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In recent years, pedagogical design and practice have undergone a forced transformation that has brought many innovative methods and tools to the implementation process. The transition to online education has demanded new infrastructural solutions that have temporarily replaced traditional classroom practices. Most teachers seem to have adapted well to these new challenges. Learning support platforms and online teaching elements had to be harnessed by teachers who, in many cases, acquired this knowledge on their own, in awareness of their importance. Our study examines the need for digital learning support elements in primary schools of the German national minority in Hungary. Our research tools comprised an online questionnaire survey conducted in 2022. The goal of our study was to identify the problems that teachers faced in the transition to online teaching during the period of distance learning introduced due to the COVID pandemic in 2020 and since; the forms of support teachers received nationwide; and the measure of success in their work as language teachers. We also looked at the factors that influenced the digital elements being used. Finally, we examined whether teachers are still willing to use online learning support tools when returning to face-to-face teaching.

Abstract Mathematics is a key school subject for some of the most lucrative and economically important careers. Low mathematics performance in school is associated with low psychometric intelligence, family socioeconomic status (SES), specific mathematical abilities, and high mathematics anxiety. We used a sample of Hungarian schoolchildren (N = 102, mean age = 12.3 years) to directly compare the predictive power of general intelligence, specific mathematical abilities measured by the Pedagogical Examination of Dyscalculia (DPV), mathematics anxiety, and socioeconomic status for mathematics grades. Mathematics grades correlated with IQ, specific mathematic ability, mathematics anxiety, and a composite measure of family SES. The WISC-IV showcased a manifest correlation of 0.62 and a latent correlation of 0.78 with the DPV and high manifest (r=-0.53) and latent (r=-0.59) correlations with mathematics anxiety. IQ alone accounted for 52% of the variance in mathematics grades. IQ, specific mathematical ability, family SES and mathematics anxiety jointly accounted for 56% of the variance in grades, with a non-significant contribution of specific mathematical ability and family SES over IQ and a marginal contribution of mathematics anxiety. Our results show that psychometric intelligence is the most important predictor of mathematics grades, while family SES and specific mathematical abilities are only associated with grades to the extent they reflect psychometric intelligence. The results, however, confirmed a small role of mathematics anxiety over intelligence in predicting grades.

Abstract Background Sequencing of the human skin microbiome revealed that Corynebacterium is an ubiquitous and abundant bacterial genus on human skin. Shotgun sequencing further highlighted the microbial “dark matter” of the skin microbiome, consisting of microorganisms, including corynebacterial species that were not cultivated and genome-sequenced so far. In this pilot project, facial human skin swabs of 13 persons were cultivated to selectively obtain corynebacteria. 54 isolates were collected and 15 of these were genome-sequenced and the pan-genome was determined. The strains were biochemically characterized and antibiotic susceptibility testing (AST) was performed. Results Among the 15 sequenced strains, nine different corynebacterial species were found, including two so far undescribed species, tentatively named “Corynebacterium vikingii” and “Corynebacterium borealis”, for which closed genome sequences were obtained. Strain variability beyond the species level was determined in biochemical tests, such as the variable presence of urease activity and the capacity to ferment different sugars. The ability to grow under anaerobic conditions on solid agar was found to be species-specific. AST revealed resistances to clindamycin in seven strains. A Corynebacterium pseudokroppenstedtii strain showed additional resistance towards beta-lactam and fluoroquinolone antibiotics; a chromosomally located 17 kb gene cluster with five antibiotic resistance genes was found in the closed genome of this strain. Conclusions Taken together, this pilot study identified an astonishing diversity of cutaneous corynebacterial species in a relatively small cohort and determined species- and strain-specific individualities regarding biochemical and resistance profiles. This further emphasizes the need for cultivation-based studies to be able to study these microorganisms in more detail, in particular regarding their host-interacting and, potentially, -beneficial and/or -detrimental properties.

