--- /dev/null
+<?PHP // $Id$
+ // algebra.php - created with Moodle 1.2 Beta (2004022400)
+
+
+$string['filtername'] = 'Zapis algebraiczny';
+
+?>
--- /dev/null
+<?PHP // $Id$
+ // censor.php - created with Moodle 1.2 Beta (2004022400)
+
+
+$string['filtername'] = 'Cenzura s³owa';
+
+?>
--- /dev/null
+<p align="center"><b>The Grade of the Lesson</b></p>
+
+<p>This value determines the maximum grade which can be awarded in
+ the lesson. The range is 0 to 100%. This value can be changed at
+ any time during the lesson. Any change has an immediate effect in
+ the Grades page and on the grades shown to the students in various
+ lists.</p>
--- /dev/null
+<p align="center"><b>The Jump-to Link</b></p>
+
+<p>Each answer has a Jump-to link. When this answer is chosen, the answer's response
+ is shown to the student. Atfer that the student sees the page given in the Jump-to
+ link. This link can be either relative or absolute. Relative links are <b>This
+ page</b> and <b>Next page</b>. <b>This page</b> means that the student sees the
+ current page again. <b>Next page</b> shows the page which follows this page in the
+ logical order of pages. An absolute page link is specified by choosing the page's
+ <b>title</b>.</p>
+<p>Note that a (relative) <b>Next page</b> Jump-to link may show a different page
+ after pages have been moved. Whereas Jump-to links which use page <b>titles</b>
+ always show the same page after pages have been moved.</p>
+
--- /dev/null
+<p align="center"><b>The Maximum Number of Answers in a Lesson</b></p>
+
+<p>This value determines the maximum number of answers the teacher can use.
+ The default value is 4. If the lesson uses only TRUE or FALSE
+ questions throughout then it is sensible to set this value to 2.</p>
+
+<p>It is safe to change this value in a lesson with existing content.</p>
--- /dev/null
+<IMG VALIGN=absmiddle SRC="<?php echo $CFG->wwwroot?>/mod/lesson/icon.gif"> <B>Lesson</B>
+
+<UL>
+<P>Lekcja pozwala na przedstawienie tre¶ci w interesuj±cy sposób na wielu stronach.
+Ka¿da strona zwykle koñczy siê pytaniem i kilkoma odpowiedziami. W zale¿no¶ci od
+postêpów studenta, albo idzie on do przodu z materia³em, albo jest cofany.
+Nawigacja lekcji mo¿e byæ albo uproszczona ale mo¿e te¿ byæ du¿o bardziej
+skomplikowana w zale¿no¶ci od struktury materia³u lekcyjnego.</p>
+</UL>
+
--- /dev/null
+<p align="center"><b>Lekcja</b></p>
+
+<ol>
+<li>Lekcja skada siê z paru <b>stron</b>.
+<li>Strona zawiera okre¶lon± <b>stron±</b> i koñczy siê <b>pytaniem</b>.
+<li>Ka¿da strona zawiera szereg <b>odpowiedzi</b>.
+<li>Ka¿da odpowied¼ mo¿e zostaæ potwierdzona krótkim tekstem, który
+zostanie wy¶wietlony je¶li dana odpowied¼ zostanie wybrana.
+Ten tekst nazywany jest <b>informacj± zwrotn±</b>.
+<li>Z ka¿d± odpowiedzi± zwi±zane jest <b>przej¶cie</b>. Przej¶cie mo¿e byæ do danej strony,
+nastêpnej strony lub ka¿dej innej strony czy na koniec lekcji.
+<li>Domyl¶lnie pierwsza strona przeniesie studenta do <b>nastêpnej strony</b>.
+ Kolejne odpowiedzi równie¿ przenios± studenta do tej strony.
+<li><b>Logiczny porz±dek</b> determinuje uk³ad lekcji. Odnosi siê to do porz±dku stron z
+perspektywy nauczyciela. Porz±dek ten mo¿e byæ w ka¿dej chwili zmieniony.
