<?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 - All items matching the search terms - </title><link>http://www.nottingham.ac.uk/xpert</link><description>This RSS feed contains all the 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[Structure of Communication Systems]]></title><dc:title><![CDATA[Structure of Communication Systems]]></dc:title><link><![CDATA[http://cnx.org/content/m0002/latest/]]></link><guid><![CDATA[http://cnx.org/content/m0002/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/dhj">Don Johnson</a>
                
                </i></b><br/>
              An introduction to the fundamental model of communication, from the generation of
the signal at the source through a noisy channel to reception of the signal at 
the sink.
<br/>
              
              <img style="border: 0px"
                  src="http://i.creativecommons.org/l/by/3.0/80x15.png"/>
              
                <a href="http://cre]]>
</description><dc:description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/dhj">Don Johnson</a>
                
                </i></b><br/>
              An introduction to the fundamental model of communication, from the generation of
the signal at the source through a noisy channel to reception of the signal at 
the sink.
<br/>
              
              <img style="border: 0px"
                  src="http://i.creativecommons.org/l/by/3.0/80x15.png"/>
              
                <a href="http://cre]]>
</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[22.02 Introduction to Applied Nuclear Physics (MIT)]]></title><dc:title><![CDATA[22.02 Introduction to Applied Nuclear Physics (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=7d6a79bceccc0c8f7375c21938b98625]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=7d6a79bceccc0c8f7375c21938b98625]]></guid><description><![CDATA[This class covers basic concepts of nuclear physics with emphasis on nuclear structure and interactions of radiation with matter. Topics include elementary quantum theory; nuclear forces; shell structure of the nucleus; alpha, beta and gamma radioactive decays; interactions of nuclear radiations (charged particles, gammas, and neutrons) with matter; nuclear reactions; fission and fusion.<br clear="both" style="clear: both;"/>
<br clear="both" style="clear: both;"/>
  <a style='font-size: 10px; c]]>
</description><dc:description><![CDATA[This class covers basic concepts of nuclear physics with emphasis on nuclear structure and interactions of radiation with matter. Topics include elementary quantum theory; nuclear forces; shell structure of the nucleus; alpha, beta and gamma radioactive decays; interactions of nuclear radiations (charged particles, gammas, and neutrons) with matter; nuclear reactions; fission and fusion.<br clear="both" style="clear: both;"/>
<br clear="both" style="clear: both;"/>
  <a style='font-size: 10px; c]]>
</dc:description></item><item><title><![CDATA[18.100A Introduction to Analysis (MIT)]]></title><dc:title><![CDATA[18.100A Introduction to Analysis (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=77f79ed3897f1b057983e94912eba743]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=77f79ed3897f1b057983e94912eba743]]></guid><description><![CDATA[Analysis I (18.100) in its various versions covers fundamentals of mathematical analysis: continuity, differentiability, some form of the Riemann integral, sequences and series of numbers and functions, uniform convergence with applications to interchange of limit operations, some point-set topology, including some work in Euclidean n-space. MIT students may choose to take one of three versions of 18.100: Option A (18.100A) chooses less abstract definitions and proofs, and gives applications whe]]>
</description><dc:description><![CDATA[Analysis I (18.100) in its various versions covers fundamentals of mathematical analysis: continuity, differentiability, some form of the Riemann integral, sequences and series of numbers and functions, uniform convergence with applications to interchange of limit operations, some point-set topology, including some work in Euclidean n-space. MIT students may choose to take one of three versions of 18.100: Option A (18.100A) chooses less abstract definitions and proofs, and gives applications whe]]>
</dc:description></item><item><title><![CDATA[6.006 Introduction to Algorithms (MIT)]]></title><dc:title><![CDATA[6.006 Introduction to Algorithms (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=e1b8b1cf851ed54d1b3856a1b2c59bbf]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=e1b8b1cf851ed54d1b3856a1b2c59bbf]]></guid><description><![CDATA[Includes audio/video content: AV lectures. This course provides an introduction to mathematical modeling of computational problems. It covers the common algorithms, algorithmic paradigms, and data structures used to solve these problems. The course emphasizes the relationship between algorithms and programming, and introduces basic performance measures and analysis techniques for these problems.<br clear="both" style="clear: both;"/>
<br clear="both" style="clear: both;"/>
  <a style='font-size:]]>
</description><dc:description><![CDATA[Includes audio/video content: AV lectures. This course provides an introduction to mathematical modeling of computational problems. It covers the common algorithms, algorithmic paradigms, and data structures used to solve these problems. The course emphasizes the relationship between algorithms and programming, and introduces basic performance measures and analysis techniques for these problems.<br clear="both" style="clear: both;"/>
<br clear="both" style="clear: both;"/>
  <a style='font-size:]]>
</dc:description></item><item><title><![CDATA[The Labour Movement and Protest: a working-class politics for the 21st century [Audio]]]></title><dc:title><![CDATA[The Labour Movement and Protest: a working-class politics for the 21st century [Audio]]]></dc:title><link><![CDATA[http://www2.lse.ac.uk/newsAndMedia/videoAndAudio/channels/publicLecturesAndEvents/player.aspx?id=1703]]></link><guid><![CDATA[http://www2.lse.ac.uk/newsAndMedia/videoAndAudio/channels/publicLecturesAndEvents/player.aspx?id=1703]]></guid><description><![CDATA[Speaker(s): Len McCluskey | Editor's note: We apologise that the first few moments of the introduction to this lecture are missing from the recording of this session. The Labour movement has started to put itself once more at the heart of British politics but it also needs to link up with social protest to develop a new working-class politics. Len McCluskey is the general secretary of Unite.]]>
</description><dc:description><![CDATA[Speaker(s): Len McCluskey | Editor's note: We apologise that the first few moments of the introduction to this lecture are missing from the recording of this session. The Labour movement has started to put itself once more at the heart of British politics but it also needs to link up with social protest to develop a new working-class politics. Len McCluskey is the general secretary of Unite.]]>
</dc:description></item><item><title><![CDATA[1.00 Introduction to Computers and Engineering Problem Solving (MIT)]]></title><dc:title><![CDATA[1.00 Introduction to Computers and Engineering Problem Solving (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=a033c8e562c251579804f8cdcac56085]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=a033c8e562c251579804f8cdcac56085]]></guid><description><![CDATA[This course presents the fundamentals of object-oriented software design and development, computational methods and sensing for engineering, and scientific and managerial applications. It cover topics, including design of classes, inheritance, graphical user interfaces, numerical methods, streams, threads, sensors, and data structures. Students use Java&reg; programming language to complete weekly software assignments. How is 1.00 different from other intro programming courses offered at MIT? 1.]]>
</description><dc:description><![CDATA[This course presents the fundamentals of object-oriented software design and development, computational methods and sensing for engineering, and scientific and managerial applications. It cover topics, including design of classes, inheritance, graphical user interfaces, numerical methods, streams, threads, sensors, and data structures. Students use Java&reg; programming language to complete weekly software assignments. How is 1.00 different from other intro programming courses offered at MIT? 1.]]>
</dc:description></item><item><title><![CDATA[6.006 Introduction to Algorithms (MIT)]]></title><dc:title><![CDATA[6.006 Introduction to Algorithms (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=8eedda9fda34ee4684cbaa35300e2060]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=8eedda9fda34ee4684cbaa35300e2060]]></guid><description><![CDATA[This course provides an introduction to mathematical modeling of computational problems. It covers the common algorithms, algorithmic paradigms, and data structures used to solve these problems. The course emphasizes the relationship between algorithms and programming, and introduces basic performance measures and analysis techniques for these problems.<br clear="both" style="clear: both;"/>
<br clear="both" style="clear: both;"/>
  <a style='font-size: 10px; color: maroon;' href='http://www.phe]]>
</description><dc:description><![CDATA[This course provides an introduction to mathematical modeling of computational problems. It covers the common algorithms, algorithmic paradigms, and data structures used to solve these problems. The course emphasizes the relationship between algorithms and programming, and introduces basic performance measures and analysis techniques for these problems.<br clear="both" style="clear: both;"/>
<br clear="both" style="clear: both;"/>
  <a style='font-size: 10px; color: maroon;' href='http://www.phe]]>
</dc:description></item><item><title><![CDATA[Introduction to Windows 8 Contracts  | Introducing Windows 8]]></title><dc:title><![CDATA[Introduction to Windows 8 Contracts  | Introducing Windows 8]]></dc:title><link><![CDATA[http://channel9.msdn.com/Series/Introducing-Windows-8/Introduction-to-Windows-8-Contracts]]></link><guid><![CDATA[http://channel9.msdn.com/Series/Introducing-Windows-8/Introduction-to-Windows-8-Contracts]]></guid><description><![CDATA[<p>Windows 8 Contracts are an agreement between one or more apps. They enable your app to connect with other apps already installed on the system, the web, or devices. Contracts also allow your app to stay relevant and connected to a growing ecosystem of apps as new ones become available in the Windows Store. Watch this video to learn more about Windows 8 Contracts.</p><p>See also:</p><ul><li><a href="http://msdn.microsoft.com/en-us/library/windows/apps/hh464906.aspx">App contracts and extension]]>
</description><dc:description><![CDATA[<p>Windows 8 Contracts are an agreement between one or more apps. They enable your app to connect with other apps already installed on the system, the web, or devices. Contracts also allow your app to stay relevant and connected to a growing ecosystem of apps as new ones become available in the Windows Store. Watch this video to learn more about Windows 8 Contracts.</p><p>See also:</p><ul><li><a href="http://msdn.microsoft.com/en-us/library/windows/apps/hh464906.aspx">App contracts and extension]]>
</dc:description></item><item><title><![CDATA[Introduction to Nervous System]]></title><dc:title><![CDATA[Introduction to Nervous System]]></dc:title><link><![CDATA[http://www.edutube.org:80/en/video/introduction-nervous-system]]></link><guid><![CDATA[http://www.edutube.org:80/en/video/introduction-nervous-system]]></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-vimeo"><div id="media-vimeo-12" class="media-vimeo">
    <iframe src="http://player.vimeo.com/video/54025452?fullscreen=1&show_title=1&show_byline=1&show_portrait=1&autoplay=1" width="480" ]]>
</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-vimeo"><div id="media-vimeo-12" class="media-vimeo">
    <iframe src="http://player.vimeo.com/video/54025452?fullscreen=1&show_title=1&show_byline=1&show_portrait=1&autoplay=1" width="480" ]]>
</dc:description></item><item><title><![CDATA[Introduction to Manufacturing]]></title><dc:title><![CDATA[Introduction to Manufacturing]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=54920]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=54920]]></guid><description><![CDATA[This clip/preview makes a nice introduction to begin studying manufacturing.&nbsp; (01:24)]]>
</description><dc:description><![CDATA[This clip/preview makes a nice introduction to begin studying manufacturing.&nbsp; (01:24)]]>
</dc:description></item><item><title><![CDATA[4.602 Modern Art and Mass Culture (MIT)]]></title><dc:title><![CDATA[4.602 Modern Art and Mass Culture (MIT)]]></dc:title><link><![CDATA[http://ocw.mit.edu/courses/architecture/4-602-modern-art-and-mass-culture-spring-2012]]></link><guid><![CDATA[http://ocw.mit.edu/courses/architecture/4-602-modern-art-and-mass-culture-spring-2012]]></guid><description><![CDATA[This class provides an introduction to modern art and theories of modernism and postmodernism. It focuses on the way artists use the tension between fine art and mass culture to mobilize a critique of both. We will examine objects of visual art, including painting, sculpture, architecture, photography, prints, performance and video. These objects will be viewed in their interaction with advertising, caricature, comics, graffiti, television, fashion, folk art, and &quot;primitive&quot; art.]]>
</description><dc:description><![CDATA[This class provides an introduction to modern art and theories of modernism and postmodernism. It focuses on the way artists use the tension between fine art and mass culture to mobilize a critique of both. We will examine objects of visual art, including painting, sculpture, architecture, photography, prints, performance and video. These objects will be viewed in their interaction with advertising, caricature, comics, graffiti, television, fashion, folk art, and &quot;primitive&quot; art.]]>
</dc:description></item><item><title><![CDATA[18.337J Parallel Computing (MIT)]]></title><dc:title><![CDATA[18.337J Parallel Computing (MIT)]]></dc:title><link><![CDATA[http://ocw.mit.edu/courses/mathematics/18-337j-parallel-computing-fall-2011]]></link><guid><![CDATA[http://ocw.mit.edu/courses/mathematics/18-337j-parallel-computing-fall-2011]]></guid><description><![CDATA[This is an advanced interdisciplinary introduction to applied parallel computing on modern supercomputers. It has a hands-on emphasis on understanding the realities and myths of what is possible on the world's fastest machines. We will make prominent use of the Julia Language software project.]]>
</description><dc:description><![CDATA[This is an advanced interdisciplinary introduction to applied parallel computing on modern supercomputers. It has a hands-on emphasis on understanding the realities and myths of what is possible on the world's fastest machines. We will make prominent use of the Julia Language software project.]]>
</dc:description></item><item><title><![CDATA[4.605 Introduction to the History and Theory of Architecture (MIT)]]></title><dc:title><![CDATA[4.605 Introduction to the History and Theory of Architecture (MIT)]]></dc:title><link><![CDATA[http://ocw.mit.edu/courses/architecture/4-605-introduction-to-the-history-and-theory-of-architecture-spring-2012]]></link><guid><![CDATA[http://ocw.mit.edu/courses/architecture/4-605-introduction-to-the-history-and-theory-of-architecture-spring-2012]]></guid><description><![CDATA[This course is a global-oriented survey of the history of architecture, from the prehistoric to the sixteenth century. It treats buildings and environments, including cities, in the context of the cultural and civilizational history. It offers an introduction to design principles and analysis. Being global, it aims to give the student perspective on the larger pushes and pulls that influence architecture and its meanings, whether these be economic, political, religious or climatic.]]>
</description><dc:description><![CDATA[This course is a global-oriented survey of the history of architecture, from the prehistoric to the sixteenth century. It treats buildings and environments, including cities, in the context of the cultural and civilizational history. It offers an introduction to design principles and analysis. Being global, it aims to give the student perspective on the larger pushes and pulls that influence architecture and its meanings, whether these be economic, political, religious or climatic.]]>
</dc:description></item><item><title><![CDATA[18.330 Introduction to Numerical Analysis (MIT)]]></title><dc:title><![CDATA[18.330 Introduction to Numerical Analysis (MIT)]]></dc:title><link><![CDATA[http://ocw.mit.edu/courses/mathematics/18-330-introduction-to-numerical-analysis-spring-2012]]></link><guid><![CDATA[http://ocw.mit.edu/courses/mathematics/18-330-introduction-to-numerical-analysis-spring-2012]]></guid><description><![CDATA[This course analyzed the basic techniques for the efficient numerical solution of problems in science and engineering. Topics spanned root finding, interpolation, approximation of functions, integration, differential equations, direct and iterative methods in linear algebra.]]>
</description><dc:description><![CDATA[This course analyzed the basic techniques for the efficient numerical solution of problems in science and engineering. Topics spanned root finding, interpolation, approximation of functions, integration, differential equations, direct and iterative methods in linear algebra.]]>
</dc:description></item><item><title><![CDATA[14.33 Economics Research and Communication (MIT)]]></title><dc:title><![CDATA[14.33 Economics Research and Communication (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=70aa3879999845c3672ee2913aff77d4]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=70aa3879999845c3672ee2913aff77d4]]></guid><description><![CDATA[This course will guide students through the process of forming economic hypotheses, gathering the appropriate data, analyzing them, and effectively communicating their results. All students will be expected to have successfully completed Introduction to Statistical Methods in Economics and Econometrics (or their equivalents) as well as courses in basic microeconomics and macroeconomics. Students may find it useful to take at least one economics field course and perform a UROP before taking this ]]>
</description><dc:description><![CDATA[This course will guide students through the process of forming economic hypotheses, gathering the appropriate data, analyzing them, and effectively communicating their results. All students will be expected to have successfully completed Introduction to Statistical Methods in Economics and Econometrics (or their equivalents) as well as courses in basic microeconomics and macroeconomics. Students may find it useful to take at least one economics field course and perform a UROP before taking this ]]>
</dc:description></item><item><title><![CDATA[4.602 Modern Art and Mass Culture (MIT)]]></title><dc:title><![CDATA[4.602 Modern Art and Mass Culture (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=942c951760ae42188881727266ce1e27]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=942c951760ae42188881727266ce1e27]]></guid><description><![CDATA[This class provides an introduction to modern art and theories of modernism and postmodernism. It focuses on the way artists use the tension between fine art and mass culture to mobilize a critique of both. We will examine objects of visual art, including painting, sculpture, architecture, photography, prints, performance and video. These objects will be viewed in their interaction with advertising, caricature, comics, graffiti, television, fashion, folk art, and &quot;primitive&quot; art.<br cl]]>
</description><dc:description><![CDATA[This class provides an introduction to modern art and theories of modernism and postmodernism. It focuses on the way artists use the tension between fine art and mass culture to mobilize a critique of both. We will examine objects of visual art, including painting, sculpture, architecture, photography, prints, performance and video. These objects will be viewed in their interaction with advertising, caricature, comics, graffiti, television, fashion, folk art, and &quot;primitive&quot; art.<br cl]]>
</dc:description></item><item><title><![CDATA[Introduction to Sociology for the University of Oklahoma]]></title><dc:title><![CDATA[Introduction to Sociology for the University of Oklahoma]]></dc:title><link><![CDATA[http://cnx.org/content/col11482/latest/]]></link><guid><![CDATA[http://cnx.org/content/col11482/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              Introduction to Sociology was written by teams of sociology professors and writers and peer-reviewed by college instructors nationwide. The textbook was developed for OpenStax College as part of […]<br/>
              
              <img style="border: 0px"
                  src="http://i.creativecommons.org/l/by/3.0/80x15.png"/>
     ]]>
</description><dc:description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              Introduction to Sociology was written by teams of sociology professors and writers and peer-reviewed by college instructors nationwide. The textbook was developed for OpenStax College as part of […]<br/>
              
              <img style="border: 0px"
                  src="http://i.creativecommons.org/l/by/3.0/80x15.png"/>
     ]]>
</dc:description></item><item><title><![CDATA[Introduction to Nervous System Screencast.mov]]></title><dc:title><![CDATA[Introduction to Nervous System Screencast.mov]]></dc:title><link><![CDATA[http://www.edutube.org:80/en/video/introduction-nervous-system-screencastmov]]></link><guid><![CDATA[http://www.edutube.org:80/en/video/introduction-nervous-system-screencastmov]]></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-vimeo"><div id="media-vimeo-9" class="media-vimeo">
    <iframe src="http://player.vimeo.com/video/54025452?fullscreen=1&show_title=1&show_byline=1&show_portrait=1&autoplay=1" width="480" h]]>
</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-vimeo"><div id="media-vimeo-9" class="media-vimeo">
    <iframe src="http://player.vimeo.com/video/54025452?fullscreen=1&show_title=1&show_byline=1&show_portrait=1&autoplay=1" width="480" h]]>
</dc:description></item><item><title><![CDATA[Introduction to Poverty Studies]]></title><dc:title><![CDATA[Introduction to Poverty Studies]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/introduction-to-poverty-studies]]></link><guid><![CDATA[http://www.oercommons.org/courses/introduction-to-poverty-studies]]></guid><description><![CDATA[The gateway course introduces students to academic research about the nature, causes, and consequences of poverty. Throughout, the readings and lectures reveal the collaboration across the various disciplines, enhances our understanding of what it means to be poor and of the array of interlocking problems that lead to poverty, and guides the formulation of policies to prevent and alleviate poverty. Equal emphasis is given to poor citizens of the United States and developing nations.]]>
</description><dc:description><![CDATA[The gateway course introduces students to academic research about the nature, causes, and consequences of poverty. Throughout, the readings and lectures reveal the collaboration across the various disciplines, enhances our understanding of what it means to be poor and of the array of interlocking problems that lead to poverty, and guides the formulation of policies to prevent and alleviate poverty. Equal emphasis is given to poor citizens of the United States and developing nations.]]>
</dc:description></item><item><title><![CDATA[Medical Ethics, Fall 2009]]></title><dc:title><![CDATA[Medical Ethics, Fall 2009]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/medical-ethics-fall-2009]]></link><guid><![CDATA[http://www.oercommons.org/courses/medical-ethics-fall-2009]]></guid><description><![CDATA[This course is an introduction to biomedical ethics. The first part of the course provides an introduction to basic ethical theory, which is intended to serve as a background aid for thinking through the particular issues discussed in the remainder of the course. Specific topics to be discussed include confidentiality and truth-telling in the doctor/patient relationship, medical experimentation and informed consent, abortion, treatment decisions for seriously ill infants, physician assisted suic]]>
</description><dc:description><![CDATA[This course is an introduction to biomedical ethics. The first part of the course provides an introduction to basic ethical theory, which is intended to serve as a background aid for thinking through the particular issues discussed in the remainder of the course. Specific topics to be discussed include confidentiality and truth-telling in the doctor/patient relationship, medical experimentation and informed consent, abortion, treatment decisions for seriously ill infants, physician assisted suic]]>
</dc:description></item><item><title><![CDATA[Introduction to Ecology]]></title><dc:title><![CDATA[Introduction to Ecology]]></dc:title><link><![CDATA[http://www.edutube.org:80/en/video/introduction-ecology]]></link><guid><![CDATA[http://www.edutube.org:80/en/video/introduction-ecology]]></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-vimeo"><div id="media-vimeo-1" class="media-vimeo">
    <iframe src="http://player.vimeo.com/video/50334203?fullscreen=1&show_title=1&show_byline=1&show_portrait=1&autoplay=1" width="480" h]]>
</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-vimeo"><div id="media-vimeo-1" class="media-vimeo">
    <iframe src="http://player.vimeo.com/video/50334203?fullscreen=1&show_title=1&show_byline=1&show_portrait=1&autoplay=1" width="480" h]]>
</dc:description></item><item><title><![CDATA[Introduction to Accessibility | Introducing Windows 8]]></title><dc:title><![CDATA[Introduction to Accessibility | Introducing Windows 8]]></dc:title><link><![CDATA[http://channel9.msdn.com/Series/Introducing-Windows-8/Introduction-to-Accessibility]]></link><guid><![CDATA[http://channel9.msdn.com/Series/Introducing-Windows-8/Introduction-to-Accessibility]]></guid><description><![CDATA[<p>When you are designing an app, it's important to think about all of the people who will use it, including those with disabilities such as visual, mobility, hearing, and cognitive impairments.&nbsp;In the United States alone, 36 million people have a disability and worldwide that figure is estimated around 1 billion.&nbsp;By ensuring that your app is accessible to people with disabilities, you can reach a significantly larger customer base and ensure that no one is excluded from<br>being able ]]>
</description><dc:description><![CDATA[<p>When you are designing an app, it's important to think about all of the people who will use it, including those with disabilities such as visual, mobility, hearing, and cognitive impairments.&nbsp;In the United States alone, 36 million people have a disability and worldwide that figure is estimated around 1 billion.&nbsp;By ensuring that your app is accessible to people with disabilities, you can reach a significantly larger customer base and ensure that no one is excluded from<br>being able ]]>
</dc:description></item><item><title><![CDATA[Intensive Introduction to Computer Science]]></title><dc:title><![CDATA[Intensive Introduction to Computer Science]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/intensive-introduction-to-computer-science]]></link><guid><![CDATA[http://www.oercommons.org/courses/intensive-introduction-to-computer-science]]></guid><description><![CDATA[This free online computer science course is an introduction to the intellectual enterprises of computer science. Topics include algorithms (their design, implementation, and analysis); software development (abstraction, encapsulation, data structures, debugging, and testing); architecture of computers (low-level data representation and instruction processing); computer systems (programming languages, compilers, operating systems, and databases); and computers in the real world (networks, website]]>
</description><dc:description><![CDATA[This free online computer science course is an introduction to the intellectual enterprises of computer science. Topics include algorithms (their design, implementation, and analysis); software development (abstraction, encapsulation, data structures, debugging, and testing); architecture of computers (low-level data representation and instruction processing); computer systems (programming languages, compilers, operating systems, and databases); and computers in the real world (networks, website]]>
</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[Published the 100th course: Introduction to Aerospace Engineering I]]></title><dc:title><![CDATA[Published the 100th course: Introduction to Aerospace Engineering I]]></dc:title><link><![CDATA[http://opencourseware.weblog.tudelft.nl/2013/01/08/353/]]></link><guid><![CDATA[http://opencourseware.weblog.tudelft.nl/2013/01/08/353/]]></guid><description><![CDATA[At the end of 2012 we published our 100th course in TU Delft OpenCourseWare: Introduction to Aerospace Engineering I. This is the first part of Introduction of Aerospace Engineering, the second part will be published later this year. This first part of the course Introduction to Aerospace Engineering presents an overall picture of the aeronautics domain. This [...]]]>
</description><dc:description><![CDATA[At the end of 2012 we published our 100th course in TU Delft OpenCourseWare: Introduction to Aerospace Engineering I. This is the first part of Introduction of Aerospace Engineering, the second part will be published later this year. This first part of the course Introduction to Aerospace Engineering presents an overall picture of the aeronautics domain. This [...]]]>
</dc:description></item><item><title><![CDATA[Introduction to our 2012 Sociology Careers Alumni Talks]]></title><dc:title><![CDATA[Introduction to our 2012 Sociology Careers Alumni Talks]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=7Lq9PXRu81E]]></link><guid><![CDATA[http://www.youtube.com/watch?v=7Lq9PXRu81E]]></guid><description><![CDATA[Introduction to our alumni speakers at the 2012 Careers Talk.]]>
</description><dc:description><![CDATA[Introduction to our alumni speakers at the 2012 Careers Talk.]]>
</dc:description></item><item><title><![CDATA[NASA Johnson Style (Gangnam Style Parody)]]></title><dc:title><![CDATA[NASA Johnson Style (Gangnam Style Parody)]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=54739]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=54739]]></guid><description><![CDATA[What a fun introduction to a space unit!&nbsp; Watch NASA scientists rap and dance about their careers Gangnam Style.&nbsp; (03:48)<br />
<br />
Also <br />
learn more about NASA: http://www.nasa.gov<br />
Learn more about the International Space Station: http://www.nasa.gov/station<br />
Sign up to get space station sighting information sent to you: http://spotthestation.nasa.gov/<br />
<br />
For students interested in NASA Johnson Space Center:<br />
http://www.facebook.com/nasa.jsc.students<]]>
</description><dc:description><![CDATA[What a fun introduction to a space unit!&nbsp; Watch NASA scientists rap and dance about their careers Gangnam Style.&nbsp; (03:48)<br />
<br />
Also <br />
learn more about NASA: http://www.nasa.gov<br />
Learn more about the International Space Station: http://www.nasa.gov/station<br />
Sign up to get space station sighting information sent to you: http://spotthestation.nasa.gov/<br />
<br />
For students interested in NASA Johnson Space Center:<br />
http://www.facebook.com/nasa.jsc.students<]]>
</dc:description></item><item><title><![CDATA[6.005 Elements of Software Construction (MIT)]]></title><dc:title><![CDATA[6.005 Elements of Software Construction (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=83d2481c03bc4da644988b468bf42fbf]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=83d2481c03bc4da644988b468bf42fbf]]></guid><description><![CDATA[This course provides an introduction to the fundamental principles and techniques of software development that have greatest impact on practice. Topics include capturing the essence of a problem by recognizing and inventing suitable abstractions; key paradigms, including state machines, functional programming, and object-oriented programming; use of design patterns to bridge gap between models and code; the role of interfaces and specification in achieving modularity and decoupling; reasoning ab]]>
</description><dc:description><![CDATA[This course provides an introduction to the fundamental principles and techniques of software development that have greatest impact on practice. Topics include capturing the essence of a problem by recognizing and inventing suitable abstractions; key paradigms, including state machines, functional programming, and object-oriented programming; use of design patterns to bridge gap between models and code; the role of interfaces and specification in achieving modularity and decoupling; reasoning ab]]>
</dc:description></item><item><title><![CDATA[21A.226 Ethnic and National Identity (MIT)]]></title><dc:title><![CDATA[21A.226 Ethnic and National Identity (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=ffff890ba214a0e94e10cbad0678fff1]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=ffff890ba214a0e94e10cbad0678fff1]]></guid><description><![CDATA[An introduction to the cross-cultural study of ethnic and national identity. We examine the concept of social identity, and consider the ways in which gendered, linguistic, religious, and ethno-racial identity components interact. We explore the history of nationalism, including the emergence of the idea of the nation-state, as well as ethnic conflict, globalization, identity politics, and human rights.<br clear="both" style="clear: both;"/>
<br clear="both" style="clear: both;"/>
  <a style='fo]]>
</description><dc:description><![CDATA[An introduction to the cross-cultural study of ethnic and national identity. We examine the concept of social identity, and consider the ways in which gendered, linguistic, religious, and ethno-racial identity components interact. We explore the history of nationalism, including the emergence of the idea of the nation-state, as well as ethnic conflict, globalization, identity politics, and human rights.<br clear="both" style="clear: both;"/>
<br clear="both" style="clear: both;"/>
  <a style='fo]]>
</dc:description></item><item><title><![CDATA[18.152 Introduction to Partial Differential Equations (MIT)]]></title><dc:title><![CDATA[18.152 Introduction to Partial Differential Equations (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=de9f7459f248399d168814324b0683d8]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=de9f7459f248399d168814324b0683d8]]></guid><description><![CDATA[This course analyzes initial and boundary value problems for ordinary differential equations and the wave and heat equation in one space dimension. It also covers the Sturm-Liouville theory and eigenfunction expansions, as well as the Dirichlet problem for Laplace's operator and potential theory.<br clear="both" style="clear: both;"/>
<br clear="both" style="clear: both;"/>
  <a style='font-size: 10px; color: maroon;' href='http://www.pheedcontent.com/hostedMorselClick.php?hfmm=v3:fd7cffa109c1d3]]>
</description><dc:description><![CDATA[This course analyzes initial and boundary value problems for ordinary differential equations and the wave and heat equation in one space dimension. It also covers the Sturm-Liouville theory and eigenfunction expansions, as well as the Dirichlet problem for Laplace's operator and potential theory.<br clear="both" style="clear: both;"/>
<br clear="both" style="clear: both;"/>
  <a style='font-size: 10px; color: maroon;' href='http://www.pheedcontent.com/hostedMorselClick.php?hfmm=v3:fd7cffa109c1d3]]>
</dc:description></item><item><title><![CDATA[11.124 Introduction to Teaching and Learning Mathematics and Science (MIT)]]></title><dc:title><![CDATA[11.124 Introduction to Teaching and Learning Mathematics and Science (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=184067791de0241dd58eb66e87e256be]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=184067791de0241dd58eb66e87e256be]]></guid><description><![CDATA[This course provides an introduction to teaching and learning in a variety of K-12 settings. Through visits to schools, classroom discussions, selected readings, and hands-on activities, we explore the challenges and opportunities of teaching. Topics of study include educational technology, design and experimentation, student learning, and careers in education.<br clear="both" style="clear: both;"/>
<br clear="both" style="clear: both;"/>
  <a style='font-size: 10px; color: maroon;' href='http:/]]>
</description><dc:description><![CDATA[This course provides an introduction to teaching and learning in a variety of K-12 settings. Through visits to schools, classroom discussions, selected readings, and hands-on activities, we explore the challenges and opportunities of teaching. Topics of study include educational technology, design and experimentation, student learning, and careers in education.<br clear="both" style="clear: both;"/>
<br clear="both" style="clear: both;"/>
  <a style='font-size: 10px; color: maroon;' href='http:/]]>
</dc:description></item><item><title><![CDATA[12.086 Modeling Environmental Complexity (MIT)]]></title><dc:title><![CDATA[12.086 Modeling Environmental Complexity (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=d6e14d47c6565c7e905701ad7e67b23e]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=d6e14d47c6565c7e905701ad7e67b23e]]></guid><description><![CDATA[This course provides an introduction to the study of environmental phenomena that exhibit both organized structure and wide variability&mdash;i.e., complexity. Through focused study of a variety of physical, biological, and chemical problems in conjunction with theoretical models, we learn a series of lessons with wide applicability to understanding the structure and organization of the natural world. Students will also learn how to construct minimal mathematical, physical, and computational mod]]>
</description><dc:description><![CDATA[This course provides an introduction to the study of environmental phenomena that exhibit both organized structure and wide variability&mdash;i.e., complexity. Through focused study of a variety of physical, biological, and chemical problems in conjunction with theoretical models, we learn a series of lessons with wide applicability to understanding the structure and organization of the natural world. Students will also learn how to construct minimal mathematical, physical, and computational mod]]>
</dc:description></item><item><title><![CDATA[24.09 Minds and Machines (MIT)]]></title><dc:title><![CDATA[24.09 Minds and Machines (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=c8e4b5eac3db796e9528fcae1e28aed8]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=c8e4b5eac3db796e9528fcae1e28aed8]]></guid><description><![CDATA[This course is an introduction to many of the central issues in a branch of philosophy called philosophy of mind. Some of the questions we will discuss include the following. Can computers think? Is the mind an immaterial thing? Or is the mind the brain? Or does the mind stand to the brain as a computer program stands to the hardware? How can creatures like ourselves think thoughts that are "about" things? (For example, we can all think that Aristotle is a philosopher, and in that sense think "a]]>
</description><dc:description><![CDATA[This course is an introduction to many of the central issues in a branch of philosophy called philosophy of mind. Some of the questions we will discuss include the following. Can computers think? Is the mind an immaterial thing? Or is the mind the brain? Or does the mind stand to the brain as a computer program stands to the hardware? How can creatures like ourselves think thoughts that are "about" things? (For example, we can all think that Aristotle is a philosopher, and in that sense think "a]]>
</dc:description></item><item><title><![CDATA[5.301 Chemistry Laboratory Techniques (MIT)]]></title><dc:title><![CDATA[5.301 Chemistry Laboratory Techniques (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=746163b4630a6cb4878275cc6a3ef43c]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=746163b4630a6cb4878275cc6a3ef43c]]></guid><description><![CDATA[This course is an intensive introduction to the techniques of experimental chemistry and gives first year students an opportunity to learn and master the basic chemistry lab techniques for carrying out experiments. Students who successfully complete the course and obtain a &quot;Competent Chemist&quot; (CC) or &quot;Expert Experimentalist&quot; (EE) rating are likely to secure opportunities for research work in a chemistry lab at MIT. Acknowledgements The laboratory manual and materials for this]]>
</description><dc:description><![CDATA[This course is an intensive introduction to the techniques of experimental chemistry and gives first year students an opportunity to learn and master the basic chemistry lab techniques for carrying out experiments. Students who successfully complete the course and obtain a &quot;Competent Chemist&quot; (CC) or &quot;Expert Experimentalist&quot; (EE) rating are likely to secure opportunities for research work in a chemistry lab at MIT. Acknowledgements The laboratory manual and materials for this]]>
</dc:description></item><item><title><![CDATA[21F.040 A Passage to India: Introduction to Modern Indian Culture and Society (MIT)]]></title><dc:title><![CDATA[21F.040 A Passage to India: Introduction to Modern Indian Culture and Society (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=4e1c9ffc904b44171a015d69da399a5f]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=4e1c9ffc904b44171a015d69da399a5f]]></guid><description><![CDATA[This course introduces students to Indian Culture through films, short-stories, novels, essays, and newspaper articles. The course examines some major social and political controversies of contemporary India through discussions centered on India's history, politics and religion. The focus is on issues such as ethnic tension and terrorism, poverty and inequality, caste conflict, the "missing women," and the effects of globalization on popular and folk cultures. Particular emphasis is on the IT re]]>
</description><dc:description><![CDATA[This course introduces students to Indian Culture through films, short-stories, novels, essays, and newspaper articles. The course examines some major social and political controversies of contemporary India through discussions centered on India's history, politics and religion. The focus is on issues such as ethnic tension and terrorism, poverty and inequality, caste conflict, the "missing women," and the effects of globalization on popular and folk cultures. Particular emphasis is on the IT re]]>
</dc:description></item><item><title><![CDATA[AP Biology: Introduction to Ecology]]></title><dc:title><![CDATA[AP Biology: Introduction to Ecology]]></dc:title><link><![CDATA[http://www.edutube.org:80/en/video/ap-biology-introduction-ecology]]></link><guid><![CDATA[http://www.edutube.org:80/en/video/ap-biology-introduction-ecology]]></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-vimeo"><div id="media-vimeo-7" class="media-vimeo">
    <iframe src="http://player.vimeo.com/video/50334203?fullscreen=1&show_title=1&show_byline=1&show_portrait=1&autoplay=1" width="480" h]]>
</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-vimeo"><div id="media-vimeo-7" class="media-vimeo">
    <iframe src="http://player.vimeo.com/video/50334203?fullscreen=1&show_title=1&show_byline=1&show_portrait=1&autoplay=1" width="480" h]]>
</dc:description></item><item><title><![CDATA[Jb0150: Java OOP: A Gentle Introduction to Java Data Types]]></title><dc:title><![CDATA[Jb0150: Java OOP: A Gentle Introduction to Java Data Types]]></dc:title><link><![CDATA[http://cnx.org/content/m45141/latest/]]></link><guid><![CDATA[http://cnx.org/content/m45141/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/baldwin">Richard Baldwin</a>
                
                </i></b><br/>
              This module introduces Java data types.<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 introduces Java data types.<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[Introduction to the Scientific Method]]></title><dc:title><![CDATA[Introduction to the Scientific Method]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/introduction-to-the-scientific-method]]></link><guid><![CDATA[http://www.oercommons.org/courses/introduction-to-the-scientific-method]]></guid><description><![CDATA[In this activity (page 26 of the PDF), learners make observations, formulate hypotheses and design a controlled experiment, based on the reaction of carbon dioxide with calcium hydroxide. This is an introductory activity in "The Brain in Space: A Teacher's Guide with Activities for Neuroscience" but can be used to introduce any group of learners about the scientific method. This activity requires 3 days of 40-45 minutes of learning each day. The lesson guide includes background information, vari]]>
</description><dc:description><![CDATA[In this activity (page 26 of the PDF), learners make observations, formulate hypotheses and design a controlled experiment, based on the reaction of carbon dioxide with calcium hydroxide. This is an introductory activity in "The Brain in Space: A Teacher's Guide with Activities for Neuroscience" but can be used to introduce any group of learners about the scientific method. This activity requires 3 days of 40-45 minutes of learning each day. The lesson guide includes background information, vari]]>
</dc:description></item><item><title><![CDATA[GS-05: Introduction to adjustment layers]]></title><dc:title><![CDATA[GS-05: Introduction to adjustment layers]]></dc:title><link><![CDATA[http://tv.adobe.com/watch/gs05-introduction-to-adjustment-layers/]]></link><guid><![CDATA[http://tv.adobe.com/watch/gs05-introduction-to-adjustment-layers/]]></guid><description><![CDATA[Apply adjustment layers to manipulate the color, tone, contrast, and other aspects of images. Apply adjustments non-destructively, monitor levels in the panel's histogram, and paint away adjustments with the built-in layer mask.]]>
</description><dc:description><![CDATA[Apply adjustment layers to manipulate the color, tone, contrast, and other aspects of images. Apply adjustments non-destructively, monitor levels in the panel's histogram, and paint away adjustments with the built-in layer mask.]]>
</dc:description></item><item><title><![CDATA[Basics: 06 Overview of the Develop module]]></title><dc:title><![CDATA[Basics: 06 Overview of the Develop module]]></dc:title><link><![CDATA[http://tv.adobe.com/watch/basics-06-overview-of-the-develop-module/]]></link><guid><![CDATA[http://tv.adobe.com/watch/basics-06-overview-of-the-develop-module/]]></guid><description><![CDATA[Get a quick overview of the Develop module and an introduction to the tools you'll use most often.]]>
</description><dc:description><![CDATA[Get a quick overview of the Develop module and an introduction to the tools you'll use most often.]]>
</dc:description></item><item><title><![CDATA[Using the new features in the AIR for Android SDK]]></title><dc:title><![CDATA[Using the new features in the AIR for Android SDK]]></dc:title><link><![CDATA[http://tv.adobe.com/watch/using-the-new-features-in-the-air-for-android-sdk/]]></link><guid><![CDATA[http://tv.adobe.com/watch/using-the-new-features-in-the-air-for-android-sdk/]]></guid><description><![CDATA[Get an introduction to the AIR for Android publishing options in Flash Professional CS5.5. Learn how to debug an AIR for Android application on a mobile device via a USB port.]]>
</description><dc:description><![CDATA[Get an introduction to the AIR for Android publishing options in Flash Professional CS5.5. Learn how to debug an AIR for Android application on a mobile device via a USB port.]]>
</dc:description></item><item><title><![CDATA[What is Flash Catalyst?]]></title><dc:title><![CDATA[What is Flash Catalyst?]]></dc:title><link><![CDATA[http://tv.adobe.com/watch/what-is-flash-catalyst/]]></link><guid><![CDATA[http://tv.adobe.com/watch/what-is-flash-catalyst/]]></guid><description><![CDATA[An introduction to Flash Catalyst.  Learn how it can help you build interactive Flash content only using design skills.]]>
</description><dc:description><![CDATA[An introduction to Flash Catalyst.  Learn how it can help you build interactive Flash content only using design skills.]]>
</dc:description></item><item><title><![CDATA[Getting Started: 11 Correcting color with effects]]></title><dc:title><![CDATA[Getting Started: 11 Correcting color with effects]]></dc:title><link><![CDATA[http://tv.adobe.com/watch/getting-started-11-correcting-color-with-effects/]]></link><guid><![CDATA[http://tv.adobe.com/watch/getting-started-11-correcting-color-with-effects/]]></guid><description><![CDATA[Get an introduction to color correction in After Effects CS4. Use effects to adjust hue and saturation. Adjust color balance.]]>
</description><dc:description><![CDATA[Get an introduction to color correction in After Effects CS4. Use effects to adjust hue and saturation. Adjust color balance.]]>
</dc:description></item><item><title><![CDATA[18.337J Parallel Computing (MIT)]]></title><dc:title><![CDATA[18.337J Parallel Computing (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=8c44aa769540781b6d9ffa990d2ec31b]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=8c44aa769540781b6d9ffa990d2ec31b]]></guid><description><![CDATA[This is an advanced interdisciplinary introduction to applied parallel computing on modern supercomputers. It has a hands-on emphasis on understanding the realities and myths of what is possible on the world's fastest machines. We will make prominent use of the Julia Language software project.<br clear="both" style="clear: both;"/>
<br clear="both" style="clear: both;"/>
  <a style='font-size: 10px; color: maroon;' href='http://www.pheedcontent.com/hostedMorselClick.php?hfmm=v3:89cf6a85fd0ca5eef]]>
</description><dc:description><![CDATA[This is an advanced interdisciplinary introduction to applied parallel computing on modern supercomputers. It has a hands-on emphasis on understanding the realities and myths of what is possible on the world's fastest machines. We will make prominent use of the Julia Language software project.<br clear="both" style="clear: both;"/>
<br clear="both" style="clear: both;"/>
  <a style='font-size: 10px; color: maroon;' href='http://www.pheedcontent.com/hostedMorselClick.php?hfmm=v3:89cf6a85fd0ca5eef]]>
</dc:description></item><item><title><![CDATA[Preamble (Principles of the Constitution Series)]]></title><dc:title><![CDATA[Preamble (Principles of the Constitution Series)]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=54671]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=54671]]></guid><description><![CDATA[This video clip is the introduction to the Principles of the Constitution Mini-Series. This clip focuses on the Preamble, also known as the introduction to the US Constitution. The Preamble to the United States Constitution is a brief introductory statement of the Constitution's fundamental purposes and guiding principles. It states in general terms the Founding Fathers' intentions regarding the Constitution's meaning and what they hoped the Constitution would achieve for America. The end of thi]]>
</description><dc:description><![CDATA[This video clip is the introduction to the Principles of the Constitution Mini-Series. This clip focuses on the Preamble, also known as the introduction to the US Constitution. The Preamble to the United States Constitution is a brief introductory statement of the Constitution's fundamental purposes and guiding principles. It states in general terms the Founding Fathers' intentions regarding the Constitution's meaning and what they hoped the Constitution would achieve for America. The end of thi]]>
</dc:description></item><item><title><![CDATA[Logarithms - Khan Academy]]></title><dc:title><![CDATA[Logarithms - Khan Academy]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=54664]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=54664]]></guid><description><![CDATA[Introduction to logarithms from Salman Khan . Learning that logarithms are just a way of expressing "the exponent that you have to raise a base to to get another number". (07:02)]]>
</description><dc:description><![CDATA[Introduction to logarithms from Salman Khan . Learning that logarithms are just a way of expressing "the exponent that you have to raise a base to to get another number". (07:02)]]>
</dc:description></item><item><title><![CDATA[Introduction to Williams Syndrome]]></title><dc:title><![CDATA[Introduction to Williams Syndrome]]></dc:title><link><![CDATA[http://www.edutube.org:80/en/video/introduction-williams-syndrome]]></link><guid><![CDATA[http://www.edutube.org:80/en/video/introduction-williams-syndrome]]></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-8" class="media-youtube">
  <div id="media-youtube-default-external-8">
  <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-8" class="media-youtube">
  <div id="media-youtube-default-external-8">
  <object type="application/x-shockwave-flash" height="397" width="480" data="http://]]>
</dc:description></item><item><title><![CDATA[Introduction to Aerospace Engineering I]]></title><dc:title><![CDATA[Introduction to Aerospace Engineering I]]></dc:title><link><![CDATA[http://feedproxy.google.com/~r/tudelft/OCW/~3/DsVM9lvKkow/course-home]]></link><guid><![CDATA[http://feedproxy.google.com/~r/tudelft/OCW/~3/DsVM9lvKkow/course-home]]></guid><description><![CDATA[This first part of the course Introduction to Aerospace Engineering presents an overall picture of the aeronautics domain. This overview involves a number of different perspectives on the aerospace domain, and shows some basic principles of the most important concepts for flight. 
Then the basic aerodynamics are covered, followed by flight mechanics.  
Study Goals - Have an overview of the history of flight
- Apply basic/constitutive principles of mechanics of fluids - a.o. Bernoulli.
- Apply co]]>
</description><dc:description><![CDATA[This first part of the course Introduction to Aerospace Engineering presents an overall picture of the aeronautics domain. This overview involves a number of different perspectives on the aerospace domain, and shows some basic principles of the most important concepts for flight. 
Then the basic aerodynamics are covered, followed by flight mechanics.  
Study Goals - Have an overview of the history of flight
- Apply basic/constitutive principles of mechanics of fluids - a.o. Bernoulli.
- Apply co]]>
</dc:description></item><item><title><![CDATA[Baha'i Academy - An introduction to Team Discussion]]></title><dc:title><![CDATA[Baha'i Academy - An introduction to Team Discussion]]></dc:title><link><![CDATA[http://www.edutube.org:80/en/video/bahai-academy-introduction-team-discussion]]></link><guid><![CDATA[http://www.edutube.org:80/en/video/bahai-academy-introduction-team-discussion]]></guid><description><![CDATA[<table><tr><td>
</td><td>
    <span>Added by: Anonymous</span>
</td></tr></table>]]>
</description><dc:description><![CDATA[<table><tr><td>
</td><td>
    <span>Added by: Anonymous</span>
</td></tr></table>]]>
</dc:description></item><item><title><![CDATA[Introduction to Evolution of Databases (Arabic)]]></title><dc:title><![CDATA[Introduction to Evolution of Databases (Arabic)]]></dc:title><link><![CDATA[http://edutube.org:80/en/video/introduction-evolution-databases-arabic]]></link><guid><![CDATA[http://edutube.org:80/en/video/introduction-evolution-databases-arabic]]></guid><description><![CDATA[<p>Farrokh Alemi, PhD Lecture in Health Database<br />
Course at George Mason University.<br />
Narrated By Saad Almasuod</p>]]>
</description><dc:description><![CDATA[<p>Farrokh Alemi, PhD Lecture in Health Database<br />
Course at George Mason University.<br />
Narrated By Saad Almasuod</p>]]>
</dc:description></item><item><title><![CDATA[Introduction to HIV/AIDS: What You Need to Know]]></title><dc:title><![CDATA[Introduction to HIV/AIDS: What You Need to Know]]></dc:title><link><![CDATA[http://edutube.org:80/en/video/introduction-hivaids-what-you-need-know]]></link><guid><![CDATA[http://edutube.org:80/en/video/introduction-hivaids-what-you-need-know]]></guid><description><![CDATA[<p>Essential information about HIV and AIDS by Becky Kuhn, M.D., co-founder of Global Lifeworks.</p>
<p><a href="http://edutube.org:80/en/video/introduction-hivaids-what-you-need-know">read more</a></p>]]>
</description><dc:description><![CDATA[<p>Essential information about HIV and AIDS by Becky Kuhn, M.D., co-founder of Global Lifeworks.</p>
<p><a href="http://edutube.org:80/en/video/introduction-hivaids-what-you-need-know">read more</a></p>]]>
</dc:description></item><item><title><![CDATA[Part 4: Introduction to XAML - Continued | Windows Store apps for Absolute Beginners with C#]]></title><dc:title><![CDATA[Part 4: Introduction to XAML - Continued | 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-4-Introduction-to-XAML-Continued]]></link><guid><![CDATA[http://channel9.msdn.com/Series/Windows-Store-apps-for-Absolute-Beginners-with-C-/Part-4-Introduction-to-XAML-Continued]]></guid><description><![CDATA[<p>Bob continues by talking about default properties, the Content property utilized by most controls, property element syntax, and then talks about the various schemas utilized in XAML and what they are there for.</p><p>&nbsp;</p><p><strong><a href="http://media.ch9.ms/content/WinStoreAppDev_CS.zip">Download the entire series' source code</a></strong></p> <img src="http://m.webtrends.com/dcs1wotjh10000w0irc493s0e_6x1g/njs.gif?dcssip=channel9.msdn.com&dcsuri=http://channel9.msdn.com/Feeds/RSS&WT.]]>
</description><dc:description><![CDATA[<p>Bob continues by talking about default properties, the Content property utilized by most controls, property element syntax, and then talks about the various schemas utilized in XAML and what they are there for.</p><p>&nbsp;</p><p><strong><a href="http://media.ch9.ms/content/WinStoreAppDev_CS.zip">Download the entire series' source code</a></strong></p> <img src="http://m.webtrends.com/dcs1wotjh10000w0irc493s0e_6x1g/njs.gif?dcssip=channel9.msdn.com&dcsuri=http://channel9.msdn.com/Feeds/RSS&WT.]]>
</dc:description></item><item><title><![CDATA[Part 3: Introduction to XAML | Windows Store apps for Absolute Beginners with C#]]></title><dc:title><![CDATA[Part 3: Introduction to XAML | 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-3-Introduction-to-XAML]]></link><guid><![CDATA[http://channel9.msdn.com/Series/Windows-Store-apps-for-Absolute-Beginners-with-C-/Part-3-Introduction-to-XAML]]></guid><description><![CDATA[<p>Now that we have a project, it's time to learn XAML for user interface layout and interaction. &nbsp;Bob provides a fast but gentle introduction -- as he calls it, the &quot;cheater's guide&quot; -- to learning this declarative language. &nbsp;He explains what XAML is at a high level and its justification. &nbsp;He provides hands-on, practical examples of XAML layout controls, attached properties, navigating between the XAML and code-behind files / partial classes and how the XAML and C# is c]]>
</description><dc:description><![CDATA[<p>Now that we have a project, it's time to learn XAML for user interface layout and interaction. &nbsp;Bob provides a fast but gentle introduction -- as he calls it, the &quot;cheater's guide&quot; -- to learning this declarative language. &nbsp;He explains what XAML is at a high level and its justification. &nbsp;He provides hands-on, practical examples of XAML layout controls, attached properties, navigating between the XAML and code-behind files / partial classes and how the XAML and C# is c]]>
</dc:description></item><item><title><![CDATA[Beginners&#039; Chinese: Introducing yourself]]></title><dc:title><![CDATA[Beginners&#039; Chinese: Introducing yourself]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/languages/chinese/beginners-chinese-introducing-yourself/content-section-0]]></link><guid><![CDATA[http://www.open.edu/openlearn/languages/chinese/beginners-chinese-introducing-yourself/content-section-0]]></guid><description><![CDATA[This unit is a language unit that concentrates on Mandarin Chinese as a tool for communication, but also provides some insights into Chinese society and culture. It contains a brief introduction to the Chinese language, its scripts and sounds, and how words are formed. The language activities and audio extracts presented here are designed to give you a taste of Mandarin Chinese language. You will hear short conversations where people greet each other, introduce themselves, describe where they co]]>
</description><dc:description><![CDATA[This unit is a language unit that concentrates on Mandarin Chinese as a tool for communication, but also provides some insights into Chinese society and culture. It contains a brief introduction to the Chinese language, its scripts and sounds, and how words are formed. The language activities and audio extracts presented here are designed to give you a taste of Mandarin Chinese language. You will hear short conversations where people greet each other, introduce themselves, describe where they co]]>
</dc:description></item><item><title><![CDATA[The frozen planet]]></title><dc:title><![CDATA[The frozen planet]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/environmental-science/the-frozen-planet/content-section-0]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/environmental-science/the-frozen-planet/content-section-0]]></guid><description><![CDATA[This unit is a general introduction to the frozen planet, including the temperature in the polar regions; the energy from the Sun and the seasons; reading and understanding graphs and maps; and how the Arctic and Antarctic regions are defined.<link rel="canonical" href="http://www.open.edu/openlearn/science-maths-technology/science/environmental-science/the-frozen-planet/content-section-0" /> First published on Wed, 02 Nov 2011 as <a href="http://www.open.edu/openlearn/science-maths-technology/s]]>
</description><dc:description><![CDATA[This unit is a general introduction to the frozen planet, including the temperature in the polar regions; the energy from the Sun and the seasons; reading and understanding graphs and maps; and how the Arctic and Antarctic regions are defined.<link rel="canonical" href="http://www.open.edu/openlearn/science-maths-technology/science/environmental-science/the-frozen-planet/content-section-0" /> First published on Wed, 02 Nov 2011 as <a href="http://www.open.edu/openlearn/science-maths-technology/s]]>
</dc:description></item><item><title><![CDATA[3.091 Introduction to Solid State Chemistry (MIT)]]></title><dc:title><![CDATA[3.091 Introduction to Solid State Chemistry (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=f328b0381e57276a853e457c2bf4e897]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=f328b0381e57276a853e457c2bf4e897]]></guid><description><![CDATA[This course explores the basic principles of chemistry and their application to engineering systems. It deals with&nbsp;the relationship between electronic structure, chemical bonding, and atomic order. It also investigates the&nbsp;characterization of atomic arrangements in crystalline and amorphous solids: metals, ceramics, semiconductors, and polymers (including proteins). Topics covered include organic chemistry, solution chemistry, acid-base equilibria, electrochemistry, biochemistry, chemi]]>
</description><dc:description><![CDATA[This course explores the basic principles of chemistry and their application to engineering systems. It deals with&nbsp;the relationship between electronic structure, chemical bonding, and atomic order. It also investigates the&nbsp;characterization of atomic arrangements in crystalline and amorphous solids: metals, ceramics, semiconductors, and polymers (including proteins). Topics covered include organic chemistry, solution chemistry, acid-base equilibria, electrochemistry, biochemistry, chemi]]>
</dc:description></item><item><title><![CDATA[6.01 Introduction to Electrical Engineering and Computer Science I (MIT)]]></title><dc:title><![CDATA[6.01 Introduction to Electrical Engineering and Computer Science I (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=e5df0ce63fdfdb70c11941a65c9a11dd]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=e5df0ce63fdfdb70c11941a65c9a11dd]]></guid><description><![CDATA[6.01 explores fundamental ideas in electrical engineering and computer science, in the context of working with mobile robots. Key engineering principles, such as abstraction and modularity, are applied in the design of computer programs, electronic circuits, discrete-time controllers, and noisy and/or uncertain systems.<br clear="both" style="clear: both;"/>
<br clear="both" style="clear: both;"/>
  <a style='font-size: 10px; color: maroon;' href='http://www.pheedcontent.com/hostedMorselClick.ph]]>
</description><dc:description><![CDATA[6.01 explores fundamental ideas in electrical engineering and computer science, in the context of working with mobile robots. Key engineering principles, such as abstraction and modularity, are applied in the design of computer programs, electronic circuits, discrete-time controllers, and noisy and/or uncertain systems.<br clear="both" style="clear: both;"/>
<br clear="both" style="clear: both;"/>
  <a style='font-size: 10px; color: maroon;' href='http://www.pheedcontent.com/hostedMorselClick.ph]]>
</dc:description></item><item><title><![CDATA[4.605 Introduction to the History and Theory of Architecture (MIT)]]></title><dc:title><![CDATA[4.605 Introduction to the History and Theory of Architecture (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=7099086c9e35ec2e59fa5a28809c4573]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=7099086c9e35ec2e59fa5a28809c4573]]></guid><description><![CDATA[This course is a global-oriented survey of the history of architecture, from the prehistoric to the sixteenth century. It treats buildings and environments, including cities, in the context of the cultural and civilizational history. It offers an introduction to design principles and analysis. Being global, it aims to give the student perspective on the larger pushes and pulls that influence architecture and its meanings, whether these be economic, political, religious or climatic.<br clear="bot]]>
</description><dc:description><![CDATA[This course is a global-oriented survey of the history of architecture, from the prehistoric to the sixteenth century. It treats buildings and environments, including cities, in the context of the cultural and civilizational history. It offers an introduction to design principles and analysis. Being global, it aims to give the student perspective on the larger pushes and pulls that influence architecture and its meanings, whether these be economic, political, religious or climatic.<br clear="bot]]>
</dc:description></item><item><title><![CDATA[Introduction to Evolution and Its Processes]]></title><dc:title><![CDATA[Introduction to Evolution and Its Processes]]></dc:title><link><![CDATA[http://cnx.org/content/m45486/latest/]]></link><guid><![CDATA[http://cnx.org/content/m45486/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/cnxbionm">Connexions BiologyNM</a>
                
                </i></b><br/>
              <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/cnxbionm">Connexions BiologyNM</a>
                
                </i></b><br/>
              <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[Introduction to Biotechnology]]></title><dc:title><![CDATA[Introduction to Biotechnology]]></dc:title><link><![CDATA[http://cnx.org/content/m45481/latest/]]></link><guid><![CDATA[http://cnx.org/content/m45481/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/cnxbionm">Connexions BiologyNM</a>
                
                </i></b><br/>
              <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/cnxbionm">Connexions BiologyNM</a>
                
                </i></b><br/>
              <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[1.2 - Introduction to the IAR Workbench IDE]]></title><dc:title><![CDATA[1.2 - Introduction to the IAR Workbench IDE]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/1-2-introduction-to-the-iar-workbench-ide]]></link><guid><![CDATA[http://www.oercommons.org/courses/1-2-introduction-to-the-iar-workbench-ide]]></guid><description><![CDATA[A quickstart tutorial to the IAR Workbench IDE. Learn how to create a project, edit files, build solutions, and use the debugger.]]>
</description><dc:description><![CDATA[A quickstart tutorial to the IAR Workbench IDE. Learn how to create a project, edit files, build solutions, and use the debugger.]]>
</dc:description></item><item><title><![CDATA[18.330 Introduction to Numerical Analysis (MIT)]]></title><dc:title><![CDATA[18.330 Introduction to Numerical Analysis (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=7a56a8ffc9570c62f97b446d12abff77]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=7a56a8ffc9570c62f97b446d12abff77]]></guid><description><![CDATA[This course analyzed the basic techniques for the efficient numerical solution of problems in science and engineering. Topics spanned root finding, interpolation, approximation of functions, integration, differential equations, direct and iterative methods in linear algebra.<br clear="both" style="clear: both;"/>
<br clear="both" style="clear: both;"/>
  <a style='font-size: 10px; color: maroon;' href='http://www.pheedcontent.com/hostedMorselClick.php?hfmm=v3:88a0f68a8d08270dac698077b78d096f:FBU]]>
</description><dc:description><![CDATA[This course analyzed the basic techniques for the efficient numerical solution of problems in science and engineering. Topics spanned root finding, interpolation, approximation of functions, integration, differential equations, direct and iterative methods in linear algebra.<br clear="both" style="clear: both;"/>
<br clear="both" style="clear: both;"/>
  <a style='font-size: 10px; color: maroon;' href='http://www.pheedcontent.com/hostedMorselClick.php?hfmm=v3:88a0f68a8d08270dac698077b78d096f:FBU]]>
</dc:description></item><item><title><![CDATA[Introduction to the immune system: main players and quantitative challenges]]></title><dc:title><![CDATA[Introduction to the immune system: main players and quantitative challenges]]></dc:title><link><![CDATA[http://www.scivee.tv:80/node/55941]]></link><guid><![CDATA[http://www.scivee.tv:80/node/55941]]></guid><description><![CDATA[By: icamvid Introduction to the immune system: main players and quantitative challenges by Grégoire Altan-Bonnet - MSKCC (New York).
Cargese 2012 - Emergent Order in Biology (12-3).
July 23, 2012 – August 03, 2012
Location: Cargese, Corsica, France]]>
</description><dc:description><![CDATA[By: icamvid Introduction to the immune system: main players and quantitative challenges by Grégoire Altan-Bonnet - MSKCC (New York).
Cargese 2012 - Emergent Order in Biology (12-3).
July 23, 2012 – August 03, 2012
Location: Cargese, Corsica, France]]>
</dc:description></item><item><title><![CDATA[An introduction to the wider professional role of the teacher in England]]></title><dc:title><![CDATA[An introduction to the wider professional role of the teacher in England]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/education/professional-development-education/teacher-training/introduction-the-wider-professional-role-the-teacher-england/content-section-0]]></link><guid><![CDATA[http://www.open.edu/openlearn/education/professional-development-education/teacher-training/introduction-the-wider-professional-role-the-teacher-england/content-section-0]]></guid><description><![CDATA[This unit is an early study for people wishing to become a secondary teacher using the Open University's highly flexible route for graduates – known as the flexible PGCE. This unit, which considers the general professional standards and skills of a teacher whatever their secondary subject specialism, is studied following a brief two-week placement in school and prior to a much longer series of full-time school experiences.<link rel="canonical" href="http://www.open.edu/openlearn/education/prof]]>
</description><dc:description><![CDATA[This unit is an early study for people wishing to become a secondary teacher using the Open University's highly flexible route for graduates – known as the flexible PGCE. This unit, which considers the general professional standards and skills of a teacher whatever their secondary subject specialism, is studied following a brief two-week placement in school and prior to a much longer series of full-time school experiences.<link rel="canonical" href="http://www.open.edu/openlearn/education/prof]]>
</dc:description></item><item><title><![CDATA[Living the Legacy]]></title><dc:title><![CDATA[Living the Legacy]]></dc:title><link><![CDATA[http://media-podcast.open.ac.uk/feeds/living-legacy/darwinnow10intro.mp3]]></link><guid><![CDATA[http://media-podcast.open.ac.uk/feeds/living-legacy/darwinnow10intro.mp3]]></guid><description><![CDATA[A brief introduction to this album.]]>
</description><dc:description><![CDATA[A brief introduction to this album.]]>
</dc:description></item><item><title><![CDATA[An introduction to material culture]]></title><dc:title><![CDATA[An introduction to material culture]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/history-the-arts/culture/visual-art/introduction-material-culture/content-section-0]]></link><guid><![CDATA[http://www.open.edu/openlearn/history-the-arts/culture/visual-art/introduction-material-culture/content-section-0]]></guid><description><![CDATA[This unit is an introduction to the study of material culture. It asks why we should study things and outlines some basic approaches to studying objects.<link rel="canonical" href="http://www.open.edu/openlearn/history-the-arts/culture/visual-art/introduction-material-culture/content-section-0" /> First published on Fri, 09 Mar 2012 as <a href="http://www.open.edu/openlearn/history-the-arts/culture/visual-art/introduction-material-culture/content-section-0">An introduction to material culture</a]]>
</description><dc:description><![CDATA[This unit is an introduction to the study of material culture. It asks why we should study things and outlines some basic approaches to studying objects.<link rel="canonical" href="http://www.open.edu/openlearn/history-the-arts/culture/visual-art/introduction-material-culture/content-section-0" /> First published on Fri, 09 Mar 2012 as <a href="http://www.open.edu/openlearn/history-the-arts/culture/visual-art/introduction-material-culture/content-section-0">An introduction to material culture</a]]>
</dc:description></item><item><title><![CDATA[Studying the arts and humanities]]></title><dc:title><![CDATA[Studying the arts and humanities]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/history-the-arts/studying-the-arts-and-humanities/content-section-0]]></link><guid><![CDATA[http://www.open.edu/openlearn/history-the-arts/studying-the-arts-and-humanities/content-section-0]]></guid><description><![CDATA[This unit is an introduction to studying the arts and humanities. It takes you through a series of exercises designed to develop your approach to study and learning at a distance and improve your confidence as an independent learner.<link rel="canonical" href="http://www.open.edu/openlearn/history-the-arts/studying-the-arts-and-humanities/content-section-0" /> First published on Fri, 28 Oct 2011 as <a href="http://www.open.edu/openlearn/history-the-arts/studying-the-arts-and-humanities/content-s]]>
</description><dc:description><![CDATA[This unit is an introduction to studying the arts and humanities. It takes you through a series of exercises designed to develop your approach to study and learning at a distance and improve your confidence as an independent learner.<link rel="canonical" href="http://www.open.edu/openlearn/history-the-arts/studying-the-arts-and-humanities/content-section-0" /> First published on Fri, 28 Oct 2011 as <a href="http://www.open.edu/openlearn/history-the-arts/studying-the-arts-and-humanities/content-s]]>
</dc:description></item><item><title><![CDATA[People-centred designing]]></title><dc:title><![CDATA[People-centred designing]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/engineering-and-technology/design-and-innovation/design/people-centred-designing/content-section-0]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/engineering-and-technology/design-and-innovation/design/people-centred-designing/content-section-0]]></guid><description><![CDATA[Designed products surround us all and range from bus tickets to buildings. This unit focuses firmly on usability and the increasingly important phenomenon of people-centred design. It aims to inform consumers of design (i.e., all of us) about this crucial characteristic of design. The unit is derived from the Open University course T211 on Design and Designing, but as well as stimulating interest in areas of concern for producers of design it might also provide an introduction to engineering, ma]]>
</description><dc:description><![CDATA[Designed products surround us all and range from bus tickets to buildings. This unit focuses firmly on usability and the increasingly important phenomenon of people-centred design. It aims to inform consumers of design (i.e., all of us) about this crucial characteristic of design. The unit is derived from the Open University course T211 on Design and Designing, but as well as stimulating interest in areas of concern for producers of design it might also provide an introduction to engineering, ma]]>
</dc:description></item><item><title><![CDATA[Introduction to structural integrity]]></title><dc:title><![CDATA[Introduction to structural integrity]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/engineering-and-technology/engineering/introduction-structural-integrity/content-section-0]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/engineering-and-technology/engineering/introduction-structural-integrity/content-section-0]]></guid><description><![CDATA[The I-35W bridge collapse in Minneapolis in August 2007, resulting in at least 13 deaths, illustrates the importance of structural integrity. This unit looks at the investigation that followed the collapse of the Silver Bridge over the Ohio River in 1967 which demonstrates how the study of safe design and the assessment of components and structures under load is of increasing importance in engineering design.<link rel="canonical" href="http://www.open.edu/openlearn/science-maths-technology/engin]]>
</description><dc:description><![CDATA[The I-35W bridge collapse in Minneapolis in August 2007, resulting in at least 13 deaths, illustrates the importance of structural integrity. This unit looks at the investigation that followed the collapse of the Silver Bridge over the Ohio River in 1967 which demonstrates how the study of safe design and the assessment of components and structures under load is of increasing importance in engineering design.<link rel="canonical" href="http://www.open.edu/openlearn/science-maths-technology/engin]]>
</dc:description></item><item><title><![CDATA[Introduction to forensic engineering]]></title><dc:title><![CDATA[Introduction to forensic engineering]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/engineering-and-technology/engineering/introduction-forensic-engineering/content-section-0]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/engineering-and-technology/engineering/introduction-forensic-engineering/content-section-0]]></guid><description><![CDATA[Why do products fail and who finds out why? This unit enters the complex world of forensic engineering and examines how scientists analyse product failure. From investigating a ladder accident to determining the reasons behind the failures in medical products, you will understand how the ‘truth’ can be established.<link rel="canonical" href="http://www.open.edu/openlearn/science-maths-technology/engineering-and-technology/engineering/introduction-forensic-engineering/content-section-0" /> Fi]]>
</description><dc:description><![CDATA[Why do products fail and who finds out why? This unit enters the complex world of forensic engineering and examines how scientists analyse product failure. From investigating a ladder accident to determining the reasons behind the failures in medical products, you will understand how the ‘truth’ can be established.<link rel="canonical" href="http://www.open.edu/openlearn/science-maths-technology/engineering-and-technology/engineering/introduction-forensic-engineering/content-section-0" /> Fi]]>
</dc:description></item><item><title><![CDATA[School activities: Evolutionary tree of mammals]]></title><dc:title><![CDATA[School activities: Evolutionary tree of mammals]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/nature-environment/natural-history/school-activities-evolutionary-tree-mammals/content-section-0]]></link><guid><![CDATA[http://www.open.edu/openlearn/nature-environment/natural-history/school-activities-evolutionary-tree-mammals/content-section-0]]></guid><description><![CDATA[This introduction to the evolution of mammals considers Darwin’s observations on mammals, and how he noticed that species fell into natural groups. The unit looks at evidence from fossils and DNA to examine which mammals are most closely related to whales.<link rel="canonical" href="http://www.open.edu/openlearn/nature-environment/natural-history/school-activities-evolutionary-tree-mammals/content-section-0" /> First published on Mon, 23 Jul 2012 as <a href="http://www.open.edu/openlearn/natur]]>
</description><dc:description><![CDATA[This introduction to the evolution of mammals considers Darwin’s observations on mammals, and how he noticed that species fell into natural groups. The unit looks at evidence from fossils and DNA to examine which mammals are most closely related to whales.<link rel="canonical" href="http://www.open.edu/openlearn/nature-environment/natural-history/school-activities-evolutionary-tree-mammals/content-section-0" /> First published on Mon, 23 Jul 2012 as <a href="http://www.open.edu/openlearn/natur]]>
</dc:description></item><item><title><![CDATA[Acknowledgements]]></title><dc:title><![CDATA[Acknowledgements]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/mathematics-and-statistics/mathematics/numbers-getting-grips-division/content_section___acknowledgements]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/mathematics-and-statistics/mathematics/numbers-getting-grips-division/content_section___acknowledgements]]></guid><description><![CDATA[<p>Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit:</p>
<p>The content is taken from an activity written by Marion Hall for students taking courses in Health and Social Care, in particular those studying K101 An Introduction to Health and Social Care. The original activity is one of a set of skills activities made available to all HSC students via the HSC Resource Bank. </p>
<p>The material acknowledged below is Proprietary and is made ]]>
</description><dc:description><![CDATA[<p>Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit:</p>
<p>The content is taken from an activity written by Marion Hall for students taking courses in Health and Social Care, in particular those studying K101 An Introduction to Health and Social Care. The original activity is one of a set of skills activities made available to all HSC students via the HSC Resource Bank. </p>
<p>The material acknowledged below is Proprietary and is made ]]>
</dc:description></item><item><title><![CDATA[Acknowledgements]]></title><dc:title><![CDATA[Acknowledgements]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/education/mathematics-education/numbers-introduction-subtraction/content_section___acknowledgements]]></link><guid><![CDATA[http://www.open.edu/openlearn/education/mathematics-education/numbers-introduction-subtraction/content_section___acknowledgements]]></guid><description><![CDATA[<p>Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit:</p><p>The content is taken from an activity written by Marion Hall for students taking courses in Health and Social Care, in particular those studying K101 An Introduction to Health and Social Care. The original activity is one of a set of skills activities made available to all HSC students via the HSC Resource Bank. </p><p>Except for third party materials and otherwise stated (see <a]]>
</description><dc:description><![CDATA[<p>Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit:</p><p>The content is taken from an activity written by Marion Hall for students taking courses in Health and Social Care, in particular those studying K101 An Introduction to Health and Social Care. The original activity is one of a set of skills activities made available to all HSC students via the HSC Resource Bank. </p><p>Except for third party materials and otherwise stated (see <a]]>
</dc:description></item><item><title><![CDATA[Introduction]]></title><dc:title><![CDATA[Introduction]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/society/the-law/human-rights-and-law/content_section_0/content_section_0]]></link><guid><![CDATA[http://www.open.edu/openlearn/society/the-law/human-rights-and-law/content_section_0/content_section_0]]></guid><description><![CDATA[<p>This unit considers the growth of human rights and humanitarian law before looking at the European Convention on Human Rights (ECHR) in detail. It will also look at the position of human rights in the UK and the effect of the Human Rights Act 1998.</p><p>This unit is an adapted extract from the course <a class="oucontent-hyperlink" href="http://www3.open.ac.uk/study/undergraduate/course/w100.htm"><i>Rules, rights and justice: an introduction to law</i>
(W100)</a></p>]]>
</description><dc:description><![CDATA[<p>This unit considers the growth of human rights and humanitarian law before looking at the European Convention on Human Rights (ECHR) in detail. It will also look at the position of human rights in the UK and the effect of the Human Rights Act 1998.</p><p>This unit is an adapted extract from the course <a class="oucontent-hyperlink" href="http://www3.open.ac.uk/study/undergraduate/course/w100.htm"><i>Rules, rights and justice: an introduction to law</i>
(W100)</a></p>]]>
</dc:description></item><item><title><![CDATA[References]]></title><dc:title><![CDATA[References]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/society/the-law/human-rights-and-law/content_section___references]]></link><guid><![CDATA[http://www.open.edu/openlearn/society/the-law/human-rights-and-law/content_section___references]]></guid><description><![CDATA[<div class="oucontent-referenceitem">Hoffman, D. and Rowe, J. (2003) ‘The Convention and the United Kingdom’, <i>Human Rights in the UK: A General Introduction to the Human Rights Act 1998</i>, London, Pearson Longman.</div>
<div class="oucontent-referenceitem">Community Legal Service Direct Information Leaflet 7 (2005) <i>The Human Rights Act: What it means for you</i>, Legal Services Commission.</div>
<div class="oucontent-referenceitem"><a class="oucontent-hyperlink" href="http://www.un.o]]>
</description><dc:description><![CDATA[<div class="oucontent-referenceitem">Hoffman, D. and Rowe, J. (2003) ‘The Convention and the United Kingdom’, <i>Human Rights in the UK: A General Introduction to the Human Rights Act 1998</i>, London, Pearson Longman.</div>
<div class="oucontent-referenceitem">Community Legal Service Direct Information Leaflet 7 (2005) <i>The Human Rights Act: What it means for you</i>, Legal Services Commission.</div>
<div class="oucontent-referenceitem"><a class="oucontent-hyperlink" href="http://www.un.o]]>
</dc:description></item><item><title><![CDATA[Introduction]]></title><dc:title><![CDATA[Introduction]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/society/the-law/making-and-using-rules/content_section_0/content_section_0]]></link><guid><![CDATA[http://www.open.edu/openlearn/society/the-law/making-and-using-rules/content_section_0/content_section_0]]></guid><description><![CDATA[<p>This unit is designed as an introduction to the academic study of the concept of rules, but will also serve as an introduction to a variety of different writing styles that are used in the academic world. It will challenge you to think about why some statements are rules and some are not, and what it is that distinguishes rules from habits and customs. It also looks at more formal rules and how such rules are applied and enforced. Rules shape our lives because they set out what we may and may]]>
</description><dc:description><![CDATA[<p>This unit is designed as an introduction to the academic study of the concept of rules, but will also serve as an introduction to a variety of different writing styles that are used in the academic world. It will challenge you to think about why some statements are rules and some are not, and what it is that distinguishes rules from habits and customs. It also looks at more formal rules and how such rules are applied and enforced. Rules shape our lives because they set out what we may and may]]>
</dc:description></item><item><title><![CDATA[Introduction]]></title><dc:title><![CDATA[Introduction]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/society/the-law/introduction-law-contemporary-scotland/content_section_0/content_section_0]]></link><guid><![CDATA[http://www.open.edu/openlearn/society/the-law/introduction-law-contemporary-scotland/content_section_0/content_section_0]]></guid><description><![CDATA[<p>This unit will introduce you to the law making process in Scotland. It is drawn from the Open University course W150 <i>An introduction to law in contemporary Scotland</i>. The Scottish legal system and many aspects of the law in Scotland are different from those in England and Wales. Like the law of England and Wales, Scots law today represents centuries of development and growth. Its evolution has been influenced by many factors, social and economic, the effects of war and religious change,]]>
</description><dc:description><![CDATA[<p>This unit will introduce you to the law making process in Scotland. It is drawn from the Open University course W150 <i>An introduction to law in contemporary Scotland</i>. The Scottish legal system and many aspects of the law in Scotland are different from those in England and Wales. Like the law of England and Wales, Scots law today represents centuries of development and growth. Its evolution has been influenced by many factors, social and economic, the effects of war and religious change,]]>
</dc:description></item><item><title><![CDATA[12 More information about W150 An introduction to law in contemporary Scotland]]></title><dc:title><![CDATA[12 More information about W150 An introduction to law in contemporary Scotland]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/society/the-law/introduction-law-contemporary-scotland/content_section_12]]></link><guid><![CDATA[http://www.open.edu/openlearn/society/the-law/introduction-law-contemporary-scotland/content_section_12]]></guid><description><![CDATA[<p>This unit has been been designed as a taster for the Open University's short course W150 <i>An introduction to law in contemporary Scotland</i>. Over four months the course covers a range of topics which introduce students to law making in Scotland, the structure of the Scottish court system, court procedure before moving on to look at some specific areas of law: Child Law, Employment Law, Human Rights and Unlawful Conduct.</p><p>The purpose of the course is to provide an overview of contempo]]>
</description><dc:description><![CDATA[<p>This unit has been been designed as a taster for the Open University's short course W150 <i>An introduction to law in contemporary Scotland</i>. Over four months the course covers a range of topics which introduce students to law making in Scotland, the structure of the Scottish court system, court procedure before moving on to look at some specific areas of law: Child Law, Employment Law, Human Rights and Unlawful Conduct.</p><p>The purpose of the course is to provide an overview of contempo]]>
</dc:description></item><item><title><![CDATA[An introduction to law in contemporary Scotland]]></title><dc:title><![CDATA[An introduction to law in contemporary Scotland]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/society/the-law/introduction-law-contemporary-scotland/content-section-0]]></link><guid><![CDATA[http://www.open.edu/openlearn/society/the-law/introduction-law-contemporary-scotland/content-section-0]]></guid><description><![CDATA[Many aspects of the law in Scotland are different from those of England and Wales. Centuries of development and growth have been influenced by factors unique to Scotland, resulting in a legal system that is distinct from those of its neighbours. This unit explores the legal history of Scotland, the Scottish Parliament and its relationship with the UK Parliament.<link rel="canonical" href="http://www.open.edu/openlearn/society/the-law/introduction-law-contemporary-scotland/content-section-0" /> F]]>
</description><dc:description><![CDATA[Many aspects of the law in Scotland are different from those of England and Wales. Centuries of development and growth have been influenced by factors unique to Scotland, resulting in a legal system that is distinct from those of its neighbours. This unit explores the legal history of Scotland, the Scottish Parliament and its relationship with the UK Parliament.<link rel="canonical" href="http://www.open.edu/openlearn/society/the-law/introduction-law-contemporary-scotland/content-section-0" /> F]]>
</dc:description></item><item><title><![CDATA[Company law in context]]></title><dc:title><![CDATA[Company law in context]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/society/the-law/company-law-context/content-section-0]]></link><guid><![CDATA[http://www.open.edu/openlearn/society/the-law/company-law-context/content-section-0]]></guid><description><![CDATA[The legal issues involved in setting up and running a business can be complex and confusing, especially when some of the terms used don't seem to have clear meanings. This unit from the College of Law gives a basic introduction to the legal concepts of companies, partnerships, assets and liabilities.<link rel="canonical" href="http://www.open.edu/openlearn/society/the-law/company-law-context/content-section-0" /> First published on Tue, 03 May 2011 as <a href="http://www.open.edu/openlearn/socie]]>
</description><dc:description><![CDATA[The legal issues involved in setting up and running a business can be complex and confusing, especially when some of the terms used don't seem to have clear meanings. This unit from the College of Law gives a basic introduction to the legal concepts of companies, partnerships, assets and liabilities.<link rel="canonical" href="http://www.open.edu/openlearn/society/the-law/company-law-context/content-section-0" /> First published on Tue, 03 May 2011 as <a href="http://www.open.edu/openlearn/socie]]>
</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/telescopes-and-spectrographs/content_section_0/content_section_0]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/telescopes-and-spectrographs/content_section_0/content_section_0]]></guid><description><![CDATA[<p>We are used to seeing spectacular astronomical images in the press and on the internet. This unit gives an in-depth introduction to two of the most important instruments used to create these images and explore the science behind them – telescopes and spectographs.</p><p>This unit is drawn from the preparatory work for the practical residential school at the Observatori Astronomic de Mallorca. The unit image shows a student at work in one of the telescope domes at the Observatori.</p><p>This]]>
</description><dc:description><![CDATA[<p>We are used to seeing spectacular astronomical images in the press and on the internet. This unit gives an in-depth introduction to two of the most important instruments used to create these images and explore the science behind them – telescopes and spectographs.</p><p>This unit is drawn from the preparatory work for the practical residential school at the Observatori Astronomic de Mallorca. The unit image shows a student at work in one of the telescope domes at the Observatori.</p><p>This]]>
</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_1.11.8]]></link><guid><![CDATA[http://www.open.edu/openlearn/education/postgraduate-study-skills-science-technology-or-mathematics/content_section_1.11.8]]></guid><description><![CDATA[<p>Debates about the relationship between science, citizenship and democracy continue to influence public policies related to science communication and public engagement in science. In part, these debates involve discussions about scientific and other ways of knowing. For an introduction to these issues, see Irwin (1999).</p><p>This premise, of exchanging information and learning from others, is also relevant to your communication with other expert scientists. As a research student you will lear]]>
</description><dc:description><![CDATA[<p>Debates about the relationship between science, citizenship and democracy continue to influence public policies related to science communication and public engagement in science. In part, these debates involve discussions about scientific and other ways of knowing. For an introduction to these issues, see Irwin (1999).</p><p>This premise, of exchanging information and learning from others, is also relevant to your communication with other expert scientists. As a research student you will lear]]>
</dc:description></item><item><title><![CDATA[References]]></title><dc:title><![CDATA[References]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/education/postgraduate-study-skills-science-technology-or-mathematics/content_section___references]]></link><guid><![CDATA[http://www.open.edu/openlearn/education/postgraduate-study-skills-science-technology-or-mathematics/content_section___references]]></guid><description><![CDATA[<div class="oucontent-referenceitem"> Castells, M. (1997) <i>The Information Age: Economy, Society and Culture</i>, vol. 2, <i>The Power of Identity</i>, Oxford, Blackwell.</div>
<div class="oucontent-referenceitem"> Fiske, J. (1993) <i>Introduction to Communication Theory</i>, London and New York, Routledge.</div>
<div class="oucontent-referenceitem">Fuller, S. (1997) <i>Science</i>, Buckingham, Open University Press.</div>
<div class="oucontent-referenceitem">Gibbons, M. (1999) ‘Science's ne]]>
</description><dc:description><![CDATA[<div class="oucontent-referenceitem"> Castells, M. (1997) <i>The Information Age: Economy, Society and Culture</i>, vol. 2, <i>The Power of Identity</i>, Oxford, Blackwell.</div>
<div class="oucontent-referenceitem"> Fiske, J. (1993) <i>Introduction to Communication Theory</i>, London and New York, Routledge.</div>
<div class="oucontent-referenceitem">Fuller, S. (1997) <i>Science</i>, Buckingham, Open University Press.</div>
<div class="oucontent-referenceitem">Gibbons, M. (1999) ‘Science's ne]]>
</dc:description></item><item><title><![CDATA[1.1 Introduction to vitamins and why we need them]]></title><dc:title><![CDATA[1.1 Introduction to vitamins and why we need them]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/biology/nutrition-vitamins-and-minerals/content_section_1.1]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/biology/nutrition-vitamins-and-minerals/content_section_1.1]]></guid><description><![CDATA[<p>Before the 19th century, one of the hazards of long sea voyages was a condition called scurvy, whose symptoms were loss of hair and teeth, bleeding gums, very slow healing of wounds, and eventually death. Hundreds of sailors and explorers died from scurvy until a Scottish physician, James Lind, in the 1750s discovered that adding a daily portion of citrus fruit to the rations of those at sea could prevent the condition, whereas adding cider, vinegar or various other substances that he tested,]]>
</description><dc:description><![CDATA[<p>Before the 19th century, one of the hazards of long sea voyages was a condition called scurvy, whose symptoms were loss of hair and teeth, bleeding gums, very slow healing of wounds, and eventually death. Hundreds of sailors and explorers died from scurvy until a Scottish physician, James Lind, in the 1750s discovered that adding a daily portion of citrus fruit to the rations of those at sea could prevent the condition, whereas adding cider, vinegar or various other substances that he tested,]]>
</dc:description></item><item><title><![CDATA[4.1 Introduction to minerals and why we need them]]></title><dc:title><![CDATA[4.1 Introduction to minerals and why we need them]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/biology/nutrition-vitamins-and-minerals/content_section_2.1]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/biology/nutrition-vitamins-and-minerals/content_section_2.1]]></guid><description><![CDATA[<p>Both vitamins and minerals are essential in the diet in small quantities and so they are often grouped together as micronutrients.</p><div class="
            oucontent-activity
           oucontent-s-heavybox1 oucontent-s-box " id="act009_024"><div class="oucontent-outer-box"><h3 class="oucontent-h3 oucontent-nonumber">Activity 24</h3><div class="oucontent-inner-box"><div class="oucontent-saq-question">
<p>Which items in the diet are classified as macronutrients?</p>
</div>

<div class="ouco]]>
</description><dc:description><![CDATA[<p>Both vitamins and minerals are essential in the diet in small quantities and so they are often grouped together as micronutrients.</p><div class="
            oucontent-activity
           oucontent-s-heavybox1 oucontent-s-box " id="act009_024"><div class="oucontent-outer-box"><h3 class="oucontent-h3 oucontent-nonumber">Activity 24</h3><div class="oucontent-inner-box"><div class="oucontent-saq-question">
<p>Which items in the diet are classified as macronutrients?</p>
</div>

<div class="ouco]]>
</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/physics-and-astronomy/comparing-stars/content_section___acknowledgements]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/physics-and-astronomy/comparing-stars/content_section___acknowledgements]]></guid><description><![CDATA[<p>The content acknowledged below is Proprietary (see <a class="oucontent-hyperlink" href="http://www.open.ac.uk/conditions">terms and conditions</a>) and is used under <a class="oucontent-hyperlink" href="http://creativecommons.org/licenses/by-nc-sa/2.0/uk/">licence</a>.</p>
<p>Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit:</p>
<p>The following appears in Chapter 4 ‘Comparing stars’ from <i>An Introduction to the Sun and Stars</i]]>
</description><dc:description><![CDATA[<p>The content acknowledged below is Proprietary (see <a class="oucontent-hyperlink" href="http://www.open.ac.uk/conditions">terms and conditions</a>) and is used under <a class="oucontent-hyperlink" href="http://creativecommons.org/licenses/by-nc-sa/2.0/uk/">licence</a>.</p>
<p>Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit:</p>
<p>The following appears in Chapter 4 ‘Comparing stars’ from <i>An Introduction to the Sun and Stars</i]]>
</dc:description></item><item><title><![CDATA[Introduction]]></title><dc:title><![CDATA[Introduction]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/nature-environment/the-environment/environmental-studies/water-life/content_section_0/content_section_0]]></link><guid><![CDATA[http://www.open.edu/openlearn/nature-environment/the-environment/environmental-studies/water-life/content_section_0/content_section_0]]></guid><description><![CDATA[<p>This unit is an introduction to chemistry concepts, using water as the main illustration. Much of the unit is devoted to exploring the smallest water particle – a water molecule – what it is and how it gives rise to the particular properties of water. The unit also explains powers of ten and scientific notation, which are a convenient way of expressing both very large and very small numbers. It is a good introduction to science.</p><p>This unit is an adapted extract from the course <a cla]]>
</description><dc:description><![CDATA[<p>This unit is an introduction to chemistry concepts, using water as the main illustration. Much of the unit is devoted to exploring the smallest water particle – a water molecule – what it is and how it gives rise to the particular properties of water. The unit also explains powers of ten and scientific notation, which are a convenient way of expressing both very large and very small numbers. It is a good introduction to science.</p><p>This unit is an adapted extract from the course <a cla]]>
</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/geology/geological-processes-the-british-isles/content_section_0/content_section_0]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/geology/geological-processes-the-british-isles/content_section_0/content_section_0]]></guid><description><![CDATA[<p>This unit provides an introduction to the processes that have shaped the evolution of the Earth, with many detailed examples from the geology of the British Isles. These are studied through the use of the British Geological Survey bedrock geology maps. This unit also helps to give a theoretical foundation for any students considering the residential school for the SXR260 <i>The geological history of the British Isles</i> course, based in the north of England.</p><p>This unit is from our archi]]>
</description><dc:description><![CDATA[<p>This unit provides an introduction to the processes that have shaped the evolution of the Earth, with many detailed examples from the geology of the British Isles. These are studied through the use of the British Geological Survey bedrock geology maps. This unit also helps to give a theoretical foundation for any students considering the residential school for the SXR260 <i>The geological history of the British Isles</i> course, based in the north of England.</p><p>This unit is from our archi]]>
</dc:description></item><item><title><![CDATA[1 Landscape formation]]></title><dc:title><![CDATA[1 Landscape formation]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/geology/geological-processes-the-british-isles/content_section_1]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/geology/geological-processes-the-british-isles/content_section_1]]></guid><description><![CDATA[<p>This unit is an introduction to the geological history of the British Isles, a remarkable part of the world upon which many of the great events in Earth history have left their mark. In this unit we use the term ‘British Isles’ in its geographical sense, referring to the islands of Great Britain and Ireland and the adjacent lesser isles. The British Isles did not exist as such until comparatively recent times, and the surface environment of the continental crust that now forms this region]]>
</description><dc:description><![CDATA[<p>This unit is an introduction to the geological history of the British Isles, a remarkable part of the world upon which many of the great events in Earth history have left their mark. In this unit we use the term ‘British Isles’ in its geographical sense, referring to the islands of Great Britain and Ireland and the adjacent lesser isles. The British Isles did not exist as such until comparatively recent times, and the surface environment of the continental crust that now forms this region]]>
</dc:description></item><item><title><![CDATA[5.1 Electromagnetic waves]]></title><dc:title><![CDATA[5.1 Electromagnetic waves]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/physics-and-astronomy/james-clerk-maxwell/content_section_5.1]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/physics-and-astronomy/james-clerk-maxwell/content_section_5.1]]></guid><description><![CDATA[<p>This section gives a brief introduction to light and electromagnetic waves.</p><p>The idea that light is an electromagnetic wave had occurred to Faraday while Maxwell was still a schoolboy, but Maxwell was the first person to possess a complete set of equations describing the dynamical behaviour of electric and magnetic fields. Believing that Faraday was correct, Maxwell set out to show that his equations have wave-like solutions that propagate through empty space at the speed of light.</p><p]]>
</description><dc:description><![CDATA[<p>This section gives a brief introduction to light and electromagnetic waves.</p><p>The idea that light is an electromagnetic wave had occurred to Faraday while Maxwell was still a schoolboy, but Maxwell was the first person to possess a complete set of equations describing the dynamical behaviour of electric and magnetic fields. Believing that Faraday was correct, Maxwell set out to show that his equations have wave-like solutions that propagate through empty space at the speed of light.</p><p]]>
</dc:description></item><item><title><![CDATA[5.1 A second major discovery]]></title><dc:title><![CDATA[5.1 A second major discovery]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/physics-and-astronomy/the-big-bang/content_section_5.1]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/physics-and-astronomy/the-big-bang/content_section_5.1]]></guid><description><![CDATA[<p>In the introduction to this unit, we said that there were three pillars of evidence for the big bang. We now turn to the second. It rests on a discovery that ranks in importance with that of Hubble's law. It came about when observations in a new region of the electromagnetic spectrum – the microwave region – became possible. This was due to the invention of new detectors, working at frequencies as high as 30 000 MHz. In 1965, two Bell Telephone scientists, A. Penzias and R. Wilson, were i]]>
</description><dc:description><![CDATA[<p>In the introduction to this unit, we said that there were three pillars of evidence for the big bang. We now turn to the second. It rests on a discovery that ranks in importance with that of Hubble's law. It came about when observations in a new region of the electromagnetic spectrum – the microwave region – became possible. This was due to the invention of new detectors, working at frequencies as high as 30 000 MHz. In 1965, two Bell Telephone scientists, A. Penzias and R. Wilson, were i]]>
</dc:description></item><item><title><![CDATA[3.5 Natural selection]]></title><dc:title><![CDATA[3.5 Natural selection]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/nature-environment/natural-history/studying-mammals-chisellers/content_section_3.5]]></link><guid><![CDATA[http://www.open.edu/openlearn/nature-environment/natural-history/studying-mammals-chisellers/content_section_3.5]]></guid><description><![CDATA[<p>Darwin summarised his theory of natural selection in the introduction to <i>The Origin of Species</i> as follows:</p><div class="oucontent-quote oucontent-s-box" id="quo001_003"><blockquote><p>As many more individuals of each species are born than can possibly survive; and as, consequently, there is a frequently recurring struggle for existence, it follows that any being, if it vary however slightly in any manner profitable to itself, under the complex and sometimes varying conditions of life]]>
</description><dc:description><![CDATA[<p>Darwin summarised his theory of natural selection in the introduction to <i>The Origin of Species</i> as follows:</p><div class="oucontent-quote oucontent-s-box" id="quo001_003"><blockquote><p>As many more individuals of each species are born than can possibly survive; and as, consequently, there is a frequently recurring struggle for existence, it follows that any being, if it vary however slightly in any manner profitable to itself, under the complex and sometimes varying conditions of life]]>
</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/physics-and-astronomy/icy-bodies-europa-and-elsewhere/content_section___acknowledgements]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/physics-and-astronomy/icy-bodies-europa-and-elsewhere/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>The following appears in <i>Introduction to Astrobiology</i> (Planetary Science Book 2: ISBN 0-521-54621-4) which is published in ass]]>
</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>The following appears in <i>Introduction to Astrobiology</i> (Planetary Science Book 2: ISBN 0-521-54621-4) which is published in ass]]>
</dc:description></item><item><title><![CDATA[1 Overview]]></title><dc:title><![CDATA[1 Overview]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/nature-environment/natural-history/studying-mammals-winning-design/content_section_1]]></link><guid><![CDATA[http://www.open.edu/openlearn/nature-environment/natural-history/studying-mammals-winning-design/content_section_1]]></guid><description><![CDATA[<p>As you work through this unit you will come across boxes, like the one below, which give you advice about the study skills that you will be developing as you progress through the unit. To avoid breaking up the flow of the text, they will usually appear at the start or end of the sections.</p><p>As well as the unit text, you will be using <i>The Life of Mammals</i> book (LoM) and related <i>The Life of Mammals</i> DVDs, as described in the introduction to this unit. Before you go any further, ]]>
</description><dc:description><![CDATA[<p>As you work through this unit you will come across boxes, like the one below, which give you advice about the study skills that you will be developing as you progress through the unit. To avoid breaking up the flow of the text, they will usually appear at the start or end of the sections.</p><p>As well as the unit text, you will be using <i>The Life of Mammals</i> book (LoM) and related <i>The Life of Mammals</i> DVDs, as described in the introduction to this unit. Before you go any further, ]]>
</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/school-activities-evolutionary-tree-mammals/content_section_0/content_section_0]]></link><guid><![CDATA[http://www.open.edu/openlearn/nature-environment/natural-history/school-activities-evolutionary-tree-mammals/content_section_0/content_section_0]]></guid><description><![CDATA[<p>This unit provides an introduction to the evolution of mammals.</p><p>We will be considering Darwin's observations on a great many mammals, and how he noticed that species fell into natural groups. We take as an example the evolution of one particularly interesting mammal, the whale, and look at evidence both from fossils and from DNA to see which other mammals are most closely related to whales. We see how the evidence from these two very different sources points to the same relationship and]]>
</description><dc:description><![CDATA[<p>This unit provides an introduction to the evolution of mammals.</p><p>We will be considering Darwin's observations on a great many mammals, and how he noticed that species fell into natural groups. We take as an example the evolution of one particularly interesting mammal, the whale, and look at evidence both from fossils and from DNA to see which other mammals are most closely related to whales. We see how the evidence from these two very different sources points to the same relationship and]]>
</dc:description></item><item><title><![CDATA[Introduction to case study]]></title><dc:title><![CDATA[Introduction to case study]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/biology/gene-manipulation-plants/content_section_4.1]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/biology/gene-manipulation-plants/content_section_4.1]]></guid><description><![CDATA[<p>In the previous section, you explored the science related to the development of the two traits found in the early commercial GM crops. Their production has been driven by commercial imperatives, and some of the widespread criticism of these crops has reflected a suspicion that they meet the needs of the multinationals’ shareholders, rather than those of wider society.</p><p>As biotechnological techniques have become more sophisticated, new types of crop have become possible, and in this sec]]>
</description><dc:description><![CDATA[<p>In the previous section, you explored the science related to the development of the two traits found in the early commercial GM crops. Their production has been driven by commercial imperatives, and some of the widespread criticism of these crops has reflected a suspicion that they meet the needs of the multinationals’ shareholders, rather than those of wider society.</p><p>As biotechnological techniques have become more sophisticated, new types of crop have become possible, and in this sec]]>
</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/physics-and-astronomy/introduction-active-galaxies/content_section___acknowledgements]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/physics-and-astronomy/introduction-active-galaxies/content_section___acknowledgements]]></guid><description><![CDATA[<p>The material acknowledged below is contained in Chapter 3 of  <i>An Introduction to Galaxies and Cosmology</i> (eds Mark H Jones and Robert J Lambourne), published by the Press Syndicate of <a class="oucontent-hyperlink" href="http://www.cambridge.org">The University of Cambridge</a><span style="font-size:0"> </span> in association with The Open University. Copyright © The Open University, 2003, 2004.</p>
<p>This publication forms part of an Open University course S282 <i>Astronomy</i>.</p>]]>
</description><dc:description><![CDATA[<p>The material acknowledged below is contained in Chapter 3 of  <i>An Introduction to Galaxies and Cosmology</i> (eds Mark H Jones and Robert J Lambourne), published by the Press Syndicate of <a class="oucontent-hyperlink" href="http://www.cambridge.org">The University of Cambridge</a><span style="font-size:0"> </span> in association with The Open University. Copyright © The Open University, 2003, 2004.</p>
<p>This publication forms part of an Open University course S282 <i>Astronomy</i>.</p>]]>
</dc:description></item><item><title><![CDATA[An introduction to energy resources]]></title><dc:title><![CDATA[An introduction to energy resources]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/environmental-science/energy-resources-introduction-energy-resources/content_section_0/content_section_0]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/environmental-science/energy-resources-introduction-energy-resources/content_section_0/content_section_0]]></guid><description><![CDATA[<p>Understanding <a href="http://ocw.open.edu/openlearn/mod/glossary/showentry.php?courseid=452&eid=1631&displayformat=dictionary" title="S278_2 Glossary: Energy" class="glossary autolink concept glossaryid16">energy</a> resources involves considering all types of <a href="http://ocw.open.edu/openlearn/mod/glossary/showentry.php?courseid=452&eid=1631&displayformat=dictionary" title="S278_2 Glossary: Energy" class="glossary autolink concept glossaryid16">energy</a> source from various scientific ]]>
</description><dc:description><![CDATA[<p>Understanding <a href="http://ocw.open.edu/openlearn/mod/glossary/showentry.php?courseid=452&eid=1631&displayformat=dictionary" title="S278_2 Glossary: Energy" class="glossary autolink concept glossaryid16">energy</a> resources involves considering all types of <a href="http://ocw.open.edu/openlearn/mod/glossary/showentry.php?courseid=452&eid=1631&displayformat=dictionary" title="S278_2 Glossary: Energy" class="glossary autolink concept glossaryid16">energy</a> source from various scientific ]]>
</dc:description></item><item><title><![CDATA[Baha'i Academy - An introduction to Team Discussion]]></title><dc:title><![CDATA[Baha'i Academy - An introduction to Team Discussion]]></dc:title><link><![CDATA[http://edutube.org:80/en/video/bahai-academy-introduction-team-discussion]]></link><guid><![CDATA[http://edutube.org:80/en/video/bahai-academy-introduction-team-discussion]]></guid><description><![CDATA[Description not set]]>
</description><dc:description><![CDATA[Description not set]]>
</dc:description></item><item><title><![CDATA[Introduction to Cranfield School of Management by Professor Frank Horwitz]]></title><dc:title><![CDATA[Introduction to Cranfield School of Management by Professor Frank Horwitz]]></dc:title><link><![CDATA[http://edutube.org:80/en/video/introduction-cranfield-school-management-professor-frank-horwitz]]></link><guid><![CDATA[http://edutube.org:80/en/video/introduction-cranfield-school-management-professor-frank-horwitz]]></guid><description><![CDATA[<p>Introduction to Cranfield School of Management - by Director of Cranfield School of Management, Professor Frank Horwitz</p>
<p><a href="http://edutube.org:80/en/video/introduction-cranfield-school-management-professor-frank-horwitz">read more</a></p>]]>
</description><dc:description><![CDATA[<p>Introduction to Cranfield School of Management - by Director of Cranfield School of Management, Professor Frank Horwitz</p>
<p><a href="http://edutube.org:80/en/video/introduction-cranfield-school-management-professor-frank-horwitz">read more</a></p>]]>
</dc:description></item><item><title><![CDATA[Carl Sagan - Cosmos]]></title><dc:title><![CDATA[Carl Sagan - Cosmos]]></dc:title><link><![CDATA[http://edutube.org:80/en/video/carl-sagan-cosmos]]></link><guid><![CDATA[http://edutube.org:80/en/video/carl-sagan-cosmos]]></guid><description><![CDATA[<p>Human history in the vast timeline of the earth. Introduction to the Cosmos television series by Carl Sagan.</p>
<p><a href="http://edutube.org:80/en/video/carl-sagan-cosmos">read more</a></p>]]>
</description><dc:description><![CDATA[<p>Human history in the vast timeline of the earth. Introduction to the Cosmos television series by Carl Sagan.</p>
<p><a href="http://edutube.org:80/en/video/carl-sagan-cosmos">read more</a></p>]]>
</dc:description></item><item><title><![CDATA[History of Ancient Greece 1500 B.C.]]></title><dc:title><![CDATA[History of Ancient Greece 1500 B.C.]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=54469]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=54469]]></guid><description><![CDATA[This video provides a brief introduction to the early history of Ancient Greece since 1500 B.C.&nbsp; It touches on the major points and periods of Greece and its people.&nbsp; It would make a good introduction to students who are beginning to study the civilization.&nbsp; NOTE: the video abruptly cuts off.&nbsp; (01:11)]]>
</description><dc:description><![CDATA[This video provides a brief introduction to the early history of Ancient Greece since 1500 B.C.&nbsp; It touches on the major points and periods of Greece and its people.&nbsp; It would make a good introduction to students who are beginning to study the civilization.&nbsp; NOTE: the video abruptly cuts off.&nbsp; (01:11)]]>
</dc:description></item><item><title><![CDATA[21F.044 Traditional Chinese Literature: Poetry, Fiction, and Drama (MIT)]]></title><dc:title><![CDATA[21F.044 Traditional Chinese Literature: Poetry, Fiction, and Drama (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=f03f3d7fd4217c2ee0c2bee0b118cec0]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=f03f3d7fd4217c2ee0c2bee0b118cec0]]></guid><description><![CDATA[This course is an introduction to some of the major genres of traditional Chinese poetry, fiction, and drama. Intended to give students a basic understanding of the central features of traditional Chinese literary genres, as well as to introduce students to the classic works of the Chinese literary tradition. Works read include Journey to the West, Outlaws of the Marsh, Dream of the Red Chamber, and the poetry of the major Tang dynasty poets. Literature read in translation. Taught in English.<br]]>
</description><dc:description><![CDATA[This course is an introduction to some of the major genres of traditional Chinese poetry, fiction, and drama. Intended to give students a basic understanding of the central features of traditional Chinese literary genres, as well as to introduce students to the classic works of the Chinese literary tradition. Works read include Journey to the West, Outlaws of the Marsh, Dream of the Red Chamber, and the poetry of the major Tang dynasty poets. Literature read in translation. Taught in English.<br]]>
</dc:description></item><item><title><![CDATA[18.335J Introduction to Numerical Methods (MIT)]]></title><dc:title><![CDATA[18.335J Introduction to Numerical Methods (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=e33e22a1f6f0471a9e6fbb92b653f9c7]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=e33e22a1f6f0471a9e6fbb92b653f9c7]]></guid><description><![CDATA[This course offers an advanced introduction to numerical linear algebra. Topics include direct and iterative methods for linear systems, eigenvalue decompositions and QR/SVD factorizations, stability and accuracy of numerical algorithms, the IEEE floating point standard, sparse and structured matrices, preconditioning, linear algebra software. Problem sets require some knowledge of MATLAB&reg;.<br clear="both" style="clear: both;"/>
<br clear="both" style="clear: both;"/>
  <a style='font-size: ]]>
</description><dc:description><![CDATA[This course offers an advanced introduction to numerical linear algebra. Topics include direct and iterative methods for linear systems, eigenvalue decompositions and QR/SVD factorizations, stability and accuracy of numerical algorithms, the IEEE floating point standard, sparse and structured matrices, preconditioning, linear algebra software. Problem sets require some knowledge of MATLAB&reg;.<br clear="both" style="clear: both;"/>
<br clear="both" style="clear: both;"/>
  <a style='font-size: ]]>
</dc:description></item><item><title><![CDATA[21H.421 Introduction to Environmental History (MIT)]]></title><dc:title><![CDATA[21H.421 Introduction to Environmental History (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=6649013dab4078b7de7599a718d58aa7]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=6649013dab4078b7de7599a718d58aa7]]></guid><description><![CDATA[This seminar provides a historical overview of the interactions between people and their environments. Focusing primarily on the experience of Europeans in the period after Columbus, the subject explores the influence of nature (climate, topography, plants, animals, and microorganisms) on human history and the reciprocal influence of people on nature. Topics include the biological consequences of the European encounter with the Americas, the environmental impact of technology, and the roots of t]]>
</description><dc:description><![CDATA[This seminar provides a historical overview of the interactions between people and their environments. Focusing primarily on the experience of Europeans in the period after Columbus, the subject explores the influence of nature (climate, topography, plants, animals, and microorganisms) on human history and the reciprocal influence of people on nature. Topics include the biological consequences of the European encounter with the Americas, the environmental impact of technology, and the roots of t]]>
</dc:description></item><item><title><![CDATA[3.021J Introduction to Modeling and Simulation (MIT)]]></title><dc:title><![CDATA[3.021J Introduction to Modeling and Simulation (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=344ccaf0ad2d32c9364d4e8df0944b4f]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=344ccaf0ad2d32c9364d4e8df0944b4f]]></guid><description><![CDATA[This course explores the basic concepts of computer modeling and simulation in science and engineering. We'll use techniques and software for simulation, data analysis and visualization. Continuum, mesoscale, atomistic and quantum methods are used to study fundamental and applied problems in physics, chemistry, materials science, mechanics, engineering, and biology. Examples drawn from the disciplines above are used to understand or characterize complex structures and materials, and complement e]]>
</description><dc:description><![CDATA[This course explores the basic concepts of computer modeling and simulation in science and engineering. We'll use techniques and software for simulation, data analysis and visualization. Continuum, mesoscale, atomistic and quantum methods are used to study fundamental and applied problems in physics, chemistry, materials science, mechanics, engineering, and biology. Examples drawn from the disciplines above are used to understand or characterize complex structures and materials, and complement e]]>
</dc:description></item><item><title><![CDATA[2.71 Optics (MIT)]]></title><dc:title><![CDATA[2.71 Optics (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=78d4e24d4afbd98965252a09adf5b32b]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=78d4e24d4afbd98965252a09adf5b32b]]></guid><description><![CDATA[This course is an introduction to optical science with elementary engineering applications. Topics covered include geometrical optics: ray-tracing, aberrations, lens design, apertures and stops, radiometry and photometry; wave optics: basic electrodynamics, polarization, interference, wave-guiding, Fresnel and Faunhofer diffraction, image formation, resolution, and space-bandwidth product. Emphasis is on analytical and numerical tools used in optical design. Graduate students are required to com]]>
</description><dc:description><![CDATA[This course is an introduction to optical science with elementary engineering applications. Topics covered include geometrical optics: ray-tracing, aberrations, lens design, apertures and stops, radiometry and photometry; wave optics: basic electrodynamics, polarization, interference, wave-guiding, Fresnel and Faunhofer diffraction, image formation, resolution, and space-bandwidth product. Emphasis is on analytical and numerical tools used in optical design. Graduate students are required to com]]>
</dc:description></item><item><title><![CDATA[Another Introduction to Dependent Probability - Khan Academy]]></title><dc:title><![CDATA[Another Introduction to Dependent Probability - Khan Academy]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=54459]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=54459]]></guid><description><![CDATA[Sal Khan thinks about whether it makes sense to play a strange marble-oriented casino game. (06:29)]]>
</description><dc:description><![CDATA[Sal Khan thinks about whether it makes sense to play a strange marble-oriented casino game. (06:29)]]>
</dc:description></item><item><title><![CDATA[Introduction to Dependent Probability - Khan Academy]]></title><dc:title><![CDATA[Introduction to Dependent Probability - Khan Academy]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=54458]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=54458]]></guid><description><![CDATA[Sal Khan discusses dependent probability, using as an example, the decision to play a game at a strange casino. (06:38)]]>
</description><dc:description><![CDATA[Sal Khan discusses dependent probability, using as an example, the decision to play a game at a strange casino. (06:38)]]>
</dc:description></item><item><title><![CDATA[Derived copy of Introduction to Sociology]]></title><dc:title><![CDATA[Derived copy of Introduction to Sociology]]></dc:title><link><![CDATA[http://cnx.org/content/col11459/latest/]]></link><guid><![CDATA[http://cnx.org/content/col11459/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/stanton">Malcolm Gold</a>
                
