Literary Aspects Of Annes S - 2041 Words

Anne’s case presents a two-fold result for historians. On a macrocosmic scale, Anne’s self-fashioning presents women’s social roles in a game intended for them to lose. Microcosmically, however, it presents the case of the consequences of a queen who would be king. Of course, Anne’s execution presents the most obvious proof of this claim and the common outcome for rivals to a monarch. However, on a more personal level, Henry’s destruction of her personal effects offers deeper evidence of their rivalry and his determination to diminish her legacy. Without her personal items and letters, the scholar turns to her two extant portraits. Holbein’s portrayals of the smirking young woman proves the commissioner’s idealized lady, as well as what they desired to show her as. This destruction of items relating to her time as Queen leads any examination of Anne to rely on what is known, rather than what would successfully relate her to her peers t hroughout history, in order to determine her role in ruling. Continuing from the literary aspects of Anne’s life, the scholar finds the physical remnants, two paintings. The first work, commonly called the Hever Rose Portrait, hangs still at Hever Castle in Kent, encapsulates exactly what sort of persona and attitude the commissioner saw in her and desired others to see. The darkness of the portrait promotes mystery, a charm not often harnessed by noble women. As seen in Vives, Capellanus, and Mallory’s works, aloof women align with, but doShow MoreRelatedPersuasion - Austen s Canonical Final Words1466 Words   |  6 Pagesreflects early 19th century Britain in a way that resonates with current modernistic society, thus justifying its inclusion in the Literary Canon. The 18th-century, Romantic, and Victorian eras are all used to describe Austen s work but none quite appropriately categorises its artistic flair (Robens, M. 2004). Initially, the work encompasses a range of behavioural aspects, social beliefs and satirical value consistent with the customs of its time and hence, was significant in the past. MoreoverRead MoreWriting At The University Of Sydney1506 Words   |  7 Pageswas an act of defiance against his Roman Catholic faith as it seemed as though he was betraying the sanctity of marriage and the traditions it held. Due to this, Donne and Anne were persecuted in their social circles and became excommunicated from Anne’s family. For the successive seven years, Donne began to question the validity of his marriage, his faith and his life in general. In 1609, Donne and his family in-law reconciled and the lovers were finally welcomed back by their families and friendsRead MoreAnne Brontes Literary Success as a Visionary Writer1908 Words   |  8 PagesAnne Bronte as a visionary writer: her literary success I am reminded of a parable as to what happens when one desires to beat time. A childless couple approached the Perfect Master for his grace to be blessed with progeny. The Master who had the power to know the past, present and the future, advised them that they were not lucky in this respect in this birth. They pleaded for His grace and the Perfect Master warned them of the consequences of taking liberty with the laws of nature. Yet, the coupleRead MoreWomen s Rights Of Women1708 Words   |  7 PagesIt wasn’t until the early 1960’s when second wave feminism got its start. It focused primarily on mass social change and fought some of the oppression women were and still are facing today. It brought freedom for women in regards to their reproductive rights and sexuality amongst other things. Prior to this cultural shift, the women’s role in society was set. The image of the nuclear household dominated the time, and women were not only expected but in a way forced to become housewives and childRead MoreRethinking Mercantalism Essay15042 Words   |  61 PagesRethinking Mercantilism: Political Economy, the British Empire, and the Atlantic World in the Seventeenth and Eighteenth Centuries Author(s): Steve Pincus Reviewed work(s): Source: The William and Mary Quarterly, Vol. 69, No. 1 (January 2012), pp. 3-34 Published by: Omohundro Institute of Early American History and Culture Stable URL: http://www.jstor.org/stable/10.5309/willmaryquar.69.1.0003 . 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A) all aspects of the offering that directly affect consumer preferences B) all needs and wants of customers C) all direct or indirect interactions between the customer and the company D) all interactions between customers and competitors E) all factors that

Various Factors of Intercultural Encounters Essay

