Статті в журналах з теми "Reformatory schools"

The Queensland Reformatory and Industrial Schools Act (1865) provided for the creation of a system of reformatory and industrial schools. This article explores the early years of the reformatory for boys. The Act defined Aboriginal children as ‘neglected’ and eligible to be sent to this institution. However, of the first 1000 children admitted, all but 33 were White. This article explores this contradiction through an analysis of the reformatory in light of fears about the fragility of Whiteness in Queensland’s climate.

In the autumn of 1851, a group of philanthropists, magistrates, and prison officials sent out a circular inviting like-minded persons to a conference on ‘the Condition and Treatment of the “Perishing and Dangerous Classes” of Children and Juvenile Offenders.’ On December 9 and 10, this conference met in Birmingham and adopted a number of resolutions advocating that destitute and criminal children be sent to reformatory institutions instead of prison. It also appointed a committee to advance the reformatory cause, and this group subsequently presented the Birmingham Conference's resolutions to the Home Secretary (Sir George Grey).

This work contemplates on the possibility of the development of the ecological paradigm through the process of learning in authentic natural environments. The support to the development of the ecological paradigm is given by the current reformatory processes in schools that increasingly promote the openness of schools and the transfer of the stuffy process into informal environments, natural and social surroundings. Natural surroundings are filled with new challenges and comprise a challenging environment for students where they can explore, experiment, realize the relationships between objects and occurrences in nature. Authentic natural surroundings are a new kind of lecturing situation where they are given a chance for situational, cooperative and studying through experience. Being in touch with nature has effect on the cognitive, affective and psychomotoric development of the students, also on the building of a new kind of attitude towards nature based on the interconnection and mutual condicionality.

In the 1850s, tens of thousands of children were imprisoned in Ireland. At that time there was a growing concern internationally that incarceration of children with adult criminals was inappropriate. This concern resulted in the passage of legislation in 1858 which facilitated the opening of reformatory schools in Ireland. By 1870, ten reformatories had opened, yet, as this article argues, three quarters of children given custodial sentences in that year were sent to prison and not to the new institutions. In the second half of the nineteenth century, there were attempts to improve conditions for children in prison; however, as the century drew to a close, there was a general agreement that any form of imprisonment was unsuitable for children. New laws, culminating in the Children Act of 1908, gradually brought about the removal of children from prisons, so that by 1912 there were only five children imprisoned in Ireland.

With Irish Independence being granted in1922, the Irish Catholic Hierarchy and the Irish Politicians with their new found power embarked on the complex and highly fraught project of forging a new Irish Nationalist identity. In the decades which followed, the officially named “Irish Freestate” became a nationwide network of asylums, reformatory schools, industrial schools, Magdalen Asylums and Mother and Baby homes. A mere two years after the declaration of Irish independence, it was reported that “there were more children in industrial schools in the twenty-six counties of Ireland than were in all the industrial schools in England, Scotland, Wales and Northern Ireland put together,” (Raftery, O'Sullivan: 1999: 69, 72). Likewise, Rafferty and O'Sullivan claim that between 1869 and 1969 approximately 105,000 children were committed to industrial schools and that at its peak, the system consisted of 71 such institutions (1999: 20).This paper will draw on the experiences of my younger brother and I as we spent a combined total of 18 years in four such institutions in the Republic of Ireland in the 1980s and 1990s. In the terms of much of the current literature on what is sometimes referred to as “coercive confinement” (O'Sullivan & O'Donnell, 2008: 32) we are amongst thousands of survivors of a state-sponsored and Church-administered system that as An Taoiseach, Bertie Ahern acknowledged in his ‘apology’ speech of 1999, all too often “denied children the care and security that they needed”, and worse still, perpetrated “grave wrongs”.With the recent conclusion of our 17 year legal battle with the Irish Catholic church and State and with research I am undertaking for my PhD project, “Remembering and (Re)Presenting Lives Within Care” I will recall the event where my brother and I were taken beneath the Four Courts in Dublin, an airless subterranean trap, and asked to trade away our voices. We have learned that in the face of the most insidious forms of State violence, one doesn't breathe to speak, one needs to speak to breathe. This is the story of our combat breathing.

This article argues in favour of ‘coercive confinement’ as a useful addition to the criminological lexicon. It suggests that to properly understand a country’s level of punitiveness requires consideration of a range of institutions that fall outside the remit of the formal criminal justice system. It also requires a generous longitudinal focus. Using Ireland as a case study, such an approach reveals that since the foundation of the state, the prison has gradually become ascendant. This might be read to imply a punitive turn. But when a broader view is taken to include involuntary detention in psychiatric hospitals, confinement in Magdalen homes and mother and baby homes, and detention in industrial and reformatory schools, the trajectory is strongly downward. This might be read to imply a national programme of decarceration. (In recent years, asylum seekers have been held in congregate settings that are experienced as prison-like and they must be factored into the analysis.) While some of these institutions may have been used with peculiar enthusiasm in Ireland, none are Irish inventions. It would be profitable to extend the idea of ‘coercive confinement’ to other nations with a view to adding some necessary nuance to our understanding of the reach and grip of the carceral state.

