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Translation of ver 1.2

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commit f91a7bf618d45372056597a189bd938ca2e4aa46 1 parent 2ecad74
authored February 13, 2004

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+<!DOCTYPE html PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN">
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+<html>
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+<head>
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+   
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+<title>Moodle Docs: Copyright License</title>
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+   
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+</head>
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+<body bgcolor="#ffffff">
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+<h1>Copyright License for Moodle</h1>
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+<blockquote>
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+  <p>Moodle is Copyright &copy; 2001-2003, <a href="http://dougiamas.com/">Martin 
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+  Dougiamas</a>.</p>
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+  <p>This program is free software; you can redistribute it and/or modify<br>
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+  it under the terms of the GNU General Public License as published by<br>
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+  the Free Software Foundation; either version 2 of the License, or<br>
  20
+  (at your option) any later version.</p>
  21
+  <p>This program is distributed in the hope that it will be useful,<br>
  22
+  but WITHOUT ANY WARRANTY; without even the implied warranty of<br>
  23
+  MERCHANTABILITY or FITNESS FOR A PARTICULAR PURPOSE. See the<br>
  24
+  GNU General Public License for more details (attached below).<br>
  25
+  </p>
  26
+  <hr width="100%" size="2">
  27
+  <br>
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+   
  29
+  <pre>		    GNU GENERAL PUBLIC LICENSE<br>		       Version 2, June 1991<br><br> Copyright (C) 1989, 1991 Free Software Foundation, Inc.<br> 59 Temple Place, Suite 330, Boston, MA  02111-1307  USA<br> Everyone is permitted to copy and distribute verbatim copies<br> of this license document, but changing it is not allowed.<br><br>			    Preamble<br><br>  The licenses for most software are designed to take away your<br>freedom to share and change it.  By contrast, the GNU General Public<br>License is intended to guarantee your freedom to share and change free<br>software--to make sure the software is free for all its users.  This<br>General Public License applies to most of the Free Software<br>Foundation's software and to any other program whose authors commit to<br>using it.  (Some other Free Software Foundation software is covered by<br>the GNU Library General Public License instead.)  You can apply it to<br>your programs, too.<br><br>  When we speak of free software, we are referring to freedom, not<br>price.  Our General Public Licenses are designed to make sure that you<br>have the freedom to distribute copies of free software (and charge for<br>this service if you wish), that you receive source code or can get it<br>if you want it, that you can change the software or use pieces of it<br>in new free programs; and that you know you can do these things.<br><br>  To protect your rights, we need to make restrictions that forbid<br>anyone to deny you these rights or to ask you to surrender the rights.<br>These restrictions translate to certain responsibilities for you if you<br>distribute copies of the software, or if you modify it.<br><br>  For example, if you distribute copies of such a program, whether<br>gratis or for a fee, you must give the recipients all the rights that<br>you have.  You must make sure that they, too, receive or can get the<br>source code.  And you must show them these terms so they know their<br>rights.<br><br>  We protect your rights with two steps: (1) copyright the software, and<br>(2) offer you this license which gives you legal permission to copy,<br>distribute and/or modify the software.<br><br>  Also, for each author's protection and ours, we want to make certain<br>that everyone understands that there is no warranty for this free<br>software.  If the software is modified by someone else and passed on, we<br>want its recipients to know that what they have is not the original, so<br>that any problems introduced by others will not reflect on the original<br>authors' reputations.<br><br>  Finally, any free program is threatened constantly by software<br>patents.  We wish to avoid the danger that redistributors of a free<br>program will individually obtain patent licenses, in effect making the<br>program proprietary.  To prevent this, we have made it clear that any<br>patent must be licensed for everyone's free use or not licensed at all.<br><br>  The precise terms and conditions for copying, distribution and<br>modification follow.<br><br>		    GNU GENERAL PUBLIC LICENSE<br>   TERMS AND CONDITIONS FOR COPYING, DISTRIBUTION AND MODIFICATION<br><br>  0. This License applies to any program or other work which contains<br>a notice placed by the copyright holder saying it may be distributed<br>under the terms of this General Public License.  The "Program", below,<br>refers to any such program or work, and a "work based on the Program"<br>means either the Program or any derivative work under copyright law:<br>that is to say, a work containing the Program or a portion of it,<br>either verbatim or with modifications and/or translated into another<br>language.  (Hereinafter, translation is included without limitation in<br>the term "modification".)  Each licensee is addressed as "you".<br><br>Activities other than copying, distribution and modification are not<br>covered by this License; they are outside its scope.  The act of<br>running the Program is not restricted, and the output from the Program<br>is covered only if its contents constitute a work based on the<br>Program (independent of having been made by running the Program).<br>Whether that is true depends on what the Program does.<br><br>  1. You may copy and distribute verbatim copies of the Program's<br>source code as you receive it, in any medium, provided that you<br>conspicuously and appropriately publish on each copy an appropriate<br>copyright notice and disclaimer of warranty; keep intact all the<br>notices that refer to this License and to the absence of any warranty;<br>and give any other recipients of the Program a copy of this License<br>along with the Program.<br><br>You may charge a fee for the physical act of transferring a copy, and<br>you may at your option offer warranty protection in exchange for a fee.<br><br>  2. You may modify your copy or copies of the Program or any portion<br>of it, thus forming a work based on the Program, and copy and<br>distribute such modifications or work under the terms of Section 1<br>above, provided that you also meet all of these conditions:<br><br>    a) You must cause the modified files to carry prominent notices<br>    stating that you changed the files and the date of any change.<br><br>    b) You must cause any work that you distribute or publish, that in<br>    whole or in part contains or is derived from the Program or any<br>    part thereof, to be licensed as a whole at no charge to all third<br>    parties under the terms of this License.<br><br>    c) If the modified program normally reads commands interactively<br>    when run, you must cause it, when started running for such<br>    interactive use in the most ordinary way, to print or display an<br>    announcement including an appropriate copyright notice and a<br>    notice that there is no warranty (or else, saying that you provide<br>    a warranty) and that users may redistribute the program under<br>    these conditions, and telling the user how to view a copy of this<br>    License.  (Exception: if the Program itself is interactive but<br>    does not normally print such an announcement, your work based on<br>    the Program is not required to print an announcement.)<br><br>These requirements apply to the modified work as a whole.  If<br>identifiable sections of that work are not derived from the Program,<br>and can be reasonably considered independent and separate works in<br>themselves, then this License, and its terms, do not apply to those<br>sections when you distribute them as separate works.  But when you<br>distribute the same sections as part of a whole which is a work based<br>on the Program, the distribution of the whole must be on the terms of<br>this License, whose permissions for other licensees extend to the<br>entire whole, and thus to each and every part regardless of who wrote it.<br><br>Thus, it is not the intent of this section to claim rights or contest<br>your rights to work written entirely by you; rather, the intent is to<br>exercise the right to control the distribution of derivative or<br>collective works based on the Program.<br><br>In addition, mere aggregation of another work not based on the Program<br>with the Program (or with a work based on the Program) on a volume of<br>a storage or distribution medium does not bring the other work under<br>the scope of this License.<br><br>  3. You may copy and distribute the Program (or a work based on it,<br>under Section 2) in object code or executable form under the terms of<br>Sections 1 and 2 above provided that you also do one of the following:<br><br>    a) Accompany it with the complete corresponding machine-readable<br>    source code, which must be distributed under the terms of Sections<br>    1 and 2 above on a medium customarily used for software interchange; or,<br><br>    b) Accompany it with a written offer, valid for at least three<br>    years, to give any third party, for a charge no more than your<br>    cost of physically performing source distribution, a complete<br>    machine-readable copy of the corresponding source code, to be<br>    distributed under the terms of Sections 1 and 2 above on a medium<br>    customarily used for software interchange; or,<br><br>    c) Accompany it with the information you received as to the offer<br>    to distribute corresponding source code.  (This alternative is<br>    allowed only for noncommercial distribution and only if you<br>    received the program in object code or executable form with such<br>    an offer, in accord with Subsection b above.)<br><br>The source code for a work means the preferred form of the work for<br>making modifications to it.  For an executable work, complete source<br>code means all the source code for all modules it contains, plus any<br>associated interface definition files, plus the scripts used to<br>control compilation and installation of the executable.  However, as a<br>special exception, the source code distributed need not include<br>anything that is normally distributed (in either source or binary<br>form) with the major components (compiler, kernel, and so on) of the<br>operating system on which the executable runs, unless that component<br>itself accompanies the executable.<br><br>If distribution of executable or object code is made by offering<br>access to copy from a designated place, then offering equivalent<br>access to copy the source code from the same place counts as<br>distribution of the source code, even though third parties are not<br>compelled to copy the source along with the object code.<br><br>  4. You may not copy, modify, sublicense, or distribute the Program<br>except as expressly provided under this License.  Any attempt<br>otherwise to copy, modify, sublicense or distribute the Program is<br>void, and will automatically terminate your rights under this License.<br>However, parties who have received copies, or rights, from you under<br>this License will not have their licenses terminated so long as such<br>parties remain in full compliance.<br><br>  5. You are not required to accept this License, since you have not<br>signed it.  However, nothing else grants you permission to modify or<br>distribute the Program or its derivative works.  These actions are<br>prohibited by law if you do not accept this License.  Therefore, by<br>modifying or distributing the Program (or any work based on the<br>Program), you indicate your acceptance of this License to do so, and<br>all its terms and conditions for copying, distributing or modifying<br>the Program or works based on it.<br><br>  6. Each time you redistribute the Program (or any work based on the<br>Program), the recipient automatically receives a license from the<br>original licensor to copy, distribute or modify the Program subject to<br>these terms and conditions.  You may not impose any further<br>restrictions on the recipients' exercise of the rights granted herein.<br>You are not responsible for enforcing compliance by third parties to<br>this License.