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Drawing from seven months of fieldwork among independent artists and their communities in Guangzhou, China, in 2020–2021, this paper investigates the feminist alternative practices in response to the experiences of gender marginalisation of independent artists. Along with being sexualised and discouraged by some of their art colleagues and the public, there has been an emergence of alternative practices among female independent artists in Guangzhou, including alternative art production, space cultivation, and community development. Alternative art practices have not only diversified the expression and representation of female artists; they have also helped female and non-binary people connect to discuss gender-related issues and provide mutual support. Altogether, these expanding feminist practices, spaces, and communities have yielded everyday life strategies to negotiate and contest existing patriarchal conventions and imbalanced power relationships. My account also offers a view of changing gender politics within art communities in Guangzhou's independent art field. [ABSTRACT FROM AUTHOR]

This article reflects the personal experiences of its author: a musician, teacher and current leader in the secondary independent sector. It provides an initial exploration of the link between leadership and musicianship, pivoting on the concept of performance and how specific socialised and embedded skills and experiences developed through musical performance resonate with notions of leadership in education. The intention is to raise awareness of the positive attributes of musicianship which are sometimes lost in the mist of artistic endeavour. Setting technical mastery aside, a raft of experiences, including presentation, formality, organisation, collaboration, a blend of aesthetic and academic enrichment and emotional sensitivity equip a capable musician with skills that transpose seamlessly into the role of leadership. Many of these experiences apply to other artistic fields within education and perhaps this debate will encourage those who appoint leaders to reconsider the attributes of artistic experiences. Bourdieu’s conceptual lens provides a theoretical foundation highlighting habitus and field as useful tools to filter leadership experience in a musical context. [ABSTRACT FROM PUBLISHER]

Objective: Undergraduate and postgraduate medical education providers are increasingly looking to online options for lecture delivery, training and resources. This trend has been encouraged by arguments of flexibility, accessibility and the ability to individualise content. A narrative review of the literature was completed, aiming to consider the opportunities and challenges associated with online psychiatric teaching. Additionally, initiatives to introduce online learning to complement traditional approaches in psychiatric education in the Australian context are discussed. On the basis of this review, a range of strategies are suggested to facilitate the effective implementation of online learning, maximise student engagement and enhance educational outcomes.Conclusion: The effective introduction of online learning in psychiatric training will be enhanced by paying attention to challenges related to content, format and those arising when attempting to convey the art of psychiatry. [ABSTRACT FROM AUTHOR]

Background: Collaborative multi-site research is gaining recognition. In particular, across stakeholders in the health and social care professions, there has been an increase in the documentation of such approaches, with the majority acknowledging the strengths and few identifying the pitfalls. Four universities in the south west of England collaborated on the design, analysis and implementation of a project scoping the staff development needs of nursing and midwifery academics to meet the National Health Service Modernisation Agenda in the United Kingdom. Aim: This paper highlights the challenges and the lessons learned from each stage of the process of this large multi-site collaborative study. Consideration has been given to addressing the site-specific differences as well as the politics of the processes and power relations across the research team.Discussion: From an analytical reflection across the team, there were a number of lessons learned from the process of collaboration. Initially, the main challenge was the selection of the team and lead researcher and these were its greatest success. Nevertheless, managing each individual's competing roles within the organisation remained problematic. Particular challenges included gaining consensus on the research design, the chosen sample and data collection to reflect the site-specific differences and were overcome through discussion and effective leadership. Towards the end of the study, adequately representing each institution in the findings, as well as dissemination have remained the greatest challenges.Conclusions: While collaboration has been lauded as a way forward, this analysis of the process highlights some of the difficulties of working as a multi-site virtual team who are widely spread geographically and who have no previous connection. At different stages of the process there has been acknowledgement of the political dimensions affecting such an approach and a need to avoid the pitfalls of collaborative working in order to harness the potential of all team members, if success is to be achieved. [ABSTRACT FROM PUBLISHER]

This article offers a close reading of two texts produced at a time of crisis on a South African campus. The framework used is that of Halliday's systemic-functional grammar, which enables us to analyse how the modes of discourse create their own reading contexts, while influencing, and being influenced by, the context of situation. In addition, Halliday's concept of 'antilanguage' is used to show how the second text creates, through language, a new context for interaction and constructs an opposing world-view to that of the first text. [ABSTRACT FROM PUBLISHER]