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1
Sheehan, Duncan. "What is a mistake?" Legal Studies 20, no. 4 (November 2000): 538–65. http://dx.doi.org/10.1111/j.1748-121x.2000.tb00159.x.
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This article seeks to examine the question of what the essential nature and definition of a mistake is. It examines whether it can be properly distinguished from ignorance. The article then seeks to examine the requirement of provability, first in the context of mistakes of fact and then in that of mistakes of law. A Dworkinian approach is taken, arguing that it is possible to be mistaken as to the law. The article then shows why an opinion or misprediction cannot be seen as a mistake, before turning to the topical issue of the manner of the recent removal of the mistake of law bar. Using Dworkin's analysis it will be suggested that where a case is overruled it can be said to have been u mistake to rely on it. The article also argues that Birks’ analysis of the question is flawed, in that he fails to see the real distinction between a mistake and a misprediction.
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Ventham, Elizabeth. "Reflective blindness, depression and unpleasant experiences." Analysis 79, no. 4 (February 21, 2019): 684–93. http://dx.doi.org/10.1093/analys/any093.
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Abstract This paper defends a ‘Desire Account’ of unpleasant experiences. That is, it defends the claim that what makes an experience unpleasant is the subject non-derivatively desiring for that experience to stop. It defends the account by addressing one of its most prominent counterexamples: subjects who experience depression. A proper understanding of depression and its symptoms reveals two important mistakes that philosophers make about it. The first mistake is that depressed subjects need always have a low mood, the second is a conflation of two of depression’s most paradigmatic symptoms: depressed mood and anhedonia. This paper corrects these mistakes, and does so in a way that both demonstrates support for the Desire Account and teaches us lessons more generally about the way we treat the example of depression in meta-ethics.
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Wibowo, Ari. "Pemetaan Kesalahan Penelitian Kuantitatif pada Mahasiswa Pendidikan Agama Islam." At-Tarbawi: Jurnal Kajian Kependidikan Islam 2, no. 2 (December 15, 2017): 195. http://dx.doi.org/10.22515/attarbawi.v2i2.967.
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Based on researcher’s observation on PAI undergraduate student’s thesis that used quatitative research method, there are many statistical calculation mistakes. Those mistakes happened in many students’thesis. Students’ habit who prefer copying the stage of statistics computation on he previous thesis than studying statistics book. In this research, it is mapped statistics mistakes in PAI students’ thesis using quantitative research in XXV until XXX graduation period. In six recent graduation period, PAI FITK IAIN Surakarta have passed 607 students. The result of this research is that generally there are two mistakes in statistics, as follows. One, the lack of understanding on statistics concept covering: (a) mistake in making frequency distribution as part of the stage of describing data, (b) mistake in processing the result of Chi Quadrate as normality test, (c) unit analysis that is used up till now is not sufficient, (d) mistake in choosing statistics analysis tool, (e) the existence of outlier and influential observation in data impact significnstly the result of correlation analysis and linie regression analysis. Two, the urgency of using calculation tool in the form of statistics program consisting of mistake in writing statistics formula and mistake in calculation process.Keywords: Quantitative Research, Thesis
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Shopov, Angel. "Mistake As a Ground For Nullification of Contracts (Theories and Approaches on Its Relevance)." International and Comparative Law Review 13, no. 1 (June 1, 2013): 61–72. http://dx.doi.org/10.1515/iclr-2016-0058.
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Abstract The paper offers the analysis of the theoretical approaches to the problem of mistake in the law of contracts and its relevance for the nullification of the contracts. Author focuses on the several understandings of mistakes: mistake of delusion, mistake of combination of misbelief and misconception, mistake in social interactions etc. Further he evaluates the legal consequences and the practical application of the abovementioned theoretical concepts. Finally author analysis the draft projects related to the mistakes in the law of contacts and their legislative implementation.
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Meiliasari, Meiliasari, Dwi Antari Wijayanti, and Laely Astafiani Azima. "An Error Analysis of Students’ Difficulties in Differential Calculus." Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang 5, no. 1 (January 13, 2021): 48. http://dx.doi.org/10.31331/medivesveteran.v5i1.1433.
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This study aims to describe the types of mistake and causes of the XI grade students of SMA Negeri 31 Jakarta TP. 2019/2020 made a mistake in solving the problem of an algebraic function derivative application. The method of this research is a qualitative descriptive study. The data was obtained by conducting tests and interview online. The respondents were drawn from 6 XI class in SMA Negeri 31 Jakarta. Each student's work was analyzed to describe the types of mistakes using the Newman analysis procedure, then an interview was conducted to describe the factors that caused students to make mistakes. Based on the results of the study, it can be concluded that the types of mistakes found when students solve problems in the application of algebraic function derivatives are 1) reading mistakes, that is, incorrectly writing the functions listed in the questions, 2) mistakes in understanding, in the form of misinterpreting what is known and asked about, 3) transformation mistakes, in the form of students' inability to choose procedures to solve problems appropriately, 4) process skill mistakes, in the form of incomplete student work, miscalculation, 5) conditioning mistakes, in the form of students' inability to show the final answer. The contributing factors are that students do not understand the derivative application material of algebraic functions, students are in a hurry to solve the problems, different types of questions given are different from the questions exemplified by the teacher, and rarely make conclusions at the end of the answer.
Keywords: analysis of mistakes, newman procedure, application of derivative algebraic functions.
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Kaczorowska, Monika. "Analysis of typical programming mistakes made by first and second year IT students." Journal of Computer Sciences Institute 15 (June 30, 2020): 202–5. http://dx.doi.org/10.35784/jcsi.1681.
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The research paper contains a review and analysis of common programming mistakes made by first and second year students of Computer Science. The data were collected during the courses entitled “Algorithmics and Data Structures” and “Numerical Methods”, where students have to write programs in the C++ language. The article includes examples of three selected mistake types. A comparison of mistakes made by first and second year students is presented. The analysis carried out shows that the percentage of mistakes made decreases when the students are in the second year, but three types of mistakes demonstrate the opposite trend. It can be concluded that those three types of mistakes are related to the course of Numerical Methods, where students have to deal with a significant amount of mathematical expressions. The results show that the students have the most significant problems with memory management.
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Puspithasari, Hafifah Debby, and Heni Pujiastuti. "Analysis of Students' Understanding of Mathematical Concepts in Solving Comparative Problems." Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang 5, no. 1 (January 23, 2021): 181. http://dx.doi.org/10.31331/medivesveteran.v5i1.1173.
