<?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[The partnership between Clemson University and the Greenville Community]]></title><dc:title><![CDATA[The partnership between Clemson University and the Greenville Community]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=atnzt4OcaWU]]></link><guid><![CDATA[http://www.youtube.com/watch?v=atnzt4OcaWU]]></guid><description><![CDATA[Description not set]]>
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</dc:description></item><item><title><![CDATA[Software development process]]></title><dc:title><![CDATA[Software development process]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/software-development-process]]></link><guid><![CDATA[http://www.oercommons.org/courses/software-development-process]]></guid><description><![CDATA[A software development process is a structure imposed on the development of a software product. This session introduces several models for such processes, each describing approaches to a variety of tasks or activities that take place during the process.]]>
</description><dc:description><![CDATA[A software development process is a structure imposed on the development of a software product. This session introduces several models for such processes, each describing approaches to a variety of tasks or activities that take place during the process.]]>
</dc:description></item><item><title><![CDATA[Bee Killer]]></title><dc:title><![CDATA[Bee Killer]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=54911]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=54911]]></guid><description><![CDATA[Learn about the phenomenon known as "colony collapse" in which populations of bees are dying in this clip from <em>America Revealed.&nbsp; (01:53)</em>]]>
</description><dc:description><![CDATA[Learn about the phenomenon known as "colony collapse" in which populations of bees are dying in this clip from <em>America Revealed.&nbsp; (01:53)</em>]]>
</dc:description></item><item><title><![CDATA[18.904 Seminar in Topology (MIT)]]></title><dc:title><![CDATA[18.904 Seminar in Topology (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=5fc35fa2b03ee8014e445b3959445e2f]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=5fc35fa2b03ee8014e445b3959445e2f]]></guid><description><![CDATA[In this course, students present and discuss the subject matter with faculty guidance. Topics presented by the students include the fundamental group and covering spaces. Instruction and practice in written and oral communication are provided to the students.<br clear="both" style="clear: both;"/>
<br clear="both" style="clear: both;"/>
  <a style='font-size: 10px; color: maroon;' href='http://www.pheedcontent.com/hostedMorselClick.php?hfmm=v3:8a7e8a79944ef6883d4d8caa7e0f6c59:fGNf8he9yPMh1KjQpBq]]>
</description><dc:description><![CDATA[In this course, students present and discuss the subject matter with faculty guidance. Topics presented by the students include the fundamental group and covering spaces. Instruction and practice in written and oral communication are provided to the students.<br clear="both" style="clear: both;"/>
<br clear="both" style="clear: both;"/>
  <a style='font-size: 10px; color: maroon;' href='http://www.pheedcontent.com/hostedMorselClick.php?hfmm=v3:8a7e8a79944ef6883d4d8caa7e0f6c59:fGNf8he9yPMh1KjQpBq]]>
</dc:description></item><item><title><![CDATA[High-Stakes Teacher Evaluation: High Cost -- Big Losses Conference: Dr. Ginsberg and Dr. Kingston]]></title><dc:title><![CDATA[High-Stakes Teacher Evaluation: High Cost -- Big Losses Conference: Dr. Ginsberg and Dr. Kingston]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=uELqx3XU1hw]]></link><guid><![CDATA[http://www.youtube.com/watch?v=uELqx3XU1hw]]></guid><description><![CDATA[Rick Ginsberg and Neal Kingston, University of Kansas
Caught in a Vise: The Challenges Facing Teacher Preparation in an Era of Accountability]]>
</description><dc:description><![CDATA[Rick Ginsberg and Neal Kingston, University of Kansas
Caught in a Vise: The Challenges Facing Teacher Preparation in an Era of Accountability]]>
</dc:description></item><item><title><![CDATA[The Forbidden Symmetries]]></title><dc:title><![CDATA[The Forbidden Symmetries]]></dc:title><link><![CDATA[http://cumincad.scix.net:80/cgi-bin/works/Show?acadia12_391]]></link><guid><![CDATA[http://cumincad.scix.net:80/cgi-bin/works/Show?acadia12_391]]></guid><description><![CDATA[The emergence of quasi-periodic tiling theories in mathematics and material science is revealing a new class of symmetry, which had never been accessible before. Because of their astounding visual and structural properties, quasi-periodic symmetries can be ideally suited for many applications in art and architecture; providing a rich source of ideas for articulating form, pattern, surface and structure. However, since their discovery, the unique long-range order of quasi-periodic symmetries, is ]]>
