Interpersonal Communication Syllabus for 2021-2022
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Instructor Information

Office Location

Parcells Hall 204P 

Office Hours

~ S T U D E N T      H O U R S ~

Contact me through the Messages area within Blackboard.  These types of messages are best for situations where you're having difficulty understanding how to submit something or have a quick question about an assignment.  From these messages, I have easy access to your grades within the course (and I don't need to seek clarification on what course you're enrolled in).

More in-depth questions about your class performance, and/or grades should be discussed during a student/faculty appointment.

Please schedule an appointment with me below.  


All meetings can be held via Zoom or in person in Parcells Hall, Suite 204, Office P. If I have someone in my office, please let our departmental administrative assistant, Shauna Jefferson (Parcells Hall, Suite 204, Office F), know you're here to see me for an appointment and then have a seat in our lobby area. Please do not assume that you may interrupt other conversations.  We practice what we teach in this class!

With all of that out of the way, know I love getting appointments from you.  When I do, I know I can focus directly on you and you alone.  Otherwise, it's a first-come, first-served world and I may miss out on an opportunity to understand what it is you need.  Appointments come first!

Please make an appointment to visit with me. Don’t see a time that matches your world? Please let me know via Blackboard Messages or email! My job is to enhance your learning experience. I am glad to meet with you at a mutually convenient time and coach you to success.  

Course Information

COVID-19 Protocols

Recording Policy

Disability Statement

If you have a disability (learning, mental, physical) that affects your ability to participate effectively and have access to any program or service at Amarillo College please contact Disability Services at (806) 345-5639 . Our offices are located in the Student Service Center office 112. More information may be found at
Disability Services facilitates access to all programs and services according to the ADA, Americans with Disabilities Act and Section 504 of the Rehabilitation Act, as well as other federal and state laws.

Amarillo College Web Accessibility Policy Statement

Amarillo College is committed to providing equal access to all programs and services, including all working, learning, and service environments that affect equal access for persons with disabilities. This commitment to provide equal access and opportunity for persons with disabilities is in compliance with federal and state law. Amarillo College also strives to provide Electronic and Information Resources (EIR) that are accessible to all authorized users.

If you find you are unable to access material in an accessible format please contact the Disability Services Office at (806) 345-5639 . This office will work in conjunction with other campus resources to address and accommodate your issue in a timely manner.

Statement for Mental Health and Advocacy & Resource Center:

As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance or reduce a student's ability to participate in daily activities. Amarillo College offers services to assist you with addressing these and other concerns you may be experiencing. If you or someone you know are suffering from any of the aforementioned conditions, you can learn more about the broad range of confidential mental health services available on campus by calling the AC Counseling Center at 806-371-5900. The AC Counseling Center website is . Also, if you are in need of social services (affordable housing, utilities, transportation, food, clothing, childcare, medical/dental/vision, legal), please call the AC Advocacy & Resource Center at 806-371-5439. The AC Advocacy & Resource Center website is

Amarillo College Tutoring for Success Policy:

The Tutoring for Success policy applies to any student whose grade or performance in the course falls below a departmentally determined minimum threshold. In either of those cases, the instructor will direct the student to the appropriate tutoring service, which may be faculty-led, discipline-specific, and/or general. Under this policy, the instructor will follow specific departmental guidelines governing the use, duration, and grade component of the tutoring need.

Administrative Drop Policy

Students who do not attend class on or prior to the census date will be administratively dropped. Effective Fall, 2016

Student Withdrawal Procedures

Students who wish to withdraw from a course must complete all steps indicated on the Academic Withdrawal Request form by the course withdrawal deadline.

NOTE: Students who are attending Texas institutions of higher education, for the first time fall 2007 and later, may not withdraw from more than six courses during their academic career. This withdrawal limitation does not include dual credit or developmental classes (Senate Bill 1231 Rule 4.10.) For more information on Drop and Withdrawal Policies, please visit the Registrar's Office Web site.

Privacy Statement

The Amarillo College Privacy Policy is found at , and applies to all Amarillo College students.  If you have questions about this privacy statement or you believe that your personal information has been released without your consent, send email to .


SPCH-1318-007 Interpersonal Communication


Course Description

Application of communication theory to interpersonal relationship development, maintenance and termination in relationship contexts including friendships, romantic partners, families and relationships with co-workers and supervisors.

