Podcasts about Learners

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! 

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

Lazarus Mokwena is the Secretary General of National Driving School Association of South Africa (NDSASA). He speaks to Lester Kiewit about why there is a high rate of learners license failures under the new Computerised Learner’s Licence Testing (CLLT). The online test is meant to weed out corruption but the NDSASA says with the low pass rate, those that fail may ty to get their learners license illegally. Good Morning Cape Town with Lester Kiewit is a podcast of the CapeTalk breakfast show. This programme is your authentic Cape Town wake-up call. Good Morning Cape Town with Lester Kiewit is informative, enlightening and accessible. The team’s ability to spot & share relevant and unusual stories make the programme inclusive and thought-provoking. Don’t miss the popular World View feature at 7:45am daily. Listen out for #LesterInYourLounge which is an outside broadcast – from the home of a listener in a different part of Cape Town - on the first Wednesday of every month. This show introduces you to interesting Capetonians as well as their favourite communities, habits, local personalities and neighbourhood news. Thank you for listening to a podcast from Good Morning Cape Town with Lester Kiewit. Listen live on Primedia+ weekdays between 06:00 and 09:00 (SA Time) to Good Morning CapeTalk with Lester Kiewit broadcast on CapeTalk https://buff.ly/NnFM3Nk For more from the show go to https://buff.ly/xGkqLbT or find all the catch-up podcasts here https://buff.ly/f9Eeb7i 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/@CapeTalkSee omnystudio.com/listener for privacy information.

The fastest way to lock learners out of your course is to wait for them to ask for access. We're tackling a stubborn myth in instructional design and education: “Accessibility is optional if learners don't request it.” It sounds reasonable on paper because many organizations have formal accommodation processes, but it breaks down in real life when learners don't feel safe disclosing, don't have documentation, or don't even know what to ask for until they're already struggling.We unpack why this belief has lasted so long, including the way accessibility gets pushed to the end as a compliance checkbox instead of being treated as a core learning experience design practice. We also talk about the “invisible” side of access: small screens, noisy environments, fatigue, attention demands, language and processing challenges, and the messy constraints of work and family life. When we design only for the ideal scenario, we accidentally create barriers for a lot of people who never file a request.Then we shift to what to do instead: proactive accessibility. Using ideas from WCAG and Universal Design for Learning (UDL), we share practical, build-it-in steps you can add to your normal workflow, like planning captions and transcripts, using readable fonts and strong contrast, writing clear directions, structuring headings and navigation, and avoiding designs that rely on color, sound, or speed alone.You'll leave with a simple Myth Reset Challenge to audit one learning resource and make one meaningful improvement right now. If this helped you rethink what “good design” really means, subscribe, share the episode with a colleague, and leave a review so more educators and instructional designers find the show.

Navigating Choices: Grade 11 & 12 Learners: Junaid Bayat by Radio Islam

What does it really mean to become an expert in resuscitation and critical care? It is tempting to think that expertise comes from accumulating enough facts, passing enough exams or simply spending 10,000 hours at work. In this episode, Iain Beardsell is joined by emergency physician, intensivist and medical educator Sara Crager to explore why expertise is less about how much we know and more about how we think. Sara explains how experts develop high-quality mental models that allow them to organise information, recognise patterns and approach difficult clinical problems. Crucially, these mental models do not have to remain hidden inside the heads of experienced clinicians: they can be identified, explained and deliberately taught. The conversation moves from the limitations of mnemonics and assessment-driven education to the value of deliberate practice, feedback and safe failure. Sara describes how an expert might organise the differential diagnosis of cardiac arrest into respiratory, haemodynamic and metabolic problems, rather than relying solely on a memorised list of Hs and Ts. Iain and Sara then discuss Rapid Sequence, the gamified clinical-learning platform Sara created with emergency physician Ryan Ernst. Learners work through realistic cases in a simulated clinical environment, managing several patients while dealing with interruptions, competing priorities and the consequences of their decisions. After each block, Sara and Ryan deconstruct the cases, make their clinical reasoning explicit and introduce mental models that learners can immediately apply when they try again. It is a cycle of practice, failure, teaching and repetition—without putting a real patient at risk. They also explore why attention, storytelling and visual design matter in medical education; how “multitasking” may be better understood as rapid task switching; and what Sara has learned from turning an educational passion project into a working product. In this episode Why expertise is about cognitive strategies and mental models—not simply knowledge Why experts are made rather than born The limitations of the “10,000-hour rule” How deliberate practice differs from repetition When learners are ready to be taught expert ways of thinking Foundational knowledge versus clinically useful organisation Moving beyond mnemonics such as the Hs and Ts How experts can make their implicit reasoning explicit Why acquiring a new mental model can produce a sudden leap in performance The importance of inspiration—and giving learners an achievable pathway How Rapid Sequence creates a safe place to make mistakes Managing several patients, interruptions and cognitive load Teaching shock, respiratory failure and acid–base physiology Why engaging design is part of the educational method The role of games alongside podcasts, lectures and clinical experience Reframing multitasking as rapid task switching The “pause and bookmark” technique for managing interruptions The realities of building an independent medical-education project Why partnership, persistence and a genuine belief in the project matter Learning from podcasts? If podcasts form part of your CPD, you can log your listening time across all podcasts on MedPod Learn — not just St Emlyn's — and generate structured reflection. The app is free to download, includes a one-month free trial, and offers globally adjusted pricing.

"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

Click on Fan Mail link and give me feedback. ThanksIn this episode of ABC's Parenting Adult Children podcast, host James Moffitt speaks with Kenneth Mims, founder of the Neurodiversity Education Research Center and Science Prep Academy. They discuss the importance of inclusive education for autistic learners, the challenges faced by parents and educators, and the innovative teaching methods employed at Mims' school. Kenneth shares his personal journey with autism, the societal changes in understanding neurodiversity, and the need for policy changes to support autistic individuals. The conversation emphasizes the importance of a strength-based approach to autism, the mental health challenges faced by autistic individuals, and the critical role of parents in advocating for their children.TakeawaysKenneth Mims emphasizes the importance of a strength-based approach to autism.Parents often go through a grieving process after a diagnosis.The Neurodiversity Education Research Center aims to advocate for policy changes.Society's understanding of neurodiversity has improved but still has a long way to go.Innovative teaching methods are crucial for supporting autistic learners.Mental health support is essential for autistic individuals transitioning to adulthood.Parents need to balance their expectations with their child's potential.Community engagement is vital for raising awareness about neurodiversity.Autism is often misunderstood as an intellectual disability, which is incorrect.Legislators need to be more aware of the needs of neurodivergent individuals.Sound bites"I discovered autism as a strength.""It's really just getting started.""Autism is an invisible disability."Chapters00:00 Introduction to Neurodiversity Education01:50 Inspiration Behind STEM Education for Autistic Learners05:39 The Evolution of Education for Neurodivergent Individuals08:05 Personal Experiences Shaping Advocacy and Teaching10:22 Innovative Education Models for Autistic Learners12:12 Understanding Autism in Classroom Behavior15:59 Media Representation of Autism20:11 Core Messages from A Mother's Guide to Autism22:31 Navigating Parental Emotions and Expectations27:39 Supporting Transition to Adulthood for Autistic Individuals32:31 Challenges in Workforce Integration for Neurodivergent Individuals35:48 Policy Changes Needed for Neurodiversity AdvocacyKennethMims.com – My WordPress BlogRichard Jones. I am an RN with over 34 years of Nursing Experience, much of that experience working with young adults in the corrections system.  Parenting Adult Children Call To Action Support the showSocial Media Links https://www.youtube.com/@abcparentingadultchildrenhttps://www.instagram.com/parentingadultchildren125/ https://www.tiktok.com/@chiefpropellerheadABC's of Parenting Adult Children Facebook Pagehttps://www.facebook.com/profile.php?id=61581576308055 r/parentingadultchildrenFeel free to subscribe to these channels and share the links with your social media portals.

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

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Artificial intelligence has made translation faster and more accessible than ever, but it isn't the right solution for every learning project. Interpro Translation Solutions' Nicholas Strozza, CEO, and Beshar Bahjat, Chief Technology Officer discuss how AI is changing translation, where human expertise remains essential, and what L&D leaders should consider when creating equitable learning experiences for multilingual audiences.Show Notes:Nicholas Strozza and Beshar Bahjat of Interpro Translation Solutions discuss the evolving role of AI in translation, the difference between translation and localization, and how organizations can balance speed, cost, quality, and learner experience when delivering training across languages. Key points include:Translation and localization are not the same thing. Translation converts content from one language to another, while localization adapts the entire learner experience—including language variations, imagery, audio, cultural references, and regional preferences.AI is a powerful starting point, not always a finished product. For many projects, AI can accelerate translation, but human review remains critical when accuracy, brand reputation, compliance, or learner safety are at stake.The right approach depends on your goals. Organizations should evaluate audience, content type, language, risk level, and long-term translation needs before deciding how much AI or human involvement is appropriate.Learning equity matters. Learners who speak another language deserve the same high-quality experience as English-speaking learners. Poor translations can negatively impact comprehension, engagement, accessibility, and training outcomes.Human expertise remains essential in the age of AI. Professional linguists increasingly serve as reviewers, editors, and quality experts who ensure translated content reflects local language, culture, terminology, and organizational standards.Learn more about Interpro Translation SolutionsPowered by Learning earned Awards of Distinction in the Podcast/Audio and Business Podcast categories from The Communicator Awards and a Gold and Silver Davey Award. The podcast is also named to Feedspot's Top 40 L&D podcasts and Training Industry's Ultimate L&D Podcast Guide. Learn more about d'Vinci at www.dvinci.com. Follow us on LinkedInLike us on Facebook

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! 

