<?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[HILT 47 Dan Schacter and Karl Szpunar]]></title><dc:title><![CDATA[HILT 47 Dan Schacter and Karl Szpunar]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=0ialBmsKYZQ]]></link><guid><![CDATA[http://www.youtube.com/watch?v=0ialBmsKYZQ]]></guid><description><![CDATA[Dan Schacter and Karl Szpunar talk about their Hauser Grant project (Test-enhanced learning: Applying principles of cognitive psychology to education) which plans to study how formative assessment can be better used in lecture courses to promote learning.]]>
</description><dc:description><![CDATA[Dan Schacter and Karl Szpunar talk about their Hauser Grant project (Test-enhanced learning: Applying principles of cognitive psychology to education) which plans to study how formative assessment can be better used in lecture courses to promote learning.]]>
</dc:description></item><item><title><![CDATA[Use Smart Fix, Smart Trim, and Smart Mix]]></title><dc:title><![CDATA[Use Smart Fix, Smart Trim, and Smart Mix]]></dc:title><link><![CDATA[http://tv.adobe.com/watch/use-smart-fix-smart-trim-and-smart-mix/]]></link><guid><![CDATA[http://tv.adobe.com/watch/use-smart-fix-smart-trim-and-smart-mix/]]></guid><description><![CDATA[See how to use Smart Fix in Adobe Premiere Elements to automatically identify and fix problems with your clips. Learn about Smart Trim, which finds and trims problem clip, and Smart Mix, which automatically adjusts volume to match your clips.]]>
</description><dc:description><![CDATA[See how to use Smart Fix in Adobe Premiere Elements to automatically identify and fix problems with your clips. Learn about Smart Trim, which finds and trims problem clip, and Smart Mix, which automatically adjusts volume to match your clips.]]>
</dc:description></item><item><title><![CDATA[Using the Straighten and Crop Tools]]></title><dc:title><![CDATA[Using the Straighten and Crop Tools]]></dc:title><link><![CDATA[http://tv.adobe.com/watch/using-the-straighten-and-crop-tools/]]></link><guid><![CDATA[http://tv.adobe.com/watch/using-the-straighten-and-crop-tools/]]></guid><description><![CDATA[When the automatic Crop and Straighten features don't produce the result you're looking for, or you want to exercise more control over the process, the Straighten and Crop tools provide a solution. Learn how to use these tools to fix a crooked image.]]>
</description><dc:description><![CDATA[When the automatic Crop and Straighten features don't produce the result you're looking for, or you want to exercise more control over the process, the Straighten and Crop tools provide a solution. Learn how to use these tools to fix a crooked image.]]>
</dc:description></item><item><title><![CDATA[One Minute Romanian - flyer]]></title><dc:title><![CDATA[One Minute Romanian - flyer]]></dc:title><link><![CDATA[http://feedproxy.google.com/~r/oneminuteromanian/~3/ixpxMfWGVJg/one-minute-romanian-flyer]]></link><guid><![CDATA[http://feedproxy.google.com/~r/oneminuteromanian/~3/ixpxMfWGVJg/one-minute-romanian-flyer]]></guid><description><![CDATA[From the makers of the award-winning online language course Coffee Break Spanish comes a new range of titles aimed at busy people who want to acquire the absolute basics of a language.
 
One Minute Languages from the Radio Lingua Network will introduce learners to a new language from scratch. The course is made up of ten lessons and covers topics including basic greetings, introducing yourself, and dealing with language problems. You’ll also learn numbers and other useful words and phrases whi]]>
</description><dc:description><![CDATA[From the makers of the award-winning online language course Coffee Break Spanish comes a new range of titles aimed at busy people who want to acquire the absolute basics of a language.
