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[>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) ATTACHED **files (4)** – ## UnitVII_HomeworkTemplateFOLLOW.docx – ## ORDER.docx – ## UnitVII_SampleHomework.pdf – ## WORKNEEDTOBEDONECLASSES.docx **## UnitVII_HomeworkTemplateFOLLOW.docx** **Unit VII Homewo…

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[>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

ATTACHED

**files (4)**

– ## UnitVII_HomeworkTemplateFOLLOW.docx

– ## ORDER.docx

– ## UnitVII_SampleHomework.pdf

– ## WORKNEEDTOBEDONECLASSES.docx

**## UnitVII_HomeworkTemplateFOLLOW.docx**

**Unit VII Homework Template**

Insert your argument here.

| | | | |
| — | — | — | — |
| **Conclusion:** | **Premises:** | **Inductive Aspects:** | **Deductive Aspects:** |
| | | | |

| | |
| — | — |
| **Potential Fallacies** | **(Hidden) Assumptions** |
| | |

**## ORDER.docx**

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)NUMBER 2

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)

(Adapted from brgfx, n.d.-c)

NUMBER 3

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)

NUMBER 4

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)

(Adapted from brgfx, n.d.-d)

NUMBER 5

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)

(Adapted from brgfx, n.d.-a)

NUMBER 6

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)

(Adapted from macrovector, n.d.)

NUMBER 7

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)

(Adapted from Dmitrynew83, n.d.)

NUMBER 8

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)

(Adapted from brgfx, n.d.-b)

NUMBER 9

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)

(Adapted from storyset, n.d.)

NUMBER 10

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**## UnitVII_SampleHomework.pdf**

Unit VII Sample Homework

As we age, we must take into account that our memory will start to weaken. I, for example, am very much

aware I do not remember things as well as I used to. When we are young, we take for granted how fast

we remember things. As I hear of many cases of Alzheimer’s, I become concerned I may one day have

Alzheimer’s. It is a real possibility for many of us. Scholarly work shows intellectual activity helps to stave

off Alzheimer’s disease. Thus, I think it is a good idea to engage in as much intellectual activity as

possible. My reasoning is as follows: If I want to have a sharp mind, I should exercise my mind. I do want

to have a sharp mind. Therefore, I should exercise my mind. But, how do I do that? I have been reading a

lot about chess. Chess masters have very sharp minds. I should thus play chess on an everyday basis.

This is what I am concluding for now. It may very well be the case that I will get tired of chess and look for

some other intellectual activity, but for now I will stick to chess. It is so easy to play different people

nowadays thanks to the internet, and I have always enjoyed playing it.

Let us look at my argument in more detail. I seemed to have come to this conclusion via two premises.

Even though there have been a lot of things I have considered, there are only two important premises. My

first premise is I should exercise my mind, and my second premise is chess masters have sharp minds. Is

my argument deductive or inductive? This is a little tricky. I know it is not deductive because the

conclusion does not necessarily follow from the premises. It is true I should exercise my mind and chess

masters have sharp minds, but it does not necessarily follow that I should play chess to exercise my

mind. This is because there are plenty of other things I can do to exercise my mind like read philosophy,

read classic novels, or read science.

There is, however, an inductive aspect to the argument. After reading a lot about chess masters, I have

concluded that chess masters have sharp minds. Their memories are amazing! This conclusion, chess

masters have sharp minds, serves as a premise for my whole argument. But, this has to be inductive

because I am sure not all of them have sharp minds. I may encounter a chess master, for example, who

does not have a sharp mind. Because there is a chance of such an encounter, the conclusion that chess

masters have sharp minds has been arrived at by inductive reasoning. Chance and contingencies are

signs of induction. My whole argument also contains a deductive part or deductive component, a sub-

argument, “If I want to have a sharp mind, I should exercise my mind. I do want to have a sharp mind.

Therefore, I should exercise my mind.” This is deductive because if we assume the assertions “If I want to

have a sharp mind, then I should exercise my mind” and “I do want to have a sharp mind” are both true, it

will necessarily follow that I should exercise my mind (the conclusion) is also true. Recall that in a

deductive argument the conclusion follows necessarily given that the premises are true. The conclusion “I

should exercise my mind” is not a matter of chance or contingency.

My argument assumes playing chess is an exercise, perhaps analogous to how I can exercise my body. It

is a hidden assumption because it is not explicitly stated in my argument, yet it is an assumption that is an

important part of my argument as a whole. My conclusion seems to follow based on this assumption. Are

there any potential fallacies I have avoided? I think I have avoided the false dilemma fallacy by not

thinking the whole situation is black and white or an either-or scenario. In my reasoning, I do not, for

example, conclude I either play chess on an everyday basis or I will get Alzheimer’s disease. I have just

argued I should play chess because I should exercise my mind.

Conclusion: Premises: Inductive Aspects: Deductive Aspects:

I should thus play
chess on an
everyday basis.

1. I should
exercise my
mind.

2. Chess
masters have
sharp minds.

The premise that chess
masters have sharp
minds has been arrived
at via induction.

The conclusion (which is also
premise for the whole argument) has
a deductive aspect:

“if I want to have a sharp mind, I
should exercise my mind. I do want
to have a sharp mind. Therefore, I
should exercise my mind
(conclusion).”

Potential Fallacies (Hidden) Assumptions
I do not conclude that I either play chess on an
everyday basis or I will get Alzheimer’s disease. I
have just argued I should play chess because I
should exercise my mind. I have avoided false
dilemma.

I am assuming that playing chess is an exercise.

**## WORKNEEDTOBEDONECLASSES.docx**

**PHI CLASS**

**ASSIGNMENT VII HOMEWORK**

**Assignment objective:** Students will create a paper involving the development and analysis of an argument that seeks to solve a real-world problem.

**Length:** Your submission should be at least two pages in length, not counting the title page and references (if used).

**References:** No outside sources are required for the assignment.

**Details:** This assignment has two parts. Both parts will be completed in the same attached
[Unit VII Homework Template](https://online.columbiasouthern.edu/bbcswebdav/pid-18064915-dt-asiobject-rid-161041953_1/xid-161041953_1).

**Part 1:** Choose one of the three topics from the table below. Write an argument with a clear conclusion (thesis) that you have created about this topic. Your conclusion must be a straightforward one-sentence assertion. Note that your thesis or conclusion can be something narrow within each topic. For example, "I should stop smoking" is a thesis or conclusion that falls under the topic of being healthy.

Incorporate the following guidelines as you write:

· Briefly introduce the issue or topic.

· Identify at least two premises for your conclusion.

· Write at least one page for your argument and written response.

· Your written response should include inductive (an observation arriving at a theory) aspects of your argument as well as deductive (a theory that arrives at a conclusion) aspects.

· List at least one fallacy that you may have committed but have avoided.

· Write at least one unstated assumption that is logically part of your argument.

· If your argument turns out to have a sub-argument (see Unit VII Lesson), make sure you fill out a template for each argument. Follow the writing guidelines on pages 311 through 323 of Chapter 12 of our textbook.

| | |
| — | — |
| **Possible Topics** | **Questions that may help in coming up with a thesis (conclusion):** |
| Money management | How should I manage my money? What spending habits can I change? How can I save more? |
| Study habits | What is the best way to study? What can I do on a daily basis to study? What can I do on a weekly basis? |
| Being healthy | What can I do to be healthy? What daily habits can I change? |

**Part 2:** After writing your argument paragraphs, fill out the conclusion, premises, inductive aspects, and deductive aspects in the chart at the bottom of the template. In the second chart, include your potential fallacies and hidden assumptions.

View the
[Unit VII Sample Homework](https://online.columbiasouthern.edu/bbcswebdav/pid-18064915-dt-asiobject-rid-161041951_1/xid-161041951_1) for an example of how your completed assignment should look. The first part of your completed assignment must be at least one page in length. No outside resources are required. APA Style is not required for this assignment.

**Resources**

The following resource(s) may help you with this assignment.

·
[Submit Writing Center Request](https://mycsu.columbiasouthern.edu/student/forms/courses/writing-center-request)

UNIT VIII JOURNAL

First, describe a time you used rhetoric or it was used on you. In your description, include details about the tactics or rhetorical devices (i.e., ethos, pathos, hyperbole) used.

Next, define logical argument in comparison to rhetoric. Is rhetoric always bad? Why, or why not? Give two examples to illustrate your thinking.

Your journal entry must be at least 500 words in length. No references or citations are necessary but must be in APA Style formatting if used.

**HCA CLASS**

**Unit VI Assessment**

**Question 1**

**Medical Terminology Pictionary**

Choose the word from the word bank provided that corresponds with each picture. Please note that not every word will be utilized or associated with a picture.

This assignment measures your mastery of ULOs 3.1, 3.2, 3.3, 3.4, and 3.5.

**Prompts**

**Answers**

1. Prompt

**1**

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)

(Adapted from brgfx, n.d.-e)

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)

(Adapted from brgfx, n.d.-c)

Question 1Answer

Select match

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)

(Adapted from brgfx, n.d.-d)

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)

(Adapted from brgfx, n.d.-a)

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)

(Adapted from macrovector, n.d.)

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)

(Adapted from Dmitrynew83, n.d.)

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)

(Adapted from brgfx, n.d.-b)

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)

(Adapted from storyset, n.d.)

Question 1Answer

Select match

UNIT VII POWERPOINT PRESENTATION

This PowerPoint assignment measures your mastery of ULOs 3.6, 4.6, and 5.6.

**Introduction to Medical Coding and Billing**

**Overview:** Create a PowerPoint presentation with an intended audience of students considering a career in medical coding or billing.

**Instructions:** Your presentation must be at least 10 slides, not counting the title and references slides. You must use at least three sources, one of which may be the course textbook. In addition, one source must come from the CSU Online Library. Include the following topics:

· Describe medical coding and billing.

· Explain the functions of medical coding and billing and how they each relate to other functions of the revenue cycle of a health care organization.

· List the medical terminology and abbreviations vital to the field.

· Discuss compliance rules, regulations, and applicable laws governing fields.

· Share strategies to stay current with changes and comply with regulations.

**Submission Instructions:** Submit your assignment as a PowerPoint presentation. Ensure that your PowerPoint includes a title slide, in-text citations, and a references slide.

**Resources**

The following resource(s) may help you with this assignment.

·
[Citation Guide](https://www.columbiasouthern.edu/downloads/pdf/success/citation-guide)

·
[CSU Online Library Research Guide](http://libguides.columbiasouthern.edu/hcaunder)

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## image6.png

## image7.png

## image8.png

## image9.png

## image1.png

## image2.png

**## WORKNEEDTOBEDONECLASSES.docx**

**PHI CLASS**

**ASSIGNMENT VII HOMEWORK**

**Assignment objective:** Students will create a paper involving the development and analysis of an argument that seeks to solve a real-world problem.

**Length:** Your submission should be at least two pages in length, not counting the title page and references (if used).

**References:** No outside sources are required for the assignment.

**Details:** This assignment has two parts. Both parts will be completed in the same attached
[Unit VII Homework Template](https://online.columbiasouthern.edu/bbcswebdav/pid-18064915-dt-asiobject-rid-161041953_1/xid-161041953_1).

**Part 1:** Choose one of the three topics from the table below. Write an argument with a clear conclusion (thesis) that you have created about this topic. Your conclusion must be a straightforward one-sentence assertion. Note that your thesis or conclusion can be something narrow within each topic. For example, "I should stop smoking" is a thesis or conclusion that falls under the topic of being healthy.

Incorporate the following guidelines as you write:

· Briefly introduce the issue or topic.

· Identify at least two premises for your conclusion.

· Write at least one page for your argument and written response.

· Your written response should include inductive (an observation arriving at a theory) aspects of your argument as well as deductive (a theory that arrives at a conclusion) aspects.

· List at least one fallacy that you may have committed but have avoided.

· Write at least one unstated assumption that is logically part of your argument.

· If your argument turns out to have a sub-argument (see Unit VII Lesson), make sure you fill out a template for each argument. Follow the writing guidelines on pages 311 through 323 of Chapter 12 of our textbook.

| | |
| — | — |
| **Possible Topics** | **Questions that may help in coming up with a thesis (conclusion):** |
| Money management | How should I manage my money? What spending habits can I change? How can I save more? |
| Study habits | What is the best way to study? What can I do on a daily basis to study? What can I do on a weekly basis? |
| Being healthy | What can I do to be healthy? What daily habits can I change? |

**Part 2:** After writing your argument paragraphs, fill out the conclusion, premises, inductive aspects, and deductive aspects in the chart at the bottom of the template. In the second chart, include your potential fallacies and hidden assumptions.

View the
[Unit VII Sample Homework](https://online.columbiasouthern.edu/bbcswebdav/pid-18064915-dt-asiobject-rid-161041951_1/xid-161041951_1) for an example of how your completed assignment should look. The first part of your completed assignment must be at least one page in length. No outside resources are required. APA Style is not required for this assignment.

**Resources**

The following resource(s) may help you with this assignment.

·
[Submit Writing Center Request](https://mycsu.columbiasouthern.edu/student/forms/courses/writing-center-request)

UNIT VIII JOURNAL

First, describe a time you used rhetoric or it was used on you. In your description, include details about the tactics or rhetorical devices (i.e., ethos, pathos, hyperbole) used.

Next, define logical argument in comparison to rhetoric. Is rhetoric always bad? Why, or why not? Give two examples to illustrate your thinking.

Your journal entry must be at least 500 words in length. No references or citations are necessary but must be in APA Style formatting if used.

**HCA CLASS**

**Unit VI Assessment**

**Question 1**

**Medical Terminology Pictionary**

Choose the word from the word bank provided that corresponds with each picture. Please note that not every word will be utilized or associated with a picture.

This assignment measures your mastery of ULOs 3.1, 3.2, 3.3, 3.4, and 3.5.

**Prompts**

**Answers**

1. Prompt

**1**

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)

(Adapted from brgfx, n.d.-e)

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)

(Adapted from brgfx, n.d.-c)

Question 1Answer

Select match

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)

(Adapted from brgfx, n.d.-d)

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)

(Adapted from brgfx, n.d.-a)

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)

(Adapted from macrovector, n.d.)

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)

(Adapted from Dmitrynew83, n.d.)

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)

(Adapted from brgfx, n.d.-b)

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)

(Adapted from storyset, n.d.)

Question 1Answer

Select match

UNIT VII POWERPOINT PRESENTATION

This PowerPoint assignment measures your mastery of ULOs 3.6, 4.6, and 5.6.

**Introduction to Medical Coding and Billing**

**Overview:** Create a PowerPoint presentation with an intended audience of students considering a career in medical coding or billing.

**Instructions:** Your presentation must be at least 10 slides, not counting the title and references slides. You must use at least three sources, one of which may be the course textbook. In addition, one source must come from the CSU Online Library. Include the following topics:

· Describe medical coding and billing.

· Explain the functions of medical coding and billing and how they each relate to other functions of the revenue cycle of a health care organization.

· List the medical terminology and abbreviations vital to the field.

· Discuss compliance rules, regulations, and applicable laws governing fields.

· Share strategies to stay current with changes and comply with regulations.

**Submission Instructions:** Submit your assignment as a PowerPoint presentation. Ensure that your PowerPoint includes a title slide, in-text citations, and a references slide.

**Resources**

The following resource(s) may help you with this assignment.

·
[Citation Guide](https://www.columbiasouthern.edu/downloads/pdf/success/citation-guide)

·
[CSU Online Library Research Guide](http://libguides.columbiasouthern.edu/hcaunder)

## image3.png

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## image5.png

## image6.png

## image7.png

## image8.png

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## image1.png

## image2.png

**## UnitVII_HomeworkTemplateFOLLOW.docx**

**Unit VII Homework Template**

Insert your argument here.

| | | | |
| — | — | — | — |
| **Conclusion:** | **Premises:** | **Inductive Aspects:** | **Deductive Aspects:** |
| | | | |

| | |
| — | — |
| **Potential Fallacies** | **(Hidden) Assumptions** |
| | |

**## ORDER.docx**

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)NUMBER 2

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)

(Adapted from brgfx, n.d.-c)

NUMBER 3

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)

NUMBER 4

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)

(Adapted from brgfx, n.d.-d)

NUMBER 5

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)

(Adapted from brgfx, n.d.-a)

NUMBER 6

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)

(Adapted from macrovector, n.d.)

NUMBER 7

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)

(Adapted from Dmitrynew83, n.d.)

NUMBER 8

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)

(Adapted from brgfx, n.d.-b)

NUMBER 9

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)

(Adapted from storyset, n.d.)

NUMBER 10

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**## UnitVII_SampleHomework.pdf**

Unit VII Sample Homework

As we age, we must take into account that our memory will start to weaken. I, for example, am very much

aware I do not remember things as well as I used to. When we are young, we take for granted how fast

we remember things. As I hear of many cases of Alzheimer’s, I become concerned I may one day have

Alzheimer’s. It is a real possibility for many of us. Scholarly work shows intellectual activity helps to stave

off Alzheimer’s disease. Thus, I think it is a good idea to engage in as much intellectual activity as

possible. My reasoning is as follows: If I want to have a sharp mind, I should exercise my mind. I do want

to have a sharp mind. Therefore, I should exercise my mind. But, how do I do that? I have been reading a

lot about chess. Chess masters have very sharp minds. I should thus play chess on an everyday basis.

This is what I am concluding for now. It may very well be the case that I will get tired of chess and look for

some other intellectual activity, but for now I will stick to chess. It is so easy to play different people

nowadays thanks to the internet, and I have always enjoyed playing it.

Let us look at my argument in more detail. I seemed to have come to this conclusion via two premises.

Even though there have been a lot of things I have considered, there are only two important premises. My

first premise is I should exercise my mind, and my second premise is chess masters have sharp minds. Is

my argument deductive or inductive? This is a little tricky. I know it is not deductive because the

conclusion does not necessarily follow from the premises. It is true I should exercise my mind and chess

masters have sharp minds, but it does not necessarily follow that I should play chess to exercise my

mind. This is because there are plenty of other things I can do to exercise my mind like read philosophy,

read classic novels, or read science.

There is, however, an inductive aspect to the argument. After reading a lot about chess masters, I have

concluded that chess masters have sharp minds. Their memories are amazing! This conclusion, chess

masters have sharp minds, serves as a premise for my whole argument. But, this has to be inductive

because I am sure not all of them have sharp minds. I may encounter a chess master, for example, who

does not have a sharp mind. Because there is a chance of such an encounter, the conclusion that chess

masters have sharp minds has been arrived at by inductive reasoning. Chance and contingencies are

signs of induction. My whole argument also contains a deductive part or deductive component, a sub-

argument, “If I want to have a sharp mind, I should exercise my mind. I do want to have a sharp mind.

Therefore, I should exercise my mind.” This is deductive because if we assume the assertions “If I want to

have a sharp mind, then I should exercise my mind” and “I do want to have a sharp mind” are both true, it

will necessarily follow that I should exercise my mind (the conclusion) is also true. Recall that in a

deductive argument the conclusion follows necessarily given that the premises are true. The conclusion “I

should exercise my mind” is not a matter of chance or contingency.

My argument assumes playing chess is an exercise, perhaps analogous to how I can exercise my body. It

is a hidden assumption because it is not explicitly stated in my argument, yet it is an assumption that is an

important part of my argument as a whole. My conclusion seems to follow based on this assumption. Are

there any potential fallacies I have avoided? I think I have avoided the false dilemma fallacy by not

thinking the whole situation is black and white or an either-or scenario. In my reasoning, I do not, for

example, conclude I either play chess on an everyday basis or I will get Alzheimer’s disease. I have just

argued I should play chess because I should exercise my mind.

Conclusion: Premises: Inductive Aspects: Deductive Aspects:

I should thus play
chess on an
everyday basis.

1. I should
exercise my
mind.

2. Chess
masters have
sharp minds.

The premise that chess
masters have sharp
minds has been arrived
at via induction.

The conclusion (which is also
premise for the whole argument) has
a deductive aspect:

“if I want to have a sharp mind, I
should exercise my mind. I do want
to have a sharp mind. Therefore, I
should exercise my mind
(conclusion).”

Potential Fallacies (Hidden) Assumptions
I do not conclude that I either play chess on an
everyday basis or I will get Alzheimer’s disease. I
have just argued I should play chess because I
should exercise my mind. I have avoided false
dilemma.

I am assuming that playing chess is an exercise.

**## WORKNEEDTOBEDONECLASSES.docx**

**PHI CLASS**

**ASSIGNMENT VII HOMEWORK**

**Assignment objective:** Students will create a paper involving the development and analysis of an argument that seeks to solve a real-world problem.

**Length:** Your submission should be at least two pages in length, not counting the title page and references (if used).

**References:** No outside sources are required for the assignment.

**Details:** This assignment has two parts. Both parts will be completed in the same attached
[Unit VII Homework Template](https://online.columbiasouthern.edu/bbcswebdav/pid-18064915-dt-asiobject-rid-161041953_1/xid-161041953_1).

**Part 1:** Choose one of the three topics from the table below. Write an argument with a clear conclusion (thesis) that you have created about this topic. Your conclusion must be a straightforward one-sentence assertion. Note that your thesis or conclusion can be something narrow within each topic. For example, "I should stop smoking" is a thesis or conclusion that falls under the topic of being healthy.

Incorporate the following guidelines as you write:

· Briefly introduce the issue or topic.

· Identify at least two premises for your conclusion.

· Write at least one page for your argument and written response.

· Your written response should include inductive (an observation arriving at a theory) aspects of your argument as well as deductive (a theory that arrives at a conclusion) aspects.

· List at least one fallacy that you may have committed but have avoided.

· Write at least one unstated assumption that is logically part of your argument.

· If your argument turns out to have a sub-argument (see Unit VII Lesson), make sure you fill out a template for each argument. Follow the writing guidelines on pages 311 through 323 of Chapter 12 of our textbook.

| | |
| — | — |
| **Possible Topics** | **Questions that may help in coming up with a thesis (conclusion):** |
| Money management | How should I manage my money? What spending habits can I change? How can I save more? |
| Study habits | What is the best way to study? What can I do on a daily basis to study? What can I do on a weekly basis? |
| Being healthy | What can I do to be healthy? What daily habits can I change? |

**Part 2:** After writing your argument paragraphs, fill out the conclusion, premises, inductive aspects, and deductive aspects in the chart at the bottom of the template. In the second chart, include your potential fallacies and hidden assumptions.

View the
[Unit VII Sample Homework](https://online.columbiasouthern.edu/bbcswebdav/pid-18064915-dt-asiobject-rid-161041951_1/xid-161041951_1) for an example of how your completed assignment should look. The first part of your completed assignment must be at least one page in length. No outside resources are required. APA Style is not required for this assignment.

**Resources**

The following resource(s) may help you with this assignment.

·
[Submit Writing Center Request](https://mycsu.columbiasouthern.edu/student/forms/courses/writing-center-request)

UNIT VIII JOURNAL

First, describe a time you used rhetoric or it was used on you. In your description, include details about the tactics or rhetorical devices (i.e., ethos, pathos, hyperbole) used.

Next, define logical argument in comparison to rhetoric. Is rhetoric always bad? Why, or why not? Give two examples to illustrate your thinking.

Your journal entry must be at least 500 words in length. No references or citations are necessary but must be in APA Style formatting if used.

**HCA CLASS**

**Unit VI Assessment**

**Question 1**

**Medical Terminology Pictionary**

Choose the word from the word bank provided that corresponds with each picture. Please note that not every word will be utilized or associated with a picture.

This assignment measures your mastery of ULOs 3.1, 3.2, 3.3, 3.4, and 3.5.

**Prompts**

**Answers**

1. Prompt

**1**

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)

(Adapted from brgfx, n.d.-e)

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)

(Adapted from brgfx, n.d.-c)

Question 1Answer

Select match

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)

(Adapted from brgfx, n.d.-d)

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)

(Adapted from brgfx, n.d.-a)

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)

(Adapted from macrovector, n.d.)

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)

(Adapted from Dmitrynew83, n.d.)

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)

(Adapted from brgfx, n.d.-b)

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)

(Adapted from storyset, n.d.)

Question 1Answer

Select match

UNIT VII POWERPOINT PRESENTATION

This PowerPoint assignment measures your mastery of ULOs 3.6, 4.6, and 5.6.

**Introduction to Medical Coding and Billing**

**Overview:** Create a PowerPoint presentation with an intended audience of students considering a career in medical coding or billing.

**Instructions:** Your presentation must be at least 10 slides, not counting the title and references slides. You must use at least three sources, one of which may be the course textbook. In addition, one source must come from the CSU Online Library. Include the following topics:

· Describe medical coding and billing.

· Explain the functions of medical coding and billing and how they each relate to other functions of the revenue cycle of a health care organization.

· List the medical terminology and abbreviations vital to the field.

· Discuss compliance rules, regulations, and applicable laws governing fields.

· Share strategies to stay current with changes and comply with regulations.

**Submission Instructions:** Submit your assignment as a PowerPoint presentation. Ensure that your PowerPoint includes a title slide, in-text citations, and a references slide.

**Resources**

The following resource(s) may help you with this assignment.

·
[Citation Guide](https://www.columbiasouthern.edu/downloads/pdf/success/citation-guide)

·
[CSU Online Library Research Guide](http://libguides.columbiasouthern.edu/hcaunder)

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**## UnitVII_HomeworkTemplateFOLLOW.docx**

**Unit VII Homework Template**

Insert your argument here.

| | | | |
| — | — | — | — |
| **Conclusion:** | **Premises:** | **Inductive Aspects:** | **Deductive Aspects:** |
| | | | |

| | |
| — | — |
| **Potential Fallacies** | **(Hidden) Assumptions** |
| | |

**## ORDER.docx**

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)NUMBER 2

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)

(Adapted from brgfx, n.d.-c)

NUMBER 3

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)

NUMBER 4

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)

(Adapted from brgfx, n.d.-d)

NUMBER 5

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)

(Adapted from brgfx, n.d.-a)

NUMBER 6

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)

(Adapted from macrovector, n.d.)

NUMBER 7

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)

(Adapted from Dmitrynew83, n.d.)

NUMBER 8

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)

(Adapted from brgfx, n.d.-b)

NUMBER 9

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)

(Adapted from storyset, n.d.)

NUMBER 10

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**## UnitVII_SampleHomework.pdf**

Unit VII Sample Homework

As we age, we must take into account that our memory will start to weaken. I, for example, am very much

aware I do not remember things as well as I used to. When we are young, we take for granted how fast

we remember things. As I hear of many cases of Alzheimer’s, I become concerned I may one day have

Alzheimer’s. It is a real possibility for many of us. Scholarly work shows intellectual activity helps to stave

off Alzheimer’s disease. Thus, I think it is a good idea to engage in as much intellectual activity as

possible. My reasoning is as follows: If I want to have a sharp mind, I should exercise my mind. I do want

to have a sharp mind. Therefore, I should exercise my mind. But, how do I do that? I have been reading a

lot about chess. Chess masters have very sharp minds. I should thus play chess on an everyday basis.

This is what I am concluding for now. It may very well be the case that I will get tired of chess and look for

some other intellectual activity, but for now I will stick to chess. It is so easy to play different people

nowadays thanks to the internet, and I have always enjoyed playing it.

Let us look at my argument in more detail. I seemed to have come to this conclusion via two premises.

Even though there have been a lot of things I have considered, there are only two important premises. My

first premise is I should exercise my mind, and my second premise is chess masters have sharp minds. Is

my argument deductive or inductive? This is a little tricky. I know it is not deductive because the

conclusion does not necessarily follow from the premises. It is true I should exercise my mind and chess

masters have sharp minds, but it does not necessarily follow that I should play chess to exercise my

mind. This is because there are plenty of other things I can do to exercise my mind like read philosophy,

read classic novels, or read science.

