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errors</title> <meta name="description" content="Search results for: pointing errors"> <meta name="keywords" content="pointing errors"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler 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id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="pointing errors"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 1092</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: pointing errors</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1092</span> Performance Assessment of GSO Satellites before and after Enhancing the Pointing Effect</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amr%20Emam">Amr Emam</a>, <a href="https://publications.waset.org/abstracts/search?q=Joseph%20Victor"> Joseph Victor</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20Abd%20Elghany"> Mohamed Abd Elghany</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper presents the effect of the orbit inclination on the pointing error of the satellite antenna and consequently on its footprint on earth for a typical Ku- band payload system. The performance assessment is examined both theoretically and by means of practical measurements, taking also into account all additional sources of pointing errors, such as East-West station keeping, orbit eccentricity and actual attitude control performance. An implementation and computation of the sinusoidal biases in satellite roll and pitch used to compensate the pointing error of the satellite antenna coverage is studied and evaluated before and after the pointing corrections performed. A method for evaluation of the performance of the implemented biases has been introduced through measuring satellite received level from a tracking 11m and fixed 4.8m transmitting antenna before and after the implementation of the pointing corrections. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=satellite" title="satellite">satellite</a>, <a href="https://publications.waset.org/abstracts/search?q=inclined%20orbit" title=" inclined orbit"> inclined orbit</a>, <a href="https://publications.waset.org/abstracts/search?q=pointing%20errors" title=" pointing errors"> pointing errors</a>, <a href="https://publications.waset.org/abstracts/search?q=coverage%20optimization" title=" coverage optimization"> coverage optimization</a> </p> <a href="https://publications.waset.org/abstracts/39830/performance-assessment-of-gso-satellites-before-and-after-enhancing-the-pointing-effect" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39830.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">403</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1091</span> English 2A Students’ Oral Presentation Errors: Basis for English Policy Revision</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marylene%20N.%20Tizon">Marylene N. Tizon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> English instructors pay attention on errors committed by students as errors show whether they know or master their oral skills and what difficulties they may have in the process of learning the English language. This descriptive quantitative study aimed at identifying and categorizing the oral presentation errors of the purposively chosen 118 English 2A students enrolled during the first semester of school year 2013 – 2014. The analysis of the data for this study was undertaken using the errors committed by the students in their presentation. Marking and classifying of errors were made by first classifying them into linguistic grammatical errors then all errors were categorized further into Surface Structure Errors Taxonomy with the use of Frequency and Percentage distribution. From the analysis of the data, the researcher found out: Errors in tenses of the verbs (71 or 16%) and in addition 167 or 37% were most frequently uttered by the students. And Question and negation mistakes (12 or 3%) and misordering errors (28 or 7%) were least frequently enunciated by the students. Thus, the respondents in this study most frequently enunciated errors in tenses and in addition while they uttered least frequently the errors in question, negation, and misordering. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=grammatical%20error" title="grammatical error">grammatical error</a>, <a href="https://publications.waset.org/abstracts/search?q=oral%20presentation%20error" title=" oral presentation error"> oral presentation error</a>, <a href="https://publications.waset.org/abstracts/search?q=surface%20structure%20errors%20taxonomy" title=" surface structure errors taxonomy"> surface structure errors taxonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=descriptive%20quantitative%20design" title=" descriptive quantitative design"> descriptive quantitative design</a>, <a href="https://publications.waset.org/abstracts/search?q=Philippines" title=" Philippines"> Philippines</a>, <a href="https://publications.waset.org/abstracts/search?q=Asia" title=" Asia"> Asia</a> </p> <a href="https://publications.waset.org/abstracts/32377/english-2a-students-oral-presentation-errors-basis-for-english-policy-revision" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32377.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">392</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1090</span> Knowledge Required for Avoiding Lexical Errors at Machine Translation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yukiko%20Sasaki%20Alam">Yukiko Sasaki Alam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aims at finding out the causes that led to wrong lexical selections in machine translation (MT) rather than categorizing lexical errors, which has been a main practice in error analysis. By manually examining and analyzing lexical errors outputted by a MT system, it suggests what knowledge would help the system reduce lexical errors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=machine%20translation" title="machine translation">machine translation</a>, <a href="https://publications.waset.org/abstracts/search?q=error%20analysis" title=" error analysis"> error analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=lexical%20errors" title=" lexical errors"> lexical errors</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation" title=" evaluation"> evaluation</a> </p> <a href="https://publications.waset.org/abstracts/63451/knowledge-required-for-avoiding-lexical-errors-at-machine-translation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63451.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">337</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1089</span> Error Analysis in English Essays Writing of Thai Students with Different English Language Experiences</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sirirat%20Choophan%20Atthaphonphiphat">Sirirat Choophan Atthaphonphiphat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of the study is to analyze errors in English essay writing of Thai (Suratthani Rajabhat University)’s students with different English language experiences. 16 subjects were divided into 2 groups depending on their English language experience. The data were collected from English essay writing about 'My daily life'. The finding shows that 275 tokens of errors were found from 240 English sentences. The errors were categorized into 4 types based on frequency counts: grammatical errors, mechanical errors, lexical errors, and structural errors, respectively. The findings support all of the researcher’s hypothesizes, i.e. 1) the students with low English language experience made more errors than those with high English language experience; 2) all errors in English essay writing of Suratthani Rajabhat University’s students, the interlingual errors are more than the intralingual ones; 3) systemic and structural differences between English (target language) and Thai (mother-tongue language) lead to the errors in English essays writing of Suratthani Rajabhat University’s students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=applied%20linguistics" title="applied linguistics">applied linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=error%20analysis" title=" error analysis"> error analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=interference" title=" interference"> interference</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20transfer" title=" language transfer"> language transfer</a> </p> <a href="https://publications.waset.org/abstracts/33087/error-analysis-in-english-essays-writing-of-thai-students-with-different-english-language-experiences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33087.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">622</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1088</span> The Study of Formal and Semantic Errors of Lexis by Persian EFL Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20J.