<?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[60 Seconds With.......Professor Clare Kelliher - Employee Engagement]]></title><dc:title><![CDATA[60 Seconds With.......Professor Clare Kelliher - Employee Engagement]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=mLLvKMU_BWc]]></link><guid><![CDATA[http://www.youtube.com/watch?v=mLLvKMU_BWc]]></guid><description><![CDATA[Description not set]]>
</description><dc:description><![CDATA[Description not set]]>
</dc:description></item><item><title><![CDATA[Jonathan Perry]]></title><dc:title><![CDATA[Jonathan Perry]]></dc:title><link><![CDATA[http://techtv.mit.edu/videos/22451-jonathan-perry]]></link><guid><![CDATA[http://techtv.mit.edu/videos/22451-jonathan-perry]]></guid><description><![CDATA[<p>Recorded 10/11/12</p>]]>
</description><dc:description><![CDATA[<p>Recorded 10/11/12</p>]]>
</dc:description></item><item><title><![CDATA[Wealth Strategies: Biggest Myths About Your Retirement]]></title><dc:title><![CDATA[Wealth Strategies: Biggest Myths About Your Retirement]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=WHyJxNPpLdI]]></link><guid><![CDATA[http://www.youtube.com/watch?v=WHyJxNPpLdI]]></guid><description><![CDATA[Jan 11 - Ken Fisher, author of "Plan Your Prosperity", discusses the biggest mistakes investors make when planning for retirement and what they should do to avoid any pitfalls.]]>
</description><dc:description><![CDATA[Jan 11 - Ken Fisher, author of "Plan Your Prosperity", discusses the biggest mistakes investors make when planning for retirement and what they should do to avoid any pitfalls.]]>
</dc:description></item><item><title><![CDATA[Introduction to the CIA's World Culinary Arts China]]></title><dc:title><![CDATA[Introduction to the CIA's World Culinary Arts China]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=0dnmbJGbeHw]]></link><guid><![CDATA[http://www.youtube.com/watch?v=0dnmbJGbeHw]]></guid><description><![CDATA[Join The Culinary Institute of America on tour of the cuisines of China. We will shop some of the world's most enchanting markets and peek into secret kitchens where chefs are taking restaurant food in astonishing new directions in Beijing, Chengdu and Hong Kong.

For recipes, visit http://www.ciaprochef.com/WCA6]]>
</description><dc:description><![CDATA[Join The Culinary Institute of America on tour of the cuisines of China. We will shop some of the world's most enchanting markets and peek into secret kitchens where chefs are taking restaurant food in astonishing new directions in Beijing, Chengdu and Hong Kong.

For recipes, visit http://www.ciaprochef.com/WCA6]]>
</dc:description></item><item><title><![CDATA[Climate tipping points, basking sharks, primates]]></title><dc:title><![CDATA[Climate tipping points, basking sharks, primates]]></dc:title><link><![CDATA[http://planetearth.nerc.ac.uk/multimedia/audio/asking-sharks.mp3]]></link><guid><![CDATA[http://planetearth.nerc.ac.uk/multimedia/audio/asking-sharks.mp3]]></guid><description><![CDATA[This week in the Planet Earth Podcast: why understanding where plankton congregates can help us protect basking sharks and other marine creatures; how primates planning ahead tells us about our own intelligence; and how to predict dangerous climate tipping points.]]>
</description><dc:description><![CDATA[This week in the Planet Earth Podcast: why understanding where plankton congregates can help us protect basking sharks and other marine creatures; how primates planning ahead tells us about our own intelligence; and how to predict dangerous climate tipping points.]]>
</dc:description></item><item><title><![CDATA[Part 13: Working with the GridView  | Windows Store apps for Absolute Beginners with C#]]></title><dc:title><![CDATA[Part 13: Working with the GridView  | Windows Store apps for Absolute Beginners with C#]]></dc:title><link><![CDATA[http://channel9.msdn.com/Series/Windows-Store-apps-for-Absolute-Beginners-with-C-/Part-13-Working-with-the-GridView]]></link><guid><![CDATA[http://channel9.msdn.com/Series/Windows-Store-apps-for-Absolute-Beginners-with-C-/Part-13-Working-with-the-GridView]]></guid><description><![CDATA[<div>Our focus turns back to the layout of the three main pages in our app.&nbsp; In this lesson we learn about the major properties of the GridView and how they affect the flexible layout and presentation of the data on our pages.</div><div>&nbsp;</div><div><strong>Resources</strong></div><ul><li><a href="http://msdn.microsoft.com/en-us/library/windows/apps/windows.ui.xaml.controls.image.stretch.aspx">Image.Stretch property</a> </li><li><a href="http://msdn.microsoft.com/en-us/library/windows/a]]>
