This dissertation explores the emergence of the complexity paradigm in our technoscience culture and proposes "scientific fiction" as a genre of cultural studies based on that paradigm. Throughout this dissertation, I use the terms and concepts of complexity theory developed by new science, which revises the reductionism and linearity of classic science. The complexity paradigm signifies a system of all knowledge that conceives the productivity and creativity of the complexity created by interconnective and interactive dynamics among and within systems. As a literary response to the complexity paradigm, scientific fiction emphasizes the productivity and creativity of the complexity, offering the possibility of the human‘s co-evolution with technoscience. These characteristics of scientific fiction help articulate new ontological, ethical, and aesthetic visions for the posthuman. This dissertation ultimately highlights the strong feedback loops of technoscience, literature, and culture, which promote the complexity paradigm. By comparing Pat Cadigan‘s Synners as a scientific fiction novel and William Gibson‘s Neuromancer as a representative postmodern science fiction novel, Chapter II presents the defining characteristics of scientific fiction, reconfiguring humanity in relation to the technoscience environment. Furthermore, analyzing Greg Bear‘s Blood Music, the chapter claims that the human subject is an adaptive, self-organizing, interconnective system. Grounded in such understandings of humanity and subjectivity, the next chapter examines Marge Piercy‘s He, She and It to offer a new ethical perspective, or the complexity ethics, which establishes the interconnective and interactive relationship between the human and the technological as an evolutionary partner. The complexity ethics describes human behaviors and thoughts in our technoscience culture rather than prescribing a moral guideline. Next, in investigating Shelley Jackson‘s Patchwork Girl, a hypertext novel that rewrites Mary Shelley‘s Frankenstein, Chapter IV explores a new aesthetics appreciating the creativity of the complexity produced by interconnective and interactive dynamics. Finally, through the analyses of the scientific fiction novels, this dissertation suggests that scientific fiction is a transdisciplinary field that can offer new cultural visions.

This dissertation is a case study dealing with a school development project that took place in an upper secondary school as a result of a merger of two schools with different cultures. The project used a method called “Frirumsmodellen” and was planned to be conducted in three steps. The first was to carry out a cultural analysis in order to map the preconditions to start a school development project. The second was to carry out concrete actions and finally study eventual effects from such activities by doing a second cultural analysis. My role was to be a supervisor in the school development work, but at the same time study how this work was conducted and its impact in the ordinary school day. The dissertation takes its departure in the fact that schools are political governed. The mission of schools is never neutral; it is always an expression of behind laying social forces, ideologies and ideals of the contemporary society. Of this reason, there is a close connection between the macro political level and the micro political level. Another point of departure is the transition from a modern to a post modern society that gives the character to the changes that take place in schools. Steering of schools has partly been treated as a technical implementation problem. Schools contain on going conflicts between different interest groups that, more or less regularly, end up in educational reforms. These reforms generate school development activities in the single school. Undoubtedly, this makes school development to a complex process. At a rather late stage of the study I decided not to fulfil my task to follow the original plan. I instead let the school development project as a model to be in focus. The over all purpose was formulated: How is it possible to understand what happened in the school development project in the Falkgymnasiet and why was it not possible to carry it out as it was said in the project plan? To interpret what took place during the project I did create an interpretation frame of implementation and complexity theory that also made it possible to critically scrutinise the “Frirumsmodellen”. Already in an early stage of the process it was obvious that the “Frirumsmodellen” did not supply any tools to use and it became disconnected from the project. The project in it selves was marginalised and made invisible. The headmaster used the situation to change things she thought were important to develop. As a result, things happened, but most of the involved people did not at first hand connect this to the project. It is, of course, difficult in detail to say what caused what. The complexity theory successively made the hidden patterns revealed, hidden unofficial potentates visible, as well as unpredictable conditions that generated reactions from the personnel in front of a development work. Together this was rather efficient obstacles for not changing this school. I also discuss school development and implementation problems on a general level, for example, the possibility to transform a top-down initiated project to be bottom-up driven and using project as a tool for school development work. It was obvious that headmasters and teachers must be prepared to handle the ideological dimensions of problems schools have to face. Consequently, development work is about making problems visible and to handle these in the intersection point between the intentions of educational policies, pedagogical researchers, school administrators, headmasters, teachers and pupils. The ideological dimension also contains an existential issue. Do I as a teacher share the intentions for the development work? If not, how must I act?

