Journal articles: 'Listening concerns'

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Ho, Cynthia H. "Listening To Our Patients’ Concerns." Health Affairs 32, no. 11 (November 2013): 2059. http://dx.doi.org/10.1377/hlthaff.2013.1099.

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Strunc, Abbie R. "Editorial: Are They Listening? Policymakers and Their Role in Public Education." Research in Educational Policy and Management 2, no. 1 (June 2, 2020): i—iii. http://dx.doi.org/10.46303/repam.02.01.ed.

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In the United States the policy making process claims to be a cyclical process which drives politicians, dictates policies drafted, and legislation ultimately passed. The process begins with the people bringing issues, ideas, and concerns to the attention of the news media, advocacy groups, grassroots organizations, or interest groups. Ideally these groups connect the concerns of the people to elected officials and/ or courts who respond by creating policies which address these concerns. This is an over-simplified ideal. The reality of policymaking is messy, partisan, and the results frequently fail to address the concerns of the public, or create more unintended consequences than solve problems. Public education is an area of concern most familiar with unintended consequences.

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전지현. "Concerns and Challenges of L2 Listening Comprehension Test." New Korean Journal of English Lnaguage & Literature 51, no. 3 (August 2009): 275–96. http://dx.doi.org/10.25151/nkje.2009.51.3.013.

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Partridge, Brad, Jayne Lucke, and Wayne Hall. "Listening to public concerns about human life extension." EMBO reports 11, no. 10 (September 10, 2010): 735–37. http://dx.doi.org/10.1038/embor.2010.137.

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Izumi, Shigeko. "Bridging Western Ethics and Japanese Local Ethics by Listening to Nurses’ Concerns." Nursing Ethics 13, no. 3 (May 2006): 275–83. http://dx.doi.org/10.1191/0969733006ne874oa.

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Among Japanese nurses ethics is perceived as being distant and unrelated to their practice, although this is filled with ethical concerns and the making of ethical decisions. The reasons for this dissociation are the primacy of western values in modern Japanese health care systems and the suppression of Japanese nurses’ indigenous ethical values because of domination by western ethics. A hermeneutic study was conducted to listen to the ethical voices of Japanese nurses. Seven ethical concerns were revealed. Although some of these concerns may seem to share similar values with western ethical principles, the basis for the concerns was unique and rooted in the Japanese cultural value system. The meanings of each concern are explicated in conjunction with related background meanings. Listening and trying to understand these nurses’ voices in their own context suggests a way of bridging the gap between abstract and universal ethics and practical and local ethics.

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Sharma, Mridula, Linda Cupples, and Suzanne C. Purdy. "Predictors of Reading Skills in Children With Listening Concerns." Ear and Hearing 40, no. 2 (2019): 243–52. http://dx.doi.org/10.1097/aud.0000000000000608.

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Lawson, Mary. "Is anyone listening to the concerns of clinical teachers?" Clinical Teacher 4, no. 4 (December 2007): 218–23. http://dx.doi.org/10.1111/j.1743-498x.2007.00190.x.

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Gregory, Brian C. "“Developing Critical Listening”." Resonance 3, no. 3 (2022): 309–29. http://dx.doi.org/10.1525/res.2022.3.3.309.

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The mid-1930s saw broadcasters, educators, and researchers coalesce around the study and implementation of critical listening for educational radio as a new technology for school instruction. These early media literacy researchers were motivated by ambitions to counter distracted and passive listening caused by commercial radio, advertising, and propaganda; to foreground the aural sense in classrooms dominated by reading and writing; and to promote democratic listening in young people. The following investigation draws from previously unexamined archival materials from research centers and radio schools of the air in Ohio and Wisconsin in addition to the oral history of Dorothy Gordon, progressive host of the Youth Forum educational program on New York Times–owned WQXR-AM. This article provides a critical perspective on the role of listening, sound technologies, and literacies for contemporary concerns about political polarization, tensions between commercial and noncommercial media, and democratic engagement.

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Dunbar, Julia C., Emily Bascom, Ashley Boone, and Alexis Hiniker. "Is Someone Listening?" Proceedings of the ACM on Interactive, Mobile, Wearable and Ubiquitous Technologies 5, no. 3 (September 9, 2021): 1–23. http://dx.doi.org/10.1145/3478091.

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Smart devices with the capability to record audio can create a trade-off for users between convenience and privacy. To understand how users experience this trade-off, we report on data from 35 interview, focus group, and design workshop participants. Participants' perspectives on smart-device audio privacy clustered into the pragmatist, guardian, and cynic perspectives that have previously been shown to characterize privacy concerns in other domains. These user groups differed along four axes in their audio-related behaviors (for example, guardians alone say they often move away from a microphone when discussing a sensitive topic). Participants surfaced three usage phases that require design consideration with respect to audio privacy: 1) adoption, 2) in-the-moment recording, and 3) downstream use of audio data. We report common design solutions that participants created for each phase (such as indicators showing when an app is recording audio and annotations making clear when an advertisement was selected based on past audio recording).

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McFadden, Heather. "Parental Concerns on Gastroesophageal Reflux." Clinical Lactation 8, no. 4 (2017): 169–74. http://dx.doi.org/10.1891/2158-0782.8.4.169.