+<li>Lekcja ma tak¿e <b>porz±dek nawigacji</b>. Ten termin odnosi siê do uk³adu stron
+widzianego oczami studenta. Porz±dek ten determinowany jest przez przej¶cia do innych stron
+zdefiniowane w odpowiedziach i mo¿e znacznie odbiegaæ od logicznego porz±dku.
+ (Jednak¿e gdy przej¶cia <i>nie</i> zostan± zmienione oba porz±dki pozostan± do siebie podobne.
+ Nauczyciel ma mo¿liwo¶æ sprawdzenia porz±dku nawigacji.
+<li>When displayed to the students, the answers are always shuffled. That is, the
+ first answer from the teacher's point of view will not necessarily be the
+ first answer in the list shown to the students. (Further, each time the same
+ set of answers is displayed they are likely to appear in a different order.)
+<li>The number of answers can vary from page to page. For example, it is allowed
+ that some pages can end with a true/false question while others have questions
+ with one correct answer and three, say, distractors.
+<li>It is possible to set up a page without any answers. The students are shown
+ a <b>Continue</b> link instead of the set of shuffled answers.
+<li>For the purposes of grading the lessons, <b>correct</b> answers are ones which
+ jump to a page which is further <i>down</i> the logical order than the current page.
+ <b>Wrong</b> answers are ones which either jump to the same page or to a page
+ further <i>up</i> the logical order than the current page. Thus, if the jumps are
+ <i>not</i> changed, the first answer is a correct answer and the other answers are
+ wrong answers.
+<li>Questions can have more than one correct answer. For example, if two of the answers
+ jump to the next page then either answer is taken as a correct answer. (Although
+ the same destination page is shown to the students, the responses shown on the way
+ to that page may well be different for the two answers.)
+<li>In the teacher's view of the lesson the correct answers have underlined Answer
+ Labels.
+<li>The <b>end of the lesson</b> is reached by either jumping to that location explicitly
+ or by jumping to the next page from the last (logical) page of the lesson. When the
+ end of the lesson is reached, the student receives a congratulations message and is
+ shown their grade. The grade is (the number of correct answers checked / number of
+ pages seen) * the grade of the lesson.
+<li>If the end of the lesson is <i>not</i> reached, when the student goes into the
+ lesson they are given the choice of starting at the begining or picking up the lesson
+ where they answered their last correct answer.
+<li> For a lesson which allow re-takes, students are allowed to re-take the lesson until
+ they have achieved the maximum grade.
+</ol>
--- /dev/null
+<p align="center"><b>Allowing the Students to Re-take the Lesson</b></p>
+
+<p>This setting determines whether the students can take the lesson more than once
+ or only once. The teacher may decide that the lesson contains material which
+ the students ought to know throughly. In which case repeated viewings of the
+ lesson should be allowed. If, however, the material is used more like an exam
+ then the students should not be allowed to re-take the lesson.</p>
+
+<p>When the students are allowed to re-take the lesson, the <b>grades</b> shown
+ in the Grades page are the grades from their <b>best</b> attempts of the lesson.
+ However, the <b>Question Analysis</b> always uses the answers from the
+ first attempts of the lesson, subsequent attempts are ignored.</p>
+
+<p>By default this option is <b>Yes</b>, meaning that students are allowed to re-take
+ the lesson. It is expected that only in exceptional circumstances will this
+ option be set to <b>No</b>.
--- /dev/null
+<P ALIGN=CENTER><B>Indeks dobrych i z³ych pytañ</B></P>
+
+<P>Pozwala na ogólne okre¶lenie jako¶ci ka¿dego pytania. Warto¶æ ta jest wyliczana poprzez podliczenie
+liczby studentów, którzy najlepiej odpowiedzieli na dane pytania i podzielenie tej warto¶ci przez liczbê
+studentów, którzy najgorzej odpowiedzieli. </p>
+
+<p>Na przyk³ad, je¶li 30 studentów wziê³o udzia³ w quizie, wówczas 10 z nich by³oby w pierwszej 10-ce, a 10-ciu w ostatniej.
