Neutrality serves different purposes during times of war and peace. 'Notions of Neutralities' portrays those historical challenges that neutrals faced, and are still facing, to maintain some form of economic stability and political order as chaos and wars rage. Neutrals are exposed to existential issues and questions of civil-society, international politics, and morality, in a world defiant to principles of universal peace. Every age has its own armed conflicts and while the questions they raise are often the same, the answers are different because the international word order changes. Is neutrality justifiable even when the humanity of civilization is at risk as in the Second World War or the wars of the post-Cold War era? Can those who refuse the call to arms still act by providing humanitarian services to contain the impact of war or, on the contrary, are neutrals shut-off from global politics - mere weaklings that "suffer what they must?" This book addresses such questions through an interdisciplinary scholarship by some of the world's foremost experts on neutrality. Twelve chapters tackle different but profound aspects of the concept over a span of five hundred years. They succinctly show the evolution of international norms in the context of war and peace. What is more, the essays portray fundamental categories of thinking about a variety of neutralities that the international system has produced in the past and present. The authors discuss the complexities of neutrality, providing a new and refreshing understanding of international relations and security for the past as well as for the multipolar world of the twenty-first century.

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. All the editors of this year's volume are affiliated with the Faculty of Military Sciences of the Netherlands Defence Academy in Breda, The Netherlands.

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. All the editors of this year's volume are affiliated with the Faculty of Military Sciences of the Netherlands Defence Academy in Breda, The Netherlands.