Georgian Court University is a private Roman Catholic university located in Lakewood Township, Ocean County, New Jersey, United States. Operated by the Sisters of Mercy, the university has 1770 undergraduates. In 2004, the institution was recognized with university status by the New Jersey Commission on Higher Education. Wikipedia.
News Article | May 15, 2017
STONY BROOK, N.Y.--(BUSINESS WIRE)--Applied DNA Sciences, Inc. (Applied DNA, “the Company”) (NASDAQ: APDN), a provider of DNA-based supply-chain, anti-counterfeiting and anti-theft technology, product genotyping and DNA mass production for diagnostics, appointed Elizabeth M. Schmalz Ferguson to the Company’s Board of Directors, effective June 1, 2017. Ms. Ferguson was selected to serve based on her sterling track record of accomplishments as a strategist and product leader within the cosmetics industry. This appointment brings the total number of Board members to eight. Dr. James Hayward, president and CEO of Applied DNA, said, “The addition of Betsy Schmalz Ferguson to our Board is aligned with our strategy to expand the application of our technologies within the cosmetics market, and we expect we will benefit greatly from her expertise. We welcome her to the Board and look forward to working together as we increase our presence in the cosmetics and personal care industries.” Ms. Ferguson said, “Increasingly, over the course of my career, consumers have been more vocal in demanding information on the origin of their personal care and cosmetic products, so they make empowered choices in the quality of products they use. I am proud to join the Board of Directors of Applied DNA. I believe the Company offers a powerful tool for ensuring the authenticity and identity of ingredients that move through the supply chain and make it into consumers’ hands, and onto their skin. I believe I can apply my 30-plus years’ experience to assist in these initiatives and am enthusiastic about working with the rest of the Applied DNA team as they strive to bringing authenticated products to market.” An innovator in the cosmetics and fragrance industry, Ms. Ferguson started her senior management career at Revlon with responsibility for new product development for companies including Borghese, Ultima II, and Prestige fragrances. Later, as Senior Vice President of Corporate Product Development at Estée Lauder, her responsibilities included overseeing product development for some of the company’s most prominent brands. Subsequently, she was Executive Vice President of Product Development at Bath and Body Works and Victoria’s Secret for The Limited. She currently serves as President of American Flavors & Fragrances, a fragrance company, and President of her own consulting firm, Betsy Schmalz Ferguson & Associates. She is an active member of Cosmetic Executive Women. She earned a bachelor’s degree in psychology from Georgian Court University. Applied DNA Sciences makes life real and safe by providing innovative, molecular-based technology solutions and services that can help protect products, brands, entire supply chains, and intellectual property of companies, governments and consumers from theft, counterfeiting, fraud and diversion. The proprietary DNA-based “CertainTTM” Platform can be used to identify, tag, track, and trace products, to help assure authenticity, origin, traceability and quality of products. SigNature® DNA describes the core technology ingredient that is at the heart of a family of uncopyable, security and authentication solutions such as SigNature® T and fiberTyping®, targeted toward textiles and apparel, BackTrac™ and DNAnet®, for anti-theft and loss prevention, and digitalDNA®, providing powerful track- and-trace. All provide a forensic chain of evidence, and can be used to prosecute perpetrators. Applied DNA Sciences is also engaged in the large-scale production of specific DNA sequences using the polymerase chain reaction. Go to adnas.com for more information, events and to learn more about how Applied DNA Sciences makes life real and safe. Common stock listed on NASDAQ under the symbol APDN, and warrants are listed under the symbol APDNW. The statements made by APDN in this press release may be “forward-looking” in nature within the meaning of the Private Securities Litigation Act of 1995. Forward-looking statements describe APDN’s future plans, projections, strategies and expectations, and are based on assumptions and involve a number of risks and uncertainties, many of which are beyond the control of APDN. Actual results could differ materially from those projected due to our short operating history, limited financial resources, limited market acceptance, market competition and various other factors detailed from time to time in APDN’s SEC reports and filings, including our Annual Report on Form 10-K filed on December 6, 2016, and our quarterly reports on Form 10-Q filed on February 9, 2017 and May 11, 2017, which are available at www.sec.gov. APDN undertakes no obligation to update publicly any forward-looking statements to reflect new information, events or circumstances after the date hereof to reflect the occurrence of unanticipated events, unless otherwise required by law.
