Abstract
Studies over the past three decades have shown the alignment between teachers' conceptions and approaches to teaching. However, little attention has been given to exploring skill-oriented teaching conceptions and approaches, such as problem-solving (PS). Although teachers' views, beliefs, and understanding of problem-solving have been studied to a certain extent, there has not been a common conceptual ground to study the conceptions of teaching problem-solving in a wider and multidisciplinary context. Therefore, this review article aims to assemble and provide conceptual clarity to the elements teaching problem-solving might constitute to create the foundation for future study. Positing that the way teachers conceive ‘problem’ in instruction, the process of problem-solving, and their role inform the approaches they take to teach PS, this paper provides conceptual grounding and reasoning of each element. To conclude, the paper might be a valuable resource for scholars starting to examine the same topic, as it provides overviews of seminal papers and essential insights into the topic, demonstrating the importance of studying conceptions of teaching problem-solving.
Abstract
The relics of the Catacomb Saint Urban, which are preserved in Monok, Hungary, were falsely identified as the mortal remains of Pope Urban I in 1983. Spreading of the Pope's patronage of preserving the grapes from the spring frost damage led to the development of his new local cult.
The study deals with this misidentification and its consequences, with the circumstances of the baroque reliquary's arrival to the village in 1771, with its procurer and the real reason of the purchase, finally with its translatio to the Holy Cross altar in the chapel located in the Andrássy Castle.
Abstract
The objective of the study was to identify and compare differences in the attitudes of non-disabled students towards the inclusion of a peer with a visual impairment in physical and sport education (PSE) classes. The research sample comprised a total of 419 primary school students of the 6th grade (n = 96; 11.7 ± 0.54 years) 7th grade (n = 120; 12.7 ± 0.57 years), 8th grade (n = 109; 13.7 ± 0.55 years), and 9th grade (n = 94; 14.6 ± 0.52 years) level. A modified version of a CAIPE-R was used as a primary research method. Students of the 6th, 7th and 8th grades have more positive attitudes towards the inclusion of a peer with visual impairment in PSE lessons compared to the 9th grade students in social interactions area as well as in rules modifications area. The 6th, 7th, and 8th grades student groups showed significantly more positive social interaction attitudes compared to sport-specific attitudes. No significant differences were found between social interactions and sport-specific attitudes in the group of the 9th grade primary school students. Regarding the most appropriate solutions for the inclusion of students with visual impairment in PSE lessons, more information on attitudes towards inclusion is also needed from teachers and school management.
Abstract
Background and Aims
Problem gambling (PG) represents a significant public health concern with widespread effects in various cultures and regions globally, with younger individuals and males at a particularly higher risk. This disparity is attributed to a mix of cultural, developmental, and biological influences. To date, there has not been a comprehensive examination to determine whether this risk pattern holds consistently across different jurisdictions.
Methods
We performed a systematic review and meta-analysis using the PRISMA framework, identifying 21 eligible studies from 18 countries, encompassing 156,249 participants (47.6% male and 52.4% female).
Results
The studies varied considerably by region (Asia: 19%, Europe: 52%, Oceania: 19%, North America: 10%), the diagnostic criteria for PG, and participation rates in gambling (ranging from 12% to 92%). Data on PG prevalence was categorised by gender and three age groups (young: 18–35, middle: 30–55, and older: 45–65). Using a random-effects meta-analysis, we found a global PG prevalence of 1.9%. Europe reported a significantly lower prevalence (1.3%) compared to North America (5.3%). Men were found to be 3.4 times more likely than women to engage in problem gambling, although the gap narrows in North America. The young demographic showed a 1.51 times higher likelihood of reporting PG compared to the middle-aged group, whereas older adults were 0.80 times less likely to report PG. Notably, age-related effects varied significantly across regions.
Conclusions
Our findings confirm that age and gender significantly influence PG risk across cultures, with significant heterogeneity observed across jurisdictions.
Abstract
While extensive research has been conducted on L2 motivation in the Hungarian context, more studies need to be focused on international students beginning to learn Hungarian while studying in Hungary. This article offers an explanatory investigation into the motivational dispositions influencing the learning of Hungarian as a second language (L2) among international students at Hungarian higher institutions. By utilizing a mixed-methods approach, the study included 203 international students. It analyzed components of the L2 Motivational Self System (L2MSS), including the Ideal L2 Self, the Ought-to L2 Self, and Learning Experiences, alongside other motivational dispositions such as cultural integration, personal aspirations, and social influences. The aim is to address the existing knowledge gap regarding the dynamics of language learning motivation, particularly for less commonly taught languages like Hungarian. The findings highlight the importance of aligning language learning with students' cultural and personal goals, revealing strong connections between various motivational factors. Regression analysis suggests how different elements, such as the Ideal Self, Intrinsic Motivation, and Ought-to Self, contribute to the overall motivation for learning Hungarian. This research provides valuable insights into the complex interplay of motivational factors, offering a more profound understanding for educators and policymakers aiming to improve the language learning experience for international students.
