create a visual storyboard expressing what happens to a couple stranded on a road trip. Select and arrange images that complete the story from the point where the opening narration leaves off. DO NOT STORYBOARD THE OPENING NARRATION. All steps are highly unique to your specific project, therefore problem-solving and critical thinking skills are necessary.

read the paragraph below. It sets the stage for you to complete the story using a visual storyboard—a sequence of still images deliberately arranged to represent the events of a story to be filmed, in the order they will be finally edited and screened; 

• Memorial Day—the unofficial start of summer. John and Linda had been anticipating the time off from work. John is a teacher and Linda is a bank teller. They live in Miami. They had made plans to visit Linda’s mom in Orlando and maybe go to Disney World or Universal Studios during the three-day weekend. On Thursday night, they had packed their bags for a three-day excursion, and as soon as they got off from work on Friday afternoon, they were on the road. It was a trip they had made many times before, but this time it would be different. Sawgrass fires forced I-95 and the Turnpike to shut down for long stretches. They had to get off the main highway and seek alternative routes. With heavier than usual traffic on a holiday weekend, what was normally a four-hour trip extended late into the night. Then the car’s left front tire blew out, and they had to pull over in an unfamiliar town. Both John and Linda’s cell phones were not working…

1. Write an outline expressing what will happen to John and Linda FROM THE POINT WHERE THE NARRATION LEAVES OFF—THIS OPENING NARRATION WILL NOT BE STORYBOARDED. ALSO, DO NOT INVENT A DIFFERENT OPENING SITUATION (PLEASE CONTINUE THE STORY OF THE STRANDED COUPLE).
2. The goal of the story is to create an emotional experience for the audience by identifying with the main characters by creating empathy. Be sure to include emotions and experiences that might be familiar to the audience—mostly young adults in college, like yourself.
3. Conflict occurs when the main characters encounter, and must overcome, obstacles. The story winds down after all the conflicts are resolved. In the movies, the guy and girl live happily ever after—The End. Make your story resolve the conflicts in the plot—or not, the couple might be unable to reach their destination due to unforeseen circumstances. Don’t end the story abruptly after the required number of slides (24), but let the audience understand what happens to them.
4. Think about how you can reveal time, wind, or hunger—things that cannot be naturally shown in visual form.
5. Search Unsplash.com, Pexels.com, Google Images, flickr.com, iStockPhoto.com, or other online sources of photographs for images to complete the story. Alternatively, your storyboard may be hand-drawn (as was Saul Bass’s storyboard for Psycho), then digitized. As another alternative, you may stage some of the scenes of the story with your friends, then photograph with a digital or mobile phone camera (at medium or 1024×768 resolution—NOT HIGHER). In any case, import the images to PowerPoint, where they are to be arranged in sequence to express the details of the story. 
6. The story must make sense visually, WITHOUT the use of verbal messages.
7. You must show a sequence of events—for example, a sunset to symbolize day turning into night, or people walking to signify that they are going somewhere. Show all the steps; don’t abbreviate anything. For example, don’t just show the couple walking through the woods, and then suddenly they’re in their hotel room. Instead, take time to flesh out all the steps, showing a hotel exterior, then an interior of the hotel lobby, the couple talking to a desk clerk, and the bellhop taking them to their room. This is only an example. Your story might not even involve the couple making it to a hotel room. The point is to not skip any steps.
8. Select and arrange images that express the subtle nuances of your story’s events LITERALLY and UNAMBIGUOUSLY. Symbolic images, such as clip art, logos, or icons (like a lightbulb expressing a bright idea) are NOT ALLOWED!!! Don’t use smiley faces, the “no” symbol (a red circle with a diagonal red bar through it, used in “no smoking” and in road signs), or other symbolic images. Don’t use cartoons.
9. the first slide must contain the following information:

Student’s NameVIC3400—Visual Design for Globalized MediaProject Assignment 6—Visual Storyboard NarrativeModule 11, Assigned Week of _______ (start of Module 11)<<The title of your visual story>>

