View allAll Photos Tagged Behaviour
Gesture, attitude, behaviour : a workshop with dancers Mauro Paccagnella and Alessandro Bernardeschi on march 6, 2007 at Erg (Ecole de Recherche Graphique, Brussels) for bachelor 1 students. Professors : Sabine Voglaire and Marc Wathieu. Pictures by Yves André.
Gesture, attitude, behaviour : a workshop with dancers Mauro Paccagnella and Alessandro Bernardeschi on march 6, 2007 at Erg (Ecole de Recherche Graphique, Brussels) for bachelor 1 students. Professors : Sabine Voglaire and Marc Wathieu. Pictures by Yves André.
Gesture, attitude, behaviour : a workshop with dancers Mauro Paccagnella and Alessandro Bernardeschi on march 6, 2007 at Erg (Ecole de Recherche Graphique, Brussels) for bachelor 1 students. Professors : Sabine Voglaire and Marc Wathieu. Pictures by Yves André.
Gesture, attitude, behaviour : a workshop with dancers Mauro Paccagnella and Alessandro Bernardeschi on march 6, 2007 at Erg (Ecole de Recherche Graphique, Brussels) for bachelor 1 students. Professors : Sabine Voglaire and Marc Wathieu. Pictures by Yves André.
Even when onlookers are told that answers people gave in a test were randomly allocated, the impression of an individual’s performance persists and affects predictions about future performance.
(Ross, Lepper & Hubbard, 1975)
CC image courtesy of: www.flickr.com/photos/bright/69687519/
Emily Gore, Managing Partner of Instinctiv, introducing the Science of Response conference in London on 20 May 2014
Gesture, attitude, behaviour : a workshop with dancers Mauro Paccagnella and Alessandro Bernardeschi on march 6, 2007 at Erg (Ecole de Recherche Graphique, Brussels) for bachelor 1 students. Professors : Sabine Voglaire and Marc Wathieu. Pictures by Yves André.
Attachment theory describes several behavioural systems, the function of which is to regulate human attachment, fear, exploration, care-giving, peer-affiliation and sex. Attachment is defined as any form of behaviour that results in a person attaining and retaining proximity to a differentiated other. The primary caregiver is the source of the infants stress regulation and, therefore, sense of safety and security. Attachment theory emphasises the role of the parent as mediator, reflector and moderator of the childs mind and the childs reliance on the parent to respond to their affective states in ways that are contingent to their internal experience, a process often referred to as secure base/safe haven functioning. Within the close parent-child relationship neural networks dedicated to feelings of safety and danger, attachment and the core sense of self are sculpted and shaped. These networks are conceptualised as internal working models of attachment.
Characteristic patterns of interaction operating within the familys caregiving-attachment system give rise to secure, insecure and disorganized patterns of attachment. These discrete patterns have been categorized using the Strange Situation research procedure, which observes the young childs behaviour when separated and reunited with his or her primary caregiver. Attachment patterns are represented in the childs internal working models of self-other relationships. Secure attachment is promoted by the interactive regulation of affect, which facilitates the recognition, labelling and evaluation of emotional and intentional states in the self and in others, a capacity known as reflective function or mentalization. The recognition of affects as having dynamic, transactional properties is the key to understanding behaviour in oneself and in another. The child comes to recognize his or her mental states as meaningful self-states via a process of parental affect mirroring and marking. Secure children are able to use sophisticated cognitive strategies to integrate and resolve their fear of separation and loss.
When the parent is unavailable, inconsistent or unpredictable, the infant develops one of two organized insecure patterns of attachment: avoidant or ambivalent-resistant. These defensive strategies involve either the deactivation or hyper-activation of the attachment system. Deactivation is characterized by avoidance of the caregiver and by emotional detachment. In effect, the avoidant child immobilizes the attachment system by excluding thoughts and feelings that normally activate the system. Hyper-activation is manifested by an enmeshed ambivalent preoccupation with the caregiver and with negative emotions, particularly anger. However, in common with the avoidant child, the ambivalent child appears to cognitively disconnect feelings from the situation that elicited the distress. Disorganised-disoriented attachment is discussed below.
Attachment research, then, demonstrates that discrete patterns of secure, insecure, and disorganized attachment have as their precursor a specific pattern of caregiver-infant interaction and their own behavioural sequelae. Repeated patterns of interpersonal experience are encoded in implicit-procedural memory and conceptualized as self-other working models of attachment. These mental models consist of generalized beliefs and expectations about relationships between the self and key attachment figures, not the least of which concerns ones worthiness to receive love and care from others.
In sum, the care-giving environment generally, and the infant-caregiver attachment relationship particularly, initiate the child along one of an array of potential developmental pathways. Disturbance of attachment is the outcome of a series of deviations that take the child increasingly further from adaptive functioning. Child abuse and cumulative developmental trauma violate the childs sense of trust, identity and agency and have pernicious and seminal influences on the developing personality. In essence, internal working models of early attachment relationships provide the templates for psychopathology in later life, which may include violent, destructive and self-destructive forms of behaviour. In attachment theory, the main purpose of defence is the regulation of emotions. The primary mechanisms for achieving this are distance regulation and the defensive exclusion of thoughts and feelings associated with attachment trauma.
