Computing Dynamic Heterogeneous-Agent Economies: Tracking the Distribution

Theoretical formulations of dynamic heterogeneous-agent economiestypically include a distribution as an aggregate state variable. This paperintroduces a method for computing equilibrium of these models by including a distribution directly as a state variable if it is finite-dimensional or a fine approximation of it if infinite-dimensional. The method accurately computes equilibrium in an extreme calibration of Huffman's (1987) overlapping-generations economy where quasi-aggregation, the accurate forecasting of prices using a small state space, fails to obtain. The method also accurately solves for equilibrium in a version of Krusell and Smith's (1998) economy wherein quasi-aggregation obtains but households face occasionally binding constraints. The method is demonstrated to be not only accurate but also feasible with equilibria for both economies being computed in under ten minutes in Matlab. Feasibility is achieved by using Smolyak's (1963) sparse-grid interpolation algorithm to limit the necessary number of gridpoints by many orders of magnitude relative to linear interpolation. Accuracy is achieved by using Smolyak's algorithm, which relies on smoothness, only for representing the distribution and not for other state variables such as individual asset holdings.Numerical Solutions, Heterogeneous Agents, Projection Methods

Using formal game design methods to embed learning outcomes into game mechanics and avoid emergent behaviour

This paper offers an approach to designing game based learning experiences inspired by the Mechanics-Dynamics-Aesthetics (MDA) model (Hunicke et al, 2004) and the elemental tetrad (Schell, 2008) model for game design. A case for game based learning as an active and social learning experience is presented including arguments from both teachers and game designers concerning the value of games as learning tools. The MDA model is introduced with a classic game- based example and a non-game based observation of human behaviour demonstrating a negative effect of extrinsic motivators (Pink, 2011) and the need to closely align or embed learning outcomes into game mechanics in order to deliver an effective learning experience. The MDA model will then be applied to create a game based learning experience with the goal of teaching some of the aspects of using source code control to groups of Computer Science students. First, clear aims in terms of learning outcomes for the game are set out. Following the learning outcomes the iterative design process is explained with careful consideration and reflection on the impact of specific design decisions on the potential learning experience, and the reasons those decisions have been made and where there may be conflict between mechanics contributing to learning and mechanics for reasons of gameplay. The paper will conclude with an evaluation of results from a trial of computer science students and staff, and the perceived effectiveness of the game at delivering specific learning outcomes, and the approach for game design will be assessed

Maximising gain for minimal pain: Utilising natural game mechanics

This paper considers the application of natural games mechanics within higher education as a vehicle to encourage student engagement and achievement of desired learning outcomes. It concludes with desiderata of features for a learning environment when used for assessment and a reflection on the gap between current and aspired learning provision. The context considered is higher (tertiary) education, where the aims are both to improve students’ engagement with course content and also to bring about potential changes in the students’ learning behaviour. Whilst traditional approaches to teaching and learning may focus on dealing with large classes, where the onus is frequently on efficiency and on the effectiveness of feedback in improving understanding and future performance, intelligent systems can provide technology to enable alternative methods that can cope with large classes that preserve the cost-benefits. However, such intelligent systems may also offer improved learning outcomes via a personalised learning experience. This paper looks to exploit particular properties which emerge from the game playing process and seek to engage them in a wider educational context. In particular we aim to use game engagement and Flow as natural dynamics that can be exploited in the learning experience

Personality

Why should a practising physician write on personality ? Should not this task be undertaken by an erudite psychologist, who is au fait with all the intricacies of mental science. The answer may be, that Personality is essentially a practical entity and not a theoretical composition. Moreover, the physician, especially if he practise amongst those who are instable in body and mind, is constantly brought up against all sorts and conditions of personalities. He must sfudy these personalities with care, he must analyse, to find out what are the symptoms of ill- health, yet he must never lose sight of the total synthesis. To treat individual symptoms is futile, to treat the patient as a whole, in all his relations, individual and social, is essential. Thus a conception of personality is gained, which is rather different from that of the professional psychologist. It is in the hope that this conception, however inadequately expressed, may be of some interest and use, that this task has been undertaken.MANY psychologists have endeavoured to present an adequate explanation of Personality, but it still remains a somewhat vague conception, such as is beloved by the journalist, since he may twist it to fit any meaning he chooses. To define the term is a matter of difficulty, for Personality is one of those concepts which all of us take for granted as having a concise meaning, until we try to express that meaning in words. One reason of this difficulty is that most definitions are given in terms of the component parts of the whole, whereas Personality can only have a meaning if thought of in terms of a synthesis. The first and most general impulse of mankind when he wants to understand is to take the watch to pieces, to see how the wheels go round. It is only later and in certain cases that there is any enthusiasm to put it together again and understand its construction. Apart from this, however, few people, except those who have given special study to the subject, are at all clear as to what they wish to define when they talk of Personality. The difference between such terms as the ego, the character, and the personality, is not realized, and they are apt to become interchangeable

