<?xml version="1.0" encoding="UTF-8"?><rss version="2.0" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:cc="http://web.resource.org/cc/"><channel><title>Xpert - 25 Most recent items matching the search terms - </title><link>http://www.pat.com</link><description>This RSS feed contains the 25 most recently submitted items from Xpert, matching the search terms - </description><generator>Xpert</generator><language>en-gb</language><copyright>http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ </copyright><dc:publisher>Xpert</dc:publisher><cc:license></cc:license><item><title><![CDATA[Wiskunde : Basis]]></title><dc:title><![CDATA[Wiskunde : Basis]]></dc:title><link><![CDATA[http://www.klascement.net/docs/39452/]]></link><guid><![CDATA[http://www.klascement.net/docs/39452/]]></guid><description><![CDATA[<img align="left" alt="1.jpg" src="http://www.klascement.net/files/3/9/4/5/2/l/1.jpg" style="border:1px solid #AAA; margin: 0 5px 5px 0; padding:1px;" /><p>Deze basiscursus omvat zeven hoofdstukken, met telkens een gelijke indeling:</p>
<ul>
<li>praktisch voorbeeld</li>
<li>theorie</li>
<li>oefeningen samen</li>
<li>oefeningen alleen</li>
<li>test jezelf</li>
</ul>
<p>Hoofdstuk1: &hellip;</p>]]>
</description><dc:description><![CDATA[<img align="left" alt="1.jpg" src="http://www.klascement.net/files/3/9/4/5/2/l/1.jpg" style="border:1px solid #AAA; margin: 0 5px 5px 0; padding:1px;" /><p>Deze basiscursus omvat zeven hoofdstukken, met telkens een gelijke indeling:</p>
<ul>
<li>praktisch voorbeeld</li>
<li>theorie</li>
<li>oefeningen samen</li>
<li>oefeningen alleen</li>
<li>test jezelf</li>
</ul>
<p>Hoofdstuk1: &hellip;</p>]]>
</dc:description></item><item><title><![CDATA[How Do Cancer Cells Behave Differently Than Healthy Ones]]></title><dc:title><![CDATA[How Do Cancer Cells Behave Differently Than Healthy Ones]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=54713]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=54713]]></guid><description><![CDATA[How do cancer cells grow? How does chemotherapy fight cancer (and cause negative side effects)? The&nbsp;answers lie in cell division. George Zaidan explains how rapid cell division is cancer&rsquo;s "strength" -- and also its weakness.&nbsp; (03:50)<br />]]>
</description><dc:description><![CDATA[How do cancer cells grow? How does chemotherapy fight cancer (and cause negative side effects)? The&nbsp;answers lie in cell division. George Zaidan explains how rapid cell division is cancer&rsquo;s "strength" -- and also its weakness.&nbsp; (03:50)<br />]]>
</dc:description></item><item><title><![CDATA[Determination Virtue Video]]></title><dc:title><![CDATA[Determination Virtue Video]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=54708]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=54708]]></guid><description><![CDATA[This is a video for the virtue Determination.&nbsp; The music video features a song explaining and promoting determination.&nbsp; (02:29)]]>
</description><dc:description><![CDATA[This is a video for the virtue Determination.&nbsp; The music video features a song explaining and promoting determination.&nbsp; (02:29)]]>
</dc:description></item><item><title><![CDATA[Authors@Google Presents:  Nassim Nicholas Taleb]]></title><dc:title><![CDATA[Authors@Google Presents:  Nassim Nicholas Taleb]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=S3REdLZ8Xis]]></link><guid><![CDATA[http://www.youtube.com/watch?v=S3REdLZ8Xis]]></guid><description><![CDATA[Authors@Google is proud to present Nassim N. Taleb, author of
Fooled By Randomness and The Black Swan, talking about his new book.]]>
