follow the instructions of what to do on the other word page
Requirements: word project
Author: admin
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Intermediate Macro economics
i have attached a file containing the assignment questions.
Attached Files (PDF/DOCX): Intermediate Macroecomics assignment.docx
Note: Content extraction from these files is restricted, please review them manually.
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Module 3: Case Study Assignment
Is ethics an important topic today? Turn on the t.v. or read the news and you’ll quickly learn the answer to that question.
We’ve all developed some sense of ethics during our childhood, from our parents and family, religious institutions, educational institutions, and even from our businesses. But how well have we developed a thoughtful and informed method for evaluating ethical decisions? We’re going to start by doing some research, asking pertinent questions, and perhaps challenging some of our preconceived ethical ideas by completing a Case Study Assignment which will ask you to examine THREE cases in your chosen field. Click the link below for the full assignment guidelines:
You may or may not have done a case study assignment before. If you have not, don’t be concerned. The Guidelines and Instructions will take you through each step and provide you with resources for identifying case studies that apply to your field of interest.
Instructions
- Download the assignment guidelines above.
- View the rubric below for this assignment. For this assignment, each case review is worth 40 points each (for a total of 120 points) and writing quality and APA formatting contribute an additional 30 points for a total of 150 points.
- In a word document, write out your assignment where you’ll include your current or anticipated profession, your definition of ethics, three case studies, and your analysis and review of those case studies. Note that this assignment is a writing assignment and all all answers should be written in complete sentences and paragraphs.
- Use APA formatting for all citations and references.
- Submit your assignment here.
Attached Files (PDF/DOCX): ASU ORG ETHICS CASE STUDY ASSIGNMENT.pdf
Note: Content extraction from these files is restricted, please review them manually.
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Business Model Canvas
This is the company i was assigned to:
Nawar Osman: Election Buddy, Inc. -******** 104 St NW, Edmonton, AB T5S 4E2
Attached Files (PDF/DOCX): Business Model Canvas – Template.docx
Note: Content extraction from these files is restricted, please review them manually.
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History Question
Assignment: Revising and Expanding an AI-Generated Essay on the Worldview of Enslavers and their Defense of Slavery
Purpose:
This assignment is designed to help you practice your writing and editing skills by revising a draft essay originally written by artificial intelligence (AI). You will learn how to strengthen ideas, improve organization and clarity, and integrate evidence from course materials. This is a skill-building exercise, not just a writing taskyou are expected to engage deeply with both the content and the process.
Assignment Overview:
You will revise and improve an AI-generated essay that answers the following historical question:
Using primary and secondary sources, explain how the worldview of enslaved people contrasted with that of their enslavers. What do these differences reveal about power, resistance, and humanity within the system of slavery? ?
Your job is to transform the AI draft into a clear, well-organized, and historically supported essay. Be sure to underline all revisions you make. You will submit your revised version on the last day of the unit.
What You Need to Do:
1 Edit and Improve the AI Essay:
Youll receive a draft essay generated by AI. Your task is to:
Improve clarity, grammar, and sentence flow.
Reorganize ideas into smooth, connected paragraphs.
Strengthen the argument by adding specific examples and insights from the assigned readings.
2 Integrate Key Ideas Smoothly:
The AI draft includes multiple listed points. Do not include numbered lists in your final version. Instead:
Remove the numbers.
Integrate the ideas into your own paragraph structure.
Make sure the ideas flow logically and build upon one another.
3 Use Assigned Readings as Evidence:
Support your analysis by referencing specific primary and secondary sources from this unit.
Do not bring in outside sources. Use Chicago Style endnotes for all citations.
4 Underline all revisions you make!
5 Submit Final Version:
Upload your revised and improved essay to Canvas by the last day of the unit.
There is no follow-up post for this assignment.
Academic Integrity Reminder No AI Use Allowed:
This assignment is specifically designed for you to practice and demonstrate your own writing and critical thinking skills. You may not use AI tools like ChatGPT, Grammarly, or other writing generators or editors to help with your revision. Submitting AI-assisted work for this assignment is considered plagiarism and a violation of Valley Colleges academic integrity policy.
Instead, use this as a chance to challenge yourself, develop your writing voice, and build confidence in your ability to analyze and express historical ideas.
Grading Criteria:
Your final revised essay will be evaluated based on the following:
Thorough Revision: Clear improvement over the AI-generated draft in structure, clarity, and depth.