<p>Background: Each year, 2 million older Americans complete three to four week courses of post-acute care in nursing homes and return home; however, scant research describes services to protect older adults during their transitions from nursing homes to home. In hospital-based studies, transitional care interventions were associated with improved health outcomes for older adults, but these interventions added new staff positions, which are likely cost-prohibitive in nursing homes. Further, no prior study explored transitional care provided for vulnerable, post-acute care patients in nursing homes. Thus, this dissertation was designed to develop new understandings about transitional care provided by existing staff members in nursing homes. The study has two specific aims: (a) describe transitional care and outcomes for older adults who obtain post-acute care in nursing homes from the day of admission through discharge; (b) explore the influence of interactions, among selected older adult patients and their group of nursing home caregivers, on their ability to accomplish transitional care processes.</p><p>Method: Using data from a literature review and theoretical models, including Donabedian's Model of Healthcare Quality and Anderson's Local Interaction Model, a conceptual model of transitional care for post-acute care patients in nursing homes was constructed. The conceptual model was then used to guide exploration of the research aims with a longitudinal, multiple case study of transitional care in a nursing home. The unit of analysis was the patient care-team, defined as individual post-acute care patients, family caregivers, and 6 to 8 professional staff in each team (e.g., rehabilitation therapists, physicians, nurses and social workers). Three patient care-team members were purposively sampled for study. Moreover, longitudinal data were collected using repeated interviews and observations with patients, family caregivers, and staff; document and daily chart reviews; and surveys of patient preparedness for discharge. Manifest content analysis and thematic analysis (qualitative methods) were used to conduct within- and across-case analyses of trajectories of transitional care and to identify strengths, gaps and inconsistencies in care. </p><p>Results: Findings related to the first research aim include a description of transitional care in the study nursing home. Serious gaps and inconsistencies in transitional care exposed older, post-acute care patients to risks for complications in their transitions from the study nursing home to home: (a) systemic supports were not available to support nursing home staff who provided transitional care; further, nursing home staff and leadership were unaware that they provided transitional care; (b) care processes were not in place to prepare older adults and their caregivers to continue care at home; (c) care-team interactions often excluded family members; and (d) post-acute care patients left the nursing home without resources needed to support safe transitions in care, including transitional care plans, education to appropriately respond to acute changes in health, written materials to guide care at home, referrals for medical follow-up after discharge, and transfers of clinical information to primary care physicians. </p><p>Findings related to the second research aim include a description of local interaction strategies and the effectiveness of transitional care processes. When professional staff more consistently used local interaction strategies, specified in the model, care-team members exhibited greater capacity for connections, information exchange, and cognitive diversity. Further, when care-team interactions were of high quality and sufficient frequency, there were multiple indications of more effective transitional care, such as patient engagement in care, inclusion of patient priorities in care plans, and problem solving which included family members and diverse members of the patient care-team. Thus, local interaction strategies were essential staff behaviors needed to adapt care processes to the specific transitional care needs of individual patients.</p><p>Because transitional care is a grossly under-developed care process in nursing homes, these findings will likely have immediate implications for practice and research. Findings will provide nursing home administrators and staff with resources to develop and evaluate care in nursing homes; further, the findings will help to create targets for protocol and care process development to strengthen existing practice and address deficiencies. Findings will provide researchers with resources for studying transitional care in diverse samples of nursing homes, which should facilitate development of testable hypotheses for needed intervention studies. In addition, the local interaction strategies findings in the study may generalize to other settings of care, where interdependent staff work is required to establish connections, information networks, and to coordinate care among multiple staff members.</p> / Dissertation

