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Journal articles on the topic 'Errors'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 July 2024

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1

Tawfik Ali, Mai Morsy. "ANALISI DEGLI ERRORI LESSICALI PIÙ FREQUENTI NELL’ITALIANO DEGLI STUDENTI EGIZIANI." Italiano LinguaDue 16, no. 1 (June 23, 2024): 359–73. http://dx.doi.org/10.54103/2037-3597/23846.

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In questo lavoro ci proponiamo di analizzare alcune tipologie di errori lessicali commessi da studenti egiziani di italiano LS evidenziando le strategie da essi adottate per colmare le lacune lessicali. Questo studio si basa sull’analisi di composizioni scritte di 60 studenti egiziani iscritti al secondo anno del corso di laurea in italiano presso la Facoltà di Al Alsun. L’analisi ha rivelato che gli errori lessicali sono il tipo di errore più grave e frequente comprovando che se un messaggio presenta molti errori lessicali ha una scarsa efficacia comunicativa, poiché tali errori sono noti elementi di disturbo della comunicazione. L’analisi degli errori lessicali ha rivelato che tra le strategie messe in atto dagli apprendenti nella costruzione dello spazio lessicale-semantico sono i genericismi, l’estensione semantica, l’uso improprio di termini, le perifrasi, i prestiti lessicali e i calchi. Analysis of the Most Frequent lexical Errors in the Italian of Egyptian Students In this paper, we aim to analyse some types of lexical errors committed by Egyptian Italian LS students by highlighting the strategies they adopted to fill the lexical gaps. This study is based on the analysis of written compositions of 60 Egyptian students enrolled in the second year of the Italian degree course at Al Alsun Faculty. The analysis revealed that lexical errors are the most serious and frequent type of error, proving that if a message has many lexical errors, it has poor communicative effectiveness, as such errors are known communication disruptors. The analysis of lexical errors revealed that among the strategies implemented by learners in the construction of the lexical-semantic space are genericisms, semantic extension, misuse of terms, periphrases, lexical borrowings and casts.

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Mangilli, Daniela Cavanholi, Maria Terezinha da Assunção, Maria Teresa Brasil Zanini, Valdemira Santina Dagostin, and Maria Tereza Soratto. "ATUAÇÃO ÉTICA DO ENFERMEIRO FRENTE AOS ERROS DE MEDICAÇÃO." Enfermagem em Foco 8, no. 1 (April 7, 2017): 62. http://dx.doi.org/10.21675/2357-707x.2017.v8.n1.878.

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Objetivo: identificar a atuação ética do enfermeiro frente aos erros de medicação. Pesquisa qualitativa, descritiva, exploratória e de campo. Realizou-se entrevista semiestruturada com 10 enfermeiros. A análise dos dados foi realizada a partir da análise de conteúdo. Resultados: a atuação ética do enfermeiro frente aos erros de medicação inclui a tomada de decisão em relação às intercorrências com o paciente; ações educativas com a equipe de enfermagem; registro do erro e aplicação de penalidades. Conclusão: considera-se imprescindível a educação permanente dos profissionais para a prevenção e redução de erros de medicamentos, possibilitando a segurança do paciente e qualificação do serviço.Descritores: Ética, Erros de medicação, Segurança do paciente, Enfermagem.ETHICAL ROLE NURSES FACE WITH MEDICATION ERRORSObjective: to identify the work ethics of nurse facing medication errors. Qualitative, descriptive, exploratory field research. Semi-structured interview was held with 10 nurses. Data analysis was carried out from the analysis of content. Results: the ethic of the nurse facing medication errors include decision-making in relation to complications with the patient; educational activities with the nursing staff; error log and the application of penalties. Conclusion: it is considered vital the permanent education of professionals for the prevention and reduction of medication errors, patient safety and service qualification.Descriptors: Ethics, Medication errors, Patient safety, Nursing.ENFERMERÍA ÉTICA FRENTE A LOS ERRORES DE MEDICACIÓNObjetivo: identificar la ética de trabajo de la enfermera frente a errores de medicación. Investigación cualitativa, descriptiva, exploratoria y campo. Entrevista semiestructurada se realizó con 10 enfermeras. Análisis de datos se llevó a cabo a partir del análisis de contenido. Resultados: la ética de la enfermera frente a errores de medicación incluyen la toma de decisiones en relación con las complicaciones con el paciente; actividades educativas con el personal de enfermería; registro de errores y la aplicación de sanciones. Conclusión: se considera imprencíndivel la formación permanente de profesionales para la prevención y reducción de errores de medicación, seguridad del paciente y calificación de servicio.Descriptores: Ética, Errores de Medicación, Seguridad del Paciente, Enfermería.

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3

Pope, Peter F., and Pradeep K. Yadav. "Discovering Errors in Tracking Error." Journal of Portfolio Management 20, no. 2 (January 31, 1994): 27–32. http://dx.doi.org/10.3905/jpm.1994.409471.

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4

Miller, David D. "Errors in 'Trials and error'." Nature Biotechnology 24, no. 7 (July 2006): 747. http://dx.doi.org/10.1038/nbt0706-747.

