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  • Sketchbook Assignment – Elements of Art

    Instructions:

    1. Choose Your Subject:
    • Select a subject for your drawing. This could be a still life, a landscape, a figure, or an abstract composition. Consider what elements of art you want to emphasize.
    1. Gather Materials:
    • Sketchbook or paper (any size)
    • Pencils (HB and 2B recommended)
    • Eraser
    • Colored pencils, markers, or watercolor (optional)
    • Any additional materials you wish to incorporate (e.g., collage items, ink)
    1. Plan Your Composition:
    • Before you start drawing, take a moment to plan your composition. Consider the arrangement of elements and how they will interact on the page. Make rough thumbnails if needed.
    1. Incorporate 5 of the 7 Elements of Art Listed Below:
    • Line: Use various types of lines (straight, curved, thick, thin) to outline shapes or create movement in your drawing.
    • Shape: Identify and incorporate different shapes in your composition. These can be geometric (squares, circles) or organic (free-form shapes).
    • Form: Render or draw with perspective lines a 3-D object such as a cube, cylinder, pyrmid, or sphere to add depth to your artwork.
    • Color: If using color, think about how it enhances your drawing. Choose a color scheme (analogous, complementary, etc.) to evoke mood or focus attention.
    • Value: Different shades of a color, light or dark, or grayscale shades of light and dark, can be used to create the illusion of light and shadows.
    • Texture: Create the illusion of texture through your drawing techniques. Consider how different materials can simulate textures (e.g., rough, smooth, soft).
    • Space: Consider the use of positive and negative space in your drawing. How does the arrangement of shapes create a sense of depth or flatness?
    1. Create Your Drawing:
    • Begin your drawing using your chosen materials. Focus on integrating the five elements as you work. Dont hesitate to experiment with different techniques and styles.
    1. Reflect on Your Work:
    2. Once your drawing is complete, take a moment to reflect.
    3. Make a copy of this Google Doc,
    5. by opening the link, clicking “file”, then “Make a copy”.
    6. Write your first and last name, and the date.
    7. Insert an image of your artwork.
    8. Write a brief paragraph in your sketchbook addressing the following:
    • What elements did you choose, and how did they contribute to your overall composition?
    • How did the interplay between these elements enhance the message or feeling of your piece?

  • Available orders

    Attached Files (PDF/DOCX): Perceived Versus Informed Concepts of Family Development Concept Paper Grading Rubric.pdf, Perceived Versus Informed Concepts of Family Development Concept Paper Assignment Instructions.docx, FamilyDevelopmentAssignment.docx

    Note: Content extraction from these files is restricted, please review them manually.

  • Risk Analysis Exercise

    ### Impacts of a One-Year Import Ban on the United States: A Personal Risk Analysis

    Quality Management and Supply Chain Analysis

    February 8, 2026

    In a globalized economy, supply chains are the lifelines connecting consumers to essential and non-essential goods. The prompt asks us to conduct a risk analysis assuming the United States suddenly cannot import any products for one year, examining effects through a business lens: risks to time, money, and ability to service the customer. Here, “customer” translates to personal quality of life, as disruptions would affect daily routines, financial stability, and well-being. As a resident of Covington, Georgiaa suburban area reliant on imported goods for everything from electronics to foodI would face profound challenges. This scenario mirrors real-world events like the COVID-19 disruptions or trade wars, highlighting vulnerabilities in just-in-time supply chains. Drawing from class discussions on risk management (e.g., FMEAFailure Mode and Effects Analysis), I’ll assess impacts on time, money, and quality of life, prioritizing severity, occurrence, and detection to evaluate overall risk.

    The most immediate risk would be to my financial stability (money), as import-dependent industries collapse, leading to job losses and inflation. The U.S. imports about 15-20% of its food, including staples like coffee, bananas, and seafood, plus 80% of electronics and pharmaceuticals (U.S. Census Bureau). In Covington, where manufacturing and logistics jobs (e.g., at nearby warehouses for companies like Amazon or UPS) depend on global parts, unemployment could spike. Personally, if my work in [hypothetical field, e.g., IT consulting or small business] involves imported tools like computers or software components from Asia, I’d face downtime, reducing billable hours and income by 30-50%. Inflation would exacerbate this; domestic alternatives for imported oil (40% from abroad) would drive up gas prices, increasing my commute costs from Covington to Atlanta by $200-300 monthly. In business terms, this is a high-severity risk (score 8/10), with high occurrence probability (9/10) due to limited U.S. production capacity, and low detection (2/10) since alternatives aren’t readily scalable. Mitigation might involve stockpiling or shifting to local suppliers, but short-term, I’d need to cut discretionary spending, risking debt accumulation.

