Psychology Professor Jordan Peterson explains the clear documented science why it’s relative poverty and not poverty itself that causes crime, AKA the Gini Coefficient He goes on further explaining the role of the male dominance hierarchy in context of relative poverty and crime.
The resultant of poisoning depends on many factors.
There are number of reasons which can affect intensity of poisoning are further explained, such as;
Time of intake
Way of taking
Environmental factors, etc.
Amount of the poison is determine the affect of it on the body. Smaller the dose, lighter the effect and larger the dose, severe the effect.
After doing continuous use of some drugs, such as opiates, tobacco, alcohol, etc. person develop a resistance towards some drugs.
Incompatible Combination of Drugs
Ingestion of some incompatible combination of Medicines may be fatal. Such As; Prozac and Tramadol, Thyroid medication and proton pump inhibitors, Nonsteroidal anti-inflammatory drugs and antihypertensive, etc.
Some of persons show abnormal response (idiosyncrasy) to a drug like morphine, quinine, aspirin etc. due to inherent personal hypersensitivity.
Some persons are allergic (acquired hypersensitivity) towards certain drugs like penicillin, sulpha, etc.
Ingestion of certain medications like anti – ulcerous gels with aspirin may lead to fatal effects.
People develop a marked tolerance in the case of opium, alcohol, strychnine, tobacco, arsenic and some other narcotic drugs by repeated and continued use.
Some poisonous drugs can be toxic when taken together may cause lethal effect. Such as; Alcohol and Benzodiazepines, Heroine and Cocaine, Benzodiazepines and Opioids, Alcohol and Opioids
The continuous small amount of poison ingestion like arsenic, strychnine, lead, etc. accumulate in body and may cause death.
Conditions of The Body
Conditions of the body, i.e. age, health, etc. also affect the action of the poison.
Generally old persons, weaker persons and children severly affected by low dose of poison then young and healthy person.
The repeated small doses of cumulative poisons like arsenic, lead, mercury, strychnine, digitalis etc. may cause death or chronic poisoning by cumulative action.
Some times, a large dose of a poison acts differently from a small dose, for example; a large dose of arsenic may cause death by shock while a small dose results in diarrhoea.
Forms of Poison
Gases / Vapours Poisons
These types of poison absorbed immediately and act quickly.
These act better than solids.
Fine powdered poison act fast than coarse powdered poison.
Some substances in combination act like lethal, such as; acids and alkali’s, strychnine and tannic acid, etc.
The action of a poison is altered when combined mechanically with inert substances, such as; when alkaloid when taken with charcoal, it does not act.
Methods Of Administration
A poison acts more rapidly when inhaled in gaseous form or when injected intravenously.
Next when inject intramuscularly or subcutaneously.
A poison acts slowly when swallowed or applied on skin.
Organophosphates are a class of poisonous synthetic compounds originally made for chemical warfare from organic compounds. These were used in chemical warfare,…
By @forensicfield Introduction The resultant of poisoning depends on many factors. There are number of reasons which can affect intensity of poisoning are further explained, such as; Dose. Time of intake Way of taking Environmental factors, etc. Dose Amount of the poison is determine the affect of it on the body. Smaller the dose, lighter […]
Structural engineering is a specialty within the field of civil engineering which focuses on the framework of structures and on designing those structures to withstand the stresses and pressures of their environment and remain safe, stable and secure throughout their use. To explain a little differently, it can be said that structural and consulting engineers […]
If you teach Anatomy & Physiology, you know the struggle of the first unit…. it’s HUGE!! … and jam-packed with things that are absolutely essential for students to know in order to be successful in the course. I usually struggle with finding activities to review the body cavities and directional terms. This year, someone suggested using the pickle autopsy and I’m so glad I did!
The lab I used was published in The Forensic Teacher and would be appropriate for either discipline (I teach both this year). Here is the link to the lab I used http://www.theforensicteacher.com/Labs_files/picklelabsheets.pdf A clever fellow teacher friend came up with the storyline that there was a gang war between the Claussens and the Vlasics in the fridge that resulted in no survivors. I loved it so I also used that storyline to frame my lab.
Set Up– The Basics
Now that I had my lab picked out and my story to tell, I had to figure the logistics of how to get everything set up.
First, the pickles….
