Category: Essay Help

Purpose
The purpose of this assignment is for the student to provide an understanding related to the various determinants of health that affect a population’s health, as well as the primary, secondary and tertiary prevention strategies in population health.

Course Objectives
CO 3: Identify the impact of social determinants on the health of the public.
CO 4: Evaluate public health and prevention strategies for important health problems.
Foundational Competencies
This assignment provides documentation of student ability to meet the following foundational competencies:

FC 5: Discuss the science of primary, secondary and tertiary prevention in population health, including health promotion, screening, etc.
FC 7: Explain effects of environmental factors on a population’s’ health.
FC 8: Explain biological and genetic factors that affect a population’s health.
FC 9: Explain behavioral and psychological factors that affect a population’s health.
Due Date
Submit your completed assignment by Sunday, 11:59 pm (MT), end of Week 5 as directed.

Requirements
The Determinants of Health and Health Prevention Assignment is worth 200 points and will be graded on quality of writing, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.
Create your essay using Microsoft Word, which is the required format for all Chamberlain College documents.
Follow the directions and grading criteria closely. Any questions about your assignment may be posted under the Q & A Forum.
The length of the paper is to be no less than 3 pages and no greater than 4 pages excluding title page and reference pages.
APA format is required with both a title page and reference page. Use the required components of the review as Level 1 headings (upper and lower case, centered, boldface):
Note: Introduction—write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association.

Preparing Your Health Determinants and Health Prevention Assignment
For the purpose of this paper:
This assignment is for you to provide an understanding related to the various determinants of health that affect a population’s health and select a determinant that you feel has the greatest impact on the health of your local community (e.g., it may be positive environmental determinant or a negative behavioral determinant). Next, you will be asked to identify the primary, secondary and tertiary prevention strategies in place in your local community that are addressing the health determinant (e.g., primary = increasing running and biking trails in your local community; secondary = increase in mental health clinics for the homeless). You will need to search the internet/ news to locate these trends in your local community.

Introduction:

Brief introduction of the purpose of the paper.
Health Determinants:

Describe the determinants of health: environmental, biological/genetic, and behavioral/psychosocial.
Select a determinant that you feel has the greatest impact on the health of your local community (e.g., it may be positive environmental determinant such as increase awareness of healthy lifestyles or negative behavioral determinant such as increase rise of homeless in your local community). Elaborate in your selection.
Health Prevention:

Briefly identify the primary, secondary and tertiary prevention strategies in place in your local community that are addressing the health determinant (e.g., primary = increasing running and biking trails in your local community; secondary = increase in mental health clinics for the homeless).
Which level of prevention is most predominant in addressing the health determinant (e.g., primary = increasing running and biking trails in your local community).
Discuss whether there are any health promotion and screening activities in addressing the health determinant in your local community (e.g., health promotion = supplying the homeless population with healthy food choices). If no health promotion and screening activities are in place, what health promotion activities would you recommend?
Summary:

