<?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[Detecting Flood Risks in Levees]]></title><dc:title><![CDATA[Detecting Flood Risks in Levees]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=tb7ttXY4xWo]]></link><guid><![CDATA[http://www.youtube.com/watch?v=tb7ttXY4xWo]]></guid><description><![CDATA[Two University of Mississippi professors have discovered that chemical differentiations in waters from the sand boils, formed from seepage along levees, may help identify which levee locations are at higher risk of failure. Video produced by Mary Stanton. Additional video provided by Gregg Davidson.]]>
</description><dc:description><![CDATA[Two University of Mississippi professors have discovered that chemical differentiations in waters from the sand boils, formed from seepage along levees, may help identify which levee locations are at higher risk of failure. Video produced by Mary Stanton. Additional video provided by Gregg Davidson.]]>
</dc:description></item><item><title><![CDATA[YOW! 2012: John Cook - R]]></title><dc:title><![CDATA[YOW! 2012: John Cook - R]]></dc:title><link><![CDATA[http://channel9.msdn.com/posts/YOW-2012-John-Cook-R]]></link><guid><![CDATA[http://channel9.msdn.com/posts/YOW-2012-John-Cook-R]]></guid><description><![CDATA[<p><a href="http://yowaustralia.com.au/general/details.html?speakerId=3509" target="_blank"><strong>John Cook</strong></a>, an Independent Consultant working at the confluence of applied mathematics and software development. After receiving a Ph.D. in from the University of Texas, he taught mathematics at Vanderbilt University. He then left academia to work as a software developer and consultant.</p><p>Here, we discuss one of John's favorite topics, the R programming language.</p> <img src="http]]>
</description><dc:description><![CDATA[<p><a href="http://yowaustralia.com.au/general/details.html?speakerId=3509" target="_blank"><strong>John Cook</strong></a>, an Independent Consultant working at the confluence of applied mathematics and software development. After receiving a Ph.D. in from the University of Texas, he taught mathematics at Vanderbilt University. He then left academia to work as a software developer and consultant.</p><p>Here, we discuss one of John's favorite topics, the R programming language.</p> <img src="http]]>
</dc:description></item><item><title><![CDATA[GS-04: Making a rough cut in Adobe Premiere Pro]]></title><dc:title><![CDATA[GS-04: Making a rough cut in Adobe Premiere Pro]]></dc:title><link><![CDATA[http://tv.adobe.com/watch/gs04-making-a-rough-cut-in-adobe-premiere-pro/]]></link><guid><![CDATA[http://tv.adobe.com/watch/gs04-making-a-rough-cut-in-adobe-premiere-pro/]]></guid><description><![CDATA[Learn how to use the Project panel and the Automate To Sequence command to quickly create a rough cut.]]>
</description><dc:description><![CDATA[Learn how to use the Project panel and the Automate To Sequence command to quickly create a rough cut.]]>
</dc:description></item><item><title><![CDATA[GS-07: Creating titles in Adobe Premiere Pro Titler]]></title><dc:title><![CDATA[GS-07: Creating titles in Adobe Premiere Pro Titler]]></dc:title><link><![CDATA[http://tv.adobe.com/watch/gs07-creating-titles-in-adobe-premiere-pro-titler/]]></link><guid><![CDATA[http://tv.adobe.com/watch/gs07-creating-titles-in-adobe-premiere-pro-titler/]]></guid><description><![CDATA[Learn how to create a title in the Titler, to change the font, to add a drop shadow, and to add the title to a sequence.]]>
</description><dc:description><![CDATA[Learn how to create a title in the Titler, to change the font, to add a drop shadow, and to add the title to a sequence.]]>
</dc:description></item><item><title><![CDATA[GPU-accelerated effect performance enhancements]]></title><dc:title><![CDATA[GPU-accelerated effect performance enhancements]]></dc:title><link><![CDATA[http://tv.adobe.com/watch/gpuaccelerated-effect-performance-enhancements/]]></link><guid><![CDATA[http://tv.adobe.com/watch/gpuaccelerated-effect-performance-enhancements/]]></guid><description><![CDATA[Learn how to take advantage of GPU-accelerated effects. This tutorial shows how to identify accelerated effects, and to activate GPU support. It also lists the graphics cards that support GPU acceleration in Adobe Premiere Pro.]]>
</description><dc:description><![CDATA[Learn how to take advantage of GPU-accelerated effects. This tutorial shows how to identify accelerated effects, and to activate GPU support. It also lists the graphics cards that support GPU acceleration in Adobe Premiere Pro.]]>
