<?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[Staartdelingen tot tienduizend]]></title><dc:title><![CDATA[Staartdelingen tot tienduizend]]></dc:title><link><![CDATA[http://www.klascement.net/docs/19072/]]></link><guid><![CDATA[http://www.klascement.net/docs/19072/]]></guid><description><![CDATA[<img align="left" alt="staartdeling.jpg" src="http://www.klascement.net/files/1/9/0/7/2/l/staartdeling.jpg" style="border:1px solid #AAA; margin: 0 5px 5px 0; padding:1px;" /><p>Werkblaadje met staartdelingen tot tienduizend.&nbsp;&nbsp;&nbsp;</p>]]>
</description><dc:description><![CDATA[<img align="left" alt="staartdeling.jpg" src="http://www.klascement.net/files/1/9/0/7/2/l/staartdeling.jpg" style="border:1px solid #AAA; margin: 0 5px 5px 0; padding:1px;" /><p>Werkblaadje met staartdelingen tot tienduizend.&nbsp;&nbsp;&nbsp;</p>]]>
</dc:description></item><item><title><![CDATA[Existing issues could moderate level of housing recovery]]></title><dc:title><![CDATA[Existing issues could moderate level of housing recovery]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=Nyjl12m1TbQ]]></link><guid><![CDATA[http://www.youtube.com/watch?v=Nyjl12m1TbQ]]></guid><description><![CDATA[Jan. 18 - Fitch's Robert Curran says 2012 was a positive year in the housing market but there are still problems that could impede the housing recovery further.]]>
</description><dc:description><![CDATA[Jan. 18 - Fitch's Robert Curran says 2012 was a positive year in the housing market but there are still problems that could impede the housing recovery further.]]>
</dc:description></item><item><title><![CDATA[Naming Triads]]></title><dc:title><![CDATA[Naming Triads]]></dc:title><link><![CDATA[http://cnx.org/content/m10890/latest/]]></link><guid><![CDATA[http://cnx.org/content/m10890/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/Catherine">Catherine Schmidt-Jones</a>
                
                </i></b><br/>
              The name of a chord depends on the intervals between its notes when the chord is in root position.<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<]]>
</description><dc:description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/Catherine">Catherine Schmidt-Jones</a>
                
                </i></b><br/>
              The name of a chord depends on the intervals between its notes when the chord is in root position.<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<]]>
</dc:description></item><item><title><![CDATA[光の科学−未来を照らす究極の技術とアイデア（学術俯瞰講義）第2回井上]]></title><dc:title><![CDATA[光の科学−未来を照らす究極の技術とアイデア（学術俯瞰講義）第2回井上]]></dc:title><link><![CDATA[http://ocw.u-tokyo.ac.jp/lecture?id=11351]]></link><guid><![CDATA[http://ocw.u-tokyo.ac.jp/lecture?id=11351]]></guid><description><![CDATA[Description not set]]>
</description><dc:description><![CDATA[Description not set]]>
</dc:description></item><item><title><![CDATA[Class Dojo : Online gedrag en sociale vaardigheden opvolgen]]></title><dc:title><![CDATA[Class Dojo : Online gedrag en sociale vaardigheden opvolgen]]></dc:title><link><![CDATA[http://www.klascement.net/sites/39402/]]></link><guid><![CDATA[http://www.klascement.net/sites/39402/]]></guid><description><![CDATA[<img align="left" alt="class_dojo.jpg" src="http://www.klascement.net/files/3/9/4/0/2/l/class_dojo.jpg" style="border:1px solid #AAA; margin: 0 5px 5px 0; padding:1px;" /><p>Met <em>Class Dojo</em> kan je leerlingen belonen met digitale punten. Met je gratis account maak je een klas aan en voeg je je leerlingen toe. Eens je leerlingen toegevoegd zijn kan je ze belonen met goede punten. De punten zijn ingedeeld in &hellip;</p>]]>
</description><dc:description><![CDATA[<img align="left" alt="class_dojo.jpg" src="http://www.klascement.net/files/3/9/4/0/2/l/class_dojo.jpg" style="border:1px solid #AAA; margin: 0 5px 5px 0; padding:1px;" /><p>Met <em>Class Dojo</em> kan je leerlingen belonen met digitale punten. Met je gratis account maak je een klas aan en voeg je je leerlingen toe. Eens je leerlingen toegevoegd zijn kan je ze belonen met goede punten. De punten zijn ingedeeld in &hellip;</p>]]>
