Arcadia Disjointed: Confrontations With Texts, Polemical, Utopian, and Picaresque.

Beginning with the historical example provided by the extended text of the Popish Plot, that is, by the polemical press battle which raged during this major threat to Charles II\u27s Restoration government, I identify what I term a narrator/narrative disjunction. The narrator/narrative disjunction occurs when the narrator or teller relates one story, while the narrative he or she relates suggests or strongly intimates that the narrator should be adjudged less than reliable. In the course of this exploration, I read several Tory polemical texts on the Popish Plot, including Dryden\u27s Absalom and Achitophel, not as literary works, but rather as literary critiques of the extended text of the Popish Plot. Turning my attentions to two admittedly fictional narratives, Sidney\u27s Old Arcadia and Defoe\u27s Moll Flanders, I then explore the ways in which these works, and any literary text displaying a narrator/narrative disjunction, may be critiqued according to the same rules established by Tory polemicists during their readings of the narrator/narrative disjunction present in the extended text of the Popish Plot

Complete Genome Sequences of Lactobacillus Phages J-1 and PL-1

Lactobacillus phages J-1 and PL-1 were isolated during the 1960s from abnormal fermentations of Yakult. The genomes are almost identical, but PL-1 has a deletion in the genetic switch region and also differs in a gene coding for a putative tail protein.Fil: Dieterle, María Eugenia. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Ciudad Universitaria. Instituto de Química Biológica de la Facultad de Ciencias Exactas y Naturales. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Instituto de Química Biológica de la Facultad de Ciencias Exactas y Naturales; Argentina. University of Pittsburgh; Estados UnidosFil: Jacobs Sera, Deborah. University of Pittsburgh; Estados UnidosFil: Russel, Daniel. University of Pittsburgh; Estados UnidosFil: Hatfull, Graham. University of Pittsburgh; Estados UnidosFil: Piuri, Mariana. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Ciudad Universitaria. Instituto de Química Biológica de la Facultad de Ciencias Exactas y Naturales. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Instituto de Química Biológica de la Facultad de Ciencias Exactas y Naturales; Argentin

Distilling Common History and Practice Elements to Inform Dissemination: Hanf-Model BPT Programs as an Example

There is a shift in evidence-based practice toward an understanding of the treatment elements that characterize empirically-supported interventions in general and the core components of specific approaches in particular. The evidence-base for Behavioral Parent Training (BPT), the standard of care for early-onset disruptive behavior disorders (Oppositional Defiant Disorder and Conduct Disorder), which frequently co-occur with Attention Deficit Hyperactivity Disorder, is well-established; yet, an ahistorical, program-specific lens tells little regarding how leaders, including Constance Hanf at the University of Oregon, shaped the common practice elements of contemporary evidence-based BPT. Accordingly, this review summarizes the formative work of Hanf, as well as the core elements, evolution, and extensions of her work, represented in Community Parent Education (COPE; Cunningham, Bremner, & Boyle, 1995; Cunningham, Bremner, Secord, & Harrison, 2009), Defiant Children (DC; Barkley 1987; Barkley, 2013), Helping the Noncompliant Child (HNC; Forehand & McMahon, 1981; McMahon & Forehand, 2003), Parent-Child Interaction Therapy (PCIT; Eyberg, & Robinson, 1982; Eyberg, 1988; Eyberg & Funderburk, 2011), and the Incredible Years (IY; Webster-Stratton, 1981; 1982; 2008). Our goal is not to provide an exhaustive review of the evidence-base for the Hanf-Model programs; rather, our intention is to provide a template of sorts from which agencies and clinicians can make informed choices about how and why they are using one program versus another, as well as how to make inform flexible use one program or combination of practice elements across programs, to best meet the needs of child clients and their families. Clinical implications and directions for future work are discussed

Promoting cognitive support technology use and employment success among postsecondary students with traumatic brain injuries

OBJECTIVE: This article applies positive psychology principles to the purpose and objectives of a five-year, federally-funded initiative to provide cognitive support technology (CST) training and career preparatory services for undergraduate college students with mild and moderate traumatic brain injuries (TBI). METHODS: A total of 48 students with TBI have participated in the project during its first 18 months of operation - 14 of whom are military veterans with disabilities who were in the Iraq and/or Afghanistan theaters. CONCLUSION: Positive psychology interventions such as Best Possible Self, Intensely Positive Experiences, and Asset-based Assessments provide a framework for examining the activities of this multi-site development project