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Parents often perceive infant gastroesophageal reflux (GER) as a serious problem. Frequently, GER is explained as a normal process, but there are instances where parents’ concerns are valid. Provided are 3 case studies from the private practice of an IBCLC. Each case initially presented with what sounded like normal infant GER. Upon further evaluation, with close follow-up and more detailed history taking, each case required advanced medical attention. These cases highlight the unique role of the IBCLC in helping to assess GER, the value of working as a team member with baby’s physicians, and the importance of listening carefully to parental instincts and concerns.

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Kärki, Kaisa. "Listening to vaccine refusers." Medicine, Health Care and Philosophy 25, no. 1 (October 30, 2021): 3–9. http://dx.doi.org/10.1007/s11019-021-10055-y.

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AbstractIn bioethics vaccine refusal is often discussed as an instance of free riding on the herd immunity of an infectious disease. However, the social science of vaccine refusal suggests that the reasoning behind refusal to vaccinate more often stems from previous negative experiences in healthcare practice as well as deeply felt distrust of healthcare institutions. Moreover, vaccine refusal often acts like an exit mechanism. Whilst free riding is often met with sanctions, exit, according to Albert Hirschman’s theory of exit and voice is most efficiently met by addressing concerns and increasing the quality and number of feedback channels. If the legitimate grievances responsible for vaccine refusal are not heard or addressed by healthcare policy, further polarization of attitudes to vaccines is likely to ensue. Thus, there is a need in the bioethics of vaccine refusal to understand the diverse ethical questions of this inflammable issue in addition to those of individual responsibility to vaccinate.

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Merilia, Sarita. "INVESTIGATING METACOGNITIVE LISTENING STRATEGY AND LISTENING PROBLEMS ENCOUNTERED BY ENGLISH LEARNERS." Lexeme : Journal of Linguistics and Applied Linguistics 1, no. 1 (March 27, 2019): 66. http://dx.doi.org/10.32493/ljlal.v1i1.2485.

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Abstract Among listening strategies that are proposed by experts, metacognitive is one of important strategies in language learning. Metacognitive strategies help students understand the way they learn and the steps they take. Hence, learners will success in learning a language. The study investigated metacognitive listening strategies awareness and the listening difficulties among the second semester students at Faculty of Letter of Universitas Pamulang academic year 2017/2018. Out of 300 students of the population, 131 students (99 females and 32 males) were chosen as the samples based on the random sampling. The data in this study were obtained through questionnaires (MALQ, Vandergrift et al, 2006) and openended questionnaire. This study revealed that overall the highest level of the students’ metacognitive awareness is problem solving and the lowest is directed attention. The students identified a number of factors that contribute to difficulties in listening comprehension: lack of vocabulary, speaker speed, accent, pronunciation, concentration, and other problems. In this paper, the findings and conclusion are discussed for classroom instruction and note substantive concerns that should be addressed in future research. Keywords: English learners, listening problem, listening skill, metacognitive, strategy

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Lashley, Cynthia. "Listening to Student Concerns: An Instructional Strategy to Expand Student Perspectives." Journal of Early Childhood Teacher Education 33, no. 2 (April 2012): 190–201. http://dx.doi.org/10.1080/10901027.2012.675940.

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Górecka, Joanna, and Bernadeta Wojciechowska. "ROZWIJANIE ROZUMIENIA PUBLICYSTYCZNYCH AUDYCJI RADIOWYCH: SPECYFIKA ETAPU POPRZEDZAJĄCEGO SŁUCHANIE." Neofilolog, no. 40/1 (October 16, 2019): 59–77. http://dx.doi.org/10.14746/n.2013.40.1.5.

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The paper focuses on the development of the listening comprehension of advanced students of French as a foreign language and concerns current affairs radio programs. It presents the main conclusions discussed with reference to one of the problems researched within a larger academic project conducted from 2010 to 2013. The aim of the paper is to determine some essential principles that should guide the development of questions in the pre-listening stage so that, during the subsequent while-listening stage, they could foster the individual comprehension process. The conclusions emphasize the relationship between the form and function of these pre-listening stage questions and the quality of cognitive and communicative actions performed by the listeners.

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Reynolds, Jennifer W. "Talking About Abortion (Listening Optional)." Texas A&M Law Review 8, no. 1 (May 2020): 141–62. http://dx.doi.org/10.37419/lr.v8.i1.4.

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Whether we can expect others to listen—and whether we choose to listen to others—have become central challenges in handling conflicts around polarized and high-profile political matters. For those who study alternative dispute resolution (“ADR”), these concerns about listening hit especially close to the bone because they implicate some of the most foundational precepts of dispute resolution practice. This paper explores some of these implications in the context of the fight over reproductive rights, with special focus on the “listening dilemma” that people experience when navigating extremely difficult conversations around crucial political entitlements, especially when those entitlements are in the process of being made and unmade. Paying closer attention to the listening dilemma and other unusually challenging dynamics in public conflicts makes plain the importance of social context when deciding what interventions may be applicable or appropriate. As it turns out, these interventions include listening—but not as dogma and only to the extent that listening makes sense, given goals and context.

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Hui, Alexandra. "Sound Objects and Sound Products: Standardizing a New Culture of Listening in the First Half of the Twentieth Century." Culture Unbound 4, no. 4 (January 24, 2013): 599–616. http://dx.doi.org/10.3384/cu.2000.1525.124599.

