Named after the hundred-eyed watchman of Greek myth, Argus watches the education landscape: spotting new opportunities, pressure-testing the ventures we're building, and tracing every read back to the real-world signals behind it.
The evidence library: the raw signals the pipeline is watching across the education ecosystem. Every idea is built from these.
I propose that we might consider the following policy change to deal with staffing shortages: Teachers are permitted to inform a student, on the very last day of school, that they are in fact an asshole. They made chose one student each year and not more, so that the conversation can be a true tier 3 intervention. Just a thought. submitted by /u/Kiwi-Sorry [link] [comments]
A person with a business Bachelors degree completed an online MSN program, had about 2 months of orientation as a bedside RN, and is now going to be teaching students at the online school she graduated from. They will be adjunct faculty for an online MSN–Direct Entry program and are “excited about the opportunity to help teach, coach, and support the next group of nurses coming through the program.” They are, “especially excited about working with students in virtual simulation, clinical judgment, and NCLEX preparation.” This person is now referring to themselves as “professor.” Am I the only one who thinks this is wild? Someone with almost zero experience and beginner clinical judgment teaching others? submitted by /u/Digging_Naturalist [link] [comments]
Last Tuesday was our first day of instruction. The eighth graders came to pick-up their schedules and were offered a calm fidget toy. By Wednesday, I noticed that in my last three classes, about 75% had squishy and other fidget toys. On Thursday, one of my classes became especially distracted by the toys, students were playing with them, pounding them on the tables and so on. At that point, I decided I had reached my limit. On Friday, I stopped instruction and asked students to put the calming toys away, explaining that they would not longer be allowed during class. For the past two days, not one students has played with them. Has anyone else noticed an effect, whether positive or negative from these calming toys in the classroom? submitted by /u/Intelligent-Rain-22 [link] [comments]
My school district has banned all “communication devices” starting this year. This means phones, smart watches, wireless earbuds, and other things that result in kids being distracted (other than laptops and iPads). Results so far? We suspect some kids lying to the tune of “my parents grounded me and I don’t have my phone!” (Don’t worry, I’ve got a stock email in development for this problem to the kids parents). Otherwise, they’re socializing and it’s a tremendous breath of fresh air. My favorite thing I’ve seen so far is in my AP Chemistry class. A student walks in listening to wired headphones. Curious, I check to see what is going on, and they pull out of their pocket A PORTABLE CASSETTE PLAYER!!! I ask them what their listening to (I’m a huge music nerd and always love to talk music with the kids) and they share with me “oh, its Pearl Jam’s album ‘Ten’”. I just about fell out of my chair. This of course led to talks of Pearl Jam and other offshoots (Mad Season, Temple of the Dog,
They can hate it the whole time, and they can hate me, but I will make them learn. They will learn. They will read. They will write. They will be considerate, respectful, and polite humans. They will be kind, loving, and understanding. They will give a shit about their fellow humans. They will be confident in themselves and their abilities. If all they learn is how to be civil in an environment they don't want to be in with people they don't want to be around, they have learned something. I don't give two flying fucks about whether or not they want to learn. I want them to. I love them and I want the world for each and every single one of them. It was a long day. submitted by /u/warmdemander [link] [comments]
I am a PACU nurse (post anesthesia) I was feeling myself today... hair was hitting right, outfit was cute FIGS Scrubs, overall 10/10 vibes. I was caring for a patient fresh out of oral maxillofacial surgery who couldn't speak yet, so he motioned for a pen and paper ✍️ He writes one word: "HOT" For a solid three seconds, I was like, Damn, okay... even with a wired jaw he’s shooting his shot. Then he pointed at the blankets. He was just sweating. Humbled 😭 submitted by /u/External-Advance-425 [link] [comments]
In compliance with the requirement of the Paperwork Reduction Act of 1995 to provide opportunity for public comment on proposed data collection projects, the Office of Laboratory Animal Welfare (OLAW) in the Office of Extramural Research (OER) will publish periodic summaries of proposed projects to be submitted to the Office of Management and Budget (OMB) for review and approval.