</description><dc:description><![CDATA[The emergence of quasi-periodic tiling theories in mathematics and material science is revealing a new class of symmetry, which had never been accessible before. Because of their astounding visual and structural properties, quasi-periodic symmetries can be ideally suited for many applications in art and architecture; providing a rich source of ideas for articulating form, pattern, surface and structure. However, since their discovery, the unique long-range order of quasi-periodic symmetries, is ]]>
</dc:description></item><item><title><![CDATA[Probability & Statistics]]></title><dc:title><![CDATA[Probability & Statistics]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/probability_and_statistics]]></link><guid><![CDATA[http://www.oercommons.org/courses/probability_and_statistics]]></guid><description><![CDATA[This course introduces students to the basic concepts and logic of statistical reasoning and gives the students introductory-level practical ability to choose, generate, and properly interpret appropriate descriptive and inferential methods. In addition, the course helps students gain an appreciation for the diverse applications of statistics and its relevance to their lives and fields of study. The course does not assume any prior knowledge in statistics and its only prerequisite is basic algeb]]>
</description><dc:description><![CDATA[This course introduces students to the basic concepts and logic of statistical reasoning and gives the students introductory-level practical ability to choose, generate, and properly interpret appropriate descriptive and inferential methods. In addition, the course helps students gain an appreciation for the diverse applications of statistics and its relevance to their lives and fields of study. The course does not assume any prior knowledge in statistics and its only prerequisite is basic algeb]]>
</dc:description></item><item><title><![CDATA[Java3014s Slides]]></title><dc:title><![CDATA[Java3014s Slides]]></dc:title><link><![CDATA[http://cnx.org/content/m45628/latest/]]></link><guid><![CDATA[http://cnx.org/content/m45628/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/baldwin">Richard Baldwin</a>
                
                </i></b><br/>
              This module contains lecture slides keyed to the module titled Java3014: Cropping, Flipping, and Combining Pictures.<br/>
              
              <img style="border: 0px"
                  src="http://i.creativecommons.org/l/by/3.0/80x15.png"/>
              
                <a href="http://creativecommons.org/licenses/by/3.0/">Some Rights R]]>
</description><dc:description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/baldwin">Richard Baldwin</a>
                
                </i></b><br/>
              This module contains lecture slides keyed to the module titled Java3014: Cropping, Flipping, and Combining Pictures.<br/>
              
              <img style="border: 0px"
                  src="http://i.creativecommons.org/l/by/3.0/80x15.png"/>
              
                <a href="http://creativecommons.org/licenses/by/3.0/">Some Rights R]]>
</dc:description></item><item><title><![CDATA[Why Circulate?]]></title><dc:title><![CDATA[Why Circulate?]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/why-circulate]]></link><guid><![CDATA[http://www.oercommons.org/courses/why-circulate]]></guid><description><![CDATA[In this activity related to the human circulatory system (on page 10 of the PDF), learners observe the dispersion of a drop of food coloring in water, draw conclusions about the movement of dissolved substances, and develop explanations about the importance of organisms' internal transport systems. This activity allows learners to investigate the process of diffusion and to consider why many organisms have internal transport systems. This lesson guide includes background information, setup and m]]>
</description><dc:description><![CDATA[In this activity related to the human circulatory system (on page 10 of the PDF), learners observe the dispersion of a drop of food coloring in water, draw conclusions about the movement of dissolved substances, and develop explanations about the importance of organisms' internal transport systems. This activity allows learners to investigate the process of diffusion and to consider why many organisms have internal transport systems. This lesson guide includes background information, setup and m]]>
</dc:description></item><item><title><![CDATA[Adobe Acrobat 9 ePortfolios 09: Preparing Video]]></title><dc:title><![CDATA[Adobe Acrobat 9 ePortfolios 09: Preparing Video]]></dc:title><link><![CDATA[http://tv.adobe.com/watch/adobe-acrobat-9-eportfolios-09-preparing-video/]]></link><guid><![CDATA[http://tv.adobe.com/watch/adobe-acrobat-9-eportfolios-09-preparing-video/]]></guid><description><![CDATA[This installment of Atomic Learning's ePortfolio workshop covers how to use Adobe Premiere Elements to prepare video for your PDF portfolio.]]>
