Informacja

Drogi użytkowniku, aplikacja do prawidłowego działania wymaga obsługi JavaScript. Proszę włącz obsługę JavaScript w Twojej przeglądarce.

English (EN)·Polski (PL)·Yкраїнський (UK)
Przejdź do strony domowej biblioteki Centralna Biblioteka Wojskowa Link otwiera się w nowym oknie Logo biblioteki Prolib Integro - strona głównaCentralna Biblioteka Wojskowa

Wyszukujesz frazę "feedback" wg kryterium: Temat

  Lista filtrów
Wyrównaj
Wyświetlanie 1-15 z 280
Tytuł:
Focus and Effects of Peer and Machine Feedback on Chinese University EFL Learners’ Revisions of English Argumentative Essays
Ziele und Ergebnisse des kollegialen und automatisierten Feedbacks bei der Korrektur englischsprachiger Argumentationsaufsätze von EFL-Studierenden einer chinesischen Universität
Autorzy:
Liu, Meihua
Powiązania:
https://bibliotekanauki.pl/articles/1182351.pdf
Data publikacji:
2021-01-29
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
peer feedback
machine feedback
focus
effect
rewrite
argumentative essay
kollegiales feedback
automatisiertes feedback
argumentationsaufsatz
Opis:
The present mixed-method study examined the foci and effects of peer and machine feedback on the revisions of Chinese university EFL learners’ English argumentative essays. The data included Draft 1, peer feedback (PF), PF-based Draft 2, machine feedback (MF), MF-based feedback, questionnaires, and interview recordings. The main findings were: (a) peer feedback was primarily concerned with content errors, while machine feedback mainly involved non-content errors, (b) significant differences occurred in errors of most types between Draft 1, PF and PF-based Draft 2, and between Draft 1, MF, and MF-based Draft 2, (c) the intake of ‘introducing a new topic in Conclusion’ was a powerful predictor of PF-based Draft 2 scores, and (d) the participants generally moderately considered peer and machine feedback to be useful. Based on the findings, some implications are discussed on how to better implement and enhance the quality of peer and machine feedback.
In Anlehnung an eine empirische Untersuchung präsentiert der vorliegende Artikel die Ziele und Ergebnisse eines kollegialen und automatisierten Feedbacks (engl. peer feedback, machine feedback) bei der Korrektur des Inhalts eines englischsprachigen Argumentationsaufsatzes. An der Untersuchung nahmen 127 Studierende einer chinesischen Universität teil, für die Englisch eine Fremdsprache ist. Die gesammelten Daten entstammen verschiedenen Versionen des Aufsatzes (Arbeitsversion Nr. 1, kollegiales Feedback (PF), Arbeitsversion Nr. 2 – basiert auf kollegialem Feedback, automatisiertes Feedback (MF), Arbeitsversion Nr. 2 – basiert auf automatisiertem Feedback) sowie Fragebögen und aufgenommenen Interviews. Aus der Analyse erhobener Daten ergeben sich wesentliche Unterschiede in Bezug auf die erhaltenen Feedbacks, die im Text auf Grundlage verschiedener Versionen des Aufsatzes im Einzelnen erläutert werden. Es wird beispielsweise unter Beweis gestellt, dass das kollegiale Feedback in erster Linie auf inhaltliche Fehler konzentriert war, während sich das automatisierte Feedback meistens auf sprachliche Fehler bezog. In Anlehnung an die durchgeführte Analyse werden Implikationen betreffend kollegiales und automatisiertes Feedback präsentiert.
Źródło:
Theory and Practice of Second Language Acquisition; 2021, 7, 1; 75-98
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Effects of Mobile-mediated Explicit and Implicit Feedback on EFL Learners’ Use of English Prepositions
Autorzy:
Babajani Azizi, Danial
Gharanjik, Nourollah
Dehqan, Mahmood
Powiązania:
https://bibliotekanauki.pl/articles/22446661.pdf
Data publikacji:
2022-07-29
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
mobile-mediated corrective feedback
explicit corrective feedback
implicit corrective feedback
prepositions
Opis:
Making mistakes is a natural part of learning process requiring correction; accordingly, corrective feedback is indispensable. On this ground, the present study compared the effects of mobile-mediated explicit and implicit corrective feedback on Iranian EFL learners’ use of English prepositions of manner and movement. To this end, the participants including 60 learners were randomly assigned to three groups of 20 individuals on WhatsApp application. These three groups included two experimental and one control groups. The treatment groups sat for a pre-test, received instruction on the errors under study, and practiced correcting them in response to the corrective feedback condition. Next, participants took immediate post-test and delayed post-test. The statistical analysis revealed that although the control group was more proficient than its experimental counterparts on the pre-test, their performance did not improve on immediate and delayed post-tests. However, both of the experimental groups significantly improved on immediate post-test and retained their gains on the delayed post-test. The pedagogical implication is provided for both teachers and learners.
