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  • [Solved] Critical Review

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    See attached – ## CriticalReviewinstructions.docx – worryingarticle.pdf **## CriticalReviewinstructions.docx** **Critical Review of Published Article** Mastery of statistics involves not only the ability to generate sound statistical results, but also the ability to critically evaluate the statistic…

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    Assignment Prompt & Instructions

    See attached

    – ## CriticalReviewinstructions.docx

    – worryingarticle.pdf

    **## CriticalReviewinstructions.docx**

    **Critical Review of Published Article**

    Mastery of statistics involves not only the ability to generate sound statistical results, but also the ability to critically evaluate the statistical analysis of others.  This is the focus of this assignment.  A critique is not a summary or a simple retelling of the major findings in a research article.  It is more than that and the results may make the difference between believing research results and using them, or not believing results and not using them.

    The critique should critically review (not summarize) the article discussed.  You should concentrate your analysis and critique on the data and the analysis of the data (statistics) presented.  Do they support the conclusions reached by the author(s)?  Why or why not?  You do not have to agree with the conclusions reached during the discussion.  If you do not agree, you should argue why you do not based on information contained in the article you are critiquing.  If you believe important information or analysis is missing, you should also reference that.   Similarly, if you agree, you should state why based on information presented in the article.

    The paper should be three pages not including the title page.  Points will be deducted if the paper is longer than four pages.

    **Suggested Content**:

    The critique should contain a title page, brief introduction and supporting paragraphs.

    **Title Page**:

    Includes title of the research article and author’s name(s),
    **your name**, and date.

    **Introduction**:

    · In the opening sentences, introduce the research topic, including the rationale or purpose for conducting the research and its objectives. What question(s) is the researcher trying to answer?  Include identification of independent and dependent variables.

    · State the author’s hypothesis or research question(s)?

    · Briefly state the research methodology.  How did the researcher study the topic?  Survey?  Experiment? Statistical Analysis?  A combination of methods?

    **Supporting paragraphs**:

    An in-depth critique of the article (Discuss how well the research is conducted)

    Consider the following: (Do not do include any checklists.  This must be a narrative discussion)

    · Purpose

    Is the research problem clearly stated?  Is it easy to determine what the researcher intends to research?

    · Objectives/hypotheses

    Has a research question or hypothesis been identified?  Is it clearly stated?  Is it consistent with discussion in the article's introduction and purpose?

    · Operational Definitions

    Are all terms, theories, and concepts used in the study clearly defined?

    · Methodology

    Is the research design and methodology clearly identified?  Has the data gathering instrument been described? Is the instrument appropriate?  How was         it developed?  Were reliability and validity testing undertaken and the results discussed?  Was a pilot study undertaken?

    Also consider the following in your discussion:

    · Was the population defined?

    · What is the source of data used in the article?

    · How the sample was selected (probability or nonprobability)?  Was the size of the sample appropriate?

    · Which descriptive statistics were used?  Are they meaningful?

    · If statistical analysis was conducted, was it appropriate and well defined?

    · Do the tables and/or figures appropriately (or inappropriately) display the collected data?

    · Are conclusions in the article backed up appropriately by the tables and statistics presented?

    · If a hypothesis was identified was it supported?  Were the strengths and limitations of the study including generalization discussed?  Was a recommendation for further research made?

    · Were all the books, journals and other media alluded to in the study accurately referenced?

    Summing up your impressions is important:

    · Considering all of your observations, is the article well or poorly researched?

    · If you were to conduct the study, please explain the changes you could make to strengthen the validity of the study.

    · Concluding remarks. Drive home the main thrust of your paper.

    Tips for Writing Critiques

    1. The critique should critically review (NOT summarize!) the article discussed.

    2. Go through several drafts. NO ONE can write a perfect essay in one try. Your first draft should be much longer than the final draft. Then as you edit, try to make the same amount of information more concise and clear, continually refining your writing.

    3. Write in formal English avoiding casual language. Though we want to hear your opinions avoid using ‘I’ or ‘me.’ For example, instead of writing: “I think this research overlooked an important factor,” just write, “This research overlooked an important factor.”

    4. Though it is important to have a broad and strong vocabulary, don’t use stilted language for the sake of using fancy words. It makes the paper more difficult to read than is necessary.

    5. Write your critique as if your reader has NOT yet read the paper/essay you are critiquing.

    6. Write in active voice, which is more direct, bold, and concise than passive voice. Examples from
    _The Elements of Style_ by William Strunk Jr. and E. B. White:

    7. Run spelling and grammar-checking programs carefully, double-checking the spelling of all specialized and scientific terms your dictionary will not recognize.  Many spelling errors will be caught by these programs and these errors SHOULD NEVER persist in any work that is to be handed in for grading.

    8. Submit as a Word document.  No PDF files.

    9. Double-space

    10. Use 12 point Times New Roman font and 1 inch margins

    11. Use section headings where appropriate

    12. Number all pages after the title page

    13. Do not use quotes from the article, paraphrase

    **worryingarticle.pdf**

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

    **worryingarticle.pdf**

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

    **## CriticalReviewinstructions.docx**

    **Critical Review of Published Article**

    Mastery of statistics involves not only the ability to generate sound statistical results, but also the ability to critically evaluate the statistical analysis of others.  This is the focus of this assignment.  A critique is not a summary or a simple retelling of the major findings in a research article.  It is more than that and the results may make the difference between believing research results and using them, or not believing results and not using them.

    The critique should critically review (not summarize) the article discussed.  You should concentrate your analysis and critique on the data and the analysis of the data (statistics) presented.  Do they support the conclusions reached by the author(s)?  Why or why not?  You do not have to agree with the conclusions reached during the discussion.  If you do not agree, you should argue why you do not based on information contained in the article you are critiquing.  If you believe important information or analysis is missing, you should also reference that.   Similarly, if you agree, you should state why based on information presented in the article.

    The paper should be three pages not including the title page.  Points will be deducted if the paper is longer than four pages.

    **Suggested Content**:

    The critique should contain a title page, brief introduction and supporting paragraphs.

    **Title Page**:

    Includes title of the research article and author’s name(s),
    **your name**, and date.

    **Introduction**:

    · In the opening sentences, introduce the research topic, including the rationale or purpose for conducting the research and its objectives. What question(s) is the researcher trying to answer?  Include identification of independent and dependent variables.

    · State the author’s hypothesis or research question(s)?

    · Briefly state the research methodology.  How did the researcher study the topic?  Survey?  Experiment? Statistical Analysis?  A combination of methods?

    **Supporting paragraphs**:

    An in-depth critique of the article (Discuss how well the research is conducted)

    Consider the following: (Do not do include any checklists.  This must be a narrative discussion)

    · Purpose

    Is the research problem clearly stated?  Is it easy to determine what the researcher intends to research?

    · Objectives/hypotheses

    Has a research question or hypothesis been identified?  Is it clearly stated?  Is it consistent with discussion in the article's introduction and purpose?

    · Operational Definitions

    Are all terms, theories, and concepts used in the study clearly defined?

    · Methodology

    Is the research design and methodology clearly identified?  Has the data gathering instrument been described? Is the instrument appropriate?  How was         it developed?  Were reliability and validity testing undertaken and the results discussed?  Was a pilot study undertaken?

    Also consider the following in your discussion:

    · Was the population defined?

    · What is the source of data used in the article?

    · How the sample was selected (probability or nonprobability)?  Was the size of the sample appropriate?

    · Which descriptive statistics were used?  Are they meaningful?

    · If statistical analysis was conducted, was it appropriate and well defined?

    · Do the tables and/or figures appropriately (or inappropriately) display the collected data?

    · Are conclusions in the article backed up appropriately by the tables and statistics presented?

    · If a hypothesis was identified was it supported?  Were the strengths and limitations of the study including generalization discussed?  Was a recommendation for further research made?

    · Were all the books, journals and other media alluded to in the study accurately referenced?

    Summing up your impressions is important:

    · Considering all of your observations, is the article well or poorly researched?

    · If you were to conduct the study, please explain the changes you could make to strengthen the validity of the study.

    · Concluding remarks. Drive home the main thrust of your paper.

    Tips for Writing Critiques

    1. The critique should critically review (NOT summarize!) the article discussed.

    2. Go through several drafts. NO ONE can write a perfect essay in one try. Your first draft should be much longer than the final draft. Then as you edit, try to make the same amount of information more concise and clear, continually refining your writing.

    3. Write in formal English avoiding casual language. Though we want to hear your opinions avoid using ‘I’ or ‘me.’ For example, instead of writing: “I think this research overlooked an important factor,” just write, “This research overlooked an important factor.”

    4. Though it is important to have a broad and strong vocabulary, don’t use stilted language for the sake of using fancy words. It makes the paper more difficult to read than is necessary.

    5. Write your critique as if your reader has NOT yet read the paper/essay you are critiquing.

    6. Write in active voice, which is more direct, bold, and concise than passive voice. Examples from
    _The Elements of Style_ by William Strunk Jr. and E. B. White:

    7. Run spelling and grammar-checking programs carefully, double-checking the spelling of all specialized and scientific terms your dictionary will not recognize.  Many spelling errors will be caught by these programs and these errors SHOULD NEVER persist in any work that is to be handed in for grading.

    8. Submit as a Word document.  No PDF files.

    9. Double-space

    10. Use 12 point Times New Roman font and 1 inch margins

    11. Use section headings where appropriate

    12. Number all pages after the title page

    13. Do not use quotes from the article, paraphrase

    **worryingarticle.pdf**

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

    **## CriticalReviewinstructions.docx**

    **Critical Review of Published Article**

    Mastery of statistics involves not only the ability to generate sound statistical results, but also the ability to critically evaluate the statistical analysis of others.  This is the focus of this assignment.  A critique is not a summary or a simple retelling of the major findings in a research article.  It is more than that and the results may make the difference between believing research results and using them, or not believing results and not using them.

    The critique should critically review (not summarize) the article discussed.  You should concentrate your analysis and critique on the data and the analysis of the data (statistics) presented.  Do they support the conclusions reached by the author(s)?  Why or why not?  You do not have to agree with the conclusions reached during the discussion.  If you do not agree, you should argue why you do not based on information contained in the article you are critiquing.  If you believe important information or analysis is missing, you should also reference that.   Similarly, if you agree, you should state why based on information presented in the article.

    The paper should be three pages not including the title page.  Points will be deducted if the paper is longer than four pages.

    **Suggested Content**:

    The critique should contain a title page, brief introduction and supporting paragraphs.

    **Title Page**:

    Includes title of the research article and author’s name(s),
    **your name**, and date.

    **Introduction**:

    · In the opening sentences, introduce the research topic, including the rationale or purpose for conducting the research and its objectives. What question(s) is the researcher trying to answer?  Include identification of independent and dependent variables.

    · State the author’s hypothesis or research question(s)?

    · Briefly state the research methodology.  How did the researcher study the topic?  Survey?  Experiment? Statistical Analysis?  A combination of methods?

    **Supporting paragraphs**:

    An in-depth critique of the article (Discuss how well the research is conducted)

    Consider the following: (Do not do include any checklists.  This must be a narrative discussion)

    · Purpose

    Is the research problem clearly stated?  Is it easy to determine what the researcher intends to research?

