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Learn Colors With Rainbow F

For more infomation >> Learn Colors With Rainbow For Crazy Kids Children Toddlers 3D Education Learning Videos For Babies - Duration: 1:53.

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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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Darlington County Board of Education Nov. 27, 2017 Meeting Update - Duration: 3:34.

Hi, I'm Audrey Childers, your public information officer, and this is a

summary of the November 27th board work session. Joel Carter and Ana Creed,

architects with Jumper Carter Sease, presented the board with a possible one

story layout for the new school in Darlington. The "T-style" school better

fits the limitations of the property at Cain Elementary School. The staffs of

Brunson-Dargan Elementary School and Cain Elementary School will have the

opportunity to review the layout and the plans to make sure it meets their needs

before the board gives their final approval. And we look forward to sharing

all of this with our community members. The board received information from

Maggie Blackmon, our interim chief financial officer, about the many capital

projects within Darlington County School District. Ultimately, the board members

decided to table the discussion, giving Ms. Blackmon, Ervin McElveen, our

operations director, and Dr. John Thames. our finance consultant, an opportunity to

go back and create a list of prioritized needs and those associated costs. The

board heard from district lawyer Jay James about property the board plans to give

to the City of Darlington for recreational use. The board voted in June

to give property by the Virgil Wells Park and by Swift Creek to the city. The

city recently had the land surveyed, and the board discussed the proposed

property lines as well as potential limitations and restrictions on the land,

including ensuring that access to the B.A. Gary Complex is maintained. No votes were

taken, of course, and they'll discuss it again at an upcoming board meeting. The

board briefly discussed moving to a block schedule, district-wide. There are

pros and cons to the schedule, including scheduling challenges and recruiting

benefits. Dr. Charlie Burry, principal of

Hartsville High School, did a good job of sharing both sides. Darlington County was on a

block schedule for many years until moving to the normal "skinny" schedule due

to budget restrictions. The board has asked the administration to form a

committee with principals, teachers and administrators to come up with

recommendations for the board to review. There was also some discussion about

waiting until the new superintendent is on board before

making any big changes like this. The board briefly discussed what to do with

school buildings that will not be needed once the new schools are built. Several

groups have expressed an interest in using the old buildings. The board will

discuss those at a later date, and no specifics were given. In other business,

Boardmember Wanda Hassler shared with the board an evaluation for

superintendents that she received from another district. She asked the board

members to consider how they would like to evaluate superintendents in the

future. Finally there was a brief discussion

about moving the kindergarteners who are zoned for Washington and West Hartsville

Elementary to the new school once the school is completed and out of Southside

Early Childhood Center. Doing so will give the students space in the new

school, make all of the new elementary schools consistent grade-wise across the

district, and free up much-needed space at Southside Early Childhood Center,

perhaps eliminating most or all of the mobile units over there. The board

decided they needed more information before they make any decisions or move

forward on that. So, that's what they'll be doing next. And that's what happened

at the November 27th board work session. I'm Audrey Childers, and thank you for

watching!

For more infomation >> Darlington County Board of Education Nov. 27, 2017 Meeting Update - Duration: 3:34.

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Environmental Education: An Innovative Approach - Duration: 5:44.

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 Storer 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 >> Environmental Education: An Innovative Approach - Duration: 5:44.

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Learn Colors for Babies with 3D Cartoon Toy Soccer Ball Slider Kids Learning Toddler Education - Duration: 16:44.

learn color for kids with soccerball

For more infomation >> Learn Colors for Babies with 3D Cartoon Toy Soccer Ball Slider Kids Learning Toddler Education - Duration: 16:44.

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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 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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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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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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Question 6 - David Seymour to the Minister of Education - Duration: 2:50.

For more infomation >> Question 6 - David Seymour to the Minister of Education - Duration: 2:50.

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Question 10 - Darroch Ball to the Associate Minister of Education - Duration: 2:18.

For more infomation >> Question 10 - Darroch Ball to the Associate Minister of Education - Duration: 2:18.

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11/09/17 Joint Budget and Finance and Education Committee Meeting - Duration: 1:24:37.

For more infomation >> 11/09/17 Joint Budget and Finance and Education Committee Meeting - Duration: 1:24:37.

