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During the last decades, the number of demonstrations as well as of demonstrators has significantly increased in most Western European countries. Some scholars support that protesting has become so widespread leading to the ‘normalization’ of the demonstrators. Overall research examining the ‘normalization thesis’ of street youth protest by analyzing representative datasets is extremely scarce. The chapter by analyzing youth-over-sampled survey data collected as part of the EURYKA project examines key socioeconomic determinants in participat-ing in demonstrations among Greek young adults aged 18–34 years old. Greece is an exceptionally interesting case study to examine the ‘normalization thesis’ of youth protesting as the recent recession and its severe so-cioeconomic impacts triggered an exceptional wave of protest mobilization where Greek youth was one of the main protest claimants. The findings indicate that socioeconomic determinants such as income and occupational class, do not play a significant role in predicting youth demonstrating in Greece. Such preliminary evidence part-ly supports the ‘normalization thesis’ and accords with related studies underscoring that during the massive anti-austerity protests Greek citizens from a broad range of social strata were mobilized in protest activities.

Copyright of Question (1669-6581) is the property of Universidad Nacional de La Plata and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Successful teaching entails a complex interaction between ateacher and a learner. The teacher must select and convey in-formation based on what they think the learner perceives andbelieves. Teaching always involves misaligned beliefs, butstudies of pedagogy often focus on situations where teachersand learners share perceptions. Nonetheless, a teacher andlearner may not always experience or attend to the same as-pects of the environment. Here, we study how misaligned per-ceptions influence communication. We hypothesize that theefficacy of different forms of communication depends on theshared perceptual state between teacher and learner. We de-velop a cooperative teaching game to test whether concretemediums (demonstrations, or “showing”) are more robust thanabstract ones (language, or “telling”) when the teacher andlearner are not perceptually aligned. We find evidence that (1)language-based teaching is more affected by perceptual mis-alignment, but (2) demonstration-based teaching is less likelyto convey nuanced information. We discuss implications forhuman pedagogy and machine learning.

As it is broadly accepted, typical uses of demonstratives are accompanied by demonstrations. The concept of demonstration, however, manifests the action–product ambiguity analogous to that visible in the opposition between jumping and the resulting jump, talking and the resulting talk or crying and the resulting cry. It is also a heterogeneous concept that enables demonstrations to vary significantly. The present paper discusses action–product ambiguity as applied to demonstrations as well as the heterogeneity of the latter. An account that acknowledges ambiguity and heterogeneity of demonstrations is sketched in the paper. It is argued that it has a rich explanatory and descriptive potential.

Solvent-free mechanochemical reactions represent an important path towards sustainable chemistry. The preparation of Prussian blue from solid iron and hexacyanoferrate compounds by the simple use of a mortar and pestle is an easy, inexpensive, and fast method to teach mechanochemical reactions. The course of the reaction can be followed very well visually via the color change of the solid mixture towards blue. With this communication, earlier publications on Prussian blue and mechanochemistry in the field of chemical education are updated and extended.

The article discusses the opposition between public spaces and spaces of mobility based on the analysis of political performances during demonstrations that took place in the cities of Belo Horizonte and Rio de Janeiro in Brazil, between 2011 and 2014, years that preceded the sporting mega-events in the two cities. From the comparative and quantitative analysis of journalistic news, we identified the role of mobility as a central element in how political agendas were constructed in the local public sphere, regarding the construction of agendas and the creation of a spatiality for the structuring of political repertoires. Results indicate that public spaces of mobility became spaces where order was contested, while mobile practices became performances that aimed to produce ruptures in flows to produce visibility for political agendas. However, we found differences in the use of public spaces in Rio de Janeiro and Belo Horizonte, especially in terms of the number of demonstrations, the types of agents and the strategies used in demonstrations. Preliminary results suggest that the opposition between these forms of spatiality is quite fragile in understanding contemporary political manifestations. [ABSTRACT FROM AUTHOR]

The theoretical insights of Mikhail Bakhtin offer the rhetorical critic of demonstrations and the social movements they are often a part of a useful analytical tool. Bakhtin's focus on polyphony, particularly the type he termed "passive varidirectional" in his study of Dostoevsky, dovetails with his exploration of the "carnivalesque" as a popular culture and literary mode to offer a subversive rhetoric intended to undermine hegemony. Extant studies of Bakhtin by rhetoricians have bogged down in trying to make sense of his "messy" canon and, perhaps as a result, inadequately understood this subversive rhetoric. After offering an overall reading of Bakhtin and a sense of how the concept of "carnivalesque" has been used by critics, this essay will enrich that concept by applying it to the events of 2020 and 2021 and arguing that, to grasp the critical tool Bakhtin has offered critics, one must recognize (1) its political neutrality, (2) the possible varieties of " carnivalesque," (3) the place of violence in the "carnivalesque," and (4) the new and subtle ways the body plays a rhetorical role in it. The events of 2020–2021 enable the critic to acquire a more nuanced understanding of Bakhtin's rhetorical insights. [ABSTRACT FROM AUTHOR]

This study examines response cries produced by student spectators reacting to imagined pain in the setting of feminist self-defence classes. It investigates the vocal, verbal and embodied resources that constitute reactive displays to demonstrations and descriptions of physical techniques that can thwart attacks. It asks what the pain cries accomplish, considering their form and sequential organisation. Video-recordings of the classes were data. Drawing on discursive psychology and using multi-modal conversation analysis, the results detail how the conventionalised composition and positions of the cries make them mutually intelligible as reacting to a painful experience. They functioned to support the progression of the instructional activity that created a make-believe space where girls and women can resist violence. The findings confirm and extend what is known about the interactional environments and activities in which pain figures, further advancing the distinctive insights that an interactional approach brings. Data are in New Zealand English. • A video study of empowerment self-defence classes. • Pain cries responding to imagined hurt have conventionalised features but are also nuanced to the specific context of use. • Pain cries align and affiliate with demonstrations of effective delf-defence. • Pain cries show students attention and engagement with the self-defence demonstrations. [ABSTRACT FROM AUTHOR]

Copyright of Journal of the Institute of Croatian History / Radovi Zavoda za Hrvatsku Povijest is the property of Zavod za Hrvatsku Povijest, Filozofski Fakultet and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Babylon Center for Humanities Studies is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Solvent-free mechanochemical reactions represent an important path towards sustainable chemistry. The preparation of Prussian blue from solid iron and hexacyanoferrate compounds by the simple use of a mortar and pestle is an easy, inexpensive, and fast method to teach mechanochemical reactions. The course of the reaction can be followed very well visually via the color change of the solid mixture towards blue. With this communication, earlier publications on Prussian blue and mechanochemistry in the field of chemical education are updated and extended. [ABSTRACT FROM AUTHOR]