Beggar at Damascus Gate

‘Yasmine Zahran was born in Ramallah, Palestine. She was educated at Columbia University, and London University. She earned a doctorate in archeology from the Sorbonne. She is the author of two previous books; one on ancient Palestine, Echoes of History, and a novel, The First Melody [3]. ’ A Beggar at Damascus Gate is a story of love, intrigue and mystery.It is quite difficult to classify it in a single genre. At one point it seems like a love story, at another, like a spy novel, and yet at other times, it just seems like a literary work of history [2].Cold and alone in a small inn, an archaeologist/professor, Foster comes across an old dusty canvas bag in the closet of his room. Opening this, he finds letters and journals. He hesitates at first, not wanting to go through someone else’s personal journals, but curious, he reads them, to discover that they belong to two lovers – A Palestinian woman Rayya, living in exile in France and an English man Alex. Th ey were married to each other. What follows is a well crafted novel, weaved with passages from the lovers’ journals. Foster is fascinated, and decides to compile the journals and letters into a single manuscript, and get it published.Zahran’s novel can simply be called a master piece. â€Å"It is story about lovers of two contending cultures. † Rayya is a deeply patriotic woman, completely devoted to her cause, of seeing Palestine as a free and sovereign state. A lot of the narrative is based on Rayya’s determination. The book is set in the time immediately after the 1967 Arab-Israeli conflict. Palestine is under military occupation. Britain has colonized Palestine. There relationship is marred by political instabilities, and stubborn national loyalties. When Rayya and Alex first come to know each other, Zahran follows a light-hearted course.Both tease each other about their backgrounds, their different cultures and their different heritage. But slowly an d sadly, this emerges into a much deeper rebellion – both begin getting suspicious about each other. Is Rayya more devoted to her homeland, or to her love? Is Alex really the man he shows himself to be [2]? Suspicions begin when Rayya discovers that Alex can speak Arabic [4]. She begins fearing that he could be an English spy. There relationship is painful and poignant. At times, out of national loyalty, both try to separate from each other, but emotions continue to draw them together.Rayya’s suspicions eventually cause Alex’s death [4]. The narrative follows the eight year relationship between the two. Zahran also brings out the contemporary Palestinian culture and thought to life. In fact, the plight of the Palestinians’ is what stands out most in the book. Even something as strong as true love is not able to bring two people from these two vastly different cultures together. The fate of the Palestinian people hangs continually over their relationship a nd the story follows a tragic path of treachery and suspicion. The book shows the â€Å"collective psyche of the Palestinian people, and what the ‘Nakba’ did to it [2].† Palestinians were expelled from their territory, where Israel was born. The Palestinian exodus is called the ‘Nakba,’ meaning disaster. Zahran cleverly intertwines snatches of the journals in the narrative, and we come across Rayya’s poetry, which is very moving. Her writing is dreamlike and full of feeling, ‘A poetic, empowering portrayal of the struggle for liberation – both personal and political liberation [2]. ’ Foster spends ten years looking for the couple desperately, and finally, is about to give up hope, till he actually finds Rayya.The tension builds up, and ultimately, Zahran brings us to an anti-climax, as life often is [2]. Good does not always triump over evil, nor does love over hate. Zahran avoids using cliche’s [2]. What she depicts is the true plight of millions displaced from their very homeland. The relationship between Alex and Rayya too is not a typical one. Both have their national loyalties, and will abide by them no matter what. Rayya, in particular is passionately devoted to the Palestinian cause. Never does Zahran isolate the characters from the life around them.It is indeed the life and the war around them that lead to their separation. What many critics believe is that Alex probably never truly understood Rayya’s passion for her homeland, since he had never lived a life of oppression. He did not understand what it was like to have your home country and people under military occupation, for years. Rayya, on the other hand had been brought up in a time and region of constant political instability and military warfare. The experiences in her life had shaped her into an intensely patriotic, strong person, defending her cause, her people and her nation.Written in first person, from the mind of Fo ster, Zahran has built up an interesting and engaging narrative structure that keeps the reader captivated. In fact many have found Zahran’s writing almost magical, and strangely close to life. Her style is deceptively simple. It can undoubtedly be accepted that ‘A Beggar at Damascus Gate’ is one of the best works of contemporary literature. The book is also a beautiful preservation of an emotional human relationship, and the culture and life of a daunting era. The book ends vaguely, but Zahran has made herself clear. The tragedy lies not only in Alex and Raya’s alienation.It lies in the damage war and conflict can do. Zahran states it herself – â€Å"Love is a constantly changing landscape [1]. † Even though the lovers cannot be together by the end, Zahran does not leave the reader dejected. What Rayya and Alex shared may not have lasted, but it left its impact. For both, the relationship proved to be a journey of self-discovery; â€Å"the final resolution surprises them both and reveals a depth to their commitments that neither had previously realized [3]. † It also proved to be a deep experience for Foster, and resulted in his determination to find either of the two, and to get the manuscript published.What is more haunting is the fact that readers, even today can understand the strife of the characters – Palestine is still far from free. Rayya’s dream is still a dream; her homeland is still not free. As Marzahn stated in her review; â€Å"We all need a little place to call home, a little piece of world to which we belong. The realization for some people that it is not possible to return home is one of sorrow. Reading The Beggar at Damascus Gate by Yasmin Zahran brings to the forefront that poignant struggle facing many Palestinians.It is a book that makes one think about home, loss, and the just cause [4]. † Works Cited: 1. Zahra, Yasmin. A Beggar at Damascus Gate. The Post Apollo Press, ISBN: 0-942996-24-0 2. Amazon Reviews, A Beggar at Damascus Gate, retrieved from http://www. amazon. com/Beggar-at-Damascus-Gate/dp/0942996240 3. Swensen, Cole and Cooke, Miriam, A Beggar at Damascus Gate (short review), retrieved from http://www. postapollopress. com/A_Beggar. html 4. Marzahn, Michelle A. A Beggar at Damascus Gate: A War Between Emotions and Politics, Book review from Al Jadid, Vol. 2, No. 7, May 1996

Frankfurts notion of Second Order Volition Essay

Frankfurts notion of Second Order Volition - Essay Example Frankfurt’s essay opens with his views on the concept of â€Å"person†. When his contemporaries seek to define a person as merely a body with states of consciousness, Frankfurt begs to differ. He states that a person is not just the singular form of ‘people’. It does not merely refer to the members of certain biological species with a set of specific physical and mental characteristics that are supposed to be uniquely human. Humans are not the only creatures with desires, motives and choices. But it is the capacity of reflective self-evaluation and a desire to be different from what they are that makes the persons a class apart from the other living beings.The primary feature that differentiates a person from other creatures is his structure of will. To define â€Å"will†, one needs to first understand the concept of first order desire. A first order desire is simply a desire for something or a desire to do or not to do one thing or another. For exam ple, a desire to smoke a cigarette or to watch a movie or to read a book is a first order desire. ... Therefore, a desire which determines the behaviour of a person at a critical moment and leads him to action in the presence of other conflicting desires is termed as will. (Frankfurt, 1971, pp. 4-5) To define â€Å"free will†, Frankfurt introduces another type of desires- second order desires. A second order desire refers to a desire about a first order desire or a desire to have or not to have a first order desire. Or in other words, a second order desire is a manifestation of the uniquely human ability of reflection on one’s first order desires. For example, a habitual smoker may have a desire to smoke but a smoker who is trying to quit may want â€Å"not to have a desire to smoke†. The latter is a case of second order desire.It is these second order desires that are regarded as a mark of ‘personhood’. (Frankfurt, 1971, p. 3) Second order desires which refer to effective first order desires are termed as second order volitions. In simpler terms, wh en a person wants a second order desire to be his will, it becomes a second order volition. To illustrate the concept better, we may take the example of a psychologist dealing with a drug addict patient. To understand his patient better, he may want to have the desire for drugs (second order desire). But he does not want his desire to be effective (to actually take drugs). The doctor thus demonstrates a second order desire but no second order volition. It is not second order desire but second order volition that is essential to being a person and this leads us to the definition of free will and freedom of action.((Frankfurt, 1971, p. 5) Free will is a situation wherein a person’s second order volition determines his behaviour. The definition of â€Å"freedom of will†

Final Essay on Law Example | Topics and Well Written Essays - 1500 words

Final on Law - Essay Example The concerns of a structural functionalist include the ability of the system to meet its needs as well as any form of dysfunction in it or how the feedback mechanism reflects a system’s efficiency. Moreover, he is interested in changes that are lasting and become part of the institution as well as culture and the location of authority in the system as the key in the identification of decisions and their nature (Powers 153). In understanding the perspective of a structural functionalist with respect to the criminal justice system, it is important to note that the latter is underpinned by several principles. The first principle is that society can be viewed as a system rather than as a cacophony of individual choices and actions. Second, society is being held together by values and culture that its members share and hold together. The third principle is that the institutions within society play a role in stabilizing it. Finally, change is ever present in a social system, but thi s takes place slowly and is driven by the abandonment and dropping of institutions that are flawed and do not contribute to or are not in harmony with an efficient social system (Garner 324). The framework of the criminal justice system

Understanding Challenges In The Third Sector Essay - 4

