The digital hearing aids are also available without a proper prescription from the doctor. Some of the hearing aids that you are looking for, that go into your ear canal, range from0 – 0. They are really good in quality and are also very versatile. You do not need to worry as to which you must fit in which ear, because they can be fitted into either of the ears.

There are many digital hearing aids that are available in the market. There are also hearing aids that come with a two channel value hearing aid, which is a aid, that is really cost effective, and we have the four channel hearing aid, which keeps the feedback low, and also gives a speech amplifier along with suppression of echo and reduction in noise. The wax plays a villain to those who are using hearing aids, and it needs to be kept low in order to extract the best out of these hearing aids.

You might want to use a case to carry your digital aid around, and to keep it in a safe place when you are not using it. Apart from this, the carrying case will also help you protect your hearing aids from the insects or other dust particles. In order to keep the hearing aid’s efficiency high, you need to keep it clean and this will help it last longer.

The digital hearing aids contain microprocessors that give you the clear sound after processing the sound. There are various frequency levels that the aid must not stop. The levels are separated according to the amount of hearing loss the person is suffering from. This is one important factor that needs to be kept in mind when a person is purchasing a hearing aid. In case your hearing aid does not fit you properly, then you might find it really hard to wear it. This is why a professional help is always required. They will always help you to choose the correct hearing aid according to the level of impairment. The other things that matter are the budget and your lifestyle. In case you want the quality of hearing to be really high, then go in for the most reputed company that sells the hearing aid.

Almost all the company that sells hearing aids have their own digital version of the aid. The digital hearing aids are the best when it comes to quality, as they effectively reduce the feedback of the sound. The other environmental sounds are reduced by the gain processing facility. The recognition of speech is even more accurate and clear. The digital hearing aids make your hearing easier, and they help you listen to whatever is told in a clear and distinct manner. The size of the hearing aids have also come down. The digital hearing aids have more capabilities than their counterparts that have lost their value after these machines came into existence. But, the only constraint is money. But, trust the seller; the hearing aids are worth every penny you shell out.

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Digital Hearing Aids – Points To Remember

It is not possible to pay attention to what is around you all the time. It is even harder for people who have troubles in hearing. The sounds produced seem so muffled, and like they are coming from far away. The voices, somehow, cannot be deciphered. And, some of the hearing aids do nothing but amplifying sound, so, even the unwanted noise is amplified. The Phonak hearing aids here, is meant to make listening a easier process for people suffering from hearing defects.

These hearing aids come at a different level of technology. The least advanced ones are the Analog. These hearing aids are manually changed, and they do not adjust themselves to an individual’s preference in an automatic way. All the do is, receive the sound and amplify them.

There are hearing aids that are digitally programmable, and they can be programmed using the computer software. This is one of the greatest advantage of the digital Phonak listening aid. They have settings that are pre-programmed.

Digital Phonak hearing aids really shines. It has a good digital technology backing it up, and is the best suited for your personal preferences. This begins with fitting, but does not end right there.

As you start using the Phonak earing aids, you will naturally be able to set the volume according to the way the noise around you is. You will adjust automatically, depending on the surrounding, like a crowded football arena, or the quiet atmosphere in a monastery. After sometime, the self learning process involved will make you adapt yourself according to the given situation, and you will adjust your volume accordingly.

There is an option to self log in your Phonak hearing aids, which stores the information about your choice of the volume for a particular situation, that is given by the audiologist. Then, there is a feature called the Auto Pilot, where the hearing aid will automatically set its volume depending on the preset adjustments. The Surround Zoom is another feature that diminishes the noise from the surrounding.

The Phonak Hearing aids also offer one type of aid called the Micro Power, which is tiny. It is powerful enough to help people with acute hearing losses. It is a BTE hearing aid. It’s speaker rests on the back of the ear. The tubing that is given for this hearing aid is very small. All the Micro Style hearing aids are small in size, both in the case of tubing and the hearing aids. They are feather light.

These hearing aids come in usual styles. These are ITE hearing aids, called In-the-Ear Hearing aids. ITE hearing aids are fine if the hearing defect is not all that bad. The BTE hearing aids, or Behind-the-Ear hearing aids are accurate for the user with any level of hearing defect, and also for the children.

No hearing aid is capable of giving back what you have lost, your capability to hear without any aid. But, it can be corrected, and with the best, in the form of Phonak Hearing Aids. This makes hearing simpler for you.

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Phonak Hearing Aids – Hearing Made Easier

Cell Phone Hearing Aid Compatibility

If you have family members or patients who use hearing aids, you may know that they often have trouble using cell phones. Some cell phones cause radiofrequency interference with hearing aids, so the user hears high-pitched whistling sounds through the hearing aid, or static, or thumping sounds.  But all cell phones aren’t alike in this respect.

Some phones have lower radiofrequency emissions or different technology that can reduce the unwanted effects on hearing aids. So you should advise hearing aid wearers shopping for a hearing aid compatible cell phone to try several brands and models before they decide.  The more immune your hearing aid is to radiofrequency interference, the less likely you are to experience interference noise from wireless devices.

Hearing aid wearers should always ask cell phone carriers what the emissions ratings are for any new phone being considered for purchase, and cell phone providers should have this information available. Additionally, nothing takes the place of an actual field test of the cell phone.

Hearing Aid Compatibility Rating Scales

Hearing Aid Compatible (HAC) compliant device packages are marked with “M” or “T” ratings. The M-rating refers to the microphone mode. The T-rating refers to the telecoil mode.

M-Ratings: Wireless devices rated M3 or M4 meet FCC requirements and are likely to generate less interference to hearing devices than wireless devices that are not labeled. M4 is the better/higher of the two ratings.  The higher the M-rating the handset has the lower the Radio Frequency emissions level and higher signal quality the handset will have.

M3-rating indicates the handset has satisfied the ANSI standard
M4-rating indicates the handset has exceeded the ANSI standard

T-Ratings: Wireless devices rated T3 or T4 meet FCC requirements and are likely to be more usable with a hearing device’s telecoil (“T Switch” or “Telephone Switch”) than unrated wireless devices. T4 is the better/higher of the two ratings.  The telecoil rating is in reference to telecoils in some hearing aids, the telecoil is a small device that is built into some hearing aids for use with the telephone as well as assistive listening devices. Not all hearing aids have telecoils. To use the telecoil, generally, either the hearing aid is switched to the “T” position or a button on the hearing aid is pushed to select the telecoil setting.

T3-rating indicates the handset has satisfied the ANSI standard
T4-rating indicates the handset has exceeded the ANSI standard

When the consumer is attempting to discern the best performance between a hearing aid and cell phone, the numbers from the m-ratings of both the cell phone and hearing aid should be added together (summed up). Of course, if telephone coil compatibility/performance is to be assessed, the t-ratings of each device should be summed. T-ratings should not be summed with m-ratings; the two ratings should always be kept separate.

Possible Ratings for Rated Phones

There are only 6 possible ratings allowed by the FCC for cell phones rated as being hearing aid compatible (HAC). The phone could be rated (from worst to best):

M3
M4
M3/T3
M4/T3 (or M3/T4)
M4/T4

A good hearing aid user goal would be a hearing aid with an M-3 immunity rating, added to a cell phone with an M-3 emissions rating, summating to a total of 6 would be an excellent hearing aid/cell phone communication ability result.  Phones rated M4/T4 have the best chance of being interference-free whether used with your hearing aids in microphone or t-coil mode.

See http://www.hearinglosshelp.com/articles/hacphones.htm for more information on hearing aid compatibility.

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Cell Phones With Hearing Aid Compatability

Bone anchored hearing aids are hearing aids that carry sound through the bone of the skull. Conventional hearing aids amplify sound so the user can hear better. With this type of hearing aid, sound is vibrated through the skull, skipping the outer and middle ear. Just imagine hearing your voice loudly even when wearing earplugs – this is how bone conduction works. These types of hearing aids are prescribed to people with unilateral hearing loss, conductive hearing loss and other hearing losses that cannot be fixed with conventional hearing aids.

Getting Bone Anchored Hearing Aids

Getting this type of hearing aid starts with a surgical procedure that imbeds a titanium implant with an external abutment onto the skull. A sound processor is located in the abutment. This processor works as the transmitter of sound, from external sources, to the abutment and then into the titanium implant. The implant then causes the inner ear and the skull to vibrate. This vibration activates the nerves of the inner ear, and causes it to hear.

The process of imbedding the titanium implant is called osseointegration. Bone anchored hearing aids can only be used two to six months after the osseointegration procedure. This is typically an easy one-stage procedure, using only a small amount of anesthesia. Patients can leave after a few hours of rest. The intake of pain relievers may be required for a couple of days.

Osseointegration is a generally safe procedure, with a success rate of above 95%. Failure can be caused by infection – but then, doctors can try the procedure again after curing infections and other side effects. In many of these procedures, the surgeon will put in a second idle receptacle. This idle receptacle will not be used until first one is damaged or fails.

Unlike adults, babies and toddlers go through two stages for the osseointegration procedure. In the first surgical stage, doctors peel back a one centimeter by one centimeter section behind the child’s ears, and then drill holes for the receptors. After six to eight months, the second surgery is done to attach the titanium implant.

For both children and adults, the wounds are allowed to heal for a couple of months before bone anchored hearing aids can be attached and used.

Who Can Get Bone Anchored Hearing Aids

In general, bone anchored hearing aids are for patients who cannot use the conventional hearing aids. They may have inflammation or infection in their ear canal. They may also suffer from malformed ear canals or outer ears. This type of hearing aid is also prescribed for people with deafness only in one ear. Likewise, this type of hearing aid is for people who suffer from bilateral conductive hearing loss because of ossicular diseases.

Risks in Getting Bone Anchored Hearing Aids

Since surgery is involved in getting this type of hearing aid, the patient risks contracting infection while the wound is still unhealed. The wound needs to be cleaned daily. A topical antibiotic should be applied in the affected area as the wound heals. Likewise, care should be taken with the titanium imbed. This should be cleaned daily with a soft brush. Its surrounding areas should also me disinfected regularly.

Care should be taken in handling the hearing aids. Even when these are designed to come off their posts, a slight impact may damage them. Cochlear Limited is the only manufacturer of this type of hearing aid for now. They offer warranty and repair within a period of time.

How Much Will It Cost

In terms of the hearing aid unit alone, cost can reach up to US,000. however, with the additional cost of hospitalization and surgery, expenses can add up to ,000, on the average.

Hearing Aid Models

Since Cochlear Limited is the only current provider of this type of hearing aid, there are limited models to choose from:

1. BAHA Classic and BAHA Compact – These models have been discontinued because of developments in BAHA technology. They remain in use but with limited repair options.

2. BAHA Cordelle – This model is for those with severe hearing loss. Sound is amplified more. The Cordelle model is made up of a transducer and an additional attached unit that is worn around the body.

3. BAHA Divino – This model is digital BAHA model with built-in directional microphone.

4. BAHA Intenso – This model is supposedly the more powerful and clearer model. Feedback issues have also been reduced.

Bone anchored hearing aids are clearly the choice hearing aid for those suffering from severe hearing loss, and outer ear and ear canal defects and diseases. Advancements have made the surgical procedures that go with this type of hearing aid relatively safe.

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Getting Bone Anchored Hearing Aids

If you are like the many millions of people who have bought digital hearing aids, you probably did not fully understand all of the mechanisms at play inside of that new hearing aid. You had your hearing tested and were told which hearing aids would work best for your hearing loss. So, just what are digital hearing aids and what makes them different?

Digital hearing aids use computer technology. The comfort and sound level that you hear can be custom-tailored to your unique hearing loss. This is accomplished by connecting the digital hearing aids to a computer and programming them to your loss. But, there are non-digital / analog hearing aids that can be programmed this way too. So, what are the differences between digital hearing aids and analog?

Hearing aids receive sound through the microphone. Distortion and noise are added to the sound from the microphone. This is because microphones make noise. Analog hearing aids pass the sound on to you with the noise and distortion. Digital hearing instruments clean sounds as they come into the hearing aids so that there is less noise and distortion. The sound is then sent to the amplifier, where your digital hearing aids measure the sound and decide how much power to add in order for you to hear.

After being amplified the sound is sent to the receiver ( the speaker ) and is then cleaned up again before being sent to your ear. This is also where digital hearing aids look for feedback ( whistling ) and work to cancel it before the feedback happens. Digital hearing aids actually perform millions of complex calculations in less than the blink of an eye, so fast you cannot even tell it has happened. The entire process is extremely complicated. Digital hearing aids are able to be set more precisely to your hearing loss. Digital hearing aids also have a wide array of circuitry inside them that control the comfort of the sound and make speech easier to hear in noise.

Why Do Some People Have Difficulty Changing from Analog to Digital Hearing Aids?

Some people who have worn analog hearing aids for a long period of time have been unsucessful when they first tried digital hearing aids. If digital is so much better, why do these people not like them? Over time we are conditions to like or dislike certain things. Many people did not like some kind of food when they were young, but later they learn to like it. We call this developing a taste for it. The same is true with switching from analog to digital hearing aids, especially if you were happy with your analog hearing aids.

Your brain becomes accustomed to hearing sounds a certain way, particularly if you felt positive about the way it sounded with your analog hearing aid. The sound is a whole lot more crisp and full when you first put on your new digital hearing aids. This can be overpowering to some and the immediate reaction is to not like it. That’s when many people make one of two mistakes. They try to tough it out and get used to their digital hearing aids, or they just give up. The problem with “toughing it out” is that it can be extremely painful to hear all of these new sounds when you are not used to hearing them. Then your new digital hearing aids becomes your enemy! Giving up doesn’t help anything either.

When this is the case, the best way for you to adapt to your digital hearing aids is gradually. Your professional can tone them down so that the sound is comfortable, and then gradually introduce more sound over time as you adjust. It may take several visits to the office for adjustments until you get the maximum benefit from your digital hearing aids. But if you persevere, your digital hearing aids will reward you with much better hearing.

