In schools, misconceptions about genetics can arise due to several factors, and the consequences of these misunderstandings can be significant. Lack of education can play a central role in the spread of misinformation about genetics. When teachers lack sufficient knowledge or do not have access to up-to-date resources, they risk inadvertently conveying inaccuracies to students. Additionally, students own preconceived notions and misinterpretations can be reinforced through interaction with their peers, creating a vicious cycle of misinformation. In this study, various misconceptions within genetics education have been identified and analyzed, while different strategies to prevent these misconceptions have been examined. The study revealed that the two most common misconceptions are the confusion between "genes" and "DNA" and the simplified perception of genetic determinism.

This paper is about cyber-bullying, the youth?s experience and how the papers image of cyber- bullying looks. The relevance of this essay be to be found in the aim of the research of the cyber bullying today. By examining how the youth?s usage and experience?s - and the papers image of cyber-bullying in the social media, it will be possible to create an understanding for how the social media is represented today.