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This article traces past trends and current developments in medical computing in the United States. It suggests a link between shifts in emphases in medical computing and in federal government policy toward health care delivery. The development of medical computing was not driven solely by the internal imperatives of science and technology, but by dreams and visions of how computers could revolutionize medicine. Such dreams and visions constitute a mythical charter similar to ideologies and rhetoric used to mobilize support by other computerization movements. This mythical charter influenced development of medical computing by tying computing in medicine to policy goals. This charter also affected historical accounts in medical computing, which are characterized by technological determinism and evidence of cognitive dissonance due to failure to achieve policy goals.

The administrative boundary between Laos and Cambodia is amongst the least studied international borders in Southeast Asia. Since Laos and Cambodia became independent in 1953–54, relatively minor but sustained tensions have characterised border relations. An important reason for disagreements is irredentist feelings. Some ethnic Lao in both Laos and Cambodia believe that part of northeastern Cambodia should be added to Laos, while some ethnic Khmer in Cambodia insist that their border should be extended to include part of southern Laos. Different emphases and framings of history have contributed to irredentism and the development of identities in relation to the border.

Bu çalışmanın amacı bir yöntem olarak uygulanan tarihsel canlandırmaya ilişkin tarih öğretmenlerinin görüşlerini ortaya koymaktır. Genel tarama modeline göre desenlenen bu araştırmada veriler "PROJE TALOK-O: Ortaöğretim Öğrencilerinin Tarih Algısını Ortaya Koymak Amacıyla Tarihsel Canlandırmanın Kullanılması ve Etkililiği"2 başlıklı TÜBİTAK projesinin tanıtım toplantısına katılan 100 tarih öğretmeninin tarihsel canlandırmanın tarih dersinde uygulanmasına yönelik düşüncelerini belirlenmek amacıyla uygulanan anketten elde edilmiştir. Elde edilen bulgular yüzde ve frekans olarak ortaya konulmuştur. Bu çalışma özelinde tarih öğretmenlerinin sınıf içinde uyguladıkları dramatizasyon yöntemlerini ya da tarihi mekânları ziyaretlerini tarihsel canlandırma deneyimi olarak ifade ettikleri tespit edilmiştir. Tarih öğretmenlerinin yaptıkları bu uygulamaların ilgili literatüre bakıldığında aslında tarihsel canlandırma olmadığı ve dolayısıyla bu konuda deneyim yaşamadıklarını ifade etmek mümkündür. Tarih öğretmenleri tarihsel canlandırmayı tarih dersinde etkili ve uygulanabilir bir yöntem olarak gördüklerini fakat imkân yetersizliği (okul, sınıf, ekonomi, araç-gereç bakımından)ders saati sınırlılığı, öğretim programının yetiştirilmek zorunda olunması gibi sınırlılıklarının olduğunu belirtmişlerdir. Tarih öğretmenleri Osmanlı, Milli Mücadele, İlkçağ ve Orta Asya Türk Tarihi dönemini; askeri, sosyokültürel hayata ve yerel tarihe ilişkin konuları; Kurtuluş Savaşı ve İstanbul'un Fethi gibi olayları yüksek oranda tarihsel canlandırma için uygun bulduklarını ifade etmişlerdir. Tarih öğretmenleri siyasi konuları tarihsel canlandırma için diğer konularla aynı düzeyde uygulanabilir bulmamaktadırlar. Tarih öğretmenlerin büyük bir kısmının 16 yıl ve üstü deneyim yaşayan öğretmenler olduğu düşünüldüğünde, tarihsel canlandırma için tarih öğretmenlerinin çoğunun etkili bir öğrenme ortamı sağlayabileceğini söylemesi ve tarihsel canlandırmayı uygulanabilir görmesi; bu tür çalışmaları sınırlılıkları nedeniyle uygulamaktan çekindiklerini ve nasıl uygulayacaklarını bilmediklerini ifade etmeleri manidardır ; The aim of this study is to reveal the views of history teachers towards historical reenactment applied as a method. In this research designed according to the general scaning model, the data have obtained from questionnaire applied to determine the thoughts of the 100 history teachers who participated in the introduction meeting of the project titled. "TALOK-O Project: The Use and Effectiveness of Historical Reenactment in Order to Reveal the Perception of History of Secondary School". The findings obtained are presented as percentage and frequency. In this study, it has been determined that history teachers expressed their dramatization methods which they apply in classes or visits to historical places as experiences of historical reenactment. Examining the relevant literature, it is possible to state that these practices which history teachers had, are not actually the historical reenactment and they have no experience about this. The history teachers have pointed out that the historical reenactment is seen as an effective and feasible method for history lessons, but they have limitations such as inadequacy (in terms of school, class, economy, tools, equipment), limitation of teaching hours, and the necessity of teaching program. The history teachers have stated that according to them the periods of Ottoman, National Struggle, Ancient and Central Asian Turkish History; the subjects about military, socio-cultural life and local history; the events such as the War of Independence and the Conquest of Istanbul are suitable for historical reenactment at a high level. The history teachers have not seen the political issues applicable as other issues at the same level for historical reenactment. Thinking the many history teachers as the teachers who have 16 years or more of experience, saying that history teachers can provide an effective learning environment for historical reenactment and seeing that historical reenactment is feasible; it is meaningful that they have avoid to apply such studies due to their limitations and express that they do not know how to apply it

Although 'Burke and Irish history' is a theme which has long been known to modern commentators, it has not necessarily been addressed sufficiently. This essay seeks to put forward a more comprehensive account of Burke's views on Irish history than has previously been offered by scholars. According to Burke, the protection of Christianity had brought flourishing science to seventh- and eighth-century Ireland. Nevertheless, the nation was plunged into a barbarous state after the invasions of the Danes and other northern tribes. Burke's sympathy with the Brehon law was possibly unique, although he was not uncritical of it. Unlike the Irish patriots, his chief concern with historical Ireland was not the origins of the Irish legislature. He was rather most interested in the religious affairs which had continued to plague the nation during history. Throughout his career, Burke considered the Irish Rebellion of 1641 to have been 'provoked', and continuously endeavoured to remove the penal laws imposed on the Roman Catholics after the Williamite Conquest of 1689-1691. In his view, despite the substantial increase in prosperity after 1688/9, the series of religious persecutions, as well as other oppressive policies, had still obstructed the further progress of Irish society. [Copyright Elsevier Ltd.]

It has been evidenced that inclusive education could act as a springboard for addressing the educational challenges of the vision impaired in Nigerian educational institutions. Against this backdrop, the study investigated the challenges of implementing inclusive education for visually impaired undergraduate students in Anambra State, Nigeria. The study was carried out in Federal and State owned Tertiary Institutions. Two research questions and two hypotheses guided the study. Descriptive survey research design was adopted. 103 visually impaired undergraduate students were sampled. Simple random sampling technique was employed in the choice of tertiary institutions used for the study. The instrument for data collection was a 20 item questionnaire administered using interview method. Validation of the instrument was done by two experts in Educational Management and Policy Department and an expert in Measurement and Evaluation in Educational Foundations Department of Nnamdi Azikiwe University, Awka. Data obtained were analyzed through mean and t-test statistic. The findings indicate that visually impaired students in Nigerian tertiary institutions are faced with myriad of educational challenges such as: inadequate facilities, dearth of instructional materials, unfriendly environment, lack of trained personnel. Based on the findings, the study recommended among others that, both the stakeholders and government should enhance the educational provisions for inclusive education of the visually impaired undergraduate students in Nigeria.