</description><dc:description><![CDATA[This installment of Atomic Learning's ePortfolio workshop covers how to use Adobe Premiere Elements to prepare video for your PDF portfolio.]]>
</dc:description></item><item><title><![CDATA[Using the Organizer interface]]></title><dc:title><![CDATA[Using the Organizer interface]]></dc:title><link><![CDATA[http://tv.adobe.com/watch/using-the-organizer-interface/]]></link><guid><![CDATA[http://tv.adobe.com/watch/using-the-organizer-interface/]]></guid><description><![CDATA[With some images imported into the Organizer, you're ready to manage, optimize, and share your images. Learn about the Organizer interface so you can find your way around easily.]]>
</description><dc:description><![CDATA[With some images imported into the Organizer, you're ready to manage, optimize, and share your images. Learn about the Organizer interface so you can find your way around easily.]]>
</dc:description></item><item><title><![CDATA[Toastmasters Dinner   Intro and Charity]]></title><dc:title><![CDATA[Toastmasters Dinner   Intro and Charity]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=2RFV-na3Rws]]></link><guid><![CDATA[http://www.youtube.com/watch?v=2RFV-na3Rws]]></guid><description><![CDATA[Description not set]]>
</description><dc:description><![CDATA[Description not set]]>
</dc:description></item><item><title><![CDATA[6.4 The mischief rule]]></title><dc:title><![CDATA[6.4 The mischief rule]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/society/the-law/judges-and-the-law/content_section_6.4]]></link><guid><![CDATA[http://www.open.edu/openlearn/society/the-law/judges-and-the-law/content_section_6.4]]></guid><description><![CDATA[<p>This third rule gives a judge more discretion than either the literal or the golden rule. This rule requires the court to look to what the law was before the statute was passed in order to discover what gap or mischief the statute was intended to cover. The court is then required to interpret the statute in such a way to ensure that the gap is covered. The rule is contained in <i>Heydon's Case</i> (1584), where it was said that for the true interpretation of a statute, four things have to be ]]>
</description><dc:description><![CDATA[<p>This third rule gives a judge more discretion than either the literal or the golden rule. This rule requires the court to look to what the law was before the statute was passed in order to discover what gap or mischief the statute was intended to cover. The court is then required to interpret the statute in such a way to ensure that the gap is covered. The rule is contained in <i>Heydon's Case</i> (1584), where it was said that for the true interpretation of a statute, four things have to be ]]>
</dc:description></item><item><title><![CDATA[6.8 Extrinsic aids]]></title><dc:title><![CDATA[6.8 Extrinsic aids]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/society/the-law/judges-and-the-law/content_section_6.8]]></link><guid><![CDATA[http://www.open.edu/openlearn/society/the-law/judges-and-the-law/content_section_6.8]]></guid><description><![CDATA[<p>Extrinsic aids are matters which may help put an Act into context. Sources include previous Acts of Parliament on the same topic, earlier case law, dictionaries of the time, and the historical setting. In addition, Hansard can now be considered. Hansard is the official report of what was said in Parliament when the Act was debated. The use of Hansard was permitted following the decision in <i>Pepper (Inspector of Taxes) v Hart</i> (1993) where the House of Lords accepted that Hansard could be]]>
</description><dc:description><![CDATA[<p>Extrinsic aids are matters which may help put an Act into context. Sources include previous Acts of Parliament on the same topic, earlier case law, dictionaries of the time, and the historical setting. In addition, Hansard can now be considered. Hansard is the official report of what was said in Parliament when the Act was debated. The use of Hansard was permitted following the decision in <i>Pepper (Inspector of Taxes) v Hart</i> (1993) where the House of Lords accepted that Hansard could be]]>
</dc:description></item><item><title><![CDATA[Introduction]]></title><dc:title><![CDATA[Introduction]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/society/the-law/europe-and-the-law/content_section_0/content_section_0]]></link><guid><![CDATA[http://www.open.edu/openlearn/society/the-law/europe-and-the-law/content_section_0/content_section_0]]></guid><description><![CDATA[<p>In this unit you will analyse the role of European institutions including the European Commission and the European Court of Justice in legal rule making in England and Wales. You will also be introduced to the study skills that you will need in reading legal cases, reading and understanding Acts of Parliament, using the internet to find legal materials, taking notes, creating study diagrams and summarising ideas.</p><p>This unit is an adapted extract from the course <a class="oucontent-hyperl]]>