                </i></b><br/>
              Introduction to Sociology was written by teams of sociology professors and writers and peer-reviewed by college instructors nationwide. The textbook was developed for OpenStax College as part of […]<br/>
              
              <img style="border: 0px"
                  src="http://i.creativecommons.org/l/by/3.0/80x15.png"/>
              
  ]]>
</description><dc:description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/stanton">Malcolm Gold</a>
                
                </i></b><br/>
              Introduction to Sociology was written by teams of sociology professors and writers and peer-reviewed by college instructors nationwide. The textbook was developed for OpenStax College as part of […]<br/>
              
              <img style="border: 0px"
                  src="http://i.creativecommons.org/l/by/3.0/80x15.png"/>
              
  ]]>
</dc:description></item><item><title><![CDATA[Introduction]]></title><dc:title><![CDATA[Introduction]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/body-mind/health/sport-and-fitness/sport/funding-elite-sport/content_section_0/content_section_0]]></link><guid><![CDATA[http://www.open.edu/openlearn/body-mind/health/sport-and-fitness/sport/funding-elite-sport/content_section_0/content_section_0]]></guid><description><![CDATA[<p>Some elite athletes in the United Kingdom are provided with financial support to allow them to train and prepare for competition. Where does the money come from to finance this? This unit will examine this question by looking at the funding of elite sport in the UK.</p><p>This unit is an adapted extract from the Open University course <a class="oucontent-hyperlink" href="http://www3.open.ac.uk/study/undergraduate/course/e112.htm"><i>Introduction to sport, fitness and management </i>(E112)</a>]]>
</description><dc:description><![CDATA[<p>Some elite athletes in the United Kingdom are provided with financial support to allow them to train and prepare for competition. Where does the money come from to finance this? This unit will examine this question by looking at the funding of elite sport in the UK.</p><p>This unit is an adapted extract from the Open University course <a class="oucontent-hyperlink" href="http://www3.open.ac.uk/study/undergraduate/course/e112.htm"><i>Introduction to sport, fitness and management </i>(E112)</a>]]>
</dc:description></item><item><title><![CDATA[Introduction]]></title><dc:title><![CDATA[Introduction]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/body-mind/health/sport-and-fitness/improving-aerobic-fitness/content_section_0/content_section_0]]></link><guid><![CDATA[http://www.open.edu/openlearn/body-mind/health/sport-and-fitness/improving-aerobic-fitness/content_section_0/content_section_0]]></guid><description><![CDATA[<p>Aerobic fitness is important for sports performance and health, but what sort of exercise should you be doing to develop your aerobic fitness? This unit will help you to answer this question by introducing you to principles of aerobic exercise prescription.</p><p>This unit is an adapted extract from the Open University course<a class="oucontent-hyperlink" href="http://www3.open.ac.uk/study/undergraduate/course/e112.htm"><i> Introduction to sport, fitness and management</i>
(E112).</a></p>]]>
</description><dc:description><![CDATA[<p>Aerobic fitness is important for sports performance and health, but what sort of exercise should you be doing to develop your aerobic fitness? This unit will help you to answer this question by introducing you to principles of aerobic exercise prescription.</p><p>This unit is an adapted extract from the Open University course<a class="oucontent-hyperlink" href="http://www3.open.ac.uk/study/undergraduate/course/e112.htm"><i> Introduction to sport, fitness and management</i>
(E112).</a></p>]]>
</dc:description></item><item><title><![CDATA[3.3 Health and ethnicity]]></title><dc:title><![CDATA[3.3 Health and ethnicity]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/body-mind/health/health-studies/health-everywhere-unravelling-the-mystery-health/content_section_3.3]]></link><guid><![CDATA[http://www.open.edu/openlearn/body-mind/health/health-studies/health-everywhere-unravelling-the-mystery-health/content_section_3.3]]></guid><description><![CDATA[<p>Clearly ethnicity, religion and culture have a great deal of influence on the way people view health. It was noted in the introduction to <a class="oucontent-crossref" href="http://www.open.edu/openlearn/body-mind/health/health-studies/health-everywhere-unravelling-the-mystery-health/content_section_2">Section 2</a> that most of the early work was on health beliefs and that it was anthropological, focusing on ‘other’ cultures. Britain is a multicultural, multiracial society, yet attention]]>
</description><dc:description><![CDATA[<p>Clearly ethnicity, religion and culture have a great deal of influence on the way people view health. It was noted in the introduction to <a class="oucontent-crossref" href="http://www.open.edu/openlearn/body-mind/health/health-studies/health-everywhere-unravelling-the-mystery-health/content_section_2">Section 2</a> that most of the early work was on health beliefs and that it was anthropological, focusing on ‘other’ cultures. Britain is a multicultural, multiracial society, yet attention]]>
</dc:description></item><item><title><![CDATA[1 What to expect]]></title><dc:title><![CDATA[1 What to expect]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/body-mind/health/sport-and-fitness/exploring-sport-online-athletes-and-efficient-hearts/content_section_1]]></link><guid><![CDATA[http://www.open.edu/openlearn/body-mind/health/sport-and-fitness/exploring-sport-online-athletes-and-efficient-hearts/content_section_1]]></guid><description><![CDATA[<p>In this unit you will look at how sport can be understood from a scientific perspective. This is a large topic with many possible approaches. We will try to focus on specific details while maintaining a broad overview of the subject using examples from many different sports such as running, athletics, cycling and swimming to illustrate the different ways in which sport and science interact.</p><p>You will see that even a brief introduction to the science of the human body is enough to answer ]]>
</description><dc:description><![CDATA[<p>In this unit you will look at how sport can be understood from a scientific perspective. This is a large topic with many possible approaches. We will try to focus on specific details while maintaining a broad overview of the subject using examples from many different sports such as running, athletics, cycling and swimming to illustrate the different ways in which sport and science interact.</p><p>You will see that even a brief introduction to the science of the human body is enough to answer ]]>
</dc:description></item><item><title><![CDATA[References]]></title><dc:title><![CDATA[References]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/body-mind/health/nursing/the-limits-primary-care/content_section___references]]></link><guid><![CDATA[http://www.open.edu/openlearn/body-mind/health/nursing/the-limits-primary-care/content_section___references]]></guid><description><![CDATA[<div class="oucontent-referenceitem">Department of Health (1989)<i>An Introduction to the Children Act 1989</i>, HMSO, London.</div><div class="oucontent-referenceitem">Welsh, I. (1993)<i>Trainspotting</i>, Minerva, London.</div>]]>
</description><dc:description><![CDATA[<div class="oucontent-referenceitem">Department of Health (1989)<i>An Introduction to the Children Act 1989</i>, HMSO, London.</div><div class="oucontent-referenceitem">Welsh, I. (1993)<i>Trainspotting</i>, Minerva, London.</div>]]>
</dc:description></item><item><title><![CDATA[1.2.2 Problems with implementation]]></title><dc:title><![CDATA[1.2.2 Problems with implementation]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/body-mind/health/nursing/the-beveridge-vision/content_section_1.1.2]]></link><guid><![CDATA[http://www.open.edu/openlearn/body-mind/health/nursing/the-beveridge-vision/content_section_1.1.2]]></guid><description><![CDATA[<p>Writing a report is one thing – getting it implemented as policy is another. In the full version of <i>An Introduction to the Beveridge Report</i>, Jacobs (1992a) makes clear that there were a number of departures from the blueprint when the Labour government came to steering the legislation through parliament. One was a move to greater generosity. The report had recommended that the new pensions should be phased in over a period of 20 years to allow people to build up their contributions. ]]>
</description><dc:description><![CDATA[<p>Writing a report is one thing – getting it implemented as policy is another. In the full version of <i>An Introduction to the Beveridge Report</i>, Jacobs (1992a) makes clear that there were a number of departures from the blueprint when the Labour government came to steering the legislation through parliament. One was a move to greater generosity. The report had recommended that the new pensions should be phased in over a period of 20 years to allow people to build up their contributions. ]]>
</dc:description></item><item><title><![CDATA[Why study languages?]]></title><dc:title><![CDATA[Why study languages?]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/languages/why-study-languages/content-section-0]]></link><guid><![CDATA[http://www.open.edu/openlearn/languages/why-study-languages/content-section-0]]></guid><description><![CDATA[Learning languages and finding out about other countries can be fun, as well as useful, and this unit is an introduction to the differences in culture and language about which we all need to be aware. There are 10 independent sections: any selection of them can be studied in any order. Some are about why knowledge of other languages and cultures can be important; others are about what it’s like to study a foreign language or to have a career using a foreign language. This unit is aimed at seco]]>
</description><dc:description><![CDATA[Learning languages and finding out about other countries can be fun, as well as useful, and this unit is an introduction to the differences in culture and language about which we all need to be aware. There are 10 independent sections: any selection of them can be studied in any order. Some are about why knowledge of other languages and cultures can be important; others are about what it’s like to study a foreign language or to have a career using a foreign language. This unit is aimed at seco]]>
</dc:description></item><item><title><![CDATA[5.1 Introduction to the social construction of scientific knowledge]]></title><dc:title><![CDATA[5.1 Introduction to the social construction of scientific knowledge]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/education/educational-technology-and-practice/educational-practice/knowledge-everyday-life/content_section_5.1]]></link><guid><![CDATA[http://www.open.edu/openlearn/education/educational-technology-and-practice/educational-practice/knowledge-everyday-life/content_section_5.1]]></guid><description><![CDATA[<p>This section explores how scientific knowledge and scientific literacy can be built up through working in communities of practice (groups of people who work together and share a common language). We also look at issues relating to the ideas of subjectivity and objectivity, and at deductive and inductive thinking. Finally, we explore the public understanding of science by examining how society, in wider terms, constructs or influences scientific thinking and understanding.</p>]]>
</description><dc:description><![CDATA[<p>This section explores how scientific knowledge and scientific literacy can be built up through working in communities of practice (groups of people who work together and share a common language). We also look at issues relating to the ideas of subjectivity and objectivity, and at deductive and inductive thinking. Finally, we explore the public understanding of science by examining how society, in wider terms, constructs or influences scientific thinking and understanding.</p>]]>
</dc:description></item><item><title><![CDATA[4.9 Resources]]></title><dc:title><![CDATA[4.9 Resources]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/education/professional-development-education/accessibility-elearning/content_section_4.9]]></link><guid><![CDATA[http://www.open.edu/openlearn/education/professional-development-education/accessibility-elearning/content_section_4.9]]></guid><description><![CDATA[<p>National Center for Education Statistics (NCES) (a part of the US Department of Education), ‘Special analysis 2002: nontraditional undergraduates’ 
</p><p>http://nces.ed.gov/programs/coe/2002/analyses/nontraditional/index.asp</p><p>OU ‘Introduction to accessibility’ http://kn.open.ac.uk/public/index.cfm?wpid=2488
</p><p>OU ‘Guidelines for describing visual teaching material’ http://kn.open.ac.uk/public/index.cfm?workspacepageid=2709
</p>]]>
</description><dc:description><![CDATA[<p>National Center for Education Statistics (NCES) (a part of the US Department of Education), ‘Special analysis 2002: nontraditional undergraduates’ 
</p><p>http://nces.ed.gov/programs/coe/2002/analyses/nontraditional/index.asp</p><p>OU ‘Introduction to accessibility’ http://kn.open.ac.uk/public/index.cfm?wpid=2488
</p><p>OU ‘Guidelines for describing visual teaching material’ http://kn.open.ac.uk/public/index.cfm?workspacepageid=2709
</p>]]>
</dc:description></item><item><title><![CDATA[Acknowledgements]]></title><dc:title><![CDATA[Acknowledgements]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/history-the-arts/culture/literature-and-creative-writing/what-good-writing/content_section___acknowledgements]]></link><guid><![CDATA[http://www.open.edu/openlearn/history-the-arts/culture/literature-and-creative-writing/what-good-writing/content_section___acknowledgements]]></guid><description><![CDATA[<p>The material below is part of an extract (chapter 4 pages pp. 101–142 and pp. 265–268) adapted for OpenLearn and contained in The Arts Good Study Guide, by Ellie Chambers and Andrew Northedge from The Open University. Copyright © The Open University, 2005. The Arts Study Guide forms part of the study material for The Open University course A103 <i>An Introduction to the Humanities</i> and has been designed to be used with other Open University courses.</p>
<p>Except for third party mater]]>
</description><dc:description><![CDATA[<p>The material below is part of an extract (chapter 4 pages pp. 101–142 and pp. 265–268) adapted for OpenLearn and contained in The Arts Good Study Guide, by Ellie Chambers and Andrew Northedge from The Open University. Copyright © The Open University, 2005. The Arts Study Guide forms part of the study material for The Open University course A103 <i>An Introduction to the Humanities</i> and has been designed to be used with other Open University courses.</p>
<p>Except for third party mater]]>
</dc:description></item><item><title><![CDATA[3.1 Introduction to improving own learning and performance]]></title><dc:title><![CDATA[3.1 Introduction to improving own learning and performance]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/education/key-skills-making-difference/content_section_3.1]]></link><guid><![CDATA[http://www.open.edu/openlearn/education/key-skills-making-difference/content_section_3.1]]></guid><description><![CDATA[<p>This key skill is about helping you understand how you learn; think about how you can improve your own learning and performance, and consider how you might generalise the principles and processes for future learning.</p><p>You saw in our discussion of ‘A framework for learning’, improving your learning and performance could be considered to be a ‘meta-skill’, that is the skill of learning how to learn. This section, then, is a little different from the other skills sections because im]]>
</description><dc:description><![CDATA[<p>This key skill is about helping you understand how you learn; think about how you can improve your own learning and performance, and consider how you might generalise the principles and processes for future learning.</p><p>You saw in our discussion of ‘A framework for learning’, improving your learning and performance could be considered to be a ‘meta-skill’, that is the skill of learning how to learn. This section, then, is a little different from the other skills sections because im]]>
</dc:description></item><item><title><![CDATA[4.1 Introduction to improving your skills in communication]]></title><dc:title><![CDATA[4.1 Introduction to improving your skills in communication]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/education/key-skills-making-difference/content_section_4.1]]></link><guid><![CDATA[http://www.open.edu/openlearn/education/key-skills-making-difference/content_section_4.1]]></guid><description><![CDATA[<p>This key skill focuses on the ways in which you receive and respond to information and communicate with other people in your work, study and everyday life. Communication skills include speaking, listening, reading and writing for different purposes. Techniques such as note taking and writing summaries are important, but so, too, are the techniques of evaluation and application, such as evaluating the relevance and quality of information.</p><p>Communication is part of everyone's life and impr]]>
</description><dc:description><![CDATA[<p>This key skill focuses on the ways in which you receive and respond to information and communicate with other people in your work, study and everyday life. Communication skills include speaking, listening, reading and writing for different purposes. Techniques such as note taking and writing summaries are important, but so, too, are the techniques of evaluation and application, such as evaluating the relevance and quality of information.</p><p>Communication is part of everyone's life and impr]]>
</dc:description></item><item><title><![CDATA[5.1 Introduction to improving your skills in information technology]]></title><dc:title><![CDATA[5.1 Introduction to improving your skills in information technology]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/education/key-skills-making-difference/content_section_5.1]]></link><guid><![CDATA[http://www.open.edu/openlearn/education/key-skills-making-difference/content_section_5.1]]></guid><description><![CDATA[<p>This key skill develops your information technology (IT) skills in your studies, work or other activities over a period of time. To tackle all of this key skill, you will need to plan your work over at least 3–4 months to give yourself enough time to practise and improve your skills, to seek feedback from others, to monitor your progress and evaluate your strategy and present outcomes.</p><p>Skills in information technology cover a broad range, from using software unitages to developing a c]]>
</description><dc:description><![CDATA[<p>This key skill develops your information technology (IT) skills in your studies, work or other activities over a period of time. To tackle all of this key skill, you will need to plan your work over at least 3–4 months to give yourself enough time to practise and improve your skills, to seek feedback from others, to monitor your progress and evaluate your strategy and present outcomes.</p><p>Skills in information technology cover a broad range, from using software unitages to developing a c]]>
</dc:description></item><item><title><![CDATA[6.1 Introduction to improving your skills in information literacy]]></title><dc:title><![CDATA[6.1 Introduction to improving your skills in information literacy]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/education/key-skills-making-difference/content_section_6.1]]></link><guid><![CDATA[http://www.open.edu/openlearn/education/key-skills-making-difference/content_section_6.1]]></guid><description><![CDATA[<p>This key skill develops your information literacy (IL) skills in your studies, work or other activities over a period of time. To tackle all of this section you will need to plan your work over at least 3–4 months to give you enough time to practise and improve your skills, to seek feedback from others, and to monitor and evaluate your progress.</p><p>Information literacy is not the same as information technology. Information and communication technology skills tend to concentrate on using ]]>
</description><dc:description><![CDATA[<p>This key skill develops your information literacy (IL) skills in your studies, work or other activities over a period of time. To tackle all of this section you will need to plan your work over at least 3–4 months to give you enough time to practise and improve your skills, to seek feedback from others, and to monitor and evaluate your progress.</p><p>Information literacy is not the same as information technology. Information and communication technology skills tend to concentrate on using ]]>
</dc:description></item><item><title><![CDATA[7.1 Introduction to improving your skills in number]]></title><dc:title><![CDATA[7.1 Introduction to improving your skills in number]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/education/key-skills-making-difference/content_section_7.1]]></link><guid><![CDATA[http://www.open.edu/openlearn/education/key-skills-making-difference/content_section_7.1]]></guid><description><![CDATA[<p>This key skill develops your number skills in your studies, work or other activities over a period of time. To tackle all of this key skill, you need to plan your work over at least 3–4 months to give yourself enough time to practise and improve your skills, to seek feedback from others, to monitor your progress and evaluate your strategy and present outcomes.</p><p>Application of number (simply called ‘number’ in this key skill) is all about using numerical and mathematical skills to f]]>
</description><dc:description><![CDATA[<p>This key skill develops your number skills in your studies, work or other activities over a period of time. To tackle all of this key skill, you need to plan your work over at least 3–4 months to give yourself enough time to practise and improve your skills, to seek feedback from others, to monitor your progress and evaluate your strategy and present outcomes.</p><p>Application of number (simply called ‘number’ in this key skill) is all about using numerical and mathematical skills to f]]>
</dc:description></item><item><title><![CDATA[8.1 Introduction to improving your skills in problem solving]]></title><dc:title><![CDATA[8.1 Introduction to improving your skills in problem solving]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/education/key-skills-making-difference/content_section_8.1]]></link><guid><![CDATA[http://www.open.edu/openlearn/education/key-skills-making-difference/content_section_8.1]]></guid><description><![CDATA[<p>This key skill develops your problem-solving skills in your studies, work or other activities over a period of time. To tackle this key skill, you will need to plan your work over at least 3–4 months to give yourself enough time to practise and improve your skills, to seek feedback from others, and to monitor your progress and evaluate your strategy.</p><p>Problem solving runs through many other activities and, rather like the key skill ‘Improving own learning and performance’, it can b]]>
</description><dc:description><![CDATA[<p>This key skill develops your problem-solving skills in your studies, work or other activities over a period of time. To tackle this key skill, you will need to plan your work over at least 3–4 months to give yourself enough time to practise and improve your skills, to seek feedback from others, and to monitor your progress and evaluate your strategy.</p><p>Problem solving runs through many other activities and, rather like the key skill ‘Improving own learning and performance’, it can b]]>
</dc:description></item><item><title><![CDATA[9.1 Introduction to improving your skills in working with others]]></title><dc:title><![CDATA[9.1 Introduction to improving your skills in working with others]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/education/key-skills-making-difference/content_section_8.10.1]]></link><guid><![CDATA[http://www.open.edu/openlearn/education/key-skills-making-difference/content_section_8.10.1]]></guid><description><![CDATA[<p>This key skill focuses on developing your skills in working with others and applying these skills in your studies, work or other activities over a period of time. To tackle all of this key skill you will need to plan your work over at least 3–4 months to give yourself enough time to practise and improve your skills, to seek feedback from others, and to monitor and evaluate your performance.</p><p>A main purpose of this key skill is to guide you through the management of a group activity cul]]>
</description><dc:description><![CDATA[<p>This key skill focuses on developing your skills in working with others and applying these skills in your studies, work or other activities over a period of time. To tackle all of this key skill you will need to plan your work over at least 3–4 months to give yourself enough time to practise and improve your skills, to seek feedback from others, and to monitor and evaluate your performance.</p><p>A main purpose of this key skill is to guide you through the management of a group activity cul]]>
</dc:description></item><item><title><![CDATA[7.4.3 When to write the introduction?]]></title><dc:title><![CDATA[7.4.3 When to write the introduction?]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/education/essay-and-report-writing-skills/content_section_7.4.3]]></link><guid><![CDATA[http://www.open.edu/openlearn/education/essay-and-report-writing-skills/content_section_7.4.3]]></guid><description><![CDATA[<p>At what stage should the introduction to an assignment be written?</p><div class="
            oucontent-activity
           oucontent-s-heavybox1 oucontent-s-box " id="act019"><div class="oucontent-outer-box"><h2 class="oucontent-h3 oucontent-nonumber">Activity 19</h2><div class="oucontent-inner-box"><div class="oucontent-saq-question">
<p>A group of students attending a writing workshop were asked to identify the first task in preparing an assignment. Some answered ‘Writing the introducti]]>
</description><dc:description><![CDATA[<p>At what stage should the introduction to an assignment be written?</p><div class="
            oucontent-activity
           oucontent-s-heavybox1 oucontent-s-box " id="act019"><div class="oucontent-outer-box"><h2 class="oucontent-h3 oucontent-nonumber">Activity 19</h2><div class="oucontent-inner-box"><div class="oucontent-saq-question">
<p>A group of students attending a writing workshop were asked to identify the first task in preparing an assignment. Some answered ‘Writing the introducti]]>
</dc:description></item><item><title><![CDATA[Introduction]]></title><dc:title><![CDATA[Introduction]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/computing-and-ict/information-and-communication-technologies/living-the-internet-learning-online/conten/content_section_0/content_section_0]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/computing-and-ict/information-and-communication-technologies/living-the-internet-learning-online/conten/content_section_0/content_section_0]]></guid><description><![CDATA[<p>This unit provides an introduction to learning online. The unit discusses the basics of online study, including file management and ensuring you are using a PC in a safe and healthy way. You will then be invited to assess your style of learning and consider how you can ensure you are ‘computing with confidence’.</p><p>This unit is from our archive and is an adapted extract from Living with the net: using computing to enrich your life (T180) which is no longer taught by The Open University]]>
</description><dc:description><![CDATA[<p>This unit provides an introduction to learning online. The unit discusses the basics of online study, including file management and ensuring you are using a PC in a safe and healthy way. You will then be invited to assess your style of learning and consider how you can ensure you are ‘computing with confidence’.</p><p>This unit is from our archive and is an adapted extract from Living with the net: using computing to enrich your life (T180) which is no longer taught by The Open University]]>
</dc:description></item><item><title><![CDATA[1 Overview]]></title><dc:title><![CDATA[1 Overview]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/education/extending-and-developing-your-thinking-skills/content_section_1]]></link><guid><![CDATA[http://www.open.edu/openlearn/education/extending-and-developing-your-thinking-skills/content_section_1]]></guid><description><![CDATA[<p>This Unit provides an introduction to thinking skills and ways of extending and developing your thinking.</p><p>But why do you need to do this?</p><p>Take a few moments to reflect on your reasons for looking at this Unit and ways in which you hope it will help you.</p><p>Perhaps you thought you would find it useful? Or maybe you have particular worries or concerns about thinking that have made you want to look at this issue in more depth. Looking at thinking skills is something that is not al]]>
</description><dc:description><![CDATA[<p>This Unit provides an introduction to thinking skills and ways of extending and developing your thinking.</p><p>But why do you need to do this?</p><p>Take a few moments to reflect on your reasons for looking at this Unit and ways in which you hope it will help you.</p><p>Perhaps you thought you would find it useful? Or maybe you have particular worries or concerns about thinking that have made you want to look at this issue in more depth. Looking at thinking skills is something that is not al]]>
</dc:description></item><item><title><![CDATA[3.1 Introduction to applying your learning]]></title><dc:title><![CDATA[3.1 Introduction to applying your learning]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/education/learning-how-learn/content_section_3.1]]></link><guid><![CDATA[http://www.open.edu/openlearn/education/learning-how-learn/content_section_3.1]]></guid><description><![CDATA[<p>In this part of the unit we invite you to apply some of the ideas we have introduced in a more structured way. One of the easiest ways to really understand learning how to learn as a <b>process</b>, rather than as a series of individual activities, is to apply it to a section of the course you are currently studying. Choose a section that is complete in itself - for example, a block of the course - and that leads to an assignment. We suggest that you read through the whole of this section and]]>
</description><dc:description><![CDATA[<p>In this part of the unit we invite you to apply some of the ideas we have introduced in a more structured way. One of the easiest ways to really understand learning how to learn as a <b>process</b>, rather than as a series of individual activities, is to apply it to a section of the course you are currently studying. Choose a section that is complete in itself - for example, a block of the course - and that leads to an assignment. We suggest that you read through the whole of this section and]]>
</dc:description></item><item><title><![CDATA[What is language?: an applied linguistic perspective]]></title><dc:title><![CDATA[What is language?: an applied linguistic perspective]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/education/educational-technology-and-practice/educational-practice/what-language-applied-linguistic-perspective/content-section-0]]></link><guid><![CDATA[http://www.open.edu/openlearn/education/educational-technology-and-practice/educational-practice/what-language-applied-linguistic-perspective/content-section-0]]></guid><description><![CDATA[This unit serves as an introduction to the discipline of applied linguistics. It examines what is meant by ‘language’, what its main characteristics are, and how human language differs from communication between other animals. It also asks whether theoretical knowledge about language can be applied to professional practice.<link rel="canonical" href="http://www.open.edu/openlearn/education/educational-technology-and-practice/educational-practice/what-language-applied-linguistic-perspective/c]]>
</description><dc:description><![CDATA[This unit serves as an introduction to the discipline of applied linguistics. It examines what is meant by ‘language’, what its main characteristics are, and how human language differs from communication between other animals. It also asks whether theoretical knowledge about language can be applied to professional practice.<link rel="canonical" href="http://www.open.edu/openlearn/education/educational-technology-and-practice/educational-practice/what-language-applied-linguistic-perspective/c]]>
</dc:description></item><item><title><![CDATA[8 Further reading]]></title><dc:title><![CDATA[8 Further reading]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/computing-and-ict/information-and-communication-technologies/introduction-e-commerce-and-distributed-ap/content_section_7]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/computing-and-ict/information-and-communication-technologies/introduction-e-commerce-and-distributed-ap/content_section_7]]></guid><description><![CDATA[<p>There are a large number of books that have been written on e-commerce, many of which are of varying quality. I have found three useful. The first is by Kalakota and Whinstone (1997). It is an excellent introduction to both the technologies and applications involved in electronic commerce. Kalakota has also written a book on electronic commerce which avoids many of the clichés and which concentrates on unglamorous areas such as supply chain automation (Kalakota, 1999) . If you ignore the jar]]>
</description><dc:description><![CDATA[<p>There are a large number of books that have been written on e-commerce, many of which are of varying quality. I have found three useful. The first is by Kalakota and Whinstone (1997). It is an excellent introduction to both the technologies and applications involved in electronic commerce. Kalakota has also written a book on electronic commerce which avoids many of the clichés and which concentrates on unglamorous areas such as supply chain automation (Kalakota, 1999) . If you ignore the jar]]>
</dc:description></item><item><title><![CDATA[6.1 Further reading]]></title><dc:title><![CDATA[6.1 Further reading]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/computing-and-ict/systems-computer/distributed-paradigms/content_section_6.1]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/computing-and-ict/systems-computer/distributed-paradigms/content_section_6.1]]></guid><description><![CDATA[<p>There is not a lot published on distributed development paradigms. The book by Coulouris <i>et al</i>. [2] indirectly introduces some of the paradigms introduced in this unit. Lynch's book [3] on distributed algorithms is full of algorithms which are message passing based. The book by Patzer and 14 others [4] is a good practical introduction to many of the technologies detailed in this unit. One of the few current books on <i>JavaSpaces</i> has been written by Freeman <i>et al</i>. [1].</p>]]>
</description><dc:description><![CDATA[<p>There is not a lot published on distributed development paradigms. The book by Coulouris <i>et al</i>. [2] indirectly introduces some of the paradigms introduced in this unit. Lynch's book [3] on distributed algorithms is full of algorithms which are message passing based. The book by Patzer and 14 others [4] is a good practical introduction to many of the technologies detailed in this unit. One of the few current books on <i>JavaSpaces</i> has been written by Freeman <i>et al</i>. [1].</p>]]>
</dc:description></item><item><title><![CDATA[3.1 Introduction to SNG and ENG microwave]]></title><dc:title><![CDATA[3.1 Introduction to SNG and ENG microwave]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/computing-and-ict/information-and-communication-technologies/icts-information/content_section_3.1]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/computing-and-ict/information-and-communication-technologies/icts-information/content_section_3.1]]></guid><description><![CDATA[<p>Taylor's paper, <i>From Newsreels To Real News</i>, provided a historical overview of newsgathering up to the time the paper was written in 1995. It provides a good background but is out of date as I write this in 2005 (ten years is a very long time in the recent history of ICT). Taylor wrote an updating paper, <i>Real News Meets IT</i>. I shall be drawing on <i>Real News Meets IT</i> in later sections of this unit. In this section, I have reproduced an extract from a book (Higgins, 2004) whi]]>
</description><dc:description><![CDATA[<p>Taylor's paper, <i>From Newsreels To Real News</i>, provided a historical overview of newsgathering up to the time the paper was written in 1995. It provides a good background but is out of date as I write this in 2005 (ten years is a very long time in the recent history of ICT). Taylor wrote an updating paper, <i>Real News Meets IT</i>. I shall be drawing on <i>Real News Meets IT</i> in later sections of this unit. In this section, I have reproduced an extract from a book (Higgins, 2004) whi]]>
</dc:description></item><item><title><![CDATA[4.1 An introduction to the camcorder]]></title><dc:title><![CDATA[4.1 An introduction to the camcorder]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/computing-and-ict/information-and-communication-technologies/icts-information/content_section_4.1]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/computing-and-ict/information-and-communication-technologies/icts-information/content_section_4.1]]></guid><description><![CDATA[<p>The development of portable camcorders capable of recording long sequences of high-quality video has been important for newsgathering, but camcorders are also very popular consumer items. In this section I shall be looking in more detail at elements of a camcorder, using it as an example of an ICT system which you are probably familiar with to some extent. Even if you have not used one yourself you will have seen them being used or seen them in shops. (If you get the opportunity, you may like]]>
</description><dc:description><![CDATA[<p>The development of portable camcorders capable of recording long sequences of high-quality video has been important for newsgathering, but camcorders are also very popular consumer items. In this section I shall be looking in more detail at elements of a camcorder, using it as an example of an ICT system which you are probably familiar with to some extent. Even if you have not used one yourself you will have seen them being used or seen them in shops. (If you get the opportunity, you may like]]>
</dc:description></item><item><title><![CDATA[References]]></title><dc:title><![CDATA[References]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/computing-and-ict/information-and-communication-technologies/icts-information/content_section___references]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/computing-and-ict/information-and-communication-technologies/icts-information/content_section___references]]></guid><description><![CDATA[<div class="oucontent-referenceitem">Higgins, J. (2004) <i>Introduction to SNG and ENG Microwave</i>, Elsevier Focal Press, Oxford.</div>
<div class="oucontent-referenceitem">ITN (2005) <i>About ITN</i> <a class="oucontent-hyperlink" href="http://itn.co.uk/">Independent Television News Limited </a></div>
<div class="oucontent-referenceitem">Jones, J. and Seenan, G. (2004) ‘The camera today? You can't trust it. Hockney sparks a debate’, <i>The Guardian</i>, 4 March 2004.</div>
<div class="ouc]]>
</description><dc:description><![CDATA[<div class="oucontent-referenceitem">Higgins, J. (2004) <i>Introduction to SNG and ENG Microwave</i>, Elsevier Focal Press, Oxford.</div>
<div class="oucontent-referenceitem">ITN (2005) <i>About ITN</i> <a class="oucontent-hyperlink" href="http://itn.co.uk/">Independent Television News Limited </a></div>
<div class="oucontent-referenceitem">Jones, J. and Seenan, G. (2004) ‘The camera today? You can't trust it. Hockney sparks a debate’, <i>The Guardian</i>, 4 March 2004.</div>
<div class="ouc]]>
</dc:description></item><item><title><![CDATA[4.4 An introduction to WiFi]]></title><dc:title><![CDATA[4.4 An introduction to WiFi]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/computing-and-ict/information-and-communication-technologies/icts-device-device-communication/content_s/content_section_4.4]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/computing-and-ict/information-and-communication-technologies/icts-device-device-communication/content_s/content_section_4.4]]></guid><description><![CDATA[<p>WiFi (from ‘Wireless Fidelity’) is used to connect devices together in one of two network configurations known as ‘ad hoc’ and ‘infrastructure’. We shall explain these terms shortly. (As a starting point, though, you could look up the terms ‘ad hoc’ and ‘infrastructure’ in your dictionary.)</p><p>In wireless LANs, nodes are usually referred to as <b>stations</b> – probably because each communicating device acts as a radio station with transmitter and receiver. These func]]>
</description><dc:description><![CDATA[<p>WiFi (from ‘Wireless Fidelity’) is used to connect devices together in one of two network configurations known as ‘ad hoc’ and ‘infrastructure’. We shall explain these terms shortly. (As a starting point, though, you could look up the terms ‘ad hoc’ and ‘infrastructure’ in your dictionary.)</p><p>In wireless LANs, nodes are usually referred to as <b>stations</b> – probably because each communicating device acts as a radio station with transmitter and receiver. These func]]>
</dc:description></item><item><title><![CDATA[5.3 An introduction to competing technologies]]></title><dc:title><![CDATA[5.3 An introduction to competing technologies]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/computing-and-ict/information-and-communication-technologies/icts-device-device-communication/content_s/content_section_5.3]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/computing-and-ict/information-and-communication-technologies/icts-device-device-communication/content_s/content_section_5.3]]></guid><description><![CDATA[<p>Look again at <a class="oucontent-crossref" href="http://www.open.edu/openlearn/science-maths-technology/computing-and-ict/information-and-communication-technologies/icts-device-device-communication/content_s/content_section_5.2#tbl001_004">Table 4</a>. If I simply wanted to connect my computer and my mouse wirelessly, would I use WiFi? If I wanted to connect together six or seven laptop computers so that they could share information with each other in a face-to-face business meeting, would I]]>
</description><dc:description><![CDATA[<p>Look again at <a class="oucontent-crossref" href="http://www.open.edu/openlearn/science-maths-technology/computing-and-ict/information-and-communication-technologies/icts-device-device-communication/content_s/content_section_5.2#tbl001_004">Table 4</a>. If I simply wanted to connect my computer and my mouse wirelessly, would I use WiFi? If I wanted to connect together six or seven laptop computers so that they could share information with each other in a face-to-face business meeting, would I]]>
</dc:description></item><item><title><![CDATA[6.1 Introduction]]></title><dc:title><![CDATA[6.1 Introduction]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/computing-and-ict/information-and-communication-technologies/icts-device-device-communication/content_s/content_section_6.1]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/computing-and-ict/information-and-communication-technologies/icts-device-device-communication/content_s/content_section_6.1]]></guid><description><![CDATA[<p>Our discussions of Ethernet, WiFi and Bluetooth have provided you with an introduction to some fundamental principles of wired and wireless networks. This section builds on these general ideas. Up to this point we have been talking in rather general terms about devices communicating with each other, but in this and the next section we are going to focus on two specific situations where this happens. The first of these is a ‘smart home’, which we will discuss in this section; the second is]]>
</description><dc:description><![CDATA[<p>Our discussions of Ethernet, WiFi and Bluetooth have provided you with an introduction to some fundamental principles of wired and wireless networks. This section builds on these general ideas. Up to this point we have been talking in rather general terms about devices communicating with each other, but in this and the next section we are going to focus on two specific situations where this happens. The first of these is a ‘smart home’, which we will discuss in this section; the second is]]>
</dc:description></item><item><title><![CDATA[6.3 Devices for automatic control]]></title><dc:title><![CDATA[6.3 Devices for automatic control]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/computing-and-ict/information-and-communication-technologies/icts-device-device-communication/content_s/content_section_6.3]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/computing-and-ict/information-and-communication-technologies/icts-device-device-communication/content_s/content_section_6.3]]></guid><description><![CDATA[<p>Sensors and actuators were mentioned in the introduction to the article, <i>Networked microsensors and the end of the world as we know it</i>, that you read in <a class="oucontent-crossref" href="http://www.open.edu/openlearn/science-maths-technology/computing-and-ict/information-and-communication-technologies/icts-device-device-communication/content_s/content_section_1.1">Section 1</a>. <b>Sensors</b> are devices that measure some physical property – for example, temperature, electrical re]]>
</description><dc:description><![CDATA[<p>Sensors and actuators were mentioned in the introduction to the article, <i>Networked microsensors and the end of the world as we know it</i>, that you read in <a class="oucontent-crossref" href="http://www.open.edu/openlearn/science-maths-technology/computing-and-ict/information-and-communication-technologies/icts-device-device-communication/content_s/content_section_1.1">Section 1</a>. <b>Sensors</b> are devices that measure some physical property – for example, temperature, electrical re]]>
</dc:description></item><item><title><![CDATA[Introduction]]></title><dc:title><![CDATA[Introduction]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/computing-and-ict/data-and-processes-computing/content_section_0/content_section_0]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/computing-and-ict/data-and-processes-computing/content_section_0/content_section_0]]></guid><description><![CDATA[<p>This unit provides an introduction to data and processes in software, and provides a basis that enables these fundamental ideas to be developed in a clear and precise way. It has two main aims. The first is to illustrate how we can describe ways in which data may be structured and processed. The second is to introduce you to some vocabulary and concepts that help us to do this. The material is accessible to anyone with a little experience of the use of symbols in presenting ideas.</p><p>Secti]]>
</description><dc:description><![CDATA[<p>This unit provides an introduction to data and processes in software, and provides a basis that enables these fundamental ideas to be developed in a clear and precise way. It has two main aims. The first is to illustrate how we can describe ways in which data may be structured and processed. The second is to introduce you to some vocabulary and concepts that help us to do this. The material is accessible to anyone with a little experience of the use of symbols in presenting ideas.</p><p>Secti]]>
</dc:description></item><item><title><![CDATA[An introduction to e-commerce and distributed applications]]></title><dc:title><![CDATA[An introduction to e-commerce and distributed applications]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/computing-and-ict/information-and-communication-technologies/introduction-e-commerce-and-distributed-applications/content-section-0]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/computing-and-ict/information-and-communication-technologies/introduction-e-commerce-and-distributed-applications/content-section-0]]></guid><description><![CDATA[What is ‘e-commerce’? This unit will look at typical application areas including the internet, supply chain management and online auctions. It will also help you to understand the underlying technologies used to implement e-commerce applications before looking at some of the problems that can be encountered when developing distributed e-commerce systems.<link rel="canonical" href="http://www.open.edu/openlearn/science-maths-technology/computing-and-ict/information-and-communication-technolog]]>
</description><dc:description><![CDATA[What is ‘e-commerce’? This unit will look at typical application areas including the internet, supply chain management and online auctions. It will also help you to understand the underlying technologies used to implement e-commerce applications before looking at some of the problems that can be encountered when developing distributed e-commerce systems.<link rel="canonical" href="http://www.open.edu/openlearn/science-maths-technology/computing-and-ict/information-and-communication-technolog]]>
</dc:description></item><item><title><![CDATA[Introduction]]></title><dc:title><![CDATA[Introduction]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/society/politics-policy-people/politics/nationalism-self-determination-and-secession/content_section_0/content_section_0]]></link><guid><![CDATA[http://www.open.edu/openlearn/society/politics-policy-people/politics/nationalism-self-determination-and-secession/content_section_0/content_section_0]]></guid><description><![CDATA[<p>This unit is based on a chapter from the book <i>Living Political Ideas</i>, which is part of the current course DD203 <i>Power, Equality and Dissent</i>. It really attempts to do two things at once. It is about the core concepts and processes with which human groups that think of themselves as nations challenge the existing order and assert their right to a state of their own. And at the same time it is a kind of gentle introduction to how to study political ideas. It is more theoretical, or]]>
</description><dc:description><![CDATA[<p>This unit is based on a chapter from the book <i>Living Political Ideas</i>, which is part of the current course DD203 <i>Power, Equality and Dissent</i>. It really attempts to do two things at once. It is about the core concepts and processes with which human groups that think of themselves as nations challenge the existing order and assert their right to a state of their own. And at the same time it is a kind of gentle introduction to how to study political ideas. It is more theoretical, or]]>
</dc:description></item><item><title><![CDATA[5 Further resources]]></title><dc:title><![CDATA[5 Further resources]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/society/politics-policy-people/sociology/sexuality-parenthood-and-population/content_section_5]]></link><guid><![CDATA[http://www.open.edu/openlearn/society/politics-policy-people/sociology/sexuality-parenthood-and-population/content_section_5]]></guid><description><![CDATA[<p>For an overview of demographic change, Michael Anderson's chapter in the <i>Cambridge Social History of Britain</i> (1983) provides a nuanced overview of what historical demography can offer. John Gillis' <i>A World of Their Own Making</i> (1996) is a fascinating account of the changes in family rituals and meanings in Western societies since the medieval period. Lesley Hall's <i>Sex, Gender and Social Change in Britain since 1880</i> (2000) provides a good introduction to histories of sexual]]>
</description><dc:description><![CDATA[<p>For an overview of demographic change, Michael Anderson's chapter in the <i>Cambridge Social History of Britain</i> (1983) provides a nuanced overview of what historical demography can offer. John Gillis' <i>A World of Their Own Making</i> (1996) is a fascinating account of the changes in family rituals and meanings in Western societies since the medieval period. Lesley Hall's <i>Sex, Gender and Social Change in Britain since 1880</i> (2000) provides a good introduction to histories of sexual]]>
</dc:description></item><item><title><![CDATA[6 Further resources]]></title><dc:title><![CDATA[6 Further resources]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/society/politics-policy-people/sociology/retiring-lives-old-age-work-and-welfare/content_section_6]]></link><guid><![CDATA[http://www.open.edu/openlearn/society/politics-policy-people/sociology/retiring-lives-old-age-work-and-welfare/content_section_6]]></guid><description><![CDATA[<p>Gilleard and Higgs (2000) more fully develop some of the ideas explored by Giddens (1994) in their useful and comprehensive introduction to post-structural readings of older age. Elder's (1977) life history account offers compelling insights into the intersections of class and gender through a socialist lens, and represents an early and interesting example of the life history and biographical method. Chamberlayne et al. (2000) provide comprehensive and thoughtful insights into biographical me]]>
</description><dc:description><![CDATA[<p>Gilleard and Higgs (2000) more fully develop some of the ideas explored by Giddens (1994) in their useful and comprehensive introduction to post-structural readings of older age. Elder's (1977) life history account offers compelling insights into the intersections of class and gender through a socialist lens, and represents an early and interesting example of the life history and biographical method. Chamberlayne et al. (2000) provide comprehensive and thoughtful insights into biographical me]]>
</dc:description></item><item><title><![CDATA[Visual Images in Social Sciences]]></title><dc:title><![CDATA[Visual Images in Social Sciences]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/society/politics-policy-people/sociology/reading-visual-images/content_section_0/content_section_0]]></link><guid><![CDATA[http://www.open.edu/openlearn/society/politics-policy-people/sociology/reading-visual-images/content_section_0/content_section_0]]></guid><description><![CDATA[<p>
<b>How do social scientists use visual images?</b>
</p><p>What does a picture or image tell you? This unit is an introduction to analysing and interpreting photographs as social data. Who controls what the image is saying? You will look at how photographs provide visual evidence and how they can illustrate and support our ideas about society.</p><p>This material is from our archive and is an adapted extract from <i>Introducing the social sciences</i> (DD100) which is no longer taught by The ]]>
</description><dc:description><![CDATA[<p>
<b>How do social scientists use visual images?</b>
</p><p>What does a picture or image tell you? This unit is an introduction to analysing and interpreting photographs as social data. Who controls what the image is saying? You will look at how photographs provide visual evidence and how they can illustrate and support our ideas about society.</p><p>This material is from our archive and is an adapted extract from <i>Introducing the social sciences</i> (DD100) which is no longer taught by The ]]>
</dc:description></item><item><title><![CDATA[2.2 Responding to the problems]]></title><dc:title><![CDATA[2.2 Responding to the problems]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/society/politics-policy-people/sociology/what-do-we-mean-family/content_section_2.2]]></link><guid><![CDATA[http://www.open.edu/openlearn/society/politics-policy-people/sociology/what-do-we-mean-family/content_section_2.2]]></guid><description><![CDATA[<p>Consequently, some academics have increasingly voiced concerns about whether it is possible to define family satisfactorily at all – or, indeed, whether it serves any useful purpose even to try. The extract you will look at in the following activity is taken from an Introduction to a four-volume collection of readings on <i>Family: Critical Concepts in Sociology</i>. In this Introduction, the author seeks to find a way of defining family that will work across the four volumes of readings on]]>
</description><dc:description><![CDATA[<p>Consequently, some academics have increasingly voiced concerns about whether it is possible to define family satisfactorily at all – or, indeed, whether it serves any useful purpose even to try. The extract you will look at in the following activity is taken from an Introduction to a four-volume collection of readings on <i>Family: Critical Concepts in Sociology</i>. In this Introduction, the author seeks to find a way of defining family that will work across the four volumes of readings on]]>
</dc:description></item><item><title><![CDATA[1.2.7 Law in Scotland]]></title><dc:title><![CDATA[1.2.7 Law in Scotland]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/society/openlearn-scotland/content_section_1.2.7]]></link><guid><![CDATA[http://www.open.edu/openlearn/society/openlearn-scotland/content_section_1.2.7]]></guid><description><![CDATA[<ul class="oucontent-bulleted"><li>
<p><i><a class="oucontent-hyperlink" href="http://openlearn.open.ac.uk/course/view.php?id=3824">Introduction to the law in Scotland</a></i></p>
</li><li>
<p><i><a class="oucontent-hyperlink" href="http://openlearn.open.ac.uk/course/view.php?id=3758">Social work and the law in Scotland</a></i></p>
</li></ul>]]>
</description><dc:description><![CDATA[<ul class="oucontent-bulleted"><li>
<p><i><a class="oucontent-hyperlink" href="http://openlearn.open.ac.uk/course/view.php?id=3824">Introduction to the law in Scotland</a></i></p>
</li><li>
<p><i><a class="oucontent-hyperlink" href="http://openlearn.open.ac.uk/course/view.php?id=3758">Social work and the law in Scotland</a></i></p>
</li></ul>]]>
</dc:description></item><item><title><![CDATA[6.2 Introduction to the law in Scotland]]></title><dc:title><![CDATA[6.2 Introduction to the law in Scotland]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/society/openlearn-scotland/content_section_6.2]]></link><guid><![CDATA[http://www.open.edu/openlearn/society/openlearn-scotland/content_section_6.2]]></guid><description><![CDATA[<p>This unit will introduce you to law making in Scotland. It is taken from W150 <i>An introduction to law in contemporary Scotland</i>, a new 15-point course from The Open University's Centre for Law. The unit begins by developing your general and legal study skills such as reading unfamiliar information, note taking and critical thinking. It then asks you to think about what law is and introduces you to the legal history of Scotland. The unit then moves to look at the Scottish Parliament by gi]]>
</description><dc:description><![CDATA[<p>This unit will introduce you to law making in Scotland. It is taken from W150 <i>An introduction to law in contemporary Scotland</i>, a new 15-point course from The Open University's Centre for Law. The unit begins by developing your general and legal study skills such as reading unfamiliar information, note taking and critical thinking. It then asks you to think about what law is and introduces you to the legal history of Scotland. The unit then moves to look at the Scottish Parliament by gi]]>
</dc:description></item><item><title><![CDATA[8.2 Nationalism, self-determination and secession]]></title><dc:title><![CDATA[8.2 Nationalism, self-determination and secession]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/society/openlearn-scotland/content_section_8.2]]></link><guid><![CDATA[http://www.open.edu/openlearn/society/openlearn-scotland/content_section_8.2]]></guid><description><![CDATA[<p>What makes a ‘nation’ and what makes peoples strive for nationhood? This unit will provide you with an introduction to studying political ideas by looking at how people who see themselves as nations challenge the existing order to assert their right to a state of their own.</p><p>To access this material click on the unit link below. It leads to a separate OpenLearn unit and will open in a new window.</p><ul class="oucontent-bulleted"><li>
<p><i><a class="oucontent-hyperlink" href="http://]]>
</description><dc:description><![CDATA[<p>What makes a ‘nation’ and what makes peoples strive for nationhood? This unit will provide you with an introduction to studying political ideas by looking at how people who see themselves as nations challenge the existing order to assert their right to a state of their own.</p><p>To access this material click on the unit link below. It leads to a separate OpenLearn unit and will open in a new window.</p><ul class="oucontent-bulleted"><li>
<p><i><a class="oucontent-hyperlink" href="http://]]>
</dc:description></item><item><title><![CDATA[Conclusion]]></title><dc:title><![CDATA[Conclusion]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/money-management/management/leadership-and-management/making-decisions/content_section_8]]></link><guid><![CDATA[http://www.open.edu/openlearn/money-management/management/leadership-and-management/making-decisions/content_section_8]]></guid><description><![CDATA[<p>We hope this unit has set you thinking about how you and others make decisions. It has been a very brief and to some extent shallow introduction to some quite complex ideas. The reference list should give you some pointers to further resources which will help you explore this topic in greater depth.</p><p>Before you move on take some time for a final activity.</p><p><b>Activity 3</b></p><p>In <a class="oucontent-crossref" href="http://www.open.edu/openlearn/money-management/management/leaders]]>
</description><dc:description><![CDATA[<p>We hope this unit has set you thinking about how you and others make decisions. It has been a very brief and to some extent shallow introduction to some quite complex ideas. The reference list should give you some pointers to further resources which will help you explore this topic in greater depth.</p><p>Before you move on take some time for a final activity.</p><p><b>Activity 3</b></p><p>In <a class="oucontent-crossref" href="http://www.open.edu/openlearn/money-management/management/leaders]]>
</dc:description></item><item><title><![CDATA[Acknowledgements]]></title><dc:title><![CDATA[Acknowledgements]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/money-management/management/business-studies/managing-local-practices-global-contexts/content_section___acknowledgements]]></link><guid><![CDATA[http://www.open.edu/openlearn/money-management/management/business-studies/managing-local-practices-global-contexts/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>
<h2 class="oucontent-h3 oucontent-basic">Text</h2>
<p>Boxes 4 and 5.2: Clegg, S et al., <i>Managing Organisations: An Introduction to Th]]>
</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>
<h2 class="oucontent-h3 oucontent-basic">Text</h2>
<p>Boxes 4 and 5.2: Clegg, S et al., <i>Managing Organisations: An Introduction to Th]]>
</dc:description></item><item><title><![CDATA[3.1 A knowledge management technology framework]]></title><dc:title><![CDATA[3.1 A knowledge management technology framework]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/money-management/management/technology-management/knowledge-technologies-context/content_section_3.1]]></link><guid><![CDATA[http://www.open.edu/openlearn/money-management/management/technology-management/knowledge-technologies-context/content_section_3.1]]></guid><description><![CDATA[<p>In the introduction to a book on knowledge management technologies, Borghoff and Pareschi (1998) described a framework for organisational memory that has been developed within Xerox to promote understanding of the roles and interplay between different technologies (<a class="oucontent-crossref" href="http://www.open.edu/openlearn/money-management/management/technology-management/knowledge-technologies-context/content_section_3.1#fig004">Figure 4</a>).</p><div class="oucontent-figure" style="w]]>
</description><dc:description><![CDATA[<p>In the introduction to a book on knowledge management technologies, Borghoff and Pareschi (1998) described a framework for organisational memory that has been developed within Xerox to promote understanding of the roles and interplay between different technologies (<a class="oucontent-crossref" href="http://www.open.edu/openlearn/money-management/management/technology-management/knowledge-technologies-context/content_section_3.1#fig004">Figure 4</a>).</p><div class="oucontent-figure" style="w]]>
</dc:description></item><item><title><![CDATA[2.1 An introduction to khyal singing]]></title><dc:title><![CDATA[2.1 An introduction to khyal singing]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/history-the-arts/culture/music/composition-and-improvisation-cross-cultural-perspective/content_section_2.1]]></link><guid><![CDATA[http://www.open.edu/openlearn/history-the-arts/culture/music/composition-and-improvisation-cross-cultural-perspective/content_section_2.1]]></guid><description><![CDATA[<p>I now want to move on to explore the first of two case studies of non-Western music-traditions: North Indian art music, also known as Hindustani music. (There are two major art music traditions in South Asia; the other is known as South Indian or Carnatic.) In this section I will take you through a performance of music from this tradition and consider some of the questions posed by <a class="oucontent-crossref" href="http://www.open.edu/openlearn/history-the-arts/culture/music/composition-and]]>
</description><dc:description><![CDATA[<p>I now want to move on to explore the first of two case studies of non-Western music-traditions: North Indian art music, also known as Hindustani music. (There are two major art music traditions in South Asia; the other is known as South Indian or Carnatic.) In this section I will take you through a performance of music from this tradition and consider some of the questions posed by <a class="oucontent-crossref" href="http://www.open.edu/openlearn/history-the-arts/culture/music/composition-and]]>
</dc:description></item><item><title><![CDATA[3.1 An introduction to gamelan music]]></title><dc:title><![CDATA[3.1 An introduction to gamelan music]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/history-the-arts/culture/music/composition-and-improvisation-cross-cultural-perspective/content_section_3.1]]></link><guid><![CDATA[http://www.open.edu/openlearn/history-the-arts/culture/music/composition-and-improvisation-cross-cultural-perspective/content_section_3.1]]></guid><description><![CDATA[<p>The previous section introduced you to a music tradition which places great demands on the inventiveness and virtuosity of a single individual. Although this individual is supported by accompanists, it is to a large extent a soloistic music. We will now move on to a very different kind of music, in a tradition which places more emphasis on group interaction and ensemble playing. This is <i>gamelan</i> music of Sunda, an area comprising roughly the western third of the island of Java, in Indon]]>
</description><dc:description><![CDATA[<p>The previous section introduced you to a music tradition which places great demands on the inventiveness and virtuosity of a single individual. Although this individual is supported by accompanists, it is to a large extent a soloistic music. We will now move on to a very different kind of music, in a tradition which places more emphasis on group interaction and ensemble playing. This is <i>gamelan</i> music of Sunda, an area comprising roughly the western third of the island of Java, in Indon]]>
</dc:description></item><item><title><![CDATA[References]]></title><dc:title><![CDATA[References]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/history-the-arts/culture/music/composition-and-improvisation-cross-cultural-perspective/content_section___references]]></link><guid><![CDATA[http://www.open.edu/openlearn/history-the-arts/culture/music/composition-and-improvisation-cross-cultural-perspective/content_section___references]]></guid><description><![CDATA[<div class="oucontent-referenceitem">Bhatkhande, V.N. (1987) <i>Hindustani Sangit Paddhati: kramik pustak malika</i>, 6 vols, Sangeet Karyalaya, Hathras.</div>
<div class="oucontent-referenceitem">Cook, S. (1992) <i>Guide to Sundanese music: a practical introduction to gamelan salendro/pelog, gamelan degung, panambih tembang Sunda</i>, Bandung.</div>
<div class="oucontent-referenceitem">Apel, W. (ed.) (1944) <i>The Harvard Dictionary of music</i>, Heinemann, London.</div>
<div class="oucontent-r]]>
</description><dc:description><![CDATA[<div class="oucontent-referenceitem">Bhatkhande, V.N. (1987) <i>Hindustani Sangit Paddhati: kramik pustak malika</i>, 6 vols, Sangeet Karyalaya, Hathras.</div>
<div class="oucontent-referenceitem">Cook, S. (1992) <i>Guide to Sundanese music: a practical introduction to gamelan salendro/pelog, gamelan degung, panambih tembang Sunda</i>, Bandung.</div>
<div class="oucontent-referenceitem">Apel, W. (ed.) (1944) <i>The Harvard Dictionary of music</i>, Heinemann, London.</div>
<div class="oucontent-r]]>
</dc:description></item><item><title><![CDATA[3.1 The limits of propaganda]]></title><dc:title><![CDATA[3.1 The limits of propaganda]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/history-the-arts/history/history-art/napoleonic-paintings/content_section_3.1]]></link><guid><![CDATA[http://www.open.edu/openlearn/history-the-arts/history/history-art/napoleonic-paintings/content_section_3.1]]></guid><description><![CDATA[<p>Although portraits of Napoleon were manufactured on a large scale and distributed widely, they could only act as propaganda for the regime up to a certain point. Given the institutional circumstances sketched out in the introduction to this unit, the most effective way to use art as propaganda was with large-scale history paintings that would attract the attention and excite the interest of a large audience when they were exhibited in the Salon. State patronage for such painting was revived o]]>
</description><dc:description><![CDATA[<p>Although portraits of Napoleon were manufactured on a large scale and distributed widely, they could only act as propaganda for the regime up to a certain point. Given the institutional circumstances sketched out in the introduction to this unit, the most effective way to use art as propaganda was with large-scale history paintings that would attract the attention and excite the interest of a large audience when they were exhibited in the Salon. State patronage for such painting was revived o]]>
</dc:description></item><item><title><![CDATA[2.2  An initial exploration]]></title><dc:title><![CDATA[2.2  An initial exploration]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/history-the-arts/history/classical-studies/introducing-the-classical-world/content_section_2.2]]></link><guid><![CDATA[http://www.open.edu/openlearn/history-the-arts/history/classical-studies/introducing-the-classical-world/content_section_2.2]]></guid><description><![CDATA[<p>To begin your own exploration of the Classical world, you will first read the introduction to the book of essays, <i>Experiencing the Classical World</i>. It has been written not only to introduce the essays in the book, but also to introduce <i>you</i> to some of the fundamentals of Classical Studies.</p><div class="
            oucontent-activity
           oucontent-s-heavybox1 oucontent-s-box " id="act002"><div class="oucontent-outer-box"><h2 class="oucontent-h3 oucontent-nonumber">Activi]]>
</description><dc:description><![CDATA[<p>To begin your own exploration of the Classical world, you will first read the introduction to the book of essays, <i>Experiencing the Classical World</i>. It has been written not only to introduce the essays in the book, but also to introduce <i>you</i> to some of the fundamentals of Classical Studies.</p><div class="
            oucontent-activity
           oucontent-s-heavybox1 oucontent-s-box " id="act002"><div class="oucontent-outer-box"><h2 class="oucontent-h3 oucontent-nonumber">Activi]]>
</dc:description></item><item><title><![CDATA[2.3 The use of sources]]></title><dc:title><![CDATA[2.3 The use of sources]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/history-the-arts/history/classical-studies/introducing-the-classical-world/content_section_2.3]]></link><guid><![CDATA[http://www.open.edu/openlearn/history-the-arts/history/classical-studies/introducing-the-classical-world/content_section_2.3]]></guid><description><![CDATA[<p>As you saw in the video clips and the introduction to the essays, engagement with the evidence from and about the Classical world that we can still access lies at the heart of exploring the Classical world (as indeed any other place or period in the past). Work with sources is a constant feature of Classical Studies. This section, therefore, introduces you to the available sources, and to ways of working with them.</p><p>We'll begin by discussing the different types of sources; later you will]]>
</description><dc:description><![CDATA[<p>As you saw in the video clips and the introduction to the essays, engagement with the evidence from and about the Classical world that we can still access lies at the heart of exploring the Classical world (as indeed any other place or period in the past). Work with sources is a constant feature of Classical Studies. This section, therefore, introduces you to the available sources, and to ways of working with them.</p><p>We'll begin by discussing the different types of sources; later you will]]>
</dc:description></item><item><title><![CDATA[Further reading]]></title><dc:title><![CDATA[Further reading]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/history-the-arts/culture/philosophy/minds-and-mental-phenomena-introduction/content_section_8]]></link><guid><![CDATA[http://www.open.edu/openlearn/history-the-arts/culture/philosophy/minds-and-mental-phenomena-introduction/content_section_8]]></guid><description><![CDATA[<p>General introductions to the philosophy of mind tend to be ahistorical and vary greatly in accessibility and coverage. E.J. Lowe covers virtually the whole range of topics in his <i>An Introduction to the Philosophy of Mind</i> (2000). For less coverage but more detail see Jaegwon Kim's slightly more advanced but excellent <i>Philosophy of Mind</i> (1996). Tim Crane's <i>The Elements of Mind</i> (2001) is another very good but more advanced introduction to current issues and contains one of t]]>
</description><dc:description><![CDATA[<p>General introductions to the philosophy of mind tend to be ahistorical and vary greatly in accessibility and coverage. E.J. Lowe covers virtually the whole range of topics in his <i>An Introduction to the Philosophy of Mind</i> (2000). For less coverage but more detail see Jaegwon Kim's slightly more advanced but excellent <i>Philosophy of Mind</i> (1996). Tim Crane's <i>The Elements of Mind</i> (2001) is another very good but more advanced introduction to current issues and contains one of t]]>
</dc:description></item><item><title><![CDATA[1.6 Further reading]]></title><dc:title><![CDATA[1.6 Further reading]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/history-the-arts/culture/philosophy/language-and-thought-introducing-representation/content_section_1.6]]></link><guid><![CDATA[http://www.open.edu/openlearn/history-the-arts/culture/philosophy/language-and-thought-introducing-representation/content_section_1.6]]></guid><description><![CDATA[<p>For an advanced general introduction to the philosophy of language, see Blackburn 1984. Lycan 1996 is pitched at a more accessible level. Pinker 1994 is an informal but informative discussion of the hypothesis that much of our linguistic ability is innate, an important topic that has had to be left out of this unit.</p>]]>
</description><dc:description><![CDATA[<p>For an advanced general introduction to the philosophy of language, see Blackburn 1984. Lycan 1996 is pitched at a more accessible level. Pinker 1994 is an informal but informative discussion of the hypothesis that much of our linguistic ability is innate, an important topic that has had to be left out of this unit.</p>]]>
</dc:description></item><item><title><![CDATA[6 Further reading]]></title><dc:title><![CDATA[6 Further reading]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/history-the-arts/culture/philosophy/introducing-consciousness/content_section_6]]></link><guid><![CDATA[http://www.open.edu/openlearn/history-the-arts/culture/philosophy/introducing-consciousness/content_section_6]]></guid><description><![CDATA[<p>For a more advanced introduction to the topic of consciousness, which includes an historical survey of philosophical and psychological work on the topic and a survey of recent debates, see:</p><p>Güzeldere, G. (1997) ‘The many faces of consciousness: a field guide’, in N. Block, O. Flanagan and G. Güzeldere (eds), <i>The Nature of Consciousness: Philosophical Debates</i>, Cambridge, Mass., MIT Press, pp. 1–67. (The collection in which this essay appears is a useful one, which reprints]]>
</description><dc:description><![CDATA[<p>For a more advanced introduction to the topic of consciousness, which includes an historical survey of philosophical and psychological work on the topic and a survey of recent debates, see:</p><p>Güzeldere, G. (1997) ‘The many faces of consciousness: a field guide’, in N. Block, O. Flanagan and G. Güzeldere (eds), <i>The Nature of Consciousness: Philosophical Debates</i>, Cambridge, Mass., MIT Press, pp. 1–67. (The collection in which this essay appears is a useful one, which reprints]]>
</dc:description></item><item><title><![CDATA[Introduction]]></title><dc:title><![CDATA[Introduction]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/history-the-arts/culture/visual-art/war-memorials-and-commemoration/content_section_0/content_section_0]]></link><guid><![CDATA[http://www.open.edu/openlearn/history-the-arts/culture/visual-art/war-memorials-and-commemoration/content_section_0/content_section_0]]></guid><description><![CDATA[<p>This unit gives you the opportunity to practise good study techniques using the theme of commemoration and memorials. It will help you to begin to think about how form influences meaning in the arts and how ideas influence approaches to the humanities.</p><p>This material is from our archive and is an adapted extract from <i> An introduction to the humanities</i> (A103) which is no longer taught by The Open University. If you want to study formally with us, you may wish to explore other cours]]>
</description><dc:description><![CDATA[<p>This unit gives you the opportunity to practise good study techniques using the theme of commemoration and memorials. It will help you to begin to think about how form influences meaning in the arts and how ideas influence approaches to the humanities.</p><p>This material is from our archive and is an adapted extract from <i> An introduction to the humanities</i> (A103) which is no longer taught by The Open University. If you want to study formally with us, you may wish to explore other cours]]>
</dc:description></item><item><title><![CDATA[1.4 The artist's &#x2018;Life&#x2019; as a historical source]]></title><dc:title><![CDATA[1.4 The artist's &#x2018;Life&#x2019; as a historical source]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/history-the-arts/culture/literature-and-creative-writing/literature/helen-langdons-caravaggio/content_section_1.4]]></link><guid><![CDATA[http://www.open.edu/openlearn/history-the-arts/culture/literature-and-creative-writing/literature/helen-langdons-caravaggio/content_section_1.4]]></guid><description><![CDATA[<p>In the introduction to <i>Caravaggio</i>, and at different points in the book, Langdon discusses the comparative merits of different kinds of evidence. Her main form of evidence is textual rather than artistic, however. This is the key to the empirical method that she applies to her subject.</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</h]]>
</description><dc:description><![CDATA[<p>In the introduction to <i>Caravaggio</i>, and at different points in the book, Langdon discusses the comparative merits of different kinds of evidence. Her main form of evidence is textual rather than artistic, however. This is the key to the empirical method that she applies to her subject.</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</h]]>
</dc:description></item><item><title><![CDATA[5.1 Introduction to key concepts]]></title><dc:title><![CDATA[5.1 Introduction to key concepts]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/engineering-and-technology/design-and-innovation/invention-and-innovation-introduction/content_section_/content_section_5.1]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/engineering-and-technology/design-and-innovation/invention-and-innovation-introduction/content_section_/content_section_5.1]]></guid><description><![CDATA[<p>Before I go any further I will establish the meaning of some of the key concepts that you will encounter throughout this unit.</p><p>The key concepts  elaborated in this unit are:</p><ul class="oucontent-bulleted"><li><p>inventor</p></li><li><p>invention</p></li><li><p>design</p></li><li><p>product champion</p></li><li><p>entrepreneur</p></li><li><p>improver</p></li><li><p>innovation</p></li><li><p>dominant design</p></li><li><p>robust design</p></li><li><p>lean design</p></li><li><p>radical ]]>
</description><dc:description><![CDATA[<p>Before I go any further I will establish the meaning of some of the key concepts that you will encounter throughout this unit.</p><p>The key concepts  elaborated in this unit are:</p><ul class="oucontent-bulleted"><li><p>inventor</p></li><li><p>invention</p></li><li><p>design</p></li><li><p>product champion</p></li><li><p>entrepreneur</p></li><li><p>improver</p></li><li><p>innovation</p></li><li><p>dominant design</p></li><li><p>robust design</p></li><li><p>lean design</p></li><li><p>radical ]]>
</dc:description></item><item><title><![CDATA[18.1 Introduction to diffusion]]></title><dc:title><![CDATA[18.1 Introduction to diffusion]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/engineering-and-technology/design-and-innovation/invention-and-innovation-introduction/content_section_/content_section_16.1]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/engineering-and-technology/design-and-innovation/invention-and-innovation-introduction/content_section_/content_section_16.1]]></guid><description><![CDATA[<p>Having managed to get an innovation manufactured and ready for the market, there are a number of factors that influence how well it will sell and how rapidly it is likely to diffuse:</p><ul class="oucontent-bulleted"><li><p>characteristics of the innovation itself</p></li><li><p>nature of the market</p></li><li><p>relevant government regulations.</p></li></ul>]]>
</description><dc:description><![CDATA[<p>Having managed to get an innovation manufactured and ready for the market, there are a number of factors that influence how well it will sell and how rapidly it is likely to diffuse:</p><ul class="oucontent-bulleted"><li><p>characteristics of the innovation itself</p></li><li><p>nature of the market</p></li><li><p>relevant government regulations.</p></li></ul>]]>
</dc:description></item><item><title><![CDATA[7.4 Complexity from someone else's perspective]]></title><dc:title><![CDATA[7.4 Complexity from someone else's perspective]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/computing-and-ict/systems-computer/managing-complexity-systems-approach-introduction/content_section_7.4]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/computing-and-ict/systems-computer/managing-complexity-systems-approach-introduction/content_section_7.4]]></guid><description><![CDATA[<p>You may already have noticed, and included, the author of the case study in your rich picture. The clues that this is necessary are in <a class="oucontent-crossref" href="http://www.open.edu/openlearn/science-maths-technology/computing-and-ict/systems-computer/managing-complexity-systems-approach-introduction/content_section_6#fig001_005">Figure 5</a> and in my comments about epistemology in the introduction to the unit. Just how important the writer of the case study is becomes obvious when ]]>
</description><dc:description><![CDATA[<p>You may already have noticed, and included, the author of the case study in your rich picture. The clues that this is necessary are in <a class="oucontent-crossref" href="http://www.open.edu/openlearn/science-maths-technology/computing-and-ict/systems-computer/managing-complexity-systems-approach-introduction/content_section_6#fig001_005">Figure 5</a> and in my comments about epistemology in the introduction to the unit. Just how important the writer of the case study is becomes obvious when ]]>
</dc:description></item><item><title><![CDATA[4.2 An introduction to the Board of Trade photographs]]></title><dc:title><![CDATA[4.2 An introduction to the Board of Trade photographs]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/engineering-and-technology/engineering/tay-bridge-disaster/content_section_4.2]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/engineering-and-technology/engineering/tay-bridge-disaster/content_section_4.2]]></guid><description><![CDATA[<p>It is important to bear in mind that these shots show the bridge remains in the state they were in just after the accident, and are almost exactly what the investigators would have seen when they inspected the bridge (see Input 8, linked below).</p><p>Click 'View document' below to open Input 8</p><div id="pdf008" class="oucontent-media"><a class="oucontent-file-link" href="http://ocw.open.edu/openlearn/pluginfile.php/75947/mod_oucontent/oucontent/648/tay_1_input8.pdf?forcedownload=1">
<img s]]>
</description><dc:description><![CDATA[<p>It is important to bear in mind that these shots show the bridge remains in the state they were in just after the accident, and are almost exactly what the investigators would have seen when they inspected the bridge (see Input 8, linked below).</p><p>Click 'View document' below to open Input 8</p><div id="pdf008" class="oucontent-media"><a class="oucontent-file-link" href="http://ocw.open.edu/openlearn/pluginfile.php/75947/mod_oucontent/oucontent/648/tay_1_input8.pdf?forcedownload=1">
<img s]]>
</dc:description></item><item><title><![CDATA[2 An introduction to the process view of business operations]]></title><dc:title><![CDATA[2 An introduction to the process view of business operations]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/money-management/management/environmental-decision-making/operations-technology-and-stakeholder-value/content_section_2]]></link><guid><![CDATA[http://www.open.edu/openlearn/money-management/management/environmental-decision-making/operations-technology-and-stakeholder-value/content_section_2]]></guid><description><![CDATA[<p>As we touched on in <a class="oucontent-crossref" href="http://www.open.edu/openlearn/money-management/management/environmental-decision-making/operations-technology-and-stakeholder-value/content_section_1">Section 1</a>, the course that this unit is taken from is concerned with how best to manage the set of business processes that are directly responsible for converting a variety of resources (such as materials, money and the effort of people) into outputs (such as manufactured goods and/or ]]>
</description><dc:description><![CDATA[<p>As we touched on in <a class="oucontent-crossref" href="http://www.open.edu/openlearn/money-management/management/environmental-decision-making/operations-technology-and-stakeholder-value/content_section_1">Section 1</a>, the course that this unit is taken from is concerned with how best to manage the set of business processes that are directly responsible for converting a variety of resources (such as materials, money and the effort of people) into outputs (such as manufactured goods and/or ]]>
</dc:description></item><item><title><![CDATA[5 An introduction to &#x2018;making the case&#x2019;]]></title><dc:title><![CDATA[5 An introduction to &#x2018;making the case&#x2019;]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/money-management/management/environmental-decision-making/operations-technology-and-stakeholder-value/content_section_5]]></link><guid><![CDATA[http://www.open.edu/openlearn/money-management/management/environmental-decision-making/operations-technology-and-stakeholder-value/content_section_5]]></guid><description><![CDATA[<p>Much of the T883 course is concerned with making changes to existing methods of doing something. The changes might be very radical and far-reaching in their impact, or relatively minor incremental improvements to current practices. They might involve large investments of finance and other resources over extended periods, or there might be trivial financial outlay associated with them. Some changes might be entirely within your own sphere of influence but others may involve resources outside y]]>
</description><dc:description><![CDATA[<p>Much of the T883 course is concerned with making changes to existing methods of doing something. The changes might be very radical and far-reaching in their impact, or relatively minor incremental improvements to current practices. They might involve large investments of finance and other resources over extended periods, or there might be trivial financial outlay associated with them. Some changes might be entirely within your own sphere of influence but others may involve resources outside y]]>
</dc:description></item><item><title><![CDATA[2.2 Introduction to communication]]></title><dc:title><![CDATA[2.2 Introduction to communication]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/nature-environment/the-environment/environmental-studies/understanding-the-environment-learning-and-communication/content_sectio/content_section_2.2]]></link><guid><![CDATA[http://www.open.edu/openlearn/nature-environment/the-environment/environmental-studies/understanding-the-environment-learning-and-communication/content_sectio/content_section_2.2]]></guid><description><![CDATA[<p>In Reading 2.1 I identified <b><a href="http://ocw.open.edu/openlearn/mod/glossary/showentry.php?courseid=615&eid=2378&displayformat=dictionary" title="T214_3 Glossary: communication" class="glossary autolink concept glossaryid20">communication</a></b> with others as being an important way in which humans learn. Unlike many other animals, we don’t have to interact directly with our <a href="http://ocw.open.edu/openlearn/mod/glossary/showentry.php?courseid=615&eid=2394&displayformat=dictiona]]>
</description><dc:description><![CDATA[<p>In Reading 2.1 I identified <b><a href="http://ocw.open.edu/openlearn/mod/glossary/showentry.php?courseid=615&eid=2378&displayformat=dictionary" title="T214_3 Glossary: communication" class="glossary autolink concept glossaryid20">communication</a></b> with others as being an important way in which humans learn. Unlike many other animals, we don’t have to interact directly with our <a href="http://ocw.open.edu/openlearn/mod/glossary/showentry.php?courseid=615&eid=2394&displayformat=dictiona]]>
</dc:description></item><item><title><![CDATA[2.3 Communication techniques]]></title><dc:title><![CDATA[2.3 Communication techniques]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/nature-environment/the-environment/environmental-studies/understanding-the-environment-learning-and-communication/content_sectio/content_section_2.3]]></link><guid><![CDATA[http://www.open.edu/openlearn/nature-environment/the-environment/environmental-studies/understanding-the-environment-learning-and-communication/content_sectio/content_section_2.3]]></guid><description><![CDATA[<p>In the introduction to <a href="http://ocw.open.edu/openlearn/mod/glossary/showentry.php?courseid=615&eid=2378&displayformat=dictionary" title="T214_3 Glossary: communication" class="glossary autolink concept glossaryid20">communication</a>, I focused on the problems of getting a message through, but <a href="http://ocw.open.edu/openlearn/mod/glossary/showentry.php?courseid=615&eid=2378&displayformat=dictionary" title="T214_3 Glossary: communication" class="glossary autolink concept glossaryi]]>
</description><dc:description><![CDATA[<p>In the introduction to <a href="http://ocw.open.edu/openlearn/mod/glossary/showentry.php?courseid=615&eid=2378&displayformat=dictionary" title="T214_3 Glossary: communication" class="glossary autolink concept glossaryid20">communication</a>, I focused on the problems of getting a message through, but <a href="http://ocw.open.edu/openlearn/mod/glossary/showentry.php?courseid=615&eid=2378&displayformat=dictionary" title="T214_3 Glossary: communication" class="glossary autolink concept glossaryi]]>
</dc:description></item><item><title><![CDATA[2.1 Introduction to the problems with the way we think]]></title><dc:title><![CDATA[2.1 Introduction to the problems with the way we think]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/nature-environment/the-environment/environmental-studies/understanding-the-environment-problems-the-way-we-think/content_section/content_section_2.1]]></link><guid><![CDATA[http://www.open.edu/openlearn/nature-environment/the-environment/environmental-studies/understanding-the-environment-problems-the-way-we-think/content_section/content_section_2.1]]></guid><description><![CDATA[<p>The way in which we think, and the way in which we think about thinking in our Western tradition, can be traced back at least to Parmenides of Elea, a Presocratic Greek philosopher who lived around 500 BC. His influence on our thinking is hard to overestimate – from it grew the notion that what can be known must be real, and what is real is eternal and unchanging. Though many others have contributed since, the Greek philosophers laid the foundation for the way in which we currently think ab]]>
</description><dc:description><![CDATA[<p>The way in which we think, and the way in which we think about thinking in our Western tradition, can be traced back at least to Parmenides of Elea, a Presocratic Greek philosopher who lived around 500 BC. His influence on our thinking is hard to overestimate – from it grew the notion that what can be known must be real, and what is real is eternal and unchanging. Though many others have contributed since, the Greek philosophers laid the foundation for the way in which we currently think ab]]>
</dc:description></item><item><title><![CDATA[References]]></title><dc:title><![CDATA[References]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/society/politics-policy-people/politics/rights-and-justice-international-relations/content_section___references]]></link><guid><![CDATA[http://www.open.edu/openlearn/society/politics-policy-people/politics/rights-and-justice-international-relations/content_section___references]]></guid><description><![CDATA[<div class="oucontent-referenceitem">Beetham, D. (1999) <i>Democracy and Human Rights</i>, Cambridge, Polity Press.</div>
<div class="oucontent-referenceitem">Brown, C. (2001) ‘Human rights’ in Baylis, J. and Smith, S. (eds) <i>The Globalization of World Politics: An Introduction to International Relations</i>, Oxford, Oxford University Press.</div>
<div class="oucontent-referenceitem">Caney, S.(2001) ‘International distributive justice’ <i>Political Studies</i>, vol. 49, pp. 974–97.</]]>
</description><dc:description><![CDATA[<div class="oucontent-referenceitem">Beetham, D. (1999) <i>Democracy and Human Rights</i>, Cambridge, Polity Press.</div>
<div class="oucontent-referenceitem">Brown, C. (2001) ‘Human rights’ in Baylis, J. and Smith, S. (eds) <i>The Globalization of World Politics: An Introduction to International Relations</i>, Oxford, Oxford University Press.</div>
<div class="oucontent-referenceitem">Caney, S.(2001) ‘International distributive justice’ <i>Political Studies</i>, vol. 49, pp. 974–97.</]]>
</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/environmental-science/global-warming/content_section_0/content_section_0]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/environmental-science/global-warming/content_section_0/content_section_0]]></guid><description><![CDATA[<p>This unit provides an introduction to global warming. We will be considering the history of global warming by looking at the pattern of ice ages and analysis of recorded temperatures. We will aim to gather meaningful information from this data. We will briefly assess the impact and influence of humans on global warming and, finally, we will examine climate models and how to predict future changes.</p>]]>
</description><dc:description><![CDATA[<p>This unit provides an introduction to global warming. We will be considering the history of global warming by looking at the pattern of ice ages and analysis of recorded temperatures. We will aim to gather meaningful information from this data. We will briefly assess the impact and influence of humans on global warming and, finally, we will examine climate models and how to predict future changes.</p>]]>
</dc:description></item><item><title><![CDATA[Introduction]]></title><dc:title><![CDATA[Introduction]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/mathematics-and-statistics/mathematics/complex-numbers/content_section_0/content_section_0]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/mathematics-and-statistics/mathematics/complex-numbers/content_section_0/content_section_0]]></guid><description><![CDATA[<p>You may have met complex numbers before, but not had experience in manipulating them. This unit gives an accessible introduction to complex numbers, which are very important in science and technology, as well as mathematics. The unit includes definitions, concepts and techniques which will be very helpful and interesting to a wide variety of people with a reasonable background in algebra and trigonometry.</p><p>This unit is from our archive and is an adapted extract from Complex analysis (M33]]>
</description><dc:description><![CDATA[<p>You may have met complex numbers before, but not had experience in manipulating them. This unit gives an accessible introduction to complex numbers, which are very important in science and technology, as well as mathematics. The unit includes definitions, concepts and techniques which will be very helpful and interesting to a wide variety of people with a reasonable background in algebra and trigonometry.</p><p>This unit is from our archive and is an adapted extract from Complex analysis (M33]]>
</dc:description></item><item><title><![CDATA[7.1 Introduction]]></title><dc:title><![CDATA[7.1 Introduction]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/education/mathematics-education/tapping-mathematics/content-section-7.1]]></link><guid><![CDATA[http://www.open.edu/openlearn/education/mathematics-education/tapping-mathematics/content-section-7.1]]></guid><description><![CDATA[<p>As you have probably observed, there are many mathematical functions on your calculator, but most users only need to use a few of them regularly. This is an opportunity to be introduced to some of the more useful ones informally. Many functions are directly visible on the keys of the keyboard, but your calculator may have additional functions, e.g. on a <b>MATH</b> menu.</p><p>This section is designed to give you a whistle-stop introduction to some of the important functions on your calculato]]>
</description><dc:description><![CDATA[<p>As you have probably observed, there are many mathematical functions on your calculator, but most users only need to use a few of them regularly. This is an opportunity to be introduced to some of the more useful ones informally. Many functions are directly visible on the keys of the keyboard, but your calculator may have additional functions, e.g. on a <b>MATH</b> menu.</p><p>This section is designed to give you a whistle-stop introduction to some of the important functions on your calculato]]>
</dc:description></item><item><title><![CDATA[Complex numbers]]></title><dc:title><![CDATA[Complex numbers]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/mathematics-and-statistics/mathematics/complex-numbers/content-section-0]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/mathematics-and-statistics/mathematics/complex-numbers/content-section-0]]></guid><description><![CDATA[You may have met complex numbers before, but not had experience in manipulating them. This unit gives an accessible introduction to complex numbers, which are very important in science and technology, as well as mathematics. The unit includes definitions, concepts and techniques which will be very helpful and interesting to a wide variety of people with a reasonable background in algebra and trigonometry.<link rel="canonical" href="http://www.open.edu/openlearn/science-maths-technology/mathemati]]>
</description><dc:description><![CDATA[You may have met complex numbers before, but not had experience in manipulating them. This unit gives an accessible introduction to complex numbers, which are very important in science and technology, as well as mathematics. The unit includes definitions, concepts and techniques which will be very helpful and interesting to a wide variety of people with a reasonable background in algebra and trigonometry.<link rel="canonical" href="http://www.open.edu/openlearn/science-maths-technology/mathemati]]>
</dc:description></item><item><title><![CDATA[An introduction to complex numbers]]></title><dc:title><![CDATA[An introduction to complex numbers]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/mathematics-and-statistics/mathematics/introduction-complex-numbers/content-section-0]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/mathematics-and-statistics/mathematics/introduction-complex-numbers/content-section-0]]></guid><description><![CDATA[This unit looks at complex numbers. You will learn how they are defined, examine their geometric representation and then move on to looking at the methods for finding the nth roots of complex numbers and the solutions to simple polynominal equations.<link rel="canonical" href="http://www.open.edu/openlearn/science-maths-technology/mathematics-and-statistics/mathematics/introduction-complex-numbers/content-section-0" /> First published on Mon, 13 Jun 2011 as <a href="http://www.open.edu/openlearn]]>
</description><dc:description><![CDATA[This unit looks at complex numbers. You will learn how they are defined, examine their geometric representation and then move on to looking at the methods for finding the nth roots of complex numbers and the solutions to simple polynominal equations.<link rel="canonical" href="http://www.open.edu/openlearn/science-maths-technology/mathematics-and-statistics/mathematics/introduction-complex-numbers/content-section-0" /> First published on Mon, 13 Jun 2011 as <a href="http://www.open.edu/openlearn]]>
</dc:description></item><item><title><![CDATA[Introduction to microscopy]]></title><dc:title><![CDATA[Introduction to microscopy]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/biology/introduction-microscopy/content-section-0]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/biology/introduction-microscopy/content-section-0]]></guid><description><![CDATA[The unit provides an introduction to microscopy and the operation of a simple light microscope, of the type found in histology units and teaching laboratories. It outlines different methods used for preparing and staining tissue sections for microscopy, and explains how different stains can be used to identify particular cells, pathogens and anatomical structures.<link rel="canonical" href="http://www.open.edu/openlearn/science-maths-technology/science/biology/introduction-microscopy/content-sec]]>
</description><dc:description><![CDATA[The unit provides an introduction to microscopy and the operation of a simple light microscope, of the type found in histology units and teaching laboratories. It outlines different methods used for preparing and staining tissue sections for microscopy, and explains how different stains can be used to identify particular cells, pathogens and anatomical structures.<link rel="canonical" href="http://www.open.edu/openlearn/science-maths-technology/science/biology/introduction-microscopy/content-sec]]>
</dc:description></item><item><title><![CDATA[Introduction to histopathology]]></title><dc:title><![CDATA[Introduction to histopathology]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/biology/introduction-histopathology/content-section-0]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/biology/introduction-histopathology/content-section-0]]></guid><description><![CDATA[This unit provides an introduction to the subject of histopathology and outlines how the appearance of different tissues changes due to damage, inflammation, infection or degeneration and how microscopy can aid in the diagnosis of disease.<link rel="canonical" href="http://www.open.edu/openlearn/science-maths-technology/science/biology/introduction-histopathology/content-section-0" /> First published on Thu, 05 Jul 2012 as <a href="http://www.open.edu/openlearn/science-maths-technology/science/b]]>
</description><dc:description><![CDATA[This unit provides an introduction to the subject of histopathology and outlines how the appearance of different tissues changes due to damage, inflammation, infection or degeneration and how microscopy can aid in the diagnosis of disease.<link rel="canonical" href="http://www.open.edu/openlearn/science-maths-technology/science/biology/introduction-histopathology/content-section-0" /> First published on Thu, 05 Jul 2012 as <a href="http://www.open.edu/openlearn/science-maths-technology/science/b]]>
</dc:description></item><item><title><![CDATA[Introduction to histology]]></title><dc:title><![CDATA[Introduction to histology]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/biology/introduction-histology/content-section-0]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/biology/introduction-histology/content-section-0]]></guid><description><![CDATA[This unit provides an introduction to histology, the study of tissues. It also describes how histology can aid in the diagnosis of disease and explains how histology services are organised within a hospital.<link rel="canonical" href="http://www.open.edu/openlearn/science-maths-technology/science/biology/introduction-histology/content-section-0" /> First published on Tue, 26 Jun 2012 as <a href="http://www.open.edu/openlearn/science-maths-technology/science/biology/introduction-histology/content]]>
</description><dc:description><![CDATA[This unit provides an introduction to histology, the study of tissues. It also describes how histology can aid in the diagnosis of disease and explains how histology services are organised within a hospital.<link rel="canonical" href="http://www.open.edu/openlearn/science-maths-technology/science/biology/introduction-histology/content-section-0" /> First published on Tue, 26 Jun 2012 as <a href="http://www.open.edu/openlearn/science-maths-technology/science/biology/introduction-histology/content]]>
</dc:description></item><item><title><![CDATA[Galaxies, stars and planets]]></title><dc:title><![CDATA[Galaxies, stars and planets]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/physics-and-astronomy/galaxies-stars-and-planets/content-section-0]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/physics-and-astronomy/galaxies-stars-and-planets/content-section-0]]></guid><description><![CDATA[This unit is a general introduction to galaxies, stars and planets, including scale of the universe from the very large to the very small; orbits and gravity; the Solar System; the Sun and other stars; galaxies and the composition of astronomical objects.<link rel="canonical" href="http://www.open.edu/openlearn/science-maths-technology/science/physics-and-astronomy/galaxies-stars-and-planets/content-section-0" /> First published on Tue, 12 Jun 2012 as <a href="http://www.open.edu/openlearn/scien]]>
</description><dc:description><![CDATA[This unit is a general introduction to galaxies, stars and planets, including scale of the universe from the very large to the very small; orbits and gravity; the Solar System; the Sun and other stars; galaxies and the composition of astronomical objects.<link rel="canonical" href="http://www.open.edu/openlearn/science-maths-technology/science/physics-and-astronomy/galaxies-stars-and-planets/content-section-0" /> First published on Tue, 12 Jun 2012 as <a href="http://www.open.edu/openlearn/scien]]>
</dc:description></item><item><title><![CDATA[Energy resources: An introduction to energy resources]]></title><dc:title><![CDATA[Energy resources: An introduction to energy resources]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/environmental-science/energy-resources-introduction-energy-resources/content-section-0]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/environmental-science/energy-resources-introduction-energy-resources/content-section-0]]></guid><description><![CDATA[Energy resources are essential for any society, be it one dependent on subsistence farming or an industrialised country. There are many different sources of energy, some well-known such as coal or petroleum, others less so, such as tides or the heat inside the Earth. Is nuclear power a salvation or a nightmare? This unit provides background information to each resource, so that you can assess them for yourself.<link rel="canonical" href="http://www.open.edu/openlearn/science-maths-technology/sci]]>
</description><dc:description><![CDATA[Energy resources are essential for any society, be it one dependent on subsistence farming or an industrialised country. There are many different sources of energy, some well-known such as coal or petroleum, others less so, such as tides or the heat inside the Earth. Is nuclear power a salvation or a nightmare? This unit provides background information to each resource, so that you can assess them for yourself.<link rel="canonical" href="http://www.open.edu/openlearn/science-maths-technology/sci]]>
</dc:description></item><item><title><![CDATA[An introduction to sustainable energy]]></title><dc:title><![CDATA[An introduction to sustainable energy]]></dc:title><link><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/environmental-science/introduction-sustainable-energy/content-section-0]]></link><guid><![CDATA[http://www.open.edu/openlearn/science-maths-technology/science/environmental-science/introduction-sustainable-energy/content-section-0]]></guid><description><![CDATA[The search for sustainable energy will dominate the twenty-first century. This unit provides an introductory overview of the present energy systems and takes a brief look at where the world may find energy in the future – cleaner use of fossil fuels or renewable energy sources?<link rel="canonical" href="http://www.open.edu/openlearn/science-maths-technology/science/environmental-science/introduction-sustainable-energy/content-section-0" /> First published on Tue, 26 Jul 2011 as <a href="http:]]>
</description><dc:description><![CDATA[The search for sustainable energy will dominate the twenty-first century. This unit provides an introductory overview of the present energy systems and takes a brief look at where the world may find energy in the future – cleaner use of fossil fuels or renewable energy sources?<link rel="canonical" href="http://www.open.edu/openlearn/science-maths-technology/science/environmental-science/introduction-sustainable-energy/content-section-0" /> First published on Tue, 26 Jul 2011 as <a href="http:]]>
</dc:description></item><item><title><![CDATA[Introduction to Wavelets]]></title><dc:title><![CDATA[Introduction to Wavelets]]></dc:title><link><![CDATA[http://cnx.org/content/m45096/latest/]]></link><guid><![CDATA[http://cnx.org/content/m45096/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/cburrus">C. Sidney Burrus</a>
                
                </i></b><br/>
              <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/cburrus">C. Sidney Burrus</a>
                
                </i></b><br/>
              <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[A History of Christianity - Introduction to the series]]></title><dc:title><![CDATA[A History of Christianity - Introduction to the series]]></dc:title><link><![CDATA[http://media.podcasts.ox.ac.uk/scro/lectures/2012-scro-lec-macculloch.mp3]]></link><guid><![CDATA[http://media.podcasts.ox.ac.uk/scro/lectures/2012-scro-lec-macculloch.mp3]]></guid><description><![CDATA[An introductory talk given by Professor Diarmaid MacCulloch prior to the gala screening of the first episode of the BBC TV series "A History of Christianity" at St Cross 5/11/2009]]>
</description><dc:description><![CDATA[An introductory talk given by Professor Diarmaid MacCulloch prior to the gala screening of the first episode of the BBC TV series "A History of Christianity" at St Cross 5/11/2009]]>
</dc:description></item><item><title><![CDATA[PBS Presents the Story Behind Uncle Tom's Cabin]]></title><dc:title><![CDATA[PBS Presents the Story Behind Uncle Tom's Cabin]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=54410]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=54410]]></guid><description><![CDATA[This video is part of the PBS series, The American Experience. This particular documentary is entitled The Abolitionists. The clip gives an introduction to the book Uncle Tom's Cabin by Harriet Beecher Stowe as well as how it came to be written. It goes into the inspiration behind the story, Stowe's personal connection the plight of the slaves, and the public reception to her novel. (02:56)]]>
</description><dc:description><![CDATA[This video is part of the PBS series, The American Experience. This particular documentary is entitled The Abolitionists. The clip gives an introduction to the book Uncle Tom's Cabin by Harriet Beecher Stowe as well as how it came to be written. It goes into the inspiration behind the story, Stowe's personal connection the plight of the slaves, and the public reception to her novel. (02:56)]]>
</dc:description></item><item><title><![CDATA[Getting to Know the ACT]]></title><dc:title><![CDATA[Getting to Know the ACT]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=54400]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=54400]]></guid><description><![CDATA[This video is a great introduction to the ACT. It informs learners about the semantics of each section of the ACT, tells why the ACT is important, talks about preparation, and taking the test. The video is appropriate for students starting at age 12 or 13 who may be starting their college search and will eventually take the ACT. It is never too early to start preparing, and the more comfortable a learner is with the test, the better he or she is likely to score! (03:31)<br />]]>
</description><dc:description><![CDATA[This video is a great introduction to the ACT. It informs learners about the semantics of each section of the ACT, tells why the ACT is important, talks about preparation, and taking the test. The video is appropriate for students starting at age 12 or 13 who may be starting their college search and will eventually take the ACT. It is never too early to start preparing, and the more comfortable a learner is with the test, the better he or she is likely to score! (03:31)<br />]]>
</dc:description></item><item><title><![CDATA[Statistics 250 - Introduction to Statistics and Data Analysis]]></title><dc:title><![CDATA[Statistics 250 - Introduction to Statistics and Data Analysis]]></dc:title><link><![CDATA[http://open.umich.edu:80/education/lsa/statistics250/winter2013]]></link><guid><![CDATA[http://open.umich.edu:80/education/lsa/statistics250/winter2013]]></guid><description><![CDATA[<div class="field field-type-text field-field-content-type">
      <div class="field-label">Content Type:&nbsp;</div>
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                    Course        </div>
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<div class="field field-type-text field-field-course-code">
      <div class="field-label">Short Title/Course Code:&nbsp;</div>
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            <div class="field-item odd">
                    statistics250        </div>
 ]]>
</description><dc:description><![CDATA[<div class="field field-type-text field-field-content-type">
      <div class="field-label">Content Type:&nbsp;</div>
    <div class="field-items">
            <div class="field-item odd">
                    Course        </div>
        </div>
</div>
<div class="field field-type-text field-field-course-code">
      <div class="field-label">Short Title/Course Code:&nbsp;</div>
    <div class="field-items">
            <div class="field-item odd">
                    statistics250        </div>
 ]]>
</dc:description></item><item><title><![CDATA[An Introduction to Learning Activities]]></title><dc:title><![CDATA[An Introduction to Learning Activities]]></dc:title><link><![CDATA[http://www.edshare.soton.ac.uk/9944/]]></link><guid><![CDATA[http://www.edshare.soton.ac.uk/9944/]]></guid><description><![CDATA[An Introduction to Learning Activities <http://www.edshare.soton.ac.uk/9944> - UNSPECIFIED
 Keywords:UNSPECIFIED]]>
</description><dc:description><![CDATA[An Introduction to Learning Activities <http://www.edshare.soton.ac.uk/9944> - UNSPECIFIED
 Keywords:UNSPECIFIED]]>
</dc:description></item><item><title><![CDATA[Introduction to 3D Virtual Cell]]></title><dc:title><![CDATA[Introduction to 3D Virtual Cell]]></dc:title><link><![CDATA[http://www.scivee.tv:80/node/55271]]></link><guid><![CDATA[http://www.scivee.tv:80/node/55271]]></guid><description><![CDATA[By: Steph Introduction to 3D Virtual Cell by Phil Bourne]]>
</description><dc:description><![CDATA[By: Steph Introduction to 3D Virtual Cell by Phil Bourne]]>
</dc:description></item><item><title><![CDATA[Introduction To Numonics MobilePresenter BT]]></title><dc:title><![CDATA[Introduction To Numonics MobilePresenter BT]]></dc:title><link><![CDATA[http://teachertube.com/viewVideo.php?video_id=273246]]></link><guid><![CDATA[http://teachertube.com/viewVideo.php?video_id=273246]]></guid><description><![CDATA[<table width="600" border="0" cellspacing="0" cellpadding="0">
        <tr>
        <td width="130" height="90" align="center" valign="middle"><img src="http://www.teachertube.com/shared_files/videos/thumbnails/273246-1.jpg"  border="1"/></td>
        <td valign="top">
        <a href="http://teachertube.com/viewVideo.php?video_id=273246">Introduction To Numonics MobilePresenter BT</a><br />
        Introduction To Numonics MobilePresenter BT        </td>
        <td width="100" valign="top" ali]]>
</description><dc:description><![CDATA[<table width="600" border="0" cellspacing="0" cellpadding="0">
        <tr>
        <td width="130" height="90" align="center" valign="middle"><img src="http://www.teachertube.com/shared_files/videos/thumbnails/273246-1.jpg"  border="1"/></td>
        <td valign="top">
        <a href="http://teachertube.com/viewVideo.php?video_id=273246">Introduction To Numonics MobilePresenter BT</a><br />
        Introduction To Numonics MobilePresenter BT        </td>
        <td width="100" valign="top" ali]]>
</dc:description></item><item><title><![CDATA[Jb0250: Java OOP: Brief Introduction to Exceptions]]></title><dc:title><![CDATA[Jb0250: Java OOP: Brief Introduction to Exceptions]]></dc:title><link><![CDATA[http://cnx.org/content/m45211/latest/]]></link><guid><![CDATA[http://cnx.org/content/m45211/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/baldwin">Richard Baldwin</a>
                
