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		<title>RSS - Flash Animations - Educapoles.org</title>
		<link>http://www.educapoles.org/</link>
		<description>EducaPoles sets out to sensitize young people and the educational world to the importance of the Polar Regions and of climate change by proposing adapted teaching tools and projects.</description>
		<language>en-uk</language>
		<pubDate>Sun, 01 Aug 2010 09:04:58 +0200</pubDate>
		<lastBuildDate>Sun, 01 Aug 2010 09:04:58 +0200</lastBuildDate>
		<managingEditor>webmaster@polarfoundation.org (Educapoles.org)</managingEditor>
		
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			<title>The Polar Regions: One of a Kind Laboratories for Scientific Research</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/the_polar_regions_one_of_a_kind_laboratories_for_scientific_research/</link>
			<description><![CDATA[The fourth animation in the Class Zero Emission series focuses on the polar sciences (glaciology, oceanography, biology...) and explains the different steps that researchers take when doing research in the Arctic or Antarctic. Four examples of research carried out in the Antarctic are presented through a few interviews with researchers. Presented in the animation are two examples of research carried out from a research ship and two examples of research carried out from the most recently built research station in Antarctica, the Princess Elisabeth Station.]]></description>
			<pubDate>Mon, 20 Apr 2009 01:00:49 +0200</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/the_polar_regions_one_of_a_kind_laboratories_for_scientific_research/</guid>
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			<title>Impacts of Climate Change on the Oceans</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/impacts_of_climate_change_on_the_oceans/</link>
			<description><![CDATA[The second animation of the Class Zero Emission series focuses on the role of oceans in the climate system and on the impacts of the current climate change on oceans. The animation highlights the key role of oceans worldwide as a habitat to flora and fauna, as a climate regulator and as a carbon sink. It then looks at the impacts of climate change on marine ecosystems, fauna, flora and humans. This animation presents a general analysis of these impacts as well as scientists' forecasts of future potential impacts.]]></description>
			<pubDate>Mon, 20 Apr 2009 01:00:24 +0200</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/impacts_of_climate_change_on_the_oceans/</guid>
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			<title>The Polar Regions: The First Areas of the Planet to Be Affected by Climate Change</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/polar_regions_first_areas_of_the_planet_affected_by_climate_change/</link>
			<description><![CDATA[The third animation in the Class Zero Emission series is dedicated entirely to the Polar Regions. You will be able to learn more about the Arctic and the Antarctic, different types of ice and aspects that differentiate the two Polar Regions such as population, ecosystems, flora and fauna. The animation also presents the impacts of climate change on the Polar Regions.]]></description>
			<pubDate>Mon, 20 Apr 2009 01:00:23 +0200</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/polar_regions_first_areas_of_the_planet_affected_by_climate_change/</guid>
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			<title>Humankind : Culprit and Victim of Climate Change Today</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/humankind_culprit_and_victim_of_climate_change_today/</link>
			<description><![CDATA[This first animation of the Class Zero Emission series addresses climate change on Earth. After explaining what climate change is, it focuses on the cause of current climate change, anthropogenic greenhouse gas emissions, and how they affect the climate system. The animation then presents the main effects of climate change observed around the world as well as the testimony of two people living in two particular regions that are being affected.]]></description>
			<pubDate>Mon, 20 Apr 2009 01:00:10 +0200</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/humankind_culprit_and_victim_of_climate_change_today/</guid>
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			<title>The passive house</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/the_passive_house/</link>
			<description><![CDATA[This flash animation is part of the Energy CD-ROM and introduces the passive housing concept. It compares the energy consumption of a classical house to that of a passive house. It presents a list of interesting investments to make in order to reduce the housing energy consumption. To do this, 3 examples are presented: investment in new constructions, investment in old constructions, free gestures.]]></description>
			<pubDate>Thu, 16 Apr 2009 01:00:01 +0200</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/the_passive_house/</guid>
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			<title>The Princess Elisabeth Station</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/the_princess_elisabeth_station/</link>
			<description><![CDATA[This flash animation is part of the Energy CD-ROM and has the goal to present the Princess Elizabeth station. As first &quot;Zero emission&quot; station, it constitutes a nice example of the application of passive housing principles, adapted to the polar environment. The construction is also extremely developed from a technological point of view, as, for instance, the water treatment.]]></description>
			<pubDate>Wed, 01 Apr 2009 01:00:01 +0200</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/the_princess_elisabeth_station/</guid>
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			<title>Biomimicry, draw on inspiration from the living to save energy</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/biomimicry_draw_on_inspiration_from_the_living_to_save_energy/</link>
			<description><![CDATA[This flash animation is part of the Energy CD-ROM and introduces the biomimicry concept. It aims to explain how nature is a potential source for saving energy trough 3 applications: hydroaeolian, volta&iuml;c solar panels, and a termitarium.]]></description>
			<pubDate>Mon, 16 Mar 2009 01:00:01 +0100</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/biomimicry_draw_on_inspiration_from_the_living_to_save_energy/</guid>
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			<title>Rational use of energy</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/rational_use_of_energy/</link>
			<description><![CDATA[This flash animation is part of the Energy CD-ROM. It aims to make people aware of the need to reduce energy consumption given the price, the limit of the resources we depend on, and the pollution caused. Two concrete cases of rational use of energy are given trough examples deriving from the transportation sector and the production of waste. The flash animation also makes the viewer conscious of the grey energy notion.]]></description>
			<pubDate>Tue, 03 Mar 2009 01:00:01 +0100</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/rational_use_of_energy/</guid>
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			<title>Collective and individual efforts</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/collective_and_individual_efforts/</link>
			<description><![CDATA[This flash animation is part of the Energy CD-ROM and makes up an inventory of the sectors which consume the most energy in Europe. It also introduces some hints for these sectors to reduce their consumption, on an individual level as well as on a collective level.]]></description>
			<pubDate>Mon, 02 Mar 2009 01:00:01 +0100</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/collective_and_individual_efforts/</guid>
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			<title>Energy consumption today and in the past</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/energy_consumption_today_and_in_the_past/</link>
			<description><![CDATA[This animation is part of the Energy CD-ROM. Its goal is to compare energy consumption 70 years ago and now trough the journey of two boys, Henri and Lucas.]]></description>
			<pubDate>Mon, 16 Feb 2009 01:00:01 +0100</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/energy_consumption_today_and_in_the_past/</guid>
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			<title>The ecological footprint, a measure that induces to better consumption !</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/the_ecological_footprint_a_measure_that_induces_to_better_consumption_/</link>
