scholarly journals The importance of complex thinking and transdisciplinarity for the study of organizations

2021 ◽  
Vol 24 (46) ◽  
pp. 10-29
Author(s):  
Luis Canek Ángeles Tovar ◽  
◽  
Aydé Cadena López
Keyword(s):  
Complex Thinking

Children’s ‘working theories’ as curriculum outcomes

2018 ◽  
Author(s):  
Sally Peters ◽  
Keryn Davis ◽  
Ruta McKenzie
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Adult Child ◽  
Early Childhood Curriculum ◽  
Complex Thinking ◽  
Young Learners ◽  
Early Childhood Settings ◽  
Te Whāriki ◽  
Sense Of Wonder

This chapter explores how children make sense of their world through the development and refinement of ‘working theories’. Working theories are a key item for young learners, and are emphasized in the New Zealand early childhood curriculum Te Whāriki. Children’s working theories develop in environments where they have opportunities to engage in complex thinking with others, observe, listen, participate, and discuss, within the context of topics and activities. It is through interactions and activities that children begin to own the ideas and beliefs of their culture and begin to make sense of their worlds. However, fostering this learning in early childhood settings is not always easy, and requires skilled adults who can respond appropriately. We explore and discuss the nature of children’s working theories and ways in which adult–child interactions can enhance or inhibit a sense of wonder and curiosity.

Reductionism and complex thinking during ERP implementations

2001 ◽  
Vol 7 (5) ◽  
pp. 387-393 ◽  
Author(s):  
Thomaz Wood ◽  
Miguel P. Caldas
Keyword(s):  
Complex Thinking

Digital skills and complex thinking in engineering students of a particular university in Lima in times of pandemic

2021 ◽  
Vol 7 (3C) ◽  
pp. 155-165
Author(s):  
Luis Alex Valenzuela Fernández ◽  
Violeta Cadenillas Albornoz ◽  
Blanca Soledad Zavala Alfaro ◽  
Jean Paul Suazo Zárate ◽  
Cesar Ulloa-Silvestre
Keyword(s):  
Digital Literacy ◽  
Engineering Students ◽  
Private University ◽  
Communication Management ◽  
Management Communication ◽  
Cross Sectional ◽  
Four Dimensions ◽  
Complex Thinking ◽  
Digital Skills ◽  
Medium Level

This article focuses on the relationship of digital skills and complex thinking in engineering students from a private university in Lima, Peru. A non-experimental, descriptive, correlational, cross-sectional quantitative study was carried out. The sample consisted of 175 engineering students who were administered the questionnaires developed in Google Forms for digital skills and the complex XXI scale to measure complex thinking with reliability values of .965 and .941 respectively for the alpha of Cronbach. The descriptive results showed that 48% of the respondents were found at the medium level of digital skills and that in the case of complex thinking there was a significant tie between the medium and high levels (approximately 41%). It was concluded that there was a strong and positive correlation between digital skills and complex thinking (Pearson's correlation = .759). In addition, four dimensions of digital literacy were evaluated (information management, communication management, wearable technology management and organizational aspects) which showed a positive and moderate relationship with complex thinking.

scholarly journals COMPLEX THINKING suPPOrTING CArE sTrATEGIEs FOr THE PrEVENTION OF sTDs/AIDs IN ADOLEsCENCE

2015 ◽  
Vol 24 (3) ◽  
pp. 859-866 ◽  
Author(s):  
Ítalo Rodolfo Silva ◽  
Francisca Georgina Macêdo de Sousa ◽  
Marcelle Miranda da Silva ◽  
Thiago Privado da Silva ◽  
Joséte Luzia Leite
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
Adolescent Health ◽  
Nursing Care ◽  
Structured Interview ◽  
Study Cohort ◽  
Methodological Framework ◽  
Complex Thinking ◽  
Nursing Professionals ◽  
Related Process

ABsTrACTThis was qualitative research performed with 15 nursing professionals of a study cohort on adolescent health, in the capital of Rio de Janeiro/Brazil. The objective of the study was to discuss nursing care strategies for the prevention of STDs/AIDS in adolescence, from the perspective of complexity. A semi-structured interview was used for data collection from January to August of 2012. Grounded Theory was used as the methodological framework. The category "Starting points for the nursing care of adolescents in the context of STDs/AIDS" is presented, which discusses aspects related to interdisciplinarity; multidimensionality and specificities of the adolescence-related process, in the midst of vulnerabilities to STDs/AIDS, thereby revealing the importance of contemplating the phenomenon as delimited by its complexity.

scholarly journals CORRELATION BETWEEN BLOOD GLUCOSE LEVEL AND THINKING CONCENTRATION

2017 ◽  
Vol 52 (3) ◽  
pp. 214
Author(s):  
Putri Itonami Gaol Marbun ◽  
Tengku Helvi Mardiani
Keyword(s):  
Blood Glucose ◽  
Blood Glucose Level ◽  
Glucose Level ◽  
Postprandial Blood Glucose ◽  
Trail Making Test ◽  
Complex Thinking ◽  
Specific Memory ◽  
Postprandial Blood Glucose Level ◽  
Trail Making ◽  
Glucose Meter

Cognition function specifically about thinking concentration has not much yet been studied. Society view shown that glucose has role thinking quality. Few studies shown that glucose has role in specific memory quality but not in complex thinking. This study purpose to see correlation between blood glucose level with thinking concentration before eating (preprandial), after eating (postprandial), and the effect of blood glucose rise on thinking concentration. Subjects that accomplished study’s requirement were recruited until forty six people and were followed within thirty minutes. Blood Glucose level was measured by glucose meter at initial admission, thinking concentration were measured with trail making test at initial admission, and compared after eating on the thirtieth minute. Descriptive analytic shown that preprandial blood glucose level in all subject is 55-119 mg/dl with 98.2 mg/dl mean. Postprandial blood glucose level in all subject is 103-171 mg/dl with 134.5 mg/dl mean. Preprandial thinking concentration in all subject is 28-93 seconds with 56.42 seconds mean. Postprandial thinking concentration in all subject is 24-73 seconds with 47.5 seconds mean. Correlation analysis showed that no significance between preprandial blood glucose level and thinking concentration (p = 0.556), postprandial blood glucose level and thinking concentration (p = 0.533), and increase in blood glucose and thinking concentration (p= 0.928). In conclusion there is no significant correlation between blood glucose level and thinking concentration.

scholarly journals Rekonstruksi Pemikiran Kartini tentang Keagamaan untuk Memperkuat Integrasi Nasional

2019 ◽  
Vol 3 (1) ◽  
pp. 58
Author(s):  
Lilis Muchoiyyaroh
Keyword(s):  
Indigenous People ◽  
Social History ◽  
Social Background ◽  
National Integration ◽  
Complex Thinking ◽  
Surrounding Environment ◽  
The People ◽  
The Social ◽  
History Approach ◽  
Historical Methods

Kartini's complex thinking about her nation was the result of observations and experiences that she experienced empirically. But Kartini's ideas about religion were explicitly influenced by the surrounding environment, both European and indigenous people themselves. This study focuses on the reconstruction of Kartini's thinking in the field of religion and the social background of the emergence of this thought. Therefore, this study uses historical methods with a social history approach to identify Kartini's ideas in the religious field. The reconstruction of her ideas as one of the national integration efforts that cannot be separated from the influence of the religiosity and social background of the people around her. Kartini's thinking about religion was critical, open, and pluralistic, which was concerned with the division of the nation due to religious differences.

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