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Whats the Difference Between Digital Hearing Aids and Analog Hearing Aids?

The exact date of the development of the first hearing aid is unknown, but the first written description was in Natural Magick written by Giovanni Battista Porta in 1558. Over the years movies, comics, and books have poked fun at hearing aid users while ignoring the usefulness of the device. No wonder no one wanted to be seen wearing one. There is much on the history of hearing aids to satisfy the curious. Museums exist that have documented the long history of the hearing aid in the USA as well as other countries.

Just the thought of getting one was usually a reason for despair; up to five years ago no one wanted a hearing aid. They were huge and unattractive and shouted to the world – look at me! Many persons equated them with old age and they definitely carried a stigma. In addition, early hearing aids, even when they had advanced beyond being trumpets, horns and those worn on the body, were still unattractive. Even with the new behind the ear hearnig aids, called BTE’s, continued to carry some level of stigmatization.

However, the future of hearing aids is here with the development of almost invisible hearing aids. The new offerings are definitely hi-tech and part of the information age. Some are even quite chic, offering Bluetooth technology and music streaming via iPod, which helps to remove the stigma of aging in our youth-obsessed society.

Even some of the smallest hearing aids today allow the wearer to connect directly to TVs, computers, CD players or other electronic devices. These types utilize what is known as ‘direct audio input’ technology; they are so designed that most persons wouldn’t even know that you are using one, assuming instead, that you are just utilizing the technology like everyone else.

Types of almost invisible hearing aids

Almost invisible hearing aids are those worn inside the ear or ear canal itself. These are fitted based on the severity of hearing loss, the size, and shape of the person’s ear and the style.

Some of the main types of ‘almost invisible’ hearing aids are the behind the ear types, namely:

The small open ear hearing aid fits behind the ear. These are very discreet and fitted based on ear size. This type is best suited to persons with mild to moderate hearing loss. Behind the ear types (BTE). This type of hearing aid is good for all types of hearing loss.

These are barely visible with the only tell-tale sign being the tube that enters the ear itself. Another very popular digital hearing aid is the style that fit within the ear.

These include the:

In the canal hearing aids (ITC) are very small and most fit inside the ear canal thereby being fairly hidden. They are great for moderately severe hearing loss. In-the-ear type hearing aids (ITE) work well for severe hearing loss. While not as appealing as the ITCs, they are still a big improvement on earlier types.

This last type truly fits the ‘almost invisible’ label. They are known as CIC or completely in the ear canal hearing aid. Used mostly for mild to moderate loss, these fit, as the name suggests, completely inside the ear canal. In most cases they are completely invisible to the onlooker. This is a far cry from early hearing aids in terms of size and aesthetic appeal. The small battery which operates the device is the only drawback. Some users find this difficult to operate.

The invisible hearing aids The Unitron Moxi CRT hearing aid is a Canal Receiver Technology (CRT) device that fits inside the ear so completely it is virtually invisible. It is best for those with mild to severe hearing loss.

Totally invisible hearing aids are also implantable so that they cannot be seen at all. This new completely invisitble hearing aid, which is still undergoing clinical trials, is also waterproof. With this type the social stigma that still exists to some degree will be greatly eliminated. In fact these new lightweight and small hearing aids have one main disadvantage, they are often lost or can be difficult to find when taken out and placed on a surface.

No longer does anyone regardless of age have to decide to between ignoring their hearing problems and wearing hearing aids. The new invisible devices make this choice a non-issue, and hearing aid wearers can now use them stylishly and proudly.

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The Dawn of Invisible Hearing Aids

The recent XVII International AIDS Conference in Mexico City covered many interesting topics, including up-to-date medical treatments and the impressive increases in programs to address the AIDS calamity in Africa.  Conspicuously absent was any discussion about the psychological vicissitudes experienced by AIDS victims, and their loved ones, in the developed world. In the last twenty-five years, Americans have struggled with the disease both medically and psychologically as AIDS patients have transited from shame through acceptance and on to self-respect. Currently, we stand at a crossroads which will determine if the psychological road ahead will be healthy.

The Early Shame: During the early years of the AIDS pandemic in America, the victims had to endure the humiliation of their illness called “the gay plague.” Even the scientific community initially used the degrading nomenclature of “GRID” for gay related immunodeficiency disease. Well-known figures like Reverend Jerry Falwell said we “needed to return to moral sanity” and not to “favor homosexuals” in medical research. President Ronald Reagan refused to mention the disease for the first six years of his eight-year presidency. The late Senator Jesse Helms passed what is known as “the Helms Amendment” — a law that imposes a travel-ban on people with HIV whether they are tourists or proposed immigrants from coming into the United States. This combined battering was successful in establishing a feeling in many parts of America that “homos got what they deserved” even though there were adequate statistics (and logic) to prove that the virus had no sexual preference. Prior to 1987 it was almost impossible for an AIDS patient not to experience shame.

Acceptance: The Third International AIDS Conference held in June, 1987 in Washington, DC was a psychological turning point for AIDS patients and their families. Over 6,000 policymakers, medical researchers and professionals from fifty countries heard then Vice-President George Bush deliver a non-judgmental opening speech. Keynote speaker and United States Surgeon General C. Everett Koop’s remarks finally emphasized education and acceptance.

Because AIDS had decimated the art world including Hollywood, numerous celebrities began speaking out. Elizabeth Taylor, for example, was clear about her support for friends struggling with AIDS. At the AIDS Conference in Washington, DC, she displayed genuine emotion as she presented Surgeon General Koop with an award for his efforts to promote acceptance of AIDS patients.

By 1989 well-organized protests were erupting. In March, several thousand angry demonstrators organized by Act-Up picketed New York’s City Hall in protest of Mayor Koch’s lack of progress in providing assistance to AIDS patients. Shortly thereafter, Act-Up continued their effective protests at strategic locations, including the New York Stock Exchange and AZT manufacturer Burroughs Wellcome corporate headquarters. This particular demonstration resulted in the pharmaceutical giant’s reduction of AZT’s price by twenty percent. Other protests took place in Montreal, Canada and at San Francisco’s Golden Gate Bridge to commemorate “a day without art” due to the huge numbers of stricken artists.  The result was that the average American saw an angry yet human face on HIV/AIDS as major news networks covered marchers waving banners saying “silence = death.”

AIDS patients watched in awe as HIV positive Mary Fisher spoke at the Republican National Convention in 1992. It seemed unimaginable that the daughter of billionaire, philanthropist Max Fisher and advisor to several presidents would become a vocal and open Republican AIDS activist. Her emotional speech emphasized tolerance and rebuked some members of her party who claimed that HIV/AIDS was a “self-inflicted plague” caused by immoral behavior. A clear feeling of AIDS acceptance had been established.

Self-respect: By 1995, anger and acceptance began to turn into self-respect in the gay community. Gone were the days when actor Rock Hudson hid his illness until the very end. AIDS was no longer thought of as a “gay curse,” and the illness was rapidly spreading to the heterosexual community, mainly poor inner-city neighborhoods. Numerous well-known gay celebrities’ disclosure of their positive HIV status fueled a sense of pride. Four-time Olympic gold medalist, Greg Louganis, considered to be the greatest competitive diver of all time, admitted that he had been “diagnosed” (with HIV) prior to the 1988 Olympic Games in Seoul, Korea.

Concurrently, HIV researchers and infectious disease physicians who had previously been observed with considerable contempt were becoming highly respected.  The transition was complete when AIDS scientist and protease inhibitor pioneer, David Ho, was named Time Magazine’s 1996 “Man of the Year”, which added to a new sense of prideful identity in the HIV world.

The Crossroads: Toward the end of last century, the majority of Americans knew, or knew of, someone who had been stricken with AIDS, and they increasingly exhibited compassion in much the same way as they understood the tragedy of cancer. Fear and hatred began to turn into empathy and a thirst for information gradually replaced discrimination.

Even so, curious and alarming trends began to emerge in the AIDS community. One condition is known as “the Lazarus Syndrome,” named after the biblical figure who returned from the dead. The term, first coined in 1996, referred to relatively young, ill patients who are living longer than they had anticipated. One of the resulting problems is inadequate resources given that they had planned for a shortened life followed by a premature death. Many found themselves financially and emotionally challenged by aborted careers. Newly formed AIDS assistance programs scrambled to address both the financial and psychological repercussions of the changing times. The New York Times Sunday Magazine offered the first insights to the phenomenon on November 10, 1996 in an article titled “When AIDS Ends,” by Andrew Sullivan. It addressed the unprecedented experience in modern times of the end of a plague, during which victims would have contemplated their deaths and adjusted their lives accordingly only to reassess and handle their possible survival. Sixty years ago the father of Existentialism, Albert Camus, described a population’s mindset as it faces death in his book, La Peste (The Plague). Sullivan studied the psychological problems encountered when that condition is at least partially reversed.

In his book, Dry Bones Breathe, the late Eric Rofes analyses a similar condition in a chapter titled “The Protease Moment takes Hold.” He points out how, starting in the late 1990s, national marketing campaigns for new HIV medications showed very healthy, smiling faces atop buffed bodies boasting which medicine they were using. Many AIDS patients were facing a life “beyond AIDS” — a life that no longer would be solely defined by having AIDS. Rofes talks about a “new language” to deal with this condition to which we must add new behaviors. The challenge now is how to ascertain that these new behaviors are as healthy as possible.

Almost every American city has at least one non-profit AIDS assistance program which deals with the vast majority of local AIDS patients. Nowhere is the need to shape this new behavior more important than in these organizations. The programs are more-or-less well funded by a combination of federal and state grants supplemented by private donations from concerned local citizens. Their efforts allow the “clients” (a term which emphasizes self-esteem) to fight housing discrimination, attend support groups and be seen by local health professionals of many disciplines. Most programs also offer some free meals, financial subsidies and, importantly, assistance in obtaining the clients’ monthly supply of very expensive medicines. 

Some agencies encourage clients to become self-sufficient and, when energy levels allow, go back to work. This presents a serious dilemma, however. As clients re-enter the work-force, parts or all of the complex mix of local and federal assistance evaporate. When earned income rises the individual may become largely independent but not prosperous enough to afford the vitally important, hugely expensive medications.

Yet without becoming financially independent, a sense of entitlement is likely to develop. The resulting effect is often diminished self-esteem and restricted mental freedom. Equally dangerous is hiding behind a “disability” and avoiding responsibilities. Even the most mentally and physically healthy people have to force themselves to persevere in times of setbacks.  The most self-assured of us will, on occasion, doubt their convictions but then force themselves to move forward. These people end up growing and become stronger — demonstrating a trait called “resilience”. However, if one is allowed, indeed sometimes encouraged, to “give into” a bad day or piece of problematic news, one runs the risk of killing the survival instinct.

The challenge for AIDS assistance programs is to address these paradoxes on a person-by-person level. Those who can be encouraged to push themselves may well transit from “AIDS victims” to “taking responsibility” for an ailment.  It is critical for mental health counselors to not only explore their clients’ fears and psychological goblins but also to emphasize the individual’s potential in order to promote resilience.

Today’s youth has largely forgotten the devastation of AIDS because they do not face it with nearly the same frequency as did the generation that preceded them. Gay Americans in their twenties and thirties have not lost huge numbers of friends and do not make regular visits to hospitals followed by attending memorial services as the previous generation did. This fortunate condition presents challenges, however. Many youths believe that AIDS is a “manageable disease,” and, consequently, safe sex is no longer an absolute priority. The result is a renewed incidence of HIV transmission in teens as well as seniors. This tragic condition may exist because fewer churches, schools and television commercials address the risks of HIV transmission, and many community organizations no longer encourage open discussions on safe sex.

In a way, we have come full circle. The new American challenge is to enjoy the progress we have made while not losing our focus on how to remain both medically and psychologically healthy. AIDS assistance programs need to sort out their clients various abilities and to encourage them to offer those talents to the community — and to be remunerated for them. Community programs, in turn, urgently need to re-prioritize the importance of educating their constituents in HIV prevention.  If for no other reason, we owe that to the estimated five hundred thousand Americans who died horrible deaths caused by AIDS during the period when many so-called leaders humiliated them.

©2008 Richard René Silvin

Author Bio
Born in New York, from the ages of seven through eighteen, Silvin grew to adulthood within the confines of strict and homophobic Swiss boarding schools. After earning his bachelor’s degree from Georgetown University (1970) and an MBA from Cornell (1972), where he also later lectured and was voted one of the most successful graduates. He spent twenty-five years as a senior executive in a New York Stock Exchange hospital company. There Silvin rose to the head of the international division of American Medical International, Inc., which owned and operated one hundred hospitals in ten countries. René lives with his beloved canine companion, T-Cell, in Atlanta, Georgia, and Palm Beach, Florida. His awards include being a Chevalier (Knight) of the Franco-Britanic Order. He has written numerous articles on hospital management and is listed in Who’s Who in the World (1988), Who’s Who in Finance and Industry, and Who’s Who in Health Care. His book, Walking the Rainbow, is available now from Whitmore Publishing Co.

