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Joshua Arthurs 《Journal of Modern Italian Studies》2013,18(5):617-639
AbstractThe fall of Mussolini on 25 July 1943, and the concomitant collapse of the Fascist regime, have long been recognized as a pivotal moment in the Second World War and, indeed, contemporary Italian history. To date, however, these events have been viewed almost exclusively ‘from above’, in terms of elite politics, international diplomacy, and military strategy. Drawing on the analytical frameworks of Alltagsgeschichte (‘everyday history’), the present contribution examines the experiences, reactions and behaviors of ordinary Italians during the fall of Fascism. In particular, it explores incidents of retributive and symbolic violence, political denunciation, and popular demonstration, in order to understand how individuals and communities expressed emotions and memories, negotiated relationships, and sought to redress grievances and antipathies developed over more than twenty years of ‘totalitarian’ dictatorship. 相似文献
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Journal of Archaeological Method and Theory - Archaeological applications of stable isotope data have become increasingly prevalent, and the use of these data continues to expand rapidly.... 相似文献
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Joshua M. Cowen David J. Fleming John F. Witte Patrick J. Wolf Brian Kisida 《政策研究杂志》2013,41(1):147-168
In this article we examine educational attainment levels for students in Milwaukee's citywide voucher program and a comparable group of public school students. Using unique data collected as part of a state‐mandated evaluation of the program, we consider high school graduation and enrollment in postsecondary institutions for students initially exposed to voucher schools and those in public schools at the same time. We show that exposure to voucher schools was related to graduation and, in particular, to enrollment and persistence in a 4‐year college. These differences are apparent despite controls for student neighborhoods, demographics, early‐career test scores and—for a subsample of survey respondents—controls for parental education, income, religious behavior, and marital status. We conclude by stressing the implications for future scholarship and policy, including the importance of attainment outcomes in educational research. 相似文献
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