To inquire into entrepreneurship, a newly-emerging and interesting subject, our research has selected Taiwan¡¦s information technology electronics components industry as research target. By gathering vast- and primary- data, and using several representative Taiwanese component manufacturers as case studies, we found the ¡¥technical-amateur¡¦ phenomenon. This paper will clearly explain the contents, contextual factors, and advantages of technical-amateur entrepreneurship. These type of entrepreneurs are so-called ¡¥technical-amateurs¡¦ because they lacked previous work experiences in the information technology industry, i.e. outsiders; they also lacked technical ability of the typical blue-collared workers and the engineers, they were previously high-level managers in the manufacturing industry. Thus technical-amateurs tend to have vast- and extended- relationship networks that can quickly transfer capitals, to form capital team and gain the assistance of venture capital to attract the technical team; they also have sharp intuition that can strategize to move toward the mainstream to maximize market benefits; they also have managerial ability that can successfully assimilate the technology team and improve production efficiency while reducing production cost. These concepts are similar to the arguments of ¡¥fitness landscape¡¦, ¡¥co-evolution¡¦, and ¡¥the establishment of shared schema¡¨. There are several important contextual factors that led to the emergence of technical-amateurs. 1) Product technology already exists, but the process technology remains to be explored; 2) Clustering of the local information technology industry, especially the existence of world-class EMS manufacturers; 3) Rapid growths of venture-capitals; 4) Mobility of technology and talents; and 5) Profitability minimization of information products. Comparing to technical entrepreneurs, technical-amateur entrepreneurs have the following advantages: 1.By occupying the advanced-guard position in the information industry, can quickly discover entrepreneurial opportunities. Outsourcing under changes in the global commodity chain and the trend toward lighter- and smaller- information products, give rise to more entrepreneurial opportunities in the component industry. Since technical-amateurs maintain close relationships with venture-capital thus can organize capital team, therefore occupying the advanced-guard position where they can quickly discover emerging opportunities. 2.Powerful Capital Reinforcements. To achieve economies of scale, newly-founded components businesses must quickly improve its productivity. But before this could happen, manufacturer must experience a learning period where budgetary deficits are unavoidable. However due to the reinforcements of the capital team, technical-amateur entrepreneurs can lead through this difficult period and into a most profitable period of significant growths.

This thesis is focused on the limits of performance of large-scale convex optimization algorithms. Classical theory of oracle complexity, first proposed by Nemirovski and Yudin in 1983, successfully established the worst-case behavior of methods based on local oracles (a generalization of first-order oracle for smooth functions) for nonsmooth convex minimization, both in the large-scale and low-scale regimes; and the complexity of approximately solving linear systems of equations (equivalent to convex quadratic minimization) over Euclidean balls, under a matrix-vector multiplication oracle. Our work extends the applicability of lower bounds in two directions: Worst-Case Complexity of Large-Scale Smooth Convex Optimization: We generalize lower bounds on the complexity of first-order methods for convex optimization, considering classes of convex functions with Hölder continuous gradients. Our technique relies on the existence of a smoothing kernel, which defines a smooth approximation for any convex function via infimal convolution. As a consequence, we derive lower bounds for \ell_p/\ell_q-setups, where 1\leq p,q\leq \infty, and extend to its matrix analogue: Smooth convex minimization (with respect to the Schatten q-norm) over matrices with bounded Schatten p-norm. The major consequences of this result are the near-optimality of the Conditional Gradient method over box-type domains (p=q=\infty), and the near-optimality of Nesterov's accelerated method over the cross-polytope (p=q=1). Distributional Complexity of Nonsmooth Convex Optimization: In this work, we prove average-case lower bounds for the complexity of nonsmooth convex ptimization. We introduce an information-theoretic method to analyze the complexity of oracle-based algorithms solving a random instance, based on the reconstruction principle. Our technique shows that all known lower bounds for nonsmooth convex optimization can be derived by an emulation procedure from a common String-Guessing Problem, which is combinatorial in nature. The derived average-case lower bounds extend to hold with high probability, and for algorithms with bounded probability error, via Fano's inequality. Finally, from the proposed technique we establish the equivalence (up to constant factors) of distributional, randomized, and worst-case complexity for black-box convex optimization. In particular, there is no gain from randomization in this setup.