Integration of Key Points: All four main ideas from the original are effectively woven into smooth paragraphs.
Use of Evidence: References to course readings and sources are accurate, relevant, and cited using Chicago Style endnotes.
Clarity and Organization: Paragraphs are logically structured, and writing is clear and cohesive.
Authenticity: Your writing shows personal engagement and effort. No AI-generated or assisted content is used.
Need Help?
If youre unsure how to get started, how to cite sources, or how to revise effectively, please reach out! Im happy to meet with you during office hours or by email to support your progress.
Here is the ChatGPT essay:
The worldview differences between enslaved people and their enslavers during the era of slavery were shaped by their vastly different positions and experiences within the system. Enslaved individuals endured brutal oppression, dehumanization, and forced labor, while enslavers upheld and benefited from the institution of slavery. This dichotomy led to stark contrasts in perspectives, values, and motivations.
Enslaved People’s Worldview: Enslaved individuals experienced a reality marked by extreme hardship, violence, and a constant denial of basic human rights. Their worldview was influenced by the trauma of their circumstances, as well as their cultural backgrounds and community ties. They often developed a strong sense of resistance, resilience, and solidarity. Key elements of their worldview included:
1 Resistance and Survival: Enslaved people resisted their oppressors through various means, including subtle acts of defiance, escape attempts, and organized rebellions. They often maintained a spirit of resistance as a way to preserve their dignity and maintain their sense of humanity.
2 Community and Identity: Despite the efforts to break apart families and communities, enslaved individuals managed to forge connections and maintain cultural practices. They formed close-knit communities that provided support, shared traditions, and enabled the passing down of cultural heritage.
3 Spirituality and Religion: Enslaved people often turned to spirituality and religion as a source of solace and empowerment. Christianity, as well as African spiritual practices, provided a framework for coping with suffering and envisioning a better future.
Enslavers’ Worldview: Enslavers were driven by economic interests, social hierarchies, and deeply ingrained racism. They rationalized their ownership of enslaved individuals through a series of arguments that aimed to maintain their own power and status. Some aspects of their worldview included:
1 Racial Superiority: Enslavers believed in the inherent superiority of the white race and used this belief to justify their control over enslaved people of African descent. This ideology was used to perpetuate systems of oppression and maintain a sense of entitlement.
2 Economic Justifications: Enslavers defended slavery by highlighting its economic benefits, claiming that the system provided cheap labor that fueled agricultural and industrial production. They argued that slavery was necessary for the economic prosperity of their societies.
3 Social Hierarchy: Enslavers often saw themselves as benevolent patriarchs, responsible for the care and guidance of their “property.” This paternalistic view allowed them to justify their authority over enslaved people while simultaneously denying their humanity.
4 Dehumanization: Enslavers dehumanized enslaved individuals, reducing them to property rather than acknowledging their full humanity. This dehumanization enabled them to carry out acts of cruelty and violence without remorse.
Defending Slavery: Pro-slavery advocates employed a range of arguments to defend the institution of slavery:
1 Biblical Justifications: Some argued that biblical texts could be interpreted to support slavery, suggesting that it was a part of God’s plan and that enslaved people should be submissive to their masters.
2 Racial Hierarchies: Enslavers claimed that different races were created unequal, with white Europeans being superior. They used this belief to justify the subjugation of non-white populations.
3 Economic Necessity: Proponents argued that the economy relied on slave labor, particularly in agriculture, and that abolishing slavery would lead to economic collapse.
Enslaved Resistance and Sustaining Communities:Enslaved individuals resisted their conditions through a variety of methods:
1 Revolts and Rebellions: There were numerous instances of organized rebellions, such as Nat Turner’s Rebellion and the Stono Rebellion, where enslaved individuals attempted to overthrow their oppressors.
2 Escape: Enslaved people often escaped to freedom through the Underground Railroad or by finding refuge in free states or countries.
3 Cultural Preservation: Despite attempts to suppress African cultural practices, enslaved individuals managed to preserve aspects of their heritage through music, storytelling, and oral traditions.
4 Community Support: Enslaved communities provided mutual support, helping each other cope with the challenges of slavery and maintaining a sense of unity.
5 Education: Despite laws against educating enslaved individuals, some managed to learn to read and write, often in secret, as a means of empowerment.
