[휴실] 새벽벌도서관 2층 열람실(새벽별당 제외) 및 4층 쉼터 리모델링 안내 (공사기간: ~ 3. 31.)
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Self-study in learning foreign language: 190 To conclude, research can be fun, interesting and fascinating. A feeling of accomplishment, satisfaction, and pride can be the result of contributing to the ―greater cause‖ of our ―way of knowing.‖ Research is a complex, exacting, and complex process that yields the ultimate reward of truth or at least a path leading to it [Bailey, D. M.: 1997]. Using innovative ways of doing research is one to achieve a great goal. REFERENCES: 1. Çaparlar CÖ, Dönmez A. What is Scientific Research and How Can it be Done? Turk J Anaesthesiol Reanim. 2016; 44: 212–8 2. Resnik DB. What is Ethics in Research & Why is it Important? Natonal Institute of Environmental HealthSciences;2015. 3. The practice of social research (9th ed.). Belmont, CA: Wadsworth Thomson Learning. Bailey, D. M. (1997). 4. Educational research: an introduction (4th ed.). New York. Longman. Creswell, J. W. (1998). Qualitative inquiry and research design: choosing among five traditions. Thousand Oaks, CA: Sage Publications. 5. https://www.teacherph.com/-steps-research-process 6. https://www.ncbi.nlm.nih.gov/pmc/articles SELF-STUDY IN LEARNING FOREIGN LANGUAGE Dauletova D.B. Assistant teacher, English Language and Literature Department, KSU named after Berdakh, Nukus, Uzbekistan Dauletbaeva G. 2 nd year student, English Language and Literature Department, KSU named after Berdakh, Nukus, Uzbekistan Abstract: The use of technology has received increasing recognition as a means capable of bridging formal and informal settings in the target language learning and enabling students to actively and effectively use technology both inside and outside the classroom. Key words: self-study, new methods, motivation Аннотация: Использование технологий получает все большее признание как средство, способное объединить формальные и неформальные условия при изучении целевого языка и позволяющее учащимся активно и эффективно использовать технологии как в классе, так и за его пределами. Ключевые слова: самообучение, новые методы, мотивация There has been an increasingly large div of research on students‘ use of technology for second or foreign language learning. These research studies have generally concentrated on students‘ perceptions and evaluations of the suitability of technological devices for language learning, adoption of these technological devices in the classroom settings, and the factors that affect the effectiveness of language learning in classroom technology-using conditions. For example, P. Winke and S. Goertler found that songs and movies were the most frequently used technologies and the ease of access was the strongest predictor of the frequency of technology use [Winke; Goertler: 2008] Recent research on technology-facilitated language learning, however, has been mostly laboratory and classroom experiments of technology applications in the formal educational contexts Consequently, our knowledge and understanding of students‘ self-regulated use of technology for target language learning is still limited. Aspects of technology-assisted language learning such as goal setting, motivation-regulation, and cognitive strategy use particularly in an English as a Foreign Language – EFL context remains in need of further empirical inquiry. After all, in the course of learning a second or foreign language, learners are at the center of learning and play an instrumental role in shaping outcomes of their learning experiences. Key to this view of learner-centredness is self-regulation and learners taking the responsibility for their own learning [Holec: 1981]. Nevertheless, what is lacking in recent research on technology-assisted language learning is a systematic examination of SRL strategies in technology-using conditions particularly in an EFL context. This study investigated university students‘ technology-assisted self-regulated learning – SRL strategies and whether the technology-based SRL strategies mediated the associations between English language self-efficacy, English enjoyment, and learning outcomes. 191 Self-Regulated Learning: Self-regulated learning has been widely acknowledged to be learners‘ systematic effort to manage and regulate their learning process in order to achieve particular learning goals. While different theoretical models provide different definitions of SRL, there is a consensus that SRL is a multifaceted construct containing cognitive, meta-cognitive, behavioral, and self-motivational aspects. According to P.R. Pintrich et al., cognitive strategies refer to the skills that learners use to process the information and knowledge when completing a task. They help students to construct, transform, and apply second language – L2 knowledge [Pintrich: 1991]; [Oxford: 2013]. Social-behavioral strategies, as a key aspect of self-regulation, involve learners‘ control over their learning behavior under the influence of contextual aspects. Finally, motivational strategies refer to the procedure or thoughts students applied intentionally to sustain or increase their interest to engage in a task. In various models of SRL in the literature, self-regulated learners are depicted as being capable of controlling over the cognitive, emotional, motivational, and behavioral aspects of learning [Zimmerman; Schunk: 2011]. Research also shows that those more effective at self-regulation use a broader repertoire of learning strategies and persist longer in the face of adversity compared to their less self-regulated counterparts. Self-Regulated Language Learning in Technology-Using Conditions: P. Benson described two important categories of learning resources: traditional learning resources, for example, reference and course books and resources provided by modern educational technology, for example, information communication technology applications. According to P. Benson, self-regulation is manifested not only in the active regulation of learning strategies but also in the management of different kinds of learning resources [Benson: 2001]. As such, technology-based self-regulated English learning – SRL strategies refer to specific actions taken by the learners to learn English or to enhance their English learning in technology-using conditions. A large quantity of technology-assisted SRL strategies were identified in previous studies conducted in a variety of research contexts, such as consulting online dictionaries, using translation software, reading texts on the computer, searching the web for information, listening to the radio, exploring cultural knowledge on YouTube and so on. The investigated role of mobile phone technology in the employment of language learning strategies among the undergraduate students shows that the study employed a self-designed questionnaire to collect data on students‘ language learning strategies, which was based on the classification of the language learning strategies. The results show that different types of mobile phone-assisted language learning strategies are helpful in improving students‘ English proficiency. Nevertheless, constrained by the adoption of classification of the language learning strategies, these studies largely focused on students‘ use of cognitive and meta-cognitive strategies. Furthermore, self-regulation is context-specific and situation-specific, which means that measurement of technology-based self-regulated language learning should be domain-specific [Wang; Zhan: 2020] Self-Efficacy: Self-efficacy refers to individuals‘ personal evaluations of their capability of accomplishing a particular task. According to P. Benson efficacy beliefs influence the courses of action people choose to pursue, the challenges and goals they set for themselves and their commitment to them, how much effort they put forth in given endeavors, and the outcomes they expect their efforts to produce [Benson: 2001]. While there is prolific research on self-efficacy in the general education field, it is only within the past two decades that self-efficacy has been attracting researchers‘ attention in the field of L2 acquisition. A study of the influence of self-efficacy and other motivational self-beliefs on the achievement among college intermediate students also revealed that self-efficacy for self-regulation was the most significant predictor of intermediate foreign language achievement, and that students who perceived themselves as capable of using effective meta-cognitive strategies to monitor their academic work time effectively were more apt to experience academic success in intermediate foreign language. Recently, a number of L2 studies tended to develop new self-report self-efficacy measurements to investigate the role of self-efficacy in the L2 learning process. For example, to address the need for valid and reliable tools to assess ESL learners‘ self-efficacy, developed the English Self-Efficacy Questionnaire to measure English self-efficacy in the following four areas:  English listening;  English speaking;  English reading;  English writing. Subsequent Confirmatory factory analysis – CFA with data from university students confirmed a second-order common factor with these four first-order latent constructs: 192  English listening  English speaking  English reading, and  English writing. To date, studies that adopted the English Self-Efficacy Questionnaire showed that students‘ English language self-efficacy influenced their use SRL [Wang; Zhan: 2020]. English language self-efficacy was also found to positively influence students‘ feedback preferences and behavior in academic English course settings. Among the positive emotions, enjoyment has been recognized as a most typical positive emotion experienced by foreign language learners and has received increasing attention from researchers in the field of educational psychology. Enjoyment was a sense of satisfaction and reward that generated from activities or the achievement of activities. In the literature of educational psychology, enjoyment is often defined as a positive psychological state coming from the efforts by the person who stretches beyond himself to accomplish something challenging or difficult [Lake: 2015]. Clearly, it can be concluded from the above review that while there has been an attempt to integrate learning strategies with elements of SRL and meta-cognition in the context of technology supported language learning, the literature on the application of self-regulation in technology-supported second language learning is still fairly limited. Although the importance of the role of the strategic and motivational factors in first and second language contexts has been well documented, how these factors function in relation to students‘ learning achievement in the context of technology use for self-regulated language learning has been under-researched. Conclusion: This study contributes to the knowledge about EFL undergraduate students‘ SRL strategies in technology-using conditions. The results of the study add to the literature that considers how technology-based SRL strategies are associated with students‘ language learning achievement. From a theoretical perspective, the research extends SRL theories to technology-using language learning conditions, particularly with respect to the significant role of English enjoyment and English language self-efficacy, and in relation to students‘ English learning outcomes. Pedagogically, awareness of the complex interrelationships among SRL strategies, English enjoyment, English language self-efficacy, and learning outcomes is helpful for educators to clearly understand what actually motivates and empowers students‘ self-directed technology use for learning and the quality of this technology-based learning process. It is thus important for educators to create a pleasant and inspiring environment that empowers students in self-regulation of their technology-facilitated English learning practices so that they experience learning success and satisfaction inside and outside the classroom. Self-learning is not just about performing better in the classroom or outside the classroom. It is about being able to aim the life in whatever direction to choose and conquering the obstacles. Learning an unused ability can be very a part of fun. There's so much data accessible in the day and time which, in case utilized accurately, can genuinely offer assistance to learn a part of modern abilities and encourage in advance. REFERENCES: 1. Benson P. Teaching and Researching Learner Autonomy in Language Learning. London: Longman. 2001. 2. Holec H. Autonomy in Foreign Language Learning. Oxford: Pergamon Press. 1981. 3. Lake J. Positive L2 self: linking positive psychology with L2 motivation // Language Learning Motivation. Second Language Acquisition. ed. M.T. Apple, D. Da Silva, T. Fellner. Bristol: Multilingual Matters. 2015. 4. Pintrich P.R., Smith D., Garcia T., McKeachie W. A Manual for the Use of the Motivated Strategies for Learning Questionnaire – MSLQ. Ann Arbor. MI: University of Michigan. 1991. 5. Winke P., Goertler, S. Did we forget someone? Students‘ computer access and literacy for CALL. Calico J. 25. 2008. pp. 482-509. 6. Zimmerman B.J., Schunk D.H. Self-regulated learning and performance: An introduction and an overview // Educational Psychology Handbook Series. Handbook of Self-Regulation of Learning and Performance. eds B.J. Zimmerman and D.H. Schunk. New York. NY: Routledge. Taylor & Francis Group. 2011. pp. 1-12.
Academic Journal
D Dauletova; G Dauletbaeva
Ренессанс в парадигме новаций образования и технологий в XXI веке. :191-193
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How can be put 'learner- oriented assessment' in practice?: 197 Summarizing the findings regarding the literature review it can be clear that the vast majority of scientists, specifically, such scientists as Daniel Krieger, Timothy Stewart, Shinji Fucuda support the idea that conducting debates during the class leads to the pure development of speaking and argumenting skills; furthermore, A.U. Chamot and J.M. O'Malley, as well as Makiko Ebata consider debates to be one of the effective methods to develop the overall academic success of a learner, whereas by some other specialists as Richard Nesbett, and E. Allen it is mainly emphasized that, basically, debates enhance the student‘s critical thinking skills followed by strong argumentation and persuasive speaking. REFERENCES: 1. Allén E., Domínguez T., de Carlos P. University students perceptions of the use of academic debates as a teaching methodology. Journal of Hospitality, Leisure, Sport & Tourism Education. 16(Complete). 2015. pp. 15-21. 2. Chamot A.U., J.M. O‘Malley. The CALLA handbook. New York: Addison-Wesley. 1994. 3. Davidson B. Critical thinking education faces the challenge of Japan. Inquiry: Critical Thinking Across the Disciplines. 17(3). 1995. pp. 33-42. Ebada M. Effectiveness of debate in EFL classes. Japan: JALT Publications. 2009. 4. Ferris D. Students' views of academic aural/oral skills: A comparative needs analysis. TESOL Quarterly. 