Category: Analysis papers

Idiotype vaccines for the treatment of lymphoma and other haematological malignancies

 

Write an essay, 5-10 pages plus references, on the subject above.
Things you might want to include:
Describe the progress made in idiotype vaccines against follicular lymphoma
What are the problems with this approach? Include practical problems as well as
immunological/clinical problems.
What would be the additional difficulties of applying this approach to multiple
myeloma?
Could an approach like this be applied to T cell malignancies?
Do you consider such treatments will ever become routine?
A reference to get you started is attached (Bendandi)
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Comparing and Contrasting Two Poems by the Same Author

As Mary Oliver writes in A Poetry Handbook, “A poem requires a design—a sense of orderliness… Even if the poem is a description of unalleviated chaos, it is a gathering of words and phrases and patterns that have been considered, weighed, and selected” (58). This assignment asks you to analyze the specific choices a poet makes in the design of his of her poems which impact the reader’s experience of the content and meaning of the work.

Goals: Our third essay directs further study toward the ways that an author uses formal elements to construct—and convey meaning within—his or her writing. We’ll practice the comparison and contrast method of organization and work on tightening your essays by looking at the need for a balance between having a strong claim (thesis) and offering strong evidence. We’ll also continue to do exploratory writing using the toolbox of techniques like “Notice and Focus” as suggested in Writing Analytically.

Reading: You’ll be writing about two poems by the same poet: choose one set of poems linked in the Essay 3 folder in Course Material.

Please also read the following sections in Writing Analytically: the selection about “Comparison/Contrast” (156-158) as well as the “Guidelines” on pages 159-160 and the sample assignment #2 on pages 160-161 in Chapter 7, and all of Chapter 12 on “Recognizing and Fixing Weak Thesis Statements” (255-265).

In addition, please read the handouts on analyzing poetry and comparing and contrasting linked in the Essay 3 folder.:

Folder Essay:
Poems to Analyze
Please read all 3 sets of poems below. You will chose 1 set of poems (2 poems by the same poet) to analyze for your Essay 3.

1.Cornelius Eady, "Money Won’t Change It" (http://www.poetryfoundation.org/poem/178995) and "A Small Moment" (http://www.poetryfoundation.org/poem/182745)

2.Robert Francis, "Part for the Whole"(http://www.poetryfoundation.org/poetrymagazine/poem/13390 ) and "Statement" (be sure to scroll down–the first poem on this page is not by Francis) or (http://www.poetryfoundation.org/poetrymagazine/browse/60/2#!/20583007)

3.Jane Kenyon, "Christmas Away from Home"( http://www.poetryfoundation.org/poem/179959 ) and "The Suitor"( http://www.poets.org/viewmedia.php/prmMID/16021)

 

 

 

Assignment: Analyze the set of two poems by one of the three poets linked in the Essay 3 folder by comparing and contrasting the poems in order to make an overall claim in which you point out the significance of reading these two poems together in terms of gaining a larger understanding about the particular poet’s work. There are two main kinds of ideas to think about in coming up with your thesis…

• Consider how the two poems are complementary. Does reading the two poems together give the reader a fuller view of a theme that seems to be important in the poet’s work? Do both poems use specific elements of poetry in a way that’s important for us to study, and why is this similarity important?

• Consider how the poems reveal difference or variety in terms of the thematic content or formal/technical choices this poet utilizes. Why do you think the poet makes different choices in the two poems, and why are they important?

As our textbook suggests, you can offer some especially complex analysis if you can combine these two kinds of ideas to find similarity within difference or difference within similarity. For example, maybe the two poems are about totally different subjects, but you find that the speaker in each poem sounds the same and that both poems use metaphor to clarify ideas for the reader. Or maybe you find that both poems explore a similar theme, but the poet emphasizes different formal elements in each poem to convey that theme.

To support your thesis, you’ll need to do a close reading of each poem so that you can analyze the relationship between form and content: your evidence will be based on the specific details/examples you can point to within the poem that back up your main idea. How do some of the formal elements—concrete imagery, figurative language, number and length of stanzas, line breaks, meter/rhythm, tone, voice/speaker, etc—reinforce the literal content of each poem and what you interpret to be each poem’s meaning? Where is the poet making similar choices in both poems (compare), and where is the poet making different choices in the two poems (contrast)? You’ll be answering these kinds of questions in your paper, giving your reader a thoughtful, well-reasoned perspective on the importance of reading these two poems together.

