<?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[US History to 1877]]></title><dc:title><![CDATA[US History to 1877]]></dc:title><link><![CDATA[http://cnx.org/content/col11484/latest/]]></link><guid><![CDATA[http://cnx.org/content/col11484/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/jrossnazzal">Dr. James Ross-Nazzal</a>, 
                
                <a href="http://cnx.org/member_profile/mojobison">David White</a>
                
                </i></b><br/>
              This textbook will examine US history from the pre-Colombian era to the end of Reconstruction in 1877.<br/>
              
              <img style="border: 0px"
                  src="http://i.creativecommons.org/l/by/3.0/80x15.png"/>
 ]]>
</description><dc:description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/jrossnazzal">Dr. James Ross-Nazzal</a>, 
                
                <a href="http://cnx.org/member_profile/mojobison">David White</a>
                
                </i></b><br/>
              This textbook will examine US history from the pre-Colombian era to the end of Reconstruction in 1877.<br/>
              
              <img style="border: 0px"
                  src="http://i.creativecommons.org/l/by/3.0/80x15.png"/>
 ]]>
</dc:description></item><item><title><![CDATA[Oliver Sacks on Musicophilia]]></title><dc:title><![CDATA[Oliver Sacks on Musicophilia]]></dc:title><link><![CDATA[http://www.tvo.org/podcasts/bi/audio/2076068_48k.mp3]]></link><guid><![CDATA[http://www.tvo.org/podcasts/bi/audio/2076068_48k.mp3]]></guid><description><![CDATA[Neurologist and best-selling author, Oliver Sacks, discusses his book Musicophilia. and the ways our brains interact with and understand music.]]>
</description><dc:description><![CDATA[Neurologist and best-selling author, Oliver Sacks, discusses his book Musicophilia. and the ways our brains interact with and understand music.]]>
</dc:description></item><item><title><![CDATA[20 - Converting Repeating Decimal Numbers to Fractions]]></title><dc:title><![CDATA[20 - Converting Repeating Decimal Numbers to Fractions]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=55016]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=55016]]></guid><description><![CDATA[Decimal numbers with an infinitely repeating sequence of digits after the decimal point can be converted into fractions. This video explains how.]]>
</description><dc:description><![CDATA[Decimal numbers with an infinitely repeating sequence of digits after the decimal point can be converted into fractions. This video explains how.]]>
</dc:description></item><item><title><![CDATA[The economic future of British cities: what should urban policy do? [Audio]]]></title><dc:title><![CDATA[The economic future of British cities: what should urban policy do? [Audio]]]></dc:title><link><![CDATA[http://www2.lse.ac.uk/newsAndMedia/videoAndAudio/channels/publicLecturesAndEvents/player.aspx?id=1708]]></link><guid><![CDATA[http://www2.lse.ac.uk/newsAndMedia/videoAndAudio/channels/publicLecturesAndEvents/player.aspx?id=1708]]></guid><description><![CDATA[Speaker(s): Professor Henry G. Overman, Alexandra Jones, Adam Marshall | Britain’s cities are facing profound challenges – both in the short run as a result of the recession and in the long run as a result of underlying structural change. In this lecture Henry Overman considers the nature of these challenges and considers what urban policy should do to help cities effectively respond to them. Henry Overman is Professor of Economic Geography at the LSE and Director of the Spatial Economics Re]]>
</description><dc:description><![CDATA[Speaker(s): Professor Henry G. Overman, Alexandra Jones, Adam Marshall | Britain’s cities are facing profound challenges – both in the short run as a result of the recession and in the long run as a result of underlying structural change. In this lecture Henry Overman considers the nature of these challenges and considers what urban policy should do to help cities effectively respond to them. Henry Overman is Professor of Economic Geography at the LSE and Director of the Spatial Economics Re]]>