Student ResourcesStudent Resources Website

Department Expectations

Occupational License Disclaimer

Notice to Students enrolled in an educational program for preparation of issuance of certain occupational licenses:

Students enrolled in an educational program in preparation for obtaining certain occupational licenses are potentially ineligible for such license if the student has been convicted of an offense. For further information, please contact:

Melodie Graves
Justice Involved Advocate
Student Service Center 117
Make appointment at

You can also contact the Legal Clinic, or the faculty member in charge of the educational program that you seek to enroll in. The further information you will receive will include notification to you of your right to request a criminal history evaluation letter from the licensing authority in order to clarify your particular situation.


(3 sem hrs; 3 lec)

Class Type


Syllabus Information


This course requires an online textbook through Pearson Revel, Devito's Interpersonal Messages.  You must purchase the Revel edition.  You may purchase directly from the Amarillo College Bookstore or the book publisher.  The price is cheaper directly through the publisher (in the link provided above) but you will have to self-pay for the access code if you use financial aid to pay for books.

Students will have two free weeks of access to this e-text.  If you cannot afford the textbook, please set an appointment with me as soon as possible. 

Students will be asked to complete reading assignments then answer questions about what they've read.  These quizzes are how students earn a significant portion of their course grade.  Failure to do these assignments will result in a poor course grade.



  • Revel e-text (See "Textbook" section for more information)
  • Reliable access to the internet (all assignments for this course are completed/submitted online)
  • Reliable computer/laptop


*If you find you do not know how to do any of these skills, please reach out to me as quickly as possible so I can get you in contact with the correct tutoring center.

If you're on any Amarillo College campus, you may access the college's free WiFi.

WIFI PASSWORD: AmarilloCollege

Student Performance

Course Description

Application of communication theory to interpersonal relationship development, maintenance, and termination in relationship contexts including friendships, romantic partners, families, and relationships with co-workers and supervisors.

After studying the material presented in this course of study, the student will be able to do the following as evaluated by the faculty in the department/program.

Learning Objective THECB Skill Assessment(s)
Exhibit understanding of interpersonal theories and principles. Communication (written)/Critical Thinking Assessed through in-class discussions, course text/assignments and exam questions
Demonstrate ability to analyze and critique verbal and nonverbal interactions in mediated and face-to-face contexts. Critical Thinking, Communication (written) Assessed through group activities, and paper/activities.
Identify perceptual processes as they relate to self and others. Communication (written)/Critical Thinking Assessed through paper and projects.
Demonstrate critical thinking ability by effectively researching, evaluating, and applying communication theories in oral and/or written assignments. Communication (written/verbal) Assessed through a paper, in-class discussions, and infographic project.
Demonstrate understanding of the relevance of cross-cultural, co-cultural, gender and age influences on human communication. Communication (verbal) Assessed through in-class discussions, course readings, and group activity.
Demonstrate ability to identify, evaluate, and apply conflict styles and conflict management techniques in dyads and/or groups. Team Work Assessed through group work assignment.
Identify types of and barriers to effective listening. Communication (written/visual)/Critical Thinking Assessed through paper and class discussions.

Students Rights and Responsibilities

Student Rights and Responsibilities

Log in using the AC Connect Portal

In order to receive your AC Connect Email, you must log in through AC Connect at .

If you are an active staff or faculty member according to Human Resources, use "Exchange". All other students, use "AC Connect (Google) Email".

Expected Student Behavior

Student behavior is more subjective in an online course; however, there are some keys to success.

