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Respected scholar, expert, public opinion maker, oracle, under-cover politician, charlatan, cartoon character – all roles "out there" waiting for scholars sharing knowledge with a wider public. Scholars of religion trying to carve out more room in the public arena for a nonreligious, scientific approach to religion always risk digging their graves as (respected) scholars. What's worse, they also risk digging the grave for a valuable and respectable, as well as publicly valued and respected academic, scientific study of religion. The scholar popularizing scientifically based knowledge, not least via the mass media (daily newspapers or public television), may "become" political and controversial to such a degree that s/he becomes a problem for the scientific study of religion, the community of scholars of religion, and the university with which s/he is affiliated. The otherwise valuable engagement threatens the reputation of science as being something valuable, "pure" and "neutral," elevated above the dirty business of politics and power. In spite of the risks, the engaged scholar, it is, however, also argued, actually can help to strengthen the position, inside and outside the academy, of scientifically based knowledge and of the critical, analytical, scientific study of religion.

Respected scholar, expert, public opinion maker, oracle, under-cover politician, charlatan, cartoon character – all roles "out there" waiting for scholars sharing knowledge with a wider public. Scholars of religion trying to carve out more room in the public arena for a non- religious, scientific approach to religion always risk digging their graves as (respected) scholars. What's worse, they also risk digging the grave for a valuable and respectable, as well as publicly valued and respected academic, scientific study of religion. The scholar popularizing scientifically based knowledge, not least via the mass media (daily newspapers or public television), may "become" political and controversial to such a degree that s/he becomes a problem for the scientific study of religion, the community of scholars of religion, and the university with which s/he is affiliated. The otherwise valuable engagement threatens the reputation of science as being something valuable, "pure" and "neutral," elevated above the dirty business of politics and power. In spite of the risks, the engaged scholar, it is, however, also argued, actually can help to strengthen the position, inside and outside the academy, of scientifically based knowledge and of the critical, analytical, scientific study of religion. ; Respected scholar, expert, public opinion maker, oracle, under-cover politician, charlatan, cartoon character – all roles "out there" waiting for scholars sharing knowledge with a wider public. Scholars of religion trying to carve out more room in the public arena for a nonreligious, scientific approach to religion always risk digging their graves as (respected) scholars. What's worse, they also risk digging the grave for a valuable and respectable, as well as publicly valued and respected academic, scientific study of religion. The scholar popularizing scientifically based knowledge, not least via the mass media (daily newspapers or public television), may "become" political and controversial to such a degree that s/he becomes a problem for the scientific study of religion, the community of scholars of religion, and the university with which s/he is affiliated. The otherwise valuable engagement threatens the reputation of science as being something valuable, "pure" and "neutral," elevated above the dirty business of politics and power. In spite of the risks, the engaged scholar, it is, however, also argued, actually can help to strengthen the position, inside and outside the academy, of scientifically based knowledge and of the critical, analytical, scientific study of religion.

As a university discipline, the academic study of religions (ASR) has produced a critical approach to the study of religion which is (or ought be), I think, of fundamental importance for a modern secular and enlightened democratic state. However, the "study-of-religions" approach has percolated with limited success into society at large as well as into the primary and secondary educational systems of Western democracies. Too often so-called religious education (RE) really is religious or confessional, and even so-called non-confessional RE is, mostly if not always, mixed with crypto-confessional approaches, inculcation of moral values (not least those claimed to be Christian) and the promoting of religion as a resource for a more "spiritual" approach to life. While these goals may be in line with the traditional use of the public school as the key instrument of the (nation-) state to try to confer its ideology to (future) citizens, it is not compatible with the ideals of the academic study of religion, nor with the ideals and ideas of the present writer as regards the secular, study-of religions based RE that I think ought be taught in public schools as a totally ordinary school subject and as such also true to its scientific basis. In what follows I map and evaluate some of the many approaches to RE as well as some of the obstacles to a study-of-religions approach. Likewise, I ever so briefly argue why my approach to RE may be seen as a 'natural' and 'good' kind of 'applied ASR ', as an obvious way to promote and strengthen the academic study of religions, --and as a positive value to the open, democratic and pluralistic society. I begin, however, with a statement by Prof. Brian Bocking, quoted in part below, which admirably describes the components and characteristics of the academic study of religions - and by extension - of a study-of- religions based RE

