Lessons Learned from the Analysis of System Failures at Petascale: The Case of Blue Waters

2014 ◽  
Author(s):  
Catello Di Martino ◽  
Zbigniew Kalbarczyk ◽  
Ravishankar K. Iyer ◽  
Fabio Baccanico ◽  
Joseph Fullop ◽  
...  
Keyword(s):  
Lessons Learned ◽  
System Failures

Flood Prevention Strategy in Taiwan: Lessons Learned from Typhoon Morakot

2010 ◽  
Vol 5 (3) ◽  
pp. 325-329 ◽  
Author(s):  
Lung-Sheng Hsieh ◽  
◽  
Jiun-Huei Jang ◽  
Hsuan-Ju Lin ◽  
Pao-Shan Yu
Keyword(s):  
River Flow ◽  
Strong Field ◽  
River Basin Management ◽  
Field Investigation ◽  
Lessons Learned ◽  
Typhoon Morakot ◽  
Hydraulic Facility ◽  
Flood Prevention ◽  
System Failures ◽  
Climate Change Assessment

Typhoon Morakot hit Taiwan during August 7-9, 2009. Its record-breaking rainfall caused catastrophic damage, making it the deadliest typhoon to visit Taiwan in the last 50 years. Conducting a three-months and 160-member-strong field investigation of the scale and causes of this disaster, this paper proposes strategies effective to improve flood prevention work in Taiwan. The severe flood disaster triggered by Typhoon Morakot’s excessive rainfall is attributable to four factors: (1) hydraulic system failures, (2) river flow retardation, (3) reservoir release, and (4) land subsidence. Based on these findings, this paper proposes comprehensive improvement strategies in hydraulic facility inspection, emergency response, river basin management, and climate change assessment to improve flood prevention work in Taiwan. This study combines governmental, academic, and public efforts in investigating effective post-disaster flood prevention strategies that we hope will prove to be a useful reference for other countries while facing such issues.

scholarly journals (P1-4) Building Resilient Extended-Care Facilities during Natural Disasters – Lessons Learned From the 2007 Tulsa, Oklahoma Ice Storm

2011 ◽  
Vol 26 (S1) ◽  
pp. s100-s100
Author(s):  
C.E. Stewart ◽  
J. Gulden
Keyword(s):  
Natural Disasters ◽  
Healthcare Systems ◽  
Lessons Learned ◽  
Ice Storm ◽  
Power Outages ◽  
Public Health Response ◽  
System Failures ◽  
South Central ◽  
Extended Care ◽  
Care Facilities

Building Resilient Extended-Care Facilities During Natural Disasters – Lessons Learned from the 2007 Tulsa, Oklahoma Ice Storm. In the last decade, increasing importance has been placed on building resiliency into critical healthcare systems. This has meant shifting the paradigm from focusing on response to one of preparedness. In 2007, an ice storm as part of a series of winter storms occurred in the south central United States causing extensive power outages, in Tulsa, Oklahoma, for a period of up to 3 weeks. Five of the six tertiary care hospitals in Tulsa suffered power outages, phone system failures or oxygen and/or suctioning system failures. Local water treatment plants were without power for 48 hours. During this time, multiple extended-care (nursing home) patients were discharged to homes or transferred to hospitals because the nursing homes were not prepared to cope with an extended power outage. This paper is a retrospective analysis and discussion of lessons learned with respect to the vulnerability of these extended-care healthcare systems and the public health response during natural disasters.

scholarly journals Potentials and Challenges of Resilience as a Paradigm for Designing Technical Systems

2021 ◽  
pp. 47-58
Author(s):  
Philipp Leise ◽  
Pia Niessen ◽  
Fiona Schulte ◽  
Ingo Dietrich ◽  
Eckhard Kirchner ◽  
...  
Keyword(s):  
Interdisciplinary Research ◽  
Mechanical Engineering ◽  
Lessons Learned ◽  
High Potential ◽  
Arbitrary System ◽  
Engineering Systems ◽  
System Failures ◽  
Intrinsic Complexity ◽  
Technical Systems

