Podcasts about Learners

Artificial intelligence is quickly entering healthcare and education, and occupational therapists are asking an important question: How can we use AI responsibly without losing the clinical reasoning that defines our profession? In this episode, Jayson Davies sits down with OT educator and researcher Tara Mansour to explore practical, ethical ways school-based OT practitioners can begin using AI tools.Tara shares how she teaches future occupational therapists to use AI as a “first draft partner” while still prioritizing evidence-based practice, professional judgment, and student-centered care. They also discuss privacy considerations, prompt strategies, treatment planning ideas, and how AI can support data collection, documentation, and intervention development.If you're curious about how AI might fit into your school-based OT workflow—or concerned about how it could impact clinical reasoning—this episode provides a thoughtful and practical perspective. Tune in to learn how AI can support occupational therapy while keeping the human clinician firmly in the loop.Listen now to learn the following objectives:— Learners will describe appropriate ways AI tools can support school-based OT practice, including treatment planning, documentation drafting, and intervention idea generation.— Learners will explain ethical and privacy considerations when using AI, including FERPA and HIPAA concerns and strategies for de-identifying student information.— Learners will identify the "human-in-the-loop" approach to AI-assisted practice, distinguishing between AI-generated versus AI-assisted work and the role of critical clinical reasoning in evaluating AI outputs.Thanks for tuning in! Thanks for tuning into the OT Schoolhouse Podcast brought to you by the OT Schoolhouse Collaborative Community for school-based OTPs. In OTS Collab, we use community-powered professional development to learn together and implement strategies together. Don't forget to subscribe to the show and check out the show notes for every episode at OTSchoolhouse.comSee you in the next episode!

"The disease is increasingly managed as a chronic condition rather than a diagnosis with an immediate terminal outcome. Particularly, with earlier and more effective and sustained treatment options, we can make this disease a very chronic, long-term, livable condition. I want to make sure that patients are aware that this is not a death sentence. This is something that patients can live with for the long term," Ann McNeill, RN, MSN, APN, nurse practitioner at the John Theurer Cancer Center at Jersey Shore University Medical Center in Neptune, NJ, told Lenise Taylor, MN, RN, AOCNS®, TCTCN™, oncology clinical specialist at ONS, during a conversation about long-term multiple myeloma considerations for oncology nurses. 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 March 6, 2027. Ann McNeill is on the speakers' bureau for Pfizer. This financial relationship has been mitigated. All other 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 multiple myeloma and treatment. Episode Notes  Complete this evaluation for free NCPD.  ONS Podcast™ episodes: Episode 401: Multiple Myeloma Treatment Considerations for Oncology Nurses Episode 398: An Overview of Multiple Myeloma for Oncology Nurses Episode 339: A Lesson on Labs: How to Monitor and Educate Patients With Cancer Episode 201: Which Survivorship Care Model Is Right for Your Patient? ONS Voice articles: Effective Care Transitions Are Essential for New Multiple Myeloma Treatments Infection Prevention for Oncology Nurses Multiple Myeloma Prevention, Screening, Treatment, and Survivorship Recommendations Nurse-Led Survivorship Programs Sexual Considerations for Patients With Cancer Oncology Nursing Forum articles:  A Qualitative Study of the Experiences of Living With Multiple Myeloma Changes in Health-Related Quality of Life During Multiple Myeloma Treatment: A Qualitative Interview Study ONS book: Multiple Myeloma: A Textbook for Nurses (third edition) ONS Huddle Cards: Pain Management Sexuality Survivorship Care Plan ONS Learning Libraries: Hematology, Cellular Therapy, and Stem Cell Transplantation Survivorship ONS Symptom Intervention resources: Chronic Pain Fatigue Peripheral Neuropathy American Cancer Society: Living as a Multiple Myeloma Survivor Blood Cancer United: Resources for Healthcare Professionals International Myeloma Foundation: Resources and Support for the Myeloma Community Multiple Myeloma Research Foundation: Empower Patients and the Community 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 do consider myeloma an incurable hematologic malignancy, even though we have had improvements in survival. But just like for any malignancy, our goal is to maximize survival. We want to eliminate as many myeloma cells as we possibly can. And subsequently, we want to improve the quality of life for these patients in the long term. So those are basically our treatment goals. That's what we think of when we're treating patients all throughout their treatment journey." TS 1:39 "It is very typical for patients along their journey to have received several lines of therapy. I think it's important to realize that the cells acquire new mutations, making them more resistant to these further subsequent lines of therapy. We see quicker, more aggressive relapses in those patients with multiple prior lines of therapy. We can see an increase in the CRAB symptoms, which are the calcium elevations, the renal dysfunction, profound anemia, and even bone disease. We can see a rapid rise in the monoclonal protein in the labs or even a very rapid rise in the involved light chain in that serum free light chain assay, so it's important to monitor these labs." TS 9:14 "All oncology nurses are focusing on these survivorship plans now. And I think that's a great thing when you think about a diagnosis of cancer and a survivorship plan, because it means these patients are living a longer time. We still look at long-term health maintenance guidelines depending on the patient's sex and their age. ... I think preventing infection is always going to be something absolutely on the forefront in our survivorship plan with myeloma. I mean, myeloma is an immune system malignancy. The treatments that we have given patients can sometimes, especially in later life therapies, further compromise the immune system. So, we're always looking to prevent serious infection." TS 12:46 "Patients get treatment, especially induction therapy. They may or may not get transplant. They may have been on a very minor maintenance schedule, depending on their age. And they feel really well. And then they decide not to return for their follow-up because they feel so good. I think nurses are critical in the communication aspect of the patient-provider aspect. So, nurses are really the key means of communication. The providers are absolutely important—the physicians, the nurse practitioners and every other member of the team—but I think the nurses have a really special rapport with patients. They're usually the ones providing the education on the treatment regimens. They're managing the toxicity profiles. They're doing all the coordination of care between visits. They are really going to be the ones telling the patient, 'Hey, you're going to feel good and that's a wonderful thing, but you still need to come once a month or once every six weeks or once every two months for your labs.'" TS 15:17  "It has been amazing. The science, the research, the treatments, the approvals from the U.S. Food and Drug Administration. Survivorship has improved dramatically. Let's take the first few years of the new century, right? The five-year survival rate was about 38%. If you then jump to 2015–2019, which is still seven plus years ago, it has doubled. So, we're talking about anywhere from 60%–80% over a five-year survival. So that's an amazing improvement in their five-year survival rate for myeloma." TS 23:28 "Survivorship in myeloma begins at diagnosis, not just after treatment. And I think that because it is managed as a chronic, often relapsing disease, it does require lifelong evolving care. Patients should realize that they will know us for the rest of their lives. We will know everything about you. I always tell them, 'I will know everything about your hobbies, your children, your grandchildren, what you love to do on the weekends.' It's very important that that point is made right at diagnosis, not just after so many lines of treatment. It's very important that we are going to follow these patients throughout their journey." TS 28:18

Send a textTaryn Moir is an educational psychologist focused on bringing research-backed best practices into the classroom. In this episode she describes some of the research she has done and has studied that led to her book, 'How to Create Autonomous Learners: Teaching Metacognitive, Self-regulatory and Study Skills - A Practioner's Guide.' She shares several examples of reading strategies that help students develop their own toolbox of skills that can be used in any classroom and at any age.Links:Where to find Taryn's BookTaryn's LinkedInContact Taryn: taryn2u@yahoo.co.ukSelected research:Moir, T., (2023). Sowing Seeds in Different Soil. The Psychologist. The British Psychological Society, Leicester.Moir, T., (2023). Motivating young readers: Using Rosenblatt's Transactional Theory to Enhance Literacy Learning. Scan Magazine. NSW Department of Education. Parramatta. Moir, T. (2018). Why is implementation science important to intervention design and evaluation, within educational settings?. In Frontiers in Education (Vol. 3, p. 61). Frontiers.Moir, T., (2019). The psychology within models of reading comprehension and the educational psychologist's role in taking theory into practice. Educational and Child Psychology, 36 (3). Moir, T., Boyle, J., Woolfson, L. M. (2016). Developing higher-order reading skills in mainstream primary schools: a metacognitive approach- a study protocol. Educational Psychology in Scotland. Vol 17 No. 2Moir, T., Boyle, J., Woolfson, L. M. (2020) Developing higher-order reading skills in mainstream primary schools: a metacognitive approach. British Educational Journal.Email IB Matters: IBMatters@mnibschools.orgInstagram (IB_Matters) Twitter @MattersIBIB Matters websiteMN Association of IB World Schools (MNIB) websiteDonate to IB Matters Podcast: Education by Design with host Phil Evans IB Matters T-shirts (and other MNIB clothing) To appear on the podcast or if you would like to sponsor the podcast, please contact us at the email above.

This episode explores how to respond effectively when giftedness appears as behavior problems, focusing on asynchronous development and strategies for educators and parents.

