<?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[[Mac10Professional] Back to Basics - Cover Letters]]></title><dc:title><![CDATA[[Mac10Professional] Back to Basics - Cover Letters]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=1PUobk-2L0w]]></link><guid><![CDATA[http://www.youtube.com/watch?v=1PUobk-2L0w]]></guid><description><![CDATA[Description not set]]>
</description><dc:description><![CDATA[Description not set]]>
</dc:description></item><item><title><![CDATA[Techquity: Facebook search, Apple cut]]></title><dc:title><![CDATA[Techquity: Facebook search, Apple cut]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=MOIwrx_B45Q]]></link><guid><![CDATA[http://www.youtube.com/watch?v=MOIwrx_B45Q]]></guid><description><![CDATA[Jan 15 - Facebook debuts a new feature while Apple falls after an analyst cuts his price target.]]>
</description><dc:description><![CDATA[Jan 15 - Facebook debuts a new feature while Apple falls after an analyst cuts his price target.]]>
</dc:description></item><item><title><![CDATA[Gregor Mendel: Great Minds]]></title><dc:title><![CDATA[Gregor Mendel: Great Minds]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=54931]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=54931]]></guid><description><![CDATA[Hank brings us the story of Gregor Mendel, the Austrian monk who, with the help of a garden full of pea plants, discovered the fundamental properties of&nbsp;inheritance and paved the way for modern genetics. He also gives us the dirt on a scientific scandal that has followed Mendel beyond the grave. (10:55)<br />]]>
</description><dc:description><![CDATA[Hank brings us the story of Gregor Mendel, the Austrian monk who, with the help of a garden full of pea plants, discovered the fundamental properties of&nbsp;inheritance and paved the way for modern genetics. He also gives us the dirt on a scientific scandal that has followed Mendel beyond the grave. (10:55)<br />]]>
</dc:description></item><item><title><![CDATA[Elevator Pitches #27]]></title><dc:title><![CDATA[Elevator Pitches #27]]></dc:title><link><![CDATA[http://techtv.mit.edu/videos/22327-elevator-pitches-27]]></link><guid><![CDATA[http://techtv.mit.edu/videos/22327-elevator-pitches-27]]></guid><description><![CDATA[<p>Recorded 10/26/2012</p>]]>
</description><dc:description><![CDATA[<p>Recorded 10/26/2012</p>]]>
</dc:description></item><item><title><![CDATA[Photoshop.com Membership Benefits]]></title><dc:title><![CDATA[Photoshop.com Membership Benefits]]></dc:title><link><![CDATA[http://tv.adobe.com/watch/photoshopcom-membership-benefits/]]></link><guid><![CDATA[http://tv.adobe.com/watch/photoshopcom-membership-benefits/]]></guid><description><![CDATA[Discover the benefits of using the Photoshop Elements Organizer with Photoshop.com. Learn how to use Photoshop.com to share your images and videos or store them securely online.]]>
</description><dc:description><![CDATA[Discover the benefits of using the Photoshop Elements Organizer with Photoshop.com. Learn how to use Photoshop.com to share your images and videos or store them securely online.]]>
</dc:description></item><item><title><![CDATA[Using the Recompose tool]]></title><dc:title><![CDATA[Using the Recompose tool]]></dc:title><link><![CDATA[http://tv.adobe.com/watch/using-the-recompose-tool/]]></link><guid><![CDATA[http://tv.adobe.com/watch/using-the-recompose-tool/]]></guid><description><![CDATA[Learn how to use the Recompose tool to adjust the composition of a scene that needs tweaking. Keep important elements and eliminate or minimize unwanted elements.]]>
</description><dc:description><![CDATA[Learn how to use the Recompose tool to adjust the composition of a scene that needs tweaking. Keep important elements and eliminate or minimize unwanted elements.]]>
</dc:description></item><item><title><![CDATA[8 Magistrates]]></title><dc:title><![CDATA[8 Magistrates]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/society/the-law/starting-law-overview-the-law/content_section_8]]></link><guid><![CDATA[http://www.open.edu/openlearn/society/the-law/starting-law-overview-the-law/content_section_8]]></guid><description><![CDATA[<p>Magistrates have been a part of the English legal system since the Justice of the Peace Act 1361. Their main role has always been in the <a href="http://ocw.open.edu/openlearn/mod/glossary/showentry.php?courseid=727&eid=2953&displayformat=dictionary" title="Y166 Glossary: Criminal justice system" class="glossary autolink concept glossaryid26">criminal justice system</a>. There are now over 30,000 magistrates (also known as Justices of the Peace) hearing over one million criminal cases per yea]]>