There is, however, an inductive aspect to the argument. After reading a lot about chess masters, I have

concluded that chess masters have sharp minds. Their memories are amazing! This conclusion, chess

masters have sharp minds, serves as a premise for my whole argument. But, this has to be inductive

because I am sure not all of them have sharp minds. I may encounter a chess master, for example, who

does not have a sharp mind. Because there is a chance of such an encounter, the conclusion that chess

masters have sharp minds has been arrived at by inductive reasoning. Chance and contingencies are

signs of induction. My whole argument also contains a deductive part or deductive component, a sub-

argument, “If I want to have a sharp mind, I should exercise my mind. I do want to have a sharp mind.

Therefore, I should exercise my mind.” This is deductive because if we assume the assertions “If I want to

have a sharp mind, then I should exercise my mind” and “I do want to have a sharp mind” are both true, it

will necessarily follow that I should exercise my mind (the conclusion) is also true. Recall that in a

deductive argument the conclusion follows necessarily given that the premises are true. The conclusion “I

should exercise my mind” is not a matter of chance or contingency.

My argument assumes playing chess is an exercise, perhaps analogous to how I can exercise my body. It

is a hidden assumption because it is not explicitly stated in my argument, yet it is an assumption that is an

important part of my argument as a whole. My conclusion seems to follow based on this assumption. Are

there any potential fallacies I have avoided? I think I have avoided the false dilemma fallacy by not

thinking the whole situation is black and white or an either-or scenario. In my reasoning, I do not, for

example, conclude I either play chess on an everyday basis or I will get Alzheimer’s disease. I have just

argued I should play chess because I should exercise my mind.

Conclusion: Premises: Inductive Aspects: Deductive Aspects:

I should thus play
chess on an
everyday basis.

1. I should
exercise my
mind.

2. Chess
masters have
sharp minds.

The premise that chess
masters have sharp
minds has been arrived
at via induction.

The conclusion (which is also
premise for the whole argument) has
a deductive aspect:

“if I want to have a sharp mind, I
should exercise my mind. I do want
to have a sharp mind. Therefore, I
should exercise my mind
(conclusion).”

Potential Fallacies (Hidden) Assumptions
I do not conclude that I either play chess on an
everyday basis or I will get Alzheimer’s disease. I
have just argued I should play chess because I
should exercise my mind. I have avoided false
dilemma.

I am assuming that playing chess is an exercise.

**## WORKNEEDTOBEDONECLASSES.docx**

**PHI CLASS**

**ASSIGNMENT VII HOMEWORK**

**Assignment objective:** Students will create a paper involving the development and analysis of an argument that seeks to solve a real-world problem.

**Length:** Your submission should be at least two pages in length, not counting the title page and references (if used).

**References:** No outside sources are required for the assignment.

**Details:** This assignment has two parts. Both parts will be completed in the same attached
[Unit VII Homework Template](https://online.columbiasouthern.edu/bbcswebdav/pid-18064915-dt-asiobject-rid-161041953_1/xid-161041953_1).

**Part 1:** Choose one of the three topics from the table below. Write an argument with a clear conclusion (thesis) that you have created about this topic. Your conclusion must be a straightforward one-sentence assertion. Note that your thesis or conclusion can be something narrow within each topic. For example, "I should stop smoking" is a thesis or conclusion that falls under the topic of being healthy.

Incorporate the following guidelines as you write:

· Briefly introduce the issue or topic.

· Identify at least two premises for your conclusion.

· Write at least one page for your argument and written response.

· Your written response should include inductive (an observation arriving at a theory) aspects of your argument as well as deductive (a theory that arrives at a conclusion) aspects.

· List at least one fallacy that you may have committed but have avoided.

· Write at least one unstated assumption that is logically part of your argument.

· If your argument turns out to have a sub-argument (see Unit VII Lesson), make sure you fill out a template for each argument. Follow the writing guidelines on pages 311 through 323 of Chapter 12 of our textbook.

| | |
| — | — |
| **Possible Topics** | **Questions that may help in coming up with a thesis (conclusion):** |
| Money management | How should I manage my money? What spending habits can I change? How can I save more? |
| Study habits | What is the best way to study? What can I do on a daily basis to study? What can I do on a weekly basis? |
| Being healthy | What can I do to be healthy? What daily habits can I change? |

**Part 2:** After writing your argument paragraphs, fill out the conclusion, premises, inductive aspects, and deductive aspects in the chart at the bottom of the template. In the second chart, include your potential fallacies and hidden assumptions.

View the
[Unit VII Sample Homework](https://online.columbiasouthern.edu/bbcswebdav/pid-18064915-dt-asiobject-rid-161041951_1/xid-161041951_1) for an example of how your completed assignment should look. The first part of your completed assignment must be at least one page in length. No outside resources are required. APA Style is not required for this assignment.

**Resources**

The following resource(s) may help you with this assignment.

·
[Submit Writing Center Request](https://mycsu.columbiasouthern.edu/student/forms/courses/writing-center-request)

UNIT VIII JOURNAL

First, describe a time you used rhetoric or it was used on you. In your description, include details about the tactics or rhetorical devices (i.e., ethos, pathos, hyperbole) used.

Next, define logical argument in comparison to rhetoric. Is rhetoric always bad? Why, or why not? Give two examples to illustrate your thinking.

Your journal entry must be at least 500 words in length. No references or citations are necessary but must be in APA Style formatting if used.

**HCA CLASS**

**Unit VI Assessment**

**Question 1**

**Medical Terminology Pictionary**

Choose the word from the word bank provided that corresponds with each picture. Please note that not every word will be utilized or associated with a picture.

This assignment measures your mastery of ULOs 3.1, 3.2, 3.3, 3.4, and 3.5.

**Prompts**

**Answers**

1. Prompt

**1**

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)

(Adapted from brgfx, n.d.-e)

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)

(Adapted from brgfx, n.d.-c)

Question 1Answer

Select match

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)

(Adapted from brgfx, n.d.-d)

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)

(Adapted from brgfx, n.d.-a)

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)

(Adapted from macrovector, n.d.)

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)

(Adapted from Dmitrynew83, n.d.)

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)

(Adapted from brgfx, n.d.-b)

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-class-work)

(Adapted from storyset, n.d.)

Question 1Answer

Select match

UNIT VII POWERPOINT PRESENTATION

This PowerPoint assignment measures your mastery of ULOs 3.6, 4.6, and 5.6.

**Introduction to Medical Coding and Billing**

**Overview:** Create a PowerPoint presentation with an intended audience of students considering a career in medical coding or billing.

**Instructions:** Your presentation must be at least 10 slides, not counting the title and references slides. You must use at least three sources, one of which may be the course textbook. In addition, one source must come from the CSU Online Library. Include the following topics:

· Describe medical coding and billing.

· Explain the functions of medical coding and billing and how they each relate to other functions of the revenue cycle of a health care organization.

· List the medical terminology and abbreviations vital to the field.

· Discuss compliance rules, regulations, and applicable laws governing fields.

· Share strategies to stay current with changes and comply with regulations.

**Submission Instructions:** Submit your assignment as a PowerPoint presentation. Ensure that your PowerPoint includes a title slide, in-text citations, and a references slide.

**Resources**

The following resource(s) may help you with this assignment.

·
[Citation Guide](https://www.columbiasouthern.edu/downloads/pdf/success/citation-guide)

·
[CSU Online Library Research Guide](http://libguides.columbiasouthern.edu/hcaunder)

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## image2.png

November 6, 2026
[Solved] Week One Discussion 1 Replies. Please respond to the TWO students discussion posts.

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[>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management) **files (1)** – ## WeekOneDiscussion1repliesHM.docx **## WeekOneDiscussion1repliesHM.docx** Reply to the **TWO** students' discussion posts. Contributions must display original thinking a…

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[>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management)

**files (1)**

– ## WeekOneDiscussion1repliesHM.docx

**## WeekOneDiscussion1repliesHM.docx**

Reply to the
**TWO** students' discussion posts.

Contributions must display original thinking and good knowledge of the subject matter, including links and references to sources used to back up your arguments.

1. Your contribution must be a Substantial Contributions. A Substantial Contribution is a posting that adds value to the conversation by providing relevant different views or a personal relevant experience. A point of view from an authority on the subject is also a substantial contribution.

2. Postings such as:
_I agree with Joe, ………_ and
_repeating what Joe has already said…_ are not substantial contributions and do not add value to the discussion. This person in simply using someone else's contribution, not her/his own. If you agree with someone, explain why and provide new information.

3. Provide links and references of resources used. Expert sources add credibility to your statements and provide new views on the subject.

4. This is a business course. Use professional business language. Provide facts and quantitative information such as figures (numbers), statistics, charts, graphs, to justify your arguments

**Clarence Burton**

Class,

The disruption in the Strait of Hormuz shows how a problem in one part of the global supply chain can have a ripple effect throughout the entire system. Reuters reported that oil prices increased as shipping through the Strait slowed, with only five commodity vessels passing through on Saturday and none on Sunday, compared with 31 the previous weekend (McCartney & Mukherjee, 2026). This matters because about one-fifth of the world’s oil and liquefied natural gas supplies moved through the Strait before the conflict. The bigger issue is not just the war or higher oil prices. When a major transportation route becomes unreliable, companies have to adjust how they keep products and resources moving.

These adjustments affect firms and transportation companies in different ways. Transportation companies may face higher fuel costs, longer or different routes, and changes in the amount of available capacity. Firms using those transportation services then have to decide whether to absorb the additional costs or adjust their supply chains. Novack et al. (2019) explain that transportation costs are part of a product’s landed cost and that transit time and reliability can affect inventory and safety stock requirements. A firm may respond by carrying additional inventory, finding another supplier, changing transportation routes, or using a combination of these options. The problem is that none of these choices are free.

A specific example of this adjustment is South Korea’s GS Caltex. Before the Iran war, Asia received more than half of its crude supply from the Middle East. With shipping through Hormuz restricted, several Asian refiners started purchasing more U.S. crude. GS Caltex purchased two million barrels of U.S. Mars crude from Shell for November delivery (Liu, 2026). I do not necessarily think relying heavily on Middle Eastern suppliers was a bad decision at the time. However, this disruption shows the risk of depending too heavily on one region or transportation route. Having alternative suppliers gives companies another option when their normal supply chain is disrupted, although changing an established system can increase costs and lead times.

Ultimately, those additional costs create a ripple effect throughout the supply chain. Producers, transportation companies, and other firms may absorb some of the costs, while customers may eventually absorb some through higher prices or changes in service. My biggest takeaway is that supply chains do not simply stop when there is a major disruption; they adjust. Companies that plan for disruptions and have alternative suppliers, transportation options, and inventory strategies are in a better position than companies trying to figure everything out after the disruption has already occurred.

**References**

Liu, S. (2026, August 14).
_Asian refiners buy more US crude as Hormuz remains blocked, traders say_. Reuters.
[https://www.reuters.com/business/energy/asian-refiners-buy-more-us-crude-hormuz-remains-blocked-traders-say-2026-08-14/](https://www.reuters.com/business/energy/asian-refiners-buy-more-us-crude-hormuz-remains-blocked-traders-say-2026-08-14/)

McCartney, G., & Mukherjee, A. (2026, August 17).
_Oil settles up over $2 as Iran war stalemate stokes supply concerns_. Reuters.
[https://www.reuters.com/business/energy/oil-treads-water-us-iran-peace-talks-stall-hormuz-shipping-slows-2026-08-17/](https://www.reuters.com/business/energy/oil-treads-water-us-iran-peace-talks-stall-hormuz-shipping-slows-2026-08-17/)

Novack, R. A., Gibson, B. J., Suzuki, Y., & Coyle, J. J. (2019).
_Transportation: A global supply chain perspective_ (9th ed.). Cengage Learning.

**Kristine Nicolas**

The current oil shock shows how quickly a disruption can affect the entire supply chain. Reuters reported that Brent crude settled at $90.87 per barrel and West Texas Intermediate at $84.50 on August 17 as concerns grew over the U.S.-Iran conflict and oil movement through the Strait of Hormuz. Because the strait is a major route for global energy shipments, disruptions can increase fuel and transportation costs far beyond the region. (Reuters, 2026).

From a supply chain perspective, an oil shock is not just an energy issue. Because transportation links every part of the supply chain, higher fuel prices quickly impact all stages. Trucking, ocean, and air carriers all see increased costs, forcing companies to choose between absorbing expenses, accepting lower margins, or raising prices. Shipping delays and longer routes can disrupt deliveries, and businesses may build up extra inventory to avoid shortages, raising holding costs and tying up capital.

FedEx is a good example. The company adjusts fuel surcharges based on diesel and jet fuel prices, meaning higher energy costs can directly increase shipping expenses (FedEx, 2026). In 2026, FedEx and UPS increased fuel surcharge rates as diesel and jet fuel costs increased, adding pressure to companies already dealing with higher logistics expenses (Supply Chain Dive, 2026). For a retailer that depends on FedEx for inbound replenishment or direct-to-consumer delivery, higher transportation costs can raise the total landed cost of inventory. The retailer may eventually respond by increasing product prices, raising shipping fees, changing order quantities, or adjusting its inventory strategy.

Oil shocks demonstrate how interconnected supply chains are. A disruption in crude oil availability can affect transportation costs, lead times, inventory decisions, production schedules, and customer prices. Companies operating with lean or just-in-time inventory systems are exposed because they have less inventory available to absorb unexpected delays. Increasing safety stock can provide protection, but it also increases inventory carrying costs. Businesses should balance lean inventory practices with enough safety stock, supplier flexibility, and transportation alternatives to remain resilient during unexpected disruptions.

References:

FedEx. (2026). Fuel surcharge.
[https://www.fedex.com/en-us/shipping/fuel-surcharge.html](https://www.fedex.com/en-us/shipping/fuel-surcharge.html)

Reuters. (2026, August 17). Oil treads water as U.S.-Iran peace talks stall, Hormuz shipping slows.
[https://www.reuters.com/business/energy/oil-treads-water-us-iran-peace-talks-stall-hormuz-shipping-slows-2026-08-17/](https://www.reuters.com/business/energy/oil-treads-water-us-iran-peace-talks-stall-hormuz-shipping-slows-2026-08-17/)

Supply Chain Dive. (2026). How FedEx, UPS shippers can limit fuel surcharge pressures.
[https://www.supplychaindive.com/news/fedex-ups-postal-service-fuel-surcharge-reduction-tips/816330/](https://www.supplychaindive.com/news/fedex-ups-postal-service-fuel-surcharge-reduction-tips/816330/)

**## WeekOneDiscussion1repliesHM.docx**

Reply to the
**TWO** students' discussion posts.

Contributions must display original thinking and good knowledge of the subject matter, including links and references to sources used to back up your arguments.

1. Your contribution must be a Substantial Contributions. A Substantial Contribution is a posting that adds value to the conversation by providing relevant different views or a personal relevant experience. A point of view from an authority on the subject is also a substantial contribution.

2. Postings such as:
_I agree with Joe, ………_ and
_repeating what Joe has already said…_ are not substantial contributions and do not add value to the discussion. This person in simply using someone else's contribution, not her/his own. If you agree with someone, explain why and provide new information.

3. Provide links and references of resources used. Expert sources add credibility to your statements and provide new views on the subject.

4. This is a business course. Use professional business language. Provide facts and quantitative information such as figures (numbers), statistics, charts, graphs, to justify your arguments

**Clarence Burton**

Class,

The disruption in the Strait of Hormuz shows how a problem in one part of the global supply chain can have a ripple effect throughout the entire system. Reuters reported that oil prices increased as shipping through the Strait slowed, with only five commodity vessels passing through on Saturday and none on Sunday, compared with 31 the previous weekend (McCartney & Mukherjee, 2026). This matters because about one-fifth of the world’s oil and liquefied natural gas supplies moved through the Strait before the conflict. The bigger issue is not just the war or higher oil prices. When a major transportation route becomes unreliable, companies have to adjust how they keep products and resources moving.

These adjustments affect firms and transportation companies in different ways. Transportation companies may face higher fuel costs, longer or different routes, and changes in the amount of available capacity. Firms using those transportation services then have to decide whether to absorb the additional costs or adjust their supply chains. Novack et al. (2019) explain that transportation costs are part of a product’s landed cost and that transit time and reliability can affect inventory and safety stock requirements. A firm may respond by carrying additional inventory, finding another supplier, changing transportation routes, or using a combination of these options. The problem is that none of these choices are free.

A specific example of this adjustment is South Korea’s GS Caltex. Before the Iran war, Asia received more than half of its crude supply from the Middle East. With shipping through Hormuz restricted, several Asian refiners started purchasing more U.S. crude. GS Caltex purchased two million barrels of U.S. Mars crude from Shell for November delivery (Liu, 2026). I do not necessarily think relying heavily on Middle Eastern suppliers was a bad decision at the time. However, this disruption shows the risk of depending too heavily on one region or transportation route. Having alternative suppliers gives companies another option when their normal supply chain is disrupted, although changing an established system can increase costs and lead times.

Ultimately, those additional costs create a ripple effect throughout the supply chain. Producers, transportation companies, and other firms may absorb some of the costs, while customers may eventually absorb some through higher prices or changes in service. My biggest takeaway is that supply chains do not simply stop when there is a major disruption; they adjust. Companies that plan for disruptions and have alternative suppliers, transportation options, and inventory strategies are in a better position than companies trying to figure everything out after the disruption has already occurred.

**References**

Liu, S. (2026, August 14).
_Asian refiners buy more US crude as Hormuz remains blocked, traders say_. Reuters.
[https://www.reuters.com/business/energy/asian-refiners-buy-more-us-crude-hormuz-remains-blocked-traders-say-2026-08-14/](https://www.reuters.com/business/energy/asian-refiners-buy-more-us-crude-hormuz-remains-blocked-traders-say-2026-08-14/)

McCartney, G., & Mukherjee, A. (2026, August 17).
_Oil settles up over $2 as Iran war stalemate stokes supply concerns_. Reuters.
[https://www.reuters.com/business/energy/oil-treads-water-us-iran-peace-talks-stall-hormuz-shipping-slows-2026-08-17/](https://www.reuters.com/business/energy/oil-treads-water-us-iran-peace-talks-stall-hormuz-shipping-slows-2026-08-17/)

Novack, R. A., Gibson, B. J., Suzuki, Y., & Coyle, J. J. (2019).
_Transportation: A global supply chain perspective_ (9th ed.). Cengage Learning.

**Kristine Nicolas**

The current oil shock shows how quickly a disruption can affect the entire supply chain. Reuters reported that Brent crude settled at $90.87 per barrel and West Texas Intermediate at $84.50 on August 17 as concerns grew over the U.S.-Iran conflict and oil movement through the Strait of Hormuz. Because the strait is a major route for global energy shipments, disruptions can increase fuel and transportation costs far beyond the region. (Reuters, 2026).

From a supply chain perspective, an oil shock is not just an energy issue. Because transportation links every part of the supply chain, higher fuel prices quickly impact all stages. Trucking, ocean, and air carriers all see increased costs, forcing companies to choose between absorbing expenses, accepting lower margins, or raising prices. Shipping delays and longer routes can disrupt deliveries, and businesses may build up extra inventory to avoid shortages, raising holding costs and tying up capital.

FedEx is a good example. The company adjusts fuel surcharges based on diesel and jet fuel prices, meaning higher energy costs can directly increase shipping expenses (FedEx, 2026). In 2026, FedEx and UPS increased fuel surcharge rates as diesel and jet fuel costs increased, adding pressure to companies already dealing with higher logistics expenses (Supply Chain Dive, 2026). For a retailer that depends on FedEx for inbound replenishment or direct-to-consumer delivery, higher transportation costs can raise the total landed cost of inventory. The retailer may eventually respond by increasing product prices, raising shipping fees, changing order quantities, or adjusting its inventory strategy.

Oil shocks demonstrate how interconnected supply chains are. A disruption in crude oil availability can affect transportation costs, lead times, inventory decisions, production schedules, and customer prices. Companies operating with lean or just-in-time inventory systems are exposed because they have less inventory available to absorb unexpected delays. Increasing safety stock can provide protection, but it also increases inventory carrying costs. Businesses should balance lean inventory practices with enough safety stock, supplier flexibility, and transportation alternatives to remain resilient during unexpected disruptions.

References:

FedEx. (2026). Fuel surcharge.
[https://www.fedex.com/en-us/shipping/fuel-surcharge.html](https://www.fedex.com/en-us/shipping/fuel-surcharge.html)

Reuters. (2026, August 17). Oil treads water as U.S.-Iran peace talks stall, Hormuz shipping slows.
[https://www.reuters.com/business/energy/oil-treads-water-us-iran-peace-talks-stall-hormuz-shipping-slows-2026-08-17/](https://www.reuters.com/business/energy/oil-treads-water-us-iran-peace-talks-stall-hormuz-shipping-slows-2026-08-17/)

Supply Chain Dive. (2026). How FedEx, UPS shippers can limit fuel surcharge pressures.
[https://www.supplychaindive.com/news/fedex-ups-postal-service-fuel-surcharge-reduction-tips/816330/](https://www.supplychaindive.com/news/fedex-ups-postal-service-fuel-surcharge-reduction-tips/816330/)

November 6, 2026
[Solved] Business Finance – Operations Management Week Two Case Study Assignment

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[>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management) **files (1)** – ## WeekTwoAssignmentCaseStudyInstrcutionsHM.docx **## WeekTwoAssignmentCaseStudyInstrcutionsHM.docx** **Week Two Assignment** | | | | — | — | | **Instructions** | | | …

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**## WeekTwoAssignmentCaseStudyInstrcutionsHM.docx**

**Week Two Assignment**

| | |
| — | — |
| **Instructions** | |
| **Case Study**<br>**Read and analyze the case study below. Provide a background of the study as your introduction. Repeat each question as your main headings as you answer each part completely. Utilize at least**<br>**ONE course reference and**<br>**TWO outside references to support your statements. All writing assignments**<br>**must follow APA guidelines, such as: title page, headings/sub-headings, referencing, quoting, paraphrasing, writing style and formatting; exceptions are do not include an Abstract nor Table of Contents for this short report.**<br>**Case Study: 7-2 Airline Consolidations (SEE BOOK!! CASE STUDY IN BOOK).**<br>[**https://bookshelf.vitalsource.com/reader/books/9781337672306/pageid/0**](https://bookshelf.vitalsource.com/reader/books/9781337672306/pageid/0)<br>**NOTES:**<br>· <br>**For Case Studies, write as if you are employed by the subject company and writing an internal report — no need to cite internal sources (e.g. the Case Study).**<br>· <br>**You are solving this case as a current-day project — write in the present tense!**<br>· <br>**Write as a formal document submitted by a work team, so avoid 1st person (i.e. "I" or "We") and other personal pronouns.**<br>· <br>**If help is needed for general writing, contact the NU's Writing Center immediately.**<br>· <br>**Students should use National University's digital library for credible business sources and other peer-reviewed papers as references.**<br>· <br>**Cite all sources used, including course textbooks and readings.** |

**Rubric Name: SCM 640 – Case Study rubric**

**![](https://www.sweetstudy.com/questions/business-finance-operations-management-week-two-case-study-assignment)![](https://www.sweetstudy.com/questions/business-finance-operations-management-week-two-case-study-assignment)![](https://www.sweetstudy.com/questions/business-finance-operations-management-week-two-case-study-assignment)**

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**## WeekTwoAssignmentCaseStudyInstrcutionsHM.docx**

**Week Two Assignment**

| | |
| — | — |
| **Instructions** | |
| **Case Study**<br>**Read and analyze the case study below. Provide a background of the study as your introduction. Repeat each question as your main headings as you answer each part completely. Utilize at least**<br>**ONE course reference and**<br>**TWO outside references to support your statements. All writing assignments**<br>**must follow APA guidelines, such as: title page, headings/sub-headings, referencing, quoting, paraphrasing, writing style and formatting; exceptions are do not include an Abstract nor Table of Contents for this short report.**<br>**Case Study: 7-2 Airline Consolidations (SEE BOOK!! CASE STUDY IN BOOK).**<br>[**https://bookshelf.vitalsource.com/reader/books/9781337672306/pageid/0**](https://bookshelf.vitalsource.com/reader/books/9781337672306/pageid/0)<br>**NOTES:**<br>· <br>**For Case Studies, write as if you are employed by the subject company and writing an internal report — no need to cite internal sources (e.g. the Case Study).**<br>· <br>**You are solving this case as a current-day project — write in the present tense!**<br>· <br>**Write as a formal document submitted by a work team, so avoid 1st person (i.e. "I" or "We") and other personal pronouns.**<br>· <br>**If help is needed for general writing, contact the NU's Writing Center immediately.**<br>· <br>**Students should use National University's digital library for credible business sources and other peer-reviewed papers as references.**<br>· <br>**Cite all sources used, including course textbooks and readings.** |

**Rubric Name: SCM 640 – Case Study rubric**

**![](https://www.sweetstudy.com/questions/business-finance-operations-management-week-two-case-study-assignment)![](https://www.sweetstudy.com/questions/business-finance-operations-management-week-two-case-study-assignment)![](https://www.sweetstudy.com/questions/business-finance-operations-management-week-two-case-study-assignment)**

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November 6, 2026
[Solved] Business Finance – Operations Management Week Three Case Study Assignment

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[>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management) **files (1)** – ## WeekThreeCaseStudyAssignmentInstructionsHM.docx **## WeekThreeCaseStudyAssignmentInstructionsHM.docx** | | | | — | — | | **Instructions** | | | **Read and analyze t…

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– ## WeekThreeCaseStudyAssignmentInstructionsHM.docx

**## WeekThreeCaseStudyAssignmentInstructionsHM.docx**

| | |
| — | — |
| **Instructions** | |
| **Read and analyze the case study below. Provide a background of the study as your introduction. Repeat each question as your main headings as you answer each part completely. Utilize at least**<br>**ONE course reference and**<br>**TWO outside references to support your statements. All writing assignments**<br>**must follow APA guidelines, such as: title page, headings/sub-headings, referencing, quoting, paraphrasing, writing style and formatting; exceptions are to NOT include an Abstract nor a Table of Contents for this short report.**<br>**Case Study 9-1: Closet Concepts Ltd. (SEE BOOK!! CASE STUDY IN BOOK).**<br>[**https://bookshelf.vitalsource.com/reader/books/9781337672306/pageid/0**](https://bookshelf.vitalsource.com/reader/books/9781337672306/pageid/0)<br>**NOTES:**<br>· <br>**For Case Studies, write as if you are employed by the subject company and writing an internal report — no need to cite internal sources (e.g. the Case Study).**<br>· <br>**You are solving this case as a current-day project — write in the present tense!**<br>· <br>**Write as a formal document submitted by a work team, so avoid 1st person (i.e. "I" or "We"), including other personal pronouns.**<br>· <br>**If help is needed for general writing, contact the NU's Writing Center immediately.**<br>· <br>**Students should use National University's digital library for credible business sources and other peer-reviewed papers as references.**<br>· <br>**Cite all sources used, including course textbooks and readings.** |

**Week Three Assignment**

**Rubric Name: SCM 640 – Case Study rubric**

![](https://www.sweetstudy.com/questions/business-finance-operations-management-week-three-case-study-assignment)

![](https://www.sweetstudy.com/questions/business-finance-operations-management-week-three-case-study-assignment)![](https://www.sweetstudy.com/questions/business-finance-operations-management-week-three-case-study-assignment)

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**## WeekThreeCaseStudyAssignmentInstructionsHM.docx**

| | |
| — | — |
| **Instructions** | |
| **Read and analyze the case study below. Provide a background of the study as your introduction. Repeat each question as your main headings as you answer each part completely. Utilize at least**<br>**ONE course reference and**<br>**TWO outside references to support your statements. All writing assignments**<br>**must follow APA guidelines, such as: title page, headings/sub-headings, referencing, quoting, paraphrasing, writing style and formatting; exceptions are to NOT include an Abstract nor a Table of Contents for this short report.**<br>**Case Study 9-1: Closet Concepts Ltd. (SEE BOOK!! CASE STUDY IN BOOK).**<br>[**https://bookshelf.vitalsource.com/reader/books/9781337672306/pageid/0**](https://bookshelf.vitalsource.com/reader/books/9781337672306/pageid/0)<br>**NOTES:**<br>· <br>**For Case Studies, write as if you are employed by the subject company and writing an internal report — no need to cite internal sources (e.g. the Case Study).**<br>· <br>**You are solving this case as a current-day project — write in the present tense!**<br>· <br>**Write as a formal document submitted by a work team, so avoid 1st person (i.e. "I" or "We"), including other personal pronouns.**<br>· <br>**If help is needed for general writing, contact the NU's Writing Center immediately.**<br>· <br>**Students should use National University's digital library for credible business sources and other peer-reviewed papers as references.**<br>· <br>**Cite all sources used, including course textbooks and readings.** |

**Week Three Assignment**

**Rubric Name: SCM 640 – Case Study rubric**

![](https://www.sweetstudy.com/questions/business-finance-operations-management-week-three-case-study-assignment)

![](https://www.sweetstudy.com/questions/business-finance-operations-management-week-three-case-study-assignment)![](https://www.sweetstudy.com/questions/business-finance-operations-management-week-three-case-study-assignment)

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November 6, 2026
[Solved] Business Finance – Operations Management Week One Assignment 1.

