Compare and Contrast of Short Stories Essay Example for Free

Compare and Contrast of Short Stories EssayIn The Ones That Walk out From Omelas and The Lottery, Ursula Le Guin and Shirley Jackson portray a supposedly perfect society built on clandestine secrets. In the short narrative The Ones Who Walk Away From Omelas, Omelas inhabitants are smart and cultured, and it seems like a utopian city of happiness and delight. Everything about Omelas is your every desire, disregarding the secret of the city the good sequel of Omelas requires that a single unfortunate child be kept in never-ending filth, darkness and misery, and that all told its citizens should be told of this when they come of age. After the truth is told to the people of Omelas most are initially shocked and gross out and somehow manage to live there life and make it worth it for the childs public others just walk away from the city of Omelas. In the short story, The Lottery, a small small town of about 300 have an annual lottery women, men, and children participate, to s ee who will be the chosen whiz to guarantee enough rain for the corn crops. The winner is to be stoned to death. The way the authors use ridicule to depict the story societies as wonderful and perfect then towards the end the dark secret is observed is very intriguing and captivating, which makes you want to keep reading.In the story, The Ones Who Walk Away From Omelas, Omelas seems to be this beautiful and lightsome place. The story takes place during a festival and there are children running around laughing and there is music. It talks about a race and how the horses are excited, (the horses) flared their nostrils and pranced and boasted to one another with silver, gold, and green braided into their manes. The story has and air of excitement and celebration that is soon questioned when the author begins to talk about the child.

Egypt and Mesopotamia Comparison Essay Example for Free

Egypt and Mesopotamia Comparison EssayEgypt and Mesopotamia not only differed in their swap and culture, but also in their politics and form of government. Despite the differences though, one is able to notice several(prenominal) similarities between the two civilizations. First of all, Mesopotamia was ruled by poufs and queens and nobles could usually attain index number as they attained a higher economic status. In Egypt, it was the pharaohs who the authoritive power. In Mesopotamia, the state also had supreme power in the economy and agricultural affairs. Pharaohs were the supreme judges and law makers, as were kings in Mesopotamia. They did have advisors and pietism influenced their policies, for example, religion in Egypt is the bureaucracy and actions as did in Mesopotamian civilizations. An example of how morals had an influence in the Mesopotamian laws and policies is Mesopotamian king Hammurabis Codes Laws on family relationships. In these codes relied heavily on th e principle of lex talionis, or the law of retaliation essentially meaning an eye for an eye.Egyptian law was based on truth, order, balance and justice in the universe. This fantasy allowed that everyone, with the exception of slaves, should be viewed as equals under the law. One can notice, however, that when Egyptians carried out punishment in their people, they would be relatively unfair. Both civilizations had politics centered around cities or populated areas. This is true because areas or centers that were more than(prenominal) populated were more likely to support differences in ideologies, so there would tend to be more conflicts requiring a higher authorative power.The people of these two civilizations were pretty loyal to the policies, especially when they considered the consequences that they would face if they didnt. For pharaohs in Egypt, their successors were usually their offspring and they carried the empire. In many Mesopotamians though, the kings that ruled di dnt necessarily have to be relatives of the previous kings, though they did take the ways of ruling of the previous kings to learn from them and make sure to be more efficient, as did the pharaohs.

Examine the Concept of the State and Election Essay Example for Free

Examine the Concept of the State and Election EssayRobert Rosen wroteI will begin by stepping back a bit, by supposing that we do not yet grow a notion of state at our disposal. In effect, I will re hold dear to the level of percepts and perceptions and treat the self as a pure observer. The idea of state, being a concept and not a percept, thus does not yet enter the picture at all. Thus, all we have is the self feel out at its ambience.What does it see?All the self can see is a sequence of percepts, staged by its subjective sense of time. We suppose that the self can choose which percepts it will look at (in more sophisticated language, which variables it will measure) and whether it will look continuously or sample at clear-cut intervals. (Subjective) time is itself a complicated concept (see AS), but it is a primitive that we can take for allow at this level. Thus, the result of the self looking at its ambience is only a tabulation a list of what is seen, indexed by whe n it is seen. Such a list we shall call a chronicle.Chronicles can thus be completely arbitrary things, at least insofar as what is tabulated in them is concerned. Weather bureaus, stock exchanges, number takers, and a host of other familiar institutions provide endless streams of them. In the scientific realm, they are data. To the historian, solo concerned with what happened when, they are the very stuff of existence.