Current literature regarding quality health services frequently identifies interprofessional collaboration (IPC) as essential to patient-centred care, sustainable health systems, and a productive workforce. The IPC literature tends to focus on interprofessionalism and collaboration and pays little attention to the concept of practice, which is thought to be a represented world of objects and processes that have pre-given characteristics practitioners can know cognitively and apply or manage correctly. Many strategies intended to support IPC simplify and codify the complex, contested, and unpredictable day-to-day interactions among interdependent agents that I argue constitute the practices of a community. These strategies are based in systems thinking, which understand the system as distinct from experience and subject to rational, linear logic. In this thinking, a leader can step outside of the system to develop an ideal plan, which is then implemented to unfold the predetermined ideal future. However, changes in health services and healthcare practices are often difficult to enact and sustain.This thesis problematises the concept of ‘practice’, and claims practices as thoroughly social and emergent phenomenon constituted by interdependent and iterative processes of representation (policies and practice guidelines), signification (sense making through negotiation and reflective and reflexive practices), and improvisation (acting into the circumstances that present at the point and in the moments of care). I argue that local and population-wide patterns are negotiated and iteratively co-expressed through relations of power, values, and identity. Moreover, practice (including the practice of leadership or consulting) is inherently concerned with ethics, which I also formulate as both normative and social/relational in nature. I argue that theory and practice are not separate but paradoxical phenomena that remain in generative tension, which in healthcare is often felt as tension between what we should do (best practice) and what we actually do (best possible practice in the contingent circumstances we find ourselves in). I articulate the implications this has for how knowledge and knowing are understood, how organisations change, and how the role of an internal practice consultant is understood. An important implication is that practice-based evidence and evidence-based practice are iterative and coexpressed(not sequential), and while practice is primordial, it is not privileged over theory.I propose that a practice consultant could usefully become a temporary participant in the practices of a particular community. Through a position of ‘involved detachment’, a consultant can more easily notice and articulate the practices of a community that for participants are most often implicit and taken for granted. Reflective and reflexive consideration of what is taken for granted may change conversations and thus be transformative.

This dissertation is a case study dealing with a school development project that took place in an upper secondary school as a result of a merger of two schools with different cultures. The project used a method called “Frirumsmodellen” and was planned to be conducted in three steps. The first was to carry out a cultural analysis in order to map the preconditions to start a school development project. The second was to carry out concrete actions and finally study eventual effects from such activities by doing a second cultural analysis. My role was to be a supervisor in the school development work, but at the same time study how this work was conducted and its impact in the ordinary school day. The dissertation takes its departure in the fact that schools are political governed. The mission of schools is never neutral; it is always an expression of behind laying social forces, ideologies and ideals of the contemporary society. Of this reason, there is a close connection between the macro political level and the micro political level. Another point of departure is the transition from a modern to a post modern society that gives the character to the changes that take place in schools. Steering of schools has partly been treated as a technical implementation problem. Schools contain on going conflicts between different interest groups that, more or less regularly, end up in educational reforms. These reforms generate school development activities in the single school. Undoubtedly, this makes school development to a complex process. At a rather late stage of the study I decided not to fulfil my