Marie of France, Countess of Champagne

Marie of France, Countess of Champagne Known for: French princess whose birth was a mistake to guardians who needed a child to acquire the French seat Occupation: Countess of Champagne, official for her significant other and afterward for her child Dates: 1145 - March 11, 1198 Disarray with Marie de France, Poet In some cases mistook for Marie de France, Mary of France, a medieval writer of England in the twelfth century whose Lais of Marie de France get by alongside an interpretation of Aesops Fables into the English of the time and maybe others works. About Marie of France, Countess of Champagne Marie was destined to Eleanor of Aquitaine and Louis VII of France. That marriage was at that point flimsy when Eleanor brought forth a subsequent girl, Alix, in 1151, and the pair understood that they were not prone to have a child. Salic Law was deciphered to imply that a girl or little girls spouse couldn't acquire the crown of France. Eleanor and Louis had their marriage canceled in 1152, Eleanor left first for Aquitaine and afterward wedded the beneficiary to Englands crown, Henry Fitzempress. Alix and Marie were left in France with their dad and, later, stepmothers. Marriage In 1160, when Louis wedded his third spouse, Adã ¨le of Champagne, Louis pledged his little girls Alix and Marie to siblings of his new wife. Marie and Henry, Count of Champagne, were hitched in 1164. Henry went to battle in the Holy Land, leaving Marie as his official. While Henry was away, Maries stepbrother, Philip, succeeded their dad as lord, and held onto the dower terrains of his mom, Adã ¨le of Champagne, who was additionally Maries sister-iin-law. Marie and others joined Adã ¨le in restricting Philips activity; when Henry came back from the Holy Land, Marie and Philip had settled their contention. Widowhood At the point when Henry kicked the bucket in 1181, Marie filled in as official for their child, Henry II, until 1187. At the point when Henry II went to the Holy Land to battle in a campaign, Marie again filled in as official. Henry passed on in 1197, and Maries more youthful child Theobold succeeded him. Marie entered a religious community and kicked the bucket in 1198. Courts of Love Marie may have been a supporter of Andrã © le Chapelain (Andreas Capellanus), creator of one of the takes a shot at dignified love, as a clergyman who served Marie was named Andreas (and Chapelain or Capellanus implies minister). In the book, he credits decisions to Marie and to her mom, Eleanor of Aquitaine, among others. A few sources acknowledge the case that the book, De Amore and referred to in English as The Art of Courtly Love, was composed in line with Marie. There is no strong recorded proof that Marie of France with or without her mom managed at courts of adoration in France, however a few scholars have made that guarantee. Additionally known as: Marie Capet; Marie de France; Marie, Countess of Champagne Foundation, Family: Mother: Eleanor of AquitaineFather: Louis VII of France Stepmothers: Constance of Castile, at that point Adã ¨le of ChampagneFull kin: sister Alix, Countessâ of Blois; half kin (father Louis VII): Marguerite of France, Alys of France, Philip II of France, Agnes of France. She additionally had half-kin from her moms second marriage, however theres very little proof she associated with them. Marriage, Children: spouse: Henry I, Count of Champagne (wedded 1164)children:Scholastique of Champagne, wedded to William V of MaconHenry II of Champagne, 1166-1197Marie of Champagne, wedded to Baldwin I of ConstantinopleTheobald III of Champagne, 1179-1201

What Its Like To Major In Science Writing at MIT

What It’s Like To Major In Science Writing at MIT As some of you know, I got my masters degree from the Comparative Media Studies program at MIT. While I was a graduate student, CMS merged with Writing  to form CMS/W, which includes the Science Writing program and its associated undergraduate major/minor in Science Writing. According to CMS/W: The curriculum in science writing is designed to enable the student to develop mastery of the craft and rhetoric of writing about the worlds of science and engineering for broad audiences. This writing major is an option for students interested in science journalism, longer forms like the science documentary, and communication issues related to the public understanding of science and technology. It is also designed to work as a complementary major for students majoring in science, engineering, or another field of study at MIT. This major includes a three-subject exposure to an allied field such as science, or comparative media studies. Students also fulfill an internship requirement, which provides in-depth practical experience. Basically, Science Writing is supposed to train you to think and comment publicly on science and technology, i.e. to be a public intellectual. It nicely complements the scientific and technical training that an MIT education provides (see, e.g., Annas posts Writing is useful for science and Maybe its ok to be this way).  You can see the complementarity through the required coursework, like  21W.777 Science Writing in Contemporary Society: Drawing in part from their own interests and ideas, students write about science within various cultural contexts using an array of literary and reportorial tools. Studies the work of contemporary science writers, such as David Quammen and Atul Gawande, and examines the ways in which science and technology are treated in media and popular culture. Discussions focus on students writing and address topics such as false equivalency, covering controversy, and the attenuation of initial observations. Emphasizes long-form narratives; also looks at blogs, social media, and other modes of communication. Not a technical writing class. and 21W.778 Science Journalism: An introduction to print daily journalism and news writing, focusing on science news writing in general, and medical writing in particular. Emphasis is on writing clearly and accurately under deadline pressure. Class discussions involve the realities of modern journalism, how newsrooms function, and the science news coverage in daily publications. Discussions of, and practice in, interviewing and various modes of reporting. In class, students write numerous science news stories on deadline. My friend Seth Mnookin, who wrote a book about the anti-vaccination movement and an incredible New Yorker feature about hyperrare genetic diseases, is teaching  21W.737J Topics and Methods in 21st-Century Journalism this fall: Gives a broad understanding of what it means to produce journalism today. Evaluates the limitations and strengths of specific types of media, ranging from New York Times stories to Twitter feeds. Provides students