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By facilitating continuous, real-time data collecting from a variety of medical devices, patient monitoring has been revolutionized with the integration of Internet of Things (IoT) technology in healthcare. In this research, we provide a fog-assisted information model that uses Internet of Things (IoT) devices to provide healthcare as a cloud service. In addition, the data of cardiac patients, which is obtained through their requests, is efficiently managed by the suggested approach. The suggested model's performance in a Fog-enabled cloud environment is examined using the iFogSim tools. When compared to cloud computing, the experimental findings show that the fog-based method performs better on all important parameters. In comparison to cloud settings, fog computing significantly decreases the average amount of time, latency, and energy used by the network. Additionally, by reducing latency, preserving energy, and improving network resource use, fog computing provides a more effective alternative for processing time-sensitive healthcare data, such that from heart patients..

The rapid expansion of digital and online learning has transformed English language instruction, making listening comprehension a central component of language input. This study investigates listening disorders and listening comprehension among learners in digital English classrooms by examining the influence of auditory processing ability, digital learning environment quality, teacher instructional strategies, multimedia and assistive tools usage, attention, and concentration level, and learning anxiety with cognitive load. Using a mixed-method, descriptive research design, data were collected from 350 learners through structured questionnaires, listening diagnostic tasks, observations, and interviews. Quantitative analysis revealed that most learners demonstrated generally positive listening comprehension in digital English classes, particularly in understanding spoken English, main ideas, instructions, and important details. However, the findings also showed that high levels of anxiety, mental overload, and attention difficulties significantly hinder effective listening, even among learners with adequate auditory processing ability. Multimedia and assistive tools produced mixed results, indicating that such tools are not automatically beneficial unless properly integrated and guided. The study concludes that while digital English classrooms can effectively support listening development, learner outcomes depend strongly on emotional comfort, cognitive balance, instructional clarity, and technological reliability. The findings offer practical implications for teachers, curriculum designers, and policymakers to create inclusive, low-stress, and learner-friendly digital listening environments..