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Introduction: Sensory impairment of the upper limb is common after stroke and negatively impacts a stroke survivor’s recovery. The acute phase is a critical time for the identification of post-stroke somatosensory impairments and occupational therapists have a key role in the acute stroke setting. Sensory assessment and treatment practices of occupational therapists working in acute stroke settings are largely unknown. This study aims to describe current clinical practice and identify the barriers and enablers for the assessment of sensory impairment in patients post stroke within acute stroke units.Method: A mixed-methods approach was utilised, with an Australian national cross-sectional online survey of occupational therapists (n= 85) and state-based focus groups (n= 2). Descriptive analyses and thematic analysis were conducted.Findings: The majority of clinicians (78%) use non-standardised measures to assess for somatosensory impairment. Three qualitative themes were identified: acute setting contextual factors, individual patient characteristics and priorities, and clinician knowledge and perceived benefits.Conclusion: Occupational therapists working within acute stroke units are aware of the importance of assessing sensory impairment of the upper limb post stroke. However, the majority use non-standardised approaches and called for a standardised quick-to-administer tool kit that is readily available in acute stroke units.

Fatigue in metals involves gradual failure through incremental propagation of cracks under repetitive mechanical load. In structural applications, fatigue accounts for up to 90% of in-service failure1,2. Prevention of fatigue relies on implementation of large safety factors and inefficient overdesign3. In traditional metallurgical design for fatigue resistance, microstructures are developed to either arrest or slow the progression of cracks. Crack growth is assumed to be irreversible. By contrast, in other material classes, there is a compelling alternative based on latent healing mechanisms and damage reversal4–9. Here, we report that fatigue cracks in pure metals can undergo intrinsic self-healing. We directly observe the early progression of nanoscale fatigue cracks, and as expected, the cracks advance, deflect and arrest at local microstructural barriers. However, unexpectedly, cracks were also observed to heal by a process that can be described as crack flank cold welding induced by a combination of local stress state and grain boundary migration. The premise that fatigue cracks can autonomously heal in metals through local interaction with microstructural features challenges the most fundamental theories on how engineers design and evaluate fatigue life in structural materials. We discuss the implications for fatigue in a variety of service environments.

As data science and instrumentation become key practices in common careers ranging from medicine to agriscience, chemistry as a core introductory course must introduce such topics to students early and at an accessible level. Advanced data acquisition and data science generally require expensive precision instrumentation and massive computation, often out-of-reach even for upper-level undergraduate laboratory courses. At the same time, a new generation of affordable do-it-yourself instruments presents an opportunity for incorporation of curricula focused on instrument design and computation into freshman-level courses. We present a new lab for integration into existing courses that starts with hands-on spectrometer building, moves to data collection, and finally introduces an advanced data science technique, singular value decomposition, at an appropriate level with minimal computing requirements. The hardware and software used are modular and inexpensive. The lab was tested in three community college general chemistry sections over two semesters. Previously, students taking these courses did not typically see advanced quantitative chemistry curricula before deciding whether to pursue a bachelor’s degree. This lab allowed students to practice data collection and organization skills, use prewritten Jupyter notebooks that perform advanced data analysis, and gain presentation skills. A multiwave assessment completed by students highlights both successes and difficulties associated with incorporating multiple advanced topics involving instrument design, data collection, and analysis techniques in a single lab.

Graphical abstract:

The peridynamic theory of solid mechanics is applied to modeling the deformation and fracture of micrometer-sized particles made of organic crystalline material. A new peridynamic material model is proposed to reproduce the elastic–plastic response, creep, and fracture that are observed in experiments. The model is implemented in a three-dimensional, meshless Lagrangian simulation code. In the small deformation, elastic regime, the model agrees well with classical Hertzian contact analysis for a sphere compressed between rigid plates. Under higher load, material and geometrical nonlinearity is predicted, leading to fracture. The material parameters for the energetic material CL-20 are evaluated from nanoindentation test data on the cyclic compression and failure of micrometer-sized grains.

