Quotes About Behavior

As we try to imagine restructured rules and what our behavior would be under them, we come to understand the power of rules. They are high leverage points. Power over the rules is real power.

The structure of a commons system makes selfish behavior much more convenient and profitable than behavior that is responsible to the whole community and to the future.

The answer clearly lies within the Slinky itself. The hands that manipulate it suppress or release some behavior that is latent within the structure of the spring. That is a central insight of systems theory. Once we see the relationship between structure and behavior, we can begin to understand how systems work, what makes them produce poor results, and how to shift them into better behavior patterns.

The behavior of a system cannot be known just by knowing the elements of which the system is made. PART ONE System Structure and Behavior

A system is a set of things—people, cells, molecules, or whatever—interconnected in such a way that they produce their own pattern of behavior over time. The system may be buffeted, constricted, triggered, or driven by outside forces. But the system's response to these forces is characteristic of itself, and that response is seldom simple in the real world.

The bounded rationality of each actor in a system may not lead to decisions that further the welfare of the system as a whole.

We live in an exaggerated present—we pay too much attention to recent experience and too little attention to the past, focusing on current events rather than long-term behavior.

System structure is the source of system behavior. System behavior reveals itself as a series of events over time.

God does not hold our environment accountable for our behavior; he holds us accountable. (p79)

experts in my field have acknowledged that the need to have control over another human being was an example of abuse.

Lymond's behaviour, as always, went to the limits of polite usage and then hurtled off into space.

Practice makes perfect," is misleading. When practicing, many people do the behavior by rote—without thinking about what they're doing. But this kind of practice does not make perfect. Quite the opposite. Instead of leading to perfection, rote practice tends to make permanent the current less-than-desirable level of ability.

It is unwise to assume that just because someone has no manners, he is an inferior swordsman as well.

But" doesn't make an apology, it makes an excuse of your behaviour

Still, it doesn't do to murder people, no matter how offensive they may be.

Not spoiling' a child means trying to break that child's spirit.

There's nothing cure or funny or lovable about being cheap. It's a total turn-off.

Technology favors horrible people.

While men are always fully responsible for what they do with the thoughts in their head, women must take responsibility for the role they play in providing any unnecessary erotic stimuli by their inappropriate dress or behavior. I

Kubey and Csikszentmihalyi report that 2 out of 5 adults and 7 out of 10 children say that they watch too much TV. Also, viewers often feel that they can't stop watching TV. Furthermore, while people report increased good moods after activities such as sports and hobbies, they report being in the same mood or in a worse mood after watching TV

The propensity of research participants to choose violent programs suggests that people are drawn to view violent programs. However, in the end, those choosing violent programs may end up not enjoying them.

Early estimates indicated that the average American child or teenager viewed 1,000 murders, rapes, and aggravated assaults per year on television alone (Rothenberg, 1975).

children could learn new aggressive behaviors as easily from a cartoon-like figure as from a human adult, a result that clearly implicates animated TV shows as an equally unhealthy teacher of aggression.

In one study, preschoolers who watched ordinary violent TV programs during breaks at school displayed more aggressiveness on the playground than did children who viewed nonviolent programs over the same 11-day period (Steuer, Applefield, & Smith, 1971).