Podcasts about Learners

"If you are considering board service, I would say take the leap. Start with your local chapter. It will give you some valuable skills that will help prepare you when you are applying for your national level. And I always say, if you want to do it, just do it because what's the worst that can happen? They can say no, but that doesn't mean that you will never serve on a board. I always tell people delayed is not denied," Cassandra Green, DNP, RN, OCN®, ONS member and past president of the Oncology Nursing Certification Corporation (ONCC) Board of Directors, told Evelyn Wempe, DNP, MBA, APRN, ACNP-BC, AOCNP®, CRN, NEA-BC, chair of the ONS Leadership Succession Committee (formerly known as the Leadership Development Committee), during a conversation about service on a board of directors. Wempe spoke with Green and ONS members Kristin Ferguson, DNP, MBA, RN, OCN®, CGNC, former treasurer and director-at-large on the ONS Board of Directors, and Yanka Campbell, DNP, RN, CPHQ, AGPCNP-BC, CNE, member of the Oncology Nursing Foundation (ONF) Board of Directors, about their experiences with board service. Music Credit: "Fireflies and Stardust" by Kevin MacLeod Licensed under Creative Commons by Attribution 3.0  Earn 0.5 contact hours of nursing continuing professional development (NCPD) by listening to the full recording and completing an evaluation at courses.ons.org by August 28, 2027. The planners and faculty for this episode have no relevant financial relationships with ineligible companies to disclose. ONS is accredited as a provider of nursing continuing professional development by the American Nurses Credentialing Center's Commission on Accreditation. Learning outcome: Learners will report an increase in knowledge related to serving on a board of directors for a professional organization. Episode Notes Complete this evaluation for free NCPD. ONS Podcast™ episodes: Meet the ONS Board of Directors series Episode 342: What It's Like to Serve on the Leadership Development Committee ONS Voice articles: Could Today Be the Start of Your ONS Leadership Journey? Nursing Leadership Unlocked Leading With Purpose Creates a Vision for the Future of Oncology Nursing ONS courses: A Guide to Chapter Leadership: Chapter President Training Board Leadership: Nurses in Governance Clinical Journal of Oncology Nursing article: Rearview Mirror Leadership: Looking Backward to Move Forward ONS Board Self-Assessment ONS Leadership ONCC Board of Directors ONF Leadership Your Roadmap to Future Service on the ONS Board of Directors ONS Leadership Learning Library To discuss the information in this episode with other oncology nurses, visit the ONS Communities. To find resources for creating an ONS Podcast club in your chapter or nursing community, visit the ONS Podcast Library. To provide feedback or otherwise reach ONS about the podcast, email pubONSVoice@ons.org. Highlights From This Episode Campbell: "Joining a board was a natural next step for me to maintain my connection to bedside nursing that I've loved for so many years, and to find a way to give back to advanced practice nurses as well in this role. The Oncology Nursing Society and Foundation were especially meaningful for me because I knew firsthand the importance of having scholarship, research, funding, and leadership development programs that can really change the trajectory of a nurse's career. I realized I wanted to help shape the opportunities that were available to me for future nurses, and I just did not want to continue to do that through one-on-one mentorships, which I have done extensively throughout my career, but find a way to help more broadly toward guiding organizational mission and strategic objectives." TS 7:20 Green: "Everyone was so welcoming on the board. Everyone was so friendly. One of the first things I remember our executive director Tony Ellis telling me is, 'Most of our new board members are really quiet and reserved at our first meeting. They just kind of keep things to themselves. They don't ask a lot of questions.' I don't know if they were prepared for me because I came in with guns a-blazing, and I had lots of questions. I was not quiet. I was very involved and very vocal. I still am, but that was one of the best experiences ever. Before that, I had never really been in a board setting other than my local chapter, and even then, I was just starting to be in that setting because I was the president of my local chapter and on the [ONCC] Board of Directors at the same time." TS 10:29 Ferguson: "A nonclinical mentor I would absolutely identify would be Alec Stone, who used to be the ONS director of public affairs. … He helped me to learn a lot about health policy and advocacy and the impact a nurse's voice can have. Learning how to speak about my experiences in health care in public by doing programs like the Nurses in Washington Internship … or ONS's Capitol Hill Days ended up giving me a lot more confidence that I didn't know I would have in expressing my point of view and being very open and collegial and expressing my opinions. … This really lent itself well to my future board experience because, as Cassandra mentioned, board members have to speak their mind and speak up at the meetings." TS 12:11 Campbell: "One of the most unexpected benefits was when I reached out to my executive leadership team at the Kimmel Cancer Center at Johns Hopkins and said, 'I'm being considered to serve on the ONF Board. This is going to require me taking time away from work to attend meetings, to attend some in-person meetings. And then it would be really wonderful at the institution if I'm able to also financially impact the nurses who need to benefit from what I've benefited from in my career.' Usually when you have those conversations, you are expecting to present a deck of PowerPoint slides to make your case, but the answer from my leadership team in participating in ONF and supporting the Board was an immediate yes. It was 'Yes, when can you start? Yes, what can we do to support you?' And really making sure that I had dedicated time to be fully present." TS 14:15 Ferguson: "There are many skills and experiences that can lend themselves to being a strong board member. … The ability to speak your mind clearly and express your thoughts, which really boils down to strong communication skills. We are lucky in our careers. We all have worked as nurses in different settings and health care, and nurses are naturally skilled and good at communication. We learn strategies like SBAR—situation, background assessment, recommendation. Nurses every day are communicating in their places of work, oftentimes with patients who are sick and need education, or perhaps with new nurses they're teaching or mentoring. And they are communicating with non-nurses, as well, and nonpatients, so clinical roles and nonclinical roles. So nurses already have a good understanding of best practices when it comes to communication, and this can lend itself well to any board position." TS 21:04 Green: "When you [come into a] leadership role, I think that's when we learn most about ourselves and what we expect. And be the leader type of leader that you want to be and the type of leader that you would like to work with so that you can make your experience valuable and pleasurable." TS 28:57

As iOS updates roll out new icons and smarter Siri voices, today's students are relying on apps that make studying more interactive, collaborative, and personal than ever! See how a fresh lineup of iOS and iPadOS apps could completely reshape your back-to-school routine. Structured: Visual daily planner with focus and accessibility features GoodNotes vs. Notability: Digital note-taking and annotation Quizlet: Study aid, flashcard maker, and AI-powered practice tests Otter: Group project meetings and lecture transcription made easy Essayist: Academic writing and streamlined reference management Duolingo: Gamified language learning for students (and Klingon fans) Notes and organization skills as keys to academic success News: iOS 27 updates, Siri voices, search improvements, better battery life App Caps: Moonlitt and Sunlitt for moon and sun tracking, CGP Grey video picks Hosts: Mikah Sargent and Rosemary Orchard Contact iOS Today at iOSToday@twit.tv. Download or subscribe to iOS Today at https://twit.tv/shows/ios-today Join Club TWiT for Ad-Free Podcasts! Support what you love and get ad-free audio and video feeds, a members-only Discord, and exclusive content. Join today: https://twit.tv/clubtwit Club TWiT members can discuss this episode and leave feedback in the Club TWiT Discord.

In this episode of the Celebrate Kids podcast, Dr. Kathy explores the pressures parents face as their children return to school, particularly the urge to ensure high achievement through tutoring and extra activities. Drawing on insights from Jennifer Wallace's research, which highlights the importance of a "mattering mindset," Dr. Kathy emphasizes that children's long-term success is rooted in their belief in their inherent worth and ability to positively impact the world. The discussion delves into the societal expectations of parenting, the push for children to excel, and the need for a balance between achievement and self-worth. Tune in for valuable insights on fostering motivation and self-esteem in kids. Order 8 Great Smarts>> Order Start with the Heart>>

As iOS updates roll out new icons and smarter Siri voices, today's students are relying on apps that make studying more interactive, collaborative, and personal than ever! See how a fresh lineup of iOS and iPadOS apps could completely reshape your back-to-school routine. Structured: Visual daily planner with focus and accessibility features GoodNotes vs. Notability: Digital note-taking and annotation Quizlet: Study aid, flashcard maker, and AI-powered practice tests Otter: Group project meetings and lecture transcription made easy Essayist: Academic writing and streamlined reference management Duolingo: Gamified language learning for students (and Klingon fans) Notes and organization skills as keys to academic success News: iOS 27 updates, Siri voices, search improvements, better battery life App Caps: Moonlitt and Sunlitt for moon and sun tracking, CGP Grey video picks Hosts: Mikah Sargent and Rosemary Orchard Contact iOS Today at iOSToday@twit.tv. Download or subscribe to iOS Today at https://twit.tv/shows/ios-today Join Club TWiT for Ad-Free Podcasts! Support what you love and get ad-free audio and video feeds, a members-only Discord, and exclusive content. Join today: https://twit.tv/clubtwit Club TWiT members can discuss this episode and leave feedback in the Club TWiT Discord.

As iOS updates roll out new icons and smarter Siri voices, today's students are relying on apps that make studying more interactive, collaborative, and personal than ever! See how a fresh lineup of iOS and iPadOS apps could completely reshape your back-to-school routine. Structured: Visual daily planner with focus and accessibility features GoodNotes vs. Notability: Digital note-taking and annotation Quizlet: Study aid, flashcard maker, and AI-powered practice tests Otter: Group project meetings and lecture transcription made easy Essayist: Academic writing and streamlined reference management Duolingo: Gamified language learning for students (and Klingon fans) Notes and organization skills as keys to academic success News: iOS 27 updates, Siri voices, search improvements, better battery life App Caps: Moonlitt and Sunlitt for moon and sun tracking, CGP Grey video picks Hosts: Mikah Sargent and Rosemary Orchard Contact iOS Today at iOSToday@twit.tv. Download or subscribe to iOS Today at https://twit.tv/shows/ios-today Join Club TWiT for Ad-Free Podcasts! Support what you love and get ad-free audio and video feeds, a members-only Discord, and exclusive content. Join today: https://twit.tv/clubtwit Club TWiT members can discuss this episode and leave feedback in the Club TWiT Discord.

Wow, this is a sensitive topic. And remember that every person with autism has a different experience. But Claire O'Neill is a teacher and she's telling her story of school. Claire can see the roof of her old primary school from her classroom window. She remembers walking up to the school door with that gnawing, upset feeling in her stomach and the itchy, scratchy uniform that made her so uncomfortable. She says the room was either too hot or too cold. It was almost always too loud, and she says it was smelly. Claire got in trouble a lot. Now, that she's studied autism, she understands better why. Claire has spent more than twenty years teaching autistic students and is a PhD researcher at University College Cork (Ireland) studying what school is actually like for autistic teachers. Claire shares her story from an educational perspective. A full-circle moment of a PhD expert teacher reflecting upon the girl she used to be and advocating to help us all understand how to help children like her. My Mom was one of the most compassionate, intuitive teachers I've ever known. She always said when I had a student who learned differently and I would accommodate for the whole class, everyone in the classroom learned better. Claire says the same thing. She also talks about the importance of Universal Design for Learning (UDL). She also encourages us to listen to our learners. Believe them when they tell you how they experience your room. And to act upon what they tell us. Claire is an expert, but I'm not. While I've taught some precious students with autism and most of them thrived in my classroom (one early in my career, I wish I could go back and use strategies I know now.) I share this story with sensitivity and the knowledge that I don't know what I don't know but I know it is important to listen. And isn't that what Claire tells us in the show? I hope this show makes us all more empathetic on this Wonderful Classroom Wednesday because not every child actually thinks our classroom is wonderful and we need to listen and learn to make it better. Show notes: https://www.coolcatteacher.com/e977 