%20Rezai">Mohammad J. Rezai</a>, <a href="https://publications.waset.org/abstracts/search?q=Fereshteh%20Davarpanah"> Fereshteh Davarpanah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Producing a text in a language which is not one’s mother tongue can be a demanding task for language learners. Examining lexical errors committed by EFL learners is a challenging area of investigation which can shed light on the process of second language acquisition. Despite the considerable number of investigations into grammatical errors, few studies have tackled formal and semantic errors of lexis committed by EFL learners. The current study aimed at examining Persian learners’ formal and semantic errors of lexis in English. To this end, 60 students at three different proficiency levels were asked to write on 10 different topics in 10 separate sessions. Finally, 600 essays written by Persian EFL learners were collected, acting as the corpus of the study. An error taxonomy comprising formal and semantic errors was selected to analyze the corpus. The formal category covered misselection and misformation errors, while the semantic errors were classified into lexical, collocational and lexicogrammatical categories. Each category was further classified into subcategories depending on the identified errors. The results showed that there were 2583 errors in the corpus of 9600 words, among which, 2030 formal errors and 553 semantic errors were identified. The most frequent errors in the corpus included formal error commitment (78.6%), which were more prevalent at the advanced level (42.4%). The semantic errors (21.4%) were more frequent at the low intermediate level (40.5%). Among formal errors of lexis, the highest number of errors was devoted to misformation errors (98%), while misselection errors constituted 2% of the errors. Additionally, no significant differences were observed among the three semantic error subcategories, namely collocational, lexical choice and lexicogrammatical. The results of the study can shed light on the challenges faced by EFL learners in the second language acquisition process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collocational%20errors" title="collocational errors">collocational errors</a>, <a href="https://publications.waset.org/abstracts/search?q=lexical%20errors" title=" lexical errors"> lexical errors</a>, <a href="https://publications.waset.org/abstracts/search?q=Persian%20EFL%20learners" title=" Persian EFL learners"> Persian EFL learners</a>, <a href="https://publications.waset.org/abstracts/search?q=semantic%20errors" title=" semantic errors"> semantic errors</a> </p> <a href="https://publications.waset.org/abstracts/103271/the-study-of-formal-and-semantic-errors-of-lexis-by-persian-efl-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/103271.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">142</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1087</span> Modeling of the Attitude Control Reaction Wheels of a Spacecraft in Software in the Loop Test Bed</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amr%20AbdelAzim%20Ali">Amr AbdelAzim Ali</a>, <a href="https://publications.waset.org/abstracts/search?q=G.%20A.%20Elsheikh"> G. A. Elsheikh</a>, <a href="https://publications.waset.org/abstracts/search?q=Moutaz%20M.%20Hegazy"> Moutaz M. Hegazy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Reaction wheels (RWs) are generally used as main actuator in the attitude control system (ACS) of spacecraft (SC) for fast orientation and high pointing accuracy. In order to achieve the required accuracy for the RWs model, the main characteristics of the RWs that necessitate analysis during the ACS design phase include: technical features, sequence of operating and RW control logic are included in function (behavior) model. A mathematical model is developed including the various errors source. The errors in control torque including relative, absolute, and error due to time delay. While the errors in angular velocity due to differences between average and real speed, resolution error, loose in installation of angular sensor, and synchronization errors. The friction torque is presented in the model include the different feature of friction phenomena: steady velocity friction, static friction and break-away torque, and frictional lag. The model response is compared with the experimental torque and frequency-response characteristics of tested RWs. Based on the created RW model, some criteria of optimization based control torque allocation problem can be recommended like: avoiding the zero speed crossing, bias angular velocity, or preventing wheel from running on the same angular velocity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=friction%20torque" title="friction torque">friction torque</a>, <a href="https://publications.waset.org/abstracts/search?q=reaction%20wheels%20modeling" title=" reaction wheels modeling"> reaction wheels modeling</a>, <a href="https://publications.waset.org/abstracts/search?q=software%20in%20the%20loop" title=" software in the loop"> software in the loop</a>, <a href="https://publications.waset.org/abstracts/search?q=spacecraft%20attitude%20control" title=" spacecraft attitude control"> spacecraft attitude control</a> </p> <a href="https://publications.waset.org/abstracts/86635/modeling-of-the-attitude-control-reaction-wheels-of-a-spacecraft-in-software-in-the-loop-test-bed" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86635.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">266</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1086</span> Evaluation of Medication Errors in Outpatient Pharmacies: Electronic Prescription System vs. Paper System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mera%20Ababneh">Mera Ababneh</a>, <a href="https://publications.waset.org/abstracts/search?q=Sayer%20Al-Azzam"> Sayer Al-Azzam</a>, <a href="https://publications.waset.org/abstracts/search?q=Karem%20%20Alzoubi"> Karem Alzoubi</a>, <a href="https://publications.waset.org/abstracts/search?q=Abeer%20Rababa%27h"> Abeer Rababa'h</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Medication errors are among the most common medical errors. Their occurrences result in patient’s mortality, morbidity, and additional healthcare costs. Continuous monitoring and detection is required. Objectives: The aim of this study was to compare medication errors in outpatient’s prescriptions in two different hospitals (paper system vs. electronic system). Methods: This was a cross sectional observational study conducted in two major hospitals; King Abdullah University Hospital (KAUH) and Princess Bassma Teaching Hospital (PBTH) over three months period. Data collection was conducted by two trained pharmacists at each site. During the study period, medication prescriptions and dispensing procedures were screened for medication errors in both participating centers by two trained pharmacist. Results: In the electronic prescription hospital, 2500 prescriptions were screened in which 631 medication errors were detected. Prescription errors were 231 (36.6%), and dispensing errors were 400 (63.4%) of all errors. On the other side, analysis of 2500 prescriptions in paper-based hospital revealed 3714 medication errors, of which 288 (7.8%) were prescription errors, and 3426 (92.2%) were dispensing errors. A significant number of 2496 (67.2%) were inadequately and/or inappropriately labeled. Conclusion: This study provides insight for healthcare policy makers, professionals, and administrators to invest in advanced technology systems, education, and epidemiological surveillance programs to minimize medication errors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=medication%20errors" title="medication errors">medication errors</a>, <a href="https://publications.waset.org/abstracts/search?q=prescription%20errors" title=" prescription errors"> prescription errors</a>, <a href="https://publications.waset.org/abstracts/search?q=dispensing%20errors" title=" dispensing errors"> dispensing errors</a>, <a href="https://publications.waset.org/abstracts/search?q=electronic%20prescription" title=" electronic prescription"> electronic prescription</a>, <a href="https://publications.waset.org/abstracts/search?q=handwritten%20prescription" title=" handwritten prescription"> handwritten prescription</a> </p> <a href="https://publications.waset.org/abstracts/64923/evaluation-of-medication-errors-in-outpatient-pharmacies-electronic-prescription-system-vs-paper-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64923.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">280</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1085</span> Spelling Errors of EFL Students: An Insight into Curriculum Development </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sheikha%20Ali%20Salim%20Al-Breiki">Sheikha Ali Salim Al-Breiki</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to explore the types of the spelling errors students of grade ten make and to find out whether there were any significant differences between males and females with respect to the types of the spelling errors made. The sample of the study included 90 grade ten students from four different schools in North Batinah. The researcher manipulated the use of a test that consisted of two questions: an oral dictation test of 70 words with a contextualizing sentence and a free writing task. The misspellings were classified into nine different types. The findings revealed that the most common spelling errors among Omani grade ten students were vowel substitution, then came vowel omission in the second place and consonant substitution in the third place. Male students omitted more vowels than female students while females made more true word errors than their male counterparts. In light of the findings, the study presents some recommendations and suggestions for further studies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=types%20of%20spelling%20errors" title="types of spelling errors">types of spelling errors</a>, <a href="https://publications.waset.org/abstracts/search?q=errors" title=" errors"> errors</a>, <a href="https://publications.waset.org/abstracts/search?q=ESL%2FEFL" title=" ESL/EFL"> ESL/EFL</a>, <a href="https://publications.waset.org/abstracts/search?q=error%20analysis" title=" error analysis"> error analysis</a> </p> <a href="https://publications.waset.org/abstracts/39215/spelling-errors-of-efl-students-an-insight-into-curriculum-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39215.