In this episode, I wrap up my Skills Before Tools series by exploring how the five throughline skills work together to shift students from simply using AI to truly leading their own learning. I walk through three concrete classroom strategies, Jigsaw with NotebookLM, formative feedback cycles, and an AI reflection wrapper, to show how purpose setting, questioning, evaluation, revision, and ethical awareness intersect in real practice. When students wrestle with ideas, interrogate credibility and bias, and make intentional decisions about feedback and revision, AI becomes a thinking partner instead of a shortcut. My goal is to help teachers move beyond tool conversations and focus on the skills that cultivate critical thinking, integrity, and student agency.   Episode Resources Skills Before Tools: K-12 AI Implementation Guide [Template] AI Reflection Wrapper

In the premiere of their new series Life Long Learners, Greg and Nathan explore a foundational truth of the Christian life: Jesus didn't call graduates, He called disciples. Following Christ is not merely about conversion; it's about lifelong formation. In this episode, they unpack the biblical vision behind the Great Commission's call to teach believers to observe all Christ commanded, and what it means to love God with all our minds. Greg and Nathan challenge the cultural myth that education ends with a diploma and examine why intellectual humility—not pride—is essential to spiritual growth. They also discuss how curiosity, teachability, and disciplined learning protect our faith from shallowness and prepare us to engage the world with conviction and clarity. If Christianity is a lifelong journey of transformation, then learning is not optional—it's essential. Closing Challenge: Choose one book, one topic, and one discipline to pursue this month—and commit to becoming a disciple, not just a graduate.

What if we could safely practice real-world situations before our students ever experience them?In this episode, I'm joined by Marsha and Rita from Floreo to talk about how virtual reality is supporting autistic learners in building social, communication, safety, and life skills. Floreo is a VR platform that allows learners to step into immersive environments like airport security lines, grocery stores, and even digital conversations, all while being coached in real time by a therapist, teacher, or parent.What I love most is how functional these lessons are. From responding to TSA questions to recognizing red flags in online interactions, these scenarios reflect the real challenges our students face. We also discuss the growing research behind VR-assisted therapy, including published studies showing improvements in social skills and skill maintenance.We talk through how VR can fit naturally into speech therapy and ABA sessions, with pre-teaching, guided practice, and generalization built in. Plus, we cover funding options, including school-based access and the temporary VR-assisted therapy billing modifier 0770T.Technology is powerful when it's clinically driven, and this conversation highlights how innovation can truly empower our learners.#autism #speechtherapyWhat's Inside:How VR supports social, communication, and life skillsResearch behind VR-assisted therapyWays to integrate VR into speech and ABA sessionsMentioned In This Episode:FloreoVREarn CEUs with a community of peers. Join the ABA Speech ConnectionABA Speech: Home

Primary school learners are stepping up as “Road Safety Judges,” holding drivers accountable and promoting safer behaviour in school zones. Alida Venter, CEO of Drive More Safely and founder of Kids Court SA, explains how the programme works, shares lessons from the pilot phase, and calls on schools in the Western Cape to register for the second and third term rollout. She speaks to Lester Kiewit about the initiative and its impact. Schools and educators can contact Alida directly via alida@drivemoresafely.co.za or visit www.drivemoresafely.co.za for more information 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/@CapeTalk5See omnystudio.com/listener for privacy information.

"If all of their energy is spent trying to stay still in a seat, it makes sense that they might not be able to use energy to listen." - Dr. Emily KingWhat does a neurodivergent learner actually need in order to learn? In this episode, host Emily Hamblin and Dr. Emily King break down the five foundational needs every neurodivergent child must have met before real learning can happen — and how parents and teachers can make it work in any setting.In this episode you'll learn:The 5 needs of neurodivergent learners: sensory, relationship, pacing, interest, and strategyHow to manage multiple learners with different needsThe truth about motivation and how to use rewards without creating dependenceConnect with Emily Hamblin: https://instagram.com/emilyhamblincoaching Connect with Dr. Emily King: https://learnwithemily.substack.com

Mnemonics are clever memory devices designed to make it easier to remember things, but considering that they take time both to create and retrieve, are they really that useful for learning Chinese?#learnchinese #mnemonics #characters #memory #vocabularyLink to article on Hacking Chinese: Are mnemonics too slow for Chinese learners? https://www.hackingchinese.com/are-mnemonics-too-slow-for-chinese-learners/5 levels of understanding Chinese characters: Superficial forms to deep structure: https://www.hackingchinese.com/5-levels-of-understanding-chinese-characters-superficial-forms-to-deep-structureHow to make Chinese easier by using mnemonics and memory techniques: https://www.hackingchinese.com/memory-aids-and-mnemonics-to-enhance-learningHow to use mnemonics to learn Mandarin tones and pronunciation: https://www.hackingchinese.com/remembering-is-a-skill-you-can-learnYou can't learn Chinese characters by rote: https://www.hackingchinese.com/you-cant-learn-chinese-characters-by-roteHow to create mnemonics for general or abstract character components: https://www.hackingchinese.com/how-to-create-mnemonics-for-general-or-abstract-character-componentsDon't use mnemonics for everything when learning Chinese: https://www.hackingchinese.com/dont-use-mnemonics-for-everything4 Types of Mnemonic Devices and How to Use Them: https://www.tckpublishing.com/mnemonic-devicesHacking Chinese: A Practical Guide to Learning Mandarin: https://www.hackingchinese.com/courses/practical-guide-to-learning-mandarinHow to use mnemonics to learn Mandarin tones and pronunciation: https://www.hackingchinese.com/extending-mnemonics-inspiration-and-insightsLearning Chinese words: When quantity beats quality: https://www.hackingchinese.com/the-importance-of-knowing-many-wordsMore information and inspiration about learning and teaching Chinese can be found at https://www.hackingchinese.comMusic: "Traxis 1 ~ F. Benjamin" by Traxis, 2020 - Licensed under Creative Commons Attribution (3.0)

Michelle Michael is an internationally recognised education leader specialising in digital innovation and artificial intelligence in education. With more than 30 years of experience across schools, government and global advisory contexts, she brings a rare blend of strategic insight and practical implementation. As a former Director in the NSW Department of Education, Michelle played a pivotal role in shaping the state's response to generative AI. She led the development and launch of NSWEduChat, one of the largest system-wide AI initiatives in education, supporting teachers and leaders to engage with emerging technologies thoughtfully and responsibly. She also led major reforms including the Effective Use of Mobile Devices Strategy and served as Director of Learning from Home, supporting more than one million students and teachers during COVID. Michelle has advised governments internationally, presented to the OECD and shared the stage with global education leaders, including Sir Ken Robinson. Her leadership has been recognised with NSW Premier's and Australian College of Educators awards. A Fellow of Women in AI and EdSafe AI Alliance in New York, Michelle now works across a portfolio of roles. She is a Beachhead Advisor to New Zealand Trade and Enterprise, a casual academic at Macquarie University, founder of her own education consultancy and a Non Executive Director with Young Change Agents. Michelle's work sits at the intersection of innovation, ethics and impact, helping education systems navigate complexity with clarity and care.

@PamZettervall- X and Insta, and LinkedIn@JetwithZetHosted by Starr Sackstein & Crystal FrommertMusic by AudioCoffee: https://www.audiocoffee.net/Contact us: Starr@masteryportfolio.com crystal@masteryportfolio.com

If you feel like your homeschool only works when you're sitting right beside your child every minute, this episode is for you. In this episode, I share how medical appointments and special needs forced me to rethink my role in our homeschool — and how that shift helped us raise more independent learners without falling behind. I walk you through five practical ways to reduce constant parent involvement, including building rhythm instead of rigidity, leaning into your child's natural interests, using narration instead of endless worksheets, and protecting core skills while letting curiosity lead. If you're exhausted being the engine of everything, I hope this episode gives you permission to build a homeschool that feels alive — not heavy. Quick favor: If you'd like to potentially have me create an episode for you, I created a short questionnaire to help guide future episodes. As a thank you, anyone who fills it out will be entered into a drawing for a copy of my Movie Schooling book at the end of the semester. (Email is optional — only needed if you want to be entered to win.) https://forms.gle/xcgmPWHDqnDbeRYU6 XOXO, Katie Would you like to bless and support this show? Consider buying a coffee!