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The purpose of this study is to analyze the students 'concept and students' mistakes while solving the comparison task. This experiment used qualitative descriptive methods. The Subjects of this experiment were the students in Daan Mogot Junior High School grade. Data were collected by observation method. The result shows that the percentage of students' concept understanding while solving the Comparison is 67.18%, the result of object clarification according to another character is 37.69%, giving sample and non-sample is 99.04%, presenting concept by the right form mathematical representation is 90,38%, developing the need-qualification and enough-qualification concept is 14,1%, using the benefit and choosing the certain procedure is 73,46% and applying concept and algorithm to solve the problem is 41.15%. The students' mistakes while solving the Comparison task are: conceptual mistake, calculation mistake, using the wrong logic to conclude, using the wrong theorem, not checking the task. Some indicators such as the students don't understand enough about the abstract question, conceptual proof, how to start the proof, they get difficulties to remember the definition in conceptual proofing and use them to construct the proof, the students are not paying attention while reading the question, and they are having less confidence to answer the questions are the causes of the students' mistake while solving comparison.
Keywords: Conceptual Understanding, students' mistake, Comparison
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Makhambetschin, Murat M. "ABOUT MEDICAL ERRORS." Health Care of the Russian Federation 62, no. 6 (May 24, 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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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 (November 30, 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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Miseriyati and Ravina Faradilla Syahril. "ANALYSIS OF STUDENTS’ MISTAKES IN SOLVING CIRCLE PROBLEM IN CLASS XI MIPA 2 SMAN 1 BANGKINANG KOTA." Jurnal Prinsip Pendidikan Matematika 2, no. 2 (May 31, 2020): 51–60. http://dx.doi.org/10.33578/prinsip.v2i2.53.
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This study aimed to determine student’s mistakes in solving mathematical problems on the circle in SMAN 1 Bangkinang Kota. This research is a qualitative descriptive study. This research subjects consisted of 34 students consisting of 12 boys and 22 girls. The technique of data collection using a written test. The research instrument used was a learning achievement test consisting of 6 items made by the teacher and based on Basic Competency 3.3 analyze circle analytically. Basic Competency 3.3 developed into six Indicators of Competency Achievement. Each item measures different Indicators of Competency Achievement. Student’s answers were analyzed descriptively qualitatively by looking at the type of mistake students made on each item. The result showed that mistakes made by students were fact errors, concept errors, principle errors, and operating errors. The mistakes made by students are caused by students not being careful in solving problems and not understanding the rules of algebraic operations. This research result is the kind mistakes of most students do is operating errors as much as 46,47%; then students do concept errors as much as 33,80%; principle errors as much as 15,49%; and fact errors as much as 4,22%.
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Flett, Gordon L., Taryn Nepon, Paul L. Hewitt, Justeena Zaki-Azat, Alison L. Rose, and Kristina Swiderski. "The Mistake Rumination Scale: Development, Validation, and Utility of a Measure of Cognitive Perfectionism." Journal of Psychoeducational Assessment 38, no. 1 (October 8, 2019): 84–98. http://dx.doi.org/10.1177/0734282919879538.
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In the current article, we describe the development and validation of the Mistake Rumination Scale as a supplement to existing trait and cognitive measures of perfectionism. The Mistake Rumination Scale is a seven-item inventory that taps the tendency to ruminate about a past personal mistake. Psychometric analyses confirmed that the Mistake Rumination Scale consists of one factor assessed with high internal consistency. Analyses established that elevated levels of mistake rumination are associated with trait perfectionism, ruminative brooding, depression, and social anxiety. Moreover, scores on the Mistake Rumination Scale significantly predicted unique variance in depression beyond the variance accounted for by trait perfectionism dimensions, rumination, and automatic thoughts. Overall, our findings attest to the further use of the Mistake Rumination Scale and highlight the tendency of certain perfectionists to suffer from cognitive forms of perfectionism involving overthinking about past mistakes and related imperfections involving the self.
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Vasilyeva, E. Y., L. N. Gorbatova, and M. I. Tomilova. "Medical mistakes in the dental practice: a view from the inside." Stomatology for All / International Dental review, no. 2020 3 (92) (September 2020): 36–41. http://dx.doi.org/10.35556/idr-2020-3(92)36-41.
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The purpose of the study was revealing the subjective opinion of doctors of various dental medical specialties about the experience of making medical mistakes. Methods: a single semi-structured interview method, qualitative deductive content analysis of the content of recorded interviews for encoding and categorizing text units using the OpenCode 4.02 program. Results: it was found that all respondents associated the concept of "medical mistake" with incorrect actions or inaction of the doctor, which led to negative consequences in the treatment of the patient. Thirty percent of respondents admitted to making manipulative and diagnostic mistakes in their dental practice. Analysis and ranking of factors indicated by dentists to commit a medical mistake showed that these are 1) objective factors of a subjective nature related to the personal characteristics of the doctor: insufficient knowledge and lack of experience, fatigue, arrogance; 2) objective factors related to the shortcomings of the organization of dental care in a medical institution; 3) objective factors of a subjective nature related to individual characteristics of patients. Conclusions: Continuous improvement of the training system for future dentists, residents, and doctors based on modern achievements in the field of dentistry, as well as the widespread use of simulation technologies for practicing manipulative skills, and the introduction of the "standardized patient" method for developing communication skills in order to effectively interact with patients are preventive measures aimed at preventing medical mistakes in dental practice. Awareness of the factors of medical mistakes and their analysis at the personal level will minimize their number and, consequently, improve the quality of dental care provided to the population.
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Agustin, Ririn Dwi. "ANALISIS KESALAHAN MAHASISWA DALAM MEMECAHKAN MASALAH MATEMATIKA BERDASARKAN ANALISIS NEWMAN DITINJAU DARI GENDER." PRISMATIKA: Jurnal Pendidikan dan Riset Matematika 1, no. 2 (June 1, 2019): 43–54. http://dx.doi.org/10.33503/prismatika.v1i2.428.
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Difficulties in learning are caused by student study programs in mathematics education to solve problems in solving mathematics. The mistake was made by both male and female students. In the course, algebraic structure is one of the material that requires the right procedure in its completion. This research includes descriptive analysis with qualitative data analysis. Data collection was carried out by test and interview methods conducted twice, namely TPM 1 and TPM 2. Subjects were considered as 2 students from 35 students of class 2016, consisting of one male student and one female student. The student has high mathematical skills. Each research subject was interviewed regarding the results of his work at TPM 1. To find the credibility of the data, the second test was conducted, which means that this study uses time triangulation. Furthermore, the data were analyzed to determine the types of student errors according to Newman's analysis. Based on the results of the study, data obtained that all research subjects did not make mistakes, errors, errors and answer errors. However, all research subjects made a mistake in the process at TPM 1 or at TPM 2. The male student subject made a mistake because he did not know the right way to use the existing formula. Meanwhile, female student subjects made mistakes because they did not understand the concept of exponents and chaos amid mathematical operations.
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Parura, Kidung Biantong, Fierenziana Getruida Junus, and Mardi Adi Armin. "ANALISIS KESALAHAN BERBAHASA PRANCIS PEMANDU WISATA DI TANA TORAJA." JURNAL ILMU BUDAYA 8, no. 1 (May 22, 2020): 140. http://dx.doi.org/10.34050/jib.v8i1.9263.