                </i></b><br/>
              This module provides a very brief treatment of exception handling. The topic is discussed in detail in the module titled Java OOP: Exception Handling by Richard Baldwin<br/>
              
              <img style="border: 0px"
                  src="http://i.creativecommons.org/l/by/3.0/80x15.png"/>
              
                <a href="http:/]]>
</description><dc:description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/baldwin">Richard Baldwin</a>
                
                </i></b><br/>
              This module provides a very brief treatment of exception handling. The topic is discussed in detail in the module titled Java OOP: Exception Handling by Richard Baldwin<br/>
              
              <img style="border: 0px"
                  src="http://i.creativecommons.org/l/by/3.0/80x15.png"/>
              
                <a href="http:/]]>
</dc:description></item><item><title><![CDATA[COM365 Session 11 Fall 2012]]></title><dc:title><![CDATA[COM365 Session 11 Fall 2012]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=DKUJVvhXHZE]]></link><guid><![CDATA[http://www.youtube.com/watch?v=DKUJVvhXHZE]]></guid><description><![CDATA[Introduction to Public Relations with Jennifer Peters]]>
</description><dc:description><![CDATA[Introduction to Public Relations with Jennifer Peters]]>
</dc:description></item><item><title><![CDATA[Introduction to the notion of fragility in architecture and design]]></title><dc:title><![CDATA[Introduction to the notion of fragility in architecture and design]]></dc:title><link><![CDATA[http://languagebox.ac.uk/3172/]]></link><guid><![CDATA[http://languagebox.ac.uk/3172/]]></guid><description><![CDATA[Introduction to the notion of fragility in architecture and design.]]>
</description><dc:description><![CDATA[Introduction to the notion of fragility in architecture and design.]]>
</dc:description></item><item><title><![CDATA[Introduction to lighting for architectural design]]></title><dc:title><![CDATA[Introduction to lighting for architectural design]]></dc:title><link><![CDATA[http://languagebox.ac.uk/3180/]]></link><guid><![CDATA[http://languagebox.ac.uk/3180/]]></guid><description><![CDATA[Introduction to lighting for architectural design.]]>
</description><dc:description><![CDATA[Introduction to lighting for architectural design.]]>
</dc:description></item><item><title><![CDATA[Monty Python - Argument Clinic]]></title><dc:title><![CDATA[Monty Python - Argument Clinic]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=54137]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=54137]]></guid><description><![CDATA[This could make a funny introduction to a lesson about debate.&nbsp; Michael Palin and John Cleese having a "five minute" argument.&nbsp; The characters have a meaningless "argument", but in the process the definition of a real argument is revealed.&nbsp; (02:30)]]>
</description><dc:description><![CDATA[This could make a funny introduction to a lesson about debate.&nbsp; Michael Palin and John Cleese having a "five minute" argument.&nbsp; The characters have a meaningless "argument", but in the process the definition of a real argument is revealed.&nbsp; (02:30)]]>
</dc:description></item><item><title><![CDATA[Human Skeletal System For Kids]]></title><dc:title><![CDATA[Human Skeletal System For Kids]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=54124]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=54124]]></guid><description><![CDATA[This is a video about the skeletal system. It explains what the skeletal system is, how many bones are&nbsp;in the human body, and the functions of the joints and muscles. The video is a good introduction to the skeletal system and uses kid-friendly language and graphics.&nbsp; (03:03)]]>
</description><dc:description><![CDATA[This is a video about the skeletal system. It explains what the skeletal system is, how many bones are&nbsp;in the human body, and the functions of the joints and muscles. The video is a good introduction to the skeletal system and uses kid-friendly language and graphics.&nbsp; (03:03)]]>
</dc:description></item><item><title><![CDATA[Introduction to Radians - Khan Academy]]></title><dc:title><![CDATA[Introduction to Radians - Khan Academy]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=54156]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=54156]]></guid><description><![CDATA[Understanding the definition and motivation for radians and the relationship between radians and degrees. (10:51)]]>
</description><dc:description><![CDATA[Understanding the definition and motivation for radians and the relationship between radians and degrees. (10:51)]]>
</dc:description></item><item><title><![CDATA[Introduction to the Water Cycle]]></title><dc:title><![CDATA[Introduction to the Water Cycle]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=54146]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=54146]]></guid><description><![CDATA[This is a brief introduction about the water cycle. It describes the life of a water drop and discusses the different places it may have been or where it originated. This would make a nice introduction to a lesson plan on the water cycle.&nbsp; (01:23)]]>
</description><dc:description><![CDATA[This is a brief introduction about the water cycle. It describes the life of a water drop and discusses the different places it may have been or where it originated. This would make a nice introduction to a lesson plan on the water cycle.&nbsp; (01:23)]]>
</dc:description></item><item><title><![CDATA[Jb0150r Review: A Gentle Introduction to Java Data Types]]></title><dc:title><![CDATA[Jb0150r Review: A Gentle Introduction to Java Data Types]]></dc:title><link><![CDATA[http://cnx.org/content/m45168/latest/]]></link><guid><![CDATA[http://cnx.org/content/m45168/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/baldwin">Richard Baldwin</a>
                
                </i></b><br/>
              This module contains review questions and answers keyed to the module titled Jb0150: Java OOP: A Gentle Introduction to Java Data Types.<br/>
              
              <img style="border: 0px"
                  src="http://i.creativecommons.org/l/by/3.0/80x15.png"/>
              
                <a href="http://creativecommons.org/licenses/by]]>
</description><dc:description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/baldwin">Richard Baldwin</a>
                
                </i></b><br/>
              This module contains review questions and answers keyed to the module titled Jb0150: Java OOP: A Gentle Introduction to Java Data Types.<br/>
              
              <img style="border: 0px"
                  src="http://i.creativecommons.org/l/by/3.0/80x15.png"/>
              
                <a href="http://creativecommons.org/licenses/by]]>
</dc:description></item><item><title><![CDATA[Jb0130r Review: A Gentle Introduction to Methods in Java]]></title><dc:title><![CDATA[Jb0130r Review: A Gentle Introduction to Methods in Java]]></dc:title><link><![CDATA[http://cnx.org/content/m45165/latest/]]></link><guid><![CDATA[http://cnx.org/content/m45165/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/baldwin">Richard Baldwin</a>
                
                </i></b><br/>
              This module contains review questions and answers keyed to the module titled Jb0130: Java OOP: A Gentle Introduction to Methods in Java<br/>
              
              <img style="border: 0px"
                  src="http://i.creativecommons.org/l/by/3.0/80x15.png"/>
              
                <a href="http://creativecommons.org/licenses/by/]]>
</description><dc:description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/baldwin">Richard Baldwin</a>
                
                </i></b><br/>
              This module contains review questions and answers keyed to the module titled Jb0130: Java OOP: A Gentle Introduction to Methods in Java<br/>
              
              <img style="border: 0px"
                  src="http://i.creativecommons.org/l/by/3.0/80x15.png"/>
              
                <a href="http://creativecommons.org/licenses/by/]]>
</dc:description></item><item><title><![CDATA[Jb0120r Review: A Gentle Introduction to Java Programming]]></title><dc:title><![CDATA[Jb0120r Review: A Gentle Introduction to Java Programming]]></dc:title><link><![CDATA[http://cnx.org/content/m45164/latest/]]></link><guid><![CDATA[http://cnx.org/content/m45164/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/baldwin">Richard Baldwin</a>
                
                </i></b><br/>
              This module contains review questions and answers keyed to the module titled Jb0120: Java OOP: A Gentle Introduction to Java Programming.<br/>
              
              <img style="border: 0px"
                  src="http://i.creativecommons.org/l/by/3.0/80x15.png"/>
              
                <a href="http://creativecommons.org/licenses/b]]>
</description><dc:description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/baldwin">Richard Baldwin</a>
                
                </i></b><br/>
              This module contains review questions and answers keyed to the module titled Jb0120: Java OOP: A Gentle Introduction to Java Programming.<br/>
              
              <img style="border: 0px"
                  src="http://i.creativecommons.org/l/by/3.0/80x15.png"/>
              
                <a href="http://creativecommons.org/licenses/b]]>
</dc:description></item><item><title><![CDATA[Introduction to JavaScript Programming]]></title><dc:title><![CDATA[Introduction to JavaScript Programming]]></dc:title><link><![CDATA[http://www.edshare.soton.ac.uk/9894/]]></link><guid><![CDATA[http://www.edshare.soton.ac.uk/9894/]]></guid><description><![CDATA[Introduction to JavaScript Programming <http://www.edshare.soton.ac.uk/9894> - Leslie Carr
 Keywords:JavaScript <http://www.edshare.soton.ac.uk/view/keywords/javascript.html>]]>
</description><dc:description><![CDATA[Introduction to JavaScript Programming <http://www.edshare.soton.ac.uk/9894> - Leslie Carr
 Keywords:JavaScript <http://www.edshare.soton.ac.uk/view/keywords/javascript.html>]]>
</dc:description></item><item><title><![CDATA[Introduction to creating Windows Store apps using HTML and JavaScript | Build 2012]]></title><dc:title><![CDATA[Introduction to creating Windows Store apps using HTML and JavaScript | Build 2012]]></dc:title><link><![CDATA[http://channel9.msdn.com/Events/Build/2012/3-115]]></link><guid><![CDATA[http://channel9.msdn.com/Events/Build/2012/3-115]]></guid><description><![CDATA[<p>In this talk we'll cover the basics of creating a Windows&nbsp;Store app experience using HTML and JavaScript, including the Windows Library for JavaScript (WinJS). Topics will include how to leverage your existing HTML and JavaScript skills, how to integrate Windows 8 personality and contracts into your app, and how Microsoft Visual Studio&nbsp;2012 provides tools to make this easy and fast.</p> <img src="http://m.webtrends.com/dcs1wotjh10000w0irc493s0e_6x1g/njs.gif?dcssip=channel9.msdn.com&]]>
</description><dc:description><![CDATA[<p>In this talk we'll cover the basics of creating a Windows&nbsp;Store app experience using HTML and JavaScript, including the Windows Library for JavaScript (WinJS). Topics will include how to leverage your existing HTML and JavaScript skills, how to integrate Windows 8 personality and contracts into your app, and how Microsoft Visual Studio&nbsp;2012 provides tools to make this easy and fast.</p> <img src="http://m.webtrends.com/dcs1wotjh10000w0irc493s0e_6x1g/njs.gif?dcssip=channel9.msdn.com&]]>
</dc:description></item><item><title><![CDATA[PhoneticTyping]]></title><dc:title><![CDATA[PhoneticTyping]]></dc:title><link><![CDATA[http://teachertube.com/viewVideo.php?video_id=273011]]></link><guid><![CDATA[http://teachertube.com/viewVideo.php?video_id=273011]]></guid><description><![CDATA[<table width="600" border="0" cellspacing="0" cellpadding="0">
        <tr>
        <td width="130" height="90" align="center" valign="middle"><img src="http://www.teachertube.com/shared_files/videos/thumbnails/273011-1.jpg"  border="1"/></td>
        <td valign="top">
        <a href="http://teachertube.com/viewVideo.php?video_id=273011">PhoneticTyping</a><br />
        This is an introduction to the FREE Phonetic Typing English language learning tutorial.        </td>
        <td width="100" v]]>
</description><dc:description><![CDATA[<table width="600" border="0" cellspacing="0" cellpadding="0">
        <tr>
        <td width="130" height="90" align="center" valign="middle"><img src="http://www.teachertube.com/shared_files/videos/thumbnails/273011-1.jpg"  border="1"/></td>
        <td valign="top">
        <a href="http://teachertube.com/viewVideo.php?video_id=273011">PhoneticTyping</a><br />
        This is an introduction to the FREE Phonetic Typing English language learning tutorial.        </td>
        <td width="100" v]]>
</dc:description></item><item><title><![CDATA[Session 2: A short introduction to data analysis]]></title><dc:title><![CDATA[Session 2: A short introduction to data analysis]]></dc:title><link><![CDATA[http://openspace.falmouth.ac.uk/courses/website-analytics-open-education-projects/module-one-introduction-web-analytics/session-2-sh]]></link><guid><![CDATA[http://openspace.falmouth.ac.uk/courses/website-analytics-open-education-projects/module-one-introduction-web-analytics/session-2-sh]]></guid><description><![CDATA[<h2>Purpose/Aim of this session<b> </b></h2>
<p><img src="http://openspace.falmouth.ac.uk/userfiles/image/analytics/data-wordle.png" alt="Data Analytics wordle" width="467" height="250" hspace="10" border="0" align="right" />Once you have collected data about your website's performance, your next task will be to turn raw numbers and percentages into meaningful information.</p>
<p>This is the process of analysis.</p>
<p><a href="http://openspace.falmouth.ac.uk/courses/website-analytics-open-educa]]>
</description><dc:description><![CDATA[<h2>Purpose/Aim of this session<b> </b></h2>
<p><img src="http://openspace.falmouth.ac.uk/userfiles/image/analytics/data-wordle.png" alt="Data Analytics wordle" width="467" height="250" hspace="10" border="0" align="right" />Once you have collected data about your website's performance, your next task will be to turn raw numbers and percentages into meaningful information.</p>
<p>This is the process of analysis.</p>
<p><a href="http://openspace.falmouth.ac.uk/courses/website-analytics-open-educa]]>
</dc:description></item><item><title><![CDATA[Session 2: A short introduction to data analysis]]></title><dc:title><![CDATA[Session 2: A short introduction to data analysis]]></dc:title><link><![CDATA[http://openspace.falmouth.ac.uk/courses/web-analytics-analytics-open-education-projects/module-one-web-analytic-tools-google-analyt-1]]></link><guid><![CDATA[http://openspace.falmouth.ac.uk/courses/web-analytics-analytics-open-education-projects/module-one-web-analytic-tools-google-analyt-1]]></guid><description><![CDATA[<h2>Purpose/Aim of this session<b> </b></h2>
<p><iframe height="315" src="http://www.youtube.com/embed/2PjtX8EEx1Q" frameborder="0" width="715" allowfullscreen=""></iframe></p>
<p>In this session you will be introduced to&nbsp;the mechanics of online teaching. These mechanics are the building blocks for the effective delivery of the online learning and teaching experience.</p>
<p><a href="http://openspace.falmouth.ac.uk/courses/web-analytics-analytics-open-education-projects/module-one-web-analy]]>
</description><dc:description><![CDATA[<h2>Purpose/Aim of this session<b> </b></h2>
<p><iframe height="315" src="http://www.youtube.com/embed/2PjtX8EEx1Q" frameborder="0" width="715" allowfullscreen=""></iframe></p>
<p>In this session you will be introduced to&nbsp;the mechanics of online teaching. These mechanics are the building blocks for the effective delivery of the online learning and teaching experience.</p>
<p><a href="http://openspace.falmouth.ac.uk/courses/web-analytics-analytics-open-education-projects/module-one-web-analy]]>
</dc:description></item><item><title><![CDATA[Module One: An introduction to web analytics]]></title><dc:title><![CDATA[Module One: An introduction to web analytics]]></dc:title><link><![CDATA[http://openspace.falmouth.ac.uk/courses/website-analytics-open-education-projects/module-one-introduction-web-analytics]]></link><guid><![CDATA[http://openspace.falmouth.ac.uk/courses/website-analytics-open-education-projects/module-one-introduction-web-analytics]]></guid><description><![CDATA[<h2>About this Module</h2>
<p><iframe width="715" height="315" src="http://www.youtube.com/embed/_HbjsNaUJ2A?rel=0" frameborder="0" allowfullscreen=""></iframe></p>
<p>This Web Analytics for Open Education Projects module introduces you to concepts and ideas around gaining insights into your website visitors' interactions with your website through the use of analytics. For our purposes, analytics provides understanding and insights into creating meaningful online learning experiences for open ed]]>
</description><dc:description><![CDATA[<h2>About this Module</h2>
<p><iframe width="715" height="315" src="http://www.youtube.com/embed/_HbjsNaUJ2A?rel=0" frameborder="0" allowfullscreen=""></iframe></p>
<p>This Web Analytics for Open Education Projects module introduces you to concepts and ideas around gaining insights into your website visitors' interactions with your website through the use of analytics. For our purposes, analytics provides understanding and insights into creating meaningful online learning experiences for open ed]]>
</dc:description></item><item><title><![CDATA[20121108 - Protein Prediction 2 - Burkhard Rost - Introduction to Protein Function 3]]></title><dc:title><![CDATA[20121108 - Protein Prediction 2 - Burkhard Rost - Introduction to Protein Function 3]]></dc:title><link><![CDATA[http://www.scivee.tv:80/node/54844]]></link><guid><![CDATA[http://www.scivee.tv:80/node/54844]]></guid><description><![CDATA[By: rostlab Date: 20121108
Course: Protein Prediction 2
Title: Introduction to Protein Function 3
Speaker: Burkhard Rost]]>
</description><dc:description><![CDATA[By: rostlab Date: 20121108
Course: Protein Prediction 2
Title: Introduction to Protein Function 3
Speaker: Burkhard Rost]]>
</dc:description></item><item><title><![CDATA[Welcome Address to the Same Difference? - Nigerian Brits, French Senegalese: Comparing Integration i]]></title><dc:title><![CDATA[Welcome Address to the Same Difference? - Nigerian Brits, French Senegalese: Comparing Integration i]]></dc:title><link><![CDATA[http://media.podcasts.ox.ac.uk/politics/integration/2012-07-06-politics-same_difference-dahou-01.mp3]]></link><guid><![CDATA[http://media.podcasts.ox.ac.uk/politics/integration/2012-07-06-politics-same_difference-dahou-01.mp3]]></guid><description><![CDATA[Katherine Nwajiaku-Dahou gives an introduction to the Same Difference? - Nigerian Brits, French Senegalese: Comparing Integration in the UK and France conference held on 6th July 2012 at St Anthony's College, Oxford Please see http://www.politics.ox.ac.uk/index.php/details/1904-same-difference-comparing-integration-in-the-uk-and-france.html for more information]]>
</description><dc:description><![CDATA[Katherine Nwajiaku-Dahou gives an introduction to the Same Difference? - Nigerian Brits, French Senegalese: Comparing Integration in the UK and France conference held on 6th July 2012 at St Anthony's College, Oxford Please see http://www.politics.ox.ac.uk/index.php/details/1904-same-difference-comparing-integration-in-the-uk-and-france.html for more information]]>
</dc:description></item><item><title><![CDATA[Introduction to cybergogy]]></title><dc:title><![CDATA[Introduction to cybergogy]]></dc:title><link><![CDATA[http://languagebox.ac.uk/3170/]]></link><guid><![CDATA[http://languagebox.ac.uk/3170/]]></guid><description><![CDATA[Introduction to cybergogy.]]>
</description><dc:description><![CDATA[Introduction to cybergogy.]]>
</dc:description></item><item><title><![CDATA[Unit 05 Team leadership.m4v]]></title><dc:title><![CDATA[Unit 05 Team leadership.m4v]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=2OcWG_FludM]]></link><guid><![CDATA[http://www.youtube.com/watch?v=2OcWG_FludM]]></guid><description><![CDATA[An introduction to the main themes of Unit 5]]>
</description><dc:description><![CDATA[An introduction to the main themes of Unit 5]]>
</dc:description></item><item><title><![CDATA[Introduction to Leadership in a Complex Environment.m4v]]></title><dc:title><![CDATA[Introduction to Leadership in a Complex Environment.m4v]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=D4KyXcsPxZg]]></link><guid><![CDATA[http://www.youtube.com/watch?v=D4KyXcsPxZg]]></guid><description><![CDATA[An introduction to the 12 units of the course Leadership in a Complex Environment]]>
</description><dc:description><![CDATA[An introduction to the 12 units of the course Leadership in a Complex Environment]]>
</dc:description></item><item><title><![CDATA[Unit 11 Leadership development principles and methods.m4v]]></title><dc:title><![CDATA[Unit 11 Leadership development principles and methods.m4v]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=FesLyEa8G58]]></link><guid><![CDATA[http://www.youtube.com/watch?v=FesLyEa8G58]]></guid><description><![CDATA[An introduction to the main themes of Unit 11]]>
</description><dc:description><![CDATA[An introduction to the main themes of Unit 11]]>
</dc:description></item><item><title><![CDATA[Unit 02 Personal values, personality traits and self-leadership.m4v]]></title><dc:title><![CDATA[Unit 02 Personal values, personality traits and self-leadership.m4v]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=v-apL6MiPXM]]></link><guid><![CDATA[http://www.youtube.com/watch?v=v-apL6MiPXM]]></guid><description><![CDATA[An introduction to the main themes of Unit 2]]>
</description><dc:description><![CDATA[An introduction to the main themes of Unit 2]]>
</dc:description></item><item><title><![CDATA[Unit 06 Leadership for creativity and innovation.m4v]]></title><dc:title><![CDATA[Unit 06 Leadership for creativity and innovation.m4v]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=b_XXReElnXA]]></link><guid><![CDATA[http://www.youtube.com/watch?v=b_XXReElnXA]]></guid><description><![CDATA[An introduction to the main themes of Unit 6]]>
</description><dc:description><![CDATA[An introduction to the main themes of Unit 6]]>
</dc:description></item><item><title><![CDATA[Unit 12 Individual leadership development plans.m4v]]></title><dc:title><![CDATA[Unit 12 Individual leadership development plans.m4v]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=8ViT56dFOPo]]></link><guid><![CDATA[http://www.youtube.com/watch?v=8ViT56dFOPo]]></guid><description><![CDATA[An introduction to the main themes of Unit 12]]>
</description><dc:description><![CDATA[An introduction to the main themes of Unit 12]]>
</dc:description></item><item><title><![CDATA[Unit 07 Power and influence.m4v]]></title><dc:title><![CDATA[Unit 07 Power and influence.m4v]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=6MiE-81Z5S4]]></link><guid><![CDATA[http://www.youtube.com/watch?v=6MiE-81Z5S4]]></guid><description><![CDATA[An introduction to the main themes of Unit 7]]>
</description><dc:description><![CDATA[An introduction to the main themes of Unit 7]]>
</dc:description></item><item><title><![CDATA[Unit 10 Sustainability leadership.m4v]]></title><dc:title><![CDATA[Unit 10 Sustainability leadership.m4v]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=_RICjgW3egE]]></link><guid><![CDATA[http://www.youtube.com/watch?v=_RICjgW3egE]]></guid><description><![CDATA[An introduction to the main themes of Unit 10]]>
</description><dc:description><![CDATA[An introduction to the main themes of Unit 10]]>
</dc:description></item><item><title><![CDATA[Unit 09 Emergent leadership, change agents and champions.m4v]]></title><dc:title><![CDATA[Unit 09 Emergent leadership, change agents and champions.m4v]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=5xaYjJJNq4g]]></link><guid><![CDATA[http://www.youtube.com/watch?v=5xaYjJJNq4g]]></guid><description><![CDATA[An introduction to the main themes of Unit 9]]>
</description><dc:description><![CDATA[An introduction to the main themes of Unit 9]]>
</dc:description></item><item><title><![CDATA[Unit 03 Ethics and authentic leadership.m4v]]></title><dc:title><![CDATA[Unit 03 Ethics and authentic leadership.m4v]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=W6cSCw71Uqw]]></link><guid><![CDATA[http://www.youtube.com/watch?v=W6cSCw71Uqw]]></guid><description><![CDATA[An introduction to the main themes of Unit 3]]>
</description><dc:description><![CDATA[An introduction to the main themes of Unit 3]]>
</dc:description></item><item><title><![CDATA[Session 1: Introduction to teaching online]]></title><dc:title><![CDATA[Session 1: Introduction to teaching online]]></dc:title><link><![CDATA[http://openspace.falmouth.ac.uk/learning-teach-online/session-1-introduction-teaching-online]]></link><guid><![CDATA[http://openspace.falmouth.ac.uk/learning-teach-online/session-1-introduction-teaching-online]]></guid><description><![CDATA[<h2>Purpose/Aim of this session<b> <p><a href="http://openspace.falmouth.ac.uk/learning-teach-online/session-1-introduction-teaching-online" target="_blank">read more</a></p>]]>
</description><dc:description><![CDATA[<h2>Purpose/Aim of this session<b> <p><a href="http://openspace.falmouth.ac.uk/learning-teach-online/session-1-introduction-teaching-online" target="_blank">read more</a></p>]]>
</dc:description></item><item><title><![CDATA[Introduction to the Volcano symposium]]></title><dc:title><![CDATA[Introduction to the Volcano symposium]]></dc:title><link><![CDATA[http://www.politics.ox.ac.uk/materials/podcasts/3492/Saturday_Whitefield.mp3]]></link><guid><![CDATA[http://www.politics.ox.ac.uk/materials/podcasts/3492/Saturday_Whitefield.mp3]]></guid><description><![CDATA[Stephen Whitefield, head of the Department of Politics and International Relations, gives an introduction to the Volcano symposium: a series of talks discussing the causes of and possible solutions to the current global crisis.]]>
</description><dc:description><![CDATA[Stephen Whitefield, head of the Department of Politics and International Relations, gives an introduction to the Volcano symposium: a series of talks discussing the causes of and possible solutions to the current global crisis.]]>
</dc:description></item><item><title><![CDATA[Unit 08 Complexity leadership.m4v]]></title><dc:title><![CDATA[Unit 08 Complexity leadership.m4v]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=PaLb2OmYIkg]]></link><guid><![CDATA[http://www.youtube.com/watch?v=PaLb2OmYIkg]]></guid><description><![CDATA[An introduction to the main themes of Unit 8]]>
</description><dc:description><![CDATA[An introduction to the main themes of Unit 8]]>
</dc:description></item><item><title><![CDATA[The Rules for Linear Equations]]></title><dc:title><![CDATA[The Rules for Linear Equations]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=53812]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=53812]]></guid><description><![CDATA[This video provides a basic overview of the rules to solve linear equations.&nbsp; This would be good to use as an introduction to linear equations and also for extra reinforcement.&nbsp; (02:58)]]>
</description><dc:description><![CDATA[This video provides a basic overview of the rules to solve linear equations.&nbsp; This would be good to use as an introduction to linear equations and also for extra reinforcement.&nbsp; (02:58)]]>
</dc:description></item><item><title><![CDATA[Elizabethan Theatre Explained by Willy!]]></title><dc:title><![CDATA[Elizabethan Theatre Explained by Willy!]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=53808]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=53808]]></guid><description><![CDATA[This student-made presentation contains a lot of information about the Elizabethan Theatre narrated by a cartoon William Shakespeare.&nbsp; It is a good overview and would make a nice introduction to studying Shakespeare.&nbsp; (05:14)]]>
</description><dc:description><![CDATA[This student-made presentation contains a lot of information about the Elizabethan Theatre narrated by a cartoon William Shakespeare.&nbsp; It is a good overview and would make a nice introduction to studying Shakespeare.&nbsp; (05:14)]]>
</dc:description></item><item><title><![CDATA[20121106 - Protein Prediction 2 - Burkhard Rost - Introduction to Protein Function 2]]></title><dc:title><![CDATA[20121106 - Protein Prediction 2 - Burkhard Rost - Introduction to Protein Function 2]]></dc:title><link><![CDATA[http://www.scivee.tv:80/node/54712]]></link><guid><![CDATA[http://www.scivee.tv:80/node/54712]]></guid><description><![CDATA[By: rostlab Date: 20121106
Course: Protein Prediction 2
Title: Introduction to Protein Function 2
Speaker: Burkhard Rost]]>
</description><dc:description><![CDATA[By: rostlab Date: 20121106
Course: Protein Prediction 2
Title: Introduction to Protein Function 2
Speaker: Burkhard Rost]]>
</dc:description></item><item><title><![CDATA[Frank McSherry: Introduction to Naiad and Differential Dataflow]]></title><dc:title><![CDATA[Frank McSherry: Introduction to Naiad and Differential Dataflow]]></dc:title><link><![CDATA[http://channel9.msdn.com/posts/Frank-McSherry-Introduction-to-Naiad-and-Differential-Dataflow]]></link><guid><![CDATA[http://channel9.msdn.com/posts/Frank-McSherry-Introduction-to-Naiad-and-Differential-Dataflow]]></guid><description><![CDATA[<p><a href="http://research.microsoft.com/projects/naiad/" target="_blank"><strong>Naiad</strong></a> is an investigation of data-parallel dataflow computation in the spirit of <a href="http://research.microsoft.com/projects/Dryad/" target="_blank"><strong>Dryad</strong></a> and <a href="http://research.microsoft.com/projects/DryadLINQ/" target="_blank"><strong>DryadLINQ</strong></a>, but with a focus on <em>incremental computation</em>. Naiad introduces a new computational model, <em>differenti]]>
</description><dc:description><![CDATA[<p><a href="http://research.microsoft.com/projects/naiad/" target="_blank"><strong>Naiad</strong></a> is an investigation of data-parallel dataflow computation in the spirit of <a href="http://research.microsoft.com/projects/Dryad/" target="_blank"><strong>Dryad</strong></a> and <a href="http://research.microsoft.com/projects/DryadLINQ/" target="_blank"><strong>DryadLINQ</strong></a>, but with a focus on <em>incremental computation</em>. Naiad introduces a new computational model, <em>differenti]]>
</dc:description></item><item><title><![CDATA[A Short Introduction to Climate Change: Book launch]]></title><dc:title><![CDATA[A Short Introduction to Climate Change: Book launch]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=duBEZr6JQkQ]]></link><guid><![CDATA[http://www.youtube.com/watch?v=duBEZr6JQkQ]]></guid><description><![CDATA[Dr John Hewson launches 'A Short Introduction to Climate Change', by ANU Emeritus Professor, Tony Eggleton.

Professor Eggleton explains how the book takes the science behind climate change and presents it in a way that makes it readily accessible, empowering readers to make up their own mind as to whether or not our planet is warming.

He takes the claims and counterclaims of climate change scientists and sceptics alike and tests them against fundamental scientific principles. He uses the integ]]>
</description><dc:description><![CDATA[Dr John Hewson launches 'A Short Introduction to Climate Change', by ANU Emeritus Professor, Tony Eggleton.

Professor Eggleton explains how the book takes the science behind climate change and presents it in a way that makes it readily accessible, empowering readers to make up their own mind as to whether or not our planet is warming.

He takes the claims and counterclaims of climate change scientists and sceptics alike and tests them against fundamental scientific principles. He uses the integ]]>
</dc:description></item><item><title><![CDATA[Introduction to Business English]]></title><dc:title><![CDATA[Introduction to Business English]]></dc:title><link><![CDATA[http://ocw.uci.edu/courses/course.aspx?id=142]]></link><guid><![CDATA[http://ocw.uci.edu/courses/course.aspx?id=142]]></guid><description><![CDATA[<p>This course is designed to improve your international Business English communication skills to further advance your career or succeed in one of UCI Extension's Accelerated Certificate Programs. Learn more about doing business in the U.S. as well as internationally. Students will study business concepts, business English, and enhance cross-cultural communications skills for business and professional settings.</p>

<p>Note: When you click on the green "begin course" button, you will be directed]]>
</description><dc:description><![CDATA[<p>This course is designed to improve your international Business English communication skills to further advance your career or succeed in one of UCI Extension's Accelerated Certificate Programs. Learn more about doing business in the U.S. as well as internationally. Students will study business concepts, business English, and enhance cross-cultural communications skills for business and professional settings.</p>

<p>Note: When you click on the green "begin course" button, you will be directed]]>
</dc:description></item><item><title><![CDATA[How To Multiply Decimals]]></title><dc:title><![CDATA[How To Multiply Decimals]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=53709]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=53709]]></guid><description><![CDATA[This is a short video covering how to multiply decimals.&nbsp; This would serve as a good reminder to students over the correct steps in multiplying decimals or as an introduction to multiplying decimals.&nbsp; (01:34)]]>
</description><dc:description><![CDATA[This is a short video covering how to multiply decimals.&nbsp; This would serve as a good reminder to students over the correct steps in multiplying decimals or as an introduction to multiplying decimals.&nbsp; (01:34)]]>
</dc:description></item><item><title><![CDATA[Communication Channels]]></title><dc:title><![CDATA[Communication Channels]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/communication-channels]]></link><guid><![CDATA[http://www.oercommons.org/courses/communication-channels]]></guid><description><![CDATA[A brief introduction to the two types of communication channels.]]>
</description><dc:description><![CDATA[A brief introduction to the two types of communication channels.]]>
</dc:description></item><item><title><![CDATA[Shape Song]]></title><dc:title><![CDATA[Shape Song]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=53691]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=53691]]></guid><description><![CDATA[This is a fun song all about shapes.&nbsp; It is a good introduction to shapes; what they are and many examples.&nbsp; It has a good beat and is easy for students to sing along with.&nbsp; (03:26)]]>
</description><dc:description><![CDATA[This is a fun song all about shapes.&nbsp; It is a good introduction to shapes; what they are and many examples.&nbsp; It has a good beat and is easy for students to sing along with.&nbsp; (03:26)]]>
</dc:description></item><item><title><![CDATA[Christopher Columbus- First Grade Cartoon]]></title><dc:title><![CDATA[Christopher Columbus- First Grade Cartoon]]></dc:title><link><![CDATA[http://teachertube.com/viewVideo.php?video_id=272481]]></link><guid><![CDATA[http://teachertube.com/viewVideo.php?video_id=272481]]></guid><description><![CDATA[<table width="600" border="0" cellspacing="0" cellpadding="0">
        <tr>
        <td width="130" height="90" align="center" valign="middle"><img src="http://www.teachertube.com/shared_files/videos/thumbnails/272481-1.jpg"  border="1"/></td>
        <td valign="top">
        <a href="http://teachertube.com/viewVideo.php?video_id=272481">Christopher Columbus- First Grade Cartoon</a><br />
        Introduction to Christopher Columbus        </td>
        <td width="100" valign="top" align="right]]>
</description><dc:description><![CDATA[<table width="600" border="0" cellspacing="0" cellpadding="0">
        <tr>
        <td width="130" height="90" align="center" valign="middle"><img src="http://www.teachertube.com/shared_files/videos/thumbnails/272481-1.jpg"  border="1"/></td>
        <td valign="top">
        <a href="http://teachertube.com/viewVideo.php?video_id=272481">Christopher Columbus- First Grade Cartoon</a><br />
        Introduction to Christopher Columbus        </td>
        <td width="100" valign="top" align="right]]>
</dc:description></item><item><title><![CDATA[The Making of an Online Course: Ronen Plesser]]></title><dc:title><![CDATA[The Making of an Online Course: Ronen Plesser]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=A6onTu_H8-k]]></link><guid><![CDATA[http://www.youtube.com/watch?v=A6onTu_H8-k]]></guid><description><![CDATA[Duke University Professor Ronen Plesser is teaching the "Introduction to Astronomy" course on the Coursera online learning platform. In this video, he describes how working with Duke Media Services, he translates his in-person lectures and demonstrations into videos and text for the web.

-- Sign up for Plesser's course, https://www.coursera.org/course/introastro
-- Read more about his approach to teaching the course, https://today.duke.edu/2012/10/courserabehindscenes
-- See a list of Duke cour]]>
</description><dc:description><![CDATA[Duke University Professor Ronen Plesser is teaching the "Introduction to Astronomy" course on the Coursera online learning platform. In this video, he describes how working with Duke Media Services, he translates his in-person lectures and demonstrations into videos and text for the web.

-- Sign up for Plesser's course, https://www.coursera.org/course/introastro
-- Read more about his approach to teaching the course, https://today.duke.edu/2012/10/courserabehindscenes
-- See a list of Duke cour]]>
</dc:description></item><item><title><![CDATA[Parents as gatekeepers: introduction to family therapy in obesity treatment]]></title><dc:title><![CDATA[Parents as gatekeepers: introduction to family therapy in obesity treatment]]></dc:title><link><![CDATA[http://media.podcasts.ox.ac.uk/socanth/ubvo/2012-05-17-socanth-ubvo-nowicka.mp3]]></link><guid><![CDATA[http://media.podcasts.ox.ac.uk/socanth/ubvo/2012-05-17-socanth-ubvo-nowicka.mp3]]></guid><description><![CDATA[Paulina Nowicka, Dept of Clinical Science, Intervention and Technology, Karolinska Institutet, gives a talk for the UBVO seminar series]]>
</description><dc:description><![CDATA[Paulina Nowicka, Dept of Clinical Science, Intervention and Technology, Karolinska Institutet, gives a talk for the UBVO seminar series]]>
</dc:description></item><item><title><![CDATA[CS 262: Programming Languages]]></title><dc:title><![CDATA[CS 262: Programming Languages]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/udacity-tutorial]]></link><guid><![CDATA[http://www.oercommons.org/courses/udacity-tutorial]]></guid><description><![CDATA[This course is an introduction to programming languages.  It includes video tutorials.]]>
</description><dc:description><![CDATA[This course is an introduction to programming languages.  It includes video tutorials.]]>
</dc:description></item><item><title><![CDATA[Introduction to the Cuisine of Andalucía]]></title><dc:title><![CDATA[Introduction to the Cuisine of Andalucía]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=65weUGtTRxs]]></link><guid><![CDATA[http://www.youtube.com/watch?v=65weUGtTRxs]]></guid><description><![CDATA[Join us on a gastronomic tour, as we visit the kitchens of Andalucía's finest chefs and culinary experts, and learn about traditional dishes that belong in every chef's repertoire. We'll taste rich olive oil, crisp sherry wines, and prized jamón ibérico and jamón serrano. We'll also introduce you to some undiscovered gems, like a hidden mountain valley where some of the world's finest sturgeon caviar is produced.

For recipes, please visit http://www.ciaprochef.com/andalucia.]]>
</description><dc:description><![CDATA[Join us on a gastronomic tour, as we visit the kitchens of Andalucía's finest chefs and culinary experts, and learn about traditional dishes that belong in every chef's repertoire. We'll taste rich olive oil, crisp sherry wines, and prized jamón ibérico and jamón serrano. We'll also introduce you to some undiscovered gems, like a hidden mountain valley where some of the world's finest sturgeon caviar is produced.

For recipes, please visit http://www.ciaprochef.com/andalucia.]]>
</dc:description></item><item><title><![CDATA[EBF 200:  Introduction to Energy and Earth Sciences Economics, Video Resources]]></title><dc:title><![CDATA[EBF 200:  Introduction to Energy and Earth Sciences Economics, Video Resources]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/ebf-200-introduction-to-energy-and-earth-sciences-economics-video-resources]]></link><guid><![CDATA[http://www.oercommons.org/courses/ebf-200-introduction-to-energy-and-earth-sciences-economics-video-resources]]></guid><description><![CDATA[Video clips that were created but not used for EBF 200, Introduction to Energy and Earth Sciences Economics]]>
</description><dc:description><![CDATA[Video clips that were created but not used for EBF 200, Introduction to Energy and Earth Sciences Economics]]>
</dc:description></item><item><title><![CDATA[Introduction to Energy & Earth Sciences Economics]]></title><dc:title><![CDATA[Introduction to Energy & Earth Sciences Economics]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/introduction-to-energy-earth-sciences-economics]]></link><guid><![CDATA[http://www.oercommons.org/courses/introduction-to-energy-earth-sciences-economics]]></guid><description><![CDATA[EBF 200 is a required course in Penn State's online Bachelor of Arts in Energy Business and Policy. It is also required in the online Bachelor of Arts in Energy and Sustainability Policy as well as in Penn State's resident Bachelor of Arts in Energy Business and Finance. This course introduces the economic method of analysis to the environmental and resource questions facing society.]]>
</description><dc:description><![CDATA[EBF 200 is a required course in Penn State's online Bachelor of Arts in Energy Business and Policy. It is also required in the online Bachelor of Arts in Energy and Sustainability Policy as well as in Penn State's resident Bachelor of Arts in Energy Business and Finance. This course introduces the economic method of analysis to the environmental and resource questions facing society.]]>
</dc:description></item><item><title><![CDATA[Introduction to Energy & Earth Sciences Economics]]></title><dc:title><![CDATA[Introduction to Energy & Earth Sciences Economics]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/introduction-to-energy-earth-sciences-economics-2]]></link><guid><![CDATA[http://www.oercommons.org/courses/introduction-to-energy-earth-sciences-economics-2]]></guid><description><![CDATA[EBF 200 is a required course in Penn State's online Bachelor of Arts in Energy Business and Policy. It is also required in the online Bachelor of Arts in Energy and Sustainability Policy as well as in Penn State's resident Bachelor of Arts in Energy Business and Finance. This course introduces the economic method of analysis to the environmental and resource questions facing society.]]>
</description><dc:description><![CDATA[EBF 200 is a required course in Penn State's online Bachelor of Arts in Energy Business and Policy. It is also required in the online Bachelor of Arts in Energy and Sustainability Policy as well as in Penn State's resident Bachelor of Arts in Energy Business and Finance. This course introduces the economic method of analysis to the environmental and resource questions facing society.]]>
</dc:description></item><item><title><![CDATA[From Meteorology to Mitigation:  Understanding Global Warming]]></title><dc:title><![CDATA[From Meteorology to Mitigation:  Understanding Global Warming]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/from-meteorology-to-mitigation-understanding-global-warming]]></link><guid><![CDATA[http://www.oercommons.org/courses/from-meteorology-to-mitigation-understanding-global-warming]]></guid><description><![CDATA[METEO 469 is a required course for the Bachelor of Arts in Energy Sustainability and Policy on-line degree program, geared towards students who are able to study only part-time and at a distance. This course provides an introduction to global warming and climate change, covering the basic science, projected impacts, and approaches to mitigation. Watch this introduction video by the course author, Michael Mann:]]>
</description><dc:description><![CDATA[METEO 469 is a required course for the Bachelor of Arts in Energy Sustainability and Policy on-line degree program, geared towards students who are able to study only part-time and at a distance. This course provides an introduction to global warming and climate change, covering the basic science, projected impacts, and approaches to mitigation. Watch this introduction video by the course author, Michael Mann:]]>
</dc:description></item><item><title><![CDATA[Quertle]]></title><dc:title><![CDATA[Quertle]]></dc:title><link><![CDATA[http://www.scivee.tv:80/node/54408]]></link><guid><![CDATA[http://www.scivee.tv:80/node/54408]]></guid><description><![CDATA[By: LitSearcher Introduction to the Quertle biomedical literature search engine]]>
</description><dc:description><![CDATA[By: LitSearcher Introduction to the Quertle biomedical literature search engine]]>
</dc:description></item><item><title><![CDATA[Exploring Magnetic Field Lines]]></title><dc:title><![CDATA[Exploring Magnetic Field Lines]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/exploring-magnetic-field-lines]]></link><guid><![CDATA[http://www.oercommons.org/courses/exploring-magnetic-field-lines]]></guid><description><![CDATA[In this activity, learners explore the magnetic field of a bar magnet as an introduction to understanding Earth's magnetic field. First, learners explore and play with magnets and compasses. Then, learners trace the field lines of the magnet using the compass on a large piece of paper. This activity will also demonstrate why prominences are always "loops."]]>
</description><dc:description><![CDATA[In this activity, learners explore the magnetic field of a bar magnet as an introduction to understanding Earth's magnetic field. First, learners explore and play with magnets and compasses. Then, learners trace the field lines of the magnet using the compass on a large piece of paper. This activity will also demonstrate why prominences are always "loops."]]>
</dc:description></item><item><title><![CDATA[Reaction Rates Factors]]></title><dc:title><![CDATA[Reaction Rates Factors]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=53629]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=53629]]></guid><description><![CDATA[The teacher in this short video discusses the factors that influence how fast reactions take place. It's a good introduction to kinetics. She doesn't go into detail and solve actual problem, but this is a&nbsp;good foundation&nbsp;(03:05).]]>
</description><dc:description><![CDATA[The teacher in this short video discusses the factors that influence how fast reactions take place. It's a good introduction to kinetics. She doesn't go into detail and solve actual problem, but this is a&nbsp;good foundation&nbsp;(03:05).]]>
</dc:description></item><item><title><![CDATA[What Lives Here]]></title><dc:title><![CDATA[What Lives Here]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/what-lives-here]]></link><guid><![CDATA[http://www.oercommons.org/courses/what-lives-here]]></guid><description><![CDATA[In this outdoor activity/field trip, learners explore an aquatic site such as a pond, lake, stream, river or seashore to find and investigate plants and animals that live in water. Learners use dip nets to scoop up as many different organisms as they can for observation. This is a great introduction to the life of aquatic systems.]]>
</description><dc:description><![CDATA[In this outdoor activity/field trip, learners explore an aquatic site such as a pond, lake, stream, river or seashore to find and investigate plants and animals that live in water. Learners use dip nets to scoop up as many different organisms as they can for observation. This is a great introduction to the life of aquatic systems.]]>
</dc:description></item><item><title><![CDATA[Introduction to LabVIEW]]></title><dc:title><![CDATA[Introduction to LabVIEW]]></dc:title><link><![CDATA[http://www.edshare.soton.ac.uk/9681/]]></link><guid><![CDATA[http://www.edshare.soton.ac.uk/9681/]]></guid><description><![CDATA[Introduction to LabVIEW <http://www.edshare.soton.ac.uk/9681> - UNSPECIFIED
 Keywords:UNSPECIFIED]]>
</description><dc:description><![CDATA[Introduction to LabVIEW <http://www.edshare.soton.ac.uk/9681> - UNSPECIFIED
 Keywords:UNSPECIFIED]]>
</dc:description></item><item><title><![CDATA[Interactive Computer Teaching Module for Radiologic-Pathologic Correlations in Breast Imaging]]></title><dc:title><![CDATA[Interactive Computer Teaching Module for Radiologic-Pathologic Correlations in Breast Imaging]]></dc:title><link><![CDATA[http://open.umich.edu:80/education/med/mep/radiologic-pathologic-correlations-breast-imaging/2006]]></link><guid><![CDATA[http://open.umich.edu:80/education/med/mep/radiologic-pathologic-correlations-breast-imaging/2006]]></guid><description><![CDATA[<div class="field field-type-text field-field-content-type">
      <div class="field-label">Content Type:&nbsp;</div>
    <div class="field-items">
            <div class="field-item odd">
                    Resource        </div>
        </div>
</div>
<p><img alt="" src="/sites/default/files/images/mededportal.jpg" /><br />
This is a web-based tutorial designed for senior level medical students, radiology or surgery residents or fellows. It begins with an introduction to the BIRADS (Breast Ima]]>
</description><dc:description><![CDATA[<div class="field field-type-text field-field-content-type">
      <div class="field-label">Content Type:&nbsp;</div>
    <div class="field-items">
            <div class="field-item odd">
                    Resource        </div>
        </div>
</div>
<p><img alt="" src="/sites/default/files/images/mededportal.jpg" /><br />
This is a web-based tutorial designed for senior level medical students, radiology or surgery residents or fellows. It begins with an introduction to the BIRADS (Breast Ima]]>
</dc:description></item><item><title><![CDATA[20121025 - Protein Prediction 2 - Burkhard Rost - Introduction to Protein Prediction 2]]></title><dc:title><![CDATA[20121025 - Protein Prediction 2 - Burkhard Rost - Introduction to Protein Prediction 2]]></dc:title><link><![CDATA[http://www.scivee.tv:80/node/54365]]></link><guid><![CDATA[http://www.scivee.tv:80/node/54365]]></guid><description><![CDATA[By: rostlab Date: 20121025
Course: Protein Prediction 2
Title: Introduction to Protein Prediction 2
Speaker: Burkhard Rost]]>
</description><dc:description><![CDATA[By: rostlab Date: 20121025
Course: Protein Prediction 2
Title: Introduction to Protein Prediction 2
Speaker: Burkhard Rost]]>
</dc:description></item><item><title><![CDATA[The Golden Ratio - Khan Academy]]></title><dc:title><![CDATA[The Golden Ratio - Khan Academy]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=53496]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=53496]]></guid><description><![CDATA[Salman Khan offers an introduction to one of the most amazing ideas/numbers in mathematics. (14:42)]]>
</description><dc:description><![CDATA[Salman Khan offers an introduction to one of the most amazing ideas/numbers in mathematics. (14:42)]]>
</dc:description></item><item><title><![CDATA[Van Gogh's 'Portrait of a Peasant' from the Norton Simon, An Introduction to the Exhibition]]></title><dc:title><![CDATA[Van Gogh's 'Portrait of a Peasant' from the Norton Simon, An Introduction to the Exhibition]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=53443]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=53443]]></guid><description><![CDATA[Susan Grace Galassi, Senior Curator at The Frick Collection, offers an introduction to van Gogh's Portrait of a Peasant (Patience Escalier) and the context in which it was created. (07:30)<br />]]>
</description><dc:description><![CDATA[Susan Grace Galassi, Senior Curator at The Frick Collection, offers an introduction to van Gogh's Portrait of a Peasant (Patience Escalier) and the context in which it was created. (07:30)<br />]]>
</dc:description></item><item><title><![CDATA[Geologic "Eras"]]></title><dc:title><![CDATA[Geologic "Eras"]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=53372]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=53372]]></guid><description><![CDATA[This is an animation about the different prehistoric geologic time periods.&nbsp; It covers: precambrian, paleozoic, mesozoic, and cenozoic.&nbsp; The information is presented in a song with animation.&nbsp; This would make a fun introduction to a unit of study.&nbsp; (04:04)]]>
</description><dc:description><![CDATA[This is an animation about the different prehistoric geologic time periods.&nbsp; It covers: precambrian, paleozoic, mesozoic, and cenozoic.&nbsp; The information is presented in a song with animation.&nbsp; This would make a fun introduction to a unit of study.&nbsp; (04:04)]]>
</dc:description></item><item><title><![CDATA[COM365 Session 7 Fall 2012]]></title><dc:title><![CDATA[COM365 Session 7 Fall 2012]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=K02nK7lhsc0]]></link><guid><![CDATA[http://www.youtube.com/watch?v=K02nK7lhsc0]]></guid><description><![CDATA[Introduction to Public Relations with Jennifer Peters
Guest: Sasha Itzikman, Goodwill Southern California]]>
</description><dc:description><![CDATA[Introduction to Public Relations with Jennifer Peters
Guest: Sasha Itzikman, Goodwill Southern California]]>
</dc:description></item><item><title><![CDATA[Quick Q]]></title><dc:title><![CDATA[Quick Q]]></dc:title><link><![CDATA[http://tv.leedsmet.ac.uk/Embed.aspx?id=5585&amp;wmode=opaque&amp;code=bk~nDqbsZNig7iTJ56bMnhFGZyB]]></link><guid><![CDATA[http://tv.leedsmet.ac.uk/Embed.aspx?id=5585&amp;wmode=opaque&amp;code=bk~nDqbsZNig7iTJ56bMnhFGZyB]]></guid><description><![CDATA[Q methodology is a technique for modelling viewpoints, that was developed by William Stephenson (1902-1989). This animation, intended for a general audience, provides a short non-technical introduction to the methodology, outlining the different stages involved in conducting a Q study. The animation was funded by the UK Higher Education Academy, as part of the National Teaching Fellow 'Assessing Students at Masters level' project, Assimilate.]]>
</description><dc:description><![CDATA[Q methodology is a technique for modelling viewpoints, that was developed by William Stephenson (1902-1989). This animation, intended for a general audience, provides a short non-technical introduction to the methodology, outlining the different stages involved in conducting a Q study. The animation was funded by the UK Higher Education Academy, as part of the National Teaching Fellow 'Assessing Students at Masters level' project, Assimilate.]]>
</dc:description></item><item><title><![CDATA[Branching Control Structures]]></title><dc:title><![CDATA[Branching Control Structures]]></dc:title><link><![CDATA[http://cnx.org/content/m19947/latest/]]></link><guid><![CDATA[http://cnx.org/content/m19947/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/kbusbee">Kenneth Leroy Busbee</a>
                
                </i></b><br/>
              An introduction to the common types of branching control structures and which ones are allowed in good structured programming.<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/]]>
</description><dc:description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/kbusbee">Kenneth Leroy Busbee</a>
                
                </i></b><br/>
              An introduction to the common types of branching control structures and which ones are allowed in good structured programming.<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/]]>
</dc:description></item><item><title><![CDATA[Financial Management iCourse Preview]]></title><dc:title><![CDATA[Financial Management iCourse Preview]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=bVykZCJg21o]]></link><guid><![CDATA[http://www.youtube.com/watch?v=bVykZCJg21o]]></guid><description><![CDATA[An introduction to topics in corporate financial management, including financial markets, time value of money, asset valuation, risk and return, financial analysis and forecasting, capital budgeting, sources, and costs of capital.

This is the first in a series of lectures on Financial Management by Dr. Kent Ragan. To view the full course please visit https://itunes.apple.com/us/course/financial-management/id552924121]]>
</description><dc:description><![CDATA[An introduction to topics in corporate financial management, including financial markets, time value of money, asset valuation, risk and return, financial analysis and forecasting, capital budgeting, sources, and costs of capital.

This is the first in a series of lectures on Financial Management by Dr. Kent Ragan. To view the full course please visit https://itunes.apple.com/us/course/financial-management/id552924121]]>
</dc:description></item><item><title><![CDATA[18.712 Introduction to Representation Theory (MIT)]]></title><dc:title><![CDATA[18.712 Introduction to Representation Theory (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=eada3c77c5e13ade7359204058dbf029]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=eada3c77c5e13ade7359204058dbf029]]></guid><description><![CDATA[This is a new course, whose goal is to give an undergraduate-level introduction to representation theory (of groups, Lie algebras, and associative algebras). Representation theory is an area of mathematics which, roughly speaking, studies symmetry in linear spaces.<br clear="both" style="clear: both;"/>
<br clear="both" style="clear: both;"/>
  <a style='font-size: 10px; color: maroon;' href='http://www.pheedcontent.com/hostedMorselClick.php?hfmm=v3:93a04cba6f9e81bb96ed9a9368c7a00b:Q%2BZ8Y%2FXLx]]>
</description><dc:description><![CDATA[This is a new course, whose goal is to give an undergraduate-level introduction to representation theory (of groups, Lie algebras, and associative algebras). Representation theory is an area of mathematics which, roughly speaking, studies symmetry in linear spaces.<br clear="both" style="clear: both;"/>
<br clear="both" style="clear: both;"/>
  <a style='font-size: 10px; color: maroon;' href='http://www.pheedcontent.com/hostedMorselClick.php?hfmm=v3:93a04cba6f9e81bb96ed9a9368c7a00b:Q%2BZ8Y%2FXLx]]>
</dc:description></item><item><title><![CDATA[6.096 Introduction to C++ (MIT)]]></title><dc:title><![CDATA[6.096 Introduction to C++ (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=618b77739c08df9538d94c889c2da74d]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=618b77739c08df9538d94c889c2da74d]]></guid><description><![CDATA[This course is designed for undergraduate and graduate students in science, social science and engineering programs who need to learn fundamental programming skills quickly but not in great depth. The course is ideal for undergraduate research positions or summer jobs requiring C++. It is not a class for experienced programmers in C++. Students with no programming background are welcome. Topics include control structures, arrays, functions, classes, objects, file handling, and simple algorithms ]]>
</description><dc:description><![CDATA[This course is designed for undergraduate and graduate students in science, social science and engineering programs who need to learn fundamental programming skills quickly but not in great depth. The course is ideal for undergraduate research positions or summer jobs requiring C++. It is not a class for experienced programmers in C++. Students with no programming background are welcome. Topics include control structures, arrays, functions, classes, objects, file handling, and simple algorithms ]]>
</dc:description></item><item><title><![CDATA[6.436J Fundamentals of Probability (MIT)]]></title><dc:title><![CDATA[6.436J Fundamentals of Probability (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=de0731c8ff9cbf8d7608b048a0e6e08d]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=de0731c8ff9cbf8d7608b048a0e6e08d]]></guid><description><![CDATA[This is a course on the fundamentals of probability geared towards first or second-year graduate students who are interested in a rigorous development of the subject. The course covers most of the topics in MIT course 6.431 but at a faster pace and in more depth. Topics covered include: probability spaces and measures; discrete and continuous random variables; conditioning and independence; multivariate normal distribution; abstract integration, expectation, and related convergence results; mome]]>
</description><dc:description><![CDATA[This is a course on the fundamentals of probability geared towards first or second-year graduate students who are interested in a rigorous development of the subject. The course covers most of the topics in MIT course 6.431 but at a faster pace and in more depth. Topics covered include: probability spaces and measures; discrete and continuous random variables; conditioning and independence; multivariate normal distribution; abstract integration, expectation, and related convergence results; mome]]>
</dc:description></item><item><title><![CDATA[6.972 Game Theory and Mechanism Design (MIT)]]></title><dc:title><![CDATA[6.972 Game Theory and Mechanism Design (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=563fa0d526bc211e144f35336366a7b1]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=563fa0d526bc211e144f35336366a7b1]]></guid><description><![CDATA[This course is offered to graduates and is an introduction to fundamentals of game theory and mechanism design with motivations drawn from various applications including distributed control of wireline and wireless communication networks, incentive-compatible/dynamic resource allocation, and pricing. Emphasis is placed on the foundations of the theory, mathematical tools, as well as modeling and the equilibrium notions in different environments. Topics covered include: normal form games, learnin]]>
</description><dc:description><![CDATA[This course is offered to graduates and is an introduction to fundamentals of game theory and mechanism design with motivations drawn from various applications including distributed control of wireline and wireless communication networks, incentive-compatible/dynamic resource allocation, and pricing. Emphasis is placed on the foundations of the theory, mathematical tools, as well as modeling and the equilibrium notions in different environments. Topics covered include: normal form games, learnin]]>
</dc:description></item><item><title><![CDATA[14.581 International Economics I (MIT)]]></title><dc:title><![CDATA[14.581 International Economics I (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=f03b4a47d76cc102374dcc7cdaa9b28b]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=f03b4a47d76cc102374dcc7cdaa9b28b]]></guid><description><![CDATA[This course provides a graduate-level introduction to the field of international trade. It examines the theory of international trade and foreign investment with applications in commercial policy. Topics include gains from trade, Ricardian models of technological differences, Heckscher-Ohlin models of factor endowment differences, intermediate input trade, wage inequality, imperfect competition, firm heterogeneity, multinational firms, international organization of production, dynamics, trade po]]>
</description><dc:description><![CDATA[This course provides a graduate-level introduction to the field of international trade. It examines the theory of international trade and foreign investment with applications in commercial policy. Topics include gains from trade, Ricardian models of technological differences, Heckscher-Ohlin models of factor endowment differences, intermediate input trade, wage inequality, imperfect competition, firm heterogeneity, multinational firms, international organization of production, dynamics, trade po]]>
</dc:description></item><item><title><![CDATA[12.001 Introduction to Geology (MIT)]]></title><dc:title><![CDATA[12.001 Introduction to Geology (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=02e55e56a165068fb0158106ef1bea8f]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=02e55e56a165068fb0158106ef1bea8f]]></guid><description><![CDATA[This undergraduate level course presents a basic study in geology. It introduces major minerals and rock types, rock-forming processes, and time scales; temperatures, pressures, compositions, structure of the Earth, and measurement techniques; geologic structures and relationships observable in the field; sediment movement and landform development by moving water, wind, and ice; crustal processes and planetary evolution in terms of global plate tectonics with an emphasis on ductile and brittle p]]>
</description><dc:description><![CDATA[This undergraduate level course presents a basic study in geology. It introduces major minerals and rock types, rock-forming processes, and time scales; temperatures, pressures, compositions, structure of the Earth, and measurement techniques; geologic structures and relationships observable in the field; sediment movement and landform development by moving water, wind, and ice; crustal processes and planetary evolution in terms of global plate tectonics with an emphasis on ductile and brittle p]]>
</dc:description></item><item><title><![CDATA[Karl Herrup, Ph.D - Introduction to the Brain Health Institute]]></title><dc:title><![CDATA[Karl Herrup, Ph.D - Introduction to the Brain Health Institute]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=PKbu-KeLLz4]]></link><guid><![CDATA[http://www.youtube.com/watch?v=PKbu-KeLLz4]]></guid><description><![CDATA[Dr. Karl Herrup discusses how the Brain Health Institute at Rutgers began, as well as the goals set by the institution, and the benefits for student and faculty researchers alike.]]>
</description><dc:description><![CDATA[Dr. Karl Herrup discusses how the Brain Health Institute at Rutgers began, as well as the goals set by the institution, and the benefits for student and faculty researchers alike.]]>
</dc:description></item><item><title><![CDATA[Mapping Myanmar's new political geography]]></title><dc:title><![CDATA[Mapping Myanmar's new political geography]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=4yQmR9dAg_A]]></link><guid><![CDATA[http://www.youtube.com/watch?v=4yQmR9dAg_A]]></guid><description><![CDATA[In this discussion brought to you from the Australian National University's College of Asia and the Pacific, Dr Nicholas Farrelly introduces Myanmar's new political geography through a series of maps. He discusses the evolution of Myanmar politics from long-term military dictatorship to a nascent parliamentary system where regular elections are planned. 

The focus of this discussion is the November 2010 general election. Dr Farrelly provides a brief introduction to the electorates and to the re]]>
</description><dc:description><![CDATA[In this discussion brought to you from the Australian National University's College of Asia and the Pacific, Dr Nicholas Farrelly introduces Myanmar's new political geography through a series of maps. He discusses the evolution of Myanmar politics from long-term military dictatorship to a nascent parliamentary system where regular elections are planned. 

The focus of this discussion is the November 2010 general election. Dr Farrelly provides a brief introduction to the electorates and to the re]]>
</dc:description></item><item><title><![CDATA[The Gecko's Chicago Accent]]></title><dc:title><![CDATA[The Gecko's Chicago Accent]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=52979]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=52979]]></guid><description><![CDATA[This humorous 30 second GEICO commercial would be a cute introduction to a unit or lesson about the city of Chicago.&nbsp; (0:30)]]>
</description><dc:description><![CDATA[This humorous 30 second GEICO commercial would be a cute introduction to a unit or lesson about the city of Chicago.&nbsp; (0:30)]]>
</dc:description></item><item><title><![CDATA[Phillie Phantic Attends Class at Penn, Falls Asleep]]></title><dc:title><![CDATA[Phillie Phantic Attends Class at Penn, Falls Asleep]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=owNo5mT2RIA]]></link><guid><![CDATA[http://www.youtube.com/watch?v=owNo5mT2RIA]]></guid><description><![CDATA[The Department of Bioengineering's Introduction to Biomechanics course hosted an unusual guest lecturer this week.  At six feet six inches tall, weighing in at 300 pounds (mostly fat) and sporting a 90-inch waist, the Phillie Phanatic took a break from his official mascot duties to assist the engineers in efforts to design safer surfaces.

 The course, known as BE 200, is taught jointly by David Meaney, Solomon R. Pollack Professor and Chair of Bioengineering, and Leann Dourte, Lecturer in Bioen]]>
</description><dc:description><![CDATA[The Department of Bioengineering's Introduction to Biomechanics course hosted an unusual guest lecturer this week.  At six feet six inches tall, weighing in at 300 pounds (mostly fat) and sporting a 90-inch waist, the Phillie Phanatic took a break from his official mascot duties to assist the engineers in efforts to design safer surfaces.

 The course, known as BE 200, is taught jointly by David Meaney, Solomon R. Pollack Professor and Chair of Bioengineering, and Leann Dourte, Lecturer in Bioen]]>
</dc:description></item><item><title><![CDATA[An Introduction to Connotation and Denotation]]></title><dc:title><![CDATA[An Introduction to Connotation and Denotation]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=52935]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=52935]]></guid><description><![CDATA[This video is a portion of a lecture from the University of Texas.&nbsp; The instructor defines connotation and denotation and explains many examples.&nbsp;( 10:45)]]>
</description><dc:description><![CDATA[This video is a portion of a lecture from the University of Texas.&nbsp; The instructor defines connotation and denotation and explains many examples.&nbsp;( 10:45)]]>
</dc:description></item><item><title><![CDATA[GAME 2302-0300 Introduction to Physics Component]]></title><dc:title><![CDATA[GAME 2302-0300 Introduction to Physics Component]]></dc:title><link><![CDATA[http://cnx.org/content/m44992/latest/]]></link><guid><![CDATA[http://cnx.org/content/m44992/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/baldwin">Richard Baldwin</a>
                
                </i></b><br/>
              This module is the first in a series of modules designed for teaching the physics component of GAME2302 Mathematical Applications for Game Development at Austin Community College in Austin, TX.<br/>
              
              <img style="border: 0px"
                  src="http://i.creativecommons.org/l/by/3.0/80x15.png"/>
              
      ]]>
</description><dc:description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/baldwin">Richard Baldwin</a>
                
                </i></b><br/>
              This module is the first in a series of modules designed for teaching the physics component of GAME2302 Mathematical Applications for Game Development at Austin Community College in Austin, TX.<br/>
              
              <img style="border: 0px"
                  src="http://i.creativecommons.org/l/by/3.0/80x15.png"/>
              
      ]]>
</dc:description></item><item><title><![CDATA[2012 MIT Game Lab Symposium Part One: Introduction to the MIT Game Lab Past and Future]]></title><dc:title><![CDATA[2012 MIT Game Lab Symposium Part One: Introduction to the MIT Game Lab Past and Future]]></dc:title><link><![CDATA[http://techtv.mit.edu/videos/21244-2012-mit-game-lab-symposium-part-one-introduction-to-the-mit-game-lab-past-and-future]]></link><guid><![CDATA[http://techtv.mit.edu/videos/21244-2012-mit-game-lab-symposium-part-one-introduction-to-the-mit-game-lab-past-and-future]]></guid><description><![CDATA[<div class="page" title="Page 4">
<div class="layoutArea">
<div class="column">
<p><span><span>Part One: The 2012 MIT Game Lab Symposium: "Games In Everyday Life and Why That Matters To You"</span></span></p>
<p><span><span>An annual symposium to discuss the role of games throughout our lives today and the potential for collaboration and development with games research at the MIT Game Lab.</span>A lecture about the past, present, and future of the MIT Game Lab. &nbsp;</span></p>
<p><span>Part On]]>
</description><dc:description><![CDATA[<div class="page" title="Page 4">
<div class="layoutArea">
<div class="column">
<p><span><span>Part One: The 2012 MIT Game Lab Symposium: "Games In Everyday Life and Why That Matters To You"</span></span></p>
<p><span><span>An annual symposium to discuss the role of games throughout our lives today and the potential for collaboration and development with games research at the MIT Game Lab.</span>A lecture about the past, present, and future of the MIT Game Lab. &nbsp;</span></p>
<p><span>Part On]]>
</dc:description></item><item><title><![CDATA[Getting Started with Ten-Frames]]></title><dc:title><![CDATA[Getting Started with Ten-Frames]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=52902]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=52902]]></guid><description><![CDATA[Use ten frames to master counting, addition basic facts, place value, odd and even numbers. A ten frame is a simple math tool that helps children keep track of counting and help build number relationships. This video is a great introduction to using ten frames in the classroom and/or at home. (4:22)]]>
</description><dc:description><![CDATA[Use ten frames to master counting, addition basic facts, place value, odd and even numbers. A ten frame is a simple math tool that helps children keep track of counting and help build number relationships. This video is a great introduction to using ten frames in the classroom and/or at home. (4:22)]]>
</dc:description></item><item><title><![CDATA[COM365 Session 5 Fall 2012]]></title><dc:title><![CDATA[COM365 Session 5 Fall 2012]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=CgWVZeev6PQ]]></link><guid><![CDATA[http://www.youtube.com/watch?v=CgWVZeev6PQ]]></guid><description><![CDATA[Introduction to Public Relations with Jennifer Peters]]>
</description><dc:description><![CDATA[Introduction to Public Relations with Jennifer Peters]]>
</dc:description></item><item><title><![CDATA[Teaching With a Greek Root ( Phobus)]]></title><dc:title><![CDATA[Teaching With a Greek Root ( Phobus)]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=52795]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=52795]]></guid><description><![CDATA[This slide show defines phobia, explains how thw eord was derived from the Greek root phobus, and defines many common phobias.&nbsp; This brief video could be used as an introduction to the study of both Greek and Latin roots.&nbsp; ( :53)]]>
</description><dc:description><![CDATA[This slide show defines phobia, explains how thw eord was derived from the Greek root phobus, and defines many common phobias.&nbsp; This brief video could be used as an introduction to the study of both Greek and Latin roots.&nbsp; ( :53)]]>
</dc:description></item><item><title><![CDATA[Greek and Latin Roots in Everyday Life]]></title><dc:title><![CDATA[Greek and Latin Roots in Everyday Life]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=52766]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=52766]]></guid><description><![CDATA[This is a brief introduction to words containing Greek and Latin roots that people may encounter in their daily lives.&nbsp; The video explains the meanings of the following roots: photo, quartus, annus, centum, thermos, bi, and duo.&nbsp; ( 2:39)]]>
</description><dc:description><![CDATA[This is a brief introduction to words containing Greek and Latin roots that people may encounter in their daily lives.&nbsp; The video explains the meanings of the following roots: photo, quartus, annus, centum, thermos, bi, and duo.&nbsp; ( 2:39)]]>
</dc:description></item><item><title><![CDATA[Article :: Understanding SOA Governance]]></title><dc:title><![CDATA[Article :: Understanding SOA Governance]]></dc:title><link><![CDATA[http://www.adobepress.com/articles/article.asp?p=1711418]]></link><guid><![CDATA[http://www.adobepress.com/articles/article.asp?p=1711418]]></guid><description><![CDATA[This chapter provides an introduction to general governance concepts and terms, as well as fundamental topics regarding governance systems for SOA projects.]]>
</description><dc:description><![CDATA[This chapter provides an introduction to general governance concepts and terms, as well as fundamental topics regarding governance systems for SOA projects.]]>
</dc:description></item><item><title><![CDATA[Introduction to crypto primitives and protocols]]></title><dc:title><![CDATA[Introduction to crypto primitives and protocols]]></dc:title><link><![CDATA[http://www.edshare.soton.ac.uk/9418/]]></link><guid><![CDATA[http://www.edshare.soton.ac.uk/9418/]]></guid><description><![CDATA[Introduction to crypto primitives and protocols <http://www.edshare.soton.ac.uk/9418> - UNSPECIFIED
 Keywords:UNSPECIFIED]]>
</description><dc:description><![CDATA[Introduction to crypto primitives and protocols <http://www.edshare.soton.ac.uk/9418> - UNSPECIFIED
 Keywords:UNSPECIFIED]]>
</dc:description></item><item><title><![CDATA[Verb Conjugation Series #20 - The Imperfect Tense - Past Durations]]></title><dc:title><![CDATA[Verb Conjugation Series #20 - The Imperfect Tense - Past Durations]]></dc:title><link><![CDATA[http://www.spanishpod101.com/2012/10/04/verb-conjugation-series-20-the-imperfect-tense-past-durations/]]></link><guid><![CDATA[http://www.spanishpod101.com/2012/10/04/verb-conjugation-series-20-the-imperfect-tense-past-durations/]]></guid><description><![CDATA[Learn Spanish with Spanishpod101.com! Here comes lesson 20! It is time for a switch up. Last time, we saw Dylan and Carlos complete a recap of the preterit tense. Now, they are moving on to the (drum roll please!) Imperfect tense! The imperfect tense expresses an incomplete action in the past…learning the three main usages [...]]]>
</description><dc:description><![CDATA[Learn Spanish with Spanishpod101.com! Here comes lesson 20! It is time for a switch up. Last time, we saw Dylan and Carlos complete a recap of the preterit tense. Now, they are moving on to the (drum roll please!) Imperfect tense! The imperfect tense expresses an incomplete action in the past…learning the three main usages [...]]]>
</dc:description></item><item><title><![CDATA[Derived copy of Sampling and Data: Introduction]]></title><dc:title><![CDATA[Derived copy of Sampling and Data: Introduction]]></dc:title><link><![CDATA[http://cnx.org/content/m44976/latest/]]></link><guid><![CDATA[http://cnx.org/content/m44976/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/rjelley">Ruth Jelley</a>
                
                </i></b><br/>
              This module provides a brief introduction to the field of statistics, including examples of how these topics shows up in a variety of real-life examples.<br/>
              
              <img style="border: 0px"
                  src="http://i.creativecommons.org/l/by/3.0/80x15.png"/>
              
                <a href="http://creativecommons.or]]>
</description><dc:description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/rjelley">Ruth Jelley</a>
                
                </i></b><br/>
              This module provides a brief introduction to the field of statistics, including examples of how these topics shows up in a variety of real-life examples.<br/>
              
              <img style="border: 0px"
                  src="http://i.creativecommons.org/l/by/3.0/80x15.png"/>
              
                <a href="http://creativecommons.or]]>
</dc:description></item><item><title><![CDATA[System Design: Introduction to Group Work]]></title><dc:title><![CDATA[System Design: Introduction to Group Work]]></dc:title><link><![CDATA[http://www.edshare.soton.ac.uk/9413/]]></link><guid><![CDATA[http://www.edshare.soton.ac.uk/9413/]]></guid><description><![CDATA[System Design: Introduction to Group Work <http://www.edshare.soton.ac.uk/9413> - David Millard
 Keywords:system design <http://www.edshare.soton.ac.uk/view/keywords/system design.html>, group project <http://www.edshare.soton.ac.uk/view/keywords/group project.html>]]>
</description><dc:description><![CDATA[System Design: Introduction to Group Work <http://www.edshare.soton.ac.uk/9413> - David Millard
 Keywords:system design <http://www.edshare.soton.ac.uk/view/keywords/system design.html>, group project <http://www.edshare.soton.ac.uk/view/keywords/group project.html>]]>
</dc:description></item><item><title><![CDATA[Molecular Orbital Theory II: MO's of the H2 Molecule]]></title><dc:title><![CDATA[Molecular Orbital Theory II: MO's of the H2 Molecule]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=52691]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=52691]]></guid><description><![CDATA[Description of the molecular orbitals of the H2 molecule, with an introduction to molecular orbital diagrams. Discussed in this video are: bonding MO's, antibonding orbitals (09:53).]]>
</description><dc:description><![CDATA[Description of the molecular orbitals of the H2 molecule, with an introduction to molecular orbital diagrams. Discussed in this video are: bonding MO's, antibonding orbitals (09:53).]]>
</dc:description></item><item><title><![CDATA[Introduction to Applied Math and Physics]]></title><dc:title><![CDATA[Introduction to Applied Math and Physics]]></dc:title><link><![CDATA[http://cnx.org/content/col11426/latest/]]></link><guid><![CDATA[http://cnx.org/content/col11426/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/kurniawano">Oka Kurniawan</a>
                
                </i></b><br/>
              This introductory, algebra-based, one-semester physics book is based on OpenStax College Physics. This online, fully editable and customizable title includes learning objectives, concept […]<br/>
              
              <img style="border: 0px"
                  src="http://i.creativecommons.org/l/by/3.0/80x15.png"/>
              
      ]]>
</description><dc:description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/kurniawano">Oka Kurniawan</a>
                
                </i></b><br/>
              This introductory, algebra-based, one-semester physics book is based on OpenStax College Physics. This online, fully editable and customizable title includes learning objectives, concept […]<br/>
              
              <img style="border: 0px"
                  src="http://i.creativecommons.org/l/by/3.0/80x15.png"/>
              
      ]]>
</dc:description></item><item><title><![CDATA[Introduction to the use of the International Classification of Functioning (ICF) in clinical managem]]></title><dc:title><![CDATA[Introduction to the use of the International Classification of Functioning (ICF) in clinical managem]]></dc:title><link><![CDATA[http://opencontent.uct.ac.za:80/Health-Sciences/Physiotherapy/Introduction-to-the-use-of-the-International-Classification-of-Functioning-ICF-in-clinical-managem]]></link><guid><![CDATA[http://opencontent.uct.ac.za:80/Health-Sciences/Physiotherapy/Introduction-to-the-use-of-the-International-Classification-of-Functioning-ICF-in-clinical-managem]]></guid><description><![CDATA[<div class="field field-type-text field-field-author">
    <div class="field-items">
            <div class="field-item odd">
                      <div class="field-label-inline-first">
              Authors:&nbsp;</div>
                    Jennifer Jelsma and Lunelle Pienaar        </div>
        </div>
</div>
<div class="weblinks weblinks-item weblinks-link-338">
  

<div class="weblinks-body">
<p>One of the most difficult skills that a physiotherapy student has to learn is clinical reasoning]]>
</description><dc:description><![CDATA[<div class="field field-type-text field-field-author">
    <div class="field-items">
            <div class="field-item odd">
                      <div class="field-label-inline-first">
              Authors:&nbsp;</div>
                    Jennifer Jelsma and Lunelle Pienaar        </div>
        </div>
</div>
<div class="weblinks weblinks-item weblinks-link-338">
  

<div class="weblinks-body">
<p>One of the most difficult skills that a physiotherapy student has to learn is clinical reasoning]]>
</dc:description></item><item><title><![CDATA[Overview and Introduction to Web Services]]></title><dc:title><![CDATA[Overview and Introduction to Web Services]]></dc:title><link><![CDATA[http://www.edshare.soton.ac.uk/9340/]]></link><guid><![CDATA[http://www.edshare.soton.ac.uk/9340/]]></guid><description><![CDATA[Overview and Introduction to Web Services <http://www.edshare.soton.ac.uk/9340> - Nicholas Gibbins
 Keywords:web services <http://www.edshare.soton.ac.uk/view/keywords/web services.html>, service oriented architecture <http://www.edshare.soton.ac.uk/view/keywords/service oriented architecture.html>]]>
</description><dc:description><![CDATA[Overview and Introduction to Web Services <http://www.edshare.soton.ac.uk/9340> - Nicholas Gibbins
 Keywords:web services <http://www.edshare.soton.ac.uk/view/keywords/web services.html>, service oriented architecture <http://www.edshare.soton.ac.uk/view/keywords/service oriented architecture.html>]]>
</dc:description></item><item><title><![CDATA[Factorials]]></title><dc:title><![CDATA[Factorials]]></dc:title><link><![CDATA[http://teachertube.com/viewVideo.php?video_id=270798]]></link><guid><![CDATA[http://teachertube.com/viewVideo.php?video_id=270798]]></guid><description><![CDATA[<table width="600" border="0" cellspacing="0" cellpadding="0">
        <tr>
        <td width="130" height="90" align="center" valign="middle"><img src="http://www.teachertube.com/shared_files/videos/thumbnails/270798-1.jpg"  border="1"/></td>
        <td valign="top">
        <a href="http://teachertube.com/viewVideo.php?video_id=270798">Factorials</a><br />
        Introduction to factorials and how to calculate them on a TI-83        </td>
        <td width="100" valign="top" align="right">
 ]]>
</description><dc:description><![CDATA[<table width="600" border="0" cellspacing="0" cellpadding="0">
        <tr>
        <td width="130" height="90" align="center" valign="middle"><img src="http://www.teachertube.com/shared_files/videos/thumbnails/270798-1.jpg"  border="1"/></td>
        <td valign="top">
        <a href="http://teachertube.com/viewVideo.php?video_id=270798">Factorials</a><br />
        Introduction to factorials and how to calculate them on a TI-83        </td>
        <td width="100" valign="top" align="right">
 ]]>
</dc:description></item><item><title><![CDATA[Introduction to Photovoltaics]]></title><dc:title><![CDATA[Introduction to Photovoltaics]]></dc:title><link><![CDATA[http://www.ocw.titech.ac.jp/index.php?module=General&Nendo=2012&action=T0300&GakubuCD=223&GakkaCD=224515&KougiCD=55016&Gakki=2&lang=EN]]></link><guid><![CDATA[http://www.ocw.titech.ac.jp/index.php?module=General&Nendo=2012&action=T0300&GakubuCD=223&GakkaCD=224515&KougiCD=55016&Gakki=2&lang=EN]]></guid><description><![CDATA[太陽電池の動作原理・設計，ならびに，現在，広く普及しているシリコン太陽電池の製造技術の基礎を学ぶ。また，将来の実用化を目指す先端的なシリコン太陽電池技術と薄膜太陽電池について，その基礎を学ぶ。
最後に太陽光発電システム設計の基本的な考え方を学ぶ。]]>
</description><dc:description><![CDATA[太陽電池の動作原理・設計，ならびに，現在，広く普及しているシリコン太陽電池の製造技術の基礎を学ぶ。また，将来の実用化を目指す先端的なシリコン太陽電池技術と薄膜太陽電池について，その基礎を学ぶ。
最後に太陽光発電システム設計の基本的な考え方を学ぶ。]]>
</dc:description></item><item><title><![CDATA[Introduction to Alg Tiles]]></title><dc:title><![CDATA[Introduction to Alg Tiles]]></dc:title><link><![CDATA[http://teachertube.com/viewVideo.php?video_id=270728]]></link><guid><![CDATA[http://teachertube.com/viewVideo.php?video_id=270728]]></guid><description><![CDATA[<table width="600" border="0" cellspacing="0" cellpadding="0">
        <tr>
        <td width="130" height="90" align="center" valign="middle"><img src="http://www.teachertube.com/shared_files/videos/thumbnails/270728-1.jpg"  border="1"/></td>
        <td valign="top">
        <a href="http://teachertube.com/viewVideo.php?video_id=270728">Introduction to Alg Tiles</a><br />
        Introduction to algebra tiles.  These tools are a must-have in every middle school math teacher&#8217;s arsenal.   ]]>
</description><dc:description><![CDATA[<table width="600" border="0" cellspacing="0" cellpadding="0">
        <tr>
        <td width="130" height="90" align="center" valign="middle"><img src="http://www.teachertube.com/shared_files/videos/thumbnails/270728-1.jpg"  border="1"/></td>
        <td valign="top">
        <a href="http://teachertube.com/viewVideo.php?video_id=270728">Introduction to Alg Tiles</a><br />
        Introduction to algebra tiles.  These tools are a must-have in every middle school math teacher&#8217;s arsenal.   ]]>
</dc:description></item><item><title><![CDATA[The Double Bass]]></title><dc:title><![CDATA[The Double Bass]]></dc:title><link><![CDATA[http://cnx.org/content/m14624/latest/]]></link><guid><![CDATA[http://cnx.org/content/m14624/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/Catherine">Catherine Schmidt-Jones</a>
                
                </i></b><br/>
              A brief introduction to the largest, lowest-sounding stringed instrument of the orchestra.<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/Catherine">Catherine Schmidt-Jones</a>
                
                </i></b><br/>
              A brief introduction to the largest, lowest-sounding stringed instrument of the orchestra.<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[e-bookintro]]></title><dc:title><![CDATA[e-bookintro]]></dc:title><link><![CDATA[http://teachertube.com/viewVideo.php?video_id=270702]]></link><guid><![CDATA[http://teachertube.com/viewVideo.php?video_id=270702]]></guid><description><![CDATA[<table width="600" border="0" cellspacing="0" cellpadding="0">
        <tr>
        <td width="130" height="90" align="center" valign="middle"><img src="http://www.teachertube.com/shared_files/videos/thumbnails/270702-1.jpg"  border="1"/></td>
        <td valign="top">
        <a href="http://teachertube.com/viewVideo.php?video_id=270702">e-bookintro</a><br />
        Introduction to the eBook on your iPad.        </td>
        <td width="100" valign="top" align="right">
        Rating 0/10<br /]]>
</description><dc:description><![CDATA[<table width="600" border="0" cellspacing="0" cellpadding="0">
        <tr>
        <td width="130" height="90" align="center" valign="middle"><img src="http://www.teachertube.com/shared_files/videos/thumbnails/270702-1.jpg"  border="1"/></td>
        <td valign="top">
        <a href="http://teachertube.com/viewVideo.php?video_id=270702">e-bookintro</a><br />
        Introduction to the eBook on your iPad.        </td>
        <td width="100" valign="top" align="right">
        Rating 0/10<br /]]>
</dc:description></item><item><title><![CDATA[Systems Design: Introduction to Systems]]></title><dc:title><![CDATA[Systems Design: Introduction to Systems]]></dc:title><link><![CDATA[http://www.edshare.soton.ac.uk/9307/]]></link><guid><![CDATA[http://www.edshare.soton.ac.uk/9307/]]></guid><description><![CDATA[Systems Design: Introduction to Systems <http://www.edshare.soton.ac.uk/9307> - David Millard
 Keywords:systems design <http://www.edshare.soton.ac.uk/view/keywords/systems design.html>, bloodhound ssc <http://www.edshare.soton.ac.uk/view/keywords/bloodhound ssc.html>]]>
</description><dc:description><![CDATA[Systems Design: Introduction to Systems <http://www.edshare.soton.ac.uk/9307> - David Millard
 Keywords:systems design <http://www.edshare.soton.ac.uk/view/keywords/systems design.html>, bloodhound ssc <http://www.edshare.soton.ac.uk/view/keywords/bloodhound ssc.html>]]>
</dc:description></item><item><title><![CDATA[C0M365 Session 3 Fall 2012]]></title><dc:title><![CDATA[C0M365 Session 3 Fall 2012]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=JZcygmRqUD0]]></link><guid><![CDATA[http://www.youtube.com/watch?v=JZcygmRqUD0]]></guid><description><![CDATA["Introduction to Public Relations with Jennifer Peters"]]>
</description><dc:description><![CDATA["Introduction to Public Relations with Jennifer Peters"]]>
</dc:description></item><item><title><![CDATA[2012-2013 HOSA Heartbeat]]></title><dc:title><![CDATA[2012-2013 HOSA Heartbeat]]></dc:title><link><![CDATA[http://teachertube.com/viewVideo.php?video_id=270606]]></link><guid><![CDATA[http://teachertube.com/viewVideo.php?video_id=270606]]></guid><description><![CDATA[<table width="600" border="0" cellspacing="0" cellpadding="0">
        <tr>
        <td width="130" height="90" align="center" valign="middle"><img src="http://www.teachertube.com/shared_files/videos/thumbnails/270606-1.jpg"  border="1"/></td>
        <td valign="top">
        <a href="http://teachertube.com/viewVideo.php?video_id=270606">2012-2013 HOSA Heartbeat</a><br />
        Introduction to the 2012-2013 Michigan HOSA Heartbeat        </td>
        <td width="100" valign="top" align="right]]>
</description><dc:description><![CDATA[<table width="600" border="0" cellspacing="0" cellpadding="0">
        <tr>
        <td width="130" height="90" align="center" valign="middle"><img src="http://www.teachertube.com/shared_files/videos/thumbnails/270606-1.jpg"  border="1"/></td>
        <td valign="top">
        <a href="http://teachertube.com/viewVideo.php?video_id=270606">2012-2013 HOSA Heartbeat</a><br />
        Introduction to the 2012-2013 Michigan HOSA Heartbeat        </td>
        <td width="100" valign="top" align="right]]>
</dc:description></item><item><title><![CDATA[An introduction to applying styles in the University's thesis template using MS Word 2011 for Apple ]]></title><dc:title><![CDATA[An introduction to applying styles in the University's thesis template using MS Word 2011 for Apple ]]></dc:title><link><![CDATA[http://www.edshare.soton.ac.uk/9280/]]></link><guid><![CDATA[http://www.edshare.soton.ac.uk/9280/]]></guid><description><![CDATA[An introduction to applying styles in the University's thesis template using MS Word 2011 for Apple computers <http://www.edshare.soton.ac.uk/9280> - UNSPECIFIED
 Keywords:thesis <http://www.edshare.soton.ac.uk/view/keywords/thesis.html>, Word 2011 <http://www.edshare.soton.ac.uk/view/keywords/word 2011.html>, Styles <http://www.edshare.soton.ac.uk/view/keywords/styles.html>]]>
</description><dc:description><![CDATA[An introduction to applying styles in the University's thesis template using MS Word 2011 for Apple computers <http://www.edshare.soton.ac.uk/9280> - UNSPECIFIED
 Keywords:thesis <http://www.edshare.soton.ac.uk/view/keywords/thesis.html>, Word 2011 <http://www.edshare.soton.ac.uk/view/keywords/word 2011.html>, Styles <http://www.edshare.soton.ac.uk/view/keywords/styles.html>]]>
</dc:description></item><item><title><![CDATA[2.3 - Lab 2: Introduction to Assembly Language]]></title><dc:title><![CDATA[2.3 - Lab 2: Introduction to Assembly Language]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/2-3-lab-2-introduction-to-assembly-language]]></link><guid><![CDATA[http://www.oercommons.org/courses/2-3-lab-2-introduction-to-assembly-language]]></guid><description><![CDATA[A lab that introduces a student to assembly language programming.]]>
</description><dc:description><![CDATA[A lab that introduces a student to assembly language programming.]]>
</dc:description></item><item><title><![CDATA[Creative Design for Innovation]]></title><dc:title><![CDATA[Creative Design for Innovation]]></dc:title><link><![CDATA[http://www.ocw.titech.ac.jp/index.php?module=General&Nendo=2012&action=T0300&GakubuCD=223&GakkaCD=224410&KougiCD=40174&Gakki=2&lang=EN]]></link><guid><![CDATA[http://www.ocw.titech.ac.jp/index.php?module=General&Nendo=2012&action=T0300&GakubuCD=223&GakkaCD=224410&KougiCD=40174&Gakki=2&lang=EN]]></guid><description><![CDATA[This class is an introduction to design methods for human-centered innovation.

Topics include :
- idea generation/creativity techniques
- user-centered development/testing methods
- kansei engineering approach 
- product representation/prototyping tools.

Several real-life examples of manufactured products will be analyzed and commented from a design viewpoint.]]>
</description><dc:description><![CDATA[This class is an introduction to design methods for human-centered innovation.

Topics include :
- idea generation/creativity techniques
- user-centered development/testing methods
- kansei engineering approach 
- product representation/prototyping tools.

Several real-life examples of manufactured products will be analyzed and commented from a design viewpoint.]]>
</dc:description></item><item><title><![CDATA[Introduction to Photovoltaics(IGP-A ICT)]]></title><dc:title><![CDATA[Introduction to Photovoltaics(IGP-A ICT)]]></dc:title><link><![CDATA[http://www.ocw.titech.ac.jp/index.php?module=General&Nendo=2012&action=T0300&GakubuCD=223&GakkaCD=224515&KougiCD=55022&Gakki=2&lang=EN]]></link><guid><![CDATA[http://www.ocw.titech.ac.jp/index.php?module=General&Nendo=2012&action=T0300&GakubuCD=223&GakkaCD=224515&KougiCD=55022&Gakki=2&lang=EN]]></guid><description><![CDATA[I. Basic properties of semiconductors and device physics
II. Solar cells and solar energy materials
III. Photovoltaic system]]>
</description><dc:description><![CDATA[I. Basic properties of semiconductors and device physics
II. Solar cells and solar energy materials
III. Photovoltaic system]]>
</dc:description></item><item><title><![CDATA[Schoolhouse Rock - A Noun is a Person Place or Thing]]></title><dc:title><![CDATA[Schoolhouse Rock - A Noun is a Person Place or Thing]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=52303]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=52303]]></guid><description><![CDATA[This&nbsp;videos is a great introduction to nouns.]]>
</description><dc:description><![CDATA[This&nbsp;videos is a great introduction to nouns.]]>
</dc:description></item><item><title><![CDATA[Introduction to the Cuisine of Trinidad and Tobago]]></title><dc:title><![CDATA[Introduction to the Cuisine of Trinidad and Tobago]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=M7k9u-IF05o]]></link><guid><![CDATA[http://www.youtube.com/watch?v=M7k9u-IF05o]]></guid><description><![CDATA[The dual island nation of Trinidad and Tobago is a must stop on any Caribbean journey. Both Trinidad and Tobago were once prosperous sugar islands with enslaved Africans laboring under the oversight of Europeans. The Indian, African and European cultures that make up the islands' histories gave birth to a unique multi-cultural cuisine.

For recipes, visit http://www.ciaprochef.com/WCA7.]]>
</description><dc:description><![CDATA[The dual island nation of Trinidad and Tobago is a must stop on any Caribbean journey. Both Trinidad and Tobago were once prosperous sugar islands with enslaved Africans laboring under the oversight of Europeans. The Indian, African and European cultures that make up the islands' histories gave birth to a unique multi-cultural cuisine.

For recipes, visit http://www.ciaprochef.com/WCA7.]]>
</dc:description></item><item><title><![CDATA[12.086 Modeling Environmental Complexity (MIT)]]></title><dc:title><![CDATA[12.086 Modeling Environmental Complexity (MIT)]]></dc:title><link><![CDATA[http://ocw.mit.edu/courses/earth-atmospheric-and-planetary-sciences/12-086-modeling-environmental-complexity-fall-2011]]></link><guid><![CDATA[http://ocw.mit.edu/courses/earth-atmospheric-and-planetary-sciences/12-086-modeling-environmental-complexity-fall-2011]]></guid><description><![CDATA[This course provides an introduction to the study of environmental phenomena that exhibit both organized structure and wide variability &mdash; i.e., complexity.  Through focused study of a variety of physical, biological, and chemical problems in conjunction with theoretical models, we learn a series of lessons with wide applicability to understanding the structure and organization of the natural world.  Students will also learn how to construct minimal mathematical, physical, and computational]]>
</description><dc:description><![CDATA[This course provides an introduction to the study of environmental phenomena that exhibit both organized structure and wide variability &mdash; i.e., complexity.  Through focused study of a variety of physical, biological, and chemical problems in conjunction with theoretical models, we learn a series of lessons with wide applicability to understanding the structure and organization of the natural world.  Students will also learn how to construct minimal mathematical, physical, and computational]]>
</dc:description></item><item><title><![CDATA[2.670 An Introduction to DC Motors]]></title><dc:title><![CDATA[2.670 An Introduction to DC Motors]]></dc:title><link><![CDATA[http://techtv.mit.edu/videos/20877-2-670-an-introduction-to-dc-motors]]></link><guid><![CDATA[http://techtv.mit.edu/videos/20877-2-670-an-introduction-to-dc-motors]]></guid><description><![CDATA[<p>Mechanical Engineering undergraduates compete to build the fastest motor.</p>]]>
</description><dc:description><![CDATA[<p>Mechanical Engineering undergraduates compete to build the fastest motor.</p>]]>
</dc:description></item><item><title><![CDATA[Summer 2012: Study Abroad in China Video Highlights]]></title><dc:title><![CDATA[Summer 2012: Study Abroad in China Video Highlights]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=wvx7egMgvQY]]></link><guid><![CDATA[http://www.youtube.com/watch?v=wvx7egMgvQY]]></guid><description><![CDATA[Program description: This program is a multidisciplinary introduction to China in comparison to the United States. This program will examine the most significant cultural, political, and business environment, such as market transition, in contemporary China. The program visits major Chinese cities such as Beijing, Chengdu and Shanghai. The courses include intense academic study at Peking, Tsinghua and Jiaotong Universities taught by Dr. Yu Henry Xie and Dr. Guoli Liu as well as scholars in local]]>
</description><dc:description><![CDATA[Program description: This program is a multidisciplinary introduction to China in comparison to the United States. This program will examine the most significant cultural, political, and business environment, such as market transition, in contemporary China. The program visits major Chinese cities such as Beijing, Chengdu and Shanghai. The courses include intense academic study at Peking, Tsinghua and Jiaotong Universities taught by Dr. Yu Henry Xie and Dr. Guoli Liu as well as scholars in local]]>
</dc:description></item><item><title><![CDATA[Quick Q]]></title><dc:title><![CDATA[Quick Q]]></dc:title><link><![CDATA[http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1442n356955t]]></link><guid><![CDATA[http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i1442n356955t]]></guid><description><![CDATA[Quick Q
Q methodology is a technique for modelling viewpoints, that was developed by William Stephenson (1902-1989). This animation, intended for a general audience, provides a short non-technical introduction to the methodology, outlining the different stages involved in conducting a Q study. The animation was funded by the UK Higher Education Academy (2012).]]>
</description><dc:description><![CDATA[Quick Q
Q methodology is a technique for modelling viewpoints, that was developed by William Stephenson (1902-1989). This animation, intended for a general audience, provides a short non-technical introduction to the methodology, outlining the different stages involved in conducting a Q study. The animation was funded by the UK Higher Education Academy (2012).]]>
</dc:description></item><item><title><![CDATA[Introduction to Coaching]]></title><dc:title><![CDATA[Introduction to Coaching]]></dc:title><link><![CDATA[http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3128n603819t]]></link><guid><![CDATA[http://repository-intralibrary.leedsmet.ac.uk/IntraLibrary?command=open-preview&learning_object_key=i3128n603819t]]></guid><description><![CDATA[This activity introduces the concept of coaching by comparing it to other styles of support, specifically tutoring and mentoring.]]>
</description><dc:description><![CDATA[This activity introduces the concept of coaching by comparing it to other styles of support, specifically tutoring and mentoring.]]>
</dc:description></item><item><title><![CDATA[15.075 Applied Statistics (MIT)]]></title><dc:title><![CDATA[15.075 Applied Statistics (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=ce915529bbcad153bfd4a5a86dc1f80e]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=ce915529bbcad153bfd4a5a86dc1f80e]]></guid><description><![CDATA[This course is an introduction to applied statistics and data analysis. Topics include collecting and exploring data, basic inference, simple and multiple linear regression, analysis of variance, nonparametric methods, and statistical computing. It is not a course in mathematical statistics, but provides a balance between statistical theory and application. Prerequisites are calculus, probability, and linear algebra.
We would like to acknowledge the contributions that Prof. Roy Welsch (MIT), Pro]]>
</description><dc:description><![CDATA[This course is an introduction to applied statistics and data analysis. Topics include collecting and exploring data, basic inference, simple and multiple linear regression, analysis of variance, nonparametric methods, and statistical computing. It is not a course in mathematical statistics, but provides a balance between statistical theory and application. Prerequisites are calculus, probability, and linear algebra.
We would like to acknowledge the contributions that Prof. Roy Welsch (MIT), Pro]]>
</dc:description></item><item><title><![CDATA[12.086 Modeling Environmental Complexity (MIT)]]></title><dc:title><![CDATA[12.086 Modeling Environmental Complexity (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=9809dcb06f71313df662e3f3462700a9]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=9809dcb06f71313df662e3f3462700a9]]></guid><description><![CDATA[This course provides an introduction to the study of environmental phenomena that exhibit both organized structure and wide variability &mdash; i.e., complexity.  Through focused study of a variety of physical, biological, and chemical problems in conjunction with theoretical models, we learn a series of lessons with wide applicability to understanding the structure and organization of the natural world.  Students will also learn how to construct minimal mathematical, physical, and computational]]>
</description><dc:description><![CDATA[This course provides an introduction to the study of environmental phenomena that exhibit both organized structure and wide variability &mdash; i.e., complexity.  Through focused study of a variety of physical, biological, and chemical problems in conjunction with theoretical models, we learn a series of lessons with wide applicability to understanding the structure and organization of the natural world.  Students will also learn how to construct minimal mathematical, physical, and computational]]>
</dc:description></item><item><title><![CDATA[Ordinary Differential Equations]]></title><dc:title><![CDATA[Ordinary Differential Equations]]></dc:title><link><![CDATA[http://cnx.org/content/m44946/latest/]]></link><guid><![CDATA[http://cnx.org/content/m44946/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/abalavoine3">Aurèle Balavoine</a>
                
                </i></b><br/>
              Short introduction to the theory of Ordinary Differential Equations, their solutions and the concept of a phase portrait.<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/">So]]>
</description><dc:description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/abalavoine3">Aurèle Balavoine</a>
                
                </i></b><br/>
              Short introduction to the theory of Ordinary Differential Equations, their solutions and the concept of a phase portrait.<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/">So]]>
</dc:description></item><item><title><![CDATA[Sk8ters Need Math, Too! Part 1 - An Introduction to the Distributive Property]]></title><dc:title><![CDATA[Sk8ters Need Math, Too! Part 1 - An Introduction to the Distributive Property]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=51948]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=51948]]></guid><description><![CDATA[This is the first video of a series of videos that use skateboarding to explain the distributive property. This video was meant for 8th grade Pre-Algebra, however, it could be used for any age level learning the distributive property. The animations were created by Jennifer Palmertree, however, the video clips in the title section, and the music, are copyrighted, so this video is for educational use only. (3:27)]]>
</description><dc:description><![CDATA[This is the first video of a series of videos that use skateboarding to explain the distributive property. This video was meant for 8th grade Pre-Algebra, however, it could be used for any age level learning the distributive property. The animations were created by Jennifer Palmertree, however, the video clips in the title section, and the music, are copyrighted, so this video is for educational use only. (3:27)]]>
</dc:description></item><item><title><![CDATA[Introduction to Singapore Math with Char Forsten--Part 2]]></title><dc:title><![CDATA[Introduction to Singapore Math with Char Forsten--Part 2]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=51972]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=51972]]></guid><description><![CDATA[This is a great professional development resource for those schools implementing Singapore Math strategies in their classrooms. Char Forsten discusses model drawing. (15:15)]]>
</description><dc:description><![CDATA[This is a great professional development resource for those schools implementing Singapore Math strategies in their classrooms. Char Forsten discusses model drawing. (15:15)]]>
</dc:description></item><item><title><![CDATA[A Baby Calf's First Steps with Penn Vet]]></title><dc:title><![CDATA[A Baby Calf's First Steps with Penn Vet]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=-dmEw4iJmHA]]></link><guid><![CDATA[http://www.youtube.com/watch?v=-dmEw4iJmHA]]></guid><description><![CDATA[Officially, the three-day seminar tailored to students getting ready to start their first year at Penn Vet, is called "Introduction to Dairy Production Systems." But it's more commonly known as, "I've Never Touched A Cow, But I Want To."

The immersion program takes place in mid-August at Marshak Dairy, located at Penn Vet's New Bolton Center campus. Students who volunteer to attend the seminar get a crash course in the basics of dairy production, the role veterinarians play in keeping herds hea]]>
</description><dc:description><![CDATA[Officially, the three-day seminar tailored to students getting ready to start their first year at Penn Vet, is called "Introduction to Dairy Production Systems." But it's more commonly known as, "I've Never Touched A Cow, But I Want To."