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">372</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1084</span> Error Analysis: Examining Written Errors of English as a Second Language (ESL) Spanish Speaking Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20Torres">Maria Torres</a> </p> <p class="card-text"><strong>Abstract:</strong></p> After the acknowledgment of contrastive analysis, Pit Coder’s establishment of error analysis revolutionized the way instructors analyze and examine students’ writing errors. One question that relates to error analysis with speakers of a first language, in this case, Spanish, who are learning a second language (English), is the type of errors that these learners make along with the causes of these errors. Many studies have looked at the way the native tongue influences second language acquisition, but this method does not take into account other possible sources of students’ errors. This paper examines writing samples from an advanced ESL class whose first language is Spanish at non-profit organization, Learning Quest Stanislaus Literacy Center. Through error analysis, errors in the students’ writing were identified, described, and classified. The purpose of this paper was to discover the type and origin of their errors which generated appropriate treatments. The results in this paper show that the most frequent errors in the advanced ESL students’ writing pertain to interlanguage and a small percentage from an intralanguage source. Lastly, the least type of errors were ones that originate from negative transfer. The results further solidify the idea that there are other errors and sources of errors to account for rather than solely focusing on the difference between the students’ mother and target language. This presentation will bring to light some strategies and techniques that address the issues found in this research. Taking into account the amount of error pertaining to interlanguage, an ESL teacher should provide metalinguistic awareness of the students’ errors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=error%20analysis" title="error analysis">error analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=ESL" title=" ESL"> ESL</a>, <a href="https://publications.waset.org/abstracts/search?q=interlanguage" title=" interlanguage"> interlanguage</a>, <a href="https://publications.waset.org/abstracts/search?q=intralangauge" title=" intralangauge"> intralangauge</a> </p> <a href="https://publications.waset.org/abstracts/85776/error-analysis-examining-written-errors-of-english-as-a-second-language-esl-spanish-speaking-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85776.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">298</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1083</span> The Mirage of Progress? a Longitudinal Study of Japanese Students’ L2 Oral Grammar</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Robert%20Long">Robert Long</a>, <a href="https://publications.waset.org/abstracts/search?q=Hiroaki%20Watanabe"> Hiroaki Watanabe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This longitudinal study examines the grammatical errors of Japanese university students’ dialogues with a native speaker over an academic year. The L2 interactions of 15 Japanese speakers were taken from the JUSFC2018 corpus (April/May 2018) and the JUSFC2019 corpus (January/February). The corpora were based on a self-introduction monologue and a three-question dialogue; however, this study examines the grammatical accuracy found in the dialogues. Research questions focused on a possible significant difference in grammatical accuracy from the first interview session in 2018 and the second one the following year, specifically regarding errors in clauses per 100 words, global errors and local errors, and with specific errors related to parts of speech. The investigation also focused on which forms showed the least improvement or had worsened? Descriptive statistics showed that error-free clauses/errors per 100 words decreased slightly while clauses with errors/100 words increased by one clause. Global errors showed a significant decline, while local errors increased from 97 to 158 errors. For errors related to parts of speech, a t-test confirmed there was a significant difference between the two speech corpora with more error frequency occurring in the 2019 corpus. This data highlights the difficulty in having students self-edit themselves. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=clause%20analysis" title="clause analysis">clause analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=global%20vs.%20local%20errors" title=" global vs. local errors"> global vs. local errors</a>, <a href="https://publications.waset.org/abstracts/search?q=grammatical%20accuracy" title=" grammatical accuracy"> grammatical accuracy</a>, <a href="https://publications.waset.org/abstracts/search?q=L2%20output" title=" L2 output"> L2 output</a>, <a href="https://publications.waset.org/abstracts/search?q=longitudinal%20study" title=" longitudinal study"> longitudinal study</a> </p> <a href="https://publications.waset.org/abstracts/122448/the-mirage-of-progress-a-longitudinal-study-of-japanese-students-l2-oral-grammar" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/122448.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">132</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1082</span> Language Switching Errors of Bilinguals: Role of Top down and Bottom up Process</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Numra%20Qayyum">Numra Qayyum</a>, <a href="https://publications.waset.org/abstracts/search?q=Samina%20Sarwat"> Samina Sarwat</a>, <a href="https://publications.waset.org/abstracts/search?q=Noor%20ul%20Ain"> Noor ul Ain</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Bilingual speakers generally can speak both languages with the same competency without mixing them intentionally and making mistakes, but sometimes errors occur in language selection. This quantitative study particularly deals with the language errors made by Urdu-English bilinguals. In this research, researchers have given special attention to the part played by bottom-up priming and top-down cognitive control in these errors. Unstable Urdu-English bilingual participants termed pictures and were prompted to shift from one language to another under the pressure of time. Different situations were given to manipulate the participants. The long and short runs trials of the same language were also given before switching to another language. The study is concluded with the findings that bilinguals made more errors when switching to the first language from their second language, and these errors are large in number, especially when a speaker is switching from L2 (second language) to L1 (first language) after a long run. When the switching is reversed, i.e., from L2 to LI, it had no effect at all. These results gave the clear responsibility of all these errors to top-down cognitive control. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bottom%20up%20priming" title="bottom up priming">bottom up priming</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20error" title=" language error"> language error</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20switching" title=" language switching"> language switching</a>, <a href="https://publications.waset.org/abstracts/search?q=top%20down%20cognitive%20control" title=" top down cognitive control"> top down cognitive control</a> </p> <a href="https://publications.waset.org/abstracts/117687/language-switching-errors-of-bilinguals-role-of-top-down-and-bottom-up-process" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/117687.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">137</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1081</span> Low Cost Inertial Sensors Modeling Using Allan Variance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20A.%20Hussen">A. A. Hussen</a>, <a href="https://publications.waset.org/abstracts/search?q=I.%20N.