The Great San Francisco Earthquake

Introduction An earthquake is essentially a quiver which resulted by sudden energy release from the earth inner surface. The release of energy causes a ripple of seismic waves that are felt in the form of shaking. The damage caused by an earthquake depends on the magnitude and the length of such earthquake. (U.S. Geological Survey2008, April 22).Advertising We will write a custom essay sample on The Great San Francisco Earthquake specifically for you for only $16.05 $11/page Learn More The length however depends on the size of the wave since the larger the wave the larger the area affected and consequently the longer the period of time taken. Each year the earth experiences up to half a million-earth quakes of which only 100, 000 can be truly felt. The probability of occurrence of an earthquake depends on the nature of the locality as well as its geology. South California alone experiences up to 10000 earthquakes a year. History of earthquakes in San Fra ncisco Earliest reported earthquake in California was felt in 1769 the worst of them all was the 1906 San Francisco earthquake. There have been severel other smaller earth quakes that have hal minimal impact and even gone unnoticed. Others which have been of a greater impact Situational analysis and probability of an earthquake in the near future Research has predicted that there exsists a 25% probability of an earth quake with a magnitude of up to 7.0 occuring within the next two decades in sanfrancisco. Based on the historical data as well as computer simulations it has been suggested that there is an even more greater chance that an earthquake of an even greatter magnitude will occur in the next 45 years. The death toll is estimated at a shocking 5,800 deaths if the magnitude is at least 7.0. this means that the value could be higher if the ripple effect is of agreater magnitude(Abercrombie and Brune1994) Sanfrancisco notably lies on the san andreas fault which is considered the most vulnerable to such earth quakes. The last time such an event occured in 1989 it left 66 dead and 3,757 injured. It only lasted fifteen seconds but the damage to property was indisputably large with the San Francisco Oklahoma Bridge collapsing. This damage went to the tune of 6 billion in property damage. The then United States president George bush issued a 3.45 billion package that was to act as relief for the affected. The effect could have been even more grave had there been a tsunamic effect. This would have resulted in flooding of the coastal towns sweeping away their homes and destroying their productive farms. The earth quake would damage the regions leeves bearing an effect similar to that of harricane katrina.Advertising Looking for essay on government? Let's see if we can help you! Get your first paper with 15% OFF Learn More The damage would even be worse after the earth quake as the flood water contaminates the fresh water supply that is mainly supplie d though an over land aquaduct that would cost even more to repair. It is estimated that at least 24,000 homes were damaged and 100000 left homeless after the floods caused by snow melts hit sanfrancisco back in 1997. Up to 50 leeves were damaged (United States Geological Survey 1999, October 15) Even more compelling scientists from the United States geological survey suggest that there is a 70 % chance that at least one or more earthquakes with intensity not less than 6.7 will in the next 30 or so years strike San Francisco bay. This is equated to one that occurred in 1994, which left 57 people dead, and others wounded and caused destruction to the tune of $ 20 billion. (Seismological Society of America, 2008, April 17) General effects of an earthquake Earth quakes are categorized among the top ten most deadly natural disasters. They have the following effects Shaking and ground rupture -This is the single most probable effect of an earth quake. The intensity of the shaking will de pend heavily on the magnitude size as well as the distance from the epicenter. It will also depend on the geology of the area in question. Geological concerns go to the nature of the superficial soils in the subsurface of the earth. Landslides and avalanches -Landslides also bring along volcanic eruptions which may cause serious storms and wild fires. Landslides are specifically dangerous to both the affected and those who make attempts at providing rescue services. Fires –Â  Shaking causes damage to power lines and gas pipe systems which are a remedy to massive fires. The effects of these fires were typically felt in the 1906 San Francisco earth quake. The destruction by fire or any other human motivatied factor such as stampedes accidents and collusions would participate heavily to the increased casualties. These however will depend on the level of awareness of the poplation as well as the preparedness. Soil liquefaction –Â  This is a situation where sand and other granular material owing to the saturation of water temporarily loose strength and dissolve into liquid making the foundations upon which buildings and other rigid structures stand on to become loose causing the building to collapse or tilt. In the Alaskan earth quake the effects of soil liquefaction were immensely felt. This would however e an unlikelyeffect on sanfrancisco due to its geology.Advertising We will write a custom essay sample on The Great San Francisco Earthquake specifically for you for only $16.05 $11/page Learn More Tsunami – Tsunamis are often mistaken for tidal waves that rock the seas due to oceanic currents. The mechanism behind tsunamis is much more different. A tsunami is essentially caused by unusual sudden movement of water volumes in the open sea. The sudden movements could be caused by an earth quake in the submarine soils as well as landslides Floods -Earth quakes that occur in the open sea cause a tsunami effect that leads to seeping of water from the open sea and into the mainland causing floods. Sanfrancisco would be hardly hit by these floods due to its proximity to the sea.In the mainland they cause destruction of dams and water barriers leading to flooding. Human impacts -Earth quakes have a toll on every aspect of human life. They bring along a death toll besides the destruction caused to the infrastructure. They also cause disease owing to lack of necessities. Financially they lead to high claims for compensation besides the relief costs occurred in resettlement (The Virtual Museum of San Francisco, 2011). Emergency Planning Options. Citizen based approach This a proactive and reactive approach which involves two basic components; Leadership which involves appointment is disaster management managers who will be vetted based on willingness aggression and objectivity and partnership which involves embracing an integrated vision and mission and letting the community be part of the campaign The approach recommends the cooperation between government agencies and the people living in San Francisco. The government formulates a plan that requires the engagement of the people partially or as a whole. Government departments such as the police accept suggestions and receive volunteers who are trained and licensed as local disaster managers. The people are collectively involved in the The strategic approach The approach collects together all available resources and coordinates manages motivates the implementation of the awareness campaign. It encourages the building of an integrated programming system e.g., school based curriculum and emphasizes on capacity building and empowerment Strategy Implications The strategy adopted will among other things require the change of policy to accommodate the budgetary concerns of the implementation process. It will also require cooperation from all participants and interested parties including investors and development partners. The partner ship will help diversify the information platform and increase the level of awareness. The integration of the measures into the various programs such as the school-based curriculum will require training for the implementers who include teachers and administrators. (Interagency Coordinating Committee (ICC) 2008)Advertising Looking for essay on government? Let's see if we can help you! Get your first paper with 15% OFF Learn More Way forward With the objective of a better disaster management system the government should undertake in research to improve the understanding of the earthquake process its likelihood and impact. It should also develop cost efficient ways of combating the effects on individuals as well as improve the level of resilience in the population. There is a lot of information available in the various sources concerning the effects and consequences of an earthquake. Every citizen should develop a need to know to ensure that they make informed decisions in areas such as construction development and investment References Abercrombie, R.E., and J.N. Brune. (1994). Evidence for a constant b-value above magnitude 0 in the southern San Andreas, San Jacinto and San Miguel fault zones and at the Long Valley caldera. California. Geophys. Res. Lett., 21 (15), 1647-1650. Interagency Coordinating Committee (ICC).