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In recent years, there have been significant changes in the fields of collective action and political activism. The increasing use of ICTs in social interactions has facilitated informal ways of organizing and affected the participation, emergence, and organizing of conflictual and consensual collective actions. In this study we seek to understand how the integrated use of multiple ICTs, that is the ICT ensemble, affects the organizing of consensual collective action. We investigated the ICT ensembles used by two civic movements that successfully organized large-scale consensual collective action events in two European countries. In our results, we reveal how ICT ensembles constrained and facilitated the organizing functions and requirements of collective action. The findings show that ICTs allow organizers to operate purposefully in order to organize collective action, but the extent to which they succeed in the actual concretization of collective action actually depends on their capacities and intents. Therefore, we argue that human factors (that is, their resourcefulness and agency) are greatly implicated in the success of collective action supported by ICTs. This study extends the research on impact of technology-enabled collective action by looking at the combined use of multiple ICTs and examining the rare and overlooked phenomenon of consensual collective action.

Problem Statement: This research aims to understand the relative contribution of leadership styles and teacher-student and student-student pedagogical interaction concerning the learning performance and academic achievement in physical education. Research Questions: Are the teacher leadership style and the teacher-student and student-student pedagogical interaction related to the learning performance and academic achievement in physical education in basic schooling? Purpose of Study: There are several factors that contribute for the explanation of learning outcomes, namely teacher leadership styles in the classroom, as well as teacher-student and student-student pedagogical interactions. These factors are considered to be essential in the teaching-learning process and in the subsequent improvement of educational outcomes. Research Methods: A quantitative methodology was implemented, comprising a sample of 447 students attending a School Grouping located in the Central Region of Portugal. In order to verify the nature, the strength and the direction of the relations among the variables, correlation and multiple regression analyses were used. For this, scales already validated and used in other researches were applied. Findings: The results show that the learning performance and the academic achievement are significantly associated with teacher leadership styles and teacher-student and student-student pedagogical interaction. A stronger association was obtained with leadership styles, especially the democratic one. It should be mentioned that these factors provide a higher relative contribution to the learning performance than to the academic achievement. Conclusions: This study sought to deepen the understanding of the explanatory factors of academic success concerning the teaching-learning process in physical education. The analysis conducted highlights the importance of the democratic teacher leadership style and of the pedagogical interaction established within the classroom towards the improvement of students' ability to understand the gains and the effort made in learning. ; info:eu-repo/semantics/publishedVersion

This research aims to understand the relative contribution of leadership styles and teacher-student and student-student pedagogical interaction concerning learning performance and academic achievement in Physical Education. A quantitative methodology was implemented, comprising a sample of 447 students attending a school grouping located in the coastal region of central Portugal. In order to verify the nature, the strength and the direction of the relations among the variables, correlation and multiple regression analyses were used. For this, scales already validated and used in other researches were applied. The results show that the learning performance and the academic achievement are significantly associated with teacher leadership styles and teacher-student and student-student pedagogical interaction. A stronger association was obtained with leadership styles, especially the democratic one. It should be mentioned that these factors provide a higher relative contribution to the learning performance than to the academic achievement. The analysis conducted highlights the importance of the democratic teacher leadership style and of the pedagogical interaction established within the classroom towards the improvement of students' ability to understand the gains and the effort made in learning. ; info:eu-repo/semantics/publishedVersion

JEL codes: A10, I20.-- Trabajo publicado como artículo en Kyklos 63(4): 479-494 (2010).-- http://dx.doi.org/10.1111/j.1467-6435.2010.00484.x ; Given the recent efforts in several countries to reorganize the research institutional setting to improve research productivity, our analysis addresses the following questions: To which extent has the recent awareness over international quality standards in economics around the world been reflected in research performance? How have individual countries fared? Do research quantity and quality indicators tell us the same story? We concentrate on trends taking place since the beginning of the 1990s and rely on a very comprehensive database of scientific journals, to provide a cross-country comparison of the evolution of research in economics. Our findings indicate that Europe is catching-up with the US but, in terms of influential research, the US maintains a dominant position. The main continental European countries, Germany, France, Italy and Spain, experienced some of the largest growth rates in economic scientific output. Other European countries, namely the UK, Norway, the Netherlands, Denmark, and Sweden, have shown remarkable progress in per capita output. Collaborative research seems to be a key factor explaining the relative success of some European countries, in particular when it comes to publishing in top journals, attained predominantly through international collaborations. ; The first author acknowledges the support of the Spanish Ministry of Science and Innovation (grant ECO2009-07958), the Barcelona GSE Research Network and the Government of Catalonia.0 ; Peer reviewed

We examine the timing of firms' operations in a formal model of labor demand. Merging a variety of data sets from Portugal from 1995-2004, we describe temporal patterns of firms' demand for labor and estimate production-functions and relative labor-demand equations. The results demonstrate the existence of substitution of employment across times of the day/week and show that legislated penalties for work at irregular hours induce firms to alter their operating schedules. The results suggest a role for such penalties in an unregulated labor market, such as the United States, in which unusually large fractions of work are performed at night and on weekends.

36 pages, 4 figures, 7 tables.-- JEL Codes: J23; J78. ; We examine the timing of firms' operations in a formal model of labor demand. Merging a variety of data sets from Portugal from 1995-2004, we describe temporal patterns of firms' demand for labor and estimate production-functions and relative labor-demand equations. The results demonstrate the existence of substitution of employment across times of the day/week and show that legislated penalties for work at irregular hours induce firms to alter their operating schedules. The results suggest a role for such penalties in an unregulated labor market, such as the United States, in which unusually large fractions of work are performed at night and on weekends. ; We thank the Barcelona GSE Research Network, the Government of Catalonia, the IZA and the University of Texas at Austin for financial support. ; Peer reviewed

30 pages, 4 figures, 7 tables.-- JEL codes: A23, J44, A11, A14, A10.-- Presentado al congreso "Annual Conference of the American Economic Association" celebrado en USA en 2010. ; Trabajo publicado como artículo en Scientometrics 84(3): 621-637 (2010).-- http://dx.doi.org/10.1007/s11192-009-0136-5 ; This paper analyzes the early research performance of PhD graduates in labor economics, addressing the following questions: Are there major productivity differences between graduates from American and European institutions? If so, how relevant is the quality of the training received (i.e. ranking of institution and supervisor) and the research environment in the subsequent job placement institution? The population under study consists of labor economics PhD graduates who received their degree in the years 2000 to 2005 in Europe or the USA. Research productivity is evaluated alternatively as the number of publications or the quality-adjusted number of publications of an individual. When restricting the analysis to the number of publications, results suggest a higher productivity by graduates from European universities than from USA universities, but this difference vanishes when accounting for the quality of the publication. The results also indicate that graduates placed at American institutions, in particular top ones, are likely to publish more quality-adjusted articles than their European counterparts. This may be because, when hired, they already have several good acceptances or because of more focused research efforts and clearer career incentives. ; We are grateful to Dan Hamermesh and the participants in the "IZA Workshop on Research in Economics: Rewards, Evaluation and Funding" and the "IZA Anniversary Conference: Frontiers in Labor Economics" for very helpful comments, to the PhD graduates who replied to our inquiry to complete missing demographic information, and to the Barcelona GSE Research Network and the Government of Catalonia for financial support. ; Peer reviewed