Relevant bibliographies by topics / Error or mistake

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Error or mistake'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 January 2023

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Journal articles on the topic "Error or mistake"

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Kuzmichev, Arseniy. "BOOK REVIEW: LEONARD A. ERROR IN SHAKESPEARE : SHAKESPEARE IN ERROR." RZ-Literaturovedenie, no. 2 (2021): 103–11. http://dx.doi.org/10.31249/lit/2021.02.08.

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«A man of genius makes no mistakes. His errors are volitional and are the portals of discovery». A. Leonard suggests a new way to look at perceived errors in Shakespeare’s drama: not as flaws but as tropes. She argues that one of the central themes of Shakespearean poetics is an enactment of a mistake and its failed correction.
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Crigger, Nancy J. "Always Having to Say You’re Sorry: an ethical response to making mistakes in professional practice." Nursing Ethics 11, no. 6 (2004): 568–76. http://dx.doi.org/10.1191/0969733004ne739oa.

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Efforts to decrease errors in health care are directed at prevention rather than at managing a situation when a mistake has occurred. Consequently, nurses and other health care providers may not know how to respond properly and may lack sufficient support to make a healthy recovery from the mental anguish and emotional suffering that often accompany making mistakes. This article explores the conceptualization of mistakes and the ethical response to making a mistake. There are three parts to an ethical response to error: disclosure, apology and amends. Honesty and humility are discussed as important virtues that facilitate coping and personal growth for the health care provider who is involved in mistakes. In conclusion, a healthy view of nursing practice and mistake making is one that prevents error but, when prevention is not possible, accepts fallibility as part of the human condition and achieves the best possible outcome for all.
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Makhambetschin, Murat M. "ABOUT MEDICAL ERRORS." Health Care of the Russian Federation 62, no. 6 (2019): 323–30. http://dx.doi.org/10.18821/0044-197x-2018-62-6-323-330.

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The article gives a general classification of medical errors. There are given arguments in favor the replacement of a «medical error» for an «innocent mistake». It is proved expedient to replace “negligence, frivolity” to “a mistake due to negligence and frivolity”. Common features and criteria for distinguishing both types of mistakes are written. There is given an example of thinking errors due to stereotype and its analysis.
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Hamnett, Ian. "A Mistake about Error." New Blackfriars 67, no. 788 (1986): 69–78. http://dx.doi.org/10.1111/j.1741-2005.1986.tb06518.x.

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SMITH, MARTIN L., and HEIDI P. FORSTER. "Morally Managing Medical Mistakes." Cambridge Quarterly of Healthcare Ethics 9, no. 1 (2000): 38–53. http://dx.doi.org/10.1017/s0963180100901051.

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Mistakes and errors happen in most spheres of human life and activity, including in medicine. A mistake can be as simple and benign as the collection of an extra and unnecessary urine sample. Or a mistake can cause serious but reversible harm, such as an overdose of insulin in a patient with diabetes, resulting in hypoglycemia, seizures, and coma. Or a mistake can result in serious and permanent damage for the patient, such as the failure to consider epiglottitis in an initial differential diagnosis, resulting in a chronic vegetative state for a seven-year-old boy. Or a mistake can be an error in judgment that leads to a patient's death.
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Rismawati, Mega Madila. "ANALYSIS OF STUDENT ERRORS IN COMPLETING MATHEMATICAL PROBLEMS OF CLASS VIII CIRCLE MATERIALS IN SMP 1 WLINGI." Jurnal Daya Matematis 6, no. 3 (2019): 255. http://dx.doi.org/10.26858/jds.v6i3.8526.

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This research aims to find out the type of student error in solving the problem of mathematics material in solving the problem of circle story and wide circle in class VIII SMP Negeri 1 Wlingi Blitar.Dalam this research type of research used is descriptive qualitative research. The subject of this study is the class VIII C MPN 1 Wlingi which amounted to 10 students who took the test.Teknik data collection in this study using written tests, interviews and documentation.Keabsahan data is done with reference materials and conduct checks members.Teknik data analysis is done with data reduction stages, data presentation, and verification or drawing conclusions. Students are grouped into three categories namely high-ability students, medium-skilled students and low-ability students. Each category is represented by one student. The results of this study are (1) The type of mistake made by a highly capable subject in solving soa l circle story and broad circle is a mistake of fact, error of concept and mistake of principle. (2) Types of moderate-ability students' mistakes are factual errors, concept errors and procedural errors. (3) Types of low-skill students' errors are fact errors, concept errors, procedural errors and principle errors
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Gupta, Kiran, Sarah Lisker, Natalie A. Rivadeneira, Christina Mangurian, Eleni Linos, and Urmimala Sarkar. "Decisions and repercussions of second victim experiences for mothers in medicine (SAVE DR MoM)." BMJ Quality & Safety 28, no. 7 (2019): 564–73. http://dx.doi.org/10.1136/bmjqs-2018-008372.

