State Repression and the Domestic Democratic Peace政府镇压与国内民主和平 在线下载 pdf mobi 2025 epub 电子版

　　Does democracy reduce state repression as human rights activism, funding, and policy suggest? What are the limitations of this argument? Investigating 137 countries from 1976 to 1996, State Repression and the Domestic Democratic Peace seeks to shed light on these questions. Specifically, it finds that electoral participation and competition generally reduces personal integrity violations like torture and mass killing; other aspects of democracy do not wield consistent influences. This negative influence can be overwhelmed by conflict, however, and thus there are important qualifications for the peace proposition.

Figures

Tables

Preface

INTRODUCTION

1 REPRESSION AND THE SEARCH FOR PEACE

2 DISAGGREGATION AND CONTEXTUALIZATION

3 DATA AND METHODOLOGY

4 DEMOCRATIC PACIFICATION: THE DIRECT EFFECTS OF VOICE AND VETO

5 PEACE UNDER FIRE: THE INTERACTIVE EFFECT OF DEMOCRACY AND CONFLICT

6 (RE)CONSIDERING DOMESTIC PEACE

Appendix I

Appendix II

Bibliography

Index

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编辑推荐

　　"State Repression and the Domestic Democratic Peace is that rare book that compels the reader to adopt a significantly transformed way to think about democracy's warts as well as its many virtues. Christian Davenport has done a masterful job of exploring and explaining the conditions under which democratic governments resort to repressive and coercive policies. He has done so in a rigorous setting that contrasts the incentives of democratic and non-democratic leaders and that presents a wholly original and persuasive view that not only shows why democrats are less likely to repress than are other types of leaders, but also explains why, when and how democrats do repress their own citizens. Davenport's book is a tour d' force, a must read for anyone who wants to understand the underside of democracy."

　　　　　　　　　　　　　　　　　——Bruce Bueno de Mesquita, New York University

　　"This is a carefully nuanced comparative examination of how democratic institutions do and don't effectively constrain state repression under conditions of domestic and international threat. It is relevant to both new and long-established democracies."

　　　　　　　　　　　　　　　　　　　　　——Bruce Russett, Yale University

　　"While the interstate democratic peace finding is well known and has stood up to the most rigorous empirical scrutiny, the spread of institutional democracy and its effects on state repression have been largely ignored. Many otherwise attentive observers have assumed that democratic institutions provide a robust firebreak on government sponsored violence against dissenting citizens. State Repression and the Domestic Democratic Peace shows us the glass is but half full. Drawing on, synthesizing, and extending insights from comparative politics and international relations, political institutions, and conflict studies, Davenport provides one of the most important studies of state repression yet written. A must read for those interested in political repression, state sponsored violence, and the future of liberalism."

　　　　　　　　　　　　　　　　　　　　　——Allan C. Stam, Dartmouth College

　　"Davenport's State Repression and the Domestic Democratic Peace is a masterful, systematic and sobering analysis of how contemporary states--often unsuccessfully--must tread a thin line between protecting and repressing political freedoms."

　　　　　　　　　　　　　　　　　　——Michael D. Ward, University of Washington

　　作者简介：

　　Christian Davenport is a Professor of Political Science at the University of Maryland - College Park as well as Director of the Radical Information Project (RIP). Primary research interests include political conflict (e.g., human rights violations, genocide/politicide, torture, political surveillance/covert repressive action, civil war and social movements), measurement, and racism. Professor Davenport is the author of numerous articles appearing in the American Political Science Review, the American Journal of Political Science, the Journal of Politics, the Journal of Conflict Resolution, Political Research Quarterly, Comparative Political Studies, and the Monthly Review (among others). He is the recipient of numerous grants (e.g., 6 from the National Science Foundation) and awards (e.g., the Russell Sage Foundation Visiting Scholar Award and the Residential Fellowship at the Center for Advanced Study in the Behavioral Sciences). Professor Davenport recently concluded another study entitled The Rashomon Effect: Contentious Politics, Data Generation and the Importance of Perspective, which will be submitted to the Cambridge University Press series in Contentious Politics. He is also the editor of two books: Repression and Mobilization: What Do We Know and Where Do We Go From Here? (University of Minnesota Press, 2004), and Paths to State Repression: Human Rights Violations and Contentious Politics (Rowman & Littlefield, 2000).

