Family Violence & Familicide

Chapter 7: All in the Family
Introduction
Violence within the family setting includes physical acts, such
as sexual abuse and battery, as well as psychological violence,
including emotional abuse, financial abuse, and other actions by
one family member against another.
The acts of physical and emotional violence may be
predecessors to murder, including intimate partner homicide.
American Homicide. Hough & McCorkle. © SAGE Publications,
2017.
Introduction
The cycle of violence.
The pattern progresses through phases of tension building,
acting out, reconciliation, and calm.
The intergenerational transmission of violence concept.
There is no single overarching theory of cause.
Other factors appearing as correlates of violence in the home
include poverty and substance abuse.
As always, correlation does not equal causation.
2017.
Familicide – Definition and Rates
Rare but shocking.
Approximately 23 times each year in the U.S.
A frequency greater than that of workplace or school mass

killings.
In four to five of those annual killings, financial motives were
identified.
Economic stress or the perception of extreme loss .
2017.
4
Family Annihilation
One member kills the entire family
Usually the father
Dominance (total say over his clan, in life and death)
Murder by proxy
Punish the wife (they are her children)
Nehemiah Griego
In 2013, 15 year old killed his entire family
Original story was that the family were accidently killed
Later admitted to feeling homicidal
One of the worst cases in NM History.
15 years old, shot and killed his parents and three siblings at
their house in South Valley, New Mexico, near Albuquerque.
First he shot his mother around midnight, with a .22 rifle. He
said his younger brother Zephaniah woke up, and Griego told
him he had shot their mother. He next shot Zephaniah with the

same rifle. He went into the bedroom shared by his two younger
sisters, who were crying, and fatally shot them each in the head.
Griego went downstairs to wait for his father to return home
from his shift at a homeless shelter. When the father returned
about 5 a.m., Griego shot him multiple times with an AR-15-
type semi-automatic rifle with a scope. The youth drove to
church, with two rifles in the van. He told his girlfriend that his
family was killed in an accident. A parishioner heard the story
and alerted the police, who went to the house and found the
bodies
Afterward Griego changed his account and made a stateme nt to
police, saying that he had been having suicidal and homicidal
thoughts. He said he had obtained the guns from his parents'
closet, that his father had bought them and taught both him and
his mother to use them. He e-mailed a photo of his dead mother
to his girlfriend. His intention had been to drive away, kill more
persons, and die in a gun battle with police.
At age 15, Griego was classified as a minor at the time of the
crime. Under New Mexico law, minors charged with first-degree
murder are to be tried as adults. But persons who are minors at
the time a crime is committed cannot be sentenced to death, nor
sentenced to life-without-parole
By January 2015, the case was at a standstill due to several
complications. Mental health evaluations of Griego were
underway.
In October 2015, Griego pleaded guilty to two counts of second-
degree murder and three counts of child abuse resulting in
death. The Sheriff's office had said that Griego had been
planning the killings for days. He had been held at the
Sequoyah Adolescent Treatment Center for the previous 18
months before his plea. There would be hearings by the court as
to the suitability of Griego to treatment as a juvenile. Extended
family members supported the idea of an amenability hearing to
determine whether the youth could be treated and did not want
to see the case go to trial.

On February 11, 2016, Judge John J. Romero of the New
Mexico Children's Court determined that, based on mental
health evaluations, Griego is "amenable to treatment". He wil l
sentence him as a juvenile. This would mean that Griego, then
18, would likely be released from a youth detention facility
when he turns 21. Bernalillo County District Attorney Kari
Brandenburg announced that she would be appealing the ruling.
On August 2019, Judge Alisa Hart filed a 75-page order in 2nd
Judicial District Court that reversed the order of the lower court
to have Griego be sentenced in juvenile court. She found that, at
age 22, he was "not amenable to treatment or rehabilitation in
available facilities" and believed that he should not be treated
in an unlocked facility. She said he is to be sentenced as an
adult. He may face a sentence of up to 120 years in prison
because of the multiple victims. His public defender said that it
was also possible for him to receive a lesser sentence and
continued treatment for his issues. These are confidential
because he was a minor when he committed the crimes. Greigo
was ultimitely sentenced to three concurrent life sentences plus
seven years to run consecutively with the life sentences with
credit given for the 2,476 days – six years and 285 days already
served and in all must serve 30 years before being eligible for
parole.
6
Familicide
The case of Chris Watts
Why did he kill?
Financial Issues
Affair
Psychopath/sociopath
Killed his Wife Shannan and unborn son Nico
Daughters
Bella, Age 4

Celeste, Age 3
The murders occurred on the early morning of August 13, 2018.
While being interviewed by police, Watts admitted to killing his
pregnant wife Shan'ann by strangulation. Their daughters, four-
year-old Bella, and three-year-old Celeste, died by asphyxiation
due to smothering. Watts then disposed of his daughters' bodies
in oil tanks and buried his wife in a shallow grave at his work-
site. He pleaded guilty on November 6, 2018, to multiple counts
of first-degree murder as part of a plea deal when the death
penalty was removed from sentencing. He was sentenced to
five life sentences without the possibility of parole, three to be
served consecutively and two to be served concurrently.
I strongly encourage you to watch or listen to one of the
interviews that is available on YouTube. I have attached one
here.
https://www.youtube.com/watch?v=MbGl8r5MzUI
7
Familicide – Theoretical Explanations
Social learning theory.
Routine activities theory.
Psychological and social dimensions.
Again, no single explanation or theory.
2017.
Types of Parental Killings
Neonaticide

The killing of a child within 24 hours of delivery
Infanticide
The killing of a child up to one year old
Filicide
The killing of a child from the age of 1 to 18
Early = 1 to 12
Late = 13 and older
9
Filicide
2013 statistics
559 kids age 12 and under killed in US (not all of these are
killed by parents)
Age 1-4 is the most common (45%)
453 cases where parent did the killing (not all children)
As children get older, more likely killer is the father
The role of psychiatric disorders
The role of drugs and alcohol
Killing due to child’s behavior
Mostly personal weapons, some blunt objects
What we find when we look at studies of filicide is that the
killing of older children, especially by their parents, is not
nearly as common. A child is at the greatest risk of homicide in
their first year of life. But when we look at the numbers, we
still see that kids are killed in the 1-12 age range. Again, this is
not to say that all of these kids were killed by a parent, but just
to give you some perspective on how frequently children this
age are killed in this country.

What is interesting to note is that as children get older, they are
more likely to die at the hands of their father rather than their
mother. They suggest this is more likely due to issues of
postpartum psychosis in mothers after delivery and that is why
younger children are more likely to be killed by the mother.
When we look at fathers, and mothers, who have killed their
older children, there is a very strong prevalence of psychiatric
disorders in these offenders. Personality disorder, gross mental
pathology, psychotic illness, reactive depression, etc. When
they looked at males who had killed their children, they also
found that drugs and alcohol played a role in many of the cases.
Either the dad was drunk or high, did not want to deal with the
child and become extremely irritated with the child’s whining or
crying and resort to violence to stop it. Take this case for
example: police received an emergency call by a mother who
returned home from shopping and found her two year old lying
unconscious on the bed. Detectives observed an extensive
hematoma in the temporal region of the child’s head and what
appeared to be various fractures in the child’s arms. The child
was taken to the hospital where she died shortly after arrival.
Death due to head trauma. The baby’s father was intoxicated
with alcohol and cocaine at the time and had become extremely
irritated with the child’s incessant crying. After several
attempts to quite her, he grabbed her by her feet and began to
whirl her around, hitting her head against the bedroom wall. He
stopped only when the child stopped crying. Then he laid the
child in her bed and attempting to conceal his actions, told his
wife the child had fallen off the bed. He caused her death by
whirling her around and hitting her head against the wall
repetitively. He was charged with first degree intentional
homicide.
10
Neonaticide
Practice dates back to primitive cultures; murderous acts of the

