Rozprawy doktorskie na temat „English language proficiency”
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Wu, Tsui-ping Cindy. "English proficiency in Hong Kong". View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B3136505X.
Pełny tekst źródłaJorgensen, Mark R. "Teaching the limited English proficiency student". Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999jorgensenm.pdf.
Pełny tekst źródłaNelson, Elaine Michelle. "Teachers' Perceptions on English Language Arts Proficiency of English Learners". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3253.
Pełny tekst źródłaTavizón, Jessica Maribel. "The Spanish Language Proficiency of Sequential Bilingual Children and the Spanish-English Language Proficiency Scale". BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4222.
Pełny tekst źródłaMarcum, Jared. "Language Proficiency and Cultural Intelligence in Distance English-Language Learning". DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/6691.
Pełny tekst źródłaWu, Tsui-ping Cindy, i 胡翠萍. "English proficiency in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35757772.
Pełny tekst źródłaBeauprez, Nathalie. "Extramural English and English Proficiency : A Teacher’s Perspective on the Influence of Extramural English on the English proficiency of their Students". Thesis, Högskolan Dalarna, Institutionen för språk, litteratur och lärande, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:du-37804.
Pełny tekst źródłaBlair, Leslie Alison. "Arabic/English bilingual proficiency in language minority students". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ49558.pdf.
Pełny tekst źródłaDooey, Patricia. "Issues of English language proficiency for international students". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/628.
Pełny tekst źródłaKuti, Laura. "Accommodations for English Language Learners with Disabilities on Federally Mandated English Language Proficiency Assessments". VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2541.
Pełny tekst źródłaYsquierdo, Rachelle. "The Effects of Computer-Assisted Language Learning on English Language Proficiency". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6157.
Pełny tekst źródłaCrew, Vernon. "English language proficiency and attitudes towards the English language of Hong Kong Chinese student teachers". Thesis, University of Essex, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241202.
Pełny tekst źródłaDunworth, Catherine Mary. "Tertiary entry level English language proficiency : a case study /". Full text available, 2001. http://adt.curtin.edu.au/theses/available/adt-WCU20030804.113909.
Pełny tekst źródłaTatman, James J. "Culturally Responsive Leadership: Critical Pedagogy for English Language Proficiency". Youngstown State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1616614308056987.
Pełny tekst źródłaDunworth, Catherine M. "Tertiary entry level English language proficiency: a case study". Thesis, Curtin University, 2001. http://hdl.handle.net/20.500.11937/465.
Pełny tekst źródłaDunworth, Catherine M. "Tertiary entry level English language proficiency: a case study". Curtin University of Technology, Faculty of Education, 2001. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13191.
Pełny tekst źródłaenvironment. Recommendations are put forward for the development of an institutional-level framework in which it might be possible to make judgements about the desired levels of language proficiency and improve on existing procedures for their evaluation.This study aims to bring together a number of different strands of research into language and tertiary education such as definitions of language proficiency, language testing and literacy issues, and demonstrate their interconnectivity. As a result, it presents a broad overview (within the overarching discipline) rather than focusing on a single area in depth. Although as a site case study this research does not claim generalisability, it is hoped that- its findings might be useful for other institutions as a basis for their own research.
Irving, Patricia M. "Business English proficiency and its related strategies in the Quebec context". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0004/MQ43887.pdf.
Pełny tekst źródłaPerea-Hernandez, Jose Luis. "Teacher Evaluation of Item Formats for an English Language Proficiency Assessment". PDXScholar, 2010. https://pdxscholar.library.pdx.edu/open_access_etds/436.
Pełny tekst źródłaHinrich, Sally Wellenbrock. "A contextualized grammar proficiency test using informal spoken English". PDXScholar, 1988. https://pdxscholar.library.pdx.edu/open_access_etds/3816.
Pełny tekst źródłaWille, Jessica R. "Measuring the academic achievement and English language proficiency of students at the secondary level". Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006willej.pdf.
Pełny tekst źródłaMojica, Tammy Christina. "An Examination of English Language Proficiency and Achievement Test Outcomes". Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/244005.