(2008). Strategic Planfor the National Earthquake Hazards Reduction Program Fiscal Years 200 9–2013. Web. Seismological Society of America. (2008, April 17). New Hazard Estimates Could Downplay Earthquake Dangers. ScienceDaily. Web. The Virtual Museum of San Francisco. (2011). San Francisco Earthquake History 1915-1989. Web. U.S. Geological Survey (2008, April 15). California Has More Than 99% Chance Of A Big Earthquake WIthin 30 Years, Report Shows. ScienceDaily. Web. U.S. Geological Survey. (2008, April 22). Earthquake Hazard Maps Show How U.S. Shakes With Quakes. ScienceDaily. Web. United States Geological Survey. (1999, October 15). 70 Percent Chance That Large Earthquake Will Strike San Francisco By 2030. ScienceDaily. Web. 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7 British English Writing Resources

7 British English Writing Resources 7 British English Writing Resources 7 British English Writing Resources By Mark Nichol This site is intended primarily for writers of American English, though much of the information is also applicable to people who write English in the United Kingdom and other parts of the world. However, I recently received a request for recommendations about writing and editing guides that focus on British English. Here are seven authoritative volumes, all originating at either of England’s two most renowned universities, to help them. 1. Butcher’s Copy-editing: The Cambridge Handbook for Editors, Copy-editors, and Proofreaders As the title and subtitle indicate, this volume is directed more toward the editorial process than the writing stage, with guidance about production issues, including dealing with technology. 2. Cambridge Grammar of English: A Comprehensive Guide Oxford University, which owns the rest of this list, has an equivalent book, Oxford Modern English Grammar. Both texts emphasize descriptive, not prescriptive, grammar and include some discussions of American English 3. New Hart’s Rules: The Handbook of Style for Writers and Editors The British English equivalent of The Chicago Manual of Style is the preeminent resource for resolving style issues such as hyphenation and punctuation, formatting for bibliographies, indexes, and notes, and usage (both British English and American English). 4. New Oxford Dictionary for Writers and Editors: The Essential A–Z Guide to the Written Word This usage handbook has extended entries for many words, including proper nouns, and provides guidance about spelling, capitalization, and hyphenation and information about cultural or historical significance. 5. New Oxford Spelling Dictionary: The Writers’ and Editors’ Guide to Spelling and Word Division This companion to the volume mentioned in the previous item is a simple spelling and word-break guide. 6. New Oxford Style Manual This volume is a compilation of New Hart’s Rules and the New Oxford Dictionary for Writers and Editors 7. Oxford A-Z of Grammar and Punctuation This alphabetically organized guide discusses parts of speech and particular words, including questions of usage. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Book Reviews category, check our popular posts, or choose a related post below:4 Types of Gerunds and Gerund Phrases11 Writing Exercises to Inspire You and Strengthen Your WritingHow to Send Tactful Emails from a Technical Support Desk

Motivation in the Classroom: Dealing with Disruptive Behaviour

Motivation in the Classroom: Dealing with Disruptive Behaviour INTRODUCTION Research studies have shown the importance of motivation in supporting learning in education (Lai, 2011) and in raising educational attainment among pupils. A collective theme within the review is that a pupil’s behaviour is closely linked to the theory of motivation (Ikeogu, 2011). The transition into secondary school life has been shown to affect student’s self-competency, reduces their motivation and engagement in the learning process (Klem Connell, 2004; Jacobs et al., 2002; Wigfield Eccles, 2000). Ultimately understanding what motivates pupils is essential in order to influence and encourage constructive learning behaviour. It has been proposed that motivating pupils to learn will result in positive behaviour and higher academic achievement and reduce disruptive behaviour (Kane et al., 2004). This literature will investigate how motivational theories elucidate pupil’s behaviour in a classroom environment which will help teachers develop strategies to deal with such behaviour and create a constructive learning environment. The following study will firstly explore the theory of motivation in a pedagogical context, the factors that motivate learners and the relationship between motivation and disruptive behaviour. Several techniques are reviewed to understand and control disruptive behaviour as well as different theoretical motivational theories such as Maslow, Deci and Ryan which have been shown to determine behavioural hierarchy of confident behaviour. 1.1 Theory of Motivation Korb (2012, p.6) describes motivation as the cognitive state, intramural need, or ‘external goal’ that drives individuals. Romando (2007) agrees, describing motivation as one’s determination and drive that triggers behaviour towards the desired goal. Ball (1977) describes motivation as a series of performances brought upon by stimulating, guiding and sustaining student’s behaviour. McLean (2003, p.7) defines motivation as the need to learn, and the ability to manage any challenges or hurdles in order to realise their goal (Martin, 2008). The resulting behaviour depends upon the pupil’s level of motivation (Guay et al., 2010). Motivation plays an influential role in affecting student’s level of enjoyment in learning at school and can trigger either disruptive or constructive behaviour among pupils (Guay et al., 2010, p. 712). 1.2 Factors that motivate learners To understand pupil’s behaviour, the study needs to consider several factors that effects motivation. These are: ‘ the education they receive by teachers (Teven McCroskey, 1997), ‘ student-teacher relationships (Kelly Hansen, 1987; Johnson, 2008), ‘ pressures and expectations from parents (Dandy Nettelbeck, 2000) and ‘peers’ (Wigfield Tonks, 2002, p.2383), ‘ classroom environment (Qin et al., 1995), and ‘ school culture and system (Anderman Maehr, 1994). Wright’s (2012) study argues that pupils who have low levels of motivation misbehave out of frustration due to failure of the school system to meet the needs of the individual i.e. activities are too challenging, and lesson instructions are too vague or monotonous (Skinner et al., 2005; Linnenbrink Pintrich, 2002). Power et al. (1967) states that family and social background are the key influencers on pupil’s motivational level or lack of and ultimately their behaviour outcome in class. Galloway (1995) disagrees, stating that teachers are the main influencer and that home background employ little influence on pupil’s behaviour. He claims that absence of a positive interaction between teacher and pupils negatively impacts on student’s behaviour. 