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Unit III Problem Solving
Weight: 9% of course grade
Grading Rubric
Instructions
Virtual Simulation Assignment
We are going to explore the orbital motion of the five different gravitational systems, A through E, through a virtual simulation provided by PhET. You will fill out the masses of the star and the planet. You will also measure the orbital radius and the period of the system in the Excel worksheet (highlighted area). You will learn about the properties of orbital shape, escape velocity, and Keplers third law.
View the PhET Gravity and Orbits Interactive Simulation.
Review the video PhET Gravity & Orbits to familiarize yourself with the various functions of the simulation before beginning your assignment.
Use the Unit III Virtual Simulation Assignment Excel Worksheet for this unit. Save all of your work directly to the worksheet, and submit it in Blackboard for grading.
See the Unit III Assignment Instructions to access the details for this activity.
Resources
The following resource(s) may help you with this assignment.
Submit Math Center Request

1. State the Public Health Field you are addressing: Community
Health

2. State the topic: Maternal Healthcare in African American
Women

3. State your research question(s)

Imagine yourself in the position of these anthropologists, conducting anthropological research with people such as crack dealers/users or prostitutes. Applying their experiences, describe the ethical problems and challenges that you would encounter in doing that research

Please be sure to provide complete, thought-provoking responses to the below questions. Review the following case and answer the following analysis questions. Use APA format and 2-3 scholarly references. The Castlefield University School of Nursing case illustrates some ideas about curriculum development and support for undertaking curriculum work. Read the following case and then answer the associated questions that guide a critical analysis of the case.
Castlefield University School of Nursing Case Scenario
Castlefield University School of Nursing offers a 4-year, integrated baccalaureate nursing program, with professional practice beginning in the second semester of the first year. The current curriculum was introduced 12 years previously, and modifications have occurred periodically throughout the years.
Several faculty members of the Castlefield University School of Nursing are considering the need for changes to the undergrad nursing curriculum. In particular, two relatively new faculty members, William and Martha, who obtained their nurse doctorate 2 years ago and then began teaching on a full-time basis in the second year of the program, are especially vocal about the relevance of the curriculum. They are also concerned about reports from healthcare agency staff that Castlefield nursing students and graduates seem unable to meet practice expectations.
Their concerns were brought forth at the monthly meeting at the Undergraduate Curriculum Committee, which is comprised of faculty from all 4 years of the program. One committee member, who has taught at Castlefield for 4 years, appeared sympathetic. However, those with 12 or more years of experience in the nursing program felt there is no need for change because they believe that the present nursing curriculum is up to date. This latter group has enjoyed excellent relationships with the school leader, Dr. Virginia Higgins, who has facilitated their attendance at workshops and conferences on a newer curriculum that involves feminist, caring, and student-centered approaches. Following these workshops, some minor curriculum revisions were made.
William and Martha continue to present their case for curriculum revision. They staunchly propose that the current nursing program seems no longer relevant for the times and required changes. They argued that, from their perspective and that of other faculty and stakeholders with whom they have consulted, there is very little stated or included in the curriculum about evidence-based nursing practice and safety. Martha also added insufficient content in the curriculum about the clients who served and the community. William continued that, while he has been eager to become a member of the faculty 2 years ago, he has yet to identify the relationship of the nursing program to the universitys broad goals. Both William and Mary questioned if the nursing program really represents an evidence-uniformed, content-relevant, unified curriculum.
Two other committee members added their concerns about unsatisfactory reports from healthcare agencies about some students and graduates. All faculty had been shocked to learn that nearly 20% of the graduates were unsuccessful on the National Council Licensure Examination (NCLEX) this year. That particular group of graduates has also been quite vocal about their displeasure with the Castlefield nursing program and with some of the nursing faculty. They had previously met with William and Martha and several nursing staff with whom they had worked as students to discuss what they could do to improve their chances for success on the next NCLEX examination. However, despite the NCLEX failure rate and apparent agency disappointment about some Castlefield students and graduates, there is increasing pressure from the universitys senior administration to increase enrollment and research funding, and publication rates.
Given administrators pressure, the concerns of some nursing faculty and several healthcare employers, and the scheduled approval and accreditation reviews within 3 years. Dr. Higgins is convinced that the time is right for a significant curriculum revision or the development of a new curriculum. After speaking further with William and Martha, some more experienced nursing faculty members, and interested stakeholders. Dr. Higgins called a special meeting to discuss whether curriculum revision or development is needed.
Case Critical Analysis Questions
Discuss the relationship between program evaluation and a quality curriculum.
What formative and summative assessment methods may be useful for nursing education and consistent with the curriculum outlined in this case?
How can a systemic program evaluation be used in this program development venture? Why?
How might a curriculum map be useful when faculty conduct a curriculum revision or curriculum development? Discuss components that should be included in a curriculum map?
What aspects of the overall program should be evaluated for this case?
Reference: Iwasiw, C. & Goldenberg D. (2015). Curriculum Development in Nursing Education. Jones & Bartlett.

