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The widespread availability of internet-based pornography has led to growing concerns about its impact on mental health, particularly among young adults. Despite increasing recognition of problematic pornography use, standardized diagnostic criteria for pornography addiction are lacking. This study aimed to address this gap by applying adapted DSM-5 (Diagnostic and Statistical Manual of Mental Disorders [Fifth Edition]) criteria to evaluate \"pornography-watching disorder\" (PWD) in a large sample of young adults in Hungary. The primary objective was to assess the prevalence of PWD among young adults and identify key risk factors associated with its development using DSM-5 criteria adapted for pornography use. It also aimed to advance the understanding of PWD as a potential behavioral addiction. A cross-sectional web-based survey was conducted between September and December 2018, targeting young adults aged 18-35 years in Hungary. Participants were recruited through social media and the University of Szeged Albert Szent-Györgyi Medical School's web page. Of the 9397 respondents, 7187 (76.5%) had previously consumed pornography and were included in the analysis. PWD was measured using 10 statements adapted from the DSM-5 substance use disorder criteria. Multivariable binary logistic regression was used to identify significant predictors of PWD. The prevalence of PWD in the sample was 4.4% (n=315). Frequent pornography consumption was a significant risk factor, with weekly users (odds ratio [OR] 0.45, 95% CI 0.33-0.62, P<.001), monthly users (OR 0.18, 95% CI 0.11-0.28, P<.001), and less than monthly users (OR 0.05, 95% CI 0.03-0.10, P<.001) showing significantly lower odds compared with daily users as a reference category. Male sex was associated with a higher risk (OR 0.53, 95% CI 0.39-0.72, P<.001), as were early exposure to pornography (OR 0.94, 95% CI 0.90-0.98, P=.006), paraphilia (OR 3.95, 95% CI 2.37-6.56, P<.001), dissatisfaction with sexual life (OR 0.94, 95% CI 0.90-0.98, P=.006), difficulty forming personal relationships (OR 0.93, 95% CI 0.88-0.98, P=.005), and strong adherence to religious norms (OR 1.12, 95% CI 1.06-1.19, P<.001). Protective factors included adequate sexual education (OR 0.67, 95% CI 0.53-0.87, P=.02) and residing in the capital (OR 0.52, 95% CI 0.30-0.91, P=.02). The use of an anonymous web-based questionnaire likely reduced the influence of stigma, resulting in more accurate self-reporting of sensitive behaviors. This study is among the first to apply DSM-5 criteria to evaluate PWD, providing important insights into its prevalence and associated risk factors in young adults. The findings highlight the need for standardized diagnostic tools for PWD and suggest targeted interventions, particularly for high-risk groups. These results contribute to the ongoing discussion about whether pornography addiction should be recognized as a distinct behavioral disorder.

Education systems are working to reduce dropout risk, thereby reducing early leaving from education and training rates (ELET) for a more sustainable society. There is a wealth of research on the causes of dropout risk, but little that looks at it in a complex way. Previous research has typically examined the association of a single factor with school dropout. This paper aims to examine the collective relationship between individual, family, and school-level factors and dropout risk based on international literature. Our analyses are based on two online surveys that were conducted among teachers and students in the 2018/2019 and the 2019/2020 academic years respectively (using the data of 2649 students and 2673 teachers from 149 schools in total). Multiple linear regression analyses were performed, and the (ordinary least squares—OLS) regression models were built hierarchically (blockwise entry) with the ENTER method. The research question was which factors are more likely to predict dropout risk. The findings reveal that individual and family factors are far more strongly associated with students’ dropout risk than school-related factors. The two strongest individual factors are learning engagement and performance-oriented learning School factors hardly have a role in preventing dropping out of school. Four of the school factors appear to have a definite effect: standards set for students and teachers, belief in the school’s role to compensate for disadvantages, and positive school climate. All this draws the attention of practising teachers, school leaders and educational policymakers that the school’s protective factors should be stepped up, and the preventive intervention should focus primarily on these factors.

Previous research has shown that COVID-19-induced school closures and the subsequent transition to online/digital distance education have had a negative effect on student achievement, and this is a negative effect particularly pronounced for students with low socioeconomic status, which foreshadows an increase in educational inequalities. In this study, we examined how students in schools at risk of dropout have adapted to this changed educational situation and what the individual, family and school-related characteristics are that differentiate their adaptation strategy. Our analysis is based on the responses of 3222 Hungarian seventh-grade students to an online survey. Cluster analysis was used to create four groups that illustrate differing perceptions of online/digital distance learning. Descriptive statistical methods were used to analyse and compare the learning patterns of these student groups. Our results show that students have not responded in the same way to changes brought about by COVID-19. There are fundamental differences between the two groups facing difficulties and the two groups experiencing fewer difficulties, but the former and the latter two groups differ on several other factors too. Students with unfavourable individual and family factors were more likely to have learning difficulties. In their case, the extent of support provided by the school is very important.

