The consensus value: a new solution concept for cooperative games

To generalize the standard solution for 2-person TU games into n-person cases, this paper introduces a recursive two-sided negotiation process to establish cooperation between all players. This leads to a new solution concept for cooperative games: the consensus value. An explicit comparison with the Shapley value is provided, also at the axiomatic level. Moreover, a class of possible generalizations of the consensus value is introduced and axiomatized with the Shapley value at one end and the equal surplus solution at the other. Finally, we discuss a non-cooperative mechanism which implements the consensus value.     

More than the sum of its parts? inter‐professional working in the education of looked after children

This article highlights work underway in three English local authorities to promote effective inter‐agency collaboration around the education of looked after children. Insight drawn from these local authorities is used to review previous literature concerning inter‐agency collaboration in a variety of contexts. The relevance of previous research to issues concerning the education of looked after children is discussed and key factors associated with effective collaboration are highlighted. Barriers which have served to obstruct joint working and strategies adopted to deal with these are also discussed.     

Learning about and from the Holocaust: The development and implementation of a Complex Instruction Unit in Latvia

What and how to teach about the Holocaust in a specific country or region depends on both the political-historical context in which the Holocaust took place and on the specific educational context. It also depends on the motivations of teachers and developers. In many circumstances, Complex Instruction (CI) provides opportunities for students to learn actively about the events that took place in their respective countries and to express their feelings and opinions. This paper describes the development and implementation of the first CI-based unit on the Holocaust, which was designed within the Latvian context by a small international and intergenerational project group.     

Framing contests in global NGO networks: How controversies enable and challenge collaboration and action

In multistakeholder sustainability initiatives, nongovernmental organizations (NGOs) need not only to negotiate with actors from other sectors, but also with other NGOs. Taking a framing perspective, this study examines how NGOs engage in framing contests because of their collaborative attitude toward the private sector. Through an analysis of Oxfam's participation in the Shrimp Aquaculture Dialogues, the paper examines the interplay between NGOs that propose and oppose certification as a viable strategy for ensuring sustainability in the farmed shrimp sector. The results show that controversies among NGO groups related prognostic framing (i.e., regarding the proposed solution to a problem) are characterized by specific ontological and normative attributes. The paper offers NGOs strategies for dealing with such controversies and shows that, depending on the nature of the controversy, engaging in framing contests might enlarge or constrain the roles that an NGO is able to play in a multistakeholder setting, particularly, when it comes to preserving its independence while securing interdependence with others.     

Learning to respect

In this article, "learning to respect" is considered both as a condition for the creation of a safe learning environment and as a condition for "learning to live together" in a democratic society. Learning to respect is not a subject like mathematics or history. As far as the school is concerned, pupils learn to respect through experiences with interactions within the classroom and the school. This paper explores some of the consequences for school policy and teachers' skills.