Abstract The US Secretary of State, John Foster Dulles, believed that Nasser’s nationalization of the Canal Company was a justifiable act taken by a sovereign nation. Here as at other times, US anti-colonialism divided British and American views. Yet Dulles told the British that a way had to be found to make Nasser ‘disgorge what he was attempting to swallow’. To the British, his attitude was contradictory. Some in Britain pushed for a resolution brokered by the United Nations. But Eden was determined on military action. President Eisenhower insisted that nothing be done until Nasser had proved that the Egyptians could not manage the canal. French leaders considered Nasser an enemy because of his support for Algerian rebels. The Israelis detested him for blockading Eilat, their port in the southern Sinai. Nasser failed to recognize the congruent interests of Britain, France, and Israel and clearly did not foresee their combined operation against him.

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Misconceptions

Liverpool University Press eBooks · 2021

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Misconceptions

McGee, Glenn · DigitalGeorgetown (Georgetown University Library) · 2011

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Uncovering Misconceptions

Lenore Teevan · 2021

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Mathematical Misconceptions

Mathematics Teacher Learning and Teaching PK-12 · 2019

Working to correct misconceptions and errors is a natural part of teaching and learning mathematics. Rather than seeing errors as something to avoid, how can teachers and students capitalize on them to create learning opportunities? Catalyzing Change in High School Mathematics: Initiating Critical Conversations suggests that teachers actively plan for student errors and misconceptions by designing lessons that— promote a classroom culture in which mistakes and errors are viewed as important reasoning opportunities to encourage a wider range of students to engage in mathematical discussions with their peers and the teacher. (NCTM 2018, p. 34)

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Mutual Misconceptions

Daniel W. Crofts · University of North Carolina Press eBooks · 2016

Abstract Chapter Four examines the mutually irreconcilable explanations of current reality that took shape during the five months that followed the presidential election. Its focus is the three most consequential groupings—the prosecession Deep South, the Republican North, and the conditionally pro-Union Upper South. Secessionists insisted that “Black Republicans” planned to unleash slave rebels and revolutionize the white Southern social order. They promised that a new Southern nation could avert the danger, and that the North never would fight to preserve the Union. Most Republicans refused to take the secession movement seriously. They found it impossible to comprehend the reality of Southern estrangement or to entertain the possibility of an extensive mass panic that the Deep South’s leaders could not control. The Upper South’s would-be Unionists attempted to find a formula to resolve the impasse. But by insisting that the federal government renounce any use of force against the seceding states, the Unionists actually provided them cover. The outbreak of war in April 1861 revealed that opinion leaders both North and South had misunderstood and misconceived the situation they faced.

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Demystifying misconceptions

Yuet Kwan Ma (9597371), Cherry Choi (10000919), Pui Sze Yeung (9050312) · Figshare · 2023

