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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.

Testimony issued by the General Accounting Office with an abstract that begins "Pursuant to a congressional request, GAO discussed the Department of Defense's (DOD) Medicare subvention demonstration program, focusing on: (1) the early phases of implementing the DOD demonstration; (2) issues raised by that experience for DOD subvention; and (3) lessons from the DOD demonstration for a possible Department of Veterans Affairs (VA) demonstration."

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.

Der Aufsatz betrachtet entlang einer ethnografischen Erhebung den Einsatz von Videokameras auf politischen Demonstrationen. Er verdeutlicht, dass schon während des Demonstrierens Kameras auf das Geschehen einwirken und die gefilmten Akteure sich Gedanken über die spätere Nutzung des Videomaterials machen.

This is a short speech given by Raymond Nakai at the Rough Rock Demonstration School. Nakai speaks about national agendas of elected administrators and their anger aimed at minorities over greatly needed social programs. He encourages the Navajo people to remain resolute as Nakai continues to work to break the cycle of poverty of the Navajo Nation. BIOGRAPHICAL NOTE: Raymond Nakai, a Navajo Indian, was born in 1918 in Lukachukai, Arizona, on the Navajo Reservation. Raymond Nakai is noted as being the first modern Navajo political leader serving as Chairman of the Navajo Nation from 1963-1971. As chairman, the issues most important during his tenure were self determination in Navajo Education, reservation unemployment, developing Navajo economy, further development of the tribal government and improving relations with the federal government and surrounding states. Nakai had much unprecedented success as Navajo Tribal Chairman: In 1967 the Navajo Nation Bill of Rights was created, in 1968 Navajo Community College opened being the first tribally controlled community college, the Tribal Scholarship Trust was developed, relations with off reservation natural resource companies began, he was supportive of religious freedom of the Native American Church on the Navajo Reservation. Raymond Nakai led an active personal and political life and was an innovative leader for the Navajo People. The Raymond Nakai Collection contains material documenting his activities as Chairman of the Navajo Nation from 1963 - 1971.