Young 1994 Materials


ここでは以下のテキストにもとづく教材を提供する:
  • H. Peyton Young. Equity: In Theory and Practice. Princeton University Press, Princeton, 1994.

「資源配分の公平」「配分ルールと厚生」受講者へ

以下はすべて必読文献である:
  • Young 1994 演習問題 young94exer.pdf.
  • Young 1994 注釈集 young94comm.pdf.
  • 演習問題の正解例と講義ノートはアクセス制限ページ courses/materials/young94restricted にある．アクセス方法は授業開始までに学生に連絡する．(2章の見本 young94ch2.pdf. この章がいちばん抽象度が高い．他の章では集合の記号もほとんど出てこない．)

以下は授業に出席していればべつに「必読」ではない:

受講者以外へ

制限ページへのアクセス希望者は三原に連絡を．以下の英文も参照．

To Guests

This page contains materials for courses based on the following book:
  • H. Peyton Young. Equity: In Theory and Practice. Princeton University Press, Princeton, 1994.

Access to the lecture notes is restricted. Here are a sample chapter (young94ch2e.pdf) and figures (young94ch2memos.pdf).

Contact me if you are interested in obtaining access. In the login page, you will
  • put the user name in the first box labeled "ユーザー名",
  • put the password in the second box labeled "パスワード", and
  • push the login button labelled "ログイン".

To Educators

The restrticted-access page contains tex files, too.

Some Background


With some exception (e.g., notes for the Appendix), these notes (in the restricted page) were originally prepared for the MBA course "Axiomatic analysis of resource allocation: Equity in theory and practice" to be offered regularly from 2005 in the Graduate School of Management at Kagawa University. Most of them were first written while I was giving a pilot course to a small group of undergraduate students in 2004.

Only a few GSM students have a strong background in microeconomics or mathematics. They do not have much working knowledge of English. I therefore have to assume that the students cannot read the book by themselves, and only a few would try to read it after they are given an instruction on it. Under these circumstances, if I use a book in English, I have to design a course so that the students can do without actually reading the book. My approach was to write notes in English (so that students could compare with the textbook) but add Japanese equivalents to the words that were unlikely to be familiar to the students.

The class followed the notes, and I often referred to the textbook for definitions (those terms in small capital fonts) and for tables. The approach seemed to be working for the pilot course in 2004. Though the students did not respond much to the parts (like Section 4 in Chapter 2) using the set notations heavily, they responded very actively to the parts dealing with examples and tables. The notes followed the textbook very closely in order to encourage better students actually to try to read the book. (If the notes had not been not very close, their English ability would have prohibited them from accessing the book.)

Finally, I am interested in getting similar notes (or slides) for books such as the following:
  • Herve Moulin. Fair Division and Collective Welfare. MIT Press, Cambridge, Massachusetts, 2003.
  • Herve Moulin. Cooperative Microeconomics: A Game-Theoretic Introduction. Princeton University Press, Princeton, 1995.
If you know somebody who has prepared lecture notes like mine, could you let me know about that (comments follow; push the button to add your comments):
  • Push the button to add the comments. -- (Reiju) 2008-03-15 04:25:11
  • test -- (Reiju) 2008-03-15 04:28:41
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H. Reiju Mihara
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