with tools to effectively communicate their own work and research to non-specialist audiences. Students submit assignments via an online portal, which mimics the style and substance of an online news source. Students taking graduate version complete additional assignments. But what is it like to major in science writing at MIT? In addition to Annas posts, I wanted to share this reddit post by David B. 11, about his experience (unexpectedly) majoring in Science Writing and going on to become a science writer (among other things). Ive reproduced his post (with permission) unedited below: A bit of backstory: I originally went to MIT for biology. I thought I was going to be a genetic engineer. Ive always had a creative/expressive side as well though, and the two sides were kept very separate. As I got into my second year and started taking more of my course 7 major classes, I started to realize it wasnt for me. A perfect storm of bad academic performance, personal shit, and a nasty pneumonia resulted in me being asked to take a year off. If I came back, I had no idea how I was going to graduate in any reasonable time, and in which degree program. Before I left though, my advisor told me about the science writing program. It was a perfect mix of my science background and my expressive abilities and I wondered why noone had told me about the program sooner! A year later, I came back ready and raring to go. I had already completed all of my graduation prereqs, so it was just a matter of doing all of my major classes over the course of the next year and a half. This meant taking a course load of nearly all writing classes, four or five at a time, but I couldnt have been happier. I was succeeding, and even more, excelling. It was a lot of work, but it felt right. I graduated in 2011, and in just four academic years (plus the one year off). I learned that I didnt have to keep my intellectual and artistic sides separate, and I found a program that perfectly suited me. Writing at MIT is like anything else at MIT, first class. Your instructors are Pulitzer Prize winners and Hugo Award winners. My advisor had worked with PBS and Nova for years. I got to intern in the Harvard Public Relations Department working with and learning from a Pulitzer Prize winner that had been my professor the previous semester. MIT attracts the best and holds itself and its students to the highest standard, and the writing department is no exception. The program at MIT is different from other schools because you still get the MIT experience and culture. You have access to some of the greatest minds and facilities in the world and matriculate with some of the smartest, wildest people you will ever meet. Around the end of junior into senior year, a lot of people learn to stop worrying and love MIT, and those were some of the absolute best times of my life. Also, youll graduate with a Bachelor of Science in Writing, vs a BA from those wimpy liberal arts colleges. The biggest difference youll find is after graduating. While all your CS friends are going off to Google and Facebook, making six figures, times will be tougher for you. I will admit I had a lot of self doubt about the decisions I made and still do question if I made the right choice. But then I realize that Im following my passions and having a blast doing it. Ive always been a performer and wanted to end up in Hollywood as a writer/actor. I got a masters in creative writing for entertainment and moved to LA in April. Ive started working with a great production company and am learning the ropes and climbing a career ladder Ive always wanted to be on. Yes, money is tight. Yes, I sometimes wish course 6 was my thing and I was making bank. But I cant tell you how many times those friends of mine who are making six figures have told me they envy that Im following my passion and having fun for a living. You will notice a lot of weird stares from employers and questions about your resume (if you even get an interviewfuck the job market). Literally every interview Ive had, I get the question, you went to MIT? What are you doing here? But that sets you up for a fantastic response. What do you call a student with a course 6 degree and a student with a course 21W degree? MIT graduates. I turn that question back on them and explain that regardless of what degree anyone ends up with, they go through the MIT wringer. Late nights, hard work, overwhelming pressure and expectations. And no matter what course you take, MIT teaches you life lessons like how to learn and how to persevere in the face of overwhelming odds and how to find self confidence and how to be proactive and go after what you want (and a million more things). That response blows the interviewer away every time. In terms of what kind of jobs to look for, thats up to you. Youre only limited by what you can convince an employer you can do. Obviously with a science background, I was looking at Discovery Channel or Popular Science type things. I worked at a science center for a bit and probably could have run the place eventually if I didnt find it kind of depressing (it was run down and underfunded). Im guessing if youre pursuing a writing degree, you already have some jobs in mind. And it may not seem that the MIT name carries as much weight outside of the science circles, but youll find that smart people know what it is and will value you highly for it. My one bit of advice (and something I wish I had done) is to be proactive about finding jobs and internship opportunities before you graduate. Youll have so many opportunities available to you in that time right before and after graduation that will evaporate a year down the road. So many of my Harvard friends used their experience and the Har vard name to get awesome internships right out of college (The Onion, Colbert Report) and I didnt because I was so focused on just graduating. So reach out to the employers youre interested in as early as possible. If youre thinking about changing your major and youre passionate about writing, follow that passion. Now, if youre in high school looking to go to college for writing, I wouldnt say that MIT would be my first choice. Not that it isnt an incredible place and an incredible experience, but youd save yourself a hell of a lot of stress and sleepless nights by going somewhere else thats a bit more arts focused. The biggest lesson Ive learned though all of this is that everyone has their own path. Its sort of my mantra. Everyone has their own path. Youre gonna compare yourself to everyone around you, and youre going to doubt and second guess your decisions when times are tough. And youre going to get ignored time and time again by jobs and say WHAT THE HELL? I WENT TO MIT, DAMMIT. But everyone has their own path. So find your path.

