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.

Determination of optimal parameters in drilling composite materials to minimize the machining temperature using the Taguchi method

Dental implant is used to replace the natural dental root. The process to fix the dental implant in the maxillary bone needs a previous drilling operation. This machining operation involves the increasing of temperature in the drilled region which can reach values higher than 47°C and for this temperature is possible to occur the osseous necrosis [I]. The main goal of this work is to implement an optimization method to define the optimal drilling parameters that could minimize the drilling temperature. The proposal optimization method is the Taguchi method. This method has been used with success in machining processes optimization of metallic materials [2]. However, the Taguchi method is also used in medical applications, namely in dental medicine [3].

The changing landscape of financial markets in Europe, the United States and Japan. Bruegel Working Paper 2013/02, 18 March 2013

We compare the structure of the financial sectors of the EU27, Japan and the United States, looking at a set of 23 indicators. We find a large variation within the European Union in the structure of the financial sector. Using principal components analysis, we identify robust groups of EU countries. One group consists of the eastern European members that entered the EU more recently.These have substantially smaller financial sectors than the old member states. A second group can be classified as market-based (MBEU) and the third group is more bank-based (BBEU). We compare US, MBEU, BBEU, Eastern EU and Japan with the following main results. First, the groups within Europe are geographically related. Second, in many indicators, MBEU countries are closer to the (market-based) US, while BBEU countries more closely resemble Japan. Paradoxically, however, market-based EU countries also have large banking sectors. Banks in market-based countries have larger cross-border assets and liabilities, and derive a larger fraction of their income from fees, rather than interest income, than banks in bank-based countries. Finally, for most indicators, the ordering of groups of countries is quite stable over time, but while the crisis has had no impact on the relative ordering of the groups, it has slightly widened the gap between the US and all EU regions insome respects. We also find that during the crisis, substitution between market-based and bank-based sources of finance occurred in the US, and to a lesser extent in MBEU and BBEU countries.

When do adults learn? A cohort analysis of adult education in Europe. CEPS Working Document No. 383, 21 May 2013

Adult learning is seen as a key factor for enhancing employment, innovation and growth, and it should concern all age cohorts. The aim of this paper is to understand the points in the life cycle at which adult learning takes place and whether it leads to reaching a medium or high level of educational attainment. To this end we perform a synthetic panel analysis of adult learning for cohorts aged 25 to 64 in 27 European countries using the European Labour Force Survey. We find, as previous results suggest, that a rise in educational attainment as well as participation in education and training happens mostly at the age range of 25-29. However, investment across the life cycle by cohorts older than 25 still occurs: in most countries in our sample, participation in education and training as well as educational attainment increases observably across all cohorts. We also find that the decline with age slows down or is even reversed for older cohorts, for both participation in education and educational attainment. Finally, we can identify a Nordic model in which adult learning is achieved through participation in education and training, a Central European model in which adult learning occurs in the form of increasing educational attainment and a liberal model in which both approaches to adult learning are observable.

Towards Better Use of Credit Reporting in Europe. CEPS-ECRI Task Force Report, September 2013

This report discusses how the current EU credit reporting systems meet the demands of the different stakeholders in the credit granting and management process, and what is needed to improve these systems. As credit reporting is a tool for responsible lending and for ensuring financial inclusion of consumers, it argues that the needs of EU credit markets and consumers should be the basis for assessing the current regulation and its functionality. How a creditor assesses the risk and the creditworthiness of a customer is at the core of successful and safe crediting. Facilitating this assessment process, within the boundaries of data protection laws, is a key building block for making well-informed credit decisions.