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Effective Organization

Effective Organization.

For this Portfolio Project option, you will prepare a research paper that analyzes the elements of effective organizations.Your paper should address the following:Describe the components necessary for an effective organizational structure, evaluating how working in a global economy may impact the function of an organization.Evaluate communication strategies needed for effective organizations.Asses the principles of effective management.Examine decision-making and problem-solving processes needed for effective organizations.Suggest a leadership approach that could contribute to organizational effectiveness and justify your choice.Your well-written paper must adhere to the following parameters:Be 8-10 pages in length, not including the title and reference pages.Be supported by five scholarly references. Remember, you must support your thinking/opinions and prior knowledge with references; all facts must be supported; in-text references used throughout the assignment must be included in an APA-formatted reference list.Review the grading rubric, which can be found in the Module 8 folder.Be formatted according to the CSU-Global Guide to Writing & APA.
Effective Organization

Journal 1 (Picture or text source).

Assignment RUBRIC (scoring guide): Rubric MU Dialectical Journal.docxPick one primary source about the ’68 Riots in DC to write a dialectical journal (explained below). You can use any available image from those on this course page (see course “Files” on the left) or any available text source on the course page. Feel free to expand on the image and text that we looked at on the first day. If you explore the course materials on Canvas you may find material that you’d like to use instead. Just be sure it is a primary source (an original source). An explanation of a dialectical Journal is below. Also be sure to look at the rubric for the assignment (above).Dialectical JournalsThe term “Dialectic” means “the art or practice of arriving at the truth by using conversation involving question and answer.” Think of your dialectical journal as a series of conversations with the source (image or text) observed during this course. The process is meant to help you develop a better understanding of the sources themselves. Use your journal to incorporate your personal responses to the text or image, your ideas about the themes in the course and our class discussions. You will find that it is a useful way to process what you’re reading, prepare yourself for group discussion, and gather textual or visual evidence for your analysis.Procedure:As you read, choose passages that stand out to you and record them in the left-hand column of a T-chart (ALWAYS include page numbers). If the source is an image, choose people, places, things that stand out and record them in the left-hand column (include the citation).In the right column, write your response to the text/image (ideas/insights, questions, reflections, and comments on each passage). If you choose, you can label your responses using the following codes:(Q) Question – ask about something in the passage that is unclear(C) Connect – make a connection to your life, the world, or another text(P) Predict – anticipate what will occur based on what’s in the passage(CL) Clarify – answer earlier questions or confirm/disaffirm a prediction(R) Reflect – think deeply about what the passage means in a broad sense – not just to the characters in the story. What conclusions can you draw about the world, about human nature, or just the way things work? (E) Evaluate – make a judgment about the character(s), their actions, or what the author is trying to say Sample Dialectical Journal entry: List of Deaths Positively Established In Connection With the Civil Disturbances in Washington, D.C. April 5-7, 1968Passages from the textComments & Questions”He states, he had an adult held at bay by gun point and at this time the decedent, Thomas Williams, raced past in front of him, striking his out-stretched hand, which was holding his service revolver. The pistol discharged striking the decedent.” (List of Deaths, entry 1)(R) I struggle with this explanation. The reason I struggle is that, much like more recent police shootings of unarmed youth, there is a possibility that it happened exactly in this way. On the other hand, there is an equal possibility that the explanation is fabricated. Video has completely changed police accountability. We will never have video of the shooting of Thomas Williams. With that said, video may not have brought more clarity to Williams’ death. A riot is a chaotic event. The officer responsible for the shooting was simply doing his job; at least he didn’t shoot Williams in the back. I also want to know more about Williams. Was he a good kid or did he have a police record. But I don’t want to know this to show that he deserved to die or anything like that. I want to know because I am curious what kind of fourteen year old would want to be in the thick of a riot with fires and guns and looting and chaos reigning all around. It is sad that a fourteen year old would be impacted by the feelings of desperation of being black in 1968 (or today) in the US, the helplessness that forced all ages to go out and burn down their own neighborhoods in an act of civil disobedience that brought attention to their plight. Choosing Passages from the Text: Look for quotes that seem significant, powerful, thought provoking or puzzling. For example, you might record:Effective &/or creative use of stylistic or literary devicesPassages that remind you of your own life or something you’ve seen beforeStructural shifts or turns in the plotA passage that makes you realize something you hadn’t seen beforeExamples of patterns: recurring images, ideas, colors, symbols or motifs.Passages with confusing language or unfamiliar vocabularyEvents you find surprising or confusingPassages that illustrate a particular character or settingResponding To the Text:You can respond to the text in a variety of ways. The most important thing to remember is that your observations should be specific and detailed. You can write as much as you want for each entry. You must type your journals.Basic ResponsesRaise questions about the beliefs and values implied in the textGive your personal reactions to the passageDiscuss the words, ideas, or actions of the author or character(s)Tell what it reminds you of from your own experiencesWrite about what it makes you think or feelAgree or disagree with a character or the authorSample Sentence Starters:I really don’t understand this because…I really dislike/like this idea because…I think the author is trying to say that…This passage reminds me of a time in my life when…If I were (name of character) at this point I would…This part doesn’t make sense because…This character reminds me of (name of person) because… Higher Level ResponsesAnalyze the text for use of literary devices (tone, structure, style, imagery)Make connections between different characters or events in the textMake connections to a different text (or film, song, etc…)Discuss the words, ideas, or actions of the author or character(s)Consider an event or description from the perspective of a different characterAnalyze a passage and its relationship to the story as a whole
Journal 1 (Picture or text source)