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BackgroundThe second victim effect is defined as emotional distress experienced by providers involved in mistakes. This study characterises events contributing to the second victim effect among a diverse sample of physician mothers, describes the impact on both provider and patient and seeks to determine the association between experiencing a mistake and burnout.MethodsIn this mixed-methods study, an anonymous, cross-sectional survey was posted to an online network of over 65 000 physician mothers on 17 June 2016. Self-reported involvement in a mistake provided opportunity to describe the error and impact on both provider and patient. Free-text responses were qualitatively coded to identify error types. Hypothesising that making a mistake contributes to burnout, self-reported burnout was examined using a single question. We used logistic regression to estimate the association between involvement in a mistake and burnout, adjusting for practice years, setting and specialty.Results5782 members completed the survey for an estimated response rate of 16.5% based on 34956 active users during the survey period. 2859 respondents reported involvement in a mistake (49%), which was associated with higher reported burnout (p<0.0001). 56% of those reporting a mistake provided descriptions. Qualitative analysis revealed that self-reported treatment errors were more common and diagnostic errors were most often reported to result in greater patient harm. Of those involved in a mistake, 82% reported feelings of guilt; 2.2% reported reducing clinical workload, taking leave or leaving the profession.ConclusionsPhysician mothers involved in errors experience negative outcomes and may be at increased risk for burnout. Additional research should focus on strategies to mitigate burnout associated with the second victim effect, particularly among women physicians and those with family responsibilities.
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Shermer, Michael. "Bush's Mistake and Kennedy's Error." Scientific American 296, no. 5 (2007): 38. http://dx.doi.org/10.1038/scientificamerican0507-38.

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Anisa, Uirma Isnani, Elfis Suanto, Putri Yuanita, and Maimunah Maimunah. "Analisis Kesalahan Siswa pada Pembelajaran Matematika Berdasarkan Teori Newman dalam Menyelesaikan Soal SPLDV." Jurnal Paedagogy 10, no. 1 (2023): 250. http://dx.doi.org/10.33394/jp.v10i1.6496.

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This study aims to investigate student errors based on Newman's Theory when solving SPLDV questions. Newman's Theory classifies errors into five types: reading errors, understanding errors, transformation errors, process skill errors, and final answer errors. The qualitative descriptive method was used in this study. The research subjects were twenty-four students from class IX at SMPN 2 Kampar. Tests and interviews were used as data collection techniques. The instrument used was in the form of five test questions with proven validity. The data analysis technique of this research used data reduction, data presentation, and conclusion. The analysis of student errors when answering SPLDV questions revealed that 6.92% of students made reading mistakes, 11.84% made understanding mistakes, 17.16% made a transformation error, 32% made a process skill error, and 31.62% made a final answer writing error. The most common mistake students made was a process skill error of 32%.
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Hanifah, Nida Fathiya, Wahyu Hidayat, and Usman Aripin. "GENDER PERSPECTIVE AND NEWMAN'S THEORY IN ERROR ANALYSIS OF STUDENTS' ANSWERS IN RATIO AND PROPORTION." Kalamatika: Jurnal Pendidikan Matematika 5, no. 2 (2020): 103–18. http://dx.doi.org/10.22236/kalamatika.vol5no2.2020pp103-118.

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This research was conducted to find out how the gender perspective affects the mistakes made by students in the ratio and proportion questions. Mindset’s differences between male and female will affect how they solve problems and it will also affect their mathematics learning outcomes. Errors made by students were analyzed using the Newman error analysis indicator. Error analysis indicators used are reading errors, misunderstanding errors, transformation errors, process errors, and error writing answers (encoding). This research uses descriptive qualitative research method. This research was conducted at SMPN 2 Cimahi. The instruments in this study were test and non-test questions. It can be concluded from this research that there are differences between male and female students when working on ratio and proportion concept questions based on the mistakes they’ve made. The most common mistakes made by male students are mistakes in the process of writing answers. This error occurs because they do not write down the complete answer details, it’s because male tend to be simpler in solving problems. The most common mistake made by female is an error in understanding. It’s because female tend to use logic-less when understanding the mathematical problems presented in the questions.
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Dissertations / Theses on the topic "Error or mistake"

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PETTERSSON, JENNY. "Elever måste få göra fel för att göra rätt : Hur korrigerar lärare uttalsvariationer i engelsk språkinlärning i årskurs 4 - 6?" Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-104775.