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In this chapter I develop the psychological underpinnings of environmental music towards an understanding of how the goals of cognitive and behavioral psychologists contributed to a new kind of listening at the beginning of the twentieth century. I begin with an examination of nineteenth-century concerns about both the physical and psychological effects of music and fraught debate among experimental psychologists of the role of musical expertise in the laboratory. These concerns were, I argue, rooted in the assumption of a direct, corporeal connection between the generation and reception of music, usually bound within a single, individual body. In the twentieth century, new technology liberated the listener from a temporally- and geographically-bound experience of music. The Tone Tests, Re-Creation Recitals, and Mood Change “parties” of Thomas Edison and the psychologist Walter Bingham show that recording technology allowed for a normalization and standardization of listening not previously possible in the music halls and laboratories of the nineteenth century. Rather paradoxically, since it also made music more accessible to the individual listener, recorded music, mobilized by industrial psychologists and record companies alike, created a new sound experience actively designed for the lowest common denominator of mass listening. It also contributed to the cultivation of a new practice of mass listening. The new mass listening practice presents broader questions about the definition of music and its functional role – If the function of music is to be ignored, is it still music?

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Carnevale, Franco A. "A “Thick” Conception of Children’s Voices: A Hermeneutical Framework for Childhood Research." International Journal of Qualitative Methods 19 (January 1, 2020): 160940692093376. http://dx.doi.org/10.1177/1609406920933767.

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“Listening to children’s voices” can help foster respectful regard for their experiences and concerns and promote the recognition of children as active agents; that is, persons who have interests and capacities to participate in discussions and decisions that affect them and other people. However, “listening to children’s voices” can have many different forms, and the ways that these voices should be linked to children’s agency can be unclear. I outline several common misconceptions that can impede “listening to children’s voices” as forms of epistemological oppression. I argue for a thick conception of children’s voices, recognizing that children’s expressions are relationally embedded expressions of their agency. Understanding children’s voices and experiences requires hermeneutical approaches that can help discern what is meaningful for a child in a particular situation. I discuss ontological, epistemological, and methodological shifts that are required for hermeneutical inquiry with children and outline specific methods that can be used, oriented by guiding questions. This hermeneutical methodology can help advance our understanding of children’s experiences as well as their aspirations and concerns in research and in professional practice.

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Rohunen, Anna, and Jouni Markkula. "On the road – listening to data subjects’ personal mobility data privacy concerns." Behaviour & Information Technology 38, no. 5 (October 30, 2018): 486–502. http://dx.doi.org/10.1080/0144929x.2018.1540658.

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Pidano, Anne E., Madhavi M. Padukkavidana, and Lisa Honigfeld. "“Doctor, are you listening?” Communication about children’s mental health and psychosocial concerns." Families, Systems, & Health 35, no. 1 (2017): 91–93. http://dx.doi.org/10.1037/fsh0000243.

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Glaser, Mark A., and Joe P. Pisciotte. "Listening to Business Executives: Labor Concerns for Job Conservation and Business Investment." Economic Development Quarterly 5, no. 2 (May 1991): 168–74. http://dx.doi.org/10.1177/089124249100500207.

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Johnston, J. Howard, and Ronald D. Williamson. "Listening to Four Communities: Parent and Public Concerns About Middle Level Schools." NASSP Bulletin 82, no. 597 (April 1998): 44–52. http://dx.doi.org/10.1177/019263659808259708.

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Foster, Sam. "A focus on culture and leadership." British Journal of Nursing 28, no. 16 (September 12, 2019): 1099. http://dx.doi.org/10.12968/bjon.2019.28.16.1099.

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Sam Foster, Chief Nurse, Oxford University Hospitals, discusses ‘compassionate leadership’, an approach that aims to allow staff to provide the best care for patients by listening to and acting on staff concerns

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Neill, Marlene S., and Shannon A. Bowen. "Ethical listening to employees during a pandemic: new approaches, barriers and lessons." Journal of Communication Management 25, no. 3 (March 24, 2021): 276–97. http://dx.doi.org/10.1108/jcom-09-2020-0103.

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PurposeThe purpose of this study was to identify new challenges to organizational listening posed by a global pandemic and how organizations are overcoming those barriers.Design/methodology/approachThe researchers conducted 30 in-depth interviews with US communication management professionals.FindingsCommunication management professionals value listening, but do not always make it the priority that it merits. They listed lack of desire of senior management, time, and trust of employees as barriers to effective organizational listening. The global COVID pandemic has made it more challenging to connect to employees working remotely and to observe nonverbal cues that are essential in communication. Organizations are adapting by using more frequent pulse surveys, video conferencing technology and mobile applications. Most importantly, this pandemic has enhanced moral sensitivity and empathy leading organizations to make decisions based on ethical considerations.Research limitations/implicationsThe researchers examined organizational listening applying employee-organization relationships (EOR) theory and found that trust is essential. Trust can be enhanced through building relationships with employees, ethical listening and closing the feedback loop by communicating how employers are using the feedback received by employees to make a positive change.Practical implicationsCommunication managers need to place a higher priority on listening to employees. Their listening efforts need to be authentic, morally autonomous or open-minded, and empathetic to respect the genuine concerns of employees and how organizational decisions will affect them. Listening is essential to serving as an ethical and effective strategic counselor.Originality/valueThe study examines organizational listening in the context of a global pandemic.

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Gatt, Michael. "Memory, Expectation and the Temporal Flux of Acousmatic Music." Organised Sound 25, no. 2 (August 2020): 205–13. http://dx.doi.org/10.1017/s1355771820000114.

