Multimedia Mobile Application for Muslim Prayer Guide for Deaf Students

Children with hearing loss are children who experience learning difficulties. They have limited vocabulary and language in communication that hampers the learning process. They need a special way of learning and are usually educated in special schools. Level 2 elementary students at SLB B Karnnamanohara have difficulty learning prayer and daily prayer. Almost all elementary level 2 students cannot pronounce daily prayers and prayers. They need interesting learning resources and according to their characteristics. This study aims to design multimedia mobile application of prayer and daily prayers guides for children with hearing loss. The research method consists of five stages: data collection, data analysis, storyboard making, prototype design, and prototype evaluation. This research has been designed to multimedia mobile applications of prayer and prayers guides for children hearing impairments according to the needs of users who have different characteristics with users in general. The results showed that the prototype design of the multimedia mobile application prayer and prayer daily guides for children with hearing loss had met the needs of users with evaluation values of 4.42 from a scale of 5.

Background: Muslim prayer (salaat/namaz) is a moderate exercise, the body's muscle contraction is both isotonic and isometric during its performance. Two main flexion postures of salaat Rukku and Sujood have a positive effect on the flexibility of the lower back and hamstring muscles. Objective: To explore the effects of Rukku posture on the flexibility of hamstring muscles in female students and to promote the physical benefits of Muslim prayers on the normal population. Methods: This cross-sectional study comprised 400 students, 200 of them were regular prayer offerers and 200 were irregular prayer offerers. Both groups were selected with the help of a questionnaire about the number of prayers offered regularly and posture used for praying and some other questions of inclusion and exclusion criteria. The flexibility of the hamstring muscles was measured by the chair sit and reach test and the straight leg raise test. SPSS v20 was used to calculate the data and the quantitative variables are represented as mean and standard deviation, both groups were compared through the paired sample t-test within groups and between groups performed. Results: On comparison of both groups regular prayer offerers and irregular prayer offerers for hamstring flexibility. It is found that the mean score of the chairs sit and reach test of the regular prayer offerers group is 0.9 for the left leg and 1.3 for the right leg and in irregular prayer offerers for the left leg is -2.0 and for the right leg is -1.8. The mean score of the straight leg raise test regular prayer offerers group, for the right leg is 72 and for the left leg is 64 and in the irregular prayer offerers group, it scores 54 for the right leg and 52 for the left leg. Conclusion: It concludes that Ruku's posture has a significant positive effect on hamstring flexibility. Female students perform Muslim prayers regularly and five times have more flexible hamstring muscles when compared with irregular prayer offerers. Lack of physical activity and prolonged use of computer and mobile phones is causing poor body postures and musculoskeletal pains among the young population.

