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kms 100%
Learning - learning results in a change in behaviour that occurs as a result of experience -early theorists described it as a behaviour change to a stimulus (stimulus-response theories:
https://www.pdf-archive.com/2016/11/11/kms/
11/11/2016 www.pdf-archive.com
alicebatesdisertation 99%
(Hons) Animal Behaviour Anglia Ruskin University !
https://www.pdf-archive.com/2017/05/12/alicebatesdisertation/
12/05/2017 www.pdf-archive.com
How to be the leader of YOUR pack 97%
You teach them the rules, how to act in various social situations and provide other necessities of life, without needing to resort to bullying behaviour to get your way.
https://www.pdf-archive.com/2016/09/18/how-to-be-the-leader-of-your-pack/
18/09/2016 www.pdf-archive.com
OgilvyChangeNudgestock 95%
https://www.pdf-archive.com/2014/05/09/ogilvychangenudgestock/
09/05/2014 www.pdf-archive.com
ABCG Building CX Capability Brochure 94%
A recurring challenge is how to deliver sustained change in systems, processes and behaviours that are visible and relevant to customers and positively influence their purchase behaviour and advocacy of a brand.
https://www.pdf-archive.com/2017/05/25/abcg-building-cx-capability-brochure/
25/05/2017 www.pdf-archive.com
dissertation 93%
Modelling the flight of starlings By Simon Byford ‐ sjb17u@cs.nott.ac.uk Supervised by Dr. Jason Atkin ‐ jaa@cs.nott.ac.uk School of Computer Science University of Nottingham Submitted May 2011, in partial fulfilment of the conditions of the award of the degree: BSc (Hons) Mathematics and Computer Science I hereby declare that this dissertation is all my own work, except as indicated in the text Signature: May 6th, 2011 Abstract A project was undertaken to build a software model capable of accurately simulating the flocking behaviour of starlings. After reviewing the relevant literature and studying the mechanics of flocking, such a model was carefully designed and implemented in the Java programming language. The model is capable of exhibiting a range of flocking behaviours with simulations comprising upwards of 200 individual birds. A great number of behavioural parameters are available to edit before and during simulations, where their effects can be viewed in real time. The ability to spawn virtual falcons as well as starlings introduces the notion of a predator which is an area largely unexplored in previous models. A number of interesting observations were made during the analysis phase of this project, including the fact that simulations employing metric and topological distances induce much the same flocking behaviour, and that the application can typically handle simulations comprising up to 500 individual birds before experiencing significant drops in performance. In summary, the project was deemed highly successful and a number of possible future extensions were proposed. 1 Table of contents Abstract ................................................................................................................................................... 1 1 ‐ Introduction and motivation .............................................................................................................. 5 1.1 ‐ Aims and objectives .................................................................................................................... 5 1.2 ‐ Motivation .................................................................................................................................. 6 2 ‐ Related work ...................................................................................................................................... 7 2.1 ‐ Literature .................................................................................................................................... 7 2.1.1 ‐ Flocks, Herds, and Schools: A Distributed Behavioral Model .............................................. 7 2.1.2 ‐ An empirical study of large, naturally occurring starling flocks: a benchmark in collective animal behaviour ............................................................................................................................ 8 2.1.3 ‐ Self‐organised complex aerial displays of thousands of starlings: a model ........................ 8 2.1.4 ‐ Interaction ruling animal collective behavior depends on topological rather than metric distance: Evidence from a field study ............................................................................................. 9 2.1.5 ‐ Steering Behaviors for Autonomous Characters ................................................................. 9 2.1.6 ‐ An efficient algorithm to find k‐nearest neighbours in flocking behaviour ....................... 10 2.1.7 ‐ Aerial flocking patterns of wintering starlings, Sturnus vulgaris, under different predation risk ................................................................................................................................................. 10 2.1.8 ‐ Parallel Bird Flocking Simulation ........................................................................................ 10 2.1.9 ‐ Simulating and Visualizing Natural Flocking Behaviour ..................................................... 11 2.1.10 ‐ Less related work ............................................................................................................. 11 2.2 ‐ Models ...................................................................................................................................... 12 2.2.1 ‐ Boids model ....................................................................................................................... 12 2.2.2 ‐ NetLogo Flocking model .................................................................................................... 13 2.2.3 ‐ 3D Flocking Boids II ............................................................................................................ 14 2.3 ‐ Other sources ............................................................................................................................ 14 3 ‐ Some theory ..................................................................................................................................... 15 3.1 ‐ The three urges ......................................................................................................................... 15 3.1.1 ‐ Separation .......................................................................................................................... 