How Mark Anthony manipulates the crowd after the death of Julius Caesar Essay Example

How Mark Anthony controls the group after the passing of Julius Caesar Paper Shakespeares play Julius Caesar is a play which clarifies numerous topics, for example, aspiration, envy, catastrophe, respect and uprightness. It was composed between the period 1597 and 1600 AD. The play depends on real occasions which occurred in Rome more than two millenniums prior. Toward the start of the play Shakespeare outlines how Julius Caesar, following an effective crusade, comes back to Rome and is offered the crown. He further clarifies that Cassius, a senior individual from the senate, dreading for the republic, heads an intrigue to kill Caesar. As the play proceeds, Cassius figures out how to welcome numerous to help his motivation among whom was Brutus, a high-positioned individual from the senate. The result of the connivance prompted the passing of Caesar in the legislative hall while the last was absolutely unconscious of the trick. Following the demise of Caesar, Brutus goes up against the residents of Rome and discloses to them how his inclusion in the trick was for an unadulterated and earnest goal and not to submit a pitiless demonstration of treachery. The outcome of this discourse was the relief of general society and their absolute energy about this honorable demonstration. We will compose a custom article test on How Mark Anthony controls the group after the passing of Julius Caesar explicitly for you for just $16.38 $13.9/page Request now We will compose a custom article test on How Mark Anthony controls the group after the passing of Julius Caesar explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer We will compose a custom article test on How Mark Anthony controls the group after the passing of Julius Caesar explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer Finishing up his discourse, Brutus endeavoring to completely console the group, mentioned Mark Anthony to include a couple of words in valuation for what he had quite recently done. Anthony was a nearby buddy of Caesar so his endorsement of the intrigue would be entirely important in demonstrating to the open the honorableness of the demonstration. Anyway Anthony, either for his own advantage or for equity, denounced the trick. This discourse was profoundly powerful and most likely the defining moment of the whole play. It was the explanation behind war and the purpose behind retaliation being taken. Anthonys ground-breaking discourse limits the genuine pith of legislative issues and how speaking impacts are more prominent than any physical apparatuses or quirks to deflect a people. During the accompanying article I will endeavor to examine how Anthonys discourse was powerful and how he thought that it was simpler to speak to feeling instead of thinking to control the residents. Anthonys discourse was significantly increasingly inconspicuous that that of Brutus. He utilizes increasingly circuitous strategies to control the group. He had the option to peruse the disposition of the crowd while he was tending to them. He additionally delayed multiple times during his discourse, causing anticipation, which therefore added to the dramatization that he needed to make. Moreover he even lied and imagined just with the goal that he could pick up the interests of his crowd. Anthonys tone of discourse differed as he talked. This can be seen from the various mentalities depicted in the way in which he talked. By fluctuating his manner of speaking, Anthony would have the option to pick up the enthusiasm of his crowd, though on the off chance that it were dull, the discourse would sound exhausting. The initial hardly any expressions of a discourse are consistently significant in drawing the consideration of the crowd. Anthony tends to the residents as Friends, Romans, comrades (Act 3: Scene 2) as opposed to Brutus who tended to them as Romans, kinsmen and sweethearts. This change, albeit slight, shows a significant difference in the mentalities of Brutus and Anthony. Brutus plainly exhibits that his adoration for Rome is more prominent than any warmth of an individual or close connection. Indeed, even in his announcement Not that I lovd Caser less however that I lovd Rome more. (Act 3: Scene 2) it is apparent of his perception in the improvement of Rome over any preference feeling which would contradict a tranquil and merry future in Rome. Despite what might be expected, Mark Anthony right off the bat requests to the individuals who have cozy relationship with him and afterward makes reference to the Romans and compatriots who are irrelevant in contrast with those whom are cherished and adored. This is a condition prompting his actual expectation to set up that feelings and closeness ought to be considered before the improvement of the state. So Anthony, as a general rule, is attempting to speak to the feelings of the group as opposed to, similar to Brutus, bid to the affection for the group for Rome and their home. Following accepting the consideration of the group, Anthony, cautiously thinking about the mind-set of the crowd, claims I come to cover Caesar not to applaud him (Act 3: Scene 2). People in general, subsequent to tuning in to Brutus, were completely consoled by the temperance of Caesars passing. Moreover the group, as one plebeian affirmed, felt that criticizing Brutus would be wrong and would start the crowds fury and dismay. Anthony got this and consequently chose to adopt an increasingly inconspicuous strategy in debasing Brutus and his intrigue. As the discourse advances Anthony monotonously makes reference to the respectability and respect of Brutus and those that helped him in the homicide of Caesar. Anyway Anthonys genuine purpose was not to elevate Brutus and different schemers, rather to spoil them. Anthony does this by causing honor to show up as a hindrance to seeing the great activities of a person. He specifies respect nearby the murdering of a man who brought numerous prisoners home, hath sobbed and threefold declined the crown. This procedure that Anthony utilized was successful as can be seen from the announcement of one of the plebeians that They were deceivers: fair men? At that point, in the wake of referencing the ethics of Caesar, Anthony censures the conviction of anyone who said that Caesar was yearning since Ambition ought to be made of sterner stuff (Act 3: Scene 2). Likewise the facetious inquiry was this aspiration? is extremely compelling in