Źródło:
Theory and Practice of Second Language Acquisition; 2022, 8, 2; 1-19
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Corrective feedback, learner uptake, and feedback perception in a Chinese as a foreign language classroo
Autorzy:
Fu, Tingfeng
Nassaji, Hossein
Powiązania:
https://bibliotekanauki.pl/articles/780830.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
corrective feedback
uptake
feedback perception
second language classroom
Opis:
The role of corrective feedback in second language classrooms has received considerable research attention in the past few decades. However, most of this research has been conducted in English-teaching settings, either ESL or EFL. This study examined teacher feedback, learner uptake as well as learner and teacher perception of feedback in an adult Chinese as a foreign language classroom. Ten hours of classroom interactions were videotaped, transcribed and coded for analysis. Lyster and Ranta’s (1997) coding system involving six types of feedback was initially used to identify feedback frequency and learner uptake. However, the teacher was found to use a number of additional feedback types. Altogether, 12 types of feedback were identified: recasts, delayed recasts, clarification requests, translation, metalinguistic feedback, elicitation, explicit correction, asking a direct question, repetition, directing question to other students, re-asks, and using L1-English. Differences were noted in the frequency of some of the feedback types as well as learner uptake compared to what had been reported in some previous ESL and EFL studies. With respect to the new feedback types, some led to noticeable uptake. As for the students’ and teacher’s perceptions, they did not match and both the teacher and the students were generally not accurate in perceiving the frequency of each feedback type. The findings are discussed in terms of the role of context in affecting the provision and effectiveness of feedback and its relationship to student and teacher perception of feedback.
Źródło:
Studies in Second Language Learning and Teaching; 2016, 6, 1; 159-181
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Innovating teacher feedback with writing activities aimed at raising secondary school students’ awareness of collocation errors
Autorzy:
Reynolds, Barry Lee
Teng, Mark Feng
Powiązania:
https://bibliotekanauki.pl/articles/1902581.pdf
Data publikacji:
2021-09-13
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
L2 feedback
word choice errors
L2 writing activities
written corrective feedback
feedback corpus
Opis:
The study examined the types of written corrective feedback given by second language writing teachers on Taiwanese secondary school students’ collocation errors. First, the written corrective feedback that teachers provided on learners’ word choice errors was examined to uncover the types of feedback provided. Then, analysis focused on verb–noun collocations to draw attention to how students had been receiving different types of written corrective feedback from teachers on a single collocation error type. Results showed that some sentences tagged as including word choice errors only contained rule-based errors. Furthermore, for verb-noun collocation errors, teachers chose to provide indirect and direct feedback almost equally at the expense of metalinguistic feedback. Based on the results, we suggested options for second language writing teachers when providing feedback on word choice errors.
Źródło:
Studies in Second Language Learning and Teaching; 2021, 11, 3; 423-444
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
ESP LEARNER SELF-GENERATED FEEDBACK AS A TECHNOLOGY-ENHANCED TASK
Autorzy:
Plastina, Anna Franca
Powiązania:
https://bibliotekanauki.pl/articles/955730.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
Technology-enhanced feedback
screencasting
TBLL
Self-generated feedback
ESP
Opis:
In Higher Education, feedback is still largely implemented as an external teacher-centred practice, which has been found to be irrelevant in improving students’ language learning. This paper advocates that internal, or self-generated feedback, has a potential role to play in learners’ formative processes under the condition that it is implemented as a task-based activity enhanced by suitable technological tools. In an experimental study, learners were engaged in the task of creating screencasts, or digital audio-visual recordings, of oral medical reports for authentic professional purposes. The study surveyed the kind of knowledge restructuring processes learners activated as a result of self-generated feedback enhanced by screencast technology. It also sought to understand learners’ perceptions of the experience. Results show that learners used different digital tools for knowledge restructuring leading to readjustment of their initial performances. Screencasts were thus effective in heightened learners’ awareness of the gap between their current weaknesses and their expected goals and in taking necessary action to narrow this gap. Learner perceptions further recorded a positive impact of self-generated feedback enhanced by screencasts, suggesting major motivation and interest in learning.