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This article concerns the temporal experience of acousmatic music, how the music can impact a listener’s sense of time passing and the implications of memory and expectations of auditory events and their perceived connections to one another. It will outline how memory and schemas lead to predictions in the immediate future and larger expectations of a work’s form. An overview of the temporal listening framework for acousmatic music will be provided to show the interrelationship between memory and expectations and how they influence one’s listening focus in the present. Trevor Wishart’s Imago will be used to illustrate how one might compose an acousmatic work to promote active listening using compositional techniques that engage personal schemas and those built through the course of experiencing the piece.

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Peterson, Jean Sunde. "An Argument for Proactive Attention to Affective Concerns of Gifted Adolescents." Journal of Secondary Gifted Education 14, no. 2 (November 2002): 62–70. http://dx.doi.org/10.4219/jsge-2003-419.

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To meet affective needs of gifted adolescents, teachers in gifted education can avail themselves of the expertise and resources of school counselors who, especially in recent decades, have been trained to create and implement prevention-oriented, developmental guidance programs. This article provides information about what counselors can offer to gifted adolescents and their teachers, including affective curricula, training in active listening, and cofacilitation of discussion groups. Other strategies for addressing social and emotional concerns in programs are also presented.

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Pulungan, Dedi Zulkarnain, Fauziah Nasution, Robiyatul Adawiyah, Elissa Evawani Tambunan, and Erni Rawati Sibuea. "DEVELOPMENT DESIGN OF SELECTIVE LISTENING LEARNING MATERIAL BASED ON CORRELATED CORE WITH THE APPLICATION OF LISTENING IN ACTION METHODS." AICLL: ANNUAL INTERNATIONAL CONFERENCE ON LANGUAGE AND LITERATURE 2, no. 1 (July 9, 2019): 1–9. http://dx.doi.org/10.30743/aicll.v2i1.57.

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The design of the development of learning methods involves the pattern of organizing elements or components in the curriculum. the development of learning materials listening to correlated core-based learning with the application of listening in action methods seen from two dimensions, namely horizontal and vertical dimensions. The horizontal dimension is related to the compilation of the scope of learning content. This spatial arrangement is often integrated with the learning and teaching process. The vertical dimension concerns the compilation of material sequences based on the order of difficulty. Arranged materials start from the easy ones, then go to the more difficult ones, or start with the basic ones followed by the continuation. This development describes in detail about the components that must be present in each listening learning material that can be used for the learning process. The design of the development of the listening learning material consists of several components, including the objectives of the curriculum, teaching materials or the material or content of the curriculum, teaching strategies or teaching methods, teaching media and teaching evaluation and improving teaching. These components are related to each other in the development of learning materials listening to correlated core-based learning by applying listening in action methods.

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Bell Scott, Becky, Susanna Doss, Dennis Myers, and Burrit Hess. "Addressing externalized behavioral concerns in primary care: Listening to the voices of parents." Social Work in Health Care 58, no. 1 (August 21, 2018): 14–31. http://dx.doi.org/10.1080/00981389.2018.1508114.

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Harris, Susan R. "Listening to Parents’ Concerns: Three Case Examples of Infants with Developmental Motor Delays." Pediatric Physical Therapy 21, no. 3 (2009): 269–74. http://dx.doi.org/10.1097/pep.0b013e3181b12fbc.

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Schwammle, Donnalee. "Are You Listening? The Oral Tradition of Occupational Therapy." Canadian Journal of Occupational Therapy 63, no. 1 (April 1996): 62–66. http://dx.doi.org/10.1177/000841749606300108.

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Occupational therapists have long recognized the need to do research and to publish, yet there continues to be a strong oral tradition within the profession among clinicians. This commentary discusses the possible origins of that tradition and the factors that maintain it. The reluctance to publish by clinicians has strong implications for the profession in terms of its status. In addition it impedes the sharing of potentially innovative and important practice information. Some of the fears and concerns held by occupational therapists regarding publishing are considered and an invitation is issued to therapists to share their wealth of clinical knowledge through publication.

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Blesgraaf-Roest, Bernadette. "A Smart Ethics is an Ethics Committed to Close-Listening." Studia Universitatis Babeş-Bolyai Bioethica 66, Special Issue (September 9, 2021): 37. http://dx.doi.org/10.24193/subbbioethica.2021.spiss.15.

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"A ‘smart’ bioethics is an ethics that is able to recognize and address the real-life and context-embedded moral concerns of the people it intends to serve, whether those people are patients, relatives, healthcare professionals, researchers or policy-makers. Therefore, close-listening to what those people have to say, should be at the start of each bioethics-undertaking. In this presentation, I will explore how narrative approaches taken from the humanities and social sciences could help bioethicists in the 21st century to attune to and examine both the stories of others and the stories we create ourselves in medicine and bioethics. I will discuss why this is an essential first step before we embark on the normative task of bioethics, and how it entails a scrutinization of epistemological and meta-ethical positions. Following, I will use my own research project –an empirical-ethical exploration of physician-assisted dying in Dutch general practice– as an example of how narrative approaches used in empirical research, training of researchers and normative evaluation may change one’s perspective on a highly contested bioethical issue. Last, I will discuss the question whether concepts such as narrative humility and epistemic (in)justice could and should receive more attention in bioethics-training and-research. "

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Doutrich, Dawn, Peggy Wros, and Shigeko Izumi. "Relief of Suffering and Regard for Personhood: nurses’ ethical concerns in Japan and the USA." Nursing Ethics 8, no. 5 (September 2001): 449–58. http://dx.doi.org/10.1177/096973300100800508.

