Learn Colors With Rainbow F
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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,
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like our monthly series: "What's New in EDU"
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You'll also get a chance to peek behind the scenes
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It would make me very happy
to welcome another inspiring educator
just like you
to the Microsoft Education community.
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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!
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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.
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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
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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.
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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.
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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.
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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.
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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. -------------------------------------------
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. -------------------------------------------
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. -------------------------------------------
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. -------------------------------------------
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. -------------------------------------------
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. -------------------------------------------
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.
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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>
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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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