</description><dc:description><![CDATA[<div>Our focus turns back to the layout of the three main pages in our app.&nbsp; In this lesson we learn about the major properties of the GridView and how they affect the flexible layout and presentation of the data on our pages.</div><div>&nbsp;</div><div><strong>Resources</strong></div><ul><li><a href="http://msdn.microsoft.com/en-us/library/windows/apps/windows.ui.xaml.controls.image.stretch.aspx">Image.Stretch property</a> </li><li><a href="http://msdn.microsoft.com/en-us/library/windows/a]]>
</dc:description></item><item><title><![CDATA[Year of the Draghi, as Mario breathed fire into markets]]></title><dc:title><![CDATA[Year of the Draghi, as Mario breathed fire into markets]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=N82de5oLxFA]]></link><guid><![CDATA[http://www.youtube.com/watch?v=N82de5oLxFA]]></guid><description><![CDATA[Dec. 27 - At the start of 2012, the euro zone was staring into the abyss. But in July ECB chief Mario Draghi pulled it back, and sparked a remarkable rally across European markets. Can this continue into 2013?]]>
</description><dc:description><![CDATA[Dec. 27 - At the start of 2012, the euro zone was staring into the abyss. But in July ECB chief Mario Draghi pulled it back, and sparked a remarkable rally across European markets. Can this continue into 2013?]]>
</dc:description></item><item><title><![CDATA[Beginner - Don't stand]]></title><dc:title><![CDATA[Beginner - Don't stand]]></dc:title><link><![CDATA[http://traffic.libsyn.com/arabicpod/537_ArabicPod_A.mp3]]></link><guid><![CDATA[http://traffic.libsyn.com/arabicpod/537_ArabicPod_A.mp3]]></guid><description><![CDATA[<p><img src="http://www.arabicpod.net/images/lessons/537.gif"></p><p>The question is, should you stand, sit, swim or fly!? Yes we have a weird dialogue in today's lesson, but a fun one as well with plenty of useful vocabulary. Hopefully the few imperatives mentioned will help familiarize you with the pattern.</p>]]>
</description><dc:description><![CDATA[<p><img src="http://www.arabicpod.net/images/lessons/537.gif"></p><p>The question is, should you stand, sit, swim or fly!? Yes we have a weird dialogue in today's lesson, but a fun one as well with plenty of useful vocabulary. Hopefully the few imperatives mentioned will help familiarize you with the pattern.</p>]]>
</dc:description></item><item><title><![CDATA[6.7 Royal Assent]]></title><dc:title><![CDATA[6.7 Royal Assent]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/society/the-law/introduction-law-contemporary-scotland/content_section_6.7]]></link><guid><![CDATA[http://www.open.edu/openlearn/society/the-law/introduction-law-contemporary-scotland/content_section_6.7]]></guid><description><![CDATA[<p>Section 32 of the Scotland Act provides that a Bill, once passed, must be submitted for Royal Assent. This is done after a period of four weeks. During that time, the Bill is subject to legal challenge by the Advocate General for Scotland, the Lord Advocate or the Attorney General, and may also be subject to an order made by the Secretary of State. The Presiding Officer may, however, submit the Bill for Royal Assent after less than four weeks if notified by all three Law Officers and the Secr]]>
</description><dc:description><![CDATA[<p>Section 32 of the Scotland Act provides that a Bill, once passed, must be submitted for Royal Assent. This is done after a period of four weeks. During that time, the Bill is subject to legal challenge by the Advocate General for Scotland, the Lord Advocate or the Attorney General, and may also be subject to an order made by the Secretary of State. The Presiding Officer may, however, submit the Bill for Royal Assent after less than four weeks if notified by all three Law Officers and the Secr]]>
