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The paper shows the possibilities of increasing the hydrophobicity of the paper surface by applying layers of hydrophobic material to the surface. Various application techniques and the following substances were tested: stearic acid, shellac and zinc-hydroxide. Hydrophobicity was tested using the modified Cobb method, measuring the contact angle and drop retention time. The presence of hydrophobizing agents was confirmed by FTIR spectroscopy. It was found that the methods of applying the hydrophobizing agent, used in this work, give much better results with stearic acid, compared to shellac. This manuscript presents novel possibilities of increasing paper surface hydrophobicity by applying layers of hydrophobic material to the surface. Various layer application techniques were examined, as well as substances including: stearic acid, shellac and zinc-hydroxide. Hydrophobicity was tested using the modified Cobb method, measuring the contact angle and drop retention time. The presence of hydrophobizing agents was confirmed by FTIR spectroscopy. Based on the results achieved, it can be concluded that the methods of applying the hydrophobizing agent, used in this work, give much better results with stearic acid, compared to shellac.

Polymer resins based on acrylates obtained from Bis-GMA (Bisphenol A glycide methacrylate), which is suitable for photopolymerization, are used in dentistry for various purposes due to the ease of application and the possibility to influence their properties by adding reinforcements of different shapes, crystal structure and chemical compositions. Reinforcement in the form of particles based on MgAlLDH (layered double hydroxide) deposited on silica obtained from rice husks on two substrates. A metal base and glass were used. The adhesive properties are important in order to see the possibility of using these materials in applications. In order to measure the adhesive properties of the material, the composite microhardness measurement method is used by applying different loads in order to evaluate the adhesion parameter that shows the effect of the coating on the substrate. It was compared to how a pure photopolymerizing acrylate matrix bonds with a chromium-based dental alloy substrate that is used in the production of different parts of dentures by bonding to a glass substrate. Then, it was compared how composite materials are bonded to both substrates. Adhesion was monitored through the change in wetting angle between the composites, and the results were compared with the results of microindentation. It was shown that the addition of composite particles increases the adhesive properties of the composite compared to the pure matrix and that better adhesion is achieved between the composite and the metal substrate than between the composite and the glass substrate.

Introduction: Bronchiolitis is an acute viral disease of lower respitatory pathways in children under 2 years of age. It is manifested by coughing, whistling and refusing food intake. The most common cause of bronchiolitis is a respiratory syncytial virus. Vitamin D is a steroid hormone which is synthesized in the skin after sun exposure or food intake. With discovery of Vitamin D receptors and hydroxylated enzymes in immune cells, a potential role for Vitamin D in maintaining immune homeostasis was seen. It has been established that Vitamin D induces a change of the antimicrobial polypeptide, cathelicidin, which has both antibacterial and antiviral roles. Objective: Determine whether the serum Vitamin D levels in acute viral bronchiolitis patients from Central Kosovo is lowered. Methods: This prospective study included 34 children aged up to 2 years, that have been diagnosed with the heavy form of acute viral bronchiolitis. Blood was drawn from all subjects to analyze serum Vitamin D levels. Results:Average levels of Vitamin D, measured in all subjects, was 35.5 ng/ml. After Vitamin D levels stratification, 62% of the subjects had normal levels of serum Vitamin D, while 38% of the subjects had lower levels of serum Vitamin D. 15% of children had lower levels than 20 ng/ml. With children of ages up to 12 months there was a statistical significance of negative direction between Vitamin D serum levels and body height (r=-0.683, p=0.010) and between Vitamin D serum levels and body weight (r=-0.725, p=0.005). With children of ages up to 24 months there was only a statistical significance of negative direction between Vitamin D levels and body height (r=-0.540, p=0.011). Conclusion: Our research confirmed that children with acute viral bronchiolitis have a significant deficiency of Vitamin D, although it's a required addition to nutrition for children under the age of 2 years.

Starting from the problems of bias and validation in combining different research methods and methodologies, the paper discusses the advantages and shortcomings of triangulation. The triangulation concept which involves the use of more than one method to obtain records from more than one source is critically analyzed, and particularly the justification of defining the goal of triangulation as a process that is used to better understand social phenomena by looking at them from more than one perspective. The author points out the importance of the awareness that triangulation does not necessarily lead to an attempt to support the findings, taking into account the four concepts: triangulation as validation check, continuous triangulation, triangulation as a search for the completeness of information/image and triangulation as epistemological dialogue. To solve the problem of the corresponding metaphor and analogy with the original meaning of triangulation, the author suggests an anamorphic paradigm: different methods are combined as a product of different theoretical traditions, and their combination can add depth and scope, but not accuracy; a clearer picture (and this is only possible to achieve, not accuracy) is obtained by choosing the appropriate perspective, angle, and point of view.