Protect your family with our 1-minute free parent quiz https://www.smartsocial.com/newsletter Join our next weekly live parent events: https://smartsocial.com/events Episode Summary: Join host Josh Ochs on the SmartSocial.com Podcast as he talks with Chris Reykdal, Superintendent of the Office of Superintendent of Public Instruction in Washington, about tech overload, student focus, media literacy, and responsible AI use in schools. Reykdal explains how students are being shaped by constant digital content, algorithms, and business models designed to keep them watching, clicking, and engaging, and why families should not see this as a parenting failure. The conversation also covers how personal devices and social media have affected focus, reading, achievement, and student engagement, plus why media literacy and digital information literacy need to be part of every classroom. Reykdal shares why schools should teach students to verify what they see online, ask better questions, and use AI with a human at the beginning and end of the learning process. He also explains Washington's approach to AI guidance for schools, including going slow, setting clear policies, and helping students become critical thinkers who know how to check what technology gives them. Become a Smart Social VIP (Very Informed Parents) Member: https://SmartSocial.com/vip District Leaders: Schedule a free phone consultation to get ideas on how to protect your students in your community https://smartsocial.com/partner Download the free Smart Social app: https://www.smartsocial.com/appdownload Learn about the top 190+ popular teen apps: https://smartsocial.com/app-guide-parents-teachers/ View the top parental control software: https://smartsocial.com/parental-control-software/ The SmartSocial.com Podcast helps parents and educators to keep their kids safe on social media, so they can Shine Online™

In this episode, Megan Kohler discusses the complexities of neurodiversity, debunks common misconceptions, and introduces a research-grounded model to support neurodiverse learners in education. We explore practical strategies, the role of AI, and how to foster inclusive learning environments. Connect with Megan: https://www.linkedin.com/in/mkohler26/ Megan's website: https://www.megankohler.org

What if occupational therapy wasn't confined to pullout sessions and IEP goals? Nicole Pfirman, M.Ed., OTR/L, shares how she brought an OT lens to every role—designing multi sensory environments for behavioral regulation, creating prevention and wellness teams that operated outside of special education, and reframing the "mental health crisis" as an intensity crisis that demands systems-level change. You'll learn why sensory regulation and mental health can't be separated, how to advocate for OT involvement at tier one and tier two, and what it takes to shift from waiting for an IEP to meeting student needs proactively. This conversation will challenge you to reclaim participation as the core of your practice and see new pathways for OT leadership in schools.Listen now to learn the following objectives:— Learners will recognize the distinction between a "mental health crisis" and an "intensity crisis," and explain how this reframing reflects the current reality school-based OT practitioners are seeing in students' behavioral presentations.— Learners will identify that sensory system regulation and mental health outcomes are directly connected, and that trauma responses impact the sensory system — meaning trauma-informed care cannot be effectively delivered without also addressing sensory dysregulation.— Learners will identify how OTP's core focus on participation and meaningful occupation applies across all MTSS tiers — from tier one environmental and policy conversations to tier two consultation — not only at the point of IEP eligibility.Click here to register & get the best deal on the 2026 Back to School Conference!  Thanks for tuning in! Thanks for tuning into the OT Schoolhouse Podcast brought to you by the OT Schoolhouse Collaborative Community for school-based OTPs. In OTS Collab, we use community-powered professional development to learn together and implement strategies together. Don't forget to subscribe to the show and check out the show notes for every episode at OTSchoolhouse.comSee you in the next episode! 

The Rankapole family who lost their daughter in a crash which killed three learners and a driver at Ga-Mashashane in Limpopo, say they are failing to come to terms with her passing. Both vehicles, a bus and a minibus taxi were carrying learners. Several learners were injured and were hospitalised at various health care facilities. The Education Department says it has initiated psychosocial support to the affected families. The SABC News crew visited one of the bereaved families and compiled this report. Avhapfani Munyai reports.

"They're really worried that radiation is going to be painful. So they come in for that first day of treatment very anxious. With our patients with brain cancer, we're using the masks on the table, and those masks are very tight and hold their heads very, very still. So they'll be very worried about being claustrophobic. We may start out the first day or two with a little bit of [lorazepam]. And they'll come to me and they'll say, 'This really hasn't been as bad as I thought it was going to be,'" ONS member Catherine McCluskey, BSN, RN, OCN®, ROCN™, radiation oncology staff nurse at Atrium Health Wake Forest Baptist in Winston-Salem, NC, told Jaime Weimer, MSN, RN, AGCNS-BS, AOCNS®, who was the manager of oncology nursing practice at ONS at the time of the recording, during a conversation about radiation side effects in central nervous system (CNS) cancers. Music Credit: "Fireflies and Stardust" by Kevin MacLeod Licensed under Creative Commons by Attribution 3.0  Earn 0.5 contact hours of nursing continuing professional development (NCPD) by listening to the full recording and completing an evaluation at courses.ons.org by August 21, 2027. The planners and faculty for this episode have no relevant financial relationships with ineligible companies to disclose. ONS is accredited as a provider of nursing continuing professional development by the American Nurses Credentialing Center's Commission on Accreditation. Learning outcome: Learners will report an increase in knowledge related to the side effects of radiation to treat CNS cancer. Episode Notes  Complete this evaluation for free NCPD.  ONS Podcast™ episodes: Radiation Site-Specific Side Effects series Episode 306: Cancer Symptom Management Basics: CNS Toxicities ONS Voice articles: Augmented Reality Simulations Reduce Patient Anxiety by Teaching Them About Radiation Therapy CNS Survivorship Needs More Research, Funding, and Training, Expert Panel Says Here's What the Updated CTCAE Version 6.0 Means for Oncology Nurses Highly Localized, Precision Radiation Therapies Require Nurses to Drive Care Coordination, Patient Education Hyperbaric Oxygen Therapy Shows Promise for Certain Radiation Side Effects ONS book: Manual for Radiation Oncology Nursing Practice and Education (fifth edition) ONS courses: Indications of Targeted Radiotherapy to the Brain and Spine: 2025 ONS Congress® Session ONS ROCN™ Certification Review™ ONS/ONCC® Radiation Therapy Certificate™ Supporting Radiation Side Effect Management Through ONS Evidence-Based Resources: 2025 ONS Congress® Session Clinical Journal of Oncology Nursing articles: Implementing a Standardized Educational Tool for Patients With Brain Tumors Undergoing Concurrent Temozolomide and Radiation Therapy Radiation Necrosis: A Differential Diagnosis Dilemma The Neurocognitive Late Effects of Cranial Radiation Therapy: The Often-Unrecognized Outcomes Oncology Nursing Forum article: Symptom Clusters in Patients With Brain Tumors Undergoing Proton Beam Therapy ONS Huddle Cards: External Beam Radiation Proton Therapy Proton Therapy Radiation ONS Guidelines™ and Symptom Management Resources Cognitive impairment Fatigue Mucositis Radiodermatitis ONCC resources: Big List of CE Radiation Oncology Certified Nurse (ROCN™) Common Terminology Criteria for Adverse Events (CTCAE v6.0) Patient Health Questionnaire (PHQ-9 and PHQ-2) To discuss the information in this episode with other oncology nurses, visit the ONS Communities. To find resources for creating an ONS Podcast club in your chapter or nursing community, visit the ONS Podcast Library. To provide feedback or otherwise reach ONS about the podcast, email pubONSVoice@ons.org. Highlights From This Episode "With primary tumors—glioblastomas, astrocytoma, all of those types of cancerous primary CNS tumors, the tumors are not very well-defined. They have little tentacles that kind of go out, so doing something like Gamma Knife, which is very precise, is not as effective as an external beam because the external beam will deliver radiation to all those little tentacles that are out there in the brain. And with Gamma Knife, you really can't effectively do that." TS 2:34 "When we're doing radiation to the brain, fortunately there aren't that many acute toxicities involved. Sometimes they'll have some mild dermatitis. Usually, it's not very significant. They, like everyone else who gets radiation, will have fatigue. Usually once we get to the end of the second week of radiation, into the third week for our patients with primary CNS tumors—the hair loss—they'll start to notice hair loss just in the treatment area. But those are typical, the things that we've seen most. Sometimes we'll have patients who will experience some nausea, maybe a few headaches, but really the acute toxicities are not severe typically with our patients with brain tumors." TS 8:30 "[For] the fatigue, I tell patients to just listen to their bodies. We don't want them to be sedentary, and we want them to go out and continue living their lives. But I do warn them that the fatigue is pretty much common to all patients receiving radiation at various degrees, depending on the patient. I just tell them to do what they feel like doing, and then when they're tired to rest, and if they find themselves having a nap in the afternoon, that's okay." TS 13:51 "What I find with these patients in particular is that a lot of times, their first symptoms related to any type of cancer are CNS symptoms from brain metastasis. Our patients with lung cancer or melanoma—they come in through the emergency room for altered mental status or seizures or something like that. They find a mass in their brain, and then they find a mass on their lung, or they find masses everywhere. Typically, they want to treat the brain masses first before they start them on any kind of systemic treatment. And so, they'll come to us, and they're in shock. Everything's happened very quickly. They haven't had a chance to really catch their breath. They're overwhelmed. And so I try to make sure they understand that everyone that they see here is part of their team and is with them through this journey and they're not alone." TS 25:36 "A couple of years ago, ONS put out an email asking for people to volunteer to do a delineation study about the feasibility of doing a radiation oncology certified nursing exam. And I, just on a whim, responded to that email. It's not something I've ever done before, and thinking that I would not be put on the team. … And I thought, 'I don't have enough experience, I don't know what I'm doing, and they won't choose me.' And lo and behold, they put me on this role delineation study. … I have met so many incredible nurses with all kinds of experience. I've learned so much. It has opened up a lot of things for me and it's been really exciting, so all I can do is say take advantage of those opportunities when they come. Don't think that you don't know enough, because you know more than you think you do." TS 32:38 

Como es habitual, dedicaremos la primera parte del programa a discutir la actualidad. Comenzaremos con lo que parecen ser señales de la frustración del presidente de EE. UU. con su incapacidad para ganar la guerra con Irán. La siguiente conversación tratará sobre el anuncio por parte de China de una nueva ruta marítima en el Ártico. Esta ruta ofrece una alternativa a las habituales travesías por el mar Rojo, que se han visto afectadas por los conflictos en Oriente Medio. La denominada "Ruta de la Seda Glacial" parte del este de China, recorre la Ruta Marítima del Norte rusa a través del círculo polar ártico y termina en Inglaterra. En el segmento de ciencia y tecnología, hablaremos de la congelación de óvulos. Este procedimiento médico se ha convertido en una opción cada vez más común para las mujeres que quieren preservar su fertilidad. ¡Y concluiremos la primera parte del programa de hoy celebrando el Día Internacional de la Cerveza! El resto del episodio de hoy lo dedicaremos a la lengua y la cultura españolas. La primera conversación incluirá ejemplos del tema de gramática de la semana, Non-personal forms of a verb. Infinitive - Part II. En esta conversación hablaremos de la preferencia de los españoles al tipo de café. El café torrefacto tiene una larga tradición y es el preferido en muchos hogares y bares de barrio. Sin embargo, para muchos españoles, especialmente entre los más jóvenes, el café natural gana adeptos. Y, en nuestra última conversación, aprenderemos a usar una nueva expresión española, Entre pitos y flautas. Hablaremos de las vacaciones de los españoles. Todo cambia por unos días en el destino vacacional elegido, pero después, al regresar, la mayoría mantiene sus costumbres. Y estas no difieren mucho de generaciones anteriores: esa forma particular de vivir, disfrutar y comer que nos hace tan españoles. Aunque puede que últimamente, algunas cosas sí están cambiando… Humillado por su incapacidad para ganar la guerra de Irán, Trump arremete contra los aliados de EE. UU. China prueba la ruta marítima del Ártico para evitar los conflictos de Oriente Medio Ocasio-Cortez ha anunciado que congelaba sus óvulos El Día Internacional de la Cerveza Consumo de café torrefacto Las vacaciones de los españoles

John Maytham is joined by Education Anthropologist, Esme Van Deventer, to discuss South African learners having one of the harshest school days in the wor;ld, and how we compare globally. Presenter John Maytham is an actor and author-turned-talk radio veteran and seasoned journalist. His show serves a round-up of local and international news coupled with the latest in business, sport, traffic and weather. The host’s eclectic interests mean the program often surprises the audience with intriguing book reviews and inspiring interviews profiling artists. A daily highlight is Rapid Fire, just after 5:30pm. CapeTalk fans call in, to stump the presenter with their general knowledge questions. Another firm favourite is the humorous Thursday crossing with award-winning journalist Rebecca Davis, called “Plan B”. Thank you for listening to a podcast from Afternoon Drive with John Maytham Listen live on Primedia+ weekdays from 15:00 and 18:00 (SA Time) to Afternoon Drive with John Maytham broadcast on CapeTalk https://buff.ly/NnFM3Nk For more from the show go to https://buff.ly/BSFy4Cn or find all the catch-up podcasts here https://buff.ly/n8nWt4x Subscribe to the CapeTalk Daily and Weekly Newsletters https://buff.ly/sbvVZD5 Follow us on social media: CapeTalk on Facebook: https://www.facebook.com/CapeTalk CapeTalk on TikTok: https://www.tiktok.com/@capetalk CapeTalk on Instagram: https://www.instagram.com/ CapeTalk on X: https://x.com/CapeTalk CapeTalk on YouTube: https://www.youtube.com/@CapeTalk567 See omnystudio.com/listener for privacy information.