The immersion program takes place in mid-August at Marshak Dairy, located at Penn Vet's New Bolton Center campus. Students who volunteer to attend the seminar get a crash course in the basics of dairy production, the role veterinarians play in keeping herds hea]]>
</dc:description></item><item><title><![CDATA[Max for Live API Basics - Part 1 of 9 - Quantize Mapper Design]]></title><dc:title><![CDATA[Max for Live API Basics - Part 1 of 9 - Quantize Mapper Design]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=7qAQ2ThQFow]]></link><guid><![CDATA[http://www.youtube.com/watch?v=7qAQ2ThQFow]]></guid><description><![CDATA[In this series Berkleemusic instructor Loudon Stearns demonstrates the programming behind the "Quantize Mapper" Max for Live device which can be downloaded here: http://t.opsp.in/b0A4j

You can study with Loudon in his Advanced Music Production with Ableton Live course: http://bit.ly/PMcpCJ

This is an introduction to a series of videos covering the basics of working with Max for Live. The video outlines the design specifications for the device and shows how to open and interact with some basic ]]>
</description><dc:description><![CDATA[In this series Berkleemusic instructor Loudon Stearns demonstrates the programming behind the "Quantize Mapper" Max for Live device which can be downloaded here: http://t.opsp.in/b0A4j

You can study with Loudon in his Advanced Music Production with Ableton Live course: http://bit.ly/PMcpCJ

This is an introduction to a series of videos covering the basics of working with Max for Live. The video outlines the design specifications for the device and shows how to open and interact with some basic ]]>
</dc:description></item><item><title><![CDATA[CMS.300 Introduction to Videogame Studies (MIT)]]></title><dc:title><![CDATA[CMS.300 Introduction to Videogame Studies (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=9172d5bfbbf85a3fc6779bef02341050]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=9172d5bfbbf85a3fc6779bef02341050]]></guid><description><![CDATA[This course offers an introduction to the interdisciplinary study of videogames as texts through an examination of their cultural, educational, and social functions in contemporary settings. Students play and analyze videogames while reading current research and theory from a variety of sources in the sciences, social sciences, humanities, and industry. Assignments focus on game analysis in the context of the theories discussed in class. Class meetings involve regular reading, writing, and prese]]>
</description><dc:description><![CDATA[This course offers an introduction to the interdisciplinary study of videogames as texts through an examination of their cultural, educational, and social functions in contemporary settings. Students play and analyze videogames while reading current research and theory from a variety of sources in the sciences, social sciences, humanities, and industry. Assignments focus on game analysis in the context of the theories discussed in class. Class meetings involve regular reading, writing, and prese]]>
</dc:description></item><item><title><![CDATA[CMS.300 Introduction to Videogame Studies (MIT)]]></title><dc:title><![CDATA[CMS.300 Introduction to Videogame Studies (MIT)]]></dc:title><link><![CDATA[http://ocw.mit.edu/courses/comparative-media-studies/cms-300-introduction-to-videogame-studies-fall-2011]]></link><guid><![CDATA[http://ocw.mit.edu/courses/comparative-media-studies/cms-300-introduction-to-videogame-studies-fall-2011]]></guid><description><![CDATA[This course offers an introduction to the interdisciplinary study of videogames as texts through an examination of their cultural, educational, and social functions in contemporary settings. Students play and analyze videogames while reading current research and theory from a variety of sources in the sciences, social sciences, humanities, and industry. Assignments focus on game analysis in the context of the theories discussed in class. Class meetings involve regular reading, writing, and prese]]>
</description><dc:description><![CDATA[This course offers an introduction to the interdisciplinary study of videogames as texts through an examination of their cultural, educational, and social functions in contemporary settings. Students play and analyze videogames while reading current research and theory from a variety of sources in the sciences, social sciences, humanities, and industry. Assignments focus on game analysis in the context of the theories discussed in class. Class meetings involve regular reading, writing, and prese]]>
</dc:description></item><item><title><![CDATA[Explanatory Intro]]></title><dc:title><![CDATA[Explanatory Intro]]></dc:title><link><![CDATA[http://www1.teachertube.com/viewVideo.php?video_id=270065]]></link><guid><![CDATA[http://www1.teachertube.com/viewVideo.php?video_id=270065]]></guid><description><![CDATA[<table width="600" border="0" cellspacing="0" cellpadding="0">
        <tr>
        <td width="130" height="90" align="center" valign="middle"><img src="http://www1.teachertube.com/files/thumbs/270065-1.jpg"  border="1"/></td>
        <td valign="top">
        <a href="http://www1.teachertube.com/viewVideo.php?video_id=270065">Explanatory Intro</a><br />
        Introduction to NJ Ask Explanatory Prompts: basic requirements, timing, etc.        </td>
        <td width="100" valign="top" align="r]]>
</description><dc:description><![CDATA[<table width="600" border="0" cellspacing="0" cellpadding="0">
        <tr>
        <td width="130" height="90" align="center" valign="middle"><img src="http://www1.teachertube.com/files/thumbs/270065-1.jpg"  border="1"/></td>
        <td valign="top">
        <a href="http://www1.teachertube.com/viewVideo.php?video_id=270065">Explanatory Intro</a><br />
        Introduction to NJ Ask Explanatory Prompts: basic requirements, timing, etc.        </td>
        <td width="100" valign="top" align="r]]>
</dc:description></item><item><title><![CDATA[Introduction to Poverty Studies]]></title><dc:title><![CDATA[Introduction to Poverty Studies]]></dc:title><link><![CDATA[http://ocw.nd.edu/poverty-studies/intro-to-poverty-studies]]></link><guid><![CDATA[http://ocw.nd.edu/poverty-studies/intro-to-poverty-studies]]></guid><description><![CDATA[Notre Dame OpenCourseware (OCW) offers free educational resources for the course "Introduction to Poverty Studies" in the Poverty Studies interdisciplinary minor. This gateway course introduces students to academic research about the nature, causes, and consequences of poverty. Throughout, the readings and lectures reveal the collaboration across the various disciplines, enhances our understanding of what it means to be poor and of the array of interlocking problems that lead to poverty, and gui]]>
</description><dc:description><![CDATA[Notre Dame OpenCourseware (OCW) offers free educational resources for the course "Introduction to Poverty Studies" in the Poverty Studies interdisciplinary minor. This gateway course introduces students to academic research about the nature, causes, and consequences of poverty. Throughout, the readings and lectures reveal the collaboration across the various disciplines, enhances our understanding of what it means to be poor and of the array of interlocking problems that lead to poverty, and gui]]>
</dc:description></item><item><title><![CDATA[2.29 Numerical Fluid Mechanics (MIT)]]></title><dc:title><![CDATA[2.29 Numerical Fluid Mechanics (MIT)]]></dc:title><link><![CDATA[http://ocw.mit.edu/courses/mechanical-engineering/2-29-numerical-fluid-mechanics-fall-2011]]></link><guid><![CDATA[http://ocw.mit.edu/courses/mechanical-engineering/2-29-numerical-fluid-mechanics-fall-2011]]></guid><description><![CDATA[This course will provide students with an introduction to numerical methods and MATLAB&reg;. Topics covered throughout the course will include: errors, condition numbers and roots of equations; Navier-Stokes; direct and iterative methods for linear systems; finite differences for elliptic, parabolic and hyperbolic equations; Fourier decomposition, error analysis, and stability; high-order and compact finite-differences; finite volume methods; time marching methods; Navier-Stokes solvers; grid ge]]>
</description><dc:description><![CDATA[This course will provide students with an introduction to numerical methods and MATLAB&reg;. Topics covered throughout the course will include: errors, condition numbers and roots of equations; Navier-Stokes; direct and iterative methods for linear systems; finite differences for elliptic, parabolic and hyperbolic equations; Fourier decomposition, error analysis, and stability; high-order and compact finite-differences; finite volume methods; time marching methods; Navier-Stokes solvers; grid ge]]>
</dc:description></item><item><title><![CDATA[2.29 Numerical Fluid Mechanics (MIT)]]></title><dc:title><![CDATA[2.29 Numerical Fluid Mechanics (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=dbecebc88ccc90b3ae83bcc181195981]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=dbecebc88ccc90b3ae83bcc181195981]]></guid><description><![CDATA[This course will provide students with an introduction to numerical methods and MATLAB&reg;. Topics covered throughout the course will include: errors, condition numbers and roots of equations; Navier-Stokes; direct and iterative methods for linear systems; finite differences for elliptic, parabolic and hyperbolic equations; Fourier decomposition, error analysis, and stability; high-order and compact finite-differences; finite volume methods; time marching methods; Navier-Stokes solvers; grid ge]]>
</description><dc:description><![CDATA[This course will provide students with an introduction to numerical methods and MATLAB&reg;. Topics covered throughout the course will include: errors, condition numbers and roots of equations; Navier-Stokes; direct and iterative methods for linear systems; finite differences for elliptic, parabolic and hyperbolic equations; Fourier decomposition, error analysis, and stability; high-order and compact finite-differences; finite volume methods; time marching methods; Navier-Stokes solvers; grid ge]]>
</dc:description></item><item><title><![CDATA[An Introduction to applying styles in MS Word 2010]]></title><dc:title><![CDATA[An Introduction to applying styles in MS Word 2010]]></dc:title><link><![CDATA[http://www.edshare.soton.ac.uk/9208/]]></link><guid><![CDATA[http://www.edshare.soton.ac.uk/9208/]]></guid><description><![CDATA[An Introduction to applying styles in MS Word 2010 <http://www.edshare.soton.ac.uk/9208> - Jonathan Lightfoot
 Keywords:Word 2010 <http://www.edshare.soton.ac.uk/view/keywords/word 2010.html>, thesis <http://www.edshare.soton.ac.uk/view/keywords/thesis.html>]]>
</description><dc:description><![CDATA[An Introduction to applying styles in MS Word 2010 <http://www.edshare.soton.ac.uk/9208> - Jonathan Lightfoot
 Keywords:Word 2010 <http://www.edshare.soton.ac.uk/view/keywords/word 2010.html>, thesis <http://www.edshare.soton.ac.uk/view/keywords/thesis.html>]]>
</dc:description></item><item><title><![CDATA[24 Jul 2012: Introduction to Electrical Engineering]]></title><dc:title><![CDATA[24 Jul 2012: Introduction to Electrical Engineering]]></dc:title><link><![CDATA[http://edtech.rice.edu/www/action=details&event=2721]]></link><guid><![CDATA[http://edtech.rice.edu/www/action=details&event=2721]]></guid><description><![CDATA[Description not set]]>
</description><dc:description><![CDATA[Description not set]]>
</dc:description></item><item><title><![CDATA[TWC9:  WAMS! Windows Store End to End, Reflection, VS2012 ALM VM and more | This Week On Channel 9]]></title><dc:title><![CDATA[TWC9:  WAMS! Windows Store End to End, Reflection, VS2012 ALM VM and more | This Week On Channel 9]]></dc:title><link><![CDATA[http://channel9.msdn.com/Shows/This+Week+On+Channel+9/TWC9-August-31-2012]]></link><guid><![CDATA[http://channel9.msdn.com/Shows/This+Week+On+Channel+9/TWC9-August-31-2012]]></guid><description><![CDATA[<p>This week on Channel 9, Dan and Brian discuss the week's top developer news, including;</p><ul><li><a href="http://channel9.msdn.com/Shows/This&#43;Week&#43;On&#43;Channel&#43;9/TWC9-August-31-2012#time=22s">[0:22]</a>&nbsp;<a href="http://weblogs.asp.net/scottgu/archive/2012/08/28/announcing-windows-azure-mobile-services.aspx">Announcing Windows Azure Mobile Services</a>, <a href="http://channel9.msdn.com/posts/Introduction-to-Windows-Azure-Mobile-Services">Introduction to Windows Azure Mobi]]>
</description><dc:description><![CDATA[<p>This week on Channel 9, Dan and Brian discuss the week's top developer news, including;</p><ul><li><a href="http://channel9.msdn.com/Shows/This&#43;Week&#43;On&#43;Channel&#43;9/TWC9-August-31-2012#time=22s">[0:22]</a>&nbsp;<a href="http://weblogs.asp.net/scottgu/archive/2012/08/28/announcing-windows-azure-mobile-services.aspx">Announcing Windows Azure Mobile Services</a>, <a href="http://channel9.msdn.com/posts/Introduction-to-Windows-Azure-Mobile-Services">Introduction to Windows Azure Mobi]]>
</dc:description></item><item><title><![CDATA[Introduction to Puerto Rico's Cuisine]]></title><dc:title><![CDATA[Introduction to Puerto Rico's Cuisine]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=nDQVG8mjMJQ]]></link><guid><![CDATA[http://www.youtube.com/watch?v=nDQVG8mjMJQ]]></guid><description><![CDATA[We now begin our journey to Puerto Rico, where we kick off our visit with a trip to a market.

For recipes, visit http://www.ciaprochef.com/WCA7.]]>
</description><dc:description><![CDATA[We now begin our journey to Puerto Rico, where we kick off our visit with a trip to a market.

For recipes, visit http://www.ciaprochef.com/WCA7.]]>
</dc:description></item><item><title><![CDATA[Statistics 250 - Introduction to Statistics and Data Analysis]]></title><dc:title><![CDATA[Statistics 250 - Introduction to Statistics and Data Analysis]]></dc:title><link><![CDATA[http://open.umich.edu:80/education/lsa/statistics250/fall2012]]></link><guid><![CDATA[http://open.umich.edu:80/education/lsa/statistics250/fall2012]]></guid><description><![CDATA[<div class="field field-type-text field-field-content-type">
      <div class="field-label">Content Type:&nbsp;</div>
    <div class="field-items">
            <div class="field-item odd">
                    Course        </div>
        </div>
</div>
<div class="field field-type-text field-field-course-code">
      <div class="field-label">Short Title/Course Code:&nbsp;</div>
    <div class="field-items">
            <div class="field-item odd">
                    statistics250        </div>
 ]]>
</description><dc:description><![CDATA[<div class="field field-type-text field-field-content-type">
      <div class="field-label">Content Type:&nbsp;</div>
    <div class="field-items">
            <div class="field-item odd">
                    Course        </div>
        </div>
</div>
<div class="field field-type-text field-field-course-code">
      <div class="field-label">Short Title/Course Code:&nbsp;</div>
    <div class="field-items">
            <div class="field-item odd">
                    statistics250        </div>
 ]]>
</dc:description></item><item><title><![CDATA[Introduction to Forensic Science Lecture 1]]></title><dc:title><![CDATA[Introduction to Forensic Science Lecture 1]]></dc:title><link><![CDATA[http://www.teachertube.com:80/viewVideo.php?video_id=271283]]></link><guid><![CDATA[http://www.teachertube.com:80/viewVideo.php?video_id=271283]]></guid><description><![CDATA[<a href="http://api.tweetmeme.com/share?url=viewVideo.php?video_id=271283">	<img src="http://api.tweetmeme.com/imagebutton.gif?url=viewVideo.php?video_id=271283" align="right" height="61" width="51" /></a>

			<a href="http://www.google.com/reader/link?url=viewVideo.php?video_id=271283&title=Introduction to Forensic Science Lecture 1">	<img src="http://teachertube.com/googlebuzz.png?url=viewVideo.php?video_id=271283" align="right" height="61" width="51" /></a>


							<img src="http://cdn-media]]>
</description><dc:description><![CDATA[<a href="http://api.tweetmeme.com/share?url=viewVideo.php?video_id=271283">	<img src="http://api.tweetmeme.com/imagebutton.gif?url=viewVideo.php?video_id=271283" align="right" height="61" width="51" /></a>

			<a href="http://www.google.com/reader/link?url=viewVideo.php?video_id=271283&title=Introduction to Forensic Science Lecture 1">	<img src="http://teachertube.com/googlebuzz.png?url=viewVideo.php?video_id=271283" align="right" height="61" width="51" /></a>


							<img src="http://cdn-media]]>
</dc:description></item><item><title><![CDATA[Introduction to Forensic Science Lecture 1]]></title><dc:title><![CDATA[Introduction to Forensic Science Lecture 1]]></dc:title><link><![CDATA[http://www.teachertube.com:80/viewVideo.php?video_id=271278]]></link><guid><![CDATA[http://www.teachertube.com:80/viewVideo.php?video_id=271278]]></guid><description><![CDATA[<a href="http://api.tweetmeme.com/share?url=viewVideo.php?video_id=271278">	<img src="http://api.tweetmeme.com/imagebutton.gif?url=viewVideo.php?video_id=271278" align="right" height="61" width="51" /></a>

			<a href="http://www.google.com/reader/link?url=viewVideo.php?video_id=271278&title=Introduction to Forensic Science Lecture 1">	<img src="http://teachertube.com/googlebuzz.png?url=viewVideo.php?video_id=271278" align="right" height="61" width="51" /></a>


							<img src="http://cdn-media]]>
</description><dc:description><![CDATA[<a href="http://api.tweetmeme.com/share?url=viewVideo.php?video_id=271278">	<img src="http://api.tweetmeme.com/imagebutton.gif?url=viewVideo.php?video_id=271278" align="right" height="61" width="51" /></a>

			<a href="http://www.google.com/reader/link?url=viewVideo.php?video_id=271278&title=Introduction to Forensic Science Lecture 1">	<img src="http://teachertube.com/googlebuzz.png?url=viewVideo.php?video_id=271278" align="right" height="61" width="51" /></a>


							<img src="http://cdn-media]]>
</dc:description></item><item><title><![CDATA[Introduction to Conservation Biology and Biodiversity]]></title><dc:title><![CDATA[Introduction to Conservation Biology and Biodiversity]]></dc:title><link><![CDATA[http://cnx.org/content/m44890/latest/]]></link><guid><![CDATA[http://cnx.org/content/m44890/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              <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/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              <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[Introduction to Ecosystems]]></title><dc:title><![CDATA[Introduction to Ecosystems]]></dc:title><link><![CDATA[http://cnx.org/content/m44883/latest/]]></link><guid><![CDATA[http://cnx.org/content/m44883/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              <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/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              <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[Introduction to Windows Azure Mobile Services]]></title><dc:title><![CDATA[Introduction to Windows Azure Mobile Services]]></dc:title><link><![CDATA[http://channel9.msdn.com/posts/Introduction-to-Windows-Azure-Mobile-Services]]></link><guid><![CDATA[http://channel9.msdn.com/posts/Introduction-to-Windows-Azure-Mobile-Services]]></guid><description><![CDATA[<p>In this video Scott Guthrie shows how using <a href="http://www.windowsazure.com/mobile">Windows Azure Mobile Services</a> one can add a cloud backend to a Windows 8 application in literally minutes.</p><p>Use Windows Azure Mobile Services to:</p><ul><li>Create turnkey backend solutions to power your mobile apps. </li><li>Accelerate your mobile app development. Incorporate structured storage, user authentication and push notifications in minutes. </li><li>Create a straightforward and secure b]]>
</description><dc:description><![CDATA[<p>In this video Scott Guthrie shows how using <a href="http://www.windowsazure.com/mobile">Windows Azure Mobile Services</a> one can add a cloud backend to a Windows 8 application in literally minutes.</p><p>Use Windows Azure Mobile Services to:</p><ul><li>Create turnkey backend solutions to power your mobile apps. </li><li>Accelerate your mobile app development. Incorporate structured storage, user authentication and push notifications in minutes. </li><li>Create a straightforward and secure b]]>
</dc:description></item><item><title><![CDATA[Introduction to Genes and Proteins]]></title><dc:title><![CDATA[Introduction to Genes and Proteins]]></dc:title><link><![CDATA[http://cnx.org/content/m44518/latest/]]></link><guid><![CDATA[http://cnx.org/content/m44518/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              <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/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              <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[Introduction to Measurement (advanced high school/intro college level)]]></title><dc:title><![CDATA[Introduction to Measurement (advanced high school/intro college level)]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/introduction-to-measurement-advanced-high-school-intro-college-level]]></link><guid><![CDATA[http://www.oercommons.org/courses/introduction-to-measurement-advanced-high-school-intro-college-level]]></guid><description><![CDATA[30-page illustrated guide to fundamentals of measurement. This is intended to be a clear, comprehensive overview of effective measurement technique. Intended for advanced high school or introductory college level students. Includes worked examples and problems.]]>
</description><dc:description><![CDATA[30-page illustrated guide to fundamentals of measurement. This is intended to be a clear, comprehensive overview of effective measurement technique. Intended for advanced high school or introductory college level students. Includes worked examples and problems.]]>
</dc:description></item><item><title><![CDATA[Lab: Horizontally Launched Projectiles (with uncertainty analysis)]]></title><dc:title><![CDATA[Lab: Horizontally Launched Projectiles (with uncertainty analysis)]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/lab-horizontally-launched-projectiles-with-uncertainty-analysis]]></link><guid><![CDATA[http://www.oercommons.org/courses/lab-horizontally-launched-projectiles-with-uncertainty-analysis]]></guid><description><![CDATA[This is a version of the time-tested lab where students roll a ball off a table top and use kinematics in two dimensions to try to predict where the ball will land. While many versions of this lab have been previously published, in this version students determine the uncertainty of all measurements and uncertainty of their prediction. The techniques and vocabulary are consistent with the Introduction to Measurement packet.]]>
</description><dc:description><![CDATA[This is a version of the time-tested lab where students roll a ball off a table top and use kinematics in two dimensions to try to predict where the ball will land. While many versions of this lab have been previously published, in this version students determine the uncertainty of all measurements and uncertainty of their prediction. The techniques and vocabulary are consistent with the Introduction to Measurement packet.]]>
</dc:description></item><item><title><![CDATA[Analog]]></title><dc:title><![CDATA[Analog]]></dc:title><link><![CDATA[http://cnx.org/content/m44384/latest/]]></link><guid><![CDATA[http://cnx.org/content/m44384/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/genf">Gene Frantz</a>
                
                </i></b><br/>
              This module is the introduction to the analog section of the Senior Project collection.<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/genf">Gene Frantz</a>
                
                </i></b><br/>
              This module is the introduction to the analog section of the Senior Project collection.<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[Introduction to Ionizing Radiation, Fall 2003]]></title><dc:title><![CDATA[Introduction to Ionizing Radiation, Fall 2003]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/22-01-introduction-to-ionizing-radiation-fall-2003]]></link><guid><![CDATA[http://www.oercommons.org/courses/22-01-introduction-to-ionizing-radiation-fall-2003]]></guid><description><![CDATA[Introduction to basic properties of ionizing radiations and their uses in medicine, industry, science, and environmental studies. Discusses natural and man-made radiation sources, energy deposition and dose calculations, various physical, chemical, and biological processes and effects of radiation with examples of their uses, and principles of radiation protection. Term paper and oral presentation of paper required. From the course home page: This course was originally developed by Dr. Jacquelyn]]>
</description><dc:description><![CDATA[Introduction to basic properties of ionizing radiations and their uses in medicine, industry, science, and environmental studies. Discusses natural and man-made radiation sources, energy deposition and dose calculations, various physical, chemical, and biological processes and effects of radiation with examples of their uses, and principles of radiation protection. Term paper and oral presentation of paper required. From the course home page: This course was originally developed by Dr. Jacquelyn]]>
</dc:description></item><item><title><![CDATA[SchoolHouse Rock Grammar Rock - Unpack Your Adjectives]]></title><dc:title><![CDATA[SchoolHouse Rock Grammar Rock - Unpack Your Adjectives]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=51438]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=51438]]></guid><description><![CDATA[Schoolhouse Rock's "Unpack Your Adjectives" is a great introduction to adjectives! (03:02)]]>
</description><dc:description><![CDATA[Schoolhouse Rock's "Unpack Your Adjectives" is a great introduction to adjectives! (03:02)]]>
</dc:description></item><item><title><![CDATA[1.1 Introduction to "Hidden Work: Baptist Women in Texas 1880-1920"]]></title><dc:title><![CDATA[1.1 Introduction to "Hidden Work: Baptist Women in Texas 1880-1920"]]></dc:title><link><![CDATA[http://cnx.org/content/m44382/latest/]]></link><guid><![CDATA[http://cnx.org/content/m44382/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/psmartin">Patricia Martin</a>
                
                </i></b><br/>
              <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/psmartin">Patricia Martin</a>
                
                </i></b><br/>
              <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[Understanding Nursing within the UK]]></title><dc:title><![CDATA[Understanding Nursing within the UK]]></dc:title><link><![CDATA[http://www.nottingham.ac.uk/nmp/sonet/rlos/placs/uk-nursing/]]></link><guid><![CDATA[http://www.nottingham.ac.uk/nmp/sonet/rlos/placs/uk-nursing/]]></guid><description><![CDATA[This RLO provides an overview of nursing education and career pathways in the UK, including an introduction to the main nursing roles.]]>
</description><dc:description><![CDATA[This RLO provides an overview of nursing education and career pathways in the UK, including an introduction to the main nursing roles.]]>
</dc:description></item><item><title><![CDATA[Navigating NHS services]]></title><dc:title><![CDATA[Navigating NHS services]]></dc:title><link><![CDATA[http://www.nottingham.ac.uk/nmp/sonet/rlos/placs/navigating-nhs/]]></link><guid><![CDATA[http://www.nottingham.ac.uk/nmp/sonet/rlos/placs/navigating-nhs/]]></guid><description><![CDATA[This RLO provides an introduction to NHS services for international students.]]>
</description><dc:description><![CDATA[This RLO provides an introduction to NHS services for international students.]]>
</dc:description></item><item><title><![CDATA[Credit Default Swaps (CDS) Introduction - Khan Academy]]></title><dc:title><![CDATA[Credit Default Swaps (CDS) Introduction - Khan Academy]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=51356]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=51356]]></guid><description><![CDATA[Sal Khan offers an introduction to credit default swaps and why they can be dangerous. (03:20)]]>
</description><dc:description><![CDATA[Sal Khan offers an introduction to credit default swaps and why they can be dangerous. (03:20)]]>
</dc:description></item><item><title><![CDATA[Introduction to Databases]]></title><dc:title><![CDATA[Introduction to Databases]]></dc:title><link><![CDATA[http://cnx.org/content/m43638/latest/]]></link><guid><![CDATA[http://cnx.org/content/m43638/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/hanneshirzel">Hannes Hirzel</a>
                
                </i></b><br/>
              A link to a Stanford School of Engineering database introduction course is provided. That course authored by Jennifer Widom offers video lectures.<br/>
              
              <img style="border: 0px"
                  src="http://i.creativecommons.org/l/by/3.0/80x15.png"/>
              
                <a href="http://creativecommons.or]]>
</description><dc:description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/hanneshirzel">Hannes Hirzel</a>
                
                </i></b><br/>
              A link to a Stanford School of Engineering database introduction course is provided. That course authored by Jennifer Widom offers video lectures.<br/>
              
              <img style="border: 0px"
                  src="http://i.creativecommons.org/l/by/3.0/80x15.png"/>
              
                <a href="http://creativecommons.or]]>
</dc:description></item><item><title><![CDATA[Introduction to the Multilingual App Toolkit]]></title><dc:title><![CDATA[Introduction to the Multilingual App Toolkit]]></dc:title><link><![CDATA[http://channel9.msdn.com/posts/Introduction-to-the-Multilingual-App-Toolkit]]></link><guid><![CDATA[http://channel9.msdn.com/posts/Introduction-to-the-Multilingual-App-Toolkit]]></guid><description><![CDATA[<p>The Multilingual App Toolkit will help you to create your apps in mulitple languages to reach more markets.</p><ul><li>To download the tools: <a title="http://go.microsoft.com/fwlink?linkid=245767" href="http://go.microsoft.com/fwlink?linkid=245767">http://go.microsoft.com/fwlink?linkid=245767</a> </li><li>For additional help: <a title="http://go.microsoft.com/fwlink/?LinkID=262054" href="http://go.microsoft.com/fwlink/?LinkID=262054">http://go.microsoft.com/fwlink/?LinkID=262054</a> </li></u]]>
</description><dc:description><![CDATA[<p>The Multilingual App Toolkit will help you to create your apps in mulitple languages to reach more markets.</p><ul><li>To download the tools: <a title="http://go.microsoft.com/fwlink?linkid=245767" href="http://go.microsoft.com/fwlink?linkid=245767">http://go.microsoft.com/fwlink?linkid=245767</a> </li><li>For additional help: <a title="http://go.microsoft.com/fwlink/?LinkID=262054" href="http://go.microsoft.com/fwlink/?LinkID=262054">http://go.microsoft.com/fwlink/?LinkID=262054</a> </li></u]]>
</dc:description></item><item><title><![CDATA[Disciplinary Thinking - Learning Spaces: introduction]]></title><dc:title><![CDATA[Disciplinary Thinking - Learning Spaces: introduction]]></dc:title><link><![CDATA[http://www.bath.ac.uk/lmf/fileinfo/58383]]></link><guid><![CDATA[http://www.bath.ac.uk/lmf/fileinfo/58383]]></guid><description><![CDATA[Title: Disciplinary Thinking - Learning Spaces: introduction 

Description: Presentation slides for an introduction to a workshop on HE learning spaces 

Theme: Learning Spaces 

Subject: HE - Education 

Author: Colleen McKenna & Jane Hughes: HEDERA, 2012 

Audience: Educational developers within accredited programmes and courses in higher education 

Issue Date: 20/04/2012 

Last updated Date: 03/07/2012 

Version: Final 

PSF Mapping: A1, A4, K3, K4 

License: Creative Com]]>
</description><dc:description><![CDATA[Title: Disciplinary Thinking - Learning Spaces: introduction 

Description: Presentation slides for an introduction to a workshop on HE learning spaces 

Theme: Learning Spaces 

Subject: HE - Education 

Author: Colleen McKenna & Jane Hughes: HEDERA, 2012 

Audience: Educational developers within accredited programmes and courses in higher education 

Issue Date: 20/04/2012 

Last updated Date: 03/07/2012 

Version: Final 

PSF Mapping: A1, A4, K3, K4 

License: Creative Com]]>
</dc:description></item><item><title><![CDATA[Learn Hindi Daily Show–अ (a), अच्छा (ach-chhaa), Good Tea?]]></title><dc:title><![CDATA[Learn Hindi Daily Show–अ (a), अच्छा (ach-chhaa), Good Tea?]]></dc:title><link><![CDATA[http://feedproxy.google.com/~r/ISpeakHindi/~3/P4WKUM9QMPk/]]></link><guid><![CDATA[http://feedproxy.google.com/~r/ISpeakHindi/~3/P4WKUM9QMPk/]]></guid><description><![CDATA[Master Your Vocabulary. Take a look at: Vocabulary Quiz - Hindi->English; Picture->Hindi; Recording->Hindi; and more!Vocabulary List - Easy to study list with pictures and recordings for some wordsIntroduction To the...


Related posts:<ol><li><a href='http://www.ispeakhindi.com/2011/07/08/learn-hindi-daily-show-10-highest-rated-lessons/' rel='bookmark' title='Learn Hindi Daily Show &#8211; 10 Highest Rated Lessons'>Learn Hindi Daily Show &#8211; 10 Highest Rated Lessons</a> <small>As of today, ]]>
</description><dc:description><![CDATA[Master Your Vocabulary. Take a look at: Vocabulary Quiz - Hindi->English; Picture->Hindi; Recording->Hindi; and more!Vocabulary List - Easy to study list with pictures and recordings for some wordsIntroduction To the...


Related posts:<ol><li><a href='http://www.ispeakhindi.com/2011/07/08/learn-hindi-daily-show-10-highest-rated-lessons/' rel='bookmark' title='Learn Hindi Daily Show &#8211; 10 Highest Rated Lessons'>Learn Hindi Daily Show &#8211; 10 Highest Rated Lessons</a> <small>As of today, ]]>
</dc:description></item><item><title><![CDATA[Session 1: Introduction to teaching online]]></title><dc:title><![CDATA[Session 1: Introduction to teaching online]]></dc:title><link><![CDATA[http://openspace.falmouth.ac.uk/courses/learning-teach-online/module-one-preparing-teach-online/session-1-introduction-teaching-onli]]></link><guid><![CDATA[http://openspace.falmouth.ac.uk/courses/learning-teach-online/module-one-preparing-teach-online/session-1-introduction-teaching-onli]]></guid><description><![CDATA[<h2>Purpose/Aim of this session<b> <p><a href="http://openspace.falmouth.ac.uk/courses/learning-teach-online/module-one-preparing-teach-online/session-1-introduction-teaching-onli" target="_blank">read more</a></p>]]>
</description><dc:description><![CDATA[<h2>Purpose/Aim of this session<b> <p><a href="http://openspace.falmouth.ac.uk/courses/learning-teach-online/module-one-preparing-teach-online/session-1-introduction-teaching-onli" target="_blank">read more</a></p>]]>
</dc:description></item><item><title><![CDATA[Atomic Theory]]></title><dc:title><![CDATA[Atomic Theory]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=51253]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=51253]]></guid><description><![CDATA[This "vodcast" is perfect for an introduction to chemistry at the high school level. The instructor uses slides as he talks about the history of the atom and subatomic particles. He covers all the basics including atomic number, atomic mass, charge, and isotopes. (21:05)]]>
</description><dc:description><![CDATA[This "vodcast" is perfect for an introduction to chemistry at the high school level. The instructor uses slides as he talks about the history of the atom and subatomic particles. He covers all the basics including atomic number, atomic mass, charge, and isotopes. (21:05)]]>
</dc:description></item><item><title><![CDATA[Introduction to Bonding]]></title><dc:title><![CDATA[Introduction to Bonding]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=51259]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=51259]]></guid><description><![CDATA[This is an introduction to chemical bonding for the high school level. Ionic, covalent, and metallic bonding is discussed. The instructor uses drawings and constatnly refers to the periodic table while decided how atoms will bond together (13:22).]]>
</description><dc:description><![CDATA[This is an introduction to chemical bonding for the high school level. Ionic, covalent, and metallic bonding is discussed. The instructor uses drawings and constatnly refers to the periodic table while decided how atoms will bond together (13:22).]]>
</dc:description></item><item><title><![CDATA[Everything Web Developers Must Know to Build Windows 8 Apps | Windows 8 Developer Camp - Redmond]]></title><dc:title><![CDATA[Everything Web Developers Must Know to Build Windows 8 Apps | Windows 8 Developer Camp - Redmond]]></dc:title><link><![CDATA[http://channel9.msdn.com/Events/Windows-Camp/Windows-8-Developer-Camp-Redmond/WIN8-CAMP-03]]></link><guid><![CDATA[http://channel9.msdn.com/Events/Windows-Camp/Windows-8-Developer-Camp-Redmond/WIN8-CAMP-03]]></guid><description><![CDATA[<p>Learn how you can use your web skills to <a href="http://www.microsoft.com/click/services/Redirect2.ashx?CR_CC=200115860" target="_blank">build Windows 8 apps</a> using HTML5, CSS3 and JavaScript. In this session you'll discover how to harness the rich capabilities of Windows 8 through JavaScript and the Windows Runtime. You will also get an introduction to the Windows Library for Javascript, which will give you navigation, controls, data binding, animations, integration with the app model, a]]>
</description><dc:description><![CDATA[<p>Learn how you can use your web skills to <a href="http://www.microsoft.com/click/services/Redirect2.ashx?CR_CC=200115860" target="_blank">build Windows 8 apps</a> using HTML5, CSS3 and JavaScript. In this session you'll discover how to harness the rich capabilities of Windows 8 through JavaScript and the Windows Runtime. You will also get an introduction to the Windows Library for Javascript, which will give you navigation, controls, data binding, animations, integration with the app model, a]]>
</dc:description></item><item><title><![CDATA[Introduction to Fiction, Fall 2003]]></title><dc:title><![CDATA[Introduction to Fiction, Fall 2003]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/21l-003-introduction-to-fiction-fall-2003]]></link><guid><![CDATA[http://www.oercommons.org/courses/21l-003-introduction-to-fiction-fall-2003]]></guid><description><![CDATA[Introduces prose narrative, both short stories and the novel. Examines the construction of narrative and the analysis of literary response. This course investigates the uses and boundaries of fiction in a range of novels and narrative styles--traditional and innovative, western and nonwestern--and raises questions about the pleasures and meanings of verbal texts in different cultures, times, and forms. Toward the end of the term, we will be particularly concerned with the relationship between ar]]>
</description><dc:description><![CDATA[Introduces prose narrative, both short stories and the novel. Examines the construction of narrative and the analysis of literary response. This course investigates the uses and boundaries of fiction in a range of novels and narrative styles--traditional and innovative, western and nonwestern--and raises questions about the pleasures and meanings of verbal texts in different cultures, times, and forms. Toward the end of the term, we will be particularly concerned with the relationship between ar]]>
</dc:description></item><item><title><![CDATA[Statistics 250 - Introduction to Statistics and Data Analysis]]></title><dc:title><![CDATA[Statistics 250 - Introduction to Statistics and Data Analysis]]></dc:title><link><![CDATA[http://open.umich.edu:80/education/lsa/statistics250/fall2011]]></link><guid><![CDATA[http://open.umich.edu:80/education/lsa/statistics250/fall2011]]></guid><description><![CDATA[<div class="field field-type-text field-field-content-type">
      <div class="field-label">Content Type:&nbsp;</div>
    <div class="field-items">
            <div class="field-item odd">
                    Course        </div>
        </div>
</div>
<div class="field field-type-text field-field-course-code">
      <div class="field-label">Short Title/Course Code:&nbsp;</div>
    <div class="field-items">
            <div class="field-item odd">
                    statistics250        </div>
 ]]>
</description><dc:description><![CDATA[<div class="field field-type-text field-field-content-type">
      <div class="field-label">Content Type:&nbsp;</div>
    <div class="field-items">
            <div class="field-item odd">
                    Course        </div>
        </div>
</div>
<div class="field field-type-text field-field-course-code">
      <div class="field-label">Short Title/Course Code:&nbsp;</div>
    <div class="field-items">
            <div class="field-item odd">
                    statistics250        </div>
 ]]>
</dc:description></item><item><title><![CDATA[5.301 Chemistry Laboratory Techniques (MIT)]]></title><dc:title><![CDATA[5.301 Chemistry Laboratory Techniques (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=04290b80fbf094f37c47f4429f824daf]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=04290b80fbf094f37c47f4429f824daf]]></guid><description><![CDATA[Includes audio/video content: AV special element video. This course is an intensive introduction to the techniques of experimental chemistry and gives first year students an opportunity to learn and master the basic chemistry lab techniques for carrying out experiments. Students who successfully complete the course and obtain a &quot;Competent Chemist&quot; (CC) or &quot;Expert Experimentalist&quot; (EE) rating are likely to secure opportunities for research work in a chemistry lab at MIT. Ackno]]>
</description><dc:description><![CDATA[Includes audio/video content: AV special element video. This course is an intensive introduction to the techniques of experimental chemistry and gives first year students an opportunity to learn and master the basic chemistry lab techniques for carrying out experiments. Students who successfully complete the course and obtain a &quot;Competent Chemist&quot; (CC) or &quot;Expert Experimentalist&quot; (EE) rating are likely to secure opportunities for research work in a chemistry lab at MIT. Ackno]]>
</dc:description></item><item><title><![CDATA[5.301 Chemistry Laboratory Techniques (MIT)]]></title><dc:title><![CDATA[5.301 Chemistry Laboratory Techniques (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=37b55c0030223a1c69e047e682070304]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=37b55c0030223a1c69e047e682070304]]></guid><description><![CDATA[This course is an intensive introduction to the techniques of experimental chemistry and gives first year students an opportunity to learn and master the basic chemistry lab techniques for carrying out experiments. Students who successfully complete the course and obtain a &quot;Competent Chemist&quot; (CC) or &quot;Expert Experimentalist&quot; (EE) rating are likely to secure opportunities for research work in a chemistry lab at MIT. Acknowledgements The laboratory manual and materials for this]]>
</description><dc:description><![CDATA[This course is an intensive introduction to the techniques of experimental chemistry and gives first year students an opportunity to learn and master the basic chemistry lab techniques for carrying out experiments. Students who successfully complete the course and obtain a &quot;Competent Chemist&quot; (CC) or &quot;Expert Experimentalist&quot; (EE) rating are likely to secure opportunities for research work in a chemistry lab at MIT. Acknowledgements The laboratory manual and materials for this]]>
</dc:description></item><item><title><![CDATA[5.301 Chemistry Laboratory Techniques (MIT)]]></title><dc:title><![CDATA[5.301 Chemistry Laboratory Techniques (MIT)]]></dc:title><link><![CDATA[http://ocw.mit.edu/courses/chemistry/5-301-chemistry-laboratory-techniques-january-iap-2012]]></link><guid><![CDATA[http://ocw.mit.edu/courses/chemistry/5-301-chemistry-laboratory-techniques-january-iap-2012]]></guid><description><![CDATA[This course is an intensive introduction to the techniques of experimental chemistry and gives first year students an opportunity to learn and master the basic chemistry lab techniques for carrying out experiments. Students who successfully complete the course and obtain a &quot;Competent Chemist&quot; (CC) or &quot;Expert Experimentalist&quot; (EE) rating are likely to secure opportunities for research work in a chemistry lab at MIT. Acknowledgements The laboratory manual and materials for this]]>
</description><dc:description><![CDATA[This course is an intensive introduction to the techniques of experimental chemistry and gives first year students an opportunity to learn and master the basic chemistry lab techniques for carrying out experiments. Students who successfully complete the course and obtain a &quot;Competent Chemist&quot; (CC) or &quot;Expert Experimentalist&quot; (EE) rating are likely to secure opportunities for research work in a chemistry lab at MIT. Acknowledgements The laboratory manual and materials for this]]>
</dc:description></item><item><title><![CDATA[Welcome to your Brain]]></title><dc:title><![CDATA[Welcome to your Brain]]></dc:title><link><![CDATA[http://techtv.mit.edu/videos/20374-welcome-to-your-brain]]></link><guid><![CDATA[http://techtv.mit.edu/videos/20374-welcome-to-your-brain]]></guid><description><![CDATA[<p>A brief introduction to the brain and its basic building block -- the remarkable neuron.&nbsp;</p>]]>
</description><dc:description><![CDATA[<p>A brief introduction to the brain and its basic building block -- the remarkable neuron.&nbsp;</p>]]>
</dc:description></item><item><title><![CDATA[Introduction to Sociology (J. Rothenberg edition)]]></title><dc:title><![CDATA[Introduction to Sociology (J. Rothenberg edition)]]></dc:title><link><![CDATA[http://cnx.org/content/col11443/latest/]]></link><guid><![CDATA[http://cnx.org/content/col11443/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/soccap">Sociology Cap</a>
                
                </i></b><br/>
              Introduction to Sociology was written by teams of sociology professors and writers and peer-reviewed by college instructors nationwide. The textbook was developed for OpenStax College as part of […]<br/>
              
              <img style="border: 0px"
                  src="http://i.creativecommons.org/l/by/3.0/80x15.png"/>
              
  ]]>
</description><dc:description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/soccap">Sociology Cap</a>
                
                </i></b><br/>
              Introduction to Sociology was written by teams of sociology professors and writers and peer-reviewed by college instructors nationwide. The textbook was developed for OpenStax College as part of […]<br/>
              
              <img style="border: 0px"
                  src="http://i.creativecommons.org/l/by/3.0/80x15.png"/>
              
  ]]>
</dc:description></item><item><title><![CDATA[Get Psyched!]]></title><dc:title><![CDATA[Get Psyched!]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=51001]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=51001]]></guid><description><![CDATA[This is a short speech to get students excited about writing.&nbsp; This would make a good introduction to any writing assignment.&nbsp; (01:16)]]>
</description><dc:description><![CDATA[This is a short speech to get students excited about writing.&nbsp; This would make a good introduction to any writing assignment.&nbsp; (01:16)]]>
</dc:description></item><item><title><![CDATA[Introduction to Jamaican Cuisine]]></title><dc:title><![CDATA[Introduction to Jamaican Cuisine]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=nmpXUn_wJMU]]></link><guid><![CDATA[http://www.youtube.com/watch?v=nmpXUn_wJMU]]></guid><description><![CDATA[In Jamaica, Africa meets up with Spain and England to create a vibrant cuisine. The Maroon peoples, the escaped slaves of the Spaniards who headed for the Blue Mountains when the English arrived, created what is today's jerk, and the English Cornish pasty is a close cousin to Jamaica's classic street treat, the meat patty.

For recipes, visit http://www.ciaprochef.com/WCA7.]]>
</description><dc:description><![CDATA[In Jamaica, Africa meets up with Spain and England to create a vibrant cuisine. The Maroon peoples, the escaped slaves of the Spaniards who headed for the Blue Mountains when the English arrived, created what is today's jerk, and the English Cornish pasty is a close cousin to Jamaica's classic street treat, the meat patty.

For recipes, visit http://www.ciaprochef.com/WCA7.]]>
</dc:description></item><item><title><![CDATA[Smooth muscle overview]]></title><dc:title><![CDATA[Smooth muscle overview]]></dc:title><link><![CDATA[http://cnx.org/content/m44260/latest/]]></link><guid><![CDATA[http://cnx.org/content/m44260/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/jmansfieldjones">Jennifer Mansfield-Jones</a>
                
                </i></b><br/>
              This introduction to smooth muscle tissue describes its key features, its general use in the human body, and some of its differences from other muscle types.<br/>
              
              <img style="border: 0px"
                  src="http://i.creativecommons.org/l/by/3.0/80x15.png"/>
              
                <a href="]]>
</description><dc:description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/jmansfieldjones">Jennifer Mansfield-Jones</a>
                
                </i></b><br/>
              This introduction to smooth muscle tissue describes its key features, its general use in the human body, and some of its differences from other muscle types.<br/>
              
              <img style="border: 0px"
                  src="http://i.creativecommons.org/l/by/3.0/80x15.png"/>
              
                <a href="]]>
</dc:description></item><item><title><![CDATA[Introduction to the Cuisine of the Caribbean]]></title><dc:title><![CDATA[Introduction to the Cuisine of the Caribbean]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=5xi1M9M9sh4]]></link><guid><![CDATA[http://www.youtube.com/watch?v=5xi1M9M9sh4]]></guid><description><![CDATA[Join The Culinary Institute of America on a tour of the cuisines of the Caribbean. The islands of Jamaica, Puerto Rico, and Trinidad and Tobago offer a complex world of flavors, where fine dining can be found side by side with a staggering array of street eats and finger-licking beach treats.

For recipes, visit http://www.ciaprochef.com/WCA7.]]>
</description><dc:description><![CDATA[Join The Culinary Institute of America on a tour of the cuisines of the Caribbean. The islands of Jamaica, Puerto Rico, and Trinidad and Tobago offer a complex world of flavors, where fine dining can be found side by side with a staggering array of street eats and finger-licking beach treats.

For recipes, visit http://www.ciaprochef.com/WCA7.]]>
</dc:description></item><item><title><![CDATA[Introduction to FirstClass for EMBA students]]></title><dc:title><![CDATA[Introduction to FirstClass for EMBA students]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=YYGkzA_ItCQ]]></link><guid><![CDATA[http://www.youtube.com/watch?v=YYGkzA_ItCQ]]></guid><description><![CDATA[Introduction to FirstClass for Executive MBA students at the John Molson School of Business]]>
</description><dc:description><![CDATA[Introduction to FirstClass for Executive MBA students at the John Molson School of Business]]>
</dc:description></item><item><title><![CDATA[Introduction to FirstClass for MBA and GDBA students]]></title><dc:title><![CDATA[Introduction to FirstClass for MBA and GDBA students]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=h5pstjC_ZV8]]></link><guid><![CDATA[http://www.youtube.com/watch?v=h5pstjC_ZV8]]></guid><description><![CDATA[Introduction to FirstClass for MBA and GDBA students at the John Molson School of Business]]>
</description><dc:description><![CDATA[Introduction to FirstClass for MBA and GDBA students at the John Molson School of Business]]>
</dc:description></item><item><title><![CDATA[Introduction to FirstClass for PhD and MSc students at JMSB, Concordia University]]></title><dc:title><![CDATA[Introduction to FirstClass for PhD and MSc students at JMSB, Concordia University]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=VEemsimKj-Y]]></link><guid><![CDATA[http://www.youtube.com/watch?v=VEemsimKj-Y]]></guid><description><![CDATA[Introduction to FirstClass for PhD and MSc students at Concordia University's John Molson School of Business]]>
</description><dc:description><![CDATA[Introduction to FirstClass for PhD and MSc students at Concordia University's John Molson School of Business]]>
</dc:description></item><item><title><![CDATA[Introduction to FirstClass for students in JMSB's CMA Program]]></title><dc:title><![CDATA[Introduction to FirstClass for students in JMSB's CMA Program]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=ZRANugokgZ8]]></link><guid><![CDATA[http://www.youtube.com/watch?v=ZRANugokgZ8]]></guid><description><![CDATA[Introduction to FirstClass for students in JMSB's Graduate Certificate in Management Accounting Program at Concordia University]]>
</description><dc:description><![CDATA[Introduction to FirstClass for students in JMSB's Graduate Certificate in Management Accounting Program at Concordia University]]>
</dc:description></item><item><title><![CDATA[Introduction to FirstClass for students in JMSB's CA Program]]></title><dc:title><![CDATA[Introduction to FirstClass for students in JMSB's CA Program]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=0eU1CTjsyJU]]></link><guid><![CDATA[http://www.youtube.com/watch?v=0eU1CTjsyJU]]></guid><description><![CDATA[Introduction to FirstClass for students in JMSB's Diploma in Chartered Accountancy at Concordia University]]>
</description><dc:description><![CDATA[Introduction to FirstClass for students in JMSB's Diploma in Chartered Accountancy at Concordia University]]>
</dc:description></item><item><title><![CDATA[Introduction to FirstClass for undergraduate students at JMSB]]></title><dc:title><![CDATA[Introduction to FirstClass for undergraduate students at JMSB]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=Ym_jQPU6nlY]]></link><guid><![CDATA[http://www.youtube.com/watch?v=Ym_jQPU6nlY]]></guid><description><![CDATA[Introduction to FirstClass for undergraduate students at Concordia University's John Molson School of Business]]>
</description><dc:description><![CDATA[Introduction to FirstClass for undergraduate students at Concordia University's John Molson School of Business]]>
</dc:description></item><item><title><![CDATA[Introduction to FirstClass for GIIM students]]></title><dc:title><![CDATA[Introduction to FirstClass for GIIM students]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=QhOXvJQMlnA]]></link><guid><![CDATA[http://www.youtube.com/watch?v=QhOXvJQMlnA]]></guid><description><![CDATA[Introduction to FirstClass for students at JMSB's Goodman Institute of Investment Management.]]>
</description><dc:description><![CDATA[Introduction to FirstClass for students at JMSB's Goodman Institute of Investment Management.]]>
</dc:description></item><item><title><![CDATA[What Is Computer Programming?]]></title><dc:title><![CDATA[What Is Computer Programming?]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=50881]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=50881]]></guid><description><![CDATA[The is the first lesson in BFOIT's Introduction to Computer Programming, "What Is Computer Programming," which is an overview. The sound quality could be a little better. (07:54)]]>
</description><dc:description><![CDATA[The is the first lesson in BFOIT's Introduction to Computer Programming, "What Is Computer Programming," which is an overview. The sound quality could be a little better. (07:54)]]>
</dc:description></item><item><title><![CDATA[Introduction to Orientation]]></title><dc:title><![CDATA[Introduction to Orientation]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=B6VVH8V6_SU]]></link><guid><![CDATA[http://www.youtube.com/watch?v=B6VVH8V6_SU]]></guid><description><![CDATA[An introduction to college life, as acted out by orientation leaders.]]>
</description><dc:description><![CDATA[An introduction to college life, as acted out by orientation leaders.]]>
</dc:description></item><item><title><![CDATA[Introduction to Multiple Exciton Generation II]]></title><dc:title><![CDATA[Introduction to Multiple Exciton Generation II]]></dc:title><link><![CDATA[http://www.scivee.tv:80/node/52323]]></link><guid><![CDATA[http://www.scivee.tv:80/node/52323]]></guid><description><![CDATA[By: icamp2012school Arthur Nozik, National Renewable Energy Laboratory / University of Colorado at Boulder / RASEI]]>
</description><dc:description><![CDATA[By: icamp2012school Arthur Nozik, National Renewable Energy Laboratory / University of Colorado at Boulder / RASEI]]>
</dc:description></item><item><title><![CDATA[Introduction to Multiple Exciton Generation I]]></title><dc:title><![CDATA[Introduction to Multiple Exciton Generation I]]></dc:title><link><![CDATA[http://www.scivee.tv:80/node/52322]]></link><guid><![CDATA[http://www.scivee.tv:80/node/52322]]></guid><description><![CDATA[By: icamp2012school Arthur Nozik, National Renewable Energy Laboratory / University of Colorado at Boulder / RASEI]]>
</description><dc:description><![CDATA[By: icamp2012school Arthur Nozik, National Renewable Energy Laboratory / University of Colorado at Boulder / RASEI]]>
</dc:description></item><item><title><![CDATA[Gore Vidal and Revisionism]]></title><dc:title><![CDATA[Gore Vidal and Revisionism]]></dc:title><link><![CDATA[http://mises.org/daily/6144/Gore-Vidal-and-Revisionism]]></link><guid><![CDATA[http://mises.org/daily/6144/Gore-Vidal-and-Revisionism]]></guid><description><![CDATA[<div class="editorial-preface">
  <p>[This article is excerpted from <a href="http://mises.org/document/4157/Why-American-History-is-Not-What-They-Say-An-Introduction-to-Revisionism"><i>Why American History Is Not What They Say: An Introduction to Revisionism</i></a> (2009).]</p>
</div>
<div class="figure"><img src="http://images.mises.org/6144/GoreVidal.jpg" alt="Gore Vidal (1925-2012)" border="0" /></div>
<p>One of the forces involved in the recent heating up of the perennial American-hist]]>
</description><dc:description><![CDATA[<div class="editorial-preface">
  <p>[This article is excerpted from <a href="http://mises.org/document/4157/Why-American-History-is-Not-What-They-Say-An-Introduction-to-Revisionism"><i>Why American History Is Not What They Say: An Introduction to Revisionism</i></a> (2009).]</p>
</div>
<div class="figure"><img src="http://images.mises.org/6144/GoreVidal.jpg" alt="Gore Vidal (1925-2012)" border="0" /></div>
<p>One of the forces involved in the recent heating up of the perennial American-hist]]>
</dc:description></item><item><title><![CDATA[Automatic Speech Recognition, Spring 2003]]></title><dc:title><![CDATA[Automatic Speech Recognition, Spring 2003]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/6-345-automatic-speech-recognition-spring-2003]]></link><guid><![CDATA[http://www.oercommons.org/courses/6-345-automatic-speech-recognition-spring-2003]]></guid><description><![CDATA[Graduate-level introduction to automatic speech recognition. Provides relevant background in acoustic theory of speech production, properties of speech sounds, signal representation, acoustic modeling, pattern classification, search algorithms, stochastic modeling techniques (including hidden Markov modeling), and language modeling. Examines approaches of state-of-the-art speech recognition systems. Introduces students to the rapidly developing field of automatic speech recognition. Its content ]]>
</description><dc:description><![CDATA[Graduate-level introduction to automatic speech recognition. Provides relevant background in acoustic theory of speech production, properties of speech sounds, signal representation, acoustic modeling, pattern classification, search algorithms, stochastic modeling techniques (including hidden Markov modeling), and language modeling. Examines approaches of state-of-the-art speech recognition systems. Introduces students to the rapidly developing field of automatic speech recognition. Its content ]]>
</dc:description></item><item><title><![CDATA[Introduction to Assembly Language]]></title><dc:title><![CDATA[Introduction to Assembly Language]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/introduction-to-assembly-language]]></link><guid><![CDATA[http://www.oercommons.org/courses/introduction-to-assembly-language]]></guid><description><![CDATA[This module will provide a brief introduction into Assembly Language.]]>
</description><dc:description><![CDATA[This module will provide a brief introduction into Assembly Language.]]>
</dc:description></item><item><title><![CDATA[GS-05: Introduction to adjustment layers]]></title><dc:title><![CDATA[GS-05: Introduction to adjustment layers]]></dc:title><link><![CDATA[http://tv.adobe.com/watch/learn-photoshop-cs5/gs05-introduction-to-adjustment-layers/]]></link><guid><![CDATA[http://tv.adobe.com/watch/learn-photoshop-cs5/gs05-introduction-to-adjustment-layers/]]></guid><description><![CDATA[Apply adjustment layers to manipulate the color, tone, contrast, and other aspects of images. Apply adjustments non-destructively, monitor levels in the panel's histogram, and paint away adjustments with the built-in layer mask.]]>
</description><dc:description><![CDATA[Apply adjustment layers to manipulate the color, tone, contrast, and other aspects of images. Apply adjustments non-destructively, monitor levels in the panel's histogram, and paint away adjustments with the built-in layer mask.]]>
</dc:description></item><item><title><![CDATA[Introduction to Newton's Laws]]></title><dc:title><![CDATA[Introduction to Newton's Laws]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=50775]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=50775]]></guid><description><![CDATA[Professor Lewin discusses Newton's Laws. He demonstrates the 3rd law by using a Heros Engine. He also shows how anybody can "shake" the earth by throwing a ball up in the air&nbsp;(49:16).]]>
</description><dc:description><![CDATA[Professor Lewin discusses Newton's Laws. He demonstrates the 3rd law by using a Heros Engine. He also shows how anybody can "shake" the earth by throwing a ball up in the air&nbsp;(49:16).]]>
</dc:description></item><item><title><![CDATA[Crisis and Openings: Introduction to Marxism]]></title><dc:title><![CDATA[Crisis and Openings: Introduction to Marxism]]></dc:title><link><![CDATA[http://rdwolff.com:80/content/crisis-and-openings-introduction-marxism]]></link><guid><![CDATA[http://rdwolff.com:80/content/crisis-and-openings-introduction-marxism]]></guid><description><![CDATA[Description not set]]>
</description><dc:description><![CDATA[Description not set]]>
</dc:description></item><item><title><![CDATA[Introduction to Economic Sophisms]]></title><dc:title><![CDATA[Introduction to Economic Sophisms]]></dc:title><link><![CDATA[http://mises.org/daily/6083/Introduction-to-Economic-Sophisms]]></link><guid><![CDATA[http://mises.org/daily/6083/Introduction-to-Economic-Sophisms]]></guid><description><![CDATA[<div class="editorial-preface">
  <p>[This introduction to Bastiat's <i>Economic Sophisms</i> (1845) is excerpted from <a href="http://mises.org/document/6299/The-Bastiat-Collection"><i>The Bastiat Collection</i></a> (2011).]</p>
</div>
<div class="figure"><a href="https://mises.org/store/Bastiat-Collection-Pocket-Edition-P10458.aspx"><img src="http://images.mises.org/6083/BastiatBook.jpg" alt="The Bastiat Collection" border="0" /></a></div>
<p>My design in this little volume is to refute so]]>
</description><dc:description><![CDATA[<div class="editorial-preface">
  <p>[This introduction to Bastiat's <i>Economic Sophisms</i> (1845) is excerpted from <a href="http://mises.org/document/6299/The-Bastiat-Collection"><i>The Bastiat Collection</i></a> (2011).]</p>
</div>
<div class="figure"><a href="https://mises.org/store/Bastiat-Collection-Pocket-Edition-P10458.aspx"><img src="http://images.mises.org/6083/BastiatBook.jpg" alt="The Bastiat Collection" border="0" /></a></div>
<p>My design in this little volume is to refute so]]>
</dc:description></item><item><title><![CDATA[Derived copy of Introduction to Sociology]]></title><dc:title><![CDATA[Derived copy of Introduction to Sociology]]></dc:title><link><![CDATA[http://cnx.org/content/col11442/latest/]]></link><guid><![CDATA[http://cnx.org/content/col11442/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/dfharris02">David Harris</a>
                
                </i></b><br/>
              Introduction to Sociology was written by teams of sociology professors and writers and peer-reviewed by college instructors nationwide. The textbook was developed for OpenStax College as part of […]<br/>
              
              <img style="border: 0px"
                  src="http://i.creativecommons.org/l/by/3.0/80x15.png"/>
              ]]>
</description><dc:description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/dfharris02">David Harris</a>
                
                </i></b><br/>
              Introduction to Sociology was written by teams of sociology professors and writers and peer-reviewed by college instructors nationwide. The textbook was developed for OpenStax College as part of […]<br/>
              
              <img style="border: 0px"
                  src="http://i.creativecommons.org/l/by/3.0/80x15.png"/>
              ]]>
</dc:description></item><item><title><![CDATA[Understanding the Scope of Inequality]]></title><dc:title><![CDATA[Understanding the Scope of Inequality]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/understanding-the-scope-of-inequality]]></link><guid><![CDATA[http://www.oercommons.org/courses/understanding-the-scope-of-inequality]]></guid><description><![CDATA[The purpose of this module is to familiarize students in an Introduction to Sociology and Anthropology course to social science data. Students will explore inequality in the United States by examining census data.]]>
</description><dc:description><![CDATA[The purpose of this module is to familiarize students in an Introduction to Sociology and Anthropology course to social science data. Students will explore inequality in the United States by examining census data.]]>
</dc:description></item><item><title><![CDATA[Binary Numbers - Khan Academy]]></title><dc:title><![CDATA[Binary Numbers - Khan Academy]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=50702]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=50702]]></guid><description><![CDATA[Understanding how numbers are represented. Introduction to binary numbers. (10:34)]]>
</description><dc:description><![CDATA[Understanding how numbers are represented. Introduction to binary numbers. (10:34)]]>
</dc:description></item><item><title><![CDATA[Exercise - Write a Fibonacci Function - Khan Academy]]></title><dc:title><![CDATA[Exercise - Write a Fibonacci Function - Khan Academy]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=50681]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=50681]]></guid><description><![CDATA[Introduction to the Fibonacci Sequence and a programming challenge. (04:15)]]>
</description><dc:description><![CDATA[Introduction to the Fibonacci Sequence and a programming challenge. (04:15)]]>
</dc:description></item><item><title><![CDATA[Recursive Factorial Function - Khan Academy]]></title><dc:title><![CDATA[Recursive Factorial Function - Khan Academy]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=50679]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=50679]]></guid><description><![CDATA[Introduction to recursion. (05:35)]]>
</description><dc:description><![CDATA[Introduction to recursion. (05:35)]]>
</dc:description></item><item><title><![CDATA[Seminar in Environmental Science, Spring 2008]]></title><dc:title><![CDATA[Seminar in Environmental Science, Spring 2008]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/seminar-in-environmental-science-spring-2008]]></link><guid><![CDATA[http://www.oercommons.org/courses/seminar-in-environmental-science-spring-2008]]></guid><description><![CDATA[Required for all Earth, Atmospheric, and Planetary Sciences majors in the Environmental Science track, this course is an introduction to current research in the field. Stresses integration of central scientific concepts in environmental policy making and the chemistry, biology, and geology environmental science tracks. Revisits selected core themes for students who have already acquired a basic understanding of environmental science concepts. The topic for this term is geoengineering.]]>
</description><dc:description><![CDATA[Required for all Earth, Atmospheric, and Planetary Sciences majors in the Environmental Science track, this course is an introduction to current research in the field. Stresses integration of central scientific concepts in environmental policy making and the chemistry, biology, and geology environmental science tracks. Revisits selected core themes for students who have already acquired a basic understanding of environmental science concepts. The topic for this term is geoengineering.]]>
</dc:description></item><item><title><![CDATA[24.09 Minds and Machines (MIT)]]></title><dc:title><![CDATA[24.09 Minds and Machines (MIT)]]></dc:title><link><![CDATA[http://ocw.mit.edu/courses/linguistics-and-philosophy/24-09-minds-and-machines-fall-2011]]></link><guid><![CDATA[http://ocw.mit.edu/courses/linguistics-and-philosophy/24-09-minds-and-machines-fall-2011]]></guid><description><![CDATA[This course is an introduction to many of the central issues in a branch of philosophy called philosophy of mind.]]>
</description><dc:description><![CDATA[This course is an introduction to many of the central issues in a branch of philosophy called philosophy of mind.]]>
</dc:description></item><item><title><![CDATA[Introduction to the Molecular Phylogeny of Insects]]></title><dc:title><![CDATA[Introduction to the Molecular Phylogeny of Insects]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/introduction-to-the-molecular-phylogeny-of-insects]]></link><guid><![CDATA[http://www.oercommons.org/courses/introduction-to-the-molecular-phylogeny-of-insects]]></guid><description><![CDATA[A laboratory exercise to introduce DNA analysis as a tool for the study of evolution.]]>
</description><dc:description><![CDATA[A laboratory exercise to introduce DNA analysis as a tool for the study of evolution.]]>
</dc:description></item><item><title><![CDATA[Negative Numbers Introduction - Khan Academy]]></title><dc:title><![CDATA[Negative Numbers Introduction - Khan Academy]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=50615]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=50615]]></guid><description><![CDATA[Sal Khan offers a basic ten-minute introduction to negative numbers. (09:36)]]>
</description><dc:description><![CDATA[Sal Khan offers a basic ten-minute introduction to negative numbers. (09:36)]]>
</dc:description></item><item><title><![CDATA[Derived copy of Introduction to Sociology]]></title><dc:title><![CDATA[Derived copy of Introduction to Sociology]]></dc:title><link><![CDATA[http://cnx.org/content/col11440/latest/]]></link><guid><![CDATA[http://cnx.org/content/col11440/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/dfharris02">David Harris</a>
                
                </i></b><br/>
              Introduction to Sociology was written by teams of sociology professors and writers and peer-reviewed by college instructors nationwide. The textbook was developed for OpenStax College as part of […]<br/>
              
              <img style="border: 0px"
                  src="http://i.creativecommons.org/l/by/3.0/80x15.png"/>
              ]]>
</description><dc:description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/dfharris02">David Harris</a>
                
                </i></b><br/>
              Introduction to Sociology was written by teams of sociology professors and writers and peer-reviewed by college instructors nationwide. The textbook was developed for OpenStax College as part of […]<br/>
              
              <img style="border: 0px"
                  src="http://i.creativecommons.org/l/by/3.0/80x15.png"/>
              ]]>
</dc:description></item><item><title><![CDATA[Accelerate Your Programming or Science Career with GPU Computing: An Introduction to Using CUDA]]></title><dc:title><![CDATA[Accelerate Your Programming or Science Career with GPU Computing: An Introduction to Using CUDA]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=KfGnLltyRH4]]></link><guid><![CDATA[http://www.youtube.com/watch?v=KfGnLltyRH4]]></guid><description><![CDATA[Heterogeneous or Hybrid computing is about using the best processor for the job, combining the CPU and the GPU for high-powered computing. The conventional idea that computers will double in speed about every two years is no longer true. Computers are getting wider, not faster. In this talk, you will learn why this is and how GPUs can help. You'll also learn what the CUDA platform is, as well as a brief introduction to CUDA C too show you it's very simple to unlock the massively parallel computa]]>
</description><dc:description><![CDATA[Heterogeneous or Hybrid computing is about using the best processor for the job, combining the CPU and the GPU for high-powered computing. The conventional idea that computers will double in speed about every two years is no longer true. Computers are getting wider, not faster. In this talk, you will learn why this is and how GPUs can help. You'll also learn what the CUDA platform is, as well as a brief introduction to CUDA C too show you it's very simple to unlock the massively parallel computa]]>
</dc:description></item><item><title><![CDATA[The Book Whisperer Trailer]]></title><dc:title><![CDATA[The Book Whisperer Trailer]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=50575]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=50575]]></guid><description><![CDATA[This slide show set to music presents the main ideas of The Book Whisperer by Donalyn Milller and could be used as an introduction to Reader's Workshop for both teachers and students.&nbsp; ( 1:07)]]>
</description><dc:description><![CDATA[This slide show set to music presents the main ideas of The Book Whisperer by Donalyn Milller and could be used as an introduction to Reader's Workshop for both teachers and students.&nbsp; ( 1:07)]]>
</dc:description></item><item><title><![CDATA[Introduction to Reflexive Pronouns]]></title><dc:title><![CDATA[Introduction to Reflexive Pronouns]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=50574]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=50574]]></guid><description><![CDATA[In this video, an instructor defines and explains the correct usage of reflexive pronouns ( myself, yourself, etc.).&nbsp; Examples are shown on a white baord.&nbsp; ( 8:22)]]>
</description><dc:description><![CDATA[In this video, an instructor defines and explains the correct usage of reflexive pronouns ( myself, yourself, etc.).&nbsp; Examples are shown on a white baord.&nbsp; ( 8:22)]]>
</dc:description></item><item><title><![CDATA[The Revolving Door: Child Malnutrition in Mount Frere, Eastern Cape South Africa: Case Study]]></title><dc:title><![CDATA[The Revolving Door: Child Malnutrition in Mount Frere, Eastern Cape South Africa: Case Study]]></dc:title><link><![CDATA[http://www.oerafrica.org/BMModules/tabid/0/mctl/Details/id/39268/Default.aspx]]></link><guid><![CDATA[http://www.oerafrica.org/BMModules/tabid/0/mctl/Details/id/39268/Default.aspx]]></guid><description><![CDATA[<p>This case study focuses on the multiple factors which feed into under 5 malnutrition (including the social determinants of disease). It is set in the Eastern Cape province of South Africa in 2002. The UNICEF Conceptual Framework is used as a tool for analysis.</p> <p>The case is structured as a short narrative case study followed by an introduction to the UNICEF Conceptual Framework. In addition, contextual information is supplied and could be supplemented, using links to further sources of i]]>
</description><dc:description><![CDATA[<p>This case study focuses on the multiple factors which feed into under 5 malnutrition (including the social determinants of disease). It is set in the Eastern Cape province of South Africa in 2002. The UNICEF Conceptual Framework is used as a tool for analysis.</p> <p>The case is structured as a short narrative case study followed by an introduction to the UNICEF Conceptual Framework. In addition, contextual information is supplied and could be supplemented, using links to further sources of i]]>
</dc:description></item><item><title><![CDATA[CFD Workshop]]></title><dc:title><![CDATA[CFD Workshop]]></dc:title><link><![CDATA[http://ocw.upm.es/mecanica-de-fluidos/cfd-workshop]]></link><guid><![CDATA[http://ocw.upm.es/mecanica-de-fluidos/cfd-workshop]]></guid><description><![CDATA[The objectives of this course are to provide a practical introduction to the use of CFD codes in Engineering. The students will acquire skills in modelling and meshing 3D geometries which they will use to run panel method codes for the computation of the potential flow around a body (with special attention to problems with a free surface) and finite element/volume codes for the computation of viscous flows.]]>
</description><dc:description><![CDATA[The objectives of this course are to provide a practical introduction to the use of CFD codes in Engineering. The students will acquire skills in modelling and meshing 3D geometries which they will use to run panel method codes for the computation of the potential flow around a body (with special attention to problems with a free surface) and finite element/volume codes for the computation of viscous flows.]]>
</dc:description></item><item><title><![CDATA[The Forecast Factory]]></title><dc:title><![CDATA[The Forecast Factory]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/the-forecast-factory]]></link><guid><![CDATA[http://www.oercommons.org/courses/the-forecast-factory]]></guid><description><![CDATA[The Forest Factory classroom exercise is an introduction to the topic of weather forecasting. Students role-play the various elements in forecasting process such as equations, announcers, data analysts, and airplanes. By following the script, the students will summarize the entire process in a single class period. This lesson plan is well suited to large classes in lecture-hall settings. This Starting Point website provides a discussion and summary of this teaching method as well as extensions t]]>
</description><dc:description><![CDATA[The Forest Factory classroom exercise is an introduction to the topic of weather forecasting. Students role-play the various elements in forecasting process such as equations, announcers, data analysts, and airplanes. By following the script, the students will summarize the entire process in a single class period. This lesson plan is well suited to large classes in lecture-hall settings. This Starting Point website provides a discussion and summary of this teaching method as well as extensions t]]>
</dc:description></item><item><title><![CDATA[24.09 Minds and Machines (MIT)]]></title><dc:title><![CDATA[24.09 Minds and Machines (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=eae72c4e13677ab29752cb8fc941f14a]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=eae72c4e13677ab29752cb8fc941f14a]]></guid><description><![CDATA[This course is an introduction to many of the central issues in a branch of philosophy called philosophy of mind.<br clear="both" style="clear: both;"/>
<br clear="both" style="clear: both;"/>
  <a style='font-size: 10px; color: maroon;' href='http://www.pheedcontent.com/hostedMorselClick.php?hfmm=v3:1593fce41f048d5b38338dcfac67873a:WCd1zud6suRQocTbcahE5HHWSdDxtOkYiH8%2FkeOfRAhXuhHxej2NK%2FLTXWRW6wG1AhP30Vjvif32UA%3D%3D'><img border='0' title='Email this Article' alt='Email this Article' src='ht]]>
</description><dc:description><![CDATA[This course is an introduction to many of the central issues in a branch of philosophy called philosophy of mind.<br clear="both" style="clear: both;"/>
<br clear="both" style="clear: both;"/>
  <a style='font-size: 10px; color: maroon;' href='http://www.pheedcontent.com/hostedMorselClick.php?hfmm=v3:1593fce41f048d5b38338dcfac67873a:WCd1zud6suRQocTbcahE5HHWSdDxtOkYiH8%2FkeOfRAhXuhHxej2NK%2FLTXWRW6wG1AhP30Vjvif32UA%3D%3D'><img border='0' title='Email this Article' alt='Email this Article' src='ht]]>
</dc:description></item><item><title><![CDATA[Introduction to OPV Molecules, Materials, and Devices II]]></title><dc:title><![CDATA[Introduction to OPV Molecules, Materials, and Devices II]]></dc:title><link><![CDATA[http://www.scivee.tv:80/node/52152]]></link><guid><![CDATA[http://www.scivee.tv:80/node/52152]]></guid><description><![CDATA[By: icamp2012school Sean Shaheen, University of Denver]]>
</description><dc:description><![CDATA[By: icamp2012school Sean Shaheen, University of Denver]]>
</dc:description></item><item><title><![CDATA[Questions No One Knows the Answers To]]></title><dc:title><![CDATA[Questions No One Knows the Answers To]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=50355]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=50355]]></guid><description><![CDATA[In the first of a new TED-Ed series designed to catalyze curiosity, TED <br />
Curator Chris Anderson shares his boyhood obsession with quirky <br />
questions that seem to have no answers.&nbsp; This is an introduction to a series, but the video is a stand alone great way to get students thinking creatively and becoming curious.&nbsp; (02:10)]]>
</description><dc:description><![CDATA[In the first of a new TED-Ed series designed to catalyze curiosity, TED <br />
Curator Chris Anderson shares his boyhood obsession with quirky <br />
questions that seem to have no answers.&nbsp; This is an introduction to a series, but the video is a stand alone great way to get students thinking creatively and becoming curious.&nbsp; (02:10)]]>
</dc:description></item><item><title><![CDATA[Introduction to Economics - Khan Academy]]></title><dc:title><![CDATA[Introduction to Economics - Khan Academy]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=50375]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=50375]]></guid><description><![CDATA[Sal Khan offers a basic introduction to what constitutes microeconomics and macroeconomics, plus offers a little information about Adam Smith. (09:59)]]>
</description><dc:description><![CDATA[Sal Khan offers a basic introduction to what constitutes microeconomics and macroeconomics, plus offers a little information about Adam Smith. (09:59)]]>
</dc:description></item><item><title><![CDATA[Introduction to Markov Processes]]></title><dc:title><![CDATA[Introduction to Markov Processes]]></dc:title><link><![CDATA[http://cnx.org/content/m44014/latest/]]></link><guid><![CDATA[http://cnx.org/content/m44014/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/zdzisiekm">Dr Zdzislaw (Gustav) Meglicki, Jr</a>
                
                </i></b><br/>
              We introduce the concept of stochastic and Markov processes and the Chapman-Kolmogorov equations that define the latter. We show how Markov processes can be described in terms of the Markov […]<br/>
              
              <img style="border: 0px"
                  src="http://i.creativecommons.org/l/by/3.0/80x15.png"/>]]>
</description><dc:description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/zdzisiekm">Dr Zdzislaw (Gustav) Meglicki, Jr</a>
                
                </i></b><br/>
              We introduce the concept of stochastic and Markov processes and the Chapman-Kolmogorov equations that define the latter. We show how Markov processes can be described in terms of the Markov […]<br/>
              
              <img style="border: 0px"
                  src="http://i.creativecommons.org/l/by/3.0/80x15.png"/>]]>
</dc:description></item><item><title><![CDATA[Interrogative & Demonstrative Pronouns]]></title><dc:title><![CDATA[Interrogative & Demonstrative Pronouns]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=50190]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=50190]]></guid><description><![CDATA[This video features a teacher's introduction to interrogative and demonstrative pronouns.&nbsp; The teacher provides instruction on the usage of who/whom as subjects/objects with examples appearing on a screen.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ( 4:26)]]>
</description><dc:description><![CDATA[This video features a teacher's introduction to interrogative and demonstrative pronouns.&nbsp; The teacher provides instruction on the usage of who/whom as subjects/objects with examples appearing on a screen.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ( 4:26)]]>
</dc:description></item><item><title><![CDATA[Introduction to Metamaterials]]></title><dc:title><![CDATA[Introduction to Metamaterials]]></dc:title><link><![CDATA[http://www.scivee.tv:80/node/52084]]></link><guid><![CDATA[http://www.scivee.tv:80/node/52084]]></guid><description><![CDATA[By: icamp2012school Introduction to Metamaterials
Sailing He, KTH Royal Institute of Technology / ZJU]]>
</description><dc:description><![CDATA[By: icamp2012school Introduction to Metamaterials
Sailing He, KTH Royal Institute of Technology / ZJU]]>
</dc:description></item><item><title><![CDATA[Helen Keller Mini Bio]]></title><dc:title><![CDATA[Helen Keller Mini Bio]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=50064]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=50064]]></guid><description><![CDATA[This is a preview/intro to a biography on Helen Keller.&nbsp; It is older (black &amp; white), but contains many facts about her life in accomplishments.&nbsp; This would be a great introduction to studying her life.&nbsp; (03:00)]]>
</description><dc:description><![CDATA[This is a preview/intro to a biography on Helen Keller.&nbsp; It is older (black &amp; white), but contains many facts about her life in accomplishments.&nbsp; This would be a great introduction to studying her life.&nbsp; (03:00)]]>
</dc:description></item><item><title><![CDATA[RES.6-009 How to Process, Analyze and Visualize Data (MIT)]]></title><dc:title><![CDATA[RES.6-009 How to Process, Analyze and Visualize Data (MIT)]]></dc:title><link><![CDATA[http://ocw.mit.edu/resources/res-6-009-how-to-process-analyze-and-visualize-data-january-iap-2012]]></link><guid><![CDATA[http://ocw.mit.edu/resources/res-6-009-how-to-process-analyze-and-visualize-data-january-iap-2012]]></guid><description><![CDATA[This class is an introduction to data cleaning, analysis and visualization.  We will teach the basics of data analysis through concrete examples.  You will learn how to take raw data, extract meaningful information, use statistical tools, and make visualizations.]]>
</description><dc:description><![CDATA[This class is an introduction to data cleaning, analysis and visualization.  We will teach the basics of data analysis through concrete examples.  You will learn how to take raw data, extract meaningful information, use statistical tools, and make visualizations.]]>
</dc:description></item><item><title><![CDATA[Java Applications in Windows Azure Cloud Services using Eclipse]]></title><dc:title><![CDATA[Java Applications in Windows Azure Cloud Services using Eclipse]]></dc:title><link><![CDATA[http://channel9.msdn.com/Blogs/Interoperability/Java-Applications-in-Windows-Azure-Cloud-Services-using-Eclipse]]></link><guid><![CDATA[http://channel9.msdn.com/Blogs/Interoperability/Java-Applications-in-Windows-Azure-Cloud-Services-using-Eclipse]]></guid><description><![CDATA[<p>Learn how to start running Java web applications in Windows Azure cloud services using Eclipse in this &quot;Hello World&quot; demo by Martin Sawicki. This is an introduction to the Windows Azure Plugin for Eclipse with Java (by Microsoft Open Technologies, Inc), July 2012 Preview.</p> <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:ce59a0b45886490db573a090017525d1">]]>
</description><dc:description><![CDATA[<p>Learn how to start running Java web applications in Windows Azure cloud services using Eclipse in this &quot;Hello World&quot; demo by Martin Sawicki. This is an introduction to the Windows Azure Plugin for Eclipse with Java (by Microsoft Open Technologies, Inc), July 2012 Preview.</p> <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:ce59a0b45886490db573a090017525d1">]]>
</dc:description></item><item><title><![CDATA[Why Study: Hans Urs von Balthasar]]></title><dc:title><![CDATA[Why Study: Hans Urs von Balthasar]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=RK2Yiwim6ew]]></link><guid><![CDATA[http://www.youtube.com/watch?v=RK2Yiwim6ew]]></guid><description><![CDATA[Dr Karen Kilby gives a critical introduction to Swiss theologian Hans Urs von Balthasar (1905-88) whose influence on theology is greater now than during his life time.]]>
</description><dc:description><![CDATA[Dr Karen Kilby gives a critical introduction to Swiss theologian Hans Urs von Balthasar (1905-88) whose influence on theology is greater now than during his life time.]]>
</dc:description></item><item><title><![CDATA[Allen Hockley, Introduction to 19th Century Photography in East Asia]]></title><dc:title><![CDATA[Allen Hockley, Introduction to 19th Century Photography in East Asia]]></dc:title><link><![CDATA[http://techtv.mit.edu/videos/20075-allen-hockley-introduction-to-19th-century-photography-in-east-asia]]></link><guid><![CDATA[http://techtv.mit.edu/videos/20075-allen-hockley-introduction-to-19th-century-photography-in-east-asia]]></guid><description><![CDATA[Description not set]]>
</description><dc:description><![CDATA[Description not set]]>
</dc:description></item><item><title><![CDATA[RES.6-009 How to Process, Analyze and Visualize Data (MIT)]]></title><dc:title><![CDATA[RES.6-009 How to Process, Analyze and Visualize Data (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=45869ac3b8c44f86f93a86a9d3e67465]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=45869ac3b8c44f86f93a86a9d3e67465]]></guid><description><![CDATA[This class is an introduction to data cleaning, analysis and visualization.  We will teach the basics of data analysis through concrete examples.  You will learn how to take raw data, extract meaningful information, use statistical tools, and make visualizations.<br clear="both" style="clear: both;"/>
<br clear="both" style="clear: both;"/>
  <a style='font-size: 10px; color: maroon;' href='http://www.pheedcontent.com/hostedMorselClick.php?hfmm=v3:2f3c5207a7fefbb8eefa8f3a9a564d70:jkCVLSuy1%2BN61]]>
</description><dc:description><![CDATA[This class is an introduction to data cleaning, analysis and visualization.  We will teach the basics of data analysis through concrete examples.  You will learn how to take raw data, extract meaningful information, use statistical tools, and make visualizations.<br clear="both" style="clear: both;"/>
<br clear="both" style="clear: both;"/>
  <a style='font-size: 10px; color: maroon;' href='http://www.pheedcontent.com/hostedMorselClick.php?hfmm=v3:2f3c5207a7fefbb8eefa8f3a9a564d70:jkCVLSuy1%2BN61]]>
</dc:description></item><item><title><![CDATA[20120508 - Protein Prediction 1 - Introduction to Protein Prediction Summer 2012 - Structure Compari]]></title><dc:title><![CDATA[20120508 - Protein Prediction 1 - Introduction to Protein Prediction Summer 2012 - Structure Compari]]></dc:title><link><![CDATA[http://www.scivee.tv:80/node/51974]]></link><guid><![CDATA[http://www.scivee.tv:80/node/51974]]></guid><description><![CDATA[By: rostlab Date: 20120508
Course: Protein Prediction 1
Title: Introduction PP1 Summer 2012 - Structure Comparison
Lecturer: Andrea Schafferhans]]>
</description><dc:description><![CDATA[By: rostlab Date: 20120508
Course: Protein Prediction 1
Title: Introduction PP1 Summer 2012 - Structure Comparison
Lecturer: Andrea Schafferhans]]>
</dc:description></item><item><title><![CDATA[20120503 - Protein Prediction 1 - Introduction to Protein Prediction 1 Summer 2012 - Membrane Predic]]></title><dc:title><![CDATA[20120503 - Protein Prediction 1 - Introduction to Protein Prediction 1 Summer 2012 - Membrane Predic]]></dc:title><link><![CDATA[http://www.scivee.tv:80/node/51973]]></link><guid><![CDATA[http://www.scivee.tv:80/node/51973]]></guid><description><![CDATA[By: rostlab Date: 20120503
Course: Protein Prediction 1
Title: Introduction to Protein Prediction 1 - Membrane Prediction 1
Lecturer: Burkhard Rost]]>
</description><dc:description><![CDATA[By: rostlab Date: 20120503
Course: Protein Prediction 1
Title: Introduction to Protein Prediction 1 - Membrane Prediction 1
Lecturer: Burkhard Rost]]>
</dc:description></item><item><title><![CDATA[20120426 - Protein Prediction 1 - Introduction to Protein Prediction 1 Summer 2012 - Machine Learnin]]></title><dc:title><![CDATA[20120426 - Protein Prediction 1 - Introduction to Protein Prediction 1 Summer 2012 - Machine Learnin]]></dc:title><link><![CDATA[http://www.scivee.tv:80/node/51972]]></link><guid><![CDATA[http://www.scivee.tv:80/node/51972]]></guid><description><![CDATA[By: rostlab Date: 20120426
Course: Protein Prediction 1
Title: Introduction to Protein Prediction 1 - Machine Learning for Molecular Biology
Lecturer: Burkhard Rost]]>
</description><dc:description><![CDATA[By: rostlab Date: 20120426
Course: Protein Prediction 1
Title: Introduction to Protein Prediction 1 - Machine Learning for Molecular Biology
Lecturer: Burkhard Rost]]>
</dc:description></item><item><title><![CDATA[20120424 - Protein Prediction 1 - Introduction to Protein Prediction 1 Summer 2012 - Intro 1: Amino ]]></title><dc:title><![CDATA[20120424 - Protein Prediction 1 - Introduction to Protein Prediction 1 Summer 2012 - Intro 1: Amino ]]></dc:title><link><![CDATA[http://www.scivee.tv:80/node/51969]]></link><guid><![CDATA[http://www.scivee.tv:80/node/51969]]></guid><description><![CDATA[By: rostlab Date: 20120424
Course: Protein Prediction 1
Title: Introduction Protein Prediction 1 Summer 2012 - Intro 1: Amino Acids
Lecturer: Burkhard Rost]]>
</description><dc:description><![CDATA[By: rostlab Date: 20120424
Course: Protein Prediction 1
Title: Introduction Protein Prediction 1 Summer 2012 - Intro 1: Amino Acids
Lecturer: Burkhard Rost]]>
</dc:description></item><item><title><![CDATA[Credit Default Swaps]]></title><dc:title><![CDATA[Credit Default Swaps]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=49964]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=49964]]></guid><description><![CDATA[Introduction to credit default swaps. (10:57)]]>
</description><dc:description><![CDATA[Introduction to credit default swaps. (10:57)]]>
</dc:description></item><item><title><![CDATA[Collateralized Debt Obligation (CDO)]]></title><dc:title><![CDATA[Collateralized Debt Obligation (CDO)]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=49962]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=49962]]></guid><description><![CDATA[Introduction to collateralized debt obligations (to be listen to after series on mortgage-backed securities. (9:42)]]>
</description><dc:description><![CDATA[Introduction to collateralized debt obligations (to be listen to after series on mortgage-backed securities. (9:42)]]>
</dc:description></item><item><title><![CDATA[Mortgage-backed securities II]]></title><dc:title><![CDATA[Mortgage-backed securities II]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=49960]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=49960]]></guid><description><![CDATA[Part II of the introduction to mortgage-backed securities. (9:34)]]>
</description><dc:description><![CDATA[Part II of the introduction to mortgage-backed securities. (9:34)]]>
</dc:description></item><item><title><![CDATA[Mortgage-Backed Securities I]]></title><dc:title><![CDATA[Mortgage-Backed Securities I]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=49959]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=49959]]></guid><description><![CDATA[Part I of the introduction to mortgage-backed securities. (7:56)]]>
</description><dc:description><![CDATA[Part I of the introduction to mortgage-backed securities. (7:56)]]>
</dc:description></item><item><title><![CDATA[Urban and Regional Planning -- Graduate Certificate Program at the College of Charleston]]></title><dc:title><![CDATA[Urban and Regional Planning -- Graduate Certificate Program at the College of Charleston]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=ZDHw15fS7is]]></link><guid><![CDATA[http://www.youtube.com/watch?v=ZDHw15fS7is]]></guid><description><![CDATA[The College of Charleston offers a graduate certificate program (4 classes) in urban and regional planning. The program is designed to give master's level students and working professionals an introduction to urban planning as an academic discipline and as a professional field. As a 12-credit introduction, students will acquire an overview of the work that urban planners do, and the information, tools, and skills that they use to complete this work. Course content includes legal issues, developm]]>
</description><dc:description><![CDATA[The College of Charleston offers a graduate certificate program (4 classes) in urban and regional planning. The program is designed to give master's level students and working professionals an introduction to urban planning as an academic discipline and as a professional field. As a 12-credit introduction, students will acquire an overview of the work that urban planners do, and the information, tools, and skills that they use to complete this work. Course content includes legal issues, developm]]>
</dc:description></item><item><title><![CDATA[Health and Hygiene Education]]></title><dc:title><![CDATA[Health and Hygiene Education]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/health-and-hygiene-education]]></link><guid><![CDATA[http://www.oercommons.org/courses/health-and-hygiene-education]]></guid><description><![CDATA[The design team of BIOE 260: Introduction to Global Health Issues, created a health-science curriculum that focuses on the needs of a primary school in Terrier Rouge, Haiti. The activities are designed to be relevant to local health issues, use locally available resources, maintain cultural sensitivity, and foster participation and comprehension. The activities cover a range of lessons including water purification, the importance of hand washing, and general anatomy of the human body. The progra]]>
</description><dc:description><![CDATA[The design team of BIOE 260: Introduction to Global Health Issues, created a health-science curriculum that focuses on the needs of a primary school in Terrier Rouge, Haiti. The activities are designed to be relevant to local health issues, use locally available resources, maintain cultural sensitivity, and foster participation and comprehension. The activities cover a range of lessons including water purification, the importance of hand washing, and general anatomy of the human body. The progra]]>
</dc:description></item><item><title><![CDATA[Law of Large Numbers - Khan Academy]]></title><dc:title><![CDATA[Law of Large Numbers - Khan Academy]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=49746]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=49746]]></guid><description><![CDATA[Introduction to the law of large numbers (8:59)]]>
</description><dc:description><![CDATA[Introduction to the law of large numbers (8:59)]]>
</dc:description></item><item><title><![CDATA[Poisson Process-Part 1]]></title><dc:title><![CDATA[Poisson Process-Part 1]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=49744]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=49744]]></guid><description><![CDATA[Introduction to Poisson Processes and the Poisson Distribution. (11:01)]]>
</description><dc:description><![CDATA[Introduction to Poisson Processes and the Poisson Distribution. (11:01)]]>
</dc:description></item><item><title><![CDATA[Binomial Distribution-Part 1]]></title><dc:title><![CDATA[Binomial Distribution-Part 1]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=49738]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=49738]]></guid><description><![CDATA[Introduction to the binomial distribution (12:16)]]>
</description><dc:description><![CDATA[Introduction to the binomial distribution (12:16)]]>
</dc:description></item><item><title><![CDATA[Introduction to Global Inequality]]></title><dc:title><![CDATA[Introduction to Global Inequality]]></dc:title><link><![CDATA[http://cnx.org/content/m43004/latest/]]></link><guid><![CDATA[http://cnx.org/content/m43004/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              <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/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              <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[Introduction to Electron Microscopy]]></title><dc:title><![CDATA[Introduction to Electron Microscopy]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/introduction-to-electron-microscopy]]></link><guid><![CDATA[http://www.oercommons.org/courses/introduction-to-electron-microscopy]]></guid><description><![CDATA[This tutorial/demonstration focuses on image formation in the scanning and transmission electron microscopes. In this exercise, students are introduced to the principles involved, and then tour the Electron Microscope Facility for observations of the microscope in operation.]]>
</description><dc:description><![CDATA[This tutorial/demonstration focuses on image formation in the scanning and transmission electron microscopes. In this exercise, students are introduced to the principles involved, and then tour the Electron Microscope Facility for observations of the microscope in operation.]]>
</dc:description></item><item><title><![CDATA[Investigative Laboratories in Cell Biology Using a Host-Parasitoid Model]]></title><dc:title><![CDATA[Investigative Laboratories in Cell Biology Using a Host-Parasitoid Model]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/investigative-laboratories-in-cell-biology-using-a-host-parasitoid-model]]></link><guid><![CDATA[http://www.oercommons.org/courses/investigative-laboratories-in-cell-biology-using-a-host-parasitoid-model]]></guid><description><![CDATA[A series of exercises were developed in the cell biology laboratory using a host-parasite system: the tobacco hornworm and an inoffensive parasitoid wasp. Exercises are fully investigative and no initial schedule is given to the students who, after becoming acquainted with the system, raise questions and decide as a group what they wish to study next (Cell morphology? Cytoskeleton? Protein synthesis?). This workshop involved introduction to the system of study, phase contrast microscopy, and dig]]>
</description><dc:description><![CDATA[A series of exercises were developed in the cell biology laboratory using a host-parasite system: the tobacco hornworm and an inoffensive parasitoid wasp. Exercises are fully investigative and no initial schedule is given to the students who, after becoming acquainted with the system, raise questions and decide as a group what they wish to study next (Cell morphology? Cytoskeleton? Protein synthesis?). This workshop involved introduction to the system of study, phase contrast microscopy, and dig]]>
</dc:description></item><item><title><![CDATA[Introduction to Marriage and Family]]></title><dc:title><![CDATA[Introduction to Marriage and Family]]></dc:title><link><![CDATA[http://cnx.org/content/m43009/latest/]]></link><guid><![CDATA[http://cnx.org/content/m43009/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              <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/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              <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[Introduction to Aging and the Elderly]]></title><dc:title><![CDATA[Introduction to Aging and the Elderly]]></dc:title><link><![CDATA[http://cnx.org/content/m43007/latest/]]></link><guid><![CDATA[http://cnx.org/content/m43007/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              <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/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              <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[Introduction to Religion]]></title><dc:title><![CDATA[Introduction to Religion]]></dc:title><link><![CDATA[http://cnx.org/content/m43011/latest/]]></link><guid><![CDATA[http://cnx.org/content/m43011/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              <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/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              <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[Urban and Regional Planning -- Graduate Certificate Program at the College of Charleston]]></title><dc:title><![CDATA[Urban and Regional Planning -- Graduate Certificate Program at the College of Charleston]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=XFJo2v-_XWE]]></link><guid><![CDATA[http://www.youtube.com/watch?v=XFJo2v-_XWE]]></guid><description><![CDATA[The College of Charleston offers a graduate certificate program (4 credits) in urban and regional planning. The program is designed to give master's level students and working professionals an introduction to urban planning as an academic discipline and as a professional field. As a 12-credit introduction, students will acquire an overview of the work that urban planners do, and the information, tools, and skills that they use to complete this work. Course content includes legal issues, developm]]>
</description><dc:description><![CDATA[The College of Charleston offers a graduate certificate program (4 credits) in urban and regional planning. The program is designed to give master's level students and working professionals an introduction to urban planning as an academic discipline and as a professional field. As a 12-credit introduction, students will acquire an overview of the work that urban planners do, and the information, tools, and skills that they use to complete this work. Course content includes legal issues, developm]]>
</dc:description></item><item><title><![CDATA[Lysander Spooner: Libertarian Pietist]]></title><dc:title><![CDATA[Lysander Spooner: Libertarian Pietist]]></dc:title><link><![CDATA[http://mises.org/daily/2607/Lysander-Spooner-Libertarian-Pietist]]></link><guid><![CDATA[http://mises.org/daily/2607/Lysander-Spooner-Libertarian-Pietist]]></guid><description><![CDATA[<div class="editorial-preface">
  <p>[Day 15 of Robert Wenzel's <a href="http://www.economicpolicyjournal.com/2012/06/30-day-reading-list-that-will-lead-you.html">30-day reading list</a> that will lead you to become a knowledgeable libertarian, this article is excerpted from Murray Rothbard's introduction to "Vices are Not Crimes: A Vindication of Moral Liberty" by Lysander Spooner. It is also <a href="http://mises.org/books/vicescrimes.pdf">available in PDF</a> along with the full Spooner essa]]>
</description><dc:description><![CDATA[<div class="editorial-preface">
  <p>[Day 15 of Robert Wenzel's <a href="http://www.economicpolicyjournal.com/2012/06/30-day-reading-list-that-will-lead-you.html">30-day reading list</a> that will lead you to become a knowledgeable libertarian, this article is excerpted from Murray Rothbard's introduction to "Vices are Not Crimes: A Vindication of Moral Liberty" by Lysander Spooner. It is also <a href="http://mises.org/books/vicescrimes.pdf">available in PDF</a> along with the full Spooner essa]]>
</dc:description></item><item><title><![CDATA[Introduction to Particle Physics]]></title><dc:title><![CDATA[Introduction to Particle Physics]]></dc:title><link><![CDATA[http://cnx.org/content/m42667/latest/]]></link><guid><![CDATA[http://cnx.org/content/m42667/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              <list>
<item>Explore the substructures of matter.</item>
<item>Define particle physics.</item>
</list><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 Reserv]]>
</description><dc:description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              <list>
<item>Explore the substructures of matter.</item>
<item>Define particle physics.</item>
</list><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 Reserv]]>
</dc:description></item><item><title><![CDATA[Perspectives in Global Health]]></title><dc:title><![CDATA[Perspectives in Global Health]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/perspectives-in-global-health]]></link><guid><![CDATA[http://www.oercommons.org/courses/perspectives-in-global-health]]></guid><description><![CDATA[This course introduces the student to global health concepts and the network of organizations working to advance health care internationally.  Emphasis for this course is on the global burden of disease and determinates of health. It will provide the student with a broad introduction to programs, systems and policies affecting global health. Students will explore facets of the global health care delivery system, health care economics and the political process and its impact on the health of indi]]>
</description><dc:description><![CDATA[This course introduces the student to global health concepts and the network of organizations working to advance health care internationally.  Emphasis for this course is on the global burden of disease and determinates of health. It will provide the student with a broad introduction to programs, systems and policies affecting global health. Students will explore facets of the global health care delivery system, health care economics and the political process and its impact on the health of indi]]>
</dc:description></item><item><title><![CDATA[Introduction to Systematic Reviews and Meta-Analyses]]></title><dc:title><![CDATA[Introduction to Systematic Reviews and Meta-Analyses]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/introduction-to-systematic-reviews-and-meta-analyses]]></link><guid><![CDATA[http://www.oercommons.org/courses/introduction-to-systematic-reviews-and-meta-analyses]]></guid><description><![CDATA[EPID 757 - Systematic reviews and meta-analyses are useful for evidence-based clinical and public health practice. The widespread and growing application of systematic review methods for the synthesis of evidence on important or pressing research and clinical questions underscore the need for health-care professionals to understand and critique this research design. This course will provide a detailed description of the systematic review process, discuss the strengths and limitations of the meth]]>
</description><dc:description><![CDATA[EPID 757 - Systematic reviews and meta-analyses are useful for evidence-based clinical and public health practice. The widespread and growing application of systematic review methods for the synthesis of evidence on important or pressing research and clinical questions underscore the need for health-care professionals to understand and critique this research design. This course will provide a detailed description of the systematic review process, discuss the strengths and limitations of the meth]]>
</dc:description></item><item><title><![CDATA[Renal]]></title><dc:title><![CDATA[Renal]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/renal]]></link><guid><![CDATA[http://www.oercommons.org/courses/renal]]></guid><description><![CDATA[The M2 Renal Sequence provides an overview of diseases of the kidney and urinary tract in a clinical setting and provides an introduction to the basic concepts about the area and tools you will need to continue learning about them in future years. The sequence consists of lectures, small group seminars, Clinicopathological Correlation Laboratories, and multidisciplinary conferences on end stage renal disease and organ procurement. Over twenty faculty members from Nephrology, Pathology, Urology, ]]>
</description><dc:description><![CDATA[The M2 Renal Sequence provides an overview of diseases of the kidney and urinary tract in a clinical setting and provides an introduction to the basic concepts about the area and tools you will need to continue learning about them in future years. The sequence consists of lectures, small group seminars, Clinicopathological Correlation Laboratories, and multidisciplinary conferences on end stage renal disease and organ procurement. Over twenty faculty members from Nephrology, Pathology, Urology, ]]>
</dc:description></item><item><title><![CDATA[Values, Ethics, and Public Policy]]></title><dc:title><![CDATA[Values, Ethics, and Public Policy]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/values-ethics-and-public-policy]]></link><guid><![CDATA[http://www.oercommons.org/courses/values-ethics-and-public-policy]]></guid><description><![CDATA[This course seeks to make students sensitive to and articulate about the ways in which moral and political values come into play in the American policy process, particularly as they affect non-elected public officials who work in a world shaped by politics. Topics covered include the tensions between ethics and politics, an introduction to various moral theories that figure in contemporary policy debates, a consideration of the principal values that animate American politics, and issues and dile]]>
</description><dc:description><![CDATA[This course seeks to make students sensitive to and articulate about the ways in which moral and political values come into play in the American policy process, particularly as they affect non-elected public officials who work in a world shaped by politics. Topics covered include the tensions between ethics and politics, an introduction to various moral theories that figure in contemporary policy debates, a consideration of the principal values that animate American politics, and issues and dile]]>
</dc:description></item><item><title><![CDATA[Introduction to Information Studies]]></title><dc:title><![CDATA[Introduction to Information Studies]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/introduction-to-information-studies]]></link><guid><![CDATA[http://www.oercommons.org/courses/introduction-to-information-studies]]></guid><description><![CDATA[SI 110 - The vaunted Information Revolution is more than Web surfing, Net games, and dotcoms. Indeed, it is the foundation for an economic and social transformation on a scale comparable to the Industrial Revolution of the nineteenth century. As a culture we have learned from earlier such transformations and it is important to recognize those lessons and chart a path toward intellectual and practical mastery of the emerging world of information.This course will provide the foundational knowledge]]>
</description><dc:description><![CDATA[SI 110 - The vaunted Information Revolution is more than Web surfing, Net games, and dotcoms. Indeed, it is the foundation for an economic and social transformation on a scale comparable to the Industrial Revolution of the nineteenth century. As a culture we have learned from earlier such transformations and it is important to recognize those lessons and chart a path toward intellectual and practical mastery of the emerging world of information.This course will provide the foundational knowledge]]>
</dc:description></item><item><title><![CDATA[EAHA Day 2 Session 1: Introduction to Disaster Risk Reduction Lecture]]></title><dc:title><![CDATA[EAHA Day 2 Session 1: Introduction to Disaster Risk Reduction Lecture]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=6s31BkRxsAI]]></link><guid><![CDATA[http://www.youtube.com/watch?v=6s31BkRxsAI]]></guid><description><![CDATA[Universities in the Eastern Africa Region have come together to implement an initiative Health Emergency Management Program (HEMP) that will build the capacity of local governments in the region to manage and plan for response to major disasters of public health importance. The Eastern African Region is prone to many natural and technological disasters of different kinds. There is not one nation in the region that is not vulnerable to the devastating effects of these disasters. Many of these dis]]>
</description><dc:description><![CDATA[Universities in the Eastern Africa Region have come together to implement an initiative Health Emergency Management Program (HEMP) that will build the capacity of local governments in the region to manage and plan for response to major disasters of public health importance. The Eastern African Region is prone to many natural and technological disasters of different kinds. There is not one nation in the region that is not vulnerable to the devastating effects of these disasters. Many of these dis]]>
</dc:description></item><item><title><![CDATA[EAHA Day 1 Session 2B: Introduction To Epi zoonotic Diseases Lecture]]></title><dc:title><![CDATA[EAHA Day 1 Session 2B: Introduction To Epi zoonotic Diseases Lecture]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=-_OQdrwiIPQ]]></link><guid><![CDATA[http://www.youtube.com/watch?v=-_OQdrwiIPQ]]></guid><description><![CDATA[Universities in the Eastern Africa Region have come together to implement an initiative Health Emergency Management Program (HEMP) that will build the capacity of local governments in the region to manage and plan for response to major disasters of public health importance. The Eastern African Region is prone to many natural and technological disasters of different kinds. There is not one nation in the region that is not vulnerable to the devastating effects of these disasters. Many of these dis]]>
</description><dc:description><![CDATA[Universities in the Eastern Africa Region have come together to implement an initiative Health Emergency Management Program (HEMP) that will build the capacity of local governments in the region to manage and plan for response to major disasters of public health importance. The Eastern African Region is prone to many natural and technological disasters of different kinds. There is not one nation in the region that is not vulnerable to the devastating effects of these disasters. Many of these dis]]>
</dc:description></item><item><title><![CDATA[EAHA Day 1 Session 1: Introduction To Disasters Lecture]]></title><dc:title><![CDATA[EAHA Day 1 Session 1: Introduction To Disasters Lecture]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=aNrDMYBDDlk]]></link><guid><![CDATA[http://www.youtube.com/watch?v=aNrDMYBDDlk]]></guid><description><![CDATA[Universities in the Eastern Africa Region have come together to implement an initiative Health Emergency Management Program (HEMP) that will build the capacity of local governments in the region to manage and plan for response to major disasters of public health importance. The Eastern African Region is prone to many natural and technological disasters of different kinds. There is not one nation in the region that is not vulnerable to the devastating effects of these disasters. Many of these dis]]>
</description><dc:description><![CDATA[Universities in the Eastern Africa Region have come together to implement an initiative Health Emergency Management Program (HEMP) that will build the capacity of local governments in the region to manage and plan for response to major disasters of public health importance. The Eastern African Region is prone to many natural and technological disasters of different kinds. There is not one nation in the region that is not vulnerable to the devastating effects of these disasters. Many of these dis]]>
</dc:description></item><item><title><![CDATA[EAHA Day 3 Session 3A: Introduction To The Sphere Standards Lecture]]></title><dc:title><![CDATA[EAHA Day 3 Session 3A: Introduction To The Sphere Standards Lecture]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=fdDs1lUIWjk]]></link><guid><![CDATA[http://www.youtube.com/watch?v=fdDs1lUIWjk]]></guid><description><![CDATA[Universities in the Eastern Africa Region have come together to implement an initiative Health Emergency Management Program (HEMP) that will build the capacity of local governments in the region to manage and plan for response to major disasters of public health importance. The Eastern African Region is prone to many natural and technological disasters of different kinds. There is not one nation in the region that is not vulnerable to the devastating effects of these disasters. Many of these dis]]>
</description><dc:description><![CDATA[Universities in the Eastern Africa Region have come together to implement an initiative Health Emergency Management Program (HEMP) that will build the capacity of local governments in the region to manage and plan for response to major disasters of public health importance. The Eastern African Region is prone to many natural and technological disasters of different kinds. There is not one nation in the region that is not vulnerable to the devastating effects of these disasters. Many of these dis]]>
</dc:description></item><item><title><![CDATA[EAHA Day 1 Session 1: Introduction To The Disaster Management Training Lecture]]></title><dc:title><![CDATA[EAHA Day 1 Session 1: Introduction To The Disaster Management Training Lecture]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=wT2cPup-VOc]]></link><guid><![CDATA[http://www.youtube.com/watch?v=wT2cPup-VOc]]></guid><description><![CDATA[Universities in the Eastern Africa Region have come together to implement an initiative Health Emergency Management Program (HEMP) that will build the capacity of local governments in the region to manage and plan for response to major disasters of public health importance. The Eastern African Region is prone to many natural and technological disasters of different kinds. There is not one nation in the region that is not vulnerable to the devastating effects of these disasters. Many of these dis]]>
</description><dc:description><![CDATA[Universities in the Eastern Africa Region have come together to implement an initiative Health Emergency Management Program (HEMP) that will build the capacity of local governments in the region to manage and plan for response to major disasters of public health importance. The Eastern African Region is prone to many natural and technological disasters of different kinds. There is not one nation in the region that is not vulnerable to the devastating effects of these disasters. Many of these dis]]>
</dc:description></item><item><title><![CDATA[Preservation Field School]]></title><dc:title><![CDATA[Preservation Field School]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=8JQx6ITQ4-8]]></link><guid><![CDATA[http://www.youtube.com/watch?v=8JQx6ITQ4-8]]></guid><description><![CDATA[The College of Environment and Design offered a Preservation Field 
School over Maymester 2012. The course, led by Historic Preservation 
Program Head Dr. Mark Reinberger, gave an intensive introduction to 
historic preservation, site documentation, and hands-on conservation 
skills on Jekyll Island with visits to Cumberland, Fort Frederica,
 and Sapelo Islands.]]>
</description><dc:description><![CDATA[The College of Environment and Design offered a Preservation Field 
School over Maymester 2012. The course, led by Historic Preservation 
Program Head Dr. Mark Reinberger, gave an intensive introduction to 
historic preservation, site documentation, and hands-on conservation 
skills on Jekyll Island with visits to Cumberland, Fort Frederica,
 and Sapelo Islands.]]>
</dc:description></item><item><title><![CDATA[18.152 Introduction to Partial Differential Equations (MIT)]]></title><dc:title><![CDATA[18.152 Introduction to Partial Differential Equations (MIT)]]></dc:title><link><![CDATA[http://ocw.mit.edu/courses/mathematics/18-152-introduction-to-partial-differential-equations-fall-2011]]></link><guid><![CDATA[http://ocw.mit.edu/courses/mathematics/18-152-introduction-to-partial-differential-equations-fall-2011]]></guid><description><![CDATA[This course introduces three main types of partial differential equations: diffusion, elliptic, and hyperbolic. It includes mathematical tools, real-world examples and applications.]]>
</description><dc:description><![CDATA[This course introduces three main types of partial differential equations: diffusion, elliptic, and hyperbolic. It includes mathematical tools, real-world examples and applications.]]>
</dc:description></item><item><title><![CDATA[24.251 Introduction to Philosophy of Language (MIT)]]></title><dc:title><![CDATA[24.251 Introduction to Philosophy of Language (MIT)]]></dc:title><link><![CDATA[http://ocw.mit.edu/courses/linguistics-and-philosophy/24-251-introduction-to-philosophy-of-language-fall-2011]]></link><guid><![CDATA[http://ocw.mit.edu/courses/linguistics-and-philosophy/24-251-introduction-to-philosophy-of-language-fall-2011]]></guid><description><![CDATA[This course explores the nature of meaning and truth, and their bearing on the use of language in communication. No knowledge of logic or linguistics is presupposed.]]>
</description><dc:description><![CDATA[This course explores the nature of meaning and truth, and their bearing on the use of language in communication. No knowledge of logic or linguistics is presupposed.]]>
</dc:description></item><item><title><![CDATA[11.124 Introduction to Education: Looking Forward and Looking Back on Education (MIT)]]></title><dc:title><![CDATA[11.124 Introduction to Education: Looking Forward and Looking Back on Education (MIT)]]></dc:title><link><![CDATA[http://ocw.mit.edu/courses/urban-studies-and-planning/11-124-introduction-to-education-looking-forward-and-looking-back-on-education-fall-2011]]></link><guid><![CDATA[http://ocw.mit.edu/courses/urban-studies-and-planning/11-124-introduction-to-education-looking-forward-and-looking-back-on-education-fall-2011]]></guid><description><![CDATA[An introductory course on teaching and learning science and mathematics in a variety of K-12 settings. Topics include education and media, education reform, the history of education, simulations, games, and the digital divide.]]>
</description><dc:description><![CDATA[An introductory course on teaching and learning science and mathematics in a variety of K-12 settings. Topics include education and media, education reform, the history of education, simulations, games, and the digital divide.]]>
</dc:description></item><item><title><![CDATA[Honour Killing Across Culture and Time: Introduction to Quest for Honor screening]]></title><dc:title><![CDATA[Honour Killing Across Culture and Time: Introduction to Quest for Honor screening]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=3f8i3fpljl8]]></link><guid><![CDATA[http://www.youtube.com/watch?v=3f8i3fpljl8]]></guid><description><![CDATA[Dr Carolyn Strange and 'Quest for Honor' film director Mary Ann Smothers Bruni give this introduction to a screening of the film at The Australian National University. This video was recorded as part of the 'Honour Killing Across Culture and Time' conference, held at ANU in December 2011.