    · Objectives/hypotheses

    Has a research question or hypothesis been identified?  Is it clearly stated?  Is it consistent with discussion in the article's introduction and purpose?

    · Operational Definitions

    Are all terms, theories, and concepts used in the study clearly defined?

    · Methodology

    Is the research design and methodology clearly identified?  Has the data gathering instrument been described? Is the instrument appropriate?  How was         it developed?  Were reliability and validity testing undertaken and the results discussed?  Was a pilot study undertaken?

    Also consider the following in your discussion:

    · Was the population defined?

    · What is the source of data used in the article?

    · How the sample was selected (probability or nonprobability)?  Was the size of the sample appropriate?

    · Which descriptive statistics were used?  Are they meaningful?

    · If statistical analysis was conducted, was it appropriate and well defined?

    · Do the tables and/or figures appropriately (or inappropriately) display the collected data?

    · Are conclusions in the article backed up appropriately by the tables and statistics presented?

    · If a hypothesis was identified was it supported?  Were the strengths and limitations of the study including generalization discussed?  Was a recommendation for further research made?

    · Were all the books, journals and other media alluded to in the study accurately referenced?

    Summing up your impressions is important:

    · Considering all of your observations, is the article well or poorly researched?

    · If you were to conduct the study, please explain the changes you could make to strengthen the validity of the study.

    · Concluding remarks. Drive home the main thrust of your paper.

    Tips for Writing Critiques

    1. The critique should critically review (NOT summarize!) the article discussed.

    2. Go through several drafts. NO ONE can write a perfect essay in one try. Your first draft should be much longer than the final draft. Then as you edit, try to make the same amount of information more concise and clear, continually refining your writing.

    3. Write in formal English avoiding casual language. Though we want to hear your opinions avoid using ‘I’ or ‘me.’ For example, instead of writing: “I think this research overlooked an important factor,” just write, “This research overlooked an important factor.”

    4. Though it is important to have a broad and strong vocabulary, don’t use stilted language for the sake of using fancy words. It makes the paper more difficult to read than is necessary.

    5. Write your critique as if your reader has NOT yet read the paper/essay you are critiquing.

    6. Write in active voice, which is more direct, bold, and concise than passive voice. Examples from
    _The Elements of Style_ by William Strunk Jr. and E. B. White:

    7. Run spelling and grammar-checking programs carefully, double-checking the spelling of all specialized and scientific terms your dictionary will not recognize.  Many spelling errors will be caught by these programs and these errors SHOULD NEVER persist in any work that is to be handed in for grading.

    8. Submit as a Word document.  No PDF files.

    9. Double-space

    10. Use 12 point Times New Roman font and 1 inch margins

    11. Use section headings where appropriate

    12. Number all pages after the title page

    13. Do not use quotes from the article, paraphrase

    **worryingarticle.pdf**

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

    – 1
    – 2

  • [Solved] Assigment .Apa seven . All instructions attached.

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## ActiveLearningActivityWeek2.docx **## ActiveLearningActivityWeek2.docx** Active Learning Activity Week 2 **Week 5 you will have the following assignment due [read below for instructions]- this week you will submit your OUTLINE for this assignment, to include at least 5 references. You will be…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – ## ActiveLearningActivityWeek2.docx

    **## ActiveLearningActivityWeek2.docx**

    Active Learning Activity Week 2

    **Week 5 you will have the following assignment due [read below for instructions]- this week you will submit your OUTLINE for this assignment, to include at least 5 references. You will be required to visit the library. This outline should include at least 1-2 concise paragraphs for each**

    **of the sections.**

    **This assignment is to be submitted as an essay- with an introduction, questions developed at the graduate level, and a conclusion to summarize and synthesize key points. APA must be strictly followed. Minimum 5 references should be utilized to validate answers. This paper when submitted in week 5, should be minimally 7-9 pages not counting references and a cover page.**

    If you are unsure how to write an outline follow the 5 simple steps below and visit the link provided:

    [**How to write an outline in 5 steps**](https://www.grammarly.com/blog/how-to-write-outline/)

    Want to know how to create an outline for an essay, academic paper, or even a piece of creative writing? Here’s how to make an outline in five simple, easy-to-follow steps.

    **Research and gather sources**

    The first step in any
    [writing process](https://www.grammarly.com/blog/writing-process/) is preparation. For
    [academic writing](https://www.grammarly.com/blog/academic-writing/), that involves researching and collecting evidence to back up your thesis. For
    [creative writing](https://www.grammarly.com/blog/creative-writing/), that means brainstorming and coming up with ideas.

    Once you know what you want to write about, you can start to plan your outline. You can always add new content later if inspiration strikes you, but generally the more content you prepare at the beginning, the smoother the rest of the writing process will go.

    **Make a list of the topics you want to cover**

    When you know what you want to write, whether it’s a researched argument or creative content, the next step is to organize it. The most common and effective way to organize topics is by paragraph.

    Take all your research or creative ideas and group them into separate topics. Remember that each paragraph should deal with only one main topic, so be sure to group everything with their related themes. Don’t forget to connect details like statistical data to their most relevant paragraph topic.

    **Consider the best order to discuss the topics**

    By now you should have a scattered list of topics, ideally divided by paragraph. Your next step is to decide the optimal order the paragraphs should go in.

    Consider whether a topic requires some background information or if the reader will understand it right away. Some topics should be discussed early to prepare the reader for more advanced topics later on. If you’re having trouble deciding, chronological order also works fine.

    Make the backbone of your outline by putting the topics in the order you think will work best. Think of this as the first draft of your outline—you’ll be able to move things around later if you don’t like how it’s organized.

    **Fill in the details**

    When you’re satisfied with the structure of your paragraphs, you can start filling in supporting details like quotes and references to sources. As you may have noticed from the standard outline format example above, it’s helpful to include direct quotes and source material links directly in the outline. This makes it easier to find the source material when you’re writing the first draft—and gives you one less thing to worry about.

    **Revise**

    After you create a working outline, you can review it for areas to improve. Sometimes, when you see your topics listed out, you recognize problematic areas. Maybe you don’t have enough evidence for certain points, or maybe your writing would flow better if the paragraph order was rearranged.

    It can be helpful to have someone else review the outline to notice things you haven’t, although that’s not always necessary. Sleeping on it, or taking a fresh look at your outline after a rest, can also help you notice problems you missed before.

    Assignment Instructions:

    **Leadership in QI Paper Assignment Content**

    Data to support patient care comes from a variety of sources that contain differing data types. Key activities to use clinical data include identifying the sources of data, understanding the data types and associated methods to work with the data, and identifying the necessary resources to complete your IT project.

    The scope of your IT project will determine the level of data access required and the associated data storage needs. Data used in multisite projects will require IRB oversight and often require the execution of a DUA if transferring data outside of the institution or receiving data from another institution.

    Identifying and assembling an adequate project team is based on the needs of the project. At a minimum, you will need to include frontline staff that will use the product, a data analyst capable of completing the ETL process on the data, and potentially statisticians to conduct appropriate model building and outcomes analyses.

    There are multiple approaches to analyzing data. AI is the latest advance in machine learning approaches that include supervised, in which data is labeled and the algorithm is guided with statistical considerations, and unsupervised, in which unlabeled data is used to infer meaning. While robust, machine learning approaches require interdisciplinary teams and large resource dedication to complete.

    All projects require review and potential revision over time. Follow-up and review of implemented programs should be included in the initial planning stages and resource allocation decisions at project inception.

    ![A group of people in hospital beds AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/assigment-apa-seven-all-instructions-attached-20927541)

    **Let us consider the following for the quality improvement project:**

    You are a new manager on your Heart Failure/Cardiac step-down unit and have high hopes for your floor.

    **Identify several IT projects that you as the nurse manager of a nursing unit could develop to support the operations of the nursing floor to promote compliance with daily weights for your HF patients.**

    As you do your RCA analysis you realize that compliance to many of the issues causing experiences on your floor is due to the poor health data literacy within your nursing staff.
    **Why is it important for nurse leaders to develop health data literacy?**

    ![A medical personnel discussing something on a tablet AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/assigment-apa-seven-all-instructions-attached-20927541)

    As you begin to form your team for your IT projects you question yourself as to who will comprise the team.

    **Who are the various team members to consider adding to the team? Identify their roles and contributions to the project.**

    **Please review the rubric prior to submitting this assignment in week 5, it will account for 15% of your grade. Therefore, your outline submission will allow you to receive feedback on your work prior to the final submission.**

    **This assignment is to be submitted as an essay- with an introduction, questions developed at the graduate level, and a conclusion to summarize and synthesize key points. APA must be strictly followed. Minimum 5 references should be utilized to validate answers. This paper when submitted in week 5, should be minimally 7-9 pages not counting references and a cover page.**

    ## image1.jpeg

    ## image2.jpeg

    **## ActiveLearningActivityWeek2.docx**

    Active Learning Activity Week 2

    **Week 5 you will have the following assignment due [read below for instructions]- this week you will submit your OUTLINE for this assignment, to include at least 5 references. You will be required to visit the library. This outline should include at least 1-2 concise paragraphs for each**

    **of the sections.**

    **This assignment is to be submitted as an essay- with an introduction, questions developed at the graduate level, and a conclusion to summarize and synthesize key points. APA must be strictly followed. Minimum 5 references should be utilized to validate answers. This paper when submitted in week 5, should be minimally 7-9 pages not counting references and a cover page.**

    If you are unsure how to write an outline follow the 5 simple steps below and visit the link provided:

    [**How to write an outline in 5 steps**](https://www.grammarly.com/blog/how-to-write-outline/)

    Want to know how to create an outline for an essay, academic paper, or even a piece of creative writing? Here’s how to make an outline in five simple, easy-to-follow steps.

    **Research and gather sources**

    The first step in any
    [writing process](https://www.grammarly.com/blog/writing-process/) is preparation. For
    [academic writing](https://www.grammarly.com/blog/academic-writing/), that involves researching and collecting evidence to back up your thesis. For
    [creative writing](https://www.grammarly.com/blog/creative-writing/), that means brainstorming and coming up with ideas.

    Once you know what you want to write about, you can start to plan your outline. You can always add new content later if inspiration strikes you, but generally the more content you prepare at the beginning, the smoother the rest of the writing process will go.

    **Make a list of the topics you want to cover**

    When you know what you want to write, whether it’s a researched argument or creative content, the next step is to organize it. The most common and effective way to organize topics is by paragraph.

    Take all your research or creative ideas and group them into separate topics. Remember that each paragraph should deal with only one main topic, so be sure to group everything with their related themes. Don’t forget to connect details like statistical data to their most relevant paragraph topic.

    **Consider the best order to discuss the topics**

    By now you should have a scattered list of topics, ideally divided by paragraph. Your next step is to decide the optimal order the paragraphs should go in.

    Consider whether a topic requires some background information or if the reader will understand it right away. Some topics should be discussed early to prepare the reader for more advanced topics later on. If you’re having trouble deciding, chronological order also works fine.

