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News Article | June 2, 2017

The Accreditation Council for Business Schools and Programs (ACBSP) Baccalaureate/Graduate Degree Board of Commissioners has reaffirmed accreditation of the business programs at Northcentral University in San Diego, California. Established in 1988, ACBSP is the only organization offering specialized business accreditation for all degree levels, from associate to baccalaureate to doctoral degree programs. ACBSP accreditation certifies that the teaching and learning processes offered through the School of Business and Technology Management at Northcentral University meet the rigorous educational standards established by ACBSP. The Business Administration programs* at Northcentral University were first accredited by ACBSP in 2007. The University is required to go through the reaffirmation process every 10 years to maintain ACBSP accreditation. “Northcentral University has shown their commitment to teaching excellence and to the process of quality improvement by participating in the accreditation process,” said ACBSP Chief Accreditation Officer Dr. Steve Parscale, who will present the Certificate of Reaffirmation of Accreditation at the ACBSP Conference 2017 in Anaheim, California on June 26. “This reaffirmation of accreditation is evidence that Northcentral University and the School of Business and Technology Management are committed to maintaining the highest quality business education for their students for the next 10 years, just as they have done since 2007,” said Parscale. “The School of Business and Technology Management at Northcentral University is dedicated to providing innovative and high-quality educational opportunities for our students to prepare them to make ethical and professional contributions in their chosen field,” said Peter Bemski, PhD, Dean of the School of Business and Technology Management. “The reaffirmation of accreditation by ACBSP is one of the ways in which we ensure our programs meet educational standards in the business field.” About Northcentral University Founded in 1996, Northcentral University is a regionally accredited, private, online and graduate-focused university serving professionals globally. With no physical residency requirements, courses are taught one-to-one by an NCU professor with a doctoral degree. NCU offers doctoral, master’s and bachelor’s degrees in business and technology management, education, and psychology, as well as doctoral and master’s degrees in marriage and family therapy. Northcentral University is regionally accredited by WASC Senior College and University Commission (WSCUC), 985 Atlantic Avenue, Suite 100, Alameda, CA 94501, 510.748.9001, For more information, visit or call 866.776.0331. About ACBSP ACBSP is a leading specialized accreditation body for business education. ACBSP’s mission is to promote continuous improvement and recognize teaching excellence in the accreditation of business education programs throughout the world. ACBSP accredits business, accounting, and business-related programs at the associate, baccalaureate, master, and doctorate degree levels. Recognized by the Council for Higher Education Accreditation (CHEA) in 2001 and again in 2011, ACBSP was the first to offer specialized business accreditation at all degree levels. ACBSP currently accredits business programs at more than 1,200 campuses in 60 countries. FAQs / Accreditation FAQs. (Accreditation Council for Business Schools and Programs, 11520 W 119th Street, Overland Park, Kansas, 66213, 913.339.9356, *For more information about NCU’s graduation rates, the median debt of students who complete programs, and other important information, please visit

News Article | December 21, 2016

Northcentral University (NCU), a global online graduate-focused university, is pleased to announce that Dr. Laurie Shanderson has joined NCU as the Founding Dean of its new School of Health Sciences. Before taking this position, Shanderson served as both Associate Dean and Assistant Dean for the School of Health Sciences at Stockton University in Galloway, New Jersey. She received a Bachelor in Health and Human Services from the State University of New York at Buffalo, a Master of Public Administration from Pace University and a PhD in Health Services from Walden University. Shanderson is tasked with developing the School of Health Sciences for NCU. “My goal is to build quality accredited programs that prepare students for the interdisciplinary and interprofessional health care field,” explained Shanderson. During her career, she has worked at a variety of health institutions including health insurance organizations, non-profit health organizations, a research institute and higher education. Shanderson has a strong background in healthcare as well as distance education, program development, accreditation, cultural competence/diversity, and health administration/management. Shanderson is the current Chair of the Cultural Perspectives Forum for the Association of University Programs in Health Administration (AUPHA) and former Chair and Chair-Elect of the AUPHA Innovative Teaching Faculty Network. She is a founding member of the American Public Health Association’s (APHA) Health Informatics Information Technology section, as well as the current section treasurer, and was recently awarded for Outstanding Leadership Service. About Northcentral University Founded in 1996, Northcentral University is a regionally accredited, private, online and graduate-focused university serving professionals globally. NCU offers doctoral, master’s and bachelor’s degrees in business and technology management, education, and psychology, as well as doctoral and master’s degrees in marriage and family therapy. Without physical residency requirements, courses are taught one-to-one by an NCU professor, all of whom have doctoral degrees. Northcentral University is regionally accredited by WASC Senior College and University Commission (WASC), For more information, visit or call 866.776.0331.