Border municipalities in eastern Serbia have peripheral position in relation to the central state territory: geographical distance from the administrative, political, economic and cultural center shaping their overall social development, which is generally far behind the devel­opment of other parts of Serbia. At various stages of transition, starting from the nineties to the present, the border municipalities were, it seems, more exposed to the negative effects of the neoliberal development strategy: there was a change of ownership of industry, as well as a deindustrialization, which led to significant reduction of the workforce. The devastation of the economies in these areas has intensified negative demographic processes in the border municipalities of Eastern Serbia with the onset of the economic crisis in the eighties and the subsequent processes there caused: (a) depopulation (population between census periods from 1991 to 2011 fell by more than 20% of the territory of Bor district), (b) reduction in the birth rate, which for decades was showing negative trends (eg. natural growth rate in the Negotin krajina, according to the Census of 2011, amounts to -6.7 % annually) (v) migration of the young, working population (Census 2011) shows that nearly one-quarter of the economically active population of the Bor district 'work abroad', ie. employment is found in western European countries, they educate their own children there and, apparently, do not intend to return to the place of birth. The devastation of the economy leads to a legitimate social devastation and collapse of culture (Mitrović, 2009) and education. The main parameter to be monitored in the new neoliberal strategies of development is economic growth, which points to the direction of changes in macroeconomic processes, but not to the improvement of the quality of life of people who participate in these processes. The achieved rate of economic growth does not automatically provide sustainable development of all areas of society, especially not their balanced development. Therefore, different development policies, such as education (and / or educational) policy, in addition to economic parameters must take into account other parameters relevant to the allocation of decision-making. The question of the network of schools, we believe, is not primarily a question of the commercial viability of their establishment and maintenance, but the crucial question of survival of the impoverished and emptied border municipalities. According to data from the School Administration of Zaječar, during the school year 2011/12, shows that (a) complete (eight-year schools) do not exist in all observed municipalities, which raises the issue of equal opportunities of education (access to resources - time and financial) and (b) offered educational profiles of secondary schools were reduced compared to the educational profiles of the larger and more developed municipal centers in Serbia, which leads to inequality of high school students in the choice of a profession: the same were referred for decision-making in the framework of the existing modest offer and not in accordance with their own interests and predispositions. The authors believe that the basic guidelines for future educational policy must not be guided solely by profitability and efficiency to maintain the existing school network and to reduce it in the border municipalities, but by interests that will enable the realization of the principle of justice in education and dispersed school networks in the Borderlands, thus providing an opportunity for its sustainable development.

In this paper, the results of the experimental investigations of fluid flow and heat transfer in laboratory experimental shell-and-tube heat exchanger are presented. Shell-and-tube heat exchanger is with one pass of warm water on the shell side and two passes of cool water in tube bundle. Shell-and-tube heat exchanger is with 24x2 tubes (U-tube) in triangle layout. During each experimental run, the pressure drops and the fluid temperatures on shell side, along the shell-and-tube heat exchanger (at positions defined in advance) have been measured. Special attention was made to the investigation of the segmental baffles number influence of the shell-and-tube heat exchanger effectiveness.

