One of the current problems confronting Southeast Asian countries today is concerned with national language development. The problem at hand involves not only the general question of national language policy but also the technical question of national language development and standardization. The linguistic core of the problem lies in the fact that most of the countries in the area are multilingual. The present paper' is concerned with a brief description of multilingualism in the context of the development of Bahasa Indonesia, and will suggest some implications that may be relevant to the development of other national languages in Southeast Asia. MultilingualismMultilingualiSM2 is obviously a complex phenomenon. The magnitude of its complexity and its many facets have challenged the interest not only of scientists who are primarily interested in the general development of theories, but also of scientists and nonscientists with utilitarian objectives in mind. It interests linguists because it is a phenomenon intimately related to language, and because it raises problems such as the multilingual individual's linguistic competence and performance, the universality of the deep structure and the non-universality of the surface structure of language, and language usage and language development. Multilingualism interests sociologists because of its influence on the functioning of social units and institutions of various types, and because it poses intriguing questions 1 A revised version of a paper presented at the International Conference on Southeast Asian Studies, February I972, Kuala Lumpur, Malaysia. 2 The term bilingualism has also been used to refer to multilingualism. See, for example, Mackey (I968), who considers bilingualism as "the alternate use of two or more languages by the same individual."
The study explored the community perception of maternal deaths influenced by natural disaster, practice of maternal complications during natural disaster among the rural population in Bangladesh. It also explored the challenges faced by the community for providing health care and referring the complicated pregnant mothers during disaster. Three focus group discussions (FGDs) and eight in-depth interviews (IDIs) were conducted in the marginalized rural communities in the flood-prone Khaliajhuri sub-district, Netrakona district, Bangladesh. Flood is one of the major risk factors for influencing maternal death. Pregnant mothers seriously suffer from maternal complication, lack of antenatal checkup and even any doctor during flood. During the time of delivery, it is difficult to find even a skilled attendant and referring the patient with delivery complications to the healthcare facility. Boat is the only mode of transport. Majority maternal deaths occur on the boats during transfer from the community to the hospital. The rural people feel that the maternal deaths influenced by natural disaster are the natural phenomena. It needs some pre-preparation to support pregnant women during the disaster. There is unawareness of maternal health, related care and complications during disaster among the local health service providers and volunteers.
Bullying is a symptom that must be avoided and addressed to prevent serious physical injuries that could lead to death. In addition, it could negatively affect the mental or emotional wellbeing of victims. Despite a variety of psychological and counseling methods to deal with these symptoms, cases of bullying have increased over time, especially in global education. In view of this background, this study is conducted with the aims to elaborate the bullying concepts that threaten the lives of today's society, and to review the Islamic Tarbiyah system for bullying symptoms. The findings of this study revealed that a Tarbiyah system based on education is the most effective way to resolve bullying issues, problems, and symptoms. This is due to the fact that the Tarbiyah Islamiyah approach gives special focus to the provision of care, education, and upbringing based on the divine revelation sources of al-Quran al-Karim and the Sunnah of Rasulullah SAW. According to Ibn Qayyim al Jauzi's ideas, which were written and explained by Hasan bin Ali Hasan al-Hijazy in his work Manhaj Tarbiyah Ibn Qayyim, there are nine (9) types of Tarbiyah namely: (i) Tarbiyah Imaniyah (Educating Faith), (ii) Tarbiyah Ruhiyah (Spiritual Education), (iii) Tarbiyah Fikriyah (Educating the Mind), (iv) Tarbiyah 'Athifiyah (Educating of Feelings), (v) Tarbiyah Khuluqiyah (Educating Morals), (vi) Tarbiyah Ijtimaiyah (Educating the Community), (vii) Tarbiyah Iradiyah (Educating Ideals), (viii) Tarbiyah Badaniyah (Physical Education), and (xi) Tarbiyah Jinsiyah (Sex Education). This study further recommends that in order to reduce bullying symptoms and create a more stable, harmonious and safer living environment, the tarbiyah system should be used in Islam as one of its methods of education.
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