<?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[How to Port iOS apps to Windows Store apps]]></title><dc:title><![CDATA[How to Port iOS apps to Windows Store apps]]></dc:title><link><![CDATA[http://channel9.msdn.com/Blogs/OneCode/How-to-Port-iOS-apps-to-Windows-Store-apps]]></link><guid><![CDATA[http://channel9.msdn.com/Blogs/OneCode/How-to-Port-iOS-apps-to-Windows-Store-apps]]></guid><description><![CDATA[<p>This session talks about how to port iOS apps to Windows Store apps with mapping relations between iOS and Windows Store apps. We'll cover programming architectures, design principles, UI controls, application lifecycles, and data storage. After this course, you'll know the difference between these two platforms, and the best replacement when you port a certain feature to Windows Store apps.</p><p><strong><br></strong><a href="http://aka.ms/MyGreatIdea" target="_blank"><img src="http://files.]]>
</description><dc:description><![CDATA[<p>This session talks about how to port iOS apps to Windows Store apps with mapping relations between iOS and Windows Store apps. We'll cover programming architectures, design principles, UI controls, application lifecycles, and data storage. After this course, you'll know the difference between these two platforms, and the best replacement when you port a certain feature to Windows Store apps.</p><p><strong><br></strong><a href="http://aka.ms/MyGreatIdea" target="_blank"><img src="http://files.]]>
</dc:description></item><item><title><![CDATA[Introduction to the Windows Azure Media Player Framework for iOS | Windows Azure Media Services Tuto]]></title><dc:title><![CDATA[Introduction to the Windows Azure Media Player Framework for iOS | Windows Azure Media Services Tuto]]></dc:title><link><![CDATA[http://channel9.msdn.com/Series/Windows-Azure-Media-Services-Tutorials/An-introduction-to-Azure-Media-Player-Framework-for-IOS]]></link><guid><![CDATA[http://channel9.msdn.com/Series/Windows-Azure-Media-Services-Tutorials/An-introduction-to-Azure-Media-Player-Framework-for-IOS]]></guid><description><![CDATA[<p>Use this framework to build native iOS video applications that can consume secure Http Live Streaming (HLS) content from Windows Azure Media Services. Typically, developers will use this framework to easily integrate client-side advertisements into their applications, but there are other applications as well. Future work includes support for various advertisement standards, such as VAST 3.0 and VMAP 1.0.</p><p>For more information, please visit <a href="https://github.com/WindowsAzure/azure-m]]>
</description><dc:description><![CDATA[<p>Use this framework to build native iOS video applications that can consume secure Http Live Streaming (HLS) content from Windows Azure Media Services. Typically, developers will use this framework to easily integrate client-side advertisements into their applications, but there are other applications as well. Future work includes support for various advertisement standards, such as VAST 3.0 and VMAP 1.0.</p><p>For more information, please visit <a href="https://github.com/WindowsAzure/azure-m]]>
</dc:description></item><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[Explaining the effects of performance measurement on performance]]></title><dc:title><![CDATA[Explaining the effects of performance measurement on performance]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=7R_HvMmHm6Q]]></link><guid><![CDATA[http://www.youtube.com/watch?v=7R_HvMmHm6Q]]></guid><description><![CDATA[Performance measurement clearly has a powerful impact on organizations but its effect is far from predictable and is poorly understood. This article valuably points to a way in which the effect of performance measurement can be made more visible.]]>
</description><dc:description><![CDATA[Performance measurement clearly has a powerful impact on organizations but its effect is far from predictable and is poorly understood. This article valuably points to a way in which the effect of performance measurement can be made more visible.]]>
</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[Eucharistieviering einde schooljaar]]></title><dc:title><![CDATA[Eucharistieviering einde schooljaar]]></dc:title><link><![CDATA[http://www.klascement.net/docs/39581/]]></link><guid><![CDATA[http://www.klascement.net/docs/39581/]]></guid><description><![CDATA[<img align="left" alt="kleuren.JPG" src="http://www.klascement.net/files/3/9/5/8/1/l/kleuren.JPG" style="border:1px solid #AAA; margin: 0 5px 5px 0; padding:1px;" /><p>In deze bijdrage vind je een eucharistieviering om het schooljaar af te sluiten. Het thema van deze viering is <em>kleuren</em>.</p>]]>
</description><dc:description><![CDATA[<img align="left" alt="kleuren.JPG" src="http://www.klascement.net/files/3/9/5/8/1/l/kleuren.JPG" style="border:1px solid #AAA; margin: 0 5px 5px 0; padding:1px;" /><p>In deze bijdrage vind je een eucharistieviering om het schooljaar af te sluiten. Het thema van deze viering is <em>kleuren</em>.</p>]]>