1. The second slide must contain the opening narration from the bullet point immediately after step 2 (see above). DO NOT STORYBOARD THE OPENING NARRATION. YOUR VISUAL STORYBOARD MUST BEGIN WHERE IT LEAVES OFF. DO NOT INVENT A DIFFERENT SITUATION (ONE NOT INVOLVING THE STRANDED COUPLE). PLEASE USE THAT ONE SPECIFICALLY.
2. Use at least 24 frames to complete the remainder of your story outline. Arrange them in sequential order in a PowerPoint presentation. 
3. Use ONLY ONE image per slide.
4. Upload files in the following formats only: Microsoft PowerPoint documents (.ppt or .pptx), Apple Keynote (.key), Adobe Reader files (.pdf), or a series of numerically-named JPEG image files (.jpg). If the file takes too long to post to the discussions or assignment drop box, please upload it to your Google Drive, click Share (Anyone with the Link), and post the Sharing Link in the discussions and assignment drop box.

Cybersecurity Terminology C-D

Here are some Key Terms. Please give an examples of each. 

Key Terms

Cache — Storing the response to a particular operation in temporary high-speed storage is to serve other incoming requests better. eg. you can store a database request in a cache till it is updated to reduce calling the database again for the same query.

Cipher — Cryptographic algorithm for encrypting and decrypting data.

Code Injection — Injecting malicious code into a system by exploiting a bug or vulnerability.

Cross-Site Scripting — Executing a script on the client-side through a legitimate website. This can be prevented if the website sanitizes user input.

Compliance — A set of rules defined by the government or other authorities on how to protect your customer’s data. Common ones include HIPAA, PCI-DSS, and FISMA.

Dictionary Attack — Attacking a system with a pre-defined list of usernames and passwords. eg. admin/admin is a common username/password combination used by amateur sysadmins.

Dumpster Diving — Looking into a company’s trash cans for useful information.

Denial of Service & Distributed Denial of Service — Exhausting a server’s resources by sending too many requests is Denial of Service. If a botnet is used to do the same, its called Distributed Denial of Service.

DevSecOps — Combination of development and operations by considering security as a key ingredient from the initial system design.

Directory Traversal — Vulnerability that lets attackers list al the files and folders within a server. This can include system configuration and password files.

Domain Name System (DNS) — Helps convert domain names into server IP addresses. eg. Google.com -> 216.58.200.142

DNS Spoofing — Trikcnig a system’s DNS to point to a malicious server. eg. when you enter ‘facebook.com’, you might be redirected to the attacker’s website that looks like Facebook.

reply1

Clinical significance can be defined as the magnitude of the actual treatment effect which will determine whether the results of the trial are likely to impact current medical practice. Statistical significance on the other hand quantifies the probability of a study’s results being due to chance (Ranganathan, Pramesh, & Buyse, 2015). In clinical practice, the clinical significance of a result is dependent on its implications on existing practice. The clinical significance should reflect the extent of change, whether the change makes a real difference, how long the effect lasts, cost effectiveness and ease of implementation. Unlike statistical significance that has established traditionally accepted values; clinical significance is often based on the judgment of the health care provider and the patient.

Statistical significance is majorly dependent on the study’s sample size; even with large sample sizes, small treatment effects can appear statistically significant and therefore the analyzer has to interpret carefully whether the significance is clinically meaningful. Statistical significance can be used to support positive outcomes in the EBP project by medical practitioners ensuring examination of the research outcomes in order to come up with the clinical significance. Several measures can be used to determine the clinical relevance required, confidence intervals and magnitude-based inferences. Statistical significance can also be used to achieve positive outcomes by analyzing the variability of subjects and the magnitude of effect on the patients during the research (Physical Therapy, 2014).

References

Physical Therapy, I. S. (2014). Beyond Statistical Significance: Clinical Interpretation of Rehabilitation Research Literature. International Journal of Sports Physical Therapy, 9(5), 726-736.