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Syftet med denna litteraturstudie är att ta reda på vad den senaste forskningen säger om lärares korrigering av uttal hos elever i engelskundervisningen. Detta är viktigt då eleverna behöver ett funktionellt tal för att göra sig förstådda på målspråket och vissa uttalsfel kan försvåra begripligheten. Studien är baserad på sju artiklar som valts ut genom sökning i databaser. Artiklarna har systematiskt analyserats genom att ett kategoriseringsschema skapats med olika begrepp för att kunna identifiera mönster. Förr i tiden skulle alla fel alltid korrigeras eftersom målet var att uppnå ett modersmålsliknande uttal. På grund av alla olika modersmål och dialekter är detta i stort sett omöjligt och därför har man kommit fram till att det viktigaste är att eleverna förvärvar ett begripligt, funktionellt tal. Det ställs höga krav på lärare då de ofta ställs inför svåra dilemman. Lärare måste många gånger fatta snabba beslut angående vilken typ av feedback de ska ge sina elever vid uttalsfel i engelska. Det kan vara svårt att veta hur mycket och när lärare ska korrigera elevernas fel och vad är det egentligen som ska korrigeras. Resultatet påvisade många strategier för korrigering men att alla inte är så effektiva. Det bästa för eleverna är en trygg lärmiljö och att försöka framkalla självkorrigering genom att läraren ställer frågor och uppmanar eleverna till att tänka själva och komma fram till rätt svar. Detta kräver att eleverna har goda kunskaper om språkregler vilket även ställer krav på lärare att introducera dessa i de tidiga åldrarna. Lärare måste också analysera vilka fel eleverna gör för att kunna korrigera dem så effektivt som möjligt. Eleverna kan göra fel men också misstag. Fel ska hanteras direkt när de uppstår, det krävs även då en förklaring för att eleverna ska förstå språkreglerna. Misstag kan ignoreras då det oftast handlar om felsägningar. Det framkom även i studien att många lärare känner en osäkerhet om intonation och betoning men som är mycket viktigt för att ord ska få rätt betydelse. Att ge feedback och korrigera elevernas uttal är inte enkelt och kan vara väldigt känsligt. Därför är det viktigt att lärare är medvetna om hur effektiva deras korrigeringstekniker är och hur dessa tas emot av eleverna.
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Emmerson, Colbey Lani. "Careless of correctness : Modernism and the mistake from Henry James to the Harlem Renaissance /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/9416.

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Kliemann, Ana Carolina. "Erro invalidante da dogmática do negócio jurídico." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2006. http://hdl.handle.net/10183/7686.

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A regulamentação das hipóteses de erro no Direito Obrigacional foi objeto de profunda alteração em razão da nova redação atribuída à matéria pelo novo Código Civil e em razão do novo cenário desenhado pelo princípio da manutenção do contrato. A presente dissertação trata das diferenças entre a regulamentação do erro em face do Código anterior (1916 – “CC/16”, artigos 86 a 113) e do novo Código (2002 – “CC/02”, artigos 138 a 166). Além disso, a dissertação trata sobre as conseqüências advindas do desfazimento do negócio jurídico por erro, inclusive sobre eventual indenização. As questões propostas e que subjazem esta dissertação são: em quais situações a parte pode requerer o desfazimento por erro? A existência de erro, somente, é suficiente para que se declare inválido o contrato? E quais são as conseqüências da invalidação do negócio jurídico? Há algum dever indenizatório? As respostas a essas questões serão umas, se analisadas a partir das regras do Código Civil de 1916, e outras, se respondidas com base nas regras do Código Civil de 2002. A dissertação analisa o fato de, em regra, a doutrina apontar como modificação do novo Código Civil a introdução do princípio da proteção da confiança daquele que não agiu em erro. Na verdade, no entanto, essa proteção já era implementada na vigência do Código Civil anterior (CC/16), por meio do dever de indenizar. Portanto, a proteção da outra parte não é novidade introduzida pelo novo Código Civil (CC/02). A tese exposta nesta dissertação aponta para o fato de que, além da proteção da outra parte, a lei protege o contrato em si, como uma forma de proteger o comércio, ou seja, todos os demais contratos que dependem dele, direta ou indiretamente. E essa proteção é colocada em prática ao se dificultar o desfazimento do negócio jurídico por erro. Nesse sentido, o novo Código Civil inovou ao acrescentar um outro requisito para o desfazimento do negócio por erro: a sua recognoscibilidade.<br>The regulation of the hypotheses of mistake in Contract Law has suffered deep modifications due to the new wording of the new Civil Code and the new scenario drafted by the principle of maintenance of the contract. The presented thesis covers the differences between the old regulation supported by the old Civil Code (1916 – “CC/16”, articles 86 to 113) and the new one (2002 – “CC/02”, articles 138 to 166). Besides that, it deals with the consequences of the extinguishment of the contract due to mistake, including the possibility of indemnification of the other party. The questions posed, which are beneath this thesis, are: in which situations a party may avoid a contract for mistake? The existence of the mistake, solely, is enough to make the contract unenforceable? And what are the consequences? Is there any duty of indemnification? The answers will be different according to the rules of the Civil Code of 1916 and the 2002 one. In general, writers have pointed out as the modification introduced by the new Civil Code the protection of the other party that has not acted in mistake. Actually, this protection has been in evidence since the old Civil Code (CC/16), what was put into practice throughout the duty of indemnification. Thus, the protection of the other party is not the change introduced by the new Civil Code (CC/02). The point is that the new law, besides protecting the other party, protects also the contract itself, as a means of protection of the market, or, in other words, all other contractual relations that depend on it, direct or indirectly. And this protection is put into practice by making more difficult to terminate the contract for mistake. In this sense, the new Civil Code added one more requisite: the recognosibility of the mistake.
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Valiente, Ivañez Vicente. "Imputación extraordinaria. Elementos conceptuales y normativos para un modelo de responsabilidad jurídico-penal." Doctoral thesis, Universitat de Barcelona, 2018. http://hdl.handle.net/10803/650415.