This conference explores honour killing across periods, places, political contexts, legal regimes and religions. The feature film, Quest for Honor, explores one of the key themes of this conference, by examini]]>
</description><dc:description><![CDATA[Dr Carolyn Strange and 'Quest for Honor' film director Mary Ann Smothers Bruni give this introduction to a screening of the film at The Australian National University. This video was recorded as part of the 'Honour Killing Across Culture and Time' conference, held at ANU in December 2011.

This conference explores honour killing across periods, places, political contexts, legal regimes and religions. The feature film, Quest for Honor, explores one of the key themes of this conference, by examini]]>
</dc:description></item><item><title><![CDATA[18.152 Introduction to Partial Differential Equations (MIT)]]></title><dc:title><![CDATA[18.152 Introduction to Partial Differential Equations (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=9840b8e77f1103b954a788316d309ae1]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=9840b8e77f1103b954a788316d309ae1]]></guid><description><![CDATA[This course introduces three main types of partial differential equations: diffusion, elliptic, and hyperbolic. It includes mathematical tools, real-world examples and applications.<br clear="both" style="clear: both;"/>
<br clear="both" style="clear: both;"/>
  <a style='font-size: 10px; color: maroon;' href='http://www.pheedcontent.com/hostedMorselClick.php?hfmm=v3:51ffa3362ce1801a7ef199b4b2adafe0:5%2BqkprWQs8yykfbwM%2Fn%2BPKLlE0XdV7dAGfHUEyz4y%2FUCxDvslNSxnWC3KXi09o%2FsvkmLBsEQiCeMbg%3D%3D'><]]>
</description><dc:description><![CDATA[This course introduces three main types of partial differential equations: diffusion, elliptic, and hyperbolic. It includes mathematical tools, real-world examples and applications.<br clear="both" style="clear: both;"/>
<br clear="both" style="clear: both;"/>
  <a style='font-size: 10px; color: maroon;' href='http://www.pheedcontent.com/hostedMorselClick.php?hfmm=v3:51ffa3362ce1801a7ef199b4b2adafe0:5%2BqkprWQs8yykfbwM%2Fn%2BPKLlE0XdV7dAGfHUEyz4y%2FUCxDvslNSxnWC3KXi09o%2FsvkmLBsEQiCeMbg%3D%3D'><]]>
</dc:description></item><item><title><![CDATA[Voodoo]]></title><dc:title><![CDATA[Voodoo]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=49156]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=49156]]></guid><description><![CDATA[This is a brief introduction to Voodoo.&nbsp; Originating in the ancient indigenous cultures of Africa and merged with many characteristics of Roman Catholicism in the early years of slavery, Voodoo is practiced by many in Haiti and in the Haitian diaspora.&nbsp;&nbsp; (03:55) <br />
NOTE: video stops at 2:30 and credits roll until 03:55]]>
</description><dc:description><![CDATA[This is a brief introduction to Voodoo.&nbsp; Originating in the ancient indigenous cultures of Africa and merged with many characteristics of Roman Catholicism in the early years of slavery, Voodoo is practiced by many in Haiti and in the Haitian diaspora.&nbsp;&nbsp; (03:55) <br />
NOTE: video stops at 2:30 and credits roll until 03:55]]>
</dc:description></item><item><title><![CDATA[24.251 Introduction to Philosophy of Language (MIT)]]></title><dc:title><![CDATA[24.251 Introduction to Philosophy of Language (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=ea3dfe5ed9f1bb4ce76c233d22520998]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=ea3dfe5ed9f1bb4ce76c233d22520998]]></guid><description><![CDATA[This course explores the nature of meaning and truth, and their bearing on the use of language in communication. No knowledge of logic or linguistics is presupposed.<br clear="both" style="clear: both;"/>
<br clear="both" style="clear: both;"/>
  <a style='font-size: 10px; color: maroon;' href='http://www.pheedcontent.com/hostedMorselClick.php?hfmm=v3:0cf28efe8e9e78c80960be91bd52c21b:ivcsjOeUUrkS5Gg9%2BJ2WNKfWKD4Kev2Uci3nMZu7VCtgsDLEys0ZgpyhqaBiHK2423PkC%2FqWuxQ6fg%3D%3D'><img border='0' title=']]>
</description><dc:description><![CDATA[This course explores the nature of meaning and truth, and their bearing on the use of language in communication. No knowledge of logic or linguistics is presupposed.<br clear="both" style="clear: both;"/>
<br clear="both" style="clear: both;"/>
  <a style='font-size: 10px; color: maroon;' href='http://www.pheedcontent.com/hostedMorselClick.php?hfmm=v3:0cf28efe8e9e78c80960be91bd52c21b:ivcsjOeUUrkS5Gg9%2BJ2WNKfWKD4Kev2Uci3nMZu7VCtgsDLEys0ZgpyhqaBiHK2423PkC%2FqWuxQ6fg%3D%3D'><img border='0' title=']]>
</dc:description></item><item><title><![CDATA[11.124 Introduction to Education: Looking Forward and Looking Back on Education (MIT)]]></title><dc:title><![CDATA[11.124 Introduction to Education: Looking Forward and Looking Back on Education (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=383a6d016792f72217ec55e62389283c]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=383a6d016792f72217ec55e62389283c]]></guid><description><![CDATA[An introductory course on teaching and learning science and mathematics in a variety of K-12 settings. Topics include education and media, education reform, the history of education, simulations, games, and the digital divide.<br clear="both" style="clear: both;"/>
<br clear="both" style="clear: both;"/>
  <a style='font-size: 10px; color: maroon;' href='http://www.pheedcontent.com/hostedMorselClick.php?hfmm=v3:e44036ac88b07a4e7befc5eb026a37a1:bS4UYtWaBm0lUb20hwhDJr4Uo0252D9Y9LH3V2iEdJ%2BucfnoLH]]>
</description><dc:description><![CDATA[An introductory course on teaching and learning science and mathematics in a variety of K-12 settings. Topics include education and media, education reform, the history of education, simulations, games, and the digital divide.<br clear="both" style="clear: both;"/>
<br clear="both" style="clear: both;"/>
  <a style='font-size: 10px; color: maroon;' href='http://www.pheedcontent.com/hostedMorselClick.php?hfmm=v3:e44036ac88b07a4e7befc5eb026a37a1:bS4UYtWaBm0lUb20hwhDJr4Uo0252D9Y9LH3V2iEdJ%2BucfnoLH]]>
</dc:description></item><item><title><![CDATA[Just How Small Is An Atom?]]></title><dc:title><![CDATA[Just How Small Is An Atom?]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=49091]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=49091]]></guid><description><![CDATA[This is an EXCELLENT introduction to atoms and their parts (specifically: nucleus and electrons).&nbsp; It simplifies the characteristics of the parts of an atom and compares them to everyday things that a student would be familiar with.&nbsp; (05:27)]]>
</description><dc:description><![CDATA[This is an EXCELLENT introduction to atoms and their parts (specifically: nucleus and electrons).&nbsp; It simplifies the characteristics of the parts of an atom and compares them to everyday things that a student would be familiar with.&nbsp; (05:27)]]>
</dc:description></item><item><title><![CDATA[FIN / Coursera - Introduction to Finance]]></title><dc:title><![CDATA[FIN / Coursera - Introduction to Finance]]></dc:title><link><![CDATA[http://open.umich.edu:80/education/business/introduction-finance/summer2012]]></link><guid><![CDATA[http://open.umich.edu:80/education/business/introduction-finance/summer2012]]></guid><description><![CDATA[<div class="field field-type-text field-field-content-type">
      <div class="field-label">Content Type:&nbsp;</div>
    <div class="field-items">
            <div class="field-item odd">
                    Course        </div>
        </div>
</div>
<div class="field field-type-text field-field-course-code">
      <div class="field-label">Short Title/Course Code:&nbsp;</div>
    <div class="field-items">
            <div class="field-item odd">
                    Introduction to Finance      ]]>
</description><dc:description><![CDATA[<div class="field field-type-text field-field-content-type">
      <div class="field-label">Content Type:&nbsp;</div>
    <div class="field-items">
            <div class="field-item odd">
                    Course        </div>
        </div>
</div>
<div class="field field-type-text field-field-course-code">
      <div class="field-label">Short Title/Course Code:&nbsp;</div>
    <div class="field-items">
            <div class="field-item odd">
                    Introduction to Finance      ]]>
</dc:description></item><item><title><![CDATA[35th Anniversary of Apollo 11 exhibit]]></title><dc:title><![CDATA[35th Anniversary of Apollo 11 exhibit]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=49062]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=49062]]></guid><description><![CDATA[This is the introduction to NASA's 35 year anniversary website.&nbsp; It provides great footage of JFK, the lift-off, and other original scenes.&nbsp; This would be a great way to begin studying about Apollo 11.&nbsp; (01:00) NOTE: there is no way to pause this, so the entire thing is played all the way through.&nbsp;]]>
</description><dc:description><![CDATA[This is the introduction to NASA's 35 year anniversary website.&nbsp; It provides great footage of JFK, the lift-off, and other original scenes.&nbsp; This would be a great way to begin studying about Apollo 11.&nbsp; (01:00) NOTE: there is no way to pause this, so the entire thing is played all the way through.&nbsp;]]>
</dc:description></item><item><title><![CDATA[Introduction to Sequential Smoothing and Prediction]]></title><dc:title><![CDATA[Introduction to Sequential Smoothing and Prediction]]></dc:title><link><![CDATA[http://opencontent.uct.ac.za:80/Engineering-and-the-Built-Environment/Introduction-to-Sequential-Smoothing-and-Prediction]]></link><guid><![CDATA[http://opencontent.uct.ac.za:80/Engineering-and-the-Built-Environment/Introduction-to-Sequential-Smoothing-and-Prediction]]></guid><description><![CDATA[<div class="field field-type-text field-field-author">
    <div class="field-items">
            <div class="field-item odd">
                      <div class="field-label-inline-first">
              Authors:&nbsp;</div>
                    Norman Morrison        </div>
        </div>
</div>
<div class="weblinks weblinks-item weblinks-link-318">
  

<div class="weblinks-body">
<p>The book deals extensively with polynomial filters, namely, fixed-memory,expanding-memory and fading-memory filters.]]>
</description><dc:description><![CDATA[<div class="field field-type-text field-field-author">
    <div class="field-items">
            <div class="field-item odd">
                      <div class="field-label-inline-first">
              Authors:&nbsp;</div>
                    Norman Morrison        </div>
        </div>
</div>
<div class="weblinks weblinks-item weblinks-link-318">
  

<div class="weblinks-body">
<p>The book deals extensively with polynomial filters, namely, fixed-memory,expanding-memory and fading-memory filters.]]>
</dc:description></item><item><title><![CDATA[Aztecs: Introduction to People and Civilization]]></title><dc:title><![CDATA[Aztecs: Introduction to People and Civilization]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=48773]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=48773]]></guid><description><![CDATA[This video gives great facts and pictures of the Aztec people and its habits. One of most advanced civilizations in the Americas was at its height when it was abruptly invaded and conquered by the Spanish. This is a great resource to use in conjunction with texts and/or lessons on this topic. There is a partial nude drawing of Aztec woman. (3:45)]]>
</description><dc:description><![CDATA[This video gives great facts and pictures of the Aztec people and its habits. One of most advanced civilizations in the Americas was at its height when it was abruptly invaded and conquered by the Spanish. This is a great resource to use in conjunction with texts and/or lessons on this topic. There is a partial nude drawing of Aztec woman. (3:45)]]>
</dc:description></item><item><title><![CDATA[Introduction to Factoring by Grouping]]></title><dc:title><![CDATA[Introduction to Factoring by Grouping]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=48815]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=48815]]></guid><description><![CDATA[This tutorial video gives step by step directions on factoring by grouping. Visuals are displayed on screen while oral directions are given. This is a great resource to help build mastery of this important skill. (3:01)]]>
</description><dc:description><![CDATA[This tutorial video gives step by step directions on factoring by grouping. Visuals are displayed on screen while oral directions are given. This is a great resource to help build mastery of this important skill. (3:01)]]>
</dc:description></item><item><title><![CDATA[Introduction to Algebraic Equations]]></title><dc:title><![CDATA[Introduction to Algebraic Equations]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=48808]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=48808]]></guid><description><![CDATA[This animated video introduces basic algebraic equations (2x + 5 =19). Steps are said aloud as they are shown on the screen. This is a great resource to help build mastery of this important skill. (4:24)]]>
</description><dc:description><![CDATA[This animated video introduces basic algebraic equations (2x + 5 =19). Steps are said aloud as they are shown on the screen. This is a great resource to help build mastery of this important skill. (4:24)]]>
</dc:description></item><item><title><![CDATA[2.086 Numerical Computation for Mechanical Engineers (MIT)]]></title><dc:title><![CDATA[2.086 Numerical Computation for Mechanical Engineers (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=71efab054664e502c293bbe09d183037]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=71efab054664e502c293bbe09d183037]]></guid><description><![CDATA[Includes audio/video content: AV special element video. This class introduces elementary programming concepts including variable types, data structures, and flow control. After an introduction to linear algebra and probability, it covers numerical methods relevant to mechanical engineering, including approximation (interpolation, least squares and statistical regression), integration, solution of linear and nonlinear equations, ordinary differential equations, and deterministic and probabilistic]]>
</description><dc:description><![CDATA[Includes audio/video content: AV special element video. This class introduces elementary programming concepts including variable types, data structures, and flow control. After an introduction to linear algebra and probability, it covers numerical methods relevant to mechanical engineering, including approximation (interpolation, least squares and statistical regression), integration, solution of linear and nonlinear equations, ordinary differential equations, and deterministic and probabilistic]]>
</dc:description></item><item><title><![CDATA[2.086 Numerical Computation for Mechanical Engineers (MIT)]]></title><dc:title><![CDATA[2.086 Numerical Computation for Mechanical Engineers (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=28e002a9c7d2213e7b3ced87d1553b6d]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=28e002a9c7d2213e7b3ced87d1553b6d]]></guid><description><![CDATA[This class introduces elementary programming concepts including variable types, data structures, and flow control. After an introduction to linear algebra and probability, it covers numerical methods relevant to mechanical engineering, including approximation (interpolation, least squares and statistical regression), integration, solution of linear and nonlinear equations, ordinary differential equations, and deterministic and probabilistic approaches. Examples are drawn from mechanical engineer]]>
</description><dc:description><![CDATA[This class introduces elementary programming concepts including variable types, data structures, and flow control. After an introduction to linear algebra and probability, it covers numerical methods relevant to mechanical engineering, including approximation (interpolation, least squares and statistical regression), integration, solution of linear and nonlinear equations, ordinary differential equations, and deterministic and probabilistic approaches. Examples are drawn from mechanical engineer]]>
</dc:description></item><item><title><![CDATA[21F.040 A Passage to India: Introduction to Modern Indian Culture and Society (MIT)]]></title><dc:title><![CDATA[21F.040 A Passage to India: Introduction to Modern Indian Culture and Society (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=c2ee479e1f023f37255593d884f40450]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=c2ee479e1f023f37255593d884f40450]]></guid><description><![CDATA[This course is an introduction to modern Indian culture and society through films, documentaries, short stories, novels, poems, and journalistic writing. The principal focus is on the study of major cultural developments and social debates in the last sixty five years of history through the reading of literature and viewing of film clips. The focus will be on the transformations of gender and class issues, representation of nationhood, the idea of regional identities and the place of the city in]]>
</description><dc:description><![CDATA[This course is an introduction to modern Indian culture and society through films, documentaries, short stories, novels, poems, and journalistic writing. The principal focus is on the study of major cultural developments and social debates in the last sixty five years of history through the reading of literature and viewing of film clips. The focus will be on the transformations of gender and class issues, representation of nationhood, the idea of regional identities and the place of the city in]]>
</dc:description></item><item><title><![CDATA[HTML5 Tutorial 01 - Introduction]]></title><dc:title><![CDATA[HTML5 Tutorial 01 - Introduction]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=48656]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=48656]]></guid><description><![CDATA[A powerpoint style introduction to HTML 5, with a little of it's history and the new features. &nbsp;Speaker goes fast, so you may have to pause to follow along.&nbsp;(Length 5:06)]]>
</description><dc:description><![CDATA[A powerpoint style introduction to HTML 5, with a little of it's history and the new features. &nbsp;Speaker goes fast, so you may have to pause to follow along.&nbsp;(Length 5:06)]]>
</dc:description></item><item><title><![CDATA[2.086 Numerical Computation for Mechanical Engineers (MIT)]]></title><dc:title><![CDATA[2.086 Numerical Computation for Mechanical Engineers (MIT)]]></dc:title><link><![CDATA[http://ocw.mit.edu/courses/mechanical-engineering/2-086-numerical-computation-for-mechanical-engineers-spring-2012]]></link><guid><![CDATA[http://ocw.mit.edu/courses/mechanical-engineering/2-086-numerical-computation-for-mechanical-engineers-spring-2012]]></guid><description><![CDATA[This class introduces elementary programming concepts including variable types, data structures, and flow control. After an introduction to linear algebra and probability, it covers numerical methods relevant to mechanical engineering, including approximation (interpolation, least squares and statistical regression), integration, solution of linear and nonlinear equations, ordinary differential equations, and deterministic and probabilistic approaches. Examples are drawn from mechanical engineer]]>
</description><dc:description><![CDATA[This class introduces elementary programming concepts including variable types, data structures, and flow control. After an introduction to linear algebra and probability, it covers numerical methods relevant to mechanical engineering, including approximation (interpolation, least squares and statistical regression), integration, solution of linear and nonlinear equations, ordinary differential equations, and deterministic and probabilistic approaches. Examples are drawn from mechanical engineer]]>
</dc:description></item><item><title><![CDATA[21F.040 A Passage to India: Introduction to Modern Indian Culture and Society (MIT)]]></title><dc:title><![CDATA[21F.040 A Passage to India: Introduction to Modern Indian Culture and Society (MIT)]]></dc:title><link><![CDATA[http://ocw.mit.edu/courses/foreign-languages-and-literatures/21f-040-a-passage-to-india-introduction-to-modern-indian-culture-and-society-spring-2012]]></link><guid><![CDATA[http://ocw.mit.edu/courses/foreign-languages-and-literatures/21f-040-a-passage-to-india-introduction-to-modern-indian-culture-and-society-spring-2012]]></guid><description><![CDATA[This course is an introduction to modern Indian culture and society through films, documentaries, short stories, novels, poems, and journalistic writing. The principal focus is on the study of major cultural developments and social debates in the last sixty five years of history through the reading of literature and viewing of film clips. The focus will be on the transformations of gender and class issues, representation of nationhood, the idea of regional identities and the place of the city in]]>
</description><dc:description><![CDATA[This course is an introduction to modern Indian culture and society through films, documentaries, short stories, novels, poems, and journalistic writing. The principal focus is on the study of major cultural developments and social debates in the last sixty five years of history through the reading of literature and viewing of film clips. The focus will be on the transformations of gender and class issues, representation of nationhood, the idea of regional identities and the place of the city in]]>
</dc:description></item><item><title><![CDATA[21A.226 Ethnic and National Identity (MIT)]]></title><dc:title><![CDATA[21A.226 Ethnic and National Identity (MIT)]]></dc:title><link><![CDATA[http://ocw.mit.edu/courses/anthropology/21a-226-ethnic-and-national-identity-fall-2011]]></link><guid><![CDATA[http://ocw.mit.edu/courses/anthropology/21a-226-ethnic-and-national-identity-fall-2011]]></guid><description><![CDATA[An introduction to the cross-cultural study of ethnic and national identity. We examine the concept of social identity, and consider the ways in which gendered, linguistic, religious, and ethno-racial identity components interact. We explore the history of nationalism, including the emergence of the idea of the nation-state, as well as ethnic conflict, globalization, identity politics, and human rights.]]>
</description><dc:description><![CDATA[An introduction to the cross-cultural study of ethnic and national identity. We examine the concept of social identity, and consider the ways in which gendered, linguistic, religious, and ethno-racial identity components interact. We explore the history of nationalism, including the emergence of the idea of the nation-state, as well as ethnic conflict, globalization, identity politics, and human rights.]]>
</dc:description></item><item><title><![CDATA[What is language?: an applied linguistic perspective]]></title><dc:title><![CDATA[What is language?: an applied linguistic perspective]]></dc:title><link><![CDATA[http://openlearn.open.ac.uk/course/view.php?name=E854_1]]></link><guid><![CDATA[http://openlearn.open.ac.uk/course/view.php?name=E854_1]]></guid><description><![CDATA[This unit serves as an introduction to the discipline of applied linguistics. It examines what is meant by ‘language’, what its main characteristics are, and how human language differs from communication between other animals. It also asks whether theoretical knowledge about language can be applied to professional practice.]]>
</description><dc:description><![CDATA[This unit serves as an introduction to the discipline of applied linguistics. It examines what is meant by ‘language’, what its main characteristics are, and how human language differs from communication between other animals. It also asks whether theoretical knowledge about language can be applied to professional practice.]]>
</dc:description></item><item><title><![CDATA[An Introduction to Inclined Planes]]></title><dc:title><![CDATA[An Introduction to Inclined Planes]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/an-introduction-to-inclined-planes]]></link><guid><![CDATA[http://www.oercommons.org/courses/an-introduction-to-inclined-planes]]></guid><description><![CDATA[Students are introduced to the concept of simple tools and how they can make difficult or impossible tasks easier. They begin by investigating the properties of inclined planes and how implementing them can reduce the force necessary to lift objects off the ground.]]>
</description><dc:description><![CDATA[Students are introduced to the concept of simple tools and how they can make difficult or impossible tasks easier. They begin by investigating the properties of inclined planes and how implementing them can reduce the force necessary to lift objects off the ground.]]>
</dc:description></item><item><title><![CDATA[21A.226 Ethnic and National Identity (MIT)]]></title><dc:title><![CDATA[21A.226 Ethnic and National Identity (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=dcb626f4e79c07a085a7ce12b81eb993]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=dcb626f4e79c07a085a7ce12b81eb993]]></guid><description><![CDATA[An introduction to the cross-cultural study of ethnic and national identity. We examine the concept of social identity, and consider the ways in which gendered, linguistic, religious, and ethno-racial identity components interact. We explore the history of nationalism, including the emergence of the idea of the nation-state, as well as ethnic conflict, globalization, identity politics, and human rights.<br clear="both" style="clear: both;"/>
<br clear="both" style="clear: both;"/>
  <a style='fo]]>
</description><dc:description><![CDATA[An introduction to the cross-cultural study of ethnic and national identity. We examine the concept of social identity, and consider the ways in which gendered, linguistic, religious, and ethno-racial identity components interact. We explore the history of nationalism, including the emergence of the idea of the nation-state, as well as ethnic conflict, globalization, identity politics, and human rights.<br clear="both" style="clear: both;"/>
<br clear="both" style="clear: both;"/>
  <a style='fo]]>
</dc:description></item><item><title><![CDATA[Building A Safer House]]></title><dc:title><![CDATA[Building A Safer House]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=48595]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=48595]]></guid><description><![CDATA[This video shows students the steps needed to help make a house more resistant to violent winds. The video helps students understand the pressures placed on a house in a tornado. This would be a good introduction to FEMA and to check on their own dwellings and even to have them design a safety plan for their family. (5:00)]]>
</description><dc:description><![CDATA[This video shows students the steps needed to help make a house more resistant to violent winds. The video helps students understand the pressures placed on a house in a tornado. This would be a good introduction to FEMA and to check on their own dwellings and even to have them design a safety plan for their family. (5:00)]]>
</dc:description></item><item><title><![CDATA[An Introduction to Biomedical Nomenclature: Part IV, Strain Nomenclature]]></title><dc:title><![CDATA[An Introduction to Biomedical Nomenclature: Part IV, Strain Nomenclature]]></dc:title><link><![CDATA[http://www.scivee.tv:80/node/48868]]></link><guid><![CDATA[http://www.scivee.tv:80/node/48868]]></guid><description><![CDATA[By: RGD.Videos Learn how to use biomedical nomenclature to name to strains that you or your research group develop or to find a strain that meets your research needs with this informative tutorial. Using effective nomenclature will help to disambiguate your data will help you to present it to your colleagues in a clear and meaningful way.
For a copy of RGNC’s complete set of rules on nomenclature, visit: http://rgd.mcw.edu/nomen/nomen.shtml
Or contact us at: rgd.data@mcw.edu]]>
</description><dc:description><![CDATA[By: RGD.Videos Learn how to use biomedical nomenclature to name to strains that you or your research group develop or to find a strain that meets your research needs with this informative tutorial. Using effective nomenclature will help to disambiguate your data will help you to present it to your colleagues in a clear and meaningful way.
For a copy of RGNC’s complete set of rules on nomenclature, visit: http://rgd.mcw.edu/nomen/nomen.shtml
Or contact us at: rgd.data@mcw.edu]]>
</dc:description></item><item><title><![CDATA[An Introduction to Biomedical Nomenclature: Part III, QTL and Marker Nomenclature]]></title><dc:title><![CDATA[An Introduction to Biomedical Nomenclature: Part III, QTL and Marker Nomenclature]]></dc:title><link><![CDATA[http://www.scivee.tv:80/node/48867]]></link><guid><![CDATA[http://www.scivee.tv:80/node/48867]]></guid><description><![CDATA[By: RGD.Videos Biomedical nomenclature is a valuable and ever-expanding tool that researchers can use in order to more easily learn about, refer to or retrieve any particular parts of the genome using the literature or through the use of curated data and a variety of tools, such as the ones available in RGD. This video showcases both QTL and marker nomenclature.
For a copy of RGNC’s complete set of rules on nomenclature, visit: http://rgd.mcw.edu/nomen/nomen.shtml
Or contact us at: rgd.data@mc]]>
</description><dc:description><![CDATA[By: RGD.Videos Biomedical nomenclature is a valuable and ever-expanding tool that researchers can use in order to more easily learn about, refer to or retrieve any particular parts of the genome using the literature or through the use of curated data and a variety of tools, such as the ones available in RGD. This video showcases both QTL and marker nomenclature.
For a copy of RGNC’s complete set of rules on nomenclature, visit: http://rgd.mcw.edu/nomen/nomen.shtml
Or contact us at: rgd.data@mc]]>
</dc:description></item><item><title><![CDATA[An Introduction to Biomedical Nomenclature: Part II, Genetic Nomenclature]]></title><dc:title><![CDATA[An Introduction to Biomedical Nomenclature: Part II, Genetic Nomenclature]]></dc:title><link><![CDATA[http://www.scivee.tv:80/node/48866]]></link><guid><![CDATA[http://www.scivee.tv:80/node/48866]]></guid><description><![CDATA[By: RGD.Videos This video focuses on rat gene nomenclature, noting how it is formed and where you can go to seek help when naming your genes. Biomedical nomenclature is a valuable and ever-expanding tool that researchers can use in order to more reliably retrieve data on any particular part of the genome through analysis tools, such as the ones available in RGD. Learn more about this vital mechanism.
For a copy of RGNC’s complete set of rules on nomenclature, visit: http://rgd.mcw.edu/nomen/no]]>
</description><dc:description><![CDATA[By: RGD.Videos This video focuses on rat gene nomenclature, noting how it is formed and where you can go to seek help when naming your genes. Biomedical nomenclature is a valuable and ever-expanding tool that researchers can use in order to more reliably retrieve data on any particular part of the genome through analysis tools, such as the ones available in RGD. Learn more about this vital mechanism.
For a copy of RGNC’s complete set of rules on nomenclature, visit: http://rgd.mcw.edu/nomen/no]]>
</dc:description></item><item><title><![CDATA[An Introduction to Biomedical Nomenclature: Part I, The History and Reasoning behind Biomedical Nome]]></title><dc:title><![CDATA[An Introduction to Biomedical Nomenclature: Part I, The History and Reasoning behind Biomedical Nome]]></dc:title><link><![CDATA[http://www.scivee.tv:80/node/48865]]></link><guid><![CDATA[http://www.scivee.tv:80/node/48865]]></guid><description><![CDATA[By: RGD.Videos The recent emphasis on standardization of nomenclature is not just a trend, but a necessary way to disambiguate the identification of biological objects such as genes, QTLs, markers, and strains. This video will give you some background on the history of standardized genetic nomenclature and the reason for why it’s important in order to strengthen your understanding of genetic nomenclature.
For a copy of the complete set of guidelines for nomenclature, visit: http://rgd.mcw.edu/]]>
</description><dc:description><![CDATA[By: RGD.Videos The recent emphasis on standardization of nomenclature is not just a trend, but a necessary way to disambiguate the identification of biological objects such as genes, QTLs, markers, and strains. This video will give you some background on the history of standardized genetic nomenclature and the reason for why it’s important in order to strengthen your understanding of genetic nomenclature.
For a copy of the complete set of guidelines for nomenclature, visit: http://rgd.mcw.edu/]]>
</dc:description></item><item><title><![CDATA[Animated Sheet Music: "So What" by Miles Davis]]></title><dc:title><![CDATA[Animated Sheet Music: "So What" by Miles Davis]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=48468]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=48468]]></guid><description><![CDATA[This video could be used while teaching younger students about musica notes or as an introduction to a unit about jazz music.&nbsp; The animated sheet music travels across the screen as Miles Davis' piece is played.&nbsp; (09:25)]]>
</description><dc:description><![CDATA[This video could be used while teaching younger students about musica notes or as an introduction to a unit about jazz music.&nbsp; The animated sheet music travels across the screen as Miles Davis' piece is played.&nbsp; (09:25)]]>
</dc:description></item><item><title><![CDATA[Conan Writes Chicago Blues Songs With School Kids]]></title><dc:title><![CDATA[Conan Writes Chicago Blues Songs With School Kids]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=48460]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=48460]]></guid><description><![CDATA[Conan brings the magic of the blues to Chicago's youngest, and most adorable generation. The video could be used as a reward after a unit on the blues or as an introduction to a blues unit.&nbsp; (08:13)]]>
</description><dc:description><![CDATA[Conan brings the magic of the blues to Chicago's youngest, and most adorable generation. The video could be used as a reward after a unit on the blues or as an introduction to a blues unit.&nbsp; (08:13)]]>
</dc:description></item><item><title><![CDATA[Galaxies, stars and planets]]></title><dc:title><![CDATA[Galaxies, stars and planets]]></dc:title><link><![CDATA[http://openlearn.open.ac.uk/course/view.php?name=S177_1]]></link><guid><![CDATA[http://openlearn.open.ac.uk/course/view.php?name=S177_1]]></guid><description><![CDATA[This unit is a general introduction to galaxies, stars and planets, including scale of the universe from the very large to the very small; orbits and gravity; the Solar System; the Sun and other stars; galaxies and the composition of astronomical objects.<link rel="canonical" href="http://openlearn.open.ac.uk/course/view.php?name=S177_1" /> The LearningSpace team. The LearningSpace Team makes high quality course materials from The   Open University freely available for all.<br />First published ]]>
</description><dc:description><![CDATA[This unit is a general introduction to galaxies, stars and planets, including scale of the universe from the very large to the very small; orbits and gravity; the Solar System; the Sun and other stars; galaxies and the composition of astronomical objects.<link rel="canonical" href="http://openlearn.open.ac.uk/course/view.php?name=S177_1" /> The LearningSpace team. The LearningSpace Team makes high quality course materials from The   Open University freely available for all.<br />First published ]]>
</dc:description></item><item><title><![CDATA[21L.451 Introduction to Literary Theory (MIT)]]></title><dc:title><![CDATA[21L.451 Introduction to Literary Theory (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=f34f53febaf1b4655c83a69fd9d35926]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=f34f53febaf1b4655c83a69fd9d35926]]></guid><description><![CDATA[This subject focuses on the ways in which we read, providing an overview of some of the different strategies of reading, comprehending and engaging with literary texts developed in the twentieth century. The course is organized around specific theoretical paradigms. In each case our task will be, first, to work through the selected reading in order to see how it determines or defines the task of literary interpretation; second, to locate the limits of each particular approach; and finally, to tr]]>
</description><dc:description><![CDATA[This subject focuses on the ways in which we read, providing an overview of some of the different strategies of reading, comprehending and engaging with literary texts developed in the twentieth century. The course is organized around specific theoretical paradigms. In each case our task will be, first, to work through the selected reading in order to see how it determines or defines the task of literary interpretation; second, to locate the limits of each particular approach; and finally, to tr]]>
</dc:description></item><item><title><![CDATA[6.189 A Gentle Introduction to Programming Using Python (MIT)]]></title><dc:title><![CDATA[6.189 A Gentle Introduction to Programming Using Python (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=6922fc1878b8125bae01c2ee933cbfe8]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=6922fc1878b8125bae01c2ee933cbfe8]]></guid><description><![CDATA[This 6-unit P/D/F course will provide a gentle introduction to programming using Python for highly motivated students with little or no prior experience in programming computers over the first two weeks of IAP. The course will focus on planning and organizing programs, as well as the grammar of the Python programming language. Lectures will be interactive, featuring in-class exercises with lots of support from the course staff.
This class is designed to help prepare students for 6.01 Introductio]]>
</description><dc:description><![CDATA[This 6-unit P/D/F course will provide a gentle introduction to programming using Python for highly motivated students with little or no prior experience in programming computers over the first two weeks of IAP. The course will focus on planning and organizing programs, as well as the grammar of the Python programming language. Lectures will be interactive, featuring in-class exercises with lots of support from the course staff.
This class is designed to help prepare students for 6.01 Introductio]]>
</dc:description></item><item><title><![CDATA[An Introduction to Waves]]></title><dc:title><![CDATA[An Introduction to Waves]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=48000]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=48000]]></guid><description><![CDATA[A detailed introduction to waves including transverse and longitudinal, showing what happens when reflected and superimposed is given in this video.&nbsp; &nbsp;High speed photography and animation are used to show examples.&nbsp; ( 10:49)]]>
</description><dc:description><![CDATA[A detailed introduction to waves including transverse and longitudinal, showing what happens when reflected and superimposed is given in this video.&nbsp; &nbsp;High speed photography and animation are used to show examples.&nbsp; ( 10:49)]]>
</dc:description></item><item><title><![CDATA[Introduction to L'Hopital's Rule]]></title><dc:title><![CDATA[Introduction to L'Hopital's Rule]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=48097]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=48097]]></guid><description><![CDATA[Introduction to L'Hopital's Rule (8:51)]]>
</description><dc:description><![CDATA[Introduction to L'Hopital's Rule (8:51)]]>
</dc:description></item><item><title><![CDATA[Overview of the UMBS Research Gateway]]></title><dc:title><![CDATA[Overview of the UMBS Research Gateway]]></dc:title><link><![CDATA[http://www.scivee.tv:80/node/48741]]></link><guid><![CDATA[http://www.scivee.tv:80/node/48741]]></guid><description><![CDATA[By: kkwaiser A brief introduction to the University of Michigan Biological Station's Research Gateway - an information management system used for archiving research data.]]>
</description><dc:description><![CDATA[By: kkwaiser A brief introduction to the University of Michigan Biological Station's Research Gateway - an information management system used for archiving research data.]]>
</dc:description></item><item><title><![CDATA[Balinese Gamelan]]></title><dc:title><![CDATA[Balinese Gamelan]]></dc:title><link><![CDATA[http://cnx.org/content/m15796/latest/]]></link><guid><![CDATA[http://cnx.org/content/m15796/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/Catherine">Catherine Schmidt-Jones</a>
                
                </i></b><br/>
              An introduction to the musical ensembles of Bali.<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/Catherine">Catherine Schmidt-Jones</a>
                
                </i></b><br/>
              An introduction to the musical ensembles of Bali.<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[15.810 Introduction to Marketing (MIT)]]></title><dc:title><![CDATA[15.810 Introduction to Marketing (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=bc7db76441aac3eff2cac1924a58771d]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=bc7db76441aac3eff2cac1924a58771d]]></guid><description><![CDATA[This course is an introduction to the theory and application of marketing. Marketing topics covered include Customer needs, Company skills, Competition, Collaborators, and Context in marketing and product development (5C's). The course combines cases, discussions, and readings to provide a mix of integrating concepts and hands-on problem solving.<br clear="both" style="clear: both;"/>
<br clear="both" style="clear: both;"/>
  <a style='font-size: 10px; color: maroon;' href='http://www.pheedconte]]>
</description><dc:description><![CDATA[This course is an introduction to the theory and application of marketing. Marketing topics covered include Customer needs, Company skills, Competition, Collaborators, and Context in marketing and product development (5C's). The course combines cases, discussions, and readings to provide a mix of integrating concepts and hands-on problem solving.<br clear="both" style="clear: both;"/>
<br clear="both" style="clear: both;"/>
  <a style='font-size: 10px; color: maroon;' href='http://www.pheedconte]]>
</dc:description></item><item><title><![CDATA[An Introduction to Midas for Secure Data Sharing]]></title><dc:title><![CDATA[An Introduction to Midas for Secure Data Sharing]]></dc:title><link><![CDATA[http://www.scivee.tv:80/node/48570]]></link><guid><![CDATA[http://www.scivee.tv:80/node/48570]]></guid><description><![CDATA[By: ucsd_idash Presented by Patrick Reynolds]]>
</description><dc:description><![CDATA[By: ucsd_idash Presented by Patrick Reynolds]]>
</dc:description></item><item><title><![CDATA[Introduction to Magnetism]]></title><dc:title><![CDATA[Introduction to Magnetism]]></dc:title><link><![CDATA[http://cnx.org/content/m42365/latest/]]></link><guid><![CDATA[http://cnx.org/content/m42365/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              <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/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              <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[Introduction to Biology, Fall 2001]]></title><dc:title><![CDATA[Introduction to Biology, Fall 2001]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/7-012-introduction-to-biology-fall-2001]]></link><guid><![CDATA[http://www.oercommons.org/courses/7-012-introduction-to-biology-fall-2001]]></guid><description><![CDATA[Cell biology, immunology, neurobiology, and an exploration into current research in cancer, genomics, and molecular medicine.]]>
</description><dc:description><![CDATA[Cell biology, immunology, neurobiology, and an exploration into current research in cancer, genomics, and molecular medicine.]]>
</dc:description></item><item><title><![CDATA[Introduction to Biology, Fall 2004]]></title><dc:title><![CDATA[Introduction to Biology, Fall 2004]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/7-012-introduction-to-biology-fall-2004]]></link><guid><![CDATA[http://www.oercommons.org/courses/7-012-introduction-to-biology-fall-2004]]></guid><description><![CDATA[The MIT Biology Department core courses, 7.012, 7.013, and 7.014, all cover the same core material, which includes the fundamental principles of biochemistry, genetics, molecular biology, and cell biology. Biological function at the molecular level is particularly emphasized and covers the structure and regulation of genes, as well as, the structure and synthesis of proteins, how these molecules are integrated into cells, and how these cells are integrated into multicellular systems and organism]]>
</description><dc:description><![CDATA[The MIT Biology Department core courses, 7.012, 7.013, and 7.014, all cover the same core material, which includes the fundamental principles of biochemistry, genetics, molecular biology, and cell biology. Biological function at the molecular level is particularly emphasized and covers the structure and regulation of genes, as well as, the structure and synthesis of proteins, how these molecules are integrated into cells, and how these cells are integrated into multicellular systems and organism]]>
</dc:description></item><item><title><![CDATA[Genome Variation Server Introduction]]></title><dc:title><![CDATA[Genome Variation Server Introduction]]></dc:title><link><![CDATA[http://www.oercommons.org/libraries/genome-variation-server-introduction]]></link><guid><![CDATA[http://www.oercommons.org/libraries/genome-variation-server-introduction]]></guid><description><![CDATA[This is an introduction to the Genome Variation Server at the University of Washington sponsored by GVS. You can get more freely available training materials on GVS including a longer introductory tutorial (40 minutes), slides, handouts and exercises at OpenHelix GVS Tutorial or visit the resource at GVS]]>
</description><dc:description><![CDATA[This is an introduction to the Genome Variation Server at the University of Washington sponsored by GVS. You can get more freely available training materials on GVS including a longer introductory tutorial (40 minutes), slides, handouts and exercises at OpenHelix GVS Tutorial or visit the resource at GVS]]>
</dc:description></item><item><title><![CDATA[Chem 51C (Spring 2012): Introduction to Carbohydrates: Structure and Stereochemistry]]></title><dc:title><![CDATA[Chem 51C (Spring 2012): Introduction to Carbohydrates: Structure and Stereochemistry]]></dc:title><link><![CDATA[http://ocw.uci.edu/lectures/lecture.aspx?id=813]]></link><guid><![CDATA[http://ocw.uci.edu/lectures/lecture.aspx?id=813]]></guid><description><![CDATA[Spring Quarter 2012, Lecture 16 for Chem 51C: Organic Chemistry recorded on Tuesday, May 29. Items covered: introduction to carbohydrates - structure and stereochemistry.]]>
</description><dc:description><![CDATA[Spring Quarter 2012, Lecture 16 for Chem 51C: Organic Chemistry recorded on Tuesday, May 29. Items covered: introduction to carbohydrates - structure and stereochemistry.]]>
</dc:description></item><item><title><![CDATA[Introduction to the Color Wheel]]></title><dc:title><![CDATA[Introduction to the Color Wheel]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=47434]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=47434]]></guid><description><![CDATA[This video introduces primary and secondary colors and where they fall on the color wheel. Temperatures and complimentary colors are also discussed. This is a great resource for the elementary and/or art classroom.&nbsp;]]>
</description><dc:description><![CDATA[This video introduces primary and secondary colors and where they fall on the color wheel. Temperatures and complimentary colors are also discussed. This is a great resource for the elementary and/or art classroom.&nbsp;]]>
</dc:description></item><item><title><![CDATA[Introduction to ScreenChomp (Free Screencasting app on iPad)]]></title><dc:title><![CDATA[Introduction to ScreenChomp (Free Screencasting app on iPad)]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=47507]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=47507]]></guid><description><![CDATA[Here is a quick look at ScreenChomp, a free screencasting app for the iPad. This informative video labels each part of the Screen Chomp program and shows how to use the program. This is a great professional development resource to help enhance technology instruction in the classroom. (2:11)]]>
</description><dc:description><![CDATA[Here is a quick look at ScreenChomp, a free screencasting app for the iPad. This informative video labels each part of the Screen Chomp program and shows how to use the program. This is a great professional development resource to help enhance technology instruction in the classroom. (2:11)]]>
</dc:description></item><item><title><![CDATA[11.701 Introduction to International Development Planning (MIT)]]></title><dc:title><![CDATA[11.701 Introduction to International Development Planning (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=f322e04610f31af9fb34bb7546ffbfb6]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=f322e04610f31af9fb34bb7546ffbfb6]]></guid><description><![CDATA[This introductory survey course is intended to develop an understanding of key issues and dilemmas of planning in non-Western countries. The issues covered by the course include state intervention, governance, law and institutions in development, privatization, participatory planning, decentralization, poverty, urban-rural linkages, corruption and civil service reform, trade and outsourcing and labor standards, post-conflict development and the role of aid in development.<br clear="both" style="]]>
</description><dc:description><![CDATA[This introductory survey course is intended to develop an understanding of key issues and dilemmas of planning in non-Western countries. The issues covered by the course include state intervention, governance, law and institutions in development, privatization, participatory planning, decentralization, poverty, urban-rural linkages, corruption and civil service reform, trade and outsourcing and labor standards, post-conflict development and the role of aid in development.<br clear="both" style="]]>
</dc:description></item><item><title><![CDATA[11.701 Introduction to International Development Planning (MIT)]]></title><dc:title><![CDATA[11.701 Introduction to International Development Planning (MIT)]]></dc:title><link><![CDATA[http://ocw.mit.edu/courses/urban-studies-and-planning/11-701-introduction-to-international-development-planning-fall-2011]]></link><guid><![CDATA[http://ocw.mit.edu/courses/urban-studies-and-planning/11-701-introduction-to-international-development-planning-fall-2011]]></guid><description><![CDATA[This introductory survey course is intended to develop an understanding of key issues and dilemmas of planning in non-Western countries. The issues covered by the course include state intervention, governance, law and institutions in development, privatization, participatory planning, decentralization, poverty, urban-rural linkages, corruption and civil service reform, trade and outsourcing and labor standards, post-conflict development and the role of aid in development.]]>
</description><dc:description><![CDATA[This introductory survey course is intended to develop an understanding of key issues and dilemmas of planning in non-Western countries. The issues covered by the course include state intervention, governance, law and institutions in development, privatization, participatory planning, decentralization, poverty, urban-rural linkages, corruption and civil service reform, trade and outsourcing and labor standards, post-conflict development and the role of aid in development.]]>
</dc:description></item><item><title><![CDATA[21F.801 Portuguese I (MIT)]]></title><dc:title><![CDATA[21F.801 Portuguese I (MIT)]]></dc:title><link><![CDATA[http://ocw.mit.edu/courses/foreign-languages-and-literatures/21f-801-portuguese-i-fall-2011]]></link><guid><![CDATA[http://ocw.mit.edu/courses/foreign-languages-and-literatures/21f-801-portuguese-i-fall-2011]]></guid><description><![CDATA[This course provides an introduction to the language and culture of the Portuguese-speaking world, with special attention to Brazilian Portuguese. This course focuses are on basic oral expression, listening comprehension, and elementary reading and writing. Students develop their vocabulary and understanding of grammatical concepts through active communication. This is a coordinated language lab program and is designed for students with no knowledge of Portuguese. Class is conducted entirely in ]]>
</description><dc:description><![CDATA[This course provides an introduction to the language and culture of the Portuguese-speaking world, with special attention to Brazilian Portuguese. This course focuses are on basic oral expression, listening comprehension, and elementary reading and writing. Students develop their vocabulary and understanding of grammatical concepts through active communication. This is a coordinated language lab program and is designed for students with no knowledge of Portuguese. Class is conducted entirely in ]]>
</dc:description></item><item><title><![CDATA[16.682 Technology in Transportation (MIT)]]></title><dc:title><![CDATA[16.682 Technology in Transportation (MIT)]]></dc:title><link><![CDATA[http://ocw.mit.edu/courses/aeronautics-and-astronautics/16-682-technology-in-transportation-spring-2011]]></link><guid><![CDATA[http://ocw.mit.edu/courses/aeronautics-and-astronautics/16-682-technology-in-transportation-spring-2011]]></guid><description><![CDATA[This course provides an introduction to the transportation industry's major technical challenges and considerations. For upper level undergraduates interested in learning about the transportation field in a broad but quantitative manner. Topics include road vehicle engineering, internal combustion engines, batteries and motors, electric and hybrid powertrains, urban and high speed rail transportation, water vessels, aircraft types and aerodynamics, radar, navigation, GPS, GIS. Students will comp]]>
</description><dc:description><![CDATA[This course provides an introduction to the transportation industry's major technical challenges and considerations. For upper level undergraduates interested in learning about the transportation field in a broad but quantitative manner. Topics include road vehicle engineering, internal combustion engines, batteries and motors, electric and hybrid powertrains, urban and high speed rail transportation, water vessels, aircraft types and aerodynamics, radar, navigation, GPS, GIS. Students will comp]]>
</dc:description></item><item><title><![CDATA[Introduction to Fluid Statics]]></title><dc:title><![CDATA[Introduction to Fluid Statics]]></dc:title><link><![CDATA[http://cnx.org/content/m42185/latest/]]></link><guid><![CDATA[http://cnx.org/content/m42185/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              <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/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              <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[Introduction to Light- Khan Academy]]></title><dc:title><![CDATA[Introduction to Light- Khan Academy]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=47312]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=47312]]></guid><description><![CDATA[Light and electromagnetic radiation (09:37)]]>
</description><dc:description><![CDATA[Light and electromagnetic radiation (09:37)]]>
</dc:description></item><item><title><![CDATA[Math in Videogames]]></title><dc:title><![CDATA[Math in Videogames]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=47309]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=47309]]></guid><description><![CDATA[4:17&nbsp;Introduction&nbsp;Julia Detar, a videogame designer who creates online games for the &nbsp;company Arkadium, describes how she got involved in the gaming world, &nbsp;gives an introduction to the math in computer programming languages, and&nbsp;presents a videogame-related math challenge.]]>
</description><dc:description><![CDATA[4:17&nbsp;Introduction&nbsp;Julia Detar, a videogame designer who creates online games for the &nbsp;company Arkadium, describes how she got involved in the gaming world, &nbsp;gives an introduction to the math in computer programming languages, and&nbsp;presents a videogame-related math challenge.]]>
</dc:description></item><item><title><![CDATA[21F.801 Portuguese I (MIT)]]></title><dc:title><![CDATA[21F.801 Portuguese I (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=0d245f40a45896311759b9aaf27a323a]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=0d245f40a45896311759b9aaf27a323a]]></guid><description><![CDATA[This course provides an introduction to the language and culture of the Portuguese-speaking world, with special attention to Brazilian Portuguese. This course focuses are on basic oral expression, listening comprehension, and elementary reading and writing. Students develop their vocabulary and understanding of grammatical concepts through active communication. This is a coordinated language lab program and is designed for students with no knowledge of Portuguese. Class is conducted entirely in ]]>
</description><dc:description><![CDATA[This course provides an introduction to the language and culture of the Portuguese-speaking world, with special attention to Brazilian Portuguese. This course focuses are on basic oral expression, listening comprehension, and elementary reading and writing. Students develop their vocabulary and understanding of grammatical concepts through active communication. This is a coordinated language lab program and is designed for students with no knowledge of Portuguese. Class is conducted entirely in ]]>
</dc:description></item><item><title><![CDATA[16.682 Technology in Transportation (MIT)]]></title><dc:title><![CDATA[16.682 Technology in Transportation (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=b7d12ead1803dceb3257e92ee2d42fff]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=b7d12ead1803dceb3257e92ee2d42fff]]></guid><description><![CDATA[This course provides an introduction to the transportation industry's major technical challenges and considerations. For upper level undergraduates interested in learning about the transportation field in a broad but quantitative manner. Topics include road vehicle engineering, internal combustion engines, batteries and motors, electric and hybrid powertrains, urban and high speed rail transportation, water vessels, aircraft types and aerodynamics, radar, navigation, GPS, GIS. Students will comp]]>
</description><dc:description><![CDATA[This course provides an introduction to the transportation industry's major technical challenges and considerations. For upper level undergraduates interested in learning about the transportation field in a broad but quantitative manner. Topics include road vehicle engineering, internal combustion engines, batteries and motors, electric and hybrid powertrains, urban and high speed rail transportation, water vessels, aircraft types and aerodynamics, radar, navigation, GPS, GIS. Students will comp]]>
</dc:description></item><item><title><![CDATA[Introduction to Web Design]]></title><dc:title><![CDATA[Introduction to Web Design]]></dc:title><link><![CDATA[http://open.umich.edu:80/education/umflint/intro-web-design/2012]]></link><guid><![CDATA[http://open.umich.edu:80/education/umflint/intro-web-design/2012]]></guid><description><![CDATA[<div class="field field-type-text field-field-content-type">
      <div class="field-label">Content Type:&nbsp;</div>
    <div class="field-items">
            <div class="field-item odd">
                    Resource        </div>
        </div>
</div>
<div class="field field-type-text field-field-course-code">
      <div class="field-label">Short Title/Course Code:&nbsp;</div>
    <div class="field-items">
            <div class="field-item odd">
                    intro-web-design        </d]]>
</description><dc:description><![CDATA[<div class="field field-type-text field-field-content-type">
      <div class="field-label">Content Type:&nbsp;</div>
    <div class="field-items">
            <div class="field-item odd">
                    Resource        </div>
        </div>
</div>
<div class="field field-type-text field-field-course-code">
      <div class="field-label">Short Title/Course Code:&nbsp;</div>
    <div class="field-items">
            <div class="field-item odd">
                    intro-web-design        </d]]>
</dc:description></item><item><title><![CDATA[Central Limit Theorem: Introduction]]></title><dc:title><![CDATA[Central Limit Theorem: Introduction]]></dc:title><link><![CDATA[http://cnx.org/content/m16953/latest/]]></link><guid><![CDATA[http://cnx.org/content/m16953/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/sdean">Susan Dean</a>, 
                
                <a href="http://cnx.org/member_profile/billowsky">Barbara Illowsky, Ph.D.</a>
                
                </i></b><br/>
              This module provides a brief introduction to the Central Limit Theorem.<br/>
              
              <img style="border: 0px"
                  src="http://i.creativecommons.org/l/by/3.0/80x15.png"/>
              
                <a hre]]>
</description><dc:description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/sdean">Susan Dean</a>, 
                
                <a href="http://cnx.org/member_profile/billowsky">Barbara Illowsky, Ph.D.</a>
                
                </i></b><br/>
              This module provides a brief introduction to the Central Limit Theorem.<br/>
              
              <img style="border: 0px"
                  src="http://i.creativecommons.org/l/by/3.0/80x15.png"/>
              
                <a hre]]>
</dc:description></item><item><title><![CDATA[Introduction to Circuits, Bioelectricity, and DC Instruments]]></title><dc:title><![CDATA[Introduction to Circuits, Bioelectricity, and DC Instruments]]></dc:title><link><![CDATA[http://cnx.org/content/m42354/latest/]]></link><guid><![CDATA[http://cnx.org/content/m42354/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              <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/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              <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[Introduction to Combustion Analysis]]></title><dc:title><![CDATA[Introduction to Combustion Analysis]]></dc:title><link><![CDATA[http://cnx.org/content/m43578/latest/]]></link><guid><![CDATA[http://cnx.org/content/m43578/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/lac6">Laurie Cullum</a>, 
                
                <a href="http://cnx.org/member_profile/arb">Andrew R. Barron</a>
                
                </i></b><br/>
              <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/lac6">Laurie Cullum</a>, 
                
                <a href="http://cnx.org/member_profile/arb">Andrew R. Barron</a>
                
                </i></b><br/>
              <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[Using Metric and Customary Units of Length]]></title><dc:title><![CDATA[Using Metric and Customary Units of Length]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=47082]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=47082]]></guid><description><![CDATA[Robyn and Andy discuss measurements while trying to buy bowling shoes. This video sets up a math lesson on the metric system, measuring, and using different units.&nbsp; This animated video could be used as an introduction to different units of measure.&nbsp; ( 1:35)]]>
</description><dc:description><![CDATA[Robyn and Andy discuss measurements while trying to buy bowling shoes. This video sets up a math lesson on the metric system, measuring, and using different units.&nbsp; This animated video could be used as an introduction to different units of measure.&nbsp; ( 1:35)]]>
</dc:description></item><item><title><![CDATA[Dean Rick Goodstein's Introduction to College of Architecture, Arts and Humanities]]></title><dc:title><![CDATA[Dean Rick Goodstein's Introduction to College of Architecture, Arts and Humanities]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=USwSQ19V-dQ]]></link><guid><![CDATA[http://www.youtube.com/watch?v=USwSQ19V-dQ]]></guid><description><![CDATA[Dean Rick Goodstein introduces the College of Architecture, Arts and Humanities, including the School of the Arts, the School of Design and Building, and the School of the Humanities.]]>
</description><dc:description><![CDATA[Dean Rick Goodstein introduces the College of Architecture, Arts and Humanities, including the School of the Arts, the School of Design and Building, and the School of the Humanities.]]>
</dc:description></item><item><title><![CDATA[Chem 51C (Spring 2012): Introduction to Amines - Properties and Synthesis]]></title><dc:title><![CDATA[Chem 51C (Spring 2012): Introduction to Amines - Properties and Synthesis]]></dc:title><link><![CDATA[http://ocw.uci.edu/lectures/lecture.aspx?id=800]]></link><guid><![CDATA[http://ocw.uci.edu/lectures/lecture.aspx?id=800]]></guid><description><![CDATA[Spring Quarter 2012, Lecture 14 for Chem 51C: Organic Chemistry recorded on Tuesday, May 22. Items covered: Introduction to Amines - Properties and Synthesis.]]>
</description><dc:description><![CDATA[Spring Quarter 2012, Lecture 14 for Chem 51C: Organic Chemistry recorded on Tuesday, May 22. Items covered: Introduction to Amines - Properties and Synthesis.]]>
</dc:description></item><item><title><![CDATA[Tip of the Week: GenomeSpace]]></title><dc:title><![CDATA[Tip of the Week: GenomeSpace]]></dc:title><link><![CDATA[http://www.scivee.tv:80/node/48301]]></link><guid><![CDATA[http://www.scivee.tv:80/node/48301]]></guid><description><![CDATA[By: OpenHelix A quick introduction to GenomeSpace. More about GenomeSpace and links can be found at  http://blog.openhelix.eu/?p=12312]]>
</description><dc:description><![CDATA[By: OpenHelix A quick introduction to GenomeSpace. More about GenomeSpace and links can be found at  http://blog.openhelix.eu/?p=12312]]>
</dc:description></item><item><title><![CDATA[The Civil War in Four Minutes]]></title><dc:title><![CDATA[The Civil War in Four Minutes]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=46962]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=46962]]></guid><description><![CDATA[A look at how the US map changed during the Civil War. The video is only 1:30 long and gives a close-up of an excellent display at the Lincoln Memorial library and museum. A good introduction to the Civil War. <br />]]>
</description><dc:description><![CDATA[A look at how the US map changed during the Civil War. The video is only 1:30 long and gives a close-up of an excellent display at the Lincoln Memorial library and museum. A good introduction to the Civil War. <br />]]>
</dc:description></item><item><title><![CDATA[Introduction to Quantum Physics]]></title><dc:title><![CDATA[Introduction to Quantum Physics]]></dc:title><link><![CDATA[http://cnx.org/content/m42550/latest/]]></link><guid><![CDATA[http://cnx.org/content/m42550/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              <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/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              <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[Introduction to Computer Architecture]]></title><dc:title><![CDATA[Introduction to Computer Architecture]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=46677]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=46677]]></guid><description><![CDATA[Lecture Series on Computer Architecture by Prof. Anshul Kumar, Department of Computer Science &amp; Engineering ,IIT Delhi. This 53 minute is for sophisticated students and the sound quality may not be good enough for large classrooms.]]>
</description><dc:description><![CDATA[Lecture Series on Computer Architecture by Prof. Anshul Kumar, Department of Computer Science &amp; Engineering ,IIT Delhi. This 53 minute is for sophisticated students and the sound quality may not be good enough for large classrooms.]]>
</dc:description></item><item><title><![CDATA[Introduction to Sparsity in Signal Processing]]></title><dc:title><![CDATA[Introduction to Sparsity in Signal Processing]]></dc:title><link><![CDATA[http://cnx.org/content/m43545/latest/]]></link><guid><![CDATA[http://cnx.org/content/m43545/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/selesi">Ivan Selesnick</a>
                
                </i></b><br/>
              A tutorial on sparsity-based methods in signal processing. Several examples are illustrated for 1D signal problems. Least square and sparse solutions are compared.<br/>
              
              <img style="border: 0px"
                  src="http://i.creativecommons.org/l/by/3.0/80x15.png"/>
              
                <a href="http://creati]]>
</description><dc:description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/selesi">Ivan Selesnick</a>
                
                </i></b><br/>
              A tutorial on sparsity-based methods in signal processing. Several examples are illustrated for 1D signal problems. Least square and sparse solutions are compared.<br/>
              
              <img style="border: 0px"
                  src="http://i.creativecommons.org/l/by/3.0/80x15.png"/>
              
                <a href="http://creati]]>
</dc:description></item><item><title><![CDATA[Introduction to microscopy]]></title><dc:title><![CDATA[Introduction to microscopy]]></dc:title><link><![CDATA[http://openlearn.open.ac.uk/course/view.php?name=S210_2]]></link><guid><![CDATA[http://openlearn.open.ac.uk/course/view.php?name=S210_2]]></guid><description><![CDATA[The unit provides an introduction to microscopy and the operation of a simple light microscope, of the type found in histology units and teaching laboratories. It outlines different methods used for preparing and staining tissue sections for microscopy, and explains how different stains can be used to identify particular cells, pathogens and anatomical structures.]]>
</description><dc:description><![CDATA[The unit provides an introduction to microscopy and the operation of a simple light microscope, of the type found in histology units and teaching laboratories. It outlines different methods used for preparing and staining tissue sections for microscopy, and explains how different stains can be used to identify particular cells, pathogens and anatomical structures.]]>
</dc:description></item><item><title><![CDATA[Introduction to histopathology]]></title><dc:title><![CDATA[Introduction to histopathology]]></dc:title><link><![CDATA[http://openlearn.open.ac.uk/course/view.php?name=S210_3]]></link><guid><![CDATA[http://openlearn.open.ac.uk/course/view.php?name=S210_3]]></guid><description><![CDATA[This unit provides an introduction to the subject of histopathology and outlines how the appearance of different tissues changes due to damage, inflammation, infection or degeneration and how microscopy can aid in the diagnosis of disease.]]>
</description><dc:description><![CDATA[This unit provides an introduction to the subject of histopathology and outlines how the appearance of different tissues changes due to damage, inflammation, infection or degeneration and how microscopy can aid in the diagnosis of disease.]]>
</dc:description></item><item><title><![CDATA[Introduction to histology]]></title><dc:title><![CDATA[Introduction to histology]]></dc:title><link><![CDATA[http://openlearn.open.ac.uk/course/view.php?name=S210_1]]></link><guid><![CDATA[http://openlearn.open.ac.uk/course/view.php?name=S210_1]]></guid><description><![CDATA[This unit provides an introduction to histology, the study of tissues. It also describes how histology can aid in the diagnosis of disease and explains how histology services are organised within a hospital.]]>
</description><dc:description><![CDATA[This unit provides an introduction to histology, the study of tissues. It also describes how histology can aid in the diagnosis of disease and explains how histology services are organised within a hospital.]]>
</dc:description></item><item><title><![CDATA[Volcanism (Interactive)]]></title><dc:title><![CDATA[Volcanism (Interactive)]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=46769]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=46769]]></guid><description><![CDATA[Volcanoes provide spectacular evidence that we are living on a dynamic planet, where land can be created or destroyed without regard to human structures or civilizations. This interactive resource adapted from the National Park Service provides an introduction to the wonderful diversity of volcanoes, describing how they form and explaining the great variation in their size and shape and in the processes that created them.]]>
</description><dc:description><![CDATA[Volcanoes provide spectacular evidence that we are living on a dynamic planet, where land can be created or destroyed without regard to human structures or civilizations. This interactive resource adapted from the National Park Service provides an introduction to the wonderful diversity of volcanoes, describing how they form and explaining the great variation in their size and shape and in the processes that created them.]]>
</dc:description></item><item><title><![CDATA[The Heart of the Matter: An Introduction to Engineering Heart Tissue]]></title><dc:title><![CDATA[The Heart of the Matter: An Introduction to Engineering Heart Tissue]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=46640]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=46640]]></guid><description><![CDATA[This video provides a brief overview of the human heart, how heart attacks can occur, and what researchers are doing today to repair a heart after a heart attack through the engineering of heart tissue.&nbsp; (6:02)]]>
</description><dc:description><![CDATA[This video provides a brief overview of the human heart, how heart attacks can occur, and what researchers are doing today to repair a heart after a heart attack through the engineering of heart tissue.&nbsp; (6:02)]]>
</dc:description></item><item><title><![CDATA[Why Does the Civil War Era Have a Hold on American Historical?]]></title><dc:title><![CDATA[Why Does the Civil War Era Have a Hold on American Historical?]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=46589]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=46589]]></guid><description><![CDATA[The Civil War and Reconstruction (HIST 119) Professor Blight offers an introduction to the course. He summarizes some of the course readings, and discusses the War in this 43 minute lecture with some slides. It is for advanced students.]]>
</description><dc:description><![CDATA[The Civil War and Reconstruction (HIST 119) Professor Blight offers an introduction to the course. He summarizes some of the course readings, and discusses the War in this 43 minute lecture with some slides. It is for advanced students.]]>
</dc:description></item><item><title><![CDATA[Introduction to Wave Optics]]></title><dc:title><![CDATA[Introduction to Wave Optics]]></dc:title><link><![CDATA[http://cnx.org/content/m42496/latest/]]></link><guid><![CDATA[http://cnx.org/content/m42496/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              <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/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              <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[Introduction to Applications of Nuclear Physics]]></title><dc:title><![CDATA[Introduction to Applications of Nuclear Physics]]></dc:title><link><![CDATA[http://cnx.org/content/m42646/latest/]]></link><guid><![CDATA[http://cnx.org/content/m42646/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              <list>
<item>Provide examples of various nuclear physics applications.</item>
</list><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/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              <list>
<item>Provide examples of various nuclear physics applications.</item>
</list><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[NC SC Open House]]></title><dc:title><![CDATA[NC SC Open House]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=cDj2OF_a1wA]]></link><guid><![CDATA[http://www.youtube.com/watch?v=cDj2OF_a1wA]]></guid><description><![CDATA[High schoolers from North and South Carolina got an introduction to Duke's campus at an annual summer open house.]]>
</description><dc:description><![CDATA[High schoolers from North and South Carolina got an introduction to Duke's campus at an annual summer open house.]]>
</dc:description></item><item><title><![CDATA[Organic farm school.]]></title><dc:title><![CDATA[Organic farm school.]]></dc:title><link><![CDATA[http://portal.organic-edunet.eu:80/index.php?option=com_content&view=article&id=22321&catid=1&Itemid=103]]></link><guid><![CDATA[http://portal.organic-edunet.eu:80/index.php?option=com_content&view=article&id=22321&catid=1&Itemid=103]]></guid><description><![CDATA[<table border="0" cellspacing="2" cellpadding="2" style="text-align: left; width: 100%;"><tbody><tr><td>An introduction to organic farm schools, where students can learn how to grow organic plants, raise animals, cook and use rural crafts.<br/><a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank"><img src="http://portal.organic-edunet.eu:80//images/cc/by-nc-nd.png" alt="creative commons license" /></a></td></tr></tbody></table>]]>
</description><dc:description><![CDATA[<table border="0" cellspacing="2" cellpadding="2" style="text-align: left; width: 100%;"><tbody><tr><td>An introduction to organic farm schools, where students can learn how to grow organic plants, raise animals, cook and use rural crafts.<br/><a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" target="_blank"><img src="http://portal.organic-edunet.eu:80//images/cc/by-nc-nd.png" alt="creative commons license" /></a></td></tr></tbody></table>]]>
</dc:description></item><item><title><![CDATA[21F.044 Classics of Chinese Literature (MIT)]]></title><dc:title><![CDATA[21F.044 Classics of Chinese Literature (MIT)]]></dc:title><link><![CDATA[http://ocw.mit.edu/courses/foreign-languages-and-literatures/21f-044-classics-of-chinese-literature-fall-2011]]></link><guid><![CDATA[http://ocw.mit.edu/courses/foreign-languages-and-literatures/21f-044-classics-of-chinese-literature-fall-2011]]></guid><description><![CDATA[This course is an introduction to three of the major genres of traditional Chinese literature&mdash;poetry, fiction and drama, with a focus on vernacular fiction. We will read translations of a number of the &quot;masterworks&quot; of Chinese literature. We will also examine the intertextuality between these genres &mdash; how poetry blends into narrative, how fiction becomes drama, and drama inspires fiction. Through reading these selected works of traditional Chinese literature, we will examin]]>
</description><dc:description><![CDATA[This course is an introduction to three of the major genres of traditional Chinese literature&mdash;poetry, fiction and drama, with a focus on vernacular fiction. We will read translations of a number of the &quot;masterworks&quot; of Chinese literature. We will also examine the intertextuality between these genres &mdash; how poetry blends into narrative, how fiction becomes drama, and drama inspires fiction. Through reading these selected works of traditional Chinese literature, we will examin]]>
</dc:description></item><item><title><![CDATA[Introduction to Electromagnetic Induction: AC Circuits and Electrical Technologies]]></title><dc:title><![CDATA[Introduction to Electromagnetic Induction: AC Circuits and Electrical Technologies]]></dc:title><link><![CDATA[http://cnx.org/content/m42389/latest/]]></link><guid><![CDATA[http://cnx.org/content/m42389/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              <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/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              <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[German I, Fall 2003]]></title><dc:title><![CDATA[German I, Fall 2003]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/21f-401-german-i-fall-2003]]></link><guid><![CDATA[http://www.oercommons.org/courses/21f-401-german-i-fall-2003]]></guid><description><![CDATA[Introduction to German language and culture. Acquisition of vocabulary and grammatical concepts through active communication. Audio, video, and printed materials provide direct exposure to authentic German language and culture. Self-paced language lab program is fully coordinated with textbook/workbook. Development of effective basic communication skills.]]>
</description><dc:description><![CDATA[Introduction to German language and culture. Acquisition of vocabulary and grammatical concepts through active communication. Audio, video, and printed materials provide direct exposure to authentic German language and culture. Self-paced language lab program is fully coordinated with textbook/workbook. Development of effective basic communication skills.]]>
</dc:description></item><item><title><![CDATA[21F.044 Classics of Chinese Literature (MIT)]]></title><dc:title><![CDATA[21F.044 Classics of Chinese Literature (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=c912354f4048c47c46c739968bc09d32]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=c912354f4048c47c46c739968bc09d32]]></guid><description><![CDATA[This course is an introduction to three of the major genres of traditional Chinese literature&mdash;poetry, fiction and drama, with a focus on vernacular fiction. We will read translations of a number of the &quot;masterworks&quot; of Chinese literature. We will also examine the intertextuality between these genres &mdash; how poetry blends into narrative, how fiction becomes drama, and drama inspires fiction. Through reading these selected works of traditional Chinese literature, we will examin]]>
</description><dc:description><![CDATA[This course is an introduction to three of the major genres of traditional Chinese literature&mdash;poetry, fiction and drama, with a focus on vernacular fiction. We will read translations of a number of the &quot;masterworks&quot; of Chinese literature. We will also examine the intertextuality between these genres &mdash; how poetry blends into narrative, how fiction becomes drama, and drama inspires fiction. Through reading these selected works of traditional Chinese literature, we will examin]]>
</dc:description></item><item><title><![CDATA[Introduction to Lesson 1]]></title><dc:title><![CDATA[Introduction to Lesson 1]]></dc:title><link><![CDATA[http://www.teachertube.com:80/viewVideo.php?video_id=265654]]></link><guid><![CDATA[http://www.teachertube.com:80/viewVideo.php?video_id=265654]]></guid><description><![CDATA[<a href="http://api.tweetmeme.com/share?url=viewVideo.php?video_id=265654">	<img src="http://api.tweetmeme.com/imagebutton.gif?url=viewVideo.php?video_id=265654" align="right" height="61" width="51" /></a>

			<a href="http://www.google.com/reader/link?url=viewVideo.php?video_id=265654&title=Introduction to Lesson 1">	<img src="http://teachertube.com/googlebuzz.png?url=viewVideo.php?video_id=265654" align="right" height="61" width="51" /></a>


							<img src="http://media2.teachertube.com/file]]>
</description><dc:description><![CDATA[<a href="http://api.tweetmeme.com/share?url=viewVideo.php?video_id=265654">	<img src="http://api.tweetmeme.com/imagebutton.gif?url=viewVideo.php?video_id=265654" align="right" height="61" width="51" /></a>

			<a href="http://www.google.com/reader/link?url=viewVideo.php?video_id=265654&title=Introduction to Lesson 1">	<img src="http://teachertube.com/googlebuzz.png?url=viewVideo.php?video_id=265654" align="right" height="61" width="51" /></a>


							<img src="http://media2.teachertube.com/file]]>
</dc:description></item><item><title><![CDATA[Mathematical Methods II (2012)]]></title><dc:title><![CDATA[Mathematical Methods II (2012)]]></dc:title><link><![CDATA[http://ocw.uc3m.es/matematicas/mathematical-methods]]></link><guid><![CDATA[http://ocw.uc3m.es/matematicas/mathematical-methods]]></guid><description><![CDATA[This course consists of a introduction to linear algebra.]]>
</description><dc:description><![CDATA[This course consists of a introduction to linear algebra.]]>
</dc:description></item><item><title><![CDATA[Tracing Electricity]]></title><dc:title><![CDATA[Tracing Electricity]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=46059]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=46059]]></guid><description><![CDATA[What is the path of electricity and how does it get to a light bulb in your house? This video traces the path of electricity and it travel through the grid. It does not have narration, but uses a series of images to show different ways electricity gets to a home. The video could be used as an introduction to a lesson, to show students how to be more aware of this process, or&nbsp;what to avoid if they see one of these lines on the ground. (04:13)]]>
</description><dc:description><![CDATA[What is the path of electricity and how does it get to a light bulb in your house? This video traces the path of electricity and it travel through the grid. It does not have narration, but uses a series of images to show different ways electricity gets to a home. The video could be used as an introduction to a lesson, to show students how to be more aware of this process, or&nbsp;what to avoid if they see one of these lines on the ground. (04:13)]]>
</dc:description></item><item><title><![CDATA[Introduction to Conic Sections]]></title><dc:title><![CDATA[Introduction to Conic Sections]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=46033]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=46033]]></guid><description><![CDATA[What are conic sections and why are they called "conic sections"? This video gives a basic overview and introduction to the four types of conic sections: circle, ellipse, parabola, and hyperbole. It goes over why they are called conic sections, descriptions and explanations of what the four types of conic sections, and the equations and graphs of the four types of conic sections. (10:58)]]>
</description><dc:description><![CDATA[What are conic sections and why are they called "conic sections"? This video gives a basic overview and introduction to the four types of conic sections: circle, ellipse, parabola, and hyperbole. It goes over why they are called conic sections, descriptions and explanations of what the four types of conic sections, and the equations and graphs of the four types of conic sections. (10:58)]]>
</dc:description></item><item><title><![CDATA[Introduction to Frontiers of Physics]]></title><dc:title><![CDATA[Introduction to Frontiers of Physics]]></dc:title><link><![CDATA[http://cnx.org/content/m42683/latest/]]></link><guid><![CDATA[http://cnx.org/content/m42683/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              <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/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              <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[Introduction to logarithm properties (part 2)]]></title><dc:title><![CDATA[Introduction to logarithm properties (part 2)]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=45954]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=45954]]></guid><description><![CDATA[Second part of the introduction to logarithm properties. From Khan Academy (10:04)]]>
</description><dc:description><![CDATA[Second part of the introduction to logarithm properties. From Khan Academy (10:04)]]>
</dc:description></item><item><title><![CDATA[Introduction to logarithm properties]]></title><dc:title><![CDATA[Introduction to logarithm properties]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=45953]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=45953]]></guid><description><![CDATA[Introduction to the first two logarithm properties. From Khan Academy (9:14)]]>
</description><dc:description><![CDATA[Introduction to the first two logarithm properties. From Khan Academy (9:14)]]>
</dc:description></item><item><title><![CDATA[Introduction to Statics and Torque]]></title><dc:title><![CDATA[Introduction to Statics and Torque]]></dc:title><link><![CDATA[http://cnx.org/content/m42167/latest/]]></link><guid><![CDATA[http://cnx.org/content/m42167/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              <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/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              <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[Vectors and Scalars]]></title><dc:title><![CDATA[Vectors and Scalars]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=45674]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=45674]]></guid><description><![CDATA[An introduction to scalars and vectors. This video teaches how to add and subtract vectors, as well as find the magnitude of a vector in a triangle, as long as you have the magnitude of one of the vectors and the measure of the angle.]]>
</description><dc:description><![CDATA[An introduction to scalars and vectors. This video teaches how to add and subtract vectors, as well as find the magnitude of a vector in a triangle, as long as you have the magnitude of one of the vectors and the measure of the angle.]]>
</dc:description></item><item><title><![CDATA[Windbg & SOS - 03]]></title><dc:title><![CDATA[Windbg & SOS - 03]]></dc:title><link><![CDATA[http://channel9.msdn.com/Series/-NET-Debugging-Stater-Kit-for-the-Production-Environment/Windbg--SOS-03]]></link><guid><![CDATA[http://channel9.msdn.com/Series/-NET-Debugging-Stater-Kit-for-the-Production-Environment/Windbg--SOS-03]]></guid><description><![CDATA[<p>Ever try to load SOS/psscor into your debugging session and get a &quot;Failed to load data access dll&quot; error?&nbsp; It's not uncommon, especially when you first start debugging .NET applications.&nbsp; Join us for a brief introduction to Windbg before we discuss the most common causes for this error, and what are oftentimes simple solutions.</p><p>&nbsp;</p><p><em>NOTE: At 4:55, it insinuates that psscor4 works with .NET 4.5.&nbsp; This is not the case.&nbsp; As of the time of the recor]]>
</description><dc:description><![CDATA[<p>Ever try to load SOS/psscor into your debugging session and get a &quot;Failed to load data access dll&quot; error?&nbsp; It's not uncommon, especially when you first start debugging .NET applications.&nbsp; Join us for a brief introduction to Windbg before we discuss the most common causes for this error, and what are oftentimes simple solutions.</p><p>&nbsp;</p><p><em>NOTE: At 4:55, it insinuates that psscor4 works with .NET 4.5.&nbsp; This is not the case.&nbsp; As of the time of the recor]]>
</dc:description></item><item><title><![CDATA[Glaciers (Interactive)]]></title><dc:title><![CDATA[Glaciers (Interactive)]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=45602]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=45602]]></guid><description><![CDATA[Glaciers, which cover about 10 percent of Earth's land surface and hold between two and three percent of its water, are found on every continent except Australia. This interactive activity adapted from the National Park Service offers a comprehensive introduction to glaciers. By exploring the different sections, users will learn where and why glaciers form, what influences their growth and decline, and how an apparently solid mass appears to flow like a river.]]>
</description><dc:description><![CDATA[Glaciers, which cover about 10 percent of Earth's land surface and hold between two and three percent of its water, are found on every continent except Australia. This interactive activity adapted from the National Park Service offers a comprehensive introduction to glaciers. By exploring the different sections, users will learn where and why glaciers form, what influences their growth and decline, and how an apparently solid mass appears to flow like a river.]]>
</dc:description></item><item><title><![CDATA[Preface to Introduction to Sociology]]></title><dc:title><![CDATA[Preface to Introduction to Sociology]]></dc:title><link><![CDATA[http://cnx.org/content/m43493/latest/]]></link><guid><![CDATA[http://cnx.org/content/m43493/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              <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/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              <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[Developing Course and Laboratory Homepages for the World Wide Web]]></title><dc:title><![CDATA[Developing Course and Laboratory Homepages for the World Wide Web]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/developing-course-and-laboratory-homepages-for-the-world-wide-web]]></link><guid><![CDATA[http://www.oercommons.org/courses/developing-course-and-laboratory-homepages-for-the-world-wide-web]]></guid><description><![CDATA[This learning object is designed to introduce teachers and course coordinators to the use of Netscape Navigator Gold, and to provide a brief introduction to web page design.]]>
</description><dc:description><![CDATA[This learning object is designed to introduce teachers and course coordinators to the use of Netscape Navigator Gold, and to provide a brief introduction to web page design.]]>
</dc:description></item><item><title><![CDATA[Biology of Plants]]></title><dc:title><![CDATA[Biology of Plants]]></dc:title><link><![CDATA[http://www.oercommons.org/libraries/biology-of-plants]]></link><guid><![CDATA[http://www.oercommons.org/libraries/biology-of-plants]]></guid><description><![CDATA[Introduction to the biology of plants.]]>
</description><dc:description><![CDATA[Introduction to the biology of plants.]]>
</dc:description></item><item><title><![CDATA[9.00SC Introduction to Psychology (MIT)]]></title><dc:title><![CDATA[9.00SC Introduction to Psychology (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=268d109e48269ccb2705c81fdf223022]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=268d109e48269ccb2705c81fdf223022]]></guid><description><![CDATA[This course is a survey of the scientific study of human nature, including how the mind works, and how the brain supports the mind. Topics include the mental and neural bases of perception, emotion, learning, memory, cognition, child development, personality, psychopathology, and social interaction. Students will consider how such knowledge relates to debates about nature and nurture, free will, consciousness, human differences, self, and society.<br clear="both" style="clear: both;"/>
<br clear]]>
</description><dc:description><![CDATA[This course is a survey of the scientific study of human nature, including how the mind works, and how the brain supports the mind. Topics include the mental and neural bases of perception, emotion, learning, memory, cognition, child development, personality, psychopathology, and social interaction. Students will consider how such knowledge relates to debates about nature and nurture, free will, consciousness, human differences, self, and society.<br clear="both" style="clear: both;"/>
<br clear]]>
</dc:description></item><item><title><![CDATA[Introduction to Sociology]]></title><dc:title><![CDATA[Introduction to Sociology]]></dc:title><link><![CDATA[http://cnx.org/content/m42980/latest/]]></link><guid><![CDATA[http://cnx.org/content/m42980/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              <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/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              <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[Introduction to Sociological Research]]></title><dc:title><![CDATA[Introduction to Sociological Research]]></dc:title><link><![CDATA[http://cnx.org/content/m42982/latest/]]></link><guid><![CDATA[http://cnx.org/content/m42982/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              <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/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              <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[9.00SC Introduction to Psychology (MIT)]]></title><dc:title><![CDATA[9.00SC Introduction to Psychology (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=bbc431407f6360ceee7032a4637eeb3b]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=bbc431407f6360ceee7032a4637eeb3b]]></guid><description><![CDATA[Includes audio/video content: AV lectures. This course is a survey of the scientific study of human nature, including how the mind works, and how the brain supports the mind. Topics include the mental and neural bases of perception, emotion, learning, memory, cognition, child development, personality, psychopathology, and social interaction. Students will consider how such knowledge relates to debates about nature and nurture, free will, consciousness, human differences, self, and society.<br cl]]>
</description><dc:description><![CDATA[Includes audio/video content: AV lectures. This course is a survey of the scientific study of human nature, including how the mind works, and how the brain supports the mind. Topics include the mental and neural bases of perception, emotion, learning, memory, cognition, child development, personality, psychopathology, and social interaction. Students will consider how such knowledge relates to debates about nature and nurture, free will, consciousness, human differences, self, and society.<br cl]]>
</dc:description></item><item><title><![CDATA[9.00SC Introduction to Psychology (MIT)]]></title><dc:title><![CDATA[9.00SC Introduction to Psychology (MIT)]]></dc:title><link><![CDATA[http://ocw.mit.edu/courses/brain-and-cognitive-sciences/9-00sc-introduction-to-psychology-fall-2011]]></link><guid><![CDATA[http://ocw.mit.edu/courses/brain-and-cognitive-sciences/9-00sc-introduction-to-psychology-fall-2011]]></guid><description><![CDATA[This course is a survey of the scientific study of human nature, including how the mind works, and how the brain supports the mind. Topics include the mental and neural bases of perception, emotion, learning, memory, cognition, child development, personality, psychopathology, and social interaction. Students will consider how such knowledge relates to debates about nature and nurture, free will, consciousness, human differences, self, and society.]]>
</description><dc:description><![CDATA[This course is a survey of the scientific study of human nature, including how the mind works, and how the brain supports the mind. Topics include the mental and neural bases of perception, emotion, learning, memory, cognition, child development, personality, psychopathology, and social interaction. Students will consider how such knowledge relates to debates about nature and nurture, free will, consciousness, human differences, self, and society.]]>
</dc:description></item><item><title><![CDATA[Introduction to Uniform Circular Motion and Gravitation]]></title><dc:title><![CDATA[Introduction to Uniform Circular Motion and Gravitation]]></dc:title><link><![CDATA[http://cnx.org/content/m42140/latest/]]></link><guid><![CDATA[http://cnx.org/content/m42140/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              <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/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              <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[Financial Markets (2011)]]></title><dc:title><![CDATA[Financial Markets (2011)]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/financial-markets-2011]]></link><guid><![CDATA[http://www.oercommons.org/courses/financial-markets-2011]]></guid><description><![CDATA[An overview of the ideas, methods, and institutions that permit human society to manage risks and foster enterprise. Description of practices today and analysis of prospects for the future. Introduction to risk management and behavioral finance principles to understand the functioning of securities, insurance, and banking industries.]]>
</description><dc:description><![CDATA[An overview of the ideas, methods, and institutions that permit human society to manage risks and foster enterprise. Description of practices today and analysis of prospects for the future. Introduction to risk management and behavioral finance principles to understand the functioning of securities, insurance, and banking industries.]]>
</dc:description></item><item><title><![CDATA[Learn Japanese Grammar Video - Absolute Beginner #17 - Introduction to Informal Japanese Verbs]]></title><dc:title><![CDATA[Learn Japanese Grammar Video - Absolute Beginner #17 - Introduction to Informal Japanese Verbs]]></dc:title><link><![CDATA[http://www.japanesepod101.com/2012/04/27/learn-japanese-grammar-video-absolute-beginner-17-introduction-to-informal-japanese-verbs/]]></link><guid><![CDATA[http://www.japanesepod101.com/2012/04/27/learn-japanese-grammar-video-absolute-beginner-17-introduction-to-informal-japanese-verbs/]]></guid><description><![CDATA[Learn Japanese with JapanesePod101.com! Welcome to JapanesePod101.com&#8217;s Learn Japanese Grammar Video Series-Absolute Beginner. Over twenty-five video lessons, we will teach you the absolute essentials of Japanese grammar using a powerful combination of audio and video. Each audio grammar explanation is enhanced with motion graphics so you can follow along visually every step of the way. [...]]]>
</description><dc:description><![CDATA[Learn Japanese with JapanesePod101.com! Welcome to JapanesePod101.com&#8217;s Learn Japanese Grammar Video Series-Absolute Beginner. Over twenty-five video lessons, we will teach you the absolute essentials of Japanese grammar using a powerful combination of audio and video. Each audio grammar explanation is enhanced with motion graphics so you can follow along visually every step of the way. [...]]]>
</dc:description></item><item><title><![CDATA[Frequency Response of an LSI System]]></title><dc:title><![CDATA[Frequency Response of an LSI System]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/frequency-response-of-an-lsi-system]]></link><guid><![CDATA[http://www.oercommons.org/courses/frequency-response-of-an-lsi-system]]></guid><description><![CDATA[An introduction to the frequency response of an LSI system.]]>
</description><dc:description><![CDATA[An introduction to the frequency response of an LSI system.]]>
</dc:description></item><item><title><![CDATA[Introduction to Two-Dimensional Kinematics]]></title><dc:title><![CDATA[Introduction to Two-Dimensional Kinematics]]></dc:title><link><![CDATA[http://cnx.org/content/m42126/latest/]]></link><guid><![CDATA[http://cnx.org/content/m42126/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              <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/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              <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[Introduction to the intuition behind limits]]></title><dc:title><![CDATA[Introduction to the intuition behind limits]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=45061]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=45061]]></guid><description><![CDATA[This 7:38&nbsp; video introduces limits used in calculus. A limit is the value of the expression as the expression approaches. This introduction gives examples that show that limits are not as simple as just evaluating a function. The video uses a narrator and a smart board.]]>
</description><dc:description><![CDATA[This 7:38&nbsp; video introduces limits used in calculus. A limit is the value of the expression as the expression approaches. This introduction gives examples that show that limits are not as simple as just evaluating a function. The video uses a narrator and a smart board.]]>
</dc:description></item><item><title><![CDATA[Europe on the Brink? Introduction and Historical Issues]]></title><dc:title><![CDATA[Europe on the Brink? Introduction and Historical Issues]]></dc:title><link><![CDATA[http://media.podcasts.ox.ac.uk/socleg/fljs/2012-04-19-fljs-europebrink-deighton-1.mp3]]></link><guid><![CDATA[http://media.podcasts.ox.ac.uk/socleg/fljs/2012-04-19-fljs-europebrink-deighton-1.mp3]]></guid><description><![CDATA[Introduction to the Europe on the Brink: Economic, Political, and Constitutional Issues Panel Discussion to inaugurate the Law, Justice and Society Research Cluster at Wolfson College, Oxford]]>
</description><dc:description><![CDATA[Introduction to the Europe on the Brink: Economic, Political, and Constitutional Issues Panel Discussion to inaugurate the Law, Justice and Society Research Cluster at Wolfson College, Oxford]]>
</dc:description></item><item><title><![CDATA[Meet the Nintendo Game Boy Family!]]></title><dc:title><![CDATA[Meet the Nintendo Game Boy Family!]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=44997]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=44997]]></guid><description><![CDATA[This is a video introduction to the Nintendo Game Boy. The first hand held Game Boy system was released in 1989. (08:23)]]>
</description><dc:description><![CDATA[This is a video introduction to the Nintendo Game Boy. The first hand held Game Boy system was released in 1989. (08:23)]]>
</dc:description></item><item><title><![CDATA[Visual Learning Bridge: Fractions of a Set]]></title><dc:title><![CDATA[Visual Learning Bridge: Fractions of a Set]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=44849]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=44849]]></guid><description><![CDATA[This cute animated video gives a great introduction to fractions and sets. Colorful fish are used to describe fractions in a set. This is a great resource for the elementary classroom. (2:41)]]>
</description><dc:description><![CDATA[This cute animated video gives a great introduction to fractions and sets. Colorful fish are used to describe fractions in a set. This is a great resource for the elementary classroom. (2:41)]]>
</dc:description></item><item><title><![CDATA[Jumping about in applied probability - Andreas Kyprianou]]></title><dc:title><![CDATA[Jumping about in applied probability - Andreas Kyprianou]]></dc:title><link><![CDATA[http://www.bath.ac.uk/podcast/#fid102]]></link><guid><![CDATA[http://www.bath.ac.uk/podcast/#fid102]]></guid><description><![CDATA[Professor Andreas Kyprianou from the Department of Mathematical Sciences gives a gentle introduction to probability theory and its pivotal role in current mathematics research.]]>
</description><dc:description><![CDATA[Professor Andreas Kyprianou from the Department of Mathematical Sciences gives a gentle introduction to probability theory and its pivotal role in current mathematics research.]]>
</dc:description></item><item><title><![CDATA[THE100 Session 10 Spring 2012]]></title><dc:title><![CDATA[THE100 Session 10 Spring 2012]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=Hdk4vVYWur0]]></link><guid><![CDATA[http://www.youtube.com/watch?v=Hdk4vVYWur0]]></guid><description><![CDATA[Introduction to Television, Film and Theater with Bill DeLuca  04/17/12]]>
</description><dc:description><![CDATA[Introduction to Television, Film and Theater with Bill DeLuca  04/17/12]]>
</dc:description></item><item><title><![CDATA[The Original Video Game]]></title><dc:title><![CDATA[The Original Video Game]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=44280]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=44280]]></guid><description><![CDATA[Designed by William Higginbotham in 1958 at Brookhaven National Labs on Long Island, NY, Tennis for Two is commonly regarded as the first video game ever designed.<br />
This video-which includes video only, no narration or text-could be useful in a discussion of how the computer age began or as an introduction to computer sciences. (0:59)]]>
</description><dc:description><![CDATA[Designed by William Higginbotham in 1958 at Brookhaven National Labs on Long Island, NY, Tennis for Two is commonly regarded as the first video game ever designed.<br />
This video-which includes video only, no narration or text-could be useful in a discussion of how the computer age began or as an introduction to computer sciences. (0:59)]]>
</dc:description></item><item><title><![CDATA[Student Intro Video: The Digital Footprint]]></title><dc:title><![CDATA[Student Intro Video: The Digital Footprint]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=44198]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=44198]]></guid><description><![CDATA[This two minute video is an animated introduction that asks students to think about how whatever you do or say online is permanent and can be found by other people. It is recommended as an introduction to videos on online privacy.]]>
</description><dc:description><![CDATA[This two minute video is an animated introduction that asks students to think about how whatever you do or say online is permanent and can be found by other people. It is recommended as an introduction to videos on online privacy.]]>
</dc:description></item><item><title><![CDATA[Animal Families]]></title><dc:title><![CDATA[Animal Families]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=44147]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=44147]]></guid><description><![CDATA[Families are our introduction to society. By living and growing within a small connected group, we are prepared for encounters with larger groups within society. Animal families provide a great example of similarities and differences within various family groups. (2:30)]]>
</description><dc:description><![CDATA[Families are our introduction to society. By living and growing within a small connected group, we are prepared for encounters with larger groups within society. Animal families provide a great example of similarities and differences within various family groups. (2:30)]]>
</dc:description></item><item><title><![CDATA[Introduction to VEF]]></title><dc:title><![CDATA[Introduction to VEF]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/introduction-to-vef]]></link><guid><![CDATA[http://www.oercommons.org/courses/introduction-to-vef]]></guid><description><![CDATA[The Vietnam Education Foundation (VEF) is an independent federal agency created by the U.S. Congress and funded annually by the U.S. Government. Its mission is to strengthen the U.S.-Vietnam bilateral relationship through educational exchanges in science and technology. VEF is governed by a Board of Directors including U.S. Cabinet Members, U.S. Senators and Representatives and Presidential Appointees. VEF headquarters is located in the Washington D.C. area, with a representative office in Hanoi]]>
</description><dc:description><![CDATA[The Vietnam Education Foundation (VEF) is an independent federal agency created by the U.S. Congress and funded annually by the U.S. Government. Its mission is to strengthen the U.S.-Vietnam bilateral relationship through educational exchanges in science and technology. VEF is governed by a Board of Directors including U.S. Cabinet Members, U.S. Senators and Representatives and Presidential Appointees. VEF headquarters is located in the Washington D.C. area, with a representative office in Hanoi]]>
</dc:description></item><item><title><![CDATA[An Introduction to Project-Based Learning]]></title><dc:title><![CDATA[An Introduction to Project-Based Learning]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=44112]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=44112]]></guid><description><![CDATA[In this 3:34 long video advocates giving up curriculum in terms of learning something on a certain day in favor of learning by completing projects or hands on learning. Several examples are given.]]>
</description><dc:description><![CDATA[In this 3:34 long video advocates giving up curriculum in terms of learning something on a certain day in favor of learning by completing projects or hands on learning. Several examples are given.]]>
</dc:description></item><item><title><![CDATA[Content MathML (日本語 - Japanese)]]></title><dc:title><![CDATA[Content MathML (日本語 - Japanese)]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/content-mathml-65e5672c8a9e-japanese]]></link><guid><![CDATA[http://www.oercommons.org/courses/content-mathml-65e5672c8a9e-japanese]]></guid><description><![CDATA[A short introduction to writing Content MathML by hand. It covers  tokens, prefix notation, and applying functions and operators. In  addition it introduces writing derivatives, integrals, vectors, and  matrices.]]>
</description><dc:description><![CDATA[A short introduction to writing Content MathML by hand. It covers  tokens, prefix notation, and applying functions and operators. In  addition it introduces writing derivatives, integrals, vectors, and  matrices.]]>
</dc:description></item><item><title><![CDATA[Introduction to Neurons]]></title><dc:title><![CDATA[Introduction to Neurons]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=43936]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=43936]]></guid><description><![CDATA[This short video gives basic facts about neurons. Key vocabulary words include nucleus, axon, and dendrites. This is a good resource to help build background knowledge and would work well as an introductory lesson to the nervous system. (1:14)]]>
</description><dc:description><![CDATA[This short video gives basic facts about neurons. Key vocabulary words include nucleus, axon, and dendrites. This is a good resource to help build background knowledge and would work well as an introductory lesson to the nervous system. (1:14)]]>
</dc:description></item><item><title><![CDATA[Introduction to the Kidneys]]></title><dc:title><![CDATA[Introduction to the Kidneys]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=43937]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=43937]]></guid><description><![CDATA[This very short video gives basic facts about our kidneys. Key vocabulary words include kidney, ureter, bladder, and urethra. A diagram is given to label different parts. This is a good resource to help build background knowledge and would work well as an introductory lesson to the human body and urinary system. (1:17)]]>
</description><dc:description><![CDATA[This very short video gives basic facts about our kidneys. Key vocabulary words include kidney, ureter, bladder, and urethra. A diagram is given to label different parts. This is a good resource to help build background knowledge and would work well as an introductory lesson to the human body and urinary system. (1:17)]]>
</dc:description></item><item><title><![CDATA[Introduction to Circulatory System]]></title><dc:title><![CDATA[Introduction to Circulatory System]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=43941]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=43941]]></guid><description><![CDATA[This short video gives basic facts about the Circulatory System. Key vocabulary words include heart, oxygen, blood, carbon dioxide, arteries, veins, atrium, and lungs. This is a good resource to help build background knowledge and would, work well as an introductory lesson to the human body. (5:33)]]>
</description><dc:description><![CDATA[This short video gives basic facts about the Circulatory System. Key vocabulary words include heart, oxygen, blood, carbon dioxide, arteries, veins, atrium, and lungs. This is a good resource to help build background knowledge and would, work well as an introductory lesson to the human body. (5:33)]]>
</dc:description></item><item><title><![CDATA[Introduction to Volcanoes]]></title><dc:title><![CDATA[Introduction to Volcanoes]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=43946]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=43946]]></guid><description><![CDATA[This short video gives basic facts about volcanoes. Key vocabulary words include core, magma, gases, and lava. This is a good resource to help build background knowledge and would work well as an introductory lesson to volcanoes and Earth. (3:25)]]>
</description><dc:description><![CDATA[This short video gives basic facts about volcanoes. Key vocabulary words include core, magma, gases, and lava. This is a good resource to help build background knowledge and would work well as an introductory lesson to volcanoes and Earth. (3:25)]]>
</dc:description></item><item><title><![CDATA[GRCC CO230 Hamming Code (7,4) Introduction to Telecommunications]]></title><dc:title><![CDATA[GRCC CO230 Hamming Code (7,4) Introduction to Telecommunications]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=0FACmnjV7zg]]></link><guid><![CDATA[http://www.youtube.com/watch?v=0FACmnjV7zg]]></guid><description><![CDATA[In coding theory, Hamming(7,4) is a linear error-correcting code that encodes 4 bits of data into 7 bits by adding 3 parity bits. It is a member of a larger family of Hamming codes, but the term Hamming code often refers to this specific code that Richard W. Hamming introduced in 1950. At the time, Hamming worked at Bell Telephone Laboratories and was frustrated with the erroneous punched card reader, which is why he started working on error-correcting codes.]]>
</description><dc:description><![CDATA[In coding theory, Hamming(7,4) is a linear error-correcting code that encodes 4 bits of data into 7 bits by adding 3 parity bits. It is a member of a larger family of Hamming codes, but the term Hamming code often refers to this specific code that Richard W. Hamming introduced in 1950. At the time, Hamming worked at Bell Telephone Laboratories and was frustrated with the erroneous punched card reader, which is why he started working on error-correcting codes.]]>
</dc:description></item><item><title><![CDATA[Bohr Model of the Atom]]></title><dc:title><![CDATA[Bohr Model of the Atom]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=43844]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=43844]]></guid><description><![CDATA[This animated selection contains charts accompanied by narration explaining the Bohr Model of the atom.&nbsp; The video contains attention-grabbing sound effects and could serve as an introduction to the concept.&nbsp; ( 1:35)]]>
</description><dc:description><![CDATA[This animated selection contains charts accompanied by narration explaining the Bohr Model of the atom.&nbsp; The video contains attention-grabbing sound effects and could serve as an introduction to the concept.&nbsp; ( 1:35)]]>
</dc:description></item><item><title><![CDATA[Introduction to PD Workshop - Websites for Teachers]]></title><dc:title><![CDATA[Introduction to PD Workshop - Websites for Teachers]]></dc:title><link><![CDATA[http://www.teachertube.com:80/viewVideo.php?video_id=263580]]></link><guid><![CDATA[http://www.teachertube.com:80/viewVideo.php?video_id=263580]]></guid><description><![CDATA[<a href="http://api.tweetmeme.com/share?url=viewVideo.php?video_id=263580">	<img src="http://api.tweetmeme.com/imagebutton.gif?url=viewVideo.php?video_id=263580" align="right" height="61" width="51" /></a>

