Crystal james

Prof. Ed.

November 25th, 2007 by renalds

ADPRIMA: Toward the best education information for new and future teachers The ADPRIMA main directory A great learning tool for education students or new teachers Learn to study AND get better grades with Monster Learning Skills Excellent classroom management books and resources A link to great print and video study materials Click here for some of the best books ever written for children Distance Education Search Now: Amazon Logo Click here to send email How to Write Learning Objectives that Meet Demanding Behavioral Criteria Dr. Bob Kizlik Printer friendly version Updated June 28, 2007 Objectives used in education, whether they are called learning objectives, behavioral objectives, instructional objectives, or performance objectives are terms that refer to descriptions of observable student behavior or performance that are used to make judgments about learning - the ultimate aim of all teaching. At some point, almost every teacher, especially new teachers and teacher education students, must learn to write these types of objectives. Here, such objectives are referred to as learning objectives. Acquiring this skill is something of a rite of passage in the process of becoming a teacher, yet it is a skill that requires practice, feedback, and experience. Over the past 30 years or so, the emphasis on, and attention paid to learning objectives has waxed and waned as different ideas change about how best to express instructional intent. To clarify a bit, I have included a rationale for developing and using learning objectives that meet demanding behavioral criteria. It provides in-depth information that you might find helpful. Any skill is learned more effectively if the learner understands the reason for learning and practicing it. Learning to compose such learning objectives is no exception. Learning objectives are about curriculum, not instruction. This is a key point. Many tend to confuse learning objectives with objectives a teacher may have that relate to student conduct or behavior in a classroom. Properly constructed learning objectives are about the evidence of learning; they specify what behavior a student must demonstrate or perform in order for a teacher to infer that learning took place. Since learning cannot be seen directly, teachers must make inferences about learning from evidence they can see and measure. Learning objectives, if constructed properly, provide an ideal vehicle for making those inferences. The purpose of a learning objective is to communicate. Therefore, a well-constructed learning objective should leave little room for doubt about what is intended. A well constructed learning objective describes an intended learning outcome and contains three parts, each of which alone means nothing, but when combined into a sentence or two, communicates the conditions under which the behavior is performed, a verb that defines the behavior itself, and the degree (criteria) to which a student must perform the behavior. If any one of these three components is missing, the objective cannot communicate accurately. Therefore, the parts of a learning objective are: 1. Conditions (a statement that describes the conditions under which the behavior is to be performed) 2. Behavioral Verb (an action word that connotes an observable student behavior) 3. Criteria (a statement that specifies how well the student must perform the behavior). A learninig objective is the focal point of a lesson plan. It is a description of an intended learning outcome and is the basis for the rest of the lesson. It provides criteria for constructing an assessment for the lesson, as well as for the instructional procedures the teacher designs to implement the lesson. A learning objective determines the criteria for any assessment rubric. As you will see, without an objective that clearly communicates specific student behavior or performance, it is difficult, if not impossible to determine exactly what a particular lesson is supposed to accomplish. In order to write learning objectives, one should begin with an understanding of the particular content to which the objectives will relate. Understanding in more than one way the content to be learned should be a goal of teachers as well as students. This implies that teachers or others who prepare objectives as part of lesson plans or curriculum documents and guides should have more than superficial knowledge of the appropriate content. Writing a series of objectives that are within a body of content, but which have neither internal nor external consistency with that body of content is not a productive use of time. However, the purpose of this is not to delve into the area of curriculum consistency, but rather present some pointers to help the reader write better objectives. So, with that in mind, let’s begin. 1. The Conditions The conditions part of an objective specify the circumstances, commands, materials, directions, etc., that the student is given to initiate the behavior. All behavior relevant to intended student learning outcomes can best be understood within a context of the conditions under which the behavior is to be performed or demonstrated. The conditions part of an objective usually begins with a simple declarative statement such as the following: Upon request the student will (this means the student is given an oral or written request to do something). Given (some physical object) the student will (this means the student is actually given something, such as a map, a number or multiplication problems, a literary passage, etc., that relates to performing the intended behavior). Notice that in the examples above, there is no mention of the description of the instruction that precedes the initiation of the behavior. The instruction that leads to the behavior should never be included in the actual objective. Instruction that leads students to accomplishing an objective is a separate issue. Here, we want to concentrate on describing only the conditions under which the desired student behavior is to be performed. 2. The Verb We all learned in elementary school that a verb is an action word. In a learning objective, the verb is also an action word, but it is also a special kind of action word. The verb in a learning objective is an action word that connotes an observable behavior. For example, although we as teachers all want our students to appreciate one thing or another, it is impossible to see when a student "appreciates" something. Understand is another noble word that connotes something we want our students to do, but we cannot see "understanding." The best we can do is make inferences that a student appreciates or understands something based on what the student does or says in a controlled situation. What then are behavioral verbs? The answer is quite simple. A behavioral verb is a word that denotes an observable action, or the creation of an observable product. Verbs such as identify, name, and describe are behavioral because you can observe the act or product of identifying, naming, or describing. Some verbs are embedded in a phrase that gives them a specific behavioral meaning. Examples are state a rule and apply a rule. In this case the behavior is contextual, and the context is the rule in question. There are many verbs that qualify as behavioral. For a list of these verbs, and their definitions, click here. To see examples of verbs used in language arts, mathematics, science, and social studies, click here. To see some education student produced lesson plans that have behavioral verbs, click here. 3. The Criteria The criteria part of a learning objective is a declarative statement that describes how well the behavior must be performed to satisfy the intent of the behavioral verb. Usually, criteria are expressed in some minimum number, or as what must be, as a minimum, included in a student response. For example, an objective might be of the form: Given a list of the first 100 numbers arranged in ascending order (conditions), the student will identify (verb) at least nine prime numbers (criteria). Notice that the objective doesn’t specify which nine numbers, and sets a floor of at least nine as a minimum. Also, the method by which the student identifies the minimum nine prime numbers is not specified; that is determined in the actual assessment. The student could circle the numbers, highlight them, draw line through them, etc. It is also implied that the student will be correct if he identifies more than nine correctly, but does not specify whether it is acceptable to identify nine correctly and one or more incorrectly. According to the objective, it would be acceptable to circle the following numbers and still meet the intent of the objective: 2-3-5-7-11-13-17-19-23-24-26, because he got nine correct, and two (24-26) incorrect. If the student must identify only prime numbers, then the objective would need to be modified to include that provision. Putting it all together Well-written learning objectives are the heart of any lesson plan. If the objectives you compose are "fuzzy" and difficult, if not impossible to assess, the rest of the lesson plan you create that is based on the objective is likely to be flawed. Before you begin to write an objective, spend a little time thinking about what you are describing, and remember to make the student behavior observable. You will find this process helps you to clarify what you intend, and you will be better able to communicate that intent to your students, regardless of their grade level, age, or subject. On the matter of being "fuzzy," remember this: fuzzy thinking might get you through the day, but it will never get you through a career. Any time you write a learning objective, ask yourself the question, "Does this objective clearly communicate and describe the intended learning outcome?" If you can find exceptions or loopholes as a way of meeting the objective, then the objective should be rewritten. Learning to write learning objectives that describe what you want takes patience and practice. Make sure you get as much feedback as possible about your efforts. You might also want to read "What Does it Mean to Understand Something?" It will give you another perspective regarding the ends of these types of specific objectives. Toward that end, I sincerely hope this short explanation is helpful to you. There is much more available. If you really want to learn and improve your skills in writing objectives or selecting objectives written by others, please consider purchasing my self-instructional, interactive program. It is available in both download and CD format. It is inexpensive, and most of all, it really does work. Click on this link to read more. http://www.adprima.com/wlo5.htm Thanks. R J Kizlik To see how objectives fit into an instructional system, be sure to visit the ADPRIMA Instruction System page by clicking here. "Anything not understood in more than one way is not understood at all." Okay, now for something to read that might give you a chill or two…. click here for my novel, What Waits Within Online Education for Teachers – Advance Your Career I would like to thank all who order Lesson Planning: From Writing Objectives to Selecting Instructional Programs, as well as books, music, electronics, DVDs, software, and household items from AMAZON.COM through ADPRIMA. By doing so, you help support the operation and maintenance of this site. Bob Kizlik email

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Views Of Teaching

November 23rd, 2007 by renalds

MY TEACHING BELIEF OR VIEWS OF TEACHING

Being Teacher is challenging, that’s why to become good teacher the teacher must be flexible and strong enough, so that in every difficult situation she /he can overcome.

I believe that teaching is the process in which the teacher share there knowledge, in order the learners to learn more, through the information given by the teacher.

Teaching is like sunshine that brightens our day, because teaching helps us to enlighten our mind through the given information by using instructional material such us visual aids and other source of information. If you are the teacher, the future depends in your hand. It is important to become a knowledgeable teacher, so that the teacher can teach well to the learners.

The last things we should know, teaching is a special course, because without teaching, there is no teacher and if there is no teacher there is no professional now. How could we become a professional if there is no teacher to teach us?

