The placement of the human eyeball and canthi in craniofacial identification

An accurate understanding of the spatial relationships between the deep and superficial structures of the head is essential for anthropological methods concerned with the comparison of faces to skulls (superimposition) or the prediction of faces from them (facial approximation). However, differences of opinion exist concerning: (i) the position of the eyeball in planes other than the anteroposterior plane and (ii) the canthi positions relative to the bony orbital margins. This study attempts to clarify the above relationships by dissection of a small sample of adult human cadavers (N = 4, mean age = 83 years, s = 12 years). The most notable finding was that the eyeballs were not centrally positioned within the orbits as the more recent craniofacial identification literature expounds. Rather, the eyeballs were consistently positioned closer to the orbital roof and lateral orbital wall (by 1-2 mm on average); a finding consistent with the earlier anatomical literature. While these estimation errors are small ipsilaterally, several factors make them meaningful: (i) the orbital region is heavily used for facial recognition; (ii) the width error is doubled because the eyes are bilateral structures; (iii) the eyes are sometimes used to predict/assess other soft tissue facial structures; and (iv) the net error in facial approximation rapidly accumulates with the subsequent prediction of each independent facial feature. While the small sample size of this study limits conclusive generalizations, the new data presented here nonetheless have immediate application to craniofacial identification practice because the results are evidence based. In contrast, metric data have never been published to support the use of the central positioning guideline. Clearly, this study warrants further quantification of the eyeball position in larger samples and preferably of younger individuals.     

Baseline subjective stress predicts 1-year outcomes among drug court clients

Psychological stress has long been known to predict negative changes in physical and behavioral health in the general population. The same relationships have been found in research on drug abusers. In this longitudinal study, 477 clients of two Kentucky drug courts were followed for 1 year to examine the relationship between subjective stress at intake and outcomes 1 year after the baseline of this 18-month drug court program. Greater baseline subjective stress was significantly associated with poorer employment, substance use, criminal justice, and health outcomes at 1-year follow-up, even after adjusting for selected demographic characteristics and baseline levels of the outcomes of interest. If these results are replicated in these and other drug courts, then a stress reduction treatment trial within the drug court context should be attempted and evaluated.     

Late adolescents' perceptions of their relationships with their parents: Relationships among deidealization,autonomy, relatedness,and insecurity and implications for adolescent adjustment and ego identity status

Questionnaire data from 376 undergraduates (mean age=19.3 years) were used to test a model describing interrelationships among deidealization, relatedness, autonomy, and insecurity in late adolescents' relationships with their parents. As expected, deidealization predicted greater autonomy and less relatedness (i.e., more disengagement), greater disengagement predicted greater insecurity, and greater insecurity predicted less autonomy. However, disengagement from parents proved to be a double-edged sword in that it was linked not only to insecurity, but also to feelings of greater separateness and self-directedness in relation, to parents. Additional analyses identified significant associations between the adolescent/parent relationship variables and the adolescents' psychological health and ego identity status.Received her Ph.D. from Yale University. Major interests are in parent/child relationships during late adolescence and young adulthood.Received her B.A. from University of Virginia and M.A. from Michigan State University. Major interests are in adolescent development and pediatric psychology.Received her B.A. from Duke University and M.A. from Michigan State University. Major interests are in adult children of alcoholics and adolescent separation/individuation.     

Patterns in burglary: An empirical examination of offense and offender characteristics

Key cluster analysis was used to examine the various characteristics of both burglars and burglaries to determine the existence and extent of any relationship between the offender and the incident. The data were gathered from six law enforcement agencies in California.Although some patterns were suggestive of a relationship between race, method of entry, and economic level of the burglarized location, no strong patterns could be found.     

Treading on Tradition: Approaches to Teaching International Relations to the Nontraditional Undergraduate

Nontraditional undergraduates (NTUs), undergraduates who typically are older than average, work full-time, and/or are entrusted with substantial family responsibilities, pose a special challenge to international relations educators. Severe constraints on time and access to library facilities both impede progress and may give an erroneous impression that NTUs are not as committed to their education as more conventional college undergraduates. The lack of continuity in education that typifies the NTU experience often manifests itself in anxiety, frustration, and gaps in fundamental knowledge. At the same time, the maturity and sophistication that come with life experience often far exceed that of the more conventional college student. Furthermore, typical requirements of international relations and international studies majors, such as second and third language proficiency, internships with international organizations, and overseas study are often not feasible for the working student with family responsibilities. Possibilities for meeting the challenges of teaching NTUs include greater use of open-book examinations, research proposals, case studies, simulations, problem-based learning (PBL), use of the Internet, and the development of short-term intensive overseas study opportunities that accommodate the working student's schedule.