Sorry, Readability was unable to parse this page for content.
Tropical Storm Andrea CMT Awards 2013 Samantha Power Philadelphia building collapse Debbie Rowe Bruins score State of Decay
বৃহস্পতিবার, ২৯ আগস্ট, ২০১৩
বুধবার, ৭ আগস্ট, ২০১৩
Dartmouth-led team discovers how plants avoid sunburn
![[ Back to EurekAlert! ]](http://www.eurekalert.org/images/back2e.gif){kind=small}
Public release date: 6-Aug-2013[ | E-mail |
Share ] Contact: John Cramer
john.d.cramer@dartmouth.edu
603-646-9130
Dartmouth College
Findings could help to develop crops with increased protection from bright light with enhanced photosynthesis rates
A Dartmouth-led team has discovered a group of stress-related proteins that explains how plants avoid sunburn in intense light, a finding that one day could help biotechnologists to develop crops that can better cope with hotter, drier conditions occurring in climate change.
Their findings appear this week in the journal PNAS. The study, titled "Subset of heat-shock transcription factors required for the early response of Arabidopsis to excess light," was led by researchers from Dartmouth, the Salk Institute for Biological Studies and Australian National University.
Too much or too little sunlight or rapidly fluctuating light conditions cause stress to plants, which have sophisticated control systems to utilize light energy for photosynthesis and simultaneously protect themselves from sunburn from very bright sunlight. Plants perform these regulations mainly by regulating nuclear gene expression and multiple intracellular signaling pathways have been shown to play a role in the genomic response of plants to stress, but the processes are not well understood.
In this study, Professor Hou-Sung Jung and his colleagues showed that a group of transcription factors called Heat Shock Transcription Factors are responsible for fast responses of plants to changes in light intensity -- from light conditions that are optimal for photosynthesis to bright light that causes sunburn. The transcription factors, which are proteins that control the flow of genetic information, generate an enzyme responsible for detoxifying harmful molecules, which accumulate under very bright light.
Currently in his laboratory, Jung is characterizing factors involved in plants' responses to prolonged bright light. Studying these short-term and long-term response factors may make it possible to generate plants with increased protection from bright light with enhanced photosynthesis rates.
###
Broadcast studios: Dartmouth has TV and radio studios available for interviews. For more information, visit: http://www.dartmouth.edu/~opa/radio-tv-studios/
[ | E-mail | Share ] ?
AAAS and EurekAlert! are not responsible for the accuracy of news releases posted to EurekAlert! by contributing institutions or for the use of any information through the EurekAlert! system.
Public release date: 6-Aug-2013[ | E-mail |
Share ] Contact: John Cramer
john.d.cramer@dartmouth.edu
603-646-9130
Dartmouth College
Findings could help to develop crops with increased protection from bright light with enhanced photosynthesis rates
A Dartmouth-led team has discovered a group of stress-related proteins that explains how plants avoid sunburn in intense light, a finding that one day could help biotechnologists to develop crops that can better cope with hotter, drier conditions occurring in climate change.
Their findings appear this week in the journal PNAS. The study, titled "Subset of heat-shock transcription factors required for the early response of Arabidopsis to excess light," was led by researchers from Dartmouth, the Salk Institute for Biological Studies and Australian National University.
Too much or too little sunlight or rapidly fluctuating light conditions cause stress to plants, which have sophisticated control systems to utilize light energy for photosynthesis and simultaneously protect themselves from sunburn from very bright sunlight. Plants perform these regulations mainly by regulating nuclear gene expression and multiple intracellular signaling pathways have been shown to play a role in the genomic response of plants to stress, but the processes are not well understood.
In this study, Professor Hou-Sung Jung and his colleagues showed that a group of transcription factors called Heat Shock Transcription Factors are responsible for fast responses of plants to changes in light intensity -- from light conditions that are optimal for photosynthesis to bright light that causes sunburn. The transcription factors, which are proteins that control the flow of genetic information, generate an enzyme responsible for detoxifying harmful molecules, which accumulate under very bright light.
Currently in his laboratory, Jung is characterizing factors involved in plants' responses to prolonged bright light. Studying these short-term and long-term response factors may make it possible to generate plants with increased protection from bright light with enhanced photosynthesis rates.