"We print education sheets that we have, and we say, 'Just ignore this part that says cancer. You're getting this med but for a different indication.' And then you have to really point out what our goals of care are. You're using the information that, as oncology nurses, we like and love, but we're having to cross it out and say, 'Just read this portion and just do this here.' And that can be challenging for the nurse and probably confusing for the patient," ONS member Brandy Thornberry, RN, OCN®, outpatient infusion and VAD supervisor at Logan Health in Kalispell, MT, told Lenise Taylor, MN, RN, AOCNS®, TCTCN™, oncology clinical specialist at ONS, during a conversation about education for patients receiving antineoplastic drugs for non-oncology indications. Taylor also spoke with ONS members Lizzy McMahon, BSN, RN, OCN®, and Jennifer Lynch, BSN, RN, TCTCN™, about general antineoplastic treatment education and tailoring education in the stem cell transplantation setting. 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 February 27, 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 of best practices for educating patients receiving antineoplastic therapies across oncology, non‑oncology, and stem cell transplant settings. Episode Notes  Complete this evaluation for free NCPD.  ONS Podcast™ episodes: Episode 259: Patient Education for Health Literacy and Limited English Proficiency Episode 197: Patient Learning Needs and Educational Assessments Episode 183: How Oncology Nurses Find and Use Credible Patient Education Resources Episode 179: Learn How to Educate Patients During Immunotherapy Episode 173: Oncology Nurses' Role in Stem Cell Transplants for Pediatric Sickle Cell Disease ONS Voice articles: Online Tool Helps You Apply Health Literacy Principles to Written Patient Education Personalized Patient Education: Ensure Effective, Inclusive, and Equitable Patient Education With These Five Strategies Policies and Procedures for Written Patient-Facing Cancer Education Materials Oncology Nursing Forum article: An Integrative Review of Patient Education During Inpatient Hematopoietic Stem Cell Transplantation ONS Hematology, Cellular Therapy, and Stem Cell Transplantation Learning Library Patient Education Sheets: Cancer Care, Explained 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 McMahon: "A great question would be to ask the patient what they already know and what they're most concerned about or what their biggest questions are. This way, the nurse can tailor their education to make sure to focus on what the patient doesn't know yet and what they're most concerned about, while still touching on all the required education topics. … It's also important for nurses to continually be assessing the patient's readiness to learn throughout the education session, looking for nonverbal cues or verbal signs that the patient is overwhelmed or anxious because this is going to interfere with their ability to take in new information." TS 3:49 Thornberry: "A lot of the education sheets and the products for them explain it like, 'This is cancer,' and more of an oncology perspective, so occasionally [non-oncology patients] can show up and be confused by it. I do feel like they come a little bit less prepared than our oncology patients. Our rheumatologists and neurologists, they sure try, but they just don't have the support in that realm either. They're full of every question you can imagine. They've never been to an infusion room. They don't know what to bring. Can they drink water and have their meds beforehand? It's a full gamut of really preparing them to get these for autoimmune or rheumatology-type issues." TS 14:12 Lynch: "I really want to spend time with those patients to make sure that we are not assuming that they are coming to us with any knowledge or experience. I want them to be able to come to us with questions and trust their healthcare team and really sit down with them and say, 'Okay, you don't have cancer, but we're using the word chemotherapy where we're talking about cancer drugs.'… And we're going to probably spend more time going over some of the basics about blood stem cells, types of cells that they grow into, how your body fights infection, what they're going to be at risk for. The side effects can be pretty scary when you're talking about them, especially back to back. So making sure that we are delivering the information that doesn't put them in a panic mode… A lot of reassurance, as well, and just taking into consideration that, yes, this might have this whole other layer of anxiety to it because of the unknown." TS 32:22

John Maytham speaks to Dr Nic Spaull, Senior Program Officer in the Global Education team at the Bill & Melinda Gates Foundation, who brings expert insight on early literacy, interventions, and strategies to support teachers and learners. Presenter John Maytham is an actor and author-turned-talk radio veteran and seasoned journalist. His show serves a round-up of local and international news coupled with the latest in business, sport, traffic and weather. The host’s eclectic interests mean the program often surprises the audience with intriguing book reviews and inspiring interviews profiling artists. A daily highlight is Rapid Fire, just after 5:30pm. CapeTalk fans call in, to stump the presenter with their general knowledge questions. Another firm favourite is the humorous Thursday crossing with award-winning journalist Rebecca Davis, called “Plan B”. Thank you for listening to a podcast from Afternoon Drive with John Maytham Listen live on Primedia+ weekdays from 15:00 and 18:00 (SA Time) to Afternoon Drive with John Maytham broadcast on CapeTalk https://buff.ly/NnFM3Nk For more from the show go to https://buff.ly/BSFy4Cn or find all the catch-up podcasts here https://buff.ly/n8nWt4x Subscribe to the CapeTalk Daily and Weekly Newsletters https://buff.ly/sbvVZD5 Follow us on social media: CapeTalk on Facebook: https://www.facebook.com/CapeTalk CapeTalk on TikTok: https://www.tiktok.com/@capetalk CapeTalk on Instagram: https://www.instagram.com/ CapeTalk on X: https://x.com/CapeTalk CapeTalk on YouTube: https://www.youtube.com/@CapeTalk567 See omnystudio.com/listener for privacy information.

Como siempre, dedicaremos la primera parte del programa a comentar la actualidad. En la primera noticia, discutiremos la decisión de Francia de retirarle al embajador estadounidense el acceso a los ministros del Gobierno. Después, hablaremos de la visión crítica que tienen muchos líderes europeos del apoyo de EE. UU. a Ucrania. Desde el punto de vista europeo, el abandono estadounidense de Ucrania, mientras esta se enfrenta a los ataques rusos, equivale a una traición. En el segmento de ciencia, hablaremos de la energía solar espacial, que podría proporcionar electricidad de forma fiable y limpia con independencia de la meteorología o del momento del día. Y concluiremos la primera parte del programa de hoy comentando el Festival de Cine de Berlín, que se vio sacudido por una polémica sobre su enfoque en relación al discurso político. El resto del episodio de hoy lo dedicaremos a la lengua y la cultura españolas. La primera conversación incluirá ejemplos del tema de gramática de la semana, Adverbs of Place. En esta conversación hablaremos del mercado de la vivienda en España donde la demanda supera la oferta y en consecuencia los precios se disparan. Revisaremos las posibles causas de este problema y ejemplos de países alrededor de España con un problema parecido y cómo lo están solucionando. Y, en nuestra última conversación, aprenderemos a usar una nueva expresión española, Ser peor el remedio que la enfermedad. La usaremos para hablar del uso del velo integral por algunas mujeres españolas. Aunque España es un estado aconfesional y las personas y las comunidades religiosas pueden practicar libremente según sus creencias, nos preguntamos si el Gobierno debería prohibir esta manifestación religiosa, pues podría limitar el empoderamiento de las mujeres. Francia le retira al embajador de EE. UU. el acceso a los ministros del Gobierno La traición estadounidense a Ucrania encaja con el nuevo orden político mundial ¿Puede la energía solar espacial asegurar la independencia energética de Europa? La Berlinale 2026, ensombrecida por una pelea sobre la política en el cine El mercado de la vivienda en España España, un estado aconfesional

Colleen McCoy-Cejka and Crystal Brooks are co-founders of Inclusion Solutions. Colleen has experience as a teacher, principal, assistant superintendent, and curriculum director in Catholic schools and has worked closely with dioceses and school leaders on systems change. Crystal is a speech-language pathologist and former state agency specialist whose work focuses on evidence-based instruction, inclusive classroom design, and supporting educators to meet students' academic, social, and emotional needs. In this episode, the conversation focuses on what it really means for faith-based schools to say yes to inclusion. Colleen McCoy-Cejka and Crystal Brooks talk about how inclusion is often misunderstood and how definitions of inclusion can unintentionally lead to separation instead of belonging. Complete show notes and transcript: https://mcie.org/think-inclusive/inclusive-education-in-faith-based-schools-practical-strategies-for-supporting-all-learners-1323/

Guest : Prof Faranaaz Veriava The Midday Report with Mandy Wiener is 702 and CapeTalk’s flagship news show, your hour of essential news radio. The show is podcasted every weekday, allowing you to catch up with a 60-minute weekday wrap of the day's main news. It's packed with fast-paced interviews with the day’s newsmakers, as well as those who can make sense of the news and explain what's happening in your world. All the interviews are podcasted for you to catch up and listen to. Thank you for listening to this podcast of The Midday Report Listen live on weekdays between 12:00 and 13:00 (SA Time) to The Midday Report broadcast on 702 https://buff.ly/gk3y0Kj and on CapeTalk https://buff.ly/NnFM3Nk For more from The Midday Report go to https://buff.ly/BTGmL9H and find all the catch-up podcasts here https://buff.ly/LcbDdFI Subscribe to the 702 and CapeTalk daily and weekly newsletters https://buff.ly/v5mfetc Follow us on social media: 702 on Facebook: https://www.facebook.com/TalkRadio702 702 on TikTok: https://www.tiktok.com/@talkradio702 702 on Instagram: https://www.instagram.com/talkradio702/ 702 on X: https://x.com/Radio702 702 on YouTube: https://www.youtube.com/@radio702 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/@CapeTalk567See omnystudio.com/listener for privacy information.

Nine years ago Heather Black - a self-taught sewer - started her first class for adults in Auckland.

AI can feel like a runaway train in classrooms and training programs—powerful, fast, and a little scary. We take the controls and show how to turn generative tools into true co-pilots: clear roles, simple guardrails, and small pilots that free us to focus on coaching, feedback, and real human connection.You'll hear role-based examples across K-12, higher education, and corporate learning: differentiated reading passages and exit tickets, outcome-aligned case prompts and quiz banks, and realistic scenario practice plus microlearning nudges for on-the-job performance.Want to put this into action? Grab the pilot checklist from the show notes, try one workflow this week, and tell us what changed. If this helped, follow the show, share it with a colleague, and leave a review so more educators and L&D pros can build ethical, effective AI co-pilots.

