Os efeitos da demonstração na aprendizagem motora tem sido objeto de estudo de longa data. Porém, o efeito da demonstração autocontrolada e das formas de utilização da possibilidade de autocontrolar esse fator ainda são pouco explorados na literatura. Dessa forma, quatro questões de estudo foram formuladas: 1) qual o efeito da demonstração autocontrolada na aprendizagem de uma habilidade motora seriada? 2) há diferença na aprendizagem entre aqueles que gastam mais tempo para tomar a decisão sobre pedir a demonstração e aqueles que gastam menos tempo? 3) há diferença na aprendizagem entre aqueles que processam a informação observada de forma mais rápida e aqueles que processam de forma mais lenta? 4) há diferença na aprendizagem entre aqueles que mais demonstrações pedem e aqueles que menos pedem? Para investigar essas questões, quatros estudos foram realizados com a participação de 120 indivíduos voluntários, universitários, de ambos os sexos. A tarefa de aprendizagem foi uma habilidade motora seriada que consistiu em movimentar com o mouse um quadrado vermelho, exibido na tela de um computador, de forma a tocar sequencialmente todos os alvos retangulares apresentados na tela, em um determinado padrão temporal. O Estudo 1 envolveu a formação de dois grupos: Auto (demonstração autocontrolada, n=60) e Yoked (demonstração espelhada a partir do grupo Auto, n=60). O experimento consistiu de quatro etapas: fase de aquisição (100 tentativas de prática); teste de retenção 24 horas (20 tentativas); teste de transferência 50 (20 tentativas); teste de transferência 100 (20 tentativas). Os Estudos 2 e 3 foram realizados com a participação de 40 e o Estudo 4 com a participação de 38 indivíduos, todos do grupo Auto do Estudo 1. Para cada um desses estudos foram selecionados participantes que obtiveram valores extremos para as variáveis: Tempo para Tomada de Decisão (TTD), Tempo de Processamento da Informação Observada (TPIO) e quantidade de Demonstrações (DEM). Para a verificação da aprendizagem, o Erro Relativo (ER), Erro Total (ET), Erro Absoluto (EA) e Erro na Sequência (ES) foram medidos. Também foram adotadas medidas complementares para a verificação de como os participantes se envolveram no processo. Com relação ao Estudo 1, os principais resultados foram: a) a superioridade do grupo Auto sobre o Yoked, especialmente, quanto ao ER e o EA; b) o grupo Auto processou por mais tempo a informação observada que o grupo Yoked; c) as demonstrações foram requeridas no início da prática, momento em que o desempenho era significativamente baixo, em ambos os grupos; d) o grupo Yoked se mostrou satisfeito com o momento em que recebeu as demonstrações. Os resultados dos Estudos 2, 3 e 4 mostraram, em síntese, que: a) o gasto de mais tempo tomando a decisão sobre pedir a demonstração promoveu melhor aprendizagem que a condição de gasto menor; b) ambos os grupos, formados a partir da variável Tempo de Processamento da Informação Observada (TPIO), aprenderam de forma semelhante; c) o grupo + DEM teve aprendizagem superior ao DEM em todas as medidas de desempenho. A partir desses resultados concluiu-se que a demonstração autocontrolada produziu melhor aprendizagem que a condição externamente controlada, sendo o Tempo para a Tomada de Decisão e a Quantidade de Demonstração, fatores determinantes dessa superioridade / The effects of demonstration on motor learning have been studied for a long time. However, the effect of self-controlled demonstration and the strategies of the learner in this process have been little explored in the literature. Thus, four questions for study were posed: 1) what is the effect of self-controlled demonstration on learning of a serial motor skill? 2) are there learning differences between the learners that spend more time and the learners that spend less time in making a decision about asking for a demonstration? 3) are there differences in the motor learning process between learners that spend more time and the learners that spend less time in processing the demonstration information? 4) are there differences in the motor learning process between learners that ask for more and the learners that ask for less demonstration in the acquisition phase? To investigate these questions four studies were designed involving 120 volunteer university students of both sexes. A timing task was used whose objective was to manipulate the mouse to move a red square on the computer screen so as to touch, in a sequential manner, all the rectangular targets shown on the screen in a determined temporal pattern. Study One was designed with two groups: Self (self-controlled visual model, n=60) and Yoked (control, n=60). The experiment consisted with four stages: acquisition phase (100 practice trials); retention test, 24 hours after acquisition phase (20 trials); transfer test 50 (20 trials); and transfer test 100 (20 trials). The other three studies were performed with participants from the Self group of Study One with 40 subjects being selected for Study Two and Study Three and 38 subjects for Study Four. Subjects were selected according to those that achieved extreme values for the variables of decision-making time, time for processing the demonstration information, and number of demonstrations. To assess motor learning, relative error, total error, absolute error and sequence error were measured. Complementary measures were also adopted to verify how the participants were involved in the process. In relation to Study One, results indicated: a) superiority of the Self group over the Yoked group, especially in relation to relative error and absolute error; b) the Self group processed the demonstration information for a longer time than the Yoked group; c) demonstration was requested at the beginning of practice, a time at which performance was poor for both groups; and d) the Yoked group was satisfied at the time the demonstration was presented. In short, the results of the Studies Two, Three and Four showed that: a) the more time spent in decision making on requesting demonstration, the better the learning of a sequential motor skill; b) the motor learning of both groups formed through time for demonstration information processing was similar; c) the group that asked for more demonstration learned better than the group that asked for less. Based on these results, it may be concluded that the self-controlled demonstration condition promoted better motor learning than the externally-controlled condition, with decision making time and the amount of demonstration being decisive factors in this respect

