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Tytuł:
DANCE AS AN IMPORTANT ELEMENT OF PHYSICAL ACTIVITIES AND ITS EFFECT ON HUMAN EMOTIONS
Autorzy:
Nevolná, Tatiana
Král, Lubomír
Powiązania:
https://bibliotekanauki.pl/articles/566584.pdf
Data publikacji:
2015
Wydawca:
Akademia Pomorska w Słupsku
Tematy:
dance
movement
negative emotions
positive emotions
students
Opis:
Background: The paper focuses on the problem of the effect of dance as a part of movement activities on human emotions and their experiencing in students. The movement activity has a positive impact not only on physical health of a human being, but also on his mental health. Movement not only serves to increase physical fitness in healthy subjects, physical activities suitably chosen can be applied in an effective way in with weakened organ systems. The movement is nowadays considered a suitable tool to eliminate excessive stress. Research results: The study summarises our research results of positive effect of dance on experiencing emotions of students that were verified and supported by medical practice that claims positive effect of movement on mental health of an individual. Our research results indicate that respondents from dance group experienced more positive emotions than the respondents from movement group. A statistically significant difference was found at the level of significance (p = 0.0425) in the respondents from dance group (Me = 16). Their frequency of experiencing positive emotions is statistically higher than in the respondents from movement group (Me = 13).
Źródło:
Ars inter Culturas; 2015, 4; 231-240
2083-1226
Pojawia się w:
Ars inter Culturas
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Ein Gemenge von Emotionen als immanenter Bestandteil der Ausspracheschulung – Zu den störenden und fördernden Einflüssen der Emotionen auf den Ausspracheerwerbsprozess in der universitären Bildung im DaF-Bereich
Mix of Emotions as an Inherent Part of Pronunciation Training – Disturbing and Promoting Influences of Emotions on the Phonetic Education at University Level in the Field of German as a Foreign Language
Autorzy:
Żytyńska, Małgorzata
Powiązania:
https://bibliotekanauki.pl/articles/2028968.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet Wrocławski. Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe
Tematy:
emotions in phonetic education
positive emotions
negative emotions
etude
Opis:
This article presents the influence of emotions on the teaching and learning process, with particular emphasis on pronunciation classes at university level. The first chapters describe the terminological intricacies within emotions, feelings, moods etc., and then the positive and negative influence of emotions on the didactic process. The next part presents attempts to use emotions that support the learning process and to cool down difficult emotions that disorganise work in classes and negatively influence the learning process. A special case is phonetic education, which arouses many more emotions than in other classes. At the end, there is a reasonable proposal of exercises called etudes, which positively influence unwanted emotions and support emotions beneficial for the didactic process.
Źródło:
Linguistische Treffen in Wrocław; 2020, 18; 487-198
2084-3062
2657-5647
Pojawia się w:
Linguistische Treffen in Wrocław
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Emocje negatywne a racjonalność decyzji
Negative Emotions and Rationality of Decision-Making
Autorzy:
Głos, Aleksandra
Załuski, Wojciech
Powiązania:
https://bibliotekanauki.pl/articles/691204.pdf
Data publikacji:
2016
Wydawca:
Copernicus Center Press
Tematy:
negative emotions
token emotions
emotion types
rationality
decision-making
Opis:
The paper provides an analysis of the impact of negative emotions on decision-making processes. It questions the common-sense view that negative emotions diminish rationality of decisions, i.e., increase the probability of making suboptimal choices. It is argued in the paper that this view is untenable on the grounds of neuroscience, cognitive science and evolutionary theory: the results provided by these sciences support the view that negative emotions in most instances of their occurrence, i.e. types of negative emotions, not only fail to undermine rationality of decision-making but substantially contribute to it. This does mean saying that token-negative emotions never undermine rationality of decision-making. But, as is argued in the paper, the fact that token-negative emotions may have sometimes this kind of negative effect is fully consistent with the claim that, as a rule, the effect is positive, so that one can speak about the causal connection between types of negative emotion and rational decision-making.