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This article is the result of a study on "French Language Guide in Tana Toraja". This study aims to analyze the mistakes made by tour guides in Tana Toraja in French. The subjects in this study were 3 French-speaking tour guides, and the object in this study was a mistake in French. This study uses descriptive qualitative and quantitative analysis methods with a theory approach to analyzing language errors in the Tarigan model that divides language errors into misformation, omission, addition, and misorder which will then be searched for factors causing language errors by tour guides in Tana Toraja. After conducting research, the results of the analysis show that all tour guides make mistakes in French, and the most dominant tour guide makes mistakes is the tour guide 1. The error is caused by performance factors such as experience and communication goals and competency factors, namely education.
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Hakim, Arif Rahman. "Common Mistakes in Writing Arabic Annexation System of The Students of The Arabic Language Education Department at The Islamic State University of Antasari Banjarmasin (ar)." Al-Ta'rib : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya 7, no. 2 (December 22, 2019): 85–96. http://dx.doi.org/10.23971/altarib.v7i2.1520.
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This study aims to know UIN Antasari students’ common mistakes in writing Arabic annexation system (idhafat). The sample is 90 students who join in the subject of tarkib tawabi. It takes qualitative approach with error analysis method. The data are collected from the documentation of students’ syntax workbook which is then analyzed by syntactic error analysis. The result of the study shows that the common mistakes in writing Arabic annexation vary from the mistake in mudhaf, mudhaf ilaih, multiple idhafat, and that in meaning of idhafat. These errors are caused by inadequate duration of learning Arabic in the secondary school level, the teacher that focuses more on explaining syntax theory, and the school’s orientation in raising students’ speaking skill.
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Et. al., Lili Supardi,. "Commognitive Analysis Of Students' Errors In Solving High Order Thinking Skills Problems." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 6 (April 10, 2021): 950–61. http://dx.doi.org/10.17762/turcomat.v12i6.2373.
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This study aims to describe the commognitive analysis of students' errors in solving High order thinking skills problems. The problem of this study is that students have difficulty of solving mathematical problems because students do not build their own knowledge of mathematical concepts but tend to memorize concepts so that when students solve math problems students often make mistakes and do not find solutions to solve these problems. Students also taught themselves that math is difficult. This type of research is a qualitative description. The research subjects were three grade X students of Senior High school 1 Pamekasan. The instruments used in this study were mathematical problem seets and semi-structured interviews. The results showed that students experienced faults in 1) word use (mistake writting mathematical symbol and not consisstent in writting naming. the factors are hasty, inaccurate, not understanding the questions, incomplete writing is known, and asked, not understanding the material.); 2) Visual mediator (mistakes in drawing or illustrating the problem. Student is not using visual mediators, some students use visual mediators but are still wrong and use it,); 3) Narrative (not writing the formula but writing the results directly. Student mistakes also occur because students do not know the strategy that will be used to solve them, while the students' mistakes made at this stage are: students are wrong in writing the formula definition sine and wrong for not writing the formula.); 4) Routine (inaccurate in arithmetic operations so that the final answer is wrong. The mistakes of some students in general in doing routine are the students doing wrong calculations, wrong in substituting values or numbers that are known in the formula.). With this research, teachers can find out where the difficulties and misconceptions of students are in doing it so that it becomes new learning for students to improve learning outcomes and minimize errors.
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Nurjanah, Nurjanah, Doni Anggoro, and Nina Dwiastuty. "Error Analysis of the Use of Question Words in English Sentences." Scope : Journal of English Language Teaching 2, no. 01 (February 15, 2018): 80. http://dx.doi.org/10.30998/scope.v2i01.2274.
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<p align="center"><strong> </strong></p><p>The research aims to analyze the error in using questions word on second grade students of MTs. Hidayatussalafiyah. Question is one of important aspect that students need to master not only in writing but also speaking. There are several types of questions that students need to learn. The types of questions that discuss in this research are “Yes/No-Questions” and “Wh-Questions”. The data are collected through observation, discussion, books and also documentation. By the data, the research finds the most error the students made in each category. The research findings also prove the students need more explanation in forming questions especially in writing. Based on the result, the student faced more difficult in forming “Yes/No-Questions” than in “Wh-Questions” category. They made mistake for 298 or 65.07% in “Yes/No-Questions and 160 or 34.93% in “Wh-Questions” from the total mistakes. The most difficult question for them in “Yes/No-Questions” is to form “are you studying your grammar book?” or using “be (is/am/are) in present progressive tense”. The total number of mistakes for this questions are 26 or 8.4%. And, for the “Wh-Questions”, they made more mistake to form “what time did you eat lunch?” or using “what time” to ask about the time.<em></em></p><p><em> </em></p><p>Key words: error, analysis, question words</p>
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Grant, John M. "Mistakes with meta-analyses." BJOG: An International Journal of Obstetrics and Gynaecology 103, no. 7 (July 1996): ix. http://dx.doi.org/10.1111/j.1471-0528.1996.tb09822.x.
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Sarkar Arani, Mohammad Reza, Yoshiaki Shibata, Masanobu Sakamoto, Zanaton Iksan, Aini Haziah Amirullah, and Bruce Lander. "How teachers respond to students’ mistakes in lessons." International Journal for Lesson and Learning Studies 6, no. 3 (July 10, 2017): 249–67. http://dx.doi.org/10.1108/ijlls-12-2016-0058.
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Purpose The purpose of this paper is to capitalize on the advantages of an evidence-based lesson analysis while proposing a method of research on teaching that offers opportunities for deeper reflections. The objective is to examine how well a transnational learning project such as this one can determine the cultural script of a mathematics lesson in Malaysia through the perspective of Japanese educators well trained in the lesson study approach. Emphasis here is on a cross-cultural analysis to view in depth the cultural script of teaching mathematics in Malaysia with particular focus on how teachers respond to students’ mistakes in a mathematics lesson. Design/methodology/approach This paper draws on data collected by the authors in a lesson study in Malaysia that aimed to provide a cross-cultural analysis of a Malaysian mathematics lesson (grade 10) through the eyes of Japanese educators. Data retrieved should determine the cultural script of a mathematics class in Malaysia with an emphasis on Malaysian teachers’ responses to students’ mistakes in class. The cross-cultural analysis of a lesson is a comparative method that reveals the hidden factors at play by increasing awareness of characteristics in classroom situations that are self-evident to all involved members. Findings The findings are intended to the cultural script of Malaysia in the context of “classroom culture regarding mistakes” and “mistake management behavior.” The impact on the quality of teaching and learning also discussed in relation to how it can be improved in practice from the following perspectives: the teacher’s attitudes toward student mistakes; how mistakes are treated and dealt with in class; and how learning from mistakes is managed. The data in Table II provide a meta-analysis of evidences of “classroom culture regarding mistakes” and “mistake management behavior” of the teacher from the Malaysian researchers and practitioners’ perspective as well as from the lens of the Japanese educators. Research limitations/implications This study realizes that both sets of research studies value the importance of mistakes. It is important to identify the source of students’ mistakes and further learn from them. In order to reveal the overall structure of the cultural script of lessons, we need to realize that various cultural scripts are at work in the production of any given lesson. In the future, the authors hope to develop the potential of this view of culture script of teaching through cross-cultural analysis for lesson study and curriculum research and development. Practical implications This study aims to capitalize on the advantages of evidence-based lesson analysis through the lesson study process while proposing a method of research on teaching that offers opportunities for deeper reflections. The objective is to examine how well a transnational learning project such as this one can determine the cultural script of a mathematics lesson in Malaysia through the perspective of Japanese educators well trained in the lesson study methodology. Social implications The authors need to obtain reflective feedback based on concrete facts, and for this reason “lesson study,” a pedagogical approach with its origins in Japan, is attracting global attention from around the world. This study focuses on the discrete nature, the progression, significance, and the context of lessons. That is, by avoiding excessive abstraction and generalization, reflection based on concrete facts and dialogue retrieved from class observations can be beneficial in the process. The mutual and transnational learning between teachers that occurs during the lesson study process can foster the building and sharing of knowledge in teaching practice. Originality/value There is currently little empirical research addressing “classroom culture regarding mistakes” which mostly represents how teachers and students learn from mistakes in the classroom. This study focuses on a cross-cultural analysis to view in depth the cultural script of teaching mathematics in Malaysia with particular focus on how teachers respond to students’ mistakes in a mathematics lesson. The following perspectives are examined: the teacher’s attitudes toward student mistakes; how mistakes are treated and dealt with in class; and how learning from mistakes is managed.