light of the fact that Caesars significance was simply referenced and by observing Caesar in an inclination way, as Anthony depicted him, it becomes clear that Caesar would not be aggressive. From that point engaging again to the compassion of the group Anthony states Bear with me, my heart is in the final resting place there with Caesar, and I should delay till it return to me. By saying this Anthony shows to the group how he was significantly moved by Caesars destruction. The crowd would clearly have a favorable opinion of Anthony on the grounds that, in contrast to Brutus, Anthony has emotions which are for him agonizing to smother. The groups valuation for this nature of Anthony can be additionally seen by a plebeians guarantee that Poor soul, his eyes are red as fire with sobbing (Act 3: Scene 2). Likewise a portion of the attestations made by the plebeians demonstrate their endorsement of what he needed to state, for example one of them said Methinks he has a lot of thinking in his maxim (Act 3: Scene 2). Later Anthony turns the discourse onto a manufactured will. This will was a misleading untruth which the group were in a flash pulled in to and anxious to hear their offer. This untruth exhibits how whimsical the group are on the grounds that they are presently all the more ready to put stock in Anthonys honesty. They didn't interruption to reflect whether the will is authentic or not as this may prompt questions which will thus prompt the won't being perused out and along these lines nobody being the beneficiary of the seventy five drachmas guaranteed. From the start, Anthony doesn't peruse to them the will considerably after the steady supplications of the group. This is characteristic of the way that he just created the will as snare since he needed to hold them in anticipation and keep them enchanted in whatever he needed to state. He asks the group Will you show restraint? Will you stay for a spell? He does this so as to quiet the group with the goal that he could pick up their consideration. Besides Anthony comments I dread I wrong the noteworthy men whose knife have wounded Caesar: I do fear it Anthony professes to feel regretful. This causes the group trust him more since they to feel that he is blamelessness and is representing equity and not for power. Without further ado a short time later Anthony clarifies why he doesnt read the will immediately. He says You are not wood, you are not stone however men: and being men hearing the desire of Caesar, it will kindle you. Here Anthony, astutely, compliments the group. The motivation behind why these words are so powerful is a direct result of its inconsistency to those expressions of Marullus, who toward the start of the play tended to the residents as You squares, you stones, you more terrible than silly things (Act 1: Scene 1), alluding to their flightiness and idiocy. By saying this, Anthony picks up the trust and love of his crowd. With Caesars body next to him, Anthony lovingly discloses to the group You all know this mantle, I recollect the first run through ever Caesar put it on, twas on a summers evening in his tent. (Act 3: Scene 2) By saying this again Anthony would appear to be an exceptionally delicate and caring man, which everyone venerates. Another prominent manner by which Anthony gets the trust of the crowd is by indicating that he knew the most many-sided subtleties of the occurrence. He says Look in this spot ran Cassius knife through: see what a lease the desirous Casca made: through this the well dearest Brutus cut. By imagining he knows the request where Caesar was wounded, Anthony would be certain that he has the trust of his crowd on the grounds that the group would feel that he knows the real factors and in this way is in a superior situation to make a judgment. Besides Anthony alludes to Brutus as being adored and Caesars holy messenger, which would cause the crowd to feel incredible hostility towards Brutus, who albeit so dear to Caesar, double-crossed him. From this, it very well may be seen obviously that Anthony is engaging the feelings of the residents and not sensible thinking to oppose the backstabbers. To show his guiltlessness and his unadulterated aim to represent equity, Anthony claims I am no speaker as Brutus may be; yet a pla

Knowledge management structures in NATO versus the United Nations Essay

Information the executives structures in NATO versus the United Nations - Essay Example n and information obviously better then it was beforehand conceivable, information the board in associations has likewise the additional element of collaboration, information sharing, correspondence and investigation. A great deal of authoritative information is contained in the heads of faculty inside the associations. Since people have a limited life †range and desire about better chances, all associations have structures which make new information as well as move existing information to those needing it. The idea of the information which is essential to an association is dependant on the assignment or strategic the association is relied upon to perform and various associations may have various prerequisites related with the speed, unwavering quality, volume of data or information which must be imparted for authoritative use. The information the board structures which are established inside associations are formed by the hierarchical necessities for information the executives, which are distinctive for different associations. In this paper, an endeavor has been made to analyze the information the board structures inside NATO with those which exist in the United Nations. NATO, which is a military union, has a prerequisite to oversee a lot of data which can immediately get old and convert this data into information for dependable and secure interchanges for the utilization of assigned work force. The pace at the United Nations is all the more relaxed. Subsequently, the information the board structures at these two associations are somewhat unique. The term information the executives alludes to the administration of scholarly capital which has honey bee depicted as: â€Å"Intellectual capital is scholarly material †information, data, licensed innovation, experience †that can be put to use to make riches. It is the aggregate brainpower†. The term information is emotional to the hierarchical and social setting in which it is being thought of. Information

End of Year Classroom Management