</description><dc:description><![CDATA[Authors@Google is proud to present Nassim N. Taleb, author of
Fooled By Randomness and The Black Swan, talking about his new book.]]>
</dc:description></item><item><title><![CDATA[Student Goal Setting Template for Maths and Literacy]]></title><dc:title><![CDATA[Student Goal Setting Template for Maths and Literacy]]></dc:title><link><![CDATA[http://feedproxy.google.com/~r/Edgalaxy/~3/jp82VMQvQQ4/student-goal-setting-template-for-maths-and-literacy.html]]></link><guid><![CDATA[http://feedproxy.google.com/~r/Edgalaxy/~3/jp82VMQvQQ4/student-goal-setting-template-for-maths-and-literacy.html]]></guid><description><![CDATA[<p><span><span><img src="http://edgalaxy.com/static/50b88908e4b012760ada1011/50b88a46e4b0e7e1545b4050/50b88a5fe4b0e7e1545b49ec/1353322507543/Student_goal_setting%20Template.PNG/1000w" /><br/></span></span>Just a quick addition to our<a href="http://edgalaxy.com/thinking-tools/"> thinking tools and graphic organisers collection</a> today.&nbsp; This simple goal setting template will help your students to be a little more accountable of their own learning in maths and literacy.</p>
<p>You might wa]]>
</description><dc:description><![CDATA[<p><span><span><img src="http://edgalaxy.com/static/50b88908e4b012760ada1011/50b88a46e4b0e7e1545b4050/50b88a5fe4b0e7e1545b49ec/1353322507543/Student_goal_setting%20Template.PNG/1000w" /><br/></span></span>Just a quick addition to our<a href="http://edgalaxy.com/thinking-tools/"> thinking tools and graphic organisers collection</a> today.&nbsp; This simple goal setting template will help your students to be a little more accountable of their own learning in maths and literacy.</p>
<p>You might wa]]>
</dc:description></item><item><title><![CDATA[Adobe Connect for eLearning  Overview]]></title><dc:title><![CDATA[Adobe Connect for eLearning  Overview]]></dc:title><link><![CDATA[http://tv.adobe.com/watch/adobe-connect-for-elearning-overview/]]></link><guid><![CDATA[http://tv.adobe.com/watch/adobe-connect-for-elearning-overview/]]></guid><description><![CDATA[See how Adobe Connect lets you create, deliver, manage and track eLearning, providing an exceptional experience for both trainers and learners.]]>
</description><dc:description><![CDATA[See how Adobe Connect lets you create, deliver, manage and track eLearning, providing an exceptional experience for both trainers and learners.]]>
</dc:description></item><item><title><![CDATA[Making the case to network]]></title><dc:title><![CDATA[Making the case to network]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=qs0bqEqRc68]]></link><guid><![CDATA[http://www.youtube.com/watch?v=qs0bqEqRc68]]></guid><description><![CDATA[http://concordia.ca/now
Concordia's John Molson Undergraduate Case Competition (JMUCC) is celebrating its fifth anniversary this February. Twenty-four universities from around the world will compete by solving corporate cases from Canada's biggest companies. Yet at JMUCC, business is more than just numbers and dollar signs; it's about connections forged between students and business mentors.

Are you a business buff? Get involved with the competition as a judge or volunteer. Visit www.jmucc.ca f]]>
</description><dc:description><![CDATA[http://concordia.ca/now
Concordia's John Molson Undergraduate Case Competition (JMUCC) is celebrating its fifth anniversary this February. Twenty-four universities from around the world will compete by solving corporate cases from Canada's biggest companies. Yet at JMUCC, business is more than just numbers and dollar signs; it's about connections forged between students and business mentors.

