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  • [Solved] Applied Sciences WK 3 22 JULY ASSIGNMENT

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    – ## AssignmentORALPRESENTATION22JULY.docx – ## OralPresentations22JULY.docx **## AssignmentORALPRESENTATION22JULY.docx** **ASSIGNMENT ORAL PRESENTATION 22 JULY** **Topic: Preventing Type 2 Diabetes Through Physical Activity** Each student will prepare a 5 minute presentation explaining one specific…

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    – ## AssignmentORALPRESENTATION22JULY.docx

    – ## OralPresentations22JULY.docx

    **## AssignmentORALPRESENTATION22JULY.docx**

    **ASSIGNMENT ORAL PRESENTATION 22 JULY**

    **Topic: Preventing Type 2 Diabetes Through Physical Activity**

    Each student will prepare a 5 minute presentation explaining one specific health behavior. Since this is an essential portion of the course material, these presentations must be clear and professional. The professor will base grading on clarity of the presentation, accuracy and completeness of the information, application of a model, evaluation and original insight.
    You are required to use the voice and video options (so we can hear AND see you).  Upload you presentation into the discussion thread in week three.
    The presentation should include:

    · Title slide (with your name) (SLIDE 1)

    · Briefly define the health behavior (SLIDE 2)

    · Briefly explain the public health significance of the behavior (i.e. provide statistics on the prevalence of the behavior, the population most at risk, etc.) (SLIDE 3)

    · List at least two risk factors leading to the behavior (SLIDE 4)

    · A risk factor is any attribute, characteristic or exposure of an individual that increases the likelihood of developing a disease or injury. Some examples of the more important risk factors are underweight, unsafe sex, high blood pressure, tobacco and alcohol consumption, and unsafe water, sanitation and hygiene (WHO, 2015).

    · Indicate at least two health consequences/effects/impacts of the behavior (SLIDE 5)

    · Health effects (or health impacts) are changes in health resulting from exposure to a source.  For example, several health consequences of smoking include heart disease, stroke, lung cancer.  See the following link for additional information:

    ·
    [cdc.gov](http://www.cdc.gov/tobacco/data_statistics/fact_sheets/health_effects/effects_cig_smoking/)

    Apply the constructs of an appropriate behavior model or theory that we've learned about in the course. (SLIDES 6-7 MORE IF NEEDED)

     Describe methods for modifying the behavior (SLIDE 8)

     Professional References (look for websites with .gov, .edu, or use the textbook, or peer reviewed journal articles) (SLIDE 9)

    ·

    **## OralPresentations22JULY.docx**

    **Oral Presentations Week Three-July 22nd In Class**

    **Refer to Week Three Assignment – Health Behavior Presentation for more details**

    **Topic: Preventing Type 2 Diabetes Through Physical Activity**

    **Submission**

    ·
    **Oral Presentations in class will meet the requirements for your Post**

    ·
    **Class Discussion will meet the requirements for your Replies (Attendance required)**

    ·
    **Presentation Slides are required to be uploaded to the Discussion.**

    1.
    **Each Group will prepare a 15-minute presentation explaining one specific health behavior.**

    This behavior MUST differ from the behavior that you have chosen for your written assignments.
    These presentations must be clear and professional.
    Grades will be based on the clarity of the presentation, accuracy, and completeness of the information, application of a model, evaluation and original insight.

    2.
    **The presentation should include:**

    The significance of the health behavior
    Explain the public health significance of the behavior (i.e. provide statistics on the prevalence of the behavior, the population most at risk, etc.)

    3.
    **List at least two risk factors leading to the behavior.**

    A risk factor is any attribute, characteristic or exposure of an individual that increases the likelihood of developing a disease or injury. Some examples of the more important risk factors are underweight, unsafe sex, high blood pressure, tobacco and alcohol consumption, and unsafe water, sanitation and hygiene (WHO, 2015).

    4.
    **Indicate at least two health consequences/effects/impacts of the behavior.**

    Health effects (or health impacts) are changes in health resulting from exposure to a source. For example, several health consequences of smoking include heart disease, stroke, lung cancer.

    1. See the following link for additional information:

    [https://www.cdc.gov/tobacco/site.html](https://www.cdc.gov/tobacco/site.html)

    5.
    **Apply constructs of an appropriate behavior model or theory (This MUST be a model or theory that we have covered in the** **course**

    6.
    **Describe methods for modifying the behavior**

    7.
    **Please include a title slide and a reference slide that includes** **professional, academic references**

    8.
    **Sample Topics**:
    Behaviors improving sleep quality, child neglect and abuse, adolescent alcohol use and abuse, stress management, behaviors preventing depression or anxiety disorders, behaviors related to low risk sexual practices, behaviors preventing cardiovascular disease, drug use and abuse, violent behavior, preventing anger and raging, preventing cutting and self-mutilation, hypertension prevention behaviors, cancer prevention behaviors, etc.

    9. S
    **ince this is an essential portion of the course material, these presentations must be clear and** **professional.** The professor will base grading on clarity of the
    presentation, accuracy, and completeness of the information,
    application of a model, evaluation, and original insight.

    **## OralPresentations22JULY.docx**

    **Oral Presentations Week Three-July 22nd In Class**

    **Refer to Week Three Assignment – Health Behavior Presentation for more details**

    **Topic: Preventing Type 2 Diabetes Through Physical Activity**

    **Submission**

    ·
    **Oral Presentations in class will meet the requirements for your Post**

    ·
    **Class Discussion will meet the requirements for your Replies (Attendance required)**

    ·
    **Presentation Slides are required to be uploaded to the Discussion.**

    1.
    **Each Group will prepare a 15-minute presentation explaining one specific health behavior.**

    This behavior MUST differ from the behavior that you have chosen for your written assignments.
    These presentations must be clear and professional.
    Grades will be based on the clarity of the presentation, accuracy, and completeness of the information, application of a model, evaluation and original insight.

    2.
    **The presentation should include:**

    The significance of the health behavior
    Explain the public health significance of the behavior (i.e. provide statistics on the prevalence of the behavior, the population most at risk, etc.)

    3.
    **List at least two risk factors leading to the behavior.**

    A risk factor is any attribute, characteristic or exposure of an individual that increases the likelihood of developing a disease or injury. Some examples of the more important risk factors are underweight, unsafe sex, high blood pressure, tobacco and alcohol consumption, and unsafe water, sanitation and hygiene (WHO, 2015).

    4.
    **Indicate at least two health consequences/effects/impacts of the behavior.**

    Health effects (or health impacts) are changes in health resulting from exposure to a source. For example, several health consequences of smoking include heart disease, stroke, lung cancer.

    1. See the following link for additional information:

    [https://www.cdc.gov/tobacco/site.html](https://www.cdc.gov/tobacco/site.html)

    5.
    **Apply constructs of an appropriate behavior model or theory (This MUST be a model or theory that we have covered in the** **course**

    6.
    **Describe methods for modifying the behavior**

    7.
    **Please include a title slide and a reference slide that includes** **professional, academic references**

    8.
    **Sample Topics**:
    Behaviors improving sleep quality, child neglect and abuse, adolescent alcohol use and abuse, stress management, behaviors preventing depression or anxiety disorders, behaviors related to low risk sexual practices, behaviors preventing cardiovascular disease, drug use and abuse, violent behavior, preventing anger and raging, preventing cutting and self-mutilation, hypertension prevention behaviors, cancer prevention behaviors, etc.

    9. S
    **ince this is an essential portion of the course material, these presentations must be clear and** **professional.** The professor will base grading on clarity of the
    presentation, accuracy, and completeness of the information,
    application of a model, evaluation, and original insight.

    **## AssignmentORALPRESENTATION22JULY.docx**

    **ASSIGNMENT ORAL PRESENTATION 22 JULY**

    **Topic: Preventing Type 2 Diabetes Through Physical Activity**

    Each student will prepare a 5 minute presentation explaining one specific health behavior. Since this is an essential portion of the course material, these presentations must be clear and professional. The professor will base grading on clarity of the presentation, accuracy and completeness of the information, application of a model, evaluation and original insight.
    You are required to use the voice and video options (so we can hear AND see you).  Upload you presentation into the discussion thread in week three.
    The presentation should include:

    · Title slide (with your name) (SLIDE 1)

    · Briefly define the health behavior (SLIDE 2)

    · Briefly explain the public health significance of the behavior (i.e. provide statistics on the prevalence of the behavior, the population most at risk, etc.) (SLIDE 3)

    · List at least two risk factors leading to the behavior (SLIDE 4)

    · A risk factor is any attribute, characteristic or exposure of an individual that increases the likelihood of developing a disease or injury. Some examples of the more important risk factors are underweight, unsafe sex, high blood pressure, tobacco and alcohol consumption, and unsafe water, sanitation and hygiene (WHO, 2015).