    Make the backbone of your outline by putting the topics in the order you think will work best. Think of this as the first draft of your outline—you’ll be able to move things around later if you don’t like how it’s organized.

    **Fill in the details**

    When you’re satisfied with the structure of your paragraphs, you can start filling in supporting details like quotes and references to sources. As you may have noticed from the standard outline format example above, it’s helpful to include direct quotes and source material links directly in the outline. This makes it easier to find the source material when you’re writing the first draft—and gives you one less thing to worry about.

    **Revise**

    After you create a working outline, you can review it for areas to improve. Sometimes, when you see your topics listed out, you recognize problematic areas. Maybe you don’t have enough evidence for certain points, or maybe your writing would flow better if the paragraph order was rearranged.

    It can be helpful to have someone else review the outline to notice things you haven’t, although that’s not always necessary. Sleeping on it, or taking a fresh look at your outline after a rest, can also help you notice problems you missed before.

    Assignment Instructions:

    **Leadership in QI Paper Assignment Content**

    Data to support patient care comes from a variety of sources that contain differing data types. Key activities to use clinical data include identifying the sources of data, understanding the data types and associated methods to work with the data, and identifying the necessary resources to complete your IT project.

    The scope of your IT project will determine the level of data access required and the associated data storage needs. Data used in multisite projects will require IRB oversight and often require the execution of a DUA if transferring data outside of the institution or receiving data from another institution.

    Identifying and assembling an adequate project team is based on the needs of the project. At a minimum, you will need to include frontline staff that will use the product, a data analyst capable of completing the ETL process on the data, and potentially statisticians to conduct appropriate model building and outcomes analyses.

    There are multiple approaches to analyzing data. AI is the latest advance in machine learning approaches that include supervised, in which data is labeled and the algorithm is guided with statistical considerations, and unsupervised, in which unlabeled data is used to infer meaning. While robust, machine learning approaches require interdisciplinary teams and large resource dedication to complete.

    All projects require review and potential revision over time. Follow-up and review of implemented programs should be included in the initial planning stages and resource allocation decisions at project inception.

    ![A group of people in hospital beds AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/assigment-apa-seven-all-instructions-attached-20927541)

    **Let us consider the following for the quality improvement project:**

    You are a new manager on your Heart Failure/Cardiac step-down unit and have high hopes for your floor.

    **Identify several IT projects that you as the nurse manager of a nursing unit could develop to support the operations of the nursing floor to promote compliance with daily weights for your HF patients.**

    As you do your RCA analysis you realize that compliance to many of the issues causing experiences on your floor is due to the poor health data literacy within your nursing staff.
    **Why is it important for nurse leaders to develop health data literacy?**

    ![A medical personnel discussing something on a tablet AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/assigment-apa-seven-all-instructions-attached-20927541)

    As you begin to form your team for your IT projects you question yourself as to who will comprise the team.

    **Who are the various team members to consider adding to the team? Identify their roles and contributions to the project.**

    **Please review the rubric prior to submitting this assignment in week 5, it will account for 15% of your grade. Therefore, your outline submission will allow you to receive feedback on your work prior to the final submission.**

    **This assignment is to be submitted as an essay- with an introduction, questions developed at the graduate level, and a conclusion to summarize and synthesize key points. APA must be strictly followed. Minimum 5 references should be utilized to validate answers. This paper when submitted in week 5, should be minimally 7-9 pages not counting references and a cover page.**

    ## image1.jpeg

    ## image2.jpeg

  • [Solved] Assigment .Apa seven . All instructions attached.

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## Benchmark.docx – rubric.pdf **## Benchmark.docx** **Benchmark – Policy Brief Infographic** Start Date Jul 7, 2025, 12:00 AM Due Date Jul 13, 2025, 11:59 PM Points 100 Rubric [View Rubric](https://halo.gcu.edu/courses/NRS-425-O502-20250609/rubrics/871dcfa5-1acf-4ec2-9535-6ce7621a5dc2) Status Act…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – ## Benchmark.docx

    – rubric.pdf

    **## Benchmark.docx**

    **Benchmark – Policy Brief Infographic**

    Start Date

    Jul 7, 2025, 12:00 AM

    Due Date

    Jul 13, 2025, 11:59 PM

    Points

    100

    Rubric

    [View Rubric](https://halo.gcu.edu/courses/NRS-425-O502-20250609/rubrics/871dcfa5-1acf-4ec2-9535-6ce7621a5dc2)

    Status

    Active

    Assessment Traits

    Benchmark

    Requires Lopeswrite

    Assessment Description

    The purpose of this assignment is for students to create an infographic to educate the community on the impact of a public health issue and make recommendations for policy change.

    Research public health issues located on the American Public Health Association (APHA) website, found in the topic Resources under "Topics and Issues." Select a public health issue related to an environmental issue within the U.S. health care delivery system and examine its effect on a specific population.

    Based on the public health issue selected, create an infographic that briefly addresses the following:

    · Describe the selected public health issue and its impact on the community. Include data that demonstrate the significance of this issue and key risk factors leading to this issue.

    · Discuss ways that the public health issue can be prevented, including key concepts of epidemiology.

    · Explain a policy that currently addresses this issue and the impact of this policy on population outcomes including social justice and health equity.

    · Propose at least one change to existing policies to better address this issue. Support recommendations with appropriate evidence.

    · Summarize what steps are required to initiate policy change. Identify necessary stakeholders required to initiate policy change (government officials, administrator, etc.) and explain their level of influence.

    Refer to the resource "Images, Infographics and Graphics Resources," located in the GCU Library, for additional guidance on completing this assignment in the appropriate style.

    Cite a minimum of three sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice.

    **_Benchmark Information_**

    _This benchmark assignment assesses the following programmatic competencies:_

    _RN-BSN_

    3.4: Advance equitable population health policy.

    3.5: Demonstrate advocacy strategies.

    American Association of Colleges of Nursing Core Competencies for Professional Nursing Education

    This assignment aligns to AACN Core Competencies 3.4 and 3.5

    **rubric.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/rubric-pdf-10346763)

    **rubric.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/rubric-pdf-10346763)

    **## Benchmark.docx**

    **Benchmark – Policy Brief Infographic**

    Start Date

    Jul 7, 2025, 12:00 AM

    Due Date

    Jul 13, 2025, 11:59 PM

    Points

    100

    Rubric

    [View Rubric](https://halo.gcu.edu/courses/NRS-425-O502-20250609/rubrics/871dcfa5-1acf-4ec2-9535-6ce7621a5dc2)

    Status

    Active

    Assessment Traits

    Benchmark

    Requires Lopeswrite

    Assessment Description

    The purpose of this assignment is for students to create an infographic to educate the community on the impact of a public health issue and make recommendations for policy change.

    Research public health issues located on the American Public Health Association (APHA) website, found in the topic Resources under "Topics and Issues." Select a public health issue related to an environmental issue within the U.S. health care delivery system and examine its effect on a specific population.

    Based on the public health issue selected, create an infographic that briefly addresses the following:

    · Describe the selected public health issue and its impact on the community. Include data that demonstrate the significance of this issue and key risk factors leading to this issue.

    · Discuss ways that the public health issue can be prevented, including key concepts of epidemiology.

    · Explain a policy that currently addresses this issue and the impact of this policy on population outcomes including social justice and health equity.

    · Propose at least one change to existing policies to better address this issue. Support recommendations with appropriate evidence.

    · Summarize what steps are required to initiate policy change. Identify necessary stakeholders required to initiate policy change (government officials, administrator, etc.) and explain their level of influence.

    Refer to the resource "Images, Infographics and Graphics Resources," located in the GCU Library, for additional guidance on completing this assignment in the appropriate style.

    Cite a minimum of three sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice.

    **_Benchmark Information_**

    _This benchmark assignment assesses the following programmatic competencies:_

    _RN-BSN_

    3.4: Advance equitable population health policy.

    3.5: Demonstrate advocacy strategies.

    American Association of Colleges of Nursing Core Competencies for Professional Nursing Education

    This assignment aligns to AACN Core Competencies 3.4 and 3.5

    **rubric.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/rubric-pdf-10346763)

    **## Benchmark.docx**

    **Benchmark – Policy Brief Infographic**

    Start Date

    Jul 7, 2025, 12:00 AM

    Due Date

    Jul 13, 2025, 11:59 PM

    Points

    100

    Rubric

    [View Rubric](https://halo.gcu.edu/courses/NRS-425-O502-20250609/rubrics/871dcfa5-1acf-4ec2-9535-6ce7621a5dc2)

    Status

    Active

    Assessment Traits

    Benchmark

    Requires Lopeswrite

    Assessment Description

    The purpose of this assignment is for students to create an infographic to educate the community on the impact of a public health issue and make recommendations for policy change.

    Research public health issues located on the American Public Health Association (APHA) website, found in the topic Resources under "Topics and Issues." Select a public health issue related to an environmental issue within the U.S. health care delivery system and examine its effect on a specific population.

    Based on the public health issue selected, create an infographic that briefly addresses the following:

    · Describe the selected public health issue and its impact on the community. Include data that demonstrate the significance of this issue and key risk factors leading to this issue.

    · Discuss ways that the public health issue can be prevented, including key concepts of epidemiology.

    · Explain a policy that currently addresses this issue and the impact of this policy on population outcomes including social justice and health equity.

    · Propose at least one change to existing policies to better address this issue. Support recommendations with appropriate evidence.

    · Summarize what steps are required to initiate policy change. Identify necessary stakeholders required to initiate policy change (government officials, administrator, etc.) and explain their level of influence.

    Refer to the resource "Images, Infographics and Graphics Resources," located in the GCU Library, for additional guidance on completing this assignment in the appropriate style.

    Cite a minimum of three sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice.

    **_Benchmark Information_**

    _This benchmark assignment assesses the following programmatic competencies:_

    _RN-BSN_

    3.4: Advance equitable population health policy.

    3.5: Demonstrate advocacy strategies.

    American Association of Colleges of Nursing Core Competencies for Professional Nursing Education

    This assignment aligns to AACN Core Competencies 3.4 and 3.5

    **rubric.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/rubric-pdf-10346763)

    – 1
    – 2

  • [Solved] WH D2 R

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering WH D2 R.

