This simulator walks the user through a model showing the spread of the COVID, or Corona Virus through a city. You can implement policies, change assumptions about the disease and see the impacts in realtime.

© Will Noyes 2020 This is an educational tool to learn about the commonly used builtin formulas in Stella. For each formula there is a basic description, a model representation that allows you to control the different inputs, and one or two output graphs that show the result of that formula. If you would like more information on any of these builtins or on any that are not demonstrated here, remember that you can always consult Stella Help.

This models the COVID-19 pandemic as an SEIR model disaggregated by age. DIfferent ages have different contact rates, death rates, and conformance to social distancing. A thrid-order material delay is used to create the distribution for the tie to become infected and the time to recover.

This model was copied from Gigaroff: 1. French (in English in 2.) Modèles pour mieux comprendre la dynamique d'une épidémie et comment les mesures prises permettent d'en atténuer les effets" - Projet interdisciplines Hervé Gigaroff, Lycée "Emile Combes" de Pons 17 (France)-
 • Ceci est le Modèle de base “1.B” pour commencer à mieux comprendre la dynamique d'une épidémie, type CoVid 19, , simplifiée mais tout à fait réaliste… …Avant de voir, avec des modèles suivants, comment les mesures prises permettent d'en atténuer les effets" Pour les “matheux”, fans d’équations différentielles, ce modèle n’est jamais que la mis en forme, selon les lois de le “SYSTÉMIQUE DYNAMIQUE” de ce qui est représenté , en équations différentielles dans cette excellente vidéo: https://www.youtube.com/watch?v=-2tI3MQFqkI&fbclid=IwAR3QdfrTCQPKNUogozNchAlpu0SwTlvQx_fPNaTDjZ1ijdk6wc0snzJc69k Donc ce modèle permet aux “non-matheux” d’aborder cette compréhension… 2 jeux “Épidémie Covid19 #1 et #2” , permettant de vivre (en”pour de semblant”) la dynamique d’une épidémie, vont accompagner ces modèles , qui ne sont que le débriefing de ce qui s’est passé dans ces “jeux”. • Websites récents sur "Epidémies & modélisation" : 1.https://www.youtube.com/watch?v=bM7AOBxqjnE, titré "Cette pandémie, vue depuis 2021" du site "Dirty Biology", 2.https://sciencetonnante.wordpress.com/2020/03/12/epidemie-nuage-radioactif-et-distanciation-sociale/ , titré "Épidémie, nuage radioactif et distanciation sociale", 3.https://medium.com/tomas-pueyo/coronavirus-le-marteau-et-la-danse-bce68d354c0c, titré "Coronavirus, le marteau et la danse". -------------------------------------------------------------------------------------------------------------------- • 2. English: Models for a better understanding of the dynamics of an epidemic and how protective measures make it possible to mitigate the effects "- Interdisciplinary project Hervé Gigaroff, High-school Emile Combes de Pons 17 (France) • Here is Basic model “1.B” to begin to better understand the dynamics of an epidemic, type CoVid 19, in asimplified but completely realistic way… … Before seeing, with the further models, how measures taken can mitigate the effects For the "math minded students”, fans of differential equations, this model is nothing else than the shaping, according to the laws of the "DYNAMIC SYSTEM" of what is represented, in differential equations in this excellent video : https://www.youtube.com/watch?v=-2tI3MQFqkI&fbclid=IwAR3QdfrTCQPKNUogozNchAlpu0SwTlvQx_fPNaTDjZ1ijdk6wc0snzJc69k So this model allows the "non-math minded students" to approach this understanding ... 2 games “Covid19 epidemic # 1 and # 2”, allowing to live (“for pretense”) the dynamics of an epidemic, will accompany these models, which are only the debriefing of what happened in these “games”. • Websites récents sur "Epidémies & modélisation" : 1.https://www.youtube.com/watch?v=bM7AOBxqjnE, titled "This pandemia, seen from 2021" from website "Dirty Biology", 2.https://sciencetonnante.wordpress.com/2020/03/12/epidemie-nuage-radioactif-et-distanciation-sociale/ , titled "Epidemic, nuage radioactive cloud and social distanciation", 3.https://medium.com/@tomaspueyo/coronavirus-the-hammer-and-the-dance-be9337092b56 , titled "Coronavirus, the hammer and the dance".

© Will Noyes 2021 This model is intended to teach and demonstrate various concepts related to building policy models. This model specifically seeks a policy to increase bus ridership in Bergen through expanding bus route availability. The policy takes into account a dynamic goal that factors in population growth and includes financial impact analysis to demonstrate how to incorporate financial and budgetary considerations into a policy proposal.

© Jefferson Rajah & Martin Grimeland 2022 Considering the complex and dynamic nature of food systems, the System Dynamics method was opted for investigating the questions posed. Representing the real-world system responsible for farmers´ livelihoods, a simulation SD model was constructed as a proof-of-concept for the councils' policy strategy. It is evident, based on the findings of the model, that increasing food system literacy does indeed increase the resilience of SME farmers' livelihoods.

This is the fourth model in a sequence of models to show the logic of natural selection, formalized by Earnst Mayr. Mayr E. The growth of biological thought. Cambridge: Harvard University Press; 1982.