Grounded on the historiographic analysis of legislative, documentary, scientific, sociological sources, carried out on the basis of systemic and interdisciplinary approaches, the deployment of state policy in the field of secondary general education in Ukraine is presented in chronotopic integrity. The subject of the research is the activities of the Ministry of Education and Science of Ukraine (within the chronological boundaries of 2000 – early 2005) as a representative and generator of the state policy in the field of school education development. The issue of analysis were the concepts of «reforming of education» as the development of a strategy for changes in the school policy of the state and the concept of «modernization of education» as the production and implementation of conceptually new tactical tasks aimed at the implementation of strategic plans. It is substantiated that the activities of the Ministry of Education and Science of Ukraine in the period under study had an active reformatory character and became the second period of reforming the school educating sphere in the history of independent Ukraine. In our opinion, the first is the period of 1991-1993. The work of the Ministry of Education and Science of Ukraine in 2000 – early 2005 years was aimed at implementing a new European integration strategy by means of radically modernized tactical steps (introducing and developing state standards of education, an individualized 12-point scale for assessing students' educational achievements, updating the content of the secondary education and ensuring its variability, the transition to a 12-year period of school education and gradual profile of the senior school, the producing of general educational concepts for the modernization of a secondary school, primarily in the aspect of its informatization and computerization, the purposeful formation of the civic qualities, an ecological worldview in children and youth), which corresponded to the realities of globalization processes. The European integration path of development of both the state itself and the education system was combined with the establishing the pedocentric paradigm in school education. At the same time, the reform activities of the Ministry of Education and Science of Ukraine retained elements of rational continuity in developing of the previous modernization changes in the field of school education (increasing the number of schools with the Ukrainian language of learning, deepening the processes of individualization of education). The projects of the Ministry of Education and Science of Ukraine during the period under the study also concerned the urgent educational and social aspects of school modernization – the beginning of the implementation of the «School Bus» program, the state «Teacher» program aimed at improving the social status of the teacher.

The beginning of the 19th and the 20th century marked the period of nations’ constitution in southeastern Europe and greater care for nations’ oases living out of their parent nations. Sometimes that care turned into intended or unintended hegemony over other nations. This phenomenon is actual even today in various nations, especially in the Balkans, so it is interesting how "the care of the people out of their home country" (nowadays people would say "diaspora"), implemented various "actions" that were sometimes politically conducted from the Austro-Hungarian centres of power to the territory of Bosnia and Herzegovina, Croatia and Slavonia, especially in the case of the Hungarian government's pro-government project "Julian Action".So-called Julian Action was not unique at that time, neither it was the only, nor the first or special, but it can be somewhat comparable to the same work methodology in the same regions, for example, with the similar German project Schulvereine, the Italian action by Dante Alighieri, and even to not so significant Slavic action of the Cyril and Methodius societies, as well as to some other less-known "actions" that operated abroad, i.e. mainly outside the home countries, on the territory of Austria-Hungary. The opposite views were mostly manifested in the interpretation of justification, e. g. of Julian Action (which got the prosaic name). For instance, the Hungarian side (similar to German, Italian ... through their associations), justified the action of the association "Julian" by the care of its own people outside the borders of the home state (in order to preserve identity, culture and language). On the contrary, the Croatian (and also Bosnian-Herzegovinian,…) side in the activity of the "Julian" organization recognized a sort of political alienation and Hungarization (or Germanization, Italianization, ...) of the majority of domicile population. The Hungarian Julian campaign was conducted on the basis of: A) Statute of the Julian Society, (voted in 1903), and B) Hungarian, Bosnian-Herzegovinian and Croatian-Slavonic-Dalmatian laws. For example, the Hungarian Julian Schools in Bosnia and Herzegovina, Croatia and Slavonia could be founded, organized and act not only on the basis of the applicable Hungarian laws, but also on the basis of the school laws of Bosnia and Herzegovina, Croatia, Slavonia and Dalmatia, which allowed and even encouraged the organization of public and private schools, rural and wilderness schools (e. g. through Hungarian Julian schools), factory schools (e. g. Hungarian state railway schools), confessional schools (e. g. Hungarian reformatory schools), which opened a wide area of the Hungarian Julian Action operation from 1904 in Croatia and Slavonia, and from the 1908 occupation in Bosnia and Herzegovina. A vast majority of pupils were of non-German nationality, and they were enrolled there because of better conditions, employment opportunities in enterprises, state and public services, as well as because of future education. Hungarian schools and Hungarian railways, as well as Hungarian churches and societies in Croatia and Slavonia, existed in the second half of the 19th century. They had the purpose of implementing the so-called Hungarian State Thought (Magyar Állami eszme), which had been politically instrumentalized. Since 1904 until the end of the First World War they put the so-called Julian action into their systems and programmes. Almost identical relationship had existed in Bosnia and Herzegovina since 1908. There were constant conflicts between the state of Hungary and Julian campaign with the majority of Slavic population outside of Hungary, for example, in Bosnia and Herzegovina. When the Julian campaign was politically instrumentalized because of “taking care of its people in diaspora", and in some parts crossed the boundaries of "preserving" them, it began with "unintentional" assimilation through schools, railways and cultural societies. So it necessarily had to come into conflict with other nations. From the Hungarian point of view, the so-called "Bosnian Action" and "Slavonic Action" of the Hungarian Government were directed towards the care of Hungarians in the so-called "affiliated" and annexed province, as well as to strengthening and expansion of Hungarian influence in the countries where the majority of population were Muslims-Bosnians, Serbs and Croats. The same action ranged from the accusation of "Hungarianization” to the theory of the Hungarians threatened by assimilation; however, the action did not achieve a long-term goal and did not prove permanent because, after the end of the First World War, a small group of Hungarians in the newly established countries did not have any legal guarantees, and new authorities did not ensure its survival.