<br><br>  7. If, as a consequence of a court judgment or allegation of patent<br>infringement or for any other reason (not limited to patent issues),<br>conditions are imposed on you (whether by court order, agreement or<br>otherwise) that contradict the conditions of this License, they do not<br>excuse you from the conditions of this License.  If you cannot<br>distribute so as to satisfy simultaneously your obligations under this<br>License and any other pertinent obligations, then as a consequence you<br>may not distribute the Program at all.  For example, if a patent<br>license would not permit royalty-free redistribution of the Program by<br>all those who receive copies directly or indirectly through you, then<br>the only way you could satisfy both it and this License would be to<br>refrain entirely from distribution of the Program.<br><br>If any portion of this section is held invalid or unenforceable under<br>any particular circumstance, the balance of the section is intended to<br>apply and the section as a whole is intended to apply in other<br>circumstances.<br><br>It is not the purpose of this section to induce you to infringe any<br>patents or other property right claims or to contest validity of any<br>such claims; this section has the sole purpose of protecting the<br>integrity of the free software distribution system, which is<br>implemented by public license practices.  Many people have made<br>generous contributions to the wide range of software distributed<br>through that system in reliance on consistent application of that<br>system; it is up to the author/donor to decide if he or she is willing<br>to distribute software through any other system and a licensee cannot<br>impose that choice.<br><br>This section is intended to make thoroughly clear what is believed to<br>be a consequence of the rest of this License.<br><br>  8. If the distribution and/or use of the Program is restricted in<br>certain countries either by patents or by copyrighted interfaces, the<br>original copyright holder who places the Program under this License<br>may add an explicit geographical distribution limitation excluding<br>those countries, so that distribution is permitted only in or among<br>countries not thus excluded.  In such case, this License incorporates<br>the limitation as if written in the body of this License.<br><br>  9. The Free Software Foundation may publish revised and/or new versions<br>of the General Public License from time to time.  Such new versions will<br>be similar in spirit to the present version, but may differ in detail to<br>address new problems or concerns.<br><br>Each version is given a distinguishing version number.  If the Program<br>specifies a version number of this License which applies to it and "any<br>later version", you have the option of following the terms and conditions<br>either of that version or of any later version published by the Free<br>Software Foundation.  If the Program does not specify a version number of<br>this License, you may choose any version ever published by the Free Software<br>Foundation.<br><br>  10. If you wish to incorporate parts of the Program into other free<br>programs whose distribution conditions are different, write to the author<br>to ask for permission.  For software which is copyrighted by the Free<br>Software Foundation, write to the Free Software Foundation; we sometimes<br>make exceptions for this.  Our decision will be guided by the two goals<br>of preserving the free status of all derivatives of our free software and<br>of promoting the sharing and reuse of software generally.<br><br>			    NO WARRANTY<br><br>  11. BECAUSE THE PROGRAM IS LICENSED FREE OF CHARGE, THERE IS NO WARRANTY<br>FOR THE PROGRAM, TO THE EXTENT PERMITTED BY APPLICABLE LAW.  EXCEPT WHEN<br>OTHERWISE STATED IN WRITING THE COPYRIGHT HOLDERS AND/OR OTHER PARTIES<br>PROVIDE THE PROGRAM "AS IS" WITHOUT WARRANTY OF ANY KIND, EITHER EXPRESSED<br>OR IMPLIED, INCLUDING, BUT NOT LIMITED TO, THE IMPLIED WARRANTIES OF<br>MERCHANTABILITY AND FITNESS FOR A PARTICULAR PURPOSE.  THE ENTIRE RISK AS<br>TO THE QUALITY AND PERFORMANCE OF THE PROGRAM IS WITH YOU.  SHOULD THE<br>PROGRAM PROVE DEFECTIVE, YOU ASSUME THE COST OF ALL NECESSARY SERVICING,<br>REPAIR OR CORRECTION.<br><br>  12. IN NO EVENT UNLESS REQUIRED BY APPLICABLE LAW OR AGREED TO IN WRITING<br>WILL ANY COPYRIGHT HOLDER, OR ANY OTHER PARTY WHO MAY MODIFY AND/OR<br>REDISTRIBUTE THE PROGRAM AS PERMITTED ABOVE, BE LIABLE TO YOU FOR DAMAGES,<br>INCLUDING ANY GENERAL, SPECIAL, INCIDENTAL OR CONSEQUENTIAL DAMAGES ARISING<br>OUT OF THE USE OR INABILITY TO USE THE PROGRAM (INCLUDING BUT NOT LIMITED<br>TO LOSS OF DATA OR DATA BEING RENDERED INACCURATE OR LOSSES SUSTAINED BY<br>YOU OR THIRD PARTIES OR A FAILURE OF THE PROGRAM TO OPERATE WITH ANY OTHER<br>PROGRAMS), EVEN IF SUCH HOLDER OR OTHER PARTY HAS BEEN ADVISED OF THE<br>POSSIBILITY OF SUCH DAMAGES.<br><br>		     END OF TERMS AND CONDITIONS<br></pre>
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+</blockquote>
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+   
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+
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+<p align="CENTER"><font size="1"><a href="." target="_top">Moodle Documentation</a></font></p>
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+<p align="CENTER"><font size="1">Version: $Id$</font></p>
  35
+</body>
  36
+</html>
52  lang/pl/docs/philosophy.html
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+<!DOCTYPE html PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN">
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+<html>
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+<head>
  4
+  
  5
+<title>Moodle Docs: Philosophy</title>
  6
+  
  7
+<link rel="stylesheet" href="docstyles.css" type="TEXT/CSS">
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+  
  9
+<meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1">
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+</head>
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+<body bgcolor="#ffffff">
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+  
  13
+<h1>Philosophy</h1>
  14
+
  15
+<blockquote>
  16
+  <p>The design and development of Moodle is guided by a particular philosophy of learning, a way of thinking that you may see referred to in shorthand as a &quot;<em>social constructionist pedagogy</em>&quot;. (Some of you  scientists may already be thinking &quot;soft education mumbo jumbo&quot; and reaching for your mouse, but please read on - this is useful for every subject area!)</p>
  17
+  <p>This  page tries to explain in simple terms what that phrase means by unpacking <strong>four main concepts</strong> behind it. Note that each of these is summarising one view of an immense amount of diverse research so these definitions may seem thin if you have read about these before.</p>
  18
+  <p>If these concepts are completely new to you then it is likely that these ideas will be hard to understand at first - all I can recommend is that you read it carefully, while thinking about your own experiences of trying to learn something.<br>
  19
+  </p>
  20
+  <h3>1. Constructivism</h3>
  21
+  <blockquote>
  22
+    <p>This point of view maintains that people actively <strong>construct</strong> new knowledge as they interact with their environment. </p>
  23
+    <p>Everything you read, see, hear, feel, and touch is tested against your prior knowledge and if it is viable within your mental world, may form new knowledge you carry with you. Knowledge is strengthened if you can use it successfully in your wider environment. You  are not just a memory bank passively absorbing information, nor can knowledge be &quot;transmitted&quot; to you just by reading something or listening to someone.</p>
  24
+    <p>This is not to say you can't learn anything from reading a web page or watching a lecture, obviously you can, it's just pointing out that there is more interpretation going on than a transfer of information from one brain to another.<br>
  25
+  </p>
  26
+  </blockquote>
  27
+  <h3>2. Constructionism</h3>
  28
+  <blockquote>
  29
+    <p>Constructionism asserts that learning is particularly effective when constructing something for others to experience. This can be anything from a spoken sentence or an internet posting, to  more complex artifacts like a painting, a house or a software package.</p>
  30
+    <p>For example, you might read this page several times and still forget it by tomorrow - but if you were to try and explain these ideas to someone else in your own words, or produce a slideshow that explained these concepts, then I can guarantee you'd have a better understanding that is more integrated into your own ideas. This is why people take notes during lectures, even if they never read the notes again.<br>
  31
+  </p>
  32
+  </blockquote>
  33
+  <h3>3. Social Constructivism</h3>
  34
+  <blockquote>
  35
+    <p>This extends the above ideas into a social group constructing things for one another, collaboratively creating a small culture of shared artifacts with shared meanings. When one is immersed within a culture like this, one is learning all the time about how to be a part of that culture, on many levels.</p>
  36
+    <p>A very simple example is an object like a cup. The object can be used for many things, but its shape does suggest some &quot;knowledge&quot; about carrying liquids. A more complex example is an online course - not only do the &quot;shape&quot; of the software tools indicate certain things about the way online courses should work, but the activities and texts produced within the group as a whole will help shape how each person behaves within that group.<br>
  37
+  </p>
  38
+  </blockquote>
  39
+  <h3>4. Connected and Separate</h3>
  40
+  <blockquote>
  41
+    <p>This idea looks deeper into the motivations of individuals within a discussion. <strong>Separate</strong> behaviour is when someone tries to remain 'objective' and 'factual', and tends to defend their own ideas using logic to find holes in their opponent's ideas. <strong>Connected</strong> behaviour is a more empathic approach that accepts subjectivity, trying to listen and ask questions in an effort to understand the other point of view. <strong>Constructed</strong> behaviour is when a person is sensitive to both of these approaches and is able to choose either of them as appropriate to the current situation.</p>
  42
+    <p>In general, a healthy amount of connected behaviour within a learning community is a very powerful stimulant for learning, not only bringing people closer together but promoting deeper reflection and re-examination of their existing beliefs.</p>
  43
+  </blockquote>
  44
+  <hr>
  45
+  <p>Once you are thinking about all these issues, it helps you to focus on the experiences that would be best for   learning from the learner's point of view, rather than just publishing and assessing the information you think they need to know. It can also help you realise how each participant in a course can be a teacher as well as a learner. Your job as a 'teacher' can change from being 'the source of knowledge' to being an influencer and role model of  class culture,  connecting with students in a personal way that addresses their own learning needs, and moderating discussions and activities in a way that collectively leads students towards the learning goals of the class.</p>
  46
+  <p>Obviously Moodle doesn't force this style of behaviour, but this is what it is best at supporting. In future, as the technical infrastructure of Moodle stabilises, further improvements in pedagogical support will be a major direction for Moodle development.</p>
  47
+</blockquote>
  48
+<hr>
  49
+<p align="CENTER"><font size="1"><a href="." target="_top">Moodle Documentation</a></font></p>
  50
+<p align="CENTER"><font size="1">Version: $Id$</font></p>
  51
+</body>
  52
+</html>
6  lang/pl/help/attendance/mods.html
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  1
+<P><IMG VALIGN=absmiddle SRC="<?php echo $CFG->wwwroot?>/mod/attendance/icon.gif">&nbsp;<B>Attendance</B></P>
  2
+<UL>
  3
+<P>Ten moduł umożliwia zapisanie obecności każdego z partycypujących studentów w zajęciach.[11~ 
  4
+</P>
  5
+</UL>
  6
+
6  lang/pl/help/dialogue/addsubject.html
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+<p align="center"><b>Temat dialogu</b></p>
  2
+
  3
+<p>Użyj tego odnośnika ażeby nadać Temat dialogowi. Powinno się zawsze nadawać temat dialogowi,
  4
+poniważ pozwala to lepiej kierować dyskusją. Jeśli planujesz rozpoczęcie rozmowy na nowy temat, 
  5
+lepiej zamknij aktulany dialog i rozpocznij nowy.</p>
  6
+
11  lang/pl/help/dialogue/closedialogue.html
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+<p align="center"><b>Zakończenie dialogu</b></p>
  2
+<p>Możesz zakończyć dialog w dowolnym momencie. Zakończenie dialogu powoduje usunięcie go z listy aktualnych dialogów.
