The maximum norm analysis of a nonmatching grids method for a class of parabolic $p(x)$-Laplacien equation

Motivated by the work of Boulaaras and Haiour in [7], we provide a maximum norm analysis of Schwarz alternating method for parabolic p(x)-Laplacien equation, where an optimal error analysis each subdomain between the discrete Schwarz sequence and the continuous solution of the presented problem is established

Numerical solution of time-fractional telegraph equation by using a new class of orthogonal polynomials

‎In this article‎, ‎an efficient numerical method based on a new class of orthogonal polynomials‎, ‎namely Chelyshkov polynomials‎, ‎has been presented to approximate solution of time-fractional telegraph (TFT) equations‎. ‎The fractional operational matrix of the Chelyshkov polynomials along with the typical collocation method is used to reduces TFT equations to a system of algebraic equations‎. ‎The error analysis of the proposed collocation method is also investigated‎. ‎A comparison with other published results confirms that the presented Chelyshkov collocation approach is efficient and accurate for solving TFT equations‎. ‎Illustrative examples are included to demonstrate the efficiency of the Chelyshkov method‎.

Interferences in Writing Skills Performance of BA Students Enrolled in Norwegian Didactics

This article investigates different types of language errors performed in a written summative exam by ten BA students enrolled in an elective Norwegian Didactics course in Romania. The corpus comprising the students’ exam papers was analysed qualitatively to identify various types of errors. The theoretical model suggested by Gass & Selinker (1994) was used to discuss issues of error analysis. A survey was then conducted to receive student feedback on the reported errors in the texts. Findings indicate that students make both inter-lingual and intra-lingual errors and that error analysis can be helpful when designing L2 Norwegian instructional materials. Keywords: error analysis, foreign language teaching, language transfer, language distance, writing skills, Norwegian, Romanian.

Medical errors — causes and contradictions

Studying and improving the theory of errors of doctors has always been important, and today it has become especially relevant.The article lists the main provisions of the advanced version of the theory of errors of doctors. The main content of the articleis devoted to four important aspects of the problem of physician errors. The article states the main contradiction of the problemof errors in medicine. The structure of general objective and subjective causes of medical errors is shown. The main optionsfor doctors to experience errors that complicate doctors’ mutual understanding in this problem are formulated. For the fi rsttime, the reasons for the denial of errors by doctors are summarized. These aspects and conclusions on them are the result ofan analysis of publications on the problem of errors in medicine, repeated discussions of the problem on professional medicalsites. The content of these aspects was based on its own material on error analysis and observation from practice. The aboveaspects and their conclusions need not so much to be confi rmed by special studies, but rather to refl ect on their role and placein the problem of errors. The general objective and subjective reasons for the occurrence of medical errors are shown inconnection with their possible "guilt". Lack of experience is presented as the most common cause of medical errors. Variousoption for doctors to experience errors are presented as a reason that makes it diffi cult for doctors to understand this problem.

Evaluating the Impact of Integrating Similar Translations into Neural Machine Translation

Previous research has shown that simple methods of augmenting machine translation training data and input sentences with translations of similar sentences (or fuzzy matches), retrieved from a translation memory or bilingual corpus, lead to considerable improvements in translation quality, as assessed by a limited set of automatic evaluation metrics. In this study, we extend this evaluation by calculating a wider range of automated quality metrics that tap into different aspects of translation quality and by performing manual MT error analysis. Moreover, we investigate in more detail how fuzzy matches influence translations and where potential quality improvements could still be made by carrying out a series of quantitative analyses that focus on different characteristics of the retrieved fuzzy matches. The automated evaluation shows that the quality of NFR translations is higher than the NMT baseline in terms of all metrics. However, the manual error analysis did not reveal a difference between the two systems in terms of total number of translation errors; yet, different profiles emerged when considering the types of errors made. Finally, in our analysis of how fuzzy matches influence NFR translations, we identified a number of features that could be used to improve the selection of fuzzy matches for NFR data augmentation.