IntroductionMath anxiety (MA) is an academic anxiety about learning, doing, and evaluating mathematics, usually studied in school populations and adults. However, MA likely has its origins before children go to school. For example, studies have shown that general anxiety (GA) for everyday events is less separable from MA in primary than in early secondary school. This suggests that GA may be a precursor of MA. For this reason, here, we have examined whether GA is already associated with math achievement at the end of kindergarten.MethodsWe tested 488 Hungarian kindergarten children aged 5.7 to 6.9 years (55% girls) and analyzed the effect of GA, sex, and family SES on math achievement in kindergarten children.ResultsStrikingly, confirming results from primary school children, we found that GA negatively correlated with math achievement already in this preschool population. Higher GA levels had a stronger negative effect on girls’ than boys’ math achievement. However, there were no significant sex differences in math achievement in kindergarten. Additionally, family socioeconomic status was the strongest predictor of math achievement.DiscussionWe speculate that high GA in preschool is a plausible early precursor of later high MA. Early interventions could aim to control GA levels before children start formal schooling.

Background: The pandemic of severe acute respiratory syndrome by coronavirus 2 (SARS-CoV-2) is a multi-system disease caused by a diffuse systemic process involving a complex interaction of the inflammatory, immunological and coagulative cascades. This study aims to identify the most effective biomarkers to predict poor outcome in intensive care unit (ICU) patients with severe COVID-19 disease. Methods: A single-centre retrospective observational study enrolled 69 deceased and 20 recovered patients treated in the ICU of the General Hospital Gradiska in the period from March 1, 2021. until April 1, 2022. We evaluated the leukocytes (WBC), lymphocytes (LYM), neutrophils (NEU), platelets (PLT), haemoglobin, neutrophil-lymphocyte ratio (NLR), platelet lymphocyte ratio (PLR), and systemic immune-inflammation index (SII). In addition, we evaluated the IL-6, ferritin, CRP, D-dimer, magnesium, bilirubin and lactate dehydrogenase. Results: Between deceased and recovered patients on admission to the ICU, there was a significant difference between the following parameters: WBC x109/L 11.50 (8.86-14.75) vs. 9.40 (5.90-11.90), p =0.026; NEU x109/L 10.15 (7.81-12.74) vs. 8.60 (4.80-10.30) p=0.022; NLR 15.01 (10.60-24.33) vs. 9.45 (5.10-14.90) p=0.02; SII 3712 (2240-6543) vs. 1949 (993-3720) p=0.003. The magnesium level increased significantly over time in the patients who died, while the haemoglobin level and platelet count decreased. ROC analysis showed the following AUC values: WBC 0.774; NEU 0.781; NLR 0.786; SII 0.776; D-dimer 0.741, and bilirubin 0.713. Conclusion: In this retrospective study WBC, NEU, NLR, SII, D-dimer, and bilirubin determined at hospital admission had a high value in predicting death among patients with severe COVID-19.

Our mathematical thinking sheds light on how we see our world and what knowledge we have about it. In spite of this, mathematical performance is still mostly measured in calculation skills, and this also predestines the success of learning. So at school, what is important is how correctly we solved the task and not the way we got there. An internationally unique Hungarian-developed test (DPV—Pedagogical Examination of Dyscalculia/Diszkalkulia Pedagógiai Vizsgálata) draws our attention to the opposite of this. The special feature of the test is its criterion orientation, which emphasizes the correctness of mathematical thinking while examining the abilities necessary for learning mathematics. The aim of our study was to investigate, as a function of background variables (gender and socioeconomic status (SES)), (1) whether the abilities and thought processes required for learning mathematics function at an adequate level, (2) what effect these may have on mathematical performance, and (3) to what extent all of this is influenced by mathematical anxiety. Our background variables were gender and socioeconomic status. A total of 999 Hungarian students aged 10–15 participated in our study, including 483 boys and 516 girls. In general, we can say that the development of the skills necessary for learning mathematics is closely related to the students’ performance. Nevertheless, it happens that we encounter low performance despite good skills. In several cases, we can experience the presence of anxiety, especially math anxiety, which in most cases, regardless of the level of abilities, negatively affects the success of math learning processes. The findings confirm that socioeconomic status, gender, and performance are risk factors for mathematical anxiety. The following hypotheses have been formulated along the lines of the research objectives set out in the abstract: There are no differences in ability and mathematical performance between boys and girls. Girls are more anxious when they have to solve a mathematical problem. Socioeconomic status predicts ability level and the presence of math anxiety. Mathematical anxiety (MA) modifies the validity of mathematical ability (DPV).

