the king rules the country
(d) When one party is allowed to contest elections.
Q.26: Which one of the following is not a political party?
(a) INC
(b) JDU
(c) BAMCEF
(d) AGP
Q.27: Which one of the following is not a national political party?
(a) BJP
(b) CPIM
(c) RJD
(d) BJD
Q.28: Which one of the following emerged as a political party from a movement?
(a) DMK
(b) AGP
(c) Akali Dal
(d) All of these.
Answers of above questions
Further study
Posted by Dr. Abhijit Joardar 0 comments Links to this post
Subscribe to:
Posts (Atom)