Guest: Terence Khala | Acting director for communications & researcher for the Department of Basic Education Only 3 in 10 early learners read at grade level, with 15% of Grade 3 pupils unable to decode a single word. Africa Melane talks to Terence Khala about the 2030 Reading Panel findings, provincial and language disparities, and how government and communities can work together to build a generation of confident readers. Early Breakfast with Africa Melane is 702’s and CapeTalk’s early morning talk show. Experienced broadcaster Africa Melane brings you the early morning news, sports, business, and interviews politicians and analysts to help make sense of the world. He also enjoys chatting to guests in the lifestyle sphere and the Arts. All the interviews are podcasted for you to catch-up and listen.Thank you for listening to this podcast from Early Breakfast with Africa Melane For more about the show click https://buff.ly/XHry7eQ and find all the catch-up podcasts here https://buff.ly/XJ10LBUListen live on weekdays between 04:00 and 06:00 (SA Time) to the Early Breakfast with Africa Melane broadcast on 702 https://buff.ly/gk3y0Kj and CapeTalk https://buff.ly/NnFM3NSubscribe to the 702 and CapeTalk daily and weekly newsletters https://buff.ly/v5mfetcFollow us on social media:702 on Facebook: https://www.facebook.com/TalkRadio702702 on TikTok: https://www.tiktok.com/@talkradio702702 on Instagram: https://www.instagram.com/talkradio702/702 on X: https://x.com/Radio702702 on YouTube: https://www.youtube.com/@radio702 CapeTalk on Facebook: https://www.facebook.com/CapeTalkCapeTalk on TikTok: https://www.tiktok.com/@capetalkCapeTalk on Instagram: https://www.instagram.com/CapeTalk on X: https://x.com/CapeTalkCapeTalk on YouTube: https://www.youtube.com/@CapeTalk567See omnystudio.com/listener for privacy information.

She didn't wait for access. She created it.On this episode of Leaders & Learners, I'm joined by Kelsey Nicole Nelson, award-winning sports journalist, professor, founder, and full-on table builder. From launching Listen In With KNN to leading internship pipelines and founding Books Breaking Borders, KNN is proof that legacy beats labels every time.We talk:• Building power in sports media as a Black woman• Creating opportunity when the gatekeepers stall• Balancing academia, entrepreneurship, and brand• Why being humble is different than being humbledIf you're in sports, media, leadership, or trying to bet on yourself louder this year, this one is for you.

Learning feels productive, but for many people, it's the reason they're stuck. In this episode, I explain how endless courses, books, and strategies become a form of procrastination, why knowledge without execution is useless, and how real progress only begins when you stop consuming and start implementing in the real world.

What if the fastest way to learn better is to understand why and where learning breaks down?In this episode, I'm joined by leading UK educator and author Alex Quigley to unpack his eight predictable failure points that derail studying — and the practical, research-backed strategies that fix them.Failure is normal. Success comes from recognising the signals early and responding with the right tools: retrieval practice, spaced learning, improved planning and evaluation, and metacognitive reflection of your studying. If you want to study less but learn more, this episode shows you how to close knowledge gaps, balance your confidence and find the motivation to turn struggles into steady progress.** ⭐About today's guest, Alex Quigley: Alex Quigley is a well-known figure in UK education: author of several popular books & a monthly column for the Times Educational Supplement, he's a former teacher who now works at the Education Endowment Foundation. 

Learning feels productive, but for many people, it's the reason they're stuck. In this episode, I explain how endless courses, books, and strategies become a form of procrastination, why knowledge without execution is useless, and how real progress only begins when you stop consuming and start implementing in the real world.

"Because the premise of immune checkpoint blockade centers around elevating the immune function, we should always take a great deal of caution around those patients who have high immune risks. Those include patients with autoimmune disorders. That's one of our biggest questions that we ask, usually every consult that we're seeing with solid tumor. 'Do you have any history of autoimmune disorders? Tell me a little bit more about it. Is it being treated? What are your symptoms like?' And then also patients who have undergone organ transplants. Now, interestingly, this does include stem cell transplants," Kelsey Finch, PharmD, BCOP, oncology pharmacist practitioner at Columbus Regional Health in Indiana, told Jaime Weimer, MSN, RN, AGCNS-BS, AOCNS®, manager of oncology nursing practice at ONS, during a conversation about checkpoint inhibitors. 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 February 20, 2027. Kelsey Finch has disclosed a speakers bureau relationship with AstraZeneca. 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 related to checkpoint inhibitors in the treatment of cancer. Episode Notes  Complete this evaluation for free NCPD.  ONS Podcast™ episodes: Pharmacology 101 series Episode 273: Updates in Chemotherapy and Immunotherapy Episode 174: Administer Pembrolizumab Immunotherapy With Confidence Episode 139: How CAR and Other T Cells Are Revolutionizing Cancer Treatment ONS Voice articles: Here's Why Oncology Nurses Are Pivotal in Managing Immune-Related Adverse Events Make Subcutaneous Administration More Comfortable for Your Patients Nursing Considerations for ICI-Related Myocarditis Oncology Nurses Navigate the Changing Landscape of Immuno-Oncology Postdischarge ICI Patient Education Eliminates Hospital Readmissions Shorter Administration Times Still Require High-Acuity Care ONS Voice oncology drug reference sheets: Dostarlimab-Gxly Nivolumab and Hyaluronidase-Nvhy Nivolumab and Relatlimab-Rmbw Pembrolizumab and Berahyaluronidase Alfa-Pmph Retifanlimab-Dlwr Toripalimab-Tpzi ONS books: Chemotherapy and Immunotherapy Guidelines and Recommendations for Practice (second edition) Guide to Cancer Immunotherapy (second edition) ONS course: ONS/ONCC® Chemotherapy Immunotherapy Certificate™ Clinical Journal of Oncology Nursing articles: Immune Checkpoint Inhibitor–Related Myocarditis: Recognition, Surveillance, and Management Immune Checkpoint Inhibitor Therapy: Key Principles When Educating Patients Triple M Syndrome: Implications for Hematology-Oncology Advanced Practice Providers ONS Huddle Cards: Checkpoint Inhibitors Immunotherapy ONS Learning Libraries: Genomics and Precision Oncology Learning Library Immuno-Oncology Learning Library Drugs@FDA package inserts National Comprehensive Cancer Network homepage OncoLink: All About Immunotherapy 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 "Before immune checkpoint blockade, the two-year overall survival rate in metastatic melanoma was hovering around 10%. After these agents came to market, depending on the trial and the agents used, that number actually increased to about 50%–65%. So, five times the amount of patients were actually living at the two-year mark. Not surprisingly, studies then exploded across several tumor types, leading to approvals in all sorts of cancers, mostly in the solid tumor. But there are a couple hematologic as well. Lung cancer, kidney cancer, head and neck, Hodgkin lymphoma, hepatocellular, the list goes on. So, it's really just transforming the stage IV setting across all tumors, specifically from uniformly fatal prognosis to one where durable responses and long-term survival is also possible." TS 3:03 "There are four different mechanisms officially being used in therapies that are approved by the U.S. Food and Drug Administration (FDA). Those are cytotoxic T-lymphocyte–associated protein 4, programmed cell death protein 1, and programmed cell death ligand 1, which I'm counting as two different mechanisms, even though they somewhat work together. And lymphocyte-activation gene 3 is the fourth one that's in there. So, all these mechanisms impact the T cell in our immune system. The T cell is traditionally responsible for protecting our body from harmful things like bacteria, viruses, and cancer. When the tumor binds to cytotoxic T-lymphocyte–associated protein 4 receptors, that happens on the T cell itself. And that inhibits the activation of the T cells, essentially allowing that tumor to then live. So when developing medications that block this receptor, they noted an added benefit that it actually increased the T-cell proliferation as well as keeping that T cell active. So not only are we not blocking the T cells, we're making them more productive." TS 5:38  "If you have a chance of any sort of tissue rejection, specifically with allogeneic stem cell transplants or where we see that focusing on it, there's a little bit of controversy, mixed bag on opinions as far as autologous stem cell transplants. But it's best to at least exercise a little bit of caution. If they have a chance of organ rejection, is that worth the risk of the therapy that we're looking to give? And then, patients with HIV, any sort of immunologic concerns at baseline that we could potentially worsen." TS 14:37 "As a rule of thumb, with immune checkpoint blockade, regardless of what mechanism you're looking at, if something in your body can get inflamed, that can wind up as an adverse event. So, whenever I talk to my patients, the key word is anything ending in '-itis.' ... The most common adverse events that we end up seeing are dermatitis and hypothyroidism. Immune checkpoint blockade can cause both hyper- and hypothyroidism. Very often, we actually start in the hyper- and then end up, for lack of better words, burning out the thyroid, ultimately leading to a sustained hypothyroidism." TS 18:34 "The half-life of immune checkpoint inhibitors is usually around 30 days, meaning that once these agents are given, the drug will be in the patient's system for up to five months. Specifically, it will probably build month to month, so often we don't even see a lot of our adverse events until month three or four. Usually, when we're that far into treatment, we're not looking for new adverse events in things like chemotherapy. But these drugs do build over time." TS 24:28 "As far as safe handling is concerned, these agents are not chemotherapy. That makes drug compounding and administration pretty straightforward. When looking at the follow-up care, the most important thing, in my opinion, is to engage in meaningful dialogue with your patients. A lot of the side effects can be nonspecific. So, really listening to the patient and evaluating changes in their lifestyle, I think it'll get you far. We usually hark in on the new, worsening, or persistent whenever we're talking to patients because they'll be looking for things as well. So, just having a dialogue of how their life has changed can certainly help." TS 26:17