In accordance with the Privacy Act of 1974, as amended, and Office of Management and Budget (OMB) guidance on computer matching, the Department of Health and Human Services (HHS) is providing notice of the establishment of a new matching program. Pursuant to the Payment Integrity Information Act of 2019, HHS, including its component divisions and program offices, is establishing a new matching program consisting of the computerized comparison of an HHS system of records with the Do Not Pay (DNP) Working System, which is administered by Treasury's Bureau of the Fiscal Service. This matching program will enable HHS to compare records maintained in an HHS system of records covering HHS grantees and grant payments with records maintained in the DNP Working System for the purposes of identifying and preventing improper payments and conducting any related recovery activities.
The Food and Drug Administration (FDA or Agency) is announcing the availability of a final guidance for industry (GFI) #115 (VICH GL22(R)) titled "Studies to Evaluate the Safety of Residues of Veterinary Drugs in Human Food: Reproduction Testing (Revision 1)." This guidance has been developed for veterinary use by the International Cooperation on Harmonisation of Technical Requirements for Registration of Veterinary Medicinal Products (VICH). The objective of this guidance is to ensure international harmonization of reproduction testing that is appropriate for the evaluation of effects on reproduction from long-term, low-dose exposures; these effects may be encountered from the presence of veterinary drug residues in food.
The Food and Drug Administration (FDA or Agency) is announcing the availability of a final guidance for industry (GFI) #116 (VICH GL23(R2)) titled "Studies to Evaluate the Safety of Residues of Veterinary Drugs in Human Food: Genotoxicity Testing (Revision 2)." This guidance has been developed for veterinary use by the International Cooperation on Harmonisation of Technical Requirements for Registration of Veterinary Medicinal Products (VICH). The objective of this guidance is to ensure international harmonization of genotoxicity testing of veterinary drug residues.
The Food and Drug Administration (FDA) is announcing the issuance of a priority review voucher to the sponsor of a rare pediatric disease product application. The Federal Food, Drug, and Cosmetic Act (FD&C Act) authorizes FDA to award priority review vouchers to sponsors of approved rare pediatric disease product applications that meet certain criteria. FDA is required to publish notice of the award of the priority review voucher. FDA has determined that GENGLYCOS (parisglasgene brecaparvovec-opnr), approved on August 19, 2026, manufactured by Ultragenyx Pharmaceutical, Inc., meets the criteria for a priority review voucher.
The Food and Drug Administration (FDA or Agency) is announcing the availability of two final guidances titled "Dental Composite Resin Devices--Premarket Notification (510(k)) Submissions" and "Dental Curing Lights--Premarket Notification (510(k)) Submissions." These guidance documents provide recommendations for device description, performance testing, and labeling to include in 510(k) submissions for dental composite resin devices and dental curing lights. These guidances supersede the guidances "Dental Composite Resin Devices-- Premarket Notification [510(k)] Submissions" dated October 26, 2005 and "Dental Curing Lights--Premarket Notification [510(k)] Submissions" dated March 27, 2006. The recommendations in these guidances are intended to promote consistency and facilitate efficient review of these submissions.
The ACF, CB announces the intent to award a single-source cooperative agreement in the amount of up to $1 million to Spaulding for Children in Southfield, MI. The purpose of this award is to continue the implementation and dissemination efforts of the National Training and Development Curriculum for Foster/Adoptive Parents (NTDC), a state-of-the-art training program to prepare foster, adoptive, and kinship caregivers to effectively parent children and to provide these families with ongoing skill development needed to understand and promote healthy child development.
The Food and Drug Administration (FDA) is announcing the availability of a draft guidance for industry titled "Pharmacokinetics in Patients with Impaired Hepatic Function: Study Design, Data Analysis, and Impact on Dosage." This guidance assists sponsors in the design and analysis of studies that assess the influence of hepatic impairment on the pharmacokinetics and, where appropriate, the pharmacodynamics of a drug, including therapeutic biological products. When final, this guidance will represent FDA's current thinking. FDA is also withdrawing the guidance for industry titled "Pharmacokinetics in Patients with Impaired Hepatic Function: Study Design, Data Analysis, and Impact on Dosing and Labeling" (May 2003), which formerly provided FDA's thinking relating to studies to assess the effect of hepatic impairment on the pharmacokinetics or pharmacodynamics of a drug and recommendations to include hepatic impairment information in labeling.