MGMT 3700 College of Business & Innovation Inclusive Leadership Project Discussion

MGMT 3700 College of Business & Innovation Inclusive Leadership Project Discussion.

Answer the following five questions.
1. Define your “whole” self-please provide your personal information that you are comfortable sharing. Worth 2 points.
2. In what ways do you think or have you suppressed yourself in the workplace or a student organization or a classroom because you did not
feel safe, accepted, valued or listened to. If this has never occurred, why do you think you have never experienced this. Worth 2 points.
3. What non-inclusionary practices could cause each of the following groups to suppress themselves and support your view. Please answer
each item as the identity groups below can have different issues that prevail their group. Worth 14 points
a. Person with a non-visible disability
b. Non-Christian
c. Transgender-transitioning
d. Someone in same sex marriage
e. Person of color who is part of the non-dominant racial/ethnic group
f. Women in male dominated environments
g. Men in female dominated employments
4. What are four practices or processes you can do as a workplace leader to make sure all under your leadership feel included and please
explain why you choose these four? Worth 2 points.
MGMT 3700 College of Business & Innovation Inclusive Leadership Project Discussion

Complete 3 page Essay for English Course MLA Format

assignment writing services Complete 3 page Essay for English Course MLA Format.

Please follow the isntructions thoroughlyREADING FOR ASSIGNMENT: Documentary, Medieval Lives Dante, selections, The Divine Comedy 387-511. Read Cantos I-V, XI, XIII, XX, XXVI, XXXIV. Chaucer, selections from The Canterbury Tales, 657-724. Do “Dante and Eliot”1. For these papers, you pick a major point or position about the readings that you can discuss and critically analyze in 3-4 pages. You get to pick your topics from the readings and cultural discussions; however, if you choose the cultural discussions, you have to tie them into the readings of the class. Your topic can be on one work or an overall theme that you see in multiple works such as manhood or motherhood. I’m looking for your interpretation of the material backed up with MLA citation. a. You get to pick the topic, but it must be based on a current course reading. For example, for the first paper, you can write on the readings up until the first paper is due. If the reading isn’t current, at least one grade will be deducted. b. What I’m looking for is analysis, not summary. I’ve read the works, so you don’t have to tell me what happened. Please look at the Sample Paper under content. Here’s the difference: Summary—Gilgamesh was a cruel ruler that abused all his subjects. Analysis—Gilgamesh showed his cruelty by raping the young men and women under his rule. His actions reflect a tyrannical and autocratic mindset that threatened to destroy his country. (You don’t have to use all the 50 cent words) 2. Papers should be typed with 1-inch margins all-around in 12 point font and double-spaced. Palatino and Times New Roman are acceptable. Also, be sure to indent your paragraphs. Also, papers should be in the essay format, which includes an introduction with a thesis statement, body paragraphs, and a conclusion. Use this heading and put it on the left hand side of the paper. Name Class Date Dr. Mallory Lastly, don’t forget to set up page number in the top right hand corner. 3. You can discuss your personal life as it pertains to the literature. I don’t want a paper just on your major or your career. That’s for a composition class. What does Cyber Crimes have to do with Gilgamesh or The Odyssey? NOTHING!!!! 4. The papers must be written and cited in the current MLA Writing Style format. If the in-paper citing or works cited is missing, the highest grade you can get is a D. If both are missing, the highest grade will be an F. If you’re not familiar with MLA, please go to the D2L content browser or this website: http://owl.english.purdue.edu/owl/resource/557/01/ learning curve for MLA. I’m not looking for perfection—just improvement and effort. I do take off for mistakes, depending on the type and number; however, it’s better to get a lower grade for citing errors than to get a D or F for not citing at all. 5. Do not use any type of literature summary website as sources for any course work. They include but are not limited to: Endnotes Sparknotes Cliffnotes Wikipedia If you do, two grades will automatically be docked for that work. If you use these sites and try to hide that fact, you will receive a 0 for that assignment. 6. With regards to sources, you can have outside sources. However, the one minimum source that should be cited is the reading that you’re discussing. Paper Deductions Besides basic the basic MLA ones giving in #6 above, these are the other major ones. However, may not be a total list of deductions for each issue: 1. Not giving any analysis, just summary—at least a grade and a half. 2. Not meeting the page minimum—1 grade 3. Your in-paper and works cited sources don’t match with each other—1 grade 4. Any issues with paragraph indentation, paragraph structure (1 page paragraphs etc.), and basic essay structure (intro, thesis, body, conclusion)—1 grade each at least. Your paper must have a specific topic and focus. 5. Not citing in the MLA format (using APA or another writing style)–2 grades 6. Just giving web addresses as your works cited citations and/or minimum citations- 1 grade minimum 7. Just citing the quotes or the summarized/paraphrased sources (not both)– 1 grade each 8. Overall sloppy appearance of paper. This includes grammar, mechanical, and structural issues that detract prominently from your overall paper—2 grades minimum (I want to see your best work!!!! PROOFREAD!!!!) Keep in mind, that you can get an F even before I read your paper!!! I know this is a lot to take in, but I’m here to help you do your best in this class.
Complete 3 page Essay for English Course MLA Format