</dc:description></item><item><title><![CDATA[Understanding the Script-to-Screen Workflow]]></title><dc:title><![CDATA[Understanding the Script-to-Screen Workflow]]></dc:title><link><![CDATA[http://tv.adobe.com/watch/understanding-the-scripttoscreen-workflow/]]></link><guid><![CDATA[http://tv.adobe.com/watch/understanding-the-scripttoscreen-workflow/]]></guid><description><![CDATA[Learn how to make the most of metadata and speech analysis. This tutorial shows how to start your project in Adobe Story, move it into OnLocation, import it into Adobe Premiere Pro, and then send it out to disc or the web via Encore.]]>
</description><dc:description><![CDATA[Learn how to make the most of metadata and speech analysis. This tutorial shows how to start your project in Adobe Story, move it into OnLocation, import it into Adobe Premiere Pro, and then send it out to disc or the web via Encore.]]>
</dc:description></item><item><title><![CDATA[Using Final Cut Pro with Adobe Premiere Pro]]></title><dc:title><![CDATA[Using Final Cut Pro with Adobe Premiere Pro]]></dc:title><link><![CDATA[http://tv.adobe.com/watch/using-final-cut-pro-with-adobe-premiere-pro/]]></link><guid><![CDATA[http://tv.adobe.com/watch/using-final-cut-pro-with-adobe-premiere-pro/]]></guid><description><![CDATA[Learn how to move a project from Final Cut Pro to Adobe Premiere Pro and back again.]]>
</description><dc:description><![CDATA[Learn how to move a project from Final Cut Pro to Adobe Premiere Pro and back again.]]>
</dc:description></item><item><title><![CDATA[Getting Started: 09 Applying effects]]></title><dc:title><![CDATA[Getting Started: 09 Applying effects]]></dc:title><link><![CDATA[http://tv.adobe.com/watch/getting-started-09-applying-effects/]]></link><guid><![CDATA[http://tv.adobe.com/watch/getting-started-09-applying-effects/]]></guid><description><![CDATA[Explore effects beyond color correction and transitions.  Add a four-color gradient.  Change the blending mode.  Save effects as presets and apply them.]]>
</description><dc:description><![CDATA[Explore effects beyond color correction and transitions.  Add a four-color gradient.  Change the blending mode.  Save effects as presets and apply them.]]>
</dc:description></item><item><title><![CDATA[Importing tapeless assets in Media Browser]]></title><dc:title><![CDATA[Importing tapeless assets in Media Browser]]></dc:title><link><![CDATA[http://tv.adobe.com/watch/importing-tapeless-assets-in-media-browser/]]></link><guid><![CDATA[http://tv.adobe.com/watch/importing-tapeless-assets-in-media-browser/]]></guid><description><![CDATA[Import footage from tapeless sources with the Media Browser, identifying single clips from the various files that make them up.]]>
</description><dc:description><![CDATA[Import footage from tapeless sources with the Media Browser, identifying single clips from the various files that make them up.]]>
</dc:description></item><item><title><![CDATA[3XSQ: Amazon.com finishes first]]></title><dc:title><![CDATA[3XSQ: Amazon.com finishes first]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=6rkOFPGOVEY]]></link><guid><![CDATA[http://www.youtube.com/watch?v=6rkOFPGOVEY]]></guid><description><![CDATA[Dec 27 - Survey indicates shoppers still prefer the web retailing giant.]]>
</description><dc:description><![CDATA[Dec 27 - Survey indicates shoppers still prefer the web retailing giant.]]>
</dc:description></item><item><title><![CDATA[Expect More Market Volatility, It Is Whipsaw Wednesday s]]></title><dc:title><![CDATA[Expect More Market Volatility, It Is Whipsaw Wednesday s]]></dc:title><link><![CDATA[http://www.edutube.org:80/en/video/expect-more-market-volatility-it-whipsaw-wednesday-s]]></link><guid><![CDATA[http://www.edutube.org:80/en/video/expect-more-market-volatility-it-whipsaw-wednesday-s]]></guid><description><![CDATA[<div class="field field-type-emvideo field-field-video">
  <h3 class="field-label">Video link (see supported sites below). Please use the original link, not the shortcut, e.g. www.youtube.com/watch?v=abcde</h3>
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      <div class="field-item"><div class="emvideo emvideo-video emvideo-youtube"><div id="media-youtube-14" class="media-youtube">
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  <object type="application/x-shockwave-flash" height="397" width="480" data="http:]]>
</description><dc:description><![CDATA[<div class="field field-type-emvideo field-field-video">
  <h3 class="field-label">Video link (see supported sites below). Please use the original link, not the shortcut, e.g. www.youtube.com/watch?v=abcde</h3>
  <div class="field-items">
      <div class="field-item"><div class="emvideo emvideo-video emvideo-youtube"><div id="media-youtube-14" class="media-youtube">
  <div id="media-youtube-default-external-14">
  <object type="application/x-shockwave-flash" height="397" width="480" data="http:]]>