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    Assignment Prompt & Instructions

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

  • [Solved] brumsey

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    ## Homework Problems (40 points) 1. A consumer is considering leasing a vehicle with monthly payments of $62. a) Calculate the annual cost of the lease. b) Calculate the total cost over 12 years if the consumer continues to lease similar vehicles. 2. Calculate the operating costs for a motor vehicle…

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    Assignment Prompt & Instructions

    ## Homework Problems (40 points)
    1. A consumer is considering  leasing a vehicle with monthly payments of $62. a) Calculate the annual  cost of the lease. b) Calculate the total cost over 12 years if the  consumer continues to lease similar vehicles.
    2. Calculate the operating costs for a motor vehicle with the following annual expenses:
    – Depreciation: $2,500
    – Interest: $650
    – Insurance: $680
    – Registration: $65
    – Gasoline: $1,925
    – Repairs: $370
    – Parking: $420
    – Annual mileage: 13,200 miles
    – a) What is the total annual operating cost of the vehicle? b) What is the operating cost per mile?
    3. Compare the total cost of purchasing versus leasing a vehicle with the following information:
    – Purchase option: $1,500 down payment, $450 monthly payment for 48 months, estimated scrap value of $4,000 after 4 years
    – Lease option: $500 down payment, $450 monthly payment for 36 months, $600 end-of-lease charges
    – Opportunity cost of money: 4% annually
    – Which option is more economical based on total cost?
    4. In a class action lawsuit  against a car manufacturer, the court awarded $1,400,000 to consumers.  After legal fees of $300,000, the award will be distributed to 62,000  affected owners. How much will each consumer receive?
    ## Case Analysis: Online Car Buying (30 points)
    **Case Scenario:** A friend is  considering purchasing a vehicle through an online car buying service  rather than visiting traditional dealerships. They have heard that  online car buying can save time and potentially money, but they're  concerned about the process and potential risks. **Questions:** R1. What are the potential advantages and  disadvantages of purchasing a vehicle online compared to traditional  dealership shopping?R2. What research strategies would you recommend to someone considering an online car purchase?R3. Based on your own online shopping experiences, what precautions should be taken when making major purchases online?R4. What is a "lemon" in the context of  vehicle purchases, and what legal protections exist for consumers who  purchase defective vehicles?

  • [Solved] FNP CL2 D2 R

    ✓ Verified Academic Solution Available

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    In-depth study guidance and analytical solution covering FNP CL2 D2 R.

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  • [Solved] brumsey final

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    Executive Solution Overview

    please see attachment – ## brumsyfinal.docx **## brumsyfinal.docx** 2 **Overview** The Financial Literacy Portfolio is a capstone project that demonstrates your understanding and application of personal financial management concepts from Modules 1-6. Using the S-M-A-R-T goal framework introduced in …

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    Assignment Prompt & Instructions

    please see attachment

    – ## brumsyfinal.docx

    **## brumsyfinal.docx**

    2

    **Overview**

    The Financial Literacy Portfolio is a capstone project that demonstrates your understanding and application of personal financial management concepts from Modules 1-6. Using the S-M-A-R-T goal framework introduced in Chapter 1, you will develop three personal finance goals and create a comprehensive action plan for achieving them. This project allows you to apply course concepts to your own financial situation (or a hypothetical one) while demonstrating your ability to create a cohesive financial plan.

    **Worth: 165 Points**

    **Due Date: July 14, 2025**

    **Learning Objectives**

    Through this assignment, you will:

    · Apply the S-M-A-R-T goal framework to develop meaningful financial objectives

    · Synthesize concepts from Modules 1-6 into a cohesive financial plan

    · Demonstrate understanding of financial planning, money management, taxation, financial services, consumer credit, and purchasing strategies

    · Analyze potential risks associated with financial decisions and develop risk mitigation strategies

    · Create a professional presentation that effectively communicates your financial plan

    **Assignment Components and Point Distribution**

    This assignment consists of three main components, presented through a PowerPoint presentation and a brief written reflection:

    1.
    **S-M-A-R-T Financial Goals** (45 points)

    2.
    **Action Plans with Module Integration** (75 points)

    3.
    **Risk Analysis and Mitigation** (25 points)

    4.
    **Written Reflection** (20 points)

    **Deliverables**

    You will submit TWO items via Canvas:

    1.
    **PowerPoint Presentation** containing your S-M-A-R-T goals, action plans, and risk analysis

    2.
    **Written Reflection** document (1-2 pages, double-spaced)

    **Assignment Details**

    **Component 1: S-M-A-R-T Financial Goals (45 points)**

    Develop three S-M-A-R-T goals in the following categories:

    1.
    **SAVING Goal** (15 points) – A goal focused on building savings or investments

    2.
    **SPENDING Goal** (15 points) – A goal related to a major purchase or spending plan

    3.
    **SHARING Goal** (15 points) – A goal focused on donating money, time, or skills to a charitable cause

    Each goal must follow the S-M-A-R-T format:

    ·
    **Specific**: Clearly define what you want to accomplish

    ·
    **Measurable**: Include concrete criteria for measuring progress

    ·
    **Achievable**: Realistic given your financial circumstances

    ·
    **Relevant**: Aligned with your overall financial objectives

    ·
    **Time-bound**: Set a specific timeframe for completion

    **Component 2: Action Plans with Module Integration (75 points)**

    For each of your three S-M-A-R-T goals, develop a detailed action plan with 3-5 specific steps. Your action plans must incorporate concepts from Modules 1-6:

    **Module 1: Personal Financial Planning** (15 points)

    · Incorporate personal financial statements (income statement and balance sheet)

    · Apply time value of money concepts to goal planning

    · Consider economic factors that might impact your goals

    **Module 2: Money Management** (15 points)

    · Include budgeting techniques relevant to your goals

    · Apply appropriate financial ratios to assess feasibility

    · Outline cash flow management strategies

    **Module 3: Taxes in Financial Planning** (15 points)

    · Address tax implications of your financial goals

    · Incorporate relevant tax planning strategies

    · Identify potential tax advantages or disadvantages

    **Module 4: Financial Services** (10 points)

    · Identify appropriate financial accounts or services to support your goals

    · Compare financial institutions or products based on features and benefits

    · Address security and protection of financial assets

    **Module 5: Consumer Credit** (10 points)

    · If applicable, outline responsible credit usage related to your goals

    · Address impact on credit score or creditworthiness

    · Analyze cost of credit and repayment strategies

    **Module 6: Consumer Purchasing** (10 points)

    · Apply wise buying strategies for major purchases

    · Include product/service research methods

    · Address consumer protections relevant to your goals

    **Component 3: Risk Analysis and Mitigation (25 points)**

    Identify and analyze at least three potential risks associated with your financial goals. For each risk:

    · Describe the nature of the risk (7 points)

    · Assess the potential impact on your financial goals (8 points)

    · Outline specific strategies to mitigate or manage the risk (10 points)

    **Component 4: Written Reflection (20 points)**

    Submit a brief reflection document (1-2 pages, double-spaced) addressing:

    · What you learned from creating this portfolio (7 points)

    · How you plan to implement these financial goals in your life (7 points)

    · Areas where you feel you need additional financial education or resources (6 points)

    **PowerPoint Presentation Guidelines**

    Your PowerPoint presentation should effectively communicate all three main components of your Financial Literacy Portfolio (S-M-A-R-T goals, action plans, and risk analysis). Follow these guidelines to create a professional and comprehensive presentation:

    **Structure and Organization**

    · Include a title slide with your name and course information

    · Create a table of contents or agenda slide

    · Use clear section dividers for each component

    · Follow a logical flow and organization

    **Required Sections (Minimum Slide Requirements)**

    Your PowerPoint must include the following sections with the specified minimum number of slides:

    **S-M-A-R-T Goals Section (Minimum 3 slides)**

    · At least one dedicated slide for each S-M-A-R-T goal (Saving, Spending, Sharing)

    · Each goal slide must clearly display all five components (Specific, Measurable, Achievable, Relevant, Time-bound)

    **Action Plans Section (Minimum 6 slides)**

    · At least two slides for each goal's action steps with specific references to concepts from Modules 1-6

    · Include visual flowchart or timeline showing implementation sequence

    · Include financial calculations, where applicable (e.g., savings projections, budget allocations)

    · Demonstrate integration of concepts from each module

    **Risk Analysis Section (Minimum 3 slides)**

    · At least one slide for each risk identified

    · Include assessment of potential impacts

    · Detail mitigation strategies

    · Include a risk priority matrix or other visual risk assessment tool

    **Conclusion Section (Minimum 1 slide)**

    · Summary of key takeaways

    · Next steps for implementation

    **Presentation Design**

    · Use a professional, consistent design theme

    · Include effective visuals to enhance understanding (charts, graphs, tables, icons)

    · Ensure appropriate font size and readability

    · Limit text per slide (use bullet points rather than paragraphs)

    · Create visual representations of financial concepts

    · Use proper citation of sources when applicable

    · Check for spelling and grammatical errors

    · Include detailed notes in the notes section of each slide explaining your thinking

    **## brumsyfinal.docx**

    2

    **Overview**

    The Financial Literacy Portfolio is a capstone project that demonstrates your understanding and application of personal financial management concepts from Modules 1-6. Using the S-M-A-R-T goal framework introduced in Chapter 1, you will develop three personal finance goals and create a comprehensive action plan for achieving them. This project allows you to apply course concepts to your own financial situation (or a hypothetical one) while demonstrating your ability to create a cohesive financial plan.

    **Worth: 165 Points**

    **Due Date: July 14, 2025**

    **Learning Objectives**

    Through this assignment, you will:

    · Apply the S-M-A-R-T goal framework to develop meaningful financial objectives

    · Synthesize concepts from Modules 1-6 into a cohesive financial plan

    · Demonstrate understanding of financial planning, money management, taxation, financial services, consumer credit, and purchasing strategies

    · Analyze potential risks associated with financial decisions and develop risk mitigation strategies

    · Create a professional presentation that effectively communicates your financial plan

    **Assignment Components and Point Distribution**

    This assignment consists of three main components, presented through a PowerPoint presentation and a brief written reflection:

    1.
    **S-M-A-R-T Financial Goals** (45 points)

    2.
    **Action Plans with Module Integration** (75 points)

    3.
    **Risk Analysis and Mitigation** (25 points)

    4.
    **Written Reflection** (20 points)

    **Deliverables**

    You will submit TWO items via Canvas:

    1.
    **PowerPoint Presentation** containing your S-M-A-R-T goals, action plans, and risk analysis

    2.
    **Written Reflection** document (1-2 pages, double-spaced)

    **Assignment Details**

    **Component 1: S-M-A-R-T Financial Goals (45 points)**

    Develop three S-M-A-R-T goals in the following categories:

    1.
    **SAVING Goal** (15 points) – A goal focused on building savings or investments

    2.
    **SPENDING Goal** (15 points) – A goal related to a major purchase or spending plan

    3.
    **SHARING Goal** (15 points) – A goal focused on donating money, time, or skills to a charitable cause

    Each goal must follow the S-M-A-R-T format:

    ·
    **Specific**: Clearly define what you want to accomplish

    ·
    **Measurable**: Include concrete criteria for measuring progress

    ·
    **Achievable**: Realistic given your financial circumstances

    ·
    **Relevant**: Aligned with your overall financial objectives

    ·
    **Time-bound**: Set a specific timeframe for completion

    **Component 2: Action Plans with Module Integration (75 points)**

    For each of your three S-M-A-R-T goals, develop a detailed action plan with 3-5 specific steps. Your action plans must incorporate concepts from Modules 1-6:

    **Module 1: Personal Financial Planning** (15 points)

    · Incorporate personal financial statements (income statement and balance sheet)

