Interdyscyplinarne Konteksty Pedagogiki Specjalnej 16/2017
4
0
0
Pełen tekst
(2) !"#$%&
(3) '()
(4) *+$,) -../0123456078//29 :; "+&<=>&?+=<&%!
(5) $,& )1.@A5/@BAA C /1BB DD ,&+!()>&E*+$& F/A/C11B5/1.@AC/4A GD &?&H H),+#E 0+@A45C 2 7@I5/@A@7JKB JC L@MNK//@A O @ICP6 JC B@IQ8LR: S )
(6) !>& ,!>)*QF>&T,&E&+F=>&$H!()U$,& $/51@C ).NK55/7 A5C JP1 51B@B@I :V: H&+Q)>
(7) (&F%! WXYZ[X\X]^_`]abXcY6@15B C1BC/B75AM@B@I :: $& )>&-&
(8) (), EP@LR1BC1B@A/C CP65@BC1 B.715 7@B @BA. :dS.
(9) 0. 2345789 4.
(10) !! "# $%&! '( ) (* & # +#, ! +# &+#, + &+#,( ' ! - +'+# &+#,&! ( .&*'( / &*0#!!*') &! ( .&*'( &*0#!1!%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% 234
(11) 567%89
(12) 5:9 7 ) # *0;9&& <*=&* *0; ' "# ! '(*. # -' ! >%%%%%%%% 2?4 5@7A5BC@/DE89 F'( #! '(*. # & *') &! ( .&*'( &*0#!G H 'I& * G$! .G$#, ++ &*0#!G%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% 2JK
(13) F%:L
(14) ML:@%N:7N6
(15) '* &! ( .&*'( &*0#!G * 1* #, #,'!#, * !#) ! ;1!%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% OPQ 889N
(16) L67 '*+&! ( .&*'( & '+"#I!(* )I& <* +"# &! +/ &+#, I#,H +!A*." &!* I%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% OOR STUVWXYZ[\][^_`V]`aVZ 7
(17) @
(18) bCcF d *1#*11"&!#!*&*,"1&! !*&*H !' ( '*&%%%%%%%%%%%%%%%%%%% O3K efTSg[`hSaijZ`ZW[akjTja]^iZ 58:7A
(19) l ( * &! 999!m +& * * I*&H &#I!(%n9& +'#+/ (!& & *& '+A <*<!!( #I& I=! I'# 9&& <* '()./ # '& I H 'I!&"* I$%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% OKR Tj]ja`^SZ 9N
(20) LL:DE@D6 @ # & I'!Go!(* #IGL! !!D! (!.* '! I!E &+m(% pqrstuvuwxyz{vx|xs}|yMF+ &!# *AF8MF ' OP2?%%%%%%%%%%%%%%%%%% O?Q Z.
(21) 12345346 89
(22) !"# $% &# '(
(23) 9)*+,-. )/
(24) 0)1,9'2, 3*+,-. )/4 )
(25) 5,567 89 % :;< =%;: & $)>
(26) 3-,0
(27) .-03 59
(28) 3-,0 9,?3@ )- 9 034 924 3-A BB & %"#< C$% $?+ ) )0 22
(29) 2
(30) 2>+23
(31) 0 -
(32) . ,0)-3-,0-0-03 59
(33) 3-A. )>
(34) 3-,0 DB = E E#&% C '%
(35) 2,0
(36) +.
(37) ,??,)
(38) 3-,0/ -0 3@. )>
(39) 3-,0 , @-.)9 0
(40) 0) 3. 0
(41) 5 92F-3@)-2
(42) +-.-36
(43) 2+
(44) 2 ),03@ G,0A 03-,0,03@ %-5@32 , 8 92,02F-3@=-2
(45) +-.-3- 28
(46) 938 H &<#$GI< # < J E"#K & & C %I;< $ 3-A 2>44,93-05, L)- 9 03/M ,02-) 9
(47) 3-,0,03@ ) A .,4* ? 03
(48) .) 3 9?-0
(49) 0323@ 9
(50) 4 >3- 3
(51) ?2 8N8 E %G#< " I OPQRSPTPUVWQUXYPZQ
(52) 0)3@ 0
(53) 3>9 , )-2 9-?-0
(54) 3,96
(55) 33-3>) 2 88 #< 8 "#& 93-23- 9
(56) 3-,0
(57) 2
(58) F
(59) 63,9
(60) .-[ 3@. ?
(61) 0 -4
(62) 3,964
(63) 9
(64) )-5? 8\H.
(65) 0. 23456457. 89
(66) . !"# $!%% & ' $ %(% & %$ &$) $ ! ( % & (($ %*$% ##################################################################################################### +,- 8./0 # 128.3
(67) 2 0 & 4 '$ %!5 #################### +6- .70 8.9:7 ; <=12 $ % (( & (($ %*$! &$ >(%'" > '" % ############################################################################## +?@ 8A # 3B8
(68) C B 37. # D30 D /89. 8 % %*$! $% & E ( % $ #### FGH 11 2
(69) D8B
(70) /0 8($ %*$% % & *$ I$ % % & % ############################################################################### FFJ KLMNOPQRSTQPUTPNVTMWOXSN 0878 Y:ZA. [ ) )) ) E & %*$ ( % ################### F,@ XLQKNMNQXNVMN\LMWV . 130 88]. 7( ? 2 $ < & ^ 2 %($ ! < I% & ($ 8 !# 0 ($ & )(; ! ) &$ ############################################################################## F@J MN_ON`V 2
(71) D8BB 3<= 7<
(72) / 7' & * *! B < (a% =$ b $ <$ $ 8%!$! cdefghijiklmnojlplgqpmrs A! 8A1C A %C FG+6 #################################################################################### F6H V.
(73)
Powiązane dokumenty
In this paper is described the successful extension to realistic hull forms of a desingularized boundary integral method that computes fully nonlinear, inviscid water waves in the
„Trzecia strona” konfliktu może jednak, uznając, że proces konfliktowy kończy się dopiero wtedy, gdy nikt do nikogo nie m a o nic pretensji, pozostać stałym
W swo- im opracowaniu Pedagogika krytyczna widziana liberalnie wskazuje na kształtowanie się współczesnej (posttransformacyjnej) pedagogiki pol- skiej, której znaczenia nie
[r]
[r]
Developing successful RNPs can bring competitive advantages for companies. However, the success rate of RNPs are relatively low because consumers often feel
One of the main objectives of conducting Nepal field research was to validate characteristics of our conceptual model for Nepal case and to populate the field driven model
Other than for strictly personal use, it is not permitted to download, forward or distribute the text or part of it, without the consent of the author(s) and/or copyright