32. 1998. pp. 289-318. 5. Fukuda Sh. Attitudes toward argumentation in college EFL classes in Japan. Proceedings of the First Asia TEFL International Conference Pusan, Korea. 2003. pp. 417-418. 6. Krieger D. Teaching debate to ESL students: A six-class unit. The Internet TESL Journal. 11(2). 2005. 7. Nesbett R.E. The geography of thought. New York: The Free Press. 2003. 8. Stewart T. Debate for ESOL students. TESOL Journal. 12(1). 2003. HOW CAN BE PUT “LEARNER- ORIENTED ASSESSMENT” IN PRACTICE? Bayimbetova M.B. Trainee-teacher, English Language and Literature Department, KarSU named after Berdakh, Nukus, Uzbekistan e-mail: bayimbetovam@mail.ru Traditionally, assessment plays a large role in the world of studying and directs learners towards what is important and what they should be doing in order to further progress [Boud, 2006: 22]. There is more to assessment than test scores. By assessing students' passions, learning styles, success skills, and levels of rigor, teachers can create a student-centered classroom. One key way to create a more student-centered classroom is by assessing students for their passions and interests. All of our students come with powerful experiences that have driven their lives, such as family stories, favorite books, hobbies, and trips. We can use a variety of assessment tools like one-on-one conversations, journals, and graphic organizers to learn more about our students and what drives them to learn [Carless, 2007: 57-66]. In Learning Oriented Assessment (LOA), the learner is actively involved in their own assessment, whether in class activities, formative assessment tasks, written progress tests or external summative exams. The teacher and student use the evidence of such assessments to refer back to the learning objectives for the stage of the course – be it a section of a lesson or a larger chunk of teaching – to decide whether effective learning has taken place and to plan further. This enables learners to develop into more autonomous learners with good reflective awareness and strategies for lifelong learning. It encourages learners to be active agents in the learning and assessment processes by making choices and monitoring and evaluating their activity and progress. As Assessment and Education consultant Margaret Cooze describes, LOA draws on the valuable information all forms of assessment can provide, whether considered summative or formative, whether formal or informal and whether classroom based or external. As Norris [Norris, 2014: 83] discussed, although all assessments implemented in the classroom have the potential to be learning-oriented and provide valuable information for distinct purposes, LOA seeks to maximize learning through careful planning and implementation of assessment tasks in alignment with learning objectives, cognitive processes, the agents involved, and the characteristics of a given educational context. Test data lets us know how students are progressing toward learning content and skills from the standards. However, these standardized tests may only assess the bare minimum (if that) of the level of rigor that we want and expect from our students. Also, these assessments do not provide us with just-in- 198 time data that we can truly use. What we get from them often comes too late for our purposes. While we can look at the data for trends, we may not be able to use this information in the immediate moment to meet the needs of individual students. Teachers instead should use low-stakes formative assessments to assess students' content knowledge and skills. This way, we can learn which concepts and skills need to be retaught, and which ones students have mastered. These assessments are not graded. Instead, we can use them to create a learning environment that is more student-centered [Boud, 2006: 57-66]. Assessment allows both instructor and student to monitor progress towards achieving learning objectives, and can be approached in a variety of ways. Formative assessment refers to tools that identify misconceptions, struggles, and learning gaps along the way and assess how to close those gaps. It includes effective tools for helping to shape learning, and can even bolster students‘ abilities to take ownership of their learning when they understand that the goal is to improve learning, not apply final marks [Trumbull, E., & Lash, A.,2013]. It can include students assessing themselves, peers, or even the instructor, through writing, quizzes, conversation, and more. In short, formative assessment occurs throughout a class or course, and seeks to improve student achievement of learning objectives through approaches that can support specific student needs [Theall, and Franklin, 2010: 151]. In contrast, summative assessments evaluate student learning, knowledge, proficiency, or success at the conclusion of an instructional period, like a unit, course, or program. Summative assessments are almost always formally graded and often heavily weighted (though they do not need to be). Summative assessment can be used to great effect in conjunction and alignment with formative assessment, and instructors can consider a variety of ways to combine these approaches. Learning Oriented Assessment provides a clear structure for integrating in-course tests, public examinations and less qualitative observations of learners. It helps plan course objectives and to ensure that lessons and study outside the classroom directly contribute to the achievement of each learner‘s personal objectives [6, 1]. Passing tests and exams is widely thought of as being the gateway to opportunity, for example, going up to the next level, changing readers, or winning a place at university. This means that the underlying value of assessment can easily be forgotten, which is that assessment can be used to:  identify learning needs  evaluate progress  help make decisions to promote continued learning. Learning Oriented Assessment aims to deliver measurably better results for learners, while reducing teachers‘ workload and their need to improvise methods for managing evidence of learners‘ progress; as a result, we can gain following results after LOA: a) Increase role of assessment throughout the course, giving ongoing and systematic feedback b) Frequent, timely, targeted feedback c) Promoting learner autonomy d) Clear evidence of progress towards learning objectives. Truly, assessment can be a powerful force for knowing our students and creating a classroom that can meet their needs. We simply have to move past the baggage that comes with the term assessment , and understand that it can mean a lot of things. We can assess for content and skills, yes, but we can also assess for passions, interests, success skills, and the like for the purposes of the right instruction at the right time. REFERENCES : 1. Boud, D (2006) Foreword in How Assessment Supports Learning: learning-oriented assessment in action by Carless, D; Joughlin, G; Liu N F, & Associates. Hong Kong University Press. 22:2. 2. David Carless ―Learning-oriented assessment: conceptual bases and practical implications‖ Innovations in Education and Teaching International Vol. 44, No. 1, February 2007, pp. 57–66 ISSN 1470–3297 (print)/ISSN 1470–3300 (online)/07/010057–10 © 2007 Taylor & Francis DOI: 10.1080/14703290601081332 3. Norris, J. M. (2014, October). Some reflections on learning-oriented assessment. Presentation at the Roundtable on Learning-Oriented Assessment in Language Classrooms and Large-Scale Contexts, Teachers College, Columbia University, New York. 4. Trumbull, E., & Lash, A. (2013). Understanding formative assessment: Insights from learning theory and measurement theory. San Francisco: WestEd. 5. Theall, M. and Franklin J.L. (2010). Assessing Teaching Practices and Effectiveness for Formative Purposes. In: A Guide to Faculty Development. KJ Gillespie and DL Robertson (Eds). Jossey Bass: San Francisco, CA. 6. L earner-oriented-assessment https://www.cambridgeenglish.org/research-and-validation
