Thứ Năm, 29 tháng 6, 2017

Waching daily Jun 29 2017

Hi! Today i'am going to show you how to have all Adobe programs for free.

Installation is very simple

First step is

Download Adobe Creative Cloud from official Adobe site.

Sing up, download program you need to crack.

When you download programs you need

You need to go to my comuter or this computer

Disc "C" or place where you installed program

Default is disc "C", program files, adobe

And there are folders with default installed Adobe Programs

Go, for examlpe in photoshop folder

In case of other installation program it looks the same

Go to my discription, download crack you need

Take this to photoshop

Go to photoshop crack

And then you need amtlib.dll

And transfer to main adobe photoshop folder

And this is whole instalation

Very simple

In case of After Effects it looks the same

Look for After Effects crack and transfer amtlib.dll to main folder

So that's all. It's nothing hard. Everyone can do this

Programs will work very well

Do not update programs by Creative Cloud, just in case

I recommend to download all cracks, even, when you don't need it right now

Thanks you for watching. I hope you enjoy. Hit like and subscribe. To next time!

For more infomation >> Adobe Photoshop, After Effects and more FOR FREE! [JUNE WORKING] - Duration: 2:24.

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THINGS A GIRLFRIEND WILL DO FOR YOU - Duration: 10:10.

little things in relationships if you want to help the other person out it's

good to go run some errands for them make their life easier

Hey you guys. Good Afternoonish kind of.

Sorry we started this vlog super late

it's been kind of a stressful morning

Yeah, Ryan had a quiz

and

no

I had a quiz, discussion

and two chapters of homework

and a midterm yesterday

then work after that

and now I have work soon

then tomorrow I'm working again

Hen House gives free tea. Complimentary

It's good tea

Very relaxing

love you

we just went to the store. Got some bananas bananas and Ryan had to get some

ice cream it took in like five minutes and eight

ball app to decide whether or not he should go get ice cream and when you

shuck the eight ball app. Oh, here he'll show you.

So when I saw that I was like, Okay! fine.

got his ice cream

I didn't eat most of it. I ate like 1/8 of it

1/4.

right?

1/4

I remember before I used to eat ice cream everyday

Now it feels like a sin

but it's good to limit myself

E: you deserve it though because you got an A on your midterm

I hope. I hope

I feel like it was an A, but I hope so

But an A or a high B for sure

E: Was the test hard?

It was easier than what I was studying for

Studied for a whole week

But the test was like, what?

Well like for example. You know how you study for a test in depth

But then on the test it's superficial?

no, what's it called?

just on the surface?

that's it

So like what? wow.

E: oh, I see

E: but better safe than sorry

no no no. Better to know it than not know it

E: yeah that's what I meant

now its in my head

E: mm-hmm yeah that's what I meant

Now I have to go to work. It's time to go, babe

E: Time to go

E: But babe you haven't been in the vlogs for so long

E: Everyone's sick of Ellen

I'm sorry but I've been really busy studying and working

with everything. But next week I promise I will be there!

E: well you're going to go to work then I hope you have a good day at work. Love you

BTW if you haven't added us on SnapChat or Instagram. Do it!

Both are the same name. S-I-G-

Sign Duo

If you haven't followed or added me go ahead and do it

Because we use it a lot and it's lit!

bye

hi guys I'm sorry that the vlog is kind of like jumbled and we weren't really

like vlogging Ryan if you don't know Ryan moved out of his house he used to

live with his parents but he moved out and he's been living with his friend

but he needs to find a place to move into because where he's living now you

can't stay there much longer so we've been looking for places and this morning

went to go see a house there's that and then also my parents don't really want

us be vlogging in the house that much I mean of course they have their own

privacy and they're very nice about it but it just makes it a little bit

difficult when we possibly have to be careful or like you know make sure that

like certain things aren't or aren't are not showing so it just makes vlogging a

little bit difficult especially when I'm just home all day but I wasn't feeling

it today Ryan left for work and then we just took a nap I just fell asleep

Ryan asked me to go to Daiso for him to get these gloves that he needs for work

and I didn't really feel like going but he won't get them if I don't go and buy

them now because when he gets off of work it'll be closed already and Daiso

is this Japanese one dollar store that we both love and we love going together

and it's like one of those stores where you go in wanting nothing and come out

spending $30 but everything was only $1.50 or like $1 so we're going to go

there and I'm going to try to make this day

I'm just going to try try to make this day a little bit better I mean go get

some gas for the car because it's empty right now my engine light is

on so me go get gas and then we're going to go to Daiso. yep

I'm glad I didn't

have to wait for gas

It's like really empty around here

Not a lot of people are out

It's weird. Weird

Okay! Let's go to Daiso!

okay, before we go in there. I have to make a

promise to you guys and to myself that I'm not going to buy anything else but those

gloves okay

Hold me accou..

hold me. hold me

responsible for that okay

you guys have to hold me responsible

I had to walk in with blinders on. Don't look at anything look at anything else just go

straight to the gloves

I have to wait in this long line for Ryan

I must really love Ryan

whole $1.62

I'm so proud of myself I only got the gloves and the line the

line was pretty long but I don't mind waiting

Ryan needs these for work and I love him, and I need to do more things for him. You know

or you know. I do things for him, but the little things in relationships if you

want to help the other person out it's good to go run some errands for them

make their life easier

cause I love him

and I'm out of focus. Everytime

I'm so out of it today

Hi you guys

I just got off work

and I cam over

She's so sweet. She picked up some gloves for me

because I work really early tomorrow

here you

thank you. thank thank thank you

Is that the right one?

nope

no?!

What?! Why?!

I'm just kidding

I'm just playing. Thank you

You're welcome. what do you need those for?

For work tomorrow

What are you going to be doing?

moving stuff

dirty stuff

oh, I see

I don't want to get my hands dirty

yeah, after I came home

from Daiso I was just editing all night and I tried YouNow - I think we're going to

go ahead and do that we'll keep you informed good night you

guys have a good sleep

bye love you!

