<?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[Lesson 05 - one Minute Luxembourgish]]></title><dc:title><![CDATA[Lesson 05 - one Minute Luxembourgish]]></dc:title><link><![CDATA[http://feedproxy.google.com/~r/oneminuteluxembourgish/~3/DMeNZtKX9z0/lesson-05-one-minute-luxembourgish]]></link><guid><![CDATA[http://feedproxy.google.com/~r/oneminuteluxembourgish/~3/DMeNZtKX9z0/lesson-05-one-minute-luxembourgish]]></guid><description><![CDATA[In lesson 05 of One Minute Luxembourgish you will learn to say that you're learning Luxembourgish. Remember - even a few phrases of a language can help you make friends and enjoy travel more. Find out more about One Minute Languages at our website - http://www.oneminutelanguages.com. One Minute Luxembourgish is brought to you by the Radio Lingua Network and is ©Copyright 2008.<img src="http://feeds.feedburner.com/~r/oneminuteluxembourgish/~4/UgZ2Wo-ttdg" height="1" width="1"/><img src="http://f]]>
</description><dc:description><![CDATA[In lesson 05 of One Minute Luxembourgish you will learn to say that you're learning Luxembourgish. Remember - even a few phrases of a language can help you make friends and enjoy travel more. Find out more about One Minute Languages at our website - http://www.oneminutelanguages.com. One Minute Luxembourgish is brought to you by the Radio Lingua Network and is ©Copyright 2008.<img src="http://feeds.feedburner.com/~r/oneminuteluxembourgish/~4/UgZ2Wo-ttdg" height="1" width="1"/><img src="http://f]]>
</dc:description></item><item><title><![CDATA[4.2.1 Composition]]></title><dc:title><![CDATA[4.2.1 Composition]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/chemistry/the-three-way-catalytic-converter/content_section_1.2.1]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/chemistry/the-three-way-catalytic-converter/content_section_1.2.1]]></guid><description><![CDATA[<p>The current three-way catalyst, shown schematically in <a class="oucontent-crossref" href="http://www.open.edu/openlearn/science-maths-technology/science/chemistry/the-three-way-catalytic-converter/content_section_1.2.1#fig012">Figure 1</a>, is generally a multicomponent material, containing the precious metals rhodium, platinum and (to a lesser extent) palladium, ceria (CeO<sub>2</sub>), γ-alumina (Al<sub>2</sub>O<sub>3</sub>), and other metal oxides. It typically consists of a ceramic mono]]>
</description><dc:description><![CDATA[<p>The current three-way catalyst, shown schematically in <a class="oucontent-crossref" href="http://www.open.edu/openlearn/science-maths-technology/science/chemistry/the-three-way-catalytic-converter/content_section_1.2.1#fig012">Figure 1</a>, is generally a multicomponent material, containing the precious metals rhodium, platinum and (to a lesser extent) palladium, ceria (CeO<sub>2</sub>), γ-alumina (Al<sub>2</sub>O<sub>3</sub>), and other metal oxides. It typically consists of a ceramic mono]]>
</dc:description></item><item><title><![CDATA[3.1 Introduction]]></title><dc:title><![CDATA[3.1 Introduction]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/nature-environment/natural-history/animals-the-extremes-polar-biology/content_section_3.1]]></link><guid><![CDATA[http://www.open.edu/openlearn/nature-environment/natural-history/animals-the-extremes-polar-biology/content_section_3.1]]></guid><description><![CDATA[<p>It is clear from Sections 1 and 2 that seasonal or irregular periods of fasting are an integral part of living at high latitudes, especially for large animals. When people (and many tropical and temperate-zone mammals) lose weight, either because they are eating less or because they are suffering from a digestive or metabolic disorder, protein is broken down in substantial quantities long before the lipid stores are exhausted. Even frequent and vigorous exercise cannot prevent the breakdown o]]>
</description><dc:description><![CDATA[<p>It is clear from Sections 1 and 2 that seasonal or irregular periods of fasting are an integral part of living at high latitudes, especially for large animals. When people (and many tropical and temperate-zone mammals) lose weight, either because they are eating less or because they are suffering from a digestive or metabolic disorder, protein is broken down in substantial quantities long before the lipid stores are exhausted. Even frequent and vigorous exercise cannot prevent the breakdown o]]>