    · Indicate at least two health consequences/effects/impacts of the behavior (SLIDE 5)

    · Health effects (or health impacts) are changes in health resulting from exposure to a source.  For example, several health consequences of smoking include heart disease, stroke, lung cancer.  See the following link for additional information:

    ·
    [cdc.gov](http://www.cdc.gov/tobacco/data_statistics/fact_sheets/health_effects/effects_cig_smoking/)

    Apply the constructs of an appropriate behavior model or theory that we've learned about in the course. (SLIDES 6-7 MORE IF NEEDED)

     Describe methods for modifying the behavior (SLIDE 8)

     Professional References (look for websites with .gov, .edu, or use the textbook, or peer reviewed journal articles) (SLIDE 9)

    ·

    **## OralPresentations22JULY.docx**

    **Oral Presentations Week Three-July 22nd In Class**

    **Refer to Week Three Assignment – Health Behavior Presentation for more details**

    **Topic: Preventing Type 2 Diabetes Through Physical Activity**

    **Submission**

    ·
    **Oral Presentations in class will meet the requirements for your Post**

    ·
    **Class Discussion will meet the requirements for your Replies (Attendance required)**

    ·
    **Presentation Slides are required to be uploaded to the Discussion.**

    1.
    **Each Group will prepare a 15-minute presentation explaining one specific health behavior.**

    This behavior MUST differ from the behavior that you have chosen for your written assignments.
    These presentations must be clear and professional.
    Grades will be based on the clarity of the presentation, accuracy, and completeness of the information, application of a model, evaluation and original insight.

    2.
    **The presentation should include:**

    The significance of the health behavior
    Explain the public health significance of the behavior (i.e. provide statistics on the prevalence of the behavior, the population most at risk, etc.)

    3.
    **List at least two risk factors leading to the behavior.**

    A risk factor is any attribute, characteristic or exposure of an individual that increases the likelihood of developing a disease or injury. Some examples of the more important risk factors are underweight, unsafe sex, high blood pressure, tobacco and alcohol consumption, and unsafe water, sanitation and hygiene (WHO, 2015).

    4.
    **Indicate at least two health consequences/effects/impacts of the behavior.**

    Health effects (or health impacts) are changes in health resulting from exposure to a source. For example, several health consequences of smoking include heart disease, stroke, lung cancer.

    1. See the following link for additional information:

    [https://www.cdc.gov/tobacco/site.html](https://www.cdc.gov/tobacco/site.html)

    5.
    **Apply constructs of an appropriate behavior model or theory (This MUST be a model or theory that we have covered in the** **course**

    6.
    **Describe methods for modifying the behavior**

    7.
    **Please include a title slide and a reference slide that includes** **professional, academic references**

    8.
    **Sample Topics**:
    Behaviors improving sleep quality, child neglect and abuse, adolescent alcohol use and abuse, stress management, behaviors preventing depression or anxiety disorders, behaviors related to low risk sexual practices, behaviors preventing cardiovascular disease, drug use and abuse, violent behavior, preventing anger and raging, preventing cutting and self-mutilation, hypertension prevention behaviors, cancer prevention behaviors, etc.

    9. S
    **ince this is an essential portion of the course material, these presentations must be clear and** **professional.** The professor will base grading on clarity of the
    presentation, accuracy, and completeness of the information,
    application of a model, evaluation, and original insight.

    **## AssignmentORALPRESENTATION22JULY.docx**

    **ASSIGNMENT ORAL PRESENTATION 22 JULY**

    **Topic: Preventing Type 2 Diabetes Through Physical Activity**

    Each student will prepare a 5 minute presentation explaining one specific health behavior. Since this is an essential portion of the course material, these presentations must be clear and professional. The professor will base grading on clarity of the presentation, accuracy and completeness of the information, application of a model, evaluation and original insight.
    You are required to use the voice and video options (so we can hear AND see you).  Upload you presentation into the discussion thread in week three.
    The presentation should include:

    · Title slide (with your name) (SLIDE 1)

    · Briefly define the health behavior (SLIDE 2)

    · Briefly explain the public health significance of the behavior (i.e. provide statistics on the prevalence of the behavior, the population most at risk, etc.) (SLIDE 3)

    · List at least two risk factors leading to the behavior (SLIDE 4)

    · A risk factor is any attribute, characteristic or exposure of an individual that increases the likelihood of developing a disease or injury. Some examples of the more important risk factors are underweight, unsafe sex, high blood pressure, tobacco and alcohol consumption, and unsafe water, sanitation and hygiene (WHO, 2015).

    · Indicate at least two health consequences/effects/impacts of the behavior (SLIDE 5)

    · Health effects (or health impacts) are changes in health resulting from exposure to a source.  For example, several health consequences of smoking include heart disease, stroke, lung cancer.  See the following link for additional information:

    ·
    [cdc.gov](http://www.cdc.gov/tobacco/data_statistics/fact_sheets/health_effects/effects_cig_smoking/)

    Apply the constructs of an appropriate behavior model or theory that we've learned about in the course. (SLIDES 6-7 MORE IF NEEDED)

     Describe methods for modifying the behavior (SLIDE 8)

     Professional References (look for websites with .gov, .edu, or use the textbook, or peer reviewed journal articles) (SLIDE 9)

    ·

    **## OralPresentations22JULY.docx**

    **Oral Presentations Week Three-July 22nd In Class**

    **Refer to Week Three Assignment – Health Behavior Presentation for more details**

    **Topic: Preventing Type 2 Diabetes Through Physical Activity**

    **Submission**

    ·
    **Oral Presentations in class will meet the requirements for your Post**

    ·
    **Class Discussion will meet the requirements for your Replies (Attendance required)**

    ·
    **Presentation Slides are required to be uploaded to the Discussion.**

    1.
    **Each Group will prepare a 15-minute presentation explaining one specific health behavior.**

    This behavior MUST differ from the behavior that you have chosen for your written assignments.
    These presentations must be clear and professional.
    Grades will be based on the clarity of the presentation, accuracy, and completeness of the information, application of a model, evaluation and original insight.

    2.
    **The presentation should include:**

    The significance of the health behavior
    Explain the public health significance of the behavior (i.e. provide statistics on the prevalence of the behavior, the population most at risk, etc.)

    3.
    **List at least two risk factors leading to the behavior.**

    A risk factor is any attribute, characteristic or exposure of an individual that increases the likelihood of developing a disease or injury. Some examples of the more important risk factors are underweight, unsafe sex, high blood pressure, tobacco and alcohol consumption, and unsafe water, sanitation and hygiene (WHO, 2015).

    4.
    **Indicate at least two health consequences/effects/impacts of the behavior.**

    Health effects (or health impacts) are changes in health resulting from exposure to a source. For example, several health consequences of smoking include heart disease, stroke, lung cancer.

    1. See the following link for additional information:

    [https://www.cdc.gov/tobacco/site.html](https://www.cdc.gov/tobacco/site.html)

    5.
    **Apply constructs of an appropriate behavior model or theory (This MUST be a model or theory that we have covered in the** **course**

    6.
    **Describe methods for modifying the behavior**

    7.
    **Please include a title slide and a reference slide that includes** **professional, academic references**

    8.
    **Sample Topics**:
    Behaviors improving sleep quality, child neglect and abuse, adolescent alcohol use and abuse, stress management, behaviors preventing depression or anxiety disorders, behaviors related to low risk sexual practices, behaviors preventing cardiovascular disease, drug use and abuse, violent behavior, preventing anger and raging, preventing cutting and self-mutilation, hypertension prevention behaviors, cancer prevention behaviors, etc.

    9. S
    **ince this is an essential portion of the course material, these presentations must be clear and** **professional.** The professor will base grading on clarity of the
    presentation, accuracy, and completeness of the information,
    application of a model, evaluation, and original insight.