What Its Like To Major In Science Writing at MIT

What It’s Like To Major In Science Writing at MIT As some of you know, I got my masters degree from the Comparative Media Studies program at MIT. While I was a graduate student, CMS merged with Writing  to form CMS/W, which includes the Science Writing program and its associated undergraduate major/minor in Science Writing. According to CMS/W: The curriculum in science writing is designed to enable the student to develop mastery of the craft and rhetoric of writing about the worlds of science and engineering for broad audiences. This writing major is an option for students interested in science journalism, longer forms like the science documentary, and communication issues related to the public understanding of science and technology. It is also designed to work as a complementary major for students majoring in science, engineering, or another field of study at MIT. This major includes a three-subject exposure to an allied field such as science, or comparative media studies. Students also fulfill an internship requirement, which provides in-depth practical experience. Basically, Science Writing is supposed to train you to think and comment publicly on science and technology, i.e. to be a public intellectual. It nicely complements the scientific and technical training that an MIT education provides (see, e.g., Annas posts Writing is useful for science and Maybe its ok to be this way).  You can see the complementarity through the required coursework, like  21W.777 Science Writing in Contemporary Society: Drawing in part from their own interests and ideas, students write about science within various cultural contexts using an array of literary and reportorial tools. Studies the work of contemporary science writers, such as David Quammen and Atul Gawande, and examines the ways in which science and technology are treated in media and popular culture. Discussions focus on students writing and address topics such as false equivalency, covering controversy, and the attenuation of initial observations. Emphasizes long-form narratives; also looks at blogs, social media, and other modes of communication. Not a technical writing class. and 21W.778 Science Journalism: An introduction to print daily journalism and news writing, focusing on science news writing in general, and medical writing in particular. Emphasis is on writing clearly and accurately under deadline pressure. Class discussions involve the realities of modern journalism, how newsrooms function, and the science news coverage in daily publications. Discussions of, and practice in, interviewing and various modes of reporting. In class, students write numerous science news stories on deadline. My friend Seth Mnookin, who wrote a book about the anti-vaccination movement and an incredible New Yorker feature about hyperrare genetic diseases, is teaching  21W.737J Topics and Methods in 21st-Century Journalism this fall: Gives a broad understanding of what it means to produce journalism today. Evaluates the limitations and strengths of specific types of media, ranging from New York Times stories to Twitter feeds. Provides students with tools to effectively communicate their own work and research to non-specialist audiences. Students submit assignments via an online portal, which mimics the style and substance of an online news source. Students taking graduate version complete additional assignments. But what is it like to major in science writing at MIT? In addition to Annas posts, I wanted to share this reddit post by David B. 11, about his experience (unexpectedly) majoring in Science Writing and going on to become a science writer (among other things). Ive reproduced his post (with permission) unedited below: A bit of backstory: I originally went to MIT for biology. I thought I was going to be a genetic engineer. Ive always had a creative/expressive side as well though, and the two sides were kept very separate. As I got into my second year and started taking more of my course 7 major classes, I started to realize it wasnt for me. A perfect storm of bad academic performance, personal shit, and a nasty pneumonia resulted in me being asked to take a year off. If I came back, I had no idea how I was going to graduate in any reasonable time, and in which degree program. Before I left though, my advisor told me about the science writing program. It was a perfect mix of my science background and my expressive abilities and I wondered why noone had told me about the program sooner! A year later, I came back ready and raring to go. I had already completed all of my graduation prereqs, so it was just a matter of doing all of my major classes over the course of the next year and a half. This meant taking a course load of nearly all writing classes, four or five at a time, but I couldnt have been happier. I was succeeding, and even more, excelling. It was a lot of work, but it felt right. I graduated in 2011, and in just four