<?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[Improving the University's Instruction through Game Systems]]></title><dc:title><![CDATA[Improving the University's Instruction through Game Systems]]></dc:title><link><![CDATA[http://www.scivee.tv:80/node/56890]]></link><guid><![CDATA[http://www.scivee.tv:80/node/56890]]></guid><description><![CDATA[By: UP Los Baños Documentation on the UPLB Centennial Professorial Lecture on "Improving the University's Instruction through Game Systems" by Prof. Jon Paul F. Maligalig, Assistant Professor, College of Development Communication held on December 12, 2012 at the CDC Lecture Hall]]>
</description><dc:description><![CDATA[By: UP Los Baños Documentation on the UPLB Centennial Professorial Lecture on "Improving the University's Instruction through Game Systems" by Prof. Jon Paul F. Maligalig, Assistant Professor, College of Development Communication held on December 12, 2012 at the CDC Lecture Hall]]>
</dc:description></item><item><title><![CDATA[Financial Aid: How to Find and Complete eForms]]></title><dc:title><![CDATA[Financial Aid: How to Find and Complete eForms]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=9wT2U33oLUw]]></link><guid><![CDATA[http://www.youtube.com/watch?v=9wT2U33oLUw]]></guid><description><![CDATA[This instructional video clip is designed to provide information about the Financial Aid process at Del Mar College and is part of a Financial Aid Video Series for 2012-2013.]]>
</description><dc:description><![CDATA[This instructional video clip is designed to provide information about the Financial Aid process at Del Mar College and is part of a Financial Aid Video Series for 2012-2013.]]>
</dc:description></item><item><title><![CDATA[Power Plant]]></title><dc:title><![CDATA[Power Plant]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=54902]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=54902]]></guid><description><![CDATA[This clip from <em>America Revealed </em>provides a visual representation of all different types of power plants that we have in the U.S.&nbsp; (00:47)]]>
</description><dc:description><![CDATA[This clip from <em>America Revealed </em>provides a visual representation of all different types of power plants that we have in the U.S.&nbsp; (00:47)]]>
</dc:description></item><item><title><![CDATA["1500 Doomed":  People's Press  Reports on the Gauley Bridge Disaster]]></title><dc:title><![CDATA["1500 Doomed":  People's Press  Reports on the Gauley Bridge Disaster]]></dc:title><link><![CDATA[http://www.oercommons.org/libraries/1500-doomed-peoples-press-reports-on-the-gauley-bridge-disaster]]></link><guid><![CDATA[http://www.oercommons.org/libraries/1500-doomed-peoples-press-reports-on-the-gauley-bridge-disaster]]></guid><description><![CDATA[The deadly lung disease silicosis is caused when miners, sandblasters, and foundry and tunnel workers inhale fine particles of silica dust--a mineral found in sand, quartz, and granite. In 1935, approximately 1,500 workers--largely African Americans who had come north to find work--were killed by exposure to silica dust while building a tunnel in Gauley Bridge, West Virginia. Ordinarily, silicosis takes a several years to develop, but these West Virginia tunnel workers were falling ill in a matt]]>
</description><dc:description><![CDATA[The deadly lung disease silicosis is caused when miners, sandblasters, and foundry and tunnel workers inhale fine particles of silica dust--a mineral found in sand, quartz, and granite. In 1935, approximately 1,500 workers--largely African Americans who had come north to find work--were killed by exposure to silica dust while building a tunnel in Gauley Bridge, West Virginia. Ordinarily, silicosis takes a several years to develop, but these West Virginia tunnel workers were falling ill in a matt]]>
