Metodologi atau kaedah

Metodologi atau kaedah Pengenalan Metodologi atau kaedah yang digunakan dalam sesebuah kajian merupakan suatu bentuk kawalan dalam memperolehi data dan maklumat supaya mampu menjawab objektif-objektif yang digariskan dalam kajian yang dijalankan ini. Untuk lebih jelasnya, bab ini akan menjelaskan kaedah yang digunakan dalam kajian stres dalam kalangan pelajar sekolah menengah persekolahan satu sesi di daerah Nebong Tebal. Secara khususnya bab ini menerangkan metodologi kajian yang meliputi reka bentuk kajian, populasi kajian, sampel kajian, persampelan, instrumen kajian, kesahan kebolehpercayaan, kajian rintis dan penganalisisan data. Reka Bentuk Kajian Menurut Sulaiman Masri (2003), reka bentuk penyelidikan ialah perancangan yang menentukan cara penyelidikan yang dijalankan untuk menemukan jawapan kepada permasalahan penyelidikan yang telah ditetapkan pada bab I. Dalam kajian ini, pengkaji menggunakan kaedah kuantitatif yang dijalankan secara tinjauan (survey) terhadap responden kajian yang terlibat. Lokasi Kajian Lokasi kajian ini terhad kepada sebuah sekolah menengah satu sesi yang terlelak di daerah Nibong Tebal. Populasi dan Sampel Kajian Populasi kajian ini adalah terdiri daripada pelajar tingkatan 2 di sebuah sekolah menengah satu sesi yang terletak di Daerah Nebong Tebal. Pemilihan pelajar tingkatan 2 ini adalah kerana mereka tidak terlibat dengan peperiksaan awam yang boleh mengganggu mereka. Seramai 60 orang yang terdiri daripada 30 orang lelaki dan 30 orang perempuan dari sekolah satu sesi tersebut telah dipilih mengikut prosedur persampelan rawak. Menurut Chua Yan Piaw (2006), prosedur persampelan rawak mudah digunakan untuk memastikan setiap unit atau subjek dalam populasi mempunyai peluang yang sama untuk dipilih sebagai responden kajian. Instrumen Kajian Menurut Fraenkel dan Wallen (2007) The term instrumentation refers to the entire process of collecting data in a research investigation. (Hlm : 144) Instrumen yang digunakan dalam kajian ini terdiri daripada satu set soal selidik yang dibahagikan kepada dua bahagian, iaitu bahagian A (5 items) : yang berkaitan dengan Demografi responden. Bahagian ini terdiri daripada jantina, jarak ke sekolah, pergi ke sekolah, skor awal tahun dan skor akhir tahun. Bahagian B mempunyai 25 items yang berkaitan tentang tekanan pelajar tentang persekolahn satu sesi dan kesan yang dialami oleh pelajar akibat persekolahan satu sesi. Skala pengukuran yang digunakan dalam bahagian B adalah jenis likert yang terdiri daripada lima skor utama seperti berikut : 1 = Amat tidak setuju. 2 = Tidak setuju. 3 = Kurang setuju 4 = Setuju. 5 = Amat Setuju. Kajian Rintis Kajian rintis (pilot study) merupakan kajian sejarah kecil-kecilan yang dilaksanakan sebelum kajian sebenar dilakukan (Chua Yan Piaw, 2006). Dalam kajian ini, pengkaji menjalankan kajian rintis yang bertujuan untuk mendapatkan maklumat awal berhubung kesahan dan keboleh percayaan instrumen yang dibina. Item-item ini dalam soal selidik telah diuji bagi memastikan sama ada terdapat kekeliruan, kesukaran menjawab, ketidak jelasan, salah faham, dan lain-lain interpretasi yang tidak jelas. Sampel yang terlibat dalam ujian ini terdiri daripada 60 responden di sebuah sekolah yang berhampiran dengan sekolah kajian. Hasil kajian rintis ini mendapati bahawa semua item dalam bahagian B (Faktor stress dan beban belajar) yang berunsur positif perlu digugurkan dan digantikan dengan item yang lebih sesuai mengikut objektif kajian ini. Kesahan dan Kebolehpercayaan Kajian rintis (pilot study) juga telah digunakan untuk menguji kesahan soalan kajian. Borang soal selidik telah dianalisis bagi melihat darjah kebolehpercayaan (cronbach alpha). Ujian kebolehpercayaan (reliability test) dilakukan terhadap soalan yang berkaitan dengan faktor stres, kesan stres dan beban belajar kepada kesihatan diri dan kehidupan dalam keluarga. Kepentingan ujian ini adalah untuk mengetahui tentang item soal selidik yang disediakan mempunyai kebolehpercayaan yang tinggi. Kesesuaian soalan telah dinilai dari segi kefahaman pelajar terhadap tatabahasa, kandungan dan masa yang diambil untuk menjawab semua soal selidik tersebut. Menurut Mohd Majid Konting (2004), pekali kebolehpercayaan yang lebih daripada 0.60 sering digunakan. Oleh itu, nilai alpha yang digunakan untuk ujian kebolehpercayaan ini ialah 0.60. Hasil kajian ini mendapati bahawa soalan faktor stres, kesan stres dan beban belajar kepada kesihatan diri dan kehidupan dalam keluarga mempunyai kebolehpercayaan yang tinggi. Jadual 3.1 di bawah menunjukkan hasil yang diperolehi daripada ujian kebolehpercayaan yang dilakukan. Jadual 3.1 : Nilai alpha ujian kebolehpercayaan (reliability test) faktor diri dan latar belakang kehidupan dalam