NetLogo model that allows scenarios concerning general social distancing, shielding of high-risk individuals, and informing contacts when symptomatic. Documentation includes a user manual with some simple scenarios, and technical information including calibration methods.

This a phenomenon-based model plan. Classroom in school are places when students are supposed to learn and the most often do. But things can go awry, the students can play up and that can result in an unruly class and learning can suffer. This model aims to look at how much students learn according to how good the teacher is a classroom control and how good he or she is at teaching per se.

The O.R.E. (Opinions on Risky Events) model describes how a population of interacting individuals process information about a risk of natural catastrophe. The institutional information gives the official evaluation of the risk; the agents receive this communication, process it and also speak to each other processing further the information. The description of the algorithm (as it appears also in the paper) can be found in the attached file OREmodel_description.pdf.
The code (ORE_model.c), written in C, is commented. Also the datasets (inputFACEBOOK.txt and inputEMAILs.txt) of the real networks utilized with this model are available.

For any questions/requests, please write me at [email protected]

A modelling system to simulate Neanderthal demography and distribution in a reconstructed Western Europe for the late Middle Paleolithic.

The model simulates the national Campaign-Based Watershed Management program of Ethiopia. It includes three agents (farmers, Kebele/ village administrator, extension workers) and the physical environment that interact with each other. The physical environment is represented by patches (fields). Farmers make decisions on the locations of micro-watersheds to be developed, participation in campaign works to construct soil and water conservation structures, and maintenance of these structures. These decisions affect the physical environment or generate model outcomes. The model is developed to explore conditions that enhance outcomes of the program by analyzing the effect on the area of land covered and quality of soil and water conservation structures of (1) enhancing farmers awareness and motivation, (2) establishing and strengthening micro-watershed associations, (3) introducing alternative livelihood opportunities, and (4) enhancing the commitment of local government actors.

This is a simulation model to explore possible outcomes of the Port of Mars cardgame. Port of Mars is a resource allocation game examining how people navigate conflicts between individual goals and common interests relative to shared resources. The game involves five players, each of whom must decide how much of their time and effort to invest in maintaining public infrastructure and renewing shared resources and how much to expend in pursuit of their individual goals. In the game, “Upkeep” is a number that represents the physical health of the community. This number begins at 100 and goes down by twenty-five points each round, representing resource consumption and wear and tear on infrastructure. If that number reaches zero, the community collapses and everyone dies.

The agent-based simulation is set to work on information that is either (a) functional, (b) pseudo-functional, (c) dysfunctional, or (d) irrelevant. The idea is that a judgment on whether information falls into one of the four categories is based on the agent and its network. In other words, it is the agents who interprets a particular information as being (a), (b), (c), or (d). It is a decision based on an exchange with co-workers. This makes the judgment a socially-grounded cognitive exercise. The uFUNK 1.0.2 Model is set on an organization where agent-employee work on agent-tasks.

The model explores food distribution patterns that emerge in a small-scale non-agricultural group when sharing individuals engage in intentional consumption leveling with a given probability.

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.

The purpose of this model is to explain the post-disaster recovery of households residing in their own single-family homes and to predict households’ recovery decisions from drivers of recovery. Herein, a household’s recovery decision is repair/reconstruction of its damaged house to the pre-disaster condition, waiting without repair/reconstruction, or selling the house (and relocating). Recovery drivers include financial conditions and functionality of the community that is most important to a household. Financial conditions are evaluated by two categories of variables: costs and resources. Costs include repair/reconstruction costs and rent of another property when the primary house is uninhabitable. Resources comprise the money required to cover the costs of repair/reconstruction and to pay the rent (if required). The repair/reconstruction resources include settlement from the National Flood Insurance (NFI), Housing Assistance provided by the Federal Emergency Management Agency (FEMA-HA), disaster loan offered by the Small Business Administration (SBA loan), a share of household liquid assets, and Community Development Block Grant Disaster Recovery (CDBG-DR) fund provided by the Department of Housing and Urban Development (HUD). Further, household income determines the amount of rent that it can afford. Community conditions are assessed for each household based on the restoration of specific anchors. ASNA indexes (Nejat, Moradi, & Ghosh 2019) are used to identify the category of community anchors that is important to a recovery decision of each household. Accordingly, households are indexed into three classes for each of which recovery of infrastructure, neighbors, or community assets matters most. Further, among similar anchors, those anchors are important to a household that are located in its perceived neighborhood area (Moradi, Nejat, Hu, & Ghosh 2020).