End of Year Classroom Management Julie, Head of Content and Curriculum for TeacherVision, explains the struggles of the last few months of school. By following these tips you will be able to deal with the end of year chaos and get your students to focus on learning. by Julie Mason Are We There Yet? Everything is taking longer than it did before. Students aren’t sitting down and getting to work on their Do Now. No one can find a sharpened pencil. Side conversations about The Avengers and summer plans interrupt your lessons. Students aren’t handing in their homework. Your pile of papers has grown so high that you can no longer see over it or fit it into your tote bag. Sound familiar? The last few months of school are challenging in so many ways, especially when it comes to maintaining your classroom routines and procedures and student behavior. Rather than start a countdown of how many days you have left before summer, respond to this chaos by hitting the reset button. Here are our top tips for classroom management at the end of the school year, and if you are looking for more, check out our hub of classroom management strategies.   Slow Everything Down It can be tempting to speed everything up: your teaching, the amount of time students have to complete their work, and your responses to student disruptions. We start to panic when we realize that we aren’t as far in the curriculum as we planned to be. This panic can result in hitting our own mental fast-forward button. This is where wait time needs to become part of your practice again. Before you call on a student, wait five-ten seconds. Before you move on to the next thing, take the time to answer some questions and do a quick pulse check. Don’t skip asking your students for feedback. If students are misbehaving, take a breath and count to ten before you respond. Strategy: Wait Time One of the most powerful classroom management strategies is to stop teaching and be silent and still. Wait, and the students who aren’t doing what they are supposed to will realize you waiting on them. Don’t waste your energy by telling them what not to do, but show them with your stillness and silence that you can’t teach this way.   Resist the urge to race to the finish and slow yourself down. additional  resources on wait time, check out: Tips and Strategies For Making Student Thinking Visible and Your Secret Weapon: Wait Time.   Make Time For Classroom Community Building In my teaching, I often dropped important classroom community building activities like my class shout outs, and class meetings because we had too much to get done. This was a mistake. In many ways, the activities that emphasize the positive are time well-spent and result in better behaved students.   Strategy: Gratitude Countdown One of my favorite classroom management strategies for shifting the  negative to the positive is a gratitude countdown. We all know our students are going to start counting down how many days of school are left. Rather than become annoyed by this, we can create a gratitude countdown. Each day, we can ask a student so share out one thing they are grateful for in this classroom. They might name a friend who helped them with a difficult assignment or a project that they loved.   Keep track of what they share and type it up for the whole class. You can print a copy and share it with each student as they leave your class to remind them of all the good times the class had together.   Resist the urge to skip community building, and keep doing it.   Let Your Students Teach Depending on the grade you teach, you might have to give your students a final exam. Even if you don’t, summative assessments are a reality as we wrap up the year, and chances are, you need to review with your students.   Strategy: Student-Led Mini-Lessons One of my favorite review strategies is to give students the opportunity to teach the class. Create a list of topics or skills and assign them to students. If you think students will be anxious about teaching the class, let them work in pairs. Let students know what your expectations are for their mini-lesson. Some important criteria to consider are: The amount of time they will have The structure of their mini-lesson Including some guided practice for their classmates Provide students with class time to plan their lessons. This break from the usual routine can be especially helpful late in the year. Make sure that students have deadlines and know what they are expected to complete during class time so you can hold them accountable.   Resist the urge to control the class, and let the students take ownership over their review. Provide Opportunities For Choice I don’t know about you, but one of my biggest challenges at the end of the school year was when my students started asking me, “why are we doing this?” and “do we have to do this?” There was a lot more pushback in May than there was in November.   One of the most effective ways to combat this pushback was to use Choice Boards.   Strategy: Use Choice Boards A choice board is an instructional approach where students are given options in how they will learn and/or what they will do. For example, you may offer students three choices for independent reading time: read by yourself, read with a partner, or listen to the audiobook. You might also provide different assignments and activities for practicing one skill like writing using figurative language or long division.   My students loved having a choice, and I tried to make the choices as creative and varied as possible. Planning a choice board does take time, but the benefits are worth it.   Resist the urge to teach one-size-fits all, and incorporate choice into your teaching. For choice boards that you can download, print, and use, check out: Multiplication Choice Board, Division Choice Board, and Time Choice Board.   Go Ahead and Count Down And if all else fails, use positive reinforcement as much as possible. Try to focus on what is working rather than what isn’t. Remind yourself that you are doing the best you can, and don’t take it personally, and if you need to, start counting down the days.   How do you keep your students on track at the end of the year? Share with us on Instagram, Facebook, Twitter, and Pinterest. Julie Mason is the Head of Curriculum and Content for TeacherVision. She taught middle and high school English for eight years, and then worked as an instructional coach, supporting K-12 teachers to blend and personalize their classrooms. She has a BA in English from Connecticut College and an MA in English Education from New York University.