    Time risks would manifest in inefficiencies and lost productivity, as daily tasks become more laborious without imported conveniences. For instance, without Chinese-made appliances or Mexican auto parts, repairing my car could take weeks instead of days, forcing me to rearrange schedules or rely on inadequate public transport in rural Georgia. Class concepts like Lean principles highlight waste in waiting times; here, sourcing domestic alternatives for clothing (60% imported) or medications (e.g., active ingredients from India/China) could double shopping or healthcare wait times. As a “shinobi” navigating busy days, this would disrupt work-life balance, potentially adding 2-3 hours daily to errands. In a business analogy, this erodes “service level agreements” with myselfdelaying personal projects or family time. Risk assessment: severity 7/10 (impacts efficiency broadly), occurrence 8/10 (affects routine items), detection 3/10 (hard to predict exact shortages). To cope, I’d prioritize essential tasks, perhaps adopting time-management tools like Kanban boards from class, but overall, it would feel like operating in a pre-globalization era, with compounded stress.

    The greatest risk lies in diminished quality of life (analogous to customer service), as the ban erodes access to variety, health, and leisure. Georgia’s agriculture is strong in peanuts and poultry, but lacks tropical fruits or year-round produce, leading to nutritional gapse.g., no avocados or cocoa for chocolate, staples in my diet. Health risks amplify; 90% of U.S. antibiotics and vitamins are imported, so a year-long ban could cause shortages, increasing illness vulnerability in Covington’s humid climate. Leisure suffers too: no new smartphones, video games, or imported wines, limiting entertainment and social connections. From a TQM perspective, this is a failure in meeting “customer” (self) requirements, with cascading effects like mental health strain from scarcity mindset. Risk: severity 9/10 (core well-being at stake), occurrence 9/10 (widespread shortages), detection 4/10 (some stockpiles possible, but not for all). Businesses would pivot to rationing or black markets, but personally, I’d adapt by community gardening or bartering, fostering resilience but at a cost to joy.

    In conclusion, a one-year import ban would impose high risks across time, money, and quality of life, with an overall FMEA risk priority number (RPN = severity occurrence detection) averaging 200-300, signaling urgent mitigation needs. This exercise underscores supply chain diversification’s importance, as discussed in classencouraging reshoring or inventory buffers. For me in Covington, it would mean financial caution, time reallocations, and lifestyle simplifications, ultimately highlighting globalization’s double-edged sword: convenience at the price of dependency.

    Works Cited

    Evans, James R. *Quality and Performance Excellence: Management, Organization, and Strategy*. 8th ed., Cengage, 2017.

    U.S. Census Bureau. “U.S. International Trade in Goods and Services.” *Foreign Trade*, 2023, www.census.gov/foreign-trade/statistics/highlights/annual.html.

    (Word count: 728; approximately 2.5 pages double-spaced)

  • Management Question

    • The Assignment must be submitted on Blackboard (WORD format only) via allocated folder.
    • Assignments submitted through email will not be accepted.
    • Students are advised to make their work clear and well presented; marks may be reduced for poor presentation. This includes filling your information on the cover page.
    • Students must mention question number clearly in their answer.
    • Late submission will NOT be accepted.
    • Avoid plagiarism, the work should be in your own words, copying from students or other resources without proper referencing will result in ZERO marks. No exceptions.
    • All answered must be typed using Times New Roman (size 12, double-spaced) font. No pictures containing text will be accepted and will be considered plagiarism).
    • Submissions without this cover page will NOT be accepted.
    • the case study at page 77

    Requirements: as request in each question

  • Real-Time Object Recognition with CNNs

    Summary

    This assignment is an individual work. Every student will independently design and implement a real-time object recognition system using OpenCV and PyTorch. The aim is to build a system that captures live video frames from a laptop camera, automatically recognizes four chosen object categories, and overlays the recognized object as a subtitle on the video stream. The categories can be any e.g., shoes, pens, cards, bottles, etc.

