Create a storyboard for your planned video based on your research and vision for

Create a storyboard for your planned video based on your research and vision for the video. Be sure to let your slogan shape what you do in the storyboard.
What is a storyboard? Storyboards are important steps in creating PSA videos because they show the plan for the video–what images and text will appear in each scene, shot, or frame, what special effects will be used, what sound the viewer will hear (music, dialogue, narration, etc.), step by step (think comic strip). This type of planning will help you decide how to match the script (words you will say) to what the viewer will see on their screen so that you have continuity between one frame/shot/scene and the next.
Storyboards can be created with specialized software (not necessary), MS Word, or even sketched out by hand. Don’t worry about your artistic skills–you can use stick figures if need be. Please use the attached Word template Download he attached Word templateto create your storyboard, and decide whether you want to complete it by hand or if you want to type and paste your content on the template. The template offers you two ways to format each slide.
If you use Word, please use thumbnail photos, images, graphics, etc. from Creative Commons websites OR create them yourself. We provide some links to Creative Commons sources below.
Please note that if you draw your storyboard by hand, it MUST be legible. Instructors cannot grade what they cannot read. If you create your storyboard by hand, you will need to scan it so that it can be uploaded as a series of images. Word storyboards can be submitted as a Word document.
For each frame, you should do the following:
1. Draw or note what will happen in that shot. This includes images, photos, charts, facts, statistics, etc. Be sure to note how long the scene or frame will be on screen (in seconds). Be sure to note what kind of influence tactic you will use–emotion, fact, bribery, authority, association, morality, etc. Do not use any gory or shocking images as these have the potential to harm victims of crime. This is a fact-based PSA, so use emotional messages sparingly.
2. Use the audio line to describe music, sounds, and dialogue (narration or what you will say).
3. Use the special effects line to note any special effects (e.g., morph, zoom, fade, blur, etc.).
4. Be sure to cite all text, facts, statistics, music, sounds, pictures, graphics, etc. if you do not create them yourself. For example: “mention # of murders in 2021 (CDC, 2021).
5. Ensure that your PSA will be at least 2 minutes, but not more than 3 minutes in length. 30-second PSAs tend to average 65-75 words, so your dialogue/narration should be approximately 300 words if your PSA is 2 minutes. 30-second PSAs need approximately 5 frames, so a 2-minute PSA will need 16-20 frames. To recap–plan on 16-20 frames, with no more than 300 words for your script (what you will narrate during the video).
Links to Free Images OnlineLinks to an external site.
Links to Free Music Creative CommonsLinks to an external site.
Storyboard Rubric
Storyboard Rubric
Criteria Ratings Pts
Slogan, Goal, Call to Action & Topic Alignment
10 to >8 pts
Exemplary
The call to action is clear, with strong motivational appeal. The slogan completely captures the call to action. The goal of the PSA is obvious. Perfect alignment with one of the assigned topics.
8 to >7 pts
Meets Expectations
The call to action is clear and reflects moderate motivational appeal. The slogan mostly captures the call to action. The goal of the PSA is obvious. The content aligns with one of the assigned topics.
7 to >6 pts
Developing
The call to action is somewhat clear but lacks some motivational appeal. The slogan somewhat captures the call to action. The goal of the PSA is somewhat clear. The content aligns with one of the assigned topics.
6 to >0 pts
Needs Work
The call to action, goal, and slogan are hard to understand, making the motivational appeal weak. The content is not well aligned with an assigned topic.
/ 10 pts
Text & Content Support the Slogan, Goal, & Call to Action
10 to >8 pts
Exemplary
All text and content consistently support the slogan, goal, and call to action.
8 to >7 pts
Meets Expectations
Most text and content consistently support the slogan, goal, and call to action.
7 to >6 pts
Developing
Some text and content support the slogan, goal, and call to action; some inconsistencies are evident.
6 to >0 pts
Needs Work
Little or no text and content support the slogan, goal, or call to action. The text is confusing and inconsistent throughout.
/ 10 pts
Frame Information
15 to >13 pts
Exemplary
The storyboard is complete with sketches for 16-20 frames. There are detailed notes for titles, dialogue, transitions, special effects, sound, and timing. Images help to create a strong connection between the message and the viewer. Elements are presented in an engaging, logical sequence. All sources are properly referenced in APA style on the last frame of the presentation.
13 to >11 pts
Meets Expectations
The storyboard is mostly complete with sufficiently detailed sketches for 14-15 frames. There are notes for titles, transitions, special effects, sound, dialogue, and timing. Scenes, characters, or items are appropriate for the message, but the connection could be clearer. Images create a connection between the message and the viewer. Elements are presented in a logical sequence. All sources are properly referenced in APA style on the last frame of the presentation.
11 to >9 pts
Developing
The storyboard lacks complete development. 12-13 frames contain some sketches, notes on titles, dialogue, sound, transitions, special effects, and timing. Images do not consistently connect the message to the viewer. The sequencing of ideas is sometimes inconsistent. Most sources are listed on the last frame of the presentation in APA style, but some contain errors or are missing.
9 to >0 pts
Needs Work
The storyboard is incomplete, with information provided for fewer than 12 frames. Sketches are mostly absent or lack notes for titles, dialogue, transitions, special effects, sound, and timing information. No evidence of logical sequencing of ideas. Most sources are missing on the last frame of the presentation, or there is no evidence of correct APA style.
/ 15 pts
Evidence: Strength, Credibility, Use of Required and New Sources
15 to >9 pts
Exemplary
Facts, reasons, and evidence supporting the message evidence are exceptionally compelling and credible. All required sources are used, and additional ones have been approved.
9 to >6 pts
Meets Expectations
Facts, reasons, and evidence supporting the message evidence are compelling and credible. Most required sources have been used and additional ones have been approved.
6 to >0 pts
Developing
There are some reasons or evidence provided, but they are not all compelling and credible; not clear that all assigned sources have been used. Additional ones have been approved.
0 pts
Needs Work
Little to no credible evidence to support the message is provided. Unclear that all assigned sources have been used. Additional sources have not been approved.
/ 15 pts

