Choose and respond to ONE of the questions listed below.
Your answer must explicitly draw on the concepts, theories, and frameworks from the readings and lectures of Weeks 7 and 8 (not-for-profits) and/or Weeks 9 and 10 (social entrepreneurship). You need only refer to those theories, concepts, and frameworks that are relevant to your critical reflection.
Your critical reflective essay must articulate your own opinions and insights, but you should show how your opinions and insights have been informed by an in-depth understanding of these relevant concepts, theories, and frameworks. Since it is your own personal reflection, you should write in the first person.
Choose and respond to ONE of the following questions:
Does the NZ not-for-profit sector (or a particular NFP organisation) play an important role in NZ society? Why or why not? Who else could perform their role if the NFP sector (or your chosen NFP organisation) didn’t exist?
Do NFP managers face unique challenges (compared to managers in other sectors) as they seek to create positive social impact? What are the causes of these challenges? How can NFP managers overcome or alleviate these challenges?
Critically reflect on your experience of being involved with a not-for-profit organisation in New Zealand. What were your motivations for involvement? How could your experience have been improved? How might the efficacy of that organisation be improved?
What are some major challenges that social entrepreneurs face as they pursue both social and business objectives? How can social entrepreneurs overcome or alleviate these challenges? Support your reasoning with examples from social enterprises.
Which of the many definitions of social entrepreneurship in the readings and lectures do you think has the most relevant link to the concept of social impact? Why? Support your reasoning with examples from social enterprises.
Author: admin
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“The Role and Challenges of Not-for-Profits and Social Entrepreneurs in Creating Social Impact in New Zealand”
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“Building Trust and Collaboration: The Power of Storytelling in Leadership”
This portfolio work project will give you practice with professional writing expectations, as well as motivating and persuading others by telling a story. Create a brief slide presentation, with graphics, and preferably your voice presenting, that analyzes the tools and strategies that leaders can use to build trust and collaboration, and explains why you believe storytelling is one effective tool for you to use to lead your team. The Creating a Presentation in the MBA Program Resources and the Guidelines for Effective PowerPoint Presentations [PDF] Download Guidelines for Effective PowerPoint Presentations [PDF]document will help you with this presentation. The Ariel Group explains that a story needs to follow a basic four-step format that gently leads the audience into the story, through the story, and connecting the story: Executive Essentials: Storytelling. Use this format, based on page 9 of the Ariel group resource, to create six slides (not including cover page and references): Slide 1. Cover slide with title and your name, and a graphic for interest (be sure to credit graphic artist in the reference slide). Slide 2. Introduce the subject matter or business content, much as the introduction to a paper would do. Example: “NASA has a reputation for communication issues among teammates, but our team is going to change all of that. This presentation does this and that.” Slide 3. Building Trust and Collaboration. Discuss the importance of trust and collaboration in the workplace, then identify and discuss at least two tools or strategies (other than storytelling) leaders can use for building trust and fostering collaboration. Slide 4. Storytelling. Explain ways in which leaders can use storytelling to build trust and relationships. Slide 5. Transition into the story. This slide should transition into your story, setting the expectations of the audience of what is to come. Example: “I once worked at another company that had some major communications issues. It wasn’t life or death like here at NASA, but we did have some serious problems in communications that impacted our ability to be effective. Let me share with you a story to illustrate a vision of how we can work together . . .” Slide 6. Tell the Story. This slide should actually tell your story: Set the stage. Describe the conflict. Describe the resolution. Example: “About 10 years ago I was working as a shift leader at a manufacturing facility where safety was supposedly part of the culture, yet we had a frighteningly bad safety record . . .” Continue the story. Slide 7. Connect the story to a teaching point or subject matter. This slide should bring your story back to the issue at hand. Example: “In this situation, we learned this and that. Here at NASA, we can do the same thing. We can prove that communications this and that.” Think of this like explaining the moral of the story. Slide 8. References. Include references here.
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“Advancements in Treatment Options for Hepatocellular Carcinoma: A Focus on Clinical Trials and Guidelines” “Immunotherapy as an Alternative Treatment Option for Advanced Hepatocellular Carcinoma: Current Progress and Future Directions” “Combination Immunotherapy for Recurrent or Refractory Non-Small Cell Lung Cancer and Hepatocellular Carcinoma: Current Strategies and Future Directions”
Focus on clinical trials and randomised control trials and guidelines.