###
Broadcast studios: Dartmouth has TV and radio studios available for interviews. For more information, visit: http://www.dartmouth.edu/~opa/radio-tv-studios/
[ | E-mail | Share ] ?
AAAS and EurekAlert! are not responsible for the accuracy of news releases posted to EurekAlert! by contributing institutions or for the use of any information through the EurekAlert! system.
Source: http://www.eurekalert.org/pub_releases/2013-08/dc-dtd080613.php
puerto rico primary manning peyton florida state meghan mccain wilson chandler bristol motor speedway
রবিবার, ৪ আগস্ট, ২০১৩
DOPING CARBONS BEYOND NITROGEN: AN OVERVIEW ON ADVANCED HETEROATOM DOPED CARBONS WITH BORON, SULPHUR AND PHOSPHORUS FOR ENERGY APPLICATIONS
We welcome your comments for improvement of this site and our services.
Please enter the characters in the box below as you see them.
Thank you for helping us improve our site.
Source: http://feeds.rsc.org/~r/rss/EE/~3/C6Zyrj1tTrE/C3EE41444B
armenian genocide asteroid mining ivan rodriguez planetary resources mothers day gift ideas natalee holloway scotty mccreery
Scrambling for Africa, Johanna Tayloe Crane
[unable to retrieve full-text content]
Source: www.cornellpress.cornell.edu --- Saturday, August 03, 2013
Crane reveals how Africa went from being a continent largely excluded from advancements in HIV medicine to an area of central concern and knowledge production within the increasingly popular field of global health science. ...
photoshop cs6 beta cate blanchett nfl news tebow jets romney etch a sketch jeb bush sherry arnold
Oil & Gas - Brazil - SBM, Doedijns in Brazil FPSO system deal
Oil services firm SBM Offshore Malaysia has signed a deal with Dutch equipment supplier Doedijns for the construction of a rigless intervention system for Brazil's...
This news article is one of hundreds published daily by Business News Americas about the commodities, markets, movements, companies, projects, economics and politics integral to the development of Latin America. Including news and insight from South America, Central America and the Caribbean, BNamericas includes Oil & Gas insight and forecasts for business opportunities in Brazil. The business development service focuses on major projects, active companies, such as Petrobras Brasil, Shell Group; and business and sales contacts, providing networking opportunities with leading executives throughout Latin America. Contact us today! Phone:+56 (2) 2941-0300
Source: http://member.bnamericas.com/news/oilandgas/sbm-doedijns-in-brazil-fpso-system-deal
valentines valentines day George Ferris happy valentines day blue ivy carter meteorite lebron james
শনিবার, ৩ আগস্ট, ২০১৩
From recession's wake, education innovation blooms
SCOTTSDALE, Ariz. (AP) ? On a warm spring evening, hundreds of investment bankers, venture capitalists and geeky tech entrepreneurs gathered near the pool of the Phoenician, a luxury resort outside Phoenix. The occasion? A high-profile gathering of education innovators, and as guests sipped cocktails and nibbled hors d'oeuvres, the mood was upbeat.
Major innovations ? forged by the struggles of the Great Recession and fostered by technology ? are coming to higher education.
Investment dollars are flooding in ? a record-smashing 168 venture capital deals in the United States alone last year, according to conference host GSV Advisors. The computing power of "the cloud" and "big data" are unleashing new software. Public officials, desperate to cut costs and measure results, are open to change.
And everyone, it seems, is talking about MOOCs, the "Massive Open Online Courses" offered by elite universities and enrolling millions worldwide.
As with so many innovations ? from the light bulb to the Internet ? the technology is bubbling up mostly from the United States, fueled by American capital chasing profitable solutions to American problems. But as with those past innovations, the impact will be global. In this case, it may be even more consequential in developing countries, where mass higher education is new and the changes could be built into emerging systems.
Many of the 1,500 attendees here? up from a few hundred in recent years ? agreed the excitement is centered more in higher ed than lower levels. Global demand is surging. And college tuition dollars ? including, in the United States, $200 billion annually in federal student financial aid ? follow the students where they choose to enroll, making the market more competitive and open to innovation.
