Crea un modelo del comportamiento básico de una población. Se modela las variables exogenas, lluvias que afectan el AlimentoUniversidad del Cauca. Profesor: Miguel Angel Niño Zambranocurso: Enlace Curso en MoodleVideos ejemplos: Enlace a la lista de videos del curso youtube

Education

The purpose of this model is to study the impact different interventions with teachers at Vista Ridge High School have on the rate of adoption of AVID instructional strategies.

Impact AVID Education Strategies

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.

Skill Gap Workforce Development Education

In this model I am trying to depict the multiple factors and interactions that impact student academic achievement.  As educators, our goal is to optimize the progression of academic achievement, or as represented in this stock flow diagram maintain the stock (academic achievement) at the highest level.  Multiple factors enhance achievement and, conversely, multiple factors interact to reduce the stock/rate of achievement.  As individual teachers, we must understand the factors and relationships that increase and decrease achievement.  In particular, teachers in training need to begin to build a mental model of these factors and relationships.  Only then can we optimize our individual learning environments to ensure each child reaches his/her academic achievement potential.

Education

This model is under construction, not at all ready, don't use it for any purposes (my suggestion ☺) yet.

Demography Education Population Decision Making

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.

Education Policy Causal Dynamic Intervention Impact

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.

Education Policy Causal Dynamic Intervention Impact

​Physical meaning of the equationsThe 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 becomesdx/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.

Education Chaos Ecology Biology Population

WIP based on Raafat Zaini's 2015 Triple Helix article and PhD Colloquium and ISDC 2013  university growth paper ithink models as a starting point for health care systems science modelling growth dynamics

Education University Health Care Capability Performance Workforce Organization

Looking at the factors that influence student learning

Education Non-school Factors

Crea un modelo del comportamiento básico de una población. Se modela el Factor Limitativo por AlimentoUniversidad del Cauca. Profesor: Miguel Angel Niño Zambranocurso: Enlace Curso en MoodleVideos ejemplos: Enlace a la lista de videos del curso youtube

Education

Attempting to model the state of understanding between schools and the community they serve.

Education

Crea un modelo del comportamiento básico de una poblaciónUniversidad del Cauca. Profesor: Miguel Angel Niño Zambranocurso: Enlace Curso en MoodleVideos ejemplos: Enlace a la lista de videos del curso youtube

Education

Education

Crea un modelo del comportamiento básico de una poblaciónUniversidad del Cauca. Profesor: Miguel Angel Niño Zambranocurso: Enlace Curso en MoodleVideos ejemplos: Enlace a la lista de videos del curso youtube

Education

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.

Education Policy Causal Dynamic Intervention Impact

In this model I am trying to depict the multiple factors and interactions that impact student academic achievement.  As educators, our goal is to optimize the progression of academic achievement, or as represented in this stock flow diagram maintain the stock (academic achievement) at the highest level.  Multiple factors enhance achievement and, conversely, multiple factors interact to reduce the stock/rate of achievement.  As individual teachers, we must understand the factors and relationships that increase and decrease achievement.  In particular, teachers in training need to begin to build a mental model of these factors and relationships.  Only then can we optimize our individual learning environments to ensure each child reaches his/her academic achievement potential.

Education

Crea un modelo del comportamiento básico de una población. Se modela las variables exógenas (Lluvias) que afectan el AlimentoUniversidad del Cauca. Profesor: Miguel Angel Niño Zambranocurso: Enlace Curso en MoodleVideos ejemplos: Enlace a la lista de videos del curso youtube

Education

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.

Education Policy Causal Dynamic Intervention Impact

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

Education Community Engagement Schools

Health Society Education

This insight aims to see the influence a child faces, and especially those that affect his/ her academic results.
The main focus here was in understanding the influence parenting behaviours, and peer influences play in a child's life. 

Children Education

Music Education Instruments

This insight aims to see the influence a child faces, and especially those that affect his/ her academic results.
The main focus here was in understanding the influence parenting behaviours, and peer influences play in a child's life. 

Children Education