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[Solved] CO Data 3

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– ## COdata3.docx – credit_Dataset.arff.txt **## COdata3.docx** **DECISION TREES for Risk Assessment** One of the great advantages of decision trees is their _interpretability_. The rules learnt for classification are easy for a person to follow, unlike the opaque "black box" of many other methods,…

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Assignment Prompt & Instructions

– ## COdata3.docx

– credit_Dataset.arff.txt

**## COdata3.docx**

**DECISION TREES for Risk Assessment**

One of the great advantages of decision trees is their
_interpretability_. The rules learnt for classification are easy for a person to follow, unlike the opaque "black box" of many other methods, such as neural networks. We demonstrate the utility of this using a
[German credit](http://archive.ics.uci.edu/ml/datasets/Statlog+%28German+Credit+Data%29) data set. You can read
[a description](http://archive.ics.uci.edu/ml/datasets/Statlog+%28German+Credit+Data%29) of this dataset at the UCI site. The task is to predict whether a loan approval is good or bad credit risk based on 20 attributes. We've simplified the data set somewhat, particularly making attribute names and values more meaningful.

1. Download the credit_Dataset.arff dataset and load it to Weka.

2. (5 Points) When presented with a dataset, it is usually a good idea to visualise it first. Go to the
_Visualise_ tab. Click on any of the scatter plots to open a new window which shows the scatter plot for two selected attributes. Try visualising a scatter plot of
_age_ and
_duration_. Do you notice anything unusual? You can click on any data point to display all it's values.

3. (5 Points) In the previous point you should have found a data point, which seems to be corrupted, as some of its values are nonsensical. Even a single point like this can significantly affect the performance of a classifier. How do you think it would affect Decision trees? A good way to check this is to test the performance of each classifier before and after removing this datapoint.

4. (10 Points) To remove this instance from the dataset we will use a filter. We want to remove all instances, where the age of an applicant is lower than 0 years, as this suggests that the instance is corrupted. In the
_Preprocess_ tab click on
_Choose_ in the Filter pane. Select
_filters > unsupervised > instance > RemoveWithValues_. Click on the text of this filter to change the parameters. Set the attribute index to 13 (Age) and set the split point at 0. Click
_Ok_ to set the parameters and
_Apply_ to apply the filter to the data. Visualise the data again to verify that the invalid data point was removed.

5. (20 Points) On the
_Classify_ tab, select the
_Percentage split_ test option and change its value to 90%. This way, we will train the classifiers using 90% of the training data and evaluate their performance on the remaining 10%. First, train a decision tree classifier with default options. Select
_classifiers > trees > J48_ and click
_Start_.
_J48_ is the Weka implementation of the
_C4.5_ algorithm, which uses the normalized information gain criterion to build a decision tree for classification.

6. (20 Points) After training the classifier, the full decision tree is output for your perusal; you may need to scroll up for this. The tree may also be viewed in graphical form by right-clicking in the
_Result list_ and selecting
_Visualize tree_; unfortunately this format is very cluttered for large trees. Such a tree accentuates one of the strengths of decision tree algorithms: they produce classifiers which are understandable to humans. This can be an important asset in real life applications (people are seldom prepared to do what a computer program tells them if there is no clear explanation). Observe the output of the classifier and try to answer the following questions:

· How would you assess the performance of the classifier? Is the Percentage of
_Correctly Classified Instances_ a sufficient measure in this case? Why?
_Hint:_ check the number of good and bad cases in the test sample, using the confusion matrix. Each column of the matrix represents the instances in a predicted class, while each row represents the instances in an actual class. For example let us define an experiment from P positive instances and N negative instances. The four outcomes can be formulated in a 2 by 2 contingency table or confusion matrix. One benefit of a confusion matrix is that it is easy to see if the system is confusing two classes (i.e. commonly mislabeling one as another).

· Looking at the decision tree itself, are the rules it applies sensible? Are there any branches which appear absurd? At what depth of the tree? What does this suggest?

_Hint:_ Check the rules applied after following the paths: (a)
_CheckingAccount = <0, Foreign = yes, Duration >11, Job = skilled, OtherDebtors = none, Duration <= 30_ and (b)
_CheckingAccount = <0, Foreign = yes, Duration >11, Job = unskilled._

· How does the decision tree deal with classification in the case where there are zero instances in the training set corresponding to that particular path in the tree (e.g. those leaf nodes that have (0:0))?

7. (20 Points) Now, explore the effect of the
_confidenceFactor_ option. You can find this by clicking on the Classifer name (to the right of the
_Choose_ button on the Classify tab). On the
_Classifier options_ window, click on the
_More_ button to find out what the confidence factor controls. Try the values 0.1, 0.2, 0.3 and 0.5. What is the performance of the classifier at each case? Did you expect this given your observations in the previous questions? Why do you think this happens?

8. (20 Points) Suppose that it is worse to classify a customer as good when they are bad, than it is to classify a customer as bad when they are good. Which value would you pick for the confidence factor? Which performance measure would you base your decision on?

9. (Bonus: 20 Points)Finally we will create a
_random decision forest_ and compare the performance of this classifier to that of the decision tree and the decision stump. The random decision forest is an ensemble classifier that consists of many decision trees and outputs the class that is the mode of the class's output by individual trees. Again set the test option
_Percentage split_ to 90%. Select
_classifiers > trees > RandomForest_ and hit
_Start_. Again, observe the output. How high can you get the performance of the classifier by changing the number of trees (numTrees) parameter? How does the random decision forest compare performance wise to the decision tree and decision stump?

Deliverable:

· Your report including the screenshots of your implementation for each section and the results.

**credit_Dataset.arff.txt**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/credit-dataset-arff-txt)

**credit_Dataset.arff.txt**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/credit-dataset-arff-txt)

**## COdata3.docx**

**DECISION TREES for Risk Assessment**

One of the great advantages of decision trees is their
_interpretability_. The rules learnt for classification are easy for a person to follow, unlike the opaque "black box" of many other methods, such as neural networks. We demonstrate the utility of this using a
[German credit](http://archive.ics.uci.edu/ml/datasets/Statlog+%28German+Credit+Data%29) data set. You can read
[a description](http://archive.ics.uci.edu/ml/datasets/Statlog+%28German+Credit+Data%29) of this dataset at the UCI site. The task is to predict whether a loan approval is good or bad credit risk based on 20 attributes. We've simplified the data set somewhat, particularly making attribute names and values more meaningful.

1. Download the credit_Dataset.arff dataset and load it to Weka.

2. (5 Points) When presented with a dataset, it is usually a good idea to visualise it first. Go to the
_Visualise_ tab. Click on any of the scatter plots to open a new window which shows the scatter plot for two selected attributes. Try visualising a scatter plot of
_age_ and
_duration_. Do you notice anything unusual? You can click on any data point to display all it's values.

3. (5 Points) In the previous point you should have found a data point, which seems to be corrupted, as some of its values are nonsensical. Even a single point like this can significantly affect the performance of a classifier. How do you think it would affect Decision trees? A good way to check this is to test the performance of each classifier before and after removing this datapoint.

4. (10 Points) To remove this instance from the dataset we will use a filter. We want to remove all instances, where the age of an applicant is lower than 0 years, as this suggests that the instance is corrupted. In the
_Preprocess_ tab click on
_Choose_ in the Filter pane. Select
_filters > unsupervised > instance > RemoveWithValues_. Click on the text of this filter to change the parameters. Set the attribute index to 13 (Age) and set the split point at 0. Click
_Ok_ to set the parameters and
_Apply_ to apply the filter to the data. Visualise the data again to verify that the invalid data point was removed.

5. (20 Points) On the
_Classify_ tab, select the
_Percentage split_ test option and change its value to 90%. This way, we will train the classifiers using 90% of the training data and evaluate their performance on the remaining 10%. First, train a decision tree classifier with default options. Select
_classifiers > trees > J48_ and click
_Start_.
_J48_ is the Weka implementation of the
_C4.5_ algorithm, which uses the normalized information gain criterion to build a decision tree for classification.

6. (20 Points) After training the classifier, the full decision tree is output for your perusal; you may need to scroll up for this. The tree may also be viewed in graphical form by right-clicking in the
_Result list_ and selecting
_Visualize tree_; unfortunately this format is very cluttered for large trees. Such a tree accentuates one of the strengths of decision tree algorithms: they produce classifiers which are understandable to humans. This can be an important asset in real life applications (people are seldom prepared to do what a computer program tells them if there is no clear explanation). Observe the output of the classifier and try to answer the following questions:

· How would you assess the performance of the classifier? Is the Percentage of
_Correctly Classified Instances_ a sufficient measure in this case? Why?
_Hint:_ check the number of good and bad cases in the test sample, using the confusion matrix. Each column of the matrix represents the instances in a predicted class, while each row represents the instances in an actual class. For example let us define an experiment from P positive instances and N negative instances. The four outcomes can be formulated in a 2 by 2 contingency table or confusion matrix. One benefit of a confusion matrix is that it is easy to see if the system is confusing two classes (i.e. commonly mislabeling one as another).