Class discussion and analysis has been centered on interactions between Africans, African Americans, Europeans, and European Americans. Through various texts and genres, the class has been shown various intercultural encounters that have shaped the perceptions of the people of the twenty-first century. Many factors play a role in intercultural encounters. This paper examines three such factors: race, gender, and education. Examination of these three factors will ultimately give the reader choices to choose out of when deciding what factor is the most responsible for shaping the intercultural encounters that have been presented in class texts. When looking at intercultural encounters, it is important to keep in mind the complexity†¦show more content†¦Gender degradation is bad in and of itself. When added with the fact that Tambu is a young African women, whose race is already degraded, the uphill battle that Tambu faces is tremendous. The gender inequality here is a form of the power dynamic system discussed above. The superior figure here is Babamakuru. Not only is he superior because he is a male, but also because he is educated; education that came from the white man’s ways. It is then important to note that race is not always in direct relation with an intercultural encounter. For example, Babamakuru and Tambu are both Africans. However, one has been acclimated to the white man’s ways. Moreover, that acclimation is actually what Edward Blyden discusses in great detail in his essay â€Å"The Aims and Methods of a Liberal Education for Africans.† Says Blyden: â€Å"They (Africans) attempt to copy and imitate them, and share the fate of all copyists and imitators. Bound to move on a lower level, they acquire and retain a practical inferiority, transcribing very often the faults rather than the virtues of their models† (Blyden, 65).Inferiority. The common denominator that all blacks have. In fact, no matter your race, gender , or education level, there is this innate inferiority that the whole black race shares. This innate inferiority is wide in scope and complexion. Blyden emphasizes that in talking about the dependence the black race has become accustomed to while dealingShow MoreRelated Diversity Essay901 Words   |  4 Pages Encounters between people of different cultural backgrounds have existed forever.People have always thought bout things that were unusual in other cultures. But, those encounters were relatively slim in early days today, they are almost part of everyday life, At the same time, the interchange between cultures has jeopardized their very existence, and the emergence of a diverse culture, a fixation often referred to as globalization.. Primarily, what makes cultures different from each other is itRead MoreUnderstanding Cultures And Intercultural Communication1512 Words   |  7 Pages â€Å"Understanding cultures and intercultural communication in terms of countries and nationalities is no longer relevant or effective.† Evaluate this statement, referring to relevant theories and using examples where appropriate. Student ID: 6749473 Academic subject: MSC Accounting and Financial Management Word count: 1511 Topicï ¼Å¡Ã¢â‚¬Å"Understanding cultures and intercultural communication in terms of countries and nationalities is no longer relevant or effective.† Evaluate this statement, referringRead MoreIntercultural Conflict : Intercultural Conflicts1382 Words   |  6 PagesIntercultural conflicts 1. Identify and describe the types of intercultural conflict, giving examples for each. 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This essay will mainly talk about the content of intercult ural communication with the recognizedRead MoreIn A Conversation I Had With My Friend Rachel, I Was Describing1638 Words   |  7 Pagesopportunity and thus racism is no longer a factor in ongoing racial inequality. We did not agree on what happened to Aisha because we have different perspectives on the role of racism in today’s society. Our different perspectives made us unable to stand one another and these perspectives arose from our own experiences in society and our respective cultures, races, and appearances. In order to understand how our encounter was problematic and intercultural, we must first examine who I am and who RachelRead MoreClynes Revision of Grices Maxims Essay2189 Words   |  9 PagesGrice’s Maxims have been criticised for being too Anglo-centric. Michael Clyne proposes revisions to the four maxims in his 1994 book Intercultural Communication at Work. Do Clyne’s revisions of this model go far enough in universally accounting for intercultural conversation? Why or why not? Grice’s General Cooperative Principle has been under continuous debate for the past three decades. It is mainly through the maxims that Grice’s paradigm has been challenged as highly ethnocentric, howeverRead MoreTalking about Cultural Intelligence1887 Words   |  7 Pages Understanding, however, is crucial. One small example: the term deadline means agreed delivery date in the United States. However, it would signify within an estimated time in Latin America. Such nuances pose a challenge to the leaders who lead various groups, whether it is direct or geographically dispersed operations performed in different countries teams. The need for global leaders who can to lead effectively across cultures, coupled with the shortage of people with this ability is one of the

1972 Title IX An Enormous Boost for Women’s Athletics Free Essays

