In this five-week course students will study the concept and use of various types of professional portfolios and create criteria by which they will choose work to include in their own online ePortfolios. Using the online tool called Digication, students will create their own ePortfolio. They will identify, prioritize, and plan their professional goals. Students will also survey theories and ideas about marketing, branding, and networking, and reflect on their personal identity. Class participants will also assess, discuss and reflect on their professional, volunteer, or entrepreneurial experiences and to provide feedback to other class participants.
Course Learning Goals
After completing this course, you will be able to:
- Identify, describe, analyze and compare and contrast various different types of professional portfolios and how they can be used to manage, advance, or change one’s career
- Use Digication to create and design an original ePortfolio organized around the five categories as described in the "Can-Do-It" format outlined in the Satterthwaite & D'Orsi (2003) course textbook, "The Career Portfolio Workbook: Using the Newest Tool in your job-hunting: 1. Personal Characterisitics, 2. Experience, 3. Accomplishments, 4. Knowledge, and 5. Skills (or P.E.A.K.S.)
- Implement technical layout and design skills related to the development of one’s ePortfolio
- Can evaluate the need to revise one's resume
- Survey theories and ideas about marketing, branding, and networking to evaluate the benefits and risks of sharing information for professional purposes
- Create a short-term/long-term goal plan
- Assess your own ability to plan your goals and demonstrate that growing knowledge in your ePortfolio
- Reflect on and analyze the process of developing a professional ePortfolio and assess it as a resource for your future personal or professional aspirations
In this course, you will develop the following competence, if you are a School for Continuing and Professional Studies, or an Individualized Focus Area student:
Competence Statement and Criteria
Can understand, describe and reflect on the function of a professional career ePortfolio; create an ePortfolio using digication; develop and evaluate life-wide and lifelong goals; and, engage in networking to advance one’s career.
How the Outcomes will be Addressed in this Course:
In this course, you will develop the following outcomes:
Can recognize various different types of portfolios
Articulate the function of different forms of professional portfolios.
Can recognize different types of technologies that are available to create ePortfolios
Can access various online resources to get help with creating an ePortfolio
Can access DePaul’s digication ePortfolio system, become familiar with its format, and access and set permissions to share your own ePortfolio with the course instructor and class participants.
Can identify and assess appropriate content to include one's professional ePortfolio
Can begin to use Digication to upload assignments and reflect on and self-assess one's progress
Can begin to construct and reflect on one's professional online identity.
Can apply marketing theories and approaches to depict visual content in one's ePortfolio
Can evaluate the need to revise one's resume; can draft a resume in a format not previously used
Can provide constructive feedback to others about their ePortfolios and professional online identity
Can develop specific steps to take to complete life-wide and lifelong goals and prioritize one's goals
Can articulate one’s competence, prior experience, and accomplishments in an ePortfolio
Can survey and explain ideas about networking and evaluate the role sharing information and self-promotion plays in the career planning process.
Can utilize feedback to revise one’s ePortfolio.
Can apply self-reflection and self-assessment in the development of an ePortfolio.
Can apply self-reflection and self-assessment to the development of life-wide and lifelong goals.
To buy your books, go to http://depaul-loop.bncollege.com.
- Satterthwaite, F. & D’Orsi, G. (2003). The Career Portfolio Workbook: Using the Newest Tools in Your Job-hunting Arsenal to Impress Employers and Land a Great Job. New York: McGraw Hill.
- “How to Guides” for ePortfolio development which can be accessed at https://depaul.digication.com/gethelp/get_started/
- Links to other required online readings will be provided in the course modules
Other Course Resources
Your personal “Digication” account:
What is Digication? Digication is an online ePortfolio tool where users can create and share ePortfolios. As a School for Continuing and Professional Studies student at DePaul University you automatically have a free Digication account which you can access using your campus connect login and password. You should not share your password with anyone and it is important to note that the instructor does not have access to your login or password.
Your DPU Digication is your personal account. As an account holder you can develop multiple ePortfolios and choose to make them public or private. In this course you will be creating a professional ePortfolio using Digication. This course requires you to 1.) set the permissions to give the instructor and other students in the course access to your ePortfolio and 2.) "publish" your professional ePortfolio on the Digication network. You will learn the specific way to do this later but for now just know that it will not require you to share your login or password with anyone. After the end of the course when final grades are posted, you will be able to keep your professional ePortfolio that you created in the course, delete, edit, and/or change the privacy settings.
