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Background: The use of Anabolic-androgenic steroids (AAS) among gym members has become a significant concern due to their impact on physical training and performance. Research worldwide indicates a notable prevalence of AAS use among athletes and gym attendees, often involving substances that are neither safe nor legal. Objectives: This study aims to determine the prevalence of AAS use among gym attendees in Amman, Jordan, and to explore the knowledge, attitudes, and behaviors associated with AAS use. Methods: The study involved 399 participants from 35 randomly selected gyms in the metropolitan area of Amman, Jordan. A cluster sampling technique was used to select a diverse and representative sample of gym attendees. Data was collected using a self-administered questionnaire that assessed AAS use, knowledge, attitudes, and behavioral factors. Statistical analyses were conducted using chisquare tests to explore the relationships between AAS use and categorical variables, while logistic regression was employed to identify predictors of AAS use. Results: The analysis revealed significant associations between AAS use and various factors, including knowledge, attitudes, behavioral factors, and demographic variables such as gender, age, exercise frequency, reasons for exercise, and total exercise duration. The study identified key predictors of AAS use among gym attendees in Amman, highlighting the importance of demographic and behavioral factors. Conclusion: The findings underscore the need for targeted interventions to address misconceptions and promote safer practices among gym-goers in Amman. The study provides critical insights that can guide the development of strategies, policy adjustments, and educational initiatives aimed at reducing AAS misuse and fostering a healthier gym culture in the region. [ABSTRACT FROM AUTHOR]

Over the past two decades, Chinese international relations scholars have embarked on a journey of innovative thinking in world politics. The endeavour has borne theoretical fruits that both complement existing paradigms and potentially constitute a distinct "Chinese school" of international relations. Contrary to common misconceptions, this emerging school seeks not to challenge Western theoretical hegemony outright, but rather to reflect the organic evolution of Chinese intellectual contributions, independent of direct government influence. Notably, such theories as gongsheng/ symbiosis have, in diverging from Western IR frameworks, matured autonomously. The emergence of a "Chinese school" thus heralds a significant stride towards a more inclusive Global IR programme. [ABSTRACT FROM AUTHOR]

The physical examination is an essential part of the avian veterinary visit that often shapes the differential diagnosis and guides the diagnostic plan. The avian physical examination consists of a distant examination and an in-hand examination. Components of the physical examination differ between species. This article provides an overview of how to examine parrots and chickens in the veterinary clinic. [ABSTRACT FROM AUTHOR]

Drawing on the Huainanzi (The Master of Huainan), this article delineates an ancient Chinese understanding of distributed leadership. Accordingly, distributed leadership advocates the distribution of task that combines responsibility and authority; and the harmonious co-existence of the empowerment of others and positional authority. The distribution of responsibility and authority is undertaken by an exemplary leader who inspires others through one's moral character and influence. Furthermore, distributed leadership infuses responsibility with positional, social and moral authority; harmonises the personal and interpersonal qualities of leaders; and reinforces rational persuasion with role-modelling by the leaders. The notion of distributed leadership that is informed by the Huainanzi contributes to the existing literature by addressing a prominent challenge and a prevailing misconception concerning this leadership construct. In addition, the proposed account guides leaders to revamp organisational structure, implement staff deployment policies and lead on the basis of fairness and moral leadership. [ABSTRACT FROM AUTHOR]

Introduction: Patient engagement is essential to achieve long-term goals in obesity management. It is crucial to identify patients' perspectives, misperceptions and unmet educational needs on obesity etiology and treatments, to establish a correct therapeutic alliance between healthcare providers and patients. Methods: Objective: This study, promoted by the regional section of the Italian Obesity Society (SIO Lazio), explores attitudes towards obesity, self-awareness, misperceptions of weight loss strategies, experiences of weight stigma and educational needs of patients living with overweight or obesity. Design and subject: We conducted an anonymous survey among patients who accessed an Obesity Management Centers across the Lazio region of Italy for the first time, from October 2023 to April 2024. Approach: The survey consisted of 27 closedended questions grouped into 4 sections: (1) sociodemographic factors and selfreported anthropometric measures; (2) self-awareness and attitudes towards obesity and weight loss strategies; (3) experiences of obesity-related stigma; (4) knowledge and perceptions of obesity treatment options. Results: A total of 300 patients (67.9% women, aged 49.1 ± 14.4 years) returned completed surveys. Despite the self-reported BMI 35.3 ± 7.0 kg/m2 with three out of four (75.3%) of participants having a BMI ≥ 30 kg/m2, only 49% correctly identified themselves as affected by obesity. Almost one-third of the patients believed that obesity does not imply a genetic predisposition (31.9%) and that it is always secondary to psychological or behavioral disorders (29.7%). Interestingly, 66.7% of the patients declared themselves as completely responsible for their own condition and 39.4% considered obesity always treatable by means of lifestyle interventions. Stigma and weight discrimination in healthcare settings were reported by a substantial portion of patients (31.9%). A perception of inadequate support from the National Healthcare System emerged in most of the interviews (61.9%). Most patients (72.1%) felt they were not sufficiently informed about anti-obesity medications and a relevant part of their knowledge was derived from healthcare providers (57.7%) and social networks (19.1%). Weight loss medications were considered useful (63.2%) or necessary (18.4%) by the majority of patients, but only 60.1% would accept without any hesitation a pharmacologic treatment. The main reasons for refusal of pharmacological treatments were the belief that lifestyle intervention is a sufficient treatment (46.9%), the fear of adverse effects (28.1%) and feeling defeated (12.5%). Similarly, for most of participants bariatric surgery is useful (73.3%) or necessary (13.6%). Conclusion: Despite advancements in obesity research, this study underscores the need to improve patient education and public awareness to optimize the management and treatment of obesity. Addressing misconceptions, stigma, and gaps in knowledge are critical steps towards improving patient outcomes and fostering a supportive healthcare environment. [ABSTRACT FROM AUTHOR]

