#### Ejemplo 11: Modelado de una Población v3 - Variables exogenas

##### Javier Arias

- 11 months 3 weeks ago

#### Clone of AVID Integration at Vista Ridge High School

##### Don Fernando

- 5 years 9 months ago

#### Clone of BridgingTheGap

##### Janet Simmons

- 5 years 7 months ago

#### Clone of Student Achievement

##### Te Kou Gage

- 7 years 4 months ago

#### Clone of adazhi under construction

##### Evija

- 5 years 1 month ago

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

##### Ryan Wimble

*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.

- 2 years 7 months ago

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

##### Cristen Jones

*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.

- 3 years 8 months ago

#### Clone of Prey&Predator

##### Pedro

**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 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.

PredatorsThe 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.

- 3 years 2 months ago

#### Clone of Startup University Model

##### Josh Hawley

Education University Health Care Capability Performance Workforce Organization

- 3 years 1 month ago

#### Clone of Student Learning

##### Matthew Simpson

- 6 years 3 months ago

#### Ejemplo 10: Modelado de una Población v2 - Factor Limitativo

##### Carlos Andres Chapid Inga

- 11 months 3 weeks ago

#### Community-School Communication Interface

##### Dennis Venning

- 2 years 6 months ago

#### Ejemplo 10:Modelado de una Población v2 -Factor limitativo

##### Andres Meneses Ortega

- 12 months 2 days ago

#### Functions of Behaviour

##### Ray Chapman

- 3 years 7 months ago

#### Ejemplo 10

##### Juancho Rizo

- 11 months 4 weeks ago

#### Clone of Version 6A: Calibrated Student-Home-Teachers-Classroom

##### Hal Greenwald

*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***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.*- 3 years 11 months ago

#### Clone of Student Achievement

##### Te Kou Gage

- 7 years 8 months ago

#### Ejemplo 11: Modelado de una Población v3 -Variables Exógenas

##### Javier Arias

- 11 months 3 weeks ago

#### Clone of Version 6A: Calibrated Student-Home-Teachers-Classroom

##### JMantilla

*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***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.*- 3 years 11 months ago

#### Clone of Community Engagement Schools

##### Te Kou Gage

- 7 years 8 months ago

#### Clone of Obesity in America

##### Thom Lv

- 5 years 1 week ago

#### Clone of Low SES children influence

##### Abhishek Bajaj

The main focus here was in understanding the influence parenting behaviours, and peer influences play in a child's life.

- 5 years 6 months ago

#### Clone of orquesta

##### Ferran Canet

- 4 years 11 months ago

#### Clone of Low SES children influence

##### Abhishek Bajaj

The main focus here was in understanding the influence parenting behaviours, and peer influences play in a child's life.

- 5 years 6 months ago