Development of a Multiagent System for the Analysis of Gentrification in Latin America, an Agent-Based Model

El modelo a continuación, fue desarrollado para el DATA CHALLENGE 2022. Es un análisis de la información descargada del Portal de datos abiertos de Ecuador. Dentro del modelo podemos realizar una breve exploración de la información así como una simulación respecto al proceso de vacunación en Ecuador.

We reconstruct Cohen, March and Olsen’s Garbage Can model of organizational choice as an agent-based model. We add another means for avoiding making decisions: buck-passing difficult problems to colleagues.

This is a model of the occurrence of disorganization and its impact on individual goal setting and problem-solving. This model therefore, explores the effects of disorganization on goal achievement.

The model is suitable to investigate the effects of different characteristics of apprenticeship programmes both in historical and contemporary societies. The model is built considering five societies, using an agent-based simulation model, we identified six main characteristics which impact the success of an apprenticeship programme in a society, which we measured by considering three parameters, namely the number of skilled agents produced by the apprenticeships, programme completion, and the contribution of programmes in the Gross Domestic Income (GDI) of the society. We investigate different definitions for success of an apprenticeship and some hypothetical societies to test some common beliefs about apprenticeships performance. The model also shows the number of unemployed agents given their work-based skills, wages, and the number of small and large companies who participate in training agents. The model enables exploring the impact of parameters, such as initial wages and the number of training years, along with the stated policies on the system.

This model has been developed together with the publication ‘Modelling Value Change - An Exploratory Approach’

Value change and moral change have increasingly become topics of interest in the philosophical literature. Several theoretical accounts have been proposed. Such accounts are usually based on certain theoretical and conceptual assumptions and their strengths and weaknesses are often hard to determine and compare, also because they are based on limited empirical evidence.

We propose that a step forward can be made with the help of agent-based modelling (ABM). ABM can be used to investigate whether a simulation model based on a specific account of value change can reproduce relevant phenomena. To illustrate this approach, we built a model based on the pragmatist account of value change proposed in van de Poel and Kudina (2022). We show that this model can reproduce four relevant phenomena, namely 1) the inevitability and stability of values, 2) how different societies may react differently to external shocks, 3) moral revolutions, and 4) lock-in.

We represent commuters and their preferences for transportation cost, time and safety. Agents assess their options via their preferences, their environment, and the modes available. The model has policy levers to test impact on last-mile problem.

This model is intended to study the way information is collectively managed (i.e. shared, collected, processed, and stored) in a system and how it performs during a crisis or disaster. Performance is assessed in terms of the system’s ability to provide the information needed to the actors who need it when they need it. There are two main types of actors in the simulation, namely communities and professional responders. Their ability to exchange information is crucial to improve the system’s performance as each of them has direct access to only part of the information they need.

In a nutshell, the following occurs during a simulation. Due to a disaster, a series of randomly occurring disruptive events takes place. The actors in the simulation need to keep track of such events. Specifically, each event generates information needs for the different actors, which increases the information gaps (i.e. the “piles” of unaddressed information needs). In order to reduce the information gaps, the actors need to “discover” the pieces of information they need. The desired behavior or performance of the system is to keep the information gaps as low as possible, which is to address as many information needs as possible as they occur.

We present a socio-epistemic model of science inspired by the existing literature on opinion dynamics. In this model, we embed the agents (or scientists) into social networks - e.g., we link those who work in the same institutions. And we place them into a regular lattice - each representing a unique mental model. Thus, the global environment describes networks of concepts connected based on their similarity. For instance, we may interpret the neighbor lattices as two equivalent models, except one does not include a causal path between two variables.

Agents interact with one another and move across the epistemic lattices. In other words, we allow the agents to explore or travel across the mental models. However, we constrain their movements based on absorptive capacity and cognitive coherence. Namely, in each round, an agent picks a focal point - e.g., one of their colleagues - and will move towards it. But the agents’ ability to move and speed depends on how far apart they are from the focal point - and if their new position is cognitive/logic consistent.

Therefore, we propose an analytical model that examines the connection between agents’ accumulated knowledge, social learning, and the span of attitudes towards mental models in an artificial society. While we rely on the example from the General Theory of Relativity renaissance, our goal is to observe what determines the creation and diffusion of mental models. We offer quantitative and inductive research, which collects data from an artificial environment to elaborate generalized theories about the evolution of science.

The computer model simulates the development of a social network (i.e. formation of friendships and cliques), the (dyadic) interactions between pupils and the development of similarities and differences in their behavioral profiles.