Background: Surgery induces a temporal change in the immune system, which might be modified by regional anesthesia. Applying a bilateral preoperative anterior quadratus lumborum block has proven to be a safe and effective technique in pain management after abdominal and retroperitoneal surgery, but the effect on the immune response is not thoroughly investigated. Methods: This study is a substudy of a randomized, controlled, double-blinded trial of patients undergoing laparoscopic hemicolectomy due to colon cancer. Twenty-two patients were randomized to undergo either a bilateral anterior quadratus lumborum nerve block with a total of 60 mL ropivacaine 0.375% or placebo with corresponding isotonic saline injections. The main objective of this exploratory substudy was to investigate the systemic immune response in the first postoperative day by examining changes in blood transcript levels (n=750) and stimulated secretion of cytokines (n=17) on ex vivo activation with microbial ligands and anti-CD3/CD28. Results: Using unsupervised data analysis tools, we observed no effect of the bilateral anterior quadratus lumborum nerve block on gene expression in immune cells (permutational multivariate analysis of variance using distance matrices: F=0.52, p=0.96), abundances of major immune cell populations (Wilcoxon rank-sum test: p>0.05), and stimulated cytokine secretion (Wilcoxon rank-sum test: p>0.05). Conclusions: Our study provides evidence that administration of bilateral anterior quadratus lumborum nerve block as a part of a multimodal analgesic regimen in an enhanced recovery after surgery for laparoscopic hemicolectomy in this cohort does not alter the systemic immune response. Trial registration number [ABSTRACT FROM AUTHOR]

In recent years, pedagogical design and practice have undergone a forced transformation that has brought many innovative methods and tools to the implementation process. The transition to online education has demanded new infrastructural solutions that have temporarily replaced traditional classroom practices. Most teachers seem to have adapted well to these new challenges. Learning support platforms and online teaching elements had to be harnessed by teachers who, in many cases, acquired this knowledge on their own, in awareness of their importance. Our study examines the need for digital learning support elements in primary schools of the German national minority in Hungary. Our research tools comprised an online questionnaire survey conducted in 2022. The goal of our study was to identify the problems that teachers faced in the transition to online teaching during the period of distance learning introduced due to the COVID pandemic in 2020 and since; the forms of support teachers received nationwide; and the measure of success in their work as language teachers. We also looked at the factors that influenced the digital elements being used. Finally, we examined whether teachers are still willing to use online learning support tools when returning to face-to-face teaching. [ABSTRACT FROM AUTHOR]

Teachers with poor neuroliteracy fail to distinguish scientific evidence from neuromyths (NM), which might lead to the implementation of pseudoscientific educational methods. The prevalence of NM and general knowledge about the brain (GKAB) among in-service and pre-service teachers has been assessed in multiple countries, but no such study has been performed in Hungary. The aims of this study were to (1) assess the neuroliteracy of pre-service teachers, (2) compare the results with those of previous studies and (3) analyze the factors influencing neuroliteracy. Our sample included 822 pre-service teachers from 12 Hungarian universities. We developed a survey including 10 NM and 13 GKAB statements, adapted from a widely used questionnaire. The average rate of incorrect answers to NM was 56.9%, whereas the average rate of correct answers to GKAB was 70.9%. Male gender and frequency of using Facebook as the primary information source about neuroscience were the only predictors of NM acceptance. In comparison with other studies, the Hungarian pre-service teachers had the second highest endorsement of NM. The most prevalent NM were linked to motor functions, which might be related to the widespread use and promotion of motor therapies in Hungary.