</dc:description></item><item><title><![CDATA[UTMC on the 2013 Flu Season]]></title><dc:title><![CDATA[UTMC on the 2013 Flu Season]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=a5-Yxce3eYM]]></link><guid><![CDATA[http://www.youtube.com/watch?v=a5-Yxce3eYM]]></guid><description><![CDATA[Media Coverage]]>
</description><dc:description><![CDATA[Media Coverage]]>
</dc:description></item><item><title><![CDATA[Interview Tips for MBA and MFin students from Kimberly Ebeling, Assistant Director Admissions]]></title><dc:title><![CDATA[Interview Tips for MBA and MFin students from Kimberly Ebeling, Assistant Director Admissions]]></dc:title><link><![CDATA[http://techtv.mit.edu/videos/22369-interview-tips-for-mba-and-mfin-students-from-kimberly-ebeling-assistant-director-admissions]]></link><guid><![CDATA[http://techtv.mit.edu/videos/22369-interview-tips-for-mba-and-mfin-students-from-kimberly-ebeling-assistant-director-admissions]]></guid><description><![CDATA[<p>With interview season upon us,&nbsp;Kim&nbsp;Ebeling, Assistant Director of MIT Sloan Admissions, shares information about how to prepare for the Behavioral Event Interview. &nbsp;She reminds interviewees to focus on demonstrated achievement, teamwork and leadership. &nbsp;To read more about the interview process: &nbsp;<a href="http://mitsloan.mit.edu/mba/admissions/apply-here/interviews">http://mitsloan.mit.edu/mba/admissions/apply-here/interviews</a>/</p>]]>
</description><dc:description><![CDATA[<p>With interview season upon us,&nbsp;Kim&nbsp;Ebeling, Assistant Director of MIT Sloan Admissions, shares information about how to prepare for the Behavioral Event Interview. &nbsp;She reminds interviewees to focus on demonstrated achievement, teamwork and leadership. &nbsp;To read more about the interview process: &nbsp;<a href="http://mitsloan.mit.edu/mba/admissions/apply-here/interviews">http://mitsloan.mit.edu/mba/admissions/apply-here/interviews</a>/</p>]]>
</dc:description></item><item><title><![CDATA[Resource #10323]]></title><dc:title><![CDATA[Resource #10323]]></dc:title><link><![CDATA[http://www.edshare.soton.ac.uk/10323/]]></link><guid><![CDATA[http://www.edshare.soton.ac.uk/10323/]]></guid><description><![CDATA[UNSPECIFIED <http://www.edshare.soton.ac.uk/10323> - UNSPECIFIED
 Keywords:UNSPECIFIED]]>
</description><dc:description><![CDATA[UNSPECIFIED <http://www.edshare.soton.ac.uk/10323> - UNSPECIFIED
 Keywords:UNSPECIFIED]]>
</dc:description></item><item><title><![CDATA[Communicatie: De e-mail]]></title><dc:title><![CDATA[Communicatie: De e-mail]]></dc:title><link><![CDATA[http://www.klascement.net/docs/39454/]]></link><guid><![CDATA[http://www.klascement.net/docs/39454/]]></guid><description><![CDATA[<img align="left" alt="Schermafbeelding_2013-01-09_om_11.24.02.png" src="http://www.klascement.net/files/3/9/4/5/4/l/Schermafbeelding_2013-01-09_om_11.24.02.png" style="border:1px solid #AAA; margin: 0 5px 5px 0; padding:1px;" /><p>Acht werkbladen waarbij onder meer het volgende aan bod komt:&nbsp;de 10 geboden, het opstellen van een e-mail, netiquette.</p>]]>
</description><dc:description><![CDATA[<img align="left" alt="Schermafbeelding_2013-01-09_om_11.24.02.png" src="http://www.klascement.net/files/3/9/4/5/4/l/Schermafbeelding_2013-01-09_om_11.24.02.png" style="border:1px solid #AAA; margin: 0 5px 5px 0; padding:1px;" /><p>Acht werkbladen waarbij onder meer het volgende aan bod komt:&nbsp;de 10 geboden, het opstellen van een e-mail, netiquette.</p>]]>
</dc:description></item><item><title><![CDATA[Java3016s Slides]]></title><dc:title><![CDATA[Java3016s Slides]]></dc:title><link><![CDATA[http://cnx.org/content/m45637/latest/]]></link><guid><![CDATA[http://cnx.org/content/m45637/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/baldwin">Richard Baldwin</a>
                
                </i></b><br/>
              This module contains lecture slides keyed to the module titled Java3016: Green-Screen Processing.<br/>
              