Provide citations for everything from articles in APA style, from pubmed and oncology journals.
Skip introduction and conclusion. Divide the paper into sections:
1. Surgical Options 1.1. Liver Resection; 1.2. Liver Transplantation
2. Ablation (RFA, MWA, PLA, crioablation etc.)
2. Systemic therapies 2.1 Systemic Chemotherapy 2.2 Targeted Therapies
3. Gene Therapy
4. Combination Therapies
Attached is a file with the draft of the article, to which I want to add the sections mentioned above.
USE THIS AS A REFERENCE, this particular section was written about immunotherapy:
Immunotherapy
There are many surgical treatment options for the treatment of HCC. However, resection or transplantation has limited effectiveness due to a low classification rate for surgery and a high 5-year recurrence rate ranging up to 70% after surgery. [30] This is related to the late diagnosis of HCC, which in most patients is at an advanced stage. Treatment is then based on a combination of targeted therapy, chemotherapy, or radiotherapy. Recently, immunotherapy has also been included in the treatment of HCC.
Continuous exposure of the liver to bacterial components and dietary antigens from the gastrointestinal tract led to the creation of an immune microenvironment consisting of Kupffer cells, hepatic stellate cells, sinusoidal hepatic endothelial cells, natural killer (NK) cells, gamma-delta T cells, and dendritic cells. [31] When the liver is damaged or infected, the protective response is initiated by cytokines, growth factors, chemokines, and interactions with the immune microenvironment of the liver, the incorrect regulation of which could result in the development of cancer. [32] Zhang et al. in their study found that hypoxia- and inflammation-related hypoxia-inducible factor 1α (HIF-1α) can stimulate the excessive expression of IL-1β in tumor-associated macrophages (TAMs), which, thanks to positive feedback, can induce the production of HIF-1α and facilitates the process of epithelial-mesenchymal transition (EMT) leading to metastatic progression. [33] Other important cytokines involved in the pathogenesis of HCC are IL-6, IL-11, and lncRNA activated by TGF-β (lncRNA-ATB). [32] Patients with HCC usually have an increased number of Tregs, which can inhibit the function of CD8 + T cells and thus the elimination of tumor cells. [34] Additionally, continuous antigen stimulation leads to the exhaustion of T cells and thus an increase in the expression of co-inhibitory signaling molecules such as cytotoxic T-lymphocyte-associated protein 4 (CTLA-4), programmed cell death protein 1 (PD-1) and lymphocyte-activation gene 3 (LAG-3). [35]
The study of immune checkpoint inhibitors, i.e. monoclonal antibodies directed against extracellular ligands involved in suppressing the antitumor immune response, allowed the recognition on the basis of clinical trials of three categories of molecular targets, PD-1, CTLA-4, and LAG-3, which are intended to restore the antitumor capacity of lymphocytes T. [36] Compared to ICI (immune checkpoint inhibitor) monotherapy, combination therapy targeting several immune checkpoints is associated with better treatment outcomes, but the increased efficacy is associated with potential increase in immune-related adverse events. [32]
Nivolumab is a human anti-PD-1 IgG4 monoclonal antibody directed against PD-1. [37] It is used as a second-line therapy in the treatment of HCC after approval by the FDA in 2017. The CheckMate 040 (NCT01658878) study evaluated nivolumab in combination with ipilimumab in patients treated with sorafenib as a first-line therapy in the treatment of advanced HCC, while the CheckMate 459 study (NCT02576509) compared nivolumab with sorafenib. The results from the first study led to FDA approval in 2020 of this regimen for the treatment of patients with advanced HCC who were previously treated with sorafenib. The results of the second study showed that there was no significant difference in OS, but the use of immunotherapy showed a lower incidence of grade 3 to 4 adverse effects, and improvement in patients’ quality of life, so nivolumab may be an alternative treatment option for patients who cannot undergo therapy with tyrosine kinase inhibitors or antiangiogenic therapy. [38]. Currently, the monoclonal antibody atezolizumab is known, which binds to the PD-L1 protein (programmed death-ligand 1), blocking the binding