gods
Kronos, “sacrificial lambs”, Rome, and Greece
Deformed babies killed by midwives
Neonaticide today
Mostly committed by mothers
Young, all ethnicities, unmarried, emotionally immature
Reasons for killing a newborn
Denial, fear, social stigma, mental illness
Methods used
Active: killing using violence
Passive: negligence following the birth
The case of Melissa Drexler aka “Prom Mom”
How do we prevent it?
So how do they do it? There are two types of methods that can
be used as described by Resnick.
Active: Rarely is a weapon used to kill a child in this category,
and the reason for that is that you don’t need a weapon to kill a
newborn. The death usually happens at the actual hands of the
offender: drowning, strangulation, head trauma.
Passive: the other type of killing is called passive. This
involves negligence following the birth of the child. Not
actively killing them, but leaving the child in a place where
exposure to the elements will kill the child (in a dumpster, a
trash can, a parking lot, etc.) This was a really common method
used in the past…let the babies in the gutters, on dung heaps in
the city, etc.
The case of Melissa Drexler: Melissa Drexler (born 1978, a.k.a.
"The Prom Mom", as labeled by the American media) delivered
a baby in a restroom stall at her prom and put the body in the
trash before returning to the dance. She pleaded guilty to
aggravated manslaughter, and was sentenced to fifteen years of
imprisonment. After serving only 37 months, she was released
on parole. She kept her pregnancy secret from the baby's

father, her parents and classmates. Five foot seven inches tall,
and weighing 130 pounds, she apparently showed no signs of
her pregnancy. June 6, 1997, Drexler gave birth in a toilet stall
at her senior prom. She then retrieved the baby from the toil et
bowl, cut the umbilical cord on the bathroom fixtures, wrapped
the baby in several garbage sacks, and deposited the bundle in a
trash can. She then returned to the dance floor. The baby was
discovered by a janitor who responded to reports of blood in the
restroom and who became suspicious of the weight of the trash
bag. Emergency workers attempted to resuscitate the baby for
two hours.
So how do we prevent cases like this from happening?
Education about family planning for young girls
Identification of those at risk by health care professionals
Legislation: safe haven locations, drop off a newborn, no
questions asked to ensure the child’s safety. But it depends on
the state how old the child can be when dropped off. Less than
72 hours to one year is the current range across states.
Charging, sentencing, incarceration
Specific neonaticide laws in this country…now it is treated like
any other homicide. Should it be treated differently?
11
Infanticide
Long-standing history of infanticide
Sacrifices, population control, males desired
Most likely the mother
Next most likely killer: male friend/acquaintance
Strangulation, suffocation, beating, shaking
Fit of anger by the adult
Shaken baby syndrome or SIDS? Hard to tell
Unusual methods: China Arnold

Arnold was sentenced to life in prison without the possibility of
parole when she was convicted of putting her 28 day old
daughter in the microwave for at least 2 minutes. She told her
cell mate that the baby fit right in.
When South Korean authorities announced in 2006 that they had
found the bodies of two newborns in the home freezer of a
French expatriate couple, the first reaction among friends and
family was disbelief.
Véronique Courjault, 41, on the surface a devoted mother of two
sons, and her husband, Jean-Louis, 42, a shy engineer
specializing in diesel motors, at first said they had nothing to do
with the macabre discovery. Véronique Courjault, by her own
admission, smothered the two babies after giving birth to them
secretly in Seoul, the first in 2002 and the second in 2003. She
also has acknowledged killing a newborn and burning the body
in her garden after a first secret pregnancy in 1999, before the
couple left France.
12
Local Cases
Baby Brianna
Born Valentines day, 2002
Las Cruces, NM July 19, 2002
One of the worst cases of child injury the state had ever seen
Killed by her Mother, Father and Uncle
Abused and raped from the day she was born
This case prompted the State to change their laws and create
new laws that allowed for severe punishment
Mom, Stephanie Lopez sentenced to 27 years. Served 13 years

Mom released to Plainview Texas in 2016
Dad, Andy Walters sentenced to 57 Years and Uncle, Steven
Lopez sentenced to 51 years, still in custody
I use this case in many of the classes that I teach because this
case changed my life forever. I was 23 years old, I had decided
that Winter to join the Dona Ana County Sheriffs Office
because I really thought I wanted to be a law enforcement
officer. This case with the many domestic violence cases we
responded to that summer made me realize that this was not for
me.
I had just gotten home from a graveyard shift and we were all
called back in. We were told where to go and wait for
instruction upon arrival. When I first arrived at the scene, I was
told to assist in securing the scene. Back then, there was not
the technology that we have today so I was then told to aide
investigators in gridding the crime scene. Essentially this was
turning the crime scene into a grid for documentation purposes.
The investigators quickly realized that this was going to be
tough because there was so much that needed to be documented.
There was blood evidence on every wall, almost every inch of
the mobile home (well at least it seemed).
If you can imagine, the inside of the house was filthy, it smelled
dirty, it is a smell I will never forget.
Baby Brianna was actually alive when she was transported to
the local hospital in Las Cruces. She died while being
medically attended to.
This poor babygirl suffered a terrible life. She was abused from
the day she was born. She was born to a mother who didn’t

want her and to a father who also didn’t want her. They treated
her like a rag doll. Imagine for a moment that the people who
are supposed to protect you are the ones who are hurting you.
She was abused, raped, starved-thrown against the wall. Tossed
into the air and would hit the ceiling, She was raped vaginally,
and anally---she was not even a year old. How is this even
possible.
You can find more information about her online. As you can
see, this case changed my life. There are things I will never
forget. The smell of death is distinct.
13
The case of Susan Smith
1994: 23 year old from Union, SC
made a plea to the media to find her
children
Claim: abducted by a black stranger
Reality: rolled her car & kids into a lake
Smith’s background
Witnessed father’s suicide as a child
Molested by stepfather as a child
Attempted suicide
Why did she do it?
Her new boyfriend didn’t want kids
What happened to Smith?
Life in prison, eligible for parole in 2024
23 year old Susan Smith of Union SC went before a national
television audience in October 1994 and begged tearfully for the
lives and safety of her two sons, 3 year old Michael and 14
month old Alex. According to the distraught mother, a black

stranger had jumped into her Mazda Protégé while she was
stopped at a traffic light. The carjacker had reportedly ordered
her out of the vehicle and then sped off with the two boys still
trapped in the backseat. The police were cautiously skeptical,
however, because of some discrepancies in her description of
the incident. Within days, after failing a polygraph test, Susan
Smith confessed that she had rolled the car into a nearby lake
with her children strapped helplessly inside. Smith had a very
troubled childhood and had experienced with suicide death of
her father when she was a child. In addition, she had attempted
suicide, and had been molested by a stepfather, a member of the
South Carolina Republican executive committee, as a child and
continued to have a consensual sexual relationship with him
when they were adults. Obviously these factors do not justify
her actions, but they do help us to better understand some of the
factors that contribute to a mother being capable of the murder
of her two children. In the weeks that followed, Smith’s motive
for drowning her sons was revealed, and it certainly didn’t paint
her in a sympathetic light. Smith was told in a letter from her
new boyfriend that he would not stay with her or marry her
because she had children. She apparently chose to sacrifice her
offspring in the pursuit of romance. What happened to Smith?
Life in prison…eligible for parole in 2024 after having served
30 years for her crime.
14
The Case of Andrea Yates
2001: drowned 5 kids in the tub
Ages 7, 5, 3, 2, and 6 months
Religious hallucinations
History of nervous breakdowns, suicide attempts, and
postpartum psychosis
Urged not to have more children after the 4th
What happened to Yates?