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.
Barton Cole E.,Princeton University |
Lakkaraju P.S.,Princeton University |
Lakkaraju P.S.,Georgian Court University |
Rampulla D.M.,Princeton University |
And 3 more authors.
Journal of the American Chemical Society | Year: 2010
Pyridinium and its substituted derivatives are effective and stable homogeneous electrocatalysts for the aqueous multiple-electron, multiple-proton reduction of carbon dioxide to products such as formic acid, formaldehyde, and methanol. Importantly, high faradaic yields for methanol have been observed in both electrochemical and photoelectrochemical systems at low reaction overpotentials. Herein, we report the detailed mechanism of pyridinium-catalyzed CO2 reduction to methanol. At metal electrodes, formic acid and formaldehyde were observed to be intermediate products along the pathway to the 6e--reduced product of methanol, with the pyridinium radical playing a role in the reduction of both intermediate products. It has previously been thought that metal-derived multielectron transfer was necessary to achieve highly reduced products such as methanol. Surprisingly, this simple organic molecule is found to be capable of reducing many different chemical species en route to methanol through six sequential electron transfers instead of metal-based multielectron transfer. We show evidence for the mechanism of the reduction proceeding through various coordinative interactions between the pyridinium radical and carbon dioxide, formaldehyde, and related species. This suggests an inner-sphere-type electron transfer from the pyridinium radical to the substrate for various mechanistic steps where the pyridinium radical covalently binds to intermediates and radical species. These mechanistic insights should aid the development of more efficient and selective catalysts for the reduction of carbon dioxide to the desired products. © 2010 American Chemical Society.
Pirutinsky S.,Georgian Court University |
Rosen D.D.,New York University |
Safran R.S.,Seton Hall University |
Rosmarin D.H.,Harvard University
Journal of Nervous and Mental Disease | Year: 2010
Research suggests that attributing mental illness to moral causes and perceiving it as dangerous relates to greater stigma, whereas belief in biomedical factors is associated with less. Within the family-centric Orthodox Jewish community, mental illness is perceived as a risk to family functioning and future generations, and is therefore stigmatizing of the individual and their family. Since biomedical models may exacerbate these concerns, we hypothesized that unlike within the general population, biological causal attributions would relate to increased stigma among Orthodox Jews. Consequently, we also examined the attitudinal correlates of stigmatization of obsessive-compulsive disorder within the Orthodox community, as measured by both social distance and family/marriage concerns. Results indicated that, unlike previous research, biological models were associated with greater marriage/family stigma, and did not predict less social distance. This suggests that biomedical approaches may increase salient aspects of stigma within the Orthodox community, and clinical practice should be sensitive to these concerns. © 2010 by Lippincott Williams & Wilkins.
Sciarra E.,Georgian Court University
Dimensions of Critical Care Nursing | Year: 2011
Evidence-based practice has been demonstrated to positively impact patient outcomes, yet nurses are having difficulty incorporating it into their practice. The purpose of this study was to determine the educational needs of intensive care unit nurses regarding evidence-based practice and to implement a strategy to meet those needs. Evidence-based practice education in this pilot study was shown as an effective catalyst to nurses beginning and participating in evidence-based practice that could potentially improve patient outcomes. Copyright © 2011 Lippincott Williams & Wilkins.
Mogavero M.C.,Georgian Court University
Journal of Intellectual Disabilities and Offending Behaviour | Year: 2016
Purpose: There has been growing concern among stakeholders about individuals with autism spectrum disorders (ASD) and sex offending as research supports an indirect association. The purpose of this paper is threefold: first, bring more awareness of the sexuality and deviant/criminal sexual behavior among those with ASD to stakeholders in the criminal justice system (CJS); second, demonstrate that much of the deviant or sexual offending behavior exhibited among those with ASD is often a manifestation of their ASD symptoms and not malice; and third, demonstrate the necessity to address specific needs of individuals with ASD who enter the CJS due to criminal sexual behavior. Design/methodology/approach: This paper provides an overview of the ASD symptomology, including the diagnostic changes, a review of the literature on ASD and sexuality, which includes deviant sexual behavior and sexual offending. Findings: The author linked examples of deviant or sexual behavior in the research literature to the ASD symptomology and described how the symptomology explains such behavior. Originality/value: Sexual offending among those with ASD has received little research outside the mental health field. This review is of particular importance to those in the CJS unfamiliar with ASD, as they should handle them differently with regard to formal interviewing, measures of competency, capacity, and sentencing. © 2016, © Emerald Group Publishing Limited.