site of PD-1. The IMbrave150 study (NCT03434379) compared atezolizumab therapy in combination with the antiangiogenic bevacizumab with a group of patients treated with sorafenib. This study showed statistically significantly better OS and PFS with monoclonal antibody immunotherapy compared to sorafenib. [39, 40] Another known monoclonal antibody is pembrolizumab. The phase II KEYNOTE-224 study (NCT02702414) tested the effectiveness of pembrolizumab monotherapy in patients with HCC previously treated with sorafenib (cohort 1) and with no prior systemic therapy (cohort 2), and the results in the study groups were better in terms of safety profile and OS. [41, 42] Similar effectiveness and safety were demonstrated by pembrolizumab in combination with the best supportive care (BCS) in the phase III KEYNOTE-394 study (NCT03062358), where the study group included Asian patients previously treated with sorafenib or oxaliplatin-based chemotherapy. Compared to the placebo plus BCS group, pembrolizumab showed statistically significant improvement in OS and PFS, as well as in the objective response rate (ORR). The findings of these studies demonstrated a consistent clinical benefit for pembrolizumab monotherapy in advanced HCC. The phase 3 KEYNOTE-937 study (NCT03867084), where pembrolizumab is being tested as adjuvant therapy is undergoing. [43]
The CTLA-4 protein, a CD28 homolog, prevents the binding of CD28 to CD80 and CD86, which is necessary for optimal T-cell activation. Moreover, it reduces the activity of helper T cells, increasing Treg activity, which leads to suppression of the immune response. A phase I/II study (NCT02519348) compared tremelimumab, a monoclonal antibody against CTLA-4, in combination with durvalumab (T300+D) with tremelimumab or durvalumab monotherapy. The results showed that combination therapy was associated with overall treatment benefits and the most encouraging benefit-risk profile due to unique pharmacodynamic activity. [44] In the phase III HIMALAYA study (NCT03298451) the T300 + D regimen and durvalumab monotherapy were evaluated versus sorafenib. T300 + D, which a single dose is known as STRIDE (Single Tremelimumab Regular Interval Durvalumab) displayed efficacy and a favorable benefit-risk profile versus sorafenib. [45] The regimen of two ICIs that block CTLA-4 and PD-L1 is the first-line treatment for adults with advanced or unresectable HCC in the EU. [46]
LAG-3 present in CD8+ T cells binds to MHC class II molecules, and its increased expression correlates with dysfunction of T cells. [32] Zhou et al. showed that after using antibodies against PD-L1, TIM-3 (mucin domain containing-3), or LAG-3 (lymphocyte-activation gene 3), T lymphocytes respond to HCC antigens. [47] TIM-3 is present in TAM cells, and its increased expression correlates with poor prognosis of HCC patients. [48] The effectiveness of TIM-3-targeted therapies remains uncertain, but studies are currently underway using the anti-TIM-3 antibody, Colbolimab, LY3321367, or sabatolimab. [49]
Due to the role of TGF-β in creating a tumor microenvironment conducive to growth and metastasis, as well as by hindering the infiltration of T lymphocytes into the tumor center, blocking the action of this cytokine has become another therapeutic target. [32] The discovery of the synergism of the effect of TGF-β blockade and anti-PD-L1 antibodies allowed the consideration in a clinical trial (NCT02423343) of the combination of galunisertib with nivolumab in the treatment of recurrent or refractory non-small cell lung cancer (NSCLC) or hepatocellular carcinoma (HCC). The results showed that the combination is well tolerated. [50] The ongoing phase III CheckMate 9DX study (NCT03383458) is investigating if nivolumab will improve recurrence-free survival (RFS) compared to placebo in HCC patients who have undergone resection or local ablation but are at high risk of recurrence. A bifunctional inhibitor bintrafusp (M7824) targeting PD-L1 and the extracellular domain of TGFβR2 was also created, which have been tested in studies: NCT02517398, NCT02699515, NCT03840915, and NCT04246489. The recurring bleeding adverse events were reported, so the dose reduction was chosen. Further investigation is needed to evaluate the effectiveness of bintrafusp. [51]
