The theme of this course is “GMCR: Graph Model for Conflict Resolution.”
This course deals with fundamental concepts and analysis methods of the Graph Model for Conflict Resolution (GMCR) through lectures, discussion, and working on exercise problems. Specifically, this course treats the topics such as “Rationality Analysis,” “Coalition Analysis,” “Attitude Analysis,” “Efficiency Analysis (Pareto Optimality) ,” “Prisoners’ Dilemma,” “Chicken Game,” “The Gift of the Magi; Tragedy of Commons,” and “Elmira Conflict.”
Taking decision making situations which involve two or more decision makers as objects, this course aims to cultivate the students’ abilities to: select an appropriate mathematical model for describing and analyzing an object; describe the object by a mathematical model; draw some insights from the results of analysis of the mathematical model; convey the analysis results to others concisely.
Upon completion of this course, taking decision making situations which involves two or more decision makers as objects, students should be able to:
1) State the definitions of mathematical models using examples of the objects described by the mathematical models;
2) Apply analysis methods to examples of the objects described by the mathematical models, and explain the analysis results to others;
3) Select an appropriate mathematical model and describe an object; and
4) Apply analysis methods to an object described by a mathematical model, and explain the analysis results to others.
Graph Model for Conflict Resolution (GMCR); Rationality Analysis; Coalition Analysis; Attitude Analysis; Efficiency Analysis (Pareto Optimality); Stability; Equilibrium; Nash; GMR; SMR; SEQ; Movements; Improvements; Sanctions; Escape; Prisoners’ Dilemma; Chicken Game; The Gift of the Magi; Tragedy of Commons; Elmira Conflict
Specialist skills | ✔ Intercultural skills | ✔ Communication skills | ✔ Critical thinking skills | ✔ Practical and/or problem-solving skills |
One class deals with one topic.
First, a lecture on the definitions of basic concepts and analysis methods is presented. Then, the students examine the contents of the lecture, and work on exercises. After the class, each student writes and submits a “summary report” on what he/she learned through individual observation, other students' ideas, the lecture, and exercises.
Course schedule | Required learning | |
---|---|---|
Class 1 | Guidance; Self introduction; Mathematical Approaches; Graph Model for Conflict Resolution (GMCR); Rationality Analysis; Efficiency Analysis; Coalition Analysis; Attitude Analysis | State at least three topics this course treats. Find at least three new colleagues. |
Class 2 | Notation; GMCR; Rationality Analysis (Movements; Improvements; Sanctions; Escape); Stability (Nash; GMR; SMR; SEQ); Equilibrium; Efficiency Analysis (Pareto Optimality) | State a definition of graph models of conflicts. State the purposes of Rationality Analysis and Efficiency Analysis. |
Class 3 | Examples and Exercises (Prisoners’ Dilemma; Chicken Game; The Gift of the Magi) | Give two examples of decision making situations which involves just two decision makers, express them as graph models of conflict, and analyze them by using the methods of Rationality Analysis and Efficiency Analysis. |
Class 4 | Coalition Analysis (Coalitional Behavior (Movements; Improvements; Sanctions; Escape); Stability; Equilibrium) | State characteristics of Coalition Analysis and Efficiency Analysis. |
Class 5 | Examples and Exercises (Tragedy of Commons; Elmira Conflict) | Give two examples of decision making situations which involves just three decision makers, express them as graph models of conflict, and analyze them by using the methods of Coalition Analysis and Efficiency Analysis. |
Class 6 | Attitude Analysis (Attitudes; Relational Behavior (Movements; Improvements; Sanctions; Escape); Stability; Equilibrium) | State characteristics of Attitude Analysis and Efficiency Analysis. |
Class 7 | Examples and Exercises (Prisoners’ Dilemma; The Gift of the Magi; Tragedy of Commons; Elmira Conflict); Summary: Report Assignment and advanced topics (State Transition Analysis; Blocking Behavior; Avoidance Behavior; Preference Change; Attitude Change; Stability of Attitudes) | Give two examples of decision making situations which involves two or three decision makers, express them as graph models of conflict, and analyze them by using the methods of Attitude Analysis and Efficiency Analysis. Give an example of decision making situations which involves at least three decision makers, express it as a graph model of conflict, and analyze it by using the methods of Rationality Analysis, Coalition Analysis, Attitude Analysis, and Efficiency Analysis. |
To enhance effective learning, students are encouraged to spend approximately 100 minutes preparing for class and another 100 minutes reviewing class content afterwards (including assignments) for each class.
They should do so by referring to textbooks and other course material.
None specified.
Course materials will be provided via OCW-i and other means.
[Reference books and materials]
1. T. Inohara, Relational dominant strategy equilibrium as a generalization of dominant strategy equilibrium in terms of a social psychological aspect of decision making, European Journal of Operational Research, Vol.182, No.2, pp.856-866, October, 2007.
2. T. Inohara, Relational Nash equilibrium and interrelationships among relational and rational equilibrium concepts, Applied Mathematics and Computation, Vol.199, No.2, pp.704-715, June, 2008.
3. T. Inohara and K. W. Hipel, Coalition analysis in the graph model for conflict resolution, Systems Engineering, Vol.11, No.4, 343-359, 2008.
4. T. Inohara and K. W. Hipel, Interrelationships among noncooperative and coalition stability concepts, Journal of Systems Science and Systems Engineering, Vol.17, No.1, pp.1-29, March, 2008.
5. T. Inohara, Keith W. Hipel, and S. Walker, Conflict analysis approaches for investigating attitudes and misperceptions in the War of 1812, Journal of Systems Science and Systems Engineering, Vol.16, No.2, pp.181-201, June, 2007.
Assessment will be based on “summary reports” (brief summary of what you learned in each class)" (50% in total) and exercises (50% in total.)
There are no make-up assignments for any absence from classes, regardless of the reason.
Read the course materials to find out the content of the class you missed.
Prospective students should have interests in analysis of decision making situations.
Prof. Takehiro Inohara, inostaff[at]shs.ens.titech.ac.jp
When inquiring by emails, include the course title in the subject, and your student ID and name in the body of the email.
This course consists of the content of science.