El franquismo y los imaginarios míticos del fascismo europeo de entreguerras
This article raises a series of reflections centered on the biggest or minor grade of fascistization experienced by the Francoist regime during the first stage of its implantation. Also, it carries a trip out for the phenomena of spread and contamination with which the mythical imaginaries, and the idealized recreations of the fascism, impregnated the different authoritarian and anti-parliamentary regimes that were erected in Europe during the interwar period. In the Spain of the thirties, a mixed reactionary coalition experienced a sort of self-fascination about the efficacy of the fascist proposals to face to the challenges of mass-mobilizaThis content downloaded from 40.77.167.71 on Sat, 19 Nov 2016 04:34:46 UTC All use subject to http://about.jstor.org/terms Francisco Cobo Romero El franquismo y los imaginarios miticos del fascismo tion and democracy. The Francoisi regime, as other political regimes more or less intensely fascistizated of the twenties and thirties of last century, incorporated a good amount of the styles, the forms of impassioned and emotive experience of the politics, the manifestations of the charismatic leadership, or the different sacralizations of the Nation and the State, own of the mythopoeic fascist imaginary.
Fascism and the right in Europe, 1919-1945
This new text places interwar European fascism squarely in its historical context and analyses its relationship with other right wing, authoritarian movements and regimes. Beginning with the ideological roots of fascism in pre-1914 Europe, Martin Blinkhorn turns to the problem-torn Europe of 1919 to 1939 in order to explain why fascism emerged and why, in some settings, it flourished while in others it did not. In doing so he considers not just the 'major' fascist movements and regimes of Italy and Germany but the entire range of fascist and authoritarian ideas, movements and regimes present in the Europe of 1919-1945.
Efficiently establishing concepts of inferential statistics and hypothesis decision making through contextually controlled equivalence classes.
Computerized lessons that reflect stimulus equivalence principles were used to teach college students concepts related to inferential statistics and hypothesis decision making. Lesson 1 taught participants concepts related to inferential statistics, and Lesson 2 taught them to base hypothesis decisions on a scientific hypothesis and the direction of an effect. Lesson 3 taught the conditional influence of inferential statistics over decisions regarding the scientific and null hypotheses. Participants entered the study with low scores on the targeted skills and left the study demonstrating a high level of accuracy on these skills, which involved mastering more relations than were taught formally. This study illustrates the efficiency of equivalence-based instruction in establishing academic skills in sophisticated learners.