Thứ Ba, 28 tháng 11, 2017

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Hi, I'm John Flicker and I'm president of Prescott College.

Here at Prescott College , we care about environmental sustainability, we care about protecting the

environment.

And we know that people will protect what they love, and they will love what they know.

So we have a huge emphasis on Environmental Education as a way to get people exposed to

nature so that they will understand it, so that they will care about it, love it, and

then do something to go out and protect it.

One of the really great things about environmental education at Prescott College is the diversity

of forms that it comes in.

I mean, obviously we have the traditional approaches, but what's really unique about

Prescott College environmental education is the interdisciplinary form that the advocacy

and education takes here.

So I mean, that can be anything from social justice students studying environmental racism,

agro-ecology students studying school gardens, we have adventure education students doing

science and sustainability in the back country.

On top of all of that, we have the opportunity to design your own independent studies, so

that your approach to environmental education really suits your interests.

I started the Environmental Education program at Prescott College but I prefer to refer

to it as place based Environmental Education.

By saying that I feel like it differentiates us from most environmental education programs

that are teaching about the environment through the lens of science.

And what I feel that we're doing is looking at our community, looking at the reality of

water, and its scarcity in the southwest, and also really helping young people understand

that we were not the first people here.

I think all of this needs to be part of an education in a vital region that is place

based, and this is often something that is not included in typical environmental education

programs.

Doug's EE methods course is really an incredible example of how PC uses experiential learning

in every classroom.

The other thing that distinguishes our program is that we work with students in a fifth grade

class, with the Prescott Unified School District and my students get to have the same group

of students for a six week program where they go out into the community and discover and

explore the creeks of Prescott and learn about their cultural history and also the natural

history of the environment.

And so to have that opportunity to work with fifth graders is an opportunity that I've

not seen in any other program in the country where you have that kind of connection we've

been making with the fifth graders in Prescott for the last 38 years.

I thought it was a really cool experience to get to work with fifth graders in the Prescott

school district, and take them out into what is essentially their own back yard, and teach

them about watersheds and teach them about conservation issues that are pertinent to

the regional area.

And some of these kids had never been up to the top of Thumb Butte before, some of them

had never been in Granite Creek before.

It's a really amazing experience to see like children who like would really just want

to just play video games all day, and like the first couple of days were like, "I don't

really know that thumb butte is a thing in my own back yard and I don't really know

about like Prescott's hiking trails and like the creeks and the watershed, isn't

that like where you keep a hose?"

Much of our programming here for our resident students is out in nature, we think nature

is the best classroom.

Our students are out in vans doing research from geological backpacking tours to a semester

in the Grand Canyon, our orientation program here is a three week wilderness orientation

program similar to an outward bound program.

it's just so great, all of the pathways to environmental education you can take here

at Prescott College.

And one thing I'm really excited about right now is our center for early childhood and

nature place based education.

The NP center has been around at Prescott College for several years now, it's funded

by the Store Foundation, and it really has set Prescott College as an international leader

in the field of early childhood Environmental Education.

So we have completely redesigned the under grad and graduate certification pathways so

that nature and place based education is woven into the entire program from start to finish.

Another thing that the NP center does here at Prescott College is called our summer institute,

and that is a week long institute that for students, practitioners, teachers, administrators,

anyone in the field of early childhood education, looking into nature and place based methodology.

We let students choose their own paths here, so your studies, and your research, and your

projects, they're all reflective and relevant to your values and your community and your

dreams.

For more infomation >> Prescott College Environmental Education - Duration: 5:48.

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Whale Names Sea Animals For Children | Kids Education, Animals Animation | Tita Kids TV - Duration: 5:18.

Whale Names Sea Animals For Children | Kids Education, Animals Animation | Tita Kids TV

For more infomation >> Whale Names Sea Animals For Children | Kids Education, Animals Animation | Tita Kids TV - Duration: 5:18.

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Welcome to the Microsoft Education Channel! - Duration: 0:58.

Good day everyone and welcome

to the Microsoft Education channel,

where we share ideas,

think out loud,

connect and support passionate educators

to empower the students of today

to create the world of tomorrow.

As a subscriber,

you'll enjoy an amazing array of videos,

covering the very latest in innovations,

product news

and updates,

like our monthly series: "What's New in EDU"

with myself and some of my Microsoft friends.

You'll also get a chance to peek behind the scenes

at Microsoft Education events,

hear from educators,

edtech influencers,

Microsoft Innovative Educators

and discover helpful tips and how-tos

to help you get the most out of your devices and tools.

So click to subscribe.

It would make me very happy

to welcome another inspiring educator

just like you

to the Microsoft Education community.

For more infomation >> Welcome to the Microsoft Education Channel! - Duration: 0:58.

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Utah Nonprofit Helps Refugees Get an Education - Duration: 2:10.

MOST OF US CAN'T IMAGINE A LIFE WHERE OUR BIGGEST WORRY IS HOW WE'RE GOING TO AFFORD

TO EAT…

BUT FOR A LOT OF REFUGEES THIS IS A CONSTANT STRUGGLE.

ELEVEN NEWS REPORTER MCKENNA KING TELLS US HOW A PROVO ORGANIZATION IS HELPING THESE

PEOPLE LIVE A MORE WORRY FREE LIFE.

LEONARD BAGALWA FOUNDED THE UTAH COMMUNITY AND REFUGEE PARTNERSHIP CENTER IN 2016…

AND THEIR MISSION IS SIMPLE.

"To inspire, empower, and educate our refugees."

