Education | Insight Maker

predator-prey (White tip shark vs black tip shark)

4

From HBR study, 2014; combined with Solow Growth Model, explains why business seeks technological solutions. Yet this is not sustainable, as there is a limit to the number of STEM-trained individuals to create technological solutions.

BridgingTheGap

Edythe

3

Predator-prey models are the building masses of the bio-and environments as bio masses are become out of their asset masses. Species contend, advance and scatter essentially to look for assets to support their battle for their very presence. Contingent upon their particular settings of uses, they can take the types of asset resource-consumer, plant-herbivore, parasite-have, tumor cells- immune structure, vulnerable irresistible collaborations, and so on. They manage the general misfortune win connections and thus may have applications outside of biological systems. At the point when focused connections are painstakingly inspected, they are regularly in actuality a few types of predator-prey communication in simulation.

Looking at Lotka-Volterra Model:

The well known Italian mathematician Vito Volterra proposed a differential condition model to clarify the watched increment in predator fish in the Adriatic Sea during World War I. Simultaneously in the United States, the conditions contemplated by Volterra were determined freely by Alfred Lotka (1925) to portray a theoretical synthetic response wherein the concoction fixations waver. The Lotka-Volterra model is the least complex model of predator-prey communications. It depends on direct per capita development rates, which are composed as f=b−py and g=rx−d.

A detailed explanation of the parameters:

The parameter b is the development rate of species x (the prey) without communication with species y (the predators). Prey numbers are reduced by these collaborations: The per capita development rate diminishes (here directly) with expanding y, conceivably getting to be negative.
The parameter p estimates the effect of predation on x˙/x.
The parameter d is the death rate of species y without connection with species x.
The term rx means the net rate of development of the predator population in light of the size of the prey population.

Reference:

http://www.scholarpedia.org/article/Predator-prey_model

Lotka-Volterra Model: Prey-Predator Simulation

Pavan Kumar Guntur

10

Despite a mature field of inquiry, frustrated educational policy makers face a crisis characterized by little to no clear research-based guidance and significant budget limitations -- in the face of too often marginal or unexpectedly deleterious achievement impacts. As such, education performance has been acknowledged as a complex system and a general call in the literature for causal models has been sounded. This modeling effort represents a strident first step in the development of an evidence-based causal hypothesis: an hypothesis that captures the widely acknowledged complex interactions and multitude of cited influencing factors. This non-piecemeal, causal, reflection of extant knowledge engages a neuro-cognitive definition of students. Through capture of complex dynamics, it enables comparison of different mixes of interventions to estimate net academic achievement impact for the lifetime of a single cohort of students. Results nominally capture counter-intuitive unintended consequences: consequences that too often render policy interventions effete. Results are indexed on Hattie Effect Sizes, but rely on research identified causal mechanisms for effect propagation. Note that the net causal interactions have been effectively captured in a very scoped and/or simplified format. Relative magnitudes of impact have been roughly adjusted to Hattie Ranking Standards (calibration): a non-causal evidence source. This is a demonstration model and seeks to exemplify content that would be engaged in a full or sufficient model development effort. Budget & time constraints required significant simplifying assumptions. These assumptions mitigate both the completeness & accuracy of the outputs. Features serve to symbolize & illustrate the value and benefits of causal modeling as a performance tool.

Clone of Version 10: Hattie Calibrated Education Scenario Tool Capability Demonstration

JMantilla

Modelleringsuppgift till gymnasiet.

Inkluderat med möjlighet till att ändra:

Immunitet

Vaccinering

Mortalitet
Nativitet

Population

Risk att möta sjuk

Risk att smittas

Smittspridning - allt med!

Benny Andersson

3

The Information Distribution Problem

Exploring a basis for distributing and organizing information is critical to the foundations of any system. It's a losing battle trying to combat information intake, without informative output. If we lived in a world with a technological system designed to do so, everyone's lives would be affected for the better.

By selectively designing the following technologies, a global system of education based on the validity of information is establishable.