+Je¶li na pytanie pierwsze 9 najlepszych studentów odpowiedzia³o dobrze, a tylko 3 z najgorszych odpowiedzia³o dobrze
+wówczas warto¶æ tego indeksu wynios³aby 9/3 = 3.0. Liczby w nawiasach oznaczaj±: (liczba poprawnych odpowidzi przez najlepsz±
+trzeci± czê¶æ studentów/liczba poprawnych odpowiedzi przez najgorsz± trzeci± czê¶æ studentów. </P>
+
+<P>Je¶li warto¶æ tego indeksu zejdzie poni¿ej 1.0 oznacza to, ¿e s³absi studenci lepiej odpowiadali na to pytanie
+ni¿ lepsi. A to z kolei oznacza, ¿e pytanie to powinno byæ odrzucone, poniewa¿ zafa³szowuje one wynik quizu. </P>
+
+<P>Je¶li ¿aden ze s³abych studentów nie odpowiedzia³ na dane pytanie wówczas mianownik jest równy zero co skutkuje
+nieskoñczono¶ci±. Z tego wzglêdu program rezerwuje liczbê 10 dla takiej sytuacji. </P>
+
--- /dev/null
+<p align=center><b>Importing "Aiken" format files</b></p>
+
+<p>Format Akien to bardzo prosty sposób tworzenia pytañ wielokrotnego wyboru u¿ywaj±c ³atwego dla cz³owieka formatu.
+ Oto przyk³ad:</p>
+<pre>
+Jaka jest poprawna odpowied¼ na to pytanie?
+A. Czy to ta odpowied¼?
+B. A mo¿e ta?
+C. A mo¿e jednak ta?
+D. Czy jednak mo¿e ta?
+ODPOWIED¬: D
+
+Jaki LMS ma najwiêcej formatów quizów?
+A) Moodle
+B) ATutor
+C) Claroline
+D) Blackboard
+E) WebCT
+F) Ilias
+ODPOWIED¬: A
+</pre>
+
+<p>Ca³e pytanie musi zmie¶ciæ siê na jednej linii.</p>
+<p>Ka¿da odpowied¼ musi zaczynaæ siê od pojedynczej litery, nastêpnie kropki '.' lub nawiasu ')' i spacji.</p>
+<p>Linia zawieraj±ca poprawn± odpowied¼ musi zaczynaæ siê od "ODPOWIED¬:" po czym nastêpuje odpowiednia litera.</p>
--- /dev/null
+<p align=center><b>Importowanie plików formatu "GIFT"</b></p>
+
+<p>GIFT jest najbardziej rozbudowanym formatem umo¿liwiaj±cym importowanie
+pytañ do quizów Moodle'a z pliku tekstowego. Format ten umo¿liwia import testów wielokrotnego wyboru,
+Prawda-Fa³sz, Krótka odpowied¼, pasuj±ce odpowiedzi i liczbowe odpowiedzi a tak¿e pytañ polegaj±cych na wstawieniu
+brakuj±cego wyrazu. Ró¼ne typy pytañ mog± byæ pomieszane w jednym pliku tekstowym a format ten umo¿liwia
+komentowanie, nadawanie nazw pytaniom, odpowied¼ zwrotn± i procentowe oceny.</p>
+
+ <h3>TYPY PYTAÑ</h3>
+
+ <p><u>Multiple Choice:</u><br />
+ For multiple choice questions, wrong answers are prefixed with a tilde (~) and the correct answer is prefixed with an equal sign (=).</p>
+ <pre> Who's buried in Grant's tomb?{~Grant ~Jefferson =no one}</pre>
+ <p>The <b>Missing Word</b> format automatically inserts a fill-in-the-blank line (like this _____) in the middle of the sentence. To use the Misssing Word format, place the answers where you want the line to appear in the sentence.</p>
+ <pre> Grant is {~buried =entombed ~living} in Grant's tomb.</pre>
+ <p>If the answers come before the closing punctuation mark, a fill-in-the-blank line will be inserted for the "missing word" format. All question types can be written in the Missing Word format.</p>
+ <p>There must be a blank line (double carriage return) seperating questions. For clarity, the answers can be written on seperate lines and even indented. For example:</p>
+<pre> The American holiday of Thanksgiving is celebrated on the {
+ ~second
+ ~third
+ =fourth
+ } Thursday of November.