    – 1
    – 2

  • [Solved] PowerPoint

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Nursing HW -Teaching Project Outline

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    Using the _goal and objectives for the teaching project- STROKE, this is a follow-up homework._ _Please see attachments._ \ SampleCommunityHealthProjectOutline-1.docx](https://www.sweetstudy.com/files/samplecommunityhealthprojectoutline-1-docx-10350089 "SampleCommunityHealthProjectOutline-1.docx") …

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    Using the _goal and objectives for the teaching project- STROKE, this is a follow-up homework._
    _Please see attachments._
    \
    SampleCommunityHealthProjectOutline-1.docx](https://www.sweetstudy.com/files/samplecommunityhealthprojectoutline-1-docx-10350089 "SampleCommunityHealthProjectOutline-1.docx")
    \
    CommunityHealthTeachingProjectOutline.docx](https://www.sweetstudy.com/files/communityhealthteachingprojectoutline-docx-10350097 "CommunityHealthTeachingProjectOutline.docx")
    \
    CommunityProject-Finaldraft.docx](https://www.sweetstudy.com/files/communityproject-finaldraft-docx "CommunityProject-Finaldraft.docx")

  • [Solved] Powerpoint

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Nursing Homework Lab week 3

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    Review the case study attached and answer all questions with a scholarly response using APA and include 2 scholarly references. Answer both case studies on the same document and upload 1 document , APA style, Plagiarism less than 20 %, No AI, The answers must be in your own words with reference to t…

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    Assignment Prompt & Instructions

    Review the case study attached and answer all questions with a scholarly response using APA and include 2 scholarly references. Answer both case studies on the same document and upload 1 document , APA style, Plagiarism less than 20 %, No AI,  The answers must be in your own words with reference to the journal or book where you found the evidence to your answer,  **All answers to case studies must-have reference cited in the text for each answer and a minimum of 2 Scholarly References (Journals, books) (No websites)  per case Study**
    \
    CaseStudy2-Respiratory.pdf](https://www.sweetstudy.com/files/casestudy2-respiratory-pdf-10350105 "CaseStudy2-Respiratory.pdf")
    \
    CaseStudy1-Irondeficiencyanemia2024.pdf](https://www.sweetstudy.com/files/casestudy1-irondeficiencyanemia2024-pdf-10350107 "CaseStudy1-Irondeficiencyanemia2024.pdf")

  • [Solved] Dq344

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    200 words After reading Granello and Granello (1998), what are your thoughts about the importance of learning how to use outcome research in your future counseling practice? The journal critique due this week allows you the opportunity to evaluate evidence-based practices described in scholarly lite…

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    200 words After reading Granello and Granello (1998), what are your thoughts about the importance of learning how to use outcome research in your future counseling practice?  The journal critique due this week allows you the opportunity to evaluate evidence-based practices described in scholarly literature. What else is pertinent to know in order to be able to understand and develop outcome measures for your future counseling work?

  • [Solved] Journal

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    Choose two articles from the annotated bibliography assignment to review in a three- to five-page paperrrr. Critically evaluate the articles (what do you think about them, and why do you think that?) Relate the article topics to professional issues clinical counselors need to address (e.g., Why is t…

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    Assignment Prompt & Instructions

    Choose two articles from the annotated bibliography assignment to review in a three- to five-page paperrrr. Critically evaluate the articles (what do you think about them, and why do you think that?) Relate the article topics to professional issues clinical counselors need to address (e.g., Why is the topic you chose important for counselors to consider?) and identify evidence-based strategies to address them. No more than a very brief summary of the articles is needed for this paper. Instead, you are being asked to state your opinions and use the articles to back them up.

  • [Solved] module 2 reaction

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    – ## mod2reactionpaper.docx – ## OGL550_Module_2.pdf – ## Module2learningmaterials.docx – ## Sample2_ReactionPaperSAMPOOLE.pdf – Arnold_et_al-2017-CompleteSetSystemsThinkingSkills.pdf – Shared-value-Harvard-business-review.pdf – Building_a_Learning_Organization_Garvin1993.pdf – ResearchMeth…

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    Assignment Prompt & Instructions

    – ## mod2reactionpaper.docx

    – ## OGL550_Module_2.pdf

    – ## Module2learningmaterials.docx

    – ## Sample2_ReactionPaperSAMPOOLE.pdf

    – Arnold_et_al-2017-CompleteSetSystemsThinkingSkills.pdf
    – Shared-value-Harvard-business-review.pdf
    – Building_a_Learning_Organization_Garvin1993.pdf
    – ResearchMethodsOrganizationalLearning.pdf
    – Weaver2019_UsingSystemsThinkingtoErase_Red_Lines_inBuffalo_Part_2_AC.pdf

    **## mod2reactionpaper.docx**

    **Read all the required articles on the Learning Materials page, then** [CHOOSE ONE OF THE REQUIRED ARTICLES from that page](https://asu.instructure.com/courses/225986/pages/module-2-learning-materials) for this assignment. Write up a total of TWO PAGES (no more), single-spaced, in the form of a synopsis and "reaction" to the readings — i.e., dedicate ONLY TWO PAGES of write-up to covering one of the readings.

    DETAILS: THE FIRST PART OF THE PAPER: The first 1.5 pages must be a BRIEF synopsis of the article (NB: You can focus on select parts, because you CANNOT possibly cover everything) also including
    **two salient, short quotes** from the reading. Bullet points and/or very brief paragraphs are recommended for most of each page; use single-spacing.

    THEN: In the LAST HALF-PAGE write two to three paragraphs (in your own words) where you delve a bit deeper, reacting to some of the major issues of the reading: For instance, you might choose to connect one or two specific ideas to examples from your own life, or you might ask probing questions and try to consider different points of view (in addition to those raised in the text).

    Finally, submit your work here in either MS Word format or PDF.

    ADVICE: The main struggle in this assignment might be WHAT TO LEAVE OUT (but don't fret or develop too much anxiety about that; there is no "one way" to do these brief reaction papers; I want to see YOU ENGAGING with and REACTING TO the readings, and then expressing some important ideas to help you remember and explain ideas to others, in the future.)

    **## OGL550_Module_2.pdf**

    OGL 550

    Organizations as
    Brains
    Morgan Ch. 4

    Organizations as Brains

    Is it possible to design “learning organizations” that have the capacity to be
    flexile, resilient, and inventive as the functioning of the brain?

    Is it possible to distribute capacities for intelligence and control throughout an
    enterprise so that the system as a whole can self-organize and evolve along with
    emerging challenges?

    Copyright © 2020 Arizona Board of Regents.

    Organizations as Brains

    • Information processing brains

    • Complex learning systems

    • Holographic systems combining centralized and decentralized
    characteristics

    Copyright © 2020 Arizona Board of Regents.

    Organizations as Information Processing Brains
    • Organizations are information systems

    • “the decision-making approach” – Herbert Simon and colleagues

    • Electronic brain

    Copyright © 2020 Arizona Board of Regents.

    Creating Learning Organizations

    v How can one design complex systems that are capable of learning in a brain-
    like ways?

    v Cybernetics
    v Systems must have the capacity to sense , monitor, and scan significant aspects of their environment
    v They must be able to relate this information to the operating norms that guide system behavior
    v The must be able to detect significant deviations from these norms
    v They must be able to initiate corrective action when discrepancies are detected

    v Single loop learning
    v Double loop learning

    Copyright © 2020 Arizona Board of Regents.

    Guidelines for Learning Organizations

    • Scan and anticipate change in the wider environment to detect
    significant variations.

    • Develop an ability to question, challenge, and change operating norms
    and assumptions.

    • Allow an appropriate strategic direction and pattern of organization to
    emerge.

    Copyright © 2020 Arizona Board of Regents.

    Organizations as Holographic Brains
    • The metaphor of a hologram allow us to think of systems where qualities

    of the whole are enfolded in all parts so that the system has an ability to
    self-organize and regenerate itself on a continuous basis.
    • Build the whole into all the parts
    • The importance of redundancy
    • Requisite variety
    • Minimum specs
    • Learning to learn

    Copyright © 2020 Arizona Board of Regents.

    Summary

    “Leadership needs to be diffused rather than centralized; even though goals,
    objectives, and targets may be helpful managerial tools, they must be used in a way
    that avoids the pathologies of single-loop learning; goal seeking must be
    accompanied by an awareness of the limits needed to avoid noxious outcomes;
    and hierarchy, design, and strategic development must be approached and
    understood as self-organizing, emergent phenomena” (p. 113)

    Copyright © 2020 Arizona Board of Regents.

    **## Module2learningmaterials.docx**

    **Module 2: Learning Materials**

    Required Videos and Readings ( I attached the resources below in separate files if you are unable to open them here).

    **Please read the following:**

    1.
    **(CHAPTER 4 OF OUR BOOK):**
    **Morgan, G. (2006).** Learning and Self-Organization: Organizations as Brains. (chapter 4, pp. 71-114).

    2.
    **Garvin, D. (1993).** Building a Learning Organization. Harvard Business Review.
    [Building_a_Learning_Organization_Garvin1993.pdf](https://asu.instructure.com/courses/225986/files/109998114/download?wrap=1)

    3.
    **Basten & Haamann (2018).** [Organizational Learning methods](https://asu.instructure.com/courses/225986/files/109998176/download?wrap=1)

    . Sage Open. Please skim first half of article, then pay close attention to "Results" section which discusses the various methods organizations can use to develop a learning organization.

