aAmylase Strain Isolation and Characterization Article Review Writing Assignment Help

aAmylase Strain Isolation and Characterization Article Review Writing Assignment Help. aAmylase Strain Isolation and Characterization Article Review Writing Assignment Help.


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The summary should address the following questions:

  • What is the hypothesis (or hypotheses) for this paper?
  • Why was the experiment performed?
  • What are the important result highlights?
  • Why do the results matter?
  • How is this related to any topics covered in labs so far?
  • What is an interesting biological fact you learned from this paper?

In this assignment:

1. You need a descriptive title (not just Journal Assignment #1 Summary).
2. Make sure you cover the main components: observations (with hypothesis), methods, discuss results, new info, references.
3. Do not use quotations, rather paraphrase then cite using an in-text citation (e.g. Smith et al. 2015, or Jones 2018).
4. Do not use first person (you, me, I, we, they, etc.), even in the new information obtained section. For example, instead of saying “An interesting fact I learned is that microbes are ubiquitous.”, you can say “It is an interesting fact that microbes are ubiquitous.”
5. Follow formatting guidelines: 1-2 pages, double-spaced, 12 pt font.
6. Make sure you have a references section with the article(s) properly cited in CSE format. Otherwise, this is plagiarism and will result in a 0 and reported to the Office of Student Conduct. Same goes for the in-text citations.

Rubric:

Criteria Ratings Pts

This criterion is linked to a Learning OutcomeObservation Made By Researcher(s)The summary should first include and briefly explain key observations made by the researchers. This will also include the problem the researcher is trying to solve. This is a good place to explain the research hypothesis or hypotheses. Most of this information is usually found in the Introduction section.

10.0 pts

Exceeds Expectations

The summary clearly explains the problem being solved by the researcher. The summary also includes the hypothesis or hypotheses proposed.

5.0 pts

Needs Improvement

The summary attempts to explain the problem but may not have sufficient detail. The hypothesis may be missing.

0.0 pts

Needs Improvement

The problem being addressed by the researchers is not explained or addressed at all in the summary. The hypothesis might also be missing.

10.0 pts

This criterion is linked to a Learning OutcomeMethods Made By Researcher(s)Next the summary should briefly explain the key methods used and how they address testing the hypothesis. You should explain if how the methods might be similar to what is being discussed in your class. Most of this information is usually found in the Methods section.

10.0 pts

Exceeds Expectations

The summary briefly explains the methods being used and how they address testing the hypothesis.

5.0 pts

Needs Improvement

The summary attempts to explain methods but may fail to explain how they are used to address the problem and hypothesis being tested. Connection to methods learned in this lab may be missing.

0.0 pts

Needs Improvement

The methods are not included in the summary. There is no connection to the hypothesis or the methods learned in lab class.

10.0 pts

This criterion is linked to a Learning OutcomeDiscussion of ResultsLastly, the summary should briefly explain the key findings and why they are important. Did the results support the initial hypothesis or hypotheses?
How do the results contribute to the overall field of Microbiology?

10.0 pts

Exceeds Expectations

The summary briefly explains key results. The summary also discusses how these results support or reject the proposed hypothesis or hypotheses. The summary includes how the findings contribute to the field of microbiology.

5.0 pts

Needs Improvement

The summary attempts to discuss key findings but may not connect them with the original hypotheses proposed by the researchers. Or the summary does not explain how the results/findings contribute to the microbiology field.

0.0 pts

Needs Improvement

No key findings or how they support/reject any hypotheses are included. The summary does not include the contributions to the field of microbiology.

10.0 pts

This criterion is linked to a Learning OutcomeNew Information ObtainedLastly, you should include one new fact that you learned about the field of microbiology from the research article.

5.0 pts

Full Marks

0.0 pts

No Marks

5.0 pts

This criterion is linked to a Learning OutcomeFormattingSummary should be limited to 1-2 pages in length, double spaced, and 12pt Times New Roman or Calibri font.
A proper CSE citation should be included at the bottom of your summary.
CSE formatting can be found on the UTA library website or by navigating here: https://library.uta.edu/sites/default/files/cite-cse.pdfLinksLinks to an external site. to an external site.