You don’t have to discuss all of the questions above; try to choose what seems most important to you. In discussing the two poems, you need to come up with a dominant idea; this means that it’s not enough to simply list ideas (similarities and differences) about the poems: you have to make a larger point. This “larger point” is expressed in your thesis statement, in which you’ll make a specific claim to show how the important details you notice regarding the form and content of both poems help to prove the larger point you’re making about what the reader can learn and/or better understand from comparing and contrasting these poems in the way(s) you explain in your paper.

Generating Ideas: It might help to begin with your own perspective as a reader. Reflect on your own responses as you read the poems. Try reading each of your two poems several times, and make notes with each reading: first, read to understand the literal events of each poem (what’s happening in the poem); second, read to interpret what you think each poem means (what ideas do you take from the poem, and what makes the poem intellectually and emotionally engaging for you?); third, read carefully to assess the use of formal elements in the poem and think about how and why the poet has made these specific formal choices in light of your ideas regarding the poem’s content and meaning. When you think about these poems together, what important similarities and differences do you notice?

Specs: Your essay should have 3 pages double-spaced pages in length. As usual, this assignment calls for a thesis-centered essay in which your original title signals your thesis, your introduction clearly leads into and states your thesis, and your topic sentences indicate how each of your body paragraphs will present a unified idea in support of your thesis. You’ll need to provide ample evidence from the text (at least 3 citations, but probably more) along with your own reasoning to create a coherent and logical flow of ideas. Please cite your sources according to MLA format, with a Works Cited list as well as in-text citations.

There are a couple of different options for structuring a comparison/contrast paper.

In-Text Citations (MLA) for Poems: Type quotations of three lines or less within the text and insert slashes between the lines to show the line breaks. Instead of citing page numbers, give the line numbers in parentheses, immediately after the closing quotation marks and before the closing punctuation of your sentence. It is customary to say “line” or “lines” before the line number(s) so that the reader knows these are not page numbers. Example:

Langston Hughes asks a series of questions about the “dream deferred” (line 1) in “Harlem,” including: “Does it dry up / like a raisin in the sun?” (lines 2-3).

Quotations of four lines or more should appear as “block” quotes and be indented ten spaces from the rest of the text. No quotation marks are used for block quotes, and line numbers should be placed immediately following the closing punctuation of the last line in the quote. Example:

In “Theme for English B,” Hughes takes the reader from the speaker’s school to his home:

The steps from the hill lead down into Harlem
through a park, then I cross St. Nicholas,
Eighth Avenue, Seventh, and I come to the Y,
the Harlem Branch Y, where I take the elevator. (lines 11-14)

A Note on Poetry: Even in a poem which seems to be based on events in a poet’s life—a poem in which the “I” of the first-person speaker (or voice) in the poem might easily be equated with the “I” of the poet—the choice to use the “I” is a deliberate artistic choice like any other. The poet Joan Aleshire writes that the successful poem “allows for the expression” of highly personal content, but achieves some measure of artistic distance through the poet’s care to “[impose] a degree of objectivity on the material by formal—but not always traditional—devices.” In other words, just because a poet uses “I” in a poem doesn’t mean we can assume the poem is a true account about the poet’s own life.

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Motivation

– Identify a current or past job that you have had.
Write a 1,050- to 1,400-word paper that identifies and addresses the following:

? The intrinsic and extrinsic rewards provided by the job.
? The satisfaction and motivational result of those rewards.
? Changes in rewards you would make to increase your motivation to perform the job at higher levels.

* Format your paper consistent with APA guidelines.
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Exploring Innovation in Action: The Dimming of the Light Bulb

