Various Terms of ‘Teman’ in English

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Familiarity is the basis of friendship relationships that make relationships feel closer or deeper. In the English-speaking community, the concept of friends is not limited to a number of very close relationships. Here are the various terms of ‘Teman’ in English.

 

Friend

This word means Teman in Indonesian. In English, the term ‘friend’ is used specifically to refer to people who are personally and emotionally close to us.

 

Acquaintance

Even though we are not very closely related, someone we know is often referred to as a friend in Indonesian. However, in English, the proper term is acquaintance. Acquaintances don’t have a personal and emotional closeness to us, but we don’t feel awkward when we meet them.

 

-mate

We often use the word ‘friend’ to refer to people in the same class or boarding house (commonly in Indonesian called Teman sekelas, Teman sekamar, etc.). In English, the terms used are classmate and roommate/flatmate, and they are not always friends with us.

 

Colleague

This word is used to refer to a coworker or colleague. Even though in Indonesian it is called a work friend/teman kerja, in English a colleague is not always our friend because the relationship is only a professional matter.

 

Best friend

Best friend is the English equivalent of ‘good friend.’ Best friend is the person closest to us besides family and is always there in times of joy and sorrow. In informal English, ‘best friend’ is also referred to as bestie, homie, or buddy.

Translanguaging: Is it okay to use mixed languages?

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Are we allowed to use mixed languages in communication or every interaction discourse? 

Some people presume that using mixed languages will contribute to the intrusion with the first language – it reduces the regularity of the language being used. However, it gives advantage in achieving certain communication goals. 

The use of such mixed languages is commonly known as Translanguaging. The term translanguaging is often used to describe the phenomenon of using bilingual languages or mixing languages to produce certain outcomes. Initially, the term translanguaging came from Welsh bilingual education and was first used in the Welsh trawsieithu created by Cen Williams in 1994. In the Welsh context, it refers to pedagogical practice in which students alternate languages for productive use. On the other hand, Baker who first translated the Welsh term as “translanguaging”, defined it as a making meaning process, shaping experience, gaining understanding and insight through the use of languages. Further, Canagarajah defined it as a multilingual speaker’s ability to shuttle between languages that form repertoire as an integrated system. As García and Wei once revealed, translanguaging is an approach to use languages in communication as one linguistic repertoire with features that have been societally constructed as belonging to two separate languages.

These definitions imply that translanguaging is peoples’ communication skills in using the languages repertoire ​​as needed to achieve communication goals effectively. In this case, translanguaging represents not only the language but also the identity of its speakers formed through values, culture, and history.

Nowadays, translanguaging is a hot topic in education, especially in language learning classes or in international schools that use English as the language of instruction. In the context of learning English or in international classes, mixed languages can be used as a bridge between students to facilitate their learning process. For example, when an English-speaking teacher teaches in a class where students speak Indonesian-English. The students did not truly understand the difference between a pumpkin that was muddy and a pumpkin that was filled with mud. Therefore, students translate their comprehension into Indonesian, then explain and interpret their work. The teacher provides information in English, and the students revise their Indonesian. The insight has a benefit on improving students’ better understanding of the content and their comprehension of English.

Another example is when the teacher asked a student to spontaneously give a description of the black hole to other students in English. However, he had difficulty with English vocabulary, so he used Indonesian words to replace the words he did not know. It illustrates that when students have difficulty finding English words, the Indonesian they have will greatly help achieve their communication goals. Hence, he will undoubtedly be more comfortable in class communication, and others can well understand the message he conveys.

In conclusion, the use of mixed languages, such as the use of Indonesian in English classes to achieve certain communication goals, is not wrong or prohibited. This is allowed because it can make the students easier to understand the content of the lesson well.

Indonesian Food Names from Foreign Languages

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Colonialism that occurred in Indonesia had an impact on the Indonesian vocabulary. Some words in Indonesian come from English, Dutch, Mandarin and Portuguese. These several countries have colonized and settled in Indonesia for a certain period, so they provide some foreign words adapted in Indonesian.

One of the adapted word categories is found in Indonesian food names. Even the food was brought by foreigners and assimilated as local food. So what are the names of Indonesian food that originally come from foreign languages?

Here are some Indonesian foods whose names are adopted from foreign languages.