This thesis deals with speed measuring and speed measurement sensors. It’s designed equipment for the demonstration of the sensors principle. In the next part it’s designed the assignment for BMFV lesson and it’s made the measuring on this equipment.

This thesis deals with speed measuring and speed measurement sensors. It’s designed equipment for the demonstration of the sensors principle. In the next part it’s designed the assignment for BMFV lesson, it’s made the measuring on this equipment and the exemplary protocol is elaborate.

Aim: With particular regard to the traditional media and political participation in Sweden, Iintend to map how and in what way Greta Thunberg protests and the political engagement she expresses. Questions: • How is Greta Thunberg’s protesting framed and how can it be understood based on theprotest paradigm? • How can you understand Greta Thunberg´s political participation on the basis of ideasabout Civic Engagement? Method and material: This report is a qualitative study based on a textual analysis. For collectingthe empirical material, I have chosen to use texts from Swedish news articles. I used 27articles from 2 newspapers which is Aftonbladet and Expressen. Main results: The study shows that media puts greater focus on Greta Thunberg as a personinstead of the factual content and political agenda she stands for. This contributes to GretaThunberg being marginalized and delegitimized, since she is considered a symbol thatchallenges the political power structure. Greta Thunberg feels responsible for the climateissue and it is her duty to be able to contribute to a democratic society by getting involved.Greta Thunberg considers her participation in the media that she feels a moral obligation toengage with the climate.

"In 2001 after the 2000 election in Zanzibar, the Civic United Front (CUF) began planning a series of peaceful demonstrations to protest alleged fraud in the October 2000 presidential elections, calling for a rerun of the elections and constitutional reforms. The CUF notified the police of their intended routes, both the government officials and police immediately responded and announced that the demonstrations were banned. Police were ordered to use all force necessary to break up the demonstrations. The Tanzanian prime minister was recorded as stating that force would be used to break up the demonstration. According to him, "government has prepared itself in every way to confront whatever occurs ... any provocation will be met with all due forces of the state". CUF demonstrations, which were widely supported, took place on 27 January 2001 and as the unarmed demonstrators walked peacefully toward the four designated meeting grounds, security forces intercepted and opened fire without warning. They attacked the civilians, [and]ordered them to disperse [under] firing and beating. ... All these events occurred in the face of the fact that the Constitution of the United Republic of Tanzania (CURT) provides for freedom of assembly. The requirement of permits has been removed and section 40 of the Police Force Ordinance and 11(1) of the Political Parties Act were declared void on grounds that the requirement for a permit to hold an assembly infringed the freedom of peaceful assembly and procession enshrined in article 20(2) of the CURT. However the government limits these rights in practice, police have authority to deny permission to hold an assembly on public safety and security grounds. The relevant provision is section 41 of the Police Force Ordinance which permits any police officer to stop the holding of any assembly. The situation has not improved for opposition parties seeking to hold assemblies because of the way the police apply section 41. Rather than invoking this provision only in extraordinary situations as required, the police, once served with a notice of a planned meeting, issued prohibition orders claiming that they had information that the meeting was likely to cause chaos, but without giving evidence. ... These restrictions on the right to freedom of assembly and the excessive use of force by police officials as depicted in the above recounted incident and others of its kind, violate numerous provisions of international legal istruments to which Tanzania is a party. The Universal Declaration of Human Rights (UDHR) guarantees for the right to freedom of peaceful assembly and association, as does the International Covenant on Civil and Political Rights (ICCPR). The African Charter limits the right to assemble subject to necessary restrictions provided by law, in particular those enacted in the interest of national security and the safety, health, ethics and the rights to freedoms of other. But the African Commission has interpreted these claw back clauses to mean that the limitations must be in accordance with international law and thus the standards developed under the ICCPR, especially, would be relevant in determining when the rights to assemble may be limited. The exercise here is to examine the nature of the Tanzanian laws on the right to peaceful assembly and demonstration in the light of police practice having regards to the nature of the right as guaranteed under international human rights instruments." -- Introduction. / Thesis (LLM (Human Rights and Democratisation in Africa)) -- University of Pretoria, 2004. / Prepared under the supervision of Prof. K. Quashigah at the Faculty of Law, University of Ghana / http://www.chr.up.ac.za/academic_pro/llm1/dissertations.html / Centre for Human Rights / LLM