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Aids: a Psychological Roller-coaster at a Crossroad

Technological advancements have gone far and beyond, even grabbing at and improving the once stale hearing aid technology. Hearing aids are the electroacoustic devices worn in or behind the ear to enhance a person\’s hearing. These are designed to amplify and modulate sound, in order to enable hearing in the hearing impaired. These days, apart from aiding the hearing of the hearing impaired, hearing aid technology has fused with Bluetooth technology to come up with the Bluetooth hearing aid. The Bluetooth hearing aid applies the Bluetooth wireless technology to hearing aids by allowing users to take calls using their hearing aids. There is no need to pick up the mobile phone and place the unit near one\’s ears. Placing mobile phone units can sometimes calls irritating feedback and audio interference. This hampers the quality of calls. With the Bluetooth hearing aid, sound emanating from the phone unit is immediately amplified. Likewise, hearing impaired individuals can relish some joys on things we have somehow taken for granted, like listening to the radio or watching television programs. Bluetooth hearing aids can fuse with gadgets equipped with Bluetooth; thereby enabling the enjoyment of their audio and video features. The additional advantage is that this enjoyment comes without the messy wirings. These types of technologically advanced hearing aids enable ease of use and access. Another problem that may be addressed by the Bluetooth hearing aid is the feedback and audio interference issue. With the conventional hearing aids, feedback from radio and phone units is common. A lot of hearing impaired individuals suffer from this daily. Bluetooth enhanced hearing aids may address this issue. While not all models guarantee such enhancement, there are obvious improvements, which make Bluetooth enhanced hearing aids a good investment. So far, only Starkey Labs manufacture Bluetooth technology that can be directly attached into behind the ear hearing aids. This is called the Ear Level Instrument (ELI) DirX, which uses the Europlug Direct Audio Input (DAI) connector. This DAI connector is then attached to the hearing aid, enabling wireless connection to Bluetooth devices within range. The DirX unit is equipped with a microphone that sends the user\’s voice input into to Bluetooth mobile phones. There is an on/ off button on the DirX for making calls. Starkey Labs also offer the neck loop DirX for hearing aids without the facility for DAI connectors. The behind the ear Bluetooth hearing aid costs about 300. The Bluetooth neck loop hearing aid enhancement is also being manufactured by Artone. They call their product the Bluetooth Inductive Neckloop/ Loopset. This unit works with the hearing aid through a telecoil. This product costs about 200. The disadvantage of the neckloop hearing aid option is the cumbersome wiring that comes with it. in a way, the neckloop is an additional accessory attachment and may prove uncomfortable. With the behind the ear hearing aid option, there is low technology adoption because only thirty percent of hearing impaired individuals actually use behind the ear hearing aids. Behind the ear hearing aids are larger and more prominent. A lot more users want the in the ear hearing aids because they are less obvious and fit directly into the ear canal. With no immediate way to adapt Bluetooth into in the ear hearing aids, the use of Bluetooth hearing aids is limited to the thirty percent who use the behind the ear hearing aids. Likewise, there are criticisms that these Bluetooth enhancements are merely adaptors of Bluetooth technology and not actual improvements in the functioning of hearing aids. These critics say that voice and reception quality may not have really improved; and that sometimes sound is even clearer to just bring the phone up next to one\’s ear. Regardless of the critique, Bluetooth technology is a clear enhancement of hearing aids. To enable access to Bluetooth devices with just the hearing aid is a step forward as it is. For the hearing impaired, this can make a lot of functions more easier and more convenient. The technical limitations may be just something we need to live with for now, as specialists further develop the fusion of these two technologies. These technical limitations do not take away from the essence of the technological fusion that, like in all technological advancements, is designed to make life a little bit easier and a little more fun. Hearing impaired individuals can find value and enjoyment in Bluetooth hearing aids, even with these limitations. Likewise, they can look forward to improvements of what is currently available to them – in time and as long as there is the need.

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Get Ready for the Bluetooth Hearing Aid

Digital hearing aids

 There are a lot of digital hearing aids on the market and it can be confusing for new or even existing buyers to know which hearing aid manufacturer is best. Now that older analogue hearing aids have been replaced by digital hearing aids the performance, style and functionality has improved markedly. First time hearing aid users can now be reassured to know that the latest digital hearing aids are small, lightweight and almost invisible hearing aids. There are so many different hearing aid styles to choose from in the ear which places the entire hearing aid into the ear canal and is fitted to the exact contours of the ear. BTE or behind the ear hearing aids are more traditional in design but can offer exceptional performance for more severe hearing loss. RITE receiver in the ear or open ear hearing aids are the latest in digital hearing aid technology that helps with a more comfortable hearing aid fit and great performance for mild to moderate hearing losses and perfect for the first time wearer. Oticon Dual, Oticon Epoq, Phonak Audeo Yes, Resound Dot are all examples of digital hearing aids that use receiver in the ear or open ear technology.

Digital hearing aids have developed so much in the last few years with many having the ability to communicate wirelessly with mobile phones, TV’s and computers as well as each other. Oticon hearing aids and Phonak hearing aids are considers leaders in the area of hearing aid binaural processing and hearing aid connectivity. Oticon produces a wide range of hearing aids that now employ Bluetooth connectivity to enable the hearing aids such as Oticon Epoq and Oticon Dual to connect with each other, mbile phones and personal communication assistants. Phonak Exelia, Phonak Versata, Certena and Audeo Yes are part of a growing family of Phonak hearing aids that utilize Bluetooth technology to help the hearing aids communicate with mobile phones and other electronic devices.

It is always best to seek professional independent hearing care advice when considering a new digital hearing aid. First see your GP but then look for an independent hearing care retailer who can offer impartial advice on all the latest digital hearing aids from manufacturers such as Phonak hearing aids, Oticon hearing aids, Resound hearing aids.  Your GP may be able to refer you to the audiology department of your local hospital and put you on the waiting list for a hearing aid. The hearing aids available from the NHS are only BTE or behind the ear styles and will not offer the same level of technology as those that are available from private hearing aid dispensers but they will be free. There is a lot of information about digital hearing aids available from the RNID.

Always check to see if the hearing care professional can offer a free hearing test and free hearing aid demonstration.

Sooner or later you will get hurt. And if it’s not you, it will be someone in your party. Therefore be smart and self-reliant and always have some medical capability integrated into your systems. Here I cover my first option to do just that, a “Level 1″ First Aid kit of my own construction. Siding with the emphasis on “Mobility”, this kit doesn’t contain supplies to handle every medical emergency. It is designed to handle most of the medical problems I’ve encountered in my adventuring. And at just 5.5 ounces and being very slim in profile, it is designed for high-speed outdoor, backpacking, tactical, or Xootring adventures (to be explained). This Level 1 kit has an emphasis on stopping blood loss, disinfecting wounds, minor pain stoppage, and bandage exchange. Components of the kit and some of the POU involved are explained; your preferences and needs may vary. Additional Level 1 kit items that I sometimes integrate include: sharp REI tweezers, surgical gloves, moleskin, Gorilla-brand duct tape (unless carried elsewhere in system), superglue vials (for wound closure), ACE bandages, salt and/or electrolyte drink mix (to revive dehydrated hikers), needles, and a scalpel. Integration of these items in the desired Level 1 size and weight constraints may be difficult however and is they are needed than maybe portaging a “Level 2″ (more complete) kit would be warranted. I do not use “QuickClot” in a Level 1; too heavy and bulky and not necessary. Compared to even a quality …

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Digital Hearing Aids

Benefits of open ear hearing aids

There are more and more types and styles of hearing aids available today, as technology becomes more advanced and hearing aid components become ever smaller.

This is a considerable advantage to those with hearing loss and means that however severe the loss, the hearing aid need be nowhere near as large as the hearing aids of past.

There are four main types of hearing aid: Open ear hearing aids, which can also incorporate RITE (receiver in the ear) technology, BTE (behind the ear), ITE (in the ear), and CIC (completely in the canal) digital hearing aids. There are benefits and disadvantages of each type, but the one with the fewest disadvantages is the open ear RITE.

Advantages of open ear hearing aids

There are many advantages of open ear fittings or open ear hearing aids, both from a cosmetic and an audiological point of view, and also a benefit when looking at cost.

Open ear hearing aids, such as those made by Oticon, Phonak, & GN Resound are small, inconspicuous and very light and comfortable. People don’t even know they are wearing them!

The only part of an open ear hearing aid is the part that sits in the ear, which is a small rubbery dome which feeds the sound directly into the ear. It doesn’t need a bulky earmould, so it doesn’t block the ear completely. Conventional hearing aid earmoulds can cause sweating and can also be very uncomfortable. 

Most people with hearing loss can benefit from an open ear hearing aid, but severe and profound losses may find a BTE hearing aid more suitable. If you are concerned about your hearing go for a free hearing test from a local hearing aid dispenser first. He or she will tell you how bad your hearing loss is, and should also offer you a free hearing aid demonstration, and obviously will tell you about hearing aid prices. There are some amazing new digital hearing aids being produced by Phonak, Oticon and GN Resound. Phonak Yes is an amazing new open ear hearing aid, Oticon Dual takes over from Oticon Delta as one of the world’s leading open ear hearing aids.

Open ear hearing aids are beneficial since there are fewer problems with blockages from ear wax. Also, as the ear is left open, it has the chance to ‘breathe’ naturally, thus preventing excessive perspiration.

If you are thinking about getting a hearing aid, you probably want one that is small, that no one can see. Equally important, is that the hearing aid is comfortable and light. Obviously the way your digital hearing aids perform is of paramount importance and that’s why the open ear hearing aids are often the best choice.

Open Ear hearing aid technology has dramatically improved hearing capabilities as well as given vastly improved comfort and discretion and are increasingly becoming the digital hearing aid of choice for many users with all types of hearing losses.

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Benefits Of Open Ear Hearing Aids

What is Financial Aid?
Financial aid is monetary aid to help you pay for your college education. Aid is made available from grants, college scholarships, student loans, and part-time employment from federal, state, institutional, and private sources. The types and amounts of aid awarded are determined by financial need, available funds, student classification, academic performance, and sometimes the timeliness of application. What is the FAFSA?
FAFSA stands for Free Application for Federal Student Aid. The FAFSA is the Federal Department of education’s primary application for financial aid and is the gateway form to just about any other federal, state or private grants, college scholarships, student loans or college work study programs. The FAFSA form must be filled out each year between January 1 and March 10th (although some colleges have their own earlier deadlines) and can be completed online or by mail. Four to six weeks after you file the FAFSA (two to four weeks if you filed electronically), you will receive your Student Aid Report (SAR) which will contain a summary of the information you submitted on your FAFSA and presents your Expected Family contributions (EFC) which tells you the amount your family is expected to contribute towards your education. The amount of financial aid is then determined approximately by the tuition of your college subtracted by your EFC.If you do not receive the SAR within a reasonable amount of time, you can call the Federal Processor at 1-319-337-5665. Review the SAR carefully for errors. If necessary, make any corrections on Part 2 of the SAR and return it promptly to the address listed on the form. You will then be sent a new SAR with the changes made. What is the College Scholarship Services Profile (CSS Profile)?
Some colleges also require you to fill out a College Scholarship Services Profile form in addition to the FAFSA. It is a secondary financial aid form that supplies further information about your family income. Be sure to check whether this form is necessary and about specific deadlines with your college directly. What is the difference between a Grant, a Student Loan and a College Scholarship?
A grant is free money from government or non-profit organizations that does not need to be repaid. Grants are usually determined by financial need but can also be influenced by academic merit. Unlike grants, student loans are money loaned from an academic institution, financial institution, or federal government that must be repaid. Like a grant, a student scholarship is free money, but is generally offered through colleges, businesses, private individuals and outside sponsors. Those awarded by the college itself are often called MERIT AID. While grants tend to be issued according to financial need, college scholarships are awarded on a broad-base of criteria, the most common being academic merit. Furthermore, to receive any grants or loans you must complete a FAFSA, however, many scholarships may not require you to complete a FAFSA to be eligible. Instead, you may need to obtain application material directly from the donor of the scholarship. What are the different kinds of grants?
There are federal as well as campus-based (institutional) grants. Federal Grants are free gift money from the Federal Department of Education while campus-based grants are government funds issued directly from your college. The campus-based grants provide a certain amount of funds for each participating school to administer each year. When the money for a program is gone, no more awards can be made from that program for that year, so make sure you find out about the types of grants awarded by each college you are considering as well as their specific deadline.Below are some of the most common grants.Federal Grants

