Frequent Type Of Error Research Articles

장르 기반 영어 학습자 코퍼스의 이메일 오류 분석: 학부 교양영어 교육을 중심으로

As a preliminary study for the effective development of a genre-focused English learner corpus, this article aims to investigate most frequent error types and their frequencies in English emails written by undergraduate freshmen in South Korea. Data for this study include English emails of 86 Korean students majoring in humanities or social science in a university located in Daegu. With the rise of Internet, ESL/EFL education has witnessed a growing interest in teaching email usage in composition courses, as it provides a variety of opportunities to evaluate language abilities including interpersonal and pragmatic abilities. The present article revealed that the most frequent error type was concerned with style, such as capitalization (28.7%) and punctuation (7.8%), which was followed by determiner deletion (6.3%), genre convention such as closing (3%), countability of nouns (3%), and verb choice (2.7%). Different error types and frequencies were identified according to different English proficiency levels (Korean SAT and TOEIC), which evidenced the need to include the English proficiency level annotation in the corpus design and to focus on different types of errors in class in accordance with learners’ proficiency levels.

Identifying medication errors in the neonatal intensive care unit and paediatric wards using a medication error checklist at a tertiary academic hospital in Gauteng, South Africa

Background. Paediatric patients are particularly prone to medication errors as they are classified as the most fragile population in a hospital setting. Paediatric medication errors in the South African healthcare setting are comparatively understudied. Objectives. To determine the incidence of medication errors in neonatal and paediatric inpatients, investigate the origin of medication errors that occurred and describe and categorise the types of medication errors made in both the neonatal intensive care unit (NICU) and paediatric wards. Methods. The study followed a prospective, quantitative design with a descriptive approach. A prospective record review of inpatients’ medication charts was undertaken to determine what was prescribed by the physician, dispensed by the pharmacy and administered by the nurses. The researcher also directly observed the preparation and administration techniques as performed by the nurses. A medication error checklist was used to collect the data. Results. A total of 663 medication errors were detected in 227 patients over the study period of 16 weeks, of which 177 (78%) patients had one or more error(s). There were 338 (51%) administration errors and 309 (47%) prescribing errors. Incorrect dosing was the most frequent type of error (34%), followed by omission of medication (18.5%) and medication given at the incorrect time (12%). The causes of these medication errors were mostly due to miscalculation (26%), failure to monitor (15%) and procedures not followed (15%). Anti-infectives (43%) and analgesics (25%) had the most errors. In 118 (67%) patients the errors resulted in no harm to the patient, whereas in 59 (33%) patients the medication error resulted in some level of harm. Conclusion. The incidence of medication errors in the NICU and paediatric wards at the teaching hospital was higher than values reported elsewhere globally. Most errors occur during prescribing and administration of medication. Dosing errors are a common problem in paediatrics. Therefore, a formalised system to record these errors should be introduced alongside regular discussions on preventive measures among the multidisciplinary team.

Analysis of Written English: The Case of Female University Students in Saudi Arabia

This research sheds some light on the difficulties faced by Saudi students when writing in the English language by examining specific writing errors committed by the students. Fifty female students in their fourth year of study at the University of Tabuk in the department of languages and translation who were enrolled in the subject of error analysis (a kind of linguistic analysis that emphasizes the errors learners make in a target language) were given a quiz to write approximately one page about each one of three topics: effects of social media on Saudi social life, Saudi marriage customs, and Saudi economy. The quiz was graded and the writing errors were classified into four main categories: grammatical, syntactic, substance, and lexical types following Hubbard et al. (1996) classifications of errors. Then, the number of errors in each category was counted and the corresponding frequency was calculated. The findings of this study show that most frequent types of errors made by the students were in the categories of grammar (tenses, singular/plural, articles), syntax (subject-verb agreement), and substance (spelling).

Mining non-lattice subgraphs for detecting missing hierarchical relations and concepts in SNOMED CT.