· Looking at the decision tree itself, are the rules it applies sensible? Are there any branches which appear absurd? At what depth of the tree? What does this suggest?

_Hint:_ Check the rules applied after following the paths: (a)
_CheckingAccount = <0, Foreign = yes, Duration >11, Job = skilled, OtherDebtors = none, Duration <= 30_ and (b)
_CheckingAccount = <0, Foreign = yes, Duration >11, Job = unskilled._

· How does the decision tree deal with classification in the case where there are zero instances in the training set corresponding to that particular path in the tree (e.g. those leaf nodes that have (0:0))?

7. (20 Points) Now, explore the effect of the
_confidenceFactor_ option. You can find this by clicking on the Classifer name (to the right of the
_Choose_ button on the Classify tab). On the
_Classifier options_ window, click on the
_More_ button to find out what the confidence factor controls. Try the values 0.1, 0.2, 0.3 and 0.5. What is the performance of the classifier at each case? Did you expect this given your observations in the previous questions? Why do you think this happens?

8. (20 Points) Suppose that it is worse to classify a customer as good when they are bad, than it is to classify a customer as bad when they are good. Which value would you pick for the confidence factor? Which performance measure would you base your decision on?

9. (Bonus: 20 Points)Finally we will create a
_random decision forest_ and compare the performance of this classifier to that of the decision tree and the decision stump. The random decision forest is an ensemble classifier that consists of many decision trees and outputs the class that is the mode of the class's output by individual trees. Again set the test option
_Percentage split_ to 90%. Select
_classifiers > trees > RandomForest_ and hit
_Start_. Again, observe the output. How high can you get the performance of the classifier by changing the number of trees (numTrees) parameter? How does the random decision forest compare performance wise to the decision tree and decision stump?

Deliverable:

· Your report including the screenshots of your implementation for each section and the results.

**credit_Dataset.arff.txt**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/credit-dataset-arff-txt)

**## COdata3.docx**

**DECISION TREES for Risk Assessment**

One of the great advantages of decision trees is their
_interpretability_. The rules learnt for classification are easy for a person to follow, unlike the opaque "black box" of many other methods, such as neural networks. We demonstrate the utility of this using a
[German credit](http://archive.ics.uci.edu/ml/datasets/Statlog+%28German+Credit+Data%29) data set. You can read
[a description](http://archive.ics.uci.edu/ml/datasets/Statlog+%28German+Credit+Data%29) of this dataset at the UCI site. The task is to predict whether a loan approval is good or bad credit risk based on 20 attributes. We've simplified the data set somewhat, particularly making attribute names and values more meaningful.

1. Download the credit_Dataset.arff dataset and load it to Weka.

2. (5 Points) When presented with a dataset, it is usually a good idea to visualise it first. Go to the
_Visualise_ tab. Click on any of the scatter plots to open a new window which shows the scatter plot for two selected attributes. Try visualising a scatter plot of
_age_ and
_duration_. Do you notice anything unusual? You can click on any data point to display all it's values.

3. (5 Points) In the previous point you should have found a data point, which seems to be corrupted, as some of its values are nonsensical. Even a single point like this can significantly affect the performance of a classifier. How do you think it would affect Decision trees? A good way to check this is to test the performance of each classifier before and after removing this datapoint.

4. (10 Points) To remove this instance from the dataset we will use a filter. We want to remove all instances, where the age of an applicant is lower than 0 years, as this suggests that the instance is corrupted. In the
_Preprocess_ tab click on
_Choose_ in the Filter pane. Select
_filters > unsupervised > instance > RemoveWithValues_. Click on the text of this filter to change the parameters. Set the attribute index to 13 (Age) and set the split point at 0. Click
_Ok_ to set the parameters and
_Apply_ to apply the filter to the data. Visualise the data again to verify that the invalid data point was removed.

5. (20 Points) On the
_Classify_ tab, select the
_Percentage split_ test option and change its value to 90%. This way, we will train the classifiers using 90% of the training data and evaluate their performance on the remaining 10%. First, train a decision tree classifier with default options. Select
_classifiers > trees > J48_ and click
_Start_.
_J48_ is the Weka implementation of the
_C4.5_ algorithm, which uses the normalized information gain criterion to build a decision tree for classification.

6. (20 Points) After training the classifier, the full decision tree is output for your perusal; you may need to scroll up for this. The tree may also be viewed in graphical form by right-clicking in the
_Result list_ and selecting
_Visualize tree_; unfortunately this format is very cluttered for large trees. Such a tree accentuates one of the strengths of decision tree algorithms: they produce classifiers which are understandable to humans. This can be an important asset in real life applications (people are seldom prepared to do what a computer program tells them if there is no clear explanation). Observe the output of the classifier and try to answer the following questions:

· How would you assess the performance of the classifier? Is the Percentage of
_Correctly Classified Instances_ a sufficient measure in this case? Why?
_Hint:_ check the number of good and bad cases in the test sample, using the confusion matrix. Each column of the matrix represents the instances in a predicted class, while each row represents the instances in an actual class. For example let us define an experiment from P positive instances and N negative instances. The four outcomes can be formulated in a 2 by 2 contingency table or confusion matrix. One benefit of a confusion matrix is that it is easy to see if the system is confusing two classes (i.e. commonly mislabeling one as another).

· Looking at the decision tree itself, are the rules it applies sensible? Are there any branches which appear absurd? At what depth of the tree? What does this suggest?

_Hint:_ Check the rules applied after following the paths: (a)
_CheckingAccount = <0, Foreign = yes, Duration >11, Job = skilled, OtherDebtors = none, Duration <= 30_ and (b)
_CheckingAccount = <0, Foreign = yes, Duration >11, Job = unskilled._

· How does the decision tree deal with classification in the case where there are zero instances in the training set corresponding to that particular path in the tree (e.g. those leaf nodes that have (0:0))?

7. (20 Points) Now, explore the effect of the
_confidenceFactor_ option. You can find this by clicking on the Classifer name (to the right of the
_Choose_ button on the Classify tab). On the
_Classifier options_ window, click on the
_More_ button to find out what the confidence factor controls. Try the values 0.1, 0.2, 0.3 and 0.5. What is the performance of the classifier at each case? Did you expect this given your observations in the previous questions? Why do you think this happens?

8. (20 Points) Suppose that it is worse to classify a customer as good when they are bad, than it is to classify a customer as bad when they are good. Which value would you pick for the confidence factor? Which performance measure would you base your decision on?

9. (Bonus: 20 Points)Finally we will create a
_random decision forest_ and compare the performance of this classifier to that of the decision tree and the decision stump. The random decision forest is an ensemble classifier that consists of many decision trees and outputs the class that is the mode of the class's output by individual trees. Again set the test option
_Percentage split_ to 90%. Select
_classifiers > trees > RandomForest_ and hit
_Start_. Again, observe the output. How high can you get the performance of the classifier by changing the number of trees (numTrees) parameter? How does the random decision forest compare performance wise to the decision tree and decision stump?

Deliverable:

· Your report including the screenshots of your implementation for each section and the results.

**credit_Dataset.arff.txt**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/credit-dataset-arff-txt)

– 1
– 2

November 5, 2026
[Solved] 1

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November 5, 2026
[Solved] DB Response WK2

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See Attached. – ## DiscussionAssignmentInstructionsCJUS350.docx – ## AbrahamGamboa.docx – ## BookerPitts.docx **## DiscussionAssignmentInstructionsCJUS350.docx** CJUS 350 **Discussion Assignment Instructions** The student will complete 8 Discussions in this course. The student will post one thread o…

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Assignment Prompt & Instructions

See Attached.

– ## DiscussionAssignmentInstructionsCJUS350.docx

– ## AbrahamGamboa.docx

– ## BookerPitts.docx

**## DiscussionAssignmentInstructionsCJUS350.docx**

CJUS 350

**Discussion Assignment Instructions**

The student will complete 8 Discussions in this course. The student will post one thread of at least 400 words by 11:59 p.m. (ET) on Thursday of the assigned Module: Week. The student must then post at least 2 replies of at least 200 words by 11:59 p.m. (ET) on Monday of the assigned Module: Week. For each thread, students must support their assertions with at least 2 scholarly citations in APA format. Each reply must incorporate at least 2 scholarly citation(s) in APA format. Any sources cited must have been published within the last five years. Acceptable sources include the textbook, the Bible, journal articles and professional experiences.