			<a href="http://www.google.com/reader/link?url=viewVideo.php?video_id=263580&title=Introduction to PD Workshop - Websites for Teachers">	<img src="http://teachertube.com/googlebuzz.png?url=viewVideo.php?video_id=263580" align="right" height="61" width="51" /></a>


							<img src="http://]]>
</description><dc:description><![CDATA[<a href="http://api.tweetmeme.com/share?url=viewVideo.php?video_id=263580">	<img src="http://api.tweetmeme.com/imagebutton.gif?url=viewVideo.php?video_id=263580" align="right" height="61" width="51" /></a>

			<a href="http://www.google.com/reader/link?url=viewVideo.php?video_id=263580&title=Introduction to PD Workshop - Websites for Teachers">	<img src="http://teachertube.com/googlebuzz.png?url=viewVideo.php?video_id=263580" align="right" height="61" width="51" /></a>


							<img src="http://]]>
</dc:description></item><item><title><![CDATA[SUNY Oswego: A tradition of learning in the world]]></title><dc:title><![CDATA[SUNY Oswego: A tradition of learning in the world]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=aKG1tPTsvrY]]></link><guid><![CDATA[http://www.youtube.com/watch?v=aKG1tPTsvrY]]></guid><description><![CDATA[Introduction to the 2011 annual report of the State University of New
York at Oswego: SUNY Oswego in 2010-11 launched bold initiatives,
extended our reach around the globe, and cheered on our community of
scholars in pursuit of discovery.
http://www.oswego.edu/about/leadership/Annual_Report_2011/index.html]]>
</description><dc:description><![CDATA[Introduction to the 2011 annual report of the State University of New
York at Oswego: SUNY Oswego in 2010-11 launched bold initiatives,
extended our reach around the globe, and cheered on our community of
scholars in pursuit of discovery.
http://www.oswego.edu/about/leadership/Annual_Report_2011/index.html]]>
</dc:description></item><item><title><![CDATA[Surface Processes and Landscape Evolution, Fall 2004]]></title><dc:title><![CDATA[Surface Processes and Landscape Evolution, Fall 2004]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/12-163-surface-processes-and-landscape-evolution-fall-2004]]></link><guid><![CDATA[http://www.oercommons.org/courses/12-163-surface-processes-and-landscape-evolution-fall-2004]]></guid><description><![CDATA[The course offers an introduction to quantitative analysis of geomorphic processes,and examines the interaction of climate, tectonics, and surface processes in the sculpting of Earth's surface.]]>
</description><dc:description><![CDATA[The course offers an introduction to quantitative analysis of geomorphic processes,and examines the interaction of climate, tectonics, and surface processes in the sculpting of Earth's surface.]]>
</dc:description></item><item><title><![CDATA[Chem 51C (Spring 2012): Introduction to Carboxylic Acids]]></title><dc:title><![CDATA[Chem 51C (Spring 2012): Introduction to Carboxylic Acids]]></dc:title><link><![CDATA[http://ocw.uci.edu/lectures/lecture.aspx?id=747]]></link><guid><![CDATA[http://ocw.uci.edu/lectures/lecture.aspx?id=747]]></guid><description><![CDATA[Spring Quarter 2012, Lecture 1 for Chem 51C: Organic Chemistry recorded on Tuesday, April 3. Items covered: Introduction to Chem 51C, Ch. 19, introduction to carboxylic acids.]]>
</description><dc:description><![CDATA[Spring Quarter 2012, Lecture 1 for Chem 51C: Organic Chemistry recorded on Tuesday, April 3. Items covered: Introduction to Chem 51C, Ch. 19, introduction to carboxylic acids.]]>
</dc:description></item><item><title><![CDATA[12. Utilitarianism and its Critiques]]></title><dc:title><![CDATA[12. Utilitarianism and its Critiques]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=K60AdYPVNWk]]></link><guid><![CDATA[http://www.youtube.com/watch?v=K60AdYPVNWk]]></guid><description><![CDATA[Philosophy and the Science of Human Nature (PHIL 181)

Professor Gendler begins with a general introduction to moral theories--what are they and what questions do they answer? Three different moral theories are briefly sketched: virtue theories, deontological theories, and consequentialist theories. Professor Gendler introduces at greater length a particular form of consequentialism—utilitarianism—put forward by John Stuart Mill. A dilemma is posed which appears to challenge Mill's Greatest ]]>
</description><dc:description><![CDATA[Philosophy and the Science of Human Nature (PHIL 181)

Professor Gendler begins with a general introduction to moral theories--what are they and what questions do they answer? Three different moral theories are briefly sketched: virtue theories, deontological theories, and consequentialist theories. Professor Gendler introduces at greater length a particular form of consequentialism—utilitarianism—put forward by John Stuart Mill. A dilemma is posed which appears to challenge Mill's Greatest ]]>
</dc:description></item><item><title><![CDATA[Introduction to Banking]]></title><dc:title><![CDATA[Introduction to Banking]]></dc:title><link><![CDATA[http://feeds.mises.org/~r/MisesMedia/~3/iiREFuEIwgA/Introduction-to-Banking]]></link><guid><![CDATA[http://feeds.mises.org/~r/MisesMedia/~3/iiREFuEIwgA/Introduction-to-Banking]]></guid><description><![CDATA[Philip Nataf gives an Introduction to Banking at Mises University 2001.<div class="feedflare">
<a href="http://feeds.mises.org/~ff/MisesMedia?a=iiREFuEIwgA:15s9T9fJb6E:yIl2AUoC8zA"><img src="http://feeds.feedburner.com/~ff/MisesMedia?d=yIl2AUoC8zA" border="0"></img></a> <a href="http://feeds.mises.org/~ff/MisesMedia?a=iiREFuEIwgA:15s9T9fJb6E:V_sGLiPBpWU"><img src="http://feeds.feedburner.com/~ff/MisesMedia?i=iiREFuEIwgA:15s9T9fJb6E:V_sGLiPBpWU" border="0"></img></a> <a href="http://feeds.mises.o]]>
</description><dc:description><![CDATA[Philip Nataf gives an Introduction to Banking at Mises University 2001.<div class="feedflare">
<a href="http://feeds.mises.org/~ff/MisesMedia?a=iiREFuEIwgA:15s9T9fJb6E:yIl2AUoC8zA"><img src="http://feeds.feedburner.com/~ff/MisesMedia?d=yIl2AUoC8zA" border="0"></img></a> <a href="http://feeds.mises.org/~ff/MisesMedia?a=iiREFuEIwgA:15s9T9fJb6E:V_sGLiPBpWU"><img src="http://feeds.feedburner.com/~ff/MisesMedia?i=iiREFuEIwgA:15s9T9fJb6E:V_sGLiPBpWU" border="0"></img></a> <a href="http://feeds.mises.o]]>
</dc:description></item><item><title><![CDATA[Introduction to Open Educational Resources 2012]]></title><dc:title><![CDATA[Introduction to Open Educational Resources 2012]]></dc:title><link><![CDATA[http://opencontent.uct.ac.za:80/Centre-for-Higher-Education-Development/Centre-for-Educational-Technology/Introduction-to-Open-Educational-Resources-2012]]></link><guid><![CDATA[http://opencontent.uct.ac.za:80/Centre-for-Higher-Education-Development/Centre-for-Educational-Technology/Introduction-to-Open-Educational-Resources-2012]]></guid><description><![CDATA[<div class="field field-type-text field-field-author">
    <div class="field-items">
            <div class="field-item odd">
                      <div class="field-label-inline-first">
              Authors:&nbsp;</div>
                    Michael Paskevicius        </div>
        </div>
</div>
<div class="weblinks weblinks-item weblinks-link-310">
  

<div class="weblinks-body">
<p>This screencast provides an introduction to Open Educational Resources originally delivered to coursework master]]>
</description><dc:description><![CDATA[<div class="field field-type-text field-field-author">
    <div class="field-items">
            <div class="field-item odd">
                      <div class="field-label-inline-first">
              Authors:&nbsp;</div>
                    Michael Paskevicius        </div>
        </div>
</div>
<div class="weblinks weblinks-item weblinks-link-310">
  

<div class="weblinks-body">
<p>This screencast provides an introduction to Open Educational Resources originally delivered to coursework master]]>
</dc:description></item><item><title><![CDATA[Anne Frank House in Amsterdam]]></title><dc:title><![CDATA[Anne Frank House in Amsterdam]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=43404]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=43404]]></guid><description><![CDATA[This selection shows actual video of the Anne Frank House in Amsterdam, beginning with footage of the bookcase which hid the entrance of the secret annex. This brief video would be a good introduction to a study of Anne Frank's diary, to provide students with a visual of the annex.&nbsp; ( 1:01)]]>
</description><dc:description><![CDATA[This selection shows actual video of the Anne Frank House in Amsterdam, beginning with footage of the bookcase which hid the entrance of the secret annex. This brief video would be a good introduction to a study of Anne Frank's diary, to provide students with a visual of the annex.&nbsp; ( 1:01)]]>
</dc:description></item><item><title><![CDATA[CHEM 112-03, General Chemistry II, Spring 2008]]></title><dc:title><![CDATA[CHEM 112-03, General Chemistry II, Spring 2008]]></dc:title><link><![CDATA[http://hdl.handle.net/10267/1160]]></link><guid><![CDATA[http://hdl.handle.net/10267/1160]]></guid><description><![CDATA[In this course, you will study several of the fundamental principles that define chemistry by exploring the composition, structure, properties, and reactivity of matter. We will focus most of our attention on inorganic compounds, since the underlying ideas in the models of bonding and reactivity as they apply to these substances are applicable to organic compounds as well. At the completion of the class, you should have had a solid introduction to the basic models that chemists use and should be]]>
</description><dc:description><![CDATA[In this course, you will study several of the fundamental principles that define chemistry by exploring the composition, structure, properties, and reactivity of matter. We will focus most of our attention on inorganic compounds, since the underlying ideas in the models of bonding and reactivity as they apply to these substances are applicable to organic compounds as well. At the completion of the class, you should have had a solid introduction to the basic models that chemists use and should be]]>
</dc:description></item><item><title><![CDATA[Introduction to Proofs]]></title><dc:title><![CDATA[Introduction to Proofs]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=43328]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=43328]]></guid><description><![CDATA[This four minute video uses a smart board and a narrator to show students how to create a reasons column and the steps to follow in order to write a 2-column proof in Geometry.  It is a good introduction to proofs and the underlying concepts, but no actual examples are done.]]>
</description><dc:description><![CDATA[This four minute video uses a smart board and a narrator to show students how to create a reasons column and the steps to follow in order to write a 2-column proof in Geometry.  It is a good introduction to proofs and the underlying concepts, but no actual examples are done.]]>
</dc:description></item><item><title><![CDATA[Students Show How to Use the Dewey Decimal System]]></title><dc:title><![CDATA[Students Show How to Use the Dewey Decimal System]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=43371]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=43371]]></guid><description><![CDATA[This video, produced by the Lower School Library at ASF (American School Foundation, Mexico City, Mexico), provides a brief introduction to the Dewey Decimal System. Students will enjoy learning about library skills from peers. (3:25)]]>
</description><dc:description><![CDATA[This video, produced by the Lower School Library at ASF (American School Foundation, Mexico City, Mexico), provides a brief introduction to the Dewey Decimal System. Students will enjoy learning about library skills from peers. (3:25)]]>
</dc:description></item><item><title><![CDATA[Introduction to Science and the Realm of Physics, Physical Quantities, and Units]]></title><dc:title><![CDATA[Introduction to Science and the Realm of Physics, Physical Quantities, and Units]]></dc:title><link><![CDATA[http://cnx.org/content/m42119/latest/]]></link><guid><![CDATA[http://cnx.org/content/m42119/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              <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/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              <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[Introduction to Dictionary Skills]]></title><dc:title><![CDATA[Introduction to Dictionary Skills]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=43140]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=43140]]></guid><description><![CDATA[A charming introduction to first dictionary skills, to help every child understand how to use dictionaries to find the words they need, and enrich their language.&nbsp; The animated video shows sample dictionary pages, explains how to locate words in the dictionary, and thoroughly explains parts of definitions, including parts of speech and multiple dictionaries.&nbsp; ( 7:05)]]>
</description><dc:description><![CDATA[A charming introduction to first dictionary skills, to help every child understand how to use dictionaries to find the words they need, and enrich their language.&nbsp; The animated video shows sample dictionary pages, explains how to locate words in the dictionary, and thoroughly explains parts of definitions, including parts of speech and multiple dictionaries.&nbsp; ( 7:05)]]>
</dc:description></item><item><title><![CDATA[intro to research@concordia microsite]]></title><dc:title><![CDATA[intro to research@concordia microsite]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=D5l1a4bfkJw]]></link><guid><![CDATA[http://www.youtube.com/watch?v=D5l1a4bfkJw]]></guid><description><![CDATA[http://www.concordia.ca/explore

A quick introduction to navigating the research@concordia microsite, an information-visualized interactive gateway to research and researchers at Concordia University in Montreal, Quebec, Canada. Please visit: www.concordia.ca/explore to view the microsite.]]>
</description><dc:description><![CDATA[http://www.concordia.ca/explore

A quick introduction to navigating the research@concordia microsite, an information-visualized interactive gateway to research and researchers at Concordia University in Montreal, Quebec, Canada. Please visit: www.concordia.ca/explore to view the microsite.]]>
</dc:description></item><item><title><![CDATA[PPD 270 Environmental Ethics, Introduction to Environmental Ethics]]></title><dc:title><![CDATA[PPD 270 Environmental Ethics, Introduction to Environmental Ethics]]></dc:title><link><![CDATA[http://ocw.uci.edu/lectures/lecture.aspx?id=746]]></link><guid><![CDATA[http://ocw.uci.edu/lectures/lecture.aspx?id=746]]></guid><description><![CDATA[Recorded on March 20, 2012 featuring Dr. David Feldman. This is the first session of Planning, Policy and Design 270, Environmental Ethics.]]>
</description><dc:description><![CDATA[Recorded on March 20, 2012 featuring Dr. David Feldman. This is the first session of Planning, Policy and Design 270, Environmental Ethics.]]>
</dc:description></item><item><title><![CDATA[ICTS Seminar: Research in the Community]]></title><dc:title><![CDATA[ICTS Seminar: Research in the Community]]></dc:title><link><![CDATA[http://ocw.uci.edu/lectures/lecture.aspx?id=745]]></link><guid><![CDATA[http://ocw.uci.edu/lectures/lecture.aspx?id=745]]></guid><description><![CDATA[Session Recorded on March 13, 2012. Research in the Community: Reviewing the concepts of "research" and "community", as well as the accomplishments, impact, and benefits of different types of research  (basic/laboratory, clinical, and community-based).  Discussion will include quantitative and qualitative research methods, including an introduction to community based participatory research and translational science. This talk features special presenter Dr. Sora Park Tanjasiri.]]>
</description><dc:description><![CDATA[Session Recorded on March 13, 2012. Research in the Community: Reviewing the concepts of "research" and "community", as well as the accomplishments, impact, and benefits of different types of research  (basic/laboratory, clinical, and community-based).  Discussion will include quantitative and qualitative research methods, including an introduction to community based participatory research and translational science. This talk features special presenter Dr. Sora Park Tanjasiri.]]>
</dc:description></item><item><title><![CDATA[Introduction to Pitch Systems in Tonal Music -Basic concepts]]></title><dc:title><![CDATA[Introduction to Pitch Systems in Tonal Music -Basic concepts]]></dc:title><link><![CDATA[http://ocw.uci.edu/lectures/lecture.aspx?id=744]]></link><guid><![CDATA[http://ocw.uci.edu/lectures/lecture.aspx?id=744]]></guid><description><![CDATA[This presentation defines basic terms and compares the range of audible sound to the visual spectrum. The fundamental principles of sound waves are illustrated and the simplified waves (sine waves) used throughout the series are explained.]]>
</description><dc:description><![CDATA[This presentation defines basic terms and compares the range of audible sound to the visual spectrum. The fundamental principles of sound waves are illustrated and the simplified waves (sine waves) used throughout the series are explained.]]>
</dc:description></item><item><title><![CDATA[MAS.836 Sensor Technologies for Interactive Environments (MIT)]]></title><dc:title><![CDATA[MAS.836 Sensor Technologies for Interactive Environments (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=cc4be522698a8748cfb230af69722959]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=cc4be522698a8748cfb230af69722959]]></guid><description><![CDATA[This course is a broad introduction to a host of sensor technologies, illustrated by applications drawn from human-computer interfaces and ubiquitous computing. After extensively reviewing electronics for sensor signal conditioning, the lectures cover the principles and operation of a variety of sensor architectures and modalities, including pressure, strain, displacement, proximity, thermal, electric and magnetic field, optical, acoustic, RF, inertial, and bioelectric. Simple sensor processing ]]>
</description><dc:description><![CDATA[This course is a broad introduction to a host of sensor technologies, illustrated by applications drawn from human-computer interfaces and ubiquitous computing. After extensively reviewing electronics for sensor signal conditioning, the lectures cover the principles and operation of a variety of sensor architectures and modalities, including pressure, strain, displacement, proximity, thermal, electric and magnetic field, optical, acoustic, RF, inertial, and bioelectric. Simple sensor processing ]]>
</dc:description></item><item><title><![CDATA[15.083J Integer Programming and Combinatorial Optimization (MIT)]]></title><dc:title><![CDATA[15.083J Integer Programming and Combinatorial Optimization (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=cb7bef4c32ac0fee33d08400a316e18f]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=cb7bef4c32ac0fee33d08400a316e18f]]></guid><description><![CDATA[The course is a comprehensive introduction to the theory, algorithms and applications of integer optimization and is organized in four parts: formulations and relaxations, algebra and geometry of integer optimization, algorithms for integer optimization, and extensions of integer optimization.<br clear="both" style="clear: both;"/>
<br clear="both" style="clear: both;"/>
  <a style='font-size: 10px; color: maroon;' href='http://www.pheedcontent.com/hostedMorselClick.php?hfmm=v3:bff78ca98c39e1073]]>
</description><dc:description><![CDATA[The course is a comprehensive introduction to the theory, algorithms and applications of integer optimization and is organized in four parts: formulations and relaxations, algebra and geometry of integer optimization, algorithms for integer optimization, and extensions of integer optimization.<br clear="both" style="clear: both;"/>
<br clear="both" style="clear: both;"/>
  <a style='font-size: 10px; color: maroon;' href='http://www.pheedcontent.com/hostedMorselClick.php?hfmm=v3:bff78ca98c39e1073]]>
</dc:description></item><item><title><![CDATA[6.251J Introduction to Mathematical Programming (MIT)]]></title><dc:title><![CDATA[6.251J Introduction to Mathematical Programming (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=392e205aeb407262f2418b71965764c0]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=392e205aeb407262f2418b71965764c0]]></guid><description><![CDATA[This course offers an introduction to optimization problems, algorithms, and their complexity, emphasizing basic methodologies and the underlying mathematical structures. The main topics covered include:

Theory and algorithms for linear programming
Network flow problems and algorithms
Introduction to integer programming and combinatorial problems<br clear="both" style="clear: both;"/>
<br clear="both" style="clear: both;"/>
  <a style='font-size: 10px; color: maroon;' href='http://www.pheedcont]]>
</description><dc:description><![CDATA[This course offers an introduction to optimization problems, algorithms, and their complexity, emphasizing basic methodologies and the underlying mathematical structures. The main topics covered include:

Theory and algorithms for linear programming
Network flow problems and algorithms
Introduction to integer programming and combinatorial problems<br clear="both" style="clear: both;"/>
<br clear="both" style="clear: both;"/>
  <a style='font-size: 10px; color: maroon;' href='http://www.pheedcont]]>
</dc:description></item><item><title><![CDATA[20.441 Biomaterials-Tissue Interactions (BE.441) (MIT)]]></title><dc:title><![CDATA[20.441 Biomaterials-Tissue Interactions (BE.441) (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=b50380f57282c6b35553ac63c654d971]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=b50380f57282c6b35553ac63c654d971]]></guid><description><![CDATA[This course is an introduction to principles of materials science and cell biology underlying the design of medical implants, artificial organs, and matrices for tissue engineering. Topics include methods for biomaterials surface characterization and analysis of protein adsorption on biomaterials. Molecular and cellular interactions with biomaterials are analyzed in terms of unit cell processes, such as matrix synthesis, degradation, and contraction. It also covers mechanisms underlying wound he]]>
</description><dc:description><![CDATA[This course is an introduction to principles of materials science and cell biology underlying the design of medical implants, artificial organs, and matrices for tissue engineering. Topics include methods for biomaterials surface characterization and analysis of protein adsorption on biomaterials. Molecular and cellular interactions with biomaterials are analyzed in terms of unit cell processes, such as matrix synthesis, degradation, and contraction. It also covers mechanisms underlying wound he]]>
</dc:description></item><item><title><![CDATA[12.141 Electron Microprobe Analysis (MIT)]]></title><dc:title><![CDATA[12.141 Electron Microprobe Analysis (MIT)]]></dc:title><link><![CDATA[http://ocw.mit.edu/courses/earth-atmospheric-and-planetary-sciences/12-141-electron-microprobe-analysis-january-iap-2012]]></link><guid><![CDATA[http://ocw.mit.edu/courses/earth-atmospheric-and-planetary-sciences/12-141-electron-microprobe-analysis-january-iap-2012]]></guid><description><![CDATA[The electron microprobe provides a complete micrometer-scale quantitative chemical analysis of inorganic solids. The method is nondestructive and utilizes characteristic X-rays excited by an electron beam incident on a flat surface of the sample. This course provides an introduction to the theory of X-ray microanalysis through wavelength and energy dispersive spectrometry (WDS and EDS), ZAF matrix correction procedures and scanning electron imaging with back-scattered electron (BSE), secondary e]]>
</description><dc:description><![CDATA[The electron microprobe provides a complete micrometer-scale quantitative chemical analysis of inorganic solids. The method is nondestructive and utilizes characteristic X-rays excited by an electron beam incident on a flat surface of the sample. This course provides an introduction to the theory of X-ray microanalysis through wavelength and energy dispersive spectrometry (WDS and EDS), ZAF matrix correction procedures and scanning electron imaging with back-scattered electron (BSE), secondary e]]>
</dc:description></item><item><title><![CDATA[15.075J Statistical Thinking and Data Analysis (MIT)]]></title><dc:title><![CDATA[15.075J Statistical Thinking and Data Analysis (MIT)]]></dc:title><link><![CDATA[http://ocw.mit.edu/courses/sloan-school-of-management/15-075j-statistical-thinking-and-data-analysis-fall-2011]]></link><guid><![CDATA[http://ocw.mit.edu/courses/sloan-school-of-management/15-075j-statistical-thinking-and-data-analysis-fall-2011]]></guid><description><![CDATA[This course is an introduction to statistical data analysis. Topics are chosen from applied probability, sampling, estimation, hypothesis testing, linear regression, analysis of variance, categorical data analysis, and nonparametric statistics.]]>
</description><dc:description><![CDATA[This course is an introduction to statistical data analysis. Topics are chosen from applied probability, sampling, estimation, hypothesis testing, linear regression, analysis of variance, categorical data analysis, and nonparametric statistics.]]>
</dc:description></item><item><title><![CDATA[An Introduction to Material Culture]]></title><dc:title><![CDATA[An Introduction to Material Culture]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/an-introduction-to-material-culture]]></link><guid><![CDATA[http://www.oercommons.org/courses/an-introduction-to-material-culture]]></guid><description><![CDATA[This unit is an introduction to the study of material culture. It asks why we should study things and outlines some basic approaches to studying objects.]]>
</description><dc:description><![CDATA[This unit is an introduction to the study of material culture. It asks why we should study things and outlines some basic approaches to studying objects.]]>
</dc:description></item><item><title><![CDATA[Pharmacology : Pharmacological Lab Procedures - Set Up an Isolated Tissue - Introduction to the Orga]]></title><dc:title><![CDATA[Pharmacology : Pharmacological Lab Procedures - Set Up an Isolated Tissue - Introduction to the Orga]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=-vdzqbU9v_Q]]></link><guid><![CDATA[http://www.youtube.com/watch?v=-vdzqbU9v_Q]]></guid><description><![CDATA[This video "Pharmacological Lab Procedures: Set Up an Isolated Tissue - Introduction to the Organ Bath Experiment" is part of a multimedia-based module by George Koffour, Samuel Owusu Agyeman-Duah, Benjamin Prempeh, and Ella Kasanga. The video demonstrates the setting up of the isolated tissue/organ bath. It identifies the components of the equipment and describes the functions of each. This procedure also shows adjustments, suitable for related isolated tissue preparations. This series is compl]]>
</description><dc:description><![CDATA[This video "Pharmacological Lab Procedures: Set Up an Isolated Tissue - Introduction to the Organ Bath Experiment" is part of a multimedia-based module by George Koffour, Samuel Owusu Agyeman-Duah, Benjamin Prempeh, and Ella Kasanga. The video demonstrates the setting up of the isolated tissue/organ bath. It identifies the components of the equipment and describes the functions of each. This procedure also shows adjustments, suitable for related isolated tissue preparations. This series is compl]]>
</dc:description></item><item><title><![CDATA[An Introduction to Social and Emotional Learning]]></title><dc:title><![CDATA[An Introduction to Social and Emotional Learning]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=42606]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=42606]]></guid><description><![CDATA[This 4:11 video has some interesting ideas about helping students control their emotions, reduce violence and improve the school atmosphere. Lots of good visuals and insights. Well worth watching.]]>
</description><dc:description><![CDATA[This 4:11 video has some interesting ideas about helping students control their emotions, reduce violence and improve the school atmosphere. Lots of good visuals and insights. Well worth watching.]]>
</dc:description></item><item><title><![CDATA[Small Steps: Cambodia and the "Smokey Mountain"]]></title><dc:title><![CDATA[Small Steps: Cambodia and the "Smokey Mountain"]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=42597]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=42597]]></guid><description><![CDATA[This is a short documentary on dumpsite kids.&nbsp;&nbsp;A great introduction to the novel Trash. Small Steps Project helps the children and families living in desperately poor and inhumane conditions on and around the world's numerous inhabited landfill sites. The project provides shoes to protect against the syringes, glass, metal and toxic waste through which these families wade daily, searching for items they can recycle for an average wage of 50p a day. (24:00)]]>
</description><dc:description><![CDATA[This is a short documentary on dumpsite kids.&nbsp;&nbsp;A great introduction to the novel Trash. Small Steps Project helps the children and families living in desperately poor and inhumane conditions on and around the world's numerous inhabited landfill sites. The project provides shoes to protect against the syringes, glass, metal and toxic waste through which these families wade daily, searching for items they can recycle for an average wage of 50p a day. (24:00)]]>
</dc:description></item><item><title><![CDATA[Mixing Audio (Music), A VERY Basic Introduction to EQ]]></title><dc:title><![CDATA[Mixing Audio (Music), A VERY Basic Introduction to EQ]]></dc:title><link><![CDATA[http://cnx.org/content/m43406/latest/]]></link><guid><![CDATA[http://cnx.org/content/m43406/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/cthreep">Christopher White</a>
                
                </i></b><br/>
              Pan and gain are only two of many important elements in mixing music tracks with audio editing software. This module explains the very basics of how to use EQ, an underestimated and necessary […]<br/>
              
              <img style="border: 0px"
                  src="http://i.creativecommons.org/l/by/3.0/80x15.png"/>
              
]]>
</description><dc:description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/cthreep">Christopher White</a>
                
                </i></b><br/>
              Pan and gain are only two of many important elements in mixing music tracks with audio editing software. This module explains the very basics of how to use EQ, an underestimated and necessary […]<br/>
              
              <img style="border: 0px"
                  src="http://i.creativecommons.org/l/by/3.0/80x15.png"/>
              
]]>
</dc:description></item><item><title><![CDATA[12.141 Electron Microprobe Analysis (MIT)]]></title><dc:title><![CDATA[12.141 Electron Microprobe Analysis (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=5e9e148a3152fa3b26f11468997bfdfe]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=5e9e148a3152fa3b26f11468997bfdfe]]></guid><description><![CDATA[The electron microprobe provides a complete micrometer-scale quantitative chemical analysis of inorganic solids. The method is nondestructive and utilizes characteristic X-rays excited by an electron beam incident on a flat surface of the sample. This course provides an introduction to the theory of X-ray microanalysis through wavelength and energy dispersive spectrometry (WDS and EDS), ZAF matrix correction procedures and scanning electron imaging with back-scattered electron (BSE), secondary e]]>
</description><dc:description><![CDATA[The electron microprobe provides a complete micrometer-scale quantitative chemical analysis of inorganic solids. The method is nondestructive and utilizes characteristic X-rays excited by an electron beam incident on a flat surface of the sample. This course provides an introduction to the theory of X-ray microanalysis through wavelength and energy dispersive spectrometry (WDS and EDS), ZAF matrix correction procedures and scanning electron imaging with back-scattered electron (BSE), secondary e]]>
</dc:description></item><item><title><![CDATA[15.075J Statistical Thinking and Data Analysis (MIT)]]></title><dc:title><![CDATA[15.075J Statistical Thinking and Data Analysis (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=243690c57829bdeec18b825651b497fc]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=243690c57829bdeec18b825651b497fc]]></guid><description><![CDATA[This course is an introduction to statistical data analysis. Topics are chosen from applied probability, sampling, estimation, hypothesis testing, linear regression, analysis of variance, categorical data analysis, and nonparametric statistics.<br clear="both" style="clear: both;"/>
<br clear="both" style="clear: both;"/>
  <a style='font-size: 10px; color: maroon;' href='http://www.pheedcontent.com/hostedMorselClick.php?hfmm=v3:9fe6dff3e235c387147b79e563875f93:ubFWz4lHb9B6iFZxPDhuftwJKTplRDzAIP]]>
</description><dc:description><![CDATA[This course is an introduction to statistical data analysis. Topics are chosen from applied probability, sampling, estimation, hypothesis testing, linear regression, analysis of variance, categorical data analysis, and nonparametric statistics.<br clear="both" style="clear: both;"/>
<br clear="both" style="clear: both;"/>
  <a style='font-size: 10px; color: maroon;' href='http://www.pheedcontent.com/hostedMorselClick.php?hfmm=v3:9fe6dff3e235c387147b79e563875f93:ubFWz4lHb9B6iFZxPDhuftwJKTplRDzAIP]]>
</dc:description></item><item><title><![CDATA[Jumping about in applied probability - Andreas Kyprianou]]></title><dc:title><![CDATA[Jumping about in applied probability - Andreas Kyprianou]]></dc:title><link><![CDATA[http://www.bath.ac.uk/podcast/itunes/itunes-rss/102-podbath-AndreasKyprianou.mp3]]></link><guid><![CDATA[http://www.bath.ac.uk/podcast/itunes/itunes-rss/102-podbath-AndreasKyprianou.mp3]]></guid><description><![CDATA[Professor Andreas Kyprianou from the Department of Mathematical Sciences gives a gentle introduction to probability theory and its pivotal role in current mathematics research.]]>
</description><dc:description><![CDATA[Professor Andreas Kyprianou from the Department of Mathematical Sciences gives a gentle introduction to probability theory and its pivotal role in current mathematics research.]]>
</dc:description></item><item><title><![CDATA[Introduction to World War II]]></title><dc:title><![CDATA[Introduction to World War II]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=42495]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=42495]]></guid><description><![CDATA[This documentary provides a general overview of America's involvement in the Second World War. This introduction focuses on the perspective of the common soldier and his experiences. (6:00)]]>
</description><dc:description><![CDATA[This documentary provides a general overview of America's involvement in the Second World War. This introduction focuses on the perspective of the common soldier and his experiences. (6:00)]]>
</dc:description></item><item><title><![CDATA[Introduction to Roman Architecture]]></title><dc:title><![CDATA[Introduction to Roman Architecture]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=42202]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=42202]]></guid><description><![CDATA[This is a 42 minute university lecture about this architecture with good narration and images. Such information as the two&nbsp; the Serbian Walls, which was built in the Roman Republic to surround the city and the Seven Hills of Rome and the Aurelian Walls, which replaced the Serbian Walls in late 3rd century AD. are examined. Structures in other areas are also part of the lecture. Students should have done some preliminary work on this type of architecture to gain the most from the lecture. <b]]>
</description><dc:description><![CDATA[This is a 42 minute university lecture about this architecture with good narration and images. Such information as the two&nbsp; the Serbian Walls, which was built in the Roman Republic to surround the city and the Seven Hills of Rome and the Aurelian Walls, which replaced the Serbian Walls in late 3rd century AD. are examined. Structures in other areas are also part of the lecture. Students should have done some preliminary work on this type of architecture to gain the most from the lecture. <b]]>
</dc:description></item><item><title><![CDATA[Introduction to Logarithms]]></title><dc:title><![CDATA[Introduction to Logarithms]]></dc:title><link><![CDATA[http://www.teachertube.com:80/viewVideo.php?video_id=20482]]></link><guid><![CDATA[http://www.teachertube.com:80/viewVideo.php?video_id=20482]]></guid><description><![CDATA[<a href="http://api.tweetmeme.com/share?url=viewVideo.php?video_id=20482">	<img src="http://api.tweetmeme.com/imagebutton.gif?url=viewVideo.php?video_id=20482" align="right" height="61" width="51" /></a>

			<a href="http://www.google.com/reader/link?url=viewVideo.php?video_id=20482&title=Introduction to Logarithms">	<img src="http://teachertube.com/googlebuzz.png?url=viewVideo.php?video_id=20482" align="right" height="61" width="51" /></a>


							<img src="http://media.teachertube.com/files/v]]>
</description><dc:description><![CDATA[<a href="http://api.tweetmeme.com/share?url=viewVideo.php?video_id=20482">	<img src="http://api.tweetmeme.com/imagebutton.gif?url=viewVideo.php?video_id=20482" align="right" height="61" width="51" /></a>

			<a href="http://www.google.com/reader/link?url=viewVideo.php?video_id=20482&title=Introduction to Logarithms">	<img src="http://teachertube.com/googlebuzz.png?url=viewVideo.php?video_id=20482" align="right" height="61" width="51" /></a>


							<img src="http://media.teachertube.com/files/v]]>
</dc:description></item><item><title><![CDATA[Introduction to Open Educational Resources]]></title><dc:title><![CDATA[Introduction to Open Educational Resources]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/introduction-to-open-educational-resources]]></link><guid><![CDATA[http://www.oercommons.org/courses/introduction-to-open-educational-resources]]></guid><description><![CDATA[A self-paced tutorial about open educational resources as alternatives to textbooks for college teachers. Visitors are invited to actively participate by posting Activity Reflection entries to the course Discussion area. This tutorial has 9 Lessons organized into 3 Units: Background, OER Sources, and OER Use.]]>
</description><dc:description><![CDATA[A self-paced tutorial about open educational resources as alternatives to textbooks for college teachers. Visitors are invited to actively participate by posting Activity Reflection entries to the course Discussion area. This tutorial has 9 Lessons organized into 3 Units: Background, OER Sources, and OER Use.]]>
</dc:description></item><item><title><![CDATA[Introduction to jQuery]]></title><dc:title><![CDATA[Introduction to jQuery]]></dc:title><link><![CDATA[http://www.edshare.soton.ac.uk/8867/]]></link><guid><![CDATA[http://www.edshare.soton.ac.uk/8867/]]></guid><description><![CDATA[Introduction to jQuery <http://www.edshare.soton.ac.uk/8867> - David Tarrant
 Keywords:jQuery <http://www.edshare.soton.ac.uk/view/keywords/jquery.html>, JSON <http://www.edshare.soton.ac.uk/view/keywords/json.html>, Open Data <http://www.edshare.soton.ac.uk/view/keywords/open data.html>, AJAX <http://www.edshare.soton.ac.uk/view/keywords/ajax.html>]]>
</description><dc:description><![CDATA[Introduction to jQuery <http://www.edshare.soton.ac.uk/8867> - David Tarrant
 Keywords:jQuery <http://www.edshare.soton.ac.uk/view/keywords/jquery.html>, JSON <http://www.edshare.soton.ac.uk/view/keywords/json.html>, Open Data <http://www.edshare.soton.ac.uk/view/keywords/open data.html>, AJAX <http://www.edshare.soton.ac.uk/view/keywords/ajax.html>]]>
</dc:description></item><item><title><![CDATA[Introduction to HTML5]]></title><dc:title><![CDATA[Introduction to HTML5]]></dc:title><link><![CDATA[http://www.edshare.soton.ac.uk/8866/]]></link><guid><![CDATA[http://www.edshare.soton.ac.uk/8866/]]></guid><description><![CDATA[Introduction to HTML5 <http://www.edshare.soton.ac.uk/8866> - David Tarrant
 Keywords:html5 <http://www.edshare.soton.ac.uk/view/keywords/html5.html>, css3 <http://www.edshare.soton.ac.uk/view/keywords/css3.html>, javascript <http://www.edshare.soton.ac.uk/view/keywords/javascript.html>, design principals <http://www.edshare.soton.ac.uk/view/keywords/design principals.html>, accessibility <http://www.edshare.soton.ac.uk/view/keywords/accessibility.html>]]>
</description><dc:description><![CDATA[Introduction to HTML5 <http://www.edshare.soton.ac.uk/8866> - David Tarrant
 Keywords:html5 <http://www.edshare.soton.ac.uk/view/keywords/html5.html>, css3 <http://www.edshare.soton.ac.uk/view/keywords/css3.html>, javascript <http://www.edshare.soton.ac.uk/view/keywords/javascript.html>, design principals <http://www.edshare.soton.ac.uk/view/keywords/design principals.html>, accessibility <http://www.edshare.soton.ac.uk/view/keywords/accessibility.html>]]>
</dc:description></item><item><title><![CDATA[Michael Porter on value-based health care delivery]]></title><dc:title><![CDATA[Michael Porter on value-based health care delivery]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=MiH2Hl-eNWY]]></link><guid><![CDATA[http://www.youtube.com/watch?v=MiH2Hl-eNWY]]></guid><description><![CDATA[UCLPartners and the Greater London Authority hosted a meeting for leaders and future leaders of London's health and social care system on 29 February, 2012. Professor Michael Porter (Harvard Business School) provided an introduction to value-based mental health care.

By focusing on value, Porter believes the NHS can reduce costs whilst improving services.

Further information:
http://www.uclpartners.com/events/archived-events/delivering-value-based-health-care-maximising-outcomes-for-every-poun]]>
</description><dc:description><![CDATA[UCLPartners and the Greater London Authority hosted a meeting for leaders and future leaders of London's health and social care system on 29 February, 2012. Professor Michael Porter (Harvard Business School) provided an introduction to value-based mental health care.

By focusing on value, Porter believes the NHS can reduce costs whilst improving services.

Further information:
http://www.uclpartners.com/events/archived-events/delivering-value-based-health-care-maximising-outcomes-for-every-poun]]>
</dc:description></item><item><title><![CDATA[ENGL 200-01, Introduction to Poetry Writing, Spring 2007]]></title><dc:title><![CDATA[ENGL 200-01, Introduction to Poetry Writing, Spring 2007]]></dc:title><link><![CDATA[http://hdl.handle.net/10267/1112]]></link><guid><![CDATA[http://hdl.handle.net/10267/1112]]></guid><description><![CDATA[This class will introduce students to the principles of good poetry,
including prorody, through readings and exercises designed to engage your interest and develop your skills. Required Texts:
l. The Triggering Town by Richard Hugo
2. Letters to a Young Poetby Rainer Maria Rilke
3. Good Poems editedby Garrison Keillor,This syllabus was submitted to the Rhodes College Office of Academic Affairs by the course instructor.]]>
</description><dc:description><![CDATA[This class will introduce students to the principles of good poetry,
including prorody, through readings and exercises designed to engage your interest and develop your skills. Required Texts:
l. The Triggering Town by Richard Hugo
2. Letters to a Young Poetby Rainer Maria Rilke
3. Good Poems editedby Garrison Keillor,This syllabus was submitted to the Rhodes College Office of Academic Affairs by the course instructor.]]>
</dc:description></item><item><title><![CDATA[ENGL 201-01, Introduction to Fiction Writing, Fall 2007]]></title><dc:title><![CDATA[ENGL 201-01, Introduction to Fiction Writing, Fall 2007]]></dc:title><link><![CDATA[http://hdl.handle.net/10267/1113]]></link><guid><![CDATA[http://hdl.handle.net/10267/1113]]></guid><description><![CDATA[This syllabus was submitted to the Rhodes College Office of Academic Affairs by the course instructor.]]>
</description><dc:description><![CDATA[This syllabus was submitted to the Rhodes College Office of Academic Affairs by the course instructor.]]>
</dc:description></item><item><title><![CDATA[ENGL 202-01, Introduction to Cinema, Fall 2007]]></title><dc:title><![CDATA[ENGL 202-01, Introduction to Cinema, Fall 2007]]></dc:title><link><![CDATA[http://hdl.handle.net/10267/1114]]></link><guid><![CDATA[http://hdl.handle.net/10267/1114]]></guid><description><![CDATA[This course inkoduces students to the critical tools involved in analyzing moving-image media such as
film, video, and television. Students will compose essays that demonstrate a historically informed grasp
of cinema's formal techniques and how these produce meaning for spectators. Prerequisite: ENGL 151 or
equivalent.,This syllabus was submitted to the Rhodes College Office of Academic Affairs by the course instructor.]]>
</description><dc:description><![CDATA[This course inkoduces students to the critical tools involved in analyzing moving-image media such as
film, video, and television. Students will compose essays that demonstrate a historically informed grasp
of cinema's formal techniques and how these produce meaning for spectators. Prerequisite: ENGL 151 or
equivalent.,This syllabus was submitted to the Rhodes College Office of Academic Affairs by the course instructor.]]>
</dc:description></item><item><title><![CDATA[ECON 101-01, Introduction to Economics, Fall 2004]]></title><dc:title><![CDATA[ECON 101-01, Introduction to Economics, Fall 2004]]></dc:title><link><![CDATA[http://hdl.handle.net/10267/1123]]></link><guid><![CDATA[http://hdl.handle.net/10267/1123]]></guid><description><![CDATA[Economics 101, the first of two semesters of economic principles, is an in-depth introduction to microeconomic theory and its applications. The second semester, Economics 102, introduces the student to macroeconomic theory and policy. Microeconomics is the study of the behavior of individuals in their roles as consumers, workers, producers, employers, and so on—in what Alfred Marshall called “the ordinary business of life.” For households, ordinary business includes making decisions about ]]>
</description><dc:description><![CDATA[Economics 101, the first of two semesters of economic principles, is an in-depth introduction to microeconomic theory and its applications. The second semester, Economics 102, introduces the student to macroeconomic theory and policy. Microeconomics is the study of the behavior of individuals in their roles as consumers, workers, producers, employers, and so on—in what Alfred Marshall called “the ordinary business of life.” For households, ordinary business includes making decisions about ]]>
</dc:description></item><item><title><![CDATA[ECON 101-02, Introduction to Economics, Fall 2004]]></title><dc:title><![CDATA[ECON 101-02, Introduction to Economics, Fall 2004]]></dc:title><link><![CDATA[http://hdl.handle.net/10267/1124]]></link><guid><![CDATA[http://hdl.handle.net/10267/1124]]></guid><description><![CDATA[The main goal of this course is to equip the student with problem solving tools which should help him or her solve economics problems systematically. Students should also develop economic intuition which will help them analyze policies they will encounter in this course and for the rest of their life. These objectives will provide the student with a framework for thinking about the world around us and to develop intuitions from that framework. Students who plan to major in economics will learn i]]>
</description><dc:description><![CDATA[The main goal of this course is to equip the student with problem solving tools which should help him or her solve economics problems systematically. Students should also develop economic intuition which will help them analyze policies they will encounter in this course and for the rest of their life. These objectives will provide the student with a framework for thinking about the world around us and to develop intuitions from that framework. Students who plan to major in economics will learn i]]>
</dc:description></item><item><title><![CDATA[MUS 104-01, Theory I, Fall 2004]]></title><dc:title><![CDATA[MUS 104-01, Theory I, Fall 2004]]></dc:title><link><![CDATA[http://hdl.handle.net/10267/1137]]></link><guid><![CDATA[http://hdl.handle.net/10267/1137]]></guid><description><![CDATA[focusing on the common-practice era. The contents of the course include:
• a review of the fundamentals of music
• an introduction to species counterpoint
• a basic review of music style
• in-depth study of diatonic harmony, including harmonic progression and voice-leading principles
• introduction to formal analysis
• beginning study of ear training, sight singing, and keyboard harmony,This syllabus was submitted to the Rhodes College Office of Academic Affairs by the course instruc]]>
</description><dc:description><![CDATA[focusing on the common-practice era. The contents of the course include:
• a review of the fundamentals of music
• an introduction to species counterpoint
• a basic review of music style
• in-depth study of diatonic harmony, including harmonic progression and voice-leading principles
• introduction to formal analysis
• beginning study of ear training, sight singing, and keyboard harmony,This syllabus was submitted to the Rhodes College Office of Academic Affairs by the course instruc]]>
</dc:description></item><item><title><![CDATA[MUS 117-01, Music Cultures of the World, Fall 2004]]></title><dc:title><![CDATA[MUS 117-01, Music Cultures of the World, Fall 2004]]></dc:title><link><![CDATA[http://hdl.handle.net/10267/1139]]></link><guid><![CDATA[http://hdl.handle.net/10267/1139]]></guid><description><![CDATA[This course serves as an introduction to the variety of musics found in cultures around the world outside the Western art music tradition. This course will help students:
- learn to define and use musical terminology
- learn to identify the stylistic differences resulting in sonic distinctions between musics of various cultures
- understand the historical development in and the musical consequences of the interactions between various cultures
- identify the aesthetic foundations of the musics st]]>
</description><dc:description><![CDATA[This course serves as an introduction to the variety of musics found in cultures around the world outside the Western art music tradition. This course will help students:
- learn to define and use musical terminology
- learn to identify the stylistic differences resulting in sonic distinctions between musics of various cultures
- understand the historical development in and the musical consequences of the interactions between various cultures
- identify the aesthetic foundations of the musics st]]>
</dc:description></item><item><title><![CDATA[MUS 175-01, Applied Percussion, Fall 2004]]></title><dc:title><![CDATA[MUS 175-01, Applied Percussion, Fall 2004]]></dc:title><link><![CDATA[http://hdl.handle.net/10267/1151]]></link><guid><![CDATA[http://hdl.handle.net/10267/1151]]></guid><description><![CDATA[Course will include an introduction to the fundamentals of percussion playing and an in depth study of jazz, rock, Latin and funk styles; hand drumming is also available. Students should develop a greater grasp of the above skills over the course of the semester.,This syllabus was submitted to the Rhodes College Office of Academic Affairs by the course instructor.]]>
</description><dc:description><![CDATA[Course will include an introduction to the fundamentals of percussion playing and an in depth study of jazz, rock, Latin and funk styles; hand drumming is also available. Students should develop a greater grasp of the above skills over the course of the semester.,This syllabus was submitted to the Rhodes College Office of Academic Affairs by the course instructor.]]>
</dc:description></item><item><title><![CDATA[TWC9: SQL Server 2012, VS11, Win8 Metro, Bing Maps Metro and more]]></title><dc:title><![CDATA[TWC9: SQL Server 2012, VS11, Win8 Metro, Bing Maps Metro and more]]></dc:title><link><![CDATA[http://channel9.msdn.com/Shows/This+Week+On+Channel+9/TWC9-Mar-9-2012]]></link><guid><![CDATA[http://channel9.msdn.com/Shows/This+Week+On+Channel+9/TWC9-Mar-9-2012]]></guid><description><![CDATA[<p>This week on Channel 9, Not Dan and Not Brian (Larry and Charles) discuss the week's top developer news, including:</p><ul><li><a href="http://channel9.msdn.com/Shows/This&#43;Week&#43;On&#43;Channel&#43;9/TWC9-Mar-9-2012#time=44s" target="_blank">[0:44]</a>&nbsp;<a href="http://www.sqlserverlaunch.com/ww/Home">SQL Server 2012 Virtual Launch Event</a>, <a href="http://channel9.msdn.com/posts/SQL11UPD00-REC-01" target="_blank">Roger Doherty: Introduction to SQL Server 2012</a>, <a href="http:/]]>
</description><dc:description><![CDATA[<p>This week on Channel 9, Not Dan and Not Brian (Larry and Charles) discuss the week's top developer news, including:</p><ul><li><a href="http://channel9.msdn.com/Shows/This&#43;Week&#43;On&#43;Channel&#43;9/TWC9-Mar-9-2012#time=44s" target="_blank">[0:44]</a>&nbsp;<a href="http://www.sqlserverlaunch.com/ww/Home">SQL Server 2012 Virtual Launch Event</a>, <a href="http://channel9.msdn.com/posts/SQL11UPD00-REC-01" target="_blank">Roger Doherty: Introduction to SQL Server 2012</a>, <a href="http:/]]>
</dc:description></item><item><title><![CDATA[Roger Doherty: Introduction to SQL Server 2012]]></title><dc:title><![CDATA[Roger Doherty: Introduction to SQL Server 2012]]></dc:title><link><![CDATA[http://channel9.msdn.com/posts/SQL11UPD00-REC-01]]></link><guid><![CDATA[http://channel9.msdn.com/posts/SQL11UPD00-REC-01]]></guid><description><![CDATA[<p>This presentation provides an overview of the key improvements in SQL Server 2012 from a developer perspective in the context of Microsoft's overall platform strategy.</p><p>Roger Doherty</p><p>Senior Program Manager, Microsoft</p> <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:4f47f7d7071e4435b833a007016a27b7">]]>
</description><dc:description><![CDATA[<p>This presentation provides an overview of the key improvements in SQL Server 2012 from a developer perspective in the context of Microsoft's overall platform strategy.</p><p>Roger Doherty</p><p>Senior Program Manager, Microsoft</p> <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:4f47f7d7071e4435b833a007016a27b7">]]>
</dc:description></item><item><title><![CDATA[Introduction to &#39;Bourbon for Breakfast: Living Outside the Statist Quo&#39;]]></title><dc:title><![CDATA[Introduction to &#39;Bourbon for Breakfast: Living Outside the Statist Quo&#39;]]></dc:title><link><![CDATA[http://feeds.mises.org/~r/MisesMedia/~3/3BZtIzVtPhA/Introduction%20to%20Bourbon%20for%20Breakfast%20Living%20Outside%20the%20Statist%20Quo%20Jeffrey%20A%20Tucker.mp3]]></link><guid><![CDATA[http://feeds.mises.org/~r/MisesMedia/~3/3BZtIzVtPhA/Introduction%20to%20Bourbon%20for%20Breakfast%20Living%20Outside%20the%20Statist%20Quo%20Jeffrey%20A%20Tucker.mp3]]></guid><description><![CDATA[&lt;img src="http://mises.org//media/poster/6827" vspace="4" hspace="4" style="margin: 10px;" /&gt;&lt;br /&gt;<div class="feedflare">
<a href="http://feeds.mises.org/~ff/MisesMedia?a=3BZtIzVtPhA:1oOgzu7AzGI:yIl2AUoC8zA"><img src="http://feeds.feedburner.com/~ff/MisesMedia?d=yIl2AUoC8zA" border="0"></img></a> <a href="http://feeds.mises.org/~ff/MisesMedia?a=3BZtIzVtPhA:1oOgzu7AzGI:V_sGLiPBpWU"><img src="http://feeds.feedburner.com/~ff/MisesMedia?i=3BZtIzVtPhA:1oOgzu7AzGI:V_sGLiPBpWU" border="0">]]>
</description><dc:description><![CDATA[&lt;img src="http://mises.org//media/poster/6827" vspace="4" hspace="4" style="margin: 10px;" /&gt;&lt;br /&gt;<div class="feedflare">
<a href="http://feeds.mises.org/~ff/MisesMedia?a=3BZtIzVtPhA:1oOgzu7AzGI:yIl2AUoC8zA"><img src="http://feeds.feedburner.com/~ff/MisesMedia?d=yIl2AUoC8zA" border="0"></img></a> <a href="http://feeds.mises.org/~ff/MisesMedia?a=3BZtIzVtPhA:1oOgzu7AzGI:V_sGLiPBpWU"><img src="http://feeds.feedburner.com/~ff/MisesMedia?i=3BZtIzVtPhA:1oOgzu7AzGI:V_sGLiPBpWU" border="0">]]>
</dc:description></item><item><title><![CDATA[6.00SC Introduction to Computer Science and Programming (MIT)]]></title><dc:title><![CDATA[6.00SC Introduction to Computer Science and Programming (MIT)]]></dc:title><link><![CDATA[http://ocw.mit.edu/courses/electrical-engineering-and-computer-science/6-00sc-introduction-to-computer-science-and-programming-spring-2011]]></link><guid><![CDATA[http://ocw.mit.edu/courses/electrical-engineering-and-computer-science/6-00sc-introduction-to-computer-science-and-programming-spring-2011]]></guid><description><![CDATA[This subject is aimed at students with little or no programming experience. It aims to provide students with an understanding of the role computation can play in solving problems. It also aims to help students, regardless of their major, to feel justifiably confident of their ability to write small programs that allow them to accomplish useful goals. The class will use the Python programming language.]]>
</description><dc:description><![CDATA[This subject is aimed at students with little or no programming experience. It aims to provide students with an understanding of the role computation can play in solving problems. It also aims to help students, regardless of their major, to feel justifiably confident of their ability to write small programs that allow them to accomplish useful goals. The class will use the Python programming language.]]>
</dc:description></item><item><title><![CDATA[11.701 Introduction to Planning and Institutional Processes in Developing Countries (MIT)]]></title><dc:title><![CDATA[11.701 Introduction to Planning and Institutional Processes in Developing Countries (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=1e1678ad3699a3ddf08e368d64b39514]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=1e1678ad3699a3ddf08e368d64b39514]]></guid><description><![CDATA[This introductory course is structured to cultivate the key sensibilities necessary for effective planning practice in newly industrializing countries. The word "sensibility" refers to an awareness of key developmental issues, interdependent causalities, and anticipated as well as unanticipated consequences of social action which mark most planning efforts. In cultivating such sensibilities, this course will use examples from varying institutional settings, ranging from the local to the internat]]>
</description><dc:description><![CDATA[This introductory course is structured to cultivate the key sensibilities necessary for effective planning practice in newly industrializing countries. The word "sensibility" refers to an awareness of key developmental issues, interdependent causalities, and anticipated as well as unanticipated consequences of social action which mark most planning efforts. In cultivating such sensibilities, this course will use examples from varying institutional settings, ranging from the local to the internat]]>
</dc:description></item><item><title><![CDATA[Learn Japanese Grammar Video - Absolute Beginner #10 - Introduction to Adjectives in Japanese]]></title><dc:title><![CDATA[Learn Japanese Grammar Video - Absolute Beginner #10 - Introduction to Adjectives in Japanese]]></dc:title><link><![CDATA[http://www.japanesepod101.com/2012/03/09/learn-japanese-grammar-video-absolute-beginner-10-introduction-to-adjectives-in-japanese/]]></link><guid><![CDATA[http://www.japanesepod101.com/2012/03/09/learn-japanese-grammar-video-absolute-beginner-10-introduction-to-adjectives-in-japanese/]]></guid><description><![CDATA[Learn Japanese with JapanesePod101.com! Welcome to JapanesePod101.com&#8217;s Learn Japanese Grammar Video Series-Absolute Beginner. Over twenty-five video lessons, we will teach you the absolute essentials of Japanese grammar using a powerful combination of audio and video. Each audio grammar explanation is enhanced with motion graphics so you can follow along visually every step of the way. [...]]]>
</description><dc:description><![CDATA[Learn Japanese with JapanesePod101.com! Welcome to JapanesePod101.com&#8217;s Learn Japanese Grammar Video Series-Absolute Beginner. Over twenty-five video lessons, we will teach you the absolute essentials of Japanese grammar using a powerful combination of audio and video. Each audio grammar explanation is enhanced with motion graphics so you can follow along visually every step of the way. [...]]]>
</dc:description></item><item><title><![CDATA[Introduction to Reflection Seismics]]></title><dc:title><![CDATA[Introduction to Reflection Seismics]]></dc:title><link><![CDATA[http://feedproxy.google.com/~r/tudelft/OCW/~3/csA0GeuUM3I/course-home]]></link><guid><![CDATA[http://feedproxy.google.com/~r/tudelft/OCW/~3/csA0GeuUM3I/course-home]]></guid><description><![CDATA[Course Description
Introduction to seismic theory, measurements and processing of seismic data to final focussed image for geological and/or physical interpretation.This course deals with the most important aspects of reflection seismics. Theory of seismic waves, aspects of data acquisition (seismic sources, receivers and recorders), and of data processing (CMP processing, velocity analysis, stacking, migration) will be dealt with. The course will be supplemented by a practical of 6 afternoons w]]>
</description><dc:description><![CDATA[Course Description
Introduction to seismic theory, measurements and processing of seismic data to final focussed image for geological and/or physical interpretation.This course deals with the most important aspects of reflection seismics. Theory of seismic waves, aspects of data acquisition (seismic sources, receivers and recorders), and of data processing (CMP processing, velocity analysis, stacking, migration) will be dealt with. The course will be supplemented by a practical of 6 afternoons w]]>
</dc:description></item><item><title><![CDATA[An introduction to material culture]]></title><dc:title><![CDATA[An introduction to material culture]]></dc:title><link><![CDATA[http://openlearn.open.ac.uk/course/view.php?name=A151_1]]></link><guid><![CDATA[http://openlearn.open.ac.uk/course/view.php?name=A151_1]]></guid><description><![CDATA[This unit is an introduction to the study of material culture. It asks why we should study things and outlines some basic approaches to studying objects.]]>
</description><dc:description><![CDATA[This unit is an introduction to the study of material culture. It asks why we should study things and outlines some basic approaches to studying objects.]]>
</dc:description></item><item><title><![CDATA[Video tip of the week: Highlights [heh] of the Cannabis browser]]></title><dc:title><![CDATA[Video tip of the week: Highlights [heh] of the Cannabis browser]]></dc:title><link><![CDATA[http://www.scivee.tv:80/node/39806]]></link><guid><![CDATA[http://www.scivee.tv:80/node/39806]]></guid><description><![CDATA[By: OpenHelix An introduction to the Cannabis genome browser. For the paper and links, visit http://blog.openhelix.eu/?p=11320 .]]>
</description><dc:description><![CDATA[By: OpenHelix An introduction to the Cannabis genome browser. For the paper and links, visit http://blog.openhelix.eu/?p=11320 .]]>
</dc:description></item><item><title><![CDATA[Student Report: David Adelman visits the Latin American Student Organization (LASO)]]></title><dc:title><![CDATA[Student Report: David Adelman visits the Latin American Student Organization (LASO)]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=QtFM00XYM-Y]]></link><guid><![CDATA[http://www.youtube.com/watch?v=QtFM00XYM-Y]]></guid><description><![CDATA[http://concordia.ca/now
Our student blogger, David Adeldman, recently visited Concordia's popular Latin American Student Organization (LASO) for a Spanish language lesson and a brief introduction to the art of salsa dancing. Olé!]]>
</description><dc:description><![CDATA[http://concordia.ca/now
Our student blogger, David Adeldman, recently visited Concordia's popular Latin American Student Organization (LASO) for a Spanish language lesson and a brief introduction to the art of salsa dancing. Olé!]]>
</dc:description></item><item><title><![CDATA[Introduction to the aPLaNet EU project (from Brno, Czech Republic)]]></title><dc:title><![CDATA[Introduction to the aPLaNet EU project (from Brno, Czech Republic)]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=41660]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=41660]]></guid><description><![CDATA[aPLaNet is a European Union funded education project for language educators to help them use social networks and build PLNs for their professional development. (05:14)]]>
</description><dc:description><![CDATA[aPLaNet is a European Union funded education project for language educators to help them use social networks and build PLNs for their professional development. (05:14)]]>
</dc:description></item><item><title><![CDATA[Davina Stanford - Responsible Tourism, Theory & Practice Module]]></title><dc:title><![CDATA[Davina Stanford - Responsible Tourism, Theory & Practice Module]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=XodXfZEpP0o]]></link><guid><![CDATA[http://www.youtube.com/watch?v=XodXfZEpP0o]]></guid><description><![CDATA[Watch Leeds Met Research Fellow Dr Davina Stanford introduce our Responsible Tourism, Theory & Practice module.  The module includes an introduction to the principles and practice of Responsible Tourism Management, and provides material on the tourism industry which can be read as an introduction, or as revision, depending on your knowledge and experience. Subsequent units in the module deal with the concept of Responsible Tourism, RT in originating markets, the RT Movement and RT in Destination]]>
</description><dc:description><![CDATA[Watch Leeds Met Research Fellow Dr Davina Stanford introduce our Responsible Tourism, Theory & Practice module.  The module includes an introduction to the principles and practice of Responsible Tourism Management, and provides material on the tourism industry which can be read as an introduction, or as revision, depending on your knowledge and experience. Subsequent units in the module deal with the concept of Responsible Tourism, RT in originating markets, the RT Movement and RT in Destination]]>
</dc:description></item><item><title><![CDATA[For Loop]]></title><dc:title><![CDATA[For Loop]]></dc:title><link><![CDATA[http://cnx.org/content/m20600/latest/]]></link><guid><![CDATA[http://cnx.org/content/m20600/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/kbusbee">Kenneth Leroy Busbee</a>
                
                </i></b><br/>
              An introduction to the for control structure with examples in the C++ programming language.<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/kbusbee">Kenneth Leroy Busbee</a>
                
                </i></b><br/>
              An introduction to the for control structure with examples in the C++ programming language.<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[BLOSSOMS - Flaw of Averages (Urdu)]]></title><dc:title><![CDATA[BLOSSOMS - Flaw of Averages (Urdu)]]></dc:title><link><![CDATA[http://techtv.mit.edu/videos/17947-blossoms-flaw-of-averages-urdu]]></link><guid><![CDATA[http://techtv.mit.edu/videos/17947-blossoms-flaw-of-averages-urdu]]></guid><description><![CDATA[<p>Video Summary: This learning video presents an introduction to the Flaws of Averages using three exciting examples: the &ldquo;crossing of the river&rdquo; example, the &ldquo;cookie&rdquo; example, and the &ldquo;dance class&rdquo; example. Averages are often worthwhile representations of a set of data by a single descriptive number. The objective of this module, however, is to simply point out a few pitfalls that could arise if one is not attentive to details when calculating and interpreti]]>
</description><dc:description><![CDATA[<p>Video Summary: This learning video presents an introduction to the Flaws of Averages using three exciting examples: the &ldquo;crossing of the river&rdquo; example, the &ldquo;cookie&rdquo; example, and the &ldquo;dance class&rdquo; example. Averages are often worthwhile representations of a set of data by a single descriptive number. The objective of this module, however, is to simply point out a few pitfalls that could arise if one is not attentive to details when calculating and interpreti]]>
</dc:description></item><item><title><![CDATA[Introduction to the seven challenges of interpersonal communication]]></title><dc:title><![CDATA[Introduction to the seven challenges of interpersonal communication]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/introduction-to-the-seven-challenges-of-interpersonal-communication]]></link><guid><![CDATA[http://www.oercommons.org/courses/introduction-to-the-seven-challenges-of-interpersonal-communication]]></guid><description><![CDATA[A brief overview of the Seven Challenges approach to communication skills learning, with attention to the issues in personal development that are associated with each skill.]]>
</description><dc:description><![CDATA[A brief overview of the Seven Challenges approach to communication skills learning, with attention to the issues in personal development that are associated with each skill.]]>
</dc:description></item><item><title><![CDATA[Sojourner Truth: Ain't I a Woman?]]></title><dc:title><![CDATA[Sojourner Truth: Ain't I a Woman?]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=41531]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=41531]]></guid><description><![CDATA[In this video clip, Kerry Washington performs a speech by abolitionist and former slave, Sojourner Truth. Sojourner Truth spoke to a large gathering of feminists. Introduction to the clip by Viggo Mortensen. (2:58)]]>
</description><dc:description><![CDATA[In this video clip, Kerry Washington performs a speech by abolitionist and former slave, Sojourner Truth. Sojourner Truth spoke to a large gathering of feminists. Introduction to the clip by Viggo Mortensen. (2:58)]]>
</dc:description></item><item><title><![CDATA[6.00SC Introduction to Computer Science and Programming (MIT)]]></title><dc:title><![CDATA[6.00SC Introduction to Computer Science and Programming (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=ca7feb4b4b5b49df9b0b5f0afc64c4f2]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=ca7feb4b4b5b49df9b0b5f0afc64c4f2]]></guid><description><![CDATA[Includes audio/video content: AV lectures. This subject is aimed at students with little or no programming experience. It aims to provide students with an understanding of the role computation can play in solving problems. It also aims to help students, regardless of their major, to feel justifiably confident of their ability to write small programs that allow them to accomplish useful goals. The class will use the Python programming language.<br clear="both" style="clear: both;"/>
<br clear="bo]]>
</description><dc:description><![CDATA[Includes audio/video content: AV lectures. This subject is aimed at students with little or no programming experience. It aims to provide students with an understanding of the role computation can play in solving problems. It also aims to help students, regardless of their major, to feel justifiably confident of their ability to write small programs that allow them to accomplish useful goals. The class will use the Python programming language.<br clear="both" style="clear: both;"/>
<br clear="bo]]>
</dc:description></item><item><title><![CDATA[6.00SC Introduction to Computer Science and Programming (MIT)]]></title><dc:title><![CDATA[6.00SC Introduction to Computer Science and Programming (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=365dc39243afcbac80bb43cea974ef10]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=365dc39243afcbac80bb43cea974ef10]]></guid><description><![CDATA[This subject is aimed at students with little or no programming experience. It aims to provide students with an understanding of the role computation can play in solving problems. It also aims to help students, regardless of their major, to feel justifiably confident of their ability to write small programs that allow them to accomplish useful goals. The class will use the Python programming language.<br clear="both" style="clear: both;"/>
<br clear="both" style="clear: both;"/>
  <a style='font]]>
</description><dc:description><![CDATA[This subject is aimed at students with little or no programming experience. It aims to provide students with an understanding of the role computation can play in solving problems. It also aims to help students, regardless of their major, to feel justifiably confident of their ability to write small programs that allow them to accomplish useful goals. The class will use the Python programming language.<br clear="both" style="clear: both;"/>
<br clear="both" style="clear: both;"/>
  <a style='font]]>
</dc:description></item><item><title><![CDATA[Cause and Effect Text Structure]]></title><dc:title><![CDATA[Cause and Effect Text Structure]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=41481]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=41481]]></guid><description><![CDATA[This is an introduction to the text structure cause and effect!&nbsp; It uses the cause as the main idea and the effects as the supporting details. It also gives a sample passage and highlight signal words.<br />
Key words: cause and effect, text structure, signal words, graphic organizer (3:27)<br />
&nbsp;]]>
</description><dc:description><![CDATA[This is an introduction to the text structure cause and effect!&nbsp; It uses the cause as the main idea and the effects as the supporting details. It also gives a sample passage and highlight signal words.<br />
Key words: cause and effect, text structure, signal words, graphic organizer (3:27)<br />
&nbsp;]]>
</dc:description></item><item><title><![CDATA[An Introduction To Programming With Processing]]></title><dc:title><![CDATA[An Introduction To Programming With Processing]]></dc:title><link><![CDATA[http://opencontent.uct.ac.za:80/Humanities/An-Introduction-To-Programming-With-Processing]]></link><guid><![CDATA[http://opencontent.uct.ac.za:80/Humanities/An-Introduction-To-Programming-With-Processing]]></guid><description><![CDATA[<div class="field field-type-text field-field-author">
    <div class="field-items">
            <div class="field-item odd">
                      <div class="field-label-inline-first">
              Authors:&nbsp;</div>
                    Lyndon Daniels        </div>
        </div>
</div>
<div class="weblinks weblinks-item weblinks-link-304">
  

<div class="weblinks-body">
<p>Processing is a high-level programming language that is based on Java, and is known for its abstractions that simplif]]>
</description><dc:description><![CDATA[<div class="field field-type-text field-field-author">
    <div class="field-items">
            <div class="field-item odd">
                      <div class="field-label-inline-first">
              Authors:&nbsp;</div>
                    Lyndon Daniels        </div>
        </div>
</div>
<div class="weblinks weblinks-item weblinks-link-304">
  

<div class="weblinks-body">
<p>Processing is a high-level programming language that is based on Java, and is known for its abstractions that simplif]]>
</dc:description></item><item><title><![CDATA[Introduction to Statistics]]></title><dc:title><![CDATA[Introduction to Statistics]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/introduction-to-statistics]]></link><guid><![CDATA[http://www.oercommons.org/courses/introduction-to-statistics]]></guid><description><![CDATA[Introduction to Statistics. Random Variable, Mean, Variance, Standard Deviation and Mathematical Expectation. Discrete Distributions: Bernoulli trials and Bernoulli distribution, geometric distribution, Poisson distribution. Continuous Distributions: random variables of the continuous type, uniform distribution, exponential distribution, gamma distribution, chi-square distribution, normal distribution, t-distributions. Estimation: biased and unbiased esimators, convidence intervals for means, co]]>
</description><dc:description><![CDATA[Introduction to Statistics. Random Variable, Mean, Variance, Standard Deviation and Mathematical Expectation. Discrete Distributions: Bernoulli trials and Bernoulli distribution, geometric distribution, Poisson distribution. Continuous Distributions: random variables of the continuous type, uniform distribution, exponential distribution, gamma distribution, chi-square distribution, normal distribution, t-distributions. Estimation: biased and unbiased esimators, convidence intervals for means, co]]>
</dc:description></item><item><title><![CDATA[Introduction toTelescopes (2/2)]]></title><dc:title><![CDATA[Introduction toTelescopes (2/2)]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=41406]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=41406]]></guid><description><![CDATA[Join award winning teacher Jonathan Bergmann as he interactively teaches Astronomy: Introduction to Telescopes.&nbsp; This lesson focuses on the characteristics of refracting and reflecting telescopes.&nbsp; ( 9:24)]]>
</description><dc:description><![CDATA[Join award winning teacher Jonathan Bergmann as he interactively teaches Astronomy: Introduction to Telescopes.&nbsp; This lesson focuses on the characteristics of refracting and reflecting telescopes.&nbsp; ( 9:24)]]>
</dc:description></item><item><title><![CDATA[Introduction toTelescopes (1/2)]]></title><dc:title><![CDATA[Introduction toTelescopes (1/2)]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=41405]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=41405]]></guid><description><![CDATA[Join award winning teacher Jonathan Bergmann as he interactively teaches Astronomy: Introduction toTelescopes.&nbsp; The tool of the trade of astronomy is the telescope.&nbsp;This lesson describes the basics of telescopes, history of the telescope, and the way modern astronomers utilize the telescope.&nbsp; The powers of telescopes <br />
( collecting, focusing, and resolving) are also explained.&nbsp; ( 9:51)]]>
</description><dc:description><![CDATA[Join award winning teacher Jonathan Bergmann as he interactively teaches Astronomy: Introduction toTelescopes.&nbsp; The tool of the trade of astronomy is the telescope.&nbsp;This lesson describes the basics of telescopes, history of the telescope, and the way modern astronomers utilize the telescope.&nbsp; The powers of telescopes <br />
( collecting, focusing, and resolving) are also explained.&nbsp; ( 9:51)]]>
</dc:description></item><item><title><![CDATA[Lewis and Clark Expedition]]></title><dc:title><![CDATA[Lewis and Clark Expedition]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=41321]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=41321]]></guid><description><![CDATA[This animated selection provides basic background information on the Lewis and Clark Expedition.&nbsp; Teachers may wish to use selection as an introduction to a lesson or unit on Lewis and Clark.&nbsp; ( 1:12)]]>
</description><dc:description><![CDATA[This animated selection provides basic background information on the Lewis and Clark Expedition.&nbsp; Teachers may wish to use selection as an introduction to a lesson or unit on Lewis and Clark.&nbsp; ( 1:12)]]>
</dc:description></item><item><title><![CDATA[Introduction to Nets and 3D Objects]]></title><dc:title><![CDATA[Introduction to Nets and 3D Objects]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=41328]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=41328]]></guid><description><![CDATA[This selection contains a detailed introduction to 3D objects and nets.&nbsp; Nets are 2D objects traced on paper,cut, and folded to make 3D figures.&nbsp; Key vocabulary defined include faces, edges, and vertices.&nbsp; The examples are shown on a computer screen accompanied by narration.&nbsp; ( 8:10)]]>
</description><dc:description><![CDATA[This selection contains a detailed introduction to 3D objects and nets.&nbsp; Nets are 2D objects traced on paper,cut, and folded to make 3D figures.&nbsp; Key vocabulary defined include faces, edges, and vertices.&nbsp; The examples are shown on a computer screen accompanied by narration.&nbsp; ( 8:10)]]>
</dc:description></item><item><title><![CDATA[Adult HIV:  Antiretroviral drugs]]></title><dc:title><![CDATA[Adult HIV:  Antiretroviral drugs]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/adult-hiv-antiretroviral-drugs-2]]></link><guid><![CDATA[http://www.oercommons.org/courses/adult-hiv-antiretroviral-drugs-2]]></guid><description><![CDATA[Adult HIV was developed by doctors and nurses with wide experience in the care of adults with HIV, under the auspices of the Desmond Tutu HIV Foundation at the University of Cape Town. It covers: introduction to HIV infection, management of HIV-infected adults at primary-care clinics, preparing patients for antiretroviral (ARV) treatment, ARV drugs, starting and maintaining patients on ARV treatment, opportunistic infections.]]>
</description><dc:description><![CDATA[Adult HIV was developed by doctors and nurses with wide experience in the care of adults with HIV, under the auspices of the Desmond Tutu HIV Foundation at the University of Cape Town. It covers: introduction to HIV infection, management of HIV-infected adults at primary-care clinics, preparing patients for antiretroviral (ARV) treatment, ARV drugs, starting and maintaining patients on ARV treatment, opportunistic infections.]]>
</dc:description></item><item><title><![CDATA[Theory of Everything (introduction)]]></title><dc:title><![CDATA[Theory of Everything (introduction)]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=41074]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=41074]]></guid><description><![CDATA[A brief introduction to the current theory of (almost) everything - the Standard Model of particle physics. It's like cake, only universal. &nbsp;(01:40)]]>
</description><dc:description><![CDATA[A brief introduction to the current theory of (almost) everything - the Standard Model of particle physics. It's like cake, only universal. &nbsp;(01:40)]]>
</dc:description></item><item><title><![CDATA[Introduction to Primary Colors]]></title><dc:title><![CDATA[Introduction to Primary Colors]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=40898]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=40898]]></guid><description><![CDATA[This is a short, one-minute video for children describing the primary colors Red, Blue, and Yellow. &nbsp;All text, no imagery. (58 seconds long).]]>
</description><dc:description><![CDATA[This is a short, one-minute video for children describing the primary colors Red, Blue, and Yellow. &nbsp;All text, no imagery. (58 seconds long).]]>
</dc:description></item><item><title><![CDATA[Film Preview: The Crash of 1929]]></title><dc:title><![CDATA[Film Preview: The Crash of 1929]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=40952]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=40952]]></guid><description><![CDATA[The unbounded optimism of the Jazz Age and the shocking consequences when reality finally hit on October 29, 1929, ultimately leading to the Great Depression are the focus of this film preview.&nbsp; This segment is brief but lively and could serve as an introduction to a lesson on the Crash of 1929.&nbsp; ( :30)]]>
</description><dc:description><![CDATA[The unbounded optimism of the Jazz Age and the shocking consequences when reality finally hit on October 29, 1929, ultimately leading to the Great Depression are the focus of this film preview.&nbsp; This segment is brief but lively and could serve as an introduction to a lesson on the Crash of 1929.&nbsp; ( :30)]]>
</dc:description></item><item><title><![CDATA[Ultimate Dog Tease]]></title><dc:title><![CDATA[Ultimate Dog Tease]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=40884]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=40884]]></guid><description><![CDATA[Watch this famous "talking dog" as&nbsp;his owner teases him&nbsp;with stories of food. (01:21)<br />
<br />
This viral video could be used as a&nbsp;creative introduction to personification or point of view.]]>
</description><dc:description><![CDATA[Watch this famous "talking dog" as&nbsp;his owner teases him&nbsp;with stories of food. (01:21)<br />
<br />
This viral video could be used as a&nbsp;creative introduction to personification or point of view.]]>
</dc:description></item><item><title><![CDATA[6.01SC Introduction to Electrical Engineering and Computer Science I (MIT)]]></title><dc:title><![CDATA[6.01SC Introduction to Electrical Engineering and Computer Science I (MIT)]]></dc:title><link><![CDATA[http://ocw.mit.edu/courses/electrical-engineering-and-computer-science/6-01sc-introduction-to-electrical-engineering-and-computer-science-i-spring-2011]]></link><guid><![CDATA[http://ocw.mit.edu/courses/electrical-engineering-and-computer-science/6-01sc-introduction-to-electrical-engineering-and-computer-science-i-spring-2011]]></guid><description><![CDATA[This course provides an integrated introduction to electrical engineering and computer science, taught using substantial laboratory experiments with mobile robots. Our primary goal is for you to learn to appreciate and use the fundamental design principles of modularity and abstraction in a variety of contexts from electrical engineering and computer science. Our second goal is to show you that making mathematical models of real systems can help in the design and analysis of those systems.  Fina]]>
</description><dc:description><![CDATA[This course provides an integrated introduction to electrical engineering and computer science, taught using substantial laboratory experiments with mobile robots. Our primary goal is for you to learn to appreciate and use the fundamental design principles of modularity and abstraction in a variety of contexts from electrical engineering and computer science. Our second goal is to show you that making mathematical models of real systems can help in the design and analysis of those systems.  Fina]]>
</dc:description></item><item><title><![CDATA[22.081J Introduction to Sustainable Energy (MIT)]]></title><dc:title><![CDATA[22.081J Introduction to Sustainable Energy (MIT)]]></dc:title><link><![CDATA[http://ocw.mit.edu/courses/nuclear-engineering/22-081j-introduction-to-sustainable-energy-fall-2010]]></link><guid><![CDATA[http://ocw.mit.edu/courses/nuclear-engineering/22-081j-introduction-to-sustainable-energy-fall-2010]]></guid><description><![CDATA[This class assesses current and potential future energy systems, covering resources, extraction, conversion, and end-use technologies, with emphasis on meeting regional and global energy needs in the 21st century in a sustainable manner. Instructors and guest lecturers will examine various renewable and conventional energy production technologies, energy end-use practices and alternatives, and consumption practices in different countries. Students will learn a quantitative framework to aid in ev]]>
</description><dc:description><![CDATA[This class assesses current and potential future energy systems, covering resources, extraction, conversion, and end-use technologies, with emphasis on meeting regional and global energy needs in the 21st century in a sustainable manner. Instructors and guest lecturers will examine various renewable and conventional energy production technologies, energy end-use practices and alternatives, and consumption practices in different countries. Students will learn a quantitative framework to aid in ev]]>
</dc:description></item><item><title><![CDATA[GSC 12 Session II: Biodiversity]]></title><dc:title><![CDATA[GSC 12 Session II: Biodiversity]]></dc:title><link><![CDATA[http://www.scivee.tv:80/node/39436]]></link><guid><![CDATA[http://www.scivee.tv:80/node/39436]]></guid><description><![CDATA[By: psterk1 The 12th Genomic Standards Consortium Meeting (GSC 12), held at The Max Planck Institute for Marine Microbiology, Bremen, Germany, September 28-30, 2011 (http://gensc.org/gc_wiki/index.php/GSC_12).

Robert Robbins & Neil Davies, "Welcome & Introduction to the session proceedings"
Renzo Kottmann, "DwC/MIxS: technical issues + proposed solutions”
John Deck, "TDWG meets GBWG"
Inigo San Gil, "LTER Use Cases”
Peter Dawyndt, "Microbial Earth Catalogue"
David Schindel, "CBOL meets GBWG"]]>
</description><dc:description><![CDATA[By: psterk1 The 12th Genomic Standards Consortium Meeting (GSC 12), held at The Max Planck Institute for Marine Microbiology, Bremen, Germany, September 28-30, 2011 (http://gensc.org/gc_wiki/index.php/GSC_12).

Robert Robbins & Neil Davies, "Welcome & Introduction to the session proceedings"
Renzo Kottmann, "DwC/MIxS: technical issues + proposed solutions”
John Deck, "TDWG meets GBWG"
Inigo San Gil, "LTER Use Cases”
Peter Dawyndt, "Microbial Earth Catalogue"
David Schindel, "CBOL meets GBWG"]]>
</dc:description></item><item><title><![CDATA[GSC 12 Session VI: EnvO: deploying an environment ontology in the GSC]]></title><dc:title><![CDATA[GSC 12 Session VI: EnvO: deploying an environment ontology in the GSC]]></dc:title><link><![CDATA[http://www.scivee.tv:80/node/39386]]></link><guid><![CDATA[http://www.scivee.tv:80/node/39386]]></guid><description><![CDATA[By: psterk1 The 12th Genomic Standards Consortium Meeting (GSC 12), held at The Max Planck Institute for Marine Microbiology, Bremen, Germany, September 28-30, 2011 (http://gensc.org/gc_wiki/index.php/GSC_12).

Barry Smith (U Buffalo) - An Introduction to Ontology as a Strategy for Data Integration
Barry Smith (U Buffalo) - The Structure of the Environment Ontology
Peter Dawyndt (Ghent University) - Microorganism-centered Computing
 Konstantinos Liolios (Lawrence Berkeley National Laboratory) ]]>
</description><dc:description><![CDATA[By: psterk1 The 12th Genomic Standards Consortium Meeting (GSC 12), held at The Max Planck Institute for Marine Microbiology, Bremen, Germany, September 28-30, 2011 (http://gensc.org/gc_wiki/index.php/GSC_12).

Barry Smith (U Buffalo) - An Introduction to Ontology as a Strategy for Data Integration
Barry Smith (U Buffalo) - The Structure of the Environment Ontology
Peter Dawyndt (Ghent University) - Microorganism-centered Computing
 Konstantinos Liolios (Lawrence Berkeley National Laboratory) ]]>
</dc:description></item><item><title><![CDATA[Introduction to Comparing Fractions by Using Percents]]></title><dc:title><![CDATA[Introduction to Comparing Fractions by Using Percents]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=40834]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=40834]]></guid><description><![CDATA[In this video segment from&nbsp;Cyberchase, the CyberSquad looks at data on the Squitters' jumping attempts. They first convert the fractional results to equivalent fractions with denominator values equal to 100. Then they notice that these fractions can be written as percents. (1:11)]]>
</description><dc:description><![CDATA[In this video segment from&nbsp;Cyberchase, the CyberSquad looks at data on the Squitters' jumping attempts. They first convert the fractional results to equivalent fractions with denominator values equal to 100. Then they notice that these fractions can be written as percents. (1:11)]]>
</dc:description></item><item><title><![CDATA[Introduction to Technology and Society - Course Trailer]]></title><dc:title><![CDATA[Introduction to Technology and Society - Course Trailer]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=UDFov6yqTKc]]></link><guid><![CDATA[http://www.youtube.com/watch?v=UDFov6yqTKc]]></guid><description><![CDATA[Science of the Physical Universe 24: Introduction to Technology and Society -- Venkatesh Narayanamurti (School of Engineering and Applied Sciences, Physics)]]>
</description><dc:description><![CDATA[Science of the Physical Universe 24: Introduction to Technology and Society -- Venkatesh Narayanamurti (School of Engineering and Applied Sciences, Physics)]]>
</dc:description></item><item><title><![CDATA[Histopathological techniques - 3 Cutting sections with a Microtome]]></title><dc:title><![CDATA[Histopathological techniques - 3 Cutting sections with a Microtome]]></dc:title><link><![CDATA[http://itunesu.its.rmit.edu.au:80/sites/default/files/itunesmedia/sectioning.mp4]]></link><guid><![CDATA[http://itunesu.its.rmit.edu.au:80/sites/default/files/itunesmedia/sectioning.mp4]]></guid><description><![CDATA[An introduction to the Leica 2035 Microtome and the techniques of cutting sections of embedded tissue samples for mounting on slides.]]>
</description><dc:description><![CDATA[An introduction to the Leica 2035 Microtome and the techniques of cutting sections of embedded tissue samples for mounting on slides.]]>
</dc:description></item><item><title><![CDATA[Introduction to Foreign Literature on Agricultural Machinery]]></title><dc:title><![CDATA[Introduction to Foreign Literature on Agricultural Machinery]]></dc:title><link><![CDATA[http://ocw.kyoto-u.ac.jp/10-faculty-of-agriculture/department-c03-en/5963000-1]]></link><guid><![CDATA[http://ocw.kyoto-u.ac.jp/10-faculty-of-agriculture/department-c03-en/5963000-1]]></guid><description><![CDATA[Description not set]]>
</description><dc:description><![CDATA[Description not set]]>
</dc:description></item><item><title><![CDATA[An Introduction to the Martin Baker MK16A Ejection Seat]]></title><dc:title><![CDATA[An Introduction to the Martin Baker MK16A Ejection Seat]]></dc:title><link><![CDATA[http://www.nottingham.ac.uk/toolkits/play_6757]]></link><guid><![CDATA[http://www.nottingham.ac.uk/toolkits/play_6757]]></guid><description><![CDATA[An Introduction to the Martin Baker MK16A Ejection Seat<br>An Introduction to the Martin Baker MK16A Ejection Seat was developed by Peter Hughes<Br> This content has the following license - Creative Commons Attribution-ShareAlike<br> Download this content from http://www.nottingham.ac.uk/toolkits/export_6757<br> Download this as a scorm package from http://www.nottingham.ac.uk/toolkits/scorm_6757]]>
</description><dc:description><![CDATA[An Introduction to the Martin Baker MK16A Ejection Seat<br>An Introduction to the Martin Baker MK16A Ejection Seat was developed by Peter Hughes<Br> This content has the following license - Creative Commons Attribution-ShareAlike<br> Download this content from http://www.nottingham.ac.uk/toolkits/export_6757<br> Download this as a scorm package from http://www.nottingham.ac.uk/toolkits/scorm_6757]]>
</dc:description></item><item><title><![CDATA[Introduction to Inflation - Khan Academy]]></title><dc:title><![CDATA[Introduction to Inflation - Khan Academy]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=40292]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=40292]]></guid><description><![CDATA[Sal Khan discusses the basics of price inflation and the CPI (consumer price index). (07:32)]]>
</description><dc:description><![CDATA[Sal Khan discusses the basics of price inflation and the CPI (consumer price index). (07:32)]]>
</dc:description></item><item><title><![CDATA[Making Inferences - Bigger Than Alexander]]></title><dc:title><![CDATA[Making Inferences - Bigger Than Alexander]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=40256]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=40256]]></guid><description><![CDATA[This video gives us an introduction to an inference lesson. &nbsp;It includes illustrations, text, and music. The video is&nbsp;about a boy named Alexander who can't stop growing at school and has to move away. The teacher decides to bring her classroom to Alexander. Alexander believes he's special, but only because he's unusually tall. The class quickly shows Alexander just how special he really is.&nbsp;<br />
<br />
What is it about Alexander that is special? What is bigger than Alexander? Wh]]>
</description><dc:description><![CDATA[This video gives us an introduction to an inference lesson. &nbsp;It includes illustrations, text, and music. The video is&nbsp;about a boy named Alexander who can't stop growing at school and has to move away. The teacher decides to bring her classroom to Alexander. Alexander believes he's special, but only because he's unusually tall. The class quickly shows Alexander just how special he really is.&nbsp;<br />
<br />
What is it about Alexander that is special? What is bigger than Alexander? Wh]]>
</dc:description></item><item><title><![CDATA[Introduction to the Cranfield MBA]]></title><dc:title><![CDATA[Introduction to the Cranfield MBA]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=OPO3WVwEfQs]]></link><guid><![CDATA[http://www.youtube.com/watch?v=OPO3WVwEfQs]]></guid><description><![CDATA[Graham Clark, Full-time MBA Academic Director, introduces the Cranfield School of Management MBA]]>
</description><dc:description><![CDATA[Graham Clark, Full-time MBA Academic Director, introduces the Cranfield School of Management MBA]]>
</dc:description></item><item><title><![CDATA[THEA 222-01, Introduction to Design, Spring 1999]]></title><dc:title><![CDATA[THEA 222-01, Introduction to Design, Spring 1999]]></dc:title><link><![CDATA[http://hdl.handle.net/10267/1076]]></link><guid><![CDATA[http://hdl.handle.net/10267/1076]]></guid><description><![CDATA[This course explores the creative process and the principles and tools of design as they apply to theatrical production. Emphasis will be on script analysis, graphic techniques, and trends in theatrical design through research, practical exercises and projects. It is a required course for theatre majors and minors, and serves as a fine arts credit for non-theatre majors.,This syllabus was submitted to the Rhodes College Office of Academic Affairs by the course instructor.]]>
</description><dc:description><![CDATA[This course explores the creative process and the principles and tools of design as they apply to theatrical production. Emphasis will be on script analysis, graphic techniques, and trends in theatrical design through research, practical exercises and projects. It is a required course for theatre majors and minors, and serves as a fine arts credit for non-theatre majors.,This syllabus was submitted to the Rhodes College Office of Academic Affairs by the course instructor.]]>
</dc:description></item><item><title><![CDATA[Recycling- Why We Do This?]]></title><dc:title><![CDATA[Recycling- Why We Do This?]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=40135]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=40135]]></guid><description><![CDATA[The average American produces about 4.4 pounds of garbage a day.&nbsp; This brief slide show states why it is important to recycle.&nbsp; The slide show is set to music and could serve as an introduction to a lesson/unit on recycling.&nbsp; ( :52)]]>
</description><dc:description><![CDATA[The average American produces about 4.4 pounds of garbage a day.&nbsp; This brief slide show states why it is important to recycle.&nbsp; The slide show is set to music and could serve as an introduction to a lesson/unit on recycling.&nbsp; ( :52)]]>
</dc:description></item><item><title><![CDATA[6.01SC Introduction to Electrical Engineering and Computer Science I (MIT)]]></title><dc:title><![CDATA[6.01SC Introduction to Electrical Engineering and Computer Science I (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=092eb47cbeb27c22b5aae87270bcd81f]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=092eb47cbeb27c22b5aae87270bcd81f]]></guid><description><![CDATA[Includes audio/video content: AV lectures. This course provides an integrated introduction to electrical engineering and computer science, taught using substantial laboratory experiments with mobile robots. Our primary goal is for you to learn to appreciate and use the fundamental design principles of modularity and abstraction in a variety of contexts from electrical engineering and computer science. Our second goal is to show you that making mathematical models of real systems can help in the ]]>
</description><dc:description><![CDATA[Includes audio/video content: AV lectures. This course provides an integrated introduction to electrical engineering and computer science, taught using substantial laboratory experiments with mobile robots. Our primary goal is for you to learn to appreciate and use the fundamental design principles of modularity and abstraction in a variety of contexts from electrical engineering and computer science. Our second goal is to show you that making mathematical models of real systems can help in the ]]>
</dc:description></item><item><title><![CDATA[Radiological Images of the Abdomen and Pelvis]]></title><dc:title><![CDATA[Radiological Images of the Abdomen and Pelvis]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/radiological-images-of-the-abdomen-and-pelvis]]></link><guid><![CDATA[http://www.oercommons.org/courses/radiological-images-of-the-abdomen-and-pelvis]]></guid><description><![CDATA[This interactive tutorial serves as an introduction to normal x-rays and cross-sections of the abdomen and pelvis for preclinical students enrolled in medical and dental human structure. The courseware was digitized and converted into Adobe Flash to provide beginners with introductory imaging that is critical to the interpretation of standard X-rays and CT- and MRI-scans. Its objective is to stimulate active self-directed learning by integrating introductory radiographic anatomy and into a struc]]>
</description><dc:description><![CDATA[This interactive tutorial serves as an introduction to normal x-rays and cross-sections of the abdomen and pelvis for preclinical students enrolled in medical and dental human structure. The courseware was digitized and converted into Adobe Flash to provide beginners with introductory imaging that is critical to the interpretation of standard X-rays and CT- and MRI-scans. Its objective is to stimulate active self-directed learning by integrating introductory radiographic anatomy and into a struc]]>
</dc:description></item><item><title><![CDATA[CT Images of the Abdomen and Pelvis]]></title><dc:title><![CDATA[CT Images of the Abdomen and Pelvis]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/ct-images-of-the-abdomen-and-pelvis]]></link><guid><![CDATA[http://www.oercommons.org/courses/ct-images-of-the-abdomen-and-pelvis]]></guid><description><![CDATA[This interactive tutorial serves as an introduction to normal cross-sectional anatomy of the abdomen and pelvis for preclinical students enrolled in medical human structure. The courseware was digitized and converted into Adobe Flash to stimulate active self-directed learning by integrating introductory radiographic anatomy into a structured format that is readily accessible for local and distance learning. It provides opportunities for learner self-assessment through repetition and immediate fe]]>
</description><dc:description><![CDATA[This interactive tutorial serves as an introduction to normal cross-sectional anatomy of the abdomen and pelvis for preclinical students enrolled in medical human structure. The courseware was digitized and converted into Adobe Flash to stimulate active self-directed learning by integrating introductory radiographic anatomy into a structured format that is readily accessible for local and distance learning. It provides opportunities for learner self-assessment through repetition and immediate fe]]>
</dc:description></item><item><title><![CDATA[6.01SC Introduction to Electrical Engineering and Computer Science I (MIT)]]></title><dc:title><![CDATA[6.01SC Introduction to Electrical Engineering and Computer Science I (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=0c7f2f71e7b99dcc4b103d053c530b2a]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=0c7f2f71e7b99dcc4b103d053c530b2a]]></guid><description><![CDATA[This course provides an integrated introduction to electrical engineering and computer science, taught using substantial laboratory experiments with mobile robots. Our primary goal is for you to learn to appreciate and use the fundamental design principles of modularity and abstraction in a variety of contexts from electrical engineering and computer science. Our second goal is to show you that making mathematical models of real systems can help in the design and analysis of those systems.  Fina]]>
</description><dc:description><![CDATA[This course provides an integrated introduction to electrical engineering and computer science, taught using substantial laboratory experiments with mobile robots. Our primary goal is for you to learn to appreciate and use the fundamental design principles of modularity and abstraction in a variety of contexts from electrical engineering and computer science. Our second goal is to show you that making mathematical models of real systems can help in the design and analysis of those systems.  Fina]]>
</dc:description></item><item><title><![CDATA[22.081J Introduction to Sustainable Energy (MIT)]]></title><dc:title><![CDATA[22.081J Introduction to Sustainable Energy (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=9edb13a361d1f4bbf360734bf7ab5760]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=9edb13a361d1f4bbf360734bf7ab5760]]></guid><description><![CDATA[This class assesses current and potential future energy systems, covering resources, extraction, conversion, and end-use technologies, with emphasis on meeting regional and global energy needs in the 21st century in a sustainable manner. Instructors and guest lecturers will examine various renewable and conventional energy production technologies, energy end-use practices and alternatives, and consumption practices in different countries. Students will learn a quantitative framework to aid in ev]]>
</description><dc:description><![CDATA[This class assesses current and potential future energy systems, covering resources, extraction, conversion, and end-use technologies, with emphasis on meeting regional and global energy needs in the 21st century in a sustainable manner. Instructors and guest lecturers will examine various renewable and conventional energy production technologies, energy end-use practices and alternatives, and consumption practices in different countries. Students will learn a quantitative framework to aid in ev]]>
</dc:description></item><item><title><![CDATA[Introduction to the legislative branch]]></title><dc:title><![CDATA[Introduction to the legislative branch]]></dc:title><link><![CDATA[http://www.teachertube.com:80/viewVideo.php?video_id=259172]]></link><guid><![CDATA[http://www.teachertube.com:80/viewVideo.php?video_id=259172]]></guid><description><![CDATA[<a href="http://api.tweetmeme.com/share?url=viewVideo.php?video_id=259172">	<img src="http://api.tweetmeme.com/imagebutton.gif?url=viewVideo.php?video_id=259172" align="right" height="61" width="51" /></a>

			<a href="http://www.google.com/reader/link?url=viewVideo.php?video_id=259172&title=Introduction to the legislative branch">	<img src="http://teachertube.com/googlebuzz.png?url=viewVideo.php?video_id=259172" align="right" height="61" width="51" /></a>


							<img src="http://media2.teache]]>
</description><dc:description><![CDATA[<a href="http://api.tweetmeme.com/share?url=viewVideo.php?video_id=259172">	<img src="http://api.tweetmeme.com/imagebutton.gif?url=viewVideo.php?video_id=259172" align="right" height="61" width="51" /></a>

			<a href="http://www.google.com/reader/link?url=viewVideo.php?video_id=259172&title=Introduction to the legislative branch">	<img src="http://teachertube.com/googlebuzz.png?url=viewVideo.php?video_id=259172" align="right" height="61" width="51" /></a>


							<img src="http://media2.teache]]>
</dc:description></item><item><title><![CDATA[Introduction to the University of Nottingham's Institute for Enterprise and Innovation (UNIEI)]]></title><dc:title><![CDATA[Introduction to the University of Nottingham's Institute for Enterprise and Innovation (UNIEI)]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=gzpqhQMO1_A]]></link><guid><![CDATA[http://www.youtube.com/watch?v=gzpqhQMO1_A]]></guid><description><![CDATA[Our mission is to be a centre of excellence in the development of enterprise and entrepreneurial skills, innovation and understanding the commercialisation of research. Globally, it is recognised that creativity, innovation, risk, knowledge transfer and technology transfer are key to competitiveness. UNIEI provides the Business School and the University with the platform to build on these issues.]]>
</description><dc:description><![CDATA[Our mission is to be a centre of excellence in the development of enterprise and entrepreneurial skills, innovation and understanding the commercialisation of research. Globally, it is recognised that creativity, innovation, risk, knowledge transfer and technology transfer are key to competitiveness. UNIEI provides the Business School and the University with the platform to build on these issues.]]>
</dc:description></item><item><title><![CDATA[Exploring Mars]]></title><dc:title><![CDATA[Exploring Mars]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/exploring-mars-1]]></link><guid><![CDATA[http://www.oercommons.org/courses/exploring-mars-1]]></guid><description><![CDATA[By offering teachers five distinct activities that do not depend on one another, "Exploring Mars" is perfect for teachers wanting short, focused activities. The design of this module enables teachers to do one, some, or all of the activities to give their students a powerful introduction to Mars, planets, astronomy, and space exploration. Examine the list below to learn about the individual activities.]]>
</description><dc:description><![CDATA[By offering teachers five distinct activities that do not depend on one another, "Exploring Mars" is perfect for teachers wanting short, focused activities. The design of this module enables teachers to do one, some, or all of the activities to give their students a powerful introduction to Mars, planets, astronomy, and space exploration. Examine the list below to learn about the individual activities.]]>
</dc:description></item><item><title><![CDATA[How to Think: An Introduction to Logic]]></title><dc:title><![CDATA[How to Think: An Introduction to Logic]]></dc:title><link><![CDATA[http://mises.org/daily/5912/How-to-Think-An-Introduction-to-Logic]]></link><guid><![CDATA[http://mises.org/daily/5912/How-to-Think-An-Introduction-to-Logic]]></guid><description><![CDATA[<div class="figure"><a href="http://academy.mises.org/courses/logic/"><img src="http://images.mises.org/AcademyAds/Homepage/2012/winter/MAA_Gordon_Logic2012.jpg" alt="Mises Academy: David Gordon teaches How to Think: An Introduction to Logic" /></a></div>
<p>My <a href="http://academy.mises.org/courses/logic/">online course on logic at the Mises Academy</a> has one main emphasis: how to analyze arguments, especially arguments about philosophy, politics, and economics. I've found that many, if n]]>
</description><dc:description><![CDATA[<div class="figure"><a href="http://academy.mises.org/courses/logic/"><img src="http://images.mises.org/AcademyAds/Homepage/2012/winter/MAA_Gordon_Logic2012.jpg" alt="Mises Academy: David Gordon teaches How to Think: An Introduction to Logic" /></a></div>
<p>My <a href="http://academy.mises.org/courses/logic/">online course on logic at the Mises Academy</a> has one main emphasis: how to analyze arguments, especially arguments about philosophy, politics, and economics. I've found that many, if n]]>
</dc:description></item><item><title><![CDATA[Introduction to Ancient Greek History]]></title><dc:title><![CDATA[Introduction to Ancient Greek History]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=39735]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=39735]]></guid><description><![CDATA[This 33 minute video is a university lecture by Professor Donald Kagan who explains why people should study the ancient <br />
Greeks. He argues that the Greeks are worthy of our study not only <br />
because of their vast achievements and contributions to Western <br />
civilization (such as in the fields of science, law, and politics) but <br />
also because they offer a unique perspective on humanity. A good overview for high performing students.]]>
</description><dc:description><![CDATA[This 33 minute video is a university lecture by Professor Donald Kagan who explains why people should study the ancient <br />
Greeks. He argues that the Greeks are worthy of our study not only <br />
because of their vast achievements and contributions to Western <br />
civilization (such as in the fields of science, law, and politics) but <br />
also because they offer a unique perspective on humanity. A good overview for high performing students.]]>
</dc:description></item><item><title><![CDATA[Spanish 1, Fall 2003]]></title><dc:title><![CDATA[Spanish 1, Fall 2003]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/21f-701-spanish-1-fall-2003]]></link><guid><![CDATA[http://www.oercommons.org/courses/21f-701-spanish-1-fall-2003]]></guid><description><![CDATA[Introduction to understanding, speaking, reading, and writing Spanish. Maximal use of fundamentals of grammar in active communication. Audio- and video-based language laboratory program coordinated with and supplemented to class work. For graduate credit see 21F.751. Spanish I is very different from other classes at MIT. The central component of the text and workbook is a series of 26 half-hour video episodes. The videos allow students to learn authentic Spanish and experience its cultural diver]]>
</description><dc:description><![CDATA[Introduction to understanding, speaking, reading, and writing Spanish. Maximal use of fundamentals of grammar in active communication. Audio- and video-based language laboratory program coordinated with and supplemented to class work. For graduate credit see 21F.751. Spanish I is very different from other classes at MIT. The central component of the text and workbook is a series of 26 half-hour video episodes. The videos allow students to learn authentic Spanish and experience its cultural diver]]>
</dc:description></item><item><title><![CDATA[Introduction to Limits]]></title><dc:title><![CDATA[Introduction to Limits]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=39644]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=39644]]></guid><description><![CDATA[Part of the NCSSM Online AP Calculus Collection: This video is an introduction to limits. http://www.dlt.ncssm.edu]]>
</description><dc:description><![CDATA[Part of the NCSSM Online AP Calculus Collection: This video is an introduction to limits. http://www.dlt.ncssm.edu]]>
</dc:description></item><item><title><![CDATA[LabVIEW Graphical Programming]]></title><dc:title><![CDATA[LabVIEW Graphical Programming]]></dc:title><link><![CDATA[http://cnx.org/content/col11408/latest/]]></link><guid><![CDATA[http://cnx.org/content/col11408/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/serhat_beyenir">Serhat Beyenir</a>
                
                </i></b><br/>
              Introduction to LabVIEW<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/serhat_beyenir">Serhat Beyenir</a>
                