Źródło:
Zagadnienia Filozoficzne w Nauce; 2016, 60; 7-33
0867-8286
2451-0602
Pojawia się w:
Zagadnienia Filozoficzne w Nauce
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Methods of Negative Emotions Managing Based on the Teachers’ Control Group Research
Autorzy:
Pawłowska, Beata
Chomczyński, Piotr
Powiązania:
https://bibliotekanauki.pl/articles/27311614.pdf
Data publikacji:
2012-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
negative emotions
emotions management
emotional work
teachers
reformatories
schools
Opis:
In our article we will try to answer the following questions: how do the teachers in the pedagogical centres and the primary schools cope with the negative emotions? What kind of techniques and strategies do the teachers use to manage their emotions in difficult situations? The theoretical background constitutes Arlie Hochschild’s theory and conception of Theodore D. Kemper. We consider whether teachers’ demonstration of emotions during their work (teaching process) is a method to achieve a fixed goal or rather a random behavior and whether an emotional expression is some instrumental operation or an accidental one? Can emotional work be considered by teachers? Do people who embody in the teacher’s role simultaneously accept the rules of behavior, including emotional behavior? Finally, whether the emotions revealed in the teachers’ work are the result of possessed power and status? As the result of conducted research, teachers employed in educational institutions revealed negative emotions more rarely towards educational reforms than the teachers working in the public schools. The basis of this regularity stems from the fact that employed staff fulfill firstly the pedagogical and later educational function in the Reformatory and Youth Detention Centres. In public institutions such as primary schools the situation is opposite. Generally, we conclude that the longer the occupational experience of the teacher, the better strategy to deal with negative emotions. Young teachers used to rely on their older colleagues experience and reflections or use a trial-and-error-method to cope with the negative emotions at work.
Źródło:
Kultura i Edukacja; 2012, 6(92); 212-234
1230-266X
Pojawia się w:
Kultura i Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Słownik psychologiczno-lingwistyczny "Zmysły, emocje i przymiotniki języka rosyjskiego" – nowe narzędzie w pracy tłumacza
Psychological-linguistic Dictionary "Senses, Emotions and Adjectives in Russian" – A New Tool in Translator’s Work
Autorzy:
Orzechowska, Joanna
Powiązania:
https://bibliotekanauki.pl/articles/1070548.pdf
Data publikacji:
2020-12-01
Wydawca:
Uniwersytet Warmińsko-Mazurski w Olsztynie
Tematy:
psychological-linguistic dictionary
adjectives
positive emotions
negative emotions
translation
Opis:
This article presents a new type of dictionary – a linguistic-psychological dictionary reflecting structures of language, similar to dictionaries based on associations, but also reconstructing the mental and emotional states of an average user of the Russian language. It was compiled as a result of analyzing 15918 Russian adjectives from the perspective of their relationship with emotions originating in reference to various senses. The dictionary contains information on “the emotional load” of these adjectives, that is how pleasant or how unpleasant emotions a given adjective evokes. The analyzed lexemes were assessed by respondents on the scale of emotions: slightly (un)pleasant – moderately (un)pleasant – very (un)pleasant, which was marked with an appropriate number of pluses or minuses. It cannot be overestimated how useful such a dictionary and the information it contains are. Although it is believed that representatives of different cultures experience universal emotions, their quality and intensity hidden behind particular linguistic units can diverge between different cultural-linguistic communities. Emotions are conditioned socially, culturally, and historically; they play an important role in international communication. Thus when they are incompetently and mistakenly interpreted, this can disturb dialogue between various cultures and even lead to conflicts. In the article, considering equivalents cygarowy/сигарный, differences in the evaluation of these adjectives in Polish and Russian are presented, illustrating the need to look for emotionally adequate translation equivalents when rendering them.