</description><dc:description><![CDATA[<p>In this unit you will analyse the role of European institutions including the European Commission and the European Court of Justice in legal rule making in England and Wales. You will also be introduced to the study skills that you will need in reading legal cases, reading and understanding Acts of Parliament, using the internet to find legal materials, taking notes, creating study diagrams and summarising ideas.</p><p>This unit is an adapted extract from the course <a class="oucontent-hyperl]]>
</dc:description></item><item><title><![CDATA[1 Unit overview]]></title><dc:title><![CDATA[1 Unit overview]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/society/the-law/europe-and-the-law/content_section_1]]></link><guid><![CDATA[http://www.open.edu/openlearn/society/the-law/europe-and-the-law/content_section_1]]></guid><description><![CDATA[<p>Apart from the English Parliament and common law, there are other major sources of legal rule-making that impact on English domestic law. These are the European Convention on Human Rights (ECHR) and European Union (EU) law. </p><p>In comparison with parliamentary legislation and common law, these sources are a recent development. In fact, both the ECHR and EU are just over 50 years old, having emerged as sources of legal rule making in the mid-twentieth century. This makes them relatively dev]]>
</description><dc:description><![CDATA[<p>Apart from the English Parliament and common law, there are other major sources of legal rule-making that impact on English domestic law. These are the European Convention on Human Rights (ECHR) and European Union (EU) law. </p><p>In comparison with parliamentary legislation and common law, these sources are a recent development. In fact, both the ECHR and EU are just over 50 years old, having emerged as sources of legal rule making in the mid-twentieth century. This makes them relatively dev]]>
</dc:description></item><item><title><![CDATA[2.1 History]]></title><dc:title><![CDATA[2.1 History]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/society/the-law/europe-and-the-law/content_section_2.1]]></link><guid><![CDATA[http://www.open.edu/openlearn/society/the-law/europe-and-the-law/content_section_2.1]]></guid><description><![CDATA[<p>The Council of Europe was set up in 1949. It is an <b>intergovernmental</b> organisation (based in Strasbourg, France) set up to protect human rights, promote cultural diversity and to combat social problems such as intolerance. Its creation was seen as a way of achieving a European approach to the protection of certain individual rights. Although presented now as historical events, the horrors of what had taken place in the Second World War were then fresh in the minds of the governments and]]>
</description><dc:description><![CDATA[<p>The Council of Europe was set up in 1949. It is an <b>intergovernmental</b> organisation (based in Strasbourg, France) set up to protect human rights, promote cultural diversity and to combat social problems such as intolerance. Its creation was seen as a way of achieving a European approach to the protection of certain individual rights. Although presented now as historical events, the horrors of what had taken place in the Second World War were then fresh in the minds of the governments and]]>
</dc:description></item><item><title><![CDATA[3.3 Procedure by which Bills become law]]></title><dc:title><![CDATA[3.3 Procedure by which Bills become law]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/society/the-law/parliament-and-the-law/content_section_3.3]]></link><guid><![CDATA[http://www.open.edu/openlearn/society/the-law/parliament-and-the-law/content_section_3.3]]></guid><description><![CDATA[<p>In order to become an Act of Parliament a Bill will have to be passed by both the House of Commons and the House of Lords. A Bill may start in either the House of Commons or the House of Lords, with the exception of Finance Bills which always start in the House of Commons. A <b>Finance Bill</b> is introduced by the Government shortly after the Budget to bring the Government's tax proposals into law.</p><p>Before a Bill can become an Act of Parliament it must undergo a number of stages.</p>]]>
</description><dc:description><![CDATA[<p>In order to become an Act of Parliament a Bill will have to be passed by both the House of Commons and the House of Lords. A Bill may start in either the House of Commons or the House of Lords, with the exception of Finance Bills which always start in the House of Commons. A <b>Finance Bill</b> is introduced by the Government shortly after the Budget to bring the Government's tax proposals into law.</p><p>Before a Bill can become an Act of Parliament it must undergo a number of stages.</p>]]>