​Based on the information you have learned, document your client Cornell’s intak

​Based on the information you have learned, document your client Cornell’s intake assessment by using the Data, Assessment and Plan format Create a Word doc/google doc and attach it to the designated area in Blackboard.
I would prefer students create a doc, copy and paste the content in the designated area on the blackboard. When there’s an attachment, I have to download the attachments, but if the assignment is copied it makes it a lot easier to access.

Essay Assignment 4 – Cause and Effect Paper on technology Write a five-paragraph

Essay Assignment 4 – Cause and Effect Paper on technology
Write a five-paragraph essay analyzing the effects of global spread of COVID-19 on technology and the impact technology has had on the way we have dealt with the pandemic. In your essay, refer to the assigned article below and summarize its major points made. State your main point about technology during the pandemic and develop it with three areas of support. Your support should analyze the relationship between technological tools (Internet, apps, social media, virtual communication, i.e., Zoom, etc.) and elements of daily living, such as isolation in the home, remote learning, remote work, healthcare, getting food and other services, and so on.

“Pandemic has resulted in more positive relationship with technology, study shows”Links to an external site.
Business Live, 24 June 2020
A global study has revealed that the Covid-19 pandemic has resulted in people having a more positive relationship with technology. People in emerging markets are leading the way, especially in terms of using technology to upskill and monitor their health during lockdown.
The Digital Society Index (DSI) study, conducted by global marketing agency Dentsu Aegis Network, surveyed 32,000 people across 22 markets between March and April 2020 – the peak of the pandemic around the globe. The study highlighted how, during the pandemic, we entered a new period of “techlove”, interacting with technology in a more positive way than before. One third (29%) of respondents believe technology enabled them to connect with friends, family and the world around them during lockdown, while a similar proportion (29%) of people globally believe tech has enabled them to relax and unwind at a time of stress.
The study revealed that people in emerging markets are learning new skills and improving their knowledge, fueled by the rise in digital solutions and online courses. With more time at home to learn and improve, almost half of people surveyed in SA (46%), Mexico (44%) and Brazil (43%) have been using tech in this way. That compares to one-fifth of people in the UK (18%) and a quarter in the US (24%) who have also been using technology to upskill using educational apps and webinars, for example.
There are still, however, concerns over the longer-term negative impacts of tech: over half (57%) of people worldwide believe the pace of tech change is too fast and that it is encouraging inequalities across the globe.
In terms of gender differences, women (32%) were more likely than men (27%) to say they feel more engaged with friends, family and the world around them due to technology. This is particularly the case in Eastern European/Scandinavian markets.
South Africans appear to be using technology to monitor their physical and mental health more than any other country, with a third (29%) of survey respondents saying they check health apps or use wearable devices.
Reflecting positive engagement with technology during the pandemic, people are increasingly optimistic about the role of tech in society. A growing share of people globally believe in tech’s ability to solve societal challenges, such as health-care issues like Covid-19 – 42% in 2018, 45% in 2019 and 54% in 2020.
New brand expectations
