DETERMINATION OF BASIC CHARACTERISTICS OF PROTECTIVE LAYERS BASED ON POLYMERIC NANOFIBERS
This work focuses on a basic research in developing new class of protective layers for building materials based on polymeric nanofibers. Nonwoven nanotextiles are fibers with diameter spanned from tens to hundreds of nanometers. Thin films consisting of suitable polymer-based nanofibers were prepared using NANOSPIDER equipment. Applied technology is unable to fully guarantee quality (homogeneity, thickness, etc.) of the protective coating. Traditionally used technologies –such as painting or spraying – are not too effective and the separation of protective coating or loosing of protective properties is frequently observed.
Chemical Changes of Cement Caused by Aggressive Environment
The chemical changes of cement structures exposed to aggressive environments are explored in this paper. In the predetermined time intervals the influence of the aggressive liquid, namely 5% wt. non-flowing sulphate solution, on mineralogical composition was tested. The chemical changes caused by corrosive sulphate environment on the testing specimens were determined in dependence on the different type of cement. From the results obtained follows that different kind of cement has impact on the sulphate resistance.
Communicative Competence: Theory and Classroom Practice
ABSTRACT Within the framework of viewing communicative competence as a prerequisite to linguistic competence, rather than vice versa, this paper considers the following: (1) the nature of communicative competence; (2) the implications of communicative competence for second language teaching; and (3) ways in which the teacher can begin to make a foreign language program more meaningful. Communicative competeuce is defined as what native speakers know which enables them to interact effectively with each other. Implications for the language teacher include: (T) the need for tests which measure the ability to use language; (2) the irrelevancy of sequencing surface features; (3) the need for emphasis on non-lizguistic aspects of communication; and (4) the need to re-examiLe attitudes toward students and language teaching. Practical suggestins for implementing communicative competence in the classroom include the use of spontaneous role-playing, discussions, games, radio, and the telephone. (AM)