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| nicole torraco: Harvard Political Review , 2000 |
| nicole torraco: Servant Leadership and Followership Crystal J. Davis, 2017-06-30 Providing a deeper understanding of leadership, followership theory, and the follower as servant leader, this book provides employee and follower perspectives of servant leadership in the workplace. The collection brings together both empirical and conceptual research from around the globe to illustrate how the leader is seen through the lens of the follower. Topics discussed include organizational performance, empowerment, competency models, diversity in the workplace, and social roles and stereotypes. With contributions from a range of skilled authors, Servant Leadership and Followership not only provides an overview of servant leadership, but also offers insightful ways for organizations to adapt and progress in line with the shifting moral demands of today’s workplace. |
| nicole torraco: Annual Report California Academy of Sciences, 1997 |
| nicole torraco: Writing about Learning and Teaching in Higher Education Mick Healey, Kelly E. Matthews, Alison Cook-Sather, 2020-09-08 Writing about Learning and Teaching in Higher Education offers detailed guidance to scholars at all stages-experienced and new academics, graduate students, and undergraduates-regarding how to write about learning and teaching in higher education. It evokes established practices, recommends new ones, and challenges readers to expand notions of scholarship by describing reasons for publishing across a range of genres, from the traditional empirical research article to modes such as stories and social media that are newly recognized in scholarly arenas. The book provides practical guidance for scholars in writing each genre-and in getting them published. To illustrate how choices about writing play out in practice, we share throughout the book our own experiences as well as reflections from a range of scholars, including both highly experienced, widely published experts and newcomers to writing about learning and teaching in higher education. The diversity of voices we include is intended to complement the variety of genres we discuss, enacting as well as arguing for an embrace of multiplicity in writing about learning and teaching in higher education. |
| nicole torraco: Index-catalogue of Medical and Veterinary Zoology United States. Bureau of Animal Industry. Zoological Division, 1932 |
| nicole torraco: Transcript of the Enrollment Books New York (N.Y.). Board of Elections, 1934 |
| nicole torraco: Index-catalogue of Medical and Veterinary Zoology , 1966 Supplements 1-14 have Authors sections only; supplements 15- include an additional section: Parasite-subject catalogue. |
| nicole torraco: Encyclopedia of Language and Education David Corson, 1997 Made up of eight volumes, the Encyclopedia of Language and Education is the first attempt at providing an overview of the subject. |
| nicole torraco: The Illustrated London News , 1864 |
| nicole torraco: Magnetic Resonance of Myelin, Myelination and Myelin Disorders Marjo S. van der Knaap, Jacob Valk, 2013-06-29 The first edition of this book was well received by readers and reviewers and we are very grateful for the positive reactions. We were convinced then, and even more now, that MRI and MRS have much to offer in diagnosis, therapy monitoring and research of hereditary and acquired myelin disorders. In the last few years, a great deal of new information has come available, concern ing the genetic basis of inborn errors of metabolism and neurodegenerative disor ders, the role of subcellular structures, the enzyme biochemistry, the pathophysio logical mechanisms of posthypoxic-ischemic cerebral damage, and the inflammato ry processes in infectious and inflammatory disorders. MR images of many rare disorders have become available, either in our own experience or published by other groups. MR spectroscopy could confirm its role in certain clinical applica tions. Because of these developments, it was necessary for us to rewrite the book almost completely. In some fields developments are so fast that we may not have caught all the latest developments. The pattern of the new approaches has, however, been established, making the assimilation of newly available information easy. We are extremely grateful for the help of colleagues to make this book as com plete as possible. The positive reactions of those from whom we requested MR pictures or other forms of support were of enormous encouragement to us during our efforts to complete this project. We hope this work will be as warmly welcomed by our colleagues as the first edition. |
| nicole torraco: Information Technologies in Human Resource Development , 2002 |
| nicole torraco: Moody's Bank & Finance News Reports , 1984-03 |
| nicole torraco: Student-staff Directory University of Minnesota, 1992 |
| nicole torraco: Evaluator Competencies Darlene F. Russ-Eft, Marcie J. Bober, Ileana de la Teja, Marguerite Foxon, Tiffany A. Koszalka, 2008-03-07 Evaluator Competencies, based on research conducted by the International Board of Standards for Training, Performance, and Instruction (ibspti ̈) identifies the competencies needed by those undertaking evaluation efforts in organizational settings. Classified into domains, these evaluator competencies have been rigorously validated, and are accompanied by practical descriptions in the form of performance statements associated with each competency. The authors discuss the challenges and obstacles in conducting such evaluations within dynamic, changing organizations, and provide methods and strategies for putting these competencies to use. |