"Measurable residual disease is where I think the terminology fits best in that, it is intended to measure the amount of cancer cells that are present in the blood or bone marrow at the time the sample was collected. We can identify one cancer cell in a million. Where that can be really valuable is when we start to think about the duration of treatments and the response to some of our treatments," ONS member Caitilin Murphy, DNP, APRN, FNP-BC, AOCNP®, chief nurse practitioner at Dana-Farber Cancer Institute in Boston, MA, told Lenise Taylor, MN, RN, AOCNS®, TCTCN™, oncology clinical specialist at ONS, during a conversation about chronic lymphocytic leukemia (CLL) treatment considerations for oncology nurses. Music Credit: "Fireflies and Stardust" by Kevin MacLeod Licensed under Creative Commons by Attribution 3.0  Earn 0.75 contact hours of nursing continuing professional development (NCPD), including 45 minutes of pharmacotherapeutic content, by listening to the full recording and completing an evaluation at courses.ons.org by August 14, 2027. The planners and faculty for this episode have no relevant financial relationships with ineligible companies to disclose. ONS is accredited as a provider of nursing continuing professional development by the American Nurses Credentialing Center's Commission on Accreditation. Learning outcome: Learners will report an increase in knowledge related to treatment of chronic lymphocytic leukemia. Episode Notes  Complete this evaluation for free NCPD.  ONS Podcast™ episodes: Episode 422: An Overview of Chronic Lymphocytic Leukemia for Oncology Nurses Episode 256: Cancer Symptom Management Basics: Hematologic Complications Episode 196: Oncologic Emergencies 101: Bleeding and Thrombosis Episode 184: Oncologic Emergencies 101: Tumor Lysis Syndrome ONS Voice articles: Fixed-Duration Therapy for CLL May Lower Cardiovascular Risks and Costs Less Than Continuous Treatment Individuals With CLL Face Increased Risk for Skin Cancer Master Hypersensitivity Reactions With These Strategies for Prevention and Management Patients With CLL Report Worse QoL and Other Factors Clinical Journal of Oncology Nursing articles:  Acalabrutinib: Nursing Considerations for Use in Patients With Chronic Lymphocytic Leukemia and Small Lymphocytic Lymphoma Pseudohyperkalemia in Chronic Lymphocytic Leukemia: An Often Overlooked Clinical Entity Richter Transformation Arising From Chronic Lymphocytic Leukemia Venetoclax: Management and Care for Patients With Relapsed or Refractory Chronic Lymphocytic Leukemia ONS book: Site-Specific Cancer Series: Leukemia (first edition) ONS symptom management resources:  Fatigue Prevention of Bleeding Prevention of Infection: General Blood Cancer United: Chronic Lymphocytic Leukemia Treatment CLL Society: Patient Education Toolkit Lymphoma Research Foundation: Lymphoma Treatments Patient education sheets Acalabrutinib Ibrutinib Pirtobrutinib To discuss the information in this episode with other oncology nurses, visit the ONS Communities.  To find resources for creating an ONS Podcast club in your chapter or nursing community, visit the ONS Podcast Library. To provide feedback or otherwise reach ONS about the podcast, email pubONSVoice@ons.org. Highlights From This Episode "Blood work is a really nice way to evaluate if there is progression of the disease. And we evaluate their blood counts, specifically that complete blood count with a differential. We anticipate an elevated white count, and we anticipate that the absolute lymphocyte count is going to be elevated. That's characteristic of the disease. But what evolves and happens is that those numbers can rapidly change and what we get concerned about is if that white count—and the percentage of the absolute lymphocyte count specifically—starts to increase and double quickly." TS 5:52 "There are some components that help clinicians decide if we expect these things, this cadence of change to happen more readily, or if we feel really comfortable that the biology of the variants contributing to the type of CLL that each patient may have, they may not have that progression as quickly or at all. And so that kind of helps us in that follow-up and cadence. Oftentimes, we're checking blood work every three or six months. Some patients are on an annual interval of visits depending on that active surveillance. I think the other piece is that we have a relatively low threshold when there is a change in symptoms to just recheck those blood tests. It's nice that we can have a pretty readily available blood test to be able to give us a lot of information for these patients." TS 9:45 "When we think about CLL therapy, the old tried and true [treatments] still work: so, rituximab and obinutuzumab. And then we kind of start to think about pathways and the way, the mechanisms of which these treatments are integrated. We think about different pathways of how we can induce cell death, but also what are the potential side effects? What are the potential interactions?" TS 19:35 "I think a lot of this is about really having a clear understanding of the patient's goals and really being able to understand and align. I think we have a lot more data to provide guidance for those patients that really are wanting to know: What is my chance of overall survival? If I do this, does this mean that I don't need to ever be on treatment again? If I do it this way, does it mean that I have to come into clinic every week, or does it mean that I have to come in every week but I'm done? I do one year of treatment, and I don't have to think about treatment for a really long time based on some of these components that we can take into consideration." TS 24:36 "When we think about the B-cell lymphoma 2 (BCL-2) inhibitors, with venetoclax, I think the biggest component we think about is tumor lysis syndrome. It's so effective that these cancer cells release all of those electrolytes, potassium, phosphorus; you can see a rise in the lactate dehydrogenase and uric acid because those cells are breaking down. And so subsequently, that leads us to the consideration of, is the patient's kidney function able to clear it? And so a lot of frequent lab monitoring, a lot of hydration, supportive care with medications like ursodiol or allopurinol to really improve the ability to clear that cellular waste product so that it doesn't cause an oncologic emergency." TS 34:11

What happens when we give learners so much information that we leave them no room to think?Rusty Shields has spent about two decades in learning and development, but his path into the profession started in an unexpected place: music school. As a college student studying music, he answered an ad looking for people to teach leadership development programs in the evenings. That side job eventually became a career in facilitation, instructional design, leadership development, and helping other trainers become better at their craft.In this episode of Lessons from Learning Leaders, Rusty and I talk about one of the biggest problems still facing trainers today: we smother participants with content when we should be creating opportunities for them to participate.Rusty traces that realization back to the leadership programs he taught early in his career. There was plenty of useful information, but the expectation was largely to deliver all of it. He sees the same problem today when trainers are handed a huge slide deck, a short block of time, and an expectation that every piece of content must somehow be covered.That led Rusty to develop what he calls the SPARK Effect, a framework built around five ideas:* Shift your mindset* Practice curiosity* Activate engagement* Reinforce impact* Keep sparkingThe first shift is from believing that our job is to give participants everything we know to recognizing how much knowledge already exists in the room.Rusty describes his approach simply: all of us are better than any of us.When trainers create the right environment, participants can contribute their own experiences, solve problems together, learn from one another, and discover expertise among colleagues they may never have realized was there. That does more than improve the training. It can strengthen the relationships and informal networks people rely on after the session ends.We also talk about curiosity and why good facilitation depends on asking more questions instead of constantly providing answers. Rusty approaches facilitation almost like coaching. Rather than assuming he needs to supply every solution, he asks questions that help participants surface what they already know and build on the experience of others in the room.The conversation also gets into measurement and the challenge L&D faces when organizations judge training by attendance, completion rates, and participant reactions. Those numbers may tell us what happened during the event, but they do not tell us whether people changed what they did afterward or whether performance improved.Rusty argues that learning professionals have to become better at connecting training to those results if we want organizational leaders to see learning as an investment rather than simply another expense.We also discover that Rusty and I share some important influences. Bob Pike's participant-centered philosophy has played a major role in Rusty's approach to facilitation, and longtime learning leader Sardék Love has been a mentor and friend of his for nearly two decades. That leads us into a conversation about a principle I particularly like from Sardék: the best facilitators give up control for contribution.That may be the central idea behind this entire conversation.The trainer does not have to be the source of every answer. Sometimes our best work happens when we create the conditions for participants to think, talk, practice, question, contribute, and learn from each other.That is how we stop smothering the fire and start helping it spark.Connect with Rusty ShieldsRusty is the owner and chief performance consultant at Develefy Consulting, where his work includes facilitation, leadership development, instructional design, and performance consulting.You can also connect with Rusty Shields, CPTD, on LinkedIn, where he regularly shares ideas about facilitation, learning and development, leadership, and participant engagement.Bring the Conversation to Your OrganizationIf this conversation has you thinking about how much of your own training is devoted to delivering content rather than creating participation, that is a conversation worth having with your training team. Better facilitation can lead to stronger participation, better learning, and trainers who are more confident about giving learners room to contribute.If you would like help bringing those kinds of conversations into your organization through a keynote, workshop, trainer development program, or consulting engagement, I'd be glad to talk.Learn more at DuaneLester.com.Share this episode with a trainer, facilitator, or learning leader who could use the reminder to stop smothering learners with information, and subscribe to Lessons from Learning Leaders so you don't miss the next conversation. Get full access to Lessons from Learning Leaders at lessonsfromlearningleaders.substack.com/subscribe

learn five words for rooms in the house

learn five difficult katakana words to say

Rachel Kapp, M.Ed., BCET, and Stephanie Pitts, M.Ed., BCET explore one of the most common—and misunderstood—academic struggles: why learners resist revising their writing. They break down the real reasons revision feels so hard, including executive functioning overload, emotional attachment to first drafts, vague feedback, and the belief that revision means starting over. Rather than framing revision as a motivation problem, the episode reframes it as a skills and systems issue. They share ideas that can make revision more approachable, more concrete, and far less overwhelming for learners of all ages. This episode is especially helpful for parents, educators, and learning specialists working with reluctant writers, perfectionists, or learners who shut down when asked to “make it better.” Support us on Patreon: https://www.patreon.com/learnsmarterpodcast   How to connect with us: Join our e-mail list Rachel's Kapp Educational Therapy Group website Steph's My Ed Therapist website  @learnsmarterpodcast, @kappedtherapy, @myedtherapist   Other episodes mentioned: Writing Series    

What if one of the best ways to create more opportunities isn't knowing more, but staying willing to learn? In Episode 272 of Just Start: Get Visible, Jacqueline M. Baker explores the connection between curiosity, preparation, and opportunity. Building on her conversation with Torie McDonald in Episode 271, Jacqueline digs deeper into the importance of doing your research, asking better questions, and remaining a learner, even when you've accumulated experience and expertise. Visibility may help people notice you, but what happens after you're noticed often depends on how prepared, curious, and teachable you are. In this episode, listeners will explore: Why curiosity can be a powerful professional advantage The importance of doing your research before opportunities arrive Why expertise shouldn't eliminate your willingness to learn How asking better questions can deepen relationships and open doors The connection between preparation and confidence Why remaining teachable can expand what's possible You don't have to know everything to move forward. Sometimes the most valuable thing you can bring into a room is genuine curiosity and a willingness to learn. Memorable Takeaway "Curiosity often creates opportunities that credentials alone cannot." Reflection Question Where could becoming more curious and less concerned with already knowing the answer, create a new opportunity for you?

Pippa Hudson speaks to Dan Skinstad of Resolute Education – they’re an edTEch company that provides coding, robotics and data science learning opportunities to schools across South Africa. Lunch with Pippa Hudson is CapeTalk’s mid-afternoon show. This 2-hour respite from hard news encourages the audience to take the time to explore, taste, read and reflect. The show - presented by former journalist, baker and water sports enthusiast Pippa Hudson - is unashamedly lifestyle-driven. Popular features include a daily profile interview #OnTheCouch at 1:10 pm. Consumer issues are in the spotlight every Wednesday while the team also unpacks all things related to health, wealth & the environment. Thank you for listening to a podcast from Lunch with Pippa Hudson Listen live on Primedia+ weekdays between 13:00 and 15:00 (SA Time) to Lunch with Pippa Hudson broadcast on CapeTalk https://buff.ly/NnFM3Nk For more from the show, go to https://buff.ly/MdSlWEs or find all the catch-up podcasts here https://buff.ly/fDJWe69 Subscribe to the CapeTalk Daily and Weekly Newsletters https://buff.ly/sbvVZD5 Follow us on social media: CapeTalk on Facebook: https://www.facebook.com/CapeTalk CapeTalk on TikTok: https://www.tiktok.com/@capetalk CapeTalk on Instagram: https://www.instagram.com/ CapeTalk on X: https://x.com/CapeTalk CapeTalk on YouTube: https://www.youtube.com/@CapeTalk567 See omnystudio.com/listener for privacy information.