"There are a huge array of medical dynamics that people endure, and when they leave a lasting impact, a word that we don't use widely enough is the word 'trauma.' There's an entire category of phenomena in the medical arena that are, in fact, traumatic. One way we know that these experiences are traumatic is that we know that huge portions of people who experience things like cancer do indeed develop problems like [post-traumatic stress disorder]," James C. Jackson, PsyD, research professor at Vanderbilt University Medical Center in Nashville, TN, told Jaime Weimer, MSN, RN, AGCNS-BS, AOCNS®, manager of oncology nursing practice at ONS, during a conversation about understanding 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 June 26, 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 medical trauma and its effects on patients with cancer, caregivers, and healthcare professionals. Episode Notes  Complete this evaluation for free NCPD.  ONS Podcast™ episodes: Episode 315: Processing Grief as an Oncology Nurse Episode 287: Tools, Techniques, and Real-World Examples for Difficult Conversations in Cancer Care Episode 276: Support Young Families During a Parent's Cancer Journey Episode 257: Redefining the Bell: The Ethics of Hope for Oncology Nurses and Patients Episode 103: What Oncology Nurses Need to Know to Support Caregivers ONS Voice articles: 'Between Two Kingdoms' Gives Us a Glimpse Into How Patients and Families Experience Malignancy AYA Cancer Survivors Experience Five Times Higher Depression Rates Than Individuals Diagnosed at Older Ages From Stigma to Support: Changing the Cancer Conversation Help Caregivers Control the Chronic Stress of Cancer Care and Manage PTSD Moral Injury and Trauma in Nursing Trauma-Informed Care Provides Person-Centered Support for Patients During Deep Distress When the Story Ends, Cancer Does Not Win: Reframing Death in Terminal Cancer Care Word Choice Matters When Caring for Patients With Cancer ONS course: ONS Psychosocial Dimensions of Cancer Care™  Clinical Journal of Oncology Nursing articles: Psychosocial Barriers to Care: Recognizing and Responding Through a Trauma-Informed Care Approach Trauma-Informed Care Addressing the Mental and Emotional Needs of Patients With Cancer 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 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 "Many people have a notion about what medical trauma is, but perhaps they lack a definition. I use a definition that is deliberately broad because I think it is better to be inclusive than exclusive. A medical trauma to me is a medical experience or a medical encounter that basically leaves a mark. It leaves an emotional mark, and that mark is significant enough to disrupt your daily life." TS 2:06 "When somebody develops a life-threatening illness—let's say cancer—it's not their problem only. It's very much a family problem. It affects any manner of people. There is literature that says that family members of people with life-threatening conditions often have rates of PTSD that are every bit as high as the patients do. There's also literature that says that if we can identify this issue as a family problem—a family challenge, not just an individual challenge—then very often that patient is going to do better." TS 8:23 "We just need to make space for people to feel however they feel. And we need to emphasize, I think, that in some ways, even though there's no cancer on the scan, cancer casts a long shadow in the lives of people, which is why when patients after cancer see their primary care provider, when they come back for a checkup with oncology, we need to continue this conversation of 'How is your mental health? Are you okay? How's your anxiety? How are you managing?' … We need to be really curious and kind, and we need to query people about how they're doing, even if officially they don't have cancer." TS 16:20 "Trauma-informed care has become a bit of a buzzword in our culture. But when it is engaged correctly, I think it's really important. And I think in a nutshell, what it means is that as providers, we need to recognize that some situations and circumstances are likely to be traumatic, and we need to pivot and engage people differently now that we know that. Specific features of trauma-informed care might be we're really going to value your emotional safety. We're going to emphasize that. We are going to emphasize boundaries. We are going to ask your permission instead of telling you how to do things. We are going to be really attentive to the language we use to engage you because we're aware of there might be things about your situation that are really triggering." TS 28:15 "I think one [misconception] certainly is that it is only afflicting and affecting people who are frail or weak—not very strong. That's emphatically not true. But that's a popular misconception—that if I'm strong enough, if I'm resilient enough, this experience will not be traumatic to me. It's just not true. Medical trauma doesn't just happen in emotionally weak people. Medical trauma can impact people of all sorts." TS 33:42 "The other misconception, I think, is that there is no hope for people in the throes of medical trauma. I'm not advocating 'hopium,' It's a term that was coined, I think, during the pandemic. I don't think that living with medical trauma is all rainbows and unicorns and shiny things. But the truth is, if you get the treatment that you need, you can find a way to thrive with medical trauma even as you're impacted by medical trauma. This, this 'both-and-ness' is really true. You can both be adversely affected and you can even find some beauty in your struggle. Both can be true." TS 34:13 "I wish people understood that there is a name for this phenomenon. We're naming it here today medical trauma. Not everyone who has cancer has medical trauma—not even close—but there are many people who do. And I think many of those people, they don't quite have a name for it. And when I introduce this name for it—trauma—many of them say, 'Oh, my gosh, that makes so much sense. I didn't quite understand why I was struggling so much with this. I didn't quite understand why it casts such a long shadow in my life. I didn't really understand why I was having panic attacks every time I had to get another scan at the oncology office to see if my breast cancer had returned. Now I understand. Now I understand it's because it was trauma.'" TS 35:09

"It's time to treat curiosity as the superpower it is. We can build students' ability to use this learning power by giving them the tools, time, and encouragement to wield it effectively." Dr. Teresa Hill, the superintendent of South Holland Schools in Illinois and the author of, "The Instructional Leaders Guide to Closing Achievement Gaps: Five Keys for Improving Student Outcomes," highlights the “why and how” to empower learning with curiosity. Curiosity is a key to her motto, "All children can learn….. Period." Read Dr. Hill's ASCD article, "Curiosity Is a Superpower" here. Find Dr. Hill on LinkedIn here. Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!

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Are you getting everything you can out of your Chinese lessons?Jared and John share practical strategies for multiplying the value of every class or tutoring session. You'll learn how to review lesson notes more effectively, identify the corrections that matter most, create better flashcards, and use recordings to improve your pronunciation and speaking ability. They also show how modern AI tools can analyze lesson transcripts, uncover recurring mistakes, highlight useful vocabulary, and generate personalized review materials based on your actual conversations.Whether you study with a tutor online or in person, these techniques can help you remember more, notice patterns faster, and make measurable progress between lessons.This episode was sponsored by italki.Visit their website via the link below and get $5 off when you purchase $10 worth of italki credits using the promo code "TURNER "But hurry, this offer is only available for the first 50 users!Web: https://go.italki.com/turner2607App: https://go.italki.com/turner2607appLinks from the episode:italki | online language tutorsMandarin Companion Graded Readers

In this episode of Why Distance Learning, your hosts talk with Kristen DeBruler — Assistant Director of the Michigan Virtual Learning Research Institute — about what makes online learning work for K-12 students, and what quietly undermines it. Drawing on survey data from over a thousand virtual teachers and fresh findings on student and teacher AI perceptions, her work reveals where the conventional promises of online learning diverge from what the data actually shows. The episode centers on a tension that practitioners rarely name directly: the flexibility that makes online learning valuable for some students can work against those who are still developing the self-regulation skills to use it well.Together, the hosts and Kristen explore how a researcher inside a state virtual learning organization sets and pursues a research agenda — including the unusual advantage of having direct access to student data. They examine common failure modes in classroom-level research, particularly how vague research questions leave teachers vulnerable to the biases they're trying to surface. Kristen walks through her team's findings on the gap between how students and teachers define acceptable AI use, and why that ambiguity is already showing up in the classroom. The conversation turns to teacher feedback as the connective tissue of asynchronous online learning — and what the data shows about what makes it work and what makes it hollow. And Kristen makes a pointed case about applying adult learning research to K-12 populations: the data doesn't transfer as cleanly as the field sometimes assumes, and the consequences land on students who are still building the executive functioning skills that adult learners already have. Her pacing research is illustrative: students who cross unit boundaries — not just move around within one — end up with final grades 9.5 points lower on average, a gap large enough that teachers should treat it as a warning signal, not background noise.Key topics:Researcher role inside a state virtual learning organizationSetting a research agenda: legislative directives vs. internal needsAvoiding bias in classroom-level researchThe AI acceptable-use gap between students and teachersTeacher feedback as the primary relationship-building mechanism in async coursesWhat makes feedback substantive (personal, formative, actionable) vs. hollowAI-generated feedback and trust erosion in online learningStudent pacing deviation and its effect on learning outcomesExecutive functioning support for K-12 online learnersCautions in applying adult learning research to adolescentsLinks & ResourcesMichigan Virtual: https://michiganvirtual.orgMichigan Virtual Digital Backpack (blog): https://michiganvirtual.org/blog/Michigan Virtual research publications: https://michiganvirtual.org/research/publications/Cuccolo, K. & DeBruler, K. (2024). A Look Back At 3 Years of Michigan Virtual Research. Michigan Virtual. — Source of the AI policy gap data (30%/80%) and AI facilitator vs. task-completion findings. https://michiganvirtual.org/research/publications/a-look-back-at-3-years-of-michigan-virtual-research/Cuccolo, K. & DeBruler, K. (2024). Out of Order, Out of Reach: Navigating Assignment Sequences for STEM Success. Michigan Virtual. — Source of the 9.5-point pacing deviation finding. https://michiganvirtual.org/research/publications/out-of-order-out-of-reach-navigating-assignment-sequences-for-stem-success/DeBruler, K. & Harrington, C. (2024). Key Strategies for Supporting Disengaged and Struggling Students in Virtual Learning Environments. Michigan Virtual. https://michiganvirtual.org/research/publications/key-strategies-for-supporting-disengaged-and-struggling-students-in-virtual-learning-environments/Harrington, C. & DeBruler, K. (2021). Key Strategies for Engaging Students in Virtual Learning Environments. Michigan Virtual. https://michiganvirtual.org/research/publications/key-strategies-for-engaging-students-in-virtual-learning-environments/Michigan Virtual report on student and teacher AI perceptions (2026): [LINK — get from guest; published ~2 weeks before recording]Jared Borup's ACE for Community Framework: https://edtechbooks.org/encyclopedia/academic_communities_of_engagement_ace_framework Virtual Learning Leadership Alliance (VLLA): https://virtuallearningalliance.org/Karle Delo, Michigan Virtual (AI policy): https://michiganvirtual.org (search staff directory)Why Distance Learning Michigan Virtual Episodes: See list for episodes with Dr. Tovah Sheldon and two with MV alum Chris Harrington. https://www.cilc.org/News-(1)/Why-Distance-Learning-Podcast.aspxMake It Mindful Michigan Virtual Episodes: See list from Seth's other podcast for episodes with Karle Delo and two with Aaron Baughman. https://mim.bepodcast.network/episodesGuest Bio: Kristen DeBrulerKristen DeBruler is the Assistant Director of the Michigan Virtual Learning Research Institute, where she has spent more than 14 years studying K-12 online learning — including student pacing, teacher communication, mentor support, special populations, and AI use in virtual environments. Her research is oriented toward practitioners: she publishes findings in formats designed for teachers, administrators, and program leaders to act on, not just cite. She holds a PhD in Educational Psychology and Educational Technology from Michigan State University.About the HostsSeth Fleischauer is the founder of Banyan Global Learning and host of Why Distance Learning. Through Banyan, he designs live virtual programs that connect K-12 classrooms to global peers and expert facilitators — building the kind of structured, human-centered distance learning the podcast explores. See https://banyangloballearning.com/Tami Moehring and Allyson Mitchell work with CILC, the Center for Interactive Learning and Collaboration, to help educators implement high-quality live virtual learning experiences across grade levels. Discover more at CILC.org.