Are you a business buff? Get involved with the competition as a judge or volunteer. Visit www.jmucc.ca f]]>
</dc:description></item><item><title><![CDATA[Booker T. Washington - Mini-Biography]]></title><dc:title><![CDATA[Booker T. Washington - Mini-Biography]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=54548]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=54548]]></guid><description><![CDATA[Watch a short biography video of Booker T. Washington, the founder of the the Tuskegee Institute.(03:31)]]>
</description><dc:description><![CDATA[Watch a short biography video of Booker T. Washington, the founder of the the Tuskegee Institute.(03:31)]]>
</dc:description></item><item><title><![CDATA[Systems Thinking]]></title><dc:title><![CDATA[Systems Thinking]]></dc:title><link><![CDATA[http://cnx.org/content/m45340/latest/]]></link><guid><![CDATA[http://cnx.org/content/m45340/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/lvanasup">Linda Vanasupa</a>
                
                </i></b><br/>
              This set of learning materials is aimed at explaining and fostering the discipline of systems thinking.<br/>
              
              <img style="border: 0px"
                  src="http://i.creativecommons.org/l/by/3.0/80x15.png"/>
              
                <a href="http://creativecommons.org/licenses/by/3.0/">Some Rights Reserved</a>]]>
</description><dc:description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/lvanasup">Linda Vanasupa</a>
                
                </i></b><br/>
              This set of learning materials is aimed at explaining and fostering the discipline of systems thinking.<br/>
              
              <img style="border: 0px"
                  src="http://i.creativecommons.org/l/by/3.0/80x15.png"/>
              
                <a href="http://creativecommons.org/licenses/by/3.0/">Some Rights Reserved</a>]]>
</dc:description></item><item><title><![CDATA[Examples]]></title><dc:title><![CDATA[Examples]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/mathematics-and-statistics/mathematics/number-systems/content_section_4.1.2]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/mathematics-and-statistics/mathematics/number-systems/content_section_4.1.2]]></guid><description><![CDATA[<ul class="oucontent-unnumbered"><li><p>1.   The condition ‘is equal to’ is a relation on any set of real numbers because, for any <i>x</i>, <i>y</i> in the set, the statement ‘<i>x</i> is equal to <i>y</i>’ is either definitely true or definitely false. This relation is usually denoted by the symbol =. For this relation, each real number in the set is related only to itself!</p></li><li><p>2.   The condition ‘is less than’ is a relation on any set of real numbers, and we usually]]>
</description><dc:description><![CDATA[<ul class="oucontent-unnumbered"><li><p>1.   The condition ‘is equal to’ is a relation on any set of real numbers because, for any <i>x</i>, <i>y</i> in the set, the statement ‘<i>x</i> is equal to <i>y</i>’ is either definitely true or definitely false. This relation is usually denoted by the symbol =. For this relation, each real number in the set is related only to itself!</p></li><li><p>2.   The condition ‘is less than’ is a relation on any set of real numbers, and we usually]]>
</dc:description></item><item><title><![CDATA[Acknowledgements]]></title><dc:title><![CDATA[Acknowledgements]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/society/the-law/human-rights-and-law/content_section___acknowledgements]]></link><guid><![CDATA[http://www.open.edu/openlearn/society/the-law/human-rights-and-law/content_section___acknowledgements]]></guid><description><![CDATA[<p>The following material is Proprietary (see <a class="oucontent-hyperlink" href="http://www.open.ac.uk/conditions">terms and conditions</a>) and is used under <a class="oucontent-hyperlink" href="http://creativecommons.org/licenses/by-nc-sa/2.0/uk/">licence</a>.</p>
<p>Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit:</p>
<h2 class="oucontent-h4 oucontent-basic">Figures</h2>
<p>Figure 1 © UN Photo Library;</p>
<p>Figure 2 Photo: © Co]]>
</description><dc:description><![CDATA[<p>The following material is Proprietary (see <a class="oucontent-hyperlink" href="http://www.open.ac.uk/conditions">terms and conditions</a>) and is used under <a class="oucontent-hyperlink" href="http://creativecommons.org/licenses/by-nc-sa/2.0/uk/">licence</a>.</p>
<p>Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit:</p>
<h2 class="oucontent-h4 oucontent-basic">Figures</h2>