Źródło:
Acta Neophilologica; 2020, XXII/2; 199-208
1509-1619
Pojawia się w:
Acta Neophilologica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Definicja kognitywna jako narzędzie opisuemocji negatywnych w językach rosyjskim i ukraińskim (na przykładzie emocji strachu)
The cognitive definition as a tool fo r describing negative emotions in the Russian and Ukrainian languages (on the example o f fear)
Autorzy:
Małecki, Łukasz
Powiązania:
https://bibliotekanauki.pl/articles/481293.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet Warmińsko-Mazurski w Olsztynie
Tematy:
cognitive definition
negative emotions
fear
Russian language
Ukrainian language
Opis:
Emotions in human consciousness take form of emotional concepts, described by means of such features as traditions, customs, special stereotypes of thinking, behavior models, etc. The present article attempts to analyse the linguistic realization of the concept of „fear” in Russian and Ukrainian languages. The language analyze is based on the purposes of the cognitive definition.
Źródło:
Acta Polono-Ruthenica; 2016, 1, XXI; 39-49
1427-549X
Pojawia się w:
Acta Polono-Ruthenica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Le (principali) emozioni negative espresse nei fraseologismi somatici italiani e polacchi
The (basic) negative emotions expressed in the Italian and Polish somatic phraseologisms
Autorzy:
Pastucha-Blin, Agnieszka
Powiązania:
https://bibliotekanauki.pl/articles/2196172.pdf
Data publikacji:
2022-12-31
Wydawca:
Ateneum - Akademia Nauk Stosowanych w Gdańsku
Tematy:
emozioni negative
fraseologismi somatici
metafore concettuali
negative emotions
somatic phraseologisms
conceptual metaphors
Opis:
Il contributo costituisce un tentativo di individuare le maggiori differenze nell’ambito della categoria semantica delle emozioni di rabbia, aggressività, paura, tristezza e umiltà espresse nei fraseologismi somatici della lingua italiana e polacca. Oltre alle considerazioni teoriche, nel presente studio si intende stabilire quali espressioni idiomatiche, contenenti termini che indicano parti del corpo umano, vengono usate per verbalizzare determinati stati emotivi. Nelle osservazioni si analizzano le pagine dei dizionari fraseologici, pratici, quelli delle collocazioni e generali grazie ai quali si evidenziano le differenze anzitutto nell’ambito della concettualizzazione metaforica delle emozioni studiate. Le divergenze osservate tra i fraseologismi somatici italiani e polacchi concernono prima di tutto il dominio origine adoperato per capire e trasmettere emozioni che spesso risultano intangibili, sfuggevoli e difficili da capire.
The contribution is an attempt to capture the major differences within the semantic category of emotions: anger, aggression, fear, sadness and submission, expressed in the somatic phraseologisms of the Italian and Polish languages. In addition to the theoretical considerations, the aim of the study is to establish which idiomatic expressions containing the names of body parts are used to verbalize certain emotional states. The observations are based on the analysis of the phraseological, practical, collocation and general dictionaries, thanks to which the differences relating primarily to the metaphorical conceptualization of the emotions under study become visible. The divergencies observed between the Italian and Polish somatic phraseologisms concern mainly the source domain that is necessary for a person to be able to understand and convey emotions that are often intangible, elusive and difficult to understand.
