BOOS Audiology Science to Practice

2014

N.B.: When citing this work, cite the original article.

This article is a showcase of titles and abstracts seen in the Journal of Educational Audiology over the past ten years (2000-2009). The purpose of this compilation is to illustrate the diversity of article topics. In addition, this article documents some of the changes in technology, theories, and implementation of therapies/protocols over the past decade.

American Journal of …, 1993

Clinical Focus s Grand Rounds ate program. This would leave 2 years of master's work for truly advanced education and clinical work. This structure could parallel that in speech-language pathology; undergraduate audiology majors would receive two surveytype courses in speech-language pathology, just as current speech-language pathology majors receive such coursework in audiology. The focus, however, would be on audiology and hearing science as an undergraduate, especially during the final 2 years. Six years of college education should be more than adequate to enable students to achieve the highest level of competence as audiologists, as long as a significant amount of the educational process was allowed to take place during the first 2 years.

AES International Conference on Audio Education, 2021

This paper describes the course Acoustics: Physics of Sound, which teaches the science of acoustics to Audio Technology majors. Pedagogically this course seeks to be more rigorous than typical introductory courses to non-science majors, yet also avoids the fully calculus-based of higher level engineering courses. Audio students' salient strengths, including familiarity with critical listening, as well as software and microphones, can be leveraged to foster deeper understanding in the language they already know-that of sound itself.

How do we hear? Why do we listen? From religious chant to village bells to elevator muzak to noise pollution, sound has played a major role in human cultures and human experience since time immemorial. In this course, students will approach and engage critically with sound, listening, hearing, and aurality as categories of analysis. In addition to weekly readings, students will be asked to write papers, partake in listening/sound exercises, and confect creative projects that engage with the themes of the class.

The Educational Audiology Association conducted a survey of state education agencies in 1990 (Johnson, 1991) to determine the status of audiological services being provided to children with hearing impairments in the schools at that time. A follow-up survey was conducted in 2007 to determine (1) the "state" of educational audiology throughout the United States and (2) if changes have occurred in the delivery of school-based services over the past 17 years. The results revealed that, although some changes have occurred, there have been no substantial improvements in the numbers of audiologists providing services in the schools. In addition, federally mandated guidelines have not provided for universal hearing screenings in every school system, and states have not substantially changed their definition of hearing loss for the purposes of considering a child for special education services.

American Journal of Audiology, 1993

2008

Web http://www.unipv.it/cibra bioacoustics |ˌbīō ˈkoōstiks| ə plural noun [treated as sing. ] the branch of acoustics concerned with sounds produced by or affecting living organisms, esp. as relating to communication. Bioacoustics Bioacoustics is a branch of zoology, strictly related to ethology, that investigates sound production and reception in animals, including man, and how animals communicate by means of sound. Bioacoustics also concerns the organs of hearing and sound production as well as the physiological and neurological processes by which sounds are produced and received for communication as well as for echolocation purposes. Finally, it attempts to understand relationships between the features of the sounds an animal produces and the nature of the environment in which they are used and the functions they are designed to serve. Its development dates effectively from about 1950, when practical recording and analyzing methods became readily available to the scientific community. This discipline developed only after the second part of the twentieth century, even though methods for capturing sounds existed since the 1800s and early 1900s. Especially in the early days of bioacoustics, research was hampered by technological limitations. The size of recording and storage devices as well as their fragility did not allow to carry on advanced field work, and bioacoustical research was not widely spread. But in recent years, electronic developments and subsequent miniaturization of the equipments have opened up new horizons for bioacoustics. Today, it is easy and cheap to obtain basic equipment for bioacoustical research, and even powerful laptops can now be used in the field along with high-end sound recorders and advanced software. These new technologies have transformed the way that sounds can be sampled, analysed, stored and accessed. As a consequence, currently the collections of animal sounds produced by insects, amphibians, mammals and birds for communication, are widely used and applied for research. Underwater Bioacoustics Underwater bioacoustics studies the acoustic behaviour of acquatic animals and the acoustic features of the underwater environment in which they emit sounds. In the underwater environment acoustic communication plays a crucial role: the high propagation speed (about 1500 m/sec, five times than in air) and the low attenuation with distance allow an effective acoustic transmission of signals. Many texts of acoustics, electroacoustics and bioacoustics may be consulted to get a better knowledge of underwater acoustics; among them: Urick (1983), Au (1993), Richardson et al. (1995).

American Journal of Audiology, 1995

A forum for clinicians to describe innovative clinical services, technology, and program management.

The US Army Research Laboratory (ARL) participates in science, technology, engineering, and mathematics (STEM) outreach programs, including the Gains in the Education of Mathematics and Science (GEMS) program under the Army Educational Outreach Program. During GEMS, ARL provides STEM instruction and lab demonstrations to visiting groups of students ranging from fifth graders through high school graduates. This report documents the involvement of ARL’s Human Research and Engineering Directorate’s Perceptual Sciences Branch (PSB) in the 2014 GEMS program and provides detailed descriptions of lecture materials, slides, and hands-on demonstrations that were used. PSB provided education through lecture and demonstrations on 3 auditory topics: 1) the anatomy and physiology of hearing and hearing conservation, 2) acoustic resonance, and 3) bone conduction. Students learned about how the ear works, what listening levels are safe, how objects such as musical instruments or the vocal tract re...