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Running Header: LEARNING RESOURCE
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NETFLIX
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LEARNING RESOURCE
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Learning Resource
Name
Class
Professor
Date
TOPIC: CYBER SECURITY
Profile of Intended Learners
Cybersecurity refers to the protection of Internet-connected
systems such as hardware, software, networks, and data from
cyber attacks. Today’s modern world is considered digitalized.
Cybersecurity is one of the fastest growing fields that have
called for a great deal of attention. The intended learners for
this cybersecurity course are undergraduates who have high
analytical skills, passionate about technology, and intrigued by
issues related to cybersecurity. Basic computer skills,
mathematics, and basic security measures are the critical
knowledge needed for learning cybersecurity. Technical and
soft skills are essential in learning cybersecurity.
Communication and problem-solving knowledge are the current
knowledge that learners in the cybersecurity course would need.
A Table Overview of Cyber Security Content
CONTENT
SUMMARY
Introduction to Computing
Learner would be introduced to computers as multipurpose

electronic devices. They would learn how the devices receive,
process, and store data. They would be taught how to use the
together with the internet. Students would also learn the
fundamentals of programming, control structures, and data
structures.
Computer Security
Students would get to learn the techniques to ensure
confidentiality, integrity related to disclosure and access of
information, and techniques to prevent denial of services.
Students would also be required to analyze various protocols
and algorithms to facilitate a higher working knowledge of the
programming language.
Network Security
Learners would learn about protecting the usability and
integrity of networks and data. Students would be taught how to
analyze security threats exposures, protect systems and data,
deployment of firewalls and data encryption to minimize
threats. Learners would further be taught how to assess
alternative user and host authentication mechanisms to manage
risks originating from outside networks.
Cisco Networking
Students would get to learn about the Cisco networking
syllabus. The major focus of the content would be on routing
and switching. Learners would get to be taught about the basic
routes and switches of Cisco and explore the boot up process.
They would further learn how to explore different configuration
modes of routers and how to use the help functions to facilitate
efficient navigation of operating systems.
A Concept Mapping Overview of Learning Activities
A Statement of Learning Theory
Cybersecurity is a computer science topic, and the use of a
scientific study of instructional design would be vital to
facilitate learning. The constructivism theory would form the

basis for the overall instructional design to promote knowledge
of the cybersecurity topic. Constructivism would allow the
learners to be in control of their learning. For the students to
fully benefit from the learning cybersecurity would require the
learners to construct their understanding of the topic by
experiencing things and reflecting on experience. However, the
teacher would manage the control the learning process by
guiding the process of knowledge construction. The lecturer
would also be responsible for creating group learning activities
and posing good problems.
Intended Learning Outcomes
After completion of the topic and participating in the learning
activities, the students should be able to:
· Evaluate computer network and information security needs.
· Assess cyber security risk management policies.
· Measure the performance of security systems.
· Troubleshoot, maintain, and update information security
systems.
· Monitor networks and provide real-time security solutions.
Storyboard Presentation

Instructional Sequence 1
Instructional Sequence 2
Introduction to Computing: The training for students would
strictly be hands-on. Everything that would be taught should be
interactive by touching areas of interest for the students. Filling
out forms and highlighting will be the major practised skills.
Introduction to Computing: Students would be taught through
exercise. The mousercise exercise would be majorly used. Copy
and paste will be the major skill practised
Computer Security: The instructor will discuss with the students
online experiences and educate them on how to minimize
potential risks. Student would be required to play online games
and compete with students in matching technological tools with
risks they can prevent. This facilitates development of
analytical skills.
Computer Security: The instructor will provide the students

with cyber security sheets and explore them with the students
the many tools and strategies that can be used to mitigate
negative online experiences. Problem-solving skills would be
highly utilized in this section.
Network Security: This class will majorly make use of reading
material. The instructor will have to enlighten the students and
explain how to enhance security through network design.
Students would be required to develop their critical skills.
Network Security: The instructor would make use of PowerPoint
slides and video to teach the fundamentals concepts of the topic.
The class would also make use of the computer lab to
familiarize the students with network security strategies.
Critical and analytical development skills would be utilized.
Cisco Networking: The instructor would be required to
practically help students learn about the Cisco networking.
Students would need to learn how to design, build, and maintain
computer networks to facilitate the development of
programming skills. Final exam would be taken
Cisco Networking: Instructors would be required to make use of
their own notes to teach students about Cisco networking.
Hands-on and web based learning experiences would need to be
utilized. A skill-based troubleshooting exam would be provided
to the students.