Going to go home now

Sign Duo

OUT!

Oh

For more infomation >> THINGS A GIRLFRIEND WILL DO FOR YOU - Duration: 10:10.

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Scientists Observe Black Holes Orbiting Each Other for First Time - Duration: 0:57.

For more infomation >> Scientists Observe Black Holes Orbiting Each Other for First Time - Duration: 0:57.

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Session 2: "Brain Trauma Foundation Guidelines for Acute Care" by Dr. Monica Vavilala - Duration: 41:48.

MONICA S. VAVILALA: Good morning.

Hopefully the five minutes gave you a little bit of time

to get some water, get some coffee,

check emails, et cetera.

So the second presentation is going

to focus on the Brain Trauma Foundation Guidelines

for The Care of Infants and Children With Severe Traumatic

Brain Injury.

And I am Dr. Monica Vavilala.

And I am the director at the Injury Center

here, for those of you who are joining in a little bit later.

And I've been interested in traumatic brain injury

work for nearly two decades, focusing

on understanding cerebral physiology, understanding

in hospital care processes, and how those two relate

to improving outcomes.

My initial work focused on cerebral blood flow

and other regulation.

And we then expanded to working in the area

of looking at guideline adherence and outcomes.

So it's my pleasure to be here with you today.

And I serve on the Brain Trauma Foundation Guidelines Committee

for adult and pediatric TBI.

It's been a very interesting experience

to get folks together, clinical investigators together,

to try to come to consensus on how we ought

to be treating these children.

So I'm looking for sharing some of that information with you

today.

My practice is at Harborview Medical Center.

It is the only level one adult and pediatric trauma

center in the Pacific Northwest, covering Washington, Alaska,

Montana, and Idaho.

And these are a little bit dated numbers,

but similar to what we had last year.

Our total trauma admissions are over 5,000.

They're probably 6,000 last year.

We are comparable to Baltimore Shock Trauma,

in terms of our numbers.

Our pediatric numbers you can see here.

We take care of children too.

And many of these kids are admitted

with injuries from falls.

We are a burn center.

And then these other mechanisms.

So what I want to talk about today

is really a little bit about the TBI burden, some of which

you heard from Dr. Rivara, the evidence based guidelines

and the pediatric guideline adherance and outcomes program

that we started here at Harborview Medical

Center in 2015.

And I'd like to share with you some of that data.

So this is the CDC breakdown of unintentional motor vehicle

traffic injuries, how common they are, and the top two

leading cause of cause of unintentional injury deaths

across the lifespan.

Very significant problem and one that requires

continued efforts in all our public sectors.

In 2008 the World Health Organization

and UNICEF's report on child injury prevention

reported 1 million pediatric injury deaths a year.

And this is probably an underestimate,

given that many countries don't have a good reporting system.

And because of our trauma systems here in the United

States, and because of injury prevention efforts,

the number of deaths in the United States

has actually reduced significantly since the 1980s.

The problem is it's still growing, dramatically,

in low, middle income countries.

In fact, the estimates are there's

one severe pediatric trauma every six to nine minutes

worldwide.

That's staggering.

And the leading trauma is traumatic brain injury,

making this, not only a local, but a global problem

to deal within.

In the United States, the medical cost,

work loss cost for families who have to take care of kids

with severe TBI, and the combined cost

is extremely large.

And daily we have 133 people dying from TBI.

Falls is the most common cause of TBI.

But in fact, over 50% of TBI deaths

are from motor vehicle crashes.

So falls in MVC still are a big problem.

This map here is from the CDC website.

And it shows the mortality rate for pediatric traumatic brain

injury.

You can see here, there's a lot of variation.

And one of the themes for this presentation today

is going to be variation, because that

is something we want to reduce.

We want to understand best practice.

We want to understand how to reduce the high mortality

rates and the high poor outcome rates,

and kind of have this map of the United States

be a little bit more homogeneous.

So let's start with, what is a TBI?

The CDC defines this as caused by a bump, bolt,

or blow, or jolt to the head that

disrupts normal brain function.

And the severity can range from mild to severe.

Now, clinicians define severe TBI using the Glasgow Coma

Scale score.

There are different classifications.

But I think the idea here is that if you

have a mild traumatic brain injury,

you have a brief change in mental status or consciousness,

as opposed to severity where there's

an extended period of unconsciousness or memory loss

after the injury.

It's important to remember that not all blows or jolts

to the head results in a TBI.

But the more severe the mechanism there's

the higher likelihood of having a severe traumatic brain

injury.

The population burden is from mild TBI,

also known as concussion.

Some of it may be sports related.

Some of it may not be.

And we're just now really starting

to understand what are some of the long term

outcomes after mild TBI.

Nonetheless, this classification is important

because it has implications for triage of patients from scene

to care.

And also the kinds of capacity that health systems

need to have to care for children with severe TBI.

So the typical classification is phenotypic,

meaning we evaluate a patient either at the scene, in the ED,

or in hospital.

And we use this Glasgow Coma Scale score to say, well,

are you a 3, 4, 5, 10, 11, 12, 15?

And this is the traditional classification.

3 to 8 is severe.

9 to 13 is moderate.

And 14 to 15 is mild.

Although, I will say, there's some emerging conversations

suggesting that the GCS of 13, or the GCS of 13, really--

the mild category should be 13 to 15

some folks feel that the Glasgow Coma Scale score of 13

really belongs in the moderate category

because they have more impairment than patients

who have GCS of 14 or 15.

This is why I have, sort of, classified it as such.

Although you will hear some folks

argue that GCS 13 should be mild TBI.

But again, this is an area of controversy.

This classification's really important

because the initial triage and treatment is based

on clinician assessment of GCS.

Of the GCS types, which the subcategories of eye, verbal,

and movement, the post resuscitation GCS motor

is most predictive of poor outcomes.

And important to remember this GCS score

is modified for non-verbal children for crying,

and other things, so that there is

a difference between the adult and pediatric GCS scoring

subscales.