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La presente investigación pretende ofrecer elementos conceptuales y normativos para demostrar el rendimiento explicativo de un modelo de imputación extraordinaria. Este modelo es aplicable a varios grupos de casos que se presentan de manera distintiva a lo largo del análisis dogmático del delito. El elemento que los distingue de otros grupos de casos y que los identifica entre sí es una específica estructura fáctica y analítica en su aparición como hechos delictivos. A partir de esta estructura, los grupos de casos bajo examen pueden ser calificados como “casos complejos”. En términos de atribución de responsabilidad jurídico-penal, la complejidad reside en que el sujeto que realiza un tipo delictivo no dispone al momento de realizarlo de las condiciones personales que permiten hacerle jurídico-penalmente responsable en virtud de la aplicación de una regla de imputación ordinaria. Esta consecuencia jurídica recibe el nombre de defecto de imputación. El reconocimiento jurídico de un defecto de imputación no impide, sin embargo, considerar al sujeto responsable de la realización del hecho delictivo en la medida en que quepa hacerle personalmente responsable, a su vez, de su propio defecto de imputación. Ante la falta de comunicación efectiva entre el sujeto y la correspondiente norma de comportamiento, cuyo seguimiento intencional es la expectativa básica de cualquier sistema normativo, esta operación de imputación extraordinaria sólo se deja legitimar en la medida en que el sujeto deje de asegurar la capacidad de seguir la norma cuando ello le era exigible. Esta expectativa de aseguramiento, que puede ser designada como secundaria, se configura como una incumbencia legitimada en un concepto de persona en derecho responsable.<br>La present investigació pretén oferir elements conceptuals i normatius per demostrar el rendiment explicatiu d’un model d’imputació extraordinària. Aquest model és aplicable a diversos grups de casos que es presenten de manera distintiva al llarg de l’anàlisi dogmàtic del delicte. L’element que els distingeix d’altres grups de casos i que els identifica entre si és una específica estructura fàctica i analítica en la seva aparició com a eventuals fets delictius. A partir d’aquesta estructura, els grups de casos sota examen poden ser qualificats com a “casos complexos”. En termes d’atribució de responsabilitat juridicopenal, la complexitat resideix en que el subjecte que realitza un tipus delictiu no disposa al moment de realitzar-lo de les condicions personals que permeten fer-lo penalment responsable en virtut de l’aplicació d’una regla d’imputació ordinària. Aquesta conseqüència jurídica rep el nom de defecte d’imputació. El reconeixement jurídic d’un defecte d’imputació no impedeix, però, considerar al subjecte responsable de la realització del fet delictiu en la mesura que se’l pugui fer personalment responsable, al seu torn, del seu propi defecte d’imputació. Davant la falta de comunicació efectiva entre el subjecte i la corresponent norma de comportament, el seguiment intencional de la que és l’expectativa bàsica de qualsevol sistema normatiu, aquesta operació d’imputació extraordinària només es deixa legitimar en la mesura que el subjecte deixi d’assegurar la capacitat de seguir la norma quan això li era exigible. Aquesta expectativa d’assegurament, que pot ser designada com a secundària, es configura com una incumbència legitimada en un concepte de persona en dret responsable.<br>The present research aims to offer conceptual and normative elements to demonstrate the explanatory performance of an extraordinary imputation model. This model is applicable to several groups of cases that are presented in a distinctive way throughout the dogmatic analysis of the crime. The element that distinguishes them from other groups of cases and that identifies them among themselves is a specific factual and analytical structure in their appearance as eventual criminal acts. From this structure, the groups of cases under examination can be classified as “complex cases”. In terms of attribution of criminal responsibility, the complexity lies in the fact that the subject that performs a criminal offense does not have at the time the personal conditions that allow him to be held criminally responsible under the application of an ordinary imputation rule. This legal consequence is called the imputation defect. The legal recognition of a defect of imputation does not prevent, nevertheless, to consider the subject responsible for the criminal act insofar as it can be made personally responsible, in turn, for its own defect of imputation. Given the lack of effective communication between the subject and the corresponding norm, whose intentional follows is the basic expectation of any regulatory system, this operation of extraordinary imputation is only allowed to be legitimized insofar as the subject fails to ensure the capacity to follow the rule when it was required. This expectation of assurance, which can be designated as secondary, is configured as a concern legitimized in a concept of person in law responsible.
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Ellis, Heather. "Unconscious transference : an investigation of eyewitness identification errors." Thesis, University of Aberdeen, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.248645.

