• A Model Of Collective Movement Driven By The Visual Field Mac Os Catalina
• A Model Of Collective Movement Driven By The Visual Field Mac Os X

We conclude that a model “in-between” could best reflect the features of a pension fund. Goovaerts and Kaas (1988) did suggest the use of such a model. They proposed to model the riskiest part of a portfolio by an individual model and the rest of it by a collective model. They were motivated. The Visual Model Editor. The STEM Visual Model Editor is a new tool that allows scientists to describe the structure - and mathematics - behind their computational model in an easy to use graphical user interface. Getting Started With the Visual Model Editor. The Visual Model Editor is a tool for visual designing compartment models.

Social Change

Motion graphics (sometimes mograph) are pieces of animation or digital footage which create the illusion of motion or rotation, and are usually combined with audio for use in multimedia projects. Motion graphics are usually displayed via electronic media technology, but may also be displayed via manual powered technology (e.g. Thaumatrope, phenakistoscope, stroboscope, zoetrope, praxinoscope. This is a list of free and open-source software packages, computer software licensed under free software licenses and open-source licenses.Software that fits the Free Software Definition may be more appropriately called free software; the GNU project in particular objects to their works being referred to as open-source. For more information about the philosophical background for open-source.

Collective behavior can result in social change through the formation of cohesive social movements.

Learning Objectives

Analyze a real-life example, such as the Voting Rights Act, in terms of social change

Key Takeaways

Key Points

A Model Of Collective Movement Driven By The Visual Field Mac Os Catalina

• Collective behavior can be distinguished from group behavior, and it is also distinct from deviant and conforming actions.
• Collective behavior can be observed in four types of groupings of people: the crowd, the mass, the public, and social movements, although other phenomena, such as fads and rumors, are also considered to be forms of collective behavior.
• Studying collective behavior improves our understanding of how to organize social movements to initiate social change.
• There are two main reasons for studying collective behavior. First, to reduce the damage caused by events such as natural disasters and riots by understanding how people behave in these situations; second, studying collective behavior improves our understanding of how to organize social movements in order to initiate social change.
• A crowd is an assembly of people who come together with a shared purpose or intent, and have an influence over one another. The four type of crowds, as identified by Herbert Blumer, are casual, conventional, expressive and acting. Diffuse crowds are crowds that are scattered across large distances.
• Posited by Gustave Lebon in 1896, contagion theory asserts that crowds have a hypnotic influence over their members, which, combined with the anonymity that individuals in a crowd can enjoy, leads to irrational and emotional behavior.
• Convergence Theory proposes that crowd behavior is the product of like-minded individuals coming together and is not an inherent characteristic of the crowd itself.
• A combination of the theories of convergence and contagion, the emergent- norm theory states that crowd behavior is the product of the convergence of like-minded people, the sense of anonymity in a crowd and shared emotions. Underlying this theory is the symbolic-interactionist perspective.
• Understanding crowds as “gatherings,” which are temporary and are formed by an assembling process, allows us to create a distinction between what causes people to gather and what actions they take once they have gathered. Moreover, seeings crowds as gatherings also refutes the idea that crowds can impair judgment.
• A panic is a sudden terror which dominates thinking and can affect groups of people. A moral panic is a mass movement that arises when an invidual or group, frequently a minority or subculture, is perceived to be a threat to society.
• A riot is a form of civil disorder that is characterized by disorganized groups lashing out and disturbing the peace in a sudden and intense rash of violence, vandalism or other crime. Riots typically reflect grievance or a sense of dissatisfaction with existing conditions. Unlike a mob, a riot is violent crowd behavior without a specific objective.
• “Mass hysteria” is a phrase used to describe a large group of people who share a mental state of fear or anxiety.
• A fad is a fashion that gains salience quickly in a culture or subculture, and remains popular for a brief period of time before losing its appeal dramatically.
• A rumor is an unverified account or explanation of events circulating from person to person and pertaining to an object, event, or issue in public concern.