So one main important point I want to, sort of, make here

is that it really does take all of us

to take good care of the severely injured child

with traumatic brain injury, because we

encounter these patients at different times.

We bring our expertise.

And I'd say nursing and pre-hospital providers

are really critical to, sort of, being the hub

for the care of these kids.

Typically if a child has a mild TBI,

they're triaged, or transferred, or brought

by pre-hospital providers, to a non-trauma center.

They could be seen at a trauma center.

They could also be evaluated and treated

at a community hospital that has no trauma designation.

They could be seen at a clinic.

If you have a moderate TBI, our data-- this is not published,

but we just submitted this for publication.

Almost 30% of kids with moderate TBI

are actually receiving care at non-trauma centers.

And we don't know if this is appropriate or not appropriate

yet.

We're in the beginning of this investigation.

But if they have poor outcomes and some of them

deteriorate in hospital, they really

may need to be taken care of at a high level trauma center,

because they then fall into this category.

So what I'm trying to elucidate here

is that these classifications of mild, moderate, severe,

they're typically made at admission.

But there is a continuum.

And patients who have one TBI severity when

assessed at one period of time may actually

transition in and out.

So if we're, as clinicians, or as health systems,

taking care of kids with moderate TBI,

recognize that some of them will deteriorate

and will have severe TBI in hospitals.

So one landmark paper I do want to talk about here

is Head CT Decision Rules.

This is a Lancet paper, published in 2009.

This is important, because, like Washington state,

those of you who are not from here

can look at your department of health websites, where

people are really starting to recommend judicious use of head

CT.

So if you don't have mental status changes,

if you don't have a non-severe mechanism,

the trend is moving towards not routine imaging of kids

who otherwise look normal.

And this is to reduce the radiation risk.

The Washington State Department of Health

has a really wonderful explanation

of these of when Head CTs should be performed

for the evaluation of children with traumatic brain injury.

And I just want to direct you to there, as well.

So let's talk about a patient.

This is a patient who I took care of

and will move towards talking about the guidelines.

And he's a four-month-old male with a subdural hematoma

presented to Harborview for emergent craniotomy.

And I happened to be the anesthesiologist

next up, if you will, to take care of this patient.

And the story was that this baby was found,

by grandmother, vomiting.

Was taken to a local hospital, intubated at the index hospital

with a 4.5 uncuffed endotracheal tube,

and had intractable seizures that

seems to be controlled with benzodiazepines.

The patient had a right pupil that was dilated

and that the baby received mannitol.

And, I think, appropriately, and consistent

with our Washington State Department of Health

transfer guidelines, the patient was

transferred to our level one pediatric trauma center.

And what worked really well for us was we

knew this patient was coming.

The ED spoke to the operating room.

The patient spent less than five minutes

in the emergency department, because what this baby needed

was a decompressive craniotomy.

It was urgent.

It was an emergency.

We shouldn't really delay this.

So this is what the admission head CT looked like.

You can see the subdural hematoma here taking up space.

And you can see this midline.

And they're shifting.

This is the ventricle and this is shifted over.

And there seems to be, literally,

loss of gray, white matter differentiation

that you could typically see on a CT.

Again, indicating severe TBI.

And this, I described to you as the anesthetic course.

But you could imagine this kind of a scenario occurring

in the ED or in the ICU, as well I'm an anesthesiologist,

so I'm sharing my clinical experience here.

While the surgeon's working on the decompressive craniotomy

to relieve the subdural, we're taking care of physiology,

making sure the patient is alive.

And it was really hard to do in this case.

The patient was very acidemic, high lactate levels,

bled a lot, had a low hematocrit.

And despite transfusions, the baby had V fib arrest

and needed CPR.

He was hyperkalemic.

And the bad stuff, the recommendations

that are in the guidelines, in terms of what not to do,

we encountered.

So unwanted hyperventilation.

The patient was cold and the patient

was also very hyperglycemic.

We had other problems.

Poor vascular access.

There was a huge leak, because the tube was uncuffed.

There was significant hemorrhage.

And these are all what we call secondary insults to the brain.

So you have the initial injury.

And then you have these other things

happen that worsen the injury, lead to more cerebral ischemia,

and more poor outcomes.

And unfortunately, the surgery was successful,

in the sense that the subdural hematoma was evacuated.

But the patient expired on the day of surgery,

one hour after arrival in the peds ICU from a refractory VF

arrest.

As some of you may be suspecting,

the patient had multiple rib fractures, left femur fracture,

and was diagnosed with having abusive head trauma.

So what I've described you so far is the patient.

And there's a lot of variability in how patients present.

There's also variability in how patients

do after they have severe TBI.

And this is a study that we conducted here looking

at 30 day hospital mortality.

And you can see, if you look at the region, some of you

are from very far away.

Some of you are here in Washington state.

There's variability in terms of how

patients do after severe TBI.

And in the northeast, outcomes seem to be better.

Maybe this is due to rapid transport to a trauma center.

We're not quite sure.

But the worst outcomes are really here

in the south and the southeast, followed

by the midwest and the west.

And so I think we have a lot to learn from what what's

happening in the organizational context, triage context, et

cetera., treatment contexts, in different regions of the United

States.

There's also variation in discharge to rehabilitation.

So if you say one is the relative risk

of being discharged to rehab, which is what the goal is.

You want patients to receive rehabilitation.

It's not equal all across the country.

And this is because there aren't enough rehab facilities.

This is it because the rehab criteria aren't clear.

This is because people don't recognize

that early rehabilitation is good.

So again, some variation here.

So the intent of the TBI guideline process

is to really provide recommendations

on standardization in hospital hospital care for kids

with severe TBI.

The first edition was published in 2003.

It was then revised in 2012.

And I will tell you that we are getting

ready to publish the new recommendations, which

are scheduled to come out in 2017

towards the end of the year.

So what happens is, there's a team,

an evidence based review team.