2. Links between Motivation and Classroom Disruptive Behaviour According to Brophy (1999), the theory of motivation has shifted from a quantifiable measurement to a behaviourist perspective in which the use of a stimulus can be used to reinforce the desired behaviour. Schools use this mechanism to encourage and reward positive behaviour and sanction negative disruptive behaviour with an aversive stimulus i.e. punishment exercise (Ikeogu, 2011, p.12). According to Seifert (2004, p.147) pupil’s motivational level is understood by their display of behaviour. Hudley et al. (2007, p.4) agrees with this assertion that that there is a link between behaviour and motivation and that schools need to diminish the desire to disrupt and increase the incentive to succeed. Disruptive behaviour can be classified as challenging, unacceptable and interruptive behaviour according to Galloway et al. (1982). Nour (2004) perceives distractedness as the most frequent disruptive behaviour in schools in China (Ding et al., 2008; Shen et al., 2009). Accordin g to other studies, disruptive behaviour in England (Arbuckle Little, 2004) and Australian schools (Ross et al., 2008) is perceived as consistent talking throughout the lesson. Browne (2012) defines disruptive behaviour as being disobedient and aggressive. Aly and Gracey (2013) state that using technology during class, reading unrelated material etc. is disruptive. Disruptive behaviour can interrupt positive social interaction, engagement, contribution and overall impede a proactive classroom environment (Doyle, 1986). Pupils’ motivational level are forecasters of performance in the classroom (Pintrich DeGroot, 1990) which helps explain pupils’ cognitive engagement and classroom behaviour (Miller et al., 1996). According to Skinner et al. (2008) using a motivational framework of ‘engagement vs. disaffection’ helps explain pupils’ behavioural and emotional input in classroom activities (Pierson Connell, 1992; Ryan, 2000; Wentzel, 1993) (see F ig.1). Educators can use this framework to measure student’s engagement level at school in order to prevent truancy by recognising early signs of disconnection (Appleton et al., 2008). Figure 1: A motivational theory of engagement and disaffection in the classroom According to Seifert (2004) student’s behaviour or motivation is determined by their emotional response to a task (Boekarts, 1993; Seifert O’Keefe, 2001). In order for students to develop positive classroom behaviour, students must set goals, become more competent and involved, and gain social belonging (National Research Council and Institute of Medicine, 2004). Ikeogu (2011) states that pupil’s lack of motivation and disruptive behaviour in the classroom is attributable to the teacher’s pedagogy and teaching style (Galloway et al., 1998). In order to achieve an effective learning environment, a supportive and nurtured teacher-student relationship needs to develop (Steer, 2005). Adopting effective motivational techniques can help teachers improve pupil’s engagement in class and ultimately raise classroom attainment. MOTIVATIONAL THEORIES To motivate students to climb the hierarchy, teachers need to understand disruptive classroom behaviour in order to achieve appropriate behaviour (Korb, 2012). Abraham Maslow designed a pyramid (Maslow’s Hierarchy of Needs, see Figure 2) to identify individual’s basic human needs. When pupils satisfy the most basic deficiency needs (physical and safety), they then climb the hierarchy towards the developed levels. Children with a stable, supportive home (high level of safety and security) tend to climb the hierarchy to achieve self-actualisation, as they do not have the same needs to seek attention. Those who are stagnant at the basic needs level are more susceptible to disruptive behaviour in the classroom as they are more prone to act-up. According to Korb (2012, p.6), pupils may seek attention in the classroom, either positive or negative if they don’t receive this at home. They may display signs of low self-esteem by being destructive and lack powers of concentration. Figure 2: Basic Human Needs. Source: Adapted from Maslow (1943). McClelland’s theory (Acquired Needs Theory) states that individuals are motivated according to three basic needs; achievement; power; and relationship (Miner, 2006). Maslow distinguished the discrete stages of needs and the transition amid these needs, while McClelland states that individuals are at different stages of elevated needs than others and their experiences eventually change pupil’s needs (Kirstein, 2010). Motivational theories proposed by Maslow (1970), McClelland (1985), and Deci (1980) associate the growth of self to psychological needs and emotional processes which classifies pupil’s behaviour according to their needs. According to Maslow, to satisfy pupil’s deficiency needs, teachers need to create an emotionally and physically protected and secure classroom, and take interest in pupil’s lives to appeal to their sense of belonging etc. (Biehler and Snowman, 1997). To understand and address disruptive classroom behaviour, Kaplan and Maehr (1999) used the Achievement Goal Theory which established a linkage between disruptive behaviour and performance-approach goals, performance avoidance goals, and positive behaviour was associated with mastery goals. Self-Determination Theory was also critically analysed in relation to disruptive behaviour. 3. Achievement Goal Theory Achievement Goal Theory refers to individual’s motives to engage in attainment-based behaviours (Pintrich, 2000, p. 93). This theory can influence how students tackle goals in an achievement scenario (Agbuga et al., 2010, p.279). Undertaking goals results in cognitive and behavioural outcomes, which helps understand pupil’s behaviour (Elliot Dweck, 1988, p.11). Jagacinski and Nicholls (1987) states that failure in a task can cause negative behavioural outcomes. Nicholls (1984) proposed the dichotomous model consisting of two major goals; mastery (learning goals), and performance (ego goals). Mastery goal focuses on development of pupil’s academic capability and competence while individuals pursuing performance goals are more engrossed with the quality of their performance in relation to others and people’s perception of their performance (Seifert, 2004). Roeser et al. (1996) agrees that pursuing mastery goal is centred on gaining knowledge, while pe rformance is focused on demonstrating knowledge. Pupil’s behaviour is determined by which goal they pursue. Example, according to Veiga et al. (2014), pupils who are mastery orientated achieve their goals (Linnenbrink Pintrich, 2002), are intrinsically motivated (personal enjoyment of the lesson) (Elliot and Harackiewicz, 1996, p.462) and therefore display positive behaviour (Ryan Patrick, 2001), and higher level of engagement in class (Ryan Pintrich, 1997). Encouraging pupils to take control of their learning and boosting self-confidence discourages disruptive behaviour and promotes a more positive behaviour (Pintrich, 2000). While in a performance goal orientated classroom, those pursuing to surpass their peers have a tendency to exhibit disruptive behaviour (Agbuga et al., 2010) and reduced level of engagement (Hughes et al., 2010). Pupils pursue performance goals as a defence mechanism to protect themselves from negative opinions of their competence, or receive po sitive acknowledgement of their competence (Dweck Legget, 1988; Seifert O’Keefe, 2001), and to come across superior to others (Nicholls et al., 1990). According to Roeser et al. (1996) performance goals are uncomplimentary to learning, as they lower pupil’s confidence in their competence to successfully complete tasks in class (Dickinson, 1995) by comparing and evaluating pupils against their peers and reducing ‘self-efficacy’, which negatively effects motivation and confidence levels (Schunk Mullen, 2012). Dweck (1986) states that pupils with low confidence can exhibit maladaptive behaviour. Kaplan and Maehr (1999) found that pupils seeking performance goals displayed signs of disruptive behaviour i.e. talking out of turn, teasing etc., which can lead to cheating and school absenteeism (Anderman Midgley, 2002; Roeser Eccles, 1998). Whereas mastery goals are learning orientated which results in more focus on successfully completing tasks and great er task-focused performance (Kaplan et al., 2002). 