From: adamtpaw Date: Wed, 24 Mar 2004 08:55:42 +0000 (+0000) Subject: Few corrections and removing of not translated files. X-Git-Url: http://git.mjollnir.org/gw?a=commitdiff_plain;h=de861fe3cb4978633f73ed80c50ce873c9629b5f;p=moodle.git Few corrections and removing of not translated files. --- diff --git a/lang/pl/error.php b/lang/pl/error.php index 9766bfc3ca..cda4de7fd6 100644 --- a/lang/pl/error.php +++ b/lang/pl/error.php @@ -1,9 +1,12 @@ modulename\" ($a->moduleversion) nie zosta³ poprawnie zainstalowany. Zainstaluj nowsz± wersjê Moodle! Aktualnie u¿ywasz wersji $a->currentmoodle, a potrzebujesz $a->requiremoodle).'; diff --git a/lang/pl/help/exercise/elements.html b/lang/pl/help/exercise/elements.html deleted file mode 100644 index 56fda7602d..0000000000 --- a/lang/pl/help/exercise/elements.html +++ /dev/null @@ -1,64 +0,0 @@ -

Elementy pracy

- -

Dla u³atwienia oceniania praca powinna zawieraæ sensown± liczbê "elementów oceny". Each element should cover - a particular aspect of the assignment. Typically an assignment will have - something between 5 to 15 elements for comments and grading, the - actual number depending on the size and complexity of the assignment. A peer - assignment with only one element is allowed and has a similar assessment - strategy to the standard Moodle Assignment. - -

The type of elements dependent of the assignment's grading strategy. - -

Not Graded. The elements are descriptions of aspects of the assignment. - The assessor is asked to comment on each of these aspects. As with all the grading - strategies, there is also an area for general comments. - - -

Accumulative Grading. The elements have the following three features: -

    -
  1. The DESCRIPTION of the assessment element. This should clearly state what - aspect of the assignment is being assessed. If the assessment is qualatative - it is helpful to give details of what is considered excellent, average - and poor. - -
  2. The SCALE of the assessment element. There are a number of prefined - scales. These range from simple Yes/No scales, through multipoint scales to - a full percentage scale. Each element has its own scale which should be choosen - to fit the number of possible variations for that element. Note that the scale - does NOT determine the element's importance when calculating the overall - grade, a two point scale has the same "influence" as a 100 point - scale if the respective elements have the same weight... - -
  3. The WEIGHT of the assessment element. By default the elements are given the same - importance when calculating the overall grade of the assignment. This can be - changed by giving the more importance elements a weight greater than one, and - the less important elements a weight below one. Changing the weights does NOT - effect the maximum grade, that value is fixed by the Maximum Grade parameter - of the peer assignment. Weights can be assigned negative values, this is an - experimental feature. -
-

Error Banded Grading. The elements will normally describe certain items - or aspects which must be present in the assignment. The assessment is made on the - present or absence of these items or aspects. The teacher must all set of grade table which - give the suggested grades when all the items are present, when one is absent, when two are - absent, etc. If certain items are more important than others then those items can be given - a weighting greater than one. Minor items can be given a weighting less than one. The - overall "error count" is a weighted sum of the missing items. The assessor - can always make a minor adjustment to these suggested grades. - -

Criterion Grading. The elements will give a set of "level" statements -which can be used to rank the assignment. The statements may be cumulative or they may -each be self contained. The assessor must decide which statement best fits each piece of -work. The teacher must also relate each criterion statement with a suggested grade. These -should normally be in order. The assessor can make a minor adjustment to these -suggested grades.

- -

Rubric Grading. This is similar to Criterion Grading but there is more than -one criteria. The number of criteria is given in the assignment parameters. Within each -criterion there can be up to five "level" statements. In a given assignment -the number of levels can vary from criterion to criterion. When setting up a criterion a -blank level statement signals the end of the level statements. Thus some criteria may have -two levels, others have three, up to five levels. The criteria can be weighted. The levels -are scored 0, 1, 2, up to 4. The grade for the assessment is a weighted sum of these -scores. -

\ No newline at end of file diff --git a/lang/pl/help/exercise/finalgrades.html b/lang/pl/help/exercise/finalgrades.html index c796e1adb1..b4a75e019d 100644 --- a/lang/pl/help/exercise/finalgrades.html +++ b/lang/pl/help/exercise/finalgrades.html @@ -1,10 +1,6 @@ -

The Final Grades

+

Oceny koñcowe

-

The table on this screen lists the overall grades and their breakdown. The first grade is - the grade for the (inital) assessment. This is added to the grades given to each - submission. The Weights row gives the factors used in the calculation of the overall - grade from these two grades. The final grade given for this assignment will either be - the average of these overall grades or the overall grade of the best submission. - -

The League table lists each student's best submission. The table is in grade order with - the best submission first.