Diaz, Schlosser & Lacey cases
Suffered from post partum depression and eventually post
partum psychosis after her 4th child was born. Was under
psychiatric treatment and both she and her husband were told
that they should not have any more children, due to her mental
health concerns. She had thoughts of harming herself and the
children at this point. Regardless, she got pregnant with child
#5. She again suffered from post partum psychosis and was told
that she should not be alone with the children. Her mother in
law would come stay with her and the children while her
husband Rusty went to work.
On June 20, 2001, after her husband left for work at 9:00 a.m.,
and before her mother in law arrived, Yates filled the family
bathtub and drowned her three youngest sons, Luke, Paul and
John. She placed their bodies next to each other on a bed,
placing an arm of each boy over another. The infant, Mary, had
been in the bathroom in her bassinet, crying. When the oldest
child, Noah, entered the room, Mary's body was still in the
bathtub; after asking his mother what was wrong with Mary, he
attempted to flee. Yates caught him and drowned him next to
Mary. Yates took Mary into the other room, laid her next to the
first three, and covered all four with a sheet. Yates left Noah in
the tub.
Yates called 911 and calmly asked for a police officer to come,
asking for an ambulance only after it was suggested by the
operator. She then called her husband at work, ordering him to
come home. Russell pressed her until she told him she had hurt
the children. When Russell rushed home, he found police and
medical personnel had already surrounded his house. Russell

was kept waiting outside for five hours as the medical examiner
processed the children's bodies. Yates received the officers at
the door, telling them she had just killed her children. She led
them to the master bedroom where they found the four youngest
children covered with a sheet, lying face up on the bed, eyes
still open. Noah was discovered by another officer face down in
the bathtub. Yates calmly explained what she had done, and
offered no resistance to the officers as she was led away. All
five children were buried on June 28, 2001.
She actually went through two trials for the homicides because
of false testimony given in the first by a psychiatrist. She was
eventually found not guilty by reason of insanity, but is held in
a mental health facility in Kerville, Texas.
15
Why do parents kill their children? (2)
Munchausen Syndrome by Proxy
Cause injury, illness, death of child to claim center stage
Gypsy Rose
Post Partum Mental Health
Post partum depression
Post partum psychosis
How do we prevent infanticide?
Munchausen syndrome: adults and children have been known to
feign illness or even self-inflict sickness of injury for the sake
of attention. For some people who may otherwise feel insecure
and unloved, the attention they receive from family, friends,
even the medical professionals when they are sick can become
psychologically addictive, so much that the sympathy is worth

the suffering. In a derivative condition, Munchausen by proxy,
parents and other caretakers have been known to cause injury or
illness to a child, an elderly parents, or other dependent in order
to claim center stage and inject themselves into an exciting or
emergency situation. We’ll talk about a case of this in just a
minute.
Basically they get sucked in to all the attention they get when
their child is sick or injured, so they purposefully do this to get
more attention.
Postpartum mental health: because of the extreme emotional
changes a woman goes through when she gives birth, especially
very rapid changes in hormone levels, some women experience
varying degrees of depression and postpartum mental health
instability. For many women this just means the baby blues,
where you get a little sad, pretty emotional, have a hard time
adjusting, but you get over it pretty quickly as your body
returns to normal and you adjust to life with an infant. For
other women this turns into a more serious case of what is
called postpartum depression. Postpartum depression is
moderate to severe depression in a woman after she has given
birth. It may occur soon after delivery or up to a year later.
Most of the time, it occurs within the first 4 weeks after
delivery. Actually had to watch a video when I was in the
hospital after giving birth about the warning signs and
symptoms of postpartum depression and psychosis. Have to
sign papers saying that if you feel like harming your child you
will come in for mental health treatment, spouse will sign
papers saying he will bring you in.
Symptoms
Most of the symptoms are the same as major depression. In
addition to depressed mood, one may have the following
symptoms nearly every day: agitation and irritability, decreased
appetite, difficulty concentrating or thinking, feelings of
worthlessness or guilt, feeling withdrawn, socially isolated, or
unconnected, lack of pleasure in all or most activities, loss of

energy experienced, negative feelings toward the baby, thoughts
of death or suicide, trouble sleeping
Postpartum psychosis:
Post partum psychosis is the most extreme and most rare form
of post partum mental health. Usually described as a period
when a woman loses touch with reality, the disorder occurs in
women who have recently given birth. It affects between one
and two women per 1,000 women who have given birth.
Unfortunately, though many women with the disorder realize
something is wrong with them, fewer than 20% actually speak
to their healthcare provider. Sadder still is the fact that often
postpartum psychosis is misdiagnosed or thought to be
postpartum depression, thereby preventing a woman from
receiving the appropriate medical attention that she needs.
Women who do receive proper treatment often respond well but
usually experience postpartum depression before completely
recovering. However, without treatment, the psychosis can lead
to tragic consequences. Postpartum psychosis has a 5% suicide
rate and a 4% infanticide rate.
So how do we prevent infanticide?
Identify those at risk for developing postpartum depression and
psychosis. Making sure women receive the treatment they need
and are properly screened during the postpartum period to make
sure they are treated if they are experiencing these issues.
Should we punish these people, or should we just treat them? In
other countries there are specific infanticide laws and they give
probation and treatment as a punishment for a woman who
commits infanticide. What do you think? Do you think this is
an appropriate sentence for someone who has committed this
crime? Educate women while they are in the hospital after
giving birth so they know this is normal and they can receive
treatment. Reluctance to admit?

16
The Case of the Menendez Brothers
August 20, 1989 at the Menendez home
Jose and Kitty killed with 12 gauge shotgun execution style,
shot in kneecaps (to make look mob-related)
Brothers at the movie, came home called cops
Erik (19) and Lyle (22) started to spend their inheritance
Mob story fell apart, Erik confessed to shrink
2 trials to convict
Claimed abuse, jury didn’t buy it
Both sentenced to life in prison
Brothers don’t speak to each other
17
C
Other Contract Types
What’s in this chapter?
Indefinite-delivery contracts
Time-and-materials contracts
Labor-hour contracts
Letter contracts
Basic ordering agreements
Performance-based contracting
Multiyear contracts
Options
Life-cycle costing

ontracts come in all shapes and sizes. This chapter highlights
many of the other
contract types you are likely to run into. Don’t be intimidated
by these “other
contract types.” If you look closely, you’ll notice they are all
special modi cations or
variations of xed-price or cost-reimbursement contracts. They
are used to provide the
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government with greater flexibility in a number of different
contracting situations.
INDEFINITE-DELIVERY CONTRACTS
Frequently, a buying o ce can specify accurately what it intends
to purchase but
cannot de ne the exact delivery dates and/or quantity that will
be required. In that
case, it uses indefinite-delivery contracts to procure such items.
The actual delivery of these commonly used supplies and
services is made when the
contracting o cer places an order. One of the primary
advantages of this contract type
is that it permits contractors to maintain in storage depots a
limited stock of the
supplies that are being purchased. It also permits direct
shipment by the contractor to
federal agencies.
Two of the more common inde nite-delivery contracts are
requirements contracts and
indefinite-delivery/indefinite-quantity (ID/IQ) contracts.
Requirements Contracts
This contract type typically is used for acquiring supplies or

services when the
government anticipates recurring requirements but cannot
specify the precise quantities
it will need during the speci ed contract period. The delivery or
performance is
scheduled when orders are placed with the contractor. These are
also known as call
contracts.
The contracting o cer determines a realistic estimate of the total
quantity required in
the solicitation and the resulting contract. Records of previous
requirements and
consumption are used to develop the estimate. This estimate is
not, however, a
representation to the contractor that the estimated quantity will
be required or ordered.
The contract also may place limits on the contractor’s
obligation to deliver and the
government’s obligation to order. In fact, most requirements
contracts do not guarantee
that a contractor will receive any orders. Stated another way,
the government promises
to buy all of its requirements from one vendor, but it just
doesn’t know up front how
much it will need of the items or services, or when it will need
them, during the contract
term.
Indefinite-Delivery/Indefinite-Quantity (ID/IQ) Contracts
Years ago, inde nite-delivery/inde nite-quantity (ID/IQ)
contracts were most often
associated with supplies as opposed to services. Concurrently,
the government could
award a single contract, whether for supplies or services, with

one rm based on
competitive procedures and then negotiate orders, for services
especially, on an
individual order basis, which meant each order e ectively was
sole source. Yet if a
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contracting o cer wanted to be innovative and award multiple
contracts to e ectively
compete the orders to obtain better prices, he or she could not
do so because the orders
were not considered subject to “full and open competition.”
Fortunately, acquisition reform resolved this dilemma. The laws
were changed to permit
agencies to award inde nite-delivery, inde nite-quantity
contracts. These contracts
provide for an inde nite quantity, within stated limits, of
supplies or services to be
furnished during a fixed period.
Nowadays, the government encourages buying o ces to make
multiple awards of this
contract type when a recurring need is anticipated for similar
supplies or services. In
fact, contracting activities are racing to ID/IQs as a way to deal
with understa ng and
to expedite purchasing. ID/IQ contracts are now done for a
broad range of services.
Current projections indicate that almost 80 percent of the
federal IT budget will go
through ID/IQ contracts by 2017.