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[>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management) **files (3)** – ## WeekOneAssignmentInstructionsHM.docx – ## WEEKONEASSIGNMENTONEPROFESSOR.docx – ## Airline_Consolidations_Final_With_Textbook_Pages.docx **## WeekOneAssignmentInstr…

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[>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management)

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– ## WeekOneAssignmentInstructionsHM.docx

– ## WEEKONEASSIGNMENTONEPROFESSOR.docx

– ## Airline_Consolidations_Final_With_Textbook_Pages.docx

**## WeekOneAssignmentInstructionsHM.docx**

**Week One Assignment**

**Instructions**

**Read and analyze the case study below. Provide a background of the study as your introduction. Repeat each question as your main headings as you answer each part completely. Utilize at least**
**ONE course reference and**
**TWO outside references to support your statements. All writing assignments**
**must follow APA guidelines, such as: title page, headings/sub-headings, referencing, quoting, paraphrasing, writing style and formatting; exceptions are no Abstracts nor Table of Contents for these short reports.**

**Case Study:   1-1: Clearfield Cheese Company Case: A Sequel (SEE BOOK!! CASE STUDY IN BOOK).**

[**https://bookshelf.vitalsource.com/reader/books/9781337672306/pageid/0**](https://bookshelf.vitalsource.com/reader/books/9781337672306/pageid/0)

**(I WILL MESSAGE USER NAME AND PASSWORD FOR BOOK)**

**Week One Readings**
**Novack, Robert A. (2019). Transportation: A Global Supply Chain Perspective (9th Ed.). Cengage Learning. ISBN: 978-1-337-40664-2.**

·
**Chapter 1 – Global Supply Chains: The Role and Importance of Transportation**

·
**Chapter 2 – Transportation and the Economy**

·
**Chapter 3 – Transportation Technology and Systems**

**NOTES:**

·
**For Case Studies, write as if you are employed by the subject company and writing an internal report — no need to cite internal sources (e.g. the Case Study).**

·
**You are solving this case as a current-day project — write in the present tense!**

·
**Write as a formal document submitted by a work team, so avoid 1st person (i.e. "I" or "We") and other personal pronouns.**

·
**If help is needed for general writing, contact the NU's Writing Center immediately.**

·
**Students should use National University's digital library for credible business sources and other peer-reviewed papers as references.**

·
**Cite all sources used, including course textbooks and readings.**

**Rubric Name: SCM 640 – Case Study rubric**

![](https://www.sweetstudy.com/questions/business-finance-operations-management-week-one-assignment-1)

![](https://www.sweetstudy.com/questions/business-finance-operations-management-week-one-assignment-1)![](https://www.sweetstudy.com/questions/business-finance-operations-management-week-one-assignment-1)

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**## WEEKONEASSIGNMENTONEPROFESSOR.docx**

WEEK ONE ASSIGNMENT ONE PROFESSOR’S FEEDBACK

Overall Feedback

I would like you to write in your own voice. this submission has indications that a copy/paste from an LLM was used without citations which is a violation of NU Policy. Please be very careful with all of your assignments/DBs moving forward, ok? I'm less worried about presentation/grammar than I am the content and how well you understand the concepts.

**Yes, this text shows heavy signs of being AI-generated and subsequently run through an automated paraphrasing tool (often called a "text spinner" or synonym-swapper like QuillBot).**

While it lacks the clean, polished flow of standard ChatGPT or Claude text, it displays classic hallmarks of "spun AI text"—where an initial AI draft or student draft is mechanically altered to replace words with synonyms to bypass AI detectors.

The Smoking Guns: "Thesaurus-Sapping" & Strange Phrasing

When text-spinning software replaces words, it often chooses synonyms that completely break standard business terminology or sound highly unnatural to a native speaker:

·
**"These judgments demonstrate…"**—In a business context, a human or standard AI would write
_"These decisions"_ or
_"These strategies."_ Replaced with "judgments," it sounds highly unnatural.

·
**"Mediocre strategic diversification"**—The author writes that Alternative 3 offers "mediocre" diversification.
_Mediocre_ means second-rate, ordinary, or poor. A human or clean AI trying to express a middle ground would write
_"moderate"_ or
_"limited"_ diversification. A text spinner likely swapped "moderate" for "mediocre."

·
**"Rivals that have more formidable plant-based identities"**—This is a classic spun phrase for
_"competitors with stronger brand recognition."_

·
**"Clearfield ought to persist with…"**—A clumsy phrasing choice where a standard writer would use
_"should proceed with"_ or
_"should adopt."_

Clumsy "Forced" Citations (The AI Constraint Proof)

The most definitive proof of AI generation lies in how the academic sources are integrated. When an AI is prompted with a constraint like
_"Write this analysis and you must incorporate these specific articles,"_ it forcefully stitches them in regardless of whether they logically fit.

Look at how the text uses the
**Rojas-Rivas (2024)** study:

·
**The Reality of the Study:** The actual 2024 study focuses purely on psychometric profiles and consumer behavior toward
**local, traditional, artisanal Mexican cheeses** in Central Mexico.

·
**How the Text Uses It:** In Alternative 2, the text uses this study to justify why an American industrial cheese company (Clearfield) should export its corporate products to Mexico and Central America.

A human student doing genuine research would quickly realize that a study on artisanal Mexican cheese preferences doesn't apply to an American industrial dairy export strategy. An AI, however, will blindly insert the citation statement (
_"quality, freshness, sensory properties, and artisanal associations"_) just to check off the prompt's requirement box.

The Verdict

This text is highly synthetic. It is likely an
**AI-generated response that was run through a synonym-exchanging paraphrasing tool** to mask its robotic origins, resulting in an unnatural mix of advanced vocabulary ("augurs well") and completely incorrect word substitutions ("mediocre diversification," "judgments").

If you are grading or reviewing this work, it should be flagged for academic dishonest

**## Airline_Consolidations_Final_With_Textbook_Pages.docx**

Case Study 7-2: Airline Consolidations

Nimene Kofa

National University

SCM640 Distribution Management

Richard Hopkins

August 24, 2026

**Introduction and Background**

The Airline Deregulation Act of 1978 changed the U.S. airline industry by allowing airlines to make more of their own decisions about fares, routes, and market entry. The purpose was to increase competition, but over time the industry became more concentrated through bankruptcies, acquisitions, and mergers. Delta merged with Northwest, United merged with Continental, Southwest acquired AirTran, and American merged with US Airways. Today, American, Delta, Southwest, and United are the major carriers that dominate the U.S. passenger airline market.

From my perspective, consolidation makes sense when the airline industry is viewed as a transportation network. Airlines have to manage expensive aircraft, maintenance requirements, fuel, employees, airport facilities, technology, and large route networks. Many of these costs continue even when an aircraft is not full. The course textbook explains that airlines may have excess capacity on a route and may lower fares to fill empty seats. It also explains that financially weaker carriers with high operating costs, debt costs, or fixed costs were more likely to leave the market after fare competition intensified (Novack et al., 2019, p. 234). This helps explain why scale, capacity management, and cost control became so important after deregulation.

However, I do not believe that bigger automatically means better for the customer. Consolidation can help airlines reduce duplicated costs, improve aircraft utilization, and expand their networks, but too much consolidation can also reduce competition. My position is that the industry needs a balance between allowing airlines to gain legitimate operating efficiencies and ensuring that passengers and smaller carriers still have meaningful choices.

**1. Comparison of the Four Mega-Carriers**

The four major airlines operate at enormous scale, but their fleet strategies, networks, capacity, and financial results are different. The comparison below uses primarily 2025 full-year company filings. Because airlines do not always define passengers, aircraft, and departures in exactly the same way, the figures are best used to compare relative scale rather than as perfectly standardized measures.

| | | | | |
| — | — | — | — | — |
| Characteristic | American | Delta | Southwest | United |
| Aircraft | 1,580 incl. regional | 1,314 incl. regional | 803 | Approx. 1,500 incl. regional |
| Employees/FTE | 139,100 | 103,000 | 72,790 | 113,200 |
| Revenue passengers | Approx. 224M | Over 200M customers | 134.1M | 181.1M |
| RPMs | 250.3B | 249.6B | 139.4B | 271.6B |
| ASMs | 299.4B | 298.0B | 180.0B | 330.3B |
| Operating revenue | $54.6B | $63.4B | $28.1B | $59.1B |
| TRASM/RASM | 18.25¢ | 21.26¢ | 15.59¢ | 17.88¢ |
| Operating income | $1.47B | $5.8B | $428M | $4.71B |

**Analysis of the Comparison**

Looking at the four airlines together, what stands out to me is that fleet size alone does not determine which airline performs best. American operates one of the largest fleets and networks, but Delta generated stronger operating income in 2025. That tells me that an airline manager cannot focus only on adding aircraft or increasing capacity. The company also has to make sure that the capacity placed into the market generates enough revenue to cover the cost of operating the network (American Airlines Group Inc., 2026; Delta Air Lines, Inc., 2026).

Southwest provides a different competitive model. Its fleet consists of Boeing 737-family aircraft, which can reduce complexity in spare-parts inventory, mechanic and pilot training, maintenance planning, and aircraft substitution (Southwest Airlines Co., 2026). The textbook also identifies Southwest as an example of a no-frills carrier and explains that fewer employees and a simpler service model can contribute to lower operating costs and lower fares (Novack et al., 2019, p. 234). To me, Southwest shows that an airline can compete not only through network size, but also through standardization and cost discipline.

United demonstrates another side of the strategy. Its approximately 330.3 billion available seat miles in 2025 gave it the largest capacity footprint among the four carriers in this comparison (United Airlines Holdings, Inc., 2026). However, that capacity is valuable only when demand supports it. The textbook notes that airlines may have too many flights and seat miles on a route and may selectively lower fares to fill empty seats (Novack et al., 2019, p. 234). For me, this shows why forecasting, capacity planning, aircraft utilization, and route management are as important as simply having a large fleet.

**2. Why the Number of Airlines Decreased After Deregulation**

Although deregulation made it legally easier for airlines to enter markets, it did not make it financially or operationally easy. In my view, this distinction is important. The textbook explains that deregulation increased competition as new carriers entered selected routes, but the additional capacity also contributed to lower fares and fare wars. Financially weaker carriers then exited the market, while remaining carriers benefited from economies of density (Novack et al., 2019, p. 234). A company may have permission to compete, but that does not mean it has the resources needed to compete successfully.

Starting an airline requires aircraft, maintenance support, pilots, flight attendants, fuel, insurance, technology, baggage operations, airport facilities, and a reliable supply chain for replacement parts. A new airline has to pay many of these costs before it develops enough passenger volume to become profitable. At the same time, it competes against airlines that already have established hubs, maintenance networks, suppliers, employees, loyalty programs, and customer relationships.

Airport access creates another barrier. The U.S. Government Accountability Office (2001) identified gates, ticket counters, baggage facilities, and takeoff and landing slots as barriers that can restrict new airlines from entering dominated markets. The course textbook reinforces this point by explaining that limited slots at major hub airports can prevent carriers from expanding and that dominant carriers may control those slots, making it difficult for new airlines to offer service at the hub (Novack et al., 2019, p. 236). This matters because a new carrier cannot simply decide to compete at a major airport if the gates and slots needed to operate an effective schedule are unavailable.

I also think network size creates a major competitive advantage. The textbook describes how hub-and-spoke systems feed passengers from lower-density routes into hubs and then connect them to larger markets; it specifically discusses United's use of Chicago and Delta's use of Atlanta as hub examples (Novack et al., 2019, p. 239). A smaller entrant may offer a lower price on one route, but it cannot immediately reproduce that level of connectivity. Frequent-flyer programs also strengthen customer loyalty and are another form of service competition (Novack et al., 2019, p. 234).

Therefore, I do not see the decline in the number of major airlines as evidence that deregulation completely failed. Instead, deregulation increased competitive pressure, and some airlines were better positioned to survive than others. Over time, bankruptcies and mergers allowed surviving carriers to become larger. The result is an industry in which entering the market may be legally possible, but competing at the scale of the four major carriers is extremely difficult.

**3. Should the Federal Government Reimpose Economic Regulation?**

I would not recommend returning to the full economic regulation that existed before 1978. Airlines need flexibility to respond to changes in fuel prices, labor costs, aircraft availability, seasonal travel, and passenger demand. The textbook shows that airlines compete through fares, flight frequency, timing, and service features, and that deregulation increased competition on selected routes (Novack et al., 2019, p. 234). From a transportation management standpoint, requiring the government to approve routine fare or route decisions could make it harder for airlines to adjust capacity and service when market conditions change.

At the same time, I do not believe a highly concentrated market should be left completely unchecked. Competition becomes especially important at airports where one carrier controls a large share of gates, slots, or flights. The textbook specifically notes that slots at hub airports can be controlled by the dominant carrier, making entry difficult for new carriers (Novack et al., 2019, p. 236). In those situations, passengers may technically have several national airlines to choose from but still have limited practical alternatives in their local market.

My recommendation is targeted regulation rather than a return to government control of fares and routes. Federal agencies should continue strong antitrust review of mergers and anticompetitive conduct, while airport authorities and regulators should protect reasonable access to gates and slots for new and smaller carriers. Consumer protections and clear disclosure of fares and fees should also remain priorities.

In my opinion, government should regulate the conditions necessary for fair competition rather than trying to operate the airline business itself. This approach gives airline managers room to make operating decisions while still protecting passengers and keeping markets open to competition.

**4. Why Did the Justice Department Allow Consolidation?**

The Justice Department's treatment of airline mergers shows that consolidation was not simply accepted as harmless. The American Airlines-US Airways merger is a good example. DOJ initially sued to block the transaction because it believed the merger would substantially reduce competition. The case was later settled after the airlines agreed to divest slots and gates at important airports so that other carriers could expand (U.S. Department of Justice, 2013).

This distinction is important to my analysis. Regulators were balancing two competing concerns. On one side, combining airline networks can reduce duplicated facilities and create opportunities for better aircraft utilization, maintenance coordination, purchasing, scheduling, and network connectivity. On the other side, consolidation can make an already concentrated market more difficult for smaller competitors to enter.

The American-US Airways settlement required the carriers to give up valuable airport assets, including slots at Reagan National and LaGuardia and gates or facilities at several other major airports (U.S. Department of Justice, 2013). To me, this demonstrates the tradeoff regulators face. Blocking every merger could prevent airlines from achieving legitimate network and operating efficiencies, but approving mergers without conditions could make concentrated airports even harder for competitors to enter.

For future mergers, I believe regulators should require strong evidence that claimed efficiencies will benefit the transportation network and consumers, not just the companies combining. As concentration increases, the competitive cost of another major merger becomes more significant.

**Conclusion**

My main takeaway from this case is that airline consolidation cannot be judged only by whether airlines become larger or more profitable. From a transportation management perspective, consolidation can improve network coverage, aircraft utilization, purchasing leverage, maintenance planning, and overall efficiency. At the same time, those benefits have to be weighed against what happens when new airlines cannot obtain gates, slots, or enough network access to compete.

The operating results of American, Delta, Southwest, and United show how difficult it would be for a new entrant to immediately match their fleets, networks, passenger volumes, and financial resources. Their scale creates efficiencies, but it also reinforces some of the barriers facing smaller competitors.

For that reason, I would not recommend returning to the regulatory system that existed before 1978. I would keep the deregulated system while aggressively protecting airport access, enforcing antitrust laws, and carefully reviewing future mergers. In my view, that provides the best balance between allowing airlines to make efficient operating decisions and giving new and smaller carriers a realistic opportunity to compete.

**References**

American Airlines Group Inc. (2026). 2025 annual report [Form 10-K]. U.S. Securities and Exchange Commission. https://www.sec.gov/Archives/edgar/data/6201/000000620126000014/aal-20251231.htm

Delta Air Lines, Inc. (2026). 2025 annual report [Form 10-K]. U.S. Securities and Exchange Commission. https://www.sec.gov/Archives/edgar/data/27904/000002790426000013/dal-20251231.htm

Novack, R. A., Gibson, B. J., Suzuki, Y., & Coyle, J. J. (2019). Transportation: A global supply chain perspective (9th ed.). Cengage Learning.

Southwest Airlines Co. (2026). 2025 annual report [Form 10-K]. U.S. Securities and Exchange Commission. https://www.sec.gov/Archives/edgar/data/92380/000009238026000004/luv-20251231.htm

United Airlines Holdings, Inc. (2026). 2025 annual report [Form 10-K]. U.S. Securities and Exchange Commission. https://www.sec.gov/Archives/edgar/data/100517/000010051726000023/ual-20251231.htm

U.S. Department of Justice. (2013, November 12). Justice Department requires US Airways and American Airlines to divest facilities at seven key airports to enhance system-wide competition and settle merger challenge [Press release]. https://www.justice.gov/archives/opa/pr/justice-department-requires-us-airways-and-american-airlines-divest-facilities-seven-key

U.S. Government Accountability Office. (2001). Aviation competition: Challenges in enhancing competition in dominated markets (GAO-01-518T). https://www.gao.gov/assets/gao-01-518t.pdf

**## Airline_Consolidations_Final_With_Textbook_Pages.docx**

Case Study 7-2: Airline Consolidations

Nimene Kofa

National University

SCM640 Distribution Management

Richard Hopkins

August 24, 2026

**Introduction and Background**

The Airline Deregulation Act of 1978 changed the U.S. airline industry by allowing airlines to make more of their own decisions about fares, routes, and market entry. The purpose was to increase competition, but over time the industry became more concentrated through bankruptcies, acquisitions, and mergers. Delta merged with Northwest, United merged with Continental, Southwest acquired AirTran, and American merged with US Airways. Today, American, Delta, Southwest, and United are the major carriers that dominate the U.S. passenger airline market.

From my perspective, consolidation makes sense when the airline industry is viewed as a transportation network. Airlines have to manage expensive aircraft, maintenance requirements, fuel, employees, airport facilities, technology, and large route networks. Many of these costs continue even when an aircraft is not full. The course textbook explains that airlines may have excess capacity on a route and may lower fares to fill empty seats. It also explains that financially weaker carriers with high operating costs, debt costs, or fixed costs were more likely to leave the market after fare competition intensified (Novack et al., 2019, p. 234). This helps explain why scale, capacity management, and cost control became so important after deregulation.

However, I do not believe that bigger automatically means better for the customer. Consolidation can help airlines reduce duplicated costs, improve aircraft utilization, and expand their networks, but too much consolidation can also reduce competition. My position is that the industry needs a balance between allowing airlines to gain legitimate operating efficiencies and ensuring that passengers and smaller carriers still have meaningful choices.

**1. Comparison of the Four Mega-Carriers**

The four major airlines operate at enormous scale, but their fleet strategies, networks, capacity, and financial results are different. The comparison below uses primarily 2025 full-year company filings. Because airlines do not always define passengers, aircraft, and departures in exactly the same way, the figures are best used to compare relative scale rather than as perfectly standardized measures.

| | | | | |
| — | — | — | — | — |
| Characteristic | American | Delta | Southwest | United |
| Aircraft | 1,580 incl. regional | 1,314 incl. regional | 803 | Approx. 1,500 incl. regional |
| Employees/FTE | 139,100 | 103,000 | 72,790 | 113,200 |
| Revenue passengers | Approx. 224M | Over 200M customers | 134.1M | 181.1M |
| RPMs | 250.3B | 249.6B | 139.4B | 271.6B |
| ASMs | 299.4B | 298.0B | 180.0B | 330.3B |
| Operating revenue | $54.6B | $63.4B | $28.1B | $59.1B |
| TRASM/RASM | 18.25¢ | 21.26¢ | 15.59¢ | 17.88¢ |
| Operating income | $1.47B | $5.8B | $428M | $4.71B |

**Analysis of the Comparison**

Looking at the four airlines together, what stands out to me is that fleet size alone does not determine which airline performs best. American operates one of the largest fleets and networks, but Delta generated stronger operating income in 2025. That tells me that an airline manager cannot focus only on adding aircraft or increasing capacity. The company also has to make sure that the capacity placed into the market generates enough revenue to cover the cost of operating the network (American Airlines Group Inc., 2026; Delta Air Lines, Inc., 2026).

Southwest provides a different competitive model. Its fleet consists of Boeing 737-family aircraft, which can reduce complexity in spare-parts inventory, mechanic and pilot training, maintenance planning, and aircraft substitution (Southwest Airlines Co., 2026). The textbook also identifies Southwest as an example of a no-frills carrier and explains that fewer employees and a simpler service model can contribute to lower operating costs and lower fares (Novack et al., 2019, p. 234). To me, Southwest shows that an airline can compete not only through network size, but also through standardization and cost discipline.

United demonstrates another side of the strategy. Its approximately 330.3 billion available seat miles in 2025 gave it the largest capacity footprint among the four carriers in this comparison (United Airlines Holdings, Inc., 2026). However, that capacity is valuable only when demand supports it. The textbook notes that airlines may have too many flights and seat miles on a route and may selectively lower fares to fill empty seats (Novack et al., 2019, p. 234). For me, this shows why forecasting, capacity planning, aircraft utilization, and route management are as important as simply having a large fleet.

**2. Why the Number of Airlines Decreased After Deregulation**

Although deregulation made it legally easier for airlines to enter markets, it did not make it financially or operationally easy. In my view, this distinction is important. The textbook explains that deregulation increased competition as new carriers entered selected routes, but the additional capacity also contributed to lower fares and fare wars. Financially weaker carriers then exited the market, while remaining carriers benefited from economies of density (Novack et al., 2019, p. 234). A company may have permission to compete, but that does not mean it has the resources needed to compete successfully.

Starting an airline requires aircraft, maintenance support, pilots, flight attendants, fuel, insurance, technology, baggage operations, airport facilities, and a reliable supply chain for replacement parts. A new airline has to pay many of these costs before it develops enough passenger volume to become profitable. At the same time, it competes against airlines that already have established hubs, maintenance networks, suppliers, employees, loyalty programs, and customer relationships.

Airport access creates another barrier. The U.S. Government Accountability Office (2001) identified gates, ticket counters, baggage facilities, and takeoff and landing slots as barriers that can restrict new airlines from entering dominated markets. The course textbook reinforces this point by explaining that limited slots at major hub airports can prevent carriers from expanding and that dominant carriers may control those slots, making it difficult for new airlines to offer service at the hub (Novack et al., 2019, p. 236). This matters because a new carrier cannot simply decide to compete at a major airport if the gates and slots needed to operate an effective schedule are unavailable.

I also think network size creates a major competitive advantage. The textbook describes how hub-and-spoke systems feed passengers from lower-density routes into hubs and then connect them to larger markets; it specifically discusses United's use of Chicago and Delta's use of Atlanta as hub examples (Novack et al., 2019, p. 239). A smaller entrant may offer a lower price on one route, but it cannot immediately reproduce that level of connectivity. Frequent-flyer programs also strengthen customer loyalty and are another form of service competition (Novack et al., 2019, p. 234).

Therefore, I do not see the decline in the number of major airlines as evidence that deregulation completely failed. Instead, deregulation increased competitive pressure, and some airlines were better positioned to survive than others. Over time, bankruptcies and mergers allowed surviving carriers to become larger. The result is an industry in which entering the market may be legally possible, but competing at the scale of the four major carriers is extremely difficult.

**3. Should the Federal Government Reimpose Economic Regulation?**

I would not recommend returning to the full economic regulation that existed before 1978. Airlines need flexibility to respond to changes in fuel prices, labor costs, aircraft availability, seasonal travel, and passenger demand. The textbook shows that airlines compete through fares, flight frequency, timing, and service features, and that deregulation increased competition on selected routes (Novack et al., 2019, p. 234). From a transportation management standpoint, requiring the government to approve routine fare or route decisions could make it harder for airlines to adjust capacity and service when market conditions change.

At the same time, I do not believe a highly concentrated market should be left completely unchecked. Competition becomes especially important at airports where one carrier controls a large share of gates, slots, or flights. The textbook specifically notes that slots at hub airports can be controlled by the dominant carrier, making entry difficult for new carriers (Novack et al., 2019, p. 236). In those situations, passengers may technically have several national airlines to choose from but still have limited practical alternatives in their local market.

My recommendation is targeted regulation rather than a return to government control of fares and routes. Federal agencies should continue strong antitrust review of mergers and anticompetitive conduct, while airport authorities and regulators should protect reasonable access to gates and slots for new and smaller carriers. Consumer protections and clear disclosure of fares and fees should also remain priorities.

In my opinion, government should regulate the conditions necessary for fair competition rather than trying to operate the airline business itself. This approach gives airline managers room to make operating decisions while still protecting passengers and keeping markets open to competition.

**4. Why Did the Justice Department Allow Consolidation?**

The Justice Department's treatment of airline mergers shows that consolidation was not simply accepted as harmless. The American Airlines-US Airways merger is a good example. DOJ initially sued to block the transaction because it believed the merger would substantially reduce competition. The case was later settled after the airlines agreed to divest slots and gates at important airports so that other carriers could expand (U.S. Department of Justice, 2013).

This distinction is important to my analysis. Regulators were balancing two competing concerns. On one side, combining airline networks can reduce duplicated facilities and create opportunities for better aircraft utilization, maintenance coordination, purchasing, scheduling, and network connectivity. On the other side, consolidation can make an already concentrated market more difficult for smaller competitors to enter.

The American-US Airways settlement required the carriers to give up valuable airport assets, including slots at Reagan National and LaGuardia and gates or facilities at several other major airports (U.S. Department of Justice, 2013). To me, this demonstrates the tradeoff regulators face. Blocking every merger could prevent airlines from achieving legitimate network and operating efficiencies, but approving mergers without conditions could make concentrated airports even harder for competitors to enter.

For future mergers, I believe regulators should require strong evidence that claimed efficiencies will benefit the transportation network and consumers, not just the companies combining. As concentration increases, the competitive cost of another major merger becomes more significant.

**Conclusion**

My main takeaway from this case is that airline consolidation cannot be judged only by whether airlines become larger or more profitable. From a transportation management perspective, consolidation can improve network coverage, aircraft utilization, purchasing leverage, maintenance planning, and overall efficiency. At the same time, those benefits have to be weighed against what happens when new airlines cannot obtain gates, slots, or enough network access to compete.

The operating results of American, Delta, Southwest, and United show how difficult it would be for a new entrant to immediately match their fleets, networks, passenger volumes, and financial resources. Their scale creates efficiencies, but it also reinforces some of the barriers facing smaller competitors.