</dc:description></item><item><title><![CDATA[A.L.I.C.E.]]></title><dc:title><![CDATA[A.L.I.C.E.]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=sYn5HMMSz6Y]]></link><guid><![CDATA[http://www.youtube.com/watch?v=sYn5HMMSz6Y]]></guid><description><![CDATA[Description not set]]>
</description><dc:description><![CDATA[Description not set]]>
</dc:description></item><item><title><![CDATA[1.1.1 About the Unit]]></title><dc:title><![CDATA[1.1.1 About the Unit]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/education/mathematics-education/exploring-distance-time-graphs/content_section_1.1.1]]></link><guid><![CDATA[http://www.open.edu/openlearn/education/mathematics-education/exploring-distance-time-graphs/content_section_1.1.1]]></guid><description><![CDATA[<p>This Unit teaches on drawing and interpreting graphs. It has eight sections, each dealing between them with 4 different types of graph. You will need to draw some graphs, so make sure you have a flat surface to work on. You will also need to have centimetre graph paper and your calculator to hand as you study the material.</p><p>Section 3 is based on a video band, ‘Single-track minders’. This is split into four separate viewing sessions, each followed by an activity. You should expect to ]]>
</description><dc:description><![CDATA[<p>This Unit teaches on drawing and interpreting graphs. It has eight sections, each dealing between them with 4 different types of graph. You will need to draw some graphs, so make sure you have a flat surface to work on. You will also need to have centimetre graph paper and your calculator to hand as you study the material.</p><p>Section 3 is based on a video band, ‘Single-track minders’. This is split into four separate viewing sessions, each followed by an activity. You should expect to ]]>
</dc:description></item><item><title><![CDATA[1.8.3 Distance, speed and time: assumptions]]></title><dc:title><![CDATA[1.8.3 Distance, speed and time: assumptions]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/education/mathematics-education/exploring-distance-time-graphs/content_section_1.8.3]]></link><guid><![CDATA[http://www.open.edu/openlearn/education/mathematics-education/exploring-distance-time-graphs/content_section_1.8.3]]></guid><description><![CDATA[<p>The formulas for speed, distance and time are all examples of mathematical models. Here, you should bear in mind that such models stress some aspects of travelling but ignore others. Building a mathematical model involves making some assumptions, and usually this involves disregarding those inconvenient aspects of real-world events which can not easily be fitted into a mathematical description.</p><p>Take, for example, the model <i>s</i> = <i>d</i>/<i>t</i> used to calculate speed. Dividing a]]>
</description><dc:description><![CDATA[<p>The formulas for speed, distance and time are all examples of mathematical models. Here, you should bear in mind that such models stress some aspects of travelling but ignore others. Building a mathematical model involves making some assumptions, and usually this involves disregarding those inconvenient aspects of real-world events which can not easily be fitted into a mathematical description.</p><p>Take, for example, the model <i>s</i> = <i>d</i>/<i>t</i> used to calculate speed. Dividing a]]>
</dc:description></item><item><title><![CDATA[2.7 Powers and roots]]></title><dc:title><![CDATA[2.7 Powers and roots]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/education/mathematics-education/language-notation-and-formulas/content_section_2.7]]></link><guid><![CDATA[http://www.open.edu/openlearn/education/mathematics-education/language-notation-and-formulas/content_section_2.7]]></guid><description><![CDATA[<p>There are several <b>symbols for powers and roots</b>: for instance, 2<sup>4</sup> means ‘2 to the power 4’. An alternative to 2<sup>4</sup> is 2<span class="oucontent-inlinefigure" style="vertical-align:NaNpx;"><img src="http://ocw.open.edu/openlearn/pluginfile.php/94445/mod_oucontent/oucontent/778/to_the_power.gif" alt="" width="9" height="5"/></span>4, where the symbol <span class="oucontent-inlinefigure" style="vertical-align:NaNpx;"><img src="http://ocw.open.edu/openlearn/pluginfile.]]>
</description><dc:description><![CDATA[<p>There are several <b>symbols for powers and roots</b>: for instance, 2<sup>4</sup> means ‘2 to the power 4’. An alternative to 2<sup>4</sup> is 2<span class="oucontent-inlinefigure" style="vertical-align:NaNpx;"><img src="http://ocw.open.edu/openlearn/pluginfile.php/94445/mod_oucontent/oucontent/778/to_the_power.gif" alt="" width="9" height="5"/></span>4, where the symbol <span class="oucontent-inlinefigure" style="vertical-align:NaNpx;"><img src="http://ocw.open.edu/openlearn/pluginfile.]]>
