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\"Climate Change and the New Polar Aesthetics considers the way artists, filmmakers, and activists use polar art to illustrate our current environmental crises as well as to reimagine our world and the ways we engage with it. Examining a wide range of contemporary art, photography, and film, Lisa E. Bloom shows how these works demonstrate the ways that our planetary crises are linked to climate change as well as a long history of colonialism and capitalism. Bloom insists on linking racial, sexual, and gendered discriminatory violence to wider environmental destruction, and she engages feminist, Black, indigenous, and non-western perspectives to address the exigencies of what we are experiencing now as the Anthropocene, or the new geological period characterized by ecosystem failures, rising sea levels, and climate-led migrations\"-- Provided by publisher.

This article delves into the underexplored intersection of Jewish identities and feminist art. It critically examines artworks by Judit Hersko and Susan Hiller, aligning with evolving identity constructs in contemporary aesthetics. Concepts like “postmemory” link second-generation Jewish artists to past experiences and unveil the erasure of Jewish women’s memory of Jewish genocide. Analyzing Hersko and Hiller’s diverse works, from landscape photography and sculpture to performance art, it underscores their shared pursuit: illuminating lingering “ghosts” of the Holocaust in modern landscapes. Susan Hiller’s The J Street Project represents an ongoing exploration of loss and trauma beyond the Holocaust in Germany, using archives as a dynamic, evolving phenomenon. Judit Hersko’s art calls for bearing witness to a potential climate catastrophe in Antarctica. The article culminates in the exploration of “The Memorial” (2017), an art project by the activist collective Center for Political Beauty that focuses on the resurgence of overt anti-Semitism in Germany. In essence, Hiller and Hersko confront erasures in history and nature, emphasizing justice and repair. Their art, intertwined with a project addressing contemporary anti-Semitism, serves as a testament to the enduring power of feminist art, reflecting, mourning, and transforming a world marked by historical traumas and war.

يهدف هذا الكتاب إلى مساعدة المعلمين في توفير مناخ مجتمعي داخل الصف الدراسي، بحيث يتمتع كل من الطالب والمعلم برفقة الآخر ويجد متعة في إنجازه ويحفل كل منهما بالآخر وقد صنف الكتاب في أربعة أجزاء رئيسية : الجزء الأول وجاء في ثلاثة فصول هي : المقدمة والمنظور التاريخي والمداخل التقليدية. الجزء الثاني وجاء في خمسة فصول هي : رؤى الطالب، رؤى المعلم، إشراك المجتمع والعائلة، رؤى ثقافية، إيجاد المجتمعات. الجزء الثالث : العلاقات العامة وجاء في أربعة فصول هي : علاقات: الطالب-المعلم، الدافعية والانخراط، النظام والفوضى والعنف، دعم السلوك الإيجابي. الجزء الرابع والأخير واشتمل على فصل واحد هو : الأهداف والمخرجات والتقييم.

A correction has been made to “Section 5”, “Paragraphs 5 and 6 (the last two)”: In essence, Susan Hiller and Judit Hersko engage with memory and loss through their art, confronting the erasures in history and the disappearances of nature that have profound implications for both individuals and societies. In a world in which historical traumas persist and ecological challenges are multiplying, the contemporary art of post-Holocaust memory crafted by Hiller and Hersko offers a poignant testament to the enduring power of feminist intersectional art as a vehicle for reflection, mourning, transformation, and action. A correction has been made to “Note 1”: Earlier versions of the section on Judit Hersko have been previously published in my 2022 book and other articles, but this version has been significantly revised to be integrated into this article’s very different argument on feminist intersectional art of post-Holocaust memory.