5.0 pts

Full Marks

The citation is included and in correct CSE formatting. The paper is between 1-2 pages, double spaced, and is correct sized font.

3.0 pts

Needs Improvement

A full citation may be included but it may not be correct CSE style or the summary goes beyond 2 pages in length.

0.0 pts

No Marks

The summary may be past the 2 page limit, not double spaced, or incorrect font or font size. The citation may be completely missing.

5.0 pts

Total Points: 40.0

aAmylase Strain Isolation and Characterization Article Review Writing Assignment Help[supanova_question]

MU Wk 12 Educational Policy Neoliberalism & Neo Liberal Educational Policies Discussion Humanities Assignment Help

Provide your own working explanation of neo-liberal educational policies. What are the goals and values of neo-liberalism and how is in enacted in some current educational policies?

In your later posts, consider the ethical issues at play here: To what extent do neoliberal educational policies align with democratic practices of education?

Week 12: Educational Policy

Educational policy.png

EDL204 Header-Introduction 2.png

Educational Policy Part 1

Educational Policy Part 2

EDL204 Header-Guiding Questions.png

  • What are the competing goals of education policy in the US?
  • Who has been historically, and is currently, influential in deciding educational policy (both formally and informally)?

EDL204 Header- Vocabulary.png

  • Privatization
  • political ideology
  • neoliberalism
  • federalism
  • grassroots movements

EDL204 Header-Next Steps.png

READ

+ Love (2019) “We Want to do More than Survive” (chapter 1)

Actions

+ Ayers, Kumashiro, Meiners, Quinn, Stovall, from “Teaching Toward Democracy” (excerpt)

Actions

Assignments due on Wednesday of this week, 11:59 pm.

Discussion Forum postings for Week 12

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Brittany Aronson] Jean Anyon, an educational economist, argued in her book “Radical Possibilities,” that we have been attempting educational reform in U.S. cities for over 40 years. As a nation, we have been counting on education to solve the problems of unemployment, joblessness, and poverty for many years. But education did not cause these problems and education cannot solve them. Today we are going to focus on key educational policies that have shaped public education in the United States, as well as consider the tensions that exist for public education in a pluralistic democracy. A historical examination of policy can inform the decisions that we make in the future. In part one of this video we will focus on unpacking privatization, political ideology and neoliberal discourses. In part two, we will follow that by understanding what federalism is and how it’s influenced public education, as well as how grassroots movements for social change have had impact. Take a second and read this meme. “I wish a politician with no teaching experience would just come in and tell me how to teach” said no teacher ever. As a former teacher, I can certainly attest to the satire of the message that this meme is sending. We often hear critique from teachers and educational scholars that policymakers are disconnected from the realities of school and the people with whom their policies are impacting. Why is that and how this come to be this way? The tools you’ve acquired through the social foundations of education can help us to move forward, provide needed critique, and work toward change in educational policy. There are several competing discourses within educational policy, and while we are not going to get into the specifics of each of these discourses, we should have an idea of how ideology shapes these competing discourses. Where do all of these competing discourses come from? Remember that ideology refers to the big ideas shared by society and reinforced throughout our institutions, and that discourse refers to the ways we communicate ideology. Specifically when we are talking about political ideology, we don’t necessarily mean political parties, although they might be related. Political ideologies might include whether you identify as liberal, conservative, socialist, libertarian, or