You have accessThe ASHA LeaderFeature1 Mar 2002The Psychology of Hearing Loss Mary Kaland and Kate Salvatore Mary Kaland Google Scholar and Kate Salvatore Google Scholar https://doi.org/10.1044/leader.FTR1.07052002.4 SectionsAbout ToolsAdd to favorites ShareFacebookTwitterLinked In The experience of hearing loss is different for everyone. Speech-language pathologists and audiologists need to have a good grasp of both the physical—and psychological—realities of hearing loss. Hearing loss makes communication with the outside world difficult, and an individual's personality affects adaptation of hearing loss. A psychologist and psychiatrist, both hard-of-hearing themselves, bring an inside view to some of the potential psychological effects of hearing loss and the ways that clinicians can address them. No two people have the same reaction to life circumstances. Hearing loss can induce observable psychological effects at various points in development. The potential psychological effects of hearing loss are different for children and adults, and an individual's personality affects adaptation to hearing loss and cochlear implants. In general, hearing loss makes interaction with the outside world difficult. Having a hearing loss has been described as an invisible handicap, especially in the social realm. In fact, Helen Keller once said that deafness cuts one off from people, whereas blindness cuts one off from things. Hearing Loss in Children Hearing loss is challenging at any age, but it poses unique issues for the young child. Having a hearing loss does not mean a child will develop psychological problems, just as a child from a family of divorce may or may not have emotional difficulties. The stressor (hearing loss, divorce) is superimposed on pre-morbid personality (coping skills) as well as biological predispositions. It is a combination of psychological, biological, and social factors that make a child more at risk than the general population. Some of the more commonly noted secondary aspects of hearing loss include communication and behavioral problems, self-esteem and image problems, and depression and introversion. Undiagnosed or misdiagnosed hearing loss can result in problems as the child may know something is not quite right but is not getting the proper professional attention. When a hearing loss—even a mild one—is correctly diagnosed, the child knows the truth about what is wrong, as opposed to thinking she is "crazy" or "stupid." Though less common today, children may be misdiagnosed as attention- or emotionally disordered, which can lead to many secondary self-esteem issues. When misdiagnosis occurs, the problem becomes twofold—the child receives an inaccurate and usually negative label, and their actual problem goes untreated for a long period of time. To some extent, communication issues are universal among people with hearing loss. When a child has difficulty interacting in a spontaneous way, a whole host of secondary problems can arise, and any or all of these issues can develop into more serious problems. These include learning difficulties, social isolation, and depression. Normal interactions require tremendous attention for the child with hearing loss. Listening becomes a multi-sensory task, involving a much greater level of visual and general attention than it does for those with normal hearing. While the child may communicate effectively, it requires a great deal of energy to do so. One of the most typical symptoms that motivates individuals with hearing loss to begin psychotherapy is fatigue, which can exacerbate depression. Increased incidences of behavioral problems are often cited in the literature on children who are deaf or hard-of-hearing. Behavioral problems in children such as hyperactivity or aggression can be the outward expression of internal difficulties—such as depression, anxiety, and learning disorders— and should be investigated. Behavioral problems are often best dealt with by school or mental health professionals with experience in these areas. When treating children with behavioral problems, clinicians must set limits, speak simply and clearly, avoid overly stimulating or distracting environments, and involve parents more than usual. Scheduling appointments at optimum times of day (based on parental knowledge of when their child is usually at their best) is also useful. In addition, children rarely perceive being different as a virtue. Children with any unique qualities may develop a negative self-image as a result. This is often evident in children with a variety of traits that come to characterize them, such as being overweight and wearing glasses. One personality trait often associated with hearing loss is introversion—the terms shy, quiet, and sensitive often refer to this. The general theory is that the child with hearing loss is more inner-focused as a result of reduced stimulation from the outside world. They may withdraw from peer interactions due to this inner focus, the extra effort demanded in communicating, or simply due to the alienating feeling of "being different." As a result, parents must apply extra effort to helping their child with hearing loss participate with peers and in social groups. Self-expression is difficult for all children, and this is greatly compounded by hearing loss. Parents and professionals must be extra-sensitive to children with hearing loss, as they are not always able to articulate their needs and feelings. They must be aware of potential problems and assist the child with hearing loss in becoming more comfortable with self-expression. Children with hearing loss need to be in an environment that welcomes questions and feelings, and while parents may not always have the answers, they should be at ease and curious about the questions. Clinicians can ask children who have hearing loss questions in the course of their work ("How do you feel about your new hearing aid" or "What do you think about your new hearing aid?") in an unobtrusive and casual manner and watch the child's response. Be careful about leading questions. "How do you like your new hearing aid " may indicate to the child that he is supposed to like it, which does not promote honesty if the child actually does not like it. All children should be taught that they have strengths and weaknesses and be encouraged to explore who they are and pursue the things they like and do well. It is the difficult chore of the parents of children with hearing loss to continually explore and question whether behaviors observed are a normal manifestation of the child's personality or a response to some form of distress caused by the hearing loss. Parents must find the delicate balance between overanalyzing every behavior and not paying enough attention to their child's actions. Finally, parents need to develop their own support systems to help them deal with their feelings. Hearing Loss in Adults Hearing loss in adulthood is a somewhat different psychological picture. A distinction can be made between psychological symptoms of early- and late-onset hearing loss in adults, although individuals in both groups commonly report anger, denial, isolation, social withdrawal, fatigue, and depression. Adults with early-onset hearing loss may have grown up dealing with some of the above problems. Clinical psychological knowledge tells us that all children bring manifestations of their childhood difficulties into adulthood. Some of these difficulties will continue to be problematic, and some will not. For instance, the child with hearing loss who was isolated and had poor self-esteem may be an isolated adult who underachieves. Adults must be understood as the totality of their developmental experiences, and hearing loss and its consequences are a part of that whole. Clinicians need to be curious about how clients feel about their hearing loss, how it was managed and discussed in their family, and how they feel it affects their choices in adulthood. Adults who have early-onset hearing loss often report that, while there were negative aspects of their hearing loss, they have come to incorporate the hearing loss into their personalities—it is part of who they are and of their identity. As a result, they have developed ways to cope with and manage the hearing loss in their daily lives. The situation is very different for late-deafened adults. These individuals have developed a personality that does not incorporate hearing loss. They have