</dc:description></item><item><title><![CDATA[7.1 Reserved and devolved matters]]></title><dc:title><![CDATA[7.1 Reserved and devolved matters]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/society/the-law/introduction-law-contemporary-scotland/content_section_7.1]]></link><guid><![CDATA[http://www.open.edu/openlearn/society/the-law/introduction-law-contemporary-scotland/content_section_7.1]]></guid><description><![CDATA[<p>As stated earlier, the UK Parliament can still legislate on reserved matters and also on devolved matters, with the agreement of the Scottish Parliament. This section looks at the law making process at Westminster. It is a very different process, which involves both the Houses of the Westminster Parliament.</p><p>An Act of the UK Parliament also starts off as a Bill, which, if approved by a majority in the House of Commons and the House of Lords, will become an Act of the Westminster Parliame]]>
</description><dc:description><![CDATA[<p>As stated earlier, the UK Parliament can still legislate on reserved matters and also on devolved matters, with the agreement of the Scottish Parliament. This section looks at the law making process at Westminster. It is a very different process, which involves both the Houses of the Westminster Parliament.</p><p>An Act of the UK Parliament also starts off as a Bill, which, if approved by a majority in the House of Commons and the House of Lords, will become an Act of the Westminster Parliame]]>
</dc:description></item><item><title><![CDATA[11.2 Frequency discrimination]]></title><dc:title><![CDATA[11.2 Frequency discrimination]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/biology/hearing/content_section_11.2]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/biology/hearing/content_section_11.2]]></guid><description><![CDATA[<p>Some findings indicate that, for moderate loudness levels, humans can detect a frequency change of about 1 to 3 Hz for frequencies up to about 1000 Hz. <a class="oucontent-crossref" href="http://www.open.edu/openlearn/science-maths-technology/science/biology/hearing/content_section_11.2#fig001_037">Figure 37</a> shows a plot of the smallest frequency difference for which two tones can be discriminated for a number of reference tones. You can see from the figure that up to about 1000 Hz, the D]]>
</description><dc:description><![CDATA[<p>Some findings indicate that, for moderate loudness levels, humans can detect a frequency change of about 1 to 3 Hz for frequencies up to about 1000 Hz. <a class="oucontent-crossref" href="http://www.open.edu/openlearn/science-maths-technology/science/biology/hearing/content_section_11.2#fig001_037">Figure 37</a> shows a plot of the smallest frequency difference for which two tones can be discriminated for a number of reference tones. You can see from the figure that up to about 1000 Hz, the D]]>
</dc:description></item><item><title><![CDATA[2.5 What is water made of?]]></title><dc:title><![CDATA[2.5 What is water made of?]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/nature-environment/the-environment/environmental-studies/water-life/content_section_2.5]]></link><guid><![CDATA[http://www.open.edu/openlearn/nature-environment/the-environment/environmental-studies/water-life/content_section_2.5]]></guid><description><![CDATA[<p>The size of a water droplet may seem very small but in terms of the scale of scientific measurement it is relatively large. You already know that water is made up of molecules so now consider a water droplet more closely to see what water molecules are made up of. If you could magnify a water droplet until it no longer has a smooth surface, you would see something similar to that shown in <a class="oucontent-crossref" href="http://www.open.edu/openlearn/nature-environment/the-environment/envi]]>
</description><dc:description><![CDATA[<p>The size of a water droplet may seem very small but in terms of the scale of scientific measurement it is relatively large. You already know that water is made up of molecules so now consider a water droplet more closely to see what water molecules are made up of. If you could magnify a water droplet until it no longer has a smooth surface, you would see something similar to that shown in <a class="oucontent-crossref" href="http://www.open.edu/openlearn/nature-environment/the-environment/envi]]>