They also agreed on the surprising origins of this spring-like moment: the wintry depths of the financial crisis that struck five years ago.
"People started to say, 'How do we do more with the resources we have?'" said Jim Shelton, the U.S. Department of Education's top innovation guru. "Technology has almost always answered that question for other sectors."
Richard Demillo, director of the Center for 21st Century Universities at the Georgia Institute of Technology, put it another way: The Great Recession exposed structural flaws in higher education. The system simply cost too much and accomplished too little.
"Everything from cost to price to the mission of universities kind of went under the microscope," Demillo said. "Enter technology."
What does this wave of educational innovation entail? To be sure, it includes the MOOCs and all sorts of "adaptive learning" software that promises to teach and measure some things better and more cheaply than a human teacher. The idea is to free up teachers for what they do best, not replace them, advocates insist, though many are skeptical.
But in some ways, the innovation is broader than the technology itself, which many call cool but not yet revolutionary. It's what the technology is doing ? breaking down higher education across two dimensions: time and distance.
Recent financial pressures and these new technologies are opening cracks in traditional, age-old structures of higher education. Terms like "credit hour" and even the definition of what it means to be a college are in flux.
Higher education is becoming "unbundled." Individual classes and degrees are losing their connections to single institutions, in much the same way iTunes has unbundled songs from whole albums, and the Internet is increasingly unbundling television shows and networks from bulky cable packages.
"The consumer, after five years on a tablet and five years on an iPhone, is just sick of being told, 'you can't do that," said Brandon Dobell, a partner at William Blair & Co., an investment bank and research firm based in Chicago. "I can do everything else on my phone, my tablet. Why can't I learn as well?"
____
We've been here before. Every new technology promises to transform education.
In the 18th century, the U.S. post office brought correspondence courses. In the 1930s, the big radio networks talked about turning the airwaves into a university for the masses. The Open University, launched in Great Britain in 1971, promised much the same for television. The Internet produced online learning, now 20-plus years old.
All those technologies had some effect. But traditional universities are still around ? dominant and expensive. Technology didn't solve the scale problem: One teacher can lecture millions of students online. But truly "teach" them, with personal feedback and interaction?
"There's an endless faith in education in technology," said John Meyer, a Stanford University sociologist of education, and skeptic of the latest trends. "Right now, there's a kind of binge of belief that the Internet will solve the problem."
The arrival of MOOCs, however, in little more than a year, has many believing this time is different.
At his desk at a telecom company in central Lagos, the Nigerian capital, Ugochukwu Nehemiah used to take his full one-hour lunch break. Now, he quickly devours his meal, then watches his downloaded MOOCs. He's already finished courses in business, energy and sustainability, and (ironically) disruptive innovation, taught by institutions like the Massachusetts Institute of Technology and the University of Maryland.
Nehemiah needs a master's to advance at work, but cannot afford the United Kingdom program where he's been admitted. The MOOC learning doesn't translate into a widely recognized credential. But the teaching is free, not available locally, and helps him even without a credential.
"It's a form of self-development," said Nehemiah, a father of two. "The way I would speak when I have meetings to attend," he added, "would be much different than the way I had spoken if I had not taken this course."
Some MOOCs are only a modest step up from glorified lecture videos. But the star power of famous professors has helped make them hugely popular.
When nonprofit edX offered its first MOOC in "Circuits and Electronics" last spring, 154,000 students from more than 160 countries signed up (though only 8,000 lasted to the final). Now edX has 900,000 students and more than 30 courses. For-profit rival Coursera has 4.1 million students, 406 courses and 83 partner institutions.
The MOOCs, though, are just one part of this new landscape.
Sal Khan, a charismatic former hedge-fund adviser, discovered his knack for explaining things while tutoring his young cousins in algebra in 2004. In 2006, he uploaded his first YouTube video and two years later founded Khan Academy. (One of the formerly struggling cousins just got into MIT).
Today, Mountain View, Calif.-based Khan has more students than all the MOOCs combined : Six million unique users a month from 216 countries watch one of more than 4,000 videos available on Khan Academy's website. These are not full courses, but connected series of free, bite-sized lessons ? about 10 minutes each ? taught by Khan and others in everything from math to art history.