Manila Metropolitan Theater Essay Example for Free

manila Metropolitan Theater EssaySomething that possesses true beauty such as The Met will never drowse off its allure and splendor regardless of age and time. Anyone who passes by Lawton, Manila in one way or another may have seen the Manila Metropolitan Theater, The Met, or the great dame of theaters as others would diagnose it. It is a structure still noticeable for its grandeur and opulence in spite of being built in the year 1931.On March 3, 2013, we made our way to Padre Burgos Avenue, Manila, to witness the true magnificence of The Met. The recovered Art Deco style building that was designed by Filipino Arch. Juan Arellano came into view and noticeable right aside were its pinkish faded walls adorned with cloud engravings, spires, and bronze sculptured deities by the Italian sculptor Francesco Riccardo. capiz and colorful tiles in an ethnic Malayan design atomic number 18 used for lights. And at the center of it enamor sits the stained glass made by Kraut Art Glas s, a German company.Inside the lobby, noticeable are the woodcarvings of mangoes, bamboos, bananas and native plants on the walls and ceiling. By the staircase are sculptures of Malakas Maganda and the paintings of Fernando Amorsolo. The proscenium arch is seen by the theater stop in perfect view of the 1670 seats. But what could be the most impressive part is the Grand dance palacea striking room that has regal chandeliers, parquet wood flooring and a balcony leading to an splay area.Our visit made us realize that during its celebrated days, The Met is home to theatrical performances, operas, musicals and zarzuelas but today, sadly it is unexpended dusty, abandoned with falling debris, rooms filled with flood water or having dilapidated floors, cobwebs and litter. But despite this, its magnificence craves to be revived. It is a treasure waiting to relive its glory and be a testament to the true beauty of Manila.

Teanage Driving Essay Example for Free

Tean time driving EssayImagine you just hit a railrailway car head-on. Its probably because you are under the influence. This is why experts say the driving age should be embossed to age 18. The minimum driving age differs from state to state. The lowest driving age in the joined States is 13. That is in the state of Nebraska. You create to be thirteen years old qualify for a nurture husbandry permit. The 13 year old croup operate saturnine-road vehicles used in farming. The g all overnment is considering altitude the legal driving age. It should be raised because most of the teens who willing or are driving will be doing things they know they should not do.They do things alike texting on their cell phone and speeding over the limit. It is also because they are under peer pressure. elevator car accidents are mostly caused be teenagers. They take their testify lives when they dont wear their seat belts or are out past their curfews. The law keeps the choose age at 18 and buying alcohol at 21 but let a 16 years old collapse the responsibility of taking the busy streets. The legal driving age should be raised to age 18 because most teenagers are not responsible, most teens text dapple driving, and lives can be saved.First, the driving age should be raised because most teens are not responsible. Car crashes that are caused by teenage drivers are the number one assassinateer of teens in America today. They protrude most surrounded by 15 and 21 year old. 13% of teens said that they have been in a car with the driver had drunk alcohol before driving. 14% of teens say that they drive after(prenominal) drinking. 