Objective: Quality assurance of large ontological systems such as SNOMED CT is an indispensable part of the terminology management lifecycle. We introduce a hybrid structural-lexical method for scalable and systematic discovery of missing hierarchical relations and concepts in SNOMED CT. Material and Methods: All non-lattice subgraphs (the structural part) in SNOMED CT are exhaustively extracted using a scalable MapReduce algorithm. Four lexical patterns (the lexical part) are identified among the extracted non-lattice subgraphs. Non-lattice subgraphs exhibiting such lexical patterns are often indicative of missing hierarchical relations or concepts. Each lexical pattern is associated with a potential specific type of error. Results: Applying the structural-lexical method to SNOMED CT (September 2015 US edition), we found 6801 non-lattice subgraphs that matched these lexical patterns, of which 2046 were amenable to visual inspection. We evaluated a random sample of 100 small subgraphs, of which 59 were reviewed in detail by domain experts. All the subgraphs reviewed contained errors confirmed by the experts. The most frequent type of error was missing is-a relations due to incomplete or inconsistent modeling of the concepts. Conclusions: Our hybrid structural-lexical method is innovative and proved effective not only in detecting errors in SNOMED CT, but also in suggesting remediation for these errors.

“We All Make Mistakes!”. Analysing an Error-coded Corpus of Spanish University Students’ Written English

The present study analyses the errors identified in the written argumentative texts of 304 Spanish university students of English taken from two different corpora –one from a technical university context and the other from learners enrolled in the Humanities. Considered an important design criterion for computer learner corpora studies, the metadata of the students’ was recorded and their competence levels were measured using the Oxford Quick Placement Test. The scores obtained (0 to 60) were then related to the CEFR (Common European Framework of Reference for Languages) levels ranging from A1 to C2. Within the field of applied linguistics and language teaching/learning, many studies have been carried out over the years designed to address the phenomenon of interlanguage errors made by learners of English (Dusková 1969, Green & Hecht 1985, Lennon 1991, Olsen 1999, among many others). These studies involved analyzing a small number of texts with a limited number of tags, based on either linguistic taxonomies or surface structure categories of errors (Dulay, Burt, & Krashen 1982). However, in the last three decades, technological advances have been made which have facilitated the analysis of much larger amounts of data using computers for both the development of learner corpora and programs for a more detailed analysis of the learner data. The error coding system used in the present research work has been designed to address all the possible levels of error (with as many sub-categories as required) since learners writing in a foreign language not only make errors related to grammar and vocabulary, but also with regard to their competence in the use of syntax, discourse relations and pragmatics, among others. The aim of the present study is two-fold. Firstly, we explore the nature of the errors coded in the corpus i.e. which errors are most frequent, including not only the main categories but also the most delicate levels of errors. Secondly, we address the question of the relationship, if any, of the learners’ competence levels and the type and frequency of the errors they make. The results show that grammar errors are the most frequent, and that the linguistic competence of the learners has a lower than expected influence on the most frequent types of errors coded in the corpus.

Medication Administration Errors in an Adult Emergency Department of a Tertiary Health Care Facility in Ghana.

This study determined the incidence, types, clinical significance, and potential causes of medication administration errors (MAEs) at the emergency department (ED) of a tertiary health care facility in Ghana. This study used a cross-sectional nonparticipant observational technique. Study participants (nurses) were observed preparing and administering medication at the ED of a 2000-bed tertiary care hospital in Accra, Ghana. The observations were then compared with patients' medication charts, and identified errors were clarified with staff for possible causes. Of the 1332 observations made, involving 338 patients and 49 nurses, 362 had errors, representing 27.2%. However, the error rate excluding "lack of drug availability" fell to 12.8%. Without wrong time error, the error rate was 22.8%. The 2 most frequent error types were omission (n = 281, 77.6%) and wrong time (n = 58, 16%) errors. Omission error was mainly due to unavailability of medicine, 48.9% (n = 177). Although only one of the errors was potentially fatal, 26.7% were definitely clinically severe. The common themes that dominated the probable causes of MAEs were unavailability, staff factors, patient factors, prescription, and communication problems. This study gives credence to similar studies in different settings that MAEs occur frequently in the ED of hospitals. Most of the errors identified were not potentially fatal; however, preventive strategies need to be used to make life-saving processes such as drug administration in such specialized units error-free.

