Idealised Influence – The best way I reflect this with the kids I coach (club and college) is by emulating behaviors and habits that I want my athletes practicing on a regular basis.  I think this refers back to what Chapter 2 reminds us of treating our athletes in the manner we want to be treated.  We are ultimately our athletes’ best role models in some circumstances.

Intellectual Stimulation – This, to me, is allowing the athletes a say in part of the leadership and decision-making in the program.  It’s not giving the team 100% say, but it’s giving athletes the say on certain things that will allow them an opportunity to feel heard.  For example, I may allow my college athletes some say regarding whether we train early or late, theme that goes on a t-shirt, or what we eat after matches.  I don’t want my athletes to have say as far as who should (or should not) play or any other items that would manufacture drama by being a ‘player-coach’.

Inspirational Motivation – Having athletes follow your lead as a coach is the first challenge you accept.  Getting athletes that are hungry to improve is what makes the journey priceless.  Kids today have information at the click of a button and typically need to have answers at a moment’s notice.  Being able to explain the “why’s” demonstrates that you as a coach are establishing yourself with your players by building necessary relationships and furthering your team’s culture in the same process.

Individual Consideration – Family comes first.  In those three simple words, that is the best way to sum up what this style is for me as a coach.  It is our job as coaches to meet our athletes how and where they come to us on a daily basis.  No athlete should be treated the same as another, but it is responsible of us to respectfully treat all of our athletes regardless of who s/he is ultimately.  I always let my athletes know that you can’t be a great student-athlete until you can manage yourself as a person.  Once you learn to manage yourself as a person, the opportunities for you to lead and compete are indescribable.

  

Assigment 7:  Self Directed Learning Project

Read through these instructions and begin this project at the beginning of the course to give yourself time to complete it.  The project is a process of learning over a period of weeks.  Select a topic, design your plan, and begin your learning process.
 

Objectives:

After reading Chapter 5 of the textbook, viewing Susan Wagner’s (2009) self directed learning project video and completing the Self Directed Learning Project (SDL),  you should be able to:

·         Describe and articulate a personal understanding of your own learning or development in tandem with the theoretical knowledge you have accumulated over the span of the course.

·         Explain and demonstrate the goals, processes and attributes that have contributed to the completion of your SDL project.

·         Describe how you planned, scheduled, and carried out an SDL project within the framework of adult learning and development theory.

Overview:

The concept of self directed learning is so entrenched in contemporary Canadian society that it seems self evident and natural. Who isn’t taking courses online, training for a marathon, or repairing their car using Youtube videos? However, a number of assumptions underlie this apparently natural state of being. As you will read in Chapter 5 of Merriam, Caffarella and Baumgartner (2007) Learning in adulthood: A comprehensive guide (3rd. Edition), self-directed learning can occur in formal and informal settings, and be envisioned as simply a strategic increase in skills, or more broadly as a search for life’s meaning.

An aspect of self-directed learning that is underemphasized in the chapter is the notion of readiness to learn. You may wish to return to Chapter 4 as you carry out Assignment 7, the Self Directed Learning Project, in order to consider what motivates and limits adult learners.

Components of Assignment 7:

This project should help you to develop a personal understanding of your own learning and development within the framework of adult learning and development theory. You decide what and how you want to learn and how you will evaluate your learning. You are evaluated on this assignment for your ability to start and finish a SDL project within the duration of the course. You are also responsible for reflecting on and reporting on various aspects of your self-directed process. You may use articles, websites, books, workshops, experiential learning, resource people and other methods or activities of self-directed learning. In addition, refer to the readings and learning tools you have been exposed to throughout the course overall. Use both the authors and the subject indices found at the end of the textbook to relocate this information efficiently. Focus on the process of the project not the product. For example, do not submit a 40 page guide on how to grow organic vegetables. Instead, present a report on the self-directed learning process that will enable you to produce the vegetables. Past students have reported on learning to lay laminate floors, learning to cook a meal based on traditional family dishes, and learning a new sport. Here are some questions you may wish to address:

·         What is something I want to learn? Why?

·         How will I use this learning?

·         What resources (books, websites, people, things) will I use?

·         What methods or activities will I use to accomplish this learning?

·         How will I demonstrate this learning?

·         How will I know what I’ve learned?

·         What is my schedule for the project?

·         What is a self directed learning project?

·         How do my overall goals compare to the theorists covered in chapter 5? For instance my goals reflect Mezirow’s perspective? Perhaps they are more in sympathy with Collins?