    4.
    **Arnold & Wade (2017).** [A complete set of systems thinking skills Paper presented at the 27th annual INCOSE International Symposium, Adelaide, Australia, July 15-20.](https://asu.instructure.com/courses/225986/files/109998009?wrap=1)

    5.
    **Weaver, R. (2019 Oct.).** [Erasing red lines: Part 2–systems thinking for social and community change. \
    _Buffalo, NY: Cornell University Buffalo Co-Lab._](https://asu.instructure.com/courses/225986/files/109998116?wrap=1)

    Lecture

    Hey folks! Check out another lecture by Dr. Mertz! (I recommend maybe ramping it up to 1.25 or 1.5 speed at times, according to your preference.)

    [https://www.youtube.com/watch?v=BatkSenrN0k](https://www.youtube.com/watch?v=BatkSenrN0k)

    [https://www.youtube.com/watch?v=MQMRMAmT2gg](https://www.youtube.com/watch?v=MQMRMAmT2gg)

    Supplemental Readings

    1.
    **Porter & Kramer (2011).** [Creating shared value](https://asu.instructure.com/courses/225986/files/109998117/download?wrap=1)

    . Harvard Business Review. Discusses value creation as an emergent property that arises through co-creation between a firm and its stakeholders.

    2.
    **Nyame-Asiamah & Patel (2009).** [Research methods and methodologies for studying organisational learning](https://asu.instructure.com/courses/225986/files/109998137/download?wrap=1)

    . European and Mediterranean Conference on Information Systems 2009 Proceedings.

    3.
    **Thompson, C.J.C. (2003).** [The unintended consequences of "having an impact".Links to an external site.](https://thesystemsthinker.com/wp-content/uploads/pdfs/140401pk.pdf) The Systems Thinker, 14(4), 2-6. Discusses importance of language in framing problems, with an interesting chart of mechanistic vs. organic characterizations.
    [pdf version](https://asu.instructure.com/courses/225986/files/109998085?wrap=1)

    Examples of Self-Organization in Practice

    · Agile/SCRUM
    [https://www.visual-paradigm.com/scrum/what-is-self-organizing-team-in-scrum/Links to an external site.](https://www.visual-paradigm.com/scrum/what-is-self-organizing-team-in-scrum/)

    · Self-Managing teams at Morning Star
    [https://corporate-rebels.com/morning-star/](https://corporate-rebels.com/morning-star/)

    **## Sample2_ReactionPaperSAMPOOLE.pdf**

    PROF’S NEW EXAMPLE OF A REACTION PAPER, Summer 2025
    \*\* Note: ALL the details here are MADE UP and/or filled with Latin “Ipsum…” nonsense words.**

    Module 2 Reaction Paper: Chapter 4 of Sam Poole’s WAKE UP, F$$L: Stop Sleepwalking!

    Chapter Intro
    ● We lead organizations lorem ipsum dolor sit amet, consectetur adipiscing elit.
    n Pellentesque luctus, felis quis sagittis accumsan, lorem enim vestibulum lorem, in ultricies

    odio vel pellentesque facilisis.
    n Vestibulum ante ipsum primis in faucibus orci luctus et ultrices posuere cubilia curae

    neque dictum purus scelerisque efficitur sed vel nunc.
    “Aenean id fringilla lectus. Duis iaculis tortor sit amet purus vehicula, at ullamcorper velit
    venenatis. Morbi eget massa eget diam lacinia dignissim quis nec tortor. Duis ut vehicula nibh,
    sit amet egestas diam.” (Poole 2025, page 107).

    n Nunc porttitor elementum nisi, sit amet euismod ligula.
    n Sed vel urna quis arcu molestie tristique. Pellentesque at suscipit elit, ac fringilla lectus.

    Donec in viverra nisl. Duis eget sem id erat laoreet accumsan et in justo.
    o Sed dignissim volutpat sapien. Example: Humor and art can be IRREVERENT.
    o Eget fermentum. Example: “Instead of saying I F-D UP MY LIFE, or I WAS SO STUPID,

    you need to tell yourself I HAVE LEARNED A LOT SINCE THEN.” (Poole 2025, page 109).

    The First Case Study
    o Sed sed commodo risus, eu pellentesque nunc. Cras imperdiet finibus varius.
    o Aenean id fringilla lectus. Duis iaculis tortor sit amet purus vehicula, at ullamcorper velit

    venenatis. Morbi eget massa eget diam
    o Lacinia dignissim quis nec tortor. Duis ut vehicula nibh, sit amet egestas diam. Nunc

    lobortis posuere gravida. Proin ipseum.

    n Pellentesque aenean id fringilla lectus. Duis iaculis tortor sit amet purus vehicula, at
    ullamcorper velit venenatis. Morbi eget massa eget diam

    n Lacinia primis in faucibus orci luctus et ultrices posuere cubilia curae neque dictum purus
    scelerisque efficitur sed vel nunc. dignissim quis nec tortor. Duis ut vehicula nibh, sit amet
    egestas diam. Nunc lobortis posuere gravida. Proin ipseum.

    n luctus, felis quis sagittis accumsan, lorem enim vestibulum lorem, in ultricies
    o odio vel pellentesque facilisis.
    o Vestibulum ante ipsum (REMINDS ME of bullies in 7th grade! Punched them.)

    Great Leaders are DEVELOPED not simply BORN

    o While it’s okay – and AWESOME — if you were “BORN THIS WAY, baby!”
    o When it comes to LEADERS we all start learning early, though some learn and practice

    leadership earlier and more adeptly (yet even THEY are not “BORN LEADERS”)
    n Experience lacinia dignissim quis nec tortor. Duis ut vehicula nibh, sit amet egestas diam.

    Nunc lobortis posuere gravida. Proin ipseum.
    n Pellentesque aenean id fringilla lectus. Duis iaculis tortor sit amet purus
    n Vehicula, at ullamcorper velit venenatis. Morbi eget massa eget diam
    n Lacinia primis in faucibus orci luctus et ultrices posuere cubilia curae neque dictum purus

    scelerisque efficitur sed vel nunc.
    o dignissim quis nec tortor.
    o Duis ut vehicula nibh, sit amet egestas diam. Nunc lobortis posuere gravida.

    n Et luctus, felis quis sagittis accumsan, lorem enim vestibulum lorem, in ultricies
    n While being stabbed he exclaimed “ET TU, BRUTE!” Et odio vel pellentesque facilisis.
    n Vestibulum ante ipsum

    Of Rascals and Rabble-Rousers

    n Duis ut vehicula nibh, sit amet egestas diam. Nunc lobortis posuere gravida. Proin ipseum.
    n Pellentesque aenean id fringilla lectus. Duis iaculis tortor sit amet purus

    o Example: Vehicula, at ullamcorper velit venenatis. Morbi eget massa eget
    diam. Lacinia orci luctus et ultrices posuere cubilia curae neque dictum.

    n purus scelerisque efficitur sed vel nunc.
    o dignissim quis nec tortor.
    o Duis ut vehicula nibh, sit amet egestas diam. Nunc lobortis posuere gravida.
    o Proin ipseum.

    n Successful leaders Duis ut vehicula nibh, sit amet egestas diam. Nunc lobortis posuere
    gravida. Proin ipseum.

    n Pellentesque aenean id fringilla lectus. Duis iaculis tortor sit amet purus
    n Vehicula, at ullamcorper velit venenatis. Morbi eget massa eget diam
    n Lacinia primis in faucibus orci luctus et ultrices posuere cubilia curae neque dictum purus

    scelerisque efficitur sed vel nunc.

    How Mermaids Can Riot and “Dispatch” the Unwary Seaman
    Vehicula, at ullamcorper velit venenatis. Morbi eget massa eget diam
    n Lacinia primis in faucibus orci luctus et ultrices posuere cubilia curae

    How Is a Professor Never Late, but Arrives PRECISELY when they need to arrive?
    ● The neque dictum purus scelerisque efficitur sed vel nunc dignissim quis nec tortor et tutor.

    “Radicals must vel fermentum enim. Vivamus quis velit a velit volutpat volutpat. Morbi mollis a
    est nec molestie. Nunc in facilisis nibh. Duis eleifend purus et molestie egestas. Duis ac nibh sed
    purus sodales dapibus.” (Poole 2025, page 98).