  • I highly encourage you to set yourself up for academic success by remembering to treat this learning experience with respect.  The time and money you've dedicated to this class are matched by the time and skill I bring to the class.  While I will undoubtedly make mistakes and learn, I hope you know your mistakes are just as normal.  Mistakes don't mean we stop.  Mistakes mean we pause, consider, learn and do better next time.  Please honor the commitment your past self made when signing up for classes.  Your future self will appreciate it!
  • On your hybrid days: If you find it difficult to learn from home, or you need the structure of getting up and leaving the house, please know that all AC campuses are open and ready to assist your learning.  If you need a quiet place away from home or work to participate in your online courses, AC is here for you.  There are places on campus where you can use the WiFi and spaces to join in on conversations.  Additionally, you may use The Underground and/or empty classrooms/lobbies to assist your academics.  Don't feel as if you're "stuck at home."  Come to campus.  Grab a coffee and learn.
  • disAbility Services and Accommodations
    • Any student who, because of a disabling condition, may require some special arrangements in order to meet course requirements should contact disAbility Services (located on the third floor of the Ware Student Commons; phone number 371 5436) as soon as possible.
    • Accommodations will be applied to the course content requirements from the date the form is received.  The accommodations will not be retroactive to previously completed assignments.
    • I will do everything I can to ensure each student receives a fair opportunity to achieve success in the course while maintaining the academic rigor of the course.  If a student chooses to not utilize the offered assistance or modification an email documenting the student's choice will be forwarded to the disAbility Services coordinator for record-keeping purposes.
  • Student Rights and Responsibilities
  • Assignment Submission
    • I do not accept Google Drive links as a means of submitting an assignment.  I will not grade any assignments submitted in this format.  Any assignments submitted in this format will receive a zero in the grade book with no resubmission options.
    • When you're ready to submit an assignment, please check the stated requirements of the assignment listed in the instructions.  Typically I will ask that the assignment be submitted as a .PDF or .docx file.  

Grading Criteria

Course Requirements:
Assignments will be due each week by Monday at 11:59 PM. (unless otherwise specified)

  • Assignments/Journals 30% (weekly Revel assignments & Blackboard journal entries)
  • Chapter Assessments: 20% (weekly Authentic Performance worksheets/performance assessments)
  • Paper/Love Lyrics/Service Learning Poster Presentation: 25%
  • Final Exam (an average of all Chapter Assessments minus the lowest score): 10%


You should be prepared to have the assigned portions of the chapter read before completing course assignments. Each week we will study a new Interpersonal Communication topic. All of the readings are located in Revel. You will find this linked to the course content on the left-hand navigation guide for the course.

Major Assignments: Paper/Love Lyrics/Poster Presentation

Each student is required to do a paper, "The Way We See Me," Love & Relationship Lyrics (done in PowerPoint or Google Slides), and an Infographic based on course content and your future career.

These three assignments are worth 20% of your total grade. All of the directions for the assignments can be found under the "Major Assignment Directions" link on the left-hand side of the course (in Blackboard). They are just under the weekly content folders.  

The Way We See Me


"The Way We See Me" or "TWWSM" is early in the term and will require you to reach out to family/friends to ask them to evaluate your characteristics on a one-page worksheet. You will complete a similar worksheet. Once you have all three (two from family/friends, once you’ve completed yourself) you can begin writing your two-page paper. If you struggle with your writing skills, please reach out to the Writers' Corner. This free service offers both in-person and online (via email) tutoring. Students may also take advantage of SmarThinking (also free) online tutoring.  In the class folder "Major Assignment Directions" you can find more information about this assignment, including all of the worksheets, a copy of the rubric, and tips for submitting the completed worksheets electronically.

Love & Relationship PowerPoint Project

VIDEO: How to complete the Love Lyrics Project

File: Click here to make a copy of my example

In this assignment, you will compile a list of love songs (Title of the song & Artist). This will require you to analyze the lyrics to songs and relate the meaning of the song to the Love Types discussed in class as well as the Relationship Stages. Complete the project in PowerPoint or Google Slides.  Click here to watch a quick tutorial on how to complete this assignment (step by step directions using Google Slide).

1. Find songs that represent each of the Love Types discussed in the textbook in Chapter 9. (Eros, Ludus, Storge, Pragma, Mania, Agape).  This will be 6 different songs. (One song for each Love Type.)
2. Find songs that represent each of the Relationship Stages discussed in the textbook in Chapter 9 (Contact, Involvement, Intimacy, Deterioration, Repair, Dissolution). This will be 6 different songs one song for each Relationship Stage.

Each presentation will have 13 slides: 1) Title slide (with your name and section), 2) Eros, 3) Ludus, 4) Storge, 5) Pragma, 6) Mania, 7) Agape, 8) Contact, 9) Involvement, 10) Intimacy, 11) Deterioration, 12) Repair, 13) Dissolution.

