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Age integration - a term used in social gerontology in at least two senses. In a narrow perspective - adopted mainly in English-language literature - age integration refers to such a structure of social roles in various institutions that allows for differences, but they do not depend strictly on the age structure, i.e. whether someone is a middle-aged adult or in an older age (Phillips et al., 2010). This is particularly about educational, economic, political, religious and leisure institutions in which people from different age groups and generations play different roles and occupy different positions. Age integration is based on the assumption that access to the institution, the possibility of exiting it and access to products (called outputs); services implemented in reality and benefits and outcomes paid out; the effects of implemented services and services, eg reduction of poverty, improvement of health, activities of these institutions is equal for all regardless of age.

The system of protection of historical monuments in Poland, including Monuments of History, is not fully adapted to the political changes after 1989. An underestimated, important element of this system determining effective protection is professional architectural heritage management combining conservation with contemporary use of historical buildings. Interdependencies between conservation and non-conservation conditions force us to perceive the protection of monuments as a complex and interdisciplinary process – mutually correlated interactions on the historic object, in which conservation measures are the key, but not the only, activity. The organizational entirety of these activities is management. Monuments of History as the most valuable heritage should be a model of management of the national, historical resources. Fifteen years of experience of the Srebrna Góra (Silver Mountain) Fortress monument allow us to bring closer the objectives and complex conditions of related management activities as well as applications addressed to national authorities responsible for the protection of cultural heritage. ; System ochrony zabytków w Polsce, w tym pomników historii nie jest w pełni dostosowany do zmian ustrojowych po 1989 roku. Niedocenianym, istotnym elementem tego systemu determinującym skuteczną ochronę jest profesjonalne zarządzanie architektonicznym dziedzictwem łączące konserwację ze współczesnym użytkowaniem historycznych obiektów. Współzależności konserwatorskich i pozakonserwatorskich uwarunkowań wymuszają dziś postrzeganie ochrony zabytków jako złożonego i interdyscyplinarnego procesu – skorelowanych ze sobą oddziaływań na zabytkowy obiekt, w którym zabiegi konserwatorskie są kluczową, ale nie jedyną działalnością. Całością organizacyjną tych działań jest zarządzanie. Pomniki historii jako najcenniejsze dziedzictwo powinny być wzorem zarządzania dla krajowego, zabytkowego zasobu. Piętnastoletnie doświadczenia pomnika Twierdza Srebrna Góra pozwalają przybliżyć cele i złożone uwarunkowania powiązanych ze sobą działań zarządczych oraz wnioski adresowane do władz krajowych odpowiedzialnych za ochronę kulturowego dziedzictwa.

Magdalena Bator: On the Development of the English Culinary Recipe, s. 7-16 Maria Bloch-Trojnar: Linguistic Contact and the Complementation of Regular Action Nominals in Irish, s. 17-30 Anna Drogosz: Darwin's Metaphors. A Cognitive Semantics Analysis of the Theory of Evolution, s. 31-46 Katarzyna Klimkowska: Transition to the Translation Market as a Challenge for Translators-to-Be, s. 47-58 Konrad Klimkowski: A Language Specialist as an Entrepreneur: An Educational Perspective, s. 59-74 Paulina Królikowska: The Mechanism of Activating and Realizing the Context of the Middle East Conflict in the Israeli Political Discourse, s. 75-90 Anna Malicka-Kleparska: Czech and Polish Analytic and Synthetic Anticausatives in Generative Morpho-Syntax, s. 91-102 Jacek Mianowski: Epigraficzna pozajęzykowość, czyli czego głazy nam nie powiedzą, s. 103-110 Anna Pałczyńska: The Official Journal of the European Union and Gender Inequality, s. 111-120 Margita Petrović: The 4-M Model and Convergence in Modern Nahuatl, s. 121-134 Emil Potec: Muhammad's Night Journey to Heaven or the Initiatic Path to a Temporal and Spiritual Leadership, s. 135-140 Robert Skoczek: Adaptacja foniczna obcojęzycznych nazw własnych w języku polskim i niemieckim jako problem ortoepiczny, s. 141-156 Brygida Sobótka: Die nihilistischen Protagonisten im Roman Peace von Alexa Hennig von Lange, s. 157-166 Dora Văetuș: Lexical-Semantic Dynamics in Romanian Biblical Versions. Case Study: The "Parable of the Prodigal Son", s. 167-180 Piotr Zazula: Intimate but Not Private: Deep Image and the Telluric Sublime in W. S. Merwin's Poems, s. 181-190 ESSAYS, REVIEWS AND POLEMICS Franciszek Grucza: Akademickie akty immatrykulacji i inauguracji ze stanowiska komunikologii ogólnej, s. 191-226 ; Wrocław ; Magdalena Bator: On the Development of the English Culinary Recipe, s. 7-16 Maria Bloch-Trojnar: Linguistic Contact and the Complementation of Regular Action Nominals in Irish, s. 17-30 Anna Drogosz: Darwin's Metaphors. A Cognitive Semantics Analysis of the Theory of ...

The article discusses the relationship between the occurrence of international conflicts and the desire of states to implement their own geopolitical interests. The key factor in the emergence of conflicts is the concept of an inter-civilization clash by Samuel Huntington, where the role of states in the formation of the international system is the trigger for decision-making. The author states that in modern conditions Russia defends its interests, which should not be perceived by other actors of international relations as a threat, but as competition.

