scholarly journals An Error Analysis Toolkit for Binned Counting Experiments

2021 ◽  
Vol 251 ◽  
pp. 03046
Author(s):  
Ben Messerly ◽  
Rob Fine ◽  
Andrew Olivier ◽  
Keyword(s):  
User Interface ◽  
Error Analysis ◽  
Systematic Uncertainty ◽  
Analysis Approach ◽  
Systematic Uncertainties ◽  
Barrier To Entry ◽  
The Many ◽  
Arbitrary Level

We introduce the MINERvA Analysis Toolkit (MAT), a utility for centralizing the handling of systematic uncertainties in HEP analyses. The fundamental utilities of the toolkit are the MnvHnD, a powerful histogram container class, and the systematic Universe classes, which provide a modular implementation of the many universe error analysis approach. These products can be used stand-alone or as part of a complete error analysis prescription. They support the propagation of systematic uncertainty through all stages of analysis, and provide flexibility for an arbitrary level of user customization. This extensible solution to error analysis enables the standardization of systematic uncertainty definitions across an experiment and a transparent user interface to lower the barrier to entry for new analyzers.

scholarly journals Author Correction: Understanding communicative intentions in schizophrenia using an error analysis approach

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Alberto Parola ◽  
Claudio Brasso ◽  
Rosalba Morese ◽  
Paola Rocca ◽  
Francesca M. Bosco
Keyword(s):  
Error Analysis ◽  
Analysis Approach

Avoidance of Phrasal Verbs—A Case for Contrastive Analysis

1985 ◽  
Vol 7 (1) ◽  
pp. 73-79 ◽  
Author(s):  
Menachem Dagut ◽  
Batia Laufer
Keyword(s):  
Foreign Language ◽  
Error Analysis ◽  
Teaching And Learning ◽  
Negative Transfer ◽  
Teaching Experience ◽  
Analysis Approach ◽  
Learning Difficulty ◽  
Contrastive Analysis ◽  
Phrasal Verbs ◽  
Group Structures

Schachter (1974) drew attention to the importance, in error analysis, of examining not only the L2 forms actually produced by the learners of a foreign language in their attempts to express themselves in L2, but also the L2 forms they seem consistently to avoid using. She also noted the close interrelation between such avoidance phenomena and the Contrastive Analysis approach to L2 teaching and learning: avoidance is the reverse side of negative transfer, since learners tend to avoid using in L2 those structures that have no parallel in their L1 and therefore provide them with no pattern for transfer. Of course, as Kleinmann (1977) has pointed out, “avoidance” implies that the structure in question is known to (i.e., can be passively recognized by) the learners, but not freely used by them; failure to use a structure or word that is unknown to the learners is an indication merely of ignorance, not of learning difficulty. Now a prime constructive purpose of error analysis is (or should be) to identify the sources of a learner's difficulties, as a necessary preliminary to helping him or her overcome them. Hence the importance of genuine avoidance phenomena that, when properly identified, can throw light on what would otherwise remain hidden recesses of uncertainty in the learner's mind. Levenston (1971) has convincingly argued, with numerous illustrations, that avoidance (“under-representation” in his terminology) of various English “clause (or group) structures” by Hebrew-speaking learners of English can be explained by the lack of Hebrew “translation-equivalents” for the English structures in question and the learners' consequent choice of less appropriate but more L1-equivalent structures. However, since Levenston was concerned not with avoidance phenomena as such, but rather with the evidence they provide of L1 interference with L2 learning and their stylistic effect on the learner's L2, he took the phenomena in question as established facts (on the basis, presumably, of his own teaching experience), without attempting to examine their frequency and extent.

scholarly journals Towards Careful Practices for Automated Linguistic Analysis of Group Learning

2016 ◽  
Vol 3 (3) ◽  
pp. 239-262 ◽  
Author(s):  
Iris K Howley ◽  
Carolyn Penstein Rose
Keyword(s):  
Collaborative Learning ◽  
Computational Modeling ◽  
Group Learning ◽  
Linguistic Analysis ◽  
Learning Sciences ◽  
Boundary Object ◽  
Analysis Approach ◽  
Qualitative Approaches ◽  
Methodological Approaches ◽  
The Many

This paper reviews work in progress towards bridging the field of linguistics and its operationalizations of discourse, and that of frameworks for studying collaborative learning that are rooted directly in the learning sciences.  We begin with the vision of a multi-dimensional coding and counting analysis approach that might serve as a boundary object between the variety of methodological approaches to analysis of collaborative learning that exist within the Learning Sciences.  We outline what we have discovered from a combination of hand coding, comparison with alternative analytic approaches including network analytic and qualitative approaches, correlational analyses in connection with learning-relevant extralinguistic variables, and computational modeling.  We explore both the contribution of work to date as well as the many remaining challenges.

