Harvard's collections are the product of more than three centuries of decisions encompassing every imaginable thematic interest. The contours of these collections also, inevitably, reflect an evolving understanding of what academic libraries are expected to acquire-at one point the basic books that any educated person would have at his command; more recently a broadening array of resources, in all formats, to support an inclusive community's discipline-based inquiries. Libraries at other colleges and universities have of course pursued similar goals. Harvard, however, is unique for the duration of its efforts, and also unusual in having consistently anticipated scholarly needs by documenting emerging social, intellectual, and political trends. A host of distinctive collections, and the uniquely rich sum of these parts, are a visible result.
Leaders have more power than they realize. They can patiently create a climate of creativity or they can crush it in a series of subtle comments and gestures. Their actions send powerful signals. Their responses to suggestions and ideas are deciphered by staff as encouragement or rejection. If you want to crush creativity in your organization and eliminate all the unnecessary bother of innovation then here are ten steps that are guaranteed to succeed.
This is an alphabetical list of websites which provide information and/or instruction about a wide range of subjects (ie they are not subject-specific sites).
The websites cover a wide range of informational and educational topics and include general reference resources, how-to guides, wikis, how-to videos, podcasts, courses, lessons, tutorials (including open courseware), e-books as well as other reference resources and places to ask questions both online and on your mobile.<
The resources are suitable for learners of all ages: students as well as workplace learners and lifelong learners - as well as teachers, educators and trainers.
Teachers who spend time actually thinking through assignments that align with the learning outcomes of a course are the most effective in assessing the learning that has taken place. It's debatable that evaluating learning in the purest sense might ever really be possible given the scope of variables in any context of learning, but when assignments are linked closely to outcomes, the results are more significant.