iBreast Cancer Research, Vol. 9 (05 December 2007), 114./ibr /br /With the characterization of the human genome, as well as advances in technology to determine genetic variability across the genomes of populations, there has been focused effort on the identification of cancer susceptibility alleles through the use of genome-wide association studies. These efforts have recently resulted in identification of a susceptibility locus for breast cancer by several groups, although the increases in risk are modest. While genome-wide association studies will probably lead to discoveries of potentially important previously unstudied pathways in cancer etiology, the role of the environment, particularly gene-environment interactions, in breast cancer etiology should not be overlooked.br /iChristine Ambrosone/i

iNucleic acids research (25 October 2008)/ibr /br /ATTED-II (http://atted.jp) is a database of gene coexpression in Arabidopsis that can be used to design a wide variety of experiments, including the prioritization of genes for functional identification or for studies of regulatory relationships. Here, we report updates of ATTED-II that focus especially on functionalities for constructing gene networks with regard to the following points: (i) introducing a new measure of gene coexpression to retrieve functionally related genes more accurately, (ii) implementing clickable maps for all gene networks for step-by-step navigation, (iii) applying Google Maps API to create a single map for a large network, (iv) including information about protein-protein interactions, (v) identifying conserved patterns of coexpression and (vi) showing and connecting KEGG pathway information to identify functional modules. With these enhanced functions for gene network representation, ATTED-II can help researchers to clarify the functional and regulatory networks of genes in Arabidopsis.br /iTakeshi Obayashi, Shinpei Hayashi, Motoshi Saeki, Hiroyuki Ohta, Kengo Kinoshita/i

Publication Date: 2008 Nov 30 PMID: 19043405br/Authors: Thum, T. - Gross, C. - Fiedler, J. - Fischer, T. - Kissler, S. - Bussen, M. - Galuppo, P. - Just, S. - Rottbauer, W. - Frantz, S. - Castoldi, M. - Soutschek, J. - Koteliansky, V. - Rosenwald, A. - Basson, M. A. - Licht, J. D. - Pena, J. T. - Rouhanifard, S. H. - Muckenthaler, M. U. - Tuschl, T. - Martin, G. R. - Bauersachs, J. - Engelhardt, S.br/Journal: Naturebr/br/MicroRNAs comprise a broad class of small non-coding RNAs that control expression of complementary target messenger RNAs. Dysregulation of microRNAs by several mechanisms has been described in various disease states including cardiac disease. Whereas previous studies of cardiac disease have focused on microRNAs that are primarily expressed in cardiomyocytes, the role of microRNAs expressed in other cell types of the heart is unclear. Here we show that microRNA-21 (miR-21, also known as Mirn21) regulates the ERK-MAP kinase signalling pathway in cardiac fibroblasts, which has impacts on global cardiac structure and function. miR-21 levels are increased selectively in fibroblasts of the failing heart, augmenting ERK-MAP kinase activity through inhibition of sprouty homologue 1 (Spry1). This mechanism regulates fibroblast survival and growth factor secretion, apparently controlling the extent of interstitial fibrosis and cardiac hypertrophy. In vivo silencing of miR-21 by a specific antagomir in a mouse pressure-overload-induced disease model reduces cardiac ERK-MAP kinase activity, inhibits interstitial fibrosis and attenuates cardiac dysfunction. These findings reveal that microRNAs can contribute to myocardial disease by an effect in cardiac fibroblasts. Our results validate miR-21 as a disease target in heart failure and establish the therapeutic efficacy of microRNA therapeutic intervention in a cardiovascular disease setting.br/br/post to: a href = http://www.citeulike.org/posturl?url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Fcmd%3DRetrieve%26db%3DPubMed%26dopt%3DAbstract%26list_uids%3D19043405title=Entrez+PubmedCiteULike/a

