This significant text employs an intersectional analysis and considers the role of queer frameworks to understand the experiences of Queer People of Color at historically white institutions of higher education in the U.S. By presenting data from student interviews and reflection journals, the book explores what it means to hold multiple minoritized identities, and asks how such intersections are navigated, contested, and experienced on college campuses. Exploring both micro- and macro-level mappings of marginalization and power, the text reveals issues including institutional erasure, pervasive whiteness in college and LGBTQ+ communities, and institutionalized racism and heterosexism, and offers in-depth insights into the material, psychological, emotional, and social impacts on queer students of color. Ultimately, the analysis highlights the necessity of employing intersectional frameworks for addressing interlocking systems of oppression and offers recommendations for the integration and support of queer students of color at historically white institutions (HWIs). This monograph will offer invaluable insights for scholars, researchers, and graduate students working in the fields of gender and sexuality, higher education, and issues of educational equity, who wish to realize the potential of intersectionality as an analytic framework for the study of identity and development of affirming educational environments.

Drawing on autotheoretical methods, this insightful volume explores how LGBTQ+ scholars, practitioners, and scholar-practitioners exist within and negotiate an insider/outsider paradox within higher education, highlighting issues of affect, legibility, and embodiment. The first of a two-volume series, this book foregrounds the experiences of LGBTQ+ higher education scholars and practitioners in the United States as they navigate cisheteronormative culture, structures, practices, and policies on campus. Through theorization of contributors' lived experiences in relation to identity and the concept of queerness as being, the volume posits queer identity as embodied resistance and demonstrates how this plays out within an insider/outsider paradox. An innovative theoretical framing, this text artfully exemplifies how queer and trans people exist simultaneously as both insider and outsider in university communities and deepens understanding of how critical narratives might inform institutional transformation and drives toward equity. The book then looks to the future, discussing implications for research and practice, using the lessons learned from the chapter authors. Embellished with a plethora of diverse firsthand contributions and innovative scholarship, this book will be of interest to students and scholars of queer and trans studies, student affairs, gender and sexuality studies, and higher education, as well as those seeking to understand the experiences of LGBTQ+ higher education scholars and practitioners as they navigate central tensions in their practice.

Guided by the scholarly personal narratives of LGBTQ+ higher education scholars, practitioners, and scholar-practitioners, this informative volume explores how individuals exist within and experience the insider/outsider paradox within higher education as they engage in disruption, queer methods, and action. The second of a two-volume series, this book relates to the firsthand accounts and personal stories of the contributors in order to illustrate the challenges and opportunities that exist for queer and trans people. Framed through the concept of queerness as doing, this book takes up the important question of what it means to occupy both positions of oppression and degrees of privilege within society and in the context of work. It discusses how stories depict the nuances of the insider/outsider paradox relative to practicing queerness as a politic while identifying as part of the LGBTQ+ community in higher education settings. The book then looks to the future, discussing implications for research and practice, using the lessons learned from the chapter authors. Comprised of firsthand contributions and innovative scholarship, this book will be of interest to students and scholars of queer and trans studies, student affairs, gender and sexuality studies, and higher education, as well as those seeking to understand the experiences of LGBTQ+ scholars and practitioners as they navigate central tensions in their scholarship and practice.

This significant text employs an intersectional analysis and considers the role of queer frameworks to understand the experiences of Queer People of Color at historically white institutions of higher education in the U.S. By presenting data from student interviews and reflection journals, the book explores what it means to hold multiple minoritized identities, and asks how such intersections are navigated, contested, and experienced on college campuses. Exploring both micro- and macro-level mappings of marginalization and power, the text reveals issues including institutional erasure, pervasive whiteness in college and LGBTQ+ communities, and institutionalized racism and heterosexism, and offers in-depth insights into the material, psychological, emotional, and social impacts on queer students of color. Ultimately, the analysis highlights the necessity of employing intersectional frameworks for addressing interlocking systems of oppression and offers recommendations for the integration and support of queer students of color at historically white institutions (HWIs). This monograph will offer invaluable insights for scholars, researchers, and graduate students working in the fields of gender and sexuality, higher education, and issues of educational equity, who wish to realize the potential of intersectionality as an analytic framework for the study of identity and development of affirming educational environments.

"This timely book provides insight into the changing role of the 'hospital' in the face of technological, organizational innovation and ever-tightening health budgets."James Barlow, Imperial College Business School, UK "This book covers various relevant aspects of the hospital in different states and contexts. Underlining the importance of business models for future hospitals, this publication presents models of care from a historic and a current perspective. All authors possess a deep insight into different health care systems, not only as scholars but as experts working for world-renowned health policy institutions such as the World Health Organization, the World Bank or the European Observatory for Health Systems."Siegfried Walch, Management Center Innsbruck, Austria "For an organisation like mine, representing those involved in the strategic planning of healthcare infrastructure, this book provides invaluable insights into what really matters - now and for the future - in the complex and contentious field of hospital development."Jonathan Erskine, European Health Property Network, Netherlands This book seeks to reframe current policy discussions on hospitals. Healthcare services turn expensive economic resources-people, capital, pharmaceuticals, energy, materials-into care and cure. Hospitals concentrate the use and the cost of these resources, particularly highly-trained people, expensive capital, and embedded technologies. But other areas of health, such as public health and primary care, seem to attract more attention and affection, at least within the health policy community. How to make sense of this paradox? Hospitals choose, or are assigned, to deliver certain parts of care packages. They are organised to do this via "business models". These necessarily incorporate models of care - the processes of dealing with patients. The activity needs to be governed, in the widest senses. Rational decisions need to be taken about both the care and the resources to be used. This book pulls these elements together, to stimulate a debate.