The Food and Drug Administration (FDA, Agency, or we) has determined that CARAFATE (sucralfate) oral suspension, 1 gram (g)/10 milliliters (mL), was not withdrawn from sale for reasons of safety or effectiveness. This determination means that FDA will not begin procedures to withdraw approval of abbreviated new drug applications (ANDAs) that refer to this drug product, and it will allow FDA to continue to approve ANDAs that refer to the product as long as they meet relevant legal and regulatory requirements.
The Centers for Medicare & Medicaid Services (CMS) is announcing an opportunity for the public to comment on CMS' intention to collect information from the public. Under the Paperwork Reduction Act of 1995 (PRA), federal agencies are required to publish notice in the Federal Register concerning each proposed collection of information, including each proposed extension or reinstatement of an existing collection of information, and to allow a second opportunity for public comment on the notice. Interested persons are invited to send comments regarding the burden estimate or any other aspect of this collection of information, including the necessity and utility of the proposed information collection for the proper performance of the agency's functions, the accuracy of the estimated burden, ways to enhance the quality, utility, and clarity of the information to be collected, and the use of automated collection techniques or other forms of information technology to minimize the information
The Office of Family Assistance, Administration for Children and Families (ACF), U.S. Department of Health and Human Services, is proposing to collect data for state requests of Temporary Assistance for Needy Families (TANF) Contingency Fund provisional payments through the TANF Contingency Fund Application.
The National Institute of Diabetes and Digestive and Kidney Diseases, an institute of the National Institutes of Health, Department of Health and Human Services, is contemplating the grant of an Exclusive Patent License to practice the invention embodied in the patents and patent applications listed in the Supplementary Information section of this notice to Nulyn Science ("Nulyn"), a company located in Paris, France.
I am eight years into this job. I teach upper elementary. I have cried after school, every day since the first day. I do not like my kids. I barely like my school. This is my hardest year yet. The refusal to work, apathy, arguing, constant - and I mean constant - talking, even across the room or during tests. I have re-taught transitions, routines and expectations. I repeatedly make us try again and again till we do it right. I give consequences, I message home. It’s every. day. Everyone constantly complains or is hungry for snack time or wanting nap time??? Most my class is below grade level in math and reading. I have loved every single class I have ever taught, I have also loved teaching. But three weeks in and I’m having panic attacks at the thought of going back the next day. I don’t know what to do, I’m worried quitting would impact my ability to get a job at a different school in the future but I have some personal health things that aren’t impacting my work but that I’d love to
Excerpts, autocorrect :,) Can we talk about this? I remember being in fifth grade and pestering my teacher at the time about how we are only reading short passages rather than the whole book. Kids today are feeling this disconnect likely just as much as I did, if not more. Thirteen years later, as a teacher myself, my stance on this has only gotten stronger. The "passage-and-question" format of modern reading curriculums has turned literacy into a clinical process made to mirror the format of standardized tests. By replacing whole novels with snippets and text excerpts that only cushions the ever-shortening attention spans of kids (oh my god, don’t even get me started on brain breaks, by the way), we have systematically stripped away narrative context and cognitive endurance. You cannot build deep background knowledge or a genuine love for books 5-10 sentences at a time. The current literacy crisis is largely about a system failing to give them anything worth reading. I’m sick of this,
I was just in a class today as they needed help getting kinders hooked on computers and it made me cry. They shouldn't be on computers at all. They are being taught by little monsters with squeaky voices, and they are being asked questions that they are not ready for. Fight me on this-- I want to be convinced that this is good for young minds as it is so widespread. submitted by /u/Lake_Light_2020 [link] [comments]