</dc:description></item><item><title><![CDATA[Exploring SD9923]]></title><dc:title><![CDATA[Exploring SD9923]]></dc:title><link><![CDATA[http://www.geograph.org.uk:80/article/Exploring-SD9923]]></link><guid><![CDATA[http://www.geograph.org.uk:80/article/Exploring-SD9923]]></guid><description><![CDATA[A description of the features in this grid square, as seen whilst following the roads and paths.]]>
</description><dc:description><![CDATA[A description of the features in this grid square, as seen whilst following the roads and paths.]]>
</dc:description></item><item><title><![CDATA[OII Internet and Society Awards: Raspberry Pi]]></title><dc:title><![CDATA[OII Internet and Society Awards: Raspberry Pi]]></dc:title><link><![CDATA[http://webcast.oii.ox.ac.uk/download/oii/20121113_459/20121113_459_small.mp4]]></link><guid><![CDATA[http://webcast.oii.ox.ac.uk/download/oii/20121113_459/20121113_459_small.mp4]]></guid><description><![CDATA[Victoria Nash, talks to Pete Lomas, Founder and Trustee at Raspberry Pi, recipients of an Internet and Society Award in 2012 from OII, in recognition of their exemplary efforts in using the Internet for the public good in Britain. Raspberry Pi has developed an affordable, approachable pocket-sized computer that is already providing today's children with unparalleled opportunities for learning to program. Digital computing and the Internet, with all the current emphasis on touch-screen visual cue]]>
</description><dc:description><![CDATA[Victoria Nash, talks to Pete Lomas, Founder and Trustee at Raspberry Pi, recipients of an Internet and Society Award in 2012 from OII, in recognition of their exemplary efforts in using the Internet for the public good in Britain. Raspberry Pi has developed an affordable, approachable pocket-sized computer that is already providing today's children with unparalleled opportunities for learning to program. Digital computing and the Internet, with all the current emphasis on touch-screen visual cue]]>
</dc:description></item><item><title><![CDATA[Autonomous Language Learning in 4 European Languages]]></title><dc:title><![CDATA[Autonomous Language Learning in 4 European Languages]]></dc:title><link><![CDATA[http://www.edutube.org:80/en/video/autonomous-language-learning-4-european-languages]]></link><guid><![CDATA[http://www.edutube.org:80/en/video/autonomous-language-learning-4-european-languages]]></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[Fire and Ice Zen Den]]></title><dc:title><![CDATA[Fire and Ice Zen Den]]></dc:title><link><![CDATA[http://www.edutube.org:80/en/video/fire-and-ice-zen-den]]></link><guid><![CDATA[http://www.edutube.org:80/en/video/fire-and-ice-zen-den]]></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-2" class="media-youtube">
  <div id="media-youtube-default-external-2">
  <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-2" class="media-youtube">
  <div id="media-youtube-default-external-2">
  <object type="application/x-shockwave-flash" height="397" width="480" data="http://]]>
</dc:description></item><item><title><![CDATA[Learn English pronounciation (comedy)]]></title><dc:title><![CDATA[Learn English pronounciation (comedy)]]></dc:title><link><![CDATA[http://edutube.org:80/en/video/learn-english-pronounciation-comedy]]></link><guid><![CDATA[http://edutube.org:80/en/video/learn-english-pronounciation-comedy]]></guid><description><![CDATA[<p>Learn to pronounce the difficult phrase &quot;I would like to buy a hamburger&quot; through this funny scene from the Pink Panther movie.</p>
<p><a href="http://edutube.org:80/en/video/learn-english-pronounciation-comedy">read more</a></p>]]>
</description><dc:description><![CDATA[<p>Learn to pronounce the difficult phrase &quot;I would like to buy a hamburger&quot; through this funny scene from the Pink Panther movie.</p>
<p><a href="http://edutube.org:80/en/video/learn-english-pronounciation-comedy">read more</a></p>]]>
</dc:description></item><item><title><![CDATA[Sierra Leone's Refugee All Stars Band]]></title><dc:title><![CDATA[Sierra Leone's Refugee All Stars Band]]></dc:title><link><![CDATA[http://edutube.org:80/en/video/sierra-leones-refugee-all-stars-band]]></link><guid><![CDATA[http://edutube.org:80/en/video/sierra-leones-refugee-all-stars-band]]></guid><description><![CDATA[<p>This documentary follows the lives of six musicians from Sierra Leonean who formed a band while living in a refugee camp.</p>
