scholarly journals Regionalization for ungauged catchments – lessons learned from a comparative large‐sample study

Author(s):  
Sandra Pool ◽  
Marc Vis ◽  
Jan Seibert
2020 ◽  
Author(s):  
Marc Vis ◽  
Sandra Pool ◽  
Jan Seibert

<p>The parameterization of hydrological models in ungauged catchments remains challenging. However, the increased availability of large-sample data sets in recent years provides new opportunities for regionalization. In this study, we use the CAMELS dataset and the HBV model to simulate daily runoff in nearly 600 catchment areas in the United States. In a first step,  a lower and an upper benchmark were derived to obtain an approximation for how poor or how good runoff simulation could get in each of the catchments. For the upper benchmark the HBV model was calibrated, and the calibrated parameter values ​​were related to catchment characteristics. To account for parameter uncertainty, 100 independent calibrations were performed, and then median efficiency values ​​ were used for further analyses. For the lower benchmark the HBV model was run for 1000 randomly selected parameter sets, and median efficiency values were again used for further analyses. In a second step, each catchment was treated as ungaued and its parameter values were estimated by multiple regionalization methods. For each regionalization method donor catchments were selected based on a certain criterion including spatial proximity, similarity of hydrological signatures or attribute similarity. Additionally, we tested the added value of single discharge observations, which could be collected during short field visits. Furthermore, to analyze the theoretical limits of regionalization in general, the best three available donors of each receiver catchment were directly used to run simulations. All regionalization approaches were evaluated based on their relative performance with regard to the upper and lower benchmark.<br>First results indicated that the use of an ensemble of parameter sets calibrated in one of the gauged catchments leads to clearly better simulations than the use of randomly selected parameter values. Using the best three donor catchments resulted in nearly as good simulations as the upper benchmark, showing that regionalization has a high potential as long as we find a way to select these most suitable donors. The regionalization approach coming closest to the upper benchmark was based on a combination of spatial proximity and the use of single discharge measurements. Yet, there was still a considerable gap to the performance of using the best three donors. Despite the potential of regionalization demonstrated in this study, there still remains the challenge to find more reliable ways to link the hydrological functioning of catchments with the similarity of model parameter values.</p>


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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