William Paterson University, officially The William Paterson University of New Jersey, is an American public university located in Wayne, New Jersey, United States. Founded in 1855, William Paterson is the second oldest of the nine state colleges and universities in New Jersey. William Paterson offers undergraduate, graduate and doctoral degrees through its five academic colleges. During the Fall 2013 semester, 10,028 undergraduate students and 1,388 graduate students were enrolled. Wikipedia.
News Article | April 17, 2017
The Community for Accredited Online Schools, a leading resource provider for higher education information, has released its analysis of New Jersey’s best online colleges and universities for 2017. 16 four-year schools made the list, with Rutgers University, Saint Peter’s University, College of Saint Elizabeth, Seton Hall University and Caldwell University scoring the highest. Of the 9 two-year colleges that also made the list Mercer County Community College, Camden County College, Rowan College at Burlington County, Atlantic Cape Community College and Passaic County Community College were the top five schools. “These New Jersey schools have demonstrated their excellence not only for offering outstanding online certificates and degrees but also for providing high-quality student resources,” said Doug Jones, CEO and founder of AccreditedSchoolsOnline.org. “For students with geographical limitations or busy schedules, these online programs maintain the same high standards as more traditional, on-campus learning options.” To earn a spot on the “Best Online Schools in New Jersey” list, colleges and universities must be accredited, public or private not-for-profit institutions. Each college is also judged based on additional data points such as the availability of financial aid opportunities, academic counseling services, student/teacher ratios and graduation rates. For more details on where each school falls in the rankings and the data and methodology used to determine the lists, visit: The Best Online Four-Year Schools in New Jersey for 2017 include the following: Caldwell University Centenary College College of Saint Elizabeth Fairleigh Dickinson University-Metropolitan Campus Felician College Georgian Court University Monmouth University Montclair State University New Jersey City University New Jersey Institute of Technology Rowan University Rutgers University Saint Peter's University Seton Hall University Thomas Edison State University William Paterson University of New Jersey The Best Online Two-Year Schools in New Jersey for 2017 include the following: Atlantic Cape Community College Bergen Community College Brookdale Community College Camden County College Cumberland County College Mercer County Community College Ocean County College Passaic County Community College Rowan College at Burlington County ### About Us: AccreditedSchoolsOnline.org was founded in 2011 to provide students and parents with quality data and information about pursuing an affordable, quality education that has been certified by an accrediting agency. Our community resource materials and tools span topics such as college accreditation, financial aid, opportunities available to veterans, people with disabilities, as well as online learning resources. We feature higher education institutions that have developed online learning programs that include highly trained faculty, new technology and resources, and online support services to help students achieve educational success.
News Article | May 22, 2017
The Pew Research Center reported last year that interracial relationships have increased steadily, with 6.3 percent of U.S. marriages between spouses of different races in 2013, but Dr. John Livingston, urges people to do more to break down the barriers between different races and come to mutual cultural understanding. Livingston, a professor of Islamic history and civilization and of modern Middle East history, blends his academic expertise and personal experience to tell the story of a Muslim woman and a Western man in an intercultural romantic relationship in 1960s war-torn Egypt in his new book, “Love on the Wings of War.” Although Livingston strives to entertain with his tale of forbidden love, he also sheds light on important themes he feels are not addressed frequently enough. “Obstacles to east-west relationships are personal and individual, but they are exacerbated by politics much more than they are created by cultural or religious factors,” Livingston said. Drawing from his own experiences, including living in the Middle East for 20 years and studying Islamic history and culture extensively, Livingston emphasizes the warmth and compassion of Middle Eastern people and tackles some of the struggles they face daily. “Love on the Wings of War: For the Love of Egypt” By John Livingston ISBN: 9781491797235 (softcover) 9781491797228 (e-book) Available at Amazon, Barnes and Noble and iUniverse About the author John Livingston earned his bachelor’s degree at MIT and his doctorate at Princeton University. He is currently a professor of Islamic History and Civilization and Modern Middle East History at William Paterson University. Dr. Livingston currently resides in Philadelphia, Pennsylvania. “Love on the Wings of War” is his fourth book.