keluarga. Stres yang disebabkan oleh faktor diri, interpersonal, dan organisasi adalah sebagai berikut : Analisis Data Pengkaji menganalisis data dengan menggunakan statistik deskriptif bagi menjawab soalan-soalan kajian. Data daripada borang soal selidik akan dianalisis menggunakan program SPSS for windows version 15.0 untuk mendapatkan kekerapan (frekuensi) dan peratusan bagi setiap soalan kajian. Data kajian diwakilkan dalam bentuk jadual dan rajah serta dibuat tafsiran umum. Manakala analisis data dibuat dengan membandingkan peratusan tertinggi dan terendah serta nilai skor min dan skor piawai bagi setiap soalan kajian. Kesimpulan Dalam kajian ini, pengkaji telah menggunakan kaedah soal selidik sepenuhnya untuk mendapatkan dapatan kajian daripada responden yang dipilih secara rawak tentang faktor-faktor yang menyebabkan stres dan beban belajar dan kesan stres dan beban kerja kepada kesihatan diri dan kehidupan dalam keluarga. Sebuah sekolah menengah harian satu sesi di daerah Nibong Tebal telah dijadikan lokasi kajian dan 60 responden telah dipilih sebagai sampel kajian yang terdiri daripada 60 pelajar daripada sekolah menengah tersebut. Hasil dapatan kajian ini akan disenarai dan dihuraikan secara terperinci dalam bab 4 akan datang.

Indian Literature Essay

INTRODUCTION Indian Literature, literature in the languages of India, as well as those of Pakistan. For information on the literature written in the classicial language,Sanskrit,.The Indian literary tradition is primarily one of verse and is also essentially oral. The earliest works were composed to be sung or recited and were so transmitted for many generations before being written down. As a result, the earliest records of a text may be later by several centuries than the conjectured date of its composition. Furthermore, perhaps because so much Indian literature is either religious or a reworking of familiar stories from the Sanskrit epics, the Ramayana and the Mahabharata, and the mythological writings known as Puranas, the authors often remain anonymous. Biographical details of the lives of most of the earlier Indian writers exist only in much later stories and legends, so that any history of Indian literature is bound to raise more questions than it answers. Often, much less is known about a n Indian poet who died in the early 19th century than of the English medieval poet Geoffrey Chaucer or of the Latin poet Virgil. II LINGUISTIC AND CULTURAL INFLUENCES Much traditional Indian literature is derived in theme and form not only from Sanskrit literature but from the Buddhist and Jain texts written in the Pali language and the other Prakrits (medieval dialects of Sanskrit). This applies to literature in the Dravidian languages of the south as well as to literature in the Indo-Iranian languages of the north. Successive invasions of Persians and Turks, beginning in the 14th century, resulted by about 1700 in most of India being governed by Muslim rulers. The influence of Persian and Islamic culture is strongest in literature written in Urdu, although important Islamic strands can be found in other literatures as well, especially those written in Bengali (Bangla), Gujarati, and Kashmiri. After 1817, when the British controlled nearly all of India, entirely new literary  values were established that remain dominant today. III THE TAMIL TRADITION The only Indian writings that incontestably pre-date the influence of classical Sanskrit are those in the Tamil language. Anthologies of secular lyrics on the themes of love and war, together with the grammatical-stylistic work Tolkappiyam (Old Composition), were once thought to be very ancient; they are now believed to date no earlier than from about the 1st to the 5th century ad. Later, between the 6th and 9th centuries, Tamil sectarian devotional poems were composed, often claimed as the first examples of the Indian bhakti tradition (see below). At some indeterminate date between the 2nd and 5th centuries, two long Tamil verse romances (sometimes called epics) were written: Cilappatikaram (The Jewelled Anklet) by Ilanko Atikal, which has been translated into English (1939 and 1965); and its sequel Manimekalai (The Girdle of Gems), a Buddhist work by Cattanar. IV MEDIEVAL INDIAN LITERATURE The first true works of literature in most of the main indigenous Indian languages tend to date from about 1200. Before then, any work of literature would have been composed in the literary languages: Sanskrit or one of the Prakrits in the north or Tamil in the Dravidian south. A  Sanskrit Epic Influence In this early period, which ended in about 1500, the main literary productions in all the languages of India were versions of stories from the Sanskrit epics and the Puranas. Many of the