</dc:description></item><item><title><![CDATA[4.1 What is delegated legislation?]]></title><dc:title><![CDATA[4.1 What is delegated legislation?]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/society/the-law/parliament-and-the-law/content_section_3.4.1]]></link><guid><![CDATA[http://www.open.edu/openlearn/society/the-law/parliament-and-the-law/content_section_3.4.1]]></guid><description><![CDATA[<p>In Parts A and B of this unit you have learnt about the role of Parliament in the law-making process. In addition to the power to make law itself, Parliament can delegate or pass on the power to make law to another person or body. Delegated legislation is law made by another person or body to whom Parliament has delegated or passed on the required authority. The required authority or power is usually given by Parliament in a <b>‘parent’ Act</b> of Parliament known as an <b>enabling Act</b]]>
</description><dc:description><![CDATA[<p>In Parts A and B of this unit you have learnt about the role of Parliament in the law-making process. In addition to the power to make law itself, Parliament can delegate or pass on the power to make law to another person or body. Delegated legislation is law made by another person or body to whom Parliament has delegated or passed on the required authority. The required authority or power is usually given by Parliament in a <b>‘parent’ Act</b> of Parliament known as an <b>enabling Act</b]]>
</dc:description></item><item><title><![CDATA[1.5.2 Ways of organizing yourself]]></title><dc:title><![CDATA[1.5.2 Ways of organizing yourself]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/finding-information-science-and-nature/content_section_1.5.2]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/finding-information-science-and-nature/content_section_1.5.2]]></guid><description><![CDATA[<p>How do you organize yourself?</p><div class="
            oucontent-activity
           oucontent-s-heavybox1 oucontent-s-box " id="act001_013"><div class="oucontent-outer-box"><h2 class="oucontent-h3 oucontent-nonumber">Activity</h2><div class="oucontent-inner-box"><div class="oucontent-saq-question"><p>Make a note of how you organise your:</p><ul class="oucontent-bulleted"><li>
<p>emails</p>
</li><li>
<p>internet bookmarks or favorites</p>
</li><li>
<p>computer files</p>
</li><li>
<p>your h]]>
</description><dc:description><![CDATA[<p>How do you organize yourself?</p><div class="
            oucontent-activity
           oucontent-s-heavybox1 oucontent-s-box " id="act001_013"><div class="oucontent-outer-box"><h2 class="oucontent-h3 oucontent-nonumber">Activity</h2><div class="oucontent-inner-box"><div class="oucontent-saq-question"><p>Make a note of how you organise your:</p><ul class="oucontent-bulleted"><li>
<p>emails</p>
</li><li>
<p>internet bookmarks or favorites</p>
</li><li>
<p>computer files</p>
</li><li>
<p>your h]]>
</dc:description></item><item><title><![CDATA[1.6.2 Alerts]]></title><dc:title><![CDATA[1.6.2 Alerts]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/finding-information-science-and-nature/content_section_1.6.2]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/finding-information-science-and-nature/content_section_1.6.2]]></guid><description><![CDATA[<p>Online bookshops and some of the major search engines offer ‘Alerts’ services. These work by allowing you to set up a profile once you have registered on their site, and when there are items meeting your criteria you receive an email. The good thing about alerts is that you don’t have to do anything once you have set up your profile. The downside, particularly with alerts services from the search engines, is that given the extent to which internet traffic is on the increase whether new ]]>
</description><dc:description><![CDATA[<p>Online bookshops and some of the major search engines offer ‘Alerts’ services. These work by allowing you to set up a profile once you have registered on their site, and when there are items meeting your criteria you receive an email. The good thing about alerts is that you don’t have to do anything once you have set up your profile. The downside, particularly with alerts services from the search engines, is that given the extent to which internet traffic is on the increase whether new ]]>
</dc:description></item><item><title><![CDATA[1.6.3 Mailing lists and newsgroups]]></title><dc:title><![CDATA[1.6.3 Mailing lists and newsgroups]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/finding-information-science-and-nature/content_section_1.6.3]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/finding-information-science-and-nature/content_section_1.6.3]]></guid><description><![CDATA[<p>Mailing or discussion lists are e-mail based discussion groups. When you send an e-mail to a mailing list address, it is sent automatically to all the other members of the list.</p><p>The majority of academic-related mailing lists in the UK are maintained by <a class="oucontent-hyperlink" href="http://www.jiscmail.ac.uk/">JISCMail</a><span style="font-size:0"> </span> You will find details of joining these mailing lists on the JISCMail website. Mailing lists are useful for getting in touch w]]>
