Dobbs Ferry, NY, United States
Dobbs Ferry, NY, United States

For Sage College in Ithaca, New York, please see Cornell University.The Sage Colleges is a private educational institution comprising three colleges in New York: Russell Sage College, a women's college in Troy, New York, Sage College of Albany, a co-educational college in Albany, New York, and the Sage Graduate School, which operates both in Troy and in Albany. Wikipedia.


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News Article | November 19, 2016
Site: www.prweb.com

Leading higher education information and resource site AffordableCollegesOnline.org has released its list of the Best Online Accelerated Nursing Degrees & Programs in the nation for 2016-2017. Using a variety of cost and educational outcome data to compare accredited programs side by side, the list rates the University of Saint Mary, University of Wyoming, The Sage Colleges, University of Indianapolis and Samford University as the top-scoring schools for accelerated nursing students. "As the demand for qualified nurses grows, more colleges are implementing fast-track education options for nursing students,” said Dan Schuessler, CEO and Founder of AffordableCollegesOnline.org. "These programs are rigorous, but the schools on our list stand out for providing the best quality education and support to help students comprehend quickly and ultimately start their careers in nursing sooner.” AffordableCollegesOnline.org required schools to meet several basic requirements to be considered for the Best Online Accelerated Nursing Degrees & Programs list. Each college must be accredited by the Collegiate Nursing Education (CCNE) or Accreditation Commission for Education in Nursing (ACEN) and be a public or private not-for-profit institution to be included. They must also offer students job placement and academic counseling services to qualify. Individual school scores are then determined by weighing a variety of qualitative and quantitative data points, such as nursing certification pass rates, tuition costs and more. The Top 50 list of schools, as well as specific details on data and methodology used to determine ranking and scoring can be found at the link below: An alphabetical list of schools on the Best Online Accelerated Nursing Programs list for 2016-2017: Adelphi University Albany State University Ball State University Barry University Baylor University Clemson University Creighton University DeSales University Drexel University Duquesne University East Carolina University Georgia Southwestern State University Indiana Wesleyan University Jacksonville University Lewis University Loyola University Chicago Lynchburg College New Mexico State University - Main Campus New York University Northern Arizona University Ohio University - Main Campus Olivet Nazarene University Quinnipiac University Robert Morris University Rutgers University - Newark Saint Xavier University Samford University Seton Hall University Shenandoah University Simmons College Southern Nazarene University Texas Christian University The College of Saint Scholastica The Sage Colleges University of Alabama at Birmingham University of Arizona University of Delaware University of Hawaii at Manoa University of Indianapolis University of Memphis University of Miami University of North Florida University of Northern Colorado University of Saint Joseph University of Saint Mary University of Wyoming Utica College Valparaiso University West Virginia University Wilkes University AffordableCollegesOnline.org began in 2011 to provide quality data and information about pursuing an affordable higher education. Our free community resource materials and tools span topics such as financial aid and college savings, opportunities for veterans and people with disabilities, and online learning resources. We feature higher education institutions that have developed online learning environments that include highly trained faculty, new technology and resources, and online support services to help students achieve educational and career success. We have been featured by nearly 1,100 postsecondary institutions and nearly 120 government organizations.


