This version of the CAPABILITY DEMONSTRATION model has been further calibrated (additional calibration phases will occur as better standardized data becomes available).  Note that the net causal interactions have been effectively captured in a very scoped and/or simplified format.  Relative magnitudes and durations of impact remain in need of further data & adjustment (calibration). In the interests of maintaining steady progress and respecting budget & time constraints, significant simplifying assumptions have been made: assumptions that mitigate both completeness & accuracy of the outputs.  This model meets the criteria for a Capability demonstration model, but should not be taken as complete or realistic in terms of specific magnitudes of effect or sufficient build out of causal dynamics.  Rather, the model demonstrates the interplay of a minimum set of causal forces on a net student progress construct -- as informed and extrapolated from the non-causal research literature. Provided further interest and funding, this  basic capability model may further de-abstracted and built out to: higher provenance levels -- coupled with increased factorization, rigorous causal inclusion and improved parameterization.

This version of the CAPABILITY DEMONSTRATION model has been further calibrated (additional calibration phases will occur as better standardized data becomes available).  Note that the net causal interactions have been effectively captured in a very scoped and/or simplified format.  Relative magnitudes and durations of impact remain in need of further data & adjustment (calibration). In the interests of maintaining steady progress and respecting budget & time constraints, significant simplifying assumptions have been made: assumptions that mitigate both completeness & accuracy of the outputs.  This model meets the criteria for a Capability demonstration model, but should not be taken as complete or realistic in terms of specific magnitudes of effect or sufficient build out of causal dynamics.  Rather, the model demonstrates the interplay of a minimum set of causal forces on a net student progress construct -- as informed and extrapolated from the non-causal research literature. Provided further interest and funding, this  basic capability model may further de-abstracted and built out to: higher provenance levels -- coupled with increased factorization, rigorous causal inclusion and improved parameterization.

- The risk rate impacts upon every youth committing a crime and is a  broad term covering effects such as abuse.

- No gaol effect, youths do not return to town with a tendency to re- commit a crime.

- No further external factors than those given.

Each stock depicts a different action or place that an individual youth may find themselves in. 

These stocks include:

- Youth (the youths living in Bourke, where youths are if they are not committing crimes or in community programs)

- Petty Crime (crimes committed by the youths of Bourke such as stealing)

- Juvenile Detention (where convicted youths go)

- Rehabilitation

- Community Programs

- Community Expenditure (parameter 0.1-0.4)

- Law Enforcement Expenditure (parameter 0.1-0.6)

- Rehabilitation Expenditure (parameter 0.1-0.4)

- Risk Rate (not adjustable but alters with Law Enforcement Expenditure)

- Law Enforcement Expenditure = 0.5

- Community Expenditure = 0.25

- Rehabilitation Expenditure = 0.25

- When Law Enforcement is at 0.45 and Community and Rehabilitation at 0.3 and 0.25 (in either order) then convicted and not-convicted values are the same. If Law Enforcement expenditure goes any lower then the number of convicted youths is less than those not-convicted and vice versa if the expenditure is increased.

- When Law Enforcement is at 0.2 and Community and Rehabilitation at 0.4 each then the increase in community programs and decrease in crime and thus detention occurs in a shorter and more rapid time frame. This shows that crime can be minimised in this model almost entirely through community initiatives.

- Alternatively, when Law Enforcement is at 0.6 and Community and Rehabilitation at 0.2 each then the increase in community programs and decrease in crime occurs over a longer time period with more incremental change.

Population Source:

This version of the CAPABILITY DEMONSTRATION model has been further calibrated (additional calibration phases will occur as better standardized data becomes available).  Note that the net causal interactions have been effectively captured in a very scoped and/or simplified format.  Relative magnitudes and durations of impact remain in need of further data & adjustment (calibration). In the interests of maintaining steady progress and respecting budget & time constraints, significant simplifying assumptions have been made: assumptions that mitigate both completeness & accuracy of the outputs.  This model meets the criteria for a Capability demonstration model, but should not be taken as complete or realistic in terms of specific magnitudes of effect or sufficient build out of causal dynamics.  Rather, the model demonstrates the interplay of a minimum set of causal forces on a net student progress construct -- as informed and extrapolated from the non-causal research literature. Provided further interest and funding, this  basic capability model may further de-abstracted and built out to: higher provenance levels -- coupled with increased factorization, rigorous causal inclusion and improved parameterization.

This version of the CAPABILITY DEMONSTRATION model has been further calibrated (additional calibration phases will occur as better standardized data becomes available).  Note that the net causal interactions have been effectively captured in a very scoped and/or simplified format.  Relative magnitudes and durations of impact remain in need of further data & adjustment (calibration). In the interests of maintaining steady progress and respecting budget & time constraints, significant simplifying assumptions have been made: assumptions that mitigate both completeness & accuracy of the outputs.  This model meets the criteria for a Capability demonstration model, but should not be taken as complete or realistic in terms of specific magnitudes of effect or sufficient build out of causal dynamics.  Rather, the model demonstrates the interplay of a minimum set of causal forces on a net student progress construct -- as informed and extrapolated from the non-causal research literature. Provided further interest and funding, this  basic capability model may further de-abstracted and built out to: higher provenance levels -- coupled with increased factorization, rigorous causal inclusion and improved parameterization.