Understanding Challenges In The Third Sector - Essay Example I realized that human resource is a challenge to the third sector. Specifically, distinction between the role of the volunteer and the regular employees often bring many challenges (Tilly, 2011 p 23). among them include planning the activities of the agency with the volunteers. The agency depends on the human resource in running its activities an aspect that makes reliance on the volunteers quite challenging. As the name suggest, a volunteer may seize to be a staff of the agency. I think soliciting funds is a challenge to the agency because it has a direct impact on running the activity of the organizations. Before the children get into the hands of their adopters, for instance, they live under the care of the agency. This means that the agency has to solicit funds that can sustain the program. Moreover, the agency does know when the adopters would knock at the agency’s door. I think this explains the reasons for allocating funds for nearly every person under the umbrella of the organization. Although third sector has been in place for a number of years, lack of understanding between funders and state based purchasers makes the running of the agency quite hard. I believe that this misconception is worrying because it shifts the attention of either group, an aspect that might dent the functions of the organization. Arguably, lack of awareness among the main players contributes to this situation (Tilly, 2011 p12). Further, the recognition of the brands used by the third sector is an important step that would help in changing the situation. I think formalization of the activities of the firm would not only influence the future state of the firm, but also change the present trends in handling issues within the agency. I think distinction between the beneficiaries and the other persons is gnawing at the agency. In turn, the reverberation of this challenge affects normal activities

Chp 24 dis Essay Example | Topics and Well Written Essays - 250 words

Chp 24 dis - Essay Example or and the promisee), the amount of consideration (money) to be paid, terms of payment (include date of payment or how the payment is to be made) and in case of interest, then it is also indicated in the note. The above are the conditions and instructions present in a promissory note and after it is signed, it is considered legally binding (Miller and Jentz, 394). In the above mentioned case, even though the defendants were acting only as agents of the real promisor who is Sunshine Sales Corp., the promissory note that they signed did not indicate that and hence they are the once considered to be the promisor in this situation. The defendants indicate that a bank officer promised to type the name but they have no witnesses or evidence of such a conversation and hence it cannot hold water in a court of law. They are therefore liable on the notes and all the evidence from the promissory notes states that. If only they had indicated the name of Sunshine Sales Corp. or they had waited until the name was indicated by the bank officer, then they would not be liable as they are

Stastistics Assignment Example | Topics and Well Written Essays - 2250 words

Stastistics - Assignment Example In order to calculate the risk, uncertainty estimates are provided by HSBC bank. The ‘Mean’ of uncertain returns for US Super Cars are equal to $2,092,868 and the fixed amount offered by HSBC is $2,150,000. If the uncertain revenues and the amount offered by HSBC are compared, the offer appears to be a very beneficial for US Supper Cars as the uncertain revenues are less than the money offered by HSBC and also by accepting this offer the exchange rate risk will be transferred from USA Super Cars to HSBC. In addition US Super Cars will not have to pay any additional charges (contractual fee etc.) to enter into the contract. Introduction The today’s business environment is highly globalized and is truly lacking borders. The businesses have moved beyond domestic and national boundaries to include markets around the globe which has resulted in the increased interconnectedness of distant localities. The goods produced in one area of the world are consumed in a separate distant locality. The companies are outsourcing their productions to areas where labor or material costs are lower in the effort to earn higher profits. When local competition intensifies the organizations start catering to markets in other countries where competition is less and market is relatively immature. In such cross border transactions, organizations are exposed to exchange rate risk which they will not face if they are involved in merely domestic transactions. Moving beyond the boundaries has several positive as well as various negative aspects. On the positive side, the market is expanding day by day and the number of customers is increasing with the same proportion, therefore, the business sales increase rapidly. Keeping in view the fact, the US Super Car company has taken a step to sell their luxury sport cars in five (5) countries including the United Kingdom, Japan, Canada, South Africa and United State of America. While doing business across the world, there is alway s a risk of fluctuation in the exchange rate that may result in an increase or decrease in the profit margin. There are certain calculations include but not limited to the standard deviations, mean, average, sum, and the profit which needs to be performed in order to cope with exchange rate uncertainty. Mean & Standard Deviation Initially, it is vital to calculate the mean, standard deviation and variance on the selling price of the customer. In order to perform the calculations, it is equivalently important to convert / exchange the money currencies into dollars (as we need to answer in dollars) (AGAInstitute, n.d). The following table shows the details of the calculated values of the mean, standard deviation and variance. In order to calculate the uncertain revenues in dollars, the dollar per local currency rate provided by HSBC bank is multiplied by the selling price and the quantity for example in order to calculate uncertain revenues generated by sales in UK, $1.41/? mean provi ded by HSBC is multiplied by the selling price in the UK which is equal to ?57,000 and the quantity sold (12). The product obtained is the uncertain revenue generated through sales in the UK. The same process is repeated to get uncertain revenues in each individual foreign country (Japan 1, Japan 2, Canada 1, Canada 2, and South Africa). The total

Research proposal Essay Example for Free