</dc:description></item><item><title><![CDATA[2.3 Two factors affecting the distribution of organisms]]></title><dc:title><![CDATA[2.3 Two factors affecting the distribution of organisms]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/geology/practising-science-reading-the-rocks-and-ecology/content_section_2.3]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/geology/practising-science-reading-the-rocks-and-ecology/content_section_2.3]]></guid><description><![CDATA[<p>We will illustrate some of the complexities of interpreting ecological field data by looking at two sets of environmental factors, soil pH and salinity, desiccation and biotic interactions on sea-shores.</p>]]>
</description><dc:description><![CDATA[<p>We will illustrate some of the complexities of interpreting ecological field data by looking at two sets of environmental factors, soil pH and salinity, desiccation and biotic interactions on sea-shores.</p>]]>
</dc:description></item><item><title><![CDATA[2.3.1 Soil pH]]></title><dc:title><![CDATA[2.3.1 Soil pH]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/geology/practising-science-reading-the-rocks-and-ecology/content_section_2.3.1]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/geology/practising-science-reading-the-rocks-and-ecology/content_section_2.3.1]]></guid><description><![CDATA[<p>pH (a measure of acidity or alkalinity) is an important environmental factor, particularly in soils. Soil is derived partly from accumulated decaying vegetation and partly from broken up fragments of the underlying rocks. Soil pH is determined by both these components and also by the water that fills the spaces between solid soil particles.</p><p>How might you expect the pH of soil overlying limestone (or chalk, which is a particular form of limestone) to compare with that of soil overlying s]]>
</description><dc:description><![CDATA[<p>pH (a measure of acidity or alkalinity) is an important environmental factor, particularly in soils. Soil is derived partly from accumulated decaying vegetation and partly from broken up fragments of the underlying rocks. Soil pH is determined by both these components and also by the water that fills the spaces between solid soil particles.</p><p>How might you expect the pH of soil overlying limestone (or chalk, which is a particular form of limestone) to compare with that of soil overlying s]]>
</dc:description></item><item><title><![CDATA[3.2 Small babies]]></title><dc:title><![CDATA[3.2 Small babies]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/biology/the-making-individual-differences/content_section_3.2]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/biology/the-making-individual-differences/content_section_3.2]]></guid><description><![CDATA[<p>Development continues in the womb until birth, which, in humans, is about 38 weeks after conception. (The often quoted duration of pregnancy of 40 weeks is based on pregnancy beginning on the first day of the last menstrual period.) The duration of the period of development before birth, called gestation, is highly variable. It is not possible to determine its full range in the UK, because medical intervention usually prevents pregnancies going beyond about two weeks after the due date, or te]]>
</description><dc:description><![CDATA[<p>Development continues in the womb until birth, which, in humans, is about 38 weeks after conception. (The often quoted duration of pregnancy of 40 weeks is based on pregnancy beginning on the first day of the last menstrual period.) The duration of the period of development before birth, called gestation, is highly variable. It is not possible to determine its full range in the UK, because medical intervention usually prevents pregnancies going beyond about two weeks after the due date, or te]]>
</dc:description></item><item><title><![CDATA[3.4 Sensitive periods]]></title><dc:title><![CDATA[3.4 Sensitive periods]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/biology/the-making-individual-differences/content_section_3.4]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/biology/the-making-individual-differences/content_section_3.4]]></guid><description><![CDATA[<p>The steroid hormone testosterone plays a major role in the development of mammals. In particular it is instrumental in causing differences between males and females. One well explored difference concerns play-fighting in young rodents. In the rat, play-fighting is a sequence which begins when one animal pounces on another. The pounce is followed by wrestling and/or boxing and the play-fight usually finishes with one animal on top of the other. A similar sequence of play-fighting is seen in yo]]>
