Conclusion: Field, Brown And New Labour’s Discourse Of The Active State

2011 ◽  
Keyword(s):  
Active State

Binding of Thrombin to Fibrin

1979 ◽  
Author(s):  
L. Róka ◽  
F. G. Rademacher
Keyword(s):  
Antithrombin Iii ◽  
Monomer Concentration ◽  
Active State ◽  
Clot Formation ◽  
Constant Amount ◽  
Bovine Thrombin

After clot formation using bovine thrombin and bovine fibrinogen, one can detect no longer the total amount of thrombin. The amount missing in the supernatant is trapped in the clot and can be removed in active state after lysing the clot. The capacity for trapping thrombin by a constant amount of fibrin depends on the structure of the fibrinpolymer. This can be shown by producing different kinds of clots by variation of pH or monomer concentration during polymerisation or using Arvinmonomer insted of Thrombinmonomer. The trapped thrombin shows no clotting activity but some activity with chromogenic substrats remains. to neutralize trapped thrombin about 5 times more antithrombin III is necessary than for the same amount of free thrombin. The trapped thrombin diffuses out of the clot indicating the reversibility of the binding of thrombin to fribin.

scholarly journals THE PREPARATION OF HEMOGLOBIN IN A DRY AND ACTIVE STATE

1937 ◽  
Vol 117 (2) ◽  
pp. 693-706
Author(s):  
Dempsie B. Morrison ◽  
Alan Hisey
Keyword(s):  
Active State

scholarly journals Testing a Process-Product Framework for Conceptualizing Motivation

2019 ◽  
Vol 5 (1) ◽  
pp. 21
Author(s):  
David Palmer
Keyword(s):  
University Students ◽  
Self Efficacy ◽  
Personal Characteristics ◽  
Active State ◽  
Individual Interest ◽  
Personal Factors ◽  
Product Phase ◽  
Motivation For Learning ◽  
Teacher Enthusiasm ◽  
Process Product

This study explored the idea that motivation for learning can be a process as well as a product: the product being an active state of motivation whereas the process would include the antecedents that created that state. This hypothesis was tested by interviewing 47 university students immediately after normal lectures. Results showed that 89% had experienced an active state of motivation (the product phase) that was influenced by antecedents that included personal characteristics (e.g., self-efficacy, individual interest), temporal personal factors (mood, fatigue), and contextual factors (teacher enthusiasm and “interestingness”). It was concluded that process-product is a potentially useful framework for conceptualizing motivation.

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