This is Part 4 of our conversation with Dr Susan Friedman. Dr Friedman is one of our favorite guests on this podcast. She's a professor emeritus in the psychology department at Utah State University. She's been a long-time member of the Clicker Expo Faculty and she runs the very popular on-line course Behavior Works: Learning and Living with Animals. In Part 1 Susan shared with us her most recent project - the Behavior Works Zoo School which you can read about at BWZS.org. We talked about why teams matter. In Part 2 the conversation centered around how to develop great working teams. We talked about what it means to be a leader. How do you maintain control and support a creative, generative team? Susan discussed ways to maintain healthy teams. In Part 3 we talked about influence. Susan reminded us that we have evolved to be influenced by our environment. To build an effective team you need to get the explanation for a person's behavior out of the inside of the person and into the environment where it belongs. To use Susan's example: instead of talking about what a jerk someone is, we should be looking at how the environment selected for that jerky behavior and how the team can change the environment to change that jerky behavior. To build a good team you commit to the science of behavior. Part 4 takes us to an in-depth look at what it means to be a teacher. Teaching is not an opportunity to show someone what you know. It's an opportunity to influence Susan stressed the great need for mentors. To stay on only the life long learning path and not become a mentor is a huge loss We discussed imposter syndrome, defining it and then setting it aside as a concern. As Susan said, you only need to be one or two chapters ahead of your students. I added my favorite definition of a teacher - a teacher is someone who started before you. You don't have to be THE expert and have all the answers because nobody has all the answers. How do you know when you're ready? You ask your mentors. And remember, one of the best ways to learn is to teach. When you can clearly explain something to someone else, you know you understand that piece. You own it. When you explain it to a second person, you may well discover that your first set of instructions aren't enough. Each learner is unique. You're learning flexibility, creativity. You're discovering new details that make the instructions better and expand your own understanding of the work. Teaching is such a great way to learn. Susan provides a strong nudge to the lifelong learners to get out there and teach.

In this video, I break down five common grammar misconceptions that hold language learners back.

Learners must actively reproduce in their own minds the truth they are acquiring.In this seventh episode of our Seven Laws of Teaching series, Ryan Gilmore is joined by Logic School Humane Letters Chair Cara Pilgreen to explore John Milton Gregory's Law of the Learning Process. Together, they examine how true learning moves beyond memorization into understanding, expression, proof, and application, requiring active ownership from the student. This conversation encourages teachers and parent co-teachers alike to slow down, invite curiosity, and cultivate learners who investigate truth deeply, connect ideas meaningfully, and carry their learning into life with wisdom and faith.Free PDF of The Seven Laws of Teaching by John Milton Gregory through Veritas Press! https://www.oakgroveclassical.com/https://www.instagram.com/oakgroveclassicalacademy/https://www.facebook.com/OakGroveClassical/https://naumsinc.org/ https://classicalchristian.org/

John Maytham is joined now by Alderman JP Smith, Mayoral Committee Member for Safety and Security, to unpack what this shift from a written learner's licence test to a computerised test means for applicants, how it addresses concerns around corruption, and whether this is the beginning of a fully digitised testing environment in Cape Town. Afternoon Drive with John Maytham is the late afternoon show on CapeTalk. Presenter John Maytham is an actor and author-turned-talk radio veteran and seasoned journalist. His show serves a round-up of local and international news coupled with the latest in business, sport, traffic, and weather. The host’s eclectic interests mean the program often surprises the audience with intriguing book reviews and inspiring interviews profiling artists. A daily highlight is Rapid Fire, just after 5:30 pm. CapeTalk fans call in to stump the presenter with their general knowledge questions. Another firm favourite is the humorous Thursday crossing with award-winning journalist Rebecca Davis, called “Plan B”. Thank you for listening to a podcast from Afternoon Drive with John Maytham Listen live on Primedia+ weekdays from 15:00 to 18:00 (SA Time) to Afternoon Drive with John Maytham broadcast on CapeTalk https://buff.ly/NnFM3Nk For more from the show, go to https://buff.ly/BSFy4Cn or find all the catch-up podcasts here https://buff.ly/n8nWt4x Subscribe to the CapeTalk Daily and Weekly Newsletters https://buff.ly/sbvVZD5 Follow us on social media: CapeTalk on Facebook: https://www.facebook.com/CapeTalk CapeTalk on TikTok: https://www.tiktok.com/@capetalk CapeTalk on Instagram: https://www.instagram.com/ CapeTalk on X: https://x.com/CapeTalk CapeTalk on YouTube: https://www.youtube.com/@CapeTalk567 See omnystudio.com/listener for privacy information.

→ What does it look like to put student connections before content?→ How can we help every student in our communities feel a sense of belonging?→ How can we leverage social media to tell stronger stories as building leaders?Welcome back to another episode of the Teachers on Fire Podcast, airing live on YouTube most Saturday mornings at 8am Pacific, 11am Eastern. My name is Tim Cavey, and my mission here is to warm your heart, spark your thinking, and ignite your professional practice.About This Guest, Josh TovarJosh is the proud principal at Memorial Pathway Academy in Garland ISD, just outside of Dallas, Texas. Josh has been in education for over thirty years and has supported at all levels from elementary to university. Josh is the proud son of Virginia and Jesus Tovar, a proud immigrant to the USA and former US Marine.Timestamps from This Episode0:00:00 - Josh Tovar is the principal of Memorial Pathway Academy in Garland, TX1:43 - How Josh's wife empowers his leadership7:29 - "No More Orange Jumpsuits" at MPA15:47 - How Josh uses social media to tell stories and build culture21:40 - How Josh makes every MPA student feel that they belong27:02 - Combining the discipline of the Marines with love and joy30:59 - How Josh relates with students who have made big mistakes34:30 - Josh's contributions on two recent ed leadership books39:33 - How and where to connect with Josh onlineConnect with Joshon LinkedIn,on LinkedInand on X, Instagram, TikTok, and YouTube @JTspotlights.Visit the home of Teachers on Fire at https://teachersonfire.net/.Song Track Credit: Tropic Fuse by French Fuse - retrieved from the YouTube Audio Library at https://www.youtube.com/audiolibrary/.

"It's important to clarify that most patients will experience and at least some side effects—and often several. So prevention really means reducing severity, complications, and long-term impact rather than avoiding side effects altogether. This process starts before radiation begins and continues throughout the treatment and includes dental evaluation, baseline swallowing assessments, and thorough patient education," ONS member Astrid Amoresano, RN, OCN®, lead oncology nurse specialist at New York Proton Center in New York, NY, told Jaime Weimer, MSN, RN, AGCNS-BS, AOCNS®, manager of oncology nursing practice at ONS, during a conversation about side effects of radiation for head and neck 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 February 13, 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 side effects in people with head and neck cancer. Episode Notes  Complete this evaluation for free NCPD.  ONS Podcast™ episodes: Cancer Symptom Management Basics series Episode 301: Radiation Oncology: Side Effect and Care Coordination Best Practices Episode 128: Manage Treatment-Related Radiodermatitis With ONS Guidelines™ ONS Voice articles: Highly Localized, Precision Radiation Therapies Require Nurses to Drive Care Coordination, Patient Education IMRT Shows Similar Quality-of-Life Outcomes to Proton Therapy in Head and Neck Cancer How to Handle Even the Worst Radiation Therapy Side Effects ONS book: Manual for Radiation Oncology Nursing Practice and Education (fifth edition) ONS courses: ONS/ONCC® Radiation Therapy Certificate™ ONS Oncology Symptom Management Clinical Journal of Oncology Nursing articles: The Role of Advanced Practice Providers in Radiation Oncology in 2025 Systematic Review of Malnutrition Risk Factors to Identify Nutritionally At-Risk Patients With Head and Neck Cancer Effects of a Nurse-Initiated Telephone Care Path for Pain Management in Patients With Head and Neck Cancer Receiving Radiation Therapy Radiation-Induced Skin Dermatitis: Treatment With CamWell® Herb to Soothe® Cream in Patients With Head and Neck Cancer Receiving Radiation Therapy ONS Radiation Learning Library ONS Symptom Intervention Resources ONCC: Radiation Oncology Certified Nurse (ROCN™) American Cancer Society CA: A Cancer Journal for Clinicians article: American Cancer Society Head and Neck Cancer Survivorship Care Guideline Cancer Survivors Network: Head and neck cancer Head and neck cancer resources Radiation therapy resources American Society of Radiation Oncology National Cancer Institute: Common Terminology Criteria for Adverse Events (CTCAE) 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 "Many tumors in the region are very radiosensitive, and radiation can be used either as definitive treatment or after surgery to reduce the risk of reoccurrence, but in many cases, radiation is combined with chemotherapy to improve local control. Because so many vital structures are located in this small complex area, radiation allows us to treat the cancer while minimizing the need for extensive or disfiguring surgery." TS 2:40 "The most common acute side effects of head and neck radiation: effects to the mouth, the throat, the skin, and the energy level. Patients often experience a mucositis, pain or sore throat, difficulty swallowing, dry mouth, or thick saliva, and taste changes. Skin irritation and redness in the treatment field is also common and can progress to dry and moist desquamation. Fatigue is another frequent side effect and tends to build as treatment progresses. Emotional and psychological distress are also very common in this patient population and can have an impact on daily function and quality of life. Side effects usually develop gradually, often beginning in the second and third week of radiation and may be more severe or have an earlier onset in patients receiving concurrent chemotherapy." TS 4:02 "Pain management is essential so patients can continue eating and drinking. Supporting the energy level and maintaining hydration are also key, as fatigue and dehydration can significantly worsen other side effects. Oral care protocols help manage mucositis and nutrition support may include supplements or enteral feeding if needed." TS 11:24 "Sexual health might not be the first thing nurses think of in regard to head and neck radiation. … But even though radiation for head and neck cancer doesn't involve the reproductive organs, it can still have a significant impact on sexual health and intimacy. Like fatigue, pain, dry mouth, changes in speech and visible changes in appearance can all affect body image and relationships." TS 14:52 "One of the common misconceptions is that side effects end when radiation ends. In reality, some effects peak afterward or become long term. Xerostomia, or dry mouth, and taste changes are good examples. While some patients improve, others adjust to a new normal where dry mouth and altered taste are permanent." TS 19:53

