In her colorful insider's account, Sue Bridge analyzes the bitter struggle that ensued when a sophisticated entrepreneurial leadership tried to diversify and reposition The Christian Science Monitor beyond the failing newspaper -- into radio, the Internet, multimedia publishing, and the highest ticket item of all -- The Monitor Channel, a CNN-style, 24-hour news and public affairs channel. The entire enterprise came crashing down in a cloud of confusion about media realities and costs in the electronic age, rumors of illegal use of funds (which turned out not to be true), and accusations of a misbegotten sense of mission. Using the Monitor's story as a focus, Sue Bridge raises fundamental questions about how and whether the public's interest can be served in an age of spiraling costs, competition between print and electronic media, changing public tastes, and undeclared media wars.

Between 1988 and 1992 a technologically sophisticated entrepreneurial leadership at the Christian Science Monitor led a costly campaign to diversify beyond the failing newspaper into radio, the Internet, multimedia publishing, and the highest ticket item of all -- a CNN-style, 24-hour news and public affairs cable TV channel. In 1992, the entire enterprise came crashing down. Sue Bridge tells the whole story here, setting it in the historical context of Monitor journalism, beginning with the paper's founding in 1908, through the rise of television in the fifties and sixties, and ending with the effective loss of the Monitor as a significant voice in American journalism, at a time when thoughtful and balanced sources of information are increasingly lost in the mass communications marketplace

Developed in the context of health sciences education in the late 1960s, problem-based learning (PBL) is now widely deployed as an education methodology. Its problem-solving, collaborative, student-centred ethos is seen as a more appropriate system of pedagogy than earlier 'chalk-and-talk' modes. Focusing on its use in clinical education, this collection of recent scholarship on PBL examines the ways in which PBL is both conceived and implemented in clinical education. The work has a dual emphasis, research-driven on the one hand, while on the other assessing new methodologies to explore how problem-based curricula support the achievement of students' learning outcomes in the context of clinical education.

The chapters draw on studies that explore PBL both theoretically and empirically. The volume's eclecticism capitalises on the growing body of empirical research into PBL evaluations. It balances this with studies analysing the relatively new area of discourse-based research on PBL-in-action, whose focus has been to interrogate the 'how' of student learning in curricula with PBL content.This publication will be of interest to clinical teachers, curriculum designers and those interested in innovations in the scholarship of teaching and learning in PBL curricula.

Developed in the context of health sciences education in the late 1960s, problem-based learning (PBL) is now widely deployed as an education methodology. Its problem-solving, collaborative, student-centred ethos is seen as a more appropriate system of pedagogy than earlier chalk-and-talk modes. Focusing on its use in clinical education, this collection of recent scholarship on PBL examines the ways in which PBL is both conceived and implemented in clinical education. The work has a dual emphasis, research-driven on the one hand, while on the other assessing new methodologies to explore how problem-based curricula support the achievement of students learning outcomes in the context of clinical education.

The chapters draw on studies that explore PBL both theoretically and empirically. The volume s eclecticism capitalises on the growing body of empirical research into PBL evaluations. It balances this with studies analysing the relatively new area of discourse-based research on PBL-in-action, whose focus has been to interrogate the how of student learning in curricula with PBL content.This publication will be of interest to clinical teachers, curriculum designers and those interested in innovations in the scholarship of teaching and learning in PBL curricula.

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The business world is constantly transforming. When restructures, mergers, bankruptcies, and layoffs hit the workplace, employees and managers naturally find the resulting situational shifts to be challenging. But the psychological transitions that accompany them are even more stressful. Organizational transitions affect people it is always people, rather than a company, who have to embrace a new situation and carry out the corresponding change.As veteran business consultant William Bridges explains, transition is successful when employees have a purpose, a plan, and a part to play. This indispensable guide is now updated to reflect the challenges of today's ever-changing, always-on, and globally connected workplaces. Directed at managers on all rungs of the corporate ladder, this expanded edition of the classic bestseller provides practical, step-by-step strategies for minimizing disruptions and navigating uncertain times.

The bestselling guide to managing organisational change, with over 650,000 copies sold, is now revised and updated for today's rapidly changing workplace where change is a constant. In a landscape of big mergers, global teams and evolving technology, it's more important than ever for employees and managers to be adaptable to change. When restructuring hits the workplace, the actual situational shifts are often not as hard to work through as the psychological components that accompany them. Successful organisational change takes place when employees have a clear purpose, a plan for, and a part to play in their changing surroundings. For 25 years, Managing Transitions has been the go-to resource for managers to navigate tumultuous times. Now, this essential book has been updated to address new trends and challenges in today's work cultures, including generational differences, inclusivity, cross-functional teams, remote and work-from-home colleagues, and more.It includes a new foreword by Patrick Lencioni, best-selling author of The Five Dysfunctions of a Team.

This evidence-packed guide explores the growing importance of new technologies and situated learning in the vanguard of medical and health sciences education, backed by real-world clinical applications. Its dual emphasis on problem-based learning (PBL) and applied learning is reflected in the range of author perspectives, from understanding how technologies engage learners to implications for program design. Innovations covered range from wider and more targeted use of mobile devices and electronic medical records to video cases and virtual patients, in clinical contexts from family practice to specialized surgery. At the same time, chapters detail both the necessary hardware for putting these systems into place and the software needed to make them accessible to learners. Among the featured topics: Technology and group processes in PBL: An ethnographic study. What is real? Using problem-based learning in virtual worlds. Are Wikipedia articles reliable learning resources in PBL curricula? Utilizing mobile electronic health records in clinical education. Measuring emotions in medicine: methodological and technological advances within authentic medical learning environments. The deteriorating patient smartphone app: towards serious game design. Medical/health sciences educators and researchers in educational technology will look to Educational Technologies in Medical and Health Sciences Education to pinpoint current and future trends in an ever-important field.