Anybody else get this direction for the first few days of school from the custodial staff? It happens every year, we come back from summer and we have to set up our rooms and move desks and this sends the custodians into overdrive, reminding us to lift up desks, not to drag them, to not scuff the floors, and you know what, but the 4th day of school everything is scuffed and messy anyway. But it’s just comical because we go through this ever single year. ETA: this is being taken way heavier than I expected. It was marked comical because we laugh about it at school. ”we” being the custodians too. I do my part to not make the custodians jobs any harder than they are. My dad was one. It’s not elitist. It’s not entitled. It’s back to school experiences. And the custodians will also break my chops if my class gets in trouble, or they page me to the office. We joke around. submitted by /u/CWKitch [link] [comments]
I'm happy someone at the faculty meeting said it. All of us were thinking it. Our attendance numbers for August aren't great. We have a specific list of chronically late, chronically absent students with no documentation. Here's the thing. Those with documentation as to why they are chronically absent have been nothing but cooperative with us. One of my students is having health issues and has been communicating with the school. The principal had the audacity to tell us that the students are just following our bad example. For instance, we're taking sick days in August, despite the policy being that no teacher may be on campus if a fever is 101 degrees or higher. We're told that the kids look up to us and will emulate us. I find that hard to believe considering this is high school. Then the principal tells us that we need to incentivize students to be on campus with rewards. One of the nuns pretty much tells the principal the title. She goes on about saying that if a parent wants to bu
Y'all. I just need to vent for a minute. Background: my hospital has an annual survey we all have to complete. This year, the "would you recommend this hospital to family and friends" question got terribly low scores. Basically all the staff said absolutely not. Now, this is after months of layoffs including educators, managers, most of the transport staff, and secretaries. One whole department got dissolved and they were all walked out with security. So in typical nursing fashion - who is picking up the slack? Who's answering phones and doing paperwork without secretaries? Who's leaving their units to transport patients around the hospital? Nursing. We're doing it all on top of our already painfully short staffing and bad ratios. The hospital's solution? HRO training - "teaching teams in high-risk fields like healthcare and aviation how to minimize errors and achieve zero harm through standardized safety behaviors." A hospital wide paid 2 hour training that teaches us how to prevent m
Did you know? School Shootings (in the US) aren't an epidemic because we don't have 9000 per year? MOST people who show up at a school with a gun aren't going to use it (so get over it) You PROBABLY won't die if you make it at least 90 seconds during an active shooter incident, but don't expect the cops to arrive anytime soon. I don't know if I'm overrreacting but this is the most disturbing thing I've ever been 'trained' on and the overall feeling is extremely unpleasant. See for yourself. Thanks, 'vector'. Myths about Active Shooters EDIT: There are zero references in this thing and if you ask they refuse unless you have legal reasons. So they can actually say anything they want and we're just supposed to accept that it is true. submitted by /u/i_am_13_otters [link] [comments]
Hi, I’m really not sure how to even word this or go through it but I’ve gotten emails from two schools now (one today and one about 3 weeks ago) saying that I was missing parts of my application that I submitted in May. I fully had everything in by the end of the month and have screenshots and emailed confirmations to prove it. I don’t understand if this is something I’m doing wrong or just oversights on their ends and to be honest I’m really frustrated. I submitted very early on purpose and now 3 months have passed where my application wasn’t considered despite it being complete a while ago. Has anyone else experienced this? I have gotten accepted to another program in the cycle so I know it’s not an overall application issue and I’ve confirmed my applications with some of the other schools I applied to I’m just a bit at a loss. I submitted early on purpose and now it feels like that was a waste. submitted by /u/okayperformance121 [link] [comments]
I work 6:30p-7a on acuity adaptable and just got bumped up to 4 patients (our ratio is 1:4). Im in my 5th week of orientation. My preceptor comes in at 6 every shift to look through everyone’s H&P/orders and write down everything she needs before report. She’s been telling me I should come in early too so I can have all of that done and be in my patients rooms by 7. The problem is we don’t get paid for that 30 minutes and I genuinely do not want to start coming into work at 6 every single shift just so I can stay ahead. I want to be able to get into a routine where I’m able to get report, see my patients and review H&P/orders without coming in early. I just don’t know how to get that time management down since my preceptor does it differently. Am I being stubborn about this? Do you guys actually come in 30 mins early to look through charts or do you just get report and figure everything out from there? submitted by /u/LowNight6469 [link] [comments]