jobs, families, and personalities and relate to those aspects of their lives as fixed. When hearing loss occurs, it is a very disorienting experience. Rapid losses are more disorienting than gradual losses. Late-deafened adults often report that their hearing loss robs them of an understanding of their identity and often initiates an identity crisis. They may manifest a "reactive" depression and/or anxiety in response to a typically external situation. Late-deafened adults will often mourn the loss of their hearing as they go through Kubler-Ross' five stages of grief—denial and isolation, anger, bargaining, depression, and acceptance (see references). Professionals interacting with late-deafened adults should try to get a general sense of which stages the client is in. Denial, isolation, and anger are readily observable by clinicians. A newly diagnosed adult may mourn the loss by becoming withdrawn and refusing amplification. Family members and audiologists are the greatest help in this early stage. Patients often need to be taught new ways to interact in the world to increase their involvement. Bargaining frequently takes the form of comparing ("I can't really hear anymore, but at least my health is good") or devaluing ("Who cares if I cannot hear—I never really liked music"). Depression can manifest itself as tearfulness, slowed responses, or even changes in weight or sleeping patterns. If previously dapper men begin showing up for appointments unshaven or women come without makeup and with sloppy hair, they may be depressed. Professionals can note such things in an unobtrusive way ("How are you feeling this week?") and even talk with family members if they come with the client. It is believed that depression precedes acceptance because it represents a healthy beginning in truly taking in the negative aspects of one's disability. Finally, acceptance takes many forms for different people, but it usually indicates some integration of the loss into one's life. In this circumstance, acceptance may mean having all the negative feelings about one's hearing loss while not letting those feelings interfere with relationships and daily life. When going through the stages of mourning, functioning may be affected over the short term, but the person usually will move toward some degree of acceptance. If they do not, they may need emotional support from either a therapist or a support group. The Psychology of Cochlear Implants Personality and psychological factors can affect the surgical outcome in cochlear implantation. Professionals working with cochlear implants acknowledge a great deal of variation in satisfaction and performance with implants. Some of the factors that affect outcome—which is traditionally measured by speech-recognition ability—include length of deafness, IQ, speechreading ability, and hearing ability before implant. Research also notes certain psychological factors that can affect outcome, such as an individual's point of view (pessimist/optimist), expectations (realistic/non-realistic), and type of support system. There is a dearth of literature on the relationship between personality and cochlear implant surgery outcome. Personality can be thought of as the complex total of who we are, how we think, how we perceive information, and how we interact with the world. Cochlear implant surgery is a life event that will interact with and be shaped by our personality. The way an individual responds to stressful situations, illness, and physical stress in general will predict, to a certain extent, how that individual responds to an implant. Thus, a person who is rigid and pessimistic may look for, and comment on, all of the bad things about an implant, regardless of how it functions. While it may be healthier for an individual to observe the implant as part of a long process and to feel positive, it is very difficult to change the way people evaluate the world. Most people adapt in their own way over time. If they do not, they may benefit from talking with a therapist. People with hearing loss also are affected by a society that values physical perfection and beauty. There is an often subtle and unconscious bias about people who wear hearing aids and cochlear implants. In general, these prejudices are not mean-spirited, but the expression of fear—a fear of facing some of the bad things that can happen to people in life. People tend to want to feel good all the time and do not welcome exposure to things like disability, illness, and death. People often want to avoid exposure to situations and individuals who remind them of these concepts. Try having a conversation about death and dying at your next family gathering and watch the room clear out. This is simply a psychological fact of life, and professionals need to be aware of it. Speech-language pathologists and audiologists can benefit from a collegial relationship with a therapist that works with patients with hearing loss. We often present small group lectures at clinicians' request to encourage clients to understand the emotional effects of hearing loss. One of the goals of good psychotherapy is to help individuals understand how their personality works so they can observe it in operation and see how it affects their point of view. Finally, professionals working with clients with hearing loss must always pay attention to the many variables of hearing loss. The important ones include when the individual became hearing impaired, the cause and degree of the loss, and the progressive nature of the loss (gradual or sudden). The more severe the loss, and the earlier the age at which it was acquired, the greater the impact can be on psychological development. When working with individuals with hearing loss, it is imperative to establish a dialogue that invites information about the history and nature of the loss. The onset and degree of hearing loss make for a diverse group. This diversity can create an identity crisis for individuals who are neither "hearing "nor "Deaf "as they find where they fit in society. Professionals must have a go od grasp of both the physical realities of the individuals' hearing loss (degree, cause, course) as well as where individuals feel they belong on the cultural continuum of hearing loss. Many of these issues are common and can be present in individuals with hearing loss without necessarily being problematic. Whether or not they rise to the level of being a problem is determined by a complex combination of personality and environment. Clinicians can become more empathic listeners and more effective providers when they are educated about these generalities and the specifics of their clients' hearing loss. This includes both physical and psychological information. In the end, the latter will often affect how the client uses the physical information and assistance offered to them. References Niparko J.K., et al. (2000). Cochlear implants: Principles & practices.: Philadelphia, PA: Lippincott Williams & Wilkins. Google Scholar Kubler-Ross E. (1997). On death and dying. Riverside, NJ: Simon & Schuster. Google Scholar Chartrand Max S. (1990). Hearing instrument counseling.: Livonia, MI: National Institute for Hearing Instruments Studies. Google Scholar Vernon M., &Andrews J. (1990). The psychology of deafness. New York, NY: Longman. Google Scholar Author Notes Mary Kaland, is a clinical psychologist in private practice in New York City. She was born with a moderate progressive sensorineural hearing loss that resulted in profound hearing loss in early adulthood. She received a cochlear implant in August 2000. Contact her by email at [email protected] Kate Salvatore, is a fourth-year psychiatry resident at the University of Pennsylvania in Philadelphia. She will graduate in June and will begin a two-year fellowship in child/adolescent psychiatry at Children's Hospital of Philadelphia. She was born with a combined severe-to-profound sensorineural hearing loss in both ears and received a cochlear implant in January 2002. Contact her by email at [email protected]. Advertising Disclaimer | Advertise With Us Advertising Disclaimer | Advertise With Us Additional Resources FiguresSourcesRelatedDetails Volume 7Issue 5March 2002 Get Permissions Add to your Mendeley library History Published in print: Mar 1, 2002 Metrics Downloaded 25,383 times Topicsasha-topicsleader_do_tagleader-topicsasha-article-typesCopyright & Permissions© 2002 American Speech-Language-Hearing AssociationLoading ...