Pell Grants are considered a foundation of federal financial aid, to which aid from other federal and non-federal sources might be added. Pell Grants are usually only awarded to undergraduate students who have not earned a bachelor’s or a professional degree. The amount you get depends on your financial need, your college’s tuition, your status as a full-time or part-time student and your plans to attend school for a full academic year or less.The Academic Competitiveness Grant is a new grant available to first year college students who graduated from high school after January 1, 2006 or for second year college students who graduated from high school after January 1, 2005. Only students who are eligible for a Federal Pell Grant and who has successfully completed a rigorous high school program as determined by the state or local education agency and recognized by the Secretary of Education. An Academic Competitiveness Grant will provide up to 0 for the first year of undergraduate study and up to ,300 for the second year of undergraduate study for full-time students who are eligible for a Federal Pell Grant.The National Science and Mathematics Access to Retain Talent Grant (AKA the National Smart Grant) is available during the third and fourth years of undergraduate study to full-time students who are eligible for the Federal Pell Grant and who are majoring in physical life, or computer sciences, mathematics, technology, or engineering or in a foreign language determined critical to national security. The student must have also maintained a cumulative grade point average (GPA) of at least 3.0 in coursework required for the major. The National SMART Grant award is in addition to the student’s Pell Grant award.Campus-based Grants The Federal Supplemental Educational Opportunity Grant (FSEOG)
The FSEOG is a campus-based grant aimed at assisting students with exceptional financial need. Pell Grant recipients with the lowest expected family contributions (EFCs) will be considered first for a FSEOG. You can receive between 0 and ,000 a year depending on when you apply, your financial need, the funding at the school you are attending, and the policies of the financial aid office at your school. What are the different kinds of student loans?
A student loan is money that needs to be repaid after you have completed your studies. Generally, interest rates are low- so that you do not rack up as much debt as you would with a credit card or bank loan.There are campus-based loans, which you repay directly to your college, as well as federal loans which you repay either directly to the U.S. government or to your financial institution.Campus-based LoansFederal Perkins Loan
The Federal Perkins loan is a campus- based loan because it is administered directly by the financial aid office at each participating school. In other words, your school is the lender although the loan is made with government funds. Your school will either pay you directly or apply your loan to your school charges. You’ll receive the loan in at least two payments during the academic year. You can borrow up to ,000 for each year of undergraduate study with a maximum of ,000 for your entire undergraduate degree. The amount you receive depends on when you apply, your financial need and the funding level at your school. The Federal Perkins Loan is a low-interest , 5 % loan for students with exceptional financial need. You must repay this loan directly to your school and you have nine months to begin your repayment plan after you graduate. Generally you will make monthly payments to the school that loaned you the money over a 10 year period.Federal LoansThe U.S. Department of Education administers the Federal Family Education Loan (FFEL) Program and the William D. Ford Federal Direct Loan (Direct Loan) Program. Both the FFEL and Direct Loan programs consist of what are generally known as 1. Stafford Loans (for students) and 2. PLUS loans (for Parents).Schools generally participate in either the FFEL or Direct Loan program, but sometimes schools participate in both. For either type of loan, you must fill out FAFSA, after which your school will review the results and will review the results and will inform you about your loan eligibility. You also will have to sign a promissory note, a binding legal document that lists the conditions under which you’re borrowing, and the terms under which you agree to repay the loan. Stafford Loans
Stafford loans are federal loans for students. Eligibility rules and loan amounts are identical under both the FFEL and Direct loan programs, but providers and repayment plans differ. For all Stafford loans first disbursed on or after July 1, 2006, the interest rate is fixed at 6.8 percent. However, you can be considered for a subsidized loan, depending on your financial need, in which the government will pay (subsidize) the interest on your loan while you’re in school, for the first six months after you leave school and if you qualify to have your payments deferred. You might be able to borrow loan funds beyond your subsidized loan amount even if you don’t have demonstrated financial need. In that case, you’ll receive an unsubsidized loan. Your school will subtract the total of your other financial aid from your cost of attendance to determine whether you are eligible for an unsubsidized loan. Unlike a subsidized loan, you are responsible for you’re the interest from the time the loan is disbursed until the time it is repaid in full.After you graduate, you will have a six month ‘grace-period’ before you must begin repayment. During this period of time, you’ll receive repayment information, and you’ll be notified of your first payment due date. You are responsible for beginning repayment on time, even if you don’t receive this information. You will receive more detailed information on your repayment options during entrance and exit counselling sessions provided by your school. Federal Family Education Loan (FFEL)Funds from your FFEL will come from a bank, credit union or other lender that participates in the program. Schools that participate in the FFEL program, will usually have a list of preferred lenders. Student loan borrowers may choose a lender from that list, or choose a different lender they prefer. Your loan money must first be applied to pay for tuition and fees, room and board and other school charges. If money remains, you’ll receive the funds by cheque or in cash.Besides interests, you will pay a fee of up to 4 % of the loan, deducted proportionately from each loan disbursement. For a FFEL Stafford Loan, a portion of this fee goes to the federal government, and a portion goes to the guaranty agency (the organization that administers the FFEL Program in your state) to help reduce the cost of your loans. Direct LoanUnder the direct loan program, the funds for your loan come directly from the federal government and you will need to repay your Direct Loan to the U.S. Department of Education’s Direct Loan Servicing Center. Like the FFEL loan, you will pay a fee of up to 4 % of the loan. For a direct Stafford Loan, the entire fee goes to the government to help reduce the cost of the loans. PLUS Loans (Parent Loans)Parents can borrow a PLUS Loan to help pay your education expenses if you are a dependent undergraduate student enrolled at least half time in an eligible program at an eligible school. PLUS Loans are available through the Federal Family Education Loan (FFEL) Program and the Direct Loan Program. Your parents can get either loan, but not both, for you during the same enrolment period. They must also have an acceptable credit history.For a Direct PLUS Loan, your parents must complete a Direct PLUS Loan application and promissory note, contained in a single form that you get from your school’s financial aid office.For a FFEL PLUS Loan, your parents must complete and submit a PLUS Loan application available from your school, lender, or your state guaranty agency. After the school completes its portion of the application, it must be sent to a lender for evaluation. What are the different kinds of scholarships?Scholarships are awarded on a broad-base of criteria, the most common being academic merit. Many scholarships carry conditions besides academic merit, such as financial need, affiliation with a group-, leadership, athletic talent, artistic or musical ability etc. Some scholarships are awarded by the college itself, often called MERIT AID. Other scholarships are awarded by outside sponsors. For some scholarships, you need to be nominated. For most of them, you apply directly to a sponsor. Because there are so many different types of scholarships, you should check directly with your financial aid office at your college. Can I apply for a grant, a loan and a scholarship at the same time? Yes. You can team up different types of financial aid or simply have one kind. Nevertheless, some types of financial aid are contingent on others. For example, you can only receive an Academic Competitive Grant or a Federal Supplemental Educational Opportunity Grant if you have received a Pell Grant. While you cannot team up a FFEL loan with a direct loan, you may be eligible to receive a subsidized loan (in which the interest is paid by the government) and an unsubsidized loan (in which you are responsible for the interest) at the same time. You can also combine grants with loans and scholarships, so it never hurts to try to get as many different varieties of aid as possible! What is the Federal Work Study Program?The Federal Work-Study Program (FWS) is a campus-based program that provides part-time jobs for undergraduate and graduate students with financial need, that allows them to earn money to help pay education expenses. The program encourages community service work and work related to the recipient’s course of study. How often should I apply for financial aid?You will need to apply for financial aid each year. Even if you did not qualify this year, you should reapply next year since financial circumstances can change. The number of family members in college, for example can have a big impact on your eligibility for financial aid. If you submitted a FAFSA during the previous year, you may be able to complete the shorter Renewal FAFSA form instead. The renewal FAFSA will be mailed to your home. The renewal FAFSA preprints most of your answers from the previous year’s FAFSA. Verify that the old responses are still accurate and provide corrections or new answers where appropriate. If you don’t receive a renewal FAFSA by February 15, fill out a new FAFSA form. How do I know whether I am eligible for financial aid?

Don’t assume that you will not qualify for financial aid. Nearly all U.S. citizens or eligible non-citizens enrolled at least half the time are now eligible for some form of financial aid. Even if you don’t qualify for a grant, free college info is still available, and you may still be eligible for other forms of financial assistance. Many families don’t apply for financial aid, because they believe that they earn too much money. However, you don’t need to be from a low-income family to receive financial aid. Some loans and scholarships are available regardless of need. Many factors are used to determine your eligibility for financial aid and there is no simple cut-off base on

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College Financial Aid FAQ

In order to better understand how to care for your hearing aid, you need to understand how they work. Even though hearing aids differ with special features, technology level, volume controls, amplication, design, and size, they all have the same basic components. All Hearing Aids regardless of style have a microphone, amplifier, receiver, and a battery.

There are several different styles of hearing aids with their own design and comfort. Some of the different styles of hearing aids are the in-the-canal hearing aid, the in-the-ear hearing aid and the behind-the-ear hearing aid. You will also find a few other hearings aids that have a specific purpose such as bone conductive hearing aids (BAHA) for those who do not have an outer ear or ear canal and the hearing aid that moves the sound from one ear to the other ear. Custom-made hearing aids can even be built into eyeglasses for convenience and comfort.

There are three basic types of technology used in hearing aids: The conventional hearing aid, the analog hearing aid, and the digital hearing aid. Almost all hearing aid users find that digital hearing aids are far superior to any other type of hearing aid. Some hearing aids have special features such as a telephone switch (T-coil) for switching between normal hearing and talking or listening on a telephone. Most T-coils today are automatic and can sense when a telephone is placed near the ear. Directional microphones are a new feature that enable you to pick up sounds in front of you while automatically reducing sounds from behind you to help with conversations in noisy places such as restaurants.

Keeping the hearing aid clean is the number one thing you can do to ensure that it lasts a long time and works properly. To protect your new investment, I highly recommend buying a Dri Aid kit. Hearings aids are just like any other electronic device: they need to stay dry! If the sensitive digital equipment inside the hearing aid gets wet, it wont work anymore. With Dri Aid kit, you can you extract moisture out of the hearing aid by keeping it in a pouch or canister while you sleep at night. The desiccant materials in the container absorb the moisture that has entered the hearing aid through daily use.

To clean the hearing aid, you will need a brush and wire loop and a Kleenex. The hearing aid should have come with a brush and a wire loop, but if not, you can use an old toothbrush (just make sure it is clean and dry). You need to wipe off the part of the hearing aid that fits into the ear canal very gently with a Kleenex and use the brush or wire pick to remove any earwax that may be found by the opening of the hearing aid that fits into the ear. Make sure you open the door to the battery and turn off the hearing aid before putting it in the case for the night.

If you have a behind the ear hearing aid, you can gently and carefully wash the earmold with warm water and a mild soap. Be very careful not to saturate the hearing aid with water or soap. The tubing on this type of hearing aid does need to be replaced every three or four months. Changing this tube is important because it will become hard and will not amplify sound as well. You should never use alcohol or any other solvent to clean the hearing aids. There are sprays that are specially made to clean hearing aids and they do not breakdown the materials used to make the hearing aid.

Some simple tips to remember when cleaning your hearing aids are not to drop it on a hard surface. Do not expose the hearing aid to direct heat and do not get the hearing aid wet. Also keep in mind that pets LOVE to chew on small shiny objects. Keep them out of their reach! If you remember these tips and keep your hearing aid clean, you hearing aid should last you for a very long time.

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How to Take Care of your Hearing Aid

Digital hearing aids – which is the best one for you?

Digital hearing aids are a vital part of life for many people, especially when they get older.

However, not all hearing aids are the same. The type of hearing aid you need would depend on your lifestyle and the degree of hearing difficulty that you’re experiencing.

There are some digital hearing aids that can fit completely inside the ear canal so that they are barely visible from the outside. The main benefit of these is the way they look. They are very discrete, of that there is no doubt.

However, these hearing aids are mostly suitable for people with mild or moderate hearing loss. These in the ear hearing aids are sometimes more limited because their limited size prevents many of the more advanced hearing aid features, such as dual microphones and telecoils. The hearing aid market has improved way beyond the completely in the canal hearing aid capability.Another type of hearing aid is one that fits partly into the ear canal (ITC). This style is barely noticeable, but will maintain the important features that many people look for in the latest digital hearing aids. Some of these hearing aids come with a remote control that can help you control the volume and other advanced features of your digital hearing aid.

There are also digital hearing aids that fill the whole ear (full shell) which will do the same job as the ITC hearing aid, but usually uses a larger hearing aid battery, thus giving longer battery life. These are not as discrete as the previously mentioned hearing aids.

The last conventional style hearing aid is a BTE (Behind The Ear) which is the traditional hearing aid fitting, and the style that would come from the NHS in the UK. These are fairly large hearing aids, sitting on top of the ear with a tube and a mould sitting in the ear. These are the most noticeable hearing aids, but for some people with severe or profound hearing loss, they may be the best digital hearing aid choice.

The newest and most exciting development in hearing aid technology is the open ear hearing aid, incorporating RITE (received in the ear) technology. These open ear digital hearing aids are incredibly discrete, wonderfully clear sounding, largely problem free and very light and comfortable. These open ear hearing aids usually comprise of a tiny ‘pod’ sitting on top of the ear, which houses most of the components and the battery, a small thin wire running from this into the ear, and a soft rubbery dome which houses the speaker unit and conveys the sound directly to the ear using a snug and comfortable fitting. The market leaders in this category of open ear hearing aids are considered to be Oticon hearing aids, Phonak and GN Resound. The Oticon Dual, the Phonak Audeo Yes and the ‘be’ by Resound are the newest versions of open ear hearing aids.

Hearing aids are comprised of three components: the microphone(s), amplifier and speaker. The microphone is the part of the hearing aid that picks up the sounds that are emitted around you. The amplifier helps to increase the volume of the sound so that you are able to hear it. The speaker component of the hearing aid relays the enhanced sound to the ear so you can hear it at a level tailored for your individual hearing loss.

Another basic part is the hearing aid battery. They will need to be replaced from time to time in all digital hearing aids. Battery life typically last between a week and three weeks, depending on the size of digital hearing aid, and the amount of time it is worn per day.

These hearing aid batteries are easily available and inexpensive. Some hearing care companies will offer free batteries and service as part of their overall package. To find out which is the most suitable digital hearing aid for you, find a hearing care retailer who will offer a free hearing test and independent advice, including hearing aid prices.

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Digital Hearing Aids – Which Is The Best For You?

Hearing aid prices and how they differ

Even when one needs to spend money on a critical item such as a hearing aid there is a lack of desire in actually parting with the money. So, it is not uncommon for individuals to look for lower cost hearing aid prices when the need to purchase a new digital hearing aid is required. However it is not always the best option to look for hearing aid prices that are the lowest and as the cheapest option may not be suitable or fit for purpose.

Shop Around to find out about hearing aid prices is the best advice.

Probably the best way to find more information on hearing aid prices would be to shop around. You will need to find a local hearing aid retailer who will provide a free hearing test and guidance on suitable hearing aids for your requirements and hearing loss.

Always consider all hearing aid options, consider the different styles and makes of digital hearing aids. All the major manufacturers, such as Phonak, Oticon and GN Resound have their own portfolios of different types and styles of digital hearing aids, including the new open ear hearing aids. 

The NHS offers a free service in the UK. You would initially need to see your GP, who will refer you to be put on a waiting list for an audiological assessment, probably at a local hospital. Then, if you fall into NHS prescription guidelines, you will be able to rent a hearing aid free of charge of then. This will include free hearing aid batteries as well.  However on the NHS you will only be provided with a behind the ear hearing aid as they do not provide ‘in the ear’ or ‘completely in the canal’ hearing aids – the smaller and more cosmetically acceptable hearing aids.

Hearing aid prices will vary across the range of different digital hearing aids and hearing aid manufacturers but with Oticon hearing aids and Phonak hearing aids you can be sure to find something in your budget.

Disposable modular hearing aids are the cheapest hearing aids available and are sometime advertised for less than £100. These are not made to fit an individual ear, and can prove more expensive than a ‘proper’ digital hearing aid due to the need to constantly replace it. They are by no means suitable for all types and levels of hearing loss, nor will they provide any comfort to the hearing aid wearer due to its modular make.