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The ethical concerns of Japanese nurses are compared with those of previously described nurses from the USA. Patient comfort was a primary concern of nurses from both countries. Participants described an ethical imperative to provide adequate pain medication for patients and prevent unnecessary and uncomfortable invasive tests and procedures, especially at the end of life as the focus changed from ‘cure’ to ‘care’. The notion of regard for personhood varied, based on the communication styles and definition of the self inherent in the different cultures of the nurses. A common meaning centred around knowing patients as persons, listening to their needs and preferences, supporting their everyday choices through advocacy, and maintaining their dignity. Despite background cultural differences, there are common ethical concerns between nurses in Japan and the USA. This article invites readers to reflect on everyday nursing practices that exemplify ethical expertise, and the significance of this expertise in uncovering and articulating nursing ethics across cultures.

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Lang, F. "Clues to Patients' Explanations and Concerns About Their Illnesses: A Call for Active Listening." Archives of Family Medicine 9, no. 3 (March 1, 2000): 222–27. http://dx.doi.org/10.1001/archfami.9.3.222.

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Davis, Brent. "Listening for Differences: An Evolving Conception of Mathematics Teaching." Journal for Research in Mathematics Education 28, no. 3 (May 1997): 355–76. http://dx.doi.org/10.5951/jresematheduc.28.3.0355.

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The question of how to teach mathematics has become increasingly problematic in recent years as critics from diverse perspectives have offered wide-ranging, and often seemingly incommensurate, challenges to conventional conceptions of the teacher's task. This article represents an effort to “bring into dialogue” some of the varied commentaries on mathematics teaching, using an enactivist framework to interpret and to propose an alternative way of framing mathematics teaching. In this report, the manner in which the teacher listens is offered as a metaphoric lens through which to reinterpret practice, as a practical basis for teaching action, and as a means of addressing some of the critics' concerns. The report is developed around an extended collaborative research project with a middle school mathematics teacher.

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Nasution, Jamaluddin. "ANALISIS KESULITAN BAHASA INDONESIA BAGI PEMELAJAR DI SAMSIFL UZBEKISTAN PADA EMPAT KETERAMPILAN BERBAHASA." MEDAN MAKNA: Jurnal Ilmu Kebahasaan dan Kesastraan 17, no. 2 (December 3, 2019): 111. http://dx.doi.org/10.26499/mm.v17i2.2134.

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The difficulties faced by students vary, such as intelligence and non-intelligence factors. This study is to know; (1) what the most difficult language skills, (2) the reasons of students at the difficulties in the language skills, and (3) how the students face their difficulties. The method of this study is descriptive, conducted in ILFS class of English and Translation Program at SAMSIFL (Samarkand State Institute of Foreign Languages) Uzbekistan. The result are listening (61.68), speaking (69.07), writing (71.89), and reading (76.29). Result of questionnaires; students like Indonesian language (85.71%), the Indonesian pronunciation (65.71%), symbols/letters is not different (80.00%), no difficulty in uttering Indonesian language words (77.14%), good and helpful guidance book (91.43%), speaker speaks fast (97.14%), difficulties in listening (94.29%), no difficulty in reading (85.71%), no difficulty in writing (80.00%), difficulty in speaking (71.43%), most liked language skills is reading (57.14%), most hated language skills is listening (94.29%), most difficult language skills is listening (88.57%), easiest language skills is reading (71.43%), and the students’ action facing the difficulties is asking the teacher (85.71%). It is expected that the ILFS teaching concerns on students’ difficulties firstly and give motivation during the teaching process.

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Hussain, Timon, Carol Chou, Erika Zettner, Peter Torre, Stefan Hans, Johannes Gauer, Marius Markgraf, and Quyen T. Nguyen. "Early Indication of Noise-Induced Hearing Loss in Young Adult Users of Personal Listening Devices." Annals of Otology, Rhinology & Laryngology 127, no. 10 (July 28, 2018): 703–9. http://dx.doi.org/10.1177/0003489418790284.

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Objectives: The recent integration of portable music players into cell phones has further increased the use of personal listening devices (PLD) among young adults, raising concerns about potentially hazardous effects on hearing. Methods: Assessment of young adults’ hearing ability and listening preferences by subjective and objective measurement. Young adult users of PLDs (n = 50; 30 females, 20 males; mean age = 24.1 ± 4.2 years; average PLD use = 6.1 ± 2.1 years) were included. Subjective assessment of listening preferences was performed via a questionnaire as well as objective assessment of preferred volume levels in different background noise environments and hearing tests. Results: Preferred volume levels were significantly correlated with hearing thresholds. Most participants exhibited safe listening behavior according to National Institute for Occupational Safety and Health criteria. We identified a substantial high-risk subgroup of PLD users (22% of participants, daily use ⩾2 h at ⩾91 dB) in which pure tone audiometry showed increased hearing thresholds at 4000 and 6000 Hz, potentially indicating an early manifestation of noise-induced hearing loss (NIHL). Conclusions: These findings suggest that preventive measures may be warranted to prevent a future increase of clinically relevant NIHL among heavy users of PLDs.

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WEALE, ROB. "Discovering How Accessible Electroacoustic Music Can Be: the Intention/Reception project." Organised Sound 11, no. 2 (August 2006): 189–200. http://dx.doi.org/10.1017/s1355771806001476.