ND Teacher of the Year Frannie Tunseth shares practical ways parents can build curiosity, confidence and strong learning habits as young children head back to school.

What's really happening in school-based OT practice across the country? In this episode, Jayson sits down with Hannah Smiles, OTD, OTR/L, to unpack findings from a national survey of 331 school-based occupational therapists across 41 states, published in the open-access Open Journal of Occupational Therapy.Hannah and her research team examined the entire OT process — from referral through intervention — using the OTPF as a guiding framework, revealing that narrow referral patterns persist (handwriting, sensory, and fine motor still dominate), over two-thirds of OTPs aren't using formal environmental assessments, and most practitioners are operating in a "blended" workload/caseload model. Three major interconnected themes emerged from the data: role confusion, inconsistent leadership opportunities, and an incomplete transition to the workload approach.Whether you're looking for validation, language to advocate for your role, or a clearer picture of where the profession stands today — this episode is for you.Press play to discover where school-based OT stands today and what needs to change to move the profession forward.Listen now to learn the following objectives:— Learners will identify the most common referral patterns in school-based OT and recognize gaps in scope.— Learners will recognize the three major themes affecting school-based OT practice.— Learners will identify the unique value of school-based OT using research evidence.—Learners will identify practical ways to expand their role, advocate for involvement in MTSS/RTI activities, and move toward more leadership within their schools.Click here to register & get the best deal on the 2026 Back to School Conference!  Thanks for tuning in! Thanks for tuning into the OT Schoolhouse Podcast brought to you by the OT Schoolhouse Collaborative Community for school-based OTPs. In OTS Collab, we use community-powered professional development to learn together and implement strategies together. Don't forget to subscribe to the show and check out the show notes for every episode at OTSchoolhouse.comSee you in the next episode! 

Do you know what it means to clock in, clock out, be on the clock, or work against the clock? ⏰In this fun and practical English Makes No Sense podcast episode, you'll learn 10 common English expressions and idioms with the word CLOCK that you may hear in everyday American English, workplace conversations, movies, TV shows, and daily life.English learners often learn the word clock, but what happens when Americans start putting other words around it? Suddenly, the clock can tick, race, beat you, follow you, or even go around the clock!

"A good way of thinking about this is this is the survival of the fittest clone. There could be a portion of a cancer that naturally has some resistance or ability to survive a particular drug. And over time, as the other cells around it are dying off, that particular clone is able to replicate and continue to survive in the face of that drug therapy and eventually take over as being the fittest clone. At that point, we're often seeing disease progression," Danielle Roman, PharmD, BCOP, manager of clinical pharmacy services at the Allegheny Health Network Cancer Institute in Pittsburgh, PA, told Jaime Weimer, MSN, RN, AGCNS-BS, AOCNS®, manager of oncology nursing practice at ONS, during a conversation about resistance pathways.  Music Credit: "Fireflies and Stardust" by Kevin MacLeod Licensed under Creative Commons by Attribution 3.0  Earn 0.5 contact hours of nursing continuing professional development (NCPD), including 30 minutes of pharmacotherapeutic content, by listening to the full recording and completing an evaluation at courses.ons.org by August 7, 2027. Roman has served on advisory boards for Genetech, Pfizer, Regeneron, and Daiichi Sankyo and received honoraria payments from Pharmacy Times and Decera for faculty lectures. These financial relationships have been mitigated. ONS is accredited as a provider of nursing continuing professional development by the American Nurses Credentialing Center's Commission on Accreditation. Learning outcome: Learners will report increased knowledge related to resistance pathways in oncology care. Episode Notes  Complete this evaluation for free NCPD.  ONS Podcast™ episodes: Pharmacology 101 series Episode 423: Pharmacology 101: Interaction Pathways Episode 406: Drug Resistance Biomarkers and Their Impact on Cancer Treatment Choices ONS Voice articles: Predictive and Diagnostic Biomarkers Scientists Identify Protein Implicated in Tumor Growth, Treatment Resistance ONS book: Guide to Cancer Immunotherapy (second edition) Genomics and Precision Oncology Learning Library ONS Biomarker Database Pharmacogenomics Huddle Card CancerQuest: Cancer Drug Resistance National Comprehensive Cancer Network OncoKB.org Research To Practice To discuss the information in this episode with other oncology nurses, visit the ONS Communities.  To find resources for creating an ONS Podcast club in your chapter or nursing community, visit the ONS Podcast Library. To provide feedback or otherwise reach ONS about the podcast, email pubONSVoice@ons.org. Highlights From This Episode "As we look at drug resistance, this is the concept that cancer cells are no longer able to respond to a cancer treatment. The downstream of this is that we could end up with progression of the disease and need to look at alternative therapies that may be beneficial for the patient. This is unfortunately a very common phenomenon. Drug resistance is a major cause of treatment failure and poor patient outcomes with treatments. Unfortunately, this is an issue we see that increases over time on treatment." TS 2:29 "Genetics play a really big role in drug resistance. We know that drug resistance can be due to different things. It could be epigenetics. It could be the tumor microenvironment factors. But genetics often play a very big role in resistance pathways. It's generally considered to be a critical contributor to resistance, particularly in the way of acquired variants to drug targets or amplifications of certain oncogenes that can lead cancers to have progression. A well-known genetic alteration is the BRCA1/BRCA2 variant that helps to make the cancer more efficient at fixing DNA damage. So we're trying to get DNA damage with chemotherapy, and this particular variant helps at fixing that damage to allow the cancer to progress. So that is one genetic variant we see that plays a big role in a number of different cancers." TS 4:51 "These pathways are not mutually exclusive. Oftentimes we have multiple resistance pathways involved. I think it's important to understand some of those individually, but kind of thinking about this as we might be facing multiple resistance pathways. ... We can see resistance mechanisms that vary based on the type of treatment we use, for example, traditional cytotoxic chemotherapy. We may be more likely to see some resistance mechanisms that are working at DNA: repairing broken DNA or working on those efflux pumps that are being used to push chemotherapy out of cells. If we're talking more about the targeted therapies such as tyrosine kinase inhibitors or monoclonal antibodies, we may be more likely to see resistance mechanisms that are what we discussed with that drug target alteration: changing the way that the target agents are able to bind to the tumor cells to activate or inactivate pathways so we may see some changes there." TS 12:39 "One way to overcome this and to help to decrease the resistance from developing is using combination therapy: drugs that are targeting different pathways at once or potentially using combinations with things like chemotherapy in addition to immunotherapy. In this way, as we're getting these different targets, we can hopefully decrease the mechanism of resistance that may be developing." TS 14:48 "Biomarker testing is an incredibly important part of our practice. In many situations now, we are getting upfront, comprehensive biomarker testing to identify whether the patient may have any of those intrinsic or primary resistance mechanisms that might make it so a patient is never going to respond to a particular type of treatment. And in that case, we can spare the patient from the potential toxicities of that treatment if we don't think that there's going to be benefit there. So I think that that has become a really important way that we can tailor patients for understanding what treatments are going to be more effective. And then after that, there's usually additional biomarker testing that may be warranted at the time of progression in certain types of cancer. And that really helps us to understand that acquired resistance that might be developing." TS 17:32 "Nurses are really helpful with filling in the gaps and bringing back patient concerns that might be shared with them. And these might be early signs of progression. Better understanding how our patients are feeling and what's going on with them may help us to identify a patient that we need to do some additional testing for to understand whether there is drug resistance ongoing and potential progression of disease." TS 21:52

What if education was about more than grades, tests, and memorizing information?In Episode 28 of Fathers University, Emerson Morris sits down with a representative from Acton Academy to explore a different approach to education—one designed to help students become independent thinkers, problem-solvers, leaders, and lifelong learners.We talk about what inspired the Acton Academy model, how it differs from traditional public schools, the role of "guides" instead of traditional teachers, student accountability, measuring success beyond grades, diversity and inclusion, and how parents can determine whether this type of education is right for their family.What inspired the Acton Academy model?How is Acton Academy different from traditional public schools?What is the role of a "guide"?How do students develop motivation and accountability?How is student success measured?What type of student thrives at Acton Academy?How does Acton approach diversity and inclusion?How do students learn to work with different perspectives?How can scholarships make this education more accessible?What needs to change about education in America?As fathers, we have a responsibility not only to provide for our children but to help prepare them for life, leadership, responsibility, and purpose.

Rachel Kapp, M.Ed., BCET, and Stephanie Pitts, M.Ed., BCET explore why so many learners rush through their work—and why it's rarely about laziness or apathy. They unpack how executive functioning challenges, anxiety, time blindness, and cognitive load contribute to rushing, and explain why telling learners to “slow down” often doesn't work. The episode reframes rushing as a skills-based issue and shares practical, supportive strategies that help learners build accuracy, awareness, and confidence without increasing pressure or shame.   Support us on Patreon: https://www.patreon.com/learnsmarterpodcast   How to connect with us: Join our e-mail list Rachel's Kapp Educational Therapy Group website Steph's My Ed Therapist website  @learnsmarterpodcast, @kappedtherapy, @myedtherapist

Want to talk about fitness, exercise, and the gym in Punjabi? In this episode, you'll learn useful Punjabi gym vocabulary and everyday phrases that native speakers actually use. From lifting weights and doing cardio to talking about workouts, muscles, and fitness goals, you'll expand your Punjabi in a practical, real-life way. Perfect for Punjabi learners who want to speak naturally and confidently—inside and outside the gym!This podcast is for people who want to learn real, conversational Punjabi and understand Punjabi culture.Here, you'll learn the difference between textbook Punjabi and the Punjabi people actually speak in daily life. I explain words, sentences, and expressions step by step, so even beginners can follow easily.If your goal is to speak Punjabi confidently, not just memorize grammar rules, this podcast is for you.Subscribe or follow to keep learning regularly.If you want to support my work or get extra Punjabi lessons and content, you can check out my Patreon.1 on 1 private classes/Patreon membership ⬇️ https://www.patreon.com/amrinder69  Get my Punjabi pronouns ebook ⬇️https://mailchi.mp/40bd16240e52/untitled-pageSupport through PayPal⬇️https://www.paypal.me/amrinder69Check out my Punjabi Roots & Routes podcast ⬇️https://open.spotify.com/show/033uSIpdkis1U4Zq6PHOd5?si=WUsmaGsuRt6SfefvfEVT1wCheck out The Amrinder Singh Podcast (Punjabi podcast)⬇️https://open.spotify.com/show/46YPbbiIk0BDhnO6QDSxVC?si=JBgiZf9rQMaWBnN0aM1LuAⅆ=1Youtube ⬇️https://youtube.com/amrindermkInstagram ⬇️https://instagram.com/colloquial.punjabi?igshid=MDE2OWE1N2Q=Contact with me⬇️Email: amrinder.s.shergill@gmail.com Telegram : Amrinder_mk#learnpunjabi 