%20Jleta"> I. N. Jleta </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Micro-electromechanical system (MEMS) accelerometers and gyroscopes are suitable for the inertial navigation system (INS) of many applications due to the low price, small dimensions and light weight. The main disadvantage in a comparison with classic sensors is a worse long term stability. The estimation accuracy is mostly affected by the time-dependent growth of inertial sensor errors, especially the stochastic errors. In order to eliminate negative effect of these random errors, they must be accurately modeled. Where the key is the successful implementation that depends on how well the noise statistics of the inertial sensors is selected. In this paper, the Allan variance technique will be used in modeling the stochastic errors of the inertial sensors. By performing a simple operation on the entire length of data, a characteristic curve is obtained whose inspection provides a systematic characterization of various random errors contained in the inertial-sensor output data. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Allan%20variance" title="Allan variance">Allan variance</a>, <a href="https://publications.waset.org/abstracts/search?q=accelerometer" title=" accelerometer"> accelerometer</a>, <a href="https://publications.waset.org/abstracts/search?q=gyroscope" title=" gyroscope"> gyroscope</a>, <a href="https://publications.waset.org/abstracts/search?q=stochastic%20errors" title=" stochastic errors"> stochastic errors</a> </p> <a href="https://publications.waset.org/abstracts/28956/low-cost-inertial-sensors-modeling-using-allan-variance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28956.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">442</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1080</span> Frequency of Refractive Errors in Squinting Eyes of Children from 4 to 16 Years Presenting at Tertiary Care Hospital</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maryum%20Nawaz">Maryum Nawaz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: To determine the frequency of refractive errors in squinting eyes of children from 4 to 16 years presenting at tertiary care hospital. Study Design: A descriptive cross-sectional study was done. Place and Duration: The study was conducted in Pediatric Ophthalmology, Hayatabad Medical Complex, Peshawar. Materials and Methods: The sample size was 146 keeping 41.45%5 proportion of refractive errors in children with squinting eyes, 95% confidence interval and 8% margin of error under WHO sample size calculations. Non-probability consecutive sampling was done. Result: Mean age was 8.57±2.66 years. Male were 89 (61.0%) and female were 57 (39.0%). Refractive error was present in 56 (38.4%) and was not present in 90 (61.6%) of patients. There was no association of gender, age, parent refractive errors, or early usage of electric equipment with the refractive errors. Conclusion: There is a high prevalence of refractive errors in a patient with strabismus. There is no association of age, gender, parent refractive errors, or early usage of electric equipment in the occurrence of refractive errors. Further studies are recommended for confirmation of these. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=strabismus" title="strabismus">strabismus</a>, <a href="https://publications.waset.org/abstracts/search?q=refractive%20error" title=" refractive error"> refractive error</a>, <a href="https://publications.waset.org/abstracts/search?q=myopia" title=" myopia"> myopia</a>, <a href="https://publications.waset.org/abstracts/search?q=hypermetropia" title=" hypermetropia"> hypermetropia</a>, <a href="https://publications.waset.org/abstracts/search?q=astigmatism" title=" astigmatism"> astigmatism</a> </p> <a href="https://publications.waset.org/abstracts/143891/frequency-of-refractive-errors-in-squinting-eyes-of-children-from-4-to-16-years-presenting-at-tertiary-care-hospital" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143891.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">145</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1079</span> Identifying, Reporting and Preventing Medical Errors Among Nurses Working in Critical Care Units At Kenyatta National Hospital, Kenya: Closing the Gap Between Attitude and Practice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jared%20Abuga">Jared Abuga</a>, <a href="https://publications.waset.org/abstracts/search?q=Wesley%20Too"> Wesley Too</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Medical error is the third leading cause of death in US, with approximately 98,000 deaths occurring every year as a result of medical errors. The world financial burden of medication errors is roughly USD 42 billion. Medication errors may lead to at least one death daily and injure roughly 1.3 million people every year. Medical error reporting is essential in creating a culture of accountability in our healthcare system. Studies have shown that attitudes and practice of healthcare workers in reporting medical errors showed that the major factors in under-reporting of errors included work stress and fear of medico-legal consequences due to the disclosure of error. Further, the majority believed that increase in reporting medical errors would contribute to a better system. Most hospitals depend on nurses to discover medication errors because they are considered to be the sources of these errors, as contributors or mere observers, consequently, the nurse’s perception of medication errors and what needs to be done is a vital feature to reducing incidences of medication errors. We sought to explore knowledge among nurses on medical errors and factors affecting or hindering reporting of medical errors among nurses working at the emergency unit, KNH. Critical care nurses are faced with many barriers to completing incident reports on medication errors. One of these barriers which contribute to underreporting is a lack of education and/or knowledge regarding medication errors and the reporting process. This study, therefore, sought to determine the availability and the use of reporting systems for medical errors in critical care unity. It also sought to establish nurses’ perception regarding medical errors and reporting and document factors facilitating timely identification and reporting of medical errors in critical care settings. Methods: The study used cross-section study design to collect data from 76 critical care nurses from Kenyatta Teaching & Research National Referral Hospital, Kenya. Data analysis and results is ongoing. By October 2022, we will have analysis, results, discussions, and recommendations of the study for purposes of the conference in 2023 <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=errors" title="errors">errors</a>, <a href="https://publications.waset.org/abstracts/search?q=medical" title=" medical"> medical</a>, <a href="https://publications.waset.org/abstracts/search?q=kenya" title=" kenya"> kenya</a>, <a href="https://publications.waset.org/abstracts/search?q=nurses" title=" nurses"> nurses</a>, <a href="https://publications.waset.org/abstracts/search?q=safety" title=" safety"> safety</a> </p> <a href="https://publications.waset.org/abstracts/153936/identifying-reporting-and-preventing-medical-errors-among-nurses-working-in-critical-care-units-at-kenyatta-national-hospital-kenya-closing-the-gap-between-attitude-and-practice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153936.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">247</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1078</span> Error Analysis of Students’ Freewriting: A Study of Adult English Learners’ Errors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Louella%20Nicole%20Gamao">Louella Nicole Gamao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Writing in English is accounted as a complex skill and process for foreign language learners who commit errors in writing are found as an inevitable part of language learners' writing. This study aims to explore and analyze the learners of English-as-a foreign Language (EFL) freewriting in a University in Taiwan by identifying the category of mistakes that often appear in their freewriting activity and analyzing the learners' awareness of each error. Hopefully, this present study will be able to gain further information about students' errors in their English writing that may contribute to further understanding of the benefits of freewriting activity that can be used for future purposes as a powerful tool in English writing courses for EFL classes. The present study adopted the framework of error analysis proposed by Dulay, Burt, and Krashen (1982), which consisted of a compilation of data, identification of errors, classification of error types, calculation of frequency of each error, and error interpretation. Survey questionnaires regarding students' awareness of errors were also analyzed and discussed. Using quantitative and qualitative approaches, this study provides a detailed description of the errors found in the students'freewriting output, explores the similarities and differences of the students' errors in both academic writing and freewriting, and lastly, analyzes the students' perception of their errors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=error" title="error">error</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL" title=" EFL"> EFL</a>, <a href="https://publications.waset.org/abstracts/search?q=freewriting" title=" freewriting"> freewriting</a>, <a href="https://publications.waset.org/abstracts/search?q=taiwan" title=" taiwan"> taiwan</a>, <a href="https://publications.waset.org/abstracts/search?q=english" title=" english"> english</a> </p> <a href="https://publications.waset.org/abstracts/156867/error-analysis-of-students-freewriting-a-study-of-adult-english-learners-errors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156867.