Der Autor betrachtet in seinem Beitrag die religiöse Erziehung und den Religionsunterricht in den Elementarschulen Dänemarks. Das Land ist von einer engen Verbindung zwischen Staat und protestantischer Kirche geprägt. In den letzten zwanzig Jahren ist das staatliche Programm zur religiösen Erziehung ausgeweitet worden auf das Studium nicht-christlicher Religionen während man im Grundsatz im Mainstream des lutherischen Christentums verblieben ist. Der Autor nimmt eine Analyse der Paradoxie zwischen der Bewahrung "der" christlichen dänischen Werte und der multireligiösen Gesellschaft vor. Der Beitrag betrachtet zunächst den historischen und gegenwärtigen religiös-politischen Kontext und wirft dann einen Blick auf das Bildungswesen, bei dem er die "Folkeskolen" und die religiöse Erziehung in den "elemenatary schools" in den Jahren 1814-1989 in den Blick nimmt. Schließlich wird Religionsunterricht und religiöse Erziehung im Schuldiskurs ab 1989 bis heute untersucht und die Veränderungen im Spannungsfeld von De-Säkularisation, Identitätspolitik und Kulturkampf beschrieben. (ICA2).

The aim of this report is to give detailed information on the diagnostic examination on trans-missible spongiform encephalopathies (TSE) performed in Denmark during 2016. The present annual report is the 21 st on this topic published by the National Veterinary Institute, Technical University of Denmark (DTU-VET). The report is made to fulfil the demands given by the EU Commission (Regulation No 999/2001 of the European Parliament and the Council of 22. May 2001) and the Office Inter-national des Epizooties (OIE) (Manual of Diagnostic Tests and Vaccines for Terrestrial Ani-mals, 5th edition 2008, Chapter 2.4.6 and Chapter 2.7.13) regarding diagnostic examinations.The DTU-VET is the national reference laboratory of bovine spongiform encephalopathy (BSE) and TSE/Scrapie, and therefore the results of all neuropathological examinations on BSE and Scrapie in Denmark are given in the present report as in previous years.

The aim of this report is to give detailed information on the diagnostic examination on transmissible spongiform encephalopathies (TSE) performed in Denmark during 2014. The present annual report is the 19 th on this topic published by the National Veterinary Institute, Technical University of Denmark (DTU-VET). The report is made to fulfil the demands given by the EU Commission (Regulation No 999/2001 of the European Parliament and the Council of 22. May 2001) and the Office Inter-national des Epizooties (OIE) (Manual of Diagnostic Tests and Vaccines for Terrestrial Animals, 5 th edition 2008, Chapter 2.4.6 and Chapter 2.7.13) regarding diagnostic examinations. The DTU-VET is the national reference laboratory of bovine spongiform encephalopathy (BSE) and TSE/Scrapie, and therefore the results of all neuropathological examinations on BSE and Scrapie in Denmark are given in the present report as in previous years.

The aim of this report is to give detailed information on the diagnostic examination on trans-missible spongiform encephalopathies (TSE) performed in Denmark during 2013. The present annual report is the 18th on this topic published by the National Veterinary Institute, Technical University of Denmark (DTU-VET). The report is made to fulfil the demands given by the EU Commission (Regulation No 999/2001 of the European Parliament and the Council of 22. May 2001) and the Office Inter-national des Epizooties (OIE) (Manual of Diagnostic Tests and Vaccines for Terrestrial Ani-mals, 5th edition 2008, Chapter 2.4.6 and Chapter 2.7.13) regarding diagnostic examinations. The DTU-VET is the national reference laboratory of bovine spongiform encephalopathy (BSE) and TSE/Scrapie, and therefore the results of all neuropathological examinations on BSE and Scrapie in Denmark are given in the present report as in previous years.

The aim of this report is to give detailed information on the diagnostic examination on trans-missible spongiform encephalopathies (TSE) performed in Denmark during 2012. The present annual report is the 17th on this topic published by the National Veterinary Institute, Technical University of Denmark (DTU-VET). The report is made to fulfil the demands given by the EU Commission (Regulation No 999/2001 of the European Parliament and the Council of 22. May 2001) and the Office Inter-national des Epizooties (OIE) (Manual of Diagnostic Tests and Vaccines for Terrestrial Ani-mals, 5th edition 2008, Chapter 2.4.6 and Chapter 2.7.13) regarding diagnostic examinations. The DTU-VET is the national reference laboratory of bovine spongiform encephalopathy (BSE) and TSE/Scrapie, and therefore the results of all neuropathological examinations on BSE and Scrapie in Denmark are given in the present report as in previous years.