in many historical and comparative overviews of the works, in which there is an analytical discussion of the dominant pedagogical theories in the twentieth century, John Dewey (Dewey, 1933) is referred to as the founder and creator of the concept of reflection (reflective thought and knowledge) in practice. Reflection as a concept is understood as the forms and the form of problem solving, as well as continuously thinking about the causes of problems in situations in situ, including active and systematically and consistently changing connecting ideas with solutions to the problems and situations that preceded them (Hatton & Smith, 1995). Reflective thinking is the most general level to tackle practical problems, allowing the ''recommended'' doubts and confusion before proposing possible solutions to the problem. Dewey wrote about a reflective action which refers to the use of solutions to the problem and to thinking through the course of the action. in later works of the authors who have dealt with this problem, an unambiguous link can be observed between the so-called ''professional'' action and the reflection on action which, in this cyclical relationship, leads to visible changes (Zeichner & Gore, 1984). Already at first glance, this implies a connection with experiential learning and adult position of observation and reflection in various models of experiential learning, which will be discussed later. it would be useful to compare this method with a cyclic action of routine as an expression of impulse, tradition and authority. Reflective action, as opposed to the routine, is a consistently and carefully thought-out action (practice reflection), which is an ''awakened'' knowledge and belief, and that is an expression of openness, accountability and commitment. We are ready for reflection, says Schon, when the ''knowledge-in-action'' - a kind of knowledge that professionals notice when it is acted spontaneously - occurs suddenly and unintentionally (Schon, 1987). This presents, almost unexpectedly and suddenly, two types of reflection (1) reflection on action which occurs during the action interrupting and interfering with it, and (2) reflections in action which appears in the action as well as in the disruption and interruption, so that we think about her and about how to reshape the action that takes place in the moments of reflection. The idea of reflective practitioners (educators, adult educators, sociologists, etc.), or a practitioner who thinks about his/her own practice and the practice of reflection draws on its theoretical origins that Schon develops almost like an original idea that became well-known. He assumes that the practice of practical activities (such as teaching, instruction, therapeutic work of doctors or therapists) constitutes an original and very specific epistemology. Contrary to the dominant technical rationality that underpins modern professional education, Schon believes that professional knowledge and competence includes the effect of successful practitioners (educators, adult educators, teachers, etc.), especially in reflection-in-action (''reflection of what we do while doing'') (Schon, 1986), which appears in problem situations. Hence, the practical education of the profession, according to the author, necessarily follows the model of learning by doing a particular kind of apprenticeship modelled on the training of musicians, artists and drama artists. In his second book (The Reflective Practitioner), Schon develops reflective practicum and confronts it with a dominant, normative curriculum, which constitutes the basis of theoretical knowledge to solve practical, instrumental problems. Practice, however, that is often characterized by uncertainty in this case does not become one solution, but the solution depends on the choice of the value of paragraph, depending on what aspect of the situation we pay more attention to. Schon distinguishes knowledge in action, what implicit knowledge is contained in intelligent actions that are difficult to explicate verbally, and theory of action, an attempt to describe the tacit knowledge based on observation and reflection (reflection). While knowledge is a dynamic action, the theories of action (descriptions of the operation and the strategies they use, rules, values and assumptions which we hold) are always a static structure. They are practical checks that are back in action. These checks are nothing but an evaluation of our theory and action based on the action, and self-evaluation practitioners. It is believed that only in an ironic sense and not as a pedeutological truism active and dynamic teaching situation can be treated as a non-susceptible reflective thinking of teachers. Advocates of this view argue that this is so because the teacher is in the midst of an activity, and cannot make a ' 'step back' ' nor the first rationalization of the various alternative courses of action in the immediate moment, but he then reflects on the consequences of the different alternatives. And even though he thinks very carefully about how to act in each moment and the situation that continues, he eventually has to admit to himself that he must determine on something that he does or does not do. Thus, a teacher who works is in a way still a dogmatist who can think of a rich range of possible actions and activities, while it may seem that he can do only one thing at a time. Proponents of this concept of critical reflexivity used to broad explanations of his criticism that are often based on a single act of the court action, which may not always be the argument of generalization. Notwithstanding the aforementioned arguments, finding that the teacher is an active teaching situation that is too busy to think reflectively, it does not mean that the teaching sentenced to life is a blind impulsivity and a conduct routine. Teachers feel that they can continue to operate keenly and dedicatedly. When you are in the classroom, good teachers act ''knowingly'' and often with a direct review or self­insight. As teachers, we are often like them in a position to find ourselves (beat out) in a situation that bites ''language''. On the other occasions, the situation and context tell us in which direction and how to act. Reflective thinking and actions of the teacher's centred and insufficiently treated pedeutological term should demand phenomenological, philosophical, conceptual and empirical research. in this short essay on reflective practicum teachers restrict to just thinking about distinctive phenomenological attitude and the importance of teaching practice as a reflective action. We may ask where and how does reflection affect pedagogical reality? is it in a way that reflectivity can be achieved through experience? How does this differ from conceptualizations that were made in literature? What kind of reflection and conscious and meaningful action can be achieved in the classroom? What are the forms of knowledge and skills that inform and constitute the practice? We know ad nauseam that beginning teachers (sometimes occurs and marks the induction of teachers) typically face a number of problems in the interactive reality of teaching. We will present, at the beginning, the ideal situation: thoroughly prepared new teachers, an expert in the field of science that teaches, successfully defeating the theory of developmental psychological characteristics of students working with them etc., an expert who becomes a connoisseur equipped with knowledge about successful models of teaching and school management, someone who successfully combines the practical and theoretical skills acquired in the training of team cooperation and through learning the exercises in observation of teaching, acquires and begins to develop a critical understanding of the philosophical, political and professional implications and issues of professional practice. Finally, regardless of the lack of experience, the teacher is willing to consciously and conscientiously "lead" students through innovative, well-structured, streamlined lectures and lessons. it is not unusual that, despite the excellent preparation, new teachers still do well in the conflict and confusion of the reality in the classroom: he is now "face to face" with students, faced with the risk of no illusions and self-delusion, and with all plans and no anticipation fit to the new reality. And somehow, by some chance, not all the hard-earned knowledge in the subject areas of science and teaching, teaching skills, teaching, and educational theory and knowledge of the characteristics of the curriculum are fulfilled nor they live the reality of the teaching situation.