</description><dc:description><![CDATA[<p>Magistrates have been a part of the English legal system since the Justice of the Peace Act 1361. Their main role has always been in the <a href="http://ocw.open.edu/openlearn/mod/glossary/showentry.php?courseid=727&eid=2953&displayformat=dictionary" title="Y166 Glossary: Criminal justice system" class="glossary autolink concept glossaryid26">criminal justice system</a>. There are now over 30,000 magistrates (also known as Justices of the Peace) hearing over one million criminal cases per yea]]>
</dc:description></item><item><title><![CDATA[1.3.9 Internet resources]]></title><dc:title><![CDATA[1.3.9 Internet resources]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/finding-information-science-and-nature/content_section_1.3.9]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/finding-information-science-and-nature/content_section_1.3.9]]></guid><description><![CDATA[<p>There are many websites where you will find useful information on science and nature. With all information on the internet you need to make a judgement on the reliability of the information</p><div class="oucontent-table oucontent-s-normal oucontent-s-box" id="tab001_008"><div class="oucontent-table-wrapper"><table><tr><td>
<a class="oucontent-hyperlink" href="http://www.bbc.co.uk/sn/">BBC Science and Nature</a> </td><td>Part of the BBC's website covering various topics on science and the nat]]>
</description><dc:description><![CDATA[<p>There are many websites where you will find useful information on science and nature. With all information on the internet you need to make a judgement on the reliability of the information</p><div class="oucontent-table oucontent-s-normal oucontent-s-box" id="tab001_008"><div class="oucontent-table-wrapper"><table><tr><td>
<a class="oucontent-hyperlink" href="http://www.bbc.co.uk/sn/">BBC Science and Nature</a> </td><td>Part of the BBC's website covering various topics on science and the nat]]>
</dc:description></item><item><title><![CDATA[3.6.6 
Vitamin B12 (cobalamin)]]></title><dc:title><![CDATA[3.6.6 
Vitamin B12 (cobalamin)]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/biology/nutrition-vitamins-and-minerals/content_section_1.6.6]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/biology/nutrition-vitamins-and-minerals/content_section_1.6.6]]></guid><description><![CDATA[<p>Vitamin B<sub>12</sub> is yet another group of compounds, this time with an atom of the metal called cobalt (present in only trace quantities in the body) in their structure, hence the alternative name ‘cobalamin’. Vitamin B<sub>12</sub> works alongside folate and if levels of it are low, folate deficiency symptoms occur too. It is stored in the liver and in general the body does not appear to need a regular intake. Many people have enough B<sub>12</sub> stored in their liver to last for ]]>
</description><dc:description><![CDATA[<p>Vitamin B<sub>12</sub> is yet another group of compounds, this time with an atom of the metal called cobalt (present in only trace quantities in the body) in their structure, hence the alternative name ‘cobalamin’. Vitamin B<sub>12</sub> works alongside folate and if levels of it are low, folate deficiency symptoms occur too. It is stored in the liver and in general the body does not appear to need a regular intake. Many people have enough B<sub>12</sub> stored in their liver to last for ]]>
</dc:description></item><item><title><![CDATA[1 Observing the Sun]]></title><dc:title><![CDATA[1 Observing the Sun]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/physics-and-astronomy/the-sun/content_section_1]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/physics-and-astronomy/the-sun/content_section_1]]></guid><description><![CDATA[<div class="oucontent-box oucontent-s-heavybox1 oucontent-s-box " id="box001_001"><div class="oucontent-outer-box"><h2 class="oucontent-h3 oucontent-nonumber">Safety warning</h2><div class="oucontent-inner-box"><p>
<b>Never look directly at the Sun</b>, either with the unaided eye or through spectacles, binoculars or a telescope. You risk permanently damaging your eyes if you do so.</p></div></div></div>]]>
</description><dc:description><![CDATA[<div class="oucontent-box oucontent-s-heavybox1 oucontent-s-box " id="box001_001"><div class="oucontent-outer-box"><h2 class="oucontent-h3 oucontent-nonumber">Safety warning</h2><div class="oucontent-inner-box"><p>
<b>Never look directly at the Sun</b>, either with the unaided eye or through spectacles, binoculars or a telescope. You risk permanently damaging your eyes if you do so.</p></div></div></div>]]>