+

Pierwsza ocena w tabeli to ocena za pierwsz± wersjê pracy. Ocena ta jest dodawana do nastêpnych +ocen za kolejne wersje pracy. Wagi z kolei, u¿ywane s± przy wyliczaniu ostateczniej oceny, u¿ywaj±c dwóch +poprzednich ocen. Ostateczna ocena bêdzie albo ¶redni± ocen dyskutowanych wcze¶niej b±d¼ najlepsz± ocen± za +dan± wersjê pracy.

\ No newline at end of file diff --git a/lang/pl/help/exercise/grading.html b/lang/pl/help/exercise/grading.html deleted file mode 100644 index 7fff0d2db3..0000000000 --- a/lang/pl/help/exercise/grading.html +++ /dev/null @@ -1,40 +0,0 @@ -

Grading of Assignments

- -

In this Exercise the same Assessment Form is used by Students and Teachers - to assess the work produced. The form is used at different stages of the - exercise by the two groups, thus the explaination given here is divided into - two parts.

- -

For Students

- -

The assessment form is used mainly to show you how your work will be - assessed by the teacher. You are required to complete this form before - you can submit your work. You can use it as a checklist. The form is not - sent to the teacher when you save it. You can return to this form and amend it - (and your piece of work) as many times as you like provided you have - not submitted the work. Note that although you are allowed to, there - is no need to submit your work immediately after you have completely this form. - However, the contents of your assessment are frozen and made available to the - teacher when you submit your work.

- -

If the teacher requests that you make changes to your work and to re-submit - it, you will not be asked to re-assess your "new" piece of - work. You only make this assessment "first time round".

- -

This (initial) assessment of your work is looked at by the teacher and they - can add comments and grade it. You will be able to see these comments and - the grade given to your assessment may form part of the final grade you - receive from this Exercise.

- -

For the Teacher

- -

The assessment form is used to grade the submissions of the students. - These grades normally form the major component of the students' final grade - for the exercise. The assessment, it's grade and any comments you make can - be viewed by the student who submitted the work. Once you have made the - assessment you should decide whether to allow the student to change and - re-submit their work, hopefully with improvements, or not.

- -

When you save an assessment you given a short period of time in which to - make any amendments before the assessment to "released" to - the student.

diff --git a/lang/pl/help/exercise/gradinggrade.html b/lang/pl/help/exercise/gradinggrade.html index 3cc10bd9b6..63062a0f7c 100644 --- a/lang/pl/help/exercise/gradinggrade.html +++ b/lang/pl/help/exercise/gradinggrade.html @@ -1,15 +1,7 @@ -

Grading of Assessments

+

Ocenianie prac

-

In the first half of this page the Student Assessment of their own work is shown. - This assessment should be graded (out of a maximum of 20). It represents an - assessment of the work shown in the second of the Link boxes. (The topmost - link box is the description of the exercise itself.) The "Grading Grade" - should normally be explained in a comment which you enter in the Teacher's - Comment box. The grade should reflect the accuracy of the assessment, an - assessment which gives a low grade to a poor piece of work should receive - a higher Grading Grade than one which gives a low mark to a good piece of - work, for example.

+

Pierwsza po³owa strony przedstawia w³asn± ocenê studenta. Ta ocena powinna zostaæ oceniona +(maksymalnie do 20 punktów). "Ocena ocen" + powinna byæ uzasadniona w okienku w którym wpisuje siê komentarze nauczyciela.

-

In the second half of this page there is a blank Assessment Form for your - own assessment of the piece of work from the student.

- \ No newline at end of file +

W drugiej czê¶ci strony jest forma w kórej mo¿esz dokonaæ w³asnej oceny pracy studenta.