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Ekorini, Puput Zuli. "ANALYSIS ON STUDENTS' MISTAKES IN WRITING RECOUNT TEXT (A CASE STUDY ON EIGHTH-GRADE STUDENTS OF MTS AL-AMIN NGETOS, NGANJUK)." Epigram 18, no. 1 (April 29, 2021): 49–58. http://dx.doi.org/10.32722/epi.v18i1.3740.
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This study was conducted to analyze the students’ mistake in writing recount text. The subject of this research was the eighth-grade students of Mts Al-Amin Ngetos, Nganjuk which was consisted of 38 students. The researcher needs to analyze the students’ mistakes in writing recount text because writing is one of the four crucial skills to master English. In learning English at school students also learn how to write a text and organize their idea into a proper text. In getting the data, the researcher applied class evaluation research using purposive sampling technique which the sample was taken from 5 students’ recount text of the eight grade students of MTs Al-Amin Ngetos, Nganjuk. The researcher analyzed the students’ recount text based on the writing aspect which should be considered by the students in writing a recount text they were content, organization, grammar, vocabulary, and mechanics. The results showed that there were some mistakes made by the students, mostly their mistakes were inappropriate used of grammar and mechanics. So, the researcher provided suggestions for the teacher to help the students to know the writing aspects and learn how to apply them in writing text.
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Green, Judith M. "Aristotle on Necessary Verticality, Body Heat, and Gendered Proper Places in the Polis: A Feminist Critique." Hypatia 7, no. 1 (1992): 70–99. http://dx.doi.org/10.1111/j.1527-2001.1992.tb00698.x.
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Feminist critics have charged that Aristotle's mistaken and harmful remarks about women and slaves show inconsistency or bias-driven arbitrariness. However, this analysis shows that these remarks function within a consistent and coherent theoretical corpus. Thus, both Aristotle's hierarchical and dualistic first principles and the methodology on which his entire corpus is based must be unreliable. Moreover, consistency and coherence must be insufficient warrants of theoretical insightfulness. Aristotle's mistakes suggest caveats for feminist philosophical reconstruction.
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Plebani, Mario, and Paolo Carraro. "Mistakes in a stat laboratory: types and frequency." Clinical Chemistry 43, no. 8 (August 1, 1997): 1348–51. http://dx.doi.org/10.1093/clinchem/43.8.1348.
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Abstract Application of Total Quality Management concepts to laboratory testing requires that the total process, including preanalytical and postanalytical phases, be managed so as to reduce or, ideally, eliminate all defects within the process itself. Indeed a “mistake” can be defined as any defect during the entire testing process, from ordering tests to reporting results. We evaluated the frequency and types of mistakes found in the “stat” section of the Department of Laboratory Medicine of the University-Hospital of Padova by monitoring four different departments (internal medicine, nephrology, surgery, and intensive care unit) for 3 months. Among a total of 40 490 analyses, we identified 189 laboratory mistakes, a relative frequency of 0.47%. The distribution of mistakes was: preanalytical 68.2%, analytical 13.3%, and postanalytical 18.5%. Most of the laboratory mistakes (74%) did not affect patients’ outcome. However, in 37 patients (19%), laboratory mistakes were associated with further inappropriate investigations, thus resulting in an unjustifiable increase in costs. Moreover, in 12 patients (6.4%) laboratory mistakes were associated with inappropriate care or inappropriate modification of therapy. The promotion of quality control and continuous improvement of the total testing process, including pre- and postanalytical phases, seems to be a prerequisite for an effective laboratory service.
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Wang, Y., and P. D. Townsend. "Common mistakes in luminescence analysis." Journal of Physics: Conference Series 398 (December 10, 2012): 012003. http://dx.doi.org/10.1088/1742-6596/398/1/012003.
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Norrie, Alan. "The Problem Of Mistaken Self-Defense: Citizenship, Chiasmus, and Legal Form." New Criminal Law Review 13, no. 2 (2010): 357–78. http://dx.doi.org/10.1525/nclr.2010.13.2.357.
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This essay concerns the law of mistaken self-defense in England and Wales. It considers the widely held view that the honest mistake rule is wrong because it relates the mistake to mens rea. It accordingly fails to distinguish between offense and defense, and within defenses between justification and excuse. I argue against this view that these core criminal law concepts are fluid and irresolute. Mistaken self-defense can be analyzed in terms of an irreducible chiasmus (antithesis) in the law between "doing the right thing for a wrong reason" and "doing the wrong thing for a right reason." This makes it doctrinally unstable. When this is understood, it becomes clear that it may sometimes make moral and legal sense to analyze mistaken self-defense as concerning proof of mens rea, and sometimes not. What determines the matter in individual cases is a political understanding of the nature of citizenship in modern society. The analysis is offered in the light of recent police killings of innocent members of the public in London.
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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 (February 28, 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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Kalderon, M. E. "Does metaethics rest on a mistake?" Analysis 73, no. 1 (January 1, 2013): 129–38. http://dx.doi.org/10.1093/analys/ans147.
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Maslyakov, Vladimir Vladimirovich, Yurii Evlampievich Barachevskii, Ol'ga Nikolaevna Pavlova, Dmitrii Aleksandrovich Polikarpov, Aleksandr Vladimirovich Pimenov, Aleksei Gennadievich Proshin, and Anastasiya Aleksandrovna Pimenova. "Analysis of the results of rendering first aid in case of maxillofacial injuries suffered in road traffic accidents." Вопросы безопасности, no. 1 (January 2021): 20–27. http://dx.doi.org/10.25136/2409-7543.2021.1.35438.