anarchist. There are different political theories that inform these ideologies. These labels have to do with general beliefs that these groups hold regarding how society works or how it should work. It is, of course, political. Political ideology shaped how most Americans build their political opinions. But where do these come from? Political scientists sometimes refer to the process by which individuals establish their personal political beliefs as political socialization. There are four main factors that contribute to our political identities: family, social group membership, such as race, gender, religion, ethnicity, education, and the political conditions that one lives through. Ultimately, political ideologies are complex and change over time depending on life circumstances. So now that we have an understanding of what political ideology is, we can focus on one very popular economic political theory that impacts educational institutions. You might have heard comments before regarding neoliberal influences on education, especially now that you are a college student in higher education. But what does that mean? Neoliberalism refers to a theory of political and economic practices that propose human-advancement can be achieved best by allowing for individual, entrepreneurial freedoms. Basically is the idea that society should be shaped by the free market and the economy should be deregulated and privatized. The idea behind this is that what works in the private sector should also work in the public sector. Neoliberalism shares its roots with classical liberalism, or the idea that people are free to live their lives without a great deal of interference from the government. Neoliberalism really isn’t a new idea but it takes a new approach. Neoliberalism is a discourse that we may not entirely see, but it has real material effects. Education is a great example of this. Let’s return to the concept of the public versus the private that was introduced at the beginning of the course. This is a hot topic in education as critical scholars argue to support public education. But what does “privatizing” education even mean? Perhaps one of the biggest controversies in the privatization of education are charter schools and school vouchers. Charter schools are publicly funded independent schools, that are privately run, whether that be from a group of leaders in a community, or large philanthropic organizations such as the Gates Foundation. School vouchers allow for public money to be used for students to attend private schools. While ruled unconstitutional in most states, several states, including the state of Ohio, have supported these initiatives. Most of the controversy around the privatization has to do with the idea of shifting schools from being publicly run and funded, to more private control. The neoliberal idea behind this is that competition will produce progress. Education Week, an educational policy news source, explains that advocates see in privatization ventures the combined virtues of government and business. They argue that the government’s oversight function and its responsiveness to the needs of citizens can be retained while taking advantage of private enterprises ability to be more efficient, reduce costs, and maximize production. And in this case, production refers to student achievement. That sounds good right? Who wouldn’t want students to achieve? Opponents, however, see the pressure for profit replacing student achievement as the driving force within schools. In fact, one out of six charter schools are for-profit schools. Opponents see individual needs—particularly those of children with the highest amount of need—being sacrificed to the needs of corporate stakeholders. They fear that school districts won’t be nearly vigilant enough in monitoring schools’ performance or children’s well-being. There are also real concerns with making access to education a competition. If access to schools becomes a competition, that means there will always be winners and losers in the game of school. How did we get here? When did education become such a hot-button issue? We’ll discover this next in part two.