task to follow the original plan. I instead let the school development project as a model to be in focus. The over all purpose was formulated: How is it possible to understand what happened in the school development project in the Falkgymnasiet and why was it not possible to carry it out as it was said in the project plan? To interpret what took place during the project I did create an interpretation frame of implementation and complexity theory that also made it possible to critically scrutinise the “Frirumsmodellen”. Already in an early stage of the process it was obvious that the “Frirumsmodellen” did not supply any tools to use and it became disconnected from the project. The project in it selves was marginalised and made invisible. The headmaster used the situation to change things she thought were important to develop. As a result, things happened, but most of the involved people did not at first hand connect this to the project. It is, of course, difficult in detail to say what caused what. The complexity theory successively made the hidden patterns revealed, hidden unofficial potentates visible, as well as unpredictable conditions that generated reactions from the personnel in front of a development work. Together this was rather efficient obstacles for not changing this school. I also discuss school development and implementation problems on a general level, for example, the possibility to transform a top-down initiated project to be bottom-up driven and using project as a tool for school development work. It was obvious that headmasters and teachers must be prepared to handle the ideological dimensions of problems schools have to face. Consequently, development work is about making problems visible and to handle these in the intersection point between the intentions of educational policies, pedagogical researchers, school administrators, headmasters, teachers and pupils. The ideological dimension also contains an existential issue. Do I as a teacher share the intentions for the development work? If not, how must I act? / <p>Finns som talbok. Inläst ur Växjö University Press, 2008 av talsyntes. Talboken omfattar 1 CD-ROM (18 tim., 33 min.)</p>

We study the geometry of immanants, which are polynomials on n^2 variables that are defined by irreducible representations of the symmetric group Sn. We compute stabilizers of immanants in most cases by computing Lie algebras of stabilizers of immanants. We also study tensor network states, which are special tensors defined by contractions. We answer a question about tensor network states asked by Grasedyck. Both immanants and tensor network states are related to the Geometric Complexity Theory program, in which one attempts to use representation theory and algebraic geometry to solve an algebraic analogue of the P versus N P problem. We introduce the Geometric Complexity Theory (GCT) program in Section one and we introduce the background for the study of immanants and tensor network states. We also explain the relation between the study of immanants and tensor network states and the GCT program. Mathematical preliminaries for this dissertation are in Section two, including multilinear algebra, representation theory, and complex algebraic geometry. In Section three, we first give a description of immanants as trivial (SL(E) x SL(F )) ><| delta(Sn)-modules contained in the space S^n(E X F ) of polynomials of degree n on the vector space E X F , where E and F are n dimensional complex vectorspaces equipped with fixed bases and the action of Sn on E (resp. F ) is induced by permuting elements in the basis of E (resp. F ). Then we prove that the stabilizer of an immanant for any non-symmetric partition is T (GL(E) x GL(F )) ><| delta(Sn) ><| Z2, where T (GL(E) x GL(F )) is the group of pairs of n x n diagonal matrices with the product of determinants equal to 1, delta(Sn) is the diagonal subgroup of Sn x Sn. We also prove that the identity component of the stabilizer of any immanant is T (GL(E) x GL(F )). In Section four, we prove that the set of tensor network states associated to a triangle is not Zariski closed and we give two reductions of tensor network states from complicated cases to simple cases. In Section five, we calculate the dimension of the tangent space and weight zero subspace of the second osculating space of GL_(n^2) .[perm_n] at the point [perm_n] and determine the Sn x Sn-module structure of this space. We also determine some lines on the hyper-surface determined by the permanent polynomial. In Section six, we give a summary of this dissertation.