Źródło:
Forum Filologiczne Ateneum; 2022, 10, 1; 67-79
2353-2912
2719-8537
Pojawia się w:
Forum Filologiczne Ateneum
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Symbolika objawu psychosomatycznego u dziecka – studium przypadku
The symbolism of psychosomatic symptom in children – case study
Autorzy:
Mądry-Kupiec, Małgorzata
Powiązania:
https://bibliotekanauki.pl/articles/2138543.pdf
Data publikacji:
2016-12-31
Wydawca:
Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej
Tematy:
psychosomatyka
negatywne emocje
symboliczny komunikat
psychosomatic
negative emotions
symbolic communication
Opis:
Artykuł porusza problematykę chorób psychosomatycznych u dzieci, które coraz częściej występują i przejawiają się w szkole, czego przykładem jest omówiony przypadek Kasi. W powstawaniu tego rodzaju schorzeń dominującą rolę odgrywa psychika, a szczególnie nierozwiązane konflikty, urazy i, wiążące się z nimi, niewyrażone negatywne emocje. Dziecko chore psychosomatycznie cierpi nie mniej niż chory somatycznie, a bolący narząd symbolicznie odnosi się do problemu, z jakim dziecko musi się zmierzyć. Jak odczytać tę symbolikę i w jaki sposób pomóc dziecku choremu psychosomatycznie w szkole, to jedna z kilku kwestii, poruszonych w tym artykule.
The article describes the problems of psychosomatic illness in children, which is apparent more often at school, as can be shown by the case of Kasia described in the work. The human psyche plays the dominant role in the onset of the illness, and unresolved conflicts, traumas and negative emotions are especially important. A child suffering from psychosomatic pain suffers no less than a person with somatic pain, and the organ in pain symbolizes the child’s problem. How to read the symbols and how to help a child at school are among the questions raised in the article.
Źródło:
Forum Oświatowe; 2016, 28, 1(55); 199-219
0867-0323
2450-3452
Pojawia się w:
Forum Oświatowe
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
ODDZIAŁYWANIE BAJKI NA ŻYCIE EMOCJONALNE DZIECKA KOŃCZĄCEGO ROCZNE PRZYGOTOWANIE PRZEDSZKOLNE
INFLUENCE OF FABLE ON EMOTIONAL LIFE OF A CHILD WHO COMPLETES ONE-YEAR SCHOOL PREPARATION
Autorzy:
Kruszewska, Aleksandra
Powiązania:
https://bibliotekanauki.pl/articles/479831.pdf
Data publikacji:
2017
Wydawca:
Wyższa Szkoła Humanitas
Tematy:
bajka,
emocje pozytywne,
emocje negatywne,
fikcja,
rzeczywistość
fable,
positive emotions,
negative emotions,
fiction,
reality
Opis:
Bajki to nieodzowny element dzieciństwa każdego dziecka, dziś nabierają one szczególnej wartości, gdyż żyjemy w okresie tak zwanej kultury technicznej, w którym brakuje nam czasu na kontakt z własną rodziną. Bajki są użyteczne również z tego względu, iż poprzez zawarte w nich treści przygotowują do życia: uczą odróżniać dobro od zła, wskazują system wartości, uczą postępowania według przyjętych norm. Poprzez zawarty w nich morał dają wskazówki, jak żyć i współżyć w społeczeństwie. Mają jeszcze inny walor – mocno zapadają w pamięć, kształtując zachowania afektywne. Kompetencje i umiejętności emocjonalne są niezbędne, by móc bez porażek rozpocząć karierę szkolną.
A fable is an indispensable element of childhood in the case of every child. It becomes especially important nowadays. We live in the so called technical culture, where we do not have enough time to spend with our families. Fables are useful due to the fact that their content can prepare to adult life: they teach how to distinguish good from evil, they indicate a system of values, teach how to follow the established norms and standards. By means of the moral lesson, hidden in each of them, they indicate how to live and coexist in the society. They also have additional value – they are long remembered and determine affective behaviours. Such emotional skills and competences are necessary, so that children can start school carriers successfully.