Coliuria in children

I have determined to write my thesis on coli -uria in children for the fact that I have the opportunity of utilizing material which has not so far been published in the shape of a series of 50 cases some of which I have had charge of myself at Paddington Green Children's Hospital and at the Hampstead and North West London Hospital.After a preliminary discussion of the features of the condition I propose to quote the above 50 cases together with 50 selected from the literature as being either typical of the condition or illustrating some special point, and to analyse the features of interest in these 100 cases

Motivating Students to Learn How to Write Code Using a Gamified Programming Tutor

Engagement and retention are widely acknowledged problems in computer science and more general higher education. The need to develop programming skills is increasingly ubiquitous, but especially so in computer science where it is one of the core competencies. Learning to write code is a particularly challenging skill to master, which can make retention and success even more difficult. We attempt to address student engagement within an introductory programming module by attempting to motivate students using a gamified interactive programming tutor application that provides immediate feedback on the student’s work. In this paper, we describe the design of the gamified programming tutor application, along with a related topology to characterize student engagement. We discuss the design of the software, the gamified elements, and the structured question design. We evaluate the engagement with the gamified programming tutor of two cohorts of students in the first year of a computer science programme, with over two hundred students taking part. We attempt to frame this engagement in terms of frequency, duration, and intensity of interactions, and compare these engagement metrics with module performance. Additionally, we present quantitative and qualitative data from a survey of students about their experience using the programming tutor application to demonstrate the efficacy of this approach

Approaches to Measuring Attendance and Engagement

In this paper, we argue that, where we measure student attendance, this creates an extrinsic motivator in the form of a reward for (apparent) engagement and can thus lead to undesirable behaviour and outcomes. We go on to consider a number of other mechanisms to assess or encourage student engagement – such as interactions with a learning environment – and whether these are more benign in their impact on student behaviour i.e. they encourage the desired impact as they are not considered threatening, unlike the penalties associated with non-attendance. We consider a case study in Computer Science to investigate student behaviour, assessing different metrics for student engagement, such as the use of source control commits and how this measure of engagement differs from attendance

The Role of Gamification in a Software Development Lifecycle

Teaching Software Engineering students raises a number of challenges; in particular that student developers typically demonstrate behaviours that run counter to good software development. These include failing to plan properly, failing to develop their software in a structured manner, and failing to meet specified deadlines (so called "student syndrome"). Consequentially, students exhibiting these behaviours are more likely to disengage from their studies. Even where submissions are made, they tend to be lower in quality, and may not demonstrate the true capabilities of the individual. Such alienation and disengagement is amplified by the current context of learning in a pandemic, with a wall of digital communication technology coming between teachers and learners. In this paper, the authors will identify how gamification approaches can be applied to software development education, and how they can help to better motivate and educate future software developers through computer managed delivery and assessment. As motivation is a key factor, motivational properties known in computer gaming are applied within the new context of a software engineering lifecycle. The role of intrinsic and extrinsic motivation for developers is considere. The gamified techniques identified are further enhanced with an Agile type approach. This has been particularly critical during 2020/21 where the shift to fully online learning for previously face to face taught students has placed new pressures on students and staff.

Best Practices: Lessons Learned by a South Florida Non-Profit Community Based Organization while Designing and Implementing a Career Exploration Evidence Informed Framework in Urban Communities

All A’s was designed to support of the agency’s family strengthening initiatives in South Florida. All A’s uses evidence informed strategies poised to be an inclusive curriculum that teaches self-determination and adaptive behavior skills. The framework incorporates problem based learning and adult learning theory and follows the Universal Design for Learning. Since 2012, the agency has served over 8500 youth and 4,000 adults using the framework. The framework addresses educational underachievement and career readiness in at risk populations. It is used to enhance participants AWARENESS of setting SMART goals to achieve future goals and career aspirations. Participants are provided with ACCESS to resources and opportunities for creating and implementing an ACTION plan as they pursue and ACHIEVE their goals. All A’s promotes protective factors and expose youth to career pathways in Science, Technology, Engineering and Math (STEM) related fields. Youth participate in college tours, job site visits, job shadowing, high school visits, online college and career preparation assistance, service learning projects, STEM projects, and the Winning Futures© mentoring program. Adults are assisted with résumé development; learn job search strategies, interview techniques, job shadowing experiences, computer and financial literacy programs. Adults and youth are also given the opportunity to complete industry-recognized certifications in high demand industries (food service, general labor, and construction), and test preparation for the General Educational Development Test