What’s Love Got to Do with It?

The life and work of student life professionals provide the glue in the academy. Being attentive to students’ health, well-being, success, and leadership development is what we do. It is what keeps the heart of our institutions beating. While dedication to this field requires passion, it can also run us dry. Love for the profession and love for oneself are essential to be whole, resilient professionals and human beings. Professional development includes personal development. This article is both a scholarly personal narrative and a call to action. It weaves the voices of a young professional and her mentor through their own journeys of discovery with research in the importance of heart in higher education. This article offers insight about the need to integrate the essential inner work of self-love into our profession

A evasão escolar numa universidade pública, no interior do Paraná : estudo de caso

Orientação: Isabel Rodrigues SanchesA evasão escolar é muito mais do que um simples desligamento do aluno e da Instituição à qual está vinculado. É um dos principais problemas educacionais, pois é considerada como a perda de aluno. Esta perda gera graves consequências nas esferas sociais, económicas e académicas, causando sérios transtornos ao desenvolvimento do sujeito e, de maneira mais ampla, ao desenvolvimento da sociedade. O presente trabalho busca responder à questão que tem gerado angústias e inquietações nos profissionais envolvidos: por que os alunos abandonam os seus cursos? Assim, procurou-se descrever e analisar tal fenómeno nas turmas de cinco cursos de graduação ofertados no Campus, com os alunos evadidos que ingressaram nos anos de 2014 e 2015 e que evadiram até o final do ano de 2017. É uma pesquisa descritiva e analítica cujo desenvolvimento se deu a partir da análise de documentos e de inquérito por questionário aos alunos evadidos. Os dados obtidos com a pesquisa revelam que a causa “Reprovações Constantes” foi apontada por 41.5% dos sujeitos respondentes ao questionário como determinante para a evasão. Os elementos evidenciados aqui indicam para a necessidade dos gestores criarem um sistema identificador do problema, que seja competitivo no intuito de manter estes alunos na Instituição, tendo em vista que grande parte dos evadidos continua a estudar em outras Instituições e os que estão fora do sistema, pretendem retomar os estudos.the institution to which he is linked. It is one of the major educational problems as it is considered as the loss of student. This loss generates serious consequences in the social, economic and academic spheres, causing serious disruptions to the development of the subject and, more broadly, to the society development. The present work seeks to answer the question that has generated anxieties and worries in the professionals involved: why do students abandon their courses? Thus, we tried to describe and analyze this phenomenon in the classes of five undergraduate courses offered by the Campus, with the evaded students who entered the years 2014 and 2015 and who evaded until the end of 2017. It is a descriptive and analytical research whose development was based on the analysis of documents and a questionnaire survey of the evaded students. The data obtained with the research reveal that the cause "Constant Reprobation" was indicated by 41.5% of the subjects responding to the questionnaire as determinant for their evasion. The elements highlighted here indicate the need for managers to create a system that identifies the problem, which is competitive in order to keep these students in the Institution, since most of the evaded continues to study in other Institutions and those that are outside the system, intend to resume their studies

Finding My Way to Me: Coming Out and Becoming Enough

For years, I have been on a journey of self-discovery. I have a history of self-deprecation, as well as a lack of believing in being worthy of being truly loved. I have suffered, and I have triumphed on this journey. Brown’s (2010) TEDTalk surrounding shame and vulnerability spoke directly to my heart. This essay will contain those who have words that help me heal. It will focus on how I have or have not made strides to create my own meaning. The content will come from my core. It will encompass the transition and rollercoaster that is my journey to becoming “enough.” I will focus on my background, the story of my mother and I, discovering the possibility of being “enough”, and where I am today. Examining these components and briefly considering theories by Ruthellen Josselson will illuminate who I am and why I am. I say all of this to illuminate the drive behind this scholarly personal narrative. This is my truth

Kentish Tales in Verse, and Other Humorous Poems with Notes, Historical, Wittical, Critical, Wag, and Pragmatical, &c &c &c.

Dialecto literario inglés. -- Kent. -- Pertenece a la colección LD 1800-1950 del Salamanca Corpus. -- Verso. -- Edward Nairne, 1741-1799. -- Kentish Tales in Verse, and Other Humorous Poems with Notes, Historical, Wittical, Critical, Wag, and Pragmatical, &c &c &c. -- 1824.[ES] Edición de 1824 de la obra Poems, Miscellaneous and Humorous(1791). Contiene algunas correcciones de grafías dialectales. [EN] 1824 edition of Poems, Miscellaneous and Humorous (1791. It contains some corrections affecting dialect spellings

Oh, Charlie Is My Darling

https://digitalcommons.library.umaine.edu/mmb-vp/5983/thumbnail.jp

I\u27m Wearin\u27 Awa\u27, Jean : The Land O\u27 The Leal

https://digitalcommons.library.umaine.edu/mmb-vp/5988/thumbnail.jp

Poems, Miscellaneous and Humorous, with explanatory notes and observations

Dialecto literario inglés. -- Kent. -- Pertenece a la colección LD 1700-1799 del Salamanca Corpus. -- Verso. -- Edward Nairne, 1741-1799. -- Poems, Miscellaneous and Humorous, with explanatory notes and observations. -- 1791.[ES] Colección de poemas que contienen dialecto de Kent. [EN] Collection of poems containing Kentish dialect