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For achieving the set goal, the author conducted a retrospective research. The study involved the victims of road traffic accidents aged from 18 to 70 years, who suffered maxillofacial injuries; total of 150 victims over the period from 2010 to 2020. The selected topic is a pressing medical and social problem. It is observed that the number of close and open injuries received in road traffic accidents is roughly the same. However, the open injuries qualified as moderate and severe were determined in 45 (30%) cases. The data analysis indicates that in 30.7% of cases, first aid was rendered by bystanders and/or relatives of the victims, who do not have the necessary competence and knowledge for providing such aid; in another 19.3% of cases, first aid was rendered by operational services personnel (traffic police, fire and rescue divisions), who have the necessary knowledge and skills. The absence of necessary skills for rendering first aid to the victims of road traffic accident with such type of injury explains high percentage of mistakes, which amounted to 41.3%. At the same time, the operational services personnel demonstrated good results in rendering first aid; no mistakes were detected. The analysis of the common mistakes indicates the application of physical efforts in the process of removing victims from the vehicle; no special means while the victim's head was not fixated, which causes additional injuries. In six (4.0%) cases, the spoor condition of the victims was mistaken with comatose.
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Maslyakov, Vladimir Vladimirovich, Yurii Evlampievich Barachevskii, Ol'ga Nikolaevna Pavlova, Dmitrii Aleksandrovich Polikarpov, Aleksandr Vladimirovich Pimenov, Aleksei Gennadievich Proshin, and Anastasiya Aleksandrovna Pimenova. "Analysis of the results of rendering first aid in case of maxillofacial injuries suffered in road traffic accidents." Вопросы безопасности, no. 2 (February 2021): 20–27. http://dx.doi.org/10.25136/2409-7543.2021.2.35438.
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For achieving the set goal, the author conducted a retrospective research. The study involved the victims of road traffic accidents aged from 18 to 70 years, who suffered maxillofacial injuries; total of 150 victims over the period from 2010 to 2020. The selected topic is a pressing medical and social problem. It is observed that the number of close and open injuries received in road traffic accidents is roughly the same. However, the open injuries qualified as moderate and severe were determined in 45 (30%) cases. The data analysis indicates that in 30.7% of cases, first aid was rendered by bystanders and/or relatives of the victims, who do not have the necessary competence and knowledge for providing such aid; in another 19.3% of cases, first aid was rendered by operational services personnel (traffic police, fire and rescue divisions), who have the necessary knowledge and skills. The absence of necessary skills for rendering first aid to the victims of road traffic accident with such type of injury explains high percentage of mistakes, which amounted to 41.3%. At the same time, the operational services personnel demonstrated good results in rendering first aid; no mistakes were detected. The analysis of the common mistakes indicates the application of physical efforts in the process of removing victims from the vehicle; no special means while the victim's head was not fixated, which causes additional injuries. In six (4.0%) cases, the spoor condition of the victims was mistaken with comatose.
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Arifin, Adip, and Syamsudin Rois. "KESALAHAN LEKSIKOGRAMATIKAL PADA TEKS RECOUNT." Jurnal KATA 1, no. 2 (October 10, 2017): 144. http://dx.doi.org/10.22216/jk.v1i2.2130.
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<p><em>Language learning is basically a process of trial and error. It means that in every language learning activity, both in oral and written, errors in language are made. It also happens to Indonesian learners of English. This study is aimed at investigating the organization of lexicogrammatical feature in recount texts, written by sixth semester students of English Language Education Department, STKIP PGRI Ponorogo, in the academic year 215/2016. The study used descriptive qualitative method and designed as error analysis. The data were collected through written test composition. The result of study showed that the organization of lexicogrammatical feature was less satisfying. It could be seen from a number of mistakes produced by the students. In detail, there were 32 mistakes in using wrong word (misuse), 30 mistakes of wrong tense, 25 mistakes in using action verb, 21 mistakes in using finite, 17 mistakes in adverbial use, 17 mistakes of misspelling, 3 mistakes of using conjunction, 2 mistakes of using srticle, and 2 mistakes of using adjective.</em></p><p> </p><p><em>Pembelajaran bahasa pada prinsipnya merupakan proses mencoba dan gagal. Hal ini berarti bahwa dalam proses pembelajaran bahasa, baik lisan maupun tulisan, tidak terlepas dari berbagai kesalahan berbahasa. Bagi pembelajar Bahasa Inggris sebagai bahasa asing di Indonesia tentu juga tidak bisa terlepas dari kesalahan. Penelitian ini bertujuan untuk mengetahui bagaimana unsur-unsur pembentuk teks dalam teks recount yang ditulis oleh partisipan, yang berasal dari mahasiswa semester VI program studi Pendidikan Bahasa Inggris STKIP PGRI Ponorogo pada semester genap tahun akademik 2015/2016. Fokus penelitian ini adalah pengorganisasian fitur leksikogramatikal. Penelitian ini menggunakan desain error analysis. Data diperoleh dari written test composition, dan kemudian dianalisis berdasarkan prosedur error analysis. Dari hasil analisis data diketahui bahwa; pertama, pengorganisasian teks khususnya pada fitur leksikogramatikal belum sepenuhnya memuaskan. Hal ini dapat dilihat dari statistik kesalahan yang telah teridentifikasi. Secara detail ditemukan kesalahan terbanyak pada penggunaan kata (misuse) yakni 32 kesalahan(22%), wrong tenses 30 kesalahan (20%), wrong action verb 25 kesalahan (17%), absence of finite 21 kesalahan (14%), adverbial mistake 17 kesalahan (11%), misspelling 17 kesalahan (9%), cnjunctionmistake 3 kesalahan (2%), articlemistake 2 kesalahan (1%), dan wrong adjective 2 kesalahan (1%). </em></p>
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Verovkina, Olena, and Iryna Vietrova. "CORRECTING MISTAKES IN TEACHING ENGLISH AS A SECOND LANGUAGE." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 9(77) (January 30, 2020): 239–42. http://dx.doi.org/10.25264/2519-2558-2020-9(77)-239-242.
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The article deals with the problem of finding out the most effective techniques and strategies of correcting students’ mistakes in the English language teaching process. The research is aimed at the analysis of the concept “mistake” and defining its role in teaching English. It is stated, that communicative approach views mistakes as an inevitable and necessary aspect in studying a second language. Three types of mistakes have been singled out: slips, errors and attempts. It has been found out, that errors are indicators of what should be taught. It is also defined, that the main reasons of making slips are hurrying and carelessness, attempts are caused by students’ desire of achieving the communicative goal, and only errors are viewed as gaps in students’ knowledge. There also have been found out the most productive strategies of correcting mistakes by teachers. Nonetheless, according to the observation, teachers do not use all types equally often, a large number of correction cases is taken by recasts and elicitation, accounting for over a half of all feedback. It is stated, that peer correction and self-correction are not widely used, though the last should be taken into consideration by teachers as the productive and efficient strategies for successful English language acquisition.