			<description><![CDATA[This flash animation is part of the Energy CD-ROM. It presents the ecological footprint concept and compares the ecological footprint of different countries. It then focuses on the Belgian ecological footprint. The flash animation closes on a list of examples that would reduce our ecological footprint.]]></description>
			<pubDate>Mon, 02 Feb 2009 01:00:01 +0100</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/the_ecological_footprint_a_measure_that_induces_to_better_consumption_/</guid>
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			<title>Who uses which energy ?</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/who_uses_which_energy/</link>
			<description><![CDATA[This flash animation is part of the Energy CD-Rom. It treats of the different energy sources that are used in Wallonia and the different sectors that use these energy sources. It is a sort of inventory that aims to answer the question of who consumes which energy in Wallonia.]]></description>
			<pubDate>Fri, 23 Jan 2009 01:00:01 +0100</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/who_uses_which_energy/</guid>
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			<title>Where does the energy we consume come from ?</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/where_does_the_energy_we_consume_come_from/</link>
			<description><![CDATA[This flash animation is part of the Energy CD-ROM. It highlights the strong dependency of Wallonia (Belgium) on energy and elaborates by presenting the different countries that provide Wallonia with energy.]]></description>
			<pubDate>Wed, 21 Jan 2009 01:00:01 +0100</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/where_does_the_energy_we_consume_come_from/</guid>
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			<title>Biofuels, a &#8220;green&#8221; alternative to oil?</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/biofuels_a_green_alternative_to_oil/</link>
			<description><![CDATA[This flash animation is part of the CD-Rom on Energy. It addresses the issues revolving around biofuels in a critical way. Although biofuels represent an alternative to petroleum, this flash animation specifies that they are, for the time being, not a sustainable alternative because of the way they are produced and shipped to Europe. This flash animation pinpoints the criteria needing to be respected so that these fuels really are &quot;bio&quot;.]]></description>
			<pubDate>Wed, 01 Oct 2008 01:00:01 +0200</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/biofuels_a_green_alternative_to_oil/</guid>
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			<title>Tracking electricity</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/tracking_electricity/</link>
			<description><![CDATA[Tracking electricity is part of the CD-Rom on Energy. This flash animation explains how electricity results from the transformation of a primary source of energy, and introduces the main features of this form of energy. Amongst other things, this flash animation tracks the journey followed by electricity, from the power station all the way to the consumer, and includes a thorough explanation about the production of electricity in a steam gas turbine.]]></description>
			<pubDate>Wed, 01 Oct 2008 01:00:01 +0200</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/tracking_electricity/</guid>
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			<title>Current and future energy sources</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/current_and_future_energy_sources/</link>
			<description><![CDATA[Current and future energy sources is part of the CD-Rom on Energy. This flash animation opens up on an inventory of the various sources of energy which have been used throughout history. It focuses on the less widely used sources of renewable energy which already seem quite promising.]]></description>
			<pubDate>Wed, 01 Oct 2008 01:00:01 +0200</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/current_and_future_energy_sources/</guid>
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			<title>How much does energy cost?</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/how_much_does_energy_cost/</link>
			<description><![CDATA[How much does energy cost? is part of the CD-Rom on Energy. It introduces the various factors that influence the price of energy, following the law of supply and demand. Other units which can be used to describe energy consumption are also presented, such as kWH, joule and TOE.]]></description>
			<pubDate>Wed, 24 Sep 2008 01:00:01 +0200</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/how_much_does_energy_cost/</guid>
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			<title>Where does energy come from ?</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/where_does_energy_come_from_/</link>
			<description><![CDATA[Where does energy come from? is the first flash animation of the CD-Rom on Energy. It offers an introduction to the three energy groups (fossil energies, nuclear energy and renewable energies) and presents the various sources of energy which belong to these groups (coal, oil, gas, uranium, wind, the sun, biomass, water). The various sources are compared with regards to their use, advantages and inconveniences.]]></description>
			<pubDate>Wed, 24 Sep 2008 01:00:01 +0200</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/where_does_energy_come_from_/</guid>
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			<title>Resources and reserves : how much energy is left underground ?</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/resources_and_reserves_how_much_energy_is_left_underground/</link>
			<description><![CDATA[This flash animation is part of the CD-ROM on Energy; it offers an introduction to the notions of resources and reserves. It also gives an account on fossil and nuclear energy reserves and explains what is at stake with the depletion of worldwide resources. Two questions regarding the most important aspects of this chapter then conclude the flash animation.]]></description>
			<pubDate>Wed, 24 Sep 2008 01:00:01 +0200</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/resources_and_reserves_how_much_energy_is_left_underground/</guid>
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			<title>Biodiversity - test your knowledge</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/biodiversity_test_your_knowledge/</link>
			<description><![CDATA[Test your knowledge on biodiversity and climate change with this quiz that goes over the 14 flash animations.]]></description>
			<pubDate>Wed, 30 Apr 2008 01:00:01 +0200</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/biodiversity_test_your_knowledge/</guid>
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			<title>Biodiversity: Things we can do on a Daily Basis</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/biodiversity_things_we_can_do_on_a_daily_basis/</link>
			<description><![CDATA[The current climate crisis is threatening biodiversity, but it is also confronting us with an opportunity to take a fresh look at our current way of living. How? By reducing our footprint on the environment. To enable us to do so, there is a whole range of &quot;good&quot; moves which can be done on a daily basis. This animation shows some of the things we can do, both individually and/or collectively, to enable us to cut down greenhouse gas emissions produced by human beings.]]></description>
			<pubDate>Fri, 25 Apr 2008 01:00:01 +0200</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/biodiversity_things_we_can_do_on_a_daily_basis/</guid>
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			<title>Preserving biodiversity: adjustment strategies</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/preserving_biodiversity_adjustment_strategies/</link>
			<description><![CDATA[Climate change has become such a threat for many species that human intervention has become necessary to prevent them from becoming extinct. With this in mind, adjustment strategies are currently being established in order to assist some species in dealing with the many threats they are faced with. These threats come in all sorts of forms: pollution, invasive species, breaking up of habitats, urbanisation, over-exploitation, etc. The ultimate aim of these adjustment strategies is to preserve biodiversity in the face of climate change. ]]></description>
			<pubDate>Tue, 22 Apr 2008 01:00:01 +0200</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/preserving_biodiversity_adjustment_strategies/</guid>
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			<title>Biodiversity in the North Sea</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/biodiversity_in_the_north_sea/</link>
