Assessing Negotiation Outcomes Matters in Classroom Settings

It is hardly disputable that negotiation outcomes count in real world negotiation settings. In classroom settings, however, the negotiation outcomes often do not count. In many negotiation courses, for the negotiators it does not really matter in any tangible dimensions what kind of outcomes they achieve through the negotiation – not only that they do not need to bear the (hypothetical) consequence of the agreement (or its lack of), but also that the negotiation outcomes do not affect their performance assessment in the negotiation course. Thus on the issue of whether negotiation outcomes count, this type of class-room negotiation is drastically different from those in real world settings. But does that difference really matter? Would it make any difference in terms of student learning? These are the question the current study aims to address

A Derivation of Moment Evolution Equations for Linear Open Quantum Systems

Given a linear open quantum system which is described by a Lindblad master equation, we detail the calculation of the moment evolution equations from this master equation. We stress that the moment evolution equations are well-known, but their explicit derivation from the master equation cannot be found in the literature to the best of our knowledge, and so we provide this derivation for the interested reader