News Article | April 17, 2017
The Community for Accredited Online Schools, a leading resource provider for higher education information, has released its analysis of New Jersey’s best online colleges and universities for 2017. 16 four-year schools made the list, with Rutgers University, Saint Peter’s University, College of Saint Elizabeth, Seton Hall University and Caldwell University scoring the highest. Of the 9 two-year colleges that also made the list Mercer County Community College, Camden County College, Rowan College at Burlington County, Atlantic Cape Community College and Passaic County Community College were the top five schools. “These New Jersey schools have demonstrated their excellence not only for offering outstanding online certificates and degrees but also for providing high-quality student resources,” said Doug Jones, CEO and founder of AccreditedSchoolsOnline.org. “For students with geographical limitations or busy schedules, these online programs maintain the same high standards as more traditional, on-campus learning options.” To earn a spot on the “Best Online Schools in New Jersey” list, colleges and universities must be accredited, public or private not-for-profit institutions. Each college is also judged based on additional data points such as the availability of financial aid opportunities, academic counseling services, student/teacher ratios and graduation rates. For more details on where each school falls in the rankings and the data and methodology used to determine the lists, visit: The Best Online Four-Year Schools in New Jersey for 2017 include the following: Caldwell University Centenary College College of Saint Elizabeth Fairleigh Dickinson University-Metropolitan Campus Felician College Georgian Court University Monmouth University Montclair State University New Jersey City University New Jersey Institute of Technology Rowan University Rutgers University Saint Peter's University Seton Hall University Thomas Edison State University William Paterson University of New Jersey The Best Online Two-Year Schools in New Jersey for 2017 include the following: Atlantic Cape Community College Bergen Community College Brookdale Community College Camden County College Cumberland County College Mercer County Community College Ocean County College Passaic County Community College Rowan College at Burlington County ### About Us: AccreditedSchoolsOnline.org was founded in 2011 to provide students and parents with quality data and information about pursuing an affordable, quality education that has been certified by an accrediting agency. Our community resource materials and tools span topics such as college accreditation, financial aid, opportunities available to veterans, people with disabilities, as well as online learning resources. We feature higher education institutions that have developed online learning programs that include highly trained faculty, new technology and resources, and online support services to help students achieve educational success.
News Article | April 27, 2017
The International Nurses Association is pleased to welcome Virginia L. Carreira, DNP, RN, APN, CCRN, CDE, to their prestigious organization with her upcoming publication in the Worldwide Leaders in Healthcare. Virginia L. Carreira is a Family Nurse Practitioner currently serving patients within Hackensack Meridian Health in Glen Ridge, New Jersey. With over three decades of experience in nursing, Virginia is a specialist critical care nurse and diabetes educator. Virginia’s career in nursing began in 1985 when she graduated with her Nursing Degree from Brookdale Community College. An advocate for continuing education, she went on to gain her Bachelor of Science Degree in Nursing in 1991 from Monmouth University. Virginia remained at Monmouth University to completed her Master of Science Degree in Nursing with a Family Nurse Practitioner concentration in 1998, and her Doctorate of Nursing Practice in 2013. Virginia has completed a number of advanced training courses, and has obtained certification as a Certified Critical Care Nurse and Certified Diabetes Educator. To keep up to date with the latest advances in her field, she maintains professional memberships with the American Nurses Association, the New Jersey State Nurses Association, and the American Association of Nurse Practitioners. She attributes her success to her desire to help her community and love for her patients, and in her free time, Virginia enjoys traveling. Learn more about Virginia L. Carreira here: http://inanurse.org/network/index.php?do=/4135899/info/ and be sure to read her upcoming publication in Worldwide Leaders in Healthcare.
