Low-cost And Dependable Website Internet hosting

[unable to retrieve full-text content]Many internet business homeowners marvel if it is potential to search out low-cost webhosting with out having to sacrifice a lot wanted features for their business. With so many selections for internet hosting available right now it ... You want to actually pay attention to the quantity of bandwidth that an online internet hosting company allows you when you are on the lookout for low cost internet hosting. Nothing can be worse then having your website go down for going ...

Source: http://articles4u2c.com/finances/credit-finances/low-cost-and-dependable-website-internet-hosting/

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Human genetics study identifies the most common cause of ALS and dementia

Wednesday, September 21, 2011

Scientists have made an exciting breakthrough in unraveling the genetic basis of two debilitating neurodegenerative disorders, amyotrophic lateral sclerosis (ALS) and frontotemporal dementia (FTD). Two independent studies, published online this week by Cell Press in the journal Neuron, identify a new human genetic mutation as the most common cause of ALS and FTD identified to date. This mutation explains at least a third of all familial cases of ALS and FTD within the European population. The research provides key insight into ALS and FTD and may pave the way for development of therapeutic strategies for these currently incurable diseases.

ALS, also known as Lou Gehrig's disease, causes destruction of neurons that control voluntary movement. ALS is characterized by a progressive paralysis that often leads to death from respiratory failure within a few years of diagnosis. FTD, the second most common cause of early-onset dementia, is associated with degeneration of the frontal and temporal lobes of the brain and leads to a dramatic deterioration in personality, language and behavior. There have been suggestions that these two disorders share some underlying genetic features.

About 10% of ALS cases and about 50% of FTD cases are thought to be inherited, and, although multiple genes have been linked with the disorders, much of the genetic risk has remained unexplained. "Each new gene implicated in the etiology of ALS or FTD provides fundamental insights into the cellular mechanisms underlying neuron degeneration, as well as facilitating disease modeling and the design and testing of targeted therapeutics," explains Dr. Bryan J. Traynor from the National Institutes of Health who is an author of one of the studies. "Identification of new genes that cause ALS or FTD is of great significance."

Recent research has linked a region on chromosome 9, called 9p21, with both ALS and FTD. Dr. Traynor's group performed an exhaustive next generation genetic analysis of this region in patients with 9p21-associated ALS or FTD, including the group of Finnish ALS patients that had previously been used to identify the association with 9p21. A second research group, led by Dr. Rosa Rademakers from the Mayo Clinic Jacksonville, performed a similar analysis using a large family with ALS and FTD linked to chromosome 9p21.

Both groups discovered a "repeat expansion" within the non-coding region of C9ORF72, a gene whose function is not known. This mutation argues that both ALS and FTD are diseases caused by defects in RNA metabolism. This idea is in line with other recent work in ALS, FTD and neurodegenerative diseases more broadly stressing RNA-driven disease pathology.

The researchers searched for clinical and pathological characteristics associated with the mutation. "Our findings suggest multiple potential disease mechanisms associated with this repeat expansion," says Dr. Rademakers. "For example, we found evidence of a previously described process where the expansion region accumulates inside the neurons as abnormal structures called RNA foci that are likely to promote disease pathogenesis. Further molecular studies are needed to explore how these mechanisms contribute to neurodegeneration."

Taken together, the findings of both studies suggest that the repeat expansion in C9ORF72 is a major cause of an unprecedented proportion of both sporadic and familial FTD and ALS cases. The mutation explains nearly half of all cases in Finland alone and at least a third of all familial FTD and ALS cases in Europeans. Importantly, the mutation was also associated with a number of non-inherited cases of ALS and FTD. "With this discovery we can now explain nearly all of familial ALS disease in Finland, which has the highest incidence of ALS in the world. In the longer term, the identification of the genetic lesion underlying chromosome 9p21-linked ALS and FTD, together with the observed high frequency in these patient populations, makes it an ideal target for drug development aimed at amelioration of the disease process," concludes Dr. Traynor.

###

Cell Press: http://www.cellpress.com

Thanks to Cell Press for this article.

This press release was posted to serve as a topic for discussion. Please comment below. We try our best to only post press releases that are associated with peer reviewed scientific literature. Critical discussions of the research are appreciated. If you need help finding a link to the original article, please contact us on twitter or via e-mail.

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Source: http://www.labspaces.net/113587/Human_genetics_study_identifies_the_most_common_cause_of_ALS_and_dementia

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The Nature and Function of the Religious Studies Book Review (Part ...