For that reason, I would not recommend returning to the regulatory system that existed before 1978. I would keep the deregulated system while aggressively protecting airport access, enforcing antitrust laws, and carefully reviewing future mergers. In my view, that provides the best balance between allowing airlines to make efficient operating decisions and giving new and smaller carriers a realistic opportunity to compete.

**References**

American Airlines Group Inc. (2026). 2025 annual report [Form 10-K]. U.S. Securities and Exchange Commission. https://www.sec.gov/Archives/edgar/data/6201/000000620126000014/aal-20251231.htm

Delta Air Lines, Inc. (2026). 2025 annual report [Form 10-K]. U.S. Securities and Exchange Commission. https://www.sec.gov/Archives/edgar/data/27904/000002790426000013/dal-20251231.htm

Novack, R. A., Gibson, B. J., Suzuki, Y., & Coyle, J. J. (2019). Transportation: A global supply chain perspective (9th ed.). Cengage Learning.

Southwest Airlines Co. (2026). 2025 annual report [Form 10-K]. U.S. Securities and Exchange Commission. https://www.sec.gov/Archives/edgar/data/92380/000009238026000004/luv-20251231.htm

United Airlines Holdings, Inc. (2026). 2025 annual report [Form 10-K]. U.S. Securities and Exchange Commission. https://www.sec.gov/Archives/edgar/data/100517/000010051726000023/ual-20251231.htm

U.S. Department of Justice. (2013, November 12). Justice Department requires US Airways and American Airlines to divest facilities at seven key airports to enhance system-wide competition and settle merger challenge [Press release]. https://www.justice.gov/archives/opa/pr/justice-department-requires-us-airways-and-american-airlines-divest-facilities-seven-key

U.S. Government Accountability Office. (2001). Aviation competition: Challenges in enhancing competition in dominated markets (GAO-01-518T). https://www.gao.gov/assets/gao-01-518t.pdf

**## WeekOneAssignmentInstructionsHM.docx**

**Week One Assignment**

**Instructions**

**Read and analyze the case study below. Provide a background of the study as your introduction. Repeat each question as your main headings as you answer each part completely. Utilize at least**
**ONE course reference and**
**TWO outside references to support your statements. All writing assignments**
**must follow APA guidelines, such as: title page, headings/sub-headings, referencing, quoting, paraphrasing, writing style and formatting; exceptions are no Abstracts nor Table of Contents for these short reports.**

**Case Study:   1-1: Clearfield Cheese Company Case: A Sequel (SEE BOOK!! CASE STUDY IN BOOK).**

[**https://bookshelf.vitalsource.com/reader/books/9781337672306/pageid/0**](https://bookshelf.vitalsource.com/reader/books/9781337672306/pageid/0)

**(I WILL MESSAGE USER NAME AND PASSWORD FOR BOOK)**

**Week One Readings**
**Novack, Robert A. (2019). Transportation: A Global Supply Chain Perspective (9th Ed.). Cengage Learning. ISBN: 978-1-337-40664-2.**

·
**Chapter 1 – Global Supply Chains: The Role and Importance of Transportation**

·
**Chapter 2 – Transportation and the Economy**

·
**Chapter 3 – Transportation Technology and Systems**

**NOTES:**

·
**For Case Studies, write as if you are employed by the subject company and writing an internal report — no need to cite internal sources (e.g. the Case Study).**

·
**You are solving this case as a current-day project — write in the present tense!**

·
**Write as a formal document submitted by a work team, so avoid 1st person (i.e. "I" or "We") and other personal pronouns.**

·
**If help is needed for general writing, contact the NU's Writing Center immediately.**

·
**Students should use National University's digital library for credible business sources and other peer-reviewed papers as references.**

·
**Cite all sources used, including course textbooks and readings.**

**Rubric Name: SCM 640 – Case Study rubric**

![](https://www.sweetstudy.com/questions/business-finance-operations-management-week-one-assignment-1)

![](https://www.sweetstudy.com/questions/business-finance-operations-management-week-one-assignment-1)![](https://www.sweetstudy.com/questions/business-finance-operations-management-week-one-assignment-1)

## image1.png

## image2.png

## image3.png

**## WEEKONEASSIGNMENTONEPROFESSOR.docx**

WEEK ONE ASSIGNMENT ONE PROFESSOR’S FEEDBACK

Overall Feedback

I would like you to write in your own voice. this submission has indications that a copy/paste from an LLM was used without citations which is a violation of NU Policy. Please be very careful with all of your assignments/DBs moving forward, ok? I'm less worried about presentation/grammar than I am the content and how well you understand the concepts.

**Yes, this text shows heavy signs of being AI-generated and subsequently run through an automated paraphrasing tool (often called a "text spinner" or synonym-swapper like QuillBot).**

While it lacks the clean, polished flow of standard ChatGPT or Claude text, it displays classic hallmarks of "spun AI text"—where an initial AI draft or student draft is mechanically altered to replace words with synonyms to bypass AI detectors.

The Smoking Guns: "Thesaurus-Sapping" & Strange Phrasing

When text-spinning software replaces words, it often chooses synonyms that completely break standard business terminology or sound highly unnatural to a native speaker:

·
**"These judgments demonstrate…"**—In a business context, a human or standard AI would write
_"These decisions"_ or
_"These strategies."_ Replaced with "judgments," it sounds highly unnatural.

·
**"Mediocre strategic diversification"**—The author writes that Alternative 3 offers "mediocre" diversification.
_Mediocre_ means second-rate, ordinary, or poor. A human or clean AI trying to express a middle ground would write
_"moderate"_ or
_"limited"_ diversification. A text spinner likely swapped "moderate" for "mediocre."

·
**"Rivals that have more formidable plant-based identities"**—This is a classic spun phrase for
_"competitors with stronger brand recognition."_

·
**"Clearfield ought to persist with…"**—A clumsy phrasing choice where a standard writer would use
_"should proceed with"_ or
_"should adopt."_

Clumsy "Forced" Citations (The AI Constraint Proof)

The most definitive proof of AI generation lies in how the academic sources are integrated. When an AI is prompted with a constraint like
_"Write this analysis and you must incorporate these specific articles,"_ it forcefully stitches them in regardless of whether they logically fit.

Look at how the text uses the
**Rojas-Rivas (2024)** study:

·
**The Reality of the Study:** The actual 2024 study focuses purely on psychometric profiles and consumer behavior toward
**local, traditional, artisanal Mexican cheeses** in Central Mexico.

·
**How the Text Uses It:** In Alternative 2, the text uses this study to justify why an American industrial cheese company (Clearfield) should export its corporate products to Mexico and Central America.

A human student doing genuine research would quickly realize that a study on artisanal Mexican cheese preferences doesn't apply to an American industrial dairy export strategy. An AI, however, will blindly insert the citation statement (
_"quality, freshness, sensory properties, and artisanal associations"_) just to check off the prompt's requirement box.

The Verdict

This text is highly synthetic. It is likely an
**AI-generated response that was run through a synonym-exchanging paraphrasing tool** to mask its robotic origins, resulting in an unnatural mix of advanced vocabulary ("augurs well") and completely incorrect word substitutions ("mediocre diversification," "judgments").

If you are grading or reviewing this work, it should be flagged for academic dishonest

**## Airline_Consolidations_Final_With_Textbook_Pages.docx**

Case Study 7-2: Airline Consolidations

Nimene Kofa

National University

SCM640 Distribution Management

Richard Hopkins

August 24, 2026

**Introduction and Background**

The Airline Deregulation Act of 1978 changed the U.S. airline industry by allowing airlines to make more of their own decisions about fares, routes, and market entry. The purpose was to increase competition, but over time the industry became more concentrated through bankruptcies, acquisitions, and mergers. Delta merged with Northwest, United merged with Continental, Southwest acquired AirTran, and American merged with US Airways. Today, American, Delta, Southwest, and United are the major carriers that dominate the U.S. passenger airline market.

From my perspective, consolidation makes sense when the airline industry is viewed as a transportation network. Airlines have to manage expensive aircraft, maintenance requirements, fuel, employees, airport facilities, technology, and large route networks. Many of these costs continue even when an aircraft is not full. The course textbook explains that airlines may have excess capacity on a route and may lower fares to fill empty seats. It also explains that financially weaker carriers with high operating costs, debt costs, or fixed costs were more likely to leave the market after fare competition intensified (Novack et al., 2019, p. 234). This helps explain why scale, capacity management, and cost control became so important after deregulation.

However, I do not believe that bigger automatically means better for the customer. Consolidation can help airlines reduce duplicated costs, improve aircraft utilization, and expand their networks, but too much consolidation can also reduce competition. My position is that the industry needs a balance between allowing airlines to gain legitimate operating efficiencies and ensuring that passengers and smaller carriers still have meaningful choices.

**1. Comparison of the Four Mega-Carriers**

The four major airlines operate at enormous scale, but their fleet strategies, networks, capacity, and financial results are different. The comparison below uses primarily 2025 full-year company filings. Because airlines do not always define passengers, aircraft, and departures in exactly the same way, the figures are best used to compare relative scale rather than as perfectly standardized measures.

| | | | | |
| — | — | — | — | — |
| Characteristic | American | Delta | Southwest | United |
| Aircraft | 1,580 incl. regional | 1,314 incl. regional | 803 | Approx. 1,500 incl. regional |
| Employees/FTE | 139,100 | 103,000 | 72,790 | 113,200 |
| Revenue passengers | Approx. 224M | Over 200M customers | 134.1M | 181.1M |
| RPMs | 250.3B | 249.6B | 139.4B | 271.6B |
| ASMs | 299.4B | 298.0B | 180.0B | 330.3B |
| Operating revenue | $54.6B | $63.4B | $28.1B | $59.1B |
| TRASM/RASM | 18.25¢ | 21.26¢ | 15.59¢ | 17.88¢ |
| Operating income | $1.47B | $5.8B | $428M | $4.71B |

**Analysis of the Comparison**

Looking at the four airlines together, what stands out to me is that fleet size alone does not determine which airline performs best. American operates one of the largest fleets and networks, but Delta generated stronger operating income in 2025. That tells me that an airline manager cannot focus only on adding aircraft or increasing capacity. The company also has to make sure that the capacity placed into the market generates enough revenue to cover the cost of operating the network (American Airlines Group Inc., 2026; Delta Air Lines, Inc., 2026).

Southwest provides a different competitive model. Its fleet consists of Boeing 737-family aircraft, which can reduce complexity in spare-parts inventory, mechanic and pilot training, maintenance planning, and aircraft substitution (Southwest Airlines Co., 2026). The textbook also identifies Southwest as an example of a no-frills carrier and explains that fewer employees and a simpler service model can contribute to lower operating costs and lower fares (Novack et al., 2019, p. 234). To me, Southwest shows that an airline can compete not only through network size, but also through standardization and cost discipline.

United demonstrates another side of the strategy. Its approximately 330.3 billion available seat miles in 2025 gave it the largest capacity footprint among the four carriers in this comparison (United Airlines Holdings, Inc., 2026). However, that capacity is valuable only when demand supports it. The textbook notes that airlines may have too many flights and seat miles on a route and may selectively lower fares to fill empty seats (Novack et al., 2019, p. 234). For me, this shows why forecasting, capacity planning, aircraft utilization, and route management are as important as simply having a large fleet.

**2. Why the Number of Airlines Decreased After Deregulation**

Although deregulation made it legally easier for airlines to enter markets, it did not make it financially or operationally easy. In my view, this distinction is important. The textbook explains that deregulation increased competition as new carriers entered selected routes, but the additional capacity also contributed to lower fares and fare wars. Financially weaker carriers then exited the market, while remaining carriers benefited from economies of density (Novack et al., 2019, p. 234). A company may have permission to compete, but that does not mean it has the resources needed to compete successfully.

Starting an airline requires aircraft, maintenance support, pilots, flight attendants, fuel, insurance, technology, baggage operations, airport facilities, and a reliable supply chain for replacement parts. A new airline has to pay many of these costs before it develops enough passenger volume to become profitable. At the same time, it competes against airlines that already have established hubs, maintenance networks, suppliers, employees, loyalty programs, and customer relationships.

Airport access creates another barrier. The U.S. Government Accountability Office (2001) identified gates, ticket counters, baggage facilities, and takeoff and landing slots as barriers that can restrict new airlines from entering dominated markets. The course textbook reinforces this point by explaining that limited slots at major hub airports can prevent carriers from expanding and that dominant carriers may control those slots, making it difficult for new airlines to offer service at the hub (Novack et al., 2019, p. 236). This matters because a new carrier cannot simply decide to compete at a major airport if the gates and slots needed to operate an effective schedule are unavailable.

I also think network size creates a major competitive advantage. The textbook describes how hub-and-spoke systems feed passengers from lower-density routes into hubs and then connect them to larger markets; it specifically discusses United's use of Chicago and Delta's use of Atlanta as hub examples (Novack et al., 2019, p. 239). A smaller entrant may offer a lower price on one route, but it cannot immediately reproduce that level of connectivity. Frequent-flyer programs also strengthen customer loyalty and are another form of service competition (Novack et al., 2019, p. 234).

Therefore, I do not see the decline in the number of major airlines as evidence that deregulation completely failed. Instead, deregulation increased competitive pressure, and some airlines were better positioned to survive than others. Over time, bankruptcies and mergers allowed surviving carriers to become larger. The result is an industry in which entering the market may be legally possible, but competing at the scale of the four major carriers is extremely difficult.

**3. Should the Federal Government Reimpose Economic Regulation?**

I would not recommend returning to the full economic regulation that existed before 1978. Airlines need flexibility to respond to changes in fuel prices, labor costs, aircraft availability, seasonal travel, and passenger demand. The textbook shows that airlines compete through fares, flight frequency, timing, and service features, and that deregulation increased competition on selected routes (Novack et al., 2019, p. 234). From a transportation management standpoint, requiring the government to approve routine fare or route decisions could make it harder for airlines to adjust capacity and service when market conditions change.

At the same time, I do not believe a highly concentrated market should be left completely unchecked. Competition becomes especially important at airports where one carrier controls a large share of gates, slots, or flights. The textbook specifically notes that slots at hub airports can be controlled by the dominant carrier, making entry difficult for new carriers (Novack et al., 2019, p. 236). In those situations, passengers may technically have several national airlines to choose from but still have limited practical alternatives in their local market.

My recommendation is targeted regulation rather than a return to government control of fares and routes. Federal agencies should continue strong antitrust review of mergers and anticompetitive conduct, while airport authorities and regulators should protect reasonable access to gates and slots for new and smaller carriers. Consumer protections and clear disclosure of fares and fees should also remain priorities.

In my opinion, government should regulate the conditions necessary for fair competition rather than trying to operate the airline business itself. This approach gives airline managers room to make operating decisions while still protecting passengers and keeping markets open to competition.

**4. Why Did the Justice Department Allow Consolidation?**

The Justice Department's treatment of airline mergers shows that consolidation was not simply accepted as harmless. The American Airlines-US Airways merger is a good example. DOJ initially sued to block the transaction because it believed the merger would substantially reduce competition. The case was later settled after the airlines agreed to divest slots and gates at important airports so that other carriers could expand (U.S. Department of Justice, 2013).

This distinction is important to my analysis. Regulators were balancing two competing concerns. On one side, combining airline networks can reduce duplicated facilities and create opportunities for better aircraft utilization, maintenance coordination, purchasing, scheduling, and network connectivity. On the other side, consolidation can make an already concentrated market more difficult for smaller competitors to enter.

The American-US Airways settlement required the carriers to give up valuable airport assets, including slots at Reagan National and LaGuardia and gates or facilities at several other major airports (U.S. Department of Justice, 2013). To me, this demonstrates the tradeoff regulators face. Blocking every merger could prevent airlines from achieving legitimate network and operating efficiencies, but approving mergers without conditions could make concentrated airports even harder for competitors to enter.

For future mergers, I believe regulators should require strong evidence that claimed efficiencies will benefit the transportation network and consumers, not just the companies combining. As concentration increases, the competitive cost of another major merger becomes more significant.

**Conclusion**

My main takeaway from this case is that airline consolidation cannot be judged only by whether airlines become larger or more profitable. From a transportation management perspective, consolidation can improve network coverage, aircraft utilization, purchasing leverage, maintenance planning, and overall efficiency. At the same time, those benefits have to be weighed against what happens when new airlines cannot obtain gates, slots, or enough network access to compete.

The operating results of American, Delta, Southwest, and United show how difficult it would be for a new entrant to immediately match their fleets, networks, passenger volumes, and financial resources. Their scale creates efficiencies, but it also reinforces some of the barriers facing smaller competitors.

For that reason, I would not recommend returning to the regulatory system that existed before 1978. I would keep the deregulated system while aggressively protecting airport access, enforcing antitrust laws, and carefully reviewing future mergers. In my view, that provides the best balance between allowing airlines to make efficient operating decisions and giving new and smaller carriers a realistic opportunity to compete.

**References**

American Airlines Group Inc. (2026). 2025 annual report [Form 10-K]. U.S. Securities and Exchange Commission. https://www.sec.gov/Archives/edgar/data/6201/000000620126000014/aal-20251231.htm

Delta Air Lines, Inc. (2026). 2025 annual report [Form 10-K]. U.S. Securities and Exchange Commission. https://www.sec.gov/Archives/edgar/data/27904/000002790426000013/dal-20251231.htm

Novack, R. A., Gibson, B. J., Suzuki, Y., & Coyle, J. J. (2019). Transportation: A global supply chain perspective (9th ed.). Cengage Learning.

Southwest Airlines Co. (2026). 2025 annual report [Form 10-K]. U.S. Securities and Exchange Commission. https://www.sec.gov/Archives/edgar/data/92380/000009238026000004/luv-20251231.htm

United Airlines Holdings, Inc. (2026). 2025 annual report [Form 10-K]. U.S. Securities and Exchange Commission. https://www.sec.gov/Archives/edgar/data/100517/000010051726000023/ual-20251231.htm

U.S. Department of Justice. (2013, November 12). Justice Department requires US Airways and American Airlines to divest facilities at seven key airports to enhance system-wide competition and settle merger challenge [Press release]. https://www.justice.gov/archives/opa/pr/justice-department-requires-us-airways-and-american-airlines-divest-facilities-seven-key

U.S. Government Accountability Office. (2001). Aviation competition: Challenges in enhancing competition in dominated markets (GAO-01-518T). https://www.gao.gov/assets/gao-01-518t.pdf

**## WeekOneAssignmentInstructionsHM.docx**

**Week One Assignment**

**Instructions**

**Read and analyze the case study below. Provide a background of the study as your introduction. Repeat each question as your main headings as you answer each part completely. Utilize at least**
**ONE course reference and**
**TWO outside references to support your statements. All writing assignments**
**must follow APA guidelines, such as: title page, headings/sub-headings, referencing, quoting, paraphrasing, writing style and formatting; exceptions are no Abstracts nor Table of Contents for these short reports.**

**Case Study:   1-1: Clearfield Cheese Company Case: A Sequel (SEE BOOK!! CASE STUDY IN BOOK).**

[**https://bookshelf.vitalsource.com/reader/books/9781337672306/pageid/0**](https://bookshelf.vitalsource.com/reader/books/9781337672306/pageid/0)

**(I WILL MESSAGE USER NAME AND PASSWORD FOR BOOK)**

**Week One Readings**
**Novack, Robert A. (2019). Transportation: A Global Supply Chain Perspective (9th Ed.). Cengage Learning. ISBN: 978-1-337-40664-2.**

·
**Chapter 1 – Global Supply Chains: The Role and Importance of Transportation**

·
**Chapter 2 – Transportation and the Economy**

·
**Chapter 3 – Transportation Technology and Systems**

**NOTES:**

·
**For Case Studies, write as if you are employed by the subject company and writing an internal report — no need to cite internal sources (e.g. the Case Study).**

·
**You are solving this case as a current-day project — write in the present tense!**

·
**Write as a formal document submitted by a work team, so avoid 1st person (i.e. "I" or "We") and other personal pronouns.**

·
**If help is needed for general writing, contact the NU's Writing Center immediately.**

·
**Students should use National University's digital library for credible business sources and other peer-reviewed papers as references.**

·
**Cite all sources used, including course textbooks and readings.**

**Rubric Name: SCM 640 – Case Study rubric**

![](https://www.sweetstudy.com/questions/business-finance-operations-management-week-one-assignment-1)

![](https://www.sweetstudy.com/questions/business-finance-operations-management-week-one-assignment-1)![](https://www.sweetstudy.com/questions/business-finance-operations-management-week-one-assignment-1)

## image1.png

## image2.png

## image3.png

**## WEEKONEASSIGNMENTONEPROFESSOR.docx**

WEEK ONE ASSIGNMENT ONE PROFESSOR’S FEEDBACK

Overall Feedback

I would like you to write in your own voice. this submission has indications that a copy/paste from an LLM was used without citations which is a violation of NU Policy. Please be very careful with all of your assignments/DBs moving forward, ok? I'm less worried about presentation/grammar than I am the content and how well you understand the concepts.

**Yes, this text shows heavy signs of being AI-generated and subsequently run through an automated paraphrasing tool (often called a "text spinner" or synonym-swapper like QuillBot).**

While it lacks the clean, polished flow of standard ChatGPT or Claude text, it displays classic hallmarks of "spun AI text"—where an initial AI draft or student draft is mechanically altered to replace words with synonyms to bypass AI detectors.

The Smoking Guns: "Thesaurus-Sapping" & Strange Phrasing

When text-spinning software replaces words, it often chooses synonyms that completely break standard business terminology or sound highly unnatural to a native speaker:

·
**"These judgments demonstrate…"**—In a business context, a human or standard AI would write
_"These decisions"_ or
_"These strategies."_ Replaced with "judgments," it sounds highly unnatural.

·
**"Mediocre strategic diversification"**—The author writes that Alternative 3 offers "mediocre" diversification.
_Mediocre_ means second-rate, ordinary, or poor. A human or clean AI trying to express a middle ground would write
_"moderate"_ or
_"limited"_ diversification. A text spinner likely swapped "moderate" for "mediocre."

·
**"Rivals that have more formidable plant-based identities"**—This is a classic spun phrase for
_"competitors with stronger brand recognition."_

·
**"Clearfield ought to persist with…"**—A clumsy phrasing choice where a standard writer would use
_"should proceed with"_ or
_"should adopt."_

Clumsy "Forced" Citations (The AI Constraint Proof)

The most definitive proof of AI generation lies in how the academic sources are integrated. When an AI is prompted with a constraint like
_"Write this analysis and you must incorporate these specific articles,"_ it forcefully stitches them in regardless of whether they logically fit.

Look at how the text uses the
**Rojas-Rivas (2024)** study:

·
**The Reality of the Study:** The actual 2024 study focuses purely on psychometric profiles and consumer behavior toward
**local, traditional, artisanal Mexican cheeses** in Central Mexico.

·
**How the Text Uses It:** In Alternative 2, the text uses this study to justify why an American industrial cheese company (Clearfield) should export its corporate products to Mexico and Central America.

A human student doing genuine research would quickly realize that a study on artisanal Mexican cheese preferences doesn't apply to an American industrial dairy export strategy. An AI, however, will blindly insert the citation statement (
_"quality, freshness, sensory properties, and artisanal associations"_) just to check off the prompt's requirement box.

The Verdict

This text is highly synthetic. It is likely an
**AI-generated response that was run through a synonym-exchanging paraphrasing tool** to mask its robotic origins, resulting in an unnatural mix of advanced vocabulary ("augurs well") and completely incorrect word substitutions ("mediocre diversification," "judgments").

If you are grading or reviewing this work, it should be flagged for academic dishonest

**## Airline_Consolidations_Final_With_Textbook_Pages.docx**

Case Study 7-2: Airline Consolidations

Nimene Kofa

National University

SCM640 Distribution Management

Richard Hopkins

August 24, 2026

**Introduction and Background**

The Airline Deregulation Act of 1978 changed the U.S. airline industry by allowing airlines to make more of their own decisions about fares, routes, and market entry. The purpose was to increase competition, but over time the industry became more concentrated through bankruptcies, acquisitions, and mergers. Delta merged with Northwest, United merged with Continental, Southwest acquired AirTran, and American merged with US Airways. Today, American, Delta, Southwest, and United are the major carriers that dominate the U.S. passenger airline market.

From my perspective, consolidation makes sense when the airline industry is viewed as a transportation network. Airlines have to manage expensive aircraft, maintenance requirements, fuel, employees, airport facilities, technology, and large route networks. Many of these costs continue even when an aircraft is not full. The course textbook explains that airlines may have excess capacity on a route and may lower fares to fill empty seats. It also explains that financially weaker carriers with high operating costs, debt costs, or fixed costs were more likely to leave the market after fare competition intensified (Novack et al., 2019, p. 234). This helps explain why scale, capacity management, and cost control became so important after deregulation.

However, I do not believe that bigger automatically means better for the customer. Consolidation can help airlines reduce duplicated costs, improve aircraft utilization, and expand their networks, but too much consolidation can also reduce competition. My position is that the industry needs a balance between allowing airlines to gain legitimate operating efficiencies and ensuring that passengers and smaller carriers still have meaningful choices.

**1. Comparison of the Four Mega-Carriers**

The four major airlines operate at enormous scale, but their fleet strategies, networks, capacity, and financial results are different. The comparison below uses primarily 2025 full-year company filings. Because airlines do not always define passengers, aircraft, and departures in exactly the same way, the figures are best used to compare relative scale rather than as perfectly standardized measures.

| | | | | |
| — | — | — | — | — |
| Characteristic | American | Delta | Southwest | United |
| Aircraft | 1,580 incl. regional | 1,314 incl. regional | 803 | Approx. 1,500 incl. regional |
| Employees/FTE | 139,100 | 103,000 | 72,790 | 113,200 |
| Revenue passengers | Approx. 224M | Over 200M customers | 134.1M | 181.1M |
| RPMs | 250.3B | 249.6B | 139.4B | 271.6B |
| ASMs | 299.4B | 298.0B | 180.0B | 330.3B |
| Operating revenue | $54.6B | $63.4B | $28.1B | $59.1B |
| TRASM/RASM | 18.25¢ | 21.26¢ | 15.59¢ | 17.88¢ |
| Operating income | $1.47B | $5.8B | $428M | $4.71B |

**Analysis of the Comparison**

Looking at the four airlines together, what stands out to me is that fleet size alone does not determine which airline performs best. American operates one of the largest fleets and networks, but Delta generated stronger operating income in 2025. That tells me that an airline manager cannot focus only on adding aircraft or increasing capacity. The company also has to make sure that the capacity placed into the market generates enough revenue to cover the cost of operating the network (American Airlines Group Inc., 2026; Delta Air Lines, Inc., 2026).

Southwest provides a different competitive model. Its fleet consists of Boeing 737-family aircraft, which can reduce complexity in spare-parts inventory, mechanic and pilot training, maintenance planning, and aircraft substitution (Southwest Airlines Co., 2026). The textbook also identifies Southwest as an example of a no-frills carrier and explains that fewer employees and a simpler service model can contribute to lower operating costs and lower fares (Novack et al., 2019, p. 234). To me, Southwest shows that an airline can compete not only through network size, but also through standardization and cost discipline.

United demonstrates another side of the strategy. Its approximately 330.3 billion available seat miles in 2025 gave it the largest capacity footprint among the four carriers in this comparison (United Airlines Holdings, Inc., 2026). However, that capacity is valuable only when demand supports it. The textbook notes that airlines may have too many flights and seat miles on a route and may selectively lower fares to fill empty seats (Novack et al., 2019, p. 234). For me, this shows why forecasting, capacity planning, aircraft utilization, and route management are as important as simply having a large fleet.

**2. Why the Number of Airlines Decreased After Deregulation**

Although deregulation made it legally easier for airlines to enter markets, it did not make it financially or operationally easy. In my view, this distinction is important. The textbook explains that deregulation increased competition as new carriers entered selected routes, but the additional capacity also contributed to lower fares and fare wars. Financially weaker carriers then exited the market, while remaining carriers benefited from economies of density (Novack et al., 2019, p. 234). A company may have permission to compete, but that does not mean it has the resources needed to compete successfully.