Our mathematical thinking sheds light on how we see our world and what knowledge we have about it. In spite of this, mathematical performance is still mostly measured in calculation skills, and this also predestines the success of learning. So at school, what is important is how correctly we solved the task and not the way we got there. An internationally unique Hungarian-developed test (DPV—Pedagogical Examination of Dyscalculia/Diszkalkulia Pedagógiai Vizsgálata) draws our attention to the opposite of this. The special feature of the test is its criterion orientation, which emphasizes the correctness of mathematical thinking while examining the abilities necessary for learning mathematics. The aim of our study was to investigate, as a function of background variables (gender and socioeconomic status (SES)), (1) whether the abilities and thought processes required for learning mathematics function at an adequate level, (2) what effect these may have on mathematical performance, and (3) to what extent all of this is influenced by mathematical anxiety. Our background variables were gender and socioeconomic status. A total of 999 Hungarian students aged 10–15 participated in our study, including 483 boys and 516 girls. In general, we can say that the development of the skills necessary for learning mathematics is closely related to the students' performance. Nevertheless, it happens that we encounter low performance despite good skills. In several cases, we can experience the presence of anxiety, especially math anxiety, which in most cases, regardless of the level of abilities, negatively affects the success of math learning processes. The findings confirm that socioeconomic status, gender, and performance are risk factors for mathematical anxiety. The following hypotheses have been formulated along the lines of the research objectives set out in the abstract: There are no differences in ability and mathematical performance between boys and girls. Girls are more anxious when they have to solve a mathematical problem. Socioeconomic status predicts ability level and the presence of math anxiety. Mathematical anxiety (MA) modifies the validity of mathematical ability (DPV). [ABSTRACT FROM AUTHOR]

Radical right parties are commonly associated with nativism and opposition to ethnic diversity, but there have been few systematic attempts to investigate this connection further. Noting that radical right parties in Europe do not express hostility towards all minorities or all immigrants, I investigate possible explanations for the difference in targeted hostility. I introduce the concept of targeted nativism, distinguishing between ethnic minorities that are excluded using the nativist cleavage, and those that are implicitly included in 'the nation'. I propose three explanations for the targeted nativism, identifying minority outgroups based on: (1) ethnocultural differences, (2) minority political empowerment, or (3) ethnocultural minority accommodation. I examine these explanations using the examples of radical right parties in Sweden and Bulgaria, and further test these hypotheses with a new dataset that identifies targeted minorities. My findings indicate that more distinctive minorities are significantly more likely to be targeted by the radical right. [ABSTRACT FROM AUTHOR]

Purpose Bioprosthetic plugs are appealing, allow simple, repeatable applications, preserve sphincter integrity, minimize patient discomfort, and allow subsequent surgical options when needed. However, success rates vary widely. This study assessed the healing rate in our department when both the Cook-Surgisis and the Gore fistula plugs were used and the long-term effectiveness of using anal plugs for managing anal fistulae. Methods A chart review was performed for patients who had undergone plug insertion between January 2008 and December 2015 at Copenhagen University Hospital, Hvidovre. Data were collected through a prospectively collected database. Plugs were inserted according to guidance provided by 2 experienced surgeons. Long-term results were determined by clinical visits 3, 6, and 12 months after surgery and once yearly thereafter. Results From 2008 to 2015, 36 fistula plugs were inserted. During the follow-up period with a median duration of 18 months (range, 7–60 months), the fistulae of 52.8% of the patients healed. The plug failure rate was 44.4%, and the fistula recurrence rate was 26.3%. The median time to recurrence was 12 months. The overall success rate for plug treatment in our department was 39% when adjusted for recurrence. Conclusion The use of bioprosthetic plugs to treat patients with complex anal fistulae seems to be a safe, viable option for complex fistula repair when other surgical attempts have failed. However, it should not be the treatment of choice. Further prospective randomized studies with a sufficient sample-size and standardized measurements are necessary to evaluate the efficacy of fistula plugs fully.