In this episode of Behaviour Speak, host Ben Reiman speaks with Sarah Elkami Trdina, Lina Pezzo Szodo, and Camila Grullon from Always Connected Treatment Network (ACTN) about an innovative partnership with Mississauga Fire. The conversation explores how behaviour analysts and fire safety professionals collaborated to create accessible fire safety education for neurodivergent children, youth, and families. The guests discuss caregiver workshops, desensitization protocols for smoke alarms, emergency preparedness training, and strategies for teaching potentially life-saving skills using behaviour analytic principles.  The episode also highlights the importance of cross-sector collaboration, community engagement, and creating practical resources that can be shared across organizations, schools, and emergency services.  Watch on YouTube: https://youtu.be/xGxFs-8ofr4 Continuing Education Credits IBAO:  1.0 ABA Topics QABA: 1.0 General CBA/CPD: 1.0 Learning   Complete The Behaviour Speak CE Knowledge Check To Earn Your CEUs Enter your answers here:  (https://www.cbiconsultants.com/shop) Question 1 Sarah described how many larger fire safety skills are actually made up of smaller prerequisite skills. Which of the following was discussed as an example of a prerequisite skill involved in successful fire evacuation? A. Learning to identify all fire truck equipment B. Following instructions during an emergency C. Learning firefighter rank structures D. Understanding municipal fire codes Question 2 What behaviour analytic strategy did the ACTN team describe for helping learners become more comfortable with smoke alarms? A. Overcorrection B. Response cost C. Desensitization through gradual exposure to alarm sounds D. Token economies only Question 3 During the episode, Camila shared that behaviour analysis is still emerging in the Dominican Republic. Approximately how many behaviour analysts did she estimate were practicing in the country when she completed her supervision hours? A. About 5 B. About 25 C. About 100 D. About 500 Contact  Always Connected Treatment Network https://alwaysconnectedtn.ca/ Sarah Elkami Tridina https://www.linkedin.com/in/elkamisarah/ Camilla Grullon https://www.linkedin.com/in/camilagrullon/ Lina Pezzo Szodo https://www.linkedin.com/in/lina-pezzo-szodo-39127b146/ Links: The September 26th Project https://september26.org/ Ontario Municipal Fire Prevention Officers Association https://omfpoa.com/ PECS Canada Fire Safety Resources https://pecs-canada.com/blog/teaching-fire-safety-messages-to-aac-users/ https://pecs-canada.com/n-i-c-k-for-fire-and-burn-safety/ Caribbean Association For Behaviour Analysis https://caribbeanba.org/  

Have you ever gone to an American restaurant and panicked when the server asked, "How would you like your steak cooked?"What's the difference between rare, medium-rare, medium, medium-well, and well-done?And why do Americans ask so many questions when you order a burger?In this fun and practical episode of the English Makes No Sense Podcast, you'll learn exactly how to order steaks and burgers like a native English speaker. We'll cover common restaurant vocabulary, useful phrases, burger toppings, cooking temperatures, pronunciation tips, and real-life restaurant conversations you can use immediately.Whether you're visiting the United States, living in an English-speaking country, or simply want to feel more confident eating out, this episode will help you order food with confidence and avoid those awkward restaurant moments.Perfect for ESL learners, English students, travelers, and anyone who wants to improve their real-world English communication skills.#LearnEnglish #ESL #EnglishMakesNoSense #AmericanEnglish #RestaurantEnglish #EnglishVocabulary

Artificial intelligence is changing the way we learn, work and build careers—but the technology itself isn't the biggest lesson.In this episode of Learners to Leaders, I sit down with Abdirahman Guleed, CEO of Grantlytics and AI Fellow at Harvard's Advanced Leadership Initiative, to discuss the skills that will help young people thrive in a rapidly changing world.In this episode we discuss:Why the same skills that create great athletes create successful professionalsHow to turn failure into one of your greatest advantagesWhat "Don't Get Left Behind" really meansWhy curiosity and open-mindedness will become even more valuableHow young people can use AI to learn, build and solve real problemsWhether choosing a career before 18 still makes senseWhy learning how to think is more important than memorising informationAbdirahman (Abdi) Guleed is the CEO of Grantlytics, a company building the fundraising infrastructure that helps mission-driven organisations access philanthropic capital more effectively.His background spans digital transformation, financial services, and organisational change management. He is an AI Fellow at Harvard's Advanced Leadership Initiative, where he helps senior executives understand and apply artificial intelligence within their organisations. He earned his master's degree from Harvard with a focus on innovation and technology.Before entering technology and entrepreneurship, Abdi was a professional middle-distance athlete, competing at the national level in Norway.

Listen to the full episode hereSpecial Guest: Moira Mazzi.

In this episode, the KMC Team welcomes listeners back to the KMC Collective Podcast for Season 3, discussing their commitment to the kids' ministry community and previewing upcoming topics. They delve into the importance of building confidence in leadership, sharing personal experiences with imposter syndrome and the challenges of people-pleasing. The conversation reflects on highlights from Season 2 and emphasizes the need for community engagement and open dialogue among leaders. In this episode, the hosts discuss their experiences with worship music, the importance of community connections, and the impact of international outreach. They share their excitement for the upcoming season, highlighting new topics and engagement strategies to foster growth in the kids ministry community. The conversation emphasizes the value of learning together and encourages listeners to subscribe and participate in the podcast's journey. Want to sign up for the Better Together Newsletter?  SIGN UP HERE! Want to learn more about the Kids Ministry Collective! CLICK HERE!  

→ What is Universal Design for Learning?→ How does UDL look different in the early grades?→ What is a first step that any educator can take tomorrow to make their lessons more accessible for all learners?ABOUT THIS GUEST, Jeff HorwitzJeff is a veteran educator and school leader who's spent over two decades in early childhood education, from classroom teaching to school administration in St. Louis. He specializes in bringing Universal Design for Learning into early childhood classrooms, helping teachers turn big frameworks into practical, joyful strategies for their youngest students. He's worked with schools and educators across North America, and he's currently putting the finishing touches on his first book, UDL for Little Learners, coming out this December.CONNECT with JEFF HORWITZon LinkedIn,on X @mrteachersir,on Instagram @edtech_jeff, andat udlforlittlelearners.com. TIMESTAMPS0:00:00 - Jeff Horwitz has spent two decades in primary classrooms1:28 - Define Universal Design for Learning2:04 - Misunderstandings about UDL3:37 - UDL in primary classrooms5:48 - Practical first steps into UDL15:00 - UDL and neurodivergence19:04 - Technology's place in the classroom24:00 - The future of elementary education26:05 - Book preview - UDL for Little Learners28:24 - How and where to connect with Jeff onlineVisit the home of Teachers on Fire at https://teachersonfire.net/.Song Track Credit: Tropic Fuse by French Fuse - retrieved from the YouTube Audio Library.

"When people with PTSD [post-traumatic stress disorder] get quite avoidant—and that can be expressed in so many different ways—the implications can be really profound. I think an important invitation to oncologists and oncology nurses and primary care providers who care for people battling cancer is let's explore what's underneath these avoidant behaviors. Is it a very practical thing? Or is it that underneath this avoidant behavior is really profound fear?" James C. Jackson, PsyD, research professor at Vanderbilt University Medical Center in Nashville, TN, told Lenise Taylor, MN, RN, AOCNS®, TCTCN™, oncology clinical specialist at ONS, during a conversation about addressing medical trauma in oncology. Music Credit: "Fireflies and Stardust" by Kevin MacLeod Licensed under Creative Commons by Attribution 3.0  Earn 0.75 contact hours of nursing continuing professional development (NCPD) by listening to the full recording and completing an evaluation at courses.ons.org by July 31, 2027. The planners and faculty for this episode have no relevant financial relationships with ineligible companies to disclose. ONS is accredited as a provider of nursing continuing professional development by the American Nurses Credentialing Center's Commission on Accreditation. Learning outcome: Learners will report an increase in knowledge related to medical trauma in oncology care. Episode Notes  Complete this evaluation for free NCPD.  ONS Podcast™ episodes: Episode 421: Medical Trauma in Oncology Episode 287: Tools, Techniques, and Real-World Examples for Difficult Conversations in Cancer Care Episode 264: Stop the Stressors and Improve Your Mental Health as a Nurse ONS Voice articles: Help Caregivers Control the Chronic Stress of Cancer Care and Manage PTSD [post-traumatic stress disorder] Past Trauma Lowers Hope, QOL, and Coping Ability During Cancer Managing Cancer-Related PTSD Starts With Acknowledgement Moral Injury and Trauma in Nursing Trauma-Informed Care Provides Person-Centered Support for Patients During Deep Distress Clinical Journal of Oncology Nursing articles: How Can a Trauma-Informed Care Approach Be Applied to Patients With Gynecologic Cancer? Psychosocial Barriers to Care: Recognizing and Responding Through a Trauma-Informed Care Approach Oncology Nursing Forum articles: Post-Traumatic Distress and Symptom Experience in Patients With Head and Neck Cancer–Related Tracheostomy and Family Caregivers The Effect of Neuroticism, Fear of Progression, and Self-Efficacy on Post-Traumatic Growth in Patients With Lung Cancer Undergoing Chemotherapy The Relationship Between Colorectal Cancer Survivors' Positive Psychology, Symptom Characteristics, and Prior Trauma During Acute Cancer Survivorship ONS course: Psychosocial Dimensions of Cancer Care™ ONS Huddle Card: Coping Screening tools Clinician-Administered PTSD Scale for DSM-5 [Diagnostic and Statistical Manual of Mental Disorders, 5th edition] (CAPS-5) Hospital Anxiety and Depression Scale Primary Care PTSD Screen for DSM-5 PTSD Checklist for DSM-5 Trauma Screening Questionnaire International Society for Traumatic Stress Studies: Free Resources PESI Reclaiming Your Life From Medical Trauma by James C. Jackson To discuss the information in this episode with other oncology nurses, visit the ONS Communities. To find resources for creating an ONS Podcast club in your chapter or nursing community, visit the ONS Podcast Library. To provide feedback or otherwise reach ONS about the podcast, email pubONSVoice@ons.org. Highlights From This Episode "For many people who have been traumatized, if they can avoid it, they will. They may not avoid the annual evaluation that is so hugely consequential—they might not avoid that. But they may well avoid a routine visit for a checkup to their oncologist. They very well may avoid a visit with a psychologist who is wanting them to talk about hard things. They may avoid visiting a friend in the hospital because it reminds them of really upsetting things. So, this issue of adherence and compliance is a really big problem." TS 3:19 "Screening tools for things like PTSD can be very useful. They're quite practical, and they're appropriate to use. I really like something called the Post-Traumatic Stress Disorder Checklist. ... Using it is going to be very straightforward. You're going to want to map it onto a 30-day window, and you're going to employ it with patients. It's a 20-item self-report. It assesses 20 DSM-5 symptoms of PTSD. It's not diagnostic, but if people score in this range of 30, 31, 33, we typically are going to believe that that is very suggestive of significant PTSD." TS 9:17 "One of the things we should be doing all the time is modeling and attempting to normalize this idea of being open about mental health difficulties. When I say modeling, this is a complicated issue. ... I'm very open talking about my own battles with mental health. And in some ways, that invites my patients to do the same. I don't recommend necessarily that a nurse says, 'Oh, by the way, I have PTSD. I'm going to tell you about mine. I want you to tell me about yours.' That's a boundary issue. But I think it does behoove us as clinicians to create a culture as much as we're able, where we can talk about mental health difficulties in a matter-of-fact way, acknowledging that mental health is health. These tools, to me, go a long way in that direction." TS 13:41 "The survivorship process is ongoing. I think a nurse can assist a patient in so many ways longitudinally over time. ... One of those ways is to continue checking on mental health outcomes in patients. Continuing to check on mental health outcomes, continuing to explore them, and continuing to invite patients to talk about things that other people might not be asking about. It's easy for family members to assume, 'Hey, you know, you're cancer free now. You look fine, so you must be fine.' It's very possible that the patients we're talking about are not fine. They're far from fine. For that oncology nurse at a follow-up clinic or in an oncology setting to talk about this, continuing to affirm that it would be okay for patients to struggle, continuing to put this issue on a front burner—I think that's really important." TS 21:17 "I'm aware of nurse-led support groups where nurses can talk very freely about their own challenges, in a safe space. ... Working to build cultures in the context of the intensive care unit, let's say, where we have a lot of patients with cancer that prioritize well-being nurse driven programs. ...  The bottom line is if there is a warning light that is blinking, nurses need to attend to that. And in attending to it, they're going to be more present for their patient. They're going to be better able to support their patient. They're going to be better able to support each other. And I think often, in the culture of nursing and psychology, too, people just put their head down, their shoulder down, and they just plow through in ways that are really counter to their mental health." TS 29:56 "The truth is medical trauma can be well-managed. It's not simple. It's not always intuitive. There are all sorts of caveats with regard to this, but the truth is people with medical trauma can live really rich and meaningful lives. ... So, the default setting, I think, should be not one of pessimism. It should be that people with medical trauma can and do get better. If you are a patient with medical trauma and you are in my purview, until proven differently, I'm going to assume that you can get better too." TS 36:28

In today's episode, Kim Taylor and Julie Bloss from NAESP's Center for Early Learning Leadership talk with Jillayne Flanders and Dr. Orinthia Harris about how school leaders can begin conversations about empathy, equity, belonging, and anti-racism with young learners, staff, and families. From leading with heart to helping children see themselves represented, this conversation explores practical ways school leaders can support belonging in early learning communities. Jillayne Flanders is an author, educational consultant, and former elementary principal. Dr. Orinthia Harris is a former early childhood educator and founder & CEO of STEMearly LLC. Julie Bloss, a retired principal, is fellow at the NAESP Center for Early Learning Leadership. Kim Taylor is principal of F.X. O'Regan Early Childhood Development Center in Franklin, Massachusetts, and fellow at the NAESP Center for Early Learning Leadership.