The progressive in spoken learner language: A corpus-based analysis of use and misuse

Abstract This paper investigates advanced German learners’ use of the progressive in spoken English by analyzing the German error-tagged subcorpus of LINDSEI-GE compared to the native speaker counterpart LOCNEC. The analysis reveals a significant underuse of the progressive in the spoken language. Our qualitative error analysis shows that the error patterns do not explain the frequency patterns at all, as there is only a very low proportion of errors caused by a non-use of the progressive in contexts where it would be required. The most frequent type of error is a misuse of the progressive in non-required contexts. Finally, we find that there is great variability in the performances of the individual learners, also as regards the number and types of errors committed.

Characteristics of Agraphia in Chinese Patients with Alzheimer's Disease and Amnestic Mild Cognitive Impairment.

Background:Patients with Alzheimer's disease (AD) manifest progressive decline in writing abilities. Most studies on agraphia in AD have been performed in the alphabetic system, such as English. However, these findings may not be applicable to other written language systems. The unique features of the Chinese written script could affect the patterns of agraphia in Chinese AD patients. The aim of this study was to explore the features of writing errors in Chinese patients with AD and amnestic mild cognitive impairment (a-MCI), as well as to study the relationship between their writing errors and neuropsychological functions.Methods:In this study, we performed an observational study in a group of subjects including 17 AD patients, 14 patients with a-MCI, and 16 elderly healthy controls. We analyzed the writing errors in these subjects and also studied the relationship between their writing errors and neuropsychological functions.Results:Our study showed that in patients whose mother tongue is Chinese, writing ability was comparatively well preserved in the MCI phase but significantly impaired when the disease progressed to the stage of AD. The writing errors showed corresponding increase with the severity of cognition decline, both in the types of errors and rate of occurrence. Analysis of the writing errors showed that word substitution and unintelligible words were the most frequent error types that occurred in all the three study groups. The occurrence rate of unintelligible words was significantly higher in the AD group compared with the a-MCI group (P = 0.024) and control group (P = 0.018). In addition, the occurrence rates of word substitution were also significantly higher in AD (P = 0.013) and a-MCI groups (P = 0.037) than that of control group. However, errors such as totally no response, visuospatial impairment, paragraph agraphia, ideograph, and perseverative writing errors were only seen in AD group. Besides, we also found a high occurrence rate of visuoconstructional errors (13.3%) in our AD group.Conclusions:Our study confirmed that agraphia is an important feature in patients with AD. The writing error profile in patients whose native language is Chinese was unique compared to patients using the alphabetic language system.

PSY87 - CONTRIBUTION TO THE CLINICAL SAFETY AND ECONOMIC IMPACT THROUGH DETECTION OF MEDICATION ERRORS PERFORMED BY CLINICAL PHARMACISTS IN PATIENTS WITH HEMATOLOGIC DIAGNOSTICS: EXPERIENCE IN AN ONCOLOGY HOSPITAL IN MEXICO

