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Summary 1: Healthcare Barriers of Refugees Post-resettlement

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Summary 1: Healthcare Barriers of Refugees Post-resettlement

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Source:
Morris, M.D., Popper, S.T., Rodwell, T.C., Brodine, S.K. & Brouwer, K.C. 2009, "Healthcare Barriers of Refugees Post-resettlement", Journal of community health, vol. 34, no. 6, pp. 529-38.
This research investigates healthcare challenges that faced by most refugees on their post-resettlement. It is found that some barriers such as language use, acculturation, and cultural beliefs directly influence the refugees’ willingness to access health care facility. Language is the most major obstacle for the refugees to understand a procedure of health care system which provided in their host countries; from making an appointment to redeem recipe. The second barrier is difficulty in the adjustment process. Acculturation which refugees perceived during their migrations from home countries, temporary shelters, to host countries makes adjustment processes harder especially for elderly. It is very hard for them to experience quick changes from one culture into another in a state of uncertainty. In addition, cultural beliefs which include a concept of taboo, tradition, norm and social value that refugees had are likely making health care utilization ineffective. Therefore, the research suggests that some alternative should be taken to boost up medical care system for displaced people by providing interpreters or language line services, promoting social assistance programs to reduce acculturation barrier, and increasing awareness towards health care use.

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It is undeniable that an opportunity to study overseas is now greater that a few decades ago when students tended to enroll tertiary education in their own countries. This trend is changing due to the opportunity and information availability that become easier to access in recent this time. I believe that there will be advantages and disadvantages of this situation in which students can take into account whether studying in home countries or abroad is more suitable for them.

Starting with advantages, by studying overseas, there will be a greater movement among countries that allow the students not only to undertake their higher educations but also to experience living abroad as international students. This will automatically improve an adaptation and survival skill of the students regarding a new academic environment, a circumstance, and a culture compares to their home countries. In addition, they can make many professional and friendship relationships as they involved in a larger academic community. The networking opportunity they have shall be enlarged and rich.

However, some people believe that there will be a challenge could be happened. For conservatives and nationalists, they tend to think that by providing many opportunities to study overseas, it will increase a risk of assimilation for a country. The young generation will get exposure to a host culture, and they can be vividly changed in the way of their performances, point of views, vocabularies and identities. Consequently, they will have a lack of sense of nationalism, and it will affect the development of their home countries.

In conclusion, there will always be some benefits and challenges in the opportunity of studying overseas. The students have to put attention how to overcome the obstacles and to gain more benefits for the chances.

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The discussion and lecturing session we just now had was about cross-cultural expectation in academic learning and setting for international students who will undertake postgraduate studies in Australian universities.

The first discussion was about general knowledge about learning system in Australia. We were provided a handout with several questions to be discussed together. On the review, I found that all partners in my group had experienced traveled overseas for specific purposes such as student-exchange program and work assignment projects. It means, traveling abroad won’t be new things for us to do. However, for continuing postgraduate level in Australia or many Western universities, most of us believe that we need extra efforts for academic and cultural adjustment. We figure out that academic learning is one of the biggest challenges to be conquered as we enroll in the universities. Therefore, adjustment process should be taken into account.

The next session was watching a lecturing video about cross-cultural expectation in an Australian university. The lecturing was given by Lesleyanne Hawthorne from the University of Melbourne. She explained about the pattern of Australian population and occupation based on the birth location. It found that, those who overseas-born were also dominating in several professions in Australia. Moreover, the number of international students who undertake study in Australia increased gradually over years.
In the lecturing, Lesleyanne Hawthorne also emphasized the students about learning and performance expectation of being overseas students. Academic adaptation is needed to take because it can help students overcame some difficulties in their beginning of the study. Based on academic style, there are two kinds of standard methods are used in Australian education setting particularly in tertiary levels; tutorial class and research.