Laszloffy T.,Northcentral University | Habekost J.,Alliant International University
Journal of Marital and Family Therapy | Year: 2010

Approximately 60% of accredited MFT master's programs now offer a single course devoted to diversity and oppression, which is noteworthy given that this is not mandated by accreditation standards. For educators and trainers seeking guidance on how to most effectively teach diversity issues and train therapists who will be culturally competent, the MFT literature does an excellent job of providing support for enhancing cultural awareness, for example, cognizance of, insight into, and knowledge about diversity issues. However, far less attention is focused on assisting educators in how to enhance cultural sensitivity, for example, attunement to, emotional resonance with, and meaningful responsiveness to the needs and feelings of others. This article presents a model for how to teach about issues of diversity in ways that promote both cultural awareness and sensitivity but with emphasis on enhancing sensitivity through the use of a series of experiential tasks. © 2010 American Association for Marriage and Family Therapy.

News Article | December 15, 2016

Northcentral University (NCU), a global online graduate school, launched new programs today to meet student interest in emerging areas of focus. Each new program centers on preparing students for an increasingly global workforce and challenges of a rapidly changing world in the 21st century. NCU’s School of Business and Technology Management is offering four new programs*: PhD and Master of Science in Technology and Innovation Management; an accelerated NCU FastForward Bachelor of Business Administration to Master of Science in Technology and Innovation Management; and a Master of Science in Accounting. NCU’s School of Social and Behavioral Sciences – Department of Psychology is introducing a new Master of Science in Forensic Psychology. “NCU’s Technology and Innovation Management programs were conceived to create positive change agents and thought leaders who will make a difference by managing technology via innovative thinking,” explained Dr. David Moore, NCU’s Director of Assessment, School of Business and Technology Management . “The new PhD and master’s programs in Technology and Innovation Management are not business degrees, but innovation through technology degrees." Additionally, NCU’s new Master of Science in Accounting was designed to help create a path to a CPA certification.** The four new School of Business and Technology Management degree programs announced today include: School of Social and Behavioral Sciences – Department of Psychology: NCU’s new master’s program in Forensic Psychology provides critical insight into what motivates human behavior, as it applies to the judicial system. “NCU’s MS in Forensic Psychology degree has been designed to equip students for the important work of understanding the criminal mind and the root causes of criminal and antisocial behavior,” explained Dr. James Billings, Dean of NCU’s School of Social and Behavioral Sciences. “Students will be prepared for a variety of career paths that rely on the expertise of forensic psychologists.” NCU offers weekly course starts, and students may begin applying to these exciting new educational offerings effective today. For further information, visit, or call 866.776.0331. About Northcentral University Founded in 1996, Northcentral University is a regionally accredited, private, online and graduate-focused university serving professionals globally. NCU offers doctoral, master’s and bachelor’s degrees in business and technology management, education, and psychology, as well as doctoral and master’s degrees in marriage and family therapy. Without physical residency requirements, courses are taught one-to-one by an NCU professor, all of whom have doctoral degrees. Northcentral University is regionally accredited by WASC Senior College and University Commission (WASC), For more information, visit or call 866.776.0331. *For more information about our graduation rates, the median debt of students who completed programs, and other important information, please visit our website at ** Standards and requirements vary by state, and completion of NCU’s MSA program may not be sufficient to qualify a person to sit for a CPA exam in some states. Prior to applying to or enrolling in NCU’s MSA program, students should check with their state to determine the educational and other requirements necessary for taking the CPA exam to ensure that completion of the program will satisfy their educational and professional goals. For information regarding official CPA requirements specific to each state, please visit