This article explores the little-known need for the role of legal interpreters in the courtroom, particularly in criminal proceedings. This article, based on research in the professional literature, explores common misconceptions about the role of the legal translator, experienced by experienced professionals and likely experienced by many others in the courtroom. This article attempts to shed light on the complexities of legal translation and the challenges it faces in the criminal justice system. The article highlights important circumstances of the role of law, equality and justice can only be achieved if translations meet the highest standards. It also argues that safeguarding the integrity of the evidence and the defendant's right to a fair trial is accomplished by accurate translation. To achieve this, we use qualitative methods to tease out the full meaning of the topic through a scientific and insightful process. [ABSTRACT FROM AUTHOR]

Introduction: Despite the commitment of the Swedish government to ensuring equal access to Sexual Reproductive Health and Rights services for all citizens, shortcomings persist among the migrant population. In cases where healthcare providers lack sufficient knowledge or hold misconceptions and biases about these contentious issues, it can lead to the delivery of suboptimal care. Therefore, the objective of this study was to assess the level of knowledge of Swedish healthcare providers on global and Swedish migrant Sexual Reproductive Health and Rights. Methods: A national cross-sectional study was conducted using a questionnaire consisting of seven questions related to global and Swedish migrant Sexual Reproductive Health and Rights. The questionnaire was distributed among midwives, nurses, gynecologists and obstetricians, and hospital social workers (N = 731). The analysis was guided by the Factfulness framework developed by Hans Rosling to identify disparities between healthcare providers' viewpoints and evidence-based knowledge. Results: There was an overall lack of knowledge among the health care providers on these issues. The highest correct responses were on the question on abandonment of female genital cutting/mutilation after migration (74%). The findings indicated that healthcare providers originating from Sweden, physicians, those with fewer years of clinical experience, and exhibiting more migrant-friendly attitudes, demonstrated a higher level of knowledge regarding global and Swedish migrant Sexual and Reproductive Health and Rights. Conclusion: This study demonstrates that healthcare providers lacked knowledge of global and Swedish migrant Sexual Reproductive Health and Rights, which was almost uniformly distributed, except among those with more comprehensive and recent education. Contrary to expectations, healthcare professionals did not primarily rely on their education and experiences but were influenced by their personal values and opinions. The study underscores the importance of upgrading knowledge in Sexual Reproductive Health and Rights and encourages policymakers, professionals, and students to base their opinions on well-founded facts, particularly in the context of a diverse and globalized society. [ABSTRACT FROM AUTHOR]

The article addresses the new normal for female researchers in the post-pandemic era by utilising information collected from the pandemic period, when disruption to 'business as usual' occurred. This information can inform a new normal that is as efficient, resilient, and ethical as possible. The research employs a case study methodology, with qualitative data collection and analysis approaches. To understand the circumstances faced by researchers in Cyprus during the pandemic, it was necessary to approach several scientists from different research areas and try to understand their experiences through conversations. The set of notes compiled from the completion of the informal conversations were analysed using thematic analysis. Three themes were identified: (a) misperceptions of flexibility in researchers' schedules and workload, (b) lack of flexibility in adjusting expected outcomes or timelines, and (c) inability to compartmentalise personal and professional life. To better contextualise these findings, the study additionally explored survey results published by the European Commission on relevant topics, enabling a critical juxtaposition of the European perspective to the Cyprus-based findings of these pandemic-induced challenges. The study highlights significant misconceptions and overlooked dynamics regarding research conducted in times of crisis and offers avenues for ensuring research quality in analogous future scenarios. [ABSTRACT FROM AUTHOR]

Most existing diagnostic models are developed to detect whether students have mastered a set of skills of interest, but few have focused on identifying what scientific misconceptions students possess. This article developed a general dual‐purpose model for simultaneously estimating students' overall ability and the presence and absence of misconceptions. The expectation‐maximization algorithm was developed to estimate the model parameters. A simulation study was conducted to evaluate to what extent the parameters can be accurately recovered under varied conditions. A set of real data in science education was also analyzed to examine the viability of the proposed model in practice. [ABSTRACT FROM AUTHOR]

As cognitively gifted students may be at risk for motivational problems and underachievement, it is critical to find effective ways to motivate them. Grounded in self-determination theory (SDT) and the literature on teacher beliefs and mindsets, the present study examined whether teachers adapt their motivational teaching style as a function of the cognitive ability of students and which factors can explain the variability in teachers' use of (de)motivating styles among gifted versus typical students. Results of linear mixed modeling among 122 teachers in secondary education (73% female; Mage = 39.52 years) indicated that teachers made more use of autonomy-supportive and chaotic and less use of controlling and structuring practices towards cognitively gifted, relative to typical, students, with differences in the perceived effectiveness of teaching styles by type of student explaining this variability. Regardless of students' giftedness status, teachers' fixed mindset related positively to the use of a controlling and chaotic style and experience in giftedness education related positively to the use of autonomy support. Misconceptions regarding giftedness did not relate to teachers' motivating style. These results inform prevention efforts aimed at improving teachers' motivating styles, to the benefit of the motivation of both cognitively gifted and typical students. [ABSTRACT FROM AUTHOR]

The present study used quantitative and qualitative measures to examine Iranian applied linguists' (mis-) conceptions of ethical issues in research. For this purpose, one hundred and twelve applied linguists completed a research ethics questionnaire constructed and validated by the researchers. In the follow-up qualitative phase, 15 applied linguists who were faculty members participated in semi-instructed interviews. Data were analyzed using exploratory factors analyses for the first phase and theme analyses for the second phase. Quantitative results showed that the most important misconceptions among Iranian applied linguists lingered on working with data (data collection and data analyses). For example, removing an outlier was a prevalent act conducted by applied linguists in the present study. Teachers using their students as participants of their own research as well as how they treated those students after a study were other controversial issues. The qualitative results revealed several themes including lack of knowledge, conflict with real-world practices, a product-oriented approach to education and a publish or perish mentality as the reasons for misconceptions of ethics in applied linguistics among Iranian researchers. On general terms, there was an implicit agreement regarding the lack of training on research ethics among Iranian applied linguists. [ABSTRACT FROM AUTHOR]