Sciarra E.,Georgian Court University
Dimensions of Critical Care Nursing | Year: 2012
This position paper is a brief review of the importance of practice guidelines in clinical use. Emphasis is placed on evidence-based practice guidelines and research. This position paper attests to the importance of the use of guidelines that direct clinical nursing practice. Copyright © 2012 Lippincott Williams & Wilkins.
Tabor-Morris A.E.,Georgian Court University
Physics Education | Year: 2015
How can physics teachers help students develop consistent problem solving techniques for both simple and complicated physics problems, such as those that encompass objects undergoing multiple forces (mechanical or electrical) as individually portrayed in free-body diagrams and/or phenomenon involving multiple objects, such as Doppler effect reflection applications in echoes and ultrasonic cardiac monitoring for sound, or police radar for light? These problems can confuse novice physics students, and to sort out problem parts, the suggestion is made here to guide the student to personify self as the object in question, that is, to imagine oneself as the object undergoing outside influences such as forces and then qualify and quantify those for the problem at hand. This personification does NOT, as according to the three traditional definitions of the term (animism, anthropomorphism and teleology), empower the object to act, but instead just to detect its environment. By having students use their imagination to put themselves in the place of the object, they can 'sense' the influences the object is experiencing to analyze these individually, hopefully reducing the student's feeling of being overwhelmed with information, and also imbuing the student with a sense of having experienced the situation. This can be especially useful in problems that involve both multiple forces AND multiple objects (for example, Atwood's machine), since objects acted upon need to be considered separately and consecutively, with the idea that one cannot be two objects at once. This personification technique, documented to have been used by both Einstein and Feynman, is recommended here for secondary-school teen and university-level adult learners with discussions on specific physics and astronomy classroom strategies. © 2015 IOP Publishing Ltd
Sardone N.B.,Georgian Court University
Journal of Information Technology Education:Research | Year: 2011
The confluence of powerful technologies of computers and network connectivity has brought explosive growth to the field of Information Technology (IT). The problem presented in this study is whether the type of learning environment where IT concepts are taught to undergraduates has a relationship to the development of IT fluency and course satisfaction. The literature suggested that, if learning environments based on constructivist learning strategies were used, students would achieve IT fluency as well as those who studied in a traditional setting but they might be more satisfied. This paper is organized as follows. First, the problem is introduced followed by a review of the definition of IT fluency, then the paper moves to discuss learning environments and other associated factors relevant to this causal-comparative analysis. Next, the research design of the study is discussed, to include the four modes of inquiry used and the research questions that guided inquiry. A detailed data analysis follows, findings are presented, and the conclusion highlights findings. Recommendations are geared to instructors in higher education business/technology programs interested in designing instruction in conjunction with constructivist learning environments.
Chun S.A.,CUNY - College of Staten Island |
Warner J.,Georgian Court University
Information Polity | Year: 2010
Collaboration and information sharing among government organizations is becoming increasingly important for promoting efficiency and productivity as well as for enhancing citizen services. With Internet connectivity widely available and with the ease-of-use of social media tools, citizens actively participate in producing content. However, the abundance of content causes another problem for governments-the difficulty of determining what truly useful and relevant information is to be shared for mission critical tasks and to produce better citizen services. Information resources, such as data, documents, multimedia objects and services stored in different agencies and produced by citizens need to be easily discovered and shared. We propose a data model of rich social tags and a Citizen-Government collaborative tagging environment} where governments and citizens can collaboratively annotate the resources, thus facilitating collaboration responsiveness through accessibility to information. The collaborative annotations capture not only the semantics but also the pragmatic and social aspects related to the resources, such as who, when, where, how and for what related tasks the resources are shared. The benefits of the a rich tag data model emphasizing the relationships of a tag to semantic, social, pragmatic and contextual reference frames include the ability to filter, discover and search new and dynamic as well as hidden resources, to navigate between resources in a search by traversing semantic relationships, and to recommend the most relevant government information even when distributed over different agencies. A distributed architecture of a government collaborative tagging system is proposed and tag-based search and recommendations are illustrated. © 2010-IOS Press and the authors.