The relative abundance of Pathotroph-Saprotroph, Pathotroph-Saprotroph-Symbiotroph, and Saprotroph fungi explained 82% of the variability of rhizosphere F. oxysporum f. sp. cucumerinum abundance. In conclusion, after pathogen inoculation under nitrate nutrition, the less-affected microbial composition, community diversity, and community internal relations, which resulted from the more diverse and robust microbial population, potentially contributed to greater Fusarium wilt suppression.Purpose Narrative skill, a child's ability to create a temporally sequenced account of an experience or event, is considered an important domain of children's language development. Narrative skill is strongly predictive of later language and literacy and is emphasized in curricula and educational standards. However, the need to transcribe a child's narrative and the lack of psychometrically justified scoring methods have precluded broad consideration of narrative skill among practitioners. We describe the development and validation of the Narrative Assessment Protocol-2 (NAP-2), an assessment of narrative skill for children ages 3-6 years, which uses event-based frequency scoring directly from a video recording of a child's narrative. Method The NAP-2 underwent a rigorous development process involving creation of four wordless picture books and associated scripts and identification of a broad item pool, including aspects of narrative microstructure and macrostructure. We collected two narratives from each of 470 children using the NAP-2 elicitation materials and scored each with the 60 items in the initial item pool. Results Cross-validated exploratory factor analyses indicated a single narrative skill factor. Rasch measurement analysis led to selection of 20 items that maintained high reliability while having good fit to the model and no evidence of differential item functioning across books and gender. Conclusions The NAP-2 offers a psychometrically sound and easy-to-use assessment of narrative skill for children ages 3-6 years.  https://www.selleckchem.com/products/oprozomib-onx-0912.html  The NAP-2 is available freely online for use by speech-language pathologists, educational practitioners, and researchers. Supplemental Material https//doi.org/10.23641/asha.11800779.Three books by Barnaby B. Barratt emphasize the timelessness of unconscious themes and the "pluritemporality" of free associations. Psychic energy is universal but unrepresentable. Repression renders consciousness unreliable. Such themes separate psychoanalysis from all other schools of psychotherapy that mistakenly think they can bring the patient to some new level of safety and mastery in life. Rather, the essence of psychoanalysis is its discovery that self-authorship is an illusion. Patients are healed during psychoanalysis by abandoning their egoistic quests in favor of embracing energy for living without regard to outcomes. This healing method contrasts with virtually all other psychotherapies that misconstrue Freud's revolution and revert to conventional illusions of self-directedness. Recovering Freud's original radicality may save psychoanalysis-and civilization itself.In Moses and Monotheism, Freud developed an influential and highly controversial theory for understanding anti-Semitism as blowback against monotheism, specifically against the Jewish people's form of Geistigkeit (intellectuality/spirituality) and the notion of exclusive chosenness. Against the backdrop of the recent global rise of anti-Semitism, white supremacy, and violence in the name of religion, this essay reviews a collection of nine fresh perspectives on Freud's text in Freud and Monotheism by authors from a cross section of the humanities. They critically engage Freud's seminal thoughts on the nature of religion and violence, tradition and history, trauma and repression, hermeneutics and the transgenerational transmission of identity. Connecting with Freud's ideas on Geistigkeit, the chosen people, the superego, and sublimation, and Drewermann's insights into the historical connection between monotheism and the development of the human sense of personhood, the essay concludes with a proposal for countering anti-Semitism and religious violence through a reinterpretation of the meaning of monotheism.Purpose This article describes the iterative development of a home review program designed to augment vocabulary instruction for young children (ages 4 and 5 years) occurring at school through the use of a home review component. Method A pilot study followed by two experiments used adapted alternating treatment designs to compare the learning of academic words taught at school to words taught at school and reviewed at home. At school, children in small groups were taught academic words embedded in prerecorded storybooks for 6 weeks. Children were given materials such as stickers with review prompts (e.g., "Tell me what brave means") to take home for half the words. Across iterations of the home intervention, the home review component was enhanced by promoting parent engagement and buy-in through in-person training, video modeling, and daily text message reminders. Visual analyses of single-subject graphs, multilevel modeling, and social validity measures were used to evaluate the additive effects and feasibility of the home review component. Results Social validity results informed each iteration of the home program. The effects of the home program across sites were mixed, with only one site showing consistently strong effects. Superior learning was evident in the school + home review condition for families that reviewed words frequently at home. Although the home review program was effective in improving the vocabulary skills of many children, some families had considerable difficulty practicing vocabulary words. Conclusion These studies highlight the importance of using social validity measures to inform iterative development of home interventions that promote feasible strategies for enhancing the home language environment. Further research is needed to identify strategies that stimulate facilitators and overcome barriers to implementation, especially in high-stress homes, to enrich the home language environments of more families.