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The status of a citizen, and with it the rights and obligations resulting from the possession of citizenship of the Republic of Poland, were shaped primarily in the Basic Law, which, however, does not exclude the extension of this catalogue in other normative acts.The subject matter of this Act, which specifically regulates the issue related to the internal security of the country, in relation to the duties of a citizen of the Republic of Poland expresses the purpose for which the said regulation was introduced. Based on the provisions of the Act and the application of their appropriate interpretation, it is necessary to find the purpose that guided the legislator during its creation, and which in the sense of the country's defense security is to be the guiding character and guide entities obliged to perform statutory obligations.

W badaniach edukacyjnych prowadzonych na początku XXI wieku ważne miejsce zajmuje problematyka kompetencji społecznych w procesie kształcenia i wychowania estetycznego dzieci. Te kompetencje są nabywane nie tylko w rodzinie i w szkole, ale również poprzez kontakt z dziedzictwem kultury, działalność edukacyjną takich instytucji jak muzeum czy teatr. W ostatnich latach, zdominowanych przez wszechobecną technicyzację i relatywizację życia, wyjątkowego znaczenia nabrały inicjatywy ukierunkowane na rozwijanie umiejętności społecznych dzieci już od najmłodszych lat. W okresie pandemii bezpośrednie interakcje społeczne zostały mocno ograniczone, a działania edukacyjne przeniosły się w dużej mierze do Internetu. Przedmiotem niniejszego opracowania autorki czynią działania proponowane przez tradycyjne instytucje kultury w kontekście myśli konserwatywnej. Rozpoznaniem badawczym objęto treści, formy i metody ofert kierowanych do dzieci w przekazie dziedzictwa kultury i sztuki wybranych muzeów oraz teatrów w Polsce (ze szczególnym uwzględnieniem Krakowa). Analizie poddano strony internetowe instytucji oraz wyniki lokalnego konkursu. Tłem rozważań jest myśl konserwatywna, która w centrum edukacji stawia rodzinę jako najważniejsze środowisko wychowawcze, ale odwołuje się także do wartości dziedzictwa kultury i tradycji. W tym kontekście na szczególną uwagę zasługują działania wpływające na kształtowanie się kompetencji społecznych w holistycznie ujmowanym rozwoju człowieka. Cultural Education and the Formation of Children’s Social Competence and Conservative Thought In educational research conducted at the beginning of the 21st century, the issue of social competences in the process of education and aesthetic upbringing of children occupies an important place. They are acquired not only in the family and at school, but also through contact with cultural heritage, educational activities of such institutions as museum or theatre. In recent years, dominated by the ubiquitous technicisation and relativization of life, initiatives aimed at developing children’s social skills from an early age have become exceptionally important. In the period of the pandemic, direct social interaction was severely limited, and educational activities moved largely to the Internet. The subject of this study are the activities proposed by traditional cultural institutions in the context of conservative thought. The research covers the content, forms, and methods of programs addressed to children for the transmission of cultural and artistic heritage by selected museums and theatres in Poland (with particular emphasis on Krakow). The websites of the institutions and the results of a local competition were analyzed. The background of the considerations is conservative thought, which places the family at the center of education as the most important educational environment, but which also refers to the values of cultural heritage and tradition.In this context, particular attention will be paid to those activities that affect the formation of social competences in human development, as holistically understood.

ObjectivesThe aim of this work is to determine the defense potential represented by firearm owners in Poland in relation to the Armed Forces of the Republic of Poland, in particular the number of weapon units that can be used in the face of a possible armed attack.MethodsConsiderations in this topic were made on the basis of available statistical data, literature on the subject and personal observations in this area.ResultsStatistical data show that individual people in Poland have a total of over 1/6 of the total amount of weapons owned by the Polish Armed Forces, which means that they significantly contribute to increasing the defense potential. More than 250,000 people are able to handle firearms and would thus be able to provide basic information on how to handle firearms to other citizens Polish.ConclusionsFinally, after considering this issue, it should be concluded that the regulation of access to firearms, on the one hand, significantly limits their acquisition, and on the other hand, allows the selection of persons competent to possess them. The participation of these people could significantly contribute to increasing the defense potential of the country in the face of violations of the integrity of the state's borders.