    · Apply time value of money concepts to goal planning

    · Consider economic factors that might impact your goals

    **Module 2: Money Management** (15 points)

    · Include budgeting techniques relevant to your goals

    · Apply appropriate financial ratios to assess feasibility

    · Outline cash flow management strategies

    **Module 3: Taxes in Financial Planning** (15 points)

    · Address tax implications of your financial goals

    · Incorporate relevant tax planning strategies

    · Identify potential tax advantages or disadvantages

    **Module 4: Financial Services** (10 points)

    · Identify appropriate financial accounts or services to support your goals

    · Compare financial institutions or products based on features and benefits

    · Address security and protection of financial assets

    **Module 5: Consumer Credit** (10 points)

    · If applicable, outline responsible credit usage related to your goals

    · Address impact on credit score or creditworthiness

    · Analyze cost of credit and repayment strategies

    **Module 6: Consumer Purchasing** (10 points)

    · Apply wise buying strategies for major purchases

    · Include product/service research methods

    · Address consumer protections relevant to your goals

    **Component 3: Risk Analysis and Mitigation (25 points)**

    Identify and analyze at least three potential risks associated with your financial goals. For each risk:

    · Describe the nature of the risk (7 points)

    · Assess the potential impact on your financial goals (8 points)

    · Outline specific strategies to mitigate or manage the risk (10 points)

    **Component 4: Written Reflection (20 points)**

    Submit a brief reflection document (1-2 pages, double-spaced) addressing:

    · What you learned from creating this portfolio (7 points)

    · How you plan to implement these financial goals in your life (7 points)

    · Areas where you feel you need additional financial education or resources (6 points)

    **PowerPoint Presentation Guidelines**

    Your PowerPoint presentation should effectively communicate all three main components of your Financial Literacy Portfolio (S-M-A-R-T goals, action plans, and risk analysis). Follow these guidelines to create a professional and comprehensive presentation:

    **Structure and Organization**

    · Include a title slide with your name and course information

    · Create a table of contents or agenda slide

    · Use clear section dividers for each component

    · Follow a logical flow and organization

    **Required Sections (Minimum Slide Requirements)**

    Your PowerPoint must include the following sections with the specified minimum number of slides:

    **S-M-A-R-T Goals Section (Minimum 3 slides)**

    · At least one dedicated slide for each S-M-A-R-T goal (Saving, Spending, Sharing)

    · Each goal slide must clearly display all five components (Specific, Measurable, Achievable, Relevant, Time-bound)

    **Action Plans Section (Minimum 6 slides)**

    · At least two slides for each goal's action steps with specific references to concepts from Modules 1-6

    · Include visual flowchart or timeline showing implementation sequence

    · Include financial calculations, where applicable (e.g., savings projections, budget allocations)

    · Demonstrate integration of concepts from each module

    **Risk Analysis Section (Minimum 3 slides)**

    · At least one slide for each risk identified

    · Include assessment of potential impacts

    · Detail mitigation strategies

    · Include a risk priority matrix or other visual risk assessment tool

    **Conclusion Section (Minimum 1 slide)**

    · Summary of key takeaways

    · Next steps for implementation

    **Presentation Design**

    · Use a professional, consistent design theme

    · Include effective visuals to enhance understanding (charts, graphs, tables, icons)

    · Ensure appropriate font size and readability

    · Limit text per slide (use bullet points rather than paragraphs)

    · Create visual representations of financial concepts

    · Use proper citation of sources when applicable

    · Check for spelling and grammatical errors

    · Include detailed notes in the notes section of each slide explaining your thinking

  • [Solved] PathophysiologyT3Q2

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Describe in detail the pathophysiological explanation of pancreatitis in a working 35-year-old adult female. Explain the clinical manifestations, prognosis, diagnostic tests, and medical treatments and procedures involved. Identify the nurse's role in promoting health awareness, resiliency and preve…

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    Assignment Prompt & Instructions

    Describe in detail the pathophysiological explanation of pancreatitis in a working 35-year-old adult female. Explain the clinical manifestations, prognosis, diagnostic tests, and medical treatments and procedures involved. Identify the nurse's role in promoting health awareness, resiliency and preventing medical complications.
    Initial discussion question posts should be a minimum of 200 words and include at least two references cited using APA format.

  • [Solved] Benchmark – Case Study: Mr. D.

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Use the "Case Study: Mr. D." template ( **attached**) and the "Functional Health Patterns Assessment Guide", ( **attached**), to complete the assignment. You are required to cite a minimum of three sources to complete this assignment. Sources must be published within the last 5 years and appropriate…

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    Assignment Prompt & Instructions

    Use the "Case Study: Mr. D." template ( **attached**) and the "Functional Health Patterns Assessment Guide", ( **attached**), to complete the assignment.
    You are required to cite a minimum of three sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and relevant to nursing practice.
    While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines,
    \
    NRS-455-RS-T3-CaseStudyMrD.docx](https://www.sweetstudy.com/files/nrs-455-rs-t3-casestudymrd-docx-10343001 "NRS-455-RS-T3-CaseStudyMrD.docx")
    \
    NRS-455-RS-T3-FunctionalHealthPatternsAssessmentGuide.docx](https://www.sweetstudy.com/files/nrs-455-rs-t3-functionalhealthpatternsassessmentguide-docx "NRS-455-RS-T3-FunctionalHealthPatternsAssessmentGuide.docx")

  • [Solved] wk 1 550

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## Mod1ReactionPaper550.docx – ## ReactionPaper_SampleLoremIpsus.pdf – ## ImagesofOrganization.pdf – chapter2550.docx – Chapter3.docx **## Mod1ReactionPaper550.docx** Mod 1 Reaction Paper (in 2 sheets) · **Due** Monday by 11:59pm **You will need to read the following chapters (via the "BryteWave …

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    Assignment Prompt & Instructions

    – ## Mod1ReactionPaper550.docx

    – ## ReactionPaper_SampleLoremIpsus.pdf

    – ## ImagesofOrganization.pdf

    – chapter2550.docx
    – Chapter3.docx

    **## Mod1ReactionPaper550.docx**

    Mod 1 Reaction Paper (in 2 sheets)

    ·
    **Due** Monday by 11:59pm

    **You will need to read the following chapters (via the "BryteWave Course Materials" link in the left-hand menu) to complete this assignment. Then pick one of the assigned chapters for your write-up:**

    ·
    **Chapter 2 (pp. 10 — 29) in Morgan,**
    **_Images of Organization_.**

    ·
    **Chapter 3 (pp. 32 — 68) in Morgan,**
    **_Images of Organization_.**

    INSTRUCTIONS IN BRIEF: Write up a total of TWO PAGES (no more), single-spaced, in the form of a synopsis and "reaction" for ONE of the TWO assigned chapters in this module. I.e., dedicate ONLY TWO PAGES of write-up to each of the chapters you choose to discuss.

    Here is
    [a SAMPLE to give you a clearer idea of expectations](https://asu.instructure.com/courses/225986/files/109998189?wrap=1)

    .

    DETAILS:
    FIRST: The first 1.5 pages must be a BRIEF synopsis of the chapter (choosing only select parts — because you CANNOT possibly cover everything in only one page) along with a couple salient, short quotes from the chapter. Bullet points and/or very brief paragraphs are recommended for most of each page; use single-spacing. I do NOT need nor want a traditional "essay" here; something that looks more like an outline or a carefully considered list is fine (but with those two quotes inserted into the page as well).

    THEN: In the LAST HALF-PAGE write one to three paragraphs (in your own words) where you delve a bit deeper, reacting to some of the major issues of each 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 truly just 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.)

    **## ReactionPaper_SampleLoremIpsus.pdf**

    SAMPLE ASSIGNMENT: OGL 550 Reaction Paper Name: ____________

    ***(PROF’s NOTE: “LOREM IPSUM” fake text is used below as filler.—SD)***

    Chapter 4 in Morgan, G. 2006. Learning and Self-Organization, pp. 71-114.
    Key Concepts / Synopsis (75 percent of the space in this two-page assignment)

    Images of the Brain

    ○ Metaphors re. the brain have included ipsum dolor sit amet. Aut ullam similique
    ○ Debate about the brain’s doloribus quia est laborum consequuntur est ratione
    ○ The brain ducimus. Ut sint placeat ut maxime quia non sequi eius.
    ○ The right hemisphere loreum ipsum dolor sit amet. Aut ullam similique
    ○ The left side lorum ipsum dolor sit amet. Aut ullam similique doloribus quia est
    laborum consequuntur est ratione ducimus. Ut sint placeat ut maxime quia non

    QUOTE: “Et lorum ipsum dolor sit amet. Aut ullam similique doloribus quia est
    laborum consequuntur est ratione ducimus. Ut sint placeat ut maxime quia non
    sequi eius” (Morgan 2006, p. 95). In other words, we need to link our brains and be
    open to criticism (if constructive) in order to achieve true greatness.

    Information Processing

    ○ Organizations Et lorum ipsum dolor sit amet. Aut ullam similique doloribus
    ○ Herbert Simon and James March quia est laborum consequuntur est ratione

    ducimus. Ut sint placeat ut maxime quia non sequi eius.
    ○ “Bounded Lorum” quia est laborum consequuntur est ratione ducimus. Ut sint
    ○ est ratione ducimus. Ut sint placeat ut maxime quia non sequi eius (pg. 79).

    Rational est ratione ducimus. Ut sint placeat ut maxime quia non sequi eius.

    QUOTE: “The cry of ‘Et tu Brute!’ est ratione ducimus. Ut sint placeat ut

    maxime quia non sequi eius est ratione ducimus. Ut sint placeat ut maxime quia
    non sequi eius est ratione ducimus. Ut sint placeat ut maxime quia non sequi
    eius” (Morgan 2006, p. 101).

    ○ Information processing est ratione ducimus. Ut sint placeat ut maxime quia

    Fostering and growing via Learning Organizations

    ○ Norbert Wiener Ut sint placeat ut maxime quia non sequi eius (pg. 81).
    ○ Cybernetics Ut sint placeat ut maxime quia non sequi eius
    ○ Cybernetics leads to Ut sint placeat ut maxime quia non sequi eius

    Systems help monitor placeat ut maxime quia non sequi eius Ut sint placeat ut
    maxime quia non placeat ut maxime quia non sequi eius Ut sint placeat ut maxime
    quia non

    • Ut sint ut maxime quia non sequi eius

    • Ut placeat ut maxime quia non sequi eius Ut sint placeat ut maxime quia non

    • Ut placeat ut maxime quia non sequi eius Ut sint placeat ut maxime quia non

    OGL 550 Reaction Paper (page 2)

    ■ Start some actions to sint placeat ut maxime quia non sequi eius

    • Placeat ut maxime quia non sequi eius Ut sint placeat ut maxime quia non

    • Ut placeat ut maxime quia non sequi eius Ut sint placeat ut maxime quia non

    • Ut sint ut maxime quia non sequi eius

    Change and begin to ut sint placeat ut maxime quia non sequi eius

    • Ut sint placeat ut maxime quia non sequi eius Ut sint placeat ut maxime quia non

    • Ut sint placeat ut maxime quia non sequi eius Ut sint placeat ut maxime quia non

    • Ut sint placeat ut maxime quia non sequi eius

    ○ Double-loop learning Ut sint placeat ut maxime quia non sequi eius

    ○ Single-loop learning Ut sint placeat ut maxime quia non sequi eius

    ● Holographic Brains

    • Ut sint placeat ut maxime quia non sequi eius

    • Ut sint placeat ut maxime quia non sequi eius Ut sint placeat ut maxime quia non

    • Ut sint placeat ut maxime quia non sequi eius Ut sint placeat ut maxime quia non

    • Ut sint placeat ut maxime quia non sequi eius

    “Reflection Section” (25 percent of the space):
    This chapter reminded me of the failures (and subsequent successes) of one of my
    professional teams two years ago, when lorum ipsum dolor sit amet. Aut ullam
    similique doloribus quia est laborum consequuntur est ratione ducimus. Ut sint placeat
    ut maxime quia non sequi eius. Ipsus lorum ipsum dolor sit amet. Aut ullam similique
    doloribus quia est laborum consequuntur est ratione ducimus. Ut sint placeat ut
    maxime quia non sequi eius. Et lorum ipsum dolor sit amet.