**## AbrahamGamboa.docx**

Abraham Gamboa

1/
**Is equal protection under the 14th Amendment fully realized in our criminal justice system? Do bias-based policing practices exist?**

To have equal protection under the 14th Amendment, there would need to be similar treatment for offenders of the same crime. Realistically, this is not always the case. According to Stelter et al. (2022), Black drivers are more likely to be stopped and searched compared to White drivers, even when no greater evidence of wrongdoing exists. Even with those statistics, studies also reveal that contraband is actually found at higher rates among White drivers. Additionally, the U.S. Sentencing Commission reports that Black men often receive longer sentences than White men convicted of the same crimes. Yes, I believe we do have bias-based policing in our country with the facts above.

2/
**Do people control their actions, and should they be held accountable? Please read 1 Kings 3:16-28 and describe the importance of having the right people in justice administration roles.**

Individuals are responsible for their actions and should be held accountable. In 1 Kings 3:16-28, Solomon showed great wisdom when deciding between two women claiming to be the child’s mother (King James Bible, 1611/2025). His discernment revealed the truth and ensured justice. This story highlights why it is essential to have wise and fair people in positions of authority, such as judges, prosecutors, and law enforcement officers. The King had no intentions of killing the child, but to truly expose the liar in this scenario. When leaders lack discernment, bias, or corruption can undermine justice. Godly wisdom and fairness are necessary to administer justice correctly.

3/
**Do you possess a Biblical worldview? Please explain why or why not.**

Yes, I possess a Biblical worldview. Because of this, I believe that all people were created in the image of God, so they shall be treated fairly. Isaiah 30:18 shows us an example of a Biblical worldview that emphasizes justice, mercy, and accountability, while recognizing that God is the ultimate Judge (King James Bible, 1611/2025). This perspective provides a moral foundation for decisions in law and leadership and demands that Christians reflect God’s justice in how they treat others, including criminals.

4/
**Dilemma: As President, how would you respond to a hijacked airliner headed toward Yankee Stadium?**

As a leader, it is sometimes difficult to make the "right" decision. This is a great example that reflects how difficult it is to make those decisions. At the cost of 310 passengers of the hijacked plane, I would order the fighters to engage the airliner before it reaches the stadium. My thought is I would sacrifice the 310 for potentially thousands of lives at the stadium. Of course, this decision takes a lot of thought and prayer, but ultimately, in my eyes, this is the only right answer with no other options

**## BookerPitts.docx**

Booker Pitts

The 14th Amendment guarantees that people in similar circumstances should be treated the same under the law, yet the

reality of the U. S. criminal justice system often contradicts this promise. Disparities persist across sentencing, policing, and

corrections, revealing that equal protection is not always achieved. Ferguson (2024) explains that systemic inequities tied

to both race and socioeconomic status mean defendants with similar cases may receive vastly different outcomes. This

undermines public trust and challenges the very spirit of the amendment.

When it comes to policing, research demonstrates that bias continues to shape outcomes. A Michigan study found that

black drivers were significantly more likely than white drivers to be stopped and searched, even though these searches

resulted in fewer discoveries of contraband (University of Michigan, 2024). This evidence shows that bias-based policing

does exist, and it creates a ripple effect that influences how entire communities perceive law enforcement. Equal treatment

under the law can not be realized until such disparities are addressed.

The issue of accountability is central to this discussion. Leaders in the justice system, judges, prosecutors, and officers must

control their actions and be held accountable for them. A powerful biblical illustration of this principle is found in 1 Kings

3:16-28, where King Solomon was faced with the dispute between two women claiming the same child. Instead of acting

rashly or unfairly, Solomon exercised wisdom, discernment, and restraint, ultimately uncovering the truth and protecting

justice. His example highlights the importance of self-control and integrity in positions of authority. In the same way,

modern justice administrators must act with impartiality and fairness, not prejudice. Research directly reinforces this:

Behavioral-science-based training has been shown to reduce use-of-force incidents and racial disparities in arrests (Crime

Lab, 2023). Just as Solomon's judgment upheld justice, intentional training and accountability can keep leaders aligned

with constitutional values.

A Biblical worldview further strengthens this argument. Yes, I possess a Biblical Worldview. Scripture emphasizes the equal

worth of every human being, teaching us that justice, mercy, and humility must guide our treatment of others. I see this as a

moral safeguard that pushes us toward fairer policies and humane decisions in the justice system.

**Dilemma Response**

If faced with the hijacking scenario as President of the United States, I would resist choosing to sacrifice the passengers on

board. While utilitarian reasoning may directly argue for the "greater good," the Constitution and the 14th Amendment

affirm the equal right to life and due process. Like Solomon, who chose discernment over rash action, a leader in this

moment must seek alternatives such as negotiation, evacuation, or precise interception. To deliberately take innocent lives,

strip them of equal protection, and contradict both constitutional and biblical principles. This scenario requires a tough

decision, but as President, I would exhaust all means to preserve life.

**Conclusion**

Ultimately, the 14th Amendment challenges us to measure justice not by ideals alone, but by the many outcomes they

achieve. Solomon's wisdom reminds us that true justice requires fairness, discernment, and moral courage. Modern research

confirms that accountability and reform can help close the gap between principle and practice. Living out the values

of the 14th Amendment is more than a legal obligation; it is a moral commitment to honor the dignity of every person, no

matter their circumstances.

**## BookerPitts.docx**

Booker Pitts

The 14th Amendment guarantees that people in similar circumstances should be treated the same under the law, yet the

reality of the U. S. criminal justice system often contradicts this promise. Disparities persist across sentencing, policing, and

corrections, revealing that equal protection is not always achieved. Ferguson (2024) explains that systemic inequities tied

to both race and socioeconomic status mean defendants with similar cases may receive vastly different outcomes. This

undermines public trust and challenges the very spirit of the amendment.

When it comes to policing, research demonstrates that bias continues to shape outcomes. A Michigan study found that

black drivers were significantly more likely than white drivers to be stopped and searched, even though these searches

resulted in fewer discoveries of contraband (University of Michigan, 2024). This evidence shows that bias-based policing

does exist, and it creates a ripple effect that influences how entire communities perceive law enforcement. Equal treatment

under the law can not be realized until such disparities are addressed.

The issue of accountability is central to this discussion. Leaders in the justice system, judges, prosecutors, and officers must

control their actions and be held accountable for them. A powerful biblical illustration of this principle is found in 1 Kings

3:16-28, where King Solomon was faced with the dispute between two women claiming the same child. Instead of acting

rashly or unfairly, Solomon exercised wisdom, discernment, and restraint, ultimately uncovering the truth and protecting

justice. His example highlights the importance of self-control and integrity in positions of authority. In the same way,

modern justice administrators must act with impartiality and fairness, not prejudice. Research directly reinforces this:

Behavioral-science-based training has been shown to reduce use-of-force incidents and racial disparities in arrests (Crime

Lab, 2023). Just as Solomon's judgment upheld justice, intentional training and accountability can keep leaders aligned

with constitutional values.

A Biblical worldview further strengthens this argument. Yes, I possess a Biblical Worldview. Scripture emphasizes the equal

worth of every human being, teaching us that justice, mercy, and humility must guide our treatment of others. I see this as a

moral safeguard that pushes us toward fairer policies and humane decisions in the justice system.

**Dilemma Response**

If faced with the hijacking scenario as President of the United States, I would resist choosing to sacrifice the passengers on

board. While utilitarian reasoning may directly argue for the "greater good," the Constitution and the 14th Amendment

affirm the equal right to life and due process. Like Solomon, who chose discernment over rash action, a leader in this

moment must seek alternatives such as negotiation, evacuation, or precise interception. To deliberately take innocent lives,

strip them of equal protection, and contradict both constitutional and biblical principles. This scenario requires a tough

decision, but as President, I would exhaust all means to preserve life.

**Conclusion**

Ultimately, the 14th Amendment challenges us to measure justice not by ideals alone, but by the many outcomes they

achieve. Solomon's wisdom reminds us that true justice requires fairness, discernment, and moral courage. Modern research

confirms that accountability and reform can help close the gap between principle and practice. Living out the values

of the 14th Amendment is more than a legal obligation; it is a moral commitment to honor the dignity of every person, no

matter their circumstances.

**## DiscussionAssignmentInstructionsCJUS350.docx**

CJUS 350

**Discussion Assignment Instructions**

The student will complete 8 Discussions in this course. The student will post one thread of at least 400 words by 11:59 p.m. (ET) on Thursday of the assigned Module: Week. The student must then post at least 2 replies of at least 200 words by 11:59 p.m. (ET) on Monday of the assigned Module: Week. For each thread, students must support their assertions with at least 2 scholarly citations in APA format. Each reply must incorporate at least 2 scholarly citation(s) in APA format. Any sources cited must have been published within the last five years. Acceptable sources include the textbook, the Bible, journal articles and professional experiences.