Blockchain(s) Personal & Public

Simulated/Augmented Reality

Digital Textbook/Interactive Compendium

Artificial Intelligence

Virtual Mentorship Program(s)

Clone of The Information Distribution Problem

Carl Gomersall

moderación del proceso de aprendizaje, desde la perspectiva social constructivista de Vigotsky

Clone of Proceso de aprendizaje vigotsky

Nilo Guimaraes

This conceptual model and simulation shows the relationship between youth engagement/alienation, police and community development in the community township of Bourke, NSW, Australia.

The Maranguka Reinvestment Project, MKT563

Trudie Earle

Ejemplo de Carbono 14 con un bucle de realimentación negativa

Universidad del Cauca.

Profesor: Miguel Angel Niño Zambrano

curso: Enlace Curso en Moodle

Videos ejemplos: Enlace a la lista de videos del curso youtube

Ejemplo 6: Carbono 14 - BRN

Miguel Angel Niño Zambrano

14

Exploring the relationship between communities and educational systems as a matter of community engagement.

Clone of Community Engagement Schools

Evija Mirke

This models how students learn through the ALEKS math software.

ALEKS Learning Curve

Paul LaFourest

What is the goal of our education system. To make workers for the industrial revolution? Is there still an industial revolution? Why do we believe in democracy and freedom and spend our lives learning and working in controlling dictatorships? Is this what we really want?

Education

Shawn Little

Crea un Bucle de Realimentación Negativa, modelando el llenado de un vaso con agua.

Universidad del Cauca.

Profesor: Miguel Angel Niño Zambrano

curso: Enlace Curso en Moodle

Videos ejemplos: Enlace a la lista de videos del curso youtube

Clone of Ejemplo 1: Llenar vaso con agua - Bucle de Realimentación Negativa

Nilo Guimaraes

ONE version of misnamed "Tragedy of the Commons" in which an open-access resources is overexploited by individuals maximizing their respective short-term gains from its use. The delay in the impact of individual activities leads to overshoot of carrying capacity.

Use to explore ...

GSVS3559_Archetype_TragedyOfOpenAccess

Spencer Phillips

Physical meaning of the equations

The Lotka–Volterra model makes a number of assumptions about the environment and evolution of the predator and prey populations:

1. The prey population finds ample food at all times.

2. The food supply of the predator population depends entirely on the size of the prey population.

3. The rate of change of population is proportional to its size.

4. During the process, the environment does not change in favour of one species and genetic adaptation is inconsequential.

5. Predators have limitless appetite.

As differential equations are used, the solution is deterministic and continuous. This, in turn, implies that the generations of both the predator and prey are continually overlapping.[23]

Prey

When multiplied out, the prey equation becomes

dx/dt = αx - βxy

The prey are assumed to have an unlimited food supply, and to reproduce exponentially unless subject to predation; this exponential growth is represented in the equation above by the term αx. The rate of predation upon the prey is assumed to be proportional to the rate at which the predators and the prey meet; this is represented above by βxy. If either x or y is zero then there can be no predation.

With these two terms the equation above can be interpreted as: the change in the prey's numbers is given by its own growth minus the rate at which it is preyed upon.

Predators

The predator equation becomes

dy/dt = -

In this equation, {\displaystyle \displaystyle \delta xy} represents the growth of the predator population. (Note the similarity to the predation rate; however, a different constant is used as the rate at which the predator population grows is not necessarily equal to the rate at which it consumes the prey). {\displaystyle \displaystyle \gamma y} represents the loss rate of the predators due to either natural death or emigration; it leads to an exponential decay in the absence of prey.

Hence the equation expresses the change in the predator population as growth fueled by the food supply, minus natural death.

Clone of Prey&Predator

Steffi Z

S-Curve + Delay for Bell Curve Showing Erlang Distribution

Generation of Bell Curve from Initial Market through Delay in Pickup of Customers

This provides the beginning of an Erlang distribution model

The Erlang distribution is a two parameter family of continuous probability distributions with support . The two parameters are:

a positive integer 'shape'
a positive real 'rate' ; sometimes the scale , the inverse of the rate is used.

Clone of S-Curve + Delay for Bell Curve by Guy Lakeman

Ray Madachy

This emulation is traying to emulate , a model with focus to the thinking system over the education.

My first emulation

Jorge A Araujo B

Trying to use a diagram to show that a bad "early start" leads to low rates of progress/yr. With low rates of progress/year the kiddos fall much shorter than their peers and can't meet the milestones expected for the cohort. Failing to meet these, they fail and other negative long-term consequence are likely to follow.