News Article | February 15, 2017
Site: www.prweb.com

The Community for Accredited Online Schools, a leading resource provider for higher education information, has ranked the best schools with online programs in the state of New York for 2017. More than 70 schools were ranked overall, with Columbia University, New York University, Cornell University, Syracuse University and University at Buffalo coming in as the top four-year schools. Among two-year schools, Monroe Community College, Niagara County Community College, Hudson Valley Community College, Genesee Community College and Tompkins Cortland Community College earned top spots. “College-bound students have many options for post-secondary education in New York state, but they don’t necessarily need to travel to a campus to be successful,” said Doug Jones, CEO and founder of AccreditedSchoolsOnline.org. “The schools on this list are strong examples of what today’s online learning is all about: providing quality education to enhance student success outside of a traditional classroom environment.” Schools on the Best Online Schools list must meet specific base requirements to be included: each must be institutionally accredited and be classified as public or private not-for-profit. Each college was also scored based on additional criteria that includes cost and financial aid, variety of program offerings, student-teacher ratios, graduation rates, employment services and more. For more details on where each school falls in the rankings and the data and methodology used to determine the lists, visit: New York’s Best Online Four-Year Schools for 2017 include the following: Adelphi University Canisius College Clarkson University Columbia University in the City of New York Concordia College-New York Cornell University CUNY Graduate School and University Center CUNY John Jay College of Criminal Justice Dominican College of Blauvelt D'Youville College Fordham University Hofstra University Ithaca College Jewish Theological Seminary of America Keuka College LIU Post Marist College Medaille College Mercy College Metropolitan College of New York Mount Saint Mary College New York Institute of Technology New York University Niagara University Nyack College Pace University-New York Roberts Wesleyan College Rochester Institute of Technology Saint John Fisher College Saint Joseph's College-New York St. Bonaventure University St. John's University-New York St. Thomas Aquinas College Stony Brook University SUNY at Albany SUNY at Binghamton SUNY Buffalo State SUNY College at Brockport SUNY College at Oswego SUNY College at Plattsburgh SUNY College of Technology at Canton SUNY College of Technology at Delhi SUNY Empire State College SUNY Institute of Technology at Utica-Rome SUNY Maritime College SUNY Oneonta Syracuse University The College of Saint Rose The New School The Sage Colleges New York’s Best Two Year Online Schools for 2017 include the following: Bramson ORT College Cayuga Community College Corning Community College CUNY Borough of Manhattan Community College Finger Lakes Community College Fulton-Montgomery Community College Genesee Community College Herkimer College Hostos Community College Hudson Valley Community College Jamestown Community College Jefferson Community College Mohawk Valley Community College Monroe Community College Niagara County Community College North Country Community College Suffolk County Community College SUNY Broome Community College SUNY Orange SUNY Ulster SUNY Westchester Community College Tompkins Cortland Community College ### 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.


Merrill J.A.,Columbia University | Wilson R.V.,Columbia University | Kaushal R.,New York Medical College | Fredericks K.,The Sage Colleges
Journal of the American Medical Informatics Association | Year: 2013

Objective To evaluate the complex dynamics involved in implementing electronic health information exchange (HIE) for public health reporting at a state health department, and to identify policy implications to inform similar implementations. Materials and methods Qualitative data were collected over 8 months from seven experts at New York State Department of Health who implemented web services and protocols for querying, receipt, and validation of electronic data supplied by regional health information organizations. Extensive project documentation was also collected. During group meetings experts described the implementation process and created reference modes and causal diagrams that the evaluation team used to build a preliminary model. System dynamics modeling techniques were applied iteratively to build causal loop diagrams representing the implementation. The diagrams were validated iteratively by individual experts followed by group review online, and through confirmatory review of documents and artifacts. Results Three casual loop diagrams captured wellrecognized system dynamics: Sliding Goals, Project Rework, and Maturity of Resources. The findings were associated with specific policies that address funding, leadership, ensuring expertise, planning for rework, communication, and timeline management. Discussion This evaluation illustrates the value of a qualitative approach to system dynamics modeling. As a tool for strategic thinking on complicated and intense processes, qualitative models can be produced with fewer resources than a full simulation, yet still provide insights that are timely and relevant. Conclusions System dynamics techniques clarified endogenous and exogenous factors at play in a highly complex technology implementation, which may inform other states engaged in implementing HIE supported by federal Health Information Technology for Economic and Clinical Health (HITECH) legislation.