    Students will collect their own image datasets, train and test different CNN models, and compare results across three strategies: (1) baseline CNN trained from scratch on the dataset collected, (2) CNN with data augmentation, and (3) transfer learning with a pre-trained network.

    Deliverables include:

    • All Python code files (separate scripts for: i) data collection (a .py file), ii) model training and evaluation (a notebook (.ipynb file) including the code and outputs (plots and printed evaluation results)), iii) real-time application (.py file))
    • Final trained model file (.pt or .pth file (best model only) that can be loaded with torch.load())
    • A brief written report (PDF, Maximum word limit 2000)
    • A short demonstration video of the real-time application (using the best model only)

    Submission: Submit as a PDF file via Forum. Include links to various artifacts (e.g., video) on the first page of the report. You can put artifacts on Google drive. Make sure that the link is accessible.

    Section 1: Data Collection and Preprocessing

    Objective: Create and prepare a dataset for CNN training.

    Steps/Questions:

    • Write an OpenCV script to capture and store frames from your laptop camera.
      • The script should automatically create a directory and save frames as image files. (Note: You may need to grant camera permissions by running your code in terminal: $python your_script.py)
    • Collect 35 images per object category for four distinct objects. It is advised to collect more (2x) and then manually filter out samples that have problems (such as those not containing the object, containing artifacts like blur or other type of noise)
    • Split data into training, validation, and test sets (20, 5, 10).

    Section 2: Model selection

    Objective: Define three CNN-based approaches for comparison.

    Steps/Tasks:

    -** Model 1: Baseline CNN: **Implement and train a CNN model from scratch using your dataset.

    • Model 2: Data Augmented CNN: Retrain the same CNN using data augmentation techniques (rotation, flips, brightness adjustments, etc.).
    • Model 3: Transfer Learning: Choose a pre-trained model (e.g., MobileNetV2, ResNet18) and fine-tune it on your dataset. Use a relatively small model suitable for limited data and your laptop resources. Note that you may not be able to run on your computer the large models you train on colab.

    IMPORTANT: You should avoid using YOLO object detection models! The models used should be lightweight CNN models.

    Section 3: Model Training and Hyperparameter Tuning

    Objective: Train and optimize models using PyTorch.

    Steps/Tasks:

    • Implement a PyTorch training loop with clear code comments.
    • Train each of the three models using appropriate hyperparameters.
    • Explore hyperparameter variations (learning rate, batch size, optimizer choice).
    • Record training and validation performance (create learning curves).
    • Identify which hyperparameters have the biggest effect on performance.
    • Everything done (e.g., hyper parameter tuning) should be reflected in the report e.g., via graphs.

    Section 4: Model Evaluation

    Objective: Evaluate model performance on unseen test data.

    Steps/Questions:

    • Evaluate all three models on the test set.
    • Report accuracy, precision, recall, and confusion matrix for each model using proper visualizations
    • Compare performance results across the three models and explain differences.

    Section 5: Real-Time Demonstration

    Objective: Deploy the best-performing model in a real-time OpenCV application.

    Steps/Tasks:

    • Implement an application script using OpenCV that:
    • Captures real-time video feed.
    • Runs inference using the selected CNN model.
    • Displays the recognized object name as a subtitle on the video.
    • For an object outside the 4 categories, the model should predict “Other”
    • Record a short video demo (1-2 minutes) of your application running with different objects. (you may use the screen recording function of QuickTime Player). You must include yourself in the video too. Please discuss with your instructor in case you have any challenge in this part.

    Section 6: Conclusions

    Objective: Reflect on results, insights, and limitations.

    Questions:

    • Show key results via graphs and charts
    • Which of the three approaches performed best? Why?
    • What challenges did you face during dataset collection and training?
    • Link the concepts you used in this assignment to respective lessons from the course. Include a table for this part

    Section 7: Technical Interviews

    After the submission of assignment, each student will give a technical interview to the instructor. In the interview, the student will explain how he/she executed this assignment. The instructor will ask questions from the student to assess students’ understanding of the assignment.

    Word limit: Max 2500

    Grading dimensions

    The following components will be considered for assessment:

    1. Dataset collection, quality, and preprocessing
    2. CNN model design and training implementation (including hyper parameter tuning)
    3. Evaluation and comparison of three models
    4. Functionality of real-time object recognition system
    5. Code quality, report clarity, and demonstration video

    IMPORTANT: Students are expected to develop a good understanding of the content of their work and be able to answer the instructors questions during viva. This will be considered part of the assessment and reflected in their grades.