 

  1. Bakpia

Bakpia is a food that developed in Yogyakarta and has become one of the specialties of this area. Historically, Bakpia is a food originally from China brought by Chinese immigrants in the early decades of the 20th century. The name Bakpia comes from the Chinese Hokkien dialect, from the words “bak” which means meat, and “pia” which means cake. That implies Bakpia as a cake with meat in it. Over time, the stuffing of bakpia was adapted to Indonesian culture by replacing the contents with green beans.

 

  1. Siomay

The name siomay comes from Mandarin “shaomai.” In Cantonese, it is called “siu maai,” while it is known as “shaomai” in the Beijing dialect. Initially, Siomay used minced pork as the main ingredient and wrapped it with thin wheat flour. In Indonesia, Siomay is generally made with mackerel or chicken as the main ingredient and served with peanut sauce. It was popular in the Bandung area, so it’s not surprising that many Somay traders claim the “Siomay Bandung” name.

 

  1. Perkedel

Perkedel’s name comes from the Dutch language “frikadel or frikadeller”. This food was brought by the Dutch when they colonized Indonesia. At first, the ingredients for making Perkedel were minced meat and then fried. While in Indonesia, it was made from potatoes and spices as the main ingredients.

 

  1. Bistik

Bistik or more popularly called steak is a culinary product resulting from the assimilation of Western and Indonesian cultures. The entry of steak into Indonesia cannot be separated from the colonizers who brought their regional food to Indonesia. The name Bistik is adopted from “Beef Steak” in English, or “Biefstuk” in Dutch which means cow meat. Bistik is usually served with potatoes, peas, and carrots as a compliment.

 

  1. Nasi Tim

Nasi Tim is a Chinese-Indonesian acculturated food. However, the Tim name comes from the English word “steam” which means “steamed.” Therefore, Nasi Tim is steamed rice combined with savory seasoned chicken. The Chinese community believed that Nasi Tim served warm can give warmth and restore one’s health.

 

  1. Lumpia

This traditional snack is an acculturation between Javanese and Chinese culture that has existed for a long time. The name Lumpia comes from Mandarin “lun or lum” which means soft, and “pia” which means cake. Although Lumpia comes from Chinese culture, the taste has been modified according to the Indonesian taste. In addition, since 2014, Lumpia has been officially recognized as an Indonesian cultural heritage by the United Nations Educational, Scientific, and Cultural Organization (UNESCO).

 

  1. Bakso

Bakso was brought by Chinese who came to Indonesia. The origin term of Bakso consists of two syllables, “Bak” which means pork and “So” which means gravy. Literally, in Hokkien Bak-So means “ground meat”. It implies that Bakso is ground pork served with gravy. The Bakso ingredient in Indonesia is meat (cow, chicken, or fish). It is different from the original recipe where pork is the main ingredient.

 

  1. Tahu

Tahu was brought to Indonesia by the Chinese in the 10th century AD. The name Tahu comes from the Mandarin “tao-hu or teu-hu”, where tao/teu means soybeans and hu means crushed into porridge. Thus, tofu is a food made from mashed soybeans as a porridge texture.

 

  1. Cincau

The term “Cincau” comes from the Hokkien dialect “sinchau” (Chinese: , pinyin: xiancao), which is pronounced among the Chinese in Southeast Asia. On the other hand, Cincau is a type of plant that is used to make jelly. It is helpful in reducing sore throat or fever.

 

  1. Permen

The name permen (Indonesian) comes from the Dutch word “papermunt”. It is undeniable that all people will love candy because it tastes good and easy to find, both in traditional markets and supermarkets.

 

  1. Sosis

The original name of sausage comes from Latin “Saisus”, which means salted. Then this word was adopted by the British, and America became “sausage”. However, our community has become familiar with this food since the Dutch came to Indonesia with “sausaij”. Whilst, Indonesian tongue is difficult to pronounce correctly. Therefore, the name “sosis” was used by our community to call sausaij.

 

  1. Bolu

This term was adopted from Portuguese “bolo rei”, which means “bread”. In the 16th century, the Portuguese arrived in Indonesia to get spices, and they brought a sweet and soft food known as “bolu”. It is made from flour, sugar and eggs, generally cooked by baking in the oven or steamed.

