| Study programme competencies |
|
Code
|
Study programme competences
|
| A4 |
Coñecer algoritmos de resolución dos problemas e manexar o software axeitado. |
| A9 |
Obter os coñecementos precisos para unha análise crítica e rigorosa dos resultados. |
| A15 |
Fomentar a sensibilidade cara aos principios do pensamento científico, favorecendo as actitudes asociadas ao desenvolvemento dos métodos matemáticos, como: o cuestionamento das ideas intuitivas, a análise crítica das afirmacións, a capacidade de análise e síntese ou a toma de decisións racionais. |
| B6 |
Capacidade para iniciar a investigación e para participar en proxectos de investigación que poden culminar na elaboración dunha tese doutoral. |
| B8 |
Capacidade de traballo en equipo e de forma autónoma |
| B10 |
Capacidade de identificar e resolver problemas |
| C1 |
Ser capaz de identificar un problema da vida real. |
| C2 |
Dominar a terminoloxía científica-metodolóxica para comprender e interactuar con outros profesionais. |
| C3 |
Habilidade para traballar os aspectos metodolóxicos da investigación en colaboración con outros colegas a través do Campus Virtual co foro. |
| C4 |
Habilidade para realizar a análise estatística con ordenador. |
| C5 |
Escoller o deseño máis axeitado para responder á pregunta de investigación. |
| C6 |
Utilizar as técnicas estatísticas máis axeitadas para analizar os datos dunha investigación. |
| C7 |
Planificar, analizar e interpretar os resultados dunha investigación considerando tanto os aspectos teóricos coma os metodolóxicos. |
| C8 |
Habilidade de xestión administrativa do proceso dunha investigación. |
| C9 |
Comunicación e difusión dos resultados das investigacións. |
| C10 |
Lectura con xuízo crítico de artigos científicos dende unha perspectiva metodolóxica. |
| Learning aims |
| Learning outcomes |
Study programme competences |
|
AC4
AC9
AC15
|
BJ6
BJ8
BJ10
|
CJ1
CJ2
CJ3
CJ4
CJ5
CJ6
CJ7
CJ8
CJ9
CJ10
|
| Contents |
| Topic |
Sub-topic |
| Cooperation in planning problems |
Planning problems
Cooperation in planning problems |
| Cooperation in queueing problems |
Queueing problems
Cooperation in queueing problems |
| Cooperation in networks models |
Networks models (shortest path problem, vehicle routing problems, minimum cost spanning tree problems, minimum cost arborescences problems, fixed cost tree problems, etc)
Cooperation in networks models |
| Cooperation in inventory models and linear production problems |
Inventory models
Cooperation in inventory models
Linear production problems
Cooperation in linear production problems |
| Planning |
| Methodologies / tests |
Competencies |
Ordinary class hours |
Student’s personal work hours |
Total hours |
| Supervised projects |
A4 A9 A15 B6 B8 B10 C1 C2 C3 C4 C5 C6 C7 C8 C9 C10 |
0 |
27.5 |
27.5 |
| Mixed objective/subjective test |
A4 A9 A15 B6 B8 B10 C1 C2 C5 C7 C8 C9 |
2 |
0 |
2 |
| Guest lecture / keynote speech |
A4 A9 A15 B6 B8 B10 C1 C2 C3 C4 C5 C6 C7 C8 C9 C10 |
35 |
26.5 |
61.5 |
| Speaking test |
A4 A9 A15 B6 B8 B10 C1 C2 C5 C7 C8 C9 C10 |
4 |
0 |
4 |
| Problem solving |
A4 A9 A15 B6 B8 B10 C1 C2 C5 C7 C8 C9 C10 |
0 |
20 |
20 |
| |
| Personalized attention |
|
10 |
0 |
10 |
| |
| (*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
| Methodologies |
|
Methodologies |
Description |
| Supervised projects |
Each student will have to defend a project. |
| Mixed objective/subjective test |
The students have the alternative to be evaluated according to an exam. |
| Guest lecture / keynote speech |
The professors make use of the material, which will be previously provided to the students, to explain all the contents of the subject. |
| Speaking test |
The student will defend the project. |
| Problem solving |
The students have to solve a collection of problems related to the contents of the subject. |
| Personalized attention |
|
Methodologies
|
| Problem solving |
| Supervised projects |
|
| Description |
| The student could ask the teacher for the instructions and the bibliography necessary to carry out his/her project. |
|
| Assessment |
|
Methodologies
|
Competencies |
Description
|
Qualification
|
| Problem solving |
A4 A9 A15 B6 B8 B10 C1 C2 C5 C7 C8 C9 C10 |
The students should solve the collection of problems assigned by the professors. |
50 |
| Speaking test |
A4 A9 A15 B6 B8 B10 C1 C2 C5 C7 C8 C9 C10 |
The student should defend the corresponding project in the speaking test. |
50 |
| |
|
Assessment comments |
|
|
| Sources of information |
|
Basic
|
Curiel, I. (1997). Cooperative Game Theory and Applications.. Kluwer Academic Publishers
Sánchez-Rodríguez, E. y Vidal-Puga, J. (2014). Juegos coalicionales. Publicacións da Universidade de Vigo
Borm, P., Hamers, H. y Hendrickx, R. (2001). Operations Research Games: A Survey. . Springer
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Complementary
|
González-Díaz, J., García-Jurado, I. y Fiestras-Janeiro, G. (2010). An introductory course on mathematical game theory. American Mathematical Society
Borm, P. y Peters, H. (2002). Chapters on Game Theory. Kluwer Academic Publishers
Driessen, T. (1998). Cooperative games, solutions and applications. Kluwer Academic Publishers
Tijs, S. (2003). Introduction to Game Theory. Kluwer Academic Publishers
Hassin, R. y Haviv, M. (2003). To Queue or not to Queue. Kluwer Academic Publishers
|
|
| Recommendations |
| Subjects that it is recommended to have taken before |
| Linear and Integer Programming/614493005 | | Introduction to Game Theory/614493016 |
|
| Subjects that are recommended to be taken simultaneously |
| Cooperative Games/614493026 |
|
| Subjects that continue the syllabus |
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