This paper describes the use of advanced computer technology in an innovative educational leadership program. This program integrates full-motion video scenarios that simulate the leadership challenges typically faced by principals over the course of a full school year. These scenarios require decisions that are then coupled to consequences and scored in the background to create a profile of learner strengths and needs. Because the content has been filmed in an operating school and because of the unique choice-consequence sequences, the immersive and interactive simulation triggers more potent learning than is possible with either previous paper-and-pencil or discussion-based techniques. The scenarios are embedded in a Web-enabled framework that facilitates the provision of individualized feedback tailored to the specific choices made by the learner, and supports the collection of multiple metrics that relate to the performance of the learner and the learning framework itself. Project Authentic Learning for Leaders (ALL) demonstrates the future of teaching and learning in either hybrid (face-to-face instruction plus digital teaching and learning) or in individual anywhere, anytime learning.Similar to the economic recession, there are always opportunities if we are willing to seize them. The key is do we have the "will" to recognize the need for change in the field and make the necessary shifts in our thinking and habits? The time for change is not when your back is against the wall, but rather when you don't have to change to survive.

The big question about dropouts is "Do we really care?" Or do we think their existence is actually good for the schools, such as simplifying teaching and reducing class size? The author exam ines these questions before describing the four Cs—cash, care, computers, and coalitions.

Recognizing that we live in a complex world, Dale Mann reminds us that there are few simple answers to persistent educational problems. He argues that the dropout problem calls for imaginative and multiple approaches to what is really a diverse set of problems preventing students from completing high school. His overview sets the stage for the articles that follow.

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In July 1995, the American Osteopathic Association (AOA) Board of Trustees passed new regulations regarding the accreditation of osteopathic graduate medical education (GME) by establishing the Osteopathic Postdoctoral Training institutions (OPTI) system. This system must be phased in by July 1999. The principal changes resulting from the OPTI system include establishing requirements for college cosponsorship of GME programs and for the number of residency programs, interns, and residents to be trained by the OPTI. In essence, OPTI is an osteopathic acronym for consortium. Each OPTI must include at least one college of osteopathic medicine (COM) and one AOA-accredited hospital. The OPTIs will be subject to interval AOA inspections and will be required to demonstrate a governing. system, mission statement, organizational structure, and the presence of faculty development programs. The first article in this two-part series, published in the October ]AOA, provided a general blueprint for OPTI building and presented both positive and negative issues germane to the formation of OPTIs. Part 2 reinforces the considerations outlined in Part 1 by describing the formation of a large OPTI-the Ohio University College of Osteopathic Medicine (OU-COM) Centers of Osteopathic Regional Education (CORE) system. Key features are described, including the mission statement, organizational structure, committee system, governance, GME programs, operations, and budget.