Early trauma in the form of abuse, loss, neglect and severe parent-child misattunement compromises brain-mediated functions such as attachment, empathy and affect regulation. From an attachment theory perspective, patterns of attachment are encoded and stored as generalized relational patterns in the systems of implicit memory. These are conceptualized as cognitive-affective internal working models which are seen as mediating how we think and feel about ourselves, others and the relationships we develop. Although open to change and modification in the light of new attachment experiences, whether positive or negative, these non-conscious procedural models, scripts or schemas within which early stress and trauma are retained, tend to persevere and guide, appraise and predict attachment-related thoughts, feelings and behaviours throughout the life cycle via the implicit memory system. Psychopathology is seen as deriving from an accumulation of maladaptive interactional patterns that result in character traits and personality types and disorders.
Disorganised attachment may occur when the childs parent is both the source of fear and the only protective figure to whom to turn to resolve stress and anxiety. In such instances, neither proximity seeking nor proximity avoiding is a solution to the activation of the childs attachment and fear behavioural systems. If the trauma remains unresolved and is carried into adulthood, it leaves the individual vulnerable to affect dysregulation in interpersonal conflict situations that induce fear, hate, shame and rage. In such cases, alcohol and illicit drugs are often resorted to as a maladaptive means of suppressing dreaded psychobiological states and restoring a semblance of affective equilibrium.
Findings show that disorganised attachment developed in infancy shifts to controlling behaviour in the older child and adult, reflecting an internalized mental model of the self as unlovable, unworthy of care and support, and fearful of rejection, betrayal and abandonment. Disorganised attachment is associated with a predisposition to relational violence, to dissociative states and conduct disorders in children and adolescents, and to personality disorders in adults. This state of mind constitutes a primary risk factor for the development of borderline, anti-social and sociopathic personality disorders. The rate of such disorders in forensic settings is particularly high. Clinically, dissociated traumatic experience is unsymbolized by thought and language, being encapsulated within the personality as a separate, non-reflective reality which is cut off from authentic human relatedness. The information contained in implicit memory may be retrieved by state-dependent moods and situations. Dissociated archaic internal working models are then activated, influencing and distorting expectations of current events and relationships outside of conscious awareness, particularly in situations involving intense interpersonal stress. In such situations, the self is felt to be endangered, thereby increasing the risk of an angry and potentially violent reaction.
Peter Ayton of City University London speaking on 'Emotion, money and decision making' at the Science of Response conference in London on 20 May 2014.
Black Oystercatcher BLOY (Haematopus bachmani)
&
Bald Eagle BAEA (Haliaeetus leucocephalus)
in
Douglas-Fir
(Pseudotsuga menziesii )
Chesterman Beach
near
Tofino BC
DSCN1887 cropped
Both parents were hassling this BAEA as it flew around and then "dive bombed" it as it perched atop a tall Doug' Fir
was parked in my car waiting for people to walk across the pedestrian crossing so could photograph for crossing, and no body did, they all ran across the road only a few meters away.
dicey behaviour.
odc crossed (dangerously)
Grappig te zien dat ook steeds meer oudere mensen een teenage gedrag krijgen met hun eeuwige mobieltje
Gesture, attitude, behaviour : a workshop with dancers Mauro Paccagnella and Alessandro Bernardeschi on march 6, 2007 at Erg (Ecole de Recherche Graphique, Brussels) for bachelor 1 students. Professors : Sabine Voglaire and Marc Wathieu. Pictures by Yves André.
Gesture, attitude, behaviour : a workshop with dancers Mauro Paccagnella and Alessandro Bernardeschi on march 6, 2007 at Erg (Ecole de Recherche Graphique, Brussels) for bachelor 1 students. Professors : Sabine Voglaire and Marc Wathieu. Pictures by Yves André.
Gordon Brown during a reception for Community Crime Fighters Awards at Downing Street, 4 November 2009; Crown copyright
Emily Gore, Managing Partner of Instinctiv, introducing the Science of Response conference in London on 20 May 2014
2009 Work in progress. In collaboration with Ross Rudesch Harley. This video is to be viewed vertically. Mimicry is not only about looks but about behaviour. Stick insects, like a real branch, only move unless there is air movement around them. It takes patience to watch this video.
Watch this video on Vimeo. Video created by Maria Fernanda Cardoso.
Gesture, attitude, behaviour : a workshop with dancers Mauro Paccagnella and Alessandro Bernardeschi on march 6, 2007 at Erg (Ecole de Recherche Graphique, Brussels) for bachelor 1 students. Professors : Sabine Voglaire and Marc Wathieu. Pictures by Yves André.
photo:me
model:me
If you ever get close to a human
and human behaviour
be ready to get confused
there's definitely no logic
to human behaviour
but yet so irresistible
there is no map
to human behaviour
they're terribly moody
then all of a sudden turn happy
but, oh, to get involved in the exchange
of human emotions is ever so satisfying
there's no map and
a compass
wouldn't help at all
Unfortunately anti-social behaviour is a major and increasing problem in Henrietta Place and On Hebrietta Street itself so if you plan to visit try to do so during normal working hours.