News Article | January 27, 2016

Every day, office workers everywhere find themselves trapped in cross-cubicle conversations about their co-worker's “crazy accurate” and “totally psychic” dream. Listening to stories about other people's dreams is usually pretty boring, but still, most of us are pretty curious about the idea of dreams that predict the future. The concept of precognitive dreams—dreams about events or experiences that haven’t yet occurred, but later take place in reality—goes against our most basic understanding of time and relativity. If time is linear, and if we learn, see and feel through experience, then precognitive dreams simply can’t be legit. Yet we generally place a lot of importance on our dreams and often treat the content and messages in our dreams as more credible than similar waking thoughts. And this tendency applies to precognitive dreams too, which might explain why we all get a little buzz from personal experiences of déjà vu, why "Medium" ran for seven seasons and why millions follow the precognitive or divine dreams of Solomon, Joseph and Muhammad. But is it really possible to accurately dream about the future? I asked Dr. Stanley Krippner, professor of psychology at Saybrook University. Dr. Krippner’s research and experimentation of parapsychology, precognitive dreaming, and shamanism spans more than 40 years and involves the Grateful Dead. He believes we are capable of precognitive dreams, and says his research backs that up. He walked me through one of his most significant laboratory studies on precognitive dreaming. Each night, the subject dreamer would go through an ordinary night of dreaming, with an intent to dream about an experience he would have the following morning. The dreamer was woken 4-5 times throughout the night to relay his dreams to an experimenter. The following mornings, experimenters randomly selected an experience from a number of prearranged options, and the dreamer was subjected to that experience. Dr. Krippner said there was no way for the participants to know what experience they would encounter before it was selected and administered. Dr. Krippner gives an example of a participant who one night had several dreams about birds: birds in the air, birds in a marsh, birds flying overhead, birds everywhere basically. The following morning, the dreamer was subjected to one of the randomly-selected experiences. “The experience was to have him sit with earphones on,” Dr. Krippner said. “And what was played? Bird calls. He was also played a video. And what was played? Pictures of birds.” At the end of the eight-night experiment, outside judges were called in to consider the participants’ dreams against the experiences they were subjected to, and determine whether the dreams matched the next day’s experience. Dr. Krippner says for each participant, the judges found a match between at least one dream and the seceding experience, on most nights of the experiment. “If we were talking about any other phenomenon, you’d say this phenomenon is pretty well established,” Dr. Patrick McNamara, associate professor of neurology at Boston University School of Medicine and professor of psychology at Northcentral University, said about the results from Dr. Krippner’s experiments. “But given that there is no known physical mechanism for what these studies seem to be showing, scientists are still saying, ‘Well we don’t have a good explanation for this so we’re very suspect about these experiments.’” Skepticism in the field of precognitive dreaming is so strong that Dr. Krippner even called in magicians to inspect his laboratory and methodology to see whether there’s any room for sleight of hand or falsification in his experiments. If we accept—for the sake of curiosity—that precognitive dreams do happen, what’s the explanation? The short answer is: nobody knows. What we do know is that the unconscious mind is definitely capable of deep revelations during REM sleep. Back in 1900, Sigmund Freud reckoned that we give more credence to what happens in our dreams because our unconscious thoughts are apparently immune from the outside influences of the waking world. Sleep studies have since echoed that idea, showing that during REM, the brain is oblivious to the restraints of consciousness and can indulge in a kind of free-flow brainstorming. A mind in REM can churn out some genius ideas, giving us the kind of clarity that settles every-day dilemmas and unearths to some pretty amazing discoveries, including (or so the story goes) Einstein's revelations about the theory of relativity. This leads to one theory of explanation for precognitive dreams. Perhaps during the brain’s unbridled state in REM, it can also identify and process some kind of “signals” that we don’t consciously acknowledge, and these signals help inform our understanding and awareness of the future. As for where these signals come from, the answer might lie in quantum entanglement, the idea that two distinct particles or points in time can interact as if connected to one another, despite being spatially separated. Dr. Krippner elaborated on how quantum physics could explain precognitive dreaming. “Quantum events happen on a different time scale to what most people live in and experience in the West,” he explained. “We have this understanding of time that is: ‘past, present, future.’ But quantum physics gives you a different concept of time.” Dr. Krippner says the same concepts are present in a lot of indigenous cultures that he’s studied as part of his research in to precognitive dreaming and shamanism. “Many indigenous people see time going in a circle; it goes around and around and it’s a spiral,” Dr. Krippner said. “Then you also have the indigenous North American point of view that people lived in a ‘long body’; they do not end where their skin ends. A person’s long body projects and involves other people and other parts of nature, so everything is happening all at once. For them it’s no surprise that you can dream about the future.” Apparently this acceptance that time is not linear makes people in indigenous societies more receptive to precognitive dreams, and Dr. Krippner has found precognitive dreaming is more common and more valued in indigenous cultures than Eurocentric ones. Dr. McNamara gave other examples that he thinks suggests there’s something a little psychic going on when we sleep. “Take dreams between twins,” he said. “We now have very well documented cases where one twin dreams that something is going to happen to the other twin and it does in fact happen. We also have very well documented cases of twins dreaming very similar dreams and knowing that they just dreamed a similar dream and being able to finish the dream of the other person." “The fact that these dreams occur between biological relatives or between people with deep emotional bonds strengthens the case for the fact that something new is happening, some real cognitive or biological process is happening in these cases that is currently unknown and unchartered by science," he added. But there are some pretty convincing explanations that serve to debunk the concept of precognitive dreams. According to Dr. Robert Todd Carroll, a writer and academic who studies the psychology of belief, subconscious influence is largely responsible for dreams that seem precognitive. Take for example, one of the most famous precognitive dreams in history. In 1865, then-President Abraham Lincoln had a vivid dream in which he walked through the White House amid sounds of grieving. He reached the East Room where he saw a casket guarded by soldiers and was told the president had been assassinated. In the following days, Lincoln shared his dream with his wife and a few close friends; 13 days after the dream, he was killed. In Lincoln’s case, we can infer a few subconscious influences: first of all, as president during the Civil War, his personal security was probably a necessary preoccupation. On top of that, Lincoln had been the subject of an assassination attempt less than a year before. Dr. Carroll also says probability and coincidence can help explain dreams that seem to predict the future. “There are billions of dreams a night on this planet and it would be pretty odd if none of them corresponded in vague or precise ways to actual events past, present or future,” he writes. Indigenous wisdom and psychological rationale aside, the hunt for a scientific explanation to precognitive dreaming is on. Despite our curiosity in dreams, the study of dreams hasn’t been a priority in modern science. But that’s changing with the advent of neuroimaging technology that allows scientists to observe the dreaming brain as well as standardized tests for dream content. Accessible technology is also helping the cause, with dream recording apps like Dream:ON giving scientists access to a huge cross-cultural database of dreams. Dr. Krippner, who has travelled the world and spent time with indigenous cultures in Asia, Africa, North America, South America, and Australia for his dream studies, is optimistic about the future of precognitive dream studies. “There are some things that happen in the world that are anomalies that we can’t explain with the Western point of view,” he told me. “It might be that all these studies on precognitive dreams are ahead of their time and we might have to wait 50-100 years before we understand them.” Fittingly, he thinks the answers of the future might lie in the past: “I think findings on precognitive dreams are going to be in accord with what indigenous people believe about time.”