Provide a brief summation of your thoughts related to understanding related to the various determinants of health that affect a population’s health, as well as the primary, secondary and tertiary prevention strategies in population health.
Post any questions you may have regarding this assignment to the Q & A Forum.
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Rubric
Determinants of Health and Health Prevention Assignment Rubric
Determinants of Health and Health Prevention Assignment Rubric
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeIntroduction
Introduces the purpose of the paper – to provide an understanding related to the various determinants of health that affect a population’s health, as well as the primary, secondary and tertiary prevention strategies in population health.
15.0 pts
Meets All Criteria
Solid introduction written related to the purpose of the paper.
13.0 pts
Meets Most Criteria
Provides a general introduction that partially addresses the purpose of the paper.
11.0 pts
Partially Meets Criteria
Provides a brief introduction that minimally addresses the purpose of the paper.
0.0 pts
Does Not Meet Criteria
No introduction.
15.0 pts
This criterion is linked to a Learning OutcomeHealth Determinants
Describes the determinants of health: environmental, biological/genetic, and behavioral/psychosocial. Selects a determinant that has the greatest impact on the health of local community. Elaborates in selection.
70.0 pts
Meets All Criteria
Describes the determinants of health: environmental, biological/genetic, and behavioral/ psychosocial. Selects a determinant that has the greatest impact on the health of local community.
60.0 pts
Meets Most Criteria
Basic description of the determinants of health: environmental, biological/genetic, and behavioral/ psychosocial. Selects a determinant that has the greatest impact on the health of local community.
53.0 pts
Partially Meets Criteria
Minimal description of the determinants of health: environmental, biological/genetic, and behavioral/ psychosocial. Minimal selection of a determinant that has the greatest impact on the health of local community.
0.0 pts
Does Not Meet Criteria
No description of the determinants of health: environmental, biological/genetic, and behavioral/ psychosocial. No selection of a determinant that has the greatest impact on the health of local community.
70.0 pts
This criterion is linked to a Learning OutcomeHealth Prevention
Briefly identifies the primary, secondary and tertiary prevention strategies in place in the local community that are addressing the health determinant. Describes which level of prevention is most predominant in addressing the health determinant. Discusses whether there are any health promotion and screening activities in addressing the health determinant in the local community. If no health promotion and screening activities are in place, recommends a health promotion activity (ies).
70.0 pts
Meets All Criteria
Identifies the primary, secondary and tertiary prevention strategies in place in the local community that are addressing the health determinant. Describes which level of prevention is most predominant in addressing the health determinant. Discusses whether there are any health promotion and screening activities in addressing the health determinant in the local community.
60.0 pts
Meets Most Criteria
Basic identification of the primary, secondary and tertiary prevention strategies in place in the local community that are addressing the health determinant. Basic description of the level of prevention most predominant in addressing the health determinant. Basic discussion of whether there are any health promotion and screening activities in addressing the health determinant in the local community.
53.0 pts
Partially Meets Criteria
Minimal identification of the primary, secondary and tertiary prevention strategies in place in the local community that are addressing the health determinant. Minimal description of the level of prevention most predominant in addressing the health determinant. Minimal discussion of whether there are any health promotion and screening activities in addressing the health determinant in the local community.
0.0 pts
Does Not Meet Criteria
No identification of the primary, secondary and tertiary prevention strategies in place in the local community that are addressing the health determinant. No description of the level of prevention most predominant in addressing the health determinant. No discussion of whether there are any health promotion and screening activities in addressing the health determinant in the local community.
70.0 pts
This criterion is linked to a Learning OutcomeSummary
Provides a summation of thoughts related to the various determinants of health that affect a population’s health, as well as the primary, secondary and tertiary prevention strategies in population health.
15.0 pts
Meets All Criteria
Excellent summation of thoughts related to the various determinants of health that affect a population’s health, as well as the primary, secondary and tertiary prevention strategies in population health.
13.0 pts
Meets Most Criteria
Brief summation of thoughts related to the various determinants of health that affect a population’s health, as well as the primary, secondary and tertiary prevention strategies in population health.
11.0 pts
Partially Meets Criteria
Minimal summation of thoughts related to the various determinants of health that affect a population’s health, as well as the primary, secondary and tertiary prevention strategies in population health.
0.0 pts
Does Not Meet Criteria
No summation of thoughts related to the various determinants of health that affect a population’s health, as well as the primary, secondary and tertiary prevention strategies in population health.
15.0 pts

Resource planning is critical to the effective and efficient management of projects and meeting the organizations strategic objectives. Resources are often shared between projects within a portfolio of projects. There are a several processes for balancing the resource across projects within a portfolio. For this Discussion: Compare rolling wave planning, bottleneck analysis, and resource leveling. What are the benefits of each? What are the limitations? Explain the terms “estimate of effort” and “lapse time.” What are the benefits of each technique? What are the limitations? If you were asked to prepare a resource plan for a portfolio project, which method would you choose? Why? Project Management Institute. (2017). The Standard for Portfolio Management. Fourth edition. Newtown Square, PA: Author. Chapter 5, Portfolio Capacity and Capability Management This chapter reviews the guiding principles for managing resources within a portfolio of projects. Capacity and capability management also involves optimizing the supply and demand, assessing and developing capability needed by the projects within the portfolio, and balancing capacity and capability. Kodukula, P. S. (2014). Organizational project portfolio management: A practitioners guide. Plantation, FL: J. Ross Publishing. Chapter 15, Resource Planning In this chapter, the author reviews the importance of resource management and the different processes for allocating resources across projects within a portfolio. The chapter reviews rolling wave planning, bottleneck analysis, and resource leveling as common processes for managing resources within a portfolio.