3.1 Mastery Goal orientated classroom A mastery orientated classroom should be fostered to motivate students effectively and promote positive behaviour and engagement in class. To drive students, teachers should promote self-sufficient learning, recognise and reward achievement, evaluate student’s effort and progress, encourage teamwork, designate a realistic time to complete tasks (Veiga, et al., 2014), communicate clear and concise lesson tasks, use alternative teaching and learning strategies, manage classroom behaviour and encourage pupil to give their opinion (Zyngier, 2007). Multiple perspectives were proposed in studies to analyse pupil’s behaviour. Dweck (1999) differentiated between performances and learning goals, and Nicholls (1989) proposed performance and mastery goals. Elliot and Harackiewicz (1996) further extended and challenged these two goals and included the performance-avoidance goal, forming a ‘trichotomous’ goal framework (mastery, performance, and performance avoidance goals) as an extension of the dichotomous model (Elliot and Church, 1997; McGregor Elliot, 2002; Ames, 1992). 3.2 Performance-Avoidance Theory According to Middleton and Midgley (1997) anxiety is a common emotion related with performance avoidance goals (Bong, 2009; Duchesne Ratelle, 2010). Avoidance or difficulties completing tasks can cause anxiety which may trigger pupils to play up to alleviate any negative emotions. Pupils may engage in disruptive behaviour as a defence mechanism to avert carrying out the activity to avoid humiliation and safeguard their sense of value (Seifert, 2004, p.144). Covington (1984) concurs that students would rather feel guilty about not doing the work rather than feel shamed due to low ability. 4. Self-Determination Theory Deci and Ryan (1985, 2000) cultivated the Self-Determination Theory (SDT) to understand and develop pupil’s motivation and the anticipated behavioural outcome which follows. SDT explicates how pupil’s interaction with their classroom conditions can either encourage or impede pupil’s positive contribution, drive, and engagement (Reeve, 2012). SDT presumes that students no matter their background, age etc. are self-motivated and integrally motivated to participate academically in class (Deci Ryan, 1985, 2000; Vansteenkiste et al., 2010). SDT addresses the features of intrinsic and extrinsic motivation. Intrinsic stimulus is the preferred motivational method to facilitate effective learning (Ryan Deci, 2009), as it involves one’s own decision to participate in the lesson out of enjoyment and interest. Intrinsically motivated pupils engage in a more profound learning, better quality of work, and exhibit positive behaviour compared to extrinsic motivatio n. According to SDT, to become intrinsically motivated schools need to facilitate ‘three basic psychological needs’; autonomy, competence, and relatedness (Kusurkar et al., 2011). Structuring lessons based on the needs of the pupils, helps to facilitate self-determined motivation. Promoting autonomous motivation contributes to better task-related behaviour which reflects real interest in the subject (Kusurkar et al., 2011). According to Kusurkar et al. (2011) appealing to their intramural needs to effectively stimulate proactive behaviour is more effective that using incentives to reinforce desired behaviour. MOTIVATIONAL TECHNIQUES TO CONTROL DISRUPTIVE BEHAVIOUR Effective motivational techniques help promote positive behaviour and reduce disruptive behaviour. Positive Behavioural Support (PBS) strategies has proven favourable in studies to transform disruptive and challenging behaviour and promote positive behaviour which aid effective learning in class (Ausdemore et al., 2005; Feinstein, 2003; McCurdy et al., 2007). This proactive approach explores the source of the behaviour, identifying undisruptive responses to manage challenging behaviour, reward desired behaviour and reduce rewarding disruptive actions, and decreasing the course components that initiate difficult behaviour. PBS strategies involves creating a positive, organised and consistent classroom, increasing autonomy, amending and differentiating the curriculum to meet individuals needs and abilities, acknowledging and rewarding positive behaviour, and teaching coping skills and behaviours to express pupil’s emotions and needs (Ruef et al., 1998). Carr et al. (1994) ag rees that PBS does not involve eradicating negative behaviour but rather to understand why pupils behave in that manner and to substitute disruptive behaviour with positive proactive behaviour’. 5.1 Motivating students with Positive Reinforcement (rewards and praise) Rewards and praise are used as a tool to reinforce and develop the desired classroom behaviour, to attain skills or sanction maladaptive behaviour. They are a tool used to inspire pupils to attain skills (Ruef et al., 1998) and should appeal to the pupil’s needs in order to motivate them. According to Ruef et al. (1998) and Walker et al. (1995) sanctioning bad behaviour is counterproductive and such action results in hostility, destruction, tardiness, absenteeism, and quitting school. Positive reinforcement (PR) is more effective (Frisoli, 2008). Wheatley et al. (2009) agrees that positively reinforcing desired behaviour decreases undesired behaviour. PR encourages pupils to engage in activities and behaviour out of personal pleasure e.g. reading (Lepper et al., 2005), inevitably enhancing pupil’s intrinsic motivation in and outside of school settings (Willingham, 2005). According to Willie (2002), introducing ‘mystery motivators’ positively reinforce s good behaviour which involves providing an unknown reward. Similar studies by Moore and Waguespack (1994) and Kehle et al. (1998) agrees that the ‘mystery motivator’ approach shows favourable results in improving disruptive classroom behaviour (DeMartini-Scully et al., 2000; Kehle et al., 2000). 5.2 Curriculum Adaptions Ferro et al. (1996) showed an association between the curricular content and the pupil’s resulting classroom behaviour. The content of the curriculum needs to be modified to adapt to the pupil’s additional needs and abilities in order to enhance their contribution and engagement in class and reduce the chances of disruptive behaviour. Curricular content that is not age and ability appropriate, lacks creativity, does not emulate the interest of pupils and cannot be applied to other contexts can foster challenging behaviour (Ferro et al., 1996). 5.3 Positive Competition Using competitive techniques will help motivate pupils to perform academically in class, raising situational interest (Jones et al., 2009). This method has shown favourable results amongst teachers (Ediger, 2001) and enjoyment amid pupils (Bergin Cook, 2000). However Kohn (1992) has criticised the use of competition to motivate pupils. Kohn (1993, p.1) argues that setting pupils against each other is destructive and counterproductive, negatively comparing ‘competition is to self-esteem as sugar is to teeth’. He states that disruptive behaviour is triggered by competition, as it fosters hostility and mistrust towards others. Meece et al. (2006) study concurs that competition is demotivating as students are outshone by their peers and the focus is on surpassing your peers rather than the learning process. Gottfried et al. (2001) study agrees, stating that competition has shown a decrease in level of engagement in class and an increase in disruptive behaviour. Howev er, Good and Brophy’s (2008) study disagrees, stating that competitive methods can be used to assist in behaviour management, to promote positive behaviour and reduce disruption within the class. Their study found that competitive methods creates a more stimulating and attractive lesson for pupils. Tingstrom et al. (2006, p.245) study shows positive results for effective use of positive rivalry e.g. the ‘Good Behaviour Game’ which motivates pupils and reduces disruptive behaviour. He suggests that competitive activities are usually accompanied with rewards for the desired learning intention and the fewest behavioural transgressions (Good Brophy, 2008). This leads to adopting competitive strategies to manage behaviour and results in improved academic performance i.e. meeting deadlines. 