Pełny tekst źródłaEd.D.
The purpose of the study was to compare the relationship between grade eight English language proficiency as measured by the ACCESS for ELL's assessment (Assessing Comprehension and Communication in English State to State for English Language Learners) and achievement test outcomes on the Pennsylvania System of School Assessment, a state mandated test. The ACCESS for ELLs is an annual, large-scale English language proficiency assessment given to kindergarten through grade twelve students who have been identified as English language learners. The ACCESS assessment is administered in English. Data from the Nation's Report Card (US. Department of National Center for Education Statistics, 2007 a & 2007 b) show that ELL students lag behind their English proficient peers on standardized tests of reading. The inclusion of English language learners in state assessments has prompted issues regarding the validity and equity of assessment practices (Abedi, 2004). The data for the study were gathered from an analyses of 8th grade ELL students' scores on the 2011 PSSA standardized assessment test administered in the Philadelphia, Pennsylvania public school district. Data were also gathered from the analysis of 8th grade ELL assessments for the 2010-2011 school year. The study also assessed the predictive values of the criterion variables and the moderating effects of categorical variables by school: Ethnicity (Black, White, Hispanic), ELL status (English Language Learner), Students with Disabilities status (SWD), Socioeconomic status (SES), which contribute to Pennsylvania's Adequate Yearly Progress (AYP) status. The study showed strong evidence that there is a significant relationship between the PSSA and language background as measured by the ACCESS assessment. Assessment. The implications of these data for the testing and assessment of ELL learners was discussed.
Temple University--Theses
Humphreys, Pamela. "English Language Proficiency in Higher Education: Student Conceptualisations and Outcomes". Thesis, Griffith University, 2016. http://hdl.handle.net/10072/367494.
Pełny tekst źródłaThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Humanities, Languages and Social Science
Arts, Education and Law
Full Text
Kwon, Jihyun. "Pragmatic transfer and proficiency in refusals of Korean EFL learners". Thesis, Boston University, 2003. https://hdl.handle.net/2144/34587.
Pełny tekst źródłaPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This study investigated the occurrence of pragmatic transfer in the refusals of Korean EFL learners at three proficiency levels due to the cross-cultural differences in refusal patterns in Korean and English. Forty native speakers of Korean, 37 native speakers of English, 22 beginning, 43 intermediate, and 46 advanced Korean EFL learners participated in this study. Data were collected using a written discourse completion test taken from Takahashi and Beebe (1987) and Beebe et al. (1990), which elicited refusals of requests, invitations, offers, and suggestions :from interlocutors of different status (i.e., higher, equal, and lower status). The data were also categorized according to the refusal taxonomy of Takahashi and Beebe (1987) and Beebe et al. (1990), and were analyzed in terms ofthe :frequency and content of the semantic formulas used by the subjects. The learners' refusals were compared to those of native speakers ofKorean and English in order to examine the extent of pragmatic transfer from Korean to English. Evidence of pragmatic transfer was found in the refusals of learners at all three proficiency levels. Further, pragmatic transfer increased as learners' proficiency increased, supporting Takahashi and Beebe (1987)'s positive correlation hypothesis. Beginning level learners' refusals, due to a lack of target language knowledge, tended to be short and abrupt, deviating from both native and target language speakers' refusals. Intermediate level learners were able to express Korean norms of politeness in their target language refusals to a greater degree than were beginning level learners. Advanced level learners' refusals, however, resembled those of native speakers ofKorean to the greatest degree. They had sufficient linguistic means to transfer the forms as well as the tentative, figurative, and philosophical tone of their native language to the target language. In addition, advanced learners were at times more verbose than native speakers of Korean or English since they elaborated and mitigated their refusals by using the preferred semantic formulas of both their native and target languages. The implications of the findings for teaching and learning pragmatics in the EFL classroom were provided.
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Katz, Laura. "EXPLORING DEMOGRAPHIC CORRELATES OF LANGUAGE PROFICIENCY AND ACADEMIC ACHIEVEMENT AMONG ENGLISH LANGUAGE LEARNERS". Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/170310.