The Lab Assignment

Write a detailed one-page narrative (not a formal paper) explaining the health assessment information required for a diagnosis of your selected patient (include the scenario number). Explain how you would respond to the scenario as an advanced practice nurse using evidence-based practice guidelines and applying ethical considerations. Justify your response using at least three different references from current evidence-based literature.

case study
A 27-year-old man with Crohn’s disease has been admitted to the emergency room with an extreme flare-up of his condition. He explains that he has not been able to afford his medications for the last few months and is concerned about the costs he may incur for treatment.

required reading

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Chapter 24, “Sports Participation Evaluation”

In this chapter, the authors describe the process of a sports participation evaluation. The chapter also states the most common conditions encountered in a sports participation evaluation.

Chapter 25, “Putting It All Together”

In this chapter, the authors tie together the concepts introduced in previous chapters. In particular, the chapter has a strong emphasis on the patient-caregiver relationship.

Tingle, J. & Cribb, A. (2014). Nursing law and ethics (4th ed.). Chichester, UK: Wiley Blackwell.

Furman , C. D., Earnshaw, L. A., Farrer, L. A. (2014). A case of inappropriate apolipoprotein E testing in Alzheimer’s disease due to lack of an informed consent discussion. American Journal of Alzheimer’s Disease & Other Dementias, 29(7), 590–595. doi:10.1177/1533317514525829.

Navarro-Illana, P., Aznar, J., & Díez-Domingo, J. (2014). Ethical considerations of universal vaccination against human papilloma virus. BMC Medical Ethics, 15(29). doi:10.1186/1472-6939-15-29. Retrieved from http://www.biomedcentral.com/1472-6939/15/29

Maron , B. J., Friedman, R. A., & Caplan, A. (2015). Ethics of preparticipation cardiovascular screening for athletes. Nature Reviews Cardiology, 12(6), 375–378. doi:10.1038/nrcardio.2015.21

May, K. H., Marshall, D. L., Burns, T. G., Popoli, D. M. & Polikandriotis, J. A. (2014). Pediatric sports specific return to play guidelines following concussion. The International Journal of Sports Physical Therapy, 9(2), 242–255. PMCID: PMC4004129. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4004129/

American Academy of Pediatrics. (2008). Recommendations for preventative pediatric health care (periodicity schedule). Retrieved from https://www.harmonyhpi.com/WCAssets/illinois/assets/IL_MedicaidProviderManual_PEM_AdultPHGsForProviders.pdf

This resource provides recommendations for preventative pediatric healthcare from infancy through adolescence. The periodicity schedule covers a variety of areas, from health history to measurements, developmental/behavioral screenings, physical exams, procedural screenings, and oral health.

Rourke, L., Leduc, D., & Rourke, J. (2017). Rourke Baby Record. Retrieved from http://rourkebabyrecord.ca/

The Lab Assignment

Write a detailed one-page narrative (not a formal paper) explaining the health assessment information required for a diagnosis of your selected patient (include the scenario number). Explain how you would respond to the scenario as an advanced practice nurse using evidence-based practice guidelines and applying ethical considerations. Justify your response using at least three different references from current evidence-based literature.

case study
A 27-year-old man with Crohn’s disease has been admitted to the emergency room with an extreme flare-up of his condition. He explains that he has not been able to afford his medications for the last few months and is concerned about the costs he may incur for treatment.

required reading

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Chapter 24, “Sports Participation Evaluation”

In this chapter, the authors describe the process of a sports participation evaluation. The chapter also states the most common conditions encountered in a sports participation evaluation.

Chapter 25, “Putting It All Together”

In this chapter, the authors tie together the concepts introduced in previous chapters. In particular, the chapter has a strong emphasis on the patient-caregiver relationship.

Tingle, J. & Cribb, A. (2014). Nursing law and ethics (4th ed.). Chichester, UK: Wiley Blackwell.

Furman , C. D., Earnshaw, L. A., Farrer, L. A. (2014). A case of inappropriate apolipoprotein E testing in Alzheimer’s disease due to lack of an informed consent discussion. American Journal of Alzheimer’s Disease & Other Dementias, 29(7), 590–595. doi:10.1177/1533317514525829.