</dc:description></item><item><title><![CDATA[AP Chemistry:  States of Matter and Intermolecular Forces Lecture Part II]]></title><dc:title><![CDATA[AP Chemistry:  States of Matter and Intermolecular Forces Lecture Part II]]></dc:title><link><![CDATA[http://www.edutube.org:80/en/video/ap-chemistry-states-matter-and-intermolecular-forces-lecture-part-ii]]></link><guid><![CDATA[http://www.edutube.org:80/en/video/ap-chemistry-states-matter-and-intermolecular-forces-lecture-part-ii]]></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>
  <div class="field-items">
      <div class="field-item"><div class="emvideo emvideo-video emvideo-vimeo"><div id="media-vimeo-5" class="media-vimeo">
    <iframe src="http://player.vimeo.com/video/21715347?fullscreen=1&show_title=1&show_byline=1&show_portrait=1&autoplay=1" width="480" h]]>
</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-vimeo"><div id="media-vimeo-5" class="media-vimeo">
    <iframe src="http://player.vimeo.com/video/21715347?fullscreen=1&show_title=1&show_byline=1&show_portrait=1&autoplay=1" width="480" h]]>
</dc:description></item><item><title><![CDATA[Introduction to Evolution of Databases (Arabic)]]></title><dc:title><![CDATA[Introduction to Evolution of Databases (Arabic)]]></dc:title><link><![CDATA[http://edutube.org:80/en/video/introduction-evolution-databases-arabic]]></link><guid><![CDATA[http://edutube.org:80/en/video/introduction-evolution-databases-arabic]]></guid><description><![CDATA[<p>Farrokh Alemi, PhD Lecture in Health Database<br />
Course at George Mason University.<br />
Narrated By Saad Almasuod</p>]]>
</description><dc:description><![CDATA[<p>Farrokh Alemi, PhD Lecture in Health Database<br />
Course at George Mason University.<br />
Narrated By Saad Almasuod</p>]]>
</dc:description></item><item><title><![CDATA[Promo - One Minute Romanian]]></title><dc:title><![CDATA[Promo - One Minute Romanian]]></dc:title><link><![CDATA[http://feedproxy.google.com/~r/oneminuteromanian/~3/FXsd_NMC7rI/promo-one-minute-romanian]]></link><guid><![CDATA[http://feedproxy.google.com/~r/oneminuteromanian/~3/FXsd_NMC7rI/promo-one-minute-romanian]]></guid><description><![CDATA[Hello! My name is Roxana and I'd like to welcome you to One Minute Romanian from the Radio Lingua Network. In this podcast I'm going to be teaching you the basics of Romanian. The great thing about this language course is that you'll be learning all you need to know in just 60 seconds - or thereabouts! Each one minute language lesson will equip you with just enough Romanian to help you get by in lots of situations, either on holiday, or on a business trip to Romania, or just to impress your Roma]]>
</description><dc:description><![CDATA[Hello! My name is Roxana and I'd like to welcome you to One Minute Romanian from the Radio Lingua Network. In this podcast I'm going to be teaching you the basics of Romanian. The great thing about this language course is that you'll be learning all you need to know in just 60 seconds - or thereabouts! Each one minute language lesson will equip you with just enough Romanian to help you get by in lots of situations, either on holiday, or on a business trip to Romania, or just to impress your Roma]]>
</dc:description></item><item><title><![CDATA[Radio Lingua Network News: 26 September 2008]]></title><dc:title><![CDATA[Radio Lingua Network News: 26 September 2008]]></dc:title><link><![CDATA[http://feedproxy.google.com/~r/oneminuteromanian/~3/N1kABBkCjBY/radio-lingua-network-news-26-september-2008]]></link><guid><![CDATA[http://feedproxy.google.com/~r/oneminuteromanian/~3/N1kABBkCjBY/radio-lingua-network-news-26-september-2008]]></guid><description><![CDATA[Happy European Day of Languages to all our listeners! By way of joining in this international celebration of languages and language-learning we're delighted to introduce eight new podcasts today. We're adding Catalan, Danish, French, Japanese, Mandarin and Romanian to our One Minute Languages series; we're introducing our first podcast for English learners - Write Back Soon will help learners master Phrasal Verbs; and we're finally announcing the long-awaited sequel to Coffee Break Spanish: it's]]>
</description><dc:description><![CDATA[Happy European Day of Languages to all our listeners! By way of joining in this international celebration of languages and language-learning we're delighted to introduce eight new podcasts today. We're adding Catalan, Danish, French, Japanese, Mandarin and Romanian to our One Minute Languages series; we're introducing our first podcast for English learners - Write Back Soon will help learners master Phrasal Verbs; and we're finally announcing the long-awaited sequel to Coffee Break Spanish: it's]]>