You can watch in 28 languages, from Spanish to Farsi, Bengali and Portuguese.
The appeal of such technologies is obvious: getting great teachers in front of more ? millions more ? students.
Yet Khan talks excitedly not just of shaking up education across distance, but time. He says students can learn what they need, when they need it, without having to take and pay for an entire course.
"Whether we're talking basic literacy or quantum physics, it's the ability to cater to one person's needs," Khan said.
___
Here's the centuries-old concept of time in traditional universities: Yoke together students of differing abilities, sit them in lecture halls, teach them at the same speed. After 12 or 15 weeks, whether they pass with an A or a D-minus, give them equal credit.
"We've organized higher education into this factory model where we bring a group of students in post-high school and march them through more or less in lockstep," said Demillo, the Georgia Tech professor, who is also the author of "Abelard to Apple: The Fate of American Colleges and Universities." "People that don't conform are rejected from the factory and people that make it through are stamped with a degree."
Researchers have long understood students generally do better with customized speed and regular assessment, Demillo said.
Such individualized learning was economically impossible. "But technology is a great multiplier just like in business, and it gives you the ability to do that," he said.
At Arizona State University in Tempe, President Michael Crow is also a believer in innovation's ability to improve and scale up teaching ? and make better use of time.
Crow practically punctuates his sentences with the word "innovation," and his giant university feels like a laboratory. As he describes it, five years ago ASU was already tearing down department walls, embracing technology in the classroom and re-engineering research across disciplines.
Then the Great Recession's housing bust crushed Arizona's economy, and ASU took a 50-percent state funding cut. Suddenly, it had to push even harder.
"Innovation doesn't occur when you're lying around on the beach," Crow said.
ASU's challenges mirror the country's and the world's. Amid scarce resources, it's trying to accommodate diverse and growing demand.
Unlike virtually any other major American university, it grew substantially through the downturn, expanding from 50,000 students to around 72,000 over the last decade. Completion rates are up, too, so the number of graduates has roughly doubled.
Classroom technology is a part of that. On a weekday morning last spring, a handful of students worked through problems in a developmental math course that looks little like the traditional model. There's no lecturer or blackboard; software takes students through the material at their own speed, adjusting to their errors. An instructor is available to answer questions ? a model that's proven cheaper and more effective than the traditional class.
Yet what matters most here isn't the technology in the room. It's what isn't here: Most students have mastered the material and moved on ahead of schedule.
ASU has broken up the traditional model of two-semesters-per-year into six parts. Some classes have accelerated versions that run essentially at double-speed: six or 7.5 weeks. So students who quickly finish a flexible-time class don't have to wait up to three months before starting a new one. They can move more quickly and cheaply toward their degree.
Meanwhile, those who need the full 15 weeks for a course, or longer, can take it. But ultimately they will probably save time, too. Because the learning technology won't let students move on until they truly master the material, they're less likely to flunk out of the "downstream" classes they advance into.
"We began to say, 'What are all these sacred cows about time?'" Crow said. "What we're looking for is intensification by freeing up the clock."
Some such "innovations" alarm traditionalists who consider education a "seasoning process" that can't be rushed. Crow agrees, but only for part of the education experience. He wants technology to free up faculty resources for upper-division and critical thinking courses where that kind of seasoning and interaction really matter, and for the other endeavors of a physical university.
"Technology cannot produce new ideas," Crow said. "Technology cannot produce new understandings. Technology cannot produce new connections between disciplines."
He's wary of other models that threaten to "unbundle" the college degree entirely from institutions, and disconnect it completely from in-person interaction.
"That's a fatal error," he said.
The factory model has its advantages. Peer pressure ? and paying tuition ? incentivize students to stick with classes. Roughly 90 percent who sign up for MOOCs aren't completing.
Coursera co-founder Daphne Koller's response to that is that 80-85 percent who intend to complete a MOOC do so. It's just that most don't want or need a whole class. So really, she says, MOOCs actually help solve academia's wasted time problem.
But Koller admits MOOCs can't do everything.
"If you have the opportunity to sit in a classroom with a great lecturer, 12 people around the table having a discussion, then by all means that is the best educational experience you can have," Koller, a former Stanford computer science professor, told a recent conference of education journalists there.