PLEASE READ ALL
*Exhibition Topic: Ecuador’s Cutlure (check basic info about my proposal below in the first file)
*Every assignment is to be done on google docs
1. EXHIBITION PROGRAM ASSIGNMENT:
Page long, some info on exhibition proposal to complete this assignment
2. EXHIBITION DESIGN/ PREPARATORY PLAN:
Page long, each question about 3-5 sentences. Feel free to be creative about everything, and take the visuals etc. in any direction you choose.
3. DIDACTICS ASSIGNMENT:
Page long. Add any related artifacts that will enhance the exhibition, minimum artifact count is 6. 3-5 sentences for #3, 3 sentences for #4
4. FINAL PROJECT:
*ignore any mentions of “slideshow” on PDF, just do the writing assignment when you scroll down PDF. About two pages long.

Your annotated bibliography should be focused on any topic found in the readings below:
“Beyonce and Social Media: Authenticity and the Presentation of Self,” by Melissa Avdeeff, p. 495
“We are Here for You”: The It Gets Better Project, Queering Rural Space, and Cultivating Queer Media Literacy,” by Mark Hain, p. 525
“The United States of (Non) Reading: The End of Civilization or a New Era?”, by Susan Blum, p. 105
“YouTube: The Flattening of Politics”, by Steve Grove, p. 224
“from Quiz Mania”, by Evan Kindley, p. 507

Moral Panics
Moral panic can be a person, a group of people, a situation, or an event that emerges to become a threat to the values and interests of the society. Moral panics are interpreted by the threats they present and their portrayal in the media.
A 2003 episode of The Oprah Winfrey Show claimed that there was a widespread fashion among teenagers to take part in adult sex parties, called rainbow parties. Each girl wears a different shade of lipstick, and each guy tries to end up sporting a rainbow of colors left by the shades of lipsticks worn by the girls. In June 2005, the New York Times published an article titled, “Are These Parties for Real?” by Tamar Lewin. In the article, Dr. Deborah Tolman, the director of Center for Research on Gender and Sexuality at the San Francisco State University, said, “This ‘phenomenon’ has all the classic hallmarks of a moral panic. One day we have never heard of rainbow parties and then suddenly they are everywhere, feeding on adults’ fears that morally bankrupt sexuality among younger teens is rampant, despite any actual evidence, as well as evidence to the contrary.”
The stories about rainbow parties were so widely accepted to be true that sex educators across the United States started to make investigations about such parties. Simon & Schuster quickly published a paperback novel titled Rainbow Party to warn teenagers about the nonexistent danger from rainbow parties. The idea for the novel came from a publisher at Simon who saw the specific episode of The Oprah Winfrey Show. Many parents objected to the novel, and Publishers Weekly ands Today published articles about large book chains and small children’s bookstores not selling the book.
According to the New York Times, no sex educators could conclusively prove that even one rainbow party had ever taken place. In addition, no teenager had ever been to an actual rainbow party. Now, you hear that colored nail polish is replacing lipstick as a new trend.
You have been asked to evaluate moral panics and urban legends that were promoted by media exposure. Create an evaluative report on this issue and include information on the following:
Analyze and explain what types of stories are likely to cause moral panic. Give at least one example.
Should there be sanctions against media outlets that persist in alarming the public about invalid issues? If so, what kind of sanctions should be made?
After a story has reached national prominence, for example, through The Oprah Winfrey Show or Larry King Live, does the host have a responsibility to investigate and correct any erroneous information presented? Why or why not?
Examine whether the publicity surrounding rainbow parties reinforce the public’s belief that juveniles are out-of-control delinquents and deviants.
How would this story and others like this affect the way concerned parents treat teens?
Create a 3- to 4-page Microsoft Word document that includes the answers to the questions in the above scenarios.

Evidence Based Practice Annotated
Bibliography:
Search the literature for research
articles and/or clinical guidelines that address the issue you have identified,
choose 1 that is nursing research or a clinical guide line or new research on
Covid. Write an annotated bibliography of the resource. Appraise the level and quality of the
literature using John Hopkins. The annotated bib should be a brief, concise
summary of the article (approximately 150 words). At the top include the
reference to the article in APA style followed by the summary.

Unit IV Problem Solving
Weight: 10% of course grade
Grading Rubric
Instructions
For this assignment, you will complete the Unit IV Problem Solving Assignment worksheet. This assignment will allow you to demonstrate what you have learned in this unit. Instructions for completing this assignment are located on the worksheet.
Use the Unit IV Problem Solving Assignment worksheet for this assignment. Save all of your work directly to the worksheet, and submit it in Blackboard for grading.
Resources
The following resource(s) may help you with this assignment.
Submit Math Center Request

How has being a first-generation student impacted your journey to a career in healthcare/medicine?

(No sources needed)