\ No newline at end of file diff --git a/lang/pl/help/exercise/gradingstrategy.html b/lang/pl/help/exercise/gradingstrategy.html deleted file mode 100644 index ca993b90e1..0000000000 --- a/lang/pl/help/exercise/gradingstrategy.html +++ /dev/null @@ -1,78 +0,0 @@ -

Strategia oceniania

- -

A workshop assignment is quite flexible in the type of grading scheme used. This can be: - -

    -
  1. No grading: In this type of assignment the teacher is not - interested in quantative assessment from the students at all. The students - make comments of the pieces of works but do not grade them. The teacher, - however, can, if desired, grade the student comments. These - "grading grades" form the basis of the students' final grades. - If the teacher does not grade the student assessments then the assignment - does not have any final grades. - -
  2. Accumulative grading: This is the default type of grading. - In this type of assignment the grade of each - assessment is made up of a number of "assessment elements". - Each element should cover - a particular aspect of the assignment. Typically an assignment will have - something between 5 to 15 elements for comments and grading, the - actual number depending on the size and complexity of the assignment. An - exercise assignment with only one element is allowed and has a similar assessment - strategy to the standard Moodle Assignment. - -

    Elements have the following three features: -

      -
    1. The DESCRIPTION of the assessment element. This should clearly state what - aspect of the assignment is being assessed. If the assessment is qualatative - it is helpful to give details of what is considered excellent, average - and poor. - -
    2. The SCALE of the assessment element. There are a number of prefined - scales. These range from simple Yes/No scales, through multipoint scales to - a full percentage scale. Each element has its own scale which should be choosen - to fit the number of possible variations for that element. Note that the scale - does NOT determine the element's importance when calculating the overall - grade, a two point scale has the same "influence" as a 100 point - scale if the respective elements have the same weight... - -
    3. The WEIGHT of the assessment element. By default the elements are given the same - importance when calculating the overall grade of the assignment. This can be - changed by giving the more importance elements a weight greater than one, and - the less important elements a weight below one. Changing the weights does NOT - effect the maximum grade, that value is fixed by the Maximum Grade parameter - of the peer assignment. Weights can be assigned negative values, this is an - experimental feature. -
    - -
  3. Error Banded Grading: In this type of assignment the submissions are - graded on a set of Yes/No scales. The grade is determined by the "Grade - Table " which gives the relationship between the number of - "errors" and the suggested grade. For example an assignment may have six - significant items which should be present, the Grade Table will give suggested - grades if all are present, one is absent, if two are absent, etc. The individual - items can, if desired, be given weighting factors if some items are more important - than others. The number of "errors" is a weighted sum of the items not - present. By default each item is given a weight of one. The grading table is likely - to be non-linear, for example - the sugested grades may be 90%, 70%, 50%, 40%, 30%, 20%, 10%, 0%, 0%, 0% for - an assignment with 10 items.The assessor can adjust the suggested grade by up - to 20% either way to give the submission's final grade. - -
  4. Criterion Grading: This is simpliest type of assessment to grade (although - not necessarily the most straightforward to set up). The submissions are - graded against a set of criteria statments. The assessor choses which statement - best fits the piece of work. The grade is determined by a "Criteria - Table" which gives the suggested grade for each criterion. For example - an assignment may be set up with, say, five criteria statements and the assessors - must then choose one of the five statements for each of their assessments. As with - the Banded assignment the assessor can adjust the suggested grade by up to - 20% to give the final grade. - -
  5. Rubric This is a similar to Criterion Grading except there are multiple - sets of criteria. Each set covering a particular "Category", can have - up to five statements. The sets are given individual - weights and the grade is a weighted combination of the scores from each set. There - is no adjustment option in this assessment type. -
-

diff --git a/lang/pl/help/exercise/managing.html b/lang/pl/help/exercise/managing.html deleted file mode 100644 index 92fcde63ae..0000000000 --- a/lang/pl/help/exercise/managing.html +++ /dev/null @@ -1,76 +0,0 @@ -

Managing an Exercise Assignment

- -

An Exercise Assignment is slightly more complex than an ordinary assignment. - It involves four steps or phases. These are -

    -

  1. Set up Exercise The assessment of the work produced in the - exercise is made easier if it is broken into a number of assessment ELEMENTS. - This makes the grading of an assignment less - arbitary and gives the students a framework on which to make assessments. - The teacher has the role of setting up the assessment elements thus making a - grading sheet. (See that page for more details.)