The article is devoted to the analysis of some widespread ideas about the theory and history of the St. Petersburg (Leningrad) phonological school, created by one of the founders of phonology Lev Shcherba. In accordance with these ideas, a certain “antimorphematism” and “physicalism” is attributed to the St. Petersburg school, allegedly distinguishing it from the Moscow, Prague and other phonological schools, which does not allow us to consider it in the full sense of the word phonological. The origin and formation of these myths are connected with the peculiarities of the development of Russian phonology in the 20th century and were determined by the competition between the Leningrad and Moscow schools, which became most acute during the phonological discussions in the late 1940s and early 1950s. The main role in the establishment of this mythology belongs to representatives of the Moscow school, Alexander Reformatsky and Mikhail Panov. Based on the analysis of the works of representatives of different schools, the article shows the inconsistency of this mythology and attempts to explain why, despite repeated criticism, such unsubstantiated claims about the St. Petersburg school still remain and continue to be replicated both in textbooks and scientific papers on phonology and the history of linguistics, including recent works. In addition, based on the analysis of the theory and research practice of phonological schools, it is shown that the accusations of “physicalism” and “antimorphematism”, usually addressed to the St. Petersburg school, can be addressed to the Moscow and Prague phonological schools with greater justification.

This article examines the intersections of youth, race, and science in early twentieth-century California. It explores how scientific researchers, reform school administrators, and social reformers at Whittier State School advocated the use of intelligence tests to determine the causes of delinquency. Through the process of testing, they identified a disproportionate number of delinquent boys of color-Mexicans, Mexican Americans, and African Americans-as mentally deficient or "feebleminded." As the evidence reveals, intelligence, race, heredity, and criminality became inextricably linked as the basis for segregating and removing youth of color from the reformatory. The records indicate that, despite officials' recommendations to send feebleminded boys to state hospitals that routinely sterilized their wards, as allowed by a 1909 state law, they sent the majority of youth to the Preston School of Industry, a reform school for older boys. In this instance, expediency in creating a premier institution at Whittier State School took precedence over larger eugenicists designs.

There is a strong Calvinist spirit in the professional work of all our Reformed Church criminal lawyers. Educating offenders, involving them in work, helping prisoners, helping and protecting those at risk played a primary role in their response to crime. Finkey’s approach was in harmony with this tradition. He was convinced that without the involvement of the society, without the active help of the churches, there would be no effective crime prevention. He emphasized the importance of education, arguing that education is necessary not only for juvenile offenders but also for the adults. Following the North American “reformatory school”, he called for establishing correctional institutions in Hungary, as many as possible.

AbstractThe present study resonates with the primacy of the exemplary model of the inaugural lessons in the program/curriculum of critical school achievements, in the spirit of Alexandru Zub question about what the inaugural lessons should say? The answer calls for a return to the Xenopol model, but also for the reopening of the Kogălniceanu’s methodological laboratory, stating the need for any course to be inaugurated through a broad exposure of the field, by drawing attention to the theoretical and methodological horizon, by enumerating the boundaries and limitations of research; but also, by gaining the interest of the audience. Pârvanian historiosophy is decisive in the flow of the so-called method, attaching the teacher’s vocation to the prerogative of the philosopher, and relying on two conjugated attitudes: the first „evolutionary synthesizer of thought”, the second „cosmic valoriser of the world and of life.” Thus, we will insist on the ideo-historical ribbons/nervures of the four inaugural lessons of Vasile Pârvan, presenting them with the decisive remarks about the rethinking of philosophy and history. This approach is circumscribed to the atmosphere of the Centenary of the Romanian Great Union as a means of returning to exemplary models to counter the dysfunctions of functional illiteracy, the confusing and synchronous perspective of teaching history in school, and the program to eliminate the historical dimension of the culture study - exhibited at the anniversary moment of the Romanian culture by Academician Ioan-Aurel Pop.

The counseling and training activities on the preparation of financial management at the DarusShiddiqien NW Mertak Paok Reformatory in Central Lombok Regency aim to provide understanding and training to orphanage administrators in Central Lombok Regency. In addition, this training was conducted to provide knowledge to orphanage administrators about the importance of making financial reports, so that funds from donors can be managed properly. In the end, this activity is expected to produce human resources capable of making bookkeeping and financial management. This training activity will be aimed at administrators of the DarusShiddiqien NW Mertak Paok Islamic Boarding School in Central Lombok Regency. The implementation of the activity is carried out with the approach of presenting material relevant to the needs of the orphanage administrators according to PSAK 45. Another hope of this activity can be a means of carrying out community service activities, in particular providing counseling and training in preparing financial reports.

