Omission Of Step Research Articles

Advances in automated support for requirements engineering: a systematic literature review

Requirements Engineering (RE) has undergone several transitions over the years, from traditional methods to agile approaches emphasising increased automation. In many software development projects, requirements are expressed in natural language and embedded within large volumes of text documents. At the same time, RE activities aim to define software systems' functionalities and constraints. However, manually executing these tasks is time-consuming and prone to errors. Numerous research efforts have proposed tools and technologies for automating RE activities to address this challenge, which are documented in published works. This review aims to examine empirical evidence on automated RE and analyse its impact on the RE sub-domain and software development. To achieve our goal, we conducted a Systematic Literature Review (SLR) following established guidelines for conducting SLRs. We aimed to identify, aggregate, and analyse papers on automated RE published between 1996 and 2022. We outlined the output of the support tool, the RE phase covered, levels of automation, development approach, and evaluation approaches. We identified 85 papers that discussed automated RE from various perspectives and methodologies. The results of this review demonstrate the significance of automated RE for the software development community, which has the potential to shorten development cycles and reduce associated costs. The support tools primarily assist in generating UML models (44.7%) and other activities such as omission of steps, consistency checking, and requirement validation. The analysis phase of RE is the most widely automated phase, with 49.53% of automated tools developed for this purpose. Natural language processing technologies, particularly POS tagging and Parser, are widely employed in developing these support tools. Controlled experimental methods are the most frequently used (48.2%) for evaluating automated RE tools, while user studies are the least employed evaluation method (8.2%). This paper contributes to the existing body of knowledge by providing an updated overview of the research literature, enabling a better understanding of trends and state-of-the-art practices in automated RE for researchers and practitioners. It also paves the way for future research directions in automated requirements engineering.

DESIGNING READING-WRITING TEACHING STRATEGY FOR THE ACADEMIC WRITING COURSE

The concept of integrating reading and writing in the language instruction has been portrayed through an increasing number of research studies. Nevertheless, many areas remain to be explored. Even though previous research studies often portrayed the beneficial impacts of integrating reading and writing, yet they do not suggest how such impacts affect the students in a specific course. Hence, the present research study aims to propose a design of reading-writing teaching strategy that needs to be addressed within a specific course especially the academic writing course. This research study employed the adapted model of ADDIE (Dick et al., 2015) to develop the proposed teaching strategy. The process of need analysis was carried out through analysing the introduction section of research articles written by the undergraduate students using Swales and Feak’s CARS model (2004) and examining the syllabus of reading and writing courses. Meanwhile, as the primary frameworks for the teaching strategy development, the rhetorical reading strategies and academic writing were adopted. The results of need analysis show that, mostly, undergraduate students’ research articles lack 1 step in Move 1, 2 steps in Move 2, and 3 steps in Move 3 particularly in the introduction section. The omission of steps in the CARS model by these student-authors seems to happen due to two major factors, namely the scarcity of (1) control over the writing process and (2) linguistic resources. Hence, suggesting the reading-writing teaching strategy for academic writing courses is considered essential.

The Sequence of Steps: A Key Concept Missing in Surgical Training-A Systematic Review and Recommendations to Include It.

Surgical procedures have an inherent feature, which is the sequence of steps. Moreover, studies have shown variability in surgeons' performances, which is valuable to expose residents to different ways to perform a procedure. However, it is unclear how to include the sequence of steps in training programs. We conducted a systematic review, including studies reporting explicit teaching of a standard sequence of steps, where assessment considered adherence to a standard sequence, and where faculty or students at any level participated. We searched for articles on PubMed, EMBASE, CINAHL, Web of Science, and Google Scholar databases. We selected nine articles that met the inclusion criteria. The main strategy to teach the sequence was to use videos to demonstrate the procedure. The simulation was the main strategy to assess the learning of the sequence of steps. Non-standardized scoring protocols and written tests with variable validity evidence were the instruments used to assess the learning, and were focused on adherence to a standard sequence and the omission of steps. Teaching and learning assessment of a standard sequence of steps is scarcely reported in procedural skills training literature. More research is needed to evaluate whether the new strategies to teach and assess the order of steps work. We recommend the use of Surgical Process Models and Surgical Data Science to incorporate the sequence of steps when teaching and assessing procedural skills.