**## AbrahamGamboa.docx**

Abraham Gamboa

1/
**Is equal protection under the 14th Amendment fully realized in our criminal justice system? Do bias-based policing practices exist?**

To have equal protection under the 14th Amendment, there would need to be similar treatment for offenders of the same crime. Realistically, this is not always the case. According to Stelter et al. (2022), Black drivers are more likely to be stopped and searched compared to White drivers, even when no greater evidence of wrongdoing exists. Even with those statistics, studies also reveal that contraband is actually found at higher rates among White drivers. Additionally, the U.S. Sentencing Commission reports that Black men often receive longer sentences than White men convicted of the same crimes. Yes, I believe we do have bias-based policing in our country with the facts above.

2/
**Do people control their actions, and should they be held accountable? Please read 1 Kings 3:16-28 and describe the importance of having the right people in justice administration roles.**

Individuals are responsible for their actions and should be held accountable. In 1 Kings 3:16-28, Solomon showed great wisdom when deciding between two women claiming to be the child’s mother (King James Bible, 1611/2025). His discernment revealed the truth and ensured justice. This story highlights why it is essential to have wise and fair people in positions of authority, such as judges, prosecutors, and law enforcement officers. The King had no intentions of killing the child, but to truly expose the liar in this scenario. When leaders lack discernment, bias, or corruption can undermine justice. Godly wisdom and fairness are necessary to administer justice correctly.

3/
**Do you possess a Biblical worldview? Please explain why or why not.**

Yes, I possess a Biblical worldview. Because of this, I believe that all people were created in the image of God, so they shall be treated fairly. Isaiah 30:18 shows us an example of a Biblical worldview that emphasizes justice, mercy, and accountability, while recognizing that God is the ultimate Judge (King James Bible, 1611/2025). This perspective provides a moral foundation for decisions in law and leadership and demands that Christians reflect God’s justice in how they treat others, including criminals.

4/
**Dilemma: As President, how would you respond to a hijacked airliner headed toward Yankee Stadium?**

As a leader, it is sometimes difficult to make the "right" decision. This is a great example that reflects how difficult it is to make those decisions. At the cost of 310 passengers of the hijacked plane, I would order the fighters to engage the airliner before it reaches the stadium. My thought is I would sacrifice the 310 for potentially thousands of lives at the stadium. Of course, this decision takes a lot of thought and prayer, but ultimately, in my eyes, this is the only right answer with no other options

**## BookerPitts.docx**

Booker Pitts

The 14th Amendment guarantees that people in similar circumstances should be treated the same under the law, yet the

reality of the U. S. criminal justice system often contradicts this promise. Disparities persist across sentencing, policing, and

corrections, revealing that equal protection is not always achieved. Ferguson (2024) explains that systemic inequities tied

to both race and socioeconomic status mean defendants with similar cases may receive vastly different outcomes. This

undermines public trust and challenges the very spirit of the amendment.

When it comes to policing, research demonstrates that bias continues to shape outcomes. A Michigan study found that

black drivers were significantly more likely than white drivers to be stopped and searched, even though these searches

resulted in fewer discoveries of contraband (University of Michigan, 2024). This evidence shows that bias-based policing

does exist, and it creates a ripple effect that influences how entire communities perceive law enforcement. Equal treatment

under the law can not be realized until such disparities are addressed.

The issue of accountability is central to this discussion. Leaders in the justice system, judges, prosecutors, and officers must

control their actions and be held accountable for them. A powerful biblical illustration of this principle is found in 1 Kings

3:16-28, where King Solomon was faced with the dispute between two women claiming the same child. Instead of acting

rashly or unfairly, Solomon exercised wisdom, discernment, and restraint, ultimately uncovering the truth and protecting

justice. His example highlights the importance of self-control and integrity in positions of authority. In the same way,

modern justice administrators must act with impartiality and fairness, not prejudice. Research directly reinforces this:

Behavioral-science-based training has been shown to reduce use-of-force incidents and racial disparities in arrests (Crime

Lab, 2023). Just as Solomon's judgment upheld justice, intentional training and accountability can keep leaders aligned

with constitutional values.

A Biblical worldview further strengthens this argument. Yes, I possess a Biblical Worldview. Scripture emphasizes the equal

worth of every human being, teaching us that justice, mercy, and humility must guide our treatment of others. I see this as a

moral safeguard that pushes us toward fairer policies and humane decisions in the justice system.

**Dilemma Response**

If faced with the hijacking scenario as President of the United States, I would resist choosing to sacrifice the passengers on

board. While utilitarian reasoning may directly argue for the "greater good," the Constitution and the 14th Amendment

affirm the equal right to life and due process. Like Solomon, who chose discernment over rash action, a leader in this

moment must seek alternatives such as negotiation, evacuation, or precise interception. To deliberately take innocent lives,

strip them of equal protection, and contradict both constitutional and biblical principles. This scenario requires a tough

decision, but as President, I would exhaust all means to preserve life.

**Conclusion**

Ultimately, the 14th Amendment challenges us to measure justice not by ideals alone, but by the many outcomes they

achieve. Solomon's wisdom reminds us that true justice requires fairness, discernment, and moral courage. Modern research

confirms that accountability and reform can help close the gap between principle and practice. Living out the values

of the 14th Amendment is more than a legal obligation; it is a moral commitment to honor the dignity of every person, no

matter their circumstances.

**## DiscussionAssignmentInstructionsCJUS350.docx**

CJUS 350

**Discussion Assignment Instructions**

The student will complete 8 Discussions in this course. The student will post one thread of at least 400 words by 11:59 p.m. (ET) on Thursday of the assigned Module: Week. The student must then post at least 2 replies of at least 200 words by 11:59 p.m. (ET) on Monday of the assigned Module: Week. For each thread, students must support their assertions with at least 2 scholarly citations in APA format. Each reply must incorporate at least 2 scholarly citation(s) in APA format. Any sources cited must have been published within the last five years. Acceptable sources include the textbook, the Bible, journal articles and professional experiences.

**## AbrahamGamboa.docx**

Abraham Gamboa

1/
**Is equal protection under the 14th Amendment fully realized in our criminal justice system? Do bias-based policing practices exist?**

To have equal protection under the 14th Amendment, there would need to be similar treatment for offenders of the same crime. Realistically, this is not always the case. According to Stelter et al. (2022), Black drivers are more likely to be stopped and searched compared to White drivers, even when no greater evidence of wrongdoing exists. Even with those statistics, studies also reveal that contraband is actually found at higher rates among White drivers. Additionally, the U.S. Sentencing Commission reports that Black men often receive longer sentences than White men convicted of the same crimes. Yes, I believe we do have bias-based policing in our country with the facts above.

2/
**Do people control their actions, and should they be held accountable? Please read 1 Kings 3:16-28 and describe the importance of having the right people in justice administration roles.**

Individuals are responsible for their actions and should be held accountable. In 1 Kings 3:16-28, Solomon showed great wisdom when deciding between two women claiming to be the child’s mother (King James Bible, 1611/2025). His discernment revealed the truth and ensured justice. This story highlights why it is essential to have wise and fair people in positions of authority, such as judges, prosecutors, and law enforcement officers. The King had no intentions of killing the child, but to truly expose the liar in this scenario. When leaders lack discernment, bias, or corruption can undermine justice. Godly wisdom and fairness are necessary to administer justice correctly.

3/
**Do you possess a Biblical worldview? Please explain why or why not.**

Yes, I possess a Biblical worldview. Because of this, I believe that all people were created in the image of God, so they shall be treated fairly. Isaiah 30:18 shows us an example of a Biblical worldview that emphasizes justice, mercy, and accountability, while recognizing that God is the ultimate Judge (King James Bible, 1611/2025). This perspective provides a moral foundation for decisions in law and leadership and demands that Christians reflect God’s justice in how they treat others, including criminals.

4/
**Dilemma: As President, how would you respond to a hijacked airliner headed toward Yankee Stadium?**

As a leader, it is sometimes difficult to make the "right" decision. This is a great example that reflects how difficult it is to make those decisions. At the cost of 310 passengers of the hijacked plane, I would order the fighters to engage the airliner before it reaches the stadium. My thought is I would sacrifice the 310 for potentially thousands of lives at the stadium. Of course, this decision takes a lot of thought and prayer, but ultimately, in my eyes, this is the only right answer with no other options

**## BookerPitts.docx**

Booker Pitts

The 14th Amendment guarantees that people in similar circumstances should be treated the same under the law, yet the

reality of the U. S. criminal justice system often contradicts this promise. Disparities persist across sentencing, policing, and

corrections, revealing that equal protection is not always achieved. Ferguson (2024) explains that systemic inequities tied

to both race and socioeconomic status mean defendants with similar cases may receive vastly different outcomes. This

undermines public trust and challenges the very spirit of the amendment.