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">108</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1077</span> Error Analysis in Academic Writing of EFL Learners: A Case Study for Undergraduate Students at Pathein University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aye%20Pa%20Pa%20Myo">Aye Pa Pa Myo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Writing in English is accounted as a complex process for English as a foreign language learners. Besides, committing errors in writing can be found as an inevitable part of language learners’ writing. Generally, academic writing is quite difficult for most of the students to manage for getting better scores. Students can commit common errors in their writings when they try to write academic writing. Error analysis deals with identifying and detecting the errors and also explains the reason for the occurrence of these errors. In this paper, the researcher has an attempt to examine the common errors of undergraduate students in their academic writings at Pathein University. The purpose of doing this research is to investigate the errors which students usually commit in academic writing and to find out the better ways for correcting these errors in EFL classrooms. In this research, fifty-third-year non-English specialization students attending Pathein University were selected as participants. This research took one month. It was conducted with a mixed methodology method. Two mini-tests were used as research tools. Data were collected with a quantitative research method. Findings from this research pointed that most of the students noticed their common errors after getting the necessary input, and they became more decreased committing these errors after taking mini-test; hence, all findings will be supportive for further researches related to error analysis in academic writing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20writing" title="academic writing">academic writing</a>, <a href="https://publications.waset.org/abstracts/search?q=error%20analysis" title=" error analysis"> error analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL%20learners" title=" EFL learners"> EFL learners</a>, <a href="https://publications.waset.org/abstracts/search?q=mini-tests" title=" mini-tests"> mini-tests</a>, <a href="https://publications.waset.org/abstracts/search?q=mixed%20methodology" title=" mixed methodology"> mixed methodology</a> </p> <a href="https://publications.waset.org/abstracts/135950/error-analysis-in-academic-writing-of-efl-learners-a-case-study-for-undergraduate-students-at-pathein-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135950.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">132</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1076</span> Variation of Refractive Errors among Right and Left Eyes in Jos, Plateau State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=F.%20B.%20Masok">F. B. Masok</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20S%20Songdeg"> S. S Songdeg</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20R.%20Dawam"> R. R. Dawam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Vision is an important process for learning and communication as man depends greatly on vision to sense his environment. Prevalence and variation of refractive errors conducted between December 2010 and May 2011 in Jos, revealed that 735 (77.50%) out 950 subjects examined for refractive error had various refractive errors. Myopia was observed in 373 (49.79%) of the subjects, the error in the right eyes was 263 (55.60%) while the error in the left was 210(44.39%). The mean myopic error was found to be -1.54± 3.32. Hyperopia was observed in 385 (40.53%) of the sampled population comprising 203(52.73%) of the right eyes and 182(47.27%). The mean hyperopic error was found to be +1.74± 3.13. Astigmatism accounted for 359 (38.84%) of the subjects, out of which 193(53.76%) were in the right eyes while 168(46.79%) were in the left eyes. Presbyopia was found in 404(42.53%) of the subjects, of this figure, 164(40.59%) were in the right eyes while 240(59.41%) were in left eyes. The number of right eyes and left eyes with refractive errors was observed in some age groups to increase with age and later had its peak within 60 – 69 age groups. This pattern of refractive errors could be attributed to exposure to various forms of light particularly the ultraviolet rays (e.g rays from television and computer screen). There was no remarkable differences between the mean Myopic error and mean Hyperopic error in the right eyes and in the left eyes which suggest the right eye and the left eye are similar. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=left%20eye" title="left eye">left eye</a>, <a href="https://publications.waset.org/abstracts/search?q=refractive%20errors" title=" refractive errors"> refractive errors</a>, <a href="https://publications.waset.org/abstracts/search?q=right%20eye" title=" right eye"> right eye</a>, <a href="https://publications.waset.org/abstracts/search?q=variation" title=" variation"> variation</a> </p> <a href="https://publications.waset.org/abstracts/30588/variation-of-refractive-errors-among-right-and-left-eyes-in-jos-plateau-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30588.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">433</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1075</span> Errors in Selected Writings of EFL Students: A Study of Department of English, Taraba State University, Jalingo, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Joy%20Aworookoroh">Joy Aworookoroh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Writing is one of the active skills in language learning. Students of English as a foreign language are expected to write efficiently and proficiently in the language; however, there are usually challenges to optimal performance and competence in writing. Errors, on the other hand, in a foreign language learning situation are more positive than negative as they provide the basis for solving the limitations of the students. This paper investigates the situation in the Department of English, Taraba State University Jalingo. Students are administered a descriptive writing test across different levels of study. The target students are multilingual with an L1 of either Kuteb, Hausa or Junkun languages. The essays are accessed to identify the different kinds of errors in them alongside the classification of the order. Errors of correctness, clarity, engagement, and delivery were identified. However, the study identified that the degree of errors reduces alongside the experience and exposure of the students to an EFL classroom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=errors" title="errors">errors</a>, <a href="https://publications.waset.org/abstracts/search?q=writings" title=" writings"> writings</a>, <a href="https://publications.waset.org/abstracts/search?q=descriptive%20essay" title=" descriptive essay"> descriptive essay</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingual" title=" multilingual"> multilingual</a> </p> <a href="https://publications.waset.org/abstracts/175356/errors-in-selected-writings-of-efl-students-a-study-of-department-of-english-taraba-state-university-jalingo-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175356.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">63</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1074</span> Malay ESL (English as a Second Language) Students' Difficulties in Using English Prepositions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chek%20Kim%20Loi">Chek Kim Loi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study attempts to undertake an error analysis of prepositions employed in the written work of Form 4 Malay ESL (English as a Second Language) students in Malaysia. The error analysis is undertaken using Richards’s (1974) framework of intralingual and interlingual errors and Bennett’s (1975) framework in identifying prepositional concepts found in the sample. The study first identifies common prepositional errors in the written texts of 150 student participants. It then measures the relative intensities of these errors and finds out the possible causes for the occurrences of these errors. In this study, one significant finding is that among the nine concepts of prepositions examined, the participant students tended to make errors in the use of prepositions of time and place. The present study has pedagogical implications in teaching English prepositions to Malay ESL students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=error" title="error">error</a>, <a href="https://publications.waset.org/abstracts/search?q=interlingual" title=" interlingual"> interlingual</a>, <a href="https://publications.waset.org/abstracts/search?q=intralingual" title=" intralingual"> intralingual</a>, <a href="https://publications.waset.org/abstracts/search?q=preposition" title=" preposition"> preposition</a> </p> <a href="https://publications.waset.org/abstracts/60565/malay-esl-english-as-a-second-language-students-difficulties-in-using-english-prepositions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60565.