Outsider's Perspectives in Dutch Biography:The Year in the Netherlands

In her contribution to the edited volume The Biographical Turn: Lives in History, South African researcher Lindie Koorts introduces Herman Giliomee’s The Afrikaners: Biography of a People as “arguably the most influential contribution to post-1994 Afrikaner historiography” (150). The selection of “prominent individuals” who were honored with a short biography in this book was not based upon a canon of Afrikaner heroes but on a political theory outlined by the American scholar Michael Walzer. Walzer describes the “connected critic” as the individual who is bound to his community, although observing it from the periphery to remain critical of its injustices (xi). This concept of the “connected critic” offers insight into the question how biography can give shape to a community, including or excluding the way a subject criticizes society’s policies and practices. Biographies of “connected critics” will focus on what makes these critics committed to their society. A biography on someone who has chosen to position themselves from an outsider’s perspective will pay attention to the forces that drove the subject to choose a different path, without engaging in politics or opinion-making. Biographies of connected critics do not necessarily have to be about politicians: biographers choose to depict their subjects by underscoring their subjects’ struggles as outsiders whose opinions are eventually celebrated by the public. It is our aim to show that this type of biography is gaining popularity these days in the Netherlands

RENORMALONS FROM EIGHT LOOP EXPANSION OF THE GLUON CONDENSATE IN LATTICE GAUGE THEORY,

We use a numerical method to obtain the weak coupling perturbative coefficients of local operators with lattice regularization. Such a method allows us to extend the perturbative expansions obtained so far by analytical Feynman diagrams calculations. In SU(3) lattice gauge theory in four dimensions we compute the first eight coefficients of the expectation value of the Wilson loop on the elementary plaquette which is related to the gluon condensate. The computed eight coefficients grow with the order much faster than predicted by the presence of the infrared renormalon associated to the dimension of the gluon condensate. However the renormalon behaviour for large order is quite well reproduced if one considers the expansion coefficients in a new coupling related to the lattice coupling by large perturbative corrections. This is expected since the lattice and continuum Lambda scales differ by almost two orders of magnitude.Comment: 11 pages, LaTe

Corrigendum : Different Strokes for Different Folks: The BodyMind Approach as a Learning Tool for Patients With Medically Unexplained Symptoms to Self-Manage

© 2019 Payne and Brooks. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.In the original article, there was an error regarding the cost of medically unexplained symptoms (MUS). A correction has been made to the Abstract: “Medically unexplained symptoms (MUS) are common in both primary and secondary health care. It is gradually being acknowledged that there needs to be a variety of interventions for patients with MUS tomeet the needs of different groups of patients with such chronic long-termsymptoms. The proposed intervention described herewith is called The BodyMind Approach (TBMA) and promotes learning for self-management through establishing a dynamic and continuous process of emotional self-regulation. The problem is the mismatch between the patient’s mind-set and profile and current interventions. This theoretical article, based on practice-based evidence, takes forward the idea that different approaches (other than cognitive behavioral therapy) are required for people with MUS. The mind-set and characteristics of patients with MUS are reflected upon to shape the rationale and design of this novel approach. Improving services for this population in primary care is crucial to prevent the iterative spiraling downward of frequent general practitioner (GP) visits, hospital appointments, and accident and emergency attendance (A&E), all of which are common for these patients. The approach derives from embodied psychotherapy (authentic movement in dance movement psychotherapy) and adult models of learning for self-management. It has been developed from research and practice-based evidence. In this article the problem of MUS in primary care is introduced and the importance of the reluctance of patients to accept a psychological/mental health referral in the first instance is drawn out. A description of the theoretical underpinnings and philosophy of the proposed alternative to current interventions is then presented related to the design, delivery, facilitation, and educational content of the program. The unique intervention is also described to give the reader a flavor.” Additionally, a correction has been made to the Introduction, paragraph one: “Medically unexplained symptoms (MUS) are a thorny issue in primary care. Despite the differing nomenclature, the recent DSM-5 terms it as somatic symptom disorder (SSD) but is yet to achieve general usage. Many general practitioners (GPs) appear to reliably recognize MUS without the need for standardized assessments (Rasmussen et al., 2008). This population present with many, various and nebulous physical and psychological ailments (Rosendal et al., 2005) and constitute more than 25% of all new hospital and GP appointments (Fink et al., 1999; Reid et al., 2001). In England MUS has been estimated to cost £3 billion in 2008–2009 rising to £18 billion if loss of productivity, benefits and quality of life are accounted for Bermingham et al. (2010).” The authors apologize for this error and state that this does not change the scientific conclusions of the article in any way. The original article has been updated.Peer reviewedFinal Published versio

O Design Universal Para Apprendizagem e a Pedagogia das Estacoes: As Multiplas Temporalidades / Espacialidades do Aprender nas Escolas.

This article explores school inclusion processes, with a view to problematizing the learning hegemonies of time and space in educational institutions. It presents partial results of the research project; 'A Escola Para Todos' (The School for All) and responds to the question: How can Universal Design for Learning (UDL), which is somewhat similar to the 'pedagogy of the seasons,' qualify inclusive experiences in schools? By providing an integrative review of the salient features of UDL and pedagogy of the seasons, the paper questions the hegemony of time-space teaching and learning in schools by drawing on narrative theory. Methodologically, this part of the research provides an integrated reflection on critical conceptual attributes incorporating; UDL, the temporalities and spatialities of learning, and concepts of inclusive education. The results of this stage of the research show that it is necessary to overcome the hegemony of time and linear space in learning and teaching processes in order to arrive at school inclusion. Despite similarities between UDL and 'pedagogy of the seasons' tensions remain between these approaches. Not least as reflected in the overcoming of paradoxes such as the necessity to address universal requirements while also tending to particular learner requirements, or equally, while recognizing the variability of strategies without losing sight of more global pedagogical approaches. This challenge is accentuated when the UDL concept of 'expert learners' is further interrogated