15 3.1.2 ‐ Alignment ........................................................................................................................... 15 3.1.3 ‐ Cohesion ............................................................................................................................ 15 3.2 ‐ Additional urges ........................................................................................................................ 16 3.2.1 ‐ Predator avoidance ............................................................................................................ 16 3.2.2 ‐ Randomness ....................................................................................................................... 16 3.2.3 ‐ Migration and obstacle avoidance ..................................................................................... 16 3.3 ‐ Combining urges ....................................................................................................................... 17 2 3.4 ‐ Steering processing chains ........................................................................................................ 18 3.4.1 ‐ Falcons ............................................................................................................................... 19 3.4.2 ‐ Starlings .............................................................................................................................. 20 3.5 ‐ Metric vs topological distance .................................................................................................. 21 4 ‐ Description of the work ................................................................................................................... 23 5 ‐ Design............................................................................................................................................... 26 5.1 ‐ Language, libraries and platform .............................................................................................. 26 5.2 ‐ Prototyping ............................................................................................................................... 27 5.3 ‐ GUI Design................................................................................................................................. 28 5.4 ‐ Class diagram ............................................................................................................................ 31 6 ‐ Implementation ............................................................................................................................... 32 6.1 ‐ Design changes ......................................................................................................................... 32 6.1.1 ‐ Awareness circle ................................................................................................................ 32 6.1.2 ‐ Save/load functionality ...................................................................................................... 33 6.1.3 ‐ Removal of viewing angle attribute ................................................................................... 33 6.1.4 ‐ Anti‐aliasing ....................................................................................................................... 33 6.1.5 ‐ FPS counter ........................................................................................................................ 34 6.1.6 ‐ Sizable window .................................................................................................................. 34 6.2 ‐ Classes ....................................................................................................................................... 35 6.2.1 ‐ AwarenessCircle ................................................................................................................. 35 6.2.2 ‐ Bird ..................................................................................................................................... 35 6.2.3 ‐ DynamicSimProperties ....................................................................................................... 36 6.2.4 ‐ FPSCounter......................................................................................................................... 36 6.2.5 ‐ Falcon ................................................................................................................................. 37 6.2.6 ‐ FlockManager .................................................................................................................... 38 6.2.7 ‐ GUIPanel ............................................................................................................................ 41 6.2.8‐ SimDims .............................................................................................................................. 42 6.2.9‐ SimulationManager ............................................................................................................ 42 6.2.10 ‐ SimulationPanel ............................................................................................................... 43 6.2.11 ‐ Starling ............................................................................................................................. 43 6.2.12 ‐ StaticSimProperties .......................................................................................................... 44 6.2.13 ‐ Window ............................................................................................................................ 44 6.3 ‐ Algorithms of interest ............................................................................................................... 46 6.3.1 ‐ Calculating the distance between birds ............................................................................. 46 3 6.3.2 ‐ Calculating the average bearing ........................................................................................ 47 6.3.3 ‐ Calculating the nearest n birds (topological distance) ...................................................... 49 6.3.4 ‐ Drawing the "awareness circle" ......................................................................................... 50 6.4 ‐ Notable problems faced ........................................................................................................... 51 6.4.1 ‐ Bias towards flocking in one particular direction .............................................................. 