·         Which of the 3 models of process described in chapter 5 most applies to my project?

·         What variables affected my sense of autonomy throughout the project?

·         How has my self directed learning project enhanced my overall understanding of various aspects of adult learning and development such as participation, models of learning, experiential learning or the impact of context?

·         What did I do well as a self-directed learner?

·         How has self-directed learning changed me?

Write a substantive (1500-2000 words, double spaced, 12 font, 1 margins) document. Images and charts are welcome, but are not considered part of the word count. Create your document in a word processing program (eg. Word), and use the word count tool to calculate how long your assignment is. Include a brief introduction and conclusion in your report. Provide citations in the text and reference list at the end of your posting using APA (5th or 6th ed.) style. Upload your paper to the Assignment 7 Drop Box.

 

A. Consider the following case :

Dr. Jones is a senior surgeon at a community hospital. It is common talk among the staff that his patients have a higher level of hospital-borne infections after surgery and other doctors patients. In this case, the patient is a 38 year old female who has undergone a full mastectomy for breast cancer. During post-operative care, you have found her to be very quiet, seemingly depressed, and not talkative with you or the family members who have come to visit. She seems to be in some pain during the treatments and has a low grade fever. after a treatment she asked you, “Is Dr. Jones a good surgeon?

1. What are some answers you could give? List five possibilities
2. Which of the ethical systems from decision making will you use in coming to an answer – consequence, duty or virtue ethics
3. What answer will you give and why ?

E. When the Titanic sank the men generally stood aside and women and children were allowed to take the life rafts.  the captain did not survive and went down with the ship. More recently, the cruise ship Costa Concordia ran aground and sank. the captain claims to have somehow stumbled and fell into a life raft and was one of the first to reach safety.  Not to say he was lying, but let us assume for discussion that he was. What level of the hierarchy of needs might have he been acting from?  The captain was in his early 50s. What generational cohort would he represent?  How might you explain his choice? 

The two questions has to have an answer of 3-4 paragraphs. Additonal pages are attached for a reference

POST 1

Victoria

Quality Improvement Milestones

Healthcare quality transforms the healthcare system as it focuses on the way care is delivered by creating a culture of service excellence. Quality in healthcare has two dimensions, the technical excellence which is the skill and competence of

health

professionals and the ability of diagnostic and therapeutic equipment’s, procedures, and systems to accomplish what they are meant to accomplish reliably and effectively, and the patient experience especially in their perception of illness or well

-being and in their encounters with healthcare professionals and institutions. Healthcare organizations’ ability to deliver high quality, patient centered care to their members and patients depends in part on their understanding of basic customer

service principles and their ability to integrate these principles into clinical settings (Nash et al., 2019).

The success of an organization depends on its quality foundation, the levels of performance and the ability of the organization to improve performance when expectations are not being met.

How to Err is Human Has Influenced the Health Care Delivery System and Nursing Practice

“To Err Is Human” launched a series of  institute of medicine (IOM) reports on improving quality and reducing errors in the U.S. health care system, with a focus on preventing medical errors to improve the quality of healthcare at all stages of

diagnosis and treatment. To err is human influenced the healthcare delivery system and nursing practice through the error preventive measures that were proposed which serves as a roadmap toward a safer health system and has enabled the

development of highly effective interventions for hospital-acquired infections and medication safety. The frequency of preventable harm to patients is still high in healthcare organizations but there is still much room for improvement in patient

safety (Kohn et al., 2000).

Experience On How the Patient Safety Movement Has Affected My Practice

One profound area from my nursing experience that patient safety movement has affected my practice is in medication errors. As the rate of comorbidities rise, the average patient today tends to be on more medications at one time, this can lead to

medication errors  and more potential challenges for patients once they leave the hospital (Thornton,2016).

References

Kohn, L. T., Corrigan, J. M., & Donaldson, M. S. (Eds). (2000). To err is human: Building a safer health system. Washington, D.C.: National Academy Press.

Nash, D. B., Joshi, M. S., & Ransom, E. R., & Ransom, S. B., (Eds.). (2019). The healthcare quality book: Vision, strategy, and tools (4th ed.). Chicago, IL: Health Administration Press.