</dc:description></item><item><title><![CDATA[Cathy Earl, Candidate, Director of Nursing, CSUDH]]></title><dc:title><![CDATA[Cathy Earl, Candidate, Director of Nursing, CSUDH]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=e2mIq-zzOm0]]></link><guid><![CDATA[http://www.youtube.com/watch?v=e2mIq-zzOm0]]></guid><description><![CDATA[School Of  Nursing Forum.  Open campus forum was canceled.]]>
</description><dc:description><![CDATA[School Of  Nursing Forum.  Open campus forum was canceled.]]>
</dc:description></item><item><title><![CDATA[1.8 Models of health care delivery: the salutogenic model]]></title><dc:title><![CDATA[1.8 Models of health care delivery: the salutogenic model]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/body-mind/health/health-sciences/issues-complementary-and-alternative-medicine/content_section_1.8]]></link><guid><![CDATA[http://www.open.edu/openlearn/body-mind/health/health-sciences/issues-complementary-and-alternative-medicine/content_section_1.8]]></guid><description><![CDATA[<p>Whereas <b>pathogenesis</b> (the way disease processes develop) underpins the biomedical model, the concept of positive health, or <b>salutogenesis</b>, focuses on how and why people stay well. Salutogenesis can be seen either as a model in its own right or as an example of the biopsychosocial approach (Antonovsky, 1979, 1987). Antonovsky's salutogenic model was designed to advance understanding of the relationship between stressors, coping and health, with the aim of explaining how some indi]]>
</description><dc:description><![CDATA[<p>Whereas <b>pathogenesis</b> (the way disease processes develop) underpins the biomedical model, the concept of positive health, or <b>salutogenesis</b>, focuses on how and why people stay well. Salutogenesis can be seen either as a model in its own right or as an example of the biopsychosocial approach (Antonovsky, 1979, 1987). Antonovsky's salutogenic model was designed to advance understanding of the relationship between stressors, coping and health, with the aim of explaining how some indi]]>
</dc:description></item><item><title><![CDATA[2 Accounting for health]]></title><dc:title><![CDATA[2 Accounting for health]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/body-mind/health/health-studies/health-everywhere-unravelling-the-mystery-health/content_section_2]]></link><guid><![CDATA[http://www.open.edu/openlearn/body-mind/health/health-studies/health-everywhere-unravelling-the-mystery-health/content_section_2]]></guid><description><![CDATA[<p>Until relatively recently most of the information available to us about how people think about health and illness was concerned with non-Western societies. There was a time when a search in a good anthropological library in Britain would reveal more about the everyday health beliefs of the peoples of, say, African, Asian or South American countries than could be discovered about the everyday health beliefs of the people of the British Isles. Good (1994), in his book <i>Medicine, Rationality a]]>
</description><dc:description><![CDATA[<p>Until relatively recently most of the information available to us about how people think about health and illness was concerned with non-Western societies. There was a time when a search in a good anthropological library in Britain would reveal more about the everyday health beliefs of the peoples of, say, African, Asian or South American countries than could be discovered about the everyday health beliefs of the people of the British Isles. Good (1994), in his book <i>Medicine, Rationality a]]>
</dc:description></item><item><title><![CDATA[1 LETS: A community development]]></title><dc:title><![CDATA[1 LETS: A community development]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/body-mind/social-care/lets-community-development/content_section_1]]></link><guid><![CDATA[http://www.open.edu/openlearn/body-mind/social-care/lets-community-development/content_section_1]]></guid><description><![CDATA[<p>You will shortly be listening to a sequence of audio clips, which focus on the use of LETS as a community development tool. Should LETS come ‘from above’ or ‘from the grassroots’?</p><p>Principles of self-help and co-operation work well in neighbourhoods and communities where there are resources and supportive networks. However, even in strongly cohesive communities, some people may find it difficult to join in, for reasons of disability, age or marginal status. In communities that ar]]>
