Epilogue

2021 ◽  
pp. 196-204
Author(s):  
Harvey Whitehouse
Keyword(s):  
Tree Of Life ◽  
Lessons Learned ◽  
Common Ancestry ◽  
Shared Experiences ◽  
Shared Set ◽  
Outgroup Derogation

Briefly drawing together the main themes of the book in a roundup of ‘lessons learned’, the epilogue sketches out a vision for new forms of group alignment that transcend the parochialism of ancient imagistic worlds and the forms of outgroup derogation and intolerance that doctrinal systems foment, replacing them with new forms of extended fusion. These are required to address all the major challenges of the Anthropocene, including the need to recognize a shared set of human obligations, alongside our much-vaunted rights. As we strive to combat racism and fuel instead the recognition that we are all members of one species, we may also seek to extend that intuition of shared biological essence to all other outgrowths on the tree of life, with which we share a common ancestry. Joining in new rituals that emphasize these sorts of shared experiences and shared bodies will be vital because, in the end, our fates are entwined and the ritual animal is, well, just another animal.

scholarly journals Tree of Life Synagogue Shooting in Pittsburgh: Preparedness, Prehospital Care, and Lessons Learned

2020 ◽  
Vol 21 (2) ◽  
pp. 374-381
Author(s):  
Adam Tobias ◽  
Ronald Roth ◽  
Leonard Weiss ◽  
Keith Murray ◽  
Donald Yealy
Keyword(s):  
Prehospital Care ◽  
Tree Of Life ◽  
Lessons Learned

scholarly journals Collecting Shared Experiences through Lifelogging: Lessons Learned

2016 ◽  
Vol 15 (1) ◽  
pp. 58-67 ◽  
Author(s):  
Sarah Clinch ◽  
Nigel Davies ◽  
Mateusz Mikusz ◽  
Paul Metzger ◽  
Marc Langheinrich ◽  
...  
Keyword(s):  
Lessons Learned ◽  
Shared Experiences

Integrating Nanotechnology into the Life Sciences: Lessons Learned

2012 ◽  
Vol 5 (1) ◽  
pp. 1583-1596 ◽  
Author(s):  
Kristin L Bunker ◽  
Julianne Wolfe ◽  
Linxian Wu
Keyword(s):  
Sample Preparation ◽  
Life Science ◽  
Review Article ◽  
Lessons Learned ◽  
Control Measures ◽  
Science Integration ◽  
Shared Experiences ◽  
Regulatory Landscape ◽  
Nanotechnology Safety ◽  
Nanomaterial Characterization

As nanomaterials are more frequently incorporated into the life science industry, the need to thoroughly understand their functionality becomes paramount. This review article will provide insight and lessons learned from numerous nanomaterial characterization projects where sample properties were evaluated to better understand various attributes that contribute to functionality.  The lessons address a broad spectrum of topics ranging from sample preparation to the rapidly evolving regulatory landscape.  Many of the hurdles encountered in maturing a product involving nanotechnology stem from navigating this regulatory landscape.  There is a lack of standardization within the nanotechnology community including government agencies, industry, and academia.  As a result, there are a number of important issues to address, most notably the issue of nanotechnology safety.  There are other areas that also emerge as significant challenges in nanotechnology integration: appropriate quality control measures, sample preparation and analysis selection and using nanomaterial characterization in improving products and processes throughout the product lifecycle. Specific examples are used to illustrate these challenges and provide insight to their corresponding solutions. Through these shared experiences, a broader picture emerges of what is entailed in resolving the analytical challenges of nanotechnology and life science integration, the likes of which can be translated to numerous other situations both current and prospective.

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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