LGBTQI + Migrants: A Systematic Review and Conceptual Framework of Health, Safety and Wellbeing during Migration

The health and safety of LGBTQI+ migrants or migrants who are of diverse sexual orientation, gender identity or expression (SOGIE) remains an under-studied area, particularly for the period during transit from their place of origin to destination. This systematic review aims to describe the literature on the health risks and consequences among SOGIE migrants during transit and examine their access and use of services. Six peer-reviewed databases and websites of nine large migration organisations were searched to identify the literature on forced migrants and sexual and gender minorities. Twenty English-language studies from 2000–2021 were included and analysed drawing on a conceptual framework. Studies emerged from six regions and the majority of research participants identified as gay men. In general, quality appraisal demonstrated studies as either medium or high quality. Findings suggested five common themes associated with SOGIE health and well-being, including: daily exposure to discrimination, harassment and violence; coping, social support and resilience; access to services; mental health; and physical and sexual health. Depression, anxiety and post-traumatic stress disorder (PTSD) were prevalent amongst SOGIE migrants, particularly when associated with detention or camp environments, and were exacerbated by social isolation. Barriers to accessing healthcare were identified and specific sexual health services were often found lacking, especially for trans persons. Unsurprisingly, during transit, SOGIE migrants are very likely to experience the double marginalisation of their migrant or minority status and their gender identity. Results indicate that services for SOGIE migrants need to tailor service access and support approaches to respond to the particular health and protection needs of SOGIE individuals in each setting.

The Implementation of National Curriculum 2013 and International Baccalaureate (Study at Sampoerna Academy Medan)

This study aims to determine the implementation of National Curriculum 2013 and the International Baccalaureate curriculum and to compare student learning outcomes, especially in the field of Indonesian language studies at Sampoerna Academy Medan. The results shows that there are differences in learning outcomes in the field of Indonesian language studies using National Curriculum 2013 and the International Baccalaureate. The difference in the level of ability of students in the field of Indonesian language studies is indicated by the average learning outcomes of Indonesian language studies with National Curriculum 2013 which is lower than the International Baccalaureate curriculum. The findings of this study indicate that the use of both National Curriculum 2013and the International Baccalaureate has an impact on student learning outcomes at Sampoerna Academy Medan. This difference is due to differences in assessment standards, learning activities, communication both oral and written as well as the values ​​of cultural and character development of each curriculum applied in schools.

Barriers and facilitators to accessing and utilising post-treatment psychosocial support by Black men treated for prostate cancer—a systematic review and qualitative synthesis

Purpose To synthesise findings from published studies on barriers and facilitators to Black men accessing and utilising post-treatment psychosocial support after prostate cancer (CaP) treatment. Methods Searches of Medline, Embase, PsycInfo, Cochrane Database of Systematic Reviews and Central, CINAHL plus and Scopus were undertaken from inception to May 2021. English language studies involving Black men aged ≥18 and reporting experiences of, or suggestions for, psychosocial support after CaP treatment were included. Low or moderate quality studies were excluded. Searches identified 4,453 articles and following deduplication, 2,325 were screened for eligibility. Two independent reviewers carried out screening, quality appraisal and data extraction. Data were analysed using thematic synthesis. Results Ten qualitative studies involving 139 Black men were included. Data analysis identified four analytical constructs: experience of psychosocial support for dealing with treatment side effects (including impact on self-esteem and fear of recurrence); barriers to use of psychosocial support (such as perceptions of masculinity and stigma around sexual dysfunction); facilitators to use of psychosocial support (including the influence of others and self-motivation); and practical solutions for designing and delivering post-treatment psychosocial support (the need for trusted healthcare and cultural channels). Conclusions Few intervention studies have focused on behaviours among Black CaP survivors, with existing research predominantly involving Caucasian men. There is a need for a collaborative approach to CaP care that recognises not only medical expertise but also the autonomy of Black men as experts of their illness experience, and the influence of cultural and social networks.