"You're blowing my *mind*, Miss Teacher!" 2nd grade lol. Raised his hand to say it and everything 😂 If blowing kids' minds with knowledge ain't my job, then I don't know what is! submitted by /u/tomatoes020825 [link] [comments]
Just got off a 12 hour shift and my mom (retired doctor) told me she’s starting to get annoyed with the nursing strikes and that it’s “too much.” A little context, she used to work for Kaiser and she’s specifically referring to the Kaiser strikes. I snapped a bit, told her “what do you want me to do about it? Maybe you guys should unionize too!” (But I know that it’s more complicated for doctors to strike and unionize). I understand that doctors are also overworked, have their struggles, and deserve better work conditions but dang Mom sounds like you’re resentful (is that the correct word I’m looking for…?). Anyways, direct your anger towards admin! I wish we can all team up and fight for better workplace conditions for everyone in healthcare. It sucks that healthcare is pretty much all about business :/ submitted by /u/Lumpy_Tonight_393 [link] [comments]
Hey everyone, How are you? Teacher of 20 years here - all in middle school Science. I still like my job, but am getting a bit tired. I am wondering for those teachers who have taught over a decade, what can you say has "changed". (I use 10 years as it encompasses pre and post covid). Part of me says that middle schoolers have always been middle schoolers. Wacky, forgetful, funny, random, etc. However, I would say that: Behavior management has become almost 60% of my job. And not because students are necessarily poorly behaved or mean, but because of the lack of self management/lack of situational awareness. Constant touching, making noises, getting up, etc. The touching, especially between middle school boys. And it's not playfighting, it's like...this constant touching of heads, grabbing books, pushing against one another. Lack of realizing routines and remembering them. Every day we start the same way in class. Every day they ask what to do. Parents. Definitely taking a student's sid
This is my first year teaching all honors students, and the difference in behaviors is noticeable. In the past, most of my students were several grade levels below. While my classroom management improved each year, even at my best, I'd feel like I needed to constantly monitor the class or else chaos would erupt. I'd avoid assigning group projects except on rare occasions because many kids would end up wandering around, arguing, or just avoiding the work. Today, I assigned a group project, and except for a handful of kids, everyone was on task and contributing. I even had one group decide to split into two groups to avoid any arguments, and I was like, "They problem-solved without me needing to step in." Obviously, kids will be kids, and there are still times when I need to step in or redirect students, but it's so much less than what I was doing before. I've been wondering why each day feels so much quicker, and I think it's because I rarely have to deal with the behaviors I was dealin
Soooooooo I have had three separate instances with the MAs at the clinic, and it's not for "small snd silly" reasons, like clinically these MAs need more training. The first time I don't exactly remember what she did, but it was somrthing with vitals and her not having any clinical understanding of what those vitals mean. So I immediately told my PCP who said she would take care of it when she came in. That same MA in a separate visit was asking me what I do, I said I was doing some travel nursing. The MA said, "Oh, I did travel nursing as well!" I kept my mouth shut, and have been sitting on telling the clinic until the newest problem. I had to get a skin TB test and she first of all freaked out about my tattoos and she didn't know where to place it. I disclosed to her I am a RN and she can place it on a spot on my arm. She decided to ask the clinic RN (I'm not judging this part, like I actually want someone to verify placement if she isn't sure!) Who came in, checked my arm, touched
So I’m not sure how the culture got started that every piece of communication needs to go through the bedside nurse, but it needs to stop. The other day I get a patient up from the ED. The first thing she does is hand me her insurance card and tells me the registration lady couldn’t figure out how to upload it into the computer so she told the patient to give it to the nurse when she got upstairs and have us handle it. Like, are you fucking kidding me? My job is to care for people from a medical standpoint, not spend my very limited time troubleshooting computer issues that are in no way affiliated with my role. Just because I CAN figure things out, does not mean I’m Mr. Fix It every time an issue arises in the hospital. And this type of offloading of work exists has wormed its way into every discipline in healthcare. Doctors messaging me things to message other doctors instead of just doing it themselves. Kitchen staff calling because a diabetic patient wants an extra piece of cake. P