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The Intention/Reception (I/R) project concerns an investigation of the relationship between composer intention and listener response in electroacoustic (E/A) compositions. Phase one of the project focuses on E/A compositions that contain or are perceived to contain real-world sound references (RWE/A). The methodology involves introducing works that are unknown to the listening subjects and then evaluating their listening experience. Through repeated listening and the introduction of the composers' articulation of intent (through a work's title, inspiration, elements that the composer intends to be communicated, eventually elements of the compositional process itself – in short, the ‘dramaturgy’ of the work) listening responses are monitored. The purpose here is to investigate to what extent familiarity contributes to access and appreciation and to what extent intention and reception are meeting in this particular corpus of E/A art music.This paper offers an introduction to the I/R project outlining its background, its context and presenting pertinent points concerning the design and operation of its methodology. Following this, some of the key results discovered thus far, including the first presentation of test data that formed the basis of the conclusions of a recently completed doctoral thesis, will be shared.

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Malkin, Nathan, David Wagner, and Serge Egelman. "Can Humans Detect Malicious Always-Listening Assistants? A Framework for Crowdsourcing Test Drives." Proceedings of the ACM on Human-Computer Interaction 6, CSCW2 (November 7, 2022): 1–28. http://dx.doi.org/10.1145/3555613.

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As intelligent voice assistants become more widespread and the scope of their listening increases, they become attractive targets for attackers. In the future, a malicious actor could train voice assistants to listen to audio outside their purview, creating a threat to users' privacy and security. How can this misbehavior be detected? Due to the ambiguities of natural language, people may need to work in conjunction with algorithms to determine whether a given conversation should be heard. To investigate how accurately humans can perform this task, we developed a framework for people to conduct "Test Drives" of always-listening services: after submitting sample conversations, users receive instant feedback about whether these would have been captured. Leveraging a Wizard of Oz interface, we conducted a study with 200 participants to determine whether they could detect one of four types of attacks on three different services. We studied the behavior of individuals, as well as groups working collaboratively, and investigated the effects of task framing on performance. We found that individuals were able to successfully detect malicious apps at varying rates (7.5% to 75%), depending on the type of malicious attack, and that groups were highly successful when considered collectively. Our results suggest that the Test Drive framework can be an effective tool for studying user behaviors and concerns, as well as a potentially welcome addition to voice assistant app stores, where it could decrease privacy concerns surrounding always-listening services.

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Russell, R. Alan. "Pick's Theorem: What a Lemon!" Mathematics Teacher 97, no. 5 (May 2004): 352–55. http://dx.doi.org/10.5951/mt.97.5.0352.

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Now that I have your attention, let me calm your concerns. The fact is that Pick's theorem is useful in many different ways, just like a lemon. I first started buying fresh lemons solely for the juice. After watching my grandmother cook, listening to my family, and drawing connections, I have learned to use the zest from the lemon, as well as the fruit. In much the same way, I have grown as a consumer of Pick's theorem by watching my students interact with the theorem, listening to their comments, and drawing connections with other mathematical topics. With this analogy in mind, I invite you as an informed consumer to consider this mathematical tidbit.

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Atcherson, Samuel R. "Assistive Technology for Adults with Hearing Aids." Seminars in Hearing 43, no. 02 (May 2022): 079–84. http://dx.doi.org/10.1055/s-0042-1748873.

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AbstractAlthough there is a strong trend of satisfaction with hearing aids, recent consumer surveys indicate that there are still challenges with understanding speech in background noise and low penetration of wireless technologies using many modern-day communication and audio devices, such as smartphones, tablets, and computers. For some listening and communication settings, many patients could benefit from assistive technology that exceeds the capabilities of their hearing aids. When patients are not wearing their hearing aids, such as during sleep, concerns about environmental awareness and safety begin to arise. This article describes some current assistive technologies and accessories that facilitate accessibility to other devices and to satisfy the patient's listening and communication needs.

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Russell, R. Alan. "Pick's Theorem: What a Lemon!" Mathematics Teacher 97, no. 5 (May 2004): 352–55. http://dx.doi.org/10.5951/mt.97.5.0352.

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Now that I have your attention, let me calm your concerns. The fact is that Pick's theorem is useful in many different ways, just like a lemon. I first started buying fresh lemons solely for the juice. After watching my grandmother cook, listening to my family, and drawing connections, I have learned to use the zest from the lemon, as well as the fruit. In much the same way, I have grown as a consumer of Pick's theorem by watching my students interact with the theorem, listening to their comments, and drawing connections with other mathematical topics. With this analogy in mind, I invite you as an informed consumer to consider this mathematical tidbit.

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Black, John. "Time's up." Bulletin of the Royal College of Surgeons of England 93, no. 7 (July 1, 2011): 230–31. http://dx.doi.org/10.1308/147363511x582590.

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The health bill is working its way through its pause and the numerous listening exercises. Reaction from surgeons was at first muted and I have received only two letters about it. This contrasts with the frequent ongoing concerns you express about working time restrictions, pressure to change job plans and attempts to stop 'procedures of limited clinical value'.

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Spangler, Hillary, Tiffany Driesse, Robert Roth, Xiaohui Liang, David Kotz, and John Batsis. "Privacy Concerns Among Older Adults Using Voice Assistant Systems." Innovation in Aging 5, Supplement_1 (December 1, 2021): 265. http://dx.doi.org/10.1093/geroni/igab046.1023.