</dc:description></item><item><title><![CDATA[Flight Engineer Chris Hadfield Offers Holiday Greetings from Russia (French version)]]></title><dc:title><![CDATA[Flight Engineer Chris Hadfield Offers Holiday Greetings from Russia (French version)]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=U_e7lbeAv9Q]]></link><guid><![CDATA[http://www.youtube.com/watch?v=U_e7lbeAv9Q]]></guid><description><![CDATA[Canadian Space Agency Flight Engineer Chris Hadfield offered his greetings from Russia before departing for the Baikonur Cosmodrome in Kazakhstan where he will launch Dec. 19 on a Soyuz TMA-07M spacecraft to join Expedition 34 on the station.]]>
</description><dc:description><![CDATA[Canadian Space Agency Flight Engineer Chris Hadfield offered his greetings from Russia before departing for the Baikonur Cosmodrome in Kazakhstan where he will launch Dec. 19 on a Soyuz TMA-07M spacecraft to join Expedition 34 on the station.]]>
</dc:description></item><item><title><![CDATA[Series - the ratio test]]></title><dc:title><![CDATA[Series - the ratio test]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=zJMPiJC5eMQ]]></link><guid><![CDATA[http://www.youtube.com/watch?v=zJMPiJC5eMQ]]></guid><description><![CDATA[This video describes how to use the ratio test to determine whether a series converges or diverges.]]>
</description><dc:description><![CDATA[This video describes how to use the ratio test to determine whether a series converges or diverges.]]>
</dc:description></item><item><title><![CDATA[Darwin Now Awards]]></title><dc:title><![CDATA[Darwin Now Awards]]></dc:title><link><![CDATA[http://media-podcast.open.ac.uk/feeds/living-legacy/darwinnow1003.mp3]]></link><guid><![CDATA[http://media-podcast.open.ac.uk/feeds/living-legacy/darwinnow1003.mp3]]></guid><description><![CDATA[Janice Ansine is a recipient of a Darwin Now  Award. She is currently working on a variety of projects in Jamaica, looking at contemporary responses to Darwin and Into the historic role of Jamaica in providing material for his research.]]>
</description><dc:description><![CDATA[Janice Ansine is a recipient of a Darwin Now  Award. She is currently working on a variety of projects in Jamaica, looking at contemporary responses to Darwin and Into the historic role of Jamaica in providing material for his research.]]>
</dc:description></item><item><title><![CDATA[1.2 The Earth's crust]]></title><dc:title><![CDATA[1.2 The Earth's crust]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/geology/practising-science-reading-the-rocks-and-ecology/content_section_1.2]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/geology/practising-science-reading-the-rocks-and-ecology/content_section_1.2]]></guid><description><![CDATA[<p><span class="oucontent-inlinefigure"><img src="http://ocw.open.edu/openlearn/pluginfile.php/69882/mod_oucontent/oucontent/520/fg000295.jpg" alt="" width="342" height="227"/></span></p><p>The Earth Sciences concern every part of our planet – from the centre of the metallic core, 6400 km below our feet, through its solid and liquid regions (<a class="oucontent-crossref" href="http://www.open.edu/openlearn/science-maths-technology/science/geology/practising-science-reading-the-rocks-and-ecolog]]>
</description><dc:description><![CDATA[<p><span class="oucontent-inlinefigure"><img src="http://ocw.open.edu/openlearn/pluginfile.php/69882/mod_oucontent/oucontent/520/fg000295.jpg" alt="" width="342" height="227"/></span></p><p>The Earth Sciences concern every part of our planet – from the centre of the metallic core, 6400 km below our feet, through its solid and liquid regions (<a class="oucontent-crossref" href="http://www.open.edu/openlearn/science-maths-technology/science/geology/practising-science-reading-the-rocks-and-ecolog]]>
</dc:description></item><item><title><![CDATA[2.1 Structure and function of the outer and middle ear]]></title><dc:title><![CDATA[2.1 Structure and function of the outer and middle ear]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/biology/hearing/content_section_2.1]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/biology/hearing/content_section_2.1]]></guid><description><![CDATA[<p><a class="oucontent-crossref" href="http://www.open.edu/openlearn/science-maths-technology/science/biology/hearing/content_section_2.1#fig001_001">Figure 1</a> is a diagram of the human ear. The outer ear consists of the visible part of the ear or <b>pinna</b>, the <b>external auditory canal (meatus)</b>, and the <b>tympanic membrane (tympanum)</b> or eardrum. The human pinna is formed primarily of cartilage and is attached to the head by muscles and ligaments. The deep central portion of the]]>
