revision process
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2022 ◽  
Vol 6 (1) ◽  
Author(s):  
Putu Shinta Noviaty ◽  
Eka Ayu Purnama Lestari ◽  
Komang Trisnadewi

Time development will affect the changing needs of graduates. Using teaching materials as one of the factors supporting the learning process is an absolute thing to do so that learning becomes directed. Therefore, it is necessary to conduct this research to prepare highly competitive human resources. This research is a development that aims to produce materials oriented towards analyzing the needs of graduate users. The ADDIE method includes analysis, design, development, implementation, and evaluation. It was chosen as the basis for developing teaching materials for STMIK STIKOM Indonesia students on Information Technology. The analysis stage is the stage carried out to describe what the learner will learn. Next is the design stage. The purpose of learning, strategies, learning resources, tests are designed. It becomes a supporting factor for the learning process. Development is the next stage where the process of making materials is carried out according to a predetermined design. The next stage is implementation. Submission of material by the results of the development is carried out at this stage. The last stage is the evaluation stage. The revision process is carried out at this stage to assess the designed learning program.Time development will affect the changing needs of graduates. Using teaching materials as one of the factors supporting the learning process is an absolute thing to do so that learning becomes directed. Therefore, it is necessary to conduct this research to prepare highly competitive human resources. This research is a development that aims to produce materials oriented towards analyzing the needs of graduate users. The ADDIE method includes analysis, design, development, implementation, and evaluation. It was chosen as the basis for developing teaching materials for STMIK STIKOM Indonesia students on Information Technology. The analysis stage is the stage carried out to describe what the learner will learn. Next is the design stage. The purpose of learning, strategies, learning resources, tests are designed. It becomes a supporting factor for the learning process. Development is the next stage where the process of making materials is carried out according to a predetermined design. The next stage is implementation. Submission of material by the results of the development is carried out at this stage. The last stage is the evaluation stage. The revision process is carried out at this stage to assess the designed learning program.


2021 ◽  
Author(s):  
Filipa da Gama Calado

Literary scholars generally agree that the aesthetic qualities of Oscar Wilde’s influential text, The Picture of Dorian Gray (1891) classify it as a modernist work. At the same time, textual scholars have long speculated over the role of aesthetics in Wilde’s revision process in an apparent effort to reduce or obscure the homoerotic themes in the manuscript. Electronic editing standards such as the Text Encoding Initiative (TEI) enable scholars to trace in detail the development of homoerotic themes within a digital space. Using the TEI standard, my project transcribes and encodes the first chapter of this manuscript, which introduces the story’s three main characters, Basil Hallward, Lord Henry Wooten, and Dorian Gray. In analyzing Wilde’s suppression of the homoerotic elements, I draw from debates in Textual Scholarship and Queer Historiography to explore how electronic editing might restore or "rescue" queer subjects and themes. I end with proposing a method for electronic editing that marks Wilde's alterations and deletions in TEI formal language in a way that probes the potential of TEI's “queerability.” My method examines how TEI might work as a tool of containment that suggests elusiveness through constraint. My work here manifests the intricate handling of homoerotic elements within a distinctly queer ethos.


2021 ◽  
pp. 67-69
Author(s):  
Alison Wilcox
Keyword(s):  

2021 ◽  
Vol 8 (2) ◽  
pp. 356-377
Author(s):  
Susana Valdez

Abstract This paper explores decision-making in translation focusing on the self-revision process of novice and experienced translators of biomedical content in the English to European Portuguese language pair. Adopting process- and product-oriented methods, an experiment was designed to study thirty translations of a 244-word instructional text about a medical device intended for health professionals. The data elicited from fifteen novice translators and fifteen experienced translators included keylogging and screen-recording data. These data were triangulated and analyzed to describe the translation solutions in the interim and final versions in response to problematic translation units and to test if, during the self-revision process, novice and experienced translators tend to proceed from more literal versions to less literal ones, or vice versa, in biomedical translation. Contrary to expectations, the analysis points towards a literalization phenomenon in the translators’ processes. The data also indicates that the tendency to proceed from less literal versions to more literal ones is more pronounced in novice translators than in experienced translators. The findings reported here shed new light on the self-revision processes of novice and experienced translators and their relationship with prevailing translation norms, and enable us to better understand the practices in place in professional biomedical translation.


Languages ◽  
2021 ◽  
Vol 6 (4) ◽  
pp. 159
Author(s):  
Laura E. Valentin-Rivera ◽  
Li Yang

Written corrective feedback (CF) could pave the way for L2 development, especially when embedded in multimodality. Building on prior research, this descriptive study drew a relationship between specific types of errors that were most successfully revised and noticing measured by eye-tracking techniques. Additionally, this study furthers our understanding of the impact of indirect CF (i.e., codes accompanied by metalinguistic hints) delivered by two multimodal components: (a) a video tutorial on how to approach teachers’ comments and (b) a soundless video displaying individualized teacher feedback. To this end, three L2 learners of Spanish completed a narration in the target language, watched a tutorial on attending to CF, received indirect feedback via the personalized soundless video (i.e., option “b” above), and corrected their errors. An eye tracker recorded all ocular activity while the participants watched both recordings. The results suggested that receiving training on approaching teachers’ comments may enhance the overall success rate of revisions, especially in verb and vocabulary-related errors. Last, a detailed unfolding of the revision process unveiled by eye-tracking data accounted for (1) an explanation of why two specific types of errors were more successfully revised and (2) some pedagogical recommendations.