AbstractTheodor Buchmann, better known as eodore Bibliander (1505-64), was Zwingli's immediate successor to the chair of Professor of Old Testament at the theological school in Zurich. An ardent orientalist, who was the first to edit a Latin translation of the Koran and a professed Hebraist, Bibliander could boast a well-articulated theology based on and around the knowledge of languages in general and of Hebrew in particular. In light of the contemporary prevalent notions of harmonia linguarum and concordia mundi, Bibliander sought to promote the study of Hebrew as an essential means to achieving a universal salvation. His treatise, De ratione omnium linguarum et literarum (Zurich, 1548), dedicated to the exposition of the said universalist theology, is the subject of this article. A full annotated translation of the De ratione communi is due to appear in the new series Corpus Reformatorum Minorum (Droz, Geneva).

Stefan Schiwietz (Stefan Siwiec), 1863-1941 – a Roman Catholic priest, Doctor of Theology, historian of the Eastern Orthodox Church, pedagogue – was born in Miasteczko Śląskie (Georgenberg) on 23th August 1863. He studied theo­logy at the University of Wrocław for 3 years (1881-1884) under H. Laemmer, F. Probst, A. König and M. Sdralek, among others, and then continued his theo­logical studies in Innsbruck (1884-1886), where he was a pupil of J. Jungmann and G. Bickell. The seminarist spent two years (1885-1886) in Freising in Bavaria, where in 1886 he took his holy orders. Siwiec published his doctoral thesis in Wrocław in 1896, so at the time when Sdralek took the chair of Church History. The subject of the Silesian scholar’s dissertation concerned the monastic reform of Theodore the Studite De S. Theodoro Studita reformatore monachorum Basilianorum. Siwiec combined his didactic work as a religious and mathematics teacher in the public middle school in Racibórz with his academic studies on the history of Eastern Orthodox Christianity, especially on monasticism. The results of his research were published both in German and in Polish. His most significant work is a three-volume monograph Das morgenländische Mönchtum (Bd. 1: Das Ascetentum der drei ersten christl. Jahrhunderte und das egyptische Mönchtum im vierten Jahrhundert, Mainz 1904; Bd. 2: Das Mönchtum auf Sinai und in Palästina im 4 Jahrhundert, Mainz 1913; Bd. 3: Das Mönchtum in Syrien und Mesopotamien und das Aszetentum in Persien vierten Jarhundert, Mödling bei Wien 1938) on the history of the beginnings and development of Oriental monas­ticism in Egypt, Palestine, Syria and Persia, until the 4th century, which up to the present day has been cited in the world Patristic literature. Yet, Siwiec’s academic work still remains little known, especially in the circle of historians of antiquity and Polish patrologists. The equally little known figure of Max Sdralek, another Silesian (coming from Woszczyce) priest and academic, Rector of University of Wrocław, provides a significant context with the research methodology which this eminent scholar initiated, developed and tried to pass down to his pupils, among whom was also Stefan Siwiec. Sdralek strictly demanded that the principle of the priority of Church history over history of religion and psychology should be kept. In his works a description of socio-cultural factors and natural conditions determining the process of development of Christianity enables to see in a much clearer way how God’s plan has unfolded in history. The mutual dependence of Sdralek and Siwiec, the similarities and differences in their ways of studying and understanding Church history still remains an issue worth further exploration.

During the 1940s and 1950s the classrooms at St. Martin's (Wabasca) and St. Bruno's (Joussard) residential schools for First Nations' children in northern Alberta were staffed by the Sisters of Charity of Providence, a religious community that specialized in caring for the sick and elderly. In this essay the effectiveness of the sisters as teachers is examined in the context of a missionary/reformatory model of schooling that was rapidly falling into disfavour. A picture emerges of a hard-working group of women whose lack of education and teacher training hampered their ability to meet the needs of their students.

AbstractWhat is it that led Ernst Troeltsch, who for a time belonged to Albrecht Ritschl’s school, to break from the professor he so admired? On the one hand, Troeltsch found fault with Ritschl’s historiography of early Lutheran theology. Where Ritschl saw Melanchthon as someone who had distorted Luther’s original reformatory insights, Troeltsch praised Melanchton for having clarified and systematized Luther’s thought. Troeltsch’s critique of Ritschl’s historiography is as closely connected to Troeltsch’s own theological program as was Ritschl’s interpretation of the development of early Lutheran theology to his (Ritschl’s) own theological intention. The second half of the article examines Troeltsch’s program by looking at the debate between Troeltsch and Julius Kaftan, a prominent Ritschlian in those years, on the supernatural basis of Christianity, the place and scope of metaphysics in theology, and the “absoluteness” of Christianity.

The purpose of this study was to study the effect of psychodrama therapy on depression and anxiety level of juvenile delinquent. 20 juvenile delinquents were selected through accidental sampling from reformatory school of Gorakhpur (U.P.). The subjects were participated in an eight-session psychodrama therapy plan for 8 weeks in a group. In order to collect data, the Beck depression inventory II and Zung self rating anxiety scale was applied. Data analysis was performed by paired t test. The t test results revealed that there is a significant difference between psychodrama and depression and anxiety of juvenile delinquent. Psychodrama therapy significantly decreases the level of depression and anxiety of juvenile delinquent.