ICIs can be combined not only with each other, but also with radiotherapy, FGFR inhibitors, tyrosine kinase inhibitors (TKI), SBRT, TACE, or chemotherapy. The combination of ICI + TKI in the first-line setting of metastatic disease is being investigated in several phase III trials, such as, the LEAP-002 trial (NCT03713593) evaluating lenvatinib plus pembrolizumab compared with placebo, and the trial NCT03764293 with evaluation of camrelizumab (SHR-1210) plus apatinib vs. sorafenib. [32, 52] The ORIENT-32 trial (NCT03794440) evaluated the combination of sintilimab (a PD-1 inhibitor) plus IBI305, a bevacizumab biosimilar, versus sorafenib. The results showed that the combination has significantly greater OS and PFS than sorafenib which could provide a novel treatment option for patients with unresectable, HBV-associated HCC patients. [53]
In a phase II study (NCT03092895), previously untreated patients with advanced primary HCC received a combination of camrelizumab (anti-PD-1) plus FOLFOX4 (fluorouracil + calcium folinate + oxaliplatin) or GEMOX (gemcitabine and oxaliplatin). The results showed tolerability and preliminary antitumor activity. [54] The aim of the phase III study (NCT03605706) is to demonstrate the effectiveness of the combination of camrelizumab with FOLFOX4 compared to placebo with FOLFOX4 in the treatment of HCC. [36] ICI can also be used in combination with TACE, whose safety and effectiveness are being investigated in the phase II/III TACE-3 study (NCT04268888), IMMUTACE study (NCT03572582), TRIPLET study (NCT04191889) and LEAP-012 study (NCT04246177). [36] The combination of radiotherapy (SBRT) and ICI (Atezolizumab/Bevacizumab) is being explored in clinical trial NCT04857684. The evaluation of this therapy is being investigated in the other clinical trial NCT05137899 in HCC patients with the presence of portal vein tumour thrombus (PVTT). [55] (Table )
Thanks to CRISPR-Cas9 technology, there has been a revolution in CAR-T immunotherapy. The treatment involves genetic modification of T lymphocytes using retroviruses or lentiviruses, which causes proliferation when a specific antigen is recognized, and when the appropriate number is reached, the lymphocytes are injected into the patient to kill cancer cells. The action is hindered by inhibitory receptors on the surface of T cells such as PD-1, CTLA-4, and LAG-3, which may lower the effectiveness of CAR-T. [32] CRISPR-Cas9, by disrupting the expression of genes encoding these surface receptors, can significantly increase the effectiveness of CAR-T. [56, 57] Due to the fact that interleukins such as IL-12, IL-15, IL-18, and IL-7 are overexpressed through retrovirus or lentivirus, which may lead to T cell exhaustion by producing too many cytokines, CRISPR/Cas9 can be used to knock out the TRAC gene. Without this gene, cytokine production will be inhibited. [58] CAR-T therapy is an opportunity for patients with strong anti-cancer properties, as well as a great opportunity to identify new checkpoints of the immune system. [32] Currently, more than 20 phase I/II CAR-T cell clinical trials for HCC are ongoing. [59] -
“The Anthropological Perspective on Migration: Understanding the Complexities and Impact” The anthropological perspective is a unique and valuable lens through which to study migration. Anthropology is the study of humans and their cultures, and it seeks to understand the diversity and
In what ways do you think the anthropological perspective might be useful in studying migration? In your response, consider what makes the anthropological perspective different from other types of approaches to studying migration.
For each Daily Discussion, you will create one original post that includes a discussion question, and respond to one of your classmates’ posts/discussion questions with a response discussion post.
The original discussion post should be 450-600 words, and must include a discussion question about the readings or course content for that day. Keep in mind the best discussion questions will be:
Open-ended- Questions cannot be answered with yes/no or either/or
Answerable by your classmates- Questions do not require extensive knowledge from outside the course, and can be answered using knowledge/experience versus speculation
Substantive and relevant- Questions should be related to a significant point/argument in the course lesson or readings assigned for the day, and should ask us to consider the point/argument in the context of the themes of this course.