    Assignment Information

    Weight:

    15%

    Learning Outcomes Added

    • : Explain the fundamentals of deep learning, including motivation, problem formulation, and architectures.
    • : Apply and evaluate the design and implementation of deep learning architectures and techniques.
    • : Recognize and critically analyze deep learning methods for different types of learning tasks across various domains.

    Requirements: 2000 | Python

  • Pysics

    Homework Bundle #4

    Due: 11:59pm on Sunday, February 8, 2026

    You will receive no credit for items you complete after the assignment is due. Grading Policy

    Problem 4.4

    Two forces act on an object at rest as shown in .

    Part A

    Add a third force that results in a net force of zero.

    Draw the vector starting at the black dot. The location, orientation, and length of the vector will be graded. You can move the vectors F

    1

    and F

    2

    to construct the required vector, but be sure to return them into their initial positions before submitting the answer.

    ANSWER:

    Select the elements from the list and add them to the canvas setting the appropriate attributes.

    Select to observe the list of the elements that can be added to the canvas. Press CTRL+Y to get to the elements on the canvas. Press CTRL+Q to quit the application.

    Select to show/hide the vector for the sum of the drawn vectors. Press CTRL+Y to get to the elements on the canvas. Press CTRL+Q to quit the application.

    Delete the selected element. Press CTRL+Y to get to the elements on the canvas. Press CTRL+Q to quit the application.

    Press to go to keyboard navigation instructions below the canvas.

    Select to remove all drawn elements. Press CTRL+Y to get to the elements on the canvas. Press CTRL+Q to quit the application.

    Attributes panel is empty. Press CTRL+Y to get to the elements on the canvas. Press CTRL+M to return to the main menu. Press CTRL+Q to quit the application.

    No elements selected

    Press TAB to go to the next element. There is an image on the canvas: Two vectors start from a black dot. Vector F subscript 1 points horizontally to the left. Vector F subscript 2 points vertically upward. F subscript 1 is longer than F subscript 2.

    F

    1

    F

    2

    Select the elements from the list and add them to the canvas setting the appropriate attributes. Press TAB to get to the main menu.

    Use arrow keys to apply parallel transition to the object. Press TAB to move to the next element on the canvas. Press SHIFT+TAB to return to selecting the end point. Press DEL to delete the element from the canvas. Press CTRL+A to modify the attributes. Press CTRL+M to get to the main menu. Press ESC to quit adding or editing this element. Press CTRL+Q to quit the application.

    Press SPACE to get to the set of hotspots or use arrow keys to move on the canvas. Press ESC to quit adding or editing this element. Press CTRL+A to modify the attributes. Press CTRL+M to get to the main menu. Press CTRL+Q to quit the application.

    Press SPACE to get to the set of hotspots or use arrow keys to move on the canvas. Press TAB to select the whole element. Press SHIFT+TAB to move to selecting the start point. Press CTRL+A to modify the attributes. Press CTRL+M to get to the main menu. Press ESC to quit adding or editing this element. Press CTRL+Q to quit the application.

    Press TAB to move to the next element on the canvas. Press DEL to delete the element from the canvas. Press CTRL+A to modify the attributes. Press CTRL+M to get to the main menu. Press ESC to quit adding or editing this element. Press CTRL+Q to quit the application.

    Press SPACE to get to the set of hotspots or use arrow keys to move on the canvas. Press ENTER to change the direction. Press TAB to move to the next element on the canvas. Press DEL to delete the element from the canvas. Press CTRL+A to modify the attributes. Press CTRL+M to get to the main menu. Press ESC to quit adding or editing this element. Press CTRL+Q to quit the application.

    Problem 4.8

    You’re exploring a cave. Standing in a low cavern, you steady yourself by pushing straight up on the rock ceiling.

    Part A

    Draw a free-body diagram of yourself.

    Draw the vectors starting at the black dot. The location and orientation of the vectors will be graded. The length of the vectors will not be graded.

    ANSWER:

    Select the elements from the list and add them to the canvas setting the appropriate attributes.

    Select to observe the list of the elements that can be added to the canvas. Press CTRL+Y to get to the elements on the canvas. Press CTRL+Q to quit the application.