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M Bayimbetova
Ренессанс в парадигме новаций образования и технологий в XXI веке. :198-199
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Full Issue Download Vol. 13 No. 1 2021 The Importance of the Measurement Infrastructure in Economic Recovery from the COVID-19 Pandemic Richard J. C. Brown , Fiona Auty, Eugenio Renedo, Mike King NCSLI Measure | Vol. 13 No. 1 (2021) | doi.org/10.51843/measure.13.1.1 Publisher NCSL International | Published February 2021 | Pages 18-21 Abstract: This paper describes the many, evidenced-based benefits to the economy of a well-developed measurement infrastructure. In particular, it explains how assuring confidence in measurement may be used to accelerate economic recovery from the COVID-19 pandemic including in emerging sectors such as the digital economy. Recommendations are made for providing near term support for national economic recovery whilst also demonstrating the advantages of sustained development of the measurement infrastructure in the medium-term to maximize the potential of future innovative and disruptive technologies. These recommendations, whilst focused on consideration of the UK, should apply globally. References: [1] G. Tassey, 'Underinvestment in public good technologies,' J Technol. Transfer, Vol. 30, pp. 89-113, 2004. https://doi.org/10.1007/s10961-004-4360-0 [2] M. King, and E. Renedo, 'Achieving the 2.4% GDP target: The role of measurement in increasing investment in R&D and innovation,' NPL Report IEA 3, NPL, Teddington, UK, March 2020. [3] M. King and G. Tellett, 'The National Measurement System: A Customer Survey for Three of the Core Labs in the National Measurement System,' NMS Customer Survey Report 2018, NPL Teddington, UK, April 2020 [4] H. Kunzmann, T. Pfeifer, R. Schmitt, H. Schwenke, and A.Weckenmann, 'Productive metrology-adding value to manufacture,' CIRP Annals, vol. 54, pp. 155-168, 2005. https://doi.org/10.1016/S0007-8506(07)60024-9 [5] N. G. Orji, R. G. Dixson, A. Cordes, B. D. Bunday, and J. A. Allgair, 'Measurement traceability and quality assurance in a nanomanufacturing environment,' Instrumentation, Metrology, and Standards for Nanomanufacturing III, Proceedings Vol. 7405, 740505, August 2009. https://doi.org/10.1117/12.826606 [6] Belmana, Analysis for Policy 'Public Support for Innovation and Business Outcomes,' Belmana: London, UK, 2020. [7] R. Hawkins, Standards, systems of innovation and policy in Handbook of Innovation and Standards. Cheltenham, UK: Edward Elgar, 2019. [8] N. Nwaigbo, and M. King, 'Evaluating the Impact of the NMS Consultancy Projects on Supported Firms (Working Paper)' NPL, Teddington, UK, 2020. [9] M. King, R. Lambert, and P. Temple, Measurement, standards and productivity spillovers in Handbook of Innovation and Standards. Cheltenham, UK: Edward Elgar, 2017, p. 162. https://doi.org/10.4337/9781783470082.00016 [10] A. Font, K. de Hoogh, M. Leal-Sanchez, D. C. Ashworth, R. J. C. Brown, A. L. Hansell, and G. W. Fuller, 'Using metal ratios to detect emissions from municipal waste incinerators in ambient air pollution data,' Atmos. Environ., vol. 113, pp. 177-186, July 2015. https://doi.org/10.1016/j.atmosenv.2015.05.002 [11] S. Giannis, M. R. L. Gower, G. D. Sims, G. Pask, and G. Edwards, 'Increasing UK competitiveness by enhancing the composite materials regulatory infrastructure,' NPL Report MAT 90, NPL, Teddington, UK, October 2019. [12] HM Government, UK Research and Development Roadmap, BEIS, London, July 2020. [13] M. R. Mehra, S. S. Desai, F. Ruschitzka, and A. N. Patel, 'Hydroxychloroquine or chloroquine with or without a macrolide for treatment of COVID-19: a multinational registry analysis,' Lancet, 2020, https://doi.org/10.1016/S0140-6736(20)31180-6 (Print: ISSN 1931-5775) (Online: ISSN 2381-0580) ©2021 NCSL International Smart Power Supply Calibration System Iraj Vasaeli , Brandon Umansky NCSLI Measure | Vol. 13 No. 1 (2021) | doi.org/10.51843/measure.13.1.2 Publisher: NCSL International | Published February 2021 | Pages 22-27 Abstract: This paper details the development of an automated procedure to conduct calibrations of power supplies at Jet Propulsion Laboratory, California Institute of Technology (JPL). The fundamentals of power supply calibrations are given, and discussion on the method by which this custom software handles that calibration. Additionally, this technique provides real time uncertainty quantification of the calibrations. This automated system has demonstrated a time savings over existing automated techniques in use today. References: [1] Keysight, 'Low-Profile Modular Power System Series N6700 Service Guide', Part Number: 5969 2938, Edition 7, January 2015. [2] B. N. Taylor and C. E. Kuyatt, 'Guidelines for Evaluating and Expressing the Uncertainty of NIST Measurement Results', NIST Technical Note 1297, 1994. https://doi.org/10.6028/NIST.TN.1297 [3] JCGM, 'Evaluation of measurement data - Guide to the expression of uncertainty in measurement,' first edition (GUM 1995 with minor corrections),' JCGM 100, 2008. (Print: ISSN 1931-5775) (Online: ISSN 2381-0580) © 2021 NCSL International Computer Aided Verification of Voltage Dips and Short Interruption Generators for Electromagnetic Compatibility Immunity Test in Accordance with IEC 61000-4-11: 2004 + AMD: 2017 Hau Wah Lai , Cho Man Tsui , Hing Wah Li NCSLI Measure | Vol. 13 No. 1 (2021) | doi.org/10.51843/measure.13.1.3 Publisher: NCSL International | Published February 2021 | Pages 28-39 Abstract: This paper describes a procedure and a computer-aided system developed by the Standards and Calibration Laboratory (SCL) for verification of voltage dip and short interruption generators in accordance with the international standard IEC 61000-4-11:2004+AMD1:2017. The verification is done by calibrating the specified parameters and comparing with the requirements stated in the standard. The parameters that should be calibrated are the ratios of the residual voltages to the rated voltage, the accuracy of the phase angle at switching, and the rise time, fall time, overshoot and undershoot of the switching waveform. A specially built adapter is used to convert the high voltage output waveforms of the generators to lower level signals to be acquired by a digital oscilloscope. The other circuits required for the testing are also provided. In addition, the paper discusses the uncertainty evaluations for the measured parameters. References: [1] T. Williams, and K. Armstrong, 'EMC for Systems and Installations Part 6 - Low-Frequency Magnetics Fields (Emissions and Immunity) Mains Dips, Dropouts, Interruptions, Sags, Brownouts and Swells,' EMC Compliance Journal, August 2000. [2] M.I. Montrose, and E. M. Nakauchi, Testing for EMC Compliance: Approaches and Techniques, Wiley Interscience, 2004. https://doi.org/10.1002/047164465X [3] International Standard IEC 61000-4-11:2004+AMD1:2017:Electromagnetic Compatibility (EMC) Part 4-11: Testing and measurement techniques - Voltage dips, short interruptions and voltage variations