| nicole torraco: Professional Responsibility and Professionalism Tara Fenwick, 2016-01-29 Responsibility and professionalism are increasingly issues of concern for professional associations, employers and educators alike. When bad things happen, professionals are often held personally accountable for complex situations. Professional Responsibility and Professionalism advances our approaches to professional responsibility from individual-centred, virtue-based prescriptions towards understanding and responding effectively to the multifaceted challenges encountered today by professionals working in dynamic complexity. The author applies a sociomaterial examination to specific examples drawn from different professional contexts of practice. She examines important implications for what professional responsibility and accountability might mean individually and collectively, and what it might be becoming when demands increasingly conflict, and when we accept that capacities for action are performed into existence in emergent and precarious webs of both human and non-human forces. The chapters explore some of the most prominent questions in professional responsibility, including: What does professional responsibility, and accountability, mean in the escalating complexities and conflicts confronting today’s professionals? How does professional responsibility become developed and enacted, and through what social and material entanglements? How should responsibility be determined in multi-agency and interprofessional practice? What happens when professional decisions are delegated to software algorithms and diagnostic instruments? How are new governing regimes of professional work, such as innovation imperatives, excessive audit and logics of blame and scapegoating, reconfiguring responsibility? How can professionals respond simultaneously to individuals in need, the obligations of their profession, the demands of their employer and an anxious society? A major concern addressed by each chapter, and the book as a whole, is educating professionals in and for responsibility. Specific dilemmas and strategies are offered for educators in universities, workplaces and professional development contexts who seek new approaches to helping professionals learn to critically understand and practise responsibility today. This book will appeal to a wide audience of education researchers and post-graduate students studying professional practice, professionalism and education across a wide range of disciplines. Health professionals, professionals working in private practices, such as law, architecture and engineering, newer professions such as social work and policing, and educational professionals at all levels will find stories and strategies reflecting key issues of their practice in this detailed exploration of professional responsibility and accountability. |
| nicole torraco: Culturally Responsive Literacy Instruction Robert Algozzine, Dorothy J. O'Shea, Festus E. Obiakor, 2009 Dispels the myths regarding culturally diverse learners and provides concrete strategies that any teacher can easily implement. The book contains current research from the most reputable sources in the field and is a must-read for every teacher.-Akina Luckett-Canty, Special Education TeacherBrighton Middle School, Birmingham, ALThis text addresses the literacy needs of learners who have been 'left behind.'-Ursula Thomas-Fair, Assistant Professor of Early Childhood EducationUniversity of West GeorgiaGive students from culturally and linguistically diverse backgrounds the literacy skills to succeed! All students bring unique cultural and language experiences to their learning. Offering perspectives from experts in diversity and literacy, this clearly organized, comprehensive resource illustrates how teachers can improve reading achievement for students from diverse backgrounds by combining research-supported best practices with culturally responsive instruction.Culturally Responsive Literacy Instruction connects students' backgrounds, interests, and experiences to the standards-based curriculum. Teachers will find effective practices to help plan, implement, manage, and evaluate literacy instruction for students with culturally and linguistically diverse backgrounds. This book provides:A range of interventions that support five critical areas of reading instruction-phonemic awareness, phonics/decoding, fluency, vocabulary, and comprehensionLearning materials that take advantage of multicultural literature, themes, and topicsGuidelines for helping students connect language and literacy tasks to their own cultural knowledge and experiencesMake a significant difference in all your students' reading success with effective, culturally responsive teaching practices! |
| nicole torraco: Who's who in Finance and Industry Marquis Who's Who, LLC, 1985-07 |
| nicole torraco: Haines San Francisco City & Suburban Criss-cross Directory , 2004 |
| nicole torraco: Annual report - California Academy of Sciences California Academy of Sciences, 1998 |
| nicole torraco: AMA Members and Marketing Services Directory American Marketing Association, 2003 |
| nicole torraco: Realty and Building , 2000 |
| nicole torraco: D & B Consultants Directory , 2010 |
| nicole torraco: Directory of Corporate Affiliations , 1995 Directory is indexed by name (parent and subsidiary), geographic location, Standard Industrial Classification (SIC) Code, and corporate responsibility. |