    - -

    With the assessment elements set up the teacher must submit a - Word Document or HTML file which describes the exercise or task to be done - by the students. This file is shown to the students in the second phase of - the exercise.

    - -

    Teachers can, if they wish, prepare a set of similar exercies, again as - Word Documents or HTML files, and upload those into the Exercise. Note that - these exercises must be quite similar as the same Assessment Form is used - for all of these variants. The submission of a multiple set of exercises by - the teacher is optional and for certain assignments may not be appropriate.

    - -

  2. Allow Students Assessments and Submissions The assignment - is now opened to the students. If the teacher has set up multiple exercises then - the students see different exercises, otherwise all the students see the same - exercise.

    - -

    Before the students can submit their work they must complete the assessment - form. Once they have completed the assessment they are shown the upload form. - The students can revise their work in the light of their self assessment. The teacher - sees student's (self) assessment and an assessment form to grade the student's - submission. This is a "dual assessment form". At the end of this - form the teacher can either ask the student to re-submit the work or not.

    - -

    If the student chooses to re-submit, the teacher can re-assess the work. The - same option, re-submit or not, allows the teacher to control this cycle of - re-submission and assessment. If students are allowed to put in multiple pieces - of work into the Exercise, the teacher should decide whether the final grades - are based on the student's maximum grade or their average grade over the - set of submissions. This option can be changed at any time during the Exercise - by updating the Exercise, it's effect is seen immediately in the Grade page. -

    - -

  3. Stop Student Assessments and Submissions After the deadline - has passed, the teacher moves the Exercise to this phase to stop further - assessments and submissions. The teacher should complete the grading - any outstanding assessments and submissions before moving the Exercise - to its final phase. - -

  4. Show Overall Grades and League Table In this final phase of - the Exercise the students can see their "final" grades. In all - phases of the Exercise (except the first phase), grades are available to - the students, they are, however, only "partial" grades as they are - calculated on the fly from the assessments available at the time.

    - -

    The students (and the teacher) are also shown a "League Table" - of the student submissions. These are listed in order of grade, the top submission - is first. Here the grade given to the submission is teacher's - grade. If a student submitted more than one piece of work only their best piece - of work is shown in this table.

    -
- -

The student's grade is a weighted combination of the teacher's grading of their - (initial) assessment and the teacher's grading of their work. The two weighting - factors are initally set to unity. They can changed (on the Administration page) - at any time during the exercise and the grades shown both the students and the - teacher always reflect the current weighting factors.

- -

At any phase of the assignment the teacher can open the "Administration" - page. This shows the current values of the two weighting factors and allows the teacher - to change them. It lists the students' assessments (of their own work) and the - submissions of the students. The teacher can use this page to assess and re-assess - submissions, grade and re-grade assessments, delete submissions and assessments, - and generally watch the progress of the assignment.

- diff --git a/lang/pl/help/exercise/moreinfo.html b/lang/pl/help/exercise/moreinfo.html deleted file mode 100644 index 88eb1687b0..0000000000 --- a/lang/pl/help/exercise/moreinfo.html +++ /dev/null @@ -1,80 +0,0 @@ - Exercise - -

An Exercise is a simple but powerful assignment. In an exercise the teacher -asks the students to do a piece of practical work. It could be writing an essay -or a report, preparing a presentation, or setting out a spreadsheet, etc. When -the student has done the task they must first self-assess their work before -submitting it to the teacher. Once submitted the teacher can assess both the -student's assessment and the piece of work itself. The teacher can give -feedback to the student and ask the student to improve the work and re-submit -it or not as the case may be.

- -

Before the start of the exercise the teacher sets up the exercise by -

  1. Creating a Word document or HTML file which introduces the exercise - and tells the students what they have to produce. This file is uploaded - into the exercise by the teacher. - -
  2. Adding the textual elements and choosing the options in the Assessment - Form. This form is used by both the students and the teacher to assess the - work produced in the exercise. There are various types of assessment - which can be used (see the help on "Grading Stratgey") -

- -

In large classes, the teacher may find to helpful to create more than one version - of the exercise. These variants add a degree of variety to the exercise and - ensure that students are doing different tasks in the exercise. They - are allocated to the students in a random but balanced way. Each student - receives only one exercise but the the number of - times each variant is allocated in a class is approximately the same. Note - the variants should not be too different as the same assessment form is used for - all of the variants.

