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Collections Overview - Harvard College Library - 0 views

hcl.harvard.edu/collections library photos Curriculum
shared by Alice Barr on 29 Aug 09 - Cached
  • Alice Barr on 29 Aug 09
     
    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.
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The Teen Brain | Harvard Magazine Sep-Oct 2008 - 0 views

harvardmagazine.com/...the-teen-brain.html teens brain Harvard neuroscience
shared by Cathy Wolinsky on 26 Jul 10 - Cached
  • Human and animal studies, Jensen and Urion note, have shown that the brain grows and changes continually in young people—and that it is only about 80 percent developed in adolescents. The largest part, the cortex, is divided into lobes that mature from back to front. The last section to connect is the frontal lobe, responsible for cognitive processes such as reasoning, planning, and judgment. Normally this mental merger is not completed until somewhere between ages 25 and 30—much later than these two neurologists were taught in medical school.
  • the part of our brain that processes information expands during childhood and then begins to thin, peaking in girls at roughly 12 to 14 years old and in boys about two years later. This suggests that girls and boys may be ready to absorb challenging material at different stages, and that schools may be missing opportunities to reach them.
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