			<description><![CDATA[Having already been weakened by overfishing, the North Sea&#8217;s biodiversity now has to face up to yet another peril: climate warming.The temperature increase associated with climate warming is causing modifications in the plankton&#8217;s composition and encouraging the establishment of exotic marine species. Another effect can also be observed in the North Sea: sea level rise. Due to climate warming, water is expanding and taking up more room.]]></description>
			<pubDate>Mon, 07 Apr 2008 01:00:01 +0200</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/biodiversity_in_the_north_sea/</guid>
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			<title>Biodiversity in the Fagnes</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/biodiversity_in_the_fagnes/</link>
			<description><![CDATA[This animation focuses on one of the key components of the Fagnes: peat bogs. It shows how peat bogs, which are a unique and sometimes poorly known ecosystem in Belgium, are undergoing the combined effects of climate change and human intervention. According to some researchers, this fragile ecosystem is a relic left over from the last ice-age and could disappear from Belgium in less than 50 years, the same thing goes for many rare species associated with them, like the Black Grouse.]]></description>
			<pubDate>Sat, 29 Mar 2008 01:00:01 +0100</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/biodiversity_in_the_fagnes/</guid>
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			<title>Biodiversity in Belgium</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/biodiversity_in_belgium/</link>
			<description><![CDATA[Although the effects of climate change vary from one place to another, they are appearing everywhere. A number of different phenomena are already being observed in Belgium: the rhythm of life of several species has been disrupted, and &quot;thermophile&quot; species are beginning to appear in Belgium while other &quot;cold&quot; species are migrating further north. These consequences are directly linked to climate change and constitute early signs for the impacts that are likely to appear in the long term.]]></description>
			<pubDate>Thu, 27 Mar 2008 01:00:01 +0100</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/biodiversity_in_belgium/</guid>
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			<title>Biodiversity in the Arctic</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/biodiversity_in_the_arctic/</link>
			<description><![CDATA[Because they are the principle areas on Earth to be affected by climate change, Polar Regions, especially the North Pole where the effects are most noticeable, are particularly important to study. Temperature rise has caused the Arctic pack ice to significantly melt. The thawing is now posing problems both for the local people and for the animals that live in the area.In the taiga and tundra (the other ecosystems in the Arctic), something else is happening too: the permafrost (ground that remains frozen all year round) is thawing. In the taiga, this melting process is destabilising the conifer forests while, in the tundra, it is releasing huge quantities of greenhouse gases into the atmosphere.]]></description>
			<pubDate>Tue, 25 Mar 2008 01:00:01 +0100</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/biodiversity_in_the_arctic/</guid>
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			<title>Biodiversity - Coral Reefs</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/biodiversity_coral_reefs/</link>
			<description><![CDATA[A coral &quot;head&quot; is composed of a colony of animals (polyps) that live thanks to the presence of plant matter (algae) in their tissue. The collaboration between polyps and algae is one of true &quot;symbiosis&quot;, each organism being able to draw benefits and sustenance from the other. This symbiosis is crucial to the survival of the animals, in that it enables the formation of coral reefs, home to a large number of species.The rise in water temperature of our oceans, caused by climate change, causes this symbiosis to break down and usually leads to the coral death. With time, it&#8217;s the entire ecosystem of the coral reefs that is threatened with extinction.]]></description>
			<pubDate>Mon, 17 Mar 2008 01:00:01 +0100</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/biodiversity_coral_reefs/</guid>
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			<title>Biodiversity - Natural Rhythms</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/biodiversity_natural_rhythms/</link>
			<description><![CDATA[The flash animation explains that &quot;phenology&quot; is the study of a species&#8217; rhythm of life. A number of things determine the rhythm of life of a species, such as the seasons, the temperature, the duration of daylight, the rhythm of other species, etc. Over the past few years, a new phenomenon has also started to play a role: climate change. The effects of climate change vary from one species to another.Within the present animation, we will focus on the phenological changes of 4 different species: the oak tree, the great tit, the caterpillar and the pied flycatcher. Each one of these species reacts differently to rises in temperature, which can result in what is known as a &quot;phenological time-lag&quot;.]]></description>
			<pubDate>Mon, 03 Mar 2008 01:00:01 +0100</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/biodiversity_natural_rhythms/</guid>
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			<title>Biodiversity and Food</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/biodiversity_and_food/</link>
			<description><![CDATA[Biodiversity is essential for feeding human beings and animals. As a result, if climate change impacts on certain geographical areas, it also affects the people, animals and plants that live there. The effects of these changes vary a great deal from one area to another. While drought is affecting Lake Chad, rising water and salt levels are a problem in the Tuvalu Islands. Elsewhere, flora and fauna are seeing their habitats destroyed and the people in developing countries are suffering badly from the consequences of climate change.]]></description>
			<pubDate>Wed, 20 Feb 2008 01:00:01 +0100</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/biodiversity_and_food/</guid>
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			<title>Biodiversity: Invasive Species</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/biodiversity_invasive_species/</link>
			<description><![CDATA[This flash animation explains the interaction between climate warming and the invasion of new species. The first section explains how, by creating new climate conditions, climate change can provide a means for insect invasion into previously unaffected areas and help spread diseases these insects convey. The second section dwells more specifically on what are known as &quot;invasive&quot; species. These invasive species can present a danger to local ecosystems. In most cases, it is the absence of natural enemies in the new territory that makes these incoming species able to compete better for survival than the local counterparts. Invasive species are a serious threat to biodiversity, and their ability to settle in new areas is being exacerbated by climate change.]]></description>
			<pubDate>Mon, 11 Feb 2008 01:00:01 +0100</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/biodiversity_invasive_species/</guid>
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			<title>The benefits of biodiversity</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/the_benefits_of_biodiversity/</link>
			<description><![CDATA[The flash animation &quot;The benefits of biodiversity&quot; is part of the CD ROM &quot;Biodiversity &amp; Climate change&quot;.The aim of this flash animation is to illustrate the vital role assumed by biodiversity in maintaining an ecological balance, both for the planet and for human beings. Indeed, biodiversity plays an important part in determining the way ecosystems function. Biodiversity helps the Earth in many different ways, including the purification and storage of freshwater, soil retention, plant pollination and the absorption of excess CO2 generated by human activities. In this regard, preserving biodiversity also works in favour of human beings, who benefit from these free&#8217; services provided by nature.]]></description>
			<pubDate>Fri, 08 Feb 2008 01:00:01 +0100</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/the_benefits_of_biodiversity/</guid>
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			<title>The biodiversity: relocation of species</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/the_biodiversity_relocation_of_species/</link>
