A value for cooperative games with a coalition structure

A value for games with a coalition structure is introduced, where the rules guiding the cooperation among the members of the same coalition are different from the interaction rules among coalitions. In particular, players inside a coalition exhibit a greater degree of solidarity than they are willing to use with players outside their coalition. The Shapley value [Shapley, 1953] is therefore used to compute the aggregate payoffs of the coalitions, and the Solidarity value [Nowak and Radzik, 1994] to obtain the payoffs of the players inside each coalition.Coalitional value, Shapley value, Owen value, Solidarity value

A strategic approach for the discounted Shapley values

The family of discounted Shapley values is analyzed for cooperative games in coalitional form. We consider the bargaining protocol of the alternating random proposer introduced in Hart and Mas-Colell (Econometrica 64:357-380, 1996). We demonstrate that the discounted Shapley values arise as the expected payoffs associated with the bargaining equilibria when a time discount factor is considered. In a second model, we replace the time cost with the probability that the game ends without agreements. This model also implements these values in transferable utility games, moreover, the model implements the α-consistent values in the nontransferable utility setting

Recursive and bargaining values

We introduce two families of values for TU-games: the recursive and bargaining values. Bargaining values are obtained as the equilibrium payoffs of the symmetric non-cooperative bargaining game proposed by Hart and Mas-Colell (1996). We show that bargaining values have a recursive structure in their definition, and we call this property recursiveness. All efficient, linear, and symmetric values that satisfy recursiveness are called recursive values. We generalize the notions of potential, and balanced contributions property, to characterize the family of recursive values. Finally, we show that if a time discount factor is considered in the bargaining model, every bargaining value has its corresponding discounted bargaining value

Axiomatic characterization of the weighted solidarity values

We define and characterize the class of all weighted solidarity values. Our first characterization employs the classical axioms determining the solidarity value (except symmetry), that is, efficiency, additivity and the A-null player axiom, and two new axioms called proportionality and strong individual rationality. In our second axiomatization, the additivity and the A-null player axioms are replaced by a new axiom called average marginality

Solidarity in games with a coalition structure

A new axiomatic characterization of the two-step Shapley value Kamijo (2009) is presented based on a solidarity principle of the members of any union: when the game changes due to the addition or deletion of players outside the union, all members of the union will share the same gains/losses

Solidarity in games with a coalition structure

A new axiomatic characterization of the two-step Shapley value (Kamijo, 2009) is presented based on a solidarity principle of the members of any union: when the game changes due to the addition or deletion of players outside the union, all members of the union will share the same gains/losses.Games with a coalition structure. Owen value. The two-step Shapley value. Solidarity.

The right to family reunification in the EU and the case-law in accordance therewith

European project “Lawyers for the protection of fundamental rights” GA n° 806974) and specifically within the work package on the review of the European legal framework on fundamental rights

His or Her? Errors in Possessive Determiners Made by L2-English Native Spanish Speakers

Native Spanish speakers commonly confuse third person singular possessive determiners when making gender agreements, which is considered an error-prone grammatical feature because there are syntactic differences in their use between English and Spanish. This study conducted an elicited production task to explore whether proficiency in English affects the correct use of his/her by Spanish speakers in speech production, whether participants make more errors depending on the gender match or mismatch between the possessor and the possessum in the noun phrase, and whether there are differences in the number of errors made due to the gender of the possessor. The results showed that sentences with a gender mismatch condition had higher error rates and that advanced L2 speakers made fewer mistakes than less proficient ones. However, proficiency did not mitigate the number of errors in sentences which required the use of the feminine possessive determiner, which is in line with the theory of the default masculine gender in Spanish. The study provides valuable insights into the challenges faced by native Spanish speakers when producing possessive gender agreements in English and highlights the need for more targeted instruction to address these issues in the teaching of English as a foreign language.This research was funded by the Department of Language Sciences of the University College London; an honorarium of GBP 450.00 was provided to cover costs for printing, copying and participation, out of which GBP 10.00 was given to each participant

The right to family reunification under Spanish law and the case-law thereof

European project “Lawyers for the protection of fundamental rights” GA n° 80697

Aplicación del método del caso al aprendizaje de la dirección estratégica

[Resumen] Desarrollamos un marco conceptual que permite que los alumnos desarrollen las competencias específicas en el ámbito de la disciplina de Dirección Estratégica y Políticas de Empresa. Para ello, y utilizando como punto de partida las competencias establecidas en el plan de estudios de grado en Dirección y Administración de Empresas de la Universidad de A Coruña, se presenta un esquema de la dinámica del proceso de enseñanza-aprendizaje que, incorporando aspectos del contexto educativo y de la propia motivación del estudiante, permite una planificación de tareas orientada al desarrollo de competencias. El resultado de esta experiencia ha permitido documentar el análisis y formulación estratégica de 135 empresas-caso, implicando a los estudiantes en la solución de problemas de su entorno empresarial, objetivo clave de la disciplina de Dirección Estratégica y Política Empresarial I.[Abstract] We develop a conceptual framework that allows students to develop specific competencies in the field of Strategic Management and Company Policies. To do this, and using as a starting point the competences established in the degree program in Business Administration and Management of the University of A Coruña, we present a diagram of the dynamics of the teaching-learning process, including aspects of the educational context and the student's own motivation. The final goal of this framework is to allow a better planning of tasks focused on the development of students competences. This experience has allowed to understand the strategic analysis and business formulation of 135 companies-case, involving students in the solution of problems of their business environment, which is a key objective of the discipline of Strategic Management and Business Policy I