5.4 Student Autonomy Encouraging autonomy increases motivation among students in the classroom (Guthrie et al., 2000; Reeve, 2009; Stefanou et al., 2004). Hidi and Harackiewicz (2000) and Turner (1995) claims that increased self-sufficiency among pupils in their learning process can enhance academic interest in their work improving behaviour in class and educational performance. Stefanou et al. (2004) references 3 types of support that teachers can offer to students: 1. Organisational autonomy (allowing students some decision in the classroom organisation) 2. Procedural autonomy (choice of alternative media to portray ideas) and 3. Cognitive autonomy (providing pupils the opportunity to self-evaluate their own work). According to Bieg et al. (2011) teachers need to support autonomous behaviour which involves listening to pupil’s contribution and creating more individual based tasks for pupils to work on by themselves, promoting improved learning behaviour. 5.5 Student-Teacher Relationship Ikeogu (2011, p.74) study found that positive relations with pupils resulted in reduced levels of disruptive behaviour, and those who experienced disruptive behaviour felt this was due to unstable relationships among peers. Creating a connection with pupils allows teachers to understand their frustrations which helps to resolve any undesired behaviour (Kuhlenschmidt and Layne, 1999). Gest et al. (2005) proposes that a close, supportive relationship between pupils and teachers will result in a more positive atmosphere, quality academic performance and good behaviour in class. SUMMARY This present study aimed to review an assortment of literature on the connection between motivation in the classroom and disruptive behaviour. Many factors are relevant in influencing disruptive behaviour but paramount is the motivational level which are dependent on the school ethos. The interaction between pupils and social quality of the classroom, educators, and pupils can add to this. Following analysis of a selection of motivational theories, (using multiple academic approaches to understand student’s behaviour and how to motivate them) no single model addresses all the factors influencing motivation and how to control destructive behaviour in the classroom. A lack of evidence on external conditions influencing student’s behaviour requires further research in order to effectively motivate pupils and reduce possible undesired behaviour in the classroom. The findings of this study is that encouraging a mastery orientated classroom displays more positive behavio ur than achieving performance goals. Future research needs to focus on adapting the curriculum to address both classroom behaviour and academic motivation. Word Count: 3,295†² REFERENCES ‘ Agbuga, B., Xiang, P., McBride, R. (2010). Achievement Goals and Their Relations to Children’s Disruptive Behaviours in an After-School Physical Activity Program. Journal of Teaching in Physical Education. 29 (3), p278-294. ‘ Aly, A., Gracey, D. (2013). Dealing with disruptive behaviours in the classroom ‘ a case example of the coordination between the faculty and assistance dean for academics. Issues in informing science and information technology. 3. 1-15. ‘ Ames C. (1992). Classrooms: goals, structures, and student motivation. J. Educ. Psychol. 84:261’71. ‘ Anderman, E. A., Maehr, M. L. (1994). Motivation and schooling in the middle grades. Review of Educational Research, 64, 287’310. ‘ Anderman E. M., Midgley C. (2002). Methods for studying goals, goal structures, and patterns of adaptive learning. In Goals, Goal Structures, and Patterns of Adaptive Learning, ed. C Midgley, pp. 1’53. Mahwah, NJ: Erlbaum ‘ Arbuckle, C., Little, E. (2004). Teachers’ perceptions and management of disruptive classroom behaviour during the middle years (years five to nine). Australian Journal of Educational and Developmental Psychology, 4, 59’70. ‘ Ausdemore, K. B., Martella, R. C., Marchand-Martella, N. E. (2005). School-wide positive behavioural support: A continuum of proactive strategies for all students. Retrieved Octover18th, 2015 from http://www.newhorizons.org/spneeds/inclusion/teaching/marchand%20martella%20ausdemore%202.htm. ‘ Appleton, J. J., Christenson, S. L., Furlong, J. M. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45, 369 ‘ 386. ‘ Ball, S. (1977). Motivation in Education. New York: Academic Press. ‘ Bergin, D. A., Cooks, H. C. (2000). Academic competition among students of colour: An interview story. Urban Education, 35 (4), 442’472. ‘ Biehler, R. Snowman, J. (1997). Psychology applied to teaching (Chapter 11). 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IT Project Management Assignment Example | Topics and Well Written Essays - 1500 words

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Are rich nations violating the human rights of the world's poor If so, Essay

Are rich nations violating the human rights of the world's poor If so, how - Essay Example Affluent countries are constantly violating human rights of the world’s poor. Freeman (2006) states that although much effort has been put into place to ensure that violation of such rights is eradicated, several factors impede the implementation of measure against rights violations. Through such observations scholars have tried to deduce the link between the affluent and poor countries, as well as, the effects on human rights. Pogge (2000) contends that rich nations have been in the focal position in the violation of human rights and through actions carried out by these rich governments poor nations end up being subjected to abject poverty. Rich nations being part of the society at large have an obligation to assist poor countries in ensuring that all essential basic necessities are available to foster developed. Pogge (2002) argues that rich countries have immensely contributed to violation of human rights through implementation of coercive institutional orders. For instance, international trade agreements that enable their companies benefit through tariffs, quotas, anti-dumping duties, export credits and huge subsidies levied on poor nations. These nations in the pretext of offering support through donations and charity programs end up soliciting favors from poor governments leaders in government projects and such ingenuity thereafter leads to underprivileged and desperate, stunted, uneducated citizenry. The adverse effect of such actions is always felt through poverty and environmental degradation. This is usually as a result of over-consumption that impoverishes poor nations through the monopolization resources by rich countries. Additionally, rich couturiers enter into collaborative alliances with leaders from poor governments with the intent to gain access to their resources while pleasing and aiding the leadership stay of the native leader (Nagel, 2005). Corrupt and oppressive governments in