    Select to show/hide the vector for the sum of the drawn vectors. Press CTRL+Y to get to the elements on the canvas. Press CTRL+Q to quit the application.

    Delete the selected element. Press CTRL+Y to get to the elements on the canvas. Press CTRL+Q to quit the application.

    Press to go to keyboard navigation instructions below the canvas.

    Select to remove all drawn elements. Press CTRL+Y to get to the elements on the canvas. Press CTRL+Q to quit the application.

    Attributes panel is empty. Press CTRL+Y to get to the elements on the canvas. Press CTRL+M to return to the main menu. Press CTRL+Q to quit the application.

    No elements selected

    Select the elements from the list and add them to the canvas setting the appropriate attributes. Press CTRL+M to get to the main menu. There is an image on the canvas: The black dot

    Select the elements from the list and add them to the canvas setting the appropriate attributes. Press TAB to get to the main menu.

    Use arrow keys to apply parallel transition to the object. Press TAB to move to the next element on the canvas. Press SHIFT+TAB to return to selecting the end point. Press DEL to delete the element from the canvas. Press CTRL+A to modify the attributes. Press CTRL+M to get to the main menu. Press ESC to quit adding or editing this element. Press CTRL+Q to quit the application.

    Press SPACE to get to the set of hotspots or use arrow keys to move on the canvas. Press ESC to quit adding or editing this element. Press CTRL+A to modify the attributes. Press CTRL+M to get to the main menu. Press CTRL+Q to quit the application.

    Press SPACE to get to the set of hotspots or use arrow keys to move on the canvas. Press TAB to select the whole element. Press SHIFT+TAB to move to selecting the start point. Press CTRL+A to modify the attributes. Press CTRL+M to get to the main menu. Press ESC to quit adding or editing this element. Press CTRL+Q to quit the application.

    Press TAB to move to the next element on the canvas. Press DEL to delete the element from the canvas. Press CTRL+A to modify the attributes. Press CTRL+M to get to the main menu. Press ESC to quit adding or editing this element. Press CTRL+Q to quit the application.

    Press SPACE to get to the set of hotspots or use arrow keys to move on the canvas. Press ENTER to change the direction. Press TAB to move to the next element on the canvas. Press DEL to delete the element from the canvas. Press CTRL+A to modify the attributes. Press CTRL+M to get to the main menu. Press ESC to quit adding or editing this element. Press CTRL+Q to quit the application.

    Problem 4.11 – Enhanced – with Video Tutor Solution

    A skier is sliding down a 15

    slope. Friction is not negligible.

    Part A

    Identify the forces on the skier.

    Check all that apply.

    ANSWER:

    Weight w

    Kinetic friction f

    k

    Normal force n

    Thrust F

    thrust

    Tension T

    Static friction f

    s

    Problem 4.14

    A constant force applied to object A causes it to accelerate at 5 m/s

    2

    . The same force applied to object B causes an acceleration of 3 m/s

    2

    . Applied to object C, it causes an acceleration of 7 m/s

    2

    .

    Part A

    Which object has the largest mass?

    ANSWER:

    ABC

    Part B

    Which object has the smallest mass?

    ANSWER:

    ABC

    Part C

    What is the ratio of mass A to mass B?

    ANSWER:

    m

    A

    m

    B

    =

    Problem 4.22 – Enhanced – with Feedback

    In a crash test, a car is driven into a solid wall at a speed of 35 mph

    . shows the car’s acceleration as it crashes into the wall.

    Part A

    What is the maximum force experienced by the 1890kg

    car?

    Express your answer with the appropriate units.

    ANSWER:

    F

    max

    =

    Problem 4.25 – Enhanced – with Feedback

    A 55 kg

    ice skater is gliding along at 3.5 m/s

    . Five seconds later her speed has dropped to 2.9m/s

    .

    Part A

    What is the magnitude of the kinetic friction acting on her skates?

    Express your answer with the appropriate units.

    ANSWER:

    F

    =

    Problem 4.33 – Enhanced – with Video Tutor Solution

    Your car is accelerating to the right from a stop.

    For the steps and strategies involved in solving a similar problem, you may view a .

    Part A

    Identify all forces acting on the object and draw the free-body diagram.

    Draw the vectors starting at the black dot. The location and orientation of the vectors will be graded. The exact length of your vectors will not be graded but the relative length of one to the other will be graded.

