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"Laki-laki yang menyukai laki-laki dikenal dengan sebutan gay (pria homoseksual) (Emka, 2004). Walaupun keberadaan gay masih menjadi hal kontroversial di masyarakat, seperti manusia pada umumnya mereka juga memiliki figur attachment / significant others yang terus mengalami perubahan dari sejak kecil hingga masa dewasa. Pada penelitian ini akan dibahas mengenai gambaran attachment styles yang dialami oleh gay dalam rentang usia dewasa muda. Bowlby dan Ainsworth (dalam Colin, 1996) mendefinisikan attachment yakni kecenderungan makhluk hidup dalam membentuk ikatan afeksi yang kuat dengan orang lain yang dianggap istimewa dan bertahan dalam waktu yang lama terhadap figur tertentu yang ditandai oleh adanya keinginan untuk mencari dan memelihara kedekatan dengan figur tersebut, terutama pada saat-saat yang menekan, agar mendapatkan perasaan nyaman dan aman. Adult attachment style terbagi menjadi empat prototipe yakni secure, preoccupied, dissmising-avoidant dan fearful-avoidant (Colin & Feeney, 2004). Peneliti menggunakan metode kualitatif dengan wawancara dan observasi sebagai metode pengumpulan data utama untuk menggali gambaran gay dan attachment stylesnya. Subjek dalam penelitian ini adalah gay dewasa muda dan memiliki figur attachment. Dari hasil penelitian menunjukkan bahwa dua diantara tiga subjek gay tersebut termasuk dalam secure attachment style.

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Man who loves man or also known as gay (homosexual) (Emka, 2004). Although the existance of the gay community still become a controvesial matter in our people, like the people in general they had a figure attachment / significant others too which is experienced a continuously alteration from childhood to mature age. This research will examine about the description of attachment styles which is experienced by young adulthood gay. Bowbly and Ainsworth (in Colin, 1996) make a definition of attachment that is the tendency of living creature in making a strong bound affection with the other people who is special and last longer to a certain figure which is marked by the will to search and rise that propinquity with that figure, especially when in underpressure momment, so he/she got a good and secure feeling. Adult attachment style consists of four prototypes that is secure, preoccupied, dissmissing and fearful-avoidant (Colin & Feeney, 2004). The researcher uses a qualitative method as the main method to collect data then interview and observation as part of collecting data method for digging up the figure of the gay and attachment styles. Subject in this research is a young adulthood gay and have a figure attachment. From this research?s result shows that two of three gay subjects considered as secure attachment style."

"Buku yang berjudul "Menguak keindahan arsitektur dunia" ini ditulis oleh B. Kusuma. Buku ini berisikan arsitektur-arsitektur dari berbagai negara di dunia, dilengkapi dengan gambar-gambar."

"Penelitian ini melihat perbedaan gaya penyelesaian konflik yang digunakan oleh siswa sekolah-rumah dan siswa sekolah-formal yang sedang berada pada tahapan perkembangan remaja. Penelitian ini dilakukan dengan pendekatan kuantitatif. Partisipan yang terlibat dalam penelitian ini berjumlah 89 orang, yaitu 67 siswa sekolah formal dan 22 siswa sekolah rumah, kesemuanya adalah siswa SMA. Pengambilan partisipan penelitian ini menggunakan teknik incidental sampling Alat ukur penelitian ini mengadaptasi kuesioner Rahim dan Mager (1995). Berdasarkan uji signifikansi menggunakan independent sample t-test didapatkan hasil signifikansi dua ujung (2-tailed) dan signifikan pada l.o.s 0,05 yaitu gaya penyelesaian konflik jenis collaboration sebesar 0,009, gaya penyelesaian konflik jenis competition sebesar 0,002, gaya penyelesaian konflik jenis avoidance sebesar 0,022, dan gaya penyelesaian konflik jenis accommodation sebesar 0,048. Pada gaya penyelesaian konflik jenis compromise didapatkan hasil sebesar 0,892. Maka didapatkan hasil bahwa terdapat perbedaan yang signifikan pada gaya penyelesaian konflik jenis collaboration, competition, avoidance, dan accomodation antara siswa sekolah-rumah dengan siswa sekolah-formal dan tidak terdapat perbedaan yang signifikan pada gaya penyelesaian konflik jenis compromise antara siswa sekolah-rumah dengan siswa sekolah formal yang berusia remaja.

