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LISTiG – Wsparcie e-learningowe praktyki glotto- i translodydaktycznej

100%

Grucza S. , Szerszeń P. , Dickel A. , Burda U.

Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik

2012

nr 6

57-72

In the didactic chain, the teacher influences the student with the help of specific utterances (here: texts) in such a way that the student develops the skills which constitute the aim of the (language or translation) competences. This means that in the process of (foreign) language and translation learning, texts constitute the key didactic material that enables the learner to develop specific competences. Thus, the didactic chain is characterised by interactivity that takes place between the teacher and the student. When dealing with the effectivisation of the didactic process, one can pose a question if – and if yes then to what a degree and with the help of what kind of didactic platforms (tools and software) – the "teacher-student" direct interaction can be replaced with the "didactic platformstudent" interaction, the latter being indirectly initiated by the teacher. The Internet didactic modules for the purposes of teaching languages and translation have been marked by a low degree of interactivity so far. The Linguistically Smart Software System is to enable an automatic assessment of all full sentences written by the students themselves, i.e. it is marked by a much higher degree of interactivity. The System consists of standard didactic modules concerning Polish-German linguistic issues, which can be used at Polish and German universities on a large scale in order to teach a given language and translation effectively.

Pine pollen grains in coastal waters of the Baltic Sea

75%

Pawlik M. , Ficek D.

2016

tom Vol. 45, No. 1

35--41

Measurements relating to a yellow deposit covering large areas of the Baltic Sea in spring are reported. Analysis of water samples showed it to be of terrestrial origin and to consist mainly of pine pollen grains. The equivalent spherical diameter (ESD) of these grains ranged from 29.1 to 78.4 μm, with a maximum between 47.7 and 56.3 μm. Surface water concentrations of pollen in the coastal zone near Ustka showed that its proportion in the total suspended particulate matter (SPM) might be as high as 30-40%. Such high surface water concentrations of hitherto neglected substances critical to water color formation can give rise to serious errors in remote measurements of water composition and properties.