scholarly journals Modeling a User’s Culture

2011 ◽  
pp. 242-264 ◽  
Author(s):  
Katharina Reinecke ◽  
Abraham Bernstein ◽  
Sonja Schenkel
Keyword(s):  
User Interface ◽  
User Interfaces ◽  
User Satisfaction ◽  
Adaptive Systems ◽  
Cultural Anthropology ◽  
Cultural Influences ◽  
Interface Elements ◽  
Adaptive User Interfaces ◽  
Current Localization ◽  
The Many

Localizing user interfaces has been proven beneficial for both user satisfaction and work efficiency; however, current localization methods disregard the many facets in the cultural background of today‘s typical user by simply adapting to a certain country. The chapter proposes a new approach to localization by modeling the user’s culture according to its understanding in cultural anthropology. Contrasting this view with cultural influences on user interface perception and preferences, the authors obtain an intersection of aspects that need to be included in a cultural user model, and deduce which user interface aspects have to be adaptable. With this, the chapter turns towards the application of their approach with the help of adaptive user interfaces, which allow the flexible composition of different user interface elements. The authors describe one possibility for implementing such culturally adaptive systems, and exemplify the design of different gradations of user interface aspects with the help of their MOCCA system.

scholarly journals IMPLEMENTASI LITERASI TERHADAP APLIKASI EASILY APPLICABLE GRAPHICAL LAYOUT EDITOR BERBASIS PENDIDIKAN ISLAM

2018 ◽  
Vol 1 (1) ◽  
pp. 79
Author(s):  
Arief Goeritno ◽  
Dian Anwar ◽  
Syaiful Syaiful ◽  
Ritzkal Ritzkal ◽  
Ahya Ibadina Syahida ◽  
...  
Keyword(s):  
Operating System ◽  
User Interface ◽  
Computer Aided Design ◽  
Low Cost ◽  
Islamic Education ◽  
Design Rule ◽  
Computer Assisted ◽  
Single User Interface ◽  
Graphical Layout ◽  
The Many

On Islamic education for students of SMK Elektronika, it has been done summary material about application with image brands (brand image) Easily Applicable Graphical Layout Editor (EAGLE) by literacy approach. EAGLE application is one of the principals of fundamental Islamic education in the material form. The literacy of EAGLE application material, including general explanation and important notes to the EAGLE application. A common explanation of the EAGLE application which is one of the many applications for the draft in the manufacture of pieces of printed boards (printed cicuit board, PCB) computer-assisted (computer aided design, CAD), so as layout editor is easy to use to help draft board printed circuit (PCB). EAGLE application consists of three main modules, namely the Layout Editor, Schematic Editor, and Autoroutes embedded in a single user interface. All three can be accessed from EAGLE's User Interface (UI) or user interface on EAGLE application, so there is no need to change netlists between the scheme and layout. Some advantages of the EAGLE application, namely (i) cross-program (cross platform), where EAGLE can operate on the operating system (Operating System), either Windows, Mac, or Linux, (ii) the need for storage is small, there are editions free use (free of charge) or can also have the low cost, and (iii) support of the community. Important notes for implementation literacy to EAGLE application, grouped in five vital records, namely (a) view basis, (b) creation with project new and schematic, (c) reinforcement board layout, (d) loading pathways among parts (routes of parts), and (e) checking rules for design (design rule check, drc).

scholarly journals Translations of Journalistic Texts in Iranian Undergraduate Students: An Error Analysis Approach

2016 ◽  
Vol 6 (6) ◽  
pp. 147 ◽  
Author(s):  
Ali Ilani ◽  
Hossein Barati
Keyword(s):  
Error Analysis ◽  
Undergraduate Students ◽  
English Translation ◽  
Analysis Approach ◽  
Original Text

<p>Translating journalistic text has been one of the major courses in Iranian universities. The challenges hidden in translating journalistic texts motivated the present study to investigate the translation of such texts. Thus, this research makes an attempt to identify and categorize the probable errors and to distinguish the most frequent ones. Furthermore, it tries to find whether there is a pattern among the errors committed by students in their translations. To this end, a translation test of Persian journalistic texts was developed. Forty students studying English translation were recruited for this study. In order to analyze collected data, Keshavarz’s Model (1997) and ATA were used for error analysis. The current study found that there is not a pattern among errors committed by students. The most frequent errors were categorized as (i) grammar, (ii) terminology, and (iii) misunderstanding of original text.</p>

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