<p><a href="http://edutube.org:80/en/video/sierra-leones-refugee-all-stars-band">read more</a></p>]]>
</description><dc:description><![CDATA[<p>This documentary follows the lives of six musicians from Sierra Leonean who formed a band while living in a refugee camp.</p>
<p><a href="http://edutube.org:80/en/video/sierra-leones-refugee-all-stars-band">read more</a></p>]]>
</dc:description></item><item><title><![CDATA[1.2.6 Problems with graphics]]></title><dc:title><![CDATA[1.2.6 Problems with graphics]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/mathematics-and-statistics/mathematics/exploring-data-graphs-and-numerical-summaries/content_section_3.6]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/mathematics-and-statistics/mathematics/exploring-data-graphs-and-numerical-summaries/content_section_3.6]]></guid><description><![CDATA[<p>In this subsection we consider, briefly, some problems that can arise with certain ways of drawing bar charts and pie charts.</p><p>
<a class="oucontent-crossref" href="http://www.open.edu/openlearn/science-maths-technology/mathematics-and-statistics/mathematics/exploring-data-graphs-and-numerical-summaries/content_section_3.6#fig002_005">Figure 5</a> shows what is essentially the same bar chart as <a class="oucontent-crossref" href="http://www.open.edu/openlearn/science-maths-technology/math]]>
</description><dc:description><![CDATA[<p>In this subsection we consider, briefly, some problems that can arise with certain ways of drawing bar charts and pie charts.</p><p>
<a class="oucontent-crossref" href="http://www.open.edu/openlearn/science-maths-technology/mathematics-and-statistics/mathematics/exploring-data-graphs-and-numerical-summaries/content_section_3.6#fig002_005">Figure 5</a> shows what is essentially the same bar chart as <a class="oucontent-crossref" href="http://www.open.edu/openlearn/science-maths-technology/math]]>
</dc:description></item><item><title><![CDATA[4.3: The median]]></title><dc:title><![CDATA[4.3: The median]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/mathematics-and-statistics/mathematics/exploring-data-graphs-and-numerical-summaries/content_section_5.3]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/mathematics-and-statistics/mathematics/exploring-data-graphs-and-numerical-summaries/content_section_5.3]]></guid><description><![CDATA[<p>The median describes the central value of a set of data. Here, to be precise, we are discussing the <i>sample</i> median, in contrast to the <i>population</i> median.</p><div class="oucontent-box oucontent-s-heavybox1 oucontent-s-box " id="box001_001"><div class="oucontent-outer-box"><h2 class="oucontent-h3 oucontent-nonumber">The sample median</h2><div class="oucontent-inner-box"><p>The <b>median</b> of a sample of data with an odd number of data values is defined to be the middle value of t]]>
</description><dc:description><![CDATA[<p>The median describes the central value of a set of data. Here, to be precise, we are discussing the <i>sample</i> median, in contrast to the <i>population</i> median.</p><div class="oucontent-box oucontent-s-heavybox1 oucontent-s-box " id="box001_001"><div class="oucontent-outer-box"><h2 class="oucontent-h3 oucontent-nonumber">The sample median</h2><div class="oucontent-inner-box"><p>The <b>median</b> of a sample of data with an odd number of data values is defined to be the middle value of t]]>
</dc:description></item><item><title><![CDATA[8 Review of learning outcomes]]></title><dc:title><![CDATA[8 Review of learning outcomes]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/society/the-law/europe-and-the-law/content_section_8]]></link><guid><![CDATA[http://www.open.edu/openlearn/society/the-law/europe-and-the-law/content_section_8]]></guid><description><![CDATA[<p>After studying this unit you should be able to:</p><p><b>Part A</b></p><ul class="oucontent-bulleted"><li>
<p>understand the European Convention of Human Rights system of rights and the mechanism set up for their protection:</p>