SYNTACTICAL ERROR ANALYSIS OF EFL LEARNER IN CONVERSATION CLASS AT ENGLISH LITERATURE STUDY PROGRAM/ANALISIS KESALAHAN SINTAKSIS PEMBELAJAR BAHASA INGGRIS SEBAGAI BAHASA ASING PADA KELAS PERCAKAPAN DI PROGRAM STUDI SASTRA INGGRIS

The learner’s syntactical error analyses have long been interested in the second and foreign language researchers. This study aimed at investigating the syntactical error types, the form of error, and the frequencies of these errors that occurred in the sixth-semester student presentation on the conversation class at the English Literature Study Program in Universitas Teknokrat Indonesia. To achieve the objectives, the data were collected from the learner’s transcribed speech. The sampling of non-probability was used to select the classroom and participant’s characteristics. These data were collected by video recording, non- participant observation techniques, and documents. To classify the learner’s syntactical errors, Politzer Ramirez’s (1973) syntactical errors taxonomy was adopted. Further, the qualitative method was applied in this study. Based on the result of the analysis, there were 64 syntactical errors uttered by the learner. The results of the analysis were then categorized into three forms: phrases, clauses, and sentences. The results of this study showed that the learner often made the syntactical error in the form of sentences. That was 32 errors (50%). Furthermore, the study found that the amount of confusion was the most commonly uttered as the type of error (26,56%). The learner often got confused to make the right use between the number and the subject mentioned. Thus, the findings indicated that even though the learner considered as the best; yet the learner still possibly made some errors. Therefore, lecturers or instructors should raise the students’ syntactical error awareness. So that it could improve the student’ speaking skills in their level of English.Keywords: error analysis, syntactical error, conversation class, speaking skillsAbstrakAnalisis kesalahan sintaksis siswa telah lama menjadi hal yang menarik bagi peneliti bahasa kedua dan asing. Penelitian ini bertujuan untuk menyelidiki jenis kesalahan sintaksis, bentuk kesalahan, dan frekuensi kesalahan tersebut pada presentasi siswa semester enam pada kelas percakapan di Program Studi Sastra Inggris, Universitas Teknokrat Indonesia. Untuk mencapai tujuannya, data dikumpulkan dari presentasi siswa yang telah ditranskripsikan. Sampling non-probabilitas diterapkan untuk memilih karakteristik kelas dan partisipan. Data tersebut dikumpulkan dengan menggunakan teknik perekaman video, pengamatan non-partisipan, dan dokumen. Untuk mengklasifikasikan kesalahan sintaksis mahasiswa, taksonomi kesalahan sintaksis Politzer dan Ramirez (1973) diadopsi. Lebih lanjut, metode kualitatif diterapkan dalam penelitian ini. Berdasarkan hasil analisis, terdapat 64 kesalahan sintaksis yang ditemukan pada presentasi siswa. Hasil analisis kemudian dikategorikan dalam tiga bentuk, yakni frase, klausa, dan kalimat. Hasil penelitian ini menunjukkan bahwa siswa sering membuat kesalahan sintaksis dalam bentuk kalimat, yakni 32 kesalahan (50%). Lebih jauh, penelitian ini menemukan bahwa ‘number of confusion’ merupakan jenis kesalahan yang sering diujarkan, yakni 26,56%. Pembelajar sering mengalami kebingungan dalam menggunakan antara nomor dan subjek yang disebutkan. Dengan demikian, temuan menunjukkan bahwa meskipun mahasiswa dianggap yang terbaik masih membuat beberapa kesalahan. Oleh karena itu, dosen atau instruktur harus meningkatkan kesadaran kesalahan sintaksis mahasiswa sehingga hal ini dapat meningkatkan keterampilan berbicara siswa di tingkat bahasa Inggris mereka.Kata kunci: analisis kesalahan, kesalahan sintaksis, kelas percakapan, keterampilan berbicara