immunity tests. [4] Evaluation of measurement data - Guide to the expression of uncertainty in measurement, First Edition JCGM 100:2008. (Print: ISSN 1931-5775) (Online: ISSN 2381-0580) © 2021 NCSL International Validation of the Photometric Method Used for Micropipette Calibration Elsa Batista , Isabel Godinho, George Rodrigues, Doreen Rumery NCSLI Measure | Vol. 13 No. 1 (2021) | doi.org/10.51843/measure.13.1.4 Publisher: NCSL International | Published February 2021 | Pages 40-45 Abstract: There are two methods generally used for calibration of micropipettes: the gravimetric method described in ISO 8655-6:2002 and the photometric method described in ISO 8655-7:2005. In order to validate the photometric method, several micropipettes of different capacities from 0.1 µL to 1000 µL were calibrated using both methods (gravimetric and photometric) in two different laboratories, IPQ (Portuguese Institute for Quality) and Artel. These tests were performed by six different operators. The uncertainty for both methods was determined and it was verified that the uncertainty component that has a higher contribution to the final uncertainty budget depends on the volume delivered. In the photometric method for small volumes, the repeatability of the pipette is the largest uncertainty component, but for volumes, larger than 100 µL, the photometric instrument is the most significant source of uncertainty. Based on all the results obtained with this study, one may consider the photometric method validated. References: [1] ISO 8655-1/2/6/7, Piston-operated volumetric apparatus, 2002. [2] BIPM, International Vocabulary of Metrology, 3rd edition, JCGM 200:2012. [3] George Rodrigues, Bias and transferability in standards methods of pipette calibration, Artel, June 2003. [4] Taylor, et.al. The definition of primary method of measurement (PMM) of the 'highest metrological quality': a challenge in understanding and communication, Accred. Qual.Assur (2001) 6:103-106. https://doi.org/10.1007/PL00010444 [5] EURAMET project 1353, Volume comparison on Calibration of micropipettes - Gravimetric and photometric methods. [6] ASTM E542: Standard Practice for Calibration of laboratory Volumetric Apparatus, 2000. [7] ISO 4787; Laboratory glassware - Volumetric glassware - Methods for use and testing of capacity, 2010 . [8] ISO 13528:2005 - Statistical methods used in proficiency testing by interlaboratory comparisons. [9] BIPM et al, Guide to the Expression of Uncertainty in Measurement (GUM), 2nd ed., International Organization for Standardization, Genève, 1995. [10] EURAMET guide, cg 19, - Guidelines on the determination of uncertainty in gravimetric volume calibration, version 3.0, 2012. [11] E. Batista et all, A Study of Factors that Influence Micropipette Calibrations, Measure Vol. 10 No. 1, 2015 https://doi.org/10.1080/19315775.2015.11721717 [12] www.BIPM.org. (Print: ISSN 1931-5775) (Online: ISSN 2381-0580) © 2021 NCSL International Material Flow Rate Estimation in Material Extrusion Additive Manufacturing G. P. Greeff NCSLI Measure | Vol. 13 No. 1 (2021) | doi.org/10.51843/measure.13.1.5 Publisher: NCSL International | Published February 2021 | Pages 46-56 Abstract: The additive manufacturing of products promises exciting possibilities. Measurement methodologies, which measure an in-process dataset of these products and interpret the results, are essential. However, before developing such a level of quality assurance several in-process measurands must be realized. One of these is the material flow rate, or rate of adding material during the additive manufacturing process. Yet, measuring this rate directly in material extrusion additive manufacturing presents challenges. This work presents two indirect methods to estimate the volumetric flow rate at the liquefier exit in material extrusion, specifically in Fused Deposition Modeling or Fused Filament Fabrication. The methods are cost effective and may be applied in future sensor integration. The first method is an optical filament feed rate and width measurement and the second is based on the liquefier pressure. Both are used to indirectly estimate the volumetric flow rate. The work also includes a description of linking the G-code command to the final print result, which may be used to create a per extrusion command model of the part. References: [1] T. Wohlers, I. Campbell, O. Diegel, J. Kowen, I. Fidan, and D.L. Bourell, 'Wohlers Report 2017: 3D Printing and Additive Manufacturing State of the Industry Annual Worldwide Progress Report,' 2017. [2] Additive manufacturing -- General principles -- Terminology. Geneva, CH: International Organization for Standardization, 2015. [3] R. Jones et al., 'Reprap - The replicating rapid prototyper,' Robotica, vol. 29, no. 1 SPEC. ISSUE, pp. 177-191, 2011, https://doi.org/10.1017/S026357471000069X [4] T. Wohlers and T. Gornet, 'History of Additive Manufacturing 2017,' 2017. [5] S. A. M. Tofail, E. P. Koumoulos, A. Bandyopadhyay, S. Bose, L. O'Donoghue, and C. Charitidis, 'Additive manufacturing: scientific and technological challenges, market uptake and opportunities, 'Materials Today, vol. 21, no. 1, pp. 22-37, Jan. 2018, https://doi.org/10.1016/j.mattod.2017.07.001 [6] G. Moroni and S. Petrò, 'Managing uncertainty in the new manufacturing era,' Procedia CIRP, vol. 75, pp. 1-2, 2018, https://doi.org/10.1016/j.procir.2018.07.001 [7] R. Leach et al., 'Information-rich manufacturing metrology,'in Eighth International Precision Assembly Seminar (IPAS), 2018, no. January. https://doi.org/10.1007/978-3-030-05931-6_14 [8] S. Moylan, J. Slotwinski, A. Cooke, K. Jurrens, M. A. Donmez, and A. Donmez, 'Proposal for a Standardized Test Artifact for Additive Manufacturing Machines and Processes,' Solid Freeform Fabrication Symposium Proceedings, pp. 902-920, 2012. https://doi.org/10.6028/NIST.IR.7858 [9] ASME Y14.46-2017 Product Definition for Additive Manufacturing. New York:The American Society of Mechanical Engineers, 2017. [10] H. Li, T. Wang, J. Sun, and Z. Yu, 'The effect of process parameters in fused deposition modelling on bonding degree and mechanical properties,' Rapid Prototyping Journal, vol. 24, no. 1, pp. 80-92, Jan. 2018, https://doi.org/10.1108/RPJ-06-2016-0090 [11] A. W. Gebisa and H. G. Lemu, 'Investigating effects of Fused-deposition modeling (FDM) processing parameters on flexural properties of ULTEM 9085 using designed experiment, 'Materials, vol.11, no. 4, pp. 1-23, 2018, https://doi.org/10.3390/ma11040500 PMid:29584674 PMCid:PMC5951346 [12] B. Wittbrodt and J. M. Pearce, 'The effects of PLA color on material properties of 3-D printed components,' Additive Manufacturing, vol. 8, pp. 110-116, 2015, https://doi.org/10.1016/j.addma.2015.09.006 [13] O. A. Mohamed, S. H. Masood, and J. L. Bhowmik, 'Optimization of fused deposition modeling process parameters: a review of current research and future prospects,' Advances in Manufacturing, vol. 3, no. 1, pp. 42-53, Mar. 2015, https://doi.org/10.1007/s40436-014-0097-7 [14] S. K. Everton, M. Hirsch, P. Stravroulakis, R. K. Leach and A. T. Clare, 'Review of in-situ process monitoring and in-situ metrology for metal additive manufacturing,' Materials and Design, vol. 95, pp. 431-445, 2016, https://doi.org/10.1016/j.matdes.2016.01.099 [15] P. K. Rao, J. P. Liu, D. Roberson, Z. J. Kong, and C. Williams,'Online Real-Time Quality Monitoring in Additive Manufacturing Processes Using Heterogeneous Sensors,' Journal of Manufacturing Science and Engineering, vol. 137, no. 6, p.061007, Sep. 2015, https://doi.org/10.1115/1.4029823 [16] J. Pellegrino, T. Makila, S. McQueen, and E. Taylor, 'Measurement science roadmap for polymer-based additive manufacturing,' Gaithersburg, MD, Dec. 2016. https://doi.org/10.6028/NIST.AMS.100-5 [17] T. R. Kramer, F. M. Proctor, and E. Messina, 'The NIST RS274NGC Interpreter -Version 3,' Gaithersburg, Maryland, 2000. https://doi.org/10.6028/NIST.IR.6556 [18] B. N. Turner, R. Strong, and S. A. Gold, 'A review of melt extrusion additive manufacturing processes: I. Process design and modeling,' Rapid Prototyping Journal, vol. 20, no. 3, pp.192-204, Apr. 2014, https://doi.org/10.1108/RPJ-01-2013-0012 [19] Conrad Electronic, 'Renkforce RF1000 3D Drucker,' 2016. https://www.conrad.de/de/renkforce-rf1000-3d-drucker-single-extruder-inkl-software-franzis-designcad-v24-3d-printrenkforce-edition-1007508.html (accessed Sep. 20, 2016). [20] G. Hodgson, A. Ranellucci, and J. Moe, 'Slic3r Manual - Flow Math,' 2016. http://manual.slic3r.org/advanced/flow-math (accessed Jun. 21, 2016). [21] Repetier, 'Repetier-Firmware Documentation.' https://www.repetier.com/documentation/repetier firmware/repetier-firmware-introduction/ (accessed Apr. 17, 2018). [22] B. Weiss, D. W. Storti, and M. A. Ganter, 'Low-cost closedloop control of a 3D printer gantry,' Rapid Prototyping Journal, vol. 21, no. 5, pp. 482-490, Aug. 2015, https://doi.org/10.1108/RPJ-09-2014-0108 [23] R. L. Zinniel and J. S. Batchelder, 'Volumetric Feed Control for Flexible Filament,' US 6085957, 2000. [24] W. J. Heij, Applied Metrology in Additive Manufacturing. Delft: Delft University of Technology, 2016. [25] G. P. Greeff and M. Schilling, 'Closed loop control of slippage during filament transport in molten material extrusion,' Additive Manufacturing, vol. 14, pp. 31-38, 2017, https://doi.org/10.1016/j.addma.2016.12.005 [26] G. P. Greeff, Applied Metrology in Additive Manufacturing, vol. 60. Berlin: Mensch und Buch, 2019. [27] G. P. Greeff and M. Schilling, 'Comparing Retraction Methods with Volumetric Exit Flow Measurement in Molten Material Extrusion,' in Special Interest Group meeting on Dimensional Accuracy and Surface Finish in Additive Manufacturing, 2017, no. October, pp. 70-74. [28] G. P. Greeff and M. Schilling, 'Single print optimisation of fused filament fabrication parameters,' The International Journal of Advanced Manufacturing Technology, Aug. 2018, https://doi.org/10.1007/s00170-018-2518-4 [29] A. Bellini, S. Güçeri, and M. Bertoldi, 'Liquefier Dynamics in Fused Deposition,' Journal of Manufacturing Science and Engineering, vol. 126, no. 2, p. 237, 2004, https://doi.org/10.1115/1.1688377 [30] P. Virtanen et al., 'SciPy 1.0: fundamental algorithms for scientific computing in Python,' Nature Methods, vol. 17, no. 3, pp. 261-272, Mar. 2020, https://doi.org/10.1038/s41592-019-0686-2 PMid:32015543 PMCid:PMC7056644 (Print: ISSN 1931-5775) (Online: ISSN 2381-0580) © 2021 NCSL International Software to Maximize End-User Uptake of Conformity Assessment with Measurement Uncertainty, Including Bivariate Cases. The European EMPIR CASoft Project
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L.R. Pendrill; A. Allard; N. Fischer; P.M. Harris; J. Nguyen; I.M. Smith
NCSL International measure. 13:58-69
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Sport Mont 2023, 21(1), 9-15 | DOI: 10.26773/smj.230202 Abstract The military parachutists are responsible of special air operations who require certain capabilities in their physical condition, due to their intense professional career. The analysis of oxygen con-sumption (VO2) and heart rate (HR) allows the determination of aerobic (VT1) and anaerobic (VT2) thresholds and used to study the adequacy of the organism to exercise and in the analysis of sporting performance. The aim of this study was to determine the effect of tactical equipment on the stress test performance of elite parachutists. 10 parachutists parti-cipated in the study, between 22 and 36 years old with an average of 27.75 years (±4.20). Anthropometric values were determined of: weight 75.69 kg (±8.79), height 173.34 cm (±5.72) and body mass index (BMI) 25.23 (±2.98). Each one, performed 2 maximal treadmill exercise testing: one a conventional stress test (A) and another with the tactical equipment (weight 20 kg) (B). We obtained maximum oxygen consumption (Metalyzer 3B) and monitored the electrocardiogram continuously. The test started at a speed of 6km/h and a slope of 1%. The results of the two test were compared. The average value and standard deviation (SD) of different variables with equipment (B) and without it (A) and p-value were obtained: velocity (A: 14.80±3.29; B: 11.50±1.42 Km/h; p=0.073), HR (A: 182.7±58.62; B: 177.75±9.71 b/m; p=0.038), VO2 (A: 51.75±13.60; B: 54.00±30.82 ml/Kg/min; p=0.891). Al-so, the values of ventilatory thresholds: VT1 and VT2 of both tests were obtained, with sig-nificant differences. Tactical equipment causes a decrease in stress test performance with changes in VT1 and VT2. Keywords military parachutist, oxygen consumption, ventilatory thresholds, stress test View full article (PDF – 356KB) References Álvarez, R., Campos, D.C., Portes, P., Rey, R., & Martín, B. (2016). Análisis de parámetros fisiológicos en jugadores juveniles españoles de bádminton. Revista Internacional de Medicina y Ciencias de la Actividad Física y del Deporte, 16(61), 44-5. Alves, J., Barrientos, G., Toro, V., Sánchez, E., Muñoz, D., & Maynar, M. (2021). Changes in anthropometric and performance parameters in high-level endurance athletes during a sports season. International Journal of Environmental Research and Public Health, 18(5), 2782. Anselmi, F., Cavigli, L., Pagliaro, A., Valente, S., Valentini, F., Cameli, M. & D’Ascenzi, F. (2021). The importance of ventilatory thresholds to define aerobic exercise intensity in cardi-ac patients and healthy subjects. Scandinavian Journal of Medicine & Science in Sports, 31(9), 1796-1808. Avellaneda, S.E., & Urbina, A. (2015). Capacidad aeróbica de bomberos aeronáuticos. Revista de la Universidad Industrial de Santander Salud, 47(1), 61-67. Beaver, W.L., Wasserman, K., & Whipp, B.J. (1985). Improved detection of lactate threshold during exercise using a log-log transformation. Journal of Applied Physiology, 59, 1936-1940. Cevallos-Tulcanaza, J.X., Morocho-Morocho, H.G. (2021). Entrenamiento interválico de alta intensidad para mantener VO2max en cadetes de tercer año de la ESMIL. Polo del Cono-cimiento: Revista Científico-Profesional, 6(3), 788-799. Contreras-Briceño, F., Valderrama, P., Moya, E., Espinosa, M., Villaseca, Y., Ira-Ira, C. & Clave-ría, C. (2021). Oxigenación de músculos respiratorios y locomotores durante el test cardio-pulmonar en pacientes con circulación de Fontan: serie de casos. Revista Chilena de Car-diología, 40(1), 27-36. Ejército del aire (1st february 2022). Escuadrón de Zapadores Paracaidistas (EZAPAC) . https://ejercitodelaire.defensa.gob.es/EA/ejercitodelaire/es/organizacion/unidades/unidad/Escuadron-de-Zapadores-Paracaidistas-EZAPAC/. Fletcher, J.R., Esau, S.P., & MacIntosh, B.R. (2009). Economy of running: beyond the measurement of oxygen uptake. Journal of Applied Physiology, 107(6), 1918-1922. Foulis, S.A., Redmond, J.E., Warr, B.J., Sauers, S.E., Walker, L.A., Canino, M.C. & Sharp, M.A. (2015). Development of a physical employment testing battery for field artillery soldiers: 13B cannon crewman and 13F fire support specialist. US Army Research Institute of Environmental Medicine Natick United States, 16(1), 17-196 Howley, E.T., Bassett, D.R., & Welch, H.G. (1995). Criteria for maximal