For example: “You’ve Lost That Loving Feeling” by the Righteous Brothers – Dissolution

On the slide you will list the following items:

  • Topic (one of the 12 terms)
  • Definition of the topic (citing the source)
  • Song title which represents the topic
  • Performer(s)
  • Songwriter(s)
  • Lyric from the song
  • Justification of why the song matches the definition of the topic (minimum 25-30 words).

Dissolution is a "stage model of relationships, the termination or end of the relationship" (DeVito, 2017).

You've Lost That Lovin' Feelin'
Performers: The Righteous Brothers
Songwriters: Phil Spector / Barry Mann / Cynthia Weil
Lyrics: Bring back that lovin' feelin'
Whoa, that lovin' feelin'
Bring back that lovin' feelin'
'Cause it's gone, gone, gone
And I can't go on, woh

Justification: The songwriters are expressing the sadness felt at the end of a relationship.  Based on the lyrics, the songwriters have lost love in a relationship and understand dissolution is happening.  They are also dealing with moving on from the relationship.

4. Write a brief description of each of your twelve songs and justify your reason for choosing the song. Be sure to include one lyric from the song. Make sure to include the song title, writer, and performer. Make your project as visually interesting and creative as you please…colors, pictures, clip art, audio clips, YouTube video links, etc., are welcome. Make sure your presentation is readable!

Infographic Presentation

The final project for the course will require you to develop an infographic on a topic covered this term as it relates to your future field of study.  I recommend using a topic that will benefit your career growth (and also putting your infographic into your EDUC 1100 portfolio).  You may find it useful to review your Myers-Briggs Type Indicator (MBTI) career skills from Week One (assessment through AC's free access to MyPlan)., or review O*NET Online for more ideas on skills needed in your career.  

Please follow this link to learn more.

Students' are highly encouraged to contact and utilize the Amarillo College Writers' Corner for this assignment.

FAQ's (Frequently Asked Questions):

What is an infographic?

How do I do research for the infographic?

How do I make an infographic?

Q: How do I pick a topic for my infographic?

A: This document is built to help you navigate through the term, making notes on areas you find interesting or that make a difference in your future career.  Take a look at your career results within the MBTI (in MyPlan) and/or review your career goals in O*NET Online.  Look at the skills needed for the career you're pursuing.  Using this information, review the course textbook and/or content to determine a specific area of interest.  (A great place to do this quickly is to review the book's table of contents.)  Once you've identified a skill area from your career and found a link to a course concept, then dive into the AC databases to find articles addressing your topic.  

If you choose to use the results in MBTI, here's a group of screenshots that will help you navigate your way to the results.

Final Exam:

The final exam is an average of your weekly Authentic Performance Assessment grades minus the lowest grade.

Late Work

There is no late work accepted.

In the first two weeks of class, I do extend grace.  That means I want you to have the opportunity to come into class and learn your way around.  Sometimes that means you miss something you didn't intend on missing.  I get it.  That's the joy of teaching and learning.  After the first two weeks, the rules get enforced to be fair and equitable to everyone enrolled in the course.  As always I take things on a case by case basis.  During the first two weeks of class, if you missed something, please set up an appointment to visit about what options are available.  I may allow you to complete the past-due work or I may decide that in the larger picture, the assignment isn't critical to your overall success in the course.  Please do not assume that I can or will allow you to make up work.  In college, we do not practice grade recovery. You earn the grade you submitted.

As we proceed in the class, know that I understand finding your way through a college course is a process.  And many of us, myself included, needed some help in the process. There are challenges in each class and there are challenges each of you has or will have, in your personal lives. Those challenges can overwhelm you.  Because of these, and the amount of content we will cover in the course, I have set up the course structure to all you the best opportunity to learn and master the content.  As a rule, I do not accept late assignments or late work; however, if after speaking with a student during an appointment about the extenuating circumstances, I may decide to alter upcoming assignment due dates to prevent personal issues from being a barrier to success. 

Pathways to Success: A Scenario

What does this mean? Well, here’s a scenario: Maria is a single mom of two girls. She takes classes throughout the year and hopes to graduate in the upcoming term. During our class, Maria’s youngest daughter falls from a swing and breaks her wrist. In the next few weeks, Maria’s daughter will have doctor’s appointments and possibly surgery. Those important items force Maria to make changes to her work schedule, and because of this, cause Maria to have to miss class meetings.  Knowing I do not accept late work, here are the options she may have when it comes to her schoolwork:

1. Maria can continue on the path she is on now, trying to make all of the doctor’s appointments, work shifts, and class sessions.