Digital hearing aids have revolutionised the hearing aid market and provide amazing benefits to the hearing aid wearer such as noise filters, directional microphones, wind noise suppression and anti-feedback technology.

When considering a digital hearing aid for the first time, speak to a professional hearing care retailer and ask about the level of aftercare offered and whether its included within the price of the hearing aid.

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Hearing Aid Prices And How They Differ

There are more and more types and styles of hearing aid available today, as technology becomes more advanced and hearing aid components become ever smaller. What this also means is that hearing aid prices will vary hugely.

Hearing aids can be analogue or digital, but it’s worth remembering that hearing aid prices will differ significantly within the analogue range and also the digital hearing aid ranges.

Prices of digital hearing aids can vary from as little as £300 or £400 to over £2,000 per hearing aid.  When considering a hearing aid you must first seek professional advice and learn about your individual hearing loss and what hearing aid solutions are available to help.

 It may be that with a mild hearing loss a more cost effective hearing aid will be suitable but this may not offer the benefits or smaller hearing aid devices or in-the-ear hearing aids.

The best hearing aids will almost always be branded hearing aids offered by the leading hearing aid manufacturers such as Oticon, Phonak, Siemens, GN Resound and Widex.

Non branded hearings can be suitable but it is difficult to know what you are buying and whether your hearing aid will stand the test of time.

There are four main types of hearing aid, open ear hearing aids, which can also incorporate RITE (receiver in the ear) technology, BTE (behind the ear), ITE (in the ear), and CIC (completely in the canal) digital hearing aids. There are benefits and disadvantages of each type, but the one with the fewest disadvantages is the open ear RITE.

Most people with hearing loss can benefit from an open ear hearing aid, but severe and profound losses may find that BTE digital hearing aids are more suitable. If you are concerned about your hearing go for a free hearing test from a local hearing aid dispenser first. Phonak is one of the world’s leading hearing aid manufacturers and provides some of the best hearing aids available for all types of hearing loss and for all budgets. So if you are considering a hearing aid ask about Phonak hearing aids.  

For those who want to try a discrete but varatile hearing adi ask about Phonak Audeo Yes. It’s a really tiny, light and discrete hearing aid, the Audeo Yes hearing aid has several features that make it an excellent choice. CrystalSound is the core of the hearing aid processor. It digitally amplifies the subtle, high-pitched sounds critical to understanding speech and makes sure nothing gets lost. Digital SurroundZoom is one the industry’s best directional microphone systems. All packaged into a cool, Red Dot Design Award winning form that combines style with ergonomics and practicality. The Audeo Yes shape is designed to allow optimum placement of the dual microphones on the hearing aid for the best performance in noise.

Also worth considering Oticon hearing aids such as Epoq the top of the range digital hearing aid that has binaural processing and can even communicate with mobile phones and other electrical devices. If you are considering a lower cost option consider Oticon Dual which also has amazing processing power and some great features.

With so many digital hearing aids available it’s difficult to know where to start so best seek advice from a hearing care professional.

 

 

 

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Hearing Aids

HIV/AIDS is the global issue of new era of science and technology and we should know that the problem of widespread AIDS is challenge for human survival. Children and young people need to be equipped with the knowledge, attitudes, values and skills that will help them face these challenges and assist them in making healthy life-style choices as they grow. Education delivered through schools is one of the ways through which children can be helped to face these challenges and make such choices.

Providing information about HIV (transmission, risk factors, how to avoid infection) is necessary, but not sufficient, to lead to healthy behavioral change. Programs that provide accurate information, to counteract the myths and misinformation, frequently report improvements in knowledge and attitudes, but this is poorly correlated with behavioral change related to risk taking and desirable behavioral outcomes. Education can be effective in the more difficult task of achieving and sustaining behavior change about HIV/AIDS. The schools can either be a place that practices discrimination, prejudice and undue fear or one that demonstrates society’s commitment to equity.School policies need to ensure that every child and adolescent has the right to life education; particularly when that education is necessary for survival and avoidance of HIV infection.

HIV infection is one of the major problems facing school-age children today. They face fear if they are ignorant, discrimination if they or a family member or friend is infected, and suffering and death if they are not able to protect themselves from this preventable disease.

It is estimated that 40 million people, worldwide, are living with HIV or have AIDS, at least a third of these are young people aged 15-24. In 1998 more than 3 million young people worldwide became infected including 590,000 children under 15. More than 8,500 children and young people become infected with HIV each day. In many countries over 50% of all infections are among 15-24 years old, who will likely develop AIDS in a period ranging from several months to more than 10 years.

Studies have shown the enormous impact HIV and AIDS have on the education sector and the quality of education provided, particularly in certain regions of the world such as Sub Saharan Africa. Consequences of the AIDS epidemic include a probable decrease in the demand for education, coupled with absenteeism and an increase in the number of orphans and school drop out, especially among girls. Girls are socially and economically more vulnerable to conditions that force people to accept risk of HIV infection in order to survive. A decrease in education for girls will have serious negative effects on progress made over the past decade toward providing an adequate education for girls and women. Reduced numbers of classes or schools, a shortage of teachers and other personnel, and shrinking resources for educational systems all impair the prospects for education.

Effective HIV/AIDS education and prevention is needed in all schools for all children so that no one is left ignorant. Yet in many places schools are apprehensive about providing sex education or discussions of sexuality because of cultural demands to protect adolescents from sexual experience. Women often lack skills needed to communicate their concerns with their sexual partners and to practice behaviors that reduce their risk of infection, such as condom use, which is often controlled by men.

The school can either be a place that practices discrimination, prejudice and undue fear or one that demonstrates society’s commitment to equity. School policies need to ensure that every child and adolescent has the right to HIV/AIDS education; particularly when that education is necessary for survival and avoidance of HIV infection.

A UNAIDS review (1997) of 53 studies which assessed the effectiveness of programs to prevent HIV infection and related health problems among young people concluded that sex education programs do not lead to earlier or increased sexual activity among young people, in fact the opposite seems to be true. 22 reported that HIV and/or sexual health education either delayed the onset of sexual activity, reduced the number of sexual partners or reduced unplanned pregnancies and STD rates. 27 studies reported that HIV/AIDS and sexual health neither increased nor decreased sexual activity, pregnancy or STD.

The review concluded that school based interventions are an effective way to reduce risk behaviors associated with HIV/AIDS/STD among children and adolescents.

There are three main objectives for this paper to integrate the education effectively with the HIV/AIDS preventions and other health aspects related with it.

These are as follows:

Objectives:

1) Health education focusing on HIV/AIDS prevention.

2) Raising awareness about HIV/AIDS among educators and learners.

3) Stimulate peer support and HIV/AIDS counseling in schools.

The main focus of the paper is to give the importance to the HIV/AIDS precaution with the health education raising the awareness about it among all the students as well as their teachers also and provide the supportive environment for the HIV/AIDS education for all.

Need of HIV/AIDS education:

In area such as HIV/AIDS prevention individual behavior, social and peer pressure, cultural norms and abusive relationships may all contribute to the health and lifestyle problems of children and adolescents. There is now increasing evidence that in tackling these issues and health problems, a healthy approach to HIV/AIDS and sex education works, and is more effective than teaching knowledge alone. T

here are numerous studies indicating that providing information about issues such as sex, STDs (Sexually Transmitted Diseases) and HIV (transmission, risk factors, how to avoid infection) is necessary, but not sufficient, to lead to healthy behavioral change (Hubley, 2000). Programs that provide accurate information, to counteract the myths and misinformation, frequently report improvements in knowledge and attitudes, but this is poorly correlated with behavioral change related to risk taking and desirable behavioral outcomes (Gatawa 1995, UNAIDS 1997a). HIV/AIDS with health education can be effective in the more difficult task of achieving and sustaining behavior change.

Health education with HIV/AIDS is widely applicable:

This problems largely affecting men and women as well as older children and adolescents, both this age group and younger children also face a wider range of health problems where education can play a vital role in sustainable prevention and management. Health education with HIV/AIDS programs plays a vital role in preventing infections. This is done through promoting knowledge of areas such as symptoms, transmission, and behaviors that are specifically relevant to many infection in each community; attitudes such as responsibility for personal, family and community health, confidence to change unhealthy habits; skills such as avoiding behaviors that are likely to cause infection, encourage others to change unhealthy habits, communicate messages about infection to families, peers and members of the community (WHO, 1996).

 This kind of health education with HIV/AIDS prevention focuses upon the development of Knowledge, Attitudes, Values, and Skills (including life skills such as inter-personal skills, critical and creative thinking, decision making and self awareness) needed to make and act on the most appropriate and positive health-related decisions. Health in this context extends beyond physical health to include psycho-social and environmental health issues.

This approach utilizes student centered and participatory methodologies, giving participants the opportunity to explore and acquire health promoting knowledge, attitudes and values and to practice the skills they need to avoid risky and unhealthy situations and adopt and sustain healthier life styles.

HIV/AIDS – a critical need for health education:

HIV/AIDS is an area where the scale and impact of the problem is such that the urgency of implementing preventative measures, including health education, is critical. Health education programs are being increasingly adopted as means of reaching children and young people to help halt the spread of this crippling epidemic. Studies from African countries show that children between the ages of 5 and 14 have the lowest prevalence of HIV infection. Below the age of 5 they are susceptible to mother to child transmission and after they become sexually active, the rate of infection increases rapidly – especially for girls (Kelly, 2000). Children aged 5-14 need to be reached at this critical stage in their lives and offer the ‘window of hope’ in stopping the spread of HIV/AIDS.

 Health Education with HIV/AIDS prevention Does Change Behavior:

There is now strong evidence from an increasing number of studies that health education HIV/AIDS prevention applied in an appropriate context, changes behavior – including behavior in sensitive and difficult areas where knowledge based health education has failed.

For example: Sexuality and HIV education –USA:

This study was implemented in 4 schools in New York City with 9th and 11th grade students (867 students), in intervention (AIDS prevention program) and control classes (no AIDS prevention program). The program focused on correcting facts about AIDS, teaching cognitive skills to appraise risk of transmission, increasing knowledge of AIDS-prevention resources, changing perceptions of risk-taking behavior, clarifying personal values, understanding external influences and teaching skills to delay intercourse and/or consistently use condoms. An evaluation carried out three months after the end of the program found that the intervention group showed the following positive behavioral outcomes when compared with the control group: decrease in intercourse with high risk partners, increase in monogamous relationships and an increase in consistent condom use. (Walter & Vaughan, 1993).

 HIV/AIDS prevention-Nigeria:

Health education programs are being implemented in many schools in Nigeria to increase levels of knowledge, influence attitudes and encourage safe sexual practices among secondary school students. A study to evaluate one such program was conducted comparing 223 students who received comprehensive sexual health education with 217 controls. Students in the intervention group received 6 weekly sessions lasting 2-6 hours, with activities including lectures, film shows, role-play stories, songs, debates, essays and a demonstration of the correct use of condoms. Following the intervention, students in the intervention group showed a greater knowledge and increased tolerance of people with AIDS compared to the control. The mean number of sexual partners also decreased in the intervention group, while the control group showed a slight increase. The program was also successful in increasing condom use (Fawole et al., 1999) Above mentioned studies shows that health education with HIV/AIDS prevention does change the behavior of students especially adolescents.

 Method for implementing Health Education with HIV/AIDS prevention:

Although there is strong evidence that HIV/AIDS prevention is effective when properly applied and supported, implementing this approach and achieving this success on a larger, countrywide scale is one of the greatest challenges to be faced.

To be effective, HIV/AIDS prevention programs must address the following areas:

•Reassure stakeholders that these messages are beneficial:

Talking and teaching about reproductive health and HIV/AIDS issues does not result in earlier initiation of sex or promiscuity. The evidence suggests that well implemented skills-based programs, conducted in an atmosphere of free discussion of all the issues, is likely to lead to young people delaying the initiation of intercourse and reducing the frequency of intercourse and number of sexual partners (Kirby et al. 1994, UNAIDS 1997a).

•Provide support to teachers: The lack of support for implementation of new programs is one of the most important factors affecting success. For most teachers both the content and methods of HIV/AIDS prevention programs are new and perhaps sensitive, and yet the approach has great potential to assist teachers both in their work and also their personal lives since HIV/AIDS is, of course, also affecting teachers. Sufficient support, training, practice and time needs to be available to teachers, in both pre- and in-service training sessions and workshops, to facilitate reflection and development of their own attitudes, and to motivate them to apply their new knowledge and skills, rather than continue with the more didactic, traditional teaching methods, which are often focused on information alone (Gatawa 1995, Gachuhi 1999). In addition, sufficient time and an appropriate place must also be given in the curriculum so that all students have access to HIV/AIDS prevention.

•Start early: As well as targeting adolescents, programs need to be targeted at children at an early age, with developmentally appropriate messages, before they leave school (Gachuhi 1999, Partnership for Child Development 1998). Because younger children are generally not sexually active, these programs will address the building blocks for healthy living and avoiding risk, rather than the very specific issues related to sexual relationships and HIV/AIDS which are progressively introduced to programs for older ages. However, the large number and diverse age range of children within primary schools is an enduring challenge, especially when addressing sensitive issues. Active and self-directed learning methods which are commonly used in education can be helpful in overcoming these classroom management issues to some extent.

•Provide a supportive environment: Schools need to have strong policies and a healthy supportive environment in terms of behavior of students towards each other, teachers and school personnel. Sexual abuse can occur in schools, with both boys and girls reporting abuse by school staff (Kinsman et al. 1999, Lowensen et al. 1996). Programs need to address this potential problem by training and supporting teachers, so that they can become role models rather than neutral or adverse figures in relation to sexual behavior.