 
One Minute Languages from the Radio Lingua Network will introduce learners to a new language from scratch. The course is made up of ten lessons and covers topics including basic greetings, introducing yourself, and dealing with language problems. You’ll also learn numbers and other useful words and phrases whi]]>
</dc:description></item><item><title><![CDATA[4.5.1 Surfaces with holes]]></title><dc:title><![CDATA[4.5.1 Surfaces with holes]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/mathematics-and-statistics/mathematics/surfaces/content_section_4.5.1]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/mathematics-and-statistics/mathematics/surfaces/content_section_4.5.1]]></guid><description><![CDATA[<p>Using this result, we can obtain the Euler characteristic of a surface with any number of holes by successively inserting the holes one at a time. For example, since a closed disc has Euler characteristic 1, it follows that a closed disc with 1 hole has Euler characteristic 0, a disc with 2 holes has Euler characteristic −1, and so on.</p><div class="
            oucontent-activity
           oucontent-s-heavybox1 oucontent-s-box " id="pro003_006"><div class="oucontent-outer-box"><h2 class=]]>
</description><dc:description><![CDATA[<p>Using this result, we can obtain the Euler characteristic of a surface with any number of holes by successively inserting the holes one at a time. For example, since a closed disc has Euler characteristic 1, it follows that a closed disc with 1 hole has Euler characteristic 0, a disc with 2 holes has Euler characteristic −1, and so on.</p><div class="
            oucontent-activity
           oucontent-s-heavybox1 oucontent-s-box " id="pro003_006"><div class="oucontent-outer-box"><h2 class=]]>
</dc:description></item><item><title><![CDATA[2.7 Powers and roots]]></title><dc:title><![CDATA[2.7 Powers and roots]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/education/mathematics-education/language-notation-and-formulas/content_section_2.7]]></link><guid><![CDATA[http://www.open.edu/openlearn/education/mathematics-education/language-notation-and-formulas/content_section_2.7]]></guid><description><![CDATA[<p>There are several <b>symbols for powers and roots</b>: for instance, 2<sup>4</sup> means ‘2 to the power 4’. An alternative to 2<sup>4</sup> is 2<span class="oucontent-inlinefigure" style="vertical-align:NaNpx;"><img src="http://ocw.open.edu/openlearn/pluginfile.php/94445/mod_oucontent/oucontent/778/to_the_power.gif" alt="" width="9" height="5"/></span>4, where the symbol <span class="oucontent-inlinefigure" style="vertical-align:NaNpx;"><img src="http://ocw.open.edu/openlearn/pluginfile.]]>
</description><dc:description><![CDATA[<p>There are several <b>symbols for powers and roots</b>: for instance, 2<sup>4</sup> means ‘2 to the power 4’. An alternative to 2<sup>4</sup> is 2<span class="oucontent-inlinefigure" style="vertical-align:NaNpx;"><img src="http://ocw.open.edu/openlearn/pluginfile.php/94445/mod_oucontent/oucontent/778/to_the_power.gif" alt="" width="9" height="5"/></span>4, where the symbol <span class="oucontent-inlinefigure" style="vertical-align:NaNpx;"><img src="http://ocw.open.edu/openlearn/pluginfile.]]>
</dc:description></item><item><title><![CDATA[1.1 &#x2018;Company law&#x2019;]]></title><dc:title><![CDATA[1.1 &#x2018;Company law&#x2019;]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/society/the-law/company-law-context/content_section_1.1]]></link><guid><![CDATA[http://www.open.edu/openlearn/society/the-law/company-law-context/content_section_1.1]]></guid><description><![CDATA[<p>Before embarking on this unit, it is important to take some time to think about the implications of its title: Company law in context. In particular, what constitutes ‘company law’, and what is the context in which we are thinking about it?</p><p>At this point, you might like to pause for a moment and contemplate what this phrase means to you. In particular, what do you understand by the concept of a ‘company’?</p><p>At first, this may seem like a ludicrously straightforward question.]]>
</description><dc:description><![CDATA[<p>Before embarking on this unit, it is important to take some time to think about the implications of its title: Company law in context. In particular, what constitutes ‘company law’, and what is the context in which we are thinking about it?</p><p>At this point, you might like to pause for a moment and contemplate what this phrase means to you. In particular, what do you understand by the concept of a ‘company’?</p><p>At first, this may seem like a ludicrously straightforward question.]]>
