Systems Theory Research Articles

Telaah Hubungan Tongkonan dan Lanskap Budaya Toraja: Analisis Sistem Aktivitas dan Ekspresi Sistem Setting

Tongkonan, as vernacular architecture, cannot be dissociated from its cultural landscape. Tongkonan and its cultural landscape form a holistic entity that constitutes Toraja culture as a whole. However, most current research focuses solely on Tongkonan’s architectural and structural aspects. There are still few studies that explore Tongkonan’s vernacular architecture in connection with its cultural landscape, including its relationship to the culture of its people and its geographical context. This research is a desk study with the aim of formulating aspects related to further examining the relationship between Tongkonan as vernacular architecture and its cultural landscape based on theory of systems of activity and systems of setting. In addition, this paper contributes to fulfilling the 11th SDGs, covering four pillars -social, economic, ecology, and cultural. The method used is qualitative-descriptive with content analysis to analyze data obtained from the literature study. The analysis is supported by empirical studies in Kete' Kesu village in North Toraja Regency. The chosen location is an ancient village with a fairly complete cultural landscape and good accessibility. The findings show that the systems of activity for Toraja people in Tongkonan and its cultural landscape include domestic, religius, ecology and socio-economic activities. The systems of setting for Tongkonan and its cultural landscape encompass Tongkonan itself, alang, grazing area, puya, rante, saroan, paddy field, forest/kombong, farm, lantang, middle yard, Tongkonan surrounding, penanian, territory/liliq, area diamben, area ma'dika, area renge direnge, bridge, villages, settlement, pasar, graveyard, parampa.

The effect of service robot use on tourism staff career identity: an experimental study

ABSTRACT Based on cognitive-affective system theory and using tour guides, hotel and attraction staff as subjects, three experimental studies investigated the effect of using service robots on career identity. The results were that: (1) the use of service robots significantly affected career identity; (2) emotional exhaustion mediated the relationship between service robot use and career identity; and (3) years of work experience and staff age positively moderated the main effect. The findings provide meaningful implications for managers to more effectively deploy service robots and enhance staff career identity.

Audio-visual Media Instructional Use and Its Effect on Reading Competences among Grade Two Pupils in Tharaka Nithi County, Kenya

ABSTRACT The main purpose of this study was to evaluate audio visual media instructional use and its effect on reading competences among grade two pupils in Maara sub county, Tharaka Nithi County, Kenya. The study sought to identify the audio-visual resources available for teaching and learning reading competences, investigate extent to which teachers use the available audio-visual media, examine the challenges faced by teachers and learners in use of audiovisual media in teaching and learning reading competences and assess the learners reading abilities. The French Bell system Theory and a descriptive survey design were adopted in this study. Simple random and purposive sampling techniques were used to select 330 learners, 30 head teachers and 30 teachers, making a sample size of 390 respondents. The research instruments were questionnaires, interviews schedules, reading examination for grade two learners and classroom observation. Piloting of the research instruments was done in one public primary schools. The reliability of the research instruments was measured using a Cronbach's Alpha statitistic. The collected data was analyzed using Statistical package for Social Sciences (SPSS) and presented using tables, percentages frequencies and other descriptive statistics. Descriptive statistics revealed that schools have limited computers (average 2.90 per school) with a low student-to-computer ratio (1:10). Tablets are more prevalent (average 19.17 per school), but functionality issues reduce their effectiveness. Projectors and mobile phones are more commonly available but are still not sufficiently utilized in classroom learning. The data on the competence of learners to read appears to be symmetrically distributed with the competence of learners tapering off at the tail ends. This implies that most of the learners on average could read between 21-69 words per minute. However, there are significant disparities in reading abilities among learners, with a notable percentage performing below expectations. This disparity highlights the need for targeted interventions to support learners who are struggling and to bridge the competence gap across different schools. The reliability statistics for variables testing on teacher’s attitude in the use of Audio-visual media, for variables testing on challenges in the use of audio-visual media and for variables testing on the classroom observation performance indicators, were 0.969, 0.981 and 0.944 respectively. The reliability statistics on all the research instruments was 0.990. A Cronbach's Alpha of 0.70 (70%) or higher reveals a strong internal consistency of a series of questions integrated to form a single scale measured by the coefficient. The study recommends the government to integrate digital learning in schools and ensure schools are fully equipped with an access to electricity and network connectivity. Ministry of Education to develop teachers’ capacity on the use of digital devices. The study also recommends the Kenya institute of Curriculum Development to develop a curriculum in line with competency based curriculum provided in digital devices. Lastly curriculum support officers and head teachers to support teachers to make use of available audio visual resources for teaching and learning.