In the beginning….
God said let there be light. And for a long time this came from a rather primitive but surprisingly effective method – the oil lamp. From the early days of putting simple wicks into congealed animal fats, through candles to more sophisticated oil lamps, people have been using this form of illumination. Archaeologists tell us this goes back at least 40,000 years so there has been plenty of scope for innovation to improve the basic idea! Certainly by the time of the Romans, domestic illumination – albeit with candles – was a well-developed feature of civilised society.
Not a lot changed until the late eighteenth century when the expansion of the mining industry led to experiments with uses for coal gas – one of which was as an alternative source of illumination. One of the pioneers of research in the coal industry – Humphrey Davy – invented the carbon arc lamp and ushered in a new era of safety within the mines, but also opened the door to alternative forms of domestic illumination and the era of gas lighting began.
But it was not until the middle of the following century that researchers began to explore the possibilities of using a new power source and some new physical effects. Experiments by Joseph Swann in England and Moses Farmer in the USA (amongst others) led to the development of a device in which a tiny metal filament enclosed within a glass envelope was heated to incandescence by an electric current. This was the first electric light bulb – and it still bears more than a passing resemblance to the product found hanging from millions of ceilings all around the world.
By 1879 it became clear that there was significant commercial potential in such lighting – not just for domestic use. Two events occurred during that year which were to have far-reaching effects on the emergence of a new industry. The first was that the city of Cleveland – although using a different lamp technology (carbon arc) – introduced the first public street lighting. And the second was that patents were registered for the incandescent filament light bulb by Joseph Swann in England and one Thomas Edison in the USA.
Needless to say the firms involved in gas supply and distribution and the gas lighting industry were not taking the threat from electric light lying down and they responded with a series of improvement innovations which helped retain gas lighting’s popularity for much of the late nineteenth century. Much of what happened over the next 30 years is a good example of what is sometimes called the ‘sailing ship effect’. That is, just as in the shipping world the invention of steam power did not instantly lead to the disappearance of sailing ships but instead triggered a whole series of improvement in that industry, so the gas lighting industry consolidated its position through incremental product and process innovations.
But electric lighting was also improving and the period between 1886 and 1920 saw many important breakthroughs and a host of smaller incremental performance improvements. In a famous and detailed study (carried out by an appropriately named researcher called Bright) there is evidence to show that little improvements in the design of the bulb and in the process for manufacturing it led to a fall in price of over 80% between 1880 and 1896 (A. Bright, The Electric Lamp Industry Technological change and economic development from 1800 to 1947, Macmillan, New York). Examples of such innovations include the use of gas instead of vacuum in the bulb (1913 Langmuir) and the use of tungsten filaments.
Innovation theory teaches us that after an invention there is a period in which all sorts of designs and ideas are thrown around before finally a ‘dominant design’ settles out and the industry begins to mature. So it was with the light bulb; by the 1920s the basic configuration of the product – a tungsten filament inside a glass gas-filled bulb – was established and the industry began to consolidate. It is at this point that the major players with whom we associate the industry – Philips, General Electric (GE), Westinghouse – become established.
Technological Alternatives
Although the industry then entered a period of stability in the marketplace there was still considerable activity in the technology arena. Back in the nineteenth century Henri Becquerel invented the fluorescent lamp and in 1911 Georges Claude invented the neon lamp – both inventions which would have far-reaching effects in terms of the industry and its segmentation into different markets.
The neon lamp started a train of work based on forming different glass tubes into shapes for signs and in filling them with a variety of gases with similar properties to neon but which gave different colours.
The fluorescent tube was first made commercially by Sylvania in the USA in 1938 following extensive development work by both GE and Westinghouse. The technology had a number of important features including low power consumption and long life – factors which led to their widespread use in office and business environments although less so in the home. By the 1990s this product had matured alongside the traditional filament bulb and a range of compact and shaped fittings were available from the major lighting firms.
Meanwhile, in Another Part of the World…
Whilst neon and fluorescent tubes were variations on the same basic theme of lights, a different development began in a totally new sector in the 1960s. In 1962 work on the emerging solid state electronics area led to the discovery of a light emitting diode – LED – a device which would, when a current passed through it, glow in red or green colour. These lights were bright and used little power; they were also part of the emerging trend towards miniaturisation. They quickly became standard features in electronic devices and today the average household will have hundreds of LEDs in orange, green or red to indicate whether devices such as TV sets, mobile phones or electric toothbrushes are on and functioning.
Development and refinement of LEDs took place in a different industry for a different market and in particular one line of work was followed in a small Japanese chemical company supplying LEDs to the major manufacturers like Sony. Nichia Chemical began a programme of work on a type of LED which would emit blue light – something much more difficult to achieve and requiring complex chemistry and careful process control. Eventually they were successful and in 1993 produced a blue LED based on gallium arsenide technology. The firm then committed a major investment to development of both product and process technology, amassing around 300 patents along the way. Their research culminated in the development in 1995 of a white light LED – using the principle that white light is made up of red, green and blue light mixed together.
So what? The significance of Shuji Nakamura’s invention may not be instantly apparent – and for a long time the only products which could be bought utilising it were small high power torches. But think about the significance of this discovery. White LEDs offer the following advantages:
• 85% less power consumption;
• 16 times brighter than normal electric lights;
• tiny size;
• long life – tests suggest the life of an LED could be 100,000 hours (about 11 years);
• can be packaged into different shapes, sizes and arrangements;
• will follow the same economies of scale in manufacturing that led to the continuing fall in the price of electronic components, so and become very cheap very quickly.
If people are offered a low-cost, high-power, flexible source of white light they are likely to adopt it – and for this reason the lighting industry is feeling some sense of threat. The likelihood is that the industry as we know it will be changed dramatically by the emergence of this new light source – and whilst the names may remain the same they will have to pay a high price for licensing the technology. They may try to get around the patents – but with 300 already in place and the experience of the complex chemistry and processing which go into making LEDs, Nichia have a long head start. When Dr Nakamura left Nichia Chemical for a chair at University of California, Santa Barbara, sales of blue LEDs and lasers were bringing the firm more than $200m a year and the technology is estimated to have earned Nichia nearly $2bn.
Things are already starting to happen. Many major cities are now using traffic lights which use the basic technology to make much brighter green and red lights since they have a much longer life than conventional bulbs. One US company, Traffic Technology Inc., has even offered to give away the lights in return for a share of the energy savings the local authority makes! Consumer products like torches are finding their way into shops and online catalogues whilst the automobile industry is looking at the use of LED white light for interior lighting in cars. Major manufacturers such as GE are entering the market and targeting mass markets such as street lighting and domestic applications, a market estimated to be worth $12bn in the USA alone.
(Tidd 240-244)
Tidd, John Bessant and Joe.Innovation and Entrepreneurship, 2nd Edition. John Wiley & Sons, (UK), 04/2011. <vbk:9781119961987#outline(7.13)>.
Question:
(3) Can you map the different kinds of innovation in the case study? Which were incremental and which radical/discontinuous? Why? Give examples to support your answer.

