A Complex Adaptive Systems Model of Organization Change
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What Is a Complex Adaptive System?
PROJECT GUTS What is a Complex Adaptive System? Introduction During the last three decades a leap has been made from the application of computing to help scientists ‘do’ science to the integration of computer science concepts, tools and theorems into the very fabric of science. The modeling of complex adaptive systems (CAS) is an example of such an integration of computer science into the very fabric of science; models of complex systems are used to understand, predict and prevent the most daunting problems we face today; issues such as climate change, loss of biodiversity, energy consumption and virulent disease affect us all. The study of complex adaptive systems, has come to be seen as a scientific frontier, and an increasing ability to interact systematically with highly complex systems that transcend separate disciplines will have a profound affect on future science, engineering and industry as well as in the management of our planet’s resources (Emmott et al., 2006). The name itself, “complex adaptive systems” conjures up images of complicated ideas that might be too difficult for a novice to understand. Instead, the study of CAS does exactly the opposite; it creates a unified method of studying disparate systems that elucidates the processes by which they operate. A complex system is simply a system in which many independent elements or agents interact, leading to emergent outcomes that are often difficult (or impossible) to predict simply by looking at the individual interactions. The “complex” part of CAS refers in fact to the vast interconnectedness of these systems. Using the principles of CAS to study these topics as related disciplines that can be better understood through the application of models, rather than a disparate collection of facts can strengthen learners’ understanding of these topics and prepare them to understand other systems by applying similar methods of analysis (Emmott et al., 2006). -
Complexity” Makes a Difference: Lessons from Critical Systems Thinking and the Covid-19 Pandemic in the UK
systems Article How We Understand “Complexity” Makes a Difference: Lessons from Critical Systems Thinking and the Covid-19 Pandemic in the UK Michael C. Jackson Centre for Systems Studies, University of Hull, Hull HU6 7TS, UK; [email protected]; Tel.: +44-7527-196400 Received: 11 November 2020; Accepted: 4 December 2020; Published: 7 December 2020 Abstract: Many authors have sought to summarize what they regard as the key features of “complexity”. Some concentrate on the complexity they see as existing in the world—on “ontological complexity”. Others highlight “cognitive complexity”—the complexity they see arising from the different interpretations of the world held by observers. Others recognize the added difficulties flowing from the interactions between “ontological” and “cognitive” complexity. Using the example of the Covid-19 pandemic in the UK, and the responses to it, the purpose of this paper is to show that the way we understand complexity makes a huge difference to how we respond to crises of this type. Inadequate conceptualizations of complexity lead to poor responses that can make matters worse. Different understandings of complexity are discussed and related to strategies proposed for combatting the pandemic. It is argued that a “critical systems thinking” approach to complexity provides the most appropriate understanding of the phenomenon and, at the same time, suggests which systems methodologies are best employed by decision makers in preparing for, and responding to, such crises. Keywords: complexity; Covid-19; critical systems thinking; systems methodologies 1. Introduction No one doubts that we are, in today’s world, entangled in complexity. At the global level, economic, social, technological, health and ecological factors have become interconnected in unprecedented ways, and the consequences are immense. -
Adaptive Capacity and Traps
Copyright © 2008 by the author(s). Published here under license by the Resilience Alliance. Carpenter, S. R., and W. A. Brock. 2008. Adaptive capacity and traps. Ecology and Society 13(2): 40. [online] URL: http://www.ecologyandsociety.org/vol13/iss2/art40/ Insight Adaptive Capacity and Traps Stephen R. Carpenter 1 and William A. Brock 1 ABSTRACT. Adaptive capacity is the ability of a living system, such as a social–ecological system, to adjust responses to changing internal demands and external drivers. Although adaptive capacity is a frequent topic of study in the resilience literature, there are few formal models. This paper introduces such a model and uses it to explore adaptive capacity by contrast with the opposite condition, or traps. In a social– ecological rigidity trap, strong self-reinforcing controls prevent the flexibility needed for adaptation. In the model, too much control erodes adaptive capacity and thereby increases the risk of catastrophic breakdown. In a social–ecological poverty trap, loose connections prevent the mobilization of ideas and resources to solve problems. In the model, too little control impedes the focus needed for adaptation. Fluctuations of internal demand or external shocks generate pulses of adaptive capacity, which may gain traction and pull the system out of the poverty trap. The model suggests some general properties of traps in social–ecological systems. It is general and flexible, so it can be used as a building block in more specific and detailed models of adaptive capacity for a particular region. Key Words: adaptation; allostasis; model; poverty trap; resilience; rigidity trap; transformation INTRODUCTION it seems empty of ideas, it will be abandoned or transformed into something else. -