</description><dc:description><![CDATA[<p><a class="oucontent-crossref" href="http://www.open.edu/openlearn/science-maths-technology/science/biology/hearing/content_section_2.1#fig001_001">Figure 1</a> is a diagram of the human ear. The outer ear consists of the visible part of the ear or <b>pinna</b>, the <b>external auditory canal (meatus)</b>, and the <b>tympanic membrane (tympanum)</b> or eardrum. The human pinna is formed primarily of cartilage and is attached to the head by muscles and ligaments. The deep central portion of the]]>
</dc:description></item><item><title><![CDATA[3.6 Synaptic transmission from hair cells]]></title><dc:title><![CDATA[3.6 Synaptic transmission from hair cells]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/biology/hearing/content_section_3.6]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/biology/hearing/content_section_3.6]]></guid><description><![CDATA[<p>In addition to being sensory receptors, hair cells are also presynaptic terminals. The membrane at the base of each hair cell contains several presynaptic active zones, where chemical neurotransmitter is released. When the hair cells are depolarised, chemical transmitter is released from the hair cells to the cells of the auditory nerve fibres. Excited by this chemical transmitter, the afferent nerve fibres contacting the hair cells fire a pattern of action potentials that encode features of ]]>
</description><dc:description><![CDATA[<p>In addition to being sensory receptors, hair cells are also presynaptic terminals. The membrane at the base of each hair cell contains several presynaptic active zones, where chemical neurotransmitter is released. When the hair cells are depolarised, chemical transmitter is released from the hair cells to the cells of the auditory nerve fibres. Excited by this chemical transmitter, the afferent nerve fibres contacting the hair cells fire a pattern of action potentials that encode features of ]]>
</dc:description></item><item><title><![CDATA[3.2 The anatomy of the language system]]></title><dc:title><![CDATA[3.2 The anatomy of the language system]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/body-mind/health/health-studies/sound-meaning-hearing-speech-and-language/content_section_3.2]]></link><guid><![CDATA[http://www.open.edu/openlearn/body-mind/health/health-studies/sound-meaning-hearing-speech-and-language/content_section_3.2]]></guid><description><![CDATA[<p>Perhaps the best-known generalisation about the language system is that it is represented on one side of the brain – usually the left – more than the other. Many lines of evidence support this view. Specific impairments to linguistic abilities are known as <b>aphasia</b>, and aphasia results much more often from damage to the left hemisphere of the brain than from damage to the right. It is also possible to temporarily deactivate one or other hemisphere. This is usually done as an investi]]>
</description><dc:description><![CDATA[<p>Perhaps the best-known generalisation about the language system is that it is represented on one side of the brain – usually the left – more than the other. Many lines of evidence support this view. Specific impairments to linguistic abilities are known as <b>aphasia</b>, and aphasia results much more often from damage to the left hemisphere of the brain than from damage to the right. It is also possible to temporarily deactivate one or other hemisphere. This is usually done as an investi]]>
