Shagar’s Mystical Space: Moving between the Languages of Kabbalah, Hasidism, and Rav Kook

This paper presents an analysis of the conflictual relationship between Shagar’s [Shimon Gershon Rosenberg] use of kabbalistic and Hasidic traditions and his search for mysticism via psychoanalysis and Continental philosophy. The study will shed light upon the tension between how Shagar defined and understood mysticism and how he defined kabbalistic language and the gap between his explicit and his implicit attitudes towards Kabbalah. I propose that mysticism was the central religious space that Shagar sought to create from his conflicting stance. Nonetheless, despite Shagar’s attempt to present himself as a direct theological descendant of the kabbalistic tradition, by way of his use of terms such as “the shattering of the vessels”, “Nothingness”, and “silence”, I will attempt to expose the dissonance between his yearning for this language and his rejection of it. My main analysis, at the heart of the article, will be based on the not-yet-released recording of his introductory lecture on Da’at Tevunot. It will be accompanied by a variety of sources from his books (edited by his pupils) to complete the picture.

The psychiatry virtual-on-call experience: Can it improve confidence of foundation and GP trainees with out-of-hours work in psychiatry?

AimsOut-of-hours (‘on-call’) work can be perceived by junior doctors to be a daunting experience, associated with feeling unprepared and less supported. Simulated on-call programmes have been used to great effect in medicine and surgery to improve junior doctors’ skills in task prioritisation, interpersonal communication and confidence on-call. However, few psychiatry-specific programmes exist.We aimed to: i) Develop a psychiatry specific virtual-on-call programme, ii) Investigate if the virtual-on-call programme improved confidence amongst junior trainees in key areas of psychiatry practice.MethodThe Psychiatry Virtual-On-Call programme commenced in December 2020. It involves attending an introductory on-call lecture, followed later in the rotation by a 2-hour simulated on-call shift. All trainees are expected to attend during their attachment and the simulated shifts are ongoing. During the shift, trainees are ‘bleeped’ with different psychiatry specific tasks. They work through the tasks, using local intranet policies and telephone advice from the on-call psychiatry registrar. Due to COVID-19 the sessions were delivered virtually. Participants completed a questionnaire evaluating confidence in ten domains, rated on a Likert scale from 0–10. Questionnaires were completed at four time-points during the programme; pre- and post-introductory lecture and pre- and post-simulated shift. Scores were compared using Mann-Whitney U tests. Significance was defined as P < 0.05 with Bonferroni correction applied for multiple testing.ResultTwenty-nine trainees attended the introductory lecture, 25 and 21 trainees completed the pre- and post-lecture questionnaire respectively. A non-significant improvement in confidence was reported in three domains: seclusions reviews, prescribing, detention under the mental health act.At the time of writing, ten trainees had attended the on-call shift. All participants completed a pre- and post-session questionnaire. The on-call shift was a useful learning experience (median score 9), and significantly increased perceived preparedness for on-call work from 3/10 to 7/10 (p < 0.001). Confidence was significantly improved in seven domains, most markedly in seclusion reviews, prescribing and mental health act tasks.ConclusionThe psychiatry virtual-on-call programme fills a niche in the training curriculum and is perceived by trainees to be a useful learning experience. The introductory lecture improved confidence in several domains, but not as effectively as the on-call shift. The on-call shift was well received by participants and significantly improved confidence in 7/10 domains. In summary, the virtual-on-call experience improves preparedness for out-of-hours psychiatry work. Follow-up of participants at the end of their psychiatry rotation will ascertain if they felt the programme to be useful during out-of-hours work.

FEATURES OF TEACHING SWIMMING TECHNIQUES OF STUDENTS AT DIFFERENT STAGES OF TRAINING

In the stattі of rozkrito special features of the technology of swimming of students-sailors at different stages of training. The statistic has seen the formulation of the technique of an athlete-swimming from the point of view of the dynamic dynamics, and it has been established that the complex process of sports training from swimming can be cleverly adapted to the period. It is emphasized that when swimming technology is introduced, it is necessary to use the lines, holding out which swimmers will take away the latest sports results. Immediately before the start of classes in the pool with students was an introductory lecture, which focused on the impact of swimming on the human body, determined its health value, on different ways of swimming, including applied, rules of conduct in the pool. Analysis of the training of outstanding swimmers of today in the vast majority of cases shows that for many years a diverse functional base was created, and only in its presence and with the achievement of optimal age to demonstrate higher achievements, the most powerful training reserves are realized. Strict adherence to the principles of sequence of increasing the training load is of great importance in the process of planning long-term training. In this case, training loads at all stages of training generally correspond to the functional capabilities of the athlete, which contributes to a systematic increase in the level of training.

Efficacy of a fully remote primary lecture series at an academic hematology and oncology fellowship program.

11031 Background: 615 fellows began training in American combined hematology/oncology fellowship programs in July 2020. These new fellows face a steep learning curve. The coronavirus pandemic has significantly affected how we learn, with programs having to convert most collective learning to a completely virtual format. Research on the efficacy of introductory lecture series in academic hematology/oncology programs is limited especially regarding virtual formats. We introduced a virtual introductory lecture series with the goal of increasing the clinical confidence and knowledge base of first-year fellows. Methods: A once weekly remotely-delivered two-hour primer series was designed with lectures given by both third-year fellows and faculty from July-August 2020. Fellows were asked to complete pre & post-test evaluations of each lecture. Evaluations included a combination of knowledge-based questions & self-reported confidence assessment. Results: 14 fellows were assigned pre- and post-tests in the study. 1 fellow was excluded due to lack of participation. A total of 123 paired pre and post-tests were compared. Data analysis was performed with SPSS v 24.0 using the paired samples t-test. Pre and post-tests were graded on a scale of 0-100. The pre to post mean difference compares the mean test result of the post tests to that of the corresponding pretests. Questions were divided into 2 groups. The 1st group tested the fellow’s medical knowledge regarding the pathology while the 2nd group tested the comfort in the management, diagnosis and treatment. In the statistical analysis, these questions were defined as “Knowledge” and “Comfort” accordingly, the sum as “Complete”. A statistically significant improvement in post-test knowledge for fellows of all years was noted with a pre to post test mean difference of 12.52, P <.0001. The difference was more pronounced among 1st year fellows with a pre to post test mean difference of 16.84, P <.0001. A similar improvement was seen for the comfort in management questions. The post-test comfort pre to post test mean difference was 10.48, P <.0001 for fellows of all years and 6.70, P <.0001 for first year fellows. Conclusions: A remotely-delivered introductory lecture series for fellows in a hematology/oncology training program increases both clinical knowledge and clinical confidence in fellows of all years of training.[Table: see text]

L. Wittgenstein: An Attempt at Understanding. Introductory Lecture (Sep. 10th, 2002)

Publication of: Bibikhin, V.V. 2002–2003. “L. Vitgenshteyn: popytka ponimaniya [L. Wittgenstein: An Attempt at Understanding]: [audio-zapisi kursa lektsiy, prochitannogo v 2002–2003 gg. v Moskovskom gosudarstvennom universitete im. Lomonosova (Moskva)] [Audio Recording of the Lecture Course Held at the Lomonosov Moscow State University in 2002–2003]” [in Russian]. Vladimir Bibikhin. Accessed Jan. 31, 2021. http://bibikhin.ru/2033/page/8. Lecture (Sep. 10, 2002). Parts 1 and 2.

Introductory lecture: air quality in megacities

This introduction provides an overview of air quality in megacities, sources and atmospheric processing of emissions, impacts on health and climate, mitigation strategies, and challenges of COVID-19.