Yoruk B.K.,University at Albany | Yoruk C.E.,The Sage Colleges
Journal of Health Economics | Year: 2013

In volume 30, issue 4 of this journal, we used data from the National Longitudinal Study of Youth, 1997 cohort (NLSY97) to estimate the impact of the minimum legal drinking age (MLDA) laws on alcohol consumption, smoking, and marijuana use among young adults. In our analysis, we used a restricted sample of young adults and considered only those who have consumed alcohol, smoked cigarettes, or used marijuana at least once since the date of their last interview. In this paper, we revisit our original study using the full sample. We show that our results for alcohol consumption in the full sample are similar to those from the restricted sample. However, the effect of the MLDA on smoking and marijuana use is smaller and often statistically insignificant. © 2012 Elsevier B.V.


News Article | December 15, 2016
Site: www.PR.com

Receive press releases from In Focus Brands: By Email The MASH Card Expands to Second Campus The Albany student-created, startup community with benefits app-The MASH Card- has expanded their student community to Sage Colleges of Albany after 1 month of intensive system build outs with In Focus Brands. Albany, NY, December 15, 2016 --( The Sages Colleges wanted the MASH Card present on campus to add to the inclusive culture of the school, to bring more benefits to their students and to further the bonds between the local businesses and the campus. Events are currently being planned to kick off the Spring Semester. Some results from the first month of the Diamond Point Co-Development Funding include: a 20% increase in vendors joining with 65% of all current vendors giving a 15% or more discount to MASH members; 30% of our student members saving more than $10 per month with The MASH Card and a 60% Engagement with our email and social media campaigns. Ben Refael, Co-Founder of The MASH Card, comments, “Expanding a company is never easy, expanding a startup is near impossible but In Focus Brands and their smart scaling systems plus team on-the-ground execution model have worked wonders. The MASH Team is ready for a great 2017.” Tiran Koren, CEO of The MASH Card, adds: “In less than a year, we went from a small team with an idea to a legitimate company with full scaling operations. This further proves our initial concept. Our next steps are to create more unique events and member/vendor benefits. We never stop asking students and vendors what else they want and need to be a little happier. This is what drives us every day and what we are bringing to the Sage Campus.” Robert Manasier, Chief Brand and Management Strategist for In Focus Brands’ Team, explains: “Most firms scale too early so we spent this month creating the branded systems and processes that allowed us to hire and train new members to The MASH Card Team and to guarantee a consistent service deliver and member experience before we began servicing another campus. Our growth strategy includes adding a new campus every 12-14 weeks with that process accelerating in the future as we work out any issues we encounter and as we develop the managerial staff from our current hires in house. The MASH Team has been a phenomenal partner to work with our In Focus Brands’ Team on the ground.” Up next for the Mash Card Launch Team, adding new senior staff (CTO), starting a crowdfunding campaign for added infrastructure needs and recruiting sales executives to grow the campus and the vendor base regionally (over 70 establishments already have signed into the MASH Universe). Reconfiguring the app experience; adding the job board for vendors to hire from; scheduling more interactive events and a casting for new branded media content for the site are also on the list. The MASH Card (www.themashcard.com) The Community With Benefits Platform has built a digital engagement platform that connects brick and mortar businesses to the college student community. The focus on making all happy with great discounts, an experiential community and prizes for students, more customers for businesses and many events for all are the passion points for this startup In Focus Brands (www.infocusbrands.com) focuses on creatively practical solutions-Ideas to Action; Action to Revenue. The international company is an execution firm that operates 3 businesses internally: the culture/change/strategic brand builder, the management operations firm and multiple funding sources. These integrated services bring deployable teams and resources to our clients’ present needs and structures branded systems and staffs that perform exceptionally for the future. Diamond Point Co-Development Fund is a royalty-based fund started by Robert Manasier and In Focus Brands that creates more flexibility during the startup phase and focuses on delivering funding and resources to execute to a branded plan for proof of concept or launch stage companies. http://www.infocusbrands.com/co-development-fund Sage Colleges of Albany (www.sage.edu) is a private educational institution comprising three colleges in New York: Russell Sage College in Troy, New York, Sage College of Albany and the Sage Graduate School, which operates both in Troy and in Albany. The School of Management at The Sage Colleges has programs at both the graduate and undergraduate level, with classes being offered in Albany, Saratoga, and online. Albany, NY, December 