</dc:description></item><item><title><![CDATA[4 Key players in law enforcement]]></title><dc:title><![CDATA[4 Key players in law enforcement]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/society/the-law/starting-law-overview-the-law/content_section_4]]></link><guid><![CDATA[http://www.open.edu/openlearn/society/the-law/starting-law-overview-the-law/content_section_4]]></guid><description><![CDATA[<p>If a law is broken, who has the responsibility for ensuring that the individual or company who has broken the law is ‘brought to justice’?</p><div class="
            oucontent-activity
           oucontent-s-heavybox1 oucontent-s-box " id="act001_005"><div class="oucontent-outer-box"><h2 class="oucontent-h3 oucontent-nonumber">Activity 5: Who enforces the law?</h2><div class="oucontent-inner-box"><div class="oucontent-saq-timing">0 hours 10 minutes</div><div class="oucontent-saq-question]]>
</description><dc:description><![CDATA[<p>If a law is broken, who has the responsibility for ensuring that the individual or company who has broken the law is ‘brought to justice’?</p><div class="
            oucontent-activity
           oucontent-s-heavybox1 oucontent-s-box " id="act001_005"><div class="oucontent-outer-box"><h2 class="oucontent-h3 oucontent-nonumber">Activity 5: Who enforces the law?</h2><div class="oucontent-inner-box"><div class="oucontent-saq-timing">0 hours 10 minutes</div><div class="oucontent-saq-question]]>
</dc:description></item><item><title><![CDATA[10 &#x2018;Science for all?&#x2019; A look at some contexts]]></title><dc:title><![CDATA[10 &#x2018;Science for all?&#x2019; A look at some contexts]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/education/educational-technology-and-practice/changes-science-education/content_section_10]]></link><guid><![CDATA[http://www.open.edu/openlearn/education/educational-technology-and-practice/changes-science-education/content_section_10]]></guid><description><![CDATA[<p>The following statement is from the science National Curriculum in England published in 2000.</p><div class="oucontent-quote oucontent-s-box" id="quo001_012"><h2 class="oucontent-h3">The importance of science</h2><blockquote><p>Science stimulates and excites pupils’ curiosity about phenomena and events in the world around them. It also satisfies this curiosity with knowledge. Because science links direct practical experience with ideas, it can engage learners at many levels. Scientific meth]]>
</description><dc:description><![CDATA[<p>The following statement is from the science National Curriculum in England published in 2000.</p><div class="oucontent-quote oucontent-s-box" id="quo001_012"><h2 class="oucontent-h3">The importance of science</h2><blockquote><p>Science stimulates and excites pupils’ curiosity about phenomena and events in the world around them. It also satisfies this curiosity with knowledge. Because science links direct practical experience with ideas, it can engage learners at many levels. Scientific meth]]>
</dc:description></item><item><title><![CDATA[1.8 Primordial nucleosynthesis]]></title><dc:title><![CDATA[1.8 Primordial nucleosynthesis]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/physics-and-astronomy/the-evolving-universe/content_section_1.8]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/physics-and-astronomy/the-evolving-universe/content_section_1.8]]></guid><description><![CDATA[<p><i>Time:</i> 100 s to 1000 s</p><p><i>Temperature:</i> 10<sup>9</sup> K to 3 × 10<sup>8</sup> K</p><p><i>Energy:</i> 300 keV to 100 keV</p><p>As the temperature continued to decrease, protons and neutrons were able to combine to make light nuclei. This marked the beginning of the period referred to as the era of primordial <b>nucleosynthesis</b> (which literally means ‘making nuclei’). The first such reaction to become energetically favoured was that of a single proton and neutron comb]]>
</description><dc:description><![CDATA[<p><i>Time:</i> 100 s to 1000 s</p><p><i>Temperature:</i> 10<sup>9</sup> K to 3 × 10<sup>8</sup> K</p><p><i>Energy:</i> 300 keV to 100 keV</p><p>As the temperature continued to decrease, protons and neutrons were able to combine to make light nuclei. This marked the beginning of the period referred to as the era of primordial <b>nucleosynthesis</b> (which literally means ‘making nuclei’). The first such reaction to become energetically favoured was that of a single proton and neutron comb]]>
</dc:description></item><item><title><![CDATA[1.7.1 Enzymes: nature's catalysts]]></title><dc:title><![CDATA[1.7.1 Enzymes: nature's catalysts]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/biology/pain-and-aspirin/content_section_1.7.1]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/biology/pain-and-aspirin/content_section_1.7.1]]></guid><description><![CDATA[<p>It will probably come as no surprise to you that chemical reactions, including the conversion of arachidonic acid into prostaglandin, do not occur instantaneously and the rate at which they take place can be very variable. Some reactions are over in a flash, such as the burning of gunpowder, and others take months, such as rust formation on a car. All chemical reactions can be speeded up by increasing the temperature of the reactants. In the laboratory one often ‘cooks’ reaction mixtures ]]>