•Respond to local needs: Many of the models for HIV/AIDS prevention have been developed in western, developed countries. The available evidence from developing countries, although more limited in scope than the studies from non-developing countries, supports skills-based health education for HIV/AIDS and reproductive health (Hubley, 2000). The main issue is that wherever programs are to be implemented they must be shaped to meet the local socio-cultural norms, values and religious beliefs, and need to include ongoing monitoring (Kirby et al 1994, UNAIDS 1999, Kinsman et al.1999).

Elements of a Health Education for HIV/AIDS prevention:

Reviews of school-based HIV/AIDS prevention programs (23 studies in the USA (Kirby et al. 1994), 37 other countries (reported in UNAIDS 1999) and 53 studies in USA, Europe and elsewhere (UNAIDS 1997a) have identified the following common characteristics of successful programs:

1.Focus on a few specific behavioral goals, (such as delaying initiation of intercourse or using protection), which requires knowledge, attitude and skill objectives.

2.Provision of basic, accurate information that is relevant to behavior change, especially the risks of unprotected intercourse and methods of avoiding unprotected intercourse. 3.Reinforcement of clear and appropriate values to strengthen individual values and group norms against unprotected sex.

4.Modeling and practice in communication and negotiation skills particularly, as well as other related “life skills”.

5.Use of Social Learning theories as a foundation for program development.

6.Addressing social influences on sexual behaviors, including the important role of media and peers.

7.Use of participatory activities (games, role playing, group discussions etc.) to achieve the objectives of personalizing information, exploring attitudes and values, and practicing skills.

8.Extensive training for teachers/implementers to allow them to master the basic information about HIV/AIDS and to practice and become confident with life skills training methods.

9.Support for reproductive health and HIV/STD prevention programs by school authorities, decision and policy makers, as well as the wider community.

10.Evaluation (e.g. of outcomes, design, implementation, sustainability, school, student and community support) so that programs can be improved and successful practices encouraged.

11.Age-appropriateness, targeting students in different age groups and developmental stages with appropriate messages that are relevant to young people. For example one goal of targeting younger students, who are not yet sexually active, might be to delay the initiation of intercourse, whereas for sexually active students the emphasis might be to reduce the number of sexual partners and use condoms.

12.Gender sensitive, for both boys and girls.

 Conclusions:

 Health Education with HIV/AIDS prevention offers an effective approach to equipping children and young people with the knowledge, attitudes and skills that they need to help them avoid risk taking behavior and adopt healthier life styles. The scope of health education means that it can be applied to a wide range of areas, especially STDs and HIV/AIDS prevention, but also including violence, substance abuse, unwanted situations such as early pregnancy and all areas where knowledge and attitudes play a critical role in promoting a healthy lifestyle for children and young people growing up in the 21st century. We can sum it in following points- •The constitutional rights of learners and educators must be protected equally.

•There should not be compulsory disclosure of HIV/AIDS status.

•No HIV positive learner or educator may be discriminated against.

 •Learners must receive education about HIV/AIDS and abstinence in the context of life- skills education as part of the integrated curriculum.

•Educational institutions should ensure that learners acquire age and context appropriate knowledge and skills to enable them to behave in ways that will protect them from infection.

•Educators need more knowledge of, and skills to deal with HIV/AIDS and should be trained to give guidance on HIV/AIDS.

Suggestions for implications for policies and programmes:

•Male and female condom promotion efforts need to recognize, identify and address gender issues including sexual and other forms of violence, that inhibit condom use.

•HIV/AIDS, peer education, and sex education programmes for adolescents that incorporate gender equality issues into their framework should be fostered. Such programmes should enable a better understanding of how norms related to masculinity and femininity may increase risky sexual behaviour, and help young people begin thinking about how to work towards equal and responsible relationships.

•Voluntary Counselling and Testing (VCT) services should take into account the risk of violence and other adverse consequences when evaluating different approaches to disclosure. For example, patients can be given the choice of counsellor-mediated disclosure if that would help minimise adverse consequences.

•Both men and women should be involved in Prevention of Mother to Child Transmission (PMtCT) programmes. Antenatal services can educate men about sexuality, fertility and HIV prevalence to raise their awareness and sense of responsibility. This would avoid reinforcing the belief that women alone are responsible for pregnancy and for HIV transmission to the infant.

•Community Home Based Care (CBBC) approaches need to include a special effort to promote the role of men as care-givers in the family and community, and to provide adequate support and guidance to enable male participation. At the very least, such programmes should acknowledge that reliance on “home care” is, at present, largely reliance on “women’s care”.

References:

1.Fawole, I.O., Asuzu, M.C., Oduntan, S.O., Brieger, W.R. (1999). A school-based AIDS education program for secondary school students in Nigeria: a review of effectiveness. Health Education Research – Theory & Practice, 14: 675-683.

 2.Gachuhi, D. (1999). The impact of HIV/AIDS on education systems in the Eastern and Southern Africa region and the response of education systems to HIV/AIDS: Life Skills Programs.

3.Gatawa, B.G. (1995). Zimbabwe: AIDS Education for schools. Case Study. UNICEF Harare Zimbabwe.

4.Hubley, J. (2000). Interventions targeted at youth aimed at influencing sexual behavior and AIDS/STDs. Leeds Health Education Database, April 2000.

5.Kelly, M.J. (2000). Standing education on its head: Aspects of schooling in a world with HIV/AIDS. Current Issues in Comparative Education. 3(1).

6.Kinsman, J., Harrison, S., Kengeya-Kayondo, J., Kanyesigye, E., Musoke, S. & Whitworth, J. (1999). Implementation of a comprehensive AIDS education program for schools in Masaka District, Uganda. AIDS CARE, 11(5): 591-601.

7.Kirby, D., Short, L., Collins, J., Rugg, D. et al. (1994). School-based programs to reduce sexual risk behaviors: a review of effectiveness. Public Health Reports, 109(3): 339-361.

8.Lowensen, R., Edwards, L. & Ndlovu-Hove, P. (1996). Reproductive health rights in Zimbabwe. Training and Research Support Centre (TARSC).

9.UNAIDS (1997a). Impact of HIV and sexual health education on the sexual behavior of young people: a review update.

10.UNAIDS (1997b). Learning and teaching about AIDS at school. UNAIDS technical update, October 1997.

11.Walter, H. & Vaughan, R. (1993). AIDS risk reduction among a multiethnic sample of urban high school students. JAMA, 270(6): 725-730.

12.WHO (1996). Preventing HIV/AIDS/STI and related discrimination: an important responsibility of health promoting schools. WHO series on school health, document six.

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Hiv/aids and Education

A revolution is afoot in the hearing aid industry. The stale and stagnant hearing aid companies have some new competition such as Zounds who have launched with revolutionary approaches and technologies aiming to help their customers hear better while not breaking their wallets in the process.

Whether we realize it or not, we live in a world which is very much shaped by past revolutions. Regardless of the example, revolutions are bound to happen, especially when something is inherently wrong in the first place. Our founding fathers and their fellow colonists began to move away from the European monarchist ideals held by their British brethren, eventually standing firm on a new amalgam of republican beliefs of which can best be described as simply and uniquely “American”.

Business monarchies still exist, but innovation is an ever-present revolutionary force. Kings of industry fall at the feet of innovators with a better idea. For well over a hundred years, Eastman Kodak dominated the consumer photography market and for much of this time, Kodak was the innovator. Kodachrome film, instamatics and disposable cameras were all the best ideas of their time and helped cement Kodak’s dominance, its monarchy. But Kodak became complacent. They ignored the trends of the very industry it created and ruled. By the late 1990s, digital photography began taking a large market share away from Kodak, which remained steadfast in its belief that film photography was the only good idea. Photography customers wanted a new, better idea and Kodak wasn’t responding. In what seemed like an instant, Kodak became an afterthought in consumer photography.

The hearing aid industry has been operating the same way for decades and is not paying attention to the cries of change demanded by its customers. Hearing aid companies annually release sub-par products, which add to the overwhelming and confusing arsenal of products already offered. Additionally, these hearing aids are typically a repackaging of last year’s model with a new name and branded features which aim at deflecting attention to the over promised and under delivered elements such as noise and feedback cancellation. And what does the average customer pay for a high-end hearing aid? ,500 to ,000 per aid. And they still don’t work well.

The new hearing aid companies are aware of the industry’s shortcomings and are revolutionizing the way hearing aids are manufactured and sold.

There are 10 key challenges to choosing today’s hearing aids:

#1: Hearing Speech with Mechanical Noise Any previous hearing aid wearer will tell you that despite how much he paid for that “revolutionary” technology, he still cannot hear conversations at his own table in a noisy restaurant.
Look for noise canceling technology, which isolates unwanted mechanical noises, such as a fan or road noise, and electronically eliminates them. This is different than noise reducing hearing aids that reduce wanted and unwanted noise at the same time.

#2: Hearing Speech with Human Noise
The background “babble” noise of a busy restaurant can be enough to avoid eating out entirely. Yet, those suffering from a hearing loss often feel that they must avoid noisy environments such as restaurants, family gatherings, and social events.
Look for a hearing aid with directional microphones that form a “cone of listening”, suppressing unwanted human noises and other sounds from behind and focuses on the sounds in front.

#3: High Fidelity Sound
Traditional hearing aids on the market are only programmed up to 5,000 Hertz. The range from 5,000Hz to 8,000Hz is considered the high frequency range and is where most hearing loss begins. It is also where the important consonants of speech, such as “t”, “ch,” and “s” are found. Be sure your hearing aid is programmed to cover the full hearing spectrum, up to 8,000Hz, so you can hear all critical speech consonants.

#4: Eliminating Feedback
We all know what feedback sounds like. We’ve been around our friends or family members when their hearing aids squeal. It’s embarrassing and painful. This all too common issue of hearing aids whistling or squealing is a result of feedback. Just like a poorly-tuned microphone at open-mic night, amplified sounds leak back into a hearing aid’s microphone and create a vicious cycle where noise is re-amplified again and again. Current hearing aids try to avoid feedback using a crude mechanical solution-shaping the hearing aid shell to form a tight fit in the ear canal, sealing off the ear.
New hearing aids utilize sophisticated feedback technology that electronically isolates and cancels the leaked sound, thus eliminating feedback.

#5: Comfortable Fit
the vast majority of today’s hearing aids require a mold to be taken of the ear and ear canal. A silicon-based, taffy-like substance is poured into the ear canal. It hardens and then is sent to an offsite factory where the hearing aid is laboriously fabricated.
The result is an expensive hearing aid that is uncomfortable to wear, causing perspiration and ear itch.
New hearing aids use soft foam sleeves, which expand comfortably to contour the ear canal, absorb moisture and help eliminate ear itch.

#6: Using The Phone
Objects that are brought up to the ear cause an acoustic reflection. Too many of today’s hearing aids still squeal when a phone is close to the hearing aid, causing wearers to take out their hearing aids when using the phone. This is like taking your teeth out to eat.
Look for feedback cancellation technology that electronically eliminates the acoustic reflection caused by a phone and allows owners to use a phone as it was meant to, up to the ear. In most instances, a telescopic (wired device connected from hearing aid to telephone) is not needed.

#7: Reducing Occlusion
A common complaint of hearing aid wearers is occlusion- the “plugged up” feeling resulting from the sound of your own voice vibrating within your head. The tight shells of today’s hearing aids are specifically designed to seal off the ear canal in an attempt to manage feedback. Occlusion is the unpleasant result of this approach. Hearing aids that use soft foam sleeves reduce occlusion.

#8: Accurate Programming
Conventional hearing exams are conducted using headphones, which have different acoustical properties than the hearing aids. In addition, they may only test 6 to 10 frequencies.
New hearing aids use the hearing aids themselves as headphones and test and program the full 16 frequency band range, resulting in less translation and programming errors and fewer return visits.

#9: Remote Controllable
Traditional hearing aids offer their owners limited control over their devices. Wearers must struggle with little knobs on the hearing aid faceplate. The knobs are difficult to adjust and typically only control volume.
The newest hearing aids are controlled by a handheld remote control. Sophisticated remote controls even allow users to adjust the volume, bass, and treble and chose among different listening environment presets.

#10: Rechargeable Batteries
Traditional hearing aids require replacement batteries. Those tiny batteries can cost over a dollar a piece and last anywhere from 4 to 6 days. Look for rechargeable batteries. Not only do these batteries provide more power to the hearing aid, they last all day and can be recharged in a complimentary charging station each night.

#11: Virtually Invisible
Hearing aids in the past were bulky, clunky, and frankly, ugly. New hearing aids are miniature, cosmetically appealing, and virtually invisible to others. They aren’t Grandpa’s old hearing aids anymore.

#12: Reasonable Price
Higher price doesn’t equal higher performance. Traditional <a rel=”nofollow” onclick=”javascript:pageTracker._trackPageview(‘/outgoing/article_exit_link’);” href=”http://www.zoundshearing.com”>hearing aids</a> can cost between ,500 and ,000 per hearing aid. New hearing aids that use a combination of foam sleeves and sophisticated feedback cancellation allow significant manufacturing cost savings, which are passed on to the consumer. New hearing aids with this technology can retail for under 00 per hearing per pair.

Complacent hearing aid companies have pulled the wool over the collective eyes of their customers for too long. The mob has formed and shouted for change. These new hearing aid companies are making sure that these cries do not go unanswered. They are approaching the hearing aid industry with revolutionary approaches, technology and pricing, much to the delight of those who currently suffer from a hearing loss.

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Find the Best Hearing Aid at the Best Price

Hearing aids are the electroacoustic gadgets that enhance the hearing of hearing impaired people. These gadgets amplify and modulate sound, making it more audible to the wearer. Hearing aids Cleveland information and resources are available through various media.

Types of Hearing Aids

Hearing aids Cleveland can provide you with information on the many types of hearing aids:

1. Body Worn Hearing Aids – This type of hearing aid is worn around the body or the neck of a person. The equipment attached to the body amplifies sound and sends it into the ear via the ear mold. The ear mold is connected to the body worn hearing aid through a visible wiring. This type of hearing aid is rarely used now because of its cumbersomeness.

