Systems Thinking Evidence From Colleges Of Business And Their Universities

This study investigated instances of the term systems thinking among the websites of the Top 25 business schools as ranked by U. S. News and World Report in 2010. Since a greater number of instances of the term and its variants in a universitys web documents may indicate an increased interest of the institution in the concept of systems thinking, the universities in this study were rated according to their decreasing instances, counts, or website hits. Results indicated that while many schools had little to no mention of the term in any form, some schools used it prolifically on their websites, even when searching and hit counting was adjusted to remove duplicates and isolate inaccurate results. Nevertheless, appearance and discussion of the term was limited in official university information displayed by most schools. The authors assert that an increasing importance should be placed on teaching systems thinking at the graduate level and on providing evidence of this work to prospective business students and their prospective employers through university and business school websites

Library Instruction and Student Engagement in the Age of Google

A typical library instruction session generally includes demonstrations of how to use the library catalog, how to access information via library-provided electronic resources, and how to use the electronic journal list. Given limited time with a new group of students, many librarians would not opt to include instruction on how to effectively and efficiently use a search engine. The 2006 OCLC report College Students’ Perceptions of Libraries and Information Resources indicates that “that 89 percent of college student information searches begin with a search engine." Librarians should also consider beginning their library instruction sessions at the place where their students would begin—with Google. Such an approach not only motivates students, but it also enables the instructor to build on the students’ prior knowledge and research experiences more quickly and efficiently. Lessons which begin by briefly evaluating a student's prior knowledge make good pedagogical sense. Students naturally feel more confident and eager to learn something new when it appears that the topic is familiar. Activating prior knowledge prepares the mind to integrate new knowledge and concepts. Using Google to help students connect new knowledge to old helps them build sequences of memories that associate library searching with their previously 'easy' and 'enjoyable' search engine experiences. Lessons which extend student understanding of a familiar concept help to create better student searchers. In this session the presenters will demonstrate a variety of ways in which instruction librarians can use search engines and related web search products to increase student engagement

A primer on repeated sitting exposure and the cardiovascular system: considerations for study design, analysis, interpretation, and translation

Sedentary behavior, particularly sitting, is ubiquitous in many contemporary societies. This is a major societal concern considering the evidence for a strong association between sitting behavior and cardiovascular disease morbidity and mortality. Unsurprisingly, leading public health agencies have begun to advocate “reduction” in sitting behavior. Though, the guidelines are typically vague and non-specific. The lack of specific guidelines for prolonged sitting is attributable to the absence of available evidence to facilitate guideline development. To inform policy, well-designed randomized controlled trials are required to test the efficacy of specific and translatable sitting reduction strategies. To guide the design of randomized controlled trials, this review postulates that several gaps in the literature first need to be filled. Following a general discussion of the importance of sitting behavior to contemporary societies, each of the following are discussed: (i) acute sitting exposure and systems physiology; (ii) recommendations for a systems physiology toolbox; (iii) study design considerations for acute sitting exposure; and (iv) translation of sitting-focused research