Have you ever considered homeschooling your children, but you had no clue where to start or if you could even handle it? Amber O'Neal Johnston offers a treasure trove of wisdom for the aspiring homeschool parent. She entered the homeschooling arena with all four of her kids, after her husband asked her to “just try it for a year.” Surprisingly, she fell in love with the endless opportunities afforded at home versus public school, and now, she helps other parents discover a new lifestyle that works for them. Amber edited Homegrown - Guidance and Inspiration for Navigating Your Homeschooling Journey. In addition, she offers resources and curriculum recommendations on her site, HeritageMom.com. She gives helpful advice for how to start your own homeschooling atmosphere, and encourages parents to lean into their confidence and trust God with the process. TAKEAWAYS If you can't find the materials or resources you need as a homeschooling parent, don't be afraid to create it yourself Homeschooling parents should embrace their confidence and utilize the freedom of their desired education choice Socialization is not an issue for homeschooling kids, unlike what some people may think The platform of public school does not need to be replicated in the home

John speaks to Greg Kyle, Head of Student Affairs at Waterfall College in KwaZulu-Natal, about the growing debate over personal screens in schools and whether technology is improving or distracting from education. Presenter John Maytham is an actor and author-turned-talk radio veteran and seasoned journalist. His show serves a round-up of local and international news coupled with the latest in business, sport, traffic and weather. The host’s eclectic interests mean the program often surprises the audience with intriguing book reviews and inspiring interviews profiling artists. A daily highlight is Rapid Fire, just after 5:30pm. CapeTalk fans call in, to stump the presenter with their general knowledge questions. Another firm favourite is the humorous Thursday crossing with award-winning journalist Rebecca Davis, called “Plan B”. Thank you for listening to a podcast from Afternoon Drive with John Maytham Listen live on Primedia+ weekdays from 15:00 and 18:00 (SA Time) to Afternoon Drive with John Maytham broadcast on CapeTalk https://buff.ly/NnFM3Nk For more from the show go to https://buff.ly/BSFy4Cn or find all the catch-up podcasts here https://buff.ly/n8nWt4x Subscribe to the CapeTalk Daily and Weekly Newsletters https://buff.ly/sbvVZD5 Follow us on social media: CapeTalk on Facebook: https://www.facebook.com/CapeTalk CapeTalk on TikTok: https://www.tiktok.com/@capetalk CapeTalk on Instagram: https://www.instagram.com/ CapeTalk on X: https://x.com/CapeTalk CapeTalk on YouTube: https://www.youtube.com/@CapeTalk567 See omnystudio.com/listener for privacy information.

What if we've been asking the wrong question all along?For years, school-based occupational therapy practitioners have debated whether challenging student behaviors are driven by sensory processing differences or behavior. But what if that distinction isn't the most important one?In this episode, Jayson is joined by Kristen Brokamp, OTR/L and Breanna Lynch, OTR/L, co-founders of Holding Space Collaborative, to explore how OTPs can move beyond labels and instead focus on participation, regulation, trauma-informed care, and systems-level change.Together, they discuss why behavior is often a signal—not the problem itself—and how occupational therapy practitioners are uniquely positioned to help schools build environments that promote wellness, collaboration, and meaningful participation for every student.Whether you're supporting students individually, consulting with teachers, or hoping to expand OT's impact throughout your school, this conversation will challenge your thinking and inspire new possibilities.Listen now to learn the following objectives:— Learners will identify why focusing solely on "sensory vs. behavior" may limit occupational therapy intervention.— Learners will recognize OT's role in supporting school-wide wellness and prevention efforts.— Learners will identify opportunities to implement systems-level strategies that promote student participation and regulation.Click here to register & get the best deal on the 2026 Back to School Conference!  Thanks for tuning in! Thanks for tuning into the OT Schoolhouse Podcast brought to you by the OT Schoolhouse Collaborative Community for school-based OTPs. In OTS Collab, we use community-powered professional development to learn together and implement strategies together. Don't forget to subscribe to the show and check out the show notes for every episode at OTSchoolhouse.comSee you in the next episode! 

Have you ever gone to a restaurant in America and heard the server ask, "How would you like your eggs?" If so, you know how confusing the answer can be!In this episode of English Makes No Sense, we're cracking open one of the most practical restaurant English lessons every ESL learner needs. You'll learn the differences between scrambled, sunny-side up, over easy, over medium, over hard, poached, soft-boiled, hard-boiled, and omelets, along with useful breakfast vocabulary, common restaurant questions, and real-life conversations you can use immediately.Whether you're visiting the United States, living in an English-speaking country, or simply want to feel more confident ordering breakfast in English, this episode will help you sound more natural and understand exactly what your server is asking.In this episode, you'll learn:

Contemporary Worship, July 26, 2026

Traditional Worship, July 26, 2026

"In oncology specifically, where care is complex, artificial intelligence (AI) can really synthesize large volumes of clinical information, flag risks such as treatment complications, and support adherence to evidence-based pathways. For nurses specifically, this enables them more time for direct patient care, clinical judgment, and care coordination, and really practice to the top of their license while reducing repetitive time and administrative tasks," Jenn Frith, DNP, RN, OCN®, NE-BC, associate vice president of clinical operations at Duke Cancer Institute in Durham, NC, told Jaime Weimer, MSN, RN, AGCNS-BS, AOCNS®, manager of oncology nursing practice at ONS. Weimer spoke with Frith and Emily Norboge, director of clinical and research informatics at Duke Cancer Institute, about how AI can help healthcare organizations improve the cancer experience.  Music Credit: "Fireflies and Stardust" by Kevin MacLeod Licensed under Creative Commons by Attribution 3.0  Earn 0.5 contact hours of nursing continuing professional development (NCPD) by listening to the full recording and completing an evaluation at courses.ons.org by July 24, 2027. The planners and faculty for this episode have no relevant financial relationships with ineligible companies to disclose. ONS is accredited as a provider of nursing continuing professional development by the American Nurses Credentialing Center's Commission on Accreditation. Learning outcome: Learners will report an increase in knowledge related to the use of artificial intelligence in oncology nursing practice. Episode Notes  Complete this evaluation for free NCPD.  ONS Podcast™ episodes: Episode 284: How AI Is Influencing Cancer Care and Oncology Nursing Episode 281: Nursing's Role in AI in Health Care ONS Voice articles: Human Connection Creates the Power Behind AI in Nursing If You're Using AI in Health Care, Your Patients Want to Know Majority of Adults Use AI, But Most Distrust Accuracy of Health Information Nurses Are Key to Quality for AI Tools in Oncology Care One-Third of Hospitals Have Integrated Generative AI Into EHRs, With More to Follow Clinical Journal of Oncology Nursing articles: A Case for Caution: Patient Use of Artificial Intelligence Artificial Intelligence in Oncology Nursing: Preparing the Workforce for the Future Artificial Intelligence: Basics, Impact, and How Nurses Can Contribute Integrating Artificial Intelligence Into Cancer Care: Enhancing Nursing Practice and Bridging Disparities Oncology Nursing Forum article: Artificial Intelligence for Oncology Nursing Authors: Potential Utility and Concerns About Large Language Model Chatbots To discuss the information in this episode with other oncology nurses, visit the ONS Communities.  To find resources for creating an ONS Podcast club in your chapter or nursing community, visit the ONS Podcast Library. To provide feedback or otherwise reach ONS about the podcast, email pubONSVoice@ons.org. Highlights From This Episode Norboge: "Our AI voice agent has a series of workflows that it can execute. ... If a patient needs help with medical paperwork, the agent will walk the patient through how to do that paperwork. If a patient has a question that they need sent to their provider, it can document that and then send a message to the provider. There's a series of workflows so it can route to scheduling. It can answer information about test results that is compliant with our policy around test results. The goal of that agent is that it will handle all of those administrative-type tasks that don't necessarily require a nurse to fill." TS 5:44 Norboge: "When [patients] call the nurse triage line, the nurse will have to say, 'I understand you want your test results. I can contact your provider and have them reach out to you about your results.' But that's kind of where it ends. What we worked out with the agent is if a patient calls and says, 'I really want my test results,' they will in a very nice, standard way, say something similar. You know, 'I'm not authorized to discuss your test results with you, but I'd be happy to send a message to your provider and ask them to call you.' But then the agent goes one step further and says, 'Are you experiencing anxiety about your test results? If so, I can transfer you to the nurse to discuss support for a potential referral to family medical therapy if you would like help managing that anxiety.' In a clear, helpful way, it can define and help a patient with their needs and not just have a standard of 'this is our policy and I can't share it with you.'" TS 11:14 Frith: "Really, transparency is the key. The patient should understand that AI is used more as an enhancement, but not to replace the human connection. That's not the goal. The nurses can explain that the tools will help ensure accuracy, timeliness, and safety while allowing more time for the direct interaction of the nurse. I think framing AI as an additional layer of support rather than a decision maker helps build trust. And I think maintaining strong communication and presence at the bedside just reinforces that care remains fundamentally human." TS 15:32 Frith: "I think AI in oncology is going to continue to advance in our predictive analytics, personal care planning, and probably real-time decision support. I think we'll see a greater integration into symptom management, some early detection of complications, and longitudinal care coordination across our settings. I think nurses will continue to increasingly use AI to anticipate patient needs and prioritize care. I think the role of the nurse won't diminish. Rather, it will become more elevated in allowing them to practice to scope of practice." TS 19:58 Frith: "AI represents a meaningful opportunity to strengthen oncology nursing practice by reducing burden and enhancing the clinical insight. It needs to be a very thoughtful implementation. We talked about having strong governance and continued investment in the nursing workforce. I want to reinforce that oncology care remains deeply human, and AI should only be viewed as a tool that enables the nurses to do what they do best, which I feel is deliver safe, compassionate, and high-quality specialized care to our most vulnerable patients." TS 27:31

Teaching autistic preschoolers can feel lonely. This is the episode where I pull back the curtain on the membership that became the opposite of that island — where it came from, what's inside, and the community that surprised me most. Teaching young autistic children can feel like being on an island. The membership is the opposite of that. I'll tell you how it began in grief, after I lost my dad in 2019, and grew into a genuine passion for helping educators and parents feel less overwhelmed and celebrate the small wins that build on each other. I'll share the story of Laura — a member who started with four empty walls and turned them into a classroom where children are seen, presumed competent, and given every chance to communicate. And I'll tell you why, even with hundreds of resources inside, people don't stay for the resources. They stay for each other. We'll talk about: how Autism Little Learners was born out of one of the hardest seasons of my life why teaching young autistic children so often feels like being on an island the member who started with four empty walls — and what her classroom looks like now the Four Foundations framework: Regulate, Connect, Routines, and Teach what's actually inside the membership (and what isn't the reason people stay) how a community of real educators in real classrooms makes the island disappear In This Episode, You'll Learn How a grief-driven project quietly grew into a community of educators and caregivers Why the "island feeling" — not a lack of skill — is where so many educators stall out How Laura set up a brand-new autism classroom from an empty room using the membership What it looks like to build connection and trust with students before placing demands The Four Foundations that give you a clear path through your day What the membership includes: resources, on-demand trainings, handouts, adapted books, and a high support needs curriculum Why presuming competence changes what children are able to show you Key Takeaways You don't have to do this work alone The island feeling is common — and it's usually where progress stalls Transformation rarely starts with a breakthrough; it starts with support and consistency Presume competence — never underestimate what a child can do Children are soaking it all in, even when it looks like they aren't watching Resources matter, but community is what keeps educators going Small, consistent shifts — supported and sustained — are the ones that change everything Regulate, Connect, Routines, Teach: a simple framework for a complicated day Try This Name your own "island" moment — then bring it to people who understand it Model AAC with no pressure and no expectation of an immediate responseBuild connection and trust with a student before adding any demands Set up one predictable routine that helps a child feel safe Turn a board book you already own into an adapted, hands-on book Celebrate one small win this week, and share it with another educator When you feel stuck, reach for a person, not just another resource Related Resources & Links