News Article | February 10, 2017
The International Nurses Association is pleased to welcome Ladan Abbasi, NP, to their prestigious organization with her upcoming publication in the Worldwide Leaders in Healthcare. Ladan Abbasi is an Adult Nurse Practitioner with 15 years of experience in her field and an extensive expertise in all facets of nursing, especially vascular and cosmetic nursing, as well as the use of lasers and injections. Ladan is currently serving patients within the Vein Institute of New Jersey in Morristown, New Jersey, and Venolase in West Nyack, New York. Ladan Abbasi attended Shiraz University in Shiraz, Iran, where she graduated with her Bachelor of Science Degree in Nursing in 1995. An advocate for continuing education, Ladan went on to earn her Master of Science Degree in Nursing in 2014 from William Paterson University in Wayne, New Jersey, and is a Board Certified Adult Nurse Practitioner. To keep up to date with the latest advances and developments in the challenging nursing field, Ladan maintains a professional membership with the American College of Phlebology. She attributes her success to being ambitious and passionate about what she does. By performing vein procedures, Ladan enhances her patient’s self esteem and overall quality of life. When she is not assisting her patients, Ladan enjoys watercolor painting, dining out, sightseeing, and traveling. Learn more about Ladan Abbasi here: http://inanurse.org/network/index.php?do=/4134845/info/ and be sure to read her upcoming publication in Worldwide Leaders in Healthcare.
News Article | February 16, 2017
The International Nurses Association is pleased to welcome Ladan Abbasi, NP, to their prestigious organization with her upcoming publication in the Worldwide Leaders in Healthcare. Ladan Abbasi is an Adult Nurse Practitioner with 15 years of experience in her field and an extensive expertise in all facets of nursing, especially vascular and cosmetic nursing, as well as the use of lasers and injections. Ladan is currently serving patients within the Vein Institute of Hunterdon in Clinton, New Jersey, and Venolase in West Nyack, New York. Ladan Abbasi attended Shiraz University in Shiraz, Iran, where she graduated with her Bachelor of Science Degree in Nursing in 1995. An advocate for continuing education, Ladan went on to earn her Master of Science Degree in Nursing in 2014 from William Paterson University in Wayne, New Jersey, and is a Board Certified Adult Nurse Practitioner. To keep up to date with the latest advances and developments in her challenging field, Ladan maintains a professional membership with the American College of Phlebology. She attributes her success to being ambitious and passionate about what she does. By performing vein procedures, Ladan enhances her patient’s self esteem and overall quality of life. When she is not assisting her patients, Ladan enjoys watercolor painting, dining out, sightseeing, and traveling. Learn more about Ladan Abbasi here: http://inanurse.org/network/index.php?do=/4134845/info/ and be sure to read her upcoming publication in Worldwide Leaders in Healthcare.
Mohlman J.,William Paterson University
Journal of Anxiety Disorders | Year: 2013
Although cognitive behavior therapy (CBT) is an effective intervention for treating generalized anxiety disorder (GAD) in older adults, researchers are now considering augmenting the therapy to enhance outcome. We are also long overdue in identifying moderators of CBT response (e.g., cognitive abilities) in late life anxiety. The goals of the current investigation were to examine performance on verbal versus nonverbal tests of executive skills (ES) and to test the relation between ES and clinical indices in older GAD patients. Hierarchical and logistic regression models identified baseline ES predictors of premature termination, homework compliance and quality, and indices of cognitive restructuring, an essential component of CBT. Although the analyses of response on symptom measures did not reveal any significant baseline predictors, an alternative ES grouping scheme showed that those whose ES improved during CBT also responded best in terms of worry reduction. These findings can be applied to the optimization of treatment for older anxiety patients, who are an underserved demographic group. © 2012 Elsevier Ltd.