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">195</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1073</span> Hardware Error Analysis and Severity Characterization in Linux-Based Server Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nikolaos%20Georgoulopoulos">Nikolaos Georgoulopoulos</a>, <a href="https://publications.waset.org/abstracts/search?q=Alkis%20Hatzopoulos"> Alkis Hatzopoulos</a>, <a href="https://publications.waset.org/abstracts/search?q=Konstantinos%20Karamitsios"> Konstantinos Karamitsios</a>, <a href="https://publications.waset.org/abstracts/search?q=Konstantinos%20Kotrotsios"> Konstantinos Kotrotsios</a>, <a href="https://publications.waset.org/abstracts/search?q=Alexandros%20I.%20Metsai"> Alexandros I. Metsai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In modern server systems, business critical applications run in different types of infrastructure, such as cloud systems, physical machines and virtualization. Often, due to high load and over time, various hardware faults occur in servers that translate to errors, resulting to malfunction or even server breakdown. CPU, RAM and hard drive (HDD) are the hardware parts that concern server administrators the most regarding errors. In this work, selected RAM, HDD and CPU errors, that have been observed or can be simulated in kernel ring buffer log files from two groups of Linux servers, are investigated. Moreover, a severity characterization is given for each error type. Better understanding of such errors can lead to more efficient analysis of kernel logs that are usually exploited for fault diagnosis and prediction. In addition, this work summarizes ways of simulating hardware errors in RAM and HDD, in order to test the error detection and correction mechanisms of a Linux server. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hardware%20errors" title="hardware errors">hardware errors</a>, <a href="https://publications.waset.org/abstracts/search?q=Kernel%20logs" title=" Kernel logs"> Kernel logs</a>, <a href="https://publications.waset.org/abstracts/search?q=Linux%20servers" title=" Linux servers"> Linux servers</a>, <a href="https://publications.waset.org/abstracts/search?q=RAM" title=" RAM"> RAM</a>, <a href="https://publications.waset.org/abstracts/search?q=hard%20disk" title=" hard disk"> hard disk</a>, <a href="https://publications.waset.org/abstracts/search?q=CPU" title=" CPU"> CPU</a> </p> <a href="https://publications.waset.org/abstracts/140496/hardware-error-analysis-and-severity-characterization-in-linux-based-server-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/140496.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">154</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1072</span> Conspicuous and Significant Learner Errors in Algebra</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michael%20Lousis">Michael Lousis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The kind of the most important and conspicuous errors the students made during the three-years of testing of their progress in Algebra are presented in this article. The way these students’ errors changed over three-years of school Algebra learning also is shown. The sample is comprised of two hundred (200) English students and one hundred and fifty (150) Greek students, who were purposefully culled according to their participation in each occasion of testing in the development of the three-year Kassel Project in England and Greece, in both domains at once of Arithmetic and Algebra. Hence, for each of these English and Greek students, six test-scripts were available and corresponded to the three occasions of testing in both Arithmetic and Algebra respectively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=algebra" title="algebra">algebra</a>, <a href="https://publications.waset.org/abstracts/search?q=errors" title=" errors"> errors</a>, <a href="https://publications.waset.org/abstracts/search?q=Kassel%20Project" title=" Kassel Project"> Kassel Project</a>, <a href="https://publications.waset.org/abstracts/search?q=progress%20of%20learning" title=" progress of learning"> progress of learning</a> </p> <a href="https://publications.waset.org/abstracts/60297/conspicuous-and-significant-learner-errors-in-algebra" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60297.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">301</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1071</span> Study on Errors in Estimating the 3D Gaze Point for Different Pupil Sizes Using Eye Vergences</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Pomianek">M. Pomianek</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Piszczek"> M. Piszczek</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Maciejewski"> M. Maciejewski</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The binocular eye tracking technology is increasingly being used in industry, entertainment and marketing analysis. In the case of virtual reality, eye tracking systems are already the basis for user interaction with the environment. In such systems, the high accuracy of determining the user's eye fixation point is very important due to the specificity of the virtual reality head-mounted display (HMD). Often, however, there are unknown errors occurring in the used eye tracking technology, as well as those resulting from the positioning of the devices in relation to the user's eyes. However, can the virtual environment itself influence estimation errors? The paper presents mathematical analyses and empirical studies of the determination of the fixation point and errors resulting from the change in the size of the pupil in response to the intensity of the displayed scene. The article contains both static laboratory tests as well as on the real user. Based on the research results, optimization solutions were proposed that would reduce the errors of gaze estimation errors. Studies show that errors in estimating the fixation point of vision can be minimized both by improving the pupil positioning algorithm in the video image and by using more precise methods to calibrate the eye tracking system in three-dimensional space. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=eye%20tracking" title="eye tracking">eye tracking</a>, <a href="https://publications.waset.org/abstracts/search?q=fixation%20point" title=" fixation point"> fixation point</a>, <a href="https://publications.waset.org/abstracts/search?q=pupil%20size" title=" pupil size"> pupil size</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title=" virtual reality"> virtual reality</a> </p> <a href="https://publications.waset.org/abstracts/107901/study-on-errors-in-estimating-the-3d-gaze-point-for-different-pupil-sizes-using-eye-vergences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/107901.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">132</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1070</span> Modeling Binomial Dependent Distribution of the Values: Synthesis Tables of Probabilities of Errors of the First and Second Kind of Biometrics-Neural Network Authentication System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=B.%20S.Akhmetov">B. S.Akhmetov</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20T.%20Akhmetova"> S. T. Akhmetova</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20N.%20Nadeyev"> D. N. Nadeyev</a>, <a href="https://publications.waset.org/abstracts/search?q=V.%20Yu.%20Yegorov"> V. Yu. Yegorov</a>, <a href="https://publications.waset.org/abstracts/search?q=V.%20V.%20Smogoonov"> V. V. Smogoonov </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Estimated probabilities of errors of the first and second kind for nonideal biometrics-neural transducers 256 outputs, the construction of nomograms based error probability of 'own' and 'alien' from the mathematical expectation and standard deviation of the normalized measures Hamming. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=modeling" title="modeling">modeling</a>, <a href="https://publications.waset.org/abstracts/search?q=errors" title=" errors"> errors</a>, <a href="https://publications.waset.org/abstracts/search?q=probability" title=" probability"> probability</a>, <a href="https://publications.waset.org/abstracts/search?q=biometrics" title=" biometrics"> biometrics</a>, <a href="https://publications.waset.org/abstracts/search?q=neural%20network" title=" neural network"> neural network</a>, <a href="https://publications.waset.org/abstracts/search?q=authentication" title=" authentication"> authentication</a> </p> <a href="https://publications.waset.org/abstracts/20872/modeling-binomial-dependent-distribution-of-the-values-synthesis-tables-of-probabilities-of-errors-of-the-first-and-second-kind-of-biometrics-neural-network-authentication-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20872.