The model represents migration of the green sea turtle, Chelonia mydas, between foraging and breeding sites in the Southwest Indian Ocean. The purpose of the model is to investigate the impact of local environmental conditions, including the quality of foraging sites and ocean currents, on emerging migratory corridors and reproductive output and to thereby identify conservation priority sites.

Corresponding article to found here: https://onlinelibrary.wiley.com/doi/epdf/10.1002/ece3.5552

The model is a combination of a spatially explicit, stochastic, agent-based model for wild boars (Sus scrofa L.) and an epidemiological model for the Classical Swine Fever (CSF) virus infecting the wild boars.

The original model (Kramer-Schadt et al. 2009) was used to assess intrinsic (system immanent host-pathogen interaction and host life-history) and extrinsic (spatial extent and density) factors contributing to the long-term persistence of the disease and has further been used to assess the effects of intrinsic dynamics (Lange et al. 2012a) and indirect transmission (Lange et al. 2016) on the disease course. In an applied context, the model was used to test the efficiency of spatiotemporal vaccination regimes (Lange et al. 2012b) as well as the risk of disease spread in the country of Denmark (Alban et al. 2005).

References: See ODD model description.

Previous research on organizations often focuses on either the individual, team, or organizational level. There is a lack of multidimensional research on emergent phenomena and interactions between the mechanisms at different levels. This paper takes a multifaceted perspective on individual learning and autonomous group formation and turnover. To analyze interactions between the two levels, we introduce an agent-based model that captures an organization with a population of heterogeneous agents who learn and are limited in their rationality. To solve a task, agents form a group that can be adapted from time to time. We explore organizations that promote learning and group turnover either simultaneously or sequentially and analyze the interactions between the activities and the effects on performance. We observe underproportional interactions when tasks are interdependent and show that pushing learning and group turnover too far might backfire and decrease performance significantly.