Emotional Labor among West Texas Baptist Pastors: Potential Threats to Leader Authenticity and Lessons Learned

2016 ◽  
pp. 367-401 ◽  
Author(s):  
Kelly Davis McCauley ◽  
William L. Gardner
Keyword(s):  
Emotional Labor ◽  
Lessons Learned ◽  
West Texas

The Academic Trinity

2021 ◽  
pp. 147-164
Author(s):  
Shannon D. Jones
Keyword(s):  
Social Media ◽  
Predominantly White ◽  
Emotional Labor ◽  
Lessons Learned ◽  
Leadership Role ◽  
African American Female ◽  
Predominantly White University ◽  
Affinity Group ◽  
Attitude Learning

This chapter highlights emotional labor from the perspective of a leader with the intersectionalities of being African American, female, and serving in a leadership role at a predominantly white university. Also shared are lessons learned from managing emotion in the workplace including being true to one's self, understanding your purpose, adopting a “put me in coach” attitude, learning to talk to people, finding an affinity group, minding your manners and words on social media, and being inclusive. The chapter concludes with a discussion on the role of inclusion in mitigating emotional labor in the workplace.

From the Beetaloo to West Texas: similarities, differences and lessons learned from water management in coal seam and shale field developments on either side of the Pacific

2019 ◽  
Vol 59 (2) ◽  
pp. 827
Author(s):  
Brian D. Webster ◽  
Holly Churman ◽  
Chris Benjamin ◽  
Julian Long ◽  
Brett M. Goebel
Keyword(s):  
Water Management ◽  
Coal Seam ◽  
Produced Water ◽  
Management Strategies ◽  
Lessons Learned ◽  
Management Options ◽  
Field Development ◽  
West Texas ◽  
Elevated Salinity ◽  
Challenges And Opportunities

Water management presents a host of challenges and opportunities for operators developing unconventional onshore gas fields. Water supply, recycling and disposal issues affect each stage of field development and operation. Sourcing water and production of produced and flow back water has important implications for water availability and management of the unique environmental risks. All water source and produced water decisions come with costs. From the treatment and reuse of coal seam gas (CSG) produced water, through to the storage and ultimate disposal of water containing elevated salinity and organic loads in shale fields, the costs for water management fundamentally contribute to the economics of unconventional gas developments. In this paper, we will draw on experience in both CSG and shale field water management to compare the respective water management challenges and opportunities faced by operators in these industries. A series of case studies will be used to highlight the differences between the CSG and shale fields. This will include assessment of a West Texas shale field development, where field specific data, such as well-to-well distance and travel time between them, has been used to identify and compare produced water management options. We will use these indicators to demonstrate how alternative ways to assess produced water options, based on economics, can reveal creative management strategies that achieve a variety of goals at every stage of field development, including maximising reuse and minimising disposal.

scholarly journals Challenges of ERAU’s First Suborbital Flight Aboard Blue Origin’s New Shepard M7 for the Cell Research Experiment In Microgravity (CRExIM)

2019 ◽  
Vol 7 (1) ◽  
pp. 1-12 ◽  
Author(s):  
Pedro J. Llanos ◽  
Kristina Andrijauskaite ◽  
Vijay V. Duraisamy ◽  
Francisco Pastrana ◽  
Erik L. Seedhouse ◽  
...  
Keyword(s):  
T Cells ◽  
Lessons Learned ◽  
Data Logger ◽  
The West ◽  
West Texas ◽  
Launch Site ◽  
Sensor Measurement ◽  
The Difference ◽  
Research Experiment ◽  
Suborbital Flight

AbstractCell Research Experiment In Microgravity (CRExIM) was launched aboard Blue Origin’s New Shepard suborbital vehicle on Tuesday, December 12, 2017, from the West Texas Launch Site in Van Horn, Texas. One of the aims of this science experiment was to assess the effects of microgravity on murine T-cells during suborbital flight. These cells were placed in a NanoLab with a data logger that sensed the acceleration, temperature, and relative humidity during preflight, flight, and postflight operations. Some discrepancies in sensor measurement were noticed, and these errors were attributed partly to the difference in sampling rates and partly to the different locations of the sensors, which made it difficult to obtain highly accurate measurements of the accelerations and to correlate both sets of data. This paper discusses the setbacks and lessons learned, which made our team find new alternatives while meeting all milestones as mandated by NanoRacks and Blue Origin. This manuscript highlights these alternatives that led to the success of the mission and gives recommendations that will enable customers to alleviate some of these challenges in future flights.

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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