Inde nite-delivery/inde nite-quantity contracts are also known as
delivery order
contracts and task order contracts, depending on whether
supplies or services are being
ordered, respectively. A delivery order contract is used to issue
orders for the delivery of
products or supplies, such as furniture and equipment. Firm
quantities, other than a
minimum or maximum quantity, are not speci ed in the delivery
order during the
contract period.
A task order contract, on the other hand, is used for services
performed during the
contract period, such as repairs and maintenance. Scienti c,
engineering, and technical
assistance services also are commonly acquired under task order
contracts.
ID/IQ contracts can be made for up to a ve-year period, and
orders thereunder can run
for up to ve years, so these contracts can become ten-year
contracts. Delivery or
performance is scheduled when the orders are placed with the
contractor.
Rules are in place to ensure that contractors are given a “fair
opportunity” to compete
or be considered for most orders, although some may be set
aside for various small
business concerns. Each federal agency designates an
ombudsman, who reviews
contractor complaints and helps ensure that all contractors are
considered for orders
consistent with the contract. The ombudsman must be a senior

agency o cial who is
independent of the contracting officer and may be the agency’s
competition advocate.
The Small Business Jobs Act of 2010 o cially authorizes federal
agencies to set aside
or reserve task or delivery order contracts for small businesses.
FAR 16.5 was
amended to acknowledge that set-asides may be used in
connection with the
placement of orders under multiple-award contracts,
notwithstanding the requirement
to provide each contract holder a fair opportunity to be
considered.
This interim rule therefore gives agencies another tool to
increase opportunities for
of-use
small businesses to complete in the federal marketplace.
TIME-AND-MATERIALS CONTRACTS
Time-and-materials (T&M) contracts (see facing page) tend to
be used for specialized or
high-tech services, such as engineering and accounting.
Basically, a T&M contract
combines the features of a cost-reimbursement contract and a
xed-price contract. T&M
contracts are typically used when estimating the costs or extent
of the work is almost
impossible at the time of contract award.

Direct labor is provided at speci ed xed hourly rates that include
wages, O/H
expenses, G&A expenses, and pro t. This combined direct labor
rate is referred to as a
loaded labor rate or a fully burdened labor rate. The contractor
provides materials, at
cost, including, if appropriate, material-handling costs.
Because T&M contracts give contractors an incentive to
increase costs to increase pro t,
they are closely monitored by government o cials. All T&M
contract have a ceiling
price that the contractor may not exceed, except at its own risk.
Example T&M Contract
Let’s assume Bill Jobs, a senior systems engineer, receives a
T&M contract to provide
technical assistance to the Department of the Navy. Bill’s
annual salary is $83,200;
therefore, he has the following base hourly rate:
Annual wage: $83,200/2,080 hours = $40.00
(52 weeks × 40 hours/week = 2,080 hours*)
*The government often requires the contractor to use a gure
much lower than 2,080
hours/year to break out holidays, vacation, and sick leave. The
remaining hours are
referred to as productive hours. Productive hours are often
figured at 1,920 hours/year.
*This balance represents the “fully burdened” or “fully loaded”
labor rate.

Bill’s next step is to determine his total billing. If this job took
200 hours to complete
and required the purchase of a high-tech scanner, the total bill
would be calculated as
follows:
of-use
*The scanner was billed at actual cost.
LABOR-HOUR CONTRACTS
A labor-hour contract is simply a variation of the T&M
contract. The only di erence is
that the contractor does not supply materials.
LETTER CONTRACTS
If there is a national emergency, such as an earthquake or a
hurricane (like Katrina),
the government issues letter contracts to contractors to help
provide immediate relief. A
letter contract (or a letter-of-intent contract) is a written
preliminary contractual
instrument that authorizes a contractor to begin manufacturing
products or performing
services immediately. Depending on the circumstances, the
letter contract should be as
complete and definite as possible.
For its convenience, the government issues letter contracts
without a rm contract price,

but they do contain standard contract clauses and a limitation on
the government’s
liability. Each letter contract must contain a negotiated de
nitization schedule that
includes:
Dates for submission of the contractor’s price proposal,
required cost or pricing
data, and, if required, subcontracting plans
Start date for negotiations
Agreement between the government and the contractor on the
date by which
definitization is expected to be completed.
Definitization means the agreement on, or determination of,
contract terms,
speci cations, and price, which converts the letter contract into
a de nitive/standard
contract.
The target date for de nitization should be within 180 days of
the date the letter
contract is issued or before completion of 40 percent of the
work, whichever occurs rst.
The contracting o cer may, in extreme cases and according to
agency procedures,
of-use
authorize an additional period. Contractors are reimbursed for
only 80 percent of

expenditures and receive no fee while under a letter contract,
which gives them a great
incentive to get the contract definitized.
If, after exhausting all reasonable efforts, the parties fail to
reach an agreement on price
and fee, the contracting o cer may unilaterally establish a
reasonable price and fee.
The contractor may appeal this determination in accordance
with the disputes clause
(see Chapter 17). Because of the uncertainties involved with
letter contracts, they may
be used only after the contracting o cer determines in writing
that no other contract is
suitable and the determination is approved at a higher level.
BASIC ORDERING AGREEMENTS
A basic ordering agreement (BOA) is not a contract; it is a
written instrument of
understanding, negotiated between the government and a
contractor. BOAs allow the
government to expedite the procurement of products or services
when speci c items,
quantities, and prices are unknown at the time of the agreement.
If the government
purchases a high-resolution printer, for example, it may
establish a BOA for future toner
purchases.
BOAs typically are used when past experience or future plans
indicate the need for a
contractor’s particular products or services during the
forthcoming year. They may be
issued with xed-price or cost-reimbursement contracts, but the
contracting o cer must

still use competitive solicitations whenever possible. The BOA
also lists the buying
offices that are authorized to place orders under the agreement.
At a minimum, a BOA must contain:
Terms and clauses applying to future contracts (orders) that
might be awarded to
the contractor
Description of products or services
Methods for pricing, issuing, and delivering future orders.
Each BOA speci es the point at which an order becomes a
binding contract. The
agreement, for example, may state that the issuance of an order
gives rise to an
immediate contract.
PERFORMANCE-BASED CONTRACTING
Performance-based contracting methods attempt to base the
total amount paid to a
contractor on the level of performance quality achieved and
contract standards met. In
other words, they are intended to motivate the contractor to
perform at its best. A
performance-based contract should:
of-use
Describe the work in terms of what is to be the required
output, rather than how the
work is to be accomplished