Research proposal Essay Roselle Jardin Ranario, DPA Research Adviser October 2013 ACKNOWLEDGMENT Thinking that this was impossible to achieve made us realize that everything would be possible especially with enough help and support from people around us. Not only motivating us but also helped us to pursue our goal. They gave us the courage to do good and guided all throughout. It is our pleasure to thank those who made this possible. To our Heavenly Father, for His divine providence and for giving us enough strength. To our families, for their moral and financial support especially during difficult times. To our very supportive adviser, Dr. Roselle Jardin-Ronario, DPA for giving us words of wisdom and guiding us all throughout. Thank you also for the patience and encouragements. TABLE OF CONTENTS TitlePage Number INTRODUCTION Rationale4 Theoretical Background7 Statement of the Problem13 Significance of the Study14 RELATED LITERATURE15 RESEARCH METHODOLOGY22 Research Design Research Environment Research Respondents Research Instrument Selected based on the performance Data Gathering Procedures23 Treatment of Data DEFINITION OF TERMS24 BIBLIOGRAPHY25 APPENDICES28 CURRICULUM VITAE29 Introduction Rationale The love and eagerness to know is the beginning of a beautiful journey towards learning. The moment we want to know about any concept, we tend to  develop attachment towards it. By then, we would like to learn more about the concept and would do anything to know better. Statistically, Mathematics has been the academic subject that has presented the greatest challenge to many students. Many researchers suggest that difficulties in learning mathematics begin as early as pre-school. They argue that inadequate knowledge and ineffective teaching by some teachers plant the seed for future complications in the mathematics classroom. In an effort to address the challenge of poor academic performance in math, there is an abundant amount of literature and research on improvement in methods of math instruction. Since then, teachers are trying to utilize their creativity and initiative to grasp more strategies on how to develop the mathematical ability of learners effectively. The students start to dislike math because they do not understand. It builds up each grade level to the point that they hate it because they have difficulty in learning. The learners were not able to master the competency that they need to master each grade level. And because of this, learners develop attitude and anxiety towards math. Computer assisted instruction being used by many Asian countries in school especially in teaching math subject is of great help for both teachers and students. This can help learners understand well the concept of numbers, symbols, and objects through clear visual, accurate, and fast learning process and develop more of their mathematical ability. Through this, learners are now more confident to learn math and learning is more effective when teaching-learning method is incorporated with both verbal and visual entity with the use of computer assisted instruction. This concern draws an interest to the researchers to know the Asian people’s math attitudes and anxieties in computer assisted instructions. The researchers attempt to help the learners to appreciate math more and with it, they will be able to start learning math better. In the long run, the learners will be able to develop their mathematical ability and be able to make use of it on their future chosen field. With the findings, the  researchers may also be able to relate it to the math learners since the researchers themselves are also a math instructor in one of the schools in Asia. The researchers may come up with effective strategies in the teaching-learning environment with the learners to improve their math performance. Theoretical Background This study is anchored by these two theories; Bandura’s Social Cognitive Theory and Vygotsky’s Social Constructivist Theory. Bandura’s Social Cognitive Theory is composed of four processes of goal realization: self-observation, self-evaluation, self-reaction and self-efficacy. These components are interrelated, each having an effect on motivation and goal attainment (Redmond, 2010). Self-observation–Observing oneself can inform and motivate. It can be used to assess one’s progress toward goal attainment as well as motivate behavioral changes. There are two important factors with regards to self-observation: regularity and proximity. Regularity means the behavior should be continually observed, whereas proximity means the behavior should be observed while it occurs, or shortly after. Alone, self-observation is insufficient because motivation depends on one’s expectations of outcomes and efficacy (Zimmerman Schunk, 2001). Self-evaluation– Self-evaluation compares an individuals current performance with a desired performance or goal. It is affected by the standards set and the importance of the goals. Goals must be specific and important; therefore, goals such as, do your best are vague and will not motivate. Schunk and Zimmerman (1994) state that specific goals specify the amount of effort required for success and boost self-efficacy because progress is easy to gauge. If one has little regard for his goal he will not evaluate performance. There are two types of self-evaluation standards: absolute and normative. For example, a grading scale would be an example of a fixed or absolute standard. A social comparison such as evaluating one’s behavior or performance against other individuals is an example of a normative standard  (Zimmerman Schunk, 2001). People gain satisfaction when they achieve goals that they value. When individuals achieve these valued goals, they are more likely to continue to exert a high level of effort, since sub-standard performance will no longer provide satisfaction (Bandura, 1989). Self-reaction– Reactions to one’s performance can be motivating. If the progress made is deemed acceptable, then one will have a feeling of self-efficacy with regard to continuing, and will be motivated towards the achievement of their goal. A negative self-evaluation might also be motivating in that one may desire to work harder provided that they consider the goal to be valuable. Self-reaction also allows a person to re-evaluate their goals in conjunction with their attainments (Bandura, 1989). If a person has achieved a goal, they are likely to re-evaluate and raise the standard (goal); whereas, if a person has not achieved the goal, they are likely to re-evaluate and lower the standard (goal) to an achievable goal. Self-efficacy– One’s belief in the likelihood of goal completion can be motivating in itself (Van der BijlShortridge-Baggett, 2002). Self-efficacy refers to peoples judgements about their capability to perform particular tasks. Task-related self-efficacy increases the effort and persistence towards challenging tasks; therefore, increasing the likelihood that they will be completed (Barling Beattie, 1983, as cited in Axtell Parker, 2003, p. 114). Vygotsky (as cited by Whitcomb, 2002) stresses that cognitive development is a social activity. â€Å"Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological).† Adolescents develop their own thoughts and attitudes through social interaction and communication with peers and other members of society. (Rogoff, et al, 2007). They can also learn by observing the activities and interactions of others in a social setting. Adolescent students must have access to a more knowledgeable person or persons with whom they can communicate and interact socially. Realizing this will help keep teachers aware of just how meaningful their interactions and attitudes  are to a student, and how what they say and do can influence a student. Depending on the social context of the classroom, a student may benefit from being able to interact freely and socially with other students as they learn. The teacher may be socially less approachable in the classroom context. A ten year study at Harvard (Crouch, Mazur, 2001) showed that most students learn more from group learning activities than they do studying alone or listening to the teacher dispense information. When students are required to explain their ideas to their peers in a dialogue, rather than recite whatever â€Å"correct† explanation the teacher has told them, they more fully engage their minds, using their own cultural tools and opening their own personal beliefs to eventual modification. Vygotsky’s important notion state that students learn most effectively when they are given tasks which are a little too difficult for an individual to accomplish alone but can be mastered through social cooperation, is called teaching in the students’ Zone of Proximal Development (ZPD). What he means is that if the lessons and tasks given to a student are not close enough â€Å"proximal† to what the student finds challenging, then the student will not develop. Trivial exercises result in mostly boredom and little to no cognitive development. On the other end of the spectrum, if a task is too difficult for students, even when they can work together, then they will simply fail at it and also achieve little development. So there is an optimal zone, or â€Å"magic middle†, where students are challenged, but can cooperate socially to increase their mastery of the task. Such a task is said to be within the ZPD. The concept of a ZPD can also be applied to the way adolescents think and develop. Most adolescents want to develop into adults and join adult society, perhaps to be free from their diminished status below the adults within society, particularly in our culture. If we consider that operating within the ZPD is the most efficient way to develop the cognitive and social functions of an adult, then it is only natural that adolescents tend to form groups of their peers and then attempt to understand and imitate adult social and cultural behaviors. The ZPD is very strongly evidenced by classroom studies. A study at the University of Illinois (Wenning, Wenning, 2006) on the implementation of new inquiry-based lab activities, which are more challenging and more work for  both students and instructors, found that these new and difficult activities must be introduced gradually. The research group achieved great success when they began the course with lab activities that were the easiest to understand within the pre-existing scaffolding (in this case, their educational background) and within the students’ ZPD. As the course progressed, the lab activities became increasingly complex, but the students continued to succeed and increased their skills and understanding. By working within their ZPD, they were able to shift it ever higher and achieve mastery, just as Vygotsky would have predicted. When I become a physics teacher, I know I will have to use this same approach: First I will have to investigate and identify my students’ ZPD, as they did in the Illinois study.(Wenning, Wenning, 2006). Statement of the Problem This study aims to examine the relationship of Math attitude and anxiety of students in computer assisted instruction across Asian countries. Specifically, this study aims to know the following: 1. What is the Math attitude of the learners across Asian countries? 2. What are the levels of Math anxiety of the learners across Asian countries? 3. What are the types of computer assisted instruction in Math across Asian countries? 4. What are the effects of computer assisted instruction in Math attitude of the learners? 5. What are the effects of computer assisted instruction to the levels of Math anxiety of learners? Significance of the Study The results of this research study categorically benefited from many sectors of the educational institutions by providing information on the results of the performance in terms of students language achievement that will enable the teachers to know the students areas of difficulty and strength, thereby guiding them in reconstructing their program of teaching to suit their needs. Among the persons who will be directly or indirectly benefited are the following: To the principal concerned, the results of this research  study may give her insights which would encourage her to plan projects designed to improve the quality of language teaching in the public school like Minglanilla National Science High School as the lead school of all public secondary schools in the Municipality of Minglanilla, Cebu Province. The district coordinator in English of the Municipality of Minglanilla as a researcher will benefit from the experimental study for future references. He has been provided with the d ata and information necessary