<?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.......Dr Richard Kwiatkowski - Research Ethics]]></title><dc:title><![CDATA[60 Seconds With.......Dr Richard Kwiatkowski - Research Ethics]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=njJ548j7WIo]]></link><guid><![CDATA[http://www.youtube.com/watch?v=njJ548j7WIo]]></guid><description><![CDATA[Description not set]]>
</description><dc:description><![CDATA[Description not set]]>
</dc:description></item><item><title><![CDATA[SuperUROP project titled: Code in the Air: Programming Smartphones from the Cloud, presented by Supe]]></title><dc:title><![CDATA[SuperUROP project titled: Code in the Air: Programming Smartphones from the Cloud, presented by Supe]]></dc:title><link><![CDATA[http://techtv.mit.edu/videos/22462-superurop-project-titled-code-in-the-air-programming-smartphones-from-the-cloud-presented-by-superuro]]></link><guid><![CDATA[http://techtv.mit.edu/videos/22462-superurop-project-titled-code-in-the-air-programming-smartphones-from-the-cloud-presented-by-superuro]]></guid><description><![CDATA[<p>MIT EECS - MediaTek US&Aring; Ubdergraduate Research and Innovation Scholar Somak Das presented his SuperUROP project titled "Code in the Air: Programming Smartphones from the Cloud" at the SuperUROP poster session on Dec. 6, 2012 at the MIT Grier Room, 34-401. &nbsp;Somak Das' advisor in this project is EECS professor Hari Balakrishnan.</p>]]>
</description><dc:description><![CDATA[<p>MIT EECS - MediaTek US&Aring; Ubdergraduate Research and Innovation Scholar Somak Das presented his SuperUROP project titled "Code in the Air: Programming Smartphones from the Cloud" at the SuperUROP poster session on Dec. 6, 2012 at the MIT Grier Room, 34-401. &nbsp;Somak Das' advisor in this project is EECS professor Hari Balakrishnan.</p>]]>
</dc:description></item><item><title><![CDATA[Site Libre Savoirs: Lagroécologie : une perspective pour nos recherches ?]]></title><dc:title><![CDATA[Site Libre Savoirs: Lagroécologie : une perspective pour nos recherches ?]]></dc:title><link><![CDATA[http://graduateschool.paristech.fr/cours.php?id=350579]]></link><guid><![CDATA[http://graduateschool.paristech.fr/cours.php?id=350579]]></guid><description><![CDATA[Domaine: Sciences de la vie et ingénierie du vivant<br>Le regroupement déquipes de recherche dans le cadre du plan campus à Saclay concerne un très grand nombre de disciplines qui couvrent un champ très vaste (dans le périmètre de SIVAAE : du changement climatique aux sciences sociales en passant par lécologie théorique, lagronomie et les sciences de lenvironnement).

Ce rassemblement est une opportunité pour constituer un collectif autour de programmes de recherche pluridisc]]>
</description><dc:description><![CDATA[Domaine: Sciences de la vie et ingénierie du vivant<br>Le regroupement déquipes de recherche dans le cadre du plan campus à Saclay concerne un très grand nombre de disciplines qui couvrent un champ très vaste (dans le périmètre de SIVAAE : du changement climatique aux sciences sociales en passant par lécologie théorique, lagronomie et les sciences de lenvironnement).

