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Results for «behaviour»:


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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

guler2010 99%

Pollution Pharmaceuticals Crustacea Echinogammarus marinus Amphipoda Behaviour Fluoxetine Serotonin a b s t r a c t The effects of serotonin altering parasites, serotonin, the anti-depressant fluoxetine, plus two other highly prescribed pharmaceuticals (carbamazepine and diclofenac) on the behaviour of the marine amphipod, Echinogammarus marinus were investigated.

https://www.pdf-archive.com/2017/09/04/guler2010/

04/09/2017 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

Unit 12 Organizational Behaviour 99%

Unit 12 Organizational Behaviour Unit 12 Organizational Behaviour Aim The aim of this unit is to develop a student’s understanding of the influence culture, Politics and power have on the behaviour of others in an organizational context.

https://www.pdf-archive.com/2017/12/01/unit-12-organizational-behaviour/

01/12/2017 www.pdf-archive.com

Gervis et al-2004-Child Abuse Review 99%

Results showed that all (N = 12) of the participants reported experiencing belittling and shouting by their coach, nine athletes reported frequent threatening behaviour, nine reported frequent humiliation, seven reported scapegoating, six reported rejection or being ignored and four reported being isolated when they were elite child athletes.

https://www.pdf-archive.com/2016/05/27/gervis-et-al-2004-child-abuse-review/

27/05/2016 www.pdf-archive.com

Genetic evidence that Darwin was right about 98%

His views are also incomparably strengthened by the mounting evidence that there are genes for altruism [9–11], which may well account for the ‘‘large heritability’’ [12] of pro-social behaviours [12,13], because ‘‘heritability measures the genetically determined variation around some average behaviour’’ [8].

https://www.pdf-archive.com/2011/11/27/genetic-evidence-that-darwin-was-right-about/

27/11/2011 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

campbell chap1 95%

Humans are the sole focus of interest and any comparison between our behaviour and that of lower animals is unjustified, demeaning and reductionist.

https://www.pdf-archive.com/2017/07/18/campbell-chap1/

18/07/2017 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

nature09629 92%

David Goldman1 Impulsivity, describing action without foresight, is an important feature of several psychiatric diseases, suicidality and violent behaviour.

https://www.pdf-archive.com/2011/02/28/nature09629/

28/02/2011 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 91%

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 90%

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

1 Altmore Avenue East Ham London E6 2BZ 90%

2.5 The licence holder must provide to the Council details in writing of the tenancy management arrangements that have been, or are to be, made to prevent or reduce anti-social behaviour by persons occupying or visiting the property.

https://www.pdf-archive.com/2014/03/09/1-altmore-avenue-east-ham-london-e6-2bz/

09/03/2014 www.pdf-archive.com

WNA Teacher job description 89%

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

SBXL uP2P InfoGraphic 1 88%

Plus get your insights quicker and less expensively from The Insights Factory Access 30 years of shopper psychology and shopping behaviour, enhanced with key learnings from leading psychologists from around the globe.

https://www.pdf-archive.com/2017/11/28/sbxl-up2p-infographic-1/

28/11/2017 www.pdf-archive.com