Amherst, NY, United States
Amherst, NY, United States

Daemen College is a liberal arts college in Amherst, New York. It is a non-sectarian four-year liberal arts college that also offers graduate programs in business, healthcare and education. Wikipedia.


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News Article | May 8, 2017
Site: www.prweb.com

LearnHowToBecome.org, a leading resource provider for higher education and career information, has evaluated the top colleges in New York state for 2017. Of the 50 four-year schools who made the site’s “Best” list, Columbia University in the City of New York, Cornell University, Yeshiva University, University of Rochester and New York University were in the top five. Of the 39 two-year schools that were included, Monroe Community College, Hudson Valley Community College, Niagara County Community College, SUNY Westchester Community College and Genesee Community college took the top five spots. A full list of schools is included below. “New York state offers a wide variety of educational options, but the schools on our list are those going the extra mile for students,” said Wes Ricketts, senior vice president of LearnHowToBecome.org. “Not only do they offer outstanding certificate and degree programs, they also provide students with resources that help them make successful career choices after college.” To be included on the “Best Colleges in New York” list, institutions must be regionally accredited, not-for-profit schools. Each college is ranked on additional statistics including the number of degree programs offered, the availability of career and academic resources, the opportunity for financial aid, graduation rates and annual alumni earnings 10 years after entering college. Complete details on each college, their individual scores and the data and methodology used to determine the LearnHowToBecome.org “Best Colleges in New York” list, visit: The Best Four-Year Colleges in New York for 2017 include: Adelphi University Alfred University Barnard College Canisius College Clarkson University Colgate University College of Mount Saint Vincent Columbia University in the City of New York Cooper Union for the Advancement of Science and Art Cornell University CUNY Bernard M Baruch College CUNY City College CUNY Hunter College CUNY Queens College Daemen College D'Youville College Fordham University Hamilton College Hartwick College Hobart William Smith Colleges Hofstra University Houghton College Iona College Ithaca College Le Moyne College LIU Post Manhattan College Manhattanville College Marist College Molloy College Nazareth College New York University Niagara University Pace University-New York Rensselaer Polytechnic Institute Rochester Institute of Technology Saint John Fisher College Saint Joseph's College-New York Siena College St Bonaventure University St John's University-New York St Lawrence University Stony Brook University SUNY at Binghamton Syracuse University Union College University at Buffalo University of Rochester Vassar College Yeshiva University The Best Two-Year Colleges in New York for 2017 include: Adirondack Community College Bramson ORT College Bronx Community College Cayuga County Community College Clinton Community College Columbia-Greene Community College Corning Community College CUNY Borough of Manhattan Community College CUNY LaGuardia Community College Dutchess Community College Erie Community College Finger Lakes Community College Fulton-Montgomery Community College Genesee Community College Herkimer County Community College Hostos Community College Hudson Valley Community College Jamestown Community College Jefferson Community College Kingsborough Community College Mohawk Valley Community College Monroe Community College Nassau Community College New York Methodist Hospital Center for Allied Health Education Niagara County Community College North Country Community College Onondaga Community College Professional Business College Queensborough Community College Rockland Community College Schenectady County Community College Stella and Charles Guttman Community College Suffolk County Community College SUNY Broome Community College SUNY Orange SUNY Sullivan SUNY Ulster SUNY Westchester Community College Tompkins Cortland Community College ### About Us: LearnHowtoBecome.org was founded in 2013 to provide data and expert driven information about employment opportunities and the education needed to land the perfect career. Our materials cover a wide range of professions, industries and degree programs, and are designed for people who want to choose, change or advance their careers. We also provide helpful resources and guides that address social issues, financial aid and other special interest in higher education. Information from LearnHowtoBecome.org has proudly been featured by more than 700 educational institutions.