Starting an airline requires aircraft, maintenance support, pilots, flight attendants, fuel, insurance, technology, baggage operations, airport facilities, and a reliable supply chain for replacement parts. A new airline has to pay many of these costs before it develops enough passenger volume to become profitable. At the same time, it competes against airlines that already have established hubs, maintenance networks, suppliers, employees, loyalty programs, and customer relationships.

Airport access creates another barrier. The U.S. Government Accountability Office (2001) identified gates, ticket counters, baggage facilities, and takeoff and landing slots as barriers that can restrict new airlines from entering dominated markets. The course textbook reinforces this point by explaining that limited slots at major hub airports can prevent carriers from expanding and that dominant carriers may control those slots, making it difficult for new airlines to offer service at the hub (Novack et al., 2019, p. 236). This matters because a new carrier cannot simply decide to compete at a major airport if the gates and slots needed to operate an effective schedule are unavailable.

I also think network size creates a major competitive advantage. The textbook describes how hub-and-spoke systems feed passengers from lower-density routes into hubs and then connect them to larger markets; it specifically discusses United's use of Chicago and Delta's use of Atlanta as hub examples (Novack et al., 2019, p. 239). A smaller entrant may offer a lower price on one route, but it cannot immediately reproduce that level of connectivity. Frequent-flyer programs also strengthen customer loyalty and are another form of service competition (Novack et al., 2019, p. 234).

Therefore, I do not see the decline in the number of major airlines as evidence that deregulation completely failed. Instead, deregulation increased competitive pressure, and some airlines were better positioned to survive than others. Over time, bankruptcies and mergers allowed surviving carriers to become larger. The result is an industry in which entering the market may be legally possible, but competing at the scale of the four major carriers is extremely difficult.

**3. Should the Federal Government Reimpose Economic Regulation?**

I would not recommend returning to the full economic regulation that existed before 1978. Airlines need flexibility to respond to changes in fuel prices, labor costs, aircraft availability, seasonal travel, and passenger demand. The textbook shows that airlines compete through fares, flight frequency, timing, and service features, and that deregulation increased competition on selected routes (Novack et al., 2019, p. 234). From a transportation management standpoint, requiring the government to approve routine fare or route decisions could make it harder for airlines to adjust capacity and service when market conditions change.

At the same time, I do not believe a highly concentrated market should be left completely unchecked. Competition becomes especially important at airports where one carrier controls a large share of gates, slots, or flights. The textbook specifically notes that slots at hub airports can be controlled by the dominant carrier, making entry difficult for new carriers (Novack et al., 2019, p. 236). In those situations, passengers may technically have several national airlines to choose from but still have limited practical alternatives in their local market.

My recommendation is targeted regulation rather than a return to government control of fares and routes. Federal agencies should continue strong antitrust review of mergers and anticompetitive conduct, while airport authorities and regulators should protect reasonable access to gates and slots for new and smaller carriers. Consumer protections and clear disclosure of fares and fees should also remain priorities.

In my opinion, government should regulate the conditions necessary for fair competition rather than trying to operate the airline business itself. This approach gives airline managers room to make operating decisions while still protecting passengers and keeping markets open to competition.

**4. Why Did the Justice Department Allow Consolidation?**

The Justice Department's treatment of airline mergers shows that consolidation was not simply accepted as harmless. The American Airlines-US Airways merger is a good example. DOJ initially sued to block the transaction because it believed the merger would substantially reduce competition. The case was later settled after the airlines agreed to divest slots and gates at important airports so that other carriers could expand (U.S. Department of Justice, 2013).

This distinction is important to my analysis. Regulators were balancing two competing concerns. On one side, combining airline networks can reduce duplicated facilities and create opportunities for better aircraft utilization, maintenance coordination, purchasing, scheduling, and network connectivity. On the other side, consolidation can make an already concentrated market more difficult for smaller competitors to enter.

The American-US Airways settlement required the carriers to give up valuable airport assets, including slots at Reagan National and LaGuardia and gates or facilities at several other major airports (U.S. Department of Justice, 2013). To me, this demonstrates the tradeoff regulators face. Blocking every merger could prevent airlines from achieving legitimate network and operating efficiencies, but approving mergers without conditions could make concentrated airports even harder for competitors to enter.

For future mergers, I believe regulators should require strong evidence that claimed efficiencies will benefit the transportation network and consumers, not just the companies combining. As concentration increases, the competitive cost of another major merger becomes more significant.

**Conclusion**

My main takeaway from this case is that airline consolidation cannot be judged only by whether airlines become larger or more profitable. From a transportation management perspective, consolidation can improve network coverage, aircraft utilization, purchasing leverage, maintenance planning, and overall efficiency. At the same time, those benefits have to be weighed against what happens when new airlines cannot obtain gates, slots, or enough network access to compete.

The operating results of American, Delta, Southwest, and United show how difficult it would be for a new entrant to immediately match their fleets, networks, passenger volumes, and financial resources. Their scale creates efficiencies, but it also reinforces some of the barriers facing smaller competitors.

For that reason, I would not recommend returning to the regulatory system that existed before 1978. I would keep the deregulated system while aggressively protecting airport access, enforcing antitrust laws, and carefully reviewing future mergers. In my view, that provides the best balance between allowing airlines to make efficient operating decisions and giving new and smaller carriers a realistic opportunity to compete.

**References**

American Airlines Group Inc. (2026). 2025 annual report [Form 10-K]. U.S. Securities and Exchange Commission. https://www.sec.gov/Archives/edgar/data/6201/000000620126000014/aal-20251231.htm

Delta Air Lines, Inc. (2026). 2025 annual report [Form 10-K]. U.S. Securities and Exchange Commission. https://www.sec.gov/Archives/edgar/data/27904/000002790426000013/dal-20251231.htm

Novack, R. A., Gibson, B. J., Suzuki, Y., & Coyle, J. J. (2019). Transportation: A global supply chain perspective (9th ed.). Cengage Learning.

Southwest Airlines Co. (2026). 2025 annual report [Form 10-K]. U.S. Securities and Exchange Commission. https://www.sec.gov/Archives/edgar/data/92380/000009238026000004/luv-20251231.htm

United Airlines Holdings, Inc. (2026). 2025 annual report [Form 10-K]. U.S. Securities and Exchange Commission. https://www.sec.gov/Archives/edgar/data/100517/000010051726000023/ual-20251231.htm

U.S. Department of Justice. (2013, November 12). Justice Department requires US Airways and American Airlines to divest facilities at seven key airports to enhance system-wide competition and settle merger challenge [Press release]. https://www.justice.gov/archives/opa/pr/justice-department-requires-us-airways-and-american-airlines-divest-facilities-seven-key

U.S. Government Accountability Office. (2001). Aviation competition: Challenges in enhancing competition in dominated markets (GAO-01-518T). https://www.gao.gov/assets/gao-01-518t.pdf

November 6, 2026
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**files (2)**

– ## 601wk7respond.docx

– amazonIntroducing_SAFE-AI_A_Behavio.pdf

**## 601wk7respond.docx**

**601 OSCAR respond no more than 150 words**

Hi Professor/Class

As I finalize my digital marketing plan for Nordic Fit Performance Apparel, I realize that monitoring long-term and constant evaluation will be essential to ensuring that the strategies put in place will be effective and will align with the brand's growth goals. Due to Nordic Fit being a new entrant into the athletic and lifestyle apparel market, consistent measurements will help to validate and make early decisions and to guide future adjustments and decisions.

To ensure that the brand has continued success, some of the key performance indicators (KPIs) that I will include are website conversion rates, customer acquisition cost, email engagement metrics, social media interaction rates, and return on ad spend for paid campaigns. After some more research, I’ve concluded that digital performance metrics are most effective when they are tied directly to customers’ behaviors and platform engagement. For Nordic Fit specifically, the product-level KPIs such as size fitting accuracy, repurchasing rates, and customer satisfaction are very important aspects because they will determine if the brand is meeting the performance and lifestyle expectations of the customers.

I currently work in retail, and the KPIs mentioned above are the most important tools to measure how well the brand is performing or underperforming. To determine what parts of the plan will perform well, we will need to compare KPI trends against the benchmarks established when the brand was initially launched. For example, the improvements in conversion rates after implementing AI-driven product recommendations would indicate how strong the alignment is between personalization and customer needs. Also, if we get low engagement on certain content types or we get stagnant traffic from specific channels, that would signal that we have areas that require adjustments. In order for our digital strategies to have an effect, we will rely on continuous optimization informed by real-time data (Ryan, 2024).

I also plan to review the metrics at regular intervals to ensure that we are meeting our goals or to stay on track. Weekly reviews will focus on short-term indicators such as how well social engagement is doing and how well ads are performing. Monthly reviews will focus on and assess broader trends, including website behaviors and customer purchase trends. The quarterly evaluations will help guide strategic updates, refine channel investments, and it will help adjust content direction based on seasonal demand and any new evolving customer behavior.

Constant monitoring can help monitor Nordic Fit’s marketing strategy, and it can also help ensure that long-term brand growth is consistent. This digital marketing strategy approach needs to stay data-driven, adaptable, and aligned with today’s trends.

**601 david respond no more than 150 words**

Good afternoon,

I hope everyone is doing well and staying motivated and focused! In my opinion I think this course did a great job putting together all our information for our business idea(s), because now for our paper all the information is in our previous week’s forum posts pretty much… Nice course planning. This forum will revolove around my theoretical buisness of a frozen yogurt sop named "Frozen Woods".

**What key performance indicators (KPIs) will you use to evaluate the overall success of your digital marketing strategy?**

In Store foot traffic numbers, from one month to the next with the implementation of various advertisements.

What is the
_optimal_ online media budget input I need to put in or invest in, for the
_optimal_ store turnout "foot traffic" for us to obtain, how much foot traffic can we turn into actual revenue using incremental measured and planned steps.

Email Click-to-open-Rate, (CTOR), which can offer discounts or special offers which can be re-deemed in store.

**How will you determine which parts of your plan are performing well and which may need adjustment?**

I think the best way that this can be observed is through the POS system’s analytics and metrics which will corollate to when you started your sale or special which ended up bringing more customers in. Observe the influx and foot traffic, compared to previous sales even a year out.

When time comes for evaluation of the analytics, then we can make our adjustments and keep what worked for us, and not waste money on what didn’t work out and was only extra overhead or didn’t sell as fast as we thought etc….

**What time intervals will you use to regularly review your metrics and make strategic updates?**

(Annually) We could start virtually by measuring our email list growth and all other media followers and or share like growths due to active social media participation and special offerings that positively generate instore foot traffic. Was the ROI worth it, do we do it again? Or change?

(Every Quarter) Observe channel analytics and connectivity between new releases, seasonal changes, measure how effective the releases were with sold product during the specials to see if they are worth doing more often.

(Weekly) Monitor the click through rates, weekly instore POS Transactions, the overall daily sales and cumulative gross revenue is going to be a big indicator for the “proof” that our advertisements are reeling in the fish perpetually and that our advertising is Effective.

**Busn 620 wk7 discussion no more than 300 words**

While the culture of an organization is unique, common ethics principles should undergird all decisions. For the same organization you selected in Week 1, discuss how leadership has tried, either successfully or unsuccessfully, to integrate ethical principles into the strategic planning process. What are some specific challenges that have been faced in the effort to balance the profitability goals with social responsibility?

Carpenter, R. E., Debaro, H., Patole, S. R., & Rochell, M. (2026). Introducing SAFE-AI: A Behavioral Framework for Managing Ethical Dilemmas in AI-Driven Human Resource Practices.
_Administrative Sciences, 16_(2), 85. https://doi.org/10.3390/admsci16020085

**amazonIntroducing_SAFE-AI_A_Behavio.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/amazonintroducing-safe-ai-a-behavio-pdf)

**amazonIntroducing_SAFE-AI_A_Behavio.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/amazonintroducing-safe-ai-a-behavio-pdf)

**## 601wk7respond.docx**

**601 OSCAR respond no more than 150 words**

Hi Professor/Class

As I finalize my digital marketing plan for Nordic Fit Performance Apparel, I realize that monitoring long-term and constant evaluation will be essential to ensuring that the strategies put in place will be effective and will align with the brand's growth goals. Due to Nordic Fit being a new entrant into the athletic and lifestyle apparel market, consistent measurements will help to validate and make early decisions and to guide future adjustments and decisions.

To ensure that the brand has continued success, some of the key performance indicators (KPIs) that I will include are website conversion rates, customer acquisition cost, email engagement metrics, social media interaction rates, and return on ad spend for paid campaigns. After some more research, I’ve concluded that digital performance metrics are most effective when they are tied directly to customers’ behaviors and platform engagement. For Nordic Fit specifically, the product-level KPIs such as size fitting accuracy, repurchasing rates, and customer satisfaction are very important aspects because they will determine if the brand is meeting the performance and lifestyle expectations of the customers.

I currently work in retail, and the KPIs mentioned above are the most important tools to measure how well the brand is performing or underperforming. To determine what parts of the plan will perform well, we will need to compare KPI trends against the benchmarks established when the brand was initially launched. For example, the improvements in conversion rates after implementing AI-driven product recommendations would indicate how strong the alignment is between personalization and customer needs. Also, if we get low engagement on certain content types or we get stagnant traffic from specific channels, that would signal that we have areas that require adjustments. In order for our digital strategies to have an effect, we will rely on continuous optimization informed by real-time data (Ryan, 2024).

I also plan to review the metrics at regular intervals to ensure that we are meeting our goals or to stay on track. Weekly reviews will focus on short-term indicators such as how well social engagement is doing and how well ads are performing. Monthly reviews will focus on and assess broader trends, including website behaviors and customer purchase trends. The quarterly evaluations will help guide strategic updates, refine channel investments, and it will help adjust content direction based on seasonal demand and any new evolving customer behavior.

Constant monitoring can help monitor Nordic Fit’s marketing strategy, and it can also help ensure that long-term brand growth is consistent. This digital marketing strategy approach needs to stay data-driven, adaptable, and aligned with today’s trends.

**601 david respond no more than 150 words**

Good afternoon,

I hope everyone is doing well and staying motivated and focused! In my opinion I think this course did a great job putting together all our information for our business idea(s), because now for our paper all the information is in our previous week’s forum posts pretty much… Nice course planning. This forum will revolove around my theoretical buisness of a frozen yogurt sop named "Frozen Woods".

**What key performance indicators (KPIs) will you use to evaluate the overall success of your digital marketing strategy?**

In Store foot traffic numbers, from one month to the next with the implementation of various advertisements.

What is the
_optimal_ online media budget input I need to put in or invest in, for the
_optimal_ store turnout "foot traffic" for us to obtain, how much foot traffic can we turn into actual revenue using incremental measured and planned steps.

Email Click-to-open-Rate, (CTOR), which can offer discounts or special offers which can be re-deemed in store.

**How will you determine which parts of your plan are performing well and which may need adjustment?**

I think the best way that this can be observed is through the POS system’s analytics and metrics which will corollate to when you started your sale or special which ended up bringing more customers in. Observe the influx and foot traffic, compared to previous sales even a year out.

When time comes for evaluation of the analytics, then we can make our adjustments and keep what worked for us, and not waste money on what didn’t work out and was only extra overhead or didn’t sell as fast as we thought etc….

**What time intervals will you use to regularly review your metrics and make strategic updates?**

(Annually) We could start virtually by measuring our email list growth and all other media followers and or share like growths due to active social media participation and special offerings that positively generate instore foot traffic. Was the ROI worth it, do we do it again? Or change?

(Every Quarter) Observe channel analytics and connectivity between new releases, seasonal changes, measure how effective the releases were with sold product during the specials to see if they are worth doing more often.

(Weekly) Monitor the click through rates, weekly instore POS Transactions, the overall daily sales and cumulative gross revenue is going to be a big indicator for the “proof” that our advertisements are reeling in the fish perpetually and that our advertising is Effective.

**Busn 620 wk7 discussion no more than 300 words**

While the culture of an organization is unique, common ethics principles should undergird all decisions. For the same organization you selected in Week 1, discuss how leadership has tried, either successfully or unsuccessfully, to integrate ethical principles into the strategic planning process. What are some specific challenges that have been faced in the effort to balance the profitability goals with social responsibility?

Carpenter, R. E., Debaro, H., Patole, S. R., & Rochell, M. (2026). Introducing SAFE-AI: A Behavioral Framework for Managing Ethical Dilemmas in AI-Driven Human Resource Practices.
_Administrative Sciences, 16_(2), 85. https://doi.org/10.3390/admsci16020085

**amazonIntroducing_SAFE-AI_A_Behavio.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/amazonintroducing-safe-ai-a-behavio-pdf)

**## 601wk7respond.docx**

**601 OSCAR respond no more than 150 words**

Hi Professor/Class

As I finalize my digital marketing plan for Nordic Fit Performance Apparel, I realize that monitoring long-term and constant evaluation will be essential to ensuring that the strategies put in place will be effective and will align with the brand's growth goals. Due to Nordic Fit being a new entrant into the athletic and lifestyle apparel market, consistent measurements will help to validate and make early decisions and to guide future adjustments and decisions.

To ensure that the brand has continued success, some of the key performance indicators (KPIs) that I will include are website conversion rates, customer acquisition cost, email engagement metrics, social media interaction rates, and return on ad spend for paid campaigns. After some more research, I’ve concluded that digital performance metrics are most effective when they are tied directly to customers’ behaviors and platform engagement. For Nordic Fit specifically, the product-level KPIs such as size fitting accuracy, repurchasing rates, and customer satisfaction are very important aspects because they will determine if the brand is meeting the performance and lifestyle expectations of the customers.

I currently work in retail, and the KPIs mentioned above are the most important tools to measure how well the brand is performing or underperforming. To determine what parts of the plan will perform well, we will need to compare KPI trends against the benchmarks established when the brand was initially launched. For example, the improvements in conversion rates after implementing AI-driven product recommendations would indicate how strong the alignment is between personalization and customer needs. Also, if we get low engagement on certain content types or we get stagnant traffic from specific channels, that would signal that we have areas that require adjustments. In order for our digital strategies to have an effect, we will rely on continuous optimization informed by real-time data (Ryan, 2024).

I also plan to review the metrics at regular intervals to ensure that we are meeting our goals or to stay on track. Weekly reviews will focus on short-term indicators such as how well social engagement is doing and how well ads are performing. Monthly reviews will focus on and assess broader trends, including website behaviors and customer purchase trends. The quarterly evaluations will help guide strategic updates, refine channel investments, and it will help adjust content direction based on seasonal demand and any new evolving customer behavior.

Constant monitoring can help monitor Nordic Fit’s marketing strategy, and it can also help ensure that long-term brand growth is consistent. This digital marketing strategy approach needs to stay data-driven, adaptable, and aligned with today’s trends.

**601 david respond no more than 150 words**

Good afternoon,

I hope everyone is doing well and staying motivated and focused! In my opinion I think this course did a great job putting together all our information for our business idea(s), because now for our paper all the information is in our previous week’s forum posts pretty much… Nice course planning. This forum will revolove around my theoretical buisness of a frozen yogurt sop named "Frozen Woods".

**What key performance indicators (KPIs) will you use to evaluate the overall success of your digital marketing strategy?**

In Store foot traffic numbers, from one month to the next with the implementation of various advertisements.

What is the
_optimal_ online media budget input I need to put in or invest in, for the
_optimal_ store turnout "foot traffic" for us to obtain, how much foot traffic can we turn into actual revenue using incremental measured and planned steps.

Email Click-to-open-Rate, (CTOR), which can offer discounts or special offers which can be re-deemed in store.

**How will you determine which parts of your plan are performing well and which may need adjustment?**

I think the best way that this can be observed is through the POS system’s analytics and metrics which will corollate to when you started your sale or special which ended up bringing more customers in. Observe the influx and foot traffic, compared to previous sales even a year out.

When time comes for evaluation of the analytics, then we can make our adjustments and keep what worked for us, and not waste money on what didn’t work out and was only extra overhead or didn’t sell as fast as we thought etc….

**What time intervals will you use to regularly review your metrics and make strategic updates?**

(Annually) We could start virtually by measuring our email list growth and all other media followers and or share like growths due to active social media participation and special offerings that positively generate instore foot traffic. Was the ROI worth it, do we do it again? Or change?

(Every Quarter) Observe channel analytics and connectivity between new releases, seasonal changes, measure how effective the releases were with sold product during the specials to see if they are worth doing more often.

(Weekly) Monitor the click through rates, weekly instore POS Transactions, the overall daily sales and cumulative gross revenue is going to be a big indicator for the “proof” that our advertisements are reeling in the fish perpetually and that our advertising is Effective.

**Busn 620 wk7 discussion no more than 300 words**

While the culture of an organization is unique, common ethics principles should undergird all decisions. For the same organization you selected in Week 1, discuss how leadership has tried, either successfully or unsuccessfully, to integrate ethical principles into the strategic planning process. What are some specific challenges that have been faced in the effort to balance the profitability goals with social responsibility?

Carpenter, R. E., Debaro, H., Patole, S. R., & Rochell, M. (2026). Introducing SAFE-AI: A Behavioral Framework for Managing Ethical Dilemmas in AI-Driven Human Resource Practices.
_Administrative Sciences, 16_(2), 85. https://doi.org/10.3390/admsci16020085

**amazonIntroducing_SAFE-AI_A_Behavio.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/amazonintroducing-safe-ai-a-behavio-pdf)

November 6, 2026
[Solved] Week One Discussion Two Replies

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[>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management) **files (1)** – ## WeekOneDiscussion2repliesHM.docx **## WeekOneDiscussion2repliesHM.docx** Reply to the **TWO** students' discussion posts. Contributions must display original thinking a…

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[>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management)

**files (1)**

– ## WeekOneDiscussion2repliesHM.docx

**## WeekOneDiscussion2repliesHM.docx**

Reply to the
**TWO** students' discussion posts.

Contributions must display original thinking and good knowledge of the subject matter, including links and references to sources used to back up your arguments.

1. Your contribution must be a Substantial Contributions. A Substantial Contribution is a posting that adds value to the conversation by providing relevant different views or a personal relevant experience. A point of view from an authority on the subject is also a substantial contribution.

2. Postings such as:
_I agree with Joe, ………_ and
_repeating what Joe has already said…_ are not substantial contributions and do not add value to the discussion. This person in simply using someone else's contribution, not her/his own. If you agree with someone, explain why and provide new information.

3. Provide links and references of resources used. Expert sources add credibility to your statements and provide new views on the subject.

4. This is a business course. Use professional business language. Provide facts and quantitative information such as figures (numbers), statistics, charts, graphs, to justify your arguments

**Juan Avalos**

New equipment technology is playing a major role in transportation sustainability initiatives by reducing fuel consumption, lowering greenhouse gas emissions, and improving supply chain efficiency. Companies are increasingly investing in electric vehicles (EVs), alternative fuel vehicles, route optimization software, automated warehouses, and renewable energy technologies to make transportation networks more sustainable.

A strong example is DHL, one of the world's largest logistics and supply chain companies. DHL has integrated more than 50,000 electric vehicles globally into its operations and offers customers sustainable transportation options through its GoGreen Plus program. The company also uses sustainable aviation fuel (SAF), renewable energy, and low-carbon technologies to reduce emissions throughout its supply chain. These investments help DHL lower its carbon footprint while maintaining efficient delivery operations. DHL's sustainability strategy supports its goal of achieving net-zero emissions by 2050.

DHL's supply chain demonstrates how technology contributes to sustainability from the warehouse to the final customer. Electric delivery vans reduce emissions during last-mile delivery, while carbon-neutral warehouse designs use renewable electricity and energy-efficient systems. Additionally, digital tools and analytics help optimize transportation routes, reducing unnecessary mileage and fuel consumption.

In my organization, sustainability is promoted through increased use of virtual collaboration tools, reduced paper consumption, and efforts to minimize travel when remote alternatives are available. These practices help reduce resource consumption and support broader environmental goals. Although our organization is not a transportation company, technology still plays an important role in improving operational efficiency and reducing environmental impact.

Overall, new equipment technologies such as electric vehicles, sustainable fuels, and digital optimization tools are transforming transportation and supply chains. Companies like DHL illustrate how investing in these technologies can improve sustainability while maintaining strong business performance.

Sources

DHL Sustainability:
[https://www.dhl.com/us-en/home/sustainability.html](https://www.dhl.com/us-en/home/sustainability.html)
DHL Sustainable Product Portfolio:
[https://www.dhl.com/us-en/home/sustainability/sustainable-product-portfolio.html](https://www.dhl.com/us-en/home/sustainability/sustainable-product-portfolio.html)
DHL Environment and Net-Zero Goals:
[https://group.dhl.com/en/sustainability/environment.html](https://group.dhl.com/en/sustainability/environment.html)

**Omar Soria**

New equipment technology is playing an important role in making transportation more sustainable. Electric vehicles, alternative-fuel trucks, better route-planning systems, and other advanced technologies can help companies reduce fuel consumption, emissions, and transportation costs. These improvements are especially important in supply chain management because transportation is connected to almost every part of the supply chain. When companies can move products using less fuel and fewer miles, they can improve both environmental performance and operational efficiency.

A good example is UPS. UPS has invested in electric and alternative-fuel vehicles as part of its transportation network. In 2025, UPS reported more than 19,000 alternative-fuel and advanced-technology vehicles, including more than 1,400 electric and hybrid vehicles. The company also purchased approximately 214 million gallons of alternative fuel for its ground operations. UPS reported that these efforts helped avoid approximately 1.4 million metric tons of CO₂ emissions in 2025.

Technology also helps UPS improve its supply chain through route optimization. UPS reports that its On-Road Integrated Optimization and Navigation system helps reduce the number of miles driven by its drivers. In 2025, UPS reported approximately 10–14 fewer miles driven per driver each day because of this technology. This is a good example of how sustainability and supply chain efficiency can work together. Fewer miles can mean less fuel consumption, lower emissions, and potentially lower transportation costs while still meeting customer delivery requirements.

I also think new equipment technology can make supply chains more resilient. For example, electric vehicles and alternative fuels can reduce a company's dependence on traditional diesel fuel. However, companies still have to consider equipment costs, charging or fueling infrastructure, maintenance, vehicle range, and the type of routes being used. UPS has stated that it evaluates these factors before expanding new transportation technologies. Overall, I believe transportation sustainability is most effective when companies combine new equipment, technology, route optimization, and good supply chain planning rather than depending on just one solution.

Source: UPS. (2026, March 17).
_Top takeaways from UPS’s 2025 Sustainability and Community Impact Report._

**## WeekOneDiscussion2repliesHM.docx**

Reply to the
**TWO** students' discussion posts.

Contributions must display original thinking and good knowledge of the subject matter, including links and references to sources used to back up your arguments.

1. Your contribution must be a Substantial Contributions. A Substantial Contribution is a posting that adds value to the conversation by providing relevant different views or a personal relevant experience. A point of view from an authority on the subject is also a substantial contribution.

2. Postings such as:
_I agree with Joe, ………_ and
_repeating what Joe has already said…_ are not substantial contributions and do not add value to the discussion. This person in simply using someone else's contribution, not her/his own. If you agree with someone, explain why and provide new information.

3. Provide links and references of resources used. Expert sources add credibility to your statements and provide new views on the subject.

4. This is a business course. Use professional business language. Provide facts and quantitative information such as figures (numbers), statistics, charts, graphs, to justify your arguments

**Juan Avalos**

New equipment technology is playing a major role in transportation sustainability initiatives by reducing fuel consumption, lowering greenhouse gas emissions, and improving supply chain efficiency. Companies are increasingly investing in electric vehicles (EVs), alternative fuel vehicles, route optimization software, automated warehouses, and renewable energy technologies to make transportation networks more sustainable.