Contest or cohabitation in shared holy places? The Cave of the Patriarchs and Samuel’s Tomb

Osteoporosis is a significant clinical and public health concern worldwide. Despite the impact of this condition on women's lives, most studies have focused on its clinical manifestations, drug efficacy, and medical treatment. Furthermore, most studies have been conducted in the West. This study aimed to uncover the personal experiences of postmenopausal Omani women living with osteoporosis. In this interpretive phenomenological study, a purposive sample of 15 postmenopausal Omani women with osteoporosis was recruited from primary and secondary care facilities in Muscat, Oman. Semi-structured one-to-one interviews were conducted via Zoom and telephone because of coronavirus disease 2019 restrictions. The interviews were audio-recorded, and the Ajjawi and Higgs framework was used to analyse the data thematically. The following key themes were constructed from the interviews: the impact of osteoporosis on religious practices, cultural and social life, and financial status, and the benefits derived from religious and cultural practices and rituals, including Muslim prayer, recitation of Quranic verses, and herbal remedies to cope with osteoporosis-related pain and suffering. Osteoporosis and fragility fractures have a significant impact on the religious, cultural, and financial lives of postmenopausal Omani women with osteoporosis. Muslim prayers, recitation of Quranic verses, and herbal remedies are coping strategies for pain in this population. Postmenopausal Omani women with osteoporosis participated in this study through interviews and contributed their lived experiences. Orthopaedic doctors helped recruit patients with postmenopausal osteoporosis.