              <img style="border: 0px"
                  src="http://i.creativecommons.org/l/by/3.0/80x15.png"/>
              
                <a href="http://creativecommons.org/licenses/by/3.0/">Some Rights Reserved</a>]]>
</description><dc:description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/baldwin">Richard Baldwin</a>
                
                </i></b><br/>
              This module contains lecture slides keyed to the module titled Java3016: Green-Screen Processing.<br/>
              
              <img style="border: 0px"
                  src="http://i.creativecommons.org/l/by/3.0/80x15.png"/>
              
                <a href="http://creativecommons.org/licenses/by/3.0/">Some Rights Reserved</a>]]>
</dc:description></item><item><title><![CDATA[非圧縮xflファイルの利用]]></title><dc:title><![CDATA[非圧縮xflファイルの利用]]></dc:title><link><![CDATA[http://tv.adobe.com/watch/7837/]]></link><guid><![CDATA[http://tv.adobe.com/watch/7837/]]></guid><description><![CDATA[非圧縮ｘｆｌは新しく追加された保存オプションで、デザイナーと開発者のFlashプロジェクトでのコラボレーションを可能にします。非圧縮xflの構造と、Subversionを使ったワークフローをご紹介します。]]>
</description><dc:description><![CDATA[非圧縮ｘｆｌは新しく追加された保存オプションで、デザイナーと開発者のFlashプロジェクトでのコラボレーションを可能にします。非圧縮xflの構造と、Subversionを使ったワークフローをご紹介します。]]>
</dc:description></item><item><title><![CDATA[Target Recognition and Synapse Formation During Development]]></title><dc:title><![CDATA[Target Recognition and Synapse Formation During Development]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/target-recognition-and-synapse-formation-during-development]]></link><guid><![CDATA[http://www.oercommons.org/courses/target-recognition-and-synapse-formation-during-development]]></guid><description><![CDATA[In this activity about neuron/target muscle recognition (page 44 of the PDF), learners arranged in two rows facing away from each other use string to simulate neural development. The lesson guide, part of NASA's "The Brain in Space: A Teacher's Guide with Activities for Neuroscience" includes background information and evaluation strategies.]]>
</description><dc:description><![CDATA[In this activity about neuron/target muscle recognition (page 44 of the PDF), learners arranged in two rows facing away from each other use string to simulate neural development. The lesson guide, part of NASA's "The Brain in Space: A Teacher's Guide with Activities for Neuroscience" includes background information and evaluation strategies.]]>
</dc:description></item><item><title><![CDATA[Getting Started: 07 Correcting color]]></title><dc:title><![CDATA[Getting Started: 07 Correcting color]]></dc:title><link><![CDATA[http://tv.adobe.com/watch/getting-started-07-correcting-color/]]></link><guid><![CDATA[http://tv.adobe.com/watch/getting-started-07-correcting-color/]]></guid><description><![CDATA[Correct contrast and color using effects.  Open the Effects panel.  Access video and audio effects and transitions.  Use Auto Contrast and Change to Color.]]>
</description><dc:description><![CDATA[Correct contrast and color using effects.  Open the Effects panel.  Access video and audio effects and transitions.  Use Auto Contrast and Change to Color.]]>
</dc:description></item><item><title><![CDATA[GS-03: Get photos from a digital camera]]></title><dc:title><![CDATA[GS-03: Get photos from a digital camera]]></dc:title><link><![CDATA[http://tv.adobe.com/watch/getting-started-03-get-photos-from-a-digital-camera/]]></link><guid><![CDATA[http://tv.adobe.com/watch/getting-started-03-get-photos-from-a-digital-camera/]]></guid><description><![CDATA[Get photos from a camera or card reader into your computer and indexed in Elements. See why it's best to import from a USB card reader.

Use with either Photoshop Elements version 7 or 8.]]>
</description><dc:description><![CDATA[Get photos from a camera or card reader into your computer and indexed in Elements. See why it's best to import from a USB card reader.