A strong example is DHL, one of the world's largest logistics and supply chain companies. DHL has integrated more than 50,000 electric vehicles globally into its operations and offers customers sustainable transportation options through its GoGreen Plus program. The company also uses sustainable aviation fuel (SAF), renewable energy, and low-carbon technologies to reduce emissions throughout its supply chain. These investments help DHL lower its carbon footprint while maintaining efficient delivery operations. DHL's sustainability strategy supports its goal of achieving net-zero emissions by 2050.

DHL's supply chain demonstrates how technology contributes to sustainability from the warehouse to the final customer. Electric delivery vans reduce emissions during last-mile delivery, while carbon-neutral warehouse designs use renewable electricity and energy-efficient systems. Additionally, digital tools and analytics help optimize transportation routes, reducing unnecessary mileage and fuel consumption.

In my organization, sustainability is promoted through increased use of virtual collaboration tools, reduced paper consumption, and efforts to minimize travel when remote alternatives are available. These practices help reduce resource consumption and support broader environmental goals. Although our organization is not a transportation company, technology still plays an important role in improving operational efficiency and reducing environmental impact.

Overall, new equipment technologies such as electric vehicles, sustainable fuels, and digital optimization tools are transforming transportation and supply chains. Companies like DHL illustrate how investing in these technologies can improve sustainability while maintaining strong business performance.

Sources

DHL Sustainability:
[https://www.dhl.com/us-en/home/sustainability.html](https://www.dhl.com/us-en/home/sustainability.html)
DHL Sustainable Product Portfolio:
[https://www.dhl.com/us-en/home/sustainability/sustainable-product-portfolio.html](https://www.dhl.com/us-en/home/sustainability/sustainable-product-portfolio.html)
DHL Environment and Net-Zero Goals:
[https://group.dhl.com/en/sustainability/environment.html](https://group.dhl.com/en/sustainability/environment.html)

**Omar Soria**

New equipment technology is playing an important role in making transportation more sustainable. Electric vehicles, alternative-fuel trucks, better route-planning systems, and other advanced technologies can help companies reduce fuel consumption, emissions, and transportation costs. These improvements are especially important in supply chain management because transportation is connected to almost every part of the supply chain. When companies can move products using less fuel and fewer miles, they can improve both environmental performance and operational efficiency.

A good example is UPS. UPS has invested in electric and alternative-fuel vehicles as part of its transportation network. In 2025, UPS reported more than 19,000 alternative-fuel and advanced-technology vehicles, including more than 1,400 electric and hybrid vehicles. The company also purchased approximately 214 million gallons of alternative fuel for its ground operations. UPS reported that these efforts helped avoid approximately 1.4 million metric tons of CO₂ emissions in 2025.

Technology also helps UPS improve its supply chain through route optimization. UPS reports that its On-Road Integrated Optimization and Navigation system helps reduce the number of miles driven by its drivers. In 2025, UPS reported approximately 10–14 fewer miles driven per driver each day because of this technology. This is a good example of how sustainability and supply chain efficiency can work together. Fewer miles can mean less fuel consumption, lower emissions, and potentially lower transportation costs while still meeting customer delivery requirements.

I also think new equipment technology can make supply chains more resilient. For example, electric vehicles and alternative fuels can reduce a company's dependence on traditional diesel fuel. However, companies still have to consider equipment costs, charging or fueling infrastructure, maintenance, vehicle range, and the type of routes being used. UPS has stated that it evaluates these factors before expanding new transportation technologies. Overall, I believe transportation sustainability is most effective when companies combine new equipment, technology, route optimization, and good supply chain planning rather than depending on just one solution.

Source: UPS. (2026, March 17).
_Top takeaways from UPS’s 2025 Sustainability and Community Impact Report._

November 6, 2026
[Solved] SCMG502 I001

✓ Verified Academic Solution Available

Executive Solution Overview

[>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) **files (2)** – ## CourseSchedule-SCMG502I001Summer2026.pdf – ## SCMG-Graduate-Written-Rubrics.pdf **## CourseSchedule-SCMG502I001Summer2026.pdf** Week 4: Case Assignment II – Due Aug 30, 2026 11:59 PM SCMG502…

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[>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

**files (2)**

– ## CourseSchedule-SCMG502I001Summer2026.pdf

– ## SCMG-Graduate-Written-Rubrics.pdf

**## CourseSchedule-SCMG502I001Summer2026.pdf**

Week 4: Case Assignment II – Due

Aug 30, 2026 11:59 PM

SCMG502 I001 Summer 2026

SCMG502 I001 Summer 20… JI

Microsoft 365 Course Home Content Discussions Class Progress Course Tools Library

Help More

Today and tomorrow Week 4: Case Assignment II – Due Print Settings

Course Objective:

C03: Categorize issues and concerns in global

sourcing decisions

Prompt:

Discuss the use of Incoterms in international trade. At

a minimum, address aspects such as the value

Incoterms bring to an agreement, the advantages or
disadvantages of using a specific Incoterm, and what

companies need to know when using Incoterms.

Information from the International Chamber of
Commerce about the newest Incoterms 2020 is
available at their site: Which Incoterms rule should I
use?

Instructions:

Label your Word document as follows:
yourlastname.doc (ex: Johnson.docx)

Write a 1,000 word APA formatted paper on

the use of Incoterms in international trade

All charts, graphs, pictures are to go in the

appendix (not a substitute for content)

Make sure you use three to five credible and

reliable resources; format in APA

Refrain from excessive use of quotes in your

response (less than 5%)

Once you submit your document to the

assignment folder it will automatically be

Tasks

Add a task…

[https://myclassroom.apus.edu/d2l/home/1399203](https://myclassroom.apus.edu/d2l/home/1399203)

[https://myclassroom.apus.edu/d2l/lp/ouHome/defaultHome.d2l](https://myclassroom.apus.edu/d2l/lp/ouHome/defaultHome.d2l)

[http://mail.mycampus.apus.edu/](http://mail.mycampus.apus.edu/)

[https://myclassroom.apus.edu/d2l/home/1399203](https://myclassroom.apus.edu/d2l/home/1399203)

[https://myclassroom.apus.edu/d2l/le/lessons/1399203](https://myclassroom.apus.edu/d2l/le/lessons/1399203)

[https://myclassroom.apus.edu/d2l/le/1399203/discussions/List](https://myclassroom.apus.edu/d2l/le/1399203/discussions/List)

[https://myclassroom.apus.edu/d2l/le/userprogress/315916/1399203/Summary?searchString=&sortField=SortLastName&sortDirection=0](https://myclassroom.apus.edu/d2l/le/userprogress/315916/1399203/Summary?searchString=&sortField=SortLastName&sortDirection=0)

[https://www.apus.edu/apus-library/](https://www.apus.edu/apus-library/)

[https://myclassroom.apus.edu/d2l/le/calendar/1399203/home/list?day=20&month=8&year=2026](https://myclassroom.apus.edu/d2l/le/calendar/1399203/home/list?day=20&month=8&year=2026)

[https://iccwbo.org/resources-for-business/incoterms-rules/what-are-the-key-changes-in-incoterms-2020/](https://iccwbo.org/resources-for-business/incoterms-rules/what-are-the-key-changes-in-incoterms-2020/)

[https://iccwbo.org/resources-for-business/incoterms-rules/what-are-the-key-changes-in-incoterms-2020/](https://iccwbo.org/resources-for-business/incoterms-rules/what-are-the-key-changes-in-incoterms-2020/)

Week 4: Case Assignment II

Due August 30 at 11:59 PM

loaded to Copyleaks within the course. Your

similarity scan score must be 20% or less (the

following will be excluded: headers,

bibliography, etc. prior to instructor grading

paper—focus on the content of scan

percentage)

Plagiarism will result in an automatic zero for
this assignment

There are no late assignments accepted

after the last day of the course

Grading Rubric: See the grading rubric for more

information on assignment grading.

[https://myclassroom.apus.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?ou=1399203&db=702536](https://myclassroom.apus.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?ou=1399203&db=702536)

[https://myclassroom.apus.edu/content/enforced/1399203-812029/SCMG-Graduate-Written-Rubrics.pdf](https://myclassroom.apus.edu/content/enforced/1399203-812029/SCMG-Graduate-Written-Rubrics.pdf)

**## SCMG-Graduate-Written-Rubrics.pdf**

Research Paper

Graduate Level Rubric:

APUS

Assignment

Graduate Level

Rubric

500-600

EXEMPLARY

LEVEL

ACCOMPLISHED

LEVEL

DEVELOPING

LEVEL

BEGINNNIG

LEVEL

TOTAL

POINTS

FOCUS AND

THESIS

Student exhibits a

defined and clear

understanding of the

assignment. Thesis is

clearly defined and well

constructed to help

guide the reader

throughout the

assignment. Student

builds upon the thesis of

the assignment with

well-documented and

exceptional supporting

facts, figures, and/or

statements.

10 points

Establishes a good

comprehension of

topic and in the

building of the thesis.

Student demonstrates

an effective

presentation of thesis,

with most support

statements helping to

support the key focus

of assignment.

7 points

Student exhibits a

basic understanding

of the intended

assignment, but the

thesis is not fully

supported throughout

the assignment.

While thesis helps to

guide the

development of the

assignment, the

reader may have

some difficulty in

seeing linkages

between thoughts.

While student has

included a few

supporting facts and

statements, this has

limited the quality of

the assignment.

5 points

Exhibits a limited

understanding of the

assignment. Reader

is unable to follow

the logic used for the

thesis and

development of key

themes. Introduction

of thesis is not clearly

evident, and reader

must look deeper to

discover the focus of

the writer. Student’s

writing is weak in the

inclusion of

supporting facts or

statements.

1 point

/10

CONTENT AND

SUBJECT

KNOWLEDGE

Student demonstrates

proficient command of

the subject matter in the

assignment.

Assignment shows an

impressive level of

depth of student’s

ability to relate course

content to practical

examples and

applications. Student

provides comprehensive

analysis of details,

facts, and concepts in a

logical sequence.

25 points

Student exhibits

above average usage

of subject matter in

assignment. Student

provides above

average ability in

relating course

content in examples

given. Details and

facts presented

provide an adequate

presentation of

student’s current

level of subject

matter knowledge.

20 points

The assignment

reveals that the

student has a general,

fundamental

understanding of the

course material.

Whereas, there are

areas of some

concerning in the

linkages provided

between facts and

supporting

statements. Student

generally explains

concepts, but only

meets the minimum

requirements in this

area.

15 points

Student tries to

explain some

concepts, but

overlooks critical

details. Assignment

appears vague or

incomplete in various

segments. Student

presents concepts in

isolation, and does

not perceive to have a

logical sequencing of

ideas.

10 points

/25

CRITICAL

THINKING

SKILLS

Student demonstrates a

higher-level of critical

thinking necessary for

500-600 level work.

Learner provides a

strategic approach in

presenting examples of

problem solving or

critical thinking, while

drawing logical

conclusions which are

not immediately

Student exhibits a

good command of

critical thinking skills

in the presentation of

material and

supporting

statements.

Assignment

demonstrates the

student’s above

average use of

relating concepts by

Student takes a

common,

conventional

approach in guiding

the reader through

various linkages and

connections

presented in

assignment.

However, student

presents a limited

perspective on key

Student demonstrates

beginning

understanding of key

concepts, but

overlooks critical

details. Learner is

unable to apply

information in a

problem-solving

fashion. Student

presents confusing

statements and facts

/25

obvious. Student

provides well-supported

ideas and reflection

with a variety of current

and/or world views in

the assignment. Student

presents a genuine

intellectual

development of ideas

throughout assignment.

25 points

using a variety of

factors. Overall,

student provides

adequate conclusions,

with 2 or fewer

errors.

20 points

concepts throughout

assignment. Student

appears to have

problems applying

information in a

problem-solving

manner.

15 points

in assignment. No

evidence or little

semblance of critical

thinking skills.

10 points

ORGANIZATIO

N OF IDEAS

AND FORMAT

Student thoroughly

understands and excels

in explaining all major

points. An original,

unique, and/or

imaginative approach to

overall ideas, concepts,

and findings is

presented. Overall

format of assignment

includes an appropriate

introduction (or

abstract), well-

developed paragraphs,

and conclusion.

Finished assignment

demonstrates student’s

ability to plan and

organize research in a

logical sequence.

Student uses at least of

5-7 references in

assignment.

15 points

Student explains the

majority of points

and concepts in the

assignment. Learner

demonstrates a good

skill level in

formatting and

organizing material

in assignment.

Student presents an

above average level

of preparedness, with

a few formatting

errors. Assignment

contains less than 5

resources.

10 points

Learner applies some

points and concepts

incorrectly. Student

uses a variety of

formatting styles,

with some

inconsistencies

throughout the paper.

Assignment does not

have a continuous

pattern of logical

sequencing. Student

uses less than 3

sources or references.

7 points

Assignment reveals

formatting errors and

a lack of

organization.

Student presents an

incomplete attempt to

provide linkages or

explanation of key

terms. The lack of

appropriate

references or source

materials

demonstrates the

student’s need for

additional help or

training in this area.

Student needs to

review and revise the

assignment.

1 point

/15

WRITING

CONVENTIONS

(GRAMMAR &

MECHANICS)

Student demonstrates an

excellent command of

grammar, as well as

presents research in a

clear and concise

writing style. Presents

a thorough, extensive

understanding of word

usage. Student excels

in the selection and

development of a well-

planned research

assignment.

Assignment is error-free

and reflects student’s

ability to prepare a

high-quality academic

assignment.

10 points

Student provides an

effective display of

good writing and

grammar.

Assignment reflects

student’s ability to

select appropriate

word usage and

present an above

average presentation

of a given topic or

issue. Assignment

appears to be well

written with no more

than 3-5 errors.

Student provides a

final written product

that covers the

above-minimal

requirements.

7 points

Assignment reflects

basic writing and

grammar, but more

than 5 errors. Key

terms and concepts

are somewhat vague

and not completely

explained by student.

Student uses a basic

vocabulary in

assignment.

Student’s writing

ability is average, but

demonstrates a basic

understanding of the

subject matter.

5 points

Topics, concepts, and

ideas are not

coherently discussed

or expressed in

assignments.

Student’s writing

style is weak and

needs improvement,

along with numerous

proofreading errors.

Assignment lacks

clarity, consistency,

and correctness.

Student needs to

review and revise

assignment.

1 point

/10

USE OF

COMPUTER

TECHNOLOGY/

AND

APPLICATIONS

Student provides a

high-caliber, formatted

assignment. Learner

exhibits excellent use of

computer technology in

the development of

Assignment presents

an above-average use

of formatting skills,

with less than 3

errors. Students has

a good command of

Student demonstrates

a basic knowledge of

computer

applications.

Appearance of final

assignment

Student needs to

develop better

formatting skills.

The student may

need to take

additional training or

/5

assignment. Quality

and appropriateness of

stated references

demonstrate the

student’s ability to use

technology to conduct

applicable research.

Given assignment

includes appropriate

word processing,

spreadsheet and/or other

computer applications

as part of the final

product.

5 points

computer

applications to format

information and/or

figures in an

appropriate format.

Student uses at least

two types of

computer

applications to

produce a quality

assignment.

4 points

demonstrates the

student’s limited

ability to format and

present data.

Resources used in

assignment are

limited. Student may

need to obtain further

help in the use of

computer

applications and

Internet research.

3 points

obtain help from the

Educator Help Desk

while preparing an

assignment.

Research and

resources presented

in the assignment are

limited. Student

needs to expand

research scope. The

number of formatting

errors is not

acceptable.

1 point

RESEARCH

SKILL

Student provides

sophisticated synthesis

of complex body of

information in the

preparation of

assignment. Research

provided by student

contributes significantly

to the development of

the overall thesis.

Student incorporates at

least of 7-10 quality

references in

assignment. Student

incorporates a variety of

research resources and

methodology in the

preparation of

assignment.

10 points

Student achieves an

above average

synthesis of research,

but interpretation is

narrow in scope and

description within

assignment.

Assignment contains

less than 7 resources,

and presents an

average overview of

key concepts.

7 points

Assignment provides

a basic, but

borderline

perspective of

student’s research

abilities. Student has

incorporated less than

4 sources, which does

not attempt to cover

key elements of

assignment.

5 points

Student fails to

provide an adequate

synthesis of research

collected for

assignment. The lack

of appropriate

references or source

materials

demonstrates the

student’s need for

additional help or

training in this area.

Student needs to

review and revise the

assignment. The

paper is not of

acceptable quality for

graduate-level work.

1 point

/10

TOTAL POINTS /100

**## SCMG-Graduate-Written-Rubrics.pdf**

Research Paper

Graduate Level Rubric:

APUS

Assignment

Graduate Level

Rubric

500-600

EXEMPLARY

LEVEL

ACCOMPLISHED

LEVEL

DEVELOPING

LEVEL

BEGINNNIG

LEVEL

TOTAL

POINTS

FOCUS AND

THESIS

Student exhibits a

defined and clear

understanding of the

assignment. Thesis is

clearly defined and well

constructed to help

guide the reader

throughout the

assignment. Student

builds upon the thesis of

the assignment with

well-documented and

exceptional supporting

facts, figures, and/or

statements.

10 points

Establishes a good

comprehension of

topic and in the

building of the thesis.

Student demonstrates

an effective

presentation of thesis,

with most support

statements helping to

support the key focus

of assignment.

7 points

Student exhibits a

basic understanding

of the intended

assignment, but the

thesis is not fully

supported throughout

the assignment.

While thesis helps to

guide the

development of the

assignment, the

reader may have

some difficulty in

seeing linkages

between thoughts.

While student has

included a few

supporting facts and

statements, this has

limited the quality of

the assignment.

5 points

Exhibits a limited

understanding of the

assignment. Reader

is unable to follow

the logic used for the

thesis and

development of key

themes. Introduction

of thesis is not clearly

evident, and reader

must look deeper to

discover the focus of

the writer. Student’s

writing is weak in the

inclusion of

supporting facts or

statements.

1 point

/10

CONTENT AND

SUBJECT

KNOWLEDGE

Student demonstrates

proficient command of

the subject matter in the

assignment.

Assignment shows an

impressive level of

depth of student’s

ability to relate course

content to practical

examples and

applications. Student

provides comprehensive

analysis of details,

facts, and concepts in a

logical sequence.

25 points

Student exhibits

above average usage

of subject matter in

assignment. Student

provides above

average ability in

relating course

content in examples

given. Details and

facts presented

provide an adequate

presentation of

student’s current

level of subject

matter knowledge.

20 points

The assignment

reveals that the

student has a general,

fundamental

understanding of the

course material.

Whereas, there are

areas of some

concerning in the

linkages provided

between facts and

supporting

statements. Student

generally explains

concepts, but only

meets the minimum

requirements in this

area.

15 points

Student tries to

explain some

concepts, but

overlooks critical

details. Assignment

appears vague or

incomplete in various

segments. Student

presents concepts in

isolation, and does

not perceive to have a

logical sequencing of

ideas.

10 points

/25

CRITICAL

THINKING

SKILLS

Student demonstrates a

higher-level of critical

thinking necessary for

500-600 level work.

Learner provides a

strategic approach in

presenting examples of

problem solving or

critical thinking, while

drawing logical

conclusions which are

not immediately

Student exhibits a

good command of

critical thinking skills

in the presentation of

material and

supporting

statements.

Assignment

demonstrates the

student’s above

average use of

relating concepts by

Student takes a

common,

conventional

approach in guiding

the reader through

various linkages and

connections

presented in

assignment.

However, student

presents a limited

perspective on key

Student demonstrates

beginning

understanding of key

concepts, but

overlooks critical

details. Learner is

unable to apply

information in a

problem-solving

fashion. Student

presents confusing

statements and facts

/25

obvious. Student

provides well-supported

ideas and reflection

with a variety of current

and/or world views in

the assignment. Student

presents a genuine

intellectual

development of ideas

throughout assignment.

25 points

using a variety of

factors. Overall,

student provides

adequate conclusions,

with 2 or fewer

errors.

20 points

concepts throughout

assignment. Student

appears to have

problems applying

information in a

problem-solving

manner.

15 points

in assignment. No

evidence or little

semblance of critical

thinking skills.

10 points

ORGANIZATIO

N OF IDEAS

AND FORMAT

Student thoroughly

understands and excels

in explaining all major

points. An original,

unique, and/or

imaginative approach to

overall ideas, concepts,

and findings is

presented. Overall

format of assignment

includes an appropriate

introduction (or

abstract), well-

developed paragraphs,

and conclusion.

Finished assignment

demonstrates student’s

ability to plan and

organize research in a

logical sequence.

Student uses at least of

5-7 references in

assignment.

15 points

Student explains the

majority of points

and concepts in the

assignment. Learner

demonstrates a good

skill level in

formatting and

organizing material

in assignment.

Student presents an

above average level

of preparedness, with

a few formatting

errors. Assignment

contains less than 5

resources.

10 points

Learner applies some

points and concepts

incorrectly. Student

uses a variety of

formatting styles,

with some

inconsistencies

throughout the paper.

Assignment does not

have a continuous

pattern of logical

sequencing. Student

uses less than 3

sources or references.

7 points

Assignment reveals

formatting errors and

a lack of

organization.

Student presents an

incomplete attempt to

provide linkages or

explanation of key

terms. The lack of

appropriate

references or source

materials

demonstrates the

student’s need for

additional help or

training in this area.

Student needs to

review and revise the

assignment.

1 point

/15

WRITING

CONVENTIONS

(GRAMMAR &

MECHANICS)

Student demonstrates an

excellent command of

grammar, as well as

presents research in a

clear and concise

writing style. Presents

a thorough, extensive

understanding of word

usage. Student excels

in the selection and

development of a well-

planned research

assignment.

Assignment is error-free

and reflects student’s

ability to prepare a

high-quality academic

assignment.

10 points

Student provides an

effective display of

good writing and

grammar.

Assignment reflects

student’s ability to

select appropriate

word usage and

present an above

average presentation

of a given topic or

issue. Assignment

appears to be well

written with no more

than 3-5 errors.

Student provides a

final written product

that covers the

above-minimal

requirements.

7 points

Assignment reflects

basic writing and

grammar, but more

than 5 errors. Key

terms and concepts

are somewhat vague

and not completely

explained by student.

Student uses a basic

vocabulary in

assignment.

Student’s writing

ability is average, but

demonstrates a basic

understanding of the

subject matter.

5 points

Topics, concepts, and

ideas are not

coherently discussed

or expressed in

assignments.

Student’s writing

style is weak and

needs improvement,

along with numerous

proofreading errors.

Assignment lacks

clarity, consistency,

and correctness.

Student needs to

review and revise

assignment.

1 point

/10

USE OF

COMPUTER

TECHNOLOGY/

AND

APPLICATIONS

Student provides a

high-caliber, formatted

assignment. Learner

exhibits excellent use of

computer technology in

the development of

Assignment presents

an above-average use

of formatting skills,

with less than 3

errors. Students has

a good command of

Student demonstrates

a basic knowledge of

computer

applications.

Appearance of final

assignment

Student needs to

develop better

formatting skills.

The student may

need to take

additional training or

/5

assignment. Quality

and appropriateness of

stated references

demonstrate the

student’s ability to use

technology to conduct

applicable research.

Given assignment

includes appropriate

word processing,

spreadsheet and/or other

computer applications

as part of the final

product.

5 points

computer

applications to format

information and/or

figures in an

appropriate format.

Student uses at least

two types of

computer

applications to

produce a quality

assignment.

4 points

demonstrates the

student’s limited

ability to format and

present data.

Resources used in

assignment are

limited. Student may

need to obtain further

help in the use of

computer

applications and

Internet research.

3 points

obtain help from the

Educator Help Desk

while preparing an

assignment.

Research and

resources presented

in the assignment are

limited. Student

needs to expand

research scope. The

number of formatting

errors is not

acceptable.

1 point

RESEARCH

SKILL

Student provides

sophisticated synthesis

of complex body of

information in the

preparation of

assignment. Research

provided by student

contributes significantly

to the development of

the overall thesis.

Student incorporates at

least of 7-10 quality

references in

assignment. Student

incorporates a variety of

research resources and

methodology in the

preparation of

assignment.

10 points

Student achieves an

above average

synthesis of research,

but interpretation is

narrow in scope and

description within

assignment.

Assignment contains

less than 7 resources,

and presents an

average overview of

key concepts.

7 points

Assignment provides

a basic, but

borderline

perspective of

student’s research

abilities. Student has

incorporated less than

4 sources, which does

not attempt to cover

key elements of

assignment.

5 points

Student fails to

provide an adequate

synthesis of research

collected for

assignment. The lack

of appropriate

references or source

materials

demonstrates the

student’s need for

additional help or

training in this area.

Student needs to

review and revise the

assignment. The

paper is not of

acceptable quality for

graduate-level work.

1 point

/10

TOTAL POINTS /100

**## CourseSchedule-SCMG502I001Summer2026.pdf**

Week 4: Case Assignment II – Due

Aug 30, 2026 11:59 PM

SCMG502 I001 Summer 2026

SCMG502 I001 Summer 20… JI

Microsoft 365 Course Home Content Discussions Class Progress Course Tools Library

Help More

Today and tomorrow Week 4: Case Assignment II – Due Print Settings

Course Objective:

C03: Categorize issues and concerns in global

sourcing decisions

Prompt:

Discuss the use of Incoterms in international trade. At

a minimum, address aspects such as the value

Incoterms bring to an agreement, the advantages or
disadvantages of using a specific Incoterm, and what

companies need to know when using Incoterms.

Information from the International Chamber of
Commerce about the newest Incoterms 2020 is
available at their site: Which Incoterms rule should I
use?

Instructions:

Label your Word document as follows:
yourlastname.doc (ex: Johnson.docx)

Write a 1,000 word APA formatted paper on

the use of Incoterms in international trade

All charts, graphs, pictures are to go in the

appendix (not a substitute for content)

Make sure you use three to five credible and

reliable resources; format in APA

Refrain from excessive use of quotes in your

response (less than 5%)

Once you submit your document to the

assignment folder it will automatically be

Tasks

Add a task…

[https://myclassroom.apus.edu/d2l/home/1399203](https://myclassroom.apus.edu/d2l/home/1399203)

[https://myclassroom.apus.edu/d2l/lp/ouHome/defaultHome.d2l](https://myclassroom.apus.edu/d2l/lp/ouHome/defaultHome.d2l)

[http://mail.mycampus.apus.edu/](http://mail.mycampus.apus.edu/)

[https://myclassroom.apus.edu/d2l/home/1399203](https://myclassroom.apus.edu/d2l/home/1399203)

[https://myclassroom.apus.edu/d2l/le/lessons/1399203](https://myclassroom.apus.edu/d2l/le/lessons/1399203)

[https://myclassroom.apus.edu/d2l/le/1399203/discussions/List](https://myclassroom.apus.edu/d2l/le/1399203/discussions/List)

[https://myclassroom.apus.edu/d2l/le/userprogress/315916/1399203/Summary?searchString=&sortField=SortLastName&sortDirection=0](https://myclassroom.apus.edu/d2l/le/userprogress/315916/1399203/Summary?searchString=&sortField=SortLastName&sortDirection=0)

[https://www.apus.edu/apus-library/](https://www.apus.edu/apus-library/)

[https://myclassroom.apus.edu/d2l/le/calendar/1399203/home/list?day=20&month=8&year=2026](https://myclassroom.apus.edu/d2l/le/calendar/1399203/home/list?day=20&month=8&year=2026)

[https://iccwbo.org/resources-for-business/incoterms-rules/what-are-the-key-changes-in-incoterms-2020/](https://iccwbo.org/resources-for-business/incoterms-rules/what-are-the-key-changes-in-incoterms-2020/)

[https://iccwbo.org/resources-for-business/incoterms-rules/what-are-the-key-changes-in-incoterms-2020/](https://iccwbo.org/resources-for-business/incoterms-rules/what-are-the-key-changes-in-incoterms-2020/)

Week 4: Case Assignment II

Due August 30 at 11:59 PM

loaded to Copyleaks within the course. Your

similarity scan score must be 20% or less (the

following will be excluded: headers,

bibliography, etc. prior to instructor grading

paper—focus on the content of scan

percentage)

Plagiarism will result in an automatic zero for
this assignment

There are no late assignments accepted

after the last day of the course

Grading Rubric: See the grading rubric for more

information on assignment grading.