Join Sue for an upcoming Live Virtual Workshop where you will learn from Sue practical tips & strategies to make a difference. ✅ Handwriting: Complex skill involving pencil grip and eye tracking simultaneously. ✅ Dysgraphia: Child knows what to write but cannot execute. ✅ Fine Motor: Spinning tops and squeeze balls strengthen children's grip. ✅ Accommodations: Pencil grips, shorter pencils, and color choice support students. ✅ Short Breaks: Alternate five minutes writing with gross motor activity. ✅ Visual Supports: Use topic sentences and mind mapping for structure. ✅ Whole Body: Posture, core strength, and eye tracking matter profoundly. Read more about this podcast in the show notes found via the link below suelarkey.com.au/handwriting-strategies-neurodiverse-learners Join the Facebook group specifically for this podcast www.facebook.com/groups/suelarkeypodcastcommunity/ Join my Neurodiversity Network suelarkey.com.au/neurodiversity-network/ Follow my Instagram account for regular tips www.instagram.com/sue.larkey/ To learn more about teaching or understanding ASD, please visit my website below. elearning.suelarkey.com.au

"We typically think of the disease progressing for our higher-risk patients because many of them already start with increased blasts or a lot of dysplasia. And they have these chromosomal variants that make them prone to evolving into acute myeloid leukemia (AML). With them, we can anticipate that they are going to progress to AML. And that's what we're trying to prevent. It's kind of like a biologic evolution and not a switch," ONS member Sara Tinsley-Vance, PhD, APRN, AOCN®, nurse practitioner and quality-of-life researcher at Moffitt Cancer Center in Tampa, FL, told Lenise Taylor, MN, RN, AOCNS®, TCTCN™, oncology clinical specialist at ONS, during a conversation about long-term myelodysplastic syndrome (MDS) 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) by listening to the full recording and completing an evaluation at courses.ons.org by June 19, 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 management of long-term side effects related to myelodysplastic syndrome and its treatment. Episode Notes  Complete this evaluation for free NCPD.  ONS Podcast™ episodes: Episode 415: Myelodysplastic Syndrome Treatment Considerations for Oncology Nurses Episode 411: An Overview of Myelodysplastic Syndrome for Oncology Nurses Episode 256: Cancer Symptom Management Basics: Hematologic Complications Episode 220: Oncologic Emergencies 101: Febrile Neutropenia and Sepsis Clinical Journal of Oncology Nursing articles:  Exploring Experiences of Bereaved Caregivers of Older Adult Patients With Acute Myeloid Leukemia Family Caregiver Preparedness: Developing an Educational Intervention for Symptom Management Incorporating Nurse Navigation to Improve Cancer Survivorship Care Plan Delivery Oncology Nursing Forum article: An Integrative Review of Sex Differences in Quality of Life and Symptoms Among Survivors of Hematologic Malignancies ONS book: BMTCN® Certification Review Manual (second edition) ONS course: Psychosocial Dimensions of Cancer Care™  ONS Learning Libraries:  Survivorship Learning Library Hematology, Cellular Therapy, and Stem Cell Transplantation Survivorship Care Plan Huddle Card American Association of Colleges of Nursing End-of-Life Nursing Education Consortium (ELNEC) American Cancer Society: Living As a Myelodysplastic Syndrome Survivor American Society of Hematology Aplastic Anemia and MDS International Foundation: MDS Toolkit Blood Cancer United: Myelodysplastic Syndromes Family Caregiver Alliance HealthTree Foundation Inspire: MDS Support and Discussion Community Myelodysplastic Syndromes Foundation 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 "When our higher-risk patients have disease-related progression, their [malignancy] can transform to AML. And we know this occurs in about one-third of our patients and is one of the most serious late effects. Even in lower-risk disease, we have this worsening marrow failure with or without increasing blast, where [patients] may have just started out with anemia, then they also develop neutropenia and thrombocytopenia. And as those counts worsen, we usually know that their disease is progressing." TS 2:47 "The golden rule is looking at the blood count but also looking at the patient and how they're doing over time. The backbone of MDS monitoring is the complete blood cell count with the differential. What you're looking for is trends over time. How many units of blood are they receiving, what threshold are you going to transfuse them at, and how many units of blood are they getting at a time? ... And then paying attention to the absolute neutrophil count for infection risk. [Another] really important piece of when you look at the differential with patients is seeing if they have any abnormal cell counts. Do they have circulating blasts? Are those monocytes going up? If you start to see blasts circulating or increasing monocytes, then their disease could be changing, even if they have low-risk disease." TS 15:58 "For lower-risk disease, we're paying more attention to their quality of life, how the patient's tolerating therapy, trying to help them stay safe over the long haul, and starting them on iron chelation if it matches that patient and they can have access to those drugs. ... For higher-risk disease, if the patient's goal is to be cured and not to progress to AML, you want to get them to transplant if that's [also] one of their goals. If they do evolve into AML, try and see what treatment matches best for them." TS 22:28 "You want to start early for patients who have febrile neutropenia—that's really important when a patient is an hour or two away from a center where they can get started on antibiotics. So, you have to think outside the box. What can we do to keep them safe? ... I know this group in Alaska that's in our advisory meetings and they try to facilitate transportation to Seattle. That's the closest academic center to them. Collaborating with telemedicine appointments, starting earlier, developing that strong relationship with patients, and contacting them between visits [can help patients living in rural areas]." TS 25:22 "I think the biggest [psychosocial challenge] I see is a lot of unmet anxiety and depression counseling. A lot of times, [patients are] losing their place in their family because they're the ones that need all the help now. Also, the uncertainty that goes along with the diagnosis. There is communication skills counseling, and End-of-Life Nursing Education Consortium (ELNEC) has a lot of training for communication skills and how to really talk to patients. Not that we take the place of a psychologist, but just being able to talk to somebody can go a long way. And if we can get training for that, we can help more patients." TS 31:15

EALA welcomes Kate Cochran, the Managing Director of the Partnership for Student Success, to discuss the critical intersection of mentoring, transition-planning, and student outcomes. Learn how centering the voices of students with disabilities in mentoring programs creates stronger paths toward post-secondary education and career success. Find out how your school or district can access their new open-source training toolkits to strengthen your student support pipelines. To learn more visit: https://www.partnershipstudentsuccess.org/online-training/ and check out https://eepm.mentoring.org/ for Elements of Effective Practice for Mentoring. Access the full podcast transcript at: tinyurl.com/DeepDive-PSS   

Well-designed rotation experiences are essential to developing competent and confident student pharmacists and residents. This course discusses how to structure rotations, align with institutional expectations, and create meaningful schedules, activities, and deliverables that balance service and learning, while introducing principles of deliberate practice to support ongoing skill development. You will gain practical strategies for designing engaging, well-organized, high-impact experiential learning experiences  HostKate Newman PharmD,Director of Experiential EducationClinical Associate Professor, Pharmacy PracticeSouthern Illinois University - EdwardsvilleGuestMayank Amin, PharmD, RPH, MBAPharmacistOwner, Skippack Pharmacy Get CE: CLICK HERE TO CPE CREDIT FOR THE COURSE!CPE Information Learning ObjectivesAt the end of this course, preceptors will be able to:1.  Describe key elements of effective rotation design, including structure, expectations, and learning activities. 2. Identify strategies to create engaging and high-impact rotation experiences for pharmacy learners. 0.1 CEU/1.0 HrUAN: 0107-0000-26-246-H99-PInitial release date: 6/17/2026Expiration date: 6/17/2029Additional CPE details can be found here.The speakers have no relevant financial relationships with ineligible companies to disclose.The examples shared in this episode are intended to illustrate approaches to experiential learning, service development, and patient care innovation and are not endorsements of any specific service, product, or practice model. Certain examples discussed may no longer be viable, appropriate, or permissible under current regulatory requirements. Pharmacists should exercise professional judgment and ensure compliance with applicable laws, regulations, payer requirements, and evidence-based standards when evaluating or implementing patient care services.This program has been:Approved by the Minnesota Board of Pharmacy as education for Minnesota pharmacy preceptors.Reviewed by the Texas Consortium on Experiential Programs and has been designated as preceptor education and training for Texas preceptors.Follow CEimpact on Social Media:LinkedInInstagram

133 million learners. 100% of the Fortune 100. And the woman steering go-to-market behind those numbers will tell you to stop chasing churn. Monika Saha, CCO of Articulate, doesn't trade in best-practice platitudes. In this episode she takes the sacred cows out back: why "customer education is a cost center" is half-wrong instead of all-wrong, when fighting retention is a flat waste of energy, and why PLG companies are quietly light-years ahead while everyone else optimizes the wrong thing. Host Josh Schachter pokes the bear. Co-host Samantha Murray pushes back. Monika doesn't blink. If you run customer success, education, or GTM and you're tired of being told what you already know, this one's built to make you uncomfortable in the good way.Josh is writing a book on building customer relationships. Follow his journey and insights at www.joshschachter.com---What You'll Learn- Why "customer education is a cost center" is partly true- How to standardize and modularize content so you stop reinventing the wheel- When improving churn is actually a waste of energy- How to segment a long tail so you invest where returns are real- Why PLG companies dominate in-app and digital motion- A simple QBR exercise to find AI-ready process bottlenecks- How to structure a number across a core product plus early cross-sells---Want the playbook, not just the conversation? Subscribe for deep-dive, actionable breakdowns from every episode at unchurned.substack.com.---Timestamps0:00 - Preview and Meet Mac, Monika's dog1:08 - Meet Sam Murray, Gainsight & Monika Saha, Articulate2:11 - Articulate's Overview4:20 - Monika's remit as Chief Commercial Officer: trial to renewal5:37 - Lessons from her Gainsight CMO days9:00 - Customer education & internal enablement14:53 - Debate: is customer education a cost center?20:30 - Controversial take: when fixing churn is pointless23:43 - Why digital motion is foundational at a PLG company26:56 - Can non-PLG B2B companies experiment like this?28:48 - Embracing efficiency with AI32:30 - Hitting the number: core product vs cross-sell---Where to Find the GuestSamantha Murray: https://www.linkedin.com/in/samantha-murray613/Monika Saha: https://www.linkedin.com/in/monikasaha/---Where to Find Josh:LinkedIn: https://www.linkedin.com/in/jschachter/Unchurned Substack: https://unchurned.substack.com/