    My Reaction / Reflections
    At first ante ipsum prima fascia. Morbi eget massa eget diam. Lacinia primis in faucibus orci
    luctus et ultrices posuere cubilia. Much like Bugs Bunny “took a wrong turn at Albuquerque” we
    find ourselves thinking we are “all right” until we are quite wrong, though it may give us a
    chance to become friends with the Tasmanian Devil.
    Then vestibulum ante ipsum prima fascia. Morbi eget massa eget diam. Lacinia primis in
    faucibus orci luctus et ultrices posuere cubilia curae neque dictum purus scelerisque efficitur
    sed vel — et tu Brute. When I volunteer et pellente sque iaculis tortor sit amet purus vehicula, at
    ullamcorper velit venenatis. Morbi eget massa eget diam. Lacinia primis in faucibus orci luctus
    et ultrices posuere cubilia curae neque dictum purus scelerisque efficitur sed vel nunc tortor.
    Duis ut — just like my mother used to say when confronting racists.
    When I helped organize and lead aenean id fringilla lectus. Duis iaculis tortor sit amet purus
    vehicula, at ullamcorper velit venenatis. Luctus, felis quis sagittis accumsan, lorem enim
    vestibulum lorem, in ultricies eget massa eget diam lacinia dignissim quis nec tortor. Duis ut
    lobortis posuere gravida. Proin ipseum accumsan, dignissim quis nec tortor. Duis ut vehicula
    nibh, sit amet egestas diam. Nunc lobortis posuere gravida. Proin ipseum. This gives us some
    powerful practical examples AND inspiration, making me appreciate this course all the more.

    **Arnold_et_al-2017-CompleteSetSystemsThinkingSkills.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/arnold-et-al-2017-completesetsystemsthinkingskills-pdf-10350069)

    **Shared-value-Harvard-business-review.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/shared-value-harvard-business-review-pdf)

    **Building_a_Learning_Organization_Garvin1993.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/building-a-learning-organization-garvin1993-pdf-10350071)

    **ResearchMethodsOrganizationalLearning.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/researchmethodsorganizationallearning-pdf-10350059)

    **Weaver2019_UsingSystemsThinkingtoErase_Red_Lines_inBuffalo_Part_2_AC.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/weaver2019-usingsystemsthinkingtoerase-red-lines-inbuffalo-part-2-ac-pdf-10350067)

    **Weaver2019_UsingSystemsThinkingtoErase_Red_Lines_inBuffalo_Part_2_AC.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/weaver2019-usingsystemsthinkingtoerase-red-lines-inbuffalo-part-2-ac-pdf-10350067)

    **## mod2reactionpaper.docx**

    **Read all the required articles on the Learning Materials page, then** [CHOOSE ONE OF THE REQUIRED ARTICLES from that page](https://asu.instructure.com/courses/225986/pages/module-2-learning-materials) for this assignment. Write up a total of TWO PAGES (no more), single-spaced, in the form of a synopsis and "reaction" to the readings — i.e., dedicate ONLY TWO PAGES of write-up to covering one of the readings.

    DETAILS: THE FIRST PART OF THE PAPER: The first 1.5 pages must be a BRIEF synopsis of the article (NB: You can focus on select parts, because you CANNOT possibly cover everything) also including
    **two salient, short quotes** from the reading. Bullet points and/or very brief paragraphs are recommended for most of each page; use single-spacing.

    THEN: In the LAST HALF-PAGE write two to three paragraphs (in your own words) where you delve a bit deeper, reacting to some of the major issues of the reading: For instance, you might choose to connect one or two specific ideas to examples from your own life, or you might ask probing questions and try to consider different points of view (in addition to those raised in the text).

    Finally, submit your work here in either MS Word format or PDF.

    ADVICE: The main struggle in this assignment might be WHAT TO LEAVE OUT (but don't fret or develop too much anxiety about that; there is no "one way" to do these brief reaction papers; I want to see YOU ENGAGING with and REACTING TO the readings, and then expressing some important ideas to help you remember and explain ideas to others, in the future.)

    **## OGL550_Module_2.pdf**

    OGL 550

    Organizations as
    Brains
    Morgan Ch. 4

    Organizations as Brains

    Is it possible to design “learning organizations” that have the capacity to be
    flexile, resilient, and inventive as the functioning of the brain?

    Is it possible to distribute capacities for intelligence and control throughout an
    enterprise so that the system as a whole can self-organize and evolve along with
    emerging challenges?

    Copyright © 2020 Arizona Board of Regents.

    Organizations as Brains

    • Information processing brains

    • Complex learning systems

    • Holographic systems combining centralized and decentralized
    characteristics

    Copyright © 2020 Arizona Board of Regents.

    Organizations as Information Processing Brains
    • Organizations are information systems

    • “the decision-making approach” – Herbert Simon and colleagues

    • Electronic brain

    Copyright © 2020 Arizona Board of Regents.

    Creating Learning Organizations

    v How can one design complex systems that are capable of learning in a brain-
    like ways?

    v Cybernetics
    v Systems must have the capacity to sense , monitor, and scan significant aspects of their environment
    v They must be able to relate this information to the operating norms that guide system behavior
    v The must be able to detect significant deviations from these norms
    v They must be able to initiate corrective action when discrepancies are detected

    v Single loop learning
    v Double loop learning

    Copyright © 2020 Arizona Board of Regents.

    Guidelines for Learning Organizations

    • Scan and anticipate change in the wider environment to detect
    significant variations.

    • Develop an ability to question, challenge, and change operating norms
    and assumptions.

    • Allow an appropriate strategic direction and pattern of organization to
    emerge.

    Copyright © 2020 Arizona Board of Regents.

    Organizations as Holographic Brains
    • The metaphor of a hologram allow us to think of systems where qualities

    of the whole are enfolded in all parts so that the system has an ability to
    self-organize and regenerate itself on a continuous basis.
    • Build the whole into all the parts
    • The importance of redundancy
    • Requisite variety
    • Minimum specs
    • Learning to learn

    Copyright © 2020 Arizona Board of Regents.

    Summary

    “Leadership needs to be diffused rather than centralized; even though goals,
    objectives, and targets may be helpful managerial tools, they must be used in a way
    that avoids the pathologies of single-loop learning; goal seeking must be
    accompanied by an awareness of the limits needed to avoid noxious outcomes;
    and hierarchy, design, and strategic development must be approached and
    understood as self-organizing, emergent phenomena” (p. 113)

    Copyright © 2020 Arizona Board of Regents.

    **## Module2learningmaterials.docx**

    **Module 2: Learning Materials**

    Required Videos and Readings ( I attached the resources below in separate files if you are unable to open them here).

    **Please read the following:**

    1.
    **(CHAPTER 4 OF OUR BOOK):**
    **Morgan, G. (2006).** Learning and Self-Organization: Organizations as Brains. (chapter 4, pp. 71-114).

    2.
    **Garvin, D. (1993).** Building a Learning Organization. Harvard Business Review.
    [Building_a_Learning_Organization_Garvin1993.pdf](https://asu.instructure.com/courses/225986/files/109998114/download?wrap=1)

    3.
    **Basten & Haamann (2018).** [Organizational Learning methods](https://asu.instructure.com/courses/225986/files/109998176/download?wrap=1)

    . Sage Open. Please skim first half of article, then pay close attention to "Results" section which discusses the various methods organizations can use to develop a learning organization.

    4.
    **Arnold & Wade (2017).** [A complete set of systems thinking skills Paper presented at the 27th annual INCOSE International Symposium, Adelaide, Australia, July 15-20.](https://asu.instructure.com/courses/225986/files/109998009?wrap=1)

    5.
    **Weaver, R. (2019 Oct.).** [Erasing red lines: Part 2–systems thinking for social and community change. \
    _Buffalo, NY: Cornell University Buffalo Co-Lab._](https://asu.instructure.com/courses/225986/files/109998116?wrap=1)

    Lecture

    Hey folks! Check out another lecture by Dr. Mertz! (I recommend maybe ramping it up to 1.25 or 1.5 speed at times, according to your preference.)

    [https://www.youtube.com/watch?v=BatkSenrN0k](https://www.youtube.com/watch?v=BatkSenrN0k)

    [https://www.youtube.com/watch?v=MQMRMAmT2gg](https://www.youtube.com/watch?v=MQMRMAmT2gg)

    Supplemental Readings

    1.
    **Porter & Kramer (2011).** [Creating shared value](https://asu.instructure.com/courses/225986/files/109998117/download?wrap=1)

    . Harvard Business Review. Discusses value creation as an emergent property that arises through co-creation between a firm and its stakeholders.

    2.
    **Nyame-Asiamah & Patel (2009).** [Research methods and methodologies for studying organisational learning](https://asu.instructure.com/courses/225986/files/109998137/download?wrap=1)

    . European and Mediterranean Conference on Information Systems 2009 Proceedings.