36% of teens say that they had ridden with a driver who had been drinking. Motor vehicle crashes dash off between 5,000 to 6,000 people every year. Driving is something that requires focus and decision making. Teenagers are still developing self- tell and appropriate emotional responses to a deceaserence that might be going on. Road rage is used to describe the emotional response of something like anger or frustration that teens can experience while behind the wheel.Some teenagers get psychic trauma just because they know that they should put on their seat belt and they dont. Also, it is because the teenager doesnt go home at their curfew. If a teenager wears his seat belt it reduces the risk of dying by 45%. Teenagers are the youngest people to not wear their seat belt. Teenage drivers are much likely to have a car accident since theyre under the influence of alcohol. A drivers pass provides privileges other than driving. Four out of six teens that drinks and drive kill drivers 20 or younger that prove in a fatal crash. One out of three teens will have a car accident within the first two years of driving.Secondly, the driving age should be raised because teens are texting while driving. 56% of teenagers answer and make phone calls while they are driving. 13% of teens say that they have sent and responded to text messages while driving. 45% of teens said that they would speak up if someone else was driving in a way that scared them. Texting while driving gives you a four times of a venture to having a car accident. Distracted drivers account for 80% of crashes that was from 18 to 20 year old. If we get teenagers off of the roads, then there would be fewer car crashes.Next, if teenagers dont drive, lives can be saved. Allison Reboratti was a 19 year old. She had boy hotshot named Steven Filipak. They both are in the state of Pennsylvania. Steven had driven them to Stevens friends house. Steven got drunk and passed out. When he got conscious the both of them left. He got conscious on the early morning time of May 9, 2001. Allison had let Steven drive the car home. Neither of them had their seat belt on when Steven had lost control of the car. He had hit a sign post, a fence, and an evergreen tree. Someone had called the paramedics. When the paramedics arrived, Allison was found dead lying across Stevens lap. Steven was breathing, but unconscious. He was taken to the hospital. He had broken bones and brain damage. He had to stay in the hospital for five months. This story proves that the driving age should be raised. Male drivers between the ages of 15 and 20 were involved in fatal crashes. 37% were speeding and 26% were drinking.Five pct of teenagers admit to driving a car after drinking alcohol. Eight hundredths percent of drivers have alcohol in their blood. Almost three out of four teen drivers were killed in a crash after drinking and driving and they wasnt wearing a seat belt. 56% of teens deaths glide by on Friday, Saturday, or Sunday. Fatal crashes rate from 16 to 19 year old. Teenage drivers are more likely to get into a car accident than older drivers. 55% of teens said that they go over ten miles per hour the limit. Some teens even go over 80 miles per hour while driving. 17% of teens say that they think that speeding is fun. 44% of teens said that t hey would drive more safely if their friends were not in the car. 67% of teens said that they felt unsafe would when someone else was driving. 37% of teens say that they would thrust with one or more friends who speed in the coming year. Over 40% of teen crashes deaths occur between 9 P.M. and 6 A.M. 60% of teens auto deaths occur before midnight.Therefore, the driving age should be raised to age 18. It should be raised because most teenagers are not responsible, text while driving, and lives can be saved. Also, it should be raised because most teenagers under age drink and their drinking leads to them having car accidents. Teenagers kill thousands of people every year. Lots of teenagers make and answer phone calls while they are driving. In addition, teens kill more people than mid-aged adults. That concludes the reasons why the driving age should be raised to age 18.

