The Eszterházy Károly Catholic University (-2021-08-01) was founded in 1774 in Eger. In 1989 it was renamed after its founder Bishop Károly Eszterházy. Number of students is 8602.The establishment's buildings are scattered through the city, the largest and oldest among them was built in baroque style lyceum ("A" building).Previous names: Lyceum, Teacher Training College (1828–), College of Education(in the Lyceum), from 1962 Teacher Training College of Eger, from 1969 Ho Si Minh Teacher Training College, from 1990 Eszterházy Károly Teacher Training College, from January 1. 2000 Eszterházy Károly College (-2016-06-30), Eszterházy Károly University of Applied Sciences.
Background and aims – The genus Lejeunea, with about 375 accepted species, is one of the most species-rich and intricate genera of liverworts. Here, we present the first integrative, worldwide infrageneric classification of Lejeunea based on morphology and molecular-phylogenetic analyses. Material and methods – Maximum likelihood analysis and Bayesian inference of sequences from two chloroplast regions (trnL-trnF, rbcL) and the nuclear ITS region of about 35% of the species, combined with morphological evidence. Key results and conclusions – The phylogenetic analyses revealed numerous robust clades within two major lineages, corresponding to subgenera Lejeunea and Crossotolejeunea. Integrating molecular phylogenetic evidence and morphological data, we describe 15 sections: four in subg. Lejeunea (sect. Glaucescentes, sect. Lamacerinae, sect. Lejeunea, sect. Macrolejeunea) and 11 in subg. Crossotolejeunea (sect. Apolejeunea, sect. Crossotolejeunea, sect. Echinocolea, sect. Flavae, sect. Heterolejeunea, sect. Inflatolejeunea, sect. Minutilobae, sect. Nanolejeunea, sect. Papillolejeunea, sect. Sordidae, sect. Xenantholejeunea). Four sections have a neotropical distribution, three are pantropical, two are pantropical and extend into temperate regions, two are Afro-American, two are Asian, one is Asian-Australasian, and one has a tropical amphi-Pacific range.
There is no abstract, as this is a book review.
This paper will focus on the teaching of visually impaired students and their preparation for intermediate- and advanced-level examinations. The teaching attitude needed to achieve this outcome, which contributes to young people finding their place in the world and discovering their intrinsic value. The theoretical introduction includes definitions of visual impairment and its degrees. Physical impairments are complemented by social integration issues, such as adjusting to a new environment. The main part presents 4 years of teaching experience from a teacher’s perspective in a natural environment, in an integrated high school classroom with sighted students. The teacher needs to be familiar with the initial period of acclimatization at the beginning of Year IX, as well as the myriad challenges of a stimulating environment, which span the whole period from getting to school to arriving on time for classes in different classrooms, through to the full duration of the education. The question is whether the teacher, upon entering the classroom for the first time, is aware of these circumstances. Should they be aware of this, or is it just a matter of delivering the lesson and holding them to account? What kind of teacher attitude is required for successful cooperation? The practical implementation of the topic should include the people and tools involved in the teaching, i.e., the teacher, the student, and the parent, and the advantages of using different literacy tools (NVDA, Jaws, Braille keyboard, etc.). This is necessary to make the lessons, especially the Hungarian lessons, successful. As teachers, we need to identify the qualities of visually impaired people that are not typical of sighted people, and how receptive they can be in an optimal educational environment. For example, they can read lyrical works through a reading program with an emphatic, expressive interpretation and recite the text aloud while hearing the following line read.
Desilication products (DSPs) are one of the main components of bauxite residue, which is currently discharged without further usage. The present study reports on the use of DSPs as adsorbents for basic fuchsine dye. Using artificial spent liquor, we synthesized not only neat DSP but also solids in the presence of various organics, to account for their likely occurrence during the Bayer process. The physico-chemical properties of all DSPs are similar, except for the specific surface area (SSA), which decreases as the organic content in the final product increases. Further, we compared the adsorption characteristics of DSP to those of Y-type faujasite (FAUY). Strikingly, both time-dependent adsorption measurements and adsorption isotherms showed that DSP, despite its 28-fold smaller SSA, binds 4-5 times more dye molecules. Computational modelling for sodalite (as a model for DSP) and FAUY indicates not only more favourable adsorbent-adsorbate interactions, but also more available free Si-OH sites for binding of fuchsine in the case of sodalite. Finally, we find that organic impurities present in the Bayer liquor do not alter the adsorption capacity of neat DSP to any significant degree; therefore, this adsorbent tolerates numerous organic contaminants without decreasing its affinity to the binding of fuchsine.
AbstractAlthough a score of new studies have been published about the various aspects of the history of American–Hungarian relations in the past three decades, there are still a considerable number of uncovered chapters. The present article will introduce one of the American ministers who served in Hungary in the interwar years. Nicholas Roosevelt came from a well-known family that gave two presidents to the United States in the first half of the twentieth century, and the name helped him throughout his storied career. Since he had visited Hungary at the time of the establishment of the Hungarian Soviet Republic in March 1919, he had first-hand experience regarding his host country. His service as American minister (1930–1933) fell in the first years of the unfolding Great Depression, which defined the basic conditions for Hungary, as well for the United States and Europe. Nicholas Roosevelt was an avid writer, and he left behind a plethora of both private and official documents containing, among other things, his thoughts and opinions about Hungary and Hungarians. Building this as a primary source, along with a number of secondary sources, the article will bring closer the economically and politically shaky days of Hungary in the early 1930s through the eyes of the American minister posted in Budapest, thereby enriching our knowledge about the relations between the two countries.