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The thesis investigates the <i>unconscious transference</i> phenomenon which has been implicated in cases of mistaken identity. When an eyewitness to a crime misidentifies an innocent, but previously encountered person as the perpetrator in response to a lineup which does not include culprit, it has been speculated that the eyewitness confuses the two people by <i>transferring </i>their identities across contexts. This traditional definition of unconscious transference was investigated in one of two experiments. A videotaped, staged theft scenario was shown to 770 participant witnesses who attempted to identify the perpetrator from a photographic lineup. Those who viewed an innocent bystander prior to the crime scenario, were more likely to mistake that familiar person for the perpetrator when the latter was absent from the lineup, compared to control participants who were not shown the bystander. Bystander misidentifications obtained indicate that transference did occur. A significant minority of participants consciously inferred that the bystander and the perpetrator were the same person seen in different settings. Others realised that the two confederates were different individuals but misattributed the source of their memories. In a second experiment, evidence of another type of unconscious transference, characterised as a <i>commitment effect, </i>was obtained. Three months after the initial lineup, a second lineup administered to 505 participants from the first investigation indicated that an innocent person initially misidentified is likely to continue to be misidentified even if he/she was unfamiliar to the eyewitness prior to his photograph being shown. Further, a repeat misidentification is likely even when the perpetrator is included in the subsequent lineup. Cognitive mechanisms implicated in the transference effects include some monitoring and memory blending. However, relative judgements, demand characteristics and changes of presentation media were also implicated. The ramifications for forensic eyewitness situations are such that unconscious transference demands increased attention from eyewitness researchers.
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Rosén, Anna. "Honest Mistakes : A study of grammatical mistakes in Swedish pupils’ production of oral English, with a focus on grammar teaching." Thesis, Växjö University, School of Humanities, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-2148.

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<p>When speaking a language, whether it is our first or second language, grammatical mistakes will be made. The aim of this essay is to look into what kinds of mistakes some Swedish learners of English make when speaking English and to analyze why these mistakes are made. The essay also aims at looking into what grammar teaching can look like in Sweden and how some teachers look upon their students’ oral proficiency.</p><p>The method used for this study was a qualitative one, namely interviews. Twelve students, eight in grade seven and four in grade nine, and two teachers were interviewed. During the interviews with the students a dictaphone was used. When interviewing the teachers notes were taken, and these have been the foundation of the analysis.</p><p>The results showed that many of the mistakes made by the students seemed to originate in transfer from their first language. Preposition mistakes, for instance, were made in 20% of the cases and they mainly originated in interference with their first language.</p><p>Verbs turned out to be the area where most mistakes were made, followed by prepositions and pronouns. 50% of the mistakes made by students in grade nine were verb mistakes, whereas the students in grade seven made verb mistakes in 33% of the cases.</p><p>This study further shows that the teachers had a good grasp of what their students know, and do not know, but there were some mistakes the learners made which the teachers did not mention. Finally, the study showed that spoken language is in focus within the classroom. Students are allowed to make mistakes, even though the interviewed teachers find grammar important.</p>
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Bryans, Patricia. "Informal learning at work : two studies of men and women managers." Thesis, University of Newcastle Upon Tyne, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.391319.

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Marcon, Jessica L. "The distinctiveness effect in fingerprint identification how the role of distinctiveness, information loss, and informational bias influence fingerprint identification /." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2009. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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Jonsson, Elina. "Slips or errors? : A study of the grammatical mistakes in Swedish pupils' written production of English." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-43855.

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Grammar is an important aspect of language learning and is thus of concern in language teaching as well. This study sets out to investigate the kinds of grammatical mistakes Swedish secondary school pupils make in their written production of English and the possible causes behind these different mistakes. Forty essays from pupils in year nine have been used to study the phenomenon of frequently occurring mistakes and their causes, and the salient mistakes have been quantatively and qualitatively accounted for in the study.      Common mistakes found in the material were subject-verb concord mistakes, mistakes involving plural nouns, incorrect article usage as well as problems using prepositions correctly. Interlingual transfer, i.e. negative transfer from the pupils’ L1, proved to be one significant factor causing mistakes in the material. However, other causes could be traced as well, such as intralingual transfer for example.      Consequently, the findings of this study point in the direction of areas which need specific attention in English L2 learning in Swedish classrooms. Thus, the study contributes with valuable insights for English teacher and teacher trainees to consider in their future practice.
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Söderlind, Erik. "Capital mistakes : The analysis of mistakes in the written production of advanced Swedish ESL learners at university level with focus on the use of capital letters." Thesis, Växjö University, School of Humanities, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-2628.

