To write a REPLY POST to GIVEN ANSWER. Minimum 350 words. Due i.docx

To write a REPLY POST to GIVEN ANSWER. Minimum 350
words. Due in 8 hours.
You can agree or disagree with given answer.
Question:
Search the Internet and find the website of a manufacturing
company that you think is using a Process Cost Accounting
system. Identify and discuss the specifics about your uniquely
selected company that indicates it is using Process Cost
Accounting. Each company may only be selected once (i.e. once
a student selects a particular company, that same company may
not be selected by another student).
Do not use any direct quotes and/or cut and pasted information
(i.e. your discussion is to be 100% your thoughts, ideals and
insights).
GIVEN Answer:
Process cost accounting system is completely different to Job
order cost accounting. The difference between these two cost
accounting systems that job order costing is used when unique
products are being produced and ordered by customers. On the
other hand, process costing is used when manufacturers produce
in mass or bulk which leads to economies of scale. The cost per
unit is reduced because products are produced in batches. The
manufacturing costs are assigned to the units produced in the
process.
A company that is a great example for following the process
costing accounting system is Coca Cola. Coca Cola is one of the
largest corporations that produces its products in batches and
distributes them to retailers. They produce in thousands if not
millions of cans a day and for that reason, they follow a mass
production scheme. In Coca Cola, there are expenses that need
to be taken into the assigning costs of the manufacturing
process; this includes the direct materials, direct labor and

factory overhead costs. In a mass production scheme, the cost
per unit is low compared to a uniquely design product ordered
by the customer. The costs associated with manufacturing
process are categorized into 3 different parts; concentrate and
syrup manufacturing, blending and packaging. There are major
benefits of using the process cost accounting system such as the
flexibility of the manufacturing process and inventory control.
This will allow the company to produce according to the raw
materials purchased. In addition, Coca Cola has proved to be a
successful corporation controlling its differentiation and
pricing. Therefore, the 3 stage process of assigning and
allocating manufacturing costs in a batch production process
reduce lower cost per unit. However, there are also
disadvantages in using a process accounting system. One of
them is the difficulty to determine the production costs. Since
it’s difficult to assign the exact production costs, the company
could experience low profits. However, measuring and
monitoring the performance in every department is crucial for
the controlling of production.
As a result, Coca Cola has established itself in a very good
market position. Since they produce in bulk and affordable
prices, the process cost accounting system is a strategic
approach for their success.
Thesis Statement: Serial killers feel at peace when they are able
to reenact each crime to satisfy
personal control over their lives.
Outline

I. Serial killers commit various crimes to replay in their minds
to give themselves
gratification.
A. Characteristic of Serial Killer
1. Intellectual
a. The individual is very intelligent in casual conversation.
b. Able to adapt to a multitude of various communities.
2. Abusive Childhood
a. Unstructured parenting during adolescent phase.
b. Constant exposure to irrational thinkers.
3. Organized vs. Disorganized Crimes
a. Matching the crime to the killers ideals.
b. The killer is confused about their beliefs.
B. Modus Operandi
1. Nature of Crime
a. Killer showed hatred in each murder.
b. Compassion of the murder was shown to iterate love.
2. Victim Type
a. The people killed had alpha mentalities with introvert

qualities.
b. These people are very accessible in any situation.
3. Approach to Overcome Victim
a. Their prey is overly confident leaving them vulnerable.
b. Able to blueprint every move of the target through social
interactions.
II. These criminals are never random with killings, due to them
having distinction on who is
preyed upon in their environment.
A. Psychological Disorder
1. Unstable Emotions
a. Battling with childhood growth for self understanding.
b. Gathering positive captions of life for social acceptance.
2. Power Over Life
a. To gain power is to take power from another person.
b. The more lives taken gives greater life to the psyche.
3. Fantasy Behavior
a. Creating events to sooth interpersonal desire of stability.

b. Believing in the moment to only lose feeling once it’s over.
B. Targeted Victims
1. Location
a. Creating contact with the victim with
minimal exposure to the public.
b. In tune with the love of the hunt to
obtain the kill.
2. Single Individual
a. A person who is usually alone in a
public environment.
b. This person tends to be a care free spirit
living life on the edge.
3. Minimal Public Traffic
a. They usually hide in the comfort zones
of the victim’s home or job.
b. Given opportunity the victim can be
caught of guard to subdued.
III. Constant trauma, of the same abuse, can lead to what type
of offender the person might
become in later years.

