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Each issue visually published by Time Inc., Life Magazine has featured story-telling through documentary photographs and informative captions. Each issue visually and powerfully depicted national and international events and topical stories, providing intimate views of real people and their real life situations. This collection contains more than 2,200 issues with coverage from 1936-2000.
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I've got friends to make Long tests to take A's to pursue a new hairdo homework to do, so no haiku sports to play exams to slay birthdays to celebrate And debates to moderate meals to make breaks to take There are dreams to believe And goals to achieve And all the while I need to keep my smile
that listening is a gift to the other, that speaking is an act of courage, that believing is as vital as breath that discovering is more important than knowing that loving is more important than being right
Service-learning refers specifically to experiential learning within academic courses that is gained through structured reflection on community-based service. In most courses, service-learning pedagogies are combined with more traditional modes of teaching and learning. Essential components of service-learning include:
Ultimately, community service enhances the course learning, and in turn, the course learning gives students' service more meaning and greater impact in the community. Service-learning also provides students with hands-on experience that helps them understand the causes and effects of economic inequality and racism; the experiences of marginalized populations; the interactions among individuals, communities, and institutions; and the importance of active citizenship. Service-learning can help students learn professional skills that will advance them in future careers.
Spanish students tutor English language learning adults at a community center that serves immigrants. Students improve their oral comprehension and speaking skills and get insight into the lives of Spanish speakers in Baltimore and how they are impacted by immigration policy. Students' study of Spanish language and culture strengthens their ability to connect with tutees.
Messina enables students to form strong bonds with professors and peers and participate in stimulating conversations in and out of class, enhancing their interest in new subjects and improving their critical thinking, creativity, and global knowledge. For more information on Messina, visit www.loyola.edu/messina.
This one-credit seminar is designed to help transfer students make a smooth transition to Loyola and get the most out of their Loyola experience. Informal class discussions, group activities, off-campus events, and presentations by instructors and guest speakers help to introduce students to the Jesuit mission; inform them of the resources available on campus and throughout Baltimore to support their academic, co-curricular, and career interests and goals; promote connections with both experienced mentors and transfer peers; and provide opportunities for community-building in a supportive environment. The course typically meets once per week, and each section is facilitated by a faculty member and/or an administrator. Class discussions and activities focus on topics such as academic transitions, goal-setting, career preparation, and leadership. Students receive grades of S (Satisfactory) or U (Unsatisfactory). Credits for this course do not count toward the completion of degree requirements.
Independent study courses are special courses that permit a student to study a subject or topic in considerable depth beyond the scope of a regular course. The student works closely and directly with the instructor as a scholarly team. The format of the course may vary: laboratory research, prose or poetry writings, specialized study of a particular topic, etc. A student must expect to devote considerably more time to these courses than to a regular course. The student must use initiative, be highly motivated, and have a strong interest in the subject. Since the work is largely original on the part of the student, the faculty director is only able to give a general direction and guidance to the work.
Students may earn majors in more than one department, but they must complete all of the requirements for each major. Students majoring in related disciplines (e.g., mathematics and computer science) must receive permission from each department chair for specific courses to be applied toward requirements in both majors. The student's official record indicates the major as, for example, Mathematics and Computer Science. Students who complete the requirements for a double major only receive one degree.
Upon admission to the University, most students express an interest in a specific major. During the entire first year and the first semester of the sophomore year, the student is considered officially undeclared and works with a Messina advisor to select or confirm a major in an area of interest and demonstrated ability. The student has the option to formally declare a major as early as the end of the second semester but may remain undeclared until the end of the third semester. Upon the declaration of a major, the Academic Advising and Support Center will assign the student to a faculty member from the department of the major who will serve as the student's academic advisor.
The grade points are multiplied by the credit value for the course to give the number of quality points. The sum of quality points for the courses taken is divided by the sum of the credit values of the courses taken to arrive at the QPA. Grades brought in from the Baltimore Student Exchange Program (BSEP) or the packaged or affiliation programs are calculated using Loyola's quality point system. 2ff7e9595c
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