When is ‘the end of the road’ reached? Observing the presumption of parental involvement through systems theory

ABSTRACT In 2014 the Children Act 1989 was amended to include a presuption that involvement of a parent in a child’s life will further the child’s welfare unless there is evidence of the risk of harm. Kaganas published two seminal articles which concluded that the government’s ideological rationale for introducting the presumption of parental involvement not only failed to materialise but had some unintended, possibly detrimental, consequences for mothers. This article examines the operation and effects of the presumption of parental involvement in recent years based on an analysis of private law family court judgments between July 2020 and December 2023. Drawing on Luhmann’s theory of autopoietic social systems, it examines the possibilities for and limitations on using law to drive social change beyond the operations of the legal system itself. It concludes that the statutory presumption has failed to serve its stated purpose and has even had the unintended consequence of generating legal communications about the risks of parental involvement. From a feminist perspective, it concludes that positive changes observed in the family court response to domestic and child abuse are an achievement, in light of the limits on steering society, at least until something changes in the unknowable future.

The Evolution of Theories, Transformations, and Emerging Trends in Distance Education Worldwide: A Comprehensive Research Article

Purpose: The fundamental objective of the current comprehensible research article is to dwell on the developmental and historical process, theoretical approaches and foundations, along with technological improvements of newly emerging trends in distance education. Furthermore, the study puts a great deal of emphasis on the most significant psychological theories such as behaviorism, cognitivism, and constructivism and in what ways they can contribute to the effectiveness of distance education platforms. The study also explores the theoretical foundations such as systems theory, communication theory and media theory along with a focus on connectivism to comprehend distance education with a careful assessment on the integration of the emerging technological advancements such as artificial intelligence, virtual reality, and augmented reality by revealing their transformative impacts and the potential on distance education. Henceforth, to accomplish such an aim, the current article provides a comprehensive analysis of distance education and offers a collection of insights into distance education for teachers, policymakers and other researchers in the relevant field. Design/Methodology/Approach: The current article employs a literature review as a research method to assess and evaluate the essential existing research body and to obtain definitive, evidence-based, practical, compelling and persuasive data within the relevant field of distance education from a constructivist perspective to find a clear answer to the research questions. Findings: The current study accentuates and finds that the improvements in technology, particularly, the Internet and fiber optics, have a transformative impact on distance education by improving interactivity and accessibility. Distance education seems to have evolved from corresponding with letters to sophisticated online platforms, enhancing global accessibility and overcoming challenges and obstacles. Psychological theories such as behaviorism, cognitivism, and constructivism are of high importance in optimizing learning experiences in this technological era. Highlights: The study highlights that the emerging trends in technology, comprising virtual reality (VR), augmented reality (AR), and artificial intelligence (AI), have a profound transformative effect on distance education by improving interactivity, visualization, and individualized learning experiences. VR and AR offer immersive, 3D settings that enhance involvement, engagement and understanding, whereas AI grands individualized learning and assessments, reshaping traditional educational methods and enhancing access to effective and productive learning opportunities.

Embracing Levin’s Legacy: Advancing Socio-Technical Learning and Development in Human-Robot Team Design Through STS Approaches