15, 2016 --( PR.com )-- After one month in the trenches with In Focus Brands, The MASH Card has added the Sage Colleges of Albany to their footprint. The month has also seen a doubling of operational staff, staff development training and a working team of junior developers to improve the app and website.The Sages Colleges wanted the MASH Card present on campus to add to the inclusive culture of the school, to bring more benefits to their students and to further the bonds between the local businesses and the campus. Events are currently being planned to kick off the Spring Semester.Some results from the first month of the Diamond Point Co-Development Funding include: a 20% increase in vendors joining with 65% of all current vendors giving a 15% or more discount to MASH members; 30% of our student members saving more than $10 per month with The MASH Card and a 60% Engagement with our email and social media campaigns.Ben Refael, Co-Founder of The MASH Card, comments, “Expanding a company is never easy, expanding a startup is near impossible but In Focus Brands and their smart scaling systems plus team on-the-ground execution model have worked wonders. The MASH Team is ready for a great 2017.”Tiran Koren, CEO of The MASH Card, adds: “In less than a year, we went from a small team with an idea to a legitimate company with full scaling operations. This further proves our initial concept. Our next steps are to create more unique events and member/vendor benefits. We never stop asking students and vendors what else they want and need to be a little happier. This is what drives us every day and what we are bringing to the Sage Campus.”Robert Manasier, Chief Brand and Management Strategist for In Focus Brands’ Team, explains: “Most firms scale too early so we spent this month creating the branded systems and processes that allowed us to hire and train new members to The MASH Card Team and to guarantee a consistent service deliver and member experience before we began servicing another campus. Our growth strategy includes adding a new campus every 12-14 weeks with that process accelerating in the future as we work out any issues we encounter and as we develop the managerial staff from our current hires in house. The MASH Team has been a phenomenal partner to work with our In Focus Brands’ Team on the ground.”Up next for the Mash Card Launch Team, adding new senior staff (CTO), starting a crowdfunding campaign for added infrastructure needs and recruiting sales executives to grow the campus and the vendor base regionally (over 70 establishments already have signed into the MASH Universe). Reconfiguring the app experience; adding the job board for vendors to hire from; scheduling more interactive events and a casting for new branded media content for the site are also on the list.The MASH Card (www.themashcard.com) The Community With Benefits Platform has built a digital engagement platform that connects brick and mortar businesses to the college student community. The focus on making all happy with great discounts, an experiential community and prizes for students, more customers for businesses and many events for all are the passion points for this startupIn Focus Brands (www.infocusbrands.com) focuses on creatively practical solutions-Ideas to Action; Action to Revenue. The international company is an execution firm that operates 3 businesses internally: the culture/change/strategic brand builder, the management operations firm and multiple funding sources. These integrated services bring deployable teams and resources to our clients’ present needs and structures branded systems and staffs that perform exceptionally for the future.Diamond Point Co-Development Fund is a royalty-based fund started by Robert Manasier and In Focus Brands that creates more flexibility during the startup phase and focuses on delivering funding and resources to execute to a branded plan for proof of concept or launch stage companies.http://www.infocusbrands.com/co-development-fundSage Colleges of Albany (www.sage.edu) is a private educational institution comprising three colleges in New York: Russell Sage College in Troy, New York, Sage College of Albany and the Sage Graduate School, which operates both in Troy and in Albany. The School of Management at The Sage Colleges has programs at both the graduate and undergraduate level, with classes being offered in Albany, Saratoga, and online. Click here to view the list of recent Press Releases from In Focus Brands


Johnson M.P.,Pennsylvania State University | Leone J.M.,The Sage Colleges | Xu Y.,Syracuse University
Violence Against Women | Year: 2014

In this article, we argue that past efforts to distinguish among types of intimate partner violence in general survey data have committed a critical error-using data on current spouses to develop operationalizations of intimate terrorism and situational couple violence. We use ex-spouse data from the National Violence Against Women Survey (NVAWS) to develop new operationalizations. We then demonstrate that NVAWS current spouse data contain little intimate terrorism; we argue that this is likely to be the case for all general surveys. In addition, the ex-spouse data confirm past findings regarding a variety of differences between intimate terrorism and situational couple violence, including those predicted by feminist theories. © The Author(s) 2014.