Mary Shelley s A Vindication Of The Rights Of Women

The notion of what it means to be human is heavily addressed in Mary Shelley’s Frankenstein, as Victor Frankenstein, the eponymous character, produces a creature that resembles a human in both an internal and external sense. Despite the creature’s obvious human-like qualities, society rejects him continuously. To some extent, this blatant disregard resembles the difficulties that accompanied the feminist movement. Mary Shelley’s mother, Mary Wollstonecraft, wrote A Vindication of the Rights of Women, which is now recognized as one of the earliest feminist works. This work famously compared the plight of females to that of slavery, writing that women are bound to â€Å"slavish obedience† (Wollstonecraft 158). Wollstonecraft explains â€Å"it is vain to expect virtue from women till they are, in some degree, independent of men† (149). In other words, Wollstonecraft argues that women are only spiteful when they feel they are marginalized. Just like wom en in the eighteenth century, the creature in Frankenstein struggles to maintain his rights, as Victor constantly deems him inhuman. The creature displays human-like qualities through his abilities to communicate, understand emotion, and self-reflect. The aggression he shows throughout the novel is merely a consequence of his untimely abandonment by his creator. As indicated throughout the novel, humaneness does not lie in external appearances, but in an ability to feel compassion and have rational thoughts. The creature’s capacity toShow MoreRelatedAnalysis Of The Poem Deja Williams 2890 Words   |  12 PagesDeja Williams  †¢ Introduction ​Mary Wollstonecraft was born April 27, 1759, in London. She was the second child and eldest daughter of Elizabeth Dixon, who hailed from Ballyshannon, Ireland. Mary’s father, Edward John Wollstonecraft, was a handkerchief weaver. 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An Analysis Of Peter Gronn s Article Distributed...

Conventionally, leadership had been long assumed to be thought of the following of a group or many a groups under a single leader, as described in Peter Gronn s article Distributed Leadership as a unit of analysis.† However, according to Gronn, this traditional form of thinking where one person or unit rules all (â€Å"leadership is basically doing what the leader wants done†) is faulty and ultimately leads to a counterproductive performance from the group as a whole, as everything falls upon one layer of responsibility. In addition, he identifies three major chinks in the solo-style leadership model’s armor: the almost-too simplistic dualism of the â€Å"leader-follower† set-up; the exact qualifications of what constitutes a leader and said leader’s leadership (which harkens back to the classic English idiom, â€Å"Who died and made you king?†); and anti-leadership, which as its name suggests, is the dismay of the idea of any form of necessar y leadership. Rather, what the article suggests is leaning towards the opposite end of the spectrum; a multilayered infrastructure of leadership and command - a â€Å"distributed leadership.† What is distributed leadership, exactly? Distributed Leadership for learning and teaching is a leadership approach in which collaborative working is undertaken between individuals who trust and respect each other’s contribution. It occurs as a result of an open culture within and across an institution. It is an approach in which reflective practice is an integralShow MoreRelatedDistributed Leadership For Learning And Teaching1362 Words   |  6 PagesTraditionally, leadership had been thought of as a single person that leads or directs a groups or many groups as described in Peter Gronn s article Distributed Leadership as a unit of analysis.† However, according to Gronn, this conventional form of thinking, where one person or unit rules all (â€Å"leadership is basically d oing what the leader wants done†) is faulty and ultimately leads to a counterproductive performance from the group as a whole, since everything falls upon one level of responsibility

Night Creature Crescent Moon Chapter 32 Free Essays

I tore my gaze from the flames. â€Å"You’ve done this before, right?† â€Å"A few times.† â€Å"Anyone spend the rest of their days mumbling and drooling? Any former customers sitting in a corner of the insane asylum doing this?† I took my index finger and wagged it back and forth across my bottom lip, making the crazy noise from childhood. We will write a custom essay sample on Night Creature: Crescent Moon Chapter 32 or any similar topic only for you Order Now â€Å"Not yet,† she said. â€Å"Great† â€Å"I’m not saying it isn’t dangerous, and maybe we shouldn’t do it† I considered her warning, but I wanted to know the truth. I was tired of being confused. â€Å"When the loas come I want to ask more than if I’m under the influence of a love spell. I want to know if there’s a loup-garou and, if so, where can I find it?† She smiled. â€Å"You don’t exactly ask questions.† â€Å"What then?’ â€Å"You’ll be her – or she’ll be you. As one.† My skin went a little prickly, a little cool, and I shivered. â€Å"What if†¦Ã¢â‚¬  â€Å"What?† â€Å"What if she doesn’t want to leave and I’m stuck with voices in my head forever?