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Contains fulltext : 231816.pdf (Publisher’s version ) (Closed access)

Contains fulltext : 209688.pdf (Publisher’s version ) (Closed access)

Both The Netherlands and Denmark experienced educational reforms in the last decade. Regarding recruitment and educational model the change in Denmark was more radical than in The Netherlands. Denmark switched to recruiting academics and shortening the educational trajectory whilst the Dutch kept both long (bachelor) and short (applied vocational training and skills and drills) models and mixed their recruiting strategy. Both countries also offer career possibilities for NCOs entering the officer corps. In both countries, however, tensions between the soldier’s habitus and the scholar’s habitus have not been resolved. We discuss the strengths and weaknesses of both countries educational reforms in terms of “what sets the officer apart?” and recommend possible escapes for the dilemma of a training that on the one hand is too scholarly and academic or one that, on the other hand, emphasises military skills and drills. We suggest that the third way, developing the habitus of the thinking soldier, provides such a way ahead.

Contains fulltext : 209640.pdf (Publisher’s version ) (Closed access)

Lamin B1 plays an important role in the nuclear envelope stability, the regulation of gene expression, and neural development. Duplication of LMNB1, or missense mutations increasing LMNB1 expression, are associated with autosomal-dominant leukodystrophy. On the basis of its role in neurogenesis, it has been postulated that LMNB1 variants could cause microcephaly. Here, we confirm this hypothesis with the identification of de novo mutations in LMNB1 in seven individuals with pronounced primary microcephaly (ranging from -3.6 to -12 SD) associated with relative short stature and variable degree of intellectual disability and neurological features as the core symptoms. Simplified gyral pattern of the cortex and abnormal corpus callosum were noted on MRI of three individuals, and these individuals also presented with a more severe phenotype. Functional analysis of the three missense mutations showed impaired formation of the LMNB1 nuclear lamina. The two variants located within the head group of LMNB1 result in a decrease in the nuclear localization of the protein and an increase in misshapen nuclei. We further demonstrate that another mutation, located in the coil region, leads to increased frequency of condensed nuclei and lower steady-state levels of lamin B1 in proband lymphoblasts. Our findings collectively indicate that de novo mutations in LMNB1 result in a dominant and damaging effect on nuclear envelope formation that correlates with microcephaly in humans. This adds LMNB1 to the growing list of genes implicated in severe autosomal-dominant microcephaly and broadens the phenotypic spectrum of the laminopathies.

This book has as its subject matter the academic education of officers and builds on the signing of the Bologna Declaration in 1999 by twenty-nine European ministers for Education and Science, who thereby agreed to coordinate higher education across Europe, by, for instance, the implementation of the Bachelor's and Master's system. In the meantime, military academies have also introduced the BaMa system into their programs for officers’ education, which marks a transition from the old days, when officers’ education took place within a national military system, under military command, and was firmly grounded in principles, traditions and needs, as professed by the Ministries of Defence and the armed forces in particular. So the Bologna Declaration can be seen as crucial leverage for the development of in-house academic degree programs as a fundamental part of officers’ education. With this volume, the editors of NL ARMS 2019 strive to offer a platform to both academics and military and civilian practitioners, as well as to combinations of these, to reflect and share their thoughts on officers’ education `before and after' Bologna, both in The Netherlands and abroad. To this end, controversies and challenges, affecting various aspects and systems of officers’ education, have been grouped into five themes. Respectively, the first four themes comprise institutional settings and change; educational philosophy; educational challenges and reflective practices; and didactical solutions. The fifth theme, international perspectives, provides insights into the strategic environments and challenges faced by sister-academies, as well as ways to further officers' education across Europe, such as offered by Erasmus programs.

Traditionally Staff or War Colleges used battlefields from the past as training tools for officers. Analysing and discussing historical military confrontations on the location that these confrontations had taken place, is thought to increase the understanding of officers about the realities of war and improve their decision making in the future. In many ways, it is a very practice-orientated method of education military professionals. Its aim is not to turn the officers into academic military historians. A more reflective or academic approach to educational visits to battlefields seemed, from the military standpoint, unnecessary. But because in recent years, military education has reached the level of its civilian academic counterpart more and more, the battlefield tour has to adjust to that level as well. That is why we need more thorough academic reflection on this didactical tool. This process started about two decades ago, but needs to be developed further. Not only because of the creation of military educational curricula that follow civilian academic standards, but also to find affiliation with cultural historians and historians of memory, lieu de mémoire and tourism, who increase our understanding of the battlefields of the past. This chapter examines the Dutch effort to create a battlefield tour that both meets academic standards on bachelor level as well as gives cadets professional insights into the ‘realities of war’, which are relevant for their future work as subaltern officers. Based on the philosophy of the ‘thinking soldier’, but also rooted into the history of military education, this academic version of the battlefield tour should help officers in training developing critical thought and skills for academic analysis.

Item does not contain fulltext 360 p.