CoMSES Net maintains cyberinfrastructure to foster FAIR data principles for access to and (re)use of computational models. Model authors can publish their model code in the Computational Model Library with documentation, metadata, and data dependencies and support these FAIR data principles as well as best practices for software citation. Model authors can also request that their model code be peer reviewed to receive a DOI. All users of models published in the library must cite model authors when they use and benefit from their code.
CoMSES Net also maintains a curated database of over 7500 publications of agent-based and individual based models with additional metadata on availability of code and bibliometric information on the landscape of ABM/IBM publications that we welcome you to explore.
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.
This is a basic Susceptible, Infected, Recovered (SIR) model. This model explores the spread of disease in a space. In particular, it explores how changing assumptions about the number of susceptible people, starting number of infected people, as well as the disease’s infection probability, and average duration of infection. The model shows that the interactions of agents can drastically affect the results of the model.
We used it in our course on COVID-19: https://www.csats.psu.edu/science-of-covid19
This is an extension of the basic Suceptible, Infected, Recovered (SIR) model. This model explores the spread of disease in two spaces, one a treatment, and one a control. Through the modeling options, one can explore how changing assumptions about the number of susceptible people, starting number of infected people, the disease’s infection probability, and average duration impacts the outcome. In addition, this version allows users to explore how public health interventions like social distancing, masking, and isolation can affect the number of people infected. The model shows that the interactions of agents, and the interventions can drastically affect the results of the model.
We used the model in our course about COVID-19: https://www.csats.psu.edu/science-of-covid19
Risk assessments are designed to measure cumulative risk and promotive factors for delinquency and recidivism, and are used by criminal and juvenile justice systems to inform sanctions and interventions. Yet, these risk assessments tend to focus on individual risk and often fail to capture each individual’s environmental risk. This agent-based model (ABM) explores the interaction of individual and environmental risk on the youth. The ABM is based on an interactional theory of delinquency and moves beyond more traditional statistical approaches used to study delinquency that tend to rely on point-in-time measures, and to focus on exploring the dynamics and processes that evolve from interactions between agents (i.e., youths) and their environments. Our ABM simulates a youth’s day, where they spend time in schools, their neighborhoods, and families. The youth has proclivities for engaging in prosocial or antisocial behaviors, and their environments have likelihoods of presenting prosocial or antisocial opportunities.
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.
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.
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.