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Alzheimer Scotland (2011) have developed ten warning signs of the disease, these include symptoms such as; memory loss which disrupts daily life, challenges in planning, difficulty completing familiar tasks and confusion over time and place. It is therefore not surprising dementia can severally affect quality of life and relationships. Due to dementias progressive nature, a person with dementia gradually loses the ability to act autonomously and must therefore rely on the decisions and support of others, primarily their relatives when living at home (Hughes et al. 2001). Beach and Inui (2006) suggests that RCC can simply be defined as care in which all participants appreciate the importance of their relationship with one another. Nolan et al. (2001) Senses framework identifies the subjective and perceptual dimensions related to caring relationships. Within this Nolan et al. (2001) incorporates the interpersonal and intrapersonal elements of giving and receiving care to ensure the highest quality. The framework is centred on six themes which all individuals involved in RCC should experience, this includes; security, belonging, continuity, purpose, achievement and significance. Over the past decade, there has been much written about the notion of patient centred care, however, it has been argued for some time that care giving can only be understood within the context of relationship (Nolan et al. 2004). The national dementia strategy (Department of Health 2009) identifies providing person centred care as one of the key standards of living well with dem entia. Kitwood (1993) changed the focus of care for people experiencing dementia from a biomedical approach to an approach he labelled ‘person centred care’. For an  individual with dementia person centred care is characterised by the need to value people with dementia, to treat them as individuals, to view the world from their perspective and to create a positive environment (Brooker 2004). Sheard (2004) review on health services found that often services consider the needs of people with dementia and their carers separately. Kitwood’s (1997) approach offers all health care professionals a way to care for an individual with dementia, however it does not take into consideration the importance of the interaction among people as the foundation of any therapeutic or healing activity in health care. Post (2001) supports this statement and suggests that living with dementia is not about quality of life but rather about quality of lives. Wadensten and Carlsson (2003) suggestion that the most common models of nursing dementia patients provide little more than guidance on how to work positively with older adults. Sheard (2004) therefore called for a development of an approach where an individual with dementia is seen within the context of important and significant relationships. Nolan et al. (2004) therefore argues that RCC is one of the most comprehensive ways of doing this in order to promote a more holistic vision of health care to include; social, economic, environmental and culture into care practice. RCC was developed by the Pew-Fetzer Task Force (1994) who examined how relationships formed between patient and practitioner, practitioner and community and practitioners and practitioners. Pew-Fetzer task force (1994) argued that although the patient centred care model promotes personhood it is not inclusive enough to embrace the relationships formed during illness. To establish RCC, Pew-Fetzer (1994) united the biomedical with the psychosocial element of care to conceptualise health care and recognise that the nature and the quality of relationships is necessary to broaden the health care delivery system. Beech and Unui (2006) Founded four principles of successful RCC, these included; relationships in health care should include the personhood of the individuals, that affect and emotion are important components of relationships in health care, that all healthcare relationships occur in context of reciprocal influence, and finally that RCC should have moral foundation This in relevance to dementia care is important, as often the family play a pivotal role in the care of an individual with dementia with support from many different health professionals. However many researchers  have found that little is known about how to develop and sustain such relationships in a health care environment (Dewar and Nolan 2013). Nolan et al. (1999) considered ho w positive relationships can be created and sustained and developed the ‘senses framework’. Nolan et al. (2001) suggests that individuality certainly shouldn’t be ignored in dementia care, but rather that for most people relationships are crucial in determining quality care. This framework comprises of the six senses; security, continuity, belonging, purpose, achievement and significance. The fundamental premise of Nolan et al. (2001) vision of relationship centred care, is that these senses need to be experienced by all groups involved in order to deliver good care based on relationships. Arksey et al. (2004) in his systematic review concluded that trusting and supportive relationships with staff are essential in dementia care, where good relationships are supported by communication with staff to draw on carers’ expertise and views of what is best for the person with dementia. Due to a lack of time to establish RCC Baillie et al. (2012) suggests that the senses framework in dementia care is very difficult to achieve in an acute ward, where the turnover of patients is often very high. The 8 pillar model of community support (Alzheimer Scotland 2012) provides a case example of how ‘supportive relationships’ form and develop into dement ia care triads. RCC in dementia care provides a complementary philosophy of care, uniting the biomedical approach with the psychosocial of health care, recognising that the nature and quality of relationships are central to the health and care of individual and can be achieved when all participants appreciate the importance of their relationship with each other (Beach and Unui 2006). The senses framework recognises six senses which should be experienced during RCC, three of these are; security, belonging and continuity. Nolan et al. (2004) suggests that continuity creates a subjective sense of security and belonging for older people with dementia. To a person with dementia a sense of security, belonging and continuity is essential in RCC and often involves open negotiation of the service they would like with attention to the physiological and psychological needs with the same support worker (Nolan et al. 2008). Alzheimer’s Scotland (2011) five pillar model of post diagnostic support suggests that individuals with newly diagnosed dementia who receive personalised and flexible support, which is delivered proactively and  sensitively over the course of a year by a skilled and well-trained person will feel these senses. Froggatt et al. (2006) in relation to the need for information developed a welcome booklet for care homes to capture what was special about the care home environment and what was available to residents and their careers. This resulted in a perceptual sense of security for carers and individuals, as they felt they knew something about the environment and the staff working there. When looking at a sense of security, belonging and continuity from a health professional’s view, it is suggested that it involves having a positive experience working with an individual with dementia, being free from physical threat, rebuke or censure and to have secure conditions of employment and their emotional demands recognised (Nolan et al. 2008). Many studies have looked into health professionals and stress in providing dementia care, it is suggested that many people leave the profession due to lack of security and continuity (Dupluis et al. 2014). Through education about the senses Nolan et al. (2004) found that in training staff in effective management of dementia care, the greatest reward comes from witnessing carers and nurses realise that compassionate communication is at the heart of supporting RRC. Hobbs (2009) suggests that workshops and role-play establish ‘steps’ that enable people to meaningfully connect with their environment, feel more supported via discussion groups and ultimately creates a sense of belonging amongst staff. For family and carers, these senses mean being confident in