Comenzaremos la primera parte del programa discutiendo la actualidad. El martes se publicó el Índice de Percepción de la Corrupción 2025. Discutiremos algunas de las tendencias que incluye el informe. A continuación, hablaremos del último tratado de control de armas nucleares que quedaba entre Rusia y Estados Unidos, que expiró el pasado jueves. Por primera vez en más de 50 años, el mundo no tiene ningún tratado de control de armas nucleares. El segmento de ciencia lo dedicaremos a un estudio que argumenta que los alimentos ultraprocesados deberían regularse de forma muy similar al tabaco. Y, para acabar, hablaremos de la Super Bowl, que tuvo lugar el pasado domingo. Es un gran acontecimiento deportivo y cultural que se celebra en EE. UU. El resto del episodio de hoy lo dedicaremos a la lengua y la cultura españolas. La primera conversación incluirá ejemplos del tema de gramática de la semana, Adverbs: Overview. En esta conversación hablaremos de Barcelona, ciudad mediterránea poseedora de una arquitectura modernista maravillosa. 2026 va a ser un año muy especial para esta ciudad: la UNESCO-UIA la ha nombrado Capital Mundial de la Arquitectura 2026. Además, se celebra el centenario de la muerte del famoso arquitecto Antonio Gaudí. Y, en nuestra última conversación, aprenderemos a usar una nueva expresión española, Malas lenguas. La usaremos para hablar del bisabuelo del rey Felipe VI, actual rey de España. Es decir, Alfonso XIII, llamado el Africano. Se casó joven con Victoria Eugenia de Battenberg, nieta de la reina Victoria de Inglaterra. Pero lo que parecía un cuento de hadas, terminó siendo un teatro. El matrimonio tuvo una relación distante, y la madre del rey y su nuera nunca congeniaron. Los países occidentales caen a nuevos mínimos en un índice global de corrupción Por primera vez en más de 50 años, el mundo no tiene ningún tratado de control de armas nucleares Un estudio compara los riesgos de salud asociados a los alimentos ultraprocesados con los de los cigarrillos Un espectáculo histórico del descanso de la Super Bowl eclipsa al propio partido Barcelona 2026, Capital Mundial de la Arquitectura Alfonso XIII, el Africano

In this week's episode ofThe ADHD Women's Wellbeing Podcast, I'm joined by Susana Gonzalez, a qualified neurodiversity educator, teacher, speaker and founder of ND Bright Brains, who brings both lived experience and professional insight to how we approach education for neurodivergent children and teens. Susana is passionate about creating neuro-affirming learning environments that empower young people, rather than shame or punish them.This episode is a must-listen for parents, teachers, SEN professionals or anyone who wants to advocate for and support ND learners with more compassion and understanding.My new book, The ADHD Women's Wellbeing Toolkit, is now available, grab your copy here!Key Takeaways:Why we need to understand behaviour as communication, not a choice, for neurodivergent studentsHow schools can support ND learners with realistic, low-cost changesThe impact of executive function and sensory overwhelm in ND childrenWhy punishment and “discipline systems” often do more harm than goodHelping children understand their own neurobiology to build confidenceWhat flexible, strengths-based learning actually looks like in real classroomsHow to reframe exam revision for neurodivergent studentsThe role of metacognition in long-term self-awareness and academic successWhat teachers need to know about ADHD, dyslexia, OCD and giftednessCreating neuro-affirming environments at home and in schoolHow to empower ND children to ask for what they need without fearTimestamps:03:41 – The Importance of Flexibility in Schools11:20 – Compassion vs. Punishment for Executive Dysfunction14:45 – Understanding Neuroplasticity and Skill Development29:25 – Revision Techniques for ND Learners32:40 – Metacognition and Reflective Learning35:53 – Increasing Self-Awareness for ADHD Children39:46 – Developing Self-Trust, Empowerment and Self-AdvocacyTogether, by making flexible, realistic changes to support neurodivergent learners and help them to understand their behaviour through a neurodiversity lens for long-term confidence and success.Join the

ConnectWebsite: All Learners NetworkFacebookInstagramXLinkedInJohn's email: johntapper@alllearnersnetwork.comResources from Today's ShowJohn's book: Solving for Why: Understanding, Assessing, and Teaching Students Who Struggle with Math, Grades K-8

“Helping my daughter practise for driving test opened my eyes to awful behaviour on Irish roads... In breaching the rules of the road, we also disregard basic human psychology: monkey see, monkey do.” That's the warning from Dr Suzanne Crowe, Consultant in Paediatric Intensive Care and President of the Medical Council.

Supporting teachers can be one of the most powerful ways to create lasting change for students—but it requires a shift in how we view our role as school-based OTs. In this episode, Dr. Ellen Cullen shares her groundbreaking doctoral capstone work on occupation-based coaching, where she treated teachers as clients and used MOHO to support their self-efficacy and align their practices with their professional values.Ellen reveals how experienced teachers often don't lack competence—they lack alignment between what they value and what the system demands of them. By becoming co-designers rather than experts, OTs can empower teachers to reclaim their autonomy, reduce burnout, and implement sustainable strategies that truly benefit students.Whether you're struggling to make time for consultation or wondering how to make your impact last beyond the therapy session, this episode offers practical, immediately actionable strategies. Listen now to discover how supporting teachers isn't just good practice—it's essential to creating meaningful change for the students we serve.Listen now to learn the following objectives:Learners will understand the power dynamics in classroom consultation and how to approach teachers as occupational beingsLearners will identify how to apply occupation-based coaching models (using frameworks like MOHO and IRM) to support teacher self-efficacyLearners will understand practical strategies for integrating teacher support into existing service delivery modelsThanks 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!

