Around 600 BC Siddhartha Gotama practiced intensive meditation for several years and found a way for people to cultivate a sense of equanimity, wisdom, and compassion in their lives. Around 1900 AD Sigmund Freud undertook several years of intensive self-analysis and developed theories and therapeutic techniques for understanding how the unconscious operates in our lives to perpetuate neurotic suffering, and how we might gain insight and relief from that suffering and be more free to move toward our potential in this life. This article gives an overview of Buddhist theory and practice, gives an account of the author's personal journey through both disciplines, and then point outs the similarities and differences in them, leading to an integration of elements of these two paths of exploration of the psyche, for the purpose of mutual enrichment.

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Aims: The primary aim of this article is to present a an overview of the use of technologies and in particular, video-mediated technologies, in the one-to-one support of students. Contents: Historically, limited research into the use of video communications to support practice-placed learning, highlighted a number of difficulties but suggested the potential for more widespread use in the future. However, despite dramatic improvements in hardware, software and infrastructure, video-mediated communications remain limited in their practice-based application. This article explores in brief, the historical issues associated with the technology and potential reasons for a lack of more comprehensive use in current education. Raising questions relating to consumer demands, the article explores how the development of infrastructure has failed to keep pace with technologies, thus, potentially contributing to a slower uptake within education than envisaged a decade ago. Conclusions: With reference to new, emerging technologies and the development of national and global infrastructures, suggestions are made as to how future, health-related higher education may alter from traditional models of learning.

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