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<p>The purpose of this essay was to see what mistakes Swedish university students make when writing English essays and to focus on one specific mistake, namely the use of capital letters. Fifty essays written by students of Swedish origin were taken from the SWICLE (the Swedish Component of the International Corpus of Learner English), corrected and the mistakes were subsequently analysed. Furthermore, six Swedish school book series were examined in order to find examples of how Swedish pupils are taught how to use capital letters in English. The results showed that mistakes concerning capital letters were very common compared to other mistakes and that the students in the study seemed to have grasped some grammatical rules on the matter, but not all. Other common mistakes made in the essays were spelling mistakes and choice of words. Most common among the mistakes concerning capital letters were overuse of capital lettering and the lack of initial capital letters when writing weekdays, months and holidays. Only one out of the six school book series went deeper into the matter of when to use capital letters in English, which suggests that one of the reasons why capital letter mistakes are so common might be that the students are not extensively taught on the matter.</p>
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Books on the topic "Error or mistake"

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Bacigalupo, Enrique. Tipo y error. 3rd ed. Hammurabi, 2002.

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Garibaldi, Gustavo E. L. Error y delito. Hammurabi, 1995.

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Herrera, Lucio Eduardo. El error en materia penal. 2nd ed. Abeledo-Perrot, 1991.

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Conde, Francisco Muñoz. El error en derecho penal. Tirant lo Blanch, 1989.

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Yidi, Miguel Yacamán. Nueva estructura del delito y del error en el Código penal colombiano. Editorial Temis, 1986.

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Bonnet, Piero Antonio. Error determinans voluntatem (can. 1099): [saggi. Libreria editrice vaticana, 1995.

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Zvolensky, Stanislav. "Error qualitatis dans causam" e "error qualitatis directe et principaliter intentae": Studio storico della distinzione. Pontificia università gregoriana, 1998.

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Criscioni, Claudia. Acerca del error de prohibición evitable en los hechos punibles culposos de acción. Bibliográfica Jurídica Paraguay, 2011.

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Weezel, Alex van. Error y mero desconocimiento en derecho penal. Legal Publishing, 2008.

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Weezel, Alex van. Error y mero desconocimiento en derecho penal. Legal Publishing, 2008.

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Book chapters on the topic "Error or mistake"

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Rescher, Nicholas. "Error, Mistake, and Fallacy in Philosophizing." In Philosophical Fallacies. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-97174-8_1.

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Vlavianos, Haris. "The Decision to Abstain: ‘Tactical Error’ or ‘Decisive Mistake’?" In Greece, 1941–49: From Resistance to Civil War. Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-21857-8_7.

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Hegarty, Mary. "Of Course Our Program is Error-Free—Not!" In My Biggest Research Mistake: Adventures and Misadventures in Psychological Research. SAGE Publications, Inc., 2020. http://dx.doi.org/10.4135/9781071802601.n50.

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Gupta, Swadha, and Sumit Sharma. "A Spelling Mistake Correction (SMC) Model for Resolving Real-Word Error." In Advances in Intelligent Systems and Computing. Springer India, 2015. http://dx.doi.org/10.1007/978-81-322-2734-2_43.

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Barlow, David H. "A Major Error in the Evaluation of Psychological Treatments for Anxiety." In My Biggest Research Mistake: Adventures and Misadventures in Psychological Research. SAGE Publications, Inc., 2020. http://dx.doi.org/10.4135/9781071802601.n59.

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Prinstein, Mitchell J. "Peers, Procedures, and Panic: A Careless Error That Offered a Lifetime of Benefits." In My Biggest Research Mistake: Adventures and Misadventures in Psychological Research. SAGE Publications, Inc., 2020. http://dx.doi.org/10.4135/9781071802601.n45.

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Hagen, Jan U. "Error Management." In Confronting Mistakes. Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137276186_4.

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Javaloy, Jaime, Alessandro Abbouda, and Jorge L. Alió. "Error in the Excimer Refractive Program: From a Simple Mistake to a Major Clinical Problem." In Difficult and Complicated Cases in Refractive Surgery. Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-55238-0_18.

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Howard, Jonathan. "Affective Error." In Cognitive Errors and Diagnostic Mistakes. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93224-8_11.

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Reinders, James, Ben Ashbaugh, James Brodman, Michael Kinsner, John Pennycook, and Xinmin Tian. "Error Handling." In Data Parallel C++. Apress, 2020. http://dx.doi.org/10.1007/978-1-4842-5574-2_5.

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Abstract Agatha Christie wrote in 1969 that “human error is nothing to what a computer can do if it tries.” It is no mystery that we, as programmers, get to clean up the mess. The mechanisms for error handling could catch programmer errors that others may make. Since we do not plan on making mistakes ourselves, we can focus on using error handling to handle conditions that may occur in the real world from other causes.
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Conference papers on the topic "Error or mistake"

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Devendorf, Erich, and Kemper Lewis. "Planning on Mistakes: An Approach to Incorporate Error Checking Into the Design Process." In ASME 2008 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2008. http://dx.doi.org/10.1115/detc2008-50006.