News Article | November 9, 2016
Site: www.prweb.com

AccreditedSchoolsOnline.org, the Community for Accredited Online Schools has released it’s ranking of the 2016-2017 Best Paralegal Schools in the U.S. Using more than a dozen unique statistics from both online and on-campus Paralegal programs across the country, the higher education resource provider awarded top marks to Madonna University, Hampton University, Colorado Mountain College, Utah Valley University and Mount Saint Joseph University for four-year schools and Metropolitan Community College, Cape Fear Community College, Cincinnati State Technical and Community College, Johnson County Community College and South Piedmont Community College for two-year schools. “Earning a paralegal degree can open many doors for students interested in law,” said Doug Jones, CEO and Founder of the Community for Accredited Online Schools. “These schools are going above and beyond to provide their students the stepping stones to success, whether they plan to go on to law school or begin a paralegal career immediately after graduation.” Schools earning a spot on the Best Paralegal Schools ranking are required to meet several standards. Each must hold regional accreditation and be registered as public or private not-for-profit institutions. Schools must also provide career placement services to students after graduation. The Community for Accredited Online Schools analyzes school-specific statistics, such as graduation rates, student teacher ratios and financial aid availability, to determine a score and rank for each qualifying college. The Best Two-Year and Four-Year Schools with Paralegal Programs in the U.S. are listed alphabetically below. Rankings and school scores can be found at the link below, along with details on the data and methodology used: Baker College of Auburn Hills Bay Path University College of Our Lady of the Elms College of Saint Mary College of Southern Nevada Colorado Mountain College Daemen College Davenport University Eastern Kentucky University Gannon University Hampton University Highline College Humphreys College – Stockton, Modesto Campuses Husson University Idaho State University Lewis-Clark State College Liberty University Madonna University Marian University Marist College Midland College Missouri Western State University Mount Saint Joseph University Pennsylvania College of Technology Roger Williams University Saint Mary of the Woods College St Petersburg College State College of Florida - Manatee-Sarasota Suffolk University Texas State University Touro College University of Akron Main Campus University of Alaska Fairbanks University of Arkansas - Fort Smith University of Cincinnati - Clermont College University of Cincinnati - Main Campus University of Detroit Mercy University of Great Falls University of Hartford University of La Verne University of Louisville University of North Georgia University of Toledo Ursuline College Utah Valley University Washburn University Webster University Wesley College Widener University - Delaware Campus William Woods University About Us: The Community for Accredited Online Schools (AccreditedSchoolsOnline.org) was founded in 2011 to provide students and parents with quality data and information about pursuing an affordable 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. environments that include highly trained faculty, new technology and resources, and online support services to help students achieve educational and career success.


News Article | November 23, 2016
Site: www.prweb.com

A ranking of the top collegiate Vocational & Trade Education Programs in New York has been released by the Community for Accredited Online Schools (AccreditedSchoolsOnline.org) for 2016-2017. Comparing data on student success and support services, program variety and nearly a dozen other qualitative and quantitative measures, the site highlighted a total of 64 colleges and universities for excellence in trade and vocational education in the state. Top scoring schools include SUNY Canton, Trocaire College, Farmingdale State College, Rochester Institute of Technology, Touro College, Monroe Community College, Niagara County Community College, Mohawk Valley Community College, Tompkins Cortland Community College and SUNY Broome Community College. “U.S. Department of Labor projections show many trade and vocational industries growing at a faster-than-average rate through the year 2024,” said Doug Jones, CEO and Founder of the Community for Accredited Online Schools. “New York provides an excellent learning environment for trade and vocational learners; over five dozen schools in the state are on our list for providing a top-quality education and a jump-start to a job with career placement and other success support programs.” The Community for Accredited Online Schools sets strict criteria for their rankings. Schools must qualify for the list by being regionally accredited, public or private not-for-profit entities. For the Best Trade & Vocational Education Programs in New York list, the site also required schools offer career placement and counseling services to students. All qualifying schools are scored and ranked based on additional school-specific data, such as student-teacher ratios and financial aid offerings. For more details on the data and methodology used to determine the Best Trade & Vocational Education Programs in New York, and to view a complete list of schools and scores, visit: Two-year schools recognized on the Best Trade & Vocational Education in New York, 2016-2017 list: Bramson ORT College Bronx Community College Cayuga County Community College Columbia-Greene Community College Corning Community College CUNY Borough of Manhattan Community College CUNY LaGuardia Community College Dutchess Community College Erie Community College Finger Lakes Community College Fulton-Montgomery Community College Genesee Community College Herkimer County Community College Hostos Community College Hudson Valley Community College Jamestown Community College Jefferson Community College Jefferson Lewis BOCES - Practical Nursing Program Kingsborough Community College Memorial Hospital School of Radiation Therapy Technology Mohawk Valley Community College Monroe Community College Nassau Community College Niagara County Community College Onondaga Community College Professional Business College Queensborough Community College Rockland Community College Samaritan Hospital School of Nursing Schenectady County Community College Suffolk County Community College SUNY Broome Community College SUNY Orange SUNY Sullivan SUNY Ulster SUNY Westchester Community College Tompkins Cortland Community College Four-year schools recognized on the Best Trade & Vocational Education in New York, 2016-2017 list: College of Staten Island CUNY Culinary Institute of America CUNY Medgar Evers College CUNY New York City College of Technology Daemen College Farmingdale State College Hilbert College LIU Post Maria College Marist College Medaille College Mercy College Molloy College Morrisville State College New York Institute of Technology New York University Pace University - New York Paul Smiths College of Arts and Science Pratt Institute - Main Rochester Institute of Technology SUNY College of Agriculture and Technology at Cobleskill SUNY College of Technology at Alfred SUNY College of Technology at Canton SUNY College of Technology at Delhi Touro College Trocaire College Vaughn College of Aeronautics and Technology Villa Maria College About Us: The Community for Accredited Online Schools (AccreditedSchoolsOnline.org) was founded in 2011 to provide students and parents with quality data and information about pursuing an affordable 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. environments that include highly trained faculty, new technology and resources, and online support services to help students achieve educational and career success.


