scholarly journals Rockland County On-Line Index Book Software Unearths Eighteenth Century Land Records for Use by the Legal Community, Historians and the General Public

Atlanti ◽  
2016 ◽  
Vol 26 (2) ◽  
pp. 153-160
Author(s):  
Peter J. Scheibner
Keyword(s):  
New York ◽  
Eighteenth Century ◽  
New York State ◽  
Hard Copy ◽  
Records Management ◽  
State Archive ◽  
Home Computer ◽  
On Line ◽  
Government Records ◽  
Land Records

The Rockland County Clerk offers on-line land records searches from the ease of your home computer 24/7. This is a major improvement over searching records through index books manually or having to sift through rolls of microfilm or hard copy deeds or mortgages. We are excited to report that thanks to grants received from the New York State Archive Local Government Records Management Improvement Fund, all Rockland County deeds and mortgages from 1798 to 1929 can now be searched and printed from your home computer by logging on to www.rocklandcountyclerk.com. Through innovative software known as On Line Books (OIB) developed by Cott Systems, Inc., Rockland County was able to save major time and resources on not having to dataenter all index books from 1798-1929 and then matching these indexes with the hundreds of thousands of actual deeds and mortgage pages. The software is both unique and innovative. You will find the details of using OIB in this issue.

scholarly journals Student Satisfaction and Perceived Learning with On-line Courses: Principles and Examples from the SUNY Learning Network

2019 ◽  
Vol 4 (2) ◽  
Author(s):  
Eric Fredericksen ◽  
Alexandra Pickett ◽  
Peter Shea ◽  
William Pelz ◽  
Karen Swan
Keyword(s):  
New York ◽  
Faculty Development ◽  
Online Teaching ◽  
Course Design ◽  
New York State ◽  
Faculty Satisfaction ◽  
Instructional Program ◽  
Theory And Practice ◽  
Learning Network ◽  
On Line

The State University of New York (SUNY) Learning Network (SLN) is the online instructional program created for the 64 colleges and nearly 400,000 students of SUNY. The foundation of the program is freedom from schedule and location constraints for our faculty and students. The primary goals of the SLN are to bring SUNY's diverse and high-quality instructional programs within the reach of learners everywhere, and to be the best provider of asynchronous instruction for learners in New York State and beyond. We believe that these goals cannot be achieved unless faculty receives appropriate support.This paper will examine factors that have contributed to the high level of faculty satisfaction we have achieved in the SLN. The analysis will be done on several levels. This first section will look at the SLN at a program-wide level and will provide information regarding the systemic implementation of our asynchronous learning environment.The second section examines issues that contribute to on-line teaching satisfaction from a faculty-development and course-design perspective. This section will present the evolution of the four-stage faculty development process and a seven-step course design process that was developed by SLN and comment on lessons learned.The third section presents results from the SLN Faculty Satisfaction Survey conducted in spring 1999. This section examines factors from a quantitative analysis that significantly contributes to faculty satisfaction with online teaching and offers recommendations for course and program design based on these factors.The fourth section examines faculty satisfaction at the level of individual institutions with examples from specific courses. This section will introduce the reader to local implementation of SLN courses at two college programs in the SUNY system: the Department of Educational Theory and Practice at the University at Albany (UA), and the Internet Academy (IA) of Herkimer County Community College (HCCC). These case studies present and examine important evidence of faculty satisfaction from a single-institution and individual-faculty perspective.

Cultural Competence Needed to Distinguish Disorder from Difference: Beyond Kumbaya

2015 ◽  
Vol 22 (2) ◽  
pp. 64-76 ◽  
Author(s):  
Catherine J. Crowley ◽  
Kristin Guest ◽  
Kenay Sudler
Keyword(s):  
New York ◽  
New York City ◽  
Public Schools ◽  
Cultural Competence ◽  
York City ◽  
Cultural Sensitivity ◽  
Graduate Program ◽  
Language Disorder ◽  
New York State ◽  
Deep Understanding

What does it mean to have true cultural competence as an speech-language pathologist (SLP)? In some areas of practice it may be enough to develop a perspective that values the expectations and identity of our clients and see them as partners in the therapeutic process. But when clinicians are asked to distinguish a language difference from a language disorder, cultural sensitivity is not enough. Rather, in these cases, cultural competence requires knowledge and skills in gathering data about a student's cultural and linguistic background and analyzing the student's language samples from that perspective. This article describes one American Speech-Language-Hearing Association (ASHA)-accredited graduate program in speech-language pathology and its approach to putting students on the path to becoming culturally competent SLPs, including challenges faced along the way. At Teachers College, Columbia University (TC) the program infuses knowledge of bilingualism and multiculturalism throughout the curriculum and offers bilingual students the opportunity to receive New York State certification as bilingual clinicians. Graduate students must demonstrate a deep understanding of the grammar of Standard American English and other varieties of English particularly those spoken in and around New York City. Two recent graduates of this graduate program contribute their perspectives on continuing to develop cultural competence while working with diverse students in New York City public schools.

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