  3
+Oznacza to, iż zamknięte dialogi nie pojawią się już na tej stronie. </p>
  4
+
  5
+<p> Istnieje możliwość przeglądania zamkniętych dialogów z tym, że nie można ich modyfikować.
  6
+	Jednakże jeżeli została wybrana opcja usuwania dialogów po określonym czasie
  7
+	 to z jego upływem ustanie możliwość ich przeglądania.</p>
  8
+	
  9
+<p>Jeśli zakończysz ten dialog to będziesz musiał rozpocząć nowy dialog jeżeli zamierzasz dalej &quot;rozmawiać&quot; 
  10
+z daną osoba. Ta osoba pojawi się na nowo na liście osób z którymi możesz rozpocząć dialog.</p>
  11
+
5  lang/pl/help/dialogue/deleteafter.html
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  1
+<p align="center"><b>Usunięcie dialogu</b></p>
  2
+<p>Ten parametr pozwala na ustawienie ilości dni po których zakończone dialogi zostaną automatycznie usunięte. </p>
  3
+	
  4
+<p>Jeżeli parametr ten zostnie ustawiony na 0 wówczas zakończone dialogi nigdy nie zostaną usunięte.</p>
  5
+
15  lang/pl/help/dialogue/dialoguetype.html
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+<p align="center"><b>Typy dialogów</b></p>
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+<p>Są trzy typy dialogów.</p>
  3
+
  4
+<ol><li><p><b>Nauczyciel do Studenta.</b> Ten typ umożliwia dialog studenta 
  5
+z nauczycielem. Może być on rozpoczęty albo przez nauczyciela albo przez studenta.
  6
+Na liście dostepnych rozmówców studenci widzą tylko nauczycieli, a nauczyciele tylko
  7
+studentów.</p></li>
  8
+    
  9
+<li><p><b>Student do Studenta.</b> Ten typ umożliwia dialog tylko między studentami.
  10
+Nauczyciele <b>nie mogą</b> brać udziału w tym typie dialogu.</p></li>
  11
+    
  12
+<li><p><b>Każdy z każdym.</b> Ten typ umożliwia każdemu w Klasie rozpoczęcie dialogu 
  13
+z kimkolwiek na liście. Nauczyciel może rozpocząć dialog z innym nauczycielem lub 
  14
+studentem a student może rozpocząć dialog z nauczycielem lub innym studentem</p></li>
  15
+</ol>
18  lang/pl/help/dialogue/info.html
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  1
+<img valign=absmiddle src="<?=$cfg->wwwroot?>/mod/dialogue/icon.gif">&nbsp;<b>Dialogi</b></p>
  2
+
  3
+<p>Ten moduł umożliwia prosty sposób komunikowania się pomiędzy dwoma użytkownikami.
  4
+ Nauczyciel może rozpocząć dialog tylko z jednym studentem, student tylko z jednym nauczycielem i wreszcie jeden student może
  5
+rozpocząć dialog z innym studentem. Jednakże, student lub nauczyciel mogą równolegle
  6
+brać udział w wielu dialogach.</p>
  7
+
  8
+<p>Dialog może mieć nieograniczoną liczbę wpisów. Zwykle &quot;konwersacja&quot; przebiega
  9
+jako dość luźny i rozciągnięty w czasie ciąg odpowiedzi na poprzednie wpisy. Każdy z uczestników 
  10
+może dokonać wpisu kiedy chce.</p>
  11
+
  12
+<p>Dialog może zostać zakończony w dowolnym momencie przez każdą ze stron.
  13
+Zakończone dialogi nie mogą być otwarte na nowo. Jednakże, zakończony dialog może być obejrzany
  14
+przez każdą ze stron, chyba, że został automatycznie usunięty.</p>
  15
+	
  16
+<p>Ten moduł usuwa zakończone dialogi po czasie określonym przez twórce dialogu.
  17
+ Można ustawić ten parametr tak aby dany dialog nie był on nigdy wymazany.</p>
  18
+
5  lang/pl/help/dialogue/maildefault.html
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@@ -0,0 +1,5 @@
  1
+<p align="center"><b>Wy¶lij maila z nowym wpisem</b></p>
  2
+<p>Ten parametr umo¿liwia automatyczne przes³anie nowego wpisu za pomoc± e-maila.
  3
+Je¿eli ten paramter jest ustawiony na &quot;Tak&quot; wówczas nowy wpis zostanie 
  4
+automatycznie przes³any na adres email u¿ytkownika. </p>
  5
+
8  lang/pl/help/dialogue/mods.html
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@@ -0,0 +1,8 @@
  1
+<p><img valign=absmiddle src="<?php echo $CFG->wwwroot?>/mod/dialogue/icon.gif">&nbsp;<b>Dialogues</b></p>
  2
+<ul>
  3
+<p>Ten moduł umożliwia prosty sposób komunikowania się pomiędzy dwoma
  4
+użytkownikami. Nauczyciel może rozpocząć dialog tylko z jednym studentem,
  5
+student tylko z jednym nauczycielem i wreszcie jeden student może rozpocząć dialog z 
  6
+innym studentem. Jednakże, student lub nauczyciel mogą równolegle
  7
+brać udział w wielu dialogach.</p>
  8
+</ul>
10  lang/pl/help/dialogue/multiple.html
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  1
+<p align="center"><b>Wiele dialogów</b></p>
  2
+
  3
+<p>Ten parametr pozwala danemu użytkownikowi rozpocząć więcej
  4
+niż jeden dialog z innymi osobami. Domyślnie, parametr ten ustawiony
  5
+jest na &quot;Nie&quot;, przez co tylko jeden dialog może pozostawać otwarty
  6
+pomiędzy dwoma osobami. </p>
  7
+
  8
+<p>Ustawienie tego parametru na &quot;Tak&quot; może spowodować nadużycie tego modułu
  9
+poprzez otwieranie wielu &quot;niechcianych&quot; dialogów z określonymi użytkownikami.</p>
  10
+
12  lang/pl/help/dialogue/sendmail.html
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  1
+<p align="center"><b>Wysyłanie wiadomości emailowych</b></p>
  2
+
  3
+<p>Jeśli ten parametr jest ustawiony na &quot;Tak&quot; wtedy wiadomość
  4
+emailowa zostanie wysłana do osoby z którą rozpocząłęś dialog
  5
+informując ją, że rozpocząłeś dialog lub dodałeś do niego nowy wpis.
  6
+Wiadomość <b>nie zawiera</b> treści wpisu tylko krótką informację i link do
  7
+dialogu.</p>
  8
+
  9
+<p>Powinno używać się tej opcji tylko wtedy gdy wiadomo, że druga osoba
  10
+może szybko nie odpowiedzieć na dany wpis z powodu n.p. rzadkiego uczestnictwa 
  11
+w kursie. Lista użytkowników zawiera informacje o tym kiedy ostatnio brali oni aktywny
  12
+udział w kursie. </p>
12  lang/pl/help/dialogue/writing.html
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  1
+<P ALIGN=CENTER><B>Pisanie</B></P>
  2
+
  3
+<P>Pisząc teksty przeznaczone dla innych osób, spróbuj pisać bezpośrednio do swoich odbiorców.</P>
  4
+
  5
+<P>Wyjaśnij swoje koncepcje jak najbardziej jednoznacznie i prosto, aby zmniejszyć możliwość zaistnienia nieporozumienia. Jedną z metod jest unikanie długich zdań, gdy wystarczą krótkie.</P>
  6
+
  7
+<P>Zalecane jest aby posty wysyłane do forów były krótkie i trzymały się tematu. Zamiast jednego, rozwlekłego postu poruszającego wiele tematów, lepiej napisać kilka krótszych (mogą one nawet dotyczyć różnych forów). 