We know the face of another person, and we can identify among thousands or even millions. Again, we are not able to speak and explain exactly how we recognize the person. We manage to bike, but it's hard to verbalize knowledge. Basic and often quoted idea is the concept of tacit knowledge ' we know more than we can say.' What, in fact, tacit knowledge? All we use it but we did not necessarily willing or able to easily articulate (Polanyi, 1967). In the organizational context, as human beings we use that knowledge does not necessarily have to be codified or articulated. This knowledge is known as tacit (silent, unspeakable, it is hard to verbalize but can be codified). The proportions of tacit knowledge is difficult to articulate practical because most of this knowledge is not possible to translate verbal or introspective (Sensiper & Leonard, 1998). Tacit knowledge has the following characteristics: A source of knowledge, as the basis for the collection, generation and dissemination; It is possible to codify (in practice, individuals and organizations), we learn from the successful application of tacit knowledge; It can be reduced to simple principles ; We tend to associate unidirectional tacit knowledge with intelligence that can be measured, but it is not so ; Tacit knowledge is, first, the general level of ability that makes the difference between more and less successful individuals (Wagner & Sternberg, 1985). People are not often aware of that tacit knowledge have the potential of which it has knowledge. Tacit knowledge often consists of habits and culture that we do not recognize ourselves. From the point of view of knowledge management problems, the concept of tacit knowledge refers to knowledge that is available only to the individual and that are difficult to transfer to others, in contrast to explicit that it is easier to transfer. The process of transferring tacit to explicit knowledge is called codification or articulation. Tacit aspects of knowledge are those aspects that can not be codified but can be transferred through training and exercise, or they can gain experience. Tacit knowledge can be described as know-how, as opposed to know- what (you know what) (facts), know-why (science) or know who (know who) (networking). This knowledge includes learning and skills, but not in the form in which they may write. Tacit knowledge is knowledge which involves understanding, intuition and hunches, it is the knowledge that in our 'heads', but not formalized, expressed in numbers or letters. It depends on the personality of its experience, emotion, intuition. Polanyi (1987) makes a distinction : explicit knowledge - objectified in a variety of technologies, documents, procedures, projects, drawings, databases, etc.. Explicit knowledge is objektizovano, rational and mostly technical ; implicit knowledge - (quietly, silently) are increased and accumulated in each individual as a means of his individual abilities, intellect, and culture. This knowledge is always more than we can formally express and measure. Tacit knowledge contributes to the ' intangible property ' (attitudes, imagination, intuition...). There are controversies in the relationship between theory and practice in the field of pedagogy, where there is no harmony or the final decision on how to model this relationship. From our perspective, the theory of science education become ' promising ' if they face and connect with diversified pedagogical and professional practices and the specific circumstances in which it takes place. The identity of teachers and tacit knowledge touching the concept of 'taking the role and adoption ' (roletaking, Mid 1934). The concept involves the use of ' self' in a reflexive dialogue with them until the fulfillment of the role. Different ' I' that is reflective inner self, and the 'self ' which is visible social self. Both of these processes and actions come together during the download and the role of exercise, so reflexive 'I' managed and run by active 'self ' through interaction. Self, ' self ' is a social structure (Mid 1934), and reflective thinking shapes of the ' self' by allowing the kreairaju and realize the role. 'Taking part ' - the self is able to respond and struktuiše own experience (self). This concept is the same as the concept of reflexivity - in - action Donald Shona, in the sense that it means 'to see ourselves as others see us maybe, and adjust behavior accordingly.' Sean's idea that 'our knowledge - in our actions,' affirms the importance of practical, tacit and implicit knowledge - that teachers rely in their daily work. Such an epistemology of practice has been established in order to demystify the professional knowledge and highlight the importance of direct teaching practices for the development of professional identity of teachers. .

Rapid industry development as well as increase of traffic volume across the world resulted in air quality becoming one of the most important factors of everyday life. Air quality monitoring is the necessary factor for proper decision making regarding air pollution. An integral part of such investigations is the measurement of wind characteristics, as the wind is the most influential factor in turbulent pollution diffusion into the atmosphere. The most of the air pollution originates from combustion processes, so it is important to make quantitative, as well as qualitative analysis, as the sources of pollution can be very distant. In this paper, specific methodology for continuous wind, temperature and air quality data acquisition is presented. Comparison of the measured results is given, as well as the detailed presentation of the characteristics of the acquisition software used.