"I'm not trying to substitute that with technology," she said. "But even at Stanford I can't make the claim that students spend the majority of their time in classes with less than 20 people."
___
Changing concepts of academic time could have far-reaching effects, on both costs and classrooms.
More than a century ago, the Carnegie Foundation invented the "credit hour," which became the basic unit of academic time across education, measuring hours spent in class but not necessarily what students learned.
Now, the foundation is reviewing the whole model with an eye possibly toward a more competency-based approach ? awarding credit for what students learn, not how long.
The U.S. government is interested, too. In March, the Department of Education approved a competency-based program at Southern New Hampshire University and signaled other colleges could get federal approval for programs that don't mark time in traditional credit hours. Such programs are starting to emerge.
For students who want to move through college quickly, "this has the potential of really changing the cost curve," said Jeff Selingo, editor at large at the Chronicle of Higher Education and author of the new book "College (Un)bound: The Future of Higher Education and What It Means for Students." For others, it could free up time for other important learning experiences ? like research with faculty or study abroad.
But change won't come easily. The credit hour is consistent and measurable. Carnegie admits competency-based learning is hugely complex, and it could end up sticking with the credit hour. When 46 countries in Europe recently integrated their system of academic credit, they stayed with a mostly time-based system.
Similarly tectonic shifts may be happening with accreditation ? another traditional pillar of American higher education that's been a model for the world, but which technology threatens to transform.
Accreditation, a process essentially run by traditional universities, determines who can award credit and degrees and collect federal financial aid dollars. It offers a quality control other countries envy. But it's also a kind of self-regulating club that limits competition. To education entrepreneurs who can't give credits or degrees, it's an innovation-squelching monopoly that keeps them from offering their solutions to the problem of college affordability.
The Obama administration said earlier this year it wants more flexibility in the accreditation system, to reward things like value and student outcomes ? results, rather than just faculty and physical resources a college provides.
Such developments could open the door to new types of providers. They have entrepreneurs optimistic, though pushing for more.
"The whole monopoly on credentialing is slowly breaking," said Burck Smith, co-founder of Baltimore-based Straighterline, a small start-up with large ambitions.
The company offers online courses (its first ones were self-paced but with tutors available) in subjects like algebra and chemistry. Without accreditation, it can't offer credit itself. But about 40 colleges have agreed to award credit to students who finish Straighterline courses ?"unbundling" some of their teaching to a specialized provider.
Students also can't use federal aid to pay for Straighterline courses. But because Straighterline doesn't have a campus, it doesn't charge for things like football teams, student unions and career counselors. It charges only for teaching: $99 a month, a price most can pay without federal aid. It plans to enroll about 15,000 this year.
Some colleges can justify their $50,000 price tag, Smith said. But for students who just want well-taught basic courses, without bells and whistles, why shouldn't the market offer just that?
U.S. Secretary of Education Arne Duncan was asked recently whether he would push for more changes to open up the market. He said he wants to make room for more experiments and to see the data.
"College costs are crushing lots of Americans," Duncan said. "I think technology has a chance, an opportunity, to be very, very disruptive, very helpful there."
"I'm extraordinarily interested," he said. "I'm not sold."
___
There's no simple story here. We're headed to a blended world, a partnership between innovators and traditional universities. Each side needs the other.
Students already take Straighterline courses to shorten their time at a traditional college. More than 20,000 classrooms globally use Khan Academy material.
California state universities are offering blended models ? MOOC learning materials with onsite help from faculty ? and 10 state college systems announced similar plans. California's early experience suggests blended models can be effective, but simply replacing in-person classes with MOOCs is not. Technology alone can't yet achieve the broadest educational goals ? especially for students who need more help.
Roughly 40 percent of Coursera's registered students come from developing countries, and close to half of edX's. Most, though, have already managed to get an undergraduate degree. Will other students have the Internet access to take MOOCs, let alone learn effectively from them?
"Disadvantaged populations need higher-touch services, not self-services," said Peter Stokes, an expert on education innovation at Northeastern University.
Abdoulaye Coulibaly, 26, is an English master's student at Felix Houphouet Boigny University in the West African nation of Ivory Coast. He does not believe online education can or should replace the classroom.