			<description><![CDATA[This animation shows that over the course of the Earth&#8217;s climate&#8217;s history, species have often had to move in order to benefit from the types of living conditions that suited them. It also demonstrates how, for various reasons, it is impossible for some species to continue being displaced: either they are at the maximum extent of their distribution area (such as the polar bear in the Arctic or the ptarmigan in the mountains), or the rate of change has been too rapid and the species in question have been unable to adjust at the same rate. Or again, in the case of the Iberian lynx, the species has already been weakened by other threats.]]></description>
			<pubDate>Tue, 22 Jan 2008 01:00:01 +0100</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/the_biodiversity_relocation_of_species/</guid>
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			<title>The biodiversity: climate change</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/the_biodiversity_climate_change/</link>
			<description><![CDATA[This animation deals with the topics of biodiversity and climate change. It lays out the main effects of climate change, i.e. the strengthening of the natural greenhouse effect phenomenon that has been caused by our way of life, and the unprecedented speeding up of rises in temperature compared with the natural periods of warming that have occurred in the past. It also looks at the main consequences of these changes.]]></description>
			<pubDate>Sat, 19 Jan 2008 01:00:01 +0100</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/the_biodiversity_climate_change/</guid>
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			<title>The biodiversity: introduction</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/the_biodiversity_introduction/</link>
			<description><![CDATA[This animation focuses on the concept of &quot;biodiversity&quot; and its importance for human beings. It also draws attention to the various pressures that people place on the natural environment through pollution, growing urbanisation, the destruction of animal habitats, excessive use of natural resources, the introduction of non-indigenous species that become invasive - and so on. All of these threats represent a serious danger to biodiversity, particularly when they are combined with some sort of another occurrence phenomenon, such as human-induced climate.]]></description>
			<pubDate>Sun, 13 Jan 2008 01:00:01 +0100</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/the_biodiversity_introduction/</guid>
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			<title>Various scenarios: choosing our future</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/various_scenarios_choosing_our_future/</link>
			<description><![CDATA[It is only recently that we have come to realise that consuming energy willy-nilly can cause problems. Even today, a part of society continues not to take this into account. However, we are going to have to change this attitude over the next 50 years.]]></description>
			<pubDate>Fri, 14 Dec 2007 01:00:58 +0100</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/various_scenarios_choosing_our_future/</guid>
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			<title>Improving where we live: intelligent comfort</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/improving_where_we_live_intelligent_comfort/</link>
			<description><![CDATA[Some building materials require less energy than others to make, transport and install. This is a factor that is rarely taken into account at the moment when it comes to choosing the building materials we use.
We can also design our houses and apartment buildings intelligently before we build them: simply by taking account of the climate in which they are being built and selecting the design and positioning of the rooms, based on the choice of materials, we can significantly reduce the amount of energy needed to heat most buildings (up to 10 times less in some cases).]]></description>
			<pubDate>Tue, 11 Dec 2007 01:00:35 +0100</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/improving_where_we_live_intelligent_comfort/</guid>
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			<title>Changing our habits: little things that can achieve a lot</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/changing_our_habits_little_things_that_can_achieve_a_lot/</link>
			<description><![CDATA[It is possible to save a large amount of energy while still maintaining the same standard of living and comfort. All we have to do is save the energy that we use without it really being of any value for anything.
We all make unconscious little choices throughout the day that might boost or reduce our consumption of energy: at the supermarket, in our bedroom or in the kitchen, etc.]]></description>
			<pubDate>Mon, 10 Dec 2007 01:00:39 +0100</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/changing_our_habits_little_things_that_can_achieve_a_lot/</guid>
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			<title>Polluting waste: very embarrassing leftovers</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/polluting_waste_very_embarrassing_leftovers/</link>
			<description><![CDATA[Some methods of producing or using energy create waste matter that is toxic andcan no longer be used. This is 'polluting waste'.
Some of this waste can be recycled if people take the trouble to sort it (e.g. rechargeable and non-rechargeable batteries). But what causes the most problems is waste that cannot be recycled (e.g. certain types of radioactive waste).]]></description>
			<pubDate>Fri, 30 Nov 2007 01:00:51 +0100</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/polluting_waste_very_embarrassing_leftovers/</guid>
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			<title>Emissions linked to the combustion of fossil fuels: climate change</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/emissions_linked_to_the_combustion_of_fossil_fuels_climate_change/</link>
			<description><![CDATA[The natural greenhouse effect is what makes life on Earth possible: without it, the average temperature would be about 30 &deg;C lower!
Most greenhouse gases occur naturally in the atmosphere. But a whole series of human activities has caused a significant increase in emissions of some of these gases, as well as the appearance of new greenhouse gases in the atmosphere.This is what is behind "climate change", the effects of which are already visible in some places (e.g. the way glaciers have become smaller).]]></description>
			<pubDate>Thu, 29 Nov 2007 01:00:55 +0100</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/emissions_linked_to_the_combustion_of_fossil_fuels_climate_change/</guid>
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			<title>Geothermal power: heat</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/geothermal_power_heat/</link>
			<description><![CDATA[Geothermal power involves harnessing heat contained in the ground. Deep below the surface of our planet, our Earth's heat comes mainly from the molten magma core. Close to the surface, part of the heat is also generated by radiation from the sun.]]></description>
			<pubDate>Wed, 28 Nov 2007 01:00:58 +0100</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/geothermal_power_heat/</guid>
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			<title>The wind: blowing for our benefit</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/the_wind_blowing_for_our_benefit/</link>
			<description><![CDATA[Wind power, created by the force of the wind, is virtually everywhere around us &ndash; although not all of the time. As a result, the locations selected for installing the huge power-generating wind turbines on wind-farms depend on the strength and frequency of the winds that blow there.
&nbsp;
Just like the sails on the windmills of old, modern wind turbines have blades that are driven by the wind. Transmitted to an alternator, the rotary movement of the blades is converted into electricity. Wind power is an area that is constantly developing from a technological point of view, and there are still numerous other paths we can go down to explore ways of using this source of energy.]]></description>
			<pubDate>Fri, 23 Feb 2007 01:00:03 +0100</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/the_wind_blowing_for_our_benefit/</guid>
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			<title>The sun: a form of energy available everywhere</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/the_sun_a_form_of_energy_available_everywhere/</link>
			<description><![CDATA[Solar energy, without which there would be no life on Earth, is emitted by the sun in the form of radiation. Although solar energy is stronger on the equator than it is at the North or South Pole, it is available everywhere... but only during the day.We currently use 3 main techniques and technologies based on solar energy:
 by building in such a way that a structure is facing in the right direction, and has sufficient dimensions to be able to capture the sun's energy 
 