Thornton, P. (2016). Medication Safety. Journal of Pharmacy Practice & Research, 46(2), 156–168. https://doi-org.ezp.waldenulibrary.org/10.1002/jppr.1215

POST 2

Luwieth

Quality Improvement Milestone

How many people need to die because of medical error before one is considered too many? According to Nash et al. (2019), 250,000 people die annually in the United States from medical errors. This number can only be compared with the death record of death caused by heart disease and cancer (Nash et al. 2019). Status quo is not an option, therefore heath care providers in strategic positions have to make a difference in ensuring that people who entrust their care to us are provided with the highest level of care possible (Nash et al. 2019). 

 Laureate Education (2011) further delved into the rationale for care received by patients in the healthcare industries, as he stated, what is the purpose of patients receiving care that is not beneficially created to implicate positive social changes? in other words, all efforts made without the aim to actualize patients’ maximum potential are fruitless. According to Kohn et al. (2000) safety is more than just the absence of errors. Safety has multiple dimensions which illuminate that health care is complex and risky and that solutions are found in the broader systems context for example: (a) set of processes that identify, evaluate, and minimize hazards and are continuously improving, and (b) an outcome that is manifested by fewer medical errors and minimized risk or hazard.

Milestone Influenced on Health care Delivery.

From a chronological perspective the below indicates the efforts made for urgent need to improve health care quality according to the Institute of Medicine (IOM) National Roundtable “The Urgent Need to Improve Health Care Quality” by the Institute of Medicine (IOM) National Roundtable on Health Care Quality (Chassin and Galvin 1998).

(1) IOM’s To Err Is Human: Building a Safer Health System (Kohn, Corrigan, and Donaldson 2000). 

(2) IOM’s Crossing the Quality Chasm: A New Health System for the 21st Century (IOM 2001).

 (3) The National Healthcare Quality Report, published annually by the Agency for Healthcare Research and Quality (AHRQ) since 2003).

(4) The National Academies of Sciences, Engineering, and Medicine’s Improving Diagnosis in Health Care (National Academies 2015).

Berwick (2002) stated that crossing the Quality Chasm provides a blueprint for the future that classifies and unifies the components of quality through six aims for improvement. Berwick (2002) further delineated that these aims also viewed as six dimensions of quality, provide healthcare professionals and policymakers with simple rules for redesigning healthcare are as follows, (they can be known by the acronym STEEEP (Berwick 2002) : 

(1) Safe: Harm should not come to patients as a result of their interactions with the medical system.

 (2) Timely: Patients should experience no waits or delays when receiving care and service. 

(3) Effective: The science and evidence behind healthcare should be applied and serve as standards in the delivery of care. 

(4) Efficient: Care and service should be cost-effective, and waste should be removed from the system. 

(5) Equitable: Unequal treatment should be a fact of the past; disparities in care should be eradicated. 

( 6) Patient-centered: The system of care should revolve around the patient, respect patient preferences, and put the patient in control

Own Work History and Experience as to how the Patient safety Movement has Affected my Practice.

Though I am living in a country where there is no cost to patients for healthcare provided, the organization that I work for considers the delivery of cutting edge care to patients is paramount. Many safety initiatives are grounded in the fundamental policies of the organization that holds each employee accountable for the care they provide to each patient that enters the organization’s doors. 

The Registered Nursing of Ontario plays a major role in ensuring that registered nurses in Ontario are equipped with adequate knowledge to promote the highest quality of care to patients through generous funding to our organization (Grinspun, 2021). Efforts made to the quality of care patients receive is through Quality Assurance Initiates followed by RNs’ educational programs, continued assessment to encourage sustainability of safe practice, and new recommendations to practice based on new research. I have been the champion for multiple Best Practice Guideline and QI projects which impacted increased nursing knowledge increased nursing confidence and most importantly improved patient outcome.  

References

Berwick, D. M. 2002. “A User’s Manual for the IOM’s ‘Quality Chasm’ Report.” Health Affairs (Millwood) 21 (3): 80–9.

 Grinspun, D. Transforming nursing through knowledge: Progress on the Registered Nurses’ Association of Ontario (RNAO) best practice guidelines programme. Enfermeria clinica (English Edition), [s. l.], v. 30, n. 3, p. 133–135, 2020. DOI 10.1016/j.enfcli.2020.03.002. Disponível em: https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=mnh&AN=32284179&site=eds-live&scope=site. Acesso em: 1 jun. 2021.

Institute of Medicine. Committee on Quality of Health Care in America. (2001). Crossing the quality chasm: A new health system for the 21st century. Washington, DC: National Academy of Sciences. Kohn, L. T., Corrigan, J. M., & Donaldson, M. S. (Eds). (2000). To err is human: Building a safer health system.National Academy Press.

