Doctor of Physical Therapy

Return to: Graduate Programs

Kay Malek, PT, Ph.D., Program Director
610.282.1100, ext. 1839
kay.malek@desales.edu
www.desales.edu/dpt

The Doctor of Physical Therapy (DPT) program prepares entry-level graduates to enter the field of practice as knowledgeable and skilled experts in treating movement dysfunction. Students and graduates from the DPT program are value-guided, adaptable, reflective, collaborative, and capable of making independent clinical decisions based on integrative thinking and best-practices evidence.

The Doctor of Physical Therapy Program at DeSales University is accredited by the Commission on Accreditation in Physical Therapy Education (CAPTE), 3030 Potomac Avenue, Suite 100, Alexandria, VA 22305-3085; telephone: 703-706-3245; email: accreditation@apta.org; website: http://www.capteonline.org. Graduation from a physical therapist education program accredited by the Commission on Accreditation in Physical Therapy Education (CAPTE) is necessary for eligibility to sit for the licensure examination, which is required in all states.

Mission Statement

The mission of the DPT program is to provide a quality physical therapy education consistent with Christian humanism and Salesian values of service, faith and reason. Students and graduates use their knowledge and skills to integrate scientific inquiry and evidence-based clinical reasoning into everyday practice, addressing the prevention, diagnosis, and treatment of movement dysfunctions. With a focus on social responsibility and ethical conduct, students and graduates are committed to the advancement of the physical therapy profession and to an ongoing personal desire for learning and growth. Through inter-professional communication and collaboration, graduates are prepared to be adaptable in the complex healthcare environment of today and tomorrow.

Program Goals

The DPT program intends to graduate students who will successfully:

• Practice physical therapy with compassion and understanding that exemplifies Salesian and Christian humanistic values of gentleness, humility, and simplicity for every person in their care,
• Function competently in a variety of physical therapy settings upon entry into the field,
• Integrate theoretical knowledge of foundational and clinical sciences in physical therapy with evidence-based practice in the creation and implementation of effective and contemporary treatment plans,
• Communicate effectively with a spirit of camaraderie and collaboration as productive members of an inter-professional healthcare team,
• Respect the uniqueness of cultural beliefs and values that influence interpersonal communication and behavior in a complex healthcare environment,
• Engage in critical inquiry and scholarly activities within clinical practice that lead to innovation in the profession and a personal plan for lifelong learning, and
• Adopt a servant-leadership attitude to initiate and advocate for changes in health policy toward health promotion, disease prevention, wellness, and equitable access to care.

Graduate Education Learning Outcomes

Aligning with University learning outcomes, the DPT program will enable its students to demonstrate:

• specialized competence in physical therapy practice so that graduates will provide leadership and make significant contributions to the physical therapy profession,
• the knowledge and/or skills necessary to apply and contribute to advanced research in physical therapy practice, and
• a deepened understanding of Christian conscience as it is applied to ethical problems in healthcare and physical therapy practice.

DPT Program Outcomes

In addition to the above DPT program goals and University learning outcomes, the following outcomes will be annually assessed for progress toward established thresholds:

• Graduation Rate is defined by CAPTE as the percentage of students who are matriculated in the first course in the professional program after the drop/add period and who completed the program. Program goal is 95%.
• Employment Rate is defined by CAPTE as the percentage of graduates who sought employment that were employed (full-time or part-time) as a physical therapist within one year following graduation. Program goal is 100%.
• National Physical Therapy Examination Pass Rate is defined in two ways: (1) first-time pass rate as compared with the national average and (2) ultimate pass rate. Program goals are 95% first-time pass rate and 100% ultimate pass rate.

Technical Standards

Participation in and successful completion of the DPT program requires that all candidates and any enrolled students possess the ability to acquire academic knowledge, perform essential physical functions, and demonstrate professional attitudes and behaviors involved in physical therapy practice. The clinical doctorate degree awarded at the completion of the student’s educational process certifies to the public that each individual has acquired this broad foundation of knowledge and skills requisite for safe, effective and efficient care to the community being served.