 solar heat panels maximise the capability of the sun's radiation to heat whatever it touches. These panels simply heat air or water that can then be used in homes. 
 
 photovoltaic solar panels convert the sun's radiation into electricity. Technical innovations have already greatly reduced the energy costs required to manufacture these panels - and will continue to do so in the future. 
 
 ]]></description>
			<pubDate>Fri, 16 Feb 2007 01:00:05 +0100</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/the_sun_a_form_of_energy_available_everywhere/</guid>
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			<title>The biomass: bio-fuels</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/the_biomass_bio-fuels/</link>
			<description><![CDATA[The biomass encompasses all living matter (plant life and animals). The three main sources of energy produced by the biomass are wood, biogas and bio-fuels: Wood is the oldest source of energy used by humans. Whilst it is little used in Europe these days, it remains the number one source of energy for several billion people around the world, who use it for cooking and heating. Biogas is produced from biodegradable waste matter. Biogas is like natural gas, but is not a form of fossil energy. Bio-fuels are made from farming products (wheat, rape, corn, etc.). They can be used as a substitute for petrol, heating oil or diesel fuel, or can be blended in small quantities with these forms of fuel.
These sources of energy are renewable as long as the crops are re-sown after they are harvested. The way in which these crops are grown is also important: the use of fertilisers and chemical pesticides, which themselves are produced using crude oil, can dilute their genuine renewable nature.]]></description>
			<pubDate>Fri, 09 Feb 2007 01:00:42 +0100</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/the_biomass_bio-fuels/</guid>
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			<title>The biomass: biogas</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/the_biomass_biogas/</link>
			<description><![CDATA[The biomass encompasses all living matter (plant life and animals). The three main sources of energy produced by the biomass are wood, biogas and bio-fuels: Wood is the oldest source of energy used by humans. Whilst it is little used in Europe these days, it remains the number one source of energy for several billion people around the world, who use it for cooking and heating. Biogas is produced from biodegradable waste matter. Biogas is like natural gas, but is not a form of fossil energy. Bio-fuels are made from farming products (wheat, rape, corn, etc.). They can be used as a substitute for petrol, heating oil or diesel fuel, or can be blended in small quantities with these forms of fuel.
These sources of energy are renewable as long as the crops are re-sown after they are harvested. The way in which these crops are grown is also important: the use of fertilisers and chemical pesticides, which themselves are produced using crude oil, can dilute their genuine renewable nature.]]></description>
			<pubDate>Fri, 02 Feb 2007 01:00:46 +0100</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/the_biomass_biogas/</guid>
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			<title>The biomass: wood</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/the_biomass_wood/</link>
			<description><![CDATA[The biomass encompasses all living matter (plant life and animals). The three main sources of energy produced by the biomass are wood, biogas and bio-fuels: Wood is the oldest source of energy used by humans. Whilst it is little used in Europe these days, it remains the number one source of energy for several billion people around the world, who use it for cooking and heating. Biogas is produced from biodegradable waste matter. Biogas is like natural gas, but is not a form of fossil energy. Bio-fuels are made from farming products (wheat, rape, corn, etc.). They can be used as a substitute for petrol, heating oil or diesel fuel, or can be blended in small quantities with these forms of fuel.
These sources of energy are renewable as long as the crops are re-sown after they are harvested. The way in which these crops are grown is also important: the use of fertilisers and chemical pesticides, which themselves are produced using crude oil, can dilute their genuine renewable nature.]]></description>
			<pubDate>Fri, 26 Jan 2007 01:00:50 +0100</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/the_biomass_wood/</guid>
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			<title>Water: energy from moving water</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/water_energy_from_moving_water/</link>
			<description><![CDATA[Hydraulic energy is the force created by moving water: rivers and tides, as well as ocean currents or waves.
The hydraulic energy of rivers has long been harnessed by watermills. In modern-day hydroelectric power stations, the flow of water is used to drive turbines that generate electricity (15% of all electricity produced in Europe). Building dams does not create pollution as such, but some can have an impact on the environment in which they are built (submerging wide areas of land, disrupting the flow of certain watercourses).
Other technologies (tidal power, the use of waves and ocean currents) are still in their infancy, but appear very promising.]]></description>
			<pubDate>Fri, 12 Jan 2007 01:00:54 +0100</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/water_energy_from_moving_water/</guid>
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			<title>Nuclear energy: when atoms explode</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/nuclear_energy_when_atoms_explode/</link>
			<description><![CDATA[Nuclear energy, which is also called atomic energy, is the form of energy that binds together the constituents of the nucleus of an atom. This energy can be released, mainly in the form of heat, with the disintegration of unstable nuclei (Uranium 235 or Plutonium 239, for example).
Uranium is a radioactive metal that is found in certain rocks. It is made up mainly of two isotopes: Uranium 238 (99.3%) and Uranium 235 (0.7%). First, the uranium has to be extracted from the rock. The uranium 235 is then concentrated by a factor of approximately six before the fuel used in nuclear power stations can be manufactured. It takes around 100 kg of ore to obtain 100 g of enriched uranium, which is an extremely concentrated source of energy (the concentration required for military usage is a great deal higher).
In nuclear power stations, nuclear energy is converted into heat to boil water and, as is the case for thermal power stations that use fossil energy, this drives the turbines that ultimately generate electricity.
The radioactive radiation released during the production of energy or by "spent" fuel (nuclear waste) is noxious, particularly in large quantities. Although the level of radioactivity diminishes over time, nuclear waste remains hazardous for hundreds &ndash; perhaps even millions - of years.]]></description>
			<pubDate>Fri, 05 Jan 2007 00:59:59 +0100</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/nuclear_energy_when_atoms_explode/</guid>
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			<title>Gas: lightweight fossil energy</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/gas_lightweight_fossil_energy/</link>
			<description><![CDATA[There are three sources of fossil energy: coal, oil and gas. These are natural reserves that can be found buried beneath our feet. Formed from organic deposits (plants or microscopic animal matter), all of these sources of energy take several million years to form, and this under very specific conditions. In general, crude oil and natural gas are created from the similar deposits, most often residue of marine plankton, whereas coal finds its origins in plant debris deposited in marshy areas.
Heat can be obtained by burning these sources of energy. They are rich in carbon and so are much used for heating purposes. Oil is also used a great deal for transport, as well as for manufacturing substances such as plastic. In addition, approximately 66% of the world's electricity is generated from fossil energy. This is done in thermal power stations where water is heated by burning a source of fossil energy. The steam produced drives turbines which, in turn, generate electricity.
Asside from the fact that natural reserves of oil and gas are running out because they cannot be renewed, the main problem associated with sources of fossil energy is the CO2 they produce when they combust. This particular greenhouse gas blends with the other greenhouse gases found naturally in the air, thereby contributing further to climate change.]]></description>
			<pubDate>Fri, 29 Dec 2006 01:00:03 +0100</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/gas_lightweight_fossil_energy/</guid>
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			<title>Oil: looking for black gold</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/oil_looking_for_black_gold/</link>
			<description><![CDATA[There are three sources of fossil energy: coal, oil and gas. These are natural reserves that can be found buried beneath our feet. Formed from organic deposits (plants or microscopic animal matter), all of these sources of energy take several million years to form, and this under very specific conditions. In general, crude oil and natural gas are created from the similar deposits, most often residue of marine plankton, whereas coal finds its origins in plant debris deposited in marshy areas.
Heat can be obtained by burning these sources of energy. They are rich in carbon and so are much used for heating purposes. Oil is also used a great deal for transport, as well as for manufacturing substances such as plastic. In addition, approximately 66% of the world's electricity is generated from fossil energy. This is done in thermal power stations where water is heated by burning a source of fossil energy. The steam produced drives turbines which, in turn, generate electricity.
Asside from the fact that natural reserves of oil and gas are running out because they cannot be renewed, the main problem associated with sources of fossil energy is the CO2 they produce when they combust. This particular greenhouse gas blends with the other greenhouse gases found naturally in the air, thereby contributing further to climate change.]]></description>
			<pubDate>Fri, 22 Dec 2006 01:00:08 +0100</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/oil_looking_for_black_gold/</guid>
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			<title>Coal: plant debris more than 200 million year old!</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/coal_plant_debris_more_than_200_million_year_old/</link>
			<description><![CDATA[There are three sources of fossil energy: coal, oil and gas. These are natural reserves that can be found buried beneath our feet. Formed from organic deposits (plants or microscopic animal matter), all of these sources of energy take several million years to form, and this under very specific conditions. In general, crude oil and natural gas are created from the similar deposits, most often residue of marine plankton, whereas coal finds its origins in plant debris deposited in marshy areas.