To identify and evaluate medication errors in terms of clinical impact and costs avoided by the pharmaceutical intervention. The pharmaceutical monitoring in patients with hematologic diseases was performed since July 2014 to July 2015 to identify medication errors and classify them according to Otero et al. (2000). A descriptive analysis was performed including central and dispersion measures to detail their distribution and to estimate the incidence and prevalence. Each error was evaluated to identify whether it was related to the patient´s safety and /or had a clinical and economic consequence. The most common clinical consequence was determined based on scientific information of the drugs involved. The cost estimate for complications avoided was taken of Diagnosis Related Groups 2015 of Mexican Institute of Social Security expressed in US dollars. A total of 345 events of medication errors were detected; the prevalence and incidence estimated were 12% and 25% respectively. In the sample 49 (58%) patients were men; the mean age was 48.7 ±16.18 years. Non-Hodgkin lymphoma had the most frequent errors, in total 115 (33%). The most common errors were detected during the prescription with 137 (40%) events; the major cause was lapse/distracting in 161 (47%) errors. The most frequent error type was medication omission 143 (41%). All errors were categorized without damage. A total 316 pharmaceutical interventions were performed, preventing 47 clinical complications, this results in annual avoided cost of 97,247.92 USD, the cost saving amount per avoided complications were 2,069.10 USD and a saving per patient of 1,144.09 USD. Early detection of medication errors by pharmacists intervention improves the safety of pharmacotherapy, ensures the effectiveness and prevents issues to the patient, furthermore, reduces costs by optimizing resources, providing just the necessary therapy and avoiding complications which could increase direct medical cost.

English Past Tense Morphology in Adult Arab EFL learners: Mental Representation Mechanism and Types of Errors

English past tense morphology is one of the most difficult but yet one of the most important areas in the acquisition of English language by L2 Learners. The objectives of this study were to: (a) determine the acquisition sequence of English regular and irregular past tense forms in adult Arab EFL learners; (b) identify whether English past tense forms are represented by a single mechanism or a dual mechanism, and (c) investigate types of errors that L2 learners produce in their acquisition of English past tense morphology. In total, 77 adult Arab EFL learners participated in an oral production task. The use of the verbal inflectional morphemes in obligatory contexts in each learners production is examined. The results show that L2 learners acquire the past tense morphology of the regular verbs before they acquire the past tense morphology of the irregular verbs and that there is frequency effect for the irregular verbs, but not for the regular verbs. This indicates that the dual system theory accounts for the mental representations of English past tense forms for the L2 learners in this study. The most frequent error types produced by the Learners are omission, overregularization and overgeneration of be forms.

Diadococinesia sequencial em crianças fluentes e com gagueira desenvolvimental persistente: análise da velocidade e tipo do erro da consoante alvo

RESUMO Objetivo Comparar a performance motora oral complexa em crianças com gagueira persistente do desenvolvimento e em crianças fluentes, a partir do cálculo da velocidade de produção da diadococinesia sequencial (DDK/SMR) e análise da tipologia de desvio da consoante alvo. Métodos Participaram do estudo 46 crianças com idades entre 4 anos e 11 anos e 11 meses, divididas em dois grupos: Grupo Pesquisa (GI), composto por 23 crianças com diagnóstico de gagueira; Grupo Controle (GII), composto por 23 crianças fluentes, pareadas por gênero e idade aos participantes do GI. Para cada participante, foram coletadas e gravadas três amostras de DDK/SMR em janelas de 15 segundos cada, sendo analisadas, posteriormente, a velocidade de produção articulatória, o número e os tipos de erros apresentados nas amostras. Resultados Os grupos não se diferenciaram em nenhuma das variáveis testadas, ou seja, apresentaram desempenhos semelhantes quanto à velocidade de produção articulatória, quanto ao número de erros e quanto aos tipos de erros (o desvio da consoante alvo mais frequente foi a inversão, para ambos os grupos). Conclusão As crianças com gagueira do desenvolvimento e as crianças fluentes apresentaram desempenho semelhante nas variáveis testadas, sugerindo que a prova de diadococinesia sequencial não foi eficiente para auxiliar na identificação precoce da gagueira em crianças.

Clock Drawing Test (CDT): is Qualitative Analysis of the CDT Better to Screen Mild Cognitive Impairment than Quantitative Analysis?