Niniejszy artykuł zwraca uwagę na specyficzne trudności dzieci innych kulturowo (migrantów), które po przyjeździe do Polski muszą odnaleźć się w nowej rzeczywistości edukacyjnej i społecznej. Szczególnej analizie poddane będą tu dzieci napływowe (innej narodowości), które borykają się przede wszystkim z deficytami kompetencji językowych, a co za tym idzie problemami adaptacyjnymi i edukacyjnymi. System oświaty coraz częściej musi mierzyć się z nowymi wyzwaniami jakie niesie ze sobą nauczanie i wychowanie uczniów wielokulturowych. Dla nich bowiem język polski, to niejednokrotnie język obcy wpływający w znaczący sposób na jakość kontaktów społecznych i osiągnięć edukacyjnych. Sprawność językowa jest więc kluczowa dla zaistnienia sukcesu szkolnego jak i integracyjnego. Jednym z tych wyzwań jest trafne i rzetelne rozpoznawanie potrzeb uczniów z wielorakimi trudnościami na różnych poziomach kształcenia celem organizowania skutecznej pomocy psychologiczno-pedagogicznej. Artykuł zwraca uwagę na kluczowe elementy procesu diagnostycznego do których należą: diagnosta, dziecko, rodzic (podmioty w relacji badawczej) oraz metody i narzędzia badawcze (przedmioty). Szczególnego znaczenia nabiera tu kwestia ograniczeń procesu diagnozowania specyficznych trudności w uczeniu się i funkcjonowaniu społecznym, a także identyfikacji barier wynikających z poszukiwania skutecznych rozwiązań pomocowych. This article draws attention to the specific difficulties of children of other cultures (migrants) who have to find themselves in a new educational and social reality after coming to Poland. There will be special analysis made of migrant children (of other nationalities), who mainly face language competence deficits and, consequently, adaptation and educational problems. The educational system has to more often face the new challenges of teaching and bringing up multicultural students. For them Polish is often a foreign language that significantly influences the quality of their social contacts and educational achievements. Language proficiency is therefore crucial for school success and integration. One of these challenges is to accurately and reliably identify the needs of students with multiple difficulties at different levels of education to organize effective psychological and pedagogical assistance. The article draws attention to the key elements of the diagnostic process which include: a diagnostician, a child, a parent (subjects in the research relationship), and research methods and tools (subjects). The issue of limitations of the process of diagnosing specific learning and social difficulties becomes particularly important here, as well as identification of barriers resulting from the search for effective assistance solutions.

Cobalt(II) tri-tert-butoxysilanethiolates with 2,5-dimethylpyridine, 3,4-dimethylpyridine and 3,5- dimethylpyridine co-ligands have been synthesized by reaction of bimetallic [Co{μ-SSi(O t Bu)3}{SSi(O t Bu)3}(NH3)]2 with the appropriate pyridines. The complexes were characterized by elemental analysis, single-crystal X-ray structure determination, IR and UV–Vis spectroscopy. These complexes are tetra- or penta-coordinated with CoN2S2 and CoNO2S2 cores, respectively.

Reference LEMA-ARTICLE-2004-003doi:10.1002/mop.11353View record in Web of Science Record created on 2006-11-30, modified on 2016-08-08