The media often limit religious coverage to reporting on statements, appointments, opinions, and activities, ignoring in-depth treatment and emphasizing negative news. Media, rather than helping to combat prejudice and promote understanding between communities, have contributed to fuelling intolerance towards religious communities. This study aims to contribute to the understanding of the presence and treatment of religious issues. Through a combination of content analysis focused on Catalan media publications between 1 January 2020 and 31 December 2021, and a focus group with 12 journalists specialized in religious coverage for Catalan newspapers, this research sheds light on the prevailing trends, seeking to answer what is the space of religious content, which can include both content messages produced by religious communities that refer to their own or other faiths and/or content that discusses issues related to religions or religious groups. Occupies in the media agenda, how this content is addressed, and which are the perceptions of journalists regarding the coverage of religious issues. Moreover, we seek to unveil potential actions needed to improve it. The results of this study suggest that there is a tendency to publish limited religious content in the media, potentially shaping perceptions of religion. Furthermore, when religious topics are covered, they focus on Catholicism and Islam, marginalizing other faiths. What is more, stereotypes and misconceptions persist, which could be due to their continued priority to cover scandalous or negative events related to religion. [ABSTRACT FROM AUTHOR]

Studies show that students have difficulty understanding topics such as fruit formation, germination and seed dispersal. The concept of seed is perceived as a general concept by students and its boundaries cannot be drawn exactly. In this context, the study aimed to determine the misconceptions of 12th grade secondary school students about seeds by developing a four-tier concept diagnostic test. For this purpose, a four-tier multiple-choice seed concept diagnostic test was developed for 12th grade secondary school students. The four-tier seed concept diagnostic test consisted of 11 questions and had a 3-factor structure. As a result of the analysis, this test was found to be valid and reliable. 30 different misconceptions were revealed with the four-tier seed concept diagnostic test. The results of the study showed that approximately one fourth of the 12th grade secondary school students had misconceptions about the concept of seed, and the rate of three of the misconceptions was above 10%. This study, which was conducted on 12th grade secondary school students, should also be conducted on different sample groups, and various studies should be conducted to eliminate the misconceptions determined in this study. [ABSTRACT FROM AUTHOR]

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Introduction and aims: Treatment-resistant depression (TRD) occurs when at least two different antidepressants, taken at the right dosage, for adequate period of time and with continuity, fail to give positive clinical effects. Esketamine, the Senantiomer of ketamine, was recently approved for TRD treatment from U.S. Food and Drug Administration and European Medicine Agency. Despite proved clinical efficacy, many misconceptions by clinicians and patients accompany this medication. We aimed to review the most common “false myths” regarding TRD and esketemine, counterarguing with evidence-based facts. Methods: The keywords “esketamine”, “treatment resistance depression”, “depression”, “myth”, “mythology”, “pharmacological treatment”, and “misunderstanding” were entered in the main databases and combined through Boolean operators. Results: Misconceptions regarding the TRD prevalence, clinical features and predictors have been found. With respect of esketamine, criteria to start treatment, dissociative symptoms, potential addiction and aspects of administration and monitoring, were found to be affected by false beliefs by clinicians and patients. Discussion and conclusion: TRD represents a challenging condition, requiring precise diagnosis in order to achieve patient’s full recovery. Esketamine has been proved as an effective medication to treat TRD, although it requires precautions. Evidence can inform clinical practice, in order to offer this innovative treatment to all patients with TRD. [ABSTRACT FROM AUTHOR]

Objective To summarize the performance and implementation status of various randomization methods, and to provide clinical researchers with a guide for choosing an appropriate randomization method and executing it in a standardized manner. Methods The review elucidated the conceptual and implementation integrity of randomization, and illuminated the developmental history and application of major randomization methods, as well as their performance in the two competitive dimensions of group allocation randomness and group sample balance. Results Restricted randomization was frequently used to maintain an appropriate treatment balance in practice. Block randomization was the most widely used, but its allocation sequence lacked sufficient randomness and could be predicted, elevating the risk of selection bias, especially in open-label trials. Methods offering a superior trade-off between randomness and balance included MTI restricted randomization methods like the big stick design and maximal procedure, as well as combinations of multiple randomization methods such as the block urn design and sandwich mixed randomization. Many clinical researchers still had misconceptions about the randomization concept itself and often overlooked its critical methodological rigor and standardized implementation. Conclusion Researchers should meticulously choose a suitable randomization method and report implementation details in a standardized manner, allowing peer researchers to evaluate the internal validity and evidence strength of the study. Due to its high predictability, the widely used block randomization method should be substituted by alternative methods with better performance. Future randomization procedures can be explored and developed based on the MTI restrictive methods and the combinations of existing methods. [ABSTRACT FROM AUTHOR]

Scientific research on romantic love has been relatively sparse but is becoming more prevalent, as it should. Unfortunately, several misconceptions about romantic love are becoming entrenched in the popular media and/or the scientific community, which hampers progress. Therefore, I refute six misconceptions about romantic love in this article. I explain why (1) romantic love is not necessarily dyadic, social, or interpersonal, (2) love is not an emotion, (3) romantic love does not just have positive effects, (4) romantic love is not uncontrollable, (5) there is no dedicated love brain region, neurotransmitter, or hormone, and (6) pharmacological manipulation of romantic love is not near. To increase progress in our scientific understanding of romantic love, I recommend that we study the intrapersonal aspects of romantic love including the intensity of love, that we focus our research questions and designs using a component process model of romantic love, and that we distinguish hypotheses and suggestions from empirical findings when citing previous work. [ABSTRACT FROM AUTHOR]

Posttreatment variables are covariates that are preceded by the main explanatory variable. Their inclusion in a statistical model does not 'control' for their influence on the relationship of interest, and it does not substitute for a mediation analysis. Likewise, a coefficient estimate of an appropriate 'control variable' cannot be interpreted as a causal effect estimate. While these facts are well-established in various fields across the social sciences, their recognition in the field of peace and conflict studies is more limited. Originally collected data on recent publications from leading peace and conflict journals reveal that a large majority of evaluated articles condition on posttreatment variables, demonstrating how a review of these fallacies can help to substantially improve future research on peace and conflict. Drawing on a broad set of literature and using graphical approaches, I offer an intuitive explanation of the logic of posttreatment variables and clarify common misconceptions. Building on recent developments in methodology and software, and by deriving conditions for bounding using analytical bias expressions, I discuss avenues for dealing with posttreatment variables in observational studies. The article concludes with a discussion of implications for applied research. [ABSTRACT FROM AUTHOR]