LEONARD IS A REFUGEE HIMSELF…

AND GROWING UP IN CONGO…

NOT BEING ABLE TO AFFORD AN EDUCATION…

HE TRULY UNDERSTANDS THE IMPORTANCE OF ONE.

"Education is just the key for everything."

AFTER RECEIVING HIS OWN EDUCATION…

HE FOUNDED THE UCRPC…

WHERE NO ONE…

INCLUDING HIMSELF IS PAID."100% of the money goes back to refugees."

ONE OF THEIR MAIN GOALS IS HELPING OTHER REFUGEES RECEIVE AN EDUCATION AND BECOME SELF SUFFICIENT…

CURRENTLY THEY ARE PAYING FULL TUITION FOR 8 COLLEGE STUDENTS.

"By grace of God I found Leonard, when I found Leonard, I asked him to show me how I can

push up my life."

THIS ORGANIZATION IS CHANGING THE LIVES OF MANY REFUGEES.

"6 years ago if you would have asked me are you going to be in the university?

I would be laughing at you, I would be like, you're crazy."

LEONARD HOPES TO BE ABLE TO HELP EVEN MORE REFUGEES...

HE SAYS HE HOPES THAT PEOPLE WILL ADVOCATE FOR REFUGEES TO BE WELCOMED INTO THE UNITED

STATES.

"When we talk about refugees we are talking about people who really lost everything.

They didn't have any choice to leave their country.

They just left because they don't wanna die.

We want people to look at them as human, not as just an alien."

AND THEY COULDN'T DO ALL OF THIS WITHOUT THE HELP OF THE COMMUNITY…"I appreciate all

the help that we get when we get here…

Life is good, but we forget to thank people that are helping us."

LEONARD TELLS ME THAT THE BIGGEST THING A PERSON CAN DO TO HELP A REFUGEE IS TO SIMPLY

BE THEIR FRIEND.

IF YOU'D LIKE TO DONATE TO THIS CAUSE…

HEAD TO UCRPC.ORG.

THANKS MCKENNA.

For more infomation >> Utah Nonprofit Helps Refugees Get an Education - Duration: 2:10.

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General Education Electives - Duration: 2:25.

Myth. My GenEd is a waste of my time and not necessary for my education.

Truth.Your GenEd's do matter. They help you with skills such as communication,

collaboration, critical thinking creativity, civics, not to mention

respecting copyright, accepting cultures, ethics. All things that will make you a

more well-rounded human and able to better see things from other

perspectives such as technology, science, history, arts. Your GenEd may not get you

your first job, but it might get you your second job. Myth. You don't even get to choose

your GenEds. Truth. Every single student in every single program gets to choose

at least one of their GenEds. Myth. I have to choose my GenEs based on specific required

fields of study. Truth. The only thing to consider when choosing your GenEd is

that it's outside of your area of study. For example, if you're a film student, you

can't take cinema of horror. Other than that, follow your heart and choose your

own adventure. Myth. Once I choose my elective, I can't change it. Truth. You have

up to two weeks to change your elective after this semester starts. And you can

actually do this yourself online by swapping a course in your timetable.

There's a video on how to do this under the registration tab. You can even

transfer your electives to other colleges or to other programs. Myth.

Once you've been given your GenEd time, you have to take a GenEd within that

time slot. Truth. Yes, you initially have to pick a GenEd in that time slot.

However, after a few weeks, you can drop that time slot and pick from any of the

courses offered at your campus. You can even choose to do an online course at

any campus at any time if you thrive in an online environment.

Myth. I don't need to go to my GenEd classes. They're simple and easy to pass.

Truth. GenEd's are mandatory for all students to graduat,e so don't take them

lightly. It's important to take classes outside of your area of study so that

you can get a better understanding of the human experience.

GenEd's round out the edges of your academic gaps. And will make you a more

adaptable employee at future jobs because you have a wider range of skills

in your toolbox. Besides, you get to meet people from other programs and improve

on your interpersonal skills. Myth. I can't talk to my GenEd professor.

They're not in my program and they don't understand me. Truth. Talk to your GenEd

professors. They're there to help you through your GenEd classes and will

offer you a great learning experience about a new topic.

For more infomation >> General Education Electives - Duration: 2:25.

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Why is a Naropa education valuable in today's world? - Duration: 1:54.

I think Naropa's education is valuable in that it teaches you how to be

fearless but also to hold space for fear too. It's really given me it's really

given me the courage to not look away. That question right there, that allowing

yourself to not just jump in right away and start fixing but to actually hang

out in that space of what is the most effective way to do things, what is

helping, and how do we actually create

healthy answers, effective answers in problems that we might not actually understand.

Naropa I think helps to build those bridges between those places, and

really knowing how to conduct contemplative conversation helps bridge

those gaps, and so I think that's really necessary in communicating with the world.

I think a Naropa education fits right in the middle of

all that chaos. It's a groundedness, it gives you strength, it gives you a voice.

Because this is what we find here, we find ourselves here and then we can take

that groundedness, that presence, the loving kindness, the ability to sit in

the unknown- we can take that out into the world, and that's what the world

needs. We don't need to react anymore, we need to respond from a deeper place.

Naropa allows you to learn how to do that.

For more infomation >> Why is a Naropa education valuable in today's world? - Duration: 1:54.

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Why Associations Should Use Competency Based Education - Duration: 3:06.

Hi!

I'm Tracy Petrillo EDD, CAE and I'm currently the CEO of the Academy of Integrative Health

and Medicine and an active volunteer with ASAE.

I'm talking to you today about the change and the shift that I anticipate happening

moving from hours and seat time into competency based education.