Background: Mild cognitive impairment (MCI) was originally used to describe a transitional state between normal condition and dementia. Revised and extended definition of MCI has been proposed that covers a broader range of cognitive impairment, distinct from normal ageing and from Alzheimer’s disease. Despite the existence of reports regarding analyses of the Clock Drawing test (CDT) in Alzheimer’s disease and vascular dementia, those focusing on MCI subjects are still lacking. The purpose of this study was to assess the characteristics of CDT and compare the results of quantitative and qualitative analyses of CDT performance in patients with MCI. Materials and methods: Five hundred four consecutive patients with MCI (Korean versions of the Mini-Mental State Examination (K-MMSE)>23) were recruited for the study. All participants were examined by the K-MMSE, modified-MMSE (3MS) and the CDT. Quantitative scoring of the CDT was done by the Manos and Wu’s method. Qualitative error types of the CDT were classified as stimulus-bound response (SBR), conceptual deficit (CD), spatial and/or planning deficit (SPD), and perseveration error (PE) by Rouleau’s classification. We divided the subjects into two subgroups by the MMSE scores (lower cognitive function group, MMSE=24~26 vs. higher cognitive function group, MMSE=27~30) and compared the CDT scores and frequency of the error types between them. Results: The total scores in the CDT significantly correlated with the total scores of the K-MMSE, 3MS and the level of education. Of the errors in the CDT, SPD was the most frequent type of error (45.3%) in the total samples. The scores in the K-MMSE and 3MS in the patients having CD errors were lower compared with those of other types of error. The lower cognitive group made more CD error (32.9%) than that of the higher cognitive group (25.5%). Conclusion: Although the CDT cannot be used solely for clinical diagnosis of dementia, it provides useful cognitive information quantitative as well as qualitative ways, estimating the characteristics of MCI patients as a simple screening test.

Effects of Learner-Initiated and Teacher-Initiated Noticing in Korean Middle School Students' English Writing

This study examined the effects of learner-initiated noticing through comparison and teacher-initiated noticing through grammar instruction on EFL middle school learners' English writing process and uptake. For the study, 18 second-year middle school students with intermediate-high English proficiency were divided into three groups. After the first writing composition, one group (Group C) underwent a comparison stage, in which they compared their original writings and reformulated versions. Another group (Group I) received reactive grammar instruction on the four most frequent types of grammar errors, while the other group (Group IC) underwent both stages. All three groups revised their original writings in the next stage. To examine the learners' cognitive processes, think-aloud protocols were analyzed. The results showed that Group IC performed better in uptake than the other two groups, while no major differences were found between Groups I and C. This suggests that a mixture of learner-initiated noticing and teacher-initiated noticing influenced the learners' uptake.

Caracterização dos tipos de erros cometidos na avaliação do processamento auditivo por meio do Staggered Spondaic Word test

RESUMO: Objetivo: caracterizar os tipos de erros cometidos no teste Staggered Spondaic Words por pacientes submetidos à avaliação do processamento auditivo e correlacioná-los com idade, sexo, escolaridade e subperfil de alteração. Métodos: foram incluídos os testes Staggered Spondaic Words pertencentes a um banco de dados particular, realizados em pacientes de 7 a 19 anos de idade, no período de junho de 2011 a setembro de 2013. Resultados: os tipos de erros mais frequentes foram: omissão de palavra (76,66%), substituição de palavra (45%) e substituição por palavra adjacente (20%). O subperfil de alteração encontrado foi decodificação acompanhado de integração (38,33%), seguido de decodificação (23,33%), resultado normal (20%), e outros (18,34%). Na comparação entre as condições, observou-se maior número de erros nas competitivas. Em relação à idade e à escolaridade, os erros ocorreram em maior número entre pacientes de menor idade e menor escolaridade. A correlação entre o número total de erros e a variável sexo não foi estatisticamente significante. Conclusão: foi possível caracterizar os tipos de erros cometidos no teste Staggered Spondaic Words, correlacioná-los às variáveis propostas (sexo, idade, escolaridade e subperfil de alteração) e ressaltar a importância deste teste, que é um dos mais utilizados para avaliar o processamento auditivo, para o diagnóstico dos transtornos da comunicação humana e na identificação de crianças com risco para transtornos de aprendizagem.