</description><dc:description><![CDATA[<p>Mailing or discussion lists are e-mail based discussion groups. When you send an e-mail to a mailing list address, it is sent automatically to all the other members of the list.</p><p>The majority of academic-related mailing lists in the UK are maintained by <a class="oucontent-hyperlink" href="http://www.jiscmail.ac.uk/">JISCMail</a><span style="font-size:0"> </span> You will find details of joining these mailing lists on the JISCMail website. Mailing lists are useful for getting in touch w]]>
</dc:description></item><item><title><![CDATA[9 Sedimentation at the end of the Caledonian Orgeny; Section 10 Legacy]]></title><dc:title><![CDATA[9 Sedimentation at the end of the Caledonian Orgeny; Section 10 Legacy]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/geology/mountain-building-scotland/content_section_9]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/geology/mountain-building-scotland/content_section_9]]></guid><description><![CDATA[<p>The document attached below includes the ninth and tenth sections of <i>Mountain building in Scotland</i>, as well as the index. In these sections, you will find the following subsections:</p><ul class="oucontent-unnumbered"><li><p>9.1 Introduction</p></li><li><p>9.2 The Old Red Sandstone and the Devonian Period</p></li><li><p>9.3 Distribution and stratigraphy of the Late Silurian to Devonian Basins</p></li><li><p>9.4 Sedimentation and tectonics in the Midland Valley</p>
<ul class="oucontent-]]>
</description><dc:description><![CDATA[<p>The document attached below includes the ninth and tenth sections of <i>Mountain building in Scotland</i>, as well as the index. In these sections, you will find the following subsections:</p><ul class="oucontent-unnumbered"><li><p>9.1 Introduction</p></li><li><p>9.2 The Old Red Sandstone and the Devonian Period</p></li><li><p>9.3 Distribution and stratigraphy of the Late Silurian to Devonian Basins</p></li><li><p>9.4 Sedimentation and tectonics in the Midland Valley</p>
<ul class="oucontent-]]>
</dc:description></item><item><title><![CDATA[7.5 Outstanding issues]]></title><dc:title><![CDATA[7.5 Outstanding issues]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/physics-and-astronomy/introduction-active-galaxies/content_section_7.5]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/physics-and-astronomy/introduction-active-galaxies/content_section_7.5]]></guid><description><![CDATA[<ul class="oucontent-bulleted"><li>
<p>Evidence from rotation studies shows that some AGNs do indeed contain compact, supermassive objects within them, though there is no direct evidence that these are black holes.</p>
</li><li>
<p>Quasars were most abundant at redshifts of 2–3 and have been declining in number for the last 10 billion years.</p>
</li><li><p>It seems probable that AGNs fade with time as the supply of accreting material is used up. There is speculation that AGNs may be rejuvenat]]>
</description><dc:description><![CDATA[<ul class="oucontent-bulleted"><li>
<p>Evidence from rotation studies shows that some AGNs do indeed contain compact, supermassive objects within them, though there is no direct evidence that these are black holes.</p>
</li><li>
<p>Quasars were most abundant at redshifts of 2–3 and have been declining in number for the last 10 billion years.</p>
</li><li><p>It seems probable that AGNs fade with time as the supply of accreting material is used up. There is speculation that AGNs may be rejuvenat]]>
</dc:description></item><item><title><![CDATA[4.1 Natural stores of carbon]]></title><dc:title><![CDATA[4.1 Natural stores of carbon]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/environmental-science/energy-resources-introduction-energy-resources/content_section_4.1]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/environmental-science/energy-resources-introduction-energy-resources/content_section_4.1]]></guid><description><![CDATA[<p>The major natural stores of carbon (called ‘reservoirs’) are shown below in Figure 1.9.</p><div class="oucontent-figure" style="width:360px;" id="fig001_009"><a href="http://ocw.open.edu/openlearn/mod/oucontent/view.php?id=2411&extra=thumbnail_idp13924224" title="View larger image"><img src="http://ocw.open.edu/openlearn/pluginfile.php/66206/mod_oucontent/oucontent/459/s278_2_f009hi.small.jpg" alt="The seven major global reservoirs of carbon. Only about 0.1% of the preserved organic carbo]]>
</description><dc:description><![CDATA[<p>The major natural stores of carbon (called ‘reservoirs’) are shown below in Figure 1.9.</p><div class="oucontent-figure" style="width:360px;" id="fig001_009"><a href="http://ocw.open.edu/openlearn/mod/oucontent/view.php?id=2411&extra=thumbnail_idp13924224" title="View larger image"><img src="http://ocw.open.edu/openlearn/pluginfile.php/66206/mod_oucontent/oucontent/459/s278_2_f009hi.small.jpg" alt="The seven major global reservoirs of carbon. Only about 0.1% of the preserved organic carbo]]>
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