When it comes to policing, research demonstrates that bias continues to shape outcomes. A Michigan study found that

black drivers were significantly more likely than white drivers to be stopped and searched, even though these searches

resulted in fewer discoveries of contraband (University of Michigan, 2024). This evidence shows that bias-based policing

does exist, and it creates a ripple effect that influences how entire communities perceive law enforcement. Equal treatment

under the law can not be realized until such disparities are addressed.

The issue of accountability is central to this discussion. Leaders in the justice system, judges, prosecutors, and officers must

control their actions and be held accountable for them. A powerful biblical illustration of this principle is found in 1 Kings

3:16-28, where King Solomon was faced with the dispute between two women claiming the same child. Instead of acting

rashly or unfairly, Solomon exercised wisdom, discernment, and restraint, ultimately uncovering the truth and protecting

justice. His example highlights the importance of self-control and integrity in positions of authority. In the same way,

modern justice administrators must act with impartiality and fairness, not prejudice. Research directly reinforces this:

Behavioral-science-based training has been shown to reduce use-of-force incidents and racial disparities in arrests (Crime

Lab, 2023). Just as Solomon's judgment upheld justice, intentional training and accountability can keep leaders aligned

with constitutional values.

A Biblical worldview further strengthens this argument. Yes, I possess a Biblical Worldview. Scripture emphasizes the equal

worth of every human being, teaching us that justice, mercy, and humility must guide our treatment of others. I see this as a

moral safeguard that pushes us toward fairer policies and humane decisions in the justice system.

**Dilemma Response**

If faced with the hijacking scenario as President of the United States, I would resist choosing to sacrifice the passengers on

board. While utilitarian reasoning may directly argue for the "greater good," the Constitution and the 14th Amendment

affirm the equal right to life and due process. Like Solomon, who chose discernment over rash action, a leader in this

moment must seek alternatives such as negotiation, evacuation, or precise interception. To deliberately take innocent lives,

strip them of equal protection, and contradict both constitutional and biblical principles. This scenario requires a tough

decision, but as President, I would exhaust all means to preserve life.

**Conclusion**

Ultimately, the 14th Amendment challenges us to measure justice not by ideals alone, but by the many outcomes they

achieve. Solomon's wisdom reminds us that true justice requires fairness, discernment, and moral courage. Modern research

confirms that accountability and reform can help close the gap between principle and practice. Living out the values

of the 14th Amendment is more than a legal obligation; it is a moral commitment to honor the dignity of every person, no

matter their circumstances.

– 1
– 2
– 3

November 5, 2026
[Solved] week 5 discussion

✓ Verified Academic Solution Available

Executive Solution Overview

**Gastrointestinal, Urinary, and Reproductive Systems** Prior to beginning work on this discussion, – Watch the [_How to Use FindIt@AULinks to an external site._](https://ashford.mediaspace.kaltura.com/media/How+To+Use+FindIt%40AU/0_sijzep60 "How to Use FindIt@AU") – Read the [_What Is CRAAP? A Guid…

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Assignment Prompt & Instructions

**Gastrointestinal, Urinary, and Reproductive Systems**
Prior to beginning work on this discussion,
– Watch the [_How to Use FindIt@AULinks to an external site._](https://ashford.mediaspace.kaltura.com/media/How+To+Use+FindIt%40AU/0_sijzep60 "How to Use FindIt@AU")
– Read the [_What Is CRAAP? A Guide to Evaluating Web Sources_Links to an external site.](https://content.bridgepointeducation.com/curriculum/file/f8a1ef48-2a27-4450-b3d0-242d91015f8d/1/CRAAP%20accessible.pdf "What Is CRAAP? A Guide to Evaluating Web Sources")
– Read the [_Four Moves & a HabitLinks to an external site._](https://content.bridgepointeducation.com/curriculum/file/b73d8413-f392-4ddd-914a-7399c878f007/1/FOUR%20MOVES%20%26%20A%20HABIT.pdf "Four Moves & a Habit")
The following webpages may be helpful in your research for the chosen topic as well:
– [_Common Reproductive Health Concerns in WomenLinks to an external site._](https://www.cdc.gov/reproductivehealth/womensrh/healthconcerns.html "Common Reproductive Health Concerns in Women")
– [_Digestive DiseasesLinks to an external site._](https://www.niddk.nih.gov/health-information/digestive-diseases "Digestive Diseases")
– [_Urologic DiseasesLinks to an external sit_](https://www.niddk.nih.gov/health-information/urologic-diseases "Urologic Diseases") _e_
This week, you choose the condition you wish to cover. For this discussion, find at least one credible source that is published or copyrighted within the past five years. The source(s) must address one chronic condition related to the gastrointestinal, urinary, and/or the reproductive system. Your initial post must be at least 250 words. All referenced materials must include citations and references in APA format. Please see directions for including APA Style elements on these Writing Center pages: [_APA: Citing Within Your PaperLinks to an external site._](https://writingcenter.uagc.edu/apa-citing-within-your-paper "APA: Citing Within Your Paper") and [_Formatting Your References ListLinks to an external site._](https://writingcenter.uagc.edu/format-your-reference-list "Formatting Your References List").
In your discussion,
– In your own words, discuss at least three primary points from the sourced information.
– Identify the primary organ(s) involved in both the early and advanced stages of the condition (e.g., If the condition spreads to other organs, include the typical pattern and timeframe of progression.).
– Include citations and full references in APA format including a link or the name of the University of Arizona Global Campus Library database for the source being used in your post.

November 5, 2026
[Solved] Computer Science Homework 1

✓ Verified Academic Solution Available

Executive Solution Overview

– ## MMIS671_Homework1-11.docx **## MMIS671_Homework1-11.docx** **MMIS 671** **Homework 1. Constrained Optimization Problems** A company produces 3 types of cables: A, B, and C. In-house production costs per foot of cables A, B, and C are $6, $8, and $10, respectively. The production process requi…

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Assignment Prompt & Instructions

– ## MMIS671_Homework1-11.docx

**## MMIS671_Homework1-11.docx**

**MMIS 671**

**Homework 1. Constrained Optimization Problems**

A company produces 3 types of cables: A, B, and C. In-house production costs per foot of cables A, B, and C are $6, $8, and $10, respectively. The production process requires 5 resources: Drawing, Annealing, Stranding, Extrusion, and Assembly. For each resource, the table below specifies the number of minutes of the resource needed to produce a foot of each type of cable. For example, to produce each foot of Cable C, we need 0.1 minutes of Drawing, 0.2 minutes of Annealing, 0.3 minutes of Stranding, 0.1 minutes of Extrusion, and 0.4 minutes of Assembly. The column “Available hours”, specifies the number of hours of each resource available during a production period.

For the next production period the firm is contractually obligated to produce 60,000 feet of A, 40,000 feet of B, and 120,000 feet of C. Due to limited resource availability, these demands cannot be met by in-house production alone. The company must procure cables from an outsourcing partner, at higher costs, to meet the demand. The costs per foot for purchasing cables A, B, and C from the outsourcing partner are $8, $10, and $15, respectively.

The production manager must decide how much of each type of cable to produce in-house and how much to purchase from the outsourcing partner to meet the demands at minimum cost.

Relevant data is summarized in the table below:

| | | | | |
| — | — | — | — | — |
| **Cable Type** | **A** | **B** | **C** | **Available hours** |
| **Demand (ft)** | 60,000 | 40,000 | 120,000 | |
| **Production Cost/ft** | $6 | $8 | $10 | |
| **Purchase Cost/ft** | $8 | $10 | $15 | |
| **Drawing (mins/ft)** | 0.1 | 0.2 | 0.1 | 400 |
| **Annealing (mins/ft)** | 0.1 | 0.2 | 0.2 | 600 |
| **Stranding (mins/ft)** | 0.1 | 0.3 | 0.3 | 800 |
| **Extrusion (mins/ft)** | 0.1 | 0.3 | 0.1 | 500 |
| **Assembly (mins/ft)** | 0.2 | 0.1 | 0.4 | 1000 |

**Task 1. Formulate the problem as a Linear Program.** (2 Points)

Define the decision variables and specify the objective function and constraints.

