Abstract. This article investigates the way in which communication science researchers use and manage academic social network sites. On this basis, a representative sample of 244 Spanish scholars was selected from the Spanish Association of Communication Researchers, which consists of more than 600 members. This article explores the presence of Spanish communication scholars in two academic networks: ResearchGate and Academia.edu. Furthermore, it examines the way in which researchers are using these platforms of scientific communication, managing their academic profiles, and searching and interacting through these networks. The purpose is to assess the introduction, use, management, popularity, influence, and impact of these social academic networks. An additional aim is to analyze the new metrics generated by the media and digital social networks, studied as systems for disseminating science and managing communication and interaction among scholars. IntroductionThe classical paradigm for the social networks [10], based on the structural, relational, and exchange theories, takes on a special importance regarding the use and development of information and communication technologies. These new tools, which have emerged on the Internet, increase information and communication flows, amplify the mediation and relation systems and bring with them new ways of social organization which affect traditional systems. Changes in technologies and communication have brought with them new ways of using and managing information. Digital social networks, which have been developed from the early years of the present century (Linkedin, 2003; Facebook, 2004; Youtube, 2005; and Twitter, 2006), have become one of the most popular and distinguished phenomena of our time. These generalist social networks, based on a relational and communicational capacity, have preceded the emergence of thematic and specialized platforms, focused on specific interests and professional capital. In this respect, some of the first social networks (Linkedin and Facebook) have also worked towards the same objective. They have refocused their activities to specific circles and groups in order to increase their value.

Este estudo analisou os constrangimentos que influenciam o jogo de tênis e os métodos de treinamento mais valorizados e utilizados pelos treinadores. Para o efeito validou-se um questionário em três línguas: português, inglês e espanhol (estudo piloto). Posteriormente foram inquiridos 140 treinadores de competição. Para a análise dos resultados recorreu-se a uma análise fatorial, que resultou na aceitabilidade de duas estruturas fatoriais: constrangimentos na execução do serviço e meios de treino. Os treinadores consideraram a coordenação, a fadiga central, a autoconfiança, a concentração, o controlo emocional e a motivação como fatores muito importantes no rendimento do primeiro serviço de tênis. Conclui-se que a tendência do treinamento de competição é para a precisão, o jogo condicionado, o treinamento das competências psicológicas na quadra e a potência. Os treinadores sobrevalorizam os fatores intrínsecos em preferência aos extrínsecos e o treinamento é pouco direcionado para a variabilidade motora funcional.

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<p style="text-align: justify;">This paper presents and assesses the effects of an Extended School Time project (ESTp), with a working day of 8 contact hours, that aimed to develop the students as a whole in its academic, artistic, sport, social and human dimensions. Based in active and integrated pedagogical practices, the project promoted the integration of knowledges, curiosity, sense of criticism, creativity, sharing solidarity and the conviviality of students. This project was applied to a 6th grade class with 20 pupils (11.2±0.68 years old). Using a qualitative methodology, 13 semi structured interviews were applied to 3 types of participants: 6 pupils, 5 parents (42.6±4.54 years old) and 2 teachers (60±4 years old), in order to analyze their perceptions regarding the project. Results show that each group valued different aspects of the project. The pupils valued activities that emphasized challenge, communication, creativity, and autonomy, as well as activities of academic continuity. The parents focused mostly on the occupational component of Extended School Time (ESTp), and the teachers on its effects on social and self-development of the pupils. This development was reflected in an improved peer-to-peer relationship and in a greater sense of belonging to school. The convergence verified in this ESTp, between cognition and the artistic, social and sport education, sought to promote the main goal of the School, an instruction that promotes a global (including multicultural and universal) development of the pupils’ capabilities.</p>