</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[Beginner - Electric heater]]></title><dc:title><![CDATA[Beginner - Electric heater]]></dc:title><link><![CDATA[http://traffic.libsyn.com/arabicpod/540_ArabicPod_A.mp3]]></link><guid><![CDATA[http://traffic.libsyn.com/arabicpod/540_ArabicPod_A.mp3]]></guid><description><![CDATA[<p><img src="http://www.arabicpod.net/images/lessons/540.gif"></p><p>Now that the winter is here, many people rush to buy electric heaters, and it does get cold in some Arab countries. Tune in to learn how to buy one to keep you warm and comfy in the cold winter times.</p>]]>
</description><dc:description><![CDATA[<p><img src="http://www.arabicpod.net/images/lessons/540.gif"></p><p>Now that the winter is here, many people rush to buy electric heaters, and it does get cold in some Arab countries. Tune in to learn how to buy one to keep you warm and comfy in the cold winter times.</p>]]>
</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[Atención a la Salud de la Comunidad (2012)]]></title><dc:title><![CDATA[Atención a la Salud de la Comunidad (2012)]]></dc:title><link><![CDATA[http://ocw.unican.es/ciencias-de-la-salud/atencion-a-la-salud-de-la-comunidad]]></link><guid><![CDATA[http://ocw.unican.es/ciencias-de-la-salud/atencion-a-la-salud-de-la-comunidad]]></guid><description><![CDATA[El método científico (identificacion de problemas, busqueda de nuevo conocimiento para responder al problema, diseño del metodo y aplicacion del conocimiento en la solucion del problema) constituye un modelo de aprendizaje activo que reproduce de forma óptima las condiciones de actividad clinica. En la asignatura Atención a la Salud de la Comunidad, se detalla en un primer bloque este método científico desde un abordaje tanto cuantitativo como cualitativo. Por ultimo se complementa con un]]>
</description><dc:description><![CDATA[El método científico (identificacion de problemas, busqueda de nuevo conocimiento para responder al problema, diseño del metodo y aplicacion del conocimiento en la solucion del problema) constituye un modelo de aprendizaje activo que reproduce de forma óptima las condiciones de actividad clinica. En la asignatura Atención a la Salud de la Comunidad, se detalla en un primer bloque este método científico desde un abordaje tanto cuantitativo como cualitativo. Por ultimo se complementa con un]]>
</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[Environment: Treading lightly on the Earth]]></title><dc:title><![CDATA[Environment: Treading lightly on the Earth]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/nature-environment/the-environment/environmental-studies/environment-treading-lightly-on-the-earth/content-section-0]]></link><guid><![CDATA[http://www.open.edu/openlearn/nature-environment/the-environment/environmental-studies/environment-treading-lightly-on-the-earth/content-section-0]]></guid><description><![CDATA[This unit focuses on the problem of green-house gas emissions, especially carbon dioxide, and explores what you can do to lighten those emissions to help reduce the rate of climate change.<link rel="canonical" href="http://www.open.edu/openlearn/nature-environment/the-environment/environmental-studies/environment-treading-lightly-on-the-earth/content-section-0" /> First published on Tue, 04 Oct 2011 as <a href="http://www.open.edu/openlearn/nature-environment/the-environment/environmental-studie]]>
</description><dc:description><![CDATA[This unit focuses on the problem of green-house gas emissions, especially carbon dioxide, and explores what you can do to lighten those emissions to help reduce the rate of climate change.<link rel="canonical" href="http://www.open.edu/openlearn/nature-environment/the-environment/environmental-studies/environment-treading-lightly-on-the-earth/content-section-0" /> First published on Tue, 04 Oct 2011 as <a href="http://www.open.edu/openlearn/nature-environment/the-environment/environmental-studie]]>
</dc:description></item><item><title><![CDATA[2.11 Further exercises]]></title><dc:title><![CDATA[2.11 Further exercises]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/mathematics-and-statistics/mathematics/number-systems/content_section_2.11]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/mathematics-and-statistics/mathematics/number-systems/content_section_2.11]]></guid><description><![CDATA[<div class="
            oucontent-saq
           oucontent-s-heavybox1 oucontent-s-box 
        oucontent-s-noheading
      " id="saq028"><div class="oucontent-outer-box"><div class="oucontent-inner-box"><div class="oucontent-saq-question">
<h2 class="oucontent-h4 oucontent-basic">Exercise 28</h2>
<p>Let <i>z</i><sub>1</sub> = 2 + 3<i>i</i> and <i>z</i><sub>2</sub> = 1 − 4<i>i</i>. Find <i>z</i><sub>1</sub> + <i>z</i><sub>2</sub>, <i>z</i><sub>1</sub> − <i>z</i><sub>2</sub>, <i>z</i><sub>1<]]>