</description><dc:description><![CDATA[<p>You will shortly be listening to a sequence of audio clips, which focus on the use of LETS as a community development tool. Should LETS come ‘from above’ or ‘from the grassroots’?</p><p>Principles of self-help and co-operation work well in neighbourhoods and communities where there are resources and supportive networks. However, even in strongly cohesive communities, some people may find it difficult to join in, for reasons of disability, age or marginal status. In communities that ar]]>
</dc:description></item><item><title><![CDATA[Acknowledgements]]></title><dc:title><![CDATA[Acknowledgements]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/body-mind/health/children-and-young-people/parenting/content_section___acknowledgements]]></link><guid><![CDATA[http://www.open.edu/openlearn/body-mind/health/children-and-young-people/parenting/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">Text</h2>
<p/>
<h2 class="o]]>
</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">Text</h2>
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</dc:description></item><item><title><![CDATA[Manifestaciones  art&#xED;sticas]]></title><dc:title><![CDATA[Manifestaciones  art&#xED;sticas]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/languages/spanish/spanish-con-mis-propias-manos/content_section_1.2]]></link><guid><![CDATA[http://www.open.edu/openlearn/languages/spanish/spanish-con-mis-propias-manos/content_section_1.2]]></guid><description><![CDATA[<div class="
            oucontent-activity
           oucontent-s-heavybox1 oucontent-s-box " id="act002"><div class="oucontent-outer-box"><h2 class="oucontent-h3 oucontent-nonumber">Actividad 2</h2><div class="oucontent-inner-box"><div class="oucontent-saq-question">
<p>Acaba de ver el tipo de manifestaciones artísticas que les gustan a varias personas. Ahora le pasamos la palabra a dos artistas argentinos para que definan lo que significa el arte para ellos.</p>
<p>
<b>1</b> Escuche las pist]]>
</description><dc:description><![CDATA[<div class="
            oucontent-activity
           oucontent-s-heavybox1 oucontent-s-box " id="act002"><div class="oucontent-outer-box"><h2 class="oucontent-h3 oucontent-nonumber">Actividad 2</h2><div class="oucontent-inner-box"><div class="oucontent-saq-question">
<p>Acaba de ver el tipo de manifestaciones artísticas que les gustan a varias personas. Ahora le pasamos la palabra a dos artistas argentinos para que definan lo que significa el arte para ellos.</p>
<p>
<b>1</b> Escuche las pist]]>
</dc:description></item><item><title><![CDATA[Introduction]]></title><dc:title><![CDATA[Introduction]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/education/professional-development-education/teacher-training/supporting-professional-development-initial-teacher-training/conte/content_section_0/content_section_0]]></link><guid><![CDATA[http://www.open.edu/openlearn/education/professional-development-education/teacher-training/supporting-professional-development-initial-teacher-training/conte/content_section_0/content_section_0]]></guid><description><![CDATA[<p>The OU PGCE has been developed by The Open University and its partner schools to provide an innovative, student-teacher centred approach to initial teacher education. We aim to build on the skills, knowledge and experience that student teachers bring to the profession, and then to prepare them for a career in teaching. The course leads to the award of PGCE, and Qualified Teacher Status (QTS) conferred by the appropriate statutory body. Working with a Partner Schools Network, the OU PGCE provi]]>
</description><dc:description><![CDATA[<p>The OU PGCE has been developed by The Open University and its partner schools to provide an innovative, student-teacher centred approach to initial teacher education. We aim to build on the skills, knowledge and experience that student teachers bring to the profession, and then to prepare them for a career in teaching. The course leads to the award of PGCE, and Qualified Teacher Status (QTS) conferred by the appropriate statutory body. Working with a Partner Schools Network, the OU PGCE provi]]>