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Governor Ducey visits Tucson and talks about funds for K-12 education - Duration: 1:32.

For more infomation >> Governor Ducey visits Tucson and talks about funds for K-12 education - Duration: 1:32.

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Question 7 - Jamie Strange to the Minister of Education - Duration: 2:02.

For more infomation >> Question 7 - Jamie Strange to the Minister of Education - Duration: 2:02.

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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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Physical Education Change - Duration: 1:54.

The physical education program at Schuylerville high school is getting a

makeover this year. "The aim of the new program is to educate students on a

total body type health and fitness level." The program has moved away from strictly

sports and game education and has evolved into a comprehensive training program.

"You now get to go and work on yourself to better improve yourself, you know

where before when you do those team games and things like that I think often

times you had kids who kind of got lost in the mix and now it allows you to

focus on yourself and make yourself better, you know, which is always a great

thing." During class students rotate through training block areas, completing

two exercises at each station. At the end of all five training blocks, students

have finished a total body workout. "This year it's much more structured.

There's a lot of stations basically and it's easier to get a lot of work done in

one period than it was as a freshman and sophomore. It keeps everything

moving keeps the group split up pretty evenly, makes everything go by

faster and it's just it's easier in a way they stay organized."

The new approach is aimed to benefit each student both physically and

cognitively. "We feel that not only are you able to get stronger physically, but

you're also able to handle things on a mindful side of things much better with

the exercise that we are now doing in class." And the goal? Give students the

skills and training they need for the future. "It is one of those pieces that is

very important for our students to have that knowledge to go outside of school

and to continue their lifelong health."

<music>

For more infomation >> Physical Education Change - Duration: 1:54.

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INSTEP – INternationalising STudent Education in Physiotherapy - Duration: 4:12.

For more infomation >> INSTEP – INternationalising STudent Education in Physiotherapy - Duration: 4:12.

-------------------------------------------

What Does ESSA Say about a Well-Rounded Education? - Duration: 3:37.

[Introduction animation and Music playing]

[Narrator speaking in front of a title 'ESSA News'] NARRATOR: Welcome to the ESSA News. Today our topic is "well-rounded education", a new term

introduced by the Every Student Succeeds Act. This is a much broader concept than

the older term "core academic subjects." Well-rounded education includes 17

subjects covering the regular academics plus a wide variety of other subjects

including the arts, humanities, sciences and Social Sciences. The goal is to

provide an enriched curriculum experience for every learner.

What's the ESSA definition of a well-rounded education? "It includes courses, activities, and

programming in subjects such as English, reading or language arts writing science,

technology, engineering, mathematics, foreign languages, civics and government,

economics, arts, history, geography, computer science, music, career and

technical education, health, physical education, and any other subject as

determined by the State or local education agency, with the purpose of

providing all students access to an enriched curriculum and educational

experience." (ESSA, Title VIII section 8002) What does a well-rounded education look

like? Skills and reading, language arts, and writing help students understand and

process written text for both learning and enjoyment. The goal is to help

students become lifelong learners. In science, students learn the principles

and skills to help them understand and engage with the world around them.

In mathematics and computer science, students learn basic computational and

reasoning skills and then progress to algebra, calculus, and computer programming.

Studying civics, government, economics

history, and geography helps students learn about the world's many cultures,

and prepares them to take an active role in society. When students learn languages

other than English they are more prepared to be active participants in

our global society this includes Spanish French Latin Chinese and others

including sign language. As they participate in arts and music

opportunities, students gain skills and appreciation for music, theater, dance,

choir, orchestra, band, and many visual arts. We prepare students to live healthy

lives when they participate in fitness training, individual and team sports, and

activities that promote positive nutrition and exercise habits. The many

career and technical education options allow students to explore future

opportunities and interests in areas such as STEM, law, marketing, education,

hospitality, and agriculture. In technology and engineering, students

apply their skills from other subject areas to real-world situations, helping

to create the world of the future. ESSA's focus on a well-rounded education gives

schools the flexibility to use their funds for a variety of subject areas.

They can create learning opportunities that provide all students access to an

enriched curriculum and educational experience.

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