In Episode 215 of The Homeschool Show, Amanda talks with Nikki Cooper (specialneeds@nche.com)  about homeschooling children with special needs, offering practical encouragement for families who are just getting started or are looking for additional support. Their conversation covers common questions about IEPs, choosing curriculum, finding community, and giving yourself permission to adjust your approach as your child's needs change. Nikki also shares how families can connect with NCHE's special needs support resources.Melanie also talks with Katherine Marker from the North Carolina Educational Assistance Authority to explain the ESA Plus Scholarship for students with disabilities. They discuss who may qualify, how eligibility is determined through the public school evaluation process, what the application timeline looks like, and how homeschool families can prepare before applying.Helpful Links:  ECAC Parent CenterESA+ OverviewDocumentation Requirements

How quickly can you train as a coach without compromising the quality, depth and credibility of your learning? It is one of the questions we are asked most often by people considering coach training. On the surface, it sounds like a practical question about dates and deadlines. Underneath it, there is often a much bigger story. Many people have been thinking about becoming a coach for several years. They have researched courses, imagined a different career and questioned whether coaching could become part of their future. By the time they finally decide to take action, they are ready to begin immediately. We understand that feeling. Zoe reflects on how she can spend a long time thinking through a decision, yet once she has made it, she wants everything to happen straight away. Jo shares a different perspective. When she trained as a coach, she wanted a rigorous and challenging programme that gave her enough time to absorb the experience and grow through it. In this episode, we explore the different routes available for becoming a qualified coach and explain how long each coaching qualification can take. For someone seeking foundational coaching skills, an ILM Level 3 Certificate in Coaching can potentially be completed in as little as three months. It provides a recognised coaching qualification and can be a strong route for people who want to introduce coaching into an existing role, develop their communication skills or explore coaching before committing to a deeper programme. The Level 3 route can also work well for professionals who already support people in another capacity. This could include counsellors, teachers, nurses, physiotherapists, driving instructors or practitioners working in wellbeing and personal development. They may already have considerable experience working with people and want to add a structured coaching approach to their existing skills. For those wanting to become an independent coach and support clients through more complex personal or professional change, an ILM Level 5 or Level 7 coaching qualification may be more appropriate. These programmes offer a deeper, highly experiential coach training experience. Learners are coached regularly, practise their coaching skills throughout the programme and work with a larger number of practice clients. The training explores areas such as mindset, identity, beliefs, values, emotions and sustainable behavioural change. The fastest completion time for the Level 5 programme has been around nine months, while the Level 7 programme has been completed in approximately twelve months. More commonly, learners complete Level 5 in around twelve to eighteen months and Level 7 in approximately sixteen months to two years. The length of coach training depends on several factors. The format of the programme matters, as weekly evening sessions will create a different timeline from intensive full-day training. The availability of practice clients also plays a part, along with how many coaching relationships a learner feels able to manage alongside work, family and other commitments. There is flexibility within the process. Learners generally have up to three years to complete their qualification, and additional support may be available when unexpected life events affect their progress. The aim is not to force every learner through the same timeline, but to provide a pathway that allows them to complete their coaching qualification in a sustainable way. We also discuss an important misconception: you do not necessarily need to wait until every assignment has been completed before beginning to develop your coaching business. While learners are building their coaching hours, they can start exploring their message, audience, services, branding and pricing. Practice clients may ask to continue working together or recommend the coach to someone else. With the right insurance, ethical boundaries and transparency about where they are in their training, learners may begin taking paid clients during their qualification. The real question is therefore not only, "How quickly can I train as a coach?" It is also: What type of coaching do I want to offer? How deeply do I want to develop my skills? What learning environment will help me thrive? How can I begin creating my future while I am still training? Speed matters, particularly when you feel ready for change. However, choosing the fastest coaching course is not always the best strategic decision. The right programme should reflect the type of coach you want to become and the clients you hope to support. One of the most interesting things we see is that people often begin their training eager to qualify quickly. Once they are immersed in the programme, meeting other coaches and experiencing their own personal development, many of them no longer want to rush. Coach training can become far more than a professional qualification. It can reshape how you listen, communicate, lead, think and relate to the people around you. You can begin training as a coach as soon as you make the decision and enrol. The length of the journey will depend on the route you choose, but the learning and transformation can begin from day one. Timestamps 00:00 How quickly can you qualify as a coach? 00:54 Balancing speed, credibility and depth 02:13 Why people delay the decision and then want to move quickly 03:36 The ILM Level 3 coaching qualification 05:41 Practice clients, supervision and flexible learning 08:04 The deeper experience of Level 5 and Level 7 training 08:52 Typical completion times for each qualification 11:14 Building coaching hours around work and family 11:48 Extensions, unexpected life events and learner support 13:02 Building a coaching business while training 15:26 Why shortening the timeline should not reduce quality 15:37 How coach training begins from the moment you enrol 17:51 Personal transformation during coach training 19:22 Choosing the right coaching qualification for your goals Key Lessons Learned An ILM Level 3 Certificate in Coaching can potentially be completed in around three months. Level 3 training is well suited to people seeking foundational coaching skills or adding coaching to an existing profession. Learners wanting to offer transformational coaching as an independent practitioner may benefit from a Level 5 or Level 7 qualification. A Level 5 qualification commonly takes around twelve to eighteen months, while Level 7 may take approximately sixteen months to two years. Course format, personal capacity and the availability of practice clients can significantly affect the completion timeline. Coach training should be selected according to the type of coaching you want to offer, rather than speed alone. Learners can begin developing their coaching business, services and positioning while completing their qualification. Ethical practice, appropriate insurance and transparency are essential when beginning to work with paying clients during training. A coaching qualification can create personal transformation as well as professional development. Many learners begin wanting to qualify quickly but later value having more time to absorb and enjoy the experience.   Keywords: how quickly can I train as a coach, how long does it take to become a coach, coach training, coaching qualification, become a qualified coach, coaching certification UK, accredited coaching course, ILM Level 3 coaching, ILM Level 5 coaching, ILM Level 7 coaching, transformational coaching, professional coach training, start a coaching business, coaching practice clients, online coaching qualification,

"Think about what organs lie in the radiation field, and anything that lies in that radiation field is likely going to have some potential temporary—hopefully temporary—side effects. If you think about the pelvis, the things that live in there are the bladder, urethra, some bowel, rectum, reproductive organs, skin, some lymph nodes. And so, all of those things could potentially have associated side effects," ONS member Kayla Kafka-Peterson, BSN, RN, ROCN™, nurse navigator and leader in the brachytherapy and peri-anesthesia programs at UCLA Health, in Los Angeles, CA, told Lenise Taylor, MN, RN, AOCNS®, TCTCN™, oncology clinical specialist at ONS, during a conversation about radiation side effects in cancers of the pelvis. Music Credit: "Fireflies and Stardust" by Kevin MacLeod Licensed under Creative Commons by Attribution 3.0  Earn 0.75 contact hours of nursing continuing professional development (NCPD) by listening to the full recording and completing an evaluation at courses.ons.org by July 17, 2027. The planners and faculty for this episode have no relevant financial relationships with ineligible companies to disclose. ONS is accredited as a provider of nursing continuing professional development by the American Nurses Credentialing Center's Commission on Accreditation. Learning outcome: Learners will report an increase in knowledge related to radiation to the pelvis. Episode Notes  Complete this evaluation for free NCPD.  ONS Podcast™ episodes: Radiation Site-Specific Side Effects series Episode 301: Radiation Oncology: Side Effect and Care Coordination Best Practices Episode 298: Radiation Oncology: Nursing's Essential Roles ONS Voice articles: Highly Localized, Precision Radiation Therapies Require Nurses to Drive Care Coordination, Patient Education The Intersection of Pelvic Health and Oncology Optimizes Sexual Symptom Management ONS book: Manual for Radiation Oncology Nursing Practice and Education (fifth edition) ONS courses: Nurse Navigation and Care During Brachytherapy for Cervical Cancer: 2025 ONS Bridge™ Session ONS ROCN™ Certification Review™ ONS/ONCC® Radiation Therapy Certificate™ Clinical Journal of Oncology Nursing articles: Updated Interventions for Radiation-Induced Diarrhea: Putting Evidence Into Practice With the Oncology Nursing Society Genitourinary Distress: Common Side Effect Sexual Dysfunction: Common Side Effect Brachytherapy: Increased Use in Patients With Intermediate- and High-Risk Prostate Cancers Oncology Nursing Forum article: Effect of Foot Reflexology and Aromatherapy on Anxiety and Pain During Brachytherapy for Cervical Cancer ONS Guidelines™ and Symptom Management Resources: Radiodermatitis Radiation-Induced Diarrhea Brachytherapy Huddle Card American Brachytherapy Society American Society for Radiation Oncology (ASTRO) European Society for Radiotherapy and Oncology (ESTRO) GEC-ESTRO Committee International Gynecologic Cancer Society Nursing Certificate Program To discuss the information in this episode with other oncology nurses, visit the ONS Communities. To find resources for creating an ONS Podcast club in your chapter or nursing community, visit the ONS Podcast Library. To provide feedback or otherwise reach ONS about the podcast, email pubONSVoice@ons.org. Highlights From This Episode "Brachytherapy is delivered two main ways. The most common is LDR and HDR. LDR stands for low-dose-rate radiation, which is the older type of brachytherapy, but it is still very much practiced today. And it is where we put radioactive seeds directly into the tumor or tumor resection bed, depending on what you're treating. And those pieces of radioactive material, such as iodine-125 or palladium-103, those will give off radiation over time and treat the area that they are in, and they will place more or less seeds into the tumor, depending on that patient's needs and their anatomy." TS 3:26 "The most common [side effect] for external beam is bladder irritation—cystitis. It can be some burning, some frequency, some urgency, and it can often mimic a UTI [urinary tract infection]. We also have to make sure our patients do not have a UTI. Most of the time they don't, but we don't want to miss that. Once a UTI has been ruled out, the mucosa in the bladder and the urethra, it has a very high cell turnover rate. And things with a high cellular turnover rate like mucosal linings, they respond to radiation very quickly. They also heal very quickly, but they start to break down quite quickly during radiation." TS 16:15 "For the bladder, some things that we can teach the patients … to keep their urinary system as comfortable as possible during treatment. We really encourage hydration because the more hydrated they are, the more diluted their urine will be and the less acidic it will be. As those tissues start to respond to the radiation, they will become, for lack of a better word, a little bit raw. And if you think of something acidic going on something that is raw, it's going to burn, and these patients do get burning. And so by promoting hydration, their urine becomes less acidic; it doesn't burn as much when they do urinate. And I find a lot of patients who are experiencing the urinary side effects, they don't want to drink because they're afraid to urinate. And it actually makes the burning worse because their urine gets ultra-concentrated." TS 22:29 "Anybody who has a vagina, who receives treatment to the pelvis—it doesn't matter if it's for vaginal cancer or if it's for bowel or rectal—if they have received radiation to the pelvis, they are at risk for vaginal stenosis and adhesions. And this, of course, can be more pronounced in patients who have a higher dose in the vagina or a larger surface volume of the vagina treated. But over time, that tissue, even long after radiation is done, will undergo late changes where they will have continued scar formation, and it starts to lose its elasticity and its functionality. And at times it can stick to itself, causing these adhesions." TS 28:15 "I think a common misconception is that you cannot safely work around radiation. That is something that I have heard a lot. In certain regions of the world, the nurses actually report that they have been having trouble getting good applicants because nobody wants to work in radiation because they think that you'll get radiated, that it's not safe. We've really tried to make radiation safety a big part of our teaching to show that actually, you can safely work around radiation with today's technology." TS 41:43