Navarro-Illana, P., Aznar, J., & Díez-Domingo, J. (2014). Ethical considerations of universal vaccination against human papilloma virus. BMC Medical Ethics, 15(29). doi:10.1186/1472-6939-15-29. Retrieved from http://www.biomedcentral.com/1472-6939/15/29

Maron , B. J., Friedman, R. A., & Caplan, A. (2015). Ethics of preparticipation cardiovascular screening for athletes. Nature Reviews Cardiology, 12(6), 375–378. doi:10.1038/nrcardio.2015.21

May, K. H., Marshall, D. L., Burns, T. G., Popoli, D. M. & Polikandriotis, J. A. (2014). Pediatric sports specific return to play guidelines following concussion. The International Journal of Sports Physical Therapy, 9(2), 242–255. PMCID: PMC4004129. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4004129/

American Academy of Pediatrics. (2008). Recommendations for preventative pediatric health care (periodicity schedule). Retrieved from https://www.harmonyhpi.com/WCAssets/illinois/assets/IL_MedicaidProviderManual_PEM_AdultPHGsForProviders.pdf

This resource provides recommendations for preventative pediatric healthcare from infancy through adolescence. The periodicity schedule covers a variety of areas, from health history to measurements, developmental/behavioral screenings, physical exams, procedural screenings, and oral health.

Rourke, L., Leduc, D., & Rourke, J. (2017). Rourke Baby Record. Retrieved from http://rourkebabyrecord.ca/

Please find a list of questions covering the LAST section/theme of our class –
from Descartes to Sartre; there are two questions on Descartes, and then one
for all the other – Kant, Sartre and Marx. You MUST answer the Kant question
and then any ONE other question of your choice. Please make sure to make
use of as much course notes/text material as possible either by direct
quoting/referencing or indirectly. Do not submit TWO separate document files to the
drop box; answer each question separately but submit it on ONE file/document and
clearly separate by page break or titles where each question begins and end. Each
question should be answered with approx. 850-1000 words each so approximately
1700-2000 words for whole document. [Please do not exceed 2500 words]

1. Descartes: On Doubt. Reading carefully through Descartes’ FIRST
meditation, elaborate on the purpose and function of his Method of Doubt.
Illustrate the different stages, or levels of doubt, always attempting to put
things in the context of what he is ultimately after; absolute certainty! What is
the result of each one of these levels or stages of doubt and, most importantly,
what is the conclusion of radical doubt in the last couple of paragraphs?
Elaborate by examining and commenting on the FIRST meditation.

2. Descartes: On the Nature of Self as Pure Thought.
Reading carefully through the transition from the FIRST to the SECOND
meditation, how does Descartes illustrate his arrival at FIRST CERTAINTY as
a necessary result of the limitations of DOUBT in general? What exactly IS
Descartes certain of at this point of the argument? We typically paint this as a
certainty about THE SELF, which is why this is so central to a study of Human
Nature— BUT, what is this SELF whose existence Descartes claims to have
absolute certainty about? Elaborate by examining and commenting on the
SECOND meditation.

3,Kant: On Moral Philosophy (REQUIRED QUESTION)
Reading carefully through the Groundwork for A Metaphysics of Morals
(especially first two sections) describe and comment on the main foundations
of Kant’s moral philosophy system. The core theme of his Deontological
approach is, as we have seen, that the moral worth of an action is not
dependent in any way on either the consequence of that action or the desired
gain by those who enacted it. The moral worth of the action is the INTENTION
and WILL of those who performed it in so far as that will is grounded by a
DUTY to obey laws of and Imperatives of reason. In Kant’s world, what is
GOOD are not actions, but the HUMAN will to act in accordance to
universalise-able principles of reason. What is ethical is NOT what produces
good results; what is ethical is what expresses GOOD Will and, a good will is
one that is grounded and driven by reason’s ability to provide these
universaliseable principles, principles applicable to all RATIONAL agents. I
would like you to analyze this and look carefully at his views on the
Categorical Imperative; offer a critique of its feasibility or problematic nature.

4,Marx and The Means of Production:
Much of the discussion in the Marx chapter focuses around what we have
come to call Historical Materialism, which affirms – – in part at least – that the
different historical phases of humankind can be understood in terms of the
means of production found in each era. That is to say the means of production
necessary to produce/create the necessities of life; food, shelter etc. Marx
analysis focuses on the balance/imbalance that results within the different
socio-political class structures; namely those how are the workers and those
who OWN the means/tools of production. While this dynamic is found
throughout all stages of our history, the imbalance of power takes a distinctive
character or form within the Capitalist economic system – – a system that Marx
insisted was characterised by our complete ‘Alienation’ – – alienation from our
work, the ‘production’ and thus ourselves. Using your readings, course notes
and any other external/online notes, I would like you to critically reflect upon
Marx’s critique of the capitalist system, as well as his approach to the
SOLUTION of overcoming this system.

