1. Decision analysis and risk management: Introduction to course Jouni Tuomisto, THL

2. Outline for session 1 (28.2.) Some basic concepts of decision analysis Introduction and objectives of the Darm course Practicalities: schedule, website –http://en.opasnet.org/w/Darmhttp://en.opasnet.org/w/Darm Group work: decision analysis on swine flu Individual work: risk management analysis on swine flu and narcolepsy Evaluation and credits Intro to the swine flu case in Finland

3. Outline for session 1 (28.2.) Introduction and objectives of the DARM course Practicalities: schedule, website http://en.opasnet.org/w/Darm Lectures and classroom exercises Case study exercise Group work: decision analysis on swine flu case Individual work: risk management analysis on swine flu Evaluation and credits Guidance, help, and communication What are DA and RM? Introduction to the swine flu case in Finland

4. Probability In this course, we take the subjective interpretation of probability: Probability is an individual's degree of belief in a statement, given the evidence. → Everyone has his/own probability. → A person's probability about something may change in time and when the evidence changes.

5. Probability: a standard There are N balls in an urn. They are otherwise similar except that R are red and the rest are white. One ball is picked at random (random = in a way you believe that each ball is equally likely to be picked). What is the probability that a red ball is picked?

6. Probability of a red ball p(x|K) = R/N, –x=event that a red ball is picked –K=your knowledge about the situation

7. Probability of an event What is your probability that a bus arriving at Kuopio marketplace will be at time (=late less than 5 minutes)? We could try to get bus statistics, but there is no time for that. We need the probability now. How to proceed?

8. Probability of an event x If you are indifferent between decisions 1 and 2, then your probability of x is p=R/N. p 1-p Red x does not happen x happens White ball Decision 1 Red ball Decision 2 Prize 100 € 0 € 100 € 0 €

9. Decisions under uncertainty: Trip mode You are going from point A to a meeting near the Kuopio market place. Should you take your car or the bus? You have a monthly ticket for the bus, so there is no extra cost there. However, the bus may be late and the meeting may start without you. What are the possible outcomes?

10. Take the bus, be in time. Take your car, be in time. Take the bus, be late. This is the order of preference, but how much better or worse are they in comparison? How to quantify preferences?

11. Utility as a measure of preference Take the bus, be in time. u=1 Take your car, be in time. u=? Take the bus, be late. u=0 The u(best outcome)=1, u(worst outcome)= 0. How to assess those in between?

12. Utility of an event x (Car, in time) Adjust p in such a way that you are indifferent between decisions 1 and 2. Then, your utility u(x)=p t. ptpt 1-p t Bus, late Bus, in time Decision 1 Car, in time Decision 2 Utility ? 0 1

13. Decision analysis of trip mode choice Calculate your expected utility for each decision and choose the highest. E(u(D 1,x))=u*1; E(u(D 2,x))=1*p t +0*(1-p t )=p t ptpt 1-p t Bus, late Bus, in time Decision 1 Car, in time Decision 2 Utility E(u) u u 0 1 ptpt

14. Decisions by an individual vs. in a society In theory, decision analysis is straightforward with a single decision-maker: she just has to assess her subjective probabilities and utilities and maximize expected utility. In practice, there are severe problems: assessing probabilities and utilities is difficult. However, in a society things become even more complicated: –There are several participants in decision-making. –There is disagreement about probabilities and utilities. –The decision models used are different. –The knowledge bases are different. NOTE! In this course, "knowledge" means both scientific (what is?) and ethical (what should be?) knowledge.

15. Societal decision example: bus transport in Kuopio Buses are often late, thus many inhabitants in Kuopio prefer cars. Should the city subsidise to improve bus service and thus increase bus trips? –Increase in living conditions. –Less pollutants. –More attractive city. –BUT: It costs money. –Actions may be ineffective etc.