Adherence to Surgical Antibiotic Prophylaxis Guidelines in New South Wales, Australia: Identifying Deficiencies and Regression Analysis of Contributing Factors.

Surgical antibiotic prophylaxis is frequently reported in the literature to be suboptimal, a finding having both clinical and public health implications. This study aimed to calculate rates and patterns of adherence to guidelines at two sites and identify extrinsic contributing factors. A retrospective analysis was conducted over two 12-mo periods during 2013-2014 at the metropolitan Blacktown Hospital and regional Lismore Base Hospital, New South Wales, Australia. A group of 400 patients undergoing abdominal general surgery was selected via simple random sampling (n = 200 per site). Medical records were reviewed, and prophylactic antibiotic regimens were compared with the Australian guideline, Therapeutic Guidelines: Antibiotic (v. 14) with respect to drug choice, dosage, timing of administration, and duration of administration. The overall rate of adherence to the guidelines was 16.5% at Blacktown Hospital and 19.5% at Lismore Base Hospital. At each site, prophylaxis was administered to more than 95% of patients and was inappropriately withheld in 4%. Drug choice was the most frequent error type, specifically involving inappropriate omission of metronidazole and use of newer-generation cephalosporins. Errors in the timing of administration also were frequent, with prophylaxis typically occurring excessively early. Logistic regression identified emergency surgery as independently associated with prophylactic errors in both the Blacktown Hospital (p < 0.001) and the Lismore Base Hospital cohorts (p = 0.020). Adherence to antibiotic prophylactic guidelines was poor at both the metropolitan and regional sites. Choice of antibiotic and timing of administration were identified as major error types. Consideration should be given to multidisciplinary involvement of anesthetists, implementation of focused interventions with an emphasis on emergency settings, and further research correlating antibiotic use with clinical significance.

Incidence and treatment costs attributable to medication errors in hospitalized patients

A significant financial burden arises from medication errors that cause direct injury and those without patient harm that represent waste and inefficiency. To estimate the incidence, types, and causes of medication errors as well as their attributable costs in a hospital setting. For a retrospective case-control study, data were collected for 57,554 patients admitted to two New Jersey (U.S. State) hospitals during 2005-2006 as well as hospital-specific voluntary error reports from these two hospitals for the same period. Medication errors were classified into categories of stage, error type, and proximal cause, and the incidence was estimated. The costs attributable to medication errors were calculated using both the recycled prediction method, and the Blinder-Oaxaca decomposition method after propensity score matching. Medication errors occurred at a rate of 0.8 per 100 admissions, or 1.6 per 1000 patient days. Most errors occurred at the administration stage of the medication use process. The most frequent types of errors were wrong time, wrong medication, wrong dose, and omission errors. Treatment costs attributable to medication errors were in the range of $8,439 using the Blinder-Oaxaca decomposition method and $8,898 using the recycled prediction method. Medication errors are associated with significant additional costs, even without patient harm. Considering the substantial costs associated with adverse drug events, the elimination of medication errors should be further emphasized and promoted, and guidelines should be developed to facilitate this goal.

Scaffolding—How can contingency lead to successful learning when dealing with errors?

Errors indicate learners’ misunderstanding and can provide learning opportunities. Providing learning support which is contingent on learners’ needs when errors occur is considered effective for developing learners’ understanding. The current investigation examines how tutors and tutees interact productively with errors when working on a mathematical word problem. Many learners have difficulties with solving word problems. Teachers are challenged to support the learners in solving word problems, especially when errors occur, in a way that enables them to solve future word problems independently. In this investigation, we analyze 26 teacher-student interactions regarding the occurrence of errors and contingent learning support. We pursue three research questions: first, which types of errors occur when students work on an algebraic word problem? Second, which types of contingency can be found during and after the tutors and tutees deal with the errors? Third, is there a significant relationship between the types of errors, contingency, and students’ performance in the transfer task? Our results show that, first, misinterpretation of text is the most frequent type of error. Second, tutors in successful tutoring situations mainly instructed their tutees both during and after they help the tutees with their errors. Third, students’ performance in the transfer task is significantly related to the contingency used during errors. In successful tutoring situations, when tutors support the tutees contingently, they do so mainly by instruction, whereas in unsuccessful tutoring situations, contingent support varies. Thus, contingency does not seem to be sufficient to promote learners’ understanding. Further analyses are needed to clarify the role of instructional guidance when errors occur.