â€Å"No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any educational program or activity receiving federal financial assistance.† – Title IX of the Education Amendments of 1972 Title IX has had a profound impact on the American athletic culture since it was included in the Educational Amendments of 1972. In fact, according to the â€Å"Save Title IX† group (www. We will write a custom essay sample on 1972 Title IX: An Enormous Boost for Women’s Athletics or any similar topic only for you Order Now savetitleix.com/coalition), an alliance of sixty organizations spearheaded by the National Coalition for Women and Girls in Education (NCWGE), in 1971 there were 32,000 women in varsity intercollegiate sports in U.S, colleges and universities; but by 1997, thanks to Title IX, there were 160,000 women participating in interscholastic athletics on university and college campuses. On high school campuses the rate of growth of girls playing sports was even more dramatic – based on athletically-inclined girls† knowledge that they would be able to participate in intercollegiate sports in college: in 1971, the year prior to Title IX, there were 294,000 girls playing interscholastic sports, and by the 2002-2003 school year, over 2.8 million high school girls were playing interscholastic sports. According to the American Association of University Women (AAAUW) Title IX, when enacted by Congress thirty-five years ago, specifically prohibited discrimination based on gender and marital or parental status in: admissions; housing and facilities; college and university courses; career guidance and counselling services; student financial aid; student health and insurance benefits; and â€Å"scholastic, intercollegiate, club, or intramural athletics.† And there is a three-part test to determine of a university or college is in compliance, the AAAUW Web page explains: the first prong is based on the proportion of female students attending the institution compared with females participating in intercollegiate sports; prong #2 examines whether the school has a track record of expanding sports opportunities for women; the third prong: is the school adequately accommodating women†s athletic interests and abilities? Main Body of Literature and Assessment of Challenges to Title IX Meantime, studies show that today, one out of three high school girls are playing sports on a school team. That is a very good thing, according to an article in the Journal of Gender, Social Policy The Law (Brake, 2004): â€Å"Studies show that girls who compete in sports not only receive a physical benefit, but also benefit academically and socially,† Brake explains. Girls playing sports have â€Å"higher self-esteem, less risk of depression,† less likelihood of â€Å"engaging in high-risk behaviors,† and also, those young women â€Å"perform better in school than girls who do not play sports,† Blake†s article continues. Moreover, engaging in vigorous athletic activities on a sports team – at the interscholastic and intercollegiate levels – gives girls and women â€Å"the opportunity to develop new relationships with their bodies, as a source of strength and learning.† Meantime, the many positives listed above notwithstanding, all is not well in the world of Title IX. â€Å"Like other social institutions, sport has been resilient in preserving male privilege in its deepest structures,† Brake†s piece continues. Borrowing a phrase from Professor Reva Siegel called â€Å"preservation through transformation† – which means avoiding direct conflict with institutional shifts in ideology while maintaining â€Å"the underlying structure of inequality† by regrouping, according to Brake, â€Å"to preserve the central features of male privilege in sport.† Brake†s example of â€Å"preservation through transformation† in university sports is â€Å"the devastating loss†¦of positions for women coaches and athletic administrators.† To wit: the percentage of women coaching female athletes in college â€Å"has dropped from ninety percent in 1972 to forty-four percent in 2002, the lowest level on record.† And though 361 new coaching positions were created in women†s athletics between 2000 and 2002, Brake explains, â€Å"more than ninety percent of them were filled by men.† Brake†s second example is that prior to Title IX, women†s athletic departments were managed separately from men†s, and women held â€Å"virtually all of the administrative positions for women†s sports†; today, in the Title IX era, the two departments have merged, and women â€Å"remain tokens in leadership positions† in intercollegiate athletics. â€Å"By linking leadership and competence in sports with maleness,† Brake continues, â€Å"sport†s leadership structure reinforces women†s marginal place in sports and reinserts a risk that the empowering potential of sports will be thwarted by gender dynamics that reinforce male dominance,† according to Brake†s article. Beyond that, there exists â€Å"a massive divide in salaries for coaches of men†s sports and coaches of women†s sports,† Brake concludes, and Title IX does â€Å"next to nothing† about those disparities. Meanwhile, a challenge to the intent and policies of Title IX was established under the administration of George W. Bush, in 2002: called â€Å"The Commission on Opportunities in Athletics,† it was administered by the U.S. Department of Education (DOE), and clearly, from the outset, the intention was to address the problem at universities where some minor men†s sports were pushed out by emerging women†s sports, vis-à  -vis the law that is Title IX. In a Chronicle of Higher Education article (Staurowsky, 2003), the writer – chair of the department of sports management and media at Ithaca College – asserts that the strategy the panel followed lacked â€Å"coherency† and that the process â€Å"was seriously flawed.