2. Behind the ear hearing aids – Hearing aids Cleveland information will provide alternative sources for this popular type of hearing aid. For this type of hearing aid, a miniature casing behind the ear sends sounds into the ear canal via wires and a small speaker plugged into the ear. The ear mold is custom made to fit the wearer’s ears. Behind the ear hearing aids are durable and can be used for a variety of hearing impairment – from mild to extensive hearing loss. Because of its durability, this type of hearing aid is popular among children, who may find the need to run around more. Behind the ear hearing aids also allow easy access to assistive listening devices in classroom settings.

3. In the ear hearing aids – These hearing aids are small and unobtrusive. They are custom designed to fit in an individuals ears. In the ear hearing aids are good for mild to average hearing loss. They do not work as well for those with severe hearing loss as feedback and amplified air leaking sounds may occur. Hearing aids Cleveland sources will likewise say that this type of hearing aid is not suitable for children. Since the mold of in the ear hearing aids cannot be easily modified, a child may quickly outgrow the hearing aid.

4. Receiver in the ear hearing aids – This type of hearing aid looks like the behind the ear hearing aid with one difference – the speaker of the hearing aid is located inside the ear canal via thin electrical wiring. Since the speaker is inside the ear canal, sound is heard more smoothly and with less distortion. Likewise, wiring that attach to the behind the ear unit is inconspicuous, making this one of the better-looking hearing aids available.

5. In the canal hearing aids – Hearing aids Cleveland sources will provide ample options for in the canal hearing aids. Designed for those with mild to moderately severe hearing impairment, these hearing aids are small and not visible until closer look.

6. Bone anchored hearing aids (BAHA) – This type of hearing aid needs to be surgically implanted. Sound is sent by vibrating the bones of the skull, and letting the sound travel into the inner ear. A titanium implant is imbedded in the skull with a small abutment. The abutment has a receiver located on top, which receives sound and sends it down to the titanium implant to create vibrations. BAHA is suggested for people with conductive hearing losses, and canal and middle ear diseases or deformities.

7. Eyeglass hearing aids – This type of hearing aid was popular up until the 1970s, right before the in the ear hearing aids were developed. The hearing aids were built into the temple pieces of the eyeglasses. The limitations here include few style options and basic inflexibility. A recent reintroduction of eyeglass hearing aids calls it the hearing glasses, and offers four microphones and improved signal-to-noise ratio.

8. Open fit hearing aids – Open fit hearing aids look like behind the ear hearing aids except that the speakers are located inside the canal via thin unobtrusive wires. A small silicon mold holds tube inside the canal in place.

Likewise, hearing aids Cleveland resources will provide you with information on the latest technological enhancements for hearing aids. Take for example the Bluetooth technology, which has been adapted for hearing aids. Bluetooth enhanced hearing aids enable easy access and control of Bluetooth devices, offering ease and enjoyment to hearing impaired individuals. Also, directional microphones are technical enhancements that can aid in improving the signal-to-noise ratio and speech clarity.

Hearing aids have come a long way. For specific area searches like hearing aids Cleveland, several information and resources are readily available online or through consumer reports. For proper diagnosis of hearing aids that suit your condition, it is always best to check with an ear specialist first.

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Hearing Aids Cleveland Information and Sources

Introduction

It is sometimes time-consuming and/or exhausting to make second/foreign language materials (either newly constructed or adapted) suitable and acceptable to the learner because he/she may feel uninterested in and even disappointed with them as he/she finds them unfamiliar, difficult, problematic, mechanical, unattractive and so forth. Besides, the teaching methods and techniques the teacher employs may not be in consonance with the learner’s needs, interests, level and aptitude. Hence, as opposed to the traditional approach to L2 teaching including the chalk and talk method, the communicative language teaching approach encourages the teacher to act as a facilitator by helping the learner become an interested, active and efficient participant in the whole learning process (Richards and Rodgers 2002). To carry out his/her job successfully and ensure the learner’s maximal benefit, the teacher has to use his/her teaching methods, techniques as well as materials in a manner that is consistent with the learner’s needs and interest. And the appropriate use of audio aids can be substantially helpful in this respect (Kamal and Afteb 1993) since such learning aids and teaching machines stimulate, motivate and arrest the learner’s attention during the instructional process.

Audio-aids can be defined as models and devices that can be heard and give an image of something, somebody and some situations. They include recorded materials, radios, cassette players, cassettes and the like which are relatively cheap and available and which the language teacher with a little training can use in the L2 class so as to make the teaching methods, techniques and materials considerably effective and interesting, and to help the learner have maximum benefit (Akanbi 1988). Unlike most other types of aids and means used in the language class, on the one hand, this type of aid enables the teacher to modify the teaching method and technique, and change the classroom situation quickly and immediately as necessary; and on the other, it attracts the learner’s attention, stirs his/her imagination, reduces his/her exhaustion, motivates him/her to be engaged in the learning process, and thus helps him/her to acquire expected proficiency in the language skills especially listening and speaking.

Different teaching aids devised and recommended by language experts are intended to make the learner interested and motivated. The native speaker’s voice and accent through the audio tape make the learner enthusiastic and excited. This greatly facilitates the learner’s understanding of the linguistic as well as the communicative aspects. Audio aids add a life-like effect to the text book and other printed materials used to teach the target language. For example, as soon as a cassette player is played and the material is presented, the learner is immediately drawn to it. He/she feels the presence of another teacher in the classroom. With the help of audio aids, the teacher can, moreover, successfully deal with the weak and indifferent learner. These aids are seen to reduce the teacher talk and the chalk method, and reversely increase the learner’s interaction and active participation. The teacher can also provide as much practice as is necessary by using audio tapes; but it is to be remembered that audio aids should be purpose oriented as well. Pike (1997) identifies some significant reasons for carefully designing and using audio aids: motivating the learner, attracting and maintaining the learner’s attention, reinforcing the main ideas of the lesson, illustrating and supporting the spoken literature, minimizing misunderstanding of the learner, increasing retention, adding a touch of realism, saving both class time and expenses, helping the teacher to communicate more dearly and quickly so that the learner can understand the content clearly and easily, and helping the teacher clarify the thinking and provide a logical path for communication.

Though audio aids are found to be greatly helpful in teaching an L2 and continually expanding their scope with the availability and development of technology, their use in the EFL class especially at the tertiary level in Bangladesh is still limited. Therefore, the present study was designed to address and explore the following questions:

a. Are audio aids used in the class?

b. If yes, how much are they useful?

c. If no, why are they not used?

d. What does the teacher think of using audio aids?

e. What does the student think of using audio aids?

Research design and methodology

Subjects

This study was conducted with 32 university teachers and 120 tertiary level students randomly selected from two public universities ?University of Dhaka and Jahangirnagar University, and eight private universities ? Daffodil International University, Stamford University, State University, Northern University, Darul Ihsan University, Northern University, Eastern University and University of Development Alternative (UODA) in Dhaka. The teachers being Bangla speaking had at least a postgraduate degree in English language and/or literature. And all the students possessed the same mother tongue Bangla, and were learning English as a foreign language.

Instruments

To address and explore the research questions, a quantitative method including two questionnaires, one for the teachers (see Appendix-I) and the other for the students (see Appendix-II), was exploited. The present researchers designed the questionnaires on the basis of their first-hand experience of using audio aids for teaching EFL especially EFL listening and speaking skills at the tertiary level in Bangladesh.

Each of the questionnaires consisted of eight items related to the research problems stated in the introduction. The first items in both the questionnaires were related to the question ‘Are audio aids used in the class?’. The second and the fourth items in both the questionnaires were concerned with ‘If yes, how much are they useful?’. The fifth and the eighth items in both the questionnaires were linked to ‘If no, why are they not used?’. The third, sixth and seventh items in Teacher Questionnaire had relations to the question ‘What does the teacher think of using audio aids?’. And, the third, sixth and seventh items in Student Questionnaire were connected to ‘What does the student think of using audio aids?’. It is worth mentioning that the questionnaires contained almost identical items chosen with a view to comparing and contrasting the opinions of the two groups of respondents.

Data collection and analysis

The data for the study were collected from 32 English teachers as well as from 120 students learning English as a foreign language at the tertiary level. To tap the teachers’ responses to the use of audio aids in the EFL class, the second researcher personally contacted each of the teachers and requested them to respond to the items in the questionnaire. And to collect the students’ responses to the use of audio aids in their EFL class, the researchers received cooperation of the teachers who administered the questionnaire after an explanation of the purposes of the study and some preliminary instructions. The data collected from the teachers and the students were then scored by hand.

Presentation and interpretation of findings

Teacher questionnaire

The teacher questionnaire contained eight items which were concerned with the teachers’ opinions on the different aspects of the use of audio aids in their EFL classes. The responses of the 32 English teachers to the questionnaire are recorded and discussed itemwise as follows:

The first question to the teachers was posed as ‘Do you use audio aids in your English classes?’

Teacher Table: 1

Question Choices Scores Percentage

Do you use audio aids in your English classes? Yes 32 100%

No 0 00%

N=32

Teacher Table: 1 above indicates that all the teachers answered the question in the affirmative. That is, 100% of the subjects used audio aids in their EFL classes.

This finding indicates the acquaintance of the teachers at the tertiary level in Bangladesh with modern language teaching equipment and aids which make EFL teaching and learning relatively more scientific as well as more effective. It also shows that the teachers have expertise in using audio aids for teaching EFL, which the students find attractive and useful. Further, this phenomenon is consistent with the widely prevailing and popular communicative language teaching approach (Richards and Rodgers 2002).

The second question to the teachers was put as ‘Do you think that audio aids are useful for teaching English?’

Teacher Table: 2

Question Choices Scores Percentage

Do you think that audio aids are useful for teaching English? Yes 28 87.5%

No 4 12.5%

N=32

As Teacher Table: 2 shows, 28 out of 32 teachers ticked ‘Yes’ while 4 teachers ticked ‘No’. In other words, 87.5% teachers thought that audio aids were useful for teaching English as a foreign language; but only 12.5% found that it was not useful to use audio aids in their English classes.

The result clearly uncovers that a great majority of the teachers find it useful to use audio aids for teaching EFL at the tertiary level in Bangladesh as is seen in other settings, for example, Nigeria (Agun and Okunrotifa 1977).

The third question to the teachers was framed as ‘Are you satisfied with the use of audio aids in your English classes?

Teacher Table: 3

Question Choices Scores Percentage

Are you satisfied with the use of audio aids in your English classes?

Strongly satisfied 8 25%

Slightly satisfied 24 75%

Dissatisfied 0 00%

N=32

As displayed in Teacher Table: 3, Out of 32 teachers, 8 teachers ticked ‘Strongly satisfied’, 24 ticked ‘Slightly satisfied’, and none marked ‘Dissatisfied’. That is, only 25% teachers were found that they were strongly satisfied with the use of audio aids in their English classes whereas 75% appeared to be slightly satisfactory in this respect.

The finding conspicuously reveals that all the EFL teachers at the tertiary level in Bangladesh are more or less satisfied with the use of audio aids for their teaching. Notwithstanding, a great majority of the subjects (75%) have slight satisfaction which is indicative of the lack of teacher training, teacher motivation and administrative support.

The fourth question in the Teacher Questionnaire was ‘Which English classes are more effective and interesting to the student?’

Teacher Table: 4

Question Choices Scores Percentage

Which English classes are more effective and interesting to the student? Classes with audio aids 28 87.5%

Classes without audio aids 4 12.5%

N=32

Teacher Table: 4 demonstrates that 28 out of 32 teachers marked ‘Classes with audio aids’ and the remaining 4 teachers marked ‘Classes without audio aids”. That is, 87.5% teachers supported that English classes with audio aids were more effective and interesting to their students while only 12.5% opined that English classes without audio aids were more effective and interesting.

Lending support to Adeyanju (1988), this finding clearly discloses that language classes with audio aids are more effective and interesting to the learner than those without audio aids.

The fifth question to the teacher was constructed as ‘Are you satisfied with the audio facilities provided by the institution?’

Teacher Table: 5

Question Choices Scores Percentage

Are you satisfied with the audio facilities provided by the institution? Strongly satisfied 0 00%

Slightly satisfied 32 100%

Dissatisfied 0 00%

N=32

As Teacher Table: 5 exhibits, all the teachers ticked ‘Slightly satisfied’, and none marked ‘Strongly satisfied’ or ‘Dissatisfied’. That is to say, 100% teachers were slightly satisfied with the audio facilities provided by their institutions.

This result of the study unfolds that all the teachers have a little satisfaction with the audio facilities provided by their respective institutions as the facilities are not sufficient.

The sixth question in the Teacher Questionnaire was ‘How is the performance of the students in the classes without audio aids?’

Teacher Table: 6

Question Choices Scores Percentage

How is the performance of the students in the classes without audio aids? Strongly satisfied 0 00%

Slightly satisfied 20 62.5%

Dissatisfied 12 37.5%

N=32

According to the statistics in Teacher Table: 6, 20 out of 32 teachers marked ‘Slightly satisfied’, 12 teachers marked ‘Dissatisfied’, and none marked ‘Strongly satisfied’. That is, 62.5% teachers were slightly satisfied with the performance of their students in the classes without audio aids while 37.5% were dissatisfied with the performance of their students in the class with same condition.

This finding can be attributed to the fact that the performance of the students fails to reach the teachers’ expectation and the programme target because of the lack of audio facilities.

The seventh question to the teachers was designed as ‘How is the performance of the students in the classes with audio aids?’

Teacher Table: 7

Question Choices Scores Percentage

How is the performance of the students in the classes with audio aids?