On tutorial class, students are expected to be more active and participative during the session. The performance was measured by the way student get in touch with subjects, materials, and discussions. The student is encouraged to speak a lot and confront their ideas and argumentations to other. Otherwise, for those who were less speaking during the class will be judged un contributive and unproductive.

Furthermore, the same performance also inquired for the research study. Students need to develop their critical reasoning and constructive skepticism to strengthen their performances. First of all, students have to aware about the characteristic of the research whether it is a good one or a bad one. Then, they also have to avoid plagiarism.

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The study was conducted to analyze the difficulties in academic learning of ESL Postgraduate students who take master's degree in TESOL at Australian University.

First, it reports that many postgraduate students have some difficulties in academic reading and writing. The factors contributed to the situation vary from the learning experience, the use of academic English language, and the background of education. It is found that the students often use English as only requirements for completing their courses on their previous education. Thus, many students reported some difficulties in using academic English language at postgraduate level as they enroll new circumstances in English-medium university. Interestingly, the way of students develop their contexts to learning had changed dramatically due to the new situation. Besides, there were fewer reports on technology and facility difficulties had found among students. However, the older participants who unfamiliar with technology advancement still have some difficulties in their beginning of studies.

Furthermore, the cohesive relationships among these challenges were found. For example, students with writing difficulties are likely to experience problems in reading. Also, there was a significant correlation between facility supports and learning quality that bridge students to academic success.

Eventually, it is found that English proficiency tests like IELTS may not ensure whether the students will succeed academically or not. Consequently, academic preparation is needed to encourage student ability even though some of them have claimed out that it was not helpful.
Besides, there were several personal aspects contributed to affect their performance such as academic English proficiency, self-regulation, motivation, self-efficacy, attitude, and learning experience. If the students have a high tendency of these variables, the process of academic adjustment will be easier to achieve. Therefore, these aspects need to be considered to obtain a better understanding of student academic problems.

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Outing of the day: The National Museum of
Indonesia

- By:
Umunnisa Hidayati/AAS 45M3

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Outing of the day: The National Museum of
Indonesia

- By:
Umunnisa Hidayati/AAS 45M3

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It was a bright sunny day when all members of AAS 45 classes went out for outing activity which was taking place at The National Museum of Indonesia, Jakarta.  The outing event aims to enable student learned from different ways and environments so that they could be more relaxed and refreshed to face daily classes in IALF. The outing was held on Thursday, 2 June 2016, starting at 9 AM as our departure time and ending at 1 PM, approximately after lunch hours.

Before the event, we students were divided into two big groups in which consisted of mix students from three different classes. As my name started with alphabet U, I used to be in the second group. Well, not so much time before registration, all of us had taken a group picture together in front of the museum entrance. There was a chic monument with unique architecture mesmerized our eyes, making the majority of us raced to have a ‘selfie’ in front of it. It was looked like fire circle in the beginning but after getting information from our tour guide, we just realized that the monument was representing ‘time travel’ for the meaning. It was incredible to know about it.

After entering the main entrance hall and passing security-checking system, we were queueing up and standing in line to get tickets and mini brochures about the museum. It costs about 3,000 rupiahs per person as I see on the card. Not so long after all members got their tickets, a guardian asked us to wait for a tour guide in auditorium hall. It was a large room on the left side of registration office. As we entered the room, we saw a large scale of Indonesian map painted on the wall with local faces paintings on its border. The pictures represent local’s culture and outfit of every province of the country. After 10 minutes waiting, an old foreigner man came to us and introduced himself as our tour guide. It was surprising to know that he was able to retell most of Indonesia’s history comprehensively.

In the first touring session, we started from the Auditorium Hall. Our tour guide, Michael, asked us to saw the huge Indonesian map on the wall. Then he began to re-introduce Indonesia by telling its geographical location, demographic and population, primary natural resources, a little bit explanation about Islamic influence in early 14th century, the distribution of flora and fauna including a brief overview of Wallace line, and significant historical moments of the country. It is interesting to find out about this information from a non-Indonesian's point of view. It was vibrant and knowledgeable opening, indeed.