oxygen uptake: review and commentary. Medicine and Science in Sports and Exercise, 27(1), 1292-1292. Ksoll, K.S.H., Mühlberger, A., & Stöcker, F. (2021). Central and Peripheral Oxygen Distribution in Two Different Modes of Interval Training. Metabolites, 11(11), 790. Looney, D.P., Santee, W.R., Blanchard, L.A., Karis, A.J., Carter, A.J., & Potter, A.W. (2018). Cardiorespiratory responses to heavy military load carriage over complex terrain. Applied Ergonomics, 73, 194-198. Looney, D.P., Doughty, E.M., Figueiredo, P.S., Vangala, S.V., Pryor, J.L., Santee, W.R., & Pot-ter, A.W. (2021). Effects of modern military backpack loads on walking speed and cardi-ometabolic responses of US Army Soldiers. Applied Ergonomics, 94, 103395. Mainenti, M.R.M., Vigário, P.D.S., Batista, H.B., Bastos, L.F.V., & Mello, D.B.D. (2021). Run-ning velocity at maximum oxygen uptake and at maximum effort: important variables for female military pentathlon. Motriz: Revista de Educação Física, 28, 1-6. Maté-Muñoz, J.L., Domínguez, R., Lougedo, J.H., & Garnacho-Castaño, M.V. (2017). The lac-tate and ventilatory thresholds in resistance training. Clinical Physiology and Functional Imaging, 37(5), 518-524. Metaxas, T.I. (2021). Match running performance of elite soccer players: VO2max and players position influences. The Journal of Strength & Conditioning Research, 35(1), 162-168. Mina-Paz, Y., Tafur-Tascón, L.J., Cabrera-Hernández, M.A., Povea-Combariza, C., Tejada-Rojas, C.X., Hurtado-Gutiérrez, H. & Garcia-Vallejo, F. (2021). Ventilatory threshold concordance between ergoespirometry and heart rate variability in female professional cyclists. Revista de Deporte Humano y Ejercicio, 18(1), 1-10. Mouine, N., Parada, T., Amah, G., Gagey, S., Guity, C., Duval, M. & Abdennbi, K. (2021). Pre-diction of peak oxygen consumption by incremental 6 minutes walking test in patients with Ischemic heart disease after cardiac rehabilitation. Archives of Cardiovascular Diseases Supplements, 13(1), 119. Paredes-Ruiz, M.J., Jódar-Reverte, M., Ferrer-López, V., & Martínez-González-Moro, I. (2021). Muscle oxygenation of the quadriceps and gastrocnemius during maximal aerobic effort. Revista Brasileira de Medicina do Esporte, 27, 212-217. Paredes-Ruiz, M.J., Jódar-Reverte, M., Martínez-González-Moro, I., & Ferrer-López, V. (2021). Effects of gender on oxygen saturation of thigh muscles during maximal treadmill exercise testing. Sport Mont, 19(1), 7-11. Perlsweig, K.A., Abt, J.P., Nagai, T., Sell, T.C., Wirt, M.D., & Lephart, S.M. (2015). Effects of age and military service on strength and physiological characteristics of US army soldiers. Medicine and Science in Sports and Exercise, 47(5), 420. Pihlainen, K.A.I., Santtila, M., Häkkinen, K., & Kyröläinen, H. (2018). Associations of physical fitness and body composition characteristics with simulated military task performance. The Journal of Strength & Conditioning Research, 32(4), 1089-1098. Pollock, M.L., Bohannon, R.L., Cooper, K.H., Ayres, J.J., Ward, A., White, S.R., & Linnerud, A.C. (1976). A comparative analysis of four protocols for maximal treadmill stress testing. American Heart Journal, 92(1), 39-46. Riboli, A., Coratella, G., Rampichini, S., Limonta, E., & Esposito, F. (2022). Testing protocol affects the velocity at VO2max in semi-professional soccer players. Research in Sports Medicine, 30(2), 182-192. Ronconi, M., & Alvero-Cruz, J.R. (2011). Respuesta de la frecuencia cardiaca y consumo de oxígeno de atletas varones en competiciones de duatlón sprint. Apunts Sports Medicine, 46(172), 183-188. Rosenblat, M.A., Granata, C., & Thomas, S.G. (2022). Effect of interval training on the factors influencing maximal oxygen consumption: A systematic review and meta-analysis. Sports Medicine, 1-24. Silva, M.J.S., Rabelo, A.S., Vale, R.G.S., Ferrão, M.L.D., Sarmiento, L., & Dantas, E.H.M. (2009) Correlation between VO2 max, relative fatness and lipid profile in cadets of the Military Police Academy of the State of Rio de Janeiro. European Journal of Human Movement, 22, 147-157. Stavrou, V.T., Tourlakopoulos, K.N, Daniil, Z., & Gourgoulianis, K. I. (2021). Hypoxia re-sistance comparing between physically trained pilots and non-trained population. Cureo, 13(5), 1-6. Taylor, M.K., Hernández, L.M., Schoenherr, M.R., & Stump, J. (2019). Genetic, physiologic, and behavioral predictors of cardiorespiratory fitness in specialized military men. Military Medicine, 184(9), 474-481. WHO (1st february 2022). Obesity and overweight. https://www.who.int/es/news-room/fact-sheets/detail/obesity-and-overweight. https://doi.org/10.26773/smj.230202 APA citation Paredes-Ruiz, M., Jodar-Reverte, M., Albertus-Cámara, I., González-Moro, I. M., & Ferrer-Lopez, V. (2023). Influence of Tactical Equipment on the Ergospirometric Assessment of Military Parachutists. Sport Mont, 21(1),9-15. doi: 10.26773/smj.230202 MLA8 citation Chicago citation This page has been visited 32 times This article has been downloaded 3 times
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María-José Paredes-Ruiz; María Jodar-Reverte; Inés Albertus-Cámara; Ignacio Martínez González-Moro; Vicente Ferrer-Lopez
Sport Mont. 21:9-15
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toChristian th e is m . 151 And s o , ofcourse , w as P la to n is m . 152 The T im aeu shadtalkedofaFa th e r an d M aker oftheco sm o s. And tolaterwriters , Plato seem ed todistinguishthreeu lt imateorigins , principles , archai : God, M a tte r an d Form , w h ic h th eyalsolistedasthe By Whom, From W hat an dInV iew ofW hat; oras God, M a tte r an dthePattern ; orastheAc tiv e , theMa tte r and thePattern . O rth odoxChristian th e is m w as, ofcourse , toa rg uethatofthesethree , God a lo n e was absolutelyoriginal , an dthatMa tte r an d Form somehow to oktheirorigin from h im . 153 Even in Christ 's lifetime , Philo — a Jew nevercon ­ vertedto th e new church — w as bringingStoic an dPlatonice le men ts together in amonothe is t ic cosm ogony w h ic hsetastrikingprecedentforChristianwriters . CitingPlato , Philogaveas ' th ereason why theun iv ersew as made ,' that ' th eFa th e r an d M aker isgood , and thatbe in g good He d id notg ru dge th ebestk in dofnaturetoma tt e r (o usia ) w h ic hofitselfhadno th in gexcellent , th oughitw as capab le ofb eco m in gallthings . ' Philodoesnotderivematter from H a tc h , G * re ^ eTkhIidseaacsc . ou17n5t -7 o7f . Stoicco sm o lo gyisthatg iv e n by 152 th e o lo gyisTe he xcceolmlenptatibilityofP la to n is m w ith ChristianP la to n is m and ItsInflluyenbcroeug (B htoso to unt , in 19A2 . 4 ) E . . Taylor 's 153H a tc h , G reek Ideas . 180 -8 2