- -

With the description(s) of the exercise and the assessment form in place, - the assignment is opened to the students. They are shown a description - of the exercise or task. When they have done the exercise they must assess - their own work (using the pre-prepared assessment form) before they can - submit their work to the teacher. The assessment form can be used as a - "checklist" by the students. They can, if they wish, revise both - their work and the assessment before they actually submit their work, and - probably they should be encouraged to do so!

- -

Once a student has submitted their work both their assessment and the - piece of work itself becomes available to the teacher. The assessments can be - graded and there is a box for comments. The teacher can also access the piece - of work (using the student's assessment as a starting point) and make a - decision whether to ask the student to re-submit an improved version of the - work or not.

- -

If the teacher feels that the student's piece of work could be improved, the - student can be given the opprtunity to re-submit. If this is taken up the - teacher re-assesses the work using an assessment form which contains - the grades and comments they gave to the student's previous submission. - Thus, the re-assessment is then a matter of updating the form in the light - of the student revised work rather than undertaking an assessment from - scratch.

- -

When the deadline for the exercise the teacher moves the exercise to the - next phase. This stops further submissions from the students. The assessments - and submissions which have not be graded and assessed should now be done. - -

With all the submissions graded, the exercise is moved to the - final phase. The students can now see their final grades and the grades given to - their submissions. A student's grade for the exercise is a weighted combination - of the teacher's grade for their self-assessment and the teacher's grade for that - work. (The grade given by the student is not used.) For the submissions - themselves the grade is teacher's assessment. The weights used for the two - grades (the grading grade and the actual grade for the work) can be set and - changed at any time during the assignment.

- -

When the teacher allows students to resubmit work, the teacher should - consider how to set the option which controls how the student's final grade - is calculated from multiple submissions. This option allows the teacher to - choose between using the mean grade of the student's submissions or their - best submission. This option can changed at any time and it has an immediate - effect in the grades screen.

- -

In the final phase of the exercise the students can also see a "League - Table" of submissions. This an ordered list of the submissions, the - submission which received the highest grade is at the top. When there are - multiple submissions only the student's best submission is show in this list.

- diff --git a/lang/pl/help/exercise/nelements.html b/lang/pl/help/exercise/nelements.html deleted file mode 100644 index 136d321be7..0000000000 --- a/lang/pl/help/exercise/nelements.html +++ /dev/null @@ -1,20 +0,0 @@ -

Number of Comments, Elements, Bands, Criteria or Rubrics

- -

The number entered here determines how many items will be used in - the assessments. Depending on the type of grading strategy, this number - gives the number of comments, assessments elements, bands, criteria or - categories (sets) of criteria in a rubric. Typically an assignment will have - something between 5 to 15 assessment items, the - actual number depending on the size and complexity of the assignment. - -

During the set up phase of the exercise this number can safely be adjusted. - Increases the number will cause extra blank elements to be displayed in the - asessemnt form. Reducing the number will remove elements from the end - of the assessment form.

- -

All assessments have a General Comments field. For a "No - Grading" assignment the value given here determines the - number of additional comment areas. It can be specified as zero and results - in the assessment having only a single General Comments area. - -

diff --git a/lang/pl/help/exercise/specimen.html b/lang/pl/help/exercise/specimen.html deleted file mode 100644 index 0a7736e253..0000000000 --- a/lang/pl/help/exercise/specimen.html +++ /dev/null @@ -1,10 +0,0 @@ -

Specimen Assessment Form

- -

This page shows shows the details of the actual form used to grade - your assignment. It will be used by yourself and the teacher to grade your - work.