    Aut ullam similique doloribus quia est laborum consequuntur est ratione ducimus. Ut
    sint placeat ut maxime quia non sequi eius. Ipsus lorum ipsum dolor sit amet. Aut ullam
    similique doloribus quia est laborum consequuntur est ratione ducimus. Ut sint placeat
    ut maxime quia non sequi eius.

    Et lorum ipsum dolor sit amet. Aut ullam similique doloribus quia est laborum
    consequuntur est ratione ducimus. Ut sint placeat ut maxime quia non sequi eius.
    Ipsus lorum ipsum dolor sit amet. Aut ullam similique doloribus quia est laborum
    consequuntur est ratione ducimus. Ut sint placeat ut maxime quia non sequi eius.
    Ipsus lorum ipsum dolor sit amet. Aut ullam similique doloribus quia est laborum
    consequuntur est ratione ducimus. Ut sint placeat ut maxime quia non sequi eius.
    Ipsus lorum ipsum dolor sit amet. Aut ullam similique doloribus quia est laborum
    consequuntur est ratione ducimus. Ut sint placeat ut maxime quia non sequi eius.

    **## ImagesofOrganization.pdf**

    corporations. The compartmentalization created by mechanistic divisions between different hierarchical levels, functions, roles, and people tends to create barriers and stumbling blocks.
    For example, when new problems arise they are often ignored because there are no ready-made responses. Or they are approached in a fragmented rather than a holistic way so that they can be tackled through existing organizational policies,

    procedures, and patterns of expertise. But standardized procedures and channels of communication are often unable to deal effectively with new circumstances, necessitating numerous ad hoc meetings and committees, which, because they
    have to be planned to fit rather than disrupt the normal mode of operation, are often too slow or too late for dealing with issues. Problems of inaction and lack of coordination thus become rife. In such circumstances the organization frequently
    becomes clogged with backlogs of work because normal routine has been disrupted, and complex issues float up the organizational hierarchy as members at each level find in turn that they are unable to solve them. On the way, information
    often gets distorted, as people hide errors and the true nature and magnitude of problems for fear of being held responsible for them. Those in command of the organization thus frequently find themselves facing issues that are inappropriately
    defined, and which they have no real idea of how to approach. They are often forced to delegate them to special task forces or teams of staff experts or consultants—who, since they are often remote from the concrete problems being
    experienced, further increase the delay and inadequacy of response.

    The difficulty of achieving effective responses to changing circumstances is often further aggravated by the high degree of specialization in different functional areas within the organization (e.g., production, marketing, finance, product
    engineering). Interdepartmental communications and coordination are often poor, and people often have a myopic view of what is occurring, there being no overall grasp of the situation facing the enterprise as a whole. As a result the actions
    encouraged by one element of the organization often entail negative consequences for others, so that one element ends up working against the interests of another.

    These problems are often compounded by the fact that mechanistic definitions of job responsibilities encourage many organizational members to adopt mindless, unquestioning attitudes such as “it’s not my job to worry about that,” “that’s
    his responsibility, not mine,” or “I’m here to do what I’m told.” Although often seen as attitudes that employees “bring to work,” they are actually inherent in the mechanistic approach to organization. Defining work responsibilities in a clear-
    cut manner has the advantage of letting everyone know what is expected of them. But it also lets them know what is not expected of them. Detailed job descriptions have this two-edged character, creating many problems when the organization
    faces changing circumstances that call for initiative and flexibility in response.

    This institutionalized passivity and dependency can even lead people to make and justify deliberate mistakes on the premise that they’re obeying orders. The hierarchical organization of jobs builds on the idea that control must be exercised
    over the different parts of the organization (to ensure that they are doing what they are designed to do), rather than being built into the parts themselves. Supervisors and other hierarchical forms of control do not just monitor the performance
    of workers—they also remove responsibility from workers, because their function really becomes operational only when problems arise. In a similar way, a system of quality control on a production line often institutionalizes the production of
    defective goods. People realize that they are allowed a quota of errors.

    Much of the apathy, carelessness, and lack of pride so often encountered in the modern workplace is thus not coincidental: it is fostered by the mechanistic approach. Mechanistic organization discourages initiative, encouraging people to
    obey orders and keep their place rather than to take an interest in, and question, what they are doing. People in a bureaucracy who question the wisdom of conventional practice are viewed more often than not as troublemakers. Therefore,
    apathy often reigns as people learn to feel powerless about problems that collectively they understand and ultimately have the power to solve.

    These difficulties are often linked to another set of problems: the development of subgoals and sets of interests that undermine the organization’s ability to meet its primary objectives. Functional specialization is supposed to create a system
    of cooperation. Yet it often ends up creating a system of competition as individuals and departments compete for scarce resources or job positions higher up the hierarchy. Empire building, careerism, the defense of departmental interests, pet
    projects, and the padding of budgets to create slack resources may subvert the working of the whole. If the organization is staffed by rational men and women who behave in accordance with the formal interests and aims of the total
    organization, “fitting in” rather than using the organization for other purposes, then this may not occur. But humans are human, and the best-laid plans have a habit of turning in ways never intended by their creators. Formal organizations thus
    often become guided toward the achievement of informal ends, some of which may be quite contrary to the aims underlying the original design.

    A final set of problems relate to human consequences. The mechanistic approach to organization tends to limit rather than mobilize the development of human capacities, molding human beings to fit the requirements of mechanical
    organization rather than building the organization around their strengths and potentials. Both employees and organizations lose from this arrangement. Employees lose opportunities for personal growth, often spending many hours a day on
    work they neither value nor enjoy, and organizations lose the creative and intelligent contributions that most employees are capable of making, given the right opportunities.

    Mechanistic approaches to organization have proved incredibly popular, partly because of their efficiency in the performance of tasks that can be successfully routinized and partly because they offer managers the promise of tight control over
    people and their activities. In stable times, the approach worked from a managerial point of view. But with the increasing pace of social and economic change, the limitations have become more and more obvious.

    As we enter the twenty-first century we find bureaucracies and other modes of mechanistic organization coming under increasing attack because of their rigidities and other dysfunctional consequences. The total quality movement (TQM)
    and emphasis on flexible, team-based organization that came into prominence in the 1980s and 1990s signaled an early response to these problems and the need to find other nonmechanical ways of organizing. From a historical perspective,
    the mechanistic approach to organization belongs to the mechanical age. Now that we are entering an age with a completely new technological base drawing on microelectronics, new organizational principles are likely to become increasingly
    important. Some of the images of organization considered in the following chapters give a glimpse of what may be both possible and appropriate for managing in these new times.

    Notes &
    Highlights

    Flashcards

    Copied
    Content

    28 Go
    Page

    Next

    **chapter2550.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter2550-docx)

    **Chapter3.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter3-docx-10343029)

    **Chapter3.docx**

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    **## Mod1ReactionPaper550.docx**

    Mod 1 Reaction Paper (in 2 sheets)

    ·
    **Due** Monday by 11:59pm

    **You will need to read the following chapters (via the "BryteWave Course Materials" link in the left-hand menu) to complete this assignment. Then pick one of the assigned chapters for your write-up:**

    ·
    **Chapter 2 (pp. 10 — 29) in Morgan,**
    **_Images of Organization_.**

    ·
    **Chapter 3 (pp. 32 — 68) in Morgan,**
    **_Images of Organization_.**

    INSTRUCTIONS IN BRIEF: Write up a total of TWO PAGES (no more), single-spaced, in the form of a synopsis and "reaction" for ONE of the TWO assigned chapters in this module. I.e., dedicate ONLY TWO PAGES of write-up to each of the chapters you choose to discuss.

    Here is
    [a SAMPLE to give you a clearer idea of expectations](https://asu.instructure.com/courses/225986/files/109998189?wrap=1)

    .

    DETAILS:
    FIRST: The first 1.5 pages must be a BRIEF synopsis of the chapter (choosing only select parts — because you CANNOT possibly cover everything in only one page) along with a couple salient, short quotes from the chapter. Bullet points and/or very brief paragraphs are recommended for most of each page; use single-spacing. I do NOT need nor want a traditional "essay" here; something that looks more like an outline or a carefully considered list is fine (but with those two quotes inserted into the page as well).

    THEN: In the LAST HALF-PAGE write one to three paragraphs (in your own words) where you delve a bit deeper, reacting to some of the major issues of each 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 truly just 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.)

    **## ReactionPaper_SampleLoremIpsus.pdf**

    SAMPLE ASSIGNMENT: OGL 550 Reaction Paper Name: ____________

    ***(PROF’s NOTE: “LOREM IPSUM” fake text is used below as filler.—SD)***

    Chapter 4 in Morgan, G. 2006. Learning and Self-Organization, pp. 71-114.
    Key Concepts / Synopsis (75 percent of the space in this two-page assignment)

    Images of the Brain

    ○ Metaphors re. the brain have included ipsum dolor sit amet. Aut ullam similique
    ○ Debate about the brain’s doloribus quia est laborum consequuntur est ratione
    ○ The brain ducimus. Ut sint placeat ut maxime quia non sequi eius.
    ○ The right hemisphere loreum ipsum dolor sit amet. Aut ullam similique
    ○ The left side lorum ipsum dolor sit amet. Aut ullam similique doloribus quia est
    laborum consequuntur est ratione ducimus. Ut sint placeat ut maxime quia non

    QUOTE: “Et lorum ipsum dolor sit amet. Aut ullam similique doloribus quia est
    laborum consequuntur est ratione ducimus. Ut sint placeat ut maxime quia non
    sequi eius” (Morgan 2006, p. 95). In other words, we need to link our brains and be
    open to criticism (if constructive) in order to achieve true greatness.

    Information Processing

    ○ Organizations Et lorum ipsum dolor sit amet. Aut ullam similique doloribus
    ○ Herbert Simon and James March quia est laborum consequuntur est ratione

    ducimus. Ut sint placeat ut maxime quia non sequi eius.
    ○ “Bounded Lorum” quia est laborum consequuntur est ratione ducimus. Ut sint
    ○ est ratione ducimus. Ut sint placeat ut maxime quia non sequi eius (pg. 79).

    Rational est ratione ducimus. Ut sint placeat ut maxime quia non sequi eius.

    QUOTE: “The cry of ‘Et tu Brute!’ est ratione ducimus. Ut sint placeat ut

    maxime quia non sequi eius est ratione ducimus. Ut sint placeat ut maxime quia
    non sequi eius est ratione ducimus. Ut sint placeat ut maxime quia non sequi
    eius” (Morgan 2006, p. 101).

