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Wayne, NJ, United States

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.


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. Source


Mandik P.,William Paterson University
Topics in Cognitive Science | Year: 2010

Control consciousness is the awareness or experience of seeming to be in control of one's actions. One view, which I will be arguing against in the present paper, is that control consciousness is a form of sensory consciousness. In such a view, control consciousness is exhausted by sensory elements such as tactile and proprioceptive information. An opposing view, which I will be arguing for, is that sensory elements cannot be the whole story and must be supplemented by direct contributions of nonsensory, motor elements. More specifically, I will be arguing for the view that the neural basis of control consciousness is constituted by states of recurrent activation in relatively intermediate levels of the motor hierarchy. © 2010 Cognitive Science Society, Inc. Source


Wang W.-C.,Tamkang University | Teng J.-T.,William Paterson University | Lou K.-R.,Tamkang University
European Journal of Operational Research | Year: 2014

Due to evaporation, obsolescence, spoilage, etc., some products (e.g., fruits, vegetables, pharmaceuticals, volatile liquids, and others) not only deteriorate continuously but also have their expiration dates. To attract new buyers and increase sales, a seller frequently offers its buyers a trade credit period to settle the purchase amount. There is no interest charge to a buyer if the purchasing amount is paid within the credit period, and vice versa. On the other hand, granting a credit period from a seller to its buyers increases default risk. In this paper, we propose an economic order quantity model for a seller by incorporating the following relevant facts: (1) deteriorating products not only deteriorate continuously but also have their maximum lifetime, and (2) credit period increases not only demand but also default risk. We then characterize the seller's optimal credit period and cycle time. Furthermore, we discuss a special case for non-deteriorating items. Finally, we run several numerical examples to illustrate the problem and provide some managerial insights. © 2013 Elsevier B.V. All rights reserved. Source


Yoo K.-H.,William Paterson University | Gretzel U.,Texas A&M University
Computers in Human Behavior | Year: 2011

While a growing number of travelers engages in consumer-generated media (CGM) use and creation, the gap between the number of users and the number of actual content creators remains large. It is important to find out what drives this minority of creators and what makes them different from those who only use CGM. Personality has been found to be a particularly influential trait that predicts behavior. The influence of personality on travel CGM creation was investigated and the results indicate that travelers' personality traits significantly influence perceived barriers to content creation, motivations to engage in CGM creation, and specific creation behaviors. Contributions and implications are discussed from both a theoretical and a practical perspective. © 2010 Elsevier Ltd. All rights reserved. Source


Grant
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.

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