</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[Lesson 09 - One Minute Romanian]]></title><dc:title><![CDATA[Lesson 09 - One Minute Romanian]]></dc:title><link><![CDATA[http://feedproxy.google.com/~r/oneminuteromanian/~3/qokuB59_gqo/lesson-09-one-minute-romanian]]></link><guid><![CDATA[http://feedproxy.google.com/~r/oneminuteromanian/~3/qokuB59_gqo/lesson-09-one-minute-romanian]]></guid><description><![CDATA[In lesson 9 of One Minute Romanian you will learn to ask people how they're feeling and to answer the question yourself. Remember - even a few phrases of a language can help you make friends and enjoy travel more. Find out more about One Minute Romanian at our website - http://www.oneminutelanguages.com. One Minute Romanian is brought to you by the Radio Lingua Network and is ©Copyright 2008.<img src="http://feeds.feedburner.com/~r/oneminuteromanian/~4/1k9xulk3Q2U" height="1" width="1"/><img sr]]>
</description><dc:description><![CDATA[In lesson 9 of One Minute Romanian you will learn to ask people how they're feeling and to answer the question yourself. Remember - even a few phrases of a language can help you make friends and enjoy travel more. Find out more about One Minute Romanian at our website - http://www.oneminutelanguages.com. One Minute Romanian is brought to you by the Radio Lingua Network and is ©Copyright 2008.<img src="http://feeds.feedburner.com/~r/oneminuteromanian/~4/1k9xulk3Q2U" height="1" width="1"/><img sr]]>
</dc:description></item><item><title><![CDATA[4.2 The origins of Piagetian theory]]></title><dc:title><![CDATA[4.2 The origins of Piagetian theory]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/education/educational-technology-and-practice/educational-practice/exploring-childrens-learning/content_section_4.2]]></link><guid><![CDATA[http://www.open.edu/openlearn/education/educational-technology-and-practice/educational-practice/exploring-childrens-learning/content_section_4.2]]></guid><description><![CDATA[<p>Piaget started his career as a biologist, interested in the processes by which organisms adapt to their environment during development. Born in Switzerland, his interest in child development began in 1920 when he worked in Alfred Binet's laboratory, helping to translate items for one of the first intelligence tests into French. Piaget became interested in the wrong answers the children gave. These ‘errors’ seemed to be systematic rather than random, suggesting some underlying consistencie]]>
</description><dc:description><![CDATA[<p>Piaget started his career as a biologist, interested in the processes by which organisms adapt to their environment during development. Born in Switzerland, his interest in child development began in 1920 when he worked in Alfred Binet's laboratory, helping to translate items for one of the first intelligence tests into French. Piaget became interested in the wrong answers the children gave. These ‘errors’ seemed to be systematic rather than random, suggesting some underlying consistencie]]>
</dc:description></item><item><title><![CDATA[4.5 Application: discovery learning]]></title><dc:title><![CDATA[4.5 Application: discovery learning]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/education/educational-technology-and-practice/educational-practice/exploring-childrens-learning/content_section_4.5]]></link><guid><![CDATA[http://www.open.edu/openlearn/education/educational-technology-and-practice/educational-practice/exploring-childrens-learning/content_section_4.5]]></guid><description><![CDATA[<p>Piaget's theory offers a rich description of a child developing a more abstract and general capacity to tackle problems in the world, in a very independent way. There is little place in Piaget's theory for teaching, and his ideas were used to support the pedagogic principles of discovery learning, in which the provision of a rich learning environment is seen as essential, rather than direct tuition. In this approach, children are given opportunities to actively explore and investigate concept]]>
</description><dc:description><![CDATA[<p>Piaget's theory offers a rich description of a child developing a more abstract and general capacity to tackle problems in the world, in a very independent way. There is little place in Piaget's theory for teaching, and his ideas were used to support the pedagogic principles of discovery learning, in which the provision of a rich learning environment is seen as essential, rather than direct tuition. In this approach, children are given opportunities to actively explore and investigate concept]]>
</dc:description></item><item><title><![CDATA[2.3.2 Responsibility for the causes of ill health]]></title><dc:title><![CDATA[2.3.2 Responsibility for the causes of ill health]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/body-mind/health/health-sciences/issues-complementary-and-alternative-medicine/content_section_2.3.2]]></link><guid><![CDATA[http://www.open.edu/openlearn/body-mind/health/health-sciences/issues-complementary-and-alternative-medicine/content_section_2.3.2]]></guid><description><![CDATA[<p>Doyal and Pennell (1979) write from the perspective of political economy and argue that there is a continual state of conflict hidden within health experiences and health care relationships. Society produces ill health through an unrelenting drive towards profit and a failure to put the health and wellbeing of individuals first. Work and everyday social life are bound up with taking risks. Many workers experience stress and some occupations involve the risk of physical injury. Social class gr]]>
