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Five Attitudes toward Quality Nursing Care

Share this: Facebook Twitter Reddit LinkedIn WhatsApp The attitude and approach of the nurse in the health care sector is the most important factor in the life of any patient who wants to be with treated with care, compassion, respect, empathy and more than that as a human being. Nursing profession is a most noble profession from a humanitarian angle and apart from various skills it requires some traits or attitudes to be cultivated to fulfill the cause for which this profession is known. Florence nightingale was perhaps the first nurse in human history in true sense to possess the traits for which she was known at that time. She showed to the world that generous nursing attitude can make a lot of difference in the life of the patient. During the Crimean war, she visited military hospital at Turkey along with some women nurses and made terrific changes in the hospital. The mortality rate, which was at 40% when she entered the hospital, came down to just at 2%. That was the first recognition to the nursing profession that became an integral part of the medical treatment as an intimate care taker. Nightingale became a role model for future generations in nursing profession. (Quan, Kathy) Since then medical science has made a lot of progress in terms of facilities and modern equipments but importance of nurse has never diminished. Attitude of Professionalism: As the ICN code of ethics for nursing describes, “The nurse’s primary professional responsibility is to people requiring nursing care. Professionalism is a foremost and important attitudinal requirement for nurses. The work attitude or professionalism in discharging the duties is important for patient’s care and well being. Talking about professionalism implies sticking to the rules as per the medical guidelines without bringing any emotional factor in between. Among all medical staff, nurses are nearest to the patient and their role is that of care taker and service provider, which makes essential for them to learn the entire nursing task and be proficient in it. Breaching professional behavior means negating a duty of care and that may have serious consequences even in legal context. The process of communicating to the patient and obtaining consent regarding a course of treatment through patient’s signature on a form is one of the important requisite as a frontline caretaker and this forms a part of professional attitude for the nurses. The patient’s consent is sacred and must be protected while undertaking any nursing procedure; however, when patient is incompetent for physical or mental handicap, due to age or unconscious state then consent is required from legal guardians in the best interests of patient. By virtue of nurse’s profession, they hold patient’s confidential information and nurses use judgment while sharing them. In order to form a bond of trust between the patient and health care professional including nurses, it becomes imperative to maintain the confidentiality on part of nurses in all the circumstances. Nursing attitudes what is desired and what is not desired at times could be subjective but having listened one real life incident of one of the patient, it can certainly be outlined in more authentic way. The patient belonged to a big town in US where she was born and brought up. She was well aware of nodules in right breast but she assumed that they were merely benign cysts and that will go away after some time and she didn’t pay much attention on it. When she went for her annual well women visit she was asked to go for immediate mammogram and surgical consultation. She listened to the heed and fixed the appointment for a mammogram two weeks later. As she narrated, mammogram checkup was her distasteful experience. “Do these technicians and nurses really care?” that is what her first experience was. She was alone, unsure, afraid, and a bit confused. Professionals go through all this as per the daily routine and they become so impersonal-having no need to inform what they are going to do. One of the nurses was handling her as an unanimated item; perhaps, she had been used to the atmosphere. She kept waiting for long hours uniformed about the procedure. Radiologist conveyed her to consult a surgeon as soon as possible and was looking upset. She assured him that she will not die and she has lived a full and wonderful life. As per the advice, she went to the surgeon. After arrival to surgeon’s outpatient clinic, she was waiting for her call being highly concerned and unsure of the outcome. A kind and wonderful nurse from the clinic office took over her case. The nurse listened her patiently what she narrated about her experience at the radiologist’s clinic. According to her this nurse was positive, organized and efficient and she helped her feel better. It did not take her longer to understand patient’s situation and emotional trauma that she had passed through at the radiologist’s clinic. This nurse took her time to explain everything, which was necessary for the patient to know and organized the meeting with the surgeon much ahead of the time than it would have taken her to go through the regular appointment process. As per the patient the attitude that she liked in the nurse was her Tidiness in organizing the things swiftly. The patient was at her next nursing encounter where abnormal mammograms led to biopsy at outpatient surgery center. The nurses were indifferent and unconcerned. She was escorted in and out frequently from one place to another and handled like a bundle. They informed her that it will be open breast biopsy. She was on local anesthesia but throughout neither she was informed about the procedure, likely complications nor anybody tried to soothe her feelings. Of course, on discharge they did provide her an instruction sheet to follow and advised to contact the clinic in case of any contraindications or any other concerns. The biopsy report was with her in next 48 hours and it was time for her to go for bilateral mastectomy but the crucial decision for her was whether to go for reconstruction or not. She was referred to a plastic surgeon so she went to discuss some disturbing details. She was lucky to have some pleasant encounter with a nurse who was full of empathy and knowledgeable on this topic. According to the patient, she touched her heart and made her forget her