By Philip L. Tite

Continuing from Part 1 (the structure of the book review) and Part 2 (functions of the book review) of this essay, this final entry offers a discussion of the pedagogical usefulness of the book review along with some closing comments on getting started as a book reviewer and on the book note. To reiterate once again, this essay is offered as a resource for instructors and scholars to use in their own work or teaching. Feel free to modify and use this essay for classroom or personal use (though please note the original source). And please use the comments section to add to or expand upon what has been written.

Pedagogical Value of the Book Review

I opened this blog with a reference to my teaching. In the past, I?ve used the book review as an assignment and, given the opportunity, I will again. There are various reasons why assigning a book review to students is worthwhile.

1. The review is less intimidating than the research paper, so it can serve as a stepping stone to larger, more complex assignments. Furthermore, students develop the critical skills needed to effectively utilize secondary sources in research.

2. I?ve used the review as a means to introduce students to a theoretical or methodological approach that will be used or adapted for another research paper. For example, I had my students read and evaluate Vernon Robbins?s The Tapestry of Early Christian Discourse: Rhetoric, Society, and Ideology (London: Routledge, 1996) in preparation for an application of socio-rhetorical criticism to early Christian apocryphal texts. Of course, we spent an entire class session discussing the book after the reviews were submitted. The review forces the student to struggle with an approach more than a simple reading assignment, even with discussion, would allow.

3. The review allows students to flex their analytical muscles, specifically by intersecting both descriptive and analytical aspects of the book review. In this sense, we prepare our students to walk through the necessary stages of critical analysis. They must first establish a clear understanding of whatever they are studying, to build a data set that is accurately redescribed, in this case an author?s position on a particular topic or issue. Moving beyond simply establishing data, the student learns that he or she must also bring heuristic analytical questions to bear upon that data. This is the stage of explanation or theorization. Lastly, a student may also be able to contextualize the work within the broader field of study, thereby entering into that third stage of scholarly critique or reflexivity of which the book review, quintessentially, is a vital component.

4. Ideally, students should be developing critical skills that are applicable to non-academic contexts, such as reading online content, news articles, listening to speeches and arguments in public life, etc. The review, like the research paper, should be a stepping stone in preparing students to critically engage such discourses ? i.e., fully appreciating or understanding the positions being advocated while looking beyond those positions in order to contextualize and evaluate them.

5. A classroom exercise could be to have students not only write book reviews, but also to read them. Specifically, when having students work through a particular book (e.g., a textbook or a book assigned to generate discussion), having them also read reviews of that book will offer students a wider range of perspectives or opinions (evaluating not only the book but the book?s reception in scholarship). I believe that an important part of our teaching is to model ? both in our teaching and in our course structure ? the ability to compare different viewpoints.

6. Finally, writing reviews in a classroom context ? especially for graduate students ? serves as an exercise to develop skills necessary for an academic career. For those few who go on for graduate work, and for the even fewer who enter the discipline as active researchers or teachers,? the training offered should expose students to what scholars tend to do in their careers.? We read voraciously, we teach others, we engage in various types of research, we apply for research funding, we present papers at conferences, we publish books and articles ? and we publish reviews of colleagues? work (and, in turn, read their reviews of our work). The ideal doctoral program should offer training in all these areas.

Getting Started as a Book Reviewer

So how does a young scholar, perhaps a doctoral candidate, get in on the whole book review thing? How do we get editors to send free books to us? How do we get another line on the CV?

When I first decided to write reviews, I crafted a letter introducing myself to book review editors. (Most journals will list their editors and postal address in the front matter of the journal, though today most journals will have a website with all this information.) The letter indicated where I was (e.g., a graduate student in such-and-such a department at such-and-such a university) and my area of expertise, research interests, or at least areas for which I would be competent as a reviewer. (Another item that could be mentioned in such a letter is the range of languages in which you are comfortable reading books.) I shot the letter off to book review editors and waited to see what would happened. Some editors got back to me with a very kind note saying they would keep me on their list of potential reviewers (and then I never heard from them again), while others never responded. A few actually sent me books or an invitation to have a book sent to me. Thus began the publishing phase of my academic career.

I would suggest making a list of journals that you would like to approach. Hit the specialized journals in your specific area, but don?t forget the more general journals (who may be in need of someone who can handle your area of study). Craft a brief, professional letter that introduces you to the editor and then tweak it as needed for each journal. Shoot off the letter (email works these days) and see what happens.

Don?t be offended if editors ignore you. That happens. And do realize that some journals have a policy of not using graduate students as reviewers. There are people out there who believe that only those who have a PhD degree and have published books should review books. There is some merit to that position.

