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Journal articles on the topic 'Become active'

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Published: 9 March 2023
Last updated: 10 March 2023

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1

Jones, William E. "Become active in AAEP." Journal of Equine Veterinary Science 7, no. 6 (January 1987): 341–52. http://dx.doi.org/10.1016/s0737-0806(87)80002-3.

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2

Shahar, J. "Helping Your Patients Become Active." Diabetes Spectrum 21, no. 1 (January 1, 2008): 59–62. http://dx.doi.org/10.2337/diaspect.21.1.59.

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3

Barnett, Lisa, Eric van Beurden, Philip Morgan, Lyndon Brooks, and John Beard. "Do Skilled Children Become Active Adolescents?" Medicine & Science in Sports & Exercise 40, Supplement (May 2008): S96. http://dx.doi.org/10.1249/01.mss.0000321868.26713.44.

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4

Simmons, J. Aaron. "Become Joyful, Become Active, But Do Not Forget About Being Responsible." Southwest Philosophy Review 23, no. 2 (2007): 21–26. http://dx.doi.org/10.5840/swphilreview200723229.

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5

Lepkowska, Dorothy. "Pupils become less active during primary school." British Journal of School Nursing 14, no. 10 (December 2, 2019): 489–90. http://dx.doi.org/10.12968/bjsn.2019.14.10.489.

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6

Liebenson, C. "Motivating pain patients to become more active." Journal of Bodywork and Movement Therapies 3, no. 3 (July 1999): 143–46. http://dx.doi.org/10.1016/s1360-8592(99)80017-5.

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7

Bryan, Charity L., Sandra K. Sims, Donna L. Dunaway, and Donna J. Hester. "Become a Champion for Healthy, Active Schools." Strategies 32, no. 2 (February 27, 2019): 24–31. http://dx.doi.org/10.1080/08924562.2018.1560136.

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8

Li, S., M. S. Treuth, and Y. Wang. "How active are American adolescents and have they become less active?" Obesity Reviews 11, no. 12 (November 22, 2010): 847–62. http://dx.doi.org/10.1111/j.1467-789x.2009.00685.x.

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9

Thomas, Patricia A., and Carol Reagan Shelton. "Teaching Students to Become Active in Public Policy." Public Health Nursing 11, no. 4 (April 1994): 75–79. http://dx.doi.org/10.1111/j.1525-1446.1994.tb00177.x.

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10

Thomas, Patricia A., and Carol Reagan Shelton. "Teaching Students to Become Active in Public Policy." Public Health Nursing 11, no. 2 (April 1994): 75–79. http://dx.doi.org/10.1111/j.1525-1446.1994.tb00772.x.

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11

Granese, Richard. "Become Active in APA And Make a Difference." Psychiatric News 39, no. 22 (November 19, 2004): 10. http://dx.doi.org/10.1176/pn.39.22.00390010.

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12

Gnepa, Tahi J. "Persuading Small Manufacturing Companies to Become Active Exporters." Journal of Global Marketing 14, no. 4 (May 4, 2001): 49–66. http://dx.doi.org/10.1300/j042v14n04_04.

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13

Pieth, Mark, and Gemma Aiolfi. "The private sector become active: the Wolfsberg process." Journal of Financial Crime 10, no. 4 (October 2003): 359–65. http://dx.doi.org/10.1108/13590790310808899.

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14

Gurevich, V. V., and E. V. Gurevich. "Arrestin makes T cells stop and become active." EMBO Journal 33, no. 6 (February 6, 2014): 531–33. http://dx.doi.org/10.1002/embj.201387724.

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15

Haynes, Traci, and J. Regis McNamara. "Factors Influencing a Person to Become More Physically Active." Perceptual and Motor Skills 68, no. 3_suppl (June 1989): 1104–6. http://dx.doi.org/10.2466/pms.1989.68.3c.1104.

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In the first phase of the study, 170 introductory psychology students were administered six questionnaires dealing with various beliefs and attributions about general lifestyle patterns and their consequences. Physical activity was generally perceived in a positive way and there were sex differences in the way in which such activities were practiced and the extent to which they provided deflection of stress. In Phase 2, 65 inactive individuals from Phase 1 were exposed to an information-feedback manipulation which was not effective in promoting interest in obtaining reading material on exercise or in encouraging initiation of activity.
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16

Olson, Kate. "Let's get moving: encouraging patients to become more active." British Journal of Cardiac Nursing 9, no. 10 (October 2, 2014): 474. http://dx.doi.org/10.12968/bjca.2014.9.10.474.

