Fatal Acute Hemorrhagic Bowel Infarction Caused by Mesenteric Venous Thrombosis

Acute mesenteric venous thrombosis (MVT) is a rare, but life‐threatening medical phenomenon. MVT is normally characterized by insidious onset, with nonspecific signs and symptoms. A high index of clinical suspicion is required for diagnosis, and emergency surgery is necessary to optimize the chances of patient survival, especially in the people aged more than 70 years. Surprisingly, based on my review of the literature, no fatal acute MVT case has been reported in the forensic literature. All reported such cases have been documented in medical literature, and most of them have been associated with underlying risk factors for venous thrombosis, such as hypercoagulable state, certain cancers, and stasis of the blood flow. Here, I report the case of a sudden unexpected death due to extensive intestinal ischemia and infarction with massive abdominal hemorrhage caused by acute MVT in a 72‐year‐old man without known underlying risk factors.     

The doctrine of substantial performance: comparisons between English and Malaysian law

This article will consider the application of the doctrine of substantial performance from the perspective of English and Malaysian law. The analysis of the doctrine has focussed on the examination of cases on construction and building contracts. The paper explains the English approach to the doctrine by examining the factors considered judicially effecting the successful application of the doctrine. The article also compares the English approach with the Malaysian approach, where it was discovered that Malaysian courts, in some cases, consider reliance as an essential factor for the successful application of the doctrine.     

Problem based learning in legal education: Intentionally overlooked or merely misunderstood

Abstract

FORMATIVE ASSESSMENT is widely considered to be central to student achievement. Unfortunately, however, on modules with large numbers of students, there is not sufficient time for academic staff to provide written feedback to all students on a regular basis. It is proposed that a potential solution to this problem is the provision of online multiple‐choice questions (MCQs) which generate detailed feedback to students who attempt them. This article critically analyses the implementation of online MCQs as a form of formative assessment on an undergraduate level three equity and trusts module. It is argued that MCQs, when prepared in the light of relevant academic theories and implemented appropriately, are a means by which deep learning can be stimulated and tested with sufficient rigour, and are therefore a suitable method of formative assessment at undergraduate level. It is also argued that there are significant advantages to be gained from making the MCQs and feedback available to students online. Analysis and synthesis of available data from the module in question bears out these arguments, suggesting that the provision of online formative assessment in this manner is indeed beneficial to students.