Learning Activity: Class simulation of a computer.
Learning Activity: Solving complex puzzle exercises.
Learning Activity: Group discussions and collaborations.
Learning Activity: Group assignments and homework.
· Health Care Policy Analysis Final Paper Grading Rubric
Health Care Policy Analysis Final Paper Grading Rubric
Criteria
90-100
80-89
70-79
60-69
<60
Problem Statement – Defines the problem addressed in the
analysis
20% of assignment grade
Problem statement is one sentence in the form of a question
Problem statement clearly focused
Several options identified for solving the problem
No grammatical or spelling errors

In-line citation provided for sources and reference page is APA
formatted
Problem is in the form of a question but is not clearly focused.
Several options identified for solving the problem
Some grammatical &/or spelling errors
In-line citation provided for resources, reference page contains
some APA formatting errors.
Problem is not in the form of a question or is not clearly
focused.
Options not related to problem
Many grammatical and/or spelling errors.
No inline references provided for resources. Many APA
formatting errors on reference page
Problem is not in the form of a question and is not clearly
focused
Only 1 option offered
Grammatical and/or spelling errors throughout.
No inline references and/or references not included in an APA
formatted reference list.
No performance
Background: Provides factual information needed to understand
the problem
Background includes all necessary factual information.
Information not directly relevant to the analysis is eliminated
Tone of background is appropriate.
formatted
Background is missing some necessary factual information.
Some extraneous information to the topic is included.
Tone of background is mostly appropriate.
some APA formatting errors

No performance
Landscape: Reviews the various stakeholders and their concerns
The landscape identifies all of the key stakeholders.
The stakeholders’ views are described clearly and accurately.
The structure of the landscape is consistent and easy to follow.
The tone of the landscape is appropriate
The reader has all of the information necessary to assess the
options
formatted
The landscape identifies most of the key stakeholders.
The stakeholders’ views are mostly described clearly and
accurately.
The structure of the landscape is fairly consistent and easy to
follow.
The reader has most of the information necessary to assess the
options.
The landscape identifies some of the key stakeholders.
Some of the stakeholders’ views are somewhat described clearly
and accurately.
The structure of the landscape is inconsistent but relatively easy
to follows.

The reader has some of the information necessary to assess the
options.
The landscape identifies 1-2 of the key stakeholders.
Few of the stakeholders’ views are somewhat described in a
barely clear or accurate manner.
The structure of the landscape is inconsistent and difficult to
follow.
The reader has little information necessary to assess the
options.
No performance
Options: Describes and analyzes several options to address the
problem
The options directly address the issue identified in the problem
statement.
The pros and cons of each option are clearly assessed.
All of the criteria are applied to each option’s assessment.
The options are sufficiently different from each other to give
the client a real choice.
All of the options are within the power of the client.
formatte
The options mostly address the issues identified in the problem
statement.
The pros and cons of each option are fairly clearly assessed.
Most of the criteria are applied to each option’s assessment.
The options are mostly different from each other to give the
client a real choice.

Most of the options are within the power of the client.
The options somewhat address the issues identified in the
problem statement.
Some of the pros and cons of each option are somewhat
assessed.
Some of the criteria are applied to each option’s assessment.
The options are fairly similar not really giving the client a real
choice.
Some of the options are within the power of the client.
The options barely or do not address the issues identified in the
problem statement.
1-2 of the pros and cons of each option are barely assessed.
Few of the criteria are applied to some of the option’s
assessment.
The options do not give the client a real choice.
Most of the options are not within the power of the client.
No performance
Recommendation: Offers one option as the best action to
pursue
The recommendation offered is one of the options assessed.
There is only one option recommended.
A clear explanation is offered for the option selected as the best
option, despite any of its flaws.