LESSONS LEARNED FROM REMOTE EDUCATION

This paper focuses on some aspects of remote education that can be implemented in face-to-face classes in order to improve and enhance the teaching/learning process. The authors present the results of the questionnaire survey conducted among the teachers of the Institute of Applied Language Studies of the University of West Bohemia in Pilsen (hereinafter referred to as ‘UWB’) and also among the students of the Faculty of Economics at the same university in the spring term of 2021, evaluating two semesters of remote education. Having analyzed the results of the questionnaires, the authors of the paper aim to share their experience and introduce the best practice that the Business English (hereinafter referred to as ‘BE’) teachers at the UWB have decided to apply to their future BE courses.

Experiences of the e-learning environment of students at the University of Danang - University of Foreign Language Studies

E-learning is being widely deployed and gradually becoming a popular form of teaching in universities today. To achieve the quality of e-learning teaching requires the impact of many factors, in which the e-learning environment of students is important. This paper explored experiences on e-learning environment of students of The University of Danang - University of Foreign Language Studies (UD-UFLS) to improve e-learning environment of the university's students. The study refered to most students’ awareness of the importance of e-learning at university. The advantages and disadvantages of e-learning at the university (UD-UFLS) have also been identified. Through the results of the student survey, the content of the teacher's skills, the content of policies and management of e-learning activities, facilities and funding for e-learning implementation, class size, and student e-learning culture in e-learning are rated. The results of a questionnaire survey of 407 students of the UD-UFLS show a picture of students' e-learning environment and are the basis for proposing some measures to improve e-learning environment of the university's students.

Anticholinergic Burden and Cognitive Performance in Patients With Schizophrenia: A Systematic Literature Review

Objective: Cognitive impairment in schizophrenia forms the key cause of the disease's disability, leading to serious functional, and socioeconomic implications. Dopaminergic-cholinergic balance is considered essential to cognitive performance in schizophrenia and patients are often treated with many drugs with anticholinergic properties. This study aims to examine the cognitive impact of anticholinergic burden in patients with schizophrenia.Methods: A systematic literature review was performed on English-language studies published on PubMed, Embase, and Web of Science, from inception to June 2021, to identify research studies that examined the effect of anticholinergic load on cognition in clinically stable patients with schizophrenia. No restrictions on study design, age of participants, or geographical distribution were applied. Two researchers performed independently the screening and shortlisting of the eligible articles. A narrative synthesis of the main characteristics and findings of studies included was reported.Results: In total, 17 articles of varying methodological design met the inclusion criteria. Three of them found statistically significant improvement in cognition after anticholinergic tapering without adverse effects. Thirteen studies found a statistically significant association between high anticholinergic burden and cognitive impairment (neurocognitive composite scores and individual cognitive domains such as learning and memory, executive function, processing speed), apart from a study, related to the specific characteristics of clozapine.Conclusions: Medication with increased anticholinergic load has been found in most of the studies to negatively affect neurocognitive performance of patients with schizophrenia. However, the clinical and methodological heterogeneity of studies included limit our interpretation and conclusions.

IMMERSIVE TECHNOLOGIES AND THEIR ROLE IN TEACHING ORIENTAL LANGUAGES (ON THE MATERIAL OF THE JAPANESE LANGUAGE)

the article addresses the subject of usage of immersive technologies for the education of Bachelors of Arts in Oriental languages. Various aspects of application of virtual and augmented realities for Oriental language studies by students are considered. Authors suggest main classifications of types of augmented and virtual reality tools for understanding the principles and features of their use in the educational process, in particular for learning of Japanese language. Article contains analysis of research materials by scientists and their main results concerning the selection and application of immersive technologies for teaching students of philological faculties of higher education institutions in Oriental languages. The advantages of usage of immersive technologies for training future Bachelors of Arts in Oriental languages, in particular focusing on Japanese language, are determined and substantiated.