</li></ul><ul class="oucontent-unnumbered"><li><p>You have seen that the ECHR emerged from the social and political aftermath of the Second World War. It emphasises individual rights and tries to provide a balance between specific individual and collective rights. Som]]>
</description><dc:description><![CDATA[<p>After studying this unit you should be able to:</p><p><b>Part A</b></p><ul class="oucontent-bulleted"><li>
<p>understand the European Convention of Human Rights system of rights and the mechanism set up for their protection:</p>
</li></ul><ul class="oucontent-unnumbered"><li><p>You have seen that the ECHR emerged from the social and political aftermath of the Second World War. It emphasises individual rights and tries to provide a balance between specific individual and collective rights. Som]]>
</dc:description></item><item><title><![CDATA[4.5.4 Phosphorus]]></title><dc:title><![CDATA[4.5.4 Phosphorus]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/chemistry/the-three-way-catalytic-converter/content_section_1.5.4]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/chemistry/the-three-way-catalytic-converter/content_section_1.5.4]]></guid><description><![CDATA[<p>Phosphorus is recognised as a <i>potential</i> poison for automotive catalysts. The phosphorus level in fuel is generally very low (2×10<sup>−5</sup> g l<sup>−1</sup>), but it is present in higher concentrations in engine oils (1.2 g l<sup>−1</sup>). Phosphorus derived from the engine oil is believed to react with the alumina support, and also to reduce the activity of the noble metal component. This deactivation is particularly important for Pd, with which phosphorus may form an all]]>
</description><dc:description><![CDATA[<p>Phosphorus is recognised as a <i>potential</i> poison for automotive catalysts. The phosphorus level in fuel is generally very low (2×10<sup>−5</sup> g l<sup>−1</sup>), but it is present in higher concentrations in engine oils (1.2 g l<sup>−1</sup>). Phosphorus derived from the engine oil is believed to react with the alumina support, and also to reduce the activity of the noble metal component. This deactivation is particularly important for Pd, with which phosphorus may form an all]]>
</dc:description></item><item><title><![CDATA[4.5.6 Catalyst deterioration: summary]]></title><dc:title><![CDATA[4.5.6 Catalyst deterioration: summary]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/chemistry/the-three-way-catalytic-converter/content_section_1.5.6]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/chemistry/the-three-way-catalytic-converter/content_section_1.5.6]]></guid><description><![CDATA[<ol class="oucontent-numbered"><li><p>An ability to withstand mild deactivation is built into the design of the catalytic converter. However, severe deactivation could prevent the system from meeting emissions legislation.</p></li><li><p>The major causes of deactivation are thermal damage and poisoning.</p></li><li><p>High temperatures may cause sintering of the metals and/or the support; this can be prevented to some extent by the addition of ceria as a structural promoter. Damaging interaction]]>
</description><dc:description><![CDATA[<ol class="oucontent-numbered"><li><p>An ability to withstand mild deactivation is built into the design of the catalytic converter. However, severe deactivation could prevent the system from meeting emissions legislation.</p></li><li><p>The major causes of deactivation are thermal damage and poisoning.</p></li><li><p>High temperatures may cause sintering of the metals and/or the support; this can be prevented to some extent by the addition of ceria as a structural promoter. Damaging interaction]]>
</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/chemistry/the-three-way-catalytic-converter/content_section___acknowledgements]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/chemistry/the-three-way-catalytic-converter/content_section___acknowledgements]]></guid><description><![CDATA[<p>The content acknowledged below is Proprietary (see terms and conditions) and is used under licence.</p><p>Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit:</p><h2 class="oucontent-h3 oucontent-basic">Figures</h2><p>Figure 2 Nortier, P. and Soustelle, M. (1987) 'Alumina carriers for automotive pollution control', in Cruecq, A. and Frennet, A. (eds) <i>Catalysis and Automotive Pollution Control</i>, Elsevier Science Publishers;</p><p>Fi]]>