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5

Frese, Michael, Felix C. Brodbeck, Dieter Zapf, and Jochen Prümper. "Users' errors and error handling." ACM SIGCHI Bulletin 23, no. 2 (March 1991): 59–62. http://dx.doi.org/10.1145/122488.122497.

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6

Seiler, Fritz A. "Error Propagation for Large Errors." Risk Analysis 7, no. 4 (December 1987): 509–18. http://dx.doi.org/10.1111/j.1539-6924.1987.tb00487.x.

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7

Byron, Colleen M. "An error in reporting errors." Journal of Chemical Education 70, no. 5 (May 1993): 432. http://dx.doi.org/10.1021/ed070p432.3.

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8

Wears, Robert L. "The Error of Counting “Errors”." Annals of Emergency Medicine 52, no. 5 (November 2008): 502–3. http://dx.doi.org/10.1016/j.annemergmed.2008.03.015.

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9

Cerdán, Fernando. "<p>Las igualdades incorrectas producidas en el proceso de traducción algebraico: un catálogo de errores</p>." PNA. Revista de Investigación en Didáctica de la Matemática 4, no. 3 (March 1, 2010): 99–110. http://dx.doi.org/10.30827/pna.v4i3.6164.

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Propongo un catálogo para los errores que puedan encontrarse al realizar el proceso de traducción algebraico. El catálogo consta de tres categorías: errores en el uso de letras, errores en la construcción de expresiones algebraicas y errores en la construcción de la igualdad. Constaté la validez del catálogo con las igualdades incorrectas producidas por 258 estudiantes de bachillerato que trabajaron 13 problemas. Encontré que las producciones persistentes dan cuenta de una parte sustantiva del error total y que estas producciones contienen errores de las categorías antes citadas. Además, determinados errores se podrían asociar con tipos de problemas. Incorrect equalities developed in the algebraic translation process: a catalog of errors We propose a catalogue for errors that can be found in the process of algebraic translation. This catalogue consists of three categories: errors in the use of letters, errors in the construction of algebraic expressions and errors in the construction of the equal sign between two algebraic expressions. We contrasted the utility of the catalogue with the incorrect equalities produced by 258 students aged between 15 and 18. Finally, we found that a great part of the total error can be explained by means of persistent productions in which we can find errors belonging to the three categories of the catalogue. Furthermore, it is possible to conclude that some kinds of errors were related to specific types of problems.Handle: http://hdl.handle.net/10481/3499Nº de citas en WOS (2017): 7 (Citas de 2º orden, 9)Nº de citas en SCOPUS (2017): 3 (Citas de 2º orden, 4)

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Moriyanti, Moriyanti, and Nyak Mutia Ismail. "Communicative Effect Taxonomy Analysis in Students� Oral Production." English LAnguage Study and TEaching 4, no. 2 (January 15, 2024): 47–62. http://dx.doi.org/10.32672/elaste.v4i2.7338.

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This study aims at finding out Communicative Effect Taxonomy in students oral productionspecifically on local and global errors. This study is qualitative in nature involving 16 first grader at SMPN 2 Muara Tiga, Pidie. The instrument used was analytical table which was constructed based on the theory of Communicative Effect Taxonomy. The data collection was carried out by following the steps of: sample collection, errors identification, error description, error clarification, and error assessment. The data analysis was conducted afterward in line with the following phases: identification of errors, classification of errors, evaluation, and conclusion. It is found that local erros were produced more compared to global errors (52 local errors and 45 global errors) in the students speaking performance. Regarding the implication, the result from this study can enhance the development of more accurate and dependable evaluation tools for measuring students' oral communication skills by establishing a classification system for communicative impacts. Consequently, this can exert a substantial influence on educational policies and practices.

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Muniroh, Zumrotul, and Fitri Senny Hapsari. "An Analysis on the Syntactical Errors in the Students’ Narrative Writing." Scope : Journal of English Language Teaching 2, no. 02 (March 3, 2018): 133. http://dx.doi.org/10.30998/scope.v2i02.2381.

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<p>This research aims to find out the dominant factor causing the errors of narrative writing by the Ninth Grade Students of Darul Hikmah II Junior High School. In this study writer limited the student’s syntactical error only in phrase error. The approach applied in this study is qualitative. The data were collected via observation and giving narrative writing test. The writer used the descriptive analysis technique (percentage) with the percentage from the frequency of information and divided with number of cases were constructed in the form of field-notes. This study involved 20 students of Darul Hikmah II Junior High School Bekasi as samples. The data shows that the total number of mistakes made in syntactical is 382 error, The greatest number of students’ errors was done in noun phrase with the percentage 42, 4%. verb phrase erroes by 139 errors or 36,4%, the third is errors in Adverbial phrase by 42 errors or 11 %, the forth is errors in Adjective Phrase by 29 errors or 7,6% and the last errors in Pprepositional Phrase with 6 errors or 30%.</p>

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Hasibuan, Nida Sri Rahmita, Yenita Roza, and Maimunah Maimunah. "Analisis Kesalahan Siswa dalam Menyelesaikan Masalah Matematika Berdasarkan Teori Kastolan." Jurnal Paedagogy 9, no. 3 (July 21, 2022): 486. http://dx.doi.org/10.33394/jp.v9i3.5287.