In conclusion, the worldview differences between enslaved people and their enslavers were fundamentally shaped by their roles within the institution of slavery. Enslaved individuals endured oppression and violence, leading to a worldview of resistance, community, and cultural preservation. Enslavers, on the other hand, upheld the system for economic and social gain, using ideologies of racial superiority and economic necessity to rationalize their actions. Despite the immense challenges, enslaved individuals resisted and sustained their communities through acts of resistance, cultural preservation, and mutual support.
Essay Revision Assignment Rubric
Assignment Total: 50 points
1. Integration and Organization of Ideas (15 points)
1315 pts Effectively integrates all four required ideas into smooth, well-organized paragraphs without listing or numbering; demonstrates strong coherence and transitions
1012 pts Ideas are mostly integrated and organized; minor issues with flow or structure
69 pts Some ideas are disconnected or listed; organization is unclear or choppy
05 pts Essay lacks organization or fails to incorporate the required ideas cohesively
2. Editing and Improving the AI Text (10 points)
910 pts Substantially improves clarity, flow, and depth of the original AI essay; shows strong editing choices and original contribution
78 pts Makes solid improvements but retains too much of the original phrasing or structure
46 pts Minimal editing; relies heavily on AI text with few additions or improvements
03 pts Little to no revision or improvement over the AI-generated content
3. Use of Course Readings and Evidence (10 points)
910 pts Incorporates specific examples or evidence from unit readings to support key points
78 pts Refers to readings generally but lacks specific examples or clear citations
46 pts Minimal or vague reference to readings; lacks evidence to support claims
03 pts No reference to course materials or relevant historical sources
4. Clarity, Grammar, and Writing Style (10 points)
910 pts Writing is clear, polished, and mostly error-free; shows strong command of academic tone and grammar
78 pts Some grammatical or stylistic issues, but writing is generally understandable
46 pts Frequent grammar or clarity issues that distract from content
03 pts Writing is difficult to follow due to consistent errors or unclear expression
5. Historical Insight and Analysis (5 points)
5 pts Demonstrates strong historical understanding; offers thoughtful commentary on the role of culture in resistance
34 pts Shows general understanding; analysis is present but not fully developed
02 pts Lacks insight or analysis; mostly descriptive or superficial
Grading Scale
Points Earned
Letter Grade
Description
4550 points
A Excellent
Thoughtful, well-edited, well-supported, and clearly written
4044 points
B Good
Strong revision with some areas needing more clarity or evidence
3539 points
C Adequate
Meets minimum expectations; needs further development
Below 35
Not Passing
Lacks revision, clarity
Requirements: Follow all instructions carefully!!
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Nursing Question
Instructions:
In this assignment, you will work through one patient scenario listed under the case study below
and create a total of 6 SMART goals:
- 2 Affective domain goals (1 for patient education, 1 for direct patient care)
- 2 Cognitive domain goals (1 for patient education, 1 for direct patient care)
- 2 Psychomotor domain goals (1 for patient education, 1 for direct patient care)
For each goal, you will develop 1 evidence-based nursing interventions with rationales and
citations from reputable sources (e.g., ATI, textbooks, peer-reviewed articles, .edu, .org, .gov
websites).
- Use the template/grid provided below.
- Add Title and Reference page per APA.
Case Study: Mrs. Maria Lopez Post-Surgical Recovery and Education
Patient Overview:
Name: Mrs. Maria Lopez
Age: 58
Diagnosis: Mrs. Lopez underwent a Total Hip Replacement (THR) surgery due to severe
osteoarthritis of the hip. Her osteoarthritis had caused chronic pain and significantly impaired her
mobility, leading to difficulty performing daily tasks. After exploring conservative treatments,
including physical therapy and anti-inflammatory medications, she opted for a hip replacement
as a more effective long-term solution. The surgery was performed successfully, and Mrs. Lopez
is recovering well, though she is still experiencing moderate pain and some anxiety related to her
mobility restrictions.
Current Condition:
Mrs. Lopez is currently hospitalized, recovering after her Total Hip Replacement surgery. She
is stable but continues to experience mild pain at the surgical site, especially during movement or
when changing positions. Her mobility is still quite limited, and she requires assistance with
most Activities of Daily Living (ADLs), including bathing, dressing, and getting in and out of
bed. She has also expressed concerns regarding how to manage these activities once she is
discharged and returns home, mainly due to the fear of re-injury or overexerting her new hip
joint. Mrs. Lopez is also anxious about adjusting to the limitations of her new physical condition,
particularly regarding household tasks and her overall independence.