Ce rassemblement est une opportunité pour constituer un collectif autour de programmes de recherche pluridisc]]>
</dc:description></item><item><title><![CDATA[Clint Black's Book of Rogue's]]></title><dc:title><![CDATA[Clint Black's Book of Rogue's]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=54944]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=54944]]></guid><description><![CDATA[In this clip from <em>History Detectives, </em>we learn about early law enforcement in the Old West.&nbsp; Musician Clint Black wants to discover more about the history of a book of outlaws that was given to him as a gift.&nbsp; (13:20)]]>
</description><dc:description><![CDATA[In this clip from <em>History Detectives, </em>we learn about early law enforcement in the Old West.&nbsp; Musician Clint Black wants to discover more about the history of a book of outlaws that was given to him as a gift.&nbsp; (13:20)]]>
</dc:description></item><item><title><![CDATA[Deadliest Space Weather: Acid Rain]]></title><dc:title><![CDATA[Deadliest Space Weather: Acid Rain]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=54921]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=54921]]></guid><description><![CDATA[Imagine acid rain that can eat through solid steel! This isn't the plot of a Hollywood disaster movie, it's weather happening now in our solar system. (01:38)]]>
</description><dc:description><![CDATA[Imagine acid rain that can eat through solid steel! This isn't the plot of a Hollywood disaster movie, it's weather happening now in our solar system. (01:38)]]>
</dc:description></item><item><title><![CDATA[Reuters Right Now: Wells Fargo posts solid results]]></title><dc:title><![CDATA[Reuters Right Now: Wells Fargo posts solid results]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=ChRMS_8jqYc]]></link><guid><![CDATA[http://www.youtube.com/watch?v=ChRMS_8jqYc]]></guid><description><![CDATA[Jan 11 - Reuters Financial Services Editor Dan Wilchins says while Wells Fargo's fourth-quarter earnings were solid, the decline in mortgage applications and originations could be a worry in quarters to come.]]>
</description><dc:description><![CDATA[Jan 11 - Reuters Financial Services Editor Dan Wilchins says while Wells Fargo's fourth-quarter earnings were solid, the decline in mortgage applications and originations could be a worry in quarters to come.]]>
</dc:description></item><item><title><![CDATA[Radio Lingua Network News: 26 September 2008]]></title><dc:title><![CDATA[Radio Lingua Network News: 26 September 2008]]></dc:title><link><![CDATA[http://feedproxy.google.com/~r/oneminuteluxembourgish/~3/NuNxk0v6cYE/radio-lingua-network-news-26-september-2008]]></link><guid><![CDATA[http://feedproxy.google.com/~r/oneminuteluxembourgish/~3/NuNxk0v6cYE/radio-lingua-network-news-26-september-2008]]></guid><description><![CDATA[Happy European Day of Languages to all our listeners! By way of joining in this international celebration of languages and language-learning we're delighted to introduce eight new podcasts today. We're adding Catalan, Danish, French, Japanese, Mandarin and Romanian to our One Minute Languages series; we're introducing our first podcast for English learners - Write Back Soon will help learners master Phrasal Verbs; and we're finally announcing the long-awaited sequel to Coffee Break Spanish: it's]]>
</description><dc:description><![CDATA[Happy European Day of Languages to all our listeners! By way of joining in this international celebration of languages and language-learning we're delighted to introduce eight new podcasts today. We're adding Catalan, Danish, French, Japanese, Mandarin and Romanian to our One Minute Languages series; we're introducing our first podcast for English learners - Write Back Soon will help learners master Phrasal Verbs; and we're finally announcing the long-awaited sequel to Coffee Break Spanish: it's]]>
</dc:description></item><item><title><![CDATA[U-M Theme Semester]]></title><dc:title><![CDATA[U-M Theme Semester]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=xe9zFJ5BD_U]]></link><guid><![CDATA[http://www.youtube.com/watch?v=xe9zFJ5BD_U]]></guid><description><![CDATA[In Winter 2013, the University of Michigan Theme Semester explores issues of Race.]]>
</description><dc:description><![CDATA[In Winter 2013, the University of Michigan Theme Semester explores issues of Race.]]>
</dc:description></item><item><title><![CDATA[UM Chorus Sings at White House]]></title><dc:title><![CDATA[UM Chorus Sings at White House]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=xVsN7SBCSzQ]]></link><guid><![CDATA[http://www.youtube.com/watch?v=xVsN7SBCSzQ]]></guid><description><![CDATA[Twenty-seven members of The University of Mississippi chorus were invited to sing at the White House during the holiday tours of the iconic mansion. The group of graduate students and seniors will perform two hour long sets of classic holiday songs and hymns during their performance. Video by Mary Stanton.]]>
