This model was developed to study the combination of electric vehicles (EVs) and intermitten renewable energy sources. The model presents an EV fleet in a fictional area, divided into a residential area, an office area and commercial area. The area has renewable energy sources: wind and PV solar panels. The agents can be encouraged to charge their electric vehicles at times of renewable energy surplus by introducing different policy interventions. Other interesting variables in the model are the installed renewable energy sources, EV fleet composition and available charging infrastructure. Where possible, use emperical data as input for our model. We expand upon previous models by incorporating environmental self-identity and range anxiety as agent variables.

Status-power dynamics on a playground, resulting in a status landscape with a gender status gap. Causal: individual (beauty, kindness, power), binary (rough-and-tumble; has-been-nice) or prior popularity (status). Cultural: acceptability of fighting.

This model examines the potential impact of market collapse on the economy and demography of fishing households in the Logone Floodplain, Cameroon.

This is a coupled conceptual model of agricultural land decision-making and incentivisation and species metacommunities.

FNNR-ABM is an agent-based model that simulates human activity, Guizhou snub-nosed monkey movement, and GTGP-enrolled land parcel conversion in the Fanjingshan National Nature Reserve in Guizhou, China.

Quick-start guide:
1. Install Python and set environmental path variables.
2. Install the mesa, matplotlib (optional), and pyshp (optional) Python libraries.
3. Configure fnnr_config_file.py.
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The model examines the dynamics of herd growth in African pastoral systems. We used it to examine the role of scale (herd size) stochasticity (in mortality, fertility, and offtake) on herd growth.

This model simulates a group of farmers that have encounters with individuals of a wildlife population. Each farmer owns a set of cells that represent their farm. Each farmer must decide what cells inside their farm will be used to produce an agricultural good that is self in an external market at a given price. The farmer must decide to protect the farm from potential encounters with individuals of the wildlife population. This decision in the model is called “fencing”. Each time that a cell is fenced, the chances of a wildlife individual to move to that cell is reduced. Each encounter reduces the productive outcome obtained of the affected cell. Farmers, therefore, can reduce the risk of encounters by exclusion. The decision of excluding wildlife is made considering the perception of risk of encounters. In the model, the perception of risk is subjective, as it depends on past encounters and on the perception of risk from other farmers in the community. The community of farmers passes information about this risk perception through a social network. The user (observer) of the model can control the importance of the social network on the individual perception of risk.

We model the epistemic dynamics preceding political uprising. Before deciding whether to start protests, agents need to estimate the amount of discontent with the regime. This model simulates the dynamics of group knowledge about general discontent.

This model studies the emergence and dynamics of generalized trust. It does so by modeling agents that engage in trust games and, based on their experience, slowly determine whether others are, in general, trustworthy.

The purpose of this curricular model is to teach students the basics of modeling complex systems using agent-based modeling. It is a simple SIR model that simulates how a disease spreads through a population as its members change from susceptible to infected to recovered and then back to susceptible. The dynamics of the model are such that there are multiple emergent outcomes depending on the parameter settings, initial conditions, and chance.

The curricular model can be used with the chapter Agent-Based Modeling in Mixed Methods Research (Moritz et al. 2022) in the Handbook of Teaching Qualitative & Mixed Methods (Ruth et al. 2022).

The instructional videos can be accessed on YouTube: Video 1 (https://youtu.be/32_JIfBodWs); Video 2 (https://youtu.be/0PK_zVKNcp8); and Video 3 (https://youtu.be/0bT0_mYSAJ8).