Vitals:
- Temperature: 98.6F (37C)
- Heart Rate: 78 beats per minute, regular
- Blood Pressure: 126/80 mmHg
- Respiratory Rate: 16 breaths/min
- Oxygen Saturation: 97% on room air
- Pain Level (on a scale of 010): 4/10 (reported to be more significant during movement
and physical therapy exercises)
- Weight: 155 lbs (70 kg)
- Height: 5’5″ (165 cm)
Medications:
- Pain management:
o Acetaminophen 500 mg every 4-6 hours as needed for pain
o Oxycodone 5 mg every 6 hours as needed (post-surgical)
o Ibuprofen 200 mg three times a day for inflammation and pain
- Antibiotics:
o Cefazolin 1g IV every 8 hours (prophylactic for post-surgical infection
prevention)
- Anticoagulation:
o Enoxaparin 40 mg subcutaneously once daily to prevent deep vein thrombosis
(DVT)
- Antiemetic:
o Ondansetron 4 mg IV every 8 hours as needed for nausea
- Laxative:
o Docusate sodium 100 mg daily to prevent constipation due to opioid use
- Supplements:
o Vitamin D 1000 IU daily to support bone health
Labs:
- Complete Blood Count (CBC):
o White Blood Cells (WBC): 6.2 x 10/L
o Hemoglobin (Hgb): 13.0 g/dL
o Hematocrit (Hct): 39%
o Platelets: 225 x 10/L
- Basic Metabolic Panel (BMP):
o Sodium: 137 mEq/L
o Potassium: 4.2 mEq/L
o Chloride: 104 mEq/L
o Bicarbonate: 25 mEq/L
o Blood Urea Nitrogen (BUN): 12 mg/dL
o Creatinine: 0.9 mg/dL
o Glucose: 95 mg/dL
- Coagulation Panel:
o Prothrombin Time (PT): 12.5 seconds
o International Normalized Ratio (INR): 1.0 (on enoxaparin)
o Activated Partial Thromboplastin Time (aPTT): 29.7 seconds
- Urinalysis:
o Clear, yellow; no signs of infection
- X-ray (Hip Post-Op):
o Post-operative hip replacement appears stable, with proper alignment and no signs
of infection or complications.
Prior Health and Social History:
- Medical History:
o Osteoarthritis of the hip (diagnosed 8 years ago), progressively worsening over
the years.
o Hypertension (diagnosed 5 years ago) well-controlled with medication.
o Type 2 Diabetes (diagnosed 3 years ago), well-managed with oral medications
(metformin 500 mg twice daily).
o Hyperlipidemia (diagnosed 4 years ago), currently treated with atorvastatin 20 mg
daily.
o No prior history of major surgeries other than minor arthroscopic knee surgery
several years ago for meniscal tear.
o No known allergies to medications or food.
- Surgical History:
o Total Hip Replacement (THR) Right hip (recent surgery)
o Knee Arthroscopy for meniscus tear (5 years ago)
o Appendectomy (25 years ago)
- Family History:
o Father: Hypertension, heart disease, and stroke (died at age 72).
o Mother: Osteoporosis, diabetes, and breast cancer (currently living at age 80).
o Siblings: One brother (age 55) with hypertension and one sister (age 60)
with arthritis.
o No known family history of hip fractures, cancer, or chronic respiratory diseases.
- Social History:
o Occupation: Mrs. Lopez works as an administrative assistant in a local medical
office and has been on medical leave for several weeks due to her hip condition.
o Tobacco Use: Non-smoker
o Alcohol Use: Social drinker, consumes 1-2 drinks per week
o Exercise: Prior to surgery, Mrs. Lopez was active with daily
walking and stretching exercises for her hip, although she was limited due to pain.
o Living Situation: Mrs. Lopez lives with her husband in a single-story home. They
have two adult children who live in the area but are not present on a daily basis.
Mrs. Lopez’s husband provides assistance with household tasks but is aging and
suffers from mild arthritis in his knees.
o Support System: She has a strong support system from family and close friends,
though her anxiety about future dependence is causing emotional distress.
Requirements: fill out pages
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Professional Annotate scholarly research
For this assessment, you will develop a Word document or an online resource repository of at least 12 annotated professional or scholarly resources that you consider critical for the audience of your safety improvement plan to understand or implement to ensure the success of the plan.