                </i></b><br/>
              Introduction to LabVIEW<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[Introduction to eLearning systems engineering]]></title><dc:title><![CDATA[Introduction to eLearning systems engineering]]></dc:title><link><![CDATA[http://www.edshare.soton.ac.uk/8747/]]></link><guid><![CDATA[http://www.edshare.soton.ac.uk/8747/]]></guid><description><![CDATA[Introduction to eLearning systems engineering <http://www.edshare.soton.ac.uk/8747> - UNSPECIFIED
 Keywords:UNSPECIFIED]]>
</description><dc:description><![CDATA[Introduction to eLearning systems engineering <http://www.edshare.soton.ac.uk/8747> - UNSPECIFIED
 Keywords:UNSPECIFIED]]>
</dc:description></item><item><title><![CDATA[Elementary DNA (Cells, Nucleus)]]></title><dc:title><![CDATA[Elementary DNA (Cells, Nucleus)]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=39606]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=39606]]></guid><description><![CDATA[This is a basic two-minute introduction to DNA and genes. Introduces scientists James Watson and Francis Crick. This is a great resource to introduce biology into the early childhood classroom. (2:17)]]>
</description><dc:description><![CDATA[This is a basic two-minute introduction to DNA and genes. Introduces scientists James Watson and Francis Crick. This is a great resource to introduce biology into the early childhood classroom. (2:17)]]>
</dc:description></item><item><title><![CDATA[Intro to Chemistry: 10.1 Introduction to Acids and Bases (2/2)]]></title><dc:title><![CDATA[Intro to Chemistry: 10.1 Introduction to Acids and Bases (2/2)]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=39552]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=39552]]></guid><description><![CDATA[Join award winning teachers Jonathan Bergmann and Aaron Sams as they interactively teach Chemistry: 10.1 Introduction to Acids and Bases.&nbsp; This video explains the properties of acids and bases in relation to human taste buds.&nbsp; ( 8:17)]]>
</description><dc:description><![CDATA[Join award winning teachers Jonathan Bergmann and Aaron Sams as they interactively teach Chemistry: 10.1 Introduction to Acids and Bases.&nbsp; This video explains the properties of acids and bases in relation to human taste buds.&nbsp; ( 8:17)]]>
</dc:description></item><item><title><![CDATA[Intro to Chemistry: 10.1 Introduction to Acids and Bases (1/2)]]></title><dc:title><![CDATA[Intro to Chemistry: 10.1 Introduction to Acids and Bases (1/2)]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=39551]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=39551]]></guid><description><![CDATA[Join award winning teachers Jonathan Bergmann and Aaron Sams as they interactively teach Chemistry: 10.1 Introduction to Acids and Bases.&nbsp;Common acids and bases are identified.&nbsp; The properties of acids and bases are also identified.&nbsp; ( 8:01)]]>
</description><dc:description><![CDATA[Join award winning teachers Jonathan Bergmann and Aaron Sams as they interactively teach Chemistry: 10.1 Introduction to Acids and Bases.&nbsp;Common acids and bases are identified.&nbsp; The properties of acids and bases are also identified.&nbsp; ( 8:01)]]>
</dc:description></item><item><title><![CDATA[Introduction to Functions - Problem 3 of 3]]></title><dc:title><![CDATA[Introduction to Functions - Problem 3 of 3]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=39518]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=39518]]></guid><description><![CDATA[This video is a continuation and presents an example that demonstrates how to determine if a graph represents a function.&nbsp; (3:15)]]>
</description><dc:description><![CDATA[This video is a continuation and presents an example that demonstrates how to determine if a graph represents a function.&nbsp; (3:15)]]>
</dc:description></item><item><title><![CDATA[Introduction to Sociology]]></title><dc:title><![CDATA[Introduction to Sociology]]></dc:title><link><![CDATA[http://cnx.org/content/col11407/latest/]]></link><guid><![CDATA[http://cnx.org/content/col11407/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              Introduction to Sociology was written by teams of sociology professors and writers and peer-reviewed by college instructors nationwide. The textbook was developed for OpenStax College as part of […]<br/>
              
              <img style="border: 0px"
                  src="http://i.creativecommons.org/l/by/3.0/80x15.png"/>
     ]]>
</description><dc:description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              Introduction to Sociology was written by teams of sociology professors and writers and peer-reviewed by college instructors nationwide. The textbook was developed for OpenStax College as part of […]<br/>
              
              <img style="border: 0px"
                  src="http://i.creativecommons.org/l/by/3.0/80x15.png"/>
     ]]>
</dc:description></item><item><title><![CDATA[What is Energy?]]></title><dc:title><![CDATA[What is Energy?]]></dc:title><link><![CDATA[http://www.teachengineering.org/view_lesson.php?url=collection/cub_/lessons/cub_energy2/cub_energy2_lesson01.xml]]></link><guid><![CDATA[http://www.teachengineering.org/view_lesson.php?url=collection/cub_/lessons/cub_energy2/cub_energy2_lesson01.xml]]></guid><description><![CDATA[With an introduction to the ideas of energy, students discuss specific types of energy and the practical sources of energy. Hands-on activities help them identify types of energy in their surroundings and enhance their understanding of energy.]]>
</description><dc:description><![CDATA[With an introduction to the ideas of energy, students discuss specific types of energy and the practical sources of energy. Hands-on activities help them identify types of energy in their surroundings and enhance their understanding of energy.]]>
</dc:description></item><item><title><![CDATA[Put a Spark In It! - Electricity]]></title><dc:title><![CDATA[Put a Spark In It! - Electricity]]></dc:title><link><![CDATA[http://www.teachengineering.org/view_curricularunit.php?url=collection/cub_/curricular_units/cub_electricity/cub_electricity_curricularunit.xml]]></link><guid><![CDATA[http://www.teachengineering.org/view_curricularunit.php?url=collection/cub_/curricular_units/cub_electricity/cub_electricity_curricularunit.xml]]></guid><description><![CDATA[Uncountable times every day — with the merest flick of a finger — each one of us calls on electricity to do our bidding. What would your life be like without electricity? Students begin learning about electricity with an introduction to the most basic unit in ordinary matter, the atom. Once the components of an atom are addressed and understood, students move into the world of electricity. First, they explore static electricity, followed by basic current electricity concepts such as voltage,]]>
</description><dc:description><![CDATA[Uncountable times every day — with the merest flick of a finger — each one of us calls on electricity to do our bidding. What would your life be like without electricity? Students begin learning about electricity with an introduction to the most basic unit in ordinary matter, the atom. Once the components of an atom are addressed and understood, students move into the world of electricity. First, they explore static electricity, followed by basic current electricity concepts such as voltage,]]>
</dc:description></item><item><title><![CDATA[Simple Machines]]></title><dc:title><![CDATA[Simple Machines]]></dc:title><link><![CDATA[http://www.teachengineering.org/view_curricularunit.php?url=collection/cub_/curricular_units/cub_simp_machines/cub_simp_machines_curricularunit.xml]]></link><guid><![CDATA[http://www.teachengineering.org/view_curricularunit.php?url=collection/cub_/curricular_units/cub_simp_machines/cub_simp_machines_curricularunit.xml]]></guid><description><![CDATA[Through a five-lesson series with five hands-on activities, students are introduced to six simple machines - inclined plane, wedge, screw, lever, pulley, wheel-and-axle - as well as compound machines, which are combinations of two or more simple machines. Once students understand about work (work = force x distance), they become familiar with the machines' mechanical advantages, and see how they make work easier. Through an introduction to compound machines, students begin to think critically ab]]>
</description><dc:description><![CDATA[Through a five-lesson series with five hands-on activities, students are introduced to six simple machines - inclined plane, wedge, screw, lever, pulley, wheel-and-axle - as well as compound machines, which are combinations of two or more simple machines. Once students understand about work (work = force x distance), they become familiar with the machines' mechanical advantages, and see how they make work easier. Through an introduction to compound machines, students begin to think critically ab]]>
</dc:description></item><item><title><![CDATA[Solar System!]]></title><dc:title><![CDATA[Solar System!]]></dc:title><link><![CDATA[http://www.teachengineering.org/view_curricularunit.php?url=collection/cub_/curricular_units/cub_solar/cub_solar_curricularunit.xml]]></link><guid><![CDATA[http://www.teachengineering.org/view_curricularunit.php?url=collection/cub_/curricular_units/cub_solar/cub_solar_curricularunit.xml]]></guid><description><![CDATA[An introduction to our solar system: the planets, our Sun and our Moon. Students begin by learning the history and engineering of space travel. They make simple rockets to acquire a basic understanding Newton’s third law of motion. They explore energy transfer concepts and use renewable solar energy for cooking. They see how engineers design tools, equipment and spacecraft to go where it is too far and too dangerous for humans. They explore the Earth’s water cycle, and gravity as applied to ]]>
</description><dc:description><![CDATA[An introduction to our solar system: the planets, our Sun and our Moon. Students begin by learning the history and engineering of space travel. They make simple rockets to acquire a basic understanding Newton’s third law of motion. They explore energy transfer concepts and use renewable solar energy for cooking. They see how engineers design tools, equipment and spacecraft to go where it is too far and too dangerous for humans. They explore the Earth’s water cycle, and gravity as applied to ]]>
</dc:description></item><item><title><![CDATA[Basic Liquid Chromatography]]></title><dc:title><![CDATA[Basic Liquid Chromatography]]></dc:title><link><![CDATA[http://hplc.chem.shu.edu/HPLC/]]></link><guid><![CDATA[http://hplc.chem.shu.edu/HPLC/]]></guid><description><![CDATA[The online textbook, Basic Liquid Chromatography, is provided by Dr. Yuri Kazakevich and Dr. Harold McNair of Seton Hall University. For those needing review or an introduction to the subject, the well designed and easily read document contains a wealth of information. Sections include an introduction, instrumentation, detectors, theory, adsorbents, reversed phase, gel permeation chromatography, column selection, pH effect, and even an online short course.]]>
</description><dc:description><![CDATA[The online textbook, Basic Liquid Chromatography, is provided by Dr. Yuri Kazakevich and Dr. Harold McNair of Seton Hall University. For those needing review or an introduction to the subject, the well designed and easily read document contains a wealth of information. Sections include an introduction, instrumentation, detectors, theory, adsorbents, reversed phase, gel permeation chromatography, column selection, pH effect, and even an online short course.]]>
</dc:description></item><item><title><![CDATA[Carnivorous Plants]]></title><dc:title><![CDATA[Carnivorous Plants]]></dc:title><link><![CDATA[http://scout.wisc.edu/nsdl-reports/life-sci/2003/ls-030221-topicindepth.html#1]]></link><guid><![CDATA[http://scout.wisc.edu/nsdl-reports/life-sci/2003/ls-030221-topicindepth.html#1]]></guid><description><![CDATA[The animal kingdom may have its egg-laying platypus, but the plant kingdom is not without its own odd twists on taxonomy. If movies like Little Shop of Horrors are any indication, carnivorous plants like the Venus flytrap, sundew, and pitcher plant never fail to spark the imagination. The following set of Web sites presents a brief introduction to carnivorous plants and includes loads of great photos. The first site (1) contains the Galleria Carnivora, a terrific collection of carnivorous plant ]]>
</description><dc:description><![CDATA[The animal kingdom may have its egg-laying platypus, but the plant kingdom is not without its own odd twists on taxonomy. If movies like Little Shop of Horrors are any indication, carnivorous plants like the Venus flytrap, sundew, and pitcher plant never fail to spark the imagination. The following set of Web sites presents a brief introduction to carnivorous plants and includes loads of great photos. The first site (1) contains the Galleria Carnivora, a terrific collection of carnivorous plant ]]>
</dc:description></item><item><title><![CDATA[Hydrogen, Fuel Cells & Infrastructure Technologies Program]]></title><dc:title><![CDATA[Hydrogen, Fuel Cells & Infrastructure Technologies Program]]></dc:title><link><![CDATA[http://www.eere.energy.gov/hydrogenandfuelcells/]]></link><guid><![CDATA[http://www.eere.energy.gov/hydrogenandfuelcells/]]></guid><description><![CDATA[This informative Web site of the US Department of Energy has a tremendous amount of content related to the development of fuel cells. The main sections of the site provide a general introduction to the future hydrogen economy, including explanations of the importance of fuel cells, their potential for raising energy efficiency and reducing emissions, and current application areas. Safety issues are also addressed online and in a downloadable document titled Guidance for Safety Aspects of Propose]]>
</description><dc:description><![CDATA[This informative Web site of the US Department of Energy has a tremendous amount of content related to the development of fuel cells. The main sections of the site provide a general introduction to the future hydrogen economy, including explanations of the importance of fuel cells, their potential for raising energy efficiency and reducing emissions, and current application areas. Safety issues are also addressed online and in a downloadable document titled Guidance for Safety Aspects of Propose]]>
</dc:description></item><item><title><![CDATA[Kids and Computers]]></title><dc:title><![CDATA[Kids and Computers]]></dc:title><link><![CDATA[http://www.kidsandcomputers.com/]]></link><guid><![CDATA[http://www.kidsandcomputers.com/]]></guid><description><![CDATA[This website was developed by a father and his two daughters as they explored computer programming for kids using the Microworlds Project Builder, which seemed to provide the most engaging learning environment for the children. The curriculum that this father followed with his daughters began with using point-and-click drawing tools and advanced into programming movement, providing his 4-year-old daughter with an introduction to animation. The website takes the reader through a story about how t]]>
</description><dc:description><![CDATA[This website was developed by a father and his two daughters as they explored computer programming for kids using the Microworlds Project Builder, which seemed to provide the most engaging learning environment for the children. The curriculum that this father followed with his daughters began with using point-and-click drawing tools and advanced into programming movement, providing his 4-year-old daughter with an introduction to animation. The website takes the reader through a story about how t]]>
</dc:description></item><item><title><![CDATA[Air Travelers]]></title><dc:title><![CDATA[Air Travelers]]></dc:title><link><![CDATA[http://www.omsi.edu/exhibits/air/]]></link><guid><![CDATA[http://www.omsi.edu/exhibits/air/]]></guid><description><![CDATA[Offered by the Science Learning Network, the Air Travelers Web site is "an introduction to the basic principles of buoyancy, properties of gases, temperature, and the technology involved in hot air ballooning." Four activities are described along with any materials needed, directions, and questions that help students understand the concepts. A bonus activity is also provided that explains how to build your own hot air balloon using common household items.]]>
</description><dc:description><![CDATA[Offered by the Science Learning Network, the Air Travelers Web site is "an introduction to the basic principles of buoyancy, properties of gases, temperature, and the technology involved in hot air ballooning." Four activities are described along with any materials needed, directions, and questions that help students understand the concepts. A bonus activity is also provided that explains how to build your own hot air balloon using common household items.]]>
</dc:description></item><item><title><![CDATA[Introduction to Spreadsheets]]></title><dc:title><![CDATA[Introduction to Spreadsheets]]></dc:title><link><![CDATA[http://www.ncwiseowl.org/kscope/techknowpark/FreeFall/index.html]]></link><guid><![CDATA[http://www.ncwiseowl.org/kscope/techknowpark/FreeFall/index.html]]></guid><description><![CDATA[The WiseOwl project is sponsored by the Instructional Technology Division of the North Carolina Department of Public Instruction offering resources for K-12 education. Although this website is specifically geared toward teachers in North Carolina whose students are expected to know measurement for the fifth grade End of Grade Test, several of the resources are applicable to any teacher looking for ways to teach about spreadsheets. The website offers links to other web resources on using spreadsh]]>
</description><dc:description><![CDATA[The WiseOwl project is sponsored by the Instructional Technology Division of the North Carolina Department of Public Instruction offering resources for K-12 education. Although this website is specifically geared toward teachers in North Carolina whose students are expected to know measurement for the fifth grade End of Grade Test, several of the resources are applicable to any teacher looking for ways to teach about spreadsheets. The website offers links to other web resources on using spreadsh]]>
</dc:description></item><item><title><![CDATA[University of Oxford: The Molecules of Life]]></title><dc:title><![CDATA[University of Oxford: The Molecules of Life]]></dc:title><link><![CDATA[http://biop.ox.ac.uk/www/mol_of_life/Molecules_of_Life.html]]></link><guid><![CDATA[http://biop.ox.ac.uk/www/mol_of_life/Molecules_of_Life.html]]></guid><description><![CDATA[This Molecules of Life website was created by Craig D. Livingston and Dr. Martin E. Noble, of the University of Oxford as "an interactive introduction to the techniques used in the Laboratory of Molecular Biophysics to gain understanding of the structure of protein molecules." To increase accessibility to this subject matter, this website was designed for "a wide, non-specialist audience including young people of school age." The website links to educational sections on Proteins, X-Ray Crystallo]]>
</description><dc:description><![CDATA[This Molecules of Life website was created by Craig D. Livingston and Dr. Martin E. Noble, of the University of Oxford as "an interactive introduction to the techniques used in the Laboratory of Molecular Biophysics to gain understanding of the structure of protein molecules." To increase accessibility to this subject matter, this website was designed for "a wide, non-specialist audience including young people of school age." The website links to educational sections on Proteins, X-Ray Crystallo]]>
</dc:description></item><item><title><![CDATA[Edward O. Wilson]]></title><dc:title><![CDATA[Edward O. Wilson]]></dc:title><link><![CDATA[http://scout.wisc.edu/nsdl-reports/life-sci/2003/ls-030822-topicindepth.html#1]]></link><guid><![CDATA[http://scout.wisc.edu/nsdl-reports/life-sci/2003/ls-030822-topicindepth.html#1]]></guid><description><![CDATA[Edward O. Wilson is a name synonymous with ants, sociobiology, and biodiversity. And it's a name that more often than not appears with a mile-long list of accolades trailing it. The University of Alabama offers a more personable introduction to this celebrated scientist, one of the University's most distinguished alums (1). The next site is the homepage of the Department of Entomology at Harvard's Museum of Comparative Zoology, home to one of the "richest and most historically significant" insec]]>
</description><dc:description><![CDATA[Edward O. Wilson is a name synonymous with ants, sociobiology, and biodiversity. And it's a name that more often than not appears with a mile-long list of accolades trailing it. The University of Alabama offers a more personable introduction to this celebrated scientist, one of the University's most distinguished alums (1). The next site is the homepage of the Department of Entomology at Harvard's Museum of Comparative Zoology, home to one of the "richest and most historically significant" insec]]>
</dc:description></item><item><title><![CDATA[Introduction to Gender, Sex, and Sexuality]]></title><dc:title><![CDATA[Introduction to Gender, Sex, and Sexuality]]></dc:title><link><![CDATA[http://cnx.org/content/m43031/latest/]]></link><guid><![CDATA[http://cnx.org/content/m43031/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/cnxcap">Not Yet Done</a>
                
                </i></b><br/>
              <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/cnxcap">Not Yet Done</a>
                
                </i></b><br/>
              <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[Introduction to Media and Technology]]></title><dc:title><![CDATA[Introduction to Media and Technology]]></dc:title><link><![CDATA[http://cnx.org/content/m43029/latest/]]></link><guid><![CDATA[http://cnx.org/content/m43029/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/cnxcap">Not Yet Done</a>
                
                </i></b><br/>
              <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/cnxcap">Not Yet Done</a>
                
                </i></b><br/>
              <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[Introduction to Socialization]]></title><dc:title><![CDATA[Introduction to Socialization]]></dc:title><link><![CDATA[http://cnx.org/content/m43027/latest/]]></link><guid><![CDATA[http://cnx.org/content/m43027/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              <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/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              <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[Introduction to Social Movements and Social Change]]></title><dc:title><![CDATA[Introduction to Social Movements and Social Change]]></dc:title><link><![CDATA[http://cnx.org/content/m43026/latest/]]></link><guid><![CDATA[http://cnx.org/content/m43026/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              <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/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              <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[Introduction to Population, Urbanization, and the Environment]]></title><dc:title><![CDATA[Introduction to Population, Urbanization, and the Environment]]></dc:title><link><![CDATA[http://cnx.org/content/m43022/latest/]]></link><guid><![CDATA[http://cnx.org/content/m43022/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              <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/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              <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[Introduction to Health and Medicine]]></title><dc:title><![CDATA[Introduction to Health and Medicine]]></dc:title><link><![CDATA[http://cnx.org/content/m43019/latest/]]></link><guid><![CDATA[http://cnx.org/content/m43019/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/cnxcap">Not Yet Done</a>
                
                </i></b><br/>
              <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/cnxcap">Not Yet Done</a>
                
                </i></b><br/>
              <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[Introduction to Work and the Economy]]></title><dc:title><![CDATA[Introduction to Work and the Economy]]></dc:title><link><![CDATA[http://cnx.org/content/m43017/latest/]]></link><guid><![CDATA[http://cnx.org/content/m43017/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/cnxcap">OpenStax College</a>
                
                </i></b><br/>
              <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/cnxcap">OpenStax College</a>
                
                </i></b><br/>
              <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[Introduction to Government and Politics]]></title><dc:title><![CDATA[Introduction to Government and Politics]]></dc:title><link><![CDATA[http://cnx.org/content/m43015/latest/]]></link><guid><![CDATA[http://cnx.org/content/m43015/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              <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/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              <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[Introduction to Education]]></title><dc:title><![CDATA[Introduction to Education]]></dc:title><link><![CDATA[http://cnx.org/content/m43013/latest/]]></link><guid><![CDATA[http://cnx.org/content/m43013/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              <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/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              <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[Introduction to Learning Technologies]]></title><dc:title><![CDATA[Introduction to Learning Technologies]]></dc:title><link><![CDATA[http://www.edshare.soton.ac.uk/8727/]]></link><guid><![CDATA[http://www.edshare.soton.ac.uk/8727/]]></guid><description><![CDATA[Introduction to Learning Technologies <http://www.edshare.soton.ac.uk/8727> - Hugh Davis
 Keywords:UNSPECIFIED]]>
</description><dc:description><![CDATA[Introduction to Learning Technologies <http://www.edshare.soton.ac.uk/8727> - Hugh Davis
 Keywords:UNSPECIFIED]]>
</dc:description></item><item><title><![CDATA[Introduction to muscle]]></title><dc:title><![CDATA[Introduction to muscle]]></dc:title><link><![CDATA[http://unow.nottingham.ac.uk/resources/resource.aspx?hid=649c0bb1-a314-7cd5-dac5-6a422e9ae4ec]]></link><guid><![CDATA[http://unow.nottingham.ac.uk/resources/resource.aspx?hid=649c0bb1-a314-7cd5-dac5-6a422e9ae4ec]]></guid><description><![CDATA[As taught Semesters 1 and 2, 2011

This learning object identifies characteristics common to all muscle cells, and introduces skeletal, cardiac and smooth muscle. This learning object is used as part of the level 1 Biological Sciences module delivered by the School of Nursing, Midwifery and Physiotherapy.

Dr Andy Meal, Lecturer in Biological Sciences, School of Nursing, Midwifery and Physiotherapy]]>
</description><dc:description><![CDATA[As taught Semesters 1 and 2, 2011

This learning object identifies characteristics common to all muscle cells, and introduces skeletal, cardiac and smooth muscle. This learning object is used as part of the level 1 Biological Sciences module delivered by the School of Nursing, Midwifery and Physiotherapy.

Dr Andy Meal, Lecturer in Biological Sciences, School of Nursing, Midwifery and Physiotherapy]]>
</dc:description></item><item><title><![CDATA[OS 25K map symbols]]></title><dc:title><![CDATA[OS 25K map symbols]]></dc:title><link><![CDATA[http://www.geograph.org.uk:80/article/OS-25K-map-symbols]]></link><guid><![CDATA[http://www.geograph.org.uk:80/article/OS-25K-map-symbols]]></guid><description><![CDATA[Introduction to a set of articles with examples of symbols on Ordnance Survey 1:25,000 scale maps]]>
</description><dc:description><![CDATA[Introduction to a set of articles with examples of symbols on Ordnance Survey 1:25,000 scale maps]]>
</dc:description></item><item><title><![CDATA[History of Hip Hop]]></title><dc:title><![CDATA[History of Hip Hop]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=39355]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=39355]]></guid><description><![CDATA[Gives a 5 minute introduction to how hip hop evolved and discusses the key players in its development. The video features interviews. Video has clarity issues, but is easy for older students to follow.]]>
</description><dc:description><![CDATA[Gives a 5 minute introduction to how hip hop evolved and discusses the key players in its development. The video features interviews. Video has clarity issues, but is easy for older students to follow.]]>
</dc:description></item><item><title><![CDATA[Automata, Computability, and Complexity, Spring 2011]]></title><dc:title><![CDATA[Automata, Computability, and Complexity, Spring 2011]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/automata-computability-and-complexity-spring-2011]]></link><guid><![CDATA[http://www.oercommons.org/courses/automata-computability-and-complexity-spring-2011]]></guid><description><![CDATA[This course provides a challenging introduction to some of the central ideas of theoretical computer science. Beginning in antiquity, the course will progress through finite automata, circuits and decision trees, Turing machines and computability, efficient algorithms and reducibility, the P versus NP problem, NP-completeness, the power of randomness, cryptography and one-way functions, computational learning theory, and quantum computing. It examines the classes of problems that can and cannot ]]>
</description><dc:description><![CDATA[This course provides a challenging introduction to some of the central ideas of theoretical computer science. Beginning in antiquity, the course will progress through finite automata, circuits and decision trees, Turing machines and computability, efficient algorithms and reducibility, the P versus NP problem, NP-completeness, the power of randomness, cryptography and one-way functions, computational learning theory, and quantum computing. It examines the classes of problems that can and cannot ]]>
</dc:description></item><item><title><![CDATA[Optics, Spring 2009]]></title><dc:title><![CDATA[Optics, Spring 2009]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/optics-spring-2009]]></link><guid><![CDATA[http://www.oercommons.org/courses/optics-spring-2009]]></guid><description><![CDATA[This course provides an introduction to optical science with elementary engineering applications. Topics covered in geometrical optics include: ray-tracing, aberrations, lens design, apertures and stops, radiometry and photometry. Topics covered in wave optics include: basic electrodynamics, polarization, interference, wave-guiding, Fresnel and Fraunhofer diffraction, image formation, resolution, space-bandwidth product. Analytical and numerical tools used in optical design are emphasized. Gradu]]>
</description><dc:description><![CDATA[This course provides an introduction to optical science with elementary engineering applications. Topics covered in geometrical optics include: ray-tracing, aberrations, lens design, apertures and stops, radiometry and photometry. Topics covered in wave optics include: basic electrodynamics, polarization, interference, wave-guiding, Fresnel and Fraunhofer diffraction, image formation, resolution, space-bandwidth product. Analytical and numerical tools used in optical design are emphasized. Gradu]]>
</dc:description></item><item><title><![CDATA[Sensor Technologies for Interactive Environments, Spring 2011]]></title><dc:title><![CDATA[Sensor Technologies for Interactive Environments, Spring 2011]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/sensor-technologies-for-interactive-environments-spring-2011]]></link><guid><![CDATA[http://www.oercommons.org/courses/sensor-technologies-for-interactive-environments-spring-2011]]></guid><description><![CDATA[This course is a broad introduction to a host of sensor technologies, illustrated by applications drawn from human-computer interfaces and ubiquitous computing. After extensively reviewing electronics for sensor signal conditioning, the lectures cover the principles and operation of a variety of sensor architectures and modalities, including pressure, strain, displacement, proximity, thermal, electric and magnetic field, optical, acoustic, RF, inertial, and bioelectric. Simple sensor processing ]]>
</description><dc:description><![CDATA[This course is a broad introduction to a host of sensor technologies, illustrated by applications drawn from human-computer interfaces and ubiquitous computing. After extensively reviewing electronics for sensor signal conditioning, the lectures cover the principles and operation of a variety of sensor architectures and modalities, including pressure, strain, displacement, proximity, thermal, electric and magnetic field, optical, acoustic, RF, inertial, and bioelectric. Simple sensor processing ]]>
</dc:description></item><item><title><![CDATA[Introduction to Manufacturing Systems, Fall 2010]]></title><dc:title><![CDATA[Introduction to Manufacturing Systems, Fall 2010]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/introduction-to-manufacturing-systems-fall-2010]]></link><guid><![CDATA[http://www.oercommons.org/courses/introduction-to-manufacturing-systems-fall-2010]]></guid><description><![CDATA[This course provides students with ways of analyzing manufacturing systems in terms of material flow and storage, information flow, capacities, and times and durations of events. Fundamental topics covered include probability, inventory and queuing models, forecasting, optimization, process analysis, and linear and dynamic systems. This course also covers factory planning and scheduling topics including flow planning, bottleneck characterization, buffer and batch-size tactics, seasonal planning,]]>
</description><dc:description><![CDATA[This course provides students with ways of analyzing manufacturing systems in terms of material flow and storage, information flow, capacities, and times and durations of events. Fundamental topics covered include probability, inventory and queuing models, forecasting, optimization, process analysis, and linear and dynamic systems. This course also covers factory planning and scheduling topics including flow planning, bottleneck characterization, buffer and batch-size tactics, seasonal planning,]]>
</dc:description></item><item><title><![CDATA[Intro to Chemistry 7.1: Intro to Gases]]></title><dc:title><![CDATA[Intro to Chemistry 7.1: Intro to Gases]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=39484]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=39484]]></guid><description><![CDATA[Join Award winning teachers Jonathan Bergmann and Aaron Sams as they interactively teach Chemistry. 7.1: Introduction to Gases. This video will introduce students to the properties of gases.&nbsp; ( 10:49)]]>
</description><dc:description><![CDATA[Join Award winning teachers Jonathan Bergmann and Aaron Sams as they interactively teach Chemistry. 7.1: Introduction to Gases. This video will introduce students to the properties of gases.&nbsp; ( 10:49)]]>
</dc:description></item><item><title><![CDATA[Introduction to Environmental History, Spring 2011]]></title><dc:title><![CDATA[Introduction to Environmental History, Spring 2011]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/introduction-to-environmental-history-spring-2011]]></link><guid><![CDATA[http://www.oercommons.org/courses/introduction-to-environmental-history-spring-2011]]></guid><description><![CDATA[Focusing primarily on the period since 1500, explores the influence of climate, topography, plants, animals, and microorganisms on human history and the reciprocal influence of people on the environment. Topics include the European encounter with the Americas, the impact of modern technology, and the historical roots of the current environmental crisis.]]>
</description><dc:description><![CDATA[Focusing primarily on the period since 1500, explores the influence of climate, topography, plants, animals, and microorganisms on human history and the reciprocal influence of people on the environment. Topics include the European encounter with the Americas, the impact of modern technology, and the historical roots of the current environmental crisis.]]>
</dc:description></item><item><title><![CDATA[Introduction to Electric Power Systems, Spring 2011]]></title><dc:title><![CDATA[Introduction to Electric Power Systems, Spring 2011]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/introduction-to-electric-power-systems-spring-2011]]></link><guid><![CDATA[http://www.oercommons.org/courses/introduction-to-electric-power-systems-spring-2011]]></guid><description><![CDATA[This course is an introductory subject in the field of electric power systems and electrical to mechanical energy conversion. Electric power has become increasingly important as a way of transmitting and transforming energy in industrial, military and transportation uses. Electric power systems are also at the heart of alternative energy systems, including wind and solar electric, geothermal and small scale hydroelectric generation.]]>
</description><dc:description><![CDATA[This course is an introductory subject in the field of electric power systems and electrical to mechanical energy conversion. Electric power has become increasingly important as a way of transmitting and transforming energy in industrial, military and transportation uses. Electric power systems are also at the heart of alternative energy systems, including wind and solar electric, geothermal and small scale hydroelectric generation.]]>
</dc:description></item><item><title><![CDATA[Introduction to Doing Research in Media Arts and Sciences, Spring 2011]]></title><dc:title><![CDATA[Introduction to Doing Research in Media Arts and Sciences, Spring 2011]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/introduction-to-doing-research-in-media-arts-and-sciences-spring-2011]]></link><guid><![CDATA[http://www.oercommons.org/courses/introduction-to-doing-research-in-media-arts-and-sciences-spring-2011]]></guid><description><![CDATA[This course is intended for students pursuing research projects at the Media Laboratory. Topics include Media Lab research areas, documenting research progress, ethical issues in research; patents, copyrights, intellectual property, and giving oral, written, and online presentations of results. A final oral presentation is required. Enrollment limited with preference given to students in the Media Arts and Sciences freshman program.]]>
</description><dc:description><![CDATA[This course is intended for students pursuing research projects at the Media Laboratory. Topics include Media Lab research areas, documenting research progress, ethical issues in research; patents, copyrights, intellectual property, and giving oral, written, and online presentations of results. A final oral presentation is required. Enrollment limited with preference given to students in the Media Arts and Sciences freshman program.]]>
</dc:description></item><item><title><![CDATA[(Graduate) Introduction to Team Working and Collaborative Practice (Student Version)]]></title><dc:title><![CDATA[(Graduate) Introduction to Team Working and Collaborative Practice (Student Version)]]></dc:title><link><![CDATA[http://tiger.library.dmu.ac.uk/handle/123456789/55]]></link><guid><![CDATA[http://tiger.library.dmu.ac.uk/handle/123456789/55]]></guid><description><![CDATA[These materials could be used in one or two day workshops according to space in the curriculum. The aim is to explore what is meant by team working in health and social care with respect to your chosen profession and others in relation to promoting person-centered collaborative care.]]>
</description><dc:description><![CDATA[These materials could be used in one or two day workshops according to space in the curriculum. The aim is to explore what is meant by team working in health and social care with respect to your chosen profession and others in relation to promoting person-centered collaborative care.]]>
</dc:description></item><item><title><![CDATA[(Graduate) Introduction to Team Working and Collaborative Practice (Facilitator Version)]]></title><dc:title><![CDATA[(Graduate) Introduction to Team Working and Collaborative Practice (Facilitator Version)]]></dc:title><link><![CDATA[http://tiger.library.dmu.ac.uk/handle/123456789/54]]></link><guid><![CDATA[http://tiger.library.dmu.ac.uk/handle/123456789/54]]></guid><description><![CDATA[These materials could be used in one or two day workshops according to space in the curriculum. The aim is to explore what is meant by team working in health and social care with respect to your chosen profession and others in relation to promoting person-centered collaborative care.]]>
</description><dc:description><![CDATA[These materials could be used in one or two day workshops according to space in the curriculum. The aim is to explore what is meant by team working in health and social care with respect to your chosen profession and others in relation to promoting person-centered collaborative care.]]>
</dc:description></item><item><title><![CDATA[OS 25K map symbols]]></title><dc:title><![CDATA[OS 25K map symbols]]></dc:title><link><![CDATA[http://www.geograph.org.uk/article/OS-25K-map-symbols]]></link><guid><![CDATA[http://www.geograph.org.uk/article/OS-25K-map-symbols]]></guid><description><![CDATA[Introduction to a set of articles with examples of symbols on Ordnance Survey 1:25,000 scale maps]]>
</description><dc:description><![CDATA[Introduction to a set of articles with examples of symbols on Ordnance Survey 1:25,000 scale maps]]>
</dc:description></item><item><title><![CDATA[Introduction to Stagecraft, Spring 2003]]></title><dc:title><![CDATA[Introduction to Stagecraft, Spring 2003]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/21m-606-introduction-to-stagecraft-spring-2003]]></link><guid><![CDATA[http://www.oercommons.org/courses/21m-606-introduction-to-stagecraft-spring-2003]]></guid><description><![CDATA[Introduces students to the variety and scope of stagecraft while they learn basic shop skills. Students develop shop vocabulary and learn basic skills, including the safe use of all shop machines, basic handwork skills, names and uses of tools, and an overview of the various activities that go on in each shop. In each seven-week segment, students complete a project that uses all basic skills. Introduction to Stagecraft is a hands-on course that gets students working with the tools and techniques]]>
</description><dc:description><![CDATA[Introduces students to the variety and scope of stagecraft while they learn basic shop skills. Students develop shop vocabulary and learn basic skills, including the safe use of all shop machines, basic handwork skills, names and uses of tools, and an overview of the various activities that go on in each shop. In each seven-week segment, students complete a project that uses all basic skills. Introduction to Stagecraft is a hands-on course that gets students working with the tools and techniques]]>
</dc:description></item><item><title><![CDATA[Intro to Chemistry: 5.1 Introduction to Stoichiometry (3/3)]]></title><dc:title><![CDATA[Intro to Chemistry: 5.1 Introduction to Stoichiometry (3/3)]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=39285]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=39285]]></guid><description><![CDATA[Join award winning teachers Jonathan Bergmann and Aaron Sams as they interactively teach Chemistry: 5.1 Introduction to Stoichiometry.<br />
( 9:04)]]>
</description><dc:description><![CDATA[Join award winning teachers Jonathan Bergmann and Aaron Sams as they interactively teach Chemistry: 5.1 Introduction to Stoichiometry.<br />
( 9:04)]]>
</dc:description></item><item><title><![CDATA[Intro to Chemistry: 5.1 Introduction to Stoichiometry (2/3)]]></title><dc:title><![CDATA[Intro to Chemistry: 5.1 Introduction to Stoichiometry (2/3)]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=39284]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=39284]]></guid><description><![CDATA[Join award winning teachers Jonathan Bergmann and Aaron Sams as they interactively teach Chemistry: 5.1 Introduction to Stoichiometry.&nbsp;Mole to mole ratios for a chemical reaction are written out in this video.&nbsp; ( 8:12)]]>
</description><dc:description><![CDATA[Join award winning teachers Jonathan Bergmann and Aaron Sams as they interactively teach Chemistry: 5.1 Introduction to Stoichiometry.&nbsp;Mole to mole ratios for a chemical reaction are written out in this video.&nbsp; ( 8:12)]]>
</dc:description></item><item><title><![CDATA[Intro to Chemistry: 5.1 Introduction to Stoichiometry (1/3)]]></title><dc:title><![CDATA[Intro to Chemistry: 5.1 Introduction to Stoichiometry (1/3)]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=39283]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=39283]]></guid><description><![CDATA[Join award winning teachers Jonathan Bergmann and Aaron Sams as they interactively teach Chemistry: 5.1 Introduction to Stoichiometry, predicting quantities in a chemical reaction.&nbsp; ( 8:38)<br />]]>
</description><dc:description><![CDATA[Join award winning teachers Jonathan Bergmann and Aaron Sams as they interactively teach Chemistry: 5.1 Introduction to Stoichiometry, predicting quantities in a chemical reaction.&nbsp; ( 8:38)<br />]]>
</dc:description></item><item><title><![CDATA[Introduction to Trigonometry]]></title><dc:title><![CDATA[Introduction to Trigonometry]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=39189]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=39189]]></guid><description><![CDATA[Lesson Objective: Students explore relationships within triangles as examples of ratios. Questions to Consider: How does Ms. Tennis simplify trigonometric ratios for students?How are visual models used to help students develop understanding of ratios beyond memorization?In what ways is an introduction to trigonometry helpful to middle school students?<br />
(4mins)]]>
</description><dc:description><![CDATA[Lesson Objective: Students explore relationships within triangles as examples of ratios. Questions to Consider: How does Ms. Tennis simplify trigonometric ratios for students?How are visual models used to help students develop understanding of ratios beyond memorization?In what ways is an introduction to trigonometry helpful to middle school students?<br />
(4mins)]]>
</dc:description></item><item><title><![CDATA[Introduction to Team Working and Collaborative Practice (Student Version)]]></title><dc:title><![CDATA[Introduction to Team Working and Collaborative Practice (Student Version)]]></dc:title><link><![CDATA[http://tiger.library.dmu.ac.uk/handle/123456789/53]]></link><guid><![CDATA[http://tiger.library.dmu.ac.uk/handle/123456789/53]]></guid><description><![CDATA[These materials could be used in one or two day workshops according to space in the curriculum. The aim is to explore what is meant by team working in health and social care with respect to your chosen profession and others in relation to promoting person-centered collaborative care.]]>
</description><dc:description><![CDATA[These materials could be used in one or two day workshops according to space in the curriculum. The aim is to explore what is meant by team working in health and social care with respect to your chosen profession and others in relation to promoting person-centered collaborative care.]]>
</dc:description></item><item><title><![CDATA[Introduction to Team Working and Collaborative Practice (Facilitator Version)]]></title><dc:title><![CDATA[Introduction to Team Working and Collaborative Practice (Facilitator Version)]]></dc:title><link><![CDATA[http://tiger.library.dmu.ac.uk/handle/123456789/52]]></link><guid><![CDATA[http://tiger.library.dmu.ac.uk/handle/123456789/52]]></guid><description><![CDATA[These materials could be used in one or two day workshops according to space in the curriculum. The aim is to explore what is meant by team working in health and social care with respect to your chosen profession and others in relation to promoting person-centered collaborative care.]]>
</description><dc:description><![CDATA[These materials could be used in one or two day workshops according to space in the curriculum. The aim is to explore what is meant by team working in health and social care with respect to your chosen profession and others in relation to promoting person-centered collaborative care.]]>
</dc:description></item><item><title><![CDATA[Introduction to Learning Technology]]></title><dc:title><![CDATA[Introduction to Learning Technology]]></dc:title><link><![CDATA[http://dspace.jorum.ac.uk/xmlui/handle/123456789/16027]]></link><guid><![CDATA[http://dspace.jorum.ac.uk/xmlui/handle/123456789/16027]]></guid><description><![CDATA[This resource supports LSE's PGCert. It also stands alone as an information and / or digital literacy resource for any user.]]>
</description><dc:description><![CDATA[This resource supports LSE's PGCert. It also stands alone as an information and / or digital literacy resource for any user.]]>
</dc:description></item><item><title><![CDATA[Introduction to the Environmental Technology Centre]]></title><dc:title><![CDATA[Introduction to the Environmental Technology Centre]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=KmNUhl1iWW4]]></link><guid><![CDATA[http://www.youtube.com/watch?v=KmNUhl1iWW4]]></guid><description><![CDATA[ETC Director Keith Baker explains how the Environmental Technology Centre at the University of Nottingham can help businesses in the East Midlands region.]]>
</description><dc:description><![CDATA[ETC Director Keith Baker explains how the Environmental Technology Centre at the University of Nottingham can help businesses in the East Midlands region.]]>
</dc:description></item><item><title><![CDATA[Information-Processing Theory for Classroom Teachers]]></title><dc:title><![CDATA[Information-Processing Theory for Classroom Teachers]]></dc:title><link><![CDATA[http://cnx.org/content/m42774/latest/]]></link><guid><![CDATA[http://cnx.org/content/m42774/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/beitzel">Brian Beitzel</a>
                
                </i></b><br/>
              This module is an introduction to the information-processing model, written for classroom teachers.  Also included are a summary of cognitive load theory and several principles for effective learning.<br/>
              
              <img style="border: 0px"
                  src="http://i.creativecommons.org/l/by/3.0/80x15.png"/>
              
 ]]>
</description><dc:description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/beitzel">Brian Beitzel</a>
                
                </i></b><br/>
              This module is an introduction to the information-processing model, written for classroom teachers.  Also included are a summary of cognitive load theory and several principles for effective learning.<br/>
              
              <img style="border: 0px"
                  src="http://i.creativecommons.org/l/by/3.0/80x15.png"/>
              
 ]]>
</dc:description></item><item><title><![CDATA[An Introduction to Black- Footed Ferrets]]></title><dc:title><![CDATA[An Introduction to Black- Footed Ferrets]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=39077]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=39077]]></guid><description><![CDATA[Watchh this video to take a virtual field trip to the Cheyenne Mountain Zoo in Colorado Springs to learn about the recovery program for the black-footed ferret.&nbsp; The black-footed ferret is the only ferret native to the Americas and is important as an ambassador for the prarie eco-system.&nbsp; ( 3:16)]]>
</description><dc:description><![CDATA[Watchh this video to take a virtual field trip to the Cheyenne Mountain Zoo in Colorado Springs to learn about the recovery program for the black-footed ferret.&nbsp; The black-footed ferret is the only ferret native to the Americas and is important as an ambassador for the prarie eco-system.&nbsp; ( 3:16)]]>
</dc:description></item><item><title><![CDATA[Embracing the Dream: Introduction to MLK-inspired short film compilation]]></title><dc:title><![CDATA[Embracing the Dream: Introduction to MLK-inspired short film compilation]]></dc:title><link><![CDATA[http://www.teachertube.com:80/viewVideo.php?video_id=257418]]></link><guid><![CDATA[http://www.teachertube.com:80/viewVideo.php?video_id=257418]]></guid><description><![CDATA[<a href="http://api.tweetmeme.com/share?url=viewVideo.php?video_id=257418">	<img src="http://api.tweetmeme.com/imagebutton.gif?url=viewVideo.php?video_id=257418" align="right" height="61" width="51" /></a>

			<a href="http://www.google.com/reader/link?url=viewVideo.php?video_id=257418&title=Embracing the Dream: Introduction to MLK-inspired short film compilation">	<img src="http://teachertube.com/googlebuzz.png?url=viewVideo.php?video_id=257418" align="right" height="61" width="51" /></a>


			]]>
</description><dc:description><![CDATA[<a href="http://api.tweetmeme.com/share?url=viewVideo.php?video_id=257418">	<img src="http://api.tweetmeme.com/imagebutton.gif?url=viewVideo.php?video_id=257418" align="right" height="61" width="51" /></a>

			<a href="http://www.google.com/reader/link?url=viewVideo.php?video_id=257418&title=Embracing the Dream: Introduction to MLK-inspired short film compilation">	<img src="http://teachertube.com/googlebuzz.png?url=viewVideo.php?video_id=257418" align="right" height="61" width="51" /></a>


			]]>
</dc:description></item><item><title><![CDATA[Introduction to Vision and 
Optical Instruments]]></title><dc:title><![CDATA[Introduction to Vision and 
Optical Instruments]]></dc:title><link><![CDATA[http://cnx.org/content/m42478/latest/]]></link><guid><![CDATA[http://cnx.org/content/m42478/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/cnxcap">cnx CAP</a>
                
                </i></b><br/>
              <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/cnxcap">cnx CAP</a>
                
                </i></b><br/>
              <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[Computer Structure]]></title><dc:title><![CDATA[Computer Structure]]></dc:title><link><![CDATA[http://ocw.uc3m.es/ingenieria-informatica/computer-structure]]></link><guid><![CDATA[http://ocw.uc3m.es/ingenieria-informatica/computer-structure]]></guid><description><![CDATA[This course describes the basic behavior of a computer, and the main components of a typical computer.]]>
</description><dc:description><![CDATA[This course describes the basic behavior of a computer, and the main components of a typical computer.]]>
</dc:description></item><item><title><![CDATA[Exploring the New Guinea Highlands: Art, Science, and Conservation Classroom Resources]]></title><dc:title><![CDATA[Exploring the New Guinea Highlands: Art, Science, and Conservation Classroom Resources]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/exploring-the-new-guinea-highlands-art-science-and-conservation-classroom-resources]]></link><guid><![CDATA[http://www.oercommons.org/courses/exploring-the-new-guinea-highlands-art-science-and-conservation-classroom-resources]]></guid><description><![CDATA[We are excited to provide you with classroom resources that include hands-on activities and curriculum developed with Bay Area Educators integrating art, science and literacy in support of the California state standards. You can alternatively explore the Highlands using the multimedia resources we offer on this website, including a basic introduction to the Highlands of New Guinea, Podcasts, children’s stories, magazine articles, video clips, and images of daily life, landscapes, and ceremonie]]>
</description><dc:description><![CDATA[We are excited to provide you with classroom resources that include hands-on activities and curriculum developed with Bay Area Educators integrating art, science and literacy in support of the California state standards. You can alternatively explore the Highlands using the multimedia resources we offer on this website, including a basic introduction to the Highlands of New Guinea, Podcasts, children’s stories, magazine articles, video clips, and images of daily life, landscapes, and ceremonie]]>
</dc:description></item><item><title><![CDATA[Introduction to Electric Charge 
and Electric Field]]></title><dc:title><![CDATA[Introduction to Electric Charge 
and Electric Field]]></dc:title><link><![CDATA[http://cnx.org/content/m42299/latest/]]></link><guid><![CDATA[http://cnx.org/content/m42299/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/cnxcap">cnx CAP</a>
                
                </i></b><br/>
              <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/cnxcap">cnx CAP</a>
                
                </i></b><br/>
              <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[Classifying Musical Instruments]]></title><dc:title><![CDATA[Classifying Musical Instruments]]></dc:title><link><![CDATA[http://cnx.org/content/m11896/latest/]]></link><guid><![CDATA[http://cnx.org/content/m11896/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/Catherine">Catherine Schmidt-Jones</a>
                
                </i></b><br/>
              An introduction to a classification system for all musical isntruments.<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/Catherine">Catherine Schmidt-Jones</a>
                
                </i></b><br/>
              An introduction to a classification system for all musical isntruments.<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[34b: Numerical Algorithms I - Richard Buckland UNSW]]></title><dc:title><![CDATA[34b: Numerical Algorithms I - Richard Buckland UNSW]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=PtnC4xFXIik]]></link><guid><![CDATA[http://www.youtube.com/watch?v=PtnC4xFXIik]]></guid><description><![CDATA[Introduction to numerical algorithms

Lecture 34 comp1927 "computing2"]]>
</description><dc:description><![CDATA[Introduction to numerical algorithms

Lecture 34 comp1927 "computing2"]]>
</dc:description></item><item><title><![CDATA[Introduction to Fractions]]></title><dc:title><![CDATA[Introduction to Fractions]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=38626]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=38626]]></guid><description><![CDATA[This 1:34 long video introduces the different types of fractions:  proper fraction, improper fraction, and mixed number to students using animation.]]>
</description><dc:description><![CDATA[This 1:34 long video introduces the different types of fractions:  proper fraction, improper fraction, and mixed number to students using animation.]]>
</dc:description></item><item><title><![CDATA[Statistics 225: Bayesian Statistical Analysis]]></title><dc:title><![CDATA[Statistics 225: Bayesian Statistical Analysis]]></dc:title><link><![CDATA[http://ocw.uci.edu/courses/course.aspx?id=138]]></link><guid><![CDATA[http://ocw.uci.edu/courses/course.aspx?id=138]]></guid><description><![CDATA[Introduction to the Bayesian approach to statistical inference. Topics include univariate and multivariate models, choice of prior distributions, hierarchical models, computation including Markov chain Monte Carlo, model checking, and model selection.]]>
</description><dc:description><![CDATA[Introduction to the Bayesian approach to statistical inference. Topics include univariate and multivariate models, choice of prior distributions, hierarchical models, computation including Markov chain Monte Carlo, model checking, and model selection.]]>
</dc:description></item><item><title><![CDATA[ALEX Lesson Plan: Fractions on a Number Line]]></title><dc:title><![CDATA[ALEX Lesson Plan: Fractions on a Number Line]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/alex-lesson-plan-fractions-on-a-number-line]]></link><guid><![CDATA[http://www.oercommons.org/courses/alex-lesson-plan-fractions-on-a-number-line]]></guid><description><![CDATA[Basic Introduction to Fractions on a Number Line. This site includes lesson plan, as well as blackline masters and several interactive online tools.]]>
</description><dc:description><![CDATA[Basic Introduction to Fractions on a Number Line. This site includes lesson plan, as well as blackline masters and several interactive online tools.]]>
</dc:description></item><item><title><![CDATA[MAS.836 Sensor Technologies for Interactive Environments (MIT)]]></title><dc:title><![CDATA[MAS.836 Sensor Technologies for Interactive Environments (MIT)]]></dc:title><link><![CDATA[http://ocw.mit.edu/courses/media-arts-and-sciences/mas-836-sensor-technologies-for-interactive-environments-spring-2011]]></link><guid><![CDATA[http://ocw.mit.edu/courses/media-arts-and-sciences/mas-836-sensor-technologies-for-interactive-environments-spring-2011]]></guid><description><![CDATA[This course is a broad introduction to a host of sensor technologies, illustrated by applications drawn from human-computer interfaces and ubiquitous computing. After extensively reviewing electronics for sensor signal conditioning, the lectures cover the principles and operation of a variety of sensor architectures and modalities, including pressure, strain, displacement, proximity, thermal, electric and magnetic field, optical, acoustic, RF, inertial, and bioelectric. Simple sensor processing ]]>
</description><dc:description><![CDATA[This course is a broad introduction to a host of sensor technologies, illustrated by applications drawn from human-computer interfaces and ubiquitous computing. After extensively reviewing electronics for sensor signal conditioning, the lectures cover the principles and operation of a variety of sensor architectures and modalities, including pressure, strain, displacement, proximity, thermal, electric and magnetic field, optical, acoustic, RF, inertial, and bioelectric. Simple sensor processing ]]>
</dc:description></item><item><title><![CDATA[3.021J Introduction to Modeling and Simulation (MIT)]]></title><dc:title><![CDATA[3.021J Introduction to Modeling and Simulation (MIT)]]></dc:title><link><![CDATA[http://ocw.mit.edu/courses/materials-science-and-engineering/3-021j-introduction-to-modeling-and-simulation-spring-2011]]></link><guid><![CDATA[http://ocw.mit.edu/courses/materials-science-and-engineering/3-021j-introduction-to-modeling-and-simulation-spring-2011]]></guid><description><![CDATA[This subject provides an introduction to modeling and simulation (IM/S), covering continuum methods, atomistic and molecular simulation (e.g. molecular dynamics) as well as quantum mechanics. These tools play an increasingly important role in modern engineering. You will get hands-on training in both the fundamentals and applications of these methods to key engineering problems. The lectures will provide an exposure to areas of application, based on the scientific exploitation of the power of co]]>
</description><dc:description><![CDATA[This subject provides an introduction to modeling and simulation (IM/S), covering continuum methods, atomistic and molecular simulation (e.g. molecular dynamics) as well as quantum mechanics. These tools play an increasingly important role in modern engineering. You will get hands-on training in both the fundamentals and applications of these methods to key engineering problems. The lectures will provide an exposure to areas of application, based on the scientific exploitation of the power of co]]>
</dc:description></item><item><title><![CDATA[2.854 Introduction to Manufacturing Systems (MIT)]]></title><dc:title><![CDATA[2.854 Introduction to Manufacturing Systems (MIT)]]></dc:title><link><![CDATA[http://ocw.mit.edu/courses/mechanical-engineering/2-854-introduction-to-manufacturing-systems-fall-2010]]></link><guid><![CDATA[http://ocw.mit.edu/courses/mechanical-engineering/2-854-introduction-to-manufacturing-systems-fall-2010]]></guid><description><![CDATA[This course provides students with ways of analyzing manufacturing systems in terms of material flow and storage, information flow, capacities, and times and durations of events. Fundamental topics covered include probability, inventory and queuing models, forecasting, optimization, process analysis, and linear and dynamic systems. This course also covers factory planning and scheduling topics including flow planning, bottleneck characterization, buffer and batch-size tactics, seasonal planning,]]>
</description><dc:description><![CDATA[This course provides students with ways of analyzing manufacturing systems in terms of material flow and storage, information flow, capacities, and times and durations of events. Fundamental topics covered include probability, inventory and queuing models, forecasting, optimization, process analysis, and linear and dynamic systems. This course also covers factory planning and scheduling topics including flow planning, bottleneck characterization, buffer and batch-size tactics, seasonal planning,]]>
</dc:description></item><item><title><![CDATA[MAS.836 Sensor Technologies for Interactive Environments (MIT)]]></title><dc:title><![CDATA[MAS.836 Sensor Technologies for Interactive Environments (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=330349b757f7b567509e77dc8c610192]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=330349b757f7b567509e77dc8c610192]]></guid><description><![CDATA[This course is a broad introduction to a host of sensor technologies, illustrated by applications drawn from human-computer interfaces and ubiquitous computing. After extensively reviewing electronics for sensor signal conditioning, the lectures cover the principles and operation of a variety of sensor architectures and modalities, including pressure, strain, displacement, proximity, thermal, electric and magnetic field, optical, acoustic, RF, inertial, and bioelectric. Simple sensor processing ]]>
</description><dc:description><![CDATA[This course is a broad introduction to a host of sensor technologies, illustrated by applications drawn from human-computer interfaces and ubiquitous computing. After extensively reviewing electronics for sensor signal conditioning, the lectures cover the principles and operation of a variety of sensor architectures and modalities, including pressure, strain, displacement, proximity, thermal, electric and magnetic field, optical, acoustic, RF, inertial, and bioelectric. Simple sensor processing ]]>
</dc:description></item><item><title><![CDATA[3.021J Introduction to Modeling and Simulation (MIT)]]></title><dc:title><![CDATA[3.021J Introduction to Modeling and Simulation (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=d2b98a4727bc0cac0250f9534386a7e8]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=d2b98a4727bc0cac0250f9534386a7e8]]></guid><description><![CDATA[This subject provides an introduction to modeling and simulation (IM/S), covering continuum methods, atomistic and molecular simulation (e.g. molecular dynamics) as well as quantum mechanics. These tools play an increasingly important role in modern engineering. You will get hands-on training in both the fundamentals and applications of these methods to key engineering problems. The lectures will provide an exposure to areas of application, based on the scientific exploitation of the power of co]]>
</description><dc:description><![CDATA[This subject provides an introduction to modeling and simulation (IM/S), covering continuum methods, atomistic and molecular simulation (e.g. molecular dynamics) as well as quantum mechanics. These tools play an increasingly important role in modern engineering. You will get hands-on training in both the fundamentals and applications of these methods to key engineering problems. The lectures will provide an exposure to areas of application, based on the scientific exploitation of the power of co]]>
</dc:description></item><item><title><![CDATA[2.854 Introduction to Manufacturing Systems (MIT)]]></title><dc:title><![CDATA[2.854 Introduction to Manufacturing Systems (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=6c17507fd23e7be31ad67bf7314f2c36]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=6c17507fd23e7be31ad67bf7314f2c36]]></guid><description><![CDATA[This course provides students with ways of analyzing manufacturing systems in terms of material flow and storage, information flow, capacities, and times and durations of events. Fundamental topics covered include probability, inventory and queuing models, forecasting, optimization, process analysis, and linear and dynamic systems. This course also covers factory planning and scheduling topics including flow planning, bottleneck characterization, buffer and batch-size tactics, seasonal planning,]]>
</description><dc:description><![CDATA[This course provides students with ways of analyzing manufacturing systems in terms of material flow and storage, information flow, capacities, and times and durations of events. Fundamental topics covered include probability, inventory and queuing models, forecasting, optimization, process analysis, and linear and dynamic systems. This course also covers factory planning and scheduling topics including flow planning, bottleneck characterization, buffer and batch-size tactics, seasonal planning,]]>
</dc:description></item><item><title><![CDATA[Introduction to Linguistics, Spring 2004]]></title><dc:title><![CDATA[Introduction to Linguistics, Spring 2004]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/24-900-introduction-to-linguistics-spring-2004]]></link><guid><![CDATA[http://www.oercommons.org/courses/24-900-introduction-to-linguistics-spring-2004]]></guid><description><![CDATA[This class will provide some answers to basic questions about the nature of human language. Throughout the course, we will be learning (in many different ways) that human language is a surprisingly intricate -- yet law-governed and fascinating mental system. In the first 2/3 of the class, we will study some core aspects of this system in detail. In the last part of the class, we will use what we have learned to address a variety of questions, including how children acquire language, ways in whic]]>
</description><dc:description><![CDATA[This class will provide some answers to basic questions about the nature of human language. Throughout the course, we will be learning (in many different ways) that human language is a surprisingly intricate -- yet law-governed and fascinating mental system. In the first 2/3 of the class, we will study some core aspects of this system in detail. In the last part of the class, we will use what we have learned to address a variety of questions, including how children acquire language, ways in whic]]>
</dc:description></item><item><title><![CDATA[MAS.111 Introduction to Doing Research in Media Arts and Sciences (MIT)]]></title><dc:title><![CDATA[MAS.111 Introduction to Doing Research in Media Arts and Sciences (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=2b1e6c9674853aa222d07fcced279a14]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=2b1e6c9674853aa222d07fcced279a14]]></guid><description><![CDATA[This course is intended for students pursuing research projects at the Media Laboratory. Topics include Media Lab research areas, documenting research progress, ethical issues in research; patents, copyrights, intellectual property, and giving oral, written, and online presentations of results. A final oral presentation is required. Enrollment limited with preference given to students in the Media Arts and Sciences freshman program.<br clear="both" style="clear: both;"/>
<br clear="both" style="]]>
</description><dc:description><![CDATA[This course is intended for students pursuing research projects at the Media Laboratory. Topics include Media Lab research areas, documenting research progress, ethical issues in research; patents, copyrights, intellectual property, and giving oral, written, and online presentations of results. A final oral presentation is required. Enrollment limited with preference given to students in the Media Arts and Sciences freshman program.<br clear="both" style="clear: both;"/>
<br clear="both" style="]]>
</dc:description></item><item><title><![CDATA[ESD.00 Introduction to Engineering Systems (MIT)]]></title><dc:title><![CDATA[ESD.00 Introduction to Engineering Systems (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=1d8098c140993e50e0d430394dbfeeb8]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=1d8098c140993e50e0d430394dbfeeb8]]></guid><description><![CDATA[Students in ESD.00 work on projects to address large, complex and seemingly intractable real-world problems, such as energy supply, environmental issues, health care delivery, and critical infrastructure (e.g., telecommunications, water supply, and transportation). The course introduces interdisciplinary approaches - rooted in engineering, management, and the social sciences - to considering these critical contemporary issues. Small, faculty-led teams select an engineering systems term project t]]>
</description><dc:description><![CDATA[Students in ESD.00 work on projects to address large, complex and seemingly intractable real-world problems, such as energy supply, environmental issues, health care delivery, and critical infrastructure (e.g., telecommunications, water supply, and transportation). The course introduces interdisciplinary approaches - rooted in engineering, management, and the social sciences - to considering these critical contemporary issues. Small, faculty-led teams select an engineering systems term project t]]>
</dc:description></item><item><title><![CDATA[Common Core State Standards for Math]]></title><dc:title><![CDATA[Common Core State Standards for Math]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=38069]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=38069]]></guid><description><![CDATA[In this professionally-made video, you will see an introduction to the new Common Core state standards including background on the design process, key features, and major differences. (14:05)]]>
</description><dc:description><![CDATA[In this professionally-made video, you will see an introduction to the new Common Core state standards including background on the design process, key features, and major differences. (14:05)]]>
</dc:description></item><item><title><![CDATA[Basics of the Coordinate Plane]]></title><dc:title><![CDATA[Basics of the Coordinate Plane]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=37914]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=37914]]></guid><description><![CDATA[This selection provides an introduction to the basics of the coordinate plane.&nbsp; An interactive board is used to show the x and y axis, quadrants, and an ordered pair.&nbsp; A tip is also provided to help students learn the number of each quadrant.&nbsp; ( 1:46)]]>
</description><dc:description><![CDATA[This selection provides an introduction to the basics of the coordinate plane.&nbsp; An interactive board is used to show the x and y axis, quadrants, and an ordered pair.&nbsp; A tip is also provided to help students learn the number of each quadrant.&nbsp; ( 1:46)]]>
</dc:description></item><item><title><![CDATA[MAS.111 Introduction to Doing Research in Media Arts and Sciences (MIT)]]></title><dc:title><![CDATA[MAS.111 Introduction to Doing Research in Media Arts and Sciences (MIT)]]></dc:title><link><![CDATA[http://ocw.mit.edu/courses/media-arts-and-sciences/mas-111-introduction-to-doing-research-in-media-arts-and-sciences-spring-2011]]></link><guid><![CDATA[http://ocw.mit.edu/courses/media-arts-and-sciences/mas-111-introduction-to-doing-research-in-media-arts-and-sciences-spring-2011]]></guid><description><![CDATA[This course is intended for students pursuing research projects at the Media Laboratory. Topics include Media Lab research areas, documenting research progress, ethical issues in research; patents, copyrights, intellectual property, and giving oral, written, and online presentations of results. A final oral presentation is required. Enrollment limited with preference given to students in the Media Arts and Sciences freshman program.]]>
</description><dc:description><![CDATA[This course is intended for students pursuing research projects at the Media Laboratory. Topics include Media Lab research areas, documenting research progress, ethical issues in research; patents, copyrights, intellectual property, and giving oral, written, and online presentations of results. A final oral presentation is required. Enrollment limited with preference given to students in the Media Arts and Sciences freshman program.]]>
</dc:description></item><item><title><![CDATA[ESD.00 Introduction to Engineering Systems (MIT)]]></title><dc:title><![CDATA[ESD.00 Introduction to Engineering Systems (MIT)]]></dc:title><link><![CDATA[http://ocw.mit.edu/courses/engineering-systems-division/esd-00-introduction-to-engineering-systems-spring-2011]]></link><guid><![CDATA[http://ocw.mit.edu/courses/engineering-systems-division/esd-00-introduction-to-engineering-systems-spring-2011]]></guid><description><![CDATA[Students in ESD.00 work on projects to address large, complex and seemingly intractable real-world problems, such as energy supply, environmental issues, health care delivery, and critical infrastructure (e.g., telecommunications, water supply, and transportation). The course introduces interdisciplinary approaches - rooted in engineering, management, and the social sciences - to considering these critical contemporary issues. Small, faculty-led teams select an engineering systems term project t]]>
</description><dc:description><![CDATA[Students in ESD.00 work on projects to address large, complex and seemingly intractable real-world problems, such as energy supply, environmental issues, health care delivery, and critical infrastructure (e.g., telecommunications, water supply, and transportation). The course introduces interdisciplinary approaches - rooted in engineering, management, and the social sciences - to considering these critical contemporary issues. Small, faculty-led teams select an engineering systems term project t]]>
</dc:description></item><item><title><![CDATA[12.001 Introduction to Geology (MIT)]]></title><dc:title><![CDATA[12.001 Introduction to Geology (MIT)]]></dc:title><link><![CDATA[http://ocw.mit.edu/courses/earth-atmospheric-and-planetary-sciences/12-001-introduction-to-geology-spring-2011]]></link><guid><![CDATA[http://ocw.mit.edu/courses/earth-atmospheric-and-planetary-sciences/12-001-introduction-to-geology-spring-2011]]></guid><description><![CDATA[This course introduces students to the basics of geology. Through a combination of lectures, labs, and field observations, we will address topics ranging from formation of the elements, mineral and rock identification, and geological mapping to plate tectonics, erosion and climate engineering.]]>
</description><dc:description><![CDATA[This course introduces students to the basics of geology. Through a combination of lectures, labs, and field observations, we will address topics ranging from formation of the elements, mineral and rock identification, and geological mapping to plate tectonics, erosion and climate engineering.]]>
</dc:description></item><item><title><![CDATA[2.71 Optics (MIT)]]></title><dc:title><![CDATA[2.71 Optics (MIT)]]></dc:title><link><![CDATA[http://ocw.mit.edu/courses/mechanical-engineering/2-71-optics-spring-2009]]></link><guid><![CDATA[http://ocw.mit.edu/courses/mechanical-engineering/2-71-optics-spring-2009]]></guid><description><![CDATA[This course provides an introduction to optical science with elementary engineering applications. Topics covered in geometrical optics include: ray-tracing, aberrations, lens design, apertures and stops, radiometry and photometry. Topics covered in wave optics include: basic electrodynamics, polarization, interference, wave-guiding, Fresnel and Fraunhofer diffraction, image formation, resolution, space-bandwidth product. Analytical and numerical tools used in optical design are emphasized. Gradu]]>
</description><dc:description><![CDATA[This course provides an introduction to optical science with elementary engineering applications. Topics covered in geometrical optics include: ray-tracing, aberrations, lens design, apertures and stops, radiometry and photometry. Topics covered in wave optics include: basic electrodynamics, polarization, interference, wave-guiding, Fresnel and Fraunhofer diffraction, image formation, resolution, space-bandwidth product. Analytical and numerical tools used in optical design are emphasized. Gradu]]>
</dc:description></item><item><title><![CDATA[Computational Cognitive Science, Fall 2004]]></title><dc:title><![CDATA[Computational Cognitive Science, Fall 2004]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/9-66j-computational-cognitive-science-fall-2004]]></link><guid><![CDATA[http://www.oercommons.org/courses/9-66j-computational-cognitive-science-fall-2004]]></guid><description><![CDATA[This course is an introduction to computational theories of human cognition. Drawing on formal models from classic and contemporary artificial intelligence, students will explore fundamental issues in human knowledge representation, inductive learning and reasoning. What are the forms that our knowledge of the world takes? What are the inductive principles that allow us to acquire new knowledge from the interaction of prior knowledge with observed data? What kinds of data must be available to hu]]>
</description><dc:description><![CDATA[This course is an introduction to computational theories of human cognition. Drawing on formal models from classic and contemporary artificial intelligence, students will explore fundamental issues in human knowledge representation, inductive learning and reasoning. What are the forms that our knowledge of the world takes? What are the inductive principles that allow us to acquire new knowledge from the interaction of prior knowledge with observed data? What kinds of data must be available to hu]]>
</dc:description></item><item><title><![CDATA[An Introduction to Comprehensive Assessment]]></title><dc:title><![CDATA[An Introduction to Comprehensive Assessment]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=37847]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=37847]]></guid><description><![CDATA[Performance-based evaluation is a real-world improvement on the artificial measures of paper-and-pencil testing. This video makes a case for what is called comprehensive assessment and helps explain what it is and how it works.]]>
</description><dc:description><![CDATA[Performance-based evaluation is a real-world improvement on the artificial measures of paper-and-pencil testing. This video makes a case for what is called comprehensive assessment and helps explain what it is and how it works.]]>
</dc:description></item><item><title><![CDATA[An Introduction to Teacher Development]]></title><dc:title><![CDATA[An Introduction to Teacher Development]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=37850]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=37850]]></guid><description><![CDATA[This 3:32 video shows some examples of what Edutopia considers to be good teaching techniques. It might be of value at a staff development session.&nbsp; There isn't much depth offered, but it has many ideas. Unfortunately, the video does not offer testing results. Well worth showing new teachers.]]>
</description><dc:description><![CDATA[This 3:32 video shows some examples of what Edutopia considers to be good teaching techniques. It might be of value at a staff development session.&nbsp; There isn't much depth offered, but it has many ideas. Unfortunately, the video does not offer testing results. Well worth showing new teachers.]]>
</dc:description></item><item><title><![CDATA[Principles of Automatic Control, Fall 2003]]></title><dc:title><![CDATA[Principles of Automatic Control, Fall 2003]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/16-06-principles-of-automatic-control-fall-2003]]></link><guid><![CDATA[http://www.oercommons.org/courses/16-06-principles-of-automatic-control-fall-2003]]></guid><description><![CDATA[Introduction to design of feedback control systems. Properties and advantages of feedback systems. Time-domain and frequency-domain performance measures. Stability and degree of stability. Root locus method, Nyquist criterion, frequency-domain design, and state space methods. Application to a variety of aircraft and spacecraft systems.]]>
</description><dc:description><![CDATA[Introduction to design of feedback control systems. Properties and advantages of feedback systems. Time-domain and frequency-domain performance measures. Stability and degree of stability. Root locus method, Nyquist criterion, frequency-domain design, and state space methods. Application to a variety of aircraft and spacecraft systems.]]>
</dc:description></item><item><title><![CDATA[Structural Mechanics, Fall 2002]]></title><dc:title><![CDATA[Structural Mechanics, Fall 2002]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/16-20-structural-mechanics-fall-2002]]></link><guid><![CDATA[http://www.oercommons.org/courses/16-20-structural-mechanics-fall-2002]]></guid><description><![CDATA[Applies solid mechanics to analysis of high-technology structures. Structural design considerations. Review of three-dimensional elasticity theory; stress, strain, anisotropic materials, and heating effects. Two-dimensional plane stress and plane strain problems. Torsion theory for arbitrary sections. Bending of unsymmetrical section and mixed material beams. Bending, shear, and torsion of thin-wall shell beams. Buckling of columns and stability phenomena. Introduction to structural dynamics. Ex]]>
</description><dc:description><![CDATA[Applies solid mechanics to analysis of high-technology structures. Structural design considerations. Review of three-dimensional elasticity theory; stress, strain, anisotropic materials, and heating effects. Two-dimensional plane stress and plane strain problems. Torsion theory for arbitrary sections. Bending of unsymmetrical section and mixed material beams. Bending, shear, and torsion of thin-wall shell beams. Buckling of columns and stability phenomena. Introduction to structural dynamics. Ex]]>
</dc:description></item><item><title><![CDATA[Computational Methods in Aerospace Engineering, Spring 2005]]></title><dc:title><![CDATA[Computational Methods in Aerospace Engineering, Spring 2005]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/16-901-computational-methods-in-aerospace-engineering-spring-2005]]></link><guid><![CDATA[http://www.oercommons.org/courses/16-901-computational-methods-in-aerospace-engineering-spring-2005]]></guid><description><![CDATA[Introduction to computational techniques arising in aerospace engineering. Applications drawn from aerospace structures, aerodynamics, dynamics and control, and aerospace systems. Techniques include: numerical integration of systems of ordinary differential equations; finite-difference, finite-volume, and finite-element discretization of partial differential equations; numerical linear algebra; eigenvalue problems; and optimization with constraints.]]>
</description><dc:description><![CDATA[Introduction to computational techniques arising in aerospace engineering. Applications drawn from aerospace structures, aerodynamics, dynamics and control, and aerospace systems. Techniques include: numerical integration of systems of ordinary differential equations; finite-difference, finite-volume, and finite-element discretization of partial differential equations; numerical linear algebra; eigenvalue problems; and optimization with constraints.]]>
</dc:description></item><item><title><![CDATA[Introduction to Anthropology, Fall 2004]]></title><dc:title><![CDATA[Introduction to Anthropology, Fall 2004]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/21a-100-introduction-to-anthropology-fall-2004]]></link><guid><![CDATA[http://www.oercommons.org/courses/21a-100-introduction-to-anthropology-fall-2004]]></guid><description><![CDATA[What kinds of wisdom do other ways of life offer our own? How do other perspectives on the world challenge our assumptions about life? These questions are addressed through the four fields of anthropology: biological, cultural, and linguistic anthropology, and archaeology. We examine family and kinship, religion, economics, politics, survival of indigenous groups, and Western influences from an anthropological perspective to gain appreciation for cultural and ethnic diversity. This class introdu]]>
</description><dc:description><![CDATA[What kinds of wisdom do other ways of life offer our own? How do other perspectives on the world challenge our assumptions about life? These questions are addressed through the four fields of anthropology: biological, cultural, and linguistic anthropology, and archaeology. We examine family and kinship, religion, economics, politics, survival of indigenous groups, and Western influences from an anthropological perspective to gain appreciation for cultural and ethnic diversity. This class introdu]]>
</dc:description></item><item><title><![CDATA[Introduction to Bioengineering, Spring 2005]]></title><dc:title><![CDATA[Introduction to Bioengineering, Spring 2005]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/introduction-to-bioengineering-spring-2005]]></link><guid><![CDATA[http://www.oercommons.org/courses/introduction-to-bioengineering-spring-2005]]></guid><description><![CDATA[Designed as a freshmen seminar course, faculty from various School of Engineering departments describe the research and educational opportunities specific to and offered by their departments. Background lectures by the BE.010J staff introduce students to the fundamental scientific basis for bioengineering. Specially produced videos provide additional background information that is supplemented with readings from newspaper and magazine articles.]]>
</description><dc:description><![CDATA[Designed as a freshmen seminar course, faculty from various School of Engineering departments describe the research and educational opportunities specific to and offered by their departments. Background lectures by the BE.010J staff introduce students to the fundamental scientific basis for bioengineering. Specially produced videos provide additional background information that is supplemented with readings from newspaper and magazine articles.]]>
</dc:description></item><item><title><![CDATA[Dilemmas in Bio-Medical Ethics: Playing God or Doing Good?, Spring 2005]]></title><dc:title><![CDATA[Dilemmas in Bio-Medical Ethics: Playing God or Doing Good?, Spring 2005]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/21a-216j-dilemmas-in-bio-medical-ethics-playing-god-or-doing-good-spring-2005]]></link><guid><![CDATA[http://www.oercommons.org/courses/21a-216j-dilemmas-in-bio-medical-ethics-playing-god-or-doing-good-spring-2005]]></guid><description><![CDATA[An introduction to the cross-cultural study of bio-medical ethics. Examines moral foundations of the science and practice of western bio-medicine through case studies of abortion, contraception, cloning, organ transplantation and other issues. Evaluates challenges that new medical technologies pose to the practice and availability of medical services around the globe, and to cross-cultural ideas of kinship and personhood. Discusses critiques of the bio-medical tradition from anthropological, fem]]>
</description><dc:description><![CDATA[An introduction to the cross-cultural study of bio-medical ethics. Examines moral foundations of the science and practice of western bio-medicine through case studies of abortion, contraception, cloning, organ transplantation and other issues. Evaluates challenges that new medical technologies pose to the practice and availability of medical services around the globe, and to cross-cultural ideas of kinship and personhood. Discusses critiques of the bio-medical tradition from anthropological, fem]]>
</dc:description></item><item><title><![CDATA[Ethnic and National Identity, Spring 2005]]></title><dc:title><![CDATA[Ethnic and National Identity, Spring 2005]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/21a-226-ethnic-and-national-identity-spring-2005]]></link><guid><![CDATA[http://www.oercommons.org/courses/21a-226-ethnic-and-national-identity-spring-2005]]></guid><description><![CDATA[An introduction to the cross-cultural study of ethnic and national identity. Students explore the history of nationalism, focusing on ideologies about the nation-state, and look at the ways gender, religious and racial identities intersect with ethnic and national ones. Ethnic conflict is examined, along with the emergence of social movements based on identity, in particular indigenous rights movements and the ways culture can become highly politicized. Finally, students discuss the effects of g]]>
</description><dc:description><![CDATA[An introduction to the cross-cultural study of ethnic and national identity. Students explore the history of nationalism, focusing on ideologies about the nation-state, and look at the ways gender, religious and racial identities intersect with ethnic and national ones. Ethnic conflict is examined, along with the emergence of social movements based on identity, in particular indigenous rights movements and the ways culture can become highly politicized. Finally, students discuss the effects of g]]>
</dc:description></item><item><title><![CDATA[Introduction to Design Computing, Spring 2004]]></title><dc:title><![CDATA[Introduction to Design Computing, Spring 2004]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/4-206-introduction-to-design-computing-spring-2004]]></link><guid><![CDATA[http://www.oercommons.org/courses/4-206-introduction-to-design-computing-spring-2004]]></guid><description><![CDATA[Explores the role of computer visualization as a representational medium. Visualization is widely used in scientific, engineering, and design disciplines to help people understand complex phenomena and constructs. The key intellectual challenge is to develop the right visual metaphors for conveying information in the most effective way. Through programming projects and applications work, real and imaginary environments are constructed, probed, and displayed. Also covers the relevant computer gra]]>
</description><dc:description><![CDATA[Explores the role of computer visualization as a representational medium. Visualization is widely used in scientific, engineering, and design disciplines to help people understand complex phenomena and constructs. The key intellectual challenge is to develop the right visual metaphors for conveying information in the most effective way. Through programming projects and applications work, real and imaginary environments are constructed, probed, and displayed. Also covers the relevant computer gra]]>
</dc:description></item><item><title><![CDATA[Introduction to Design Inquiry, Fall 2004]]></title><dc:title><![CDATA[Introduction to Design Inquiry, Fall 2004]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/4-273-introduction-to-design-inquiry-fall-2004]]></link><guid><![CDATA[http://www.oercommons.org/courses/4-273-introduction-to-design-inquiry-fall-2004]]></guid><description><![CDATA[Explores, through exercises, lectures, and discussion, the nature and exercise of architectural intelligence; investigates design as processes located in individuals and in groups; seeks to understand design as argument, as claims for which reasons can be adduced, as logic in which there are explicit sets of elements and relations among them, and as experiment in which design and its results are themselves used to inform future designs or simply to inquire. Subject aims to open avenues for furth]]>
</description><dc:description><![CDATA[Explores, through exercises, lectures, and discussion, the nature and exercise of architectural intelligence; investigates design as processes located in individuals and in groups; seeks to understand design as argument, as claims for which reasons can be adduced, as logic in which there are explicit sets of elements and relations among them, and as experiment in which design and its results are themselves used to inform future designs or simply to inquire. Subject aims to open avenues for furth]]>
</dc:description></item><item><title><![CDATA[Introduction to the Visual Arts, Fall 2004]]></title><dc:title><![CDATA[Introduction to the Visual Arts, Fall 2004]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/4-301-introduction-to-the-visual-arts-fall-2004]]></link><guid><![CDATA[http://www.oercommons.org/courses/4-301-introduction-to-the-visual-arts-fall-2004]]></guid><description><![CDATA[Introduction to artistic practice and aesthetic analysis through studio work and lectures. Students communicate ideas and experiences through various media such as sculpture, installation, performance, and video. Projects evolve through stages of conceptual and material development to final presentation. Lectures, visiting artist presentations, field trips, and readings supplement studio practice, providing an index to the historical, cultural, and environmental forces that affect both developme]]>
</description><dc:description><![CDATA[Introduction to artistic practice and aesthetic analysis through studio work and lectures. Students communicate ideas and experiences through various media such as sculpture, installation, performance, and video. Projects evolve through stages of conceptual and material development to final presentation. Lectures, visiting artist presentations, field trips, and readings supplement studio practice, providing an index to the historical, cultural, and environmental forces that affect both developme]]>
</dc:description></item><item><title><![CDATA[Introduction to Sculpture, Fall 2003]]></title><dc:title><![CDATA[Introduction to Sculpture, Fall 2003]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/4-322-introduction-to-sculpture-fall-2003]]></link><guid><![CDATA[http://www.oercommons.org/courses/4-322-introduction-to-sculpture-fall-2003]]></guid><description><![CDATA[Introduces fundamental issues in sculpture such as site, context, process, psychology and aesthetics of the object, and the object's relation to the body. Explores issues of interpretation and audience interaction. Introduces a variety of materials and techniques including wood, plaster, and metal (welding and forging). This class introduces fundamental issues in sculpture such as site, context, process, psychology and aesthetics of the object, and the object's relation to the body. During the s]]>
</description><dc:description><![CDATA[Introduces fundamental issues in sculpture such as site, context, process, psychology and aesthetics of the object, and the object's relation to the body. Explores issues of interpretation and audience interaction. Introduces a variety of materials and techniques including wood, plaster, and metal (welding and forging). This class introduces fundamental issues in sculpture such as site, context, process, psychology and aesthetics of the object, and the object's relation to the body. During the s]]>
</dc:description></item><item><title><![CDATA[Introduction to Photography, Fall 2002]]></title><dc:title><![CDATA[Introduction to Photography, Fall 2002]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/4-341-introduction-to-photography-fall-2002]]></link><guid><![CDATA[http://www.oercommons.org/courses/4-341-introduction-to-photography-fall-2002]]></guid><description><![CDATA[Investigates fundamental issues in photography, both analog and digital, and the nature of the photographic image as well as nontraditional ways of exploring the photographic vision. Explores relationship of image to language as well as the issues of meaning, interpretation, and their relationship to culture.]]>
</description><dc:description><![CDATA[Investigates fundamental issues in photography, both analog and digital, and the nature of the photographic image as well as nontraditional ways of exploring the photographic vision. Explores relationship of image to language as well as the issues of meaning, interpretation, and their relationship to culture.]]>
</dc:description></item><item><title><![CDATA[Introduction to Video, Spring 2004]]></title><dc:title><![CDATA[Introduction to Video, Spring 2004]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/4-351-introduction-to-video-spring-2004]]></link><guid><![CDATA[http://www.oercommons.org/courses/4-351-introduction-to-video-spring-2004]]></guid><description><![CDATA[Introduction to video editing and interface devices. Explores video as an environmental, editorial and narrative form. Looks at issues of interpretation, meaning, expression and how they relate to historical, social, and cultural issues.]]>
</description><dc:description><![CDATA[Introduction to video editing and interface devices. Explores video as an environmental, editorial and narrative form. Looks at issues of interpretation, meaning, expression and how they relate to historical, social, and cultural issues.]]>
</dc:description></item><item><title><![CDATA[Building Technology I: Materials and Construction, Fall 2004]]></title><dc:title><![CDATA[Building Technology I: Materials and Construction, Fall 2004]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/4-461-building-technology-i-materials-and-construction-fall-2004]]></link><guid><![CDATA[http://www.oercommons.org/courses/4-461-building-technology-i-materials-and-construction-fall-2004]]></guid><description><![CDATA[This course offers an introduction to the history, theory, and construction of basic structural systems as well as an introduction to energy issues in buildings. It emphasizes basic systematic and elemental behavior, principles of structural behavior, and analysis of individual structural elements and strategies for load carrying. The course also introduces fundamental energy topics including thermodynamics, psychrometrics, and comfort. It is a required class for M. Arch. students.]]>
</description><dc:description><![CDATA[This course offers an introduction to the history, theory, and construction of basic structural systems as well as an introduction to energy issues in buildings. It emphasizes basic systematic and elemental behavior, principles of structural behavior, and analysis of individual structural elements and strategies for load carrying. The course also introduces fundamental energy topics including thermodynamics, psychrometrics, and comfort. It is a required class for M. Arch. students.]]>
</dc:description></item><item><title><![CDATA[Building Technologies II: Building Structural Systems I, Spring 2003]]></title><dc:title><![CDATA[Building Technologies II: Building Structural Systems I, Spring 2003]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/4-462-building-technologies-ii-building-structural-systems-i-spring-2003]]></link><guid><![CDATA[http://www.oercommons.org/courses/4-462-building-technologies-ii-building-structural-systems-i-spring-2003]]></guid><description><![CDATA[This course serves as an introduction to the history, theory, and construction of basic structural systems with an introduction to energy issues in buildings. Emphasis is placed on developing an understanding of basic systematic and elemental behavior; principles of structural behavior and analysis of individual structural elements and strategies for load carrying. The subject introduces fundamental energy topics including thermodynamics, psychrometrics, and comfort, as they relate to building d]]>
</description><dc:description><![CDATA[This course serves as an introduction to the history, theory, and construction of basic structural systems with an introduction to energy issues in buildings. Emphasis is placed on developing an understanding of basic systematic and elemental behavior; principles of structural behavior and analysis of individual structural elements and strategies for load carrying. The subject introduces fundamental energy topics including thermodynamics, psychrometrics, and comfort, as they relate to building d]]>
</dc:description></item><item><title><![CDATA[Building Technologies III: Building Structural Systems II, Fall 2002]]></title><dc:title><![CDATA[Building Technologies III: Building Structural Systems II, Fall 2002]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/4-463-building-technologies-iii-building-structural-systems-ii-fall-2002]]></link><guid><![CDATA[http://www.oercommons.org/courses/4-463-building-technologies-iii-building-structural-systems-ii-fall-2002]]></guid><description><![CDATA[This course addresses advanced topics in structures, exterior envelopes and contemporary production technologies. It continues the exploration of structural elements and systems; expanding to include more complex determinant, indeterminate, long-span and high-rise systems. Some of the topics covered include reinforced concrete, steel and engineered wood design, and an introduction to tensile systems. The contemporary exterior envelope is discussed with an emphasis on the classification of system]]>
</description><dc:description><![CDATA[This course addresses advanced topics in structures, exterior envelopes and contemporary production technologies. It continues the exploration of structural elements and systems; expanding to include more complex determinant, indeterminate, long-span and high-rise systems. Some of the topics covered include reinforced concrete, steel and engineered wood design, and an introduction to tensile systems. The contemporary exterior envelope is discussed with an emphasis on the classification of system]]>
</dc:description></item><item><title><![CDATA[Building Technology III: Building Structural Systems, Fall 2004]]></title><dc:title><![CDATA[Building Technology III: Building Structural Systems, Fall 2004]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/4-463-building-technology-iii-building-structural-systems-fall-2004]]></link><guid><![CDATA[http://www.oercommons.org/courses/4-463-building-technology-iii-building-structural-systems-fall-2004]]></guid><description><![CDATA[This course addresses advanced structures, exterior envelopes and contemporary production technologies. It continues the exploration of structural elements and systems, and expands to include more complex determinante, indeterminate, long-span and high-rise systems. It covers topics such as reinforced concrete, steel and engineered wood design, and provides an introduction to tensile systems. Lectures also address the contemporary exterior envelope with an emphasis on their performance attribute]]>
</description><dc:description><![CDATA[This course addresses advanced structures, exterior envelopes and contemporary production technologies. It continues the exploration of structural elements and systems, and expands to include more complex determinante, indeterminate, long-span and high-rise systems. It covers topics such as reinforced concrete, steel and engineered wood design, and provides an introduction to tensile systems. Lectures also address the contemporary exterior envelope with an emphasis on their performance attribute]]>
</dc:description></item><item><title><![CDATA[Studying the arts and humanities]]></title><dc:title><![CDATA[Studying the arts and humanities]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/studying-the-arts-and-humanities]]></link><guid><![CDATA[http://www.oercommons.org/courses/studying-the-arts-and-humanities]]></guid><description><![CDATA[This unit is an introduction to studying the arts and humanities. It takes you through a series of exercises designed to develop your approach to study and learning at a distance and improve your confidence as an independent learner.]]>
</description><dc:description><![CDATA[This unit is an introduction to studying the arts and humanities. It takes you through a series of exercises designed to develop your approach to study and learning at a distance and improve your confidence as an independent learner.]]>
</dc:description></item><item><title><![CDATA[An introduction to business cultures]]></title><dc:title><![CDATA[An introduction to business cultures]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/an-introduction-to-business-cultures]]></link><guid><![CDATA[http://www.oercommons.org/courses/an-introduction-to-business-cultures]]></guid><description><![CDATA[Disney and Google are just two companies renowned for their 'business culture'. Have you ever wondered why the company you work for is different from others? This unit explores how the concept of culture developed to the point where it is now possible to see and (feel) the difference between companies.]]>
</description><dc:description><![CDATA[Disney and Google are just two companies renowned for their 'business culture'. Have you ever wondered why the company you work for is different from others? This unit explores how the concept of culture developed to the point where it is now possible to see and (feel) the difference between companies.]]>
</dc:description></item><item><title><![CDATA[Getting started on Classical Latin]]></title><dc:title><![CDATA[Getting started on Classical Latin]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/getting-started-on-classical-latin]]></link><guid><![CDATA[http://www.oercommons.org/courses/getting-started-on-classical-latin]]></guid><description><![CDATA[Latin is the basis for many languages in the world. This unit will provide you with a general introduction to learning Latin allowing you to assess whether you would like to learn more. You will look at the links that exist between Latin and English, examine the structure of sentences and gain an awareness of the fundamentals of pronunciation in Latin.]]>
</description><dc:description><![CDATA[Latin is the basis for many languages in the world. This unit will provide you with a general introduction to learning Latin allowing you to assess whether you would like to learn more. You will look at the links that exist between Latin and English, examine the structure of sentences and gain an awareness of the fundamentals of pronunciation in Latin.]]>
</dc:description></item><item><title><![CDATA[Introduction to the context of accounting]]></title><dc:title><![CDATA[Introduction to the context of accounting]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/introduction-to-the-context-of-accounting-1]]></link><guid><![CDATA[http://www.oercommons.org/courses/introduction-to-the-context-of-accounting-1]]></guid><description><![CDATA[Revenue, profit and loss, balance sheets - are these accounting terms that intimidate you? This unit will help you to understand the very basics of accounting, from its historical beginnings to the objectives of modern day accountants. You will learn how an accountant in business balances conflicting demands to maximize market share and profit.]]>
</description><dc:description><![CDATA[Revenue, profit and loss, balance sheets - are these accounting terms that intimidate you? This unit will help you to understand the very basics of accounting, from its historical beginnings to the objectives of modern day accountants. You will learn how an accountant in business balances conflicting demands to maximize market share and profit.]]>
</dc:description></item><item><title><![CDATA[Global warming]]></title><dc:title><![CDATA[Global warming]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/global-warming-1]]></link><guid><![CDATA[http://www.oercommons.org/courses/global-warming-1]]></guid><description><![CDATA[This unit provides an introduction to global warming. We will be considering the history of global warming by looking at the pattern of ice ages and analysis of recorded temperatures. We will aim to gather meaningful information from this data. We will briefly assess the impact and influence of humans on global warming and, finally, we will examine climate models and how to predict future changes.]]>
</description><dc:description><![CDATA[This unit provides an introduction to global warming. We will be considering the history of global warming by looking at the pattern of ice ages and analysis of recorded temperatures. We will aim to gather meaningful information from this data. We will briefly assess the impact and influence of humans on global warming and, finally, we will examine climate models and how to predict future changes.]]>
</dc:description></item><item><title><![CDATA[Nationalism, self-determination and secession]]></title><dc:title><![CDATA[Nationalism, self-determination and secession]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/nationalism-self-determination-and-secession]]></link><guid><![CDATA[http://www.oercommons.org/courses/nationalism-self-determination-and-secession]]></guid><description><![CDATA[What makes a 'nation' and what makes peoples strive for nationhood? This unit will provide you with an introduction to studying political ideas by looking at how people who see themselves as nations challenge the existing order to assert their right to a state of their own.]]>
</description><dc:description><![CDATA[What makes a 'nation' and what makes peoples strive for nationhood? This unit will provide you with an introduction to studying political ideas by looking at how people who see themselves as nations challenge the existing order to assert their right to a state of their own.]]>
</dc:description></item><item><title><![CDATA[Reading visual images]]></title><dc:title><![CDATA[Reading visual images]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/reading-visual-images]]></link><guid><![CDATA[http://www.oercommons.org/courses/reading-visual-images]]></guid><description><![CDATA[What does a picture or image tell you? This unit is an introduction to analysing and interpreting photographs as social data. Who controls what the image is saying? You will look at how photographs provide visual evidence and how they can illustrate and support our ideas about society.]]>
</description><dc:description><![CDATA[What does a picture or image tell you? This unit is an introduction to analysing and interpreting photographs as social data. Who controls what the image is saying? You will look at how photographs provide visual evidence and how they can illustrate and support our ideas about society.]]>
</dc:description></item><item><title><![CDATA[An Introduction to Information Systems]]></title><dc:title><![CDATA[An Introduction to Information Systems]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/an-introduction-to-information-systems]]></link><guid><![CDATA[http://www.oercommons.org/courses/an-introduction-to-information-systems]]></guid><description><![CDATA[This resource provides a useful backdrop on political communication, journalism and national development issues as priority areas for collaborative action in Africa and the Middle East. This course provides a business perspective of information systems and stresses how information systems can be used to improve their planning and operation. The nature and value of information, as well as the impact of Internet technology on organisations and society are also considered.]]>
</description><dc:description><![CDATA[This resource provides a useful backdrop on political communication, journalism and national development issues as priority areas for collaborative action in Africa and the Middle East. This course provides a business perspective of information systems and stresses how information systems can be used to improve their planning and operation. The nature and value of information, as well as the impact of Internet technology on organisations and society are also considered.]]>
</dc:description></item><item><title><![CDATA[ReSciPE Workshops: Scientific Inquiry in the K-12 Classroom]]></title><dc:title><![CDATA[ReSciPE Workshops: Scientific Inquiry in the K-12 Classroom]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/rescipe-workshops-scientific-inquiry-in-the-k-12-classroom]]></link><guid><![CDATA[http://www.oercommons.org/courses/rescipe-workshops-scientific-inquiry-in-the-k-12-classroom]]></guid><description><![CDATA[This half-day workshop was developed especially for scientists and science educators interested in contributing to K-16 science education. Workshop activities provide participants with an overview of the research base behind inquiry teaching and learning, an introduction to national standards for inquiry-based K-12 science education, and some hands-on examples of how inquiry can look in the classroom. This workshop is sponsored by the Cooperative Institute for Research in Environmental Sciences ]]>
</description><dc:description><![CDATA[This half-day workshop was developed especially for scientists and science educators interested in contributing to K-16 science education. Workshop activities provide participants with an overview of the research base behind inquiry teaching and learning, an introduction to national standards for inquiry-based K-12 science education, and some hands-on examples of how inquiry can look in the classroom. This workshop is sponsored by the Cooperative Institute for Research in Environmental Sciences ]]>
</dc:description></item><item><title><![CDATA[Rethinking reports]]></title><dc:title><![CDATA[Rethinking reports]]></dc:title><link><![CDATA[http://www.oercommons.org/libraries/rethinking-reports]]></link><guid><![CDATA[http://www.oercommons.org/libraries/rethinking-reports]]></guid><description><![CDATA[Breathing new life into tired assignments: A little creativity can make research a rewarding learning experience for students and teachers alike. The introduction to a collection of articles that provide alternative assignments to traditional reports.]]>
</description><dc:description><![CDATA[Breathing new life into tired assignments: A little creativity can make research a rewarding learning experience for students and teachers alike. The introduction to a collection of articles that provide alternative assignments to traditional reports.]]>
</dc:description></item><item><title><![CDATA[Reading images: an introduction to visual literacy]]></title><dc:title><![CDATA[Reading images: an introduction to visual literacy]]></dc:title><link><![CDATA[http://www.oercommons.org/libraries/reading-images-an-introduction-to-visual-literacy]]></link><guid><![CDATA[http://www.oercommons.org/libraries/reading-images-an-introduction-to-visual-literacy]]></guid><description><![CDATA[Images are all around us, and the ability to interpret them meaningfully is a vital skill for students to learn.]]>
</description><dc:description><![CDATA[Images are all around us, and the ability to interpret them meaningfully is a vital skill for students to learn.]]>
</dc:description></item><item><title><![CDATA[An introduction to teacher research]]></title><dc:title><![CDATA[An introduction to teacher research]]></dc:title><link><![CDATA[http://www.oercommons.org/libraries/an-introduction-to-teacher-research]]></link><guid><![CDATA[http://www.oercommons.org/libraries/an-introduction-to-teacher-research]]></guid><description><![CDATA[Every day, teachers develop lesson plans, evaluate student work, and share outcomes with students, parents, and administrators. Teacher research is simply a more intentional and systematic version of what good teachers already do.]]>
</description><dc:description><![CDATA[Every day, teachers develop lesson plans, evaluate student work, and share outcomes with students, parents, and administrators. Teacher research is simply a more intentional and systematic version of what good teachers already do.]]>
</dc:description></item><item><title><![CDATA[Dayton C. Miller Flute Collection]]></title><dc:title><![CDATA[Dayton C. Miller Flute Collection]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/dayton-c-miller-flute-collection]]></link><guid><![CDATA[http://www.oercommons.org/courses/dayton-c-miller-flute-collection]]></guid><description><![CDATA[This site features catalog entries and images for 102 of the 1,650 flutes and other related material, including books, music, and patents in the collection. The site shows 5 flutes and gives an introduction to the flute as well as a discussion of common misconceptions.]]>
</description><dc:description><![CDATA[This site features catalog entries and images for 102 of the 1,650 flutes and other related material, including books, music, and patents in the collection. The site shows 5 flutes and gives an introduction to the flute as well as a discussion of common misconceptions.]]>
</dc:description></item><item><title><![CDATA[The Civil War through a Child's Eye]]></title><dc:title><![CDATA[The Civil War through a Child's Eye]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/the-civil-war-through-a-childs-eye]]></link><guid><![CDATA[http://www.oercommons.org/courses/the-civil-war-through-a-childs-eye]]></guid><description><![CDATA[The Civil War through a Child's Eye lesson focuses on the use of historical fiction and primary sources to expand students' perceptions of the Civil War era. Literature and photographic images reflect, communicate, and influence human perspectives of historical events. Specifically, the unit helps students to view the Civil War era through a child’s eye, rather than from an adult perspective.

Following an introduction to the Civil War using photographic, daguerreotype, and non-fiction sources]]>
</description><dc:description><![CDATA[The Civil War through a Child's Eye lesson focuses on the use of historical fiction and primary sources to expand students' perceptions of the Civil War era. Literature and photographic images reflect, communicate, and influence human perspectives of historical events. Specifically, the unit helps students to view the Civil War era through a child’s eye, rather than from an adult perspective.

