Petroleum substances are a mixture of many hydrocarbons of various structures; some of them are toxic for marine organisms. In case of pollution of the aquatic environment, these compounds may enter seawater organisms and adversely affect gas exchange and inhibit photosynthesis. Therefore, it is important to take measures to reduce the emissions of these compounds into the aquatic environment and quickly to remove possible spills of uncontrolled pollution. Sorbents are materials that soak up oil from water. They are best suited for the absorption of oil – derived substances. They are used to absorb leaks in open and closed tanks, particularly in hard – to-reach places. Sorbents can be natural organic, natural inorganic or synthetic. Natural sorbents are divided to organic materials such as peat moss or wood products, and inorganic materials such as vermiculite or clay. Sorbents are available in a loose form, which includes granules, powder, chunks and cubes. Synthetic sorbents are used to wipe other oil spill recovery equipment such as skimmers and booms after a spill clean-up operation. The thesis deals with the issues related to the analysis of the possibility of using sorbents to combat oil pollution in port and coastal areas. The article discusses the types of pollution occurring in coastal waters, as well as the types of sorbents used and the forces and measures to combat pollution. The characteristic features of sorbents are rate of absorption and adsorption, oil retention and ease of application. Absorption tests were carried out and the best sorbents for combating oil pollution were selected.

Debate is a genre that has gained popularity due to its educational value on different levels of the education system. The essential advantage of using debate as an educational tool is that it prepares students to participate in public debate outside the classroom environment. The available models of teaching how to debate are rules-oriented (showing students the rules of conduct valid in the debate) or argument-oriented (teaching the balance between affirmative argumentation and refutation and proper ways of building arguments). This article offers a new, genre-oriented model of debate teaching based on showing the relationships between genres that compose the debate. Exemplified by the Karl Popper debate format, popular in Central and Eastern Europe, four genres ingrained in a debate are depicted: affirmative speech, refutation speech, summarizing speech, and cross-examination. What has been also described is the intricate web of relationships and influences between those genres which build the educational debate’s ecosystem. Using the genre-oriented model in teaching debates and showing the relationships between the four genres will enable students to increase their understanding of the debating process and help them visualize how big impact their actions have on the course of the debate.

The RHEFINE Conference took place on the 24 th and 25 th of February 2022 at The Faculty of Humanities and Social Sciences of the Zagreb University and online. The conference's theme was Rhetorical Research and Didactics. It consisted of two keynotes that opened both days of the conference, 18 papers presented by international scholars, a roundtable on rhetorical curricula, and parallel workshop sessions on different rhetorical skills and ideas.The conference was opened by Diana Tomić, the leader of the Croatian team of the RHEFINE project, the dean of the Faculty, Domagoj Tončinić, and the head of the Department of Phonetics, Gabrijela Kišiček. The program's fi rst point was a keynote by Kris Rutten (University of Ghent) titled The rhetoric of cultural literacy. He argued that we live in a cultural crisis and explained how cultural literacy is rhetorically constructed within contemporary cultural policy and practice. He discussed the educational implications of a rhetorical approach toward cultural literacy.The fi rst session, Rhetoric in an educational context, started with Petra Aczél's (Corvinus University of Budapest) Future-Proofi ng Rhetorical Education. She advocated moving from the product-centered view of rhetorical education that focuses on the speech itself to the position of rhetorical sensitivity, so the teaching of rhetoric should be skill-oriented and aim to build rhetorical literacy both from the role of the speaker and the part of an audience member.Next, Sanja Kišiček (University of Zagreb) talked about Creating a Collaborative Student-Centered Culture in Higher Education and pointed out the role of a teacher as a designer of the learning process, which in the collaborative education is the role that they share with students. To develop an open culture in the classroom, she presented fi ve components: building community, public speaking, education technology, planning for success, and alternative assessment.Zdravka Biočina (Zagreb School of Economics and Management), the next speaker, in her presentation Epideictic oratory as an educational tool, talked about

Artykuł jest głosem w dyskusji dotyczącej trudności z efektywną wizualizacją debat oraz statusu argumentacji w debatach konkursowych jako specyficznym gatunku mowy charakteryzującym się wysokim stopniem nasycenia zjawiskami argumentacyjnymi i okołoargumentacyjnymi. Do analizy argumentów wyrażonych w mowach składających się na tworzony korpus debat wykorzystano model Toulmina. Pozwoliło to przedstawić rolę przesłanek entymematycznych i koncepcję uwzględniającego je schematu anotacji.