Every applicant and student in the DPT program must be able to demonstrate the ability to perform these essential functions, with or without reasonable accommodations. Reasonable accommodations may be offered to a student upon request in accordance with the provisions outlined in Section 504 of the Rehabilitation Act of 1973, the 1990 Americans with Disabilities Act, and DeSales University policy for students with disabilities. Reasonable accommodations may not: (1) fundamentally alter the nature of the didactic or clinical education curriculum, (2) compromise the essential elements of the program, (3) cause an undue financial or administrative burden for the University, or (4) endanger the safety of patients, self, or others. It should also be noted that completion of all clinical education courses is a graduation requirement, and some facilities with which the program affiliates may not be able to meet the same accommodations as those offered to the student by the University during the didactic portion of the curriculum.

Applicants to the DPT program do not need to disclose information about reasonable accommodation needs before an admission decision. An offer for admission can be withdrawn and/or a student already in the DPT program may be withdrawn if it becomes apparent that the applicant/student is unable to perform any of the essential functions or meet any of the technical standards outlined below.

The following technical standards and essential functions represent minimum skill sets ensuring the successful completion of the degree requirements and future success in the provision of physical therapy services. These standards and functions are described and defined by both (1) category and (2) examples. The examples are for clarification and do not represent an exhaustive list of all possible abilities.

Communication Abilities are needed to communicate effectively and sensitively in English using verbal, non-verbal, and written modes with faculty, other students, patients, family members, caregivers, and members of the healthcare team. Examples include the ability to:

• demonstrate appropriate interpersonal skills as needed for productive and respectful discussions with classmates, faculty, clinical instructors, and in varied therapist-patient situations,
• demonstrate empathetic, active listening skills,
• recognize, accurately interpret, clearly report, and appropriately respond to non-verbal communication of self and others,
• elicit and transmit information on the patient’s status such as mood/affect, alertness, activity tolerance, changes in posture or vital signs,
• describe, explain, and teach physical therapy procedures in both oral and written formats,
• document and interpret physical therapist actions and patient responses clearly and legibly in the medical record,
• receive and send verbal communications in emergency situations in a timely manner within the acceptable norms of various clinical settings,
• answer questions to the satisfaction of faculty, clinical instructors, patients, co-workers and other members of the healthcare team.

Observation/Sensory Abilities involve the use of one’s common sense as well as the functional use of the visual, auditory, olfactory, and tactile senses to perceive all information necessary for safe and effective patient/client management. Examples include the ability to:

• perceive the presentation of information in lecture, lab, and clinical education settings through demonstration, audiovisual presentation, and other experiential learning activities,
• participate in cadaver dissection,
• visualize and interpret images presented in text and on slides, films, videos, radiographs,
• accurately observe and monitor a patient’s movement patterns, gait, and transfers from a distance and close at hand,
• discern changes or abnormalities in skin integrity, muscle, bone, joint, lymph nodes, and intra-abdominal organs (heart tones, lung sounds) through visualization, auscultation, or palpation,
• perceive environmental safety cues such as phones, alarms, overhead paging systems, and verbal communication,
• visual ability to read, auditory ability to hear, and tactile ability to manipulate dials, sensors, and switches on all examination and therapeutic equipment,
• read medical records, lab/radiology reports, and notes from other members of the healthcare team.

Conceptual/Intellectual/Analytical Abilities are needed to clinically reason and make decisions in a timely manner using the skills of measurement, calculation, analysis, and integration. Examples include the ability to:

• assimilate, learn, and apply large volumes of complex, technically detailed information,
• comprehend three-dimensional and spatial relationships between structures,
• recognize cause and effect relationships in the significant findings from history, examination and laboratory data,
• effectively and efficiently formulate evaluative and therapeutic judgments based on the ability to collect, process, prioritize and correctly interpret information from multiple sources,
• respond calmly to emergency situations,
• self-evaluate and acknowledge limitations in knowledge and/or skills, including the need to refer the patient to another healthcare professional to assure safe, effective care,
• participate in the process of scientific inquiry,
• recognize the psychosocial impact of dysfunction and disability and integrate the needs of the patient/family into the plan of care.