Rhetorical styles of Introduction in English language teaching (ELT) research articles

Research articles have been considered as the primary media of knowledge production. Nevertheless, for some undergraduate students, writing a research article can be a challenging task since they need to be aware of its rhetorical styles. Even though previous studies have been conducted to reveal the rhetorical styles of scientific papers, yet tend to focus more on research articles obtained from well-established journals. Hence, this study aims to reveal the rhetorical styles and draw the rhetoric pattern from the introduction section of 73 research articles written by the undergraduate students of English Language Education (ELE) at a state university in Yogyakarta. This is a qualitative investigation whose data were collected by random sampling technique and went through Safnil’s (2013) four analysis stages. As the primary framework for analysis, the modified CARS (Create a Research Space) model (Swales Feak, 2004) was adopted. The results show that Step 2: Making topic generalization in Move 1 and Step 1B: Indicating a gap in Move 2 are the obligatory steps in writing the introduction section. Nevertheless, the results reveal that mostly undergraduate research papers lack 1 step in Move 1, 2 steps in Move 2, and 3 steps in Move 3. The omission of steps in the CARS model by these student-authors seems to happen due to two major factors, namely the scarcity of control over the writing process and linguistic resources, hence suggesting pedagogical implications for academic writing courses.

Overcoming the deceptively low viability of CD45+ cells in thawed cord blood unit segments.

There is no standard methodology for post-thaw sample preparation for viability analysis of umbilical cord blood units (CBU). A common challenge faced by CB bank is for their product to meet the post-thaw cell viability threshold for CD45+ cells set at 40% by NetCord-FACT. The objective of this work was to improve the post-thaw staining method to maximize CD45+ cell viability so that clinically valuable samples meet the NetCord-FACT threshold criteria for CD45+ and CD34+ cell viabilities. Samples of CBU buffy coats and CBU segments were thawed and taken for staining. Various parameters were evaluated on CD45+ and CD34+ cell viability as measured by 7-actinomycin D (7-AAD) staining. The results revealed that initiating the staining at 20min post-thaw instead of 30, shortening the red cell lysis treatment, or performing lysis on ice and removing this step all together, all improved the viability of CD45+ cells. Using CBU segments, it was shown that the most effective approach in increasing the viability of CD45+ cells was the complete omission of red cell lysis step. However, removal of the lysis step can create technical artefacts during flow cytometry acquisition that results in an underestimation of the viability of CD34+ cells. This can be avoided and CD34+ cell viability restored with additional thresholding on CD45 signal. CB CD45+ cells are sensitive to red cell lysis treatment post-thaw; omission of this step provides the best viability and ultimately better reflects the quality of cells used for transplantation.

The frequency and impact of task interruptions in the ICU

Up to 98,000 patients die annually in U.S. hospitals due to human error. Despite epidemiological studies demonstrating the severity of this problem it is still unclear what the contributing factors to human error are. However, in aviation one contributor to accidents is task interruptions. The present study examined the frequency and impact of task interruptions in the Intensive Care Unit. Observational data were collected in the ICU by shadowing nurses. During the 34 hours of observation, 1138 nurse activities were observed, of which 29.4% were interrupted. Consequences of an interruption for the primary task can be abandoning its completion or omissions of some of the tasks steps. The conditional probability that an interrupted task was abandoned was p(abandoned | interrupted) = .12, where the omission of steps of the primary task had a conditional probability of p(omission | interrupted) = .015. A total of six cases that created patient hazards were observed where in five of these cases an interruption preceded directly. The results of the present study indicate that interruptions in the ICU are frequent and are likely to have a negative impact on patient safety.