Freeman R.H.,Northcentral University
Procedia Computer Science | Year: 2015

In rocket engine failures of F-1 and Titan-II, chamber combustion instabilities (CI) caused damage, reflecting behavioral complexities at the component level. Combustion chamber walls with embedded acoustic nodes self-excited by the heat released to cause amplification of acoustic oscillations, showed increases in the thermo-kinetic related pressure. Although the causes of the failed launch were determined decades after the accident, the problem-solving process identified the CI problem domain with information describing the internal representation of the problem. Rocket engine complexity may be described by the high number of component parts contained; alternatively, of the constituent processes occurring. Interactive behaviors not accounted for, occur at the interface between the parts or result from coupling of different processes within the combustion chamber. Unlike monolithic systems, rocket engines exhibit performance behaviors emergent, unpredictable and uncoordinated. Over half propulsion technologies of prospective mission competence have a Technical Readiness Level (TRL) less than 5. However, operational risk needs mitigation through increased development of technological readiness related to not only structural performance but to processes enacted of their functions. Increasingly complex propulsion technologies and the thousands of stakeholder requirements needed for analysis are important for framing problems to be solved. The purpose of this paper is to correlate complexity of propulsion technology at the subsystem level with development of technological readiness for performance reliability. Nonlinear performance behaviors connote system complexity. © 2015 The Authors. Published by Elsevier B.V.