Once you?ve received a book for review, try to stick within the guidelines supplied: keep to the assigned word count and due date. Remember, if you make a good impression, then the editor may send you another book. Also, read published reviews (not of the assigned book, but just book reviews generally) in order to pick up on how reviews are written. My comments in Part 1 can help, but nothing beats reading the type of thing you are trying to write (this is true with all types of writing) ? learn to emulate as you develop your own distinct writing style. Pick up on what works and what doesn?t work in the reviews you are reading. We can learn as much from what is problematic as we can from something outstanding (i.e., ask yourself, How would I write this more effectively?).

The Book Note ? A Brief Side Comment

Not all reviews are created equal. There are standard reviews that run about 1000 to 2000 words or so, while some journals (especially online ones) are open to longer reviews (sometimes these simply become ?review essays? when they are hitting 7000 to 10,000 words). Then there are shorter reviews or book notes that are only a few hundred words long.

Regardless of the space offered a reviewer, no review can reproduce a book of 150 to 400 pages, nor should it even try. In a longer review, there is room for deeper discussion and engagement. As someone who has published books, I generally prefer reading the longer type of review of my books. As a reviewer, it?s more fun to write longer reviews. But not all journals offer that level of freedom, in fact most don?t ? journals have space limitations and readers have attention spans that need to be considered.

The book note, such as we find in Religious Studies Review and, to evoke my own area of study, the Journal for the Study of the New Testament, primarily offers only enough space to summarize the book with perhaps a brief comment of evaluation. The temptation is to simply write a book abstract. This temptation, in my opinion, should be avoided (unless that?s all the journal asks for). The book note should strive to encompass all the elements listed above for the review ? introduction to the book and its author, accurate description of the book, a balanced critique, and a quick wrap up. Detailed presentation and analysis will be ejected for sure, while the emphasis will lean toward the descriptive side. But the book note should be more than a simple abstract. Try to work in a brief evaluation of some sort ? and avoid the temptation to simply ?dismiss? or ?praise? the book in lieu of analysis.

***

The above comments reflect my own perspective on the book review as a disciplinary tool both within the classroom and within the broader corridors of the academy. In re-reading this essay, I noticed that most of what I have to say is applicable to other disciplines within the humanities. Like other disciplines, almost every academic journal in our field has a book review section (a few, like Harvard Theological Review, simply have a ?books received? list). There are several journals exclusively dedicated to publishing reviews (e.g., Religious Studies Review, Review of Biblical Literature, and formerly Critical Review of Books in Religion), and reviews are now beginning to form an important part of the religious studies blog culture. Furthermore, nearly everyone entering the discipline will, at some point in her or his career, prepare a book review for publication.

Thus, the review continues to be an important part of our work. It continues to be a venue for us to communicate with each other, debating issues while attempting to shape the field to fit our own particular vision of what religious studies should be as an academic discipline. The observations and suggestions offered in this blog hopefully will be helpful in the continued use of the book review within the academic study of religion.

Source: http://www.equinoxjournals.com/blog/2011/09/the-nature-and-function-of-the-religious-studies-book-review-part-3-of-3-pedagogical-value-and-closing-comments/

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Best ThinkFun Zingo toys Review ? Shopping In USA

Product Capabilities

Two levels of play
ThinkFun Zingo toys Seventy-two picture tiles
Eight double-sided Zingo cards
Teaches image and vocabulary recognition, matching, memory, concentration, and social interaction
For ages among 4 to 8 years
From the Manufacturer
In this fast-paced, energetic variant of Bingo, kids get a kick out of pulling the Zinger forward to reveal two mystery tiles, and then attempt to be the very first to call out the tiles that match the images on their cards. The first player to fill his or her card wins by yelling ?Zingo.? Two levels of play add zing towards the competition.
Product Description
4 years & up. Zingo is a simple Bingo-style game, with a fancy plastic tile dispenser that kids just LOVE! Everyone who knows Zingo loves it, kids and parents alike. To play, players attempt to fill their Zingo! cards with matching tiles from the Zingo Zinger. The first player to fill his/her card wins! Rules can be adjusted to favor more or less competition among players, and to vary length of time that each game takes to play.

I bought this game for my children several years ago on the advice of the owner of my favorite toy store. I love board games, and my children were 3 and 5 then, and just starting to enjoy them as well. Well, we couldn?t get the kids to stop playing Zingo. They played quietly for more than 2 hours. Since you can play with up to 8 players, we have had lots of neighborhood kids playing the game out on the front steps. Since then, I have bought at least 10 Zingo games ? I have given them to all my children?s friends and I always keep a few around to give out for birthday gifts. Everyone loves this game.

