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To bridge the worlds we exist within, and the worlds we want to build within, we must first acknowledge the systems that we participate within. Simultaneously, we must give space for breath and creation of new ways of being. This is true yet not exclusive to the arts and culture sector and the study and practice of arts leadership and management. This arts-based exploration weaves the lived experiences of multiple arts nurturers who are codefining the meaning of equity across leadership conceptualizations and worlds. The author-artists operate from a belief in arts and culture workers’ ability to breathe into new ways of being, to actualize creative justice, and to heal—together. [ABSTRACT FROM AUTHOR]

Examines three versions of Frances Hodgson Burnett's "A Little Princess," describing how the process of rewriting the story developed Burnett's writing skill and sense of audience. (MM)

Suggests 22 biographies for elementary and secondary readers. (SJL)

This article discusses teaching pre-registration Nursing students to understand their "digital footprint" and responsible social media usage. Online privacy and professional conduct were highlighted as key concepts. Discussion of NMC social media guidance and employer guidance allowed students to understand the range of behaviours that could be in breach of professional conduct requirements. To highlight the benefits of social media for continuing professional development, students participated in a live chat on Twitter to show how social media can be used by health professionals to share best practice and connect with their wider profession. [ABSTRACT FROM AUTHOR]

The article focuses on the support for personalising information literacy of students at London South Bank University in England.

Little is known regarding attitudes of healthcare professional students towards team-based care in the Middle East. As modernization of health systems is rapidly occurring across the Gulf Cooperation Council countries, it is important for students to engage in interprofessional education (IPE) activities. The objective of this study was to assess pre-clinical students' attitudes towards interprofessional healthcare teams after completion of their first IPE activity. A previously validated questionnaire was distributed to 25 pharmacy and 17 nutrition students at Qatar University after participation in an IPE event. Questions related to quality of team-based care and physician centricity. Results showed high agreement regarding high quality care provided by teams yet students were unsure of the value of team-based care when considering required time for implementation. Results provide baseline data for future studies to assess student attitudes throughout the professional programs and give valuable insight for future IPE program design in the Middle East. [ABSTRACT FROM AUTHOR]