For this episode, we are replaying another episode of Diverse Thinking, Different Learning, this time episode 239, in which we sat down with Ashley Harding to discuss why it's so important to allow students time for rest, rejuvenation, and exploration of their interests outside of academics, especially during the summer months. As a reminder, Ashley is a fourth-generation educator and is deeply committed to educational equity. She holds degrees from USC and Tufts University in Child Development, and her career spans more than a decade, during which she has supported students and families in private and independent schools and contributed to global education initiatives in South Africa and Belize. Formerly the Director of External Engagement for a national school network, she has co-authored research on disparities affecting Black and Latino males and has been featured in The Wall Street Journal. Through her organization, North Star Academics, and her roles with BEAN and CHADD, Ashley empowers students with evidence-based strategies and advocates for those with learning differences. With summer right around the corner, this seems like the perfect time to re-air this episode, and Ashley touches upon the fact that even though academic progress remains valuable throughout the school year, summer offers a really important opportunity for students to strengthen their sense of identity, independence, and executive functioning, so, rather than filling the break with demanding academic programs, she encourages parents to instead prioritize experiences that help build confidence, self-awareness, and connection. Our conversation stresses the importance of families (both parents and students, that is) using the summer to rest, recharge, and reconnect. Ashley recommends a gradual approach, beginning with more unstructured time in June before introducing increasingly intentional activities in July and August, such as exploring upcoming coursework, reinforcing some core skills, and establishing goals for the new school year. We also explore the value of real-world learning opportunities such as cooking, managing money, and traveling, all of which can reinforce academic skills in meaningful ways while also supporting executive function development. Ashley emphasizes the importance of giving students, especially older ones, the space to pursue their interests and uncover new passions during the summer. Show Notes: [3:58] - Ashley stresses that summer should prioritize rest, integration, and well-being after a year of growth.[6:52] - Colleges value students' identities, interests, and independence beyond just academics.[9:08] - Ashley points out how post-pandemic families often need recovery, balance, and time to reset.[11:36] - Ashley explains how growth involves perseverance, reflection, and preparing for new goals and identities.[14:09] - Intensive summer programs can cause burnout, making balance and rest especially important.[15:15] - Rest can help children develop balance, self-awareness, and healthy decision-making skills.[17:58] - Summer creates opportunities for family reconnection, rest, and improving mental health.[19:09] - Parents should model balance and create space for unstructured experiences.[21:47] - Dr. Wilson provides some information about a ChildNEXUS school partner, Frostig School.[23:12] - Ashley touches upon how everyday activities can help reinforce academic skills without pressure or strict expectations.[25:14] - Hear how real-world learning and flexible routines can help maintain engagement and executive functioning.[28:36] - Ashley emphasizes that extra sleep and rest are important, but consistent routines should still remain.[30:19] - Summer offers some valuable opportunities for self-reflection, confidence-building, and personal growth.[32:59] - Independence develops via practicing time management, organization, and learning from mistakes.[35:42] - Dr. Wilson asserts that families can foster confidence by celebrating growth and collaborating on summer plans.[37:43] - Summer helps families discover evolving interests and strengthen belonging via connection.[40:21] - Dr. Wilson highlights summer as a chance to reconnect and better understand children.[42:05] - Beyond a school break, summer can lead to confidence, independence, and personal growth. Links and Related Resources: Episode 92: Executive Functioning Skills Over the Summer with Michelle Porjes Episode 154: Why Self-Efficacy and Self-Advocacy are Important for Diverse Learners with Ashley Harding Episode 239: Balancing Summer Rest and Learning Support for Diverse Learners with Ashley Harding Tricia Hersey - Rest Is Resistance: A Manifesto Frostig School - Website More Podcast Episodes Connect with Us: Join Our Substack Community Email Dr. Wilson: drkiwilson@westlaneuro.com Connect with Ashley: North Star Academics - Website North Star Academics - LinkedIn North Star Academics - Facebook North Star Academics - Instagram Phone number: 310-853-3208

Struggling to figure out how occupational therapy fits within your school's MTSS framework?In this episode, Dr. Courtney Boitano shares findings from two groundbreaking studies on sensory processing interventions for kindergarten and fifth-grade students. As a faculty member at San Jose State University and a school-based OT with over 15 years of experience, Courtney provides practical insights into implementing tiered sensory supports that actually work. You'll learn how to use free screening tools like the Strengths and Difficulties Questionnaire (SDQ) to identify students who need additional support, why teacher consultation may be more impactful than you think, and how to implement Zones of Regulation strategies across different tiers.Whether you're new to MTSS or looking to refine your approach, this episode offers evidence-based strategies you can start using tomorrow to support students and empower teachers with sensory processing challenges in your schools.Listen now to learn the following objectives:Learners will identify the research findings from tier 1 and tier 2 sensory interventions with kindergarten and fifth-grade studentsLearners will implement evidence based teacher consult strategies as a high- impact MTSS intervention.Learners will Identify the Strength and Difficulties Questionnaire as a screening tool to identify students who may benefit from sensory processing interventions and determine appropriate tier- level supports.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! 

In this episode,  Rachael Thrash — educator, author, and Senior Director at Big Bad Boo Studios — joins Mike Caldwell to challenge the gap between student voice and student ownership. With 25+ years in education, Rachel argues that GPA-gated student councils and empty surveys exclude the students who need to be heard most. Through real examples of students solving real school problems, she shows what happens when kids are given genuine agency. She also walks through her new book Let the Learners Lead, a practical toolkit for educators ready to co-create school culture with students — not just for them We're proud to be sponsored by IXL. IXL's comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you do the following and more:Simplify and streamline technologySave teachers' timeReliably meet Tier 1 standardsImprove student performance on state assessments

"Until immunomodulators, patients [with myeloma] did not have a great overall survival rate. But when we introduced lenalidomide, we started seeing our patients have life expectancies between five and seven years—which was unheard of prior to these immunomodulators going forward. I think it's promising and allows patients to have quality of life versus therapy of life," ONS member Daniel Verina, DNP, RN, ACNP-BC, nurse practitioner for the multiple myeloma program at Mount Sinai Medical Center in New York, NY, told Lenise Taylor, MN, RN, AOCNS®, BMTCN®, oncology clinical specialist at ONS, during a conversation about immunomodulators. 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 June 12, 2027. Daniel Verina is on the speakers' bureau for Johnson & Johnson, GlaxoSmithKline, and Pfizer. This financial relationship has 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 an increase in knowledge about the use of immunomodulators to treat cancer. Episode Notes  Complete this evaluation for free NCPD.  ONS Podcast™ episodes: Pharmacology 101 series Episode 401: Multiple Myeloma Treatment Considerations for Oncology Nurses Episode 386: Interprofessional Navigation and the Oral Anticancer Medication Care Compass Episode 290: Cancer Symptom Management Basics: Peripheral Neuropathy ONS Voice articles: Maintain Oral Adherence With ONS Guidelines™ Multiple Myeloma Prevention, Screening, Treatment, and Survivorship Recommendations Sexual Considerations for Patients With Cancer Clinical Journal of Oncology Nursing article: Optimizing Transitions of Care in Multiple Myeloma Immunotherapy: Nurse Roles Oncology Nursing Forum articles: Changes in Health-Related Quality of Life During Multiple Myeloma Treatment: A Qualitative Interview Study Facilitators of Multiple Myeloma Treatment: A Qualitative Study ONS book: Multiple Myeloma: A Textbook for Nurses (third edition) ONS Symptom Intervention resource: Peripheral Neuropathy Risk Evaluation and Mitigation Strategies (REMS) Lenalidomide Pomalidomide Thalidomide International Myeloma Foundation: Using Immune Therapy to Fight Multiple Myeloma International Myeloma Society Multiple Myeloma Research Foundation: Treatments for Multiple Myeloma 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 "We definitely want the diagnosis of multiple myeloma before initiating these drugs. We're going to look at serum protein electrophoresis. We want to make sure that we know the patient has serum free light chains and myeloma proteins to really confirm their disease. Plus, a bone marrow biopsy." TS 7:21 "Each immunomodulator has slightly different side effects. Thalidomide's biggest side effects are constipation, weakness, fatigue, somnolence, peripheral neuropathy, mood swings, hand tremors, and depression. With each generation, less of the side effects actually occurred. Most of lenalidomide's side effects, not discounting the deep vein thrombosis, are pancytopenia—the neutropenia, the anemia, and the thrombocytopenia. [The side effects] are very similar in pomalidomide." TS 15:40 "The REMS program is critical for oral immunomodulator therapies—thalidomide, pomalidomide, and lenalidomide. It was developed due to the risk of developing embryofetal toxicities. ... It is mandatory testing and counseling, so all females of reproductive potential must have two negative pregnancy tests prior to starting the therapy and then monthly pregnancy tests while on the therapy alone. Again, they must use two forms of effective contraceptives or abstain from heterosexual sex four weeks prior, during, and after. And the same thing for men. I focus on that because males may say, 'I have a vasectomy.' These therapies tend to bind to the semen. So, males must still use a latex or synthetic condom during any sexual contact with a female of reproductive potential, even if they did have a vasectomy." TS 18:31 "The capsule itself cannot be chewed, crushed, or opened. I bring that up because as healthcare professionals, we have educated our patients. If it's difficult to swallow capsules or tablets, we've always said to them, 'Oh, don't worry, just crush it into applesauce or open it up and sprinkle it on your mashed potatoes.' But because of this embryofetal toxicity, I advise my patients not to open the capsule. If they can't swallow it for any reason, they have a sore throat or they're just unable to, then [we tell them] to hold the therapy and then call us." TS 22:49 "We spoke about three generations already, but there's actually a fourth generation [of immunomodulators]. They're called cereblon E3 ligase modulators(CELMoDs). They're still in clinical trials but really showing promise in the therapy of myeloma. They're showing very good affinity to cereblons, just like the immunomodulators do. I think, in all cancer therapies, as newer generations come out or newer therapies move forward, some of the older generations might move aside, but they get integrated later on. So I don't think [immunomodulators] will disappear totally, but they will probably be modified." TS 36:39

