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Die Wirkung unterschiedlich intensiver Regenereignisse auf Splash-Erosion ist noch nicht genau bekannt. Um diese zu untersuchen, wurde sandiger Lehm in einem Laborversuch durch einen Starkregensimulator mit zunehmender, abnehmender oder konstanter Regenintensität beregnet. Alle Intensitätsabfolgen wiesen im Mittel eine Regenintensität von 24,7 mm h−1 auf und bestanden aus drei Intensitätsstufen mit einer Beregnungsdauer von je 20 min. Der ausschließlich durch Splash-Erosion abgetragene Boden wurde nach jeder Beregnungsphase gesammelt. Die Ergebnisse zeigen, dass Regenereignisse mit hoher Intensität am Anfang zu 32 % mehr Splash-Erosion führen als jene mit maximaler Intensität am Ende. Die kumulativ wirkende kinetische Energie der Regentropfen, verstärkt durch einen dünnen Wasserfilm auf den Proben, führt dazu, dass die Splash-Erosion am Ende einer Simulation stärker wirkt als zu Beginn. Aus den Untersuchungsergebnissen kann zudem durch Extrapolation der Regressionsgeraden eine minimale Regenintensität zwischen 10 mm h−1 und 15 mm h−1 zur Erzeugung von Splash-Erosion angenommen werden.

Interpreting the nature and destiny of man, Origen was inspired, among other things, by the myth – told by Plato in the Phaedrus (246a-249d) – of the loss and recovery of wings by the soul. Compared to the way contemporary Platonists have interpreted this myth, he introduced important innovations, derived from the tradition of the Christian faith: the need for a saviour, the centrality of faith, the idea that the sensitive and historical reality also participate in salvation.

This paper gathers from Didymus’ exegetical works (in particular from the lessons on the book of Psalms and on the Ecclesiastes) all significant testimonies concerning his knowledge of natural sciences and his anthropological doctrine. Based on these materials I will briefly discuss their possible sources, trying to answer following questions: a) What kind of Aristotelian doctrines can we recognise in Didymus’ statements concerning cosmology, biology and anthropology? b) Is there sufficient evidence to conclude that he had, beside the Organon, also a direct knowledge of other Aristotelian works? c) How important are methods and doctrines coming from Aristotle for Didymus’ exegetical practice?

In questo lavoro viene presentato un percorso di geometria piana che ha come protagonista una figura spesso trascurata nelle classi: il deltoide. La metodologia proposta è di tipo attivo e operativo e fa uso sia di artefatti (“modelli dinamici”) costruiti dagli alunni, sia di software geometrici (Cabri, Geogebra). Si espone il quadro teorico di riferimento e il sapere matematico ricavabile dalle attività suggerite; vengono anche date indicazioni sulla modalità di organizzazione e gestione delle attività in classe e sul loro valore educativo e conoscitivo.

Professor of History, István Rugonfalvi Kiss served as Rector Magnificus of the Hungarian Royal István Tisza University of Debrecen in the academic year of 1932-1933. A historian of Székely origin, he first served as the local archivist of the Baron Radvánszky family estate, then he acquired a growing reputation as the chief archivists of Győr County. Starting in 1911, he became college professor of history at the Arts Academy of the Debrecen Protestant College, then from 1914 until his retirement in 1942 he served as professor of Hungarian history of the newly established University of Debrecen. He served as dean several times and he was appointed Rector of the University in the academic year of 1932-1933. In historical scholarship he represented the conservative alternative, thus he was violently opposed to Gyula Szekfű’s view of history. He is the author of work on the last Hungarian uprising of noblemen as well as on the history of the Székely people. After the the Second World War, owing to his previous political activism, he was imprisoned and subsequently he lived in the circle of his family, isolated from professional activity.