书籍介绍

Does democracy decrease state repression in line with the expectations of governments, international organizations, NGOs, social movements, academics and ordinary citizens around the world? Most believe that a 'domestic democratic peace' exists, rivalling that found in the realm of interstate conflict. Investigating 137 countries from 1976 to 1996, this book seeks to shed light on this question. Specifically, three results emerge. First, while different aspects of democracy decrease repressive behaviour, not all do so to the same degree. Human rights violations are especially responsive to electoral participation and competition. Second, while different types of repression are reduced, not all are limited at comparable levels. Personal integrity violations are decreased more than civil liberties restrictions. Third, the domestic democratic peace is not bulletproof; the negative influence of democracy on repression can be overwhelmed by political conflict. This research alters our conception of repression, its analysis and its resolution.

• 作者：党员福柯 发布时间：2016-04-18 01:11:24

  repression研究狂魔-Davenport. 量化加一丢丢历史比较分析，传统观点认为民主对镇压有缓解作用，作者通过dissaggregation and contextualization展现了如何从已有结论中挖掘可研究的题目，民主减轻镇压，但民主的哪方面对镇压缓解作用更强的，对不同镇压行为影响一样么？面对政治冲突时以上的效应还存在么。通过细化democray（voice and veto）, repression(restictions, violence/ repressive lethality),political conflict(violent dissent, civlic war)等变量来挑战笼统的民主化解压制的说法。少有的能没让我跳过分析部分的定量作品。清晰易懂

• 作者：nala 发布时间：2019-08-25 23:50:13

  不只是潜水，还有他的世界观和哲学思考。刚接触自由潜，是一项很迷人的运动，Guillaume的这本书给了我一些不同的角度去认识和看待这项运动，很好。

• 作者：后浪 发布时间：2022-08-03 10:32:47

  怎么会有这么搞笑又可爱的小恶魔啊！

• 作者：Answer Lu 发布时间：2024-04-24 10:41:29

  The author has made the tale of an interesting subject very dull.And too many unuseful details in his sentences. 10%

• 作者：沈小鱼 发布时间：2023-05-29 15:57:21

  当你不辜负时间，时间也不会辜负你。

  你读过的书，会改变你的思维，会重塑你的生命。

  乾坤未定，你我皆是黑马。

• 作者：meowyukiii 发布时间：2022-07-08 00:10:51

  妈妈几年前就给我买过，一直没有读，今年她又给我买了一本，我很好奇她为什么一直想让我读这本书。事实证明她想让我提高情商哈哈哈，我发现很多卡耐基提到的与自己相处的重点都是我自然而然做到的；但是他提到的与他人相处的方式，我却鲜少有刻意让自己去实践的。平心而论这显示出我一些自私的样子，希望以此为镜，多多进步，善待世界啦。

• 解剖过程是新手入门的良音，虽然没效率

  作者：酷嗜部 发布时间：2015-08-29 02:38:24

• 优秀的老师，是如何利用认知原理，设计好课程？

  作者：读旅世界 发布时间：2020-11-06 13:10:00

  你有没有发现一个现象：以老师中心化的传统授课模式，学习效率并不高。

  所以，我想出另一个异想天开的学习模式：讨论式学习模式。也即是，我建立一个小社群，并每日抛出一个话题，让自己开放式的讨论。结果呢？

  社群很热闹。一会没看手机，你就有999+未读新信息。这看似一个好的现象，但如果你仔细观察会发现，出来讲话的，就是那几个人。

  每当我私信选择沉默的人，大部分人会说：“她们太厉害了。我不敢出去讲话。”