<p>Figure 1 © UN Photo Library;</p>
<p>Figure 2 Photo: © Co]]>
</dc:description></item><item><title><![CDATA[Learning outcomes]]></title><dc:title><![CDATA[Learning outcomes]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/biology/the-making-individual-differences/content_section___learningoutcomes]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/biology/the-making-individual-differences/content_section___learningoutcomes]]></guid><description><![CDATA[<p>After studying this unit you should be able to:</p><ul><li><p>recognise definitions and applications of each of the terms printed in <b>bold</b> in the text;</p></li><li><p>critically evaluate statements about the influence of the genome on behaviour;</p></li><li><p>explain the ways in which genetic and environmental factors influence the development of the nervous system;</p></li><li><p>provide examples of the influence of genetic and environmental factors on the development of the nervous s]]>
</description><dc:description><![CDATA[<p>After studying this unit you should be able to:</p><ul><li><p>recognise definitions and applications of each of the terms printed in <b>bold</b> in the text;</p></li><li><p>critically evaluate statements about the influence of the genome on behaviour;</p></li><li><p>explain the ways in which genetic and environmental factors influence the development of the nervous system;</p></li><li><p>provide examples of the influence of genetic and environmental factors on the development of the nervous s]]>
</dc:description></item><item><title><![CDATA[4.5 Summary]]></title><dc:title><![CDATA[4.5 Summary]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/nature-environment/natural-history/animals-the-extremes-hibernation-and-torpor/content_section_4.5]]></link><guid><![CDATA[http://www.open.edu/openlearn/nature-environment/natural-history/animals-the-extremes-hibernation-and-torpor/content_section_4.5]]></guid><description><![CDATA[<p>Molecular approaches to the study of hibernation have combined largely non-hypothetical <i>analytical</i> and <i>targeted</i> methods. The analytical approach shows changes in the expression patterns of novel genes, often with unforeseen or unknown functions in hibernation, whilst indicating that the scale of the full range of adaptive genetic changes is small. The targeted approach has confirmed an important role for gene products normally involved in maintaining biological rhythms and energ]]>
</description><dc:description><![CDATA[<p>Molecular approaches to the study of hibernation have combined largely non-hypothetical <i>analytical</i> and <i>targeted</i> methods. The analytical approach shows changes in the expression patterns of novel genes, often with unforeseen or unknown functions in hibernation, whilst indicating that the scale of the full range of adaptive genetic changes is small. The targeted approach has confirmed an important role for gene products normally involved in maintaining biological rhythms and energ]]>
</dc:description></item><item><title><![CDATA[Introduction]]></title><dc:title><![CDATA[Introduction]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/nature-environment/natural-history/studying-mammals-winning-design/content_section_0/content_section_0]]></link><guid><![CDATA[http://www.open.edu/openlearn/nature-environment/natural-history/studying-mammals-winning-design/content_section_0/content_section_0]]></guid><description><![CDATA[<p>Mammals come in a bewildering variety of shapes and sizes and yet all of the 4700 or so species have some characteristics in common. Indeed, it's the existence of these common features that justifies the inclusion of all such diverse types within the single taxonomic group (or class) called the Mammalia.</p><p>This is the first in a series of units about studying mammals. To get the most from these units, you will need access to a copy of <i>The Life of Mammals</i> (2002) by David Attenboroug]]>
</description><dc:description><![CDATA[<p>Mammals come in a bewildering variety of shapes and sizes and yet all of the 4700 or so species have some characteristics in common. Indeed, it's the existence of these common features that justifies the inclusion of all such diverse types within the single taxonomic group (or class) called the Mammalia.</p><p>This is the first in a series of units about studying mammals. To get the most from these units, you will need access to a copy of <i>The Life of Mammals</i> (2002) by David Attenboroug]]>