</description><dc:description><![CDATA[<div class="
            oucontent-saq
           oucontent-s-heavybox1 oucontent-s-box 
        oucontent-s-noheading
      " id="saq028"><div class="oucontent-outer-box"><div class="oucontent-inner-box"><div class="oucontent-saq-question">
<h2 class="oucontent-h4 oucontent-basic">Exercise 28</h2>
<p>Let <i>z</i><sub>1</sub> = 2 + 3<i>i</i> and <i>z</i><sub>2</sub> = 1 − 4<i>i</i>. Find <i>z</i><sub>1</sub> + <i>z</i><sub>2</sub>, <i>z</i><sub>1</sub> − <i>z</i><sub>2</sub>, <i>z</i><sub>1<]]>
</dc:description></item><item><title><![CDATA[4.3 Further exercises]]></title><dc:title><![CDATA[4.3 Further exercises]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/mathematics-and-statistics/mathematics/number-systems/content_section_4.3]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/mathematics-and-statistics/mathematics/number-systems/content_section_4.3]]></guid><description><![CDATA[<div class="
            oucontent-saq
           oucontent-s-heavybox1 oucontent-s-box 
        oucontent-s-noheading
      " id="saq059"><div class="oucontent-outer-box"><div class="oucontent-inner-box"><div class="oucontent-saq-question"><h2 class="oucontent-h4 oucontent-basic">Exercise 59</h2>
<p>Let <span class="oucontent-inlinefigure" style="vertical-align:2px;"><img src="http://ocw.open.edu/openlearn/pluginfile.php/89651/mod_oucontent/oucontent/746/tilde.gif" alt="" width="8" height="4"/>]]>
</description><dc:description><![CDATA[<div class="
            oucontent-saq
           oucontent-s-heavybox1 oucontent-s-box 
        oucontent-s-noheading
      " id="saq059"><div class="oucontent-outer-box"><div class="oucontent-inner-box"><div class="oucontent-saq-question"><h2 class="oucontent-h4 oucontent-basic">Exercise 59</h2>
<p>Let <span class="oucontent-inlinefigure" style="vertical-align:2px;"><img src="http://ocw.open.edu/openlearn/pluginfile.php/89651/mod_oucontent/oucontent/746/tilde.gif" alt="" width="8" height="4"/>]]>
</dc:description></item><item><title><![CDATA[3.3 How is law made?]]></title><dc:title><![CDATA[3.3 How is law made?]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/body-mind/social-care/social-work/social-work-and-the-law-scotland/content_section_3.3]]></link><guid><![CDATA[http://www.open.edu/openlearn/body-mind/social-care/social-work/social-work-and-the-law-scotland/content_section_3.3]]></guid><description><![CDATA[<p>If you believe that laws are unjust in some way – perhaps because you regard them as being in conflict with our natural rights or consider that the rights they bestow do not adequately serve our interests – that does not alter their status as laws. The content of the law is decided by recognised law-making bodies in accordance with the rules of the constitution and the remedy for ‘unjust’ laws in a liberal democracy like the UK is to campaign to change them via the democratic process.]]>
</description><dc:description><![CDATA[<p>If you believe that laws are unjust in some way – perhaps because you regard them as being in conflict with our natural rights or consider that the rights they bestow do not adequately serve our interests – that does not alter their status as laws. The content of the law is decided by recognised law-making bodies in accordance with the rules of the constitution and the remedy for ‘unjust’ laws in a liberal democracy like the UK is to campaign to change them via the democratic process.]]>
</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[3.1 Types of Bill]]></title><dc:title><![CDATA[3.1 Types of Bill]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/society/the-law/parliament-and-the-law/content_section_3.1]]></link><guid><![CDATA[http://www.open.edu/openlearn/society/the-law/parliament-and-the-law/content_section_3.1]]></guid><description><![CDATA[<div class="oucontent-figure" style="width:511px;" id="fig001_008"><img src="http://ocw.open.edu/openlearn/pluginfile.php/88746/mod_oucontent/oucontent/730/w100_2_i006i.jpg" alt="Figure 7" width="511" height="334"/><div class="oucontent-figure-text"><div class="oucontent-caption oucontent-nonumber"><span class="oucontent-figure-caption">Figure 7 The Houses of Parliament.</span></div></div></div><p>An Act of Parliament starts off as a Bill. A Bill is a proposal for a new piece of legislation that]]>
</description><dc:description><![CDATA[<div class="oucontent-figure" style="width:511px;" id="fig001_008"><img src="http://ocw.open.edu/openlearn/pluginfile.php/88746/mod_oucontent/oucontent/730/w100_2_i006i.jpg" alt="Figure 7" width="511" height="334"/><div class="oucontent-figure-text"><div class="oucontent-caption oucontent-nonumber"><span class="oucontent-figure-caption">Figure 7 The Houses of Parliament.</span></div></div></div><p>An Act of Parliament starts off as a Bill. A Bill is a proposal for a new piece of legislation that]]>