† I wondered momentarily if that was what was wrong with schizophrenics, then shook off the notion. Not every person who heard voices could have been the recipient of a voodoo-loa ceremony. Or at least I didn’t think so. â€Å"Relax, Diana. Erzulie is a goddess. As much as we enjoy our time on earth and fight not to leave it, to her this place sucks.† She probably had a point. â€Å"Ready?† I took a deep breath. Was I? â€Å"Yes.† Cassandra knelt next to the flat stone, which resembled an altar, picked up the clay bowl, and started to mash the ingredients together with a pestle. â€Å"What should I do?† I asked. â€Å"Sit. Relax. Open your mind.† Easy for her to say. My mind had been closed for most of my life – especially to stuff like this. But I sat on the floor and continued to breathe deeply. Hyperventilating would probably scare away the loos. Cassandra spread the concoction on the altar; then she spread some on my forehead. I cringed, but she didn’t stop. Instead she began to chant in another language. Luckily, the stuff was pink and smelled like flowers. If it had been blood, I was out of there. She picked up a rattle that appeared to be encircled with bones – I didn’t want to know whose – then shook it Lazarus hissed, and she scooped him up as she passed his box. In front of the veves she stopped and tapped the heart with the rattle. â€Å"I ask you, Legba, to open the door for the spirits.† The wind returned, swirling through the closed room, skimming the candles, lifting my hair. Something pushed at my forehead, something I couldn’t see. I closed my eyes. Instead of black, there was a wash of silver, like the full moon shining on a still lake. I actually heard the lap of the water, smelled it, too, could almost feel the cool, gentle drift on my skin. Let me know the truth, I thought, and opened my eyes. The candles went out. Every last one of them. Open your mind. â€Å"Cassandra?† â€Å"I’m here.† â€Å"Did you say something?† â€Å"I said, ‘I’m here.'† â€Å"Before that† â€Å"Wasn’t me. You heard Erzulie. Listen to what she says. Hold on; I’ll light the candles.† I wasn’t sure how to open my mind. I wasn’t the touchy-feely type. A cool finger brushed my forehead. Open. I closed my eyes again and imagined a door. Reaching out, I turned the knob and pushed it open. On the other side a woman waited. She was tall, voluptuous, with mahogany skin and the best Afro I’d ever seen. I expected her eyes to be dark, too. Instead they glowed silver. Her body was covered in a loose white robe that looked really comfortable, as did her sandals. She beckoned, and I stepped into a midnight garden. â€Å"Where am I?† â€Å"Physically, still in the temple, but your mind has joined with mine.† Her voice was as lovely as she was, smooth, calm, the voice of a woman who knew her own strength, her own place, all the answers. The garden was filled with flowers in colors I’d never imagined. The moonlight caused them to appear as if they’d been painted with rain. But the air was warm, comfortably moist, like the last day of summer before autumn descends. â€Å"Are you Erzulie?† I asked. â€Å"What is it you wish to know?† Was that an answer? For her, probably. â€Å"Am I under the influence of a love spell?† â€Å"Perhaps.† â€Å"Is there a loup-garou?† â€Å"What do you think?† I frowned. This was not going well. â€Å"All I want is the truth.† â€Å"And the truth you will have.† She led me down a rock-strewn path. Not the usual gravel but a hardscrabble gray rock that reminded me of the moon. As we walked, her robe changed colors, reflecting every shade of the moon – white, silver, blue, gold, even red. â€Å"Where can I get one of those?† I asked. Erzulie’s lips curved as she pointed to one flower amid a hundred others, the bright red petals unmuted by the night. A fire iris. â€Å"Take a piece,† she murmured, â€Å"and the truth will come to you.† â€Å"I thought the fire iris was bad luck. That they attracted animals† She turned her cool, silver eyes in my direction. â€Å"The truth comes with some risk.† I guess everything worth having did. As I tore a tiny petal from the fire iris, the now-familiar scent of cinnamon in flames tickled my nose. â€Å"Which truth are we talking about?† I asked, and turned. The garden was empty except for me. I blinked, and I was back in the temple. The candles were lit Cassandra stared at me as if transfixed. â€Å"Which truth?† she whispered. I opened my hand. In the center of my palm lay a bright red petal. Then I opened my mouth and two voices came out – mine and Erzulie’s. â€Å"All of them.† How to cite Night Creature: Crescent Moon Chapter 32, Essay examples

Aseptic Techniques free essay sample

