The effect of foliar treatment with brassinosteroid (BR) on gender distribution in flowers of walnut (Juglans regia L. cv. Chandler) was investigated. Grafted walnut saplings (‘Chandler’) on the wild walnut (Juglans regia L.) rootstock were planted into 70-liter pots with a soil: peat: perlite medium and grown in pots between 2016–2020. BRs (24-epibrassinolide; EBR and 22(S), 23(S)-homobrassinolide; HBR) were applied at a concentration of 1 mg L^–1 for four consecutive years at the time of flower differentiation. The experimental design was completely randomized with three replicates. The results show that BR applications could alter the sexual distribution of the walnut’s flower. BRs application significantly increased the number of total flowers and female flowers per tree. The number of female flowers was also increased by the season. The highest number of female flowers (20.9) was observed in the trees in 2020 and the application of 1 mg L^–1 of HBR. It was determined that the annual growth of the plant and the increase in the number of females and total flowers were positively related. The effect of BRs indicated that the response was BR-type specific.

While some conflict can serve as a more sophisticated stimulus to student achievement, significant or unresolved conflict can delay or even frustrate even the best-planned curriculum. The aim of our study is to get a clear picture of the conflicts with whom and to what extent the international students studying on our campuses have conflicts that affect their performance, and how they can manage them. In our study, based on a questionnaire survey (n = 480), we revealed that the international students at our university have the most conflicts with other foreign students, and the least with Hungarians, including their teachers. On the other hand, we found that according to the Thomas-Kilmann Conflict Instrument, they solve their problems by the Compromising and Accommodating style. The results obtained by detailed socio-demographic aspects show significant differences, mainly between gender, age, and country groups. Knowledge of the revealed facts and connections can offer conscious and careful solutions to understand and reduce tensions, and this can improve the understanding and management of conflict in the classroom, in collaborative projects, and even in non-teaching environments on campuses.