 

  1. Bakmi

The name bakmi comes from the Chinese Hokkien dialect “Bak” means meat, while “Mi is” from pinyin Mian (pronounced myen) means noodle. Therefore, bakmi is a term for serving noodles with meat. In Chinese culture, noodles are a symbol of long life, that’s why the Chinese have a tradition of eating noodles during birthday celebrations and Chinese New Year.

 

  1. Semur

Semur is one of the Indonesian foods from the Dutch cultural heritage. The term semur comes from the Dutch “smoor” which means stew, or “smoren” which means boil. At the origin, semur is boiled meat with tomatoes and onions as a compliment. Meanwhile, in Indonesia, semur is made not only from meat but also from chicken and jengkol.

 

  1. Nastar

Nastar’s name comes from the Dutch word “annanas taart”, which means pineapple tart. Initially this cake used strawberry jam, peaches, or other popular fruits in European countries. However, in Indonesia, the contents of this cake are replaced with pineapple, which is relatively cheap and easier to obtain.

Those are some Indonesian foods that come from foreign languages or acculturation from other countries’ foods.

HOW AMERICANS USE ADVERBS DIFFERENTLY IN CASUAL CONVERSATION

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The use of language (formal or informal) depends on the situation and conditions in which we stand. Formal language is more common when we write; informal language is more common when we speak in situations that involve people we know well.

We are usually taught English in a formal form in school, but it turns out that some informal patterns are important to know because they are often used in everyday casual conversation. It seemed more friendly and relaxed for each speaker in certain situations.

As in everyday parlance in the United States, people are quite happy to do things “real quick.” In casual conversation, American English speakers often use adjective forms in adverb places. Lots of them may drop the -ly from the adverbs and genuinely use adjective forms to modify verbs. A very common example is in the use of ‘real’ as in “Let’s get some snack real quick” instead of “Let’s get some snack really quickly.”

Another examples of how Americans use adverbs in an informal situation are represent as follows:

  1. Today is going slowly >          Today is going slow
  2. Drive safely                 >          Drive safe
  3. Take it easily               >          Take it easy
  4. Doing well                   >          Doing good

Americans generally do not go with this pattern in writing and formal conversation. Instead, they use the -ly ending, or for example the word “good” in casual conversation will become “well” in formal cases. These patterns are not particular slang or impolite words, and you can even hear some people use them at work, job fairs, or any other situation (informal).

Grammatical patterns in conversation do not always match the patterns used in formal writing or speech, but it is more flexible in casual speaking. Understanding this will help us understand Americans when they speak, and it will help us get along well with them.

EXPANDING STUDENT VOLUNTARY PARTICIPATION THROUGH COLD-CALLING TECHNIQUE

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Increasing engagement during class discussion is a challenge faced by education today, especially during the pandemic which requires students to study from home and reduce socialization with others. This can indirectly reduce the students’ enthusiasm to engage in-class learning actively. Although engagement can be measured in a variety of ways, participation in class discussions is the easiest response to quantify.

Voluntary participation, as simple as raising a hand to answer a question, can be an invaluable tool for teachers to measure the content understanding level of the students and make instructional decisions based on that data. Nevertheless, the problem with large group class discussions is often dominated by the voices of a few. Even in online learning settings, we will find many students with low voluntary participation in class. Whereas, by increasing the number of students sharing answers during class discussions, teachers will better understand how well most students understand the content.

One approach to increasing the number of student volunteers involved in class discussions is cold-calling the students. The term cold-call refers to any instance in which a teacher calls a student whose hand is not raised. Cold Call is intended to be an inclusive technique that has the potential to get more students doing more of the cognitive work. As a simple question method, teachers can use this technique to increase attention, boost energy, and better understand their students by calling on students to answer the oral question at random and not based on who volunteers to participate. This technique was used by Muhammad Rizky Wibowo (an English Language Education student batch 2018) in his School-Based Teaching Practicum and succeeded in making the class more interactive.

Some of the procedures that Rizky did to use the cold-calling technique in his class were; first, he framed the class session. After framing the class session, he names the question before identifying students to answer it. After that, make calls to students regardless of whether they have hands raised. Use simple questions to get students on board. Once they are prepared, the level can rise in a more advanced form. Finally, connect the thinking thread. If one student gets the answers only half right, the teacher can call other students to give it a hint and return to the first students another shot to get it entirely right.