Heat can be obtained by burning these sources of energy. They are rich in carbon and so are much used for heating purposes. Oil is also used a great deal for transport, as well as for manufacturing substances such as plastic. In addition, approximately 66% of the world's electricity is generated from fossil energy. This is done in thermal power stations where water is heated by burning a source of fossil energy. The steam produced drives turbines which, in turn, generate electricity.
Asside from the fact that natural reserves of oil and gas are running out because they cannot be renewed, the main problem associated with sources of fossil energy is the CO2 they produce when they combust. This particular greenhouse gas blends with the other greenhouse gases found naturally in the air, thereby contributing further to climate change.]]></description>
			<pubDate>Fri, 15 Dec 2006 01:00:12 +0100</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/coal_plant_debris_more_than_200_million_year_old/</guid>
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			<title>Grey energy: hidden expenditure of energy</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/grey_energy_hidden_expenditure_of_energy/</link>
			<description><![CDATA[Grey energy is the energy hidden in a product, i.e. the amount of energy required to extract that product from nature, or to cultivate, manufacture, package and transport it. Objects can conceal very different levels of grey energy: for example an apple that is grown locally or one that is shipped from  from New Zealand to Europe.
&nbsp;
This means that buying a product automatically equates to the expenditure of grey energy. Yet consumers almost never think about grey energy. Because no figures are provided for this form of energy consumption, consumers most often forget that they are also paying for it. In actual fact, every household in Europe consumes twice as much grey energy as it does more conventional energy (heating, light, television, etc.)!
&nbsp;]]></description>
			<pubDate>Fri, 08 Dec 2006 01:00:16 +0100</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/grey_energy_hidden_expenditure_of_energy/</guid>
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			<title>The different types of energy: fossil, atomic and renewable</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/the_different_types_of_energy_fossil_atomic_and_renewable/</link>
			<description><![CDATA[The various sources of energy fall into three different categories: Fossil energies, which are produced from the combustion of natural reservesformed from organic deposits (plants or microscopic animal matter)over several millions of years. Nuclear or atomic energy, produced from the energy that binds the particles within the nuclei of atoms. Atomic energy is extracted from a radioactive mineral: uranium. Renewable energies are produced from natural energy sources, which nature is constantly regenerating]]></description>
			<pubDate>Fri, 01 Dec 2006 01:00:20 +0100</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/the_different_types_of_energy_fossil_atomic_and_renewable/</guid>
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			<title>The route taken by energy: &#8220;From the power station to the computer&#8221;</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/the_route_taken_by_energy_from_the_power_station_to_the_computer/</link>
			<description><![CDATA[Taking energy from where it is created to where it is used requires a great deal of organisation. Energy is carried along what we call "networks": the network that carries electricity is called a "grid". There are also distribution networks for petroleum and gas.
The energy then has to be adapted to suit what consumers want. For example, petroleum is used to produce heating oil and petrol, etc. The voltage of electricity is adjusted through transformers so that it is able to be used for a variety of purposes (factories, trains, homes, etc.).]]></description>
			<pubDate>Fri, 13 Oct 2006 01:00:29 +0200</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/the_route_taken_by_energy_from_the_power_station_to_the_computer/</guid>
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			<title>Energy vectors: &#8220;How we convert natural energy into man-made energy&#8221;</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/energy_vectors_how_we_convert_natural_energy_into_man-made_energy/</link>
			<description><![CDATA[After making direct use of natural energy (such as using the wind to propel a boat forward), then converting it into more useful forms of energy (in mills, for example), humans discovered that they could convert natural energy into other forms of energy that did not exist in usable form in nature.Examples of this are electricity and hydrogen. We call these two man-made forms of energy "energy vectors", because both of them enable energy to be carried and can then be converted back into any other form of energy. Now, while using energy vectors does not cause pollution in itself, creating these vectors from fossil fuel sources does create pollution – a lot of it.]]></description>
			<pubDate>Fri, 06 Oct 2006 01:00:33 +0200</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/energy_vectors_how_we_convert_natural_energy_into_man-made_energy/</guid>
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			<title>Measuring energy: &#8220;how much chocolate do you need to run a washing machine?&#8221;</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/measuring_energy_how_much_chocolate_do_you_need_to_run_a_washing_machi/</link>
			<description><![CDATA[Sources of energy include water, sun and the wind, as well as certain matter, such as food, oil and uranium. Each of these sources is usually measured in different units (calories, litres, kilos, etc.)In 1849, it was established for certain for the first time that the total amount of energy remains the same both before and after it is converted into another form of energy (taking losses through heat into account, that is). This meant that we could then compare the various forms of energy with one another.The unit used for measuring energy is the joule. But one joule only represents a tiny amount of energy. As a result, we use other, bigger, units to describe energy (kilojoule, megajoule, kilowatt hours or "ton of oil equivalent").]]></description>
			<pubDate>Fri, 29 Sep 2006 01:00:37 +0200</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/measuring_energy_how_much_chocolate_do_you_need_to_run_a_washing_machi/</guid>
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			<title>Overall balance of the Earth: &#8220;the sun, the world&#8217;s driving force&#8221;</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/overall_balance_of_the_earth_the_sun_the_worlds_driving_force/</link>
			<description><![CDATA[The Earth obtains most of its energy from the sun and then sends it back into space again through the atmosphere. However, the greenhouse gases contained in the atmosphere hold on to this energy for a short time before releasing it back into space. This is the "natural greenhouse effect", without which there would be no life on Earth. Without it, there would be an average temperature of minus 19&deg;C here, like there is on the moon, instead of the plus 15&deg;C we enjoy at the moment.
The greenhouse effect is the result of a complex and fragile balance based on exchanges between the Earth, the atmosphere and space. One of the factors that controls this is the amount of greenhouse gas there is in the atmosphere. At the present time right now the level of greenhouse gas is rising very quickly as the result of activity here on Earth by humans. This is causing the average temperature here to rise and this, in turn, is responsible for what we call "climate change".]]></description>
			<pubDate>Fri, 22 Sep 2006 01:00:41 +0200</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/overall_balance_of_the_earth_the_sun_the_worlds_driving_force/</guid>
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			<title>Converting energy</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/converting_energy/</link>
			<description><![CDATA[Every action requires energy to be converted for the action to take place. This conversion is governed by the following two main rules: the total amount of energy in the universe is constant and never changes; energy can be converted from one form to another, but can neither be created or destroyed.
Each time energy is converted, a little heat is released. For example, when petrol is converted into mechanical motion in a car, part of the energy is converted into heat rather than into movement. We call this a "loss" of energy (i.e. the amount of energy at the outset = the amount of energy produced + heat).
Only when energy is converted for the purpose of producing heat is there no "loss" (for example when electricity is converted into heat by a cooker).]]></description>
			<pubDate>Fri, 15 Sep 2006 01:00:45 +0200</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/converting_energy/</guid>
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			<title>What is energy?</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/what_is_energy/</link>
			<description><![CDATA[Almost everything around us either produces or consumes energy. This energy may be contained in motion, as well as in stationary objects that release energy when they begin to move.
The sun is the main source of energy for the Earth. This energy reaches Earth in the form of rays, which are then converted into numerous forms of energy: for example into the discharge of water through the water cycle, or into life and matter through the photosynthesis of plants, which themselves provide energy to the animals that eat them, and so on.]]></description>
			<pubDate>Fri, 08 Sep 2006 01:00:48 +0200</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/what_is_energy/</guid>
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			<title>What are the Arctic and Antarctic?</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/what_are_the_arctic_and_antarctic/</link>
			<description><![CDATA[This animation gives a general presentation of the Arctic and Antarctic, their geographic location, and the differences between winter and summer ice covers...]]></description>
			<pubDate>Wed, 10 Aug 2005 01:00:43 +0200</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/what_are_the_arctic_and_antarctic/</guid>
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			<title>Polar nights</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/polar_nights/</link>
			<description><![CDATA[This animation explains how the Earth is lit by the sun depending on the season. In particular the lighting of the Arctic and the Antarctic is detailed for every month of the year. The helps explain, among other things, the polar night.]]></description>
			<pubDate>Tue, 09 Aug 2005 01:00:47 +0200</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/polar_nights/</guid>
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		<item>
			<title>Political situation</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/political_situation/</link>
			<description><![CDATA[This animation examines the territorial division of the two poles, the geographic implantation of the populations of the Far North and the scientific bases in Antarctica.]]></description>
			<pubDate>Mon, 08 Aug 2005 01:00:24 +0200</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/political_situation/</guid>
 	     </item>
		