Communication in the healthcare environment consists of an information-sharing experience whether through oral or written messages (Chard & Makary, 2015). As healthcare organizations and nurses strive to create a culture of safety and quality care, the importance of interprofessional collaboration, the development of tool kits, and the use of wikis become more relevant and vital. In addition to the dissemination of information and evidence-based findings and the development of tool kits, continuous support for and availability of such resources are critical. Among the most popular methods to promote ongoing dialogue and information sharing are blogs, wikis, websites, and social media. Nurses know how to support people in time of need or crisis and how to support one another in the workplace; wikis in particular enable nurses to continue that support beyond the work environment. Here they can be free to share their unique perspectives, educate others, and promote healthcare wellness at local and global levels (Kaminski, 2016).
You are encouraged to complete the Determining the Relevance and Usefulness of Resources activity prior to developing the repository. This activity will help you determine which resources or research will be most relevant to address a particular need. This may be useful as you consider how to explain the purpose and relevance of the resources you are assembling for your tool kit. The activity is for your own practice and self-assessment, and demonstrates course engagement.
Nurses are often asked to implement processes, concepts, or practicessometimes with little preparatory communication or education. One way to encourage sustainability of quality and process improvements is to assemble an accessible, user-friendly tool kit for knowledge and process documentation. Creating a resource repository or tool kit is also an excellent way to follow up an education or in-service session, as it can help to reinforce attendees’ new knowledge as well as the understanding of its value. By practicing creating a simple online tool kit, you can develop valuable technology skills to improve your competence and efficacy. This technology is easy to use and resources are available to guide you.
For this assessment, build on the work done in your first three assessments and create an online tool kit or resource repository that will help the audience of your in-service understand the research behind your safety improvement plan pertaining to a specific patient safety issue and put the plan into action.
Communication in the healthcare environment consists of an information-sharing experience whether through oral or written messages (Chard & Makary, 2015). As healthcare organizations and nurses strive to create a culture of safety and quality care, the importance of interprofessional collaboration, the development of tool kits, and the use of wikis become more relevant and vital. In addition to the dissemination of information and evidence-based findings and the development of tool kits, continuous support for and availability of such resources are critical. Among the most popular methods to promote ongoing dialogue and information sharing are blogs, wikis, websites, and social media. Nurses know how to support people in time of need or crisis and how to support one another in the workplace; wikis in particular enable nurses to continue that support beyond the work environment. Here they can be free to share their unique perspectives, educate others, and promote healthcare wellness at local and global levels (Kaminski, 2016).
You are encouraged to complete the Determining the Relevance and Usefulness of Resources activity prior to developing the repository. This activity will help you determine which resources or research will be most relevant to address a particular need. This may be useful as you consider how to explain the purpose and relevance of the resources you are assembling for your tool kit. The activity is for your own practice and self-assessment, and demonstrates course engagement.
References
Chard, R., & Makary, M. A. (2015). Transfer-of-care communication: Nursing best practices. AORN Journal, 102(4), 329342.
Kaminski, J. (2016). Why all nurses can/should be authors. Canadian Journal of Nursing Informatics, 11(4), 17.
Overview
Nurses are often asked to implement processes, concepts, or practicessometimes with little preparatory communication or education. One way to encourage sustainability of quality and process improvements is to assemble an accessible, user-friendly tool kit for knowledge and process documentation. Creating a resource repository or tool kit is also an excellent way to follow up an education or in-service session, as it can help to reinforce attendees’ new knowledge as well as the understanding of its value. By practicing creating a simple online tool kit, you can develop valuable technology skills to improve your competence and efficacy. This technology is easy to use and resources are available to guide you.
For this assessment, build on the work done in your first three assessments and create an online tool kit or resource repository that will help the audience of your in-service understand the research behind your safety improvement plan pertaining to a specific patient safety issue and put the plan into action.
Preparation
Google Sites is recommended for this assessment; the tools are free to use and should offer you a blend of flexibility and simplicity as you create your online tool kit. Please note that this requires a Google account; use your Gmail or Google Docs login, or create an account following the directions under the “Create Account” menu. Visit for help.
Instructions
Using Google Sites, assemble an online resource tool kit containing at least 12 annotated resources that you consider critical to the success of your safety improvement initiative. These resources should enable nurses and others to implement and maintain the safety improvement you have developed.
It is recommended that you focus on the three or four most critical categories or themes with respect to your safety improvement initiative. For example, if your initiative concerns improving workplace safety for practitioners, you might choose broad themes such as general organizational safety and quality best practices; environmental safety and quality risks; individual strategies to improve personal and team safety; and process best practices for reporting and improving environmental safety issues.