Digication and D2L- Using Both Online Platforms
DPU's D2L platform and the Digication ePortfolio platform are two separate applications that are not linked.
- As a student in this course you have been added to the course’s Desire to Learn (D2L) site and when you access your digication account you will also see this class listed. In short, you will be working both in D2L and in the digitication ePortfolio system
- Students will submit most assignments via the course’s D2L dropbox or in the discussion forum. There are also a few assignments that are required to be submitted via the course on digication. These exceptions will be clearly articulated in the directions for the particular assignments.
- When you submit the assignment to the D2L dropbox you will receive a confirmation email. Be sure to save this confirmation. If you do not receive the email confirmation be sure to check the dropbox and resubmit the assignment by the deadline. It is also a good practice to save a copy of all your assignments and to also save any content that you add to your ePortfolio.
- It is your responsibility to make sure your assignment has loaded to the D2L dropbox correctly and/to the course site on digication correctly.
- Students will learn how to take a snap shot of their ePortfolio on Digication and submit it for assessment.
- Students may continually change their ePortfolio throughout the course.
- Keep in mind, however, that the status reports are a uniform way to assess your ePortfolio by capturing it in a particular point in time. Thus, the evidence and reflection you submit will be what is assessed for a particular module assignment even though you may have made edits or changes to your ePortfolio after the evidencet was submitted.
- Although the evidence students submit at a given time will be used to access the progress of your ePortfolio, your overall work on ePortfolio and improvements and changes to it will be taken into consideration and assessed the last week of the course in module five (5).
Digication has the following system requirements:
- Internet Explorer 7+
- Firefox 2+
- Safari 3+
- Adobe Flash player
To access your Digication account and begin to create your ePortfolio visit the site below and once there click “login” in the upper right-hand corner.
If you lose for forget your login or password information, visit the help page at:
Students Who Need Technical Assistance:
Help with Desire to Learn (D2L) or Digication:
If at any time you need technical assistance please contact DePaul University’s Technology Support Center (TSC) at 312 362 8765. TSC is specifically trained to address your technical issue and will respond to you accordingly.
Help navigating the Digication system:
Call: 1-888-342-DIGI (3444)
This course consists of five (5) modules. The estimated time to complete each module is one (1) week. To see course due dates, click on the Checklist link on the top navigation bar. This page contains module-specific checklists and due dates for the work due in the course.
Course Grading Scale
A = 95 to 100
A- = 91 to 94
B+ = 88 to 90
B = 85 to 87
B- = 81 to 84
C+ = 77 to 80
C = 73 to 76
C- = 69 to 72
D+ = 65 to 68
D = 61 to 64
F = 60 or below
Grades lower than a C- do not earn credit at the School for Continuing and Professional Studies.
In assessing the work, your instructor will look for:
- Following the assignment guidelines and demonstration of writing skills (grammar, syntax, completeness and clarity);
- Knowledge and comprehension of pertinent concepts, issues, theories, and texts;
- Scope of creativity and application of course material as demonstrated in your ePortfolio development
- Depth of thoughtful engagement with the material as demonstrated by self-reflection, self-assessment, and critical thinking.
Evidence of two of these elements may fall within the C+, C, C- range; quality evidence of three of these elements may fall within the B+, B, B- range; quality and substantial evidence of four of these elements may fall within the A, A- range.
Point Distribution of Assessments
Professional Portfolio Development is a graded course. Your final grade will be based on the successful completion of the discussion, reading, and writing assignments and your final presentation.
Points = 110 total
40 (8 each x 5 points)
e-Portfolio Development:Accessing and Granting Permissions
5 (5 each x 1 point)
ePortfolio Status Reports
40 (4 each x 10 points)
ePortfolio Peer Comments
10 (2 each x 5 points)
5 (1 x 5 points)
Short-term/Long-Term Goal Report
10 (1 x 25 points)
Grading Policies and Practices
To complete the course, you must complete each of the assignments as described in the course and submit them to your instructor by the assigned deadline. Points are deducted for late work.