</dc:description></item><item><title><![CDATA[10 Next steps]]></title><dc:title><![CDATA[10 Next steps]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/education/key-skills-making-difference/content_section_9]]></link><guid><![CDATA[http://www.open.edu/openlearn/education/key-skills-making-difference/content_section_9]]></guid><description><![CDATA[<p>After completing this unit you may wish to study another OpenLearn Study Unit. Here are a few suggestions:</p><ul class="oucontent-unnumbered"><li><a class="oucontent-hyperlink" href="http://openlearn.open.ac.uk/course/view.php?id=1672">The importance of interpersonal skills (Y159_1)</a></li><li><a class="oucontent-hyperlink" href="http://openlearn.open.ac.uk/course/view.php?id=3986">Learning to change (Y165_1)</a></li><li><a class="oucontent-hyperlink" href="http://openlearn.open.ac.uk/cours]]>
</description><dc:description><![CDATA[<p>After completing this unit you may wish to study another OpenLearn Study Unit. Here are a few suggestions:</p><ul class="oucontent-unnumbered"><li><a class="oucontent-hyperlink" href="http://openlearn.open.ac.uk/course/view.php?id=1672">The importance of interpersonal skills (Y159_1)</a></li><li><a class="oucontent-hyperlink" href="http://openlearn.open.ac.uk/course/view.php?id=3986">Learning to change (Y165_1)</a></li><li><a class="oucontent-hyperlink" href="http://openlearn.open.ac.uk/cours]]>
</dc:description></item><item><title><![CDATA[4.2 Meaning and &#x2018;form&#x2019;]]></title><dc:title><![CDATA[4.2 Meaning and &#x2018;form&#x2019;]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/education/educational-technology-and-practice/educational-practice/processes-study-the-arts-and-humanities/content_section_4.2]]></link><guid><![CDATA[http://www.open.edu/openlearn/education/educational-technology-and-practice/educational-practice/processes-study-the-arts-and-humanities/content_section_4.2]]></guid><description><![CDATA[<p>The question remains, what is this poem ‘about’? Or, rather, we should ask, ‘what <i>kind</i> of poem is it?’ Poems (paintings, ideas, music, buildings, historical documents) are not all ‘one kind of thing’. As we become familiar with poetry we learn to distinguish between different <i>kinds</i> of poem, or between different <i>poetic forms</i>.</p><p>Epic poems, for example, are extremely long stories about the doings of a noble warrior, voyager, or similar ‘hero’. Other char]]>
</description><dc:description><![CDATA[<p>The question remains, what is this poem ‘about’? Or, rather, we should ask, ‘what <i>kind</i> of poem is it?’ Poems (paintings, ideas, music, buildings, historical documents) are not all ‘one kind of thing’. As we become familiar with poetry we learn to distinguish between different <i>kinds</i> of poem, or between different <i>poetic forms</i>.</p><p>Epic poems, for example, are extremely long stories about the doings of a noble warrior, voyager, or similar ‘hero’. Other char]]>
</dc:description></item><item><title><![CDATA[Introduction]]></title><dc:title><![CDATA[Introduction]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/education/essay-and-report-writing-skills/content_section_0/content_section_0]]></link><guid><![CDATA[http://www.open.edu/openlearn/education/essay-and-report-writing-skills/content_section_0/content_section_0]]></guid><description><![CDATA[<p>Most academic courses will require you to write assignments or reports, and this unit is designed to help you to develop the skills you need to write effectively for academic purposes. It contains clear instruction and a range of activities to help you to understand what is required, and to plan, structure and write your assignments or reports. You will also find out how to use feedback to develop your skills.</p>]]>
</description><dc:description><![CDATA[<p>Most academic courses will require you to write assignments or reports, and this unit is designed to help you to develop the skills you need to write effectively for academic purposes. It contains clear instruction and a range of activities to help you to understand what is required, and to plan, structure and write your assignments or reports. You will also find out how to use feedback to develop your skills.</p>]]>