</dc:description></item><item><title><![CDATA[4.1 Insulation in terrestrial endotherms]]></title><dc:title><![CDATA[4.1 Insulation in terrestrial endotherms]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/nature-environment/natural-history/animals-the-extremes-polar-biology/content_section_4.1]]></link><guid><![CDATA[http://www.open.edu/openlearn/nature-environment/natural-history/animals-the-extremes-polar-biology/content_section_4.1]]></guid><description><![CDATA[<p>For organisms of similar size and shape in a similar thermal gradient, the rate of heat loss from convection is up to 90 times as fast in water as in air, so in temperate climates, aquatic endotherms need much more efficient insulation than terrestrial species. Since seawater freezes at −1.9° C, but the temperature of the air around the Poles can fall below −50° C, the insulation requirements of aquatic and terrestrial polar animals are not very different. Nonetheless, there are impor]]>
</description><dc:description><![CDATA[<p>For organisms of similar size and shape in a similar thermal gradient, the rate of heat loss from convection is up to 90 times as fast in water as in air, so in temperate climates, aquatic endotherms need much more efficient insulation than terrestrial species. Since seawater freezes at −1.9° C, but the temperature of the air around the Poles can fall below −50° C, the insulation requirements of aquatic and terrestrial polar animals are not very different. Nonetheless, there are impor]]>
</dc:description></item><item><title><![CDATA[5.1 Introduction]]></title><dc:title><![CDATA[5.1 Introduction]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/nature-environment/natural-history/animals-the-extremes-polar-biology/content_section_5.1]]></link><guid><![CDATA[http://www.open.edu/openlearn/nature-environment/natural-history/animals-the-extremes-polar-biology/content_section_5.1]]></guid><description><![CDATA[<p>The land and shallow water experience at least a brief summer at high latitudes, so terrestrial and freshwater ectotherms can be active during warm periods and hibernate when the temperature is below freezing. In contrast, the polar seas are not warmed significantly by the Sun: the mass of water is too large and sea-ice covered in snow reflects sunlight very well. The seawater beneath the permanent sea-ice is continuously at between −1.9 and +6° C, so its inhabitants complete their entire]]>
</description><dc:description><![CDATA[<p>The land and shallow water experience at least a brief summer at high latitudes, so terrestrial and freshwater ectotherms can be active during warm periods and hibernate when the temperature is below freezing. In contrast, the polar seas are not warmed significantly by the Sun: the mass of water is too large and sea-ice covered in snow reflects sunlight very well. The seawater beneath the permanent sea-ice is continuously at between −1.9 and +6° C, so its inhabitants complete their entire]]>
</dc:description></item><item><title><![CDATA[4.3 Cellular changes]]></title><dc:title><![CDATA[4.3 Cellular changes]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/nature-environment/natural-history/animals-the-extremes-hibernation-and-torpor/content_section_4.3]]></link><guid><![CDATA[http://www.open.edu/openlearn/nature-environment/natural-history/animals-the-extremes-hibernation-and-torpor/content_section_4.3]]></guid><description><![CDATA[<p>Hibernation can result in the deposition of fat in adipose tissue. In tissues of finite size which are important sources of energy and sites for fuel metabolism, changes in cell structure (redistribution of organelles involved in energy metabolism and protein synthesis) are the most likely adaptation to a state of torpor. Liver hepatocytes of the hibernating dormouse (<i>Muscardinus avellanarius</i>), are visibly different from those of arousing and euthermic dormice when viewed in thin secti]]>