real problem. She gave her a book to read which was about those women who in their life did not go for reconstruction after the breast removal operation. She was honest to her profession. This nurse was truly amazing! She did not take much of the time to explain regarding the pros and cons of the reconstruction procedure. While explaining, she continued with her important tasks. She had full empathy with the patient; she was imparting the details in the manner as if she was taking a decision for her own self. At the end, the patient had full trust in this nurse. Finally, the patient decided in favor of the reconstruction. This nurse helped the patient in taking one important decision at this crucial juncture. She was there at each step of the operative procedure and always provided her the tips to manage the pressure and pain. She was more like a friend then a nurse. Empathy and Friendliness are two other important attitudes that a good nurse should have in nursing care. When the patient entered the hospital for breast removal operation, luckily she found her friend in the role of nurse. Her friend was not only a seasoned nurse but performed her duties of caring in the night of her surgery. She provided emotional comfort and the care that patient requires after the operation. This nurse knew precisely what to do and when to do – to help her up, to control the room temperature, to move a tube, control the drip to avoid shivering, adjust the light and so on very small things but very important for the comfort of the patient. She cared and cared for the patient. The patient felt it by heart and soul. Next day during day time, it was not a pleasant experience with new nurse arrived at the duty. When the patient got discharge after 72 hours, she was escorted by a nurse and not a very pleasant experience as she was literally pushed in a wheelchair and then to the hospital car without due consideration that her body was not really ready to take any jolt neither physically nor emotionally-yes, emotionally too because she had lost her two breasts. No special instructions for future care or any advice in the event of any contraindications. She literally cried for hours as she went through the episode of all nursing experiences in the process. She realized nursing is a sacred act. Nurse comes in the life of a patient at most crucial and critical time as a caring human being-a very intimate caring at the most critical juncture of patient’s life. Intimate Caring is an attitude which any patient will always seek during his or her difficult times. From this anecdote, the following attitudes surface as most critical requirements for nursing care. Professionalism Tidiness Empathy Friendliness Intimate Caring It may happen that some of the attitudes or traits come naturally in the nurse and some needs to be cultivated by experience. It is a profession of deep caring physically and emotionally. It is an adventure of self-discovery and deep learning. Share this: Facebook Twitter Reddit LinkedIn WhatsApp
Share this: Facebook Twitter Reddit LinkedIn WhatsApp In nursing, learning in clinical placements is facilitated by a unique individual called a mentor. The Nursing Midwifery Council declares that one vital function of a mentor is to create an environment conducive for learning. In line with this thought, I shall critically discuss how learning will be facilitated in my area of practice which is in the Cardio-Thoracic Theatre. I shall focus my discussion on the organisation and management of learning in my area taking into consideration the initial, intermediate and final interview of students. I will discuss how learners will be oriented into the placement and the importance of adequate student induction. I will also explore effective teaching strategies that may be used to maximise the learning of students during placement. Finally, I will analyse the methods of evaluating students’ performance. Main Body The NMC (2008) states that a mentor is responsible and accountable in assessing the total performance of students including their skills, attitudes and behaviours. This is important to remember when organising and managing the learning of students because to organise and manage learning means that a mentor must be able to identify the students’ learning needs and preferences as well as the overall manner as to how student learning in the placement can be maximised. During the initial, intermediate and even in the final interview of students, a mentor must be able to professionally assess the students’ capacity to learn and potential to improve on their performance as well as their deficiencies or weaknesses. Assessment is the first step in determining the students’ competencies and learning needs. Organisation and management of learning begins with assessment of what students need to learn and how they will be able to learn it the quickest possible way. A mentor is required by law to assess students (Kinnell and Hughes 2010). Assessment may come in the form of directly questioning students and observing them. According to Rose and Best (2005) the act of observing students during clinical practice entails monitoring their skills, behaviours, communication and even body language. In the case of the Cardio-Thoracic practice placement, it is best to conduct a simple assessment of the students at the start of the placement to determine what they currently know about the placement and the activities particularly the nursing functions that are routinely done in the placement. Another important aspect of student assessment is the need to assess their preferred learning styles. It must be kept in mind that an individual student’s learning style may vary depending on the type of activity that must be learned. A student may even employ more than one learning style all at the same time. A study conducted by James et al., (2011 cited in Gopee 2011) revealed that many students are multi-modal which means that they use all the four modes of learning identified in the VARK model. Aside from this, an individual student’s preferred learning style may change once he or she joins a group of learners. Determining students’ learning styles as individuals and as a group will help facilitate learning. The VARK model is a simple representation of the 4 major styles of learning namely the visual, auditory, read/write and kinaesthetic. A second learning theory that can be used in assessing preferred