</description><dc:description><![CDATA[Twenty-seven members of The University of Mississippi chorus were invited to sing at the White House during the holiday tours of the iconic mansion. The group of graduate students and seniors will perform two hour long sets of classic holiday songs and hymns during their performance. Video by Mary Stanton.]]>
</dc:description></item><item><title><![CDATA[World Bank DataFinder]]></title><dc:title><![CDATA[World Bank DataFinder]]></dc:title><link><![CDATA[http://www.klascement.net/ware/38379/]]></link><guid><![CDATA[http://www.klascement.net/ware/38379/]]></guid><description><![CDATA[<img align="left" alt="image.jpg" src="http://www.klascement.net/files/3/8/3/7/9/l/image.jpg" style="border:1px solid #AAA; margin: 0 5px 5px 0; padding:1px;" /><p>Deze app bevat alle statistische gegevens die de wereldbank per land bijhoudt: bevolkingsgroei, levensverwachting, energieverbruik, CO2-emissie, import en export, internetgebruikers,...</p>]]>
</description><dc:description><![CDATA[<img align="left" alt="image.jpg" src="http://www.klascement.net/files/3/8/3/7/9/l/image.jpg" style="border:1px solid #AAA; margin: 0 5px 5px 0; padding:1px;" /><p>Deze app bevat alle statistische gegevens die de wereldbank per land bijhoudt: bevolkingsgroei, levensverwachting, energieverbruik, CO2-emissie, import en export, internetgebruikers,...</p>]]>
</dc:description></item><item><title><![CDATA[Charting the garbage patches of the sea]]></title><dc:title><![CDATA[Charting the garbage patches of the sea]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=M4UK9Yt6A-s]]></link><guid><![CDATA[http://www.youtube.com/watch?v=M4UK9Yt6A-s]]></guid><description><![CDATA[Just how much plastic is there floating around in our oceans? Dr Erik van Sebille from UNSW's Climate Change Research Centre has completed a study of ocean "garbage patches", and has found that in some regions the amount of plastic outweighs that of marine life.

MORE INFO:
http://iopscience.iop.org/1748-9326/7/4/044040
UNSW Climate Change Research Centre:
http://iopscience.iop.org/1748-9326/7/4/044040








Sound effects provided by
freeSFX
http://www.freesfx.co.uk]]>
</description><dc:description><![CDATA[Just how much plastic is there floating around in our oceans? Dr Erik van Sebille from UNSW's Climate Change Research Centre has completed a study of ocean "garbage patches", and has found that in some regions the amount of plastic outweighs that of marine life.

MORE INFO:
http://iopscience.iop.org/1748-9326/7/4/044040
UNSW Climate Change Research Centre:
http://iopscience.iop.org/1748-9326/7/4/044040








Sound effects provided by
freeSFX
http://www.freesfx.co.uk]]>
</dc:description></item><item><title><![CDATA[Part 14: Modifying DataTemplates  | Windows Store apps for Absolute Beginners with C#]]></title><dc:title><![CDATA[Part 14: Modifying DataTemplates  | 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-14-Modifying-DataTemplates]]></link><guid><![CDATA[http://channel9.msdn.com/Series/Windows-Store-apps-for-Absolute-Beginners-with-C-/Part-14-Modifying-DataTemplates]]></guid><description><![CDATA[<div>Continuing to work with the layout of our pages, we tweak the DataTemplates that are responsible for the presentation of individual data items in our data source.</div><div>&nbsp;</div><div><p><strong><a href="http://media.ch9.ms/content/WinStoreAppDev_CS.zip">Download the entire series' source code</a></strong></p></div> <img src="http://m.webtrends.com/dcs1wotjh10000w0irc493s0e_6x1g/njs.gif?dcssip=channel9.msdn.com&dcsuri=http://channel9.msdn.com/Feeds/RSS&WT.dl=0&WT.entryid=Entry:RSSView]]>
</description><dc:description><![CDATA[<div>Continuing to work with the layout of our pages, we tweak the DataTemplates that are responsible for the presentation of individual data items in our data source.</div><div>&nbsp;</div><div><p><strong><a href="http://media.ch9.ms/content/WinStoreAppDev_CS.zip">Download the entire series' source code</a></strong></p></div> <img src="http://m.webtrends.com/dcs1wotjh10000w0irc493s0e_6x1g/njs.gif?dcssip=channel9.msdn.com&dcsuri=http://channel9.msdn.com/Feeds/RSS&WT.dl=0&WT.entryid=Entry:RSSView]]>
</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[Topic 5: Income Taxation and Labor Supply part 1 | Economics 2450A: Public Economics]]></title><dc:title><![CDATA[Topic 5: Income Taxation and Labor Supply part 1 | Economics 2450A: Public Economics]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=GDlWo7N5SwY]]></link><guid><![CDATA[http://www.youtube.com/watch?v=GDlWo7N5SwY]]></guid><description><![CDATA[Raj Chetty
Fall 2012]]>
</description><dc:description><![CDATA[Raj Chetty
Fall 2012]]>