  8
+
  9
+<P>Modyfikuj swój tekst tyle razy ile potrzeba aby uzyskać pożądany rezultat. Nawet w przypadku postu wysłanego do forum masz od chwili nadania 30 minut na dokonanie w nim zmian, jeśli zajdzie taka konieczność.</P>
  10
+
  11
+
  12
+<p> Odpowiadając innym, spróbuj zadawać interesujące pytania. Pomoże to zarówno Tobie jak i tej drugiej osobie przemyśleć dyskutowany przez Was temat, jak również więcej się nauczyć.</p>
22  lang/pl/help/exercise/administration.html
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  1
+<P ALIGN=CENTER><B>Zarządzanie zadaniem do samooceny</B></P>
  2
+
  3
+<p>W poniższej tabelce widać jak kalkulowana będzie końcowa ocena za wykonanie zadania do samooceny.
  4
+Ocena ta jest wypadkową ważonej sumy dwóch komponentów:</p>
  5
+	
  6
+<ol><li>Oceny nauczyciela za własną ocenę studenta swojej pracy. Ocena ta może być określona jako &quot;ocena oceny&quot;. Od chwili, kiedy student
  7
+prześle swoją pracę, jego własna ocena nie podlega zmianie. Tak więc student NIE będzie miał możliwości ponownej oceny swojej pracy nawet po ponownym 
  8
+oddaniu pracy. Ocena ta ma wpływa na ocenę końcową, ale generalnie rzecz biorąc ocena nauczyciela jest dużo ważniejsza. Z tego też powodu, ocena ta powinna
  9
+mieć nadaną mniejszą wagę niż ocena nauczyciela.
  10
+<li>Oceny nauczyciela pracy studenta. Jak już zostało powiedziane wyżej, ocena ta powinna stanowić najważniejszy element oceny końcowej. 
  11
+	Jeśli nauczyciel dopuszcza wielokrotne oddawanie prac, wówczas powinien on również zadecydować czy ocena końcowa za to ćwiczenie powinna być
  12
+	średnią z ocen uzyskanych za wszystkie przesłane prace czy też być oceną za najlepszą spośród przesłanych prac.
  13
+</ol>
  14
+
  15
+<p>Te komponenty powinny być odpowiednio wyważone. Nauczyciel może n.p. przyznać ocenie oceny bardzo niską rangę, nawet zero. Wówczas ocena końcowa
  16
+zależeć będzie od oceny za pracę. Waga przyznana każdemu z elementów może być zmieniona w każdym momencie podczas trwania ćwiczenia a efekt tych zmian
  17
+powinien być od razu widoczny w tabeli ocen.</p>
  18
+
  19
+<p>Strona zarządzania ćwiczeniem zawiera także informacje dotyczące samego ćwiczenia (przesłane przez nauczyciela), oceny studentów dotyczące własnych prac
  20
+oraz ich prace. Informacje zawarte na tej stronie mogą być zmienione, usunięte, przejrzane bądź ponownie ocenione. Podsumowując, ta strona ma na celu 
  21
+umożliwienie moniotorowania postępów studentów w zakresie wykonywania ćwiczeń do samooceny.
  22
+</p>
65  lang/pl/help/exercise/elements.html
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  1
+<P ALIGN=CENTER><B>Assignment Elements</B></P>
  2
+
  3
+<P>For ease of grading, a Workshop Assignment should have a reasonable 
  4
+	number of &quot;Assessment Elements&quot;. Each element should cover
  5
+	a particular aspect of the assignment. Typically an assignment will have
  6
+	something between 5 to 15 elements for comments and grading, the 
  7
+	actual number depending on the size and complexity of the assignment. A peer 
  8
+	assignment with only one element is allowed and has a similar assessment
  9
+	strategy to the standard Moodle Assignment. 
  10
+	
  11
+<P>The type of elements dependent of the assignment's grading strategy.
  12
+
  13
+<P><B>Not Graded.</B> The elements are descriptions of aspects of the assignment. 
  14
+	The assessor is asked to comment on each of these aspects. As with all the grading
  15
+	strategies, there is also an area for general comments.
  16
+
  17
+
  18
+<P><B>Accumulative Grading.</B> The elements have the following three features:
  19
+<OL>
  20
+<LI>The DESCRIPTION of the assessment element. This should clearly state what 
  21
+	aspect of the assignment is being assessed. If the assessment is qualatative
  22
+	it is helpful to give details of what is considered excellent, average 
  23
+	and poor.
  24
+	
  25
+<LI>The SCALE of the assessment element. There are a number of prefined
  26
+	scales. These range from simple Yes/No scales, through multipoint scales to
  27
+	a full percentage scale. Each element has its own scale which should be choosen
  28
+	to fit the number of possible variations for that element. Note that the scale 
  29
+	does NOT determine the element's	importance when calculating the overall 
  30
+	grade, a two point scale has the same &quot;influence&quot; as a 100 point 
  31
+	scale if the respective elements have the same weight...
  32
+
  33
+<LI>The WEIGHT of the assessment element. By default the elements are given the same 
  34
+	importance when calculating the overall grade of the assignment. This can be
  35
+	changed by giving the more importance elements a weight greater than one, and
  36
+	the less important elements a weight below one. Changing the weights does NOT 
  37
+	effect the maximum grade, that value is fixed by the Maximum Grade parameter
  38
+	of the peer assignment. Weights can be assigned negative values, this is an 
  39
+	experimental feature.
  40
+</OL>
  41
+<P><B>Error Banded Grading.</B> The elements will normally describe certain items 
  42
+	or aspects which must be present in the assignment. The assessment is made on the
  43
+	present or absence of these items or aspects. The teacher must all set of grade table which 
  44
+	give the suggested grades when all the items are present, when one is absent, when two are
  45
+	absent, etc. If certain items are more important than others then those items can be given
  46
+	a weighting greater than one. Minor items can be given a weighting less than one. The
  47
+	overall &quot;error count&quot; is a weighted sum of the missing items. The assessor 
  48
+	can always make a minor adjustment to these suggested grades.
  49
+
  50
+<P><B>Criterion Grading.</B> The elements will give a set of &quot;level&quot; statements
  51
+which can be used to rank the assignment. The statements may be cumulative or they may 
  52
+each be self contained. The assessor must decide which statement best fits each piece of
  53
+work. The teacher must also relate each criterion statement with a suggested grade. These
  54
+should normally be in order. The assessor can make a minor adjustment to these 
  55
+suggested grades.</P>
  56
+
  57
+<P><B>Rubric Grading.</B> This is similar to Criterion Grading but there is more than
  58
+one criteria. The number of criteria is given in the assignment parameters. Within each
  59
+criterion there can be up to five &quot;level&quot; statements. In a given assignment
  60
+the number of levels can vary from criterion to criterion. When setting up a criterion a
  61
+blank level statement signals the end of the level statements. Thus some criteria may have
  62
+two levels, others have three, up to five levels. The criteria can be weighted. The levels
  63
+are scored 0, 1, 2, up to 4. The grade for the assessment is a weighted sum of these
  64
+scores.
  65
+</P>
10  lang/pl/help/exercise/finalgrades.html
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@@ -0,0 +1,10 @@
  1
+<P ALIGN=CENTER><B>The Final Grades</B></P>
  2
+
  3
+<p>The table on this screen lists the overall grades and their breakdown. The first grade is
  4
+	the grade for the (inital) assessment. This is added to the grades given to each 
  5
+	submission. The Weights row gives the factors used in the calculation of the overall 
  6
+	grade from these two grades. The final grade given for this assignment will either be 
  7
+	the average of these overall grades or the overall grade of the best submission.
  8
+
  9
+<p>The League table lists each student's best submission. The table is in grade order with 
  10
+	the best submission first.</p>
4  lang/pl/help/exercise/grade.html
... ...
@@ -0,0 +1,4 @@
  1
+<p align="center"><b>Maksymalna ocena</b></p>
  2
+
  3
+<p>Ten parametr określa maksymalną wartość oceny końcowej. Ocena może wahać się pomiędzy 0 i 100%. Wartość ta może być zmieniona w dowolnym momencie.
  4
+Efekt tej zmiany powinien być natychmiast widoczny na stronie ocen.</p>
40  lang/pl/help/exercise/grading.html
... ...
@@ -0,0 +1,40 @@
  1
+<P ALIGN=CENTER><B>Grading of Assignments</B></P>
  2
+
  3
+<p>In this Exercise the same Assessment Form is used by Students and Teachers
  4
+	to assess the work produced. The form is used at different stages of the 
  5
+	exercise by the two groups, thus the explaination given here is divided into 
  6
+	two parts.</p>
  7
+	
  8
+<p><b>For Students</b></p>
  9
+	
  10
+<p>The assessment form is used mainly to show you how your work will be 
  11
+	assessed by the teacher. You are required to complete this form <b>before</b> 
  12
+	you can submit your work. You can use it as a checklist. The form is <b>not</b> 
  13
+	sent to the teacher when you save it. You can return to this form and amend it 
  14
+	(and your piece of work) as many times as you like provided you have 
  15
+	<b>not</b> submitted the work. Note that although you are allowed to, there 
  16
+	is no need to submit your work immediately after you have completely this form. 