Cafiero M.,The Sage Colleges
Journal of Health Communication | Year: 2013

Nurse practitioners' (NPs) knowledge, experience, and intention to use health literacy strategies in practice were investigated using the Theory of Planned Behavior as the theoretical framework. NPs who work in outpatient settings were recruited at a national NP conference. Participants were administered 3 self-report instruments: Health Literacy Knowledge and Experience Survey, Parts I and II; and the Health Literacy Strategies Behavioral Intention Questionnaire. Overall knowledge of health literacy and health literacy strategies was found to be low. Screening patients for low health literacy and evaluating patient education materials were found to be areas of knowledge deficit. Most NP participants used written patient education materials with alternate formats for patient education, such as audiotapes, videotapes, or computer software rarely used. Statistically significant differences were found in mean experience scores between NP level of educational preparation and NP practice settings. The intention to use health literacy strategies in practice was found to be strong. The findings of this investigation offer implications for enhancing NP curriculum and for continuing education opportunities. Increasing NPs' knowledge of health literacy and facilitating the use of health literacy strategies has the potential to change clinical practice and support improved patient outcomes. © 2013 Copyright Madeline Cafiero.


Robeson D.,The Sage Colleges
Journal of Product Innovation Management | Year: 2013

This work reports on an investigation of the dynamics of governance over breakthrough innovation within Fortune 1000 firms. The primary research question investigates the boundary of agency theory within the firm. Using agency and stakeholder theoretic perspectives, the study tests the hypothesis that innovation will thrive in firms that combine a board of directors operating in accordance with a high agency theoretic focus in addition to an innovation governance board operating deeper within the firm that employs a strong stakeholder theoretic orientation in its behavior. The model is tested with data from 98 large firms. Results suggest that the relationship between board of directors' behavior and the firm's overall innovativeness is mediated by innovation decision-making boards that (1) promote projects that are breakthrough in scope, (2) incorporate input of diverse constituencies within the firm, (3) exhibit patience with financial results, and (4) engage in frequent, informal interactions with project teams. Firms exhibiting high board of director agency orientation in combination with loyalty to mandate, patient financial capital disposition, inclusiveness, and project team interaction as described above for innovation governance board decision-making prove to be the most innovative as measured by external indicators. For firm innovativeness, consolidated managerial power and behavior is frequently present at the upper levels of the firm, but must be broken down at deeper levels of the firm. This research offers implications to innovation decision-makers as to how to proceed if the intent is to offer commercializably successful breakthrough innovations. © 2013 Product Development & Management Association.


Matthews D.M.,The Sage Colleges | Jenks S.M.,The Sage Colleges
Behavioural Processes | Year: 2013

Coevolution of microbes and their hosts has resulted in the formation of symbiotic relationships that enable animals to adapt to their environments and protect themselves against pathogens. Recent studies show that contact with tolerogenic microbes is important for the proper functioning of immunoregulatory circuits affecting behavior, emotionality and health. Few studies have examined the potential influence of ambient bacteria, such as Mycobacterium vaccae on the gut-brain-microbiota axis. In this preliminary research, we show that mice fed live M. vaccae prior to and during a maze learning task demonstrated a reduction in anxiety-related behaviors and maze completion time, when tested at three maze difficulty levels over 12 trials for four weeks. Treated mice given M. vaccae in their reward completed the maze twice as fast as controls, and with reduced anxiety-related behaviors. In a consecutive set of 12 maze trials without M. vaccae exposure, treated mice continued to run the maze faster for the first three trials, and with fewer errors overall, suggesting a treatment persistence of about one week. Following a three-week hiatus, a final maze run revealed no differences between the experimentals and controls. Additionally, M. vaccae-treated mice showed more exploratory head-dip behavior in a zero maze, and M. vaccae treatment did not appear to affect overall activity levels as measured by activity wheel usage. Collectively, our results suggest a beneficial effect of naturally delivered, live M. vaccae on anxiety-related behaviors and maze performance, supporting a positive role for ambient microbes in the immunomodulation of animal behavior. © 2013 Elsevier B.V.