[https://myclassroom.apus.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?ou=1399203&db=702536](https://myclassroom.apus.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?ou=1399203&db=702536)

[https://myclassroom.apus.edu/content/enforced/1399203-812029/SCMG-Graduate-Written-Rubrics.pdf](https://myclassroom.apus.edu/content/enforced/1399203-812029/SCMG-Graduate-Written-Rubrics.pdf)

**## SCMG-Graduate-Written-Rubrics.pdf**

Research Paper

Graduate Level Rubric:

APUS

Assignment

Graduate Level

Rubric

500-600

EXEMPLARY

LEVEL

ACCOMPLISHED

LEVEL

DEVELOPING

LEVEL

BEGINNNIG

LEVEL

TOTAL

POINTS

FOCUS AND

THESIS

Student exhibits a

defined and clear

understanding of the

assignment. Thesis is

clearly defined and well

constructed to help

guide the reader

throughout the

assignment. Student

builds upon the thesis of

the assignment with

well-documented and

exceptional supporting

facts, figures, and/or

statements.

10 points

Establishes a good

comprehension of

topic and in the

building of the thesis.

Student demonstrates

an effective

presentation of thesis,

with most support

statements helping to

support the key focus

of assignment.

7 points

Student exhibits a

basic understanding

of the intended

assignment, but the

thesis is not fully

supported throughout

the assignment.

While thesis helps to

guide the

development of the

assignment, the

reader may have

some difficulty in

seeing linkages

between thoughts.

While student has

included a few

supporting facts and

statements, this has

limited the quality of

the assignment.

5 points

Exhibits a limited

understanding of the

assignment. Reader

is unable to follow

the logic used for the

thesis and

development of key

themes. Introduction

of thesis is not clearly

evident, and reader

must look deeper to

discover the focus of

the writer. Student’s

writing is weak in the

inclusion of

supporting facts or

statements.

1 point

/10

CONTENT AND

SUBJECT

KNOWLEDGE

Student demonstrates

proficient command of

the subject matter in the

assignment.

Assignment shows an

impressive level of

depth of student’s

ability to relate course

content to practical

examples and

applications. Student

provides comprehensive

analysis of details,

facts, and concepts in a

logical sequence.

25 points

Student exhibits

above average usage

of subject matter in

assignment. Student

provides above

average ability in

relating course

content in examples

given. Details and

facts presented

provide an adequate

presentation of

student’s current

level of subject

matter knowledge.

20 points

The assignment

reveals that the

student has a general,

fundamental

understanding of the

course material.

Whereas, there are

areas of some

concerning in the

linkages provided

between facts and

supporting

statements. Student

generally explains

concepts, but only

meets the minimum

requirements in this

area.

15 points

Student tries to

explain some

concepts, but

overlooks critical

details. Assignment

appears vague or

incomplete in various

segments. Student

presents concepts in

isolation, and does

not perceive to have a

logical sequencing of

ideas.

10 points

/25

CRITICAL

THINKING

SKILLS

Student demonstrates a

higher-level of critical

thinking necessary for

500-600 level work.

Learner provides a

strategic approach in

presenting examples of

problem solving or

critical thinking, while

drawing logical

conclusions which are

not immediately

Student exhibits a

good command of

critical thinking skills

in the presentation of

material and

supporting

statements.

Assignment

demonstrates the

student’s above

average use of

relating concepts by

Student takes a

common,

conventional

approach in guiding

the reader through

various linkages and

connections

presented in

assignment.

However, student

presents a limited

perspective on key

Student demonstrates

beginning

understanding of key

concepts, but

overlooks critical

details. Learner is

unable to apply

information in a

problem-solving

fashion. Student

presents confusing

statements and facts

/25

obvious. Student

provides well-supported

ideas and reflection

with a variety of current

and/or world views in

the assignment. Student

presents a genuine

intellectual

development of ideas

throughout assignment.

25 points

using a variety of

factors. Overall,

student provides

adequate conclusions,

with 2 or fewer

errors.

20 points

concepts throughout

assignment. Student

appears to have

problems applying

information in a

problem-solving

manner.

15 points

in assignment. No

evidence or little

semblance of critical

thinking skills.

10 points

ORGANIZATIO

N OF IDEAS

AND FORMAT

Student thoroughly

understands and excels

in explaining all major

points. An original,

unique, and/or

imaginative approach to

overall ideas, concepts,

and findings is

presented. Overall

format of assignment

includes an appropriate

introduction (or

abstract), well-

developed paragraphs,

and conclusion.

Finished assignment

demonstrates student’s

ability to plan and

organize research in a

logical sequence.

Student uses at least of

5-7 references in

assignment.

15 points

Student explains the

majority of points

and concepts in the

assignment. Learner

demonstrates a good

skill level in

formatting and

organizing material

in assignment.

Student presents an

above average level

of preparedness, with

a few formatting

errors. Assignment

contains less than 5

resources.

10 points

Learner applies some

points and concepts

incorrectly. Student

uses a variety of

formatting styles,

with some

inconsistencies

throughout the paper.

Assignment does not

have a continuous

pattern of logical

sequencing. Student

uses less than 3

sources or references.

7 points

Assignment reveals

formatting errors and

a lack of

organization.

Student presents an

incomplete attempt to

provide linkages or

explanation of key

terms. The lack of

appropriate

references or source

materials

demonstrates the

student’s need for

additional help or

training in this area.

Student needs to

review and revise the

assignment.

1 point

/15

WRITING

CONVENTIONS

(GRAMMAR &

MECHANICS)

Student demonstrates an

excellent command of

grammar, as well as

presents research in a

clear and concise

writing style. Presents

a thorough, extensive

understanding of word

usage. Student excels

in the selection and

development of a well-

planned research

assignment.

Assignment is error-free

and reflects student’s

ability to prepare a

high-quality academic

assignment.

10 points

Student provides an

effective display of

good writing and

grammar.

Assignment reflects

student’s ability to

select appropriate

word usage and

present an above

average presentation

of a given topic or

issue. Assignment

appears to be well

written with no more

than 3-5 errors.

Student provides a

final written product

that covers the

above-minimal

requirements.

7 points

Assignment reflects

basic writing and

grammar, but more

than 5 errors. Key

terms and concepts

are somewhat vague

and not completely

explained by student.

Student uses a basic

vocabulary in

assignment.

Student’s writing

ability is average, but

demonstrates a basic

understanding of the

subject matter.

5 points

Topics, concepts, and

ideas are not

coherently discussed

or expressed in

assignments.

Student’s writing

style is weak and

needs improvement,

along with numerous

proofreading errors.

Assignment lacks

clarity, consistency,

and correctness.

Student needs to

review and revise

assignment.

1 point

/10

USE OF

COMPUTER

TECHNOLOGY/

AND

APPLICATIONS

Student provides a

high-caliber, formatted

assignment. Learner

exhibits excellent use of

computer technology in

the development of

Assignment presents

an above-average use

of formatting skills,

with less than 3

errors. Students has

a good command of

Student demonstrates

a basic knowledge of

computer

applications.

Appearance of final

assignment

Student needs to

develop better

formatting skills.

The student may

need to take

additional training or

/5

assignment. Quality

and appropriateness of

stated references

demonstrate the

student’s ability to use

technology to conduct

applicable research.

Given assignment

includes appropriate

word processing,

spreadsheet and/or other

computer applications

as part of the final

product.

5 points

computer

applications to format

information and/or

figures in an

appropriate format.

Student uses at least

two types of

computer

applications to

produce a quality

assignment.

4 points

demonstrates the

student’s limited

ability to format and

present data.

Resources used in

assignment are

limited. Student may

need to obtain further

help in the use of

computer

applications and

Internet research.

3 points

obtain help from the

Educator Help Desk

while preparing an

assignment.

Research and

resources presented

in the assignment are

limited. Student

needs to expand

research scope. The

number of formatting

errors is not

acceptable.

1 point

RESEARCH

SKILL

Student provides

sophisticated synthesis

of complex body of

information in the

preparation of

assignment. Research

provided by student

contributes significantly

to the development of

the overall thesis.

Student incorporates at

least of 7-10 quality

references in

assignment. Student

incorporates a variety of

research resources and

methodology in the

preparation of

assignment.

10 points

Student achieves an

above average

synthesis of research,

but interpretation is

narrow in scope and

description within

assignment.

Assignment contains

less than 7 resources,

and presents an

average overview of

key concepts.

7 points

Assignment provides

a basic, but

borderline

perspective of

student’s research

abilities. Student has

incorporated less than

4 sources, which does

not attempt to cover

key elements of

assignment.

5 points

Student fails to

provide an adequate

synthesis of research

collected for

assignment. The lack

of appropriate

references or source

materials

demonstrates the

student’s need for

additional help or

training in this area.

Student needs to

review and revise the

assignment. The

paper is not of

acceptable quality for

graduate-level work.

1 point

/10

TOTAL POINTS /100

**## CourseSchedule-SCMG502I001Summer2026.pdf**

Week 4: Case Assignment II – Due

Aug 30, 2026 11:59 PM

SCMG502 I001 Summer 2026

SCMG502 I001 Summer 20… JI

Microsoft 365 Course Home Content Discussions Class Progress Course Tools Library

Help More

Today and tomorrow Week 4: Case Assignment II – Due Print Settings

Course Objective:

C03: Categorize issues and concerns in global

sourcing decisions

Prompt:

Discuss the use of Incoterms in international trade. At

a minimum, address aspects such as the value

Incoterms bring to an agreement, the advantages or
disadvantages of using a specific Incoterm, and what

companies need to know when using Incoterms.

Information from the International Chamber of
Commerce about the newest Incoterms 2020 is
available at their site: Which Incoterms rule should I
use?

Instructions:

Label your Word document as follows:
yourlastname.doc (ex: Johnson.docx)

Write a 1,000 word APA formatted paper on

the use of Incoterms in international trade

All charts, graphs, pictures are to go in the

appendix (not a substitute for content)

Make sure you use three to five credible and

reliable resources; format in APA

Refrain from excessive use of quotes in your

response (less than 5%)

Once you submit your document to the

assignment folder it will automatically be

Tasks

Add a task…

[https://myclassroom.apus.edu/d2l/home/1399203](https://myclassroom.apus.edu/d2l/home/1399203)

[https://myclassroom.apus.edu/d2l/lp/ouHome/defaultHome.d2l](https://myclassroom.apus.edu/d2l/lp/ouHome/defaultHome.d2l)

[http://mail.mycampus.apus.edu/](http://mail.mycampus.apus.edu/)

[https://myclassroom.apus.edu/d2l/home/1399203](https://myclassroom.apus.edu/d2l/home/1399203)

[https://myclassroom.apus.edu/d2l/le/lessons/1399203](https://myclassroom.apus.edu/d2l/le/lessons/1399203)

[https://myclassroom.apus.edu/d2l/le/1399203/discussions/List](https://myclassroom.apus.edu/d2l/le/1399203/discussions/List)

[https://myclassroom.apus.edu/d2l/le/userprogress/315916/1399203/Summary?searchString=&sortField=SortLastName&sortDirection=0](https://myclassroom.apus.edu/d2l/le/userprogress/315916/1399203/Summary?searchString=&sortField=SortLastName&sortDirection=0)

[https://www.apus.edu/apus-library/](https://www.apus.edu/apus-library/)

[https://myclassroom.apus.edu/d2l/le/calendar/1399203/home/list?day=20&month=8&year=2026](https://myclassroom.apus.edu/d2l/le/calendar/1399203/home/list?day=20&month=8&year=2026)

[https://iccwbo.org/resources-for-business/incoterms-rules/what-are-the-key-changes-in-incoterms-2020/](https://iccwbo.org/resources-for-business/incoterms-rules/what-are-the-key-changes-in-incoterms-2020/)

[https://iccwbo.org/resources-for-business/incoterms-rules/what-are-the-key-changes-in-incoterms-2020/](https://iccwbo.org/resources-for-business/incoterms-rules/what-are-the-key-changes-in-incoterms-2020/)

Week 4: Case Assignment II

Due August 30 at 11:59 PM

loaded to Copyleaks within the course. Your

similarity scan score must be 20% or less (the

following will be excluded: headers,

bibliography, etc. prior to instructor grading

paper—focus on the content of scan

percentage)

Plagiarism will result in an automatic zero for
this assignment

There are no late assignments accepted

after the last day of the course

Grading Rubric: See the grading rubric for more

information on assignment grading.

[https://myclassroom.apus.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?ou=1399203&db=702536](https://myclassroom.apus.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?ou=1399203&db=702536)

[https://myclassroom.apus.edu/content/enforced/1399203-812029/SCMG-Graduate-Written-Rubrics.pdf](https://myclassroom.apus.edu/content/enforced/1399203-812029/SCMG-Graduate-Written-Rubrics.pdf)

**## SCMG-Graduate-Written-Rubrics.pdf**

Research Paper

Graduate Level Rubric:

APUS

Assignment

Graduate Level

Rubric

500-600

EXEMPLARY

LEVEL

ACCOMPLISHED

LEVEL

DEVELOPING

LEVEL

BEGINNNIG

LEVEL

TOTAL

POINTS

FOCUS AND

THESIS

Student exhibits a

defined and clear

understanding of the

assignment. Thesis is

clearly defined and well

constructed to help

guide the reader

throughout the

assignment. Student

builds upon the thesis of

the assignment with

well-documented and

exceptional supporting

facts, figures, and/or

statements.

10 points

Establishes a good

comprehension of

topic and in the

building of the thesis.

Student demonstrates

an effective

presentation of thesis,

with most support

statements helping to

support the key focus

of assignment.

7 points

Student exhibits a

basic understanding

of the intended

assignment, but the

thesis is not fully

supported throughout

the assignment.

While thesis helps to

guide the

development of the

assignment, the

reader may have

some difficulty in

seeing linkages

between thoughts.

While student has

included a few

supporting facts and

statements, this has

limited the quality of

the assignment.

5 points

Exhibits a limited

understanding of the

assignment. Reader

is unable to follow

the logic used for the

thesis and

development of key

themes. Introduction

of thesis is not clearly

evident, and reader

must look deeper to

discover the focus of

the writer. Student’s

writing is weak in the

inclusion of

supporting facts or

statements.

1 point

/10

CONTENT AND

SUBJECT

KNOWLEDGE

Student demonstrates

proficient command of

the subject matter in the

assignment.

Assignment shows an

impressive level of

depth of student’s

ability to relate course

content to practical

examples and

applications. Student

provides comprehensive

analysis of details,

facts, and concepts in a

logical sequence.

25 points

Student exhibits

above average usage

of subject matter in

assignment. Student

provides above

average ability in

relating course

content in examples

given. Details and

facts presented

provide an adequate

presentation of

student’s current

level of subject

matter knowledge.

20 points

The assignment

reveals that the

student has a general,

fundamental

understanding of the

course material.

Whereas, there are

areas of some

concerning in the

linkages provided

between facts and

supporting

statements. Student

generally explains

concepts, but only

meets the minimum

requirements in this

area.

15 points

Student tries to

explain some

concepts, but

overlooks critical

details. Assignment

appears vague or

incomplete in various

segments. Student

presents concepts in

isolation, and does

not perceive to have a

logical sequencing of

ideas.

10 points

/25

CRITICAL

THINKING

SKILLS

Student demonstrates a

higher-level of critical

thinking necessary for

500-600 level work.

Learner provides a

strategic approach in

presenting examples of

problem solving or

critical thinking, while

drawing logical

conclusions which are

not immediately

Student exhibits a

good command of

critical thinking skills

in the presentation of

material and

supporting

statements.

Assignment

demonstrates the

student’s above

average use of

relating concepts by

Student takes a

common,

conventional

approach in guiding

the reader through

various linkages and

connections

presented in

assignment.

However, student

presents a limited

perspective on key

Student demonstrates

beginning

understanding of key

concepts, but

overlooks critical

details. Learner is

unable to apply

information in a

problem-solving

fashion. Student

presents confusing

statements and facts

/25

obvious. Student

provides well-supported

ideas and reflection

with a variety of current

and/or world views in

the assignment. Student

presents a genuine

intellectual

development of ideas

throughout assignment.

25 points

using a variety of

factors. Overall,

student provides

adequate conclusions,

with 2 or fewer

errors.

20 points

concepts throughout

assignment. Student

appears to have

problems applying

information in a

problem-solving

manner.

15 points

in assignment. No

evidence or little

semblance of critical

thinking skills.

10 points

ORGANIZATIO

N OF IDEAS

AND FORMAT

Student thoroughly

understands and excels

in explaining all major

points. An original,

unique, and/or

imaginative approach to

overall ideas, concepts,

and findings is

presented. Overall

format of assignment

includes an appropriate

introduction (or

abstract), well-

developed paragraphs,

and conclusion.

Finished assignment

demonstrates student’s

ability to plan and

organize research in a

logical sequence.

Student uses at least of

5-7 references in

assignment.

15 points

Student explains the

majority of points

and concepts in the

assignment. Learner

demonstrates a good

skill level in

formatting and

organizing material

in assignment.

Student presents an

above average level

of preparedness, with

a few formatting

errors. Assignment

contains less than 5

resources.

10 points

Learner applies some

points and concepts

incorrectly. Student

uses a variety of

formatting styles,

with some

inconsistencies

throughout the paper.

Assignment does not

have a continuous

pattern of logical

sequencing. Student

uses less than 3

sources or references.

7 points

Assignment reveals

formatting errors and

a lack of

organization.

Student presents an

incomplete attempt to

provide linkages or

explanation of key

terms. The lack of

appropriate

references or source

materials

demonstrates the

student’s need for

additional help or

training in this area.

Student needs to

review and revise the

assignment.

1 point

/15

WRITING

CONVENTIONS

(GRAMMAR &

MECHANICS)

Student demonstrates an

excellent command of

grammar, as well as

presents research in a

clear and concise

writing style. Presents

a thorough, extensive

understanding of word

usage. Student excels

in the selection and

development of a well-

planned research

assignment.

Assignment is error-free

and reflects student’s

ability to prepare a

high-quality academic

assignment.

10 points

Student provides an

effective display of

good writing and

grammar.

Assignment reflects

student’s ability to

select appropriate

word usage and

present an above

average presentation

of a given topic or

issue. Assignment

appears to be well

written with no more

than 3-5 errors.

Student provides a

final written product

that covers the

above-minimal

requirements.

7 points

Assignment reflects

basic writing and

grammar, but more

than 5 errors. Key

terms and concepts

are somewhat vague

and not completely

explained by student.

Student uses a basic

vocabulary in

assignment.

Student’s writing

ability is average, but

demonstrates a basic

understanding of the

subject matter.

5 points

Topics, concepts, and

ideas are not

coherently discussed

or expressed in

assignments.

Student’s writing

style is weak and

needs improvement,

along with numerous

proofreading errors.

Assignment lacks

clarity, consistency,

and correctness.

Student needs to

review and revise

assignment.

1 point

/10

USE OF

COMPUTER

TECHNOLOGY/

AND

APPLICATIONS

Student provides a

high-caliber, formatted

assignment. Learner

exhibits excellent use of

computer technology in

the development of

Assignment presents

an above-average use

of formatting skills,

with less than 3

errors. Students has

a good command of

Student demonstrates

a basic knowledge of

computer

applications.

Appearance of final

assignment

Student needs to

develop better

formatting skills.

The student may

need to take

additional training or

/5

assignment. Quality

and appropriateness of

stated references

demonstrate the

student’s ability to use

technology to conduct

applicable research.

Given assignment

includes appropriate

word processing,

spreadsheet and/or other

computer applications

as part of the final

product.

5 points

computer

applications to format

information and/or

figures in an

appropriate format.

Student uses at least

two types of

computer

applications to

produce a quality

assignment.

4 points

demonstrates the

student’s limited

ability to format and

present data.

Resources used in

assignment are

limited. Student may

need to obtain further

help in the use of

computer

applications and

Internet research.

3 points

obtain help from the

Educator Help Desk

while preparing an

assignment.

Research and

resources presented

in the assignment are

limited. Student

needs to expand

research scope. The

number of formatting

errors is not

acceptable.

1 point

RESEARCH

SKILL

Student provides

sophisticated synthesis

of complex body of

information in the

preparation of

assignment. Research

provided by student

contributes significantly

to the development of

the overall thesis.

Student incorporates at

least of 7-10 quality

references in

assignment. Student

incorporates a variety of

research resources and

methodology in the

preparation of

assignment.

10 points

Student achieves an

above average

synthesis of research,

but interpretation is

narrow in scope and

description within

assignment.

Assignment contains

less than 7 resources,

and presents an

average overview of

key concepts.

7 points

Assignment provides

a basic, but

borderline

perspective of

student’s research

abilities. Student has

incorporated less than

4 sources, which does

not attempt to cover

key elements of

assignment.

5 points

Student fails to

provide an adequate

synthesis of research

collected for

assignment. The lack

of appropriate

references or source

materials

demonstrates the

student’s need for

additional help or

training in this area.

Student needs to

review and revise the

assignment. The

paper is not of

acceptable quality for

graduate-level work.

1 point

/10

TOTAL POINTS /100

November 6, 2026
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[>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) ATTACHED **files (3)** – ## UnitVII_HomeworkTemplateFOLLOW.docx – ## UnitVII_SampleHomework.pdf – ## WORKNEEDTOBEDONECLASSES.docx **## UnitVII_HomeworkTemplateFOLLOW.docx** **Unit VII Homework Template** In…

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[>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

ATTACHED

**files (3)**

– ## UnitVII_HomeworkTemplateFOLLOW.docx

– ## UnitVII_SampleHomework.pdf

– ## WORKNEEDTOBEDONECLASSES.docx

**## UnitVII_HomeworkTemplateFOLLOW.docx**

**Unit VII Homework Template**

Insert your argument here.

| | | | |
| — | — | — | — |
| **Conclusion:** | **Premises:** | **Inductive Aspects:** | **Deductive Aspects:** |
| | | | |

| | |
| — | — |
| **Potential Fallacies** | **(Hidden) Assumptions** |
| | |

**## UnitVII_SampleHomework.pdf**

Unit VII Sample Homework

As we age, we must take into account that our memory will start to weaken. I, for example, am very much

aware I do not remember things as well as I used to. When we are young, we take for granted how fast

we remember things. As I hear of many cases of Alzheimer’s, I become concerned I may one day have

Alzheimer’s. It is a real possibility for many of us. Scholarly work shows intellectual activity helps to stave

off Alzheimer’s disease. Thus, I think it is a good idea to engage in as much intellectual activity as

possible. My reasoning is as follows: If I want to have a sharp mind, I should exercise my mind. I do want

to have a sharp mind. Therefore, I should exercise my mind. But, how do I do that? I have been reading a

lot about chess. Chess masters have very sharp minds. I should thus play chess on an everyday basis.

This is what I am concluding for now. It may very well be the case that I will get tired of chess and look for

some other intellectual activity, but for now I will stick to chess. It is so easy to play different people

nowadays thanks to the internet, and I have always enjoyed playing it.

Let us look at my argument in more detail. I seemed to have come to this conclusion via two premises.

Even though there have been a lot of things I have considered, there are only two important premises. My

first premise is I should exercise my mind, and my second premise is chess masters have sharp minds. Is

my argument deductive or inductive? This is a little tricky. I know it is not deductive because the

conclusion does not necessarily follow from the premises. It is true I should exercise my mind and chess

masters have sharp minds, but it does not necessarily follow that I should play chess to exercise my

mind. This is because there are plenty of other things I can do to exercise my mind like read philosophy,

read classic novels, or read science.

There is, however, an inductive aspect to the argument. After reading a lot about chess masters, I have

concluded that chess masters have sharp minds. Their memories are amazing! This conclusion, chess

masters have sharp minds, serves as a premise for my whole argument. But, this has to be inductive

because I am sure not all of them have sharp minds. I may encounter a chess master, for example, who

does not have a sharp mind. Because there is a chance of such an encounter, the conclusion that chess

masters have sharp minds has been arrived at by inductive reasoning. Chance and contingencies are

signs of induction. My whole argument also contains a deductive part or deductive component, a sub-

argument, “If I want to have a sharp mind, I should exercise my mind. I do want to have a sharp mind.

Therefore, I should exercise my mind.” This is deductive because if we assume the assertions “If I want to

have a sharp mind, then I should exercise my mind” and “I do want to have a sharp mind” are both true, it

will necessarily follow that I should exercise my mind (the conclusion) is also true. Recall that in a

deductive argument the conclusion follows necessarily given that the premises are true. The conclusion “I

should exercise my mind” is not a matter of chance or contingency.

My argument assumes playing chess is an exercise, perhaps analogous to how I can exercise my body. It

is a hidden assumption because it is not explicitly stated in my argument, yet it is an assumption that is an

important part of my argument as a whole. My conclusion seems to follow based on this assumption. Are

there any potential fallacies I have avoided? I think I have avoided the false dilemma fallacy by not

thinking the whole situation is black and white or an either-or scenario. In my reasoning, I do not, for

example, conclude I either play chess on an everyday basis or I will get Alzheimer’s disease. I have just

argued I should play chess because I should exercise my mind.

Conclusion: Premises: Inductive Aspects: Deductive Aspects:

I should thus play
chess on an
everyday basis.

1. I should
exercise my
mind.

2. Chess
masters have
sharp minds.

The premise that chess
masters have sharp
minds has been arrived
at via induction.

The conclusion (which is also
premise for the whole argument) has
a deductive aspect:

“if I want to have a sharp mind, I
should exercise my mind. I do want
to have a sharp mind. Therefore, I
should exercise my mind
(conclusion).”

Potential Fallacies (Hidden) Assumptions
I do not conclude that I either play chess on an
everyday basis or I will get Alzheimer’s disease. I
have just argued I should play chess because I
should exercise my mind. I have avoided false
dilemma.

I am assuming that playing chess is an exercise.

**## WORKNEEDTOBEDONECLASSES.docx**

**PHI CLASS**

**ASSIGNMENT VII HOMEWORK**

**Assignment objective:** Students will create a paper involving the development and analysis of an argument that seeks to solve a real-world problem.

**Length:** Your submission should be at least two pages in length, not counting the title page and references (if used).

**References:** No outside sources are required for the assignment.

**Details:** This assignment has two parts. Both parts will be completed in the same attached
[Unit VII Homework Template](https://online.columbiasouthern.edu/bbcswebdav/pid-18064915-dt-asiobject-rid-161041953_1/xid-161041953_1).

**Part 1:** Choose one of the three topics from the table below. Write an argument with a clear conclusion (thesis) that you have created about this topic. Your conclusion must be a straightforward one-sentence assertion. Note that your thesis or conclusion can be something narrow within each topic. For example, "I should stop smoking" is a thesis or conclusion that falls under the topic of being healthy.

Incorporate the following guidelines as you write:

· Briefly introduce the issue or topic.

· Identify at least two premises for your conclusion.

· Write at least one page for your argument and written response.

· Your written response should include inductive (an observation arriving at a theory) aspects of your argument as well as deductive (a theory that arrives at a conclusion) aspects.

· List at least one fallacy that you may have committed but have avoided.

· Write at least one unstated assumption that is logically part of your argument.