</dc:description></item><item><title><![CDATA[Design]]></title><dc:title><![CDATA[Design]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/engineering-and-technology/design-and-innovation/design/design/content-section-0]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/engineering-and-technology/design-and-innovation/design/design/content-section-0]]></guid><description><![CDATA[This unit looks at the process of design – from assessing the complexity of design as an activity, to exposing the difficulty in making general conclusions about how designers work. You will be able to identify innovation in a wide variety of designed objects and evaluate the impact of this innovation.<link rel="canonical" href="http://www.open.edu/openlearn/science-maths-technology/engineering-and-technology/design-and-innovation/design/design/content-section-0" /> First published on Wed, 27 ]]>
</description><dc:description><![CDATA[This unit looks at the process of design – from assessing the complexity of design as an activity, to exposing the difficulty in making general conclusions about how designers work. You will be able to identify innovation in a wide variety of designed objects and evaluate the impact of this innovation.<link rel="canonical" href="http://www.open.edu/openlearn/science-maths-technology/engineering-and-technology/design-and-innovation/design/design/content-section-0" /> First published on Wed, 27 ]]>
</dc:description></item><item><title><![CDATA[2.6 Division of complex numbers]]></title><dc:title><![CDATA[2.6 Division of complex numbers]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/mathematics-and-statistics/mathematics/number-systems/content_section_2.6]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/mathematics-and-statistics/mathematics/number-systems/content_section_2.6]]></guid><description><![CDATA[<p>The second of the conjugate–modulus properties enables us to find reciprocals of complex numbers and to divide one complex number by another, as shown in the next example. As for real numbers, we cannot find a reciprocal of zero, nor divide any complex number by zero.</p><div class="
            oucontent-activity
           oucontent-s-heavybox1 oucontent-s-box " id="act002"><div class="oucontent-outer-box"><h2 class="oucontent-h3 oucontent-nonumber">Example 2</h2><div class="oucontent-inn]]>
</description><dc:description><![CDATA[<p>The second of the conjugate–modulus properties enables us to find reciprocals of complex numbers and to divide one complex number by another, as shown in the next example. As for real numbers, we cannot find a reciprocal of zero, nor divide any complex number by zero.</p><div class="
            oucontent-activity
           oucontent-s-heavybox1 oucontent-s-box " id="act002"><div class="oucontent-outer-box"><h2 class="oucontent-h3 oucontent-nonumber">Example 2</h2><div class="oucontent-inn]]>
</dc:description></item><item><title><![CDATA[3.2 Congruence]]></title><dc:title><![CDATA[3.2 Congruence]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/mathematics-and-statistics/mathematics/number-systems/content_section_3.2]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/mathematics-and-statistics/mathematics/number-systems/content_section_3.2]]></guid><description><![CDATA[<p>The <a class="oucontent-crossref" href="http://www.open.edu/openlearn/science-maths-technology/mathematics-and-statistics/mathematics/number-systems/content_section_3.1#box022">Division Algorithm</a> tells us that, when we divide any integer by a positive integer <i>n</i>, the set of possible remainders is {0, 1, 2, …, <i>n</i> − 1}. Integers which differ by a multiple of <i>n</i> have the same remainder on division by <i>n</i> and are, in this sense, ‘the same’ as each other. We now ]]>
</description><dc:description><![CDATA[<p>The <a class="oucontent-crossref" href="http://www.open.edu/openlearn/science-maths-technology/mathematics-and-statistics/mathematics/number-systems/content_section_3.1#box022">Division Algorithm</a> tells us that, when we divide any integer by a positive integer <i>n</i>, the set of possible remainders is {0, 1, 2, …, <i>n</i> − 1}. Integers which differ by a multiple of <i>n</i> have the same remainder on division by <i>n</i> and are, in this sense, ‘the same’ as each other. We now ]]>
</dc:description></item><item><title><![CDATA[2.6.1 Arithmetical symbols]]></title><dc:title><![CDATA[2.6.1 Arithmetical symbols]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/education/mathematics-education/language-notation-and-formulas/content_section_2.6.1]]></link><guid><![CDATA[http://www.open.edu/openlearn/education/mathematics-education/language-notation-and-formulas/content_section_2.6.1]]></guid><description><![CDATA[<p>You will have already met the symbols for the <b>basic arithmetical operations</b>, which are +, −, × and ÷, but you may not have met some of the alternative ways of writing × and ÷.</p><p>To recap, the main symbols for arithmetical operations are:</p><div class="oucontent-figure" style="width:344px;" id="figi063"><img src="http://ocw.open.edu/openlearn/pluginfile.php/94445/mod_oucontent/oucontent/778/mu120_b_i063i.gif" alt="" width="344" height="133"/></div><p>There are other alternati]]>