"We're going to be very lazy online," he said. "If you put my class online I'm going to take it and I'm not going to come to the university again. We need to come to class. They're the teachers and they have to teach us. If we don't understand, we need to ask questions. That's the only way for us to understand."
And yet, MOOCs have obvious allure in a place where the few universities burst at the seams ? if they function at all. Post-election violence recently forced Felix Houphouet Boigny to close for 17 months. Squatters took over the campus, and its libraries still have no books. Just getting to school is an ordeal; Coulibaly must leave his home at 5 a.m. to snag a seat in 8 a.m. class, and he's been robbed a half-dozen times en route. The university has 60,000 students, but is often short classroom space.
To Coursera's Koller, the MOOCs' potential is if anything greater in places like Ivory Coast.
India's latest official 5-year plan calls for increasing college enrollment by roughly 2 million students each year, to help it catch up with emerging economies like Brazil and China. Koller says meeting its goals would require India to build 1,500 new universities ? when it can't staff its current ones. Scaled-up teaching through technology is its only hope.
Francisco Marmolejo, a longtime Mexican university administrator who now leads the World Bank's higher education efforts, said governments around the world are intrigued by the MOOCs, but also anxious. Technology's potential to solve the scale problem is obvious. But they fear the MOOCs will become an excuse to ignore the imperative of building local institutions.
Physical universities are "a place where you train to become a citizen," he said. "It is not the new technologies against the old system. It is the blended component that I believe may be the key."
In 1997, Marmolejo noted, the late management guru Peter Drucker predicted big university campuses would disappear within 30 years. He'll almost certainly be wrong about that. The importance of place and human interaction looks, if anything, to have been magnified.
But Drucker may well be proved correct in comparing the scale of the changes coming to higher education to the revolution unleashed by the printing press.
Universities "need to change and they will change," Marmolejo said. "Technology will absolutely help them to change."
____
Robbie Corey-Boulet reported from Abidjan, Ivory Coast.
___
Online:
https://www.coursera.org/
https://www.edx.org
Follow Justin Pope on Twitter at http://www.twitter.com/Justin_Pope1
Source: http://news.yahoo.com/recessions-wake-education-innovation-blooms-201030830.html
Adam Lanza cnbc Sandy Hook Victims columbine Newton virginia tech shooting China
Beyonc? Shows Off Family?s Matching Timberlands
The pop diva shares an adorable photo of her family's matching Timberland boots on Instagram.
Source: http://feeds.celebritybabies.com/~r/celebrity-babies/~3/mHEdWXiD_vA/
2013 NFL Mock Draft paleo diet paleo diet earth day Luis Suarez Earth Day 2013 westboro baptist church
শুক্রবার, ২ আগস্ট, ২০১৩
Quintiles sees strong profit as drug development picks up
(Reuters) - Quintiles Transnational Holdings, the world's largest medical contract research provider, forecast a higher full-year profit than analysts had expected as more drugmakers use its services.
Quintiles, reporting as a public company for the first time, said new business rose 13 percent in the second quarter. Margins improved and adjusted net income rose in double-digit percentage terms, Chief Executive Tom Pike said in a statement.
The company, which listed on the New York Stock Exchange in May, has won business from cost-conscious pharmaceutical and biotechnology companies that are choosing to outsource clinical development of their drugs.
Its smaller peer, Charles River Laboratories International Inc, cited the same reason for the better-than-expected quarterly profit that it reported on Wednesday.
Durham, North Carolina-based Quintiles raised $947 million in its initial public offering. Its shares closed at $44.85 on Wednesday, worth 6.5 percent more than at the end of their first day of trading on May 9.
The company has a market value of $5.94 billion and says it has helped to develop or commercialize all of the top 50 best-selling drugs on the market.
On Thursday, Quintiles forecast a 2013 adjusted profit in a range of $1.95 to $2.05 per share on service revenues of $3.76 billion to $3.81 billion.
Analysts expected a full-year profit of $1.88 per share on revenue of $3.81 billion, according to Thomson Reuters I/B/E/S.
The company reported net income of $38.5 million, or 30 cents per share, for the second quarter. Revenue was $1.29 billion.