Publication Date: 2008 Nov 30 PMID: 19043404br/Authors: Turnbaugh, P. J. - Hamady, M. - Yatsunenko, T. - Cantarel, B. L. - Duncan, A. - Ley, R. E. - Sogin, M. L. - Jones, W. J. - Roe, B. A. - Affourtit, J. P. - Egholm, M. - Henrissat, B. - Heath, A. C. - Knight, R. - Gordon, J. I.br/Journal: Naturebr/br/The human distal gut harbours a vast ensemble of microbes (the microbiota) that provide important metabolic capabilities, including the ability to extract energy from otherwise indigestible dietary polysaccharides. Studies of a few unrelated, healthy adults have revealed substantial diversity in their gut communities, as measured by sequencing 16S rRNA genes, yet how this diversity relates to function and to the rest of the genes in the collective genomes of the microbiota (the gut microbiome) remains obscure. Studies of lean and obese mice suggest that the gut microbiota affects energy balance by influencing the efficiency of calorie harvest from the diet, and how this harvested energy is used and stored. Here we characterize the faecal microbial communities of adult female monozygotic and dizygotic twin pairs concordant for leanness or obesity, and their mothers, to address how host genotype, environmental exposure and host adiposity influence the gut microbiome. Analysis of 154 individuals yielded 9,920 near full-length and 1,937,461 partial bacterial 16S rRNA sequences, plus 2.14 gigabases from their microbiomes. The results reveal that the human gut microbiome is shared among family members, but that each person's gut microbial community varies in the specific bacterial lineages present, with a comparable degree of co-variation between adult monozygotic and dizygotic twin pairs. However, there was a wide array of shared microbial genes among sampled individuals, comprising an extensive, identifiable 'core microbiome' at the gene, rather than at the organismal lineage, level. Obesity is associated with phylum-level changes in the microbiota, reduced bacterial diversity and altered representation of bacterial genes and metabolic pathways. These results demonstrate that a diversity of organismal assemblages can nonetheless yield a core microbiome at a functional level, and that deviations from this core are associated with different physiological states (obese compared with lean).br/br/post to: a href = http://www.citeulike.org/posturl?url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Fcmd%3DRetrieve%26db%3DPubMed%26dopt%3DAbstract%26list_uids%3D19043404title=Entrez+PubmedCiteULike/a

:confused::confused:

What is the path for migrating apps and data from an OSX Tiger machine to an OSX Leopard Server?

There is no Migration Tool available that I can find that specifically says it will make this migration safely.

Help -- any advice or pathways will help.

Thanks in advance.....

:confused::confused:

pimg src="http://www.readwriteweb.com/images/books/kidreadingpc2.jpg"Memorization is a waste of time when Google is only a a few clicks away. That's what Don Tapscott, author of the bestselling books a href="http://en.wikipedia.org/wiki/Wikinomics"Wikinomics/a and a href="http://www.amazon.com/Growing-Up-Digital-Rise-Generation/dp/0070633614"Growing Up Digital/a, believes. Tapscott, considered by many to be a leading commentator on our Internet age, believes the age of learning through the memorization of facts and figures is coming to an end. Instead, students should be taught to think creatively and better understand the knowledge that's available online. /p p align="right"emSponsor/embr /a href='http://d.openx.org/ck.php?n=12780amp;cb=12780' target='_blank'img src='http://d.openx.org/avw.php?zoneid=861amp;cb=12780amp;n=12780' border='0' alt='' align="right" //a/p h2Rote Learning is a Waste of Time/h2 pAccording to Tapscott, the existence of Google, Wikipedia, and other online libraries means that rote memorization is no longer a necessary part of education. "Teachers are no longer the fountain of knowledge; the internet is," a href="http://www.timesonline.co.uk/tol/life_and_style/education/article5270092.ece"Tapscott told the Times/a. "Kids should learn about history to understand the world and why things are the way they are. But they don't need to know all the dates. It is enough that they know about the Battle of Hastings, without having to memorize that it was in 1066. They can look that up and position it in history with a click on Google," he said./p pHe doesn't feel that method of learning is anti-education since the information we must all digest is coming in at lightning speed. "Children are going to have to reinvent their knowledge base multiple times," he continues. "So for them memorizing facts and figures is a waste of time." /p pFor the older generations who grew up having to memorize historical dates and mathematical formulas, the idea that memorization shouldn't be a part of the educational experience is somewhat shocking. Of course you need to know the exact year something happened...don't you? Or is it better to just have a general idea so you can focus on better understanding the context and meaning? /p h2Our Wired Brains/h2 pToday's students are growing up in a world where multi-tasking has them completely immersed in digital experiences. They text and surf the net while listening to music and updating their Facebook page. This "a href="http://continuouspartialattention.jot.com/WikiHome#"continuous partial attention/a" and its impacts on our brains is a much-discussed topic these days in educational circles. Are we driving distracted or have our brains adapted to the incoming stimuli? /p pA new book on the subject, a href="http://www.harpercollins.com/books/9780061340338/iBrain/index.aspx""iBrain: Surviving the Technological Alteration of the Modern Mind,"/a#160;a href="http://www.psfk.com/2008/10/new-book-examines-your-brain-on-technology.html"states that/a our exposure to the net is impacting the way our brains form neural pathways. Wiring up our brains like this makes us adept at filtering information, making snap decisions, and fielding the incoming digital debris, but sustained concentration, reading body language, and making offline friends are skills that are fading away. /p pIf our brains are, in fact, becoming rewired, wouldn't it make sense that the way we teach students to learn should adapt, too? Actually, there aren't too many people who think so. Most educators, like Richard Cairns, Headmaster of Brighton College, one of the U.K's top-performing independent schools, believe that core level of knowledge was essential. "It's important that children learn facts. If you have no store of knowledge in your head to draw from, you cannot easily engage in discussions or make informed decisions," he says. /p pDo you agree?/p stronga href="http://www.readwriteweb.com/archives/education_20_never_memorize_again.php#comments-open"Discuss/a/strong pa href="http://feedads.googleadservices.com/~at/V-S8ylMvkZEUouj6zVN2XztH_KE/a"img src="http://feedads.googleadservices.com/~at/V-S8ylMvkZEUouj6zVN2XztH_KE/i" border="0" ismap="true"/img/a/pdiv class="feedflare" a href="http://feedproxy.google.com/~f/readwriteweb?a=NC5d7EPC"img src="http://feedproxy.google.com/~f/readwriteweb?d=1035" border="0"/img/a a href="http://feedproxy.google.com/~f/readwriteweb?a=cy4ZR6Tm"img src="http://feedproxy.google.com/~f/readwriteweb?d=41" border="0"/img/a a href="http://feedproxy.google.com/~f/readwriteweb?a=m9nHnLLc"img src="http://feedproxy.google.com/~f/readwriteweb?i=m9nHnLLc" border="0"/img/a a href="http://feedproxy.google.com/~f/readwriteweb?a=zyDGibQx"img src="http://feedproxy.google.com/~f/readwriteweb?i=zyDGibQx" border="0"/img/a a href="http://feedproxy.google.com/~f/readwriteweb?a=izrQgHAO"img src="http://feedproxy.google.com/~f/readwriteweb?i=izrQgHAO" border="0"/img/a a href="http://feedproxy.google.com/~f/readwriteweb?a=GD5qS4Kx"img src="http://feedproxy.google.com/~f/readwriteweb?d=52" border="0"/img/a a href="http://feedproxy.google.com/~f/readwriteweb?a=yZy8fjHN"img src="http://feedproxy.google.com/~f/readwriteweb?d=1034" border="0"/img/a /divimg src="http://feedproxy.google.com/~r/readwriteweb/~4/dhH3slEtqSY" height="1" width="1"/