New Mexico State University Operation & Circumstances of the Murder Crime Discussion

New Mexico State University Operation & Circumstances of the Murder Crime Discussion.

I’m working on a law multi-part question and need guidance to help me study.

Peter is suspected of killing David, who was found bludgeoned to death in his home. In Peter’s residence, the police discover a love letter from David to Peters girlfriend. In addition to the love letter, a floor plan of David’s home was found lying next to a crowbar that was apparentely used to gain entry to David’s home.You are the prosecutor preparing the case to the grand jury.What crime or crimes will you ask them to consider in the indictment against PeterWhat facts will you use to support your chargesWill you need a confession from Peter in order to prove your case – why or why not need I need to cite 2 cases that can help
New Mexico State University Operation & Circumstances of the Murder Crime Discussion

The Use Of Enzymes In Textile Industry Biology Essay

The Use Of Enzymes In Textile Industry Biology Essay. Enzymes are bio-catalysts and are used in several industrial processes since nineteenth century. Its use in textile industry is an example of industrial or white revolution. Enzymes, due to their non-toxic and eco-friendly characteristics, have gained wide applications in textile industry. Not only they are highly specific, efficient and work under mild conditions but also they help reduce process times, save energy and water, improve quality of product and reduce pollution. As a result they are rapidly gaining global recognition as important requirement for textile industry. Commercially enzymes can be obtained from three primary sources, animal tissues, plants and microbes. However, these naturally occurring enzymes are not produced in sufficient quantities to be readily used in industrial applications. Hence, microbial strains producing the desired enzyme are cultured and optimised i.e. fermentation, to obtain enzymes in sufficient quantities for their commercial use in textile industry. The enzymes used in the textile industry are amylases, cellulases, pectinases, lipases, catalases, proteases, xylanases etc. and are mainly used for processing of the textiles i.e. preparatory and finishing of the goods. Some of the applications include removing of starch, bleaching, degrading lignin, fading of denim and non-denim, removal of peroxidises, finishing of wool, decolouration of dyestuff, bio-scouring, bio-polishing, wool finishing, etc. (Shenai, 1990; Nalankilli, 1998; Barrett et al., 2003;Cavaco and Gubitz, 2003; Chelikani et al., 2004). CLASSIFICATION AND PROPERTIES OF ENZYMES USED IN TEXTILE INDUSTRY Enzymes are very specific toward catalysing the substrate. Hence these are classified on the basis of their catalytic functions in six broad categories: EC1 Oxidoreductases: catalyze oxidation and or reduction reactions EC2 Transferases: catalyze transfer of a functional group EC3 Hydrolases: catalyze the hydrolysis of various bonds EC4 Lyases: catalyse cleavage of various bonds by means other than hydrolysis and oxidation EC5 isomerases: catalyse isomerisation changes within a single molecule EC6 Ligases: joining of two molecules with formation of covalent bonds Properties of enzymes exploited for use in industrial application: Acceleration of the reaction rates by lowering the activation energy of the reaction. Operating optimally under milder conditions of temperature, pH and atmospheric pressure. Alternative for polluting, toxic and carcinogenic chemicals High specificity towards substrate makes easy to control their activity Biodegradable and do not produce toxic wastes. Due to their high efficiency, specificity, property of working under milder conditions and biodegradability enzymes are well suited for various industrial applications. ROLE FO ENZYMES IN TEXTILE INDUSTRY Use of enzymes in various textile processing processes has greatly benefited textile industry with respect to both environmental impact and quality of product. There are 7000 known enzymes, but only 75 are commercially used in textile industry (Quandt and Kuhl, 2001) and most of them belong to hydolases and oxidoreductases families. The hydrolases family includes amylases, cellulases, pectinases, proteases, catalases and lipases/estarases and oxidoreductase family include laccase, peroxidises. AMYLASES Amylases actson starch molecules and hydrolyses to give dextrin and small polymers of glucose units (Windish and Mhatre, 1965). These are classified according to the sugars they produced i.e. α-amylases and β-amylases. α-Amylases being produced from filamentous fungi and bacteria are mostly used in industries (Pandey et al., 2000). This enzymes are stable over wide range of pH from 4-11 and optimal activity is related to the growth conditions of the source microorganisms (Vihinen and Mantsala, 1989). In general, α-Amylases show’s high specificity towards starch followed by amylase, amylopectine, cyclodextrin, glycogen and maltotriose (Vihinen and Mantsala, 1989). 