Program Planning

Program Planning

25 Points

Based on your Vision, Mission Statement, Values, and needs assessment, develop a program in recreation. The first step in designing a program is developing program goals. Program goals are abstract, idealized statements of desired outcomes from the organized recreation service. They are a statement of purpose of, reason for, or intent of the program. Plan a program that you would like to implement (community, athletic, aquatics, senior, health/fitness, etc.). All information must be included in the program to receive full credit.

  • What is the purpose of the program?
  • Formulate Goals: Refer to desired outcome for emotional, cognitive, physical, and social.
  • Program objectives: They are measurement points of goals. (See chapter 8)
  • Program outline
    1. Program title
    2. Goals and objectives for the program (five each)
    3. Activities and events (explain in detail; time of day, season, month etc.)
    4. Marketing details (How will individuals know this is going on? How are you going to get the word out?)
    5. Pricing of the program (How does this impact budget? Is there a profit or break even?
    6. Budget for the program-estimated plan for keeping expenses in line with income.(See chapter 10 & 12)
      • Line-item budget
      • Specific amounts of money to staff, supplies, repair, and maintenance of equipment etc.
    7. Facilities needed and their setup (see chapter 10)
    8. How will program be monitored (see chapter 11 & 12)
    9. Materials and supplies required
    10. Safety and risk management procedures (see chapter 13)
    11. Staffing: the number and types of employees and volunteers needed (see chapter 11)
    12. Registration procedures
    13. Policies
    14. Cancellation strategies
    15. Program evaluation plan(see chapter 14 & 15 for evaluation steps)
      • Program evaluation is a judgment about the worth and value of your programming efforts.
      • The results determine how to improve the quality of program services as well as whether to continue or terminate them.
  • Formative Evaluation means that information about the program’s usefulness is collected as the program is implemented. (Example: end of each fitness class recommendations for changes are made.
  1. Summative Evaluation is conducted at the conclusion of a program. Survey is given to participants at the end of program.

 

Advocacy Paper

Advocacy Paper

Each student will do an individual project of interest to the student requiring in-depth study and research that focuses on an aspect of the law related to healthcare.

The student can earn up to 70 total points in a paper. An additional opportunity to share your project ideas with others may be available in a discussion board or in a class presentation in person.

 

 Grading for the Advocacy Paper

Use accurate facts. Make it readable, free of grammatical errors, use good numbers and quality of resources and sources, and reflect your clear understanding of the law, legal aspects, and implications of the proposed change.

General areas for topics may be

  • Covid-19 the challenge, how managed
  • Constitutional issues between states and federal government
  • Medicaid and Medicare
  • state and federal involvement in the medical use of marijuana to Medicaid regulations
  • role of administrative agencies
  • patient rights
  • antitrust
  • malpractice
  • rules governing providers
  • right to life, choice
  • right to treatment
  • privacy and related issues like abortion
  • Affordable Care Act 2010
  • Universal Healthcare or Single Payer systems
  • Medicaid expansion

Select a topic not with the intent of convincing others to your way of thinking, but to demonstrate your understanding of the law and the ability to effectively advocate a position. This project involves research. References should be used and identified and cited using APA. This is not to be a transfer of information from one place to another. Nor is it a fishing expedition with a conclusion based on conjecture or speculation or your own bias/opinion. This project is a creative venture founded on research. It is rooted in values. It will reveal your understanding of one aspect of real world law and the legal system. Grading will be based in part on whether:

  • there is a clear explanation of the issue and its significance
  • there are sources credible and identified
  • it is practical or feasible
  • it involved preparation
  • you can defend your creation

 

 

 

 

 

 

 

 

 

 

mental disorders

mental disorders

Note

After reviewing this week’s learning materials, in no less than 250 words, please address the following two prompts in your initial post. Be sure to include numbers (1, 2) to organize your post. Also, in your initial post, include the word count of your answer (not including the prompts/questions) and include page numbers from the textbook.

1) After learning about various mental disorders, describe a disorder that you view differently now. How has the class changed your view or understanding of this disorder(s)? Did you gain more clarification of the symptoms, treatment, prevalence, etiological factors, etc.?

2) Describe at least two ways the content you learned can be applied to your life.  Responses may include answers to some of the following: Does your current or future occupation benefit from your knowledge about mental disorders, effective treatment, etc.? Has your perspective changed on how to support someone who is suffering emotionally? Has your faith perspective changed in regards to abnormal behavior, the role of Christians in providing support/help, etc.?”