| nicole torraco: Strategic Human Resource Development Jim Grieves, 2003-02-18 By challenging the reactive, prescriptive and formulaic theories of late 20th century change management, Strategic Human Resource Development seeks to draw the boundaries for a new discipline that views change as an internal and proactive approach to organizations. |
| nicole torraco: Jeffries, Karlan, Low, and Rutherglen's 2006 Supplement to Civil Rights Actions John C. Jeffries, Jr., Pamela S. Karlan, Peter W. Low, George A. Rutherglen, 2006-08-18 Law school casebook supplement to Jeffries, Karlan, Low, and Rutherglen's Civil Rights Actions: Enforcing the Constitution. Contains cases decided since the release of the casebook and expertly drafted notes and questions for classroom discussion. |
| nicole torraco: Annual Report of the Officers of the Town , 1888 |
| nicole torraco: Directory of Members University of Michigan. Alumni Association, 1997 |
| nicole torraco: Critical Human Resource Development Jim Stewart, Clare Rigg, Kiran Trehan, 2007 Focuses on organisational goals and those of other stakeholders and society at large. This book provides an insight into the potential benefits and pitfalls, expectations and concerns of advancing a critical view of HRD in practice. It is intended for lecturers, students and practitioners who are aching for a critical analysis. |
| nicole torraco: Current Law Index , 2006 |
| nicole torraco: Lobkowiczové Stanislav Kasík, Petr Mašek, Marie Mžyková, 2002 |
| nicole torraco: Communication as ... Gregory J. Shepherd, Jeffrey St. John, 2006 In Communication as...: Perspectives on Theory, editors Gregory J. Shepherd, Jeffrey St. John, and Ted Striphas bring together a collection of 27 essays that explores the wide range of theorizing about communication, cutting across all lines of traditional division in the field. The essays in this text are written by leading scholars in the field of communication theory, with each scholar employing a particular stance or perspective on what communication theory is and how it functions. In essays that are brief, argumentative, and forceful, the scholars propose their perspective as a primary or essential way of viewing communication with decided benefits over other views. |
| nicole torraco: Advancing Practice in Academic Development David Baume, Celia Popovic, 2016-01-13 Within the field of academic development, the last twenty years have seen a great expansion of published research into practice and the further development of theoretical approaches. This growth in the scholarship of academic development matches a growth in the scholarship of teaching and learning. Advancing Practice in Academic Development draws on these evolving scholarships to advance professional practice in academic development, addressing questions such as: . How have global academic developers and their units developed and changed over recent decades? How has the context in which academic development work is done altered? What have academic developers and their professional associations learnt? Case studies and examples are used throughout the text to illustrate development scenarios and methods. Academic development is considered as, among others, a critical, a scholarly, a principled, a pragmatic, a supporting and a leadership role. This book is ideal for use on academic development courses run by SEDA and other international organisations as well as by those who have responsibility for leading the improvement of educational practice. Written in a scholarly, accessible, stimulating and practical style, this book acknowledges difficulties and offers ways forward. As well as analysing problems, it offers solutions. Links to web sources referenced in this book can be found at www.seda.ac.uk/apad |
| nicole torraco: Long Term Care Services in the United States: 2013 Overview National Center for Health Statistics, 2014-03 Long-term care services include a broad range of services that meet the needs of frail older people and other adults with functional limitations. Long-Term care services provided by paid, regulated providers are a significant component of personal health care spending in the United States. This report presents descriptive results from the first wave of the National Study of Long-Term Care Providers (NSLTCP), which was conducted by the Centers for Disease Control and Preventions National Center for Health Statistics (NCHS). This report provides information on the supply, organizational characteristics, staffing, and services offered by providers of long-term care services; and the demographic, health, and functional composition of users of these services. Service users include residents of nursing homes and residential care communities, patients of home health agencies and hospices, and participants of adult day services centers. |