+
+ Japanese characters originally came from what country? {
+ ~India
+ =China
+ ~Korea
+ ~Egypt}</pre>
+
+ <p><u>Short Answer:</u><br /> Answers in Short Answer question-type are all prefixed by an equal sign (=), indicating that they are all correct answers .The answers must not contain a tilde.</p>
+ <pre> Who's buried in Grant's tomb?{=no one =nobody}
+
+ Two plus two equals {=four =4}.</pre>
+ <p>If there is only <u>one</u> correct Short Answer, it may be written without the equal sign prefix, as long as it cannot be confused as True-False.
+ <p><u>True-False:</u><br />
+ In this question-type the answer indicates whether the statement is true or false. The answer should be written as {TRUE} or {FALSE}, or abbreviated to {T} or {F}.</p>
+ <pre> Grant is buried in Grant's tomb.{F}
+
+ The sun rises in the east.{T}</pre>
+
+ <p><u>Matching:</u><br />
+ Matching pairs begin with an equal sign (=) and are seperated by this symbol "->". There must be at least three matching pairs.</p>
+
+<pre> Matching Question. {
+ =subquestion1 -> subanswer1
+ =subquestion2 -> subanswer2
+ =subquestion3 -> subanswer3
+ }
+
+ Match the following countries with their corresponding capitals. {
+ =Canada -> Ottawa
+ =Italy -> Rome
+ =Japan -> Tokyo
+ =India -> New Delhi
+ }</pre>
+<p>Matching questions do not support feedback or percentage answer weights.</p>
+ <p><u>Numerical:</u><br />
+ The answer section for Numerical questions must start with a number sign (#). Numerical answers can include an error margin, which is written following the correct answer, seperated by a colon. So for example, if the correct answer is anything between 1.5 and 2.5, then it would be written as follows <u>{#2:0.5}</u>. This indicates that 2 with an error margin of 0.5 is correct (i.e., the span from 1.5 to 2.5). If no error margin is specified, it will be assumed to be zero.</p>
+ <pre> When was Ulysses S. Grant born? {#1822}
+
+ What is the value of pi (to 3 decimal places)? {#3.1415:0.0005}.</pre>
+ <p>Optionally, numerical answers can be written as a span in the following format {#<i>MinimumValue</i>..<i>MaximumValue</i>}.</p>
+ <pre> What is the value of pi (to 3 decimal places)? {#3.141..3.142}.</pre>
+ <p>Moodle's browser interface does not support multiple numerical answers, but Moodle's code can and so does GIFT. This can be used to specify numerical multiple spans, and can be particularly usefully when combined with percentage weight grades. If multiple answers are used, they must be seperated by an equal sign, like short answer questions.</p>
+ <pre> When was Ulysses S. Grant born? {#
+ =1822:0
+ =%50%1822:2}</pre>
+ <p>Note that since Moodle's browser GUI doesn't support multiple answers for Numerical questions, there's no way to see them or edit them through Moodle. The only way to change a numerical answer beyond the first, is to delete the question and re-import it (or use something like phpMyAdmin).</p>
+ <h3>OPTIONS</h3>
+ <p>In addition to these basic question types, this filter offers the following options: line comments, question name, feedback and percentage answer weight.</p>
+ <p><u>Line Comments:</u><br />
+ Comments that will not be imported into Moodle can be included in the text file. This can be used to provide headers or more information about the questions. All lines that start with a double backslash (not counting tabs or spaces) will be ignored by the filter.
+<pre> // Subheading: Numerical questions below
+ What's 2 plus 2? {#4}</pre>
+ <p><u>Question Name:</u><br /> A question name can be specified by placing it first and enclosing it
+within double colons.</p>
+<pre> ::Kanji Origins::Japanese characters originally
+ came from what country? {=China}
+
+ ::Thanksgiving Date::The American holiday of Thanksgiving is
+ celebrated on the {~second ~third =fourth} Thursday of November.</pre>
+ <p>If no question name is specified, the entire question will be used as the name by default.</p>
+<p><u>Feedback:</u><br /> Feedback can be included for each answer by following the answer with a number sign (# also known as a hash mark) and the feedback.</p>
+<pre> What's the answer to this multiple-choice question?{
+ ~wrong answer#feedback comment on the wrong answer
+ ~another wrong answer#feedback comment on this wrong answer
+ =right answer#Very good!}
+
+ Who's buried in Grant's tomb?{
+ =no one#excellent answer!