In addition, your mandatory participation in course discussion forums involves responding to all instructor requests and interacting with fellow classmates. Students are required to make one original post and reply back to at least one student (see discussion guidelines). All online interactions should be collegial and decorous, following accepted discussion practices: use standard English, grammar, and usage; avoid sarcasm; avoid bold fonts and all-capitalized words; do not use profanity. (http://www.authorstream.com/Presentation/viruetg-398193-BEST-PRACTICE-DISCUSSION-FORUMS-BEOstorga-Yanes-2007-Effective-Forum-establish-i-Education-ppt-powerpoint/).
General Assessment Criteria for All Writing Assignments
All writing assignments are expected to conform to basic college-level standards of mechanics and presentation.
Consider visiting the Writing Center to discuss your assignments for this course or any others. You may schedule appointments (30 or 50 minutes) on an as–needed or weekly basis, scheduling up to 3 hours worth of appointments per week. Online services include Feedback–by–Email and IM conferencing (with or without a webcam). All writing center services are free.
Writing Center tutors are specially selected and trained graduate and undergraduate students who can help you at almost any stage of your writing. They will not do your work for you, but they can help you focus and develop your ideas, review your drafts, and polish your writing. They can answer questions about grammar, mechanics, different kinds of writing styles, and documentation formats. They also can answer questions and provide feedback online, through IM/webcam chats and email. Obviously, the tutors won’t necessarily be familiar with every class or subject, but they are able to provide valuable help from the perspective of an interested and careful reader as well as a serious and experienced student-writer.
Schedule your appointments with enough time to think about and use the feedback you’ll receive. To schedule a Face-to-Face, Written Feedback by Email, or Online Appointment, visit www.depaul.edu/writing.
Additional Assessment Criteria for Written Work
Written work including reports and the ePortfolio will be evaluated & graded as follows:
An excellent (A) will:
- Offer a unique or particularly insightful response to the assignment or competence
- Recognize and thoughtfully address complexities
- Be logically developed and quite well organized
- Have unique, original video, music, visuals, or graphics.
- Use a style and tone appropriate to the purpose and audience
- Smoothly integrate correct citations for any words, facts, visuals, video, music, or graphics from a source using either MLA or APA parenthetic citation
- Show sophisticated sentence variety and paragraph development
- Be virtually free of grammar and usage errors
- Demonstrate a strong knowledge of how to use digication; user is very resourceful in solving technical road-blocks and accessing problem-solving resources
A strong (B) assignment will:
- Respond to the assignment or competence in depth
- Recognize and address complexities
- Contain supportive details, a good sense of evidence
- Be logically developed and well-organized
- Have some orginal video, music, visuals, or graphics or links to examples
- Use a style and tone appropriate to the purpose and audience
- Include correct citations for any words, facts, visuals, video, music, or graphics or ideas from a source using either MLA or APA parenthetic citation
- Offer adequate sentence variety and paragraph development
- Be virtually free of grammar and usage errors
- Lack the verbal skills, organizational strength and insight of an “excellent" written assignment.
- Demonstrate a progressive, growing knowledge of how to use digication, user is somewhat resourceful in solving technical road-blocks and accessing problem-solving resources
A satisfactory (C) assignment will:
- Respond to the assignment or competence, demonstrating solid conceptual understanding
- Recognize complexities
- Contain sufficient details and other evidence to support claims
- Display competence in logical development and organization, although essay may exhibit occasional organizational or argumentative weaknesses
- Demonstrate growing competence with some layout and design formats
- Use a style and tone appropriate to the purpose and audience, although there may be minor lapses in either
- Include generally correct citations for any words, facts or ideas from a source using either MLA or APA parenthetic citation, although there may be minor mistakes in formatting
- Display general control of sentence variety and paragraph development
- May have a few grammar, word usage and mechanical errors, but they do not obscure the reader’s understanding of the essay
- Demonstrate a fair knowledge of how to use digication; user-end use of technology can be improved; user needs to be more resourceful in solving technical road-blocks and accessing problem-solving resources
A weak (D—failing) assignment will do one or more of the following:
- Fail to respond to or adequately grasp significant elements of the assignment or competence
- Lack sufficient support for claims
- Contain trivial or frivolous points (or supporting material)
- Have flaws in logic or organization
- Fail to develop an appropriate tone
- Fail to cite sources or have incorrect citations that do not clearly indicate borrowed material
- Contain several flaws in style, grammar, or usage that may lead to confusion in meaning
- Demonstrate a poor knowledge of how to use digication; user-end use of technology can be improved; user demonstrates weaknesses solving technical road-blocks and accessing problem-solving resources
A poor (F—failing) assignment will do any one of the following:
- Fail to respond to the assignment or competence
- Contain a vacuous or trivial argument or analysis
- Have little controlling logic or organization
- Fail to cite sources used in the essay
- Have so many flaws in style, grammar, or usage that reading and comprehension are difficult
- Demonstrate a poor knowledge of how to use digication; user-end use of technology weak; user needs to be more receptive to trial and error and more resourceful in solving technical road-blocks.