Pełny tekst źródłaPh.D.
Contemporary research suggests that multiple criteria, including SES, ethnicity, first and second language proficiency levels, language dominance, immigrant and/or generational status, acculturation status, and educational placement history predict ELL student achievement levels (Abedi, 2008). However, the majority of states do not examine these factors and instead use a combination of the Home Language Survey (HLS) plus an English language proficiency test for screening and identification, though it is debated if these instruments adequately measure the type of language proficiency needed to be successful in mainstream classrooms (O'Malley & Pierce, 1994). Because of these findings, it seems that multiple criteria are important to examine when screening students for English Language Learner (ELL) placement. It is hypothesized that a more detailed classification system will better predict students' academic language abilities as part of a universal screening effort, and truly identify those at most need for specialized language support. The present study uses a correlational design to examine the relationship between a parent interview form, the Bilingual Parent Interview (BPI) and students' language proficiency scores in both their native and second languages, as well as their academic achievement. It was hypothesized that the multiple criteria assessed with the BPI would be more associated with language proficiency abilities and academic achievement than the HLS. English-Language Learners (ELLs; n= 42) in grades two through five were targeted for participation. Families were recruited from a public elementary school in a city in Southern California. Record reviews were conducted to collect parents' responses on the HLS and the BPI, as well as students' language proficiency scores on the California English Language Development Test (CELDT), the Language Assessment Scales Links Español, and the Preschool Language Assessment Scales 2000 Español 2000 (Pre-LAS 2000). In addition, students' academic achievement based upon the California STAR program was also collected. It was anticipated that items on the BPI would better correlate students' language abilities and academic achievement than those from the HLS. However, it was determined that the HLS better correlated with measures of English Language Proficiency and Spanish Language Proficiency, therefore providing initial support for the validity of this measure. Examination of the socio-cultural factors related to the language abilities and academic outcomes of at-risk ELL students expands upon efforts to identify students in need of remedial support as part of an early prevention model. In addition, the assessment of language proficiency and achievement data in both English and Spanish extends the effort to discriminate between endogenous learning disabilities and language delays resulting from second language acquisition amongst ELL children who struggle academically.
Temple University--Theses
Youngquist, Sandra A. "The impact of electronic writing proficiency on student writing performance /". Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7771.
Pełny tekst źródłaPeyper, T. J. (Tamrynne Jean). "A study of perceived classroom language proficiency of pre-service teachers". Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/43222.
Pełny tekst źródłaDissertation (MEd)--University of Pretoria, 2014.
lk2014
Social Studies Education
MEd
Unrestricted
Escondo, Timothy Francis Escondo. "Directional Influence of Acculturation and Language Proficiency". University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo152545146327764.
Pełny tekst źródłaChristiansen, Yvonne. "Pragmatic ability and proficiency in Japanese learners of English". Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79753.
Pełny tekst źródłaThe findings in this study demonstrated that there was not a strong relationship between proficiency and pragmatic ability, nor was there one between pragmatic awareness and production. The measures were moderately correlated but they also exhibited a great deal of variation from learner to learner.
Certain linguistic abilities were observed to be valuable regarding pragmatic ability, such as being able to make conventionally indirect requests. Learners were more direct in their speech acts than native speakers. They also used fewer and less varied strategies and lexical modification, with the exception of the politeness marker, please, which they over-used.
There was evidence both in terms of the pragmatic awareness measure and in the analysis of the production that over-directness decreased with increasing proficiency. The two assessment instruments produced different kinds of errors at different levels of proficiency, pointing to the possibility that they were tapping the abilities associated with pragmatic awareness and production at different stages of development.
This research has implications for both testing and teaching pragmatic ability.
Stack, James Dennis. "The development of English academic language proficiency by language minority students learning English as a Second Language in school settings". Scholarly Commons, 1992. https://scholarlycommons.pacific.edu/uop_etds/2841.
Pełny tekst źródłaParel, Rolande. "Lexical inferencing strategies of low proficiency second language learners". Thesis, Lancaster University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322816.