vernacular treatments of the Ramayana, Mahabharata, and Bhagavata-Purana, well known to educated Indian readers even today, were written during this period. For example, the first true Malayalam work, which is a version of the Ramayana, dates from about the 13th century. B Other Themes Other themes were also treated in medieval Indian literature. The earliest works in many of the languages were sectarian,designed to advance or to  celebrate some unorthodox regional belief. Examples are the Caryapadas, Tantric verses of the 12th century that are the earliest surviving works in Bengali, and the Lilacaritra (c. 1280), a Marathi prose account of the words and deeds of the founder of the Mahanubhava sect. In Kannada (Kanarese) from the 10th century, and later in Gujarati from the 13th century, the first truly indigenous works are Jain romances; ostensibly the lives of Jain saints, these are actually popular tales based on Sanskrit and Pali themes. Tales besides these sectarian works were composed; examples in Rajasthani are bardic tales of chivalry and heroic resistance to the first Muslim invasions—such as the 12th-century epic poem Prithiraja-raso by Chand Bardai of Lahore. Popular stories and ballads were also composed, such as those of East Bengal. Later important religious literatures developed that were associated with certain regional philosophies and sects: texts in Tamil from the 13th to the 15th century devoted to the medieval Hindu Shaiva-siddhanta sect; the works of the Lingayats (a Hindu sect devoted to the worship of Shiva) in Kannada, especially the vacanas, or â€Å"sayings†, of Basava, the mid-12th-century founder of the sect, and his disciples; and the Tantric texts, especially those from north-east India, which developed later into genres such as the mangala-kavya (poetry of an auspicious happening) of Bengal. This verse was addressed to deities such as Manasa (a snake goddess), purely local forms of the female divine principle called Devi . Most important of all for later Indian literature were the first traces in the vernacular languages of the northern Indian cults of Krishna and of Rama. The Krishna story developed in Sanskrit from the Mahabharata through the Bhagavata-Purana, to the 12th-century poem by Jaydev, called the Gitagovinda (The Cowherd’s Song); but in about 1400, a group of religious love poems written in Maithili (eastern Hindi of Bihar) by the poet Vidyapati were a seminal influence on the cult of Radha-Krishna in Bengal and the whole religio-erotic literature associated with it. C The Bhakti Tradition The full flowering of the Radha-Krishna cult, under the Hindu mystics Caitanya in Bengal and Vallabhacharya at Mathura, involved bhakti. The word bhakti implies a personal devotion to a god far different from the rituals of Brahmanism—an intense longing comparable to the desire of lovers or of a child separated from his or her mother. Indeed, bhakti may be conceived of in terms of all forms of human love. Although earlier traces of this attitude are found in the work of the Tamil Alvars (mystics who wrote ecstatic hymns to Vishnu between the 7th and 10th centuries), the enthusiasms of the Sufi mystics of Islam probably produced the surge of bhakti that flooded every channel of Indian intellectual and religious life beginning in the late 15th century. The sentiment was the same, but the recipient varied by region. Beside the writings of the devotees of Radha-Krishna, bhakti was addressed to Rama (an avatar of Vishnu), most notably in the Avadhi (eastern Hindi) works of Tulsi Das; his Ramcaritmanas (Lake of the Acts of Rama, 1574-1577; trans. 1952) has become the authoritative, repeatedly recited version of the Ramayana for the whole Hindi-speaking north. The early gurus, or founders of the Sikh religion, especially Nanak and Arjun, wrote bhakti hymns to their concepts of deity. These are the first written documents in Punjabi (Panjabi) and form part of the Adi Granth (First, or Original, Book), the sacred scripture of the Sikhs, which was first compiled by Arjun in 1604. In the 16th century, in other regions, bhakti was directed to other forms of divinity. For example, the Rajasthani princess and poet Mira Bai addressed her lyric verse to Krishna, as did the Gujarati poet Narsimh Mehta. V INDIAN LITERATURE OF THE MIDDLE PERIOD In the literature from about 1500 to 1800, the stream of reworkings of the traditional Sanskrit epics continued unabated, while at the same time the use of Urdu and of Persian literary forms arose. A Traditional Material In the 16th century, Jagannath Das wrote an Oriya version of the Bhagavata and Tuncattu Eruttacchan, the so-called father of Malayalam literature, wrote recensions of traditional literature. To these were