Diamond B.J.,William Paterson University |
Bailey M.R.,William Paterson University
Psychiatric Clinics of North America | Year: 2013
Ginkgo biloba special extract (EGb761) is used in most randomized control trials. Indications include cognition and memory in Alzheimer disease, age-associated dementia, cerebral insufficiency, intermittent claudication, schizophrenia, and multi-infarct dementia. Dosages range from 80 to 720 mg/d for durations of 2 weeks to 2 years. Mechanisms of action include increasing cerebral blood flow, antioxidant and antiinflammatory effects, with antiplatelet effects attributed to flavone and terpene lactones. Possible interactions with monoamine oxidase inhibitors, alprazolam, haloperidol, warfarin, and nifedipine have been reported. Optimal dosage/duration, dose-response characteristics, drug interactions, bioavailability, long-term effects, and optimal intervention timing should be the focus of future work. © 2013 Elsevier Inc.
Agency: NSF | Branch: Standard Grant | Program: | Phase: | Award Amount: 1.05M | Year: 2015
There is a well-documented need for competent, confident, and committed STEM teachers to serve in high-need school districts. Through this Phase 2 Noyce project, William Paterson University will produce twenty-four well-qualified STEM teachers who inspire learning and who are committed to teaching in high-needs districts. Scholarships will be provided to qualifying undergraduate STEM majors for their final two years of undergraduate study. The project will also offer opportunities for STEM majors to be exposed to teaching as a career through paid summer internships, tutoring, and/or teaching assistantships. William Paterson University (WPU) will partner with Mercer County Community College (MCCC) to develop certified STEM teachers who possess at least a baccalaureate degree in mathematics, chemistry, earth science, biology, or integrated math and science, which is a STEM major in the College of Science and Health at WPU. This Phase 2 project, funded by the National Science Foundations (NSF) Robert Noyce Teacher Scholarship Program, will also conduct research using a quasi-experimental design involving Phase 1 and Phase 2 Noyce Scholars to identify variables that lead them to become teachers, as well as variables that lead to their success in teaching in high need urban schools. Comparison groups of pre-service and in-service teachers at WPU, who are not part of the Noyce program, will be used.
This project will be effective in recruiting and retaining new high-performing teachers who inspire STEM learning, thrive in high-need partner districts, and support others to do the same. The project aims to increase the number of STEM teacher candidates who become certified at WPU from 10% to 20% over the next five years by providing scholarships to qualifying WPU students and by providing opportunities for 12-20 STEM majors to be exposed to teaching as a career through summer internships, tutoring, supplemental instructional leadership or study group leader experiences. WPU will work in partnership with MCCC to recruit 3-5 STEM transfer students who are qualified for the Noyce Scholarship annually and recruit 6-10 qualified candidates who will enter the College of Education as STEM teacher candidates annually. The project will ensure that teacher candidates are capable of being inspiring teachers by enrolling in a science or mathematics pedagogy course that focuses on cooperative, collaborative, and inquiry-based methods, contributing to an annual chronicle of STEM lesson plans, and by conducting classroom observations of Phase I graduates in high need districts prior to graduation. Teacher candidates will spend their clinical practicum as well as their student teaching semester in a high-need urban professional development school. Faculty advisors, teacher-mentors and peer-mentors will be assigned to scholarship recipients during their junior and senior years and mentoring will continue into their first two years of teaching. The project will also support scholarship students through a project identity and social media forum. It is anticipated that three recruitment pools will increase as a result of this project: the number of STEM majors graduating with teacher certification, the number of minority STEM majors graduating with teacher certification, and the number of transfer STEM majors graduating with teacher certification. Ultimately, this project will contribute twenty-four new STEM teachers, many of them from underrepresented groups in STEM, as well as build knowledge related to STEM teacher recruitment for high need districts through 4-year and 2-year college partnerships.