Use measurable performance standards, such as terms of
quality, timeliness, and
quantity
Specify procedures for reductions of fee or for reductions to
the price of a xed-price
contract when services are not performed or do not meet
contract requirements
Include performance incentives (where appropriate).
Contracting activities should also develop quality assurance
surveillance plans when
acquiring services. These plans should recognize the
responsibility of the contractor to
carry out its quality control obligations, and they should contain
measurable inspection
and acceptance criteria.
The contract type most likely to motivate the contractor to
perform at an optimal level
should be chosen. Fixed-price contracts are generally
appropriate for services that can
be objectively defined and for which the risk of performance is
manageable.
MULTIYEAR CONTRACTS
In 1972 the Commission on Government Procurement
recommended that Congress
authorize all federal agencies to enter into multiyear contracts
that are based on clearly
speci ed requirements. A multiyear contract is for the purchase
of products and services
for more than one year, but not more than ve years. This

recommendation was based
on the commission’s ndings that the use of multiyear contracts
would result in
signi cant savings to the government because they enable
contractors to o er better
overall prices while maintaining a steady workload.
Congress was reluctant to approve multiyear contracts because
it has no authority to
approve programs that future Congresses must fund. It was also
reluctant to approve
contracting arrangements that are di cult to change in
subsequent years. Congress did,
however, recognize that one- or two-year planning and funding
horizons are generally
too short for many of the government’s larger procurements.
The FAR encourages the use of multiyear contracts to achieve:
Lower costs and reduced administrative burdens
Continuity of production and thus avoidance of annual start-
up costs
Stabilization of the contractor workforce
A broader competitive base, resulting from greater
opportunity for participation by
rms that might not otherwise be willing or able to compete for
lesser quantities—
particularly for contracts involving high start-up costs
Greater incentive for contractors to improve productivity
through investment in
capital facilities, equipment, and advanced technology.
of-use

Federal agencies that propose to use multiyear contracts must
seek advance approval
during the budget process.
Multiyear-Basis Contracts
If the government awards the contract on a multiyear basis, it
obligates only the
contract funds for the rst-year requirement, with succeeding
years’ requirements
funded annually. If the funds do not become available to
support the succeeding years’
requirements, the federal agency must cancel the contract,
including the total
requirements of all remaining program years.
Because of this cancellation risk, a multiyear contract often
contains a contract
provision that allows for reimbursement of unrecovered
nonrecurring costs. These costs
might include special tooling and test equipment; preproduction
engineering; and costs
incurred for the assembly, training, and transportation of a
specialized workforce.
For each program year subject to cancellation, the contracting o
cer establishes a
cancellation ceiling price by estimating the nonrecurring costs.
The cancellation ceiling
price is reduced each program year in direct proportion to the
remaining requirements
subject to cancellation.
The big issue here is that Congress doesn’t want to be

committed to outyears (years in
which funding for a requirement isn’t available). (Remember
Congress funds most
everything on an annual basis.) Also, it doesn’t care to have
current-year appropriations
set aside to pay outyear cancellation charges, which is why
there are limits on the
amount of cancellation charges that multiyear contracts can
specify.
Suppose a contracting o cer in the General Services
Administration awarded a
multiyear contract to Lock ‘N’ Chase, Inc., to install a new
security system in its
Washington, D.C., o ce. The contract is for three years, and the
estimated cancellation
ceiling price is 10 percent of the total multiyear contract price.
Total multiyear contract price $5,000,000
×10%
Cancellation ceiling price $500,000
The cancellation ceiling price is then reduced by the contracting
o cer over the three-
year contract period.
Cancellation ceiling price $500,000
Year 1: 30% × $500,000 ($150,000)
$350,000
Year 2: 30% × $500,000 ($150,000)

of-use
$200,000
Year 3: 40% × $500,000 ($200,000)
0
The contracting o cer also establishes cancellation dates for
each program year’s
requirements.
Although multiyear-basis contract requirements are budgeted
and nanced for only the
rst program year, the government solicits prices for both the
current-year program
requirement alone and the total multiyear requirements. By
obtaining dual proposals,
the contracting o cer is better able to establish the total job
requirements and the
contracting period. A 10 percent savings in favor of multiyear
contracting has typically
been used as an evaluation benchmark.
Either sealed bidding or negotiated procedures may be used
when soliciting for
multiyear contracts. Multiyear contracts typically result in a
xed-price contract; they
may not result in a cost-reimbursement contract.
OPTIONS

Let’s assume iComputer Center was awarded a contract with
options to provide
computer training services to the Department of Commerce. The
contract has a one-year
base period and four option periods.
An option gives the government a unilateral right to purchase
additional products or
services called for by the contract. Contracts containing options
are not the same as
multiyear contracts, which require the government to purchase
the entire multiyear
procurement (unless the requirement is canceled or the funds
are made unavailable). To
exercise an option, a contracting o cer must determine that
funds are available and the
need for the option exists.
The presence of an option is no guarantee that the government
will exercise the option EBSCOhost - printed on 3/3/2021 11:20
PM via STRAYER UNIVERSITY. All use subject to
https://www.ebsco.com/terms-of-use
and purchase additional items. The contracting o cer considers
price and other related
factors when determining whether to exercise the option. If a
new solicitation fails to
produce a better price or more advantageous o er than that
provided by the option, the
government generally exercises an option.
The solicitation states the basis on which the options will be
evaluated. To exercise an
option, the contracting o cer must provide a written notice to

the contractor within the
period speci ed in the contract. The contract is then modi ed to
incorporate the option,
citing the appropriate contract clause as the authority.
When soliciting for contracts containing options, the
contracting o cer may use sealed
bidding or negotiated procedures.
LIFE-CYCLE COSTING
While life-cycle costing is not exactly a contract type per se, it
is a method sometimes
used in source selection as a part of cost analysis. It is also used
for making program
management choices and decisions.
Suppose the Department of Homeland Security is acquiring a
satellite dish, the life of
which is determined to be four years. Because satellite dishes
tend to have high support
costs, the contracting officer seeks information on costs that
apply to the:
Outright purchase of the satellite dish
Total leased price/costs
Total leased price/costs with an option to purchase.
Now let’s assume that Satellites “R” Us submits the following
prices/cost estimates to the
government:
Total purchase price: $500,000
Estimated maintenance costs (by year):

2016 $15,000
2017 $18,000
2018 $21,000
2019 $24,000
Leased price/costs (by year):
2016 ($10,000 per month) $120,000
2017 ($12,000 per month) $144,000
2018 ($14,000 per month) $168,000
2019 ($16,000 per month) $192,000
of-use
Purchase option: The government has the option of purchasing
the satellite dish for $375,000 at the beginning of 2018.
This satellite dish will also incur the following operating costs:
Electricity: $3,000 ($250 a month)
Rent: $12,000 ($1,000 a month)
The next step is to calculate the total cost of each purchase
option:
1. Outright purchase of the satellite dish:

2. Leased price/costs of the satellite dish:
3. Total cost when the purchase option is exercised:
In this example, the contracting o cer would purchase the
satellite dish outright
because that option offers the lowest overall cost to the
government.
Life-cycle costing (LCC) is the estimation and analysis of the
total cost of acquiring,
developing, operating, supporting, and (if applicable) disposing
of an item or system
being acquired. Both direct and indirect costs make up the total
LCC of the system. LCC
of-use
enhances the decision-making process in system acquisitions
and is used as a
management tool throughout the process.
The government is concerned about a system’s LCC because of
the rapidly increasing
cost of supporting the system once it is placed into operation. In
fact, for many system
acquisitions, the cost of operating and supporting the system
over its useful life is
greater than the acquisition cost. The LCC program is designed
to reduce these operating
and support costs by analyzing design alternatives.

