Reproduction of the original. The publishing house Megali specialises in reproducing historical works in large print to make reading easier for people with impaired vision.

Preliminary Material /Thomas A. Brady , Heiko A. Oberman and James D. Tracy -- Ideas of Reformatio and Renovatio from the Middle Ages to the Reformation /Gerald Strauss -- Visions of Order in the Canonists and Civilians /Constantin Fasolt -- Voices of Reform from Hus to Erasmus /Erika Rummel -- The Humanist Movement /Ronald G. Witt -- Luther's Reformation /Martin Brecht -- The Popular Reformation /Peter Blickle -- The Urban Reformation in the Holy Roman Empire /Berndt Hamm -- International Calvinism /Robert M. Kingdon -- The Radical Reformation /James M. Stayer -- The New Religious Orders, 1517-1648 /S.J. John Patrick Donnelly -- Catholic Reformation, Counterreformation and Papal Reform in the Sixteenth Century /Elisabeth G. Gleason -- Settlements: The Holy Roman Empire /Thomas A. Brady -- Settlements: The Netherlands /J.J. Woltjer and M.E.H.N. Mout -- Settlements: France /Philip Benedict -- Settlements: The British Isles /W. Ian P. Hazlett -- Settlements: Spain's National Catholicism /Christian Hermann -- Scandinavia, 1397-1560 /Michael F. Metcalf -- Reformation and Counterreformation in East Central Europe /Winfried Eberhard -- New Patterns of Christian Life /Hans-Christoph Rublack -- The Great Witch-Hunt /Brian P. Levack -- Confessional Europe /Heinz Schilling -- The Coinages of Renaissance Europe, circa 1500 /Thomas A. Brady , Heiko A. Oberman and James D. Tracy -- European Rulers, 1400-1650 /Thomas A. Brady , Heiko A. Oberman and James D. Tracy -- Index of Persons /Thomas A. Brady , Heiko A. Oberman and James D. Tracy -- Index of Places /Thomas A. Brady , Heiko A. Oberman and James D. Tracy -- Religions of Europe circa 1580 /Thomas A. Brady , Heiko A. Oberman and James D. Tracy.

In an effort to bridge the gap between the often different worlds of professors and students, this exploration of Renaissance and Reformation Europe offers an accessible, engaging approach that pays sufficient attention to the roles and contributions of women. Its conversational tone and concise presentation are examples of an approach that is more representative than comprehensive--introducing historical figures and concepts as they flow through the narrative, without frequent interruption to include and define technical and foreign terms. Rather than a compendium or grand "summa," the text serves as a brief introduction to some of the major personalities, issues, events and ideas of the Renaissance and Reformation age.

Readable and informative, this major text in Reformation history is a detailed exploration of the many facets of the Reformation, especially its relationship to the Renaissance. Estep pays particular attention to key individuals of the period, including Wycliffe, Huss, Erasmus, Luther, Zwingli, and Calvin. Illustrated with maps and pictures.

The objective of this handbook is to provide all information for academic administrators and all other participants like students, parents, academicians, government agencies, industries dealing with university. This book is an attempt to give an overall picture of Universities of higher learning describing their mode of functioning, infrastructure necessary and usefulness to the society and interests of various stakeholders. The cost of higher education during last decade in a few counties is tabulated helping the student in their choice. This book also outlines the administrative structure, responsibility infrastructure, process and functions of the University system. It also elucidates checks and balances that are to be in place. With newly given insight, an academic administrator will be better equipped to arrive at innovative solutions, optimize cost, improve reliability, simultaneously concentrating on the delivery of quality education of very high order.

This book brings together history educators from Australia and around the world to tell their own personal stories and how they approach teaching history in the context of contemporary tensions in the classroom. It encourages historians to think actively about how history in the classroom can play a role in helping students to make sense of their world and to act honourably within it. The contributors come from diverse backgrounds and include experienced history educators and early career academics. They showcase both a mix of approaches and democratize and decolonize the academy. The book blends theory and practice. It reflects on what is happening in the classroom and supports the discipline to understanding itself better, to improve upon its practices and to engage in academic discussion about the responsibility of teaching in the contemporary world.