AbstractThe resilience paradigm constitutes that systems can overcome arbitrary system failures and recover quickly. This paradigm has already been applied successfully in multiple disciplines outside the engineering domain. For the development and design of engineering systems the realization of this resilience concept is more challenging and often leads to confusion, because technical systems are characterized by a lower intrinsic complexity compared to, e.g., socio-technical systems. The transfer of the resilience paradigm to technical systems though also offers high potential for the engineering domain. We present results from four-year research on transferring the resilience paradigm to the engineering domain based on mechanical engineering systems and summarize relevant design approaches to quantify the potentials of this paradigm. Furthermore, we present important challenges we faced while transferring this paradigm and present the lessons learned from this interdisciplinary research.

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

Experiences With and Lessons Learned From Developing, Implementing, and Evaluating a Support Program for Older Hearing Aid Users and Their Communication Partners in the Hearing Aid Dispensing Setting

2020 ◽  
Vol 29 (3S) ◽  
pp. 638-647 ◽  
Author(s):  
Janine F. J. Meijerink ◽  
Marieke Pronk ◽  
Sophia E. Kramer
Keyword(s):  
Large Scale ◽  
Hearing Aid ◽  
Critical Discussion ◽  
Lessons Learned ◽  
Research Note ◽  
Support Program ◽  
Large Sample Size ◽  
Long Term Effects ◽  
Communication Program ◽  
Communication Partners

Purpose The SUpport PRogram (SUPR) study was carried out in the context of a private academic partnership and is the first study to evaluate the long-term effects of a communication program (SUPR) for older hearing aid users and their communication partners on a large scale in a hearing aid dispensing setting. The purpose of this research note is to reflect on the lessons that we learned during the different development, implementation, and evaluation phases of the SUPR project. Procedure This research note describes the procedures that were followed during the different phases of the SUPR project and provides a critical discussion to describe the strengths and weaknesses of the approach taken. Conclusion This research note might provide researchers and intervention developers with useful insights as to how aural rehabilitation interventions, such as the SUPR, can be developed by incorporating the needs of the different stakeholders, evaluated by using a robust research design (including a large sample size and a longer term follow-up assessment), and implemented widely by collaborating with a private partner (hearing aid dispensing practice chain).

Maximizing Outcomes in Group Treatment of Aphasia: Lessons Learned From a Community-Based Center

2014 ◽  
Vol 24 (3) ◽  
pp. 100-105 ◽  
Author(s):  
Darlene Williamson
Keyword(s):  
Group Treatment ◽  
Treatment Protocol ◽  
Lessons Learned ◽  
Group Program ◽  
Community Based ◽  
Multiple Treatment ◽  
Use Of Technology ◽  
Communication Impairments ◽  
Treatment Settings

Given the potential of long term intervention to positively influence speech/language and psychosocial domains, a treatment protocol was developed at the Stroke Comeback Center which addresses communication impairments arising from chronic aphasia. This article presents the details of this program including the group purposes and principles, the use of technology in groups, and the applicability of a group program across multiple treatment settings.

Experience With Grant Writing: Where Do I Even Begin?

2010 ◽  
Vol 11 (1) ◽  
pp. 21-24
Author(s):  
Nicole M. Mancini
Keyword(s):  
Lessons Learned ◽  
Economic Situation ◽  
Grant Writing ◽  
Personal Journey ◽  
Know How ◽  
Daunting Task

Abstract At first, grant writing may look like a daunting task. You may ask yourself, “Is it really worth the time and effort?” With today's economic situation, teachers and therapists need ways to supplement their programs and grants provide such an opportunity. However, many of us do not know how to get started. After a few experiences and many lessons learned, I have come to enjoy researching and writing grants to supplement my students' learning. It is well worth the time and effort. This article provides information about a personal journey, lessons learned, and resources to get you started.

Sign in / Sign up

Export Citation Format

Share Document