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Environmental Policies

November 23rd, 2007 by renalds

http://www.3m.com/intl/ph/about/history.htm#Policy

3M Philippines will continue to recognize and excercise its responsibility to:

Prevent pollution by managing the environmental impact of its operations.
Protect the environment and conserve natural resources.
Set and reviews environmental objectives and targets appropriate to its activities, products and services.
Ensure that its sites, products and services comply with relevant laws, regulations and other requirements.
Assist, whenever possible, government agencies and other officials organizations engaged in environmental activities.
Support a commitment to continual improvement consistent with its mission and vision.

In 1973, 3M Philippines established its manufacturing operations at Muntinlupa City (then a municipality) with masking, cellophane, transparent and packaging tapes as the initially contrived products.

The Company has come a long way in terms of manpower, plant facilities, revenues and resources. Employing about 200 employees, 3M Philippines now conducts its business through its main office at the 18th to 21st Floors of PCIBank Tower 2 in Makati Avenue, Makati City, right in the heart of the central business district.

It has expanded its distribution network throughout the Philippines, with the formation of three local branches in Cebu, Bacolod and Davao. The company sells about 10,000 products, most of which are being manufactured or converted locally such as printed box sealing tapes, flexible adhesives, contact cements (ceramics and vinyl adhesives), floor finish chemicals, rubbing compounds, rubberized automotive underseal coating and traffic control materials. In late 2004, with specialization and globalization being the trend in the new millennium, 3M Philippines handed over the management of its finished goods warehouse and logistic activities intrinsic to it to Metro Combined Logistics Phils., Inc. (MCL), a third party logistics provider.

3M Philippines logistic operation and warehousing are now being centralized in the MCL’s Tanyag facility in Taguig, Metro Manila. True to its innovation culture, 3M Philippines has done such move to bring quality products and service to its growing customer base. By letting the experts in logistics management handle the job, there is better service and less cost resulting in an improved bottom line for the Company in terms of servicing the customers and improving the process.

We will be a Company of ethical and empowered employees winning customers through innovative products and operational excellence.

3M Philippines is committed to build and sustain a total quality climate by continuously surpassing customer expectations in the pursuit of business excellence.

1. Satisfying our customers with superior quality value and service.
2. Providing our customers return through sustained, high quality growth.
3. Respecting the social and physical environment.
4. Being a Company that employees are proud to be part of.

We are a Company of Ethical, Empowered and Energized Employees with Operational Excellence Driven by Customer Success and Total Commitment to Corporate Initiatives

Strategy and Action Plans

In view of the problems and concerns which constantly threaten the future of the country’s biodiversity and in consonance with the Convention on Biological Diversity’s objectives of conservation, sustainable use, and equitable sharing of the benefits of the country’s biodiversity, a National Biodiversity Strategy and Action Plan with modular programs and projects and corresponding resource requirements was formulated.

Six strategies and action plans were developed, anchored on the framework of man being at the center of ecosystems and resource interaction and the need to balance the utilization driven policy which entails modification of biodiversity for human needs with the conservation driven policy for maintaining natural biodiversity.
These strategies and their respective thrusts are as follows:

Expanding and Improving Knowledge on the Characteristics, Uses, and Values of Biological Diversity,

Enhancing and Integrating Existing and Planned Biodiversity Conservation Efforts with Emphasis on In-Situ Activities,

Formulating an Integrated Policy and Legislative Framework for the Conservation, Sustainable Use and Equitable Sharing of the Benefits of Biological Diversity,

Strengthening Capacities for Integrating and Institutionalizing Biodiversity Conservation and Management,

Mobilizing and Integrated Information, Education and Communication (IEC) System for Biodiversity Conservation, and

Advocating Stronger International Cooperation on Biodiversity Conservation and Management.

Strategy I has three thrusts:

Augmenting knowledge of species and ecosystem diversity,
Estimating current uses and values of biological diversity, and
Underscoring the need to hedge for the future.

The generation, expansion and updating of information on the extent of biological wealth is a basic requirement for biodiversity conservation and management planning. The need to characterize species in terms of conservation status, e.g. extinct, threatened, vulnerable, etc., is urgent for prioritizing conservation efforts. To maximize use, knowledge generated should be made accessible. Furthermore, the conventional valuation of the production of biological resources fails to account for depletion and loss of species, degradation of ecosystems, and loss of biological diversity. In most cases, highly valued biological resources are limited to the economically important or those that sustain human life. Bur from an ecological perspective, every species has an ecological niche that is necessary in sustaining other lifeforms. The lack of information on the ecological linkages among species or ecosystems, and hence, their monetary equivalents results in undervaluation and their subsequent degradation.

To some indigenous communities, some biological resources or sites are sacred and a source of cultural identity. This type of value attached to a resource contributes to its preservation or sustainable use. More fundamentally, local communities and especially indigenous peoples have a rich repository of knowledge and practices about the natural environment that contribute to biodiversity conservation. Many of these communities occupy territories, particularly forest areas, that harbor a variety of species. The cultural and spiritual values attached to biological resources by indigenous peoples constitute a part of the worth of these resources.

Wild life forms have been the sources of genes, chemicals, and elements to produce desirable attributes in plants and animals, to concoct drugs and medicines, and to develop products of commercial importance. The value of any living species may be accurately reflected not only in its current use but in its potential use as well.

The strategy contains three major programs, namely Biodiversity Inventory, Ecosystems Mapping and Data Validation, and Socio-Economic Studies.

The Biodiversity Inventory aims to fill the data gap concerning lack of baseline information, some of which are outdated (e.g., flora and fauna) while in others the data available are insufficient (e.g., microbial diversity). Sixteen projects are proposed that runs across the five biodiversity sectors.

Five projects are identified under the Ecosystems Mapping and Data Validation Program which aims to address a major data gap in biodiversity conservation work, i.e., the lack of accurate, updated, ad ground-truthed maps of where the country’s biodiversity are located.

The Socio-Economic Studies Program has five major projects. One aims to document and incorporate indigenous knowledge systems and practices on biodiversity conservation and sustainable development, while another project aims to do a valuation and accounting of direct and indirect goods and services from biodiversity and bioresources. The three remaining projects focus on demography and marine resources valuation.

Strategy II has three thrusts, namely:

Evaluating on-going and identifying in-situ and ex-situ biodiversity conservation and management approaches,
Consolidating research and development programs for ex-situ and in-situ conservation of biodiversity, and
Institutionalizing a nationwide network of conservation centers.

Various in-situ and ex-situ conservation programs are being undertaken, even while new one are being proposed and planned. The effectiveness of these programs in conserving biodiversity needs to be evaluated in terms of the preservation, restoration and expansion of habitats, enhancement of the survival of target species, reduction or elimination of the threats to habitat destruction and species loss, among others. Other potential management approaches (e.g., indigenous management practices, ecotourism, and other community-based approaches) in in-situ and ex-situ conservation need to be investigated and incorporated into biodiversity planning. Other areas of research and development badly needed are those on interhabitat connectivity. By consolidating these activities, more focused and rigorous research and development programs can be pursued.

There are two major programs under this strategy: the In-situ Conservation Program and the Ex-situ Conservation Program. Under the In-situ Conservation Program, the protection of habitats is deemed as the most effective way of conserving biodiversity, while rehabilitation and enhancement of damaged and critical habitats are equally important.

The Ex-situ Conservation Programs premised on the following principle: ex-situ conservation will be undertaken only as a last resort and only to complement in-situ conservation efforts. Four projects are proposed.

There are two thrusts under Strategy III, namely:

Aligning policies governing the utilization of biological diversity by pursuing a systematic policy evaluation, and
Devising policies that promote proper, sustainable and equitable utilization of biological diversity.

Policy makers and law makers should influence/force resource users to act in consonance with the limits of biological resource regeneration, and indirect users to properly account for the consequences of their activities on the resources and the environment. Environmental and ecological considerations should not take a back seat in favor of development initiatives. Preferential access by indigenous peoples and marginalized users should be explicit and incorporated as a component of resource utilization policies.

Projects proposed under Strategy lll are:

the Codification of Laws Related to Biodiversity;

the Development of a Realistic System of Access Fees, Incentives and Penalties for the Utilization of Biological Resources and Biodiversity;

the Identification, Delineation, and Management of ancestral Domain.

Three proposed activities are also proposed under Strategy lll. One activity is on Policy Advocacy, while another is on the Formulation of Guidelines on Land Use Planning and Biodiversity Conservation and Integration thereof in the Plans of Concerned Agencies. A third activity is in the Assessment of Protected Areas under the Initial Components of NIPAS.

Strategy IV has two thrusts, namely: (1) Integrating the planning, implementation, evaluation and monitoring of biodiversity conservation and management in government and non-governmental sectors, and (2) Strengthening human resource capability in biodiversity conservation and management.

Two programs are proposed. These are the Institutional Capacity Building Program and the Human Resources Development Program.