Orlando J.,Northcentral University
American Journal of Distance Education | Year: 2016

The emergence of simple video and voice recording software has allowed faculty to deliver online course content in a variety of rich formats. But most faculty are still using traditional text comments for feedback to students. The author launched a study comparing student and faculty perceptions of text, voice, and screencasting feedback. The results provide some interesting insights into the advantages and disadvantages of different forms of feedback. The author finishes with best practices for providing screencasting feedback to students. © 2016 Taylor & Francis.

Zampi D.D.,Northcentral University
Alternative Therapies in Health and Medicine | Year: 2016

Context • According to the National Institutes of Health, in 2011, chronic pain affected from approximately 10% to >50% of the adult population in the United States, with a cost of $61 billion to US businesses annually. Objective • The pilot study assessed the effects that an external, audio, neural stimulus of theta binaural beats (TBB) had on returning the brain neurosignature for chronic pain to homeostasis. Methods • The quantitative, experimental, repeatedmeasures crossover study compared the results of 2 interventions in 2 time-order sequences. An a priori analysis indicated a sample size of 28 participants was needed for a 2-way repeated-measures analysis of variance (ANOVA). Setting • The study was conducted in Richmond, VA, USA, with participants recruited from the financial sector. Participants • Thirty-six US adults with various types of chronic pain, and with a median age of 47 y, ranging in ages from 26-69 y, participated in the study. The study experienced 4 dropouts. Intervention • Participants listened to 2 recordings—one using TBB at 6 Hz (TBB intervention) and one using a placebo of a nonbinaural beat tone of 300 Hz (sham intervention) for 20 min daily. Both interventions lasted 14 successive days each, with some participants hearing the TBB intervention first and the sham intervention second and some hearing them in the reverse order. Participants listened to the interventions via a Web site on the Internet or via a compact disc. Interviews were conducted either in person or telephonically with e-mail support. Outcome Measures • Using the West Haven-Yale Multidimensional Pain Inventory (MPI), potential changes in perceived severity of chronic pain were measured (1) at baseline; (2) after the first test at 14 d, either TBB or sham intervention; and (3) after the second test at 28 d—either TBB or sham intervention. The analysis compared the average mean for pretest and first and second posttest scores. Results • The analysis indicated a large main effect for the TBB intervention in reducing perceived pain severity, P <.001 (F2,60 = 84.98, r = 0.74). Although the TBB and the placebo interventions both reduced the pain scores, a post hoc Bonferroni correction that compared pairs of MPI scores found a 77% larger drop in the mean for the TBB intervention, from M = 4.60 at pretest to M = 2.74 at the end of both TBB periods than in the mean for the sham intervention, with a change from M = 4.60 at pretest to M = 4.17 at the end of both sham periods. Conclusions • The results supported the hypothesis that an external audio protocol of TBB was effective in reducing perceived pain severity for participants. © 2016, InnoVision Communications. All rights reserved.

Pilcher J.W.,Baylor University | Bedford L.,Northcentral University
Journal for Nurses in Staff Development | Year: 2011

To what extent are nurses willing to learn with technology-enhanced tools, such as online education, podcasts, webcasts, mobile learning, and realistic simulations? What factors influence their willingness? This article includes a description of a mixed methodology study that addressed these questions. Nurses of all ages indicated a willingness to learn with a variety of technological tools. Primary determinants of willingness were associated with ease of use, familiarity, convenience, and perceived benefit. © 2011 Lippincott Williams & Wilkins, Inc.

This paper examines two targets of empathic understanding - experiences and communications - and argues that only intended communications or points are proper targets in nondirective (classical) client-centered therapy. It also describes a superordinate structure of empathy that is a basis for comparing conceptions of empathy and shares suggestions for improving empathic understanding. The larger goals of the paper are to show how a commitment to an ethical principle can have very specific implications for practice, infiltrating, as it were, territory typically left to clinical judgment, tradition, or research, and to advance an approach to training students in empathic understanding based on language use. © Grant.

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