</description><dc:description><![CDATA[<p>You will have already met the symbols for the <b>basic arithmetical operations</b>, which are +, −, × and ÷, but you may not have met some of the alternative ways of writing × and ÷.</p><p>To recap, the main symbols for arithmetical operations are:</p><div class="oucontent-figure" style="width:344px;" id="figi063"><img src="http://ocw.open.edu/openlearn/pluginfile.php/94445/mod_oucontent/oucontent/778/mu120_b_i063i.gif" alt="" width="344" height="133"/></div><p>There are other alternati]]>
</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/geology/earthquakes/content_section___acknowledgements]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/geology/earthquakes/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>Grateful acknowledgement is made to the following sources for permission to reproduce material within this unit.</p><h2 class="ouconte]]>
</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>Grateful acknowledgement is made to the following sources for permission to reproduce material within this unit.</p><h2 class="ouconte]]>
</dc:description></item><item><title><![CDATA[1.4.1 Igneous rocks in the landscape]]></title><dc:title><![CDATA[1.4.1 Igneous rocks in the landscape]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/geology/practising-science-reading-the-rocks-and-ecology/content_section_1.4.1]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/geology/practising-science-reading-the-rocks-and-ecology/content_section_1.4.1]]></guid><description><![CDATA[<p>The rocks that erupt from volcanoes are called <i>extrusive</i> igneous rocks, simply because they are formed by the extrusion of magma on to the Earth's surface. Igneous rocks can also form deep underground, and these are called <i>intrusive</i> igneous rocks, because the magmas were intruded into pre-existing rocks and then slowly cooled. The reason that intrusive igneous rocks are now visible at the surface is that over many millions of years erosion has stripped away the overlying rocks. ]]>
</description><dc:description><![CDATA[<p>The rocks that erupt from volcanoes are called <i>extrusive</i> igneous rocks, simply because they are formed by the extrusion of magma on to the Earth's surface. Igneous rocks can also form deep underground, and these are called <i>intrusive</i> igneous rocks, because the magmas were intruded into pre-existing rocks and then slowly cooled. The reason that intrusive igneous rocks are now visible at the surface is that over many millions of years erosion has stripped away the overlying rocks. ]]>
</dc:description></item><item><title><![CDATA[Optional reading]]></title><dc:title><![CDATA[Optional reading]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/education/postgraduate-study-skills-science-technology-or-mathematics/content_section_1.11.4]]></link><guid><![CDATA[http://www.open.edu/openlearn/education/postgraduate-study-skills-science-technology-or-mathematics/content_section_1.11.4]]></guid><description><![CDATA[<p>If you are interested in considering the role of the internet on science communication practices, you may find the following references are of interest: Wulf (1999), Rzepa (1999) and Rowland (1999a).</p><p>So far, you have been asked to reflect on your experiences of science communication both as a receiver and as a producer. You have also considered a definition for communication in terms of different types of media, noting how this influences the context for science communication (e.g. ‘f]]>
</description><dc:description><![CDATA[<p>If you are interested in considering the role of the internet on science communication practices, you may find the following references are of interest: Wulf (1999), Rzepa (1999) and Rowland (1999a).</p><p>So far, you have been asked to reflect on your experiences of science communication both as a receiver and as a producer. You have also considered a definition for communication in terms of different types of media, noting how this influences the context for science communication (e.g. ‘f]]>
</dc:description></item><item><title><![CDATA[3.4 Science communication and citizenship: getting involved]]></title><dc:title><![CDATA[3.4 Science communication and citizenship: getting involved]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/education/postgraduate-study-skills-science-technology-or-mathematics/content_section_1.11.7]]></link><guid><![CDATA[http://www.open.edu/openlearn/education/postgraduate-study-skills-science-technology-or-mathematics/content_section_1.11.7]]></guid><description><![CDATA[<p>This section began with a brief review of the current context for science communication, noting the calls for greater dialogue and consultation between science and society. This is important for a number of reasons, as illustrated by the following simplified examples. It has been argued that we are currently living (in the UK) in an ‘information age’ and that we rely on a ‘knowledge-based economy’ for economic prosperity. To these ends a common argument put forward by Western governme]]>