for his experimental analysis utilizing the macro-skills learning performance intended for High School students, particularly in science classes. This will help the English teachers in Science High School realize in order for them to understand the new approaches in teaching and to be able to use the techniques and procedures effectively. Thus, it is necessary to bring their training up-to-date. They should as well encourage independent thinking and free communication of notions among the students concerned using the tools of expressions acquired in English class because this is the eventual aim of language teaching. To the first year teachers assigned to teach pilot classes as formative years in first year, it may enable them to realize that they should understand evaluation and procedures with emphasis on experimental viewpoints and learning approaches not only them as teachers but also their students so they can integrate with their own teaching and testing. More significantly, they will realize that in fairness to their students, they should test what they really teach. The secondary freshmen as student entrants of Minglanilla National Science High School will further ameliorate their savvy based on the structured lessons and differ mentally according to the departmentalized lessons, advanced lessons presented, and general learning performance based also on their intellectual aspects of learning. It will enable the students in general to grasp at the innovative teaching-learning approaches shared with them not only by the teachers but also by the freshmen pilot classes in terms of the four (4) areas of English language teaching, namely, listening, speaking, reading and writing as sequenced in the lessons. Finally, the learning institution should initiate and institute a re-training program for the students as the training ground for them to go for the next higher level. REVIEW OF RELATED LITERATURE The learning of mathematics is affected by the confidence of learners in their mathematical abilitiesand the attitudes, beliefs, and feelings they harbour towards mathematics (Coben, 2003 as cited by Kerlinger 2004). Their conceptions of the subject and their perceptions of themselves and of their relationship to mathematics lie at the heart of their mathematics learning behaviour (Philippou Christou, 1998). For fear of embarrassment, many adults go to great lengths to avoid admitting that they experience reading difficulties, yet it appears to be normal, even acceptable, in modern life to readily admit to a dislike and misunderstanding of mathematics. Sewell (1981) suggested that at least half the population, including many with high mathematical qualifications, had negative attitudes to mathematics, ranging from lack of confidence to anxiety and even fear. According to Bandura’s sociocognitive theory, student’s motivation is a construct that is built out of individual learning activities and experiences, and it varies from one situation or context to another as cited by Pantzaira Philippou, 2007. Schereiber (2000) said that those who have positive attitudes towards Mathematics have better performance in Mathematics. Latterell (2008) writes in her book about the â€Å"Math Wars† that â€Å"Japanese people believe in gambae. Gambae means that one is successful if one works hard enough to be successful. One’s attitude and behavior must match the belief that hard work leads to success† (p. 126). Considering the results of the TIMSS, American students are no competition for Japanese students in mathematics. Japanese and other Asian students consistently outperform American students in mathematics (Latterell, 2008) and innumeracy. â€Å"Those with low mathematical abilities are likely to have more negative attitudes toward the subject and less inclination to make the effort to improve their mathematical abilities† (p. 212). Hammerman and Goldberg (2003) also state that to become successful in mathematics requires a positive attitude and belief in one’s ability to succeed. The factors affecting mathematics anxiety were mathematics achievement,  attitude toward mathematics, trait anxiety, and debilitating anxiety.^ Mathematics attitude, mathematics achievement, field indepedence, and the anxiety measures were found to be significant predictors of level of mathematics anxiety. Math anxiety is a real problem facing students, teachers, and parents. Teachers and parents that are afraid of mathematics pass that on to their students and children (Furner Duffy, 2002). Students who have math anxiety face real and long-lasting consequences. Ashcraft and Kirk (2001) describe the common belief that because of â€Å"long-term avoidance of math, and their lesser mastery of the math that couldnt be avoided, high-math-anxiety individuals are simply less competent at doing math† (p. 224). Extensive literature demonstrates that anxiety, stress, lack of confidence, and phobic reactions in the face of mathematical problems are exhibited in most modern cultures (Macrae, 2003), and math- anxiety is commonly characterized by feelings of tension, apprehension, or fear that impacts on mathematical performance (Ashcraft, 2002). It is associated with loss of self-esteem in confronting a mathematical situation (Acelajado, 2004), negative reactions to mathematical concepts and evaluation procedures, and with many constructs including working memory, age, gender, self-efficacy, and mathematics attitudes (Cates Rhymer, 2003). Students faced with the dual burdens of intractable content and math-anxiety a posteriori tend to have weak or negative mathematics self-efficacy beliefs. Bandura (1986) defined self-efficacy beliefs as â€Å"people’s judgements of their capabilities to organize and execute courses of action required to attain designated types of performances† as cited by Chiu 2009. Self-efficacy beliefs are a better predictor of success than an inventory of skills or prior achievements, and relationships have been found between self-efficacy for solving mathematics problems and mathanxiety, mathematics attitudes, general mental ability, mathematics self-concept, and mathematics experience (Finney