Constraint problems are a powerful framework in which many common combinatorial problems can be expressed. Examples include graph colouring problems, Boolean satisfaction, graph cut problems, systems of equations, and many more. One typically distinguishes between constraint satisfaction problems (CSPs), which model strictly decision problems, and so-called valued constraint satisfaction problems (VCSPs), which also include optimisation problems. A key open problem in this field is the long-standing dichotomy conjecture by Feder and Vardi. It claims that CSPs only fall into two categories: Those that are NP-complete, and those that are solvable in polynomial time. This stands in contrast to Ladner's theorem, which, assuming P$\neq$NP, guarantees the existence of problems that are neither NP-complete, nor in P, making CSPs an exceptional class of problems. While the Feder-Vardi conjecture is proven to be true in a number of special cases, it is still open in the general setting. (Recent claims affirming the conjecture are not considered here, as they have not been peer-reviewed yet.) In this thesis, we approach the complexity of constraint problems from a descriptive complexity perspective. Namely, instead of studying the computational resources necessary to solve certain constraint problems, we consider the expressive power necessary to define these problems in a logic. We obtain several results in this direction. For instance, we show that Schaefer's dichotomy result for the case of CSPs over the Boolean domain can be framed as a definability result: Either a CSP is definable in fixed-point logic with rank (FPR), or it is NP-hard. Furthermore, we show that a dichotomy exists also in the general case. For VCSPs over arbitrary domains, we show that a VCSP is either definable in fixed-point logic with counting (FPC), or it is not definable in infinitary logic with counting. We show that these definability dichotomies also have algorithmic implications. In particular, using our results on the definability of VCSPs, we prove a dichotomy on the number of levels in the Lasserre hierarchy necessary to obtain an exact solution: For a finite-valued VCSP, either it is solved by the first level of the hierarchy, or one needs $\Omega(n)$ levels. Finally, we explore how other methods from finite model theory can be useful in the context of constraint problems. We consider pebble games for finite variable logics in this context, and expose new connections between CSPs, pebble games, and homomorphism preservation results.

Submitted by Simone Souza (simonecgsouza@hotmail.com) on 2017-07-13T13:16:17Z No. of bitstreams: 1 DISS_2014_Mirtes Campos Pereira.pdf: 8120943 bytes, checksum: ed71550770d2a2c456575be324c8cfd8 (MD5) / Approved for entry into archive by Jordan (jordanbiblio@gmail.com) on 2017-07-26T16:42:56Z (GMT) No. of bitstreams: 1 DISS_2014_Mirtes Campos Pereira.pdf: 8120943 bytes, checksum: ed71550770d2a2c456575be324c8cfd8 (MD5) / Made available in DSpace on 2017-07-26T16:42:56Z (GMT). No. of bitstreams: 1 DISS_2014_Mirtes Campos Pereira.pdf: 8120943 bytes, checksum: ed71550770d2a2c456575be324c8cfd8 (MD5) Previous issue date: 2014-11-11 / Este estudo apresenta a WebGincana (WG) como uma possível estratégia disponibilizada para que o aluno se insira de forma efetiva na relação Tecnologias de Informação e Comunicação (TICs)/aprendizagem, e de forma dinâmica amplie as possibilidades de sua formação, por conter uma serie de alternativas didáticas em sua concepção. A WG foi elaborada buscando trazer esta tecnologia do cotidiano como metodologia de ensino da temática clonagem em sala de aula, como estratégia de ensino aprendizagem onde diferentes atividades foram propostas via links na internet com gostinho de gincana. Ela surgiu como um processo de pesquisa e desenvolvimento onde a ferramenta foi sendo formatada como produto coletivo a partir de parcerias entre a UFMT, e professores e alunos da Escola Estadual Adolfo Augusto de Morais, no município de Rondonópolis-MT, com a execução da WG sobre Clonagem. Nesta investigação foi utilizada a metodologia de pesquisa de cunho quali e quantitativa com características de estudo de caso. O aporte teórico-metodológico-epistemológico centrou-se em Demo e Gowin, com a Teoria da Complexidade. Os instrumentos usados para coleta de dados foram questionários, estudo dirigido, análise dos resultados e participação na WG. Esta WG está disponível em http://pt.slideshare.net/MirtesCampos/web-gincana-da-clonagem-25973936. Dela participaram 324 alunos, no período de agosto de 2013 a abril de 2014. Os estudantes em geral utilizam o celular, tablets e estão habituados a enviar fotos, vídeos