Intraoligochaete development of Myxobolus intimus (Myxosporea: Myxobolidae), a gill myxosporean of the roach (Rutilus rutilus)

The infection with Myxobolus intimus Zaika, 1965 in the gills of the roach Rutilus rutilus (L.) from Lake Balaton was recorded in 28 out of the 39 fish examined. Developing and mature plasmodia were detected on the gills exclusively in the spring. The Myxobolus intimus infection was found only in 2- to 3-year-old fish. In histological sections, young plasmodia were found in capillaries of the secondary lamellae. More mature, round plasmodia 0.4-0.6 mm in diameter, deformed the respiratory lamellae. The intraoligochacte development of M. intimus was studied in experimentally infected oligochaetes. In two experiments, uninfected Tubifex tubifex Muller and Limnodrilus hoffmeisteri (Claparede) were exposed to mature myxospores of M. intimus. In both experiments, typical triactinospores developed in T. tubifex specimens but no infection was found in L. hoffmeisteri. In semithin sections, developmental stages, pansporocysts and actinospores, were found within the proliferated gut epithelium of T. tubifex. Triactinospores were first released from oligochaetes 37 and 58 days after initial exposure in the two experiments, respectively. Each triactinospore had three pyriform polar capsules and a cylindrical sporoplasm with 32 secondary cells. The spore body joined the 3 caudal projections with a moderately long style

Radiodiagnostic method for studying the dynamics of Anguillicola crassus (Nematoda: Dracunculoidea) infection and pathological status of the swimbladder in Lake Balaton eels

Swimbladder changes resulting from Anguillicola crassus infection of the European eel Anguilla anguilla have been the subject of several studies reported in the literature. These investigations, however, studied exclusively the status of infection at a given point in time and did not deal with changes in swimbladder infection in eels suffering from anguillicolosis over a period of time. In this study, A. crassus-induced pathological changes were monitored in 78 eels naturally infected in Lake Balaton and subsequently kept in the laboratory, thus excluding the possibility of further infection. During the 3 mo study, the status of the swimbladder was checked by radiographic examination on 4 occasions. At the end of the study the eels were dissected and the gross pathological changes in the swimbladders were compared with the radiographic findings. As compared to their starting condition, by the end of the study the pathological status of the swimbladder had deteriorated in 55 % and remained the same in 37 % of the cases. Tendency to improvement (1 %) and variable findings (7 %) were recorded in a low percentage of cases only. With the help of the radiographs presented, the dynamics of A. crassus infection and of changes in the swimbladder of individual eel specimens can be monitored easily

Az oktatók szakmai fejlődésének és tanulásának megközelítései a felsőoktatásban = Approaches to Academics’ Professional Development and Learning in Higher Education

In the last decades many teaching and learning initiatives have emerged in Hungarian higher education institutions. However, these initiatives react mainly to everyday problems in teaching and are lacking the sound theoretical underpinnings of teaching and learning developments. One of the crucial areas and main drivers for the development of teaching and learning is the academics’ professional development and learning, which lies in the centre of this study. The aim of the theoretical study is to analyse three theoretical approaches that are relevant to the planning of academics’ professional development and learning. The three approaches, namely the pedagogical trainings for academics, the communities of practice in higher education, and the scholarship of teaching and learning are discussed in details. The main aspects of the analysis are: 1) how the specific approach can be interpreted in higher education, 2) the issues of effectiveness, and 3) Hungarian examples of and opportunities for the aforementioned approaches. The results can contribute to a more reflective and coordinated planning of teaching developments and academics’ professional development

Oktatói kompetenciák – ahogyan azt a hazai oktatók látják

A kutatás feltárja, hogy a hazai oktatók hogyan értelmezik az oktatási kompetenciákat, miben látják eredményesnek vagy kevésbé eredményesnek magukat, valamint hogy az oktatók értelmezései közt milyen különbségek mutathatók ki a képzési területek szerint és a tanítási tapasztalatok változásával. Eredményeink szerint a tanulásközpontú megközelítés egyes elemei (például a hallgatók tanulásának támogatása) fontossá váltak az oktatók számára, s az ehhez a megközelítéshez szorosan kapcsolódó kompetenciák elsősorban a képzési területek mentén mutatnak eltérést, nem a tanítási tapasztalat növekedésével