[Brittany Aronson] Historically, education has been deemed a state issue and in fact federal funding only accounts for about 8% of each state’s education budget. However, over the past several decades, there has been an increasing amount of federal involvement in educational policy. Federalism is known as the relationship between the levels of government. Let’s take a quick tour of the major federal policies impacting education today. In 1965, the Elementary and Secondary Education Act was passed as one of the biggest efforts to improve educational equity. It wasn’t until nearly 40 years later that this act was reauthorized and was known as The No Child Left Behind Act of 2001, or commonly known as NCLB. This act was passed with an impressive amount of bipartisan support, meaning that both Republicans and Democrats were behind the idea of increasing federal involvement in schools to increase student achievement. Full of optimism, educational policymakers set a goal for 100% proficiency on the reading and math assessments by the year 2014. The purpose of NCLB was to increase student achievement through strategies such as improving teacher and principal quality, as well as increasing the number of highly-qualified teachers and principals in schools. This idea of “highly-qualified” meant that teachers would possess a bachelor’s degree in full state certification or licensure, and they would prove that they have adequate content knowledge for each subject instructed. However, it may not be surprising that NCLB did not live up to its promise. Many scholars argue that not only did NCLB fail to live up to its promises, but it actually exacerbated the very inequalities it was intended to alleviate. Essentially, the premise that increasing testing and standardization for schools that have historically scored low on standardized assessments in the first place, did not bode well in reality. Additionally, the mandates that NCLB put in place were not funded, which put additional pressure on school districts that were already underfunded. Per NCLB’s requirements, these schools not reaching annual yearly progress, or AYP, were put on suspension plans, and then after three years they were either taken over by the state or completely closed. In 2009, the Obama administration enacted a new law. As part of the American Recovery and Reinvestment Act, or ARRA, Race to the Top was initiated for applying states to improve the quality of education through government grants. These grants focused on four goals: using data to drive instruction, raising standards, turning around historically low performing schools, and improving teacher and principal quality. Of the $4.35 billion dollar budget in the Race to the Top fund, $350 million dollars were committed to creating rigorous assessments that could be internationally benchmarked. This was largely in part of Race to the Top’s goal of restoring America’s educational reputation as a leader by 2020. Patrick McGuinn, professor of political science, argues that the “Great Recession” helped the Obama administration lead Congress to enact the ARRA. The use of a competitive grant process to distribute such a large amount of federal education funds was innovated and unprecedented. Desperate for federal funds at a time of state-budget crisis, all but four states applied for the grant. The momentum from Race of the Top helped place education front and center in the national discourse. Perhaps one of the biggest implications from the Race to the Top initiative was the creation and implementation of the Common Core Standards. These national standards, which states were incentivized to adopt were designed to align with college and work expectations, or as we commonly heard “career readiness,” and internationally benchmarked so that all students are prepared to succeed in our global economy and society. The Common Core Standards was another highly bipartisan project. In the midst of all this, NCLB was scheduled to be reauthorized in 2007, but disagreements between Congress and President Obama about the future of federal education policy resulted in the law not being revised and reauthorized until December 2015. During this time, states struggled with the costs and consequences of implementing the law as more and more schools failed to meet the NCLB-mandated goals of increasing student proficiency to 100% by 2014. The administration offered a plan in 2011 that would enable states to apply to the U.S. Department of Education for a waiver from NCLB’s accountability provisions. In December 2016, Congress finally addressed the long overdue congressional reauthorization of NCLB, achieving the bipartisan passage of the Every Student Succeeds Act, or ESSA. ESSA went into effect during the 2017-2018 academic year and officially replaced NCLB and its associated waivers. While the federal government’s authority in some areas is reduced under ESSA, it’s important to note that parts of NCLB will still remain in place and have influence over state education systems. However, there is strong language limiting the Education Secretary from forcing or encouraging states to adopt any particular set of standards, such as the Common Core. ESSA’s most significant change from NCLB was around accountability. Under ESSA, states are given much more freedom in picking their own academic goals for schools. For example, states have to include at least four indicators of progress in their accountability plans that they submit to the U.S. Department of Education. Three of these are supposed to be academic indicators, such as proficiency on state tests, but states must also choose an additional non-academic indicator of school quality, such as the measure of student or teacher engagement, or school climate. There is one last thing we’d like to leave you with today. Many critics of these bipartisan educational policies argue that teachers are uniquely positioned to help shape our educational system, they’re often left out of policy discussions and decisions. This is led to the creation of many grassroots movements that organize educators, parents, students, and communities to push back against the one-size-fits all approach to education, excessive standardized testing, and attacks on teachers. One example of this is a group of teachers who organize in New York City to form the grassroots education movement. In response to the popular documentary “Waiting for Superman,” they produced a counter narrative called “The Inconvenient Truth Behind Waiting for Superman” featuring the voices of teachers and students impacted by Neoliberal school reforms. Another example is a movement led by parents known as the Opt-Out Movement, which encourages parents to let students “opt out” of testing by letting schools know your child will not be taking the state test. Despite the fact that ESSA requires schools to have 95% test participation, no school or district has ever lost federal funding because of opt outs. Ultimately, when thinking about educational policies and reform, it often seems as if teachers, parents, and students hold little influence over the policies that impact them. However, we know that some of the most significant changes in history came not from the top-down, but from grassroots movements. People fighting for similar issues organize and demanded change to occur. This is a form of agency that we all have in American democracy. How will you use your agency as a stakeholder in education?