academic years (plus the one year off). I learned that I didnt have to keep my intellectual and artistic sides separate, and I found a program that perfectly suited me. Writing at MIT is like anything else at MIT, first class. Your instructors are Pulitzer Prize winners and Hugo Award winners. My advisor had worked with PBS and Nova for years. I got to intern in the Harvard Public Relations Department working with and learning from a Pulitzer Prize winner that had been my professor the previous semester. MIT attracts the best and holds itself and its students to the highest standard, and the writing department is no exception. The program at MIT is different from other schools because you still get the MIT experience and culture. You have access to some of the greatest minds and facilities in the world and matriculate with some of the smartest, wildest people you will ever meet. Around the end of junior into senior year, a lot of people learn to stop worrying and love MIT, and those were some of the absolute best times of my life. Also, youll graduate with a Bachelor of Science in Writing, vs a BA from those wimpy liberal arts colleges. The biggest difference youll find is after graduating. While all your CS friends are going off to Google and Facebook, making six figures, times will be tougher for you. I will admit I had a lot of self doubt about the decisions I made and still do question if I made the right choice. But then I realize that Im following my passions and having a blast doing it. Ive always been a performer and wanted to end up in Hollywood as a writer/actor. I got a masters in creative writing for entertainment and moved to LA in April. Ive started working with a great production company and am learning the ropes and climbing a career ladder Ive always wanted to be on. Yes, money is tight. Yes, I sometimes wish course 6 was my thing and I was making bank. But I cant tell you how many times those friends of mine who are making six figures have told me they envy that Im following my passion and having fun for a living. You will notice a lot of weird stares from employers and questions about your resume (if you even get an interviewfuck the job market). Literally every interview Ive had, I get the question, you went to MIT? What are you doing here? But that sets you up for a fantastic response. What do you call a student with a course 6 degree and a student with a course 21W degree? MIT graduates. I turn that question back on them and explain that regardless of what degree anyone ends up with, they go through the MIT wringer. Late nights, hard work, overwhelming pressure and expectations. And no matter what course you take, MIT teaches you life lessons like how to learn and how to persevere in the face of overwhelming odds and how to find self confidence and how to be proactive and go after what you want (and a million more things). That response blows the interviewer away every time. In terms of what kind of jobs to look for, thats up to you. Youre only limited by what you can convince an employer you can do. Obviously with a science background, I was looking at Discovery Channel or Popular Science type things. I worked at a science center for a bit and probably could have run the place eventually if I didnt find it kind of depressing (it was run down and underfunded). Im guessing if youre pursuing a writing degree, you already have some jobs in mind. And it may not seem that the MIT name carries as much weight outside of the science circles, but youll find that smart people know what it is and will value you highly for it. My one bit of advice (and something I wish I had done) is to be proactive about finding jobs and internship opportunities before you graduate. Youll have so many opportunities available to you in that time right before and after graduation that will evaporate a year down the road. So many of my Harvard friends used their experience and the Har vard name to get awesome internships right out of college (The Onion, Colbert Report) and I didnt because I was so focused on just graduating. So reach out to the employers youre interested in as early as possible. If youre thinking about changing your major and youre passionate about writing, follow that passion. Now, if youre in high school looking to go to college for writing, I wouldnt say that MIT would be my first choice. Not that it isnt an incredible place and an incredible experience, but youd save yourself a hell of a lot of stress and sleepless nights by going somewhere else thats a bit more arts focused. The biggest lesson Ive learned though all of this is that everyone has their own path. Its sort of my mantra. Everyone has their own path. Youre gonna compare yourself to everyone around you, and youre going to doubt and second guess your decisions when times are tough. And youre going to get ignored time and time again by jobs and say WHAT THE HELL? I WENT TO MIT, DAMMIT. But everyone has their own path. So find your path.

