Suchergebnisse

International climate cooperation needs to be negotiated among sovereign countries. The key to cooperation, and to countervail free riding, is reciprocity. Using game theory and a human subject experiment, we show that reciprocity can be built into the negotiation design. Human players negotiating a reciprocal common commitment are substantially more successful in promoting cooperation than when negotiating individual commitments. Moreover, focusing on a uniform common commitment strongly facilitates agreement, as compared to negotiating a vector of commitments, one for each player. Because a carbon price is a natural candidate for a uniform common commitment, our findings suggest that international climate negotiations should focus on reciprocal carbon pricing. Economists advocate carbon pricing for its cost efficiency, yet the role of carbon pricing for promoting cooperation could be at least as important.

Einstellung zur grenzüberschreitenden Kooperation in der EU. Persönliche grenzüberschreitende Aktivitäten.

Einstellung zum Kooperations- und Kontrollverfahren der EU für Bulgarien und Rumänien.

Einstellung zum Kooperations- und Kontrollverfahren der EU für Bulgarien und Rumänien.

Einstellung zum Kooperations- und Kontrollverfahren der EU für Bulgarien und Rumänien.

The increasing density and entanglement of international law and institutions leads to a growing potential for collisions between norms and rules emanating from different international institutions. It is an open question, however, when actors actually create manifest conflicts about overlapping norms and rules and how – and with what consequences – such conflicts are handled. We therefore utilize the concept of "interface conflicts" (ICs) in which two or more actors express positional differences over the scope or prevalence of different international norms. Building on the findings of the DFG research group OSAIC, we introduce the Interface Conflicts 1.0 dataset, which assembles information on 78 ICs. The dataset provides information on the actors and norms at stake in ICs and focuses specifically on their subsequent handling. It distinguishes co-operative from non-cooperative conflict management and codes the institutional as well as distributional outcomes of all management efforts.

The project "Interconnectors and Power Transmission Lines" was realised within the framework of the SWP Research Paper "Geopolitik des Stroms – Netz, Raum und Macht" (SWP-Studie 2021/S 14, 07.09.2021) and had the objective of identifying and visualising all interconnecting power lines in Europe, Africa and Asia regardless of their primary source of energy that are of relevance on the transmission grid level. As of 2020, no comprehensive data or database on transmission lines and interconnectors were available. Hence, this dataset contributes to filling this gap. It comprises merged and harmonised data from three different sources, namely from the OpenStreetMap (OSM, https://www.openstreetmap.org), the Open Infrastructure Map (OIM, https://openinframap.org), and the World Bank (WB, https://energydata.info), complemented by further research, including the updating and adding of information.

In an era of increasing political challenges to global and regional organizations, it is crucial to understand how they claim legitimacy and how successful they are in this respect. Yet, we know surprisingly little about the sources and consequences of legitimation in most regional organizations worldwide. In this project, we thus map the legitimation strategies of a sample of 28 organizations between 1980 and 2019.

Regional organizations in the sample:
Africa
- Organization of African Unity/African Union (OAU/AU)
- Central African Economic and Monetary Union (CEMAC)
- Common Market for Eastern and Southern Africa (COMESA)
- East African Community (EAC)
- Economic Community of West African States (ECOWAS)
- Inter-Governmental Authority on Development (IGAD)
- Southern African Customs Union (SACU)
- Southern African Development Community (SADC)
Asia-Pacific
- Association of Southeast Asian Nations (ASEAN)
- Gulf Cooperation Council (GCC)
- Pacific Island Forum (PIF)
- South Asia Association for Regional Cooperation (SAARC)
- Shanghai Cooperation Organization (SCO)
Americas
- Andean Pact/Andean Community (CAN)
- Caribbean Community (CARICOM)
- Common Market of the South (Mercosur)
- Organization of American States (OAS)
- Organization of Eastern Caribbean States (OECS)
- Central American Integration System (SICA)
Europe
- Council of Europe (COE)
- European Free Trade Association (EFTA)
- European Union (EU)
- Nordic Council (NordC)
Cross-Regional
- Asia-Pacific Economic Cooperation (APEC)
- Commonwealth of Independent States (CIS)
- League of Arab States (LoAS)
- Organization of Arab Petroleum Exporting Countries (OAPEC)
- Organization for Security and Co-operation in Europe (OSCE)