</dc:description></item><item><title><![CDATA[Acknowledgements]]></title><dc:title><![CDATA[Acknowledgements]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/physics-and-astronomy/overview-active-galaxies/content_section___acknowledgements]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/physics-and-astronomy/overview-active-galaxies/content_section___acknowledgements]]></guid><description><![CDATA[<p>Except for third party materials and otherwise stated (see <a class="oucontent-hyperlink" href="http://www.open.ac.uk/conditions">terms and conditions</a>), this content is made available under a <a class="oucontent-hyperlink" href="http://creativecommons.org/licenses/by-nc-sa/2.0/uk/">Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence</a></p><p>Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit:</p><p>The content acknowl]]>
</description><dc:description><![CDATA[<p>Except for third party materials and otherwise stated (see <a class="oucontent-hyperlink" href="http://www.open.ac.uk/conditions">terms and conditions</a>), this content is made available under a <a class="oucontent-hyperlink" href="http://creativecommons.org/licenses/by-nc-sa/2.0/uk/">Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence</a></p><p>Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit:</p><p>The content acknowl]]>
</dc:description></item><item><title><![CDATA[1.3 Coal-forming environments today]]></title><dc:title><![CDATA[1.3 Coal-forming environments today]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/environmental-science/energy-resources-coal/content_section_1.3]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/environmental-science/energy-resources-coal/content_section_1.3]]></guid><description><![CDATA[<p>Coal formation begins with preservation of waterlogged plant remains to produce <b>peat</b> and then slow compression as the peat is buried. About 10 m of peat will compress down to form about 1 m of coal; clearly large amounts of plant debris must be available for preservation. Even so, for a significant thickness of peat to accumulate there must be a balance between the growth of plants and the decay of underlying dead material to form peat (a process known as <b>humification</b>).</p><p>Su]]>
</description><dc:description><![CDATA[<p>Coal formation begins with preservation of waterlogged plant remains to produce <b>peat</b> and then slow compression as the peat is buried. About 10 m of peat will compress down to form about 1 m of coal; clearly large amounts of plant debris must be available for preservation. Even so, for a significant thickness of peat to accumulate there must be a balance between the growth of plants and the decay of underlying dead material to form peat (a process known as <b>humification</b>).</p><p>Su]]>
</dc:description></item><item><title><![CDATA[2 How has the human population grown?]]></title><dc:title><![CDATA[2 How has the human population grown?]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/biology/early-development/content_section_1.1]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/biology/early-development/content_section_1.1]]></guid><description><![CDATA[<p>For most of human history there have been relatively few people in the world. Figure 2 shows that only over the last 50 years have numbers really shot up, and that, at the turn of the century, the population reached over six billion.</p><div class="oucontent-figure" style="width:496px;" id="fig004_002"><img src="http://ocw.open.edu/openlearn/pluginfile.php/69246/mod_oucontent/oucontent/510/sk220_1_002i.jpg" alt="Figure 2" width="496" height="640"/><div class="oucontent-figure-text"><div class]]>
</description><dc:description><![CDATA[<p>For most of human history there have been relatively few people in the world. Figure 2 shows that only over the last 50 years have numbers really shot up, and that, at the turn of the century, the population reached over six billion.</p><div class="oucontent-figure" style="width:496px;" id="fig004_002"><img src="http://ocw.open.edu/openlearn/pluginfile.php/69246/mod_oucontent/oucontent/510/sk220_1_002i.jpg" alt="Figure 2" width="496" height="640"/><div class="oucontent-figure-text"><div class]]>