Instructions

**Please complete on-time

** No plagiarizing

Increments in strength training volume

Increments in strength training volume depend on the athlete’s biological makeup

1. In the reading it states that “increments in strength training volume depend on the athlete’s biological makeup, the specifics of the sport, and the importance of strength in that sport;” therefore, with this in mind, what are some other things that need to be taken into consideration when designing a program?

2. What is considered to be a great program?

For discussion:

  • Initial post : 250 words

Computer Security Project

Computer Security Project

Part 1: Current Security Threats 

Overall Scenario
Aim Higher College is a fictitious institution located in the United States. The college offers undergraduate and graduate courses in domains, such as business management, information security, and nursing. Imagine that you have a new job at Aim Higher College as an information security analyst. Throughout this course, you will analyze the threats and vulnerabilities of Aim Higher College and recommend controls to secure the college’s information systems.

Scenario
It is your first day at the job in the information security department, and you are called for a meeting. In the meeting the need for strengthening the information security for the college is discussed, and everyone agrees that the first step in this direction is to identify the top five threats that are a potential risk to Aim Higher College.
The college’s administrative staff and faculty run the latest version of Microsoft Windows on their primary workstations, whereas students’ laptops may run Windows or macOS. The college’s web servers run on Linux; however, all other servers are Windows Server-based. Student, staff, and faculty mobile devices, such as tablets and smartphones, run on iOS or Android; all mobile devices can connect to the campus network.

Tasks
You have been given the responsibility to determine the top five threats that Aim Higher College faces. You asked your supervisor for support in this task and he gave you the following resources that might be useful in your research and analysis:
 Microsoft Security Advisories and Bulletins (https://docs.microsoft.com/en-us/security-updates/)
 Common Vulnerabilities and Exposure (CVE) database search (http://cve.mitre.org/find/index.html)
 Security organizations, such as Secunia (http://secunia.com/)

Your supervisor has also asked you to consider the following questions as you shortlist the threats:
 What threats are new this year, and which have become more prevalent?
 Why are these threats more common and why are they important?
 What threats remain constant from year to year? Why?
 What threats do you believe will become more critical in the next 12 months? Why?
 What is the likelihood of an exploit affecting Aim Higher College, and which operating system(s) does it target?

With these considerations in mind, write a summary report of the top five threats to Aim Higher College. Briefly explain why you have selected them and what effect they might have on the institution or its students, employees, graduates, or other communities on campus.

Part 2: Identify Vulnerabilities in IT Security  

Overall Scenario
Aim Higher College is a fictitious institution located in the United States. The college offers undergraduate and graduate courses in domains, such as business management, information security, and nursing. Imagine that you have a new job at Aim Higher College as an information security analyst. Throughout this course, you will analyze the threats and vulnerabilities of Aim Higher College and recommend controls to secure the college’s information systems.

Scenario
Aim Higher College has been the target of focused attacks from a variety of attackers. Your manager has assigned you the task to review the port and vulnerability scan data recently gathered from a typical system to determine what ports and services are exposed to attackers, and what vulnerabilities exist on that system.

Required Resources
 Access to the Internet
 Text sheet: Zenmap Intense Scan Results pdf file (hacking_ts_zenmapscan.pdf  Download hacking_ts_zenmapscan.pdf)

Tasks

1. Analyze the results of the Zenmap scan. Your report must answer the following questions:
 What are the first five open ports as identified by the Zenmap scan?
 Include the port number
 Include the service name
 Include a brief description of how each is used

2. The Nessus scan identified two critical vulnerabilities, identified as ID 32314 and ID 33850.
 Research the vulnerabilities against the Common Vulnerabilities and Exposure (CVE) database .
 Include the name and a brief description of each vulnerability.

3. Determine what can be done to protect the system and defend the campus network against attempts to gather data, and to resolve vulnerabilities. Also determine which ports and services likely need to remain open.

4. Write a report targeted at IT management and systems administration staff explaining the vulnerabilities and protection mechanisms that Aim Higher College should adopt, which will be applied to all similar systems at the college.

Submission Requirements for both parts of the project:

  • Format: Microsoft Word
  • Font: Arial, 12-Point, Double-Space
  • Citation Style: APA
  • Length: Each part should have a minimum of 3 pages. So overall report size should be a minimum of 6 pages (excluding title page and bibliography).

Case Study End of Life Decisions

Case Study End of Life Decisions

The practice of health care providers at all levels brings you into contact with people from a variety of faiths. This calls for knowledge and understanding of a diversity of faith expressions; for the purpose of this course, the focus will be on the Christian worldview.

Based on “Case Study: End of Life Decisions,” the Christian worldview, and the worldview questions presented in the required topic Resources you will complete an ethical analysis of George’s situation and his decision from the perspective of the Christian worldview.