If you've not heard of competency-based education or CBE, it's coming quickly.

It's been in the higher education space for many years through changing in structure of

learning that puts the learner and the time it takes for them to acquire knowledge in

charge.

We remove the responsibility of sitting someone in a session at a conference for an hour and

thinking that everyone walks out of the room gains the same amount of information or application

to their job in an hour.

We as associations are perfectly positioned to input competencies and competency-based

education into our programming by looking at the requirements to do the job.

What are the jobs to be done within the profession?

How rapidly do those competencies change?

The problem is we don't adapt quickly enough.

If we have certificate programs and credentialing programs, they're often only approved every

three to five years and it takes hours to build recertification into those cycles.

But the change that's happening may happen more quickly and the jobs that need to be

done interacting with the consumer or patients or technology changes more quickly than every

three to five years.

So we have to be adaptable and we also have to adapt to the needs of the learner: if a

learner needs to get information, they need it now.

They can't wait for our annual conference once a year.

They can't wait for the next time we roll out a webinar on a topic.

They really need information quickly that's most

relevant or else your association isn't relevant to them and that's a real challenge.

So how can we get people to work on competencies and gain information that you provide from

your association and immediately apply it to the job?

Move the learner away from being just a listener.

Move them into a position of power to use that knowledge and apply it to their work,

their practice in their profession.

Then you're doing your job as an association.

For more infomation >> Why Associations Should Use Competency Based Education - Duration: 3:06.

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Gov. Charlie Baker signs bilingual education bill into law - Duration: 1:16.

For more infomation >> Gov. Charlie Baker signs bilingual education bill into law - Duration: 1:16.

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Education LLC - Duration: 2:16.

Okay, so here we are in the common room on the second floor in Beta.

To the right is the west wing and to the left is the east wing, in which we have the Education

Learning Living Community.

So the entire floor consists of nothing but education majors.

Walking in you will see a calendar displayed with the days of the month and the events

that go on on campus, and this is a way of getting more involved.

My RA is here and she will talk a little bit about the LLC.

Hi!

Welcome to the Education LLC.

So the LLC stands for Living Learning Community, so pretty much that just means people in the

same major, in this case education, live together in the same hall.

So what we do is we host events that get them equipped with the College of Education and

just really dive into their major.

We also pair them up with a mentor, with that being with either a degree or the same personality

styles to really help them connect to the university but overall we just have a lot

of fun and we all have a passion for education.

So, that's a little bit about it.

Thank you Diana!

Your welcome, bye.

So around the corner we have the common room in which we watch movies or do other things.

Down the hall there are more rooms and my room is down the hall, which I room with my

roommate which is also an Elementary Education major.

We all get to decorate our doors with our creativity and our theme is The Lion King.

And this is my room, and that is just a little bit about our LLC in Beta.

For more infomation >> Education LLC - Duration: 2:16.

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New Haven Board of Education meeting to be held Monday evening - Duration: 1:51.

For more infomation >> New Haven Board of Education meeting to be held Monday evening - Duration: 1:51.

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New Haven Board of Education meeting to be held Monday evening - Duration: 0:39.

For more infomation >> New Haven Board of Education meeting to be held Monday evening - Duration: 0:39.

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Butte Adult Education awarded One Class At A Time check - Duration: 1:14.

For more infomation >> Butte Adult Education awarded One Class At A Time check - Duration: 1:14.

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Endless Alphabet artistic ABCDEFGHIJ Educational iPad experiment App ABC for kids learning - Duration: 11:25.

Endless Alphabet artistic ABCDEFGHIJ Educational iPad experiment App ABC for kids learning

Just it when you're being artistic you're using your imagination to create art

To blend is to put things together and mix them all up

Clumsy

You lamomam a

Person who is clumsy Falls trips slips and bumps into bangs, Oh careful

Courage

When you have courage you are being brave even if you're a little scared

Dizzy

You're dizzy if you feel like you're spinning in circles even if you're standing still

Experiment

Mama mama mum am

An experiment is a test to discover or prove something

Fireworks

Fireworks are colorful explosions in the sky that are used to celebrate something special or fun

Well

W-2 glow is to shine with a little bit of light fireflies glow and so do the monsters that eat them

Harvest

Harvest de harvest is to gather something that grows in nature like plants are fruit. I

See why

Icky when you're itchy you have an uncomfortable feeling that makes me want to scratch

Gazoo okay

a

Kazoo is a musical instrument that makes a silly buzzy sound when you hum into it

Quarrel what-what-what's you?

Quarrel quarrel is another word for fight

Zigzag that I cook

Gg6 AG is a line that goes back and forth

For more infomation >> Endless Alphabet artistic ABCDEFGHIJ Educational iPad experiment App ABC for kids learning - Duration: 11:25.

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Question 11 - Paul Goldsmith to the Minister of Education - Duration: 6:11.

For more infomation >> Question 11 - Paul Goldsmith to the Minister of Education - Duration: 6:11.

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CSULB College of Education Scholarship Ceremony - Duration: 59:12.

For more infomation >> CSULB College of Education Scholarship Ceremony - Duration: 59:12.

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Earn the Tuition Fee for your Education - Duration: 3:00.

In DNS Teacher Training College students have

an opportunity to join Saving Up period.

Together with other students they earn all the money they need

to cover the expenses of the program.

Usually, Saving Up period lasts from 6 to 12 months

before students start the program.

With support of the teachers student get a job,

which allows them to earn the money they need

and gain experiences they miss.