A. Types of Abuse
1. Sexual
a. Usually involves penetration by a family member.
b. There are constant acts of touching to private parts.
2. Physical
a. Beaten by family members with uncommon objects to
submit individual.
b. Broken body due to a violent home life.
3. Psychological
a. Unstable parents bringing up a child.
b. Factors given to cause a chemical imbalance in mental state.
4. Neglect
a. No one to give a child direction and purpose.
b. Given minimal contact with outside public to gain
knowledge.
B. Four Main Types of Serial Killer
1. Mission
a. Derives pleasure from killing.
b. Seeks thrills in the process of capturing a victim.

2. Visionary
a. Commit murder at the command of imaginary voices.
b. They usually suffer from some mental illness.
3. Power/Control
a. To exert power of the victim during the murder.
b. These predators usually have sexual encounters with their
victim.
4. Hedonistic
a. The individual kills for comfort.
b. Also they gain strong desire to gratify themselves.
IV. A killer’s constant struggle to feel a void to regain some
type of balance to an
unstructured upbringing can lead to psychosis.
A. Psychopathy
1. Sadistic Activity
a. These people are socially capable of being liked by peers.
b. Tend to self destruct when natural desire overwhelms them.

2. Sexual Maturity
a. Engaging in killing children to relive their past pain.
b. Having sex with dead bodies to reenact the kill.
3. Bullied
a. A misfit that is outcast by their peers.
b. A socially awkward person who seems weak in social
surroundings.
B. Destruction
1. Spread Chaos
a. To bring peace there has to be a calm before the storm.
b. Feel the pain of the individual so everyone can live the
emotions.
2. Create Mayhem
a. Make the environment crumble to gain an understanding of
corruption.
b. Take everything with force to bring peace of mind.
3. Public Endangerment

a. Hurt those so they can feel the pain of those who hurt you.
b. Devastate humanity so the human spirit may crumble.
References
Mike McPhate, Los Angeles Man Is Convicted in Grim Sleeper
Serial Case, The New York
Times (May 5, 2016),
http://www.nytimes.com/2016/05/06/us/grim-sleeper-lonnie-
franklin-los-angeles.html?_r=0
James Fox & Jack Levin, A Surprising Truth About Serial
Killings, CNN (October 24, 2014,
8:30 PM), http://www.cnn.com/2014/10/24/opinion/fox-levin-
serial-killers/
James O. Beasley, Serial Murder in America: Case Studies of
Seven Offenders, Behavioral
Sciences and the Law, Behav. Sci. Law 22: 395-414 (2014).
Published online in Wiley
Interscience. DOI: 10.1002/bsl.595,
http://faculty.fortlewis.edu/burke_b/forensic/class%20readings/
murder.pdf
Sandra Burkhalter, Serial Killers, Macmillan Encyclopedia of
Death and Dying (2002),

http://www.encyclopedia.com/topic/Serial_Killers.aspx
Robert Morton, Jennifer Tillman, & Stephanie Gaines, Serial
Murder: Pathways For
Investigations, FBI (July, 2008),
https://www.fbi.gov/news/stories/2014/october/serial-killers-
part-8-new-research-aims-to-help-in
vestigators-solve-cases/erial-murder-pathways-for-
investigations
Heather Mitchell & Michael Aamodt, The Incidence of Child
Abuse in Serial Killers, Journal of
Police and Criminal Psychology, 20:1 pg 40-47 (2005).
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.568.1
609&rep=rep1&type=pdg
http://www.nytimes.com/2016/05/06/us/grim-sleeper-lonnie-
franklin-los-angeles.html?_r=0
http://www.cnn.com/2014/10/24/opinion/fox-levin-serial-
killers/
http://faculty.fortlewis.edu/burke_b/forensic/class%20readings/
murder.pdf
http://www.encyclopedia.com/topic/Serial_Killers.aspx
part-8-new-research-aims-to-help-investigators-solve-
cases/erial-murder-pathways-for-investigations
part-8-new-research-aims-to-help-investigators-solve-
cases/erial-murder-pathways-for-investigations
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.568.1
609&rep=rep1&type=pdg

