Impact of ocean observations on hurricane forecasts in the Mid-Atlantic: Forecasting lessons learned from Hurricane Irene

2012 Oceans ◽  
2012 ◽  
Author(s):  
S. Glenn ◽  
O. Schofield ◽  
J. Kohut ◽  
L. Bowers ◽  
M. Crowley ◽  
...  
Keyword(s):  
Lessons Learned ◽  
Hurricane Irene ◽  
Ocean Observations

The Library as Lifeboat

2016 ◽  
pp. 494-515 ◽  
Author(s):  
Michael R. Mabe
Keyword(s):  
Emergency Management ◽  
Natural Disasters ◽  
Hurricane Katrina ◽  
Disaster Relief ◽  
Lessons Learned ◽  
Hurricane Irene ◽  
Management Professionals ◽  
Chesterfield County ◽  
The Impact ◽  
Effective Reaction

According to Hurricane Katrina: Lessons Learned (2006), emergency management professionals realized first-hand that preplanning and coordination is essential when mounting an effective reaction to natural disasters. This chapter describes how leaders in Chesterfield County, VA learned similar lessons in 2001 during Hurricane Irene. In comparison to Katrina the amount of damage caused by Irene was minimal but the impact on county leaders was severe. Based on lessons learned during Irene and an unexpected wind storm nine months later, Chesterfield County leaders now include the Chesterfield County Public (CCPL) in their official disaster relief plans. When activated, CCPL will serve as an information hub, double as a daytime relief shelter and participate in mass feeding if necessary. Selected library branches are available to be used as overnight relief shelters for mass care when the activation of a standard sized shelter facility is not warranted. These changes have made a notable difference.

Evacuate or Shelter-in-place? The Role of Corporate Memory and Political Environment in Hospital-evacuation Decision Making

2015 ◽  
Vol 30 (3) ◽  
pp. 233-238 ◽  
Author(s):  
Karen A. Ricci ◽  
Anne R. Griffin ◽  
Kevin C. Heslin ◽  
Derrick Kranke ◽  
Aram Dobalian
Keyword(s):  
Decision Making ◽  
New York ◽  
Medical Center ◽  
Lessons Learned ◽  
Influential Factor ◽  
Political Environment ◽  
Superstorm Sandy ◽  
Hurricane Irene ◽  
Corporate Memory

AbstractProblemHospital-evacuation decisions are rarely straightforward in protracted advance-warning events. Previous work provides little insight into the decision-making process around evacuation. This study was conducted to identify factors that most heavily influenced the decisions to evacuate the US Department of Veterans Affairs (VA) New York Harbor Healthcare System’s (NYHHS; New York USA) Manhattan Campus before Hurricane Irene in 2011 and before Superstorm Sandy in 2012.MethodsSemi-structured interviews with 11 senior leaders were conducted on the processes and factors that influenced the evacuation decisions prior to each event.ResultsThe most influential factor in the decision to evacuate the Manhattan Campus before Hurricane Irene was New York City’s (NYC’s) hospital-evacuation mandate. As a federal facility, the Manhattan VA medical center (VAMC) was exempt from the city’s order, but decision makers felt compelled to comply. In the case of Superstorm Sandy, corporate memory of a similar 1992 storm that crippled the Manhattan facility drove the decision to evacuate before the storm hit.ConclusionsResults suggest that hospital-evacuation decisions are confounded by political considerations and are influenced by past disaster experience. Greater shared situational awareness among at-risk hospitals, along with a more coordinated approach to evacuation decision making, could reduce pressure on hospitals to make these high-stakes decisions. Systematic mechanisms for collecting, documenting, and sharing lessons learned from past disasters are sorely needed at the institutional, local, and national levels.RicciKA, GriffinAR, HeslinKC, KrankeD, DobalianA. Evacuate or shelter-in-place? The role of corporate memory and political environment in hospital-evacuation decision making. Prehosp Disaster Med2015;30(3):1-6

The Library as Lifeboat

2019 ◽  
pp. 1513-1535
Author(s):  
Michael R. Mabe
Keyword(s):  
Emergency Management ◽  
Natural Disasters ◽  
Hurricane Katrina ◽  
Disaster Relief ◽  
Lessons Learned ◽  
Hurricane Irene ◽  
Management Professionals ◽  
Chesterfield County ◽  
The Impact ◽  
Effective Reaction

According to Hurricane Katrina: Lessons Learned (2006), emergency management professionals realized first-hand that preplanning and coordination is essential when mounting an effective reaction to natural disasters. This chapter describes how leaders in Chesterfield County, VA learned similar lessons in 2001 during Hurricane Irene. In comparison to Katrina the amount of damage caused by Irene was minimal but the impact on county leaders was severe. Based on lessons learned during Irene and an unexpected wind storm nine months later, Chesterfield County leaders now include the Chesterfield County Public (CCPL) in their official disaster relief plans. When activated, CCPL will serve as an information hub, double as a daytime relief shelter and participate in mass feeding if necessary. Selected library branches are available to be used as overnight relief shelters for mass care when the activation of a standard sized shelter facility is not warranted. These changes have made a notable difference.

scholarly journals The EMSO-ERIC Pan-European Consortium: Data Benefits and Lessons Learned as the Legal Entity Forms

2016 ◽  
Vol 50 (3) ◽  
pp. 8-15 ◽  
Author(s):  
Mairi M.R. Best ◽  
Paolo Favali ◽  
Laura Beranzoli ◽  
Jérôme Blandin ◽  
Namik M. Çağatay ◽  
...  
Keyword(s):  
Water Column ◽  
Lessons Learned ◽  
The Arctic ◽  
Subsurface Water ◽  
The Black Sea ◽  
Intergovernmental Panel ◽  
Data Infrastructure ◽  
Research Areas ◽  
The Mean ◽  
Ocean Observations

AbstractThe European Multidisciplinary Seafloor and water-column Observatory (EMSO) European Research Infrastructure Consortium (ERIC) provides power, communications, sensors, and data infrastructure for continuous, high-resolution, (near-)real-time, interactive ocean observations across a multidisciplinary and interdisciplinary range of research areas including biology, geology, chemistry, physics, engineering, and computer science, from polar to subtropical environments, through the water column down to the abyss. Eleven deep-sea and four shallow nodes span from the Arctic through the Atlantic and Mediterranean, to the Black Sea. Coordination among the consortium nodes is being strengthened through the EMSOdev project (H2020), which will produce the EMSO Generic Instrument Module (EGIM). Early installations are now being upgraded, for example, at the Ligurian, Ionian, Azores, and Porcupine Abyssal Plain (PAP) nodes. Significant findings have been flowing in over the years; for example, high-frequency surface and subsurface water-column measurements of the PAP node show an increase in seawater pCO2 (from 339 μatm in 2003 to 353 μatm in 2011) with little variability in the mean air-sea CO2 flux. In the Central Eastern Atlantic, the Oceanic Platform of the Canary Islands open-ocean canary node (aka ESTOC station) has a long-standing time series on water column physical, biogeochemical, and acidification processes that have contributed to the assessment efforts of the Intergovernmental Panel on Climate Change (IPCC). EMSO not only brings together countries and disciplines but also allows the pooling of resources and coordination to assemble harmonized data into a comprehensive regional ocean picture, which will then be made available to researchers and stakeholders worldwide on an open and interoperable access basis.

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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