Following the recommended scheme, you would collect at least three resources on average for each of the four categories. ;Each resource listing should include the following:
- An APA-formatted citation of the resource with a working link.
- A description of the information, skills, or tools provided by the resource.
- A brief explanation of how the resource can help nurses better understand or implement the safety improvement initiative.
- A description of how nurses can use this resource and when its use may be appropriate.
Remember that you must make your site public so that your faculty can access it. Check out the Google Sites resources in the Wiki Resources above for more information.
Here is an example entry:
- Ko, S., Hsieh, M., & Huang, R. (2023). Human error analysis and modeling of medication-related adverse events in Taiwan using the human factors analysis and classification system regression. Healthcare, 11(14), 2063. https://doi.org/10.3390/healthcare11142063
- Nurses have a crucial responsibility in preventing medication errors. They should follow the “five rights of medication” to reduce the risk of such errors. These include the “right patient,” “right medication,” “right time,” “right dose,” and “right documentation.” By understanding these rights, nurses can manage medication administration effectively and ensure patient safety.
Additionally, be sure that your plan addresses the following, which corresponds to the grading criteria in the rubric. Please study the rubric carefully so you understand what is needed for a distinguished score.
- Identify necessary resources to support the implementation and sustainability of a safety improvement initiative.
- Analyze the usefulness of resources to the role group responsible for implementing quality and safety improvements.
- Analyze the value of resources to reduce patient safety risk.
- Present reasons and relevant situations for use of resource tool kit by its target audience.
- Communicate resource tool kit in a Word document or Google Sites in a clear, logically structured, and professional manner that partially follows APA style and formatting.
Example Assessment: You may use the following example to give you an idea of what a Proficient or higher rating on the scoring guide would look like but keep in mind that your tool kit will focus on promoting safety with the quality issue you selected in Assessment 1. Note that you do not have to submit your bibliography in addition to the Google Site; the example bibliography is merely for your reference.
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To submit your online tool kit assessment, paste the link to your Google Site in the assessment submission box.
Example Google Site: You may use the example Google Site found in to give you an idea of what a Proficient or higher rating on the rubric would look like for this assessment but keep in mind that your tool kit will focus on promoting safety with the quality issue you selected in Assessment 1.
Note: If you experience technical or other challenges in completing this assessment, please contact your faculty member.
- Number of resources: Your tool kit must include at least 12 professional or academically relevant resources that support the continued learning and implementation of knowledge and processes related to a safety improvement initiative. See the as needed.
- APA format: Use proper APA formatting for in-text citations and each annotated resource. See the .
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Contemprary nursing – service improvement nurse led
Research proposal about a service improvement, nurse led based on research articles, what ia the problem? and what could be the solution, 4 thousand word proposal answering all 3 learning outcomes, research proposal profoma included and apidencisis. Up to 5 articles can be searched and appraised, but further sources can be added as reference. One of the topics as an example can be limited food choice for diabetic, oncologic patient at the hospital, how this impacts recovery, wound healing. Other, area could be reducing hospital readmissions post discharge, nurse led programmes to reduce readmission, any successful nurse led strategies what would improve the service?
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Formal Case Presentation on Susie- Part 3
I have attached the instructions below (“Case Presentation Instructions”). The paper has to be updated regarding where the client, Susie, is in her counseling treatment currently. The updated client info in which the paper has to be written about is attached as a document titled “2026 case background info_Susie”. This case presentation paper has 8 sections (A-H). Section D is the Case conceptualization which is also attached as “Conceptualization Breakdown Instructions.” Ill also attach the case study paper written on this client 6 months ago, which is titled “Case Presentation Paper_Susie,” for reference but it needs to be updated to address what the client, Susie, is focusing on now per the 2026 case background info document. Lastly, my professor is very strict on AI and scans all of our assignments to make sure AI was not used, so please be mindful of that.
Thanks so much!
Attached Files (PDF/DOCX): Case Presentation Paper_Susie.docx, 2026 Case Background Info_Susie.pdf
Note: Content extraction from these files is restricted, please review them manually.
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The impact of non-saccharomyces yeasts on wine quality: a re…
Good evening, the postgraduate thesis is a bibliographic review. The topic is oenological, but mainly focuses on the microbiological field of oenology. I have found some relevant files. There are writing guidelines (e.g. Bibliography with APA system). Finally, I would like to ask that the professor’s corrections be taken on board, if any.