added, particularly in the 18th century, a deliberate imitation of Sanskritic forms and metres in addition to a highly Sanskritic vocabulary by pandita, or â€Å"learned† poets, or by court poets like those of the Telugu-speaking kingdom of Vijaynagar. Historical events were recounted in 18th-century Assamese and Marathi prose chronicles, ballads, and folk drama involving much dance and  song. B Urdu Literature During this period, Indian literature was also written in Urdu, a new language. Urdu, spoken in the Delhi region, is similar to Hindi and contains many words from Arabic and Persian. The Urdu poets almost always wrote in Persian forms, using the ghazal for love poetry in addition to an Islamic form of bhakti, the masnavi for narrative verse, and the marsiya for elegies. Writing in Urdu began first in the Islamic kingdoms of the Deccan, where literary experiment was apparently easier and the prestige of the orthodox literary language, Persian, was less strong; it culminated there in the lyrics of Wali. Urdu then gained use as a literary language in Delhi and Lucknow. The ghazals of Mir and Ghalib mark the highest achievement of Urdu lyric verse. The Urdu poets were mostly sophisticated, urban artists, but some adopted the idiom of folk poetry, and this is typical of the verse written in Punjabi, Pushtu, Sindhi, or other regional languages. Poets such as Ghalib, for example, lived and worked during the British era, when a literary revolution occurred in all the Indian languages as a result of contact with Western thought, when the printing press was introduced (by Christian missionaries), and when the influence of Western educational institutions was strong. During the mid-19th century in the great ports of Bombay, Calcutta, and Madras, a prose literary tradition arose—encompassing the novel, short story, essay, and literary drama (this last incorporating both classical Sanskrit and Western models)—that gradually engulfed the customary Indian verse genres. The northern heartland of Delhi and Uttar Pradesh was the last to be affected by this new tradition; and because Muslims for the most part did not take advantage of the new education, Urdu writing preserved much of its integrity. Urdu poets remained faithful to the old forms and metres while Bengalis were imitating such English poets as Percy Bysshe Shelley in the 1840s or T. S. Eliot in the 1940s. Ghalib The celebrated Urdu poet Ghalib has often been termed a â€Å"light tower in the Urdu literature†. The Punjabi government established a Ghalib literary award in his memory, in 1998. Dinodia During the last 150 years many writers have contributed to the development of modern Indian literature, writing in any of 15 major languages (including, of course, English). In the process of Westernization, Bengali has led the way and today has one of the most extensive literatures of any Indian language. One of its greatest representatives is Rabindranath Tagore, the first Indian to win the Nobel Prize for Literature (1913). Much of his prose and verse is available in his own English translations. Anita Desai In her colourful novels and short stories portraying life in India, author Anita Desai describes the aspirations and struggles of ordinary people in her homeland. She published her first novel, Cry, the Peacock, in 1963. Globe Photos, Inc. Work by two other great 20th-century Indian leaders and writers is also widely known through translation: the verse of the Islamic leader and philosopher Sir Muhammad Iqbal, originally written in Urdu and Persian; and the autobiography of Mohandas K. Gandhi, My Experiments with Truth, originally written in Gujarati between 1927 and 1929 and now considered a classic. Although the bulk of later 20th-century Indian writing remains untranslated, several writers working in English are relatively well known to the West. They include Mulk Raj Anand, among whose many works the early affectionate Untouchable (1935) and Coolie (1936) are novels of social protest; and R. K. Narayan, writer of novels and tales of village life in southern India. The first of Narayan’s many works, Swami and Friends, appeared in 1935; among his more recent titles are The English Teacher (1980), The Vendor of Sweets (1983), and Under the Banyan Tree (1985). Among the younger authors writing of modern India with nostalgia for the past is Anita Desai—as in Clear Light of Day (1980). Her In Custody (1984) is the story of a teacher’s fatal enchantment with poetry. Ved Mehta, although long resident in the United States, recalls his Indian roots in a series of memoirs of his family and of his education at schools for the blind in India and America; among these works are Vedi (1982) and Sound Shadows of the New World (1986).