Todays Episode In this episode of The EdTech Podcast, Philippa is joined by Harri Davies, UK Head of Growth at Imovem, to explore how careers guidance needs to evolve for a generation growing up in the fourth industrial revolution. Harri shares Imovem's mission to support young people, including those not in education, employment or training, by helping them build confidence, understand their strengths, and see a wider range of future possibilities. The conversation explores how too many students are still placed into narrow boxes — academic or practical, university or apprenticeship, traditional career or alternative path — and why this no longer reflects the reality of today's changing world of work. Together, Philippa and Harri discuss the role of AI in helping young people map their interests, passions, personality and learning preferences to future career pathways. Harri explains how Imovem's careers copilot uses personalised insights, live labour market data, and access to thousands of potential roles to help students connect what they are studying now with the lives and careers they may want to build. The episode also looks at the pressures facing teachers, careers leads and parents as they try to support young people through an increasingly complex landscape of apprenticeships, university routes, emerging industries, portfolio careers and AI-driven change. Harri highlights the importance of making careers information more accessible, engaging and practical, while giving teachers richer insight to support meaningful one-to-one conversations. This is a timely conversation about aspiration, agency, social impact and future skills. It asks how education can move beyond outdated assumptions about success and instead help every young person explore who they are, what they care about, and where they might thrive. About the Guest   Harri is a fractional education leader with experience spanning social mobility, EdTech and upskilling young people.   A former lawyer, in his role as UK Head of Growth at imovum, he works with schools to navigate increasingly complex career pathways. His work explores how psychology and emerging technology can help pupils feel confident about their future.   Head of Growth for imovum: an AI co-pilot for students aged 13-18, used by 100,000 pupils across the UK, Middle East and India Worked with young people for 8 years: building their confidence and coaching/mentoring them to secure best in class graduate/junior city careers Guest Lecturer at Oxford International Education Group - simplified neuroscience for 15-17 year olds paired with AI co-pilot demonstration Keynote speaker and panellist at legal industry events sponsored by Clifford Chance, A&O Shearman NED at University of Bristol, launching the future of work series 'Building a Company of 1' to help students with post graduate prospects as portfolio workers Find them at imovum LinkedIn imovum Instagram Harri LinkedIn Harri Instagram

Do your students constantly ask, "What do I do next?" Feeling like you have to manage every detail for projects to succeed? In this episode, I take you inside two real student exhibitions—from upper elementary passion projects to middle school independent studies—to show what happens when students are given ownership of their learning. Through interviews with the learners themselves, you'll hear how peer experts, community mentors, authentic audiences, and simple teacher supports empowered students to tackle ambitious projects with confidence. From writing novels with published authors to learning skateboard tricks from local coaches and turning beach trash into artwork for charity, these stories reveal that the teacher's role isn't to have all the answers—it's to build the conditions for students to find them. You'll learn: How to help students find peers and mentors instead of relying on the teacher for every answer Why combining passion, purpose, and projects leads to deeper engagement and ownership Simple ways to scaffold project-based learning without taking control away from students How authentic audiences and exhibitions raise the quality of student work The teacher moves that build independence while still providing the structure students need If you're trying to shift from teacher-led instruction to student-centered, project-based learning, this episode offers practical strategies you can implement immediately to help learners become more independent, motivated, and capable. The goal isn't to do less as a teacher—it's to create the conditions where students can do more. Get the 12 Shifts Book for Student-Centered Environments: 'Where Is The Teacher?'  'Where Is The Teacher' (40% off)   

For more information regarding this CME/CE activity and to complete the CME/CE requirements and claim credit for this activity, visit:https://www.mycme.com/courses/the-evolving-role-of-antibody-drug-conjugates-in-metastatic-triple-negative-breast-cancer-10800SummaryThis CME/CE-certified podcast will provide multidisciplinary clinicians with an evidence-based update on the evolving role of TROP2-directed antibody-drug conjugates (ADCs) in the frontline treatment of metastatic triple-negative breast cancer. A medical and an ocular oncology specialist review the latest efficacy and safety data from pivotal clinical trials evaluating ADCs, their integration into contemporary treatment algorithms, and guideline recommendations based on PD-L1 status, BRCA mutation status, and immunotherapy eligibility. Learners will explore key factors influencing treatment selection, compare the benefits and limitations of more established therapeutic options, and examine practical strategies for preventing, recognizing, and managing ADC-associated toxicities. Special emphasis will be placed on multidisciplinary approaches to the management of ocular adverse events and other clinically significant toxicities to optimize patient outcomes and support safe implementation of these therapies in clinical practice.Learning ObjectivesEvaluate the current and emerging clinical evidence surrounding the use of trophoblast cell-surface antigen 2 (TROP2)-directed antibody-drug conjugates (ADCs) in the first-line treatment of metastatic triple-negative breast cancer (TNBC)Integrate TROP2-directed ADCs into frontline treatment regimens for metastatic TNBC based on the latest clinical evidence, guidelines, and patient- and tumor-specific factorsApply multidisciplinary and patient-centric strategies for the prevention, recognition, and management of toxicities associated with the use of TROP2-directed ADCs in patients with metastatic TNBCThis activity is accredited for CME/CE CreditThe National Association for Continuing Education is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians.The National Association for Continuing Education designates this enduring material for a maximum of 0.50 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.The National Association for Continuing Education is accredited by the American Association of Nurse Practitioners as an approved provider of nurse practitioner continuing education. Provider number: 121222. This activity is approved for 0.50 contact hours (which includes 0.50 hours of pharmacology). For additional information about the accreditation of this program, please contact NACE at info@naceonline.com.Faculty and Moderator Aditya Bardia, MDProgram Director, Breast Medical Oncology, UCLAProfessor of Medicine, UCLALos Angeles, CADr. Bardia has disclosed the following financial relationships:Consultant: Alyssum, AstraZeneca/Daiichi, BMS, Eli Lilly, Genentech, Gilead, Menarini, Merck, Novartis, Pfizer, VyomeAdvisor/Advisory Board: Alyssum, AstraZeneca/Daiichi, Eli Lilly, Genentech, Gilead, Menarini, Merck, Novartis, Pfizer, VyomeContracted Research: AstraZeneca/Daiichi, Eli Lilly, Genentech, Gilead, Menarini, Merck, Novartis, PfizerStock options: Vyome (immuno-inflammatory and rare diseases)All of his consultant, advisor/advisory board, and contracted research disclosures are related to cancer.Maura Di Nicola, MDAssistant Professor of OphthalmologyBascom Palmer Eye InstituteMedical Director of Imaging and EchographyBascom Palmer Eye InstituteMiami, FLDr. Di Nicola has disclosed the following financial relationships:Consultant: AbbVie (ophthalmology), SpringWorks Therapeutics (oncology)Advisor/Advisory Board: AbbVie (ophthalmology)Research Grant: Castle Biosciences (ocular oncology)Please review additional planner disclosures here.Disclosure of Commercial SupportThis educational activity is supported by a medical education grant from AstraZeneca Pharmaceuticals and a medical education grant from Daiichi Sankyo, Inc.Please visit  http://naceonline.com to engage in more live and on demand CME/CE content.

In this episode, we're talking about something so many of us were taught to do with the best of intentions, but that can quietly work against us: prompting. Because when nearly every interaction becomes a question, a direction, or a cue, communication can actually shrink instead of grow. I'll walk you through what happens when a child learns that communication only ever shows up after an adult prompts them, and how that can lead to waiting, shorter responses, or disengaging altogether. This conversation explores the difference between testing and communicating, why processing time matters so much, and the simple, doable shifts that help authentic communication flourish in real preschool classrooms and homes. We'll talk about:  ● what prompt dependence actually is  ● why constant prompting can feel exhausting for autistic children  ● the difference between testing a skill and true communication ● why so many of our interactions quietly become tests  ● what happens for AAC users under constant prompting  ● five simple shifts that invite communication instead of demanding it Because communication is something we build together, not something we pull out of children. In This Episode, You'll Learn What prompt dependence is and how it develops Why what looks like a lack of communication may actually be communication fatigue The difference between testing what a child knows and genuine communication Why autistic children may wait, give the shortest response, or disengage How constant prompting adds pressure for AAC users Why processing time matters and what happens when we interrupt it How following a child's interests creates more communication than prompting does What it means to model language without expecting imitation Key Takeaways Prompts are not the problem, but prompting should not become the whole interaction Communication is not the same thing as testing Silence is often a child processing, not refusing Comments reduce pressure in a way questions cannot Children learn language through thousands of models, not through being quizzed Connection creates communication opportunities more effectively than prompts The goal is not perfect responses, it is authentic communication When we reduce pressure, we often get more communication, not less Try This Notice the balance of questions versus comments in your interactions this week Comment more and question less during one daily routine, like snack or play After you say something, pause and wait, counting to ten before adding anything Follow the child's interests and join their world instead of redirecting them Model words and phrases on the AAC device without requiring imitation Create an opportunity to communicate, like a clear container or two snack choices, then wait Replace "What do you want?" with setting up the moment and letting the child lead Related Resources & Links

Have you encountered very young children who get upset when they are not perfect? Do you want to avoid creating perfectionism when interacting with young children? Join Cynthia and Alison for this listener-request-inspired episode focusing on strategies to deal with and avoid perfectionism.Check out our website:  https://www.howpreschoolteachersdoit.com/Be sure to like our Facebook page:  https://www.facebook.com/howpreschoolteachersdoitLearn more about Cynthia's work, including professional development, family education, and consulting opportunities:  https://hihello.com/hi/cindyterebush-RXMBKASubscribe to Cynthia's SubStack for free to receive articles and more in your email:  https://substack.com/@cynthiaterebush

This edWeb podcast is sponsored by Logitech.The edLeader Panel recording can be accessed here.For many students, confidence gaps, language barriers, and limited access to the right tools can make it hard to fully participate in today's digital learning environment. Addressing these challenges requires a thoughtful, student-centered approach to edtech integration.Richard J. Lee Elementary, an Apple Distinguished School in Coppell ISD, offers a compelling example of what's possible when students have access to the right tools. Educators there are using iPad devices alongside headsets, styluses, and keyboard cases to remove barriers, increase focus, and unlock new possibilities for creativity and project-based learning.The results are striking: over 90% of students surveyed after the edtech pilot felt more confident using common tools and platforms, with significant gains in participation and academic growth, especially for emergent bilinguals and newly enrolled students.In this edWeb podcast, Dwight Goodwin, Executive Director of Technology for Coppell ISD, and Madeleine Mortimore, Global Education Innovation and Research Lead at Logitech, share what worked for Richard J. Lee Elementary alongside new research from FullScale and THE Journal. Listeners leave with actionable practices to help all students overcome confidence gaps, engage more deeply with digital tools, and express themselves fully throughout their learning journey.This edWeb podcast is of interest to K-12 librarians, school leaders, district leaders, and education technology leaders.LogitechSpark innovation and open up possibilities so students of all learning styles and locations thrive.Disclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.

