Background: The goals of the current study were to address a new concept termed a health benefits’ index (HBI) and to verify the type of correlation between the pricing of honey and its HBI/medicinal properties. Diverse types of honey from different origins and places were investigated for their antioxidant and antimicrobial activity. Methods: We have utilized a modified protocol of the DPPH assay for measuring free radical scavenging and the microdilution test for the determination of antibacterial/antifungal minimum inhibitory concentrations (MICs). MICs were determined against Staphylococcus aureus, Escherichia coli, Salmonella typhimurium, and Candida albicans microorganisms. Employing a “combined benefits approach” enabled us to attach to each honey type a unique number of HBI that correlate with honey health and medicinal values. Results: The various types of honey demonstrated significant but variable antioxidant, antibacterial, and antifungal activities. Types of wildflower-labeled honey were found to have a wide range of HBI values and medicinal properties, probably due to their containing different nectar contents/phytochemicals. Moreover, an inconsiderable correlation was detected between the market prices of different types of honey and their HBIs. Conclusions: The proposed index of health benefits could be recalculated/updated following measurement of more and more medicinal properties, such as anti-inflammatory, antidiabetic, and anticancer activities. This index could be used as an effective tool for consumers of honey to evaluate the real value of the purchased product.

Academy-Classroom model is the most recent program adopted by the Ministry of Education in Israel for trainee teachers’ practical training. One of the model’s primary goals is to bridge the gap between the needs and the reality of the school in connection with how academic institutions prepare their teachers. The study aimed to research the role performance in training teachers following the Academy-Classroom model’s implementation, compared to their role under previous training plans, and to explore whether changes had taken place. Forty-four training teachers within the academy class framework took part in the study. All of them had worked as training teachers in previous models. The research was conducted using a mixed quantitative and qualitative research methodology. The findings show a broader integration of the training teachers in the process of preparing and qualifying the trainee students. The results demonstrate a statistically significant increase in the training teachers’ role performance in social perspective, training with a focus on a subject matter guidance, mentoring students with an emotional approach, and personal responsibility for training and qualifying the trainee students. Academy-Classroom model has resulted in a paradigmatic shift in the training teachers’ role and work methods.

A significant amount of research is invested in examining instructional practices for science education. Many countries around the world have established reforms in science education, including how the sciences are taught. For instance, in 2013, many states in the United States established new standards for science education, the next generation science standards (NGSS). Similarly, in 2018, Israel's Ministry of Education published a "Portfolio of Lesson Plans" that emphasized the development of students' scientific skills and establishing a new era of instructional strategies in the sciences. In Israel's Arab community, science is considered an important discipline and it holds an important place in the educational system. Previous studies have shown that Arab teachers regularly use teacher-centered teaching strategies. The present study sought to identify instructional practices used by Arab science teachers, comparing these to the NGSS, and understand the beliefs underlying the choice of methods. It also examined how these practices are related to the teacher's years of experience. The study employed mixed methods. The quantitative portion was based on the science instructional practices survey. In accordance with teachers' self-reports, the results indicate that Arab science teachers in Israel primarily use traditional, non-NGSS instructional practices such as direct instruction; NGSS teaching practices, such as empirical investigations and critique, explanation, and argumentation, are used much less often. Novice teachers reported significantly more use of NGSS teaching practices than did experienced teachers. This difference was attributed to the hours of professional development dedicated to science instructional practices that novice teachers participated in as part of their in-service period. In addition, semi-structured interviews were conducted with eight teachers to gain further insight into the beliefs and motivations underlying their choice of teaching methods. The findings highlight the teachers' belief that their main role is to transmit scientific knowledge to students, who should acquire the knowledge in a passive manner.

Academy-Classroom model is the most recent program adopted by the Ministry of Education in Israel for trainee teachers’ practical training. One of the model’s primary goals is to bridge the gap between the needs and the reality of the school in connection with how academic institutions prepare their teachers. The study aimed to research the role performance in training teachers following the Academy-Classroom model’s implementation, compared to their role under previous training plans, and to explore whether changes had taken place. Forty-four training teachers within the academy class framework took part in the study. All of them had worked as training teachers in previous models. The research was conducted using a mixed quantitative and qualitative research methodology. The findings show a broader integration of the training teachers in the process of preparing and qualifying the trainee students. The results demonstrate a statistically significant increase in the training teachers’ role performance in social perspective, training with a focus on a subject matter guidance, mentoring students with an emotional approach, and personal responsibility for training and qualifying the trainee students. Academy-Classroom model has resulted in a paradigmatic shift in the training teachers’ role and work methods.