The Institutional Capacity Building Program aims to identify the required functions of government and nongovernment institutions in biodiversity conservation and management. An assessment of current capacities of these institutions in carrying out such functions shall be done. Areas of weakness will be addressed by projects and activities specified in this program. Three projects and two activities are identified, the most important of which is the creation of a Philippine Biodiversity Center. Two corollary activities are included in this project. One is the establishment of the Philippine Marine Biodiversity Conservation Committee (PMBCC) while another activity is the expansion of the membership of the Subcommittee on Biodiversity of the Philippine Council for Sustainable Development.

The Human Resource Development Program has two projects: one aims to develop the technical capacity in Biodiversity Conservation Planning in the private sector and the other in the government sector.

One principal root cause of environmental degradation is incomplete appreciation of the environment and its biodiversity resources because of the highly "instrumentalized" educational system that deprives students of the opportunity to directly interact with the environment and biodiversity resources. Thus, there is a need to establish a curriculum drafting committee tasked to formulate curricula and develop courses that incorporate biodiversity conservation concerns in secondary and tertiary levels, validate the incorporation of these into existing education programs and pilot test the curriculum in selected schools.

There are four thrust under Strategy V, namely:

Increasing access to updated biodiversity information and database systems,

Institutionalizing community-based biodiversity conservation education and research,

Harnessing traditional and alternative media to increase public awareness and support for biodiversity conservation, and

Encouraging and sustaining advocacy for biodiversity conservation.

Three programs are proposed under this strategy. These are the Biodiversity Conservation Awareness and Information for Local Communities Program, the Community-Based Biodiversity Conservation Education and Research Program, and the Value Added products and Alternative Sustainable Livelihood Development for Bioresources Dependent Communities Program.

Three projects are identified under in the Community-Based Biodiversity Conservation Awareness and Information for Local Communities Program, which aims to build up people’s appreciation of the values, attributes, and conservation approaches to biodiversity resources at the community level to ensure people’s participation.

Only one project is included under the Value Added Products and Alternative Sustainable Livelihood Development for Bioresources Dependent Communities Program, which aims to help local communities inhabiting biodiversity rich areas find and learn alternative sustainable livelihood and teach them skills to develop value-added products such as commercial processing of wild fruits to produce various types of jams so they have incentives to maintain and protect the natural vegetation. A "menu" of options of proven successful livelihood activities will be offered with due consideration of traditional indigenous knowledge systems.

Three thrusts have been identified for Strategy VI.
These are:

Operationalizing specific country commitments made under the Convention on Biological Diversity and other similar agreements,

Creating institutions to oversee the international coordinated implementation of the Convention on Biological Diversity, and

Strengthening linkages of local non-government organizations with international counterparts for biodiversity conservation.

To fulfill our international commitments, programs and projects have to be developed and implemented, which the Subcommittee on Biodiversity under the Philippine Council for Sustainable Development is mandated to coordinate and oversee. However, the effectiveness of the Subcommittee to fulfill its mandate is hampered by limited membership and insufficient and transient staff. There is a need to expand the membership of the subcommittee to include other stakeholders and the addition of permanent support staff. There is a need for an institutional framework to oversee the implementation of international agreements that will conserve biodiversity in a coordinated manner. An example is the proposal to establish an ASEAN Regional Center for Biodiversity Conservation to be hosted by the Philippines. At the 1992 Earth Summit in Rio de Janeiro, the International NGO Forum (INGOF) was organized by Philippine NGOs by the holding of parallel talks among NGOs from all over the world. These linkages should be enhanced to promote inter-country people-to-people contact and cooperation for biodiversity conservation. The center will serve as the central coordinating body of ASEAN member countries on studies related to the conservation of biodiversity, formulation and implementation of action plans for such, generation of ecological database and information, and the conduct of research and development, training and extension, and consultancy and advisory services.

Major features of National Biodiversity Strategy and Action Plan

The NBSAP focuses on 6 strategies: (1) expanding and improving knowledge on the characteristics, uses, and values of biological diversity; (2) enhancing and integrating existing and planned biodiversity conservation efforts with emphasis on in-situ activities; (3) formulating an integrated policy and legislative framework for the conservation, sustainable use and equitable sharing of the benefits of biological diversity; (4) strengthening capacities for integrating and institutionalizing biodiversity conservation and management; (5) mobilizing and integrating information, education and communication (IEC) system for biodiversity conservation; and (6) advocating stronger international cooperation on biodiversity conservation and management… More »

Environmental Policy

Environmental policies for promoting eco-industrial networking among agro-industries and small and medium enterprises and preventive environmental management