Valentina Bagozzi: Gulag Argot as a Site of Memory in Julija Voznesenskaja's The Women's Decameron, s. 7-15 Marta Belia: An Original Perspective on Czech Translation Studies: A Comparison between the Theory of Otokar Fischer and that of Jiří Levý, s. 17-23 Sabrina Canestrella: Locus Amoenus: A Lexicon of Contrasts in Adam und Evelyn, s. 25-34 Alicja Cimała: Visual Rhetoric and Architecture, s. 35-42 Aneta Daniel: Wroclaw as the Leading Neurolinguistics Centerat the Turn of the 19th and 20th Centuries, s. 43-64 Maciej Dymczyk: Possible impact of Virtual Reality and Augmented Reality on Media Societ, s. 65-72 Maria Diletta Giordano: Severin the Walker and his Dark Path:Declinations of the Act of Walking in Paul Leppin's Severins Gang in die Finsternis, s. 73-82 Jakub Kubś: Historical Narratives in Different Language Versions of Wikipedia, s. 83-94 Natalia Lazreg: Monomodal and Multimodal Humour as a Challenge in Audiovisual Translation: On the Example of the Polish Translation of the French Film Le Petit Nicolas (Little Nicolas), s. 95-106 Marlena Oleksiuk: North and South Korean Issues in 20th-Century Literature, s. 107-114 Ciro Porcaro: Messermänner and Parasiten: An Analysis of the Role of Metonymic and Metaphoric Patterns in Shaping "Immigrants" Stereotypes in German Political Discourse, s. 115-124 Agata Rębkowska: Négation et le non-dit. Vers le sens social de la Russie dans la presse écrite française, s. 125-135 Nataliia Romanyshyn: Artistic Conceptualization of Native Land in William Wordsworth's Poetry, s. 137-146 Anna Skibińska: The Image of Ukrainians in Press Headlines: A Case Study of Polska Times Website, s. 147-166 Kamila Sroślak: Obrazy 'Nowych Wojen' i terroru z perspektywy reportera wojennego w literaturze niemieckiej, s. 167-178 Marta Strukowska: On the Irony-Affect Interface in Political Discourse, s. 179-194 Maria Stryszewska: Przymiotniki odrzeczownikowe z podstawowymi formantami sufiksalnymi w języku macedońskim, s. 195-205 Dorota Ucherek: Piśmienne przejawy Strajku Kobiet w świetle koncepcji ...

Hieronim Baliński's treatise on upbringing a noble boy, written in 1598, commissioned by Jan Łączyński for his son Kasper, has been used in literature for a long time. It is among the best known educational instructions the Old Polish period. Providing his guidance, Baliński showed exemplary education of a nobility boy. Baliński divided it into stages, taking into account the most important elements: religious and moral, physical and mental education. He also showed how to deal with a child and not discourage him from learning. In his opinion, religious education was of greatest importance as it was necessary for a young child to know God, His goodness, patience, mercy and love of human beings. The first stage of education was home schooling after which Baliński recommended a country school, followed by a trip abroad. A boy should take his first trip to Germany at the age of 12 and stay abroad for 2–3 years. According to Baliński, it was a prelude to the main journey which was to take place after a short stay at home. During the break, a young nobleman should be acquainted with the local law, operations of the court and the Parliament. Around the age of fifteen, a young man with a guardian appointed by his father should go abroad once again, this time to Italy, to develop his education and skills. Upon return from the trip, the young man continued education by transition to the adult life. Baliński recommended a court chancellery and military service. In the treatise he points out how a boy should behave towards other people; he also raised issues related to child nutrition and clothing. What is more, Baliński provided tips on physical development and exercises appropriate for children. The major source of Baliński's treatise was religious literature although he probably referred to Quintilian's and Mikołaj Rej's works. According to his own account, Baliński drew on his experience and numerous conversations. The ideal man, as presented by him, bears resemblance to Rej's faithful and mediocre "kind-hearted man". ; Hieronim Baliński's treatise on upbringing a noble boy, written in 1598, commissioned by Jan Łączyński for his son Kasper, has been used in literature for a long time. It is among the best known educational instructions the Old Polish period. Providing his guidance, Baliński showed exemplary education of a nobility boy. Baliński divided it into stages, taking into account the most important elements: religious and moral, physical and mental education. He also showed how to deal with a child and not discourage him from learning. In his opinion, religious education was of greatest importance as it was necessary for a young child to know God, His goodness, patience, mercy and love of human beings. The first stage of education was home schooling after which Baliński recommended a country school, followed by a trip abroad. A boy should take his first trip to Germany at the age of 12 and stay abroad for 2–3 years. According to Baliński, it was a prelude to the main journey which was to take place after a short stay at home. During the break, a young nobleman should be acquainted with the local law, operations of the court and the Parliament. Around the age of fifteen, a young man with a guardian appointed by his father should go abroad once again, this time to Italy, to develop his education and skills. Upon return from the trip, the young man continued education by transition to the adult life. Baliński recommended a court chancellery and military service. In the treatise he points out how a boy should behave towards other people; he also raised issues related to child nutrition and clothing. What is more, Baliński provided tips on physical development and exercises appropriate for children. The major source of Baliński's treatise was religious literature although he probably referred to Quintilian's and Mikołaj Rej's works. According to his own account, Baliński drew on his experience and numerous conversations. The ideal man, as presented by him, bears resemblance to Rej's faithful and mediocre "kind-hearted man".