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This study aims to determine the percentage of errors produced by students according to Kastolan theory, the error's location, and the factors contributing to those errors when doing Mathematic. The study used the descriptive qualitative method. Based on the Kastolan theory, this study attempts to describe student errors in resolving mathematical problems. In this study, the instrument is a written test. The results showed that the conceptual error in question 1 was 71%, the procedural error was 67%, and the technical error was 65%. In question 2, there are 69% conceptual errors, 55% procedural errors, and 48% technical errors. While the conceptual error is 63%, the procedural error is 57%, and the technical error is 47% in question number 3. As a result, it showed that students' most common errors are conceptual. Students make mistakes when solving problems in the Two-variable Linear Equation System for a variety of reasons, including 1) lack of understanding of the questions given, leading to confusion in solving problems; 2) lack of caution in calculations, leading to incorrect results; 3) lack of ability to change the form of the problem into a mathematical model, and 4) lack of knowledge of the steps in solving the problem.

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Mossman, D., and T. Sellke. "Avoiding errors about ‘margins of error’." British Journal of Psychiatry 191, no. 6 (December 2007): 561. http://dx.doi.org/10.1192/bjp.191.6.561.

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Berninger, Virginia W., and Barbara Alsdorf. "Are there Errors in Error Analysis?" Journal of Psychoeducational Assessment 7, no. 3 (September 1989): 209–22. http://dx.doi.org/10.1177/073428298900700303.

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15

Zapf, Dieter, and James T. Reason. "Introduction: Human Errors and Error Handling." Applied Psychology 43, no. 4 (October 1994): 427–32. http://dx.doi.org/10.1111/j.1464-0597.1994.tb00838.x.

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Santamarina, J. C., and A. C. Reed. "Ray tomography: Errors and error functions." Journal of Applied Geophysics 32, no. 4 (December 1994): 347–55. http://dx.doi.org/10.1016/0926-9851(94)90033-7.

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17

Kloppers, Joshua. "Errors in Errors." International Journal of Computer-Assisted Language Learning and Teaching 13, no. 1 (July 11, 2023): 1–16. http://dx.doi.org/10.4018/ijcallt.325792.

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Automated writing evaluation (AWE) software is an increasingly popular tool for English second language learners. However, research on the accuracy of such software has been both scarce and largely limited in its scope. As such, this article broadens the field of research on AWE accuracy by using a mixed design to holistically evaluate the accuracy of the corrective feedback of the leading AWE program Grammarly. 1136 Grammarly-identified errors related to style, lexis, and form were graded and discussed by two native English speakers. An overall accuracy rate of 78.86% and an accuracy rate of 91.60% when excluding style-related errors were found. However, several issues relating to the promotion of a set writing style, variance in feedback quality, and accuracy of style-related corrective feedback were also identified.

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18

Márton, Áron, and János K. Asbóth. "Coherent errors and readout errors in the surface code." Quantum 7 (September 21, 2023): 1116. http://dx.doi.org/10.22331/q-2023-09-21-1116.

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We consider the combined effect of readout errors and coherent errors, i.e., deterministic phase rotations, on the surface code. We use a recently developed numerical approach, via a mapping of the physical qubits to Majorana fermions. We show how to use this approach in the presence of readout errors, treated on the phenomenological level: perfect projective measurements with potentially incorrectly recorded outcomes, and multiple repeated measurement rounds. We find a threshold for this combination of errors, with an error rate close to the threshold of the corresponding incoherent error channel (random Pauli-Z and readout errors). The value of the threshold error rate, using the worst case fidelity as the measure of logical errors, is 2.6%. Below the threshold, scaling up the code leads to the rapid loss of coherence in the logical-level errors, but error rates that are greater than those of the corresponding incoherent error channel. We also vary the coherent and readout error rates independently, and find that the surface code is more sensitive to coherent errors than to readout errors. Our work extends the recent results on coherent errors with perfect readout to the experimentally more realistic situation where readout errors also occur.

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19

Sychandone, Nokthavivanh. "COMPARATIVE ERROR ANALYSIS IN ENGLISH WRITING BY FIRST, SECOND, AND THIRD YEAR STUDNETS OF ENGLISH DEPARTMENT OF FACULTY OF EDUCATION AT CHAMPASACK UNIVERSITY." Jurnal Penelitian Humaniora 17, no. 1 (August 14, 2016): 74. http://dx.doi.org/10.23917/humaniora.v17i1.2353.

