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Marcos se encuentra cansado y quiere comenzar un nuevo ciclo de vida, la que convive con sus padres le agobia, necesita cambiar de trabajo para que le reporte una vida más lúdica y libertina. Convence a su novia Marthina para marcharse a otro lugar del norte de España buscando la buena suerte y el disfrute de lo desconocido. Terminaron en Biarritz, una ciudad al sur de Francia. En ese lugar se encuentran con unas amigas de Marthina de la época de estudiantes, se presenta una oportunidad para cambiar su vida cuando les muestran los diamantes que poseen, le provocan y excitan para conseguirlos. Marthina se encuentra feliz en el lugar que eligió Marcos para descansar, Biarritz, una ciudad francesa con mar y muy cosmopolita de la costa azul, con gente de muchos pises, donde nadie los conoce. Sin embargo, se encuentran a Xasha y Syla, antiguas compañeras de la universidad, y les invitan a visitar Bajo Costa el Castillo-Fortaleza heredado de sus antepasados, donde guardan un tesoro de diamantes y grandes joyas de oro. Ese tesoro tan grande e inmenso de un valor incalculable a Marcos se le queda grabado en su cerebro, porque ahí hay tanto dinero y el careciendo de ello, es el momento que él había soñado, al tener la gran opción del KTuRDOR instalado en su cuerpo por Syla, comenta con Marthina en planificar un hurto de los diamantes expuestos. El señor comisario, también quiere lucrarse del robo y sobornarlos ofreciéndoles su autoridad. Otros personajes quieren los diamantes, luchando para ello, aunque éstos se encuentren bañados de sangre.

Qualitative Inquiry in Higher Education Organization and Policy Research provides readers with the theoretical foundations and innovative perspectives for undertaking qualitative research to influence policy and practice discussions. Well-known chapter authors discuss innovative strategies for investigating complex problems, helping readers understand how research can consider the culture of the institution, administrative hierarchy, students, faculty, and external constituencies. From both an organizational and policy perspective, chapter pairings explore a range of methodologies, including ethnography, case study, critical qualitative inquiry, and the notion of'grit.'This volume explores how qualitative inquiry can advance understanding of organizational inequities in higher education, and it offers graduate students and educational researchers the tools to improve the organizational function of institutions while contributing to meaningful change.

The rapid success of for-profit colleges and universities (FPCUs) only recently has caught the attention of scholars in academe. The continuing expansion of the proprietary higher education sector has lead to fundamental questions regarding the purpose and function of FPCUs. As new technologies continue to emerge, education is becoming of increasing import to employees seeking to upgrade their skills and employers in search of individuals who possess the necessary expertise and training to help their organizations succeed. For-profit institutions challenge traditional notions of the academy--such as shared governance, tenure, and academic freedom--by utilizing administrative practices that more aptly apply to the corporate arena. Moreover, they exclusively employ non-tenure-track faculty members.This study provides a framework for understanding faculty roles and responsibilities at for profit colleges and universities. The author employs a series of in-depth interviews with 53 faculty members, from four for-profit institutions. Utilizing a cultural framework, the study explores the attitudes, beliefs, and perceptions of faculty work with particular consideration given to faculty member's non-tenure-track status, participation in decision-making activities, and academic freedom. The study examines the culture of the faculty work by asking how the profit-seeking nature of the institution affects their efforts inside and outside of the classroom. The author introduces a new component to the cultural framework that illustrates how the close ties between FPCUs and business and industry affect the nature of faculty work.

En este libro presentamos una experiencia clínica renovada ante la cual no podremos permanecer indiferentes. Una vez más, usando el protocolo de B. Weiss, los resultados confirman las primeras conjeturas: somos criaturas en periodo deaprendizaje, en el lugar que nos es dado para experimentar-aprender, por lo que es sensato atender, cuidar y ayudar. Encaramos de nuevo una nueva investigación en Terapia Regresiva, en un conjunto de casos que fortalecen las anteriores investigaciones, respaldando que la visualización no es solo una herramienta productiva y terapéutica, sino que de igual modo nos puede permitir percepciones elevadas y determinantes, que nos permitan caer en la cuenta de nuestra principal naturaleza superior. La técnica de la respiración, la relajación subsiguiente, el trance leve, moderado o profundo y la visualización, nos abren puertas y ventanas a una realidad duradera superior: Somos seres de luz; solamente tenemos que indagar para poder consentírnoslo.

Do for-profit colleges and universities (FPCUs) pose a threat to traditional providers of higher education, or do they play a vital role at a time when the capacity of public and private non-profits to meet demand is constrained? With the US no longer the leader in developing a college-educated workforce, can FPCUs help redress the competitive gap? What can be learned from the management practices and growth of FPCUs – that now number close to 3,000 institutions in the US – whose increase in enrollments has out-paced that of traditional institutions, and who now grant around 8% of all degrees? This book offers a clear-eyed and balanced analysis of for-profit colleges and universities, reviewing their history, business strategies, and management practices; setting them in the context of marketplace conditions, the framework of public policy and government regulations; and viewing them in the light of the public good.Individual chapters variously explore FPCU's governance, how they develop courses and programs, and the way they define faculty work; present findings from in-depth interviews with part-time and full-time faculty to understand how external forces and the imperative of profit generation affect faculty roles and responsibilities of faculty; analyze policy considerations that affect FPCUs, including federal regulation and oversight, accountability and assessment, and the legal and regulatory issues FPCUs face internationally; and finally address the notion of academic freedom and the distribution of public monies to FPCUs. Looking beyond FPCUs'current strategy of offering career programming to non-traditional students, the book reveals how they are positioning themselves to meet future market needs by developing new programs targeting a wider group of students.Recognizing that FPCUs are more developing than fully developed, the authors convey both the current state and the unresolved issues facing these businesses, and, in so doing, surface enduring topics that face all of post-secondary education.

The rapid success of for-profit colleges and universities (FPCUs) only recently has caught the attention of scholars in academe. The continuing expansion of the proprietary higher education sector has lead to fundamental questions regarding the purpose and function of FPCUs. As new technologies continue to emerge, education is becoming of increasing import to employees seeking to upgrade their skills and employers in search of individuals who possess the necessary expertise and training to help their organizations succeed. For-profit institutions challenge traditional notions of the academy--such as shared governance, tenure, and academic freedom--by utilizing administrative practices that more aptly apply to the corporate arena. Moreover, they exclusively employ non-tenure-track faculty members. This study provides a framework for understanding faculty roles and responsibilities at for profit colleges and universities. The author employs a series of in-depth interviews with 53 faculty members, from four for-profit institutions. Utilizing a cultural framework, the study explores the attitudes, beliefs, and perceptions of faculty work with particular consideration given to faculty member's non-tenure-track status, participation in decision-making activities, and academic freedom. The study examines the culture of the faculty work by asking how the profit-seeking nature of the institution affects their efforts inside and outside of the classroom. The author introduces a new component to the cultural framework that illustrates how the close ties between FPCUs and business and industry affect the nature of faculty work.