Pełny tekst źródłaPung, Ah-ang. "The teaching of phonics and its relationship to proficiency in reading-related tasks in Hong Kong". Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23424436.
Pełny tekst źródłaLindo, Myriam. "Differences in English Language Proficiency Growth: A Possible Indicator of Giftedness for English Learners". Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7330.
Pełny tekst źródłaChe, Lah Salasiah. "Language attitudes towards English and language proficiency in English among Malaysian students : a sociolinguistic study of Penang Island". Thesis, University of Reading, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319259.
Pełny tekst źródłaPicpican-Bell, Anne. "Developing oral proficiency through poem recitation in elementary English as a second language". CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2932.
Pełny tekst źródłaCundick, Denisa Krizanova. "The Relationship Between Reported Out-of-Class English Use and Proficiency Gains in English". Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd2125.pdf.
Pełny tekst źródłaDuran, Grace Zamora. "Language of instruction, reading achievement, and language proficiency for learning-disabled and non-learning-disabled Hispanic limited English proficient students". Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185555.
Pełny tekst źródłaNewman-Brown, Niki Tiara. "Increasing Black Student Literacy Proficiency Using English Language Learner Instructional Strategies". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2037.
Pełny tekst źródłaChung, Hyun-sook. "Interrelationships among prior knowledge, prior beliefs, and language proficiency in second language listening comprehension /". Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
Pełny tekst źródłaKanda, Makiko. "DEVELOPMENT OF ENGLISH ORAL PROFICIENCY AMONG JAPANESE HIGH SCHOOL STUDENTS". Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/355716.
Pełny tekst źródłaEd.D.
This study is a longitudinal study that investigated the development of English oral proficiency—complexity, accuracy, and fluency—under the pre-task and on-line planning conditions with task repetition among Japanese high school students. This study is unique because it is longitudinal and includes qualitative data. The participants were 15 Japanese high school students whose English proficiency level is categorized as low proficiency. Narrative tasks, post-task questionnaires, journals, and interviews were used in this study. In the narrative tasks, they were asked to describe a four-picture story three times with two minutes planning time, when they were allowed to listen to an ALT (assistant language teacher) tell the story and take notes. They completed a post-task questionnaire and a journal after completing the task. Interviews were conducted two times to further investigate their questionnaire responses and what they wrote in their journal entries. The results showed that low proficiency learners increased oral fluency, syntactic complexity, lexical complexity, and syntactic accuracy through repeating the same task within a single session, and syntactic complexity and lexical complexity through repeating the same type of task during the academic year. The aural input between the first, second, and third performance can lead them to draw their attention to form-meaning connections, resulting in increased oral performance. In addition, low and intermediate beginners benefited in increasing oral fluency, syntactic complexity, and syntactic accuracy, while high beginners benefited in improving oral fluency and lexical complexity under pre-task and on-line planning conditions with repetition during the academic year. The study suggests that the combined use of pre-task planning, on-line planning, and task repetition have a cumulative effect and can facilitate the development of oral fluency, syntactic complexity, lexical complexity, and syntactic accuracy for low proficiency high school learns of English. If learners are given the opportunity to plan before and during task performance with repetition, and to make the condition that draws their attention to both form and meaning, it is the most effective strategy to improve oral fluency, syntactic complexity, lexical complexity, and syntactic accuracy in task-based teaching in the classrooms.
Temple University--Theses
Herraiz, Martínez Ana. "Functional adequacy: The effect of Englsih Medium Instruction, English Proficiency and previous language learning experiences". Doctoral thesis, Universitat Jaume I, 2018. http://hdl.handle.net/10803/664863.
Pełny tekst źródłaEsta tesis doctoral analiza el desarrollo pragmático de estudiantes universitarios matriculados en contextos de instrucción en inglés (English-medium instruction). La competencia pragmática escrita se enmarca en la vertiente de "adecuación funcional" propuesta por los investigadores Kuiken y Vedder (2016). Por otra parte, también se analiza el efecto que tiene el nivel de inglés y las estancias con fines educativos realizadas previamente en el grado de "adecuación" de los textos escritos. Los resultados se analizan de manera cuantitativa y cualitativa para tener una perspectiva más amplia de lo que sucede en las aulas EMI de nuestras universidades.