Kohn, L. T., Corrigan, J. M., & Donaldson, M. S. (Eds). (2000). To err is human: Building a safer health system.National Academy Press.

 Laureate Education, Inc. (Executive Producer). (2011). Organizational and systems leadership for quality improvement: Concepts of quality and patient safety. Baltimore: Author.

Nash, D. B., Joshi, M. S., & Ransom, E. R., & Ransom, S. B., (Eds.). (2019). The healthcare quality book: Vision, strategy, and tools (4th ed.). Health Administration Press. 

POST 3 

Ihuona

Health care-associated infections (HCAIs) are infections that appear during a health care, while a patient is still in the hospital, developing within two weeks of their arrival, or within 30 days of the patient having received health care. Many studies show that common types of hospital adverse events include ADEs, HCAIs, and surgical complications. Nearly 1.7 million patients admitted to the hospital each year acquire hospital-acquired infections while being treated for another medical condition and nearly 98,000 patients die as a result. ( Hague, Sartelli, McKimm & Barkar 2018) 

 Research studies that took place in countries with a high level of income discovered that 5% to 15% of patients who were hospitalized acquired HCAIs, which could affect 9% to 37% of those who were admitted to ICUs ( Vincent 2003). CDC estimates that about one in 25 U.S. patients who visit the hospital is diagnosed with at least one infection that is only linked to hospital care. This estimate doesn’t include infections that patients get while receiving other forms of healthcare. An overwhelming majority of HAIs originate from the most urgent and deadly antibiotic-resistant bacteria, which may result in sepsis or death.

Healthcare-associated infections (HAIs) strike approximately 2 million people in the US each year, and nearly 90,000 people die from them. HAIs can cost anywhere from $28 billion to $45 billion overall ( Stone, 2010). Many HAIs can be prevented, despite the high morbidity, mortality, and expense associated with them. There have been numerous peer-reviewed publications that detail experiments testing the efficacy of a variety of infection prevention techniques. The CDC, including hand hygiene has produced much of this evidence (Stone, Hasan, Quiros & Larson 2007)

Research shows that both mandatory and voluntary surveillance are utilized for at least 30% reduction target (Pearson, 2009). Beginning in 2009, the federal government mandated that the healthcare system make progress on the National Action Plan to Prevent Health Care-Associated Infections (NAP) by establishing an HHS goal of reducing HAI infection rates in healthcare facilities using CDC’s National Healthcare Safety Network (NHSN) to track results (Health.org 2020). States that received funding for developing infrastructure to support and assist in HAI prevention efforts also received the first time dedicated funding to support and assist in HAI prevention efforts ( CDC.2020).

Conclusion: The patient safety issue of healthcare-associated infections persists, and the financial and social burden is immense. The results have revealed that to ensure a healthier healthcare system for all Americans, preventing HAIs is a key component of the DHHS’s mission and vision.

                                      References 

Haque, M., Sartelli, M., McKimm, J., & Bakar, M. (2018). Health care-associated infections – an overview. Health Care-associated Infections – an Overview, 11, 2321-2333. doi:10.2147/IDR.S177247

Pearson, A. (2009). Historical and changing epidemiology of healthcare-associated infections. Journal of Hospital Infection, 73(4), 296-304. doi:10.1016/j.jhin.2009.08.016

Stone, P. W. (2009). Economic burden OF healthcare-associated infections: An American perspective. Expert Review of Pharmacoeconomics & Outcomes Research, 9(5), 417-422. doi:10.1586/erp.09.53

Stone PW, Hasan S, Quiros D, Larson EL. Effect of guideline implementation on costs of hand hygiene. Nurs. Econ. 2007;25(5):279–284.

https://www.cdc.gov/hai/progress-report/index.html

 Home of the Office of Disease Prevention and Health Promotion. (n.d.). https://health.gov/.

Vincent, J.-L. (2003). Nosocomial infections in adult intensive-care units. The Lancet, 361(9374), 2068–2077. https://doi.org/10.1016/s0140-6736(03)13644-6 

Post 4

Elizabeth

Briefly summarize your selected population health problem and describe how principles of epidemiology are being applied—or could be applied—to address the problem.