Źródło:
Teaching English with Technology; 2015, 15, 2; 106-118
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
ESP LEARNER SELF-GENERATED FEEDBACK AS A TECHNOLOGY-ENHANCED TASK
Autorzy:
Plastina, Anna Franca
Powiązania:
https://bibliotekanauki.pl/articles/955735.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
Technology-enhanced feedback
screencasting
TBLL
Self-generated feedback
ESP
Opis:
In Higher Education, feedback is still largely implemented as an external teacher-centred practice, which has been found to be irrelevant in improving students’ language learning. This paper advocates that internal, or self-generated feedback, has a potential role to play in learners’ formative processes under the condition that it is implemented as a task-based activity enhanced by suitable technological tools. In an experimental study, learners were engaged in the task of creating screencasts, or digital audio-visual recordings, of oral medical reports for authentic professional purposes. The study surveyed the kind of knowledge restructuring processes learners activated as a result of self-generated feedback enhanced by screencast technology. It also sought to understand learners’ perceptions of the experience. Results show that learners used different digital tools for knowledge restructuring leading to readjustment of their initial performances. Screencasts were thus effective in heightened learners’ awareness of the gap between their current weaknesses and their expected goals and in taking necessary action to narrow this gap. Learner perceptions further recorded a positive impact of self-generated feedback enhanced by screencasts, suggesting major motivation and interest in learning.
Źródło:
Teaching English with Technology; 2015, 15, 2; 54-66
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
ELECTRONIC FEEDBACK: IS IT BENEFICIAL FOR SECOND LANGUAGE WRITERS?
Autorzy:
Allah, Lilian Farag
Powiązania:
https://bibliotekanauki.pl/articles/955876.pdf
Data publikacji:
2008
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
feedback
writing
ESL
Opis:
Feedback is one of the essential elements in the writing classroom. With its two forms, teacher and peer, feedback can help students modify their essays to produce better later drafts. However, the practice of feedback in class does not go without some drawbacks on both the teacher and students’ side. This paper tries to demonstrate by reference to recent studies how the use of electronic feedback can aid in providing a better environment for feedback that can, consequently, result in better essays by the students. The paper presents some classroom practices regarding the use of electronic feedback.
Źródło:
Teaching English with Technology; 2008, 8, 3
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
CORRECTIVE FEEDBACK IN A COMPUTER-MEDIATED COMMUNICATIVE CONTEXT AND THE DEVELOPMENT OF SECOND LANGUAGE GRAMMAR
Autorzy:
Razagifard, Parisa
Razzaghifard, Vida
Powiązania:
https://bibliotekanauki.pl/articles/955914.pdf
Data publikacji:
2011
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
corrective feedback
CMC
grammar
Opis:
This study investigated the impact of two types of corrective feedback in computer-mediated communicative context on the development of learners’ second language (L2) knowledge: (1) implicit feedback in the form of recast, and (2) explicit feedback in the form of metalinguistic feedback. The participants of this study, 45 low intermediate learners of English, were randomly divided into two experimental groups and one control group. The experimental groups completed two computer-mediated focused tasks activities about the target structure in the study. During task-based interaction via text-chat, the learners received focused corrective feedback when an error was made with the target form. Acquisition was measured by means of the two tests: computerized fill-in-the-blank test and oral imitation test. The results showed that the experimental groups who received computer-mediated corrective feedback outperformed the control group who did not receive any feedback. The findings also indicated metalinguistic feedback is more effective than recast feedback in computer-mediate communicative context.
Źródło:
Teaching English with Technology; 2011, 11, 2; 1-17
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Play the art: Artistic value in video games
Autorzy:
Jancsovics, Klaudia
Powiązania:
https://bibliotekanauki.pl/articles/2135604.pdf
Data publikacji:
2022-07-14
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
art
immersion
feedback loop
feelings
Opis:
Playing a game does not mean that we are doing something childish and useless. Using a new technology to express our feelings and raise the awareness of social issues does not mean we cannot call it art. If we go back in time, we can realize that there has always been a resistance to novelty and machines. Sometimes, they were even considered harmful. The same life cycle happens with video games: they are valuable in many ways, they are far more developed than they were twenty years ago, and they have even reached a stage where we can find art in them. But how can they be art? Is the answer in the story or in the audiovisual elements?  
Źródło:
Replay. The Polish Journal of Game Studies; 2021, 8, 1; 27-42
2391-8551
2449-8394
Pojawia się w:
Replay. The Polish Journal of Game Studies
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Modified Alternating Step Generators with Non-Linear Scrambler
Autorzy:
Wicik, R.