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levels. To investigate the error types, the frequency of error types, the similarities and difference of errors and the last to find the error sources that occur in first, second and third year learners. Error analysis is one type of linguistic study and it focuses on learners’ error making. The linguistic category and surface strategy taxonomy are used to find out the types of error. The analysis the phenomenon based on Brown (1980) namely, error identification, error classification, Error description and error explanation. The data from students’ writing products, 54 pieces in three levels andthe total errors are 571 erroneous sentences. There are two types of errors, namely lexical errors and syntactical errors; eight error categories and twenty-seven error cases. The second year learners made the most error 263 errors or 46, 05% whilefirst year learners produced 229 errors or 40, 10% and third year learners made 79 errors or 13, 83%. There are similarity in errors types, five similar categories and five error cases, but there are three different error categories and eighteen error cases. The main error sources, learners had lack knowledge of English grammatical rule. The overgeneralization (265 errors or 46, 40%) influences learners’ error, language transfer (199 errors or 34, 85%) still interfere learners’ acquisition and simplification (107 errors or 18, 73%) is one factor that effect learners’ errors.

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Bard, Alien J. "More errors in errors." Nature 360, no. 6403 (December 1992): 404. http://dx.doi.org/10.1038/360404a0.

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Lilley, Linda L., and Robert Guanci. "Med Errors: Now What? After an Error." American Journal of Nursing 94, no. 11 (November 1994): 18. http://dx.doi.org/10.2307/3464653.

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Greenbaum, Daniel, and Zachary Dutton. "Modeling coherent errors in quantum error correction." Quantum Science and Technology 3, no. 1 (December 20, 2017): 015007. http://dx.doi.org/10.1088/2058-9565/aa9a06.

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Brody, H. "Unforced errors and error reduction in tennis." British Journal of Sports Medicine 40, no. 5 (May 1, 2006): 397–400. http://dx.doi.org/10.1136/bjsm.2005.023432.

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ARIMITSU, T., T. HAYASHI, S. KITAJIMA, and F. SHIBATA. "QUANTUM ERROR-CORRECTION FOR SPATIALLY CORRELATED ERRORS." International Journal of Quantum Information 06, supp01 (July 2008): 575–80. http://dx.doi.org/10.1142/s0219749908003803.

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It is shown that errors due to spatially correlated noises can be corrected by the quantum error-correction code and error-correction procedure prepared for those for independent noises. A model of noisy-channel which is under the influence of spatially correlated quantum Brownian motion is investigated within the framework of non-equilibrium thermo field dynamics that is a canonical operator formalism for dissipative quantum systems.

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Meskin, Aaron, and Simon Fokt. "Errors in ‘The History of an Error’." British Journal of Aesthetics 56, no. 2 (April 2016): 179–85. http://dx.doi.org/10.1093/aesthj/ayv034.

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Lu, Feng, and Dan C. Marinescu. "Quantum Error Correction of Time-correlated Errors." Quantum Information Processing 6, no. 4 (July 7, 2007): 273–93. http://dx.doi.org/10.1007/s11128-007-0058-1.

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Krigolson, Olav E., and Clay B. Holroyd. "Hierarchical error processing: Different errors, different systems." Brain Research 1155 (June 2007): 70–80. http://dx.doi.org/10.1016/j.brainres.2007.04.024.

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Vidal, F., T. Hasbroucq, J. Grapperon, and M. Bonnet. "Is the ‘error negativity’ specific to errors?" Biological Psychology 51, no. 2-3 (January 2000): 109–28. http://dx.doi.org/10.1016/s0301-0511(99)00032-0.

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Papila, Melih, and Raphael T. Haftka. "Response approximations - Noise, error repair, modeling errors." AIAA Journal 38 (January 2000): 2336–43. http://dx.doi.org/10.2514/3.14685.

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GLASBEY, C. A. "Standard errors resilient to error variance misspecification." Biometrika 75, no. 2 (1988): 201–6. http://dx.doi.org/10.1093/biomet/75.2.201.

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Kim, Nara, Yongseok Jo, and Ho-Hyun Park. "Correcting OCR Errors based on Error Patterns." Journal of KIISE 51, no. 3 (March 31, 2024): 271–79. http://dx.doi.org/10.5626/jok.2024.51.3.271.

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Utami, Silvia. "THE SOURCE OF ERRORS IN INDONESIAN-ENGLISH TRANSLATION." Jurnal KATA 1, no. 2 (October 10, 2017): 192. http://dx.doi.org/10.22216/jk.v1i2.2351.

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<p>This research aimed to identify types of translation errors and to find out the sources of errors (interlingual and intralingual errors) in Indonesian-English translation written by the students. The type of this research was descriptive research which used Error Analysis procedures to identify and analyze the students’ error. The findings showed that the types of grammatical errors made by the students in their translation were three types, namely global errors, local errors, and other errors. The most frequent error made by the students was local errors and the fewest error made by the students was other errors. Then, this research revealed that mostly errors occurred in students’ translation were caused by intralingual error. Meanwhile, only few errors were caused by interlingual error. The errors occured due students’ incomplete knowledge of the target language.</p>

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Wing, Alan M., and Alan D. Baddeley. "Righting errors in writing errors: The Wing and Baddeley (1980) spelling error corpus revisited." Cognitive Neuropsychology 26, no. 2 (March 2009): 223–26. http://dx.doi.org/10.1080/02643290902823612.