AbstractThis paper investigates the synergy between Levin’s theories on technology transfer as a socio-technical learning and developmental process (TLD process), and what we learnt about socio-technical systems (STS) theories in a case study developing human robot solutions for the construction sector. Levin’s extensive work highlights the significance of technology transfer as a means for organizational development. His TLD process emphasizes the intricate interplay between technology, organizational change, and learning and highlights the importance of incorporating cultural knowledge and skills into the technological transfer process. Contemporary STS views developed through our own work are introduced to complement and extend Levin’s theories by providing a systemic lens to understand the broader socio-technical context in which technology transfer occurs. To illustrate the synergies and potential challenges from Levin’s theories of technology transfer with contemporary STS concepts, we use a qualitative study of a unique case about the design and development of human-robot teams (HRTs) for construction tasks. Our findings reveal that while Levin’s theories provide a valuable foundation for understanding technology transfer and organizational change, contemporary socio-technical systems face unique challenges in the context of AI-driven human-robot teams, where intelligent robots also contribute to the socio-technical learning process. Moreover, the rapidly evolving nature of technology and innovations could exponentially impact on multidisciplinary design teams, stakeholder participation and inter-organizational dynamics. The discussions suggest an extension of co-generative learning to incorporate ‘collaborative intelligence’ between human-robot teams enabled by artificial intelligence (AI). Consequently, we suggest that Levin’s theories of technology transfer, developed before the rapid application of AI, may not have fully considered further social challenges caused by the introduction of autonomous systems such as AI-driven HRT systems. We extend Levin’s important work by suggesting that addressing such challenges requires ongoing dialogue and collaboration among researchers, practitioners, and policymakers with different disciplinary backgrounds to develop robust and reliable socio-technical systems frameworks to navigate the complexities of robotics and AI in today’s rapidly evolving technological landscape.

Evaluating the Socioecological Classroom in Full-Service Schools: A Whole-School Approach to the Inclusive Education Context in South Africa

This paper evaluates the socioecological classroom in the context of a whole-school approach to inclusive education, which has evolved beyond the traditional classroom setting. Inclusive education calls for a paradigm shift to accommodate learners previously marginalised, with the classroom transforming into an ecosystem. The socioecological paradigm steers away from the notion that psychological and physiological elements are the main causes of disability. The importance of addressing multiple layers of influence is emphasised to create a supportive and inclusive learning environment. First, Bronfenbrenner’s Ecological Systems Theory, which emphatically explains how a learner’s development is influenced by the systems in the environment that surrounds them, and then Foucault’s Theory of Power and Knowledge, in which power and knowledge are interconnected and inseparable, with power being exercised through the creation and control of knowledge, guided this study. A qualitative approach was adopted, and semi-structured interviews, focus group discussions and non-participant observation were used to collect data. Phenomenological analysis was used to analyse the data from these data-collecting instruments. It was found that learners with disabilities need support at home, with imbalances being found in the power–knowledge relations between teachers and parents, and teachers occupying a superior position regarding academic knowledge. Some teachers still believe in the Medical-Deficit Model. A strengths-based approach should rather be adopted. Strategies for enhancing community–school collaboration that balances teacher–parent power dynamics should be explored.

Operationalizing critical success factors of employee ownership using principles of learning management

ABSTRACT The importance of employee-owned (EO) organizations around the world is increasing. Countries, communities and organizations are realizing that passing profits to workers increases wealth at all levels of society. The benefits, widely known, include personal prosperity, organizational profitability and stability, and a host of economic benefits for communities in which EO companies operate. Selling a company to employees, or starting a cooperative organization containing worker owners, is not without risk. New skills are required for the company to reap the rewards inherent in EO organizations, but the method of creating this change varies significantly from one organization to another. Each is unique, but there are some factors that are common to most EO organizations that have achieved a dynamic organizational culture. These factors, which are critical for success, can be isolated using structured research, organized through a lens of general systems theory and operationalized using principles of Learning Management (LM). The result is an organized knowledge transfer plan that maximizes resources and provides the highest probability of a successful transition to a uniquely profitable EO company.

Analysis of Children's Development Pathways based on Bronfenbrenner's Ecological Systems Theory

Childhood is a critical stage in human life, during which an individual's cognitive, emotional, social, and physical development progresses rapidly. Early development is not only essential for children's future achievements but also plays a significant role in societal structure, economic growth, and cultural transmission. Promoting the holistic development of children is the responsibility not only of families and educational systems but also of society as a whole. This study, grounded in Bronfenbrenner's Ecological Systems Theory, aims to analyze how various ecological system levels influence children's cognitive, emotional, and social development, and explores the impact of these systems' interactions on overall child growth. The research encompasses the microsystem (e.g., family and school), mesosystem (e.g., family-school interactions), exosystem (e.g., parental socioeconomic status and work environment), macrosystem (e.g., cultural background and social policies), and chronosystem (e.g., significant life events and historical context). The findings reveal that the interactions between these ecological systems play a pivotal role in children's development and influence their holistic development.