Motor Abilities include having adequate strength and endurance along with fine and gross motor function to execute the movements and skills required for safe and effective physical therapy treatment. Examples include the ability to:

• access transportation to the academic setting and to clinical education sites,
• participate in classroom, laboratory and clinical education activities for the entire defined work period (40+ hours per week),
• assume and maintain a variety of positions including sitting for up to 2-4 hours continuously, frequent standing, walking, bending, squatting, kneeling, stair climbing, reaching forward or overhead, twisting, quick directional changes,
• lift, carry, and push patients in bed or wheelchairs (manage weights of 50+ lbs. independently and/or 200+ lbs. with assistance), manage/carry heavy equipment,
• produce sufficient endurance to sustain performance of a variety of exertional activities for up to 8-12 hours with occasional rest breaks,
• accurately and efficiently perform diagnostic procedures without violation of the testing protocol,
• safely move oneself and a patient in three-dimensional space in the performance of motor function tests, transfers, and physical therapy interventions,
• demonstrate fine motor ability and eye-hand coordination to accurately manipulate commonly used instruments and equipment (exercise and testing equipment, physical agents, durable medical equipment, assistive and adaptive devices),
• demonstrate adequate coordination, balance, speed, and agility to ensure patient safety at all times including the ability to assist with and provide physical support during ambulatory activities on level (diverse floor surfaces - tile, carpet, concrete) and non-level surfaces (stairs, ramps, grass, curbs),
• provide emergency care in a timely manner including performance of cardiopulmonary resuscitation, use of an automated external defibrillator, and applying pressure to stop bleeding.

Affective Abilities are needed to be able to respond in a professional manner and to work harmoniously with individuals from a variety of social, emotional, cultural, and intellectual backgrounds, often under complex and potentially stressful circumstances. Examples include the ability to:

• display maturity, good judgment, sensitivity, and emotional stability in all academic and professional settings,
• effectively cope with and prioritize heavy academic schedules and deadlines,
• demonstrate time management skills and a work ethic that promotes punctual attendance and full participation in all classroom, laboratory, community, and clinical education experiences,
• take initiative, be creative, prepared, flexible, enthusiastic, cooperative, tolerant, respectful of authority, and industrious in all academic, clinical and professional settings,
• develop respectful, empathetic, compassionate, yet effective relationships with fellow students, faculty members, clinical instructors, patients, family members/caregivers, and other members of the healthcare team,
• exercise good judgment and prompt, safe completion of all responsibilities attendant to the diagnosis and care of patients and families,
• demonstrate the emotional stability to function effectively under stress and to adapt to an environment that is likely to change rapidly, without warning and/or in unpredictable ways,
• accept suggestions and feedback, and adapt one’s behavior as appropriate,
• demonstrate the willingness to learn and abide by ethical, legal and professional principles and standards of physical therapy practice,
• be self-reflective with respect to one’s commitment to learning and professional development,
• recognize personal limitations and request assistance as appropriate,
• present a professional appearance and maintain good general health/personal hygiene,
• be able to maintain confidentiality.

While certain technological compensations can be made for some disabilities on a case-by-case basis, a candidate/student should be able to perform in all of the standard areas noted above in a reasonably independent and timely manner. The use of a trained intermediary means that a candidate/student’s judgment must be mediated by someone else’s power of selection and observation and as such is unacceptable.

The DPT program is committed to the principle of equal opportunity and as such does not discriminate on the basis of race, color, creed, religion, national origin, gender, sexual orientation, age, marital status, or disability. When requested, the University will provide reasonable accommodations to qualified students with documented disabilities. It is the student’s responsibility to reveal the need for reasonable accommodations and provide the diagnostic data to substantiate this request. Requests for accommodations are made through the University’s Academic Resource Center by contacting the Director of Disability Services at 610.282.1100, ext. 1453, or by visiting www.desales.edu/disability for additional information.

Admission Requirements

The DPT program accepts applications through the Physical Therapist Centralized Application Service (PTCAS) from qualified post-baccalaureate candidates with degrees from accredited institutions. In addition to the University’s admission requirements, the following are additional DPT program requirements all of which must be completed and submitted by the published deadline:

1. Submission of official transcripts from all undergraduate and graduate institutions attended. All prerequisite coursework must be completed no later than June 30 prior to the start of the session to which teh candidate has applied. Students may apply before completion of these courses but should inform the DPT program as to when and where the needed courses will be taken. Such applicants, if otherwise qualified, may gain provisional acceptance into the program based on completion of all of the following prerequisites:
   • Chemistry - 8 credits including laboratory experience
   • Biology - 4 credits including laboratory experience
   • Anatomy and Physiology - 8 credits including laboratory experience
   • Physics - 8 credits including laboratory experience
   • Psychology - 6 credits (Intro plus any other course)
   • Statistics - 3 credits
   • Exercise Science or Exercise Physiology - 3 credits that include didactic content and laboratory activities with an emphasis on the human body’s response to exercise and/or assessment of fitness for physical activity
2. Recommended minimum cumulative GPA of 3.0 and a recommended minimum 3.2 GPA in mathematics and science prerequisite courses at time of application. No grade below C and no more than one re-take on any prerequisite course will be accepted. Prerequisite GPA will be calculated to include all occurrences, including retakes and failures, of all required prerequisite courses.
3. Submission of Graduate Record Exam (GRE) scores indicating a recommended minimum combined verbal and quantitative score of 300.
4. Demonstrate understanding of and ability to meet all technical standards and essential functions required of physical therapy practice.
5. Complete a 500-word cover letter/essay outlining interest in the field of physical therapy and including a description of academic, employment, and volunteer preparation and experiences to support the application.
6. Completion of a minimum of 40 hours of volunteer observation, internship, or paid employment at a single physical therapy facility is required. This submission must be verified through a letter of reference completed and submitted by the licensed physical therapist with whom the clinical observation was completed.  Additional observation in a variety of physical therapy practice settings is highly recommended.
7. Submission of a minimum of two references from non-relative professional individuals, including, but not limited to, professors, employers and coaches.

International Admissions Requirements

Graduate Language Requirements

International applicants (regardless of citizenship) for whom English is a second language must submit English proficiency test scores as part of their application. Please note that graduate admissions requires the following minimum scores on the TOEFL, IELTS, or the Cambridge English Language Assessment: Advanced (CAE):

Language Requirement Exceptions

Language skills assessment and other exceptions may be made on a case-by-case basis by the admissions committee. Examples of some language requirement exceptions could include:

• If an applicant completed a degree from a postsecondary institution in an English speaking country,
• If an applicant attended a U.S. community college, college, or university full-time for at least two years without English of Speakers with Other Languages (ESOL) coursework,
• If an applicant has worked full-time in the U.S. for at least two years (non-healthcare programs only).

An official copy of test results must be sent by the testing agency directly to the appropriate program at DeSales University, 2755 Station Avenue, Center Valley, PA 18034.

Visit the following websites for up-to-date information:

• The Test of English as a Foreign Language (TOEFL): www.ets.org/toefl
• The International English Language Testing System (IELTS): https://www.ielts.org/
• The Cambridge English Proficiency (CPE): http://www.cambridgeenglish.org/exams/proficiency/

*All exams must have been taken within two years of application to a DeSales program.

Official Transcripts

All undergraduate and graduate transcripts must be evaluated by a member of the National Association of Credential Evaluation Services (NACES) and sent directly to the Office of Graduate Admissions, 2755 Station Avenue, Center Valley, PA 18034.

Proof of Finances

A statement of finances that covers the cost of the attendance and living expenses for at least one full year must be submitted to the Director of Graduate Admissions/Designated School Official (DSO) upon acceptance to a graduate program.

Obtaining an F-1 Student Visa

The Director of Graduate Admissions/DSO will advise international applicants and students on the steps to obtain an F-1 Student Visa.

Current F-1 Students Transferring to DeSales

Upon admission to a graduate program, the Director of Graduate Admissions/DSO will provide forms for the student to complete for their current institution, requesting the Form I-20 to be transferred to DeSales.

Maintaining F-1 Student Status

Each F-1 student will meet with the Director of Graduate Admissions/DSO upon acceptance into the program regarding maintaining F-1 student status.

Application Procedures

One cohort of 28 students will be accepted into the DPT graduate program per year. To receive full consideration, all applicants should submit a completed on-line application and all supporting documentation to PTCAS at http://www.ptcas.org/home.aspx by the published deadline date. A complete application will include:

1. Official transcripts from all undergraduate and graduate institutions attended.
2. GRE scores.
3. Signed and dated Technical Standards and Essential Functions of Physical Therapy Practice acknowledgement form.
4. Submission of all supplemental documents as indicated on the PTCAS website.