The study examines the influence of social media during the demonstrations in Hong Kong 2019-2020, focusing on how young political activists make use of social media, what their attitudes are towards the forums and whether the increased use shows some positive and/or negative effects. The study uses a qualitative method where the empirical material is obtained through semi-structured interviews. An interview guide was created and then nine interviews were conducted, eight of which were used in the study. The results are analyzed on the basis of an analytical framework developed from previous research and theories on how media is used. The study uses Jay G. Blumler, Michael Gurevitch and Elihu Katz’s theory Uses and Gratification, as well as Jan Van Dijk’s theory of network and information societies. The results show that the political activists mainly use social media for the sake of information, as a means of communicating mobilization strategies, updating each other on events, and for encouragement and motivation around the importance of the movement. They all have great respect for what they share on social media, but the attitude is partly that they must spread political messages in order to reach a global audience. The study also shows that the increased use of social media brings both negative and positive effects.

Title: Physics demonstrations for upper secondary school students - video study Author: Bc. Alexandr Nikitin Department: Department of Physics Education Supervisor: RNDr. Marie Snětinová, Ph.D., Department of Physics Education Abstract: Experiment is a key element not only for physics as science, but also for physics education. Even though attention has been lately focused more on students' hands-on experiments, demonstration experiments still play an important role in today's education. Department of Physics Education (Charles University, Faculty of Mathematics and Physics) has been performing physics demonstrations for upper secondary school students for more than 30 years. Seven different topics are currently offered by the Department. A survey conducted on a population of est. 5,100 students showed that the perception of these topics by students varies quite significantly, especially considering their intrinsic motivation and subjectively perceived value and usefulness of a given topic. The questions at hand are whether parameters that influence students' perception in negative or positive way do exist and how they are related to the choice of the experiments themselves or the lecturer's work with the audience. Aim of this thesis is to present a video study conducted on video recordings of all seven...

Pendant très longtemps, l'automatisation a été assujettie à l'usage de robots industriels traditionnels placés dans des cages et programmés pour répéter des tâches plus ou moins complexes au maximum de leur vitesse et de leur précision. Cette automatisation, dite rigide, possède deux inconvénients majeurs : elle est chronophage dû aux contraintes contextuelles applicatives et proscrit la présence humaine. Il existe désormais une nouvelle génération de robots avec des systèmes moins encombrants, peu coûteux et plus flexibles. De par leur structure et leurs modes de fonctionnement ils sont intrinsèquement sûrs ce qui leurs permettent de travailler main dans la main avec les humains. Dans ces nouveaux espaces de travail collaboratifs, l'homme peut être inclus dans la boucle comme un agent décisionnel actif. En tant qu'instructeur ou collaborateur il peut influencer le processus décisionnel du robot : on parle de robots collaboratifs (ou cobots). Dans ce nouveau contexte, nous faisons usage de guides virtuels. Ils permettent aux cobots de soulager les efforts physiques et la charge cognitive des opérateurs. Cependant, la définition d'un guide virtuel nécessite souvent une expertise et une modélisation précise de la tâche. Cela restreint leur utilité aux scénarios à contraintes fixes. Pour palier ce problème et améliorer la flexibilité de la programmation du guide virtuel, cette thèse présente une nouvelle approche par démonstration : nous faisons usage de l'apprentissage kinesthésique de façon itérative et construisons le guide virtuel avec une spline 6D. Grâce à cette approche, l'opérateur peut modifier itérativement les guides tout en gardant leur assistance. Cela permet de rendre le processus plus intuitif et naturel ainsi que de réduire la pénibilité. La modification locale d'un guide virtuel en trajectoire est possible par interaction physique avec le robot. L'utilisateur peut déplacer un point clé cartésien ou modifier une portion entière du guide avec une nouvelle démonstration partielle. Nous avons également étendu notre approche aux guides virtuels 6D, où les splines en déplacement sont définies via une interpolation Akima (pour la translation) et une 'interpolation quadratique des quaternions (pour l'orientation). L'opérateur peut initialement définir un guide virtuel en trajectoire, puis utiliser l'assistance en translation pour ne se concentrer que sur la démonstration de l'orientation. Nous avons appliqué notre approche dans deux scénarios industriels utilisant un cobot. Nous avons ainsi démontré l'intérêt de notre méthode qui améliore le confort de l'opérateur lors de la comanipulation. / For a very long time, automation was driven by the use of traditional industrial robots placed in cages, programmed to repeat more or less complex tasks at their highest speed and with maximum accuracy. This robot-oriented solution is heavily dependent on hard automation which requires pre-specified fixtures and time consuming programming, hindering robots from becoming flexible and versatile tools. These robots have evolved towards a new generation of small, inexpensive, inherently safe and flexible systems that work hand in hand with humans. In these new collaborative workspaces the human can be included in the loop as an active agent. As a teacher and as a co-worker he can influence the decision-making process of the robot. In this context, virtual guides are an important tool used to assist the human worker by reducing physical effort and cognitive overload during tasks accomplishment. However, the construction of virtual guides often requires expert knowledge and modeling of the task. These limitations restrict the usefulness of virtual guides to scenarios with unchanging constraints. To overcome these challenges and enhance the flexibility of virtual guides programming, this thesis presents a novel approach that allows the worker to create virtual guides by demonstration through an iterative method based on kinesthetic teaching and displacement splines. Thanks to this approach, the worker is able to iteratively modify the guides while being assisted by them, making the process more intuitive and natural while reducing its painfulness. Our approach allows local refinement of virtual guiding trajectories through physical interaction with the robots. We can modify a specific cartesian keypoint of the guide or re- demonstrate a portion. We also extended our approach to 6D virtual guides, where displacement splines are defined via Akima interpolation (for translation) and quadratic interpolation of quaternions (for orientation). The worker can initially define a virtual guiding trajectory and then use the assistance in translation to only concentrate on defining the orientation along the path. We demonstrated that these innovations provide a novel and intuitive solution to increase the human's comfort during human-robot comanipulation in two industrial scenarios with a collaborative robot (cobot).