  17
+	However, the contents of your assessment are frozen and made available to the 
  18
+	teacher when you submit your work.</p>
  19
+	
  20
+<p>If the teacher requests that you make changes to your work and to re-submit 
  21
+	it, you will <b>not</b> be asked to re-assess your &quot;new&quot; piece of 
  22
+	work. You only make this assessment &quot;first time round&quot;.</p>
  23
+	
  24
+<p>This (initial) assessment of your work is looked at by the teacher and they 
  25
+	can add comments and grade it. You will be able to see these comments and 
  26
+	the grade given to your assessment may form part of the final grade you 
  27
+	receive from this Exercise.</p>
  28
+
  29
+<p><b>For the Teacher</b></p>
  30
+
  31
+<p>The assessment form is used to grade the submissions of the students. 
  32
+	These grades normally form the major component of the students' final grade 
  33
+	for the exercise. The assessment, it's grade and any comments you make can 
  34
+	be viewed by the student who submitted the work. Once you have made the 
  35
+	assessment you should decide whether to allow the student to change and 
  36
+	re-submit their work, hopefully with improvements, or not.</p>
  37
+	
  38
+<p>When you save an assessment you given a short period of time in which to 
  39
+	make any amendments before the assessment to &quot;released&quot; to 
  40
+	the student.</p>
15  lang/pl/help/exercise/gradinggrade.html
... ...
@@ -0,0 +1,15 @@
  1
+<P ALIGN=CENTER><B>Grading of Assessments</B></P>
  2
+
  3
+<p>In the first half of this page the Student Assessment of their own work is shown. 
  4
+	This assessment should be graded (out of a maximum of 20). It represents an 
  5
+	assessment of the work shown in the second of the Link boxes. (The topmost 
  6
+	link box is the description of the exercise itself.) The &quot;Grading Grade&quot; 
  7
+	should normally be explained in a comment which you enter in the Teacher's 
  8
+	Comment box. The grade should reflect the accuracy of the assessment, an 
  9
+	assessment which gives a low grade to a  poor piece of work should receive 
  10
+	a higher Grading Grade than one which gives a low mark to a good piece of 
  11
+	work, for example.</p>
  12
+	
  13
+<p>In the second half of this page there is a blank Assessment Form for your 
  14
+	own assessment of the piece of work from the student.</p>
  15
+	
78  lang/pl/help/exercise/gradingstrategy.html
... ...
@@ -0,0 +1,78 @@
  1
+<P ALIGN=CENTER><B>Strategia oceniania</B></P>
  2
+
  3
+<P>A workshop assignment is quite flexible in the type of grading scheme used. This can be:
  4
+
  5
+<OL>
  6
+<LI><B>No grading:</B> In this type of assignment the teacher is not 
  7
+	interested in quantative assessment from the students at all. The students
  8
+	make comments of the pieces of works but do not grade them. The teacher,
  9
+	however, can, if desired, grade the student comments. These 
  10
+	&quot;grading grades&quot; form the basis of the students' final grades.
  11
+	If the teacher does not grade the student assessments then the assignment 
  12
+	does not have any final grades.
  13
+	
  14
+<LI><B>Accumulative grading:</B> This is the default type of grading.
  15
+	In this type of assignment the grade of each
  16
+	assessment is made up of a number of &quot;assessment elements&quot;.
  17
+	 Each element should cover
  18
+	a particular aspect of the assignment. Typically an assignment will have
  19
+	something between 5 to 15 elements for comments and grading, the 
  20
+	actual number depending on the size and complexity of the assignment. An 
  21
+	exercise assignment with only one element is allowed and has a similar assessment
  22
+	strategy to the standard Moodle Assignment. 
  23
+	
  24
+<P>Elements have the following three features:
  25
+<OL>
  26
+<LI>The DESCRIPTION of the assessment element. This should clearly state what 
  27
+	aspect of the assignment is being assessed. If the assessment is qualatative
  28
+	it is helpful to give details of what is considered excellent, average 
  29
+	and poor.
  30
+	
  31
+<LI>The SCALE of the assessment element. There are a number of prefined
  32
+	scales. These range from simple Yes/No scales, through multipoint scales to
  33
+	a full percentage scale. Each element has its own scale which should be choosen
  34
+	to fit the number of possible variations for that element. Note that the scale 
  35
+	does NOT determine the element's	importance when calculating the overall 
  36
+	grade, a two point scale has the same &quot;influence&quot; as a 100 point 
  37
+	scale if the respective elements have the same weight...
  38
+
  39
+<LI>The WEIGHT of the assessment element. By default the elements are given the same 
  40
+	importance when calculating the overall grade of the assignment. This can be
  41
+	changed by giving the more importance elements a weight greater than one, and
  42
+	the less important elements a weight below one. Changing the weights does NOT 
  43
+	effect the maximum grade, that value is fixed by the Maximum Grade parameter
  44
+	of the peer assignment. Weights can be assigned negative values, this is an 
  45
+	experimental feature.
  46
+</OL>
  47
+
  48
+<LI><B>Error Banded Grading:</B> In this type of assignment the submissions are 
  49
+	graded on a set of Yes/No scales. The grade is determined by the &quot;Grade
  50
+	Table &quot; which gives the relationship between the number of  
  51
+	&quot;errors&quot; and the suggested grade. For example an assignment may have six
  52
+	significant items which should be present, the Grade Table will give suggested
  53
+	grades if all are present, one is absent, if two are absent, etc. The individual
  54
+	items can, if desired, be given weighting factors if some items are more important
  55
+	than others. The number of &quot;errors&quot; is a weighted sum of the items not
  56
+	present. By default each item is given a weight of one. The grading table is likely 
  57
+	to be non-linear, for example
  58
+	the sugested grades may be 90%, 70%, 50%, 40%, 30%, 20%, 10%, 0%, 0%, 0%  for 
  59
+	an assignment with 10 items.The assessor can adjust the suggested grade by up 
  60
+	to 20%  either way to give the submission's final grade.
  61
+	
  62
+<LI><B>Criterion Grading:</B> This is simpliest type of assessment to grade (although 
  63
+	not necessarily the most straightforward to set up). The submissions are 
  64
+	graded against a set of criteria statments. The assessor choses which statement 
  65
+	best fits the piece of work. The grade is determined by a &quot;Criteria 
  66
+	Table&quot; which gives the suggested grade for each criterion. For example
  67
+	an assignment may be set up with, say, five criteria statements and the assessors
  68
+	must then choose one of the five statements for each of their assessments. As with
  69
+	the Banded assignment the assessor can adjust the suggested grade by up to 
  70
+	20% to give the final grade.
  71
+
  72
+<li><b>Rubric</b> This is a similar to Criterion Grading except there are multiple
  73
+	sets of criteria. Each set covering a particular &quot;Category&quot;, can have 
  74
+	up to five statements. The sets are given individual 
  75
+	weights and the grade is a weighted combination of the scores from each set. There 
  76
+	is <b>no</b> adjustment option in this assessment type. 
  77
+</OL>
  78
+</P>
76  lang/pl/help/exercise/managing.html
... ...
@@ -0,0 +1,76 @@
  1
+<P ALIGN=CENTER><B>Managing an Exercise Assignment</B></P>
  2
+
  3
+<P>An Exercise Assignment is slightly more complex than an ordinary assignment.
  4
+	It involves four steps or phases. These are
  5
+<OL>
  6
+<LI><p><b>Set up Exercise </b> The assessment of the work produced in the 
  7
+	exercise is made easier if it is broken into a number of assessment ELEMENTS. 
  8
+	This makes the grading of an assignment less
  9
+	arbitary and gives the students a framework on which to make assessments. 
  10
+	The teacher has the role of setting up the assessment elements thus making a
  11
+	grading sheet. (See that page for more details.)</p>
  12
+	
  13
+	<P>With the assessment elements set up the teacher must submit a 
  14
+	Word Document or HTML file which describes the exercise or task to be done
  15
+	by the students. This file is shown to the students in the second phase of
  16
+	the exercise. </p>
  17
+	
  18
+	<p>Teachers can, if they wish, prepare a set of similar exercies, again as
  19
+	Word Documents or HTML files, and upload those into the Exercise. Note that
  20
+	these exercises must be quite similar as the same Assessment Form is used
  21
+	for all of these variants. The submission of a multiple set of exercises by 
  22
+	the teacher is optional and for certain assignments may not be appropriate.</P>
  23
+	
  24
+<LI><p><b>Allow Students Assessments and Submissions</b> The assignment 
  25
+	is now opened to the students. If the teacher has set up multiple exercises then 
  26
+	the students see different exercises, otherwise all the students see the same 
  27
+	exercise.</p>
  28
+
  29
+<p>Before the students can submit their work they must complete the assessment 
  30
+	form. Once they have completed the assessment they are shown the upload form. 
