Written in a clear and engaging style, the book blends legal analysis, comparative insight and practical guidance.  For practitioners, it provides the tools needed to manage liability risks and meet supervisory expectations in Malta and beyond.  For students, it offers a rigorous yet accessible exploration of insolvency practice, grounding theoretical study in real-world professional challenges.  For policymakers and academics, it identifies emerging issues of artificial intelligence (AI) intelligence and anti-money-laundering (AML) enforcement, situating Malta’s framework within the wider European project of harmonisation and resilience.

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Carefully transcribed and supported by detailed indices, the volume offers valuable insight into Malta’s social, linguistic, and institutional history, while serving as an important resource for scholars, students, and researchers.

Besides the archival sources themselves, the volume also reconstructs the social and professional context of Notary Giacomo Bondin, situating him within broader administrative, commercial, and intellectual networks. This insight sheds light onto the dynamics of social status, economic activity, and cultural life in Malta at the time, including the years surrounding the arrival of the Order of St John.

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Din hija kollaborazzjoni bejn id-Dipartiment tal-Malti u Malta University Press.

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Early modern Malta served as a place of transition for those passing between western Christendom, Islamic North Africa and the Near East. But it was above all a Catholic frontier society – a status that the crusading Knights of Malta were eager to maintain. The presence of a Roman Inquisition tribunal ensured that Catholic residents of Malta and Gozo remained faithful to the teachings of the Catholic Church; a modicum that was applied to every baptised individual.

The Inquisition was concerned with the Jews particularly because Judaism was perceived as a distorted reflection of the one true Christian religion. As a result, Jews were looked askance upon not so much for what they believed in, but for their rejection of Christ and their denial of Catholic doctrine. These were the defining characteristics of Judaism.

The Jews that passed through Malta between the sixteenth and eighteenth century were few in number. They were in the main forcibly brought to Malta and reduced to slavery. Some managed to be ransomed. Of those that were not ransomed, some chose to convert to Christianity in the hope that life would be more tolerable for them. However, it was exceedingly difficult for neophytes to conceal their true convictions, and this often led to their denouncement in front of the Inquisition tribunal.

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The post Medical Sciences in Early Modern Malta: Giuseppe Demarco on the Use and Abuse of Chocolate in Medicine (1760) appeared first on Malta University Press.

This volume offers a fresh approach to student-teacher relationships in middle childhood from the perspective of children in primary schools. It explores how children express their learning and emotional needs, as well as their  experience of good and less good student-teacher relationships. Their apprehension of care and its reciprocity, of the need for time and proximity in teaching and learning, of the vicariousness of the experience, and crucially, of the place of learning in student-teacher relationships, is authentically evoked through rich verbatim quotations. Children’s accounts answer questions which teachers, parents, professionals and  policy-makers ask. In the experience of children, what makes a person a teacher?  What is a “good” student-teacher  relationship?  Can children with poor relationship histories have good relationships with new teachers? How is learning or  “doing well” integral to “getting on well”?

The post “So we can do our best.” Care in children’s relationships with teachers appeared first on Malta University Press.

This volume offers a fresh approach to student-teacher relationships in middle childhood from the perspective of children in primary schools. It explores how children express their learning and emotional needs, as well as their  experience of good and less good student-teacher relationships. Their apprehension of care and its reciprocity, of the need for time and proximity in teaching and learning, of the vicariousness of the experience, and crucially, of the place of learning in student-teacher relationships, is authentically evoked through rich verbatim quotations. Children’s accounts answer questions which teachers, parents, professionals and  policy-makers ask. In the experience of children, what makes a person a teacher?  What is a “good” student-teacher  relationship?  Can children with poor relationship histories have good relationships with new teachers? How is learning or  “doing well” integral to “getting on well”?

The post “So we can do our best.” Care in children’s relationships with teachers appeared first on Malta University Press.

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