† Staurowsky writes that the members of the panel revealed â€Å"skewed power dynamics†: they all were educated in or worked for, the Division I institutions â€Å"that have been most visible and vocal† in challenging Title IX compliance regulations. The panel, for example, â€Å"almost unanimously† supported a proposal encouraging the DOE to â€Å"explore an antitrust exemption† for college sports, â€Å"which would trade institutional promises to cease discriminating against students on the basis of sex for a government promise to protect the financial interests of football and men†s basketball†¦Ã¢â‚¬  That proposal â€Å"defies logic,† Staurowsky asserted. At the conclusion of the panel†s research, only minor changes in Title IX were initially proposed by DOE; however, according to an Education Week article (Davis, 2005), the DOE has recently given universities a way to meet Title IX guidelines by having female students email their response to questions like, â€Å"Do you believe that you have the ability to participate (in a particular sport) at the level at which you indicated interest?† And apparently, if sufficient positive answers are received by the DOE, a school passes muster regarding Title IX. â€Å"We think†¦this allows schools to skirt the law,† said Neena Chaudhry, an attorney with the National Women†s Law Center. Miles Brand, the NCAA president, was also interviewed in the Education Week article, saying the email survey â€Å"will not provide an adequate indicator of interest among young women in college sports, nor does it encourage young women to participate – a failure that will li kely stymie the growth of women†s athletics.† There will be more challenges for Title IX, and certainly there is a good chance that the Bush Administration will continue to attempt to â€Å"water down† the three prongs, to give a nod to those minor men†s programs (wrestling, water polo, among others) that have been cut due to the expansion of women†s sports programs. But for those who wish to see Title IX remain as a solid, well-enforced, gender-friendly law, the best strategy is to stay informed. How many American women (or men) who believe in Title IX know that the U.S. Supreme Court recently ruled (5-4) that â€Å"whistleblowers† who point out gender discrimination in violation of Title IX are protected from retaliation? Also, how many know that in two cases brought before the Supreme Court (Gebser v. Lago Independent School District, 1998; and Davis v. Monroe County board of Education, 1999) where sexual harassment was alleged (a violation of Title IX), the Court â€Å"imposed a â€Å"high burden† on students who seek damages? The Court ruled, according to Human Rights: Journal of the Section of Individual Rights Responsibilities (Lassow, 2004), that those seeking damages under Title IX â€Å"must show that school officials had ‘actual knowledge† of the harassment and responded to it with ‘deliberate indifference,†Ã¢â‚¬  a very difficult assignment even for a highly skilled attorney. How to cite 1972 Title IX: An Enormous Boost for Women’s Athletics, Papers 1972 Title IX An Enormous Boost for Women’s Athletics Free Essays â€Å"No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any educational program or activity receiving federal financial assistance.† – Title IX of the Education Amendments of 1972 Title IX has had a profound impact on the American athletic culture since it was included in the Educational Amendments of 1972. In fact, according to the â€Å"Save Title IX† group (www. We will write a custom essay sample on 1972 Title IX: An Enormous Boost for Women’s Athletics or any similar topic only for you Order Now savetitleix.com/coalition), an alliance of sixty organizations spearheaded by the National Coalition for Women and Girls in Education (NCWGE), in 1971 there were 32,000 women in varsity intercollegiate sports in U.S, colleges and universities; but by 1997, thanks to Title IX, there were 160,000 women participating in interscholastic athletics on university and college campuses. On high school campuses the rate of growth of girls playing sports was even more dramatic – based on athletically-inclined girls† knowledge that they would be able to participate in intercollegiate sports in college: in 1971, the year prior to Title IX, there were 294,000 girls playing interscholastic sports, and by the 2002-2003 school year, over 2.8 million high school girls were playing interscholastic sports. According to the American Association of University Women (AAAUW) Title IX, when enacted by Congress thirty-five years ago, specifically prohibited discrimination based on gender and marital or parental status in: admissions; housing and facilities; college and university courses; career guidance and counselling services; student financial aid; student health and insurance benefits; and â€Å"scholastic, intercollegiate, club, or intramural athletics.