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GMU Growth and Fixed Mindsets in Children Paper Writing Assignment Help

Select a popular science article (news, magazines, NPR, The Conversation, The Hidden Brain or other media, including podcasts, etc.) that corresponds to the topic of growth vs fixed mindset in children and how it affects them and their socialization. Then, find an evidence-based source/article that covers the same topic. The goal is to critically analyze the conclusions of the pieces based on readings in the course texts. Issues to be addressed in your paper include: Why is the topic important? Is the information covered in the popular and evidenced-based sources consistent? Is the topic being covered correctly in the public sphere?, Is any of the information being presented in the popular media dangerous? Who is the audience for the information in the popular science article and what are the key takeaways from the popular coverage? Is the topic timely?, etc. The paper should be 2-3 pages. Although the paper is brief, it should be complete and read as a detailed summary that a lay person can read and understand.

Must be typed using 11 or 12 point font and one-inch margins and double-spaced. You must correctly and consistently use a recognized citation style, such as MLA or APA.


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Arendt Theory Questions and Application Discussion Writing Assignment Help

Please answer Arendt question in one paragraph. Please use only the assigned reading.
You dont have to cite.

Arendt Questions

First, explain one of the differences that Arendt sees between power and violence.

Second, answer one (1) of the following questions:

  • Explain what Arendt sees as Fanon’s position,
    what she claims are the dangers of agreeing with that position, and what
    she predicts the outcome will be for those who follow it.
  • Explain what Arendt sees as Sartre’s position,
    what she claims are the dangers of agreeing with that position, and what
    she predicts the outcome will be for those who follow it.
  • Explain what Arendt says that “Negro demands”
    are, what she claims are the dangers of “the curious tendency to yield”
    to those demands, and what she predicts the outcome of “Black racism”
    will be.

Please skim Arendt’s essay “On Violence” in Crises of the Republic.

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Keiser University Netflix Marketing Information System Discussion Business Finance Assignment Help

1- E-commerce businesses tend to have very sophisticated Marketing Information Systems. In the online environment, it is easier to collect and track information on visitors and purchasers than with brick and mortar enterprises. Keep in mind, nowadays companies give you “membership card” or ask for a phone number to track what you buy. Also many sales people will ask you how you heard of the business. These types of techniques may give you a hint as to companies with good MKT Information Systems.

Research a traditional company that uses a good Marketing Information System to gather data. Analyze how they gather information, the type of information gathered, and how that information helps the company market its products.

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COUC 500 Liberty University Psychological Knowledge with Biblical Truth Discussion Writing Assignment Help

DISCUSSION: INTEGRATION VIDEO BLOG ASSIGNMENT INSTRUCTIONS

OVERVIEW

The purpose of this Integration Video Blog Assignment is to help you begin navigating between ethical concerns in professional counseling and any commitments you may have to the Christian faith. You will study the various Christianity and counseling integration models and reflect on how/if your values align with integration models, as well as possible challenges you may come across as a practicing clinician.

Discussion: Integration Video Blog

In preparation for the Integration Video Blog, you will read the chapter and watch the chapter video. After you have watched the videos, create a video thread in the appropriate forum addressing the following questions.

Simmons, R., Lilley, S., & Kuhnley, A.K. (Eds). (2020). Introduction to Counseling: Integration of Faith, Professional Identity, and Clinical Practice. Dubuque, IA: Kendall Hunt. ISBN: 9781524996970.

Simmons, Lilley, and Kuhnley: ch. 4Chapter Video, ch. 4

  • Based on the definitions given in the chapter for a Christian counselor, pastoral counselor, lay counselor, biblical counselor, and professional counselor with a Christian worldview, which of these roles do you currently identify with or aspire to the most and why? What are some issues that you need to pay attention to in your professional development as you navigate between professional counseling and the Christian faith commitments that you may have?
  • How do your views align with an integration model? What challenges do you foresee in using an integration model?
  • How might Code A.4.b of the ACA Code of Ethics (2014) relate to you as you pursue a degree in professional counseling? How could you operate as a counselor from a Christian worldview and not impose your own values, attitudes, beliefs, and behaviors onto your clients?

Your video thread must be 2–3 minutes and must demonstrate a clear and coherent flow of thought.

COUC 500 Liberty University Psychological Knowledge with Biblical Truth Discussion Writing Assignment Help[supanova_question]

HIST Marymount University Overview of the Role of Women in Religion PPT Humanities Assignment Help

3-5 minutes. While the presenter’s assignment is to describe similarities between 19th-century society and contemporary society in relation to a course theme, the respondent’s role is to point out the differences. Your presentation should address ways in which the context is different between 19th-century society and today and explain the reasons the issue is approached in a different way in these two contexts. Students will sign up to serve as a respondent for one of the course meetings and will respond after the presenter. Respondents should read/view the class material ahead of time. When received, the respondent should read/view the materials provided ahead of time by the presenter. The respondent should provide an alternate interpretation.