The B-STA-R dataset provides information on more than 1138 bilateral agreements on cooperation in matters of science and technology, mostly concluded by countries of the G20 and OECD in the period between 1937 and 2020. These science and technology agreements (STA) are intergovernmental treaties in which the participating countries establish a framework for bilateral cooperation in science and technology (S&T). The files associated with the dataset contain information on the concluding countries, dates of signing, and entry into force. Moreover, links to the full texts of the agreements are provided where possible. B-STA-R is meant to inform studies from the social sciences and humanities that deal with the topic of international science policy, science diplomacy, innovation studies, foreign policy analysis, history of S&T, globalization and diffusion studies, etc.

In some important multiplayer situations, such as efforts to supply a global public good, players can
choose the game they want to play. In this paper we conduct an experimental test of the decision by a
group with fixed membership, playing over a finite number of periods, to choose between a "tipping"
game, in which every player wants to contribute to the public good provided enough other players
contribute, and a prisoners' dilemma, the classic cooperation game. In the prisoners' dilemma, the
first best outcome is attainable, but cannot be sustained as a Nash equilibrium. In the tipping game,
only a second best outcome may be attainable, but there exists a Nash equilibrium that is strictly
preferred to the one in the prisoners' dilemma. We show that many groups persistently choose the
prisoners' dilemma despite its strategic disadvantage, and that the groups that eventually choose
the tipping game do better than the ones that stick with the prisoners' dilemma.


The work was financially supported by the Princeton Institute for International and Regional Studies and the ERC Starting Grant "Human Cooperation to Protect the Global Commons" (HUCO, Project number: 636746).

PISA (Programme for International Student Assessment) is an international survey organised by the OECD. Its aim is to create indicators to measure the skills and abilities of 15-year-old pupils in reading, mathematics and science, as well as learning strategies, motivation and computer skills. The results are based on national representative samples. The indicators are analysed according to the characteristics of the school system, schools and pupils. In order to be able to make chronological comparisons, these competence measurements are repeated every three years, with a new focus every three years (2000 reading, 2003 mathematics with the addition problem solving, 2006 natural sciences).

Around 40 countries participated in the 2003 survey. The test takes about 120 minutes. It is followed by a 45-minute questionnaire. This questionnaire contains mandatory international questions that shed light on the socio-economic environment of pupils, as well as optional international and national questions. Switzerland chose two international options for the student questionnaire: the module on interdisciplinary competences and the ICT module on familiarity with the new technologies. In addition, national modules were added. Another questionnaire for schools aims to collect information about the characteristics of the school and and its didactics.

Around 24,700 pupils from 451 schools took part in the 2003 survey. The national project management 2000-2003-2006 was carried out by the Federal Statistical Office in Neuchâtel which was responsible for coordination in close cooperation with the international PISA consortium and 4 regional centres in Switzerland.

PISA (Programme for International Student Assessment) is an international survey organised by the OECD. Its aim is to create indicators to measure the skills and abilities of 15-year-old pupils in reading, mathematics and science, as well as learning strategies, motivation and computer skills. The results are based on national representative samples. The indicators are calculated according to the characteristics of the
system, schools and pupils. In order to be able to make time comparisons, these competence measurements are repeated every three years, with a new focus every three years (2000 reading, 2003 mathematics with the addition problem solving, 2006 natural sciences).
Around 60 countries participated in the 2006 survey. The test takes about 120 minutes. It is followed by a 45-minute questionnaire. This questionnaire contains mandatory international questions that shed light on the socio-economic environment of pupils, as well as optional international and national questions. Switzerland chose two international options for the student questionnaire: the module on interdisciplinary competences and the ICT module on familiarity with the new technologies. In addition, national modules were added. Another questionnaire for schools aims to collect information about the characteristics of the school and its teaching.
Around 24,700 pupils from 510 schools throughout Switzerland took part in the 2006 survey. The national project management 2000-2003-2006 was carried out by the Federal Statistical Office in Neuchâtel which was responsible for the project coordination in close cooperation with the international PISA consortium and 4 regional centres in Switzerland.