5, Sartre: Radical Freedom and The Nothingness of Human Nature.
We have seen that What starts in Marx as a shift away from any abstract or
spiritual, or metaphysical explanation for human nature takes a more decisive
and radical angle in Sartre’ Existentialism. With Sartre we see an outright
denial of the Human Nature question to begin with; tables and cars and trees
etc these things have a Nature – – that is to say something that defines
WHO/WHAT they are, what their essence is. BUT how are humans different in
this regard? The moto of Sartre’s approach as you have read is that existence
comes prior to essence, precisely because unlike a car or a tree that have and
essence, we – HUMANITY – as creatures with consciousness have NO fixed
essence that makes us act or behave in this/that way. In Sartre’s famous
wording, ‘man is a NO-THING’. We are not fixed determinate essence,
instead we EXIST as pure freedom of consciousness. To be human is to have
NO definite THIS or THAT essence but rather to create our essences, says
Sartre, as a reflection of the choices we make throughout our lives. So, it is
not so much that we have no essence but rather that we are not given a
universal sense of essence prior to our individual existence, an essence that
GROUNDS our behaviour; instead we each MAKE our own individual
essence based on each of our’ life-stories/life choices’. Now as you my have
seen already from my notes, on the one hand there is something very
appealing and liberating about this kind of radical FREEDOM, but, there is
also a much darker, sombre side to it. Discuss this issue pointing out some of
the difficulties in the Existentialist system and what they ultimately mean.

Please find a list of questions covering the LAST section/theme of our class –
from Descartes to Sartre; there are two questions on Descartes, and then one
for all the other – Kant, Sartre and Marx. You MUST answer the Kant question
and then any ONE other question of your choice. Please make sure to make
use of as much course notes/text material as possible either by direct
quoting/referencing or indirectly. Do not submit TWO separate document files to the
drop box; answer each question separately but submit it on ONE file/document and
clearly separate by page break or titles where each question begins and end. Each
question should be answered with approx. 850-1000 words each so approximately
1700-2000 words for whole document. [Please do not exceed 2500 words]

1. Descartes: On Doubt. Reading carefully through Descartes’ FIRST
meditation, elaborate on the purpose and function of his Method of Doubt.
Illustrate the different stages, or levels of doubt, always attempting to put
things in the context of what he is ultimately after; absolute certainty! What is
the result of each one of these levels or stages of doubt and, most importantly,
what is the conclusion of radical doubt in the last couple of paragraphs?
Elaborate by examining and commenting on the FIRST meditation.

2. Descartes: On the Nature of Self as Pure Thought.
Reading carefully through the transition from the FIRST to the SECOND
meditation, how does Descartes illustrate his arrival at FIRST CERTAINTY as
a necessary result of the limitations of DOUBT in general? What exactly IS
Descartes certain of at this point of the argument? We typically paint this as a
certainty about THE SELF, which is why this is so central to a study of Human
Nature— BUT, what is this SELF whose existence Descartes claims to have
absolute certainty about? Elaborate by examining and commenting on the
SECOND meditation.

3,Kant: On Moral Philosophy (REQUIRED QUESTION)
Reading carefully through the Groundwork for A Metaphysics of Morals
(especially first two sections) describe and comment on the main foundations
of Kant’s moral philosophy system. The core theme of his Deontological
approach is, as we have seen, that the moral worth of an action is not
dependent in any way on either the consequence of that action or the desired
gain by those who enacted it. The moral worth of the action is the INTENTION
and WILL of those who performed it in so far as that will is grounded by a
DUTY to obey laws of and Imperatives of reason. In Kant’s world, what is
GOOD are not actions, but the HUMAN will to act in accordance to
universalise-able principles of reason. What is ethical is NOT what produces
good results; what is ethical is what expresses GOOD Will and, a good will is
one that is grounded and driven by reason’s ability to provide these
universaliseable principles, principles applicable to all RATIONAL agents. I
would like you to analyze this and look carefully at his views on the
Categorical Imperative; offer a critique of its feasibility or problematic nature.