Note

Provide a 1,500-2,000-word ethical analysis while answering the following questions:

  1. How would George interpret his suffering in light of the Christian narrative, with an emphasis on the fallenness of the world?
  2. How would George interpret his suffering in light of the Christian narrative, with an emphasis on the hope of resurrection?
  3. As George contemplates life with amyotrophic lateral sclerosis (ALS), how would the Christian worldview inform his view about the value of his life as a person?
  4. What sorts of values and considerations would the Christian worldview focus on in deliberating about whether or not George should opt for euthanasia?
  5. Given the above, what options would be morally justified in the Christian worldview for George and why?
  6. Based on your worldview, what decision would you make if you were in George’s situation?

Remember to support your responses with the topic Resources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is required.

Case Study: End of Life Decisions

George is a successful attorney in his mid-fifties. He is also a legal scholar, holding a teaching post at the local university law school in Oregon. George is also actively involved in his teenage son’s basketball league, coaching regularly for their team. Recently, George has experienced muscle weakness and unresponsive muscle coordination. He was forced to seek medical attention after he fell and injured his hip. After an examination at the local hospital following his fall, the attending physician suspected that George may be showing early symptoms for amyotrophic lateral sclerosis (ALS), a degenerative disease affecting the nerve cells in the brain and spinal cord. The week following the initial examination, further testing revealed a positive diagnosis of ALS.

ALS is progressive and gradually causes motor neuron deterioration and muscle atrophy to the point of complete muscle control loss. There is currently no cure for ALS, and the median life expectancy is between 3 and 4 years, though it is not uncommon for some to live 10 or more years. The progressive muscle atrophy and deterioration of motor neurons leads to the loss of the ability to speak, move, eat, and breathe. However, sight, touch, hearing, taste, and smell are not affected. Patients will be wheelchair bound and eventually need permanent ventilator support to assist with breathing.

George and his family are devastated by the diagnosis. George knows that treatment options only attempt to slow down the degeneration, but the symptoms will eventually come. He will eventually be wheelchair bound and be unable to move, eat, speak, or even breathe on his own.

In contemplating his future life with ALS, George begins to dread the prospect of losing his mobility and even speech. He imagines his life in complete dependence upon others for basic everyday functions and perceives the possibility of eventually degenerating to the point at which he is a prisoner in his own body. Would he be willing to undergo such torture, such loss of his own dignity and power? George thus begins inquiring about the possibility of voluntary euthanasia

Reference

Hoehner, P., J. (2020). Death, Dying and Grief: An Introduction to Christian Values and Decision Making in Health Care. https://lc.gcumedia.com/phi413v/practicing-dignity-an-introduction-to-christian-values-and-decision-making-in-health-care/v1.1/#/chapter/4 

 Topic 4: Optional Resources

Introduction to Euthanasia: Opposing Viewpoints

“Introduction to Euthanasia: Opposing Viewpoints,” edited by Torr, from Opposing Viewpoints in Context (2000).

https://link-galegroup-

com.lopes.idm.oclc.org/apps/doc/EJ3010134156/OVIC?u=canyonuniv&sid

=OVIC&xid=15c2bdc9

Ethics and Life’s Ending: An Exchange

“Ethics and Life’s Ending: An Exchange,” by Orr and Meilaender, from First Things (2004).

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.asp

x?direct=true&db=rfh&AN=ATLA0001442679&site=ehost-

live&scope=site

Always Care, Never Kill: How Physician-Assisted Suicide Endangers the Weak, Corrupts Medicine, Compromises the Family, and Violates Human Dignity and Equality

“Always Care, Never Kill: How Physician-Assisted Suicide Endangers the Weak, Corrupts Medicine, Compromises the Family, and Violates Human Dignity and Equality,” by Anderson, on The Heritage Foundation website (2015).

https://www.heritage.org/health-care-reform/report/always-care-never-kill-

how-physician-assisted-suicide-endangers-the-weak

Pain Management Rather Than Assisted Suicide: The Ethical High Ground

“Pain Management Rather Than Assisted Suicide: The Ethical High Ground,” by Orr, from Pain Medicine (2001).

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.asp

x?direct=true&db=a9h&AN=4883594&site=ehost-live&scope=site

The Higher-Brain Concept of Death: A Christian Theological Appraisal

“The Higher-Brain Concept of Death: A Christian Theological Appraisal,” by Roberts, from Ethics & Medicine (2017).

https://search-proquest-

com.lopes.idm.oclc.org/docview/1953801344/8E15777163CE4CF4PQ/9?ac

countid=7374

Three End-of-Life Cases: Resolving Their Moral Dilemmas

© 2019. Grand Canyon University. All Rights Reserved.