    ○ Information processing est ratione ducimus. Ut sint placeat ut maxime quia

    Fostering and growing via Learning Organizations

    ○ Norbert Wiener Ut sint placeat ut maxime quia non sequi eius (pg. 81).
    ○ Cybernetics Ut sint placeat ut maxime quia non sequi eius
    ○ Cybernetics leads to Ut sint placeat ut maxime quia non sequi eius

    Systems help monitor placeat ut maxime quia non sequi eius Ut sint placeat ut
    maxime quia non placeat ut maxime quia non sequi eius Ut sint placeat ut maxime
    quia non

    • Ut sint ut maxime quia non sequi eius

    • Ut placeat ut maxime quia non sequi eius Ut sint placeat ut maxime quia non

    • Ut placeat ut maxime quia non sequi eius Ut sint placeat ut maxime quia non

    OGL 550 Reaction Paper (page 2)

    ■ Start some actions to sint placeat ut maxime quia non sequi eius

    • Placeat ut maxime quia non sequi eius Ut sint placeat ut maxime quia non

    • Ut placeat ut maxime quia non sequi eius Ut sint placeat ut maxime quia non

    • Ut sint ut maxime quia non sequi eius

    Change and begin to ut sint placeat ut maxime quia non sequi eius

    • Ut sint placeat ut maxime quia non sequi eius Ut sint placeat ut maxime quia non

    • Ut sint placeat ut maxime quia non sequi eius Ut sint placeat ut maxime quia non

    • Ut sint placeat ut maxime quia non sequi eius

    ○ Double-loop learning Ut sint placeat ut maxime quia non sequi eius

    ○ Single-loop learning Ut sint placeat ut maxime quia non sequi eius

    ● Holographic Brains

    • Ut sint placeat ut maxime quia non sequi eius

    • Ut sint placeat ut maxime quia non sequi eius Ut sint placeat ut maxime quia non

    • Ut sint placeat ut maxime quia non sequi eius Ut sint placeat ut maxime quia non

    • Ut sint placeat ut maxime quia non sequi eius

    “Reflection Section” (25 percent of the space):
    This chapter reminded me of the failures (and subsequent successes) of one of my
    professional teams two years ago, when lorum ipsum dolor sit amet. Aut ullam
    similique doloribus quia est laborum consequuntur est ratione ducimus. Ut sint placeat
    ut maxime quia non sequi eius. Ipsus lorum ipsum dolor sit amet. Aut ullam similique
    doloribus quia est laborum consequuntur est ratione ducimus. Ut sint placeat ut
    maxime quia non sequi eius. Et lorum ipsum dolor sit amet.

    Aut ullam similique doloribus quia est laborum consequuntur est ratione ducimus. Ut
    sint placeat ut maxime quia non sequi eius. Ipsus lorum ipsum dolor sit amet. Aut ullam
    similique doloribus quia est laborum consequuntur est ratione ducimus. Ut sint placeat
    ut maxime quia non sequi eius.

    Et lorum ipsum dolor sit amet. Aut ullam similique doloribus quia est laborum
    consequuntur est ratione ducimus. Ut sint placeat ut maxime quia non sequi eius.
    Ipsus lorum ipsum dolor sit amet. Aut ullam similique doloribus quia est laborum
    consequuntur est ratione ducimus. Ut sint placeat ut maxime quia non sequi eius.
    Ipsus lorum ipsum dolor sit amet. Aut ullam similique doloribus quia est laborum
    consequuntur est ratione ducimus. Ut sint placeat ut maxime quia non sequi eius.
    Ipsus lorum ipsum dolor sit amet. Aut ullam similique doloribus quia est laborum
    consequuntur est ratione ducimus. Ut sint placeat ut maxime quia non sequi eius.

    **## ImagesofOrganization.pdf**

    corporations. The compartmentalization created by mechanistic divisions between different hierarchical levels, functions, roles, and people tends to create barriers and stumbling blocks.
    For example, when new problems arise they are often ignored because there are no ready-made responses. Or they are approached in a fragmented rather than a holistic way so that they can be tackled through existing organizational policies,

    procedures, and patterns of expertise. But standardized procedures and channels of communication are often unable to deal effectively with new circumstances, necessitating numerous ad hoc meetings and committees, which, because they
    have to be planned to fit rather than disrupt the normal mode of operation, are often too slow or too late for dealing with issues. Problems of inaction and lack of coordination thus become rife. In such circumstances the organization frequently
    becomes clogged with backlogs of work because normal routine has been disrupted, and complex issues float up the organizational hierarchy as members at each level find in turn that they are unable to solve them. On the way, information
    often gets distorted, as people hide errors and the true nature and magnitude of problems for fear of being held responsible for them. Those in command of the organization thus frequently find themselves facing issues that are inappropriately
    defined, and which they have no real idea of how to approach. They are often forced to delegate them to special task forces or teams of staff experts or consultants—who, since they are often remote from the concrete problems being
    experienced, further increase the delay and inadequacy of response.

    The difficulty of achieving effective responses to changing circumstances is often further aggravated by the high degree of specialization in different functional areas within the organization (e.g., production, marketing, finance, product
    engineering). Interdepartmental communications and coordination are often poor, and people often have a myopic view of what is occurring, there being no overall grasp of the situation facing the enterprise as a whole. As a result the actions
    encouraged by one element of the organization often entail negative consequences for others, so that one element ends up working against the interests of another.

    These problems are often compounded by the fact that mechanistic definitions of job responsibilities encourage many organizational members to adopt mindless, unquestioning attitudes such as “it’s not my job to worry about that,” “that’s
    his responsibility, not mine,” or “I’m here to do what I’m told.” Although often seen as attitudes that employees “bring to work,” they are actually inherent in the mechanistic approach to organization. Defining work responsibilities in a clear-
    cut manner has the advantage of letting everyone know what is expected of them. But it also lets them know what is not expected of them. Detailed job descriptions have this two-edged character, creating many problems when the organization
    faces changing circumstances that call for initiative and flexibility in response.

    This institutionalized passivity and dependency can even lead people to make and justify deliberate mistakes on the premise that they’re obeying orders. The hierarchical organization of jobs builds on the idea that control must be exercised
    over the different parts of the organization (to ensure that they are doing what they are designed to do), rather than being built into the parts themselves. Supervisors and other hierarchical forms of control do not just monitor the performance
    of workers—they also remove responsibility from workers, because their function really becomes operational only when problems arise. In a similar way, a system of quality control on a production line often institutionalizes the production of
    defective goods. People realize that they are allowed a quota of errors.

    Much of the apathy, carelessness, and lack of pride so often encountered in the modern workplace is thus not coincidental: it is fostered by the mechanistic approach. Mechanistic organization discourages initiative, encouraging people to
    obey orders and keep their place rather than to take an interest in, and question, what they are doing. People in a bureaucracy who question the wisdom of conventional practice are viewed more often than not as troublemakers. Therefore,
    apathy often reigns as people learn to feel powerless about problems that collectively they understand and ultimately have the power to solve.

    These difficulties are often linked to another set of problems: the development of subgoals and sets of interests that undermine the organization’s ability to meet its primary objectives. Functional specialization is supposed to create a system
    of cooperation. Yet it often ends up creating a system of competition as individuals and departments compete for scarce resources or job positions higher up the hierarchy. Empire building, careerism, the defense of departmental interests, pet
    projects, and the padding of budgets to create slack resources may subvert the working of the whole. If the organization is staffed by rational men and women who behave in accordance with the formal interests and aims of the total
    organization, “fitting in” rather than using the organization for other purposes, then this may not occur. But humans are human, and the best-laid plans have a habit of turning in ways never intended by their creators. Formal organizations thus
    often become guided toward the achievement of informal ends, some of which may be quite contrary to the aims underlying the original design.

    A final set of problems relate to human consequences. The mechanistic approach to organization tends to limit rather than mobilize the development of human capacities, molding human beings to fit the requirements of mechanical
    organization rather than building the organization around their strengths and potentials. Both employees and organizations lose from this arrangement. Employees lose opportunities for personal growth, often spending many hours a day on
    work they neither value nor enjoy, and organizations lose the creative and intelligent contributions that most employees are capable of making, given the right opportunities.

    Mechanistic approaches to organization have proved incredibly popular, partly because of their efficiency in the performance of tasks that can be successfully routinized and partly because they offer managers the promise of tight control over
    people and their activities. In stable times, the approach worked from a managerial point of view. But with the increasing pace of social and economic change, the limitations have become more and more obvious.

    As we enter the twenty-first century we find bureaucracies and other modes of mechanistic organization coming under increasing attack because of their rigidities and other dysfunctional consequences. The total quality movement (TQM)
    and emphasis on flexible, team-based organization that came into prominence in the 1980s and 1990s signaled an early response to these problems and the need to find other nonmechanical ways of organizing. From a historical perspective,
    the mechanistic approach to organization belongs to the mechanical age. Now that we are entering an age with a completely new technological base drawing on microelectronics, new organizational principles are likely to become increasingly
    important. Some of the images of organization considered in the following chapters give a glimpse of what may be both possible and appropriate for managing in these new times.

    Notes &
    Highlights

    Flashcards

    Copied
    Content

    28 Go
    Page

    Next

    **chapter2550.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter2550-docx)

    **Chapter3.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter3-docx-10343029)

    **## Mod1ReactionPaper550.docx**

    Mod 1 Reaction Paper (in 2 sheets)

    ·
    **Due** Monday by 11:59pm

    **You will need to read the following chapters (via the "BryteWave Course Materials" link in the left-hand menu) to complete this assignment. Then pick one of the assigned chapters for your write-up:**

    ·
    **Chapter 2 (pp. 10 — 29) in Morgan,**
    **_Images of Organization_.**

    ·
    **Chapter 3 (pp. 32 — 68) in Morgan,**
    **_Images of Organization_.**

    INSTRUCTIONS IN BRIEF: Write up a total of TWO PAGES (no more), single-spaced, in the form of a synopsis and "reaction" for ONE of the TWO assigned chapters in this module. I.e., dedicate ONLY TWO PAGES of write-up to each of the chapters you choose to discuss.

    Here is
    [a SAMPLE to give you a clearer idea of expectations](https://asu.instructure.com/courses/225986/files/109998189?wrap=1)

    .

    DETAILS:
    FIRST: The first 1.5 pages must be a BRIEF synopsis of the chapter (choosing only select parts — because you CANNOT possibly cover everything in only one page) along with a couple salient, short quotes from the chapter. Bullet points and/or very brief paragraphs are recommended for most of each page; use single-spacing. I do NOT need nor want a traditional "essay" here; something that looks more like an outline or a carefully considered list is fine (but with those two quotes inserted into the page as well).

    THEN: In the LAST HALF-PAGE write one to three paragraphs (in your own words) where you delve a bit deeper, reacting to some of the major issues of each 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 truly just 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.)