</description><dc:description><![CDATA[<p>It will probably come as no surprise to you that chemical reactions, including the conversion of arachidonic acid into prostaglandin, do not occur instantaneously and the rate at which they take place can be very variable. Some reactions are over in a flash, such as the burning of gunpowder, and others take months, such as rust formation on a car. All chemical reactions can be speeded up by increasing the temperature of the reactants. In the laboratory one often ‘cooks’ reaction mixtures ]]>
</dc:description></item><item><title><![CDATA[Learning outcomes]]></title><dc:title><![CDATA[Learning outcomes]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/biology/nutrition-vitamins-and-minerals/content_section___learningoutcomes]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/biology/nutrition-vitamins-and-minerals/content_section___learningoutcomes]]></guid><description><![CDATA[<p>After studying this Unit you should know:</p><ul><li><p>that certain minerals are required in the body and that some minerals form essential structural components of tissues;</p></li><li><p>that sodium, potassium, calcium and chloride ions are important in maintaining the correct composition of cells and of the tissue fluids around them (homeostasis);</p></li><li><p>that some minerals are essential components of important molecules such as hormones and enzymes;</p></li><li><p>that the correct]]>
</description><dc:description><![CDATA[<p>After studying this Unit you should know:</p><ul><li><p>that certain minerals are required in the body and that some minerals form essential structural components of tissues;</p></li><li><p>that sodium, potassium, calcium and chloride ions are important in maintaining the correct composition of cells and of the tissue fluids around them (homeostasis);</p></li><li><p>that some minerals are essential components of important molecules such as hormones and enzymes;</p></li><li><p>that the correct]]>
</dc:description></item><item><title><![CDATA[11.3 Frequency selectivity]]></title><dc:title><![CDATA[11.3 Frequency selectivity]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/biology/hearing/content_section_11.3]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/biology/hearing/content_section_11.3]]></guid><description><![CDATA[<p>In preceding sections we examined two ways in which the auditory system may code frequency information: the place theory and phase locking. In this section we will look at the psychophysical evidence for place coding on the basilar membrane by examining the ability of the auditory system to resolve the components of sinusoidal waves in a complex sound – a phenomenon known as frequency selectivity.</p><p>The perception of a sound depends not only on its own frequency and intensity but also o]]>
</description><dc:description><![CDATA[<p>In preceding sections we examined two ways in which the auditory system may code frequency information: the place theory and phase locking. In this section we will look at the psychophysical evidence for place coding on the basilar membrane by examining the ability of the auditory system to resolve the components of sinusoidal waves in a complex sound – a phenomenon known as frequency selectivity.</p><p>The perception of a sound depends not only on its own frequency and intensity but also o]]>
</dc:description></item><item><title><![CDATA[12.7 Summary of Section 12]]></title><dc:title><![CDATA[12.7 Summary of Section 12]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/biology/hearing/content_section_12.7]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/biology/hearing/content_section_12.7]]></guid><description><![CDATA[<p>For precise localisation of a sound source, binaural cues are required.</p><p>Two types of binaural cue are used to localise non-continuous sounds in the horizontal plane: interaural time differences, which are most efficient for low-frequency sounds (20–1500 Hz) and interaural intensity cues, which are important for high-frequency sounds (1500–20 000 Hz). The frequency responses in the superior olive reflect these differences. The medial superior olive includes neurons that are responsiv]]>
</description><dc:description><![CDATA[<p>For precise localisation of a sound source, binaural cues are required.</p><p>Two types of binaural cue are used to localise non-continuous sounds in the horizontal plane: interaural time differences, which are most efficient for low-frequency sounds (20–1500 Hz) and interaural intensity cues, which are important for high-frequency sounds (1500–20 000 Hz). The frequency responses in the superior olive reflect these differences. The medial superior olive includes neurons that are responsiv]]>