51 6.5 ‐ Testing ....................................................................................................................................... 52 6.5.1 ‐ “Continuous testing”.......................................................................................................... 52 6.5.2 ‐ Unit testing ........................................................................................................................ 52 7 ‐ Analysis and evaluation ................................................................................................................... 53 7.1 ‐ Analysis ..................................................................................................................................... 53 7.1.1 ‐ Tests involving starlings ..................................................................................................... 53 7.1.2 ‐ Tests involving starlings and falcons .................................................................................. 62 7.1.3 ‐ Metric vs topological distance ........................................................................................... 67 7.1.4 ‐ Performance testing .......................................................................................................... 68 7.2 ‐ Evaluation ................................................................................................................................. 70 8 ‐ Summary and further work .............................................................................................................. 74 8.1 ‐ Summary ................................................................................................................................... 74 8.2 ‐ Further work ............................................................................................................................. 75 8.2.1 ‐ 3D modelling ...................................................................................................................... 75 8.2.2 ‐ Obstacles ............................................................................................................................ 75 8.2.3 ‐ Walls................................................................................................................................... 75 8.2.4 ‐ More intelligent steering algorithms ................................................................................. 75 8.2.5 ‐ Larger scenes ..................................................................................................................... 76 8.2.6 ‐ Viewing angle attribute ..................................................................................................... 76 8.2.7 ‐ Collision penalty ................................................................................................................. 76 8.2.8 ‐ Wind ................................................................................................................................... 76 8.2.9 ‐ Separate behavioural attributes for falcons and starlings................................................. 77 8.2.10 ‐ Killing and evolution modelling ....................................................................................... 77 8.2.11 ‐ Variable speeds ................................................................................................................ 77 8.2.12 ‐ Migration urge ................................................................................................................. 78 8.2.13 ‐ Custom initial bird placement .......................................................................................... 78 8.2.14 ‐ Algorithmic optimisations ................................................................................................ 78 Appendix A – Related work ................................................................................................................... 79 Bibliography .......................................................................................................................................... 80 4
https://www.pdf-archive.com/2011/05/07/dissertation/
07/05/2011 www.pdf-archive.com
Quantum Protectorate-Models 92%
We argue that the diÆculties in the formulation of adequate microscopic models of electron and magnetic properties of materials are intimately related to dual, itinerant and localized behaviour of electrons.
https://www.pdf-archive.com/2013/10/24/quantum-protectorate-models/
24/10/2013 www.pdf-archive.com
PDF poster 92%
Educational Level 1- Less than high school 2- Some high school, no diploma 3-Diploma or equivalent 4- Some college, no degree 5- Associate degree 6- Bachelors degree 7- Masters degree 8- Professional degree 9- Doctorate degree The effect of level of education on donation behaviours Average donation participants were willing to give to charity if they won £100 pounds on the lottery ($) • Charitable giving is a common form of pro-social behaviour (Wiepking &
https://www.pdf-archive.com/2017/02/27/pdf-poster-1/
27/02/2017 www.pdf-archive.com
IFS-Ed - WB6 Proposal - FCO - 171018 92%
to work towards a shift in behaviour within the region.
https://www.pdf-archive.com/2019/02/07/ifs-ed---wb6-proposal---fco---171018/
07/02/2019 www.pdf-archive.com
PDF poster 92%
Educational Level 1- Less than high school 2- Some high school, no diploma 3-Diploma or equivalent 4- Some college, no degree 5- Associate degree 6- Bachelors degree 7- Masters degree 8- Professional degree 9- Doctorate degree The effect of level of education on donation behaviours Average donation participants were willing to give to charity if they won £100 pounds on the lottery ($) • Charitable giving is a common form of pro-social behaviour (Wiepking &
https://www.pdf-archive.com/2017/03/05/pdf-poster/
05/03/2017 www.pdf-archive.com
PDF poster 92%
Educational Level 1- Less than high school 2- Some high school, no diploma 3-Diploma or equivalent 4- Some college, no degree 5- Associate degree 6- Bachelors degree 7- Masters degree 8- Professional degree 9- Doctorate degree The effect of level of education on donation behaviours Average donation participants were willing to give to charity if they won £100 pounds on the lottery ($) • Charitable giving is a common form of pro-social behaviour (Wiepking &
https://www.pdf-archive.com/2017/03/12/pdf-poster/
12/03/2017 www.pdf-archive.com
Behaviour-Policy-2016-2017-1 92%
Michaela Community School Behaviour System Policy We develop all pupils in the habits of self-discipline and kindness, through preemption, consequences and support.
