A bstractDem entia Care M apping (DCM , Kitwood & Bredin, 1994a) was incorporated into the Quality Assurance Strategy of an urban British Mental Health (NHS) Trust. Its role as an audit of the outcome of the care process in formal dementia care settings was evaluated. DCM was used in two day hospitals, an assessment ward, two respite care units and four continuing care units over three annual evaluation cycles. This equated to approximately 1,614 hours of m apping over the three cycles. The way in which DC M was used is described in detail. The results were generally very positive with improvements in the quality of care practice being demonstrated. Although anxious about the observational nature of DCM , staff viewed it as a positive means of improving quality of care. DCM is seen as being a highly appropriate audit tool to use in NHS formal dementia care settings. Information on the experience of managing a DCM project is shared. detailed ethological observations of dementia suffe rers in a wide variety of settingsThe values which underpin D CM are based on T om Kitwood' s social-psychological theory of person-hood in dementia (K itwood, 1993). T his theory asserts that although the disease processes underlying dem entia leads to a degeneration of cognitive functioning, this does not of itself cause individuals to disintegrate from a psychological and emotional point of view . The disintegration occurs largely as a result of the destructive psycho -so cial environm ent in w hich people with dem entia ® nd themselves. T he disintegration m ay be am eliorated or hastened by the personality or past coping mechanism s that the suffe rer em ploys. It is argued that if the social environm ent can lead to a disintegration of the person' s sense of self and personal worth, then the reverse should also be true.Good dementia care, in this context, is that which enables the person to feel supported, valued and socially con® dent. T he achievement of this is dependent upon the skills of the staff providing that care. D C M attempts to m easure the positive and negative aspects of the psycho -social environm ent. D CM is ground breaking w ork. The ª N ew Culture of D em entia Careº (Kitwood & Benson, 1995;Kitwood, 1997) has inspired m any practitioners w ho were dissatis® ed with the lack of sophistication in m odels of care for this client group.D uring a D CM evaluation each m apper observes between ® ve to ten participants continuously over a representative time period (e.g. six hours during the

The focus of this article is on how forces of globalization may allow powerful cultures to dominate the less powerful through social work education. The article starts with discussions of first, globalization, and then colonialism and post-colonialism. These discussions identify three paths through which globalization and post-colonialism have an oppressive impact on local cultures: the economic power of globalization, culture and language. It then applies these concepts, by giving examples of potentially hegemonic actions in social work education. Finally, it suggests ways in which social work educators might seek to combat these tendencies in social work education. GlobalizationGlobalization brings different cultures into closer contact with each other, through increased economic interaction between previously separate economies and through fast communication and travel (Fitzpatrick, 2003). This is claimed to destroy valid and creative distinctions between them. In this way, it seems to make the world similar, a process of homogenization. Globalization in education is not a new process. Its present currency as an issue is because of concern about its recent evolution due to better communication, faster travel and new technologies. However, printed matter, such as books and journals, has been and is still used throughout the

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Summary: The conception of a knowledge base for social work is explored within a multinational/multicultural context. Findings: Flaws in the idea of a knowledge base include the conception that social science knowledge is being continually reconstructed rather than acting as a base, the impossibility of defining a separable body of knowledge and the difficulty of seeing some knowledge as basic to all social work practice. Four arenas of debate within social work where the concept is particularly used are in defining the processes of professionalization, defining training and education curricula, identifying what knowledge is useful in practice and defining professional roles within multidisciplinary teams. Study of the construction and politics of knowledge biases within social work, through examination of the use of knowledge in practice and through consideration of the influence of stakeholders in creating biases, permits understanding of social work knowledge as a continuing interactive process among practitioners and other stakeholders rather than as an established base. Applications: Knowledge in any particular country or specialization of social work may be seen as biases within a broader conception of knowledge.