We review the evidence.

We update it.

This should say 2012 not 2016, sorry.

And then we have it reviewed by national policy bodies

and other peer reviewers.

And then we publish these findings.

So the 2017 update is really a work in progress.

And there are representers from all over the country here

on this guideline, representing different specialties

of physicians, nurses and other investigators who

are a part of this, again, national representation.

So the evidence that we considered

for development of the guidelines

are that you should be under age 18 years.

You should have TBI.

Your GCS should be three to eight, or under nine.

It's the same thing.

And we want this to be multi-disciplinary.

So different perspectives.

We wanted this to be a living document.

We reviewed the evidence in more real time

than we did initially.

And some of the recommendations are rooted in strong evidence

and some of them are rooted in expert consensus,

because of the absence of data.

So in 2003 there were 18 chapters.

The problem was here there were no standards.

So no level one RCTs that were conducted

to result in level one recommendations.

Four guidelines were at the level 2,

primarily from cohort studies.

And then 14 options.

So clinicians could consider these options.

There were level 3 recommendations,

because the strength of evidence didn't

suggest that those recommendations belonged

in a higher level of recommendation.

So what I want to show you here is the current state.

This is today.

We are following the 2012 guidelines,

or this is what's out here.

So compared to 2003, the SBP recommendations were deleted.

Some people argued that, really, we needed a systolic blood

pressure definition, because early in the care of these kids

we don't have cerebral perfusion pressure data.

Unfortunately, the strength of evidence

didn't allow us to put something in here.

So my personal recommendation is that we use--

70 plus 2 times the age is the ATLS guideline recommendations,

because we didn't provide one for use.

ICP monitoring is recommended at the level three level for GCS

under nine or less than or equal to eight.

Cerebral perfusion pressure, the recommendations

are to maintain them at or greater than 40.

We also recognize that there was probably

an optimal CPP somewhere between 40 and 50

across the age spectrum.

But we were not able to specify what that should be.

But I will say that if we were able to achieve this,

a CPP of greater than or equal to 40, for our kids

with severe TBI, that would be really great.

We don't want to hyperventilate kids,

because that causes cerebral ischemia.

So there's some recommendations on keeping PaCO2 greater than

or equal to 30.

We want to maintain oxygenation, either via bag mask valve

or tracheal intubation, depending on what phase of care

the patient is in.

If advanced neuromonitoring is used,

our recommendations are to maintain

PbO2, which is brain tissue oxygenation, greater

than or equal to 10 millimeters of mercury.

And there weren't really good recommendations

in the 2012 guidelines on glucose and nutrition.

What we are drafting currently drafting language

for in the 2017 guidelines is to recommend early nutrition.

We're not able to really talk about glucose early

versus not, because of the strength of evidence.

I can tell you our current practice

is not to just routinely give glucose in the first 48 hours,

unless the patient is hypoglycemic, which

means we need to be testing for glucose, particularly in babies

who don't have good reserve.

But we are aiming towards timely nutrition start,

whether that be enteral or parenteral.

We are not prophylactically cooling kids anymore,

because the trial showed that it didn't work.

We also want to prevent fever of temperature greater than 38

in these kids, because we know that hyperthermia is associated

with poor outcomes.

Steroids are not recommended--

and this is actually a level 2 recommendation,

we're going to be adding this to the 2017 guidelines--

unless they're deficient.

Now, we're not always testing patients.

But the centers that do test for cortisol deficiency,

if those patients are deficient then

we are recommending replacement, only in that circumstance.

The barbiturate chapter recommended barbiturates

for refractory ICP.

But you have to be hemodynamically stable.

And we need to be doing continuous arterial blood

pressure monitoring to really use barbiturates

in a meaningful way.

The 2017 guidelines will recommend

specific recommendations about thiopental,

because those data are very old, but retains some of the content

here.

Decompressive craniectomy has, I would say,

fallen a little bit out of favor as a first line

therapy, second line therapy.

It's considered by clinicians if you have refractory ICP,

or if there's deterioration, or herniation at the level three,

as a level three recommendation.

Hyperosmolar therapy is recommended

as a level 2 recommendation for ICP greater than 20

with a dose of two to five milliliters

per kilo over 10 to 20 minutes.

We are really discouraging routines head CT

as a matter of routine practice after admission

and initial diagnosis after 24 hours after admission,

because of the radiation risk.

So there really needs to be some justification for this.

CSF drainage is really dependent on the institution

that you're at.

It is an option for refractory ICP.

Either EVD, or as a lumbar drain.

Although, I would say, most people are using EVDs

and not lumbar drains for CSM drainage, when they're

draining the CSF, provided that the ventricles will

allow you to do that.

We don't really have good recommendations on sedation.

The 2012 guidelines called for pentasol or etomidate

for high ICP.

I think there's a lot of equipoise and opportunity

for work looking at the best sedation for ICP.

And then there's equipoise around

whether we should be using leveticracetam or phenytoin

for seizures.

So in terms of the seizures-- now,

this is a question that was asked of Dr.

Rivara on the previous talk--

we are recommending either of these

to prevent early seizures.

There's no good data that it prevents late seizures.

Now, there are other best practice recommendations

that are not in the guidelines.

But I feel compelled to mention them, which are,

we really ought to be trying to get patients to the CT scan

within 30 minutes of arrival, because we need to know

if they need surgery or not.

We need to know how sick they are.

Evidence suggests we should be conducting blood alcohol

and urine tox screens in kids over age 12.

We're not regularly doing that.

EtCo2 monitoring should be a standard monitoring guideline.

And we should be aiming for normocarbia,

unless there's evidence of herniation or impending

herniation.

We should be aiming for ED length of stays

less than two hours so they can get the advanced care that they

need in an intensive care unit or an operating room.

Of course, if it's an emergency craniotomy,

they need to really be discharged the OR OR quickly.

We need to develop good checklists, I think.

And we need to make some recommendations around that.

I think the ICUs are really good around the country

about monitoring when they're in the ICUs.