Background: Movement dysfunction may be expressed in terms of symptoms experienced in non-physiological postures, and head-down crooked kneeling (HDCK) is a posture frequently assumed by Muslims during prayer activities. The purpose of this study was to investigate the cardiovascular responses in the HDCK posture. Methods: Seventy healthy volunteers, comprising 35 males and 35 females, participated in the study. Cardiovascular parameters of blood pressure and pulse rate of the participants were measured in rested sitting position and then at one and three minutes into the HDCK posture. Two-way ANOVA was used to determine the differences between cardiovascular responses at rest and in the HDCK posture, and the Student t test was utilized to determine gender difference in cardiovascular responses at rest and at one and three minutes into the HDCK posture. Results: The study showed a significant decrease in systolic and diastolic blood pressures at one minute into the HDCK posture and an increase in pulse rate at one and three minutes into the HDCK posture, as compared to the resting values. Rate pressure product also rose at one minute into the HDCK posture, whereas pulse pressure increased at one and three minutes into the HDCK posture, as compared with the resting values. However, no significant change was observed in the mean arterial pressure values. Conclusion: The findings from this study suggest that no adverse cardiovascular event can be expected to occur for the normal duration of this posture during Muslim prayer activities.

Strategy is one of the series of activity, which is made and implemented to reach particular goal. Slow learners are students who are slower in underastanding a concept than other fellow students of the same age. The strategies used by teacher in the learning process is a very crucial part to help slow learners who have a low ability.The results of the study indicate that: (1) the teachers of SDN Ketawanggede Malang create a planning before starting the thematic learning process by preparing RPP (lesson plan). They add a modification such as material and learning objective for the slow learners. (2) Both school conduct introductory activities in the thematic learning implementation process, which are given by the teachers, by giving apperception delivering the learning objectives, and giving motivation to all student including slow learners. The slow learners do the same activities as what other students do. In the closing activities, the teachers usually perfom a question-answer session to conclude the lesson given and give assignments for the slow learners based on their abilities. (3) The evaluation and assesment of the of the thematic learning process for slow learners are not different with what are given to the non-slow learners .(4) There are some different strategies given by the teachers in treating slow learners in both schools, namely: the modified lesson plan including the material and learning objectives as performed by SDN Ketawanggede Malang, special ways implemented by the homeroom teachers to improve the slow learners’ ability in class, and the treatment given by special shadow teachers that really helps the slow learners to improve. The similarities found in both schools are the facts that the teachers in both schools are the facts that the teachers in both schools do not have special strategy, method, and learning media to help slow learners to be able to understand the materials conveyed by the teachers easily.