learning styles is David Kolb’s experiential learning theory. This theory involves four unique learning styles namely diverging, assimilating converging and accommodating which can help a mentor categorise the type of learning a particular student or group is inclined to adhere to (Quinn 2008). Gopee (2011) relates that the reason for identifying students preferred learning styles is to be able to adapt to it. If a student prefers to immediately learn how a nursing function is applied in practice then the mentor should focus on the practical application of the learning first before proceeding to the theories that underpin the nursing function (Gopee 2011). On the other hand, if the student will benefit more in learning the theory that underpins the nursing function then the mentor must first teach the concept behind the skill before allowing the student to demonstrate it (Gopee 2011). Assessing students’ preferred learning styles may consume a significant amount of time during placement and it can also be challenging because it may not be immediately obvious as to what learning style a student prefers. Students may also hesitate to assert their preferences in learning. Fortunately, one of my strengths as a mentor is effective time keeping which will allow me to conduct an assessment of my students’ preferred learning styles without consuming too much time that is dedicated for actual performance of nursing functions. Another important aspect of organisation and management of learning is the need to establish rapport with the students. Gopee (2011) states that a mentor and mentee are initially strangers to each other; therefore, in order for them to learn to interact with each other effectively they must develop rapport and cultivate a working relationship in order for their mentor-mentee relationship to be a success. Walsh (2010) suggests that building rapport is a must. It means developing a non-judgmental relationship with students that is based on trust and confidence. Only with such open and trusting atmosphere will a student truly feel supported by the mentor and therefore will feel at ease in asking questions that will facilitate his or her learning in the placement (Walsh 2010). Building rapport with students will not be difficult. As a mentor, I am confident that I will be able to establish a professional relationship of trust and confidence with my students. Taylor (2003) suggests that the first few days of placement in an acute setting such as an operating theatre can be stressful and discouraging. In order to minimise if not completely dispel these negative impressions, a mentor must conduct an orientation. No less than the Department of Health (2001) mandates the need for learners to receive a comprehensive orientation from each of their placements. This will facilitate the gradual desensitisation of the students from whatever worries, fears and hesitations they might be harbouring with the placement, with the patients, with the mentor and other personnel. A good orientation will also encourage them to actively participate in the activities within the placement. The Cardio-Thoracic theatre already has an appropriate induction and orientation for future students and this is also coupled with local guidance and policy package prepared for the students. This is one clear strength of the placement which can greatly affect the way students perceive the learning environment within the Cardio-Thoracic Theatre. A natural part of the orientation is the tour of the placement. It will be advantageous for the students to be toured within the theatre particularly those important areas such as the actual operation room and nurses’ station. An important point to consider is that this orientation should be made a day or two before the start of the placement. The purpose of which is to minimise the loss of time consumed if it were to be done at a time allocated for the performance of different nursing functions in the placement. Another part of the orientation is to introduce the students to the members of the healthcare team in the theatre. I believe that it is important on my part to exert extra effort in personally introducing my colleagues to my mentees. This will help my mentees be acquainted with the right personnel in cases where dependent nursing functions are to be performed which rely on the input of other healthcare professionals. This will also give the personnel a chance to contribute to the learning of the students. The personnel in the Cardio-Thoracic placement are all highly qualified and skilled; hence, their capacity to contribute to the learning of students cannot be doubted. On the other hand, one identified weakness of the placement is that some personnel may be perceived as unfriendly primarily due to the heavy workload and emergency situations which they have to attend to. The shortage of staff in the area may also hinder students from seeking help from the personnel who are always busy doing some important functions. Orienting the students of what to expect in an operating theatre will help them prepare for the placement. An orientation must provide students with clear descriptions of what behaviours are expected from them in a specific clinical placement (Rose and Best 2005). It is a must for the orientation to be structured. It must follow a schedule of activities which must be clearly laid out to the students. One good example of structuring an orientation is through the use of a welcoming pack. A mentor must ensure that students receive a welcome pack and if there is none, then the mentor must develop one (Hole 2009). A welcome pack will serve as a written orientation for the students to be familiar with the pertinent information about the clinical placement including the rules and regulations, protocols and policies. The policy package of the Cardio-Thoracic Theatre can serve as a welcome pack for the students; however, it must be emphasised that a welcome pack should not only contain the policies. It must also include other tips for the students on how they can enjoy their experience while learning in the placement. As a mentor, one of my strengths is my extensive experience in my area of practice; hence, I would be able to provide personal tips in the welcoming pack on how students can make their learning in the placement fun and exciting. Finally, Spouse, Cook and Cox (2008) suggest that a welcoming pack should be sent to