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    <title>mathSMASH®&#13;Video</title>
    <link>http://www.mathsmash.com/mathSMASH/Video/Video.html</link>
    <description>These samples demonstrate the marriage between math and music. It is a relationship shared by many common bonds and a variety of connections. &lt;br/&gt; &lt;br/&gt;I hope you enjoy this collection of musical and mathematical patterns.</description>
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      <title>mathSMASH®&#13;Video</title>
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    <ttl>60</ttl>
    <itunes:explicit>no</itunes:explicit>
    <itunes:owner>
      <itunes:email>info@mathsmash.com</itunes:email>
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    <itunes:subtitle>These samples demonstrate the marriage between math and music. It is a relationship shared by many common bonds and a variety of connections. &#13; &#13;I hope you enjoy this collection of musical and mathematical patterns.</itunes:subtitle>
    <itunes:summary>These samples demonstrate the marriage between math and music. It is a relationship shared by many common bonds and a variety of connections. &#13; &#13;I hope you enjoy this collection of musical and mathematical patterns.</itunes:summary>
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    <language>en</language>
    <item>
      <title>mathSMASH Algo-Rhythm</title>
      <link>http://www.mathsmash.com/mathSMASH/Video/Entries/2011/6/27_mathSMASH_Algo-Rhythm.html</link>
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      <pubDate>Mon, 27 Jun 2011 19:35:58 -0400</pubDate>
      <description>&lt;a href=&quot;http://www.mathsmash.com/mathSMASH/Media/Algebra-720p.mov&quot;&gt;&lt;img src=&quot;http://www.mathsmash.com/mathSMASH/Video/Media/Algebra-720p.jpg&quot; style=&quot;float:left; padding-right:10px; padding-bottom:10px; width:245px; height:138px;&quot;/&gt;&lt;/a&gt; </description>
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      <itunes:explicit>no</itunes:explicit>
      <itunes:duration>00:00:14</itunes:duration>
      <itunes:subtitle>mathSMASH Algo-Rhythm</itunes:subtitle>
      <itunes:summary>mathSMASH Algo-Rhythm</itunes:summary>
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    <item>
      <title>mathSMASH Restaurant</title>
      <link>http://www.mathsmash.com/mathSMASH/Video/Entries/2009/9/24_mathSMASH_Restaurant.html</link>
      <guid isPermaLink="false">a0690407-fa5a-4f6e-83d4-a9a655db37a5</guid>
      <pubDate>Thu, 24 Sep 2009 22:19:16 -0400</pubDate>
      <description>&lt;a href=&quot;http://www.mathsmash.com/mathSMASH/Media/Web%20SMASH%20Restaurant.m4v&quot;&gt;&lt;img src=&quot;http://www.mathsmash.com/mathSMASH/Video/Media/Web%20SMASH%20Restaurant-5.jpg&quot; style=&quot;float:left; padding-right:10px; padding-bottom:10px; width:244px; height:138px;&quot;/&gt;&lt;/a&gt;The 2009 5th grade students demonstrated the ultimate creativity by constructing a mathSMASH restaurant filled with rhythmic and mathematical patterns.</description>
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      <itunes:explicit>no</itunes:explicit>
      <itunes:duration>00:00:52</itunes:duration>
      <itunes:subtitle>The 2009 5th grade students demonstrated the ultimate creativity by constructing a mathSMASH restaurant filled with rhythmic and mathematical patterns.</itunes:subtitle>
      <itunes:summary>The 2009 5th grade students demonstrated the ultimate creativity by constructing a mathSMASH restaurant filled with rhythmic and mathematical patterns.</itunes:summary>
    </item>
    <item>
      <title>mathSMASH Live</title>
      <link>http://www.mathsmash.com/mathSMASH/Video/Entries/2009/6/4_mathSMASH_Live.html</link>
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      <pubDate>Thu, 4 Jun 2009 23:37:15 -0400</pubDate>
      <description>mathSMASH Live is a visual and auditory experience of musical and mathematical patterns.  130 students perform over 14 patterns simultaneously in an incredible demonstration of sights and sounds.</description>
      <enclosure url="http://www.mathsmash.com/mathSMASH/Media/mathSMASH_eBook_WEB.m4v" length="4747936" type="video/x-m4v"/>