A tőkejövedelmeket terhelő adók a EU és az OECD tagállamaiban számottevő bevételi forrást jelentenek. Bár fenntartásuk mellett több fontos érv is szól, ezek az adók megtakarítási, beruházási döntéseket torzító jellegüknél fogva hátráltatják a tőkefelhalmozást, így számottevően csökkentik a gazdaság növekedési potenciálját. Az adónemek tényleges gazdasági hatását ugyanakkor nagyban befolyásolja azok szerkezeti kialakítása. A nyereségadók okozta torzulások kiküszöbölésének egy elegáns, semlegességet biztosító és koncepcionálisan is egyszerű módja a pénzforgalmi megközelítés, amely jelentősen közelíti a jövedelemadók szerkezetét a – növekedési szempontból jóval kedvezőbb – hozzáadottérték-adókéhoz. Magyarországon ezzel a megközelítéssel alakították ki a 2013-ban bevezetett kisvállalati adót. Tanulmányukban a szerzők bemutatják a pénzforgalmi adók mögött meghúzódó elméleti megfontolásokat, a kisvállalati adó legfontosabb szabályozási elemeit és az adónem bevezetése kapcsán felmerülő problémák kezelésére kidolgozott megoldásokat.

Copyright of Új Pedagógiai Szemle is the property of University of Miskolc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Legal Thought / Pravna Misao is the property of Legal Thought / Pravna Misao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Belief in neuromyths (misconceptions in neuroscience) adversely effects the field of motor therapies. Methods based on disproved developmental theories or misinterpreted neural mechanisms claim to improve non-motor functions of children (e.g., cognitive functions, learning performance) without scientific basis. In this study, we aimed to introduce the prevalence of movement-related neuromyths. We used the Hungarian Neuroeducation Questionnaire (MANEK, 2022), which included 13 movement-related statements. Study sample consisted of pre-service (n = 822, age: 29.65 ± 9.93 years) and in-service teachers (n = 734, age: 48.05 ± 9.3 years). Of the 13 statements, pre-service teachers judged an average of 8 while in-service teachers an average of 10 incorrectly (Median = 8, CI = 7.6-7.97 and Median = 10, CI = 9.34-9.66, respectively). For 12 of the 13 statements, in-service teachers had a higher rate of incorrect answers. In both subsamples, the neuromyth "Exercises that rehearse co-ordination of motor-perception skills can improve literacy skills" was judged incorrectly by the highest proportion (89.7% of pre-service teachers and 95.8% of in-service teachers). The high prevalence of neuromyths highlights the need for communication of evidence-based information in this field. Movement-related neuromyths support the application of (movement) therapies of questionable effectiveness that require significant financial and energy inputs and consume time on the expense of evidence-based interventions. [ABSTRACT FROM AUTHOR]

Flail chest, often defined as the fracture of three or more ribs in two or more places, represents the most severe form of rib fractures. Conservative treatment, consisting of respiratory assistance with endotracheal intubation and mechanical ventilation (internal pneumatic stabilization) and pain control, are the current treatments of choice in the majority of patients with multiple rib fractures. However, the use of mechanical ventilation may create complications. In selected patients, operative fixation of fractured ribs within 72 h post injury may lead to better outcomes. We conducted a retrospective analysis of a series of nine cases of patients who developed flail chest after blunt trauma, and were treated with surgical osteofixation of the chest wall and postoperative epidural analgesia at the University Clinical Center of the Republic of Srpska during the period from January 2015. to December 2016. Two patients had trauma to the chest only, and the other patients had associated injuries to the head, abdomen, spine, and fractures of the pelvis and long bones. In the majority of patients (77.7%), surgical stabilization of the chest was performed on the second day following the injury, (mean, 2.33 days) and no later than 5 days after the injury. All patients received epidural analgesia with 0, 25% bupivacaine and 0, 01% morphine and intravenous multimodal analgesia, beginning 6 h after thoracotomy. The average length of ICU stay was 14.7 days (range 2–36), while the average number of days of mechanical ventilation was 8.1. The average duration of hospitalization was 25.4 days. Tracheotomy was performed in 33.3% of study patients. Mortality in the observed group was 44.4%. This study shows that surgical stabilization and epidural analgesia reduced ventilator support, shortened trauma intensive care unit stay, and reduced medical costs vs internal pneumatic stabilization.