scholarly journals Introductory Chapter: The Lessons Learned from Past Tsunamis and Todays Practice

2020 ◽  
Author(s):  
Mohammad Mokhtari
Keyword(s):  
Lessons Learned

scholarly journals Book Review: So You Want to Be an Academic Library Director

2018 ◽  
Vol 57 (3) ◽  
pp. 220
Author(s):  
Pat Hawthorne
Keyword(s):  
Academic Library ◽  
Lessons Learned ◽  
Library Directors ◽  
Library Management ◽  
Personal Experiences ◽  
Research Findings ◽  
Library Director ◽  
Director Characteristics

This volume comprises thirteen reflective essays by library leaders offering perspectives on their personal experiences and lessons learned regarding academic library management. Editor Colleen S. Harris notes in the very brief preface: “To complement the formal research on academic library director characteristics, I have recruited library directors to write essays reflecting on various aspects of their work as library directors.” Although she alludes to research studies regarding the knowledge, skills, and characteristics of successful managers and leaders, none of the chapters cite any such studies, and the book unfortunately lacks a substantive introductory chapter to complement and provide context for the essays by presenting relevant research findings. It almost seems as though the intent was to provide a more thorough introduction to this literature and the studies, but somehow that introductory chapter did not make it into the volume.

Introduction

2021 ◽  
pp. 1-13
Author(s):  
Kirk Heilbrun ◽  
H. Jean Wright ◽  
Christy Giallella ◽  
David DeMatteo ◽  
Kelley Durham ◽  
...  
Keyword(s):  
Criminal Justice ◽  
Behavioral Health ◽  
Lessons Learned ◽  
Health Organizations ◽  
Major Purpose ◽  
Effectiveness Measurement ◽  
Financial Arrangements

This book’s major purpose is to offer detailed information about successful collaborations between universities and public behavioral health organizations in criminal justice contexts. This introductory chapter briefly describes the nine contributed chapters in this volume, each illustrating a particular collaboration. Each contributed chapter describes the collaboration in more detail, including purposes, beginning, leadership, who is served, services, operations, effectiveness measurement, financial arrangements, and lessons learned. This first chapter also defines relevant terms and reviews the literature relevant to this area. The particular focus is on collaborations that are relatively long-standing and successful, with the goal of aggregating the various aspects of the different projects into a larger model for success.

scholarly journals Introduction: Citizen Organisations, Transnational Solidarity and Collective Learning in Europe

2020 ◽  
pp. 1-29
Author(s):  
Christian Lahusen ◽  
Ulrike Zschache ◽  
Maria Kousis
Keyword(s):  
Collective Learning ◽  
Lessons Learned ◽  
European Countries ◽  
Methodological Issues ◽  
Related Research ◽  
Societal Challenges ◽  
The Uk ◽  
Transnational Solidarity ◽  
Informal Groups

Abstract This edited volume is devoted to the analysis of practices of transnational solidarity in response to the various crises affecting Europe, especially the economic and refugee crises. Its aim is to present new insights into existing informal groups, at the grassroots, geared at furthering transnational solidarity in three thematic areas (disability, unemployment and immigration) and builds on extensive fieldwork in eight European countries (Denmark, France, Germany, Greece, Italy, Poland, Switzerland and the UK). The introductory chapter provides an overview of the topic and the related research, discusses conceptual and methodological issues, and presents the structure of the book. It argues that the transnational solidarity work of citizen groups and organisations is strongly shaped by the socio-economic and political context in which they operate, by the action repertoires they promote, the networks of cooperation they are involved in and the experiences and lessons learned by engaged citizens and activists. It argues that in spite of apparent differences tied to contexts, there are a number of similarities in regard to the way transnationally oriented solidarity groups and organisations respond to societal challenges.

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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