  31
+	The students can revise their work in the light of their self assessment. The teacher 
  32
+	sees student's (self) assessment and an assessment form to grade the student's 
  33
+	submission. This is a &quot;dual assessment form&quot;. At the end of this 
  34
+	form the teacher can either ask the student to re-submit the work or not.</p>
  35
+
  36
+<p>If the student chooses to re-submit, the teacher can re-assess the work. The 
  37
+	same option, re-submit or not, allows the teacher to control this cycle of 
  38
+	re-submission and assessment. If students are allowed to put in multiple pieces
  39
+	of work into the Exercise, the teacher should decide whether the final grades 
  40
+	are based on the student's maximum grade or their average grade over the 
  41
+	set of submissions. This option can be changed at any time during the Exercise
  42
+	by updating the Exercise, it's effect is seen immediately in the Grade page.
  43
+</p>
  44
+	
  45
+<LI><p><b>Stop Student Assessments and Submissions</b> After the deadline 
  46
+	has passed, the teacher moves the Exercise to this phase to stop further 
  47
+	assessments and submissions. The teacher should complete the grading 
  48
+	any outstanding assessments and submissions before moving the Exercise
  49
+	to its final phase.
  50
+
  51
+<li><p><b>Show Overall Grades and League Table</b> In this final phase of 
  52
+	the Exercise the students can see their &quot;final&quot; grades. In all 
  53
+	phases of the Exercise (except the first phase), grades are available to
  54
+	the students, they are, however, only &quot;partial&quot; grades as they are
  55
+	calculated on the fly from the assessments available at the time.</p>
  56
+	
  57
+<p>The students (and the teacher) are also shown a &quot;League Table&quot;
  58
+	of the student submissions. These are listed in order of grade, the top submission
  59
+	is first. Here the grade given to the submission is teacher's
  60
+	grade. If a student submitted more than one piece of work only their best piece 
  61
+	of work is shown in this table. </p>
  62
+</ol>
  63
+
  64
+<p>The student's grade is a weighted combination of the teacher's grading of their
  65
+	(initial) assessment and the teacher's grading of their work. The two weighting 
  66
+	factors are initally set to unity. They can changed (on the Administration page)
  67
+	at any time during the exercise and the grades shown both the students and the
  68
+	teacher always reflect the current weighting factors.</p>
  69
+	
  70
+<p>At any phase of the assignment the teacher can open the &quot;Administration&quot;
  71
+	page. This shows the current values of the two weighting factors and allows the teacher
  72
+	to change them. It lists the students' assessments (of  their own work) and the 
  73
+	submissions of the students. The teacher can use this page to assess and re-assess 
  74
+	submissions, grade and re-grade assessments, delete submissions and assessments, 
  75
+	and generally watch the progress of the assignment.</p>
  76
+
9  lang/pl/help/exercise/mods.html
... ...
@@ -0,0 +1,9 @@
  1
+<IMG VALIGN=absmiddle SRC="<?php echo $CFG->wwwroot?>/mod/exercise/icon.gif">&nbsp;<B>Ćwiczenie do samooceny</B>
  2
+
  3
+<UL>
  4
+<P>Ćwiczenie do samooceny jest prostym a dającym duże możliwości zadaniem. W tym ćwiczeniu nauczyciel zadaje studentom praktyczną pracę do wykonania.
  5
+Może być to esej, raport, przygotowanie prezentacji czy arkusza kalkulacyjnego. Po wykonaniu ćwiczenia, student musi ocenić swoją własną pracę. Po 
  6
+przesłaniu pracy i samooceny, nauczyciel ocenia zarówno pracę jak i jej ocenę dokonaną przez studenta. Nauczyciel może poprosić studenta o ponowne
  7
+przesłanie ulepszonej już pracy.</p>
  8
+</UL>
  9
+
80  lang/pl/help/exercise/moreinfo.html
... ...
@@ -0,0 +1,80 @@
  1
+<IMG VALIGN=absmiddle SRC="<?php echo $CFG->wwwroot?>/mod/exercise/icon.gif">&nbsp;<B>Exercise</B>
  2
+
  3
+<P>An Exercise is a simple but powerful assignment. In an exercise the teacher 
  4
+asks the students to do a piece of practical work. It could be writing an essay 
  5
+or a report, preparing a presentation, or setting out a spreadsheet, etc. When 
  6
+the student has done the task they must first self-assess their work before 
  7
+submitting it to the teacher. Once submitted the teacher can assess both the 
  8
+student's assessment and the piece of work itself. The teacher can give 
  9
+feedback to the student  and ask the student to improve the work and re-submit 
  10
+it or not as the case may be.</p>
  11
+
  12
+<p>Before the start of the exercise the teacher sets up the exercise by
  13
+<ol> <li>Creating a Word document or HTML file which introduces the exercise 
  14
+	and tells the students what they have to produce. This file is uploaded
  15
+	into the exercise by the teacher.
  16
+	
  17
+<li>Adding the textual elements and choosing the options in the Assessment
  18
+	Form. This form is used by both the students and the teacher to assess the 
  19
+	work produced in the exercise. There are various types of assessment 
  20
+	which can be used (see the help on &quot;Grading 	Stratgey&quot;)
  21
+</ol></p>
  22
+	
  23
+<p>In large classes, the teacher may find to helpful to create more than one version
  24
+	of the exercise. These variants add a degree of variety to the exercise and 
  25
+	ensure that students are doing different tasks in the exercise. They
  26
+	are allocated to the students in a random but balanced way. Each student 
  27
+	receives only one exercise but the the number of 
  28
+	times each variant is allocated in a class is approximately the same. Note
  29
+	the variants should not be too different as the same assessment form is used for
  30
+	all of the variants.</p>
  31
+
  32
+<p>With the description(s) of the exercise and the assessment form in place,
  33
+	the assignment is opened to the students. They are shown a description
  34
+	of the exercise or task. When they have done the exercise they must assess
  35
+	their own work (using the pre-prepared assessment form) before they can
  36
+	submit their work to the teacher. The assessment form can be used as a 
  37
+	&quot;checklist&quot; by the students. They can, if they wish, revise both 
  38
+	their work and the assessment before they actually submit their work, and
  39
+	probably they should be encouraged to do so!</p>
  40
+	
  41
+<p>Once a student has submitted their work both their assessment and the
  42
+	piece of work itself becomes available to the teacher. The assessments can be
  43
+	graded and there is a box for comments. The teacher can also access the piece
  44
+	of work (using the student's assessment as a starting point) and make a 
  45
+	decision whether to ask the student to re-submit an improved version of the 
  46
+	work or not.</p>
  47
+	
  48
+<p>If the teacher feels that the student's piece of work could be improved, the 
  49
+	student can be given the opprtunity to re-submit. If this is taken up the 
  50
+	teacher re-assesses the work using an assessment form which contains 
  51
+	the grades and comments they gave to the student's previous submission. 
  52
+	Thus, the re-assessment is then a matter of updating the form in the light 
  53
+	of the student revised work rather than undertaking an assessment from 
  54
+	scratch.</p>
  55
+	
  56
+<p>When the deadline for the exercise the teacher moves the exercise to the 
  57
+	next phase. This stops further submissions from the students. The assessments 
  58
+	and submissions which have not be graded and assessed should now be done. 
  59
+	
  60
+<p>With all the submissions graded, the exercise is moved to the 
  61
+	final phase. The students can now see their final grades and the grades given to 
  62
+	their submissions. A student's grade for the exercise is a weighted combination
  63
+	of the teacher's grade for their self-assessment and the teacher's grade for that 
  64
+	work. (The grade given by the student is <b>not</b> used.) For the submissions 
  65
+	themselves	the grade is teacher's assessment. The weights used for the two 
  66
+	grades (the grading grade and the actual grade for the work) can be set and 
  67
+	changed at	any time during the assignment.</p>
  68
+	
  69
+<p>When the teacher allows students to resubmit work, the teacher should 
  70
+	consider how to set the option which controls how the student's final grade 
  71
+	is calculated from multiple submissions.  This option allows the teacher to 
  72
+	choose between using the mean grade of the student's  submissions or their 
  73
+	best submission.  This option can changed at any time and it has an immediate 
  74
+	effect in the grades screen.</p>
  75
+
  76
+<p>In the final phase of the exercise the students can also see a &quot;League
  77
+	Table&quot; of submissions. This an ordered list of the submissions, the 
  78
+	submission which received the highest grade is at the top. When there are 
  79
+	multiple submissions only the student's best submission is show in this list.</p>
  80
+	
20  lang/pl/help/exercise/nelements.html
... ...
@@ -0,0 +1,20 @@
  1
+<P ALIGN=CENTER><B>Number of Comments, Elements, Bands, Criteria or Rubrics</B></P>
  2
+
  3
+<P>The number entered here determines how many items will be used in
  4
+	the assessments. Depending on the type of grading strategy, this number
  5
+	gives the number of comments, assessments elements, bands, criteria or
  6
+	categories (sets) of criteria in a rubric. Typically an assignment will have
  7
+	something between 5 to 15 assessment items, the 
  8
+	actual number depending on the size and complexity of the assignment. 
  9
+	
  10
+<p>During the set up phase of the exercise this number can safely be adjusted. 
  11
+	Increases the number will cause extra blank elements to be displayed in the
  12
+	asessemnt form. Reducing the number will remove elements from the end 
  13
+	of the assessment form.</p>
  14
+	
  15
+<P>All assessments have a General Comments field. For a &quot;No 
  16
+	Grading&quot; assignment the value given here determines the 
  17
+	number of additional comment areas. It can be specified as zero and results
  18
+	in the assessment having only a single General Comments area.
  19
+	
  20
+</P>
10  lang/pl/help/exercise/specimen.html
... ...