</description><dc:description><![CDATA[<p>Doyal and Pennell (1979) write from the perspective of political economy and argue that there is a continual state of conflict hidden within health experiences and health care relationships. Society produces ill health through an unrelenting drive towards profit and a failure to put the health and wellbeing of individuals first. Work and everyday social life are bound up with taking risks. Many workers experience stress and some occupations involve the risk of physical injury. Social class gr]]>
</dc:description></item><item><title><![CDATA[2.4.3 Ethics and accountability]]></title><dc:title><![CDATA[2.4.3 Ethics and accountability]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/body-mind/social-care/social-work/introducing-social-work-practice/content_section_2.4.3]]></link><guid><![CDATA[http://www.open.edu/openlearn/body-mind/social-care/social-work/introducing-social-work-practice/content_section_2.4.3]]></guid><description><![CDATA[<p>Ethics is one aspect of values. One way of understanding ethics is in terms of the resolution of professional moral dilemmas. Social workers frequently play an important part in resolving such moral dilemmas, for example when making decisions involving risk, protection and restriction of liberty. The way in which you act in these situations should be guided by something beyond your personal beliefs alone. You have to be aware of the publicly stated values of your agency and make skilful judge]]>
</description><dc:description><![CDATA[<p>Ethics is one aspect of values. One way of understanding ethics is in terms of the resolution of professional moral dilemmas. Social workers frequently play an important part in resolving such moral dilemmas, for example when making decisions involving risk, protection and restriction of liberty. The way in which you act in these situations should be guided by something beyond your personal beliefs alone. You have to be aware of the publicly stated values of your agency and make skilful judge]]>
</dc:description></item><item><title><![CDATA[1.6.2 Treating alcohol-related liver disorders]]></title><dc:title><![CDATA[1.6.2 Treating alcohol-related liver disorders]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/biology/alcohol-and-human-health/content_section_1.6.2]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/biology/alcohol-and-human-health/content_section_1.6.2]]></guid><description><![CDATA[<p>Although considerable progress has been made in the treatment of many other chronic medical conditions, scant progress has been made in the treatment of cirrhosis. In over 8000 people admitted to hospitals in the Oxford region of the UK with liver cirrhosis during a 30-year observation period, 34 per cent had died one year after their admission and this death rate remained more or less constant (Roberts et al., 2005).</p><p>The largely pessimistic view of the failure of treatment of liver dam]]>
</description><dc:description><![CDATA[<p>Although considerable progress has been made in the treatment of many other chronic medical conditions, scant progress has been made in the treatment of cirrhosis. In over 8000 people admitted to hospitals in the Oxford region of the UK with liver cirrhosis during a 30-year observation period, 34 per cent had died one year after their admission and this death rate remained more or less constant (Roberts et al., 2005).</p><p>The largely pessimistic view of the failure of treatment of liver dam]]>
</dc:description></item><item><title><![CDATA[2 Social work skills: empowerment and advocacy]]></title><dc:title><![CDATA[2 Social work skills: empowerment and advocacy]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/body-mind/health/nursing/mental-health-practice-bonnyrigg/content_section_2]]></link><guid><![CDATA[http://www.open.edu/openlearn/body-mind/health/nursing/mental-health-practice-bonnyrigg/content_section_2]]></guid><description><![CDATA[<p>Qualified social workers are expected to have the necessary skills to empower service users to participate in assessments and decision making and also to ensure that service users have access to advocacy services if they are unable to represent their own views. The requirement for these skills can be found in the key role ‘Support, representation and advocacy’. Both empowerment and advocacy are concerned with power and the ways in which it is distributed between people. Empowerment and ad]]>
