Mycorrhizal status of forest trees grown in urban and rural environments in Poland

Mycorrhizal status of mature forest trees (horse chestnut, Aesculus hippocastanum L.; white poplar, Populus alba L.; black poplar, P. nigra L.) was investigated in urban habitats under different intensity of anthropogenic pressures (restricted root zone, soil compaction, low air and soil humidity), compared to trees grown in rural environments that were used as reference biological material. Horse chestnut roots were colonized by arbuscular mycorrhizal (AM) fungi, and the two poplar species (white poplar and black poplar) were dually colonized by AM and ectomycorrhizal (ECM) fungi, regardless of habitat, except P. nigra grown close to a trafficked street, which had only ECM associations. The AM colonization of horse chestnut roots was higher in May than October, regardless of habitat and showed a tendency to be lower in the roots of trees from urban environments, however, only mycorrhizal frequency differed significantly between the urban habitat and the reference plot. In roots of two poplar species the intensity of AM colonization was significantly lower in disturbed urban habitats than in the rural sites. ECM colonization of white poplar did not differ between the urban and rural environments, and in black poplar roots it was lower at the city sites than in the reference plot. Significantly lower levels of available magnesium and total carbon was recorded in soils at the urban sites compared to reference plots. The concentrations of the other macro- and microelements did not differ significantly. A tendency to reduced water content in two of three urban sites was also recorded. The results indicated that mycorrhizal fungi native of urban habitats are able to develop effective symbiosis with mature tree roots and they suggested that environmental factors, such as availability of water and nutrient and carbohydrates production and allocation, are the most important factor influencing the mycorrhizal colonization of urban trees

Selektivno određivanje Fe(III) u uzorcima Fe(II) UV-spektrofotometrijom pomoću kvercetina i morina

Selective UV-spectrophotometric methods for determination of iron(III) in iron(II) samples have been developed. The methods are based on the interaction of Fe(III) with quercetin and morin, compounds of the flavonoid group. Redox reactions occurring between Fe(III) ions and the reagents used make the basis for the detection. Iron(II) does not react with quercetin and morin under the conditions applied [aqueous-methanolic (3 : 2) solutions, 0.3 mol L1 HCl, and 1.2 × 10-4 mol L1 quercetin (morin)] and does not interfere with the determination of Fe(III). Iron(III) can be determined up to 15 μg mL1 using both the examined systems. The detection limits are 0.06 and 0.38 μg mL1 when using quercetin or morin, respectively. The method with quercetin was applied to the determination of Fe(III) (ca. 0.2%) in a Fe(II) pharmaceutical product.U radu je opisan razvoj selektivnih UV-spektrofotometrijskih metoda za određivanje željeza(III) u uzorku željeza(II). Metode se temelje na redoks reakciji Fe(III) sa spojevima iz skupine flavonoida kvercetinom i morinom u reakcijskim uvjetima u kojima željezo(II) ne reagira (vodeno/metanolna otopina 3:2, 0,3 mol L1 HCl, 1,2 x 104 mol L1 kvercetin ili morin). Najniža koncentracija željeza(III) koja se može odrediti je 15 μg mL1 u oba ispitivana sustava. Granice detekcije su 0,06 i 0,38 μg mL1 ako se koristi kvercetin, odnosno morfin. Metoda s kvercetinom primijenjena je za određivanje Fe(III (približno 0,2%) u farmaceutskom produktu Fe(II)

The Role of the School Counselor to Motivate Students „Spiritually Homeless” Active Involvement in the Creation of Personal Reality

W artykule omówiono zagadnienia dotyczące roli, jaką odgrywa pedagog szkolny w motywowaniu uczniów „bezdomnych duchowo” do aktywnego włączania się w tworzenie osobistej rzeczywistości. Na użytek artykułu przyjęto określenie „bezdomność duchowa”, które można rozumieć jako brak własnego miejsca oraz pustkę wewnętrzną, która powstała u ucznia w wyniku braku odpowiedniego prowadzenia wychowawczego. Podstawę artykułu stanowią rozważania teoretyczne, skupione wokół problematyki: bezdomności duchowej uczniów, misji pedagoga szkolnego, postrzegania pedagoga szkolnego jako tutora oraz istoty motywowania ucznia, rozumianej jako zarządzanie jego myśleniem w celu ukierunkowania go do podjęcia działań na rzecz własnego rozwoju osobistego.In the text of the article has been made to discuss the issue of the role of school teacher in motivating students “spiritually homeless” active involvement in the creation of personal reality. For the purposes of the text adopted the term “spiritual homelessness” which can be interpreted as a lack of own space and emptiness inside, which was founded in the student as a result of lack of proper conduct of education. The basis of the article are the theoretical considerations centered around issues: homelessness internal students, the mission school counselor, school counselor perception as a tutor and motivate the student being understood as the management of its thinking in order to channel it to take action for their own personal development

Rola pedagoga szkolnego w motywowaniu uczniów „bezdomnych duchowo” do aktywnego włączania się w tworzenie osobistej rzeczywistości

W artykule omówiono zagadnienia dotyczące roli, jaką odgrywa pedagog szkolny w motywowaniu uczniów „bezdomnych duchowo” do aktywnego włączania się w tworzenie osobistej rzeczywistości. Na użytek artykułu przyjęto określenie „bezdomność duchowa”, które można rozumieć jako brak własnego miejsca oraz pustkę wewnętrzną, która powstała u ucznia w wyniku braku odpowiedniego prowadzenia wychowawczego. Podstawę artykułu stanowią rozważania teoretyczne, skupione wokół problematyki: bezdomności duchowej uczniów, misji pedagoga szkolnego, postrzegania pedagoga szkolnego jako tutora oraz istoty motywowania ucznia, rozumianej jako zarządzanie jego myśleniem w celu ukierunkowania go do podjęcia działań na rzecz własnego rozwoju osobistego.In the text of the article has been made to discuss the issue of the role of school teacher in motivating students “spiritually homeless” active involvement in the creation of personal reality. For the purposes of the text adopted the term “spiritual homelessness” which can be interpreted as a lack of own space and emptiness inside, which was founded in the student as a result of lack of proper conduct of education. The basis of the article are the theoretical considerations centered around issues: homelessness internal students, the mission school counselor, school counselor perception as a tutor and motivate the student being understood as the management of its thinking in order to channel it to take action for their own personal development