Developing a framework for e-learning revisited

In this paper we revisit a study on e-Learning and suggestions for developing a framework for e-Learning. The original study in 2005 looked at e-Learning, specifically e-Tutoring and the issues that surround it. However, re-examining these findings led to the realization that whilst most courses were not fully "e" many were in essence using Blended Learning to varying degrees. It is concluded that the encroachment of a Blended Learning approach has been an indirect consequence of the extension and enhancement of in-house course management technologies now employed. The pros and cons of the situation are identified and discussed. In addition, we summarize the positions of participants of the workshop on Developing a Framework for e-Learning.

[Book Review] The age of orphans, by Laleh Khadivi

The Age of Orphans, By Laleh Khadivi. Book review by Alev Adil. Laleh Khadivi's debut novel, remarkable for its beautiful and brutal poetry, tells the story of a lost Kurdish child and the history of "this invisible thing called Iran" [From the Author]

Liquid images: viewing the wine label

What is it that consumers see when they read the wine label? This article begins from the premise that the label does not merely consist of words that describe the contents of the bottle, but also contains clues to complex social, cultural and economic interactions which bestow wine its meaning. Thus, the visual aspects of wine extend far beyond colour, labelling and packaging. Viewing the wine label through the cultural lens suggests that the label has much to offer the hospitality provider in the ways in which the wine's affective qualities are conveyed. [From the Publisher]

Continuing Professional Development: rhetoric and practice in the NHS

This article explores the experience of Continuing Professional Development (CPD) by supervisory-level clinical staff in the National Health Service. Four main themes are highlighted in the literature, namely the nature and experience of CPD, its relationship with human resource management practices and in particular in career development and planning. These themes are examined utilising sources of (triangulated) empirical data based on a 2500 sample survey conducted across five NHS Trusts. A key finding was that responsibility for learning and development was perceived as belonging to the individual rather than the organisation. Other findings concern a lack of resource-based commitment by the organisation to CPD for clinical staff undertaking supervisory-level roles and evidence of 'credentialism' with its emphasis on seeking certificated qualifications. The findings raise concerns about the potential for clinical staff to become disillusioned and to perceive a potential breach in their psychological contract because of problems in reconciling their own interests with those of their professional body, and that of their employer in relation to CPD.