Key Terms

• riot: Wanton or unrestrained behavior; uproar; tumult.
• Collective behavior: The expression collective behavior was first used by Robert E. Park, and employed definitively by Herbert Blumer, to refer to social processes and events which do not reflect existing social structure (laws, conventions, and institutions), but which emerge in a “spontaneous” way.

Collective behavior refers to social processes and events that do not reflect existing social structure (laws, conventions, and institutions), as they emerge in a “spontaneous” way. Collective behavior might also be defined as action that is neither conforming (in which actors follow prevailing norms) nor deviant (in which actors violate those norms). Rather, collective behavior, a third form of action, takes place when norms are absent or unclear, or when they contradict each other. Scholars have devoted far less attention to collective behavior than they have to either conformity or deviance.

Examples of collective behavior include: religious revival meetings (like those depicted in the documentary Marjoe), a panic in a burning theater (e.g., the Kentucky Beverly Hills Supper Club fire), a sudden widespread interest in a website (e.g., MySpace) or clothing item (e.g., WristStrong bracelets), a collective social movement to improve the environment (e.g., Greenpeace), or the rapid spread of rumors (e.g., that Barack Obama is Muslim or not a US citizen). These diverse actions fall within the area sociologists call collective behavior.

Collective behavior differs from group behavior in three ways:

• Collective behavior involves limited and short-lived social interactions, while groups tend to remain together longer.
• Collective behavior has no clear social boundaries; anyone can be a member of the collective, while group membership is usually more discriminating.
• Collective behavior generates weak and unconventional norms, while groups tend to have stronger and more conventional norms.

Traditionally in sociology, collective behavior is displayed by four types of groupings of people: the crowd, the public, the mass, and the social movement. While there is debate over what should be included under the label of “collective behavior” among sociologists today, often included are additional behaviors like: rumors, riots, and fads.

Types of Social Movements: The four types of social movements, as described by cultural anthropologist David Aberle

Collective Behavior and Social Change

Collective behavior can actually change elements of society. This is the component of collective behavior known as “social movements. ”

On March 7, 1965, African American leaders led a march of 600 people in an attempt to walk the 54 miles (87 km) from Selma to the state capital in Montgomery. Only six blocks into the march, however, state troopers and local law enforcement attacked the peaceful demonstrators with billy clubs, tear gas, rubber tubes wrapped in barbed wire, and bull whips. They drove the marchers back to Selma. The national broadcast showing footage of lawmen attacking unresisting marchers seeking the right to vote provoked a national response. Eight days after the first march, Lyndon Johnson delivered a televised address to garner support for the voting rights bill he had sent to Congress. In it he stated:

Johnson signed the Voting Rights Act of 1965 on August 6. The 1965 Act suspended poll taxes, literacy tests, and other subjective voter tests. It authorized Federal supervision of voter registration in states and individual voting districts where such tests were being used. The act had an immediate and positive impact for African Americans. Within months of its passage, 250,000 new black voters had been registered. Within four years, voter registration in the South had more than doubled.

Understanding how to organize a social movement to pursue social change is one of the areas studied by sociologists. The insights gained from these studies can provide movement members the tools they need to succeed.

Stages of Social Movements: The different stages of social movements, as adapted from Blumer (1969), Mauss (1975) and Tilly (1978)

Riots

A riot is a form of civil disorder characterized by disorganized groups lashing out in a sudden and intense rash of violence, vandalism, or other crime. While individuals may attempt to lead or control a riot, riots are typically chaotic and exhibit herd-like behavior. Riots often occur in reaction to a perceived grievance or out of dissent. Historically, riots have occurred due to poor working or living conditions, government oppression, taxation or conscription, conflicts between races or religions, the outcome of a sporting event, or frustration with legal channels through which to air grievances. Riots typically involve vandalism and the destruction of private and public property. Riots, while destructive, have often played a role in social change.

