21. There are ten blanks in the following passage. You are required to select one word for each blank from a list of choices in the box. You may not use any of the words in the bank more than once.substantial preconceptio depleted largely destinednsfeared explicitly prerequisite prior to distinguishpersistent conducted informed whereasperceivedAn adequate public understanding of radiation phenomena is essential for both personal safety and _1_ democratic decision-making. This, in turn, requires radiation communicators to understand how such phenomena are _2_ by laypeople. To examine non-experts' conceptions of radiation, a questionnaire survey was _3_. The results indicate _4_ gaps in understanding of key concepts, including radioactive decay, half-life, and radiation absorption, as well as _5_ confusion between radiation and radioactive materials. Many respondents also failed to _6_ sources of ionising radiation from other environmental hazards. Nuclear power plants and nuclear submarines emerged as the most _7_ radiation sources. The findings further suggest that lay perceptions of radiation and its risks are shaped _8_ by mass media, _9_ school-based knowledge is rarely transferred to real-world contexts. These results highlight the need for improved educational and communication strategies that address learners' _10_ and more effectively connect formal instruction with real-world applications.

21. There are ten blanks in the following passage. You are required to select one word for each blank from a list of choices in the box. You may not use any of the words in the bank more than once. substantial preconceptio depleted largely destined ns feared explicitly prerequisite prior to distinguish persistent conducted informed whereas perceived An adequate public understanding of radiation phenomena is essential for both personal safety and _1_ democratic decision-making. This, in turn, requires radiation communicators to understand how such phenomena are _2_ by laypeople. To examine non-experts' conceptions of radiation, a questionnaire survey was _3_. The results indicate _4_ gaps in understanding of key concepts, including radioactive decay, half-life, and radiation absorption, as well as _5_ confusion between radiation and radioactive materials. Many respondents also failed to _6_ sources of ionising radiation from other environmental hazards. Nuclear power plants and nuclear submarines emerged as the most _7_ radiation sources. The findings further suggest that lay perceptions of radiation and its risks are shaped _8_ by mass media, _9_ school-based knowledge is rarely transferred to real-world contexts. These results highlight the need for improved educational and communication strategies that address learners' _10_ and more effectively connect formal instruction with real-world applications.