Excluding certain items, earnings were 50 cents per share.
Analysts on average had expected earnings of 46 cents per share on revenue of $942.93 million, according to Thomson Reuters I/B/E/S.
(Reporting by Pallavi Ail in Bangalore; Editing by Robin Paxton)
Source: http://news.yahoo.com/quintiles-profit-rises-drug-developers-outsource-research-113113942.html
scalloped potatoes the ten commandments charlton heston moses tulsa shooting doug fister the perfect storm
Africa News Headlines - Yahoo! News
Source: http://rss.news.yahoo.com/rss/africa
wes welker Conclave tmz Sizzurp the bachelor What is a Jesuit pi day
ASUS' 31.5-inch PQ321 4K monitor gets reviewed: pricey, but luscious
Let's be honest: almost no one expected one of the world's first 4K monitors to be ho hum. After all, it has eleventy gazillion pixels. Er, a native 3,840 x 2,160 resolution, but close enough. The gurus over at HotHardware were able to take the 31.5-inch PQ321 for a spin, and predictably, they loved what they saw. Outside of being duly impressed with how the panel handled everything from Photoshop work to gaming, they were also taken aback by the monitor's svelte frame. In fact, they found it a little tough to look back on a 1080p screen after a couple of weeks with this thing -- it's like the SD-to-HD revolution all over again. That said, they did confess that the product feels a bit ahead of its time, and the monstrous $3,500 price tag is certainly indicative of that. Feel free to hit the source link for the full spiel, but the long and short of it is this: if you're in the one percent, buy it.
Source: HotHardware
Outback Bowl washington redskins Rose Bowl 2013 anderson cooper adrian peterson chicago bears netflix
বৃহস্পতিবার, ১ আগস্ট, ২০১৩
Colo. police seek help with high-profile cold case
BOULDER, Colo. (AP) ? Colorado investigators are asking for help finding a man suspected of killing Sid Wells, a 22-year-old college student who was dating actor-director Robert Redford's daughter when he was shot to death 30 years ago.
Boulder police issued a statement Wednesday saying they're looking for Thayne Smika, who is still being sought after a murder warrant was issued for his arrest in 2010.
Wells' brother found his body Aug. 1, 1983, in Wells' condominium. He had been shot in the head with a shotgun.
The case attracted worldwide media attention when Redford halted production of "The Natural," being filmed on location in Buffalo, N.Y., and came to Boulder for Wells' funeral.
Wells and Redford's daughter Shauna, then 22, were both students at the University of Colorado and lived in the same building.
Police suspected Smika, Wells' roommate, and arrested him a few months after investigators said they linked him to the murder. Smika was never prosecuted because the district attorney at the time declined to take the case.
Smika left the area, and in 1986 his abandoned car was found in Beverly Hills, Calif.
Robert Redford said in 1997 that Wells' murder still haunted him.
"It's like a partially opened door with a very dark room behind it," he said.
In 2010, the Boulder County District Attorney's Office agreed to review the case and approved an arrest affidavit for Smika. But authorities could not find him and asked Wednesday for the public's help. Smika's bail was set at $5 million after the warrant was issued.
"It's past time for justice for Sid Wells and his family," said Boulder Deputy Police Chief Dave Hayes, one of the first detectives to investigate the case.
"Thayne Smika escaped a first-degree murder charge, and has likely been living a life of freedom while the Wells family has been grieving for three decades," he said a statement Wednesday.
Police said Smika has been at large since he disappeared from the Boulder area in 1986 and that he might have fled the country.
Smika, who was often late with rent, was supposed to pay Wells that afternoon, investigators said.
Wells' mother, June Menger, who lived in Longmont in 2011, said she was very happy to learn about the arrest warrant.
"It's definitely a step forward that we've been waiting for years," Menger told the Boulder Daily Camera at the time. "We've always felt he was the one, but to get an arrest warrant is a big deal."
Source: http://news.yahoo.com/colo-police-seek-help-high-profile-cold-case-151617709.html
world trade center kirk cousins ovechkin bks new dark knight rises trailer khloe and lamar oklahoma city thunder
এতে সদস্যতা:
পোস্টগুলি (Atom)