† And there is a three-part test to determine of a university or college is in compliance, the AAAUW Web page explains: the first prong is based on the proportion of female students attending the institution compared with females participating in intercollegiate sports; prong #2 examines whether the school has a track record of expanding sports opportunities for women; the third prong: is the school adequately accommodating women†s athletic interests and abilities? Main Body of Literature and Assessment of Challenges to Title IX Meantime, studies show that today, one out of three high school girls are playing sports on a school team. That is a very good thing, according to an article in the Journal of Gender, Social Policy The Law (Brake, 2004): â€Å"Studies show that girls who compete in sports not only receive a physical benefit, but also benefit academically and socially,† Brake explains. Girls playing sports have â€Å"higher self-esteem, less risk of depression,† less likelihood of â€Å"engaging in high-risk behaviors,† and also, those young women â€Å"perform better in school than girls who do not play sports,† Blake†s article continues. Moreover, engaging in vigorous athletic activities on a sports team – at the interscholastic and intercollegiate levels – gives girls and women â€Å"the opportunity to develop new relationships with their bodies, as a source of strength and learning.† Meantime, the many positives listed above notwithstanding, all is not well in the world of Title IX. â€Å"Like other social institutions, sport has been resilient in preserving male privilege in its deepest structures,† Brake†s piece continues. Borrowing a phrase from Professor Reva Siegel called â€Å"preservation through transformation† – which means avoiding direct conflict with institutional shifts in ideology while maintaining â€Å"the underlying structure of inequality† by regrouping, according to Brake, â€Å"to preserve the central features of male privilege in sport.† Brake†s example of â€Å"preservation through transformation† in university sports is â€Å"the devastating loss†¦of positions for women coaches and athletic administrators.† To wit: the percentage of women coaching female athletes in college â€Å"has dropped from ninety percent in 1972 to forty-four percent in 2002, the lowest level on record.† And though 361 new coaching positions were created in women†s athletics between 2000 and 2002, Brake explains, â€Å"more than ninety percent of them were filled by men.† Brake†s second example is that prior to Title IX, women†s athletic departments were managed separately from men†s, and women held â€Å"virtually all of the administrative positions for women†s sports†; today, in the Title IX era, the two departments have merged, and women â€Å"remain tokens in leadership positions† in intercollegiate athletics. â€Å"By linking leadership and competence in sports with maleness,† Brake continues, â€Å"sport†s leadership structure reinforces women†s marginal place in sports and reinserts a risk that the empowering potential of sports will be thwarted by gender dynamics that reinforce male dominance,† according to Brake†s article. Beyond that, there exists â€Å"a massive divide in salaries for coaches of men†s sports and coaches of women†s sports,† Brake concludes, and Title IX does â€Å"next to nothing† about those disparities. Meanwhile, a challenge to the intent and policies of Title IX was established under the administration of George W. Bush, in 2002: called â€Å"The Commission on Opportunities in Athletics,† it was administered by the U.S. Department of Education (DOE), and clearly, from the outset, the intention was to address the problem at universities where some minor men†s sports were pushed out by emerging women†s sports, vis-à  -vis the law that is Title IX. In a Chronicle of Higher Education article (Staurowsky, 2003), the writer – chair of the department of sports management and media at Ithaca College – asserts that the strategy the panel followed lacked â€Å"coherency† and that the process â€Å"was seriously flawed.† Staurowsky writes that the members of the panel revealed â€Å"skewed power dynamics†: they all were educated in or worked for, the Division I institutions â€Å"that have been most visible and vocal† in challenging Title IX compliance regulations. The panel, for example, â€Å"almost unanimously† supported a proposal encouraging the DOE to â€Å"explore an antitrust exemption† for college sports, â€Å"which would trade institutional promises to cease discriminating against students on the basis of sex for a government promise to protect the financial interests of football and men†s basketball†¦Ã¢â‚¬  That proposal â€Å"defies logic,† Staurowsky asserted. At the conclusion of the panel†s research, only minor changes in Title IX were initially proposed by DOE; however, according to an Education Week article (Davis, 2005), the DOE has recently given universities a way to meet Title IX guidelines by having female students email their response to questions like, â€Å"Do you believe that you have the ability to participate (in a particular sport) at the level at which you indicated interest?