Questions On Rationale For Study Essay - 1884 Words

Table of contents 1. Introduction -------------------------------------------------------------------------------2 2. Background -------------------------------------------------------------------------------3 3. Rationale for Study ----------------------------------------------------------------------4 4. Purpose and Aims -----------------------------------------------------------------------5 5. Literature Review ------------------------------------------------------------------------6 6. Research methods ---------------------------------------------------------------------10 7. Expected findings ----------------------------------------------------------------------10 8. References -------------------------------------------------------------------------------11 1. Introduction Individuals migrate to other countries to gain more comfortable lifestyle and learning the inter-cultural relationships. New arrivals have their worries about the situations connected to racial engagements during their daily life. The exclusion is not just existing in schools, but also happening in the workplace in host countries (Soutphommasane 2013). New immigrants, especially the people who hold permanent resettlement visas, experience a new environment and have to play a new social role. 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Solar Energy Is A Great Source Of Renewable Energy

Solar energy is now a great source of renewable energy. Due to the limited stock of fossil fuel, solar panel systems become more popular day by day. Now Industries, houses and defensive forces are using solar panel systems to generate power. The solar panels generate power from sun radiation. Solar cells are also known as Photovoltaic (PV) cells. When sunlight with a specific frequency hits metal, loosely bound electrons emit from the metal as shown in Figure 1. A potential difference is created in between the cathode and the anode. When the anode and the cathode connect, current flows. Solar panel systems use this mechanism to generate power. Then, generated power is carried out to the battery to store and distribute to the load. The main obstacle for solar panel systems is night and cloudy weather, due to low solar radiation. Figure 1: Electrons emitted from metal with solar radiation Many procedures and complications involved with the system. It is necessary to know how the panel produces power in various conditions. The procedures of storing the power in the batteries and what kind of batteries need to be used is also necessary to know. However, power distribution is also an important term that needs to be learned for solar panel installation. Synopsis My final project will be a sun tracking solar panel system. Stationary solar panels are not capable of generating the same amount of power throughout the day as the sun moves. If solarShow MoreRelatedThe Benefits Of Renewable Source Of Energy893 Words   |  4 Pagesbiodiesel burns much cleaner than diesel fuel (Berget al., 2011). According to Bosch and his colleagues, the demand for renewable source of energy is exceeding political agendas (2015). Renewable energies is in great interest of developed countries that lack fossil fuels (Bosch et al., 2015). 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Among the renewable energy sources, solar energy is the most commonlyRead MoreBenefits And Limitations Of Renewable Energy Sources1678 Words   |  7 Pagesthat we live, the prospects for renewable energy will increase in the European union as a whole, and in the UK in particul ar, in the coming decades. Renewable energy sources are already providing a significant proportion of the world’s primary energy, and it is likely to be providing a much greater proportion of the world’s energy by the second half of the 21th century. The European Union countries may do something to increase 20% of all energy from Renewable sources by 2020 to the society.This essay

Explain Why the Nep Was Unpopular with Many Communists in...

Explain why the NEP was unpopular with many communists in the 1920’s USSR. The NEP, abbreviation for the ‘New Economic Policy’, was a number of policies deployed by Vladimir Lenin to improve the conditions of post war USSR. The NEP replaced the system of War Communism which was used between 1918 and 1921. The main motive for the War Communism policy was to support and supply the Red Army with food and weapons during the Russian Civil War. However, after the war the country was in turmoil and the majority of the Soviet Union’s population suffered hardship and poverty. This was when a quick solution was needed to revamp the Russian economy and the NEP policies were the solution. The NEP was made to balance the needs of the well of and†¦show more content†¦Other European countries used much more modernised equipments. However, the NEP does not encourage this modernisation which could in fact dramatically improve the country’s economy. Grain export was the most important source for their agriculture yet the exports were thre e fourth lower than it was a decade ago. This left the Russian economy to be far behind in modernisation than any other European countries. Modernisation was pivotal as it can enhance a country’s strength in many ways. Most importantly, it would help support Russia’s military at a time where an invasion to any European country could be foreseen. The Communists were afraid of this, since they were prone to any invasion with their weapons being out of date. The Communists felt they should be a major industrialization powerhouse against other European rivals such as Germany however the NEP would make the country even more vulnerable. Moreover, peasant realised feeding themselves is more important than buying insignificant consumer goods. So, they held grain for themselves and the grain export seems to have been abandoned. A system scale of individual peasant farming under the NEP couldn’t support plans for industrialisation and the Communists were out of favour for this plan and so, the current NEP policy needs to be replaced by a more vigorous and rapid one. Developing the Russian economy would further be significant as there was an increase in unemployment. The idleness wasShow MoreRelatedLenin13422 Words   |  54 PagesVladimir Ilyich Lenin Ð’Ð »Ã °Ã ´Ã ¸Ã ¼Ã ¸Ã'€ ИÐ »Ã'Å'Ð ¸Ã'‡ ЛÐ µÃ ½Ã ¸Ã ½ | | Lenin in 1920 | Chairman of the Council of People s Commissars of the Soviet Union (Premier of the Soviet Union) | In office 30 December 1922  Ã¢â‚¬â€œ 21 January 1924 | Preceded by | Position created | Succeeded by | Alexei Rykov | Chairman of the Council of People s Commissars of the Russian SFSR | In office 8 November 1917  Ã¢â‚¬â€œ 21 January 1924 | Preceded by | Position created | Succeeded by | Alexei Rykov | Member of the Politburo

