UNASSIGNED: The goal of this study was to evaluate how listening to different types of music while studying affects learning.
UNASSIGNED: We conducted a survey to discover people\'s music listening habits. We designated calculation tasks or memorization tasks and asked students to work on the tasks while listening to nothing or listening to music The types of Western music had three categories: the accent of the singer, the pitch, and the speed. The participants were divided into six groups based on what tasks they did and what types of music they listened to.
UNASSIGNED: There was no correlation between the preference of study environment, whether students usually listen to Western music or any music while studying, and the task scores. We found that there was not much difference between the scores of calculations when listening to nothing or listening to some kind of music.
UNASSIGNED: It seems that the ideal type of music a student should listen to depends on what they study. It might be a good idea to listening to slow music or music at a low pitch when doing calculation tasks. On the other hand, when doing memorization tasks, it might be a good idea to play music that you have never listened to before.

The hypnosis literature emphasizes features of suggestion, induction, and communication that are described as evoking heightened responsiveness on the part of the subject or client. This article explores what is often overlooked: to have an effect, the subject must not only hear the suggestion but listen to it. The process of listening is described across multiple levels ranging from the acoustic signal to its transduction into a meaning-filled and motivationally enriched message that spurs action. That journey traverses challenging terrain, with numerous obstacles that serve to maintain past habits and response patterns, despite a client\'s stated desire for adaptive change. The article highlights those obstacles and then provides descriptions of five language structures that can reach the client consciously or non-consciously, but always in ways that increase the odds that the therapeutic messaging is packaged in a manner that optimizes it being \"heard,\" absorbed, and enacted. Applications of each language structure are provided using relevant clinical case examples.

The first home visit (VAD) by a nurse from the medical-psychological center (CMP) for a patient who has been out of psychiatric care for a very long time, or who has never benefited from it, is decisive for the follow-up and continuity of care. The attitude and posture of the caregiver are decisive. VAD is an intrusion into a place of life, intimacy and suffering. It upsets a person who has walled himself into a shell, a cocoon, from which the fear of coming out is often massive. Anguish prevents any mobilization towards care. It takes a great deal of skill to create a bond of trust to initiate the idea of care.

It is important for people to feel listened to in professional and personal communications, and yet they can feel unheard even when others have listened well. We propose that this feeling may arise because speakers conflate agreement with listening quality. In 11 studies (N = 3,396 adults), we held constant or manipulated a listener\'s objective listening behaviors, manipulating only after the conversation whether the listener agreed with the speaker. Across various topics, mediums (e.g., video, chat), and cues of objective listening quality, speakers consistently perceived disagreeing listeners as worse listeners. This effect persisted after controlling for other positive impressions of the listener (e.g., likability). This effect seemed to emerge because speakers believe their views are correct, leading them to infer that a disagreeing listener must not have been listening very well. Indeed, it may be prohibitively difficult for someone to simultaneously convey that they disagree and that they were listening.

BACKGROUND: Despite the increase in disclosures of medical errors, transparency remains a challenge. Recognized barriers include shame, fear of litigation, disciplinary actions, and loss of patient trust. In 2018, the Israeli Ministry of Health initiated a series of workshops about disclosure of medical errors. The workshops involved medical center executives, healthcare providers, patients, and family members of patients who had previously been harmed by a medical error. This study presents the lessons learned about perceived challenges in disclosure of errors in 15 such workshops.
METHODS: Data collection included participant observations in 15 workshops, full audio recordings of all of the workshops, and documentation of detailed field notes. Analysis was performed under thematic analysis guidelines.
RESULTS: We identified four main themes: \"Providers agree on the value of disclosure of a medical error to the patient\"; \"Emotional challenges of disclosure of medical error to patients\"; \"The medico-legal discourse challenges transparency\"; and \"Providers and patients call for a change in the culture regarding disclosure of medical errors\". Participant observations indicated that the presence of a patient who had experienced a tragedy in another hospital, and who was willing to share it created an intimate atmosphere that enabled an open conversation between parties.
CONCLUSIONS: The study shows the moral, human, and educational values of open discourse in a protective setting after the occurrence of a medical error. We believe that workshops like these may help foster a culture of institutional disclosure following medical errors. We recommend that the Ministry of Health extend such workshops to all healthcare facilities, establish guidelines and mandate training for skills in disclosure for all providers.