Use with either Photoshop Elements version 7 or 8.]]>
</dc:description></item><item><title><![CDATA[Bill of Rights Pt. 2 (Principles of the Constitution Series)]]></title><dc:title><![CDATA[Bill of Rights Pt. 2 (Principles of the Constitution Series)]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=54677]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=54677]]></guid><description><![CDATA[This video clip is the sixth episode in the Principles of the Constitution Mini-Series. This clip focuses on the second half of the Bill of Rights, also known as the first ten Amendments to the Constitution. It was at the Constitutional Convention were James Madison created the Bill of Rights. Madison borrowed ideas from the Virginia Declaration of Rights, the English Bill of Rights, and the Enlightenment. The Bill of Rights was created to protect the natural rights of liberty of American citize]]>
</description><dc:description><![CDATA[This video clip is the sixth episode in the Principles of the Constitution Mini-Series. This clip focuses on the second half of the Bill of Rights, also known as the first ten Amendments to the Constitution. It was at the Constitutional Convention were James Madison created the Bill of Rights. Madison borrowed ideas from the Virginia Declaration of Rights, the English Bill of Rights, and the Enlightenment. The Bill of Rights was created to protect the natural rights of liberty of American citize]]>
</dc:description></item><item><title><![CDATA[Solar Home]]></title><dc:title><![CDATA[Solar Home]]></dc:title><link><![CDATA[http://www.edutube.org:80/en/video/solar-home]]></link><guid><![CDATA[http://www.edutube.org:80/en/video/solar-home]]></guid><description><![CDATA[<div class="field field-type-emvideo field-field-video">
  <h3 class="field-label">Video link (see supported sites below). Please use the original link, not the shortcut, e.g. www.youtube.com/watch?v=abcde</h3>
  <div class="field-items">
      <div class="field-item"><div class="emvideo emvideo-video emvideo-youtube"><div id="media-youtube-6" class="media-youtube">
  <div id="media-youtube-default-external-6">
  <object type="application/x-shockwave-flash" height="397" width="480" data="http://]]>
</description><dc:description><![CDATA[<div class="field field-type-emvideo field-field-video">
  <h3 class="field-label">Video link (see supported sites below). Please use the original link, not the shortcut, e.g. www.youtube.com/watch?v=abcde</h3>
  <div class="field-items">
      <div class="field-item"><div class="emvideo emvideo-video emvideo-youtube"><div id="media-youtube-6" class="media-youtube">
  <div id="media-youtube-default-external-6">
  <object type="application/x-shockwave-flash" height="397" width="480" data="http://]]>
</dc:description></item><item><title><![CDATA[Invasive weed a serious concern in the Pacific Northwest]]></title><dc:title><![CDATA[Invasive weed a serious concern in the Pacific Northwest]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=1YW5q78PoLw]]></link><guid><![CDATA[http://www.youtube.com/watch?v=1YW5q78PoLw]]></guid><description><![CDATA[Edited feature with Seema Mangla, Researcher from Oregon State University, College of Forestry]]>
</description><dc:description><![CDATA[Edited feature with Seema Mangla, Researcher from Oregon State University, College of Forestry]]>
</dc:description></item><item><title><![CDATA[Would You Weigh Less in an Elevator?]]></title><dc:title><![CDATA[Would You Weigh Less in an Elevator?]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=54615]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=54615]]></guid><description><![CDATA[What happens when you jump in a moving elevator? Do you weigh more when you're going up and less when you're going down? Carol <br />
Hedden explores the relationship between gravity, weight, and relative <br />
motion, using a moving elevator to explain the fascinating physics.&nbsp; (03:35)<br />]]>
</description><dc:description><![CDATA[What happens when you jump in a moving elevator? Do you weigh more when you're going up and less when you're going down? Carol <br />
Hedden explores the relationship between gravity, weight, and relative <br />
motion, using a moving elevator to explain the fascinating physics.&nbsp; (03:35)<br />]]>
</dc:description></item><item><title><![CDATA[ISU Police Chief Aaron Woodruff]]></title><dc:title><![CDATA[ISU Police Chief Aaron Woodruff]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=2e-tpqbhFAI]]></link><guid><![CDATA[http://www.youtube.com/watch?v=2e-tpqbhFAI]]></guid><description><![CDATA[Introduction]]>
</description><dc:description><![CDATA[Introduction]]>