Georgie Weatherby, Danielle Buller, & Katelyn McGinnis, The
Buller-McGinnis Model of
Serial Homicidal Behavior: An Integrated Approach, Journal of
Criminology and Criminal
Justice Research & Education, 3:1 (2009).
http://www.scientificjournals.org/journals2009/articles/1441.pdf
Zelda Knight, The Behavior of Serial Killers As Narcissists: An
Object Relations Perspective,
Social Behavior and Personality, 34:10, pg 1189-1206 (2006).
http://rangers.rwtraip.kittery.k12.me.us/~jdufort/Site/Psycholog
y_files/Psychology%20Article%
201.pdf
Ju-Lak Lee, Kwan Choi, Serial Murder: An Exploration and
Evaluation of Theories and
Perspectives, American International Journal of Contemporary
Research, 4:3 (March 2014).
http://www.aijcrnet.com/journals/Vol_4_No_3_March_2014/11.
pdf
Hllong, 5.Journal Article, Public Opinions on Serial Killers,
(April 1, 2011).

http://long102portfolio.web.unc.edu/journal-article/
http://www.scientificjournals.org/journals2009/articles/1441.pdf
y_files/Psychology%20Article%201.pdf
y_files/Psychology%20Article%201.pdf
http://www.aijcrnet.com/journals/Vol_4_No_3_March_2014/11.
pdf
http://long102portfolio.web.unc.edu/journal-article/
Extended Learning Division
Course number and title:

CJ 499 (on-line) – Senior Seminar
Credits, semester, location:
3 credits
Summer 2016, Extension Campus, 8 week course (May 16 –
July 11, 2016)
Instructor’s name and contact information:
Asa C. Garber, J.D. [email protected]
Course Description (from the Course Catalog):
“Major research paper on approved topic under direction of
department chair. Final
course of student’s program in criminal justice. Prerequisite:
Senior standing.”
Textbook: None.
Resources:
There is no assigned textbook for this course. You will be
required to research and
obtain necessary information – from form to substance. You are

also responsible for
checking Moodle regularly for course updates and to review
materials provided there.
Instructor’s Belief:
This is a capstone course for your degree. What that means is,
your work in this course
must prove to me that you have developed the knowledge,
ability, and writing skills
necessary to represent yourself as a St. Martin’s graduate. That
will require hard work
and a significant time commitment.
Purpose of the Course:
This course likely differs from the other courses you’ve taken in
two ways:
1. The bulk of your learning will be the product of your own
research and work.
You are choosing a topic yourself. Basically, you are choosing
the substance of
this course and then educating yourself on it. This is your
chance to “spread your
wings and fly.”
2. The entire course is focused on producing your senior thesis.

If you wish to pass
the course, your thesis will be a thoroughly-reasoned,
professionally-written,
error-free final work. Unlike most courses, where midterm
exams provide you
real-time feedback on where you’re at in the course and the
quality of your work,
mailto:[email protected]
2
the bulk of your grade in this course is based upon the final
paper. I will provide
exercises, mileposts, and feedback periodically to assist in
guiding you.
However, ultimately, you must take the initiative and have the
dedication to
assure your own success. As the capstone course to your
degree, the time for
freshman hand-holding is long past.
The Not-Scary Part of this Course:
Sure, you have control over your wild success or disastrous
failure in this course more
than you’ve ever had during your undergraduate studies. That’s
stressful (which isn’t a

bad thing – stress is a biological imperative designed to
motivate you to avoid disaster.
Listen to your stress; work hard and work early to alleviate it.)
However, this isn’t some class where you’re not particularly
interested in the subject
matter and just have to drag your feet through it to get the
credit. Here, YOU choose your
own academic adventure!* Fascinated by some sociological
study of prisoner behavior?
Cool, go for it! Want to argue law, sociology, or psychology on
the increasing reports of
the use or abuse of force by police officers? Great! Want to
address that issue by
explaining how to fix it? I’m looking forward to reading your
paper!
Point is, YOU get to create your course! This should be the
most interesting course
you’ve taken (because why would you choose a boring topic?).
*Your topic must be at a college-level and strongly relate to
criminal justice—so no
“Superman v. Batman” papers, despite its relation to criminal