</description><dc:description><![CDATA[<p>The steroid hormone testosterone plays a major role in the development of mammals. In particular it is instrumental in causing differences between males and females. One well explored difference concerns play-fighting in young rodents. In the rat, play-fighting is a sequence which begins when one animal pounces on another. The pounce is followed by wrestling and/or boxing and the play-fight usually finishes with one animal on top of the other. A similar sequence of play-fighting is seen in yo]]>
</dc:description></item><item><title><![CDATA[5.2 Sexually dimorphic nucleus of the preoptic area (SDN-POA)]]></title><dc:title><![CDATA[5.2 Sexually dimorphic nucleus of the preoptic area (SDN-POA)]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/biology/the-making-individual-differences/content_section_5.2]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/biology/the-making-individual-differences/content_section_5.2]]></guid><description><![CDATA[<p>As well as affecting behaviour (<a class="oucontent-crossref" href="http://www.open.edu/openlearn/science-maths-technology/science/biology/the-making-individual-differences/content_section_3.4">Section 3.4</a>) neonatal testosterone also affects the physical characteristics of some areas of the brain. One of these is a small area of the hypothalamus, the medial preoptic area, which, although small, is much larger in males than in females. This size difference is mediated by testosterone.</p><]]>
</description><dc:description><![CDATA[<p>As well as affecting behaviour (<a class="oucontent-crossref" href="http://www.open.edu/openlearn/science-maths-technology/science/biology/the-making-individual-differences/content_section_3.4">Section 3.4</a>) neonatal testosterone also affects the physical characteristics of some areas of the brain. One of these is a small area of the hypothalamus, the medial preoptic area, which, although small, is much larger in males than in females. This size difference is mediated by testosterone.</p><]]>
</dc:description></item><item><title><![CDATA[9.3 Monoamine oxidase A, maltreatment during childhood and later violence]]></title><dc:title><![CDATA[9.3 Monoamine oxidase A, maltreatment during childhood and later violence]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/biology/the-making-individual-differences/content_section_9.3]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/biology/the-making-individual-differences/content_section_9.3]]></guid><description><![CDATA[<p>One Dutch family was found to have a history of antisocial (aggressive) behaviour. Genetic studies were conducted and a potential culprit gene MAOA, monoamine oxidase A, identified. The aggressive individuals in the family appeared to have a mutant gene which produced no MAOAP, an enzyme involved in the breakdown of certain neurotransmitters, including serotonin. A knockout mouse model, in which the MAOA gene was inactive, was also found to be aggressive, apparently confirming the role of MAO]]>
</description><dc:description><![CDATA[<p>One Dutch family was found to have a history of antisocial (aggressive) behaviour. Genetic studies were conducted and a potential culprit gene MAOA, monoamine oxidase A, identified. The aggressive individuals in the family appeared to have a mutant gene which produced no MAOAP, an enzyme involved in the breakdown of certain neurotransmitters, including serotonin. A knockout mouse model, in which the MAOA gene was inactive, was also found to be aggressive, apparently confirming the role of MAO]]>
</dc:description></item><item><title><![CDATA[4.3.4 Removal of NO]]></title><dc:title><![CDATA[4.3.4 Removal of NO]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/chemistry/the-three-way-catalytic-converter/content_section_1.4.4]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/chemistry/the-three-way-catalytic-converter/content_section_1.4.4]]></guid><description><![CDATA[<p>Laboratory experiments have shown that, under the conditions in the catalytic converter, the decomposition of NO to O<sub>2</sub> and N<sub>2</sub> over noble metal catalysts is too slow to be significant. When the A/F ratio is stoichiometric (or below stoichiometry), NO can be removed by reduction with CO and/or hydrocarbons. For simplicity we shall consider only reduction with CO, as with the oxidation reaction, the situation with hydrocarbons is considerably more complicated.</p><p>In prin]]>