Abstract
Years ago, John Griffiths introduced the concept of ‘legal pluralism’ in comparative legal research. He underlined the significance of ‘the presence in a social field of more than one legal order’ (1986). In the meantime, the phenomenon of legal pluralism and the pluralism of norms is widely discussed in modern societies. Decades later, Dupret seeks to sum up the development of research and ideas about the plurality of legal and social norms in our time (2007). In this paper I look at sources from the ancient world. I raise the question whether the phenomenon of legal pluralism and the plurality of social norms already existed in the Roman Empire. Traditionally, Roman law is considered as a systematized, and sophisticated system of rules. Approaching the topic from the aspect of everyday practice, one gets a different picture. A closer look at concrete legal disputes and at the reaction of leading lawyers of Rome to problems of citizens who lived in the provinces convince us of the co-existence of different legal conceptions in the Empire.
Abstract
This study aims to synthesize teachers' assessment literacy (AL) reviews of past studies to find how AL is conceptualized, measured, and developed and formulate recommendations for further empirical studies. As AL is important for teachers to contribute to teaching and learning improvement, a growing body of teacher AL research has been established in the literature. The present study identifies, assesses, synthesizes, and describes the characteristics of reviews on AL from 2014 to 2023. The results show that studies used different terms and definitions for AL. Researchers apply different forms of instruments to measure AL in various aspects of assessment. AL is influenced by mediating factors, including assessment conceptions and efficacy. It can be effectively developed through training workshops, assessment courses, and teachers' self-reflection on assessment practices. The review suggests that further AL studies are needed among in- and pre-service teachers at different levels and contexts and directional relationships between assessment-related constructs that encompass AL.
Abstract
Antibiotic resistance constitutes a significant public health challenge, with diverse reservoirs of resistant bacteria playing pivotal roles in their dissemination. Among these reservoirs, pets are carrying antibiotic-resistant strains. The objective of this study was to assess the resistance profiles of Escherichia coli, and the prevalence of extended-spectrum β-lactamase (ESBL) producing E. coli strains in dogs and cats from Tamaulipas, Mexico. A total of 300 stool samples (150 dogs and 150 cats) from healthy pets were subjected to analysis. Antibiotic susceptibility testing and the identification of ESBLs were carried out by disc diffusion method. The presence of resistance genes, class 1, 2, and 3 integrons (intI1, intI2, and intI3) and phylogroups was determined by PCR analysis. The findings reveal that 42.6% (128/300) of the strains exhibited resistance to at least one of the eight antibiotics assessed, and 18.6% (56/300) demonstrated multidrug resistance (MDR), that distributed across 69 distinct resistance patterns. Altogether 2.6% of E. coli strains (8/300) were confirmed as TEM and CTX-M type ESBL producers. These outcomes underscore the roles of dogs and cats in Tamaulipas as reservoirs for the dissemination of MDR and/or ESBL strains. The results underscore the necessity for conducting prevalence studies on ESBL-producing E. coli, forming a foundation for comprehending the present scenario and formulating strategies for the control and mitigation of this issue.
The Brāhmī leaf in Sanskrit and Uigur (TT VIII H) from the Berlin Turfan collection, edited by A. von Gabain in 1954, suggests an Indian origin, although this cannot be definitively proven in its current form. The fragment appears to be a commentary on the Agraprajñaptisūtra, the sūtra that declares the triratna (Buddha, Dharma, Saṃgha) as the best. The preserved part is about the question of its origin or occasion (utpatti). The present new edition includes an introduction on the Agraprajñaptisūtra (I), the text, translation, and comments (III), along with the description of the leaf, characteristic usage of the Uigur Brāhmī script and thoughts on dating (II) and three Appendices (IV) on the Agraprajñaptisūtra, the *Ekāgrasūtra in Uigur sources, and the interpretation of etadagrikeṣu vyākr̥teṣu. Additionally, three glossaries (V) (Sanskrit – English – Uigur; Uigur – English – Sanskrit; Uigur – English), abbreviations and bibliography (VI) and plates (VII) are provided.
Jin Ping Mei 金瓶梅 details the legal activities in Ming society with exceptional vividness. In other pre modern Chinese literary narratives, the ending usually featured poetic justice. However, Jin Ping Mei is a novel with unique realism in Chinese fiction in that it does not have a happy ending. More importantly, the novel depicts the normal condition and rationale of life based on guanxi 关系, an informal institution that was ubiquitous in Chinese society. Guanxi is a concrete embodiment of métis in the novel. This article sets out to demonstrate the métis in Jin Ping Mei through the analysis of guanxi in two cases. It argues that Jin Ping Mei depicts guanxi as the rationale of legal activities. Through guanxi, which is achieved through the manipulation of li 禮, ganqing 感情, renqing 人情, and mianzi 面子, gifts, banquets, and intermediaries, the culprits can easily find their way out of the unfavorable condition. The blend of rationality and emotion which is embodied in guanxi is the cultural root of the manipulation in the legal activities. The narrative of legal activities in Jin Ping Mei focuses on the métis based on guanxi in microlevel society and thus achieves unprecedented realism in premodern Chinese fiction narrative.