- -

Please note that although you can change the grades on - this form these changes are NOT saved. This is simply a specimen form, - but a very similar form will be used by yourself and the teacher - during this assignment.

diff --git a/lang/pl/help/exercise/submissionofdescriptions.html b/lang/pl/help/exercise/submissionofdescriptions.html deleted file mode 100644 index 825f880890..0000000000 --- a/lang/pl/help/exercise/submissionofdescriptions.html +++ /dev/null @@ -1,12 +0,0 @@ -

Submission of Exercise Descriptions

- -

The teacher must submit at least one description of the exercise or task. - The description can be held in a Word document or HTML file (or - any other file type that will display satisfactorily in a browser). This file - will be displayed to the students and should contain instructions for them - to successfully complete the exercise.

- -

It is permissible for the teacher to submit more than one description of - the exercise. These will be used at random and different students will see - different versions of the exercise. These variants should be similar as the - same Assessment Form is used to assess the work from these instructions.

diff --git a/lang/pl/help/lesson/grade.html b/lang/pl/help/lesson/grade.html index ded2142651..b07c88a41a 100644 --- a/lang/pl/help/lesson/grade.html +++ b/lang/pl/help/lesson/grade.html @@ -1,7 +1,6 @@ -

The Grade of the Lesson

+

Ocena

-

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.

+

To maksymalna ocena, która mo¿e byæ przyznana na danej lekcji. Warto¶æ ta +waha siê miêdzy 0 i 100% i mo¿e byæ zmieniona w ka¿dej chwili podczas trwania +lekcji. Zmiana ta bêdzie natychmiast widoczna na stronie i odpowiednio wp³ynie +na oceny studentów.

diff --git a/lang/pl/help/lesson/jumpto.html b/lang/pl/help/lesson/jumpto.html index de7fc2e27b..f836b34e41 100644 --- a/lang/pl/help/lesson/jumpto.html +++ b/lang/pl/help/lesson/jumpto.html @@ -1,13 +1,12 @@ -

The Jump-to Link

+

Link Przejd¼ do

-

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 This - page and Next page. This page means that the student sees the - current page again. Next page shows the page which follows this page in the - logical order of pages. An absolute page link is specified by choosing the page's - title.

-

Note that a (relative) Next page Jump-to link may show a different page - after pages have been moved. Whereas Jump-to links which use page titles - always show the same page after pages have been moved.

+

Ka¿da odpowied¼ zawiera link Przejd¼ do. Po wybraniu odpowiedzi, studentowi zostanie +przedstawiona strona z informacj± zwrotn±. Po tym student widzi link Przejd¼ do. Link mo¿e byæ +relatywny lub absolutny. Relatywne linki to: Ta strona i Nastêpna strona. +Ta strona prowadzi raz jeszcze do strony któr± ogl±da student. Nastêpna strona +prowadzi do nastêpnej strony w logicznym uk³adzie stron. Link absolutny z drugiej strony zawiera +zawsze tytu³ strony.

+

Zauwa¿, ¿e relatywny link Nastêpna strona mo¿e wskazaæ ró¿ne strony je¶li zmieniany by³ +porz±dek stron. Z drugiej strony linki opieraj±ce sie na tytule + zawsze odwo³uj± siê do okre¶lonej strony.

diff --git a/lang/pl/help/lesson/maxanswers.html b/lang/pl/help/lesson/maxanswers.html index a72db12f7f..4f13b110e9 100644 --- a/lang/pl/help/lesson/maxanswers.html +++ b/lang/pl/help/lesson/maxanswers.html @@ -1,7 +1,6 @@ -

The Maximum Number of Answers in a Lesson

+

Maksymalna liczba odpowiedzi

-

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.

+

Ten parametr okre¶la maksymaln± liczbê odpowiedzi, któr± mo¿e zasugerowaæ nauczyciel. Domy¶lna warto¶æ to 4, ale +je¶li u¿ywane s± tylko pytania typu PRAWDA/FA£SZ wówczas sensownym by³oby ustawienie tej warto¶ci na 2.

-

It is safe to change this value in a lesson with existing content.

+

Mo¿na bezpieczenie zmieniaæ ten parametr bez wzglêdu na zmieniaj±c± siê zawarto¶æ lekcji.

diff --git a/lang/pl/help/lesson/mods.html b/lang/pl/help/lesson/mods.html index 6d773d5d50..fd2b34a940 100644 --- a/lang/pl/help/lesson/mods.html +++ b/lang/pl/help/lesson/mods.html @@ -1,4 +1,4 @@ - Lesson + Lekcja