This paper discusses the problem dialogicity in pedagogical relationship, the complex nature of stroke in pedagogical situations and atmosphere as well as space in which the active and specific pedagogical relationship develops. Status of pedagogical trueism, selfexpleined paradigms that do not need to explain and operationalize, the above phenomena are not justified deserved. Author has tried to depict the contours, offering a general overview of the issues pedagogical relationship as a phenomenon dialogicity. Tact and atmosphere here appear to be essential and intertwined phenomena. This is a unique, unpredictable and complex phenomena of the pedagogical relationship, almost beyond the reach of science, through which we can understand the educational situation in their immediate and full quality and capacity. Realized in the ability of teachers to 'read' pedagogical situation hic et nunc, the pedagogical skills-based activities that depend on the perspective of meaning that emerge from each situation and re-appear in it.

The author present, in chronological and distinctive review and comparative analysis, some of most important researchers of social pedagogy. Although on the margin of historical picture, in literature which lightens the strength of social pedagogy in its heights the author presents thoughts and ideas of Adolf Disterveg, Karl Mager and Paul Nathorp. Some attention and place was made for distinction of Paul Nathorp, neglected author and researcher of social pedagogy. His thoughts about relation between education, learning and community, step- -by-step learning community, basic function of social life fundamental levels of social activity and social pedagogical idea of state are specially highlighted. Review of contemporary influences of social pedagogy on science of education in 20. century shows valid arguments for statements that scientific imperialism is not the only reason for justification of interdisciplinary approach of phenomena which science interprets and explains.

This paper presents new technologies for making offset printing plates, new materials for inplate manuifacturing and new screening technologies.

In the past two years the consumption of common in the developed countries world wide (high tonnage) polymers for packaging has approached a value of 50 wt.%. In the same period more than 50% of the packaging units on the world market were made of polymeric materials despite the fact that polymeric materials present 17 wt.% of all packaging materials. The basic properties of polymeric materials and their environmental and economical advantages, providing them such a position among packaging materials, are presented in this article. Recycling methods, as well as the development trends of polymeric packaging materials are also presented.

The possibility of the electro less deposition of chromium onto aluminum was investigated in order to improve non-printing element properties. It was determined that the electrochemical deposition of trivalent chromium was possible from alkaline solutions. The presence of chromium was confirmed by the EDAX procedure in three different laboratories. The influence of chromium on the wet ability of the nonprinting elements of the printing form was examined by drop spreading. Specimens were examined by pouring distilled water in drops onto the surface of the specimen. The picture of the drop was taken by a digital camera from two directions, in order to measure the diameter of the spreaded drop (a measuring gauge was recorded together with the drop) and contact angle. The chromium-treated samples showed increased wettability compared with the non-chromium-treated samples. Improvement of the non-printing elements was confirmed during a printing test that was performed under real printing conditions. The purity of the prints made by two types of printing forms was analyzed in two ways: based on densitometric measurements and based on statistical analysis of the scanned print. Both methods of analysis of the control prints showed that the control prints made from chromium-treated specimens were purer than the prints made from the non-chromium-treated specimens. Considering that all the conditions of making the printing forms and the printing conditions, except the electro less deposition procedure were the same, it could be concluded that the electro less deposited layer of chromium improved the printing properties of the offset printing form because of the increased wettability.

Teachers' professional identity has a holistic and integrative character. It is an inherent quality of pedagogical and professional integrity and ethos. In this paper, the authors define teachers' professional identity as a relational, insubstantial, and nonsubordinate ratio of professional teaching practice (what teachers do) and professional roles and attitudes (what teachers are to themselves and to others). On a sample of N= 284 active teachers in Serbia and in Montenegro, the authors examined the prominence of various aspects of professional identity of teachers (teaching practice, school and profession, student development, personal development, role anticipation, and commitment to roles), as well as their interrelationship with some psychological variables (self-esteem, self-assessment of their own success, satisfaction with family, and professional satisfaction) and sociodemographic variables (sex, place of residence, years of service, and financial status). The obtained results show that personal development is the most pronounced aspect of teachers' professional identity and that role anticipation is the least pronounced one. Significant correlation has been found between different aspects of professional identity and individual psychological correlates. The results show that there is a possibility of predicting professional identity (the majority of measured aspects) based on a set of psychological predictors. The best predictor in all aspects of professional identity is professional satisfaction. [ABSTRACT FROM AUTHOR]