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17

Fintor, L. "Patient Activism: Cancer Groups Become Vocal and Politically Active." JNCI Journal of the National Cancer Institute 83, no. 8 (April 17, 1991): 528–29. http://dx.doi.org/10.1093/jnci/83.8.528.

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18

Higgins, E. Tory, and Baruch Eitam. "Priming…Shmiming: It's About KnowingWhenandWhyStimulated Memory Representations Become Active." Social Cognition 32, Supplement (June 2014): 225–42. http://dx.doi.org/10.1521/soco.2014.32.supp.225.

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19

Liang, Ting-Yu, Shang-Ju Chan, Anindya S. Patra, Pei-Lun Hsieh, Yi-An Chen, Hsueh-Heng Ma, and Michael H. Huang. "Inactive Cu2O Cubes Become Highly Photocatalytically Active with Ag2S Deposition." ACS Applied Materials & Interfaces 13, no. 9 (February 26, 2021): 11515–23. http://dx.doi.org/10.1021/acsami.1c00342.

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20

Andersen, Ross E. "Encouraging Patients To Become More Physically Active: The Physician's Role." Annals of Internal Medicine 127, no. 5 (September 1, 1997): 395. http://dx.doi.org/10.7326/0003-4819-127-5-199709010-00010.

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21

Jennings, Jo. "How do I encourage older people to become physically active?" Nursing Older People 32, no. 5 (September 22, 2020): 11. http://dx.doi.org/10.7748/nop.32.5.11.s9.

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22

Hernandez, Luis, and Bartley G. Hoebel. "Mesolimbic and mesocortical dopamine systems become active during feeding behavior." Appetite 12, no. 3 (June 1989): 215. http://dx.doi.org/10.1016/0195-6663(89)90194-3.

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23

Roobol, Monique J. "Active Surveillance for Low-risk Prostate Cancer: Will it Become Obsolete?" European Urology 75, no. 5 (May 2019): 750–51. http://dx.doi.org/10.1016/j.eururo.2018.10.021.

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24

Cha, JaeMin, SeungHyun Kim, and Ronald F. Cichy. "Hospitality Students’ Intent to Become Involved as Active Alumni: A Predictive Model." Journal of Hospitality & Tourism Education 25, no. 1 (January 2013): 1–10. http://dx.doi.org/10.1080/10963758.2013.777583.

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25

Marcell, Arik V., Pam Matson, Jonathan M. Ellen, and Carol A. Ford. "Annual Physical Examination Reports Vary by Gender Once Teenagers Become Sexually Active." Journal of Adolescent Health 49, no. 1 (July 2011): 47–52. http://dx.doi.org/10.1016/j.jadohealth.2010.10.006.

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26

Getz, Cheryl, and Kedir Assefa Tessema. "Educating Graduate Leadership Students to Become Active Participants in Their Discourse Communities." Journal of Leadership Education 16, no. 1 (January 1, 2017): 64–80. http://dx.doi.org/10.12806/v16/i1/r5.

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27

Munakata, Mika. "The Mathematics Education Debates: Preparing Students to Become Professionally Active Mathematics Teachers." PRIMUS 20, no. 8 (October 29, 2010): 712–20. http://dx.doi.org/10.1080/10511970902870372.

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28

Hanada, Nanaho. "HOW WOMEN BECOME INTERESTED IN POLITICS." Jurnal Dinamika Global 3, no. 01 (July 26, 2018): 3–40. http://dx.doi.org/10.36859/jdg.v3i01.54.

