On the (in)compatibility of rationality, monotonicity and consistency for cooperative games

On the domain of cooperative transferable utility games, we investigate if there are single valued solutions that reconcile rationality, consistency and monotonicity (with respect to the worth of the grand coalition) properties. This paper collects some impossibility results on the combination of core selection with either complement or projected consistency, and core selection, max consistency and monotonicity. By contrast, possibility results show up when combining individual rationality, projected consistency and monotonicity.

Study of spin polarized nuclear matter and finite nuclei with finite range simple effective interaction

The properties of spin polarized pure neutron matter and symmetric nuclear matter are studied using the finite range simple effective interaction, upon its parametrization revisited. Out of the total twelve parameters involved, we now determine ten of them from nuclear matter, against the nine parameters in our earlier calculation, as required in order to have predictions in both spin polarized nuclear matter and finite nuclei in unique manner being free from uncertainty found using the earlier parametrization. The information on the effective mass splitting in polarized neutron matter of the microscopic calculations is used to constrain the one more parameter, that was earlier determined from finite nucleus, and in doing so the quality of the description of finite nuclei is not compromised. The interaction with the new set of parameters is used to study the possibilities of ferromagnetic and antiferromagnetic transitions in completely polarized symmetric nuclear matter. Emphasis is given to analyze the results analytically, as far as possible, to elucidate the role of the interaction parameters involved in the predictions.

Reaseguro Finite Risk en ambiente financiero estocástico

Una de las características del reaseguro finite risk es la existencia de una cuenta de experiencia, que está formada por las primas que cobra el reasegurador, junto con su rendimiento financiero,y su finalidad es financiar los siniestros que éste ha de satisfacer a la cedente en el plazo establecido. El objetivo de este trabajo es diseñar un modelo que permita determinar el saldo estimado o reserva que debe de tener en cada periodo anual la cuenta de experiencia para garantizar su solvencia dinámica, teniendo en cuenta la experiencia de siniestralidad de la cartera del reasegurador y de cada cedente. Para el cálculo de la prima de reaseguro y del saldo de la cuenta de experiencia se asumirá ambiente financiero estocástico, de modo que la prima de reaseguro dependerá también de otros parámetros como la volatilidad del tipo de interés o de la aversión al riesgo.

A characterization of cooperative TU-games with large monotonic core

[cat] El concepte de joc cooperatiu amb large core és introduït per Sharkey (1982) i el de Population Monotonic Allocation Scheme és definit per Sprumont (1990). Inspirat en aquests conceptes, Moulin (1990) introdueix la noció de large monotonic core donant una caracterització per a jocs de tres jugadors. En aquest document provem que tots els jocs amb large monotonic core són convexes. A més, donem un criteri efectiu per determinar si un joc té large monotonic core o no, i daquí obtenim una caracterització pel cas de quatre jugadors.

A characterization of cooperative TU-games with large monotonic core

[cat] El concepte de joc cooperatiu amb large core és introduït per Sharkey (1982) i el de Population Monotonic Allocation Scheme és definit per Sprumont (1990). Inspirat en aquests conceptes, Moulin (1990) introdueix la noció de large monotonic core donant una caracterització per a jocs de tres jugadors. En aquest document provem que tots els jocs amb large monotonic core són convexes. A més, donem un criteri efectiu per determinar si un joc té large monotonic core o no, i daquí obtenim una caracterització pel cas de quatre jugadors.

Some Notes and Comments on the Efficient use of Information in Repeated Games with Poisson Signals

In the present paper we characterize the optimal use of Poisson signals to establish incentives in the "bad" and "good" news models of Abreu et al. [1]. In the former, for small time intervals the signals' quality is high and we observe a "selective" use of information; otherwise there is a "mass" use. In the latter, for small time intervals the signals' quality is low and we observe a "fine" use of information; otherwise there is a "non-selective" use. JEL: C73, D82, D86. KEYWORDS: Repeated Games, Frequent Monitoring, Public Monitoring, Infor- mation Characteristics.

Finite-temperature T matrix in a real-time formalism

A generalized off-shell unitarity relation for the two-body scattering T matrix in a many-body medium at finite temperature is derived, through a consistent real-time perturbation expansion by means of Feynman diagrams. We comment on perturbation schemes at finite temperature in connection with an erroneous formulation of the Dyson equation in a paper recently published.

Games in Education and Process Development

The aim of the thesis is to devise a framework for analyzing simulation games, in particular introductory supply chain simulation games which are used in education and process development. The framework is then applied to three case examples which are introductory supply chain simulation games used at Lappeenranta University of Technology. The theoretical part of the thesis studies simulation games in the context of education and training as well as of process management. Simulation games can be seen as learning processes which comprise of briefing, micro cycle, and debriefing which includes observation and reflection as well as conceptualization. The micro cycle, i.e. the game itself, is defined through elements and characteristics. Both briefing and debriefing ought to support the micro cycle. The whole learning process needs to support learning objectives of the simulation game. Based on the analysis of the case simulation games, suggestions on how to boost the debriefing and promote long term effects of the games are made. In addition, a framework is suggested to be used in designing simulation games and characteristics of introductory supply chain simulation games are defined. They are designed for general purposes, are simple and operated manually, are multifunctional interplays, and last about 2.5 4 hours. Participants co operate during a game run and competition arises between different runs or game sessions.