https://www.pdf-archive.com/2016/07/29/behaviour-policy-2016-2017-1/
29/07/2016 www.pdf-archive.com
Choice-of-clarity Numerology 91%
On occasion when it surfaces in the personality, the behaviour is so unusual to your Sun Sign it often surprises you and startles others.
https://www.pdf-archive.com/2018/03/08/choice-of-clarity-numerology/
08/03/2018 www.pdf-archive.com
WNA Teacher job description 90%
Set high expectations which inspire, motivate and challenge pupils establish a safe and stimulating environment for pupils, rooted in mutual respect set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.
https://www.pdf-archive.com/2015/10/16/wna-teacher-job-description/
16/10/2015 www.pdf-archive.com
wst Creds deck (4) 89%
SEE THROUGH THE EYES OF THE CONSUMER REINVENTING weseethrough is a technology-driven market research QUALITATIVE RESEARCH company that focusses on the actual behaviour of people, FOR THE 21ST CENTURY rather than claimed behaviour, which traditional methods focus on.
https://www.pdf-archive.com/2016/11/22/wst-creds-deck-4/
22/11/2016 www.pdf-archive.com
em code of conduct 88%
This Code may also impact you outside the workplace where particular behaviour may be directly related to your employment and council activities.
https://www.pdf-archive.com/2017/06/27/em-code-of-conduct/
27/06/2017 www.pdf-archive.com
ABOUT NMDARE 88%
The symptoms often start as psychiatric symptoms such as hallucinations, memory loss, concentration issues, intense anger and aggressive behaviour and self-destructive behaviour.
https://www.pdf-archive.com/2017/01/09/about-nmdare/
09/01/2017 www.pdf-archive.com
The Pied Piper of R&B (1) 87%
https://www.pdf-archive.com/2019/02/22/the-pied-piper-of-rb-1/
22/02/2019 www.pdf-archive.com
CURRICULUM VITAE Huston 271.05 87%
PHARMACOLOGY BIOCHEMISTRY AND BEHAVIOUR, Pergamon Press, (advisory board 19811993).
https://www.pdf-archive.com/2016/09/26/curriculum-vitae-huston-271-05/
26/09/2016 www.pdf-archive.com
Affirming Coaching by P Labuschagne 85%
It is therefore necessary to raise the professions' awareness about diversity and the ethical codes supporting good behaviour.
https://www.pdf-archive.com/2015/02/24/affirming-coaching-by-p-labuschagne/
24/02/2015 www.pdf-archive.com
Chapter 1 Presentation.pptx 84%
https://www.pdf-archive.com/2012/02/06/chapter-1-presentation-pptx/
06/02/2012 www.pdf-archive.com
petition 84%
Petition to stop antisocial behaviour in the Upper Hunter Region Upper Hunter Valley of NSW Australia has had a plague of antisocial and destructive behaviour in the past few years and people are sick of it, we created a community watch group but that's not enough.
https://www.pdf-archive.com/2015/11/14/petition/
14/11/2015 www.pdf-archive.com
wst Creds deck 84%
SEE THROUGH THE EYES OF THE CONSUMER REINVENTING QUALITATIVE RESEARCH FOR THE 21ST CENTURY weseethrough is a technology-driven market research company that helps organisations to better understand their consumers' real behaviour with an award winning methodology.
https://www.pdf-archive.com/2016/09/22/wst-creds-deck/
22/09/2016 www.pdf-archive.com
wst Creds deck (3) 84%
SEE THROUGH THE EYES OF THE CONSUMER REINVENTING QUALITATIVE RESEARCH FOR THE 21ST CENTURY weseethrough is a technology-driven market research company that helps organisations to better understand their consumers' real behaviour with an award winning methodology.
https://www.pdf-archive.com/2016/10/19/wst-creds-deck-3/
19/10/2016 www.pdf-archive.com
CPD Newsletter January 2015 - Abu Dhabi 83%
Promoting Positive Behaviour The focus on this session will be to understand the way in which children learn and how they behaviour as a result of the actions of the adults around them and the expectations we have of them.
https://www.pdf-archive.com/2015/01/15/cpd-newsletter-january-2015-abu-dhabi/
15/01/2015 www.pdf-archive.com