The second session was much more attractive. We were led to an opened room that has tens of ancient sculptures from Hinduism and Buddhism era. The majority of them were in a good condition, safe and well maintaned. Michael dropped us in front of Hinduism goddess sculptures like Ganesha, Siva,  Brahmana and then he started to talk about them. It is clearly seen that most of them had lots of symbols from their head to toe. Each symbol represents different meaning related to the beliefs of their worshipers. For example, a finery or jewelry that goddesses wear on their head refers to their ranks and highness. It seems like a crown, the more sophisticated it is, the higher level it would be. However,  not all of them appeared with symbols like that. Ganesha, the god of knowledge of Hindu, only has a simple finery on his head, but he has a dramatic look due to his appearance as half man and half elephant.

Moving towards to next station, we entered an old and vintage room. It was not so large in width, but the length was tall. The room is called Colonial Office Room. The room was little light and color of the wall was also gloomy. It brings us to colonial period scenery when Dutch commanded Batavia for a long time and influenced most of the architectural design of buildings at that period. Like this room, enriched with wooden ornaments like round table, old-styled cupboard, and vintage chandelier, commonly used for stakeholder meetings and formal arrangements. In the corner of the room, there was a statue of Raffles, which was known as Singapore’s founder and British officer in Batavia. Briefly, Michael explained about Raffles’s existence to us related to his accomplishment that brought many changes such as abolition of slavery, the conquest of Java from Dutch and French military forces during the Napoleonic Wars and contributed to the expansion of the British Empire.

After having loads of overview about colonial period in the mid of 18th century, Michael invited us to take a look at a site that traveled us far away to ancient history. The site is called Pre-Historic Corner. As it names, the room was full of pre-historic human mannequins. There were Homo Erectus, Erectus Javanicus (the early man of Java), Hobbit Human (founded in Flores Island) and many fragile skulls decorated the room artistically. Nearby the biggest mannequin, there was a portrait of Eugene Dubois hanging on the wall. He was an archeologist that documented the Homo Erectus for the first time in East Java.

Finally, as our last station of museum touring, Micheal brought us to the 4th floor of main building. What we found there was a luxurious room with brighter lights and pile of glass cabinets that exhibited many antique pieces of jewelry, most of them were gold-made. It was a treasure chamber, maintaining hundreds of jewelry inheritance from Indonesia’s largest kingdom periods such as Majapahit and Mataram. There were golden earrings, bracelets, and necklaces showing inside the cabinets. According to Michael, the each type of jewelry represents different caste. It is quite similar to Hinduism symbols where the more complicated it is, the higher its rank compares to other. There were two types of jewelry have known, the first was containing pure gold for whole part and the second was formed by gold paper with clay inside. It is interesting to think that how could human civilization at that time produced such things without machine or technology influences. The question is still unanswered, even many historians and archeologist still have assumptions about it.

After strolling around jewelry cabinets, we moved to ceramics exhibition. There were hundreds of ancient ceramics from early century until colonial era found there. Most of the ceramic motives influenced by Chinese culture even though it was made in Thailand or Vietnam. Michael said that there was a massive trading of ceramic in the middle century. It distributes the products to many places in Asia and Europe through land line or ocean sailing. Michael explained the trading pattern to us comprehensively as if he were even traveling at that time.

Well, after we had long session exploring the museum, we conducted a photo session with Michael at the end of our touring. We did it in entrance hall just before we left the museum for having some lunch together. It was a very insightful and adorable moment we had on outing activity. We got so much information and new things to learn. Many thanks to IALF and the instructors for letting us do an outing. Hopefully, there will be more and more outing in the future!

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Tapescript for Speaking Test - Umunnnisa Hidayati

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Tapescript for Speaking Test - Umunnnisa Hidayati

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Tapescript for Speaking Test

Come on in and take a seat.
What's your name, please? Your full name?
My name is Umunnisa Hidayati.