+ =nobody#excellent answer!}
+
+ Grant is buried in Grant's tomb.{FALSE#No one is buried in Grant's tomb.}</pre>
+
+<p>For Multiple Choice questions, feedback is displayed only for the answer the student selected. For short answer, feedback is shown only when students input the corresponding correct answer. For true-false questions, the imported feedback is saved so that it will display if the student marked the question incorrectly. So, in the last example above, the student would see the feedback only if they selected TRUE as their answer.</p>
+
+<p><u>Percentage Answer Weights:</u><br />
+Percentage answer weights are available for both Multiple Choice and Short Answer questions. Percentage answer weights can be included by following the tilde (for Multiple Choice) or equal sign (for Short Answer) with the desired percent enclosed
+within percent signs (e.g., %50%). This option can be combined with feedback comments.</p>
+<pre> Difficult question.{~wrong answer ~%50%half credit answer =full credit answer}
+
+ ::Jesus' hometown::Jesus Christ was from {
+ ~Jerusalem#This was an important city, but the wrong answer.
+ ~%25%Bethlehem#He was born here, but not raised here.
+ ~%50%Galilee#You need to be more specific.
+ =Nazareth#Yes! That's right!}.
+
+ ::Jesus' hometown:: Jesus Christ was from {
+ =Nazareth#Yes! That's right!
+ =%75%Nazereth#Right, but misspelled.
+ =%25%Bethlehem#He was born here, but not raised here.}</pre>
+<p>Note that the last two examples are essentially the same question, first as multiple choice and then as short answer.</p>
+
+<p><font size="-1">Note that it is possible to specify percentage answer weights that are NOT available through the browser interface. Such answer-weights will calculate correctly (according to the value assigned when imported), and will appear normal to students taking the test. But such answer-weights will not display correctly to teachers when editing them through Moodle's Edit Question interface. The pull-down menu only allows certain fixed values, and if the answer-weight does not exactly match one of those predetermined values, then it will not display correctly. If you edit such a question through the browser interface, the answer weight will change to that displayed.</font></p>
+
+<p><u>Multiple Answers:</u><br />
+The Multiple Answers option is used for multiple choice questions when two or more answers must be selected in order to obtain full credit. The multiple answers option is enabled by assigning partial answer weight to multiple answers, while allowing no single answer to receive full credit.</p>
+<pre> What two people are entombed in Grant's tomb? {
+ ~No one
+ ~%50%Grant
+ ~%50%Grant's wife
+ ~Grant's father }</pre>
+<p>Note that there is no equal sign (=) in any answer, and the answers should total no more than 100% or Moodle will return an error. To avoid the problem of students automatically getting 100% by simply checking all of the answers, it is best to include negative answer weights for wrong answers.</p>
+<pre> What two people are entombed in Grant's tomb? {
+ ~%-50%No one
+ ~%50%Grant
+ ~%50%Grant's wife
+ ~%-50%Grant's father }</pre>
+
+ <p><u>Other Options:</u><br />
+ Other options are avalable through editing the import filter <b>gift/format.php</b>. </p>
+<p>Short Answer questions can be made case sensitive by changing "0" to "1" in the following line:<br />
+ <tt>$question->usecase = 0; // Ignore case</tt></p>
+<p></p>
+<h3>TROUBLESHOOTING</h3>
+<p>The text encoding of your text file must be the same as your Moodle installation. </p>
+<p>An example questions text file can be found here: <a href="../../../../mod/quiz/format/gift/examples.txt">gift/examples.txt</a>.</p>
+<p></p>
+<h3>CREDITS</h3>
+<p>This filter was written through the collaboration of numerous members of the Moodle community. It was originally based on the missingword format, which included code from Martin Dougiamas, Thomas Robb and others. Paul Tsuchido Shew wrote this filter in December 2003 incorporating community suggestions for a more robust question format. The name was conceived as an acronym for "General Import Format Technology" or something like that, but it's too long for a simple filter like this, so it just GIFT.</p>
+ <p><font size="-1">GIFT documentation by Paul Tsuchido Shew, 13 Jan 2004.</font></p>
\ No newline at end of file
--- /dev/null
+<P ALIGN=CENTER><B>Analysis of Assessments</B></P>
+
+<P>This analysis looks at the assessments made on the examples as well as those made during the peer assessment phase of the assignment. It attempts to select the better assessments out of this pool of teacher and student assessments. These "good" assesments are then used in the calculation of the final grade.
