Kernel-Based Offload of Collective Operations – Implementation, Evaluation and Lessons Learned

2011 ◽  
pp. 264-275 ◽  
Author(s):  
Timo Schneider ◽  
Sven Eckelmann ◽  
Torsten Hoefler ◽  
Wolfgang Rehm
Keyword(s):  
Lessons Learned ◽  
Implementation Evaluation

scholarly journals Regional Conference Planning

2007 ◽  
Vol 5 (3) ◽  
pp. 37-50
Author(s):  
J. L. Harris ◽  
E. P. Zarco
Keyword(s):  
Professional Development ◽  
Local Level ◽  
Lessons Learned ◽  
Release Time ◽  
Health Educators ◽  
National State ◽  
Implementation Evaluation ◽  
State And Local ◽  
Community Health Educators ◽  
K 12

National, state and local mandates require professional development for K-12 and community health educators to keep knowledge and skills current, to maintain certification and to enhance professional practice. Meeting these mandates at the local level presents a challenge because of limited professional development opportunities and a lack of funds for travel or release time from work. This paper describes the evolution of HealthNets, a network of health educators who utilized various modes and venues of professional development opportunities that are accessible, reflect best practices and help fulfill national, state and local mandates. Conference planning, implementation, evaluation and lessons learned are discussed.

Technology Transfer to Small Farmers Program (PTTA) in Haiti: Implementation, Evaluation and Lessons Learned

2018 ◽  
Author(s):  
Karen Macours ◽  
Dan Stein ◽  
Lina Salazar ◽  
Sébastien Gachot ◽  
Bruno Jacquet ◽  
...  
Keyword(s):  
Technology Transfer ◽  
Lessons Learned ◽  
Small Farmers ◽  
Implementation Evaluation

scholarly journals Translating Theory into Practice: Lessons Learned from Developing a Program Model to Foster Resiliency in Expectant and Parenting Youth

2020 ◽  
Vol 24 (S2) ◽  
pp. 132-140 ◽  
Author(s):  
Lissa Pressfield ◽  
Mary Campa ◽  
Karen Ramstrom ◽  
Sangi Kabadi ◽  
Catherine Lopez
Keyword(s):  
Youth Development ◽  
Program Development ◽  
State Government ◽  
Lessons Learned ◽  
Program Model ◽  
California Department ◽  
New Science ◽  
Implementation Evaluation ◽  
Multiple Components ◽  
Core Components

Abstract Purpose This paper describes the approach used to develop the Adolescent Family Life Program (AFLP) Positive Youth Development (PYD) Model within the structure of an existing state government-run program. Description The California Department of Public Health, Maternal, Child and Adolescent Health (CDPH/MCAH) Division undertook an innovative approach to develop a program model to help expectant and parenting youth build resilience. CDPH/MCAH started by assessing existing program efforts and theory to develop and test new strategies in the field, structure a program model, and build toward broader expansion and sustainability. CDPH/MCAH engaged local organizations from across the state, their staff and enrolled youth, experts, and evaluators in an iterative program development process to standardize an effective model that could be replicated and evaluated. Assessment Key lessons for program developers and administrators are to ensure adequate staffing with diverse expertise related to the topic and content to support the multiple components of program development and implementation, evaluation, and training; identify the guiding theory and framework early and link them with clearly articulated core components to ensure the final model reflects the intended purpose and is structured to support implementation; engage implementation staff on the ground and focus early and often on processes for supporting people through change. Conclusion The lessons learned can guide others working with existing programs to develop standardized program models or translate new science and theory into practice.

Pre-Implementation evaluation of a nationwide information system for university hospitals: lessons learned from a study in Brazil

2018 ◽  
Vol 37 (3) ◽  
pp. 217-231 ◽  
Author(s):  
Clarissa Carneiro Mussi ◽  
Christine Duarte do Valle Pereira ◽  
Rogério Tadeu de Oliveira Lacerda ◽  
Ernani Marques dos Santos
Keyword(s):  
Information System ◽  
Lessons Learned ◽  
University Hospitals ◽  
Implementation Evaluation

scholarly journals COVID-19 Conversations Within Black/Brown Minority Communities: A Stakeholder and Psychoeducation Approach Using Zoom/Facebook Live

2021 ◽  
pp. 152483992110498
Author(s):  
Myia S. Williams ◽  
Alyson K. Myers ◽  
Vidhi H. Patel ◽  
Lyndonna Marrast ◽  
Naomi I. Maria ◽  
...  
Keyword(s):  
Community Education ◽  
Lessons Learned ◽  
Social Needs ◽  
Accurate Information ◽  
Psychosocial Needs ◽  
Community Members ◽  
Minority Communities ◽  
Implementation Evaluation ◽  
Communities Of Color ◽  
Education And Outreach

As communities of color are disproportionately affected by COVID-19, there is an urgent need for dissemination of timely and accurate information to community members. In this article, we describe a stakeholder approach for the implementation, evaluation, and lessons learned from COVID-19 Conversations, a program developed and delivered virtually by researchers and academics at Northwell Health. The goal of the program was to address the mental, physical, and psychosocial needs of community members. The program used Zoom/Facebook Live to deliver interactive discussions on topics ranging from health education on COVID-19 and mental health to resources for unmet social needs. This interprofessional, cross-sector collaboration highlights the importance of public health interventions aimed at reducing the spread of COVID-19 through easy online access and culturally relevant community education and outreach.

scholarly journals Content Mastery Service Model to Improve Student Skills in Lessons Learned in Classical Formats Content Mastery Service Model to Improve Student Skills in Lessons Learned in Classical Formats

2018 ◽  
Vol 2 (3) ◽  
Author(s):  
Nurfarida Deliani ◽  
Prayitno Prayitno ◽  
A Muri Yusuf ◽  
Jamaris Jamna
Keyword(s):  
Learning Process ◽  
Lessons Learned ◽  
Learning Needs ◽  
Guidance And Counseling ◽  
Design Development ◽  
Service Model ◽  
Content Mastery ◽  
Effective Learning ◽  
Implementation Evaluation

Skills students ask a low asking in the learning process can disrupt the effective learning process at school. Questioning skills that students need to improve are the attitude about the material to be asked, how to ask for an opportunity to ask, the attitude when given the opportunity to ask, the attitude when the friend is given the opportunity to ask questions, the effort summarizes the whole question material. Based on this, the role of guidance and counseling is expected to meet the learning needs of students. One model that can be done to improve questioning skills is to provide content mastery services. Content mastery services help students, groups or classes to master a particular skill or competency consisting of 5 stages: the delivery, exploration, interpretation, coaching and assessment phases. With this content mastery service, it is hoped to improve the students' skills inquiring. The research method used to develop this model is R & D (Reseach and Development) by following the step of developing the model of ADDIE (Analyze, Design, Development, Implementation, Evaluation

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).

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