PurposeThe main aim of this systematic review was to investigate the possible association between hearing loss [and/or history of otitis media with effusion (OME)] and learning difficulties in children. Secondary aims were to: (i) investigate if deaf and hard of hearing (DHH) children with learning difficulties might show different clinical and neuropsychological features compared with those with other neurodevelopmental disorders; (ii) identify possible predictors of learning difficulty in DHH children. MethodsA review was conducted of the scientific literature reported by Pubmed, Cochrane and Scopus databases. The following inclusion criteria were used: (i) studies published after 2000; (ii) studies conducted considering subjects with age < 18 years; (iii) studies considering patients who showed both learning difficulties and hearing loss and/or episodes of OME; (iv) articles written in English. The exclusion criteria were: (i) presence in the studied cohort of any other proven comorbidities, other than hearing loss and/or OME; (ii) non-original studies. ResultsA total of 924 studies were identified. Four were reviewed after applying the above criteria. From their analysis it emerged that: (i) children with hearing loss who had undergone a diagnostic and rehabilitation program before 6 months of age had better levels of K readiness and language and literacy skills compared to those who had undergone it after 6 months; (ii) higher frequency of episodes of OME and the presence of a conductive hearing loss during the period of language acquisition was associated to lower scores in reading skills; (iii) reading difficulties found in subjects with hearing loss had similar characteristics to those with language difficulties. ConclusionsThere is a dearth of information about this topic. Further investigations are therefore necessary on children of various ages with hearing loss to disclose learning difficulties in reading and writing abilities using current diagnostic tools.

BackgroundNew possibilities for mHealth have arisen by means of the latest advances in mobile communications and technologies. With more than 1 billion smartphones and 100 million tablets around the world, these devices can be a valuable tool in health care management. Every aid for health care is welcome and necessary as shown by the more than 50 million estimated deaths caused by illnesses or health conditions in 2008. Some of these conditions have additional importance depending on their prevalence.ObjectiveTo study the existing applications for mobile devices exclusively dedicated to the eight most prevalent health conditions by the latest update (2004) of the Global Burden of Disease (GBD) of the World Health Organization (WHO): iron-deficiency anemia, hearing loss, migraine, low vision, asthma, diabetes mellitus, osteoarthritis (OA), and unipolar depressive disorders.MethodsTwo reviews have been carried out. The first one is a review of mobile applications in published articles retrieved from the following systems: IEEE Xplore, Scopus, ScienceDirect, Web of Knowledge, and PubMed. The second review is carried out by searching the most important commercial app stores: Google play, iTunes, BlackBerry World, Windows Phone Apps+Games, and Nokia's Ovi store. Finally, two applications for each condition, one for each review, were selected for an in-depth analysis.ResultsSearch queries up to April 2013 located 247 papers and more than 3673 apps related to the most prevalent conditions. The conditions in descending order by the number of applications found in literature are diabetes, asthma, depression, hearing loss, low vision, OA, anemia, and migraine. However when ordered by the number of commercial apps found, the list is diabetes, depression, migraine, asthma, low vision, hearing loss, OA, and anemia. Excluding OA from the former list, the four most prevalent conditions have fewer apps and research than the final four. Several results are extracted from the in-depth analysis: most of the apps are designed for monitoring, assisting, or informing about the condition. Typically an Internet connection is not required, and most of the apps are aimed for the general public and for nonclinical use. The preferred type of data visualization is text followed by charts and pictures. Assistive and monitoring apps are shown to be frequently used, whereas informative and educational apps are only occasionally used.ConclusionsDistribution of work on mobile applications is not equal for the eight most prevalent conditions. Whereas some conditions such as diabetes and depression have an overwhelming number of apps and research, there is a lack of apps related to other conditions, such as anemia, hearing loss, or low vision, which must be filled.