</dc:description></item><item><title><![CDATA[2.3 The study of a raindrop]]></title><dc:title><![CDATA[2.3 The study of a raindrop]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/nature-environment/the-environment/environmental-studies/water-life/content_section_2.3]]></link><guid><![CDATA[http://www.open.edu/openlearn/nature-environment/the-environment/environmental-studies/water-life/content_section_2.3]]></guid><description><![CDATA[<p>Most of the usable water is derived from the 1.1 × 10<sup>5</sup> km<sup>3</sup> that falls over the land surface each year as rain, snow, sleet or hail. The collective term for all of these sources of water is <b>precipitation</b>. At this point, you will consider the size of the drops of water that make up clouds or rain (Figure 5).</p><div class="oucontent-figure oucontent-media-mini" id="fig001_005"><img src="http://ocw.open.edu/openlearn/pluginfile.php/62380/mod_oucontent/oucontent/411/]]>
</description><dc:description><![CDATA[<p>Most of the usable water is derived from the 1.1 × 10<sup>5</sup> km<sup>3</sup> that falls over the land surface each year as rain, snow, sleet or hail. The collective term for all of these sources of water is <b>precipitation</b>. At this point, you will consider the size of the drops of water that make up clouds or rain (Figure 5).</p><div class="oucontent-figure oucontent-media-mini" id="fig001_005"><img src="http://ocw.open.edu/openlearn/pluginfile.php/62380/mod_oucontent/oucontent/411/]]>
</dc:description></item><item><title><![CDATA[8.3 Shortage of minerals]]></title><dc:title><![CDATA[8.3 Shortage of minerals]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/nature-environment/natural-history/studying-mammals-plant-predators/content_section_8.3]]></link><guid><![CDATA[http://www.open.edu/openlearn/nature-environment/natural-history/studying-mammals-plant-predators/content_section_8.3]]></guid><description><![CDATA[<p>You may be familiar with salt licks that are provided for domesticated cattle. In the wild, grass is also often low in minerals (e.g. it has almost no sodium and very little calcium), so grazers may have to go to extraordinary lengths to supplement their diet with additional minerals obtained from the most unlikely places. LoM gives some examples, but the most impressive activity takes place in the caves of Mount Elgon in Kenya [pp. 113–114]. You'll probably recall this spectacular footage ]]>
</description><dc:description><![CDATA[<p>You may be familiar with salt licks that are provided for domesticated cattle. In the wild, grass is also often low in minerals (e.g. it has almost no sodium and very little calcium), so grazers may have to go to extraordinary lengths to supplement their diet with additional minerals obtained from the most unlikely places. LoM gives some examples, but the most impressive activity takes place in the caves of Mount Elgon in Kenya [pp. 113–114]. You'll probably recall this spectacular footage ]]>
</dc:description></item><item><title><![CDATA[Learning outcomes]]></title><dc:title><![CDATA[Learning outcomes]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/nature-environment/natural-history/studying-mammals-meat-eaters/content_section___learningoutcomes]]></link><guid><![CDATA[http://www.open.edu/openlearn/nature-environment/natural-history/studying-mammals-meat-eaters/content_section___learningoutcomes]]></guid><description><![CDATA[<p>By the end of this unit you should be able to:</p><ul><li><p>describe some of the characteristic features of carnivores;</p></li><li><p>outline the dentition of carnivores and its link with diet;</p></li><li><p>outline some of the behavioural and sensory characteristics of carnivores, with examples;</p></li><li><p>explain, with examples, the roles that vision and smell play in the lives of carnivores;</p></li><li><p>explain the variety of ways in which carnivores assemble in groups;</p></li><]]>
</description><dc:description><![CDATA[<p>By the end of this unit you should be able to:</p><ul><li><p>describe some of the characteristic features of carnivores;</p></li><li><p>outline the dentition of carnivores and its link with diet;</p></li><li><p>outline some of the behavioural and sensory characteristics of carnivores, with examples;</p></li><li><p>explain, with examples, the roles that vision and smell play in the lives of carnivores;</p></li><li><p>explain the variety of ways in which carnivores assemble in groups;</p></li><]]>
</dc:description></item><item><title><![CDATA[1 The omnivores]]></title><dc:title><![CDATA[1 The omnivores]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/nature-environment/natural-history/studying-mammals-the-opportunists/content_section_1]]></link><guid><![CDATA[http://www.open.edu/openlearn/nature-environment/natural-history/studying-mammals-the-opportunists/content_section_1]]></guid><description><![CDATA[<div class="oucontent-box oucontent-s-heavybox1 oucontent-s-box 