Thanks to Saving Up period our program is

more inclusive, because everybody, even those

who don't have economical needs

can study with us and this way avoid economical debts

in the future.

Saving Up is not only an economical solution,

but it is also a pedagogical and self-development tool.

I was working for 9 months with people with special needs

and I got skills to use as

a future teacher, like: patience, non-verbal communication,

motivation, perserverance.

That are priceless.

On my Saving Up I was working with UFF,

and personally, for me in the beginning it was

a very hard experience.

In the end, the other nice thing about the program is

that you also never alone.

You are able to come back for a Study Weekend,

to share all your experiences and

everything that you have done,

like experience with your other teammates,

and it really helps you, someway, to get

the support.

I arrived quite late for my Saving Up position,

so it means that I have very short time to

raise quite a lot of money,

and the best position for that is working on the enterprises.

Painting, fixing stuff.

And I can say, that it was very challenging and intense.

I could see and incounter my levels,

but also as my self-knowledge.

DNS'ers do a lot of humble activities in Villas.

They live a life with the students.

They bring a lot of joy, fun and equality to them.

DNS'ers also inspires Villas students,

because of their enthusiasm

their international culture,

and their life attitude.

They are the role models.

In return, they become even better human beings themselves.

Because, they have practiced a very important human skill -

it is to place the other peoples needs in front of their own.

And then, moving society forward.

www.dns-tvind.dk

For more infomation >> Earn the Tuition Fee for your Education - Duration: 3:00.

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Antimicrobial Stewardship Practitioner Education - Duration: 29:04.

Hello.

My name is Deb Smith.

I'm an Improvement Consultant at Health Quality Innovators or HQI.

This educational event has been developed in partnership with HQI, the Virginia Department

of Health, and the Virginia Hospital and Healthcare Association.

I would like to draw your attention to the icons at the bottom of your screen.

There are two green icons to the right.

One is for the resources for this education, and the other is for the post-test that you

will be taking after completing the education.

Take a minute to review and download the resources.

After reviewing this pre-work, you will be ready to view the recorded education.

On completion of the recorded education, you will need to take the post-test.

You will have two chances to achieve a 70% or higher in order to receive your certificate

for credit.

I would now like to introduce your instructor for today.

Dr. Mike Stevens is an Associate Professor of Internal Medicine at Virginia Commonwealth

University, where he is also an Associate Hospital Epidemiologist, the Director of the

Medical Center's Antimicrobial Stewardship Program and an Associate Program Director

for the Internal Medicine Residency Program, where he is also the Global Health and Health

Disparities Pathway Director.

He is also in the Director of the Medical Center's Travel and Tropical Medicine Clinic.

Dr. Stevens, the floor is yours.

Thank you for that kind introduction.

I'm excited to be here today.

I want to thank Health Quality Innovators for putting together this slide deck and inviting

me to come and speak.

Also, thanks to the Virginia Department of Health, as well as the Virginia Hospital and

Healthcare Association, and the Virginia Healthcare Associated Infections Advisory Group.

I have directed the Antimicrobial Stewardship Program at Virginia Commonwealth University

since 2010.

I have no disclosures; and of course, all of this is my own opinion, what I'm saying,

over top of these great slides.

For the objectives, we're going to define antimicrobial stewardship.

We're going to talk about the benefits of having an antimicrobial stewardship program.

We're going to review guideline recommendations for implementing a stewardship program.

Describe antimicrobial stewardship strategies in the hospital setting.

Also, highlight specific initiatives to meet new regulatory requirements.

Traditionally, cost controlling arguments for antimicrobials have been proposed to justify

ASP resources.

Focusing on antimicrobial costs is dangerous, because there are natural limits to cost containment.

However, the mandates for stewardship, which we will discuss later in the slides, are a

boon to programs arguing for resources because business models can be proposed based on potential

reimbursement penalties associated with the new mandates.

I strongly encourage folks that are creating stewardship programs and arguing for justification

of resources to not to a traditional cost model based on expenditures for specific antimicrobials,

but really to look at the new mandates as a potential way to create a new business model.

Beyond cost, arguments for resources should be made based on patient safety, reducing

the emergence of antibiotic resistance, and improving the safe and optimal use of antibiotics.

We'll talk more about that.

Again, stewardship, in a nutshell, is focused on two overarching concepts.

One is reducing the emergence of antibiotic resistance, and two, improving the optimal

use of antibiotics.

Now, there are multiple different strategies that programs can deploy.

The two primary strategies are number one, antibiotic restriction, which essentially

is people have to call for approval for certain agents, and if they don't meet the use criteria,

they're not allowed to use those agents of restriction.

Then, number two is review of pre-existing antibiotic orders to assess for opportunities

to improve antibiotic use and de-escalate.

Now, by improve antibiotic use, sometimes this is not going to a narrow-spectrum antibiotic

or stopping antibiotics; but it's actually escalating therapy or starting an antibiotic.

That's an important concept, and we'll touch base on that a little bit more.

Other important strategies that are supplemental to these core strategies include things like

review of pre-existing antibiotic orders to optimize dosing, especially for narrow therapeutic

index drugs like gentamicin.

Again, those opportunities to improve use that really don't involve de-escalation.

An example of that might be somebody with fungemia, not on an antifungal, starting a

drug in that scenario.

These are all examples, and there will be multiple examples throughout this presentation

as we go through.

Other important stewardship activities include monitoring and reporting out of process and

outcome metrics.

Examples of some of these would be antibiotic prescriptions or prescribing, total antibiotic

use, number of interventions, the emergence of resistance, amongst other things.