justice.
How to avoid choosing a boring topic:
If you’re bored, you will do poorly in this course. Why?
You’ll be bored and
procrastinate, avoid sufficiently researching, and end up
producing an uninspired paper
that will be as boring for me to read as it is for you to write.
Entertain me, please!
Do not just choose a topic you already think you know enough
about to write a paper.
You’ll end up not doing enough research, miss the nuances of
the topic, and produce
what will read like a poorly-developed Wikipedia entry…and
likely fail the course.
(Also, see the plagiarism section about not re-using topics you
already wrote on for
previous classes.)
Choose a topic that interests you, one you feel you want to or
should know more about.
Think about what you want to do after you graduate, where you
want to go with your

career. Start there! What do you think you should know to do
that? What would be
helpful to be thoroughly versed on already?
Planning to work with the prison system? Consider a topic that
would prepare you to
work with prisoners (perhaps covering studies on prisoner
behavior), on policy affecting
prisons, or even on prison design (who doesn’t love a good
Panopticon?).
3
Law enforcement or security in your future? Consider a study
of relevant laws
(constitutional or otherwise) or policies you’ll deal with on the
job.
Not sure what you want to do? Then choose a topic that
explores one of your options.
Whatever you choose, above all, choose something that interests
you, something where
you still have questions you need answered.

How to Get Started with Moodle:
1. Visit: http://moodle.stmartin.edu
2. See “Getting Started with Moodle 2.8,” “Tutorials for
Students,” and “Frequently
Asked Questions” in the pane entitled “NAVIGATION” in the
left margin.
3. LOGIN with your Saint Martin’s username and password
when ready. For
username and password help, see:
https://www.stmartin.edu/directory/integrated-technology-
services/technology-
help
Course Format and Content:
We will utilize Moodle extensively to create our virtual class
environment. You will
need to check it multiple times a week to assure that you are
addressing course
obligations and submitting assignments on time.
Course Evaluation/Grading Policy:
Assignments Percent of Grade

Final Research Paper 70%
Periodic Assignments 15%
Forum Presentation and Responses 15%
Total 100%
No Late Assignments or Incompletes
Assignments are due at 5pm Pacific Standard Time on the
Saturday of that week.
Take note of your time zone and make sure you are submitting
by 5pm PST. Late
assignments will earn a zero absent unforeseeable and
unavoidable delay. That does not
mean you wait until 1-2 days before a major assignment was
due; something came up;
and you ran out of time. Work ahead.
I realize there can be scheduling issues with military service. If
so, contact me before the
assignment is due about a delay and turn the assignment in
early. It is a very rare
occasion where a student was not informed of a military
obligation sufficiently prior to
the absence to address it.

This is an eight-week, senior thesis course. The advantage and
disadvantage is you will
be done in eight weeks. I do not issue incompletes (“I”). If you
do not have the time or
ability to complete your final paper within the coming eight
weeks, drop this course now.
http://moodle.stmartin.edu/
services/technology-help
services/technology-help
4
Grading Scale:
99 – 100 A+
94 – 98 A
90 – 93 A-
87 – 89 B+
83 – 86 B
80 – 82 B-
77 – 79 C+

73 – 76 C
70 – 72 C-
67 – 69 D+
63 – 66 D
60 – 62 D-
59 – below F
Nature of your assignments:
1. Periodic Assignments.
a. Details will be posted on Moodle for individual assignments.
These
include tasks such as: weekly exercises, topic formulation, topic
research,
and topic outlines.
2. Research Papers
a. Your research paper should show the reader:
(1) You thoroughly educated yourself on your chosen topic;
(2) You have read and mastered the leading research in your
topic;
(3) You have original thoughts and ideas on that topic, and can
use
related research and sources in the field to lend support; and,
(4) You have a college-level mastery of English, grammar,

professional formatting, and professional writing.
b. The research paper should be 15 pages long, double-spaced
(do not have 8
point spaces after paragraphs in addition to double-spacing—if
you do not
know how to check to confirm you do not or how to remove it if
you do,
look it up!), 12 point Times New Roman. The paper should
have a title
page, table of contents, and works cited page; those pages do
not count
towards the 15 pages.
c. Your paper should clearly set forth your topic in a thesis
statement.
d. Use headings and subheadings to help organize your paper.
Label them
sequentially.
e. Your paper should have at least 10 sources, at least five of
which should
be from journals or original case law opinions. You won’t pass
this
course with going to the library, almost certainly on multiple
occasions.
f. Citation: You should cite your sources as per “The Bluebook:
A Uniform
System of Citation.” (Any of the last several editions: 18th -