Decision Variables:

Objective Function:

Constraints:

**Task 2. Solve the LP and report your optimal solutions**. (4 Points)

**Minimum cost** attainable = $ ___________________

**Decision variable values** under optimal solutions:

| | | | |
| — | — | — | — |
| **Cable Type** | **A** | **B** | **C** |
| **Produce (feet)** | | | |
| **Procure (feet)** | | | |

**Resource use**: Under the columns “Used” and “Not Used”, specify the number of minutes of each resource used, and left unused, under the optimal solution.

| | | | |
| — | — | — | — |
| **Resource** | **Available (minutes)** | **Used (minutes)** | **Not Used (minutes)** |
| **Drawing** | 24,000 | | |
| **Annealing** | 36,000 | | |
| **Stranding** | 48,000 | | |
| **Extrusion** | 30,000 | | |
| **Assembly** | 60,000 | | |

**Task 3. Sensitivity analysis**. (4 Points)

(1) The column “Cost per hour” in the table below specifies the production costs per hour for available resources. For example, the first 400 hours of
_Drawing_ costs $60 per hour. Under the column “Cost decrease per additional hour” specify the decrease in total cost if an additional hour of the resource is available; availability of all other resources remain unchanged. Under the column “Maximum amount for additional hour” specify the maximum amount that the company should be willing to pay for an additional hour of each resource (beyond its current availability). Briefly explain your reasoning. (2 Points)

| | | | | |
| — | — | — | — | — |
| **Resource** | **Current availability (hours)** | **Cost per hour** | **Cost decrease per additional hour** | **Maximum amount for additional hour** |
| **Drawing** | 400 | $60 | | |
| **Annealing** | 600 | $240 | | |
| **Stranding** | 800 | $180 | | |
| **Extrusion** | 500 | $120 | | |
| **Assembly** | 1000 | $300 | | |

Explanation:

(2) How would the minimum cost obtained in Task 2 be affected if the purchase cost per foot of Cable C was $20 (instead of $15). Briefly explain your reasoning. (1 Point)

(3) The company has identified another potential supplier,
_New-Partner_.
_New-Partner_ can supply at most 1000 feet of Cable C, but the purchase price is subject to negotiations. What is the maximum price that the company should be willing to offer
_New-Partner_ per foot of Cable C? Briefly explain your reasoning. (1 Point)

**## MMIS671_Homework1-11.docx**

**MMIS 671**

**Homework 1. Constrained Optimization Problems**

A company produces 3 types of cables: A, B, and C. In-house production costs per foot of cables A, B, and C are $6, $8, and $10, respectively. The production process requires 5 resources: Drawing, Annealing, Stranding, Extrusion, and Assembly. For each resource, the table below specifies the number of minutes of the resource needed to produce a foot of each type of cable. For example, to produce each foot of Cable C, we need 0.1 minutes of Drawing, 0.2 minutes of Annealing, 0.3 minutes of Stranding, 0.1 minutes of Extrusion, and 0.4 minutes of Assembly. The column “Available hours”, specifies the number of hours of each resource available during a production period.

For the next production period the firm is contractually obligated to produce 60,000 feet of A, 40,000 feet of B, and 120,000 feet of C. Due to limited resource availability, these demands cannot be met by in-house production alone. The company must procure cables from an outsourcing partner, at higher costs, to meet the demand. The costs per foot for purchasing cables A, B, and C from the outsourcing partner are $8, $10, and $15, respectively.

The production manager must decide how much of each type of cable to produce in-house and how much to purchase from the outsourcing partner to meet the demands at minimum cost.

Relevant data is summarized in the table below:

| | | | | |
| — | — | — | — | — |
| **Cable Type** | **A** | **B** | **C** | **Available hours** |
| **Demand (ft)** | 60,000 | 40,000 | 120,000 | |
| **Production Cost/ft** | $6 | $8 | $10 | |
| **Purchase Cost/ft** | $8 | $10 | $15 | |
| **Drawing (mins/ft)** | 0.1 | 0.2 | 0.1 | 400 |
| **Annealing (mins/ft)** | 0.1 | 0.2 | 0.2 | 600 |
| **Stranding (mins/ft)** | 0.1 | 0.3 | 0.3 | 800 |
| **Extrusion (mins/ft)** | 0.1 | 0.3 | 0.1 | 500 |
| **Assembly (mins/ft)** | 0.2 | 0.1 | 0.4 | 1000 |

**Task 1. Formulate the problem as a Linear Program.** (2 Points)

Define the decision variables and specify the objective function and constraints.

Decision Variables:

Objective Function:

Constraints:

**Task 2. Solve the LP and report your optimal solutions**. (4 Points)

**Minimum cost** attainable = $ ___________________

**Decision variable values** under optimal solutions:

| | | | |
| — | — | — | — |
| **Cable Type** | **A** | **B** | **C** |
| **Produce (feet)** | | | |
| **Procure (feet)** | | | |

**Resource use**: Under the columns “Used” and “Not Used”, specify the number of minutes of each resource used, and left unused, under the optimal solution.

| | | | |
| — | — | — | — |
| **Resource** | **Available (minutes)** | **Used (minutes)** | **Not Used (minutes)** |
| **Drawing** | 24,000 | | |
| **Annealing** | 36,000 | | |
| **Stranding** | 48,000 | | |
| **Extrusion** | 30,000 | | |
| **Assembly** | 60,000 | | |

**Task 3. Sensitivity analysis**. (4 Points)

(1) The column “Cost per hour” in the table below specifies the production costs per hour for available resources. For example, the first 400 hours of
_Drawing_ costs $60 per hour. Under the column “Cost decrease per additional hour” specify the decrease in total cost if an additional hour of the resource is available; availability of all other resources remain unchanged. Under the column “Maximum amount for additional hour” specify the maximum amount that the company should be willing to pay for an additional hour of each resource (beyond its current availability). Briefly explain your reasoning. (2 Points)

| | | | | |
| — | — | — | — | — |
| **Resource** | **Current availability (hours)** | **Cost per hour** | **Cost decrease per additional hour** | **Maximum amount for additional hour** |
| **Drawing** | 400 | $60 | | |
| **Annealing** | 600 | $240 | | |
| **Stranding** | 800 | $180 | | |
| **Extrusion** | 500 | $120 | | |
| **Assembly** | 1000 | $300 | | |

Explanation:

(2) How would the minimum cost obtained in Task 2 be affected if the purchase cost per foot of Cable C was $20 (instead of $15). Briefly explain your reasoning. (1 Point)

(3) The company has identified another potential supplier,
_New-Partner_.
_New-Partner_ can supply at most 1000 feet of Cable C, but the purchase price is subject to negotiations. What is the maximum price that the company should be willing to offer
_New-Partner_ per foot of Cable C? Briefly explain your reasoning. (1 Point)

November 5, 2026
[Solved] classmate Discussion Thread Problem Statements and Research Questions

✓ Verified Academic Solution Available

Executive Solution Overview

DISCUSSION ASSIGNMENT INSTRUCTIONS must then post 1 reply to one of your peers of as close to 300 words as possible by 11:59 p.m. (ET) on Sunday of the assigned Module: Week. For each thread, you must support your assertions with at least 3 peer-reviewed, scholarly citations (besides the possible us…

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Assignment Prompt & Instructions

DISCUSSION ASSIGNMENT INSTRUCTIONS
must then post 1 reply to one of your peers of as close to 300 words as
possible by 11:59 p.m. (ET) on Sunday of the assigned Module: Week. For each thread, you
must support your assertions with at least 3 peer-reviewed, scholarly citations (besides the
possible use of the course texts and the Bible) in current APA format. Each reply must
incorporate at least 1 peer-reviewed, scholarly citation (besides your peer’s citation/reference and
the possible use of the course texts and the Bible) in current APA format. Any external sources
cited must have been published within the last five years. Acceptable sources include scholarly
articles, the course textbooks, the Bible, etc.). Biblical integration is NOT required.
ADDITIONAL INSTRUCTIONS
• Bold print are suggested headings or action words that should help you be successful in
completing your thread. Suggested headings for replies: Peer’s Point, Support/Refute/
Addition
• Provide a complete academic and scholarly peer response identifying a point in the
classmate’s original post and expound upon it (i.e., writing as a consultant TO a business
decision-maker with the context of your original and a peers thread) taking a support,
refute or additive perspective (not writing to your peer directly). Salutory-type comments
such as ‘Thanks, Sue. . ..” or “I loved your post. . .,” or, “Your sources are awesome. . .”,
or “I agree with your post” are not included in the word count and should be omitted
(cover and references are also not included in the word count).
• NOTE: In your reply post, you ARE influenced by your peer, so, when using/referring
to a peer’s main thread, you must cite them and include them in the Reference listing.
• Paste your text directly into the message window in the Learning Management System.
• Materials submitted to fulfill requirements in one course may not be submitted in another
course.
• Be sure to use current APA formatting for all elements of your main threads and replies.
• Scholarly sources must have publication dates within the past 5 years. Do not use any
books other than the Bible, and our other course textbooks (if applicable).
• In-text citations are required to support your statements, points, assertions, issues,
arguments, concerns, paragraph topic sentences, and statements of fact and opinion.
• Sources of information from Wikipedia, dictionaries, and encyclopedias will not be
accepted.
• All parts of the assignment must be based on scholarly, academic work.
• Avoid clichés, slang, jargon, exaggerations, abbreviations, figurative language, and
language that is too informal and too subjective.
\
classmateDiscussionThreadProblemStatementsandResearchQuestions.docx](https://www.sweetstudy.com/files/classmatediscussionthreadproblemstatementsandresearchquestions-docx "classmateDiscussionThreadProblemStatementsandResearchQuestions.docx")