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Women are politically underrepresented. This is true in Japan regardless of its political and economic standings suggesting that it is an industrialized democracy. While underrepresented in the political arena, Japanese women are fairly active in non- profit organizations. This paper explores the way in which women can be channeled into politics from civil society through organizational activities, I engaged in semi-structured interviews with 62 women from 41 non-profit organizations. I found that the relationship between organizations and the government was the key. The women in those organizations which have established a partnership with government were provided with the opportunity to enhance their self-efficacy by engaging in competitive selection processes and to dismantle the image of politics being contaminatedand negative by developing a personalized network with government officials and members in other organizations. They come to view their activities as being political and even consider running for office
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29

Yu, Dingshan, Enoch Nagelli, Feng Du, and Liming Dai. "Metal-Free Carbon Nanomaterials Become More Active than Metal Catalysts and Last Longer." Journal of Physical Chemistry Letters 1, no. 14 (July 2010): 2165–73. http://dx.doi.org/10.1021/jz100533t.

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30

Shephard, R. J. "Are Health Care Professionals Advising Adults With Arthritis to Become More Physically Active?" Yearbook of Sports Medicine 2006 (January 2006): 249–51. http://dx.doi.org/10.1016/s0162-0908(08)70420-3.

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31

Kim, Mi Song. "Empowering Prospective Teachers to Become Active Sense-Makers: Multimodal Modeling of the Seasons." Journal of Science Education and Technology 24, no. 5 (March 6, 2015): 610–27. http://dx.doi.org/10.1007/s10956-015-9550-z.

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32

Fontaine, Kevin R., Susan J. Bartlett, and Moonseong Heo. "Are health care professionals advising adults with arthritis to become more physically active?" Arthritis & Rheumatism 53, no. 2 (2005): 279–83. http://dx.doi.org/10.1002/art.21073.

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33

Rangachari, P. K. "Active learning: in context." Advances in Physiology Education 268, no. 6 (June 1995): S75. http://dx.doi.org/10.1152/advances.1995.268.6.s75.

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Active learning has become trendy, particularly in health care education. It has been noted that active learning is an attitude, not a method. Promotion of active learning requires willing students, sympathetic teachers, and an institution willing to promote interactions between them. The essence is to shift the locus of control from the teacher to the student. This essay draws attention to books and articles discussing such issues.
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34

McDonald, Grant, Pavlos Papadopoulos, Nikolaos Pitropakis, Jawad Ahmad, and William J. Buchanan. "Ransomware: Analysing the Impact on Windows Active Directory Domain Services." Sensors 22, no. 3 (January 26, 2022): 953. http://dx.doi.org/10.3390/s22030953.

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Ransomware has become an increasingly popular type of malware across the past decade and continues to rise in popularity due to its high profitability. Organisations and enterprises have become prime targets for ransomware as they are more likely to succumb to ransom demands as part of operating expenses to counter the cost incurred from downtime. Despite the prevalence of ransomware as a threat towards organisations, there is very little information outlining how ransomware affects Windows Server environments, and particularly its proprietary domain services such as Active Directory. Hence, we aim to increase the cyber situational awareness of organisations and corporations that utilise these environments. Dynamic analysis was performed using three ransomware variants to uncover how crypto-ransomware affects Windows Server-specific services and processes. Our work outlines the practical investigation undertaken as WannaCry, TeslaCrypt, and Jigsaw were acquired and tested against several domain services. The findings showed that none of the three variants stopped the processes and decidedly left all domain services untouched. However, although the services remained operational, they became uniquely dysfunctional as ransomware encrypted the files pertaining to those services.
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35

de Morais, Michele Greque, Bruna da Silva Vaz, Etiele Greque de Morais, and Jorge Alberto Vieira Costa. "Biologically Active Metabolites Synthesized by Microalgae." BioMed Research International 2015 (2015): 1–15. http://dx.doi.org/10.1155/2015/835761.

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Microalgae are microorganisms that have different morphological, physiological, and genetic traits that confer the ability to produce different biologically active metabolites. Microalgal biotechnology has become a subject of study for various fields, due to the varied bioproducts that can be obtained from these microorganisms. When microalgal cultivation processes are better understood, microalgae can become an environmentally friendly and economically viable source of compounds of interest, because production can be optimized in a controlled culture. The bioactive compounds derived from microalgae have anti-inflammatory, antimicrobial, and antioxidant activities, among others. Furthermore, these microorganisms have the ability to promote health and reduce the risk of the development of degenerative diseases. In this context, the aim of this review is to discuss bioactive metabolites produced by microalgae for possible applications in the life sciences.
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36

Browning, G. G., S. Gatehouse, and I. T. Calder. "Medical management of active chronic otitis media: A controlled study." Journal of Laryngology & Otology 102, no. 6 (June 1988): 491–95. http://dx.doi.org/10.1017/s0022215100105444.