In this cluster randomized control trial study, the authors explored the efficacy of an intervention designed to improve second‐grade English learners’ knowledge of challenging, high‐utility English vocabulary. The authors also examined whether the intervention had a differential effect on content words that differ on two attributes (cognate status and abstractness designation) and whether the effects lasted across time. Within schools, teachers were randomly assigned to treatment or control conditions, resulting in 12 treatment classrooms and 10 control classrooms. Teachers in the treatment condition developed vocabulary using six methods: interactive shared reading, direct instruction of individual words, instruction in cognate use, activities to foster word consciousness and reinforce instructed words, and use of visual and linguistic supports. Teachers in the control condition read the same books with the target vocabulary inserted into the stories. Findings on the curriculum‐based and standardized measure of vocabulary indicated that the intervention implemented for four 50‐minute lessons per week for 18 weeks was effective in helping English learners acquire challenging high‐utility school‐relevant vocabulary (Cohen’s d= 1.88 for content words; d= 0.41 for connecting words; d= 0.47 for the Test of Oral Language Development). The effects differed by word characteristics, with higher effect sizes for words that are noncognates (d= 1.57 for both concrete and abstract noncognates; d= 1.02 concrete cognates; d= 0.81 for abstract cognates). Ten months after the intervention, treatment students still outperformed control students on content vocabulary learned during the intervention (d= 1.31). This study helps validate a multifaceted approach to vocabulary intervention and research.

Mastery of order–disorder processes in highly nonequilibrium nanostructured oxides has significant implications for the development of emerging energy technologies. However, we are presently limited in our ability to quantify and harness these processes at high spatial, chemical, and temporal resolution, particularly in extreme environments. Here, we describe the percolation of disorder at the model oxide interface LaMnO3/SrTiO3, which we visualize during in situion irradiation in the transmission electron microscope. We observe the formation of a network of disorder during the initial stages of ion irradiation and track the global progression of the system to full disorder. We couple these measurements with detailed structural and chemical probes, examining possible underlying defect mechanisms responsible for this unique percolative behavior.

The design of ductile metallic glasses has been a longstanding challenge. Here, we use colloidal synthesis to fabricate nickel–boron metallic glass nanoparticles that exhibit homogeneous deformation at room temperature and moderate strain rates. In situ compression testing is used to characterize the mechanical behavior of 90–260 nm diameter nanoparticles. The force–displacement curves consist of two regimes separated by a slowly propagating shear band in small, 90 nm particles. The propensity for shear banding decreases with increasing particle size, such that large particles are more likely to deform homogeneously through gradual shape change. We relate this behavior to differences in composition and atomic bonding between particles of different size using mass spectroscopy and XPS. We propose that the ductility of the nanoparticles is related to their internal structure, which consists of atomic clusters made of a metalloid core and a metallic shell that are connected to neighboring clusters by metal–metal bonds.

This work demonstrates a novel approach to ultrahigh-temperature mechanical testing using a combination of in situ nanomechanical testing and localized laser heating. The methodology is applied to characterizing and testing initially nanograined 10 mol % Sc2O3-stabilized ZrO2up to its melting temperature. The results suggest that the low-temperature strength of nanograined, d< 50 nm, oxides is not influenced by creep. Tensile fracture of ZrO2bicrystals produce a weak-temperature dependence suggesting that grain boundary energy dominates brittle fracture of grain boundaries even at high homologous temperatures; for example, T= 2050 °C or T≈ 77% Tmelt. The maximum temperature for mechanical testing in this work is primarily limited by the instability of the sample, due to evaporation or melting, enabling a host of new opportunities for testing materials in the ultrahigh-temperature regime.

Walking in the real-world involves negotiating challenging or uneven surfaces, including sand. This can be challenging for people with Multiple Sclerosis (PWMS) due to motor deficits affecting the lower extremities. The study objective was to characterise kinematic gait adaptations made by PWMS when walking on sand and describe any immediate post-adaptation effects.