November 5, 2026
[Solved] History Homework

✓ Verified Academic Solution Available

Executive Solution Overview

I need help with my homework. Is there someone that can assist me. I will have the documents attached that explains what has to be done. \ ResearchingGullah.pdf](https://www.sweetstudy.com/files/researchinggullah-pdf "ResearchingGullah.pdf") \ GoogleSlideRubric.pdf](https://www.sweetstudy.com/file…

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Assignment Prompt & Instructions

I need help with my homework. Is there someone that can assist me. I will have the documents attached that explains what has to be done.
\
ResearchingGullah.pdf](https://www.sweetstudy.com/files/researchinggullah-pdf "ResearchingGullah.pdf")
\
GoogleSlideRubric.pdf](https://www.sweetstudy.com/files/googlesliderubric-pdf "GoogleSlideRubric.pdf")

November 5, 2026
[Solved] DB4

✓ Verified Academic Solution Available

Executive Solution Overview

https://marketatlas.mergent.com/ Calculate the current ratio and quick ratio for the latest two years and obtain the industry average ratios from the [_Mergent Market Atlas_](https://marketatlasoa.mergent.com/login?entity=https://idp.ashford.edu/openathens) database, or use another outside resource …

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Assignment Prompt & Instructions

https://marketatlas.mergent.com/
Calculate the current ratio and quick ratio for the latest two years and obtain the industry average ratios from the [_Mergent Market Atlas_](https://marketatlasoa.mergent.com/login?entity=https://idp.ashford.edu/openathens) database, or use another outside resource of your choice, and then analyze the results. Be sure to show our calculations.
– Discuss what each of these ratios tells you about the company’s current financial condition and how they compare to the industry averages.
– Identify the major causes of any changes in these ratios and discuss your assessment of the company based on these changes.
– Review the balance sheet and the notes to the most recent financial statements and identify any contingent liabilities.
– Discuss whether or not you agree with how the company chose to treat each contingency on the financial statements (i.e., recorded vs. disclosed but not recorded).
– Discuss the effect on the financial statements of the company’s treatment of the contingency.
– Discuss whether the contingent liabilities change your assessment of the company.
Your initial response should be a minimum of 200 words. And at least 1 credible resource (scholarly)
2. Using the same company and annual reports that you chose for your Week 1
Calculate the debt-to-equity ratio and times interest earned ratio for the company for the latest two years. Obtain the industry averages for these ratios and any other pertinent information from the [_Mergent Market Atlas_](https://marketatlasoa.mergent.com/login?entity=https://idp.ashford.edu/openathens) use another outside resource of your choice, and then analyze the results. Be sure to show your calculations
– .Discuss what each of these ratios tells you about the company’s use of debt and how it compares to the industry average.
– Identify the major causes of any changes in these ratios and discuss your assessment of the company based on these changes.
– If you were a lender, discuss whether you would you be willing to lend money to the company based on its use of debt.
Your initial response should be a minimum of 200 words. 1 credible resource scholarly

November 5, 2026
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cathrine – ## AssessmentandLearningSectionY01Fall2025CO-8232025-614PM.zip **## AssessmentandLearningSectionY01Fall2025CO-8232025-614PM.zip** ## Special Education Context for Learning.docx **Special Education Context for** **Learning Information** Use the Context for Learning Information to supply in…

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Assignment Prompt & Instructions

cathrine

– ## AssessmentandLearningSectionY01Fall2025CO-8232025-614PM.zip

**## AssessmentandLearningSectionY01Fall2025CO-8232025-614PM.zip**

## Special Education Context for Learning.docx

**Special Education Context for**

**Learning Information**

Use the Context for Learning Information to supply information about your school/classroom context.

**About the Placement and Your Role in the Focus Learner’s**

**Instruction**

**1. Context for Learning**

a. Provide information about the context in which you teach so that another educator can understand your teaching decisions
**for the instruction in the learning segment**. Address the following:

 Type of setting (e.g., first-grade classroom in an elementary school, self- contained classroom, a home, a job site)

 Your role in the focus learner’s instructional program (e.g., teach all academic subjects plus support a behavioral plan; pull out of general education classroom for supplementary instruction in reading; coordinate services to the family and model working with the focus learner)

 The schedule for instructional time with the focus learner for the primary and secondary learning targets (e.g., Tuesdays for 15 minutes; every day for six hours with two hours on reading instruction)

 The primary language of instruction, if other than English (e.g., ASL)

b. If instruction of the focus learner for the learning segment does not occur in a group setting, explain why.

c. Describe any district, school, or cooperating teacher, or student teaching requirements or expectations that might affect your planning or instructional delivery (e.g., prescribed reading curriculum).

d. Identify any textbook or instructional program you primarily use for instruction for the learning targets. If a textbook, please provide the title, publisher, and date of publication.

e. If group instruction, describe the size and composition of the group (e.g., 6 special education learners; 3 learners with ieps and 23 general education learners).

**About the Focus Learner**

1. Age:

2. Gender (Type an “X” next to the appropriate description.):

 Male:

 Female:

3. Grade-level:

4. Primary language (Type an “X” next to the appropriate description or provide information requested.):

 English:

 Bilingual in English and other language (please identify):

 Other language (please identify):

5. Describe the disability as reported on the focus learner’s iep.

6. List any type of augmentative or alternative communication used by the learner (e.g., communication boards, signing, AlphaSmart keyboard, optical-character-recognition devices, speech generation technology).

7. Describe any behavior management plans relevant for the focus learner.

**Target Student Identification & Context Information_Directions.htm**

*Target Student Identification and Context Information

To protect confidentiality, in all written materials, refer to your target student (s) by first name only, initials or in general terms (“my target student”)

A large part of this course is developing and conducting actual curriculum-based assessments. To that end, you need to identify a student with whom you can work.

The student should be experiencing learning needs in two curricula areas: reading and math.

Ideally, you will need to select a student who is addressing typical reading and math skills, but who may be one or two grade levels below where he/she should be (for example, a student participating in the RTI/Response to Intervention may be a great candidate for this class assessments). Ideally, you need a student to be at least at third grade because that student needs to be one or two grades below his or her current grade level for the purpose of our class assessments (math and reading skills).

Alternatively, a student(s) with IEP (a special needs student) may be selected, however, make sure that such student has already mastered some basic reading and math skills and that his or her delays in reading and math skills are not too severe.

Since you will be working closely with the student and will be conducting assessments over a period of time, please be sure to select a student who has a good attendance record. However, I would strongly advise that you select another student (as a back-up student) for conducting all the class assessments just in case if you may have any issues with working with your first target student. You will need to obtain a separate parental permission in writing for this student as well.

Your selected target student (s) needs to be approved by the professor. For that purpose, you need to submit Target Student (s) Identification and Context Information to the Assignment Box. That is, write a detailed description of each of your potential target student(s). In your description, describe specific learning needs of your potential target student(s) in two curricula areas: reading and math and provide detailed justification why you think the selected student (s) meets the identified by the professor characteristics. In addition, using provided by the edTPA template, Special Education Context for Learning Information, describe thoroughly background knowledge and context information of your potential target student(s). Finally, provide citations for the sources of all materials that you used to generate information about your potential target student(s) (e.g., materials form other educators, published texts, websites). List all your citations using APA style at the end of your submission. Please review the scoring checklist to guide your description of the Target Student (s) Identification and Context Information.

Target Student Identification and Context Information is due on 1/31/2023 by 11:30 P.M.

As soon as you have obtained the professor’s approval of a student (s) to assess, you need to obtain parental permission in writing (no later than February 15, 2022). Download the permission form I have provided – you will turn in this form with your first Decoding Skills assessment, so be sure to make a copy and keep it in a safe place.

*Target student is what edTPA would call “the focus learner” (edTPA Special Education Assessment Handbook, 2014, September, p. 1).

edTPA Special Education Assessment Handbook (2014, September). The Stanford Center for Assessment, Learning and Equity (SCALE). Stanford, CA: The Board of Trustees of the Leland Stanford Junior University.

