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416 results on '"Myers, Kristin"'

2. Biomechanical Modeling of Cesarean Section Scars and Scar Defects

Author

Scott, Adrienne K., Louwagie, Erin M., Myers, Kristin M., Oyen, Michelle L., Tavares, João Manuel R. S., Series Editor, Jorge, Renato Natal, Series Editor, Cohen, Laurent, Editorial Board Member, Doblare, Manuel, Editorial Board Member, Frangi, Alejandro, Editorial Board Member, Garcia-Aznar, Jose Manuel, Editorial Board Member, Holzapfel, Gerhard A., Editorial Board Member, Hughes, Thomas J.R., Editorial Board Member, Kamm, Roger, Editorial Board Member, Li, Shuo, Editorial Board Member, Löhner, Rainald, Editorial Board Member, Nithiarasu, Perumal, Editorial Board Member, Oñate, Eugenio, Editorial Board Member, Perales, Francisco J., Editorial Board Member, Prendergast, Patrick J., Editorial Board Member, Tamma, Kumar K., Editorial Board Member, Vilas-Boas, Joao Paulo, Editorial Board Member, Weiss, Jeffrey, Editorial Board Member, Zhang, Yongjie Jessica, Editorial Board Member, Skalli, Wafa, editor, Laporte, Sébastien, editor, and Benoit, Aurélie, editor

Published
2024
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7. Flattening the College Curve: Lessons Learned from Foster Care to Improve Postsecondary Participation for All Youth. Report No. 107A

Author

University of Denver, Colorado Evaluation and Action Lab, University of Northern Colorado (UNC), Lalonde, Trent, Tsai, Chia-Lin, Clemens, Elysia V., Myers, Kristin, Sheesley, Alison P., Tolliver, Liz, and McElhinney, Christie

Abstract

Three out of four jobs now require education or training beyond high school, yet some students face formidable barriers to attending college. Disruptions to K-12 education, trauma, loss, food insecurity, and housing instability are known impediments to the educational success of youth who have been in foster care. These types of challenges may well be felt by more youth in the general population as a result of the COVID-19 crisis. Youth formerly in foster care can be a magnifier for the challenges higher education now faces even more broadly. If we can "flatten the college curve" for youth in foster care, we can apply similar strategies and policies to solve postsecondary access and persistence challenges for many of our most vulnerable students and intentionally broaden the focus on equitable access to postsecondary education to groups of students with unique and complex life circumstances. This report offers in-depth information on postsecondary matriculation and persistence rates for students formerly in foster care as a means to inform and improve policies and practices for the benefit of all youth.

Published
2020

16. Automated Segmentation of Cervical Anatomy to Interrogate Preterm Birth

Author

Dagle, Alicia B., Liu, Yucheng, Crosby, David, Feltovich, Helen, House, Michael, Yan, Qi, Myers, Kristin M., Jambawalikar, Sachin, Goos, Gerhard, Founding Editor, Hartmanis, Juris, Founding Editor, Bertino, Elisa, Editorial Board Member, Gao, Wen, Editorial Board Member, Steffen, Bernhard, Editorial Board Member, Yung, Moti, Editorial Board Member, Licandro, Roxane, editor, Melbourne, Andrew, editor, Abaci Turk, Esra, editor, Macgowan, Christopher, editor, and Hutter, Jana, editor

Published
2022
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24. 1066 Serial measurements of ultrasonic dimensions of gravid maternal anatomy and aspirated cervical stiffness

Author

Louwagie, Erin, primary, Russell, Serena, additional, Hairston, Jacqueline C., additional, Nhan Chang, Chia Ling, additional, Fuchs, Karin, additional, Gyamfi-Bannerman, Cynthia, additional, Booker, Whitney A., additional, Andrikopoulou, Maria, additional, Friedman, Alexander M., additional, Zork, Noelia, additional, Wapner, Ronald J., additional, Vink, Joy, additional, Mourad, Mirella, additional, and Myers, kristin, additional

Published
2024
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28. Nevertheless They Persisted: Youth Formerly in Foster Care Who Have Experienced Trauma and Their Journey to Postsecondary Education