formatted
The recommendation offered is one of the options assessed.
There is only one option recommended.
The explanation offered for the option selected as the best
option despite any of its flaws is mostly clear.
The recommendation is one of the options assessed.
More than one option is recommended.
option despite any of its flaws is somewhat unclear
The recommendation is not one of the options assessed and/or
more than one option is recommended.
option despite any of its flaws is unclearly set forth.
No performance
Policy Analysis 1
Policy Analysis on the Improvement of Access to Mental Health
Services in Oregon
NAME

Health Policy and Politics
POLICY ANALYSIS 2
Policy Analysis on the Improvement of Access to Mental Health
Services in Oregon
NAME
Problem Statement
How can the state of Oregon improve access to mental health
services?
Background
In 1880, the first mental hospital was opened in Oregon, Oregon
State Hospital, however,
due to an influx of patients and need for psychiatric services,
Eastern Oregon State Hospital
opened in 1913 to provide mental health services to the eastern
region. As with most states in the
United States in the early to mid-1900’s, reports in Oregon
identified that an unreasonable
amount of individuals were being committed to the state
asylums, which eventually led to the
implementation and usage of community-based services over the

more controversial use of state
run hospitals (Unger, 1999).
By 1946, the federal government passed the Mental Health Act
which provided grants to
states for community-based services, and the expansion of such
services. Eventually, Oregon
legislature authorized that the development of comprehensive
community-based mental health
services be the responsibility of local governments in 1971. At
this time, alternatives to
hospitalization were integrated into care such as day treatment,
group homes, and local hospital
care. Due to overcrowding and a perceived excessive use of
mental health services though, in
1981 Oregon legislature mandated that mental health treatment
resources should be given to the
most severe and to the “greatest possible extent (Unger, 1999).”
The mandate established three
levels of priority. Priority 1 identified those with the most
severe mental illness, while Priority 3
was for those with the least severe mental illness. During the
1980’s and 1990’s, the usage of

POLICY ANALYSIS 3
community-based services increased, which can be partially
attributed to Medicaid funding,
however, the priorities established in 1981 still greatly
determined who had access to hospital
and community care. In order to receive benefits from the
Oregon Health Plan and Medicaid,
patients needed to have Priority 1 status (Unger, 1999).
Currently, Oregon’s mental health statistics and trends seem to
counteract any successes
or progress made in the past. According to “Prevention and
Early Intervention B4 Stage 4: The
State of Mental Health in American 2016,” Oregon has scored
the overall lowest ranking on
mental health needs, access to care, and outcomes (Mental
Health America, 2016). Oregon is
considered the least effective state in the US with addressing
issues that involve mental illness.
Other statistics and facts include: “one in 18.5 adult Oregonians
suffers from mental illness
(Lifeline Connections, 2016),” one in nine children from
Oregon are suffering from severe
emotional disturbance, suicide rates in Portland are three times
the national average, and heroin

use, likely as a means to cope with mental illness, has led to
consistently increasing overdose
deaths (Lifeline Connections, 2016). Although there is an
obvious need for mental health
services in Oregon, current trends and statistics suggest
challenges with access.
Landscape. The landscape of mental health in Oregon is made
up of various stakeholders
who all have unique perspectives and agendas. The primary
stakeholder is the population of
mentally ill who are at risk to suffer if proper access is not
provided, but stand to prosper if able
to obtain the care they need. Oregon’s mentally ill, just like any
other individual seeking medical
care, want a wide range of services, affordability, and options
with providers. The insurance
industry is another key stakeholder because of the companies’
abilities to choose which services
and medications will be covered. The more benefits covered
under an insurance plan, the more
money the company is spending, which impacts revenue. For
this reason, it is justifiable to

POLICY ANALYSIS 4
assume that the insurance industry will want to cover less
mental health services in order to pay
out less reimbursements. Behavioral health providers are a third
key stakeholder in the mental
health landscape. These providers want to assist those with
mental illness in getting the care they
need, however, because of shortages in the workforce and the
inability of many mentally ill to
afford such treatment, assistance may be limited. The state and
federal governments are another
stakeholder because of their interest to better serve the
population on one side, and efficiently
allocate financial resources on the other. The health and
wellness of society are significant, but
the government is also responsible for providing financial
resources through grants to many state
and local agencies within the health care sector beyond mental
health, which leads to a lack of
funding.
Options. Although there are many ways to improve access to
mental health services in
the state of Oregon, this analysis proposes three distinct
options.