Local and national environmental policies

Environmental policy for Philippines agri-based export products

Determination of environmental drawing rights

International environmental treaty

Environmental diplomacy of trans-boundary protected area management

Traditional environmental rules/laws of the indigenous peoples

Environmental advocacy

Toxic and hazardous chemicals

Research methods

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Sexs Scandal

November 23rd, 2007 by renalds

Last update: 09/10/2007	Submitted by Blaster, Master


Raped By My Driver & His Friend, A Truck Driver. I am Amisa from a very rich Business family.My husband was out for a month for business purposes.I was alone in my palatial house only with my driver,Rajesh at our garage.One day,my driver came and told me openly that madam the thing that I will say you now,by that you may throw me away from my job,but still only for your sake I will have to tell this to you.I asked what? He told me openly that madam you are too sexy and whenever I see you I have an erection.I can give you the tremendous pleasure of sex that you cannot even imagine. I also have a friend to whom women die to have sex. He is a Truck driver. Just think your husband is not here and you remain unconscious of what is the real meaning of sex.I and my friend can give you the limitless pleasure that you can ever imagine.I will come today in evening with my friend,if you think you can just kick me out,and I will never ever come and join your job again.Its your option,either you can have the unimagined pleasure or you can still stay like this till your husband returns and ever in life stay unknown from the fact that what was real sex.By saying this he went away.I stood their still and shocked. In the evening the door bell rang.I found my driver with his huge build up friend.Rajesh asked what’s your decision?I closed my eyes took a deep breathe told come in.His friend was almost 6-2 in height and have 42 inches chest,very ugly,a fat man,black dirty skin with big pimples and wore a dirty shirt and a cockgi, will be of 42 years age and have lust in his eyes.I made all the arrangements for them and was preparing dinner. They came in and sat in drawing room at that time I was in blue sari and a matching sleeveless blouse. He had brought a adult picture and we all were enjoying that movie.But we dint talk and I was too much nervous as I was totally confused. On 9 o’clock Rajesh told me to arrange dinner before that they had taken scotch. Rajesh introduced him that, this is Mr. Rahaman and this is my madam Amisa. We said hello each other, then Rahaman said you are very much lucky Rajesh; you got such a beautiful madam.I became shy in but we all smiled on his comment. I was in utter confusion too, as by hearing the name Rahaman,’ I realized that he was a Muslim..and I was a Hindu. Yet I was getting easy with the situation too. Mr. Rahaman said you are really a beautiful lady and have a marvelous figure I just smiled but I felt his thirst eyes on my body, he was watching my mountains and depths. I felt a lot shy. I was in such a position infront of my own driver. I was wondering what was the next. After completing the dinner we went to guest room and I went to bedroom. My driver said madam,do you want us together or one by one? I was nervous and kept silent and put my eyes down in shame.Rajesh laughed and told Rahaman you enjoy first and then I will. Rahaman came up close to me with Rajesh.Rajesh told him Rahaman now Amisa is only for your enjoy and he went to the guest. Now Rahaman closed the door and came near to me and said actually I was praying to god, how can I get you and god gave me a chance. Then he said you are really a beautiful lady and he took me in his arms I was silently presenting my self to him he lifted me like a doll and threw me on the bed I got little fear but what could I do? After that Rahaman dropped all his clothes except his underwear. Then he came to me and opened my hairs, then he put his lips on my lips and started kissing passionately his kisses were very hard and rough during all that time he was slipping his palm on my butt and squeezing them passionately, he did my whole face wet by his. Then he pull my sari. And his hands were moving on my whole body and I really say, in starting I was feeling hate but now I was also feeling wet and was eager to lie under him. At that time I was in petticoat and blouse and perhaps 1/2 hour had spent oh god this time was too much for my husband and in this time we did complete sex so many times. But Rahaman just undid my sari now I was fully aroused and started slowly moaning but he was quite. He lied beside me and asked to arouse him now it was my chance although I was feeling shame in starting but now I had gotten fully aroused. And I started to move my hands on Rahaman’s body up and down he closed his eyes I started kissing him. His chest was hairy and color was very fair, his thighs were very tight moreover he was a complete man. I kissed his nipples and naval now he started moaning ohhhh….aaahhaaahhhhh yeeesssssss youuu blooooooooody biiiitchhh. Now I wanted to see his big cock, which was trying to come out of his underwear. I fixed my fingers in the strip of his underwear and he lifted his hips and helped me to do him necked. Now what a glorious seen was there a 10 inch cock is fully erected and two balls were hanging I sat on his chest and started to licking his cock I was very much eager to eat this lollypop because first time I was seeing a huge cock I was just playing with it like a little girl plays with dolls during this time my butt were on Rahaman’s face and he was just squeezing them but I was fully concentrated on his huge cock. Now I was licking his precum and moving my mouth up and down I wanted to eat more and more and at last he burst in my mouth and filled me with his cum. He held my head tightly,so I drank it whole. Then his wildness aroused suddenly and he told some abusing words and got me lie down and came in between my legs I was eager to show my lovely boobs to him because it was my costly property but Rahaman did not take interest to see them. Now he was concentrate on my naval and his tongue has entered in my naval he was licking it I closed my eyes but suddenly I opened my eyes because he toured my petticoat alas!!!! My costly petticoat. Now it was in two pieces, now he bent me and pull down my panty, blouse was still there on my body and I was in little wonder that why he is ignoring my lovely mountains. I was first time bottom less before being topless. Now his palms were moving on my butt also he was squeezing them and kissing them passionately Now he told me to sit on knees and lift butt upward means like a bitch. I made this condition then he started to kiss my butts sometimes his tongue entered in my shit hole. Actually I was assuming that after sometime he will enter his big cock in my vagina from back side but when he put his cock on my shit hole I understood his notion and then I felt very much fear because sometimes my husband tried to do this but I strictly refused due to fear I thought how the 5" cock will entered in this tiny hole but now this is 10" cock so I just bent and told to Rahaman I think you are trying to take my ass but please don’t do that it is very much tiny and it will injure but he laughed and told dear Amisa what your driver told previously that for the whole night you are only our. Then I begged him to entered in pussy I told him to squeeze my boobs suck my nipples why don’t you do that? Then he replied “madam, I first saw you in a shopping mall’s parking lot.That time your driver Rajesh pointed towards you and said that you are his madam.I never saw such a hottest and sexy woman like you. Actually madam when I first saw you then I became fan of your butt then I told it to Rajesh for having you, firstly he refused but when I convinced him the pleasure, he agreed and planned all this. So don’t show any drama and present me your ass then I felt very much shame but now what can be happened but any how I wanted to protect my ass but he was now started to rape me. Suddenly I gave him jerk by my ass so he fell backside and I ran away after opening the door and by wrapping myself with the bed cover.I thought to run to the bathroom and lock myself from this animal.But as I opened the door Rajesh who was in guest room ran and caught me.I screamed that let me go,I wont do this!!!!! but My driver pulled and snatched the bed cover and flew it away.He watched me with lust and said you really have a hot sexy figure,how can we let you go hotty??????????At the same time Rahaman came there,my driver smiled and asked what happened? Rahaman shouted on Rajesh she is not supporting me. Then Rajesh told him no problem I will help you and then my driver and Rahaman lift me in their hands. I was shocked due to my driver and an stranger was taking or rather raping me like this. But what could I do? Now we all came to bed room. Rahaman said to Rajesh, her pussy is used by her husband and I wanted something new and her ass is virgin because she was saying she refused to for ass fucking so now please help me. Then Rajesh saw me and told, madam don’t worry it will be little painful but afterwards you will enjoy. But I was not ready then he undress himself and sat on bed and just tore my blouse what a shameful seen my driver toured my blouse in front of another person. Then Rahaman came near and just unhooked my bra. Now I was fully naked and I was not aware what they are going to do? Then Rajesh told to Rahaman: Woh! Did you see her boobs???? What a fantastic guns she has!!!!!!!! I am a great fan of them but Rahaman replied Ok I will taste them later. Then Rajesh held my both boobs and started to squeeze them and took nipples in his mouth then from back side Rahaman came and entered his finger in my pussy now I knew they were trying to make arouse me. Rahaman made me sat on knees like a bitch I was begging but they did not show any sympathy my hands were caught by Rajesh and boobs were in his mouth Rahaman hold my waist and put his cock head on my butt hole I just cried by pain but as soon as I opened my mouth for crying my driver entered his cock in my mouth and I could not cry. In the mean time Rahaman put his cockhead on my butt hole and pull my waist towards him but could not enter his cock into me then he asked to Rajesh have you some butter in kitchen because her hole is very much tight Rajesh told Ok. then Rahaman told him no no I will go and he left the room then I begged to Rajesh Please save me I can’t do that. Then my driver Rajesh said me madam just relax and enjoy.Why are you not understanding madam that it was my dream to have you? I am your driver and Rahaman is a truck driver.In both of our life we cannot have a more sexy beautiful woman than you! So how can we leave you,once we have got you? Then there was no other way and there was no one to save me so I just left myself free after coming Rahaman I made myself in bitch position Rahaman told yes Rajesh do work on her breast Rajesh started to squeezing my boobs then Rahaman applied some butter on my butt hole and some on his cock then he put his cock on my hole and applied some pressure I was feeling a lot of pain but I was not reacting at the same time they counted one, two, three and Rahaman pushed his cock forward and Rajesh push me backward and I gave out a large gaseous bomb out of my anal and now something was inside my butt hole After a few seconds Rahaman pull his cock little outside and again they both did the same one, two, three and with another fart now I think his half cock was into my butt hole. My outer rim of my hole was torn & blood oozing out. Oh! that was so tight and bbig! I screamed in a loud voice “ooooeeeeeeeee oooeeeeee oh oh oee hi pleeeeease help, I wiiiill dieeeeeeeeeee. ooeeee my back its torn oo oo hi maa oee ooeeee my back its torn……You punctured my hole, you basted!” Then they both gave some jerks after a while Rahaman told Rajesh now it is moving easily so you leave now and see the show Then my driver once again kissed my boobs and left me and sat on sofa now I was in Rahaman’s hand he told me Amisa darling now It will be more enjoyable for you also now assume you and me like a bitch and dog and move to and fro then I also thought while it is being helpless & no one to help me out then why should not I enjoy with this big cock. And I started to give support to Rahaman he was now increasing his speed and I also. My boobs were hanging to and fro. His cock was feeling my hard shit inside my ass.I again requested “please take it out or I’ll die,please,I beg you” There were tears in my eyes. Then Rahaman pressed my boobs a little hard and while licking on my ears said ” I will not let you die, just enjoy it.” While ramming my ass,he moved his hand under my belly and placed his rough palm on my sweet chubby pussy.As I felt the touch on my pussy I shivered and moaned. Then he pulled his cock out. As his half cock became out he pushed it in me with great force. I started crying “ooeee haeee noooooooooo I’ll die, its tooooooo much painnnnnnnnnn, please be still for a moment,pleaseeeeeeeee!” but he didn’t listen to me and started fucking my ass madly. I collapsed! He continued fucking without listening me and held my hips with his hands and started fucking more fast. During fucking his cock was touching my hard shit inside my ass which after some time felt soft and I discharged a