@@ -0,0 +1,10 @@
  1
+<p align="center"><b>Specimen Assessment Form</b></p>
  2
+
  3
+<p>This page shows shows the details of the actual form used to grade
  4
+	your assignment. It will be used by yourself and the teacher to grade your 
  5
+	work.</p>
  6
+	
  7
+<p>Please note that although you can change the grades on 
  8
+	this form these changes are NOT saved. This is simply a specimen form, 
  9
+	but a very similar form will be used by yourself and the teacher  
  10
+	during this assignment.</p>
12  lang/pl/help/exercise/submissionofdescriptions.html
... ...
@@ -0,0 +1,12 @@
  1
+<P ALIGN=CENTER><B>Submission of Exercise Descriptions</B></P>
  2
+
  3
+<P>The teacher must submit at least one description of the exercise or task.
  4
+	The description can be held in a Word document or HTML file (or
  5
+	any other file type that will display satisfactorily in a browser). This file 
  6
+	will be displayed to the students and should contain instructions for them 
  7
+	to successfully complete the exercise.</p>
  8
+	
  9
+<P>It is permissible for the teacher to submit more than one description of 
  10
+	the exercise. These will be used at random and different students will see 
  11
+	different versions of the exercise. These variants should be similar as the 
  12
+	same Assessment Form is used to assess the work from these instructions.</p>
11  lang/pl/help/exercise/takeownership.html
... ...
@@ -0,0 +1,11 @@
  1
+<P ALIGN=CENTER><B>Take Ownership of the Exercises</B></P>
  2
+
  3
+<p>This link allows the teacher to take ownership of the current set of exercise 
  4
+	submissions.  You will need to do this if you have imported an exercise from a 
  5
+	backup of another course. This link allows you to &quot;claim&quot; 
  6
+	all the exercise submissions. In the current course these imported submissions
  7
+	could belong to anyone, even a student. This procedure avoids any problems 
  8
+	that this may cause and makes you their owner.
  9
+	
  10
+<p>Apart from onwership, the submissions themselves are unchanged by this 
  11
+	procedure.</p>
9  lang/pl/help/exercise/usemax.html
... ...
@@ -0,0 +1,9 @@
  1
+<p align="center"><b>Handling of Multiple Submissions</b></p>
  2
+
  3
+<p>This option determines how the exercise should calculate the 
  4
+	final grades of the students. When there are multiple submissions 
  5
+	the teacher can chose between either using the best grade or the 
  6
+	mean grade from each students' set of submissions. This option 
  7
+	can be changed at any time during the exercise. Any change has an 
  8
+	immediate effect in the Grades page (provided, of course, multiple
  9
+	submissions are present).</p>
8  lang/pl/help/forum/index.html
... ...
@@ -0,0 +1,8 @@
  1
+<p>Fora</p>
  2
+<ul>
  3
+  <li><a href="help.php?module=forum&file=allowdiscussions.html">Dopuszczanie nowych postów</a>
  4
+  <li><a href="help.php?module=forum&file=attachment.html">Załączniki do postów</a>
  5
+  <li><a href="help.php?module=forum&file=forumtype.html">Rodzaje forów</a>
  6
+  <li><a href="help.php?module=forum&file=ratings.html">Teoria odrębnego poznania i powiązanego poznania</a>
  7
+  <li><a href="help.php?module=forum&file=subscription.html">Subskrypcja (zapis na) forum</a>
  8
+</ul>
7  lang/pl/help/forum/maxattachmentsize.html
... ...
@@ -0,0 +1,7 @@
  1
+<P ALIGN=CENTER><B>Maksymalna wielkość załącznika</B></P>
  2
+
  3
+<P>Maksymalna wielkość załącznika jest określana przez osobę, która otwiera forum.</p>
  4
+
  5
+<P>Czasami udaje się przesłać plik większy niż określony w tym parametrze, jednakże 
  6
+ten plik nie zostanie zachowany na serwerze i prawdopodobnie zostanie wyświetlony
  7
+komunikat o wystąpieniu błędu.</p>
8  lang/pl/help/forum/mods.html
... ...
@@ -0,0 +1,8 @@
  1
+<P><IMG VALIGN=absmiddle SRC="<?=$CFG->wwwroot?>/mod/forum/icon.gif">&nbsp;<B>Fora</B></P>
  2
+<UL>
  3
+<P>Ten moduł może być najważniejszy - właśnie w nim odbywa się większość dyskusji. 
  4
+   Fora mogą posiadać różną strukturę i mogą umożliwiać ocenę każdego postu przez współuczestników.
  5
+   Posty mogą być przeglądane w różnych formatach i mogą zawierać załączniki.  
  6
+   Uczestnicy, którzy są subskrybentami forum otrzymają pocztą elektroniczną kopie każdego nowego postu. Prowadzący może narzucić subskrypcję wszystkim uczestnikom.
  7
+
  8
+</UL>
6  lang/pl/help/glossary/aliases.html
... ...
@@ -0,0 +1,6 @@
  1
+<P ALIGN=CENTER><B>Aliasy</B></P>
  2
+
  3
+<p>Słownik umożliwia zapisanie aliasu czyli alternatywnej nazwy dla każdego terminu.</p>
  4
+
  5
+<p>Alisy odwołują się bezpośrednio do danego terminu, tak więc kiedy dany termin LUB
  6
+alias zostanie znaleziony w tekście, wówczas będzie on automatycznie połączony z definicją w słowniku.</p>
4  lang/pl/help/glossary/allowcomments.html
... ...
@@ -0,0 +1,4 @@
  1
+<p align="center"><b>Komentowanie wpisów</b></p>
  2
+
  3
+<p>Można umożliwić komentowanie wpisów do słownika pojęć lub też funkcję tą wyłączyć.</p>
  4
+
4  lang/pl/help/glossary/allowduplicatedentries.html
... ...
@@ -0,0 +1,4 @@
  1
+<p align=center><b>Wielokrotne definicje</b></p>
  2
+
  3
+<p>Je¿eli w³±czysz t± funkcjê wówczas okre¶lony termin bêdzie móg³ mieæ wiele definicji.</p>
  4
+
9  lang/pl/help/glossary/casesensitive.html
... ...
@@ -0,0 +1,9 @@
  1
+<P ALIGN=CENTER><B>Małe i duże litery a łączenie pojęć</B></P>
  2
+
  3
+<P>Ten parametr defniuje czy pojęcie do którego się odwołujemy musi zaczynać się z dużej
  4
+lub małej litery, aby automatyczne łączenie pojęć było możliwe. Chodzi o to czy musi być zgodność
  5
+z pomiędzy pierwszą literą danego terminu w tekście i słowniku.</p>
  6
+
  7
+<p>Dla przykładu, jeśli włączymy tą funkcję, wówczas termin "html" w tekście NIE zostanie automatycznie
  8
+polączony z terminem "HTML" w słowniku.</p>
  9
+
5  lang/pl/help/glossary/defaultapproval.html
... ...
@@ -0,0 +1,5 @@
  1
+<P ALIGN=CENTER><B>Domyślna aprobata wpisów</B></P>
  2
+
  3
+<p>Możesz wybrać czy wpisy dokonane przez studentów będą automatycznie publikowane w sieci Web
  4
+czy też będą musiały być najpierw zatwierdzone przez nauczyciela.</p>
  5
+
4  lang/pl/help/glossary/description.html
... ...
@@ -0,0 +1,4 @@
  1
+<P ALIGN=CENTER><B>Opis</B></P>
  2
+
  3
+<P>W tym polu możesz opisać cel danego słownika pojęć oraz podać instrukcje i dodatkowe informacje
  4
+dotyczące słownika.</p>
7  lang/pl/help/glossary/destination.html
... ...
@@ -0,0 +1,7 @@
  1
+<P ALIGN=CENTER><B>Do którego słownika importujemy pojęcia?</B></P>
  2
+
  3
+<P>Definicje możesz zaimportować do następujących słowników:</p>
  4
+<ul>
  5
+<li><strong>Aktualnie otwarty słownik:</strong> Nowe definicje zostaną dołączone do danego słownika.</li>
  6
+<li><strong>Nowy słownik:</strong> Nowy słownik zostanie utworzony w oparciu o plik XML i importowane pojęcia.</li>
  7
+</ul>
28  lang/pl/help/glossary/displayformat.html
... ...
@@ -0,0 +1,28 @@
  1
+<P ALIGN=CENTER><B>Wyglšd słownika</B></P>
  2
+
  3
+<P>Ten parametr określa sposób w jaki definicje zostaną zaprezentowane w słowniku. Możliwe są następujące sposoby prezentacji:</p>
  4
+<blockquote>
  5
+<dl>
  6
+<dt><b>Prosty słownik</b>:</dt>
  7
+<dd>Przypomina klasyczny słownik. Autorzy nie są uwidocznieni a załączniki schowane są za linkami.</dd>
  8
+<dt><b>Ciągły</b>:</dt>
  9
+<dd>Pokazuje terminy jeden po drugim bez żadnych przerw oprócz edycyjnych ikon.</dd>
  10
+<dt><b>Pełen z autorami</b>:</dt>
  11
+<dd>Pokazuje terminy wraz z danymi autora w sposób podobny do forum. Załączniki schowane sa za linkami.</dd>
  12
+<dt><b>Pełen bez autorów</b>:</dt>
  13
+<dd>Format podobny do poprzedniego z tym, że nie zawiera informacji o autorach.</dd>
  14
+<dt><b>Encyklopedia</b>:</dt>
  15
+<dd>Taki jak "Ciągły z autorami" ale załączniki są wyświetlone w tekście.</dd>
  16
+<dt><b>Często zadawane pytania (FAQ)</b>:</dt>
  17
+<dd>Użyteczny przy wyświetlaniu "Często zadawanych pytań (FAQ). Automatycznie kategoryzuje terminy definiowane i definicje jako pytania i odpowiedzi.</dd>
  18
+</dl>
  19
+</blockquote>
  20
+
  21
+<hr>
  22
+<p>Administratorzy Moodle'a mogą utworzyć nowe formy wyświetlenia słownika:
  23
+<ol>
  24
+<li> Sprawdź zawratość katalogu mod/glossary/formats .... Powinny tam być ponumerowane pliki odpowiadające dostępnym formatom słownika.