ObjectiveTo evaluate the long-term effect of 60 Hz stimulation of the subthalamic nucleus (STN) on dysphagia, freezing of gait (FOG) and other motor symptoms in patients with Parkinson’s disease (PD) who have FOG at the usual 130 Hz stimulation.MethodsThis is a prospective, sequence randomised, crossover, double-blind study. PD patients with medication refractory FOG at 130 Hz stimulation of the STN were randomised to the sequences of 130 Hz, 60 Hz or deep brain stimulation off to assess swallowing function (videofluoroscopic evaluation and swallowing questionnaire), FOG severity (stand–walk–sit test and FOG questionnaire) and motor function (Unified PD Rating Scale, Part III motor examination (UPDRS-III)) at initial visit (V1) and follow-up visit (V2, after being on 60 Hz stimulation for an average of 14.5 months), in their usual medications on state. The frequency of aspiration events, perceived swallowing difficulty and FOG severity at 60 Hz compared with 130 Hz stimulation at V2, and their corresponding changes at V2 compared with V1 at 60 Hz were set as primary outcomes, with similar comparisons in UPDRS-III and its subscores as secondary outcomes.ResultsAll 11 enrolled participants completed V1 and 10 completed V2. We found the benefits of 60 Hz stimulation compared with 130 Hz in reducing aspiration frequency, perceived swallowing difficulty, FOG severity, bradykinesia and overall axial and motor symptoms at V1 and persistent benefits on all of them except dysphagia at V2, with overall decreasing efficacy when comparing V2 to V1.ConclusionsThe 60 Hz stimulation, when compared with 130 Hz, has long-term benefits on reducing FOG, bradykinesia and overall axial and motor symptoms except dysphagia, although the overall benefits decrease with long-term use.Clinical trial registration NCT02549859; Pre-results.

The purpose of this study was to examine the effect of creative thinking challenges on teacher education students’ perceptions of learning and engagement and their creative attitudes and values. Researchers provided creative thinking challenges that promoted divergent thinking, metaphorical thinking, and creative problem-solving. Participants completed a post-only survey with Likert-style questions and open-ended responses to determine if the creative challenges enhanced student perceptions of learning, motivation, and engagement with the topics studied. Thematic analysis was used to determine student perception of the creative activities, their influence on personal creative abilities, and how the participants would promote creativity in their own classrooms. In addition, participants completed a pre and post-assessment, the Creative Attitudes and Values (CAV) which is a 25-item self-report that is part of the Runco Creativity Assessment Battery (rCAB). Results indicate that the challenges enhanced learning and engagement. Additionally, results of the CAV indicated a statistically significant difference in scores from pre to post indicating the creativity challenges increased the participants’ creative attitudes and values.   

Some studies have shown that low frequency stimulation (LFS, most commonly 60 Hz), compared to high frequency stimulation (HFS, most commonly 130 Hz), has beneficial effects, short-term or even long-term, on improving freezing of gait (FOG) and other axial symptoms, including speech and swallowing function, in Parkinson disease (PD) patients with bilateral subthalamic nucleus deep brain stimulation (STN DBS). However, other studies failed to confirm this. It seems not clear what determines the difference in response to LFS. Differences in study design, such as presence or absence of FOG, exact LFS used (60 Hz versus 80 Hz), study size, open label versus randomized double blind assessment, retrospective versus prospective evaluation, medication On or Off state, total electric energy delivered maintained or not with the change in frequency, and the location of active contacts could all potentially affect the results. This mini-review goes over the literature with the aforementioned factors in mind, focusing on the effect of LFS versus HFS on FOG and other axial symptoms in PD with bilateral STN DBS, in an effort to extract the essential data to guide our clinical management of axial symptoms and explore the potential underlying mechanisms as well. Overall, LFS of 60 Hz seems to be consistently effective in patients with FOG at the usual HFS in regards to improving FOG, speech, swallowing function and other axial symptoms, though LFS could reduce tremor control in some patients. Whether LFS simply addresses the axial symptoms in the context of HFS or has other beneficial effects requires further studies, along with the mechanism.