lot of gasses from my ass, with smell, & with great noise. By then I had also controlled my pains and started moving my ass with his motion.By that Rahaman gestured my driver "look the bitch is enjoying!" He continued fucking, then with his jerks my shit became soft and it started oozing out when his cock was moving out. Both Rahaman and my driver gasped by looking at it.My driver appreciated Rahaman and said you have really done a good job Rahaman! Soon madam will become a sex slave! Rahaman said your madam is a real hotty! I was tired but was happy after 20/25 minutes he loaded my butt with his cum.Rahaman said “oh madam I am cuming” I dint know how I started uttering words like “hoooo now its pleasures, please cum inside me, pleaseeee & please don’t take your cock out, pleaseeee!” By seeing that Rahaman was yelling and laughing like mad! I also reached my orgasm and cummed right on his hand. He laid on my back for few minutes and then he pulled his cock out. It came out with a “pucch“ sound and my shit also came out. Both of them started yelling and laughing like maniacs! I laid gasping and then got relaxed now this was 3 am in night.Then Rahaman told Rajesh I got satisfied now I want to rest. Rajesh replied Ok let me enjoy now but I told loudly I am not satisfied they both look wondered me. I told you want to take my ass I gave it to you but now I am interested to take your 10 inch in my pussy because I never took such a big thing in my lady ness Rajesh cried on me good see I told you that I will give you the best pleasure of the world. Rahaman told quietly Rajesh she is correct you may go I will enjoy with her,she is already becoming a sex addict and I will leave your madam when she will completely become a sex addicted woman.Rajesh laughing went to guest room then Rahaman closed the door. I told him yes come on and fuck me Now I am in love with you then he came near to me and his palms were moving on my whole body I was also kissing him. Then I lift my hands to tie up my hairs and gave him full look of my ripe mangoes and got success to attract him on them. He came near and took one tit in his rough hand and another tit in his mouth he was really sucking my nipples like a baby. I was smiling and was pleased that in last I made him mad on my boobs. After some time he changed his mouth and hand position on tits, after feeling passionate sucking I became a sex-servant of Rahaman. After getting satisfied with my boobs he told me let us do 69. I agreed and climb on him and put my pussy on her thirst lips and took his tool in my mouth I was kissing his tool like a banana and he was fucking me with his tongue. He entered his thumb and finger into my pussy and found my clit and took it in his mouth. I was in heaven no doubt he was a complete man I said Rahaman I am coming he replied no problem and I came on his face most of my cum he drank after that he got lied me on bed and came in between my legs I spread my legs and gave a full look of my pussy. Now he begun to rub over my pussy. He was by no means gentle. He knew only one way. Right there I could sense my pussy getting wet.He saw it too. He began rubbing harder & more passionately. Soon I was all aroused & was giving all of myself to him. I was making sounds like Oooooooohhhhhhh Aaaaaaahhhhhh. Ohhhhh Yeahhhhhhh. Do it….. Oohhhhh my Gooood. Uuuummmmmm. Suddenly he stopped & placed his ragging bull on my entrance. He gave a big big thrust. Aaaaaaaaaaaaaaaaaahhhhhhhhhhh. Oooooooohhhhhhhhh Noooooooo. Plzzzzzzzz slowwwwwlyy. I… I… I…. am Goooing Toooo Die. Plzzzzzzzzzz. He entered his cock in my pussy with little barrier because I was habitual of only 5 inch so my pussy was tight but this man has just double. But Only ¼ of his cock was inside me. Suddenly with another big push he tore me entirely. I was bleeding and felt like virgin once again. After inserting he started to move to and fro. He knew only one speed. He was fucking me like a bull. I started moaning myself..ahh..ahhh ohhh yess…ohhh..oooooo woooo ooooooooh…. my god.Really he was giving me full pleasure.He fucked & fucked & fucked me. I got a massive orgasm. I arched my back & splashed my juices on his cock. I was moaning and producing sexy voices like ” OOhhh Yeahh. Uuuuummmmmm OOHHHHHHH Yeahhhhhh. Uuuuummmmmm. Aahhhhhhhhhhhhhhhhh. Oh Noooooooo. Yeahhh Babyyy. Ooohhhh Yeahhhhh. .He fucked me at least half an hour,and then he told "Ohh! darling I am about to cum." I requested him to take it out and told him that I am not protected! But he gave me a wicked smile & increased his pumping. I scratched his face with my nails & started pushing him back. I begged please take it out, you don’t have a condom, please don’t do this please please take it out, please please.You are a Muslim.I am a Hindu! I tried to push him away, but hearing that he started fucking me more hard & with in next thirty seconds the basted exploded deep inside my pussy. He totally filled my absolutely fertile womb. It seemed like a dam was broken. He filled me entirely & some even spilled out. With his discharge he held me strongly and tightly jammed my pussy,and right then I arched and reached another orgasm.I was gasping with tears rolling down my eyes. Then he planted a passionate kiss and went to the next room. Next, my driver Rajesh came in. He was already nude. My driver was a very ugly man. He was big, bald and had a very thick and big cock.I saw it was half erect. I was lying on the bed.He watched my whole body with a very evil look for few seconds he said that madam you are really very sexy.I was silent and still was dazed to realize that my own driver was having me in this situation. Then like a hungry wolf he jumped on me and started kissing me everywhere. he was too much passionate.As he kissed on my neck I let out a gasp. After about ten minutes kissing on my lips, face and boob sucking he licked my belly and went down and touched my hairy pussy with my tongue. It was coated with Rahaman’s cum and my juices. I shivered & jerked as if I got a massive shock. He widened my legs and started licking more wildly. Hooooooooooooooooooooooohhhhhhhhhhhhhh I started moaning badly. Now he stretched my fair flabby legs further upto the point that it can be stretched no more, and so it hurt me like hell. Now my pussy protruded out in font of him, totally exposed. My driver said OHHHHHH! MADAM, YOUR PUSSY IS CUTE!!!!!! I closed my eyes in shame. Then he spit on he nasty cock and rubbed its head with it and then placed it on my pussy. As his cock touched my pussy my body shivered. I was moaning. Then he cupped my big boob with right hand. My driver was playing with my boobs wildly. His cock was ready to enter my pussy. He asked me to put my tongue in his mouth. I took his tongue in my mouth by saying “my vagina is torn by Rahaman & its paining, please insert your cock as slowly as possible, please!” Rajesh gave a evil smile at me and suddenly with a powerful jerk he entered his full cock in my pussy. Oh! Rahaman really loosened and enlarged my pussy badly,as my driver’s full cock entered in my vagina easily. Right then I arched screamed and had a good squirt!!!!! My driver looking at that gasped Wow!!!!!! and stayed there for a moment and watched me with an evil look until I calmed down. But Then just as he started pumping a little I couldn’t control and again immediately arched my back & got a real squirting orgasm. They changed me so much that now I couldn’t control myself. They turned me into a sex hungry bitch. By looking at that my driver told that "Madam are you trying to make any world record in cumming??? See how I made you a sex hungry slut!!!!! Soon you will be my sex slave!!!!" By saying that he started pumping slowly but in a very hardcore manner.Just then my screams converted into loud passionate moans. He tried to stretch my legs further but it couldn’t go anymore and I moaned real loudly due to my pussy. I moaned in sexy voices “oooeee, ooooo noooooo yesssss ooooooooo uffffff……….. what a hard cock you have, its just like any donkey’s cock.” My driver replied “Oh! honey your pussy is so sweet and hot!!!!”. But just as I was totally getting aroused,may be to tease me,he stopped pumping and started kissing my boobs. I moaned hoooooooo! I begged him please don’t stop don’t stop don’t stop,please!!!!!!!!! I beg you,please don’t stop…..please!!!!!!!! He looked at me and with a very big evil smile on his face he said "look madam,how I have turned you into a nasty bitch!!!!!! You are begging your driver to fuck you??????" I said “when you told me that you would have sex with me and you would give me tremendous pleasure of sex that you cannot even imagine,I didn’t know why just by hearing it, I got aroused. I just couldn’t wait any longer & lost control on my body!!!! I didn’t had sex with anyone other than my husband and when you said these words to me I don’t know why you made me realize that deep down in me I really wanted it badly!” I told my driver that “Rajesh, I was feeling like I was having my first sex of my life.You truly gave me an extremely fantastic experience! Now PLEASEEEEE, pump my pussy or I’ll die!!!!!!” My driver smiled and started fucking very slowly and said “Madam,you are a very sexy woman. I always used to dream of fucking you. I used to masturbate in toilets with your thought. Madam, I am really taking extreme pleasures from your pussy!” But I screamed “I cant control any more, please fuck me hard, hard, please hard, I request you.” with this automatically I moved my hips up and down his cock. By looking at that he laughed loudly and kissed my lips and started fucking me like a mad dog. I rolled my head back and started moaning real loudly! My legs were stretched apart by him and he tightly held my legs in this position. But I dint know why my hips were moving up and down with his cock’s rhythm and I screamed continuously with pleasure. suddenly I got a massive orgasm. I arched my back & splashed her thick juices out on my driver’s cock. I was moaning loudly in sexy voices like ” OOHHHH Yeahhhhhh. Uuuuummmmmm. Aahhhhhhhhhhhhhhhhh. Oh Noooooooo. Yeahhh Babyyy. Ooohhhh Yeahhhhh. Faster Faster. Ohhh No. Ohhhh No… IIII please fuck me hard, please I cant take it, harder please!” within few moments I was again about to cum…. He paused fucking and told me that he was about to cum. I just ignore his words and told him in very seducing sexy voice that yes yes yeeeee hhhhhh ohhhhhh please be fast and fast again and cum inside me!!!!!! He told me but it may be risky if I come into you! But I replied in a low and shy voice that Rahaman has already broken my ordeal and so you can also cum inside me!!!!!!! It will be my fortune to become the mother of your child instead of my wimp husband!!!!!!!!!!" He smiled at me and inserted the full length of his big thick cock in me and loaded his hot sperm in my ovary.Ho! it felt so hot and in pleasure I just seemed to pass out.Right then I arched and shivered my whole body like a malaria patient and got the biggest orgasm of my life…. I went on cumming and stop my squirt….I screamed and gasped madly in pleasure "Ooooooooooooooo Oooooooohhhhhhh Aaaaaaahhhhhh. Ohhhhh Yeahhhhhhh. Do it….. Oohhhhh my Gooood. Uuuummmmmm.Aaaaaaaaaaaaaaaaaahhhhhhhhhhh. Oooooooohhhhhhhhh Noooooooo.I… I… I…. am Goooing Toooo Die. Plzzzzzzzzzz.Oh Noooooooo. Yeahhh Babyyy. Ooohhhh Yeahhhhh. Faster Faster. Ohhh No. Ohhhh No… IIII Ammmmm cant stopppppp Comingggg." After that we both got tired. I told him you are my dream man!! He asked why? I replied because I like brave persons and you are like that! He asked me how? I replied with a shy smile you fuck me on the bed of my husband, me being a gorgeous and millionaire woman you made me fuck a stranger like a cheap ugly truck driver and you changed me completely from a faithful wife to a sex hungry bitch!!!!!!!" By hearing that he smiled and kept kissing me real passionately on my lips and squeezed my boobs and rubbed my pussy. Then I embraced him and we were lying by hugging each other.Then Rahaman came inside the room.I smiled at him and he also smiled at me. Rahaman said "just few hours ago when I first saw you,you were such a good rich shy and faithful wife,and look now you have become such a cheap slut that two men have violated you.You have become pregnant by your own driver and a truck driver." Rahaman said, "Really,Rajesh your madam is a fantastic the hottest lay." My driver asked me, "Honey, did you really enjoy?" I replied "Yeah,. It was really a great experience. both of you had good cocks. I enjoyed very much,” "Now I hate my husband’s cock,I really love both of you after all this. You are really fantastic, Rajesh. From today I’ll call you Rajesh and not Driver. By hearing that both of them started laughing madly.Then my driver gave me a good passionate kiss on my lips. After this I became their sex slaves forever.Whenever Rajesh gets chances he fucks me,whenever my husband remains outside the station Rahaman comes with Rajesh and uses my body in raw sex.Actually I no more have sex with Rajesh and Rahaman,I just make love with them in sex. Now I have four kids.The elder one is of my husband’s and the rest three are of my driver Rajesh’s and Rahaman’s.Both Rajesh and Rahaman prefer having me without condom for the maximum pleasure and Rajesh says that he loves seeing me pregnant with his kids. My husband as on date dint find out the truth,even if he finds out,I dont care,I’m contended with my life,besides I already have two glorious hasbands.