Aseptic techniques may be adopted in a number of environments including surgery, community and ward based nursing. There are many procedures which require asepsis such as inserting a catheter, suturing a wound (Aziz 2009) or inserting a vascular access device (NICE 2013). I will be looking at the use of aseptic techniques when dressing a wound in particular. Wounds can be divided into two categories, surgical and traumatic. Surgical wounds are produced and closed under controlled conditions intended to prevent the access of microbes, healing by primary intention. Traumatic wounds may be heavily contaminated with microorganisms and are left open to cleanse and heal by secondary intention (Ayliffe et al 1999). Wound dressings are carried out frequently on wards and in the community and can involve leg ulcers, pressure sores and less superficial wounds healing by primary intention. Wounds healing by secondary intention are left open to allow the free drainage of exudate and the formation of granulation tissue to fill the cavity (3M 2013). I will explain the importance of the techniques used, when it is required for them to be used and why it is relevant to contemporary nursing practice. I will discuss the risks associated with the techniques, how they should be performed with a range of opinions from evidence based practice including the rationale behind the technique. The aseptic ‘non-touch’ technique (ANTT) is based upon theoretical framework and best available evidence (ANTT 2011). It is adopted when attending to wounds which require aseptic conditions. The procedure is comprised of four points which focus around timing, equipment, the patient and the technique (Aziz 2009). Rowley (2010) describes aseptic non-touch technique as a method of changing a dressing without directly touching the wound. Ayliffe et al (2000) concludes; by ensuring that only sterile fluids or uncontaminated objects make contact with the wound, an aseptic field can be maintained by preventing the contamination of susceptible sites. Firstly the nurse must make the decision about which technique to adopt, this may be dependent on a number of factors. The location the procedure is being performed in may influence the nurse to choose one technique over the other. District and community nurses may choose the clean technique as it is believed that it is not always possible to achieve a completely aseptic field in a patients home. The longevity of the wound will also contribute to the decision to use the clean or aseptic technique. Chronic wounds may be treated as infected and therefore a clean procedure will be used however an acute short-term wound may be treated aseptically (Flores 2008). According to Aziz (2009) the technique is comprised of effective hand washing, maintaining an aseptic field and glove choice. A clean, flat surface is required to place sterile equipment on, this should be a dressing trolley on a ward. In a patients home it may be a chair, table or even the floor. A ‘wound dressing’ kit is made up by the nurse and should have a sterile dressing pack, the appropriate dressing, bandages, scissors, hypo-allergenic tape and syringes for irrigation. It should also contain personal protective equipment (PPE), including gloves, an apron and also alcohol hand rub. A solution for cleaning or irrigation which may consist of sodium chloride (normal saline), sterile water or an antiseptic solution should be included depending on the type of wound and method chosen for cleansing (Pegram and Bloomfield 2010). The procedure involves creating a sterile environment, removing the old dressing or cleansing the wound and area surrounding it. Depending on the type of wound this may include debridement, swabbing or using fluids to remove debris and necrotic tissue. Some patients may even prefer to shower their wounds with tap water. This should be discussed with the nurse as a preferred and more suitable method for irrigation, as swabbing may damage fragile granulation tissue (Briggs 2008) as cited by Griffiths et al (2001). Once the wound has been cleansed a new dressing appropriate for the type of wound should be applied as quickly as possible to minimise airborne contamination (Pegram and Bloomfield 2010). All equipment used in the procedure should be put in the waste bag provided and disposed of in an appropriate bin. The ANTT may be used by nurses when they are cleansing wounds or changing dressings. Wounds healing by primary or secondary intention should be approached in the same manner whether the wound is open or closed ensuring asepsis throughout. A solution that is non-toxic to the tissue is used to remove debris, wound exudates and metabolic wastes, these processes are used to cleanse the wound and help to promote wound healing (Briggs 2008). The ANTT should be adopted when attending to surgical site wounds, pressure ulcers, diabetic foot ulcers, leg ulcers and less superficial wounds such as skin tears and scrapes where the integrity of the skin has been breached or compromised and no longer provides an effective barrier to microorganisms. Aseptic technique skills are relevant to contemporary nursing practice as they limit the spread of contamination from infected wounds to other parts of the body or to healthcare staff. Methods such as debridement and cleansing with tap water or normal saline help to remove metabolic wastes, slough and dead skin cells. However Briggs (2008) explains that there is no research to support or refute swabbing or scrubbing wounds to cleanse them. Applying the correct dressing such as an interactive dressing promotes the wound healing process by creating and maintaining a moist, warm environment ideal for the growth of microorganisms (NICE 2013). This environment is also favourable to microorganisms which are pathogenic, which