  也有人说：“观看他们讨论，我就能学到很多。”

  再过不了多久，这种模式的社群，我就没开展了。为什么呢？

  原因很简单。违背我建群的初衷。我建群的目的，是想让大家相互学习。而不是以几个人为中心，其他人旁观。

  后来，我很苦恼。我一直找不到这种社群学习模式，问题出现在哪里？

  直到有一天，我看到《在线心智》一书才焕然大悟。

  

  原来，我想出来的以问题的形式，开展话题讨论的学习模式是好的。但有一个关键问题是你要严格设计好这个讨论式学习过程。如何设计呢？

  这就是《在线心智》这本书的价值。

  这本书不仅仅诠释了线下和线上教学模式的本质区别，还结合认知科学、认知心理学的知识，从记忆、语言、思维等方面，告诉线上老师如何设计好一门课程。

  书中的内容有很多。我摘取一部分，对我最有启发的内容，分享给你。

  一：如何提高学生的注意力？

  策略有四，分别为

  1.要求学生做出反馈。

  沟通的本质，不在于你说了什么，而是对方有什么回应。在授课中，也如此。好的老师，不光只顾着自己滔滔不绝地讲课，而是会多让学生发表自己的想法。

  2.利用自动化

  如何理解自动化？简单来说，就是从易到难。如果一位老师，一来讲课，就讲学生听不懂的话，那我敢保证，过不了多久，你的学生肯定是昏昏欲睡的。

  3.评估认知负荷

  也就是相关性。课程内容跟学生所遇见的问题，有多大的相关性。课程内容设计和老师表达形式有什么相关性等等。

  4.防止注意力分散

  在线学习，学生容易因为各种干扰信息而打断注意力。这时，老师就要想方法让学习在上课中开启降噪模式。

  二：如何提升学生的注意力？

  策略有五，分别为

  1.多设计测试题。

  以问题的形式开展教学，利于学生加深记忆。为什么听了那么多道理，你依旧过不好这一生呢？

  原因很简单。你知道某个知识点，但你不会运用。

  这一点，我昨天在学项目管理的过程中，就有很好的体验。在课程开场，老师给出了一道测试题。我凭着第一感觉答案，再对照答案。结果，我竟然发现自己做错了。

  2.间隔学习的结构

  这一点，利用人类的记忆曲线就能很好的理解。我就不展开细说了。

  3.情绪参与

  这个需要慎用。但利用这个原理，主要是想让学生更有参与感和发挥觉悟力。

  4.让学生进行深度加工

  例如，你可以让学生整理你的课间，而不是让自己课件PPT直接发给学生。你也可以让学生把课程内容，做成图表内容，思维导图等等。

  5.基于原有的知识，学习新知识

  有一个词叫做“空杯心态”。在学习上，你是无非做到空杯心态的。原有是你的所有学习，全基于你先前的积累和学习。

  三：如何提高学生的思维能力？

  有一句话很扎心。你拥有赚不到你认知以外的钱。那如何提升自己的认知能力呢？

  除了你还对外界多加了解，还要提高自己的批判性思维、推理能力、分析论证和解决问题的能力等等。这些能力，具体该如何提高呢？老师们可运用这四大策略，加以引导。

  1.布置作业，让学习多做，多思考

  2.建立各种不同的、现实的推理场景

  3.使用正确的方式进行对比

  4.利用讨论来建立思维能力

  其实，这四大步骤，也就是我开头讲的：我建立一个讨论式社群，只不过这个社群里面，需要有一个老师加以引导成员们如何去学习和实践。

  好了，我今天就简单分享这些内容。

  通过今天的内容，我希望对线上老师的利用一些认知科学的原理，设计好自己的课程。

  我是带你流浪于书籍世界的@流浪世界

  我们一起在书中找价值，炼心智。

  公号：读旅世界