the knowledge that they are providing good care without detriment to their own personal wellbeing and ensures the standard of care is maintained to a high standard. Olsson et al. (2012) study recognised that relatives of people with dementia often struggle to create a situation of security in daily life for themselves and the individual with dementia. Flynn and Mulcahy (2013) suggest that to do this, family and carers need support not only in meeting their physical needs but also their emotional and social needs. The Alzheimer’s Scotland (2012) 8 pillar model of community support recognises that security and continuity can be achieved through personal support, environment aids and the use of health professional’s knowledge in dementia care. Through using Nolan et al. (2001) senses framework a sense of purpose achievement and significance can be created for carers, people with dementia and staff supporting RCC. For people with dementia these senses can be  achieved through purposeful activity, to work towards therapeutic goals and valuing the person’s wellbeing (Barker and Board 2012). A workshop by Nolan et al. (2004) suggests that that these senses highlight the important aspects of care, which are often taken for granted in a care home. For a support worker achieving these senses means they can improve car e for the individual by having direction and a clear set of goals and to feel that their expert opinion matters. In Brown et al. (2012) study they found that the sense of significance can be fulfilled through staff taking an interest in the individual. For instance Brown et al. (2013) study found that when staff got the family and individual in care involved in creating memory boxes, participants felt a sense of perceptual significance, through reminders of who the person is. This also helped to initiate more meaningful conversations and acted as a reminder for the individuals about their life achievements. Nolan et al. (2008) model suggests that for the family carers the sense of purpose achievement and significance can be achieved through, maintaining their dignity and wellbeing through support of their emotional needs such as recognising the time and effort they have committed to the individual with dementia. Often a carer can feel that their best isn’t good enough (Dupluis et al. 2014). Family relationships may already have become strained with the sufferer hiding their memory proble ms. These are often already strained because all of the participants are adjusting to living with dementia (Steeman et al. 2006). However through a RCC approach Nolan et al. (2008) suggests that family carers can feel achievement and significance through support from health professionals to establish their needs in the care process. Alzheimer’s Scotland (2012) suggests that family carers often need to communicate their concerns with a trained professional to overcome any hurdles they face and seek reassurance. Carers need to be recognised as individuals with their own needs. In taking on the identity of a carer, a person often risks losing aspects of what it meant to be themselves (Ter Meulen and Wright 2012). Alzheimer’s Scotland (2012) also recognise the importance of family carers and work with the family to incorporate their needs such as seeking respite or creating a package of care for the individual with dementia so that the family member can take time out for themselves. The Senses framework often reminds health professionals involved in the RCC about the family carers as well as the  in dividual in creating good care. Ben is a 75 year old retired engineer, living with his 70 year old wife, Mary. They live in Perth, Scotland, in a semidetached house, purchased when they were first married 60 years ago. Ben received diagnosis of mild Alzheimer’s a month ago, after being referred to a neurologist by his GP. On a mini mental examination he scored 22/30. Being diagnosed was a fraught time, for Ben and his wife. Ben and Mary have two children and four grandchildren who all live close by, but are not aware of his diagnosis. Over the past year Mary had become concerned about Ben as his mood appeared to become low and his anxiety increased. She also noticed that his short term memory and ability to perform daily activities had declined. Ben has difficulty performing household tasks, such as preparing meals, which he had previously enjoyed doing. On several occasions he has left dinner on the cooker and forgot all about it, leaving it to burn. Mary feels scared to leave Ben alone because of this so very rarely leaves the house. Mary used to enjoy going to choir practice in the evening, however, with Bens decline in cognitive function she hasn’t felt able to do this. Mary is a retired receptionist who at present has no significant medical conditions and describes herself as Ben’s only carer. Mary also feels that their relationship isn’t as close as it used to be. Ben avoids answering questions or talking to her, and often loses his tempter when he doesn’t understand. Ben used to be a keen motorist and often entered his prize winning beetle into many vintage car shows with his old work colleagues. Since his diagnosis, he has been told not to drive and has neglected his car. He is still able to perform basic activities of daily living, such as personal hygiene and dressing, and with prompting from Mary do instrumental activates like emptying the dishwasher. Ben has become increasingly worried about what will happen to himself and Mary as his condition deteriorates, however, wishes to stay at home as long as possible. Ben is also worried about legal and financial affairs. Ben’s only past medical history is osteoarthritis which he takes regular painkillers for. For his newly diagnosed Alzheimer’s, his GP has also prescribed three acetylcholinesterase (AChE) inhibitors Donepezil, Galantamine and Rivastigmine. Ben presently feels uncertain about the future for him and his wife. Ben has an appointment with a dementia  practice co-ordinator in a couple days and is keen to seek advice and help for them both. Nolan et al. (2001) suggests that security for Ben can be achieved through RCC. In Ben’s case, security is recognising his physiological and psychological needs and to feel safe from harm and pain (Ryan et al. 2008). From the case study, some of the issues Ben and his wife are experiencing, in being able to develop a sense of security are; fear of diagnosis, finical worries, safety at home and the future. For Ben, becoming aware that something is wrong, has affected his sense of security with in his relationship with Mary and friends. His relationships have declined because of his insecurity. It is not uncommon for someone newly diagnosed with dementia to feel fear, depression, disbelief and uncertainty which in turn puts stress on their interpersonal relationships (Pratt and Wilkinson 2001). Social interaction can be used in the transitional phase involved in coping with dementia to support all individuals involved in care and friends, often peer support groups, can improve wellbeing (Steeman et al. 2006). Interactions with professional caregivers such a dementia care support workers can often build a relationship where education about dementia can be given and discussions had to make Ben and Marys opinions heard. The information should help individuals to understand what is happening and how disease changes can be modified so they can live a fulfilled life (Olsson et al. 2012). However, it is suggested by Young (2002) that health professionals may silence the person with dementia and the carer. Therefore the use the 5 pillar model can prove beneficial in structuring care around everyone’s needs (Alzheimer Scotland 2011). Advice can be given on how to create security in the home to ensure Ben’s safety and about sorting out finical and legal affairs whilst Ben is still able to do to so. A lasting power of attorney enables Ben to nominate Mary as his attorney. This means when Ben is no longer able to make decisions for himself about his health care