</dc:description></item><item><title><![CDATA[2.5 Obesity and brain reward systems]]></title><dc:title><![CDATA[2.5 Obesity and brain reward systems]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/biology/obesity-balanced-diets-and-treatment/content_section_2.4]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/biology/obesity-balanced-diets-and-treatment/content_section_2.4]]></guid><description><![CDATA[<p>Very palatable foods, especially those high in fat and carbohydrate may be potent stimuli for neural pathways in the brain. Direct evidence for this idea has been found in recent studies of non-human animals. For example, it is known that many types of both natural (i.e. food, sex) and drug (e.g. cocaine or amphetamine, opiates, nicotine) rewards are able to stimulate activity within a brain pathway that innervates the ventral striatum at the base of the forebrain (<a class="oucontent-crossre]]>
</description><dc:description><![CDATA[<p>Very palatable foods, especially those high in fat and carbohydrate may be potent stimuli for neural pathways in the brain. Direct evidence for this idea has been found in recent studies of non-human animals. For example, it is known that many types of both natural (i.e. food, sex) and drug (e.g. cocaine or amphetamine, opiates, nicotine) rewards are able to stimulate activity within a brain pathway that innervates the ventral striatum at the base of the forebrain (<a class="oucontent-crossre]]>
</dc:description></item><item><title><![CDATA[2.7 A gene &#x2018;for&#x2019; obesity?]]></title><dc:title><![CDATA[2.7 A gene &#x2018;for&#x2019; obesity?]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/biology/obesity-balanced-diets-and-treatment/content_section_2.6]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/biology/obesity-balanced-diets-and-treatment/content_section_2.6]]></guid><description><![CDATA[<p>So far we have mostly emphasized the way in which different environmental factors may affect body weight and provide a partial explanation of both individual cases of obesity and the increase in average body weight that has been so clearly documented in both North America and Western Europe during the last two decades. There is also marked individual variability in body weight. For example, any weight between about 58 and 78 kg would be regarded as ‘desirable’ for a person of height 1.77 ]]>
</description><dc:description><![CDATA[<p>So far we have mostly emphasized the way in which different environmental factors may affect body weight and provide a partial explanation of both individual cases of obesity and the increase in average body weight that has been so clearly documented in both North America and Western Europe during the last two decades. There is also marked individual variability in body weight. For example, any weight between about 58 and 78 kg would be regarded as ‘desirable’ for a person of height 1.77 ]]>
</dc:description></item><item><title><![CDATA[Autonomous Quadrotor Helicopter - Aggressive Maneuvers]]></title><dc:title><![CDATA[Autonomous Quadrotor Helicopter - Aggressive Maneuvers]]></dc:title><link><![CDATA[http://edutube.org:80/en/video/autonomous-quadrotor-helicopter-aggressive-maneuvers]]></link><guid><![CDATA[http://edutube.org:80/en/video/autonomous-quadrotor-helicopter-aggressive-maneuvers]]></guid><description><![CDATA[<p>A very impressive demonstration of a small autonomous helicopter performing precise aggressive maneuvers - flips, flight through windows, and quadrotor perching.</p>
<div class="og_rss_groups"><ul class="links"><li  class="first last og_links"><a href="/en/robots" class="og_links">Robots</a></li>
</ul></div><p><a href="http://edutube.org:80/en/video/autonomous-quadrotor-helicopter-aggressive-maneuvers">read more</a></p>]]>
</description><dc:description><![CDATA[<p>A very impressive demonstration of a small autonomous helicopter performing precise aggressive maneuvers - flips, flight through windows, and quadrotor perching.</p>
<div class="og_rss_groups"><ul class="links"><li  class="first last og_links"><a href="/en/robots" class="og_links">Robots</a></li>
</ul></div><p><a href="http://edutube.org:80/en/video/autonomous-quadrotor-helicopter-aggressive-maneuvers">read more</a></p>]]>
</dc:description></item><item><title><![CDATA[The Known Universe by AMNH]]></title><dc:title><![CDATA[The Known Universe by AMNH]]></dc:title><link><![CDATA[http://edutube.org:80/en/video/known-universe-amnh]]></link><guid><![CDATA[http://edutube.org:80/en/video/known-universe-amnh]]></guid><description><![CDATA[<p>The known universe as mapped through astronomical observations, from the Himalayas to the moon's orbit, the orbits of the planets, the solar system, the galaxy and beyond.</p>
<p><a href="http://edutube.org:80/en/video/known-universe-amnh">read more</a></p>]]>