† And apparently, if sufficient positive answers are received by the DOE, a school passes muster regarding Title IX. â€Å"We think†¦this allows schools to skirt the law,† said Neena Chaudhry, an attorney with the National Women†s Law Center. Miles Brand, the NCAA president, was also interviewed in the Education Week article, saying the email survey â€Å"will not provide an adequate indicator of interest among young women in college sports, nor does it encourage young women to participate – a failure that will li kely stymie the growth of women†s athletics.† There will be more challenges for Title IX, and certainly there is a good chance that the Bush Administration will continue to attempt to â€Å"water down† the three prongs, to give a nod to those minor men†s programs (wrestling, water polo, among others) that have been cut due to the expansion of women†s sports programs. But for those who wish to see Title IX remain as a solid, well-enforced, gender-friendly law, the best strategy is to stay informed. How many American women (or men) who believe in Title IX know that the U.S. Supreme Court recently ruled (5-4) that â€Å"whistleblowers† who point out gender discrimination in violation of Title IX are protected from retaliation? Also, how many know that in two cases brought before the Supreme Court (Gebser v. Lago Independent School District, 1998; and Davis v. Monroe County board of Education, 1999) where sexual harassment was alleged (a violation of Title IX), the Court â€Å"imposed a â€Å"high burden† on students who seek damages? The Court ruled, according to Human Rights: Journal of the Section of Individual Rights Responsibilities (Lassow, 2004), that those seeking damages under Title IX â€Å"must show that school officials had ‘actual knowledge† of the harassment and responded to it with ‘deliberate indifference,†Ã¢â‚¬  a very difficult assignment even for a highly skilled attorney. How to cite 1972 Title IX: An Enormous Boost for Women’s Athletics, Essay examples

Nursing Leadership and Policy Development

Question: Discuss about the Nursing Leadership and Policy Development. Answer: Intoduction: Hospital-acquired infections are responsible for several deaths occurring in patients, which led to an emergence of the National Audit and standard infection control precautions in every country (Carrucan et al. 2015). Hospital-acquired infections effect the inpatient population thereby increasing the length of stay, hospital cost, morbidity and mortality. Literature evidence shows the link between "hand washing and transmission of infection." To prevent nosocomial infection in hospital setting hand hygiene practice is the single most effective method reported in literature (Dyson et al. 2013). The British government has introduced "Clinical governance" in 1998 (Trong 2013). It is recognized as a framework that refers to the accountability of the health organizations to ensure high standards of care and improve the quality of the care services (Newman et al. 2015). The essay is based on the clinical audit of adherence to hand washing in mental health setting using the standard audit criteria. The paper provides a brief literature review on clinical audit and its significance which was commenced after the start of the project. The essay suggests the improvement strategies for hand hygiene practices after the audit. Clinical governance laid emphasis on conducting the clinical audit to measure the implementation of the infection control policies and procedures (Spigelman and Rendalls 2015). According to Boudjema et al. (2014) clinical audit is a clinically led initiative to measure the health professional practices in the hospital setting. It is a tool to examine and modify the practices of clinicians to align with the established national standards and best available evidence. The benefits of auditing include infection control, improved quality of patient care and professional development (Nicholson 2014). In recent years, many hand hygiene practice audits have been conducted in various health care setting and have been documented. There are five stages of audit, and the first step is to select the topic for audit considering relevant questions (Szilgyi et al. 2013). For example- Is there any serious patient complaints on care quality? What is the priority of the problem to the organization? Is it amenable to change by investing effort and time? The purpose of auditing the hand washing practice in health care setting is because of the literature evidence linking hand washing and transmission of infection (Nicholson 2014) Hand hygiene is an essential practice to ensure infection control in the hospital setting. In most of the literature good compliance with hand washing protocol is found to depend on various factors (Jain et al. 2015). It is commonly documented that inappropriate facilities are the commonest barrier to good hand hygiene adherence (Boudjema et al. 2015). Therefore, assessment of hand hygiene technique performed by the health care staff is as essential as measuring when and how they perform it. One way to assess is by observation of hand washing technique periodically to know if the staff is using an adequate volume of gel, liquid soap or alcohol-based hand rub (White et al. 2015). The clinical audit helps to know if the staff is using the required product for hand wash for a sufficient period and if they are a voiding recontamination after hand wash. Such audit also helps to identify if there are adequate facilities in the