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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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    – ## 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

  • [Solved] Chapter 3 questions

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    Each reply has to be 4 sentences. \ IMG_2015.png](https://www.sweetstudy.com/files/img-2015-png-10386633 "IMG_2015.png")

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    Each reply has to be 4 sentences.
    \
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  • [Solved] Case Study

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    Assistance with writing case study homework

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  • [Solved] Analysis

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    due today need help please 8/31 10pm est – ## Analysishwduetoday.docx **## Analysishwduetoday.docx** **To Prepare:** · Read the articles by Sikka, Morath, & Leape (2015); Crabtree, Brennan, Davis, & Coyle (2016); and Kim et al. (2016) provided in the Resources. · Reflect on how EBP might impact (or …

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    due today need help please 8/31 10pm est

    – ## Analysishwduetoday.docx

    **## Analysishwduetoday.docx**

    **To Prepare:**

    · Read the articles by Sikka, Morath, & Leape (2015); Crabtree, Brennan, Davis, & Coyle (2016); and Kim et al. (2016) provided in the Resources.

    · Reflect on how EBP might impact (or not impact) the Quadruple Aim in healthcare.

    · Consider the impact that EBP may have on factors impacting these quadruple aim elements, such as preventable medical errors or healthcare delivery.

    **To Complete:**

    Write a brief analysis (no longer than 2 pages) of the connection between EBP and the Quadruple Aim.

    Your analysis should address how EBP might (or might not) help reach the Quadruple Aim, including each of the four measures of:

    · Patient experience

    · Population health

    · Costs

    · Work life of healthcare providers

    Rubric

    Write a brief analysis of the connection between evidence-based practice and the Quadruple Aim. Your analysis should address how evidence-based practice might (or might not) help reach the Quadruple Aim, including each of the four measures of:· Patient experience· Population health· Costs· Work life of healthcare providers

    Written Expression and Formatting—English Writing Standards:Correct grammar, mechanics, and proper punctuation.

    Written Expression and Formatting—The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list.

    **## Analysishwduetoday.docx**

    **To Prepare:**

    · Read the articles by Sikka, Morath, & Leape (2015); Crabtree, Brennan, Davis, & Coyle (2016); and Kim et al. (2016) provided in the Resources.

    · Reflect on how EBP might impact (or not impact) the Quadruple Aim in healthcare.

    · Consider the impact that EBP may have on factors impacting these quadruple aim elements, such as preventable medical errors or healthcare delivery.

    **To Complete:**

    Write a brief analysis (no longer than 2 pages) of the connection between EBP and the Quadruple Aim.

    Your analysis should address how EBP might (or might not) help reach the Quadruple Aim, including each of the four measures of:

    · Patient experience

    · Population health

    · Costs

    · Work life of healthcare providers

    Rubric

    Write a brief analysis of the connection between evidence-based practice and the Quadruple Aim. Your analysis should address how evidence-based practice might (or might not) help reach the Quadruple Aim, including each of the four measures of:· Patient experience· Population health· Costs· Work life of healthcare providers

    Written Expression and Formatting—English Writing Standards:Correct grammar, mechanics, and proper punctuation.

    Written Expression and Formatting—The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list.

  • [Solved] CL mod 2

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  • [Solved] Week 4 Discussion- Account for Managment Decision Making

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    **The Impact of Sunk and Opportunity Costs** Two types of costs that can easily be overlooked when making decisions are sunk costs and opportunity costs. A sunk cost is a cost that was incurred in the past. It cannot be recovered or changed regardless of any management decisions. An opportunity cost…

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    **The Impact of Sunk and Opportunity Costs**
    Two types of costs that can easily be overlooked when making decisions are sunk costs and opportunity costs. A sunk cost is a cost that was incurred in the past. It cannot be recovered or changed regardless of any management decisions. An opportunity cost is the cost associated with not choosing one alternative over another, and it can be measured in monetary and non-monetary means. For example, imagine that an organization hosted a 3-day retreat to promote team building, but it was unappreciated by the employees and caused more harm than good. Once the retreat was paid for and attended, it was a sunk cost, since the managers can never return to the past and change the fact the retreat happened. The opportunity costs in this situation could be that employees could have spent those 3 days more productively by completing a project, the funds for the retreat could have been utilized elsewhere (e.g., bonuses), or a more effective retreat or team-building exercise could have been booked instead. In this Discussion, you will consider an example of a sunk or opportunity cost and its impact on an organization.
    **To prepare for this Discussion:**
    – Consider an example from your professional career of either a sunk cost or an opportunity cost.
    **Post** an analysis of the impact of costs for an organization, to include the following:
    – Describe an example of a sunk cost or opportunity cost from your current or past professional career, including why it would be either defined as a sunk cost or an opportunity cost.
    – Analyze the impact that this cost had on the organization, including how the main stakeholder(s) were affected by this situation.
    – With an understanding of sunk or opportunity costs, propose how you, as the manager, might address this scenario differently.
    \
    WAL_MBAX_6050_Week04_assignmentTemplate.docx](https://www.sweetstudy.com/files/wal-mbax-6050-week04-assignmenttemplate-docx "WAL_MBAX_6050_Week04_assignmentTemplate.docx")
    \
    Week4LearningResources-AccountforManagmentDecisionmMaking.docx](https://www.sweetstudy.com/files/week4learningresources-accountformanagmentdecisionmmaking-docx "Week4LearningResources-AccountforManagmentDecisionmMaking.docx")

  • [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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    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

  • [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.

  • [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)