      <itunes:explicit>no</itunes:explicit>
      <itunes:duration>00:00:40</itunes:duration>
      <itunes:subtitle>mathSMASH Live is a visual and auditory experience of musical and mathematical patterns.  130 students perform over 14 patterns simultaneously in an incredible demonstration of sights and sounds.</itunes:subtitle>
      <itunes:summary>mathSMASH Live is a visual and auditory experience of musical and mathematical patterns.  130 students perform over 14 patterns simultaneously in an incredible demonstration of sights and sounds.</itunes:summary>
    </item>
    <item>
      <title>mathSMASH’ n Clog Battle</title>
      <link>http://www.mathsmash.com/mathSMASH/Video/Entries/2009/1/30_mathSMASH_n_Clog_Battle.html</link>
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      <pubDate>Fri, 30 Jan 2009 17:41:31 -0500</pubDate>
      <description>Mrs. Trisha Muse, a 5th grade teacher and clogging instructor, demonstrates with her students the mathematical patterns of clogging.</description>
      <enclosure url="http://www.mathsmash.com/mathSMASH/Media/SMASH%20n%20Clog%20Sreaming-11.mov" length="3538004" type="video/quicktime"/>
      <itunes:explicit>no</itunes:explicit>
      <itunes:duration>00:01:36</itunes:duration>
      <itunes:subtitle>Mrs. Trisha Muse, a 5th grade teacher and clogging instructor, demonstrates with her students the mathematical patterns of clogging.</itunes:subtitle>
      <itunes:summary>Mrs. Trisha Muse, a 5th grade teacher and clogging instructor, demonstrates with her students the mathematical patterns of clogging.</itunes:summary>
    </item>
    <item>
      <title>3 Ring mathSMASH</title>
      <link>http://www.mathsmash.com/mathSMASH/Video/Entries/2009/1/29_3_Ring_mathSMASH.html</link>
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      <pubDate>Thu, 29 Jan 2009 18:25:09 -0500</pubDate>
      <description>These students experienced these mathematical and musical patterns through every learning style.  mathSMASH provides a visual, auditory, tactile, and kinesthetic learning opportunity for every student.</description>
      <enclosure url="http://www.mathsmash.com/mathSMASH/Media/2008%203%20Ring%20SMASH-5.m4v" length="4427641" type="video/x-m4v"/>
      <itunes:explicit>no</itunes:explicit>
      <itunes:duration>00:00:35</itunes:duration>
      <itunes:subtitle>These students experienced these mathematical and musical patterns through every learning style.  mathSMASH provides a visual, auditory, tactile, and kinesthetic learning opportunity for every student.</itunes:subtitle>
      <itunes:summary>These students experienced these mathematical and musical patterns through every learning style.  mathSMASH provides a visual, auditory, tactile, and kinesthetic learning opportunity for every student.</itunes:summary>
    </item>
    <item>
      <title>mathSMASH: Rhythm is Fractions</title>
      <link>http://www.mathsmash.com/mathSMASH/Video/Entries/2009/1/27_mathSMASH%3A_Rhythm_is_Fractions.html</link>
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      <pubDate>Tue, 27 Jan 2009 22:07:26 -0500</pubDate>
      <description>&lt;a href=&quot;http://www.mathsmash.com/mathSMASH/Media/Fractions%20QT%20Loop-35.mov&quot;&gt;&lt;img src=&quot;http://www.mathsmash.com/mathSMASH/Video/Media/Fractions%20QT%20Loop_1.jpg&quot; style=&quot;float:left; padding-right:10px; padding-bottom:10px; width:184px; height:138px;&quot;/&gt;&lt;/a&gt; </description>
      <enclosure url="http://www.mathsmash.com/mathSMASH/Media/Fractions%20QT%20Loop-35.mov" length="3937452" type="video/quicktime"/>
      <itunes:explicit>no</itunes:explicit>
      <itunes:duration>00:01:00</itunes:duration>
      <itunes:subtitle>mathSMASH: Rhythm is Fractions</itunes:subtitle>
      <itunes:summary>mathSMASH: Rhythm is Fractions</itunes:summary>
    </item>
    <item>
      <title>mathSMASH: Money Connection</title>
      <link>http://www.mathsmash.com/mathSMASH/Video/Entries/2009/1/25_mathSMASH%3A_Money_Connection.html</link>
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      <pubDate>Sun, 25 Jan 2009 18:26:02 -0500</pubDate>
      <description>This clip demonstrates how money is a direct illustration music.  Math minds understand the music, and music minds understand the math.</description>