Author

Myers, Kristin Janine

Abstract

It is estimated that approximately 60% of children have experienced some form of trauma in their lifetime (Wiest-Stevenson & Lee, 2016). Research in the last 20 years has shown the impact of childhood trauma on human development, social development, and learning, and yet, there is very little literature in school counseling about this topic (Perry, 2001, 2006). School counselors play in essential role in identifying barriers that impede students from receiving a high-quality education (American School Counselor Association [ASCA], 2012), and are charged with reducing the educational attainment gap for the students they serve (Milsom & McCormick, 2015). There are many student populations that are at-risk of experiencing trauma, such as, children experiencing homelessness, students with disabilities, or involvement with the juvenile justice system (Fritz, 2017). Although any student could be at-risk of experiencing trauma, youth in foster care often have a history of childhood trauma (Beyerlein & Bloch, 2014). School counselors are in the position to advocate for youth by assisting them to excel academically and provide social and emotional support, especially for foster youth. Youth in foster care rarely get the opportunity to have their voices heard in the literature, particularly as it pertains to their experience with trauma. Most of the literature about trauma and education is deficit based, and does not provide insight into the lived experiences of foster youth. This dissertation study addresses the gap in the literature through a phenomenological examination of nine former foster youth's experience of the kindergarten through grade 12 (K-12) education system. Results of this study yielded eight primary themes and 43 secondary themes based on the data. The final identification of primary themes included: within the home environment; impact on learning; within the foster care system; impactful connections; emotional impact; motivators; and posttraumatic growth. The results provide a rich and thick description of what the phenomenon of being a student who has experienced trauma during K-12 education experiences, the former foster youth's interactions with school counselors, and the lived experience of growth despite trauma. Implications of this study include viewing trauma through a strengths-based lens, making impactful connections, and recognizing the possibility of posttraumatic growth were beneficial to the youth in this study. A discussion of the results, limitations, areas for future research, and implications for school counselors and counselor educators are provided. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Published
2019

32. 1200 Leveraging the immunocompetent Vk*MYChCRBNmodel of multiple myeloma to determine and overcome T cell engager antibody resistance mechanisms

Author

Meermeier, Erin W, primary, Stein, Caleb, additional, Sharik, Meaghen, additional, Du, Megan, additional, Shi, Chang-Xin, additional, Zhu, Yuan Xiao, additional, Abayasiriwardana, Keith, additional, Fisher, Timothy, additional, Baaten, Bas, additional, Bezman, Natalie, additional, Bompiani-Myers, Kristin, additional, Leif Bergsagel, P, additional, and Chesi, Marta, additional

Published
2023
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33. PCSK9 activation promotes early atherosclerosis in a vascular microphysiological system

Author

Lee, Jounghyun H., primary, Shores, Kevin L., additional, Breithaupt, Jason J., additional, Lee, Caleb S., additional, Fodera, Daniella M., additional, Kwon, Jennifer B., additional, Ettyreddy, Adarsh R., additional, Myers, Kristin M., additional, Evison, Benny J., additional, Suchowerska, Alexandra K., additional, Gersbach, Charles A., additional, Leong, Kam W., additional, and Truskey, George A., additional

Published
2023
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49. The Effects of Rationales, Differential Reinforcement, and a Guided Compliance Procedure to Increase Compliance among Preschool Children

Author

Wilder, David A., Myers, Kristin, and Nicholson, Katie

Abstract

Previous research suggests that rationales, or statements describing why a child should comply with a caregiver-delivered instruction, are ineffective at increasing compliance. In the current study, we compared the effects of rationales to a differential reinforcement procedure and a guided compliance procedure. The results indicated that rationales and differential reinforcement were ineffective for both participants; the guided compliance procedure increased compliance for these children. Problem behavior varied within and across conditions, but was generally higher during the rationales and guided compliance conditions. (Contains 1 figure.)

Published
2012

50. An Evaluation of Evidence-Based Interventions to Increase Compliance among Children with Autism

Author

Fischetti, Anthony T., Wilder, David A., and Myers, Kristin

Abstract

We evaluated 4 evidence-based interventions to increase compliance. Three children with autism who exhibited noncompliance when asked to relinquish a preferred toy were exposed sequentially to interventions that included a reduction in response effort, differential reinforcement, and guided compliance. Results indicated that effort reduction alone was ineffective and that each participant's compliance improved after exposure to a different intervention; these results highlight the need to individualize treatments for compliance. (Contains 1 figure.)

Published
2012

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