Enhance your learning experience with Podcast+ The membership that activates your learning: https://englishlikeanative.co.uk/elan-podcast/In this episode, Anna introduces you to 5 interesting British English phrases that often confuse English learners. They are weird and wonderful. Follow this podcast to expand your English vocabulary. Enjoy the show.

"Radiation therapy is often extremely well tolerated in colorectal cancer. Technology has really changed things. But location of the tumor can affect side effects, such as radiation dermatitis. If a patient has a low-lying tumor, if it's less than six centimeters from the anal verge, the patient is likely to have some skin reaction. It's good to be proactive if that's the case," ONS member Lorraine Drapek, DNP, FNP-BC, AOCNP®, nurse practitioner in the Department of Radiation Oncology at Massachusetts General Hospital in Boston, told Jaime Weimer, MSN, RN, AGCNS-BS, AOCNS®, manager of oncology nursing practice at ONS, during a conversation about radiation side effects in colorectal cancer. 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 June 5, 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 colorectal cancer. Episode Notes  Complete this evaluation for free NCPD.  ONS Podcast™ episodes: Episode 374: Colorectal Cancer Treatment Considerations for Nurses Episode 301: Radiation Oncology: Side Effect and Care Coordination Best Practices Episode 194: Sex Is a Component of Patient-Centered Care ONS Voice articles: Frank Conversations Enhance Sexual and Reproductive Health Support During Cancer High-Fiber Diet Reduces Diarrhea in Colorectal Cancer Survivors Hyperbaric Oxygen Therapy Shows Promise for Certain Radiation Side Effects Increasing Incidence of Colorectal Cancer in Younger Adults Is a Call to Action for Oncology Nurses Oncology Drug Reference Sheet: 5-Fluorouracil Oncology Drug Reference Sheet: Oxaliplatin Oncology Nurses Are Key in Sexual Health Conversations With Minority Women Sexual Considerations for Patients With Cancer 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: ONS/ONCC® Radiation Therapy Certificate™ ONS ROCN™ Certification Review™ Clinical Journal of Oncology Nursing articles: Sexual Dysfunction: Common Side Effect Updated Interventions for Radiation-Induced Diarrhea: Putting Evidence Into Practice With the Oncology Nursing Society Physical Activity: A Systematic Review to Inform Nurse Recommendations During Treatment for Colorectal Cancer ONS Learning Libraries: Colorectal Cancer Radiation Advanced Practitioner Society for Hematology and Oncology American Society for Radiation Oncology American Society of Clinical Oncology Clinical Practice Guidelines Colontown Colorectal Cancer Alliance 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 "In recent years, there has been more nonsurgical management of rectal cancer, especially in what we call the low-lying population. This is the population of patients who would likely end up with a permanent colostomy because their cancer is so low in terms of being close to or involving the anal verge. There is now a regimen where these patients can get their chemotherapy followed by their chemoradiation and then be monitored on close surveillance without surgery." TS 2:23 "Another assessment would be to assess what effects have they had from their chemotherapy that they're bringing with them. FOLFOX-based treatment is commonly used, and the platinum therapy oxaliplatin often causes peripheral neuropathy. What is the patient having? What are those symptoms like? Are they having peripheral neuropathy? If they are that is likely not going to get better or improve during their whole course of radiation. In fact, sometimes when oxaliplatin therapy stops, the peripheral neuropathy can get worse as patients are going through other treatments." TS 5:42 "If the patient has a low-lying tumor, if it's less than six centimeters from the anal verge, the patient is likely to have some skin reaction. It's good to be proactive if that's the case. And then proactively minimizing radiation dermatitis effects, such as keeping the area clean, good washing of the area, and prophylactically starting them on or having someone start them on steroid creams a couple of times a day to minimize that radiation dermatitis effect in the long run." TS 7:25 "I have a sexual health clinic for women with these effects. It's very important as nurses that if you can develop the comfort to ask patients about their sexual activity—it's hard, but it really needs to be done. And I will tell you that the healthcare providers are not doing it. They don't have time, and like us as nurses, we don't get this in school, and neither do they. The other providers don't get it in school either, but it's important. Patients are getting more and more worried about their sexual health. They're coming to us at a younger age, and this is really, really important to address." TS 15:35 "I would say that working with your advanced practice providers and education for advanced practice providers has definitely been focusing on [sexual health] more. Your PAs and your NPs—I think they're going to have the ears and the wherewithal to be able to be your allies and colleagues in this. By and large, it's my APP colleagues and nursing that I talk to the most about this. … Again, it's not an easy thing to bring forward, having dilators in place. But I will tell you in the department that I work in, it was me and couple of nurses who pushed this issue with the physicians for two years and finally got it put in place. It can be done. There's a lot more centers out there doing that." TS 21:51

How many times do you hear in a day “Mom, I need your help"?  How many times do you say to yourself,  “I need him to do more on his own without my help or without me directing every step of the way.”  In this week's episode, Carrie is addressing a question she gets all the time:  “How can I get my kid to be more independent?”  Carrie shares simple strategies to help your children and teens to become critical thinkers, independent learners, and self-motivated individuals.  It's never too early to start and it's never too late to try.  Pour yourself a cup of coffee, put your feet up and join Carrie for a little coffee and conversation about critical thinking and self-directed learning.Support the showSupport the ShowPurchase A Home Education Handbook: 9 Questions to Ask for Simple & Balanced Home-Based LearningPurchase Homeschool High School:  A Handbook for Christian EducationPurchase Just Breathe (and Take a Sip of Coffee):  Homeschool Simply & Enjoyably.  Schedule a Coffee Date (One-on-One Personalized Coaching Session:  Coffee With Carrie Subscribe to Coffee With Carrie email newsletter for FREE Morning Time Plans and monthly tips  https://coffeewithcarrie.org Follow on Instagram @coffeewithcarrieconsultant.

In this first episode of our special four-part Science of Reading: The Podcast Adolescent Literacy miniseries, Susan Lambert, Ed.D., speaks with Doug Fisher, Ph.D., a celebrated professor, author, and one of the most influential voices in adolescent literacy. They explore what the evidence really tells us about supporting adolescent learners, and what it means for classroom practice. They also discuss why Doug and his colleagues set out to find a new model for adolescent literacy, how self-efficacy powers literacy development in adolescent learners and what teachers can do to build it, and what "foundational skills" in reading truly means for adolescent readers—and why it is non-negotiable.Show notes:Our Summer Learning Academy is back! Reserve your spot now to join Susan Lambert for a pair of sessions that will help you dive deeper into the latest reading comprehension research.Check out our Science of Reading resources for grades 6–8. Connect with Doug on LinkedIn.Learn more about Doug's book, Teaching Foundational Skills to Adolescent Readers.Read Doug's article, A Model for Adolescent Reading Instruction.Get ready for Season 3 of the Amplify podcast Beyond My Years.Join our community Facebook group.Connect with Susan Lambert.Quotes:"Our literacy skills contiue to grow across our lifetimes." —Doug Fisher"The human brain operates on language, and reading, writing, speaking and listening, are the language operating systems of our brain." —Doug Fisher"The word 'foundational' to me means not optional." —Doug Fisher"Literacy is a gatekeeper. If we can develop stronger literacy skills in our student, we will change their lives." —Doug Fisher"The passion that educators bring also makes learning relevant." —Doug FisherTimestamps:0:00 Introduction: New adolescent literacy mini-series02:00 Foundational skills for adolescent learners, with Doug Fisher06:00 "Our literacy skills continue to grow across our lifetimes08:00 In search of a new adolescent literacy model14:00 Distinguishing early, general, and disciplinary literacy17:00 Why the Reading Rope was not designed for adolescent learners19:00 Introducing the reading circuit and self-efficacy27:00 Sentence level analysis31:00 Building self-efficacy through academic risk taking34:00 Redefining "foundational skills" for adolescent readers38:00 What this looks like in high school classrooms43:00 Teacher self-efficacy and the joy of student learning48:00 Closing thoughts: "Literacy as a gatekeeper"*Timestamps are approximate

Jonathan Plucker, a research professor at the Johns Hopkins School of Education, and Fordham's own Alicia Anderson, policy and editorial associate, join The Education Gadfly Show to discuss new research on how little states and the federal government invest in advanced education. How much funding goes toward gifted education, AP, IB, and other advanced learning opportunities, and why is it so hard to track where those dollars go?Then, on the Research Minute, Brian Fitzpatrick examines new research on Algebra I achievement gaps and finds that many are rooted as early as third grade and grew worse during the pandemic.Recommended content:Broad support, barely funded: The paradox of advanced education in America —Jonathan Plucker, Alicia Anderson, Matthew Makel, and Shaun Dougherty for AdvanceThe Leaky Pipeline: Assessing the college outcomes of Ohio's high-achieving low-income students —Stéphane Lavertu, Thomas B. Fordham InstituteBuilding a Wider, More Diverse Pipeline of Advanced Learners —The National Working Group on Advanced EducationOhio's Lost Einsteins: The inequitable outcomes of early high achievers —Scott Imberman, Thomas B. Fordham InstituteA Widening Chasm: The Divergent Paths of High- and Low-Achieving Students in Algebra I After the Pandemic—Benjamin Backes, Michael DeArmond, Elise Dizon-Ross, Dan Goldhaber, and Alejandra Salazar, CALDER (2026)Feedback Welcome: Have ideas for improving our show? We would love to hear them. Send them to thegadfly@fordhaminstitute.org