    3.
    **Thompson, C.J.C. (2003).** [The unintended consequences of "having an impact".Links to an external site.](https://thesystemsthinker.com/wp-content/uploads/pdfs/140401pk.pdf) The Systems Thinker, 14(4), 2-6. Discusses importance of language in framing problems, with an interesting chart of mechanistic vs. organic characterizations.
    [pdf version](https://asu.instructure.com/courses/225986/files/109998085?wrap=1)

    Examples of Self-Organization in Practice

    · Agile/SCRUM
    [https://www.visual-paradigm.com/scrum/what-is-self-organizing-team-in-scrum/Links to an external site.](https://www.visual-paradigm.com/scrum/what-is-self-organizing-team-in-scrum/)

    · Self-Managing teams at Morning Star
    [https://corporate-rebels.com/morning-star/](https://corporate-rebels.com/morning-star/)

    **## Sample2_ReactionPaperSAMPOOLE.pdf**

    PROF’S NEW EXAMPLE OF A REACTION PAPER, Summer 2025
    \*\* Note: ALL the details here are MADE UP and/or filled with Latin “Ipsum…” nonsense words.**

    Module 2 Reaction Paper: Chapter 4 of Sam Poole’s WAKE UP, F$$L: Stop Sleepwalking!

    Chapter Intro
    ● We lead organizations lorem ipsum dolor sit amet, consectetur adipiscing elit.
    n Pellentesque luctus, felis quis sagittis accumsan, lorem enim vestibulum lorem, in ultricies

    odio vel pellentesque facilisis.
    n Vestibulum ante ipsum primis in faucibus orci luctus et ultrices posuere cubilia curae

    neque dictum purus scelerisque efficitur sed vel nunc.
    “Aenean id fringilla lectus. Duis iaculis tortor sit amet purus vehicula, at ullamcorper velit
    venenatis. Morbi eget massa eget diam lacinia dignissim quis nec tortor. Duis ut vehicula nibh,
    sit amet egestas diam.” (Poole 2025, page 107).

    n Nunc porttitor elementum nisi, sit amet euismod ligula.
    n Sed vel urna quis arcu molestie tristique. Pellentesque at suscipit elit, ac fringilla lectus.

    Donec in viverra nisl. Duis eget sem id erat laoreet accumsan et in justo.
    o Sed dignissim volutpat sapien. Example: Humor and art can be IRREVERENT.
    o Eget fermentum. Example: “Instead of saying I F-D UP MY LIFE, or I WAS SO STUPID,

    you need to tell yourself I HAVE LEARNED A LOT SINCE THEN.” (Poole 2025, page 109).

    The First Case Study
    o Sed sed commodo risus, eu pellentesque nunc. Cras imperdiet finibus varius.
    o Aenean id fringilla lectus. Duis iaculis tortor sit amet purus vehicula, at ullamcorper velit

    venenatis. Morbi eget massa eget diam
    o Lacinia dignissim quis nec tortor. Duis ut vehicula nibh, sit amet egestas diam. Nunc

    lobortis posuere gravida. Proin ipseum.

    n Pellentesque aenean id fringilla lectus. Duis iaculis tortor sit amet purus vehicula, at
    ullamcorper velit venenatis. Morbi eget massa eget diam

    n Lacinia primis in faucibus orci luctus et ultrices posuere cubilia curae neque dictum purus
    scelerisque efficitur sed vel nunc. dignissim quis nec tortor. Duis ut vehicula nibh, sit amet
    egestas diam. Nunc lobortis posuere gravida. Proin ipseum.

    n luctus, felis quis sagittis accumsan, lorem enim vestibulum lorem, in ultricies
    o odio vel pellentesque facilisis.
    o Vestibulum ante ipsum (REMINDS ME of bullies in 7th grade! Punched them.)

    Great Leaders are DEVELOPED not simply BORN

    o While it’s okay – and AWESOME — if you were “BORN THIS WAY, baby!”
    o When it comes to LEADERS we all start learning early, though some learn and practice

    leadership earlier and more adeptly (yet even THEY are not “BORN LEADERS”)
    n Experience lacinia dignissim quis nec tortor. Duis ut vehicula nibh, sit amet egestas diam.

    Nunc lobortis posuere gravida. Proin ipseum.
    n Pellentesque aenean id fringilla lectus. Duis iaculis tortor sit amet purus
    n Vehicula, at ullamcorper velit venenatis. Morbi eget massa eget diam
    n Lacinia primis in faucibus orci luctus et ultrices posuere cubilia curae neque dictum purus

    scelerisque efficitur sed vel nunc.
    o dignissim quis nec tortor.
    o Duis ut vehicula nibh, sit amet egestas diam. Nunc lobortis posuere gravida.

    n Et luctus, felis quis sagittis accumsan, lorem enim vestibulum lorem, in ultricies
    n While being stabbed he exclaimed “ET TU, BRUTE!” Et odio vel pellentesque facilisis.
    n Vestibulum ante ipsum

    Of Rascals and Rabble-Rousers

    n Duis ut vehicula nibh, sit amet egestas diam. Nunc lobortis posuere gravida. Proin ipseum.
    n Pellentesque aenean id fringilla lectus. Duis iaculis tortor sit amet purus

    o Example: Vehicula, at ullamcorper velit venenatis. Morbi eget massa eget
    diam. Lacinia orci luctus et ultrices posuere cubilia curae neque dictum.

    n purus scelerisque efficitur sed vel nunc.
    o dignissim quis nec tortor.
    o Duis ut vehicula nibh, sit amet egestas diam. Nunc lobortis posuere gravida.
    o Proin ipseum.

    n Successful leaders Duis ut vehicula nibh, sit amet egestas diam. Nunc lobortis posuere
    gravida. Proin ipseum.

    n Pellentesque aenean id fringilla lectus. Duis iaculis tortor sit amet purus
    n Vehicula, at ullamcorper velit venenatis. Morbi eget massa eget diam
    n Lacinia primis in faucibus orci luctus et ultrices posuere cubilia curae neque dictum purus

    scelerisque efficitur sed vel nunc.

    How Mermaids Can Riot and “Dispatch” the Unwary Seaman
    Vehicula, at ullamcorper velit venenatis. Morbi eget massa eget diam
    n Lacinia primis in faucibus orci luctus et ultrices posuere cubilia curae

    How Is a Professor Never Late, but Arrives PRECISELY when they need to arrive?
    ● The neque dictum purus scelerisque efficitur sed vel nunc dignissim quis nec tortor et tutor.

    “Radicals must vel fermentum enim. Vivamus quis velit a velit volutpat volutpat. Morbi mollis a
    est nec molestie. Nunc in facilisis nibh. Duis eleifend purus et molestie egestas. Duis ac nibh sed
    purus sodales dapibus.” (Poole 2025, page 98).

    My Reaction / Reflections
    At first ante ipsum prima fascia. Morbi eget massa eget diam. Lacinia primis in faucibus orci
    luctus et ultrices posuere cubilia. Much like Bugs Bunny “took a wrong turn at Albuquerque” we
    find ourselves thinking we are “all right” until we are quite wrong, though it may give us a
    chance to become friends with the Tasmanian Devil.
    Then vestibulum ante ipsum prima fascia. Morbi eget massa eget diam. Lacinia primis in
    faucibus orci luctus et ultrices posuere cubilia curae neque dictum purus scelerisque efficitur
    sed vel — et tu Brute. When I volunteer et pellente sque iaculis tortor sit amet purus vehicula, at
    ullamcorper velit venenatis. Morbi eget massa eget diam. Lacinia primis in faucibus orci luctus
    et ultrices posuere cubilia curae neque dictum purus scelerisque efficitur sed vel nunc tortor.
    Duis ut — just like my mother used to say when confronting racists.
    When I helped organize and lead aenean id fringilla lectus. Duis iaculis tortor sit amet purus
    vehicula, at ullamcorper velit venenatis. Luctus, felis quis sagittis accumsan, lorem enim
    vestibulum lorem, in ultricies eget massa eget diam lacinia dignissim quis nec tortor. Duis ut
    lobortis posuere gravida. Proin ipseum accumsan, dignissim quis nec tortor. Duis ut vehicula
    nibh, sit amet egestas diam. Nunc lobortis posuere gravida. Proin ipseum. This gives us some
    powerful practical examples AND inspiration, making me appreciate this course all the more.

    **Arnold_et_al-2017-CompleteSetSystemsThinkingSkills.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/arnold-et-al-2017-completesetsystemsthinkingskills-pdf-10350069)

    **Shared-value-Harvard-business-review.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/shared-value-harvard-business-review-pdf)

    **Building_a_Learning_Organization_Garvin1993.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/building-a-learning-organization-garvin1993-pdf-10350071)

    **ResearchMethodsOrganizationalLearning.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/researchmethodsorganizationallearning-pdf-10350059)

    **Weaver2019_UsingSystemsThinkingtoErase_Red_Lines_inBuffalo_Part_2_AC.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/weaver2019-usingsystemsthinkingtoerase-red-lines-inbuffalo-part-2-ac-pdf-10350067)

    **## mod2reactionpaper.docx**

    **Read all the required articles on the Learning Materials page, then** [CHOOSE ONE OF THE REQUIRED ARTICLES from that page](https://asu.instructure.com/courses/225986/pages/module-2-learning-materials) for this assignment. Write up a total of TWO PAGES (no more), single-spaced, in the form of a synopsis and "reaction" to the readings — i.e., dedicate ONLY TWO PAGES of write-up to covering one of the readings.