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AbstractAbout 2 per cent of adults have active chronic otitis media, the majority being managed by medical means. Previous controlled studies have been unable to show benefit from any medication, including systemic or topical antibiotics, but the effect of the addition of topical steroids to the latter has never been evaluated.One hundred and sixty three adults with active chronic otitis media were randomly allocated to receive either antibiotic/steroid ear drops or placebo therapy over a 4–6 week period. Fifty-two per cent of ears receiving active therapy, as opposed to 30 per cent on placebo therapy (p<0.05), became otoscopically inactive if compliance to medication was greater than 70 per cent. However, when there was an open mastoid cavity, active therapy was no more successful than placebo. Though gentamicin was the antibiotic used, there was no evidence of ototoxic inner ear damage.Surprisingly, correlation between clinical activity and patient report of a discharge was poor. Forty percent of both treatment groups considered that their ear had become dry following therapy and these were not the same patients whose ears had become otoscopically inactive.
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37

Williams, Alison, Ken Bowler, and Bill Wright. "Adventures with Parkinson's: empowering Parkinson's patients to become active partners in research and treatment." Regenerative Medicine 12, no. 7 (October 2017): 737–42. http://dx.doi.org/10.2217/rme-2017-0030.

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38

DellaSala, Dominick A., Bryant C. Baker, Chad T. Hanson, Luke Ruediger, and William Baker. "Have western USA fire suppression and megafire active management approaches become a contemporary Sisyphus?" Biological Conservation 268 (April 2022): 109499. http://dx.doi.org/10.1016/j.biocon.2022.109499.

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39

Patton, Cheryl. "Employing Active Learning Strategies to Become the Facilitator, Not the Authoritarian: A Literature Review." Journal of Instructional Research 4, no. 2015 (August 15, 2015): 134–41. http://dx.doi.org/10.9743/jir.2015.17.

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40

De Cecco, Marco, Steven W. Criscione, Abigail L. Peterson, Nicola Neretti, John M. Sedivy, and Jill A. Kreiling. "Transposable elements become active and mobile in the genomes of aging mammalian somatic tissues." Aging 5, no. 12 (December 7, 2013): 867–83. http://dx.doi.org/10.18632/aging.100621.

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41

Bull, Fiona C., and Konrad Jamrozik. "Advice on exercise from a family physician can help sedentary patients to become active." American Journal of Preventive Medicine 15, no. 2 (August 1998): 85–94. http://dx.doi.org/10.1016/s0749-3797(98)00040-3.

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42

Nieva, Jose L. "Membrane-Active Peptides Derived From HIV-1 GP41: Could They Become Useful Therapeutic Tools?" Biophysical Journal 98, no. 3 (January 2010): 1a. http://dx.doi.org/10.1016/j.bpj.2009.12.002.

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43

Kanning, Martina, and Wolfgang Schlicht. "Be Active and Become Happy: An Ecological Momentary Assessment of Physical Activity and Mood." Journal of Sport and Exercise Psychology 32, no. 2 (April 2010): 253–61. http://dx.doi.org/10.1123/jsep.32.2.253.

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The positive effects of physical activity on mood are well documented in cross-sectional studies. To date there have been only a few studies analyzing within-subject covariance between physical activity and mood in everyday life. This study aims to close this gap using an ambulatory assessment of mood and physical activity. Thirteen participants completed a standardized diary over a 10-week period, resulting in 1,860 measurement points. Valence, energetic arousal, and calmness are the three subscales of mood that were assessed. Participants rated their mood promptly after self-selected activities. A multilevel analysis indicates that the three dimensions of mood were positively affected by episodes of physical activity, such as walking or gardening—valence: t(12) = 5.6, p < .001; energetic arousal: t(12) = 2.4, p = .033; calmness: t(12) = 2.8, p = .015. Moreover, the association is affected by the individual baseline mood level, with the greatest effect seen when mood is depressed.
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44

Toiviainen, Hanna, Natasha Kersh, and Jaakko Hyytiä. "Understanding vulnerability and encouraging young adults to become active citizens through education: the role of adult education professionals." Journal of Adult and Continuing Education 25, no. 1 (February 14, 2019): 45–64. http://dx.doi.org/10.1177/1477971419826116.