</description><dc:description><![CDATA[<p>Laboratory experiments have shown that, under the conditions in the catalytic converter, the decomposition of NO to O<sub>2</sub> and N<sub>2</sub> over noble metal catalysts is too slow to be significant. When the A/F ratio is stoichiometric (or below stoichiometry), NO can be removed by reduction with CO and/or hydrocarbons. For simplicity we shall consider only reduction with CO, as with the oxidation reaction, the situation with hydrocarbons is considerably more complicated.</p><p>In prin]]>
</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/animals-the-extremes-polar-biology/content_section_0/content_section_0]]></link><guid><![CDATA[http://www.open.edu/openlearn/nature-environment/natural-history/animals-the-extremes-polar-biology/content_section_0/content_section_0]]></guid><description><![CDATA[<p>This unit is the third in a series of three on <i>Animals at the extreme</i>. In order to get the most from it you should have previously studied<b>Animals at the extreme: the desert environment (S324_1)</b>and<b>Animals at the extreme: hibernation and torpor</b>
</p><p>This unit is from our archive and is an adapted extract from Animal physiology (S324) which is no longer taught by The Open University. If you want to study formally with us, you may wish to explore other courses we offer in <]]>
</description><dc:description><![CDATA[<p>This unit is the third in a series of three on <i>Animals at the extreme</i>. In order to get the most from it you should have previously studied<b>Animals at the extreme: the desert environment (S324_1)</b>and<b>Animals at the extreme: hibernation and torpor</b>
</p><p>This unit is from our archive and is an adapted extract from Animal physiology (S324) which is no longer taught by The Open University. If you want to study formally with us, you may wish to explore other courses we offer in <]]>
</dc:description></item><item><title><![CDATA[1.1 Preamble]]></title><dc:title><![CDATA[1.1 Preamble]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/nature-environment/natural-history/animals-the-extremes-polar-biology/content_section_1.1]]></link><guid><![CDATA[http://www.open.edu/openlearn/nature-environment/natural-history/animals-the-extremes-polar-biology/content_section_1.1]]></guid><description><![CDATA[<p>This unit is about animals' structural and physiological adaptations to living permanently in cold climates; hibernation, a special response to transient or seasonal cold, is described in the open<b>learn</b> unit<i>Animals at the extremes: hibernation and torpor</i> (S324_2). Living in a polar climate involves adaptations of many physiological systems: appetite, diet, energy storage and reproductive habits as well as thermoregulation. In many cases, such changes involve ‘ordinary’ physio]]>
</description><dc:description><![CDATA[<p>This unit is about animals' structural and physiological adaptations to living permanently in cold climates; hibernation, a special response to transient or seasonal cold, is described in the open<b>learn</b> unit<i>Animals at the extremes: hibernation and torpor</i> (S324_2). Living in a polar climate involves adaptations of many physiological systems: appetite, diet, energy storage and reproductive habits as well as thermoregulation. In many cases, such changes involve ‘ordinary’ physio]]>
</dc:description></item><item><title><![CDATA[2.3 Environmental regulation of breeding]]></title><dc:title><![CDATA[2.3 Environmental regulation of breeding]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/nature-environment/natural-history/animals-the-extremes-polar-biology/content_section_2.3]]></link><guid><![CDATA[http://www.open.edu/openlearn/nature-environment/natural-history/animals-the-extremes-polar-biology/content_section_2.3]]></guid><description><![CDATA[<p>As pointed out in Section 1.1, primary plant productivity occurs for only a few months in the summer, so the reproductive physiology of most arctic animals, particularly herbivorous species, is tightly synchronized with the seasons. On Svalbard (<a class="oucontent-crossref" href="http://www.open.edu/openlearn/nature-environment/natural-history/animals-the-extremes-polar-biology/content_section_1.2#fig005_002">Figure 2b</a>), more than 90% of the reindeer fawns are born in the first week of J]]>
</description><dc:description><![CDATA[<p>As pointed out in Section 1.1, primary plant productivity occurs for only a few months in the summer, so the reproductive physiology of most arctic animals, particularly herbivorous species, is tightly synchronized with the seasons. On Svalbard (<a class="oucontent-crossref" href="http://www.open.edu/openlearn/nature-environment/natural-history/animals-the-extremes-polar-biology/content_section_1.2#fig005_002">Figure 2b</a>), more than 90% of the reindeer fawns are born in the first week of J]]>
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