Systems That Adapt to Their Users
Systems That Adapt to Their Users Anthony Jameson and Krzysztof Z. Gajos DFKI, German Research Center for Artificial Intelligence Harvard School of Engineering and Applied Sciences Introduction This chapter covers a broad range of interactive systems which have one idea in common: that it can be worthwhile for a system to learn something about individual users and adapt its behavior to them in some nontrivial way. A representative example is shown in Figure 20.1: the COMMUNITYCOMMANDS recommender plug-in for AUTO- CAD (introduced by Matejka, Li, Grossman, & Fitzmau- rice, 2009, and discussed more extensively by Li, Mate- jka, Grossman, Konstan, & Fitzmaurice, 2011). To help users deal with the hundreds of commands that AUTO- CAD offers—of which most users know only a few dozen— COMMUNITYCOMMANDS (a) gives the user easy access to several recently used commands, which the user may want to invoke again soon; and (b) more proactively suggests com- mands that this user has not yet used but may find useful, Figure 20.1: Screenshot showing how COMMUNITY- given the type of work they have been doing recently. COMMANDS recommends commands to a user. (Image supplied by Justin Matejka. The length of the darker bar for a com- Concepts mand reflects its estimated relevance to the user’s activities. When the user A key idea embodied in COMMUNITYCOMMANDS and the hovers over a command in this interface, a tooltip appears that explains the command and might show usage hints provided by colleagues. See also other systems discussed in this chapter is that of adapta- http://www.autodesk.com/research.) tion to the individual user. -
Are Living Beings Extended Autopoietic Systems? an Embodied Reply
Article Adaptive Behavior 1–11 Ó The Author(s) 2019 Are living beings extended autopoietic Article reuse guidelines: sagepub.com/journals-permissions DOI: 10.1177/1059712318823723 systems? An embodied reply journals.sagepub.com/home/adb Mario Villalobos1,2 and Pablo Razeto-Barry2,3 Abstract Building on the original formulation of the autopoietic theory (AT), extended enactivism argues that living beings are autopoietic systems that extend beyond the spatial boundaries of the organism. In this article, we argue that extended enactivism, despite having some basis in AT’s original formulation, mistakes AT’s definition of living beings as autopoietic entities. We offer, as a reply to this interpretation, a more embodied reformulation of autopoiesis, which we think is nec- essary to counterbalance the (excessively) disembodied spirit of AT’s original formulation. The article aims to clarify and correct what we take to be a misinterpretation of ATas a research program. AT, contrary to what some enactivists seem to believe, did not (and does not) intend to motivate an extended conception of living beings. AT’s primary purpose, we argue, was (and is) to provide a universal individuation criterion for living beings, these understood as discrete bodies that are embedded in, but not constituted by, the environment that surrounds them. However, by giving a more expli- citly embodied definition of living beings, AT can rectify and accommodate, so we argue, the enactive extended interpre- tation of autopoiesis, showing that although living beings do not extend beyond their boundaries as autopoietic unities, they do form part, in normal conditions, of broader autopoietic systems that include the environment. -
Role of Nonlinear Dynamics and Chaos in Applied Sciences
v.;.;.:.:.:.;.;.^ ROLE OF NONLINEAR DYNAMICS AND CHAOS IN APPLIED SCIENCES by Quissan V. Lawande and Nirupam Maiti Theoretical Physics Oivisipn 2000 Please be aware that all of the Missing Pages in this document were originally blank pages BARC/2OOO/E/OO3 GOVERNMENT OF INDIA ATOMIC ENERGY COMMISSION ROLE OF NONLINEAR DYNAMICS AND CHAOS IN APPLIED SCIENCES by Quissan V. Lawande and Nirupam Maiti Theoretical Physics Division BHABHA ATOMIC RESEARCH CENTRE MUMBAI, INDIA 2000 BARC/2000/E/003 BIBLIOGRAPHIC DESCRIPTION SHEET FOR TECHNICAL REPORT (as per IS : 9400 - 1980) 01 Security classification: Unclassified • 02 Distribution: External 03 Report status: New 04 Series: BARC External • 05 Report type: Technical Report 06 Report No. : BARC/2000/E/003 07 Part No. or Volume No. : 08 Contract No.: 10 Title and subtitle: Role of nonlinear dynamics and chaos in applied sciences 11 Collation: 111 p., figs., ills. 13 Project No. : 20 Personal authors): Quissan V. Lawande; Nirupam Maiti 21 Affiliation ofauthor(s): Theoretical Physics Division, Bhabha Atomic Research Centre, Mumbai 22 Corporate authoifs): Bhabha Atomic Research Centre, Mumbai - 400 085 23 Originating unit : Theoretical Physics Division, BARC, Mumbai 24 Sponsors) Name: Department of Atomic Energy Type: Government Contd...(ii) -l- 30 Date of submission: January 2000 31 Publication/Issue date: February 2000 40 Publisher/Distributor: Head, Library and Information Services Division, Bhabha Atomic Research Centre, Mumbai 42 Form of distribution: Hard copy 50 Language of text: English 51 Language of summary: English 52 No. of references: 40 refs. 53 Gives data on: Abstract: Nonlinear dynamics manifests itself in a number of phenomena in both laboratory and day to day dealings. -