+</p>
+
+<p>This analysis is best done when there are teacher assessments available. These assessments can act as a benchmark against which the student assessments can be judged. The teacher does <b>not</b> need to assess every example and every submission but for the analysis to be meaningful it is better to have more assessments from the teacher than the average number of assessments made by each student. And the more assessments made by the teacher the more confident the teacher can be of the results of the analysis.
+</p>
+
+<p>The Analysis is usually done in a number of times, each time changing one or more of the options. The analysis is controlled by the three options which appear on the top of the page.
+</p>
+
+<ol><li>The Loading for Teacher Assessments sets the weighting to given the teacher's assessments compared to the students' assessments in the error analysis stage. If the teacher wants their own grading strategy to dominate the way the students grade the submissions then the teacher should be the assessor with the smallest average error in the "Error Table". If the teacher is not the first one listed than the loading of the teacher's assessments is increased until the teacher has the lowest average error. This then implies that the teacher's assessments are dominate and the students who grade like the teacher are also listed in the top part of the Error Table. The students listed at the bottom part of the table are grading in ways which not match the teacher assessments (nor those of the students in the top of the table). The more assessments that are available from the teacher the more likely that this option will not have to be used to force the teacher to the top of the table. Note that this option does <b>not</b> apply a weighting factor the teacher's assessments when they used in the calculation of final grades. In that calculation the teacher assessments have the same weight as the student assessments. So for example if a student's submission is graded at 41% by the teacher and 45% and 55% by their peers the final grade given to the submission is (41% + 45% + 55%) / 3, that is 47%.</li>
+
+<li>The Weight for Grading of Assessments is used in the calculation of the Final Grade. A simple formula is used to calculate a student's "Grading Performance". It is the proportion of "good"assessments that student have done compared to the maximum number of assessments open to them. So, if for example, the assignment asks the students to do 3 assessments of the example submission and 5 peer assessments and the student does 7 assessments and 1 of those is dropped from the analysis (see below), then their grading performance is (7 - 1)/8, that is 75%. The final grade for the assignment a weighted combination of this grading performanace and the grade given to their submission (or best grade if they made more than one submission). The grade for the submission is always given a weight of 1. So setting this option to say, 0.5, means that the two grades are added together in the proportion 0.5:1 or 33% of the grading performance and 66% of the grade of the submission.</li>
+<li>The Percentage of Assessments to drop determines the number of the assessments which are to be excluded when calculating the final grades. This number can be set in one of two ways.
+<ul><li>Given the way the Grading Performance is calculated each student could, if they assessed all the work allocated to them, achieve full marks (for this element) if no assessments are dropped. If the teacher wishes to have a more reason average grade then setting this option to 30% would result in the average Grading Performance of about 70% (again if all students graded all the assessments open to them).</li>
+<li>Alternatively the number of assessments to drop might be set such that the remaining "good" assessments result in the Average Errors being constrained to some reasonable value. These are the percentages given in the fourth column of the Error Table. For example, it may be thought that all the student assessments should (on average) lie within the 20% range. Then the analysis is repeated a number of times adjusting the number of assessments to drop until the figures in this column all lie within a particular limit.
+</ul>
+</ol>
+<p>In addition to the Error Table the analysis lists the grades of all assessments and the final grades given to the students. This table should be inspected to see if the results are reasonable. In particular if many assessments are dropped then some submissions may left unassessed and the student's final grade will be far too small. The analysis does given the number of submissions at the top of page and again just before the Grades Table. These two numbers should be same. If there are one or more unassessed submissions and the teacher does not want to decrease the number of dropped assessments then those submissions should be assessed by the teacher and the analysis repeated. It is important that all submissions are assessed at least once in the final stage of the analysis that is when the final grades are calculated.