"You also want to deal with patient preferences. We do want to get their disease under control. We want to make them live a long, good quality of life. But do they want to come to the clinic once a week? Is it a far distance? Is geography a problem? Do they prefer not taking oral chemotherapies at home? We have to think about what the patient's preferences are to some degree and kind of incorporate that in our decision-making plan for treatments for relapsed and refractory myeloma," Ann McNeill, RN, MSN, APN, nurse practitioner at the John Theurer Cancer Center at Jersey Shore University Medical Center in Neptune, NJ, told Lenise Taylor, MN, RN, AOCNS®, TCTCN™, oncology clinical specialist at ONS, during a conversation about multiple myeloma treatment considerations. 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 February 6, 2027. Ann McNeill has disclosed a speakers bureau relationship with 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 related to the treatment of multiple myeloma. Episode Notes  Complete this evaluation for free NCPD. ONS Podcast™ episodes: Episode 398: An Overview of Multiple Myeloma for Oncology Nurses Episode 395: Pharmacology 101: Monoclonal Antibodies Episode 372: Pharmacology 101: Proteasome Inhibitors ONS Voice articles: Effective Care Transitions Are Essential for New Multiple Myeloma Treatments New Multiple Myeloma Treatments Present New Challenges in Side Effect Management Reduce Racial Barriers and Care Inequities for Black and African American Patients With Multiple Myeloma ONS Voice FDA approval alerts ONS Voice oncology drug reference sheets: Belantamab mafodotin-blmf Daratumumab Motixafortide Selinexor Clinical Journal of Oncology Nursing articles: Journey of a Patient With Multiple Myeloma Undergoing Autologous Stem Cell Transplantation Optimizing Transitions of Care in Multiple Myeloma Immunotherapy: Nurse Roles Oncology Nursing Forum article: Facilitators of Multiple Myeloma Treatment: A Qualitative Study ONS books: Hematopoietic Stem Cell Transplantation: A Manual for Nursing Practice (third edition) Multiple Myeloma: A Textbook for Nurses (third edition) ONS course: ONS Hematopoietic Stem Cell Transplantation™ ONS Huddle Cards: Financial Toxicity Hematopoietic Stem Cell Transplantation (HSCT) Monoclonal Antibodies ONS Hematology, Cellular Therapy, and Stem Cell Transplantation Learning Library American Society of Clinical Oncology (ASCO)–Ontario Health: Treatment of Multiple Myeloma Living Guideline International Myeloma Foundation: Clinical Trials Fact Sheets Clinical Trial Support Resource Library Multiple Myeloma Research Foundation resource: 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 "Typically for our first-line therapies, we use certain classes of drugs and some of them are proteasome inhibitors like bortezomib and carfilzomib. We also have IMiDs or immunomodulatory agents like thalidomide, lenalidomide, and pomalidomide. We have monoclonal antibodies, anti-CD38 monoclonal antibodies. Of course, we can never talk about treatment for myeloma without mentioning dexamethasone. It is an integral part of our treatment regimen. Most of our frontline therapies now are not just a single agent. They're not even doublets anymore. Typically, they're triplet therapies. And now in 2026, it's leaning more toward quadruplet therapies. By that, I mean you're taking a proteasome inhibitor, an immunomodulatory drug, dexamethasone, and an anti-CD38 monoclonal antibody all together to present patients with a good chance their induction therapy will lead to a good chance of them responding to treatment." TS 4:25 "[With] myeloma labs, there should be some indication after each cycle of therapy that the treatment is working. So, you don't have to do a whole myeloma panel, but maybe getting a monoclonal protein spike, maybe getting a free light chain assay, or maybe an immunoglobulin G or immunoglobulin A level, just to see if the treatment is working. So, those labs are crucial to determine whether the therapies are working. And again, the lab improvements usually correlate with the clinical presentation of the patient." TS 11:01 "There are active clinical trials ongoing with drugs like cell mods. Cell mods are the new oral anticancer agents for myeloma that have shown great promise with efficacy and safety profiles. And then there are other combinations that are showing a lot of promise. So, drugs that are already approved by the U.S. Food and Drug Administration (FDA). And I'm talking about pairing anti-CD38 monoclonal antibodies with bispecific T-cell engagers. If you do that, there has been some evidence that these combinations are very efficacious and responses are durable. And there are ongoing clinical trials and studies being done right now to see if these can be FDA-approved to pinpoint where they are as far as in comparison to other treatments." TS 20:10 "I always tell patients to try to participate in safe, and I want to stress safe, physical activity. So, I tell patients, the more you sit on the couch or you sit in the chair for most of the day, that unfortunately will make your pain worse. So, trying to get up and about and doing some physical activity, such as getting a physical therapy evaluation and a treatment program, no matter how passive or mild or gentle it is, can really help these patients with bone pain." TS 26:10 "I think it's important to realize that myeloma has had amazing advances in science, research and treatments. I think that all of these things coming together, all the science and clinical trials and everything like that, has led to a significant increase in overall survival of our patients, which ultimately is a great thing. We want patients to live longer and they're living longer with a very good quality of life. So, I think it's important to realize that myeloma is very well studied, very well researched, and it's still ongoing with many, many clinical trials." TS 36:04

What do you do when students already know the math before you even teach it?This question came straight from a listener—and it's one we don't talk about enough. While so much attention in education focuses on supporting students below grade level, we often miss a critical (and underserved) group: the students who already “get it.”Without meaningful mathematical thinking and cognitive challenge, these students may disengage, develop surface-level strategies, or come to see math as boring and procedural. In this episode, we explore why traditional unit pacing may actually harm these learners—and what educators can do instead to deepen reasoning, sense-making, and flexibility. If you've ever wondered what comes after mastery, this conversation is for you.Listeners Will Learn:Why “early finishers” often get the least instructional support in mathHow adjusting pace can unintentionally limit access to the full landscape of grade-level mathematicsWhat it looks like to create math challenge without just assigning more problemsHow “what if?” questions and strategic mathematical constraints deepen understandingWhy abstract thinkers need to represent their thinking—and how to get their buy-inHow planning ahead (not improvising) leads to better differentiation in mathThe power of mini-consolidations to target all learners, not just the middleWhy all students—not just struggling ones—deserve access to rich, high-cognitive-demand math tasksWhether you're a teacher trying to meet a wide range of learners or a coach supporting classroom math differentiation, this episode is packed with tools and mindsets to help you stretch mathematically confident learners without sacrificing your core instruction.Not sure what matters most when designing math improvement plans? Take this assessment and get a free customized report: https://makemathmoments.com/grow/ Math coordinators and leaders – Ready to design your math improvement plan with guidance, support and using structure? Learn how to follow our 4 stage process. https://growyourmathprogram.com Looking to supplement your curriculum with problem-based lessons and units? Make Math Moments Problem Based Lessons & Units Show Notes PageLove the show? Text us your big takeaway!Are you wondering how to create K-12 math lesson plans that leave students so engaged they don't want to stop exploring your math curriculum when the bell rings? In their podcast, Kyle Pearce and Jon Orr—founders of MakeMathMoments.com—share over 19 years of experience inspiring K-12 math students, teachers, and district leaders with effective math activities, engaging resources, and innovative math leadership strategies. Through a 6-step framework, they guide K-12 classroom teachers and district math coordinators on building a strong, balanced math program that grows student and teacher impact. Each week, gain fresh ideas, feedback, and practical strategies to feel more confident and motivate students to see the beauty in math. Start making math moments today by listening to Episode #139: "Making Math Moments From Day 1 to 180.

Alexander Landa is the Co-founder and CEO of Akiva, an AI-driven immersive learning platform that helps neurodivergent individuals build skills through engaging virtual reality lessons. Driven by his experience as a father navigating special education challenges, he founded Akiva to help families, clinicians, and educators foster meaningful progress. With over 25 years of leadership in software and tech startups, Alexander brings deep expertise in building and scaling innovative products. Under his leadership, Akiva continues expanding access to inclusive, science-backed learning experiences that empower users to thrive.  In this episode… Immersive technology is changing the way people learn, connect, and grow — especially for those who experience the world differently. From virtual reality classrooms to AI-powered skill development, new tools are opening doors for more inclusive education. Could immersive learning be the key to helping neurodivergent learners thrive with greater confidence and independence? Alexander Landa, a longtime enterprise software leader and immersive learning innovator, believes it can. He explains that combining virtual reality with artificial intelligence creates a more supportive and engaging environment for individuals with autism, ADHD, dyslexia, and other neurodivergent conditions. He highlights how Akiva's platform personalizes learning through recommendation models and progress prediction, giving families and educators clearer insight into development. This approach helps learners build essential life and communication skills in a way that feels natural and empowering. He also shares why accessibility and dignity are central to the mission. In this episode of the Inspired Insider Podcast, Dr. Jeremy Weisz speaks with Alexander Landa, Co-founder and CEO of Akiva, to discuss immersive learning for neurodivergent learners. They explore how VR and AI support autism education, why Meta Quest is a powerful delivery tool, and the SPACE framework behind Akiva's approach. Alexander also shares his favorite resources and business-building lessons.

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Show notes at pharmacyjoe.com/episode1101 In this episode, I’ll discuss the association between number of learners trained per year and rates of burnout among inpatient pharmacists.

"Radioimmunoconjugates work through a dual mechanism that combines immunologic targeting with localized radiation delivery. The monoclonal antibody components bind to specific tumor-associated antigens such as CD20, expressed on malignant B cells. Once found, the attached radioisotope delivers beta radiation directly to the tumor, causing DNA damage and cell death," Sabrina Enoch, MSN, RN, OCN®, CNMT, NMTCB (CT), theranostics clinical specialist at Highlands Oncology in Rogers, AR, told Jaime Weimer, MSN, RN, AGCNS-BS, AOCNS®, manager of oncology nursing practice at ONS, during a conversation about radioimmunoconjugates. Music Credit: "Fireflies and Stardust" by Kevin MacLeod Licensed under Creative Commons by Attribution 3.0  Earn 0.25 contact hours of nursing continuing professional development (NCPD) by listening to the full recording and completing an evaluation at courses.ons.org by January 30, 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 in the history of, the mechanism of action of, and the use of radioimmunoconjugates in the treatment of cancer. Episode Notes  Complete this evaluation for free NCPD. ONS Podcast™ episodes: Pharmacology 101 series Episode 377: Creating and Implementing Radiopharmaceutical Policies and Procedures Episode 301: Radiation Oncology: Side Effect and Care Coordination Best Practices Episode 298: Radiation Oncology: Nursing's Essential Roles ONS Voice articles: Interprofessional Collaboration Reduces Time to Neutropenia Antibiotic Administration Radiopharmaceuticals and Theranostics Offer New Options for Oncology Nurses to Transform Cancer Care Radiopharmaceuticals Pack a One-Two Punch Against Cancer Safety Is Key in Use of Radiopharmaceuticals Telehealth Has Value During Radiotherapy, Patients Say ONS Voice oncology drug reference sheets: Lutetium Lu 177 dotatate Lutetium Lu 177 vipivotide tetraxetan Radium 223 dichloride Sodium iodide-131 Strontium chloride Sr-89 ONS books: Chemotherapy and Immunotherapy Guidelines and Recommendations for Practice (second edition) Manual for Radiation Oncology Nursing Practice and Education (fifth edition) ONS courses: ONS/ONCC® Chemotherapy Immunotherapy Certificate™ ONS/ONCC® Radiation Therapy Certificate™ Clinical Journal of Oncology Nursing articles: Radiopharmaceutical Safety: Making It Easy Targeted Radionuclide Therapy: A Theranostic Approach to Cancer Therapy ONS Huddle Cards: Radiobiology Radiopharmaceuticals ONS Learning Libraries: Immuno-Oncology Radiation ONS Symptom Interventions for Prevention of Bleeding Drugs@FDA package inserts 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 "Radioimmunoconjugates are a specialized subset of radiopharmaceuticals designed to combine the specificity of monoclonal antibodies with the cytotoxic power of radiation. ... Early development focused on B-cell malignancies, particularly non-Hodgkin lymphoma." TS 1:51  "An important concept for nurses to understand is the crossfire effect, where radiation can affect nearby tumor cells, even though not every cell expressed has the target antigen. This helps explain why these agents can be effective even in heterogeneous tumors." TS 3:40 "At present, 90 Y-ibritumomab tiuxetan is the only radioimmunoconjugate approved by the U.S. Food and Drug Administration (FDA) in clinical use. Historically, iodine-131 tositumomab played a major role in establishing these therapy classes, but it's also useful to contrast radioimmunoconjugates with other radiopharmaceuticals, such as iodine-131 therapies, which a lot of places do at this time, used for thyroid diseases, or radium 223, used for metastatic prostate cancer. Unlike those agents, radioimmunoconjugates rely on antibody-mediated targeted rather than physiologic uptake or bone affinity." TS 4:55 "I just try to explain to [patients] that radiation exposure is like being next to a flame. The further you are away, the less heat you get, the less exposure you get. These patients can be radioactive for three days, seven days—it just depends on how fast they excrete it through their bodies with half-life exposure." TS 9:33 "While only one agent is currently approved, the principles established by radioimmunoconjugates continue to guide development for newer targeted radiopharmaceuticals. Emerging agents aim to improve targeting, reduce toxicity, and expand indications beyond hematologic malignancies. This evolution underscores the importance of nursing education in this rapidly changing field." TS 10:41 "Radioimmunoconjugates represent an important bridge between traditional oncology treatments and the future of targeted therapies. Oncology nurses play a vital role in ensuring safe delivery, patient understanding, and collaboration between multidisciplinary teams. So, it's very important to educate and also stay up to date on evidence-based practices." TS 13:12