Part of this rubric for writing was taken from the SCPS Writing Guide, http://snl.depaul.edu/writing/index.html
Discussion Forums Guidelines and Requirements
Discussion Forums are an important component of your online experience. This course contains discussion forums related to the topics you are studying each week.
A Course Q & A discussion forum has also been established to manage necessary, ongoing social and administrative activities. This is where the management and administrative tasks of the course are conducted, and where you can ask 'process' questions and receive answers throughout the course. Please feel free to answer any question if you feel you know the answer; this sharing of information is valuable to other students.
Assessment Criteria for Online Discussion Participation
Participation In the online discussions are required. For each discussion, students are required to make an original post(s) and reply to at least one other classmate. When you respond to a classmate's post, refrain from simple phrases like, "Great Ideas!" or "I like that". Refer to the 9 points below and use words like, "But", "Additionally", "I agree", "However", "What about", etc. Your responses will be assessed on whether one or more of the following are present:
- Offering ideas or resources and inviting a critique of them
- Asking challenging questions
- Articulating, explaining and supporting positions on ideas
- Exploring and supporting issues by adding explanations and examples
- Reflecting on and re-evaluating personal opinions
- Offering a critique, challenging, discussing and expanding ideas of others
- Negotiating interpretations, definitions and meanings
- Summarizing previous contributions and asking the next question
- Proposing actions based on ideas that have been developed
The above list was adapted from Gilly Salmon’s book E-Moderating: The key to teaching and learning online.
London: Kogan Page: p.143 (2000).
Time Management and Attendance
SNL's online courses are not self-paced and require a regular time commitment EACH week throughout the quarter.
You are required to log in to your course at least four times a week so that you can participate in the ongoing course discussions.
Online courses are no less time consuming than "face to face" courses. You will have to dedicate some time every day or at least every second day to your studies. A typical four credit hour "face to face" course at SNL involves three hours of classroom meeting per week, plus at least three to six hours of study and homework per week.
This course will require at least the same time commitment, but your learning activities will be spread out through the week. If you have any problems with your technology, or if you need to improve your reading or writing skills, it may take even longer.
The instructor should be notified if your life events do not allow you to participate in the course and the online discussions for more than one week. This is particularly important when there are group discussions or you are working as part of a team.
If you find yourself getting behind, please contact the instructor immediately.
Your Instructor's Role
Your instructor's role in this course is that of a discussion facilitator and learning advisor. It is not their responsibility to make sure you log in regularly and submit your assignments. As instructor, s/he will read all postings to the general discussion forums on a daily basis but may not choose to respond to each posting. You will receive feedback to assignments.
The instructor may choose to designate "office hours" when s/he will be online and available and will immediately respond to questions. Depending on the instructor, this response may be by e-mail, instant messenger or telephone. Otherwise, you will generally receive a response to emailed or posted queries within 48 hours.
Your Role as a Student
As an online student, you will be taking a proactive approach to your learning. As the course instructor's role is that of a learning guide, your role is that of the leader in your own learning.
You will be managing your own time so that you can complete the readings, activities and assignments for the course, and you will also be expected to take a more active role in peer learning.
Please also note that this is a course offered by DePaul University's School for New Learning (SNL), a college for undergraduate and graduate degree-seeking students 24 years and older. SNL welcomes the perspectives and encourages the participation of all DePaul students, and students who take this course should respect and be mindful of SNL's mission in supporting a diverse and inclusive environment. More information about SNL can be found here.
View this brief demo Taking SNL Online courses in D2L to learn how to navigate through your course.
If you’re new to SNL Online see additional resources on the course home page under Student Resources/Getting Started.