If selected for consideration, qualified candidates must complete an on-campus interview with DPT program faculty for final determination of admission status. Expenses associated with the interview process are the responsibility of the applicant. Admission is based on academic achievement, high quality performance in science, mathematics and/or health-care related courses, demonstrated motivation and professional potential, and strong interpersonal skills. Applicants will be notified by electronic and/or postal mail regarding the status of their acceptance.

Transfer Policy

Due to variability in curriculum designs in physical therapy education, the DPT program does not accept transfer credits from other physical therapy programs.

Academic Schedule and Work Policy

The DPT program is designed for full-time study. For the purpose of defining the student status, the calendar year (January 1 - December 31) is academically divided into 3 semesters. Fall semester begins in late August and runs through mid-December. Spring semester begins in early January and runs through early May. Summer semester begins in mid-May and runs through mid-August. The Academic Calendar can be found at www.desales.edu.

Due to the time commitment required for in class participation as well as time needed for successful completion of assignments, group projects, research activities, and open labs, it is not recommended that DPT students work while enrolled in the program. In addition, clinical education experiences are full-time, with variable scheduling that is not conducive to maintenance of outside employment.

Registration

Due to the block nature of the DPT curriculum, students in the graduate program will be registered for courses by the DPT program office.

Cost of Attendance

Costs are determined on a yearly basis by the University’s Board of Trustees. Students are notified of the yearly costs in writing.

Tuition and Fees

Tuition and fees are available at www.desales.edu.

Financial Aid

Degree candidates who receive no or less than 100% tuition reimbursement may be eligible for financial aid. All financial aid programs for graduate students are loans and depend on the candidate’s student status and financial need. Additional information can be obtained through the Financial Aid Office.

Refund Amount

Withdrawal during the add drop period: 100% of tuition refunded.

Withdrawal after the 1st class after the close of the add drop period: 80% of tuition refunded.

Withdrawal after the 2nd class after the close of the add drop period: 65% of tuition refunded.

Withdrawal after the 3rd class after the close of the add drop period: 50% of tuition refunded.

Withdrawal after the 4th class after the close of the add drop period: 25% of tuition refunded.

Withdrawal after the 5th class after the close of the add drop period: No refund.

Attendance

Prompt attendance at all lectures, labs, clinical affiliations, community outreach/service activities, and professional meetings is a program expectation for every student. Full-time professional graduate education is fast-paced, intense, and has some unique characteristics that will demand a high level of commitment to learning for students in the DPT program. In order to successfully complete assignments, satisfy all laboratory and clinical competencies, pass the licensure exam, and progress to clinical practice, students should recognize that the following time demands will apply:

• Attendance and participation is mandatory in all DPT program activities,
• Outside study time is extensive and required for successful academic progression,
• Scheduling is often unpredictable,
• Participation in extracurricular activities such as athletics or employment will be limited.

Student Orientation

All accepted students will be required to participate in a non-credit student orientation session prior to the first full day of classes.

DPT Policy Manual

Operational policies related to advising, academic integrity, attendance, clinical education expectations, dress code, examination procedures, grievance/complaints, leave of absence, program withdrawal or dismissal, and other procedural guidelines are provided in the DPT Policy Manual. Each cohort will receive a copy of the manual during orientation before their first semester in the program. This policy manual is also available in electronic format via the Program Information link on the website, www.desales.edu/dpt.

Academic Standing

Grading Scale

A standard grading scale is applied in all DPT courses as follows:

Other grades that do not carry quality point values, but may be awarded under special circumstances in the DPT curriculum include:

• Incomplete (I) is given when a student is unable to complete the course requirements within the regular time in the semester. Students receiving an I for any course may not register for another course until the incomplete is made up and the minimum course grade is achieved.
• Pass (P) may be given in certain clinically-based courses in the curriculum that are not assessed using examinations or project grades. A P grade indicates satisfactory achievement of all course learning outcomes and expected course competencies.