    DETAILS: THE FIRST PART OF THE PAPER: The first 1.5 pages must be a BRIEF synopsis of the article (NB: You can focus on select parts, because you CANNOT possibly cover everything) also including
    **two salient, short quotes** from the reading. Bullet points and/or very brief paragraphs are recommended for most of each page; use single-spacing.

    THEN: In the LAST HALF-PAGE write two to three paragraphs (in your own words) where you delve a bit deeper, reacting to some of the major issues of the reading: For instance, you might choose to connect one or two specific ideas to examples from your own life, or you might ask probing questions and try to consider different points of view (in addition to those raised in the text).

    Finally, submit your work here in either MS Word format or PDF.

    ADVICE: The main struggle in this assignment might be WHAT TO LEAVE OUT (but don't fret or develop too much anxiety about that; there is no "one way" to do these brief reaction papers; I want to see YOU ENGAGING with and REACTING TO the readings, and then expressing some important ideas to help you remember and explain ideas to others, in the future.)

    **## OGL550_Module_2.pdf**

    OGL 550

    Organizations as
    Brains
    Morgan Ch. 4

    Organizations as Brains

    Is it possible to design “learning organizations” that have the capacity to be
    flexile, resilient, and inventive as the functioning of the brain?

    Is it possible to distribute capacities for intelligence and control throughout an
    enterprise so that the system as a whole can self-organize and evolve along with
    emerging challenges?

    Copyright © 2020 Arizona Board of Regents.

    Organizations as Brains

    • Information processing brains

    • Complex learning systems

    • Holographic systems combining centralized and decentralized
    characteristics

    Copyright © 2020 Arizona Board of Regents.

    Organizations as Information Processing Brains
    • Organizations are information systems

    • “the decision-making approach” – Herbert Simon and colleagues

    • Electronic brain

    Copyright © 2020 Arizona Board of Regents.

    Creating Learning Organizations

    v How can one design complex systems that are capable of learning in a brain-
    like ways?

    v Cybernetics
    v Systems must have the capacity to sense , monitor, and scan significant aspects of their environment
    v They must be able to relate this information to the operating norms that guide system behavior
    v The must be able to detect significant deviations from these norms
    v They must be able to initiate corrective action when discrepancies are detected

    v Single loop learning
    v Double loop learning

    Copyright © 2020 Arizona Board of Regents.

    Guidelines for Learning Organizations

    • Scan and anticipate change in the wider environment to detect
    significant variations.

    • Develop an ability to question, challenge, and change operating norms
    and assumptions.

    • Allow an appropriate strategic direction and pattern of organization to
    emerge.

    Copyright © 2020 Arizona Board of Regents.

    Organizations as Holographic Brains
    • The metaphor of a hologram allow us to think of systems where qualities

    of the whole are enfolded in all parts so that the system has an ability to
    self-organize and regenerate itself on a continuous basis.
    • Build the whole into all the parts
    • The importance of redundancy
    • Requisite variety
    • Minimum specs
    • Learning to learn

    Copyright © 2020 Arizona Board of Regents.

    Summary

    “Leadership needs to be diffused rather than centralized; even though goals,
    objectives, and targets may be helpful managerial tools, they must be used in a way
    that avoids the pathologies of single-loop learning; goal seeking must be
    accompanied by an awareness of the limits needed to avoid noxious outcomes;
    and hierarchy, design, and strategic development must be approached and
    understood as self-organizing, emergent phenomena” (p. 113)

    Copyright © 2020 Arizona Board of Regents.

    **## Module2learningmaterials.docx**

    **Module 2: Learning Materials**

    Required Videos and Readings ( I attached the resources below in separate files if you are unable to open them here).

    **Please read the following:**

    1.
    **(CHAPTER 4 OF OUR BOOK):**
    **Morgan, G. (2006).** Learning and Self-Organization: Organizations as Brains. (chapter 4, pp. 71-114).

    2.
    **Garvin, D. (1993).** Building a Learning Organization. Harvard Business Review.
    [Building_a_Learning_Organization_Garvin1993.pdf](https://asu.instructure.com/courses/225986/files/109998114/download?wrap=1)

    3.
    **Basten & Haamann (2018).** [Organizational Learning methods](https://asu.instructure.com/courses/225986/files/109998176/download?wrap=1)

    . Sage Open. Please skim first half of article, then pay close attention to "Results" section which discusses the various methods organizations can use to develop a learning organization.

    4.
    **Arnold & Wade (2017).** [A complete set of systems thinking skills Paper presented at the 27th annual INCOSE International Symposium, Adelaide, Australia, July 15-20.](https://asu.instructure.com/courses/225986/files/109998009?wrap=1)

    5.
    **Weaver, R. (2019 Oct.).** [Erasing red lines: Part 2–systems thinking for social and community change. \
    _Buffalo, NY: Cornell University Buffalo Co-Lab._](https://asu.instructure.com/courses/225986/files/109998116?wrap=1)

    Lecture

    Hey folks! Check out another lecture by Dr. Mertz! (I recommend maybe ramping it up to 1.25 or 1.5 speed at times, according to your preference.)

    [https://www.youtube.com/watch?v=BatkSenrN0k](https://www.youtube.com/watch?v=BatkSenrN0k)

    [https://www.youtube.com/watch?v=MQMRMAmT2gg](https://www.youtube.com/watch?v=MQMRMAmT2gg)

    Supplemental Readings

    1.
    **Porter & Kramer (2011).** [Creating shared value](https://asu.instructure.com/courses/225986/files/109998117/download?wrap=1)

    . Harvard Business Review. Discusses value creation as an emergent property that arises through co-creation between a firm and its stakeholders.

    2.
    **Nyame-Asiamah & Patel (2009).** [Research methods and methodologies for studying organisational learning](https://asu.instructure.com/courses/225986/files/109998137/download?wrap=1)

    . European and Mediterranean Conference on Information Systems 2009 Proceedings.

    3.
    **Thompson, C.J.C. (2003).** [The unintended consequences of "having an impact".Links to an external site.](https://thesystemsthinker.com/wp-content/uploads/pdfs/140401pk.pdf) The Systems Thinker, 14(4), 2-6. Discusses importance of language in framing problems, with an interesting chart of mechanistic vs. organic characterizations.
    [pdf version](https://asu.instructure.com/courses/225986/files/109998085?wrap=1)

    Examples of Self-Organization in Practice

    · Agile/SCRUM
    [https://www.visual-paradigm.com/scrum/what-is-self-organizing-team-in-scrum/Links to an external site.](https://www.visual-paradigm.com/scrum/what-is-self-organizing-team-in-scrum/)

    · Self-Managing teams at Morning Star
    [https://corporate-rebels.com/morning-star/](https://corporate-rebels.com/morning-star/)

    **## Sample2_ReactionPaperSAMPOOLE.pdf**

    PROF’S NEW EXAMPLE OF A REACTION PAPER, Summer 2025
    \*\* Note: ALL the details here are MADE UP and/or filled with Latin “Ipsum…” nonsense words.**

    Module 2 Reaction Paper: Chapter 4 of Sam Poole’s WAKE UP, F$$L: Stop Sleepwalking!

    Chapter Intro
    ● We lead organizations lorem ipsum dolor sit amet, consectetur adipiscing elit.
    n Pellentesque luctus, felis quis sagittis accumsan, lorem enim vestibulum lorem, in ultricies

    odio vel pellentesque facilisis.
    n Vestibulum ante ipsum primis in faucibus orci luctus et ultrices posuere cubilia curae

    neque dictum purus scelerisque efficitur sed vel nunc.
    “Aenean id fringilla lectus. Duis iaculis tortor sit amet purus vehicula, at ullamcorper velit
    venenatis. Morbi eget massa eget diam lacinia dignissim quis nec tortor. Duis ut vehicula nibh,
    sit amet egestas diam.” (Poole 2025, page 107).

    n Nunc porttitor elementum nisi, sit amet euismod ligula.
    n Sed vel urna quis arcu molestie tristique. Pellentesque at suscipit elit, ac fringilla lectus.

    Donec in viverra nisl. Duis eget sem id erat laoreet accumsan et in justo.
    o Sed dignissim volutpat sapien. Example: Humor and art can be IRREVERENT.
    o Eget fermentum. Example: “Instead of saying I F-D UP MY LIFE, or I WAS SO STUPID,

    you need to tell yourself I HAVE LEARNED A LOT SINCE THEN.” (Poole 2025, page 109).

