Educational Studies in Wartime:How War and Dictatorship influenced the Educational Theory of Philipp Abraham Kohnstamm (1875-1951)

Between the two World Wars, the Amsterdam physicist Philipp Abraham Kohnstamm (1875–1951) became one of the founders of Dutch academic pedagogy. In the theory developed by Kohnstamm in the 1920s, the war played a significant role in the background. Kohnstamm’s philosophy of personalism was intended as a defense against fascist tendencies towards Gleichschaltung and dictatorship. With his educational ideas, Kohnstamm wanted to strenghten democratic citizenship and the emancipation of the lower classes. In the 1930s, Kohnstamm entered into a debate with National Socialism and emerged as a principled proponent of democracy and democratic education. As a German and Jew of origin, who later became Dutch and Christian, the rise of National Socialism strongly influenced Kohnstamm and it caused that he only finished three of the seven planned volumes of his magnum opus. In this paper, in which Kohnstamm’s resistance against war and dictatorship is further elaborated, the Dutch scholar is presented as a case of educational studies in wartime

Educational Studies in Wartime:How War and Dictatorship influenced the Educational Theory of Philipp Abraham Kohnstamm (1875-1951)

Between the two World Wars, the Amsterdam physicist Philipp Abraham Kohnstamm (1875–1951) became one of the founders of Dutch academic pedagogy. In the theory developed by Kohnstamm in the 1920s, the war played a significant role in the background. Kohnstamm’s philosophy of personalism was intended as a defense against fascist tendencies towards Gleichschaltung and dictatorship. With his educational ideas, Kohnstamm wanted to strenghten democratic citizenship and the emancipation of the lower classes. In the 1930s, Kohnstamm entered into a debate with National Socialism and emerged as a principled proponent of democracy and democratic education. As a German and Jew of origin, who later became Dutch and Christian, the rise of National Socialism strongly influenced Kohnstamm and it caused that he only finished three of the seven planned volumes of his magnum opus. In this paper, in which Kohnstamm’s resistance against war and dictatorship is further elaborated, the Dutch scholar is presented as a case of educational studies in wartime

First-Trimester Crown-Rump Length and Embryonic Volume of Fetuses with Structural Congenital Abnormalities Measured in Virtual Reality

Background With the introduction of three-dimensional (3D) ultrasound it has become possible to measure volumes. The relative increase in embryonic volume (EV) is much larger than that of the crown-rump length (CRL) over the same time period. We examined whether EV is a better parameter to determine growth restriction in fetuses with structural congenital abnormalities. Study Design, Subjects, and Outcome Measures CRL and EV were measured using a Virtual Reality (VR) system in prospectively collected 3D ultrasound volumes of 56 fetuses diagnosed with structural congenital abnormalities in the first trimester of pregnancy (gestational age 7+5 to 14+5 weeks). Measured CRL and EV were converted to z-scores and to percentages of the expected mean using previously published reference curves of euploid fetuses. The one-sample t-test was performed to test significance. Results The EV was smaller than expected for GA in fetuses with structural congenital abnormalities (-35% p<0.001, z-score -1.44 p<0.001), whereas CRL was not (-6.43% p=0.118, z-score -0.43 p=0.605). Conclusions CRL is a less reliable parameter to determine growth restriction in fetuses with structural congenital abnormalities as compared with EV. By measuring EV, growth restriction in first-trimester fetuses with structural congenital abnormalities becomes more evident and enables an earlier detection of these cases

Masked potentials, hidden struggles?:A scoping review of twice-exceptional individuals’ transition to employment

This study examined the transition of twice-exceptional (2E) individuals from education to employment. Despite a growing focus on inclusive practices, the area of (special) education-to-work transition is still far under-researched, especially on 2E individuals. To identify challenges and success factors in this transition, a scoping review method was used. Our review revealed a paucity of targeted studies on the transition of 2E individuals to work. Four relevant studies, focusing primarily on higher education, emphasized strengths-based approaches and multi-stakeholder support to facilitate transitions. The findings underscore the need for tailored interventions and supportive environments, addressing both individual strengths and (environmental) barriers. Further research is essential in view of effective interventions to bridge the gap between education and employment for 2E individuals