</dc:description></item><item><title><![CDATA[Stitching It All Together - Using Network Coding in Heterogeneous Settings]]></title><dc:title><![CDATA[Stitching It All Together - Using Network Coding in Heterogeneous Settings]]></dc:title><link><![CDATA[http://techtv.mit.edu/videos/22137-stitching-it-all-together-using-network-coding-in-heterogeneous-settings]]></link><guid><![CDATA[http://techtv.mit.edu/videos/22137-stitching-it-all-together-using-network-coding-in-heterogeneous-settings]]></guid><description><![CDATA[<p>Coding can be effectively used to synthesize seamless, reliable service from underlying, faulty networks that may be shared by several other users. In this talk, we present two examples of this principle. In the first part of the talk, we show how to use network coding to enable multipath TCP without the need to control tightly the interaction between different paths. We present how we may combine coding at several levels in order to control for variations among and within networks. In the se]]>
</description><dc:description><![CDATA[<p>Coding can be effectively used to synthesize seamless, reliable service from underlying, faulty networks that may be shared by several other users. In this talk, we present two examples of this principle. In the first part of the talk, we show how to use network coding to enable multipath TCP without the need to control tightly the interaction between different paths. We present how we may combine coding at several levels in order to control for variations among and within networks. In the se]]>
</dc:description></item><item><title><![CDATA[5.1 Identifying edges of a polygon]]></title><dc:title><![CDATA[5.1 Identifying edges of a polygon]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/mathematics-and-statistics/mathematics/surfaces/content_section_5.1]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/mathematics-and-statistics/mathematics/surfaces/content_section_5.1]]></guid><description><![CDATA[<p>In this section, we revisit the construction of surfaces by identifying edges of polygons, as described in <a class="oucontent-crossref" href="http://www.open.edu/openlearn/science-maths-technology/mathematics-and-statistics/mathematics/surfaces/content_section_2.1">Section 2</a>. Recall that, if we take any polygon in the plane and identify some of its edges in pairs, then we obtain a surface. When specifying how a given pair of edges is to be identified, we choose one of the two possible re]]>
</description><dc:description><![CDATA[<p>In this section, we revisit the construction of surfaces by identifying edges of polygons, as described in <a class="oucontent-crossref" href="http://www.open.edu/openlearn/science-maths-technology/mathematics-and-statistics/mathematics/surfaces/content_section_2.1">Section 2</a>. Recall that, if we take any polygon in the plane and identify some of its edges in pairs, then we obtain a surface. When specifying how a given pair of edges is to be identified, we choose one of the two possible re]]>
</dc:description></item><item><title><![CDATA[4.2 Equivalence relations]]></title><dc:title><![CDATA[4.2 Equivalence relations]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/mathematics-and-statistics/mathematics/number-systems/content_section_4.2]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/mathematics-and-statistics/mathematics/number-systems/content_section_4.2]]></guid><description><![CDATA[<p>Our formal definition of an equivalence relation involves three key properties. A relation that has these three properties partitions the set on which the relation is defined, as we show later in this subsection.</p><div class="oucontent-figure" style="width:511px;" id="box033"><a href="http://ocw.open.edu/openlearn/mod/oucontent/view.php?id=4078&extra=thumbnail_idp6359440" title="View larger image"><img src="http://ocw.open.edu/openlearn/pluginfile.php/89651/mod_oucontent/oucontent/746/box03]]>
</description><dc:description><![CDATA[<p>Our formal definition of an equivalence relation involves three key properties. A relation that has these three properties partitions the set on which the relation is defined, as we show later in this subsection.</p><div class="oucontent-figure" style="width:511px;" id="box033"><a href="http://ocw.open.edu/openlearn/mod/oucontent/view.php?id=4078&extra=thumbnail_idp6359440" title="View larger image"><img src="http://ocw.open.edu/openlearn/pluginfile.php/89651/mod_oucontent/oucontent/746/box03]]>
</dc:description></item><item><title><![CDATA[6.8 Extrinsic aids]]></title><dc:title><![CDATA[6.8 Extrinsic aids]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/society/the-law/judges-and-the-law/content_section_6.8]]></link><guid><![CDATA[http://www.open.edu/openlearn/society/the-law/judges-and-the-law/content_section_6.8]]></guid><description><![CDATA[<p>Extrinsic aids are matters which may help put an Act into context. Sources include previous Acts of Parliament on the same topic, earlier case law, dictionaries of the time, and the historical setting. In addition, Hansard can now be considered. Hansard is the official report of what was said in Parliament when the Act was debated. The use of Hansard was permitted following the decision in <i>Pepper (Inspector of Taxes) v Hart</i> (1993) where the House of Lords accepted that Hansard could be]]>