Civil Rights and Responsibilities Essay Example for Free

Civil Rights and Responsibilities demonstrateThe Bill of Rights was added to the Constitution shortly after its ratification. These amendments guarantee legitimate political, procedural, and property well(p)s against infringement by the internal government (Patterson, 2009). A bill of rights is what the throng be entitled to against every government on earth, prevalent or particular, and what no just government should ref drop, or rest on influence (Thomas Jefferson). The First Amendment provides the presentation for exemption of expression which is the right of soulfulness Americans to hold and communicate views of their choosing (Patterson, 2009). The motivation of the Bill of Rights was to guarantee individual rights and unornamenteddoms. The First Amendment reflects this tradition, providing for exemption of godliness along with independence of speech, press, assembly, and petition. The three provisions of the First Amendment are the freedom of speech, assembly a nd religion.The freedom of speech states that you are free to say almost anything except that which is obscene, slanders another person, or has a high probability of inciting others to take imminent lawless action. The freedom of assembly states that you are free to assemble, although government may regulate the time and place for reasons of domain convenience safety, provided such regulations are use evenhandedly to all groups. The freedom of religion states that you are protected from having the religious beliefs of others imposed on you, and you are free to believe what you like. Freedom of religion simply means citizens look at freedom to attend a church, synagogue, temple or mosque of their choice, or not to attend at all.The First Amendment allows us to practice our religion the way we want to. When talking virtually freedom of religion and the First Amendment I think about religion in the prepares. Every since the Supreme Court held school-sponsored prayer unconstitution al in the early 1960s, on that point has ben a concerted and well-funded campaign to reintroduce religion in public schools. Public schools themselves should not be in the business of promoting particular religious beliefs or religious activities and they should protect children from being coerced by others to consent religious (or anti-religious beliefs.A Saskatchewan Human Rights Commission inquiry ruled in July that the Saskatoon Board of teaching must end a practice of giving teachers the option of conducting prayers in public school classrooms and assemblies. In practice, the choice has been primarily the Lords Prayer. The ruling will not change practices in separate schools. The inquiry followed a complaint six years ago by nine parents, including Muslims, Jews, Unitarians and atheists. About 20% of the 550 public school classrooms in Saskatoon begin the day with prayer. The decision may be appealed in hook (Globe and Mail, 1999). The alliance between religion and governm ent in the United States when it comes to the United States Constitution is governed by the First Amendment to the Constitution, which some(prenominal) prevents the government from engrafting religion and protects privately initiated religious expression and activities from government interference and discrimination.The First Amendment thus establishes certain limits on the conduct of public school officials as it relates to religious activity, including prayer. Prayer should not have been taken out of schools. Parents should be sent home a letter opting out of religious activities and employees should be give the same option, but taken it out of schools was ridiculous. The case of Engel v. Vitale (1962) went to the Supreme Court and the case was about a time in 1951 the young York State Board of Regents (the State board of education) approved a 22-word nonsectarian prayer for recitation each morning in the public schools of New York. It read Almighty God, we adjudge our depe ndence upon Thee, and we beg Thy blessings upon us, our parents, our teachers and our Country. The Regents believed that the prayer could be a useful tool for the development of character and trade good citizenship among the students of the State of New York.The prayer was offered to the school boards in the State for their use, and participation in the prayer-exercise was voluntary. In New Hyde Park, New York, the jointure Free School District No. 9 directed the local mind to have the prayer said aloud by each class in the presence of a teacher at the beginning of the school day. The parents of ten pupils in the New Hyde Park schools objected to the prayer. They filed suit in a New York State court seeking a ban on the prayer, insisting that the use of this official prayer in the public schools was contrary to their own and their childrens beliefs, religions, or religious practices. The State appeals court upheld the use of the prayer, so long as the schools did not compel any p upil to join in the prayer over his or his parents objection (infoplease.com).The Freedom to Assemble gives people the right to assemble peacefully without causing any harm to others. As much as I do not score with the KKK views and opinions they should be able to assemble if they do it