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This research investigate the differences of resolution conflict styles between adolescents? homeschoolers and formal school students. This research use quantitative method. Participants whose involved in this research were 89 adolescents, which consists of 67 adolescents? formal school students and 22 adolescents? homeschoolers. This research use incidental sampling technique. Instrument to measure conflict resolution styles in this research was adapted from Rahim and Mager (1995) conflict resolution questionnaire. Based on independent sample t-test technique, was found a significance 0,009 on collaboration style, 0,002 on competition style, 0,022 on avoidance style, and 0,048 on accommodation style. Those scores significance on l.o.s 0,05, means there is a significance differences on those styless between adolescents? homeschoolers and formal school students. On compromise type t score was 0,892 and was not found significance on this category between two groups of participants."

"Penelitian ini bertujuan untuk melihat hubungan antara gaya pengasuhan orang tua dengan regulasi emosi pada anak usia 3-6 tahun. Gaya pengasuhan diukur menggunakan PSDQ short version (Parenting Styles & Dimensions Questionnaire) (Robinson dkk., 2001), sedangkan regulasi emosi diukur menggunakan ERC (Emotion Regulation Checklists) (Ann & Cicchetti, 1997). Penelitian dilakukan terhadap 126 orang tua dari anak usia 3-6 tahun. Dari hasil penelitian ditemukan bahwa ketiga tipe gaya pengasuhan memiliki hubungan yang signifikan dengan regulasi emosi. Tipe pengasuhan otoritatif berkorelasi positif dengan regulasi emosi, sedangkan tipe pengasuhan otoritarian dan permisif berkorelasi negatif dengan regulasi emosi. Analisis lebih lanjut menunjukkan adanya hubungan positif yang signifikan antara tingkat pendidikan orang tua dan gaya pengasuhan yang dominan dilakukan. Perbedaan signifikan ditemukan pada tingkat pendidikan sarjana dibandingkan dengan pendidikan di SD hingga SMA.

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The aim of this study was to investigate the relationship between parenting styles and the emotion regulation of children ages 3 to 6 in Jabodetabek. Parenting style was measured by PSDQ short version (Parenting Styles & Dimensions Questionnaire) (Robinson dkk., 2001), while child emotion regulation was measured by ERC (Emotion Regulation Checklists) (Ann & Cicchetti, 1997). The participants of this study were 126 parents of children ages 3 to 6. The results of the study showed that all of the three parenting styles correlated significantly with child emotion regulation; authoritative parenting styles correlated possitively, while both authoritarian and permissive parenting style correlated negatively. Further analysis indicated a possitive correlation between parent?s level of education and authoritative parenting styles. Significant difference was found in level of bachelor compared to the education level of primary to high school."

"window glass is an essential component of most buildings but the transparancy of much glaass means it often goes unnoticed. modern window glass is almost invisible but historic glass usually has a tint or colour and variation in surface texture and thickness, all of which distort a transmitted (and reflected) image. this distortion contributes to the overall aesthetic quality of a historic building. it is important that any architectural conservation decisions, such as the retention and/or replacement of window glass, proceed from a possition of knowledge. The most important aspect of extant glazing is wheather or not it is original. this paper explores the use of a chemical analysis technique to determine the age of historic glass. "

"Some learners get it while others do nota fact of life for the professional trainer. This Infoline offers tips and tools to close the common learning gap. By exploring examples of typical training styles, along with their strengths and weaknesses, you will be able to choose appropriate training activities that get results. In addition, you will get detailed descriptions of educational and psychological assessment instruments that will help you jump start the process tailoring your training design to the learner."