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Abstract Voice Assistant Systems (VAS) are software platforms that complete various tasks using voice commands (e.g., Amazon Alexa), with increasing usage by older adults. It is unknown whether older adults have significant privacy concerns with VAS. 55 participants were evaluated from ambulatory practice sites for a study on VAS detection of early cognitive decline. The mean age was 73.3±5.6 years, 58% female, 93% white, and 53% had mild cognitive impairment. Privacy concerns were assessed via Likert-based surveys. Participants believed data was used with consent (71%) and stored properly (67%); however, 71% wanted new privacy regulations, 43% were comfortable with daily activity monitoring, and 85% thought the data needs to be highly protected. Qualitative themes included “listening-in”, “tracking”, and unwanted sharing of information. Findings suggest that older adults do not have significant privacy concerns for VAS use, but requested additional regulations. Future research can compare VAS privacy concerns between age groups.

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Martin, Graham P., Emma-Louise Aveling, Anne Campbell, Carolyn Tarrant, Peter J. Pronovost, Imogen Mitchell, Christian Dankers, David Bates, and Mary Dixon-Woods. "Making soft intelligence hard: a multi-site qualitative study of challenges relating to voice about safety concerns." BMJ Quality & Safety 27, no. 9 (February 19, 2018): 710–17. http://dx.doi.org/10.1136/bmjqs-2017-007579.

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BackgroundHealthcare organisations often fail to harvest and make use of the ‘soft intelligence’ about safety and quality concerns held by their own personnel. We aimed to examine the role of formal channels in encouraging or inhibiting employee voice about concerns.MethodsQualitative study involving personnel from three academic hospitals in two countries. Interviews were conducted with 165 participants from a wide range of occupational and professional backgrounds, including senior leaders and those from the sharp end of care. Data analysis was based on the constant comparative method.ResultsLeaders reported that they valued employee voice; they identified formal organisational channels as a key route for the expression of concerns by employees. Formal channels and processes were designed to ensure fairness, account for all available evidence and achieve appropriate resolution. When processed through these formal systems, concerns were destined to become evidenced, formal and tractable to organisational intervention. But the way these systems operated meant that some concerns were never voiced. Participants were anxious about having to process their suspicions and concerns into hard evidentiary facts, and they feared being drawn into official procedures designed to allocate consequence. Anxiety about evidence and process was particularly relevant when the intelligence was especially ‘soft’—feelings or intuitions that were difficult to resolve into a coherent, compelling reconstruction of an incident or concern. Efforts to make soft intelligence hard thus risked creating ‘forbidden knowledge’: dangerous to know or share.ConclusionsThe legal and bureaucratic considerations that govern formal channels for the voicing of concerns may, perversely, inhibit staff from speaking up. Leaders responsible for quality and safety should consider complementing formal mechanisms with alternative, informal opportunities for listening to concerns.

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Mumtaz, Shadaab. "Facial pain – no complacency!" Faculty Dental Journal 10, no. 1 (January 2019): 20–22. http://dx.doi.org/10.1308/rcsfdj.2019.20.

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Listening to and respecting patients’ concerns constitutes the first element of cure. An estimated 13% of patients suffer from chronic pain in the UK and the majority (84%) of these patients are managed in primary care. 1 It is therefore highly appropriate that the staff in our frontline services have adequate knowledge, time and resources to manage these conditions appropriately.

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Tira Nur Fitria. "Using TED Talks In English Language Teaching (ELT): Supplemental Resources for English Language Teaching (ELT)." SOSMANIORA: Jurnal Ilmu Sosial dan Humaniora 1, no. 1 (March 30, 2022): 36–43. http://dx.doi.org/10.55123/sosmaniora.v1i1.199.

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The objective of this research is to discuss using TED Talks in English Language Teaching (ELT). This research uses the descriptive qualitative method. Based on the findings, it shows that TED Talks can help students learn a variety of skills on English skills such as speaking, listening, and writing skills. In speaking, TED Talks allow the students in listening to a good example of talks/lecturers and to analyze how they are structured and presented. The students can be given the opportunity outside of class to watch selected TED Talks, so these talks are can be analyzed in class and the students are familiar with the language and content. In listening, TED talks are delivered by native English speakers from all over the world which allows the students to see some TED chats about a subject that concerns them, by merely listening to a native English speaker. They can help develop their understanding, vocabulary, and pronunciation skills. In writing, available TED Talks’ transcripts allow the students to read along with the spoken word. This can develop their skills in grammar and vocabulary to hear what is being said quickly. It is important to point out that there are lots of websites or digital channels where the students and teacher can find TED Talks English video which provides speeches or presentations from world inspirational figures from various fields with various interesting topics. These video-based language learning make the students understand the influential TED Talks concepts and explore them more. Teaching English with TED Talks supports every English language program with easy-to-use classroom tools. TED talks are also great resources for teachers like approach to teaching ESL. English Language Teaching by using TED Talks is one of the authentic supplemental resources for English teachers to manage in English language learning programs.

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Schuller, Björn, Alice Baird, Alexander Gebhard, Shahin Amiriparian, Gil Keren, Maximilian Schmitt, and Nicholas Cummins. "New Avenues in Audio Intelligence: Towards Holistic Real-life Audio Understanding." Trends in Hearing 25 (January 2021): 233121652110461. http://dx.doi.org/10.1177/23312165211046135.

