The Holmestrand model is an epidemiological agent-based model. Its aim is to test hypotheses related to how the social and physical environment of a residential school for children with disabilities might influence the spread of an infectious disease epidemic among students and staff. Annual reports for the Holmestrand School for the Deaf (Norway) are the primary sources of inspiration for the modeled school, with additional insights drawn from other archival records for schools for children with disabilities in early 20th century Norway and data sources for the 1918 influenza pandemic. The model environment consists of a simplified boarding school that includes residential spaces for students and staff, classrooms, a dining room, common room, and an outdoor area. Students and staff engage in activities reflecting hourly schedules suggested by school reports. By default, a random staff member is selected as the first case and is infected with disease. Subsequent transmission is determined by agent movement and interactions between susceptible and infectious pairs.

Violence against women occurs predominantly in the family and domestic context. The COVID-19 pandemic led Brazil to recommend and, at times, impose social distancing, with the partial closure of economic activities, schools, and restrictions on events and public services. Preliminary evidence shows that intense co- existence increases domestic violence, while social distancing measures may have prevented access to public services and networks, information, and help. We propose an agent-based model (ABM), called VIDA, to illustrate and examine multi-causal factors that influence events that generate violence. A central part of the model is the multi-causal stress indicator, created as a probability trigger of domestic violence occurring within the family environment. Two experimental design tests were performed: (a) absence or presence of the deterrence system of domestic violence against women and measures to increase social distancing. VIDA presents comparative results for metropolitan regions and neighbourhoods considered in the experiments. Results suggest that social distancing measures, particularly those encouraging staying at home, may have increased domestic violence against women by about 10%. VIDA suggests further that more populated areas have comparatively fewer cases per hundred thousand women than less populous capitals or rural areas of urban concentrations. This paper contributes to the literature by formalising, to the best of our knowledge, the first model of domestic violence through agent-based modelling, using empirical detailed socioeconomic, demographic, educational, gender, and race data at the intraurban level (census sectors).

Schelling and Sakoda prominently proposed computational models suggesting that strong ethnic residential segregation can be the unintended outcome of a self-reinforcing dynamic driven by choices of individuals with rather tolerant ethnic preferences. There are only few attempts to apply this view to school choice, another important arena in which ethnic segregation occurs. In the current paper, we explore with an agent-based theoretical model similar to those proposed for residential segregation, how ethnic tolerance among parents can affect the level of school segregation. More specifically, we ask whether and under which conditions school segregation could be reduced if more parents hold tolerant ethnic preferences. We move beyond earlier models of school segregation in three ways. First, we model individual school choices using a random utility discrete choice approach. Second, we vary the pattern of ethnic segregation in the residential context of school choices systematically, comparing residential maps in which segregation is unrelated to parents’ level of tolerance to residential maps reflecting their ethnic preferences. Third, we introduce heterogeneity in tolerance levels among parents belonging to the same group. Our simulation experiments suggest that ethnic school segregation can be a very robust phenomenon, occurring even when about half of the population prefers mixed to segregated schools. However, we also identify a “sweet spot” in the parameter space in which a larger proportion of tolerant parents makes the biggest difference. This is the case when parents have moderate preferences for nearby schools and there is only little residential segregation. Further experiments are presented that unravel the underlying mechanisms.

We model interpersonal dynamics and study behavior in the classroom in the hypothetical case of a single teacher who defines students’ seating arrangements. The model incorporates the mechanisms of peer influence on study behavior, on attitude formation, and homophilous selection in order to depict the interrelated dynamics of networks, behavior, and attitudes. We compare various seating arrangement scenarios and observe how GPA distribution and level of prejudice changes over time.

The study goes back to a model created in the 1990s which successfully tried to replicate the changes of the percentages of female teachers among the teaching staff in high schools (“Gymnasien”) in the German federal state of Rheinland-Pfalz. The current version allows for additional validation and calibration of the model and is accompanied with the empirical data against which the model is tested and with an analysis program especially designed to perform the analyses in the most recent journal article.

Status-power dynamics on a playground, resulting in a status landscape with a gender status gap. Causal: individual (beauty, kindness, power), binary (rough-and-tumble; has-been-nice) or prior popularity (status). Cultural: acceptability of fighting.

This model is to match students and schools using real-world student admission mechanisms. The mechanisms in this model are serial dictatorship, deferred acceptance, the Boston mechanism, Chinese Parallel, and the Taipei mechanism.

This model is to simulate and compare the admission effects of 3 school matching mechanisms, serial dictatorship, Boston mechanism, and Chinese Parallel, under different settings of information released.

We propose here a computational model of school segregation that is aligned with a corresponding Schelling-type model of residential segregation. To adapt the model for application to school segregation, we move beyond previous work by combining two preference arguments in modeling parents’ school choice, preferences for the ethnic composition of a school and preferences for minimizing the travelling distance to the school.

This is a model of innovation implementation inside an organization. It characterizes an innovation as a set of distributed and technically interdependent tasks performed by a number of different and socially interconnected frontline workers.