LEADER 02466nam 2200373 450 001 9910576867703321 005 20230511043509.0 035 $a(CKB)5860000000051470 035 $a(NjHacI)995860000000051470 035 $a(EXLCZ)995860000000051470 100 $a20230511d2022 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 14$aThe Dictator's Dilemma at the Ballot Box $eElectoral Manipulation, Economic Maneuvering, and Political Order in Autocracies /$fMasaaki Higashijima 210 1$aAnn Arbor, Michigan :$cUniversity of Michigan Press,$d2022. 215 $a1 online resource (xxiii, 345 pages) $cillustrations 225 1 $aWeiser Center for Emerging Democracies series 311 $a0-472-22008-X 330 $aModern dictatorships hold elections. Contrary to our stereotypical views of autocratic politics, dictators often introduce elections with limited manipulation wherein they refrain from employing blatant electoral fraud and pro-regime electoral institutions. Why do such electoral reforms happen in autocracies? Do these elections destabilize autocratic rule? The Dictator's Dilemma at the Ballot Box explores how dictators design elections and what consequences those elections have on political order. It argues that strong autocrats who can effectively garner popular support through extensive economic distribution become less dependent on coercive electioneering strategies. When autocrats fail to design elections properly, elections backfire in the form of coups, protests, and the opposition's stunning election victories. The book's theoretical implications are tested on a battery of cross-national analyses with newly collected data on autocratic elections and in-depth comparative case studies of the two Central Asian republics--Kazakhstan and Kyrgyzstan. The book's findings suggest that indicators of free and fair elections in dictatorships may not be enough to achieve full-fledged democratization. 410 0$aWeiser Center for Emerging Democracies series. 517 $aDictator's Dilemma at the Ballot Box 606 $aDictatorship 615 0$aDictatorship. 676 $a321.9 700 $aHigashijima$b Masaaki$01254236 801 0$bNjHacI 801 1$bNjHacl 906 $aBOOK 912 $a9910576867703321 996 $aThe Dictator's Dilemma at the Ballot Box$92908242 997 $aUNINA LEADER 01318nam a2200289 i 4500 001 991002370229707536 005 20020508195040.0 008 980122s1973 ||| ||| | fre 035 $ab10998998-39ule_inst 035 $aPARLA161262$9ExL 040 $aDip.to Filosofia$bita 041 0 $afrelat 100 1 $aPico della Mirandola, Giovanni$d<1463-1494>$0280545 245 10$aConclusiones sive theses DCCCC Romae anno 1486 publice disputandae, sed non admissae /$cavec l'introd. et les annotations critiques par Bohdan Kieszkowski 260 $aGenève,$bDroz ,1973 :$bDroz,$c1973 300 $a123 p. 26 cm. 490 0 $aTravaux d'humanisme et Renaissance ;$v131 500 $aTexte établi d'après le MS. d'Erlangen (E) et l'editio princeps (P), collationné avec les manuscrits de Vienne (V et W) et de Munich (M) 650 4$aTeologia$ySec. 15. 700 1 $aKieszkowski, Bohdan 710 2 $aUniversitätsbibliothek Erlangen 907 $a.b10998998$b23-02-17$c28-06-02 912 $a991002370229707536 945 $aLE005 MF 51 Q 12$g1$i2005000004001$lle005$o-$pE0.00$q-$rl$s- $t0$u2$v2$w2$x0$y.i11114836$z28-06-02 996 $aConclusiones sive theses DCCCC Romae anno 1486 publice disputandae, sed non admissae$9860774 997 $aUNISALENTO 998 $ale005$b01-01-98$cm$da $e-$feng$gxx $h0$i1 LEADER 05224nam 22006855 450 001 9910357858003321 005 20250609111015.0 010 $a9783030221652 010 $a3030221652 024 7 $a10.1007/978-3-030-22165-2 035 $a(CKB)4100000009759001 035 $a(MiAaPQ)EBC5972854 035 $a(DE-He213)978-3-030-22165-2 035 $a(MiAaPQ)EBC5972645 035 $a(EXLCZ)994100000009759001 100 $a20191104d2019 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aConversation Analytic Research on Learning-in-Action $eThe Complex Ecology of Second Language Interaction ?in the wild? /$fedited by John Hellermann, Søren W. Eskildsen, Simona Pekarek Doehler, Arja Piirainen-Marsh 205 $a1st ed. 2019. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2019. 215 $a1 online resource (272 pages) 225 1 $aEducational Linguistics,$x2215-1656 ;$v38 311 08$a9783030221645 311 08$a3030221644 327 $aIntroduction; Søren W. Eskildsen, Simona Pekarek Doehler, Arja Piirainen-Marsh, and John Hellermann -- Part I. Learning in the wild: Development of interactional competence -- We Limit Ten Under Twenty Centu Charge Okay?: Routinization of an Idiosyncratic Multi-Word Expression; Sangki Kim -- On the Reflexive Relation Between Developing L2 Interactional Competence and Evolving Social Relationships: A Longitudinal Study of Word-searches in the ?Wild?; Simona Pekarek Doehler and Evelyne Berger -- Turn Design as Longitudinal Achievement: Learning on the Shop Floor; Hanh thi Nguyen -- Part II. Configuring the wild for learning: Learners in-situ practices for learning -- Learning Behaviors in the Wild: How People Achieve L2 Learning Outside of Class; Søren W. Eskildsen -- Noticing Words in the Wild; Tim Greer -- Part III. Designing infrastructures for learning in the wild: Bridges between classroom and real-life social activities -- How Wild can it Get? Managing Language Learning Tasks in Real Life Service Encounters; Arja Piirainen-Marsh and Niina Lilja -- Building Socio-Environmental Infrastructures for Learning; John Hellermann, Steven L. Thorne, and Jamalieh Haley -- The ?Rally Course?: Learners as Co-Designers of Out-of-Classroom Language Learning Tasks; Niina Lilja, Arja Piirainen-Marsh, Brendon Clark, and Nicholas Torretta -- Part IV. Epilogue -- Towards an Epistemology of Second Language Learning in the Wild; Johannes Wagner. 330 $aThis volume offers insights on language learning outside the classroom, or in the wild, where L2 users themselves are the driving force for language learning. The chapters, by scholars from around the world, critically examine the concept of second language learning in the wild. The authors use innovative data collection methods (such as video and audio recordings collected by the participants during their interactions outside classrooms) and analytic methods from conversation analysis to provide a radically emic perspective on the data. Analytic claims are supported by evidence from how the participants in the interactions interpret one another?s language use and interactional conduct. This allows the authors to scrutinize the term wild showing what distinguishes L2 practices in our different datasets and how those practices differ from the L2 learner data documented in other more controlled settings, such as the classroom. We also show how our findings can feed back into the development of materials for classroom language instruction, and ultimately can support the implementation of usage-based L2 pedagogies. 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