“Three End-of-Life Cases: Resolving Their Moral Dilemmas,” by Mirkes, from Ethics & Medicine (2017).

https://s

earch-proquest-

com.lopes.idm.oclc.org/docview/1901683914/fulltextPDF/79642D3CA804

C4FPQ/8?accountid=7374

 

 

Case Study on End of Life Decisions

Case Study on End of Life Decisions

The practice of health care providers at all levels brings you into contact with people from a variety of faiths. This calls for knowledge and understanding of a diversity of faith expressions; for the purpose of this course, the focus will be on the Christian worldview.

Based on “Case Study: End of Life Decisions,” the Christian worldview, and the worldview questions presented in the required topic Resources you will complete an ethical analysis of George’s situation and his decision from the perspective of the Christian worldview.

Note

Provide a 1,500-2,000-word ethical analysis while answering the following questions:

  1. How would George interpret his suffering in light of the Christian narrative, with an emphasis on the fallenness of the world?
  2. How would George interpret his suffering in light of the Christian narrative, with an emphasis on the hope of resurrection?
  3. As George contemplates life with amyotrophic lateral sclerosis (ALS), how would the Christian worldview inform his view about the value of his life as a person?
  4. What sorts of values and considerations would the Christian worldview focus on in deliberating about whether or not George should opt for euthanasia?
  5. Given the above, what options would be morally justified in the Christian worldview for George and why?
  6. Based on your worldview, what decision would you make if you were in George’s situation?

Remember to support your responses with the topic Resources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is required.

Case Study: End of Life Decisions

George is a successful attorney in his mid-fifties. He is also a legal scholar, holding a teaching post at the local university law school in Oregon. George is also actively involved in his teenage son’s basketball league, coaching regularly for their team. Recently, George has experienced muscle weakness and unresponsive muscle coordination. He was forced to seek medical attention after he fell and injured his hip. After an examination at the local hospital following his fall, the attending physician suspected that George may be showing early symptoms for amyotrophic lateral sclerosis (ALS), a degenerative disease affecting the nerve cells in the brain and spinal cord. The week following the initial examination, further testing revealed a positive diagnosis of ALS.

ALS is progressive and gradually causes motor neuron deterioration and muscle atrophy to the point of complete muscle control loss. There is currently no cure for ALS, and the median life expectancy is between 3 and 4 years, though it is not uncommon for some to live 10 or more years. The progressive muscle atrophy and deterioration of motor neurons leads to the loss of the ability to speak, move, eat, and breathe. However, sight, touch, hearing, taste, and smell are not affected. Patients will be wheelchair bound and eventually need permanent ventilator support to assist with breathing.

George and his family are devastated by the diagnosis. George knows that treatment options only attempt to slow down the degeneration, but the symptoms will eventually come. He will eventually be wheelchair bound and be unable to move, eat, speak, or even breathe on his own.

In contemplating his future life with ALS, George begins to dread the prospect of losing his mobility and even speech. He imagines his life in complete dependence upon others for basic everyday functions and perceives the possibility of eventually degenerating to the point at which he is a prisoner in his own body. Would he be willing to undergo such torture, such loss of his own dignity and power? George thus begins inquiring about the possibility of voluntary euthanasia

Reference

Hoehner, P., J. (2020). Death, Dying and Grief: An Introduction to Christian Values and Decision Making in Health Care. https://lc.gcumedia.com/phi413v/practicing-dignity-an-introduction-to-christian-values-and-decision-making-in-health-care/v1.1/#/chapter/4 

 Topic 4: Optional Resources

Introduction to Euthanasia: Opposing Viewpoints

“Introduction to Euthanasia: Opposing Viewpoints,” edited by Torr, from Opposing Viewpoints in Context (2000).

https://link-galegroup-

com.lopes.idm.oclc.org/apps/doc/EJ3010134156/OVIC?u=canyonuniv&sid

=OVIC&xid=15c2bdc9

Ethics and Life’s Ending: An Exchange

“Ethics and Life’s Ending: An Exchange,” by Orr and Meilaender, from First Things (2004).

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.asp

x?direct=true&db=rfh&AN=ATLA0001442679&site=ehost-

live&scope=site

Always Care, Never Kill: How Physician-Assisted Suicide Endangers the Weak, Corrupts Medicine, Compromises the Family, and Violates Human Dignity and Equality

“Always Care, Never Kill: How Physician-Assisted Suicide Endangers the Weak, Corrupts Medicine, Compromises the Family, and Violates Human Dignity and Equality,” by Anderson, on The Heritage Foundation website (2015).

https://www.heritage.org/health-care-reform/report/always-care-never-kill-

how-physician-assisted-suicide-endangers-the-weak

Pain Management Rather Than Assisted Suicide: The Ethical High Ground

“Pain Management Rather Than Assisted Suicide: The Ethical High Ground,” by Orr, from Pain Medicine (2001).