But when we're transporting patients from the ICU

to other locations, we need to continue that same level

of intra-hospital monitoring, including ICP monitoring

when those are placed.

And then early rehabilitation.

And then for those families who don't speak English,

interpreters services and early engagement with social work,

probably, all together, constitute other best practice

recommendations.

And so even though we think this,

and we've had these guidelines, data suggests that

there's a large variation in how often ICP monitoring--

as an example of a key performance indicators

of care--

is done across centers.

So adjusting for injury severity and type of injury

that we have, ICP monitoring tends

to be less common in infants than in older children.

And in fact, compared to adult centers,

pediatric center hospitals tend to perform less ICP monitoring.

And this is quite surprising to us,

because we thought it would be the other way around.

But this may have to do with more exposure and use of ICP

monitoring in adult patients.

So if you received care at a mixed facility,

you're probably receiving more ICP monitoring

than a pediatric only facility.

And then there's some really interesting data

that how you design your pediatric neurocritical care

unit, which is really an emerging field, is associated

with better guideline adherence.

So this is a Lancet study published,

showing the probability of ICP monitoring

when you develop a pediatric neurochemical critical care

unit.

And it's clearly higher after program implementation.

So the center variation that I talked about here,

this is a study that we did looking at five centers.

And you can see the overall survival rate was

87% for very similar patients.

But there's variability in survival.

And there's also variability in guideline adherence rate.

This is pre-hospital, ED, OR, and ICU.

So there are opportunities, again,

to adopt guidelines and reduce that unwanted variation.

And this is important, because in this study,

we found that there's, overall, a 6% decrease in mortality

with every 1% increase in guideline adherence rate.

So the guidelines are effective.

And I think there are many reasons why people

don't use the guidelines.

But they work.

And they work in, kind of, we think, a dose dependent manner.

So the better you adhere, the better the survival.

And these data are shown here.

Again, you can look at-- one is the reference group.

This mortality decreases, and Glasgow outcome scale improves

with higher adherence rates.

So specific key protective indicators

are avoidance of pre-hospital hypoxia,

use of mannitol or hypertonic saline in the operating room.

Believe it or not, many ORs don't have these available.

This is a problem.

Maintenance of cerebral perfusion pressure,

as recommended, greater than, or equal to 40

millimeters of mercury.

Timely start of ICU nutrition within 72 hours of admission.

And not prophylactically ventilating people.

These are all critical.

And they drive the relationship between guideline adherence

and outcomes.

And if you're asking the question,

does guideline adherence cost more money?

It does not.

There's no difference between these dollar values.

But the guideline adherence, you can

see that 92,000 for 50%, 100,000 for higher adherence rates.

These are hospital costs.

These are ICU costs.

So it's really about workflow and organization.

But we don't always do it.

And the data would suggest that there are clinician barriers,

guideline barriers, institutional barriers,

that we need to overcome.

Degree of collaboration between services.

People don't believe the guidelines work.

We don't know what the guidelines really say.

And frankly, some of the guidelines

are not easy to digest.

So we're working on that.

But what families tell us is that they really

want family centered care after pediatric head injury.

They want the providers to get along, first of all.

Some of you may be smiling right now.

They want they want communication

with their providers.

And they want communication between teams.

They want to learn how to take care of their children.

And they want care coordination.

So this is a study that we published a couple of years

ago, and I think, adds a lot of insight

into what should go into a program.

So I just want to spend the last few minutes

talking about a program that we developed at Harborview called

the Pegasus Program Guideline Adherence And Outcomes Program.

And our goals were to increase TBI guideline adherence

to improve communication between families and providers,

to decrease non-value added time, and to improve outcomes.

So this is what goes into the program.

The protocols, which is the guidelines, the Pegasus study

findings, the stakeholder perspectives.

We've integrated the program into our hospital QI metrics.

And we revise these annually.

We had a lot of Kumbaya moments.

We had to get along.

We had to get to talk to each other.

The nurses were critical to making this work.

They wanted paper packets pathways.

They didn't want to do things on the computer.

And every patient who is now admitted to Harborview

with a severe TBI diagnosis is put on the pathway.

And the pathways get used by the nurses.

And they provide us with wonderful information on what

works and what doesn't.

So we have 93 patients adopted on the pathways, so far,

which are guideline based.

93 percent have been adopted in the first 24 hours.

The 7% who didn't were very early in the implementation

and so we had some learning.

Our guideline adherence rate has increased 17%

over the last year.

And our discharge outcomes have improved by 21%.

This is because the guidelines work

and because we figured out how to work it at our system.

And the key performance indicators

that I mentioned earlier, they're important.

Look at our compliance to ventilation.

It went up significantly.

We were already high with our nutrition key performance

indicators.

And so we made improvements.

The CPP indicator.

We didn't verily make significant headway here.

And I want to talk about that just

to say that we didn't because the kids were

really sicker than the pre-implementation time point.

But the nurses documented more efforts

made to actually maintain CPP.

So I think there's achievement but there's also

effort that really matters.

And this is nursing feedback on the pathway.

They love it.

They think it has reduced conflict in the ICU

and has gotten everybody on the same page,

in terms of what are our daily goals of care?

So what can we do?

As practitioners, as public health providers,

we can encourage guideline use.

Well, first of all, I think if the kid really has severe TBI,

we need to transport them to a level one pediatric trauma

center.

We need to really develop a culture around guideline

adherence.

And we need to be looking forward

to the 2017 guidelines that are going to be published

later this year.

And we do this because we care for our kids.

So adherence to guidelines is cost effective

and improves outcomes.

And I'd like to thank the sponsors for the opportunity

to actually conduct some of this research

and share this information with you.

Thank you very much.

And I think we're going to transition to the question

and answer phase.

Please post your questions to the Q&A box

and then we can have a good discussion here.

I just want to remind you that the talk here

focused on in hospital care.

And Dr. Jamie Chandro, in the afternoon,

is going to be talking about emergency medicine.