2021 ◽  
Author(s):  
Damon W. Diehl
Keyword(s):  

2021 ◽  
Vol 15 (1) ◽  
pp. 73-106
Author(s):  
Kinfe Micheal Yilma

Ethiopia has embarked upon an ambitious project of revising a number of laws with a view to entrench human rights and democratic governance. Part of this legal reform program has been the revision of Computer Crime Proclamation No 958/2016. This article examines key aspects of the Draft Computer Crime Proclamation prepared by the Media Law Working Group from a human rights perspective. As it shall be shown in this article, making the cybercrime legal regime human rights friendly has been the overarching objective of the revision project. Most human rights concerns associated with the current cybercrime legislation are, as a result, rectified in the cybercrime Bill. However, the Bill goes overboard in embracing themes that go well beyond the scope of cybercrime legislation. With respect to the overall revision process, the article submits that the process has not been sufficiently inclusive.


2021 ◽  
Vol 1 ◽  
pp. 46
Author(s):  
Renita Lourdhurajan ◽  
Subashini Selvadurairaj

The approach to managing acne scars is unique to every dermatologist. This depends on the skin type of his/her clientele, the tools, techniques and devices available and/or used, and the protocols developed based on his/her experience with treating acne scars, developed over a period of time. Herein, we share our algorithmic treatment approach to acne scars, which allows for a consultative decision-making together with the patient, while offering adequate flexibility to modify the plan based on treatment response. Eventually, a customized and comprehensive system works best, and a partnership approach signified by a robust self-care home plan, helps accelerate the scar revision process.


2021 ◽  
Vol 66 (Special Issue) ◽  
pp. 67-67
Author(s):  
Janine de Snoo-Trimp ◽  
◽  

"Background: For Moral Case Deliberation (MCD), like any form of Clinical ethics support (CES), it is important to know whether it reaches its presumed goal of supporting healthcare professionals in their ethical challenges. Evaluation is needed to gain insight in the value of MCD. Therefore, the Euro-MCD instrument was developed to assess outcomes of MCD, and has now been revised. The aim of this presentation is to present the revised Instrument: the Euro-MCD 2.0. Methods: The revision process was an iterative dialogue in which field study findings were integrated with theoretical reflections and expert-input. Results: The Euro-MCD 2.0 has three domains: 1) Moral Competence, 2) Moral Teamwork and 3) Moral Action. Moral Competence includes items on moral sensitivity, analytical skills and a virtuous attitude, like ‘I speak up in ethically difficult situations’. Moral Teamwork refers to open dialogue and supportive relationships, for example ‘We feel secure to share emotions in ethically difficult situations’. Moral Action includes items about moral decision-making and responsible care, like ‘We are able to explain and justify our care towards patients and their families’. Discussion: The Euro-MCD 2.0 is shorter and more strongly substantiated by empirical data and theoretical reflections. At the conference, we will reflect on the revision process and the underlying foundations of the domains. The revised instrument helps to get insight in the MCD related outcomes for healthcare professionals in their daily practice. Our research can further improve implementation of MCD and contribute to the research field of evaluation of CES in general. "


2021 ◽  
Vol 9 (02) ◽  
pp. 68-74
Author(s):  
Edwin Febriansyah ◽  
Edy Winarno

In this day and age, motorbikes have an important role in transportation facilities, motorbike users are increasingly dense, especially in the city of Semarang, which is not accompanied by information media. The lack of media information regarding damage to the motorbike makes it difficult for someone to know the cause of the damage to the motorbike, not to mention the Kawasaki KLX150 which happens a lot of engine damage. For this reason, the expert system diagnoses motor damage by knowing the type of motor damage, after that diagnostics and alternative solutions to the problem are carried out. With this, the method and algorithm used is Case-Based Reasoning (CBR) using the Similarity 3W-Jaccard calculation, this second method and algorithm can be used to diagnose damage from the symptoms in the database. Each symptom has a weighted value of each, including a value of 5 (five) for severe symptoms, relating to engine and electrical parts, a value of 3 (three) for moderate symptoms, relating to braking and chains, a value of 1 (one) mild symptom, relating to with the indicator on the speedometer. The system will display 5 (five) types of damage calculated using the 3W-Jaccard Algorithm sorted by the highest value. The revision process will appear if the similarity calculation results are less than 0.6 (zero point six) because it is considered that the results are not sufficiently similar to the solution to be repaired, it needs to be reviewed and will be entered into the review table, then the expert will find a solution.


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