    The First Case Study
    o Sed sed commodo risus, eu pellentesque nunc. Cras imperdiet finibus varius.
    o Aenean id fringilla lectus. Duis iaculis tortor sit amet purus vehicula, at ullamcorper velit

    venenatis. Morbi eget massa eget diam
    o Lacinia dignissim quis nec tortor. Duis ut vehicula nibh, sit amet egestas diam. Nunc

    lobortis posuere gravida. Proin ipseum.

    n Pellentesque aenean id fringilla lectus. Duis iaculis tortor sit amet purus vehicula, at
    ullamcorper velit venenatis. Morbi eget massa eget diam

    n Lacinia primis in faucibus orci luctus et ultrices posuere cubilia curae neque dictum purus
    scelerisque efficitur sed vel nunc. dignissim quis nec tortor. Duis ut vehicula nibh, sit amet
    egestas diam. Nunc lobortis posuere gravida. Proin ipseum.

    n luctus, felis quis sagittis accumsan, lorem enim vestibulum lorem, in ultricies
    o odio vel pellentesque facilisis.
    o Vestibulum ante ipsum (REMINDS ME of bullies in 7th grade! Punched them.)

    Great Leaders are DEVELOPED not simply BORN

    o While it’s okay – and AWESOME — if you were “BORN THIS WAY, baby!”
    o When it comes to LEADERS we all start learning early, though some learn and practice

    leadership earlier and more adeptly (yet even THEY are not “BORN LEADERS”)
    n Experience lacinia dignissim quis nec tortor. Duis ut vehicula nibh, sit amet egestas diam.

    Nunc lobortis posuere gravida. Proin ipseum.
    n Pellentesque aenean id fringilla lectus. Duis iaculis tortor sit amet purus
    n Vehicula, at ullamcorper velit venenatis. Morbi eget massa eget diam
    n Lacinia primis in faucibus orci luctus et ultrices posuere cubilia curae neque dictum purus

    scelerisque efficitur sed vel nunc.
    o dignissim quis nec tortor.
    o Duis ut vehicula nibh, sit amet egestas diam. Nunc lobortis posuere gravida.

    n Et luctus, felis quis sagittis accumsan, lorem enim vestibulum lorem, in ultricies
    n While being stabbed he exclaimed “ET TU, BRUTE!” Et odio vel pellentesque facilisis.
    n Vestibulum ante ipsum

    Of Rascals and Rabble-Rousers

    n Duis ut vehicula nibh, sit amet egestas diam. Nunc lobortis posuere gravida. Proin ipseum.
    n Pellentesque aenean id fringilla lectus. Duis iaculis tortor sit amet purus

    o Example: Vehicula, at ullamcorper velit venenatis. Morbi eget massa eget
    diam. Lacinia orci luctus et ultrices posuere cubilia curae neque dictum.

    n purus scelerisque efficitur sed vel nunc.
    o dignissim quis nec tortor.
    o Duis ut vehicula nibh, sit amet egestas diam. Nunc lobortis posuere gravida.
    o Proin ipseum.

    n Successful leaders Duis ut vehicula nibh, sit amet egestas diam. Nunc lobortis posuere
    gravida. Proin ipseum.

    n Pellentesque aenean id fringilla lectus. Duis iaculis tortor sit amet purus
    n Vehicula, at ullamcorper velit venenatis. Morbi eget massa eget diam
    n Lacinia primis in faucibus orci luctus et ultrices posuere cubilia curae neque dictum purus

    scelerisque efficitur sed vel nunc.

    How Mermaids Can Riot and “Dispatch” the Unwary Seaman
    Vehicula, at ullamcorper velit venenatis. Morbi eget massa eget diam
    n Lacinia primis in faucibus orci luctus et ultrices posuere cubilia curae

    How Is a Professor Never Late, but Arrives PRECISELY when they need to arrive?
    ● The neque dictum purus scelerisque efficitur sed vel nunc dignissim quis nec tortor et tutor.

    “Radicals must vel fermentum enim. Vivamus quis velit a velit volutpat volutpat. Morbi mollis a
    est nec molestie. Nunc in facilisis nibh. Duis eleifend purus et molestie egestas. Duis ac nibh sed
    purus sodales dapibus.” (Poole 2025, page 98).

    My Reaction / Reflections
    At first ante ipsum prima fascia. Morbi eget massa eget diam. Lacinia primis in faucibus orci
    luctus et ultrices posuere cubilia. Much like Bugs Bunny “took a wrong turn at Albuquerque” we
    find ourselves thinking we are “all right” until we are quite wrong, though it may give us a
    chance to become friends with the Tasmanian Devil.
    Then vestibulum ante ipsum prima fascia. Morbi eget massa eget diam. Lacinia primis in
    faucibus orci luctus et ultrices posuere cubilia curae neque dictum purus scelerisque efficitur
    sed vel — et tu Brute. When I volunteer et pellente sque iaculis tortor sit amet purus vehicula, at
    ullamcorper velit venenatis. Morbi eget massa eget diam. Lacinia primis in faucibus orci luctus
    et ultrices posuere cubilia curae neque dictum purus scelerisque efficitur sed vel nunc tortor.
    Duis ut — just like my mother used to say when confronting racists.
    When I helped organize and lead aenean id fringilla lectus. Duis iaculis tortor sit amet purus
    vehicula, at ullamcorper velit venenatis. Luctus, felis quis sagittis accumsan, lorem enim
    vestibulum lorem, in ultricies eget massa eget diam lacinia dignissim quis nec tortor. Duis ut
    lobortis posuere gravida. Proin ipseum accumsan, dignissim quis nec tortor. Duis ut vehicula
    nibh, sit amet egestas diam. Nunc lobortis posuere gravida. Proin ipseum. This gives us some
    powerful practical examples AND inspiration, making me appreciate this course all the more.

    **Arnold_et_al-2017-CompleteSetSystemsThinkingSkills.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/arnold-et-al-2017-completesetsystemsthinkingskills-pdf-10350069)

    **Shared-value-Harvard-business-review.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/shared-value-harvard-business-review-pdf)

    **Building_a_Learning_Organization_Garvin1993.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/building-a-learning-organization-garvin1993-pdf-10350071)

    **ResearchMethodsOrganizationalLearning.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/researchmethodsorganizationallearning-pdf-10350059)

    **Weaver2019_UsingSystemsThinkingtoErase_Red_Lines_inBuffalo_Part_2_AC.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/weaver2019-usingsystemsthinkingtoerase-red-lines-inbuffalo-part-2-ac-pdf-10350067)

    – 1
    – 2
    – 3
    – 4
    – 5
    – 6
    – 7
    – 8
    – 9

  • [Solved] Exploring a current issue or trend in healthcare that has a significant impact on nursing practice or has the potential for impacting the nursing profession

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    1. **Introduction** – Provide an overview of the chosen issue or trend. – Discuss the history and evolution of this issue or trend. – Explain why it is relevant to nursing and healthcare today. 2. **Impact on Nursing Practice** – Analyze how this issue or trend affects the roles, responsibilities, o…

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    Assignment Prompt & Instructions

    1. **Introduction**
    – Provide an overview of the chosen issue or trend.
    – Discuss the history and evolution of this issue or trend.
    – Explain why it is relevant to nursing and healthcare today.
    2. **Impact on Nursing Practice**
    – Analyze how this issue or trend affects the roles, responsibilities, or environment of registered nurses.
    – Include perspectives on patient care, professional ethics, and interdisciplinary collaboration.
    3. **Challenges and Opportunities**
    – Identify challenges faced by nurses in addressing this issue.
    – Discuss opportunities for growth, innovation, or advocacy in response to this trend.
    4. **Future Implications**
    – Predict how this issue or trend might evolve in the next 5–10 years.
    – Discuss potential strategies or recommendations for nurses to adapt and lead change.
    5. **Conclusion**
    – Summarize your findings and reiterate the significance of this issue or trend in shaping the future of nursing practice.

  • [Solved] AQR&A Week 8 Assignment

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    The Final Project is a stepwise process, and its goal is to leave you well-prepared by the end of this course to execute on your qualitative research study plan. In Week 8, you will complete Step III of the Final Project. For Step III of the Final Project, you will do the following: – Conduct the in…

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    Assignment Prompt & Instructions

    The Final Project is a stepwise process, and its goal is to leave you well-prepared by the end of this course to execute on your qualitative research study plan.
    In Week 8, you will complete Step III of the Final Project. For Step III of the Final Project, you will do the following:
    – Conduct the interviews
    – Take notes during the interviews
    – Debrief in your workshop thread your reflections on the two interviews
    Complete both interviews and complete your audit trail notes.
    Confirm with your classmate who will be conducting your peer debriefing.