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Irianti, Nathasa Pramudita, Farah Dzil Barr, Lilis Nurasiah, and Nur Aliyyah Irsal. "ERROR ANALYSIS IN SOLVING APPLIED MATHEMATICS PROBLEMS BASED ON THE NEWMAN PROCEDURE." Inteligensi : Jurnal Ilmu Pendidikan 7, no. 1 (June 25, 2024): 110–17. http://dx.doi.org/10.33366/ilg.v7i1.5883.

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The purpose of this study is to describe the various kinds of errors made by taruna when solving applied mathematics problems based on the Newman procedure. Newman divides errors into 5 types, namely reading error, comprehension error, transform error, process skill error, and encoding error. This research uses descriptive qualitative research methods. Data collection techniques were carried out using tests and interviews. Data reduction, data presentation, and verification or conclusion drawing are part of this research. Based on the results of research and data analysis, it can be seen that in solving mathematical problems in land mathematics courses there are 5% of subjects experience errors in reading errors, 16% of subjects experience errors in comprehension errors, 9% errors in transform errors, 26% of subjects experience process skill errors, and 9% errors in encoding errors. Most of the errors were errors in the selection of problem-solving strategies.

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Rach, Stefanie, Stefan Ufer, and Aiso Heinze. "<p>Learning from errors: effects of teachers’ training on students’ attitudes towards and their individual use of errors</p>." PNA. Revista de Investigación en Didáctica de la Matemática 8, no. 1 (September 1, 2013): 21–30. http://dx.doi.org/10.30827/pna.v8i1.6122.

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Constructive error handling is considered an important factor for indi-vidual learning processes. In a quasi-experimental study with Grades 6 to 9 students, we investigate effects on students’ attitudes towards errors as learning opportunities in two conditions: an error-tolerant classroom culture, and the first condition along with additional teaching of strategies for analyzing errors. Our findings show positive effects of the error-tolerant classroom culture on the affective level, whereas students are not influenced by the cognitive support. There is no evidence for differential effects for student groups with different attitudes towards errors.Aprender de los errores: efectos de la formación del profesorado en las actitudes de los estudiantes hacia los errores y el uso individual que hacen de ellosSe considera que el manejo constructivo de los errores es un factor importante en el aprendizaje individual. En un estudio cuasi-experimental con estudiantes de grados 6 a 9, investigamos los efectos sobre las actitudes hacia los errores como oportunidades de aprendizaje bajo dos condiciones: una cultura en el aula tolerante a errores, y esa condición junto con la enseñanza de estrategias para analizar los errores. Encontramos efectos positivos de la cultura tolerante a errores en el nivel afectivo, mientras que el apoyo cognitivo no tuvo influencia a los estudiantes. No hay evidencia de efectos diferenciales para grupos de estudiantes con actitudes diferentes hacia los errores.Handle: http://hdl.handle.net/10481/27879Nº de citas en WOS (2017): 3 (Citas de 2º orden, 1)Nº de citas en SCOPUS (2017): 5 (Citas de 2º orden, 1)

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Helmiawan, Martinus. "REFERENCE ERROR IN BOOK MANUSCRIPT FROM LIPI: HOW GOOD OUR SCIENTISTS ARE IN COMPOSING REFERENCES." BACA: JURNAL DOKUMENTASI DAN INFORMASI 41, no. 1 (May 29, 2020): 1. http://dx.doi.org/10.14203/j.baca.v41i1.559.

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Reference lists from 13 book manuscripts that were submitted to LIPI Press in 2018 written by the writers from LIPI were examined. In total, there were 879 reference list entries, and the accuracy of each citation was examined. The examination was conducted by firstly determining the type of error and reference style used for cross-checking. Afterwards, each entry was thoroughly checked for errors. Found errors were grouped into each type of error. The result, only 100 entries were error-free, and from the 779 entries that contain errors, 3,651 errors were found. The errors were categorized into 1,576 punctuation errors; 396 capitalization errors; 338 italicization errors, 206 spelling and word choice errors; 126 syntax errors; 642 spacing errors; 46 extraneous information errors; and 321 missing data errors. From that result, error rate of 4.15 was achieved. This paper concluded that the overall huge error rate found shows the negligence of the writers in composing references.

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Ali Alshahrani, Mona Alsheikh, and Mohammad Yusuf. "Medication Errors: Reported Prescription Faults and Prescription Error." International Journal of Research in Pharmaceutical Sciences 12, no. 2 (June 26, 2021): 1672–78. http://dx.doi.org/10.26452/ijrps.v12i2.4762.