is why maintaining an aseptic field is vital to prevent contamination of a patients wound. In order to stay relevant the original ANTT guidelines have changed slightly in keeping with a reduction in healthcare costs and time spent on individual patient care. Forceps were once used to remove dressings however this required sterilization of equipment prolonging the procedure. The modern day technique encourages using the hand placed in the sterile waste bag to remove dressings, this reduces the time taken performing the technique and the need for unnecessary cleaning of equipment. A breach in skin integrity such as a wound reduces the skins protective mechanisms, due to a reduction in the body’s defences the patient is more vulnerable to acquiring a healthcare associated infection (HAI) (PRACTICE NURSE 2003). The (hand in hand 2008) DVD recorded that 9% of the UK population have suffered from a HAI. HAIs account for more than 5000 deaths annually at a cost of ? 1 billion to the NHS (AZIZ 2009). Due to the increasing risk factors patient safety should be of the highest importance when performing the aseptic technique (Preston 2005). Aziz (2009) has a similar opinion in that all healthcare workers should exercise universal infection control precautions whether the risk is known or unknown in order to protect themselves and their patients from the transmission of nfection. Before, throughout and after the procedure has been performed risks should be taken into account and the appropriate tools to recognise, monitor and manage a risk should be used (Flores 2007). Hand hygiene, aseptic techniques and use of PPE are risk elements identified by the DoH (2006). The necessary education, training and assessment should be provided to all healthcare workers performing the procedure, so that their tec hnique is kept up to date and relevant. (Unsworth 2011). In addition audits and review tools could be used to monitor and improve the quality of infection prevention and control when performing aseptic techniques. Nurses’ are required to keep their knowledge and skills up to date (NMC 2008) and should adhere to risk assessment protocols, including audits and attending updates on developments in healthcare practice (Preston 2005). By completing these checks the nurse is aiming to eliminate the risk of infection in the procedure. It is difficult for nurses in practice to perceive the relationship between contamination, colonization and infection (Preston 2005) when the threat cannot be seen. Meers et al 2001) conclude that it is not known at which point open wounds, which have been colonized by the patients own microbial flora become infected. This reiterates the need for aseptic conditions as wounds have the potential to be infected by multi-resistant hospital strains of bacteria (Meers et al 2001). Health and safety risks can be lim ited by getting to know your patient. The success of the procedure may depend on the cooperation of the patient, this may prove difficult if the patient lacks mental capacity or has a learning disability. Depending on the environment, type and location of the wound it is the nurse’s responsibility in deciding which technique to use. In some community settings such as a client’s home it may only be possible to achieve a clean field rather than an aseptic field. Hallett (2009) has shown this is often the case, in his research nurses have highlighted the difficulties of maintaining control over an aseptic procedure due to the unpredictable nature of the environment. The technique is reliant on the nurse carrying out effective hand washing before, after and each time they believe their hands to be contaminated. The World Health Organisation recommend using the ‘5 moments for hand hygiene’ approach when providing patient care. This involves washing the hands before patient contact, before an aseptic task and after body fluid exposure. Hands must be cleaned each time after touching a patient or any items in their immediate surroundings (WHO 2009). This approach may not always be possible in community settings and in this instance alcohol hand rubs should be used. Personal protective equipment must be worn in the form of disposable gloves and an apron. The dressing can be removed by placing the hand inside the waste bag which comes in the sterile pack. Some guides will recommend washing the hands again however there is no research evidence to support this. Alcohol hand gel should be used at this point before donning sterile gloves, assessing, cleansing and dressing the wound. PPE should then be removed and discarded along with the sterile dressing pack followed by washing the hands (Preston 2009). Before starting the procedure it is important to gain consent from the client and ensure they understand what is going to happen. It is the nurse’s responsibility to minimise pain and promote the general wellbeing of people in their care (NMC 2008). Through communicating with the patient the nurse can ascertain whether any pain relief will be required. This is an important factor as having a painful wound can be disabling and interfere with self-care, sleep and can cause anxiety and depression (Benbow 2009). Throughout the procedure it is also important to