Adherence to treatment protocols to manage fever, hyperglycemia, and dysphagia is associated with reduced levels of mortality and morbidity in acute stroke patients. However, the extent of research translation in this area is unclear. The aim of this study was to determine whether there is an evidence‐practice gap in the management of fever, hyperglycemia, and dysphagia in an acute stroke unit. Medical records were audited to determine whether clinical practice was consistent with best practice, as defined by treatment protocols used within the Quality in Acute Stroke Care study. Data were collected regarding the assessment and management of fever, hyperglycemia, and dysphagia. Reasons for variance from “best practice” care were noted. The case note audit took place in an acute stroke unit in a large teaching hospital in Australia. Participants were 53 stroke survivors discharged from the study site over a 6‐month period in 2013. Care processes did not consistently reflect best practice. Temperature was monitored 4–6 hourly in 62% of the patients. Fifty‐three percent of the patients had a fingerprick blood glucose level on admission to the stroke unit and only 4% of the patients were monitored 6th hourly. Data showed that 83% of the patients received a swallow assessment within 24 hours by a speech pathologist. Thirty percent of the patients were given food and fluids before speech assessment. Only eight patients (26%) directly admitted to the stroke unit received best practice assessment of temperature, blood glucose, and dysphagia. Current practice does not reflect best practice. Barriers to research translation are currently unclear but must be overcome to improve care quality for stroke survivors. Multifaceted interventions to ensure uptake of care protocols are required. Consistent provision of evidence‐based practice needs to be available to ensure patients are provided with the best nursing care following stroke.

Activity monitoring is used for motivation and assessing patients in the rehabilitation setting. Monitors available on the market have not been assessed for accuracy at walking patterns seen in the clinical setting.