</dc:description></item><item><title><![CDATA[4.11.2 Substantial ultra vires]]></title><dc:title><![CDATA[4.11.2 Substantial ultra vires]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/society/the-law/parliament-and-the-law/content_section_3.12.2]]></link><guid><![CDATA[http://www.open.edu/openlearn/society/the-law/parliament-and-the-law/content_section_3.12.2]]></guid><description><![CDATA[<p>This is where the delegated legislation goes beyond what Parliament intended.</p><p>In <i>R v Secretary of State for Education and Employment, ex parte National Union of Teachers</i> (2000) QBD, the High Court determined that an SI concerning teachers’ pay and appraisal arrangements went beyond the powers provided under the Education Act 1996. Therefore, the delegated legislation was declared to be <i>ultra vires</i> on substantive grounds.</p>]]>
</description><dc:description><![CDATA[<p>This is where the delegated legislation goes beyond what Parliament intended.</p><p>In <i>R v Secretary of State for Education and Employment, ex parte National Union of Teachers</i> (2000) QBD, the High Court determined that an SI concerning teachers’ pay and appraisal arrangements went beyond the powers provided under the Education Act 1996. Therefore, the delegated legislation was declared to be <i>ultra vires</i> on substantive grounds.</p>]]>
</dc:description></item><item><title><![CDATA[4.13 The disadvantages of delegated legislation]]></title><dc:title><![CDATA[4.13 The disadvantages of delegated legislation]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/society/the-law/parliament-and-the-law/content_section_3.14]]></link><guid><![CDATA[http://www.open.edu/openlearn/society/the-law/parliament-and-the-law/content_section_3.14]]></guid><description><![CDATA[<p>The disadvantages of delegated legislation include the following:</p>]]>
</description><dc:description><![CDATA[<p>The disadvantages of delegated legislation include the following:</p>]]>
</dc:description></item><item><title><![CDATA[3.3 Members of the UK Parliament]]></title><dc:title><![CDATA[3.3 Members of the UK Parliament]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/society/the-law/starting-law-overview-the-law/content_section_3.3]]></link><guid><![CDATA[http://www.open.edu/openlearn/society/the-law/starting-law-overview-the-law/content_section_3.3]]></guid><description><![CDATA[<p>Before we look at what an MP does, have a go at this activity.</p><div class="
            oucontent-activity
           oucontent-s-heavybox1 oucontent-s-box " id="act001_002"><div class="oucontent-outer-box"><h2 class="oucontent-h3 oucontent-nonumber">Activity 2: The work of a Member of the UK Parliament</h2><div class="oucontent-inner-box"><div class="oucontent-saq-timing">0 hours 10 minutes</div><div class="oucontent-saq-question">
<p>Take a few moments to think about what you have read s]]>
</description><dc:description><![CDATA[<p>Before we look at what an MP does, have a go at this activity.</p><div class="
            oucontent-activity
           oucontent-s-heavybox1 oucontent-s-box " id="act001_002"><div class="oucontent-outer-box"><h2 class="oucontent-h3 oucontent-nonumber">Activity 2: The work of a Member of the UK Parliament</h2><div class="oucontent-inner-box"><div class="oucontent-saq-timing">0 hours 10 minutes</div><div class="oucontent-saq-question">
<p>Take a few moments to think about what you have read s]]>
</dc:description></item><item><title><![CDATA[3.6 The law of negligence]]></title><dc:title><![CDATA[3.6 The law of negligence]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/society/the-law/starting-law-overview-the-law/content_section_3.6]]></link><guid><![CDATA[http://www.open.edu/openlearn/society/the-law/starting-law-overview-the-law/content_section_3.6]]></guid><description><![CDATA[<p>We will now explore the law of negligence, using a Y166 family example.</p><div class="
            oucontent-activity
           oucontent-s-heavybox1 oucontent-s-box " id="act001_004"><div class="oucontent-outer-box"><h2 class="oucontent-h3 oucontent-nonumber">Activity 4: The law of negligence</h2><div class="oucontent-inner-box"><div class="oucontent-saq-timing">0 hours 20 minutes</div><div class="oucontent-saq-question">
<p>Read the box below and answer the question that follows.</p>
<div]]>
</description><dc:description><![CDATA[<p>We will now explore the law of negligence, using a Y166 family example.</p><div class="
            oucontent-activity
           oucontent-s-heavybox1 oucontent-s-box " id="act001_004"><div class="oucontent-outer-box"><h2 class="oucontent-h3 oucontent-nonumber">Activity 4: The law of negligence</h2><div class="oucontent-inner-box"><div class="oucontent-saq-timing">0 hours 20 minutes</div><div class="oucontent-saq-question">
<p>Read the box below and answer the question that follows.</p>
<div]]>
</dc:description></item></channel></rss>