With an upcoming publication in the Worldwide Leaders in Healthcare, Pamela Lynn Genkinger, RN, BSN, joins the prestigious ranks of the International Nurses Association. Pamela is a Registered Nurse with 14 years of experience in her field and an extensive expertise in all facets of nursing, especially teaching in a clinical setting, psycho motor skills, and evaluation. Pamela is currently serving as Clinical Coordinator in the Associate Degree Nursing Program at Niagara County Community College in Sanborn, New York Pamela graduated with her Associate of Science Degree from Niagara County Community College, before completing her Bachelor of Science Degree in Nursing in 2002 from Niagara University. An advocate for continuing education, Pamela is currently pursuing her Master of Science Degree at Daemen College, with a projected graduation date in 2017. Pamela is certified in Basic Life Support, has served in the Army Reserves as 2nd Lieutenant, and has received multiple recognitions, including a Certificate of Appreciation – Operation Nuevos Horizons, El Salvador, a Certificate of Training – Duty Appointed Retention NCO, an Army Achievement Medal, and a Certificate of Appreciation – JTF San Marcos New Horizons, Guatemala. Pamela keeps up to date with the latest advances and developments in her field through her professional memberships with the Niagara Society of Professional Nurses, the National League of Nurses, and the National Youth Sports Coaches Association. For her excellence, she was voted Outstanding Adjunct Faculty Member in 2015, and is an active volunteer for school events for her children, such as Pendleton Athletic Boosters Association – Assistant Cheerleading Coach. Pamela attributes her success to her great role models. When she is not working, Pamela dedicates her free time to being with her family, as well as scrapbooking. Learn more about Pamela here: http://inanurse.org/network/index.php?do=/4134032/info/ and read her upcoming publication in the Worldwide Leaders in Healthcare.