Rachwalik, T.
Gliwa, R.
Powiązania:
https://bibliotekanauki.pl/articles/106164.pdf
Data publikacji:
2014
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Tematy:
stream cipher
alternating step generator
linear feedback shift register
non-linear feedback shift register
Opis:
Pseudorandom generators, which produce keystreams for stream ciphers by the exclusiveor sum of outputs of alternately clocked linear feedback shift registers, are vulnerable to cryptanalysis. In order to increase their resistance to attacks, we introduce a non-linear scrambler at the output of these generators. Non-linear feedback shift register plays the role of the scrambler. In addition, we propose Modified Alternating Step Generator with a non-linear scrambler (MASG1S) built with non-linear feedback shift register and regularly or irregularly clocked linear feedback shift register with non-linear filtering functions.
Źródło:
Annales Universitatis Mariae Curie-Skłodowska. Sectio AI, Informatica; 2014, 14, 1; 61-74
1732-1360
2083-3628
Pojawia się w:
Annales Universitatis Mariae Curie-Skłodowska. Sectio AI, Informatica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Periodic, nonperiodic, and chaotic solutions for a class of difference equations with negative feedback
Autorzy:
Kennedy, Benjamin B.
Powiązania:
https://bibliotekanauki.pl/articles/29519375.pdf
Data publikacji:
2023
Wydawca:
Akademia Górniczo-Hutnicza im. Stanisława Staszica w Krakowie. Wydawnictwo AGH
Tematy:
difference equation
negative feedback
circle map
Opis:
We study the scalar difference equation $ x(k+1)=x(k)+\frac{f(x(k-N))}{N} $ where f is nonincreasing with negative feedback. This equation is a discretization of the well-studied differential delay equation $ x′(t) = f(x(t − 1)). $ We examine explicit families of such equations for which we can find, for infinitely many values of N and appropriate parameter values, various dynamical behaviors including periodic solutions with large numbers of sign changes per minimal period, solutions that do not converge to periodic solutions, and chaos. We contrast these behaviors with the dynamics of the limiting differential equation. Our primary tool is the analysis of return maps for the difference equations that are conjugate to continuous self-maps of the circle.
Źródło:
Opuscula Mathematica; 2023, 43, 4; 507-546
1232-9274
2300-6919
Pojawia się w:
Opuscula Mathematica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Control and correction of horse riders body posture
Autorzy:
Mrozkowiak, Mirosław
Ambroży, Dorota
Powiązania:
https://bibliotekanauki.pl/articles/1055190.pdf
Data publikacji:
2014
Wydawca:
Uniwersytet Szczeciński. Wydawnictwo Naukowe Uniwersytetu Szczecińskiego
Tematy:
balance
centre of gravity
feedback
stability
Opis:
Centre of gravity represents the point where the net force of gravity of all the body parts is applied. Balance is a specific state of the postural control system, being a vertical orientation of human body maintained through balancing the forces and moments of forces that act on the body. Stability is understood to mean the ability to recover the state of balance and typical body position in the space. The concept of division of the rider's posture into 5 blocks that has been used in the literature seems to be legitimate. However, due to the natural shape of spinal curvature, the division of body into opposing truncated pyramids (a trapezoid in the sagittal plane and a rectangle with longer horizontal sides in the frontal plane) appears to be more accurate. The eight-segment model is dynamic and illustrates all the shallowed or deepened spinal curvatures very well while maintaining alternate sagittal curvatures with regard to the deficits of motion in the joints. It is also correct in anatomical terms since it contains all the sections and joints in the kinematic chain. Body posture, considered under conditions of the equestrian pair (a rider and a horse) as a motor task, will be adjusted using the continuous control. This control works within the tracking system and consistently adjusts the activity of different muscles to current needs. These needs result from a specific program encoded in the central nervous system and, more specifically, from the difference between the program and current state of the equestrian pair. This program is developed during equestrian training and it represents a demanded situation.
Źródło:
Central European Journal of Sport Sciences and Medicine; 2014, 6, 2; 21-33
2300-9705
2353-2807
Pojawia się w:
Central European Journal of Sport Sciences and Medicine
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
On suppression of chaotic motions of a portal frame structure under non-ideal loading using a magneto-rheological damper
Autorzy:
Tusset, A. M.
Piccirillo, V.
Balthazar, J. M.
Brasil, R. M. L. R. F.