4,Marx and The Means of Production:
Much of the discussion in the Marx chapter focuses around what we have
come to call Historical Materialism, which affirms – – in part at least – that the
different historical phases of humankind can be understood in terms of the
means of production found in each era. That is to say the means of production
necessary to produce/create the necessities of life; food, shelter etc. Marx
analysis focuses on the balance/imbalance that results within the different
socio-political class structures; namely those how are the workers and those
who OWN the means/tools of production. While this dynamic is found
throughout all stages of our history, the imbalance of power takes a distinctive
character or form within the Capitalist economic system – – a system that Marx
insisted was characterised by our complete ‘Alienation’ – – alienation from our
work, the ‘production’ and thus ourselves. Using your readings, course notes
and any other external/online notes, I would like you to critically reflect upon
Marx’s critique of the capitalist system, as well as his approach to the
SOLUTION of overcoming this system.

5, Sartre: Radical Freedom and The Nothingness of Human Nature.
We have seen that What starts in Marx as a shift away from any abstract or
spiritual, or metaphysical explanation for human nature takes a more decisive
and radical angle in Sartre’ Existentialism. With Sartre we see an outright
denial of the Human Nature question to begin with; tables and cars and trees
etc these things have a Nature – – that is to say something that defines
WHO/WHAT they are, what their essence is. BUT how are humans different in
this regard? The moto of Sartre’s approach as you have read is that existence
comes prior to essence, precisely because unlike a car or a tree that have and
essence, we – HUMANITY – as creatures with consciousness have NO fixed
essence that makes us act or behave in this/that way. In Sartre’s famous
wording, ‘man is a NO-THING’. We are not fixed determinate essence,
instead we EXIST as pure freedom of consciousness. To be human is to have
NO definite THIS or THAT essence but rather to create our essences, says
Sartre, as a reflection of the choices we make throughout our lives. So, it is
not so much that we have no essence but rather that we are not given a
universal sense of essence prior to our individual existence, an essence that
GROUNDS our behaviour; instead we each MAKE our own individual
essence based on each of our’ life-stories/life choices’. Now as you my have
seen already from my notes, on the one hand there is something very
appealing and liberating about this kind of radical FREEDOM, but, there is
also a much darker, sombre side to it. Discuss this issue pointing out some of
the difficulties in the Existentialist system and what they ultimately mean.

Review the Harbor City Behavioral Health Center media, Specifically review the following:
HCBHC Brochure with mission statement, goals, and services
Organizational Chart with major departments: HR, Operations (incl. IT), Comptroller, Legal (incl. Regulatory), and Clinics, as well as department overviews covering functions and roles
HCBHC Annual Report with findings/recommendations and associated assessment data
Corporate Memo on the community need for additional services to support the aging baby boomer population and the alarming increase in adolescent substance abuse
Review your assignment from previous weeks related to the center. In particular, take a look at any feedback you’ve received from your instructor or fellow classmates and consider what revisions you might want to make based on feedback.
Review your assignments, in light of any new insights or learning you might have had.
Consider what greater detail you might add, or revisions you might make to your analysis of the center.
Compose a final paper that expands on the strategic plan initiated in Week 5 to address areas for growth, as the Center is going to establish a unit to address the behavioral health needs of an aging adult population or Adolescent Drug Abusers. Decide which area of expansion you wish to pursue (older adult population or adolescent drug patients) and indicate the impact this initiative will have in each of the key functional areas of the Center-HR, IT, Fiscal, Regulatory, Clinical & Community Services.
Be sure to utilize information from your previous weekly Assignments to inform your thinking and writing. ( I will provide these, they have previously uploaded through safe assign)
Finally, make recommendations on how to execute the updated strategic plan.Compose a final paper that expands on the strategic plan initiated in Week 5 to address areas for growth, as the Center is going to establish a unit to address the behavioral health needs of an aging adult population or Adolescent Drug Abusers.

Review the Harbor City Behavioral Health Center media, Specifically review the following:
HCBHC Brochure with mission statement, goals, and services
Organizational Chart with major departments: HR, Operations (incl. IT), Comptroller, Legal (incl. Regulatory), and Clinics, as well as department overviews covering functions and roles
HCBHC Annual Report with findings/recommendations and associated assessment data
Corporate Memo on the community need for additional services to support the aging baby boomer population and the alarming increase in adolescent substance abuse
Review your assignment from previous weeks related to the center. In particular, take a look at any feedback you’ve received from your instructor or fellow classmates and consider what revisions you might want to make based on feedback.
Review your assignments, in light of any new insights or learning you might have had.
Consider what greater detail you might add, or revisions you might make to your analysis of the center.
Compose a final paper that expands on the strategic plan initiated in Week 5 to address areas for growth, as the Center is going to establish a unit to address the behavioral health needs of an aging adult population or Adolescent Drug Abusers. Decide which area of expansion you wish to pursue (older adult population or adolescent drug patients) and indicate the impact this initiative will have in each of the key functional areas of the Center-HR, IT, Fiscal, Regulatory, Clinical & Community Services.
Be sure to utilize information from your previous weekly Assignments to inform your thinking and writing. ( I will provide these, they have previously uploaded through safe assign)
Finally, make recommendations on how to execute the updated strategic plan.Compose a final paper that expands on the strategic plan initiated in Week 5 to address areas for growth, as the Center is going to establish a unit to address the behavioral health needs of an aging adult population or Adolescent Drug Abusers.