This preschooler variation of the old favorite Bingo is a real winner.

Zingo cards have a 3 by 3 grid that shows pictures and words. Cards have a yellow side (easier, for younger kids) and a red side for the odler ones. The plastic game piece dispenser is well-designed and fun to use. Players shout out to claim a piece, which is then placed over the appropriate square on the player?s card. There are several play variations.

Excellent game for the younger set, and fun for older children and adults as well.
My son got this for his fourth birthday and still plays with it regularly (he?s now over 5). He?d just started to read when he got it, and the game helped him add many new words to his vocabulary ? but more importantly, it was fun! His friends loved it so much that several of them asked for their own sets as gifts. We play until everyone wins and gets to shout Zingo!, and the kids help each other get there. And my son even plays it sometimes by himself. It?s really wonderful, very very fun, and would be great for kids from about 3 to at least 6.

ThinkFun Zingo toys

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Source: http://ccsoar.org/best-think-fun-zingo/

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Charlie Sheen Gives Ashton Kutcher 'Advice' At The Emmys

'Make us proud!' actor tweets to his 'Two and a Half Men' replacement after backstage meeting.
By Eric Ditzian


Charlie Sheen at the Emmys on Sunday
Photo: Kevin Winter/ Getty Images

The Charlie Sheen image-rehabilitation tour continues. Days after the former "Two and a Half Men" star began making the media rounds, confessing on the "Tonight Show" that he should have been fired and on the "Today" show that maybe pretending tiger blood coursed through his veins wasn't such a good idea, Sheen popped over to the Emmy Awards on Sunday.

Before presenting the lead actor award, Sheen, a four-time Emmy nominee during his run on "Men," sauntered out onto the stage and told everyone at his old show, "From the bottom of my heart, I wish nothing but the best for this upcoming season. We spent eight wonderful years together, and I know you will continue to make great television."

As if this latest version of Charlie Sheen couldn't get any stranger (or warm-and-fuzzier), the actor then tweeted a series of backstage pics with his "Two and a Half Men" replacement, Ashton Kutcher.

"Giving the new kid a little advice!" Sheen tweeted, attempting a bit of elder statesman bonhomie, before adding some straightforward sincerity. "[G]reat talking to you! We'll all be watching! Make us proud!"

The flurry of apologies and normal-guy behavior comes ahead of the Monday-night premieres of Sheen's Comedy Central Roast and the new "Two and a Half Men." On Sunday night at the Emmys, Kutcher shared the stage with his new co-star, Jon Cryer, to whom he confessed, "I am not Charlie Sheen. Jon, I want to tell you something. I do not think that you are a troll."

Perhaps somewhere backstage, if not on Twitter, Sheen was able to apologize to Cryer for that troll comment a few months back. And if it didn't happen on Sunday, it probably will in the future, for the Charlie Sheen rehabilitation tour shows no sign of slowing down, despite the lack of Adonis DNA onboard.

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Source: http://www.mtv.com/news/articles/1670936/charlie-sheen-ashton-kutcher-emmy-awards.jhtml

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Stem Cell Lawsuit Back Again

Link Information - Click to View

Stem Cell Lawsuit Back Again
As expected, the plaintiffs in a law suit claiming that federally funded research on human embryonic stem cells (hESC) is illegal have appealed a ruling that dealt them a defeat earlier this summer.

Source: Science
Posted on: Tuesday, Sep 20, 2011, 8:19am
Views: 13

Source: http://www.labspaces.net/113504/Stem_Cell_Lawsuit_Back_Again

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Shatner: 'Star Trek' is better than 'Star Wars'!

By Anna Chan

Oh, it is on!

Live Poll

Once and for all, which sci-fi franchise is better?

  • 160433

    "Star Trek"

    71%

  • 160434

    "Star Wars"

    29%

VoteTotal Votes: 1714

Original "Star Trek" captain William Shatner is sharing his thoughts on the "Trek" versus "Star Wars" feud, and he isn't shy about telling it like it is. On video, even.

"First of all, 'Star Wars' is derivative of 'Star Trek' ... by what, 10, 15, 20 years? DERIVATIVE!" declared the man who once played the dashing Captain Kirk. (It's actually nearly?11 years. "Star Trek" debuted in September 1966, and "Star Wars" in May 1977.)

