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4 results on '"Katherine R. Hayes"'

1. Harnessing the NEON data revolution to advance open environmental science with a diverse and data‐capable community

Author

R. Chelsea Nagy, Jennifer K. Balch, Erin K. Bissell, Megan E. Cattau, Nancy F. Glenn, Benjamin S. Halpern, Nayani Ilangakoon, Brian Johnson, Maxwell B. Joseph, Sergio Marconi, Catherine O’Riordan, James Sanovia, Tyson L. Swetnam, William R. Travis, Leah A. Wasser, Elizabeth Woolner, Phoebe Zarnetske, Mujahid Abdulrahim, John Adler, Grenville Barnes, Kristina J. Bartowitz, Rachael E. Blake, Sara P. Bombaci, Julien Brun, Jacob D. Buchanan, K. Dana Chadwick, Melissa S. Chapman, Steven S. Chong, Y. Anny Chung, Jessica R. Corman, Jannelle Couret, Erika Crispo, Thomas G. Doak, Alison Donnelly, Katharyn A. Duffy, Kelly H. Dunning, Sandra M. Duran, Jennifer W. Edmonds, Dawson E. Fairbanks, Andrew J. Felton, Christopher R. Florian, Daniel Gann, Martha Gebhardt, Nathan S. Gill, Wendy K. Gram, Jessica S. Guo, Brian J. Harvey, Katherine R. Hayes, Matthew R. Helmus, Robert T. Hensley, Kelly L. Hondula, Tao Huang, Wiley J. Hundertmark, Virginia Iglesias, Pierre‐Andre Jacinthe, Lara S. Jansen, Marta A. Jarzyna, Tiona M. Johnson, Katherine D. Jones, Megan A. Jones, Michael G. Just, Youssef O. Kaddoura, Aurora K. Kagawa‐Vivani, Aleya Kaushik, Adrienne B. Keller, Katelyn B. S. King, Justin Kitzes, Michael J. Koontz, Paige V. Kouba, Wai‐Yin Kwan, Jalene M. LaMontagne, Elizabeth A. LaRue, Daijiang Li, Bonan Li, Yang Lin, Daniel Liptzin, William Alex Long, Adam L. Mahood, Samuel S. Malloy, Sparkle L. Malone, Joseph M. McGlinchy, Courtney L. Meier, Brett A. Melbourne, Nathan Mietkiewicz, Jeffery T. Morisette, Moussa Moustapha, Chance Muscarella, John Musinsky, Ranjan Muthukrishnan, Kusum Naithani, Merrie Neely, Kari Norman, Stephanie M. Parker, Mariana Perez Rocha, Laís Petri, Colette A. Ramey, Sydne Record, Matthew W. Rossi, Michael SanClements, Victoria M. Scholl, Anna K. Schweiger, Bijan Seyednasrollah, Debjani Sihi, Kathleen R. Smith, Eric R. Sokol, Sarah A. Spaulding, Anna I. Spiers, Lise A. St. Denis, Anika P. Staccone, Kaitlin Stack Whitney, Diane M. Stanitski, Eva Stricker, Thilina D. Surasinghe, Sarah K. Thomsen, Patrisse M. Vasek, Li Xiaolu, Di Yang, Rong Yu, Kelsey M. Yule, and Kai Zhu

Subjects
community, continental‐scale ecology, diversity, inclusion, National Ecological Observatory Network, open data, Ecology, QH540-549.5
Abstract

Abstract It is a critical time to reflect on the National Ecological Observatory Network (NEON) science to date as well as envision what research can be done right now with NEON (and other) data and what training is needed to enable a diverse user community. NEON became fully operational in May 2019 and has pivoted from planning and construction to operation and maintenance. In this overview, the history of and foundational thinking around NEON are discussed. A framework of open science is described with a discussion of how NEON can be situated as part of a larger data constellation—across existing networks and different suites of ecological measurements and sensors. Next, a synthesis of early NEON science, based on >100 existing publications, funded proposal efforts, and emergent science at the very first NEON Science Summit (hosted by Earth Lab at the University of Colorado Boulder in October 2019) is provided. Key questions that the ecology community will address with NEON data in the next 10 yr are outlined, from understanding drivers of biodiversity across spatial and temporal scales to defining complex feedback mechanisms in human–environmental systems. Last, the essential elements needed to engage and support a diverse and inclusive NEON user community are highlighted: training resources and tools that are openly available, funding for broad community engagement initiatives, and a mechanism to share and advertise those opportunities. NEON users require both the skills to work with NEON data and the ecological or environmental science domain knowledge to understand and interpret them. This paper synthesizes early directions in the community’s use of NEON data, and opportunities for the next 10 yr of NEON operations in emergent science themes, open science best practices, education and training, and community building.

Published
2021
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2. Leveraging the Expertise of the Community: A Case for Expansion of a Peer Workforce in Child, Adolescent, and Family Mental Health

Author

Hillary A. Robertson, Matthew G. Biel, Katherine R. Hayes, Sara Snowden, Latisha Curtis, Dominique Charlot-Swilley, Elyssa S. Clauson, Arrealia Gavins, Caslin M. Sisk, Noel Bravo, Erica E. Coates, and Celene E. Domitrovich

Subjects
family peer support, community health worker, child mental health, workforce, Health, Toxicology and Mutagenesis, Public Health, Environmental and Occupational Health
Abstract

The rise in child and adolescent mental health concerns has led to the need for an expanded workforce to meet the needs of our nation’s families. Peer paraprofessionals (PPs) have proven to be impactful in the areas of adult mental health (MH) and substance use disorders, and for persons with chronic medical conditions. PPs can contribute to addressing child, adolescent, and family MH needs by being deployed in community settings and providing both emotional and tangible support to families and children. Additional use of PPs can address equity gaps in MH services by improving access to support and enhancing the cultural acceptability of MH interventions. A concentrated effort to expand and develop this workforce may help to alleviate the strain on the current MH system. The Georgetown University Infant and Early Childhood Certificate program is a paraprofessional training program that prepares community members to meet the MH needs of families with young children. The authors will describe the results of a qualitative study examining the landscape of peer paraprofessional services in DC that was conducted to support the expansion of the peer workforce to include individuals with expertise in infant and early childhood mental health.

Published
2023
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4. Adaptive systems for student resilience in the context of COVID-19

Author

J J Cutuli, Katherine R Hayes, and Janette E Herbers

Subjects
Schools, Adolescent, Poverty, media_common.quotation_subject, Ethnic group, COVID-19, Context (language use), PsycINFO, Resilience, Psychological, Child development, Education, Developmental psychology, Child Development, Adaptation, Psychological, Pandemic, Developmental and Educational Psychology, Humans, Psychological resilience, Child, Students, Psychology, Adaptation (computer science), Minority Groups, media_common
Abstract

The coronavirus disease 2019 (COVID-19) pandemic is a disaster, defined as an event that suspends normal activities and threatens or causes severe, community-wide damage (Masten & Motti-Stefanidi, 2020). While all school children and their families have been impacted by COVID-19 to some degree, the burdens are disproportionately being borne by children experiencing poverty and children from minority racial and ethnic groups. In this article, we consider resilience and risk in the context of the COVID-19 pandemic by focusing on children's developing adaptive systems. When adaptive systems are functioning well, most children will demonstrate resilience to disaster. The capacity of children's adaptive systems to function well depends upon their developmental histories and the social and community resources available to them. We discuss how these factors contribute to children's adaptation and close with recommendations for communities looking to support resilience to the varied adversities of COVID-19. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Published
2021
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