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The present study aimed to evaluate the trends of prescription errors that did not caused any harm to the patients and the prescription errors that were identified before reaching to the patients in the year 2017 at a tertiary care hospital in Kingdom Saudi Arabia. Simple random sampling and sampling based on prescription errors that were identified, documented, and reported before reaching the patients in the first three quarters of 2017 were performed in present observational retrospective study. Descriptive analysis with D’Agostino & Pearson omnibus were applied for normality testing at 95% CI through one-sample t-test to compare the prescription errors that did not cause harm to the patients and were identified before reaching the patient in the first quarter (Q1), the second quarter (Q2), and the third quarter (Q3) of 2017. Total number of prescription errors that did not caused harm to the patients were 1,601 in Quarter 1 further decreased to 1,422 in Quarter 2 and then increased to 1,710 in Quarter 3 of 2017. Furthermore, the total number of prescription errors that did not cause harm to the patients were 1,601 in Quarter 1 further decreased to 1,422 in Quarter 2 and then increased to 1,710 in Quarter 3 of 2017. The current study revealed that prescription errors were common in the tertiary Hospital, Taif, Saudi Arabia. Therefore, educating the prescribers to reduce prescription errors through seminars, conferences, and workshops is essential. Also, a joint training exercise for the pharmacist and doctors would minimize the prescribing errors.

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Kurniawan, Iwan, Dhea Aghisnandea, and Rahmi Isnaini. "Silent Letter Pronunciation Errors Made by English Major Students of Raden Intan State Islamic University." English Education: Jurnal Tadris Bahasa Inggris 15, no. 2 (December 5, 2022): 233–44. http://dx.doi.org/10.24042/ee-jtbi.v15i2.14286.

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The purposes of this research were to classify the types of error made by the students in pronouncing silent letter, to count the total of errors that students made, and to know the source of errors. The subjects of the research were the students at the second semester of English Education Raden Intan State Islamic University of Lampung. The H class of the afforementioned students were the sample and purposing sampling technique was used to sample that class of 29 students. The result of the research showed that there were 4 types of errors; omission, addition, misformation, and misordering. The total of errors were 343 error’s items which made by the students. Addition was the most common errors made by the students, which was 211 items or 61,51%. Second most common was misformation with 84 items or 24,48%. It then followed by omission with 46 items or 13,41%. At the end of the errors’ classification based on surface strategy taxonomy was misordering with 2 items or 0,58%.

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Ramadhani, M. Katowi, Suyanu Suyanu, and Burhanuddin Burhanuddin. "Kesalahan Fonologi Presenter pada Mobile Legends: Bang Bang Indonesia." Kopula: Jurnal Bahasa, Sastra, dan Pendidikan 2, no. 1 (March 18, 2020): 9–14. http://dx.doi.org/10.29303/kopula.v2i1.433.

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This study aims to determine the phonological errors made by the presenter of Mobile Legends: Bang Bang Indonesia. This research is a descriptive study that uses a qualitative approach so that this research can be achieved, the data collection method is used in the form of the observation method with note-taking techniques, while the method used in analyzing data is the high method with the dressing technique. The results of this study indicate that the phonological errors uttered by the presenter are as follows: (1) errors in the vowel sound / a / amount to 45 errors, (2) vowel sounds / i / are 4 times the error, (3) vowel sounds / u / amounted to 2 errors, (4) vowel sounds / ə / totaled 7 errors, (5) errors in diphthong / ai / amounted to 12 errors, (6) diphthong / au / totaled 12 times errors, (7) sound errors consonants / h / amounted to 9 errors, (8) sounds / k / amounted to 30 errors, (9) sounds / m / amounted to 1 error, (10) sounds / s / amounted to 21 errors, and (11) sounds / z / amount to 1 error. Keywords: phonological error, presenter, language error.

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Sasmal, Abhijit, Pankaj Arora, and Arpan Dutta Roy. "A Retrospective Observational Study on Impact of Medication Errors and Its Severity in a Tertiary Care Teaching Hospital in India." International Journal of Health Sciences and Research 13, no. 5 (May 11, 2023): 143–55. http://dx.doi.org/10.52403/ijhsr.20230516.

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To explore and estimate the frequency of medication error, a study conducted in a tertiary care teaching hospital of East India. The medication error can be divided into Prescribing errors, Dispatching Error, Drug Administration Errors, and Indenting Errors. The purpose of this study is to determine the prevalence and nature of medication errors; to explore the causes and to study corrective actions for such medication error. Identifying and evaluating the failures of medication errors and its severity analysis in a Tertiary care teaching hospital, Kolkata and suggesting solutions on reducing medication errors. It is a prospective study of patients receiving medication during treatment. The techniques that were used to identify the medication errors the study was carried out in a Tertiary Care 320 bedded Teaching hospital at Kolkata. Data was taken from Medication Error reporting form and medicine card of patients. Proper monitoring and capturing of medication error data has been initiated. Staff has been counselled and sensitized regarding safe medication practices and proper reporting of medication errors. Regular training on medication error has been conducted by Clinical Pharmacy Department, which improve the knowledge of monitoring, capturing, reporting and prevention of medication errors by the physicians, nurses, and clinical pharmacist. Key words: Medication errors, Administration errors, Medication Safety, Adverse drug reaction, Dispensing Error, Prescription Error

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Sumiati, Ati, Andhika Laksana, and Romel Noverino. "Translation Error Taxonomies in Indonesian Tourism Guidebooks." Lililacs Journal : English Literature, Language, and Cultural Studies Journal 1, no. 1 (January 12, 2021): 21–32. http://dx.doi.org/10.21009/lililacs.011.03.