Henrietta Street is a historic Dublin street, to the north of Bolton Street on the north side of the city, first laid out and developed by Luke Gardiner during the 1720s. A very wide street relative to streets in other 18th-century cities, it includes a number of very large red-brick city palaces of Georgian design. The street is generally held to be named after Henrietta, the wife of Charles FitzRoy, 2nd Duke of Grafton, although an alternative candidate is Henrietta, the wife of Charles Paulet, 2nd Duke of Bolton. The nearby Bolton Street is named after Paulet.
Henrietta Street is the earliest Georgian Street in Dublin. Construction on the street started in the mid 1720's, on land bought by the Gardiner family in 1721. Construction was still taking place in the 1750s. Gardiner had a mansion, designed by Richard Cassels, built for his own use around 1730.
The street was popularly referred to as Primate's Hill, as one of the houses was owned by the Archbishop of Armagh, although this house, along with two others, was demolished to make way for the Law Library of King's Inns.
The street fell into disrepair during the 19th and 20th centuries, with the houses being used as tenements, but has been the subject of restoration efforts in recent years.
There are currently 13 houses on the street and some appear to be in very poor condition.
The street is a cul-de-sac, with the Law Library of King's Inns facing onto its western end.
REPORT ON THE EVENTS OF 30TH OCTOBER 2009by Mrs. Uma Ramanathan EC Member
The programme to motivate and guide the students of class was planned after the teachers expressed their worry about the behaviour of some children, lack of proper guidance and control and need for making them aware that they had to work hard and focus on the future. G.Senthilkumar and Iyyaparaj of Helikx, phychologists, and trainers of children with learning disabilities and trainers and counsellors were invited by the alumini Association to guide the 12th and 10th class students on how to plan their career and improve their learning skills and develop their strengths.
Mr. Sentil kumar has made a special chart specially for this session, pointing out the courses available in the enginnering, medical, humanities fields and the options from which to choose. The career guidance map is so clear and so detailed that anyone willing to sit and go through it would be able to chart out their own career.
To help the students do this, Mr. Senthil Kumar also pointed out that the students have to understand that attitude skill and knowledge is important, and they have to develop these factors to reach anywhere. To make them understand options, he said that 6+4 would be 10 but 10= need not necessarily be 6+4, it could be 5+5 or any such combination and so they have to understand the options and then choose.
The students were made to understand that listening and active listening and communication was most important. He asked them to remember
T- think
I-innovate
M- measure
E- encourage
and
L- Learn the options
I- improve skills
G- gather information
H- Hit the Bulls eye
T- Taste the success
and
D-Dream
I- interest
S-Strength
C-capability
The students were asked to think whether they want to GET or TAKE
Mr. Ayyappa Raj spoke about mind mapping and pointed out how pages of material could be reduced to a map to retain ideas easily. He pointed out that ideas had to be gathered and the key words in the topic made out to. Then the student had to start from the middle of a page draw branches which would become thinner as they went further away so that every sub idea and topic was made apparent and at times just the first letters of the branches would bring to memory the idea and the topic.
He pointed out how SQR3 was important- survey, question, read, recite and recall to improve memory. The students understood that memory was partly by reproduction and partly by recalling and all of them took an active part and asked for more of such programmes.
The 10th class students especially wanted to know how to convince their parents about their choice of subjects and at the end of the session understood that they could make a mind map of the subject of their choice and point out the suitability to their parents and ask their parents to do the same for the subject of the parent's choice.
A discussion with the resource persons made it clear that the students need help in communication and that could help to sort out a lot of behavioral problems. We need more programmes on this and the school is also willing to cooperate as they do not have the facility to deal with ssuch problems.
Also the school was pointing out that a lot of people were disinclined towards humanities and that the subject could be removed for want of strength. If we had someone to talk on the opportunities in this field it would help a lot of students.
You can visit www.helikx.com to get the career mapping chart and other details.
Though I am a lawyer, I took interest in counselling when I found people with behavioral problems in a marriage and have participated in workshops conducted by Chennai Counsellors Foundation by eminent people in the field. In fact, the workshop conducted by dr. Betty Lou Bettetner from Philidelhia was an eye -opener to what could be achieved by suggestions and encouragment. Dr. Narayana Reddy's workshop on sexuality and counselling made me realise that lack of basic knowledge about the physical structure and well-being is the cause for abnormal behaviour and at times violence and aberrations in the mind. NIMHANS, has now found it necessary to conduct courses in schools in Dindigul to help the students to identify and correct their behaviour patterns as they feel that this affects their studies. In fact, I am working with a counsellor on a client who passed out of IIT and has MBA's to his credit from USA but needs treatment for mental disorder as the stress of the academics proved to be too much for him. I think therefore that students need help today is there is no support system from the nuclear family.
We have to therefore think about more of such programmes especially when it is apparent that they look elsewhere for guidance.
UMA RAMANATHAN
rsr166@hotmail.com