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Mistakes in the design process have been recognized as a major source of product quality loss. There are several methods currently used to identify and quantify these mistakes. However, these methods typically do not provide a useful context within which to quantitatively incorporate mistakes into the design process in a beneficial way. This paper presents an approach to determine when it is appropriate to perform error checking to eliminate a potential mistake. The proposed approach is intended to be used when time is a limited design resource and design goals are technically attainable. It is proposed that the cost of a mistake can be quantified as the amount of time a mistake adds or subtracts from the overall time required to achieve the design’s objectives. To determine this, an optimization problem is formulated which minimizes time spent in the design process. In this optimization problem the design variables are the binary choice whether or not to perform an error check. The approach is demonstrated in two case studies, one a simple theoretical design problem and the other the design of an I-beam. The results of these case studies demonstrate the approach’s effectiveness, and present several avenues for future work.
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Bauer, Dan, and Ernie LaButte. "Error/Mistake Proofing During New Vehicle Launches." In International Automotive Manufacturing Conference & Exposition. SAE International, 1999. http://dx.doi.org/10.4271/1999-01-1632.

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Zheng, Yicong, Xiaonan Liu, Satoru Nishiyama, Charan Ranganath, and Randall O'Reilly. "Correcting the Hebbian Mistake: Toward a Fully Error-Driven Hippocampus." In 2022 Conference on Cognitive Computational Neuroscience. Cognitive Computational Neuroscience, 2022. http://dx.doi.org/10.32470/ccn.2022.1262-0.

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Hald, Kasper, Katharina Weitz, Elisabeth André, and Matthias Rehm. "“An Error Occurred!” - Trust Repair With Virtual Robot Using Levels of Mistake Explanation." In HAI '21: International Conference on Human-Agent Interaction. ACM, 2021. http://dx.doi.org/10.1145/3472307.3484170.

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Iino, Kenji, and Yotaro Hatamura. "A Conceptual Design Tool With Error Warning." In ASME 2005 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2005. http://dx.doi.org/10.1115/detc2005-84541.

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Collecting design error or failure information in a database (FKDB: Failure Knowledge Database) gives an organization an effective place for designers to study and learn past events so they will not repeat the same mistakes in their own design. When a designer makes an error, however, he had not foreseen the mistake at all. Once made, the error may seem trivial and even predictable, however, at the time of design, the problem and facts that surround the error are completely concealed from the designers mind. The designer, therefore, has no intention to look at past failure information that relate to the error he is repeating at the time of his design. This often makes the FKDB, despite of all the efforts in collecting the information it holds, a mere collection of past failure cases waiting for its passive use; the designer may occasionally look it up for the purpose of general study. A group of people including one of the authors, in the past, developed a conceptual design tool, Creative Design Engine (CDE) that helps the designer by displaying mechanisms, machines, sub-assemblies, and related information that realize functional requirements that the designer wants to accomplish. The tool effectively brings the designer’s consciousness to ideas new to him or something that escaped his mind at the time of conceptual design. We analyzed this tool and laid out the modifications necessary so that it not only displays design solutions and alternative options to the designer but also gives warnings to the designer about design error he is about to make during conceptual design. The application will constantly monitor the designer’s intention to compare it to known failures in the FKDB.
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Cheldelin, Brent, Kosuke Ishii, Gene Wiggs, and Narendra Soman. "Geometry-Based Similarity Assessment: A Method for Mistake-Proofing the Assembly of Complex Products." In ASME 2005 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2005. http://dx.doi.org/10.1115/detc2005-84406.

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Mixed model production is the assembly of multiple products on a common assembly line (see Fig. 1). Companies are moving to mixed-model production environments to: 1) reduce production investment, 2) provide increased customization and respond to globalization, 3) reduce response time and variability (order → delivery), and 4) reduce risk and uncertainty. This transition to a more chaotic production environment increases the chance of using incorrect parts as the number of “similar” parts increases dramatically. Many companies do not have systems in place to identify and prevent usage of the wrong part until after errors have occurred and are found in inspection or, worse yet, at the customer. CAD systems are invaluable for designing products of ever-increasing complexity. Design for Assembly (DFA) techniques are essential for minimizing product complexity to reduce product and manufacturing costs. New techniques such as Assembly FMEA and Mixed-model FMEA, can reduce the potential of using the wrong part. However, they require “experts” to identify potential interchangeability and, being human-dependent, are not 100% accurate. Most companies rely on assembly error-proofing technology (barcodes, visual inspection), part presentation simplification (kitting, lean manufacturing), or automation to prevent using the wrong part. Unfortunately, this approach does not prevent the design and installation of physically interchangeable parts. Instead, it prevents defects from escaping to the customer. This not only leads to unnecessary rework during production, but also significantly increases the chance of errors during service as many prevention approaches such as kitting and automation are not available. With product life-cycles shrinking (Shibata, 2001) and development times shortening even more severely, companies cannot afford to fix problems after they find them in production. Companies need to address the problem in the design stage. To address usage of wrong parts, the authors propose a geometry-based pairwise comparison that alerts designers to this potential error. By interacting with the CAD system or Visualization environment directly, the system provides accurate feedback to designers when their proposed parts are “too similar” to existing parts; without requiring additional time from the designer. This paper describes the new method, details various implementation approaches and their limitations, and concludes with difficulties of implementation. Several examples are explored along with the limitations of the approach.
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Li, Yinghui, Qingyu Zhou, Yangning Li, et al. "The Past Mistake is the Future Wisdom: Error-driven Contrastive Probability Optimization for Chinese Spell Checking." In Findings of the Association for Computational Linguistics: ACL 2022. Association for Computational Linguistics, 2022. http://dx.doi.org/10.18653/v1/2022.findings-acl.252.