students at least a week before placement. This will provide the students ample time to study the contents of the pack especially the policies involved. The primary benefit of a welcoming pack is to make the students feel at ease. It is important that students feel comfortable in the environment for them to absorb learning and for the experience to be long lasting and memorable. Making students feel welcome is a prerequisite in creating an atmosphere conducive to learning (Stuart 2006). I am aware of the possibility that some of the students may not appreciate the learning experiences in the Cardio-Thoracic Theatre. This is in connection with one of the identified weaknesses of the placement and that is its being a highly specified area which involves emergency situations which can overwhelm students. As a solution to this, I must exert extra effort as mentor to make the learning experience as interesting as possible by using different teaching strategies. After the orientation comes the actual mentoring experience. This involves utilising different teaching strategies in order to inform the students about the different nursing functions that are performed in the practice placement. The first teaching strategy is role modelling. A good role model is someone who enjoys his or her profession and who leads by example, enjoys teaching and demonstrating clinical skills and willing to listen and respond to students (Kilgallon and Thompson 2012). Role modelling is teaching by example and learning by imitation (Dake and Taylor 1994 cited in Murray and Main 2005.) I am an experienced nurse; therefore, I am confident that I will be able to play a good role model for my students. One important thing to remember in role modelling is the need for the students to believe and trust in their mentor in order for them to model their behaviours from that of their mentor. Without that trust, students may not follow what the mentor is trying to exemplify. Another teaching strategy is simulation. Simulation provides an opportunity for students to practice their skills first before applying it in real scenarios involving actual patients (Campbell, Daley and Daley 2008). I believe that simulation is particularly helpful in the Cardio-Thoracic Theatre because of the urgent nature of the nursing functions that are performed here which usually entail a level of competence that leaves no room for error. This is especially true during actual surgical procedures where the life of a patient is in the balance. The use of simulation may also prove beneficial when it comes to the use of the different instruments and equipment in the theatre and other functions such as those that involve anaesthetic inductions, airway management and arterial canulation. Coaching is another teaching strategy that can be used in the Cardio-Thoracic Theatre. Proper coaching helps students to overcome weaknesses in the performance of certain nursing functions (Grossman 2007). Another is providing constructive feedback. Feedbacks should include not only praises for an excellent performance but also alternative ways of performing nursing actions. Constructive feedback means communicating to the students about the quality of their performance (Bayley, Chambers and Donovan 2004). It must contain clear advice and recommendations for students to reflect and improve their practice. It has a big impact not only on student learning but also on the students’ self-esteem (Bayley, Chambers and Donovan 2004); hence, it must be given cautiously so as not to offend or hurt students’ feelings. Feedback can also serve as a form of evaluation of students’ performance particularly when it comes to formative assessment. For summative assessment which is the final assessment of the students’ performance, the use of structured assessment tools can help serve as the criteria for judging performance. Neary (2000) relates that evaluation should be made against agreed criteria and standards. Common examples of assessment criteria that can be used include the NMC code and the written learning objectives for the placement. The Royal College of Nursing (2009) identifies the testimony of others, student self-assessment, interactive reflective discussion, learning contracts, patient comments, peer evaluation and observation as some of the other methods for evaluating students’ performance. Regardless of which among these are used, the important thing to remember is the need for the evaluation to be fair and objective. As a mentor, I must keep in mind that the ultimate goal of judging students’ performance is to ensure that only those truly fit to practice the profession must be given the opportunity to do so. Conclusion In summary, mentoring is an exciting new phase of my role as a professional nurse. To mentor students in the Cardio-Thoracic Theatre means an opportunity for me to mould the future nurses. To mentor students requires the creation of an environment conducive for learning. In order to accomplish this, I must learn to organise and manage the learning environment. I must begin by conducting an orientation to acquaint my students with the placement, the patients and the personnel. I must also develop rapport with my students for me to be able to build a trusting professional relationship with them that will facilitate effective learning. Assessing my students’ learning needs and preferred learning styles is also crucial. I must pattern my teaching strategies base on these identified learning needs and styles. The use of role modelling, coaching, simulation and feedback are some of the effective teaching strategies which I can use to mentor my students. Evaluating student performance may be done using different techniques but such must be fair and objective. 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identify a sport organization facing a problem and propose thoughtful solutions to address the issue. Paper details Working individually, your first task is to pick a topic/issue that interests you. Topics should be recent (e.g., NOT whether the Montreal Expos should or should not relocate to Washington, etc.). And topics should relate to the business/management side of sport and NOT issues having to do with player development/coaching decisions.identify a sport organization facing a problem and propose thoughtful solutions to address the issue
Cuyamaca College Chemistry Specific Heat of Aluminum on A Sunny Day Lab Report.