</description><dc:description><![CDATA[<p>The content acknowledged below is Proprietary (see terms and conditions) and is used under licence.</p><p>Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit:</p><h2 class="oucontent-h3 oucontent-basic">Figures</h2><p>Figure 2 Nortier, P. and Soustelle, M. (1987) 'Alumina carriers for automotive pollution control', in Cruecq, A. and Frennet, A. (eds) <i>Catalysis and Automotive Pollution Control</i>, Elsevier Science Publishers;</p><p>Fi]]>
</dc:description></item><item><title><![CDATA[Introduction]]></title><dc:title><![CDATA[Introduction]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/nature-environment/natural-history/animals-the-extremes-polar-biology/content_section_0/content_section_0]]></link><guid><![CDATA[http://www.open.edu/openlearn/nature-environment/natural-history/animals-the-extremes-polar-biology/content_section_0/content_section_0]]></guid><description><![CDATA[<p>This unit is the third in a series of three on <i>Animals at the extreme</i>. In order to get the most from it you should have previously studied<b>Animals at the extreme: the desert environment (S324_1)</b>and<b>Animals at the extreme: hibernation and torpor</b>
</p><p>This unit is from our archive and is an adapted extract from Animal physiology (S324) which is no longer taught by The Open University. If you want to study formally with us, you may wish to explore other courses we offer in <]]>
</description><dc:description><![CDATA[<p>This unit is the third in a series of three on <i>Animals at the extreme</i>. In order to get the most from it you should have previously studied<b>Animals at the extreme: the desert environment (S324_1)</b>and<b>Animals at the extreme: hibernation and torpor</b>
</p><p>This unit is from our archive and is an adapted extract from Animal physiology (S324) which is no longer taught by The Open University. If you want to study formally with us, you may wish to explore other courses we offer in <]]>
</dc:description></item><item><title><![CDATA[Learning outcomes]]></title><dc:title><![CDATA[Learning outcomes]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/nature-environment/natural-history/animals-the-extremes-polar-biology/content_section___learningoutcomes]]></link><guid><![CDATA[http://www.open.edu/openlearn/nature-environment/natural-history/animals-the-extremes-polar-biology/content_section___learningoutcomes]]></guid><description><![CDATA[<p>By the end of this unit you should be able to:</p><ul><li><p>define and use, or recognize definitions and applications of each of the <b>bold</b> terms;</p></li><li><p>outline the special features of the polar regions as a habitat and list some contrasts between the Arctic and the Antarctic;</p></li><li><p>describe some effects of daylength on feeding, fat deposition and reproduction in arctic animals;</p></li><li><p>explain why the environmental controls of appetite, activity level and fecun]]>
</description><dc:description><![CDATA[<p>By the end of this unit you should be able to:</p><ul><li><p>define and use, or recognize definitions and applications of each of the <b>bold</b> terms;</p></li><li><p>outline the special features of the polar regions as a habitat and list some contrasts between the Arctic and the Antarctic;</p></li><li><p>describe some effects of daylength on feeding, fat deposition and reproduction in arctic animals;</p></li><li><p>explain why the environmental controls of appetite, activity level and fecun]]>
</dc:description></item><item><title><![CDATA[1.1 Preamble]]></title><dc:title><![CDATA[1.1 Preamble]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/nature-environment/natural-history/animals-the-extremes-polar-biology/content_section_1.1]]></link><guid><![CDATA[http://www.open.edu/openlearn/nature-environment/natural-history/animals-the-extremes-polar-biology/content_section_1.1]]></guid><description><![CDATA[<p>This unit is about animals' structural and physiological adaptations to living permanently in cold climates; hibernation, a special response to transient or seasonal cold, is described in the open<b>learn</b> unit<i>Animals at the extremes: hibernation and torpor</i> (S324_2). Living in a polar climate involves adaptations of many physiological systems: appetite, diet, energy storage and reproductive habits as well as thermoregulation. In many cases, such changes involve ‘ordinary’ physio]]>