Purpose Based on the general formula, which depends on the length and difficulty of the test, the number of respondents and the number of ability levels, this study aims to provide a closed formula for the adaptive tests with medium difficulty (probability of solution is p = 1/2) to determine the accuracy of the parameters for each item and in the case of calibrated items, determine the required test length given number of respondents. Design/methodology/approach Empirical results have been obtained on computerized or multistage adaptive implementation. Simulation studies and classroom/experimental results show that adaptive tests can measure test subjects’ ability to the same quality over half the test length compared to linear versions. Due to the complexity of the problem, the authors discuss a closed mathematical formula: the relationship between the length of the tests, the difficulty of solving the items, the number of respondents and the levels of ability. Findings The authors present a closed formula that provides a lower bound for the minimum test length in the case of adaptive tests. The authors also present example calculations using the formula, based on the assessment framework of some student assessments to show the similarity between the theoretical calculations and the empirical results. Originality/value With this formula, we can form a connection between theoretical and simulation results.

Kutatásom alapvető célja volt, hogy feltárja azokat az iskolai jellemzőket, légkör- és tanári attitűdmintázatokat, melyek nagy eséllyel elkülöníthetik az alacsony társadalmi-gazdasági státuszú sikeres (reziliens), illetve sikertelen (veszélyeztetett) iskolákat és pedagógusaikat. Elsősorban arra kerestem a választ, vajon fedezhetők-e fel különbségek ezek között az iskolacsoportok között, és ha igen, akkor milyen jellemzők mentén körvonalazhatók ezek az eltérések. Kutatásom három aspektus felől vizsgálódott, vagyis feltárta (1) az iskolai szintű jellemzőkben, (2) az egyéni halmozottan hátrányos helyzet eltérő iskolai kontextusokban (reziliens versus veszélyeztetett iskolák) megnyilvánuló hatásaiban, valamint (3) a pedagógusok által észlelt légkördimenziókban, pedagógiai és módszertani kultúrában és tanítási attitűdmintázatokban tapasztalható eltéréseket.Az elemzés során csak az általános iskolákra fókuszáltam, kiemelten vizsgálva a sikeresebb, reziliens, illetve eredményeket kevésbé felmutatni képes, veszélyeztetett általános iskolákat. Elemzésem eredményeit az Országos kompetenciamérés tanulói és telephelyi adatait, a statisztikai célú KIR-STAT adatbázis iskolai szintű információit, valamint a pedagógus-panelkutatás első és második hullámának adatait együttesen tartalmazó kapcsolt adatbázisokból nyertem ki. Az eredményesség és a státusz alapján kiválasztott iskolákban széles körű terepmunkát is végeztem (tanulói, pedagógus és igazgatói interjúk, óralátogatások stb.). Dolgozatomban mindezen kutatási adatok elemzéséből alkotott kutatási összkép jelent meg az eredmények ismertetésekor.Összességében megállapítható, hogy a veszélyeztetett iskolák kontextusa eltér a reziliens iskolákétól. Ezzel kapcsolatban fontos eredmény, hogy a halmozottan hátrányos helyzetű, illetve a roma/cigány tanulók magas aránya mindkét iskolában negatív kapcsolatot mutat az abszolút teszteredményekkel, ugyanakkor a pedagógiai hozzáadott érték mutatókkal már csak a veszélyeztetett iskolákban mutatkozik gyenge negatív irányú szignifikáns összefüggés. Ez a negatív kapcsolat egyrészről azért maradhat meg, mert ezekben az iskolákban a tanulók túlnyomó többsége hasonló problémákkal küzd, másrészről pedig azért, mert a veszélyeztetett csoportba tartozó iskolák és pedagógusaik nem feltétlenül képesek megbirkózni ezen kontextus adta sajátosságokkal, még akkor sem, ha kifejezetten erre irányuló programokat működtetnek.Kutatásom eredményei azt is egyértelműen jelzik, hogy az iskolák belső világa, az iskola és pedagógusai közrejátszanak a különböző szociális helyzetű tanulók iskolai sikerességében, vagy éppen sikertelenségében. Összességében úgy gondolom, hogy a veszélyeztetett iskolákban a halmozottan hátrányos helyzetű, illetve a roma/cigány tanulók magas aránya és a hozzáadott érték közötti negatív összefüggés a kedvezőtlenebb iskolai kontextusnak köszönhető. Tehát a halmozottan hátrányos helyzetű, illetve roma/cigány tanulók növekvő aránya nem szükségszerűen függ össze a gyenge teljesítménnyel, hiszen vannak olyan iskolák, ahol ez az összefüggés egyáltalán nem áll fenn, sőt, mondhatni fordítottan érvényesül, mint például a reziliens iskolákban. Az alacsony társadalmigazdasági státuszból eredő kihívásokra adott válaszok tehát eltérőek lehetnek, s a nem megfelelő válaszok negatív következményei a veszélyeztetett iskolák esetében hatványozottabban érvényesülnek. Szembetűnő, hogy a hátrányos helyzetű, illetve roma/cigány tanulókat megcélzó programok nem garanciái az eredményességnek, hiszen azokban az iskolákban, ahol ilyen jellegű programok működnek egyáltalán nem javul az iskolák eredményessége, hozzáadott értéke, s vélhetően vannak iskolák, ahol ezek a programok elsősorban a plusz forrásokhoz jutás célját szolgálják. Az olyan intézményi strukturális tényezők azonban, mint a tantestületen belüli, illetve a szülők és a pedagógusok közötti együttműködések, az iskolaközösség létrejöttét támogató rendezvények, híd építése a család és az intézmény értékvilága között mind-mind fejleszthetik az iskolák sikeres megbirkózási képességét.Az eredmények alapján megállapítható, hogy a reziliens iskolák szinte minden tekintetben kedvezőbb és egységesebb képet mutatnak, mint a veszélyeztetett iskolák.

