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Dementia is a progressive disorder that affects how the brain works, and in particular the ability to remember, think and reason. It affects speech, mood, mobility, behavior and how people perceive and respond to the world around them. Contemporary approaches to understanding dementia encourage society to think about how people can live well in their communities. These approaches focus on ensuring that people with dementia see the diagnosis not as the end of their life, but rather as the beginning of a new chapter of their life. This study explores how arts events specifically tailored for people with dementia can help those with a dementia diagnosis to live well after their diagnosis. In this study, we have undertaken qualitative research in the form of semi-structured interviews with festival organisers and event managers in order to understand the value of arts festivals and events in the context of dementia care. In this paper, we present areas of best practice within the Arts and Culture sector and offer recommendations for improvement in how festival and event managers make their arts events accessible and a positive experience for those living with dementia. The key theoretical contribution of this paper is the proposition of a theoretical framework that explores dementia arts events as they relate to a palliative model on relationship-centred care for people living with dementia – the ‘Senses Framework’ – and we apply this framework from social care in an arts events context.

Dementia is a progressive disorder that affects how the brain works, and in particular the ability to remember, think, and reason. It affects speech, mood, mobility, behavior, and how people perceive and respond to the world around them. Contemporary approaches to understanding dementia encourage society to think about how people can live well in their communities. These approaches focus on ensuring that people with dementia see the diagnosis not as the end of their life, but rather as the beginning of a new chapter of their life. This study explores how arts events specifically tailored for people with dementia can help those with a dementia diagnosis to live well after their diagnosis. In this study, we have undertaken qualitative research in the form of semistructured interviews with festival organizers and event managers in order to understand the value of arts festivals and events in the context of dementia care. In this article, we present areas of best practice within the Arts and Culture sector and offer recommendations for improvement in how festival and event managers make their arts events accessible and a positive experience for those living with dementia. The key theoretical contribution of this article is the proposition of a theoretical framework that explores dementia arts events as they relate to a palliative model on relationship-centered care for people living with dementia-the \"Senses Framework\"-and we apply this framework from social care in an arts events context.

As students, fledgling nurses need to feel they belong to a community of academics, peers and mentors who value their contribution to learning and knowledge. Creating a sense of community allows students to experience academic and practice integration at the beginning of their professional journey, recognising that positive learning experiences at an early stage of professional maturation can shape lifelong attitudes to learning and discovery. The Senses Framework has been used to develop supportive working in relation to older adults; it also has resonance for the development of undergraduate nurses. This article focuses on the student experience, exploring the potential for the Senses Framework to underpin a learning community, promoting collaboration and acknowledging the emotional, academic and professional work that is now essential for the preparation of registered nurse in the 21st Century.

The COVID-19 pandemic has posed numerous challenges for Street-Level Bureaucrats (SLBs). This paper adopts the sensemaking framework to examine the teaching experiences of high school teachers in the online environment, specifically focusing on their interpretation and implementation of COVID-19-related policies. Sixteen teachers from different high schools in Vietnam were selected purposely as participants in this study by considering the geographical influence and school rankings. The study reveals that decision-makers tend to grant higher levels of discretion to SLBs during crises compared to normal circumstances in the Vietnamese context, emphasizing the role of socio-cultural and political contexts in shaping policy implementation within centralized education systems. Also, recognizing the significance of policy signals and adopting a bottom-up approach that acknowledges the impact of SLBs on policy outcomes is paramount. By providing valuable insights to policymakers and school officials, this study provides an implication for reevaluating how better-established policy signals are received during times of crisis to prevent unintended consequences that may arise from local-level policy implementation.

Long-term care in general, and care homes in particular, have never enjoyed high status as a place to live and work. This remains the case. In large part this marginalised position is due to the continued failure to value the contribution that care homes make to supporting frail and vulnerable older people. In order to promote a more positive vision of what can be achieved in care homes, this paper argues for the adoption of a relationship-centred approach to care. The need for such a model is described, and how it might be applied using the 'Senses Framework' is considered. It is argued that adopting such a philosophy will provide a clearer sense of therapeutic direction for staff working in care homes, as well as more explicitly recognising the contribution that residents and relatives can make to creating an 'enriched environment' of care.

