Some Basic Misconceptions

The first misconception that has to be addressed is that which pertains to the general belief that inclusion of market access related issues of air transport in the GATS would necessarily lead to hberahzation. If air transport services are covered 

Article III of GATS requires each party to publish promptly all relevant laws, regulations, administrative guidelines and all other decisions, rulings or measures of general application, by the time of their entry into force. 

GATT s national treatment philosophy provides foreign services and services suppliers with treatment no less favourable than that accorded to a country s own services and service suppliers. 

Since GATS is an Annex to the GATT agreement it should be noted that the provisions of GATS are governed by those of GATT and that both documents incorporate the same basic principles. 

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In this section, the basics of experimental designs are introduced. Many definitions are given to introduce the most usual nomenclature and to avoid some common misconceptions. A practical and easy-to-follow approach was preferred instead of a more formal one, and literature references are given for more advanced or interested readers. 

The present review can do nothing to help eliminate these types of errors (except to advise reading some basic NMR textbooks), but it attempts to help eliminate errors related to the NMR experiment itself, errors that often have their origin in the ease and widespread use of advanced NMR techniques by non-specialists. Some of these errors or misconceptions are frequent as they have a tendency to propagate, when experimental parts are apparently copied from a previously published paper into a new manuscript, thus reducing the usefulness of the newly presented data. In this Section we shall comment on errors related to spectroscopic details (without literature references) the need to give details about the measured solutions and referencing was stressed already in several instances in this review. 

Every chapter related to the basic concepts starts with a Concept Cartoon [16] four students explain a special phenomenon from their view and present the correct answer and some misconceptions of the involved subject [16], These cartoons summarize the most important misconceptions for the reader they are also helpful in class to start the discussion about students ideas. The students may find their own ideas among the cartoons or will get to know which other ideas are possible. In every case they can discuss ideas and misconceptions by asking the question what do you think - and may find the scientific answer, with the help of their teacher or on their own. It is even possible to use the cartoons for assessment [16],... 

In addition, it seems as if students tend to confuse formula indices, charges and coefficients massively and thereby end up using them inappropriately. Schmidt quotes several examples of specific misconceptions that students show in the interpretation of the formula M2C03 where M means one atom of an alkali metal. They don t know the basic units of the ionic compound they interpret the formula as M2(CO)3 and derive an ion number ratio of 2 3. As a result, they set two different ratios equal that are not consistent with each other at all. They misplace the ratio of the formula indices a b = 2 3 as the mass ratio [33]. In this respect, Hilbing [13] summarizes some difficulties of the difference between the coefficients and formula indices (see Table 5.2). 

Basic achievements The proposed thermochemical approach to the kinetics of solid and melt decompositions rested on the CDV mechanism revealed the interconnection of two traditional, but distinct, scientific approaches (after Arrhenius and after Knudsen-Langmuir). Some unusual or mysterious phenomena (including misconceptions), revealed or formed during the more than a one-hundred-year period of studies in these traditional fields, have been interpreted. The most significant achievements are the explanation of the mechanism of the nucleation and growth of nuclei and the interpretation of such effects as localization of the decomposition process, the Topley-Smith effect, the difference between the rates of decomposition under effusion (after Knud-sen) and free-surface (after Langmuir) conditions, a decrease in the decomposition rate upon melting of the reactant, differences in the crystalline structure... 

The basic particle model poses challenges. To the eye, matter appears to be continuous and imagination is needed to think in terms of extremely small, discrete particles. Initially, some students may construct an image of particles embedded in continuous matter. Unfortunately, textbooks sometimes show such images and talk about particles in a solid/liquid/gas, which could lead students astray. Here, the particles are not the substance, they are extra to it. Ideas of particle movement are consistent with this model since movement will be determined by the state of the continuous matter (for example, particles can move arovmd in a liquid). Identifying the particles with the substance helps to avoid such misconceptions, for example, sugar particles , water particles and oxygen particles . 

Attention to the basic science of health and safety issues not only provides an insight into the current understanding of a complex and broad-ranging subject, but also helps to eradicate misconceptions. For example, seeing is not believing where air pollution is concerned, nor is exhaust extraction a comprehensive solution to pollution control. Dust does not cease to be a problem when it settles on the floor and fully vulcanized rubber is not necessarily free of toxic hazard. The case where settled dust reduces pedestrian friction can be contrasted with that where mechanical handling creates air pollution. Without doubt the interactions of this science are complex and some procedures designed to solve one problem may merely serve to introduce another. 

We traveled through several basic kinetic concepts applied to catalysis, with some emphasis on organometaUic systems. In this trip, several misconceptions ( myths ) have been reviewed, trying to make some sense in the analysis of catalytic cycles. As said before, most of these misconceptions have been corrected a long time ago, and many researchers certainly know how to handle them (there is nothing new under the sun after all). However, that does not mean that they were uprooted from the textbooks, and consequently they are too common in research papers. Let us discuss one last myth. 

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