20th are fine).
You do not need to purchase the book. You should be able to
cite
correctly using the following information:
https://www.suffolk.edu/law/library/19543.php
(1) Provide pinpoint citations. That means the citations within
your
paper should provide the specific page number(s) within the
article
or case where you obtained the information referenced or
quoted.
(2) Here are some examples of citation forms:
New York Times Co. v. Sullivan, 376 U.S. 254, 257 (1964).
State v. Valdez, 167 Wn.2d 761, 763 (2009).
RCW 28A.642.010 (2011).
Kelly D. Thomason, The Costs of a "Free” Education, 53 Duke
L.J. 6, 12 (2004).
g. Page numbers: Your paper (including drafts) should have
page numbers,
https://www.suffolk.edu/law/library/19543.php
5
centered in the footer. Page 1 of your paper should be the first

page of
your substantive writing. Your title page and table of contents
should not
be numbered.
h. In addition to submission of your research paper, you must
provide
me electronic copies (working web links or scanned pdf’s) of
each of
your referenced sources via e-mail.
3. Forum Presentation and Responses
a. It would be a shame to have you spend all this time and effort
to
development detailed knowledge on a topic, only not to share it
with your
fellow classmates. Thus, we do.
b. The forum presentation is an approximately 2 page (12 point
font, double
spaced), “executive summary” of your paper. You will post it
as a new
Moodle Forum Topic, with the name of the post as: “Paper
Summary:
[The title of your paper].” As you likely can guess, you should
replace the
brackets and wording inside with the actual title of your paper.

c. Moodle will sometimes alter your formatting when you cut
and paste text
into the forum window. It may even change the formatting after
you post.
You are responsible to assure that all your posts and
submissions in
this course are properly formatted. You will not earn credit for
a forum
post or submission that is one large, unspaced paragraph; has
wording off
the side of the left or right screen; or is otherwise difficult or
annoying to
try to read.
d. Responses: You are responsible for reading each of your
classmates’
forum posts (i.e. paper summaries), and providing a response to
each of
their papers.
(1) This feedback should not merely say “good job, dude” or
“that was
interesting.”
(2) Your response is not merely a summary of one or more
points the
person made in her or his paper. Your feedback should be a
meaningful response to her or his paper, with 1-2 solid issues –

whether you point out a potential area of contention, suggest a
parallel that topic has with another issue or topic, discuss an
extension of the paper topic or reasoning, or identify and
discuss
another resource or study not utilized in the paper. You should
fully explain and detail the issues you raise.
(3) Your response will require you to conduct research of your
own.
You should cite that resource or those resources.
(4) Your Paper Summary and your responses, as with everything
in
this course, should be written professionally, proofread, and of
a
college-level quality.
General work-quality expectations/Basis for Assessment:
This is a college-level paper and the capstone for your degree.
If you require a writing
sample for a job, program, or other opportunity after you
graduate, you should be able to
use your paper or your executive summary for that purpose.
What that means is, doing
things right now not only will pass you in this class, but will
provide you with a solid

6
resource for your future endeavors.
I require a thoroughly proofread paper. There should be no
typographical errors. You
should read over your final paper a half-dozen times yourself.
Since to err is human, I
would also recommend you ask, plead with, or bribe some
friends, mentors, loved ones,
etc. to proofread your paper for you (it is easy to miss one or
two typos if you’ve been
reading the same paper a fifty times, over a dozen iterations).
I also require correct spelling and grammar. You will not
convince anyone you know
what you’re talking about if you have not mastered basic
grammar or taken the time to
assure correct spelling. If you need to conduct research to
confirm you are using “your”
or “their” correctly, do so. We all need to look things up from
time to time.