Schraw, 2003). Yà ¼ksel-Åžahin (2008) said that Mathematics anxiety has to do with a sense of discomfort while required to work on mathematical problems (Hadfield   Trujillo, 1999; Ma, 2003). Low grades or failure in mathematics could also lead to mathematics anxiety or exasperate students’ existing levels of anxiety for mathematics (Ma Xu, 2004; Norwood, 1994; Reynolds, 2001; Satake Amato, 1995; Townsend, Moore, Tuck, Wilton, 1998). Failure in mathematics, fear and anxiety about it could cause extreme feelings of dislike about mathematics. Indeed, Hopko et.al. (2003) observed that persons with mathematics anxiety make more mistakes in dealing with mathematics problems. Poor performance in mathematics has been linked to an increase in mathematics anxiety (Furner Duffy, 2002; Hopko et.al., 2003). Megan R. Smith (2004) said that Math anxiety is a real problem facing students and teachers today. The mathematics teacher especially needs to understand the causes and effects of math anxiety as well as ways to help students overcome it. There are many symptoms of math anxiety including an unwillingness to attempt mathematics problems, a fear of taking advanced mathematics classes, and being unusually nervous when in mathematics class. Math anxiety hinders students working memory (Perina, 2002). It occurs at different ages in different people for different reasons. The main cause of math anxiety is the teacher himself It has been shown that students tend to internalize their instructors interest in and enthusiasm for teaching math (Jackson and Leffingwell, 1999). It is imperative when teaching mathematics that the teacher progresses from simple problems to complex ones (Schwartz, 2000). The students also need to have support systems in mathematics, whether this comes from their parents at home or with other students at school (Schwartz, 2000). The greatest prevention of math anxiety is the teacher himself. As stated before, the teacher needs to have a positive attitude when in class and needs to be willing to help students. The teacher must believe in the students even when they do not believe in themselves. Math anxiety is a real problem facing students, teachers, and parents. Teachers and parents that are afraid of mathematics pass that on to their students and children (Furner Duffy, 2002). Students who have math anxiety  face real and long-lasting consequences. Ashcraft and Kirk (2001) describe the common belief that because of â€Å"long-term avoidance of math, and their lesser mastery of the math that couldnt be avoided, high-math-anxiety individuals are simply less competent at doing math† (p. 224). Indeed, Hopko et.al. (2003) observed that persons with mathematics anxiety make more mistakes in dealing with mathematics problems. Such mistakes lead to lower grades in mathematics which in turn increases anxiety about math. Computer-assisted instruction (CAI) Computer Aided Instruction (CAI) is a narrower term and most often refers to drill-and-practice, tutorial, or simulation activities. Computer based tools and applications are used to assist the teacher or school administrator in the management of the learner and instructional process. Computer Assisted Instruction (CAI) A self-learning technique, usually offline/online, involving interaction of the student with programmed instructional materials. Computer-assisted instruction (CAI) is an interactive instructional technique whereby a computer is used to present the instructional material and monitor the learning that takes place. Computer – based instruction is a remediation or instruction presented on a computer according to the American Institute of Research, 2004. Johnson (2000) said that the computer opens a wide range of resources. When correctly used, they give learners a different level of experience and bring new style and height of analysis in the classroom. In the Philippines, the Department of Education is in the final stage of completing the five – year Information and Communication Technology for Education Strategies Plan as Lapus (2008) puts it. Computer – based instruction is a remediation or instruction presented on a computer, the American Institute of Research (2004) reiterated. CAI is also known as Computer Assisted Instruction. Examples of CAI applications include guided drill and practice exercises, computer visualization of complex objects, and computer-facilitated communication between learners and teachers. CAI can dramatically increase a learners  access to information. The program can adapt to the abilities and preferences of the individual student and increase the amount of personalized instruction a student receives. Many students benefit from the immediate responsiveness of computer interactions and appreciate the self-paced and private learning environment. Moreover, computer-learning experiences often engage the interest of students motivate them to learn and increase independence and personal responsibility for education (Microsoft Encarta, 2008 as cited by Vibar et. Al, 2010). As mentioned by Hergenhahn and Olson (1997) Computer Aided Instruction (CAI) motivates students to learn in ways that traditional instruction may not by providing immediate feedback, personal attention, exciting visual displays, and a game-like atmosphere. In fact, students are often so motivated by CAI that depriving them of their turn with the computer acts as punishment, and giving them additional time with the computer that acts as re-enforcement. Research Methodology Research Design This study will employ quantitative approach of data analysis and presentation. It utilizes descriptive correlation method of deriving data from 4 different Asian countries namely: Malaysia, Indonesia, Singapore and Philippines. Research Respondents The respondents of the study will be selected using data mining technique. The 4 Southeast Asian countries including Philippines are among the many that joined the Trends In Mathematics and Science Survey and based on the records, among the Southeast Asian countries, only four joined namely, Malaysia, Indonesia, Singapore and Philippines based on the 2003 TIMSS records. Research