| nicole torraco: Transgender Family Law Edited by Jennifer L. Levi & Elizabeth E. Monnin-Browder, 2012-04-19 Transgender people have unique needs and vulnerabilities in the family law context. Any family law attorney engaged in representing transgender clients must know the ins and outs of this rapidly developing area of law. Transgender Family Law: A Guide to Effective Advocacy is the first book to comprehensively address legal issues facing transgender people in the family law context and provide practitioners the tools to effectively represent transgender clients. The chapters address a broad range of topics, including: Culturally Competent Representation, Recognition of Name and Sex, Relationship Recognition and Protections, Protecting Parental Rights, Relationship Dissolution, Parental Rights after Relationship Dissolution, Custody Disputes Involving Transgender Children, Protections for Transgender Youth, Intimate Partner Violence, Estate Planning and Elder Law. Written by attorneys with expertise in both family law and advocacy for transgender clients, including: Kylar W. Broadus, Patience Crozier, Benjamin L. Jerner, Michelle B. LaPointe, Jennifer L. Levi, Morgan Lynn, Shannon Price Minter, Elizabeth E. Monnin-Browder, Zack M. Paakkonen, Terra Slavin, Wayne A. Thomas Jr., Deborah H. Wald, and Janson Wu, Transgender Family Law is a must-have, practical guide for attorneys interested in becoming effective advocates for their clients. It is also a valuable resource to consult for any transgender person who is forming, expanding, or dissolving a family relationship. |
| nicole torraco: Lessons from the Intersexed Suzanne J. Kessler, 1998 Focusing on intersexuality, having physical gender markers that are neither female or male, the author examines the social institutions that are mobilized to maintain the two seemingly objective sexual categories. She argues that we need to rethink the meaning of gender, genitals and sexuality. |
| nicole torraco: Graham V. Henderson , 1994 |
| nicole torraco: Instructional Designer Competencies Tiffany A. Koszalka, Darlene F. Russ-Eft, Robert Reiser, 2013-08-01 This book provides the most current and complete version of statements defining a competent instructional designer, for those who are or aspire to practice in virtually any context, anywhere in the world. The research conducted to update and validate these standards included obtaining feedback from over 1000 senior to novice practitioners and scholars working in the North, South, and Central Americas, Europe, Asia, Australia and New Zealand, and African nations. This book is intended for those who hire, train, and prepare instructional designers and those who work (or plan to work) as instructional designers. It provides an updated description of the profession. It lays out the most critical competencies (e.g., knowledge, skills, and attitudes) of the successful instructional designer, regardless of the context in which they work (e.g., K-12, higher education, business and industry, government and military, private consultancy, informal or formal), the location in which they practice (e.g., the Americas, Europe, Asia, Africa, Australia), and the type of delivery for which they design (e.g., face-to-face, paper-based, digital, blended). There have always been questions about what instructional designers do… such questions led to the creation of ibstpi more than 30 years ago. Yet, this questioning is especially true today with the growing call for developers of e-learning and other technology-supported instruction. The term ‘instructional designer’ seems to have become a generic phrase that now lends itself to a broad range of meanings, and yet, it is a definitive profession with a specific scope and focus. The more widely the label ‘instructional designer’ is used, the more room there is for misunderstanding about what is called for in skills, behaviors, competencies, and outputs. What is called for in the midst of this learning boom is clarity, direction and uniform expectations. With a common understanding, we can help avert poor design, especially in e-learning and technology-supported instruction, which often fails learners or has high attrition rates. Grounded on rigorous research, consulting hundreds of practitioners around the world, this book articulates and explains what is required to be a competent instructional designer. It includes the set of standards that clarifies the profession and provides a set of competencies for creating hiring schemes, professional development guidelines, performance assessments, work plans, and curriculum to prepare instructional designers.The instructional designer profession continues to grow in wake of emerging technologies, new pedagogies, and virtual learning environments. However, many educators, instructors, and even training specialists often lack the competencies to design, develop, implement, and evaluate these newer types of instructional solutions. This book articulates and explains the competencies that are required to be a competent instructional designer. |
| nicole torraco: Demoralized Doris A. Santoro, 2021-02-09 Demoralized: Why Teachers Leave the Profession They Love and How They Can Stay offers a timely analysis of professional dissatisfaction that challenges the common explanation of burnout. Featuring the voices of educators, the book offers concrete lessons for practitioners, school leaders, and policy makers on how to think more strategically to retain experienced teachers and make a difference in the lives of students. Based on ten years of research and interviews with practitioners across the United States, the book theorizes the existence of a “moral center” that can be pivotal in guiding teacher actions and expectations on the job. Education philosopher Doris Santoro argues that demoralization offers a more precise diagnosis that is born out of ongoing value conflicts with pedagogical policies, reform mandates, and school practices. Demoralized reveals that this condition is reversible when educators are able to tap into authentic professional communities and shows that individuals can help themselves. Detailed stories from veteran educators are included to illustrate the variety of contexts in which demoralization can occur. Based on these insights, Santoro offers an array of recommendations and promising strategies for how school leaders, union leaders, teacher groups, and individual practitioners can enact and support “re-moralization” by working to change the conditions leading to demoralization. |