inform the patient and involve them in the process, this can help to alleviate any anxiety (Pegram and Bloomfield 2010). In some situations there may be barriers to providing the best possible care, for example a client may have a learning disability, mental health problem or cognitive impairment. Age and gender may be an issue when attending to patients’ wounds. For example a female patient may not wish for a male nurse to attend to a wound that is situated in a sensitive location that may be embarrassing to them. It is always important to consider actions that may compromise a patient’s dignity and to respect their choices. Younger clients including children and infants may not understand the procedure and therefore are uncooperative. It is imperative the nurse has the permission and cooperation of the parent or guardian. There may be a language barrier if English is not the patient’s first language, in this case it is the nurses responsibility to act in the best interest of the patient. This may mean using an interpreter or asking a family member or friend who speaks English to translate for the nurse so that the patient understands and is comfortable with the procedure. In extreme circumstances a patient may have an adverse reaction or sensitivity o part of the equipment required for the technique such as the gloves, saline or type of dressing. It is helpful to be aware of this, check patients past medical history and use alternative products which have been authorized by infection prevention and control. Furthermore when adhering to patients with mental health problems it is sensible to have another responsible adult present who recognises their needs. A third party such as a carer, nurse or family membe r will be able to account for the nurses actions and provide evidence that they attempted to provide the best possible care for that patient. Legislation is vital in the nursing profession, the correct documentation will protect the nurse if there are any problems and hold the correct person responsible, providing it is completed correctly. On a ward a patient will have a wound care plan in which the nurses’ will document the type of care they have provided and the type of dressing they have applied, it is a similar format in the community. This ensures that there is a record of what care has been given, why and who performed it. In addition location, size and depth may prove difficult when dressing a wound. For example a client with a pressure sore on their sacrum will need to be on their side for most of the procedure, this may require another nurse or healthcare worker depending on the cognitive ability, cooperation and mental capacity of the patient. The Aseptic technique is relevant to contemporary nursing practice as it provides a framework for maintaining an aseptic field when attending to wound care. It aims to protect patients and other healthcare workers from healthcare associated infections and to prevent the transmission of microorganisms to wounds (Preston 2005). Aziz 2009) argues the technique needs to be given a higher priority as we cannot physically see the problem and some nurses become complacent with infection control due to this fact (Preston 2005). Despite the ANTT being implemented across NHS trusts to standardize the procedure, there is still little evidence to suggest that the aseptic technique is more beneficial than the clean technique (Aziz 2009). With regards to hand washing it is widely recommended that hands must be decontaminated before and after direct contact with a patient which could result in the hands becoming contaminated (Pratt et al 2007). However this does not always occur as it should. Hanna et al (2009) established that compliance with hand washing guidelines decreased as workload and stress increased. Hanna et al (2009) and Aziz (2009) agree that the healthcare workers perception of risk of infection and their own susceptibility play a part in adhering to effective and regular hand washing. The use of sterile or non-sterile gloves are part of standard universal precautions and hands should be washed before and after donning gloves as they cannot always provide complete protection against hand decontamination (Flores 2007). In conclusion the aseptic technique is relevant and beneficial to contemporary nursing practice however in some circumstances it may not always be possible to achieve an aseptic environment and in this case the ‘clean’ technique should be adopted. It is widely agreed that the aseptic technique has become incorporated into nursing ritual and is often based more on tradition than on rational reason or research evidence (Wilson 2006). With regards to wound care the clean technique could be adopted in many circumstances, particularly with chronic wounds such as leg ulcers (Unsworth 2011). The only difference between the two procedures is the use of clean rather than sterile gloves. In my opinion there is much uncertainty about when exactly the aseptic technique should be used. There needs to be more research from evidence based practice to support the procedure especially in community settings, due to the increase in developing out-of hospital care based in patients’ homes (Unsworth 2011).