Eyes on the Future

For my community-based thesis project, I will host a glasses drive at the University of Nebraska-Lincoln in August 2020. I will reach out to different registered student organizations and colleges/education departments at the university to invite them to participate. If they choose to partake, I will set up a box for donations in a prominent location for the respective group. I will also provide a brochure or pamphlet next to the donation box to give interested and potential donors more information about the importance of donating glasses and where their donation will go. Glasses donations will be given to the Lincoln 21st Century Lions Club and will be dropped off at their donation box at the Superior Street location of EyeCare Specialties

Session E-4: Labs for Next Generation Science Standard: Waves and Electromagnetic Radiation

Participants will have the opportunity to participate in two labs aligned with the Next Generation Science Standards for Waves and Electromagnetic Radiation. The first explores the relationship between the speed, frequency, and wavelength of a wave while changing the medium, and the second lab demonstrates the wave nature of light through interference

Session E-1: Labs for Waves, Sound, and Optics

I\u27ve been reworking our labs for waves, sound, and light this semester and I would like to share my work with you. These are a mix of both derivation and application experiments. I will also give suggestions for modifications for the middle school level

Session 2b: Building a Telescope

This is a project suitable for a physics class that covers geometric optics. Students tasked with this project assignment use these principles to select lenses to create a telescope with adequate magnification to read a target with lines of text of successively smaller font sizes. Students also learn how to characterize the telescope by measuring the lens focal lengths, and determining the theoretical magnification and tube. Educators attending this workshop will be given a brief lesson on telescope optics, and will be given the opportunity to select lenses, construct a telescope, and use it to read the target

Physics Labs From Your Phone

This session will provide an overview of available online platforms and phone apps that can be used to engage students in physics labs. The topics include Mechanics, Electricity and Magnetism, and Waves and Sound. A variety of freely available materials including lesson plans will be shared with participants. These resources can be used in the virtual learning environment, and can be incorporated as a form of alternative assessment during regular face-to-face instruction. Participants need to install a free phone app ‘Phyphox’ for this session

TERMINAL VELOCITY PROJECT: PARACHUTE

This project is meant for a high school physics course where the students have studied Newton\u27s Universal Law of Gravitation, Newton\u27s Second law, and free fall motion. The students construct their own parachute, record a video in LoggerPro of the parachute in motion, and analyze the data to calculate the drag coefficient of their parachute

Session A-3: Energy Conservation

This session will focus on the content and different activities that you can do with your students to meet the Next Generation Physical Science Standard 3: Energy. The focus will be on definitions of energy, conservation of energy, and the relationship between energy and forces. The content is appropriate for both middle and high school science students

ICU Made 4 U: Critical Care Education for Novice Nurses

Background: The novel Coronavirus 2019 (COVID 19) pandemic had a large impact on education in the healthcare setting. At Henry Ford Jackson Hospital (HFJH), due to staffing constraints and emergent clinical needs, nurses hired during the COVID 19 pandemic did not complete standard critical care orientation after March 2020. During yearly learning needs assessments, nurses identified opportunities for enhanced education regarding the management of critically ill patients. Staff Development Educators and Clinical Nurse Specialists (CNSs) within the acuity adaptable units identified a gap in knowledge regarding critical care concepts. At HFJH, acuity adaptable units house critical care patients on the Medical Universal Bed unit and the Surgical Universal Bed unit. Aim: The aim of this quality improvement project was to increase novice nurses’ knowledge of critical care concepts while increasing confidence implementing advanced nursing skills within the patient population. Methods: The Staff Development Educators and CNSs proposed an education program to the nursing leadership and gained support for mandatory attendance. Content was formulated based on input from the interprofessional critical care team and feedback from the nursing learning needs assessments. Nurses caring for the critical care population hired or transferred after March 2020 were required to complete the program. Nurses were given the opportunity to complete and pass a standardized test (score of 80% or higher) in lieu of attending the educational sessions. Three, four-hour sessions were created and included didactic content, simulation with case scenarios, and interactive teaching methods with equipment specific to the intensive care setting. A pre-test was administered prior to content presentation and the post test was administered at the end of the third session. Nurses completed an evaluation for each didactic content presentation and received continuing education credit. Findings: The average score for pre-test was 70.7%. The average post test score was 77.3%. Demonstrating a 6.6% increase following intervention. The results of this quality improvement project indicated that formalized, didactic and simulation education opportunities enhanced the knowledge of critical care concepts for novice nurses. Nurses completed an evaluation for each didactic session with positive feedback and suggestions for additional content. Implications: Nurses with critical care experience opted to participate in the program to enhance their personal growth and knowledge. Based on the pre and post test results, gastrointestinal and parenteral content will be added to future sessions. Tailored education, with a focus on simulation and hands on content, showed to improve nurses understanding of advanced critical care concepts. These didactic, simulation, and hands on learning sessions will be integrated into the onboarding orientation for nurses caring for the critical care population.https://scholarlycommons.henryford.com/nursresconf2023/1004/thumbnail.jp

A game-theoretic model of interspecific brood parasitism with sequential decisions

The interaction between hosts and parasites in bird populations has been studied extensively. This paper uses game-theoretic methods to model this interaction. This has been done in previous papers but has not been studied taking into account the detailed sequential nature of this game. We introduce a model allowing the host and parasite to make a number of decisions which will depend on various natural factors. The sequence of events begins with the host forming a nest and laying a number of eggs, followed by the possibility that a parasite bird will arrive at the nest; if it does it can choose to destroy some of the host eggs and lay one of its own. A sequence of events follows, which is broken down into two key stages; firstly the interaction between the host and the parasite adult, and secondly that between the host and the parasite chick. The final decision involves the host choosing whether to raise or abandon the chicks that are in the nest. There are certain natural parameters and probabilities which are central to these various decisions; in particular the host is generally uncertain whether parasitism has taken place, but can assess the likelihood of parasitism based upon certain cues (e.g. how many eggs remain in its nest). We then use this methodology to model two real-world interactions, that of the Reed Warbler with the Common Cuckoo and also the Yellow Warbler with the Brown-headed Cowbird. These parasites have different methods in the way they parasitize the nests of their hosts, and the hosts can in turn have different reactions to these parasites. Our model predictions generally match the real results well, and the model also makes predictions of the effect of changes in various key parameters on the type of parasitic interactions that should occur