Posted in Just For Fun | No Comments »

skinner’s Theories

November 23rd, 2007 by renalds

Brief biography of B.F. Skinner

Early Life

B. F. Skinner was born on March 20, 1904 in Susquehanna, a small railroad town in the hills of

Pennsylvania

just below

Binghamton

New York

. With one younger brother, he grew up in a home environment he described as "warm and stable". His father was a rising young lawyer, his mother a housewife. Much of his boyhood was spent building things - for example a cart with steering that worked backwards (by mistake) and a perpetual motion machine (the latter did not work). Other ventures were more successful. He and a friend built a cabin in the woods. For a door to door business selling elderberries, he designed a flotation system to separate ripe from green berries. When working in a shoe store during his high school years, he made a contraption to distribute the "green dust" that helped the broom pick up dirt.

In high school, Skinner took an English class taught by Miss Graves to whom he was later to dedicate his book, The Technology of Teaching. Based on a remark by his father, he blurted out in class one day that Shakespeare had not written As You Like It, but rather Frances Bacon. When his teacher told him he didn’t know what he was talking about, he went to the library and read quite a bit of Bacon’s works. Bacon’s championing of the inductive method in science against the appeal to authority was to serve him well later.

First Encounters with Behavioral Science

After attending

Hamilton

college, Skinner decided to become a writer. Moving back home he wrote little. His entire production from the period he called his "dark year" consisted of a dozen short newspaper articles and a few models of sailing ships. Escaping to

New York City

for a few months working as a bookstore clerk, he happened upon books by Pavlov and Watson. He found them impressive and exciting and wanted to learn more.

Graduate

School

and Discovery

At the age of 24 Skinner enrolled in the Psychology Department of Harvard University. Still rebellious and impatient with what he considered unintelligent ideas, Skinner found a mentor equally caustic and hard-driving. William Crozier was the chair of a new department of Physiology. Crozier fervently adhered to a program of studying the behavior of "the animal as a whole" without appealing, as the psychologists did, to processes going on inside. That exactly matched Skinner’s goal of relating behavior to experimental conditions. The student was encouraged to experiment. Each department, Psychology, and Physiology, assumed the other was supervising the young student, but the fact was he was "doing exactly as I pleased". With his enthusiasm and talent for building new equipment, Skinner constructed apparatus after apparatus as his rats’ behavior suggested changes. After a dozen pieces of apparatus and some lucky accidents (described in his "A Case History in Scientific Method"), Skinner invented the cumulative recorder, a mechanical device that recorded every response as an upward movement of a horizontally moving line. The slope showed rate of responding. This recorder revealed the impact of the contingencies over responding. Skinner discovered that the rate with which the rat pressed the bar depended not on any preceding stimulus (as Watson and Pavlov had insisted), but on what followed the bar presses. This was new indeed. Unlike the reflexes that Pavlov had studied, this kind of behavior operated on the environment and was controlled by its effects. Skinner named it operant behavior. The process of arranging the contingencies of reinforcement responsible for producing this new kind of behavior he called operant conditioning. Because of a fellowship, Skinner was able to spend his next five years investigating not only the effect of following consequences and the schedules on which they were delivered, but also how prior stimuli gained control over behavior-consequence relationships with which they were paired. These studies eventually appeared in his first book, The Behavior of Organisms (1938).

Project Pigeon

In 1936, then 32 years old, Skinner married Yvonne Blue and the couple moved to

Minnesota

where Skinner had his first teaching job. Busy with teaching and his new family that in 1938 included a daughter, Julie, he did little to advance the science he had started. But that was to change with the war. In 1944 World War II was in full swing. Airplanes and bombs were common, but there were no missile guidance systems. Anxious to help, Skinner sought funding for a top secret project to train pigeons to guide bombs. Working intently, he trained pigeons to keep pecking a target that would hold a missile onto a target. The pigeons pecked reliably, even when falling rapidly and working with warlike noise all around them. While Project Pigeon was discontinued (because of another top secret project unknown to Skinner - radar), the work was useful. Pigeons behave more rapidly than rats, allowing more rapid discoveries of the effect of new contingencies. As Skinner put it, "the research that I described in The Behavior of Organisms appeared in a new light. It was no longer merely an experimental analysis. It had given rise to a technology." Skinner never again worked with rats. Skinner described Project Pigeon in an article with the same name. The article is in Cumulative Record.

The Baby Tender

In 1943, towards the end of the

Minnesota

years, Yvonne was pregnant again. Knowing of her husband’s talent at solving problems with gadgets, she wondered whether he might design a crib that would be safer than the typical crib with its bars that could trap a leg and blankets that could suffocate a baby. He could, and did. Proud of his new invention, an enclosed and heated crib with a plexiglass window, he sent an article to the popular magazine the Lady’s Home Journal. Changing Skinner’s title to grab attention, the article came out as "Baby in a Box". The "baby tender", as Skinner called his crib, was used only as a bed for the new baby. Deborah had a playpen and spent as much time out of her bed as do other infants. But inevitably confusion occurred between the baby tender and the "Skinner Box." To the end of his life Skinner was plagued by rumors about his second daughter, hearing even that she had committed suicide. In fact, Skinner was an affectionate father and never experimented on either of his children. Deborah is a successful artist and lives in

London

with her husband.

Walden Two

When the war was about to end, Skinner attended a dinner party and mentioned to a friend that it was too bad that her son and other young people would come back to the old ways of doing things. She asked what Skinner would have them do instead. Skinner could never refuse a challenge. Almost immediately he began the book Walden Two. Walden Two was written fast, parts with much emotion. In it, a soldier just back from the war, invites friends and his former professor to visit a community called Walden Two, a group of about 1000 members. They go to the community. Its designer, Frazier, explains how the happy and the industrious behaviors they are seeing have been carefully shaped using behavioral techniques. He explains how the competitive urge of parents to favor their own children has been converted to a more equal concern for all youngsters by bringing up the babies communally rather than in families. Both women and men work. Jobs earn work credits weighted so that one can work for only a short time at undesirable jobs or longer at desirable ones. All aspects of the community have been planned. The book, after a slow start, became one of the best known works of Skinner’s, receiving both praise and condemnation.

Indiana

In 1945, Skinner and his family moved to

Bloomington

Indiana

where he became Chair of the Psychology Department at the

University

Indiana

. The field he had started was growing. In 1946 the first meeting of the Society of the Experimental Analysis of Behavior was held in

Indiana

. Twelve years later, it had a journal, the Journal of the Experimental Analysis of Behavior.

Return to Harvard

An invitation from

Harvard

University

to give the William James Lectures brought Skinner and his family to

Cambridge

Massachusetts

in the fall of 1947. He was invited to join the Psychology Department in 1948. There, he offered to give a course for undergraduates, scrambling each week to produce materials for the 400 students who enrolled. The material eventually became the book Science and Human Behavior (1953). The 1950’s and 1960’s were productive for Skinner, largely due to the excellent graduate students who came to study with him, including Douglas B. Anger, James A Anliker, Nathan H. Azrin, Donald S. Blough, A. Charles Catania, Lewis R. Gollub, Richard J. Herrnstein, Matthew L. Israel, Alfredo V. Lagmay, Harlan I. Lane, Ogden R. Lindlsey, William H. Morse, Neil J. Peterson, George S. Reynolds, and Herbert S. Terrace. Spinoffs from this work produced the book Schedules of Reinforcement (Ferster & Skinner, 1957), the field of Behavior Therapy (from the work of Ogden Lindsley who coined the term), and psychopharmacology (where Peter Dews at the

Harvard

Medical

School

worked closely with Skinner’s lab).

