scholarly journals Sustaining CBPR Projects: Lessons Learned Developing Latina Community Groups

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Brisa Urquieta de Hernandez ◽  
Johanna Claire Schuch ◽  
Janni Sorensen ◽  
Heather A. Smith
Keyword(s):  
Lessons Learned ◽  
Community Groups

A new compact for communities, government and the resources sector

2018 ◽  
Vol 58 (2) ◽  
pp. 462 ◽  
Author(s):  
James Purtill
Keyword(s):  
Local Governments ◽  
Performance Standards ◽  
Gas Production ◽  
Lessons Learned ◽  
Coal Seam Gas ◽  
Community Groups ◽  
Interactive Mapping ◽  
Early Results ◽  
High Level ◽  
First Time

The growth of coal seam gas production in the Surat and Bowen Basins sparked an exploration and development rush for which few were prepared. Lessons learned suggest that a much greater level of community engagement early on is needed, particularly in frontier basins, to support a social licence for the minerals and energy sector and successful co-existence. The Queensland Department of Natural Resources, Mines and Energy releases an Annual Exploration Program (AEP) identifying acreage releases for coal, minerals and petroleum and gas resources typically for cash and non-cash tenders. Historically these releases have occurred with little prior engagement with directly affected communities. In a changing environment in which communities are demanding greater levels of consultation, higher performance standards and greater transparency, this approach needed reform. In 2016, the AEP took a radically different approach. For the first time, the AEP introduced pre-release engagement with directly affected landholders and occupiers, traditional owners, community groups and local governments within the release areas to ensure all stakeholders are fully informed. These stakeholders are now notified earlier in the AEP timeline, with a range of supporting engagement opportunities also available following the release. These engagement activities promote transparency and enable directly affected stakeholders to access the information they need to be better prepared for potential future exploration. Early results show a high level of appreciation by stakeholders for the early notification, and a willingness to be kept informed of the process. This is particularly the case in the frontier basins. The broader community can also access AEP information via the department’s website and online interactive mapping programs.

scholarly journals Partners in showcasing history: Activating the land-grant engagement mission through collaborative exhibits

2019 ◽  
Vol 29 (1-2) ◽  
pp. 77-95
Author(s):  
Anne Bahde ◽  
Tiah Edmunson-Morton ◽  
Natalia Fernández
Keyword(s):  
Higher Education ◽  
United States ◽  
Public Education ◽  
The United States ◽  
Lessons Learned ◽  
Land Grant ◽  
Special Role ◽  
Land Grant University ◽  
Community Groups ◽  
Campus Organizations

The land-grant university in the United States holds a special role in higher education, enacting the ideals of public education, scientific research and direct engagement with the citizens of the state. In this article, three curators from a land-grant university discuss how their exhibit curation work fulfills these ideals through three case studies on exhibit collaborations. By examining lessons learned from their collaborations with students and faculty, campus organizations and community groups, the authors offer suggestions for navigating exhibit partnerships and planning for future collaborations.

Conclusion

2020 ◽  
pp. 136-148
Author(s):  
Sarah Brayne
Keyword(s):  
Big Data ◽  
Los Angeles ◽  
Research Priorities ◽  
Unintended Consequences ◽  
Lessons Learned ◽  
Community Groups ◽  
Criminal Justice Reform ◽  
Continued Use ◽  
Data Surveillance ◽  
Social Sectors

This concluding chapter reflects on the major lessons learned from this book. The Los Angeles Police Department’s continued use of big data policing underscores the primary argument running through this book—that big data is fundamentally social. At every phase—from big data’s adoption to collection and analysis, institutional intervention, and reception—there is a social patterning to how data is used. There is a need to curb institutions’ craving for data, because that hunger too often outpaces people’s understanding of the intended and unintended consequences of a data binge. The chapter then offers guidelines for academics, lawmakers, and community groups regarding how data can be leveraged to promote efficiency, fairness, and accountability in criminal justice reform. It also discusses the future of law enforcement; identifies policy and research priorities; and argues that the implications of big data surveillance extend beyond policing into other social sectors.

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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