Jones B.K.,Brookdale Community College
Culture, Agriculture, Food and Environment | Year: 2011
Through a study of modified natural landscapes, particularly cranberry bogs, this article investigates the broad understandings of nature and wilderness. In relying on a nature as wilderness paradigm to identify what is ecologically valuable, the potential exists to disregard altered nature as ecologically damaged. This approach to understanding nature discounts the value of agricultural sites that demonstrate another way of seeing nature, one that appreciates its resilience. This article strives to understand how current metaphors that define nature as pristine fail to consider how altered nature can and does have significant ecological value. © 2011 by the American Anthropological Association.
Boyle J.E.,Brookdale Community College
Food and Foodways | Year: 2011
Vegetarianism is a dynamic and fluid lifestyle that can be described as unique for each person who practices. Vegetarianism traditionally falls outside of the accepted eating patterns in Western nations; furthermore, the meat-free lifestyle can be classified as a form of positive deviance. Semistructured interviews were conducted with self-described vegetarians regarding eating patterns and motivations within the initial adoption of the lifestyle. Vegetarian vocabularies of motive were categorized according to established deviance theory referred to as accounts. This newly practicing, or developmental, stage of vegetarianism was more likely to fall on the less strict side of the vegetarian continuum for eating patterns and the motives had a propensity to be monothematic. © 2011 Copyright Taylor and Francis Group, LLC.
Manning E.P.,Brookdale Community College
Proceedings of the 12th Annual Genetic and Evolutionary Computation Conference, GECCO '10 | Year: 2010
Cycling has been an obstacle to coevolution of machine-learning agents. Monotonic algorithms seek continual improvement with respect to a solution concept; seeking an agent or set of agents that approaches the true solution without cycling. Algorithms that guarantee monotonicity generally require unlimited storage. One such algorithm is the Nash Memory, which uses the Nash Equilibrium as the solution concept. The requirement for unbounded storage is an obstacle to the use of this algorithm in large applications. This paper demonstrates the performance of the Nash Memory algorithm with fixed storage in coevolving a population of moderately large agents (with knowledge represented as n-tuple networks) learning a function with a large state space (an evaluation function for the game of Othello). The success of the algorithm results from the diversity of the agents produced, and the corresponding need for improved global performance in order for agents to survive and reproduce. The algorithm can be expected to converge to a region of highest performance within the capability of the search operators. Copyright 2010 ACM.
Morris N.,Temple University |
Gilpin D.R.,Arizona State University |
Lenos M.,Brookdale Community College |
Hobbs R.,Temple University
Journal of Health Communication | Year: 2011
This study examined Philadelphia Puerto Ricans' interpretations of the Surgeon General's warnings that appear on cigarette packaging and in advertisements. In-home family focus groups in which participants were asked to comment on magazine cigarette advertisements showed a great variety of interpretations of the legally mandated warning labels. These findings (a) corroborate and add to research in public health and communications regarding the possibility of wide variations in message interpretations and (b) support the call for public health messages to be carefully tested for effectiveness among different social groups. The article's focus on Puerto Ricans addresses the problem of misleading conclusions that can arise from aggregating all Latino subpopulations into one group. The use of a naturalistic setting to examine interpretations of messages about smoking departs from the experimental methods typically used for such research and provides new evidence that even a seemingly straightforward message can be interpreted in multiple ways. Understanding and addressing differences in message interpretation can guide public health campaigns aimed at reducing health disparities. © 2011 Taylor & Francis Group, LLC.
Manning E.P.,Brookdale Community College
IEEE Transactions on Computational Intelligence and AI in Games | Year: 2010
Finding the best strategy for winning a game using self-play or coevolution can be hindered by intransitivity among strategies and a changing fitness landscape. Nash Memory has been proposed as an archive for coevolution, to counter intransitivity and provide a more consistent fitness landscape. A lack of bounds on archive size might impede its use in a large, complex domain, such as the game of Othello, with strategies described by n$-tuple networks. This paper demonstrates that even with a bounded-size archive, an evolving population can continue to show progress past the point where self-play no longer can. Characteristics of Nash equilibria are shown to be valuable in the measurement of performance. In addition, a technique for automated selection of features is demonstrated for the $n$-tuple networks. © 2010 IEEE.