This article looks at the eugenic sterilization in the United States in the twentieth century through the lens of race and property ownership. In Kansas specifically, sterilization was sensationalized in the media amidst two events that showcased contradictory understandings of white girlhood in the liberal eugenic era. Sterilization was championed in 1917 after a young white girl was raped and murdered, and then decried two decades later in 1937 when a senator uncovered a (legal) sterilization campaign at a girls' reformatory. I argue that these competing representations of white girlhood resulted from larger-scale societal anxieties about womens' expanding property ownership and voting rights in the twentieth century. Further, I analyze representations of race in the Girls' Industrial School in Beloit, Kansas to show how Black girls in the institution were understood as inherently criminal in a way that validated the ultimate "reformability" of white girls from eugenecist understandings of class and sexuality amongst white youth.

Abstract Background: Conduct disorder is characterized by aggressive behaviors, deceitfulness or theft, destruction of property and serious violations of rules prior to age 18 years. The object relations theory provides an integrative model to understand the problems of conduct disorder, and proposes that child-caregiver relationships develop the internal working models of self and others. The aim of this study was to explore the relationship difficulties of Iranian adolescents with conduct disorder. Methods: This study was a qualitative directed content analysis research. The in-depth interview was conducted with nine male adolescents aged 12–17 years who had conduct disorder with or without substance use disorder at the reformatory in Tehran. All tape-recorded data were fully transcribed and analyzed. Results: The relations with different objects including parents, siblings, relatives, friends, peers, teachers, other school members, colleagues and employers were analyzed, and four themes were extracted: 1) Object relations based on insecurity and fear; 2) Object relations based on inability and abjection; 3) Object relations based on pessimism and mistrust; 4) Object relations based on non-maintenance of boundaries and limits. Conclusion: The importance of object relations and attachment problems in adolescents with conduct disorder, and their need to participate in special intervention programs should be reconsidered.

This article deals with ethnopedagogical orientations in the work of the reformer Martin Luther and the Chuvash enlightener Iwan Jakowlew. They played a fundamental role in the development of a national identity of their people and addressed a number of themes that are still relevant today. The National cultures were, both in Russia and in Germany, under pressure, even from a linguistic point of view. The Russian orthodox Christianity insisted on Russian as the language of religious instruction; in German churches was preached in Latin. There are many similarities in the work of these two eminent representatives of the German and Chuvash people with respect to a national literary language, the introduction of native languages in schools, education being connected with meaningful tasks, music education, education of families, women’s education, etc., despite their distance of three centuries and almost 3,000 km. This points to the continuity and general validity of certain pedagogical insights and experiences and the possibility that these may be a useful topic of study for the respective national culture and education.