health care setting to enable strong compliance with the good hand hygiene practice (Azim and McLaws 2014). Further White et al. (2015) stated that the hand washing behaviour among health workers is complex and is influenced by individual perception, attitudes, beliefs and institutional commitment. Consequently, the audit reveals that the practice is compliant or non-compliant which corresponds to the second stage of the audit (Szilgyi et al. 2013) The rationale for selecting the mental health setting for auditing the hand washing procedure because in much of the literature it is reported that it is challenging for the psychiatric facilities to implement infection control practice. This is attributed to the fact that mostly hand hygiene protocols are designed for acute care facilities (Gallo and Barlow 2012). This is because these facilities include areas and procedures where hands are soiled such as exposure to body fluid. The lack of hand hygiene guidelines in mental health setting is less likelihood of the nurses and the health professionals to engage and contact the patient intimately thereby minimising the need of hand washing (Stewardson et al. 2016). The cause of infection in mental health settings is patients with mental illnesses who do not care for themselves or maintain cleanliness. Therefore, it increases the risk of nosocomial infection and transmission (Wolf and Fazel 2016). The population chosen for hand wash aud iting includes nursing staff. The medical staff and the nurses are the agents of change in practice. They can promote and ensure infection control by sharing their good hand washing knowledge and practices with the qualified staff (White et al. 2015). The total number of participants who completed the questionnaire were 114 out of which 44% were registered mental health nurses and all of age 25-50 years, and 46% were unqualified staff including domestic staff and care workers. Demographic details are not shared to maintain anonymity. The facility studied in this survey provides care for elderly people with the range of cognitive problems. They are considered at risk for not strictly adhering to hand hygiene protocol and need regular prompts regarding the same. Before clinical audit is written consent was taken from the selected population for audit as mentioned by (Szilgyi et al. 2013). Also, the author has performed a thorough literature review to get insights into the standards set for audit. According to the recommendations of "World Health Organisation," hand washing is required for contacting a patient at five different points also known as five moments of hand wash (Appndix). These include exposure to body fluids, before the aseptic task, before and after the patient contact and also their surrounding (Chou et al. 2012). As per the "National Institute for Clinical Excellence" standards, after every episode of direct contact with a patient, hands must be decontaminated immediately (Rawlins 2015). In fact, in any case or different patient care activities that result in hand contamination, hand washing is recommended with "alcohol-based hand rub" unless the hands are visibly soiled. Yue et al. (2014) analyzed that alcohol-based hand rub has more efficiency when compared to antiseptic soap in decontamination of hand. The author uses these standards to design an audit plan for their measurement. The third stage of audit requires a collection of data from the current practice by the assigned examiner (Szilgyi et al. 2013). For this purpose, questionnaire is chosen as an instrument that will assist in collecting accurate data as mentioned in Appendix to determine the adherence of nursing staff to the hand hygiene practice. The audit tool was designed to contain two parts. In the first part of the questionnaire the respondents have to answer as YES/NO. Three questions were framed for the registered nurses In the second part of the questionnaire, 12 questions were framed (Appendix). After designing the audit tool, the examiner starts with the observation of practice particularly during the busy hours to identify any non-compliance. As per the data collected from the first part of the questionnaire, 80% of the participants used the correct procedure for hand wash. All the participants dried their hands thoroughly after hand wash. Hand hygiene before the patient contact was implemented by 40% of the nurses, and after patient contact, 100% of nurses implemented hand hygiene. As per the results obtained from the second part of the questionnaire, 92% of the participants answered that ABHR was always available in the work area with 8% answering that it was not available. Majority of the participants preferred ABHR over the use of soap and water. When asked they answered that soap was effective only when the hands were visibly soiled. This response was in alignment with 100% negative response to the question If your hands are visibly soiled do you cleanse your hands with ABHR? All the participants answered yes to the question do ABHR save time when performing hand hygiene. As per the results 90% of the respondents feel that ABHR adequately cleans their hands. When asked about the presence of alcohol/detergent impregnated wipes in the practice area for equipments