It is in line with a study that found cold-calling effectively increased the number of students who answered questions voluntarily. Furthermore, in a class with high cold-calling, voluntary participation increased over time, and students became more comfortable participating in discussions. Other research has also confirmed that the more students practice participating in class discussions (even if via cold-calling), the more skilled the student becomes and the more comfortable he or she will be when using this skill.

Quality Education for Learners with Disabilities

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Quality education is right for everyone in the world, including people with disabilities. As one of the efforts to strengthen literacy and realize quality education for students with disabilities, Lu’luatul Awaliyah, an English Language Education student at Universitas Islam Indonesia batch 2017, pioneered the OPOR Initiative. OPOR stands for (One Person One Record) Initiative, which means that one voice from us can be helpful for others in need. This community exists to develop learning media for students with visual impairment in South Lampung.

OPOR was founded in February 2020, and this idea stems from a scientific paper. This program stems from concerns about the lack of learning facilities for students with visual impairment. In fact, there is only one special school for the disabled in this area. The school is located on the coast of South Lampung, but it lacks learning facilities and teaching. There is only one special teacher for visual impairment students, one special teacher for students with autism and mentally retarded.

It has become crucial since the COVID-19 appeared, which requires learning activities to be carried out from home. During the pandemic, students with disabilities were only limited by utilizing the existing learning facilities in their homes. Meanwhile, accessing information and learning media is quite tricky due to poor internet signal access and the inadequate ability of students and parents to access the internet. Therefore, OPOR exists to be a solution to facilitate accessible learning media that supports the learning of students with visual impairments.

In May and August 2020, OPOR realized an audiobook project in the form of DVD players. However, since December 2020, OPOR has received support through a Young Leader for Community Projects grant from the Pertamina Foundation to develop its program. In making learning media and others, OPOR is assisted by several offline volunteers from local youths and online volunteers who contribute their voices in recording for the audiobook.

 

 

 

 

 

 

 

Over time, OPOR is not only focused on providing facilities for students with visual impairment but also students with autistic and mentally retarded by facilitating learning media in the form of audiobooks, educational posters and pictures.

In addition to providing learning media, OPOR also regularly monitors and evaluates the learning process of students with disabilities. Furthermore, the OPOR audiobook has been distributed to several islands in Indonesia, including Sumatra, Kalimantan, Java, Sulawesi, Nusa Tenggara, Maluku, Bali, and Papua.

Hopefully, OPOR can help more people with disabilities in learning through the development of accessible media, which can be used anytime and anywhere. Hence, we as young leaders, let’s be part of the solution.

 

Growth and Fixed Mindset: How does your mindset contribute to your achievements?

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(Image from https://jnyh.medium.com)

 

The Rabbit and The Tortoise Story

Have you ever read the rabbit and the tortoise fable?

I think most of us are familiar with this common story.

 

There once lived a rabbit who was able to run fast, he liked to brag about how fast he could run. Tired of hearing the rabbit’s boast and arrogance, the slow and steady tortoise challenged him to a speed race. Then, all the animals in the forest gathered to watch.

 

The speed race began, the rabbit ran so fast for a while and then paused to rest. He turned to the tortoise and arrogantly said, “how do you expect to win by walking so slowly?”

Seeing the tortoise’s distance from him, the rabbit lay down in a shady tree and fell asleep.

 

Slow and steady the tortoise constantly going and running without ever giving up until the finish line. When the tortoise was very close to the finish line, all the animals cheered loudly and woke the sleeping rabbit. Suddenly, the rabbit woke up and started running again, but it was too late. The tortoise has crossed the finish line and won the race.

 

Children’s fable “the rabbit and turtle” is a perfect example of having a fixed or growth mindset. Instead of believing himself to be slow, the tortoise challenged himself to fight the rabbit.

On the other hand, the rabbit boasts of his abilities and thinks that he will win the race from the slow and steady tortoise. This is what a fixed mindset looks like.

 

Transferring the story into context, if you were asked do you have a growth mindset or a fixed mindset, what would you say?

Do you look like a tortoise? people who demand improvement despite challenges, or people who are stuck and reluctant to develop abilities like a rabbit?

 

Growth vs Fixed Mindset

The concept of a growth and fixed mindset was first introduced by Carol Dweck, a Psychologist at Stanford University. This is proposed to understand the effect of people’s belief on their own abilities, which has implications for learning.