</description><dc:description><![CDATA[<p>The known universe as mapped through astronomical observations, from the Himalayas to the moon's orbit, the orbits of the planets, the solar system, the galaxy and beyond.</p>
<p><a href="http://edutube.org:80/en/video/known-universe-amnh">read more</a></p>]]>
</dc:description></item><item><title><![CDATA[The Hubble Ultra Deep Field in 3D]]></title><dc:title><![CDATA[The Hubble Ultra Deep Field in 3D]]></dc:title><link><![CDATA[http://edutube.org:80/en/video/hubble-ultra-deep-field-3d]]></link><guid><![CDATA[http://edutube.org:80/en/video/hubble-ultra-deep-field-3d]]></guid><description><![CDATA[<p>A 3D model of the Ultra Deep Field, a tiny but very 'deep' image of space captured by the Hubble Space Telescope, showing about 10,000 galaxies. It is the deepest image of the universe ever taken.</p>
<p><a href="http://edutube.org:80/en/video/hubble-ultra-deep-field-3d">read more</a></p>]]>
</description><dc:description><![CDATA[<p>A 3D model of the Ultra Deep Field, a tiny but very 'deep' image of space captured by the Hubble Space Telescope, showing about 10,000 galaxies. It is the deepest image of the universe ever taken.</p>
<p><a href="http://edutube.org:80/en/video/hubble-ultra-deep-field-3d">read more</a></p>]]>
</dc:description></item><item><title><![CDATA[Confident China flexes military muscle]]></title><dc:title><![CDATA[Confident China flexes military muscle]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=THYJneThT08]]></link><guid><![CDATA[http://www.youtube.com/watch?v=THYJneThT08]]></guid><description><![CDATA[Dec. 4 - On land, in the air, and on the water, China shows off an increasingly professional military as territorial disputes in the South China Sea fester. Tara Joseph reports.]]>
</description><dc:description><![CDATA[Dec. 4 - On land, in the air, and on the water, China shows off an increasingly professional military as territorial disputes in the South China Sea fester. Tara Joseph reports.]]>
</dc:description></item><item><title><![CDATA[4.5 Vulnerability and rights]]></title><dc:title><![CDATA[4.5 Vulnerability and rights]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/body-mind/social-care/social-work/introducing-social-work-practice/content_section_4.5]]></link><guid><![CDATA[http://www.open.edu/openlearn/body-mind/social-care/social-work/introducing-social-work-practice/content_section_4.5]]></guid><description><![CDATA[<p>One of the assumptions that is made in order to justify social workers making such life-changing judgements is that some people are vulnerable and therefore need decisions made on their behalf. This assumption is not held by everyone and is often challenged by groups and individuals representing service users and by service users themselves.</p><div class="oucontent-figure" style="width:511px;" id="fig001_006"><img src="http://ocw.open.edu/openlearn/pluginfile.php/78161/mod_oucontent/ouconten]]>
</description><dc:description><![CDATA[<p>One of the assumptions that is made in order to justify social workers making such life-changing judgements is that some people are vulnerable and therefore need decisions made on their behalf. This assumption is not held by everyone and is often challenged by groups and individuals representing service users and by service users themselves.</p><div class="oucontent-figure" style="width:511px;" id="fig001_006"><img src="http://ocw.open.edu/openlearn/pluginfile.php/78161/mod_oucontent/ouconten]]>
</dc:description></item><item><title><![CDATA[4.6 References for Extract 3]]></title><dc:title><![CDATA[4.6 References for Extract 3]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/body-mind/social-care/social-work/introducing-social-work-practice/content_section_4.6]]></link><guid><![CDATA[http://www.open.edu/openlearn/body-mind/social-care/social-work/introducing-social-work-practice/content_section_4.6]]></guid><description><![CDATA[<p>British Association of Social Workers (BASW) (2002) <i>A Code of Ethics for Social Workers</i>, Birmingham, BASW.</p><p>O'Dowd, A. (2003) ‘Social work? That’s a proper job now: New training and rules have changed it for ever’, <i>The Guardian Special Supplement: Social Care</i>, 15 October, p. 7.</p>]]>
</description><dc:description><![CDATA[<p>British Association of Social Workers (BASW) (2002) <i>A Code of Ethics for Social Workers</i>, Birmingham, BASW.</p><p>O'Dowd, A. (2003) ‘Social work? That’s a proper job now: New training and rules have changed it for ever’, <i>The Guardian Special Supplement: Social Care</i>, 15 October, p. 7.</p>]]>
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