And where are you from originally?
I come from Banda Aceh. Banda Aceh is the capital city of Aceh Province, located in the most north part of Sumatra Island.

OK. Well, my name's Alan Stevens, by the way.
Now in the first part of the test, I'm going to talk to you about some aspects of your life. Let's start with shopping. Do you enjoy shopping?
I do enjoy shopping, especially on the weekend. I spent about eight hours on the weekend to go shopping.

How do you go shopping and what do you buy?
I usually went to shopping twice a week, especially on the weekend, on the Saturday and Sunday. I like to buy some like outfits, clothing and more accessories to my performances.

Do you prefer to go shopping alone or with other people, and why?
I do prefer to go alone. Why? Because I enjoy when I could make decision making of things that I wanted to buy. And I think, without a companion, I can free to choose whatever I want.

I see. And do you like eating out?
Yeah, I do like eating out. Do you know why? Because by eating out I can taste and choose the restaurant that I like to get some eats outside.

What is your favorite food and why?
As I am Indonesian, I do love Indonesian food such as rice, noodles and then some traditional food. I enjoy eating that food because it tastes so rich with spices and salt.

What would your perfect meal be?
The ideal meal for me is three slices of bread or a bowl of porridge with a cup of hot sweet tea.

Now tell me about your main hobby?
Travelling is my hobby. I travel a lot to many places in Indonesia such as North Sumatra, East Java, and East Nusa Tenggara.

Are there any other hobbies
you'd like to have in the future?
Yes, there are some hobbies I want to do in the future. For example, hiking and camping.

Why is that?
Because by doing hiking or camping in somewhere place outside the city, It can refresh our mind and soul so that after doing that, I can be more relaxed and refreshed.

Do you think hobbies should be relaxing or do you think they should be exciting, and why?
I think hobbies should be both relaxing or exciting activity because the hobby is one of the ways to cope with the stress of pressure due to a daily routine.

Part 2- Now give a short talk about a course that you've done and found useful.
Well, hmmm.. Describing a course that I have done before… Well, I think one of the most important courses that I learned in the university was disaster management course. Why is it important? Because this course is very useful not only to qualify my career but also to improve my knowledge. I learned about disaster management in the university in my third year. I do enjoy the course because this is the way to know how to manage emergencies, how to prevent disasters and how to reduce the impact of disasters. We also learned about how to improve the capacity of a community to be more aware of disasters. I think this course is such a difficult course, but it is interesting to study. And, the process itself can give us so many insights and many skill especially about the way to analyze a risk factor of disasters and find out many things to minimalize the impact of the disaster. However, if there anything that I didn't enjoy about the course was about there were so many terms to be remembered. It means that if you have no basic, it can be so confusing.

Are you in touch with anyone from the course now?
Yes, I still have communication with my lecturer.

Part 3
Now I'd like to discuss with you some aspects related to this topic. I'd first like to consider educational systems. Can you describe for me the education system in your country?
The education system in Indonesia consisted of three level of education. It started with primary school, high school, and university level. Primary education begins with kindergarten and elementary school. Then, high school consists of Junior High School and Senior High School. After graduate, university degree can be taken to pursue higher education.

How much homework do you think children should do every day?
In Indonesia, children don't do much homework.

To what extent do you believe that education should be subsidized?
I do believe that education fees and funding should be supported, in particular for those who enroll in primary and secondary education.

And turning now to the relationship between education and work… Can you assess the importance of a tertiary level qualification in your country for getting a job?
Yes, I can. There are correlation between education and work. The higher educated you are, the easier you will for getting a job.

Can you predict how education and work may change in the future?
The education and the work tend to be more cyber in the future. There are so many practices of technology can influence to the development of them.

I see. Well, thank you, and that's all I want to ask you. That's the end of the speaking test.