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A Model Of Collective Movement Driven By The Visual Field Mac Os X

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• 1About
• 4Creating a new STEM Disease/Population Model Project
• 5Working with your STEM Computational Model
  • 5.4Working with Models
  • 5.5Working with Compartments
  • 5.6Working with Transitions

About

Important Note: The instructions on this page require STEM 2.0 Milestone 3 or later.

Important note: This document is about the STEM Model Creator, which was first introduced in STEM 2.0. For the previous version that was used in the Eclipse SDK, see the STEM Model Generator

The model creator supports users who want to create a new disease or population model in STEM rather than use an existing model. Setting up the basic structure for a new model can be challenging. This tutorial provides step-by-step instructions for using the STEM Model Creator to design and generate the structure of a new STEM computational (disease/population) model project. Using a simple menu driven interface a user can define a new model (disease or population model) using terminology familiar to any subject matter expert. The model creator will then auto-generate the Eclipse plugin and Java code defining the model and hot inject it into the user's run time instance of STEM.

Beginning with STEM 2.0 Milestone 3, a new visual editor is now included as part of the STEM Model Creator.

Acknowledgements

The development of the Model Creator tool was sponsored in part by the German Federal Institute for Risk Assessment (BfR). Additional special thanks to Alex Falenski from BfR for assistance creating and editing this document.

Tutorial

STEM Model Generator Video Tutorial

Installation

As of STEM 2.0, this tool is now part of the STEM application. For more information on installing STEM, see the STEM Installation Guide

Creating a new STEM Disease/Population Model Project

1. Launch the STEM application
2. Open the Designer perspective
3. From the New menu, select Model Generator Project
4. Choose Create and configure a new STEM Model Package
5. Click Next

Configure the Model Package

The model package is the container for all disease models in a given Model Generator project.

The Package Name and Package Prefix are combined to create the resulting Eclipse plug-in/project identifier. For example, the model package with name and prefix above will generate an Eclipse plug-in/project with ID com.example.diseasemodels.demo. This plug-in, once automatically generated, will be added to your STEM runtime (while it is running). Later we will explain how you can also send this plug-in to colleagues you wish to share it with.

Add/Edit a Computational Model

Before the Model Generator can generate the project, you must add at least one computational (disease) model. To begin, click Add Model. This will launch the New Model Wizard.

To configure the model, enter values for the model's name, the model's type, and which parent model it extends and inherits parameters and compartments from. All fields are required.

These are the minimum settings required for a computational model. At this point, you can click Finish to add the model. To add model parameters and compartments, you can either click Next and use this form or later edit them from the Visual Editor.

Run the Code Generator

When you've added a model to this project, you're ready to run the code generator.

From the Model Package page, click Next.

When finished, click Finish.

If no errors are found, the code generator will now run. This process may take 1-2 minutes.

After the initial Model Generation completes, your new model will open in the Visual Model Editor. You're now ready to begin defining the compartments and transitions that describe your compartment model. See the next section for more information.

Working with your STEM Computational Model

The Visual Model Editor

The STEM Visual Model Editor is a new tool that allows scientists to describe the structure - and mathematics - behind their computational model in an easy to use graphical user interface.

Getting Started With the Visual Model Editor

The Visual Model Editor is a tool for visual designing compartment models. With the Visual Editor, you can arrange the compartments in your model, draw transitions that describe the state transitions between compartments, insert the equations, and immediately run STEM simulations - without needing to restart.

The Visual Editor currently supports the following types of operations:

• Adding new disease/population models to a metamodel
• Adding, editing, and removing model parameters from a model
• Adding, editing, and removing compartments from a model
• Adding and removing compartment transitions
• Expression editor for authoring the equations that describe the state transition between two compartments, including equation assistance and data access functions for accessing denominator data
• Automatic translation of expressions into Java code, compilation, and installation into STEM - without needing to restart!

Opening a Project's Metamodel in the Model Editor

If you have just created a new model project, the Visual Model Editor should open automatically after the project is created.