Your paper must also be written in a professional tone. It
should never contain
statements like “I think,” “I feel,” “I believe,” “in my opinion,”
etc. (Why? Because you
are not an established authority in whatever topic you choose.
You should make
assertions and take positions in your papers; however, you must
support those assertions,
not with the fact that you “believe” them, but by citing
resources and explaining
reasoning to convince your readers that those assertions are
correct.) Example:
WRONG: “I think that police departments are not adequately
disciplining officers and, in
my opinion, that’s a big problem!"
CORRECT: “Police departments are not adequately disciplining
officers who violate the
law for minor offenses, leading to the commission of greater
offenses. [Continue with a
discussion supporting this statement, including citations to
statistics showing a rise in
police misconduct or complaints and/or a study or a discussion
about a lessening of

adherence to rules when those rules are not enforced.]”
Finally, your paper should not use informal English (e.g.
“Here’s the thing about
prison…” or “But that wouldn’t be the way I would do it.”) As
in the “wrong” example,
above, “that’s a big problem” and exclamation points are
acceptable in e-mails to friends;
that informal tone and use of exclamations are not appropriate
anywhere in this course.
Plagiarism:
You will fail this entire course if you plagiarize, period. Your
conduct will also be
reported to Academic Affairs; they will determine whether your
conduct requires
sanctions in addition to failure of the course.
This course evaluates your abilities. You will earn no credit for
stealing someone else’s
words. If you are not crystal clear on what constitutes
plagiarism, research it. If you’re
still confused, ask me. “I did not mean to plagiarize” will fail
you all the same.

As per Saint Martin’s Academic Code of Conduct & Policies,
plagiarism is “the act of
using the words and ideas of others without giving proper
credit.” This includes:
- “Having another individual write a paper or take an
examination for a student.”
- “Directly quoting material without using quotation marks or
proper indentation.”
https://www.stmartin.edu/sites/default/files/smu-files/student-
affairs/studenthandbook_0.pdf
7
- “Not giving credit for another person’s original ideas and
organization.”
To be clear, if you use more than one word of an author’s work
without putting that
phrase in quotation marks and citing it to the correct source,
you have plagiarized
and will earn a failing grade.
Additionally, reusing things you have written in previous
courses also constitutes
plagiarism in this course, and will result in a failing grade. If
you are in doubt as to what

you are planning to use or write on in light of a previous paper,
ask me as early as
possible.
Ultimately, just don’t plagiarize. I take no joy in failing
students. The technology
available to detect plagiarism is outstanding and you’ve been
thoroughly warned in detail.
Yet, inevitably, one person in every class seems to think they’ll
slip past a couple
sentences to a couple paragraphs of plagiarized work. It doesn’t
slip by; they fail the
course; and then they have to explain it all to Academic Affairs.
(For the procedure and
protocol, including the right to appeal, view “Academic
Dishonesty” at
https://www.stmartin.edu/catalog/graduate/Academics/academic
Regulations/records.aspx)
Course Calendar and List of Assignments:
Alterations to this schedule may be made via Moodle. Always
check Moodle for
additional assignments.

W
k
Due
Date
Assignments/
Assessments*
Learning Objectives
1
5/21
1. Read the syllabus
2. Submit three potential topics,
with brief outlines
3. Submit survey AND Moodle
exercise
- Understand the course requirements
- Learn about various CJ issues through research of
multiple potential topics

- Address grammatical shortcomings
- Ponder potential reasoning and research to
support your paper topics and stances
2
5/28
1. Research and submit three
potential topics, with summaries
- Explore and narrow down your three topics
- Begin to understand the resources and articles
available for each topic
3
6/4
1. Post final topic on the forum
2. Draft and submit initial outline
3. Continue research (and retain
copies of sources)
4. Submit Moodle assignment

- Hone your research skills
- Develop your knowledge of your topic
- Focus the scope of your topic to thoroughly
analyze it within the length of the final paper
4
6/11
1. Continue research
2. Submit research journal and
detailed outline
- Improve your organizational skills in drafting an
outline and paper
5
6/18
1. Continue research
2. Draft and submit rough draft
- Develop topic
- Identify and address holes in your

knowledge/paper
https://www.stmartin.edu/catalog/graduate/Academics/academic
Regulations/records.aspx
8
6
6/25
1. Finish intermediate draft of
paper
2. Complete Moodle exercises on
revising paper
- Analyze and summarize a broader topic
- Master organizational and revision process
7
7/2
1. Revise and finalize paper
2. Submit Paper in Word via
Moodle

3. E-mail me: All cited sources
4. Post: Executive Summary
- Improve proofreading
- Appreciate the self-respect and feeling of
achievement that hard work produces when you
create an excellent product
8
7/9
Read and respond to all classmates’
summaries
- Demonstrate and improve research and analytical
skills in formulating well-developed and supported
responses and defenses
* All assignments are due by 5pm the Saturday of the listed
week, to be submitted
by Moodle, unless otherwise specified.
Helpful Links