</dc:description></item><item><title><![CDATA[Acknowledgements]]></title><dc:title><![CDATA[Acknowledgements]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/body-mind/health/public-health/using-numbers-and-handling-data/content_section___acknowledgements]]></link><guid><![CDATA[http://www.open.edu/openlearn/body-mind/health/public-health/using-numbers-and-handling-data/content_section___acknowledgements]]></guid><description><![CDATA[<p>Except for third party materials and otherwise stated (see <a class="oucontent-hyperlink" href="http://www.open.ac.uk/conditions">terms and conditions</a>), this content 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></p>
<p/>
<p>Grateful acknowledgement is made to the following sources for permission:</p>
<h2 class="oucontent-h4 oucontent-basic">Illustrat]]>
</description><dc:description><![CDATA[<p>Except for third party materials and otherwise stated (see <a class="oucontent-hyperlink" href="http://www.open.ac.uk/conditions">terms and conditions</a>), this content 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></p>
<p/>
<p>Grateful acknowledgement is made to the following sources for permission:</p>
<h2 class="oucontent-h4 oucontent-basic">Illustrat]]>
</dc:description></item><item><title><![CDATA[6.1 Basic isotropy]]></title><dc:title><![CDATA[6.1 Basic isotropy]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/physics-and-astronomy/the-big-bang/content_section_6.1]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/physics-and-astronomy/the-big-bang/content_section_6.1]]></guid><description><![CDATA[<p>As we have said, the photons in the 3 K background have been practically free from interaction with anything since about 4 × 10<sup>5</sup> years after the instant of the big bang. The present <i>angular distribution</i> of the microwave radiation – the way in which it is spread across the sky – is therefore almost the same as it was then. The spectrum we find today depends on the temperatures at that time – for the intensity of the radiation in a particular region of the early Unive]]>
</description><dc:description><![CDATA[<p>As we have said, the photons in the 3 K background have been practically free from interaction with anything since about 4 × 10<sup>5</sup> years after the instant of the big bang. The present <i>angular distribution</i> of the microwave radiation – the way in which it is spread across the sky – is therefore almost the same as it was then. The spectrum we find today depends on the temperatures at that time – for the intensity of the radiation in a particular region of the early Unive]]>
</dc:description></item><item><title><![CDATA[Appendix]]></title><dc:title><![CDATA[Appendix]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/physics-and-astronomy/overview-active-galaxies/content_section__appendix]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/physics-and-astronomy/overview-active-galaxies/content_section__appendix]]></guid><description><![CDATA[<p><b>Constants</b></p><div class="oucontent-table oucontent-s-normal oucontent-s-box" id="app001"><h2 class="oucontent-h3 oucontent-nonumber">Constants</h2><div class="oucontent-table-wrapper"><table><tr><th scope="col">Constant</th><th scope="col">Symbol</th><th scope="col">cgs value</th><th scope="col">SI value</th></tr><tr><td>Mass of the Sun</td><td>M<span class="oucontent-inlinefigure" style="vertical-align:-4px;"><img src="http://ocw.open.edu/openlearn/pluginfile.php/67344/mod_oucontent/o]]>
</description><dc:description><![CDATA[<p><b>Constants</b></p><div class="oucontent-table oucontent-s-normal oucontent-s-box" id="app001"><h2 class="oucontent-h3 oucontent-nonumber">Constants</h2><div class="oucontent-table-wrapper"><table><tr><th scope="col">Constant</th><th scope="col">Symbol</th><th scope="col">cgs value</th><th scope="col">SI value</th></tr><tr><td>Mass of the Sun</td><td>M<span class="oucontent-inlinefigure" style="vertical-align:-4px;"><img src="http://ocw.open.edu/openlearn/pluginfile.php/67344/mod_oucontent/o]]>
</dc:description></item><item><title><![CDATA[Introduction]]></title><dc:title><![CDATA[Introduction]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/nature-environment/natural-history/ispot-sharing-nature/content_section_0/content_section_0]]></link><guid><![CDATA[http://www.open.edu/openlearn/nature-environment/natural-history/ispot-sharing-nature/content_section_0/content_section_0]]></guid><description><![CDATA[<p>This unit provides access to the<a class="oucontent-hyperlink" href="http://www.ispot.org.uk"> iSpot website</a>, where you can share your observations of wildlife, whether these are descriptions or photographs.</p><p>iSpot is a social networking site that was created to encourage people to engage with nature. It is designed in a way that allows ‘beginners’ to connect with a supportive community of experts and others.
