scholarly journals Combining Econegotiations and Threat Reduction Assessments to estimate success of conservation: lessons learned in the black-faced lion tamarin conservation program

2016 ◽  
Vol 14 (2) ◽  
pp. 57-66
Author(s):  
Alexandre Túlio Amaral Nascimento ◽  
Camila Nali ◽  
Lucia Schmidlin ◽  
Rosângela Marques ◽  
Maria Rodeano ◽  
...  
2021 ◽  
Vol 8 ◽  
Author(s):  
Lisa T. Ballance ◽  
Tim Gerrodette ◽  
Cleridy E. Lennert-Cody ◽  
Robert L. Pitman ◽  
Dale Squires

Multispecies aggregations of tuna, dolphins, and seabirds are prevalent and conspicuous in the vast waters of the eastern tropical Pacific and form the basis of a commercial fishery for yellowfin tuna (Thunnus albacares) through setting on schools of dolphins, which is among the largest tuna fisheries in the world. Incidental dolphin mortality associated with the development and early years of the fishery was high; by 1993 it was estimated that eastern spinner dolphins (Stenella longirostris orientalis) had been reduced to 44% and northeastern offshore spotted dolphins (S. attenuata attenuata) to 19% of pre-fishery levels. Efforts to reduce this mortality began at the inception of the fishery and comprised a diverse array of approaches: modifications to fishing methods and fishing gear (backdown, Medina panel, high-intensity floodlights, swimmers to disentangle and release dolphins); U.S. legislation (through the U.S. Marine Mammal Protection Act, MMPA, and subsequent amendments); international agreements (including the International Dolphin Conservation Program that established dolphin mortality limits, and the legally binding multilateral Agreement on the International Dolphin Conservation Program); and economic incentives [notably through establishment of the U.S. dolphin-safe label and positive certification by the Marine Stewardship Council (MSC)]. Together, these bycatch mitigation efforts have been remarkably successful; dolphin mortality due to entanglement as recorded by fisheries observers (hereafter, entanglement mortality) has been reduced by > 99%. Despite this, the degree to which dolphin populations have recovered remains unclear. Multiple lines of evidence indicate that individual dolphins experience multiple sets in their lifetimes and although causality has not been established, research suggests that chase and encirclement might have impacts on dolphins in addition to entanglement mortality. These impacts potentially include increased fetal and/or calf mortality, separation of nursing females and their calves, decreased fecundity, increased predation, disruption of mating and other social systems, and ecological disruption. The strong management emphasis on monitoring entanglement mortality, and the infrastructure necessary to support this monitoring (in particular, 100% observer coverage on large purse-seiners) require funding to the extent that other activities, particularly continued surveys to monitor stock status and clarify the potential influence of other effects of the fishery on dolphin populations, are currently inadequately funded.


2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy

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.


2020 ◽  
Vol 29 (3S) ◽  
pp. 638-647 ◽  
Author(s):  
Janine F. J. Meijerink ◽  
Marieke Pronk ◽  
Sophia E. Kramer

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).


Author(s):  
Darlene Williamson

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.


2010 ◽  
Vol 11 (1) ◽  
pp. 21-24
Author(s):  
Nicole M. Mancini

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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