in a peaceful manner. The First Amendment prohibits government from abridging the right of the people pacifically to assemble. This basic freedom ensures that the spirit of the First Amendment survives and thrives even when the majority of citizens would rather jam expression it finds offensive. Over the course of our history, freedom of assembly has protected individuals espousing myriad viewpoints. Striking workers, civil rights advocates, anti-war demonstrators and Ku Klux Klan marchers have all taken to the streets and sidewalks in protest or in support of their causes.Sometimes these efforts have galvanized public support or changed public perceptions. Imagine a civil rights movement without t he March on majuscule or the womens suffrage movement without ranks of long-skirted, placard-carrying suffragists filling city streets. The U.S. Supreme Court recognized the importance of this freedom in the 1937 case De Jonge v. State of Oregon, writing that the right to peaceable assembly is a right related to to those of free speech and free press and is equally fundamental. According to the Court, the right to assemble is one that cannot be denied without violating those fundamental principles which lie at the base of all civil and political institutions (archive.firstamendmentcenter.org).The KKKs right to assemble peaceably was secured by the famous 1977 case of National Socialist Party v. Skokie, in which the American Civil Liberties Union successfully argued that the First Amendment prohibited officials of Skokie, Ill., from banning a march by the National Socialist Party. Skokie is a Chicago suburb that is home to many Holocaust survivors. One federal judge reasoned that it is intermit to allow those who preach racial hatred to expend their venom in rhetoric rather than to be panicked into embarking on the dangerous course of permitting the government to decide what its citizens may say and hear (archive.firstamendmentcenter.org).In conclusion, the First Amendment of the United States protects the rights to freedom of religion and freedom of expression as well as freedom of assembly from government interference. Freedom of expression consists of the rights to freedom of speech, press, assembly and to petition the government for a sort out of grievances, and the implied rights of association and belief. The Supreme Court interprets the extent of the protection afforded to these rights. The First Amendment has been interpreted by the Court as applying to the entire federal government even though it is only expressly applicable to Congress. Two clauses in the First Amendment guarantee freedom of religion. The Establishment Clause and the Free do Cla use are both clauses in the First Amendment that guarantee freedom of religion.The Establishment Clause prohibits the government from passing legislation to establish an official religion or preferring one religion over another. It enforces the separation of church and state. The Free Exercise Clause prohibits the government, in most instances, from interfering with a persons practice of their religion. The right to assemble allows people to fit for peaceful and lawful purposes. Implicit within this right is the right to association and belief. With that being said, all people should be having some kind of freedom. They should be able to boycott and assemble peacefully without causing any harm to anyone. People should be free to have their different views and opinions of religion, be it that they religious or anti-religious. To warmness it all up I would love for everyone to feel that they are free.Referenceshttp//www.oyez.org/cases/1960-1969/1961/1961_468http//www.aclu.org/relig ion-belief/program-freedom-religion-and-belief-government-funded-religionReligion in schools (teachers in Saskatchewan will no longer have the option of conducting prayer services in class). Humanist in Canada one hundred thirty (1999) 4, 39. General OneFile. Web. 25 June 2012.http//www2.ed.gov/policy/gen/guid/religionandschools/prayer_guidance.html

Research proposal Essay Example for Free

search marriage offer Essay sour grass Jardin Ranario, DPAenquiry AdviserOctober 2013ACKNOWLEDGMENTThinking that this was impossible to achieve made us realize that everything would be possible especially with enough service and support from peck around us. non only motivating us but also swear outed 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 contributence and for bountiful 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 diligence and encouragements.TABLE OF CONTENTSTitlePage NumberINTRODUCTIONRationale4 Theoretical Background7Statement of the Problem13Signifi bottom of the inningce of the Study14RELATED LITERATURE15RESEARCH MET HODOLOGY22Research DesignResearch EnvironmentResearch RespondentsResearch InstrumentSelected based on the performanceselective information Gathering Procedures23Treatment of DataDEFINITION OF TERMS24BIBLIOGRAPHY25APPENDICES28CURRICULUM VITAE29IntroductionRationaleThe love and eagerness to grapple is the beginning of a beautiful journey towards seeedness. The moment we want to whap about any fantasy, we run away to bring forth attachment towards it. By then, we would like to learn much about the concept and would do anything to know better.Statistically, mathematicss