Online discussions are an important part of your course experience. To ensure a positive learning environment, please follow the following minimum expectations. Use your common sense, as not all situations can be covered:
- Be polite
- Respect other participants’ views or opinions
- Think before you write, and ask yourself if you would say the same thing in person
- Use positive phrases (i.e., "Good idea!" or "Thanks for the suggestions," etc.)
- Be sensitive to cultural differences
- Avoid hostile, curt or sarcastic comments
- No objectionable, sexist, or racist language will be tolerated
- Create a positive online community by offering assistance and support to other participants.
- Use correct grammar and syntax
DePaul University is a learning community that fosters the pursuit of knowledge and the transmission of ideas within a context that emphasizes a sense of responsibility for oneself, for others and for society at large. Violations of academic integrity, in any of their forms, are, therefore, detrimental to the values of DePaul, to the students' own development as responsible members of society, and to the pursuit of knowledge and the transmission of ideas.
Violations include but are not limited to the following categories: cheating; plagiarism; fabrication; falsification or sabotage of research data; destruction or misuse of the university's academic resources; alteration or falsification of academic records; and academic misconduct. Conduct that is punishable under the Academic Integrity Policy could result in additional disciplinary actions by other university officials and possible civil or criminal prosecution. Please refer to your Student Handbook for further details.
Plagiarism is a major form of academic dishonesty involving the presentation of the work of another as one's own. Plagiarism includes but is not limited to the following:
- The direct copying of any source, such as written and verbal material, computer files, audio disks, video programs or musical scores, whether published or unpublished, in whole or part, without proper acknowledgement that it is someone else's.
- Copying of any source in whole or part with only minor changes in wording or syntax, even with acknowledgement.
- Submitting as one's own work a report, examination paper, computer file, lab report or other assignment that has been prepared by someone else. This includes research papers purchased from any other person or agency.
- The paraphrasing of another's work or ideas without proper acknowledgement.
- Resubmitting one's own previous work from a different course or college, without the permission of the current instructor.
Plagiarism, like other forms of academic dishonesty, is always a serious matter. If an instructor finds that a student has plagiarized, the appropriate penalty is at the instructor's discretion.
DePaul University Incomplete Policy
The intent of the Incomplete grade is to allow students extra time to complete their final assignments. This need arises because, in the closing weeks of the course, they have an event of significant magnitude that adversely affects their ability to complete the course, e.g. serious illness, death in the family, overseas deployment, or natural disaster.
You must request an incomplete grade in writing two weeks before the end of the quarter. Incomplete grades will be considered only after you have satisfactorily completed at least 75 percent of the coursework, and you have such an unexpected, uncontrollable event that prevents you from completing your course. Do not assume that you will qualify for an incomplete. Students who are failing the course at the point where they request an incomplete will not receive one, nor will they be granted after the end of the quarter. Incomplete grades are given at the discretion of the instructor.
If you do receive permission from the instructor to take an incomplete in the course, you will be required to complete a contract with the instructor, specifying how you will finish the missing work within the next two quarters (excluding summer). See the Incomplete Grade Contract Form.
Undergraduate and graduate students will have up to two quarters to complete an incomplete. At the end of the second quarter (excluding summer) following the term in which the incomplete grade was assigned, remaining incompletes will automatically convert to "F" grades. Ordinarily no incomplete grade may be completed after the grace period has expired. Instructors may not change incomplete grades after the end of the grace period without the permission of a college-based Exceptions Committee. This policy applies to undergraduate, graduate and professional programs. NOTE: In the case of a student who has applied for graduation and who has been approved for an Incomplete in his or her final term, the incomplete must be resolved within the four-week grace period before final degree certification.
Description of Pass/Fail Grading Options
Students have the option of taking all SNL undergraduate courses as Pass/Fail even if a class is initially structured for a letter grade assessment. In these cases a Pass is awarded when competence is demonstrated at a level that would otherwise earn a grade of C- or higher.
In deciding to select Pass/Fail grading students should be aware that competencies assessed in a course as Pass will earn credit hours toward degree completion but will not be included in computing grade point averages. Attempted competence demonstration assessed within a class as Fail will not only be recorded as credit hours attempted but will also be included in computing a student's grade point average.
For SNL students, competencies awarded for Independent Learning Pursuits and in the Lifelong Learning Domain do not count toward the university's specification that only twenty credit hours may be earned through the Pass/Fail assessment option.