</p>]]>
</description><dc:description><![CDATA[<p>This unit provides access to the<a class="oucontent-hyperlink" href="http://www.ispot.org.uk"> iSpot website</a>, where you can share your observations of wildlife, whether these are descriptions or photographs.</p><p>iSpot is a social networking site that was created to encourage people to engage with nature. It is designed in a way that allows ‘beginners’ to connect with a supportive community of experts and others.
</p>]]>
</dc:description></item><item><title><![CDATA[Introduction]]></title><dc:title><![CDATA[Introduction]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/cell-signalling/content_section_0/content_section_0]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/cell-signalling/content_section_0/content_section_0]]></guid><description><![CDATA[<p>Even the simplest organisms can detect and respond to events in their ever-changing environment. Similarly, within a multicellular organism, cells are surrounded by an extracellular environment from which signals are received and responded to. Extracellular events are decoded and transmitted to relevant parts of individual cells by way of a series of activation/deactivation steps involving many intracellular molecules. This relay of information along molecular pathways is called <b>signal tra]]>
</description><dc:description><![CDATA[<p>Even the simplest organisms can detect and respond to events in their ever-changing environment. Similarly, within a multicellular organism, cells are surrounded by an extracellular environment from which signals are received and responded to. Extracellular events are decoded and transmitted to relevant parts of individual cells by way of a series of activation/deactivation steps involving many intracellular molecules. This relay of information along molecular pathways is called <b>signal tra]]>
</dc:description></item><item><title><![CDATA[1.4 Specialised intermediate filaments]]></title><dc:title><![CDATA[1.4 Specialised intermediate filaments]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/biology/intracellular-transport/content_section_1.4]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/biology/intracellular-transport/content_section_1.4]]></guid><description><![CDATA[<p>Compared with other cytoskeletal elements, intermediate filaments are more like a fixed scaffolding for the cell. They have a higher tensile strength than microtubules and microfilaments. Consequently they contribute greatly to the overall integrity of the cell and preservation of its shape. Not all eukaryotic cells have cytoskeletal intermediate filaments, and of those that do, each cell type has its own distinct set of intermediate filaments. The intermediate filaments, being cell-type spec]]>
</description><dc:description><![CDATA[<p>Compared with other cytoskeletal elements, intermediate filaments are more like a fixed scaffolding for the cell. They have a higher tensile strength than microtubules and microfilaments. Consequently they contribute greatly to the overall integrity of the cell and preservation of its shape. Not all eukaryotic cells have cytoskeletal intermediate filaments, and of those that do, each cell type has its own distinct set of intermediate filaments. The intermediate filaments, being cell-type spec]]>
</dc:description></item><item><title><![CDATA[Acknowledgements]]></title><dc:title><![CDATA[Acknowledgements]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/environmental-science/groundwater/content_section___acknowledgements]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/environmental-science/groundwater/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 used under licence (not subject to <a class="oucontent-hyperlink" href="http://creativecommons.org/licenses/by-nc-sa/2.0/uk/">Creative Commons licence</a>). See <a class="oucontent-hyperlink" href="http://www.open.ac.uk/conditions">Terms and Conditions</a>. </p><h2 class="oucontent-h3 oucontent-basic">Figures</h2><p>Figure 1 Copyr]]>
</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 used under licence (not subject to <a class="oucontent-hyperlink" href="http://creativecommons.org/licenses/by-nc-sa/2.0/uk/">Creative Commons licence</a>). See <a class="oucontent-hyperlink" href="http://www.open.ac.uk/conditions">Terms and Conditions</a>. </p><h2 class="oucontent-h3 oucontent-basic">Figures</h2><p>Figure 1 Copyr]]>