has been the academic subject that has presented the great challenge to many educatees. Many inquiryers suggest that difficulties in nurture maths begin as early as pre- cultivate. They argue that inadequate knowledge and in hard-hitting education by some teachers plant the seed for future complications in the mathematics classroom.In an research labor to send 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 be trying to utilize their creativity and initiative to nail more(prenominal) strategies on how to develop the numeral ability of learners effectively.The scholarly persons start to dislike math be make they do non actualise. It builds up each grade level to the point that they hate it because they have difficulty in larn. The learners were not equal to(p) to master the competency that they ingest to master each grade level. And because of this, learners develop attitude and anguish towards math. information processing system assisted instruction being utilize by many Asiatic countries in coach especially in teaching math subject is of great help for both teachers and students. This basis 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 be 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 connect draws an interest to the researchers to know the Asian peoples math attitudes and anxieties in computer assisted instructions. The researchers project to help the learners to appreciate math more and with it, they exit be sufficient to start learning math better. In the long run, the learners pull up stakes be able to develop their mathematical ability and be able to stigma use of it on their future chosen field. With the findings, theresearchers may also be able to extend to it to the math learners since the researchers themselves atomic number 18 also a math instructor in unmatchable 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 BackgroundThis depicted object is anchored by these two theories Banduras kind Cognitive Theory and Vygotskys Social Constructivist Theory. Banduras 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 pauperization and goal attainment (Redmond, 2010).Self-observationObserving oneself can inform and motivate. It can be used to respect ones progress toward goal attainment as well as motivate behavioural changes. There are two important factors with regards to self-observation regularity and proximity. Regularity means the behavior should be continually discover, whereas proximity means the behavior should be observed while it occurs, or shortly after. Alone, self-observation is insufficient because motivation depends on ones 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 mustiness(prenominal) be specific and important therefore, goals much(prenominal) as, do your best are vague and testament 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 weeny regard for his goal he impart not evaluate performance.There are two types of self-evaluation standards absolute and normative. For example, a grading outdo would be an example of a fixed or absolute standard. A amicable comparison such as evaluating ones 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, the y are more possible to continue to exert a high level of effort, since sub-standard performance go forth no longer provide satisfaction (Bandura, 1989).Self-reaction Reactions to ones 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 effect of their goal. A negative self-evaluation might also be motivating in that one may desire to range harder provided that they consider the goal to be valuable. Self-reaction also al humbles a somebody to re-evaluate their goals in conjunction with their attainments (Bandura, 1989). If a person has achieved a goal, they are belike to re-evaluate and raise the standard (goal) whereas, if a person has not achieved the goal, they are likely to re-evaluate and cut back the standard (goal) to an achievable goal.Self-efficacy Ones belief in the likelihood of goal intent can be motivating in itself (Van der BijlShortrid ge-Baggett, 2002). Self-efficacy refers to peoples judgements about their capability to perform particular tasks. Task-related self-efficacy developments the effort and assiduity 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 victimisation is a social activity. Every function in the childs cultural development appears twice first, on the social level, and later, on the individual level first, among people (interpsychological) and then in spite of appearance 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 entrance money to a more knowledgeab le 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 attitudesare to a student, and how what they say and do can trance 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 slight approachable in the classroom context. A ten year athletic field 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 take information. When students are required to explain their ideas to their peers in a dialogue, rather than recite whatever correct business relationship the teacher has t one-time(a) them, they more fully engage their minds, using their own cultural tools and opening their own individualised beliefs to all the sametual modificati on.Vygotskys important notion state that students learn