Grant
Agency: NSF | Branch: Standard Grant | Program: | Phase: Cyber-Human Systems (CHS) | Award Amount: 93.75K | Year: 2015

The Common Core Learning Standards (CCLS), adopted by 44 states and the District of Columbia, define the skills a student should demonstrate by the end of each grade. One key skill emphasized by CCLS is reading ability, which is the precursor for learning in all content areas. In New York State, students in grades 3-8 take an English Language Arts (ELA) test each spring to measure their CCLS achievement in reading. An ELA test contains both multiple choice questions and open-ended questions based on short text passages; to do well, students should be able to read a passage closely for textual evidence and draw logical inferences from it. To report the results, the number of correct student responses is converted into a scale score; this in turn is divided into four performance levels: NYS Level 1 for well below proficient, NYS Level 2 for partially proficient, NYS Level 3 for proficient, and NYS Level 4 for exceptional in grade-level standards. Schools arrange academic intervention services for students whose performance level is either NYS Level 1 or NYS Level 2. To drive change in students who are at risk for not meeting academic expectations, the Response-to-Intervention model aims to deliver instructions as a function of these assessment outcomes. But the PIs argue that a single performance score as the assessment outcome is often insufficient for identifying underlying learning problems, especially in reading comprehension. In this exploratory project they will focus on discovering error patterns in assessment outcomes at the lexical level, in the expectation these will ultimately lead to improved understanding of how the raw data from a pool of underperforming text-based analytic reading assessments can be transformed into an informative and understandable structure for delivery of effective reading comprehension interventions. Project outcomes will complement the current scoring system by supporting diagnosis at an individual level, and by facilitating grouping of students with similar reading disabilities in the same intervention group in order to optimize school teaching resources. The approach will also support a data-driven instruction framework by maximizing the information gain from each test, which can result in fewer tests taken and more hours for teaching per school year.

This is an interdisciplinary collaboration between a computer scientist (Tsai) and an expert in literacy education (Zakierski). PI Tsai will be responsible for computer algorithm development and data analysis, whereas PI Zakierski will be in charge of data collection and evaluation of the proposed approach based on findings in literacy and pedagogy. The team will build a database containing words with lexical properties from literature for children up to grade 3, assessment materials from NYS ELAs, and intervention records. They will annually collect ELA assessment materials from a pool of approximately 120 third grade students with performance at NYS Level 2 or below, for both research development and evaluation. They will develop a computer-aided intervention system that performs data-mining on underperforming individual ELA assessment materials to discover error patterns, which should assist the teacher in identifying a students underlying reading comprehension problems in order to prepare a more effective instruction plan. And they will evaluate the performance by doing both formative and summative assessments, the former to consist of questionnaires for teachers and mock ELA tests for students taken during the period of intervention, and the latter being the real ELA tests in April following the intervention. From the computer science perspective, the main challenge is the small size of the dataset. The PIs will develop new techniques that are domain-knowledge driven for performing meaningful analysis to discover error patterns in such situations; if successful, the approach will open the door to broad research opportunities in other cases where small data is easier to come by. In addition, the exploration of data mining on literacy education itself will constitute a unique contribution, since the marriage of the two fields has not yet received much attention from the research community and there are many interesting questions waiting to be addressed using computational approaches.

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