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There are many tourism guidebooks spread all around Indonesia yet they are not of good quality. This study embarks on the idea that the quality of tourism guidebook is still far from perfect. This study intends to explore the type of error taxonomies found in the tourism guidebooks by employing qualitative method. Six tourism guidebooks were collected and used as data and the theory being used is proposed by Dastjerdi and Abdolmaleki (2012). They modify the classification of errors in translation based on Keshavarz and ATA and proposed the name of error taxonomy. This error taxonomy has four major error types of syntactic error with three error patterns, semantic errors with 12 error patterns, pragmatic errors with 4 patterns, and translation-specific errors with 4 patterns. The selected guidebooks are then analyzed sentence by sentence using the error taxonomy in order to find out the error in the translation. Total data gathered are 519 with 292 are recognized as errors. These are then broken down into four types of errors: semantic errors having 149 errors (51%), syntactic errors having 133 errors (45%), and the least occurrence of errors is in the type of both pragmatic and translation-specific errors with only 5 errors (2%). This result will provide recommendation for the tourism boards or the local government who published these guidebooks to take prompt action to review and revise their edition of tourism guidebooks.

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Novikov, Zhanna, and Rangaraj Ramanujam. "Error anxiety, Error Expectancy, Team Reflexivity and Individual-Level Errors." Academy of Management Proceedings 2020, no. 1 (August 2020): 22042. http://dx.doi.org/10.5465/ambpp.2020.22042abstract.

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Al-Thasyam, Ananda Nur Hazanah, Syarifah Fatimah Al-Ilmul, and Abdul Kasim Achmad. "Analisis Kesalahan Penggunaan Fragesatz." Interference: Journal of Language, Literature, and Linguistics 2, no. 2 (May 27, 2021): 147. http://dx.doi.org/10.26858/interference.v2i2.20475.

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The purpose of this research was to obtain the data of types of error within the usage of question sentences by the 12th Class Students of SMA Negeri 16 Makassar. The research was a descriptive qualitative research. The data was obtained through a writing test. The data source of this research was 12th Class students of SMA Negeri 16 Makassar. The data was obtained using total sampling. The amount of samples was 1 class which consisted of 36 students. The result of the data analysis showed that there were 203 errors in using the question sentences. There were 84 errors of W-questions, 63 errors of general questions, and 56 erros of sentence arangements. The error rate when using the question phrase for SMA Negeri 16 Makassar 12th Class is in the very high category.

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Mohanty, Maitreyee, Oluwadolapo D. Lawal, Margie Skeer, Ryan Lanier, Nathalie Erpelding, and Nathaniel Katz. "Medication errors involving intravenous patient-controlled analgesia: results from the 2005–2015 MEDMARX database." Therapeutic Advances in Drug Safety 9, no. 8 (April 26, 2018): 389–404. http://dx.doi.org/10.1177/2042098618773013.

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Background: The aim of this study was to determine the current magnitude and characteristics of intravenous patient-controlled analgesia (IV-PCA) errors, and to identify opportunities for improving the PCA modality. Methods: We conducted a descriptive analysis of IV-PCA medication errors submitted to the MEDMARX database. Events were restricted to those occurring in inpatient hospital settings between 1 January 2005 and 31 December 2015. IV-PCA errors were classified by error category, cause of error, error type, level of care rendered, and actions taken. Results: A total of 1948 IV-PCA errors were identified as potential errors (3.9%), nonharmful errors (89.5%), or harmful errors (6.7%) based on the National Coordinating Council for Medication Error Reporting and Prevention taxonomy for categorizing medication errors. Of these, 19.1% required a clinical intervention to address the deleterious effects of the error, indicating an underestimation of the risks associated with IV-PCA errors. The most frequent types of errors were improper dose/quantity (43.2%) and omission errors (19.9%). While human performance deficit was the leading cause of error (50.2%), other common causes included failure to follow procedure and protocol (42.2%) and improper use of the pump (22.7%). Although remedial actions were often taken to prevent error recurrence, actions were taken to rectify the systemic deficits that led to errors in only a minority of cases (11.8%). Conclusion: Preventable errors continue to pose unnecessary risks to patients receiving IV-PCA. Multimodal analgesic regimens and novel PCA systems that reduce human error are needed to prevent errors while preserving the advantages of PCA for the management of acute pain.

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Siswanto, Siswanto. "THE USE OF ACTIVE AND PASSIVE SENTENCES ON STUDENTS’ WRITING RECOUNT TEXT." INFERENCE: Journal of English Language Teaching 4, no. 1 (April 17, 2021): 94. http://dx.doi.org/10.30998/inference.v4i1.6092.

