Search results for "Negotiation"

Inclusive Education Ideal at the Negotiating Table: Accounts of Educational Possibilities for Disabled Children Within Inter‐Disciplinary Team Meetin…

2008

The debate about whether to include all kinds of students in the general education classrooms is a current topic in the European and Scandinavian educational policy. This paper comes to grips with this topic by focusing on the process through which professionals define educational possibilities and risks for one group of children considered as special needs children. The study is based on the transcripts of four Finnish interdisciplinary team meetings in which professionals and parents negotiate for the school choices of preschool‐aged children with cochlear implants. Analysis of the data is based on the principles of qualitative discourse analytical methods of conversation. Results show th…

Negotiating Emancipation and Nationalism: Finnish Girls’ Literature from 1889–1901

2017

In this chapter, Myry Voipio explores the development of early Finnish girls’ literature, published at the turn of the nineteenth century, and how the novels discuss questions of nationality and emancipation. Voipio analyzes how four novels, Toini Topelius’ (1889) I utvecklingstid [In the time of development], Tekla Roschier’s Auringon noustessa 1898 [At sunrise], and two that use girls’ names as their titles, Hilja Haahti’s Helvi (1900), and Immi Hellen’s Eeva Aarnio (1901), depict their protagonists’ adolescent years. Voipio pays special attention to how the genre of girls’ literature has been reviewed and interpreted in Finland.

Fair Executive Compensation: Is Kalai-Smorodinsky More Just than Nash ?

2015

By considering Phelps' curve, the best disagreement point (BATNA) and the gains of negotiation, we examine what a fair distribution of executive wages should be. Beyond equality and Rawls' maximin, we focus on equality-of-gains (Nash) and on relative-equality-of-gains (Kalai-Smorodinsky). Equality-of-gains is close to maximin; executives may not accept to bargain. Relative-equality-of-gains allows executives and workers to obtain equal gains in percentage; executive compensation is not intolerably high to the price of a higher total payroll.

Multiple Actors in Framing the EU's External Policy: The Case of the EU Global Security Strategy

2017

The functioning of the European External Action Service (EEAS) has been a much discussed issue since its establishment. By constructing, through the Treaty of Lisbon, a single actor for the EU external policy, the EEAS now has to deal with finding most efficient ways of accommodating the interests of both the EU Member States and the EU institutions. The paper applies the Principal-Agent method to examine the delegation of EU external policy to the EEAS. The vague mentioning of the EEAS in the Lisbon Treaty and the inter-institutional negotiations preceding the July 2010 Council Decision on the organisation and functioning of the EEAS illustrate how Member States have decided to leave a rem…

2021

This article explores Finnish different-sex couples’ (n = 12) negotiations on their parental division of labour. Theoretically, the article is based on the literature on gendered parenting practices and relational negotiations. Our discourse analysis reveals how the couples produced ‘togetherness’ and ‘our family’ by representing their care practices as agreements, irrespective of whether the care was described as equally shared or distinctly gendered. Disagreements reflecting more individualistic tones, and mainly resulting from the mothers’ sense of unfairness, were especially foregrounded when the distribution of household duties was discussed. The analysis also revealed how men cited in…

Portfolio: Integrating Writing, Learning and Assessment

2001

This chapter examines portfolio assessment as a tool to support learning by integrating writing in various learning tasks and environments. The author argues that the constructivist and socioconstructivist views of learning necessitate new ideas also in the assessment where the learners have the main role and where the partnership between students and teachers has to be renegotiated. In particular, renegotiation is needed in making decisions on assessment criteria for writing and learning that respect learners’ individuality and diversity and empower students with regard to their learning. The learning, assessment and negotiation can take place in various ways and environments. Accordingly,…

How Do Higher Education Students Negotiate Global Responsibility in Education?

2020

Współczesne związki intymne w sieci przeszkód i sprzeczności

2020

W artykule przyglądam się przeszkodom i sprzecznościom, które wynikają ze zmienności naszej rzeczywistości i z jednej strony są charakterystyczne dla czasów, w których żyjemy – dlatego są nieredukowalne – a z drugiej utrudniają lub nawet uniemożliwiają ludziom tworzenie satysfakcjonujących związków intymnych. Traktowane jako opresyjne i niesprawiedliwe nierówności w związku, konieczność kompromisu przy dominacji różnych odmian indywidualizmu i koncentracji na „ja” czy negocjacyjny charakter relacji komplikują budowanie szczęśliwych związków oraz tak ważną w nich intymności.

The influence of gender role on negotiation development and outcome

2007

PurposeThe main aim of this paper is to analyze the effect of gender differences on negotiation behaviour choice and, consequently, on its outcome. The analysis undertaken is first defined by distinguishing between sex and gender role. It gender role and not biological sex the factor that can have a direct impact on behaviour. With a contextual perspective, we have chosen the negotiation processes of strategic alliances as our contextual framework of analysis.Design/methodology/approachThe paper adopts a qualitative methodology, particularly case study analysis.FindingsA higher degree of complexity increases the perception of ambiguity, which then leads to the influence of gender in the neg…

On Participating in Communities of Practice

2004

This chapter examines the social practices of three classroom communities where pedagogy in the learning of science draws on the socio-cultural perspective. The pedagogical framework for science education, defined in this study as a participatory approach, views learning as a collective process of meaning-making situated in cultural contexts (e.g. Cole, 1996; Sfard, 1998; Wells; 1999). There are three focuses of interest, namely, the nature of role negotiation between the members of the learning community, the application of cultural tools in collective activity, and the processes of making meaning for a scientific phenomenon. The social practices of the science classroom communities are ap…