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Nikulin, Andrei V. "Dependence of the mistake in noise of coordinates parameters from the error in installation of capacities of signals of radiators." In 2016 13th International Scientific-Technical Conference on Actual Problems of Electronics Instrument Engineering (APEIE). IEEE, 2016. http://dx.doi.org/10.1109/apeie.2016.7806448.

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Ryan, Matt, Yiwen Wang, Qinqin Xiao, Rui Liu, and Yunbo Zhang. "Immersive Virtual Reality Training With Error Management for CNC Milling Set-Up." In ASME 2022 17th International Manufacturing Science and Engineering Conference. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/msec2022-85770.

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Abstract In order to address the demand for skilled machinists and limitations with current training programs, we introduce an immersive Virtual Reality (VR) CNC machining training environment for CNC machine setup processes with a novel error management based training curriculum. Current machinist training programs are several years long requiring active mentorship from a skilled individual and are very costly due to the materials and tools required. Mistakes and errors made during the set up process can create safety risks, waste material and break equipment requiring additional time to reset. Existing VR CNC milling training environments fail to address mistakes that can occur during the setup process. In order to address these operational challenges, a novel error-management based training in VR is proposed which allows trainees to learn the set up procedure,learn the common errors &amp; mistakes and practice identifying errors in addition to practicing activities for the setup. The training first introduces students to the setup procedure, followed by demonstrations of error cases and identification and management strategies culminating in practice opportunities. Trainees witness a spatial demonstration of the procedure, guided by auditory and text instructions. Users are able to actively explore the spatial teaching environment while controlling a virtual CNC milling machine. A preliminary user training test is performed comparing the VR method to a video training and a video training with error management curriculum.
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Lefas, Demetrios, and Robert J. Miller. "Transonic Relief in Fans and Compressors." In ASME Turbo Expo 2020: Turbomachinery Technical Conference and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/gt2020-15064.

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Abstract Every supersonic fan or compressor blade row has a streamtube, the ‘sonic streamtube’, which operates with a blade relative inlet Mach number of one. A key parameter in the design of the ‘sonic streamtube’ is the area ratio between the blade throat area and upstream passage area, Athroat/Ainlet. In this paper, it is shown that one unique value exists for this area ratio. If the area ratio differs, even slightly, from this unique value then the blade either chokes or has its suction surface boundary layer separated due to a strong shock. It is therefore surprising that in practice designers have relatively little problem designing blade sections with an inlet relative Mach number close to unity. This paper shows that this occurs due to a physical mechanism known as ‘transonic relief’. If a designer makes a mistake, and designs a blade with a ‘sonic streamtube’ which has the wrong area ratio, then ‘transonic relief’, will self-adjust the spanwise streamtube height automatically moving it towards the unique optimal area ratio, correcting for the designer’s error. Furthermore, as the blade incidence changes, the spanwise streamtube height self-adjusts, moving the area ratio towards its unique optimal value. Without ‘transonic relief’, supersonic and transonic fan and compressor design would be impossible. The paper develops a simple model which allows ‘transonic relief’ to be decoupled from other mechanisms, and to be systematically studied. The physical mechanism on which it is based is thus determined and its implications for blade design and manufacturing discussed.
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Reports on the topic "Error or mistake"

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Lubkovych, Igor. METHODS OF JOURNALISTIC COMMUNICATION. Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.50.11096.

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Journalistic communication is professional, its purpose is to obtain information and share it withthe audience. A journalist communicates when he intends to receive information directly from the interlocutor, from documents that the interlocutor has, or by observing the behavior of the interlocutor during the conversation. The most common method is communication in order to obtain verbal information. In the course of communication, a journalist succeeds when he adheres to politeness, clarity, brevity. It is important that the conditions of communication must be prepared or created: a place of communication, participants of communication, demonstration of listening skills, feedback. You should always try to get documentary evidence of what you have heard. An active reaction to what is heard by the journalist should be used to find out how much the interlocutor understands what is being said. At the beginning of the conversation, when the interlocutor expresses his attitude to the event or problem in question, it should not be interrupted. A journalist, like most people, often makes two mistakes when communicating: perceives as truth what is presented and attributes characteristics. Attribution of the characteristic as a psychological error is known since the beginning of the last century. And the perception of everything as the truth has long been inherent in our society.
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