Why do I need to sit in a room for 3 hours listening to admin talk about their summer and other random things, while then also listening to the same hoorah speech that is given every years, just to then go and have team meetings led by the same people. Let me go home and sleep. submitted by /u/Single_Street3135 [link] [comments]
It's my second year and I'm definitely "way to nice" and I'm clearly noticing that it negatively impacts the work and ambiance in my class. I've heard a lot that you have to "scare them" and "show them who's boss" but this is so far remote from my personality that i'm first looking for things that would "fit me" iykwim. I'm mainly teaching IT to 14-15 yo kids but I have other ages also. So yeah if you have any advice, experience or maybe a good book that talks about it I would be very grateful lol submitted by /u/osmium999 [link] [comments]
Just received my first acceptance yesterday and can't believe it. Just want to encourage everyone here that you can do it! Keep working hard and it will work out how it's meant to! Y'all got it! submitted by /u/Cautious_Car3547 [link] [comments]
I am so sick of having to read and mark essays that have clearly been written using AI. I'm at the point where I have to take a break between every essay because I get so livid. Kids are turning in essays that 1) don't sound like them AT ALL and 2) look pretty but say very little. The AI use is even more obvious because the essay topic used a resource that will have very little research material out there, so all of these essays are coming up with the same (wrong, so very wrong) points. And then when it comes time to practice analysis in class or write a poetry test these kids can't answer anything because they've become used to simply being given the answers, and what's more frustrating is that I know they can do it, they've just learned to lose faith in themselves! My department is getting to the point where we aren't going to allow the use of devices for assessments because of this, yet this still likely isn't going to be enough to curb AI use. submitted by /u/tabrises [link] [comme
I was told this was the perfect work/life balance. It. Is. NOT!! There are 3 nurses for this specific company. One of those nurses is out for a month so it’s 2 of us left. We have to take their caseload. On top of that we’ve had at LEAST 5 admissions within 7 days. I have a patient who’s on ACT so there’s a daily visit on top of my caseload and NEW admissions. I had to work on an admission last night until 7pm!! That’s 4hrs of work. Admissions are NOT short. On top of that I have IDG notes to complete on 11 patients, 6 of which are recerts. Those are ALSO not short narratives. Not to mention I’m on call tonight. Then it’s constant admissions with no help. My manager told me “it’s all about time management” EXCUSE ME?! How about we stop admitting all of these people with 2 nurses on board. That’s almost 35 patients divided between 2 and more to come. Then manager says “our sales team is doing a great job”. By burning everyone else out. We have no help!! I hate it here so much. There is
There’s a lot of talk in here lately about correct charting and what that means. We’re taught this is nursing school but when you work in a hospital sometimes you’re taught incorrect charting habits. For example, in my ICU they encourage that you chart your assessments at 0800, 1200, and 1600 even when if you have two patients. I tend to chart in real time (0800 assessment for pt 1, 0845 assessment for pt 2) because I want my charting to tell a story if I were to be disposed (I saw pt 1 first and pt 2 second, clearly due my charting instead of charting both at 0800). I’m looking for good rules that help us discern bad habits being taught at hospitals vs what actually serves us in court. I’m not looking for “chart as much as possible” here because sometimes my shifts can be insane. Insights from nurses who have been deposed or from legal nurse consultants are ideal. Thank you! Edit: I appreciate the answers so far, thank you. I particularly appreciate all of the conflicting advice. I th
Without getting into details, I am currently being investigated at my workplace for an incident which absolutely did not happen in the manner alleged. I know that there is documentation in the chart that reflects my version of events because I charted it . Other coworkers that night also documented what they saw. This is going to ultimately save my ass, because the allegations are career-ending as presented. Always CYA and document , y’all. submitted by /u/AlphaLimaMike [link] [comments]
Guess the patient? submitted by /u/Scarbarella [link] [comments]
Less than a week after back to school night, syllabus distribution, and three explanatory emails home, i woke up this morning to an email where the parent wants to know why the kid is failing. Ughhh he hasn’t turned a single thing in. Arghhhhh submitted by /u/Mean-Objective-2022 [link] [comments]