Teaching Machines and Programmed Instruction

Skinner’s children were growing up. When the younger was in fourth grade, on November 11, 1953, Skinner attended her math class for Father’s Day. The visit altered his life. As he sat at the back of that typical fourth grade math class, what he saw suddenly hit him with the force of an inspiration. As he put it, "through no fault of her own the teacher was violating almost everything we knew about the learning process." In shaping, you adapt what you ask of an animal to the animal’s current performance level. But in the math class, clearly some of the students had no idea of how to solve the problems, while others whipped through the exercise sheet, learning nothing new. In shaping, each best response is immediately reinforced. Skinner had researched delay of reinforcement and knew how it hampered performance. But in the math class, the children did not find out if one problem was correct before doing the next. They had to answer a whole page before getting any feedback, and then probably not until the next day. But how could one teacher with 20 or 30 children possibly shape mathematical behavior in each one? Clearly teachers needed help. That afternoon, Skinner constructed his first teaching machine.

Skinner’s first teaching machine simply presented problems in random order for students to do, with feedback after each one. But this machine did not teach new behavior. All it did was give more practice on skills already learned. Within three years, however, Skinner developed programmed instruction, where through careful sequencing, students responded to material broken into small steps. The steps were similar to what a skilled tutor would ask of a student working with one student at a time. The first responses of each sequence were prompted, but as performance improved, less and less help was given. By the end, a student was doing something he or she could not have done at the beginning. For about ten years, Skinner was caught up in the teaching machine movement, answering every one of thousands of letters from parents, schools, and business and industry. With a grant, Skinner hired James G. Holland who with Skinner’s supervision, created The Analysis of Behavior for Skinner’s class of Harvard students to take on a mechanical machine. (There were no microcomputers yet.) The field of education embraced this newest teaching method, but many of the materials were poorly written and no company wanted to design materials for a teaching machine that might go out of production. So most programmed instruction was put into book form. But the a book does not maintain the contingencies: Students can look at the answer before writing their own. By around 1968 education publishers stopped printing programmed instruction. That same year Skinner published The Technology of Teaching, a collection of his writings on education. Some of the better programs from the 60’s are still used and with the coming of the computer and internet, the perfect machine that Skinner lacked is now available. Increasingly, instructional designers are realizing that, as Skinner insisted, tutorials must do more than present blocks of content with quizzes at the end. Effective instruction requires learners to respond to what each screen of information presents and to get feedback on their performance before advancing to the next. In addition, the sequencing of steps is critical.

Skinner’s analysis of how to design sequences of steps came to him as he was finishing a book on which he had worked, on and off, for twenty years. Verbal Behavior published in 1957 is an analysis of why we say, write, and even think the way we do. The book is not easy to read. It took another twenty years before researchers used Skinner’s categories and found that the different controlling variables he postulated were, indeed, independent. Recently their work has led to breakthroughs in teaching children, especially those with autism, to communicate effectively.

Later Life

A concern with the implications of behavioral science for society at large turned Skinner to philosophical and moral issues. In 1969 he published Contingencies of Reinforcement and two years later Beyond Freedom and Dignity which prompted a series of television appearances. Still, the lack of understanding and misrepresentation of his work prompted his writing About Behaviorism (1974). Towards the end of his life he was still active professionally. In addition to professional articles, he wrote three autobiographical volumes, Particulars of my Life, The Shaping of a Behaviorist, and A Matter of Consequences. In 1989 he was diagnosed with leukemia, but kept as active as his increasing weakness allowed. At the American Psychological Association, ten days before he died, he gave a talk before a crowded auditorium. He finished the article from which the talk was taken on August 18, 1990, the day he died.

Contributed by B. F. Skinner’s elder daughter

http://ww2.lafayette.edu/~allanr/early.html

Posted in Foundation Of Education | No Comments »

Personal Interview to the teacher’s Incharge In the classroom

November 23rd, 2007 by renalds

Interview
Name of the teachers: Marissa Basilides
Assigned placed: Brgy. Cantamoja, Salcedo Eastern Samar
Room Assigned: Pre-elementary
Describe the nature of your learners.
- The pre-elementary are fun of playing; they are the learner that needs attention of the parent and their teachers. They are also the learners that need the adjustment of the teacher what I mean are the teachers will have long patience to their learners. The pre-elementary learners are the naughty person.
What theories do you apply in dealing with your learners?
-She said that in the case that I was handling the pre-elementary I teach them in the lesson that I prepared then after that I gave them some activity. She also used the picture that attract to her learners and also the colors. If her learners did not do the activities that she gave I ask them what part of the lesson they don’t understand.
3. How do you deal with misbehave in your class?
-She did not scold them although she gave them a punishment that if they did not behave well they can’t go home and as a reward if the learners behave will and obey the rule I dismissed the class early. She did not them because she believed that what ever happened to the learners it is her responsibility if they are inside the classroom. She said that as pre-elementary teachers she’s not allowed to hurt, to hit her learners.
4. What suggestion can you give to the feature teachers on how to become effective teachers?
-She suggests that to become effective teachers, you should know how to deal with your learners and you become effective teacher if you are a good model to your learners. And of course if you treat them as your younger brothers or sisters so that your learners did not hesitates to ask a question and at that time your relationship as a teacher-student will not be broke-up and that is the time that you become an effective teacher.

Classroom Observation in San Juan Elem. School
Base on what I have seen inside of there room, I noticed that there are 50 chairs and 23 of it are made of wood. I have seen 4 study tables; there are 45 students inside the classroom, a book which was loaned by the pupils, a toilet room, teachers table, Ornamental plant outside, and supplementary reading materials on the bookshelves. I saw also a bulletin board where the work or output of there unit test was displayed. There was an oral reading progress chart, mathematics progress chart, a drinking facilities and a chalkboard with curtains.
Comparison to ILS
According to what I have observed, there was only a little different in terms of classroom background and the only things that differ to them were the academic performances of the learners. It is different in the urban area in compared to the city because in the city the learners can easily understand the lesson, maybe it was difficult in the urban area because of so many factors to be considered like puberty which can affect every things.

Interview
Name of the Teachers: Mrs. Irma T. Tagocon
Assigned Place: San Juan Elem. School, Brgy. San Juan Sta. Fe Leyte
Room Assigned: Grade Five Classroom
Question:
Described the nature of your learners.
Answer: According to her, most of there learners were undisciplined, misbehave, and also she told me that they were lack of interest on their study.
What theories of development do you apply in dealing with your learners or managing the classroom?
Answer: She told me that she doesn’t apply any theory, only techniques and strategy in managing the classroom.
Since her learners are slow learners, she are using some method such this: A. She used an illustration or drawing that are related to the topic that she is discussing. B. After that, she will asked what part of the topic was not understand by the learners and then she will discuss it slowly and step by step so that I could be understood by the learner. C. After everything, she told me that she was going to conduct an oral recitation and the last was the quiz to measure the knowledge of her learners.
How do you deal with misbehavior in your class? What disciplinary measure do you apply?
Answer: She told me that it depends on the degree of offences that they commit. Example, If the learners are not listening to her discussion she let them sit in front to make sure that they will really listen to her. Or sometimes she scolds them verbally.
What suggestion can you give to feature teachers on how to become effective teachers?
Answer: Based on what I heard from her, she said that they have to observed and know the characteristic of their learners, we must also know their family background so that we will not be surprised why he/she act like that kind of being and including also the peer of group that he/she was going with. The teachers must be patience in dealing with there learners and we must also applied the varied techniques, strategy and methods to cope the needs of the learners.

Posted in Elementary | No Comments »

Group Observations During the Field Study In 1st year college

November 23rd, 2007 by renalds

“GROUP OBSERVATIONS”

STUDENT PERFORMANCE

As we observed inside the classroom, we noticed that the student was quietly good enough in speaking international language. They were good in communicating to each other, and most of all they have good manner. Somehow, we noticed also that there were some who were noisy and sometimes they do not listen to the teacher.

TEACHER STRATEGY ON TEACHING

We noticed that most of the time the teacher was praising those student who behave well. Maybe it was her technique in order to catch the attention of the naughty one and idolized those who behaved well.

She discussed there lesson with matching illustration that was illustrated in front of the class. She used some colorful materials in her report, such as color paper and others. She writes the words in an artistic way so that they can catch the attention of the student. While she was reading in the book, the student have also there own that served as the guide on what the teacher were discussing. After the discussion the teacher conducted a short quiz to measure the knowledge of the student based on what they have discussed. Then, they check there papers and after all, the teacher collected them all. Before going out, the teacher make an assignment for the student and they copy it. When they were going to went out, they prayed and say goodbye to each other and also to us.

CLASSROOM BACKGROUND

As we observed, we noticed the following:

1. Plenty of chart and bulletin posted on the wall. Liked Academic chart, birthday bulletin, reminder, and also their output on their art were posted on the bulletin board.

2. There was purified water on the door side.

3. There was a mirror attached on the backside of the door.

4. Above the window was a hanging art paper, they form them a heart and it served as a lantern decoration.

5. In every corner there was a garbage can.

6. We saw a chalkboard with a sky blue and red orange line on it.

7. There were three ceiling fan.

8. There table was covered with a colorful mantel.

9. There were shelves to compile their books.

10. Plenty of books inside, handicraft were displayed on the top of the shelves, abstract drawing was attached on the wall near the chalkboard, and the last, and there was a karaoke near the door.