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Alarcón-Elbal, P.M. & Lucientes, J. 2012. Actualización del catálogo de Culicoides Latreille, 1809 (Diptera, Ceratopogonidae) de España. Graellsia 68:353–362. doi:10.3989/graellsia.2012.v68.064. Bilk, S. Schulze, C. Fischer, M. Beer, M. Hlinak, A. & Hoffmann, B. 2012. Organ distribution of Schmallenberg virus RNA in malformed newborns. Vet. Microbiol. 159:236–238. doi:10.1016/j.vetmic.2012.03.035. De Blas, I., Ruiz-Zarzuela, I. & Vallejo, A. 2006. WinEpi: Working In Epidemiology. An Online Epidemiological Tool. Page in Proceedings of the 11th International Symposium on Veterinary Epidemiology and Economics, Cairns, Australia. Cameron, A.R. & Baldock, F.C. 1998. A new probability formula for surveys to substantiate freedom from disease.. Prev. Vet. Med. 34:1–17. Doceul, V., Lara, E., Sailleau, C., Belbis, G. Richardson, J., Bréard, E., Viarouge, C., Dominguez, M., Hendrikx, P., Calavas, D., Desprat, A., Languille, J., Comtet, L., Pourquier, P., Eléouët, J.-F., Delmas, B., Marianneau, P., Vitour, D. & Zientara, S. 2013. Epidemiology, molecular virology and diagnostics of Schmallenberg virus, an emerging orthobunyavirus in Europe.. Vet. Res. 44:1–13. doi:10.1186/1297-9716-44-31. Elbers, A.R.W., Meiswinkel, R., van Weezep, E., Sloet van Oldruitenborgh-Oosterbaan, M.M. & Engbert, A.K. 2013. Schmallenberg Virus in Culicoides spp. Biting Midges, the Netherlands, 2011. Emerg. Infect. Dis. 19:106–109. doi:10.3201/eid1901.121054. Gariglinany, M.-M., Hoffmann, B., Dive, M., Sartelet, A., Bayrou, C., Cassart, D., Beer, M. & Desmecht, D. 2012. Schmallenberg Virus in Calf Born at Term with Porencephaly, Belgium. Emerg. Infect. Dis. 18. doi:10.3201/eid1806.120104. Greiner, E.C., Mo, C.L., Homan, E.J., Gonzalez, J., Oviedo, M.T., Thompson, L.H. & Gibbs, E.P. 1993. Epidemiology of bluetongue in Central America and the Caribbean: initial entomological findings. Regional Bluetongue Team. Med Vet Entomol 7:309–315. doi:10.1111/j.1365-2915.1993.tb00697.x. Hernández-Mora, G., Ruiz-Villalobos, N., Bonilla-Montoya, R., Romero-Zúniga, J.J., Jiménez-Arias, J., González-Barrientos, R., Barquero-Calvo, E., Chacón-Díaz, C., Rojas, N., Chaves-Olarte, E., Guzmán-Verri, C. & Moreno, E. 2017. Epidemiology of bovine brucellosis in Costa Rica: Lessons learned from failures in the control of the disease. PLoS One 12:e0182380. doi:10.1371/journal.pone.0182380. Hoffmann, B., Schulz, C. & Beer, M. 2013. First detection of Schmallenberg virus RNA in bovine semen, Germany, 2012. Vet. Microbiol. 167:289–295. doi:10.1016/j.vetmic.2013.09.002. Homan, E.J., Lorbacher, H., Donato, A., Taylor, W. & Yuill, T.M. 1985. Bluetongue virus infection in Costa Rican and Colombian cattle.. Prog. Clin. Biol. Res. 178:559–61. InBIO. Biting Midges as Pests. http://www.inbio.ac.cr/papers/Ceratopogonidae/biting.htm. Kim, J. & Seo, B.S. 2013. How to calculate sample size and why. Clin. Orthop. Surg. 5:235–242. doi:10.4055/cios.2013.5.3.235. Koenraadt, C.J.M., Balenghien, T., Carpenter, S., Ducheyne, E., Elbers, A.R.W., Fife, M., Garros, C., Ibáñez-justicia, A., Kampen, H., Kormelink, R.J.M. & Losson, B. 2014. Bluetongue , Schmallenberg - what is next ? Culicoides -borne viral diseases in the 21 st Century Bluetongue , Schmallenberg - what is next ? Culicoides -borne viral diseases in the 21 st Century. Ministère de L’Agriculture de L’Alimentation de la Pêche de la Ruralité et de L’Aménagement du Territoire. 2012. Note d’information N°11. http://www.gdma36.fr/WebGDMA.nsf/0/9a88c7c6d32c019ac12579cd00303b80/$FILE/Note%20d’information%20SBV%20n%C2%B011.pdf Montgomery, J.M., Tack, D.M. & Obonyo, M. 2012. Culicoids as Vectors of Schmallenberg Virus 18:1204–1206. Pepin, M., Bouloy, M., Bird, B.H., Kemp, A. & Paweska, J. 2010. Rift Valley fever virus ( Bunyaviridae: Phlebovirus ): an update on pathogenesis, molecular epidemiology, vectors, diagnostics and prevention. Vet. Res. 41:1–40. doi:10.1051/vetres/2010033. Ponsart, C., Pozzi, N., Bréard, E., Catinot, V., Viard, G., Sailleau, C., Viarouge, C., Gouzil, J., Beer, M., Zientara, S. & Vitour, D. 2014. Evidence of excretion of Schmallenberg virus in bull semen.. Vet. Res. 45:1–6. doi:10.1186/1297-9716-45-37. Poskin, A., Verite, S., Comtet, L., Stede, Y., Van Der Cay, B. & Regge, N. De. 2015. Persistence of the protective immunity and kinetics of the isotype specific antibody response against the viral nucleocapsid protein after experimental Schmallenberg virus infection of sheep. Vet. Res. 1–9. doi:10.1186/s13567-015-0260-6. ProMed-mail. 2012. SCHMALLENBERG VIRUS - EUROPE (34): DECLINE, UPDATE. http://www.promedmail.org/direct.php?id=20120426.1115024.%0A11. De Regge, N., Deblauwe, I., De Deken, R., Vantieghem, P., Madder, M., Geysen, D., Smeets, F., Losson, B., van den Berg, T. & Cay, A.B. 2012. Detection of Schmallenberg virus in different Culicoides spp. by real-time RT-PCR. Transbound. Emerg. Dis. 59:471–475. doi:10.1111/tbed.12000. Ruiz-Fons, F. 2012. Enfermedades Transmitidas por Garrapatas. Argos 42–44. Schulz, C., van der Poel, W.H.M., Ponsart, C., Cay, A.B., Steinbach, F., Zientara, S., Beer, M. & Hoffmann, B. 2015. European interlaboratory comparison of Schmallenberg virus (SBV) real-time RT-PCR detection in experimental and field samples. J. Vet. Diagnostic Investig. 27:422–430. doi:10.1177/1040638715593798. Schulz, C., Wernike, K., Beer, M. & Hoffmann, B. 2014. Infectious Schmallenberg virus from bovine semen, Germany.. Emerg. Infect. Dis. 20:338–340. doi:10.3201/eid2002.131436. Tarlinton, R., Daly, J., Dunham, S. & Kydd, J. 2012. The challenge of Schmallenberg virus emergence in Europe. Vet. J. 194:10–18. doi:10.1016/j.tvjl.2012.08.017. Thrusfield, M., Ortega, C., de Blas, I., Noordhuizen, J.P. & Frankena, K. 2001. WIN EPISCOPE 2.0: improved epidemiological software for veterinary medicine. Vet. Rec. 148:567–572. doi:10.1136/vr.148.18.567. Villagra-blanco, R., Dolz, G. & Montero-Caballero, D. 2008. Short Communication Seroprevalence of Bluetongue and Associated Risk Factors in Costa Rican Sheep Flocks 1–6. Wensman, J.J., Blomqvist, G., Hjort, M. & Holst, B.S. 2013. Presence of antibodies to schmallenberg virus in a dog in Sweden. J. Clin. Microbiol. 51:2802–2803. doi:10.1128/JCM.00877-13
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Villegas-Salas, Marlene; Alvarado, Tara; Trejos-Araya, Carla; Sandí, Alexis; León, Bernal; Jiménez, Carlos
Ciencias Veterinarias; Vol 35 No 2 (2017): Ciencias Veterinarias Vol. 35, No. 2, 2017: July-December; 103-112
Ciencias Veterinarias; Vol. 35 Núm. 2 (2017): Ciencias Veterinarias (Julio-Diciembre); 103-112
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WaymackJP, Miskell P, Gonce S. Anesth Analg 69:163-198, 1989. 27. W 19 a8y7m . ackJP, Warden GD, Alexander JW, Miskell P, Gonce S. J Surg Res 42:528-535, 28. JWSauyrmgaRceksJP4 , 9 M :3 o2l8d -a 3 w 32 er , L 19 L 9 , 0 L . owry SF, Guzman RF, Okerberg CV, Mason AD, Pruitt BA. 29. WaymackJP and Yurt RW. J Surg Res 48:147-143, 1990. 30. AWnanym Su arcgk JP, 20M4( c6N ): e6a8l1N -6 , 8W5, a 1 rd 9e8n6 . GD, Balakrishnan K, Gonce S, Alexander JW, Miskell P. 31. W BA aJyrm . aAcrkcJhPS , u H rg e rn 1a2n6d : e5z9 -G 62 , , C1a9p9p1e . lli PJ, Burleson DG, Guzman RF, Mason AD Jr, Pruitt 32. Gantt CL. Lancet ii:363, 1981. 33. Chung M, Steionmetz OK, Gordon PH. BrJ Surg 80:427-432, 1993. 34. W 19 e9i2 ss . MM, Jauch KW, Delanoff CL, Memple W, Schildberg FW. Proc ASCO 11:172, 35. H Si anaggh , 1S9K8 . 8. The Blood Bank, Rotterdam: Cip - Gegevens Koninklijke Bibiliotheek, Den 36. Taylor C and Faulk WP. Lancet ii:68-69, 1981. 37. Peters WR, Fry RD, Fleshman JW, Kodner IJ. Dis Col & Rect 32(9):749-753, 1989. 38. Williams JG and Hughes LE. Lancet H31-132, 1989. 39. SGta eu st proW en H te , roBl ra SnudpA pl , 2W6: e 8 te 1 r -m 86 a , n1I9T9 , 1 . Zwinderman KH, Lamers CBHW, Gooszen. Scand J 40. Scott ADN, Ritchie JK, Phillips RKS. BrJ Surg 78:455-4587, 1991. 41. Tadros Tamer, Wobbes T, Hendriks T. Ann Surg 215(3):276-281, 1992. 42. R 74 o : s3s9 in -i 46A , A 1 , 9 F 84 a . ustman D, Woda BA, Like AA, Szymanski I, Mordes JP. J Clin Invest 43. Tartter PI, Heimann TM, Aufses AH Jr. Am J Surg 151: 358, 1986. 44. T ca anrc tt eerrpPaIt . i en Ttrsa . ns V fu osxioSnanhg is to 5r6y : , 80T , c1e9l8l9s . ub sets and natural killer cytotoxicity in colorectal 45. Beck I, Scott JS, Pepper M, Speck EH. Am J Repro Immunol 1:224, 1981. 46. Tartter PI. Transfusion 28:593-596, 1988
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