The population health problem I have chosen to explore this week is opiate addiction. According to the Centers for Disease Control (CDC, 2021), deaths from opioid overdoses reached almost 50,000 in 2019. Mattson et al. reported in 2021 that deaths related to opioid abuse increased by 1040% between 2013 and 2019.  The opioid crisis is incredibly complex, and so attempts to drive any kind of remedy must be multifaceted and interdisciplinary (Blanco et al., 2020)

Current efforts at addressing the problem from an epidemiologic approach begin with an identification of both the rate of occurrences as well as any observable pattern of behaviors or choices that lead to the incidence of opiate addiction (CDC, 2012). Research and efforts towards eliminating opiate addiction are currently focused on exploration of the social determinants that lead to addiction, as well as identification of those most at risk. Development of a realistic understanding of the actual benefit of controlled opiate use versus the risk of long term dependence is underway as well. Research focused on the psychological and biochemical contributors to addiction, as well as any factors that may provide protection from abuse and addiction are also important considerations. Other approaches to combatting the opioid epidemic include publicly-funded rehabilitation therapy and treatment services, as well as policy reforms among multiple agencies, including healthcare, justice, and social services (Blanco et al., 2020). 

Are there any lessons learned from the use of epidemiology in the eradication of smallpox that can be applied to your selected problem?

There are several lessons we can take from the population-based approach applied to eradicate smallpox. Smallpox eradication started slowly, and was complicated by multiple issues, including a lack of sufficient reporting to truly understand the real impacts of eradication efforts and a lack of strong leadership towards global efforts (Center for Global Development, n.d.). Some of the most powerful lessons learned from smallpox eradication efforts include comprehensive disease surveillance and rapid outbreak response coupled with strong community involvement. Opiate addiction does not present with a discrete set of detectable symptoms, nor can it be confirmed with any type of set test. Tracking amongst communities is difficult, because a need for treatment often does not emerge until significant dependence has developed. There is a stigma among addicts and seeking help for an addiction can be complicated by access to care and multiple psychosocial issues. Much like smallpox, however, efforts at eradication can focus on unified leadership intent on improving access to care and support to even to most rural and underserved areas, as well as a generalized change in approach to include those most vulnerable and needing of intervention (Rummons et al., 2018).

Evaluate the cost effectiveness of addressing this health problem at the population level versus the individual level.

The goal of population health lies in the achievement of healthy communities and productive populations (Nash et al., 2021). Cost of initiatives focused on addressing any specific public health issue needs to be considered from many perspectives. When we think about the cost to the public measured in loss of productivity, not to mention loss of family stability and ultimate loss of life, the realization is that quantification of the monetary cost of opioid epidemic is nearly impossible. We cannot, however, approach the issue with an “any means necessary” mentality. The goal should be evidence-based abuse prevention coupled with standardized strategies focused on addiction and recovery treatment. Additionally, research should focus on the determinants of opioid abuse and ways to mitigate population risk through identification of the most vulnerable populations. One practical example found by researchers examining the use of opiate antagonist therapy (OAT) noted that publicly funding immediate OAT for all addicts over a four-year period would result in a long term cost saving to the state of California of close to $3.8 billion (Krebs et al, 2018). Efforts aimed at individual care that may be costly on a case by case basis can benefit entire populations and eventually see a reduction in overall cost, much as noted during the smallpox eradication efforts (Henderson & Klepac, 2018).  

Centers for Disease Control and Prevention. (2012, May 18). Principles of Epidemiology. Centers for Disease Control and Prevention. https://www.cdc.gov/csels/dsepd/ss1978/lesson1/section1.html#:~:text=Epidemiology%20is%20the%20study%20(scientific,and%20the%20application%20of%20(since. 

Centers for Disease Control and Prevention. (2021, March 25). Data Overview. Centers for Disease Control and Prevention. https://www.cdc.gov/drugoverdose/data/index.html. 

Center for Global Development (n.d.). Eradicating smallpox. Retrieved May 31, 2021 from https://www.cgdev.org/sites/default/files/archive/doc/millions/MS_case_1.pdf  

Blanco, C., Wiley, T. R., Lloyd, J. J., Lopez, M. F., & Volkow, N. D. (2020). America’s opioid crisis: the need for an integrated public health approach. Translational psychiatry, 10(1), 1-13.

Henderson, D. A., & Klepac, P. (2013). Lessons from the eradication of smallpox: an interview with DA Henderson. Philosophical Transactions of the Royal Society B: Biological Sciences, 368(1623), 20130113.