  25
+<li> Skopiuj jeden z tych plików i nadaj jemu nową nazwę tj. numer N (zwróć uwagę, że 0 i 1 są zarezerwowane).
  26
+<li> Dokonaj edycji tego pliku w/g własnego uznania (musisz jednak trochę znać PHP).
  27
+<li> Następnie, dopisz w każdym pakiecie językowym jakiego używasz <b>displayformatN</b>, i nadaj mu krótką ale logiczną nazwę.
  28
+</ol>
9  lang/pl/help/glossary/entbypage.html
... ...
@@ -0,0 +1,9 @@
  1
+<P ALIGN=CENTER><B>Ilość definicji na stronie</B></P>
  2
+
  3
+<P>Możesz określić maksymalną ilość definicji na stronę. Liczba ta uzależniona jest od konfiguracji słownika.</p>
  4
+
  5
+<p>W przypadku używania opcji automatycznego linkowania tekstu do definicji w słowniku, liczba definicji na stronę
  6
+powinna być stosunkowo niewielka, po to aby nie spowodowac obciążenia systemu i przez to jego wolniejszego działania.</p>
  7
+
  8
+<p>Zauważ: Jeżeli natrafisz na błąd przekroczenia czasu odpowiedzi przez serwer (tzw. timeout), wówczas powinieneś
  9
+zmniejszyć ilość definicji na stronę.</p>
3  lang/pl/help/glossary/filetoimport.html
... ...
@@ -0,0 +1,3 @@
  1
+<P ALIGN=CENTER><B>Plik do importu</B></P>
  2
+
  3
+<P>Wybierz plik XML zawieraj±cy definicje, które chcesz zaimportowaæ</p>
6  lang/pl/help/glossary/fullmatch.html
... ...
@@ -0,0 +1,6 @@
  1
+<P ALIGN=CENTER><B>Łšczenie tylko całych słów</B></P>
  2
+
  3
+<p>Jeżeli zostało wybrane automatyczne łączenie pojęć, wówczas włączenie tego parametru spowoduje, 
  4
+że tylko całe wyrazy będą łączone. 
  5
+
  6
+<p>Na przykład, słownikowy termin "kolor" nie utworzy linku do wyrazu "kolorowy" w tekście.</p>
9  lang/pl/help/glossary/globalglossary.html
... ...
@@ -0,0 +1,9 @@
  1
+<P ALIGN=CENTER><B>Globalny słownik pojęć</B></P>
  2
+
  3
+<P>Możesz utworzyć słownik, który będzie dostępny dla całej strony internetowej (globalny słownik).</p>
  4
+
  5
+<p>Aby to zrobić, musisz zadeklarować, który słownik jest słownikiem globalnym.</p>
  6
+
  7
+<p>Możesz mieć tyle słowników globalnych ile chcesz. Słowniki te mogą być wykorzystywane w dowolnym kursie. Inne zasady mają takie same zastosowanie do globalnych słowników.</p>
  8
+
  9
+<p>Uwaga: Tylko administratorzy mogą utworzyć globalne słowniki.</p>
5  lang/pl/help/glossary/importcategories.html
... ...
@@ -0,0 +1,5 @@
  1
+<P ALIGN=CENTER><B>Import kategorii</B></P>
  2
+
  3
+<P>Domyślnie, mechanizm importu plików słowników działa w ten sposób, że wszystkie definicje
  4
+sś importowane. Można jednakże wybrać kategorie pojęć, które chce się zaimportować.
  5
+W takim przypadku system zaimportuje także relacje pomiędzy definicjami i kategoriami.</p>
31  lang/pl/help/glossary/index.html
... ...
@@ -0,0 +1,31 @@
  1
+<p>Glossary</p>
  2
+
  3
+<blockquote>
  4
+Glossary level help files:
  5
+<ul>
  6
+  <li><a href="help.php?module=glossary&file=description.html">Opis</a>
  7
+  <li><a href="help.php?module=glossary&file=globalglossary.html">Globalny słownik pojęć</a>
  8
+  <li><a href="help.php?module=glossary&file=mainglossary.html">Definiowanie głównego słownika pojęć kursu</a>
  9
+  <li><a href="help.php?module=glossary&file=defaultapproval.html">Domyślna aprobata wpisów</a>
  10
+  <li><a href="help.php?module=glossary&file=allowduplicatedentries.html">Wielokrotne definicje</a>
  11
+  <li><a href="help.php?module=glossary&file=studentcanpost.html">Studenci mogą dodawać nowe pojęcia</a>
  12
+  <li><a href="help.php?module=glossary&file=allowcomments.html">Komentowanie wpisów/a>
  13
+  <li><a href="help.php?module=glossary&file=displayformat.html">Wygląd słownika</a>
  14
+  <li><a href="help.php?module=glossary&file=entbypage.html">Ilość definicji na stronie</a>
  15
+  <li><a href="help.php?module=glossary&file=shows.html">Opcje wyszukiwania</a>
  16
+  <li><a href="help.php?module=glossary&file=linkcategories.html">Automatyczne łączenie kategorii</a>
  17
+  <li><a href="help.php?module=glossary&file=filetoimport.html">Plik do importu</a>
  18
+  <li><a href="help.php?module=glossary&file=importcategories.html">Import kategorii</a>
  19
+  <li><a href="help.php?module=glossary&file=destination.html">Do którego słownika importujemy pojęcia?</a>
  20
+</ul>
  21
+</blockquote>
  22
+
  23
+<blockquote>
  24
+Entry level help files:
  25
+<ul>
  26
+  <li><a href="help.php?module=glossary&file=usedynalink.html">Automatycznie łącz wpisane pojęcia</a>
  27
+  <li><a href="help.php?module=glossary&file=aliases.html">Aliasy</a>
  28
+  <li><a href="help.php?module=glossary&file=casesensitive.html">Małe i duże litery a łączenie pojęć</a>
  29
+  <li><a href="help.php?module=glossary&file=fullmatch.html">Łączenie tylko całych słów</a>
  30
+</ul>
  31
+</blockquote>
5  lang/pl/help/glossary/linkcategory.html
... ...
@@ -0,0 +1,5 @@
  1
+<P ALIGN=CENTER><B>Automatyczne łączenie kategorii</B></P>
  2
+
  3
+<P>Można automatycznie łączyć nie tylko definicje ale także kategorie definicji.</p>
  4
+
  5
+<p>Uwaga: Poprawność łączenia kategorii jest zależna od wielkości liter.</p>
7  lang/pl/help/glossary/mainglossary.html
... ...
@@ -0,0 +1,7 @@
  1
+<P ALIGN=CENTER><B>Definiowanie głównego słownika pojęć kursu</B></P>
  2
+
  3
+<P>System pozwala na wyeksportowanie zawratości jakiegokolwiek tymczsowego słownika do głównego słownika kursu.</p>
  4
+
  5
+<p>Aby móc to zrobić musisz najpierw określić, który słownik jest słownikiem głównym.</p>
  6
+
  7
+<p>Uwaga: W ramach jednego kursu można zbudować tylko jeden słownik główny. Tylko nauczyciele mogą aktualizować ten słownik.</p>
10  lang/pl/help/glossary/mods.html
... ...
@@ -0,0 +1,10 @@
  1
+<P><IMG VALIGN=absmiddle SRC="<?php echo $CFG->wwwroot?>/mod/glossary/icon.gif">&nbsp;<B>Słownik Pojęć</B></P>
  2
+<UL>
  3
+<P>Ten moduł umożliwia partycypantom stworzenie i utrzymanie zbioru definicji podobnego do słownika.
  4
+Definicje mogą być wyszukiwane lub przeglądane na wiele sposobów. 
  5
+<p>Słownik Pojęć umożliwia nauczycielom
  6
+eksportowanie zawartości z jednego słownika pojęć do drugiego (głównego słownika pojęć) w ramach tego 
  7
+samego kursu. 
  8
+
  9
+<p>Moduł ten umożliwia również automatyczne wygenerowanie odnośników do zawartych definicji w ramach tworzonego kursu.</p>
  10
+</UL>
10  lang/pl/help/glossary/shows.html
... ...
@@ -0,0 +1,10 @@
  1
+<P ALIGN=CENTER><B>Opcje wyszukiwania</B></P>
  2
+
  3
+<P>Można zindywidualizować sposób w jaki użytkownik będzie przeglądał słownik pojęć.
  4
+Wyszukiwanie według kategorii lub daty wpisu jest zawsze dostępne, ale można jeszcze dodać następujące 3 opcje:</p>
  5
+
  6
+<p><b>Pokaż link "Specjalne":</b> Umożliwia wyszukiwanie używając nietypowych znaków n.p. @, #, etc.</p>
  7
+
  8
+<p><b>Pokaż link "Alfabet":</b> Umożliwia wyszukiwanie pojęć według liter.</p>
  9
+
  10
+<p><b>Pokaż link "Wszystkie":</b> Umożliwia pokazanie wszystkich definicji od razu.</p>