This article explores the social history of the political elites of Mechelen, a town that evolved from a seigneurial enclave within the duchy of Brabant to the de facto capital of the Burgundian–Habsburg Low Countries between the 1470s and 1530. Proceeding from a quantitative analysis of lists of aldermen, fiscal registers and epitaphs, the article argues that the short-lived functioning of Mechelen as a capital city had great impact on its ruling classes. Mechelen was traditionally ruled by a coalition of craft guilds and prominent citizens, but the latter reoriented their social networks to the court elite, as the latter's presence supercharged pre-existing trends towards ennoblement among the urban elite.

Based on research in Kazakhstani and Russian archives, this article is a regional study of the 1931–1933 Soviet famine. It compares Soviet policies in the southern and northern “halves” of the Aral Sea region. While the Kazaks in the northern part of the region suffered from the famine, the Karakalpaks in the south did not. The article explains this difference by underscoring the role of the main transportation infrastructure connecting Central Asia to Russia, the Orenburg-Tashkent railway. The railway crossed the northern, Kazak, part of the Aral Sea region and made massive livestock and grain procurements possible, while the absence of any reliable transportation route connecting Karakalpakstan to Soviet industrial centers contributed to shielding the Karakalpaks from the famine. The article also investigates the consequences of the famine for the Aral Sea fishing economy. The famine led to the inversion of the relative economic importance of the northern and southern parts of the sea: if before the famine fishing was concentrated in the former, after the famine it had shifted to the latter. Finally, the article situates the administrative detachment of Karakalpakstan from Kazakstan in 1930 within the context of Stalinist economic policies in Central Asia.

Human and animal research both operate within established standards. In the United States, criticism of the human research environment and recorded abuses of human research subjects served as the impetus for the establishment of the National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research, and the resulting Belmont Report. The Belmont Report established key ethical principles to which human research should adhere: respect for autonomy, obligations to beneficence and justice, and special protections for vulnerable individuals and populations. While current guidelines appropriately aim to protect the individual interests of human participants in research, no similar, comprehensive, and principled effort has addressed the use of (nonhuman) animals in research. Although published policies regarding animal research provide relevant regulatory guidance, the lack of a fundamental effort to explore the ethical issues and principles that should guide decisions about the potential use of animals in research has led to unclear and disparate policies. Here, we explore how the ethical principles outlined in the Belmont Report could be applied consistently to animals. We describe how concepts such as respect for autonomy and obligations to beneficence and justice could be applied to animals, as well as how animals are entitled to special protections as a result of their vulnerability.

Often overlooked by historians, specialist gardeners with an expert understanding of both native and exotic plant material were central to the teaching and research activities of university botanic gardens. In this article various interrelationships in the late Georgian period will be examined: between the gardener, the garden, the botanic collection, the medical school and ways of knowing. Foregrounding gardeners’ narratives will shed light on the ways in which botanic material was gathered and utilized for teaching and research purposes, particularly for medical students, as well as highlighting the importance of the garden as a repository of botanic material for the classroom. In this way, the blurred lines between art and science, skill and scholarly activity, and shared pedagogic practices between botany and anatomy will be revealed.