        oucontent-s-noheading
      " id="box001_001_001"><div class="oucontent-outer-box"><div class="oucontent-inner-box"><p>As you work through this unit you will come across boxes, like this one, which give you advice about the study skills that you will be developing as you progress through the unit. To avoid breaking up the flow of the text, they will usually appear at the start or end of the sections.</p><p>As well as the un]]>
</description><dc:description><![CDATA[<div class="oucontent-box oucontent-s-heavybox1 oucontent-s-box 
        oucontent-s-noheading
      " id="box001_001_001"><div class="oucontent-outer-box"><div class="oucontent-inner-box"><p>As you work through this unit you will come across boxes, like this one, which give you advice about the study skills that you will be developing as you progress through the unit. To avoid breaking up the flow of the text, they will usually appear at the start or end of the sections.</p><p>As well as the un]]>
</dc:description></item><item><title><![CDATA[2.1 Introduction]]></title><dc:title><![CDATA[2.1 Introduction]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/physics-and-astronomy/icy-bodies-europa-and-elsewhere/content_section_2.1]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/physics-and-astronomy/icy-bodies-europa-and-elsewhere/content_section_2.1]]></guid><description><![CDATA[<p>Europa's surface is fascinating, if often perplexing, to study. One of its special characteristics is its brightness. It has an albedo of 0.7, which is exceeded among icy satellites only by Enceladus and Triton. (The ‘albedo’ of a body is simply the fraction of the incident light that is reflected. The higher the albedo, the more light is reflected, and the brighter the body appears.) Overall brightness is one indicator of the youth of an icy surface: the brighter the icy surface, the you]]>
</description><dc:description><![CDATA[<p>Europa's surface is fascinating, if often perplexing, to study. One of its special characteristics is its brightness. It has an albedo of 0.7, which is exceeded among icy satellites only by Enceladus and Triton. (The ‘albedo’ of a body is simply the fraction of the incident light that is reflected. The higher the albedo, the more light is reflected, and the brighter the body appears.) Overall brightness is one indicator of the youth of an icy surface: the brighter the icy surface, the you]]>
</dc:description></item><item><title><![CDATA[1.6.2 The equations of uniformly accelerated motion]]></title><dc:title><![CDATA[1.6.2 The equations of uniformly accelerated motion]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/physics-and-astronomy/describing-motion-along-line/content_section_1.6.2]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/physics-and-astronomy/describing-motion-along-line/content_section_1.6.2]]></guid><description><![CDATA[<p>Equations 22, 23 and 24 provide a complete description of uniformly accelerated motion. By combining them appropriately, it is possible to solve a wide class of problems concerning the kinematics of uniformly accelerated motion. Nonetheless, those particular equations are not always the best starting point for the most common problems. For example, it is often the case that we want to know the displacement from the initial position after some specified period of constant acceleration, rather ]]>
</description><dc:description><![CDATA[<p>Equations 22, 23 and 24 provide a complete description of uniformly accelerated motion. By combining them appropriately, it is possible to solve a wide class of problems concerning the kinematics of uniformly accelerated motion. Nonetheless, those particular equations are not always the best starting point for the most common problems. For example, it is often the case that we want to know the displacement from the initial position after some specified period of constant acceleration, rather ]]>
