How to measure group selection in real-world populations

Multilevel selection and the evolution of cooperation are fundamental to the formation of higher-level organisation and the evolution of biocomplexity, but such notions are controversial and poorly understood in natural populations. The theoretic principles of group selection are well developed in idealised models where a population is neatly divided into multiple semi-isolated sub-populations. But since such models can be explained by individual selection given the localised frequency-dependent effects involved, some argue that the group selection concepts offered are, even in the idealised case, redundant and that in natural conditions where groups are not well-defined that a group selection framework is entirely inapplicable. This does not necessarily mean, however, that a natural population is not subject to some interesting localised frequency-dependent effects -- but how could we formally quantify this under realistic conditions? Here we focus on the presence of a Simpson's Paradox where, although the local proportion of cooperators decreases at all locations, the global proportion of cooperators increases. We illustrate this principle in a simple individual-based model of bacterial biofilm growth and discuss various complicating factors in moving from theory to practice of measuring group selection.Comment: pp. 672-679 in Proceedings of the Eleventh European Conference on the Synthesis and Simulation of Living Systems (Advances in Artificial Life, ECAL 2011). Edited by Tom Lenaerts, Mario Giacobini, Hugues Bersini, Paul Bourgine, Marco Dorigo and Ren\'e Doursat. MIT Press (2011). http://mitpress.mit.edu/catalog/item/default.asp?ttype=2&tid=12760. 8 pages, 5 figure

A complex systems approach to education in Switzerland

The insights gained from the study of complex systems in biological, social, and engineered systems enables us not only to observe and understand, but also to actively design systems which will be capable of successfully coping with complex and dynamically changing situations. The methods and mindset required for this approach have been applied to educational systems with their diverse levels of scale and complexity. Based on the general case made by Yaneer Bar-Yam, this paper applies the complex systems approach to the educational system in Switzerland. It confirms that the complex systems approach is valid. Indeed, many recommendations made for the general case have already been implemented in the Swiss education system. To address existing problems and difficulties, further steps are recommended. This paper contributes to the further establishment complex systems approach by shedding light on an area which concerns us all, which is a frequent topic of discussion and dispute among politicians and the public, where billions of dollars have been spent without achieving the desired results, and where it is difficult to directly derive consequences from actions taken. The analysis of the education system's different levels, their complexity and scale will clarify how such a dynamic system should be approached, and how it can be guided towards the desired performance