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.asp

x?direct=true&db=a9h&AN=4883594&site=ehost-live&scope=site

The Higher-Brain Concept of Death: A Christian Theological Appraisal

“The Higher-Brain Concept of Death: A Christian Theological Appraisal,” by Roberts, from Ethics & Medicine (2017).

https://search-proquest-

com.lopes.idm.oclc.org/docview/1953801344/8E15777163CE4CF4PQ/9?ac

countid=7374

Three End-of-Life Cases: Resolving Their Moral Dilemmas

© 2019. Grand Canyon University. All Rights Reserved.

“Three End-of-Life Cases: Resolving Their Moral Dilemmas,” by Mirkes, from Ethics & Medicine (2017).

https://s

earch-proquest-

com.lopes.idm.oclc.org/docview/1901683914/fulltextPDF/79642D3CA804

C4FPQ/8?accountid=7374

 

 

Organizational Culture And Values

Organizational Culture And Values

Prepare a 10-15 slide PowerPoint presentation, with speaker notes, that examines the significance of an organization’s culture and values. For the presentation of your PowerPoint, use Loom to create a voice-over or a video. Refer to the Topic Materials for additional guidance on recording your presentation with Loom. Include an additional slide for the Loom link at the beginning, and an additional slide for References at the end.

  1. Outline the purpose of an organization’s mission, vision, and values.
  2. Explain why an organization’s mission, vision, and values are significant to nurse engagement and patient outcomes.
  3. Explain what factors lead to conflict in a professional practice. Describe how organizational values and culture can influence the way conflict is addressed.
  4. Discuss effective strategies for resolving workplace conflict and encouraging inter professional collaboration.
  5. Discuss how organizational needs and the culture of health care influence organizational outcomes. Describe how these relate to health promotion and disease prevention from a community health perspective.

Note

you are required to cite a minimum of three sources to complete this assignment. Sources must be appropriate for the assignment and relevant to nursing practice.

While APA style format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

health care

Important for a person working in health care to understand statistical concepts

  1. Discuss why it is important for a person working in health care to understand statistical concepts.
  2. Provide an example of how statistical data is used in your organization or specialty area today and what you are expected to do with this information as a practitioner.

critique your session

critique your session

After securing consent, create a minimum of at least one 20-minute audio or video recording of at least one of your client sessions. The session can be an intake interview or a planning and/or adjustment counseling session. After completing your recording, review your session and prepare a self-evaluation/critique of the session that includes the following components:

  1. Type out a transcript of at least 15 minutes of the session that contain the most relevant portions of your interaction with the client in this meeting with them.
  • In the margin before or after each or your responses or statements, label the type of response (paraphrase, reflection of feeling, etc. – you many use abbreviations for these).
  • Using the attached Counselor Response Rating Form, classify and count each of the responses you made during this session.
  1. If you made any responses that were not appropriate for that client, counseling situation/problem or stage of the counseling process, such as in stage 1 or 2, giving advice, interpretation, stating a judgment about the client/help or someone they may be talking about, or a response that belonged at a later stage of the counseling process, write out immediately after your response on the transcript a better response for each inappropriate one and provide a justification for your improved response. In other words, correct any poor responses that you think you made during this session right after the original response on the typed transcript. (Print this alternate response in a different color ink if possible.)

III. Write out a separate report of one to three pages in which you evaluate/critique your session. Cover each of the following topics and questions in your critique.

  • What stages of the helping process were covered in your session? Which stage were you and the client in at the end of the session? Had you started or completed this stage by the end of the session? Write out the statement made by the counselor and/or client that gives evidence of the stage progressed to by the end of the session.
  • Write out the statement from the session that indicates that the stage of defining the client’s problem was completed.
  • Write out the statement that indicates that the second stage (defining goals) or third stage (defining solutions/action plan/IPE) were started or completed, if you got that far.
  • Summarize how appropriate and effective the solution/action plan developed with client is for solving their problem. What progress has client made so far using the strategies selected to show plan is working or not working?
  • Summarize what you think you did well in your session, and what you did not do so well. (Which counseling, case management, or problem-solving skills did you demonstrate well and which do you need to continue to work on?)

Note

  1. Submit your recording to me in addition to your written critique report, transcript with revision, and the Counselor Response Rating Form by the due dates noted on the Course site.