I found the big jars of dills at Walmart for $5.97 each. The smaller pickles I got because I wanted some of my “victims” to be pregnant (or they could also be small children pickles lol). I had a hard time estimating how many pickles were in the big jars, but these 2 had a total of 33 pickles– more than enough for my classes. The picture below shows them separated by “male” and “female” victims (my “male” pickles are the ones with the stems lol).
Here are all the supplies I used for the lab:
How to make them look like victims….
I glued wiggly eyes onto thumbtacks for their eyes (so I can reuse them)
I also used pellets that go in pellet guns for bullet wounds (I smashed them a little with the hammer first and dipped them into gel food coloring before I stuck them in the “victims”)
I made their heads from an olive stuck on a toothpick– some I even squished so their “brains” fell out a little lol. I also gave all of them a “spine” (a toothpick on the dorsal side just under the skin). I also broke several of the toothpicks so this “injury” might be discovered and included in the story of their “victim”.
All the “victims” had a bead implanted in the vicinity of their heart. If the bead was red, they had a normal heart. If it was black or dark purple, it represented a heart attack. I found that if you make a slit on the side of the pickle (choose a wrinkle), it will often be completely unnoticeable and students will wonder how in the world you got those beads in there! I also slipped in a small green bead in the neck region of a few of the “victims” and told my students I heard that some of the gang members involved in the war were caught raiding the grapes from the fridge and several choked on them when their leader caught them.
I also told them that the gang members were not healthy and many had various diseases and disorders because they didn’t take care of themselves. Many had white beads implanted in various areas. These beads represented a tumor in the particular area. Knotted pieces of rubber bands in the abdominal region represented parasites. Many had broken toothpick “limbs”. I also had several who were pregnant.
This is the sheet of “Helpful Hints” I gave my students with their lab:
A Snapshot of My “Victims”
I separated my “victims” into 4 general types based on their cause of death:
Trauma or internal bleeding (Stabbed or gunshot, injected with red food coloring)
Poisoning/ Drug Overdose (I soaked them in baking soda but didn’t get a very good result)
Heart Attack (black bead instead of red bead in chest)
Drowning (blue food coloring injected in chest area)
My “victims” had multiple things that could have resulted in their deaths, but having 4 major things just helped me keep it organized. I also put them in separate dishes while I plotted their demise 🙂
I also kept them separate in labeled gallon ziplock bags to transport them to school.
The Lab Set Up
I set my lab up as a mini crime scene. I had some fake vampire blood from my forensics class that I also added to help set the scene. I also added in some extra plastic swords and pellets around the “victims”. (I let my students pick their own “victim” from the scene).
Students were in a lab group of 3 per “victim”. In my lab, every student in the group has a specific job and job description. It just helps my lab groups run more smoothly and tends to decrease the possibility that one student does the lion’s share of work. These are the jobs I gave my groups for this lab:
My Take on the Pickle Autopsy Lab
Would I use it again? Absolutely! My students became very proficient at actually using the directional terminology and identifying the body cavities that we talked about in class. I heard many meaningful conversations within the groups… “That’s a break in his arm that’s intermediate between the shoulder and the elbow” “I think this sword went through the abdominal cavity and not the thoracic cavity”…. This was so much better than hearing them try to memorize a diagram or a chart of the directional terms!
They loved getting into our “gang warfare” story. I had them fill out a Coroner’s Report detailing the abnormalities they found both in, and on their “victim”, as well as the location of these abnormalities. Then, they had to determine the cause of death for their victim, supporting their opinion with specific details from their autopsy. At all times within their report, they had to incorporate correct anatomical terminology. Finally, they had to create a narrative of what happened to their “victim” based on the findings from their autopsy. Several groups shared with the class. It was lots of fun!
A Pickle Autopsy? YES! If you teach Anatomy & Physiology, you know the struggle of the first unit…. it’s HUGE!! … and jam-packed with things that are absolutely essential for students to know in order to be successful in the course. I usually struggle with finding activities to review the body cavities and directional […]
“[…] Improperly Photographed Impressions: If the examination involves a photographed tire impression, many things can affect the dimensional accuracy of that photograph. If the camera’s film plane (back) is not perfectly parallel to the impression, then the photograph will have a perspective problem that can affect the ability to accurately enlarge the photograph of the […]