So please post your questions to the Q&A box.

The first question is, what are your recommendations

for interventions for a level 2 trauma center, prior

to transport to a level one?

This is really a great question.

And the 2003 guidelines addressed transfer.

And the recommendations were direct transfer

to a pediatric trauma center.

It did not really specify which level.

I think that every state has their Department of Health

criteria for transfer.

And the Washington state talks about critically ill children

needing to be treated not at a level three.

So I would say that if we're transporting a child to a level

one trauma center, I think it's back to ABC.

So I think we need to make sure that these kids with severe TBI

are tracheally intubated.

I think that's something a level two trauma center can do.

Having two peripheral IVs that are functional

are really critical.

Sometimes we receive patients from other hospitals

where there are two IVs that are in place, but they don't work.

So and so ensuring that they work, or functional.

I think that hemodynamics, blood pressure, volume resuscitation,

is important.

And then choosing ventilation parameters

that are associated with normocarbia oxygenation

are important.

Use of hyperosmolar therapy can certainly be provided.

We just have to make sure that the patients are

hemodynamically stable before, during,

and after mannitol administration.

There's some good data showing that hypertonic saline results

in better preservation of cerebral perfusion pressure.

And in fact, national trends are suggesting

that the use of hypertonic saline is more common.

You can give 2% hypertonic saline through a peripheral IV.

And so I think that's a very viable option for maintaining

hemodynamic stability.

And I think, in terms of sedation and relaxation

for transport, I would suggest fentanyl and midazolam,

because using other kinds of agents

really can cause hemodynamic instability.

And I think if you're starting something and transporting

a patient, fentanyl, midazolam, and use of a muscle relaxant

for transport, so we're not dislodging

the tracheal tube during, would be playing it safe.

And then, of course, ALS transporting mechanism

to a level one trauma center.

And then, I would say, we are currently

working with some of our community partners

at Harborview to develop these recommendations.

If you're interested in what we develop,

please contact contact us.

And we'd be happy to be in touch, as well, because I think

that community centers are very interested in stabilizing

patients, as well.

And I think that's a needed area.

The second question is for pediatric neuroimaging,

does Harborview use a quick brain MRI instead of CTs?

Is this something we should be moving towards?

I think there are many people who

feel that we should be moving towards it.

Part of this is staffing, and logistics,

and availability of this.

I think if the patient is receiving an ICP monitor then

that poses a problem for MRI scanning.

So there's some timing things there.

There are some facilities on the East Coast

who are currently studying quick brain

MRI in severe pediatric traumatic brain injury.

And I think the paper on that is scheduled

to come out sometime soon.

So I would look for a paper from Mass General

to provide some information on the logistics

and how that really worked.

I think that if we're looking for bleed and the need

to proceed to the operating room,

I'm not so sure it's critical for a quick brain MRI.

I think if we're looking at it as a prognosticator,

then it is something that is a very good question.

The next question is, what's the best tool

to monitor and prevent hypoxia in the pre-hospital field

in a patient with poor perfusion?

This is a really good question too.

So there are two parts to this.

One is hypoxia.

And first I think back to basics.

I think we need to look at our patients

and make an assessment.

This may be a composite evaluation.

I think that combined use of clinical examination and pulse

oximetry is critical.

We conducted an audit a couple of years

ago of Washington State, looking at documentation

of oxygenation and ventilation in the pre-hospital arena.

And in fact, documentation is not

there sometimes, which makes it really hard for us

to retrospectively assess how often patients

are truly hypoxic during the pre-hospital period.

So I think pulse oximetry is standard.

End tidal CO2 monitoring really ought

to be a critical piece of evaluating

oxygenation and ventilation.

At the end of the day, I think the clinician

has to use their judgment to figure out if somebody is

adequately oxygenated or not.

So do you have a leak at the tube?

Are you able to move the chest?

Is the patient pink?

What does the sat say?

Is the saturation waveform good?

And what is the blood pressure?

And I think I would say, there are some emerging tools,

which looks like a pulse oximeter

that you put on the thenar eminence

to capture perfusion to the thumb and the hand.

But those are in developmental and testing phases

at Harborview looking at perfusion to muscle groups.

The next question is on your 4-month-old case

with an uncuffed ET tube with a lead,

do you recommend changing out with

a bougie continuous ventilation to cuff the endotracheal tube?

So yes we did that.

Now, when the patient came to the operating room,

we opted to proceed with the craniotomy

and not change the tube beforehand,

because the patient was herniating.

We did try to use some gauze to, sort of,

pack the back of the pharynx.

You have to remember to take that out

at the end of the procedure.

And then at the end of the operation,

we did change out the tube to a cuffed ET tube,

because we knew that gauze was not a permanent solution.

So I think if you have a child with severe TBI,

yes, the best approach is to use a cuffed endotracheal tube.

So there are some more questions.

I have about a minute left.

So the question is, how can we improve

serving patients in rural areas that don't have access

to trauma centers and often experience increased time

after injury in accessing care?

So a couple of thoughts on that.

One, I think, bring your experts in early.

If you know that you're receiving

a child from the field who has severe TBI,

I think there should be some trauma team activation

criteria where you call your pediatric support,

your anesthesiology support, your ICU support, your surgery

support, et cetera., to meet you in the emergency department

so that all decks can be on board to provide

their expertise for stabilization.

Second, I think we are going to be seeing

increased use of telemedicine.

And I think this is an opportunity for trauma centers

to provide stabilizing support to rural centers in this area.

And third is really calling the trauma center hotline

and asking to speak to an emergency medicine

physician or clinician who is in charge,

who can actually guide one through that sources of care.

And then, of course, there's being

familiar with the ATLS guidelines,

and also with the Brain Trauma Foundation Guidelines,

because there are excellent physicians out in the community

who, I think, provide fantastic stabilizing care.

And I think keeping these guidelines at the forefront

and having a card, maybe, in the ED,

and say, look, these are the goals

that people can aim to achieve, would really

provide a lot of support.