Model of how kiddos who start behind can stay behind

Evan

This paints a broad picture for my non-profit of how tutoring helps disadvantaged youth and, with the right jump-start from a caring individual (R1 point), how learning can get learning and skill begets further skill. I appreciate any feedback to modifications because they might shape program direction.

Future iterations will show the low skilled isolated individual gets stuck in a cycle of "no-growth." I would also like to explore the dynamics of how the learner reduces dependence on the tutor.

How tutors help the learner causal loop

Evan

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.

Clone of Clone of Version 6B: Calibrated Student-Home-Teachers-Classroom

Robert L. Brown

Physical meaning of the equations

The Lotka–Volterra model makes a number of assumptions about the environment and evolution of the predator and prey populations:

1. The prey population finds ample food at all times.

2. The food supply of the predator population depends entirely on the size of the prey population.

3. The rate of change of population is proportional to its size.

4. During the process, the environment does not change in favour of one species and genetic adaptation is inconsequential.

5. Predators have limitless appetite.

As differential equations are used, the solution is deterministic and continuous. This, in turn, implies that the generations of both the predator and prey are continually overlapping.[23]

Prey

When multiplied out, the prey equation becomes

dx/dt = αx - βxy

The prey are assumed to have an unlimited food supply, and to reproduce exponentially unless subject to predation; this exponential growth is represented in the equation above by the term αx. The rate of predation upon the prey is assumed to be proportional to the rate at which the predators and the prey meet; this is represented above by βxy. If either x or y is zero then there can be no predation.

With these two terms the equation above can be interpreted as: the change in the prey's numbers is given by its own growth minus the rate at which it is preyed upon.

Predators

The predator equation becomes

dy/dt = -

In this equation, {\displaystyle \displaystyle \delta xy} represents the growth of the predator population. (Note the similarity to the predation rate; however, a different constant is used as the rate at which the predator population grows is not necessarily equal to the rate at which it consumes the prey). {\displaystyle \displaystyle \gamma y} represents the loss rate of the predators due to either natural death or emigration; it leads to an exponential decay in the absence of prey.

Hence the equation expresses the change in the predator population as growth fueled by the food supply, minus natural death.

Clone of Prey&Predator

Mariane Kfoury

Despite a mature field of inquiry, frustrated educational policy makers face a crisis characterized by little to no clear research-based guidance and significant budget limitations -- in the face of too often marginal or unexpectedly deleterious achievement impacts. As such, education performance has been acknowledged as a complex system and a general call in the literature for causal models has been sounded. This modeling effort represents a strident first step in the development of an evidence-based causal hypothesis: an hypothesis that captures the widely acknowledged complex interactions and multitude of cited influencing factors. This non-piecemeal, causal, reflection of extant knowledge engages a neuro-cognitive definition of students. Through capture of complex dynamics, it enables comparison of different mixes of interventions to estimate net academic achievement impact for the lifetime of a single cohort of students. Results nominally capture counter-intuitive unintended consequences: consequences that too often render policy interventions effete. Results are indexed on Hattie Effect Sizes, but rely on research identified causal mechanisms for effect propagation. Note that the net causal interactions have been effectively captured in a very scoped and/or simplified format. Relative magnitudes of impact have been roughly adjusted to Hattie Ranking Standards (calibration): a non-causal evidence source. This is a demonstration model and seeks to exemplify content that would be engaged in a full or sufficient model development effort. Budget & time constraints required significant simplifying assumptions. These assumptions mitigate both the completeness & accuracy of the outputs. Features serve to symbolize & illustrate the value and benefits of causal modeling as a performance tool.

Clone of Version 10: Hattie Calibrated Education Scenario Tool Capability Demonstration

JMantilla

$This is a simple population model designed to illustrate some of the concepts of stock and flow diagrams and simulation modelling. Adjust the population, birth fraction and life expectancy below based on real data for Singapore$

This is a simple population model designed to illustrate some of the concepts of stock and flow diagrams and simulation modelling.

Adjust the population, birth fraction and life expectancy below based on real data for Singapore

Population Stock and Flow - Find country data