In this episode of the Inspire Podcast, Bart Egnal speaks with Rachel Cossar, co-founder and CEO of Virtual Sapiens, about how AI is transforming leadership communication training. Drawing on her own journey from the professional world of ballet to expert in non-verbal communication, Rachel explains how her experience in performance and body awareness led to the creation of an AI-powered communication coaching platform. Together, Bart and Rachel explore why AI can be such a powerful complement to facilitated training and executive coaching, especially when it comes to practice, repetition, feedback, and accountability. They discuss their collaboration with The Humphrey Group, including how THG has trained the platform on their own IP and is integrating AI coaching into their programs to help participants build confidence and measure improvement over time. The conversation also examines the limits of AI, why human facilitation remains essential, and how the future of communication training will combine technology with human connection. A fascinating look at the evolving role of AI in helping people become more effective, authentic, and inspiring communicators. Learn more at https://www.virtualsapiens.co/ Show Notes: 00:19 Show intro 00:57 Introducing Rachel and Virtual Sapiens 02:29 Rachel's background 02:48 Started off in ballet 03:17 Body awareness and presence 04:21 What dance training made her realize about office life 05:04 Starting her new career 05:26 Consulting with the hospitality industry 06:34 The “always on” nature of hospitality 07:23 Silent service 08:36 How this applies to executive and leadership development 09:06 How the COVID disruption changed her work and business 09:28 The idea for Virtual Sapiens 09:49 How do you take training and truly make it muscle memory? 10:55 Rapid adoption of video during COVID changed things 12:57 How did Virtual Sapiens come to be? 13:30 Initial product: a video sidekick coach 15:02 How did people respond to AI feedback? 15:53 People now have overly high expectations of AI 16:53 The complexities of video avatars 17:55 Why Virtual Sapiens was a natural fit for coaching firms 18:31 The asynchronous practice tool 19:26 How Virtual Sapiens fits with The Humphrey Group 19:47 The Humphrey Group's “ELI” tool 20:13 Learners can see measurable improvements 20:49 Where is AI used best in facilitation and training? 21:44 Designing programs with more longevity 23:59 Scalable and concurrent learning 24:36 Why people find AI to be a safe space to practice 25:03 The fear of being judged 25:41 Why people prefer first reps with AI 26:23 Built-in accountability for learners 27:15 Post-facilitation tools and practice 29:36 Do people use it? 29:50 Why getting people on early is key 31:52 What is the future of Virtual Sapiens? 32:40 More task-specific LLMs 33:29 Where can people learn more

Are you still relying on the Peabody or BOT as your go-to assessment? You're not alone, but you might be missing something critical. In this episode, we dive deep into occupation-based assessment with Dr. Alysha Skuthan and Dr. Erin Gaby, who recently published groundbreaking research on the occupational profile in school-based practice.This conversation is for every school-based OT who has ever wondered: What actually makes an assessment occupation-based? Why does the occupational profile matter? And how can I fit it into my already overwhelming workload?The research reveals surprising findings from their research showing that 35% of school-based OTs don't complete occupational profiles, despite it being a formal requirement in the Occupational Therapy Practice Framework.You'll hear practical strategies for collecting occupational profiles, honest talk about barriers like time constraints and parent communication, and compelling reasons why using occupational language in your reports matters for advocacy. Plus, they discuss occupation-based alternatives to common standardized tests and share their favorite tools like the School Function Assessment.Listen to learn how shifting to occupation-based practice can transform not just your assessments, but your entire intervention approach.Learning Objectives— Learners will identify the key characteristics that distinguish occupation-based assessments from skill-based assessments— Learners will recognize why the occupational profile is an important component of every SBOT evaluation— Learners will identify the importance of using occupational language in evaluation reports for professional advocacyClick 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! 

Today we are talking about AI, How to stay up to date with it, and if it will really take our jobs with guests Angie Byron & Amber Matz. We'll also cover AI Best Practices for Drupal as our module of the week. For show notes visit: https://www.talkingDrupal.com/555 Topics What Is AI Learners Club Amber Defines the Club Origin Story and DrupalCon AI Debate and Community Tensions Issue Queue Conduct and Moderation Thread Tone vs Substance AI Adoption Outside Drupal Conflict Mediation Playbook Maintainer Burnout and Flood Safe Space Learners Club How the Club Started Picking Topics and Demos AI Taking Our Jobs Future of Learners Club Resources Context Control Center AI Learners Club Initiative page Event calendar YouTube Playlist Session Recaps Next session (Claude Design) Slack: #ai-learners Most wanted topics What Angie's working on these days Guests Amber Matz - tugboatqa.com amber-himes-matz Angie Byron - ai_best_practices webchick Hosts Nic Laflin - nLighteneddevelopment.com nicxvan John Picozzi - epam.com johnpicozzi Scott Falconer - managing-ai.com scott-falconer MOTW Correspondent Martin Anderson-Clutz - mandclu.com mandclu Brief description: Do you want to start using AI tools for Drupal development, in the most efficient way possible? There's a composer plugin for that! Module name/project name: AI Best Practices for Drupal Brief history How old: created in Mar 2026 by Angie Byron (webchick), one, of today's guests, a long-time Drupalist, one-time Acquian, and a fellow Canadian Versions available: dev version only, which doesn't seem directly opinionated about what version of Drupal you're using, though it does have minimum versions of PHP and Symfony libraries that suggest Drupal 10 is functionally your minimum Maintainership It is officially seeking co-maintainers Test coverage Documentation - an in-depth README, or you can ask an AI model! (like I did for this segment) 54 open "Work Items" on Gitlab, so lots of active discussion already Module features and usage AI Best Practices for Drupal aims to be the opinionated starter experience for AI-assisted Drupal development You can think of it as a single Composer install that makes any AI coding agent "speak Drupal": following community standards, preferring contrib over custom code, and avoiding framework-naive mistakes. It replaces scattered, tool-specific CLAUDE.md files and Cursor rules that some Drupal developers currently maintain individually, with one canonical, community-governed package that works across Claude Code, Cursor, Copilot, and more. With contributions by a variety of Drupal luminaries including Marcus Johansson, Christoph Briedert, and Scott Falconer, it's the Drupal equivalent of Laravel Boost: stop explaining Drupal to your AI every session and just get writing code. After install or update, it will create an AGENTS.md file from a provided template if there isn't one already, or it will update a specifically marked "ai-best-practices" section of an existing file You will also have a directory of provided skills, and guidance for creating new Drupal agent skills Also included is a set of evals, meant to automatically identify when AI models go off course and provide feedback AI Best Practices for Drupal is meant to provide guidance that will be particularly useful for AI agents, so it's ideal for Drupal developers getting started with AI tools, or for AI developers who want to get started with Drupal

"There are a lot of specifics that nurses need to keep in mind as they are administering this herpes simplex modified virus to patients because accidental exposure is of concern both to the patient, to their family members, as well as to healthcare workers. I always recommend nurses wear personal protective equipment, such as a gown, safety glasses, gloves, and/or a face shield," Heidi Finnes, PharmD, RPh, BCOP, director of clinical ambulatory practice at Mayo Clinic and assistant professor of pharmacy at Mayo Clinic Alix School of Medicine in Rochester, MN, told Jaime Weimer, MSN, RN, AGCNS-BS, AOCNS®, manager of oncology nursing practice at ONS, during a conversation about oncolytic viral therapy.  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 May 29, 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 about the use of oncolytic viruses to treat cancer. Episode Notes  Complete this evaluation for free NCPD.  ONS Podcast™ episodes: Pharmacology 101 series Episode 338: High-Volume Subcutaneous Injections: The Oncology Nurse's Role Episode 330: Stay Up to Date on Safe Handling of Hazardous Drugs Episode 273: Updates in Chemotherapy and Immunotherapy ONS Voice articles: Cutaneous Malignancies Have High Response to Oncolytic Virus Plus Immunotherapy Oncolytic Virus Kills Tumor Cells While Supporting T Cells What Nurses Need to Know About Talimogene Laherparepvec for Advanced Melanoma Clinical Journal of Oncology Nursing articles: Intralesional Therapy: Consensus Statements for Best Practices in Administration From the Melanoma Nursing Initiative Safe and Effective Standards of Care: Supporting the Administration of T-VEC for Patients With Advanced Melanoma in the Outpatient Oncology Setting Oncology Nursing Forum article: Administration and Handling of Talimogene Laherparepvec: An Intralesional Oncolytic Immunotherapy for Melanoma ONS book: Guide to Cancer Immunotherapy (second edition) ONS clinical practice resource: Safe Handling of Oncolytic Viruses ONS Huddle Card: Immunotherapy Association of Community Cancer Centers (ACCC) Drugs@FDA Hematology/Oncology Pharmacy Association (HOPA) Network for Collaborative Oncology Development and Advancement (NCODA) Patient Education Sheets 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 "[Oncolytic viruses] can have direct lysis to the tumor cells themselves, or they can cause immunogenic activation. They release tumor-associated antigens and then proinflammatory signals, so think of T cells, natural killer cells, those sorts of things, that can convert to immunologically cold tumors. Those are tumors that are immune silenced into hot tumors which are now immune activated. By doing that, they recruit those T cells and other cells to the area to attack both the primary tumors. But that's also thought to be how they work on distant or noninjected sites as well. This immunomodulatory capacity has led to the reclassification of oncolytic viruses as a form of cancer immunotherapy. So, think of it kind of similarly to how we think of immune checkpoint inhibitors in recruiting immune cells and leaving our immune system in the on position. This is also kind of a form of immunotherapy." TS 4:35 "One of the toxicities I know that is of significant concern to patients, family members, and healthcare workers is the incidence of herpes infections. Systemic herpetic infections are extremely rare and usually more common in patients who may be immunocompromised. In patients who also have other immune-related diseases—such as vitiligo, vasculitis, pneumonitis, sometimes worsening psoriasis—because you're mounting an immune response with these types of things, sometimes you can see a worsening of those types of immune symptoms. But for the most part, these types of side effects are very well tolerated in most patients." TS 9:07 "Talimogene is generally transmitted via bodily fluids or touch. It's not airborne. Herpes simplex virus isn't an airborne type of virus. Another thing to consider is where are you going to inject this? Are you going to do this in your infusion therapy unit? Are you going to do it in a dedicated room? Who's going to escort the patient to the room? How is the virus going to arrive at the room? How will you clean the room and all of the laboratory equipment or any of the exam tables that may be in there? I think having all of that discussed and assigned mitigates the consternation that can sometimes occur—the fear that occurs with administering a virus that is thought to be fairly communicable." TS 15:44 "Helping patients understand how this works [is important] because hearing that you're receiving a virus, particularly a herpes simplex virus, can be scary to a patient. I think understanding that it's modified or essentially we're taking the parts out of it so that we can directly inject a portion that recruits immune cells to that area, because the goal is for the oncolytic virus to attack cancer cells and then destroy them by triggering an immune response in the body." TS 20:51 "Sometimes patients are very concerned about urine in the toilet, bodily fluids, kissing loved ones, holding hands, hugging, you know, am I going to infect my loved one because I'm getting this type of an oncolytic virus therapy? I like to reassure patients that they can continue to hold hands and hug their loved ones as normal. Viral DNA is usually only present on the injection site. And as I mentioned previously, we want to cover that injection site with an occlusive dressing, at least with talimogene, for up to seven days. And particularly, if those injection sites are at all oozing or weeping, active virus is usually only on that injection site itself." TS 24:14