News Article | November 9, 2016
Site: www.prweb.com

Autism Learning Partners in collaboration with Daemen College are hosting Myths and Misconceptions About ABA (Applied Behavior Analysis) and Autism, an Educational Event on November 15, 2016, from 6:30–8:30 p.m. at Daemen College Room 120 RIC, 4380 Main Street, Amherst, NY 14226. Admission and Parking are free Join Autism Learning Partners (ALP) & Daemen College for a Panel Discussion/Question & Answer session led by clinical experts in the field of Autism and related disabilities discussing Autism and the evidenced based practice of Applied Behavior Analysis (ABA). An impressive lineup of clinical subject matter experts include, Gina T. Chang, PhD, BCBA-D, Licensed Psychologist CA #PSY 26473 and Chief of Clinical Operations, ALP, Rachael Schneider, MA, BCBA Licensed Behavior Analyst, Associate Clinical Director, Buffalo, NY, ALP and Vicki Madaus Knapp, Ph.D., BCBA-D, Licensed Behavior Analyst, Assistant Professor, Daemen College. This event is designed for Pediatricians, Social Workers, Service Coordinators, Teachers, Speech and Language Pathologists, Occupational Therapists and Parents who will learn about the growing epidemic of Autism Spectrum Disorder (ASD) that affects 1 in 68 children and is more prevalent in boys (1 in 4). Attendees will learn about ABA, an evidenced based treatment which has proven to be effective in ASD and in other developmental disabilities. Dr. Gina Chang, emphasizes, “Applied Behavior Analysis is the science of learning. Research has shown us time again of ABA’s incredible power to significantly change the lives of people with a variety of developmental disabilities, including autism. From teaching communication, critical social attention skills, and a myriad of other daily living skills, ABA when wielded in the right hands, has the capacity to truly set patients on a trajectory to a more independent and fulfilling life.” After attending this event, attendees, will be able to learn about Autism Spectrum Disorder, describe the breadth of ABA therapy, understand myths vs. facts about ABA therapy, understand what ABA therapy looks like in the home setting, skills taught through ABA, and who should seek ABA therapy, recommend an evidenced based treatment (ABA) to patients, clients, or students with a diagnosis of ASD, and recognize the appropriate credentials for professionals overseeing ABA therapy programs. As the local Clinical Director in West Seneca, NY, Rachael Schneider is “honored to empower the New York community with awareness of Autism and navigate colleagues and families who work with children with ASD.” To RSVP for this amazing event please visit http://tinyurl.com/zp9c3f9. Space is limited. Early registration is highly encouraged but on-site registration welcomed. For questions contact the ALP Clinical Director for Buffalo, NY at RSchneider(at)autismlearningpartners(dot)com or call (716) 912-7094. For more information on Autism Learning Partners visit http://www.autismlearningpartners.com. About ALP: Autism Learning Partners (ALP) is a leading healthcare organization providing services across the country. ALP is heavily focused on supporting a comprehensive and coordinated approach to care delivery that addresses the whole child. ALP is a leader in the field and for close to 30 years, ALP has been supporting families with Autism Spectrum Disorder.


Wyffels J.T.,Daemen College
Advances in skin & wound care | Year: 2011

: To describe the temporal relationship between the quantity of granulation tissue in a chronic pressure ulcer (PrU) and its clinical outcome. : Study participants were seen on days 0, 1, 2, 3, 4, 7, 8, 9, 10, 11, 14, 21, 28, 35, and 42. On each visit, the wounds were digitally photographed with a 3-cm calibration target. Images were analyzed using VeV MD (version 1.1.14; VERG Inc, Winnipeg, Manitoba, Canada) and Adobe Photoshop CS3 Extended (version 10.0.1; Adobe Systems Inc, San Jose, California). Granulation tissue was selected from calibrated digital images by 1 of 2 methods: manual selection and automated selection. Granulation tissue area was expressed as a percentage of total wound area. : Academic research laboratory. : Thirty-one chronic PrUs were observed in 27 subjects. : Quantitative measure of granulation tissue area. : There was no relationship between the amount of granulation tissue expressed as a percentage of the total PrU area and wound outcome. : This study is the first to both quantitatively measure the amount of granulation tissue in a chronic PrU and attempt to correlate it to wound outcome. Although counterintuitive, the amount of granulation tissue was not predictive of outcome, and no temporal trends could be described.


Smith C.A.,Northern Arizona University | Chimera N.J.,Daemen College | Warren M.,Northern Arizona University
Medicine and Science in Sports and Exercise | Year: 2015

