The operation notes and pathology records of 294 consecutive patients who had right hemicolectomy for Crohn's disease were reviewed. A Meckel's diverticulum was found in 17 (5 8%) ofthese patients, 2-3 times the expected rate in the general population. At least 50% of diverticula in the normal population contain heterotopic mucosa, but none was found in those diverticula that were examined from this group. The increased prevalence of Meckel's diverticulum in patients with Crohn's disease confirms previous anecdotal reports, but the cause for the increased frequency remains unexplained. The significance of this finding is discussed. (Gut 1994; 35: 788-790) There have been suggestions that Meckel's diverticulum is found more commonly in patients diagnosed as having terminal ileal Crohn's disease than in the general population.' It is not understood why this might be. We have recently described a patient who was thought to have Crohn's disease, but at laparotomy, a Meckel's diverticulum was found at the point where the extensive terminal ileal ulceration began. The histological findings in this case were more consistent with chronic inflammation caused by acid secretion from heterotopic gastric epithelium within the diverticulum than with Crohn's disease (unpublished data).The question then arose as to whether there was a real increase in the incidence of Meckel's diverticulum in patients considered to have Crohn's disease or whether this association could, in some cases, be accounted for by acid secretion from the diverticula giving rise to peptic ulceration mimicking Crohn's disease.

In this microanalysis, a university writing center conference with an experienced tutor and a student he has never met before is analyzed for the tutor’s use of direct instruction, cognitive scaffolding, and motivational scaffolding. Along with verbal expressions of scaffolding, this analysis also considers the tutor’s hand gestures—topic gestures, which operationalize instruction and cognitive scaffolding, and interactive gestures, which operationalize motivational scaffolding. As defined in this analysis, instruction is the most directive of the three strategies and includes telling. Also directive, cognitive scaffolding leads and supports the student in making correct and useful responses, while motivational scaffolding provides feedback and helps maintain focus on the task and motivation. The microanalysis points to the importance of the student’s cognitive and motivational readiness to learn and the need for the student to control the agenda throughout the conference. It also contextualizes admonitions against tutor directiveness.

The purposes of this study are to determine the current status of scholarship published in five major technical communication journals about women and feminism and to identify changes in focus that may have occurred over the last five years. We begin with a discussion of the frequency of publication for articles whose titles have keywords relating to women and feminism. After identifying 21 articles, we consider the thematic patterns in the narrowed corpus. We conclude that scholarly publication about women and feminism in technical communication has moved from a moderate or radical concern for inclusion to a postmodern concern for critique of visual, verbal, and mechanical “technologies,” which previously were not considered political.

No abstract

No abstract