The determination of misconceptions among students is a prerequisite to driving conceptual, procedural, and attitudinal changes. This study aimed to investigate the causes and effects that misconceptions generate in the learning of natural sciences, as well as the basic categories of misconceptions in the learning of physics held by high school students. Under the PRISMA guidelines, the research consisted of a systematic literature review in three databases: Scopus, WoS, and Dimensions. Data visualization and analysis were supported by the following tools: VOSviewer, Bibliometrix, and ATLAS.ti. It was concluded that misconceptions do not solely depend on students' behavior; teacher training and preparation also have a direct influence on this issue. The main factors include persistent use of the didactic model of transmission–reception, the influences of students' daily experiences, decontextualization of the addressed content, limited development of research skills, usage of inadequate teaching methods, texts full of formulas, and exaggerated schemas. Physics stands out as the most studied discipline, in terms of misconceptions. Several topics were identified that contained misconceptions grouped into four main subject areas: thermodynamics, waves and sound, mechanics, and radiation and light. [ABSTRACT FROM AUTHOR]

At school, students have studied the characteristics of waves and the relationship between period, frequency, wavelength, and the speed of propagation of transverse waves. However, students often experience misconceptions based on intuitive thinking and the phenomena they encountered. Thus, the research aims to describe the instrument validation of developing a multitier open-ended transverse wave instrument (MOTWI), which is useful in deeply assessing the misconceptions of high school students. The 4D (defining, designing, developing, and disseminating) model has been utilized as the method for developing the instrument. The participants were 67 high school students aged between 16 and 18 years (21 males namely "Mas" and 46 females namely "Mba"). The validity and reliability of MOTWI were analyzed using Rasch Model with MINISTEP 4.7.0.0 software. MOTWI validity from item dimensionality was valid. Cronbach Alpha () value was 0.75 (good category), and item reliability was a very good category. The construct validation results of MOTWI were valid and reliable for seven items. The students' conceptions and misconceptions were analyzed with Wright maps. The conceptions of students were categorized as sound understanding (SU), partial understanding positive (PUP), partial understanding negative (PUN), no understanding (NU), misconception (MC), and no oding (NC). The misconceptions were mostly found in the characteristics and the factors that affect the speed of propagation of transverse waves. In conclusion, developing MOTWI can be used to assess and identify conceptions and misconceptions of students. [ABSTRACT FROM AUTHOR]

The difference between the students' conceptions and the conceptual substance has led to a misconception regarding the mixed arithmetic operation on integers. This study aims to describe students' understanding and to identify learning difficulties related to the mixed operation of integers. This study was a qualitative study with a case study design. The subjects of the study were the students of grade VII of a junior high school in Bandung. The data collection was done through tests, interviews, and curriculum documents. Data analysis is descriptive in general by reposing data, presenting data, and drawing conclusions. From the results of the study, it can be concluded that students have difficulties in understanding the concept of integers and their operation, especially those related to the mixed operations of integers. Based on the data analysis, it can be shown that some students recognize numbers only as a formal symbol in mathematics. Numbers for them are something abstract so they have difficulty when they present these numbers in concrete. Another result is students have difficulty in using mixed operations of integers. [ABSTRACT FROM AUTHOR]

Climate change is a global issue that must be immediately responded to by the community. Responding to climate change requires awareness of climate change issues, from symptoms to impacts. Due to its complexity, the issue of climate change needs to be realized and understood by all levels of society, including elementary school students. This study aimed to describe the knowledge of elementary school students related to climate change. The method used was descriptive quantitative. The instrument used was a questionnaire using a Likert scale (1-4). A total of 1,410 elementary school students in grades 4-6 from several regions on the Island of Java participated in filling out a questionnaire distributed online. Knowledge data related to climate change were analyzed descriptively. The findings showed that, on average, students had limited knowledge and misconceptions about climate change. Minimal knowledge was shown about the causes, symptoms, effects, and efforts to mitigate and adapt to climate change. The implications of the research findings suggest the importance of explicit learning related to climate change starting at the elementary school level. [ABSTRACT FROM AUTHOR]

This study aimed to analyze the misconceptions in the chemical concept of the factors that affect reaction rates through a qualitative descriptive method. The misconceptions experienced by students were examined through analyzing journals, books, and field experiences. Furthermore, research was carried out to obtain misconceptions that were often experienced by students and the sources of those misconceptions. There were 30 misconceptions about the factors that affect the reaction rate based on the literature. Based on the results of the study, there were three misconceptions experienced by 20 students from the total number of 21 students. The misconception that most students experienced was that when the concentration of reactants increases, a reaction will take longer because there will be much more particles to collide. In addition, the rate of the same reactions was compared at different temperatures, and then the reaction with the highest temperature was defined as the rate of reaction. The next misconception was that the temperature increase in an exothermic reaction can increase the forward rate and decrease the reverse rate because the equilibrium shifts to the right. Misconceptions were caused by information from the internet, teachers teaching in schools, textbooks used by students and the everyday life experiences of students. [ABSTRACT FROM AUTHOR]