So with that, I think I've been told

that it's time to transition to the next speaker.

I'm sorry I didn't get to all of the questions.

But what we are going to be doing

is archiving these questions.

And those that we don't think we answered,

we will try and respond back to you.

Thank you very much for your time.

I would like to take this opportunity--

I think we're going to transition to the next speaker.

And then I'll come back and introduce Dr. Ebell.

For more infomation >> Session 2: "Brain Trauma Foundation Guidelines for Acute Care" by Dr. Monica Vavilala - Duration: 41:48.

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Kennedy Space Center rebuilds dock for super-sized rocket - Duration: 1:23.

For more infomation >> Kennedy Space Center rebuilds dock for super-sized rocket - Duration: 1:23.

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5 Little Speckled Frogs| Part 2 | Nursery Rhymes | Songs for Kids | Easy Subtraction - Duration: 1:37.

Hip Hop Frogs

Five Little Hip Hop Frogs

Danced on a hip hop log Eating some most delicious bugs

(yum, yum) One jumped into the pool where it was nice and cool

Then there were four hip hop frogs

(glub, glub)

Four Little Hip Hop Frogs Danced on a hip hop log

Eating some most delicious bugs (yum, yum)

One jumped into the pool where it was nice and cool

Then there were three hip hop frogs (glub, glub)

Three Little Hip Hop Frogs Danced on a hip hop log

Eating some most delicious bugs (yum, yum)

One jumped into the pool where it was nice and cool

Then there were two hip hop frogs (glub, glub)

Two Little Hip Hop Frogs Danced on a hip hop log

Eating some most delicious bugs (yum, yum)

One jumped into the pool where it was nice and cool

Then there was hip hop frog (glub, glub)

One Little Hip Hop Frog Danced on a hip hop log

Eating some most delicious bugs (yum, yum)

One jumped into the pool where it was nice and cool

Then there were zero hip hop frogs (glub, glub)

For more infomation >> 5 Little Speckled Frogs| Part 2 | Nursery Rhymes | Songs for Kids | Easy Subtraction - Duration: 1:37.

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Vanilla Air Apologizes for Making Disabled Passenger Climb to Aircraft - Duration: 0:53.

For more infomation >> Vanilla Air Apologizes for Making Disabled Passenger Climb to Aircraft - Duration: 0:53.

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Fast VS Slow Reps For Building Muscle Mass FAST? (THE TRUTH!) - Duration: 9:26.

What's up Champ! I'm Vince Del Monte of GeneExpressionTraining.com and in this

video we're going to discuss a question I've been getting asked very frequently.

It's what's better for building muscle mass fast? Slow reps or fast reps?

Alright. in this video we are going to teach you what the perfect rep speed is

so that you get faster muscle building results.

So what I want to share with you guys is not based on my own opinion. This is based on physics and we are going to

show you guys with our fish-scale. Alright. I have got five pounds attached

to a fish (laugh) I can't say that Frishscale (laugh) oh my gosh fish scale. Maybe I'm dehydrated.

Alright so, as you guys can see it weighs five pounds. Do we have

verification of that? So the question is... is what happens when we change our

lifting speed? If we go fast, is the weight still five pounds? If we go slow.

is the weight still five pounds? Alright. This videos in context to

building muscle right. And I find that's where a lot of people get confused in

terms of how they need to train. People don't know what their end goal is

alright. If your end goal is to be an athlete, to be a great power lifter, those

are very specific goals. Those are performance-based sport. Alright. They

require performance-based variables to be achieved. However if you want to build

a great physique. If you want to be a bodybuilder. You just want to be really

proportional, you just want look really sexy for the ladies, a lot of the methods used

to achieve sport based performance are not necessary and that's why I wanted to

shoot this video because for me, like I'm never going to play professional sports.

I'm never going to do powerlifting. I just want a good body. To look good to

feel good. Alright. So if that's my goal to have an

aesthetic physique, a balanced physique, a muscular physique, one that doesn't get

hurt, I want to eliminate all the risks possible. Does that make sense? That's why

I'm so passionate teaching guys how to use baby weights. Alright. And we're

going to take a look here at this thing called the fish scale and we're going to

find out when five pounds doesn't weigh five pounds and when it does so that

you can make more intelligent training decisions. Alright. There's no point

beating up your joints if you don't have to. Alright. So as you guys can see

let's just get right into the demonstration. We're going to have to get

some really good camera shots of this so you guys can see this but when the

weight's here, I'm going to drop the weight quickly okay. Any exercise you're doing

when you're lowering the weight, if you're lowering the weight too fast,

let's take a look at what happens to the weight. It's no longer five pounds. You see how

depending again on how fast I drop the weight, the force is no longer five

pounds. Alright. I mean if you can catch that it's going from five pounds to

close to ten pounds and if I go even faster you can see that the force is

magnified. So if you guys don't know the equation of force, its mass times

acceleration. Alright. So the mass here is five pounds depending on how much the

acceleration is, is going to dictate how much force you're actually putting into

your joints. So a lot of people, what happens, they go to the gym and they get

hurt. How many of you guys know somebody's been hurt lifting weights.

Well I believe that you should never get hurt if you train the way I teach you

alright. I believe you should never get hurt because I don't teach this. I don't

teach how to magnify the force into your joints with acceleration alright. I

teach you how to control the weight which we'll get to in a second. Now

that's one issue. Another issue is if we're going too fast

on the way up, alright. So now we're doing the concentric portion of your

movement. You're doing your press on the benchpress. You're doing your press on

your shoulder press. You're doing your pull on the pull-up. You're doing your

curl on the bicep curl. You're doing your press down on the tricep press down. What

happens if we use too much speed on the way up? Now watch the needle. Five pounds,

when it's not in motion, you see how the needle goes inward. It's literally going

to almost zero. So you're literally putting your muscles through a state of

weightlessness alright. Again, this is fantastic if you're an athlete or

performance-based person. You don't want to feel the weight. You want to get the

rep done, right. You want the weight to be light. So this whole thing of speed is

fantastic if you don't want tension, if you don't want fatigue in the muscles. If

you want an advantage, go fast. If you want an advantage go fast. My shoulder's

getting sore so I'm going to put this down. So the title of this video is how

do you build muscle faster? Slow reps or fast reps? Um, well, do we want more

tension in the muscle? Yes or no. Yes. So does going fast serve us? No. We're

actually making the weight lighter. Alright. If you want to build muscle tissue,

we need what's called muscle disadvantages, not muscle advantages. Alright.