2. Maria can drop the course and pick it back up next term. Doing this will delay her graduation by a full semester.

3. Maria can set an appointment where we can visit. She can tell me what’s happening and see how I can help her continue on her path to graduation.

If this were you, what do you think you would do?  The worst-case scenario is option #2. Dropping the course, unless there’s no other way around it, is always my last choice. Option #1 – well, I don’t recommend it either, but hey – some people are stronger and more private than others. Option #3 – it’s my recommendation. Why? Well, it means that I know how I can walk along with Maria on her path.

If Maria chooses Option #3, we could visit and discuss what options were available for her success. It may mean she gives two speeches on one performance day, or it may mean she gives a speech a week later than her classmates do. Any assignments not submitted before our conversation will be considered missing and earn a zero. However, future assignment due dates are negotiable which may or may not have a late point deduction. I make this decision on a case-by-case basis. The standard deduction is 10 points off the final grade earned for the assignment.

Pathways to success: What to Do

If you find yourself in a situation, please visit with me as soon as possible.  Whenever I can, I will work with you to find a pathway to success. I will work to be flexible with the course requirements; however, this will require the student to be flexible with their expectations as well. Please know that sometimes – especially toward the end of the term – I cannot say “yes.”  Know when that happens, I have exhausted all avenues.  

What not to do: A Guide

Do not email assignments to me if the dropbox for closed assignments. I will not grade them. If there is an error or technical issue, please check the announcements section of our AC Connect Class to see if I have made a note. If you do not see a note in our class, please check your AC email account. If after checking these two spaces, please feel free to text me to alert me. Don't assume I am aware of the issue or that it is your technology.  

Don't Assume: Talking to me after class

I love talking to students after class, but if you need me to help with a particular assignment, I would ask you to make an appointment.  Let me explain.  I typically go from one class directly into another class.  Once I enter that second classroom, I have a hard time remembering what you've just asked me to do, or what question you had.  It's just me and my brain.  To help this, I recommend making an appointment with me.  When you make an appointment, I can visit with you, one-on-one and make sure I've done everything in my power to help your success.  Additionally, please reserve your private comments (via Zoom) for our one-on-one conversations.  The chat window is on-screen and it shows to everyone seated in the class.

Earning Your Grade

Again, there is no “grade recovery” in my courses.  Students are awarded the grade earned (both on assignments and in the class).  Final grades will be assigned on the following basis:

90-100 80-89.9 70-79.9 60-69.9 0-59.9
  • Chapter Assessments: 25% (weekly Authentic Performance worksheets/performance assessments)

  • Assignments/Journals: 35% (weekly Revel assignments and any  journal entries)

  • Paper/Love Lyrics/Infographic: 25%

  • Final Exam (an average of all Chapter Assessments minus the lowest score): 15%


No administrative withdrawals will be initiated by the instructor. It is each student’s responsibility to drop a class or withdraw from school in the event he/she decides to quit attending class. To withdraw from the course, you must request a form from me. To do this, please schedule an appointment at


Class Participation/Attendance

The course will require you to actively attend and participate in class. This is a hybrid course.  Signing up for a hybrid course means you agree to do coursework outside of our class time.  Typically, each week, you're expected to be in class for five hours each week.  In a hybrid course, you'll only be in class, 2 hours and 30 minutes.  You are expected to do the other 2 hours and 30 minutes each week outside of class.

If for some reason, you are unable to complete this requirement and the coursework associated, please contact me immediately. Excused absences are granted based on participation in campus-sponsored activities or illnesses.  Campus-sponsored absences require an email from the club/organization sponsor stating your role in the activity.  If the club/organization sponsor sends a blanket "All-AC" or "All-Faculty" email, it is your responsibility to ensure I have added the excused absence to your assignments.  If you are ill, please understand I require documentation of your illness from a physician.  You may take a photo of the note, or scan it using your phone.  If I cannot read the note I will require a physical copy.


  Monday Tuesday Wednesday Thursday Friday Saturday Sunday
Week One




Revel Chapter 1.1, 1.2, & 1.3 due by 11:59 p.m.