like stethoscopes the participants were confused. As the nurses have busy schedule they tend to forget about the alcohol wipes. It was the reason why most of the participants could not recall if wipes were present. To this question only 58% answered true and 42% answered false. Among the participants, 50% agreed using alcohol/detergent impregnated wipes to regularly wipe their equipment, 92% agreed to have easy accessibility to hospital-supplied moisturiser and regularly used it 3 times a shift. The reaming 8% nurses could not access the moisturiser and could not answer where it would be placed otherwise. The remaining nurses who do not use moisturiser was due to time constraint and busy schedule although all the participants were aware of its benefits. Only 23% of the participants agreed that they have attended in-service on hand hygiene in the last 12 months but all of them have not completed the on-line learning package. 100% nurses believe that hand washing is an important feature for infection control. Nurses (44%) were aware of the guidelines related to "patient hand washing." However, only 38% of them could give the guidance details. It was evident from the results that there were no issues such as lack of washing facilities. When asked about the barriers to hand wash prevention the staff reported that there were low staffing levels; forgetfulness by staff, a size of washbasins, and lack of time. One of the nurses stated that hand washing was not required as they were not exposed to patients body fluid (urine or saliva) and because they were assisted by other staff. Only 83% of the nurses washed hands before donning gloves whereas all of them performed hand hygiene after removing gloves. The audit data was compared to the set standards to compare and determine if the nurses and staff met the hand hygiene practice standards. The results concluded that the hand washing standards were not fully met. The correct procedure for hand washing was implemented by only 80% of the registered mental health nurses. As per the guidelines of NICE, both before and after the patient, contact hands must be thoroughly decontaminated (Yue et al. 2014). However, in this psychiatric facility, sixty per cent of the nurses failed to practice hand hygiene before patient activity such as assisting with ADLs, applying oxygen masks, administering oral meds. This is an extremely low percentage of adherences to the hand hygiene standards. However, all the nurses performed hand hygiene after touching patient and after exposure to the body fluid of the patient and also after the risk of body fluid exposure. Only 35% of the nurses performed hand hygiene after touching the patients surrounding such as cleaning dining table or changing bed linen. Similarly the percentage of the nurses washing hands before any procedure such as opening a sterile material, instilling eye drops was found to be only 55%. According to the "Nursing and Midwifery Council," the staff must prevent any action that has the potential to harm them, other staff and their patients (Newman et al. 2015). When ten observations of hand wash were noted nine of the instances either followed or preceded with the patient contact. The overall percentage of registered nurses who demonstrated a correct hand hygiene technique was found satisfactory. This is the matter of grave concern as majority of the nurses did not follow the hand hygiene protocol despite being aware of its effectiveness in the infection control. Since the results are analysed, we commence with the fifth stage of an audit which is suggestions for improvement. It is suggested that regular training session on "correct hand hygiene procedure" should be organized. It should be carried out by trained nurse for infection control practice and with a stringent maintenance of attendance records of those attending the training. This will enhance the hand hygiene awareness among the staff and will educate them about the correct technique and time (Stewardson et al. 2013). There must be hospital policy of regular audit (every six months for four hours) implemented to evaluate the effectiveness of the training. Further, there is a need of emphasizing hand hygiene more before and after the patient activity. All the healthcare professionals are advised to update their clinical audit knowledge by attending seminars and workshops (Huis et al. 2012). The barriers to hand washing in several cases were reported to be patient's aggressive behaviour (Wolf and Fazel 2016). For this study simple audit tool was chosen due to time constraints. Since most of the ha nd hygiene campaigns are mostly targeted to acute care setting; these survey findings may change this attitude. The proposed outcome of this study may be reinvigorated campaigns targeting psychiatric settings. References Azim, S. and McLaws, M.L., 2014. Doctor, do you have a moment? National Hand Hygiene Initiative compliance in Australian hospitals.Med J Aust,200(9), pp.534-7. Boudjema, S., Dufour, J.C., Aladro, A.S., Desquerres, I. and Brouqui, P., 2014. MediHandTrace: a tool for measuring and understanding hand hygiene adherence.Clinical Microbiology and Infection,20(1), pp.22-28. 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