</description><dc:description><![CDATA[<p>Qualified social workers are expected to have the necessary skills to empower service users to participate in assessments and decision making and also to ensure that service users have access to advocacy services if they are unable to represent their own views. The requirement for these skills can be found in the key role ‘Support, representation and advocacy’. Both empowerment and advocacy are concerned with power and the ways in which it is distributed between people. Empowerment and ad]]>
</dc:description></item><item><title><![CDATA[5.6 A few final thoughts]]></title><dc:title><![CDATA[5.6 A few final thoughts]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/body-mind/health/sport-and-fitness/exploring-sport-online-athletes-and-efficient-hearts/content_section_5.6]]></link><guid><![CDATA[http://www.open.edu/openlearn/body-mind/health/sport-and-fitness/exploring-sport-online-athletes-and-efficient-hearts/content_section_5.6]]></guid><description><![CDATA[<p>You will have seen from this section that it is difficult to talk about the heart without also talking about blood and veins and arteries. It is hard to isolate one body system or one body part and describe it by itself, without talking about other parts of the body as well. One of the important points that we would like you to remember about the biology of the human body is that <b>everything is interlinked</b>. An athlete hoping to maximise their performance in a sport has to work on all pa]]>
</description><dc:description><![CDATA[<p>You will have seen from this section that it is difficult to talk about the heart without also talking about blood and veins and arteries. It is hard to isolate one body system or one body part and describe it by itself, without talking about other parts of the body as well. One of the important points that we would like you to remember about the biology of the human body is that <b>everything is interlinked</b>. An athlete hoping to maximise their performance in a sport has to work on all pa]]>
</dc:description></item><item><title><![CDATA[Acknowledgements]]></title><dc:title><![CDATA[Acknowledgements]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/body-mind/health/sport-and-fitness/exploring-sport-online-athletes-and-efficient-hearts/content_section___acknowledgements]]></link><guid><![CDATA[http://www.open.edu/openlearn/body-mind/health/sport-and-fitness/exploring-sport-online-athletes-and-efficient-hearts/content_section___acknowledgements]]></guid><description><![CDATA[<p>Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit:</p>
<p>The content acknowledged below is Proprietary and.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><span style="font-size:0"> </span> See <a class="oucontent-hyperlink" href="http://www.open.ac.uk/conditions">Terms and Conditions</a>. </p>
<h2]]>
</description><dc:description><![CDATA[<p>Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit:</p>
<p>The content acknowledged below is Proprietary and.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><span style="font-size:0"> </span> See <a class="oucontent-hyperlink" href="http://www.open.ac.uk/conditions">Terms and Conditions</a>. </p>
<h2]]>
</dc:description></item><item><title><![CDATA[Acknowledgements]]></title><dc:title><![CDATA[Acknowledgements]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/body-mind/social-care/care-transactions/content_section___acknowledgements]]></link><guid><![CDATA[http://www.open.edu/openlearn/body-mind/social-care/care-transactions/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 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><p>The material acknowledged below contains Proprietary content which is used under licence (not subject to C]]>
</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 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><p>The material acknowledged below contains Proprietary content which is used under licence (not subject to C]]>
</dc:description></item><item><title><![CDATA[1.3.2 Recurrent themes]]></title><dc:title><![CDATA[1.3.2 Recurrent themes]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/body-mind/social-care/living-death-and-dying/content_section_1.3.2]]></link><guid><![CDATA[http://www.open.edu/openlearn/body-mind/social-care/living-death-and-dying/content_section_1.3.2]]></guid><description><![CDATA[<p>When the accounts of people who have described a near-death experience are looked at side by side it is possible to identify some common features. This isn’t to say that all of these features are present in every account, but that amidst variations there are certainly recurrent themes. The following list is compiled from a variety of studies, including the important study undertaken by Sabom (1982), himself initially sceptical.</p>]]>