When a federal agency determines that LCC could be an
important aspect of a
particular program, it decides on the degree and method of
implementation. The
solicitation states the requirements as they relate to the proposal
and source-selection
process.
An LCC model comprises one or more systematically arranged
mathematical
calculations that formulate a cost methodology to arrive at
reliable cost estimates. The
General Services Administration makes its LCC program, called
BARS, available to
agencies at no charge and to vendors for a nominal cost.
Various commercial packages also are in widespread
government and commercial use.
To get more detailed information on LCC, contact:
National Technical Information Service (NTIS)
Technology Administration
U.S. Department of Commerce
(800) 553-6847
www.ntis.gov
Selection of a contract type should not be based on either the
government’s or the
contractor’s individual biases. Rather, the selection should be
based on an objective
analysis of all factors involved and of the contract type that ts
the particular
procurement.

of-use
http://www.ntis.gov
Communicating professionally and ethically is an essential skill
set we teach at
Strayer. The following guidelines ensure:
·· Your writing is professional
·· You avoid plagiarizing others
·· You give credit to others in your work
Handbook.
Fall 2020
http://studenthandbook.strayer.edu/Student-Disciplinary-and-
Grievance-Policies-and-Procedures/Academic-Integrity-Policy
https://library.strayer.edu/sws
https://www.youtube.com/playlist?list=PLSvmYamJpLX5DN_5
6vyQqN4VzitwJU-9r
Strayer Writing Standards 2

� Include page numbers.
� Use 1-inch margins.
� Use numerals (1, 2, 3, and so on) or spell out numbers (one,
two, three, and so on).
� Double space body text in the assignment.
� Use consistent 12-point font.
� Use section headings to divide separate content areas. Center
the section headings on the
page, be consistent, and include at least two section headings in
the assignment.
� Include the assignment title, your name, course title, your
professor’s name, and the date of
submission on a separate page (first page of submission).
� Use appropriate language and be concise.
� Write in active voice when possible. Find tips here.
� Use spelling/grammar check and proofread to keep work
error free.
� Choose a point of view (first, second, or third person) as
required by assignment guidelines.
� Provide credible sources to support your ideas/work when
required. Find tips here.
� Cite sources throughout your work when you borrow
someone else’s words or ideas.

� Don’t forget: Cite and add your textbook to the Source List
if used as a source.
� Include a Sources List when the assignment requires research
or if you cite the textbook.
� Type “Sources” centered horizontally on the first line of the
Source List page.
� Record the sources that you used in your assignment in a
numbered list (see Giving Credit to
Authors and Sources section).
Essay/Paper Guidelines
Design
Title Page
Develop
Cite Credible
Sources
Build a
Sources List
Use these rules when working on an essay!
https://ask.library.strayer.edu/faq/323416
https://library.strayer.edu/research_strategies/

� Use the provided template to format the assignment.
� Generally not required. If it is required, include the
assignment title, your name, course
title, your professor’s name, and the date of submission on a
separate page (first page of
submission).
error free.
� Choose a point of view (first, second, or third person) as
required by assignment guidelines.
� Specific assignment guidelines may override these standards.
When in doubt, follow specific
assignment guidelines first.
� Complete the provided Source List when the assignment
requires research or if you cite the
textbook.
� If no specific area exists in the template, consult the

assignment and instructor guidelines for
appropriate source credit methods.
� Cite sources throughout your assignment when you borrow
� When quoting or paraphrasing a source, include the source
number in parentheses after the
body text where you quote or paraphrase.
Templated Assignment Guidelines
Design
Title Page
Develop
Cite Credible
Sources
Build a
Source List
Use these rules when working on a written assignment that is
not explicitly an essay!
� Use a background color or image on slides.
� Use Calibri, Lucida Console, Helvetica, Futura, Myriad Pro,

or Gill Sans font style.
� Use 28–32-point font size for the body of your slides (based
on your chosen font style). Avoid
font sizes below 24-point.
� Use 36–44-point font size for the titles of your slides (based
on chosen font style).
� Limit slide content (7 or fewer lines per slide and 7 or fewer
words per line).
� Number slides when the assignment requires 3 or more
slides. Place numbers wherever you
like (but be consistent).
� Include appropriate images that connect directly to the slide
content or presentation content.
� Include the assignment title, your name, course title, your
professor’s name, and the date of
submission on a separate slide (first of submission).
error free.

� Sources may be provided on a slide-by-slide basis (providing
Source List entries at
bottom of slide where source referenced) or in a comprehensive
Source List at the end of
slideshow.
� Include a Sources List slide when assignment requires
research or if you cite the textbook.
� Type “Sources” centered horizontally on the first line of the
Source List slide.
� Provide sources used in your assignment in a numbered list
(see Giving Credit to Authors and
Sources section).
PowerPoint/Slideshow Guidelines
Design
Title Page
Develop
Cite Credible
Sources
Build a
Sources List
Use these rules when working on a PowerPoint or slideshow
assignment!

� Use consistent 12-point font.
� Include appropriate images or media links that connect
directly to discussion topic/content.
error free.
� Cite sources throughout your discussion response when you
borrow someone else’s words or
ideas.
� Cite quotes and paraphrases correctly: Include the source
number in parentheses after the
body text where quotation or paraphrasing occurs.
� Don’t forget: Cite and add your textbook to the Sources List
� Type the word “Sources” at the end of your post, and below
that include a list of any sources
that you cited.

� Number all sources in the order they appear.
Discussion Post Guidelines
Design
Develop
Cite Credible
Sources
Use these rules when working on a Discussion Forum post or
response!
For more information on building a Source List Entry, see
Source List section.
SAMPLE POST:
The work is the important part of any writing
assignment. According to Smith, “writing things
down is the biggest challenge” (1). This is significant
because…
Sources
1. William Smith. 2018. The Way Things Are. http://
www.samplesite.com/writing
If you pulled information from more than one source, continue
to number the additional sources in the order that they appear
in your post.
SAMPLE POST:
The work is the important part of any writing

assignment. According to Smith, “writing things
down is the biggest challenge” (1). This is significant
because…
The other side of this is also important. It is noted that
“the act of writing isn’t important as much as putting
ideas somewhere useful” (2).
Sources
1. William Smith. 2018. The Way Things Are. http://
www.samplesite.com/writing
2. Patricia Smith. 2018. The Way Things Really Are.
http://www.betterthansample.com/tiger
Credit to Authors and Sources
Option #1: Paraphrasing
Rewording Source Information in Your Own Words
· Rephrase source information in your own words. Avoid
repeating the same words of the author.
· Remember, you cannot just replace words from the original
sentence.

· Add the author’s last name and a number to the end of your
paraphrase as a citation (which will be the same on your
Source List).
ORIGINAL SOURCE
“Writing at a college level requires informed research.”
PARAPHRASING
As Harvey wrote, when writing a paper for higher
education, it is critical to research and cite sources (1).
When writing a paper for higher education, it is
imperative to research and cite sources (Harvey, 1).
Option #2: Quoting
Citing Another Person’s Work Word-for-Word
· Place quotation marks at the beginning and end of quoted
information.
· Limit quotes to two or fewer sentences (approximately 25
words) at a time.
· Do not start a sentence with a quotation.
· Introduce and explain quotes within the context of your
paper.
· Add the author’s last name and a number to the end of the
quote as a citation (which will be the same on your Source
List).

ORIGINAL SOURCE
“Writing at a college level requires informed research.”
QUOTING
Harvey wrote in his book, “Writing at a college level
requires informed research” (1).
Many authors agree, “Writing at a college level
requires informed research” (Harvey, 1).
Use these rules for using evidence and creating in-text citations!
General Credit
· Credit quoted or paraphrased sources using an in-text
citation. An in-text citation includes the primary author’s last
name and
the number of the source from the Source List.
· Before using any source, first determine its credibility. Then
decide if the source is appropriate and relevant for your proj ect.
Find
tips here.
· Well-researched assignments have at least as many sources as
pages (see assignment instructions).
https://library.strayer.edu/research_strategies/evaluate
https://library.strayer.edu/research_strategies/evaluate

Web sources are accessed through an internet browser.
Home Pages
A home page loads when typing a standard web address. For
instance, typing Google.com into any web browser will take you
to
Google’s home page.
Cite a homepage when using information from a news thread,
image, or basic piece of information on a company’s website.
Find
Tips Here.
Specific Web Pages
If using any web page other than the home page, include the
specific page title and direct link (when possible) in the Source
List entry.
If the assignment used multiple web pages from the same
source, create separate Source List entries (if the title and/or
web address
is different).
Effective Internet Links
When sharing a link to an article with your instructor and
classmates, start with a brief summary of the article and why
you chose to
share it.
Share vs. URL Options
Cutting and pasting the URL (web address) from your browser
may not allow others to view your source. This makes it hard
for people to
engage with the content you used.