    **## ReactionPaper_SampleLoremIpsus.pdf**

    SAMPLE ASSIGNMENT: OGL 550 Reaction Paper Name: ____________

    ***(PROF’s NOTE: “LOREM IPSUM” fake text is used below as filler.—SD)***

    Chapter 4 in Morgan, G. 2006. Learning and Self-Organization, pp. 71-114.
    Key Concepts / Synopsis (75 percent of the space in this two-page assignment)

    Images of the Brain

    ○ Metaphors re. the brain have included ipsum dolor sit amet. Aut ullam similique
    ○ Debate about the brain’s doloribus quia est laborum consequuntur est ratione
    ○ The brain ducimus. Ut sint placeat ut maxime quia non sequi eius.
    ○ The right hemisphere loreum ipsum dolor sit amet. Aut ullam similique
    ○ The left side lorum ipsum dolor sit amet. Aut ullam similique doloribus quia est
    laborum consequuntur est ratione ducimus. Ut sint placeat ut maxime quia non

    QUOTE: “Et lorum ipsum dolor sit amet. Aut ullam similique doloribus quia est
    laborum consequuntur est ratione ducimus. Ut sint placeat ut maxime quia non
    sequi eius” (Morgan 2006, p. 95). In other words, we need to link our brains and be
    open to criticism (if constructive) in order to achieve true greatness.

    Information Processing

    ○ Organizations Et lorum ipsum dolor sit amet. Aut ullam similique doloribus
    ○ Herbert Simon and James March quia est laborum consequuntur est ratione

    ducimus. Ut sint placeat ut maxime quia non sequi eius.
    ○ “Bounded Lorum” quia est laborum consequuntur est ratione ducimus. Ut sint
    ○ est ratione ducimus. Ut sint placeat ut maxime quia non sequi eius (pg. 79).

    Rational est ratione ducimus. Ut sint placeat ut maxime quia non sequi eius.

    QUOTE: “The cry of ‘Et tu Brute!’ est ratione ducimus. Ut sint placeat ut

    maxime quia non sequi eius est ratione ducimus. Ut sint placeat ut maxime quia
    non sequi eius est ratione ducimus. Ut sint placeat ut maxime quia non sequi
    eius” (Morgan 2006, p. 101).

    ○ Information processing est ratione ducimus. Ut sint placeat ut maxime quia

    Fostering and growing via Learning Organizations

    ○ Norbert Wiener Ut sint placeat ut maxime quia non sequi eius (pg. 81).
    ○ Cybernetics Ut sint placeat ut maxime quia non sequi eius
    ○ Cybernetics leads to Ut sint placeat ut maxime quia non sequi eius

    Systems help monitor placeat ut maxime quia non sequi eius Ut sint placeat ut
    maxime quia non placeat ut maxime quia non sequi eius Ut sint placeat ut maxime
    quia non

    • Ut sint ut maxime quia non sequi eius

    • Ut placeat ut maxime quia non sequi eius Ut sint placeat ut maxime quia non

    • Ut placeat ut maxime quia non sequi eius Ut sint placeat ut maxime quia non

    OGL 550 Reaction Paper (page 2)

    ■ Start some actions to sint placeat ut maxime quia non sequi eius

    • Placeat ut maxime quia non sequi eius Ut sint placeat ut maxime quia non

    • Ut placeat ut maxime quia non sequi eius Ut sint placeat ut maxime quia non

    • Ut sint ut maxime quia non sequi eius

    Change and begin to ut sint placeat ut maxime quia non sequi eius

    • Ut sint placeat ut maxime quia non sequi eius Ut sint placeat ut maxime quia non

    • Ut sint placeat ut maxime quia non sequi eius Ut sint placeat ut maxime quia non

    • Ut sint placeat ut maxime quia non sequi eius

    ○ Double-loop learning Ut sint placeat ut maxime quia non sequi eius

    ○ Single-loop learning Ut sint placeat ut maxime quia non sequi eius

    ● Holographic Brains

    • Ut sint placeat ut maxime quia non sequi eius

    • Ut sint placeat ut maxime quia non sequi eius Ut sint placeat ut maxime quia non

    • Ut sint placeat ut maxime quia non sequi eius Ut sint placeat ut maxime quia non

    • Ut sint placeat ut maxime quia non sequi eius

    “Reflection Section” (25 percent of the space):
    This chapter reminded me of the failures (and subsequent successes) of one of my
    professional teams two years ago, when lorum ipsum dolor sit amet. Aut ullam
    similique doloribus quia est laborum consequuntur est ratione ducimus. Ut sint placeat
    ut maxime quia non sequi eius. Ipsus lorum ipsum dolor sit amet. Aut ullam similique
    doloribus quia est laborum consequuntur est ratione ducimus. Ut sint placeat ut
    maxime quia non sequi eius. Et lorum ipsum dolor sit amet.

    Aut ullam similique doloribus quia est laborum consequuntur est ratione ducimus. Ut
    sint placeat ut maxime quia non sequi eius. Ipsus lorum ipsum dolor sit amet. Aut ullam
    similique doloribus quia est laborum consequuntur est ratione ducimus. Ut sint placeat
    ut maxime quia non sequi eius.

    Et lorum ipsum dolor sit amet. Aut ullam similique doloribus quia est laborum
    consequuntur est ratione ducimus. Ut sint placeat ut maxime quia non sequi eius.
    Ipsus lorum ipsum dolor sit amet. Aut ullam similique doloribus quia est laborum
    consequuntur est ratione ducimus. Ut sint placeat ut maxime quia non sequi eius.
    Ipsus lorum ipsum dolor sit amet. Aut ullam similique doloribus quia est laborum
    consequuntur est ratione ducimus. Ut sint placeat ut maxime quia non sequi eius.
    Ipsus lorum ipsum dolor sit amet. Aut ullam similique doloribus quia est laborum
    consequuntur est ratione ducimus. Ut sint placeat ut maxime quia non sequi eius.

    **## ImagesofOrganization.pdf**

    corporations. The compartmentalization created by mechanistic divisions between different hierarchical levels, functions, roles, and people tends to create barriers and stumbling blocks.
    For example, when new problems arise they are often ignored because there are no ready-made responses. Or they are approached in a fragmented rather than a holistic way so that they can be tackled through existing organizational policies,

    procedures, and patterns of expertise. But standardized procedures and channels of communication are often unable to deal effectively with new circumstances, necessitating numerous ad hoc meetings and committees, which, because they
    have to be planned to fit rather than disrupt the normal mode of operation, are often too slow or too late for dealing with issues. Problems of inaction and lack of coordination thus become rife. In such circumstances the organization frequently
    becomes clogged with backlogs of work because normal routine has been disrupted, and complex issues float up the organizational hierarchy as members at each level find in turn that they are unable to solve them. On the way, information
    often gets distorted, as people hide errors and the true nature and magnitude of problems for fear of being held responsible for them. Those in command of the organization thus frequently find themselves facing issues that are inappropriately
    defined, and which they have no real idea of how to approach. They are often forced to delegate them to special task forces or teams of staff experts or consultants—who, since they are often remote from the concrete problems being
    experienced, further increase the delay and inadequacy of response.

    The difficulty of achieving effective responses to changing circumstances is often further aggravated by the high degree of specialization in different functional areas within the organization (e.g., production, marketing, finance, product
    engineering). Interdepartmental communications and coordination are often poor, and people often have a myopic view of what is occurring, there being no overall grasp of the situation facing the enterprise as a whole. As a result the actions
    encouraged by one element of the organization often entail negative consequences for others, so that one element ends up working against the interests of another.

    These problems are often compounded by the fact that mechanistic definitions of job responsibilities encourage many organizational members to adopt mindless, unquestioning attitudes such as “it’s not my job to worry about that,” “that’s
    his responsibility, not mine,” or “I’m here to do what I’m told.” Although often seen as attitudes that employees “bring to work,” they are actually inherent in the mechanistic approach to organization. Defining work responsibilities in a clear-
    cut manner has the advantage of letting everyone know what is expected of them. But it also lets them know what is not expected of them. Detailed job descriptions have this two-edged character, creating many problems when the organization
    faces changing circumstances that call for initiative and flexibility in response.

    This institutionalized passivity and dependency can even lead people to make and justify deliberate mistakes on the premise that they’re obeying orders. The hierarchical organization of jobs builds on the idea that control must be exercised
    over the different parts of the organization (to ensure that they are doing what they are designed to do), rather than being built into the parts themselves. Supervisors and other hierarchical forms of control do not just monitor the performance
    of workers—they also remove responsibility from workers, because their function really becomes operational only when problems arise. In a similar way, a system of quality control on a production line often institutionalizes the production of
    defective goods. People realize that they are allowed a quota of errors.

    Much of the apathy, carelessness, and lack of pride so often encountered in the modern workplace is thus not coincidental: it is fostered by the mechanistic approach. Mechanistic organization discourages initiative, encouraging people to
    obey orders and keep their place rather than to take an interest in, and question, what they are doing. People in a bureaucracy who question the wisdom of conventional practice are viewed more often than not as troublemakers. Therefore,
    apathy often reigns as people learn to feel powerless about problems that collectively they understand and ultimately have the power to solve.

    These difficulties are often linked to another set of problems: the development of subgoals and sets of interests that undermine the organization’s ability to meet its primary objectives. Functional specialization is supposed to create a system
    of cooperation. Yet it often ends up creating a system of competition as individuals and departments compete for scarce resources or job positions higher up the hierarchy. Empire building, careerism, the defense of departmental interests, pet
    projects, and the padding of budgets to create slack resources may subvert the working of the whole. If the organization is staffed by rational men and women who behave in accordance with the formal interests and aims of the total
    organization, “fitting in” rather than using the organization for other purposes, then this may not occur. But humans are human, and the best-laid plans have a habit of turning in ways never intended by their creators. Formal organizations thus
    often become guided toward the achievement of informal ends, some of which may be quite contrary to the aims underlying the original design.

    A final set of problems relate to human consequences. The mechanistic approach to organization tends to limit rather than mobilize the development of human capacities, molding human beings to fit the requirements of mechanical
    organization rather than building the organization around their strengths and potentials. Both employees and organizations lose from this arrangement. Employees lose opportunities for personal growth, often spending many hours a day on
    work they neither value nor enjoy, and organizations lose the creative and intelligent contributions that most employees are capable of making, given the right opportunities.

    Mechanistic approaches to organization have proved incredibly popular, partly because of their efficiency in the performance of tasks that can be successfully routinized and partly because they offer managers the promise of tight control over
    people and their activities. In stable times, the approach worked from a managerial point of view. But with the increasing pace of social and economic change, the limitations have become more and more obvious.

    As we enter the twenty-first century we find bureaucracies and other modes of mechanistic organization coming under increasing attack because of their rigidities and other dysfunctional consequences. The total quality movement (TQM)
    and emphasis on flexible, team-based organization that came into prominence in the 1980s and 1990s signaled an early response to these problems and the need to find other nonmechanical ways of organizing. From a historical perspective,
    the mechanistic approach to organization belongs to the mechanical age. Now that we are entering an age with a completely new technological base drawing on microelectronics, new organizational principles are likely to become increasingly
    important. Some of the images of organization considered in the following chapters give a glimpse of what may be both possible and appropriate for managing in these new times.

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