2015-2016
o http://www.stmartin.edu/sites/default/files/smu-
files/registrar/academiccatalog-1516_0.pdf
-2016 Student Handbook:
o http://www.stmartin.edu/sites/default/files/smu-files/student-
students
http://www.stmartin.edu/directory/extended-learning-
division/student-
resources
eather information:
o http://www.stmartin.edu/directory/office-public-safety
o https://www.e2campus.net/my/stmartin/signup.htm
o http://www.stmartin.edu/forms?topic=Registrar
Saint Martin’s University and the O’Grady Library
The O’Grady Library collections and services are available to
all Saint Martin’s

University students, regardless of physical location. To explore
the collections, services
and research tools available, visit the O’Grady Library
homepage:
https://www.stmartin.edu/academics/academic-
resources/ogrady-library
Research assistance
o Librarians are available to make either in-person or phone
appointments
with individuals and/or groups working on research projects.
The
librarians can do a general tour of the library, orient you to the
services
and collections available or provide in-depth instruction on
using the
http://www.stmartin.edu/sites/default/files/smu-
http://www.stmartin.edu/sites/default/files/smu-
http://www.stmartin.edu/sites/default/files/smu-files/student-
http://www.stmartin.edu/sites/default/files/smu-files/student-

division/student-resources
division/student-resources
http://www.stmartin.edu/directory/office-public-safety
https://www.e2campus.net/my/stmartin/signup.htm
http://www.stmartin.edu/forms?topic=Registrar
resources/ogrady-library
9
research tools available for your class. To request a
consultation, please
use the form:
resources/ogrady-
library/research/consultations
o The library also partners with a nationwide group of librarians
to offer a
chat service 24 hours a day, 7 days a week. Working late on a
paper and
not sure where to start? The chat service librarians can access
almost all
of the library’s resources and can often help you get started on a
project or

help you figure out if something is available. To start a chat,
go to:
http://tinyurl.com/dyaew23
o The library also has a series of research guides that pull
together key
databases, reference sources and websites that are particularly
useful in a
subject area. To explore the research guides, go to:
http://stmartin.libguides.com/
o The O’Grady Library has a collection of “how to” tutorials
designed to
help you get started on research at the library. To explore the
tutorials, go
to: http://stmartin.libguides.com/tutorials
Administrative Requirements
Access/Disability Services: Section 504 of the Rehabilitation
Act of 1973 and
Americans with Disabilities Act of 1990 (ADA) mandates

colleges and
universities to provide "reasonable accommodation" to any
enrolled student with
a disability. The law protects the student's rights to have an
equalized opportunity
for learning and for participating in campus programs and
activities. Students
have the right to services and reasonable accommodations
providing they meet
the basic requirements to perform activities of the program.
Saint Martin's
University Student Services includes a Disability Support
Services office which
works with students and potential students. We arrange those
accommodations
that allow our students to participate in classes and activities
and have equal
access to a full education here at the university alongside their
fellow students, in
whatever format the class is offered.
Students with medically recognized and documented (permanent
or temporary)
disabilities and who are in need of accommodation have an

obligation to notify
the University of their needs. Students who are in need of
accommodation should
first contact Disability Support Services, Lower Level O’Grady
Library, 360-438-
4580. If you need accommodations because of a disability, if
you have
emergency medical information that would be helpful for me to
know, or if you
need special arrangements in case the building must be
evacuated, please make an
appointment with me as soon as possible.
resources/ogrady-library/research/consultations
resources/ogrady-library/research/consultations
http://tinyurl.com/dyaew23
http://stmartin.libguides.com/
http://stmartin.libguides.com/tutorials

To write a REPLY POST to GIVEN ANSWER. Minimum 350 words. Due i.docx

Recommended

Recommended

More Related Content

Similar to To write a REPLY POST to GIVEN ANSWER. Minimum 350 words. Due i.docx

Similar to To write a REPLY POST to GIVEN ANSWER. Minimum 350 words. Due i.docx (19)

More from turveycharlyn

More from turveycharlyn (20)

Recently uploaded

Recently uploaded (20)

To write a REPLY POST to GIVEN ANSWER. Minimum 350 words. Due i.docx