The development of today's digital world has been running more rapidly at the time of the presence of covid-19 pandemics, in which all aspects of life are very dependent on digitalization that time, and companies keep doing the work of enhancing innovation in their businesses, which is the developing of IT such as mobile application. PT XYZ is one of the companies engaged in printing and digital services. PT XYZ uses the mobile application IT Support to assist technicians in completing reports of printer damage experienced by consumers. During the order services process, users oftenly feel that menu on mobile application IT Support not effective and efficient yet on helping them to process order service, the elements in the mobile application are inconsistent so it complicated the user. To improve and finding the usability problem specifically needed the process user experience evaluation mobile application with system usability scale (SUS) and retrospective think aloud (RTA). Total sample used in the research was 52 respondents from active user IT Support using purposive sampling technique. The SUS score result is 50.77 in grade D. The less satisfied, because the SUS score is still smaller than 68. Retrospective Think Aloud (RTA) results with 11 respondents showed problems with usability and needed recommendations for interface improvements. The result of user experience evaluation is user interface recommendation to enhance the technician's performance to be more optimal. (Abstract)

Cranial radiation therapy (CRT) is associated with ototoxicity, which manifests as hearing loss and tinnitus. The authors sought to identify clinical determinants and genetic risk factors for ototoxicity among adult survivors of pediatric cancer treated with CRT. Logistic regression evaluated associations of tinnitus (n=1991) and hearing loss (n=2198) with nongenetic risk factors and comorbidities among CRT-treated survivors in the Childhood Cancer Survivor Study. Genome-wide association studies (GWASs) of CRT-related tinnitus and hearing loss were also performed. Males were more likely to report CRT-related tinnitus (9.4% vs 5.4%; P=5.1×10-4 ) and hearing loss (14.0% vs 10.7%; P=.02) than females. Survivors with tinnitus or hearing loss were more likely to experience persistent dizziness or vertigo (tinnitus: P<2×10-16 ; hearing loss: P=6.4×10-9 ), take antidepressants (tinnitus: P=.02; hearing loss: P=.01), and report poorer overall health (tinnitus: P=1.5×10-6 ; hearing loss: P=1.7×10-6 ) in comparison with controls. GWAS of CRT-related tinnitus revealed a genome-wide significant signal in chromosome 1 led by rs203248 (P=1.5×10-9 ), whereas GWAS of CRT-related hearing loss identified rs332013 (P=5.8×10-7 ) in chromosome 8 and rs67522722 (P=7.8×10-7 ) in chromosome 6 as nearly genome-wide significant. A replication analysis identified rs67522722, intronic to ATXN1, as being significantly associated with CRT-related hearing loss (P=.03) and de novo hearing loss (P=3.6×10-4 ). CRT-associated ototoxicity was associated with sex, several neuro-otological symptoms, increased antidepressant use, and poorer self-reported health. GWAS of CRT-related hearing loss identified rs67522722, which was supported in an independent cohort of survivors. Hearing loss and subjective tinnitus (the perception of noise or ringing in the ear) are long-term side effects of cancer treatment and are common in children treated with radiation to the brain. These toxicities can affect childhood development and potentially contribute to serious learning and behavioral difficulties. This study's data indicate that males are at greater risk for hearing loss and tinnitus than females after radiation therapy to the brain. Those who develop these toxicities are more likely to use antidepressants and report poorer overall health. Health care providers can improve the management of survivors by informing patients and/or their parents of these risks.