</description><dc:description><![CDATA[<p>Extrinsic aids are matters which may help put an Act into context. Sources include previous Acts of Parliament on the same topic, earlier case law, dictionaries of the time, and the historical setting. In addition, Hansard can now be considered. Hansard is the official report of what was said in Parliament when the Act was debated. The use of Hansard was permitted following the decision in <i>Pepper (Inspector of Taxes) v Hart</i> (1993) where the House of Lords accepted that Hansard could be]]>
</dc:description></item><item><title><![CDATA[Introduction]]></title><dc:title><![CDATA[Introduction]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/biology/what-do-genes-do/content_section_0/content_section_0]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/biology/what-do-genes-do/content_section_0/content_section_0]]></guid><description><![CDATA[<p>This unit explores how information contained in DNA is used, explaining the flow of information from DNA to RNA to protein. Also introduced are the concepts of transcription (as occurs between DNA and RNA) and translation.</p><p>This unit is an adapted extract from the course <a class="oucontent-hyperlink" href="http://www3.open.ac.uk/study/undergraduate/course/sk195.htm"><i>Human genetics and health issues</i>
(SK195)</a></p>]]>
</description><dc:description><![CDATA[<p>This unit explores how information contained in DNA is used, explaining the flow of information from DNA to RNA to protein. Also introduced are the concepts of transcription (as occurs between DNA and RNA) and translation.</p><p>This unit is an adapted extract from the course <a class="oucontent-hyperlink" href="http://www3.open.ac.uk/study/undergraduate/course/sk195.htm"><i>Human genetics and health issues</i>
(SK195)</a></p>]]>
</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/pain-and-aspirin/content_section___learningoutcomes]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/biology/pain-and-aspirin/content_section___learningoutcomes]]></guid><description><![CDATA[<p>By the end of this unit you should have achieved the following learning outcomes.</p><p><b>Knowledge and understanding</b>:</p><ul><li><p>demonstrate general knowledge and understanding of some of the basic facts, concepts and principles relating to the development of medicines. In particular:</p></li><li><p>the science behind the development of some drugs to achieve particular tasks;</p></li><li><p>how chemical bonding determines the properties of compounds and provides an explanation for th]]>
</description><dc:description><![CDATA[<p>By the end of this unit you should have achieved the following learning outcomes.</p><p><b>Knowledge and understanding</b>:</p><ul><li><p>demonstrate general knowledge and understanding of some of the basic facts, concepts and principles relating to the development of medicines. In particular:</p></li><li><p>the science behind the development of some drugs to achieve particular tasks;</p></li><li><p>how chemical bonding determines the properties of compounds and provides an explanation for th]]>
</dc:description></item><item><title><![CDATA[3.6 Vitamin B]]></title><dc:title><![CDATA[3.6 Vitamin B]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/biology/nutrition-vitamins-and-minerals/content_section_1.6]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/biology/nutrition-vitamins-and-minerals/content_section_1.6]]></guid><description><![CDATA[<p>Vitamin B, often called the vitamin B complex, consists of a whole range of different compounds, some of which have similar functions and work together. However, unlike the families of compounds forming vitamins E and K, the B vitamins are sufficiently different from one another to be given individual names or numbers, and to be listed separately on many food labels. Except for vitamin B<sub>12</sub>, the body can only store limited amounts of B vitamins and because they are all water-soluble]]>
</description><dc:description><![CDATA[<p>Vitamin B, often called the vitamin B complex, consists of a whole range of different compounds, some of which have similar functions and work together. However, unlike the families of compounds forming vitamins E and K, the B vitamins are sufficiently different from one another to be given individual names or numbers, and to be listed separately on many food labels. Except for vitamin B<sub>12</sub>, the body can only store limited amounts of B vitamins and because they are all water-soluble]]>
</dc:description></item></channel></rss>