The Alden children were searching for a home – and found a life of adventure! Beloved by generations of families, this illustrated chapter book series is full of wholesome excitement, danger, and mystery. Cousin Alice is running for mayor in her town, and the Aldens are helping with her campaign! But Alice's campaign posters are torn down and painted over―and the same thing happens to her opponent! Then posters for a third candidate appear around town, but nobody has ever seen him in person. Will the town elect a mystery man for mayor? The Aldens are on the case!

Cousin Alice is running for mayor in her town, and the Aldens are helping with her campaign! But Alice's campaign posters are torn down and painted over--and the same thing happens to her opponent! Then posters for a third candidate appear around tow

The Alden children were searching for a home – and found a life of adventure! Beloved by generations of families, this illustrated chapter book series is full of wholesome excitement, danger, and mystery. Cousin Alice is running for mayor in her town, and the Aldens are helping with her campaign! But Alice's campaign posters are torn down and painted over―and the same thing happens to her opponent! Then posters for a third candidate appear around town, but nobody has ever seen him in person. Will the town elect a mystery man for mayor? The Aldens are on the case!

Why did election monitoring become an international norm? Why do pseudo-democrats—undemocratic leaders who present themselves as democratic—invite international observers, even when they are likely to be caught manipulating elections? Is election observation an effective tool of democracy promotion, or is it simply a way to legitimize electoral autocracies? In The Pseudo-Democrat's Dilemma, Susan D. Hyde explains international election monitoring with a new theory of international norm formation. Hyde argues that election observation was initiated by states seeking international support. International benefits tied to democracy give some governments an incentive to signal their commitment to democratization without having to give up power. Invitations to nonpartisan foreigners to monitor elections, and avoiding their criticism, became a widely recognized and imitated signal of a government's purported commitment to democratic elections.Hyde draws on cross-national data on the global spread of election observation between 1960 and 2006, detailed descriptions of the characteristics of countries that do and do not invite observers, and evidence of three ways that election monitoring is costly to pseudo-democrats: micro-level experimental tests from elections in Armenia and Indonesia showing that observers can deter election-day fraud and otherwise improve the quality of elections; illustrative cases demonstrating that international benefits are contingent on democracy in countries like Haiti, Peru, Togo, and Zimbabwe; and qualitative evidence documenting the escalating game of strategic manipulation among pseudo-democrats, international monitors, and pro-democracy forces.

The COVID-19 pandemic demonstrated that unexpected and unpredictable situations can hinder the conduct of general elections around the world. The book is a comprehensive analysis of the organization of elections during the COVID-19 pandemic. In addition to the theoretical perspective, it familiarizes the public with specific electoral solutions adopted during the pandemic in selected European countries (Italy, Germany, Lithuania, Serbia, Russia, Czech Republic, Estonia, Latvia, Liechtenstein, Poland). The editors believe that this book will bring closer the specific solutions adopted in the considered countries during the COVID-19 pandemic and provide readers with a multi-faceted understanding of elections in emergency situations. Contributors are: Roman Bäcker, Ryszard Balicki, Piotr Chrobak, Rafał Dudała, Kamil Glinka, Maciej Górny, Maciej Hartliński, Marcin Jastrzębski, Izabela Kapsa, Agnieszka Kasińska-Metryka, Joanna Kielin-Maziarz, Jakub Klepański, Oliwia Kowalik, Krzysztof Koźbiał, Aleksandra Kuczyńska-Zonik, Natalia Kusa, Elżbieta Lesiewicz, Natasza Lubik-Reczek, Agnieszka Łukasik-Turecka, Paweł Malendowicz, Martinas Maluzinas, Radosław Marzęcki, Magdalena Musiał-Karg, Adam Pluszczyk, Agata Pyrzyńska, Marcin Rachwał, Joanna Rak, Kamila Sierzputowska, Krzysztof Skotnicki, Piotr Walewicz, Jacek Wojnicki, and Waldemar Wojtasik.

In The Candidate's Dilemma, Elisabeth Kramer tells the story of how three political candidates in Indonesia made decisions to resist, engage in, or otherwise incorporate money politics into their electioneering strategies over the course of their campaigns. As they campaign, candidates encounter pressure from the institutional rules that guide elections, political parties, and voters, and must also negotiate complex social relationships to remain competitive. For anticorruption candidates, this context presents additional challenges for building and maintaining their identities. Some of these candidates establish their campaign parameters early and are able to stay their course. For others, the campaign trail results in an avalanche of compromises, each one eating away at their sense of what constitutes "moral" and "acceptable" behavior. The Candidate's Dilemma delves into the lived experiences of candidates to offer a nuanced study of how the political and personal intersect when it comes to money politics, anticorruptionism, and electoral campaigning in Indonesia.

A college student wants to lead a campaign to ban a young adult novel from his child’s elementary school as his service-learning project in a children’s literature course. Believing the book is offensive to religious sensibilities, he sees his campaign as a service to children and the community. Viewing such a ban as limiting freedom of speech and access to information, the student’s professor questions whether leading a ban qualifies as a service project. If the goal of service is to promote more vital democratic communities, what should the student do? What should the professor do? How do they untangle competing democratic values? How do they make a decision about action?This book addresses the teaching dilemmas, such as the above, that instructors and students encounter in service-learning courses.Recognizing that teaching, in general, and service-learning, in particular, are inherently political, this book faces up to the resulting predicaments that inevitably arise in the classroom. By framing them as a vital and productive part of the process of teaching and learning for political engagement, this book offers the reader new ways to think about and address seemingly intractable ideological issues.Faculty encounter many challenges when teaching service learning courses. These may arise from students’ resistance to the idea of serving; their lack of responsibility, wasting clients’ and community agencies’ time and money; the misalignment of community partner expectations with academic goals; or faculty uncertainty about when to guide students’ experiences and when direct intervention is necessary.In over twenty chapters of case studies, faculty scholars from disciplines as varied as computer science, engineering, English, history, and sociology take readers on their and their students’ intellectual journeys, sharing their messy, unpredictable and often inspiring accounts of democratic tensions and trials inherent in teaching service-learning. Using real incidents – and describing the resources and classroom activities they employ – they explore the democratic intersections of various political beliefs along with race/ethnicity, class, gender, ability, sexual orientation, and other lived differences and likenesses that students and faculty experience in their service-learning classroom and extended community. They share their struggles of how to communicate and interact across the divide of viewpoints and experiences within an egalitarian and inclusive environment all the while managing interpersonal tensions and conflicts among diverse people in complex, value-laden situations. The experienced contributors to this book offer pedagogical strategies for constructing service-learning courses, and non-prescriptive approaches to dilemmas for which there can be no definitive solutions.