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The recent debate on active citizenship and adult education has been strongly underpinned by the discussion on how active citizenship could be exercised in a way that would promote inclusion and participation. The paper focuses on the role of adult educators in encouraging young adults in vulnerable life situations to become active citizens specifically through two empirical cases, from Finland and England (UK). The central questions the paper seeks to answer are: how do adult educators conceptualise vulnerability, and how do they see their role as facilitating young adults' active citizenship through their teaching? The consideration of socio-cultural, socio-economic and political dimensions of active participatory citizenship provides the conceptual lens to explore young adults’ participation in different social contexts. The analysis of the case studies supports the argument that active participatory citizenship is indirectly rather than directly included in the education and training of vulnerable young adults. This leads the article to highlight the adult educators’ mediation work in facilitating the socio-economic and political dimensions of active participatory citizenship in interaction with the students. Their mediator role is broadly invisible and in contrast with the ideal of adult education as the straightforward path to socio-economic citizenship and employability.
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45

Karnopp, D. "Active and Semi-Active Vibration Isolation." Journal of Mechanical Design 117, B (June 1, 1995): 177–85. http://dx.doi.org/10.1115/1.2836452.

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In the five decades since the founding of the ASME Design Engineering Division, the important problem of vibration isolation has been attacked first through the design of passive spring-damper suspensions and later by the use of active and semi-active elements. This paper reviews the historical development of theoretical concepts necessary for the design of isolation systems and indicates how control theory began to influence vibration isolation in the last half of this period. Practical active and semi-active suspensions have only recently become possible with the advent of powerful but relatively inexpensive signal processors. To illustrate these developments for engineers who have not been intimately involved with active systems, only simple vibrational system models will be discussed, although some modern hardware will be shown which is now being applied to complex systems. Instead of attempting to review the many theoretical concepts which have been proposed for active systems, this article will focus on a relatively simple idea with which the author has been associated over the past thirty years; namely the “skyhook” damper. This idea came through purely theoretical studies but is now used in combination with other concepts in production suspension systems. Two quite different application areas will be discussed. The first involves stable platforms to provide extreme isolation for delicate manufacturing operations against seismic inputs and the second involves automotive suspensions. Although similar concepts are found in these two application areas, the widely varying requirements result in very different suspension hardware. The special case of the semi-active damper, which requires very little control power and is presently reaching production, will also be discussed.
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46

Karnopp, D. "Active and Semi-Active Vibration Isolation." Journal of Vibration and Acoustics 117, B (June 1, 1995): 177–85. http://dx.doi.org/10.1115/1.2838660.

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In the five decades since the founding of the ASME Design Engineering Division, the important problem of vibration isolation has been attacked first through the design of passive spring-damper suspensions and later by the use of active and semi-active elements. This paper reviews the historical development of theoretical concepts necessary for the design of isolation systems and indicates how control theory began to influence vibration isolation in the last half of this period. Practical active and semi-active suspensions have only recently become possible with the advent of powerful but relatively inexpensive signal processors. To illustrate these developments for engineers who have not been intimately involved with active systems, only simple vibrational system models will be discussed, although some modern hardware will be shown which is now being applied to complex systems. Instead of attempting to review the many theoretical concepts which have been proposed for active systems, this article will focus on a relatively simple idea with which the author has been associated over the past thirty years; namely the “skyhook” damper. This idea came through purely theoretical studies but is now used in combination with other concepts in production suspension systems. Two quite different application areas will be discussed. The first involves stable platforms to provide extreme isolation for delicate manufacturing operations against seismic inputs and the second involves automotive suspensions. Although similar concepts are found in these two application areas, the widely varying requirements result in very different suspension hardware. The special case of the semi-active damper, which requires very little control power and is presently reaching production, will also be discussed.
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47

Casalini, Cristiano. "Active Leisure." Journal of Jesuit Studies 1, no. 3 (April 1, 2014): 400–418. http://dx.doi.org/10.1163/22141332-00103003.