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Globalization

Students are required to write a 4 to 6 page paper using APA style. Note that 4 to 6 pages
means 4 to 6 pages of double-spaced written material with 1-inch margins left, right, top and
bottom, and Times New Roman, 12-point font. The cover sheet or long quotations will not count
toward the 4 to 6 pages.
Overly general research areas for the project are listed below. These areas reflect broad
subjects discussed in the course textbook. Specifically, students should research an
exceedingly narrow topic within the list, a topic focused enough to be covered adequately in
such a short paper. The essay should describe the impacts of, and ramifications for, your
narrow topic only where organizational behavior and development is concerned. The instructor
will be looking for:
(a) a narrow, carefully crafted thesis statement, and
(b) a highly descriptive, detailed essay title that mirrors the thesis statement.
As the thesis drives a paper, many points will be deducted if a student fails to follow these
instructions. Please contact the instructor if you are in doubt. He or she would be happy to help
you to refine your thesis statement consistent with the objectives of the assignment.
Topics:
1. Globalization
2. Diversity
3. Work motivation, stress, and/or well-being
4. Leadership
5. Communication
6. Decision-making by individuals, groups, and teams
7. Conflict, negotiation, power, and politics
8. Organizational structure, change, and development

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Combining Nurse Leader with Advocacy
Write a reflection of 750-1,000 words in which you identify your strengths and weaknesses related to the four content areas below:
1. Personal and professional accountability
2. Career planning
3. Personal journey disciplines
4. Reflective practice reference behaviors/tenets
Discuss how you will use your current leadership skill set to advocate for change in your workplace.
Identify one personal goal for your leadership growth and discuss your implementation plan to achieve that goal.
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Critical analysis of Environmental Policy Integration: The case of Coal seam gas mining in the Great Barrier Reef
A critical analysis of the opportunities and challenges of environmental policy integration: the case of coal seam gas mining in the Great Barrier Reef.
** No introduction or No explanation of what Environmental Policy Integration is – I will do that.