· If your argument turns out to have a sub-argument (see Unit VII Lesson), make sure you fill out a template for each argument. Follow the writing guidelines on pages 311 through 323 of Chapter 12 of our textbook.

| | |
| — | — |
| **Possible Topics** | **Questions that may help in coming up with a thesis (conclusion):** |
| Money management | How should I manage my money? What spending habits can I change? How can I save more? |
| Study habits | What is the best way to study? What can I do on a daily basis to study? What can I do on a weekly basis? |
| Being healthy | What can I do to be healthy? What daily habits can I change? |

**Part 2:** After writing your argument paragraphs, fill out the conclusion, premises, inductive aspects, and deductive aspects in the chart at the bottom of the template. In the second chart, include your potential fallacies and hidden assumptions.

View the
[Unit VII Sample Homework](https://online.columbiasouthern.edu/bbcswebdav/pid-18064915-dt-asiobject-rid-161041951_1/xid-161041951_1) for an example of how your completed assignment should look. The first part of your completed assignment must be at least one page in length. No outside resources are required. APA Style is not required for this assignment.

**Resources**

The following resource(s) may help you with this assignment.

·
[Submit Writing Center Request](https://mycsu.columbiasouthern.edu/student/forms/courses/writing-center-request)

UNIT VIII JOURNAL

First, describe a time you used rhetoric or it was used on you. In your description, include details about the tactics or rhetorical devices (i.e., ethos, pathos, hyperbole) used.

Next, define logical argument in comparison to rhetoric. Is rhetoric always bad? Why, or why not? Give two examples to illustrate your thinking.

Your journal entry must be at least 500 words in length. No references or citations are necessary but must be in APA Style formatting if used.

**HCA CLASS**

**Unit VI Assessment**

**Question 1**

**Medical Terminology Pictionary**

Choose the word from the word bank provided that corresponds with each picture. Please note that not every word will be utilized or associated with a picture.

This assignment measures your mastery of ULOs 3.1, 3.2, 3.3, 3.4, and 3.5.

**Prompts**

**Answers**

1. Prompt

**1**

![](https://www.sweetstudy.com/questions/hca-and-phi-1301)

(Adapted from brgfx, n.d.-e)

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-1301)

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-1301)

(Adapted from brgfx, n.d.-c)

Question 1Answer

Select match

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-1301)

(Adapted from brgfx, n.d.-d)

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-1301)

(Adapted from brgfx, n.d.-a)

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-1301)

(Adapted from macrovector, n.d.)

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-1301)

(Adapted from Dmitrynew83, n.d.)

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-1301)

(Adapted from brgfx, n.d.-b)

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-1301)

(Adapted from storyset, n.d.)

Question 1Answer

Select match

UNIT VII POWERPOINT PRESENTATION

This PowerPoint assignment measures your mastery of ULOs 3.6, 4.6, and 5.6.

**Introduction to Medical Coding and Billing**

**Overview:** Create a PowerPoint presentation with an intended audience of students considering a career in medical coding or billing.

**Instructions:** Your presentation must be at least 10 slides, not counting the title and references slides. You must use at least three sources, one of which may be the course textbook. In addition, one source must come from the CSU Online Library. Include the following topics:

· Describe medical coding and billing.

· Explain the functions of medical coding and billing and how they each relate to other functions of the revenue cycle of a health care organization.

· List the medical terminology and abbreviations vital to the field.

· Discuss compliance rules, regulations, and applicable laws governing fields.

· Share strategies to stay current with changes and comply with regulations.

**Submission Instructions:** Submit your assignment as a PowerPoint presentation. Ensure that your PowerPoint includes a title slide, in-text citations, and a references slide.

**Resources**

The following resource(s) may help you with this assignment.

·
[Citation Guide](https://www.columbiasouthern.edu/downloads/pdf/success/citation-guide)

·
[CSU Online Library Research Guide](http://libguides.columbiasouthern.edu/hcaunder)

## image3.png

## image4.png

## image5.png

## image6.png

## image7.png

## image8.png

## image9.png

## image1.png

## image2.png

**## WORKNEEDTOBEDONECLASSES.docx**

**PHI CLASS**

**ASSIGNMENT VII HOMEWORK**

**Assignment objective:** Students will create a paper involving the development and analysis of an argument that seeks to solve a real-world problem.

**Length:** Your submission should be at least two pages in length, not counting the title page and references (if used).

**References:** No outside sources are required for the assignment.

**Details:** This assignment has two parts. Both parts will be completed in the same attached
[Unit VII Homework Template](https://online.columbiasouthern.edu/bbcswebdav/pid-18064915-dt-asiobject-rid-161041953_1/xid-161041953_1).

**Part 1:** Choose one of the three topics from the table below. Write an argument with a clear conclusion (thesis) that you have created about this topic. Your conclusion must be a straightforward one-sentence assertion. Note that your thesis or conclusion can be something narrow within each topic. For example, "I should stop smoking" is a thesis or conclusion that falls under the topic of being healthy.

Incorporate the following guidelines as you write:

· Briefly introduce the issue or topic.

· Identify at least two premises for your conclusion.

· Write at least one page for your argument and written response.

· Your written response should include inductive (an observation arriving at a theory) aspects of your argument as well as deductive (a theory that arrives at a conclusion) aspects.

· List at least one fallacy that you may have committed but have avoided.

· Write at least one unstated assumption that is logically part of your argument.

· If your argument turns out to have a sub-argument (see Unit VII Lesson), make sure you fill out a template for each argument. Follow the writing guidelines on pages 311 through 323 of Chapter 12 of our textbook.

| | |
| — | — |
| **Possible Topics** | **Questions that may help in coming up with a thesis (conclusion):** |
| Money management | How should I manage my money? What spending habits can I change? How can I save more? |
| Study habits | What is the best way to study? What can I do on a daily basis to study? What can I do on a weekly basis? |
| Being healthy | What can I do to be healthy? What daily habits can I change? |

**Part 2:** After writing your argument paragraphs, fill out the conclusion, premises, inductive aspects, and deductive aspects in the chart at the bottom of the template. In the second chart, include your potential fallacies and hidden assumptions.

View the
[Unit VII Sample Homework](https://online.columbiasouthern.edu/bbcswebdav/pid-18064915-dt-asiobject-rid-161041951_1/xid-161041951_1) for an example of how your completed assignment should look. The first part of your completed assignment must be at least one page in length. No outside resources are required. APA Style is not required for this assignment.

**Resources**

The following resource(s) may help you with this assignment.

·
[Submit Writing Center Request](https://mycsu.columbiasouthern.edu/student/forms/courses/writing-center-request)

UNIT VIII JOURNAL

First, describe a time you used rhetoric or it was used on you. In your description, include details about the tactics or rhetorical devices (i.e., ethos, pathos, hyperbole) used.

Next, define logical argument in comparison to rhetoric. Is rhetoric always bad? Why, or why not? Give two examples to illustrate your thinking.

Your journal entry must be at least 500 words in length. No references or citations are necessary but must be in APA Style formatting if used.

**HCA CLASS**

**Unit VI Assessment**

**Question 1**

**Medical Terminology Pictionary**

Choose the word from the word bank provided that corresponds with each picture. Please note that not every word will be utilized or associated with a picture.

This assignment measures your mastery of ULOs 3.1, 3.2, 3.3, 3.4, and 3.5.

**Prompts**

**Answers**

1. Prompt

**1**

![](https://www.sweetstudy.com/questions/hca-and-phi-1301)

(Adapted from brgfx, n.d.-e)

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-1301)

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-1301)

(Adapted from brgfx, n.d.-c)

Question 1Answer

Select match

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-1301)

(Adapted from brgfx, n.d.-d)

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-1301)

(Adapted from brgfx, n.d.-a)

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-1301)

(Adapted from macrovector, n.d.)

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-1301)

(Adapted from Dmitrynew83, n.d.)

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-1301)

(Adapted from brgfx, n.d.-b)

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-1301)

(Adapted from storyset, n.d.)

Question 1Answer

Select match

UNIT VII POWERPOINT PRESENTATION

This PowerPoint assignment measures your mastery of ULOs 3.6, 4.6, and 5.6.

**Introduction to Medical Coding and Billing**

**Overview:** Create a PowerPoint presentation with an intended audience of students considering a career in medical coding or billing.

**Instructions:** Your presentation must be at least 10 slides, not counting the title and references slides. You must use at least three sources, one of which may be the course textbook. In addition, one source must come from the CSU Online Library. Include the following topics:

· Describe medical coding and billing.

· Explain the functions of medical coding and billing and how they each relate to other functions of the revenue cycle of a health care organization.

· List the medical terminology and abbreviations vital to the field.

· Discuss compliance rules, regulations, and applicable laws governing fields.

· Share strategies to stay current with changes and comply with regulations.

**Submission Instructions:** Submit your assignment as a PowerPoint presentation. Ensure that your PowerPoint includes a title slide, in-text citations, and a references slide.

**Resources**

The following resource(s) may help you with this assignment.

·
[Citation Guide](https://www.columbiasouthern.edu/downloads/pdf/success/citation-guide)

·
[CSU Online Library Research Guide](http://libguides.columbiasouthern.edu/hcaunder)

## image3.png

## image4.png

## image5.png

## image6.png

## image7.png

## image8.png

## image9.png

## image1.png

## image2.png

**## UnitVII_HomeworkTemplateFOLLOW.docx**

**Unit VII Homework Template**

Insert your argument here.

| | | | |
| — | — | — | — |
| **Conclusion:** | **Premises:** | **Inductive Aspects:** | **Deductive Aspects:** |
| | | | |

| | |
| — | — |
| **Potential Fallacies** | **(Hidden) Assumptions** |
| | |

**## UnitVII_SampleHomework.pdf**

Unit VII Sample Homework

As we age, we must take into account that our memory will start to weaken. I, for example, am very much

aware I do not remember things as well as I used to. When we are young, we take for granted how fast

we remember things. As I hear of many cases of Alzheimer’s, I become concerned I may one day have

Alzheimer’s. It is a real possibility for many of us. Scholarly work shows intellectual activity helps to stave

off Alzheimer’s disease. Thus, I think it is a good idea to engage in as much intellectual activity as

possible. My reasoning is as follows: If I want to have a sharp mind, I should exercise my mind. I do want

to have a sharp mind. Therefore, I should exercise my mind. But, how do I do that? I have been reading a

lot about chess. Chess masters have very sharp minds. I should thus play chess on an everyday basis.

This is what I am concluding for now. It may very well be the case that I will get tired of chess and look for

some other intellectual activity, but for now I will stick to chess. It is so easy to play different people

nowadays thanks to the internet, and I have always enjoyed playing it.

Let us look at my argument in more detail. I seemed to have come to this conclusion via two premises.

Even though there have been a lot of things I have considered, there are only two important premises. My

first premise is I should exercise my mind, and my second premise is chess masters have sharp minds. Is

my argument deductive or inductive? This is a little tricky. I know it is not deductive because the

conclusion does not necessarily follow from the premises. It is true I should exercise my mind and chess

masters have sharp minds, but it does not necessarily follow that I should play chess to exercise my

mind. This is because there are plenty of other things I can do to exercise my mind like read philosophy,

read classic novels, or read science.

There is, however, an inductive aspect to the argument. After reading a lot about chess masters, I have

concluded that chess masters have sharp minds. Their memories are amazing! This conclusion, chess

masters have sharp minds, serves as a premise for my whole argument. But, this has to be inductive

because I am sure not all of them have sharp minds. I may encounter a chess master, for example, who

does not have a sharp mind. Because there is a chance of such an encounter, the conclusion that chess

masters have sharp minds has been arrived at by inductive reasoning. Chance and contingencies are

signs of induction. My whole argument also contains a deductive part or deductive component, a sub-

argument, “If I want to have a sharp mind, I should exercise my mind. I do want to have a sharp mind.

Therefore, I should exercise my mind.” This is deductive because if we assume the assertions “If I want to

have a sharp mind, then I should exercise my mind” and “I do want to have a sharp mind” are both true, it

will necessarily follow that I should exercise my mind (the conclusion) is also true. Recall that in a

deductive argument the conclusion follows necessarily given that the premises are true. The conclusion “I

should exercise my mind” is not a matter of chance or contingency.

My argument assumes playing chess is an exercise, perhaps analogous to how I can exercise my body. It

is a hidden assumption because it is not explicitly stated in my argument, yet it is an assumption that is an

important part of my argument as a whole. My conclusion seems to follow based on this assumption. Are

there any potential fallacies I have avoided? I think I have avoided the false dilemma fallacy by not

thinking the whole situation is black and white or an either-or scenario. In my reasoning, I do not, for

example, conclude I either play chess on an everyday basis or I will get Alzheimer’s disease. I have just

argued I should play chess because I should exercise my mind.

Conclusion: Premises: Inductive Aspects: Deductive Aspects:

I should thus play
chess on an
everyday basis.

1. I should
exercise my
mind.

2. Chess
masters have
sharp minds.

The premise that chess
masters have sharp
minds has been arrived
at via induction.

The conclusion (which is also
premise for the whole argument) has
a deductive aspect:

“if I want to have a sharp mind, I
should exercise my mind. I do want
to have a sharp mind. Therefore, I
should exercise my mind
(conclusion).”

Potential Fallacies (Hidden) Assumptions
I do not conclude that I either play chess on an
everyday basis or I will get Alzheimer’s disease. I
have just argued I should play chess because I
should exercise my mind. I have avoided false
dilemma.

I am assuming that playing chess is an exercise.

**## WORKNEEDTOBEDONECLASSES.docx**

**PHI CLASS**

**ASSIGNMENT VII HOMEWORK**

**Assignment objective:** Students will create a paper involving the development and analysis of an argument that seeks to solve a real-world problem.

**Length:** Your submission should be at least two pages in length, not counting the title page and references (if used).

**References:** No outside sources are required for the assignment.

**Details:** This assignment has two parts. Both parts will be completed in the same attached
[Unit VII Homework Template](https://online.columbiasouthern.edu/bbcswebdav/pid-18064915-dt-asiobject-rid-161041953_1/xid-161041953_1).

**Part 1:** Choose one of the three topics from the table below. Write an argument with a clear conclusion (thesis) that you have created about this topic. Your conclusion must be a straightforward one-sentence assertion. Note that your thesis or conclusion can be something narrow within each topic. For example, "I should stop smoking" is a thesis or conclusion that falls under the topic of being healthy.

Incorporate the following guidelines as you write:

· Briefly introduce the issue or topic.

· Identify at least two premises for your conclusion.

· Write at least one page for your argument and written response.

· Your written response should include inductive (an observation arriving at a theory) aspects of your argument as well as deductive (a theory that arrives at a conclusion) aspects.

· List at least one fallacy that you may have committed but have avoided.

· Write at least one unstated assumption that is logically part of your argument.

· If your argument turns out to have a sub-argument (see Unit VII Lesson), make sure you fill out a template for each argument. Follow the writing guidelines on pages 311 through 323 of Chapter 12 of our textbook.

| | |
| — | — |
| **Possible Topics** | **Questions that may help in coming up with a thesis (conclusion):** |
| Money management | How should I manage my money? What spending habits can I change? How can I save more? |
| Study habits | What is the best way to study? What can I do on a daily basis to study? What can I do on a weekly basis? |
| Being healthy | What can I do to be healthy? What daily habits can I change? |

**Part 2:** After writing your argument paragraphs, fill out the conclusion, premises, inductive aspects, and deductive aspects in the chart at the bottom of the template. In the second chart, include your potential fallacies and hidden assumptions.

View the
[Unit VII Sample Homework](https://online.columbiasouthern.edu/bbcswebdav/pid-18064915-dt-asiobject-rid-161041951_1/xid-161041951_1) for an example of how your completed assignment should look. The first part of your completed assignment must be at least one page in length. No outside resources are required. APA Style is not required for this assignment.

**Resources**

The following resource(s) may help you with this assignment.

·
[Submit Writing Center Request](https://mycsu.columbiasouthern.edu/student/forms/courses/writing-center-request)

UNIT VIII JOURNAL

First, describe a time you used rhetoric or it was used on you. In your description, include details about the tactics or rhetorical devices (i.e., ethos, pathos, hyperbole) used.

Next, define logical argument in comparison to rhetoric. Is rhetoric always bad? Why, or why not? Give two examples to illustrate your thinking.

Your journal entry must be at least 500 words in length. No references or citations are necessary but must be in APA Style formatting if used.

**HCA CLASS**

**Unit VI Assessment**

**Question 1**

**Medical Terminology Pictionary**

Choose the word from the word bank provided that corresponds with each picture. Please note that not every word will be utilized or associated with a picture.

This assignment measures your mastery of ULOs 3.1, 3.2, 3.3, 3.4, and 3.5.

**Prompts**

**Answers**

1. Prompt

**1**

![](https://www.sweetstudy.com/questions/hca-and-phi-1301)

(Adapted from brgfx, n.d.-e)

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-1301)

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-1301)

(Adapted from brgfx, n.d.-c)

Question 1Answer

Select match

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-1301)

(Adapted from brgfx, n.d.-d)

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-1301)

(Adapted from brgfx, n.d.-a)

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-1301)

(Adapted from macrovector, n.d.)

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-1301)

(Adapted from Dmitrynew83, n.d.)

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-1301)

(Adapted from brgfx, n.d.-b)

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-1301)

(Adapted from storyset, n.d.)

Question 1Answer

Select match

UNIT VII POWERPOINT PRESENTATION

This PowerPoint assignment measures your mastery of ULOs 3.6, 4.6, and 5.6.

**Introduction to Medical Coding and Billing**

**Overview:** Create a PowerPoint presentation with an intended audience of students considering a career in medical coding or billing.

**Instructions:** Your presentation must be at least 10 slides, not counting the title and references slides. You must use at least three sources, one of which may be the course textbook. In addition, one source must come from the CSU Online Library. Include the following topics:

· Describe medical coding and billing.

· Explain the functions of medical coding and billing and how they each relate to other functions of the revenue cycle of a health care organization.

· List the medical terminology and abbreviations vital to the field.

· Discuss compliance rules, regulations, and applicable laws governing fields.

· Share strategies to stay current with changes and comply with regulations.

**Submission Instructions:** Submit your assignment as a PowerPoint presentation. Ensure that your PowerPoint includes a title slide, in-text citations, and a references slide.

**Resources**

The following resource(s) may help you with this assignment.

·
[Citation Guide](https://www.columbiasouthern.edu/downloads/pdf/success/citation-guide)

·
[CSU Online Library Research Guide](http://libguides.columbiasouthern.edu/hcaunder)

## image3.png

## image4.png

## image5.png

## image6.png

## image7.png

## image8.png

## image9.png

## image1.png

## image2.png

**## UnitVII_HomeworkTemplateFOLLOW.docx**

**Unit VII Homework Template**

Insert your argument here.

| | | | |
| — | — | — | — |
| **Conclusion:** | **Premises:** | **Inductive Aspects:** | **Deductive Aspects:** |
| | | | |

| | |
| — | — |
| **Potential Fallacies** | **(Hidden) Assumptions** |
| | |

**## UnitVII_SampleHomework.pdf**

Unit VII Sample Homework

As we age, we must take into account that our memory will start to weaken. I, for example, am very much

aware I do not remember things as well as I used to. When we are young, we take for granted how fast

we remember things. As I hear of many cases of Alzheimer’s, I become concerned I may one day have

Alzheimer’s. It is a real possibility for many of us. Scholarly work shows intellectual activity helps to stave

off Alzheimer’s disease. Thus, I think it is a good idea to engage in as much intellectual activity as

possible. My reasoning is as follows: If I want to have a sharp mind, I should exercise my mind. I do want

to have a sharp mind. Therefore, I should exercise my mind. But, how do I do that? I have been reading a

lot about chess. Chess masters have very sharp minds. I should thus play chess on an everyday basis.

This is what I am concluding for now. It may very well be the case that I will get tired of chess and look for

some other intellectual activity, but for now I will stick to chess. It is so easy to play different people

nowadays thanks to the internet, and I have always enjoyed playing it.

Let us look at my argument in more detail. I seemed to have come to this conclusion via two premises.

Even though there have been a lot of things I have considered, there are only two important premises. My

first premise is I should exercise my mind, and my second premise is chess masters have sharp minds. Is

my argument deductive or inductive? This is a little tricky. I know it is not deductive because the

conclusion does not necessarily follow from the premises. It is true I should exercise my mind and chess

masters have sharp minds, but it does not necessarily follow that I should play chess to exercise my

mind. This is because there are plenty of other things I can do to exercise my mind like read philosophy,

read classic novels, or read science.

There is, however, an inductive aspect to the argument. After reading a lot about chess masters, I have

concluded that chess masters have sharp minds. Their memories are amazing! This conclusion, chess

masters have sharp minds, serves as a premise for my whole argument. But, this has to be inductive

because I am sure not all of them have sharp minds. I may encounter a chess master, for example, who

does not have a sharp mind. Because there is a chance of such an encounter, the conclusion that chess

masters have sharp minds has been arrived at by inductive reasoning. Chance and contingencies are

signs of induction. My whole argument also contains a deductive part or deductive component, a sub-

argument, “If I want to have a sharp mind, I should exercise my mind. I do want to have a sharp mind.

Therefore, I should exercise my mind.” This is deductive because if we assume the assertions “If I want to

have a sharp mind, then I should exercise my mind” and “I do want to have a sharp mind” are both true, it

will necessarily follow that I should exercise my mind (the conclusion) is also true. Recall that in a

deductive argument the conclusion follows necessarily given that the premises are true. The conclusion “I

should exercise my mind” is not a matter of chance or contingency.

My argument assumes playing chess is an exercise, perhaps analogous to how I can exercise my body. It

is a hidden assumption because it is not explicitly stated in my argument, yet it is an assumption that is an

important part of my argument as a whole. My conclusion seems to follow based on this assumption. Are

there any potential fallacies I have avoided? I think I have avoided the false dilemma fallacy by not

thinking the whole situation is black and white or an either-or scenario. In my reasoning, I do not, for

example, conclude I either play chess on an everyday basis or I will get Alzheimer’s disease. I have just

argued I should play chess because I should exercise my mind.

Conclusion: Premises: Inductive Aspects: Deductive Aspects:

I should thus play
chess on an
everyday basis.

1. I should
exercise my
mind.

2. Chess
masters have
sharp minds.

The premise that chess
masters have sharp
minds has been arrived
at via induction.

The conclusion (which is also
premise for the whole argument) has
a deductive aspect:

“if I want to have a sharp mind, I
should exercise my mind. I do want
to have a sharp mind. Therefore, I
should exercise my mind
(conclusion).”

Potential Fallacies (Hidden) Assumptions
I do not conclude that I either play chess on an
everyday basis or I will get Alzheimer’s disease. I
have just argued I should play chess because I
should exercise my mind. I have avoided false
dilemma.

I am assuming that playing chess is an exercise.

**## WORKNEEDTOBEDONECLASSES.docx**

**PHI CLASS**

**ASSIGNMENT VII HOMEWORK**

**Assignment objective:** Students will create a paper involving the development and analysis of an argument that seeks to solve a real-world problem.

**Length:** Your submission should be at least two pages in length, not counting the title page and references (if used).

**References:** No outside sources are required for the assignment.

**Details:** This assignment has two parts. Both parts will be completed in the same attached
[Unit VII Homework Template](https://online.columbiasouthern.edu/bbcswebdav/pid-18064915-dt-asiobject-rid-161041953_1/xid-161041953_1).

**Part 1:** Choose one of the three topics from the table below. Write an argument with a clear conclusion (thesis) that you have created about this topic. Your conclusion must be a straightforward one-sentence assertion. Note that your thesis or conclusion can be something narrow within each topic. For example, "I should stop smoking" is a thesis or conclusion that falls under the topic of being healthy.

Incorporate the following guidelines as you write:

· Briefly introduce the issue or topic.

· Identify at least two premises for your conclusion.

· Write at least one page for your argument and written response.

· Your written response should include inductive (an observation arriving at a theory) aspects of your argument as well as deductive (a theory that arrives at a conclusion) aspects.

· List at least one fallacy that you may have committed but have avoided.

· Write at least one unstated assumption that is logically part of your argument.

· If your argument turns out to have a sub-argument (see Unit VII Lesson), make sure you fill out a template for each argument. Follow the writing guidelines on pages 311 through 323 of Chapter 12 of our textbook.

| | |
| — | — |
| **Possible Topics** | **Questions that may help in coming up with a thesis (conclusion):** |
| Money management | How should I manage my money? What spending habits can I change? How can I save more? |
| Study habits | What is the best way to study? What can I do on a daily basis to study? What can I do on a weekly basis? |
| Being healthy | What can I do to be healthy? What daily habits can I change? |

**Part 2:** After writing your argument paragraphs, fill out the conclusion, premises, inductive aspects, and deductive aspects in the chart at the bottom of the template. In the second chart, include your potential fallacies and hidden assumptions.

View the
[Unit VII Sample Homework](https://online.columbiasouthern.edu/bbcswebdav/pid-18064915-dt-asiobject-rid-161041951_1/xid-161041951_1) for an example of how your completed assignment should look. The first part of your completed assignment must be at least one page in length. No outside resources are required. APA Style is not required for this assignment.

**Resources**

The following resource(s) may help you with this assignment.

·
[Submit Writing Center Request](https://mycsu.columbiasouthern.edu/student/forms/courses/writing-center-request)

UNIT VIII JOURNAL

First, describe a time you used rhetoric or it was used on you. In your description, include details about the tactics or rhetorical devices (i.e., ethos, pathos, hyperbole) used.

Next, define logical argument in comparison to rhetoric. Is rhetoric always bad? Why, or why not? Give two examples to illustrate your thinking.

Your journal entry must be at least 500 words in length. No references or citations are necessary but must be in APA Style formatting if used.

**HCA CLASS**

**Unit VI Assessment**

**Question 1**

**Medical Terminology Pictionary**

Choose the word from the word bank provided that corresponds with each picture. Please note that not every word will be utilized or associated with a picture.

This assignment measures your mastery of ULOs 3.1, 3.2, 3.3, 3.4, and 3.5.

**Prompts**

**Answers**

1. Prompt

**1**

![](https://www.sweetstudy.com/questions/hca-and-phi-1301)

(Adapted from brgfx, n.d.-e)

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-1301)

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-1301)

(Adapted from brgfx, n.d.-c)

Question 1Answer

Select match

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-1301)

(Adapted from brgfx, n.d.-d)

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-1301)

(Adapted from brgfx, n.d.-a)

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-1301)

(Adapted from macrovector, n.d.)

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-1301)

(Adapted from Dmitrynew83, n.d.)

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-1301)

(Adapted from brgfx, n.d.-b)

Question 1Answer

Select match

![](https://www.sweetstudy.com/questions/hca-and-phi-1301)

(Adapted from storyset, n.d.)

Question 1Answer

Select match

UNIT VII POWERPOINT PRESENTATION

This PowerPoint assignment measures your mastery of ULOs 3.6, 4.6, and 5.6.

**Introduction to Medical Coding and Billing**

**Overview:** Create a PowerPoint presentation with an intended audience of students considering a career in medical coding or billing.

**Instructions:** Your presentation must be at least 10 slides, not counting the title and references slides. You must use at least three sources, one of which may be the course textbook. In addition, one source must come from the CSU Online Library. Include the following topics:

· Describe medical coding and billing.

· Explain the functions of medical coding and billing and how they each relate to other functions of the revenue cycle of a health care organization.

· List the medical terminology and abbreviations vital to the field.

· Discuss compliance rules, regulations, and applicable laws governing fields.

· Share strategies to stay current with changes and comply with regulations.

**Submission Instructions:** Submit your assignment as a PowerPoint presentation. Ensure that your PowerPoint includes a title slide, in-text citations, and a references slide.

**Resources**

The following resource(s) may help you with this assignment.

·
[Citation Guide](https://www.columbiasouthern.edu/downloads/pdf/success/citation-guide)

·
[CSU Online Library Research Guide](http://libguides.columbiasouthern.edu/hcaunder)

## image3.png

## image4.png

## image5.png

## image6.png

## image7.png

## image8.png

## image9.png

## image1.png

## image2.png

November 6, 2026