This optimism translates into increased brand expectations. The pandemic has forced businesses to reconsider their interactions with consumers. When it comes to providing new services to help people mentally and physically, a massive 66% of people globally say they would not just “want” but expect organizations to use tech in a way that has a wider positive societal impact in the next five to 10 years. Over half in the US (60%) and UK (59%) feel this way, with people in China (84%) and SA (82%) needing it most.
In the future, every brand is a health brand. Two-thirds of consumers will expect brands to develop products and services that enhance their health and wellbeing. This is particularly the case in emerging markets – for example, eight out of 10 people in China, Brazil and SA have this expectation.
“The pandemic has forced us to become more conscious of the role technology can play in meeting our fundamental human needs,” says Masaya Nakamura, CEO of global solutions at Dentsu Aegis Network. “There has been a period of ‘techlove’ during the Covid-19 crisis, with brands using technology to pivot their relationship with consumers to support and empower their wellbeing. If this is to endure into the recovery, the challenge for brands is to humanise technology and ensure it is being deployed in service of people’s needs. That also means ensuring that increased investment in functional capabilities like e-commerce is matched by equal focus on building a truly empathetic brand.”
Beware the “techlash”
Despite the shorter-term benefits of technology during the pandemic, the survey indicates a longer-term trend of a “techlash” – a negativity towards technology that has been felt across the globe, in some countries more than others.
Across the globe, 57% of people today believe the pace of tech change is too fast (a level that has been consistent since 2018). Nearly half of all respondents believe that digital technologies are increasing the inequality gap between rich and poor, a sentiment seen most in SA (61%), China (61%) and France (57%).
THE BIG TAKE OUT:
Beyond the Covid-19 crisis, most people expect brands to ensure their use of technology benefits society as a whole.
While people in emerging economies have embraced technology the most during lockdown, they are also the ones most likely to have the most negative perceptions of technology. For example, 64% (vs 55% in 2019) of people in China believe technology has had a negative impact on their health and wellbeing, followed by Singapore (47%) and Hong Kong (41%).
And even though social media is helping people stay connected, almost a fifth of people in the UK (17%) and US (14%) have found technology has caused them to feel more mentally stressed and harder to switch off. This is higher than the global average of one in every 10 people (13%).
“As we look to the recovery, brands need to put more focus on creating bespoke solutions that aim to help people lead better lives, rather than pushing a product or service on them,” says Nakamura. “They need to think about the full lifetime value they can provide to consumers, integrating all elements of marketing, sales and service. Providing helpful experiences is at the forefront of every business’s mind during the current pandemic and should be for the next decade and beyond.”

You will identify a research topic, explain your research idea, construct possib

You will identify a research topic, explain your research idea, construct possible research questions (1 or 2 questions), determine which variables you could potentially use for your research paper (you will need to have 1 dependent variable and 3 independent variables), and state your hypotheses. ***Note–your research topic is pretty open/flexible, but your research idea should be somewhat related to a human services topic or social problems or inequalities! You will have to give your future survey (Assignment 4) to friends or family, so think about what you will be able to ask them and what information they will be able to provide. We will not survey or interview vulnerable populations (anyone under 18, prisoners, etc.). It is okay if your idea is still a work-in-progress!