In addition, you will craft a response post that replies in a substantive manner to a discussion question posed by one of your classmates. The post should be at least 150 words. -
“Proposed Changes to Food Labels by the FDA: A Step Towards Better Consumer Understanding” Proposed Changes to Food Labels by the FDA: A Step Towards Better Consumer Understanding
1.The U.S. Food and Drug Administration proposed changes to the Food Labels after more than 20 years of their development.
Discuss: * What do you think about the suggested changes? (YOUR OPINION)
* Do you think they will improve the general public understanding about their food choices? (YOUR OPINION)
* Mention two changes that called your attention.
http://www.fda.gov/Food/GuidanceRegulation/GuidanceDocumentsRegulatoryInformation/LabelingNutrition/ucm385663.htm#supplemental
COPYING IS UNACCEPTABLE. -
Exploring the Use of the Old Testament in the New: Current Trends and Future Perspectives
Using the ATLA database in the Harold F. Hunter Online library, find the following article, and write a 400-word response to it.
Docherty, Susan E. 2015. “‘Do You Understand What You Are Reading?’ (Acts 8.30): Current Trends and Future Perspectives in the Study of the Use of the Old Testament in the New.” Journal for the Study of the New Testament 38 (1): 112–25. -
The Struggle for Education and Belonging in Apartheid South Africa “Overcoming Apartheid: The Unwavering Resilience and Determination of Patricia and Trevor”
KIKO
In the preface to the chapter, Noah notes that missionaries provide the only education available to black South Africans before the beginning of the apartheid government, and “nearly every major black leader of the anti-apartheid movement” gets this kind of education. During apartheid, the government shuts down mission schools and makes sure that blacks are confined to “Bantu schools,” in which they only learn “metrics and agriculture.” “Fully grown teenagers” are taught through songs: “three times two is six. La la la la la.” This is the difference between British and Afrikaner racism: the British promised natives a way to “civilize themselves” and potentially join polite society, while the Afrikaners thought, “why give a book to a monkey?”
Noah explains that he is “a product of [his mother’s] search for belonging.” Her parents are forced to move to Soweto and divorce soon after having her; Patricia is “the problem child” and fights constantly with her mother (Frances) but loves accompanying her father (Temperance) “on his manic misadventures.” She tries to move in with Temperance at the age of nine, but he sends her to live in Transkei, the Xhosa “homeland,” with his sister.
As the middle child and “second girl,” Patricia is unwanted, and she ends up living in a hut with 14 other unwanted children in the overcrowded, infertile “homeland.” She works the fields in the early morning and fights the other children—or sometimes the pigs or dogs—to make sure she has something to eat for dinner. At times “she literally ate dirt” to feel full. But she is lucky to go to one of the only remaining mission schools and learn English, which gets her a job at a nearby factory, which pays her with dinner.
VIEGAS
When Patricia is 21, her aunt gets sick, so she has to return to Soweto. This is when she takes the typing course and works as a secretary—but all her money goes to the family, which “is the curse of being black and poor,” having to work endlessly to help everyone else catch up. She soon tires of paying this “black tax” and runs away to live in downtown Johannesburg.
Patricia tells this story in occasional vignettes—never all at once—and only so Trevor wouldn’t “take for granted how we got to where we were.” She thinks it wrong to dwell on past suffering, so she never does, even though she also wants to ensure her son never suffers like she did.
Most Xhosa names become self-fulfilling prophecies; Patricia’s, “Nombuyiselo,” means “She Who Gives Back,” and is fitting: even as a child, she would care for younger, abandoned children. So, to exempt her son from fate, she names him “Trevor, a name with no meaning whatsoever in South Africa, no precedent in my family. It’s not even a Biblical name.” He is free to become whomever he wants.
Patricia also makes sure Trevor speaks English as his first language and gives him as many books as possible—he treasures them and particularly loves fantasy. She “spoke to [Trevor] like an adult, which was unusual.” Unlike school, Patricia teaches Trevor to think.