</dc:description></item><item><title><![CDATA[6.1.1 Report planning]]></title><dc:title><![CDATA[6.1.1 Report planning]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/education/essay-and-report-writing-skills/content_section_6.1.1]]></link><guid><![CDATA[http://www.open.edu/openlearn/education/essay-and-report-writing-skills/content_section_6.1.1]]></guid><description><![CDATA[<p>Table 2 highlights the elements of a science or technology report, though the same general principles apply in other disciplines too.</p><div class="oucontent-table oucontent-s-normal oucontent-s-box" id="tbl002"><h2 class="oucontent-h3 oucontent-nonumber"> Table 2 The main elements of a science or technology report</h2><div class="oucontent-table-wrapper"><table><tr>
<th scope="col">Element</th>
<th scope="col">Purpose</th>
<th scope="col">Description</th>
</tr><tr>
<td>title</td>
<td>attrac]]>
</description><dc:description><![CDATA[<p>Table 2 highlights the elements of a science or technology report, though the same general principles apply in other disciplines too.</p><div class="oucontent-table oucontent-s-normal oucontent-s-box" id="tbl002"><h2 class="oucontent-h3 oucontent-nonumber"> Table 2 The main elements of a science or technology report</h2><div class="oucontent-table-wrapper"><table><tr>
<th scope="col">Element</th>
<th scope="col">Purpose</th>
<th scope="col">Description</th>
</tr><tr>
<td>title</td>
<td>attrac]]>
</dc:description></item><item><title><![CDATA[Appendix 1 Action Plan]]></title><dc:title><![CDATA[Appendix 1 Action Plan]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/education/essay-and-report-writing-skills/content_section_13]]></link><guid><![CDATA[http://www.open.edu/openlearn/education/essay-and-report-writing-skills/content_section_13]]></guid><description><![CDATA[<p>In writing my assignments, I think I do the following things well:</p><p/><p/><p/><p/><p>I am fairly satisfied with:</p><p/><p/><p/><p/><p>I need to work on:</p><p/><p/><p/><p/><p>The first thing I am going to when I finish this toolkit is:</p><p/><p/><p/><p/><p>
<b>
<i>Good luck!</i>
</b>
</p><p/><p/>]]>
</description><dc:description><![CDATA[<p>In writing my assignments, I think I do the following things well:</p><p/><p/><p/><p/><p>I am fairly satisfied with:</p><p/><p/><p/><p/><p>I need to work on:</p><p/><p/><p/><p/><p>The first thing I am going to when I finish this toolkit is:</p><p/><p/><p/><p/><p>
<b>
<i>Good luck!</i>
</b>
</p><p/><p/>]]>
</dc:description></item><item><title><![CDATA[3.13 Stage 7: Checking and making arrangements - a week before the exam]]></title><dc:title><![CDATA[3.13 Stage 7: Checking and making arrangements - a week before the exam]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/education/revision-and-examinations/content_section_3.12]]></link><guid><![CDATA[http://www.open.edu/openlearn/education/revision-and-examinations/content_section_3.12]]></guid><description><![CDATA[<p>Mistakes often happen because students are anxious and pressured for time when preparing for an exam. We suggest that, a week before the exam, you check and make notes along the following lines.</p><ol class="oucontent-numbered"><li>
<p>The date and time of the exam.</p>
</li><li>
<p>The whereabouts of the exam centre. If time is going to be at a premium on the day of the exam, it would be well worth checking how to get to the exam centre, and how long it will take. You can then decide on you]]>
</description><dc:description><![CDATA[<p>Mistakes often happen because students are anxious and pressured for time when preparing for an exam. We suggest that, a week before the exam, you check and make notes along the following lines.</p><ol class="oucontent-numbered"><li>
<p>The date and time of the exam.</p>
</li><li>
<p>The whereabouts of the exam centre. If time is going to be at a premium on the day of the exam, it would be well worth checking how to get to the exam centre, and how long it will take. You can then decide on you]]>
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