This assignment submission will be a Word document in which you identify and des

This assignment submission will be a Word document in which you identify and describe the key elements of the three skills you targeted, including the activity you engaged in related to that skill (like the completed graphic organizer for the 4 Rs of paraphrasing or a summary of your participation in a group session related to Outlining). Then, for each of the three skills, provide a 1 to 2-paragraph summary discussing what you learned in that activity related to that skill, if you would complete any part of the assignment you selected differently based on this new information, and how you plan to implement this knowledge into future assignments. So, this document will be organized as follows:
• Key elements of Skill 1, related activity, summary paragraphs
• Key elements of Skill 2, related activity, summary paragraphs
• Key elements of Skill 3, related activity, summary paragraphs
4 pages, not including title and reference page.
Use the 4R’s worksheet to pick any paragraph to “properly” paraphrase following the worksheet and how I intend to use this to strengthen future essays.
For the MEAL worksheet, choose a paragraph and use it to fix the paragraph to make this better and how I intend to use it in the future to make future essays better use this MEAL format.
I have also attached my essay that has been run combed through by Grammarly with their findings with what is wrong. Identifying a commonality there would be the 3rd skill that I intend to change in future papers.

For this assignment, you will need to contact one professionals operating in one

For this assignment, you will need to contact one professionals operating in one of the following roles and ask them the questions that are listed below. Report on your findings.
School counselor
Licensed marriage and family therapist in private practice
A mental health counselor
A clinical social worker currently employed with a county agency
A therapist who does custody evaluations in divorce cases
A counselor who works with survivors of domestic violence or crime victims
Questions:
When meeting with a new client, do you explain the concept of confidentiality? If so, do you also describe the limits to confidentiality or the conditions under which confidentiality may be breached? How do you present these issues?
Have you ever had your records subpoenaed? How did you respond?
Have you ever had a situation in which you believe a duty to warn existed? If so, what did you do? If not, what do you think you would do?
If you work with minors, how do you address the issue of confidentiality with them? With their parents?
In your professional role, do you have privilege? If so, have you ever called on privilege as a basis for not disclosing client information?
This assignment will be graded based on:
Quality of content (25 points) including:
Answers to all of the interview questions
Reflect on the interview participants responses to the interview questions in a summary following the interview questions.
Quality of writing and mechanics such as organization, grammar, and spelling (5 points).
Create a title page, use proper headings, create a reference page, and provide in-text citations (you do need to cite personal interviews). See “Personal Communication” APA citation
Here was my interview: #1 Yes, I am required to discuss confidentiality with new clients when I open their case, and I have to do it annually as well. I give them the DHS form “Notice of Privacy Practices” which explains the limits of confidentiality as well. I really just tell them I keep their information confidential, but there are situations where I cannot, like if they are in an emergency situation or their lives are at risk. I also tell them their information may be viewed by auditors for auditing purposes of my job only, not to use their information. I also work with health plans and explain as their insurance company they have access to my records.
#2. Yes, I have had my records subpoenaed for CHIPS cases as well as a mentally ill and dangerous case that I had. As a county social worker, we go through our county attorney for subpoenas, and we also have a person that redacts information not pertinent to the case.
#3 Absolutely. I worked as a mental health social worker for 10 years and this came up often. My clients were made aware when I worked with them that if they threatened their lives or other’s lives and I had suspicion to believe they would or had the means to carry it out, I would call law enforcement. I did have to call law enforcement several times.
#4 The only time I worked with minors was when I did chemical dependency assessments. Minors in MN are able to consent to CD assessments, services, and treatment without the consent of their parents/guardians, and I would explain that to them. I explained to them that I would only be able to share information with their parents/guardians if they signed a release of information and after giving them and explaining to them their notice of privacy practices/rights.
#5 In my role as a county social worker/health plan care coordinator, I don’t have privilege.