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Hadin, Hadin, Helmy Muhammad Pauji, and Usman Aripin. "ANALISIS KEMAMPUAN KONEKSI MATEMATIK SISWA MTS DITINJAU DARI SELF REGULATED LEARNING." JPMI (Jurnal Pembelajaran Matematika Inovatif) 1, no. 4 (July 10, 2018): 657. http://dx.doi.org/10.22460/jpmi.v1i4.p657-666.
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This study aims to describe the extent to which the mathematical connection ability of students who viewed from Self Regulated Learning seen from students' mistakes in solving a problem of mathematical connection ability. The subject of this study students Classes VIIIA MTs AL-Hikmah Talegong Garut II as many as 20 students. The method used in this research is a descriptive method with quantitative approach. The research stage consisted of 4 stages, among others: self-regulated learning questionnaires, tests of mathematical connection ability, data analysis and draw conclusions. The results of the research were obtained that 1) Students who have high learning independence make mistakes on inter-topic relationships in mathematics and apply/use mathematics in other fields or in everyday life, 2) Students who have learning independence are making mistakes in understanding relationships between topics in mathematics as well as in identifying processes or procedures in carrying out basic concepts, 3) Students have low self-reliance to make mistakes in understanding the relationship of mathematics in other fields of science or in everyday life. Based on the results of the study can be concluded that the better the students' independence in learning then the smaller make a mistake in solve the problem of mathematical connection capabilities.
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Rusiyono, Ruwet, and Nurhadi Nurhadi. "Analisis kesalahan ejaan, sintaksis, dan persepsi terhadap Indonesia pada naskah mini project mahasiswa Tionghoa." LingTera 5, no. 1 (May 13, 2018): 49–60. http://dx.doi.org/10.21831/lt.v5i1.15454.
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Penelitian ini bertujuan untuk mendeskripsikan kesalahan penggunaan bahasa Indonesia pada aspek ejaan dan sintaksis serta persepsi terhadap Indonesia dalam naskah mini project mahasiswa Tionghoa. Jenis Penelitian ini adalah kualitatif deskriptif. Subjek penelitian ini adalah 13 naskah mini project mahasiswa Tionghoa di Fakultas Bahasa dan Seni Universitas Negeri Yogyakarta. Pengumpulan data dilakukan dengan teknik dokumentasi. Teknik analisis data yang digunakan adalah teknik analisis isi yang meliputi tahap (1) unitizing, (2) sampling, (3) recording/coding, (4) reducing data, (5) inferring, dan (6) narrating. Hasil penelitian, pertama menunjukkan terdapat kesalahan pada tataran ejaan meliputi (1) kesalahan pemakaian huruf sebanyak 1162 kesalahan, (2) kesalahan penulisan kata sebanyak 122 kesalahan, (3) kesalahan pemakaian tanda baca sebanyak 57, dan (4) kesalahan penulisan unsur serapan sebanyak 36. Total kesalahan ejaan adalah 1337 kesalahan atau 5,26%. Kedua, kesalahan pada tataran sintaksis, meliputi (1) kesalahan subjek sebanyak 103 kesalahan, (2) kesalahan predikat sebanyak 17 kesalahan, (3) kesalahan objek sebanyak 8 kesalahan, (4) kesalahan keterangan sebanyak 1 kesalahan, dan kesalahan pelengkap sebanyak 4 kesalahan. Total kesalahan sintaksis adalah 133 kesalahan atau 45,47%. Ketiga, persepsi mahasiswa Tionghoa terhadap Indonesia meliputi 10 hal, tiga hal yang dominan yaitu (1) stereotip masyarakat Tionghoa terhadap Indonesia, (2) mispersepsi terhadap budaya Indonesia, (3) kebijakan pemerintah Indonesia yang tidak konsisten di berbagai bidang seperti ekonomi, sosial, politik, dan pendidikan. The spelling mistakes, syntax, and perception to indonesia manuscript of Chinese mini project AbstractThis study aimned to describe the mistakes of Indonesian language used in the spelling, syntax and perception to Indonesian manuscript of Chinese Mini Project students. This study applied the descriptive qualitative. The research subject was 13 manuscripts of Chinese mini project students at Art and Language Faculty of Yogyakarta State University. The data was collected by the documentation technique. The data analysis technique was content analysis technique which were (1) unitizing, (2) sampling, (3) recording/coding, (4) reducing data, (5) inferring, and (6) narrating. The results of the research were described as follows. First, there were some mistakes in the spelling, (1) including 1162 mistakes of letter use, (2) 122 writing mistakes, (3) mistakes of punctuation use, and (4) 36 applied mistakes. The sum of spelling mistakes were 1337 or 5.26% mistakes. Second, the mistakes of syntax were described as follows. (1) There were 103subject mistakes, (2) 17 verb mistakes, (3) 8 object mistakes, (4) 1 note mistake and there were 4 complement mistakes. The sum of syntax mistakes were 133 or 45.47% mistakes. Third, Chinese students’ perception to Indonesia was described as follows: 10 perception, three dominant of which were (1) Chinese stereotype to Indonesia, (2) misperception to Indonesian culture, (3) the unstable policy of Indonesian government in the economic, social, politic and education fields.
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Sheldon, Charlie. "Sexual discrimination case analysis contained mistakes." Nursing Standard 20, no. 20 (January 25, 2006): 38. http://dx.doi.org/10.7748/ns.20.20.38.s48.
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Kőszegi, Botond, and Matthew Rabin. "Mistakes in Choice-Based Welfare Analysis." American Economic Review 97, no. 2 (April 1, 2007): 477–81. http://dx.doi.org/10.1257/aer.97.2.477.
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Balasheva, I. I., R. N. Louchinina, and M. N. Bocharova. "Analysis of diagnosis mistakes in pediatry." Bulletin of Siberian Medicine 5, no. 1 (March 30, 2006): 47–50. http://dx.doi.org/10.20538/1682-0363-2006-1-47-50.
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Hariati, Arik, and Dimas Danar Septiadi. "Analysis of students’ mistakes in solving system of linear equation in three variables: A case on HOTS problems." International Journal on Teaching and Learning Mathematics 2, no. 1 (June 28, 2019): 29. http://dx.doi.org/10.18860/ijtlm.v2i1.7616.
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<p class="Default">One of the serious mathematics problem faced by students happen when it relates to Higher Order Thinking Skills (HOTS) type which is compulsary of 2013 Curriculum. The purpose of this research is to describe the analysis of these types of students’ mistakes in solving mathematics problem of linear equation in three variables which used Higher Order Thinking Skills (HOTS) at SMAN Rambipuji Jember. The method used in this research is qualitative descriptive which describe the analysis' result on type of students mistakes based on Newman error indicator in terms of the students' cognitive level. The results showed that students with high cognitive level experiencing all kinds of errors with tendency to make a mistake on process error and writing the final answer. While students with moderate cognitive level is experiencing four types of errors, they are errors to understand the problem, transform problem, process error, and writing the final answer. Students with low cognitive level experience three types of errors, they are transformation problem errors, process errors, and error in writing final answer with tendency to experiencing these three types of errors in problem completion.</p>
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Zhang, Niu, and Sudeep Chawla. "Effect of Implementing Instructional Videos in a Physical Examination Course." Journal of Chiropractic Education 26, no. 1 (April 1, 2012): 40–46. http://dx.doi.org/10.7899/1042-5055-26.1.40.