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">482</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1069</span> Learners’ Conspicuous and Significant Errors in Arithmetic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michael%20Lousis">Michael Lousis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The systematic identification of the most conspicuous and significant errors made by learners during three-years of testing of their progress in learning Arithmetic are presented in this article. How these errors have changed over three-years of school instruction of Arithmetic also is shown. The sample is comprised of two hundred (200) English students and one hundred and fifty (150) Greek students. These students were purposefully selected according to their participation in each testing session in the development of the three-year Kassel Project in England and Greece, in both domains simultaneously in Arithmetic and Algebra. The data sample includes six test-scripts corresponding to three testing sessions in both Arithmetic and Algebra respectively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=arithmetic" title="arithmetic">arithmetic</a>, <a href="https://publications.waset.org/abstracts/search?q=errors" title=" errors"> errors</a>, <a href="https://publications.waset.org/abstracts/search?q=Kassel%20Project" title=" Kassel Project"> Kassel Project</a>, <a href="https://publications.waset.org/abstracts/search?q=progress%20of%20learning" title=" progress of learning"> progress of learning</a> </p> <a href="https://publications.waset.org/abstracts/60298/learners-conspicuous-and-significant-errors-in-arithmetic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60298.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">264</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1068</span> Medication Errors in a Juvenile Justice Youth Development Center</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tanja%20Salary">Tanja Salary</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper discusses a study conducted in a juvenile justice facility regarding medication errors. It includes an introduction to data collected about medication errors in a juvenile justice facility from 2011 - 2019 and explores contributing factors that relate to those errors. The data was obtained from electronic incident records of medication errors that were documented from the years 2011 through 2019. In addition, the presentation reviews both current and historical research of empirical data about patient safety standards and quality care comparing traditional health care facilities to juvenile justice residential facilities and acknowledges a gap in research. The theoretical/conceptual framework for the research study was Bandura and Adams’s self-efficacy theory of behavioral change and Mark Friedman’s results-based accountability theory. Despite the lack of evidence in previous studies addressing medication errors in juvenile justice facilities, this presenter will share information that adds to the body of knowledge, including the potential relationship of medication errors and contributing factors of race and age. Implications for future research include the effect that education and training will have on the communication among juvenile justice staff, including nurses, who administer medications to juveniles to ensure adherence to patient safety standards. There are several opportunities for future research concerning other characteristics about factors that may affect medication administration errors within the residential juvenile justice facility. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Juvenile%20justice" title="Juvenile justice">Juvenile justice</a>, <a href="https://publications.waset.org/abstracts/search?q=medication%20errors" title=" medication errors"> medication errors</a>, <a href="https://publications.waset.org/abstracts/search?q=juveniles" title=" juveniles"> juveniles</a>, <a href="https://publications.waset.org/abstracts/search?q=error%20reduction%20strategies" title=" error reduction strategies"> error reduction strategies</a> </p> <a href="https://publications.waset.org/abstracts/169746/medication-errors-in-a-juvenile-justice-youth-development-center" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169746.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">66</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1067</span> Relationship between Thumb Length and Pointing Performance on Portable Terminal with Touch-Sensitive Screen</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Takahiro%20Nishimura">Takahiro Nishimura</a>, <a href="https://publications.waset.org/abstracts/search?q=Kouki%20Doi"> Kouki Doi</a>, <a href="https://publications.waset.org/abstracts/search?q=Hiroshi%20Fujimoto"> Hiroshi Fujimoto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Touch-sensitive screens that serve as displays and input devices have been adopted in many portable terminals such as smartphones and personal media players, and the market of touch-sensitive screens has expanded greatly. One of the advantages of touch-sensitive screen is the flexibility in the graphical user interface (GUI) design, and it is imperative to design an appropriate GUI to realize an easy-to-use interface. Moreover, it is important to evaluate the relationship between pointing performance and GUI design. There is much knowledge regarding easy-to-use GUI designs for portable terminals with touch-sensitive screens, and most have focused on GUI design approaches for women or children with small hands. In contrast, GUI design approaches for users with large hands have not received sufficient attention. In this study, to obtain knowledge that contributes to the establishment of individualized easy-to-use GUI design guidelines, we conducted experiments to investigate the relationship between thumb length and pointing performance on portable terminals with touch-sensitive screens. In this study, fourteen college students who participated in the experiment were divided into two groups based on the length of their thumbs. Specifically, we categorized the participants into two groups, thumbs longer than 64.2 mm into L (Long) group, and thumbs longer than 57.4 mm but shorter than 64.2 mm into A (Average) group, based on Japanese anthropometric database. They took part in this study under the authorization of Waseda University’s ‘Ethics Review Committee on Research with Human Subjects’. We created an application for the experimental task and implemented it on the projected capacitive touch-sensitive screen portable terminal (iPod touch (4th generation)). The display size was 3.5 inch and 960 × 640 - pixel resolution at 326 ppi (pixels per inch). This terminal was selected as the experimental device, because of its wide use and market share. The operational procedure of the application is as follows. First, the participants placed their thumb on the start position. Then, one cross-shaped target in a 10 × 7 array of 70 positions appeared at random. The participants pointed the target with their thumb as accurately and as fast as possible. Then, they returned their thumb to the start position and waited. The operation ended when this procedure had been repeated until all 70 targets had each been pointed at once by the participants. We adopted the evaluation indices for absolute error, variable error, and pointing time to investigate pointing performance when using the portable terminal. The results showed that pointing performance varied with thumb length. In particular, on the lower right side of the screen, the performance of L group with long thumb was low. Further, we presented an approach for designing easy-to- use button GUI for users with long thumbs. The contributions of this study include revelation of the relationship between pointing performance and user’s thumb length when using a portable terminal in terms of accuracy, precision, and speed of pointing. We hope that these findings contribute to an easy-to-use GUI design for users with large hands. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pointing%20performance" title="pointing performance">pointing performance</a>, <a href="https://publications.waset.org/abstracts/search?q=portable%20terminal" title=" portable terminal"> portable terminal</a>, <a href="https://publications.waset.org/abstracts/search?q=thumb%20length" title=" thumb length"> thumb length</a>, <a href="https://publications.waset.org/abstracts/search?q=touch-sensitive%20screen" title=" touch-sensitive screen"> touch-sensitive screen</a> </p> <a href="https://publications.waset.org/abstracts/74614/relationship-between-thumb-length-and-pointing-performance-on-portable-terminal-with-touch-sensitive-screen" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74614.