Please note:There are three SNL courses within the BA curriculum that are always assessed on a Pass/Fail basis: Foundations of Adult Learning (course number LL 250; competences L-2 and F-1), Advanced Project (course number FA 303; competences F-11 and F-12) and Summit Seminar (course number LL 390; competence L-12). These classes may not be taken for a letter grade assessment. Therefore, work that might otherwise be assessed at grades A through C- will earn a Pass in these classes.
There are an additional five SNL courses within the Lifelong Learning Area of the BA curriculum for which instructors regularly use a Pass/Fail grading system that may instead be taken for a letter grade assessment if this is a student's preference. These classes are: Independent Learning Seminar (course number LL 103; competence L1); Writing for Competence (course number LL 260; competence L-4), Critical Thinking (course number LL 270; competence L-5), Research Seminar (course number LL 300; competences L-8 and L-9), and Externship (course number LL 302; competences L-10 and L-11). In addition, SNL's undergraduate Writing Workshop (course number LL 140; competence H-3-J) regularly uses Pass/Fail, although students may request a letter grade assessment. In these instances SNL offers undergraduate students the opportunity to request a letter grade assessment from their instructor. Students who need a letter grade for tuition reimbursement may wish to consider this option, as well as those who wish to raise their GPA. Students planning to attend graduate school may also prefer letter grades to Pass/Fail assessments.
If a student wants to switch the method of assessment, either to or from the Pass/Fail option, this must be requested from the instructor in writing by the beginning of the third week of the quarter. For courses that meet fewer than ten weeks of the quarter, this request must be made by the beginning of the third week of the course. The grading basis may not be changed after these deadlines, with no exceptions.
For Students Who Need Accommodations Based on the Impact of a Disability
Students seeking disability-related accommodations are required to register with DePaul's Center for Students with Disabilities (CSD) enabling you to access accommodations and support services to assist your success. There are two office locations:
Center for Students with Disabilities (CSD)
Loop Campus: Lewis Center 1420. (312) 362-8002
Lincoln Park Campus: Student Center 370. (773) 325-1677
Students are also invited to contact their instructor privately to discuss your challenges and how the instructor may assist in facilitating the accommodations you will use in this course. This is best done early in the term and the conversation will remain confidential.
Dean of Students Office
The Dean of Students Office (DOS) helps students in navigating the university, particularly during difficult situations, such as personal, financial, medical, and/or family crises. Absence Notifications to faculty, Late Withdrawals, and Community Resource Referrals, support students both in and outside of the classroom. Additionally we have resources and programs to support health and wellness, violence prevention, substance abuse and drug prevention, and LGBTQ student services. We are committed to your success as a DePaul student. Please feel free to contact us.
Protection of Human Subjects
For more information see: http://research.depaul.edu/
Demonstrating the acquisition of competencies in this course can involve "interactions"—interviewing and or observing other people—discussing those interviews or observations with other class members and writing them up in one or more final report(s). As such, these activities qualify as "research" with "human subjects" and are subject to University and Federal guidelines. Because it takes place in the context of this course, your research is exempt from approval by the School for New Learning's Local Review Board only under the following conditions:
- The information you collect is EXCLUSIVELY for the purpose of classroom discussion and will NOT be used after the term is over. If there is any possibility that you will EVER use it in further research or for publication, you must obtain approval from the Local Review Board before you begin.
- You assess and ensure that no "harm"—physical, mental, or social—does or could result from either your interviews and/or observations or your discussion and/or reports.
- The privacy and confidentiality of those that you interview or observe must be protected. Unless you receive specific permission, in writing, from the person(s) you interview or observe, please change their names, and make sure that their identity cannot be readily ascertained from the information you provide.
- If you want to use real names and relationships, they must sign an "informed consent" document. For information on creating an "informed consent document" see, for example, http://www.research.umn.edu/consent.
Copyright and Student Privacy
In accordance with DePaul’s Acceptable Use Policy, commentary and materials within SNL Online classes shall not be copied, reproduced or published elsewhere without the express written consent of individuals involved.
This course was designed and produced by Dr. Regina Spellers Sims (the author) and staff at SCPS of the School for Continuing and Professional Studies of DePaul University.
©2011 School for Continuing and Professional Studies, DePaul University. All Rights Reserved by SCPS during contractual interval with the Author.
Printed in the USA.