Ranganathan, P., Pramesh, C., & Buyse, M. (2015). Common Pitfalls in Statistical Analysis: Clinical versus Statistical Significance. Perspectives in Clinical research, 6(3), 169-170.

reply2

Clinical significance is defined as the practical value of an effect of treatment regardless of whether it has a real genuine, palpable, or noticeable effect on our everyday lives. Clinical significance reflects the impact on clinical practice. Statistical significance simply measures how probable any evident differences in outcome between control groups and treatment are. Statistical significance indicates the reliability of the study results. Clinically significant result occurs when medical experts believe that the finding is considered medically crucial and applied as a provision of care to patients. Clinical significance may help to validate whether a treatment effect has practical importance and if it has a real effect on daily life.

Since most statistically significant results are of clinical importance, it means that for a project to achieve positive outcomes, one must apply statistical significance. When the results are reliable, they can be applied to clinical significance. When the p-value value is positive, it means that it is not rejected; hence, the results will result in the projects achieving positive outcomes when applied to clinical significance. Although clinical significance is usually a subjective evaluation and cannot be established by a single experiential test, statistical significance must always be determined before determination of clinical significance in evidence based research practice.

I will be able to support positive outcomes and prove clinical significance of my project by ensuring that the results of decrease in 30 day readmission rates is statistically significant.

  Heavey, E.(2015). Differentiating statistical significance and clinical significance. American Nurse Today, 10(5): 26-28. Retrieved from https://www.brockport.edu/daily_eagle/doc/2015-04/item_8038_7659.pdf

Sedgwick, P. (2014). Clinical significance versus Statistical Significance. BMJ, 348(mar14 11), g2130-g2130. doi: http://dx.doi.org/10.1136/bmj.g2130

What I want you to do: Find and share an educational resource that a health educator could use for teaching about HIV for a specific priority population. For example, you could share an educational brochure tailored for African bisexual men.

MedlinePlus, HRSA, Healthfinder, Health on the Net (HON), and the National Health Information Center are all authoritative sources.

Why I want you to do it: Health educators must have numerous resources in their toolbox for prevention education. This assignment will require you to consider diversity and practice cultural competence when choosing an educational resource.  

How to do it: Search for and locate a resource a health educator could use for teaching about HIV for a specific priority population. The resource could be an infographic, a video, a brochure, or anything instructional that comes from a reliable source. You do not need to reply to a classmate for this assignment, but you should use these resources to study for your HIV and AIDS Midterm Exam.

Choose one population:

• African American Gay and Bisexual Men
• Hispanic / Latino Gay and Bisexual Men
• Asians
• Native Hawaiians
• Sex Workers
• Pregnant Women
• People aged 50 and older

Once you have found a great resource for your specific priority population, answer the following questions in a discussion board post:

Title of Resource:

Population: example: sex workers

Type of Resource: example: Video

Source: example: Centers for Disease Control

Attach or Link your educational resource.

What is the central message of this resource?

Why is this a good resource for the priority population? In a few sentences, explain why you chose this specific resource for your population. 

it is a priority that students are provided with strong educational programs and courses that allow them to be servant-leaders in their disciplines and communities, linking research with practice and knowledge with ethical decision-making. This assignment is a written assignment where you will demonstrate how this course research has connected and put into practice within your own career.

Assignment:   
Provide a reflection of at least 500 words (or 2 pages double spaced) of how the knowledge, skills, or theories of this course have been applied, or could be applied, in a practical manner to your current work environment. If you are not currently working, share times when you have or could observe these theories and knowledge could be applied to an employment opportunity in your field of study. 

Requirements:   
Provide a 500 word (or 2 pages double spaced) minimum reflection.   
Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited.   
Share a personal connection that identifies specific knowledge and theories from this course.   
Demonstrate a connection to your current work environment. If you are not employed, demonstrate a connection to your desired work environment.    
You should NOT, provide an overview of the assignments assigned in the course. The assignment asks that you reflect how the knowledge and skills obtained through meeting course objectives were applied or could be applied in the workplace.