Development of beam and plate finite elements based on the absolute nodal coordinate formulation

The focus of this dissertation is to develop finite elements based on the absolute nodal coordinate formulation. The absolute nodal coordinate formulation is a nonlinear finite element formulation, which is introduced for special requirements in the field of flexible multibody dynamics. In this formulation, a special definition for the rotation of elements is employed to ensure the formulation will not suffer from singularities due to large rotations. The absolute nodal coordinate formulation can be used for analyzing the dynamics of beam, plate and shell type structures. The improvements of the formulation are mainly concentrated towards the description of transverse shear deformation. Additionally, the formulation is verified by using conventional iso-parametric solid finite element and geometrically exact beam theory. Previous claims about especially high eigenfrequencies are studied by introducing beam elements based on the absolute nodal coordinate formulation in the framework of the large rotation vector approach. Additionally, the same high eigenfrequency problem is studied by using constraints for transverse deformation. It was determined that the improvements for shear deformation in the transverse direction lead to clear improvements in computational efficiency. This was especially true when comparative stress must be defined, for example when using elasto-plastic material. Furthermore, the developed plate element can be used to avoid certain numerical problems, such as shear and curvature lockings. In addition, it was shown that when compared to conventional solid elements, or elements based on nonlinear beam theory, elements based on the absolute nodal coordinate formulation do not lead to an especially stiff system for the equations of motion.

Utilizar los juegos para aprender a resolver conflictos = Using games to learn and resolve conflicts

The characteristics of games make them excellent tools for multiple learning situations in the area of Physical Education, aswell as learning those necessary skills that allow students to handle social situations and especially conflicts. Understandingthat a conflict may be considered from a constructive perspective and that it may represent an excellent learningopportunity is a fundamental point. Games can help us in this task but it is important that the teacher knows theircharacteristics and which may be the most convenient in each educational moment

Matemáticas y juego = Mathematics and games

In this article we try to look at the learning of mathematics through games in the first years of schooling. The use of game resources in the class should not be carried out in a uniquely intuitive way but rather in a manner that contains some preliminary reflections such as, what do we understand by games? Why use games as a resource in the Mathematics classroom? And what does its use imply?

El juego y su estructura interna en relación con el trabajo de la condición física en primaria = Games and their internal structure in relation to the work of physical condition in Primary Education

One of the methodological resources that teachers use in a generalised way in Physical Education classes is the game. Inthis article we define the concept of game and analyse the characteristics of their internal structure. On the other hand welook at the concepts of physical condition and conditional skills and describe the objectives of its work in Primary Education.Finally, we relate these concepts and propose two practical examples of modifying the internal structure of the game so asto produce variations in the implied conditional skills

Serious games baseados em realidade virtual para educação médica

A evolução tecnológica tem permitido utilizar novas abordagens no processo de ensino-aprendizagem. Os serious games se relacionam com uma categoria especial de jogos, voltados a conteúdos e finalidades específicos, nos quais o jogador utiliza seus conhecimentos para resolver problemas, conhecer novas problemáticas e treinar tarefas. Uma das tecnologias propícias à construção de serious games é a Realidade Virtual, que oferece ambientes computacionais tridimensionais com formas avançadas de interação capazes de prover maior motivação ao processo de aprendizagem. No contexto da educação médica, tais aplicações apresentam um nicho ainda pouco explorado, se observados sua relevância e impactos na sociedade. Este artigo apresenta os serious games baseados em Realidade Virtual como uma proposta para o ensino de conteúdos específicos da área médica. Para isso, categoriza-os e apresenta o que tem sido desenvolvido nos últimos anos, seus componentes, características de desenvolvimento e suas potencialidades como oportunidades de pesquisa, desenvolvimento e negócios.

Learning through role-playing games: an approach for active learning and teaching

This study evaluates the use of role-playing games (RPGs) as a methodological approach for teaching cellular biology, assessing student satisfaction, learning outcomes, and retention of acquired knowledge. First-year undergraduate medical students at two Brazilian public universities attended either an RPG-based class (RPG group) or a lecture (lecture-based group) on topics related to cellular biology. Pre- and post-RPG-based class questionnaires were compared to scores in regular exams and in an unannounced test one year later to assess students' attitudes and learning. From the 230 students that attended the RPG classes, 78.4% responded that the RPG-based classes were an effective tool for learning; 55.4% thought that such classes were better than lectures but did not replace them; and 81% responded that they would use this method. The lecture-based group achieved a higher grade in 1 of 14 regular exam questions. In the medium-term evaluation (one year later), the RPG group scored higher in 2 of 12 questions. RPG classes are thus quantitatively as effective as formal lectures, are well accepted by students, and may serve as educational tools, giving students the chance to learn actively and potentially retain the acquired knowledge more efficiently.