</description><dc:description><![CDATA[<p>Hibernation can result in the deposition of fat in adipose tissue. In tissues of finite size which are important sources of energy and sites for fuel metabolism, changes in cell structure (redistribution of organelles involved in energy metabolism and protein synthesis) are the most likely adaptation to a state of torpor. Liver hepatocytes of the hibernating dormouse (<i>Muscardinus avellanarius</i>), are visibly different from those of arousing and euthermic dormice when viewed in thin secti]]>
</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/physics-and-astronomy/the-moon/content_section___learningoutcomes]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/physics-and-astronomy/the-moon/content_section___learningoutcomes]]></guid><description><![CDATA[<p>After studying this unit you will be able to:</p><ul><li><p>retrieve, evaluate and interpret data and information about the Moon, so that (for example) using a close-up picture of the Moon's surface you could identify the types of feature visible and recognise the processes responsible for creating them;</p></li><li><p>interpret simple tables;</p></li><li><p>express, manipulate and compare very small numbers.</p></li></ul>]]>
</description><dc:description><![CDATA[<p>After studying this unit you will be able to:</p><ul><li><p>retrieve, evaluate and interpret data and information about the Moon, so that (for example) using a close-up picture of the Moon's surface you could identify the types of feature visible and recognise the processes responsible for creating them;</p></li><li><p>interpret simple tables;</p></li><li><p>express, manipulate and compare very small numbers.</p></li></ul>]]>
</dc:description></item><item><title><![CDATA[2.3 Missions to the Moon]]></title><dc:title><![CDATA[2.3 Missions to the Moon]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/physics-and-astronomy/the-moon/content_section_2.3]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/physics-and-astronomy/the-moon/content_section_2.3]]></guid><description><![CDATA[<p><b>David A. Rothery <i>Teach Yourself Planets</i>, Chapter 6, pp. 66–75, Hodder Education, 2000, 2003.</b></p><p><b>Copyright © David Rothery</b></p><p>The Moon was the first extraterrestrial target for space missions. Probes have been directed towards it since almost the very dawn of the space age (see below), and it was the main focus of the 1960s–1970s ‘space race’ between the USA and the then Soviet Union. In the end, only NASA attempted to put people on the Moon, and the six suc]]>
</description><dc:description><![CDATA[<p><b>David A. Rothery <i>Teach Yourself Planets</i>, Chapter 6, pp. 66–75, Hodder Education, 2000, 2003.</b></p><p><b>Copyright © David Rothery</b></p><p>The Moon was the first extraterrestrial target for space missions. Probes have been directed towards it since almost the very dawn of the space age (see below), and it was the main focus of the 1960s–1970s ‘space race’ between the USA and the then Soviet Union. In the end, only NASA attempted to put people on the Moon, and the six suc]]>
</dc:description></item><item><title><![CDATA[3.1 Comments and explanations]]></title><dc:title><![CDATA[3.1 Comments and explanations]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/physics-and-astronomy/the-moon/content_section_3.1]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/physics-and-astronomy/the-moon/content_section_3.1]]></guid><description><![CDATA[<p>Read the following comments and explanations before answering the questions in Section 3.2.</p><ul class="oucontent-bulleted"><li>
<p>As is the convention for satellites, the Moon's rotation period is defined in the <a class="oucontent-crossref" href="http://www.open.edu/openlearn/science-maths-technology/science/physics-and-astronomy/the-moon/content_section_2.1#tbl001">Planetary facts</a> table relative to the planet that it orbits rather than relative to the universe as a whole. This is a ]]>
</description><dc:description><![CDATA[<p>Read the following comments and explanations before answering the questions in Section 3.2.</p><ul class="oucontent-bulleted"><li>
<p>As is the convention for satellites, the Moon's rotation period is defined in the <a class="oucontent-crossref" href="http://www.open.edu/openlearn/science-maths-technology/science/physics-and-astronomy/the-moon/content_section_2.1#tbl001">Planetary facts</a> table relative to the planet that it orbits rather than relative to the universe as a whole. This is a ]]>