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Computer audition (i.e., intelligent audio) has made great strides in recent years; however, it is still far from achieving holistic hearing abilities, which more appropriately mimic human-like understanding. Within an audio scene, a human listener is quickly able to interpret layers of sound at a single time-point, with each layer varying in characteristics such as location, state, and trait. Currently, integrated machine listening approaches, on the other hand, will mainly recognise only single events. In this context, this contribution aims to provide key insights and approaches, which can be applied in computer audition to achieve the goal of a more holistic intelligent understanding system, as well as identifying challenges in reaching this goal. We firstly summarise the state-of-the-art in traditional signal-processing-based audio pre-processing and feature representation, as well as automated learning such as by deep neural networks. This concerns, in particular, audio interpretation, decomposition, understanding, as well as ontologisation. We then present an agent-based approach for integrating these concepts as a holistic audio understanding system. Based on this, concluding, avenues are given towards reaching the ambitious goal of ‘holistic human-parity’ machine listening abilities.

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Collins and Linsley. "Stolen Voices Is a Slowly Unfolding Eavesdrop on the East Coast of the UK." Arts 8, no. 4 (October 23, 2019): 140. http://dx.doi.org/10.3390/arts8040140.

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Stolen Voices is a research enquiry that uses listening as both methodology and material. Stolen Voices develops techniques for ‘listening in’ and eavesdropping to help articulate an epistemology of place through sonic frameworks. A core motivation for the listening is a semi-fictional story we tell ourselves (and anyone else who is listening): an ‘event’ has taken place along the East Coast of the United Kingdom (UK), and we have been tasked with figuring out what has happened. While the specifics of the event might be difficult to pin down, the urgency of the investigation is fuelled by concrete concerns found in the UK edgelands, at the border/margin of the country: the uncertain future of the UK’s relationship with Europe; the effects of climate change on coastal landscapes; the waning of industries like manufacturing and coal extraction; the oil industry in crisis; the rise of global shipping infrastructures. By using a semi-fictional framework, we move away from mapping techniques like data-sonification towards a methodology that embraces gaps and inventive excesses while insisting on the importance of making an account. Through listening, we foster attention to contingencies and indeterminacies and their relationships to prevailing structures and knowledge hierarchies. Stolen Voices asks: what is the relationship between a listener and what is heard? How can listening attune us to the complexities of contemporary political, economic, ecological and social processes? How did we get to where we are now, and how, through listening, can we seek out levers for change? What do the rhythms and atmospheres of specific geographic locations inform or reveal about history? Evolving over several years, in response to what we hear, the investigation necessarily proceeds slowly. In this article, we unfold our methodological processes for the detection of sound, voices, atmosphere and affect. We use creative-critical writing to evidence the construction of a research investigation focused on the act of listening as a spatial practice and necessarily collective endeavour.

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Liu, Gary, and Nathan Malkin. "Effects of Privacy Permissions on User Choices in Voice Assistant App Stores." Proceedings on Privacy Enhancing Technologies 2022, no. 4 (October 2022): 421–39. http://dx.doi.org/10.56553/popets-2022-0116.

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Intelligent voice assistants, and the thirdparty apps (aka “skills” or “actions”) that power them, are increasing in popularity and beginning to experiment with the ability to continuously listen to users. This paper studies how privacy concerns related to such always-listening voice assistants might affect consumer behavior and whether certain privacy mitigations would render them more acceptable. To explore these questions with more realistic user choices, we built an interactive app store that allowed users to install apps for a hypothetical always-listening voice assistant. In a study with 214 participants, we asked users to browse the app store and install apps for different voice assistants that offered varying levels of privacy protections. We found that users were generally more willing to install continuously-listening apps when there were greater privacy protections, but this effect was not universally present. The majority did not review any permissions in detail, but still expressed a preference for stronger privacy protections. Our results suggest that privacy factors into user choice, but many people choose to skip this information.

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DeBonis, David. "Response to the Letter to the Editor From Iliadou, Sirimanna, and Bamiou Regarding DeBonis (2015)." American Journal of Audiology 25, no. 4 (December 2016): 371–74. http://dx.doi.org/10.1044/2016_aja-16-0090.

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Purpose The purpose of this letter is to respond to “Central Auditory Processing Disorder Is Classified in ICD-10 and H93.25 and Hearing Evaluation—Not Screening—Should Be Implemented in Children With Verified Communication and/or Listening Deficits” by Iliadou, Sirimanna, and Bamiou (2016). The methodology used involved a close reading of the concerns expressed by Iliadou et al. in view of the central auditory processing disorder (CAPD) literature and the stated purpose of my original article (DeBonis, 2015). The literature used included clinical practice guidelines, respected journals, and recognized authorities on the topic. Many of the objections stated by Iliadou et al. are not well founded (e.g., ICD-10, use of ASHA definition, effect of auditory intervention, lack of research for the model, bias of the article), but their statement that a complete hearing assessment is necessary for students with listening difficulties is an important one that I endorse completely. In conclusion, my original article remains an effective vehicle for discussion about the value of current tests of auditory processing and how to better help students who have listening difficulties.

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Nawa, Nobutoshi, Shigetoyo Kogaki, and Keiichi Ozono. "Listening to public concerns on vaccinations in order to provide information in a timely manner." Vaccine 35, no. 10 (March 2017): 1369. http://dx.doi.org/10.1016/j.vaccine.2016.03.103.

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Journal articles on the topic 'Listening concerns'

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