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">164</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1066</span> A Survey of Types and Causes of Medication Errors and Related Factors in Clinical Nurses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kouorsh%20Zarea">Kouorsh Zarea</a>, <a href="https://publications.waset.org/abstracts/search?q=Fatemeh%20Hassani"> Fatemeh Hassani</a>, <a href="https://publications.waset.org/abstracts/search?q=Samira%20Beiranvand"> Samira Beiranvand</a>, <a href="https://publications.waset.org/abstracts/search?q=Akram%20Mohamadi"> Akram Mohamadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background and Objectives: Medication error in hospitals is a major cause of the errors which disrupt the health care system. The aim of this study was to assess the nurses’ medication errors and related factors. Material and methods: This was a descriptive study on 225 nurses in various hospitals, selected through multistage random sampling. Data was collected by three researcher made tools; demographic, medication error and related factors questionnaires. Data was analyzed by descriptive statistics, Chi-square, Kruskal-Wallis, One-way analysis of variance. Results: Based on the results obtained, the type of medication errors giving drugs to patients later or earlier (55.6%), multiple oral medication together regardless of their interactions (36%) and the postoperative analgesic without a prescription (34.2%), respectively. In addition, factors such as the shortage of nurses to patients’ ratio (57.3%), high load functions (51.1%) and fatigue caused by the extra work (40.4%), were the most important factors affecting the incidence of medication errors. The fear of legal issues (40%) are the most important factor is the lack of reported medication errors. Conclusions: Based on the results, effective management and promotion motivate nurses. Therefore, increasing scientific and clinical expertise in the field of nursing medication orders is recommended to prevent medication errors in various states of nursing intervention. Employing experienced staff in areas with high risk of medication errors and also supervising less-experienced staff through competent personnel are also suggested. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=medication%20error" title="medication error">medication error</a>, <a href="https://publications.waset.org/abstracts/search?q=nurse" title=" nurse"> nurse</a>, <a href="https://publications.waset.org/abstracts/search?q=clinical%20care" title=" clinical care"> clinical care</a>, <a href="https://publications.waset.org/abstracts/search?q=drug%20errors" title=" drug errors"> drug errors</a> </p> <a href="https://publications.waset.org/abstracts/38681/a-survey-of-types-and-causes-of-medication-errors-and-related-factors-in-clinical-nurses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38681.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">266</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1065</span> Characterization of Onboard Reliable Error Correction Code FORSDRAM Controller</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=N.%20Pitcheswara%20Rao">N. Pitcheswara Rao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the process of conveying the information there may be a chance of signal being corrupted which leads to the erroneous bits in the message. The message may consist of single, double and multiple bit errors. In high-reliability applications, memory can sustain multiple soft errors due to single or multiple event upsets caused by environmental factors. The traditional hamming code with SEC-DED capability cannot be address these types of errors. It is possible to use powerful non-binary BCH code such as Reed-Solomon code to address multiple errors. However, it could take at least a couple dozen cycles of latency to complete first correction and run at a relatively slow speed. In order to overcome this drawback i.e., to increase speed and latency we are using reed-Muller code. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=SEC-DED" title="SEC-DED">SEC-DED</a>, <a href="https://publications.waset.org/abstracts/search?q=BCH%20code" title=" BCH code"> BCH code</a>, <a href="https://publications.waset.org/abstracts/search?q=Reed-Solomon%20code" title=" Reed-Solomon code"> Reed-Solomon code</a>, <a href="https://publications.waset.org/abstracts/search?q=Reed-Muller%20code" title=" Reed-Muller code"> Reed-Muller code</a> </p> <a href="https://publications.waset.org/abstracts/33706/characterization-of-onboard-reliable-error-correction-code-forsdram-controller" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33706.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">428</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1064</span> Coupled Spacecraft Orbital and Attitude Modeling and Simulation in Multi-Complex Modes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amr%20Abdel%20Azim%20Ali">Amr Abdel Azim Ali</a>, <a href="https://publications.waset.org/abstracts/search?q=G.%20A.%20Elsheikh"> G. A. Elsheikh</a>, <a href="https://publications.waset.org/abstracts/search?q=Moutaz%20Hegazy"> Moutaz Hegazy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents verification of a modeling and simulation for a Spacecraft (SC) attitude and orbit control system. Detailed formulation of coupled SC orbital and attitude equations of motion is performed in order to achieve accepted accuracy to meet the requirements of multitargets tracking and orbit correction complex modes. Correction of the target parameter based on the estimated state vector during shooting time to enhance pointing accuracy is considered. Time-optimal nonlinear feedback control technique was used in order to take full advantage of the maximum torques that the controller can deliver. This simulation provides options for visualizing SC trajectory and attitude in a 3D environment by including an interface with V-Realm Builder and VR Sink in Simulink/MATLAB. Verification data confirms the simulation results, ensuring that the model and the proposed control law can be used successfully for large and fast tracking and is robust enough to keep the pointing accuracy within the desired limits with considerable uncertainty in inertia and control torque. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitude%20and%20orbit%20control" title="attitude and orbit control">attitude and orbit control</a>, <a href="https://publications.waset.org/abstracts/search?q=time-optimal%20nonlinear%20feedback%20control" title=" time-optimal nonlinear feedback control"> time-optimal nonlinear feedback control</a>, <a href="https://publications.waset.org/abstracts/search?q=modeling%20and%20simulation" title=" modeling and simulation"> modeling and simulation</a>, <a href="https://publications.waset.org/abstracts/search?q=pointing%20accuracy" title=" pointing accuracy"> pointing accuracy</a>, <a href="https://publications.waset.org/abstracts/search?q=maximum%20torques" title=" maximum torques"> maximum torques</a> </p> <a href="https://publications.waset.org/abstracts/59362/coupled-spacecraft-orbital-and-attitude-modeling-and-simulation-in-multi-complex-modes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59362.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">331</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1063</span> Characterization of Onboard Reliable Error Correction Code for SDRAM Controller</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pitcheswara%20Rao%20Nelapati">Pitcheswara Rao Nelapati</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the process of conveying the information there may be a chance of signal being corrupted which leads to the erroneous bits in the message. The message may consist of single, double and multiple bit errors. In high-reliability applications, memory can sustain multiple soft errors due to single or multiple event upsets caused by environmental factors. The traditional hamming code with SEC-DED capability cannot be address these types of errors. It is possible to use powerful non-binary BCH code such as Reed-Solomon code to address multiple errors. However, it could take at least a couple dozen cycles of latency to complete first correction and run at a relatively slow speed. In order to overcome this drawback i.e., to increase speed and latency we are using reed-Muller code. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=SEC-DED" title="SEC-DED">SEC-DED</a>, <a href="https://publications.waset.org/abstracts/search?q=BCH%20code" title=" BCH code"> BCH code</a>, <a href="https://publications.waset.org/abstracts/search?q=Reed-Solomon%20code" title=" Reed-Solomon code"> Reed-Solomon code</a>, <a href="https://publications.waset.org/abstracts/search?q=Reed-Muller%20code" title=" Reed-Muller code"> Reed-Muller code</a> </p> <a href="https://publications.waset.org/abstracts/32965/characterization-of-onboard-reliable-error-correction-code-for-sdram-controller" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32965.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">429</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=pointing%20errors&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=pointing%20errors&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=pointing%20errors&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=pointing%20errors&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=pointing%20errors&page=6">6</a></li> <li class="page-item"><a class="page-link" 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