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Objective: This study examined the effect of implementing instructional video in ophthalmic physical examination teaching on chiropractic students' laboratory physical examination skills and written test results. Methods: Instructional video clips of ophthalmic physical examination, consisting of both standard procedures and common mistakes, were created and used for laboratory teaching. The video clips were also available for student review after class. Students' laboratory skills and written test results were analyzed and compared using one-way analysis of variance (ANOVA) and post hoc multiple comparison tests among three study cohorts: the comparison cohort who did not utilize the instructional videos as a tool, the standard video cohort who viewed only the standard procedure of video clips, and the mistake-referenced video cohort who viewed video clips containing both standard procedure and common mistakes. Results: One-way ANOVA suggested a significant difference of lab results among the three cohorts. Post hoc multiple comparisons further revealed that the mean scores of both video cohorts were significantly higher than that of the comparison cohort (p < .001). There was, however, no significant difference of the mean scores between the two video cohorts (p > .05). However, the percentage of students having a perfect score was the highest in the mistake-referenced video cohort. There was no significant difference of written test scores among all three cohorts (p > .05). Conclusion: The instructional video of the standard procedure improves chiropractic students' ophthalmic physical examination skills, which may be further enhanced by implementing a mistake-referenced instructional video.
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Spink, Kevin S., and Kayla Fesser. "Correcting Player Mistakes: Effects of Coach and Player Social Influence on Increasing Player Intention to Intervene with Teammates." International Sport Coaching Journal 5, no. 2 (May 1, 2018): 116–23. http://dx.doi.org/10.1123/iscj.2017-0054.
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Correcting mistakes is a key component in sport performance. Typically, the coach is tasked with providing this feedback. While teammates could serve this role, it is not the norm for teammates to provide this feedback (Goldsmith & Fitch, 1997). The purpose of the present study was to examine the effect of coach and player sources of social influence on increasing player intention to intervene with teammates following a technical mistake. Adult soccer players (N = 170) read one of five hypothetical soccer team vignettes where the description differed in the levels of coach and player social influence about intervening with teammates. Participants rated their intention to intervene with teammates who made a technical mistake during a game. ANCOVA results indicated that the overall model was significant (p < .002). Post hoc analyses revealed that intention to intervene was higher when teams were described as having a coach that encouraged players to intervene and the team norm was for players to intervene. However, this was not the case when coach and teammate social influences were at cross purposes. This provides initial support that aligned social influences from the coach and players increase soccer players’ intentions to intervene when their teammates make technical mistakes.
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Black, Stephen L. "Cannonical [sic] Confusions, an Illusory Allusion, and More: A Critique of Haggbloom, et al.'s List of Eminent Psychologists (2002)." Psychological Reports 92, no. 3 (June 2003): 853–57. http://dx.doi.org/10.2466/pr0.2003.92.3.853.
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The analysis by Haggbloom, et al. (2002) establishing a list of the most eminent psychologists of the 20th century contains significant errors. In one case the achievements of Walter B. Cannon are misattributed to W. Gary Cannon. Other errors are eponyms misattributed to Margaret F. Washburn, Morton Deutsch, Wolfgang Köhler, and G. Stanley Hall. A further mistake is to miscalculate the statistic for introductory psychology textbook citations for Hans J. Eysenck. These errors have consequences for the ranking of individuals on this list. Care must be taken to guard against such mistakes.
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Timutius, Febriananingsih, Nadya Rahma Apriliani, and Martin Bernard. "ANALISIS KESALAHAN SISWA KELAS IX-G DI SMP NEGERI 3 CIMAHI DALAM MENYELESAIKAN SOAL PEMECAHAN MASALAH MATEMATIK PADA MATERI LINGKARAN." JPMI (Jurnal Pembelajaran Matematika Inovatif) 1, no. 3 (May 23, 2018): 305. http://dx.doi.org/10.22460/jpmi.v1i3.p305-312.
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The purpose of this research is to describe the student's mistake in solving the problem of mathematical problem solving. The method used in this research is descriptive qualitative. This research was conducted in class IX-G SMP Negeri 3 Cimahi with the number of students as much as 38 people. The data obtained from the written test about the problem solving ability of mathematics as much as 5 questions. Based on the results of research conducted from the test 5 problem solving mathematical problems only 29% of students who master the problem of solving mathematical problems, means 71% of students do not master the problem of problem solving mathematics. The average value of students is 5.68 with highs of 13 and lows one of the maximum value of 20. From the analysis of the responses of the students, there were some mistakes made by the students in solving the problem is: The process of settlement is not systematic, not No settlement process, directly to the answer, many do not wear the unit of length and wide, mistakenly write unit area and length, some even wearing unit volume, do not understand the problem, the conclusions are not relevant to the result of the settlement, mistaken in identifying the image, settlement which is not complete, so it can be concluded that the mathematical problem solving ability of grade IX-G students in SMP Negeri 3 Cimahi is still low.
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Nardinelli, Clark. "Some Pitfalls of Practical Benefit-Cost Analysis." Journal of Benefit-Cost Analysis 9, no. 3 (2018): 519–30. http://dx.doi.org/10.1017/bca.2018.18.
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Practitioners of benefit-cost analysis face many difficulties. Despite the best training, guidance, and intentions, practitioners can stumble: actual benefit-cost analysis is hard and mistakes get made. Over the years, I have collected the mistakes I have seen in actual benefit-cost analyses. Many of the same mistakes occur over and over: the pitfalls of practical benefit-cost analysis. In this paper, I describe common pitfalls and suggest ways to avoid them.
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Goldstein, L. "The paradox of the liar -- a case of mistaken identity." Analysis 45, no. 1 (January 1, 1985): 9–13. http://dx.doi.org/10.1093/analys/45.1.9.
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Hendarwati, Endah, Wahono ., and Aris Setiawan. "THE IMPLEMENTATION OF HONESTY VALUE IN EARLY YEARS CHILDREN THROUGH SNAKE AND LADDER MEDIA." Humanities & Social Sciences Reviews 7, no. 3 (May 18, 2019): 491–96. http://dx.doi.org/10.18510/hssr.2019.7372.
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Purpose of Study: This research aims to explain children's honesty through the snake and ladder media. This study was conducted in Cahaya early childhood education age 4-5 in Jembatan Merah, Surabaya. By choosing this media as a supporting medium that allows children to be honest. This research will bring the child into real-time situations to introduce moral education through a field trip. There were several aspects that must be considered in determining the purpose of planting honesty in early childhood, there were age, physical aspects and psychological aspects of children. Several factors can also influence the development of the child's honesty value, innate (internal) and environmental (external) factors.