</dc:description></item><item><title><![CDATA[7.3 The central engine]]></title><dc:title><![CDATA[7.3 The central engine]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/physics-and-astronomy/introduction-active-galaxies/content_section_7.3]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/physics-and-astronomy/introduction-active-galaxies/content_section_7.3]]></guid><description><![CDATA[<ul class="oucontent-bulleted"><li>
<p>An object that fluctuates in brightness on a timescale <i>Δt</i> can have a radius no greater than <i>R</i> ∼ <i>c</i>Δ<i>t</i>.</p>
</li><li>
<p>The point-like nature of AGNs and their rapid variability imply that the emitting region is smaller than the size of the Solar System.</p>
</li><li>
<p>The central engine of a typical AGN is believed to contain a supermassive black hole of mass ∼10<sup>8</sup><i>M</i>	<sub>⊙</sub> and Schwarzschild radius ]]>
</description><dc:description><![CDATA[<ul class="oucontent-bulleted"><li>
<p>An object that fluctuates in brightness on a timescale <i>Δt</i> can have a radius no greater than <i>R</i> ∼ <i>c</i>Δ<i>t</i>.</p>
</li><li>
<p>The point-like nature of AGNs and their rapid variability imply that the emitting region is smaller than the size of the Solar System.</p>
</li><li>
<p>The central engine of a typical AGN is believed to contain a supermassive black hole of mass ∼10<sup>8</sup><i>M</i>	<sub>⊙</sub> and Schwarzschild radius ]]>
</dc:description></item><item><title><![CDATA[Recent Comments About the Mises Institute]]></title><dc:title><![CDATA[Recent Comments About the Mises Institute]]></dc:title><link><![CDATA[http://mises.org/daily/6319/Recent-Comments-About-the-Mises-Institute]]></link><guid><![CDATA[http://mises.org/daily/6319/Recent-Comments-About-the-Mises-Institute]]></guid><description><![CDATA[<iframe width="560" height="315" src="http://www.youtube.com/embed/pgjPxziH_dE" frameborder="0" allowfullscreen></iframe>
<p><a href="https://mises.org/forms/53/We-Need-Your-Help-in-2013">Please donate today for 2013.</a></p>
<p><strong style="font-size: 24px; color: #900;">From Ron Paul</strong></p>
<p>Let me tell you, the work of the Mises Institute is crucial. This is important. This is more important than all political action. We have to change people’s hearts and minds, and their under]]>
</description><dc:description><![CDATA[<iframe width="560" height="315" src="http://www.youtube.com/embed/pgjPxziH_dE" frameborder="0" allowfullscreen></iframe>
<p><a href="https://mises.org/forms/53/We-Need-Your-Help-in-2013">Please donate today for 2013.</a></p>
<p><strong style="font-size: 24px; color: #900;">From Ron Paul</strong></p>
<p>Let me tell you, the work of the Mises Institute is crucial. This is important. This is more important than all political action. We have to change people’s hearts and minds, and their under]]>
</dc:description></item><item><title><![CDATA[Treasury Live: Fed to continue asset purchases]]></title><dc:title><![CDATA[Treasury Live: Fed to continue asset purchases]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=JgocBlDDUV8]]></link><guid><![CDATA[http://www.youtube.com/watch?v=JgocBlDDUV8]]></guid><description><![CDATA[Dec 12 - Reuters Fed Correspondent Pedro da Costa from inside the Treasury lockup gives key analysis of the latest decision from Federal Reserve.]]>
</description><dc:description><![CDATA[Dec 12 - Reuters Fed Correspondent Pedro da Costa from inside the Treasury lockup gives key analysis of the latest decision from Federal Reserve.]]>
</dc:description></item><item><title><![CDATA[Upper Intermediate S5 #25 - This Big Japanese Secret is for Your Ears Only]]></title><dc:title><![CDATA[Upper Intermediate S5 #25 - This Big Japanese Secret is for Your Ears Only]]></dc:title><link><![CDATA[http://www.japanesepod101.com/2012/12/11/upper-intermediate-s5-25-this-big-japanese-secret-is-for-your-ears-only/]]></link><guid><![CDATA[http://www.japanesepod101.com/2012/12/11/upper-intermediate-s5-25-this-big-japanese-secret-is-for-your-ears-only/]]></guid><description><![CDATA[Learn Japanese with JapanesePod101.com! Whenever your good friend calls you, she asks you in Japanese whether you&#8217;ve heard the latest gossip. She&#8217;s been out of the loop for a while, but she knows that you have the finger on the pulse of what&#8217;s happening with your circle of Japanese friends. Today, you have some really [...]]]>
</description><dc:description><![CDATA[Learn Japanese with JapanesePod101.com! Whenever your good friend calls you, she asks you in Japanese whether you&#8217;ve heard the latest gossip. She&#8217;s been out of the loop for a while, but she knows that you have the finger on the pulse of what&#8217;s happening with your circle of Japanese friends. Today, you have some really [...]]]>
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