PISA (Programme for International Student Assessment) is an international survey organised by the OECD. Its aim is to create indicators to measure the skills and abilities of 15-year-old pupils in reading, mathematics and science, as well as learning strategies, motivation and computer skills. The results are based on national representative samples. The indicators are calculated according to the characteristics of the
system, schools and pupils. In order to be able to make time comparisons, these competence measurements are repeated every three years, with a new focus every three years (2000 reading, 2003 mathematics with the addition problem solving, 2006 natural sciences).
Around 60 countries participated in the 2006 survey. The test takes about 120 minutes. It is followed by a 45-minute questionnaire. This questionnaire contains mandatory international questions that shed light on the socio-economic environment of pupils, as well as optional international and national questions. Switzerland chose two international options for the student questionnaire: the module on interdisciplinary competences and the ICT module on familiarity with the new technologies. In addition, national modules were added. Another questionnaire for schools aims to collect information about the characteristics of the school and its teaching.
Around 24,700 pupils from 510 schools throughout Switzerland took part in the 2006 survey. The national project management 2000-2003-2006 was carried out by the Federal Statistical Office in Neuchâtel which was responsible for the project coordination in close cooperation with the international PISA consortium and 4 regional centres in Switzerland.

PISA (Programme for International Student Assessment) is an international survey organised by the OECD. Its aim is to create indicators to measure the skills and abilities of 15-year-old pupils in reading, mathematics and science, as well as learning strategies, motivation and computer skills. The results are based on national representative samples. The indicators are analysed according to the characteristics of the school system, schools and pupils. In order to be able to make chronological comparisons, these competence measurements are repeated every three years, with a new focus every three years (2000 reading, 2003 mathematics with the addition problem solving, 2006 natural sciences).

Around 40 countries participated in the 2003 survey. The test takes about 120 minutes. It is followed by a 45-minute questionnaire. This questionnaire contains mandatory international questions that shed light on the socio-economic environment of pupils, as well as optional international and national questions. Switzerland chose two international options for the student questionnaire: the module on interdisciplinary competences and the ICT module on familiarity with the new technologies. In addition, national modules were added. Another questionnaire for schools aims to collect information about the characteristics of the school and and its didactics.

Around 24,700 pupils from 451 schools took part in the 2003 survey. The national project management 2000-2003-2006 was carried out by the Federal Statistical Office in Neuchâtel which was responsible for coordination in close cooperation with the international PISA consortium and 4 regional centres in Switzerland.

PISA (Programme for International Student Assessment) is an international survey organised by the OECD. Its aim is to create indicators to measure the skills and abilities of 15-year-old pupils in reading, mathematics and science, as well as learning strategies, motivation and computer skills. The results are based on national representative samples. The indicators are analysed according to the characteristics of the school system, schools and pupils. In order to be able to make time comparisons, these competence measurements are repeated every three years, with a new focus every three years (2000 reading, 2003 mathematics with a supplement on problem solving, 2006 natural sciences).

Around 40 countries participated in the 2000 survey. The test takes about 120 minutes. This is followed by a 45-minute questionnaire. This questionnaire contains mandatory international questions that shed light on the socio-economic environment of pupils, as well as optional international and national questions. Switzerland chose two international options for the student questionnaire: the module on interdisciplinary competences and the ICT module on familiarity with the new technologies. In addition, national modules were added.
Another questionnaire for schools aims to collect information about the characteristics of the school and the lessons.

Around 13,500 students from 360 schools throughout Switzerland took part in the first survey in 2000.

The national project management 2000-2003-2006 was carried out by the Federal Statistical Office in Neuchâtel and was responsible for coordination in close cooperation with the international PISA consortium and 4 regional centres in Switzerland.