</dc:description></item><item><title><![CDATA[3.2 Moon34: Apollo 11 station 3]]></title><dc:title><![CDATA[3.2 Moon34: Apollo 11 station 3]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/physics-and-astronomy/the-moon/content_section_3.2]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/physics-and-astronomy/the-moon/content_section_3.2]]></guid><description><![CDATA[<p>This panorama was collected by Neil Armstrong from a spot north east of the landing module at the Sea of Tranquility. (QuickTime, 500KB, note: this may take some time to download depending on your connection speed)</p><div id="qtvr001" class="oucontent-media"><a class="oucontent-file-link" href="http://ocw.open.edu/openlearn/pluginfile.php/64946/mod_oucontent/oucontent/434/moon_34.mov?forcedownload=1">
<img src="http://ocw.open.edu/openlearn/theme/image.php?theme=openlearn&image=%2Ff%2Fvideo&]]>
</description><dc:description><![CDATA[<p>This panorama was collected by Neil Armstrong from a spot north east of the landing module at the Sea of Tranquility. (QuickTime, 500KB, note: this may take some time to download depending on your connection speed)</p><div id="qtvr001" class="oucontent-media"><a class="oucontent-file-link" href="http://ocw.open.edu/openlearn/pluginfile.php/64946/mod_oucontent/oucontent/434/moon_34.mov?forcedownload=1">
<img src="http://ocw.open.edu/openlearn/theme/image.php?theme=openlearn&image=%2Ff%2Fvideo&]]>
</dc:description></item><item><title><![CDATA[10. T.S. Eliot]]></title><dc:title><![CDATA[10. T.S. Eliot]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=eUO-ICj6PHQ]]></link><guid><![CDATA[http://www.youtube.com/watch?v=eUO-ICj6PHQ]]></guid><description><![CDATA[Modern Poetry (ENGL 310) with Langdon Hammer

The early poetry of T.S. Eliot is examined. Differences between Pound and Eliot, in particular the former's interest in translation versus the latter's in quotation, are suggested. Eliot's relationship to tradition is considered in his essay, "Tradition and the Individual Talent." The early poem, "The Love Song of J. Alfred Prufrock" is read, with emphasis on the poem's resistance to traditional forms and its complicated depiction of its speaker's fr]]>
</description><dc:description><![CDATA[Modern Poetry (ENGL 310) with Langdon Hammer

The early poetry of T.S. Eliot is examined. Differences between Pound and Eliot, in particular the former's interest in translation versus the latter's in quotation, are suggested. Eliot's relationship to tradition is considered in his essay, "Tradition and the Individual Talent." The early poem, "The Love Song of J. Alfred Prufrock" is read, with emphasis on the poem's resistance to traditional forms and its complicated depiction of its speaker's fr]]>
</dc:description></item><item><title><![CDATA[2.3.2 Social sciences]]></title><dc:title><![CDATA[2.3.2 Social sciences]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/body-mind/social-care/social-work/introducing-social-work-practice/content_section_2.3.2]]></link><guid><![CDATA[http://www.open.edu/openlearn/body-mind/social-care/social-work/introducing-social-work-practice/content_section_2.3.2]]></guid><description><![CDATA[<p>Many of the approaches to social work have their roots in the social sciences; and sociology, psychology and social policy have long historical connections with social work education. Sociology and psychology could be very simply described as being the study of societies and the study of the human mind and behaviour, respectively. Social policy is a newer discipline and involves studying the way in which systems of taxation, benefits and service provision are organised and the ideas that lie ]]>
</description><dc:description><![CDATA[<p>Many of the approaches to social work have their roots in the social sciences; and sociology, psychology and social policy have long historical connections with social work education. Sociology and psychology could be very simply described as being the study of societies and the study of the human mind and behaviour, respectively. Social policy is a newer discipline and involves studying the way in which systems of taxation, benefits and service provision are organised and the ideas that lie ]]>
