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This article was inspired by a speaker at a music education conference who complained that performances get in the way of real learning. This complaint prompted me to ask what musicians understand performance to be and why performance is not considered part of the curriculum or 'real' work of a musician. I suggest a model of performance education that addresses several lacunae in music education and finish by giving a sample of the responses of professional musicians to this kind of training, offering ways around their initial resistance that lead to genuine learning and growth.

Depression is a cause of disability globally and affects not only the person living with the condition, but the whole family. How people construct meaning to 'live well' and make sense of the reality of living with a person diagnosed with depression were explored through narrative inquiry and stories. The purpose of this article is to justify the use of narrative inquiry methodology to explore how people make meaning and find ways to live well and live with a family member who lives with depression. An interpretivist epistemological perspective, with the ontological principles of critical realism, and a social constructionist approach were chosen to guide the methodological framework. This was because how people construct the stories about their experiences will influence how those stories are told and what meaning is given to them. Eight people who live with a family member diagnosed with depression told their stories for this study. A realist approach to data analysis was taken, transcribed data were re-storied with redundancies removed, and member checked for accuracy. Using McCormack's and Chases' Lenses, the data revealed the strengths and challenges individuals faced when living with a family member with depression. Narrative Inquiry was an appropriate methodology to reveal how participants made sense of and constructed meaning about living well when living with a family member who lives with depression. Through the cyclical nature of depressive illness, participants navigated the fluctuations and uncertainties to find ways to live well and live with their family member. The research has the potential to adopt aspects of a family strengths-based and family systems approach into clinical practice, which would be valuable in supporting families living with depression and other mental health conditions. [ABSTRACT FROM AUTHOR]

Teaching students to build resilience is necessary to keep imagining and fighting for a path towards social justice. To do so, clinicians can draw from the communities facing oppression and examine how they remain resilient despite oppression. [ABSTRACT FROM AUTHOR]

The development of disease‐modifying therapies (DMTs) for Alzheimer's disease (AD) has progressed over the last decade, and the first‐ever therapies with potential to slow the progression of disease are approved in the United States. AD DMTs could provide life‐changing opportunities for people living with this disease, as well as for their caregivers. They could also ease some of the immense societal and economic burden of dementia. However, AD DMTs also come with major challenges due to the large unmet medical need, high prevalence of AD, new costs related to diagnosis, treatment and monitoring, and uncertainty in the therapies' actual clinical value. This perspective article discusses, from the broad perspective of various health systems and stakeholders, how we can overcome these challenges and improve society's readiness for AD DMTs. We propose that innovative payment models such as performance‐based payments, in combination with learning healthcare systems, could be the way forward to enable timely patient access to treatments, improve accuracy of cost‐effectiveness evaluations and overcome budgetary barriers. Other important considerations include the need for identification of key drivers of patient value, the relevance of different economic perspectives (i.e. healthcare vs. societal) and ethical questions in terms of treatment eligibility criteria. [ABSTRACT FROM AUTHOR]