Contributions to Generalized Oscillation Theory of Linear Hamiltonian Systems

In this paper we present several new contributions to the oscillation theory of linear differential equations, in particular of linear Hamiltonian systems, when the traditional Legendre condition is absent. Following our recent work (Discrete Contin. Dyn. Syst. 43(12):4139–4173, 2023), we introduce the multiplicity of a generalized right focal point and derive the corresponding local Sturmian separation theorem. We also examine the relation between the existence of finitely many generalized right focal points, or in the special case the nonexistence of generalized right focal points, with the Legendre condition. As the main tools we use new notions of the minimal multiplicities at a given point and the dual comparative index — an object from matrix analysis or differential geometry (Maslov index theory). Furthermore, we study local limit properties of the dual comparative index and the comparative index and apply them for deriving new oscillation results phrased in terms of the generalized right and left focal points. The investigation of the interplay between generalized right and left focal points leads to conditions characterizing the situation, when in the local Sturmian separation theorem the corresponding multiplicities attain the minimal possible value. This also provides a generalization of the concepts of the right and left proper focal point defined by Kratz (Analysis 23(2):163–183, 2003) and Wahrheit (Int. J. Differ. Equ. 2(2):221–244, 2007) to the setting, which does not impose the Legendre condition. The results are new even for completely controllable linear Hamiltonian systems, including the Sturm–Liouville differential equations of arbitrary even order.

Stationary correlation pattern in highly non-stationary MEG recordings of healthy subjects and its relation to former EEG studies.

In this study, we analyze magnetoencephalographic (MEG) recordings from 48 clinically healthy subjects obtained from the Human Connectome Project (HCP) while they performed a working memory task and a motor task. Our results reveal a well-developed, stable interrelation pattern that spans the entire scalp and is nearly universal, being almost task- and subject-independent. Additionally, we demonstrate that this pattern closely resembles a stationary correlation pattern (SCP) observed in EEG signals under various physiological and pathological conditions (the distribution of Pearson correlations are centered at about 0.75). Furthermore, we identify the most effective EEG reference for studying the brain's functional network derived from lag-zero cross-correlations. We contextualize these findings within the theory of complex dynamical systems operating near a critical point of a phase transition.

Does competitive school climate really harm to students’ anti-bullying attitude: empirical evidence from China

BackgroundSchool bullying remains a social problem and changing students’ attitudes towards bullying is crucial for effective prevention in schools. Based on social-ecological system theory, this study examines how school climate influences anti-bullying attitudes among students. Specifically, it studies how a competitive school environment influences these attitudes, and how students’ competitive attitudes mediate these attitudes.MethodsThe data for this study comes from The Programmed for International Student Assessment (PISA), which is a global student assessment initiative led by the Organization for Economic Co-operation and Development (OECD). The sample consists of 12,058 Chinese students from the 2018 PISA survey. Data analysis was conducted using STATA (version 14.0) software.ResultsSchool competitive climate has a positive and substantial impact on their anti-bullying attitudes (r = 0.1551, p < 0.001). Students’ competitive attitudes are also positively and significantly correlated with their anti-bullying attitudes (r = 0.2249, p < 0.001). Competitive attitudes partially mediate the relationship between the school bullying climate and students’ anti-bullying attitudes.ConclusionIn the context of Chinese education, a competitive school climate clearly has a positive effect on students anti-bullying attitudes. Students’ competitive attitudes also act as partial mediator in this relationship. These findings suggest that a healthy school ecosystem that reflects sound value guidance and fair rules is imperative for fostering anti-bullying attitudes in students.