</dc:description></item><item><title><![CDATA[1.5.2 What is the significance of the numbers?]]></title><dc:title><![CDATA[1.5.2 What is the significance of the numbers?]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/mathematics-and-statistics/mathematics/babylonian-mathematics/content_section_1.4.2]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/mathematics-and-statistics/mathematics/babylonian-mathematics/content_section_1.4.2]]></guid><description><![CDATA[<p>In seeking the significance of these numbers, there is more information on the tablet that we have not yet taken into account, namely the text of the column headings themselves. The heading of column <i>A</i> is partly destroyed, but the text headings for <i>B</i> and <i>C</i> are clearer. <i>B</i> says something like <i>‘ib-sa</i> of the front’, and <i>C ‘ib-sa</i> of the diagonal’, where <i>ib-sa</i> is a Sumerian word whose significance here is not precisely known. The geometrical ]]>
</description><dc:description><![CDATA[<p>In seeking the significance of these numbers, there is more information on the tablet that we have not yet taken into account, namely the text of the column headings themselves. The heading of column <i>A</i> is partly destroyed, but the text headings for <i>B</i> and <i>C</i> are clearer. <i>B</i> says something like <i>‘ib-sa</i> of the front’, and <i>C ‘ib-sa</i> of the diagonal’, where <i>ib-sa</i> is a Sumerian word whose significance here is not precisely known. The geometrical ]]>
</dc:description></item><item><title><![CDATA[1.8 Conclusion]]></title><dc:title><![CDATA[1.8 Conclusion]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/mathematics-and-statistics/mathematics/babylonian-mathematics/content_section_1.7]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/mathematics-and-statistics/mathematics/babylonian-mathematics/content_section_1.7]]></guid><description><![CDATA[<p>In conclusion, what is Babylonian mathematics <i>about</i>? Although it is not easy to answer this question precisely, because of the difficulties of interpretation such as you saw with Plimpton 322, the overwhelming impression is of the study and use of numbers, and various techniques for solving problems involving numbers. Where the numbers arise from—whether land measurement, economic questions, idealised geometrical objects (cubes, triangles and so on), or just fairly abstractly—seems]]>
</description><dc:description><![CDATA[<p>In conclusion, what is Babylonian mathematics <i>about</i>? Although it is not easy to answer this question precisely, because of the difficulties of interpretation such as you saw with Plimpton 322, the overwhelming impression is of the study and use of numbers, and various techniques for solving problems involving numbers. Where the numbers arise from—whether land measurement, economic questions, idealised geometrical objects (cubes, triangles and so on), or just fairly abstractly—seems]]>
</dc:description></item><item><title><![CDATA[1.9 Further reading]]></title><dc:title><![CDATA[1.9 Further reading]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/mathematics-and-statistics/mathematics/babylonian-mathematics/content_section_1.8]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/mathematics-and-statistics/mathematics/babylonian-mathematics/content_section_1.8]]></guid><description><![CDATA[<p>Doblhofer, Ernst, <i>Voices in Stone</i> (Paladin, 1973; orig. edn. 1957). Not especially mathematical, but a good account of the decipherment of hieroglyphs and cuneiform texts if you want to follow that up.</p><p>Flegg, Graham, <i>Numbers</i> (Penguin, 1984; orig. edn. 1983). A book packed with much more information about numbers and their history than we have time for during the course.</p><p>Friberg, Jöran, ‘Methods and Traditions of Babylonian Mathematics’, <i>Historia Mathematics</]]>
</description><dc:description><![CDATA[<p>Doblhofer, Ernst, <i>Voices in Stone</i> (Paladin, 1973; orig. edn. 1957). Not especially mathematical, but a good account of the decipherment of hieroglyphs and cuneiform texts if you want to follow that up.</p><p>Flegg, Graham, <i>Numbers</i> (Penguin, 1984; orig. edn. 1983). A book packed with much more information about numbers and their history than we have time for during the course.</p><p>Friberg, Jöran, ‘Methods and Traditions of Babylonian Mathematics’, <i>Historia Mathematics</]]>