3-3: Specific Heat of Al
On a sunny day, the water in a swimming pool may warm up a degree or two while the concrete around
the pool may become too hot to walk on with bare feet. This may seem strange since the water and
concrete are being heated by the same source—the sun. This evidence suggests that it takes more heat to
raise the temperature of some substances than others, which is true. The amount of heat required to raise
the temperature of 1 g of a substance by 1 degree is called the specific heat capacity or specific heat of
that substance. Water, for instance, has a specific heat of 4.18 J/Kg. This value is high in comparison
with the specific heats for other materials, such as concrete or metals. In this experiment, you will use a
simple calorimeter and your knowledge of the specific heat of water to measure the specific heat of
aluminum (Al).
1. Start Virtual ChemLab, select Thermodynamics, and then select Specific Heat of Al from the list of
assignments. The lab will open in the Calorimetry laboratory.
2. Record the mass of Al on the balance. If it is too small to read click on the Balance area to zoom in,
record the mass of Al in the data table below, and return to the laboratory.
3. Pick up the Al sample from the balance pan and place the sample in the oven. Click the oven door to
close. The oven is set to heat to 200C.
4. The calorimeter has been filled with 100 mL water. The density of water at 25C is 0.998 g/mL. Use
the density of the water to determine the mass of water from the volume and record the volume and
mass in the data table.
Make certain the stirrer is On (you should be able to see the shaft rotating). In the thermometer
window, click Save to begin recording data. Allow 20-30 seconds to obtain a baseline temperature of
the water. You can observe the temperature in the calorimeter as a function of time using the graph
5. Click on the Oven to open it. Drag the hot Al sample from the oven until it snaps into place above the
calorimeter and drop it in. Click the thermometer and graph windows to bring them to the front and
observe the change in temperature in the graph window until it reaches a constant value and then wait
an additional 20-30 seconds. Click Stop in the temperature window. (You can click on the clock on
the wall labeled Accelerate to accelerate the time in the laboratory.) A data link icon will appear in
the lab book. Click the data link icon and record the temperature before adding the Al and the highest
temperature after adding the Al in the data table. (Remember that the water will begin to cool down
after reaching the equilibrium temperature.)
Data Table
mass of metal (g)
volume of water (mL)
mass of water (g)
initial temperature of water (C)
initial temperature of metal (C)
max temp of water + metal (C)
Beyond Labz, all rights reserved
6. Calculate the change in temperature of the water (Twater).
7. Calculate the heat (q), in J, gained by the water using the following equation:
= mwater ΔTwater Cwater
, given Cwater= 4.184 J/(Kg)
8. Calculate the changes in temperature of the Al (TAl).
9. Remembering that the heat gained by the water is equal to the heat lost by the metal, calculate the
specific heat of aluminum in J/Kg.
= −qmetal = mAl TAl CAl
( )( ) metal metal
m T