**Target Student Indentification and Context Information Scoring Checklist.htm**

Target Student Identification and Context Information Scoring Points

(Maximum of 30 points)

Specific Learning Needs

Describes specific learning needs of potential target student(s) n two curricula areas: reading and math   ____/10

Justification

Provides detailed justification why the selected student (s) meets the identified by the professor characteristics ____/5

Background Knowledge and Context Information

Describes thoroughly background knowledge and context information of the potential target student(s)

based on the edTPA template, Special Education Context for Learning Information (the template is attached with the submission) ____/10

Source Citation

Provides citations for the sources of all materials used to generate information about the potential target student(s); APA style is followed ____/5

Total Points   ____/30

Comments:

**Target Student Indentification and Context Information Template.jpg**

**Target Student Indentification and Context Information Template Cont..jpg**

**Table of Contents.html**

| |
| — |
| |
| Assessment and Learning Section Y01 Fall 2025 CO – Target Student Identification and Context Information<br> <br>[1. Special Education Context for Learning](https://www.sweetstudy.com/questions/Special%20Education%20Context%20for%20Learning.docx)<br>[2. Target Student Identification & Context Information_Directions](https://www.sweetstudy.com/questions/Target%20Student%20Identification%20&%20Context%20Information_Directions.htm)<br>[3. Target Student Indentification and Context Information Scoring Checklist/Rubric](https://www.sweetstudy.com/questions/Target%20Student%20Indentification%20and%20Context%20Information%20Scoring%20Checklist.htm)<br>[4. SEGC 6020 Permission Letter and Form](https://www.sweetstudy.com/questions/SEGC%206020%20Permission%20Letter%20and%20Form.doc)<br>[5. Target Student Indentification and Context Information edTPA Template](https://www.sweetstudy.com/questions/Target%20Student%20Indentification%20and%20Context%20Information%20Template.jpg)<br>[6. Target Student Indentification and Context Information edTPA Template Cont.](https://www.sweetstudy.com/questions/Target%20Student%20Indentification%20and%20Context%20Information%20Template%20Cont..jpg) |

**## AssessmentandLearningSectionY01Fall2025CO-8232025-614PM.zip**

## Special Education Context for Learning.docx

**Special Education Context for**

**Learning Information**

Use the Context for Learning Information to supply information about your school/classroom context.

**About the Placement and Your Role in the Focus Learner’s**

**Instruction**

**1. Context for Learning**

a. Provide information about the context in which you teach so that another educator can understand your teaching decisions
**for the instruction in the learning segment**. Address the following:

 Type of setting (e.g., first-grade classroom in an elementary school, self- contained classroom, a home, a job site)

 Your role in the focus learner’s instructional program (e.g., teach all academic subjects plus support a behavioral plan; pull out of general education classroom for supplementary instruction in reading; coordinate services to the family and model working with the focus learner)

 The schedule for instructional time with the focus learner for the primary and secondary learning targets (e.g., Tuesdays for 15 minutes; every day for six hours with two hours on reading instruction)

 The primary language of instruction, if other than English (e.g., ASL)

b. If instruction of the focus learner for the learning segment does not occur in a group setting, explain why.

c. Describe any district, school, or cooperating teacher, or student teaching requirements or expectations that might affect your planning or instructional delivery (e.g., prescribed reading curriculum).

d. Identify any textbook or instructional program you primarily use for instruction for the learning targets. If a textbook, please provide the title, publisher, and date of publication.

e. If group instruction, describe the size and composition of the group (e.g., 6 special education learners; 3 learners with ieps and 23 general education learners).

**About the Focus Learner**

1. Age:

2. Gender (Type an “X” next to the appropriate description.):

 Male:

 Female:

3. Grade-level:

4. Primary language (Type an “X” next to the appropriate description or provide information requested.):

 English:

 Bilingual in English and other language (please identify):

 Other language (please identify):

5. Describe the disability as reported on the focus learner’s iep.

6. List any type of augmentative or alternative communication used by the learner (e.g., communication boards, signing, AlphaSmart keyboard, optical-character-recognition devices, speech generation technology).

7. Describe any behavior management plans relevant for the focus learner.

**Target Student Identification & Context Information_Directions.htm**

*Target Student Identification and Context Information

To protect confidentiality, in all written materials, refer to your target student (s) by first name only, initials or in general terms (“my target student”)

A large part of this course is developing and conducting actual curriculum-based assessments. To that end, you need to identify a student with whom you can work.

The student should be experiencing learning needs in two curricula areas: reading and math.

Ideally, you will need to select a student who is addressing typical reading and math skills, but who may be one or two grade levels below where he/she should be (for example, a student participating in the RTI/Response to Intervention may be a great candidate for this class assessments). Ideally, you need a student to be at least at third grade because that student needs to be one or two grades below his or her current grade level for the purpose of our class assessments (math and reading skills).

Alternatively, a student(s) with IEP (a special needs student) may be selected, however, make sure that such student has already mastered some basic reading and math skills and that his or her delays in reading and math skills are not too severe.

Since you will be working closely with the student and will be conducting assessments over a period of time, please be sure to select a student who has a good attendance record. However, I would strongly advise that you select another student (as a back-up student) for conducting all the class assessments just in case if you may have any issues with working with your first target student. You will need to obtain a separate parental permission in writing for this student as well.

Your selected target student (s) needs to be approved by the professor. For that purpose, you need to submit Target Student (s) Identification and Context Information to the Assignment Box. That is, write a detailed description of each of your potential target student(s). In your description, describe specific learning needs of your potential target student(s) in two curricula areas: reading and math and provide detailed justification why you think the selected student (s) meets the identified by the professor characteristics. In addition, using provided by the edTPA template, Special Education Context for Learning Information, describe thoroughly background knowledge and context information of your potential target student(s). Finally, provide citations for the sources of all materials that you used to generate information about your potential target student(s) (e.g., materials form other educators, published texts, websites). List all your citations using APA style at the end of your submission. Please review the scoring checklist to guide your description of the Target Student (s) Identification and Context Information.

Target Student Identification and Context Information is due on 1/31/2023 by 11:30 P.M.

As soon as you have obtained the professor’s approval of a student (s) to assess, you need to obtain parental permission in writing (no later than February 15, 2022). Download the permission form I have provided – you will turn in this form with your first Decoding Skills assessment, so be sure to make a copy and keep it in a safe place.

*Target student is what edTPA would call “the focus learner” (edTPA Special Education Assessment Handbook, 2014, September, p. 1).

edTPA Special Education Assessment Handbook (2014, September). The Stanford Center for Assessment, Learning and Equity (SCALE). Stanford, CA: The Board of Trustees of the Leland Stanford Junior University.

**Target Student Indentification and Context Information Scoring Checklist.htm**

Target Student Identification and Context Information Scoring Points

(Maximum of 30 points)

Specific Learning Needs

Describes specific learning needs of potential target student(s) n two curricula areas: reading and math   ____/10

Justification

Provides detailed justification why the selected student (s) meets the identified by the professor characteristics ____/5

Background Knowledge and Context Information

Describes thoroughly background knowledge and context information of the potential target student(s)

based on the edTPA template, Special Education Context for Learning Information (the template is attached with the submission) ____/10

Source Citation

Provides citations for the sources of all materials used to generate information about the potential target student(s); APA style is followed ____/5

Total Points   ____/30

Comments:

**Target Student Indentification and Context Information Template.jpg**

**Target Student Indentification and Context Information Template Cont..jpg**

**Table of Contents.html**

| |
| — |
| |
| Assessment and Learning Section Y01 Fall 2025 CO – Target Student Identification and Context Information<br> <br>[1. Special Education Context for Learning](https://www.sweetstudy.com/questions/Special%20Education%20Context%20for%20Learning.docx)<br>[2. Target Student Identification & Context Information_Directions](https://www.sweetstudy.com/questions/Target%20Student%20Identification%20&%20Context%20Information_Directions.htm)<br>[3. Target Student Indentification and Context Information Scoring Checklist/Rubric](https://www.sweetstudy.com/questions/Target%20Student%20Indentification%20and%20Context%20Information%20Scoring%20Checklist.htm)<br>[4. SEGC 6020 Permission Letter and Form](https://www.sweetstudy.com/questions/SEGC%206020%20Permission%20Letter%20and%20Form.doc)<br>[5. Target Student Indentification and Context Information edTPA Template](https://www.sweetstudy.com/questions/Target%20Student%20Indentification%20and%20Context%20Information%20Template.jpg)<br>[6. Target Student Indentification and Context Information edTPA Template Cont.](https://www.sweetstudy.com/questions/Target%20Student%20Indentification%20and%20Context%20Information%20Template%20Cont..jpg) |

November 5, 2026
[Solved] pp

✓ Verified Academic Solution Available

Executive Solution Overview

In-depth study guidance and analytical solution covering pp.

Instant Solution Download
$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

November 5, 2026