</dc:description></item><item><title><![CDATA[Acknowledgements]]></title><dc:title><![CDATA[Acknowledgements]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/mathematics-and-statistics/mathematics/babylonian-mathematics/content_section___acknowledgements]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/mathematics-and-statistics/mathematics/babylonian-mathematics/content_section___acknowledgements]]></guid><description><![CDATA[<p>The content acknowledged below is Proprietary (see <a class="oucontent-hyperlink" href="http://www.open.ac.uk/conditions">terms and conditions</a>) and is used 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>
<h2 class="oucontent-h3 oucontent-basic">Unit image</h2>
<p>Courtesy of Lanterna at Flickr</p>
<p>All other materials included in this unit are derived from conten]]>
</description><dc:description><![CDATA[<p>The content acknowledged below is Proprietary (see <a class="oucontent-hyperlink" href="http://www.open.ac.uk/conditions">terms and conditions</a>) and is used 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>
<h2 class="oucontent-h3 oucontent-basic">Unit image</h2>
<p>Courtesy of Lanterna at Flickr</p>
<p>All other materials included in this unit are derived from conten]]>
</dc:description></item><item><title><![CDATA[2012 Staff Awards winners - Phoebe Megally]]></title><dc:title><![CDATA[2012 Staff Awards winners - Phoebe Megally]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=Mgg53on1PaM]]></link><guid><![CDATA[http://www.youtube.com/watch?v=Mgg53on1PaM]]></guid><description><![CDATA[For more information please visit http://www.leedsmet.ac.uk Music by http://www.incompetech.com]]>
</description><dc:description><![CDATA[For more information please visit http://www.leedsmet.ac.uk Music by http://www.incompetech.com]]>
</dc:description></item><item><title><![CDATA[Cannabis in Research]]></title><dc:title><![CDATA[Cannabis in Research]]></dc:title><link><![CDATA[http://www.nottingham.ac.uk/videos/2008/february/cannabisinresearch.aspx]]></link><guid><![CDATA[http://www.nottingham.ac.uk/videos/2008/february/cannabisinresearch.aspx]]></guid><description><![CDATA[&nbsp;Dr Stephen Alexander - Associate Professor in Molecular Pharmacology in&nbsp; the School of Biomedical Sciences
    <p style="text-align:left;">
      Dr Stephen Alexander has recorded the first podcast for the British Journal of Pharmacology. In this podcast Dr Alexander delves into the depths of cannabis research to find out how future medications might benefit from current work on this exciting topic.
    </p>
    <p style="text-align:left;">
      For more information please visit:<a h]]>
</description><dc:description><![CDATA[&nbsp;Dr Stephen Alexander - Associate Professor in Molecular Pharmacology in&nbsp; the School of Biomedical Sciences
    <p style="text-align:left;">
      Dr Stephen Alexander has recorded the first podcast for the British Journal of Pharmacology. In this podcast Dr Alexander delves into the depths of cannabis research to find out how future medications might benefit from current work on this exciting topic.
    </p>
    <p style="text-align:left;">
      For more information please visit:<a h]]>
</dc:description></item><item><title><![CDATA[Frits Flits : Fotograaf van de week]]></title><dc:title><![CDATA[Frits Flits : Fotograaf van de week]]></dc:title><link><![CDATA[http://www.klascement.net/docs/37177/]]></link><guid><![CDATA[http://www.klascement.net/docs/37177/]]></guid><description><![CDATA[<img align="left" alt="foto.jpg" src="http://www.klascement.net/files/3/7/1/7/7/l/foto.jpg" style="border:1px solid #AAA; margin: 0 5px 5px 0; padding:1px;" /><p>Elk kind&nbsp;krijgt gedurende&nbsp;&eacute;&eacute;n&nbsp;week het klasfototoestel mee. Bedoeling is dat&nbsp;de leerling&nbsp;foto's&nbsp;neemt van zijn activiteiten na schooltijd. Aan het einde van de week pikt&nbsp;hij er 10 foto's uit en &hellip;</p>]]>
</description><dc:description><![CDATA[<img align="left" alt="foto.jpg" src="http://www.klascement.net/files/3/7/1/7/7/l/foto.jpg" style="border:1px solid #AAA; margin: 0 5px 5px 0; padding:1px;" /><p>Elk kind&nbsp;krijgt gedurende&nbsp;&eacute;&eacute;n&nbsp;week het klasfototoestel mee. Bedoeling is dat&nbsp;de leerling&nbsp;foto's&nbsp;neemt van zijn activiteiten na schooltijd. Aan het einde van de week pikt&nbsp;hij er 10 foto's uit en &hellip;</p>]]>
