In other journals

Historical Foundations of the Common Law, Second Edition. S.F.C. Milson . London 1981. Butterworths. pp xii &; 475 (incl. Index). £18 cased, £11.95 limp.?

Marriage Settlements 1601–1740. Lloyd Bonfield. Cambridge 1983. Cambridge University Press, xviii &; 136 pp. (incl. index). £19.50.

The English and Colonial Bars in the 19th Century, Daniel Duman, London, 1983. Croom Helm, xv + 228 pp. (incl. index). £13.95.     

The association between childhood sexual abuse and sexual coercion in men: a test of possible mediators

ABSTRACT

We examined the associations between childhood sexual abuse (CSA), childhood physical abuse (CPA), sexual domain variables, antisocial tendencies, and sexually coercive behaviour in a non-forensic sample of 173 heterosexual men. CSA was associated with paraphilic interests and experiences, a more extensive sexual life history, and early antisocial tendencies. CPA was associated with paraphilic interests and experiences, more self-reported delinquency, higher sensation seeking, and early antisocial tendencies. Sexual domain variables (e.g. number of sexual partners, sexual interest in sadomasochism) mediated the link between CSA and sexually coercive behaviour, but antisocial domain variables (e.g. delinquency, sensation seeking) did not. Of the two sexual domains examined, extensive sexual life history rather than paraphilias mediated the association between CSA and sexually coercive behaviour. These results suggest CSA and CPA are associated with both sexual and antisocial outcomes, and that, for some victims of CSA, having an extensive sexual life history may account for the association between CSA and sexually coercive behaviour later in life.     

From the curriculum to the classroom: The urgent need for preservice human rights teacher education in the United States

Abstract

Despite recent progress made by the human rights education movement in the United States to bring human rights education into curriculum standards, textbooks, and classrooms, preservice and in-service teachers have few opportunities to receive human rights education themselves. I argue that future teachers urgently need to receive preservice human right teacher education for a number of reasons. First, social studies curriculum standards in forty-two US states include human rights standards (Advocates for Human Rights 2016). Second, human rights education allows learners to engage with the human rights framework and gain skills to advocate to end human rights violations. Third, for human rights education to be effective in ending human rights violations, teachers must teach in a way that can help to dismantle oppression rather than perpetuate it. Thus, teacher educators must implement preservice human rights teacher education thoughtfully. I address challenges to, critiques of, and recommendations for implementation. Following this, I build on these ideas with my own recommendations for implementation. These recommendations are based on interviews I conducted with members of Human Rights Educators USA, a national volunteer network of educators and advocates who promote human rights education in the United States (HRE USA 2018).     

血瘀型动脉硬化闭塞症血清代谢物和炎症反应相关因子的变化及意义

目的探讨血瘀型动脉硬化闭塞症(ASO)血清中代谢物和炎症反应相关因子的变化及意义。方法血瘀型ASO患者15例,健康对照10例,酶联免疫吸附(ELISA)双抗体夹心法检测血清中VEGF、TGF-β1和IL-1β水平,基于气相色谱-质谱联用技术(GC/MS)的代谢组学方法分析血清中内源性代谢物的变化。结果与对照组比较,ASO组血清中血清中IL-1β的含量明显升高,差异有极显著性意义(P<0.01);VEGF、TGF-β1含量轻度升高,差异无显著性意义;ASO组血清中的糖类、氨基酸类、脂肪酸类物质的代谢水平均发生了明显的改变。结论炎症反应和血清内源性代谢物的变化与血瘀型ASO的发病密切相关。