Managing at the Edge of Chaos: Lessons Learned from the 2006 Bam Earthquake in Iran

2016 ◽  
pp. 135-148 ◽  
Author(s):  
Ali Farazmand
Keyword(s):  
Lessons Learned ◽  
Bam Earthquake ◽  
Edge Of Chaos

Toward a Better Nutritional Aiding in Disasters: Relying on Lessons Learned during the Bam Earthquake

2017 ◽  
Vol 32 (4) ◽  
pp. 382-386 ◽  
Author(s):  
Mahmoud Nekouie Moghadam ◽  
Mohammadreza Amiresmaieli ◽  
Mohammad Hassibi ◽  
Farideh Doostan ◽  
Sajad Khosravi
Keyword(s):  
Qualitative Study ◽  
Sampling Method ◽  
Nutritional Assessment ◽  
Lessons Learned ◽  
Critical Conditions ◽  
Publication Type ◽  
Bam Earthquake ◽  
Team Members ◽  
Disaster Victims ◽  
Colaizzi's Method

AbstractIntroductionExamining various problems in the aftermath of disasters is very important to the disaster victims. Managing and coordinating food supply and its distribution among the victims is one of the most important problems after an earthquake. Therefore, the purpose of this study was to recognize problems and experiences in the field of nutritional aiding during an earthquake.MethodsThis qualitative study was of phenomenological type. Using the purposive sampling method, 10 people who had experienced nutritional aiding during the Bam Earthquake (Iran; 2003) were interviewed. Colaizzi’s method of analysis was used to analyze interview data.ResultsThe findings of this study identified four main categories and 19 sub-categories concerning challenges in the nutritional aiding during the Bam Earthquake. The main topics included managerial, aiding, infrastructural, and administrative problems.ConclusionsThe major problems in nutritional aiding include lack of prediction and development of a specific program of suitable nutritional pattern and nutritional assessment of the victims in critical conditions. Forming specialized teams, educating team members about nutrition, and making use of experts’ knowledge are the most important steps to resolve these problems in the critical conditions; these measures are the duties of the relevant authorities.Nekouie MoghadamM,AmiresmaieliM,HassibiM,DoostanF,KhosraviS.Toward a better nutritional aiding in disasters: relying on lessons learned during the Bam Earthquake.Prehosp Disaster Med.2017;32(4):382–386.

scholarly journals International Medical Response to a Natural Disaster: Lessons Learned from the Bam Earthquake

2005 ◽  
Vol 20 (S1) ◽  
pp. 51-51 ◽  
Author(s):  
M.H. Radfar ◽  
H. Abolghasemi ◽  
S.M. Briggs ◽  
M. Saghafinia ◽  
A. Amid
Keyword(s):  
Natural Disaster ◽  
Lessons Learned ◽  
International Medical ◽  
Bam Earthquake ◽  
Medical Response

International Medical Response to a Natural Disaster: Lessons Learned from the Bam Earthquake Experience

2006 ◽  
Vol 21 (3) ◽  
pp. 141-147 ◽  
Author(s):  
Hassan Abolghasemi ◽  
Mohammad Hadi Radfar ◽  
Masoud Khatami ◽  
Masoud Saghafi Nia ◽  
Ali Amid ◽  
...  
Keyword(s):  
Lessons Learned ◽  
International Medical ◽  
Field Hospital ◽  
Bam Earthquake ◽  
International Assistance ◽  
Incident Command ◽  
Medical Needs ◽  
Medical Response ◽  
Richter Scale ◽  
Health Demands

AbstractAn earthquake measuring 6.5 on the Richter scale devastated Bam, Iran on the morning of 26 December 2003. Due to the great health demands and collapse of health facilities, international aid could have been a great resource in the area. Despite sufficient amounts and types of resources provided by international teams, the efficacy of international assistance was not supported in Bam, as has been experienced in similar events in other countries. Based on the observations in the region and collecting and analyzing documents about the disaster, this manuscript provides an overview of the medical needs during the disaster and describes the international medical response. The lessons learned include: (1) necessity of developing a national search and rescue strategy; (2) designing an alarm system; (3) establishing an international incident command system; (4) increasing the efficacy of the arrival and implementation of a foreign field hospital; and (5) developing a flowchart for deploying international assistance.

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.

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