Despite a long‐standing awareness of academic language as a pedagogically relevant research area, the construct of academic‐language proficiency, understood as a more comprehensive set of skills than just academic vocabulary, has remained vaguely specified. In this study, we explore a more inclusive operationalization of an academic‐language proficiency construct, core academic‐language skills (CALS). CALSrefers to a constellation of high‐utility language skills hypothesized to support reading comprehension across school content areas. Using the Core Academic Language Skills Instrument (CALS‐I), a theoretically grounded and psychometrically robust innovative tool, we first examined the variability in students' CALSby grade, English‐proficiency designation, and socioeconomic status (SES). Then, we examined the contribution of CALSto reading comprehension using academic vocabulary knowledge, word reading fluency, and sociodemographic factors as covariates. A linguistically and socioeconomically diverse cross‐sectional sample of 218 students (grades 4–6) participated in four assessments: the CALS‐I, a standardized reading comprehension assessment (Gates–MacGinitie Reading Test), an academic vocabulary test (Vocabulary Association Test), and a word reading fluency test (Test of Silent Word Reading Fluency). General linear model analysis of variance revealed that CALSdiffered significantly by grade, English‐proficiency designation, and SES, with students in higher grades, English‐proficient students, and those from higher SESbackgrounds displaying higher scores, on average. Hierarchical multiple regression analyses identified CALSas an independent predictor of reading comprehension, even after controlling for academic vocabulary knowledge, word reading fluency, and sociodemographic factors. By specifying a set of language skills associated with reading comprehension, this study advances our understanding of school‐relevant language skills, making them more visible for researchers and educators. 学术语文是一个与教学法相关的研究领域,尽管这意识已长期存在文献中,对于学术语文能力这个建构,只是被理解为比学术词汇更全面的一整套技能,但一直欠缺清晰的解说。本研究探讨核心学术语文技能这个更具包容性操作化的学术语文能力建构。核心学术语文技能是指一系列被假设为能够支援跨学校学科内容阅读理解的高实用语言技能。《核心学术语文技能评估》是一个既有理论根据又具稳健性的创新心理测量工具。本文作者使用这测量工具,首先考查学生的核心学术语文技能按年级、英语熟练水平指定和社会经济地位的变异性;继而使用学术词汇知识、单字阅读流畅度和社会人口因素作为协变量,考查核心学术语文技能对阅读理解的贡献。参与本研究的218名学生(4至6年级)是来自一个多样化语言和社会经济背景的横截面样本,他们接受收四种评估:《核心学术语文技能评估》、统一阅读理解评估(《盖麦二氏阅读测验》)、学术词汇评估(《词汇关联测验》)和单字阅读流畅度评估 (《单字默读流畅度测验》)。一般线性模型的方差分析结果显示,核心学术语文技能按年级、英语熟练水平指定和社会经济地位均有显著差异;平均而言,较高年级、较高英语熟练水平和较高社会经济地位背景的学生,均有较高的核心学术语文技能分数。分层多元回归分析结果确定,甚至在控制了学术词汇知识、单字阅读流畅度和社会人口等因子后,核心学术语文技能仍然是一个独立预测阅读理解的指标。本研究透过具体解说一套与阅读理解有关的语言技能,帮助研究者和教育工作者对与学校相关的语言技能得到较清晰的理解。 A pesar de que desde hace mucho tiempo se reconoce el lenguaje académico como un área de investigación relevante a la pedagogía, el constructo de la competencia en el lenguaje académico, en el sentido de ser un cuadro de habilidades que van más allá del vocabulario académico, se ha mantenido poco especificado. En este estudio, exploramos una manera más inclusiva de operar un constructo de competencia en el lenguaje académico: las destrezas básicas en el lenguaje académico (CALSpor sus siglas en inglés). CALSincluye toda una gama de destrezas lingüísticas de alta utilidad que se cree apoyan la comprensión lectora en todas las áreas de contenido escolar. Usando el Instrumento de Destrezas Básicas en el Lenguaje Académico (CALS‐I por sus siglas en inglés), una herramienta basada en teorías y robustamente innovadora psicométricamente, primero examinamos la variabilidad en los CALSde los estudiantes por grados, la designación de su habilidad con el inglés, y su estatus socio económico (SESpor sus siglas en inglés). Entonces examinamos la contribución de CALSa la comprensión lectora usando el conocimiento del vocabulario académico, la fluidez al leer palabras, y