Now, if we're trying to build muscle tissue and we're lowering the

weight too fast, is that good for our joints? No. If we're hurt and not in the

gym can we build muscle? No. Right. One of the best ways to build muscle is just not

to get hurt. Alright. A lot of guys peak in their 20s. They look their best in

their 20s and it's all downhill. I take pride in looking better since I

started and I think I'm going to look even better my 40s and 50s because I'm

playing the long game and I'm avoiding these risks of lowering the weights too

quickly. Alright. And I'm not going so fast that

I'm losing tension in my muscles so they'll have to keep adding more weight

to try and get something into the muscle. Does that makes sense? So let's wrap this

video up and let's find out when five pounds actually weighs five pounds. I

think you've probably figured this out by now, but five pounds weighs five

pounds when we're going what is the needle moving at all?

Do you see the needle move when I'm going slow? Hardly moving. So five pounds is five

pounds when we eliminate the acceleration component. Alright. So the

force going into your muscles is in fact what it says on the weight when we go

slow. So I could have wrapped up that entire video in two words. GO SLOW.

Alright. Now some of you guys are thinking slow is like so slow that like you're

not even getting a good workout in but that's not the truth. If you watch guys

work with a slow tempo or controlled tempo, it's a harder workout guys.

Swinging weight is easy. That's not a hard workout because you're cutting the

weight in half or depend on how fast you're moving, you're reducing the amount

of force you're putting into your muscles. So everyone thinks going slow is

for whimps. It's not hard. It's harder. You put that load all into your muscle. It feels

completely different. You're going to get an incredible pump. You're going to get

an incredible burn. You're going to break down muscle tissue and the best part is

you're not going to bang up your joints. So if your goal is to build muscle

tissue, to build muscle mass, the name of the game is going slow. Going control.

Alright. Fast lifting is great if you're an

athlete. It's great if you're a performance-based sport, but when it

comes to the world of bodybuilding, you've got to control it. You got to own

it.Alright. If you can't control it, you can't challenge it. You can't challenge

it, you can't build it. Next time you're in the gym with your buddy, I want you to

coach him by just using those two words. Slow it down.

Control. Stop swinging it. Squeeze it. Own it. Contract it. Alright. If your goal is

to build muscle that's the name of the game. Alright. And as you start to build

more muscle tissue, you will get stronger. Alright. That's the cool thing. You guys

who want to get stronger, you will get stronger, but you're going to be doing it

safely, alright, and you're actually going to be using your muscles to move

the weight. So if you're ready to improve your exercise execution so you get more

from less, so that you actually put tension in the muscle, I created a course

called Mass Mechanics. It's an exercise

execution video library. 215 00:08:23,870 --> 00:08:28,670 You get five hours of video coaching where

I take you through 113 different exercises. Ones you're probably familiar

with and we show you how to own the weight. How to execute your movements so

you build muscle faster and you don't get hurt in the process. It was my

best-selling program last year. People absolutely love it. They say I wish I

discovered this when I first got into lifting. Alright. It took me five years

to put this thing together until I was comfortable with all the tips that I put

in the program. It's very different than what you've probably been taught. Alright.

And this video resource can be picked up through the link on the page

here or the first link in the description box and you're going to

start getting better results without banging up your joints. Alright guys.

Thank you so much for watching. I look forward to doing this again soon. If

you've got any feedback for upcoming videos you know what to do. Read them.

Read them. Post them in the comment section below. I'll see you guys next

time

For more infomation >> Fast VS Slow Reps For Building Muscle Mass FAST? (THE TRUTH!) - Duration: 9:26.

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US Issues New Visa Rules for Muslim Nations - Duration: 0:55.

For more infomation >> US Issues New Visa Rules for Muslim Nations - Duration: 0:55.

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The Best Method for Designing and Developing a Curriculum - Duration: 2:21.

Good morning or good afternoon my name is Tom Langtry and I am the director of

Education Associates. We've developed in three areas: language instruction,

curriculum design, and writing and editing. For today's pro tip we'll discuss the

best method for designing and developing a curriculum. First of all, what's a

curriculum? Well if a lesson plan is the plan for a single class session, then the

syllabus is a collection of all the lesson plans for a semester, and the

curriculum would be the collection of all the syllabi for a university or a

school or an academic department or even a corporate training center. We have

found that the ADDIE model is a very effective method of designing a

curriculum for virtually any environment. An example of an ADDIE based curriculum

design is this book that I wrote it is an award-winning book, designed in order

to help staff of a state agency improve process and workflow. The ADDIE model can

be broken down into five steps: Analysis, Design, Development, Implementation and

Evaluation. So we have a A-D-D-I-E, the ADDIE model. Briefly, here's how it works. In the

Analysis phase we determine the learning gap or the skills gap, which is the

difference between what your staff or students already know and what they need

to know to reach your learning objective. Once we determine the learning gap, we

move into Design. And find a way to address that learning gap. From there we

move into Development and we take what we've determined in the design phase and

develop it by finding materials and building lesson plans. The Implementation

phase is when we take that work we've accomplished so far and move into the

classroom. And finally in Evaluation we take a look over kind before and afters

to ensure that the curriculum we've developed is actually accomplishing the

goals we've set. Thanks for watching BBB Pro Tips. Please

subscribe to watch more videos. To learn more about accredited businesses, check

out bbb.org/sacramento.

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