just

After careful deliberation , the professor determined that reducing the penalty for a late assignment would yield a just outcome given the student's mitigating circumstances . She explained her reasoning to the class , emphasizing transparency and the need to balance individual circumstances with established standards . Some students argued that any relaxation would undermine fairness , but she pointed out that equitable treatment sometimes requires nuance rather than rigid uniformity . To ensure consistency , she proposed a clear rubric that specified when exceptions could be granted and what documentation would be required . By recording her criteria and inviting brief appeals , she hoped to maintain trust and demonstrate that the decision was principled , not arbitrary .