factores sociodemográficos como covariantes. Una muestra transversal diversificada lingüística y socio económicamente de 218 estudiantes (del cuarto al sexto grado) participaron en cuatro evaluaciones: el CALS‐I, una evaluación estandarizada de la comprensión lectora (Gates‐MacGinitie Reading Test), un examen académico de vocabulario (Vocabulary Association Test), y un examen de la fluidez de la lectura de palabras (Test of Silent Word Reading Fluency). Un análisis de variación general del modelo linear mostró que CALSdifiere importantemente por grados, por la designación de la habilidad con el inglés, y SES, en los estudiantes en los grados más altos, los estudiantes proficientes en inglés y los de trasfondos SESmás altos logrando calificaciones más altas, como promedio. Un análisis de regresión múltiple jerárquica identifico a CALScomo un predictor independiente de la comprensión lectora, aún después de controlar por el conocimiento de vocabulario académico, la fluidez en la lectura de palabras, y factores sociodemográficos. Por haber especificado un conjunto de destrezas lingüísticas asociadas con la comprensión lectora, este estudio adelanta nuestro entendimiento de las habilidades lingüísticas relevantes a la docencia, haciéndolas más visibles a los investigadores y los educadores. مع أن وعي طويل المدى بالاحتمال أن تعتبر اللغة الأكاديمية مجال بحث وثيق الصلة بالتعليم، فإن مفهوم كفاءة اللغة الأكاديمية بمفهومه كمجموعة مهارات أكثر شمولة من مجرد مفردات أكاديمية، ظل تعريفه تعريفاً غامضاً حتى الآن. وفي هذه الدراسة، نفحص تنفيذ مفهوم كفاءة لغة أكاديمية أكثر شمولة المسمى مهارات اللغة الأكاديمية الجوهرية الذي يشير إلى مجموعة من مهارات لغوية عالية المنفعة على أساس الافتراض أن تدعم استيعاب القراءة عبر مجالات محتوى المدرسة. وباستخدام آلة مهارات اللغة الأكاديمية الجوهرية، وهي أداة قياسات نفسية مبدعة فعالة ومبنية على النظرية، فأننا أولاً فحصنا المتغيرات في نتائج الطلاب المأخوذة من الآلة حسب الصف وصنف الكفاءة اللغوية والحالة الاجتماعية الاقتصادية. ثم، فحصنا مساهمة الآلة في استيعاب القراءة مستخدماً معرفة المفردات الأكاديمية وطلاقة قراءة الكلام والعوامل الاجتماعية السكانية كمتغيرات مشاركة. وقد اشتركت عينة مقطع عرضي من 218 طالباً (من الصف الرابع إلى السادس) وهم متنوعون من حيث اللغة والحالة الاجتماعية الاقتصادية في أربعة تقييمات: الآلة المذكورة أعلاه وتقييم استيعاب القراءة القياسي (أي امتحان القراءة لدى غايتس‐مكجينيتي) وامتحان مفردات أكاديمية (أي امتحان تطابق المفردات) وامتحان طلاقة قراءة الكلام (أي امتحان طلاقة قراءة الكلام الصامتة). إن تحليل النموذج الطولي العام للتنوع كشف أن نتائج الآلة المذكورة أعلاه اختلفت اختلافاً ذا دلالة من حيث الصف وصنف الكفاءة الإنكليزية والحالة الاجتماعية الاقتصادية عن الطلاب في الصفوف المتقدمة والطلاب ذوي الكفاءة الإنكليزية والذين من حالة اجتماعية اقتصادية أعلى حصلوا على نتائج أعلى في المعدل. إن التحاليل الرجعية المتعددة الهرمية عينت آلة مهارات اللغة الأكاديمية الجوهرية كمنبئة مستقلة باستيعاب القراءة حتى تم ضبط معرفة المفردات الأكاديمية وطلاقة قراءة الكلام والعوامل الاجتماعية السكانية. ومن تحديد مجموعة مهارات لغوية متعلقة باستيعاب القراءة، فإن هذه الدراسة تقدم فهمنا بمهارات لغوية خاصة بالمدرسة وتوضحها للباحثين والمعلمين. Xoтя aкaдeмичecкий язык дaвнo пpeдcтaвляeтcя знaчимoй для пeдaгoгики oблacтью иccлeдoвaний, cтpyктypa cooтвeтcтвyющиx языкoвыx кoмпeтeнций, пoнимaeмaя кaк бoлee шиpoкий нaбop yмeний и нaвыкoв, нeжeли coбcтвeннo влaдeниe yчeбнoй лeкcикoй, пoкa ocтaeтcя дocтaтoчнo нeoпpeдeлeннoй. B дaннoм иccлeдoвaнии пpeдлoжeнa oбшиpнaя cтpyктypa кoмпeтeнций в oблacти aкaдeмичecкoгo языкa (CALS), oxвaтывaющaя вce ocнoвныe yчeбныe языкoвыe нaвыки. CALSвключaeт в ceбя цeлый pяд языкoвыx нaвыкoв пpaктичecкoгo cвoйcтвa, кoтopыe, кaк пpeдпoлaгaeтcя, пoддepживaют пoнимaниe пpoчитaннoгo в любыx пpeдмeтныx oблacтяx. Иcпoльзyя тeopeтичecки oбocнoвaнный и пcиxoмeтpичecки вывepeнный иннoвaциoнный Инcтpyмeнт‐CALS(CALS‐I), aвтopы cнaчaлa иccлeдoвaли зaвиcимocть