Powiązania:
https://bibliotekanauki.pl/articles/281951.pdf
Data publikacji:
2015
Wydawca:
Polskie Towarzystwo Mechaniki Teoretycznej i Stosowanej
Tematy:
feedback control
feedforward control
MR damper
Opis:
We consider chaotic motions of a portal frame structure under non-ideal loading. To suppress this chaotic behavior, a controlling scheme is implemented. The control strategy involves application of two control signals and nonlinear feedforward control to maintain a desired periodic orbit, and state feedback control to bring the system trajectory into the desired periodic orbit. Additionally, the control strategy includes an active magneto-rheological damper to actuate the system. The control force of the damper is a function of the voltage applied in the coil of the damper that is based on the force given by the controller.
Źródło:
Journal of Theoretical and Applied Mechanics; 2015, 53, 3; 653-664
1429-2955
Pojawia się w:
Journal of Theoretical and Applied Mechanics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
USING COMPUTER-MEDIATED CORRECTIVE FEEDBACK MODES IN DEVELOPING STUDENTS’ WRITING PERFORMANCE
Autorzy:
Al-Olimat, Sabah Ibrahim
AbuSeileek, Ali Farhan
Powiązania:
https://bibliotekanauki.pl/articles/955358.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
corrective feedback
error correction
word processor
Opis:
This study explored the effect of computer-mediated corrective feedback on the 10th grade EFL students’ performance in the writing skill. Seventy-two 10th grade female students at Al Hammra secondary school for girls situated in Mafraq (Jordan) were selected as the study sample. They were randomly assigned into four groups, three experimental groups (18 in each) and one control group (18 students). The three experimental groups were taught using the computer-mediated corrective feedback modes including teachers’ feedback (students who received feedback only from the teacher), students’ feedback (students who provided and received feedback from their peers), and both (students who received and provided feedback from students and teacher). The control group was taught using computer-mediated communication. However, it neither provided nor received corrective feedback. Findings of the study reveal that there were significant differences between the mean scores of the control group and the experimental groups due to the method of teaching in favor of the experimental groups which received corrective feedback. Furthermore, the findings revealed that there was a significant effect for the mean scores between teachers’ feedback, students’ feedback or both, in favor of both where students received corrective feedback from their peers and the teacher.
Źródło:
Teaching English with Technology; 2015, 15, 3; 3-30
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Migration of Ukrainian Nationals to Portugal: Changing Flows and the Critical Role of Social Networks
Autorzy:
Fonseca, Maria Lucinda
Pereira, Sónia
Esteves, Alina
Powiązania:
https://bibliotekanauki.pl/articles/498619.pdf
Data publikacji:
2014
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:
migration
social networks
feedback
Ukraine
Portugal
Opis:
In a short period of time, Ukrainians became the second largest foreign community living in Portugal. Without historical ties linking the two countries, the ‘migration industry’ as well as positive feedback and assistance provided through pioneers’ social networks were decisive for the constitution and rapid expansion of the flow. However it slowed down in only few years and the economic crisis affecting Portugal since 2008 has introduced new limits to a possible future expansion. The goal of the paper is to provide insights with respect to the evolution of the flow, particularly looking at mechanisms of assistance and feedback provided and received within social networks, including the role of the ‘migration industry’. We explored quantitative and qualitative data collected through questionnaires applied to 306 Ukrainians and interviews conducted with 31 Ukrainians in the Lisbon Metropolitan Area in 2011 and 2012. The research confirms the importance of assistance received through social networks at different stages of the preparation of the move, upon arrival and throughout the settlement process in Portugal. We conclude that negative opinions on the present economic opportunities in Portugal have replaced initial positive perceptions about labour market opportunities and this information is being transmitted through social networks to Ukrainians back in Ukraine. We suggest that the significant decrease of the inflow can probably be explained by negative feedback and a more limited willingness to assist the migration of others. Future trends in the migratory flow of Ukrainian citizens to Portugal as well as the permanence of these immigrants in the country are uncertain. On the one hand, migrants are struggling to live through the crisis, while the recent social upheaval in Ukraine pushes them to leave.
Źródło:
Central and Eastern European Migration Review; 2014, 3, 1; 115-130
2300-1682
Pojawia się w:
Central and Eastern European Migration Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 280

Ta witryna wykorzystuje pliki cookies do przechowywania informacji na Twoim komputerze. Pliki cookies stosujemy w celu świadczenia usług na najwyższym poziomie, w tym w sposób dostosowany do indywidualnych potrzeb. Korzystanie z witryny bez zmiany ustawień dotyczących cookies oznacza, że będą one zamieszczane w Twoim komputerze. W każdym momencie możesz dokonać zmiany ustawień dotyczących cookies