A Census of Medicolegal Death Investigation in the United States: A Need to Determine the State of our Nation’s Toxicology Laboratories and Their Preparedness for the Current Drug Overdose Epidemic

In 2007, the Bureau of Justice Statistics reported on 2004 data collected from the Census of Medical Examiner and Coroner Offices (CMEC). The CMEC was one of the first comprehensive reports on the state of the medicolegal death investigation system in the United States and included information on administration, expenditure, workload, specialized death investigations, records and evidence retention, and resources. However, the report did not include responses on questions that were related to toxicology such as specimen retention and type of testing. The purpose of this publication is to provide the community with toxicology laboratory-specific responses from nearly 2000 medical examiner and coroner (MEC) offices. Data obtained from a BJS CMEC public use dataset for any remaining information that was not reported in the 2007 BJS report were evaluated specific to the operation of toxicology laboratories within a MEC office or specific to toxicology testing. The CMEC includes information on average operating budget for MEC offices with internal or external toxicology services, budget for toxicology/microbiology services, respondents’ routine uses of toxicology analysis, toxicology specimen retention time, average turnaround times, use of computerized information management systems, and participation in federal data collections. These historical data begin to address the present state of our nation’s toxicology laboratories within the medicolegal death investigation system and their preparedness for the current drug overdose epidemic.     

Types of Malingering in PTSD: Evidence from a Psychological Injury Paradigm

Psychological Injury and Law - The extent to which persons may feign or malinger psychological symptoms is an important concern for civil litigation, specifically in the context of personal injury....     

Gender,ethnicity and feminism: an intersectional analysis of the lived experiences feminist academic women in UK higher education

Studies have begun to explore how those women academics committed to social justice, namely feminist academics, are navigating the increasingly managerial Academy. To understand how these multiple social identities, including gender and ethnicity, interact and intersect, this paper adopts an intersectional approach to understanding the heterogeneity of women’s experiences in academia. Five focus groups with feminist academics (n = 6–10 in each focus group) reveal concerns of hampered career progression as a consequence of being female and openly feminist. Some ethnic minority academics felt that they were forced to choose between a feminist identity or that of their ethnic background. For some women, their feminist identity provided opportunities for challenging dominant practices. The paper concludes that the heterogeneity of feminist academics’ experiences within academia is under-researched and that the lens of intersectionality helps to illuminate this. This paper advances understanding of multiple identities at work, though demonstrating that intersectionality can lead to the accumulation of advantage as well as disadvantage in relation to social identities such as gender and ethnicity, and a political identity such as feminist.     

resistance at the limits: feminist activism and conscientious objection in Israel

This article investigates the relationship between feminism and conscientious objection in Israel, evaluating the efficacy of feminist resistance in the organised refusal movement. While recent feminist scholarship on peace, anti-occupation and anti-militarism activism in Israel largely highlights women's collective action, it does so at the risk of eliding the relations of power within these groups. Expanding the scope of consideration, I look to the experiences of individual feminist conscientious objectors who make visible significant tensions through their accounts of military refusal and participation in the organised conscientious objection movement. Drawing on original ethnographic research, this article problematises feminist activism in the organised Israeli refusal movement through three primary issues: political voice; privilege; and the realisation of gender agendas. Using Michel Foucault's conceptualisation of power as it has been critiqued and qualified by feminist scholars, I consider the ways in which resistance may be both multiple and a diagnostic of power, allowing activists and academics not only to envision new avenues for social change, but also to recognise their constraints. Critically, feminist theories of intersectionality enrich and complicate this Foucauldian approach to power, providing further modes of critique and strategy in the context of feminist activism in Israel. Ultimately, I argue not only for engagement with the limits of power, but also attention to their function, as in theory and praxis these boundaries critically inform our theorising on gender and resistance.     

A Prospective Study of Mexican American Adolescents’ Academic Success: Considering Family and Individual Factors

Mexican American youth are at greater risk of school failure than their peers. To identify factors that may contribute to academic success in this population, this study examined the prospective relationships from 5th grade to 7th grade of family (i.e., human capital [a parent with at least a high school education], residential stability, academically and occupationally positive family role models, and family structure) and individual characteristics (i.e., externalizing symptoms, bilingualism, gender, and immigrant status) to the academic performance of 749 Mexican American early adolescents (average age = 10.4 years and 48.7% were girls in 5th grade) from economically and culturally diverse families as these youth made the transition to junior high school. Results indicated that while controlling for prior academic performance, human capital and positive family role models assessed when adolescents were in 5th grade positively related to academic performance in 7th grade. Further, being a girl also was related to greater 7th grade academic success, whereas externalizing symptoms were negatively related to 7th grade academic performance. No other variables in the model were significantly and prospectively related to 7th grade academic performance. Implications for future research and interventions are discussed.