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Prediger, Theologe, Reformator (Katholisches Leben und Kirchenreform im Zeitalter der Glaubensspaltung, 78/79), Münster 2019, Aschendorff, 271 S., € 29,90. (Klara Hübner, Brno) Kopietz, Matthias, Ordnung, Land und Leute. Politische Versammlungen im wettinischen Herrschaftsbereich 1438 – 1547 (Studien und Schriften zur Geschichte der Sächsischen Landtage, 6), Ostfildern 2019, Thorbecke, 472 S. / graph. Darst., € 60,00. (Stephan Flemmig, Jena / Leipzig) Erdélyi, Gabriella, Negotiating Violence. Papal Pardons and Everyday Life in East Central Europe (1450 – 1550) (Studies in Medieval and Reformation Traditions, 213), Leiden / Boston 2018, Brill, X u. 247 S. / Abb., € 129,00. (Gerd Schwerhoff, Dresden) Proske, Veronika, Der Romzug Kaiser Sigismunds (1431 – 1433). Politische Kommunikation, Herrschaftsrepräsentation und -rezeption (Forschungen zur Kaiser- und Papstgeschichte des Mittelalters, 44), Wien / Köln / Weimar 2018, Böhlau, VIII u. 447 S. / Abb., € 50,00. (Karel Hruza, Wien) Leukel, Patrick, „all welt wil auf sein wider Burgundi“. Das Reichsheer im Neusser Krieg 1474/75 (Krieg in der Geschichte, 110), Paderborn 2019, Schöningh, XI u. 594 S. / graph. Darst., € 148,00. (Steffen Krieb, Mainz) Zwart, Pim de / Jan Luiten van Zanden, The Origins of Globalization. World Trade in the Making of the Global Economy, 1500 – 1800 (New Approaches to Economic and Social History), Cambridge [u. a.] 2018, Cambridge University Press, XVI u. 338 S. / Abb., £ 20,99. (Angelika Epple, Bielefeld) Veluwenkamp, Jan. W. / Werner Scheltjens (Hrsg.), Early Modern Shipping and Trade. Novel Approaches Using Sound Toll Registers Online (Brill’s Studies in Maritime History, 5), Leiden / Boston 2018, Brill, XII u. 243 S. / Abb., € 110,00. (Patrick Schmidt, Rostock) Pettigrew, William A. / David Veevers (Hrsg.), The Corporation as a Protagonist in Global History, c. 1550 – 1750 (Global Economic History Series, 16), Leiden / Boston 2019, Brill, X u. 332 S., € 130,00. (Yair Mintzker, Princeton) Biedermann, Zoltán / Anne Gerritsen / Giorgio Riello (Hrsg.), Global Gifts. The Material Culture of Diplomacy in Early Modern Eurasia (Studies in Comparative World History), Cambridge [u. a.] 2018, Cambridge University Press, XVI u. 301 S. / Abb., £ 75,00. (Jan Hennings, Uppsala / Wien) Ginzberg, Eitan, The Destruction of the Indigenous Peoples of Hispano America. A Genocidal Encounter, Brighton / Chicago / Toronto 2019 [zuerst 2018], Sussex Academic Press, XV u. 372 S. / Abb., £ 40,00. (Silke Hensel, Münster) Saladin, Irina, Karten und Mission. Die jesuitische Konstruktion des Amazonasraums im 17. und 18. Jahrhundert (Historische Wissensforschung, 12), Tübingen 2020, Mohr Siebeck, XX u. 390 S. / Abb., € 69,00. (Christoph Nebgen, Saarbrücken) Verschleppt, verkauft, versklavt. Deutschsprachige Sklavenberichte aus Nordafrika (1550 – 1800). Edition und Kommentar, hrsg. v. Mario Klarer, Wien / Köln / Weimar 2019, Böhlau, 249 S. / Abb., € 40,00. (Stefan Hanß, Manchester) Alfani, Guido / Matteo Di Tullio, The Lion’s Share. Inequality and the Rise of the Fiscal State in Preindustrial Europe (Cambridge Studies in Economic History), Cambridge [u. a.] 2019, Cambridge University Press, XII u. 232 S., £ 31,99. (Peer Vries, Amsterdam) Corens, Liesbeth / Kate Peters / Alexandra Walsham (Hrsg.), Archives and Information in the Early Modern World (Proceedings of the British Academy, 212), Oxford 2018, Oxford University Press, XVIII u. 326 S. / Abb., £ 70,00. (Maria Weber, München) Eickmeyer, Jost / Markus Friedrich / Volker Bauer (Hrsg.), Genealogical Knowledge in the Making. Tools, Practices, and Evidence in Early Modern Europe (Cultures and Practices of Knowledge in History / Wissenskulturen und ihre Praktiken, 1), Berlin / Boston 2019, de Gruyter Oldenbourg, X u. 349 S. / Abb., € 79,95. (Lennart Pieper, Münster) Sittig, Claudius / Christian Wieland (Hrsg.), Die „Kunst des Adels“ in der Frühen Neuzeit (Wolfenbütteler Forschungen, 144), Wiesbaden 2018, Harrassowitz in Kommission, 364 S. / Abb., € 82,00. (Jens Niebaum, Münster) Wall, Heinrich de (Hrsg.), Recht, Obrigkeit und Religion in der Frühen Neuzeit (Historische Forschungen, 118), Berlin 2019, Duncker & Humblot, 205 S., € 89,90. (Cornel Zwierlein, Berlin) Rahn, Thomas / Hole Rößler (Hrsg.), Medienphantasie und Medienreflexion in der Frühen Neuzeit. Festschrift für Jörg Jochen Berns (Wolfenbütteler Forschungen, 157), Wiesbaden 2018, Harrassowitz in Kommission, 419 S. / Abb., € 82,00. (Andreas Würgler, Genf) Berns, Jörg J. / Thomas Rahn (Hrsg.), Projektierte Himmel (Wolfenbütteler Forschungen, 154), Wiesbaden 2019, Harrassowitz in Kommission, 421 S. / Abb., € 86,00. (Claire Gantet, Fribourg / Freiburg) Brock, Michelle D. / Richard Raiswell / David R. Winter (Hrsg.), Knowing Demons, Knowing Spirits in the Early Modern Period (Palgrave Historical Studies in Witchcraft and Magic), Cham 2018, Palgrave Macmillan, XV u. 317 S. / Abb., € 96,29. (Rainer Walz, Bochum) Kaplan, Yosef (Hrsg.), Religious Changes and Cultural Transformations in the Early Modern Western Sephardic Communities (Studies in Jewish History and Culture, 54), Leiden / Boston 2019, Brill, XXXVIII u. 616 S. / Abb., € 160,00. (Jorun Poettering, Hamburg) Gebke, Julia, (Fremd)‌Körper. Die Stigmatisierung der Neuchristen im Spanien der Frühen Neuzeit, Wien / Köln / Weimar 2020, Böhlau, 343 S., € 45,00. (Joël Graf, Bern) May, Anne Ch., Schwörtage in der Frühen Neuzeit. Ursprünge, Erscheinungsformen und Interpretationen eines Rituals, Ostfildern 2019, Thorbecke, 286 S. / Abb., € 39,00. (Gabriele Haug-Moritz, Graz) Godsey, William D. / Veronika Hyden-Hanscho (Hrsg.), Das Haus Arenberg und die Habsburgermonarchie. Eine transterritoriale Adelsfamilie zwischen Fürstendienst und Eigenständigkeit (16.–20. Jahrhundert), Regensburg 2019, Schnell & Steiner, 496 S. / Abb., € 69,00. (Arndt Schreiber, Freiburg i. Br.) Hübner, Jonas, Gemein und ungleich. Ländliches Gemeingut und ständische Gesellschaft in einem frühneuzeitlichen Markenverband – Die Essener Mark bei Osnabrück (Veröffentlichungen der Historischen Kommission für Niedersachsen und Bremen, 307), Göttingen 2020, Wallstein, 402 S. / Abb., € 34,00. (Gerd van den Heuvel, Hannover) Lück, Heiner, Alma Leucorea. Eine Geschichte der Universität Wittenberg 1502 bis 1817, Halle a. d. S. 2020, Universitätsverlag Halle-Wittenberg, 368 S. / Abb., € 175,00. (Manfred Rudersdorf, Leipzig) Saak, Eric Leland, Luther and the Reformation of the Later Middle Ages, Cambridge [u. a.] 2017, Cambridge University Press, XII u. 399 S., £ 90,00. (Benedikt Brunner, Mainz) Selderhuis, Herman J. / J. Marius J. Lange van Ravenswaay (Hrsg.), Luther and Calvinism. Image and Reception of Martin Luther in the History and Theology of Calvinism (Refo500 Academic Studies, 42), Göttingen / Bristol 2017, Vandenhoeck & Ruprecht, 547 S. / Abb., € 130,00. (Benedikt Brunner, Mainz) Schilling, Heinz, Karl V. Der Kaiser, dem die Welt zerbrach, München 2020, Beck, 457 S. / Abb., € 29,95. (Martina Fuchs, Wien) Jostmann, Christian, Magellan oder Die erste Umsegelung der Erde, München 2019, Beck, 336 S. / Abb., € 24,95. (Jann M. Witt, Laboe) Lang, Heinrich, Wirtschaften als kulturelle Praxis. Die Florentiner Salviati und die Augsburger Welser auf den Märkten in Lyon (1507 – 1559) (Vierteljahrschrift für Sozial- und Wirtschaftsgeschichte. Beihefte, 248), Stuttgart 2020, Steiner, 724 S. / graph. Darst., € 99,00. (Oswald Bauer, Kastelruth) Schmidt, Maike, Jagd und Herrschaft. Praxis, Akteure und Repräsentationen der höfischen „vénerie“ unter Franz I. von Frankreich (1515 – 1547), Trier 2019, Verlag für Geschichte und Kultur, 415 S. / Abb., € 29,90. (Nadir Weber, Berlin) Richter, Angie-Sophia, Das Testament der Apollonia von Wiedebach. Stiftungswesen und Armenfürsorge in Leipzig am Vorabend der Reformation (1526 – 1539) (Quellen und Forschungen zur Geschichte der Stadt Leipzig, 18), Leipzig 2019, Leipziger Universitätsverlag, 313 S. / Abb., € 34,00. (Martin Dinges, Stuttgart) Faber, Martin, Sarmatismus. Die politische Ideologie des polnischen Adels im 16. und 17. Jahrhundert (Deutsches Historisches Institut Warschau. Quellen und Studien, 35), Wiesbaden 2018, Harrassowitz, 525 S., € 88,00. (Damien Tricoire, Trier) Woodcock, Matthew / Cian O’Mahony (Hrsg.), Early Modern Military Identities, 1560 – 1639. Reality and Representation, Woodbridge / Rochester 2019, D. S. Brewer, VI u. 316 S., £ 60,00. (Florian Schönfuß, Oxford) Henry Pier’s Continental Travels, 1595 – 1598, hrsg. v. Brian Mac Cuarta SJ (Camden Fifth Series, 54), Cambridge [u. a.] 2018, Cambridge University Press, XIII u. 238 S. / Karten, £ 44,99. (Michael Maurer, Jena) Scheck, Friedemann, Interessen und Konflikte. Eine Untersuchung zur politischen Praxis im frühneuzeitlichen Württemberg am Beispiel von Herzog Friedrichs Weberwerk (1598 – 1608). (Schriften zur südwestdeutschen Landeskunde, 81) Ostfildern 2020, Thorbecke, XI u. 292 S. / Abb., € 39,00. (Hermann Ehmer, Stuttgart) Scheffknecht, Wolfgang, Kleinterritorium und Heiliges Römisches Reich. Der „Embsische Estat“ und der Schwäbische Reichskreis im 17. und 18. Jahrhundert (Forschungen zur Geschichte Vorarlbergs. Neue Folge, 13), Konstanz 2018, UVK, 542 S. / Abb., € 59,00. (Jonas Stephan, Bad Sassendorf) Stoldt, Peter H., Diplomatie vor Krieg. Braunschweig-Lüneburg und Schweden im 17. Jahrhundert (Veröffentlichungen der Historischen Kommission für Niedersachsen und Bremen, 303), Göttingen 2020, Wallstein, 488 S. / Abb., € 39,90. (Malte de Vries, Göttingen) Bräuer, Helmut, „… angst vnd noth ist vnser täglich brott …“. Sozial- und mentalitätsgeschichtliche Beobachtungen in Chemnitz während der ersten Hälfte des 17. Jahrhunderts, Leipzig 2019, Leipziger Universitätsverlag, 236 S. / Abb., € 29,00. (Ansgar Schanbacher, Göttingen) Brüser, Joachim, Reichsständische Libertät zwischen kaiserlichem Absolutismus und französischer Hegemonie. Der Rheinbund von 1658, Münster 2020, Aschendorff, XI u. 448 S. / Abb., € 62,00. (Wolfgang Burgdorf, München) Albrecht-Birkner, Veronika / Alexander Schunka (Hrsg.), Pietismus in Thüringen – Pietismus aus Thüringen. Religiöse Reform im Mitteldeutschland des 17. und 18. Jahrhunderts (Gothaer Forschungen zur Frühen Neuzeit, 13), Stuttgart 2018, Steiner, 327 S., € 55,00. (Thomas Grunewald, Halle a. d. S.) James, Leonie, The Household Accounts of William Laud, Archbishop of Canterbury, 1635 – 1642 (Church of England Record Society, 24), Woodbridge / Rochester 2019, The Boydell Press, XLIII u. 277 S., £ 70,00. (Georg Eckert, Wuppertal / Potsdam) Southcombe, George, The Culture of Dissent in Restoration England. „The Wonders of the Lord“ (Royal Historical Society Studies in History. New Series), Woodbridge / Rochester 2019, The Royal History Society / The Boydell Press, XII u. 197 S., £ 50,00. (Georg Eckert, Wuppertal / Potsdam) McTague, John, Things That Didn’t Happen. Writing, Politics and the Counterhistorical, 1678 – 1743 (Studies in the Eighteenth Century), Woodbridge 2019, The Boydell Press, XI u. 282 S. / Abb., £ 60,00. (Georg Eckert, Wuppertal / Potsdam) McCormack, Matthew, Citizenship and Gender in Britain, 1688 – 1928, London / New York 2019, Routledge, 194 S. / Abb., € 120,00. (Saskia Lettmaier, Kiel) Paul, Tawny, The Poverty of Disaster. Debt and Insecurity in Eighteenth-Century Britain (Cambridge Studies in Early Modern British History), Cambridge [u. a.] 2019, Cambridge University Press, XIII u. 285 S. / Abb., £ 75,00. (Martin Dinges, Stuttgart) Fürstabt Celestino Sfondrati von St. Gallen 1696 als Kardinal in Rom, hrsg. v. Peter Erhart, bearb. v. Helena Müller / Christoph Uiting / Federica G. Giordani / Giuanna Beeli / Birgit Heinzle (Itinera Monastica, 2), Wien / Köln / Weimar 2019, Böhlau, 724 S. / Abb., € 75,00. (Volker Reinhardt, Fribourg) Zumhof, Tim, Die Erziehung und Bildung der Schauspieler. Disziplinierung und Moralisierung zwischen 1690 und 1830, Wien / Köln / Weimar 2018, Böhlau, 586 S. / Abb., € 80,00. (Wolf-Dieter Ernst, Bayreuth) Gelléri, Gábor, Lessons of Travel in Eighteenth-Century France. From Grand Tour to School Trips (Studies in the Eighteenth Century), Woodbridge, The Boydell Press 2020, VIII u. 235 S., £ 75,00. (Michael Maurer, Jena) Beckus, Thomas / Thomas Grunewald / Michael Rocher (Hrsg.), Niederadel im mitteldeutschen Raum (um 1700 – 1806) (Quellen und Forschungen zur Geschichte Sachsen-Anhalts, 17), Halle a. d. S. 2019, Mitteldeutscher Verlag, 235 S. / Abb., € 40,00. (Axel Flügel, Bielefeld) Seitschek, Stefan, Die Tagebücher Kaiser Karls VI. Zwischen Arbeitseifer und Melancholie, Horn 2018, Berger, 524 S. / Abb., € 29,90. (Tobias Schenk, Wien) Köntgen, Sonja, Gräfin Gessler vor Gericht. Eine mikrohistorische Studie über Gewalt, Geschlecht und Gutsherrschaft im Königreich Preußen 1750 (Veröffentlichungen aus den Archiven Preußischer Kulturbesitz. Forschungen 14), Berlin 2019, Duncker & Humblot, VIII u. 291 S., € 89,90. (Nicolas Rügge, Hannover) Polli-Schönborn, Marco, Kooperation, Konfrontation, Disruption. Frühneuzeitliche Herrschaft in der alten Eidgenossenschaft vor und während des Leventiner Protestes von 1754/55, Basel 2020, Schwabe, 405 S. / Abb., € 58,00. (Beat Kümin, Warwick) Kubiska-Scharl, Irene / Michael Pölzl, Das Ringen um Reformen. Der Wiener Hof und sein Personal im Wandel (1766 – 1792) (Mitteilungen des Österreichischen Staatsarchivs, 60), Wien 2018, StudienVerlag, 756 S. / graph. Darst., € 49,20. (Simon Karstens, Trier) Kittelmann, Jana / Anne Purschwitz (Hrsg.), Aufklärungsforschung digital. Konzepte, Methoden, Perspektiven (IZEA. Kleine Schriften, 10/2019), Halle a. d. S. 2019, Mitteldeutscher Verlag, 116 S. / Abb., € 10,00. (Simon Karstens, Trier) Willkommen, Alexandra, Alternative Lebensformen. Unehelichkeit und Ehescheidung am Beispiel von Goethes Weimar (Veröffentlichungen der Historischen Kommission für Thüringen. Kleine Reihe, 57), Wien / Köln / Weimar 2019, Böhlau, 437 S. / graph. Darst., € 55,00. (Laila Scheuch, Bonn) Reuter, Simon, Revolution und Reaktion im Reich. Die Intervention im Hochstift Lüttich 1789 – 1791 (Verhandeln, Verfahren, Entscheiden, 5), Münster 2019, Aschendorff, VIII u. 444 S., € 62,00. (Horst Carl, Gießen) Eichmann, Flavio, Krieg und Revolution in der Karibik. Die kleinen Antillen, 1789 – 1815 (Pariser Historische Studien, 112), Berlin / Boston 2019, de Gruyter Oldenbourg, 553 S., € 54,95. (Damien Tricoire, Trier)