BACKGROUND: Ocular pain has multifactorial etiologies that affect activities of daily life, psychological well-being, and health-related quality of life (QoL). Chronic ocular surface pain (COSP) is a persistent eye pain symptom lasting for a period longer than 3 months.
OBJECTIVE: The objective of this social media listening study was to better understand COSP and related symptoms and identify its perceived causes, comorbidities, and impact on QoL from social media posts.
METHODS: A search from February 2020 to February 2021 was performed on social media platforms (Twitter, Facebook, blogs, and forums) for English-language content posted on the web. Social media platforms that did not provide public access to information or posts were excluded. Social media posts from Australia, Canada, the United Kingdom, and the United States were retrieved using the Social Studio platform-a web-based aggregator tool.
RESULTS: Of the 25,590 posts identified initially, 464 posts about COSP were considered relevant; the majority of conversations (98.3%, n=456) were posted by adults (aged >18 years). Work status was mentioned in 52 conversations. Patients\' or caregivers\' discussions across social media platforms were centered around the symptoms (61.9%, n=287) and causes (58%, n=269) of ocular pain. Patients mentioned having symptoms associated with COSP, including headache or head pressure, dry or gritty eyes, light sensitivity, etc. Patients posted that their COSP impacts day-to-day activities such as reading, driving, sleeping, and their social, mental, and functional well-being.
CONCLUSIONS: Insights from this study reported patients\' experiences, concerns, and the adverse impact on overall QoL. COSP imposes a significant burden on patients, which spans multiple aspects of daily life.

We theorize that expressing emotion often will enhance listening and responsiveness in communal relationships because the nature of cooperation called for in communal relationships often matches five functions that expressing emotion can serve. The same is less frequently true for other types of relationships.

In this theoretical article, I examine various conceptions of focused listening-including those held by specific First Nations communities-to determine how each conception might offer insights for listening while conducting cross-cultural music education research. First, I discuss the notion of \"Big Ears,\" as it is understood by the jazz community. Then, I turn to scholars from various First Nations in British Columbia to learn about their conceptions of listening. I outline decolonial listening strategies as proposed by Indigenous Arts scholar Dylan Robinson, before learning about the role of listening from a settler-Canadian who formally Witnessed the testimonies of Indigenous residential school survivors over a period of years while working for the Truth and Reconciliation Commission of Canada. I examine the writings of music education researchers who have proposed listening as an important strategy in cross-cultural/intercultural pedagogy and research, albeit in different circumstances and for different reasons. Finally, I describe/reflect on my process of learning to listen cross-culturally as a settler-Canadian music education researcher engaged in community-based participatory research (CBPR) over the course of three studies, and list some of the ongoing questions I have. I conclude by proposing a revised understanding of Listening with \"Big Ears\" as one possible way for non-Indigenous researchers using a CBPR approach to enhance their application of Indigenist research methodology, especially in demonstrating their accountability to Indigenous co-researchers, participants, and communities, as they engage collaboratively in music education research.

Mental health counselors regularly use active listening skills to be present with each client; however, active listening may cause burnout due to high emotional labor, inadequate staffing, excessive workload, and many other issues, each of which contributes to career exits. COVID-19 exacerbated all of these factors, and-adding to already stressful conditions-most mental health professionals were forced to conduct therapy sessions via telehealth. For this study, twenty licensed mental health counselors at various stages of their careers were interviewed during the height of the pandemic to understand their experiences with the technology and other factors related to their workload during that time. Thematic qualitative analysis was used to explore effects of active listening-including requisite adjustments made for virtual therapy sessions-on counselors\' emotional exhaustion and burnout levels. Results show how back-to-back, daily therapy sessions increased listening exhaustion levels and that counselors experienced both long-term and short-term listening exhaustion when utilizing telehealth due to lack of nonverbal cues and other related factors pertaining to online delivery. Implications for counselors, social workers, and other mental health professionals are discussed.

Patients highly value being listened to, taken seriously, heard, and understood; indeed, listening to patients is essential to alleviate suffering. Yet listening as a clinical skill has been virtually ignored in the training of physicians. In this paper, we synthesize literature related to listening in medicine and explore the internal and external challenges and complexity of listening - including the need to listen with a diagnostic as well as a relational ear to take in physical symptoms, emotions, and contexts - often in chaotic and time-pressured environments. We suggest physicians focus on the development of \"deep listening\" skills, involving cultivating curiosity, openness, reflective self-questioning, and epistemic reciprocity; we also suggest how to ensure patients know they are being listened to.