This video is about demystifying misconceptions about disability, access needs, and accessibility support in relation to teaching and learning. There will be a series of eight question-and-answer topics that aim to stimulate your thinking and bring about more inclusive concepts. The topics concern about the “Who?”, “When?”, and “Why?” of co-creating accessible teaching and learning. The eight issues covered in the video:\n<ol>\n <li>Are all disabilities visible?</li>\n <li>Does “Disability” simply refer to personal medical conditions?</li>\n <li>Do students with the same types of disabilities require the same set of accessibility support?</li>\n <li>Do I need to address accessibility issues only when some students request certain accessibility arrangements?</li>\n <li>Does accessibility practices only concern students with disabilities?</li>\n <li>Is accessibility something “extra” to do?</li>\n <li>Are accessibility practices trouble-making?</li>\n <li>Does accessibility practices bring no benefit to scholarly work or professional development?</li>\n</ol>\nThis video is one in the #IDEALeaders Self-Learning Series on the Co-Creation of Virtual Learning Accessibility. It is one of the deliverables of the Project entitled “Promoting accessibility of virtual teaching and learning through a train-the-trainer approach” funded by the UGC Special Grant for Strategic Development of Virtual Teaching and Learning in 2021-2023.\nEnglish captions are available.\nReferences mentioned in the video:\n<ul>\n <li><a href="https://www.eoc.org.hk/en/training-and-education/eo-club/code-practice-on-employment/disability-discrimination-ordinance" target="_blank">Code Of Practice On Education Under The Disability Discrimination Ordinance</a></li>\n <li><a href="https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities/article-9-accessibility.html" target="_blank">CRPD Article 9 – Accessibility</a></li>\n <li><a href="https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities/article-24-education.html" target="_blank">CRPD Article 24 – Education</a></li>\n <li><a href="https://tbinternet.ohchr.org/_layouts/15/treatybodyexternal/Download.aspx?symbolno=CRPD/C/GC/4&Lang=en" target="_blank">CRPD General Comment No.4 on Article 24: Right to inclusive education</a></li>\n <li><a href="https://www.elegislation.gov.hk/hk/cap487!en-zh-Hant-HK@2015-01-09T00:00:00?SEARCH_WITHIN_CAP_TXT=4.Unjustifiable hardship" target="_blank">Disability Discrimination Ordinance (Cap. 487) (DDO)</a></li>\n <li><a href="https://edx.readthedocs.io/projects/edx-partner-course-staff/en/latest/accessibility/index.html" target="_blank">edX Accessibility Best Practices Guidance for Content Providers</a></li>\n <li><a href="https://www.coursera.support/s/article/208279826-Video-subtitles?language=en_US" target="_blank">Help Articles on Coursera official website</a></li>\n <li><a href="https://www.un.org/sustainabledevelopment/education/" target="_blank">SDG 4: Quality education</a></li>\n <li><a href="https://www.un.org/sustainabledevelopment/inequality/" target="_blank">SDG 10: Reduced inequalities</a> </li>\n <li>Web Accessibility Initiative (<a href="https://www.w3.org/WAI/" target="_blank">WAI</a>) document: Diverse Abilities and Barriers in <a href="https://www.w3.org/WAI/people-use-web/" target="_blank">How People with Disabilities Use the Web</a>. Shadi Abou-Zahra, ed. Copyright © 2017 <a href="http://www.w3.org/" target="_blank">W3C</a>® (<a href="https://www.csail.mit.edu/" target="_blank">MIT</a>, <a href="http://www.ercim.eu/" target="_blank">ERCIM</a>, <a href="https://www.keio.ac.jp/" target="_blank">Keio</a>). Status: Updated 15 May 2017. <a href="https://www.w3.org/WAI/people-use-web/abilities-barriers/" target="_blank">https://www.w3.org/WAI/people-use-web/abilities-barriers/</a></li>\n</ul>\nSuggested citation:\nMa, G. Y. K., Choi, C., & Yeung, P. P. S. (2023). Demystifying misconceptions. [Video]. #IDEALeaders Self-learning Series: Co-creation of virtual learning accessibility. HKU Data Repository. <a href="https://doi.org/10.25442/hku.22579810" target="_blank">https://doi.org/10.25442/hku.22579810</a>\nVirtual Learning Accessibility Toolkit: <a href="https://vlaccessibilitytoolkit.hku.hk/" target="_blank">Website version</a> and <a href="https://doi.org/10.25442/hku.22579006" target="_blank">PDF version</a>\nPoints to note:\n<ul>\n <li>This video is intended to serve as a general guide for creating accessible digital materials and virtual learning environment. The recommended practices in this video are not exhaustive or the best solutions for each situation. Teaching and learning practices might vary across academic disciplines, as well as individual preferences and needs. The recommended practices need to be fit and applied to various disciplinary contexts and authentic practices.</li>\n <li>Please be aware that fulfilling all the practices suggested by this video would not guarantee “full accessibility”. Use your own best judgment. Always be aware of and respect the diverse access needs of different individuals.</li>\n <li>This video does not contain any business promotion elements.</li>\n <li>Software, programmes, and operating systems are constantly and rapidly developing along with changing accessibility functions. Statements in this video about the functions of any software, programmes, and operating systems may no longer represent their current status.</li>\n <li>It is possible that the hyperlinks of the cited resources in this video might be edited or removed by the corresponding contributors after the publication of this video.</li>\n <li>The recommended practices in this video are basically about accessibility to people with disabilities. However, the practices are central to good teaching and learning practices and will benefit all users regardless of disability status.</li>\n</ul>

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SANITARY MISCONCEPTIONS.

JAMA · 1902

The head of the health department of the city of Cleveland, Dr. Martin Friedrichs, recently gave a graphic and complete account of the method used by him in combating an epidemic of smallpox in that city last year. This was contributed to a popular monthly, as well as to medical journals, and has excited attention both on account of the novelty of some of the measures and their success. As is usually the case with medical matters described and discussed in non-medical publications, the newspapers have taken this up and drawn their own, sometimes erroneous, deductions therefrom. The disinfection and cleansing methods which were so effective in freeing infected localities from the active contagion have even been utilized by the anti-vaccinationists as an argument that smallpox is exclusively a filth disease and that compulsory vaccination was therefore not essential in combating the disorder. This seems to be the view taken

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