CALSoт вoзpacтa yчaщиxcя, иx влaдeния aнглийcким языкoм и coциaльнo‐экoнoмичecкoгo пoлoжeния (CЭП). Зaтeм былa иccлeдoвaнa poль CALSв пoнимaнии пpoчитaннoгo, пpичeм пepeмeнными являлиcь влaдeниe aкaдeмичecкoй лeкcикoй, бeглocть чтeния cлoв и coциaльнo‐дeмoгpaфичecкиe фaктopы. B иccлeдoвaнии yчacтвoвaли 218 yчaщиxcя 4‐6x клaccoв – лингвиcтичecки и coциaльнo‐экoнoмичecки paзнooбpaзнaя пoпepeчнaя выбopкa. Oни выпoлнили чeтыpe тecтa: CALS‐I, cтaндapтизиpoвaннyю oцeнкy пoнимaния пpoчитaннoгo (тecт Гeйтc‐MaкГинити), пpoвepкy нa влaдeниe aкaдeмичecкoй лeкcикoй (Accoциaтивный cлoвapный тecт) и пpoвepкy бeглocти чтeния (тecт нa бeглocть чтeния пpo ceбя). Диcпepcиoнный aнaлиз ocнoвнoй линeйнoй мoдeли пoкaзaл, чтo итoги CALScepьeзным oбpaзoм зaвиcят oт вoзpacтнoй гpyппы, oт ypoвня влaдeния aнглийcким языкoм и oт CЭП: чeм cтapшe yчaщиecя, чeм лyчшe oни влaдeют языкoм oбyчeния, чeм вышe CЭП иx ceмeй, тeм бoлee выcoкиe бaллы oни, в cpeднeм, нaбиpaют. Иepapxичecкий мнoжecтвeнный peгpeccиoнный aнaлиз пoкaзaл, чтo CALScпocoбeн – c yчeтoм пepeчиcлeнныx фaктopoв – тoчнo пpeдcкaзaть пoнимaниe пpoчитaннoгo. Bыдeлив pяд языкoвыx нaвыкoв, cвязaнныx c пoнимaниeм пpoчитaннoгo, дaннoe иccлeдoвaниe pacшиpяeт пpeдcтaвлeния иccлeдoвaтeлeй и пeдaгoгoв o нaвыкax, знaчимыx для oбyчeния в шкoлe. Bien que l'on soit conscient de longue date que le langage est un domaine de recherche pertinent sur le plan pédagogique, la conception selon laquelle la maîtrise de la langue académique est un ensemble de compétences allant au‐delà du vocabulaire académique demeure assez imprécise. Nous explorons dans cette étude une opérationnalisation plus inclusive d'une construction de maîtrise du vocabulaire académique, le noyau des compétences de maîtrise du langage (core academic‐language skills, CALS). CALSrenvoie à une constellation de compétences linguistiques très utiles supposées sous‐tendre la compàréhension de la lecture dans différentes matières d'enseignement. En utilisant le noyau des compétences de maîtrise du langage (CALS‐I), un outil innovant fondé théoriquement et psychométriquement robuste, nous avons examiné d'abord les variations de CALSen fonction du niveau scolaire, de la maîtrise de la langue telle que définie, et du niveau socio‐économique. Nous avons examiné ensuite la contribution de CALSà la compréhension de la lecture en utilisant comme covariants la connaissance du vocabulaire académique, la fluidité dans la lecture de mots, et les facteurs socio‐économiques. Un échantillon transversal de 218 élèves (de la 4e à la 6e année), différents sur les plans linguistique et socio‐économique, a participé à quatre évaluations: le CALS‐I, une évaluation standardisée de comprehension de la lecture (test de lecture de Gates‐MacGinitie), un test de vocabulaire académique (Test d'association du vocabulaire), et un test de maîtrise du vocabulaire de lecture (Test de maîtrise de la lecture silencieuse de mots). Le modèle général d'analyse linéaire de la variance a révélé que le CALSdiffère de façon significative en fonction du niveau scolaire, de la maîtrise de la langue telle que définie, et du niveau socio‐économique, les élèves des classes les plus avancées, ceux qui maîtrisent la langue, et ceux des milieux les plus élevés obtenant en moyenne de meilleurs résultats. Les analyses hiérarchiques de régression multiple ont montré que CALSpermet de prédire indépendamment la comprehension de la lecture, même après contrôle de la connaissance du vocabulaire académique, de la maîtrise du vocabulaire en lecture, et des facteurs socio‐économiques. En spécifiant un ensemble de compétences linguistiques associées à la compréhension de la lecture, cette étude fait avancer notre compréhension des compétences linguistiques pertinentes à l'école, en les rendant plus visibles aux yeux des chercheurs et des pédagogues.