Agency: NSF | Branch: Standard Grant | Program: | Phase: Secure &Trustworthy Cyberspace | Award Amount: 300.00K | Year: 2013
Brookdale Community College (BCC) is designing, implementing, and evaluating an innovative pathway from cyber talent to cyber workforce. It includes a unique public-private partnership that leverages the agility of community colleges and the course material of the SANS Institute to develop a scalable, competition-driven, hands-on education model that has a potential to help with the nations critical shortage of cybersecurity workforce. The project designs metrics to identify individuals with the appropriate aptitude and expose them to vital, in-depth, hands-on learning model focusing on defending computer systems and networks. The project utilizes a multiphase competition-based model and, at each stage, students compete to demonstrate their competence and to advance to the next phase of the program. Students who successfully complete all components of the program and demonstrate their mastery have the opportunity to apply for residency positions where they can hone their skills working with practicing security professionals on real-world projects. The proposed competition and residency based model for developing the cybersecurity technical talent has a real potential for dissemination and implementation in a large number of the 1,200 community colleges nationwide.
Agency: NSF | Branch: Standard Grant | Program: | Phase: ADVANCED TECH EDUCATION PROG | Award Amount: 899.90K | Year: 2016
There is strong evidence that the targeted use of interactive instructional content creates an immersive, non-linear environment that engages students and improves learning and understanding. The project advances the creation and adoption of interactive instructional materials within the ATE community simultaneously providing students engaging, interactive content and addressing spiraling textbook costs. Workshops and a self-paced online course will train educators to create interactive content using free and relatively inexpensive tools and empower them to develop their own interactive, immersive and engaging learning elements and share what they have learned and developed with colleagues and students.
The project will positively impact teaching and learning by infusing interactivity with purpose to help students grasp difficult concepts and increase the number of students successfully completing Science, Technology, Engineering, and Mathematics (STEM) programs. Existing NSF centers and projects and industry contributors will be solicited to provide content for interactive materials and review the materials developed. Significant efforts will also be made to engage faculty and institutions that serve underrepresented populations. Collaboration with five ATE national centers will impact a significant number of students and faculty, including the participating subject matter experts (SMEs) and their students as well as colleges, high schools and individual faculty associated with these centers and the ATE community at-large. Underrepresented populations will be reached through existing outreach efforts of these partners, face-to-face workshops at predominantly minority-serving institutions and via promotion of the self-paced online course to organizations, publications and social media connected with educators and institutions that serve traditionally underrepresented populations.
Agency: NSF | Branch: Standard Grant | Program: | Phase: | Award Amount: 899.36K | Year: 2012
A rapidly increasing number of students have strong connections with their mobile devices. To leverage this connection, this project is creating a generic framework for the development of e-books and mobile applications in STEM education. The framework is initially used to create e-books and mobile apps for Photonics and Networking courses in conjunction with content experts at two National ATE Centers of Excellence. The framework consists of templates, sample code, documentation and other materials that are enabling faculty and institutions to create their own e-books and mobile apps. The framework development is broad-based, covering iOS, Android, and web-based platforms for maximizing adoption. The two ATE Center partners work closely with the projects team to ensure the optimal integration of the best pedagogical approaches and technology to benefit student learning and to support faculty teaching using these new tools. Evaluation of the deliverables includes testing by both end users (students and faculty) and developers interested in using the project framework (other institutions), as well as assessing potential gains in student learning. The broader impact of the work is potentially substantial since users can download the e-books and mobile apps from the respective market places such as Apples App Store, the Android Market, and amazon.com at much reduced costs than for traditional textbooks. Additional dissemination of the materials and framework is broad through the OP-TEC and ICT Centers, as well as a website and workshops, forums, and presentations at national conferences.