Methodology: This research used qualitative research to describe the results. Subjects this research were 9 children of Cahaya early childhood education aged 4-5 years in Jembatan Merah Surabaya, with the reason that in this institution happened the problem of children still not able to care and keep everything, to say honestly, admitted a mistake and forgive a friend who was mistaken. This research used descriptive qualitative data analysis. The research instrument was obtained through observation with the observation sheet, interview with teacher and child, and documentation during activity with snake ladder media.
Results: The results of research, it was known that the children were able to care and keep things together, accustomed, to tell the truth, willing to admit mistakes, apologize if they were wrong and forgive friends who were mistaken. The four indicators seen children begin to develop so honesty in children can be taught in schools by using the snake ladder media honesty.
Implications/Applications: The implantation of early years children’s honesty can be conducted through learning activities that use interactive media to children. In accordance with Gagne's opinion, media is the various types of components in the student environment that can stimulate students to learn.
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Rahmah, Tities Hijratur, and Melisa Wahyu Fandyasari. "AN ANALYSIS TEACHER’S MISTAKES IN TEACHING ENGLISH AT KINDERGARTEN AR-ROIHAN LAWANG." Journey (Journal of English Language and Pedagogy) 3, no. 1 (February 25, 2020): 46–51. http://dx.doi.org/10.33503/journey.v3i1.709.
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In Indonesia, English is taught even in the most basic educational institutions, that is Kindergarten. But, most of the Kindergarten teacher did not graduate from English department, so the English they taught often contain the mistakes. This study aimed to identify the mistakes that was made by the teacher during teaching and learning English. The designed of this study is descriptive-qualitative research. The data of this study was collected from the sentences containing mistakes spoken by the teacher in teaching and learning activity at Kindergarten Ar-Roihan Lawang. The result of this study showed that the teacher did some mistakes when she taught English in the class. The researcher found 32 mistakes made by the teacher. The most mistakes made by the teacher is structure of the sentences with 18 mistakes, the second is the plural of nouns with 8 mistakes, and the last is tenses with 6 mistakes.
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Cui, Si-Xing. "The Pronunciation Mistakes Analysis of Korean Students." Chinese Language Education and Research 8 (November 30, 2008): 61. http://dx.doi.org/10.24285/cler.2008.11.8.61.
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Tiawati, Refa Lina, and Suryanti Suryanti. "Analysis of Dangerous Mistakes in Discussion Activities." Bahasa: Jurnal Keilmuan Pendidikan Bahasa dan Sastra Indonesia 1, no. 1 (January 30, 2021): 44–59. http://dx.doi.org/10.26499/bahasa.v1i1.10.
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This study aims to describe the analysis of language errors of Baubau 3 High School students in class discussion activities. The research design is descriptive qualitative. Research data analyzes language errors in class discussion activities in the form of use of intonation / tone, diction (choice of words), and sentence structure.The results showed that the form of language error analysis in class X of SMA Negeri 3 Baubau in class discussion activities was the use of intonation consisting of: high intonation, moderate intonation and low intonation. The use of diction (word choice) which consists of: the use of synonymous words, the use of denotation and connotation words, the use of foreign words or terms, the use of popular words and study words, and the use of words of conversation and slang. The use of sentence structure consists of: the use of compulsory sentence structures and the use of sentence structures are not mandatory (where they like). Based on the data obtained regarding the analysis of language errors in class X students in class discussion activities, it can be said that in the use of intonation there are errors in the form of high intonation of 11, intonation is not there and intonation is low as many as 16 errors. In the use of diction there are errors in the use of 40 synonymous words, use of denotations and connotations of 41, use of foreign words or terms as many as 14, use of popular words and study words as many as 3, and the use of 120 words of conversation and slang. Furthermore, the use of sentence structures has errors in the form of mandatory sentence structures that do not exist, and in the sentence structure is not mandatory as many as 156 errors.
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Petronio, Sandra, Paul R. Helft, and Jeffrey T. Child. "A case of error disclosure: a communication privacy management analysis." Journal of Public Health Research 2, no. 3 (December 1, 2013): 30. http://dx.doi.org/10.4081/jphr.2013.e30.
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To better understand the process of disclosing medical errors to patients, this research offers a case analysis using Petronios’s theoretical frame of Communication Privacy Management (CPM). Given the resistance clinicians often feel about error disclosure, insights into the way choices are made by the clinicians in telling patients about the mistake has the potential to address reasons for resistance. Applying the evidenced-based CPM theory, developed over the last 35 years and dedicated to studying disclosure phenomenon, to disclosing medical mistakes potentially has the ability to reshape thinking about the error disclosure process. Using a composite case representing a surgical mistake, analysis based on CPM theory is offered to gain insights into conversational routines and disclosure management choices of revealing a medical error. The results of this analysis show that an underlying assumption of health information ownership by the patient and family can be at odds with the way the clinician tends to control disclosure about the error. In addition, the case analysis illustrates that there are embedded patterns of disclosure that emerge out of conversations the clinician has with the patient and the patient’s family members. These patterns unfold privacy management decisions on the part of the clinician that impact how the patient is told about the error and the way that patients interpret the meaning of the disclosure. These findings suggest the need for a better understanding of how patients manage their private health information in relationship to their expectations for the way they see the clinician caring for or controlling their health information about 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 (February 4, 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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De Clercq, Rafael. "Does the debate about cinematic motion rest on a mistake?" Analysis 77, no. 3 (June 27, 2017): 519–25. http://dx.doi.org/10.1093/analys/anx087.
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Sari, Murni Anita, E. Efuansyah, and Nur Fitriyana. "Analisis Kesalahan Siswa Menyelesaikan Soal Cerita Materi Barisan dan Deret Aritmetika Kelas XI MIA SMA Al-Ikhlas Lubuklinggau." Nabla Dewantara 5, no. 2 (November 12, 2020): 61–74. http://dx.doi.org/10.51517/nd.v5i2.225.
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Abstract: This study aims to find out what types of errors and factors cause students to make mistakes in solving the arithmetic sequence and sequence material for class XI MIA SMA Al-Ikhlas Lubuklinggau. The research method used is descriptive qualitative. Data collection techniques in research using observation, interviews and documents. Data analysis procedure with the steps: data reduction, data presentation and conclusion. The results showed that there were errors made by students of class XI MIA SMA Al-Ikhlas Lubuklinggau in solving story questions about arithmetic sequences and series, namely: errors in understanding questions (49.99%), question transformation (50%), operation process (79.16 %) and writing the final answer (88.89%). The overall average error is (67.01%) with the high category. Based on the results of the interview the causes of students made mistakes, namely: students forgot and were unable to write information into mathematical symbols, did not know the formulas that should be used in the questions, were in a hurry because time was running out, were not careful, were mistaken in writing the operation signs, did not know which steps were must be done, forgetting to write down conclusions, and consider the final answer only to get the value that is sought.
Keywords: Analysis, Errors, Problem Stories, Sequences and Arithmetic Series.