most effectively when they are given(p) tasks which are a curt 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 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 magic middle, where students are challenged, but can encourage 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 prominents 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 forboth students and instructors, found that these new and difficult activities must be introduced gradually.The research group achieved great success when they began the bunk with lab activities that were the easiest to understand within the pre-existing scaffolding (in this case, their educational backgrou nd) 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 budge it ever higher and achieve mastery, just as Vygotsky would have predicted. When I become a physical science 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 ProblemThis study aims to examine the relationship of mathematics attitude and fretting of students in computer assisted instruction crossways Asian countries. Specifically, this study aims to know the following1. What is the Math attitude of the learners across Asian countries? 2. What are the levels of Math misgiving of the learners across Asian countries? 3. What are the types of computer assisted instruction in Math across Asian countries ? 4. What are the cause of computer assisted instruction in Math attitude of the learners? 5. What are the effects of computer assisted instruction to the levels of Math apprehension of learners?Significance of the StudyThe results of this research study unconditionally 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 re pissing their program of teaching to fit out their needs. Among the persons who will be directly or indirectly benefited are the following To the principal concerned, the results of this researchstudy 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 subject area cognizance High cultivate as the lead school of all public secondary schools in the Municipality of Minglanilla, Cebu Province. The district coordinator in face of the Municipality of Minglanilla as a researcher will benefit from the observational study for future references. He has been provided with the data and information necessary for his experimental analysis utilizing the macro-skills learning performance intended for High instill students, particularly in science classes.This will help the English teachers in Science High prepare 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 voyage classes as formative years in first year, it may ena ble them to realize that they should understand evaluation and procedures with idiom 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 genuinely teach.The secondary freshmen as student entrants of Minglanilla National Science High School will boost emend their savvy based on the structured lessons and differ mentally harmonize 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 adhesive friction 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 seq uenced 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 beside higher level.REVIEW OF RELATED LITERATUREThe 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 consider 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, ha d negative attitudes to mathematics, ranging from insufficiency of confidence to anxiety and even fear.According to Banduras sociocognitive theory, students motivation is a construct that is built out of individual learning activities and experiences, and it varies from one spot or context to another as cited by Pantzaira Philippou, 2007. Schereiber (2000) said that those who have positive attitudes towards maths have better performance in Mathematics.Latterell (2008) writes in her book about the Math Wars that Nipponese people believe in gambae. Gambae means that one is successful if one works hard enough to be successful. Ones 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. Those with low mathematical ab ilities 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 ones 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-wearing consequences. Ashcraft and Kirk (2001) describe the common belief that because of long-term avoidance of math, and their lesser master y 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 accent, 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 theme and math-anxiety a posteriori tend to have weak or negative mathematics self-efficacy beliefs. Bandura (1986) defined self-efficacy beliefs as peoples judgements of their capabilities t o 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 puzzle out mathematics problems and mathanxiety, mathematics attitudes, general mental ability, mathematics self-concept, and mathematics experience (Finney Schraw, 2003).Yksel-ahin (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 relations 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 ship canal 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 unlike 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 ebullience 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 anxietyface real and long-lasting consequences. Ashcraft and Kirk (2001) describe the common belief that because of 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. calculating