		<item>
			<title>Description of ice types</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/description_of_ice_types/</link>
			<description><![CDATA[This animation explains the formation of the two types of ice (terrestrial and sea ice) in the Arctic and Antarctic. The differences between summer and winter ice coverage are also presented.]]></description>
			<pubDate>Sun, 07 Aug 2005 01:00:23 +0200</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/description_of_ice_types/</guid>
 	     </item>
		
		<item>
			<title>Polar bears and penguins</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/polar_bears_and_penguins/</link>
			<description><![CDATA[The animation looks at the distribution of two emblematic species, polar bears at the North Pole and penguins at the South Pole.]]></description>
			<pubDate>Sat, 06 Aug 2005 01:00:28 +0200</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/polar_bears_and_penguins/</guid>
 	     </item>
		
		<item>
			<title>Polar flora and fauna</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/polar_flora_and_fauna/</link>
			<description><![CDATA[The animation presents the polar fauna and flora in interactive play format. Nine animals are presented for the Arctic and twelve for the Antarctic.]]></description>
			<pubDate>Fri, 05 Aug 2005 01:00:57 +0200</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/polar_flora_and_fauna/</guid>
 	     </item>
		
		<item>
			<title>Arctic exploration</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/arctic_exploration/</link>
			<description><![CDATA[The animation offers a rapid historical overview of the discovery and exploration of the Arctic, from antiquity to the modern day. All the expedition routes are given in the animations.]]></description>
			<pubDate>Thu, 04 Aug 2005 01:00:00 +0200</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/arctic_exploration/</guid>
 	     </item>
		
		<item>
			<title>Antarctic exploration</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/antarctic_exploration/</link>
			<description><![CDATA[An animation giving details of the exploration of the Antarctic, from the 18th century to the present day. The routes are shown in the animations.]]></description>
			<pubDate>Wed, 03 Aug 2005 01:00:04 +0200</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/antarctic_exploration/</guid>
 	     </item>
		