When we talk of how to do stewardship, the CDC had released core elements of stewardship

for hospitals, nursing homes, and outpatient facilities.

Mandates really parallel these recommendations.

These are very important, and these are things that surveyors and others who are assessing

stewardship programs will be looking for.

The core elements for hospitals and nursing homes, really they involve a leadership commitment,

so there should be somebody who is accountable for the program and for program outcomes.

Ideally, this is a physician with some advanced antibiotic training or infectious disease

training, as well as a designated pharmacy leader.

Again, that accountability goes back to identifying leaders within the program.

A step back, that leadership commitment has to be at the highest level of the hospital,

dedicating resources to stewardship programs.

Drug expertise for the people who are running the stewardship program.

Action, and action, we'll talk about what actions are within stewardship programs throughout

the deck here; but this is actually doing active stewardship, having a program that's

active.

Tracking the process and outcomes of the program and reporting these out in the appropriate

committees within the hospital, but then also to frontline providers.

Then doing education, usually tied to other interventions or other activities with the

stewardship program.

Now, when we look at the core elements in the outpatient arena, essentially they parallel

the inpatient core elements; so I'm not going to go through those in great detail.

You can see those on the slide.

Now, I will say there is an important ... Because every setting is different, the resources

in every setting are different; but these core elements really are similar no matter

what the setting you're in.

Not every program is going to adopt all of the same strategies.

The National Quality Forum released a practical playbook for stewardship programs that can

serve as an a la carte menu for programs desiring to initiate a stewardship program, and trying

to build a program around these core elements.

Again, that could be a great resource for you as you develop a program.

Now, when we talk about requirements, we talk about the mandates.

Joint Commission Survey requirements began in January 1, 2017 for acute care settings.

CMS mandates exist for long-term care facilities now.

Conditions of participation were also proposed for acute care settings, but those are on

hold for now.

The future really is a future where there will be reimbursement penalties tied to mandates

for stewardship programs.

Some of these things, in terms of what people actually will be held to, held accountable

for, are in evolution; but they seem to be really paralleling those core elements from

the CDC.

Stewardship mandates are a reality, and in my opinion, these are a major boon to programs,

because this will help with arguments for resources.

Now, looking at a stewardship committee.

Oftentimes, there will be a stewardship committee within a hospital that, although the stewardship

program has a major influence and presence on, the stewardship committee will include

individuals that aren't in that core stewardship program.

Sometimes this is a freestanding committee.

Sometimes it is a subcommittee of the pharmacy and therapeutics committee.

Ideally, you would have these folks involved on a stewardship committee.

You would have a specialty physician representing advanced antibiotic training.

Usually, this is an infectious disease physician.

Pharmacy should be at the table.

Nursing should be at the table.

You want to involve the microbiology lab.

Infection prevention and hospital epidemiology should be involved.

Individuals from information technology should be involved, and then other healthcare professionals.

Sometimes administrators, depending on the setting, should be involved.

Again, there are a number of different people who are important to have at the table, because

stewardship really touches all of these specialties, disciplines; but then also is very reliant

on these other departments within the hospital.

I will say one other thing here.

Really looking at where stewardship is going.

Ideally, stewardship programs would be embedded with, or at least tightly integrated with,

infection prevention programs in hospitals.

They use a lot of the same techniques.

They use a lot of the same technology, and they're reporting structures are not dissimilar;

so that you can really synergize when those two groups are working together.

We talk about why stewardship matters.

Well, it's been less than 80 years since the widespread adoption of antibiotics in the

1940s, and we're already talking about a post-antibiotic era.

Really, what we're talking about is a return to 19th descriptions of management of infectious

diseases.

For patients with infection with pan-resistant organisms, really those organisms, especially

gram negative organisms ... Folks that have these resistant pathogens have a really, really

very high mortality, especially if they're bacteremic.

Now, if you have an infection in a limb, say a diabetic foot infection with a resistant

pathogen, oftentimes, the best you can do is local therapy or resection of infected

tissue, sometimes amputation.

Again, this management hearkens back to the management of infectious diseases in the 19th

century.

The post-antibiotic era very much looks like the pre-antibiotic era.

This is a reality for many of our patients, now.

Really, this is the overarching impetus for adopting stewardship now, in 2017.

We'll talk a little bit more about that as we move forward.

This slide from the CDC ... When we talk about the untoward effects of

antibiotics.

Really, these compounds are not necessarily benign.

In fact, antibiotics are responsible for one in five ER visits for adverse drug events;

and they're the most common cause of ER visits for adverse drug events in people under the

age of 18.

There's a lot that's being discovered about the collateral damage of antibiotics, in terms

of effecting the microbiome.

The grossest example of this is what happens with wiping out gut flora, and then setting

up a scenario where clostridium difficile can overpopulate the gut and cause clinical

illness.

There is more and more data that we're also affecting the microbiome in other parts of

the body.

We just don't know enough about this yet; but the collateral damage may include links

to obesity, diabetes, cardiovascular disease.

There's a lot that's unknown, but they are not necessarily benign compounds.

We do know that antibiotic use leads to antibiotic resistance.

It's important to recognize that oftentimes when people become infected, they're becoming

infected with their own flora.

An example of this would be somebody developed an E. coli urinary tract infection.

That's their own population of E. coli that they acquired the infection with.

Now, if somebody is given a fluoroquinolone for some reason, their normal flora, their

E. coli can become resistant to that.

Then that antibiotic may not be available to them when they subsequently develop an

infection three, six, nine months later.

Antibiotic use definitely can lead to antibiotic resistance.

Resistance cuts across all microorganisms.