Safety And Quality Health Service Standards -Myassignmenthelp.Com

Question: Discuss About The Safety And Quality Health Service Standards? Answer: Introducation In the provision of healthcare, person-centred care (PCC) is the practice of patients caring and for their families in several ways that are valuable and meaningful for the individual patient. According to Institute of Medicine (IOM), treatment provided to patients that is responsive and respectful taking their values, needs and preferences into consideration where values of patients guide throughout all clinical decisions (Feinberg 2014). National Safety and Quality Health Service (NSQHS) Standards also explains that PCC is an important dimension of safety and quality where healthcare delivery is responsive to preferences and needs of patients (McCormack et al. 2012). In current literature, PCC is described as visit-based assessments that involve communication with healthcare professionals playing an important role in building relationships (Zhao et al. 2016). Therefore, the following essay uncovers the concept of PCC through patient interview linked to NSQHS and Registered Nurse St andards for Practice. PCC is different from patient centred care that former focuses on the accumulation of knowledge from patients and family members about needs and preferences over time and provides appropriate care regarding needs in the context of other needs (Carlstrm and Ekman 2012). Person-centred care demonstrates patient regarded as the person considering circumstances and standpoint for decision-making process (Eaton, Roberts and Turner 2015). This also extends beyond setting goals for the patient. PCC involves the doctor-patient encounter style characterized by specific responsiveness to preferences and needs of the patients using informed wishes guiding interaction, activity, information giving and participation in decision-making. PCC has health outcomes for patients and their family members. PCC interventions enhance the quality of care and self-care behaviour performances. In a study conducted by (Morgan and Yoder (2012) illustrated that communication that occurs during PCC is correlated with perceptions of patients helping them find common ground. Positive perceptions were found to be associated with fact and better recovery from pain and discomfort. During a visit, communication greatly influences the health of patients through perceptions especially when it is achieved through common good improving their health status and increasing efficiency of care and reduction of referrals and diagnostic tests. In a research, it was analysed that positive patient-centred care in a primary setting is associated with a decrease in healthcare services utilization (Munthe, Sandman and Cutas 2012). This is greatly associated with the reduction in annual medical care charges that is an important outcome in PCC regarding me dical visits. PCC has demonstrated a practical style that emphasizes on patient activation and reduction in care charges. Person-centred communication is associated with medical resources utilization demonstrating that patients who are patient-centred and perceived their visits have few diagnostic tests and referrals. The patient was admitted with the initial injury at the right toe that needed longer time to heal. The principles of PCC was applied in the given context to enhance the process of recovery. PCC carry out in settings encompassing visits. Interaction or communication is involved where the quality of interactions between healthcare professionals and patients that equate PPC with communication skills. Among fundamental component in care PCC is characterized by shared understanding, healing relationships, trust, emotional support, patient participation, activation, enablement and informed choices (Wildevuur and Simonse 2015). This is depicted in the patient interview that was undertaken during my current work placement at the rehabilitation ward. I interviewed a patient, Mr ABC, a 69-year-old male patient who is suffering from right below knee amputation (right BKA). The patients medical history depicts that there is non-healing wound @ R Leg, left 4th and 5th toe wound, type 2 diabetes mellitus (T2DM), underwent Stents Triple Bypass in 2009, Coronary Artery Bypass Surgery (CABS) in 2006, peripheral neuropathy, depression, hypertension and peripheral vascular disease (PVD). The patient is under a detailed health plan with ongoing physiotherapy, occupational therapy (OT) assessment, regular dressing of wound with more area infected on right side and monitoring of 4th 5th toe wound provided with weaning dose of Pregabalin. The patients social background depicted that he lived in a two-story building and was an ex-smoker until he gave up smoking in 2010. These details about the patient are important for patient-centred care in the provision of care. Before interview, informed consent was taken from the patient to know about his willingness to participate in the interview. As the infection of the patient spread throughout the legs, it is essential to provide patient centred care that was given to him in the orthopaedic ward. Hence, under the given situation, Mr..ABC were given the patient cantered care that was needed in the aspects of preventing further infection. As part of the PCC, the patient was given Knee Amputation treatment that are provided by the multi-disciplinary team. Regular family meetings were also held, which ensured that the family got proper information about the patient condition. They were also able to