1.1 Textile Desizing Size is an adhesive substance used to coat the wrapping threads used in weaving of the fabrics made from cotton or blend. Starch and its derivatives are broadly used to size fabrics due to their easy availability, relative low cost and excellent film forming capacity (Feitkenhauer et al., 2003). Amylases are used to remove this sizing material and prepare the fabric ready for dyeing and finishing (Cavaco-Paulo et al., 2008). Earlier to the discovery of amylases, desizing was done by chemical treatment of fabric with acid, alkali or oxidising agents at high temperature. But, this technique was inefficient in removing the starch which resulted in imperfections in dyeing and also degradation of cotton fibre. Amylases are commercially used for desizing fabric due to its efficiency and specificity and its effectiveness in completely removing the size without affecting the fabric (Cegarra, 1996; Etters and Annis, 1998). Starch is removed during washing in the form of water soluble dextrin and thus reduces the discharge of chemical waste into the environment. 2.0 CELLULASES Cellulases are the hydrolytic enzymes that catalyses the breakdown of cellulose to smaller oligosaccharides and finally to glucose. These enzymes are commonly produced by soil-dwelling fungi and bacteria such as Penicillium, Trichoderma and Fusarium (Verma et al., 2007) and shows optimal activity in temperature range from 30C-60C. The applicationof cellulases in the textile industry begin in late nineteenth century with denim finishing. It alone accounts for 14% of the world’s industrial enzyme market (Nierstrasz and Warmoeskerken, 2003). 2.1 DENIM FINISHING Denim is high grade cotton and its washing is done in order to give a worn look e.g. stonewashing of denim jeans, in which the denim fabric id faded using sodium hypochlorite or potassium permanganate are used as pumice stones (Pedersen and Schneider, 1998) it resulted in damage to the fabric and machine. Introduction of cellulases have increased the productivity without affecting garment or the machine. Cellulases hydrolyses the exposed surface of dyed (indigo) fabric leaving the interiors intact, partial hydrolyses of the surface results in removal of dye and leaves a light area. Most of the cellulases are produced from fungi, but cellulases from bacterial and actinomycetes origin are now studied with regard to its use in bio-stoning of denim. Cellulases used for washing of the denim can be further classified on the basis of optimal pH required for its maximum efficiency; as neutral cellulases operating at pH 6-8 and acidic cellulases acting at pH 4.5-6. 2.2 BIO-FINISHING Washing of cotton and other natural and man-made cellulosic fabrics, besides denim, such as linen, hemp, rayon and viscose by enzymatic activity of cellulases to improve final appearance is done by bio-finishing or bio-polishing processes (Videbaek and Andersen, 1993). The process helps in preventing the formation of ball of fuzz called pill on the surface of the garment, this formation usually results in unattractive, knotty fabric appearance. Cellulases, hydrolyses the microfibrils protruding from the surface of the fabric which tends to break off leaving a smoother surface. Bio-finishing may be an optional step for upgrading cotton fibrics, but is very important step in prevention of pilling or fibrillation during finishing of lyocell fabrics (Cavaco-paulo et al., 2008). Similarly, Carrillo et al. (2003) stated that cellulases can be used for viscose type regenerated celloloses like viscose and modal. Yachmenev et al. (2002) showed the use of ultrasound as an efficient way to improve the enzymatic activity in bioprocessing of cotton. The Use Of Enzymes In Textile Industry Biology Essay

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