Źródło:
Zeszyty Naukowe Wyższej Szkoły Humanitas. Pedagogika; 2017, 14; 215-227
1896-4591
Pojawia się w:
Zeszyty Naukowe Wyższej Szkoły Humanitas. Pedagogika
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Negative Emotions: Conflict and Cross-linguistic Contrasts in Online Commenting Discourse
Autorzy:
Lewandowska-Tomaszczyk, Barbara
Powiązania:
https://bibliotekanauki.pl/articles/2076264.pdf
Data publikacji:
2016
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:
Compensation Hypothesis
Computer-Mediated Communication (CMC)
conflict
Interconnectivity Index (Value)
(negative) emotions
Opis:
The paper focuses on the dynamics of online exchanges in English and Polish posts related to the Greek political and economic crisis in 2015 and European Union membership. It introduces and defines the concepts of emotion and conflict, and discusses quantitative and qualitative methods and tools used to analyse corpus materials of Polish and English online communication, primarily in terms of the Interconnectivity Index and emotion valence as perceived by the users as well as the degree of their emotional arousal. The data reveal significant differences in the conflict dynamics profiles between the two groups of commentators, more interactional, and interactant face-saving discourse strategies in English, manifested by means of self-mockery and jocular style, significantly less frequent resort to verbal abuse and vulgar language on the one hand, and a more aggressive, confrontative and mutually hostile attitude, with instances of verbal abuse types recorded in the Polish data. An attempt to interpret the results in terms of cultural dimensions and characteristics concludes the paper.
Źródło:
Kwartalnik Neofilologiczny; 2016, 1; 66-83
0023-5911
Pojawia się w:
Kwartalnik Neofilologiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Predictors of instrumental motivation for mathematics in Pisa 2012. The role of gender, self-concept, helplessness, negative emotions, worries and intrinsic motivation
Autorzy:
Jabłońska, Magdalena
Bedyńska, Sylwia
Gradowski, Łukasz
Sędek, Grzegorz
Powiązania:
https://bibliotekanauki.pl/articles/2075210.pdf
Data publikacji:
2016
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:
learned helplessness
worries
negative emotions
gender
mathematics self-concept
intrinsic motivation
instrumental motivation
Opis:
The aim of our study was to define predictors of instrumental motivation for mathematics. In our research, we used the data on the Polish sample of the Programme for International Student Assessment (PISA) from 2012. We hypothesized that motivation to engage in mathematics at later stages of education and in professional career, called “instrumental motivation” in the project, can be predicted based on gender, mathematics self-concept, intrin- sic motivation, as well as worries about coping with mathematics and negative emotions. Using structural equation modelling, with gender and mathematics self-concept as predictors, and negative emotions, intrinsic motivation and worries about one’s math skills as mediators, we showed that helplessness in mathematics, indirectly determined by gender and mathematics self-concept, has an indirect effect on instrumental motivation, only through higher worries about one’s math abilities. Instrumental motivation turned out to be also strongly related to intrinsic motivation, which in turn is linked to a positive mathematics self-concept
Źródło:
Studia Psychologiczne (Psychological Studies); 2017, 2; 41-49
0081-685X
Pojawia się w:
Studia Psychologiczne (Psychological Studies)
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Another look at boredom in language instruction: The role of the predictable and the unexpected
Autorzy:
Kruk, Mariusz
Pawlak, Mirosław
Zawodniak, Joanna
Powiązania:
https://bibliotekanauki.pl/articles/1047077.pdf
Data publikacji:
2021-03-29
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
boredom
English as a foreign language
L2 instruction
micro-perspective
negative emotions
Opis:
Although recent years have seen a growing interest in positive emotions in second or foreign language learning and teaching, negative emotions are always present in the classroom and they deserve to be investigated in their own right. The article focuses on boredom, a construct that has been explored in educational psychology but has received only scant attention from second language acquisition researchers. It reports a study which examined the changes in the levels of boredom experienced by 13 English majors in four EFL classes and the factors accounting for such changes. Using data obtained from a few different sources (i.e., boredom grids, narratives, interviews, class evaluations and lesson plans), it was found that although boredom can be attributed to different constellations of factors, it was mainly traced to repetitiveness, monotony and predictability of what transpired during a particular class.