take part in the part of decision making process. This is believed to be a part of the education that are provided by the family as a part of the patient centred care. Through the education, it is also possible to promote the heath related facts to the patient family. Earlier, person-centred care was focused on the relationship between physician or care team and patient. In case of MR ABC, the same was provided to deal with the issues of anxiety and stress. This can also help to deal with the financial stress that are encountered by the family. This relationship is still integral. However, changes to healthcare system have taken place where broader factors are considered that also affect PPC and health experiences. The biopsychosocial model or framework as a paradigm that is used in PCC to understand the cultural and social environment along with the psychological impact that environment has on an individual as important as biological factors and genetics are important (McKay et al. 2012). This is the reason he social background of Mr ABC was asked. This person-centred model suggests using integrated patient knowledge within the ethical framework where patient's rights are respected and inculcate them in their provision of care. Five conceptual di mensions have been identified in biopsychosocial perspective comprising of patient as person, therapeutic alliance, and doctor as person and sharing of power and responsibilities (Hebblethwaite 2013). This perspective is crucial in understanding and honouring the needs and preferences of the patient and valuing their rights. Concisely, biopsychosocial model conceptualize illness and disorders as the interaction between hierarchical levels from biological to social to psychological levels. PCC uses five key principles; valuing people, autonomy, life experience, understanding relationships and environment. Valuing people suggests that healthcare providers need to treat individuals with respect and dignity and be aware of their supporting personal perspectives, beliefs, values and preferences (Munthe, Sandman and Cutas 2012). The healthcare provider and patient should listen to each other and work in partnership for designing and delivering healthcare services. Autonomy is the provision of choice, and there is respect for choices that are made that balances risks, rights and responsibilities. There is proper optimization of persons control as there is sharing of power and active participation in decision-making (Elwyn et al. 2012). This helps to maximize independence that is built on strengths, abilities and interest of individuals. Life experiences are the support that is provided to patients supporting their sense of self and understanding the importance of history of a patient until present-day experiences. This is greatly evident in the interview where the past medical history of Mr ABC was taken into consideration as it determines the plan of care and their hopes for the future. There is also understanding of relationships that make collaborative interactions between service provider and user, between staffing levels and their carers. Through local community, social connectedness is also promoted where one engages in meaningful activities. The environment encompasses organizational values underpinning the PCC principles. There is responsive support making healthcare provides responsive to individual needs. Organization-wide planning and efforts strengthen individuals and enhance organizational learning. These factors greatly help to guide PCC stimulating active consideration of persons preferences, needs and active participation in intervention selection, goal setting and have positive health outcomes. PCC has been recognized as a broad concept in high-quality healthcare provision. There should be safe, effective, timely, equitable and efficient quality of care for individuals by service providers. Care given should be responsive and respectful enduring that every needs and preference of individuals are governed. In the provision of quality of care, NSQHS suggests that PCC should be provided to individuals at every level of care. Patients experiences about the quality of care provided refer to the experience level where it is mandatory to provide care in such a manner where it should be respectful by careful demonstration of effective communication and sharing of information between service provider and user. The participation of patients and their families is greatly encourages and supported. At the clinical level, patients and their family advisors should also participate in the overall designing of services and programs. The members of quality improvement should take active part icipation in the program with redesigning of teams and participation in planning, implementation and evaluation of change (Entwistle and Watt 2013). At the organizational level, it is quite mandatory to include departments, services and programs for providing quality care. The patients and their families need to be encouraged to be fully active participants in organizational committees for designing and working of facilities for patient safety, patient or family education, quality improvement and research. At the environmental level, patients and their family members perspectives are taken into consideration informing local, federal, state policy agencies for program development. The reimbursements and expectations are set and incentives development encouraging and supporting engagement of individuals and their families in clinical decision making process in healthcare at all levels (Safetyandquality.gov.au 2012). PCC is greatly informed by Australian College of Nursing (ACN) and Nursing and Midwifery Board of Australia (NMBA) standards that promote professional behaviour and effective communication by nurses and midwives while communicating with the patient. Under the Principle 2 of person-centred care by ACN, there is recognition of power imbalances between nurse and person professional relationship in addressing the issue of supportive and collaborative practice in clinical-decision making (Safetyandquality.gov.au 2010). There should also be effective communication between service