Krebs, E., Enns, B., Evans, E., Urada, D., Anglin, M. D., Rawson, R. A., … & Nosyk, B. (2018). Cost-effectiveness of publicly funded treatment of opioid use disorder in California. Annals of internal medicine, 168(1), 10-19.

Mattson, C. L., Tanz, L. J., Quinn, K., Kariisa, M., Patel, P., & Davis, N. L. (2021). Trends and geographic patterns in drug and synthetic opioid overdose deaths—United States, 2013–2019. Morbidity and Mortality Weekly Report, 70(6), 202.

Nash, D. B., Skoufalos, A., Fabius, R. J. & Oglesby, W. H.  (2021). The population health promise. In Population health: Creating a culture of wellness (3rd ed.). Jones & Bartlett Learning.

Rummans, T. A., Burton, M. C., & Dawson, N. L. (2018, March). How good intentions contributed to bad outcomes: the opioid crisis. In Mayo Clinic Proceedings (Vol. 93, No. 3, pp. 344-350). Elsevier.

How many classes are you going to create for the final project?

• Describe the purpose of each class and the class members including fields, constructor and methods.
• Share the UML diagram and CRC cards for the design.

final project 

The final project asks you to develop an application involving simulation and gaming – Casino Simulation. The goal is to have you apply the knowledge, techniques and problem-solving skills you have learned in this class. 

The two game simulations that you will be developing are: Slot Machine and Blackjack.

Here are some suggestions for the game’s design:

1. Ask the player to enter his/her name.2. Display a personalized welcome message.3. Ask the player to make an initial deposit, the required minimum amount is $20 and the max is $1000. Your program needs to keep track of the player’s account balance through the entire game.4. Display a game menu containing the two games offered (Slot Machine, Blackjack) and prompt the player to choose a game he or she wants to play: 1=Slot Machine, 2=Blackjack and the amount the player would like to bet on the chosen game.5. After a game selection is made, check the player’s account balance. If the balance is insufficient, prompt the user to deposit more money, else the game chosen by the player starts.6. At the end of each game run, show the following messages: the player’s total deposit, the winning or losing amount and the account balance.7. Ask the player whether he or she wishes to continue to play a game. Your program performs the tasks indicated by the player. 

Slot Machine Simulation

A slot machine is a gambling device that the user inserts money into and then pulls a lever (or presses a button). The slot machine then displays a set of random images. If two or more of the images match, the user wins an amount of money that the slot machine dispenses back to the user.

Create a class that simulates a slot machine. When the program runs, it should do the following:

1. Asks the user to enter the amount of money he or she wants to enter into the slot machine.2. Instead of displaying images, the program will randomly select a word from the following list: Cherries, Oranges, Plums, Bells, Melons, Bars.3. To select a word, the program can generate a random number in the range of 0 through 5. If the number is 0, the selected word is Cherries; if the number is 1, the selected word is Oranges; and so forth. 4. The program should randomly select a word from this list three times and display all three of the words. 5. If none of the randomly selected words match, the program will inform the user that he or she has won $ 0. 6. If two of the words match, the program will inform the user that he or she has won two times the amount entered. 7. If three of the words match, the program will inform the user that he or she has won three times the amount entered. 8. Using do…while9. The game asks whether the user wants to play again. If so, these steps are repeated. If not, the program displays the total amount of money entered into the slot machine, the account balance and the total amount won or lose. 

Blackjack Simulation

Blackjack Simulation lets the user play against the computer in a variation of the popular blackjack card game. In this variation of the game, two six- sided dice are used instead of cards. The dice are rolled, and the player tries to beat the computer’s hidden total without going over 21. 

1. Each round of the game is performed as an iteration of a loop that repeats as long as the player agrees to roll the dice, and the player’s total does not exceed 21. 2. At the beginning of each round, the program will ask the user whether or not he or she wants to roll the dice to accumulate points. 3. During each round, the program simulates the rolling of two six- sided dice. It rolls the dice first for the computer, and then it asks the user whether he or she wants to roll. ( Use the Die class that was shown in Code Listing 6- 14 to simulate the dice.) 4. The loop keeps a running total of both the computer’s and the user’s points.5. The computer’s total should remain hidden until the loop has finished.6. After the loop has finished, the computer’s total is revealed, and the player with the most points, without going over 21, wins.7. The program asks whether the user wants to play again. If so, these steps are repeated. If not, the program displays the total amount of money entered into the slot machine, the account balance and the total amount won or lose.