Lai, Yajuan. "The problem of low proficiency in English as a foreign language in urban middle schools in China". Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-03162010-103230.
Pełny tekst źródłaJeong, Tae-Young. "Assessing and interpreting students' English oral proficiency using d-VOCI in an EFL context". Columbus, OH : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1045462461.
Pełny tekst źródłaTitle from first page of PDF file. Document formatted into pages; contains xii, 151 pages : ill. (some col.) Includes abstract and vita. Advisor: Charles R. Hancock, College of Education. Includes bibliographical references (p. 115-125).
Chen, Selma Shu-Mei. "The effects of L1 word order and English proficiency on non-English speakers' sentence processing". Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720150.
Pełny tekst źródłaDepartment of English
Svensson, Maria. "Extramural Gaming and English Language Proficiency : The potential benefits of extramural gaming as a tool for learning English". Thesis, Högskolan Dalarna, Engelska, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-27450.
Pełny tekst źródłaÖsterljung, Patrik. "Developing English language online : A study of ten Swedish adolescents' Internet habits and language proficiency". Thesis, Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-20193.
Pełny tekst źródłaLalonde, Christine. "Language learning strategies and their relationship to achievement gains on two English language proficiency measures". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq26228.pdf.
Pełny tekst źródłaWithycombe, Adam. "An Exploration of the Role of English Language Proficiency in Academic Achievement". Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/18726.
Pełny tekst źródłaKattan, Jeanne. "The construction and validation of an EAP test for second year English and nursing majors at Bethlehem University". Thesis, Lancaster University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.304859.
Pełny tekst źródłaLeighton, Christine M. "The cognitive processes of 6th-grade students of varying Spanish and English proficiencies while writing persuasive letters". Thesis, Boston University, 2011. https://hdl.handle.net/2144/31979.
Pełny tekst źródłaPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This qualitative study explores the cognitive processes of 10 6th-grade students of varying Spanish and English proficiencies while writing persuasive letters in both languages. The participants who were purposefully selected included: three high Spanish/high English proficient students (high performers), three high English/low Spanish proficient students (high/low performers), two low Spanish/low English proficient students (low performers), and two monolingual English speakers. The following research question was posed: How do sixth-grade students of varying Spanish and English proficiencies engage in the writing process while composing persuasive letters in both languages? In particular, (a) How do students engage in the cognitive processes of writing in L1 and L2, and do the processes vary by language and/or ability? (b) Are there patterns across participants' writing behaviors in L1 and L2 that indicate cross-linguistic transfer? If so, do the patterns vary by language or writing proficiency? (c) Do bilingual students differ from monolinguals in their use of strategies and resources? The researcher audio-taped and video-taped participants thinking aloud as they responded to persuasive letter prompts in both Spanish and English (monolinguals responded to two English prompts). Recall protocols and student interviews were also collected. All data were transcribed. Data were analyzed in three phrases. First, think aloud sessions were coded for three general writing processes: composing, reading, and selecting. Second, recall protocols were coded for specific behaviors within each general process (e.g. attending to text generation, reading the text produced, considering or changing an idea). Finally, interviews and recall protocols were analyzed for student strategy, bilingual strategy, and resource use as well as general strategy and bilingual strategy awareness. Findings suggest: (1) The writing process did not vary for bilingual and monolingual writers across languages; (2) Low performers focused attention almost exclusively on idea generation without attention to topical importance; (3) For high/low performers' knowledge of discourse features in L1 appeared to mediate writing in the weaker language; (4) Topically important ideas articulated in L1 during the selection process were abandoned if students did not have the vocabulary to express the idea in L2; (5) High performers seemed to intentionally separate their language resources while writing.
2031-01-02
Tang, Ting 1982. "Investigating NNS English teachers' self-assessed language proficiency in an EFL context". Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99610.
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