Telehealth in audiology: The need and potential to reach underserved communities

Permanent hearing loss is a leading global health care burden, with 1 in 10 people affected to a mild or greater degree. A shortage of trained healthcare professionals and associated infrastructure and resource limitations mean that hearing health services are unavailable to the majority of the world population. Utilizing information and communication technology in hearing health care, or tele-audiology, combined with automation offer unique opportunities for improved clinical care, widespread access to services, and more cost-effective and sustainable hearing health care. Tele-audiology demonstrates significant potential in areas such as education and training of hearing health care professionals, paraprofessionals, parents, and adults with hearing disorders; screening for auditory disorders; diagnosis of hearing loss; and intervention services. Global connectivity is rapidly growing with increasingly widespread distribution into underserved communities where audiological services may be facilitated through telehealth models. Although many questions related to aspects such as quality control, licensure, jurisdictional responsibility, certification and reimbursement still need to be addressed; no alternative strategy can currently offer the same potential reach for impacting the global burden of hearing loss in the near and foreseeable future.

Managing youth transitions in the Network Society

Castells argues that society is being reconstituted according to the global logic of networks. This paper discusses the ways in which a globalised network logic transforms the nature young people's transitions from school to work. Furthermore, the paper explores the ways in which this network logic restructured the manner in which youth transitions are managed via the emergence of a Vocational Education and Training (VET) agenda in Australian post compulsory secondary schooling. It also notes the implications of the emergence of the 'network society' for locality generally and for selected localities specific to the research upon which this paper is based. It suggests that schools represent nodes in a range of VET and other networks, and shows how schools and other agencies in particular localities mobilise their expertise to construct such networks. These networks are networked, funded and regulated at various levels - regionally, nationally and globally. But, they are also facilitated by personal networking opportunities and capacities. The paper also points to the ways in which the 'reflexivity chances' of young people are shaped by this network logic - a situation that generates new forms of responsibility, for schools and teachers, with regard to the management of youth transitions.