</description><dc:description><![CDATA[<p>This unit is about animals' structural and physiological adaptations to living permanently in cold climates; hibernation, a special response to transient or seasonal cold, is described in the open<b>learn</b> unit<i>Animals at the extremes: hibernation and torpor</i> (S324_2). Living in a polar climate involves adaptations of many physiological systems: appetite, diet, energy storage and reproductive habits as well as thermoregulation. In many cases, such changes involve ‘ordinary’ physio]]>
</dc:description></item><item><title><![CDATA[1.2 The polar environment]]></title><dc:title><![CDATA[1.2 The polar environment]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/nature-environment/natural-history/animals-the-extremes-polar-biology/content_section_1.2]]></link><guid><![CDATA[http://www.open.edu/openlearn/nature-environment/natural-history/animals-the-extremes-polar-biology/content_section_1.2]]></guid><description><![CDATA[<p>At high latitudes, the Sun's rays always strike the Earth at a large angle from the vertical so they travel through a thicker layer of atmosphere and are attenuated by the time they reach the ground. Because the Earth's axis of rotation is inclined to its path around the Sun, there are large seasonal changes in daylength and the Sun is continuously below the horizon for a period in winter and continuously above the horizon for an equivalent period in summer. The annual changes in daylength an]]>
</description><dc:description><![CDATA[<p>At high latitudes, the Sun's rays always strike the Earth at a large angle from the vertical so they travel through a thicker layer of atmosphere and are attenuated by the time they reach the ground. Because the Earth's axis of rotation is inclined to its path around the Sun, there are large seasonal changes in daylength and the Sun is continuously below the horizon for a period in winter and continuously above the horizon for an equivalent period in summer. The annual changes in daylength an]]>
</dc:description></item><item><title><![CDATA[2.1 Nutrient budgeting]]></title><dc:title><![CDATA[2.1 Nutrient budgeting]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/nature-environment/natural-history/animals-the-extremes-polar-biology/content_section_2.1]]></link><guid><![CDATA[http://www.open.edu/openlearn/nature-environment/natural-history/animals-the-extremes-polar-biology/content_section_2.1]]></guid><description><![CDATA[<p>All plants and animals respond to environmental changes such as the light–dark cycle and temperature, but the impact of the environment on essential physiological processes such as eating, fattening and breeding is more evident and often more finely controlled in polar species than in those that are native to warmer and more equable habitats. Large effects are nearly always easier to quantify and to investigate experimentally, so arctic species offer an excellent opportunity to study the su]]>
</description><dc:description><![CDATA[<p>All plants and animals respond to environmental changes such as the light–dark cycle and temperature, but the impact of the environment on essential physiological processes such as eating, fattening and breeding is more evident and often more finely controlled in polar species than in those that are native to warmer and more equable habitats. Large effects are nearly always easier to quantify and to investigate experimentally, so arctic species offer an excellent opportunity to study the su]]>