 

People with a fixed mindset believe that their abilities are fixed traits. For example, if you are not good at something, you believe that you will never be good at it – failure is permanent. Besides, people with a growth mindset believe that practice and effort can make their abilities grow and develop over time. It emphasized by Dweck that growth mindset people can understand that their talents and abilities can be developed through effort, good teaching, and persistence.

 

For instance, a study of 7th grade students who were taught that abilities can be formed and developed with effort and hard work. It found that students with a growth mindset earned scores higher than students with a fixed mindset.

 

Additionally, people with a growth mindset pay attention to the mistakes made, the next task is to correct those mistakes. Therefore, having a growth mindset can reduce fatigue, depression, anxiety and behavioral problems.

 

What Should I Do to Cultivate A Growth Mindset?

A study found that teaching a growth mindset to students can change the way they think about achievement and ability with intention and effort. Further, the following are several ways to cultivate a growth mindset.

 

Reward The Process

Learn to appreciate the process of doing something rather than just focusing on the final result. Whereas, people often reward those who achieve excellent results, this can be against a growth mindset. In his study Dweck showed that rewarded effort can improve performance. For example, in the simple case of wanting to be a debate competition winner. Instead of focusing solely on “debate winner,” appreciate and enjoy the small steps you take each day to reach the goal (i.e. reading books, study groups, gain more insights, and togetherness).

 

Accept failure as part of the process

It is easy for us to feel disappointed every time we fail at something. There is a famous quote from Michael Jordan (a legendary basketball player) “I’ve missed more than 9000 shots in my career. I’ve lost almost 300 games. 26 times, I’ve been trusted to take the game winning shot and missed. I’ve failed over and over and over again in my life. And that is why I succeed; I can accept failure, everyone fails at something. But I can’t accept not trying.”

 

Failure is part of the learning process. Imagine if Jordan gave up at his first try, we might never know who he is now. Hence, see failures as a means to improvement rather than a means to an end – live at the process.

 

Believe in the Benefit of Self-improvement and Learning.

Ultimately, we can change and become better from the mistakes and failures that we made. Through this case we can learn to be better, and reap the salary of our efforts.

 

From Kalimantan to South Korea An Incredible Story of GKS Awardee during COVID-19 outbreak

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An extraordinary story comes from an Universitas Islam Indonesia (UII) English Language Education alumni in 2020. His name is Rahmad Saputra, a recipient of the Global Korea Scholarship (GKS) organized by the South Korean government in 2021. GKS aims to provide opportunities for international students to obtain an education at higher education institutions in South Korea to enhance international educational exchange and strengthen relations between countries.

 

Rahmad got the opportunity to continue his master’s education at Kongju National University for two years. Nevertheless, he needs to complete a one-year Korean language course at Daegu University. This language course is mandatory in the first year for every GKS awardee, hoping it can make them easier in daily life and lectures that use Korean.

 

At the initial phase in Korea, Rahmad felt a cultural shock. It was because the weather drastically changed to minus temperatures, the learning environment and friendship, and the difficulty of finding halal food. In order to get halal food, he and his friends need to walk a kilometer to reach a halal restaurant. Additionally, during the first two weeks, Rahmad found it challenging to communicate with society. For instance, he often used body language and online translator applications when he wanted to buy an item or food.

 

On the other hand, he was delighted to be a GKS awardee. He once said that the tradition of studying in Korea is perfect, highly enthusiastic for learning, diligent, and disciplined. Therefore, he thought this tradition was suitable for him – a person with high education exposure. His main daily activity is studying Korean at Daegu University. He had a hard time during the first month in Korea, and he was unable to catch the speech of his language teacher. Further, he asked friends for help to interpret the meaning of the teacher’s order. Besides, when he was in the second month, he began to get used to the Korean language.

 

Regardless of studying the language on campus, he spends the time studying with friends from Indonesia and several other countries. He also cooked Indonesian food to treat homesickness for local cuisine, weekly shopping, and taking walks around. In addition, he also independently learns Korean through YouTube, apps, and e-books that he collects himself from the internet.

 

Finally, Rahmad hoped to become a better person, inspire, and be valuable to others. Furthermore, he advised that people must prepare everything in advance to get a scholarship. Please seek knowledge in lectures seriously, be an active student both in the academic field and in mobility activities outside of academics. Keep working hard, passionate, and fighting with all your heart.