To avoid this problem, look for a “share” option and choose that
when possible. Always test your link(s) before submitting.
If you cannot properly share the link, include the article/source
as an attachment. Interested classmates and your professor can
reference
the article shared as an attachment. Find tips here.
Credit for Web Sources
Charts, images, and tables should be centered horizontally on
the page and should be followed by an in-text citation. Design
your
page and place a citation below the chart, image, or table. When
referring to the chart, image, or table in the body of the
assignment,
use the citation.
Do not include a chart, image, or table without introducing it in
the assignment and explaining why it is necessary.
On your Source List, provide the following details of the visual:
· Author’s name (if created by you, provide your name).
· Date (if created by you, provide the year).
· Type (Chart, Image, or Table).
· How to find it (link or other information; see Source List
section for additional details).
Charts, Images, and Tables

Traditional Sources
Page Numbers
When referencing multiple pages in a textbook or other print
book, consider adding page numbers to help the audience
understand where the information is found. You can do this in
three ways:
a. by including it in the body of your assignment; or
or b. by using an in-text citation;
or c. by listing page numbers in the order used in your
assignment on the Source List.
Check with your instructor or the assignment guidelines to see
if there is a preference based on your course.
IN-TEXT CITATION
(Harvey, 1, p. 16)
In the example, the author is Harvey, the source list number is
1, and the page number where this information can be found is
page 16.
Multiple Sources (Synthesizing)
Synthesizing is the use of multiple sources in one paraphrased

sentence or paragraph to make a strong point. While this is
normally done in advanced writing, it could be useful for any
writing where you use more than one source. Find tips here.
The key is clarity. If you paraphrase multiple sources in the
same sentence (or paragraph if most of the information
contained in the paragraph is paraphrased), you should
include each source in the citation. Separate sources using
semi-colons (;) and create the citation in the normal style that
you would for using only one source (Name, Source Number).
SYNTHESIZED IN-TEXT CITATION
(Harvey, 1; Buchanan, 2)
In the example, the authors Harvey and Buchanan were
paraphrased to help the student make a strong point. Harvey
is the first source on the Source List, and Buchanan is the
second source on the Source List.
Advanced Methods
Some assignments require more advanced techniques. If
necessary, these guidelines help with special
case scenarios.
Substitution and Ellipsis
Omitting unnecessary information from a direct quotation is
often required. To omit information, delete the unnecessary
information and replace it with an ellipsis inside of square

brackets, like this: […]. Find tips here.
There are times when a quality source has made a mistake,
but you still value the information that the source provides. To
solve this issue, change elements of the source (noting what
additions or changes were required). When changing elements
within a direct quotation, delete the original information and
surround the new wording or spelling with square brackets, like
this: “[W]riting”.
The bracket here shows that the original source may have
misspelled “writing” or that the “W” has been capitalized and
was lowercase in the source material.
NOTE: Ellipsis and square brackets cannot be used in
paraphrased source material.
ORIGINAL SOURCE
“Writing at a college level requires informed
research.”
ELLIPSIS
Harvey wrote that writing “at a college level
requires […] research” (1).
SUBSTITUTION
Many authors agree that “[w]riting at an [undergrad-
uate] college level requires informed research” (1).
Footnotes and Additional Content
Written assignments may benefit from including relevant

background information that is not necessarily important for the
main body of the assignment.
To include extra secondary evidence or authorial commentary,
insert a numeral superscript into the text of the assignment
and add the extra evidence or commentary in the footer of the
page as a footnote. (Note: Microsoft Word’s “Insert Footnote”
function is the preferred method.)
When writing a paper for higher education,4 it is
imperative to research and cite sources (Harvey,
1). This suggestion applies to both undergraduate
and graduate students, and it is the first thing that
beginning students must internalize.
4 Mathews has pointed out that this suggestion is appropriate
for all levels of education, even those outside of university, and
is in fact best practices for any form of professional writing
(2). However, this paper focuses specifically on writing
in college-level education.
Appendices
An assignment may require an appendix following the Source
List. The appendix is meant to declutter the assignment body or
provide relevant supplemental information for the audience.
If there is only one appendix, it is labeled, Appendix. More than
one appendix may be required. Label the first appendix
Appendix
A, the second Appendix B, and so on. Each chart, graphic, or
photograph referred to in the body of the assignment requires its
own listing in the appendices.
Use descriptive labels in the body of your written assignment to

link each chart, graphic, or photograph to its place in the
appendices. For example, when referring to a chart found in
Appendix B, a student would include (see Appendix B, Cost of
Tuition
in Secondary Education, 2010-2019) after referring to data
drawn from that chart.
Source List
The Source List includes all sources used in your assignment. It
is a new page added at the end of your
assignment. The list gives credit to authors whose work
supported your own and should provide enough
information so that others can find the source(s) without your
help.
Build your Source List as you write.
� Type “Sources” at the top of a new page.
� Include a numbered list of the sources you used in your
paper (the numbers indicate the
order in which you used them).
1. Use the number one (1) for the first source used in the paper,
the number two (2) for the
second source, and so on.
2. Use the same number for a source if you use it multiple
times.
� Ensure each source includes five parts: author or

organization, publication date, title, page
number (if needed), and how to find it. If you have trouble
finding these details, then re-
evaluate the credibility of your source.
� Use the browser link for a public webpage.
� Use a permalink for a webpage when possible. Find tips
here.
� Instruct your readers on how to find all sources that do not
have a browser link or a permalink.
� Separate each Source List element with a period on your
Source List.
AUTHOR PUBLICATION DATE TITLE PAGE NO. HOW TO
FIND
The person(s) who published
the source. This can be a
single person, a group of
people, or an organization. If
the source has no author, use
“No author” where you would
list the author.
The date the source was
published. If the source has
no publication date, use “No
date” where you would list
the date.
The title of the
source. If the
source has no title,

use “No title” where
you would list the
title.
The page
number(s) used.
If the source has
no page numbers,
omit this section
from your Source
List Entry.
Instruct readers how to find all
sources. Keep explanations
simple and concise, but provide
enough information so the
source can be located. Note:
It is your responsibility to make
sure the source can be found.
Michael Harvey
In the case of multiple
authors, only list the first.
2013
This is not the same as
copyright date, which is
denoted by ©
The Nuts & Bolts
of College Writing

p. 1
Include p. and the
page(s) used.
http://libdatab.strayer.edu/
login?url=http://search.
ebscohost.com/login.aspx
Setting Up the
Source List Page
Creating a
Source List Entry
Source List Elements
NOTE: For the example, Harvey is the first source used in the
assignment.
1. Michael Harvey. 2013. The Nuts & Bolts of College Writing.
p. 1. http://libdatab.strayer.edu/login?url=http://
search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=5
90706&site=eds-live&scope=site
Sources

1. Michael Harvey. 2013. The Nuts & Bolts of College Writing.
p. 1.
http://libdatab.strayer.edu/login?url=http://search.ebscohost.
com/login.aspx?direct=true&db=nlebk&AN=590706&site=eds-
live&scope=site
2. William R. Stanek. 2010. Storyboarding Techniques chapter
in Effective Writing for Business, College and Life.
http://libdatab.
strayer.edu/login?url=http://search.ebscohost.com/login.aspx?di
rect=true&db=nlebk&AN=359141&site=eds-live&scope=site&e
bv=EB&ppid=pp_23
3. Zyad Hicham. 2017. Vocabulary Growth in College-Level
Students’ Narrative Writing. http://libdatab.strayer.edu/
login?url=http://search.ebscohost.com/login.aspx?direct=true&d
b=edsdoj&AN=edsdoj.9b7fad40e529462bafe3a936aaf81420
&site=eds-live&scope=site
4. Anya Kamenetz. July 10, 2015. The Writing Assignment That
Changes Lives. https://www.npr.org/sections/
ed/2015/07/10/419202925/the-writing-assignment-that-changes-
lives
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OffC46: OffC47: OffC48: OffC50: OffC51: OffC52: OffC55:
OffC56: OffC57: OffC59: OffButton 3: C44: OffC53: OffC58:
OffC69: OffC70: OffC71: OffButton 4: C68: OffC49: OffC54:

OffC78: OffC84: OffC79: OffC80: OffC81: OffButton 5: C82:
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OffC104: OffButton 8: C96: Off
Evaluating Contracts
Aerospace Drones has completed its first contract with
Department of Defense (DoD)
on time and under budget. Company expansion has increased
production capacity.
R&D continues to set industry standards for camera
stabilization systems.
You have now learned that the Department of Homeland
Security (DHS) Science and
Technology Directorate (S&T) is seeking to expand thei r UAS
surveillance capabilities.
These contracts will require significantly more time to prepare.
Once again, you must
get to work and prepare a detailed report that addresses the
more advanced level of
requirements needed for submission.
Assignment Instructions
Write a 6–8 page paper in which you:
1. Compare and contrast fixed-price contracts and cost-
reimbursement contracts in terms of the
benefits and drawbacks to small and large business.
2. Analyze at least four opportunities your small business will

have compared to large businesses in
general.
3. Discuss which elements of cost-reimbursement contracts tend
to produce the biggest troubles for
your small business. Provide a rationale for your choices.
4. Determine which form of contracting would benefit your
business the most among all the forms of
contracting described in Chapter 16. Support your response.
5. Choose the most significant form of contracting that would
support large companies (e.g., Boeing)
among all the forms of contracting described in Chapter 16.
Support your response.
6. Develop a plan on how your company would justify the
government to award your company the
contract when the form of this contracting supports larger
companies.
Formatting Requirements
Your assignment must follow these formatting requirements:
• This course requires the use of Strayer Writing Standards. For
assistance and information, please
refer to the Strayer Writing Standards link in the left-hand menu
of your course. Check with your
professor for any additional instructions.
• Use at least three quality academic resources in this
assignment. Note: Wikipedia and other
Websites do not qualify as academic resources.
The specific course learning outcome associated with this

assignment is:
• Evaluate the impact of fixed-price contracts and cost-
reimbursement contracts on a given business.
Determine which form
of contracting would
Points: Points: Points: Points: Points:
Unacceptable Needs Improvement Satisfactory Competent
Exemplary
Compare and contrast
fixed-price contracts
and cost-
reimbursement
contracts in terms of
the benefits and
drawbacks of each for
your business.
Points:
0 (0.00%)
Did not submit or
incompletely compared

and contrasted fixed-price
contracts and cost-
reimbursement contracts
in terms of the benefits
and drawbacks of each
for your business.
Points:
11.7 (9.75%)
Insufficiently compared
and contrasted fixed-
price contracts and cost-
for your business.
Points:
13.5 (11.25%)
Partially compared and
contrasted fixed-price
contracts and cost-
reimbursement
the benefits and
your business.
Points:
15.3 (12.75%)
Satisfactorily
compared and
contrasted fixed-price

contracts and cost-
reimbursement
the benefits and
your business.
Points:
18 (15.00%)
Thoroughly compared
and contrasted fixed-
price contracts and cost-
for your business.
Analyze at least three
opportunities your
small business will
have compared to
large businesses in
general.
Points:
0 (0.00%)
Did not submit or
incompletely analyzed at
least three opportunities
your small business will
have compared to large
businesses in general.
Points:

11.7 (9.75%)
Insufficiently analyzed at
least three opportunities
your small business will
have compared to large
Points:
13.5 (11.25%)
Partially analyzed at
least three
opportunities your
small business will
have compared to
large businesses in
general.
Points:
15.3 (12.75%)
Satisfactorily analyzed
at least three
opportunities your
small business will
have compared to
large businesses in
general.
Points:
18 (15.00%)
Thoroughly analyzed at
least three (3)
opportunities your small

business will have
compared to large
Discuss which
elements of cost-
reimbursement
contracts tend to
produce the biggest
troubles for your small
business. Provide a
rationale for your
choices.
Points:
0 (0.00%)
Did not submit or
incompletely discussed
which elements of cost-
tend to produce the
biggest troubles for your
small business. Did not
submit or incompletely
provided a rationale for
your choices.
Points:
11.7 (9.75%)
Insufficiently discussed
tend to produce the
biggest troubles for your

small business.
Insufficiently provided a
rationale for your
choices.
Points:
13.5 (11.25%)
Partially discussed
reimbursement
contracts tend to
produce the biggest
business. Partially
your choices.
Points:
15.3 (12.75%)
Satisfactorily
discussed which
elements of cost-
reimbursement
contracts tend to
produce the biggest
business.
Satisfactorily provided
a rationale for your
choices.
Points:
18 (15.00%)

Thoroughly discussed
which element(s) of
cost-reimbursement
contracts tend to
produce the biggest
business. Thoroughly
your choice(s)
benefit your business
the most among all the
forms of contracting
described in Chapter
16. Support your
response.
0 (0.00%)
Did not submit or
incompletely determined
which form of contracting
would benefit your
business the most among
all the forms of
contracting described in
Chapter 16. Did not
submit or incompletely
supported your response.
11.7 (9.75%)
Insufficiently determined
which form of
contracting would

described in Chapter 16.
Insufficiently supported
your response.
13.5 (11.25%)
Partially determined
which form of
contracting would
16. Partially supported
your response.
15.3 (12.75%)
Satisfactorily
determined which
form of contracting
would benefit your
business the most
among all the forms
of contracting
16. Satisfactorily
supported your
response.
18 (15.00%)
Thoroughly determined
which form of contracting
would benefit your
business the most among
all the forms of

contracting described in
Chapter 16. Thoroughly
supported your response.
Choose the most
significant form of
contracting that would
support large
companies (e.g.,
Boeing) among all the
16. Support your
response.
Points:
0 (0.00%)
Did not submit or
incompletely chose the
most significant form of
support large companies
(e.g., Boeing) among all
the forms of contracting
Did not submit or
incompletely supported
your response.
Points:
11.7 (9.75%)
Insufficiently chose the

Insufficiently supported
your response.
Points:
13.5 (11.25%)
Partially chose the
support large
companies (e.g.,
Boeing) among all the
16. Partially supported
your response.
Points:
15.3 (12.75%)
Satisfactorily chose
the most significant
form of contracting
that would support
large companies
(e.g., Boeing) among
all the forms of
contracting described
in Chapter 16.
Satisfactorily
supported your
response.

Points:
18 (15.00%)
Thoroughly chose the
Thoroughly supported
your response.
Develop a plan on how
your company would
justify the government
to award your
company the contract
when the form of this
contracting supports
larger companies.
Points:
0 (0.00%)
Did not submit or
incompletely developed a
plan on how your
company would justify the
government to award your
company the contract
when the form of this
larger companies.
Points:

7.8 (6.50%)
Insufficiently developed a
plan on how your
company would justify
the government to award
your company the
contract when the form
of this contracting
supports larger
companies.
Points:
9 (7.50%)
Partially developed a
plan on how your
company would justify
the government to
award your company
the contract when the
form of this contracting
supports larger
companies.
Points:
10.2 (8.50%)
Satisfactorily
developed a plan on
how your company
would justify the
government to award
your company the
contract when the
form of this
larger companies.

Points:
12 (10.00%)
Thoroughly developed a
plan on how your
company would justify the
government to award
your company the
contract when the form of
this contracting supports
larger companies.
4 references. Points:
0 (0.00%)
No references provided
Points:
3.9 (3.25%)
Does not meet the
required number of
references; all references
are poor-quality choices.
Points:
4.5 (3.75%)
Does not meet the
required number of
references; some
references are poor-
quality choices.
Points:
5.1 (4.25%)
Meets number of
required references;

all references are
high-quality choices.
Points:
6 (5.00%)
Exceeds number of
required references; all
references high quality
choices.
Clarity, writing
mechanics, and
formatting
requirements.
Points:
0 (0.00%)
More than 8 errors
present.
Points:
7.8 (6.50%)
7–8 errors present.
Points:
9 (7.50%)
Points:
10.2 (8.50%)
Points:
12 (10.00%)
0-2 errors present

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