Use of capsaicin or resiniferatoxin (RTX) as analgesics is an attractive therapeutic option. RTX opens the cation channel inflammatory pain/vanilloid receptor type 1 (TRPV1) permanently and selectively removes nociceptive neurons by Ca(2+)-cytotoxicity. Paradoxically, not only nociceptors, but non-neuronal cells, including keratinocytes express full length TRPV1 mRNA, while patient dogs and experimental animals that underwent topical treatment or anatomically targeted molecular surgery have shown neither obvious behavioral, nor pathological side effects. To address this paradox, we assessed the vanilloid sensitivity of the HaCaT human keratinocyte cell line and primary keratinocytes from skin biopsies. Although both cell types express TRPV1 mRNA, neither responded to vanilloids with Ca(2+)-cytotoxicity. Only ectopic overproduction of TRPV1 rendered HaCaT cells sensitive to low doses (1-50 nM) of vanilloids. The TRPV1-mediated and non-receptor specific Ca(2+)-cytotoxicity ([RTX]>15 microM) could clearly be distinguished, thus keratinocytes were indeed resistant to vanilloid-induced, TRPV1-mediated Ca(2+)-entry. Having a wider therapeutic window than capsaicin, RTX was effective in subnanomolar range, but even micromolar concentrations could not kill human keratinocytes. Keratinocytes showed orders of magnitudes lower TRPV1 mRNA level than sensory ganglions, the bona fide therapeutic targets in human pain management. In addition to TRPV1, TRPV1b, a dominant negative splice variant was also noted in keratinocytes. TRPV1B expression, together with low TRPV1 expression, may explain the vanilloid paradox: even genuinely TRPV1 mRNA positive cells can be spared with therapeutic (up to micromolar) doses of RTX. This additional safety information might be useful for planning future human clinical trials.

Fleas (95 Pulex irritans, 50 Ctenocephalides felis, 45 Ctenocephalides canis) and ixodid ticks (223 ixodes ricinus, 231 Dermacentor reticulatus, 204 Haemaphysalis concinna) were collected in Hungary and tested, in assays based on PCR, for Bartonella infection. Low percentages of P. irritans (4.2%) and C. felis (4.0%) were found to be infected. The groEL sequences of the four isolates from P. irritans were different from all the homologous sequences for bartonellae previously stored in GenBank but closest to those of Bartonella sp. SE-Bart-B (sharing 96% identities). The groEL sequences of the two isolates from C. felis were identical with those of the causative agents of cat scratch disease, Bartonella henselae and Bartonella clarridgeiae, respectively. The pap31 sequences of B. henselae amplified from Hungarian fleas were identical with that of Marseille strain. No Bartonella-specific amplification products were detected in C. canis, I. ricinus, D. reticulatus and H. concinna pools.