Źródło:
Studies in Second Language Learning and Teaching; 2021, 11, 1; 15-40
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Negative Emotions Experienced by Polish English Teachers During COVID-19. A Qualitative Study Based on Diaries
Autorzy:
Papaja, Katarzyna
Powiązania:
https://bibliotekanauki.pl/articles/2056774.pdf
Data publikacji:
2021
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Tematy:
online education
negative emotions
English teacher
COVID-19
enseignement en ligne
émotions négatives
professeur d’anglais
Opis:
The aim of the article is to discuss the research results of the study conducted on English teachers’ negative emotions experienced during COVID-19. In order to collect the data, 30 English teachers from secondary schools were asked to keep a diary for one semester and describe situations that aroused feelings of anxiety, anger, and loneliness. The study was of a qualitative nature, and it showed that most of the emotions that the English teachers experienced were associated with the lack of support from the government and their colleagues, and also with the uncertainty about the future.
Źródło:
Lublin Studies in Modern Languages and Literature; 2021, 45, 3; 3-17
0137-4699
Pojawia się w:
Lublin Studies in Modern Languages and Literature
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
What can we learn about strategies, langugae learning, and life from the two extreme cases: The role of well-being theory
Autorzy:
Oxford, Rebecca L.
Powiązania:
https://bibliotekanauki.pl/articles/780870.pdf
Data publikacji:
2014-12
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
well-being theory
positive psychology
language learning experiences
positive and negative emotions
learner histories
Opis:
This article presents two foreign or second language (L2) learner histories representing the extreme ends of the spectrum of learner well-being. One story reflects the very positive learning experiences of a highly strategic learner, while the other story focuses on a less strategic learner’s negative, long-lasting responses to a single traumatic episode. The theoretical framework comes from the concept of well-being in positive psychology (with significant adaptations). In addition to contrasting the two cases through the grounded theory approach, the study suggests that the adapted well-being framework is useful for understanding L2 learning experiences, even when the experiences are negative.
Źródło:
Studies in Second Language Learning and Teaching; 2014, 4, 4; 593-615
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
„Doświadczenia macierzyństwa i praktyki żalu” – o żałowaniu macierzyństwa w polskim dyskursie internetowym
„Motherhood experiences and practice of regret” – about the regret of motherhood in the Polish internet discourse
Autorzy:
Garncarek, Emilia
Powiązania:
https://bibliotekanauki.pl/articles/651563.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
macierzyństwo
negatywne emocje
żałowanie macierzyństwa
dyskurs internetowy
motherhood
negative emotions
regret of motherhood
internet discourse
Opis:
The aim of the article is to show the influence of cultural patterns of motherhood on the ways of expressing emotions by women-mothers. It presents the results of the analysis of the Internet discourse on negative attitudes towards motherhood and/or child/children. The text is based on a qualitative analysis of the content – entries on blogs nieperfekcyjnie.pl, matkawygodna.pl, mamwatpliwosc.pl, the Internet group “I regret parenthood”. The theoretical basis is provided by the concepts included in the sociology of symbolic interactionism.
Artykuł ukazuje wpływ kulturowych wzorów macierzyństwa na sposoby wyrażania emocji przez kobiety-matki. Przedstawia wyniki analizy internetowego dyskursu na temat negatywnych postaw wobec macierzyństwa i/lub dzieci/potomstwa. Tekst bazuje na jakościowej analizie treści – wpisów na blogach nieperfekcyjnie.pl, matkawygodna.pl, mamwatpliwosc.pl, internetowej grupie „Żałuję rodzicielstwa”. Podstawę teoretyczną stanowią koncepcje zaliczane do nurtu socjologii interakcjonizmu symbolicznego.
Źródło:
Acta Universitatis Lodziensis. Folia Sociologica; 2019, 71; 139-156
0208-600X
2353-4850
Pojawia się w:
Acta Universitatis Lodziensis. Folia Sociologica
Dostawca treści:
Biblioteka Nauki
Artykuł
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