Annotated List of References Tobias Keip, I7801986 Presentation Method: Poster
Personal Inquiry – Annotated list of references Tobias Keip, i7801986 Presentation Method: Poster Poster Section 1: What is Chaos? In this section I am introducing the topic. I am describing different types of chaos and how individual perception affects our sense for chaos or chaotic systems. I am also going to define the terminology. I support my ideas with a lot of examples, like chaos in our daily life, then I am going to do a transition to simple mathematical chaotic systems. Larry Bradley. (2010). Chaos and Fractals. Available: www.stsci.edu/~lbradley/seminar/. Last accessed 13 May 2010. This website delivered me with a very good introduction into the topic as there are a lot of books and interesting web-pages in the “References”-Sektion. Gleick, James. Chaos: Making a New Science. Penguin Books, 1987. The book gave me a very general introduction into the topic. Harald Lesch. (2003-2007). alpha-Centauri . Available: www.br-online.de/br- alpha/alpha-centauri/alpha-centauri-harald-lesch-videothek-ID1207836664586.xml. Last accessed 13. May 2010. A web-page with German video-documentations delivered a lot of vivid examples about chaos for my poster. Poster Section 2: Laplace's Demon and the Butterfly Effect In this part I describe the idea of the so called Laplace's Demon and the theory of cause-and-effect chains. I work with a lot of examples, especially the famous weather forecast example. Also too I introduce the mathematical concept of a dynamic system. Jeremy S. Heyl (August 11, 2008). The Double Pendulum Fractal. British Columbia, Canada. -
Chaos Theory and Its Application to Education: Mehmet Akif Ersoy University Case*
Educational Sciences: Theory & Practice • 14(2) • 510-518 ©2014 Educational Consultancy and Research Center www.edam.com.tr/estp DOI: 10.12738/estp.2014.2.1928 Chaos Theory and its Application to Education: Mehmet Akif Ersoy University Case* Vesile AKMANSOYa Sadık KARTALb Burdur Provincial Education Department Mehmet Akif Ersoy University Abstract Discussions have arisen regarding the application of the new paradigms of chaos theory to social sciences as compared to physical sciences. This study examines what role chaos theory has within the education process and what effect it has by describing the views of university faculty regarding chaos and education. The partici- pants in this study consisted of 30 faculty members with teaching experience in the Faculty of Education, the Faculty of Science and Literature, and the School of Veterinary Sciences at Mehmet Akif Ersoy University in Burdur, Turkey. The sample for this study included voluntary participants. As part of the study, the acquired qualitative data has been tested using both the descriptive analysis method and content analysis. Themes have been organized under each discourse question after checking and defining the processes. To test the data, fre- quency and percentage, statistical techniques were used. The views of the attendees were stated verbatim in the Turkish version, then translated into English by the researchers. The findings of this study indicate the presence of a “butterfly effect” within educational organizations, whereby a small failure in the education process causes a bigger failure later on. Key Words Chaos, Chaos and Education, Chaos in Social Sciences, Chaos Theory. The term chaos continues to become more and that can be called “united science,” characterized by more prominent within the various fields of its interdisciplinary approach (Yeşilorman, 2006). -
The Edge of Chaos – an Alternative to the Random Walk Hypothesis
THE EDGE OF CHAOS – AN ALTERNATIVE TO THE RANDOM WALK HYPOTHESIS CIARÁN DORNAN O‟FATHAIGH Junior Sophister The Random Walk Hypothesis claims that stock price movements are random and cannot be predicted from past events. A random system may be unpredictable but an unpredictable system need not be random. The alternative is that it could be described by chaos theory and although seem random, not actually be so. Chaos theory can describe the overall order of a non-linear system; it is not about the absence of order but the search for it. In this essay Ciarán Doran O’Fathaigh explains these ideas in greater detail and also looks at empirical work that has concluded in a rejection of the Random Walk Hypothesis. Introduction This essay intends to put forward an alternative to the Random Walk Hypothesis. This alternative will be that systems that appear to be random are in fact chaotic. Firstly, both the Random Walk Hypothesis and Chaos Theory will be outlined. Following that, some empirical cases will be examined where Chaos Theory is applicable, including real exchange rates with the US Dollar, a chaotic attractor for the S&P 500 and the returns on T-bills. The Random Walk Hypothesis The Random Walk Hypothesis states that stock market prices evolve according to a random walk and that endeavours to predict future movements will be fruitless. There is both a narrow version and a broad version of the Random Walk Hypothesis. Narrow Version: The narrow version of the Random Walk Hypothesis asserts that the movements of a stock or the market as a whole cannot be predicted from past behaviour (Wallich, 1968). -
Learning and Complex Adaptive Systems