</description><dc:description><![CDATA[<p>This section began with a brief review of the current context for science communication, noting the calls for greater dialogue and consultation between science and society. This is important for a number of reasons, as illustrated by the following simplified examples. It has been argued that we are currently living (in the UK) in an ‘information age’ and that we rely on a ‘knowledge-based economy’ for economic prosperity. To these ends a common argument put forward by Western governme]]>
</dc:description></item><item><title><![CDATA[4.3  Type-II superconductors]]></title><dc:title><![CDATA[4.3  Type-II superconductors]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/engineering-and-technology/engineering/superconductivity/content_section_4.3]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/engineering-and-technology/engineering/superconductivity/content_section_4.3]]></guid><description><![CDATA[<p>For decades it was assumed that all superconductors, elements and alloys, behaved in similar ways, and that any differences could be attributed to impurities or defects in the materials. However, in 1957, Abrikosov predicted the existence of a different sort of superconductor, and Figure 23 shows direct evidence for the existence of what are now known as type-II superconductors. A comparison of Figures 23 and 22 indicates that the effect of an applied field on a type-II superconductor is rath]]>
</description><dc:description><![CDATA[<p>For decades it was assumed that all superconductors, elements and alloys, behaved in similar ways, and that any differences could be attributed to impurities or defects in the materials. However, in 1957, Abrikosov predicted the existence of a different sort of superconductor, and Figure 23 shows direct evidence for the existence of what are now known as type-II superconductors. A comparison of Figures 23 and 22 indicates that the effect of an applied field on a type-II superconductor is rath]]>
</dc:description></item><item><title><![CDATA[2.1 Introduction]]></title><dc:title><![CDATA[2.1 Introduction]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/nature-environment/natural-history/animals-the-extremes-the-desert-environment/content_section_2.1]]></link><guid><![CDATA[http://www.open.edu/openlearn/nature-environment/natural-history/animals-the-extremes-the-desert-environment/content_section_2.1]]></guid><description><![CDATA[<p>The unique climate and topography of each desert links to the unique and characteristic flora and fauna found there. From the brief description of deserts provided in Section 1, you can appreciate that a desert provides a variety of niches for animals and plants. The term ‘niche’ applied to animals describes its role in a particular environment, and includes a number of characteristics such as habitat range, how the animal feeds, its diet, its environmental requirements and also its preda]]>
</description><dc:description><![CDATA[<p>The unique climate and topography of each desert links to the unique and characteristic flora and fauna found there. From the brief description of deserts provided in Section 1, you can appreciate that a desert provides a variety of niches for animals and plants. The term ‘niche’ applied to animals describes its role in a particular environment, and includes a number of characteristics such as habitat range, how the animal feeds, its diet, its environmental requirements and also its preda]]>
</dc:description></item><item><title><![CDATA[7.5 More revision questions]]></title><dc:title><![CDATA[7.5 More revision questions]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/biology/hearing/content_section_7.5]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/biology/hearing/content_section_7.5]]></guid><description><![CDATA[<div class="
            oucontent-activity
           oucontent-s-heavybox1 oucontent-s-box " id="que001_006"><div class="oucontent-outer-box"><h2 class="oucontent-h3 oucontent-nonumber">Question 6</h2><div class="oucontent-inner-box"><div class="oucontent-saq-question"><p>Describe how phase locking transmits information about the frequency of a sound (include the volley principle).</p></div>

<div class="oucontent-saq-answer"><h3 class="oucontent-h4">Answer</h3><p>Phase locking is the consiste]]>
</description><dc:description><![CDATA[<div class="
            oucontent-activity
           oucontent-s-heavybox1 oucontent-s-box " id="que001_006"><div class="oucontent-outer-box"><h2 class="oucontent-h3 oucontent-nonumber">Question 6</h2><div class="oucontent-inner-box"><div class="oucontent-saq-question"><p>Describe how phase locking transmits information about the frequency of a sound (include the volley principle).</p></div>

<div class="oucontent-saq-answer"><h3 class="oucontent-h4">Answer</h3><p>Phase locking is the consiste]]>
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