"When we think of drug interactions, specifically, the National Cancer Institute actually defines this as a change in the way a drug acts in the body when taken with certain other drugs, herbals, or foods or when taken with certain medical conditions. Drug interactions may cause the drug to either be more or less effective or cause effects on the body that are not expected," Carissa Ganihong, PharmD, BCOP, oncology and bone marrow transplantation clinical pharmacist at Hackensack University Medical Center in New Jersey, told Jaime Weimer, MSN, RN, AGCNS-BS, AOCNS®, manager of oncology nursing practice at ONS, during a conversation about interaction pathways. Music Credit: "Fireflies and Stardust" by Kevin MacLeod Licensed under Creative Commons by Attribution 3.0 Earn 0.5 contact hours of nursing continuing professional development (NCPD), including 30 minutes of pharmacotherapeutic content, by listening to the full recording and completing an evaluation at courses.ons.org by July 10, 2027. The planners and faculty for this episode have no relevant financial relationships with ineligible companies to disclose. ONS is accredited as a provider of nursing continuing professional development by the American Nurses Credentialing Center's Commission on Accreditation. Learning outcome: Learners will report increased knowledge related to drug interactions in oncology care. Episode Notes  Complete this evaluation for free NCPD.  ONS Podcast™ episodes: Pharmacology 101 series ONS Voice articles: Are Your Patients Taking Herbs That May Interact With Their Cancer Drugs? Pharmacogenomics Testing Helps to Ensure That Effective Therapy Is Safe Therapy Use of Herbal Products Carries Risk for Drug Interactions, but Patient–Clinician Knowledge, Communication Remain Low What the Research Says About Drug Interactions and Medical Cannabis ONS books: Chemotherapy and Immunotherapy Guidelines and Recommendations for Practice (second edition) Clinical Guide to Antineoplastic Therapy: A Chemotherapy Handbook (fourth edition) ONS Huddle Cards: DPYD Gene and DPD Enzyme Pharmacogenomics ONS Oral Anticancer Medication Toolkit American Journal of Nursing articles: Understanding Pharmacokinetics: Part1: Drug Absorption Understanding Pharmacokinetics: Part 2: Drug Distribution Understanding Pharmacokinetics: Part 3: Drug Metabolism Understanding Pharmacokinetics: Part 4: Drug Elimination Journal of Nuclear Medicine Technology articles: Pharmacology, Part 1: Introduction to Pharmacology and Pharmacodynamics Pharmacology, Part 2: Introduction to Pharmacokinetics ClinPGx To discuss the information in this episode with other oncology nurses, visit the ONS Communities. To find resources for creating an ONS Podcast club in your chapter or nursing community, visit the ONS Podcast Library. To provide feedback or otherwise reach ONS about the podcast, email pubONSVoice@ons.org. Highlights From This Episode "One of the most notable food interactions that interacts with many different medications is actually grapefruit or grapefruit juice. This is known to be a very strong CYP3A4 inhibitor. … A lot of medications are metabolized through the CYP3A4 pathway. By inhibiting the effect of these enzymes, that can actually increase and significantly increase the concentrations of these therapies. It's not an interaction that's just limited to grapefruit. I would say grapefruit being in the food interaction is kind of one of the most well-known, but it can also be seen with other foods as well, like pomegranate juice or a very specific type of orange called Seville oranges. And this is really just due to the presence of a substance called furanocoumarins." TS 6:12 "There have been a pretty large number of genes identified that are responsible for coding some of those common enzyme families that I had been discussing, some of those CYP450 enzymes, but other enzymes as well that are important for drug metabolism. Based on the type of gene, there could be some different categories where patients are normal metabolizers, intermediate metabolizers, or poor metabolizers. There are some other categories as well based on the type of gene we're looking at. And that can ultimately impact the way you are able to metabolize drugs." TS 15:56 "Another common [geneotypic variation] that we always think about in oncology is G6PD, where if someone has G6PD deficiency, these patients can be at greater risk of hemolytic anemias when receiving certain types of therapies. Dapsone and rasburicase are just a couple that have been associated with this risk." TS 17:50 "One of the big concerns is always polypharmacy. Our patients truly can be on a lot of medications. In the field that I work in, transplant, patients automatically from their transplant are on many, many different medications that can potentially predispose them to side effects. … But I think when it comes to the many drug interactions that may flag in these situations, we really have to look at the patient as a whole. Like, how long have these patients been on these therapies? Are they having side effects? Have they been on the combination for a very long time now? So I think that not just looking at the drug reference and seeing that there are like 10 different interactions flagged, but really assessing your patient as a whole can be very important—just because real-world practice, of course, is not black and white. It's often very gray, so it's just important to use clinical judgment in those scenarios." TS 26:10

I bet you've done at least one of these. In this episode I walk through five mistakes German learners make all the time, from getting the construction behind "recht haben" right, to knowing when to use "wenn" and when to use "als", to the little contrast between "ich bin ..." and "mir ist ..." when you talk about how you feel. We'll also sort out "machen" versus "nehmen" and why fun "macht Spaß" rather than "ist Spaß". None of these are hard once you see what's going on, and fixing them makes a real difference to how natural your German sounds.➡️ Click here to watch the video version of this episode.➡️ Get free mini-lessons and language tips every week by signing up to our newsletter: https://coffeebreaklanguages.kit.com/newsletter Hosted on Acast. See acast.com/privacy for more information.

"What I appreciate about our patients with chronic lymphocytic leukemia (CLL) or small lymphocytic leukemia is the consideration that they receive a cancer diagnosis, and the best thing for them to do is actually nothing. There is a large population of patients that we don't recommend any type of treatment. We recommend that they establish care with an oncologist and that they have a relationship with those care teams," ONS member Caitilin Murphy, DNP, APRN, FNP-BC, AOCNP®, chief nurse practitioner at Dana-Farber Cancer Institute in Boston, MA, told Lenise Taylor, MN, RN, AOCNS®, TCTCN™, oncology clinical specialist at ONS, during a conversation about an overview of CLL for oncology nurses. Music Credit: "Fireflies and Stardust" by Kevin MacLeod Licensed under Creative Commons by Attribution 3.0  Earn 0.75 contact hours of nursing continuing professional development (NCPD) by listening to the full recording and completing an evaluation at courses.ons.org by July 3, 2027. The planners and faculty for this episode have no relevant financial relationships with ineligible companies to disclose. ONS is accredited as a provider of nursing continuing professional development by the American Nurses Credentialing Center's Commission on Accreditation. Learning outcome: Learners will report increased knowledge of the diagnosis and management of chronic lymphocytic leukemia. Episode Notes  Complete this evaluation for free NCPD.  ONS Podcast™ episodes: Episode 339: A Lesson on Labs: How to Monitor and Educate Patients With Cancer Episode 256: Cancer Symptom Management Basics: Hematologic Complications ONS Voice articles: Compensation Funds Curb Financial Burden for Certain Exposure-Related Cancers Infection Prevention for Oncology Nurses Nurse-Led Bone Marrow Biopsy Clinics Truncate Time for Testing, Treatment Patient Stress Linked to More Advanced Leukemia Patients With CLL Report Worse QoL and Other Factors Clinical Journal of Oncology Nursing articles:  Care Coordination: Overcoming Barriers to Improve Outcomes for Patients With Hematologic Malignancies in Rural Settings Pseudohyperkalemia in Chronic Lymphocytic Leukemia: An Often Overlooked Clinical Entity Richter Transformation Arising From Chronic Lymphocytic Leukemia ONS book: Site-Specific Cancer Series: Leukemia (first edition) Hematology, Cellular Therapy and Stem Cell Transplantation Learning Library ONS Biomarker Database ONS clinical practice resource: Genomics Taxonomy Blood Cancer United: Chronic Lymphocytic Leukemia: In Detail CLL Society: Patient Education Toolkit Lymphoma Research Foundation: Lymphoma and CLL Publications National Comprehensive Cancer Network To discuss the information in this episode with other oncology nurses, visit the ONS Communities.  To find resources for creating an ONS Podcast club in your chapter or nursing community, visit the ONS Podcast Library. To provide feedback or otherwise reach ONS about the podcast, email pubONSVoice@ons.org. Highlights From This Episode "Some of the common risk factors are environmental exposures, occupational exposures, and chemical exposures. For example, in certain farming communities where there are pesticides, that can definitely contribute to the risk of developing CLL. There's some consideration for high levels of radon exposure or exposure to Agent Orange. So our veterans, both from the Vietnam War but also more recently in Iraq. There's definitely a consideration that those types of exposures increase the risk of developing CLL." TS 3:01 "Generally, the average age of diagnosis for CLL is in the seventh decade of life. But over 90% of people are diagnosed at age 50 and above. So, this tends to be a diagnosis in the six or seventh decade of life. It's extremely rare in children, although it has been observed, and it's twice as likely to develop in men than it is compared to women. And then individuals who are White are more frequently affected by CLL than other racial or ethnic groups, followed by people of color. And that includes Black, Hispanic, and Native American individuals, but it's rarer in Asian populations." TS 9:33  "There's a lot of adjustment and coping with a new diagnosis. When we think about the diagnostic approach, we get a lot of information that's incredibly valuable and helps us really to pivot and guide patients as to where they need to go and how we can best support them. We've had well-established studies that look to say, 'If we were to treat patients earlier or have different thresholds for consideration for treatment, do patients do better?' ... I think it's really great that we can actually guide patients in a much more precise way, that you don't need any type of therapy at this point, and it may change and evolve in the future." TS 20:29 "I have some patients that are doers and they want to do something, so this active surveillance or watch and wait really paralyzes their coping. And so they want to do something. Oftentimes, that's really when I pull in some integrative strategies and say exercise is always going to be beneficial. The more active you are, the more physically fit you are. If you really want to do something, make sure that you stay hydrated, that you eat well, and you're engaged in a physical activity that you enjoy and can be consistent with." TS 32:37 "I think another piece that we don't often discuss is around the immunoglobulins and the immune system, but CLL has a pretty significant impact on immune dysfunction. And so patients with CLL, even if they are not on any type of active treatment, their immune system doesn't necessarily function fully. And so they're more likely to develop some upper respiratory infections or more easily develop the flu or coronavirus. ... Often times, we think a lot about supporting patients to get vaccines and to have early evaluation if those symptoms develop because you're more likely to develop upper respiratory infections. I think there's a component around immune dysfunction that I think is really valuable for people to understand that it's not contingent upon the treatment. It's contingent upon the disease and mechanistically, how the B cells are dysfunctional and don't provide that immunity that otherwise would be in a healthy B cell." TS 42:54

If you're a school-based occupational therapy practitioner feeling burnt out, dysregulated, or overwhelmed by your caseload, this episode is for you. Robyn Chu, MOT, OTR/L, author of Sensory Wellness: The Art and Science of Thriving, joins us to flip the traditional sensory conversation on its head. Instead of focusing solely on how to support students' sensory needs, Robyn discusses how understanding your own sensory processing can be the foundation for everything else you do.Robyn discusses why "calm all the time" isn't the goal, how sensory input actively creates emotions (not just reactions to them), and why you have more control over your regulation than you think—even in challenging school environments. Drawing from neuroscience research and years of clinical experience, she offers practical insights on energy management, nervous system regulation, and why addressing your own sensory wellness isn't just another item on your to-do list—it's what makes everything else work.Whether you're driving between five schools in a week or sitting down to write reports in a fluorescent-lit room, this episode offers practical wisdom on energy management, nervous system regulation, and why "calm all the time" isn't the goal. Listen now to learn how sensory wellness can help you be your best self for your students—and for yourself.Listen now to learn the following objectives:Learners will identify how your own sensory processing patterns impact your daily regulation and work performanceLearners will recognize the difference between interoceptive and exteroceptive sensory input and why it matters for adultsLearners will apply practical sensory adjustments to your work environment that you can control, even in challenging school settingsClick here to register & get the best deal on the 2026 Back to School Conference!  Thanks for tuning in! Thanks for tuning into the OT Schoolhouse Podcast brought to you by the OT Schoolhouse Collaborative Community for school-based OTPs. In OTS Collab, we use community-powered professional development to learn together and implement strategies together. Don't forget to subscribe to the show and check out the show notes for every episode at OTSchoolhouse.comSee you in the next episode!