16. Bus transport subsidies in Kuopio? Who defines the problem? Whose utilities? p(improve) Decision: BAU p t 0 € ? ? ? 100 k€ ? Decision: subsidise with 100 k€ p(in time), cost #trips E(u) ? p(# trips increase)

17. Theoretical solution: everyone can participate Risk management and decision analysis methods should allow for this.

18. Wiki pages with questions and answers are used to organise information needed

19. Statements and argumentation are used to organise different opinions.

20. Objectives of the course. The student should: Get a good overview of modern assessment methods. Learn basic concepts of decision analysis. Learn to use decision analysis in practice. Understand the connections between societal decision- making and decision analysis. Be able to apply the scientific method and falsification in the context of decision analysis. Know how to build a decision analysis based on the requirements of risk management. Be able to utilize modern web workspaces for decision analysis.

21. Schedule of the course –http://en.opasnet.org/w/Darmhttp://en.opasnet.org/w/Darm

22. Lectures and classroom exercises Theory of DA & RM Swine flu story discussions Considering the theory in a practical context Exercises Calculation exercises Using Opasnet

23. Case study exercise Analyze the swine flu case and consider yourself as giving advice to the Ministry of Social and Health affairs of Finland What could be learned from the swine flu case for improving public health risk management in Finland? Exercise consists of two parts: Decision analysis study plan (group work) Risk management analysis (individual work) Case study exercise description and instructions: http://en.opasnet.org/w/Category:DARM_exercise http://en.opasnet.org/w/Category:DARM_exercise

24. Decision analysis study plan Plan a decision analysis study on the swine flu case Background description Purpose and scope of the study Analysis plan (Expected) results If possible, the plans can try to be realized, at least partially Write the plan in Opasnet Group work 3-4 people/group Recommended: at least one fluent in Finnish in each group Some swine flu case material only available in Finnish

25. Risk management analysis Analyze risk management in the swine flu case and consider alternative ways to making it Background (cf. DA study plan background) RM in the swine flu case Alternative approach to (a part of) RM in the swine flu Alternative vs. actual Conclusions and recommendation (for the Ministry) Write your report in Opasnet Individual work Not limited by the scope of the DA study plan of the group one attended

26. Hints to making case study exercise Build on: theory lectures and classroom exercises on this course classroom discussions on the swine flu case as a DA and RM problem materials listed and linked to on the course web-page the demonstrator DA modeldemonstrator DA model assessments in OpasnetOpasnet descriptions of assessment and variable objects in Opasnetassessmentvariable other related information e.g. on the web and libraries your own expertise and opinions other groups'/individuals' exercise works Clear and focused scoping is important!

27. Using Opasnet Basics: 4.3. 9-12, MC9 Possible problems can be discussed in classroom as they occur Discussion and argumentation exercise 1.4. 9-12, MC9

28. Evaluation and credits DARM: 6 ECTS Whole course obligatory for ToxEn students For others partial accomplishments are also possible Lectures and classroom exercises: 3 ECTS Case study exercises: 3 ECTS Decision analysis study plan 2 ECTS Risk management analysis 1 ECTS Lectures are voluntary, but highly recommended Active participation practically necessary for successful accomplishment of exercises

29. Evaluation and credits 2/3 * exercise grade + 1/3 * classroom exercise grade = overall course grade

30. Evaluation and credits Classroom exercise evaluation Scoring of some calculation exercises Marko will explain details at the exercises Bonus for active participation in classroom

31. Evaluation and credits Exercise evaluation DA study plan = 2/3 of the exercise grade RM analysis = 1/3 of the exercise grade Bonus for active commenting and discussion in Opasnet Clarity and reasoning (not length) Basis for evaluation (to be) explained in more detail on the case study exercise page

32. Guidance, help and communication during the course General arrangements Case study exercise Technical help Commenting and discussion in Opasnet

33. End

34. What are DA and RM?

35. Swine flu case in Finland

36. What is probability? – 1. Frequentists talk about probabilities only when dealing with experiments that are random and well-defined. The probability of a random event denotes the relative frequency of occurrence of an experiment's outcome, when repeating the experiment. Frequentists consider probability to be the relative frequency "in the long run" of outcomes.[1] – 2. Bayesians, however, assign probabilities to any statement whatsoever, even when no random process is involved. Probability, for a Bayesian, is a way to represent an individual's degree of belief in a statement, or an objective degree of rational belief, given the evidence. –Source: Wikipedia