DAVID
Apartheid ends gradually, with various laws coming off the books or otherwise losing their force. A few months before its ultimate collapse, Patricia and Trevor move to Eden Park, a colored neighborhood with real, suburban houses, surrounded by black townships. Trevor is uncomfortable having his own bedroom and sleeps in his mother’s bed. They also get a car, the secondhand Volkswagen that often fails to start up (forcing them to hitchhike). But this lets them freely explore—they visit every park and picnic spot imaginable. Patricia refuses to spend money on anything but food and books—all Trevor’s clothes are secondhand and their furniture is always falling apart. Even the food they do get is the cheapest available, the meat often limited to scraps and bones intended for dogs.
However, Trevor “never felt poor because our lives were so rich with experience.” They visit white neighborhoods and other “places black people never went.” In essence, Patricia raises Trevor “like a white kid […] in the sense of believing that the world was my oyster, that I should speak up for myself, that my ideas and thoughts and decisions mattered.” Following one’s dreams depends on the limits of one’s imagination, but Patricia shows Trevor limitless possibilities, even though nobody ever did the same for her. And, most astonishingly, she does this all despite never having known that apartheid was nearing its end. She refuses to bend to “the logic of apartheid” and wants to make sure that, in her words, “even if [Trevor] never leaves the ghetto, he will know that the ghetto is not the world.”
Conclusão
Kiko
“After carefully analyzing the story, it is evident to me the overwhelming impact of apartheid on people’s lives, especially black communities in South Africa. The detailed narrative of Patricia and Trevor’s experiences reveals not only the injustices of the apartheid system, but also the extraordinary resilience and determination they demonstrate in the face of this adversities.”
Viegas
It is inspiring to witness how Patricia, despite overwhelming difficulties, never gives up on fighting for a better life for herself and her son. Her quest for belonging and her tireless dedication to providing Trevor with a quality education highlight the fundamental importance of education as an empowering tool, even in the most challenging circumstances.”
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Title: The Process of Becoming Foreigners on Their Own Land: Exploring the Experiences of Juan Seguin and Other Historical Figures in PBS Documentary “Foreigners on Their Own Land”
To begin to understand how this period began, this assignment focuses on watching a PBS documentary called Foreigners on Their Own Land.
The documentary title makes use of the actual words expressed by Juan Seguin, who was from an elite Tejano family that welcomed Anglo Americans and even fought along the side of Anglo Americans for Texas independence from Mexico. Seguin’s expression captures the essence of a larger process of becoming a foreigner on his own land of Texas and reflects the process of Mexicans becoming less included in the future of the southwest as Anglo domination and control increased with Mexico having lost the war imposed by the United States in 1848.
After you watch this documentary respond to following major question and the questions below in number order:
What does this expression of becoming Foreigners on Their Own Land mean as understood though the experiences of Juan Seguin? Or put another way, what did he go through that would provoke him to express such statement? How does his experience reflect this process? Explain your response and support with details of how you are understanding this statement to mean.
Can you find a similar parallel of becoming a foreigner on their own land with the experiences of another historical figure or events discussed in this documentary such as Apolenaria Lorenzana, Mariano Vallejo, and/or Las Gorras Blancas, the Gold Rush etc. told through this documentary? Explain your response and support with details of how you are understanding this statement to mean.
Why did the Seguin family, and other Tejano families, decide to welcome Anglo families to Texas when it was still part of Mexico?
What do you think about Prof. David Montejano’s statement about Juan Seguin having a conflicted identity for referring to himself as John?
What is the Treaty of Guadalupe Hidalgo? When was it created and what kind of protections was it supposed to provide Mexicans living in what would be considered new US territory? -
Personal Leadership Style and Reflection Personal Leadership Style and Reflection As I reflect on the leadership styles reviewed this week, I find that my personal leadership style is a combination of transformational and servant leadership. I believe in empowering and inspiring others to reach their
This is one of several journal assignments you will complete throughout the course to build your Personal Leadership Conceptual Framework.
For this journal assignment, reflect on the leadership styles reviewed this week and describe your own personal leadership style. Then answer the following questions:
What do you feel are your strengths and weaknesses as a leader?
Has a third party (supervisor, colleague, professor, and so forth) ever discussed your strengths and weaknesses with you as they relate to your leadership style and ability? How did you react?
Use your insights from this journal assignment to start developing the strengths and weaknesses section of your Personal Leadership Framework. For additional details, please refer to the Journal Guidelines and Rubric and Final Personal Leadership Conceptual Framework.