Circuit over Troubled Waters: Ninth Circuit Comparative Fault Principles in Seaman\u27s Personal Injury Actions

Maritime personal injury actions employ the comparative fault doctrine, under which damages are allocated between mutually negligent parties according to their proportionate fault. This Comment focuses on recurring issues Ninth Circuit courts have faced in this area: apportioning liability in cases of violations by seamen\u27s employers of Occupational Safety and Health Act (OSHA) regulations, and determining whether to include both causation and fault in making the apportionment. This Comment argues that the Ninth Circuit should adopt rules consistent with the pronounced congressional and U.S. Supreme Court policies of achieving uniformity in domestic and international admiralty and providing liberal recovery for seamen

Intracellular SERS nanoprobes for distinction of different neuronal cell types.

Distinction between closely related and morphologically similar cells is difficult by conventional methods especially without labeling. Using nuclear-targeted gold nanoparticles (AuNPs) as intracellular probes we demonstrate the ability to distinguish between progenitor and differentiated cell types in a human neuroblastoma cell line using surface-enhanced Raman spectroscopy (SERS). SERS spectra from the whole cell area as well as only the nucleus were analyzed using principal component analysis that allowed unambiguous distinction of the different cell types. SERS spectra from the nuclear region showed the developments during cellular differentiation by identifying an increase in DNA/RNA ratio and proteins transcribed. Our approach using nuclear-targeted AuNPs and SERS imaging provides label-free and noninvasive characterization that can play a vital role in identifying cell types in biomedical stem cell research

Comprensión de conceptos básicos de la Física por alumnos que acceden a la universidad en España e Iberoamérica: limitaciones y propuestas de mejora

Pre-university physics teaching should provide students with an adequate background to succeed in introductory university courses. This article examines the physics background of 2109 students entering seven universities of Argentina, Chile, Cuba, Spain and México. In particular, the understanding of several basic physics concepts and principles is examined using a test addressed to the measurement of comprehension and application objectives. Two main conclusions can be drawn from the findings of the study. First, the conceptual knowledge of the examined students is surprisingly poor, compared to the expectations about what these students should learn. Second, this poor knowledge is strikingly similar in students belonging to different educational systems, such as those participating in the study. Finally, some possibilities for action are suggested based on these results.La enseñanza preuniversitaria de la Física debe proporcionar una formación que sirva de base a los estudios en los primeros cursos universitarios. En este artículo se analiza esta formación en 2109 alumnos que acceden a siete universidades de Argentina, Chile, Cuba, España y México. En particular se examina la comprensión de algunos conceptos y leyes básicas de la Física mediante una prueba con preguntas destinadas a medir la consecución de objetivos de comprensión y aplicación. De los resultados se desprenden dos conclusiones principales. La primera es que el conocimiento conceptual de Física de los alumnos examinados es sorprendentemente pobre, cuando se compara con las expectativas que tienen los propios sistemas educativos acerca de lo que deberían haber aprendido estos estudiantes. La segunda es que este pobre conocimiento es llamativamente similar para alumnos pertenecientes a sistemas educativos diferentes, como los participantes en el estudio. Finalmente, sobre la base de estos resultados, se sugieren algunas posibilidades de actuación

Germline and somatic SDHx alterations in apparently sporadic differentiated thyroid cancer

10.1530/ERC-14-0537Endocrine-Related Cancer222121-13

Comprensión de conceptos básicos de la Física por alumnos que acceden a la universidad en España e Iberoamérica: limitaciones y propuestas de mejora

El proyecto en el que se enmarca este artículo ha sido realizado por el Grupo ACCEM.[ES] La enseñanza preuniversitaria de la Física debe proporcionar una formación que sirva de base a los estudios en los primeros cursos universitarios. En este artículo se analiza esta formación en 2109 alumnos que acceden a siete universidades de Argentina, Chile, Cuba, España y México. En particular se examina la comprensión de algunos conceptos y leyes básicas de la Física mediante una prueba con preguntas destinadas a medir la consecución de objetivos de comprensión y aplicación. De los resultados se desprenden dos conclusiones principales. La primera es que el conocimiento conceptual de Física de los alumnos examinados es sorprendentemente pobre, cuando se compara con las expectativas que tienen los propios sistemas educativos acerca de lo que deberían haber aprendido estos estudiantes. La segunda es que este pobre conocimiento es llamativamente similar para alumnos pertenecientes a sistemas educativos diferentes, como los participantes en el estudio. Finalmente, sobre la base de estos resultados, se sugieren algunas posibilidades de actuación.[EN] Pre-university physics teaching should provide students with an adequate background to succeed in introductory university courses. This article examines the physics background of 2109 students entering seven universities of Argentina, Chile, Cuba, Spain and México. In particular, the understanding of several basic physics concepts and principles is examined using a test addressed to the measurement of comprehension and application objectives. Two main conclusions can be drawn from the findings of the study. First, the conceptual knowledge of the examined students is surprisingly poor, compared to the expectations about what these students should learn. Second, this poor knowledge is strikingly similar in students belonging to different educational systems, such as those participating in the study. Finally, some possibilities for action are suggested based on these results.Esta investigación corresponde a los proyectos A/6535/06 - A/9261/07 “Nuevos enfoques metodológicos y de diagnóstico en los cursos introductorios de ciencias en la universidad” y C/018053/08 “Acciones para mejorar la formación de los alumnos de ciencias que acceden a las universidades iberoamericanas: planificación de intervenciones basadas en un diagnóstico de la situación y en la investigación en enseñanza de las ciencias”. Ambos han sido subvencionados por la Agencia Española de Cooperación Internacional para el Desarrollo dentro del Programa de Cooperación Interuniversitaria.Peer reviewe

Taking Children's Voices in Disaster Risk Reduction a Step Forward

Disaster risk reduction (DRR) continues to gain momentum globally and locally, but there is a notable void in the DRR literature on the role of children in community-level disaster risk management in Zimbabwe. Children are among the most vulnerable groups when disasters occur, yet their voices in disaster risk reduction are rarely heard. Using a qualitative methodology, this article examines the extent to which children are involved in disaster risk reduction in Muzarabani District, Zimbabwe. Despite evidence of the potential positive impact that children can have on DRR, their involvement in risk reduction planning in Zimbabwe is negligible. To achieve greater resilience to disasters requires that children's voices are heard and recognized as central to improved disaster risk reduction