Eating disorders, school professionals, and understanding family theory

AbstractEating disorders have substantially risen in school‐aged youth, especially in a post‐pandemic world. Impacting children and adolescents across races, ethnicities, genders, and sexual orientations, prevalence rates suggest that eating disorders do not discriminate. Interestingly, despite the rising prevalence rates and increase of eating disorders, many school‐based mental health providers feel ill‐equipped to support children, adolescents, and their families seeking eating disorder treatment due to lack of knowledge or skill. Given the evidence‐based focus on family‐based treatment, many school‐based providers wonder what is best approach to support individuals within a school‐system, for how to best intertwine family‐based recommendations and collaboration with relevant outside clinicians. Given this uncertainty, this piece explores the role of school‐based mental health in supporting family‐based treatment, exploring two prominent systems theories and how providers within schools can adopt these approaches to most ethically aid students within the bounds of competence within a school setting.

A systematic review of factors influencing English language competency for ethnic minority students: an ecological systems theory perspective

A systematic review of factors influencing English language competency for ethnic minority students: an ecological systems theory perspective

Changes in Language Learners’ Affect: A Complex Dynamic Systems Theory Perspective

AbstractThis study investigated changes in motivation, self‐efficacy beliefs, and a range of emotions, including enjoyment, hope, pride, curiosity, anxiety, boredom, apathy, confusion, and shame, from a complex dynamic systems theory (CDST) perspective over a 2‐year period in the Hungarian English as a Foreign Language (EFL) context. Using the same questionnaire, we collected data four times throughout 4 semesters from 101 participants studying English in two Hungarian high schools. For data analysis, we used latent growth curve modeling (LGCM) to detect the group‐level changes in learners’ motivation, self‐efficacy, and emotions. We also employed dynamic cluster analysis to identify trends in learners’ trajectories regarding these variables. In our panel data, linear models described the data well concerning the ought‐to second language (L2) self, language learning experience, boredom, apathy, and confusion, and for enjoyment, curiosity, anxiety, and shame, nonlinear models had the best fit. We could also identify trajectories depicting attractor states and learner paths that featured influences of perturbations.

The group mind of hybrid teams with humans and intelligent agents in knowledge-intense work

Studies regularly demonstrate how well intelligent agents (IAs) can support humans or are demonstrably superior to them in some areas. Given that some tasks likely remain unsuitable for even the most intelligent machines in the mid-future, work in hybrid teams of humans and IAs—where the capabilities of both are effectively combined—will most likely shape the way we work in the coming decades. In an abductive study, we investigate an early example of hybrid teams, consisting of a conversational intelligent agent (IA) and humans, that aims to improve health behavior or change personality traits. We theorize Transactive Intelligent Memory System (TIMS) as a new vision of collaboration between humans and IAs in hybrid teams, based on our empirical insights and our literature review on transactive memory systems theory. Our empirical evidence shows that IAs can develop a form of individual and external memory, and hybrid teams of humans and IAs can realize joint systems of transactive memory—a competence that current literature only ascribes to humans. We further find that whether individuals view IAs merely as external memory aids or as part of their teams’ transactive memory is moderated by the tasks’ complexity and knowledge intensity, as well as the IA's ability to complete the task. This theorizing helps to better understand the role of IAs in future team-based working processes. Developers of IAs can use TIMS as a tool for requirements formulation to prepare their software agents for collaboration in hybrid teams.

Resilience optimization analysis of smart mining cluster cyber-physical systems based on the NK model

This paper explores the challenges and opportunities presented by the digitization and intelligent clustering in the mining industry, focusing on the security and inter-system influences within Cyber-Physical Systems (CPS) of smart mining clusters. Utilizing the NK model and complex adaptive systems theory, we construct a dual-layered network and cascade failure model, alongside a dynamic repair strategy that adapts to environmental changes. By analyzing the critical parameters of node number (N) and relationship density (K), we assess the resilience of smart mining CPS under cascade failures with dynamic repairs. Our findings reveal that dynamic repair strategies significantly enhance network resilience against both random and deliberate attacks, with N and K acting as crucial regulators of repair effectiveness. This suggests that adapting N and K can improve repair outcomes and system resilience, despite increasing complexity. The paper discusses the practical implications of these strategies through simulation and real-world scenarios, highlighting the need for adaptive repair strategies in enhancing smart mining CPS resilience and process safety. Introducing the NK model to CPS resilience research offers new insights into the resilience of smart mining cyber-physical systems and provides a comprehensive risk analysis method for these systems in complex scenarios.

