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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.
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