10. Calculate the percent error in the specific heat value that you determined experimentally. The
accepted value for Al is 0.903 J/ Kg.
accepted answer
your answer accepted answer
% Error 

% Error =
Cuyamaca College Chemistry Specific Heat of Aluminum on A Sunny Day Lab Report

Hospitality Industry PESTEL Analysis

The process of conducting research on the business environment within which the organization operates and on the organization itself, in order to formulate and implementation of strategy for future business operations can be mentioned as Strategic analysis of hospitality organization. To do the assessment can use number of tools to process of strategic analysis, including PEST (sometimes PESTLE) for analyze external environment and, SWOT analysis use for the internal environmental scanning, and Michael Porter’s five forces model use to assists to understand the competitive forces, the attractiveness and current position in the industry. An effective way to know the past, present and future potentials regarding the industry development is analyzing the industry background as the part of strategic analysis. The External analysis can assess the factors affecting the industry to be existed including political, economical, social, technological, legal and environmental which have great impacts to run the business and use PESTLE analysis. In any industry which it is domestic or international, whether relating to products or services, the rules of competition are personified in five competitive forces of entry of new competitors, threat of substitutes, bargaining power of buyers, bargaining power of suppliers, and rivalry among the existing competitors. According to Porter, one of the crucial determinants of firm profitability is industrial attractiveness. In this assignment, a strategic analysis of the Galadhari hotel which is in hospitality industry has been done through the combination of both theoretical and practical facts regarding this property including organizational background and industry background of this hospitality sector in Sri Lanka, an assessment of the forces affecting the external environment (the use of PESTLE analysis) and an assessment of the attractiveness of this industry (the use of Porter’s 5 forces) regarding the future strategic action to grab more hospitality market share. Background of the industry and about Organization By concerning about the Sri Lankan market of tourism there can be seen growth in the tourist market. All this euphoria gives rise to the doubt about whether Sri Lanka Tourism is well on the way to recovery and growth or not. For the last seven months that ended July this year (2010), arrivals are up almost 50% year-on-year (YOY) (341,991), with income also keeping pace at 69% growth (Quarter 2; US$ 244.5 million). The hotel and travel Colombo Stock Exchange (CSE) index has been increased by almost 200% for 2009. Today tourism is running on everyone’s minds, and it is difficult to open a local newspaper without seeing at least one written article on tourism. The reason for the dramatic improvement in Sri Lanka’s tourism data is the victory of war in May 2009. This would be a remarkable result when compared with other regional tourism destinations. Another reason for this improvement was the leader of the terrorist has killed and there is reason for cautious optimism that the social situation in Sri Lanka can improve rapidly. We can hope the company can take advantage of the ‘peace dividend’ by increasing the number of destinations the airline serves. Hotel Galadhari is one of the leading five star luxury hotels in the Sri Lanka. The story of the Galadari Hotel, Colombo which opened its doors in 1984, is a splendid tale of continual improvement of product and highest standard of quality in hospitality over the past 25 years. The vision