Agency: NSF | Branch: Standard Grant | Program: | Phase: | Award Amount: 590.52K | Year: 2011
This project provides approximately 14 scholarships each year during the 4.5-year grant period to academically talented, low-income Biology/Biotechnology undergraduate and graduate students at William Paterson University. The project goals include increasing the number of Biology/Biotechnology majors entering research and education careers; increasing the retention and graduation rates of all Biology/Biotechnology students; increasing the number of minority students in the Biology/Biotechnology Graduate programs by 25%; and increasing the number of Biology/Biotechnology Masters degree recipients. The project supports tutoring, mentoring, faculty-guided research experiences, career guidance and internships for the scholarship recipients. The project addresses regional and national needs, and enhances the Biology/Biotechnology programs at the University by providing opportunities for graduate education for traditionally underrepresented groups. The project results are being disseminated in various ways such as project reports and University publications and press releases to regional media outlets.
Agency: NSF | Branch: Standard Grant | Program: | Phase: PALEOCLIMATE PROGRAM | Award Amount: 59.50K | Year: 2014
The Asian Monsoon system is an important component of the global climate system that plays a major role in the transport of heat and moisture from the tropics to higher latitudes. Even small variations in the strength and/or timing of seasonal rainfall can have significant impacts on the billions of people living within the Asian monsoon domain, yet climate model projections of future monsoon changes still remain uncertain. While paleoclimate records have significantly advanced our understanding of summer monsoon variability in some regions, we still know very little about the range and mechanisms of monsoon variability in Southeast Asia.
This research, a collaborative effort between scientists from the University of California, Irvine and William Patterson College of New Jersey, will generate high-resolution speleothem (cave calcite deposit) records of past hydroclimate variability over the last 20,000 years from Laos, a key site at the interface between the Indian and East Asian monsoon systems. The new oxygen isotope records will document changes in Southeast Asian monsoon strength on sub-decadal to orbital timescales, filling in a key spatial and temporal gap in the paleoclimate record of the tropics. Through integrating paleoclimate proxy data, instrumental climate data, and climate model analyses, the project will address three main questions: (1) How has Southeast Asian monsoon intensity varied over the past 20,000 years in response to orbital forcing, millennial-scale abrupt climate events, and interannual to multi-decadal climate modes?; (2) What are the mechanisms that control precipitation and speleothem oxygen isotopes on interannual to orbital timescales in Laos?; and (3) How do the Laos speleothem records relate to broader spatial and temporal patterns of past climate variability in the tropical Indo-Pacific, the Asian monsoon region, and high latitudes? In addition to the scientific outcomes, this project will provide research opportunities for graduate and undergraduate students and will be incorporated in outreach efforts aimed at improving the participation of underrepresented groups in the geosciences. For instance, a hands-on field and laboratory exercise on paleoclimate, climate change, and native culture will be developed for the NSF funded American Indian Summer Institute in Earth System Science held at the University of California, Irvine each summer.
Agency: NSF | Branch: Standard Grant | Program: | Phase: S-STEM:SCHLR SCI TECH ENG&MATH | Award Amount: 235.78K | Year: 2014
The project is a collaborative effort among Columbia University, U.S. Military Academy at West Point, Passaic County Community College, and Centralia College to develop, evaluate and refine undergraduate science and mathematical modules based on applications of tree rings to age dating, climate and environmental change, volcanic hazards, statistical modeling, and forensic science. Interactive multi-media modules are being made available through a website and are accompanied by background material and guidelines for flexible use to instructor adoption. Students can measure tree-ring widths virtually and/or use datasets to conduct inquiry-based investigations and quantitative analyses, with an emphasis on learning the process of science. The project is also conducting faculty-development workshops at the partnering institutions, and undertaking rigorous evaluation of learning outcomes.
The intellectual merit of the project lies in its innovative approach to leveraging the readily grasped basic premise and wide range of applicability of tree-ring science to engage students in learning scientific methods and quantitative reasoning. Broader impacts include infusion of tree-ring science in the undergraduate curriculum at the diverse partnering institutions and beyond. Skills and attitudes imparted by the modules both benefit students who go on in STEM and bolster scientific literacy among the general population.