or finances, Mary will be able to act on his behalf. This ensures security for Ben and Mary through ensuring the right choices are made for Ben and that Mary still has a home (Ouldred and Bryant 2008). In this case study, Mary is concerned about Ben’s security in their own home, as he regularly leaves the cooker on. Georges et al. (2008) conducted a large survey, which found relatives of people with dementia often spend 10 hours or more a day caregiving. However, it is acknowledged  by Wimo et al. (2002) that a great deal of a relative’s time has been reported to concern supervision/surveillance. Olsson et al. (2011) study suggests that technology could be used in managing daily life. For instance, smoke detectors could be installed to make Mary aware sooner of fire and ensure Ben’s safety when cooking. Also home improvements could be made to help Ben as his condition progresses, such as good lighting to prevent falls and the use of clocks and calendars as a reminder of time and date. Enhancing security can often be linked to continuity in RCC, which can be used to ensure everyone’s wellbeing. Continuity, as described by the six senses, recognises the person with dementia as an individual and offers a chance for family to maintain shared pursuits with constant care, whilst maintaining a positive experience of work for health care professionals. In this case study, Ben is worried about future care. The support needs of Ben and Mary will become evident through discussion. These range from concerns about maintaining their home, continuing to live on their own, or w anting to continue to do the things that they enjoy (Cook et al. 2012). Through discussion of care, all individuals involved in Ben’s care can put a plan in place to support these needs. The care plan should enable constant and stable staffing which allows RCC to form thorough knowledge of each other (Cook et al. 2012). Continuity of Ben’s care should recognise his medical history of osteoarthritis and offer ways to manage his pain (Buffum and Haberfelde 2007). As Ben’s Alzheimer’s progresses, he may not be able to communicate his pain as effectively, this is when pain assessment tools such as the abbey pain scale could be used to ensure he gets adequate pain relief (Buffum and Haberfelde 2007). It may be necessary to educate Mary on these tools so she feels able to asses Ben’s pain and give competent care. Despite Ben’s diagnosis, his daily routine should maintained where possible to promote personhood. This for professional carers means respecting Ben and Mary’s daily routine and home environment. At pre sent Mary feels she can cope at home with Ben, so enforcing home care services at this point may disempower Mary. Support services should be made easily available to Mary when required (Ouldred and Byrant 2008). It is suggested by Van De Steen (2012) that mental health care is particularly well served by continuity of management and co-ordinating health services. Continuity of health professionals involved in Ben’s care means Ben and Mary do not have to  repeat themselves over and over again and a health professional who knows Ben can easily recognise any changes. There are many tools a health professional could use to assess the effect that Ben’s Alzheimer’s is having on him and his care needs, including tools such as the care needs assessment package (Cameron and O’neil 2005). This assessment helps to establish goals for everyone involved in care, especially the health care assistant as they can prioritise needs and create continuity. Mary wants to ensure that Ben is well cared for weather it be by her or another carer, therefore her involvement in the decision ab out where Ben is cared for and how, is crucial in creating a sense of continuity. RCC can support Ben, Mary and his carers in feeling a sense of purpose (Nolan et al. 2004). In this case study, Ben and Mary’s social lives have both been affected by his dementia, they have also yet to establish a relationship with a health care professional. Ben can be supported in many ways to engage in purposeful activity, including the pursuit of his hobbies. In most localities, there are community-based services that can support people to maintain their independence and fulfil their aspirations (Cook et al. 2012). However Cook et al. (2012) often states that there is a lack of information on support in the community. Alzheimer Scotland (2013) funds local Dementia Advisors, who support people with dementia, their partners, families and carers within the local community to access services. The support workers are highly trained to work with each person at home, to support a purposeful relationship where goals can be met. The support worker can suggest local community groups which have been created to offer a dementia friendly place for people like Ben and Mary to meet up for a chat. Support workers also attend this event and it is a chance to really get to know the people involved in care outside of the home. Dementia often affects the sense of purpose for all individuals involved in care (Nolan et al. 2001). Alzheimer Scotland (2013) offers a wide range of welcoming community activities across Scotland, such as singing groups, football memories groups, walking groups, cinema groups and much more. If Mary wishes, she can arrange for a personal assistant to come to the house to be with Ben so she could go to choir practice. Whilst the personal assistant is with Ben, he can be supported to do the things he likes to, like clean his car and take part in meaningful conversation about his interests. The most important support an informal carer can have  regarding the feeling of purpose, is the recognition that they are partners in the care of the dependent person (Ter Meulen and Wright 2012). Driving is closely associated with an adult’s personal identity and self-perceived role in family and society. An individual’s inability to drive can therefore affect their sense of purpose (Alder 2007). Taking the car keys away from Ben is a life-changing event, both for him and Mary that crystallises the devastating impact of the diagnosis. However, through support, Ben can still be encouraged to pursue his love of vintage cars via car rallies and show visits. This can be done in a number of ways using RCC, a carer could support this for example or family members, who are educated about Ben’s needs, could enjoy pursing such events as a family outing, providing a sense of purpose in fulfilling Ben’s personhood. In conclusion, as the number of people with dementia is on the increase, the provision of sensitive and appropriate support for all individuals involved in caring for people with dementia, is needed. This assignment identified the RCC model and the six senses framework in relation to dementia care. Making connections with the senses that are often involved in everyday activity for all individuals involved in care, to promote RCC. This assignment also concluded t hat recognition of the six senses; security, continuity, belonging, purpose, achievement and significance, reflect the varying dimensions necessary for quality dementia care. The senses framework captures the subjective and perceptual dimensions of caring relationships in order to create tailored and seamless care. When using RCC and the senses framework model in a case study, it allowed a biographical approach of care planning structured through ensuring the six senses are met. A greater understanding of the person with dementia can be achieved through using the six senses accurately. However if the future of care is going to change from patient centred care to RCC, more education on the subject is needed. Reference list ADLER, G., 2007. Intervention approaches to driving and dementia. Health & social work, 32(1), pp. 75-79. ALZHIEMER SCOTLAND, September 2011, 2011 – last update, The five pillar model of post-diagnostic support [Homepage of Alzheimer Scotland], [Online]. Available: http://www.alzscot.org/assets/0001/1226/Getting_post_diagnostic_support_right View as multi-pages