To edit an existing model project, simply open the project's metamodel in the Visual Model Editor

1. Open the STEM Designer perspective
2. Navigate to the project in the Project Explorer window
3. Expand the model folder
4. Select and double click on the [projectname].metamodel file
5. The Visual Model Editor should open automatically

Working with Models

The Visual Model Editor supports multiple models in the same metamodel. To pick the model to work with, choose from the Model dropdown in the editor toolbar

Add a New Model

This operation requires a model regeneration

To add a new disease/population model to an existing metamodel, click the Add Model button in the Visual Editor toolbar.

This will launch the Add Model wizard. For help with the Add Model wizard, see this section.

After completing this step, be sure to re-run the Model Generator.

Change Model Parameters

This operation requires a model regeneration

This feature is a work in progress and is subject to UI changes

Once a computational model is created, users can edit a model's parameters. This includes adding new parameters plus editing and removing existing parameters.

Important: if you edit or remove a parameter, be sure to update all references to that parameter from your transition expressions. The model editor currently does not support this automatically.

This will launch the Edit Model dialog. For help editing Model Parameters, see the Configure Model Parameters section.

When finished, click OK to apply your changes or Cancel to discard changes.

After completing this operation, be sure to re-run the Model Generator.

Remove a Model

Currently not supported

Working with Compartments

Add a Compartment

Changes during this operation require a model regeneration

To add a new compartment to a model, click the Add Compartment button in the toolbar

This will launch the add compartment dialog. Enter a Name and select a Compartment Type

When finished, click OK . To discard your changes, click Cancel

After completing this operation, be sure to re-run the Model Generator

Edit a Compartment

This operation requires a model regeneration

You can only edit compartments that owned by the current model. Inherited compartments are indicated with a lock icon in the box

To edit an existing compartment contained in a model, select the Chooser tool in the Toolbar

Select the compartment to edit and double click. This will open the Edit Compartment dialog

When finished, click OK . To discard your changes, click Cancel

After completing this operation, be sure to re-run the Model Generator

Remove a Compartment

Currently not supported

Working with Transitions

Create a New Transition between Two Compartments

This operation does NOT require a model regeneration

Transitions between compartments represent the movement of population from one state to another during a STEM simulation. Each transition is described by an expression - or equation - that describes the flow out of the source compartment and into the target compartment. For more information about the expressions, see the Expression Editor section.

Transitions can be drawn between the following source and target compartment type pairs:

• Standard Compartment to Standard Compartment
• Standard Compartment to Disease Deaths Compartment

To create a new transition, begin by selecting the Draw Transition tool from the toolbar

Select the source compartment by clicking once on the compartment (must be type Standard)

After the source is selected, move the mouse and click once on the target compartment

A transition should now be drawn that connects the compartments

You can now select the transition and edit the expression that describes the equation in the Expression Editor.

Remove a Transition

This operation does NOT require a model regeneration

To remove a transition, select the Chooser tool in the toolbar

Select the transition you want to remove. Right click on the transition and select Delete

Edit Expressions

See main article: STEM Expression Language

This operation does NOT require a model regeneration

The Expression Editor allows you to input the mathematical expressions that define the transitions between model compartments using the STEM Expression Language. For more information about the expression editor, see the Expression Editor article.

Model Regeneration

Certain operations that change the 'structure' of a computational model require a 'Model Regeneration'. This is a non-invasive operation that rebuilds several of the key Java files that make up a computational model project. It does not change the Java code associated with your expressions or change the project's metamodel in any way.

Operations that require a regeneration are:

• Add a new model
• Add, edit, remove model parameters
• Add, edit, remove model compartments

To run the model regenerator, follow these steps:

1. Open the project's metamodel in the Visual Editor
2. Make sure any changes are saved File, Save or Control-S (Command-S on Mac OS X)
3. Click the Model Generator icon in the Visual Editor toolbar
4. When the Model Generator wizard opens, immediately click Finish
5. Wait while the model generator runs. This step may take a minute to complete
6. When the Model Generator closes, you're ready to begin using your model in STEM