Lessons Learned from 30 Years of Assessing U.S. Coastal Water

Plastic pollution research and awareness activities have increased exponentially over the last decade, however not all citizen science activities are run with a degree of control assurance. Also, not many research projects include collaborations beyond academia or have set goals for the dissemination of results to specific non-academic stakeholders. Here, our project involves a range of collaborators from different disciplines, from the Irish academic sector to Spanish environmental NGOs and citizen scientists. Also, the project is funded by the US-based NGO Sustainable Ocean Alliance (SOA). We selected the natural area of Maro-Cerro Gordo Cliffs (southern Spain) as our sampling site due of its special status under Natura 2000. Despite this protection, previous monitoring work in 2019 identified heavily plastic polluted sites due to intensive agriculture activities in the area. Therefore, this project was designed as a citizen science initiative with a focus on (1) clean up and characterisation of litter from selected terrestrial and aquatic sites, both freshwater and coastal, and (2) an analysis of microplastics in stream and coastal waters. The main objectives of the project are to characterise the presence of litter and microplastics while working closely with citizen scientists, raising awareness and informing local authorities about the issue.&#160;First sampling activities were carried out in December 2020. A second field trip is organised for February 2021. Citizen scientists were previously trained and always worked together under the supervision of a team member. Litter was collected following transects and using tracking apps (eLitter and MARNOBA). A total of 43 items were collected from stream transects whereas 59 items were collected in beach transects. Remarkably, 74% of litter collected in streams were plastic items, 12% were other materials, 9% was paper or cardboard and 5% was metal. Whereas in beach transects, 51% of the litter collected was paper or cardboard, 25% plastic, 10% metal and 14% other materials. Regarding microplastic sampling, 200 L of stream water and 50000 L of coastal water samples were collected using a filtration unit with a 45 &#181;m pore size. The volume of filtered coastal water was significantly higher as it was collected from three kayaks for 30 minutes. Microfibres and fragments have been detected at both sites. Sample processing and polymer analysis is currently ongoing using FTIR. All protocols follow strict QA/QC guidelines including clean conditions and airborne contamination procedures.&#160;Results from this project will be submitted for peer-review and also shared in the form of mid-term and final reports among local stakeholders including local environmental managers and SOA. Also, citizen scientists will take part of a workshop aimed at informing the general public. Therefore, the findings from this project are directly used to raise awareness through citizen scientists and informing local and international non-profit stakeholders. More specifically, lessons learned will be presented at EGU in the form of successes and challenges for discussion. It is imperative that, when feasible, high quality environmental research is carried out between cross-disciplinary collaborators in order to gather sound data while raising awareness and discussing solutions.

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Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_persp-19-00092 ◽

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.

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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

American Journal of Audiology ◽

10.1044/2020_aja-19-00072 ◽

2020 ◽

Vol 29 (3S) ◽

pp. 638-647 ◽

Cited By ~ 2

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).

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ASHA Voices: Lessons Learned From Stuttering Struggles and Beatboxing Sounds

Blog post Digital Object Group ◽

10.1044/asha-voices-lessons-learned-from-stuttering-struggles-and-beatboxing-sounds ◽

2020 ◽

Keyword(s):

Lessons Learned

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Lessons Learned: My Path from PhD to Postdoc to Tenure Track

10.1044/cred-pvd-lfs004 ◽

2014 ◽

Vol 4 (1) ◽

pp. 1-17

Author(s):

Cara Stepp

Keyword(s):

Lessons Learned ◽

Tenure Track

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

Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders ◽

10.1044/nnsld24.3.100 ◽

2014 ◽

Vol 24 (3) ◽

pp. 100-105 ◽

Cited By ~ 1

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.

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Experience With Grant Writing: Where Do I Even Begin?

Perspectives on School-Based Issues ◽

10.1044/sbi11.1.21 ◽

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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