Submitted by:

Jed Pido

Reynaldo Macalla Jr.

Elizabeth Ranoco

STUDENT PERFORMANCE

As we observed inside the classroom, we noticed that the student was quitely good enough in speaking international language. They were good in communicating to each other, and most of all they have good manner. Somehow, we noticed also that there were some who were noisy and sometimes they do not listen to the teacher.

TEACHER STRATEGY ON TEACHING

We noticed that most of the time the teacher was praising those student who behave well. Maybe it was her technique in order to cought the attention of the naughty one and idolized those who behaved well.

She discused thwe lesson with matching illustration that was illustrated infront of the class. She used some colorful materials in her report, such as color paper and others.She write the words in an artistic way so that they can cought the attention of the student. While she was reading in the book, the student have also there own that served aas the guide on what the teacher were discussing. After the discussion the teacher conducted a short quiz to measured the knowledge of the student based on what they have discussed. Then, they check therer papers and after all, the teacher collected them all. Before going out, the teacher make an assignment for the student and they copy it. When they were going to went out, they prayed and say goodbye to each other and also to us.

CLASSROOM BACKGROUND

As we observed, we noticed the following:

1. Plenty of chart and bulliten posted on the wall. Liked Academic chart, birthday bulliten, reminder, and also their output on their art was posted on the bulliten board.

Posted in Leyte Normal University | No Comments »

Group Observations During the Field Study In 1st year college

November 23rd, 2007 by renalds

“GROUP OBSERVATIONS”

STUDENT PERFORMANCE

TEACHER STRATEGY ON TEACHING

CLASSROOM BACKGROUND

As we observed, we noticed the following:

1. Plenty of chart and bulletin posted on the wall. Liked Academic chart, birthday bulletin, reminder, and also their output on their art were posted on the bulletin board.

2. There was purified water on the door side.

3. There was a mirror attached on the backside of the door.

4. Above the window was a hanging art paper, they form them a heart and it served as a lantern decoration.

5. In every corner there was a garbage can.

6. We saw a chalkboard with a sky blue and red orange line on it.

7. There were three ceiling fan.

8. There table was covered with a colorful mantel.

9. There were shelves to compile their books.

10. Plenty of books inside, handicraft were displayed on the top of the shelves, abstract drawing was attached on the wall near the chalkboard, and the last, and there was a karaoke near the door.

Submitted by:

Jed Pido

Reynaldo Macalla Jr.

Elizabeth Ranoco

STUDENT PERFORMANCE

TEACHER STRATEGY ON TEACHING

CLASSROOM BACKGROUND

As we observed, we noticed the following:

1. Plenty of chart and bulliten posted on the wall. Liked Academic chart, birthday bulliten, reminder, and also their output on their art was posted on the bulliten board.

Posted in Leyte Normal University | No Comments »

Personal Data

November 23rd, 2007 by renalds

I was born on April 01, 1985 at brgy. San Juan, Sta Fe Leyte. I have a complete families. In my present life now, I am very flixeble and strong enough to face all the challenges that i encounter in my daily life. It is because of the solid foundation that my parent implanted on me as their oldest son. I am studying and at thesame time i am also a working student. before this present time, i was a college student here in LNU four years have pass. I stopped on my study it is because of some personal and financial problems that I encountered. So I wet to Davao expecting that my relatives there can send me to school, but it was reversed on what I’v been expecting. Instead of sending me to school I was negotiated to my other relatives to be thier houseboy and it is not the life that I expected. So I planned to went to the City and applied for a job and I was very lucky I was accepted at NCCC Mall as a sales associate. I worked there for almost one year, and after that I was lay off. I dicided to study again using my own money but it was sad to know that it is not enough to support my needs, so i went back to Leyte and here me now again in LNU.

Regarding on my self now, I have plenty of crushes and of course I have also my girl friend.

During my high school life I am enjoying my life, I have also plenty of crushes but no GF. I also encountered trial specially when I was in first year. At that time I am very chidish and I have plenty of enemies in our classroom because they do not like my attitude. They called me witch because i am fun of telling my classmate that I am a witch without knowing that it was only perhaps the part of my imagination. I tell a stories that I am like that so that everybody will afraid on me. I am also a what they have said "KULANG SA PANSIN NA TAO". It is because no one make friends with me that is why I make a way to catch there attention without knowing that they will disliked me more. I was also a working student at that time, since my father can not afford to send me to school. It was also in first year when I felt so discourage when my form 137 from davao did not arrived in Sta Fe District, my adviser told me that its better to stop in schooling because according to her it is useless because i dont have any proff that I undergoes in elementary. But i was very lucky that my teacher in grade five help me to have that form and after a week I was sent back to school again.

When I was in elementary, I was an honored student fron grade two to grade six. My Father are very proud at me. I have also plenty of friends but it is more on the girls rather than the boy, it is because i hate to make friends with boy, they were to naughty. I only choose a boy which I liked to be my friend. I am also very naughty at that time and it cause a headache to my teacher. So she oftenly pinch my ear. We have a small sari-sari store and most of the time i get the money without asking any permission on my mother, that is why she always spunk me. I am also a lier at that time and i change my attitude when I saw my mother crying infront of me because of what I have done. I also cried because i was conscience of what i did. And at that time I did not do it again, specially when my father told me that my mother have a heart deseased and they do not want us to gave problem to her. As far as I remember, It was also in Grade one when i commit an accident on my self. It was sunday afternoon, after the mass in our church, The small pool inside it has been dried to be clean in order to used it for the batismal ceremony after luch.My friend and I were palying hide and seek and suddenly I jump inside the empty pool and I hide there for a minute, but it was my big mistake because when im going to out there the whole was deep enough to reach out above, so I hold the rattan chair that supported the wooden cover of that pool and when I am always at the top of the pool that chair split and fall down and I did not fall, instead i was hit by the wooden cover and my head bump into the corner edge of the cemented wall of the pool. I shouted for the pain that I can’t explain, suddenly somebody heard me and he got nearer on the pool and he was terrified when He saw me full of blood flowing on my head and He ask for assistant. My parent arrived and my mom cried loud including my dad and sis. This time my sight was became dark until i dont know what happened. When I am awaken, I was in the hospital and on my side was my mom, she was crying. After I recovered my life have changes, I became good boy and not hardheaded anymore. My mom told me that God gave me another chance to live, because at that time i am dying when I was in the hospital. I was grade four when my mother passed away, my sister is grade two and my younger brother was three year old young at that time. My father dicided to went back here in leyte since it was his placed, but it was sad to know that he married agaid after a month. In our home we are always quarreling together with our madrasta because I do not like her. And because my father are always listining on her side so I have nothing to do but to left out to our home and my teacher in grade five adapted me and I became her working student until now. She is the one who are sending me to school. Even though I left her for four years becuase I went to davao to look my futured, I dicided to went back again into her home because for me she is now liked my mom. She is the one who help me to solved my problems.

Whe I was a baby: From five downward. My mom did not send me to pre-elementary because she was the one who teach me in everything that i have sopposed to be learn in preparation to grade one. And as I remember, she spunk me when I got an error on what she teach and reward me when I got perfect. She gave lolipop as her reward and that candy was my favorate.

At the age of five, i have also my unforgettable experience that until now I can’t remove it on my mind. I saw a weared creature and I believed until now that it was an elemental being. He have a human form appearnce but his skin have plenty of golden dot and his face specially his mouth oand nose are somewhat like horse. It was night time and we were at slept when suddenly I was awakened by the unfamiliar sound and there were someone called my name. Since the surrounding was clear because of the lamp which was not so bright, I saw him near our kitchen and he was waving his hand on me. Instead of getting near I awaken my mom and I told her what I saw and she hug me and she adjusted our lamp to make it so bright and then that being stop disturbing me. That was the reason why I can’t slept without light.

My mom also told me that I am a crying baby and always liked to be carried all the time. My milk was the milk from the breast of my mother and when I reach to the age of three she gave me an alternative milk which was a bearbrand or an alpine.She mixed it to a cook cook powderized rice and that was my alternative milk at that time.

I dont have friend at that time except my sister. Since we are poor and far from the town and naighbor. We lived our farm house. My sister and I always make a ‘balay-baly’ and that was our play at that time. We were always scold by our parent because we are always fighting each other to the reason that I am jelous to her.

When mom was pregnant, she told me that she take cared of me until I was born to earth. She gave her birth in our home. I was born normal and healthy. the one who assisted my mom in giving her birth which was me was our Brgy. midwife.

Posted in My life | No Comments »

Crystal james

Prof. Ed.

Views Of Teaching

Environmental Policies

Major features of National Biodiversity Strategy and Action Plan

Sexs Scandal

skinner’s Theories

Personal Interview to the teacher’s Incharge In the classroom

Group Observations During the Field Study In 1st year college

Group Observations During the Field Study In 1st year college

Personal Data

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