e dados. Por isso, 100% dos alunos aprovaram a ferramenta, mesmo que apenas 44,27% responderam que com aulas no laboratório de informática (LI) ocorra maior aprendizagem. Os professores gostariam de dominar as novas tecnologias (apenas 17% dos professores a conheciam) para poder interagir melhor com os alunos e promover aulas mais dinâmicas e interativas como as que ocorreram durante a realização da WG. Sobre o tema, questões como ética e responsabilidade social também puderam ser debatidas, além das científicas. Devido a características como o trabalho em equipe, o uso da tecnologia e informática, o enriquecimento de conteúdos e temas transversais, a WG pode ser considerada uma estratégia com atributos de complexidade envolvendo conhecimentos multidisciplinares e possibilitando sempre mais um leque de visões, interpretação para pesquisa, aprendizagem e valorização do indivíduo e isso com inclusão digital, pois antes da WG, 59,55% dos alunos do matutino tinham apenas duas aulas bimestrais no LI, enquanto 100% dos alunos do noturno não iam ao LI. Apesar dos meios em si não serem considerados complexos, a WG atua como um elo relacionável entre o que está contido nela, nos seus links e com o cotidiano do aprendiz, dando significação aos conceitos, tirando-os do papel para a sua realidade. Esse processo é dinâmico, no qual o professor funciona como facilitador, o aluno como colaborador e construtor do próprio conhecimento. Verificou-se que a utilização desta WG pode funcionar como aliada do professor como ferramenta motivadora aos alunos, bem como meio iniciador da pesquisa, fornecendo espaço para que cada aluno possa, em seu tempo, desenvolver habilidades e competências essenciais. / This study presents the Webgincana (WG) as a possible strategy available to insert the students in an effective way in the information and communication technology (TIC)/learning relationship, and amplify in a dynamic way the possibilities of their education due to the WG embraces a series of alternative didactic in its conception. The WG was developed looking for insert the students’ daily life technology as the teaching method for scientific subjects like clone (cloning), where different activities were proposed through internet links with a competitive taste. It appeared as a process of research and development where the tool was formatted as a collective product from UFMT and teachers and students from public school Adolfo Augusto de Morais (city of Rondonopolis, MT) partnership. In this case, the research methodology used was quali and quantitative, with characteristics of case study method. The theoretic-methodological-epistemological approach was supported by Demo and Gowin with Complexity Theory. Them tools utilized to collect data were questionnaires, guided studies, results analysis and participation in the WG. The WG was posted on the site: http://pt.slideshare.net/MirtesCampos/web-gincana-da-clonagem-25973936. 324 students took part on it, from August, 2013 to April, 2014. In general, the students used their mobile phones, tablets and they were used to send photos, videos and data. So, 100% of students approved the strategy, even only 17% of teachers knew it. We verified that some teachers would like to dominate new technologies in order to interact better with students and promote more dynamic and interactive classes, as the WG. Also, even in the digital era, only 44,27% from interviewed students thought that they learn more in the informatics laboratory (LI). About the subject, points like ethic and social responsibility, not only scientific, were discussed. Due to its characteristics like group working, use of technology, content enrichment and transverse topics, the WG could be considered a strategy with complex attributes, involving multidisciplinary knowledge and with the possibility of many points of view, research interpretation, learning and individual valuation with digital inclusion, if we consider that before the WG, 59,55% of students from matutinal period had only two classes on the LI in a period of two months, and 100% of students from nocturnal period never have had classes on the LI. Although the tools were not considered complexes, the WG acted as a link between contents and daily life, providing meaning to concepts, taking them out from the paper to the reality. This process is dynamic where teachers act as facilitators and students act as collaborators and builders of their own knowledge. It was noted that the WG can work as teacher’s ally as a motivation tool for the students, to start a research, providing a space for each student to develop essentials abilities and competences in their on time.