    ANSWER:

    Select the elements from the list and add them to the canvas setting the appropriate attributes.

    Select to observe the list of the elements that can be added to the canvas. Press CTRL+Y to get to the elements on the canvas. Press CTRL+Q to quit the application.

    Select to show/hide the vector for the sum of the drawn vectors. Press CTRL+Y to get to the elements on the canvas. Press CTRL+Q to quit the application.

    Delete the selected element. Press CTRL+Y to get to the elements on the canvas. Press CTRL+Q to quit the application.

    Press to go to keyboard navigation instructions below the canvas.

    Select to remove all drawn elements. Press CTRL+Y to get to the elements on the canvas. Press CTRL+Q to quit the application.

    Attributes panel is empty. Press CTRL+Y to get to the elements on the canvas. Press CTRL+M to return to the main menu. Press CTRL+Q to quit the application.

    No elements selected

    Select the elements from the list and add them to the canvas setting the appropriate attributes. Press CTRL+M to get to the main menu. There is an image on the canvas: The black dot

    Select the elements from the list and add them to the canvas setting the appropriate attributes. Press TAB to get to the main menu.

    Use arrow keys to apply parallel transition to the object. Press TAB to move to the next element on the canvas. Press SHIFT+TAB to return to selecting the end point. Press DEL to delete the element from the canvas. Press CTRL+A to modify the attributes. Press CTRL+M to get to the main menu. Press ESC to quit adding or editing this element. Press CTRL+Q to quit the application.

    Press SPACE to get to the set of hotspots or use arrow keys to move on the canvas. Press ESC to quit adding or editing this element. Press CTRL+A to modify the attributes. Press CTRL+M to get to the main menu. Press CTRL+Q to quit the application.

    Press SPACE to get to the set of hotspots or use arrow keys to move on the canvas. Press TAB to select the whole element. Press SHIFT+TAB to move to selecting the start point. Press CTRL+A to modify the attributes. Press CTRL+M to get to the main menu. Press ESC to quit adding or editing this element. Press CTRL+Q to quit the application.

    Press TAB to move to the next element on the canvas. Press DEL to delete the element from the canvas. Press CTRL+A to modify the attributes. Press CTRL+M to get to the main menu. Press ESC to quit adding or editing this element. Press CTRL+Q to quit the application.

    Press SPACE to get to the set of hotspots or use arrow keys to move on the canvas. Press ENTER to change the direction. Press TAB to move to the next element on the canvas. Press DEL to delete the element from the canvas. Press CTRL+A to modify the attributes. Press CTRL+M to get to the main menu. Press ESC to quit adding or editing this element. Press CTRL+Q to quit the application.

    Problem 4.36

    An ascending elevator, hanging from a cable, is coming to a stop.

    Part A

    Identify all forces acting on the elevator from the list below.

    Select all that apply.

    ANSWER:

    WeightNormal forceStatic frictionTensionKinetic friction

    Part B Complete previous part(s)

    Problem 4.45 – Enhanced – with Feedback

    A car is skidding to a stop on a level stretch of road.

    Part A

    Identify the number of the action/reaction pairs of forces between the car and the road surface.

    ANSWER:

    1 pair2 pairs3 pairsNo acting pairs of forces

    Part B Complete previous part(s)

    Problem 4.43 – Enhanced – with Feedback

    Three ice skaters, numbered 1, 2, and 3, stand in a line, each with her hands on the shoulders of the skater in front. Skater 3, at the rear, pushes forward on skater 2. Assume the ice is frictionless.

    Part A

    Draw a freebody diagram for skater 2, in the middle.

    Draw the vectors starting at the black dot. The location and orientation of the vectors will be graded. The length of the vectors will not be graded.

    ANSWER:

    Select the elements from the list and add them to the canvas setting the appropriate attributes.

    Select to observe the list of the elements that can be added to the canvas. Press CTRL+Y to get to the elements on the canvas. Press CTRL+Q to quit the application.

    Select to show/hide the vector for the sum of the drawn vectors. Press CTRL+Y to get to the elements on the canvas. Press CTRL+Q to quit the application.

    Delete the selected element. Press CTRL+Y to get to the elements on the canvas. Press CTRL+Q to quit the application.

    Press to go to keyboard navigation instructions below the canvas.