LEARNING AND COMPLEX ADAPTIVE SYSTEMS (Article by Diana Stirling, Associate Researcher, Learning Development Institute) EDITORIAL NOTE The following article on Learning and Complex Adaptive Systems by LDI Associate Researcher Diana Stirling was first published in a translated version in Japanese. It appears here for the first time in English, the language in which it was originally written. For citation purposes, the English version should reflect access via this site and should read as follows (MLA style): Stirling, Diana. "Learning and Complex Adaptive Systems." Learning Development Institute. 31 May 2014. Web. The reference for the originally published paper in Japanese is: Stirling, Diana. "Learning and Complex Adaptive Systems." Aichi Universities English Education Research Journal. 30 (2013): 183-226. Trans. Mitsuo Kondo. Print. We thank the Aichi Universities English Education Research Journal for permission to publish this paper on the learndev.org site in accordance with an agreement made with the author. Learning Development Institute, June 1, 2014 JV Learning and Complex Adaptive Systems Diana Stirling Part 1: Complex Adaptive Systems Introduction to Complex Adaptive Systems The science of complexity and complex adaptive systems has engendered a view of the beauty of self-organization which arises as a result of continual transformation, via nonlinear interactions, within and between co-creating systems. Through this lens, learning is seen as a continuous dynamic, the inevitable actualization of an innate biological potential. When the human individual is viewed as a complex adaptive system and learning is seen as an essential dynamic on which the system depends for survival, conscious learning is recognized as the tip of the learning iceberg. -
Towards Autopoietic SB-AI
Towards Autopoietic SB-AI Luisa Damiano1 and Pasquale Stano2 1IULM University, Milan, Italy 2University of Salento, Lecce, Italy [email protected]; [email protected] Abstract that dynamically embed them in environments (e.g., Pfeifer Downloaded from http://direct.mit.edu/isal/proceedings-pdf/isal/33/51/1930006/isal_a_00430.pdf by guest on 29 September 2021 This programmatic paper continues a series of works that we and Scheier, 1999). This development, as such, reoriented AI are dedicating to introduce a novel research program in AI, back towards its cybernetic origins and, more precisely, which we call Autopoietic SB-AI to indicate two basic toward the original cybernetic project: structuring a unified elements of its procedural architecture. (1) The first element is study of biological systems and machines, and this way the innovative methodological option of synthetically studying attempting to overcome the divide between the inorganic and the cognitive domain based on the construction and the organic world (Damiano and Stano, 2018). experimental exploration of wetware –i.e., chemical – models of cognitive processes, using techniques defined in the field of If until now EAI focused on the implementation of Synthetic Biology (SB). (2) The second element is the embodied agents as hardware robots, new possibilities have theoretical option of developing SB models of cognitive been recently prepared by the second of the scientific processes based on the theory of autopoiesis. In our previous advancements we mentioned. This is the constitution, at the works we focused on the epistemological and theoretical beginning of the 2000s, of SB, a sci-tech research domain, at groundings of Autopoietic SB-AI. -
Strategies and Rubrics for Teaching Chaos and Complex Systems Theories As Elaborating, Self-Organizing, and Fractionating Evolutionary Systems Lynn S
Strategies and Rubrics for Teaching Chaos and Complex Systems Theories as Elaborating, Self-Organizing, and Fractionating Evolutionary Systems Lynn S. Fichter1,2, E.J. Pyle1,3, S.J. Whitmeyer1,4 ABSTRACT To say Earth systems are complex, is not the same as saying they are a complex system. A complex system, in the technical sense, is a group of ―agents‖ (individual interacting units, like birds in a flock, sand grains in a ripple, or individual units of friction along a fault zone), existing far from equilibrium, interacting through positive and negative feedbacks, forming interdependent, dynamic, evolutionary networks, that possess universality properties common to all complex systems (bifurcations, sensitive dependence, fractal organization, and avalanche behaviour that follows power- law distributions.) Chaos/complex systems theory behaviors are explicit, with their own assumptions, approaches, cognitive tools, and models that must be taught as deliberately and systematically as the equilibrium principles normally taught to students. We present a learning progression of concept building from chaos theory, through a variety of complex systems, and ending with how such systems result in increases in complexity, diversity, order, and/or interconnectedness with time—that is, evolve. Quantitative and qualitative course-end assessment data indicate that students who have gone through the rubrics are receptive to the ideas, and willing to continue to learn about, apply, and be influenced by them. The reliability/validity is strongly supported by open, written student comments. INTRODUCTION divided into fractions through the addition of sufficient Two interrelated subjects are poised for rapid energy because of differences in the size, weight, valence, development in the Earth sciences.