</dc:description></item><item><title><![CDATA[2.2 Migration for breeding]]></title><dc:title><![CDATA[2.2 Migration for breeding]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/nature-environment/natural-history/animals-the-extremes-polar-biology/content_section_2.2]]></link><guid><![CDATA[http://www.open.edu/openlearn/nature-environment/natural-history/animals-the-extremes-polar-biology/content_section_2.2]]></guid><description><![CDATA[<p>Birds do not hibernate, but like reindeer, many species undergo daily or seasonal changes in energy expenditure and appetite, and many of the endocrine changes that are an integral part of true hibernation in other groups. The fact that the preliminary stages of hibernation are widespread among vertebrates may help to explain why true hibernation has evolved several times in distantly related taxa. Instead of hibernating, some species of birds migrate to and from breeding areas, where they ar]]>
</description><dc:description><![CDATA[<p>Birds do not hibernate, but like reindeer, many species undergo daily or seasonal changes in energy expenditure and appetite, and many of the endocrine changes that are an integral part of true hibernation in other groups. The fact that the preliminary stages of hibernation are widespread among vertebrates may help to explain why true hibernation has evolved several times in distantly related taxa. Instead of hibernating, some species of birds migrate to and from breeding areas, where they ar]]>
</dc:description></item><item><title><![CDATA[2.3 Environmental regulation of breeding]]></title><dc:title><![CDATA[2.3 Environmental regulation of breeding]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/nature-environment/natural-history/animals-the-extremes-polar-biology/content_section_2.3]]></link><guid><![CDATA[http://www.open.edu/openlearn/nature-environment/natural-history/animals-the-extremes-polar-biology/content_section_2.3]]></guid><description><![CDATA[<p>As pointed out in Section 1.1, primary plant productivity occurs for only a few months in the summer, so the reproductive physiology of most arctic animals, particularly herbivorous species, is tightly synchronized with the seasons. On Svalbard (<a class="oucontent-crossref" href="http://www.open.edu/openlearn/nature-environment/natural-history/animals-the-extremes-polar-biology/content_section_1.2#fig005_002">Figure 2b</a>), more than 90% of the reindeer fawns are born in the first week of J]]>
</description><dc:description><![CDATA[<p>As pointed out in Section 1.1, primary plant productivity occurs for only a few months in the summer, so the reproductive physiology of most arctic animals, particularly herbivorous species, is tightly synchronized with the seasons. On Svalbard (<a class="oucontent-crossref" href="http://www.open.edu/openlearn/nature-environment/natural-history/animals-the-extremes-polar-biology/content_section_1.2#fig005_002">Figure 2b</a>), more than 90% of the reindeer fawns are born in the first week of J]]>
</dc:description></item><item><title><![CDATA[2.4 Variable fecundity]]></title><dc:title><![CDATA[2.4 Variable fecundity]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/nature-environment/natural-history/animals-the-extremes-polar-biology/content_section_2.4]]></link><guid><![CDATA[http://www.open.edu/openlearn/nature-environment/natural-history/animals-the-extremes-polar-biology/content_section_2.4]]></guid><description><![CDATA[<p>The food supply for most polar species depends on several unpredictable factors so successful breeding is far from certain, even if births are tightly synchronized with the seasons. Maintaining pregnancy and feeding the offspring after birth (or hatching in birds) are energetically expensive. The death of the offspring before its maturity represents an irredeemable loss of ‘reproductive investment’ for the parents, particularly the mother, although the earlier in parental nurturing that t]]>
</description><dc:description><![CDATA[<p>The food supply for most polar species depends on several unpredictable factors so successful breeding is far from certain, even if births are tightly synchronized with the seasons. Maintaining pregnancy and feeding the offspring after birth (or hatching in birds) are energetically expensive. The death of the offspring before its maturity represents an irredeemable loss of ‘reproductive investment’ for the parents, particularly the mother, although the earlier in parental nurturing that t]]>
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