Usability and UX (User eXperience) are some of the most important factors for evaluating the quality of mobile applications. They focus on how easy to use an application is and the emotions that such use evokes. However, these aspects are often evaluated separately in industry through different evaluation techniques. Although it is possible to identify more usability and UX problems by employing different UX and usability evaluation methods, this distributed approach may not be cost effective and may not allow to thoroughly explore the identified issues. In order to support the identification of both UX and usability problems in a single evaluation, we have proposed Userbility, an UX and usability inspection technique that allows evaluating these aspects in mobile applications. This paper presents an empirical study over the second version of Userbility to verify its feasibility. In this study, we compared Userbility with the UX and Usability Guidelines Approach (UUGA) that helps the evaluation of usability and UX separately in mobile applications. According to the quantitative results, considering efficiency, UUGA was better than the Userbility technique. However, the qualitative results suggest that Userbility pointed more improvement suggestions, which could be useful for redesigning the evaluated application. the emotions, perceptions and judgements of an application. Therefore, software development teams willing to increase the quality in use of the developed mobile applications need to evaluate both of them. To evaluate usability and UX together, in our previous work (13), we developed Userbility in order to support inspectors in the evaluation of both UX and usability in mobile applications at the same time, to assess whether Userbility can support inspectors in detecting usability and UX problems. Nascimento et al. (13) conducted a study with five mobile applications. The results showed that it is possible to identify improvements in applications, and allowed us to identify problems during the use of the technique. Based on this, in this paper, we proposed a new version of the technique and an empirical study to evaluate the feasibility of Userbility. We have compared the Userbility to an approach proposed by De Paula et al. (5), which evaluates UX and usability separately. The remainder of this paper is organized as follows. Section II presents a background on UX and usability evaluation techniques that can be applied to evaluate mobile applications. Then, Section III shows the Userbility technique in its second version. Section IV presents the empirical study where we compared Userbility with another evaluation approach. In Section V, we present the results of the empirical study. Finally, Section VI presents our conclusions and future work.

The purpose of this study was to develop an online-based learning resource for Indonesian language teachers. The development step started with the identification of learning objectives, learning process, analysis of learning resources and environments, formulation of specific objectives, design of assessment instruments and learning strategies, selection and development of teaching materials, design and evaluation of formative development projects, and making of good terms. The findings showed that the formative evaluations by experts showed the agreements of 89.23% from educational technology experts, 97.50% from material experts, and 90.00% from multimedia experts. The agreements informed that the online-based learning could be recommended for Indonesian language teachers. Furthermore, the average results of individual trials were 89.21%, small group trials (97.13%), and field trials (89.04%). The online-based learning resource established in this research and development study was feasible and useable. Implications of the findings are also discussed.

Children with Dyslexia are having language learning disorder and makes them difficult mastering the skill to read, spell and write. Although their cognitive capability is adequate, they faced difficulty in learning to read via conventional instruction approach. This paper presents a mobile application known as 'Dyslexia Baca' specifically developed to help dyslexic children to recognize and distinguish letter p, q, b, d, m, and w. The main objective for the first version of 'Dyslexia Baca' is to assist alphabet recognition, with that they are motivated to learn and can recall the information in a fun and exciting way. 'Dyslexia Baca' is developed in Malay language using multisensory approach and it is an appropriate and suitable learning ecosystem for dyslexic children. From the heuristic evaluation conducted on seven multimedia experts, it was agreed that 'Dyslexia Baca' is well designed in the aspects of content and approach, multimedia elements and general items like interesting, user friendly, attractive, valuable and supportive with mean score of 4.4 to 4.8.

Mobile applications in government services provide a good platform for improving government credibility and social governance. This study evaluates the user experience of mobile applications in government services from the perspective of users and provides suggestions for improvement with an aim to improve the user experience of mobile applications in government services. The research process was analysed in three stages. First, a user experience evaluation index system of the mobile applications in government services was preliminarily constructed by using literature review, user interview methods and combining with Donald Norman's emotional design theory. In the second stage, the data were collected through questionnaires, the reliability and validity of the data were tested, then the weights of indexes were determined by entropy methods. In the third stage, mobile applications in government services of four provinces were selected as the object of empirical research. The user experience evaluation scores of the mobile applications in government services of four provinces were calculated by the grey correlation analysis method. The problems existing in the mobile applications in government services in each province were analysed according to the score results, and corresponding suggestions or solutions were proposed.