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Dorothy E. Dean M.D. Jennifer M. Jamison M.A. B.S. Jason L. Lane M.D. 《Journal of forensic sciences》2014,59(4):1142-1145
Peritonitis secondary to spontaneous rupture/perforation of the gall bladder is a rare condition overall and is even less common in the forensic population. We report the case of a middle‐aged man who died from generalized peritonitis from gall bladder perforation due to acute acalculous cholecystitis. This condition usually occurs in critical patients with systemic illness, and although the exact pathogenesis remains unclear, the development of acalculous cholecystitis appears to be multifactorial. Antemortem diagnosis is reliant upon clinical presentation, laboratory data, and radiologic studies. Surgery and appropriate antibiotics are mainstays of treatment; however, there is an emerging role for minimally invasive procedures. Histopathologic features show significant overlap with the calculous type. Although increasing numbers of acalculous cholecystitis have been diagnosed in the critically ill, the fatal presentation of a perforated gall bladder following an undiagnosed case of acute acalculous cholecystitis is unusual in a nonhospitalized and ambulatory man. 相似文献
77.
This study examined whether a cognitive interview (CI) can counteract the effects of suggestive interviews involving forced
fabrication. College students witnessed a filmed event and were later forced to fabricate answers to misleading questions
about the event. All witnesses were interviewed with a non-leading CI or free recall (FR) either before or after the forced
fabrication phase. A week later participants completed a recognition and source monitoring (SM) test of video content. Relative
to FR, the CI administered before the forced fabrication interview increased reports of correct details and reduced false
assents to fabricated items. A CI after resulted in false memory rates comparable to the FR group. Early interviews using
CI techniques may protect against memory loss and misinformation effects. 相似文献
78.
Dorothy D. Vaandering 《Contemporary Justice Review》2019,22(2):188-210
Restorative justice (RJ) holds significant potential as a means for nurturing relational school cultures and addressing harm within those contexts. However, educators participating in professional development (pd), often articulate a commitment to RJ in principle but tend to continue practicing a pedagogy that focuses on controlling student (mis) behavior apart from its relational context. Considering the strong philosophical perspective of humanity on which RJ is grounded, this phenomenological case study examines the impact of pd that explicitly (a) engages with core beliefs and values of RJ and (b) invites participants to examine their personal philosophical stance. Employing theory-guided analysis and poetic inquiry to examine participants’ reflections nine months following their experience, results indicate that commitment and practice are better aligned. A significant change in perspectives emerges self; others; current practice; and group engagement. A list of recommended components for professional development concludes the article. 相似文献
79.
Michelle Birkett Dorothy L. Espelage Brian Koenig 《Journal of youth and adolescence》2009,38(7):989-1000
Lesbian, gay, and bisexual students (LGB) and those questioning their sexual orientation are often at great risk for negative
outcomes like depression, suicidality, drug use, and school difficulties (Elliot and Kilpatrick, How to Stop Bullying, A KIDSCAPE
Guide to Training, 1994; Mufoz-Plaza et al., High Sch J 85:52–63, 2002; Treadway and Yoakam, J School Health 62(7):352–357, 1992). This study examined how school contextual factors such as homophobic victimization and school climate influence negative
outcomes in LGB and questioning middle school students. Participants were 7,376 7th and 8th grade students from a large Midwestern
county (50.7% Female, 72.7% White, 7.7% Biracial, 6.9% Black, 5.2% Asian, 3.7% Hispanic, and 2.2% reported “other”). LGB and
sexually questioning youth were more likely to report high levels of bullying, homophobic victimization, and various negative
outcomes than heterosexual youth. Students who were questioning their sexual orientation reported the most bullying, the most
homophobic victimization, the most drug use, the most feelings of depression and suicidality, and more truancy than either
heterosexual or LGB students. A positive school climate and a lack of homophobic victimization moderated the differences among
sexual orientation status and outcomes. Results indicate that schools have the ability to lessen negative outcomes for LGB
and sexually questioning students through creating positive climates and reducing homophobic teasing. 相似文献
80.
Megan L. Mayberry Dorothy L. Espelage Brian Koenig 《Journal of youth and adolescence》2009,38(8):1038-1049
This study tested a social-ecological model of adolescent substance use. Multilevel modeling was used to investigate how systems,
such as parents, peers, schools, and communities, directly influence and interact together to influence adolescent substance
use. Participants included 14,548 (50.3% female) middle school students who were 78.6% White, 5.4% Biracial, 4.8% Asian, 4.8%
Black, and 3.6% Hispanic. Participants completed a survey with scales assessing substance use, peer influences, parental influences,
and characteristics of their school and community. Hierarchical linear modeling (HLM) was used to consider the variation of
parental and peer influences on substance use and how schools and communities relate to both substance use and the relationship
between substance use and peer and parental factors. Results indicated that a positive school climate and a positive sense
of community were associated with less adolescent substance use and that a positive sense of community moderated the relation
between peer and parental influence on adolescent substance use, thereby acting as a protective factor.
相似文献
Brian KoenigEmail: |