</dc:description></item><item><title><![CDATA[2.2 Nuclear fission]]></title><dc:title><![CDATA[2.2 Nuclear fission]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/environmental-science/energy-resources-nuclear-energy/content_section_2.2]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/environmental-science/energy-resources-nuclear-energy/content_section_2.2]]></guid><description><![CDATA[<p>Every atom has a <i>nucleus</i> consisting of positively charged <i>protons</i> and electrically neutral <i>neutrons</i>. Protons and neutrons have virtually identical mass and the total number of protons and neutrons defines the <b>mass number</b> of a particular atom. The number of protons in the nucleus is the <b>atomic number</b> and this quantity is always the same for each particular chemical element. However, some elements have several <b>isotopes</b>, each with different numbers of ne]]>
</description><dc:description><![CDATA[<p>Every atom has a <i>nucleus</i> consisting of positively charged <i>protons</i> and electrically neutral <i>neutrons</i>. Protons and neutrons have virtually identical mass and the total number of protons and neutrons defines the <b>mass number</b> of a particular atom. The number of protons in the nucleus is the <b>atomic number</b> and this quantity is always the same for each particular chemical element. However, some elements have several <b>isotopes</b>, each with different numbers of ne]]>
</dc:description></item><item><title><![CDATA[4.2 Reactor safety: the Chernobyl incident]]></title><dc:title><![CDATA[4.2 Reactor safety: the Chernobyl incident]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/environmental-science/energy-resources-nuclear-energy/content_section_4.2]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/environmental-science/energy-resources-nuclear-energy/content_section_4.2]]></guid><description><![CDATA[<p>By far the worst nuclear reactor accident took place on 26 April 1986 when one of four 1 GW reactors at Chernobyl in the Ukraine released a radioactive cloud over Europe (<a class="oucontent-crossref" href="http://www.open.edu/openlearn/science-maths-technology/science/environmental-science/energy-resources-nuclear-energy/content_section_4.2#fig017">Figure 17</a>). (See S278 video clips document.) The build-up to this accident has been related to a series of complex chemical reactions induced]]>
</description><dc:description><![CDATA[<p>By far the worst nuclear reactor accident took place on 26 April 1986 when one of four 1 GW reactors at Chernobyl in the Ukraine released a radioactive cloud over Europe (<a class="oucontent-crossref" href="http://www.open.edu/openlearn/science-maths-technology/science/environmental-science/energy-resources-nuclear-energy/content_section_4.2#fig017">Figure 17</a>). (See S278 video clips document.) The build-up to this accident has been related to a series of complex chemical reactions induced]]>
</dc:description></item><item><title><![CDATA[George H.W. Bush - Mini Biography]]></title><dc:title><![CDATA[George H.W. Bush - Mini Biography]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=54521]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=54521]]></guid><description><![CDATA[A World War II veteran, George H.W. Bush served as Vice President for two terms before being elected President of the United States in 1988.<br />
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</description><dc:description><![CDATA[A World War II veteran, George H.W. Bush served as Vice President for two terms before being elected President of the United States in 1988.<br />
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</dc:description></item><item><title><![CDATA[Hearing Yourself Hear]]></title><dc:title><![CDATA[Hearing Yourself Hear]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=54506]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=54506]]></guid><description><![CDATA[Listen in as Artist Jacob Kirkegaard tells of his journey to hear himself hear. With the aid of researchers in Copenhagen, Kirkegaard generates an artificial tone in his own ear by playing two tones at a precise ratio. He has developed this phenomenon into an interactive sound piece he calls Labyrinthitis.&nbsp; (07:13)]]>
</description><dc:description><![CDATA[Listen in as Artist Jacob Kirkegaard tells of his journey to hear himself hear. With the aid of researchers in Copenhagen, Kirkegaard generates an artificial tone in his own ear by playing two tones at a precise ratio. He has developed this phenomenon into an interactive sound piece he calls Labyrinthitis.&nbsp; (07:13)]]>
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