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A follow-up publication to the Handbook of Medieval Studies, this new reference work turns to a different focus: medieval culture. Medieval research has grown tremendously in depth and breadth over the last decades. Particularly our understanding of medieval culture, of the basic living conditions, and the specific value system prevalent at that time has considerably expanded, to a point where we are in danger of no longer seeing the proverbial forest for the trees. The present, innovative handbook offers compact articles on essential topics, ideals, specific knowledge, and concepts defining the medieval world as comprehensively as possible. The topics covered in this new handbook pertain to issues such as love and marriage, belief in God, hell, and the devil, education, lordship and servitude, Christianity versus Judaism and Islam, health, medicine, the rural world, the rise of the urban class, travel, roads and bridges, entertainment, games, and sport activities, numbers, measuring, the education system, the papacy, saints, the senses, death, and money.

History teaching is particularly important to increase intercultural dialogue between people who live in different countries. History textbooks should reveal history in all its complexity, promoting democratic values, tolerance, and cooperation for a better future, without creating prejudice or negative visions of others. This research is focused on history teaching referring to the recommendations of Council of Europe (COE) and their implementation in Albania and Kosovo curricula. The method used in this research integrates both qualitative and quantitative analysis referring to the content of history textbooks in a comparative approach. We used a questionnaire to understand teachers' feelings about COE recommendations and if they are implemented in history texts. Referring to the results, the recommendations of COE are not fully reflected even though they are mentioned in pre-university' curricula framework. Meanwhile, the questionnaire submitted by the teachers shows to what extent they know the COE recommendations and how much these recommendations develop student's competencies.

Received: 15 September 2023 / Accepted: 28 February 2024 / Published: 5 March 2024

List of Illustrations -- Preface -- Stylistic Note -- Chapter One: Social Democracy's White Terror -- Chapter Two: The Death of Giacomo Matteotti -- Chapter Three: A Posthumous Imerial Vengeance -- Chapter Four: Who Killed Sergei Kirov? -- Chapter Five: "Richard III" in Germany -- Chapter Six: A Return Visit from Austria's Tatterdemalion Son -- Chapter Seven: All Roads Lead to Rome -- Chapter Eight: Gallic Fraternite under the Third Republic -- Chapter Nine: The Hunt for Leon Trotsky -- Chapter Ten: Gallic Fraternite under Vichy's Armistice -- Chapter Eleven: The Humanist of Yesterday -- Bibliography -- Index

Medieval Hackers calls attention to the use of certain vocabulary terms in the Middle Ages and today: commonness, openness, and freedom. Today we associate this language with computer hackers, some of whom believe that information, from literature to the code that makes up computer programs, should be much more accessible to the general public than it is. In the medieval past these same terms were used by translators of censored texts, including the bible. Only at times in history when texts of enormous cultural importance were kept out of circulation, including our own time, does this vocabulary emerge. Using sources from Anonymous's Fawkes mask to William Tyndale's Bible prefaces, Medieval Hackers demonstrates why we should watch for this language when it turns up in our media today. This is important work in media archaeology, for as Kennedy writes in this book, the "effluorescence of intellectual piracy" in our current moment of political and technological revolutions "cannot help but draw us to look back and see that the enforcement of intellectual property in the face of traditional information culture has occurred before….We have seen that despite the radically different stakes involved, in the late Middle Ages, law texts traced the same trajectory as religious texts. In the end, perhaps religious texts serve as cultural bellwethers for the health of the information commons in all areas. As unlikely as it might seem, we might consider seriously the import of an animatronic [John] Wyclif, gesturing us to follow him on a (potentially doomed) quest to preserve the information commons.

Medieval universities are one of the most original creations of Western civilization. Students were educated by a plurality of masters, and scholars came from all parts of Europe. In this paper, we build an original database of thousands of scholars from university sources, and map the academic market in the medieval and early modern periods. Using a random utility model, we show that scholars tend to agglomerate in the best universities, and that this phenomenon is more pronounced within the upper tail of the talent distribution (positive sorting). The quality of scholars is measured by their publications. Agglomeration and sorting patterns testify to a functioning academic market, made possible by political fragmentation and the use of a common language (Latin). Using counterfactual simulations, we show that market forces shaped the geographic distribution of upper-tail human capital across Europe, and contributed to bolstering European universities at the dawn of the Humanistic and Scientific Revolutions.

Medieval universities are one of the most original creations of Western civilization. Students were educated by a plurality of masters, and scholars came from all parts of Europe. In this paper, we build an original database of thousands of scholars from university sources, and map the academic market in the medieval and early modern periods. Using a random utility model, we show that scholars tend to agglomerate in the best universities, and that this phenomenon is more pronounced within the upper tail of the talent distribution (positive sorting). The quality of scholars is measured by their publications. Agglomeration and sorting patterns testify to a functioning academic market, made possible by political fragmentation and the use of a common language (Latin). Using counterfactual simulations, we show that market forces shaped the geographic distribution of upper-tail human capital across Europe, and contributed to bolstering European universities at the dawn of the Humanistic and Scientific Revolutions.

Medieval universities are one of the most original creations of Western civilization. Students were educated by a plurality of masters, and scholars came from all parts of Europe. In this paper, we build an original database of thousands of scholars from university sources, and map the academic market in the medieval and early modern periods. Using a random utility model, we show that scholars tend to agglomerate in the best universities, and that this phenomenon is more pronounced within the upper tail of the talent distribution (positive sorting). The quality of scholars is measured by their publications. Agglomeration and sorting patterns testify to a functioning academic market, made possible by political fragmentation and the use of a common language (Latin). Using counterfactual simulations, we show that market forces shaped the geographic distribution of upper-tail human capital across Europe, and contributed to bolstering European universities at the dawn of the Humanistic and Scientific Revolutions.

This title explores the history of legal theatricality from antiquity to the eighteenth-century. It recovers a long tradition of jurisprudential thought about law as a form of theatre, a tradition that ancient, medieval, early modern, and later theorists transmitted across centuries, continually elaborating and reworking it to suit changing conditions.