This article describes the evaluation of the ACE club, a service for younger people with dementia in North Wales. The evaluation was conducted by the ACE club members and conducted through a relationshipcentred approach expressed through the Senses Framework achievement, belonging, continuity, purpose, security, significance Nolan et al, 2006. Members of the ACE club found the sense of significance to be the most important and meaningful sense in helping to structure their evaluation and use of the ACE club. The clinical interventions outline is shared within the text to help provide a grounded and inductively generated practice structure. The funding of normalising activities for younger people with dementia is an area of dementia care that needs urgent attention.

This article describes the evaluation of the ACE club, a service for younger people with dementia in North Wales. The evaluation was conducted by the ACE club members and conducted through a relationship-centred approach expressed through the Senses Framework (achievement, belonging, continuity, purpose, security, significance) (Nolan et al, 2006). Members of the ACE club found the sense of significance to be the most important and meaningful 'sense' in helping to structure their evaluation and use of the ACE club. The clinical interventions outline is shared within the text to help provide a grounded and inductively generated practice structure. The funding of 'normalising' activities for younger people with dementia is an area of dementia care that needs urgent attention.

An example of a long term strategic development aimed at improving first-year student engagement and retention in an Australian-based university is presented. One innovative practice has been the creation and implementation of the First Year Advisor (FYA) role, an academic position, situated at a degree level within the faculties/schools across the university. This paper presents vignettes of local level FYA initiatives as well as strategic institution-wide activity as an example of one approach which sought to engage in sustained first-year student experience improvement. [Author abstract]

Purpose The purpose of this paper was to provide a plausible answer to how there are so few science, technology, engineering and mathematics (STEM)-professional women managers in the Canadian space industry. Design/methodology/approach The author showcased one such individual and her experiences of the exclusionary order in this industry, by focusing on her discourses and those of her former supervisor. The author applied the critical sensemaking (CSM) framework to unstructured interview data and to various collected written documentation. To guide the author’s application of this CSM framework, the author asked and answered the following questions: what is the range of identity anchor points associated with, and available to, a STEM-professional woman within the Canadian space industry? What is the relationship between these anchor points and organizational rules and social values? And, how do these anchor points and their relationship with rules and social values influence the exclusion of STEM-professional women from management positions within this industry? Findings The author surfaced a STEM-professional woman’s range of ephemeral identities, captured within her range of attributed anchor points. The author also revealed some of the rules and social values of the organizational context she worked in. The author then analyzed the how of her exclusionary social order, by studying the relationship between these anchor points and these rules and social values. Social implications In addition to addressing the lack of STEM-professional women in management and to filling a gap in the literature, this study made a contribution to our understanding of social-identities, represented by anchor points, and to their discursive reproduction within organizational contexts. The author also suggested micro-political resistances to undo this social order for one particular individual. Originality/value This study’s value can be measured by its contribution to the postpositivist cisgender and diversity literature focused on intersectionality scholarship, specifically in the area of identity anchor points and their (re)creation within social interactions.

This paper briefly describes the rationale for and the development of the CARE (Combined Assessment of Residential Environments) profiles. The CARE profiles represent a new approach to quality improvement in care homes for older people that seeks to gain the views of residents, relatives and staff, and to use these as a basis for celebrating what works well in a home and identifying areas that need attention. The paper begins with a consideration of the limitations of existing quality initiatives and argues for a model that is more inclusive. Subsequently, the theoretical underpinnings of the CARE profiles, positive events, the Senses Framework, and a relationship-centred approach to care are outlined. The process by which the CARE profiles were developed is then described and a case study highlighting how they might be used is presented.