Denna studie undersöker hur svensk och brittisk tidningspress rapporterade om ländernas inrikes Black Lives Matter-demonstrationer under sommaren 2020. Syftet är att jämföra ett urval av artiklar från respektive land samt undersöka i vilken utsträckning protestparadigmets karaktärsdrag återfinns i artiklarna. Metodologiskt kombineras kvantitativ innehållsanalys och kvalitativ textanalys. Den kvantitativa delen ger en överblick över rapporteringen i artiklarna, medan den kvalitativa delen bidrar med en mer djupgående analys. Det teoretiska ramverket grundar sig i gestaltningsteorin. Mer specifikt tar uppsatsen avstamp i teorin om protestparadigmet, som föreslår att medier tenderar att vinkla rapporteringen mot våld, konflikt och polisingripanden under demonstrationerna snarare än orsak, syfte och mål med en demonstration. Även teorin om aktivistdilemmat används, en teori som menar att demonstranter ofta tar till våldsamma handlingar för medial uppmärksamhet, vilket i sin tur kan bidra med en risk till att rörelsen framställs ofördelaktigt i medierna. Resultatet av studien visar att paradigmets karaktärsdrag tydligt syns i de svenska artiklarna eftersom de till stor del fokuserar på våldsamheter i samband med demonstrationerna, samtidigt som demonstranternas budskap ofta undermineras. Medan paradigmets karaktärsdrag generellt sett nyanseras eller inte förekommer i de brittiska artiklarna eftersom stort utrymme ges till demonstranterna att uttrycka sitt budskap och mål samtidigt som en tydlig distinktion mellan provokatörer och fredliga demonstranter oftast görs.

Cyber security is a rapidly changing area that contributes to people increasingly being exposed to Internet of Things (IoT). The risks of using IoT do not get enough attention from the users, nor does the supplier of the devices take full responsibility for security. There is a lack of comprehensive standards for secure products and without proper security measures, organizations using IoT are at risk of greater damage. There is a need of educating a diverse range of individuals within the area of cyber security, to reduce the risks of being a future victim. This thesis aims to increase the awareness and knowledge regarding current cyber security threats, by developing educational demonstrations. Two Wi-Fi cameras were penetration tested from an isolated network, where successful experiments showed that it was possible to remotely access the video stream of one camera, and extract the entire content of the SD card, without any requirements of user credentials. It was also shown that motion detection and privacy mode were possible to remotely enable and disable. Successful experiments also showed that a DoS attack could be carried out, by remotely rebooting one of the cameras. Additionally, a qualitative study was conducted, resulting in valuable criteria that a cyber security demonstration should fulfill. The vulnerabilities in both cameras were utilized developing five Proof of Concept demonstrations, presenting attack scenarios of i.a. an attacker breaking in without detection, espionage and blackmail. These demonstrations could be used in education to increase awareness of cyber security.