Hi. I’m a new grad and I recently got trained on inserting IVs. I find myself kind of panicking when starting on people with barely visible and barely palpable veins. Like genuinely no matter how much I readjust the tourniquet there’s no fkn way I’m feeling anything still. I get really discouraged because I eventually want to move to a unit that regularly starts IVs, I work with generally stable pts, so it’s not often we get to start IVs. I know the arm anatomy and I somehow still miss often when it’s the forearm, have missed in the hand a few times. submitted by /u/GreenBlue420 [link] [comments]
Why It Matters: The rule would have let the Education Secretary disqualify employers found to engage in activities with a "substantial illegal purpose". One of the big focuses of the lawsuits was that the language was based on the administration's policy priorities about immigration, gender-affirming care, and DEl programs rather than settled criminal law. Teachers, nurses, and nonprofit workers faced losing credit toward forgiveness if their employer was cut from the program. This would include major non-profit University Medical Centers, and end contracts many Nurses entered into to reach PSLF after 10 years of payments while working for a qualifying facility. How day they target Nurses who have worked for years to achieve this changed employers to achieve this. Earned this benefit. Yet wealthy people qualified for PPP loans they didn’t have to pay back? No I’m sorry, this is political and they’re weaponizing the DOE against us. This is unacceptable. submitted by /u/CodeGreige [link]
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If a breastfeeding woman is in the icu intubated, does the nurse have ger pump so she doesn’t get engorged/lose supply/get mastitis? I’m assuming the milk would be unusable because of the meds but I’m curious how it’s handled. submitted by /u/ohshitiamtheadult [link] [comments]
Hello everyone! A new month, a new WAMC megathread! Individual posts will be automatically removed. Before commenting on this thread, please take a chance to read the WAMC Guide . Also, keep in mind that no one truly knows your chances, especially without knowing the schools you're applying to. Therefore, please include as much of the following background information when asking for an evaluation: CASPA cumulative GPA ( how to calculate ): CASPA science GPA ( what counts as science ): Total credit hours (specify semester/quarter/trimester): Total science hours (specify semester/quarter/trimester): Upward trend (if applicable, include GPA of most recent 1-2 years of credits): GRE score (include breakdown w/ percentiles): Total PCE hours (include breakdown): Total HCE hours (include breakdown): Total volunteer hours (include breakdown): Shadowing hours: Research hours: Other notable extracurriculars and/or leadership: Specific programs (specify rolling or not): As a blanket statement, if
three years of nights and i still have not figured this out. like i meal prep on my day off with the best intentions. little containers. protein. whatever. and then 3am hits and i am standing in the break room eating a string cheese and half a granola bar that was in my pocket since tuesday. the cafeteria is closed obviously. vending machine options are depressing. i brought a real meal tonight and somehow left it in my car. everyone talks about sleep hygiene and circadian rhythm stuff but nobody talks about how genuinely hard it is to eat like a normal human being when your body has no idea what time zone it lives in. hunger cues are completely broken. i am never hungry at the right time and then suddenly starving at 5am when i am also trying to finish charting and give report. i have tried the big meal before shift thing. i have tried smaller snacks throughout. i have tried just not thinking about it and that was the worst one. night shift nurses specifically. what actually works for
Inhaled...not eaten. submitted by /u/toothpick95 [link] [comments]
First Gen applicant, neither parent completed a 4 year degree. Accepted to my #2 choice. Applied to 9 programs at that time. 4 interview invites (1 lead to an acceptance), 2 rejections, 1 interview waitlist, 2 no response. My 2 rejections were the result of a clerical error on my application. cGPA 3.6 sGPA 3.71 Strong upward trend (I completed all of my prereqs as a post bacc with a 3.8 GPA. My major was STEM-lite/adjacent) 4k PCE as a preop/pacu PCT 55 hours shadowing (Ortho, GI, FM) 4 letters of recommendation (RN Supervisor, 2 PAs, 1 professor) 2k HCE delivering food to patients in the hospital 80 hours volunteering at Vitalant One piece of advice for everyone here: Pour your heart out into those essays, dig deep in your own experiences and describe how they shaped your why, and how it influences the provider you want to be. How can you serve the community the school is located in? How does your personal why resonate with the school mission? I unapologetically spoke about my family’