" 'Star Trek' had relationships and conflict among the relationships, and stories that involved humanity and philosophical questions," he also said during?the taped interview, which he tweeteda few days ago. " 'Star Wars' was special effects! It was (visual effects company Industrial Light & Magic) at its best."

Check out the rest of what Shatner had to say about "Trek's" superiority:

Live long and prosper, feud. Live long and prosper.

Do you agree with Shatner's arguments as to why "Trek" is better than "Wars"? Share your thoughts on our Facebook page!

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Source: http://theclicker.today.com/_news/2011/09/20/7863575-shatner-star-trek-is-way-better-than-star-wars

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Brett Baker: Painters' Table: Top 10 Best Posts, August 2011

Amy Feldman, Studio View, 2011 (source: studiocritical.blogspot.com) Valerie Brennan interviews Brooklyn-based painter Amy Feldman. Feldman discusses her work and process stating "I always make drawings before I do paintings to get some idea about how I want to execute the paintings. Generally, the paintings stray far from my thumbnail sketches, but it's really about the attitude of the drawings that I am interested in. I'm nonchalant about it and take many liberties, sometimes cutting into them and reassembling. Often my drawings are made on junky paper that I buy at the drug store. They are pretty quick and matter-of-fact. When I paint, I try to transfer a similar casualness to the paintings yet retain a specific poise." Read the full interview on Studio Critical

Source: http://www.huffingtonpost.com/brett-baker/art-fall-preview_b_963293.html

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One-third of year's digital photos are on Facebook

1000memories

By Athima Chansanchai

If one picture is worth a thousand words, then Facebook photos would be worth 140 quadrillion words, which is equal to 140 billion photos ? more than a third of all digital photos taken in a year.?

Live Poll

Where is the primary place you upload and share your photos?

  • 160378

    Facebook

    85%

  • 160379

    Photobucket

    0%

  • 160380

    Flickr

    4%

  • 160381

    Picasa

    4%

  • 160382

    Google+

    7%

VoteTotal Votes: 27

Answering the question, "How many photos have ever been taken?" ?3.5 trillion photos ? 1000memories?went on to figure out how that number has risen steeply with the advent of the digital camera.

The site, which specializes in multimedia online memorials (and as a central sharing site for the living, too), estimated that 2.5 billion people around the world own digital cameras (also including phones that have built-in cameras). Then, if the average person snaps 150 photos this year that would total 375 billion photos.

Facebook's collection will be 140 billion by year's end, which makes the social network the reigning champion of memory keeping. (The volume of pictures, if it can be imagined, is kind of mind-blowing: "over 10,000 times larger than the Library of Congress.")

Just this year, an estimated 70 billion to 100 billion photos will be uploaded to Facebook, which amounts to 20 percent of all photos taken in 2011.?

Facebook's 750 million members are certifiably crazy about photo-sharing. TechCrunch reported that at the start of 2011, more than 750 million photos were uploaded New Year's Eve weekend.

Way behind Facebook is Photobucket with 8 billion and Flickr, which recorded its 5 billion uploads as of a year ago.

More stories:

Check out Technolog on?Facebook, and on Twitter, follow?Athima Chansanchai, who is also trying to keep her head above water in the?Google+?stream.

Source: http://technolog.msnbc.msn.com/_news/2011/09/20/7858250-one-third-of-years-digital-photos-are-on-facebook

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ADAM & EVE FAMILY TREE Poster ? Genealogy of Jesus Christ ...

ADAM & EVE FAMILY TREE Poster ? Genealogy of Jesus Christ ? ENGLISH

The Genealogy from Adam and Eve through generation after generation ending with JESUS CHRIST! The ADAM and EVE Family Tree Poster is printed on a paper wall chart and is laminated. 38 x 25 inches. There are more than 1100 names with scripture references. The chart is in color with the names of men in black; women in red; and the Twelve Tribes of Israel in green. The ADAM and EVE Family Tree chart shows family lines clarifying relationships of the Old Testament characters from Adam & Eve to Jesus Christ. It is being used all over the world by Sunday school teachers, seminary students, ministers, church and home schools, and individual Bible readers. As you read the Bible, you can follow along to see the descendants from Adam and Eve ? ending with JESUS. It makes reading the genealogy chapters of the Bible come alive! The 12 tribes of Israel are shown ? and even the genealogy of MARY-the mother of Jesus. All with corresponding scripture references ? so you can check them out yourself. There is so much information on this chart ? it will give you years of Bible study!

List Price: $ 29.99

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