Any organism that can be infected by antimicrobials, can develop resistance.

This is a problem across the board.

It's with gram positive organisms like staph aureus, with malaria, with tuberculosis.

Of particular concern in 2017, is resistance in gram negatives; because there's a paucity

of new drugs in development for these resistant gram negative organisms.

The CDC, really probably is an underestimate of the total morbidity associated with antibiotic

resistant infections.

23,000 deaths per year.

Over 2 million illnesses caused by from antibiotic resistant pathogens.

Now, again this is probably the tip of the iceberg, because the future estimates are

much higher than this.

It's estimated by 2050, there will be 10 million deaths per year from antibiotic resistant

infections.

That's a death every three seconds.

That's more than are projected to die from cancer in 2050, which is 8.2 million people.

This is a crisis.

It's a crisis now.

We're really seeing the tip of the iceberg in terms of resistance; but we need to do

something, or this is only going to get worse and worse.

We talk about stewardship initiatives.

We talked about this a little bit earlier in the slides.

The key strategies include restriction of antibiotics, and then post-antibiotic order

review with provider feedback.

One of the things that we're looking at on this slide in antimicrobial criteria for use.

What does that mean?

Essentially for every antibiotic, but especially those that are restricted, there should be

very transparent, clear criteria for use; so providers know when to use the drug optimally.

They know when to call for approval, when they should not, what the alternatives are.

It's very important that folks always receive guidance on what is the most optimal antibiotic

to use for any specific condition.

We'll talk more about that.

That really falls under the supplementary strategies.

Again, those include dose optimization, the deployment of local treatment guidelines,

among other key strategies.

Talking a little bit more on restriction and preauthorization.

Throughout the slide deck, you're going to see numerous examples of these different restriction

strategies or different strategies under the specific stewardship strategy.

These are a few examples.

They may or may not be appropriate for your setting.

They're certainly not comprehensive.

There are numerous different ways that these could be deployed, depending on your setting,

local resistance profiles, what are considered the key antimicrobials, and that sort of thing.

Stewardship, one of the key stewardship tools, again, is restriction.

Restriction is very powerful because antibiotic selective pressure really has to do with exposure

to those antibiotics.

If patients are exposed to those antibiotics, they are less likely to develop resistance.

That's sort of the bottom line.

If you control the use of the agent, you're exposing people to the antibiotics only when

really, truly appropriate.

Some examples here would be for agents that are associated with high mortality when used

inappropriately, like Tigecycline.

Things that are very narrow spectrum, but potentially high cost, like Daptomycin.

Then things that really should be held in reserve for last resort, as last resort agents,

for really resistant infections.

Things like Colistin, and some of the newer drugs that are coming out that have some activity

against the resistant gram negatives.

When we talk about criteria for use again.

We talked about this a little bit before.

This again, is to be transparent with when these drugs will be approved, when they should

not, what the alternatives will be.

Just being very clear about all of these things for frontline providers.

This really overlaps with treatment guidelines, which we'll talk more about.

Some examples of criteria for use.

Some folks might say for Daptomycin, "Well, we're only going to approve this when somebody

has a MRSA infection, and they're failing Vancomycin, or there's a high Vancomycin MIC

to that isolate."

For Linezolid, maybe only if there's worsening pneumonia, secondary MRSA that's been documented,

and they've already failed Vancomycin.

Another potential example would be using Echinocandins when you have documented, invasive candida

infection with things that are resistant to Fluconazole.

Again, these are examples.

These are not meant to be the only potential ways to develop criteria for use, and these

may or may not be appropriate for your setting.

These are examples, again, of how you would create these within a program.

When we talk about antimicrobial dosing and monitoring protocols, this is a supplementary

strategy.

When I say supplementary, that doesn't mean that it's less important.

It's just usually the other core strategies are adopted first.

This can be very important, especially for narrow therapeutic index drugs with high potential

morbidity.

A prototypical example of this would be aminoglycosides, especially gentamicin.

These can be of enormous value when adopted in a comprehensive stewardship program.

Oftentimes, this is being driven by the frontline work of pharmacists involved in stewardship

programs.

Antimicrobial dosing and monitoring protocols.

Again, this is an extension of the last slide.

These should be available to providers and specific to the institution, where appropriate

and widely available; so we'll know exactly for what drug what would be the right dosing

for any given sort of category of renal insufficiency, or depending on what type of renal replacement

therapy a patient is receiving.

Now, talking about antimicrobial dosing and [MOD 00:20:21] protocols ... When we talk

about preoperative antimicrobial prophylaxis.

This is really what we call low-hanging fruit for antimicrobial stewardship programs.

It can be highly complex in terms of doing this right, and monitoring our people using

the right drug at the right dose at the right time, and doing the right type of intraoperative

re-dosing.

However, there's potential enormous benefit to patients and institutions in reducing surgical

site infections when this is deployed correctly; and these things are all very well laid out.

The next slide really gives you an example of this from the surgical care improvement

project, which really we're not talking a whole lot about anymore; but it does provide

some guidance as to drug doses recommended for surgery.

However, there's a comprehensive guideline for this from [Bradford 00:21:21] et al. that's

also available, that can tell you exactly what antimicrobials you'd use per condition

and procedure, and spells out the right dosing and intraoperative re-dosing.

Again, these are potential major targets for stewardship programs, especially stewardship

programs looking for early wins.

When we talk about other supplementary strategies, one of these -again, somewhat low-hanging

fruit, but with potential enormous benefit- is IV to PO switch protocols for drugs with

high oral bioavailability.

