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Part 1:

When I initially saw the image, my first impression was of how poorly the boat is caught in a storm and trying to escape it in order to help the passengers who are sailing towards it. It makes me think of a similar scenario where we are all confined to a Covid-19 state and unable to walk around, merely coping with the condition while waiting for the illness to pass. To be an international student, I found it challenging to do my coursework, meet with instructors for assistance, attend classes, use the library, and hang out with friends. The situation was difficult and gloomy, just like it may be for this boat sailor as he navigates through a stormy sea. The picture made me ponder how each person's situation affects how they view the COVID-19 pandemic and the numerous orders to stay at home, as well as how successful they are at online learning and working remotely. I, therefore, wanted to provide some ideas based on my own and my graduate student peers' experiences. For graduate students like me, reliance on scholarships, stipends, assistantships, and grants is in doubt for the long term, which is financially stressful for me as I am already in debt and living paycheck to paycheck. I had a part-time job to supplement their money and am now at risk of being furloughed or classified as an essential worker, which adds even another layer of stress. It is challenging to concentrate on the assignments when you are worried about how you will pay your rent and buy food. And this made me feel depressed and anxious as I felt so alone and had no support being away from home in a foreign place. We are in a position that becomes difficult for even survival as we can't move out, can't work due to lockdown, and altogether this makes studies challenging, which leads to distractions. This not only hampered me mentally and financially but also impacted my health too. Most graduate students don't own automobiles and rely on both campus dining and public transportation. Several postgraduate students find it difficult to access supermarkets and stock up on food to prepare meals at home due to social distancing policies restricting public transit, campuses being closed, and food deserts in urban areas around many universities. The limitations and interruptions in the food supply chains have a significant impact on the capacity of students like myself with food allergies and particular dietary requirements to obtain enough wholesome meals. Same as this boat, I felt stuck where everything seemed so difficult to come out from the situation. Maybe many others do not feel the same. For some, this lockdown was good as they got the opportunity to spend time with their family, start their small businesses and many more. But for me, it was difficult, and that's why it is said we are all in the same storm but not in the same boat. Everyone has their own story to come out of tough situations.

Part 2-

Although bias exists in Australia, it has fewer than in most other nations. Indigenous people in the country do have educational advantages and access to government programmes, and I believe there is general agreement that we want Aboriginal people to prosper. So yes, they have equal opportunities for education, economic advancement and good health as other Australians. There are no legislative restrictions on health, education, housing, location, or anything else for that matter; thus, Aboriginal Australians actually have the same options as the rest of the Australians (Liamputtong, 2019). Indeed, over many years and a lot of money, administrations at all levels have worked to remove any obstacles standing in the way of Aboriginal Australians enjoying the same possibilities as the rest of the nation. However, the theory and reality are not the same. They are frequently refused housing and employment based only on their skin colour. Many people opt to reside in rural and distant areas, and as a result, they nearly universally have fewer chances than the general population. For the benefit of Aboriginal and Torres Strait Islander people, the government makes significant efforts to ensure their excellent health, economic advancement, and access to quality education.

Significant research in the area of health showed that individuals from racial and ethnic minorities had much worse health outcomes than those from the majority or dominant culture (Betancourt, 2003; Brach & Fraser, 2000) cited from Biles and Biles's book, 2019. According to Podham et. al,2019 cited from Biles, B., & Biles, J. book, Diabetes and other endocrine disorders are among the top 5 causes of death for Indigenous individuals aged 45 and older. The greatest cause of preventable morbidity and mortality among Aboriginal and Torres Strait Islander populations is cardiovascular disease (CVD) (Biles et.al., 2019). In addition to the Health Plan, the Australian government also unveiled the Global Aboriginal and Torres Strait Islander Suicide Awareness Strategy, the National Partnership Agreement on Indigenous Early Childhood Development, and a commitment to update the Social and Emotional Wellbeing Framework (AGDH, 2013). These give chances to enhance crucial components of Aboriginal and Torres Strait Islander psychological health, emotional and social welfare, and education together with the implementation of the Health Plan. If we talk about equal opportunity in terms of good education, Aboriginal and Torres Strait Islander people are now considered when the highest ranks of the educational system are planning reform, which trickles down to teaching. As a result of the national government's consultation procedures with Aboriginal and Torres Strait Islander groups, this is now a given for all planning in Australia. Real, observable changes in Aboriginal and Torres Strait Islander peoples' educational and economic conditions, however, seem to be missing. Leading Indigenous government advisors are worried that the gap is growing, according to Rigney (2011). For Aboriginal and Torres Strait Islander kids, receiving a top-notch education is recognised as being essential to enhancing their life quality. Multiple educational initiatives, both large and little, have been introduced across the school to enhance and improve the performance of Aboriginal and Torres Strait Islander students such as Stronger Smarter, Teach Remote and many others under the headship of the Australian government-funded initiatives that are intended to develop proficient knowledge linkages and curriculum materials that began the process of arranging successful tactics for and obstacles to successful education delivery. Thus, altogether, this brings economic advancement for them and make them feel and grab opportunity equivalent to the other Australians. This brings confidence to them and makes them improve their lifestyle and status and provide a better life to the generations.

References

AGDH (2013). Australian Government Department of Health. National Aboriginal and Torres Strait Islander Suicide Prevention Strategy. Retrieved on 26 August 2022 from online: http://www.health.gov.au/internet/publications/publishing.nsf/Content/mental-natsisps-strat-toc

Biles B., Smith M., Hohol A., Wighton D. (2019). Chapter Five. Aboriginal and Torres Strait Islander people’s cardiovascular health and wellness. Aboriginal and Torres Strait islander peoples' health & wellbeing ebook. Oxford University Press. Created from ecu on 2022-08-30 05:35:59.

Biles, B., & Biles, J. (2019). Chapter one. Indigenous Australian Cultural Competence. Aboriginal and Torres Strait islander peoples' health & wellbeing ebook. Oxford University Press. Created from ecu on 2022-08-30 05:35:59.

Liamputtong, Pranee.(2019). Social Determinants of Health eBook, Oxford University Press. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/ecu/detail.action?docID=5762173.

Panaretto, K. S., Wenitong, M., Button, S., & Ring, I. T. (2014). Aboriginal community controlled health services: leading the way in primary care. Medical Journal of Australia, 200(11), 649-652.

Podham M., Charles J and Moses A.(2019). Chapter 6. Aboriginal and Torres Strait Islander people’s endocrinology health and wellness. Aboriginal and Torres Strait islander peoples' health & wellbeing ebook. Oxford University Press. Created from ecu on 2022-08-30 05:37:15.

Rigney, L.I. (2011). Moving beyond 'closing the gap' - toward 21st Century Aboriginal and Torres Strait Islander Education: The New World of Work and The Old World of School, Kevin Marjoribanks Memorial Lecture.

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