MBTI due by 11:59 p.m.

Revel Chapter 1.4 & 1.5 due by 11:59 p.m.


Syllabus Quiz due by 11:59 p.m.






Revel Chapter 3 is due by 11:59 p.m.

Week Two


Census Day

Chapter 1 Authentic Performance Assessment worksheet due by 11:59 p.m.


Revel Chapter 4 is due by 11:59 p.m.










Revel Chapter 9 is due by 11:59 p.m.

Preparing for the infographic journal due by 11:59 p.m.

Week Three


"The Way We See Me" or "TWWSM" is due by 11:59 p.m.

Chapters 3 & 4 Authentic Performance Assessment worksheet due by 11:59 p.m.












Revel Chapter 10 is due by 11:59 p.m.

Week Four


Chapter 9 Authentic Performance Assessment worksheet due by 11:59 p.m.












Revel Chapter 11 is due by 11:59 p.m.

Week Five


Chapter 10 Authentic Performance Assessment due by 11:59 p.m.










Revel Chapters 2 & 6 due by 11:59 p.m.

Week Six


Love & Relationship Lyrics due by 11:59 p.m.

Chapter 11 Authentic Performance Assessment due by 11:59 p.m.












Revel Chapter 7 due by 11:59 p.m.

Week Seven


Chapter 6 Authentic Performance Assessment due by 11:59 p.m.


Last Day to Withdraw (form) (policy)










Revel Chapter 8 due by 11:59 p.m.

Week Eight


Infographic is due by 11:59 p.m.

Chapter 7 Authentic Performance Assessment due by 11:59 p.m.


Journal 5 (Conversation) due by 11:59 p.m.


Final Exam opens at 12 a.m.


Final Exam closes at 11:59 p.m.


Final Grades submitted by 12 p.m.


AC Spring Break for students and faculty

I will not be responding to emails/texts from 3/12/2022 through 3/20/2022.


Additional Information

I am so excited to have you in class with me.

This is a challenging course, but, it kinda isn't.  You will learn in this course, but some of the things we discuss will seem like common sense.  And, it's true.  You've already encountered many of the things in this course, but, we're going to go deeper and more fully into why those things happened.

To achieve this, we'll do activities, and build on the learning you're doing outside of class (remember those two and a half hours each week of learning?).

Here's what I need from you: participate.  Bring your best self to class.  Don't assume something is hard and refuse to do it.  Take a step and work to get the process started.  Trust me to help you navigate the process.

I ask you to do more challenging assignments as the term progresses.  I will ask you to cite your sources using American Psychological Association (APA) style.  You may not know this style.  In all major assignments, you'll use some kind of APA citation.

When we talk in class, I expect you to refer back to the notes you took over your reading (also, this will be a part of your Authentic Performance Assessment).


Sigh.  I get it.  You like music.  You have things you want to enjoy while you're in class.  However, I have to be real.  This is an interpersonal communication course, and earbuds tell me, nonverbally, that you're not here to learn.  That may not be what you really think or believe, but it's how I and others see and interpret it.  So, during our time together in class, earbuds out.  If you have a special situation, please reach out to me.  I may require you to visit with disAbility Services to help me guide you successfully in class.

Cell phones

Yep, you have them.  I have a phone, too.  And, yep, I get text messages and alerts.  You do, too!  You are going to use them in my class (that's how we take attendance!).  But since we're a college class, I expect you to behave responsibly with your phone.  For many of you, this is a non-issue, because you know how to manage your tech.

But, some of you still pay more attention to your tech than you do to the people around you.  That's cool, but again, it's an interpersonal communication course.  If I know you're actively engaged with your phone and not participating/listening to what's happening in class around you, I will not repeat myself.  You will be required to make an appointment to visit with me in class.  During that time, we will be making a plan to ensure you can manage the use of your cell phone when you are around people.

Future Career

This class is built on helping you explore your future career interests and how you will work with people.  You will be required to collaborate with people to turn in assignments.  It is a skill you need to develop and what better place than in a classroom.

I encourage you to read this article and follow up with the sources listed at the end of the article.

Syllabus Created on:

01/17/22 8:54 PM

Last Edited on:

01/17/22 8:54 PM