machine-assisted instruction (CAI) electronic computer back up steering (CAI) is a narrower term and most often refers to drill-and-practice, tutorial, or simulation activities. ready reckoner 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 rearing is in the final stage of completing the five year Information and conference Technology for discipline 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 learnersaccess to information. The prog ram 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 agile reactivity 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 methodological analysis Research DesignThis 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 RespondentsThe 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 EnvironmentThe research will be conducted within the Four Southeast Asian Countries namely Malaysia, Indonesia, Singapore and Philippines.Research InstrumentFor the semiempirical 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 ProceduresGathering of Dat aAcademic 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 DataThe 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 TERMSFor 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 MathTRENDS IN INTERNATIONAL math AND SCIENCE STUDY (TIMSS) international assessment of the mathematics and science knowledge of students from d ifferent grade levels across countries.DATA MINING TECHNIQUE getting information from a data set and makes itunderstandable for further use.BIBLIOGRAPHYCrouch, C. H., Mazur, E. (2001). Peer Instruction Ten years of experience and results. American ledger of Physics, 69(9), 970-977. (Peer Instruction and Inquiry)doi10.1119/1.1374249Daniels, H. (2007). Pedagogy. In H. Daniels, J. Wertsch, M. lucre (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. nurtureal Research and Evaluation, 15(3), 203-222.Ibrahim, B., Buffler, A., Lubben, F. (2009). Profiles of newbie Physics Students Views on the Nature of Science. Journal of Research in Science Teaching, 46(3), 248264. 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). Childrens development of culture repertoires through corporation 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 grooming Professionals, Dept. of learning, Curriculum Communication, Institute of training, 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 PreventativeMeasures.Internet Sourcesglwhitcomb.iweb.bsu.eduTago et al, Mobile Learning, Challenges and Potentials. www.inderscience.comfilter.phphttp//www.edpubs.org. PatrickGonzales (2004). Highlights from the Trends in global Mathematics and Science study (TIMSS) 2003.emailprotectedhttp//www.icmeorganizers.dk/tsg15/APPENDI X EBUDGET SUMMARY1. SuppliesDrawing book P 46.00 Clear FolderP 16.00Cost of Servicesa. Print out P 30.00Total P 76.00Prepared byARMESTIDES M. BARGAYO VIRESEARCH TEAM TREASURERCurriculum VitaePERSONAL DATANameOdessa M. Bonjoc AvenidoAddressLuyang, Carmen, Cebunatal dayNovember 15, 1983Civil StatusMarried call downFemaleAge29SpouseAriel B. Avenidoeducational minimizeElementary Luyang Elementary School yr Graduated 1996 utility(prenominal) Cebu AcademyYear Graduated 2000 3rd University of the Visayas Main CampusYear Graduated 2004 traverse Bachelor in Elementary Education Area in Mathematics Graduate Studies Cebu form UniversityGraduated PresentCourse Master of Arts in Education Major in ELTEmployment Record property Teacher 2DesignationICT TeacherSchool Luyang Elementary School DepEd ProvincePERSONAL DATAName Armestides M. Bargayo VIAddress Lower Pakigne, Minglanilla, Cebu birthday October 22, 1981Civil Status SingleSex MaleAge 31 years oldEDUCATIONAL BACKGROUNDElementary Mingla nilla Central SchoolYear Graduated 1994High School Immaculate rawness of Mary AcademyYear Graduated 1998College University of San CarlosYear Graduated 2002Course Bachelor in Secondary Education major in MathGraduate Studies Cebu Normal UniversityYear Graduated PresentCourse Master of Arts in Education major in MathEmployment RecordPosition Math TeacherSchool University of Cebu Main CampusPERSONAL DATAName Jun Antoinette Z. NavajaAddress 4- E Gorordo Avenue, Kamputhaw,Cebu metropolisBirthday January 27, 1988Civil Status SingleSex FemaleAge 25 years oldEDUCATIONAL BACKGROUNDElementary Colegio de la Inmaculada ConcepcionYear Graduated 2001High School Colegio de la Inmaculada ConcepcionYear Graduated 2005College University of San CarlosYear Graduated 2009Course Bachelor of Education major in Special EducationGraduate Studies Cebu Normal UniversityYear Graduated PresentCourse Master of Arts in Education major Special Education- MentalRetardationEmployment RecordPosition Substitute Teac herSchool Barrio Luz Elementary School, DepEd CebuPERSONAL DATAName Angelie Lopez SenarosaAddress Catmaran, Basak, Compostela, CebuBirthday April 25, 1982Civil StatusSingleSex FemaleAge 31 years oldEDUCATIONAL BACKGROUNDElementary Panangban Elementary SchoolYear Graduated 2000High School Compostela National High SchoolYear Graduated 2003College Cebu Normal UniversityYear Graduated 2007Course Bachelor in Secondary Education major in MathGraduate Studies Cebu Normal UniversityYear Graduated PresentCourse Master of Arts in Education major in MathEmployment RecordPosition Math TeacherSchool Mulao National High School, DepEd Cebu