The quest for the origins of language is a diverse enterprise, where research from a variety of disciplines brings area-specific ideas and area-specific terminology to bear. This variety often results in misunderstandings and misconceptions about communication in various species. In the present paper, we argue for focus on emotional systems as the primary motivators for social signals in animals in general. This focus can help resolve discrepancies of interpretation among different areas of inquiry and can illuminate distinctions among different social signals as well as their phylogenetic origins in animals and especially in humans. We advocate, following Jaak Panksepp, a view wherein the Seeking System, the endogenous tendency to search and explore, is the most fundamental emotional motivation. The Seeking System forms the basis for flexible, voluntary, and exploratory control of motor systems and makes much of learning possible. The relative lack of vocal learning and expression in nonhuman primates contrasted with extensive vocal learning and expression in humans began, we propose, with the evolution in ancient hominins of a necessary foundation for the many subsequent capabilities required for language. That foundation was, according to the reasoning, naturally selected in the form of neurological connections between the Seeking System and mechanisms of glottal/phonatory control. The new connections allowed ancient hominins to develop flexible, endogenous vocal fitness signals produced at very high rates and including large numbers of discrete syllables, recombinable to form syllable combinations with many prosodic variations. The increasing sociality of hominins supported evolution of massive expansion in the utilization of these flexible vocal forms to allow development of words and sentences. [ABSTRACT FROM AUTHOR]

Generative AI systems designed to produce text do so by drawing on inferences made from training data, which may mean they reproduce factual errors or biases contained in that data. This process is illustrated by querying ChatGPT with questions from a history of mathematics quiz designed to highlight the common occurrence of mathematical results being misattributed. ChatGPT's performance on a set of decades-old common misconceptions is mixed, illustrating the potential for these systems to reproduce and reinforce historical inaccuracies and misconceptions. [ABSTRACT FROM AUTHOR]

Concepts, which are the basic building blocks of knowledge, play an important role in history education. This study was conducted to reveal the perceptions and misconceptions of social studies teacher candidates about historical concepts. The study was carried out using qualitative research method. Purposeful sampling method was used for selecting the research participants. Equal numbers of female and male Social Studies teacher candidates studying at a state university were selected as research participants in the study. A semi-structured interview form was used to reveal the participants' perceptions about the concepts under scrutiny. Descriptive data analysis technique was used to analyze the collected research data. As a result of the data analysis, it was found that the pre-service teachers had difficulty in giving scientific definitions of the historical concepts examined in the study, and they defined the concepts on the basis of the connotations and analogies in their minds. It was also found that most of the pre-service teachers could not fully define the concepts, and they experienced confusion and misconceptions about some historical concepts. The reasons for their misconceptions are attributable to their incomplete and incorrect knowledge about concepts or their inability to associate the concepts with each other within the context of the relevant subject learned. [ABSTRACT FROM AUTHOR]

Many Christians have misconceptions about predestination. It is a complex issue that is characterized by great theological disagreement. However, it cannot be disregarded given that someone’s belief on the matter has great consequences. The African theologian Saint Augustine (AD 354–430) spoke extensively on predestination. Although the setting of the modern church is different from Augustine’s day, this article argues that the issues that Augustine confronted were not unique to his day. A comparative analysis of the literature is conducted to discover and evaluate some historical ideas. As a result, the translated work of Augustine and recent scholarly publications on this topic were consulted. This was done to identify historical opinions to assess Augustine’s influence on the theological development of the doctrine of predestination. The present article endeavors to demonstrate the influence of Augustine’s exegetical approach to the Epistle of Romans on his dogmatic pronouncements. Furthermore, it seeks to establish the polemical influence of the Pelagius controversy on Augustine’s theological views. Through a critical analysis of Augustine’s writings, this paper aims to provide a comprehensive understanding of how these two factors shaped Augustine’s theological thought. [ABSTRACT FROM AUTHOR]

Many educators strive to create inclusive classrooms where students receive not only knowledge but also empathy from their instructors. When students face unexpected challenges due to illness, academic pressure, or exhaustion, they often seek extensions on assignments. Instructors insert their own biases when they decide who is eligible for an extension. An explicitly communicated penalty-free extension system can eliminate this bias, create an inclusive learning environment, and disinter extension requests from the hidden curriculum. Students used an "extension without penalty" system (EWP) in a large introductory biology course. Mid-semester qualitative data collection helped design an end-of-the-semester quantitative survey about students' perceived benefits. Assignment submission data, EWP use frequency and grades were directly extracted from the learning management system. Students preferred a two-tier extension system with ideal and extension due dates. The EWP system was used by 78% of the students, but half of them only used it once. Students reported benefits in stress reduction, handling of sickness and emergencies, and improved performance in other courses. Exploratory results indicate there were additional benefits in some areas for first-generation college students. Using the extension due dates did not impact student grades. This study uses evidence to debunk common misconceptions about assignment extensions. [ABSTRACT FROM AUTHOR]

Life cycle diagrams communicate the developmental life stages of an organism. Design choices may inadvertently communicate additional information about survivorship rates, genetic variation, and microevolutionary change. In this controlled experiment, we randomly assigned one of three life cycle diagrams to 684 college students. Each figure included identical life stages of a fictitious organism's development but differed in (1) the number of offspring (single or multiple) and (2) layout (cyclical or linear). Each participant could reference the figure when answering questions about organism survival, variation among offspring, and variation between generations. Students scored 28–30% higher on questions about survivorship when the available diagram included multiple offspring. Students scored 19–30% higher on questions about microevolution when the diagram layout was linear. Overall, students who received the figure with a linear layout and multiple offspring earned the highest average score (54.5%, or 3.3 of six questions) on the assessment, while students with the traditional figure (cyclical layout with single offspring) scored the lowest average (26.1%, or 1.6 of six questions). These results suggest that figure design affects student interpretations and may assist student learning about ecology and evolution concepts and common misconceptions. [ABSTRACT FROM AUTHOR]

While many university health science programs include physics courses to raise knowledge and understanding of physical science concepts, they are still far from addressing the needs of that science health profession. This study aimed to investigate the effect of an introductory physics course on first-year physiotherapy and rehabilitation (PR) students' conceptual understanding of simple electric circuits. The study participants were students enrolled in the Physics II course. Eighty-two students registered for the course. Sixty students (73%) took the pretest, and 67 (81%) completed the posttest. 53 students (64%) took the pretest and posttest. This study adopts an exploratory research methodology that includes a one-group pretest-posttest design. The Simple Electric Circuits Diagnostic Test (SECDT) was used to assess students' conceptual understanding. The prevalence of misconceptions was relatively low (before and after instruction), and very few students developed sound conceptual understanding after instruction. The local reasoning model was the most frequent misconception PR students held. After instruction, students' overall confidence in their SECDT responses increased significantly. Interestingly, when the students were grouped into three achievement groups, the medium-achievement group fell into more misconceptions as their achievement increased compared to low- and high-achievement groups. These findings suggested that students' low SECDT scores were due to a lack of knowledge rather than misconceptions. [ABSTRACT FROM AUTHOR]