Rubric

Respondent Rubric

Respondent Rubric

Criteria Ratings Pts

This criterion is linked to a Learning OutcomeContext

4.0 pts

Excellent

Respondent displays knowledge of the two contexts and clearly explains the ways they are different

3.0 pts

Partial

2.0 pts

Acceptable

Respondent superficially identifies the two contexts and points out a few differences

1.0 pts

Partial

0.0 pts

Unacceptable

Respondent does not describe the two contexts

4.0 pts

This criterion is linked to a Learning OutcomeIssue

4.0 pts

Excellent

Respondent clearly and insightfully identifies and explains differences in how the issue is approached in 19th-century European and contemporary societies

3.0 pts

Partial

2.0 pts

Acceptable

Respondent states some differences related to the issue

1.0 pts

Partial

0.0 pts

No Marks

Respondent does not identify any differences

4.0 pts

This criterion is linked to a Learning OutcomeDelivery

2.0 pts

Acceptable

Respondent presents in a clear and engaging way that highlights conclusions and explanations; presentation is within the time range

1.0 pts

Unacceptable

Delivery is unclear and unorganized; presentation is either too long or too short

0.0 pts

No Marks

Respondent does not deliver a presentation

2.0 pts

Total Points: 10.0

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Saffire Freycinet Resort Marketing and Sales Promotion Business Finance Assignment Help

Assignment #5 Chapter 12 Resort Marketing and Sales Promotion

Read the case “Wild as a Tasmanian”

assignment 5_ Resorts_ Management and Operation.pdf

Visit https://saffire-freycinet.com.au/ (Links to an external site.) for more information

Conduct a SWOT Analysis for “Saffire Freycinet”

First paragraph 10 points

Write about the strengths of the resort. Focus on the internal attributes of the resort.

Second paragraph 10 points

Write about the weaknesses of the resort. Focus on the internal attributes of the resort.

Third paragraph 10 points

Write about the opportunities of the resort. Focus on the external environment of the resort.

Third paragraph 10 points

Write about the threats of the resort. Focus on the external environment of the resort.

Formatting 10 points

Format and presentation (Times New Roman, at least 650 words,Font size 12)

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BBA 3301 Columbia Southern University Armstrong World Industries Ratio Paper Business Finance Assignment Help

  • Instructions
    Research Paper: Part III

    For this assignment, you will continue researching your chosen company. Compose a paper on the financials of your chosen firm; you will choose two ratios from each category (liquidity, profitability, and solvency) and conduct an analysis as well as highlight key areas/trends of the income statement and balance sheet. Be sure to answer the following questions in your response:

    • What do the ratios reflect?
    • Does the company appear healthy and headed in the right direction? Explain.
    • How does the company compare to another firm in the same industry in regards to financial metrics (for instance, a comparison of Target versus Walmart based on the basic ratio categories mentioned above)?

    Your paper must be at least two pages in length, and you must use at least two sources. Please adhere to APA style when creating citations and references for these sources.

    Resources

    The following resource(s) may help you with this assignment.

    Submit Unit VI Scholarly Activity »

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HIS 357 Southern New Hampshire University Mod 2 American Slavery Discussion Humanities Assignment Help

Prompt: In Chapter 3, you read about the lives of slaves in colonial North America. How did black servitude develop in the Chesapeake area, and how was it different from white servitude? In your response, discuss the balance or imbalance of economics and humanity as it relates to slavery.

Slaves tried many ways to show their disapproval of slavery, and yet we know that very few were successful. How did slaves resist slavery (explain the different ways), and how successful were they and why?

[resources: Textbook: African-American Odyssey, Vol. 1, Chapter 3

Textbook: The Classic Slave Narratives: Life of Olaudah Equiano, first 100 pages

Video: The History of Slavery in America (Part 1 of 3)
This video tells the story of how slavery in the United States began soon after English colonists first settled in Virginia in 1607 and lasted as a legal institution until the passage of the Thirteenth Amendment to the United States Constitution in 1865. ]

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aAmylase Strain Isolation and Characterization Article Review Writing Assignment Help

aAmylase Strain Isolation and Characterization Article Review Writing Assignment Help

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