The Grumbling Warrior An Inspirational Story from a Young Teacher Teaching in International School

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Getting a job right after graduating from college is the dream of every student, but not all have the same opportunity, destiny, and time. One of the interesting stories comes from the 2021 Universitas Islam Indonesia (UII) English Language Education graduate, who immediately got a job at an international education institution after graduation. She is Laelah Al Mubarokah, a young teacher at Pelita Bangsa School, Cirebon, West Java. This school is a pioneer of the Cambridge international school in Cirebon that applied either national or international curriculum.

Laelah had the opportunity to be a fourth-grade teacher by teaching three subjects, including Information and Communication Technology (ICT), science, and Global Perspective. After she was accepted as a teacher, she truly struggled. It is because she graduated from English education, but she had to teach three subjects beyond her background. Therefore, she had to learn and start from scratch. In addition, the more challenging part is that because the students are categorized as highly motivated and diligent. They often ask questions that she did not expect previously. Laelah once said, “I know the answer, but it feels difficult to simplify the answers so that it is easier to understand.”

She felt a tough challenge in the first and second months of being a teacher because the school treated her to follow international standards at the school. Meanwhile, she was still carried away by the habit during her undergraduate. Further, everyone here works with high expectations. It makes her put more effort into understanding and adjusting to the school’s culture. She even felt down with high expectations from schools, teachers, and parents of students. Gratefully, in this sixth month, she got used to the school’s study habits and successfully adapted to the work environment.

On the other hand, she felt happy and grateful because the transition from undergraduate to work was relatively faster than others. Besides, she was surrounded by open-minded, respectful, and appreciative people. In addition, she found it challenging because 50% of the educators at school are expatriate teachers. Thus, her mindset, teaching skill, and behavior are required to follow international standards.

Laelah believed that she could thrive in that environment well. She hoped not to be complacent with her current achievements. She also advised that working in any field has challenges, so never stop learning, adapt to the environment, be open-minded, and accept criticism.

Let’s Take Care of Each Other: How to Prevent Suicidal Thoughts During the Pandemic

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Written by: Afni Febriani Muzdalifah

This time of pandemic forces us to stay at home and diminish contact or meeting people to prevent the spreading of the virus. This condition sometimes makes us feel lonely and contemplate many things more than ever. Sometimes, when you have a lot of work and the fact that you can’t meet people for the time being, it becomes a problem and leads you to prolonged stress. Some people think that ending their lives is the best solution to end the problems. In previous years, the IASP (International Association of Suicide Prevention) noted that there had been approximately 300 cases of attempted suicide attempts in about 70 countries.

 

In Indonesia, there are still many stigmas about mental health and suicide circulating in the community. It happens because of the lack of knowledge about the importance of mental health, so many people still misunderstand the importance of mental health. We frequently hear that people with mental health disorders lack faith in God. This is one of the examples of a bad stigma that is often caught around us. Stigma and misinformation like this make mental health get worse. We usually recognise that people who want to seek help for their mental condition are afraid of being judged or getting a terrible stigma from the people around them.

 

It is not easy to find professional help or talk to someone about a mental issue. We might feel uncomfortable or ashamed. But in this pandemic, professional services such as psychologists and psychiatrists change their operating methods by using video conferences to meet their patients. We can also use this method to talk about our mental condition to someone we trust and are comfortable with.

 

There are many ways to help your family, friends, and loved ones that may have signs of suicide. The first thing you can do is continuously check their condition by asking how they are doing or simply asking what activities they are enjoying lately. Then always giving them a safe space and listen to their stories,  Don’t judge them even if you think you’re doing it for them.

 

If you are having thinking of suicidal, there are many ways to distract these thoughts. You can do some activities such as writing a diary and writing down your major emotions at the time. Don’t forget to write whatever makes you happy, no matter how small it is. Take a deep breath, and don’t forget to stay hydrated. You can watch something that calms you down, like funny animal videos or rewatching your favourite movie. If you think the things above do not solve your problem, you can seek professional help such as a doctor, therapist, or charity. Don’t be afraid to tell them if you feel something is wrong, no matter how small your problem is. It’s okay to ask for some help. End the stigma. You are not alone.

 

If someone is in a dangerous condition, please don’t hesitate to call emergency service number 119 or go to the emergency room at the nearest hospital. For more information to help others and yourself go check www.intothelightid.org.