provider and user regarding health literacy. In PCC, health literacy between nurse and person is important and therefore, should avoid practices enhancing health literacy. For supporting shared-decision making, nurses should take PCC approach for the management of person's concerns in a consistent manner by preferences and values of person. There should be safe nursing practice that is supported by shared-decision making in the provision of care. The PCC model is based on healthcare providers knowledge, confidence and understanding of collaborative care in planning for person. ACN believes that PCC principle is central tenet that underpins delivery of health and nursing care. This nursing standard states that every person should be treated as an individual and it is nurses moral duty to protect persons dignity. While providing care, nurses should respect the preferences and rights of person (Ross, Tod and Clarke 2015). As person-centred communication is involved in PCC, there should be development of therapeutic relationship between care recipients and care providers that are based on mutual understanding and trust. The ability of a nurse in delivering PCC is determined by their attributes, nursing practice and care environment. There should be well-developed interpersonal skills, commitment to person care, self-awareness and professional values. Nurses should also demonstrate professional competence like skills, knowledge, values, attitudes and judgment. They should empower person in making informed decisions and care planning providing holistic care. Care environment elements should support PCC having appropriate staff mix and transformational leadership enabling effective nursing teams development with shared power, supportive workplace and effective organizations. Concisely, ACN supports healthcare organizations in designing and implementing policies that support PCC achieving balance between q uality of care and economic imperatives (Pope 2012). From the above discussion, it can be concluded that PCC is a high priority where the person is involved in the provision of care providing the high quality of healthcare. The provision of care put people at central tenant improving the quality of healthcare services available. This model takes into consideration people needs and preferences while providing care and empower them to become more active in decision-making process. The discussion also explains that PCC improves the quality of care and promote safety by improving the health of people and reducing the burden of disease. The core elements of PCC include access to care and practices conducive towards patient experiences emerged from medical, nursing and health policy literature. PCC is built on biopsychosocial model taking social, psychological and biological levels into consideration concerning health. ACN also believed in PCC and nursing practice is built on this philosophy of emphasizing and strengthening individuals in th e provision of care. References Carlstrm, E.D. and Ekman, I., 2012. Organisational culture and change: implementing person-centred care.Journal of health organization and management,26(2), pp.175-191. Eaton, S., Roberts, S. and Turner, B., 2015. Delivering person centred care in long term conditions.Bmj,350, p.h181. Elwyn, G., Frosch, D., Thomson, R., Joseph-Williams, N., Lloyd, A., Kinnersley, P., Cording, E., Tomson, D., Dodd, C., Rollnick, S. and Edwards, A., 2012. Shared decision making: a model for clinical practice.Journal of general internal medicine,27(10), pp.1361-1367. Entwistle, V.A. and Watt, I.S., 2013. Treating patients as persons: a capabilities approach to support delivery of person-centered care.The American Journal of Bioethics,13(8), pp.29-39. Feinberg, L.F., 2014. Moving toward person-and family-centered care.Public Policy Aging Report,24(3), pp.97-101. Hebblethwaite, S., 2013. " I Think That It Could Work But...": Tensions Between the Theory and Practice of Person-Centred and Relationship-Centred Care.Therapeutic Recreation Journal,47(1), p.13. McCormack, B., Borg, M., Cardiff, S., Dewing, J., Jacobs, G., Janes, N., Karlsson, B., McCance, T., Mekki, T.E., Porock, D. and Van Lieshout, F., 2015. Person-centredness-the'state'of the art.International Practice Development Journal,5. McKay, R., McDonald, R., Lie, D. and McGowan, H., 2012. Reclaiming the best of the biopsychosocial model of mental health care and recoveryfor older people through a person-centredapproach.Australasian Psychiatry,20(6), pp.492-495. Morgan, S. and Yoder, L.H., 2012. A concept analysis of person-centered care.Journal of Holistic Nursing,30(1), pp.6-15. Munthe, C., Sandman, L. and Cutas, D., 2012. Person centred care and shared decision making: implications for ethics, public health and research.Health Care Analysis,20(3), pp.231-249. Munthe, C., Sandman, L. and Cutas, D., 2012. Person centred care and shared decision making: implications for ethics, public health and research.Health Care Analysis,20(3), pp.231-249. Pope, T., 2012. How person-centred care can improve nurses attitudes to hospitalised older patients.Nursing Older People,24(1), pp.32-37. Ross, H., Tod, A.M. and Clarke, A., 2015. Understanding and achieving person?centred care: the nurse perspective.Journal of clinical nursing,24(9-10), pp.1223-1233. Safetyandquality.gov.au. (2010).Patient-Centred Care: Improving Quality and Safety By Focusing Care On Patients And Consumers. [online] Available at: https://www.safetyandquality.gov.au/wp-content/uploads/2012/01/PCCC-DiscussPaper.pdf [Accessed 18 Jan. 2018]. Safetyandquality.gov.au. (2012).National Safety and Quality Health Service Standards. [online] Available at: https://www.safetyandquality.gov.au/wp-content/uploads/2012/01/PCCC-DiscussPaper.pdf [Accessed 18 Jan. 2018]. Wildevuur, S.E. and Simonse, L.W., 2015. Information and communication technologyenabled person-centered care for the big five chronic conditions: scoping review.Journal of medical Internet research,17(3). Zhao, J., Gao, S., Wang, J., Liu, X. and Hao, Y., 2016. Differentiation between two healthcare concepts: Person-centered and patient-centered care.International Journal of Nursing Sciences,3(4), pp.398-402.