Subsection
________________________________________
Question 1 (1 point)

What is Macklin’s view regarding the question of whether it is ever permissible for a genetic counsellor to withhold information about the results of a genetic test from his/her patient?
Question 1 options:

It is never permissible.

It is permissible when the counsellor is convinced that withholding the information from the patient will do less harm than telling the patient.

It is sometimes permissible but there is no general principle that can be followed regarding this.

None of the above
Subsection
________________________________________
Question 2 (1 point)

Which of the following claims is NOT made in the course notes for Unit 9?
Question 2 options:

While receiving a ‘positive’ test result for some genetic condition (i.e., discovering you carry a gene that puts you at an increased risk of contracting that condition) carries many potential risks, receiving a ‘negative’ test also carries certain risks.

The fact that genetic research sometimes leads to the assertion of ownership claims over particular genes is a source of ethical controversy

Genetic information fits well into our typical, individualistic approach to ethical and legal issues.

Because genetic information is essentially predictive information, the availability of genetic testing has led to a focus on the ‘at risk’ patient (i.e., those who are not presently ill, but have some risk of becoming ill in the future).
Subsection
________________________________________
Question 3 (1 point)

Which of the following claims is NOT made in “The Rush for the Rock”?
Question 3 options:

Newfoundland is a good place to do genetic research because few new genes have been added to the province’s ‘gene pool’ in Newfoundland since about the 1830’s.

A problem with doing genetic research in Newfoundland and Labrador is that the specific gene mutations that cause conditions such as psoriasis in the province are often not the same mutations that result in those conditions elsewhere in the world.

The gene pool of the population of Newfoundland and Labrador potentially has great economic value.

A problem with doing genetic research in the province of Newfoundland and Labrador is that, until recently, accurate medical and genealogical records were not kept.

All of the above

Both A & B

Both A & C

Both B & D
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Subsection
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Question 1 (1 point)

What is Macklin’s view regarding the question of whether it is ever permissible for a genetic counsellor to withhold information about the results of a genetic test from his/her patient?
Question 1 options:

It is never permissible.

It is permissible when the counsellor is convinced that withholding the information from the patient will do less harm than telling the patient.

It is sometimes permissible but there is no general principle that can be followed regarding this.

None of the above
Subsection
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Question 2 (1 point)

Which of the following claims is NOT made in the course notes for Unit 9?
Question 2 options:

While receiving a ‘positive’ test result for some genetic condition (i.e., discovering you carry a gene that puts you at an increased risk of contracting that condition) carries many potential risks, receiving a ‘negative’ test also carries certain risks.

The fact that genetic research sometimes leads to the assertion of ownership claims over particular genes is a source of ethical controversy

Genetic information fits well into our typical, individualistic approach to ethical and legal issues.

Because genetic information is essentially predictive information, the availability of genetic testing has led to a focus on the ‘at risk’ patient (i.e., those who are not presently ill, but have some risk of becoming ill in the future).
Subsection
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Question 3 (1 point)

Which of the following claims is NOT made in “The Rush for the Rock”?
Question 3 options:

Newfoundland is a good place to do genetic research because few new genes have been added to the province’s ‘gene pool’ in Newfoundland since about the 1830’s.

A problem with doing genetic research in Newfoundland and Labrador is that the specific gene mutations that cause conditions such as psoriasis in the province are often not the same mutations that result in those conditions elsewhere in the world.

The gene pool of the population of Newfoundland and Labrador potentially has great economic value.

A problem with doing genetic research in the province of Newfoundland and Labrador is that, until recently, accurate medical and genealogical records were not kept.

All of the above

Both A & B

Both A & C

Both B & D
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