Progression Standards

The design of the graduate curriculum is developmental in nature with presentation of content from less to more complex information and skills. As such, students must meet the following minimum progression standards in order to fully matriculate to graduation:

• Complete all courses in sequential order, with no grade less than a C. Failure of any course (C- or below) may result in dismissal from the program. Only three Cs in the entirety of the program will be acceptable. Students dismissed from the graduate program may appeal to the DPT Academic Review Committee (ARC) to be reinstated in the following year in order to repeat any failed course(s). The decision to readmit the student will be based on the student’s entire academic standing at the time of the dismissal and space availability in the following cohort.
• Maintain a minimum 3.0 GPA in every semester. GPAs will be calculated at the end of each semester of the program. In the event that a student falls below a 3.0 GPA in any semester, he/she will be placed on PT academic probation. The student will work with DPT program faculty, his/her advisor, and the program director to develop a remedial learning contract to address deficit areas. If the student does not achieve a 3.0 GPA in the following semester or falls below the 3.0 GPA in any other subsequent semesters, he/she may be dismissed from the program. Students are allowed only one academic probation period in the entire graduate program.
• Demonstrate safe, competent, and professional behavior in all courses with laboratory components by passing all practical examinations with no grade lower than 80% on any exam. A grade below 80% on any lab practical exam may result in the student being placed on PT academic probation, followed by an Academic Review Committee decision to determine a remediation plan or dismissal from the program. No more than two failed lab practical exams will be acceptable in the entire graduate program.
• Maintain a cumulative 3.0 GPA and demonstrate safe and professional behavior before participation in any clinical education course. All clinical education courses must be passed in order to progress in the curriculum. Course grades in any clinical education rotation are determined collaboratively between the clinical site instructor and the Director of Clinical Education. Failure of any clinical rotation may result in dismissal from the program.
• Maintain satisfactory progress on the Professional Behaviors Assessment Tool and the individual Professional Development Portfolio. Further information and policies governing this standard are delineated in the DPT Policy Manual.

Graduation Requirements

The DPT degree will be awarded to candidates that successfully satisfy the following requirements:

1. Complete all courses in the approved curriculum in sequential order.
2. Complete all courses with no grade less than C. A grade of C- is not acceptable.
3. Maintain a minimum 3.0 GPA in every semester.
4. Earn no grade lower than 80% on any laboratory competency exam.
5. Participate in and complete a minimum of 8 hours of approved service activities per year, for a cumulative total of 24 hours over the entirety of the curriculum.
6. Attend a minimum of two (2) district professional association meetings per year as well as one (1) state or national meeting by the completion of the final semester of the DPT 3rd year.
7. Return all materials borrowed from the library.
8. Fulfill all financial obligations to the University.
9. Payment of the graduation fee.

Program of Study

The DPT curriculum has the following characteristics:

• Program completion in 3 years-9 consecutive semesters;
• A hybrid curriculum model that begins with basic science, followed by clinical and physical therapy science built around physiological systems (musculoskeletal, neuromuscular, cardio-pulmonary, integumentary);
• Anatomy with cadaver dissection integration across the first year of the musculoskeletal system coursework, creating a deeper foundational knowledge of the human body;
• Differential diagnosis techniques and contemporary, evidence-based interventions integrated into the physiological systems format. An emphasis on the patient-client management model will also be woven into this 8-course series;
• A four-series clinical reasoning component incorporating case-based scenarios and active learning experiences to include standardized patients, patient simulations, direct client labs, and/or pro-bono clinic experiences within each body system unit and before each clinical education experience. This insures students have developed the critical thinking skills needed for safe, effective patient care;
• A four-series professional development component with emphasis on servant-leadership. Servant-leaders in healthcare focus on transformational change for both individuals and institutions alike. Servant-leaders facilitate change using personal characteristics of listening, empathy, healing, awareness, persuasion, conceptualization, foresight, stewardship, commitment to the growth of others, and building community. Thus, with these concepts at the heart of this curriculum, each student will be acculturated into the profession of physical therapy. A developmentally-constructed professional portfolio will serve as the capstone product of these courses. A major goal of this project is to develop the students’ transformational servant-leadership skills and reflective practice habits to become future agents of change within the complex healthcare system of today;
• A series of five courses on research in physical therapy designed to introduce students to the concepts of evidence-based practice and to develop their skills in searching for and analyzing data. Working with a faculty-mentor and a small group of classmates, students will explore the critical inquiry process through the development of either a research project or case history report.. Students will present the salient findings from the research project or case history report in a public forum;
• A special topics course in PT will allow students in the last didactic year to further explore specialty areas of practice such as manual therapy, hippotherapy, pediatrics, aquatics, sports performance, and complementary and alternative therapies;
• 36 weeks of clinical education experiences distributed across four courses, beginning after completion of the first didactic year.

Programs

• Physical Therapy (DPT)

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