The purpose of this research is to develop the instrument of diagnostic test on optical geometry material, especially in the mirror and lens topics, as well as to unveil the misconceptions of students at one of the public schools in Subang Regency. A purposive sampling technique sampling with sample selection utilizing cluster random sampling technique was conducted on a total of 96 respondents. The instrument utilized by modifying the Four Tier Diagnostic Test which was developed by Kaltakci- Gurel (2017) is developing diagnostic test on geometrical optics (DT-GO). The results of the instrument analysis on the validity test, reliability test, difficulty level test, and discriminatory power, state that the instrument was very well utilized and developed. Based on data analysis and discussion, it can be concluded that overall misconceptions had occurred of overall misconceptions that occur in students are 42.04 %, thus they meet the requirements for misconceptions to a moderate level. [ABSTRACT FROM AUTHOR]

This study investigates students' difficulties and misconceptions with learning limits and explores the factors contributing to these misconceptions. The study used a mixed method approach, and the participants comprised 252 students and 21 teachers. Data collection methods included the Limits and Continuity of Functions Achievement Test, classroom observations, and focus group interviews. The study's findings revealed significant differences in the mean scores of the Limits and Continuity of Functions Achievement Test among different representations. It also identified that students' misconceptions stemmed from their limited exposure to active learning approaches and their tendency to rely on rote memorization. The study pointed out that teaching strategies, along with students' haste in providing responses, contributed to these misconceptions and learning difficulties. The fast -paced nature of teaching aimed at covering the syllabus requirements also played a role in creating knowledge gaps and reinforcing misconceptions. Through continuous professional development, this study recommends improving mathematics teachers' content, pedagogical knowledge of teaching and learning limits, and continuity of functions. [ABSTRACT FROM AUTHOR]

Carl Wilhelm Scheele's notorious toxic pigment, commonly referred to as "Scheele's green" often resulted in a mixture of products with unknown chemical composition. Positive identification of the pigment has been limited to Raman spectroscopy and indirect analysis using FTIR and XRD methods. Despite these techniques, reported occurrences of the pigment in heritage samples are scarce, suggesting that Scheele's green is rarely reported due to challenges in its characterisation rather than infrequent use. Regarding the degradation of Cu-As green pigments, common assumptions suggest dissociation in acidic pH conditions, generating mobile arsenic and copper ions, followed by oxidation to As(V), which can co-precipitate with Fe, Al, and Ca ions. This study reproduces the fabrication of Scheele's green using historical recipes, focusing on maintaining the pH of the arsenite solution at 9.3. The research explores its relationship with Emerald green, the challenges associated with their identification, and addresses common misconceptions about the degradation of such pigments. Maintaining the pH at 9.3 proved influential in obtaining a crystalline product with an intense Raman signal, aligning with the widely accepted spectra of Scheele's green. However, Raman spectra from amorphous Cu-As samples consistently exhibited broad bands at 288 and 845 cm−1, prompting a proposed modification for a dual representation of the pigment: the "common" form with broad bands and the "uncommon" or crystalline form as reported in the literature. Demonstrating that the crystalline form shares nearly identical Raman and FTIR spectra implies an identical chemical composition to Trippkeite. Evidence presented highlights that Cu-As based pigments contain free copper, arsenite and arsenate ions prone to migration, challenging commonly described degradation pathways. The hypothesis presented here, that Emerald green synthesis may inadvertently yield small amounts of Scheele's green urges caution in pigment identification using Raman spectroscopy. Additionally, the study reveals, for the first time, the occurrence of Scheele's green in a book, with particles exhibiting a spherulite form, challenging identification of Emerald green solely based on morphology. [ABSTRACT FROM AUTHOR]

Nanoscale Science and Technology (NST) is a rapidly evolving field with profound implications for various industries and our everyday lives. However, misconceptions among learners can hinder their ability to grasp the fundamental concepts of NST, thereby impeding their potential contributions to this advancing domain. Concept maps (CM) and conceptual change texts (CCT) are graphical and written representations of knowledge that enable learners to visualize relationships between concepts and assess the coherence of their understanding. In this pursuit, we engage with the concept of rehabilitation for misconceptions, viewing the learning process as a transformative journey akin to cognitive rehabilitation. Through this CM-CCT constructivist approach, learners are encouraged to engage in critical reflection, self-questioning, and peer discussions, which facilitate the identification of misconceptions. Moreover, CM-CCT provide a structured framework for presenting accurate information about NST, offering a clear depiction of the hierarchical and interconnected nature of nanoscale phenomena. The aim of this study was to evaluate the effectiveness of CM-CCT in correcting the misconceptions of undergraduate university students regarding nanotechnology and the taxonomy of nonmaterial. Prior to the implementation of the CM-CCT, an assessment of pre-existing knowledge of the students was performed through the structure of the observed learning outcomes (SOLO) taxonomy. A quasi-experimental research design was carried out. A total of 70 undergraduate university students, divided into two intact groups, were cross-examined for the study. Further, before and after the instructional tools, an achievement test based on nanotechnology and classification of nonmaterial was conducted, covering all six cognitive domains of the Bloom taxonomy of educational objectives. Data analysis revealed that the instructional tools based on constructivist approach had a statistically significant impact on students for elimination of their misconceptions about nanotechnology, nano science and classification of nonmaterial. [ABSTRACT FROM AUTHOR]

A common misconception about women landowners in Nepal is that they do not control the lands they own. In this paper, I focus on women landowners' land-title loans. What does women's accrual of monetary debt in exchange for titles tell us about women's control over land? And, what does women's land debt tell us about the gender of financialization in the context of agrarian change? Based on ten months of ethnographic research in Saptari, Nepal, I show that land use is shifting from cultivation to financial pledging, and that women routinely exercise control over their lands vis-à-vis their command over intergenerational care practices, a process that I term the 'indebtedness to care.' [ABSTRACT FROM AUTHOR]