    Select to remove all drawn elements. Press CTRL+Y to get to the elements on the canvas. Press CTRL+Q to quit the application.

    Attributes panel is empty. Press CTRL+Y to get to the elements on the canvas. Press CTRL+M to return to the main menu. Press CTRL+Q to quit the application.

    No elements selected

    Select the elements from the list and add them to the canvas setting the appropriate attributes. Press CTRL+M to get to the main menu. There is an image on the canvas: The black dot

    Select the elements from the list and add them to the canvas setting the appropriate attributes. Press TAB to get to the main menu.

    Use arrow keys to apply parallel transition to the object. Press TAB to move to the next element on the canvas. Press SHIFT+TAB to return to selecting the end point. Press DEL to delete the element from the canvas. Press CTRL+A to modify the attributes. Press CTRL+M to get to the main menu. Press ESC to quit adding or editing this element. Press CTRL+Q to quit the application.

    Press SPACE to get to the set of hotspots or use arrow keys to move on the canvas. Press ESC to quit adding or editing this element. Press CTRL+A to modify the attributes. Press CTRL+M to get to the main menu. Press CTRL+Q to quit the application.

    Press SPACE to get to the set of hotspots or use arrow keys to move on the canvas. Press TAB to select the whole element. Press SHIFT+TAB to move to selecting the start point. Press CTRL+A to modify the attributes. Press CTRL+M to get to the main menu. Press ESC to quit adding or editing this element. Press CTRL+Q to quit the application.

    Press TAB to move to the next element on the canvas. Press DEL to delete the element from the canvas. Press CTRL+A to modify the attributes. Press CTRL+M to get to the main menu. Press ESC to quit adding or editing this element. Press CTRL+Q to quit the application.

    Press SPACE to get to the set of hotspots or use arrow keys to move on the canvas. Press ENTER to change the direction. Press TAB to move to the next element on the canvas. Press DEL to delete the element from the canvas. Press CTRL+A to modify the attributes. Press CTRL+M to get to the main menu. Press ESC to quit adding or editing this element. Press CTRL+Q to quit the application.

    Score Summary:

    Your score on this assignment is 0.0%.

  • Unit 6: Discussion – Stakeholders and Barriers

    Although you will not implement your project during this course, it is important that you understand the various steps that are necessary to do so. As you begin to formulate your strategic plan for implementing your change project, discuss the following specific to your proposed project.

    Consider these questions as if the proposed interventions were being implemented in your facility:

    • Who are the stakeholders within your organization? Please identify them by role or job within the organization, not by name.
    • Who are the champions or people within your organization that you can convert to champions?
    • What potential barriers do you foresee specific to your organization and group project?
    • What strategies do you envision to prevent or overcome these barriers?

    Please be sure to validate your opinions and ideas with citations and references.

  • Need edit as picture attached

    All requirement in the attached

    similarity should less than 10%

    Requirements: 1 day

  • Bibliography

    Using my attached paper and the topic paper outline and rubric create my bibliography

    Attached Files (PDF/DOCX): The_Impact_of_Backwards_Design-17699701647656767 2.docx, Course Project – Annotated Bibliography Grading Rubric.pdf, Course Project Annotated Bibliography Sources 1 8 Example.docx, Synthesis Table Final Draft_Final Paper Headings other than Related Literature.docx, Course Project Annotated Bibliography Sources 1 8 Assignment Instructions.docx, Sythesis Table Final Draft Final Paper Related Literature Section.docx

    Note: Content extraction from these files is restricted, please review them manually.

  • Submit the following:

    • A 1- to 2-paragraph background/summary of the business problem.
    • A 2-sentence problem statement for your selected doctoral study topic that includes the following four elements:
    1. The specific business problem
    2. Purpose of the research, that includes the research method (qualitative, quantitative, or mixed methods)
      1. For quantitative and mixed methods, independent/predictor and dependent variables
    3. Research design (i.e., case study, phenomenological, quasi-experimental, correlational, etc.)
    4. The population

    In addition to your problem statement, include 35 scholarly, peer-reviewedor government sources to support your statement.

    Refer to the Week 11 Assignment Rubric for specific grading elements and criteria. Your Instructor will use this rubric to assess and grade your Assignment. Please Note: For each page of your paper, you must include APA-formatted, peer-reviewed, scholarly citations

    Requirements: 6 Pages