Bowen Theory: Emotional Cutoff. Retrieved

I definitely agree with many of the observations that Bowen made through his theoretical framework. If there is one concept that has stood out from among the rest it is none other than the concept of Emotional Cutoff. Bowen refers to this as an individual’s manner of managing many of his critically unresolved issues that he has had with his direct personal family or his family of origin (Bowen, 2004).Painful experiences with the family are â€Å"better† managed in the present when the members concerned are either being dealt with in a superficial way especially where emotional or sensitive concerns are the issue or the person chooses to distance himself from his source of pain by leaving or refusing contact with those members of his family (Bowen, 2004). Every human experience involves a causative factor that produces a kind of response. In explaining the behavior of people, we start our description with reference to some kind of active driving force: the individual see ks, the individual wants, the individual fears.Various psychologists describe motivation, in other words, as the driving force behind our behavior (Atkinson, et al. 1983). This is essentially very familiar to me especially that my family seemed to be in constant denial (especially both of my parents) about the failure of our home life. We were together but we existed in pieces because daily my father was an epitome of someone whose inner life seemed to be torn in disarray due to worry, unresolved anger and insecurity. He had started the vicious cycle of pain then emotional cutoff and on and on.He had distanced himself so much that he never bothered to attend to any of our graduation rites and he was forever busy, that was what he said. Eventually this spilled over to my relationship with my spouse and children; I tended to somehow demand things that were more reminiscent of those days with my family at home. I was fortunate enough that these days my spouse is a fierce watchdog over my tendencies and helped me overcome my disconnectedness which had started to threaten even to overwhelm my family as well at the early part of our marriage.

Domestic Violence And Its Effects On Children Essay

Domestic violence is physical or verbal abuse in the family most commonly used among spouses. Domestic violence is an issue facing this world in families across the world. People should learn more about domestic violence and ways to prevent it in their homes. Researchers have reported percentages of domestic violence in Timor-Leste differ across the nation’s thirteen districts, and are developed higher among urban than rural women (Meiksin, et al, 2015). This problem has many different controversial issues that can confuse people about what the actual definition of domestic violence is. Violence in a home can be damaging to someone’s self-esteem, can cause children to be involved in such danger, and it can result in a cause of death depending on how violent the situation is in that family. Domestic violence is something that families should not have to go through, but it does happen. â€Å"Domestic violence can be associated with mental health issues including anxiety, depression, alcohol and drug dependence, suicide attempts, and post-traumatic stress disorder† (Meiksin, et al, 2015). When a person is dealing with these mental health issues it can be hard for that person to control some of their actions toward an intimate partner. Even though it is hard to control, there is no excuse to hurt someone they love. Negative pregnancy outcomes such as fetal loss and impulsive abortion can be a result of domestic violence (Meiksin, et al, 2015). When women become pregnant, they shouldShow MoreRelatedThe Effects of Domestic Violence on Children1529 Words    |  7 PagesProject: The Effects of Domestic Violence on Children Trudy Root Kaplan University CM107-11 Children are negatively impacted by the surrounding of domestic violence in multiple ways, in which need to be identified. 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Domestic violence displaced many families because they are trying to get away from their abuser. Abuse can range from physical, mentally, emotional or psychological. One of every 5 woman are said to have experience an abuse from their partner. The effect of DomesticRead MoreEffects of Domestic Violence on Children908 Words   |  4 PagesEffects of Domestic Violence on Children by Mary Pelham English 1010-19 5 October 2011 Pelham i Outline I. Effects on younger children A. Feelings of deprivation Read MoreThe Effects Of Domestic Violence On Children963 Words   |  4 PagesThe Effects of Domestic Violence on Children Many children witness domestic violence each day. Most times, children witness their mothers being abuse by their fathers, step-fathers, or mother’s boyfriends. According to Couchenour and Chrisman (2011), â€Å"Women and children are at greater risk of being victims of abuse than are men† (p. 131). Witnessing violence or being abused at home has serious effects on children. This article explains the short-term and long-term effects that domestic violence hasRead MoreEffects Of Domestic Violence On Children990 Words   |  4 Pagesexposed to domestic violence at an early age, that child adapts to these adverse circumstance and situations (Holmes, 2013). Therefore, children who are regularly exposed to domestic violence may initially display less aggressive behaviors than children who are never exposed. However, this is due to their fear of being a victim of a physical assault (Holmes, 2013). This finding was interesting because it shows how deeply the children are affe cted by exposure to domestic violence. The children become