Prior work has shown that many undergraduate students have misconceptions about genetic inheritance, even after they take genetics courses. Visual representations, such as pedigree diagrams, are commonly used in genetics instruction, and they help students quickly visualize the phenotypes of multiple generations. In Study 1, we examined whether presenting a pedigree diagram of a wolf's eye color in a rich and realistic manner (i.e., with rich perceptual images that resemble real animals) or in an abstract manner (i.e., with circles and squares representing animals) would help undergraduates learn from a brief, online lesson on inheritance of the wolf's eye color, and whether they would transfer what they learned when reasoning about eye color in other species (near transfer) and other traits in other species (mid- and far transfer). Counter to our hypothesis, students transferred more with the rich diagram. In Study 2, we compared the rich diagram from Study 1 to a perceptually bland diagram (i.e., with color and textural features removed). There were no differences in students' learning or transfer between the diagrams. These results suggest that realistic elements that are attention grabbing and easily interpretable by students can be beneficial for transfer in online lessons. [ABSTRACT FROM AUTHOR]

Patrick Matthew (1790–1874) regarded natural selection as a force of conformity. Competition between species kept them from dysmorphic chaos. Catastrophes exterminated many species that would otherwise compete. The absence of this competitive natural selection allowed the remnants to ramify (their lineages to split). Matthew thus united elements of catastrophism and transformism in a way opposite to Lyell combining uniformitarianism with species fixity. Matthew's mechanism of lineage splitting differed from Darwin's or Wallace's. Wallace's lineages split in the presence of competing species. Darwin saw competition within species as the disruptive force splitting lineages. How, then, did the majority come to regard Matthew's and Darwin's mechanism as equal, a view shared by the mainstream and the fringe? The roots of this misconception lie in publications by Thomas Huxley, Patrick Matthew and Charles Darwin, each of whom had fragmentary knowledge of the others' ideas. Later writers elaborated the divergent presentism rolling from split narratives. [ABSTRACT FROM AUTHOR]

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Experimental psychology is witnessing an increase in research on individual differences, which requires the development of new tasks that can reliably assess variations among participants. To do this, cognitive researchers need statistical methods that many researchers have not learned during their training. The lack of expertise can pose challenges not only in designing good, new tasks but also in evaluating tasks developed by others. To bridge the gap, this article provides an overview of test psychology applied to performance tasks, covering fundamental concepts such as standardization, reliability, norming and validity. It provides practical guidelines for developing and evaluating experimental tasks, as well as for combining tasks to better understand individual differences. To further address common misconceptions, the article lists 11 prevailing myths. The purpose of this guide is to provide experimental psychologists with the knowledge and tools needed to conduct rigorous and insightful studies of individual differences. [ABSTRACT FROM AUTHOR]

HPV vaccination rates remain suboptimal despite proven efficacy. Data suggest misconceptions or lack of knowledge are leading barriers. Our study aimed to develop and pilot a novel interactive education resource designed to educate parents and patients about HPV vaccines. This is a prospective pilot study conducted in an urban teaching hospital pediatric clinic. The Patient Activated Learning System (PALS) intervention included 3 web-based videos with HPV vaccine-related educational content. Participants were parents of adolescent patients, aged 11–17 years, and young adult patients, aged 18–26 years. Enrolled participants completed an HPV vaccine knowledge survey before and after watching PALS; paired scores were evaluated. Acceptability and participant-reported impact of PALS modules were measured via Likert-scale surveys. 132 individuals were approached; 101 (76%) enrolled and completed the study. Participants self-identified as Hispanic (50%), non-Hispanic Black (23%), non-Hispanic White (7%), Asian (6%), American/Alaskan/Hawaiian Native or Pacific Islander (5%). Half reported earning ≤$40,000 annually; 57% had only a high school education. Post-intervention knowledge scores were increased compared to baseline (9.87/27 points vs 17.53/27 points, p < 0.01). PALS modules were reported as enjoyable to use and understandable (89% and 93%, respectively), and improved participants' understanding of the importance of HPV vaccination (90%). Of the 18 patients unvaccinated at baseline, 39% received 1 shot of the HPV vaccine within one month. The PALS HPV vaccine educational intervention was feasible, acceptable, and improved knowledge among a diverse, underserved population. Our intervention may positively influence HPV vaccination rates, with potential to overcome HPV vaccine hesitancy. • HPV vaccine-related educational modules were made for the Patient Activated Learning System (PALS) platform. • Participants reported feeling more comfortable with HPV vaccine for boys and girls after using the PALS modules. • HPV vaccine-related knowledge increased after use of PALS modules in participants recruited at a diverse pediatric clinic. [ABSTRACT FROM AUTHOR]

Misconceptions are situations in which the concepts or relationships between concepts that individuals form in their minds do not match scientific facts. In terms of science education, its negative effects on meaningful learning are known. Daily life experiences, textbooks, teachers and the social environment are shown as the sources of misconceptions. In order to eliminate the negative effects of misconceptions, the most logical way is to improve the environment and documents that will allow misconceptions to occur. Perhaps the most functional and low-cost of these is improving textbooks. It is known that students at various levels have misconceptions about the respiratory and circulatory system. Also misconceptions are often acquired at an early age and are resistant. In this context, the research examined how often and how contents that may cause misconceptions about circulatory and respiratory systems were included in 6th grade science textbooks in Turkey. In Turkey, textbooks to be used in formal and non-formal education are determined with the approval of the Ministry of National Education, Board of Education and Discipline. As of 2023, there are 7 science textbooks that will be taught in 6th grades. In the research, three 6th grade science textbooks selected from these books were examined. As a result, a total of 36 contents related to 5 of the 6 misconceptions introduced into the literature by Allen (2019) were identified in the textbooks examined. 19 of these are visual and 17 are verbal. Finally, the research was concluded with suggestions to eliminate these deficiencies and improve the quality of the textbooks. [ABSTRACT FROM AUTHOR]