you will focus on researching funding opportunities. Utilize the internet as wel

you will focus on researching funding opportunities. Utilize the internet as well as online foundation searches such as the Foundation Center. Your internet search should include funding databases, directories, websites and other funding resources designed to pinpoint grant opportunities that might support your particular case study organization. Discuss your internet research in 2-4 paragraphs and be sure to cite your work. Then, identify prospective grants for your case study organization and briefly discuss why you think these prospective grants are a good fit given your mission statement and funding needs (this should be between 4-6 paragraphs).
Finally, discuss the following questions (3-4 paragraphs):
What is the difference between grants funded by grant-making foundations and government-funded grants?
Did you identify trends in non-profit funding while conducting your research? What types of new trends are being discussed? How do these new trends affect your mission statement and funding needs?
INFORMATION NEEDED
MY CASE STUDY ORGANIZATION – YOU HAVE BEEN HIRED AS A HEAD START DIRECTOR TASKED WITH OPENING NEW CHILD CARE CENTER FOR A DEEPLY IMPOVERISHED RURAL PREDOMINATLY HISPANIC COMMUNITY . YOU HAVE DONE SOME BASIC RESEARCH AND HAVE DETERMINED THAT THERE IS A NEED FOR A CENTER THAT WILL SERVE 6 INFANTS, 10 TODDLERS, 15 PRESCHOOLERS AND 20 ELEM AGED CHILDREN IN THE AFTER SCHOOL PROGRAM.
AS A NON PROFIT ORGANIZATION WITH 501.C3 STATUS , YOUR BOARD OF DIRECTORS CONSIST OF A KINDERGARTEN TEACHER, THREE PARENTS OF PRESCHOOLERS, THE PARENT OF AN INFANT, A PASTOR, THE PUBLIC RELATIONS OFFICER OF A LOCAL COORPORATION THAT HAS INDICATED AN INTEREST IN THE PROJECT AND A LOCAL NEWSPAPER REPORTER. YOU HAVE ALSO DEVELOPED A CONSULTING RELATIONSHIP WITH PROFESSIONALS FROM THE OFFICE OF HEAD START CHARGED WITH OVERSIGHT OF A PROGRAM LIKE YOURS. YOU HAVE TENTATIVELY DECIDED TO HOLD THE PROGRAM IN THE PASTORS CHURCH WHICH HAS A LARGE EDUCATIONAL WING WITH SPACE SUITABLE TO MEET YOUR NEEDS. THE CHURCH WANTS YOU TO PAY 1,000 PER MONTH WHICH THEY FEEL IS NEEDED TO COVER THE HEATING COSTS OF THE LARGE BUILDING. YOU HAVE BEEN CHARGED WITH DEVELOPING A LONG TERM LOCATION AND STAFFING PLAN, BUDGET AND ONGOING PLAN FOR ASSURING FUDNING STABILITY
MY MISSION STATEMENT
My final mission statement is “Our mission is to create and maintain a safe, supportive, and nurturing learning environment for all children, families and staff and we are committed to flexibility and meeting the needs of working families. We strive to provide innovative learning opportunities that prepare children for a brighter future.

An important component of being a successful counselor is to actively reflect on

An important component of being a successful counselor is to actively reflect on one’s professional and personal life. To assist in this journey, each week you will complete a Reflective Journal, that is a private journaling experience that only the instructor will be able to view. Each week you will be given a prompt to respond to, reflective journaling will assist you in practicing these reflective self-care skills.
The journal entries should be considered “free-writing,” and therefore are not required to follow APA formatting or be cited material from journals or your text. The expectation is that you take time to personally and professionally reflect and provide meaningful thoughts that will help you to explore who you are as a helping professional.
For the journal entry for this week, respond to the following journal:
How do you feel about “socializing” with previous or current clients, whether it is in person or on social media? Do you feel that this violates boundaries?

related to changes in policy, funding, and community. In your paper: • Present s

related to changes in policy, funding, and community. In your paper:
• Present strategies for each of the aspects of change and corresponding skills the leader would need to implement the strategy.
• Present general leadership skills that support organizational change.
Integrate course readings and outside sources into the paper. Also, support the paper with a minimum of five scholarly sources.