Strongly satisfied 12 37.5%

Slightly satisfied 16 50%

Dissatisfied 4 12.5%

N=32

Teacher Table: 7 exhibits that out of 32 teachers 12 ticked ‘Strongly satisfied’, 16 ticked ‘Slightly satisfied’, and 4 ticked ‘Dissatisfied’. In other words, 37.5% teachers were strongly satisfied with the performance of their students in the classes with audio aids, and 50% teachers were slightly satisfied with their students’ performance in the same condition; but 12.5% teachers were dissatisfied with the performance of their students in the classes with audio aids.

This finding obviously reveals that the performance of the students reaches the teachers’ expectation and the programme target because of the use of audio aids for teaching EFL.

The eighth question in the Teacher Questionnaire was ‘What limitations do you face in using audio aids in your English classes?’

Teacher Table: 8

Question Choices Scores Percentage

What limitations do you face in using audio aids in your English classes?

Lack of audio aids 16 50%

Lack of teacher training 12 37.5%

Lack of administrative support 4 12.5%

N=32

As per the results in Teacher Table: 8, 16 teachers ticked ‘Lack of audio aids’, 12 teachers ticked ‘Lack of teacher training’, and 4 teachers ticked ‘Lack of administrative support’. That is, 50% teachers thought that the lack of audio aids was their main limitation; 37.5% thought that the lack of teacher training was their main limitation; and 12.5% considered the lack of administrative support as their main limitation on the use of audio aids in their English classes.

The finding discloses that the lack of audio aids and teacher training tremendously hampers the audio facilities in the EFL class at the tertiary level in Bangladesh. Besides, the lack of administrative support is to some extent responsible for the insufficient use of audio aids in the class.

Student questionnaire

The student questionnaire consisted of eight items that were related to the students’ views on the varied aspects of the use of audio aids in their English classes. The responses of the 120 students to the questionnaire are put forward item wise as follows:

The first question to the students was formulated as ‘Does your English teacher use audio aids in your classes?’

Student Table: 1

Question Options Scores Percentage

Does your English teacher use audio aids in your classes? Yes 81 67.5%

No 39 32.5%

N=120

As displayed in Student Table: 1, 81 out of 120 students answered the question in the affirmative while the remaining 39 students did in the negative. That is to say, 67.5% respondents found their English teacher using audio aids in their classes; but 32.5% did not find their teacher using audio aids.

Though majority students admit that their teachers use audio aids in their EFL classes, it is in contradiction with the teachers’ views since one hundred percent teachers claim to use audio aids in their classes. However, it is here clear that audio aids are used in most of the EFL classes at the tertiary level in Bangladesh, which is in harmony with the communicative language teaching approach (Richards and Rodgers 2002).

The next question in the student questionnaire was framed as ‘Do you think that audio aids are useful for learning English?’

Student Table: 2

Question Options Scores Percentage

Do you think that audio aids are useful for learning English? Yes 117 97.5%

No 03 2.5%

N=120

Student Table: 2 shows that 117 out of 120 students responded to the question positively whereas the rest did negatively. That is, 97.5% students thought that audio aids were useful for learning English; but only 2.5% students did not consider audio aids to be useful.

The finding is in a very close correlation with that which is related to the teachers since a great majority of the students (97.5%) and the teachers (87.5%) feel that audio aids are useful for teaching and learning EFL.

The third question to the students was posed as ‘Are you satisfied with the use of audio aids in the English classes?’

Student Table: 3

Question Options Scores Percentage

Are you satisfied with the use of audio aids in the English classes? Strongly satisfied 06 5%

Slightly satisfied 63 52.5%

Dissatisfied 51 42.5%

N=120

According to the statistics in Student Table: 3, out of 120 students, only 6 students ticked ‘Strongly satisfied’, and 63 ticked ‘Slightly satisfied’; but 51 students ticked ‘Dissatisfied’. In other words, only 5% were strongly satisfied and 52.5% slightly satisfied with the use of audio aids in their English classes whereas 42.5% students were found to be dissatisfied.

As this finding discloses, unlike all the teachers being satisfied, a good number of students (42.5%) are dissatisfied with the use of audio aids although majority students are more or less satisfied with the use of audio aids in their English classes. The finding can be attributed to the lack of teacher training, inadequacy of audio facilities and limitation of administrative support.

The fourth question to the students was put as ‘Which English classes are more effective and interesting to you?’

Student Table: 4

Question Options Scores Percentage

Which English classes are more effective and interesting to you? Classes with audio aids 105 87.5%

Classes without audio aids 15 12.5%

N=120

Student Table: 4 demonstrates that 105 out of 120 students ticked ‘Classes with audio aids’ and the remaining 15 students ticked ‘Classes without audio aids”. That is, 87.5% students supported that English classes with audio aids were more effective and interesting to them while only 12.5% opined that English classes without audio aids were more effective and interesting.

This result lends complete support to the teachers’ views, and demands sufficient use if audio aids in the EFL class at the tertiary level in Bangladesh.

The fifth question in the student questionnaire was designed as ‘Are you satisfied with the audio facilities provided by the institution?’

Student Table: 5

Question Options Scores Percentage

Are you satisfied with the audio facilities provided by the institution? Strongly satisfied 06 5%

Slightly satisfied 48 40%

Dissatisfied 66 55%

N=120

As per the statistics in Student Table: 4, out of 120 students, only 6 students marked ‘Strongly satisfied’, and 48 students marked ‘Slightly satisfied’; but 66 ticked ‘Dissatisfied’. That is, only 5% were strongly satisfied and 40% slightly satisfied with the audio facilities provided by the institution whereas majority students (55%) were found to be dissatisfied.

Here, majority students (55%) are dissatisfied and a good number of them (40%) slightly satisfied with the audio facilities provided by the institution though all the teachers are slightly satisfied. But, it is clear that the present audio facilities are inadequate, most probably, due to the lack of teacher training and administrative support.

The sixth question in the student questionnaire was designed as ‘How is your performance in the English classes without audio aids?’

Student Table: 6

Question Options Scores Percentage

How is your performance in the English classes without audio aids? Strongly satisfied 24 20%

Slightly satisfied 42 35%

Dissatisfied 54 45%

N=120

As exhibited in Student Table: 6, 24 out of 120 students marked ‘Strongly satisfied’, 42 students marked ‘Slightly satisfied’, and 54 marked ‘Dissatisfied’. That is, 20% students were strongly satisfied and 35% were slightly satisfied with their performance in the classes without audio aids while 45% were dissatisfied with their performance in the class with same condition.

Though majority students (55%) are more or less satisfied with their performance in the English classes without audio aids, a considerable number of students (45%) being in a very close association with the teachers (37.5%) are dissatisfied.

The seventh question in the student questionnaire was set as ‘How is your performance in the English classes with audio aids?’

Student Table: 7

Question Options Scores Percentage

How is your performance in the English classes with audio aids? Strongly satisfied 36 30%

Slightly satisfied 57 47.5%

Dissatisfied 27 22.5%

N=120

Student Table: 7 demonstrates that out of 120 students 36 ticked ‘Strongly satisfied’, 57 ticked ‘Slightly satisfied’, and 27 ticked ‘Dissatisfied’. That is to say, 30% students were strongly satisfied with their performance in the classes with audio aids, and 47.5% students were slightly satisfied with their performance in the same condition; but 22.5% students were dissatisfied with their performance in the classes with audio aids.

Like the teachers (87.5%), a large number of students (77%) feel the need of audio facilities for improving their performance in the EFL class.

The eighth question to the students was posed as ‘What limitations do you find in the use of audio aids in your English classes?’

Student Table: 8

Question Options Scores Percentage

What limitations do you find in the use of audio aids in your English classes?

Lack of audio aids 75 62.5%

Lack of teacher training 12 10%

Lack of administrative support 33 27.5%

N=120

According to the statistics in Student Table: 8, 75 students ticked ‘Lack of audio aids’, 12 students ticked ‘Lack of teacher training’, and 33 students ticked ‘Lack of administrative support’. In other words, 62.5% students thought that the lack of audio aids was their main limitation; 10% thought that the lack of teacher training was their main limitation; and 27.5% considered the lack of administrative support as their main limitation on the use of audio aids.

Resembling the finding concerned with the teachers, this finding discovers that the lack of audio aids, teacher training and administrative support all reduces the audio facilities in the EFL class at the tertiary level in Bangladesh.

Inferences

The presentation and interpretation of the findings of the study above lead to the following inferences:

As to the first research question ‘Are audio aids used in the class?’, it could be concluded that audio aids are more or less used in most of the EFL classes at the tertiary level in Bangladesh, which is in consonance with the contemporary communicative language teaching mode (Richards and Rodgers 2002).

Regarding the second research problem ‘If yes, how much are they useful?’, it could be considered that audio aids in the EFL class at the tertiary level in Bangladesh are substantially useful since the use of such aids makes teaching attractive and effective, and reinforces learning by stimulating and motivating the learner and arresting his/her attention during the instructional process.

To answer the third question ‘If no, why are they not used?’, it might be thought that the lack of teacher training, audio aids and administrative support is responsible for the insufficient use of audio aids though the use of audio aids considerably adds to EFL learning at the tertiary level in Bangladesh.

To respond to the fourth question ‘What does the teacher think of using audio aids?’, it is evident that the teachers do not have sufficient training and motivation as well as adequate audio equipment and administrative support required for using audio aids in the EFL class.

And, to address the fifth question ‘What does the student think of using audio aids?’, it is noticeable that the students find audio aids much useful for leaning EFL but suffer from the lack of trained teachers, insufficient audio facilities and limited administrative support as well.

Hence, it could briefly be concluded that the use of audio aids in the EFL class at the tertiary level in Bangladesh is a plus, not a minus, but it is seriously hampered due to the lack of teacher training, the insufficiency of audio equipment and material, and the indifference of the administration.

Suggestions

Based on the aforementioned findings and inferences, a number of suggestions can be put forward.

Firstly, it is already found that audio aids are used in the EFL class at the tertiary level in Bangladesh to some extent. But, it should be ensured that every teacher would maximally use audio aids including audio equipment and material in each and every class to develop the learner’s oral communication skills encompassing speaking and listening. In this connection, King and Womack (1983) maintain that listening provides the aural input that serves as the basis for language acquisition and enables the learner to interact in spoken communication; and audio aids could be the most useful and exciting means of teaching the learner this communicative English.

Secondly, though the use of audio aids proves to be substantially useful for both teaching and learning EFL, the limitations of this means, such as the lack of teacher training, the inadequacy of audio aids and the indifference of the administration should be reduced considerably. That is, the arrangement of adequate and proper teacher training, availability of appropriate audio equipment and material, and necessary administrative support and monitoring can ensure the optimal use of audio aids in the EFL class, and thus guarantee the learner’s maximum benefit.

Thirdly, the teacher should have expertise as well as interest to use audio aids in his/her EFL class so as to make his/her teaching effective and facilitate learning to a considerable extent.

Las but not least, there should a well equipped language lab having sufficient and suitable audio facilities which the learner can use any time to practise EFL skills and improve his/her linguistic as well as communicative ability.

References

Adeyanju, J. L. (1988). The application of educational technology in pre-primary education. Journal of Educational Media and Technology (JEMT), 2(1), 73-79.

Agun, I. and Okunrotifa, P. O. A. (1977). Educational technology in Nigeria teacher education. Education for Development: International Perspective on Expanding Role of Teachers’ Education (ICET), 75.

Akanbi, K. (1988). Selection, utilization and evaluation of instruction. In I. Agun & I. Imogie (eds.), Fundamental of Educational Technology. Ibadan: Y-Books, 91-92.

Kamal, K. and Afteb, M. (1993). English Teaching. Secondary Education Development Project, Directorate of Secondary and Higher Education, Dhaka.

King, D. R. and Womack, S.T. (1983). Strategies for teaching listening skills. Clearing House, 56(7), 310-311.

Pike, Bob (1997). Creative Training Techniques. Oxford: Oxford University Press.

Richards, Jack C. and Rodgers, T. S. (2002). Approaches and Methods in Language Teaching: a Description and analysis. Cambridge: Cambridge University Press.

Appendix-I

[Teacher Questionnaire on the Use of Audio Aids in the EFL Class]

The questionnaire is designed to find out your opinions on the use of audio aids in your English classes. Your responses will be used for research purposes only. Thank you for your cooperation!

1. Do you use audio aids in your English classes?

Yes No

2. Do you think that audio aids are useful for teaching English?

Yes No

3. Are you satisfied with the use of audio aids in your English classes?

Strongly satisfied Slightly satisfied Dissatisfied

4. Which English classes are more effective and interesting to the student?

Classes with audio aids Classes without audio aids

5. Are you satisfied with the audio facilities provided by the institution?

Strongly satisfied Slightly satisfied Dissatisfied

6. How is the performance of the students in the classes without audio aids?

Strongly satisfied Slightly satisfied Dissatisfied

7. How is the performance of the students in the classes with audio aids?

Strongly satisfied Slightly satisfied Dissatisfied

8. What limitations do you face in using audio aids in your English classes?

Lack of audio aids Lack of teacher training Lack of administrative support

Appendix-II

[Student Questionnaire on the Use of Audio Aids in the EFL Class]

The questionnaire is designed to find out your reaction to the use of audio aids in your English classes. Your responses will be used for research purposes only. Thank you for your nice cooperation!

1. Does your English teacher use audio aids in your classes?

Yes No

2. Do you think that audio aids are useful for learning English?

Yes No

3. Are you satisfied with the use of audio aids in the English classes?

Strongly satisfied Slightly satisfied Dissatisfied

4. Which English classes are more effective and interesting to you?

Classes with audio aids Classes without audio aids

5. Are you satisfied with the audio facilities provided by the institution?

Strongly satisfied Slightly satisfied Dissatisfied

6. How is your performance in the English classes without audio aids?

Strongly satisfied Slightly satisfied Dissatisfied

7. How is your performance in the English classes with audio aids?

Strongly satisfied Slightly satisfied Dissatisfied

8. What limitations do you find in the use of audio aids in your English classes?

Lack of audio aids Lack of teacher training Lack of administrative support

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