+</p>
+<p>There is a balance between the number of assessments dropped and the overall final grade. The more assessments dropped the lower the final grades are likely to be. However, if poor assessments are <b>not</b> dropped then students may complain about the quality of the assessments which determine the grade for their work. Provided there are enough assessments by the teacher to dominate the analysis without too much forcing, then it would seem reasonable to drop somewhere between 15% and 30% of the assessments.
+</p>
+<p>Note that this analysis does take a long time as it involves an iterative process. Lengthy delays are to be expected.
+</p>
--- /dev/null
+<?PHP // $Id$
+ // lesson.php - created with Moodle 1.2 Beta (2004022400)
+
+
+$string['addanewpage'] = 'Dodaj now± stronê';
+$string['addpagehere'] = 'Wstaw tutaj now± stronê';
+$string['answer'] = 'Odpowied¼';
+$string['attempt'] = 'Próba: $a';
+$string['attempts'] = 'Próby';
+$string['available'] = 'Dostêpne od';
+$string['canretake'] = 'Ponowne przegl±danie lekcji';
+$string['checknavigation'] = 'Sprawd¼ nawigacjê';
+$string['confirmdeletionofthispage'] = 'Potwierd¼ usuniêcie tej strony';
+$string['congratulations'] = 'Gratualcje - koniec lekcji';
+$string['continue'] = 'Kontynuuj';
+$string['deadline'] = 'Termin koñcowy';
+$string['deletingpage'] = 'Usuwanie strony: $a';
+$string['displayofgrade'] = 'Wy¶wietl ocenê studentowi';
+$string['endoflesson'] = 'Koniec lekcji';
+$string['gradeis'] = 'Ocena: $a';
+$string['jumpto'] = 'Przejd¼ do';
+$string['maximumnumberofanswers'] = 'Maksymalna liczba odpowiedzi';
+$string['modulename'] = 'Lekcja';
+$string['modulenameplural'] = 'Lekcje';
+$string['movepagehere'] = 'Przesuñ stronê tutaj';
+$string['moving'] = 'Przesuwanie strony: $a';
+$string['nextpage'] = 'Nastêpna strona';
+$string['noanswer'] = 'Brak odpowiedzi';
+$string['noattemptrecordsfound'] = 'Brak prób: nie przyznano oceny';
+$string['numberofcorrectanswers'] = 'Ilo¶æ poprawnych odpowiedzi: $a';
+$string['numberofpagesviewed'] = 'Ilo¶æ obejrzanych strony: $a';
+$string['outof'] = 'Z $a';
+$string['page'] = 'Strona: $a';
+$string['pagecontents'] = 'Spis tre¶ci';
+$string['pagetitle'] = 'Tytu³ strony';
+$string['pleasecheckoneanswer'] = 'Proszê sprawd¼ jedn± odpowied¼';
+$string['response'] = 'Informacja zwrotna';
+$string['sanitycheckfailed'] = 'Ta próba zosta³a usuniêta!';
+$string['savepage'] = 'Zapisz stronê';
+$string['thispage'] = 'Ta strona';
+$string['youhaveseen'] = 'Widzia³e¶ ju¿ wiêcej ni¿ jedn± stronê tej lekcji. <br/> Czy chcia³by¶ zacz±æ od ostatniej strony, któr± przegl±da³e¶?';
+
+?>
--- /dev/null
+<?PHP // $Id$
+ // mediaplugin.php - created with Moodle 1.2 Beta (2004022400)
+
+
+$string['filtername'] = 'Wtyczki multimedialne';
+
+?>
--- /dev/null
+<?PHP // $Id$
+ // multilang.php - created with Moodle 1.2 Beta (2004022400)
+
+
+$string['filtername'] = 'Wielojêzykowy kontent';
+
+?>
--- /dev/null
+<?PHP // $Id$
+ // tex.php - created with Moodle 1.2 Beta (2004022400)
+
+
+$string['filtername'] = 'Zapis TeX';
+
+?>
projects / moodle.git / commitdiff