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Intro -- Half Title -- Title Page -- Copyright Page -- Original Title Page -- Original Copyright Page -- Monographs in Sociology: Introduction -- Dedication Page -- Preface -- Table of Contents -- Demonstration Democracy -- Introduction -- I The Rise of Demonstration Democracy -- 1. Frequency of demonstrations -- 2. The number of participants -- 3. The scope of participation -- 4. Demonstrations as a political tool -- 5. The violence of demonstrations -- 6. The public view of demonstrations -- 7. The role of television -- II The Functions and Dysfunctions of Democratic Demonstrations -- 1. An analytic orientation -- 2. A digression into political theory -- 3. Comparison of political means: Some functions of demonstrations -- 4. The dysfunctions of demonstrations -- 4.1 The "flattening" effect -- 4.2 "Unrepresentative" representatives and "fake" demonstrations -- 4.3 Volatility -- a. Excessive restrictions -- b. Provocation by "by-standers" -- c. The police as a trigger -- d. Provocation by demonstrators -- e. The role of the media -- 5. The cooptation argument: poor sociology -- 6. Restoring civil disobedience to its special status -- III Responsiveness: The Key Factor -- 1. The intricate relationship of responsiveness to protest -- 2. The role of leadership -- 3. Participation -- Appendix A: A demonstration Month-A list of 216 incidents -- Appendix B: Methodological Notes -- About the author -- Acknowledgements -- Appendix C: Commission statement on Group violence.

This literature review study presents and discusses the learning strategies of organizations participating in sustainable energy demonstration projects. It finds that academic, commercial, and governmental organizations build on six major learning strategies. The first learning strategy is to capture intellectual property and benefit from knowledge spillovers. The second learning strategy comprises the building of a series of prototypes that are technically and commercially fit for purpose. The third learning strategy aims at operating production plants that produce the prototypes on a large scale. The fourth learning strategy concentrates on exploiting learning curves in these production plants. The fifth learning strategy focuses on creating supply-demand networks that serve increasing markets. Finally, the sixth learning strategy is to develop governmental regulation and funding schemes that support the emergence of an industrial and societal institutional infrastructure for sustainable energy technology, based on the lessons learned from the demonstration projects. This study also finds that the six learning strategies are facilitated by four key behaviors of participants in demonstration projects, which are mutual trust-building, decision-making in favor of sustainable energy technology, learning-network building, and demonstration program development. To academics, this study provides a comprehensive insight into organizations' learning strategies in sustainable energy demonstration projects, regarding learning directions and outcomes. Its contribution to practice is that it supports academic, commercial, and governmental organizations in managing their portfolio of learning strategies in new sustainable energy demonstration projects.

AbstractThis paper presents a dual intention model (DIM) of demonstrations as actions to show the agentive nature of demonstrations. According to the DIM, demonstrations are complex actions that contain as components at least three elements: an abductive intention, a deictic intention, and a basic ostensive act of indication. This paper unpacks these three components and discusses their roles from the viewpoint of the philosophy of action and the philosophy of language. It also shows how the DIM applies in selected practical examples and explains the merits of the model in the context of other views on demonstrations and demonstratives.

The policing of demonstrations is a crucial activity that reveals much about the quality of democracy in a given society. In addition to presenting the papers that make up the dossier, this article contributes to Northern Ireland's accumulated experience in dealing with demonstrations. Brazil and Northern Ireland constitute divided societies in which the police is co-responsible for conflicts and face serious legitimacy problems, at least for vulnerable groups. Lessons from Northern Ireland indicate that mutual understanding between police and protesters is vital to limit the potential for public order incidents and events to become unmanageable.

The objective of this deliverable number 18, D5.5 Report on results of demonstration, is to present the results obtained during the development of the activity TASK 5.3. Demonstration of the capacities of AiRT system, in a relevant scenario, which is part of the WP5: Integration, validation and demonstration. The scenario is the Science Museum, designed by the Spanish architect Santiago Calatrava, which is located in the City of Arts and Sciences (CAC). Nowadays, the CAC is considered as the most important modern tourist destination in the city of Valencia. Therefore, this is an optimal environment to draw attention to our project and to demonstrate the potential of AiRT. In order to perform the demonstration, we applied the PAR method, based on the critical analysis of the AiRT RPAS & software, with the active participation of some Cultural and Creative Industry (CCIs) stakeholders. This method combines two processes, to know and to act, involving the CCIs in both of them. Universitat Politècnica de València (UPV) coordinated this activity because it has specialists in PAR for validating the process, with the collaboration of all partners. ; This project has received funding from the European Union's Horizon 2020 research and innovation programme under grant agreement nº 732433.