Leadership is recognized as an essential competency across healthcare and science. The LEAD (Leadership Emerging in Academic Departments) program at the Icahn School of Medicine at Mount Sinai (ISMMS) is a structured 12-month blended learning program that catalyzes personal and professional leadership skills, behaviors, and capacity. Utilizing a post-program survey design, the Leadership Program Outcome Measure (LPOM) explored self-reported impact of the LEAD program on leadership knowledge and skills in relation to personal and organizational leadership constructs. Application of leadership skills to practice was tracked via completion of a leadership-focused capstone project. Over 3 cohorts, 76 participants graduated and 50 completed the LPOM survey (68% response rate). Participants self-reported an increase in leadership skills, conveyed plans to use acquired skills in current and future leadership positions, and noted improved leadership skills across the personal and organizational domains. Comparatively less change was detected at the community level. Tracking of capstone projects found that 64% of participants were able to successfully implement their project in practice. LEAD was successful in promoting the development of personal and organizational leadership practices. The LPOM evaluation provided a valuable lens through which to assess the individual, interpersonal, and organizational impact of a multidimensional leadership training program.

OBJECTIVES/SPECIFIC AIMS: Leadership is an essential and recognized team science competency. To support the development of leadership skills at Mount Sinai, the LEAD (Leadership Emerging in Academic Departments) program, launched in 2016, delivers a structured 12-month blended learning program for junior faculty. The program aims to promote personal and professional leadership capacity, skills and behaviors. Following a competitive application process, 24 participants each year are selected to participate. In its second year, the challenge for the LEAD program leadership is to support alumni in fostering a culture of leadership that extends beyond the 12-month program. In order to promote a leadership community of practice and offer continued support to junior faculty, the LEAD Alumni program aims to bring former LEAD participants together to maintain motivation, share challenges and successes, meet with mentors and role models, and foster an ongoing community of practice that seeks to embed evidenced-based leadership culture at Mount Sinai. METHODS/STUDY POPULATION: The previous two cohorts of LEAD participants were approached to volunteer for the LEAD Alumni Forum working group. Four LEAD alumni came forward to form a self-selected working group. With input from the program leadership, the alumni working group is tasked with organizing regular events that bring the 48 previous LEAD participants together. The events provide the opportunity for individuals with expertise and a passion for leadership to create a supportive environment. This ultimately seeks to increase the transfer and utilization of leadership skills in practice, and promotes a culture of leadership. These alumni events also provide the opportunity for alumni to interact with senior leaders at Mount Sinai, thereby learning from role models within the organization. RESULTS/ANTICIPATED RESULTS: Evaluating learning transfer and culture change is challenging, so a number of proxy measures will provide insight into the success of the Alumni Forum. Firstly, the number of LEAD Capstone projects implemented in practice, and the success of these initiatives, will provide insight into transfer of leadership learning to practice. Secondly, participants will complete a validated survey tool, Leadership Programs Outcome Measure (LPOM), which explores self-reported leadership change at a personal, organizational and community level. Finally, participants will be followed up in the long-term to track promotion, awards, and other formal or informal leadership positions assumed following engagement in the LEAD program and the subsequent LEAD Alumni Forum. DISCUSSION/SIGNIFICANCE OF IMPACT: It is hoped the LEAD Alumni program will enhance the ability of participants to implement leadership knowledge and skills to practice, which may subsequently advance organization and culture change. Fostering a community of practice will further the reach of the LEAD program and as the number of LEAD alumni grows, and the Alumni Forum may provide the supportive environment that allows these individuals to have real impact.

The purpose of this study was to examine the effect of creative thinking challenges on teacher education students’ perceptions of learning and engagement and their creative attitudes and values. Researchers provided creative thinking challenges that promoted divergent thinking, metaphorical thinking, and creative problem-solving. Participants completed a post-only survey with Likert-style questions and open-ended responses to determine if the creative challenges enhanced student perceptions of learning, motivation, and engagement with the topics studied. Thematic analysis was used to determine student perception of the creative activities, their influence on personal creative abilities, and how the participants would promote creativity in their own classrooms. In addition, participants completed a pre and post-assessment, the Creative Attitudes and Values (CAV) which is a 25-item self-report that is part of the Runco Creativity Assessment Battery (rCAB). Results indicate that the challenges enhanced learning and engagement. Additionally, results of the CAV indicated a statistically significant difference in scores from pre to post indicating the creativity challenges increased the participants’ creative attitudes and values.