Please find doc attached for complete assignment details.For this exercise, your goal is to build a model to identify inputs or predictors that differentiate risky customers from others (based on patterns pertaining to previous customers) and then use those inputs to predict new risky customers. This sample case is typical for this domain.The sample data to be used in this exercise are in Online File W4.1 in the file CreditRisk.xlsx. The data set has 425 cases and 15 variables pertaining to past and current customers who have borrowed from a bank for various reasons. The data set contains customer-related information such as financial standing, reason for the loan, employment, demographic information, and the outcome or dependent variable for credit standing, classifying each case as good or bad, based on the institution’s past experience. The file is in the folder for Datafiles near the Lecture folder. Here is a screenshot of what the file look like:Take 400 of the cases as training cases and set aside the other 25 for testing. Build a decision tree model to learn the characteristics of the problem. Test its performance on the other 25 cases. Report on your model’s learning and testing performance. Prepare a report that identifies the decision tree model and training parameters, as well as the resulting performance on the test set. Use any decision tree software. (This exercise is courtesy of StatSoft, Inc., based on a German data set from ftp.ics.uci.edu/pub/machine-learning-databases/statlog/german renamed CreditRisk and altered.You could use R for the decision tree as well.)StattSoft has a 30 day free trial where you can do the decision tree problem. http://www.statsoft.com/Textbook/Classification-Tr...2 or 3 pages enough.

Treatment options for children and adolescent trauma survivors can include cognitive behavioral therapy (CBT) and crisis management to reduce anxiety, worry, and fear of repeated trauma. Play therapy is an effective method often used with young children with posttraumatic stress disorder because they often have difficulty dealing with trauma directly. Cases in which a child or adolescent is acting out sexually in response to a sexual trauma or in which he or she may be using drugs or alcohol as a coping mechanism as a result of trauma often require additional treatment modalities.For this Assignment, review the media program Trauma and consider the symptomology of PTSD and how trauma can affect children and adolescents. Then, select a different type of childhood or adolescent trauma from the one you selected for the Discussion. Consider the posttraumatic stress symptoms that are likely to occur and what type of treatment interventions you might use to treat the child or adolescent. Also, think about how you might support or educate parents or guardians as they attempt to support their child or adolescent.The Assignment (2–3 pages):Describe a major trauma or event that may occur to children and/or adolescents.Describe three potential symptoms of posttraumatic stress disorder that may occur as a result of the major trauma or event, and explain why these symptoms may occur.Describe one intervention you might use in treating this type of trauma. Justify the selection of your intervention using the week’s resources and current literature.Explain two ways you might educate or support the parents/guardians as they help their child or adolescent through the trauma. Be specific.Support your Assignment with specific references to all resources used in its preparation. You are asked to provide a reference list for all resources, including those in the week’s resources for this course.*****Laureate Education (Producer). (2014i). Trauma [Video file]. Baltimore, MD: Author.Note: The approximate length of this media piece is 31 minutes.In this media program, Drs. John Sommers-Flanagan and Eliana Gil discuss the difference when working with children and adolescent clients who have experienced trauma. Focus on the techniques used when working with children and adolescent clients.

Due 04/25/2019The steps for process evaluation outlined by Bliss and Emshoff (2002) may seem very similar to those for conducting other types of evaluation that you have learned about in this course; in fact, it is the purpose and timing of a process evaluation that most distinguish it from other types of evaluation. A process evaluation is conducted during the implementation of the program to evaluate whether the program has been implemented as intended and how the delivery of a program can be improved. A process evaluation can also be useful in supporting an outcome evaluation by helping to determine the reason behind program outcomes.There are several reasons for conducting process evaluation throughout the implementation of a program. Chief among them is to compare the program that is being delivered to the original program plan, in order to identify gaps and make improvements. Therefore, documentation from the planning stage may prove useful when planning a process evaluation.For this Assignment, you either build on the work that you completed in Weeks 6, 7, and 8 related to a support group for caregivers, or on your knowledge about a program with which you are familiar. Review the resource “Workbook for Designing a Process Evaluation”.Submit a 4- to 5-page plan for a process evaluation. Include the following minimal information: Please us 2 other APA peer-reviwed references)A description of the key program elementsA description of the strategies that the program uses to produce changeA description of the needs of the target populationAn explanation of why a process evaluation is important for the programA plan for building relationships with the staff and management7-8 Broad questions to be answered by the process evaluation7-8 Specific questions to be answered by the process evaluationA plan for gathering and analyzing the informationReferencesBliss, M.J., &Emshoff, J.G. (2002) Workbook for designing a process evaluation. Retrieved from http://beta.roadsafetyevaluation.com/evaluationguides/info/workbook-for-designing-a-process-evaluation.pdfMan-Son-Hing, M., Laupacis, A., O’Rourke, K., Molnar, F. J., Mahon, J., Chan, K. B., & Wells, G. (2002). Determination of the clinical importance of study results. Journal of general internal medicine, 17(6), 469–476.