Religion education (RE) in the public school in Denmark, as in many countries, is often subject to political, public and professional debate, relating not only to different ideas about RE's potential contribution to Allgemeinbildung, religious and/or moral formation and citizenship education, but also to reactions or responses to what is perceived as challenges posed by supranational processes such as globalization, individualization, and migration, including a new and growing Muslim presence. Based on an academic Study of Religions approach, defined in contrast to confessional RE, the article outlines relevant political processes and political, public and professional debates on RE, and analyzes the way they have set their mark in past and present Danish education legislation, national curricula and guidelines issued by the state for RE and for the training of RE teachers. Whereas a study-of-religions approach has long been seen as a 'natural' framework for RE in the upper-secondary school, RE in the compulsory school (as well as in teacher education for these schools) has traditionally been linked to theology, and is often seen as an instrument in political and ideological efforts to promote and secure a social and national-cultural identity, an identity defined with reference to the majority religion. RE is thus thrust into a key role in on-going 'culture wars'.

Artiklen analyserer politiske processer og politiske, faglige og offentlige debatter om religionsundervisningen i Danmark og hvordan disse har influeret de normative bestemmelser for religionsfagene og religionslæreruddannelserne i historisk og nutidig lys. ; Religion education (RE) in the public school in Denmark, as in many countries, is often subject to political, public and professional debate, relating not only to different ideas about RE's potential contribution to Allgemeinbildung, religious and/or moral formation and citizenship education, but also to reactions or responses to what is perceived as challenges posed by supranational processes such as globalization, individualization, and migration, including a new and growing Muslim presence. Based on an academic Study of Religions approach, defined in contrast to confessional RE, the article outlines relevant political processes and political, public and professional debates on RE, and analyzes the way they have set their mark in past and present Danish education legislation, national curricula and guidelines issued by the state for RE and for the training of RE teachers. Whereas a study-of-religions approach has long been seen as a 'natural' framework for RE in the upper-secondary school, RE in the compulsory school (as well as in teacher education for these schools) has traditionally been linked to theology, and is often seen as an instrument in political and ideological efforts to promote and secure a social and national-cultural identity, an identity defined with reference to the majority religion. RE is thus thrust into a key role in on-going 'culture wars'.

The National Veterinary Institute conducts general health surveillance of wildlife by examination of dead animals submitted by private individuals and government agencies from across Denmark. During 2012 and 2013, 1265 terrestrial mammals, 76 marine mammals and 262 birds were examined. A total of 59 hares (Lepus Europaeus) have been screened for presence of the zoonotic bacteria Francisella tularensis and Yersinia pseudotuberculosis by fluorescent in-situ hybridization (FISH). Ten hares were positive for Y. pseudotuberculosis and one was positive for F. tularensis. F. tularensis and Y. pseudotuberculosis has a wide host range and causes high mortality in hares. When it comes to zoonotic potential F. tularensis poses the major risk for humans, where it causes tularemia - a potentially deadly disease. FISH is an easy, cheap and not at least safe method for monitoring F. tularensis and Y. pseudotuberculosis. Health surveillance of wildlife is vital in order to track changes in disease prevalence. The frequent detection of zoonotic agents in wild hares emphasizes the importance of handling game - and especially dead wildlife - with strict hygiene.

[EN] Religious and cultural diversity are today more than ever a critical and political challenge as the recent emergencies related to geo-political and economical global transformations clearly show. European countries are concerned by a big immigration flow that demands an educational effort in order to foster the mutual understanding and integration. According to Toledo guiding principles, IERS project meets the needs of an innovative approach in teaching about religions and beliefs at school by providing teachers of humanistic disciplines with new tools that help teachers and pupils to plunge deeper into religions and cultures of non-european countries, as well as raising the knowledge of the religious traditions that contributed to the common European cultural Identity, promoting it in the best way suited for encourage intra -and extra- European cultural dialogue attitudes. The Project aims to support the development of social, civic and intercultural transversal key competences by educating towards a positive understanding of cultural and religious differences, a readiness to engage in dialogue and to avoid or manage conflicts. By encouraging teachers and pupils to expose themselves to the differences and commonalities of religious topics, it promotes also the values of democracy, equality and human rights as it deals with social and civic dimensions of both intercultural and interreligious dialogue. The project will involve high school in-service teachers by developing a complete set of didactical tools and training experiences. The results will be: 1. A baseline study which analyzes the actual situation of teaching about religions throughout Europe; 2. New innovative didactic tools such as Multimedia Digital Modules to be used in classroom activities, accompanied by a Handbook with didactical guidelines for teachers. 3. Teacher support activities (virtual community, training activities, developing of didactical projects to apply in classroom).