Environment The research will be conducted within the Four Southeast Asian Countries namely: Malaysia, Indonesia, Singapore and Philippines. Research Instrument For the empirical phase of the study, the researchers will make use of the record sheet based from the Trends In Mathematics and Science Survey (TIMSS 2003). Research Procedures Gathering of Data Academic performance will be downloaded from Trends In Mathematics and Science Survey (TIMSS 2003). Through data mining technique, fou different South East Asian countries will be selected based on their performance in Math. Treatment of Data The cluster sampling will be utilized to identify the four South East Asian Countries and Pearson r correlation coefficient will help determine the relationship between Math anxiety and Math Attitude. DEFINITION OF TERMS For a better and clearer understanding of this study, the following terms are operationally defined in the context of this investigation. Computer Assisted Instruction (CAI) refers to the method of teaching that uses computers to interact with students in the teaching-learning process. Math Anxiety refers to the feeling of tension or fear in Math. Math Attitude refers to the behavior towards Math TRENDS IN INTERNATIONAL MATHEMATICS AND SCIENCE STUDY (TIMSS) international assessment of the mathematics and science knowledge of students from different grade levels across countries. DATA MINING TECHNIQUE getting information from a data set and makes it understandable for further use. BIBLIOGRAPHY Crouch, C. H., Mazur, E. (2001). Peer Instruction: Ten years of experience and results. American Journal of Physics, 69(9), 970-977. (Peer Instruction and Inquiry)doi:10.1119/1.1374249 Daniels, H. (2007). Pedagogy. In H. Daniels, J. Wertsch, M. Cole (Eds.), The Cambridge companion to Vygotsky. New York: Cambridge University Press. Dilber, R., Karaman, I., Duzgun, B. (2009). High school students’ understanding of projectile motion concepts. Educational Research and Evaluation, 15(3), 203-222. Ibrahim, B., Buffler, A., Lubben, F. (2009). Profiles of Freshman Physics Students’ Views on the Nature of Science. Journal of Research in Science Teaching, 46(3), 248–264. Mason, A., Singh, C. (2010). Helping students learn effective problem solving strategies by reflecting with peers. American Journal of Physics, 78(7), 748-754. Rogoff, B., Moore, L., Najafi, B., Dexter, A., Correa-Chavez, M., Solis J. (2007). Children’s development of culture repertoires through participation in everyday routines and practices. In J. E. Grusec P. D. Hastings (Eds.), Handbook of socialization. New York: Guilford. Pachler, Norbert, Center of Excellence for Work-based Learning for Education Professionals, Dept. of learning, Curriculum Communication, Institute of Education, University of London. 2004. Using fuzzy statistics to determine Mathematics Attitude and Anxiety, Necla Turanli (2013), Middle East Journal of Scientific Research 13 (4): 568-572, IDOSCI Publications. Megan R. Smith. (2004). Math Anxiety: Causes, Effects, and Preventative Measures. Internet Sources glwhitcomb.iweb.bsu.edu Tago et al, Mobile Learning, Challenges and Potentials. www.inderscience.comfilter.php http://www.edpubs.org. PatrickGonzales (2004). Highlights from the Trends in International Mathematics and Science study (TIMSS) 2003. [emailprotected] http://www.icmeorganizers.dk/tsg15/ APPENDIX E BUDGET SUMMARY 1. Supplies: Drawing book P 46.00 Clear FolderP 16.00 Cost of Services: a. Print out P 30.00 Total P 76.00 Prepared by: ARMESTIDES M. BARGAYO VI RESEARCH TEAM TREASURER Curriculum Vitae PERSONAL DATA Name:Odessa M. Bonjoc – Avenido Address:Luyang, Carmen, Cebu Birthday:November 15, 1983 Civil Status:Married Sex:Female Age:29 Spouse:Ariel B. Avenido EDUCATIONAL BACKGROUND Elementary: Luyang Elementary School Year Graduated: 1996 Secondary: Cebu Academy Year Graduated: 2000 Tertiary: University of the Visayas – Main Campus Year Graduated: 2004 Course: Bachelor in Elementary Education – Area in Mathematics Graduate Studies: Cebu Normal University Graduated: Present Course: Master of Arts in Education – Major in ELT Employment Record: Position: Teacher 2 Designation:ICT Teacher School: Luyang Elementary School – DepEd Province PERSONAL DATA Name: Armestides M. Bargayo VI Address: Lower Pakigne, Minglanilla, Cebu Birthday: October 22, 1981 Civil Status: Single Sex: Male Age: 31 years old EDUCATIONAL BACKGROUND Elementary: Minglanilla Central School Year Graduated: 1994 High School: Immaculate Heart of Mary Academy Year Graduated: 1998 College: University of San Carlos Year Graduated: 2002 Course: Bachelor in Secondary Education major in Math Graduate Studies: Cebu Normal University Year Graduated: Present Course: Master of Arts in Education major in Math Employment Record: Position: Math Teacher School: University of Cebu – Main Campus PERSONAL DATA Name: Jun Antoinette Z. Navaja Address: 4- E Gorordo Avenue, Kamputhaw, Cebu City Birthday: January 27, 1988 Civil Status: Single Sex: Female Age: 25 years old EDUCATIONAL BACKGROUND Elementary: Colegio de la Inmaculada Concepcion Year Graduated: 2001 High School: Colegio de la Inmaculada Concepcion Year Graduated: 2005 College: University of San Carlos Year Graduated: 2009 Course: Bachelor of Education major in Special Education Graduate Studies: Cebu Normal University Year Graduated: Present Course: Master of Arts in Education major Special Education- Mental Retardation Employment Record: Position: Substitute Teacher School: Barrio Luz Elementary School, DepEd Cebu PERSONAL DATA Name: Angelie Lopez Senarosa Address: Catmaran, Basak, Compostela, Cebu Birthday: April 25, 1982 Civil Status:Single Sex: Female Age: 31 years old EDUCATIONAL BACKGROUND Elementary: Panangban Elementary School Year Graduated: 2000 High School: Compostela National High School Year Graduated: 2003 College: Cebu Normal University Year Graduated: 2007 Course: Bachelor in Secondary Education major in Math Graduate Studies: Cebu Normal University Year Graduated: Present Course: Master of Arts in Education major in Math Employment Record: Position: Math Teacher School: Mulao National High School, DepEd Cebu