Focus on:

Case Study: Curtis Island, Gladstone CSG Mining Ports within the Great Barrier Reef region (**See Four Corners documentary: http://www.abc.net.au/4corners/stories/2011/11/03/3355047.htm)

&quot;The integration of economic, social and environmental consideration in policy and decision-making is a core principle in foundational policy statements on sustainable development&quot;
A. (700 words) Explore and ANALYSE the mechanisms/tools used in the proposal phase of Curtis Island ports to achieve Environmental Policy Integration (EPI). Look at:
1) Coordinating mechanisms – Which organizations are responsible? State? Commonwealth? GBR Authority? Mining coorporation? — or are they all involved?
2) Environmental Impact Assessment – Mention what types and how many EIA’s have been put forward but have contradictions and drawbacks.
3) Strategic Environmental Assessment: Not a method, but a process and intent, and uses a range of methods:
i) Public Participation – What public participation methods did they use? What were the public opinions on the port establishment and new job openings? What suggestions were made to recognise the ‘peoples needs’. (Economic vs. Environmental).
ii) Possible CSG Task Force in the state government and Task Force by World Heritage Committee – what did they do? how did they observe economic, environmental and social impacts.

B) (1200 words ) Then CRITIQUE the success of those mechanisms to achieve a balanced outcome (i.e. what was decided, what mitigation options were put in place and how was the proposal changed etc to meet different objectives…).
1) Coordinating Mechanism – too many stakeholders. There is a coordination and leadership problem, thus a implementation of policy problem. etc
2) Environmental Impact Assessment – too many EIA due to having too many stakeholders and no overarching objective that suits economic, social and environmental needs. Thus no proper implementation of policies. etc
3) SEA
i) Public participation – local business are effected (fisheries and fisherman). They were not consulted and not offered an compensation? was a social impact assessment (SIA) taken place?
ii) CSG task force – just another stakeholder? environmental intention?

C) What are the opportunities from EPI from looking this case study.

 

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The stability of discrete emotions across time in elderly

My project is about the core emotions, fear, anger, sadness and happiness in elderly. I am interested in gender differences, how are this emotions maintained across time and on which basis, and about the remembrance of emotional events and emotional memory.

 

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Critical Evaluation of Classic Argument
Choose one argument from the historic American or global works listed in the “Supplemental Readings” section of the course lessons. Decide whether this argument is successful or not. If you decide this essay is successful, discuss why. You may use the structure of the argument, the tone, and the various types of support (ethos, pathos, and logos) as proof of the argument’s success. Make sure that your thesis has an introduction that contains a hook and a thesis, body paragraphs that discuss one proof at a time (one paragraph per example), and a conclusion. If you decide that the essay is not successful, then discuss the fallacies that the argument makes. You are still required to have a strong introduction (hook and thesis), body paragraphs that discuss one fallacy at a time, and a conclusion. You may also discuss how the essay is successful with reservations. In this case, point to both the support and the fallacies you have found in the work.

This paper should be at least 600 words, but no more than 800. The paper should be formatted correctly MLA style and written in third person (do not use the words I, me, us, we, or you). The essay should also contain citations, a works cited list, and a cover letter (see below).

The Cover Letter

Each essay due in this course needs to have a cover letter (not a cover page). In your letter for the critical evaluation essay, I would like for you to answer the following questions. Each response should be at least three to five sentences, with the exception of question six. You may use first person in your cover letter. The questions are below:

 

Abraham Lincoln and struggle to abolish slavery
investigate how Abraham Lincoln tried to abolished slavery. My exact research question is; to what extent did Abraham Lincoln abolish slavery?
Introduction:
A. Abraham Lincoln
1. Who is Lincoln
2. Youth
3. Carrier and Path

B. Legal and Politics
1. National Prominence of Lincoln
2. Political movements before Lincoln
3. Political Movements of Lincoln

C. Abraham Lincoln as Nations great Emancipator
1. Lincoln and Slavery
2. Lincoln and anti slavery leadership

Body: Events lead to anti slavery
A. Emancipation Proclamation
1. Here I would explain what it is and how it affected Lincoln’s struggle to abolish slavery. I will connect it to my research question.
B. 13th Amendment
2. Laws that was put forward in 1864 and ratified on December 6, 1865, the 13th amendment abolished slavery in the United States.
C. The Kansas-Nebraska Act of 1854
3. Law put forwarded to decide slavery specific territory
D. Lincoln-Douglas Debates of 1858
4. Debate between Lincoln and Douglas who was his opponent on putting an end to slavery.
E. Eliminating slavery in North and South U.S.
5. The American Civil War.
6. What was it? How did it come to be?
7. How is this connected to slavery?
8. Affect on putting an end to slavery.
F. Ending slavery in U.S. made also Europe end slavery.
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