Exploring the use of cooperative activities in a language subject to develop students’ social competences at the University

Cooperative learning has been successfully implemented in the last 60 years for teaching at different educational levels including the Higher Studies due to its solid theoretical foundation, the principles it proposes and its practical applications. The purpose of this article is to offer a proposal for some cooperative activities that allow students to work in small groups in a language subject in order to learn not only contents but also putting into practice what they learn, i.e., they learn by being active. This article discusses how the said activities make it possible for students to work with the main principles of cooperative learning, i.e.: positive interdependence, face-to-face interaction, individual and group accountability, interpersonal and small-group skills and group processing. Moreover, this research will also point out that the proposed activities allow students to acquire some of the social competences required in the labour market such as leadership, conflict solving and cooperation.

Sundry extracts on the subject of the taxation of College &c., ca. 1798-1801

Notebook with brown paper cover containing handwritten extracts from the charters and related legislation of New England academic, charitable, and commercial institutions regarding their ability to hold real estate and related tax exemptions. Most of the listed documents are dated in the 1780s and 1790s. The notebook also contains extracts from "Argument in the case of Poor's rate, charged on the College of Christ & Emmanuel in the University of Cambridge 1768." The item title is transcribed from a handwritten inscription on the back cover.

Mr. Abbot's sermon at the Dudleian lecture at Harvard College in Cambridge August 29, 1764 pm: being the third in course on the important subject of Reveal'd-religion

The hand-sewn notebook contains a 27-page manuscript draft of the Dudleian lecture delivered by Hull Abbot on August 29, 1764 at Harvard College on the topic of revealed religion. The sermon begins with the Biblical text Zech. 4:6 and Rom. 10:18. The copy includes a small number of edits and struck-out words. The lecture was not printed.

Surveillance Studies and the Surveilled Subject

Surveillance studies has been somewhat inattentive to the perspective of the surveilled subject. It is the functioning of the surveillance apparatus, not the relatively inconsequential subject, which has tended to frame the focus of surveillance inquiries; leaving understandings of surveilled subjects’ experiences relatively limited. This research addresses this gap in the literature, exploring ways in which surveillance studies might understand the surveilled subject with greater consistency. Participants (N=47) shared their encounters with and perceptions of surveillance in a specific (Pearson International Airport) and general (everyday life) context through semi-structured interviews. The findings suggest that surveilled subjects’ encounters can be understood with some consistency – characterized by consistent criteria across subjects and contexts, and through a consistent theoretical framework across subjects in a specific context. However, consistency should not be confused with uniformity; encounters with surveillance must also be recognized for the extent to which they are nuanced and situated. For example, as this study also highlights, participants’ perceptions of encounters with surveillance at Pearson International Airport were differentially distributed in relation to identity characteristics (particularly minority status).