This is a short, special mini-episode I'm sharing because my friends at Elmbridge University (formerly Bridges Academy) let me know that enrollment is now open for the next cohort of their truly unique graduate program in cognitive diversity in education, and application deadlines are coming up in June. When Dr. Susan Baum—one of the leading voices in twice-exceptionality and Chancellor of the program—said she could join me for a quick conversation about her work and what makes this program so impactful, I said absolutely. In this brief chat, Susan shares insights into supporting twice-exceptional learners, why environment matters so much, and how this program is helping educators better understand and serve complex, neurodivergent students. If you want to learn more, you can head to https://elmbridge.edu/. About Dr. Susan Baum Susan Baum, Ph.D., is Chancellor of Elmbridge University's Graduate School for Cognitive Diversity in Education (formerly Bridges) and Co-director of the 2e Center for Research and Professional Development at Bridges Academy, a school for twice exceptional students. The author of many publications concerning the needs of special populations of gifted students including the award-winning 3rd edition of her seminal work To Be Gifted and Learning Disabled, Susan is a popular international speaker whose message is celebrating neurodiversity. She served on the Board of Directors of the National Association for Gifted Children and is past president and co-founder of the Association for the Education of Gifted Underachieving students. She is recipient of the Weinfeld Group's Lifetime Achievement Award for her work in educating the twice-exceptional child.   Things You'll Learn in this Episode The rise in awareness and identification of twice exceptional individuals, including advocacy and policy changes in schools Common misconceptions in education about giftedness and disabilities, and Baum's theory of green — the paradoxical profile of these students The importance of tailored environmental components — intellectual, social, emotional, physical, and creative — for thriving twice exceptional students The evolution and impact of the Bridges Graduate School of Cognitive Diversity (now Elmbridge University) Resources Mentioned Elmbridge University  Bridges Academy Twice-Exceptional and Special Populations of Gifted Students (Essential Readings in Gifted Education Series) by Dr. Susan Baum Learn more about your ad choices. Visit podcastchoices.com/adchoices

Denise Maduli-Williams shares how to engage learners in online courses on episode 624 of the Teaching in Higher Ed podcast. Quotes from the episode The very first thing I saw was the online instructor posting this video where she was roller skating in this roller Derby rink and welcoming us online, and that just changed everything for me. -Denise Maduli-Williams When we design with accessibility in mind, we support everyone, all students. -Denise Maduli-Williams Students who are quieter, whether it’s synchronous on Zoom or synchronous in person, they have the opportunity to participate when they’re ready and to prepare. -Denise Maduli-Williams Resources Denise Maduli-Williams at San Diego Miramar College Denise Maduli-Williams on LinkedIn Supporting ADHD Learners, With Karen Costa (Teaching in Higher Ed Episode 384) Reach Everyone, Teach Everyone: Universal Design for Learning in Higher Education, by Thomas J. Tobin and Kirsten T. Behling The Joyful Online Teacher: Finding Our Fizz in Asynchronous Classes, by Flower Darby Rutgers Online Learning Conference (RUOnlineCon) California Community Colleges Online Network of Educators (@ONE) Universal Design for Learning (UDL) Guidelines Zero Textbook Cost (ZTC) Program The Correspondent: A Novel, by Virginia Evans The Passion Planner Poll Everywhere

This week, we're diving into a challenge many homeschooling families face—especially those parenting gifted, twice-exceptional, or otherwise neurodivergent kids: boredom. If you've ever heard, "I'm bored!" and wondered how to respond, this episode is packed with actionable insights to help you beat boredom without resorting to endless busy work. Key Takeaways Novelty doesn't require elaborate setups. Simple tweaks—like changing writing tools, switching locations, or adding a movement element—can wake up the brain. Choice and autonomy matter. Let your child decide between two options or how they'll demonstrate what they've learned. Find the "just right" challenge. Work that's too easy leads to boredom; too hard brings overwhelm. Learn how to dial up (or down) the challenge for each unique learner.   Links and Resources from Today's Episode Thank you to our sponsors: CTC Math – Flexible, affordable math for the whole family! The Learner's Lab – Online community for families homeschooling outside-the-box learners! The Lab: An Online Community for Families Homeschooling Neurodivergent Kiddos The Homeschool Advantage: A Child-Focused Approach to Raising Lifelong Learners Raising Resilient Sons: A Boy Mom's Guide to Building a Strong, Confident, and Emotionally Intelligent Family The Anxiety Toolkit Sensory Strategy Toolkit | Quick Regulation Activities for Home Affirmation Cards for Anxious Kids Executive Function Struggles in Homeschooling: Why Smart Kids Can't Find Their Shoes (and What to Do About It) How Adventuring Together Grows Confidence, Curiosity, and Executive Function Understanding Executive Function Skills in Gifted and Twice-Exceptional Children Strengthening Executive Function Skills: A Conversation with Sarah Collins Strengthen Executive Function Skills The Best Books for Teaching About Executive Functions Skills 7 Executive Functioning Activities for Small Children RLL #84: Exploring Education and Executive Function with Seth PerlerThe Unmeasured Executive Functioning Issue RLL 20: Helping Your Kiddo with Executive Function Skills Struggles | A Listener Question RLL LIVE | Improving Executive Functions Helping Kids Who Resist: Low-Demand Homeschooling for Autonomy and Skill-Building Why Is Finishing So Hard? Helping Neurodivergent Kids Cross the Finish Line Why Typical Organization Systems Fail Neurodivergent Homeschoolers and What Works Instead  

When a student refuses to eat at school, it affects everything—academic performance, regulation, social interactions, and the afternoon meltdown that follows.In this episode, @Jayson Davies sits down with Alisha Grogan, MOT, OTR/L, founder of Your Kid's Table, to talk about feeding challenges in school-based OT. Alisha brings over 20 years of experience working with extreme picky eaters and shares what school-based practitioners need to know about supporting students who struggle with lunch and snacks.You'll learn how to identify when picky eating crosses into extreme territory, why the cafeteria environment can be so overwhelming for sensory-sensitive students, and what accommodations actually help. Alisha also clarifies the often-confusing scope question: what can school-based OTs reasonably address versus what requires outside support?Whether you're freezing up when feeding comes up in an IEP or wondering how to support a student who won't eat at school, this conversation offers practical, realistic guidance grounded in both clinical expertise and respect for the school setting.Listen now to learn how to make lunchtime less stressful and more successful for the students on your caseload.Learning ObjectivesBy the end of this episode, learners will be able to:Learners will identify the clinical indicators that distinguish extreme picky eating from typical developmental selectivity, including the 20-food threshold and sensory-behavioral red flags (Remember/Understand)Learners will identify and address environmental barriers in the cafeteria that prevent students from eating at school—including sensory overwhelm from noise, lighting, smells, and peer interactions—and implement appropriate accommodations such as quiet eating spaces, noise-canceling headphones, weighted lap pads, and regulation strategiesLearners will identify scope of practice for feeding intervention in schools by understanding what is appropriate for school-based OT (supporting participation in lunch/snack routines, environmental modifications, family education) versus what requires outside clinic-based or medical feeding therapy (expanding food repertoire, intensive feeding protocols, home mealtime culture changes)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! 

In this podcast episode, Dr. Jonathan H. Westover talks with Aiko Bethea about why we need more learners instead of knowers in the workplace.Aiko Bethea is a leader, builder and connector who has successfully navigated leadership roles in government, philanthropic, nonprofit and private sectors. The founder of RARE Coaching & Consulting, Aiko guides leaders and organizations, including Fortune 100 companies and global nonprofit organizations, to remove barriers to inclusion. She has been recognized by Forbes as one of the top seven anti-racism educators for companies and is a senior equity consultant for the Brené Brown Education and Research Group. Find her new book here.See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Confused by Italian prepositions? Don't worry! Here you'll learn them in a simple way, so you can feel more confident using them in conversation with Italians. Learn about our Online Italian School and get a free mini lesson every week: https://joyoflanguages.online/italian-school Subscribe to our new Youtube channel: https://www.youtube.com/@joyoflanguages.italian?sub_confirmation=1 Get the bonus materials for this episode: https://italian.joyoflanguages.com/podcast/italian-prepositions Today's Italian words: Un piatto di pasta = A plate of pasta Sono di San Francisco = I'm from San Francisco (lit. “of” San Francisco) Il nostro hotel è a Roma = Our hotel is in Rome (lit. “at” Rome) Il ristorante è lontano da qui? = Is the restaurant far from here? Questo treno va da Milano a Napoli = This train goes from Milan to Naples Aspettiamo da 20 minuti = We've been waiting for 20 minutes (lit. we wait “from” 20 minutes) Andiamo in macchina = We're going by car (lit. “in” car) Un tavolo per due = A table for two Vado al mercato per comprare la frutta = I'm going to the market (in order) to buy fruit È sul menù = It's on the menu Una guida sulla città = A guide about the city (lit. “on” the city) Tra due città = Between two cities Il supermercato chiude tra 30 minuti = The supermarket closes in 30 minutes (lit. “between”)