      <enclosure url="http://www.mathsmash.com/mathSMASH/Media/Money%20QT%20Loop-30.mov" length="1454212" type="video/quicktime"/>
      <itunes:explicit>no</itunes:explicit>
      <itunes:duration>00:00:26</itunes:duration>
      <itunes:subtitle>This clip demonstrates how money is a direct illustration music.  Math minds understand the music, and music minds understand the math.</itunes:subtitle>
      <itunes:summary>This clip demonstrates how money is a direct illustration music.  Math minds understand the music, and music minds understand the math.</itunes:summary>
    </item>
    <item>
      <title>mathSMASH: Layers</title>
      <link>http://www.mathsmash.com/mathSMASH/Video/Entries/2009/1/24_mathSMASH%3A_Layers.html</link>
      <guid isPermaLink="false">26e5fd54-6341-4b94-99c6-cc14ef1661a8</guid>
      <pubDate>Sat, 24 Jan 2009 18:15:04 -0500</pubDate>
      <description>This is a short excerpt of how as many as 16 different patterns can be layered all at once.</description>
      <enclosure url="http://www.mathsmash.com/mathSMASH/Media/SMASH%202008%20Layering-5.m4v" length="4380859" type="video/x-m4v"/>
      <itunes:explicit>no</itunes:explicit>
      <itunes:duration>00:00:35</itunes:duration>
      <itunes:subtitle>This is a short excerpt of how as many as 16 different patterns can be layered all at once.</itunes:subtitle>
      <itunes:summary>This is a short excerpt of how as many as 16 different patterns can be layered all at once.</itunes:summary>
    </item>
    <item>
      <title>mathSMASH Step</title>
      <link>http://www.mathsmash.com/mathSMASH/Video/Entries/2009/1/24_mathSMASH_Step.html</link>
      <guid isPermaLink="false">f18a0c2d-3e4f-4412-9693-528ab8c19b94</guid>
      <pubDate>Sat, 24 Jan 2009 16:39:16 -0500</pubDate>
      <description>&lt;a href=&quot;http://www.mathsmash.com/mathSMASH/Media/SMASH%202004%20Step%20Tiny-4.3gp&quot;&gt;&lt;img src=&quot;http://www.mathsmash.com/mathSMASH/Video/Media/SMASH%202004%20Step%20Tiny_1.jpg&quot; style=&quot;float:left; padding-right:10px; padding-bottom:10px; width:176px; height:144px;&quot;/&gt;&lt;/a&gt;These 11 year old girls created and sequenced mathematical patterns through rhythmic step.</description>
      <enclosure url="http://www.mathsmash.com/mathSMASH/Media/SMASH%202004%20Step%20Tiny-4.3gp" length="630261" type="video/3gpp"/>
      <itunes:explicit>no</itunes:explicit>
      <itunes:duration>00:01:01</itunes:duration>
      <itunes:subtitle>These 11 year old girls created and sequenced mathematical patterns through rhythmic step.</itunes:subtitle>
      <itunes:summary>These 11 year old girls created and sequenced mathematical patterns through rhythmic step.</itunes:summary>
    </item>
    <item>
      <title>SMASH Ball</title>
      <link>http://www.mathsmash.com/mathSMASH/Video/Entries/2009/1/23_SMASH_Ball.html</link>
      <guid isPermaLink="false">cd0c3082-7e54-4909-a80e-fd9606ceebeb</guid>
      <pubDate>Fri, 23 Jan 2009 17:53:37 -0500</pubDate>
      <description>&lt;a href=&quot;http://www.mathsmash.com/mathSMASH/Media/SMASH%202004%20SMASH%20Basketball%20-2.3gp&quot;&gt;&lt;img src=&quot;http://www.mathsmash.com/mathSMASH/Video/Media/SMASH%202004%20SMASH%20Basketball%20_1.jpg&quot; style=&quot;float:left; padding-right:10px; padding-bottom:10px; width:176px; height:144px;&quot;/&gt;&lt;/a&gt;These 11 year old students applied their basketball skills through the element of rhythm.  They also wrote and assembled this entire sequence. </description>
      <enclosure url="http://www.mathsmash.com/mathSMASH/Media/SMASH%202004%20SMASH%20Basketball%20-2.3gp" length="890873" type="video/3gpp"/>
      <itunes:explicit>no</itunes:explicit>
      <itunes:duration>00:01:24</itunes:duration>
      <itunes:subtitle>These 11 year old students applied their basketball skills through the element of rhythm.  They also wrote and assembled this entire sequence. </itunes:subtitle>
      <itunes:summary>These 11 year old students applied their basketball skills through the element of rhythm.  They also wrote and assembled this entire sequence. </itunes:summary>
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