Purpose: The Y balance test (YBT) is a screen of dynamic balance requiring stance leg balance while the contralateral leg reaches in anterior (ANT), posteromedial (PM), and posterolateral (PL) directions. YBT has been proposed as a screen for injury risk; however, limited research has examined the association between YBT and injury. The purpose of this study was to examine the association between YBT (asymmetry and composite score (CS)) and noncontact injury in a sample of Division I (DI) college athletes from multiple sports. Methods: DI college athletes were screened with the YBT during the pre-participation examination to determine asymmetry (absolute difference between legs in ANT, PL, and PM) and CS (summed average of right/left ANT, PL, and PM normalized to leg length). Participants were followed throughout the sport season, and noncontact injuries requiring athletic training staff intervention were recorded for analysis. Demographic variables between injured and uninjured athletes were assessed with independent t-tests. Receiver operating characteristic (ROC) curves determined optimal cut points for predicting injury on the basis of CS and asymmetry. CS was analyzed as a continuous variable, as ROC curves were unable to maximize sensitivity and specificity. Logistic regression models adjusted for sport and previous injury determined the odds of injury on the basis of asymmetry and CS. Results: One hundred and eighty-four participants were included in analysis; 81 were injured. ROC curves determined asymmetry >4 cm (sensitivity, 59%; specificity, 72%) as the optimal cut point for predicting injury. Only ANT asymmetry was significantly associated with noncontact injury (odds ratio, 2.33; 95% confidence interval, 1.15-4.76). Conclusions: ANT asymmetry >4 cm was associated with increased risk of noncontact injury. CS in this sample of DI athletes was not associated with increased risk of injury. Copyright © 2014 by the American College of Sports Medicine.


Eastwick P.W.,University of Texas at Austin | Luchies L.B.,Daemen College | Finkel E.J.,Northwestern University | Hunt L.L.,University of Texas at Austin
Psychological Bulletin | Year: 2014

This article elaborates on evolutionary perspectives relevant to the meta-analytic portion of our recent review (Eastwick, Luchies, Finkel, & Hunt, 2014). We suggested that if men and women evolved sex-differentiated ideals (i.e., mate preferences), then they should exhibit sex-differentiated desires (e.g., romantic attraction) and/or relational outcomes (e.g., relationship satisfaction) with respect to live opposite-sex targets. Our meta-analysis revealed no support for these sex-differentiated desires and relational outcomes in either established relationship or mate selection contexts. With respect to established relationships, Schmitt (2014) has objected to the idea that relationship quality (one of our primarily romantic evaluation dependent measures) has functional relevance. In doing so, he neglects myriad evolutionary perspectives on the adaptive importance of the pair-bond and the wealth of data suggesting that relationship quality predicts the dissolution of pair-bonds. With respect to mate selection, Schmitt (2014) has continued to suggest that sex-differentiated patterns should emerge in these contexts despite the fact that our meta-analysis included this literature and found no sex differences. Schmitt (2014) also generated several novel sex-differentiated predictions with respect to attractiveness and earning prospects, but neither the existing literature nor reanalyses of our meta-analytic data reveal any support for his "proper" function-related hypotheses. In short, there are diverse evolutionary perspectives relevant to mating, including our own synthesis; Schmitt's (2014) conceptual analysis is not the one-and-only evolutionary psychological view, and his alternative explanations for our meta-analytic data remain speculative. © 2014 American Psychological Association.


Grant
Agency: NSF | Branch: Continuing grant | Program: | Phase: | Award Amount: 16.32K | Year: 2013

Dialog-based technologies play an ever-increasing role in our lives. The interest in conversational interfaces stems not only from their importance for universal access, but also because they can be used in settings in which traditional hands-on interface devices are not practical. Efforts are underway to extend the use of dialog systems into new roles, including: becoming companions to help seniors remain independent; moving some aspects of healthcare outside of the clinical setting; providing entertainment and interactive theater experiences; and improving disaster response. In many of these systems, the computer conversational partner is presented as a talking head or graphical persona. Although designers of dialog systems aim to make them simple and natural to use, major gaps in our understanding of human-computer interaction create obstacles to achieving this goal.

Some of these gaps are likely to be filled by examining recent psycholinguistic models of human conversational interaction. These models explore the time-course with which information coming from the context of conversation affects language processing. This context includes the shared information, or common ground, between interlocutors, as well as the processes by which reference to items in common ground is coordinated. One property of negotiated reference concerns the establishment of conceptual pacts, which are a (usually implicit) agreement to refer to an item in common ground from the same conceptual perspective. Recent psycholinguistic findings have examined whether conceptual pacts in conversation are speaker-specific, and how quickly this information is used during comprehension. To the extent that speaker-specific conceptual pacts have significant and immediate effects on the interpretation of reference in human-human interaction, dialog systems utilizing computer-based partners should take these characteristics into account in human-computer interaction.


Patent
Daemen College | Date: 2010-06-28

A method and apparatus for treating an appendage of a subject. The apparatus provides for exposing the appendage to an aqueous solution; and providing a pulsed current to the aqueous solution to treat the appendage.

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