Option 1: Integrating Mental and Primary Care Services. When
an individual
receives primary care, she/he will also be seen by a behavioral
health provider who will conduct
a general mental health assessment. Those who are identified as
needing further care will then be
referred to a mental health specialist. In analyzing this option’s
cost, there would be none to the
government because this integration will be solely managed by
health care facilities and
providers. The option is politically feasible because it does not
call for policy changes, however,
requiring insurance companies to cover these services as
preventative in nature could pose a
challenge. Integrating mental and primary care services is
effective in the sense that this option
exposes more individuals to mental health assessments and
refers those in need of more services
to specialist. On the other hand, this option will have no impact
on the uninsured population.
POLICY ANALYSIS 5
Option 2: Increase Federal Block Grants. From 2011-2013,

Oregon received CMHS
block grants for adults with severe mental illness totaling
$4,029,030 and $104,550 for children
with serious emotional disturbance (Oregon.gov, 2015). This
option calls for an increase to those
block grants, which will be allocated to various community-
based centers, hospitals, and state
mental health agencies such as NAMI. The purpose of the
increase in block grants will be to
lower costs for services, and extend available services.
Increasing grants will cost the federal
government, which may be a challenging aspect of
implementing this option. Political feasibility
is moderate because although this option does not propose the
creation of a law, the allocation of
funds is determined by the Secretary of the Treasury who is
currently a Republican, and thus less
likely to increase funding for mental health services.
Effectiveness, on the other hand, is high
because providing additional grants to mental health facilities
and agencies for the purpose of
lowering costs and increasing services will allow more of the
mental health population to receive
such services.

Option 3: Provide Incentives to Increase Mental Health
Workforce. This option
proposes a reduction in tuition costs for those students enrolled
in graduate studies for the
pursuance of becoming a mental health specialist. The purpose
of the option is to lessen the
current behavioral health workforce shortage by providing
financial incentive to enter the field.
Funding for this incentive will be provided at the state level.
This option will cost the state
government, which will have the challenge of determining
where to cut funding in order to
allocate enough funding for the incentive. As with option two,
political feasibility is moderate
because although no laws need to be established, the difficulty
that Oregon will face is attributed
to the dominant political party of the state. Effectiveness of
providing incentives to increase the
mental health workforce is high for its ability to ensure more
specialists in a field experiencing
POLICY ANALYSIS 6
shortage, however, it will not have any impact of those

individuals who are unable to access care
due to being uninsured.
Recommendation. In order to improve access to mental health
services in Oregon, the
most effective and efficient option is increasing federal block
grants which has the potential to
reach the largest portion of the mentally ill population by
cutting costs associated with services
to the individuals, and offering more types of services that
could be tailored to specific needs.
Although there is a governmental cost and potential political
challenge associated with
increasing block grants, there are actions that can be taken.
Mental health advocacy groups
should be utilized to bring awareness to the Oregon public on
the importance of providing
increased access to this underserved population. Another
important action is educating mental
health facilities receiving funding on how to comply with
federal requirements such as the
creation of a mental health planning council, using appropriate
data and performance
management systems, and properly tracking where funds are
allocated to (SAMHSA, 2017).

POLICY ANALYSIS 7
References
Lifeline Connections. (2016, April 22). Portland Mental Health:
A Silent Predator. Retrieved
October 27, 2017, from
https://www.lifelineconnections.org/portland-mentalhealth/
Mental Health America. (2016, October 31). 2016 State of
Mental Health in America - Report
Overview Historical Data. Retrieved October 27, 2017, from
http://www.mentalhealthamerica.net/issues/2016-state-mental-
health-america-report-
overview-historical-data#Overview
Oregon.gov. (2015). 2015 MHGB Annual Report. Retrieved
November 11, 2017, from
http://www.oregon.gov/oha/HPA/CSI-
AMHPAC/Documents/2015%20MHBG%20Annual%20Report.pd
f
SAMHSA. (2017, September 15). MHBG. Retrieved November
11, 2017, from
https://www.samhsa.gov/grants/block-grants/mhbg

Unger, K. (1999). History of Mental Health Services in Oregon.
Retrieved October 27, 2017,
from http://www.mentalhealthportland.org/wp-
content/uploads/2013/01/Karen-Ungers-
history.pdf

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