These can be done in a relatively simple fashion; but it's automated at the level of the pharmacy,

once these protocols have been adopted locally.

Then, when we talk about local treatment guidelines.

These can be of enormous utility to providers.

What I will say here is really stewardship programs should partner with frontline providers

wherever and whenever possible, and should be viewed as a asset in the optimal treatment

approach to infectious diseases in these patients.

One of the ways stewardship programs can avail themselves to frontline providers is to create

things that make their lives easier.

Everyone is trying to do the right thing in terms of addressing these infectious diseases,

and people love local treatment guidelines.

Now, the value of these over national guidelines is that they can actually account for local

antibiotic resistance via the local antibiogram.

We'll talk about that in a slide or two.

Then also, will pull in the institution's formulary.

You're able to actually tailor your guidelines to very specific recommendations that are

going to be meaningful to your frontline providers.

You can create these really for a host of different conditions.

At VCU, we have comprehensive treatment guidelines, which encompass probably about 40 separate

guidelines at this point.

They're available on our internet site, but also as a mobile smartphone application, and

are available to our providers that way.

Now, you don't need to do that sort of thing to have a major impact.

If these things are available at the point-of-care, then they will be of value.

Again, you're going to want to pull in your frontline clinicians when you're creating

these guidelines.

Then, you're going to want to monitor how often they're being used, and then their impact

to frontline providers.

This is an example of one of our meningitis guidelines for our antibiotic guide.

Yeah.

Then moving forward, talking about the antibiogram.

Antibiogram data is critical for forming local empiric antibiotic use.

Again, this is really why there needs to be a very strong partnership between stewardship

programs, their microbiology laboratories, and their information technology services.

Now antibiograms, just in a nutshell, typically these can be done in different ways.

Usually facilities get these at the facility level, which encompasses about a year's worth

of data looking at specific organisms and drugs, looking at resistance across a population

of organisms for that year.

There's different ways to do this.

If you are able to, you can get very much more nuanced data, down to the unit level.

You can do it for more discrete time periods.

The more nuanced, the better; with the understanding that if you have too few isolates, it's difficult

to draw inferences from what you're seeing.

However, these can be of enormous benefit when you are creating local treatment guidelines.

One example.

Yeah, if you see that your E. coli population has 25-30% fluoroquinolone resistance, those

probably aren't good agents to be using when your providers are doing prostate biopsies

for instance.

That means over one in four of the patients who are receiving this, are not receiving

adequate antimicrobial prophylaxis.

As you see shifts in your antibiogram over time, this will affect what you choose to

use for prophylaxis; but then also for empiric treatment of various conditions, including

sepsis.

Again, antibiograms are very important.

Now, when we look at the untoward affects of antibiotics ...

To summarize, mandates are here, and they represent great opportunities for programs

to advocate for resources, especially [FT 00:26:19] support or monetary support for

physicians and pharmacists is crucial.

All providers have a role to play with stewardship, however.

Frontline providers should be aware of how dire the resistance crisis is and adopt some

of the techniques that stewardship programs are providing for them.

Some of those could involve the utilization of local treatment guidelines, partnering

with stewardship programs to address specific issues, the source of things.

Beyond this, frontline providers should take an antibiotic timeout, really daily; but at

a minimum of every 48 hours to ask, "What is being treated, and what should the duration

of therapy be, and can I de-escalate therapy?"

These should be questions that providers are asking, for all of their patients receiving

antibiotics, daily.

Again, the frontline provider should partner with stewardship programs to address antibiotic

use and resistance.

In conclusion, antibiotic resistance crisis is real and it's getting worse, especially

for gram negative organisms.

If we don't change our approach to antibiotic prescribing, these life-altering drugs will

not be available to many of our patients moving forward.

We all have a role to play in optimizing antibiotic use and reducing the emergence of resistance.

Not just people that are active participants in stewardship programs, but especially frontline

providers.

Thank you, Dr. Stevens.

Now that everyone has completed the review of the resources, and you've listened to this

awesome recorded education; you're ready to complete the post-test.

Click on the green icon to the right, the one with the pencil, and complete your test.

Once you've passed the post-test, with a 70% or higher score, you will receive a certificate

for credit in your email within a week.

We appreciate that you have taken advantage of this education, and hope that it will help

you in your practice.

For more infomation >> Antimicrobial Stewardship Practitioner Education - Duration: 29:04.

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Education Foundation 2017 - Duration: 2:11.

This is a common response to an uncommon occurrence as a New Caney ISD Education Foundation spent the day

Awarding grants to grateful teachers.Teachers who had a great idea to help their kids get even more out of their education.

"Proposal for ceramic students to get pottery wheels and

This means that we can start throwing our own original

pottery on the wheel and the kids will be able to learn a whole new trade and technique when it comes to pottery."

"It's for the Spanish class and for my dance classes that we all get to go to the Hispanic

ballet

Performance that is a lot basically all in Spanish, and then they have flamenco

and they talked about Spanish and Latin dances." For

2017 the foundation

awarded 39 individual teaching grants totaling just over one hundred thirteen thousand dollars in just five years.

Since the foundation started more than half a million dollars has been put back into the district well

"There's just a lot of things that y'all can do like beanbags and stuff like that so you'll be comfortable.

You know when I let y'all spread out and use your Chromebooks and things like that it helps bring such emotional skills to kids

So that they feel self respected by doing the right things."

"Baskets have leveled readers in our biology classes to help them with their EOC."