Cortex cells of the root meristem of Cucurbita pepo (0.0-0.5 mm from the cap junction), in the 3-4, 5-6 and 7-8 mm segments above the root tip, and the cells of the first three layers of lateral part of root cap were the object of the present study. The volume of cortex cells increases more than 20 times in the 7-8 mm segment as compared with meristematic cells, and the volume of cytoplasm about sevenfold. The largest increment of the cytoplasmic volume occurs between 0.5-6.0 mm. In consecutive root segments the sustained increase of the volume of nuclei takes place. By applying autoradiography the following processess have been investigated: DNA synthesis (3H thymidine uptake), template activity of DNA (3H actinomycin D(3H AMD)-binding), RNA synthesis (3H uridine incorporation), and protein synthesis (3H leucine). In the root cap cells and in segments where meristematic activity is over, DNA is replicated by endomitosis. On the basis of nuclear labelling it appears that nuclei in the 3-4 mm segment reach 4C ploidy state, but in the 7-8 mm segment half of the nuclei reach the 8C ploidy state. Most of the root cap cells are 4C, the remaining cells are 8C. Considering the uptake of 3H thymidine into nucleoli one may suppose that in the root cap cells nucleolar DNA is underreplicated, and to a lesser degree in 5-6 and 7-8 mm segments, while in 3-4 mm segment DNA is overreplicated as compared to meristem cells. Measurements of nucleolar volume, 3H uridine uptake, 3H AMD binding and quantity of granular component, indicate that the most noticeable nucleolar activity takes place in meristematic zone and in root parts showing the highest increase of cytoplasmic volume (3-4 and 5-6 mm segments). 3H leucine is still incorporated intensely into 7-8 mm segment, in which the concentration of ribosomes is low, however they are present in the form of polysomes. Comparison of 3H thymidine uptake into nuclear DNA with 3H AMD binding and 3H uridine incorporation into nuclei indicates that endomitotic DNA replication results in an increase of DNA template activity in root cap cells as well as in 3-4 and 5-6 mm segments; in the 7-8 mm segment binding of 3H AMD slightly decreases, while 3H uridine incorporation is considerably reduced. Divergence between the ploidy state, 3H AMD binding and 3H uridine incorporation can be due to the increment of the condensed chromatin area in differentiated cells. Plastids and mitochondria reach full maturity in 3-4 mm segment. The increasing volume density of ER and diminishing volume density of Golgi structures is accompanied by differentiation of cortex cells.

The purpose of this work was to find out whether: 1) colchicine-induced autopolyploidy can replace the spontaneous endopolyploidization; 2) the presence of autopolyploid nuclei in the zones of root growth and differentiation changes the pattern of 3H uridine incorporation into nuclei and nucleoli.

The purpose of this study was to investigate changes in the number of NoRs in successive zones (1st, 3rd, 5th and 7th mm segments from the root tip) of growth and differentiation of roots in 4 plant species characterized by the presence or absence of endopolyploid nuclei. Cytophotometric measurements of the DNA content (after Feulgen’s procedure, hydrolysis for 1 h in 4N HC1 at 20 °C) have shown that in supra-meristematic zones (3rd, 5th and 7th segments) in Haemanthus katharinae and Tulipa kaufmanniana all nuclei have 2C DNA content (Figs. 3A and 4A), in Zea mays 4C and 8C nuclei are present, while in Helianthus annuus in the 5th and 7th segments some nuclei reveal 4C and 8C DNA content (comp. [8]).

Activities of DNA polymerases and RNA polymerases were studied by autoradiographic methods in growing and differentiating root cortex cells of Zea mays - a species in which endomitosis occurs - and Tulipa kaufmanniana - in which this process does not occur. In Tulipa kaufmanniana, the highest activity of DNA polymerase appears in the nuclei of meristematic zone during the S phase of the cell cycle. In Zea mays, endomitotic replication of DNA occurs in all growth and differentiation zones and the activity of DNA polymerase in the nuclei is similar to that in the meristematic zone. In both species, nuclear RNA synthesis, measured with 3H uridine incorporation, is highest in the meristematic zone and declines steadily with development. Activity of nuclear RNA polymerase is present in all developmental zones in both species and is similar to that in the meristematic zone. 3H uridine incorporation into nucleoli decreases markedly in both species, whereas the activity of nucleolar RNA polymerase remains at a high level in all root segments in Zea mays and decreases slightly in Tulipa kaufmanniana. It is argued that the differences between the incorporation of 3H uridine and that or 3H UMP may be caused by a reduction of the pool of endogenous ribonucleoside triphosphates. Marked activities of DNA polymerase and RNA polymerase in cytoplasm are possibly related to the growth and division of plastids and mitochondria.