</description><dc:description><![CDATA[<p>When the accounts of people who have described a near-death experience are looked at side by side it is possible to identify some common features. This isn’t to say that all of these features are present in every account, but that amidst variations there are certainly recurrent themes. The following list is compiled from a variety of studies, including the important study undertaken by Sabom (1982), himself initially sceptical.</p>]]>
</dc:description></item><item><title><![CDATA[3.10 Working with difference]]></title><dc:title><![CDATA[3.10 Working with difference]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/body-mind/social-care/social-work/diversity-and-difference-communication/content_section_3.10]]></link><guid><![CDATA[http://www.open.edu/openlearn/body-mind/social-care/social-work/diversity-and-difference-communication/content_section_3.10]]></guid><description><![CDATA[<p>If ‘racial’ or ethnic differences are produced as part of a process that ‘racialises’ certain groups as ‘other’, how should services respond to the issue of difference? What practical steps can service providers take to ensure all members of the population, whatever their assumed ethnicity, have equal access to services and can participate fully?</p><p>Lena Robinson is a psychologist and social work educator who has written extensively on issues of cross-cultural communication for]]>
</description><dc:description><![CDATA[<p>If ‘racial’ or ethnic differences are produced as part of a process that ‘racialises’ certain groups as ‘other’, how should services respond to the issue of difference? What practical steps can service providers take to ensure all members of the population, whatever their assumed ethnicity, have equal access to services and can participate fully?</p><p>Lena Robinson is a psychologist and social work educator who has written extensively on issues of cross-cultural communication for]]>
</dc:description></item><item><title><![CDATA[2.2.4 Getting about]]></title><dc:title><![CDATA[2.2.4 Getting about]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/languages/french/french-en-ville/content_section_2.2.4]]></link><guid><![CDATA[http://www.open.edu/openlearn/languages/french/french-en-ville/content_section_2.2.4]]></guid><description><![CDATA[<div class="oucontent-box oucontent-s-heavybox1 oucontent-s-box " id="box001_010"><div class="oucontent-outer-box"><h2 class="oucontent-h3 oucontent-nonumber">Saying how to get about</h2><div class="oucontent-inner-box"><p>Earlier (Session 1) you met the expression:</p><ul class="oucontent-unnumbered"><li>
<p>
<i>à pied</i> on foot</p>
</li></ul><p>Other ways of saying how people get about include:</p><ul class="oucontent-unnumbered"><li>
<p>
<i>à bicyclette</i> by bicycle</p>
</li><li>
<p>
<i]]>
</description><dc:description><![CDATA[<div class="oucontent-box oucontent-s-heavybox1 oucontent-s-box " id="box001_010"><div class="oucontent-outer-box"><h2 class="oucontent-h3 oucontent-nonumber">Saying how to get about</h2><div class="oucontent-inner-box"><p>Earlier (Session 1) you met the expression:</p><ul class="oucontent-unnumbered"><li>
<p>
<i>à pied</i> on foot</p>
</li></ul><p>Other ways of saying how people get about include:</p><ul class="oucontent-unnumbered"><li>
<p>
<i>à bicyclette</i> by bicycle</p>
</li><li>
<p>
<i]]>
</dc:description></item><item><title><![CDATA[1.2.1 Stating essential conditions]]></title><dc:title><![CDATA[1.2.1 Stating essential conditions]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/history-the-arts/culture/english-language/business-english-researching-new-location/content_section_1.2.1]]></link><guid><![CDATA[http://www.open.edu/openlearn/history-the-arts/culture/english-language/business-english-researching-new-location/content_section_1.2.1]]></guid><description><![CDATA[<p>These structures are used to show conditions that are essential.</p><p>
<b>Must + infinitive</b>
</p><div class="oucontent-quote oucontent-s-box" id="quo002"><blockquote><p>The location <b>must have</b> good road communications.</p></blockquote></div><p>
<b>Must not + infinitive</b>
</p><div class="oucontent-quote oucontent-s-box" id="quo003"><blockquote><p>It <b>must not be</b> more than two hours by lorry from London.</p></blockquote></div><p>
<b>Have to + infinitive</b>
</p><div class="ouc]]>
</description><dc:description><![CDATA[<p>These structures are used to show conditions that are essential.</p><p>
<b>Must + infinitive</b>
</p><div class="oucontent-quote oucontent-s-box" id="quo002"><blockquote><p>The location <b>must have</b> good road communications.</p></blockquote></div><p>
<b>Must not + infinitive</b>
</p><div class="oucontent-quote oucontent-s-box" id="quo003"><blockquote><p>It <b>must not be</b> more than two hours by lorry from London.</p></blockquote></div><p>
<b>Have to + infinitive</b>
</p><div class="ouc]]>
</dc:description></item></channel></rss>