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<div class="WordSection1"><p><strong>Abstract: </strong>Learning writing skills used the eleventh-grade students of SMK Tunas Harapan, Jelambar, Petamburan. In conducting this research, it is qualitative research using a survey method. Data were collected by population and sample observation, interview, a document study, data of the students. The research of evaluation of the active and passive sentences, the result of the students’ error are: the total error in using active sentences are 171 errors that consist of 34 errors or 19,88% error of misinformation, 92 errors or 53,88% error of omission, 43 errors or 25,14% error of addition, two errors or 1,66% error of misordering. The result of the students’ error are: the total error in using Passive sentences are 17 errors that consist of 5 errors or 29, 41% error of misinformation, six errors or 35,29% error of omission, six errors or 35,29% error of addition, 0 errors or 0% error of misordering, the process of teaching and learning Writing using Recount Text of the Active and Passive Sentences are effective and able to implement as an alternative way in teaching and learning process</p><p><strong>Keywords: </strong>active and passive sentences, students’ writing, recount text.<em></em></p></div>

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Mulyo, Insan Abadi, and Marnina Marnina. "AN ANALYSIS OF STUDENTS’ ERROR IN USING PERSONAL PRONOUN AS SUBJECT AND OBJECT AT SEVENTH GRADE STUDENTS OF SMP NEGERI 6 MERAUKE ACADEMIC YEAR 2018/2019." Musamus Journal of Language and Literature 1, no. 2 (April 30, 2019): 47–62. http://dx.doi.org/10.35724/mujolali.v1i2.1462.

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The objectives of this research are to find students' error in using personal pronouns as subject and object which made by seventh grade students of SMP Negeri 6 Merauke. The subject in this research was the students of SMP Negeri 6 Merauke grade VII A that consists of 35 students that was selected by using purposive sampling. This research was used descriptive qualitative method. The data were collected from the test. The type of test was essay test that given twice to students. Data from the test results were used to find out students' errors. First, student errors were classified using Corder theory that consists of four kinds of error; those are omission, addition, selection, and ordering. After that, the errors were analyzed by calculating the frequency of each type of error and then calculating the percentage to know what the types of error that are most often done by students. From the results of this study, has been obtained the total error of students are 429 errors. The most error are selection errors with 385 errors (89.74%), and then ordering errors with 38 errors (8.86%), and then omission errors with 3 errors (0.70%) and error addition also has the same total that is 3 errors (0.70%). Therefore, the most error that made by students of grade VII A of SMP Negeri 6 Merauke is selection error. Keywords: personal pronoun, students’ error, types of error.

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Dalmolin, Gabriella Rejane dos Santos, Eloni Terezinha Rotta, and José Roberto Goldim. "Medication errors: classification of seriousness, type, and of medications involved in the reports from a university teaching hospital." Brazilian Journal of Pharmaceutical Sciences 49, no. 4 (December 2013): 793–802. http://dx.doi.org/10.1590/s1984-82502013000400019.

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Medication errors can be frequent in hospitals; these errors are multidisciplinary and occur at various stages of the drug therapy. The present study evaluated the seriousness, the type and the drugs involved in medication errors reported at the Hospital de Clínicas de Porto Alegre. We analyzed written error reports for 2010-2011. The sample consisted of 165 reports. The errors identified were classified according to seriousness, type and pharmacological class. 114 reports were categorized as actual errors (medication errors) and 51 reports were categorized as potential errors. There were more medication error reports in 2011 compared to 2010, but there was no significant change in the seriousness of the reports. The most common type of error was prescribing error (48.25%). Errors that occurred during the process of drug therapy sometimes generated additional medication errors. In 114 reports of medication errors identified, 122 drugs were cited. The reflection on medication errors, the possibility of harm resulting from these errors, and the methods for error identification and evaluation should include a broad perspective of the aspects involved in the occurrence of errors. Patient safety depends on the process of communication involving errors, on the proper recording of information, and on the monitoring itself.

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Suryati, Suryati. "KESALAHAN BERBAHASA DALAM KARANGAN DESKRIPSI SISWA SEKOLAH DASAR." EDU-KATA 6, no. 1 (February 28, 2020): 1–10. http://dx.doi.org/10.52166/kata.v5i1.1787.

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The aim of this research was to describe the Speak Errors in Desciptive Essay of Fifth Grade Students of Elementary School. The data of this research was Desciptive Essay of Fifth Grade Students SDN Pengangsalan II Kalitengah Lamongan. To collect the data, this research used three techniques, namely : documentation technique, refer technique, and noted technique. The result of this research there are some errors, which include : spelling errors, namely : capital letter usage errors, punctuation usage errors, it consists of dot usage errors and comma usage errors, repetition words writing errors, preposition writing errors, conjunction usage errors, and adverb of cause writing errors. Besides that, there are diction errors namely : synonim words usage error, conjunctive pairs usage error, and task word usage error. There are some sentence structure errors, namely : carelessness of words usage, incoherence, and indiscretion of words usage.

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Davis, Neil M. "Med Errors: Preventing Omission Errors." American Journal of Nursing 95, no. 4 (April 1995): 17. http://dx.doi.org/10.2307/3471314.

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Berwick, Donald M. "Errors Today and Errors Tomorrow." New England Journal of Medicine 348, no. 25 (June 19, 2003): 2570–72. http://dx.doi.org/10.1056/nejme030044.

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