| nicole torraco: Black Ants and Buddhists Mary Cowhey, 2023-10-10 What would a classroom look like if understanding and respecting differences in race, culture, beliefs, and opinions were at its heart? If you were inspired to become a teacher because you wanted to develop young minds, but now find yourself limited by teach to the test pressures and state standards, Mary Cowhey's book Black Ants and Buddhists: Thinking Critically and Teaching Differently in the Primary Grades will reignite the passion and remind you that educators provide more than test prep. Starting her career as a community activist, Cowhey shares her roots and how they influenced her Peace Class, where she asks her students to think critically, learn through activism and discussion, and view the entire curriculum through the framework of understanding the world, and what they can do to make it a better place. Woven through the book is Mary's unflinching and humorous account of her own roots as well as lessons from her heroes: Gandhi, Eleanor Roosevelt, Helen Keller, Martin Luther King, Jr, and others. Her students learn to make connections between their lives, the books they read, the community leaders they meet, and the larger world. Black Ants and Buddhists offers no easy answers, but it does include starting points for conversations about diversity and controversy in your classroom, as well as in the larger community. Students and teachers investigate problems and issues together, in a multicultural, antiracist classroom. |
| nicole torraco: An Empirical Study to Aid in Formulating Educational Goals John Clemans Flanagan, Darlene F. Russ-Eft, 1975 |
Nicole (name) - Wikipedia
The given name Nicole is a French feminine derivative of the masculine given name Nicolas, which is ultimately from the Ancient Greek Νικόλαος (Nikólaos), composed of the elements …
Nicole - Baby Name Meaning, Origin, and Popularity
5 days ago · Nicole is a girl's name of French, Greek origin meaning "people of victory". Nicole is the 318 ranked female name by popularity.
Nicole: Name Meaning, Origin, Popularity - Parents
Jun 2, 2025 · Nicole is the feminine form of Nicolas, which originates from the Greek name Nikolaos. This compound name is composed of the elements nikē ("victory") and laos ("the …
Nicole: Name Meaning, Popularity and Info on BabyNames.com
5 days ago · The name Nicole is primarily a female name of French origin that means Victory Of The People. Click through to find out more information about the name Nicole on …
Nicole - Name Meaning, What does Nicole mean? - Think Baby Names
What does Nicole mean? N icole as a girls' name is pronounced ni-KOHL. It is of Greek origin, and the meaning of Nicole is "people of victory". From Nikola; French feminine form of …
Nicole Name Meaning, Origin, Popularity, Girl Names Like Nicole
Some sources say it is of French origin, while others claim it is of Greek origin. The name Nicole is the feminine form of the male name Nicholas, which means “victorious people.” Popularity of …
Meaning, origin and history of the name Nicole
Dec 1, 2024 · French feminine form of Nicholas, commonly used in the English-speaking world since the middle of the 20th century. A famous bearer is American-Australian actress Nicole …
Nicole Name Meaning & Origin | Middle Names for Nicole - Moms Who Think
Oct 22, 2024 · Nicole is the French feminine form of the name Nicolas. It can be traced back to the Classical Greek name Nike. Nike was the Greek goddess of victory. Nicole is a commonly …
Nicole - Name Meaning and Origin
The name Nicole is of Greek origin and means "victory of the people" or "victorious one." It is derived from the Greek word "Nike," which means victory, and the suffix "-ole," which signifies …
Nicole: Name Meaning, Origin, & Popularity - FamilyEducation
Aug 7, 2024 · What does Nicole mean and stand for? Meaning: French: Victory of the people; Greek: People's victory; victorious people; female version of Nicholas; Gender: Female. …
Nicole (name) - Wikipedia
The given name Nicole is a French feminine derivative of the masculine given name Nicolas, which is ultimately from the Ancient Greek Νικόλαος (Nikólaos), composed of the elements níkē “victory” and laós “people” (hence it may be interpreted …
Nicole - Baby Name Meaning, Origin, and Popularity
5 days ago · Nicole is a girl's name of French, Greek origin meaning "people of victory". Nicole is the 318 ranked female name by popularity.
Nicole: Name Meaning, Origin, Popularity - Parents
Jun 2, 2025 · Nicole is the feminine form of Nicolas, which originates from the Greek name Nikolaos. This compound name is composed of the elements nikē ("victory") and laos ("the people"), hence its...
Nicole: Name Meaning, Popularity and Info on BabyNames.com
5 days ago · The name Nicole is primarily a female name of French origin that means Victory Of The People. Click through to find out more information about the name Nicole on BabyNames.com.
Nicole - Name Meaning, What does Nicole mean? - Think Baby Names
What does Nicole mean? N icole as a girls' name is pronounced ni-KOHL. It is of Greek origin, and the meaning of Nicole is "people of victory". From Nikola; French feminine form of Nicholas. During the Middle Ages names that appear …