HIS 340 Southern New Hampshire Historiography of Lewis and Clarks Expedition HW

python assignment help HIS 340 Southern New Hampshire Historiography of Lewis and Clarks Expedition HW.

Brundage provides a case study of the historiography of Lewis and Clark’s Expedition. In this model, the secondary sources are analyzed chronologically. Moulton, in his essay, approaches the same topic thematically. Cayton provides a comparative book review as a means of assessing Lewis and Clark historiography.In preparing your initial post, focus on the different approaches taken in the three readings. What approach seems most effective in terms of developing a comprehensive account of historians’ perspectives on the history of Lewis and Clark? How might these readings guide the development of your own historiographical review?Cite in Chicago/Turabian formatAttached are sourceshere is the link for the Brundage source :…
HIS 340 Southern New Hampshire Historiography of Lewis and Clarks Expedition HW

BMCC The Circular Flow Diagram for The Economy & Economic Activities Discussion

BMCC The Circular Flow Diagram for The Economy & Economic Activities Discussion.

I’m working on a business project and need a sample draft to help me understand better.

Devote approximately 600 words, or two to four paragraphs preparing your mini essay. This equates to two full pages typewritten. Submit the text of your work directly into Blackboard without any attachment files. Accordingly, you are expected to draw on all assigned materials and course content to support your answers. This is not a research paper. Also, while you may share ideas, each student must ultimately construct and write individual essays. **Do not co-write or copy another student’s work in any form.**Grading: Each mini essay is awarded a grade of 20 points maximum. Evaluation is based primarily on content. Nevertheless, writing is expected to be at college level. Consequently, excellent writing quality will be rewarded with extra points, while a poorly written essay will get points deducted. Content quality is judged based on demonstrated mastery of course materials. This includes command of key terms, use of technical concepts, recognition of issues, coherent understanding of theory, and ability to illustrate ideas with concrete examples.
BMCC The Circular Flow Diagram for The Economy & Economic Activities Discussion

Please answer the following questions from Tools For Mindful Living Chapters 2, 3 & 4

Please answer the following questions from Tools For Mindful Living Chapters 2, 3 & 4.

1. Explain each of the 4 steps involved in the MAC Model and provide a personal example (Use that same experience for all four steps – see student example attached below) for each of the steps. Please use complete sentences2. What happens in the body physically and psychologically (emotions) when it is in sympathetic vs parasympathetic. Please be detailed and use complete sentences. Chapter 4 talks about 3 different types of breath work – what was your favorite and why? Please use complete sentences. I will give you the access of the e-book
Please answer the following questions from Tools For Mindful Living Chapters 2, 3 & 4

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