We are members of the fan club, which stands for funding academic innovation it is our mission to provide

exceptional educational opportunities for the teachers of New Caney ISD which positively impacts our

15,000 students. To learn more about our dynamic nonprofit like us on Facebook

volunteer for our upcoming fundraising luncheon and donate now on our website at NCI SD

education

foundation.org

For more infomation >> Education Foundation 2017 - Duration: 2:11.

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New Haven Board of Education meeting held Monday evening - Duration: 2:06.

For more infomation >> New Haven Board of Education meeting held Monday evening - Duration: 2:06.

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Economics of Education - Duration: 10:39.

Well, this is debatable.

So let's look at the components that make up a public good?

The first thing about public good is.

It is non-exclusion that mean Non-exclusion is the idea that you can't

exclude people that don't pay For example, it's impossible to limit the

benefits of street light to only people who pay their it and people who don't pay for it

still get the benefit from the light at night, and people who pay for more don't get

more light at night.

Second, Non-rivalry is the idea that one person's consumption of the good doesn't ruin it

for other people So, public parks is a great example.

You can use it today and I can use it tomorrow; it can be shared.

Education is neither non-exclusion nor non-rivalry.

Let's me tell you why Education is rivalry in consumption, to some

extent, so just imagine a room with 15 students and a room with 50 students, which room so

you think which rooms have more individualized attention from the teacher.

Education is excludable because one can easily prevent a student from obtaining the services

provided by school In short, education is basically a private

good not public good so don't listen to the 2nd group that's Yao said

Education is the public good in term of provision, but their characteristics are a private good.

Yes, it created a positive externality Education up to secondary level benefits individuals

by helping them get a job and earn more income, but it also benefits society as these individuals

make art, create cool stuff, cure diseases, and making interesting conversation at the

parties.

More education increased productivity, GDP, and standard of living

But what about higher education.

There is a fact that the college graduated earned more.

Economist called it the "College Wage Premium".

Among 25 and 32-year-olds, college grads earn an average of $45,000 vs $28,000 for those

who only have a high school diploma.

Also, the unemployment rate for college grads is pretty much always lower.

Right now, for people over 25 with a college degree, an unemployment rate around 3%.

Now that vs around 5.4% for those with the only high-school diploma and it is 8.6% for

those who didn't finish high school.

So, college pay-off, case closed.

But wait, what if you don't go to college and you go straight into the workforce.

Then you will save some money on tuition fees and earn 4 years wages from working.

This also considers a premium.

Then why people go to colleges or universities?

Oh well There are two theories that support you should

go to college get more money. The 1st theory called Human Capital theory: the idea that going

to the college teaches you skills that will help you to get higher income job

So, do you watch Breaking Bad?

It is a TV series about a university professor got cancer and he goes to cook meth to get money

to support his family.

He could do something like this and this

And like this

Signaling: the idea that some students have shown that they are smart and hard-working So, the example of the signaling is in the

job interview everyone will claim that they are smart and hardworking even the applicants

who aren't.

As a result, the talented applicants need something else to validate their abilities

that can't be faked by others.

So, a college degree is a clear signal.

So, economists want to see which of those theories are correct.

They compare the earnings of people who have earned 7 and a haft semesters worth of college

credits but didn't graduate, to the people who finish and got a degree.

Both groups receive the same amount of education.

So, if the human capital theory corrects, they should earn the same amount of money.

If signaling theory correct and those with a degree will earn noticeably more.

And they do, but it is just a small gap than you would find from comparing high school

and college graduated.

It seems that both theories apply

When we are talking about fairness in the market system we need to mention about commodity egalitarianism.

what is egalitarianism.

It is school of thought under the bigger thought liberalism.

"All people should be treated as equals and have the same political, economic, social,

and civil rights" Does it sound familiar?

Yes, it is.

Communism Commodity Egalitarianism suggest that education

Commodity Egalitarianism suggests that Education should be made available for everyone

As nowadays government provides education for free but just imagine what if government doesn't make education compulsory and

Doesn't pay for education.

Does it sound familiar?

Yes, that is the education market in ancient time, where the royal, nobility or rich people

get it and lower income family didn't get it and even if they get it, the quality is

not so great.

So, does the education market fair or unfair.

Well, We would say it is depend on which countries or era you live in.

If you live 1000 years ago it probably education is not really fair Or you live in the countries at war like Serbia, the education

market is not really fair.

Now when we talk about government intervention

in education we not just talk about making mandatory and free but also about subsidizing

it.

EU countries are heavily subsidized for education even the colleges are nearly free

while In US, the federal and state government spend

about 634 billion dollars on primary and secondary education.

That's an average of about 12,500 dollars per student each year.

However, if we take a look in the US education system there are still a lot of inequality

in the system.

Like Students from low income families tend to

have lower math and reading test scores than those from higher income families.

African American, Latino and Native American students are much more likely to drop out

of high school than their White or Asian counterparts But they are having many discussions about

improving the level of playing field.

Some believe that government should pay for early education programs and provide extra

money for disadvantaged and low-income students.

For other the answer is not just about fund but having more competition among school district.

Some people believe the teacher play an active role in improve student performance

Each of these ideas have been implemented in the US, with varying success.

We have yet to find the magic formula, but it's clear that the first step towards promoting

equality is to invest in primary and secondary education

How about higher education.

If we subsidize for higher education, it is mean that we use the taxpayer's money to

the college goers.

So, the money still there just transfers from this pocket to another pocket.

But remember about this college goers will soon form their household and pay taxes in

the future.

And like Tiffany said before the one who go to tertiary education earn more, it enhances

their income.

So, again government should have applied the commodity egalitarianism all the whole education

system.

Now it back to you Stephanie

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