		<item>
			<title>The global water cycle</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/the_global_water_cycle/</link>
			<description><![CDATA[This short animation explains the global water cycle, including an often forgotten component, which is ice.]]></description>
			<pubDate>Sun, 31 Jul 2005 01:00:08 +0200</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/the_global_water_cycle/</guid>
 	     </item>
		
		<item>
			<title>Fresh water and ice on the Earth</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/fresh_water_and_ice_on_the_earth/</link>
			<description><![CDATA[This animation presents the concepts of fresh and salt water, and links them with the global water cycle.]]></description>
			<pubDate>Sat, 30 Jul 2005 01:00:12 +0200</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/fresh_water_and_ice_on_the_earth/</guid>
 	     </item>
		
		<item>
			<title>The Arctic and Antarctic Oceans</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/the_arctic_and_antarctic_oceans/</link>
			<description><![CDATA[This animation gives details on the two polar oceans, with details of fronts and currents for both of them.]]></description>
			<pubDate>Fri, 29 Jul 2005 01:00:15 +0200</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/the_arctic_and_antarctic_oceans/</guid>
 	     </item>
		
		<item>
			<title>Ice caps or Inlandsis</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/ice_caps_or_inlandsis/</link>
			<description><![CDATA[How ice caps are formed, in the Arctic and Antarctic, explained with a series of cross-sectional animations.]]></description>
			<pubDate>Thu, 28 Jul 2005 01:00:19 +0200</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/ice_caps_or_inlandsis/</guid>
 	     </item>
		
		<item>
			<title>How glaciers work?</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/how_glaciers_work/</link>
			<description><![CDATA[Presentation of various general concepts concerning glaciers: formation, glacier movement, moraines, ...]]></description>
			<pubDate>Wed, 27 Jul 2005 01:00:03 +0200</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/how_glaciers_work/</guid>
 	     </item>
		
		<item>
			<title>Ice-shelves</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/ice-shelves/</link>
			<description><![CDATA[Presentation of the Antarctic ice shelf, formation and surface area compared with terra firma.]]></description>
			<pubDate>Tue, 26 Jul 2005 01:00:06 +0200</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/ice-shelves/</guid>
 	     </item>
		
		<item>
			<title>Ice floes</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/ice_floes/</link>
			<description><![CDATA[Description of the variations in size of the ice floes at the two poles, month by month. With photos of the various components of ice floes.]]></description>
			<pubDate>Mon, 25 Jul 2005 01:00:15 +0200</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/ice_floes/</guid>
 	     </item>
		
		<item>
			<title>Icebergs</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/icebergs/</link>
			<description><![CDATA[An animation explaining how icebergs are formed, the breaking of the ice shelf, with an illustration of the breaking of the Larsen ice shelf.]]></description>
			<pubDate>Mon, 25 Jul 2005 01:00:10 +0200</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/icebergs/</guid>
 	     </item>
		
		<item>
			<title>Katabatic winds</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/katabatic_winds/</link>
			<description><![CDATA[An animation presenting the fierce Katabatic winds that blow out towards the sea.]]></description>
			<pubDate>Sun, 24 Jul 2005 01:00:19 +0200</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/katabatic_winds/</guid>
 	     </item>
		
		<item>
			<title>Climate archives</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/climate_archives/</link>
			<description><![CDATA[Drilling in the Antarctic and Greenland icecaps, and how ice cores are studied.]]></description>
			<pubDate>Sat, 23 Jul 2005 01:00:23 +0200</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/climate_archives/</guid>
 	     </item>
		
		<item>
			<title>What is the atmosphere?</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/what_is_the_atmosphere/</link>
			<description><![CDATA[The formation and composition of the earth's atmosphere in a few animations.]]></description>
			<pubDate>Fri, 22 Jul 2005 01:00:27 +0200</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/what_is_the_atmosphere/</guid>
 	     </item>
		
		<item>
			<title>Why is it cold at the poles?</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/why_is_it_cold_at_the_poles/</link>
			<description><![CDATA[Discovery of the concepts of solar radiation and albedo, which explain, among other things, polar temperatures.]]></description>
			<pubDate>Thu, 21 Jul 2005 01:00:30 +0200</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/why_is_it_cold_at_the_poles/</guid>
 	     </item>
		
		<item>
			<title>The Earth&#8217;s climate through history</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/the_earths_climate_through_history/</link>
			<description><![CDATA[A general presentation of the Earth's climate throughout the ages. Maps showing the advance of the ice caps and glaciers in Europe as a function of the different glaciation periods.]]></description>
			<pubDate>Wed, 20 Jul 2005 01:00:34 +0200</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/the_earths_climate_through_history/</guid>
 	     </item>
		
		<item>
			<title>The greenhouse effect</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/the_greenhouse_effect/</link>
			<description><![CDATA[A simple explanation of the principle of the greenhouse effect and the source of greenhouse gases.]]></description>
			<pubDate>Tue, 19 Jul 2005 01:00:40 +0200</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/the_greenhouse_effect/</guid>
 	     </item>
		
		<item>
			<title>Climate complexity</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/climate_complexity/</link>
			<description><![CDATA[An animation carefully designed to explain as simply as possibly the complexity of our planet's climate.]]></description>
			<pubDate>Mon, 18 Jul 2005 01:00:44 +0200</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/climate_complexity/</guid>
 	     </item>
		
		<item>
			<title>Climate modelling</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/climate_modelling/</link>
			<description><![CDATA[Climate modelling explained by analogy with the problem of an overflowing bath.]]></description>
			<pubDate>Sat, 16 Jul 2005 01:00:48 +0200</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/climate_modelling/</guid>
 	     </item>
		
		<item>
			<title>The human impact</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/the_human_impact/</link>
			<description><![CDATA[A rapid (and non-exhaustive) status report on the impact of climate warming on the Earth's system.]]></description>
			<pubDate>Fri, 15 Jul 2005 01:00:52 +0200</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/the_human_impact/</guid>
 	     </item>
		
		<item>
			<title>How should we react ?</title>
			<link>http://www.educapoles.org/multimedia/animation_detail/how_should_we_react/</link>
			<description><![CDATA[Presentation of the sources of greenhouse gas emissions, by sector and by countries, followed by a range of proposed solutions to reduce the emissions.]]></description>
			<pubDate>Thu, 14 Jul 2005 01:00:56 +0200</pubDate>
			<guid>http://www.educapoles.org/multimedia/animation_detail/how_should_we_react/</guid>
 	     </item>
		
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