</dc:description></item><item><title><![CDATA[Selma 1965 Part 2]]></title><dc:title><![CDATA[Selma 1965 Part 2]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=49180]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=49180]]></guid><description><![CDATA[In 1965, protests against voting restrictions for blacks brought forces led by Martin Luther King, Jr. into conflict with white resisters in Selma, Alabama. &nbsp;Length 4:01]]>
</description><dc:description><![CDATA[In 1965, protests against voting restrictions for blacks brought forces led by Martin Luther King, Jr. into conflict with white resisters in Selma, Alabama. &nbsp;Length 4:01]]>
</dc:description></item><item><title><![CDATA[Clock Game: 1st Grade (Interactive Game)]]></title><dc:title><![CDATA[Clock Game: 1st Grade (Interactive Game)]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=48219]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=48219]]></guid><description><![CDATA[Identify time on analog and digital clocks by selecting the clocks that display the time given in a prompt.]]>
</description><dc:description><![CDATA[Identify time on analog and digital clocks by selecting the clocks that display the time given in a prompt.]]>
</dc:description></item><item><title><![CDATA[Clifford Kisses (Interactive Game)]]></title><dc:title><![CDATA[Clifford Kisses (Interactive Game)]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=48217]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=48217]]></guid><description><![CDATA[Develop visual discrimination and one-to-one matching in this interactive game by selecting the character that holds a balloon with the same pattern as T-Bone's.]]>
</description><dc:description><![CDATA[Develop visual discrimination and one-to-one matching in this interactive game by selecting the character that holds a balloon with the same pattern as T-Bone's.]]>
</dc:description></item><item><title><![CDATA[Station Crew Talks To Reporters About Dragon Spacecraft]]></title><dc:title><![CDATA[Station Crew Talks To Reporters About Dragon Spacecraft]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=FZavdmhmuRI]]></link><guid><![CDATA[http://www.youtube.com/watch?v=FZavdmhmuRI]]></guid><description><![CDATA[Expedition 31 Flight Engineers Don Pettit, Andre Kuipers and Joe Acaba discuss Dragon's mission with reporters during a crew news conference. Dragon is scheduled to spend six days berthed to the station before being detached and released on May 31.]]>
</description><dc:description><![CDATA[Expedition 31 Flight Engineers Don Pettit, Andre Kuipers and Joe Acaba discuss Dragon's mission with reporters during a crew news conference. Dragon is scheduled to spend six days berthed to the station before being detached and released on May 31.]]>
</dc:description></item><item><title><![CDATA[Wege Economicology Lecture: Dan Janzen]]></title><dc:title><![CDATA[Wege Economicology Lecture: Dan Janzen]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=hWOwFSC9M8U]]></link><guid><![CDATA[http://www.youtube.com/watch?v=hWOwFSC9M8U]]></guid><description><![CDATA[Dan Janzen outlines his efforts in the Guanacaste region of Costa Rica.]]>
</description><dc:description><![CDATA[Dan Janzen outlines his efforts in the Guanacaste region of Costa Rica.]]>
</dc:description></item><item><title><![CDATA[Learn To Tell Time--Numbers 1-12 to Show Hour]]></title><dc:title><![CDATA[Learn To Tell Time--Numbers 1-12 to Show Hour]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=45028]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=45028]]></guid><description><![CDATA[This short animated video introduces the numbers 1-12 on the clock. An animated clock walks students through where numbers 1-12 are located. This is a great resource to introduce telling time to the elementary classroom. (1:28)]]>
</description><dc:description><![CDATA[This short animated video introduces the numbers 1-12 on the clock. An animated clock walks students through where numbers 1-12 are located. This is a great resource to introduce telling time to the elementary classroom. (1:28)]]>
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