The nature of articulation errors in Egyptian Arabic-speaking children with velopharyngeal insufficiency due to cleft palate

Even with early surgical repair, the majority of cleft palate children demonstrate articulation errors and have typical cleft palate speech. ObjectiveWas to determine the nature of articulation errors of Arabic consonants in Egyptian Arabic-speaking children with velopharyngeal insufficiency (VPI). Subjects and methodsThirty Egyptian Arabic-speaking children with VPI due to cleft palate (whether primary repaired or secondary repaired) were studied. Auditory perceptual assessment (APA) of children speech was conducted. Nasopharyngoscopy was done to assess the velopharyngeal port (VPP) movements while the child was repeating speech tasks. Mansoura Arabic Articulation test (MAAT) was performed to analyze the consonants articulation of these children. Results and conclusionThe most frequent type of articulatory errors observed was substitution, more specifically, backing. Pharyngealization of anterior fricatives was the most frequent substitution, especially for the /s/ sound. The most frequent substituting sounds for other sounds were /ʔ/ followed by /k/ and /n/ sounds. Significant correlations were found between the degrees of the open nasality and VPP closure and the articulation errors. On the other hand, the sounds (/ʔ/,/ħ/,/ʕ/,/n/,/w/,/j/) were normally articulated in all studied group. The determination of articulation errors in VPI children could guide the therapists for designing appropriate speech therapy programs for these cases.

Cancer patients’ experiences of error and consequences during diagnosis and treatment

The study objective was to investigate patient experienced error during diagnosis and treatment of cancer. included a nationwide patient survey on quality and safety in Danish cancer care. Responses regarding patient experienced error were separately analyzed, quan using systematic text analysis. Study participants included registered between May 1st and August 31st 2010 care received by general practitioners, specialist 10 – 25% of patients experienced error during diagnosis or treat consequences. Unexpected surgical errors/complications (27%), delay due to doctors’ assessment errors (24%) and unavailable test results (21%) were the most frequent types of errors identified using closed questions. 819 qua responses supplemented this information and revealed errors related to cancer detection, planning & coordination, patient-provider communication, administrative processes and treatment & medication. Physical, psychological, social as well as organizational consequences of the errors were uncovered. related to informed consent, diagnostic reasoning as well as handling of test results, referrals and the medical chart should be further improved. In addition, safety aspects of the patient patients as an extra safety barrier merit further study.

Analysis of Errors in English Writings Committed by Arab First-year College Students of EFL in Israel

This study is conducted as an attempt to examine the errors in English writings committed by Arab learners who live in Israel. These students were required to write an essay in English. The participants were 22 students, four males and 18 females. For error identifications and categorizations, the researchers developed, based on the Israeli matriculation (Bagrut), and on the literature (Ellis, 2004; Fries, 1974 and Robertson, 2000), a table of categories and subcategories. The findings of the current study reveal that the participants committed four types of errors in varying degrees, they are: Errors in content and organization, vocabulary, language use and mechanism. The most frequent error type is 'language use'. This type of errors consists of word order, negation, copula and auxiliary omission, subject-verb agreement and prepositions. The causes of these errors are attributed to interlingual factors, i.e. negative transfer of interference and overgeneralization, especially in cases of differences between English and Arabic (negative interference. In cases of similarities between L1 and L2 (positive transfer), errors are less frequent. Neither gender, nor age played an important role in this study. Finally the researcher recommended conducting another study to investigate the types of errors in speaking skill committed by Arab learners of English in Israel.