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The philosophy of education of the first Jesuits—as delineated in the Ratio studiorum (1599) and embodied in the colleges’ practices—has become one of the preferred topics among historians of sixteenth-century education and philosophy. This paper seeks to present a heretofore rather neglected aspect of Jesuit education theory: the treatment of the body in the network of colleges during the first fifty years of the Society of Jesus. Among the key features of this treatment one finds leisure and rest, which Jesuits conceived as a means of measuring and punctuating the school timetable. While most medieval colleges did not usually leave much free time to their students, the Jesuits viewed leisure and rest as crucial for fostering spiritual and intellectual activities. Leisure and rest, however, ought not be understood as a cessation of action. This paper shows that the educational practices addressed to the body in the Jesuit colleges (such as the alternation of exercise and rest, the alternation of waking and sleep, the relationship between hygiene and the care of the body, and physical education) were deeply rooted in the Ignatian culture of the Spiritual Exercises. This experience stands out as one of most ingenious attempts to transform religious mystical practices from the medieval tradition in a manner that would make them resonate with the early modern way of life.
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48

Sulistianingsih, Endang. "Developing Students’ Participation in a Mixed-levels Reading Class via Cooperative Integrated Reading and Composition (CIRC)." Vision: Journal for Language and Foreign Language Learning 7, no. 1 (November 27, 2018): 1. http://dx.doi.org/10.21580/vjv7i12200.

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Students, especially at the higher level need to bean efficient reader to comprehend somereading materials from varied sources associated with their studies. Teaching reading becomes not easy sincethe teacher has to face the problems on how to teach reading in a mixed-levelsreading class? How can all students become motivated more active in reading class? How to promote cooperation among students with divergent competency and motivation? To address such questions, this paper demonstrates how reading skill, participation, and cooperation can be developed through CIRC. The research was a case study where quantitative and qualitative were mixed. The participants of this research were students of communication studies at the Social and Political Science Faculty in higher education. Eighteen students participated in this research. The participant was took using saturation sampling. The data was collected through observation to determine students’ participation and reading comprehension test to measure the student’s reading comprehension level.CIRCwas used as teaching instruction during the intervention. Through this method, learning reading can increase good interrelationship, individual and group responsibility, interpersonal and small group skills. Therefore, a presence of cooperation is established, comprehension can be developed, and passive students become active while active students become active. This research is useful for EFL teacher who teaches in a big class where his/her studentshave different levels of reading proficiency.
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49

Noviana, Ayu Cahyani. "Performance of The Active Siaga Vilages at The Area Sukodono Community Health Centre." Jurnal Ilmiah Kedokteran Wijaya Kusuma 3, no. 2 (June 12, 2017): 70. http://dx.doi.org/10.30742/jikw.v3i2.26.

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In relation to be built “Healthy District”. Sukodono Community Health Centre wanted to evaluate all of the Siaga Villages performance at the area and tried to be upgraded the rank , if possible to be at the best rank. The result showed that at 2013 there was no more first grade Siaga Villages, 52.63% became second grade and 10,53% became third grade but the highest grade was none. To achived the highest grade was very difficult due to limited human resources at the village, so Sukodono Community Health Centre has to do some workshops and gives some rewards to the villagers to attrack them to become the participants
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50

Vázquez, Andrea Del Carmen. "Joaquin’s Refusal: An Embodied and Geographic Active Subjectivity." Association of Mexican American Educators Journal 14, no. 2 (August 24, 2020): 87–104. http://dx.doi.org/10.24974/amae.14.2.362.

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This essay explores a Latinx, queer and trans, student’s resistance to a gender-neutral restroom at a high school in an agricultural community of the Central Coast of California. Through a close reading of a field note, I analyze Joaquin’s narrative of refusal to demonstrate how queer and trans youth engage in an active subjectivity (Lugones, 2003). For decolonial philosopher María Lugones (2003), an active subjectivity is the process through which oppressed communities become conscious and critical by engaging in a meaning-making process centered on their socialites. I argue that queer and trans high school students’ active subjectivity is in relation to their embodied knowledges and geographies. The body and space are both critical in learning to think in community and reflexively. Joaquin’s refusal of the restroom becomes useful in understanding how queer and trans youth tell narratives of their self, grounded in a social history capable of alternating the story told about space and place.
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