What does it take for students with learning differences to find their voice and advocate for their own needs? In this episode, we explore self advocacy with CHC experts, Emily Hsu, PhD and Yi-Hua Lin, PsyD as a learnable skill that's critical for academic success and beyond. We'll discuss when students can start developing this ability, how it evolves from elementary through high school, and the practical strategies kids can use to speak up in the classroom—even when they feel different from their peers.We'll also tackle the parent perspective: how to build your child's confidence at home without overstepping, and how to partner with teachers to create a safe environment for self-advocacy. Whether you're a parent, educator, or advocate, you'll walk away with actionable strategies to help every learner stand up for themselves.Resources:CHC OnlineCHC's Catherine T. Harvey Center for Clinical ServicesCHC's Resource LibrarySign up for our Virtual Village email list to receive our latest episodes and recent CHC updates. Visit Voices of Compassion online for full show notes including additional resources. Find us on Facebook, Twitter, Instagram and LinkedIn and visit our YouTube channel for videos. Subscribe and leave us a review wherever you listen! We love to hear from you - email us at podcast@chconline.org.Santo Rico by Twin Musicom is licensed under a Creative Commons Attribution 4.0 license. https://creativecommons.org/licenses/by/4.0/Artist: http://www.twinmusicom.org/

In Italian, there are two verbs that mean “to be”: essere and stare. When should you use each one? Find out in this simple guide! 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/essere-vs-stare Today's Italian words: Sono felice = I'm happy Sono italiano = I'm Italian (m) Sono alto = I'm tall (m) Sono qui = I'm here Sto bene = I'm well Sto male = I'm not well, literally “I'm bad” Sto meglio = I'm better Stare con le persone = to spend time with people, literally “to stay with people” Stare con la famiglia = to spend time with the family, literally “to stay with the family” Stare zitto = to be quiet, to shut up Stare fermo = to stay still Stare attento = to pay attention, literally “to stay attentive” Stare calmo = to stay calm

"The United States does not have a national cancer registry. We have a bunch of state registries. Some of those registries do collaborate and share information, but the issue is the registries that do exist typically do not report cancer by occupation. So, we cannot get our arms around the potential work-relatedness of the health outcome given the current way the state registries collect information. What we're trying to set up, is a way to make what is currently an invisible risk, visible," ONS member Melissa McDiarmid, MD, MPH, DABT, professor of medicine and epidemiology and public health director of the division of occupational and environmental medicine at the University of Maryland School of Medicine in Baltimore, told Jaime Weimer, MSN, RN, AGCNS-BS, AOCNS®, manager of oncology nursing practice at ONS, during a conversation about the University of Maryland School of Medicine Hazardous Drug Safety Center Exposure Registry. 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 January 23, 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 in the incidence of hazardous drug exposure and the tracking and reporting of healthcare worker exposures. Episode Notes  Complete this evaluation for free NCPD. University of Maryland School of Medicine Hazardous Drug Safety Center Exposure Registry information sheet ONS Podcast™ episodes: Episode 330: Stay Up to Date on Safe Handling of Hazardous Drugs Episode 308: Hazardous Drugs and Hazardous Waste: Personal, Patient, and Environmental Safety Episode 209: Updates in Chemo PPE and Safe Handling ONS Voice articles: Hazardous Drug Surface Contamination Prevails, Despite More Diligent PPE National Hazardous Drug Exposure Registry Safeguards Oncology Professionals NIOSH Releases Its 2024 List of Hazardous Drugs Safe Handling—We've Come a Long Way, Baby! Strategies to Promote Safe Medication Administration Practices Surfaces in Patient Bathrooms Often Contaminated With HDs, Despite Use of Plastic-Backed Pads ONS books: Safe Handling of Hazardous Drugs (fourth edition) Safe Handling of Hazardous Drugs Quick Guide™ ONS course: Safe Handling Basics Clinical Journal of Oncology Nursing articles: Hazardous Drug Exposure: Case Report Analysis From a Prospective, Multisite Study of Oncology Nurses' Exposure in Ambulatory Settings Personal Protective Equipment Use and Surface Contamination With Antineoplastic Drugs: The Impact of the COVID-19 Pandemic Sequential Wipe Testing for Hazardous Drugs: A Quality Improvement Project The Use of Plastic-Backed Pads to Reduce Hazardous Drug Contamination Oncology Nursing Forum articles: Ensuring Healthcare Worker Safety When Handling Hazardous Drugs Factors Influencing Nurses' Use of Hazardous Drug Safe Handling Precautions Other ONS resources: ONS Safe Handling of Hazardous Drugs Quick Guide Introduction to Safe Handling Huddle Card Safe Handling of Hazardous Drugs Learning Library Hematology/Oncology Pharmacy Association (HOPA) course: Safe Handling of Hazardous Drugs National Institute for Occupational Safety and Health (NIOSH) List of Hazardous Drugs in Healthcare Settings, 2024 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 thought that in order to answer some of the unclear questions about health risk, we would set up an exposure registry, in this case, for oncology personnel who handle the drugs. This would then create a cohort that we could ask questions to. For example, we could try to characterize whether there is a cancer excess in this group. Or characterize the reproductive abnormalities in excess that people are experiencing." TS 6:21 "It's sort of counterintuitive that the healthcare industry, whose mission itself is care of the sick, is a high-hazard industry. We typically think about the risk as being from infectious diseases, and certainly we've all lived in our practice lifetime through some examples of that. Even before COVID-19, some of us were doing preparation for Ebola and that sort of thing. So, we're kind of used to that. But the hazards that you kind of grew up with, we've routinized or normalized handling group one, human carcinogens, which a number of these drugs are—it's just something we do every day. Well, it is, but we have to do it with respect and with care every day. And I think sometimes in that routineness of it, we have sort of lost sight of the vigilance that we need to maintain." TS 11:19 "It's very easy in the life cycle of a drug in an organization to do something that doesn't just impact you, but unknowingly, you've contaminated a surface for somebody who comes behind you. Who maybe doesn't have plastic protective equipment on because something that got contaminated shouldn't have been contaminated in the first place. If we could all be thinking of it as more of a team sport, especially in terms of safe handling, that our disposition and drug handling affects not just us and our health, but those of our colleagues." TS 24:47 "For the job history pieces, we ask what year you started, what year you stopped, and we ask about estimations of handling. So we'll be able to come up with either a duration or some kind of metric for the intensity and duration of your handling history, which will then permit us to sort the population who completed the survey into sort of low, medium, high. And we'll see whether the health outcomes that are being reported are influenced by that drug handling history." TS 27:45 "The idea that we aren't exposed to the same therapeutic dose we give to our patients is absolutely true. However, the dosing schedule to them versus us is very different, and we are exposed frequently, if not daily, to very small concentrations. They don't reach a cytotoxic dose necessarily, but we do know from a lot of studies that either ourselves or our colleagues are taking up drug from contaminated work environments. And you've probably seen there is an awful lot of intermediate evidence looking at genotoxic insult in pharmacists and nurses who handle the drugs. So clearly we're showing uptake and we're showing that there are biologically plausible, concerning measures that are taking place in us. So, I think that we need to come back and circle around the idea that we need to have deep respect for the toxicity of these agents." TS 35:03

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