Abstract

Walking ability and fatigue are often reported as the most disabling symptoms in Multiple Sclerosis (MS). Motor fatigue may contribute to reduced mobility, and is likely caused by both central and peripheral deterioration in neuromuscular function. Simple and choice stepping reaction time (RT) measures have the potential to detect walking induced changes in motor impairment.

Improvements in prevention have led to declines in incidence and mortality of myocardial infarction (MI) in selected populations. However, no studies have examined regional differences in recent trends in MI incidence, and few have examined whether known regional disparities in MI care have narrowed over time.

To date, the assessment of public health consequences of air pollution has largely focused on a single-pollutant approach aimed at estimating the increased risk of adverse health outcomes associated with the exposure to a single air pollutant, adjusted for the exposure to other air pollutants. However, air masses always contain many pollutants in differing amounts, depending on the types of emission sources and atmospheric conditions. Because humans are simultaneously exposed to a complex mixture of air pollutants, many organizations have encouraged moving towards “a multipollutant approach to air quality.” Although there is general agreement that multipollutant approaches are desirable, the challenges of implementing them are vast.

Chapter 6 of the book "Financial Governance and Indonesia's Reforestation Fund During the Soeharto and Post-Soeharto Periods, 1989-2009: A Political Economic Analysis of Lessons for REDD+" is presented. It traces the institutional arrangements through which the Reforestation Fund (DR) has been administered by successive government administrations. It summarises key lessons from Indonesia's experience with the DR for reducing emissions from deforestation and forest degradation (REDD).

Chapter 5 of the book "Financial Governance and Indonesia's Reforestation Fund During the Soeharto and Post-Soeharto Periods, 1989-2009: A Political Economic Analysis of Lessons for REDD+" is presented. It highlights the plan of the Ministry of Forestry to use the Reforestation Fund to provide financial incentives for commercial plantation development in support of forest industry revitalisation. It announces the establishment of the Forest Industry Revitalisation Working Group.

Chapter 4 of the book "Financial Governance and Indonesia's Reforestation Fund During the Soeharto and Post-Soeharto Periods, 1989-2009: A Political Economic Analysis of Lessons for REDD+" is presented. It investigates the government's fiscal balancing process and the redistribution of the Reforestation Fund (DR) revenues. It explores the central government's financing of the National Movement for Land and Forest Rehabilitation program.

Chapter 3 of the book "Financial Governance and Indonesia's Reforestation Fund During the Soeharto and Post-Soeharto Periods, 1989-2009: A Political Economic Analysis of Lessons for REDD+" is presented. It highlights the introduction of the state finance reforms during the Reformasi period, such as the strengthening of the government's Supreme Audit Board. It examines the implications of each reform for the administration of the Reforestation Fund.

Chapter 2 of the book "Financial Governance and Indonesia's Reforestation Fund During the Soeharto and Post-Soeharto Periods, 1989-2009: A Political Economic Analysis of Lessons for REDD+" is presented. It examines Indonesia's administration and uses of the Reforestation Fund (DR) during the Soeharto era. It provides an overview of the origin and structure of the DR, as well as the contribution of the DR levy to the state forestry revenues.

Chapter 1 of the book "Financial Governance and Indonesia's Reforestation Fund During the Soeharto and Post-Soeharto Periods, 1989-2009: A Political Economic Analysis of Lessons for REDD+" is presented. It examines Indonesia's experience with its Reforestation Fund (DR) to support the country's Reducing Emissions from Deforestation and Forest Degradation (REDD+) readiness. It outlines the critical lessons for REDD+ related to the need for strengthening financial and revenue management.

• We attempted to replicate earlier findings of an association between exposure to influenza in the second trimester of gestation and adult schizophrenia. The number of live births, of births of future schizophrenics, and of cases of influenza reported to the Ministry of Health in Denmark was ascertained by month from 1911 to 1950. The relationship between fetal exposure to influenza and adult schizophrenia was examined. It is possible that unknown factors produce excesses of both influenza and schizophrenia in the winter, creating an artifactual association. To control for this coincidence, the effects of season were removed from the monthly influenza and schizophrenic birthrates by several methods. Using the residual scores, it was found that influenza rates higher than seasonally expected, occurring in the sixth month of gestation, were associated with rates of births of schizophrenics greater than seasonally expected. This association was not attributable to some winter-related, third factor or to climatic variables.

Chapter 7 of the book "Financial Governance and Indonesia's Reforestation Fund During the Soeharto and Post-Soeharto Periods, 1989-2009: A Political Economic Analysis of Lessons for REDD+" is presented. It outlines six general recommendations resulting from the examination of Indonesia's experience with the Reforestation Fund (DR). It states that the recommendations aim to strengthen the government's administration to DR.

TO THE EDITOR.— Kendell and Kemp1 conclude that the three studies they report do not support the influenza A virus hypothesis in schizophrenia. We cannot accept their conclusions due to serious inadequacies in their data sources and methods.Kendell and Kemp reason that the severe June and November 1918 and March 1919 influenza epidemics that devastated Scotland should have increased the rate of schizophrenia among those exposed during gestation. To identify people with schizophrenia born in 1918 and 1919, they used a national Scottish register of psychiatric hospitalizations. They inspected their data visually and concluded that there was no increase in the number of people born with schizophrenia in 1918 and 1919. For the period in question, however, the register did not record date of birth; only the patient's report of his or her age was recorded. Year of birth was calculated by subtracting the age reported from the