Muggle, Juggle, Snuggle, and Struggle: profiles of parenting experiences of mothers and fathers in South Korea during the COVID-19 pandemic

ABSTRACT The current study expands the literature on parenting during the COVID-19 pandemic by considering how much time spent on childcare increased and how the time was perceived by mothers and fathers in South Korea. Using the perspective of family systems theory and taking a person-centered approach, this study examined how parental experiences differ according to parental gender and investigated subgroups of mothers and fathers in terms of parental experiences during the pandemic. This study also examined how those groups differ in terms of the factors of family subsystems, adaptive self-organization, and sociodemographic variables. With a sample of 372 mothers and 366 fathers in South Korea, this study employed latent profile analysis and identified four distinct subgroups of mothers and fathers: Muggle, Juggle, Snuggle, and Struggle. Some parents feel like muggles, managing short childcare times without much joy or challenge, whereas others juggle long hours with their children, finding both joy and difficulty. Some snuggle, enjoying their extended childcare time with delight, whereas others struggle, facing the hardships of prolonged childcare without much enjoyment. The overall profile patterns and the ratios of these profiles were similar for both mothers and fathers. Suggestions for future researchers, practitioners, and policy-makers are discussed.

The interplay of excitonic delocalization and vibrational localization in optical lineshapes: A variational polaron approach.

The dynamics of molecular excitonic systems are complicated by a competition between electronic coupling (which drives delocalization) and vibrational-electronic (vibronic) interactions (which tend to encourage electronic localization). A particular challenge of molecular systems is that they typically possess a large number of independent vibrations, with frequencies often spanning the entire spectrum of relevant electronic energy gaps. Recent spectroscopic observations and numerical simulations on a water-soluble chlorophyll-binding protein (WSCP) reveal a transition between two regimes of vibronic behavior, a Redfield-like regime in which low-frequency vibrations respond to a delocalized excitonic state, and a Förster-like regime where high-frequency vibrations act as incoherent excitations on individual pigments. Although numerical simulations can reproduce these effects, there is a need for a simple, systematic theory that accurately describes the smooth transition between these two regimes in experimental spectra. Here we address this challenge by generalizing the variational polaron transform approach of [Bloemsma et al., Chem. Phys. 481, 250 (2016)] to include arbitrary bath densities for systems with or without symmetry. We benchmark this theory against both numerical matrix-diagonalization methods and experimental 77K fluorescence spectra for two WSCP variants, obtaining quite satisfactory agreement in both cases. We apply this theory to offer an explanation for the large loss in apparent electronic coupling in the WSCP Q57K mutant and to examine the likely impact of the interplay between excitonic delocalization and vibrational localization on vibrational sideband shapes and apparent coupling strengths in high-resolution optical spectra for chlorophyll-protein complexes such as WSCP.

Semantic Foundation and Evolution Mechanism of the “好不X” (haobu X) Structure

In Chinese, the “好不X” (haobu X) structure expresses three types of meanings (negation, affirmation, and both affirmation-negation), where X exhibits differences in semantic symmetry. So far, no systematic explanatory theory has been proposed to account for these differences. Therefore, this paper presents and argues for an explanatory hypothesis that progresses through four stages: “很不X” (henbu X) =&gt; “好不X” (haobu X) (negation) =&gt; [ironic use] “好不X” (haobu X) (affirmation) =&gt; expansion and obstruction of affirmative “好不” (haobu). Specifically, (1) the basis of the negation “好不X” (haobu X) is attributed to “很不X” (henbu X), and the semantic asymmetry of X (excluding negative words) is explained using politeness principles, irony, and the semantic valence of negation results; (2) the ironic use of the negation “好不X” (haobu X) gives rise to the affirmation “好不X” (haobu X); (3) the grammaticalization and expansion of the positive meaning of “好不” (haobu) extend to X, which cannot appear in the negative meaning “好不__” structure (including words with opposite meanings and high polarity positive words). This explains the semantic symmetry of X in the positive meaning “好不X” (haobu X) structure; (4) when the affirmation “好不” (haobu) expands to the negation “好不X” (haobu X), it encounters both obstacles (X includes neutral and some positive words) and compatibility (X is some other positive words), thus explaining the semantic asymmetry of X in the affirmation-negation “好不X” (haobu X) (i.e., X is positive words).