From their founding, Greek letter organizations have maintained legacies of exclusion that have particularly targeted minoritized people including Black, Indigenous, People of Color as well as queer and transgender individuals. In response to larger societal oppression and, more specifically, historical discriminatory practices within historically white sororities and fraternities, culturally-based sororities and fraternities emerged to serve and lift up minoritized communities. Culturally-based sororities and fraternities (CBSFs) include Asian American, Black, Latinx/a/o, LGBTQ, Multicultural, and Historically Native American sororities and fraternities. Unfortunately, conversations on sorority and fraternity life (SFL) have prioritized historically white organizations, perpetuating the same legacies of oppression that led to the formation of culturally-based groups to begin with. This book is a form of resistance to these power dynamics and brings to light the histories, legacies, and strengths of CBSFs as well as ways to re-envision equitable support for these organizations. This book will be instrumental to SFL practitioners, (inter)national sorority and fraternity leadership, and for all SFL members in their efforts to increase their awareness of CBSFs. Additionally, campuses are increasingly embracing opportunities to understand minoritized students' experiences on campus and to center equitable practice. This book could be used during professional development workshops for deans, faculty, and student affairs professionals to consider how well they are supporting minoritized students and, more specifically, those who are in culturally-based sororities and fraternities. This text can also serve as an important resource for college courses focused on college students, student affairs, and social justice in higher education.

From their founding, Greek letter organizations have maintained legacies of exclusion that have particularly targeted minoritized people including Black, Indigenous, People of Color as well as queer and transgender individuals. In response to larger societal oppression and, more specifically, historical discriminatory practices within historically white sororities and fraternities, culturally-based sororities and fraternities emerged to serve and lift up minoritized communities. Culturally-based sororities and fraternities (CBSFs) include Asian American, Black, Latinx/a/o, LGBTQ, Multicultural, and Historically Native American sororities and fraternities. Unfortunately, conversations on sorority and fraternity life (SFL) have prioritized historically white organizations, perpetuating the same legacies of oppression that led to the formation of culturally-based groups to begin with. This book is a form of resistance to these power dynamics and brings to light the histories, legacies, and strengths of CBSFs as well as ways to re-envision equitable support for these organizations. This book will be instrumental to SFL practitioners, (inter)national sorority and fraternity leadership, and for all SFL members in their efforts to increase their awareness of CBSFs. Additionally, campuses are increasingly embracing opportunities to understand minoritized students' experiences on campus and to center equitable practice. This book could be used during professional development workshops for deans, faculty, and student affairs professionals to consider how well they are supporting minoritized students and, more specifically, those who are in culturally-based sororities and fraternities. This text can also serve as an important resource for college courses focused on college students, student affairs, and social justice in higher education.

"This timely book provides insight into the changing role of the 'hospital' in the face of technological, organizational innovation and ever-tightening health budgets."James Barlow, Imperial College Business School, UK "This book covers various relevant aspects of the hospital in different states and contexts. Underlining the importance of business models for future hospitals, this publication presents models of care from a historic and a current perspective. All authors possess a deep insight into different health care systems, not only as scholars but as experts working for world-renowned health policy institutions such as the World Health Organization, the World Bank or the European Observatory for Health Systems."Siegfried Walch, Management Center Innsbruck, Austria "For an organisation like mine, representing those involved in the strategic planning of healthcare infrastructure, this book provides invaluable insights into what really matters - now and for the future - in the complex and contentious field of hospital development."Jonathan Erskine, European Health Property Network, Netherlands This book seeks to reframe current policy discussions on hospitals. Healthcare services turn expensive economic resources-people, capital, pharmaceuticals, energy, materials-into care and cure. Hospitals concentrate the use and the cost of these resources, particularly highly-trained people, expensive capital, and embedded technologies. But other areas of health, such as public health and primary care, seem to attract more attention and affection, at least within the health policy community. How to make sense of this paradox? Hospitals choose, or are assigned, to deliver certain parts of care packages. They are organised to do this via "business models". These necessarily incorporate models of care - the processes of dealing with patients. The activity needs to be governed, in the widest senses. Rational decisions need to be taken about both the care and the resources to be used. This book pulls these elements together, to stimulate a debate.

En el Tomo I se llevo a cabo una fundamentacion psicolinguistica, sociolinguistica y metodologica para el diseno de una Unidad Didactica basada en el Enfoque Comunicativo por Tareas. Se pretendio aportar ese nuevo diseno de Unidad Didactica basada en dicho enfoque y bajo el Paradigma Cognitivo-Contextual. En el Tomo II se investiga la efectividad en un aula de primaria de dos Unidades Didacticas. El objetivo principal consistia en averiguar si los resultados del proceso de aprendizaje de una segunda lengua (en este caso ingles) eran mejores cuando aplicabamos Unidades Didacticas basadas en Tareas que cuando las Unidades Didacticas se basaban en el enfoque tradicional (PPP- Presentacion, Practica y Produccion). El objetivo concreto era comprobar la realizacion de tres destrezas: Compresion Oral, Expresion Oral y Comprension Lectora en dos grupos de quinto curso de Primaria. Otro objetivo consistio en establecer la relacion entre el aprendizaje del ingles y otros factores: el nivel de espanol de los alumnos, calculo mecanico, calculo mental, el nivel de educacion de los padres y las horas pasadas en una academia de ingles como actividad fuera de la escuela, si fuera el caso.