The research focused on the issue of physics subject matter in higher education of primary education teachers. It explained students' misconceptions on an example of the subject matter about a pulley. The research aimed to study on a sample of 79 students the effectiveness of the designed IBI in eliminating misconceptions in favour of scientifically acceptable concepts. The main research methods were the pedagogical experiment and content analysis of students' answers. Results showed that students' misconceptions changed statistically significantly in the post-test against the pre-test in favour of scientifically acceptable concepts. Thus, the research results may incentivise branch didactics of science subjects. [ABSTRACT FROM AUTHOR]

Purpose: Contrary to the prevailing scholastic agreement that the Arabic language has only six vowels, three of them being short (a, i, u) and three of them long (ā, ī, ū), this study indicates the presence of a much more complicated vowel inventory in the Arabic language. By adopting a mixed-method approach that combines qualitative and quantitative evidence, this paper presents an intricate, empirical examination of the Arabic phonology system. Methodology: The study employed acoustic analysis combined with manual phonetic transcription and statistical tests for Quranic Standard Arabic and Modern Standard Arabic. It named eight different short vowels and a complicated cluster of diphthongs and triphthongs. The study involved different data sets which included religious texts as well as conversational clips that used intricate sampling techniques for representative sampling across dialects. Findings: The findings challenge conventional views in terms of the number of perceived Arabic vowels (which turned out to be around 24), as well as providing directions and inputs for future work with a phonology-based framework. Such an inclusive view seeks to enhance the appreciation of the complexities of phonology in Arabic speech. Implications to Research and practice. future researchers should pay attention to vital issues like school curricula exploring the Arabic vowel system. [ABSTRACT FROM AUTHOR]

Background: Influenza vaccination remains a cornerstone of public health initiatives aimed at curbing the spread of infectious diseases. Despite the known benefits, vaccine hesitancy persists among healthcare professionals, including dentists, due to concerns about vaccine efficacy and safety. The attitudes of dentists towards influenza vaccination are influenced by a variety of factors, including perceived risks, misconceptions, and personal beliefs. Aim: This study aimed to explore the attitudes and perceptions of Georgian dentists towards influenza vaccination, examining the factors influencing their decision-making and the overall vaccination rates within this group. Methods: A cross-sectional survey was conducted involving 2,900 certified dentists in Georgia. Data were collected on their vaccination status, attitudes towards influenza vaccination, and reasons for acceptance or hesitancy. The survey assessed demographic variables, professional experience, and self-reported knowledge about influenza vaccines. Results: The findings revealed that 16% of the surveyed dentists received an influenza vaccine in the current season. Of the unvaccinated dentists, 30% cited safety concerns, and 21% did not perceive influenza as a significant threat. Experience levels were inversely correlated with vaccine confidence; dentists with less than five years of experience were more likely to get vaccinated compared to their more seasoned counterparts. Additionally, 24% of respondents deemed the vaccine less effective, and only 18% supported mandatory vaccination policies. Geographical trends indicated that the majority of non-vaccinated dentists were from the Imereti and Samegrelo-Zemo Svaneti regions. Conclusions: The study highlights the presence of vaccine hesitancy among dentists in Georgia, with a notable portion exhibiting skepticism towards the flu vaccine's effectiveness and safety. Despite low vaccination rates, the absence of adverse events reported in the past decade provides a basis for addressing safety concerns. Educational interventions tailored to address specific misconceptions and regional disparities are necessary to improve vaccination rates. The research underscores the need for ongoing dialogue and education to bolster confidence in influenza vaccination, thereby enhancing public health outcomes. [ABSTRACT FROM AUTHOR]

Genetics concepts is taught at secondary school to equip students with relevant knowledge to engage with related socio-scientific issues in order to make a reasonable decision. However, earlier research shown that students exhibited poor comprehension of this concept. Despite several interventions, this problem persists. This study was designed to examine senior school students' conceptual understanding, perceptions and misconceptions about genetics concepts as well as the causes of the misconceptions identified. The mixed methods design was adopted, while 789 students participated. Five instruments were used, while data collected were descriptively and contentanalyzed. The results revealed that 21.4% of the students understood genetics concepts, 27.6% did not, while 51.0% had misconceptions. Students had negative perception of genetics concepts (1=2.47) and genetics contents indicator was the major causes of students' misconceptions (1=2.92) against the 2.50 threshold. The teaching and learning of genetics concepts should be supported with relevant instructional materials and detailed textbooks. [ABSTRACT FROM AUTHOR]

This article discusses the awareness and public response to Research Triangle Institute (RTI) International campaign on Neglected Tropical Diseases (NTDs) among residents of Cross River State, Nigeria. The major objective of this study is to upscale awareness and promote public response to RTI International Campaigns on NTDs among residents of Cross River State. The study adopted the qualitative research approach, with cross-sectional face-to-face semistructured in-depth interview as its data collection instrument. The Health Belief Model (HBM) formed the theoretical framework for the article. Findings indicate that the adoption of mixed media ensured effective awareness and maximum response by residents of CRS during the campaign. Findings also reveals that effective participatory communication increased the campaign's efficacy to address public disinformation, misinformation, myths, and misconceptions held against NTD medicines, thus optimizing its intake. In addressing the communication gaps identified during the campaign, the article recommends health workers to equip themselves with the necessary resources in order to disseminate evidencebased information to prevent and address communication gaps in the awareness and public engagement with its campaign. [ABSTRACT FROM AUTHOR]

This article explores the perspectives of Malaysian Sikh parents on sexual identity and their interpretation of the Guru Granth Sahib. As a minority in a diverse society, their views are significant in understanding global sexual diversity. This study is based on the parental acceptance-rejection theory and utilizes a hybrid strategy to collect data, primarily through questionnaires and interviews. The findings reveal that Sikh parents have uncertainty about natural laws related to sexual orientation and hold misconceptions about non-heterosexual identification. It emphasizes the need to promote awareness, acceptance, and education within religious institutions to combat discrimination and support the well-being of the LGBTQ community. [ABSTRACT FROM AUTHOR]