Following an introduction to the Civil War using photographic, daguerreotype, and non-fiction sources]]>
</dc:description></item><item><title><![CDATA[On the Case: An Introduction to the Genre of Mysteries]]></title><dc:title><![CDATA[On the Case: An Introduction to the Genre of Mysteries]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/on-the-case-an-introduction-to-the-genre-of-mysteries]]></link><guid><![CDATA[http://www.oercommons.org/courses/on-the-case-an-introduction-to-the-genre-of-mysteries]]></guid><description><![CDATA[In this lesson, students will view a video from the series Reading Rainbow, "Mystery on the Docks" by Thacher Hurd. Mysteries provide an opportunity to teach reading strategies such as questioning, prediction and problem solving. This lesson will also focus on the characteristics common to all mysteries and the devices that authors use to create setting, characters, plot and suspense.]]>
</description><dc:description><![CDATA[In this lesson, students will view a video from the series Reading Rainbow, "Mystery on the Docks" by Thacher Hurd. Mysteries provide an opportunity to teach reading strategies such as questioning, prediction and problem solving. This lesson will also focus on the characteristics common to all mysteries and the devices that authors use to create setting, characters, plot and suspense.]]>
</dc:description></item><item><title><![CDATA[Stereographic Projection of Crystal Faces]]></title><dc:title><![CDATA[Stereographic Projection of Crystal Faces]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/stereographic-projection-of-crystal-faces]]></link><guid><![CDATA[http://www.oercommons.org/courses/stereographic-projection-of-crystal-faces]]></guid><description><![CDATA[This site features a lecture by Dr. Stephen Nelson from Tulane University that explores a systematic way to define crystallographic angles. The lecture discusses crystallographic angles and gives an introduction to the use of stereographic projections for depicting the angular relationships between crystal faces. Scientific illustrations clarify the text.]]>
</description><dc:description><![CDATA[This site features a lecture by Dr. Stephen Nelson from Tulane University that explores a systematic way to define crystallographic angles. The lecture discusses crystallographic angles and gives an introduction to the use of stereographic projections for depicting the angular relationships between crystal faces. Scientific illustrations clarify the text.]]>
</dc:description></item><item><title><![CDATA[X-Ray Vision, Crystallography]]></title><dc:title><![CDATA[X-Ray Vision, Crystallography]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/x-ray-vision-crystallography]]></link><guid><![CDATA[http://www.oercommons.org/courses/x-ray-vision-crystallography]]></guid><description><![CDATA[This site features a tutorial designed to allow students to gain an appreciation of how X-ray crystallography works. Using X-ray diffraction patterns to determine the arrangement of atoms in a molecule requires sophisticated mathematics. This activity depends only on light from an overhead projector passing through a ball-and-stick molecular model placed on the stage of the projector, making it an ideal introduction to x-ray diffraction.]]>
</description><dc:description><![CDATA[This site features a tutorial designed to allow students to gain an appreciation of how X-ray crystallography works. Using X-ray diffraction patterns to determine the arrangement of atoms in a molecule requires sophisticated mathematics. This activity depends only on light from an overhead projector passing through a ball-and-stick molecular model placed on the stage of the projector, making it an ideal introduction to x-ray diffraction.]]>
</dc:description></item><item><title><![CDATA[Minerals Under the Microscope]]></title><dc:title><![CDATA[Minerals Under the Microscope]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/minerals-under-the-microscope]]></link><guid><![CDATA[http://www.oercommons.org/courses/minerals-under-the-microscope]]></guid><description><![CDATA[This website provides an easy-to-understand introduction to the basics of optical mineralogy. Topics include the polarized light microscope, mineral shape and cleavage, relief, color and pleochroism, interference colors, extinction angles, twinning, opacity, vibration directions and mineral identification. The site features short, clear descriptions accompanied by photographs and drawings. This website would be useful as a concise introduction to the use of a petrographic microscope in identifyi]]>
</description><dc:description><![CDATA[This website provides an easy-to-understand introduction to the basics of optical mineralogy. Topics include the polarized light microscope, mineral shape and cleavage, relief, color and pleochroism, interference colors, extinction angles, twinning, opacity, vibration directions and mineral identification. The site features short, clear descriptions accompanied by photographs and drawings. This website would be useful as a concise introduction to the use of a petrographic microscope in identifyi]]>
</dc:description></item><item><title><![CDATA[Meet the Microbes]]></title><dc:title><![CDATA[Meet the Microbes]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/meet-the-microbes]]></link><guid><![CDATA[http://www.oercommons.org/courses/meet-the-microbes]]></guid><description><![CDATA[This article from our family magazine series introduces kids to bacteria, viruses, and protozoa. The article begins with an engaging introduction to microbes that explains the abundance of this oldest form of life on Earth. Kids can click to see colorful photographs of bacteria, viruses, and protozoa, as well as details about these major types of microbes. The Microbe Size-O-Meter puts microbes into perspective, using a scale in which a kid's body is the size of California. A humorous sidebar ex]]>
</description><dc:description><![CDATA[This article from our family magazine series introduces kids to bacteria, viruses, and protozoa. The article begins with an engaging introduction to microbes that explains the abundance of this oldest form of life on Earth. Kids can click to see colorful photographs of bacteria, viruses, and protozoa, as well as details about these major types of microbes. The Microbe Size-O-Meter puts microbes into perspective, using a scale in which a kid's body is the size of California. A humorous sidebar ex]]>
</dc:description></item><item><title><![CDATA[A Problem Course in Mathematical Logic]]></title><dc:title><![CDATA[A Problem Course in Mathematical Logic]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/a-problem-course-in-mathematical-logic]]></link><guid><![CDATA[http://www.oercommons.org/courses/a-problem-course-in-mathematical-logic]]></guid><description><![CDATA[A Problem Course in Mathematical Logic is intended to serve as the text for an introduction to mathematical logic for undergraduates with some mathematical sophistication. It supplies definitions, statements of results, and problems, along with some explanations, examples, and hints. The idea is for the students, individually or in groups, to learn the material by solving the problems and proving the results for themselves. The book should do as the text for a course taught using the modified Mo]]>
</description><dc:description><![CDATA[A Problem Course in Mathematical Logic is intended to serve as the text for an introduction to mathematical logic for undergraduates with some mathematical sophistication. It supplies definitions, statements of results, and problems, along with some explanations, examples, and hints. The idea is for the students, individually or in groups, to learn the material by solving the problems and proving the results for themselves. The book should do as the text for a course taught using the modified Mo]]>
</dc:description></item><item><title><![CDATA[A Computational Introduction to Number Theory and Algebra]]></title><dc:title><![CDATA[A Computational Introduction to Number Theory and Algebra]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/a-computational-introduction-to-number-theory-and-algebra]]></link><guid><![CDATA[http://www.oercommons.org/courses/a-computational-introduction-to-number-theory-and-algebra]]></guid><description><![CDATA[A book introducing basic concepts from computational number theory and algebra, including all the necessary mathematical background.]]>
</description><dc:description><![CDATA[A book introducing basic concepts from computational number theory and algebra, including all the necessary mathematical background.]]>
</dc:description></item><item><title><![CDATA[The Age of Einstein]]></title><dc:title><![CDATA[The Age of Einstein]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/the-age-of-einstein]]></link><guid><![CDATA[http://www.oercommons.org/courses/the-age-of-einstein]]></guid><description><![CDATA[The Age of Einstein, is a brief introduction to Einstein's Theories of Special and General Relativity. It is a book for the inquisitive general reader who wishes to gain an understanding of the key ideas put forward by the greatest scientist of the 20th-century. No more than a modest grasp of High School Mathematics is required to follow the arguments.]]>
</description><dc:description><![CDATA[The Age of Einstein, is a brief introduction to Einstein's Theories of Special and General Relativity. It is a book for the inquisitive general reader who wishes to gain an understanding of the key ideas put forward by the greatest scientist of the 20th-century. No more than a modest grasp of High School Mathematics is required to follow the arguments.]]>
</dc:description></item><item><title><![CDATA[Social:Learn Introduction]]></title><dc:title><![CDATA[Social:Learn Introduction]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/social-learn-introduction]]></link><guid><![CDATA[http://www.oercommons.org/courses/social-learn-introduction]]></guid><description><![CDATA[An introduction to the Open University's social:learn project.]]>
</description><dc:description><![CDATA[An introduction to the Open University's social:learn project.]]>
</dc:description></item><item><title><![CDATA[Logic for Computer Science: Foundations of Automatic Theorem Proving]]></title><dc:title><![CDATA[Logic for Computer Science: Foundations of Automatic Theorem Proving]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/foundations-of-automatic-theorem-proving]]></link><guid><![CDATA[http://www.oercommons.org/courses/foundations-of-automatic-theorem-proving]]></guid><description><![CDATA[This book is intended as an introduction to mathematical logic, with an emphasis on proof theory and procedures for constructing formal proofs of formulae algorithmically. This book is designed primarily for computer scientists, and more generally, for mathematically inclined readers interested in the formalization of proofs, and the foundations of automatic theorem-proving. The book is self contained, and the level corresponds to senior undergraduates and first year graduate students. However, ]]>
</description><dc:description><![CDATA[This book is intended as an introduction to mathematical logic, with an emphasis on proof theory and procedures for constructing formal proofs of formulae algorithmically. This book is designed primarily for computer scientists, and more generally, for mathematically inclined readers interested in the formalization of proofs, and the foundations of automatic theorem-proving. The book is self contained, and the level corresponds to senior undergraduates and first year graduate students. However, ]]>
</dc:description></item><item><title><![CDATA[Introduction to Physical Oceanography]]></title><dc:title><![CDATA[Introduction to Physical Oceanography]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/dr-robert-stewarts-physical-oceanography-class-page]]></link><guid><![CDATA[http://www.oercommons.org/courses/dr-robert-stewarts-physical-oceanography-class-page]]></guid><description><![CDATA[This book is written for upper-division undergraduates and new graduate students in meteorology, ocean engineering, and oceanography. After reading this book, it expected that students will be able to describe physical processes influencing the ocean and coastal regions: the interaction of the ocean with the atmosphere, and the distribution of oceanic winds, currents, heat fluxes, and water masses.]]>
</description><dc:description><![CDATA[This book is written for upper-division undergraduates and new graduate students in meteorology, ocean engineering, and oceanography. After reading this book, it expected that students will be able to describe physical processes influencing the ocean and coastal regions: the interaction of the ocean with the atmosphere, and the distribution of oceanic winds, currents, heat fluxes, and water masses.]]>
</dc:description></item><item><title><![CDATA[GP-B Educator's Guide]]></title><dc:title><![CDATA[GP-B Educator's Guide]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/gravity-probe-b]]></link><guid><![CDATA[http://www.oercommons.org/courses/gravity-probe-b]]></guid><description><![CDATA[This 52-page booklet provides an overview of the history, science and technology of this mission, including an introduction to Einstein's theory of curved spacetime. The guide also contains 18 pages of hands-on classroom activities related to gyroscopes, curved spacetime, frame-dragging and other concepts related to the GP-B experiment.]]>
</description><dc:description><![CDATA[This 52-page booklet provides an overview of the history, science and technology of this mission, including an introduction to Einstein's theory of curved spacetime. The guide also contains 18 pages of hands-on classroom activities related to gyroscopes, curved spacetime, frame-dragging and other concepts related to the GP-B experiment.]]>
</dc:description></item><item><title><![CDATA[Robotics with the XBC Controller]]></title><dc:title><![CDATA[Robotics with the XBC Controller]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/nasa-robotics]]></link><guid><![CDATA[http://www.oercommons.org/courses/nasa-robotics]]></guid><description><![CDATA[This course offers a brief history of robotics, and a definition of robot and robotics.  The course includes an introduction to IC and the XBC, downloading firmware,
Updating the bitstream, and IC Environment and simulator.  It concludes with an activity building a Demo-Bot.]]>
</description><dc:description><![CDATA[This course offers a brief history of robotics, and a definition of robot and robotics.  The course includes an introduction to IC and the XBC, downloading firmware,
Updating the bitstream, and IC Environment and simulator.  It concludes with an activity building a Demo-Bot.]]>
</dc:description></item><item><title><![CDATA[Aviation Memories]]></title><dc:title><![CDATA[Aviation Memories]]></dc:title><link><![CDATA[http://www.oercommons.org/libraries/aviation-memories]]></link><guid><![CDATA[http://www.oercommons.org/libraries/aviation-memories]]></guid><description><![CDATA['Aviation Memories' is described as a 'virtual multi-channel video installation.' The work begins as an introduction to possible installations of video work, showing (with diagrams and animation) how monitors and related objects would be placed in a gallery setting. As the content of the video itself is described and presented, the work blurs the line between art object and planning document. Many of the images presented are derived from the illustrations of Jan Vredeman de Vries (1527-1604). Ar]]>
</description><dc:description><![CDATA['Aviation Memories' is described as a 'virtual multi-channel video installation.' The work begins as an introduction to possible installations of video work, showing (with diagrams and animation) how monitors and related objects would be placed in a gallery setting. As the content of the video itself is described and presented, the work blurs the line between art object and planning document. Many of the images presented are derived from the illustrations of Jan Vredeman de Vries (1527-1604). Ar]]>
</dc:description></item><item><title><![CDATA[Interactive Lectures]]></title><dc:title><![CDATA[Interactive Lectures]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/interactive-lectures]]></link><guid><![CDATA[http://www.oercommons.org/courses/interactive-lectures]]></guid><description><![CDATA[Starting Point's introduction to Interactive Lectures, and more specifically their use in the entry level geoscience setting. This module on Interactive Lectures has strategies and specific examples of activities to involve students in large and small lecture-based classes. It includes discussions of what interactive lecture is, how and why it is used, and links the user to more specific examples and further resources.]]>
</description><dc:description><![CDATA[Starting Point's introduction to Interactive Lectures, and more specifically their use in the entry level geoscience setting. This module on Interactive Lectures has strategies and specific examples of activities to involve students in large and small lecture-based classes. It includes discussions of what interactive lecture is, how and why it is used, and links the user to more specific examples and further resources.]]>
</dc:description></item><item><title><![CDATA[Peer Review]]></title><dc:title><![CDATA[Peer Review]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/peer-review]]></link><guid><![CDATA[http://www.oercommons.org/courses/peer-review]]></guid><description><![CDATA[This page is a portal to an in-depth exploration of integrating student peer review into introductory-level geoscience classes. It includes an introduction to the concept of peer review, reasons and methods for its use, examples of electronic peer review in a geoscience context, and extensive references. This page is part of the larger Starting Point collection.]]>
</description><dc:description><![CDATA[This page is a portal to an in-depth exploration of integrating student peer review into introductory-level geoscience classes. It includes an introduction to the concept of peer review, reasons and methods for its use, examples of electronic peer review in a geoscience context, and extensive references. This page is part of the larger Starting Point collection.]]>
</dc:description></item><item><title><![CDATA[Using Field Labs]]></title><dc:title><![CDATA[Using Field Labs]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/using-field-labs]]></link><guid><![CDATA[http://www.oercommons.org/courses/using-field-labs]]></guid><description><![CDATA[Starting Point's introduction to the use of field labs in entry level geoscience classes. The page is a portal to lab examples, a discussion of the benefits of a lab curriculum, and an exploration of the logistical and pedagogical considerations of using field labs. Includes a bibliography and relevant articles from the Journal of Geoscience Education.]]>
</description><dc:description><![CDATA[Starting Point's introduction to the use of field labs in entry level geoscience classes. The page is a portal to lab examples, a discussion of the benefits of a lab curriculum, and an exploration of the logistical and pedagogical considerations of using field labs. Includes a bibliography and relevant articles from the Journal of Geoscience Education.]]>
</dc:description></item><item><title><![CDATA[University of California's Museum of Paleontology: Geologic Timeline]]></title><dc:title><![CDATA[University of California's Museum of Paleontology: Geologic Timeline]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/university-of-californias-museum-of-paleontology-geologic-timeline]]></link><guid><![CDATA[http://www.oercommons.org/courses/university-of-californias-museum-of-paleontology-geologic-timeline]]></guid><description><![CDATA[University of California's Museum of Paleontology has created a hyperlinked Geologic Timeline with all sorts of details about each time unit that may be useful later in the course. Each hyperlink contains a variety of information including stratigraphy, ancient life, localities and tectonics associated with that specific time period. Users can also link to an Introduction to Geology page and a description of the Museum's geology wing.]]>
</description><dc:description><![CDATA[University of California's Museum of Paleontology has created a hyperlinked Geologic Timeline with all sorts of details about each time unit that may be useful later in the course. Each hyperlink contains a variety of information including stratigraphy, ancient life, localities and tectonics associated with that specific time period. Users can also link to an Introduction to Geology page and a description of the Museum's geology wing.]]>
</dc:description></item><item><title><![CDATA["A Less Reliable Form of Birth Control": Miriam Allen deFord Describes Her Introduction to Contracep]]></title><dc:title><![CDATA["A Less Reliable Form of Birth Control": Miriam Allen deFord Describes Her Introduction to Contracep]]></dc:title><link><![CDATA[http://www.oercommons.org/libraries/a-less-reliable-form-of-birth-control-miriam-allen-deford-describes-her-introduction-to-contraception-in-1914]]></link><guid><![CDATA[http://www.oercommons.org/libraries/a-less-reliable-form-of-birth-control-miriam-allen-deford-describes-her-introduction-to-contraception-in-1914]]></guid><description><![CDATA[Despite major cultural, legal, and medical impediments the use of birth control, including abortion, by American women was widespread at the turn of the century. In their quest to control unwanted pregnancies, American women could be surprisingly resourceful in the methods they used. In this audio excerpt from a 1974 interview with historian Sherna Gluck, Miriam Allen deFord described methods of birth control in vogue in the 1910s, including spermicides, douches, the Dutch pessary (an early diap]]>
</description><dc:description><![CDATA[Despite major cultural, legal, and medical impediments the use of birth control, including abortion, by American women was widespread at the turn of the century. In their quest to control unwanted pregnancies, American women could be surprisingly resourceful in the methods they used. In this audio excerpt from a 1974 interview with historian Sherna Gluck, Miriam Allen deFord described methods of birth control in vogue in the 1910s, including spermicides, douches, the Dutch pessary (an early diap]]>
</dc:description></item><item><title><![CDATA[Introduction to Axonometric Projection]]></title><dc:title><![CDATA[Introduction to Axonometric Projection]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/introduction-to-axonometric-projection]]></link><guid><![CDATA[http://www.oercommons.org/courses/introduction-to-axonometric-projection]]></guid><description><![CDATA[This article on axonometric projection provides background reading on axonometric projection as it applies to Junior Certificate classes.]]>
</description><dc:description><![CDATA[This article on axonometric projection provides background reading on axonometric projection as it applies to Junior Certificate classes.]]>
</dc:description></item><item><title><![CDATA[The Sneetches and teaching diversity]]></title><dc:title><![CDATA[The Sneetches and teaching diversity]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/the-sneetches-and-teaching-diversity]]></link><guid><![CDATA[http://www.oercommons.org/courses/the-sneetches-and-teaching-diversity]]></guid><description><![CDATA[This lesson uses "The Sneetches" by Dr. Seuss as an introduction to diversity and tolerance. Its kinesthetic element makes it doubly appealing to students.]]>
</description><dc:description><![CDATA[This lesson uses "The Sneetches" by Dr. Seuss as an introduction to diversity and tolerance. Its kinesthetic element makes it doubly appealing to students.]]>
</dc:description></item><item><title><![CDATA[Feel In The Blanks]]></title><dc:title><![CDATA[Feel In The Blanks]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/feel-in-the-blanks]]></link><guid><![CDATA[http://www.oercommons.org/courses/feel-in-the-blanks]]></guid><description><![CDATA[The following lesson is designed to function as a review of beginning, middle, and end and an introduction to individualized imagination, creativity, and perspective as it relates to the development of dialogue (i.e. improvisation).]]>
</description><dc:description><![CDATA[The following lesson is designed to function as a review of beginning, middle, and end and an introduction to individualized imagination, creativity, and perspective as it relates to the development of dialogue (i.e. improvisation).]]>
</dc:description></item><item><title><![CDATA[Plants and animals--introduction to the unknown]]></title><dc:title><![CDATA[Plants and animals--introduction to the unknown]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/plants-and-animals-introduction-to-the-unknown]]></link><guid><![CDATA[http://www.oercommons.org/courses/plants-and-animals-introduction-to-the-unknown]]></guid><description><![CDATA[This is an introductory lesson to assist students in understanding where their food comes from and what is available in this area. It is also a wonderful way to continue with inventive spelling.]]>
</description><dc:description><![CDATA[This is an introductory lesson to assist students in understanding where their food comes from and what is available in this area. It is also a wonderful way to continue with inventive spelling.]]>
</dc:description></item><item><title><![CDATA[Intro to Digital Signal Processing]]></title><dc:title><![CDATA[Intro to Digital Signal Processing]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/intro-to-digital-signal-processing]]></link><guid><![CDATA[http://www.oercommons.org/courses/intro-to-digital-signal-processing]]></guid><description><![CDATA[The course provides an introduction to the concepts of digital signal processing (DSP). Some of the main topics covered include DSP systems, image restoration, z-transform, FIR filters, adaptive filters, wavelets, and filterbanks.]]>
</description><dc:description><![CDATA[The course provides an introduction to the concepts of digital signal processing (DSP). Some of the main topics covered include DSP systems, image restoration, z-transform, FIR filters, adaptive filters, wavelets, and filterbanks.]]>
</dc:description></item><item><title><![CDATA[Introduction to Physical Electronics]]></title><dc:title><![CDATA[Introduction to Physical Electronics]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/introduction-to-physical-electronics]]></link><guid><![CDATA[http://www.oercommons.org/courses/introduction-to-physical-electronics]]></guid><description><![CDATA[An introduction to solid state device including field effect and bipolar transistors. Properties of transmission lines and propagating E&M waves.]]>
</description><dc:description><![CDATA[An introduction to solid state device including field effect and bipolar transistors. Properties of transmission lines and propagating E&M waves.]]>
</dc:description></item><item><title><![CDATA[LabVIEW Graphical Programming Course]]></title><dc:title><![CDATA[LabVIEW Graphical Programming Course]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/labview-graphical-programming-course]]></link><guid><![CDATA[http://www.oercommons.org/courses/labview-graphical-programming-course]]></guid><description><![CDATA[Introduction to LabVIEW]]>
</description><dc:description><![CDATA[Introduction to LabVIEW]]>
</dc:description></item><item><title><![CDATA[Special Subjects in Music Theory]]></title><dc:title><![CDATA[Special Subjects in Music Theory]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/special-subjects-in-music-theory]]></link><guid><![CDATA[http://www.oercommons.org/courses/special-subjects-in-music-theory]]></guid><description><![CDATA[Meant to follow the Introduction to Music Theory course. For eighth grade and up, some interesting subjects in music theory, with an emphasis on Non-Western music.]]>
</description><dc:description><![CDATA[Meant to follow the Introduction to Music Theory course. For eighth grade and up, some interesting subjects in music theory, with an emphasis on Non-Western music.]]>
</dc:description></item><item><title><![CDATA[Audio Localization]]></title><dc:title><![CDATA[Audio Localization]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/audio-localization]]></link><guid><![CDATA[http://www.oercommons.org/courses/audio-localization]]></guid><description><![CDATA[This course has been created as an introduction to audio localization, and how beamforming can be applied in a real-time environment.]]>
</description><dc:description><![CDATA[This course has been created as an introduction to audio localization, and how beamforming can be applied in a real-time environment.]]>
</dc:description></item><item><title><![CDATA[Bioinformatics- UH course]]></title><dc:title><![CDATA[Bioinformatics- UH course]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/bioinformatics-uh-course]]></link><guid><![CDATA[http://www.oercommons.org/courses/bioinformatics-uh-course]]></guid><description><![CDATA[This is an introduction to the bioinformatics website provided by the National Center for Biotechnology Information (NCBI).  It includes an overview of the basic mission of NCBI and an introduction to the most commonly used biological databases available on the website and the tools for viewing and analyzing the data.]]>
</description><dc:description><![CDATA[This is an introduction to the bioinformatics website provided by the National Center for Biotechnology Information (NCBI).  It includes an overview of the basic mission of NCBI and an introduction to the most commonly used biological databases available on the website and the tools for viewing and analyzing the data.]]>
</dc:description></item><item><title><![CDATA[Bios 533 Bioinformatics]]></title><dc:title><![CDATA[Bios 533 Bioinformatics]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/bios-533-bioinformatics]]></link><guid><![CDATA[http://www.oercommons.org/courses/bios-533-bioinformatics]]></guid><description><![CDATA[Computer laboratory modules for the Introduction to Bioinformatics course. This course is designed for the beginning graduate student or advanced undergraduate in the biosciences. The goal is to introduce the student to various biologically relevant databases, methods to effectively search the databases, and an overall view of the various aspects of computational biology.]]>
</description><dc:description><![CDATA[Computer laboratory modules for the Introduction to Bioinformatics course. This course is designed for the beginning graduate student or advanced undergraduate in the biosciences. The goal is to introduce the student to various biologically relevant databases, methods to effectively search the databases, and an overall view of the various aspects of computational biology.]]>
</dc:description></item><item><title><![CDATA[Face Recognition using Eigenfaces]]></title><dc:title><![CDATA[Face Recognition using Eigenfaces]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/face-recognition-using-eigenfaces]]></link><guid><![CDATA[http://www.oercommons.org/courses/face-recognition-using-eigenfaces]]></guid><description><![CDATA[An introduction to automated face recognition using eigenfaces.]]>
</description><dc:description><![CDATA[An introduction to automated face recognition using eigenfaces.]]>
</dc:description></item><item><title><![CDATA[Information and Signal Theory]]></title><dc:title><![CDATA[Information and Signal Theory]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/information-and-signal-theory]]></link><guid><![CDATA[http://www.oercommons.org/courses/information-and-signal-theory]]></guid><description><![CDATA[This course gives the student a broad introduction to basics in signal processing and information theory.]]>
</description><dc:description><![CDATA[This course gives the student a broad introduction to basics in signal processing and information theory.]]>
</dc:description></item><item><title><![CDATA[Introduction to Bioinformatics]]></title><dc:title><![CDATA[Introduction to Bioinformatics]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/introduction-to-bioinformatics]]></link><guid><![CDATA[http://www.oercommons.org/courses/introduction-to-bioinformatics]]></guid><description><![CDATA[Introduction to bioinformatics]]>
</description><dc:description><![CDATA[Introduction to bioinformatics]]>
</dc:description></item><item><title><![CDATA[Introduction to Music Theory]]></title><dc:title><![CDATA[Introduction to Music Theory]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/introduction-to-music-theory]]></link><guid><![CDATA[http://www.oercommons.org/courses/introduction-to-music-theory]]></guid><description><![CDATA[This course introduces the basic concepts and terms needed to discuss melody and harmony. It is intended for teens or adults with no background in music theory but some familiarity with reading common notation and playing an instrument (or singing). Concepts covered include interval, major and minor keys and scales, triads and chords.]]>
</description><dc:description><![CDATA[This course introduces the basic concepts and terms needed to discuss melody and harmony. It is intended for teens or adults with no background in music theory but some familiarity with reading common notation and playing an instrument (or singing). Concepts covered include interval, major and minor keys and scales, triads and chords.]]>
</dc:description></item><item><title><![CDATA[Introduction to School Leadership]]></title><dc:title><![CDATA[Introduction to School Leadership]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/introduction-to-school-leadership]]></link><guid><![CDATA[http://www.oercommons.org/courses/introduction-to-school-leadership]]></guid><description><![CDATA[An Introduction to School Leadership for the Principal Certification Program]]>
</description><dc:description><![CDATA[An Introduction to School Leadership for the Principal Certification Program]]>
</dc:description></item><item><title><![CDATA[Model Checking Concurrent Programs]]></title><dc:title><![CDATA[Model Checking Concurrent Programs]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/model-checking-concurrent-programs]]></link><guid><![CDATA[http://www.oercommons.org/courses/model-checking-concurrent-programs]]></guid><description><![CDATA[Introduction to the use of Promela and SPIN as a model-checker for verifying concurrent programs. The underlying transition system is used as a model for the interpretation of Linear Temporal Logic (LTL) formulas.]]>
</description><dc:description><![CDATA[Introduction to the use of Promela and SPIN as a model-checker for verifying concurrent programs. The underlying transition system is used as a model for the interpretation of Linear Temporal Logic (LTL) formulas.]]>
</dc:description></item><item><title><![CDATA[An Introduction to MATLAB]]></title><dc:title><![CDATA[An Introduction to MATLAB]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/chemicals-in-the-environment-toxicology-and-public-health-spring-2005]]></link><guid><![CDATA[http://www.oercommons.org/courses/chemicals-in-the-environment-toxicology-and-public-health-spring-2005]]></guid><description><![CDATA[This course gives a basic introduction to MATLAB. Concepts covered include basic use, graphical representation and tips for improving your MATLAB code. Also included is an introductory computer assignment to test yourself after finishing the course.]]>
</description><dc:description><![CDATA[This course gives a basic introduction to MATLAB. Concepts covered include basic use, graphical representation and tips for improving your MATLAB code. Also included is an introductory computer assignment to test yourself after finishing the course.]]>
</dc:description></item><item><title><![CDATA[Intro to Logic]]></title><dc:title><![CDATA[Intro to Logic]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/intro-to-logic]]></link><guid><![CDATA[http://www.oercommons.org/courses/intro-to-logic]]></guid><description><![CDATA[An introduction to reasoning with Proposition and First-order logic, with applications to computer science. Part of the TeachLogic Project (www.teachlogic.org).]]>
</description><dc:description><![CDATA[An introduction to reasoning with Proposition and First-order logic, with applications to computer science. Part of the TeachLogic Project (www.teachlogic.org).]]>
</dc:description></item><item><title><![CDATA[Conducting Historical Research: The Case of "Oriental Cairo"]]></title><dc:title><![CDATA[Conducting Historical Research: The Case of "Oriental Cairo"]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/conducting-historical-research-the-case-of-oriental-cairo]]></link><guid><![CDATA[http://www.oercommons.org/courses/conducting-historical-research-the-case-of-oriental-cairo]]></guid><description><![CDATA[This course guides you through a variety of virtual research projects centered on Douglas Sladen's "Oriental Cairo: City of the 'Arabian Nights'" (1911). It is an introduction to some standard research techniques used by historians as well to using library resources.]]>
</description><dc:description><![CDATA[This course guides you through a variety of virtual research projects centered on Douglas Sladen's "Oriental Cairo: City of the 'Arabian Nights'" (1911). It is an introduction to some standard research techniques used by historians as well to using library resources.]]>
</dc:description></item><item><title><![CDATA[Elasticity of Demand (Economics), Part 1]]></title><dc:title><![CDATA[Elasticity of Demand (Economics), Part 1]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=37821]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=37821]]></guid><description><![CDATA[In this thirteen-minute video Sal Khan offers an introduction to elasticity of demand.]]>
</description><dc:description><![CDATA[In this thirteen-minute video Sal Khan offers an introduction to elasticity of demand.]]>
</dc:description></item><item><title><![CDATA[Law of Supply]]></title><dc:title><![CDATA[Law of Supply]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=37819]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=37819]]></guid><description><![CDATA[Sal Khan offers an introduction to the economic Law of Supply during this eight-minute video.]]>
</description><dc:description><![CDATA[Sal Khan offers an introduction to the economic Law of Supply during this eight-minute video.]]>
</dc:description></item><item><title><![CDATA[12.001 Introduction to Geology (MIT)]]></title><dc:title><![CDATA[12.001 Introduction to Geology (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=cc22bbe550c490341095d34c67f4dca2]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=cc22bbe550c490341095d34c67f4dca2]]></guid><description><![CDATA[This course introduces students to the basics of geology. Through a combination of lectures, labs, and field observations, we will address topics ranging from formation of the elements, mineral and rock identification, and geological mapping to plate tectonics, erosion and climate engineering.<br clear="both" style="clear: both;"/>
<br clear="both" style="clear: both;"/>
  <a style='font-size: 10px; color: maroon;' href='http://www.pheedcontent.com/hostedMorselClick.php?hfmm=v3:b828a4a809e4fed6a]]>
</description><dc:description><![CDATA[This course introduces students to the basics of geology. Through a combination of lectures, labs, and field observations, we will address topics ranging from formation of the elements, mineral and rock identification, and geological mapping to plate tectonics, erosion and climate engineering.<br clear="both" style="clear: both;"/>
<br clear="both" style="clear: both;"/>
  <a style='font-size: 10px; color: maroon;' href='http://www.pheedcontent.com/hostedMorselClick.php?hfmm=v3:b828a4a809e4fed6a]]>
</dc:description></item><item><title><![CDATA[Introduction to the Physics of Hearing]]></title><dc:title><![CDATA[Introduction to the Physics of Hearing]]></dc:title><link><![CDATA[http://cnx.org/content/m42254/latest/]]></link><guid><![CDATA[http://cnx.org/content/m42254/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/cnxcap">cnx CAP</a>
                
                </i></b><br/>
              <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/cnxcap">cnx CAP</a>
                
                </i></b><br/>
              <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[Introduction to the Physics of Hearing]]></title><dc:title><![CDATA[Introduction to the Physics of Hearing]]></dc:title><link><![CDATA[http://cnx.org/content/m42253/latest/]]></link><guid><![CDATA[http://cnx.org/content/m42253/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/cnxcap">cnx CAP</a>
                
                </i></b><br/>
              <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/cnxcap">cnx CAP</a>
                
                </i></b><br/>
              <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[Introduction to Rotational Motion and Angular Momentum]]></title><dc:title><![CDATA[Introduction to Rotational Motion and Angular Momentum]]></dc:title><link><![CDATA[http://cnx.org/content/m42176/latest/]]></link><guid><![CDATA[http://cnx.org/content/m42176/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              <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/OpenStaxCollege">OpenStax College</a>
                
                </i></b><br/>
              <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[Mixed Strategies in Theory and Tennis]]></title><dc:title><![CDATA[Mixed Strategies in Theory and Tennis]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=37643]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=37643]]></guid><description><![CDATA[This one hour and twelve minute video lecture shows a variety of strategies on playing tennis. It is best used for a coach or the tennis team or an adult. This course is an introduction to game theory and strategic thinking. Ideas such as dominance, backward induction, Nash equilibrium, evolutionary stability, commitment, credibility, asymmetric information, adverse selection, and signaling are discussed and applied to games played in class and to examples drawn from economics, politics, the mov]]>
</description><dc:description><![CDATA[This one hour and twelve minute video lecture shows a variety of strategies on playing tennis. It is best used for a coach or the tennis team or an adult. This course is an introduction to game theory and strategic thinking. Ideas such as dominance, backward induction, Nash equilibrium, evolutionary stability, commitment, credibility, asymmetric information, adverse selection, and signaling are discussed and applied to games played in class and to examples drawn from economics, politics, the mov]]>
</dc:description></item><item><title><![CDATA[2.71 Optics (MIT)]]></title><dc:title><![CDATA[2.71 Optics (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=a3ae0001f0555acf38d34cf99a1af4d6]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=a3ae0001f0555acf38d34cf99a1af4d6]]></guid><description><![CDATA[This course provides an introduction to optical science with elementary engineering applications. Topics covered in geometrical optics include: ray-tracing, aberrations, lens design, apertures and stops, radiometry and photometry. Topics covered in wave optics include: basic electrodynamics, polarization, interference, wave-guiding, Fresnel and Fraunhofer diffraction, image formation, resolution, space-bandwidth product. Analytical and numerical tools used in optical design are emphasized. Gradu]]>
</description><dc:description><![CDATA[This course provides an introduction to optical science with elementary engineering applications. Topics covered in geometrical optics include: ray-tracing, aberrations, lens design, apertures and stops, radiometry and photometry. Topics covered in wave optics include: basic electrodynamics, polarization, interference, wave-guiding, Fresnel and Fraunhofer diffraction, image formation, resolution, space-bandwidth product. Analytical and numerical tools used in optical design are emphasized. Gradu]]>
</dc:description></item><item><title><![CDATA[2.71 Optics (MIT)]]></title><dc:title><![CDATA[2.71 Optics (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=e032211ed7d3dd49dd8725893d89bae8]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=e032211ed7d3dd49dd8725893d89bae8]]></guid><description><![CDATA[Includes audio/video content: AV lectures. This course provides an introduction to optical science with elementary engineering applications. Topics covered in geometrical optics include: ray-tracing, aberrations, lens design, apertures and stops, radiometry and photometry. Topics covered in wave optics include: basic electrodynamics, polarization, interference, wave-guiding, Fresnel and Fraunhofer diffraction, image formation, resolution, space-bandwidth product. Analytical and numerical tools u]]>
</description><dc:description><![CDATA[Includes audio/video content: AV lectures. This course provides an introduction to optical science with elementary engineering applications. Topics covered in geometrical optics include: ray-tracing, aberrations, lens design, apertures and stops, radiometry and photometry. Topics covered in wave optics include: basic electrodynamics, polarization, interference, wave-guiding, Fresnel and Fraunhofer diffraction, image formation, resolution, space-bandwidth product. Analytical and numerical tools u]]>
</dc:description></item><item><title><![CDATA[Baha'i Basics: Principles & Practices on Vimeo]]></title><dc:title><![CDATA[Baha'i Basics: Principles & Practices on Vimeo]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=37460]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=37460]]></guid><description><![CDATA[This two minute video is an introduction to basic Baha'i principles and practices.]]>
</description><dc:description><![CDATA[This two minute video is an introduction to basic Baha'i principles and practices.]]>
</dc:description></item><item><title><![CDATA[Introduction to Kernelization]]></title><dc:title><![CDATA[Introduction to Kernelization]]></dc:title><link><![CDATA[http://www.canal-u.tv:80/themes/sciences_fondamentales/informatique/introduction_to_kernelization]]></link><guid><![CDATA[http://www.canal-u.tv:80/themes/sciences_fondamentales/informatique/introduction_to_kernelization]]></guid><description><![CDATA[<p>

Preprocessing or data reductions means reducing the input to something simpler by solving an easy part of the input and this is the type of algorithms used in almost every application. In spite of wide practical applications of preprocessing, a systematic theoretical study of such algorithms remains elusive. <br /> The framework of parameterized complexity can be used as an approach to analyse preprocessing algorithms. Input to parameterized algorithms include a parameter (in addition to th]]>
</description><dc:description><![CDATA[<p>

Preprocessing or data reductions means reducing the input to something simpler by solving an easy part of the input and this is the type of algorithms used in almost every application. In spite of wide practical applications of preprocessing, a systematic theoretical study of such algorithms remains elusive. <br /> The framework of parameterized complexity can be used as an approach to analyse preprocessing algorithms. Input to parameterized algorithms include a parameter (in addition to th]]>
</dc:description></item><item><title><![CDATA[Introduction to Logistic Regression]]></title><dc:title><![CDATA[Introduction to Logistic Regression]]></dc:title><link><![CDATA[http://cnx.org/content/m42090/latest/]]></link><guid><![CDATA[http://cnx.org/content/m42090/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/slycaldron">Dan Calderon</a>
                
                </i></b><br/>
              Gives introduction to a machine learning algorithm: first, the theoretical background on the algorithm, an intuitive demonstration of how it works.<br/>
              
              <img style="border: 0px"
                  src="http://i.creativecommons.org/l/by/3.0/80x15.png"/>
              
                <a href="http://creativecommons.org/]]>
</description><dc:description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/slycaldron">Dan Calderon</a>
                
                </i></b><br/>
              Gives introduction to a machine learning algorithm: first, the theoretical background on the algorithm, an intuitive demonstration of how it works.<br/>
              
              <img style="border: 0px"
                  src="http://i.creativecommons.org/l/by/3.0/80x15.png"/>
              
                <a href="http://creativecommons.org/]]>
</dc:description></item><item><title><![CDATA[Provost's Welcome and Introduction to the ERC]]></title><dc:title><![CDATA[Provost's Welcome and Introduction to the ERC]]></dc:title><link><![CDATA[http://techtv.mit.edu/videos/16949-provost-s-welcome-and-introduction-to-the-erc]]></link><guid><![CDATA[http://techtv.mit.edu/videos/16949-provost-s-welcome-and-introduction-to-the-erc]]></guid><description><![CDATA[<p>L. Rafael Reif</p>]]>
</description><dc:description><![CDATA[<p>L. Rafael Reif</p>]]>
</dc:description></item><item><title><![CDATA[Introduction]]></title><dc:title><![CDATA[Introduction]]></dc:title><link><![CDATA[http://cnx.org/content/m41854/latest/]]></link><guid><![CDATA[http://cnx.org/content/m41854/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/OzzyKingofKings">Yuqiang Mu</a>, 
                
                <a href="http://cnx.org/member_profile/adrian_galindo">Adrian Galindo</a>, 
                
                <a href="http://cnx.org/member_profile/iventio2002">Gbenga Badipe</a>
                
                </i></b><br/>
              Basic introduction to our voice recognition project.<br/>
              
              <img style="border: 0px"
                  s]]>
</description><dc:description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/OzzyKingofKings">Yuqiang Mu</a>, 
                
                <a href="http://cnx.org/member_profile/adrian_galindo">Adrian Galindo</a>, 
                
                <a href="http://cnx.org/member_profile/iventio2002">Gbenga Badipe</a>
                
                </i></b><br/>
              Basic introduction to our voice recognition project.<br/>
              
              <img style="border: 0px"
                  s]]>
</dc:description></item><item><title><![CDATA[La roue de la vie dans les temples bouddhiques (audio)]]></title><dc:title><![CDATA[La roue de la vie dans les temples bouddhiques (audio)]]></dc:title><link><![CDATA[http://www.canal-u.tv/media/videos//cerimes/teiser.mp3]]></link><guid><![CDATA[http://www.canal-u.tv/media/videos//cerimes/teiser.mp3]]></guid><description><![CDATA[<p>
One of the first sights encountered by visitors to Buddhist temples is a large painting of the wheel of rebirth, depicting in horrific detail the pains (less often the pleasures) that await people after death. In this illustrated talk, Stephen F. Teiser explains how these representations of the Buddhist worldview have been imagined in Buddhist art over the centuries. The lecture offers an introduction to Buddhist cosmology, Buddhist art, and the spatial and ritual organization of Buddhist te]]>
</description><dc:description><![CDATA[<p>
One of the first sights encountered by visitors to Buddhist temples is a large painting of the wheel of rebirth, depicting in horrific detail the pains (less often the pleasures) that await people after death. In this illustrated talk, Stephen F. Teiser explains how these representations of the Buddhist worldview have been imagined in Buddhist art over the centuries. The lecture offers an introduction to Buddhist cosmology, Buddhist art, and the spatial and ritual organization of Buddhist te]]>
</dc:description></item><item><title><![CDATA[La roue de la vie dans les temples bouddhiques (video)]]></title><dc:title><![CDATA[La roue de la vie dans les temples bouddhiques (video)]]></dc:title><link><![CDATA[http://www.canal-u.tv/media/videos//cerimes/teiser.mp4]]></link><guid><![CDATA[http://www.canal-u.tv/media/videos//cerimes/teiser.mp4]]></guid><description><![CDATA[<p>
One of the first sights encountered by visitors to Buddhist temples is a large painting of the wheel of rebirth, depicting in horrific detail the pains (less often the pleasures) that await people after death. In this illustrated talk, Stephen F. Teiser explains how these representations of the Buddhist worldview have been imagined in Buddhist art over the centuries. The lecture offers an introduction to Buddhist cosmology, Buddhist art, and the spatial and ritual organization of Buddhist te]]>
</description><dc:description><![CDATA[<p>
One of the first sights encountered by visitors to Buddhist temples is a large painting of the wheel of rebirth, depicting in horrific detail the pains (less often the pleasures) that await people after death. In this illustrated talk, Stephen F. Teiser explains how these representations of the Buddhist worldview have been imagined in Buddhist art over the centuries. The lecture offers an introduction to Buddhist cosmology, Buddhist art, and the spatial and ritual organization of Buddhist te]]>
</dc:description></item><item><title><![CDATA[Introduction to Kernelization (video)]]></title><dc:title><![CDATA[Introduction to Kernelization (video)]]></dc:title><link><![CDATA[http://www.canal-u.tv/media/videos/fuscia/Collouquium Fedor fomin_H264_240kbit_Widescreen inria .mp4]]></link><guid><![CDATA[http://www.canal-u.tv/media/videos/fuscia/Collouquium Fedor fomin_H264_240kbit_Widescreen inria .mp4]]></guid><description><![CDATA[<p>

Preprocessing or data reductions means reducing the input to something simpler by solving an easy part of the input and this is the type of algorithms used in almost every application. In spite of wide practical applications of preprocessing, a systematic theoretical study of such algorithms remains elusive. <br /> The framework of parameterized complexity can be used as an approach to analyse preprocessing algorithms. Input to parameterized algorithms include a parameter (in addition to th]]>
</description><dc:description><![CDATA[<p>

Preprocessing or data reductions means reducing the input to something simpler by solving an easy part of the input and this is the type of algorithms used in almost every application. In spite of wide practical applications of preprocessing, a systematic theoretical study of such algorithms remains elusive. <br /> The framework of parameterized complexity can be used as an approach to analyse preprocessing algorithms. Input to parameterized algorithms include a parameter (in addition to th]]>
</dc:description></item><item><title><![CDATA[14.454 Economic Crises (MIT)]]></title><dc:title><![CDATA[14.454 Economic Crises (MIT)]]></dc:title><link><![CDATA[http://ocw.mit.edu/courses/economics/14-454-economic-crises-spring-2011]]></link><guid><![CDATA[http://ocw.mit.edu/courses/economics/14-454-economic-crises-spring-2011]]></guid><description><![CDATA[14.454 is an introduction to current macroeconomic concerns with particular emphasis on medium-run economic fluctuations, economic crises, and the role of asset markets. Topics include the explanation of high chronic unemployment in some nations, the source of modern liquidity crises, the origin and end of speculative bubbles, and the factors that lead to substantial periods of economic stagnation.]]>
</description><dc:description><![CDATA[14.454 is an introduction to current macroeconomic concerns with particular emphasis on medium-run economic fluctuations, economic crises, and the role of asset markets. Topics include the explanation of high chronic unemployment in some nations, the source of modern liquidity crises, the origin and end of speculative bubbles, and the factors that lead to substantial periods of economic stagnation.]]>
</dc:description></item><item><title><![CDATA[Bioinformatics- UH course]]></title><dc:title><![CDATA[Bioinformatics- UH course]]></dc:title><link><![CDATA[http://www.ncbi.nlm.nih.gov/]]></link><guid><![CDATA[http://www.ncbi.nlm.nih.gov/]]></guid><description><![CDATA[This is an introduction to the bioinformatics website provided by the National Center for Biotechnology Information (NCBI).  It includes an overview of the basic mission of NCBI and an introduction to the most commonly used biological databases available on the website and the tools for viewing and analyzing the data.]]>
</description><dc:description><![CDATA[This is an introduction to the bioinformatics website provided by the National Center for Biotechnology Information (NCBI).  It includes an overview of the basic mission of NCBI and an introduction to the most commonly used biological databases available on the website and the tools for viewing and analyzing the data.]]>
</dc:description></item><item><title><![CDATA[14.454 Economic Crises (MIT)]]></title><dc:title><![CDATA[14.454 Economic Crises (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=77e61bdfffffd89bd6890e4d677f4dc2]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=77e61bdfffffd89bd6890e4d677f4dc2]]></guid><description><![CDATA[14.454 is an introduction to current macroeconomic concerns with particular emphasis on medium-run economic fluctuations, economic crises, and the role of asset markets. Topics include the explanation of high chronic unemployment in some nations, the source of modern liquidity crises, the origin and end of speculative bubbles, and the factors that lead to substantial periods of economic stagnation.<br clear="both" style="clear: both;"/>
<br clear="both" style="clear: both;"/>
  <a style='font-si]]>
</description><dc:description><![CDATA[14.454 is an introduction to current macroeconomic concerns with particular emphasis on medium-run economic fluctuations, economic crises, and the role of asset markets. Topics include the explanation of high chronic unemployment in some nations, the source of modern liquidity crises, the origin and end of speculative bubbles, and the factors that lead to substantial periods of economic stagnation.<br clear="both" style="clear: both;"/>
<br clear="both" style="clear: both;"/>
  <a style='font-si]]>
</dc:description></item><item><title><![CDATA[An Introduction to Working Capital]]></title><dc:title><![CDATA[An Introduction to Working Capital]]></dc:title><link><![CDATA[http://www2.warwick.ac.uk/newsandevents/podcasts/upload/working_capital.mp3]]></link><guid><![CDATA[http://www2.warwick.ac.uk/newsandevents/podcasts/upload/working_capital.mp3]]></guid><description><![CDATA[Grier Palmer of WBS chairs an introduction to the 'Working Capital' initiative. The panel also includes Prof Mark Taylor, Dean of WBS, along with Prof Jonothan Neelands, Institute of Education, and Simon Woods, founder of the European Drama Network.]]>
</description><dc:description><![CDATA[Grier Palmer of WBS chairs an introduction to the 'Working Capital' initiative. The panel also includes Prof Mark Taylor, Dean of WBS, along with Prof Jonothan Neelands, Institute of Education, and Simon Woods, founder of the European Drama Network.]]>
</dc:description></item><item><title><![CDATA[Chem 203, Lecture 17. Monday, October 31. Introduction to 2D NMR Spectroscopy]]></title><dc:title><![CDATA[Chem 203, Lecture 17. Monday, October 31. Introduction to 2D NMR Spectroscopy]]></dc:title><link><![CDATA[http://ocw.uci.edu/lectures/lecture.aspx?id=717]]></link><guid><![CDATA[http://ocw.uci.edu/lectures/lecture.aspx?id=717]]></guid><description><![CDATA[A lecture for the Chem 203: Organic Spectroscopy course.]]>
</description><dc:description><![CDATA[A lecture for the Chem 203: Organic Spectroscopy course.]]>
</dc:description></item><item><title><![CDATA[Chem 203, Lecture 8. Monday, October 10. Introduction to NMR Spectroscopy: Concepts and Theory, Part]]></title><dc:title><![CDATA[Chem 203, Lecture 8. Monday, October 10. Introduction to NMR Spectroscopy: Concepts and Theory, Part]]></dc:title><link><![CDATA[http://ocw.uci.edu/lectures/lecture.aspx?id=708]]></link><guid><![CDATA[http://ocw.uci.edu/lectures/lecture.aspx?id=708]]></guid><description><![CDATA[A lecture for the Chem 203: Organic Spectroscopy course.]]>
</description><dc:description><![CDATA[A lecture for the Chem 203: Organic Spectroscopy course.]]>
</dc:description></item><item><title><![CDATA[Chem 203, Lecture 7. Friday, October 7. Introduction to NMR Spectroscopy: Concepts and Theory, Part ]]></title><dc:title><![CDATA[Chem 203, Lecture 7. Friday, October 7. Introduction to NMR Spectroscopy: Concepts and Theory, Part ]]></dc:title><link><![CDATA[http://ocw.uci.edu/lectures/lecture.aspx?id=707]]></link><guid><![CDATA[http://ocw.uci.edu/lectures/lecture.aspx?id=707]]></guid><description><![CDATA[A lecture for the Chem 203: Organic Spectroscopy course.]]>
</description><dc:description><![CDATA[A lecture for the Chem 203: Organic Spectroscopy course.]]>
</dc:description></item><item><title><![CDATA[Programming]]></title><dc:title><![CDATA[Programming]]></dc:title><link><![CDATA[http://ocw.uc3m.es/ingenieria-informatica/programming]]></link><guid><![CDATA[http://ocw.uc3m.es/ingenieria-informatica/programming]]></guid><description><![CDATA[The course on Programming provides an introduction to basic programming techniques and paradigms. Students will learn the foundamentals of structured, procedural and object-oriented programming in the Java programming language.]]>
</description><dc:description><![CDATA[The course on Programming provides an introduction to basic programming techniques and paradigms. Students will learn the foundamentals of structured, procedural and object-oriented programming in the Java programming language.]]>
</dc:description></item><item><title><![CDATA[Ionizing Radiation, Part 1: Atoms]]></title><dc:title><![CDATA[Ionizing Radiation, Part 1: Atoms]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/ionizing-radiation-part-1-atoms]]></link><guid><![CDATA[http://www.oercommons.org/courses/ionizing-radiation-part-1-atoms]]></guid><description><![CDATA[This film briefly considers the nature of atoms as an introduction to an educational unit on the health effects of ionizing radiation (radioactivity). Educational concepts include atoms, nucleus, proton, neutron, electron, element, isotope, electrical charges, and ions. This instructional film is from Kansas State University's web-based course, GENAG 711, Occupational and Agricultural Health. Copyright 2011, Mitch Ricketts.]]>
</description><dc:description><![CDATA[This film briefly considers the nature of atoms as an introduction to an educational unit on the health effects of ionizing radiation (radioactivity). Educational concepts include atoms, nucleus, proton, neutron, electron, element, isotope, electrical charges, and ions. This instructional film is from Kansas State University's web-based course, GENAG 711, Occupational and Agricultural Health. Copyright 2011, Mitch Ricketts.]]>
</dc:description></item><item><title><![CDATA[CHIN 205-01, Modern Chinese Literature, Spring 2007]]></title><dc:title><![CDATA[CHIN 205-01, Modern Chinese Literature, Spring 2007]]></dc:title><link><![CDATA[http://hdl.handle.net/10267/1064]]></link><guid><![CDATA[http://hdl.handle.net/10267/1064]]></guid><description><![CDATA[This course is intended as an introduction to modern Chinese culture, society, and politics through literature. It has multiple aims: 1) to acquaint students with major phases of modern Chinese literature and some masterpieces of representative writers in relation to political and social changes; 2) to provide opportunities to learn about modern Chinese society through readings of chosen works; 3) to train students to read thoughtfully and critically so as to prepare them for future studies in o]]>
</description><dc:description><![CDATA[This course is intended as an introduction to modern Chinese culture, society, and politics through literature. It has multiple aims: 1) to acquaint students with major phases of modern Chinese literature and some masterpieces of representative writers in relation to political and social changes; 2) to provide opportunities to learn about modern Chinese society through readings of chosen works; 3) to train students to read thoughtfully and critically so as to prepare them for future studies in o]]>
</dc:description></item><item><title><![CDATA[Introduction to Infinite Impulse Response Filters]]></title><dc:title><![CDATA[Introduction to Infinite Impulse Response Filters]]></dc:title><link><![CDATA[http://cnx.org/content/m41679/latest/]]></link><guid><![CDATA[http://cnx.org/content/m41679/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/rickv">Ricardo Vargas</a>
                
                </i></b><br/>
              <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/rickv">Ricardo Vargas</a>
                
                </i></b><br/>
              <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[COM365 Session 12 12/03/2011]]></title><dc:title><![CDATA[COM365 Session 12 12/03/2011]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=I1ouFaw-Igc]]></link><guid><![CDATA[http://www.youtube.com/watch?v=I1ouFaw-Igc]]></guid><description><![CDATA[COM365  Introduction to Public Relations with Christopher Burnett  Session 12 12/03/2011
Guest: Noemi Pollock]]>
</description><dc:description><![CDATA[COM365  Introduction to Public Relations with Christopher Burnett  Session 12 12/03/2011
Guest: Noemi Pollock]]>
</dc:description></item><item><title><![CDATA[Lecture 21: Math. Analysis - An introduction to Riemann integration]]></title><dc:title><![CDATA[Lecture 21: Math. Analysis - An introduction to Riemann integration]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=QykoPWRknZw]]></link><guid><![CDATA[http://www.youtube.com/watch?v=QykoPWRknZw]]></guid><description><![CDATA[The twentysixth, and final class in Dr Joel Feinstein's G12MAN Mathematical Analysis module introduces Reimann integration. Further module materials are available for download from The University of Nottingham open courseware site: http://unow.nottingham.ac.uk/resources/resource.aspx?hid=c6c045f6-286d-6b9f-b96c-36a998632fc3 and on iTunes U: http://itunesu.nottingham.ac.uk/albums/71.rss Dr Feinstein's blog may be viewed at: http://explainingmaths.wordpress.com Dr Joel Feinstein is an Associate Pr]]>
</description><dc:description><![CDATA[The twentysixth, and final class in Dr Joel Feinstein's G12MAN Mathematical Analysis module introduces Reimann integration. Further module materials are available for download from The University of Nottingham open courseware site: http://unow.nottingham.ac.uk/resources/resource.aspx?hid=c6c045f6-286d-6b9f-b96c-36a998632fc3 and on iTunes U: http://itunesu.nottingham.ac.uk/albums/71.rss Dr Feinstein's blog may be viewed at: http://explainingmaths.wordpress.com Dr Joel Feinstein is an Associate Pr]]>
</dc:description></item><item><title><![CDATA[Slideshare Tutorial]]></title><dc:title><![CDATA[Slideshare Tutorial]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=36965]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=36965]]></guid><description><![CDATA[An introduction to online presentation sharing tool Slideshare. There is narration and instructions are written on the screen and demonstrated. (02:28)]]>
</description><dc:description><![CDATA[An introduction to online presentation sharing tool Slideshare. There is narration and instructions are written on the screen and demonstrated. (02:28)]]>
</dc:description></item><item><title><![CDATA[The Electric Company - N Apostrophe T]]></title><dc:title><![CDATA[The Electric Company - N Apostrophe T]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=36967]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=36967]]></guid><description><![CDATA[This two minute video is based on a song and moves very rapidly. He could be used an an introduction to the use of the apostrophe for younger students.]]>
</description><dc:description><![CDATA[This two minute video is based on a song and moves very rapidly. He could be used an an introduction to the use of the apostrophe for younger students.]]>
</dc:description></item><item><title><![CDATA[[PURDUE MLSS] Machine Learning for Statistical Genetics by Karsten Borgwardt]]></title><dc:title><![CDATA[[PURDUE MLSS] Machine Learning for Statistical Genetics by Karsten Borgwardt]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=NUSk91eyjbs]]></link><guid><![CDATA[http://www.youtube.com/watch?v=NUSk91eyjbs]]></guid><description><![CDATA[Lecture notes: http://learning.stat.purdue.edu/mlss/_media/mlss/borgwardt.pdf

Machine Learning for Statistical Genetics

In this course, I will give an introduction to the field of Machine Learning in Statistical Genetics. The grand challenge in this area is to develop algorithms and statistical tests that allow biological and medical researchers to explore the genetic basis of common phenotypic traits in humans, animals and plants.

I will describe two research questions in genome-wide associa]]>
</description><dc:description><![CDATA[Lecture notes: http://learning.stat.purdue.edu/mlss/_media/mlss/borgwardt.pdf

Machine Learning for Statistical Genetics

In this course, I will give an introduction to the field of Machine Learning in Statistical Genetics. The grand challenge in this area is to develop algorithms and statistical tests that allow biological and medical researchers to explore the genetic basis of common phenotypic traits in humans, animals and plants.

I will describe two research questions in genome-wide associa]]>
</dc:description></item><item><title><![CDATA[Introduction to Economics]]></title><dc:title><![CDATA[Introduction to Economics]]></dc:title><link><![CDATA[http://ocw.usu.edu/economics/introduction-to-economics/index.html]]></link><guid><![CDATA[http://ocw.usu.edu/economics/introduction-to-economics/index.html]]></guid><description><![CDATA[Introduction to Economics is designed to build an understanding of economic institutions, history, and principles. In addition, it will focus on relationship between private and public sectors of the U.S. economy. Also, it will analyze major economic institutions, such as property rights, markets, business organizations, labor unions, money and banking, trade, and taxation.]]>
</description><dc:description><![CDATA[Introduction to Economics is designed to build an understanding of economic institutions, history, and principles. In addition, it will focus on relationship between private and public sectors of the U.S. economy. Also, it will analyze major economic institutions, such as property rights, markets, business organizations, labor unions, money and banking, trade, and taxation.]]>
</dc:description></item><item><title><![CDATA[Introduction to Microeconomics]]></title><dc:title><![CDATA[Introduction to Microeconomics]]></dc:title><link><![CDATA[http://ocw.usu.edu/economics/introduction-to-microeconomics-1/index.html]]></link><guid><![CDATA[http://ocw.usu.edu/economics/introduction-to-microeconomics-1/index.html]]></guid><description><![CDATA[This course is designed to help you build an understanding of the economics of the market place. In particular we focus on microeconomic principles that demonstrate the role and limitations of both competitive and imperfectly competitive markets in motivating socially efficient consumer, business, and public sector choices.]]>
</description><dc:description><![CDATA[This course is designed to help you build an understanding of the economics of the market place. In particular we focus on microeconomic principles that demonstrate the role and limitations of both competitive and imperfectly competitive markets in motivating socially efficient consumer, business, and public sector choices.]]>
</dc:description></item><item><title><![CDATA[Computer Applications for Instruction and Training]]></title><dc:title><![CDATA[Computer Applications for Instruction and Training]]></dc:title><link><![CDATA[http://ocw.usu.edu/instructional-technology-learning-sciences/computer-applications-for-instruction-and-training/index.html]]></link><guid><![CDATA[http://ocw.usu.edu/instructional-technology-learning-sciences/computer-applications-for-instruction-and-training/index.html]]></guid><description><![CDATA[Introduction to basic computer applications on a Macintosh computer, with special emphasis on software that may be used in instruction and training. In this course, students will orient themselves to the Macintosh environment, get a brief overview of Macintosh-specific software, and learn the fundamental basics of the following tools available to assist in instruction and training: PowerPoint, Photoshop, GoLive, and iMovie.]]>
</description><dc:description><![CDATA[Introduction to basic computer applications on a Macintosh computer, with special emphasis on software that may be used in instruction and training. In this course, students will orient themselves to the Macintosh environment, get a brief overview of Macintosh-specific software, and learn the fundamental basics of the following tools available to assist in instruction and training: PowerPoint, Photoshop, GoLive, and iMovie.]]>
</dc:description></item><item><title><![CDATA[Introduction to Open Education]]></title><dc:title><![CDATA[Introduction to Open Education]]></dc:title><link><![CDATA[http://ocw.usu.edu/instructional-technology-learning-sciences/introduction-to-open-education/index.html]]></link><guid><![CDATA[http://ocw.usu.edu/instructional-technology-learning-sciences/introduction-to-open-education/index.html]]></guid><description><![CDATA[The goals of the course are (1) to give you a firm grounding in the current state of the field of open education, including related topics like copyright, licensing, and sustainability, (2) to help you locate open education in the context of mainstream instructional technologies like learning objects, and (3) to get you thinking, writing, and dialoguing creatively and critically about current practices and possible alternative practices in open education.]]>
</description><dc:description><![CDATA[The goals of the course are (1) to give you a firm grounding in the current state of the field of open education, including related topics like copyright, licensing, and sustainability, (2) to help you locate open education in the context of mainstream instructional technologies like learning objects, and (3) to get you thinking, writing, and dialoguing creatively and critically about current practices and possible alternative practices in open education.]]>
</dc:description></item><item><title><![CDATA[Digital Electronics]]></title><dc:title><![CDATA[Digital Electronics]]></dc:title><link><![CDATA[http://ocw.uc3m.es/tecnologia-electronica/digital-electronics]]></link><guid><![CDATA[http://ocw.uc3m.es/tecnologia-electronica/digital-electronics]]></guid><description><![CDATA[The basic goal of this subject is to cover an introduction to digital electronics from an updated point of view. To this purpose, the course starts by the fundamentals, i.e., number systems, binary coding and Boolean Algebra. The study of digital circuits begins by logic gates, combinational circuits, including the simplest arithmetic circuits, and ends by sequential circuits, including latches and flip-flops, synchronous sequential circuits, registers and counters. There is one chapter devoted ]]>
</description><dc:description><![CDATA[The basic goal of this subject is to cover an introduction to digital electronics from an updated point of view. To this purpose, the course starts by the fundamentals, i.e., number systems, binary coding and Boolean Algebra. The study of digital circuits begins by logic gates, combinational circuits, including the simplest arithmetic circuits, and ends by sequential circuits, including latches and flip-flops, synchronous sequential circuits, registers and counters. There is one chapter devoted ]]>
</dc:description></item><item><title><![CDATA[Language Processors (2012)]]></title><dc:title><![CDATA[Language Processors (2012)]]></dc:title><link><![CDATA[http://ocw.uc3m.es/ingenieria-informatica/language-processors]]></link><guid><![CDATA[http://ocw.uc3m.es/ingenieria-informatica/language-processors]]></guid><description><![CDATA[This course is an introduction to the analysis phase for the design of compilers.]]>
</description><dc:description><![CDATA[This course is an introduction to the analysis phase for the design of compilers.]]>
</dc:description></item><item><title><![CDATA[[PURDUE MLSS] Introduction to Machine Learning by Dale Schuurman Part 6/6]]></title><dc:title><![CDATA[[PURDUE MLSS] Introduction to Machine Learning by Dale Schuurman Part 6/6]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=5YAAKsN6rpE]]></link><guid><![CDATA[http://www.youtube.com/watch?v=5YAAKsN6rpE]]></guid><description><![CDATA[Lecture slides: http://learning.stat.purdue.edu/mlss/_media/mlss/schuurmans.pdf

Abstract of the talk:
This course will provide a simple unified introduction to batch training algorithms for supervised, unsupervised and partially-supervised learning. The concepts introduced will provide a basis for the more advanced topics in other lectures.

The first part of the course will cover supervised training algorithms, establishing a general foundation through a series of extensions to linear predicti]]>
</description><dc:description><![CDATA[Lecture slides: http://learning.stat.purdue.edu/mlss/_media/mlss/schuurmans.pdf

Abstract of the talk:
This course will provide a simple unified introduction to batch training algorithms for supervised, unsupervised and partially-supervised learning. The concepts introduced will provide a basis for the more advanced topics in other lectures.

The first part of the course will cover supervised training algorithms, establishing a general foundation through a series of extensions to linear predicti]]>
</dc:description></item><item><title><![CDATA[[PURDUE MLSS] Introduction to Machine Learning by Dale Schuurman Part 3/6]]></title><dc:title><![CDATA[[PURDUE MLSS] Introduction to Machine Learning by Dale Schuurman Part 3/6]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=0Swdr1viwt8]]></link><guid><![CDATA[http://www.youtube.com/watch?v=0Swdr1viwt8]]></guid><description><![CDATA[Lecture slides: http://learning.stat.purdue.edu/mlss/_media/mlss/schuurmans.pdf

Abstract of the talk:
This course will provide a simple unified introduction to batch training algorithms for supervised, unsupervised and partially-supervised learning. The concepts introduced will provide a basis for the more advanced topics in other lectures.

The first part of the course will cover supervised training algorithms, establishing a general foundation through a series of extensions to linear predicti]]>
</description><dc:description><![CDATA[Lecture slides: http://learning.stat.purdue.edu/mlss/_media/mlss/schuurmans.pdf

Abstract of the talk:
This course will provide a simple unified introduction to batch training algorithms for supervised, unsupervised and partially-supervised learning. The concepts introduced will provide a basis for the more advanced topics in other lectures.

The first part of the course will cover supervised training algorithms, establishing a general foundation through a series of extensions to linear predicti]]>
</dc:description></item><item><title><![CDATA[[PURDUE MLSS] Introduction to Machine Learning by Dale Schuurman Part 4/6]]></title><dc:title><![CDATA[[PURDUE MLSS] Introduction to Machine Learning by Dale Schuurman Part 4/6]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=WzMKMSIDfCY]]></link><guid><![CDATA[http://www.youtube.com/watch?v=WzMKMSIDfCY]]></guid><description><![CDATA[Lecture slides: http://learning.stat.purdue.edu/mlss/_media/mlss/schuurmans.pdf

Abstract of the talk:
This course will provide a simple unified introduction to batch training algorithms for supervised, unsupervised and partially-supervised learning. The concepts introduced will provide a basis for the more advanced topics in other lectures.

The first part of the course will cover supervised training algorithms, establishing a general foundation through a series of extensions to linear predicti]]>
</description><dc:description><![CDATA[Lecture slides: http://learning.stat.purdue.edu/mlss/_media/mlss/schuurmans.pdf

Abstract of the talk:
This course will provide a simple unified introduction to batch training algorithms for supervised, unsupervised and partially-supervised learning. The concepts introduced will provide a basis for the more advanced topics in other lectures.

The first part of the course will cover supervised training algorithms, establishing a general foundation through a series of extensions to linear predicti]]>
</dc:description></item><item><title><![CDATA[[PURDUE MLSS] Introduction to Machine Learning by Dale Schuurman Part 2/6]]></title><dc:title><![CDATA[[PURDUE MLSS] Introduction to Machine Learning by Dale Schuurman Part 2/6]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=MqIL6fiwwTM]]></link><guid><![CDATA[http://www.youtube.com/watch?v=MqIL6fiwwTM]]></guid><description><![CDATA[Lecture slides: http://learning.stat.purdue.edu/mlss/_media/mlss/schuurmans.pdf

Abstract of the talk:
This course will provide a simple unified introduction to batch training algorithms for supervised, unsupervised and partially-supervised learning. The concepts introduced will provide a basis for the more advanced topics in other lectures.

The first part of the course will cover supervised training algorithms, establishing a general foundation through a series of extensions to linear predicti]]>
</description><dc:description><![CDATA[Lecture slides: http://learning.stat.purdue.edu/mlss/_media/mlss/schuurmans.pdf

Abstract of the talk:
This course will provide a simple unified introduction to batch training algorithms for supervised, unsupervised and partially-supervised learning. The concepts introduced will provide a basis for the more advanced topics in other lectures.

The first part of the course will cover supervised training algorithms, establishing a general foundation through a series of extensions to linear predicti]]>
</dc:description></item><item><title><![CDATA[[PURDUE MLSS] Introduction to Machine Learning by Dale Schuurman Part  5/6]]></title><dc:title><![CDATA[[PURDUE MLSS] Introduction to Machine Learning by Dale Schuurman Part  5/6]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=X-NHrS84Sf0]]></link><guid><![CDATA[http://www.youtube.com/watch?v=X-NHrS84Sf0]]></guid><description><![CDATA[Lecture slides: http://learning.stat.purdue.edu/mlss/_media/mlss/schuurmans.pdf

Abstract of the talk:
This course will provide a simple unified introduction to batch training algorithms for supervised, unsupervised and partially-supervised learning. The concepts introduced will provide a basis for the more advanced topics in other lectures.

The first part of the course will cover supervised training algorithms, establishing a general foundation through a series of extensions to linear predicti]]>
</description><dc:description><![CDATA[Lecture slides: http://learning.stat.purdue.edu/mlss/_media/mlss/schuurmans.pdf

Abstract of the talk:
This course will provide a simple unified introduction to batch training algorithms for supervised, unsupervised and partially-supervised learning. The concepts introduced will provide a basis for the more advanced topics in other lectures.

The first part of the course will cover supervised training algorithms, establishing a general foundation through a series of extensions to linear predicti]]>
</dc:description></item><item><title><![CDATA[[PURDUE MLSS] Introduction to Machine Learning by  Dale Schuurman Part 1/6]]></title><dc:title><![CDATA[[PURDUE MLSS] Introduction to Machine Learning by  Dale Schuurman Part 1/6]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=tdfZm-_Ru3c]]></link><guid><![CDATA[http://www.youtube.com/watch?v=tdfZm-_Ru3c]]></guid><description><![CDATA[Lecture slides: http://learning.stat.purdue.edu/mlss/_media/mlss/schuurmans.pdf

Abstract of the talk:
This course will provide a simple unified introduction to batch training algorithms for supervised, unsupervised and partially-supervised learning. The concepts introduced will provide a basis for the more advanced topics in other lectures.

The first part of the course will cover supervised training algorithms, establishing a general foundation through a series of extensions to linear predicti]]>
</description><dc:description><![CDATA[Lecture slides: http://learning.stat.purdue.edu/mlss/_media/mlss/schuurmans.pdf

Abstract of the talk:
This course will provide a simple unified introduction to batch training algorithms for supervised, unsupervised and partially-supervised learning. The concepts introduced will provide a basis for the more advanced topics in other lectures.

The first part of the course will cover supervised training algorithms, establishing a general foundation through a series of extensions to linear predicti]]>
</dc:description></item><item><title><![CDATA[An Introduction to Medical Informatics]]></title><dc:title><![CDATA[An Introduction to Medical Informatics]]></dc:title><link><![CDATA[http://open.umich.edu:80/education/med/oernetwork/informatics/med/intro-medical-informatics/2011]]></link><guid><![CDATA[http://open.umich.edu:80/education/med/oernetwork/informatics/med/intro-medical-informatics/2011]]></guid><description><![CDATA[<div class="field field-type-text field-field-content-type">
      <div class="field-label">Content Type:&nbsp;</div>
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                    An Introduction to Medical ]]>
</description><dc:description><![CDATA[<div class="field field-type-text field-field-content-type">
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      <div class="field-label">Short Title/Course Code:&nbsp;</div>
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            <div class="field-item odd">
                    An Introduction to Medical ]]>
</dc:description></item><item><title><![CDATA[Fundamental Skills: Introduction to PowerPoint 2010]]></title><dc:title><![CDATA[Fundamental Skills: Introduction to PowerPoint 2010]]></dc:title><link><![CDATA[http://open.umich.edu:80/education/med/oernetwork/informatics/med/intro-powerpoint-2010/2011]]></link><guid><![CDATA[http://open.umich.edu:80/education/med/oernetwork/informatics/med/intro-powerpoint-2010/2011]]></guid><description><![CDATA[<div class="field field-type-text field-field-content-type">
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            <div class="field-item odd">
                    Introduction to PowerPoint ]]>
</description><dc:description><![CDATA[<div class="field field-type-text field-field-content-type">
      <div class="field-label">Content Type:&nbsp;</div>
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            <div class="field-item odd">
                    Introduction to PowerPoint ]]>
</dc:description></item><item><title><![CDATA[Fundamental Skills: Introduction to Computers]]></title><dc:title><![CDATA[Fundamental Skills: Introduction to Computers]]></dc:title><link><![CDATA[http://open.umich.edu:80/education/med/oernetwork/informatics/med/introduction-computers/2011]]></link><guid><![CDATA[http://open.umich.edu:80/education/med/oernetwork/informatics/med/introduction-computers/2011]]></guid><description><![CDATA[<div class="field field-type-text field-field-content-type">
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            <div class="field-item odd">
                    Introduction to Computers  ]]>
</description><dc:description><![CDATA[<div class="field field-type-text field-field-content-type">
      <div class="field-label">Content Type:&nbsp;</div>
    <div class="field-items">
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            <div class="field-item odd">
                    Introduction to Computers  ]]>
</dc:description></item><item><title><![CDATA[An Introduction to Health Informatics Terminologies]]></title><dc:title><![CDATA[An Introduction to Health Informatics Terminologies]]></dc:title><link><![CDATA[http://open.umich.edu:80/education/med/oernetwork/informatics/med/health-informatics-terminologies/2011]]></link><guid><![CDATA[http://open.umich.edu:80/education/med/oernetwork/informatics/med/health-informatics-terminologies/2011]]></guid><description><![CDATA[<div class="field field-type-text field-field-content-type">
      <div class="field-label">Content Type:&nbsp;</div>
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      <div class="field-label">Short Title/Course Code:&nbsp;</div>
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            <div class="field-item odd">
                    Health Informatics Terminol]]>
</description><dc:description><![CDATA[<div class="field field-type-text field-field-content-type">
      <div class="field-label">Content Type:&nbsp;</div>
    <div class="field-items">
            <div class="field-item odd">
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<div class="field field-type-text field-field-course-code">
      <div class="field-label">Short Title/Course Code:&nbsp;</div>
    <div class="field-items">
            <div class="field-item odd">
                    Health Informatics Terminol]]>
</dc:description></item><item><title><![CDATA[Fundamental Skills: Introduction to Word 2010]]></title><dc:title><![CDATA[Fundamental Skills: Introduction to Word 2010]]></dc:title><link><![CDATA[http://open.umich.edu:80/education/med/oernetwork/informatics/med/introduction-word-2010/2011]]></link><guid><![CDATA[http://open.umich.edu:80/education/med/oernetwork/informatics/med/introduction-word-2010/2011]]></guid><description><![CDATA[<div class="field field-type-text field-field-content-type">
      <div class="field-label">Content Type:&nbsp;</div>
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      <div class="field-label">Short Title/Course Code:&nbsp;</div>
    <div class="field-items">
            <div class="field-item odd">
                    Introduction to Word 2010  ]]>
</description><dc:description><![CDATA[<div class="field field-type-text field-field-content-type">
      <div class="field-label">Content Type:&nbsp;</div>
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      <div class="field-label">Short Title/Course Code:&nbsp;</div>
    <div class="field-items">
            <div class="field-item odd">
                    Introduction to Word 2010  ]]>
</dc:description></item><item><title><![CDATA[An Introduction to Bioinformatics]]></title><dc:title><![CDATA[An Introduction to Bioinformatics]]></dc:title><link><![CDATA[http://open.umich.edu:80/education/med/oernetwork/informatics/med/introduction-bioinformatics/2011]]></link><guid><![CDATA[http://open.umich.edu:80/education/med/oernetwork/informatics/med/introduction-bioinformatics/2011]]></guid><description><![CDATA[<div class="field field-type-text field-field-content-type">
      <div class="field-label">Content Type:&nbsp;</div>
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            <div class="field-item odd">
                    Introduction to Bioinformat]]>
</description><dc:description><![CDATA[<div class="field field-type-text field-field-content-type">
      <div class="field-label">Content Type:&nbsp;</div>
    <div class="field-items">
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      <div class="field-label">Short Title/Course Code:&nbsp;</div>
    <div class="field-items">
            <div class="field-item odd">
                    Introduction to Bioinformat]]>
</dc:description></item><item><title><![CDATA[An Introduction to Form Design]]></title><dc:title><![CDATA[An Introduction to Form Design]]></dc:title><link><![CDATA[http://open.umich.edu:80/education/med/oernetwork/informatics/med/introduction-form-design/2011]]></link><guid><![CDATA[http://open.umich.edu:80/education/med/oernetwork/informatics/med/introduction-form-design/2011]]></guid><description><![CDATA[<div class="field field-type-text field-field-content-type">
      <div class="field-label">Content Type:&nbsp;</div>
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      <div class="field-label">Short Title/Course Code:&nbsp;</div>
    <div class="field-items">
            <div class="field-item odd">
                    Introduction to Form Design]]>
</description><dc:description><![CDATA[<div class="field field-type-text field-field-content-type">
      <div class="field-label">Content Type:&nbsp;</div>
    <div class="field-items">
            <div class="field-item odd">
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      <div class="field-label">Short Title/Course Code:&nbsp;</div>
    <div class="field-items">
            <div class="field-item odd">
                    Introduction to Form Design]]>
</dc:description></item><item><title><![CDATA[Lectures on Differential Equations]]></title><dc:title><![CDATA[Lectures on Differential Equations]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/lectures-on-differential-equations]]></link><guid><![CDATA[http://www.oercommons.org/courses/lectures-on-differential-equations]]></guid><description><![CDATA[The notes give an elementary introduction to differential equations.  The emphasis is on oscillatory systems with applications to mechanics.]]>
</description><dc:description><![CDATA[The notes give an elementary introduction to differential equations.  The emphasis is on oscillatory systems with applications to mechanics.]]>
</dc:description></item><item><title><![CDATA[Introduction to LEGO® Proteins - In-Class Demo]]></title><dc:title><![CDATA[Introduction to LEGO® Proteins - In-Class Demo]]></dc:title><link><![CDATA[http://techtv.mit.edu/videos/15547-introduction-to-lego-proteins---in-class-demo]]></link><guid><![CDATA[http://techtv.mit.edu/videos/15547-introduction-to-lego-proteins---in-class-demo]]></guid><description><![CDATA[This video is an introduction to proteins using the LEGO DNA Learning Center Set. Teachers should perform this demonstration in front of the class. Students will learn that the proteins in our bodies are made from the protein we eat. Different proteins can be created by changing the order of the amino acids in the protein chain.]]>
</description><dc:description><![CDATA[This video is an introduction to proteins using the LEGO DNA Learning Center Set. Teachers should perform this demonstration in front of the class. Students will learn that the proteins in our bodies are made from the protein we eat. Different proteins can be created by changing the order of the amino acids in the protein chain.]]>
</dc:description></item><item><title><![CDATA[La roue de la vie dans les temples bouddhiques (audio)]]></title><dc:title><![CDATA[La roue de la vie dans les temples bouddhiques (audio)]]></dc:title><link><![CDATA[http://www.canal-u.tv/layout/set/download/content/view/media/158184/?type=mp3&newProgram=]]></link><guid><![CDATA[http://www.canal-u.tv/layout/set/download/content/view/media/158184/?type=mp3&newProgram=]]></guid><description><![CDATA[<p>
One of the first sights encountered by visitors to Buddhist temples is a large painting of the wheel of rebirth, depicting in horrific detail the pains (less often the pleasures) that await people after death. In this illustrated talk, Stephen F. Teiser explains how these representations of the Buddhist worldview have been imagined in Buddhist art over the centuries. The lecture offers an introduction to Buddhist cosmology, Buddhist art, and the spatial and ritual organization of Buddhist te]]>
</description><dc:description><![CDATA[<p>
One of the first sights encountered by visitors to Buddhist temples is a large painting of the wheel of rebirth, depicting in horrific detail the pains (less often the pleasures) that await people after death. In this illustrated talk, Stephen F. Teiser explains how these representations of the Buddhist worldview have been imagined in Buddhist art over the centuries. The lecture offers an introduction to Buddhist cosmology, Buddhist art, and the spatial and ritual organization of Buddhist te]]>
</dc:description></item><item><title><![CDATA[La roue de la vie dans les temples bouddhiques (video)]]></title><dc:title><![CDATA[La roue de la vie dans les temples bouddhiques (video)]]></dc:title><link><![CDATA[http://www.canal-u.tv/layout/set/download/content/view/media/158184/?type=mpeg4&newProgram=]]></link><guid><![CDATA[http://www.canal-u.tv/layout/set/download/content/view/media/158184/?type=mpeg4&newProgram=]]></guid><description><![CDATA[<p>
One of the first sights encountered by visitors to Buddhist temples is a large painting of the wheel of rebirth, depicting in horrific detail the pains (less often the pleasures) that await people after death. In this illustrated talk, Stephen F. Teiser explains how these representations of the Buddhist worldview have been imagined in Buddhist art over the centuries. The lecture offers an introduction to Buddhist cosmology, Buddhist art, and the spatial and ritual organization of Buddhist te]]>
</description><dc:description><![CDATA[<p>
One of the first sights encountered by visitors to Buddhist temples is a large painting of the wheel of rebirth, depicting in horrific detail the pains (less often the pleasures) that await people after death. In this illustrated talk, Stephen F. Teiser explains how these representations of the Buddhist worldview have been imagined in Buddhist art over the centuries. The lecture offers an introduction to Buddhist cosmology, Buddhist art, and the spatial and ritual organization of Buddhist te]]>
</dc:description></item><item><title><![CDATA[Introduction to Kernelization (audio)]]></title><dc:title><![CDATA[Introduction to Kernelization (audio)]]></dc:title><link><![CDATA[http://www.canal-u.tv/layout/set/download/content/view/media/242545/?type=mp3&newProgram=1]]></link><guid><![CDATA[http://www.canal-u.tv/layout/set/download/content/view/media/242545/?type=mp3&newProgram=1]]></guid><description><![CDATA[<p>

Preprocessing or data reductions means reducing the input to something simpler by solving an easy part of the input and this is the type of algorithms used in almost every application. In spite of wide practical applications of preprocessing, a systematic theoretical study of such algorithms remains elusive. <br /> The framework of parameterized complexity can be used as an approach to analyse preprocessing algorithms. Input to parameterized algorithms include a parameter (in addition to th]]>
</description><dc:description><![CDATA[<p>

Preprocessing or data reductions means reducing the input to something simpler by solving an easy part of the input and this is the type of algorithms used in almost every application. In spite of wide practical applications of preprocessing, a systematic theoretical study of such algorithms remains elusive. <br /> The framework of parameterized complexity can be used as an approach to analyse preprocessing algorithms. Input to parameterized algorithms include a parameter (in addition to th]]>
</dc:description></item><item><title><![CDATA[Introduction to Kernelization (video)]]></title><dc:title><![CDATA[Introduction to Kernelization (video)]]></dc:title><link><![CDATA[http://www.canal-u.tv/layout/set/download/content/view/media/242545/?type=mpeg4&newProgram=1]]></link><guid><![CDATA[http://www.canal-u.tv/layout/set/download/content/view/media/242545/?type=mpeg4&newProgram=1]]></guid><description><![CDATA[<p>

Preprocessing or data reductions means reducing the input to something simpler by solving an easy part of the input and this is the type of algorithms used in almost every application. In spite of wide practical applications of preprocessing, a systematic theoretical study of such algorithms remains elusive. <br /> The framework of parameterized complexity can be used as an approach to analyse preprocessing algorithms. Input to parameterized algorithms include a parameter (in addition to th]]>
</description><dc:description><![CDATA[<p>

Preprocessing or data reductions means reducing the input to something simpler by solving an easy part of the input and this is the type of algorithms used in almost every application. In spite of wide practical applications of preprocessing, a systematic theoretical study of such algorithms remains elusive. <br /> The framework of parameterized complexity can be used as an approach to analyse preprocessing algorithms. Input to parameterized algorithms include a parameter (in addition to th]]>
</dc:description></item><item><title><![CDATA[Introduction to Voiceovers - Community Education @ CSM]]></title><dc:title><![CDATA[Introduction to Voiceovers - Community Education @ CSM]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=CNCoGwI6WU8]]></link><guid><![CDATA[http://www.youtube.com/watch?v=CNCoGwI6WU8]]></guid><description><![CDATA[Description not set]]>
</description><dc:description><![CDATA[Description not set]]>
</dc:description></item><item><title><![CDATA[EPID 757 - Introduction to Systematic Reviews and Meta-Analyses]]></title><dc:title><![CDATA[EPID 757 - Introduction to Systematic Reviews and Meta-Analyses]]></dc:title><link><![CDATA[http://open.umich.edu:80/education/sph/epid757/summer2011]]></link><guid><![CDATA[http://open.umich.edu:80/education/sph/epid757/summer2011]]></guid><description><![CDATA[<div class="field field-type-text field-field-content-type">
      <div class="field-label">Content Type:&nbsp;</div>
    <div class="field-items">
            <div class="field-item odd">
                    Course        </div>
        </div>
</div>
<div class="field field-type-text field-field-course-code">
      <div class="field-label">Short Title/Course Code:&nbsp;</div>
    <div class="field-items">
            <div class="field-item odd">
                    epid757        </div>
       ]]>
</description><dc:description><![CDATA[<div class="field field-type-text field-field-content-type">
      <div class="field-label">Content Type:&nbsp;</div>
    <div class="field-items">
            <div class="field-item odd">
                    Course        </div>
        </div>
</div>
<div class="field field-type-text field-field-course-code">
      <div class="field-label">Short Title/Course Code:&nbsp;</div>
    <div class="field-items">
            <div class="field-item odd">
                    epid757        </div>
       ]]>
</dc:description></item><item><title><![CDATA[The Great Depression: Causes and Effects]]></title><dc:title><![CDATA[The Great Depression: Causes and Effects]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=36797]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=36797]]></guid><description><![CDATA[A short video outlining the causes and effects of the Great Depression. This is meant for grade school use. The video uses a lecture format with good images. It could stand alone as an introduction to the study of this subject.]]>
</description><dc:description><![CDATA[A short video outlining the causes and effects of the Great Depression. This is meant for grade school use. The video uses a lecture format with good images. It could stand alone as an introduction to the study of this subject.]]>
</dc:description></item><item><title><![CDATA[Intro to Chemistry: 2.4: Introduction to the Periodic Table (2/2)]]></title><dc:title><![CDATA[Intro to Chemistry: 2.4: Introduction to the Periodic Table (2/2)]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=36765]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=36765]]></guid><description><![CDATA[Join award winning teachers Jonathan Bergmann and Aaron Sams as they interactively teach Chemistry: 2.4: Introduction to the Periodic Table.&nbsp; Characteristics of metals and nonmetals are described.&nbsp; ( 8:00)]]>
</description><dc:description><![CDATA[Join award winning teachers Jonathan Bergmann and Aaron Sams as they interactively teach Chemistry: 2.4: Introduction to the Periodic Table.&nbsp; Characteristics of metals and nonmetals are described.&nbsp; ( 8:00)]]>
</dc:description></item><item><title><![CDATA[Intro to Chemistry: 2.4: Introduction to the Periodic Table (1/2)]]></title><dc:title><![CDATA[Intro to Chemistry: 2.4: Introduction to the Periodic Table (1/2)]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=36764]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=36764]]></guid><description><![CDATA[Join award winning teachers Jonathan Bergmann and Aaron Sams as they interactively teach Chemistry: 2.4: Introduction to the Periodic Table. The Element Song is sung, and basics of the Periodic Table are explained.<br />
( 6:01)]]>
</description><dc:description><![CDATA[Join award winning teachers Jonathan Bergmann and Aaron Sams as they interactively teach Chemistry: 2.4: Introduction to the Periodic Table. The Element Song is sung, and basics of the Periodic Table are explained.<br />
( 6:01)]]>
</dc:description></item><item><title><![CDATA[Chemistry 2.4: Introduction to the Periodic Table]]></title><dc:title><![CDATA[Chemistry 2.4: Introduction to the Periodic Table]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=36763]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=36763]]></guid><description><![CDATA[Award-winning teachers Jonathan Bergmann and Aaron Sams describe the history and explain the basics of the Periodic Table in this video.&nbsp; ( 3:57)]]>
</description><dc:description><![CDATA[Award-winning teachers Jonathan Bergmann and Aaron Sams describe the history and explain the basics of the Periodic Table in this video.&nbsp; ( 3:57)]]>
</dc:description></item><item><title><![CDATA[Introduction to Kernelization (video)]]></title><dc:title><![CDATA[Introduction to Kernelization (video)]]></dc:title><link><![CDATA[fuscia/Collouquium Fedor fomin_H264_240kbit_Widescreen inria .mp4]]></link><guid><![CDATA[fuscia/Collouquium Fedor fomin_H264_240kbit_Widescreen inria .mp4]]></guid><description><![CDATA[<p>

Preprocessing or data reductions means reducing the input to something simpler by solving an easy part of the input and this is the type of algorithms used in almost every application. In spite of wide practical applications of preprocessing, a systematic theoretical study of such algorithms remains elusive. <br /> The framework of parameterized complexity can be used as an approach to analyse preprocessing algorithms. Input to parameterized algorithms include a parameter (in addition to th]]>
</description><dc:description><![CDATA[<p>

Preprocessing or data reductions means reducing the input to something simpler by solving an easy part of the input and this is the type of algorithms used in almost every application. In spite of wide practical applications of preprocessing, a systematic theoretical study of such algorithms remains elusive. <br /> The framework of parameterized complexity can be used as an approach to analyse preprocessing algorithms. Input to parameterized algorithms include a parameter (in addition to th]]>
</dc:description></item><item><title><![CDATA[RES.6-007 Signals and Systems (MIT)]]></title><dc:title><![CDATA[RES.6-007 Signals and Systems (MIT)]]></dc:title><link><![CDATA[http://www.pheedcontent.com/click.phdo?i=0e30bab5c6980b3e7bc97a70db9e8298]]></link><guid><![CDATA[http://www.pheedcontent.com/click.phdo?i=0e30bab5c6980b3e7bc97a70db9e8298]]></guid><description><![CDATA[Includes audio/video content: AV lectures. This course was developed in 1987 by the MIT Center for Advanced Engineering Studies. It was designed as a distance-education course for engineers and scientists in the workplace. Signals and Systems is an introduction to analog and digital signal processing, a topic that forms an integral part of engineering systems in many diverse areas, including seismic data processing, communications, speech processing, image processing, defense electronics, consum]]>
</description><dc:description><![CDATA[Includes audio/video content: AV lectures. This course was developed in 1987 by the MIT Center for Advanced Engineering Studies. It was designed as a distance-education course for engineers and scientists in the workplace. Signals and Systems is an introduction to analog and digital signal processing, a topic that forms an integral part of engineering systems in many diverse areas, including seismic data processing, communications, speech processing, image processing, defense electronics, consum]]>
</dc:description></item><item><title><![CDATA[Introduction to Kernelization]]></title><dc:title><![CDATA[Introduction to Kernelization]]></dc:title><link><![CDATA[http://www.canal-u.tv/producteurs/fuscia/dossier_programmes/colloquium_jacques_morgenstern_recherches_en_stic_nouveaux_themes_scientifiques_nouveaux_domaines_d_application_et_enjeux/introduction_to_kernelization]]></link><guid><![CDATA[http://www.canal-u.tv/producteurs/fuscia/dossier_programmes/colloquium_jacques_morgenstern_recherches_en_stic_nouveaux_themes_scientifiques_nouveaux_domaines_d_application_et_enjeux/introduction_to_kernelization]]></guid><description><![CDATA[<p>

Preprocessing or data reductions means reducing the input to something simpler by solving an easy part of the input and this is the type of algorithms used in almost every application. In spite of wide practical applications of preprocessing, a systematic theoretical study of such algorithms remains elusive. <br /> The framework of parameterized complexity can be used as an approach to analyse preprocessing algorithms. Input to parameterized algorithms include a parameter (in addition to th]]>
</description><dc:description><![CDATA[<p>

Preprocessing or data reductions means reducing the input to something simpler by solving an easy part of the input and this is the type of algorithms used in almost every application. In spite of wide practical applications of preprocessing, a systematic theoretical study of such algorithms remains elusive. <br /> The framework of parameterized complexity can be used as an approach to analyse preprocessing algorithms. Input to parameterized algorithms include a parameter (in addition to th]]>
</dc:description></item><item><title><![CDATA[Introduction to Kernelization]]></title><dc:title><![CDATA[Introduction to Kernelization]]></dc:title><link><![CDATA[http://www.canal-u.tv/themes/sciences_fondamentales/informatique/introduction_to_kernelization]]></link><guid><![CDATA[http://www.canal-u.tv/themes/sciences_fondamentales/informatique/introduction_to_kernelization]]></guid><description><![CDATA[<p>

Preprocessing or data reductions means reducing the input to something simpler by solving an easy part of the input and this is the type of algorithms used in almost every application. In spite of wide practical applications of preprocessing, a systematic theoretical study of such algorithms remains elusive. <br /> The framework of parameterized complexity can be used as an approach to analyse preprocessing algorithms. Input to parameterized algorithms include a parameter (in addition to th]]>
</description><dc:description><![CDATA[<p>

Preprocessing or data reductions means reducing the input to something simpler by solving an easy part of the input and this is the type of algorithms used in almost every application. In spite of wide practical applications of preprocessing, a systematic theoretical study of such algorithms remains elusive. <br /> The framework of parameterized complexity can be used as an approach to analyse preprocessing algorithms. Input to parameterized algorithms include a parameter (in addition to th]]>
</dc:description></item><item><title><![CDATA[Introduction to Kernelization]]></title><dc:title><![CDATA[Introduction to Kernelization]]></dc:title><link><![CDATA[http://www.canal-u.tv/themes/sciences_de_l_ingenieur/informatique/introduction_to_kernelization]]></link><guid><![CDATA[http://www.canal-u.tv/themes/sciences_de_l_ingenieur/informatique/introduction_to_kernelization]]></guid><description><![CDATA[<p>

Preprocessing or data reductions means reducing the input to something simpler by solving an easy part of the input and this is the type of algorithms used in almost every application. In spite of wide practical applications of preprocessing, a systematic theoretical study of such algorithms remains elusive. <br /> The framework of parameterized complexity can be used as an approach to analyse preprocessing algorithms. Input to parameterized algorithms include a parameter (in addition to th]]>
</description><dc:description><![CDATA[<p>

Preprocessing or data reductions means reducing the input to something simpler by solving an easy part of the input and this is the type of algorithms used in almost every application. In spite of wide practical applications of preprocessing, a systematic theoretical study of such algorithms remains elusive. <br /> The framework of parameterized complexity can be used as an approach to analyse preprocessing algorithms. Input to parameterized algorithms include a parameter (in addition to th]]>
</dc:description></item><item><title><![CDATA[Welcome and Introduction to SCANNER]]></title><dc:title><![CDATA[Welcome and Introduction to SCANNER]]></dc:title><link><![CDATA[http://www.scivee.tv:80/node/36706]]></link><guid><![CDATA[http://www.scivee.tv:80/node/36706]]></guid><description><![CDATA[SCANNER External Advisory Board Meeting 2011 
October 10, 2011 

Presented by Aziz Boxwala, UCSD

Dr. Aziz Bowala is an Associate Professor in the UCSD School of Medicine’s Division of Biomedical Informatics, where he directs the Section on Clinical Informatics.  He has dual training in medicine and biomedical engineering informatics.  At UCSD, he has developed the clinical data warehouse for research. He is the Co-Principle Investigator of SCANNER.]]>
</description><dc:description><![CDATA[SCANNER External Advisory Board Meeting 2011 
October 10, 2011 

Presented by Aziz Boxwala, UCSD

Dr. Aziz Bowala is an Associate Professor in the UCSD School of Medicine’s Division of Biomedical Informatics, where he directs the Section on Clinical Informatics.  He has dual training in medicine and biomedical engineering informatics.  At UCSD, he has developed the clinical data warehouse for research. He is the Co-Principle Investigator of SCANNER.]]>
</dc:description></item><item><title><![CDATA[Introduction to LEGO® DNA - Assembly Volunteers]]></title><dc:title><![CDATA[Introduction to LEGO® DNA - Assembly Volunteers]]></dc:title><link><![CDATA[http://techtv.mit.edu/videos/15491-introduction-to-lego-dna---assembly-volunteers]]></link><guid><![CDATA[http://techtv.mit.edu/videos/15491-introduction-to-lego-dna---assembly-volunteers]]></guid><description><![CDATA[This video explains the value of the LEGO DNA Learning Center Set to people who are volunteering to assemble LEGO sets for schools.]]>
</description><dc:description><![CDATA[This video explains the value of the LEGO DNA Learning Center Set to people who are volunteering to assemble LEGO sets for schools.]]>
</dc:description></item><item><title><![CDATA[Welcome and Introduction to SCANNER]]></title><dc:title><![CDATA[Welcome and Introduction to SCANNER]]></dc:title><link><![CDATA[http://www.scivee.tv:80/node/36676]]></link><guid><![CDATA[http://www.scivee.tv:80/node/36676]]></guid><description><![CDATA[SCANNER External Advisory Board Meeting 2011 
October 10, 2011 

Presented by Aziz Boxwala

Dr. Aziz Boxwala is an Associate Professor in the UCSD School of Medicine’s Division of Biomedical Informatics, where he directs the Section on Clinical Informatics.  He has dual training in medicine and biomedical engineering informatics.  Here at UCSD, he has developed the clinical data warehouse for research. He is the Co-Principle Investigator of SCANNER.]]>
</description><dc:description><![CDATA[SCANNER External Advisory Board Meeting 2011 
October 10, 2011 

Presented by Aziz Boxwala

Dr. Aziz Boxwala is an Associate Professor in the UCSD School of Medicine’s Division of Biomedical Informatics, where he directs the Section on Clinical Informatics.  He has dual training in medicine and biomedical engineering informatics.  Here at UCSD, he has developed the clinical data warehouse for research. He is the Co-Principle Investigator of SCANNER.]]>
</dc:description></item><item><title><![CDATA[Introduction to Conic Sections]]></title><dc:title><![CDATA[Introduction to Conic Sections]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=36415]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=36415]]></guid><description><![CDATA[By definition, a conic section is a curve obtained by intersecting a cone with a plane.&nbsp; In Algebra II, we work with four main types of conic sections: circles, parabolas, ellipses and hyperbolas.&nbsp; This video explains how each of these conic sections has different characteristics and formulas that help us solve various types of problems.&nbsp; (1:27)]]>
</description><dc:description><![CDATA[By definition, a conic section is a curve obtained by intersecting a cone with a plane.&nbsp; In Algebra II, we work with four main types of conic sections: circles, parabolas, ellipses and hyperbolas.&nbsp; This video explains how each of these conic sections has different characteristics and formulas that help us solve various types of problems.&nbsp; (1:27)]]>
</dc:description></item><item><title><![CDATA[Introduction to Sequences - Problem 2 of 2]]></title><dc:title><![CDATA[Introduction to Sequences - Problem 2 of 2]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=36446]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=36446]]></guid><description><![CDATA[This video is a continuation and demonstrates how to find the general term for a sequence.&nbsp; (4:58)]]>
</description><dc:description><![CDATA[This video is a continuation and demonstrates how to find the general term for a sequence.&nbsp; (4:58)]]>
</dc:description></item><item><title><![CDATA[Introduction to Sequences - Problem 1 of 2]]></title><dc:title><![CDATA[Introduction to Sequences - Problem 1 of 2]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=36445]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=36445]]></guid><description><![CDATA[This video is a continuation and describes some common notation used with sequences.&nbsp; (2:48)]]>
</description><dc:description><![CDATA[This video is a continuation and describes some common notation used with sequences.&nbsp; (2:48)]]>
</dc:description></item><item><title><![CDATA[Introduction to Sequences]]></title><dc:title><![CDATA[Introduction to Sequences]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=36444]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=36444]]></guid><description><![CDATA[Lists of numbers, both finite and infinite, that follow certain rules are called sequences. This introduction to sequences covers the definition of a sequence and how to identify a rule. There are specific sequences that have their own formulas and methods for finding the value of terms, such as arithmetic and geometric sequences. Series are an important concept that come from sequences.<br />
&nbsp;]]>
</description><dc:description><![CDATA[Lists of numbers, both finite and infinite, that follow certain rules are called sequences. This introduction to sequences covers the definition of a sequence and how to identify a rule. There are specific sequences that have their own formulas and methods for finding the value of terms, such as arithmetic and geometric sequences. Series are an important concept that come from sequences.<br />
&nbsp;]]>
</dc:description></item><item><title><![CDATA[Health Information Systems: Introduction to Electronic Medical Records]]></title><dc:title><![CDATA[Health Information Systems: Introduction to Electronic Medical Records]]></dc:title><link><![CDATA[http://open.umich.edu:80/education/med/oernetwork/informatics/med/intro-electronic-medical-records/2011]]></link><guid><![CDATA[http://open.umich.edu:80/education/med/oernetwork/informatics/med/intro-electronic-medical-records/2011]]></guid><description><![CDATA[<div class="field field-type-text field-field-content-type">
      <div class="field-label">Content Type:&nbsp;</div>
    <div class="field-items">
            <div class="field-item odd">
                    Resource        </div>
        </div>
</div>
<div class="field field-type-text field-field-course-code">
      <div class="field-label">Short Title/Course Code:&nbsp;</div>
    <div class="field-items">
            <div class="field-item odd">
                    Introduction to Electronic ]]>
</description><dc:description><![CDATA[<div class="field field-type-text field-field-content-type">
      <div class="field-label">Content Type:&nbsp;</div>
    <div class="field-items">
            <div class="field-item odd">
                    Resource        </div>
        </div>
</div>
<div class="field field-type-text field-field-course-code">
      <div class="field-label">Short Title/Course Code:&nbsp;</div>
    <div class="field-items">
            <div class="field-item odd">
                    Introduction to Electronic ]]>
</dc:description></item><item><title><![CDATA[The War of 1812 Introduction]]></title><dc:title><![CDATA[The War of 1812 Introduction]]></dc:title><link><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=36342]]></link><guid><![CDATA[http://www.watchknowlearn.org/Video.aspx?VideoID=36342]]></guid><description><![CDATA[A brief introduction to the causes and battles of the War of 1812. (1min)]]>
</description><dc:description><![CDATA[A brief introduction to the causes and battles of the War of 1812. (1min)]]>
</dc:description></item><item><title><![CDATA[No Shave November at the College of Charleston]]></title><dc:title><![CDATA[No Shave November at the College of Charleston]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=YxB4IyqJupQ]]></link><guid><![CDATA[http://www.youtube.com/watch?v=YxB4IyqJupQ]]></guid><description><![CDATA[This PSA was created by College of Charleston students Barry Burgess, Emilia De Vries and Paizley Patterson as part of their Introduction to Television Production class.

During No-Shave November men are encouraged to let their facial hair grow throughout the month as a campaign to help raise funds and awareness for men's health, specifically focusing on prostate cancer and other health concerns more common in men like depression. Some people also participate in Movember -- where men grow their ]]>
</description><dc:description><![CDATA[This PSA was created by College of Charleston students Barry Burgess, Emilia De Vries and Paizley Patterson as part of their Introduction to Television Production class.

During No-Shave November men are encouraged to let their facial hair grow throughout the month as a campaign to help raise funds and awareness for men's health, specifically focusing on prostate cancer and other health concerns more common in men like depression. Some people also participate in Movember -- where men grow their ]]>
</dc:description></item><item><title><![CDATA[ВОВЕД ВО ПРОГРАМИРАЊЕ]]></title><dc:title><![CDATA[ВОВЕД ВО ПРОГРАМИРАЊЕ]]></dc:title><link><![CDATA[http://cnx.org/content/col11379/latest/]]></link><guid><![CDATA[http://cnx.org/content/col11379/latest/]]></guid><description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/lstefanovska">Liljana Stefanovska</a>
                
                </i></b><br/>
              Во оваа колекција од модули (лекции) се дава вовед во програмскиот јазик C.
This collection of modules is Introduction to programming in C.<br/>
              
              <img style="border: 0px"
                  src="http://i.creativecommons.org/l/by/3.0/80x15.png"/>
       ]]>
</description><dc:description><![CDATA[<b><i>
                <a href="http://cnx.org/member_profile/lstefanovska">Liljana Stefanovska</a>
                
                </i></b><br/>
              Во оваа колекција од модули (лекции) се дава вовед во програмскиот јазик C.
This collection of modules is Introduction to programming in C.<br/>
              
              <img style="border: 0px"
                  src="http://i.creativecommons.org/l/by/3.0/80x15.png"/>
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</dc:description></item><item><title><![CDATA[An Introduction to the Flavors of Japan]]></title><dc:title><![CDATA[An Introduction to the Flavors of Japan]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=8s0TP4n270A]]></link><guid><![CDATA[http://www.youtube.com/watch?v=8s0TP4n270A]]></guid><description><![CDATA[To most visitors Japan can be enchanting, bewildering and intimidating. But if you are a food professional or simply an enthusiast, it's a "must visit" destination. The Culinary Institute of America, in association with Unilever Foodsolutions, presents "Savoring the Best of World Flavors."

Download recipes from the DVD at: http://www.ciaprochef.com/WCA5/index.html]]>
</description><dc:description><![CDATA[To most visitors Japan can be enchanting, bewildering and intimidating. But if you are a food professional or simply an enthusiast, it's a "must visit" destination. The Culinary Institute of America, in association with Unilever Foodsolutions, presents "Savoring the Best of World Flavors."

Download recipes from the DVD at: http://www.ciaprochef.com/WCA5/index.html]]>
</dc:description></item><item><title><![CDATA[An Introduction to the Flavors of Greece]]></title><dc:title><![CDATA[An Introduction to the Flavors of Greece]]></dc:title><link><![CDATA[http://www.youtube.com/watch?v=0GBWS3tyrXg]]></link><guid><![CDATA[http://www.youtube.com/watch?v=0GBWS3tyrXg]]></guid><description><![CDATA[At the crossroads of Europe and Asia, Greece was once the center of the civilized world. The legacy of ancient Greece endures in our language and our ideas. Yet we know surprisingly little about this country's rich culinary traditions. Travel to Greece where leading chefs and food authorities will explain and demonstrate their culinary techniques in step-by-step detail. The Culinary Institute of America, in association with Unilever Foodsolutions, presents "Savoring the Best of World Flavors."

]]>
</description><dc:description><![CDATA[At the crossroads of Europe and Asia, Greece was once the center of the civilized world. The legacy of ancient Greece endures in our language and our ideas. Yet we know surprisingly little about this country's rich culinary traditions. Travel to Greece where leading chefs and food authorities will explain and demonstrate their culinary techniques in step-by-step detail. The Culinary Institute of America, in association with Unilever Foodsolutions, presents "Savoring the Best of World Flavors."

]]>
</dc:description></item><item><title><![CDATA[Introduction to Women's and Gender Studies, Fall 2010]]></title><dc:title><![CDATA[Introduction to Women's and Gender Studies, Fall 2010]]></dc:title><link><![CDATA[http://www.oercommons.org/courses/introduction-to-women-s-and-gender-studies-fall-2010]]></link><guid><![CDATA[http://www.oercommons.org/courses/introduction-to-women-s-and-gender-studies-fall-2010]]></guid><description><![CDATA[This course offers an introduction to Women's and Gender Studies, an interdisciplinary academic field that asks critical questions about the meaning of gender in society. The primary goal of this course is to familiarize students with key issues, questions and debates in Women's and Gender Studies scholarship, both historical and contemporary. Gender scholarship critically analyzes themes of gendered performance and power in a range of social spheres, such as law, culture, work, medicine and the]]>
</description><dc:description><![CDATA[This course offers an introduction to Women's and Gender Studies, an interdisciplinary academic field that asks critical questions about the meaning of gender in society. T