This article researches the debatable issue in semasiology, particularly the origin of an idiom captured in four Slavic languages: Ukrainian zbyty z pantelyku, Russian sbit’ s pantalyku, Belarusian zbits’ z pantalyku, Polish zbić z pantałyku. The subject of analysis is fictional texts and lexicographical sources in which this phraseological unit first appeared. All etymological hypotheses developed by language experts during 19th-20th centuries were dedicated to the explanation of the word «pantelyk». The difficulty of revealing the figurative basis of the expression is due to the fact that this keyword does not belong to the Slavic vocabulary. This circumstance made it complicated to explain how the term «pantelyk» influenced the original figurative meaning of the idiom «seduce out of the right way». The new etymological version, offered by the article’s author, is that the idiom zbyty z pantelyku can be reconstructed as a semantic chain: throw off a course → seduce out of the right way → to throw into confusion → zbyty z pantelyku. The word «pantelyk», which wasn’t a part of any dialect, is a nonce formation or an occasional expression that emerged as a result of a burlesque travesty genre in the poem Eneyida by Ivan Kotlyarevsky.

This paper aims to evaluate the effects of blended binders on the development of strength in moraine soils by optimising the proportion of several binders. We tested three types of soil as a mixture of moraine soils: A (sandy clay), B (clayey silt) and C (silty clay), collected in southern Sweden. The soil was compacted using a modified Proctor test using the standard SS-EN 13286-2:2010 to determine optimum moisture content. The particle size distribution was analysed to determine suitable binders. The specimens of types A, B and C, were treated by six different binders: ordinary Portland cement (OPC); hydrated lime (Ca(OH)2); ground granulated blast furnace slag (GGBFS) and their blends in various proportions. The strength gain in soil treated by binders was evaluated by the test for Unconfined Compressive Strength (UCS) against curing time. For soil type A, the strength increase is comparable for most of the binders, with the difference in behaviour in the UCS gain. The OPC/lime, GGBFS and hydrated lime showed a direct correlation, while OPC, OPC/GGBFS and GGBFS/hydrated lime – a quick gain in the UCS by day 28th. After that, the rate of growth decreased. Compared to soil type A, Ca(OH)2 performs better on the stabilisation of soil type B. Besides, the hydrated lime works better on the gain of the UCS compared to other binders. The GGBFS/Ca(OH)2 blend shows a notable effect on soil type A: the UCS of soil treated by Ca(OH)2 performs similarly to those treated by OPC with visible effects on day 90th. Cement and a blend of slag/hydrated lime demonstrated the best results for soil type B. An effective interaction was noted for the blends GGBFS and hydrated lime, which is reflected in the UCS development in soils type A and B. Blended binder GGBFS/hydrated lime performs better compared to single binders.

Questioning in class is often found by students to be highly stressful and a cause of anxiety. Lower-order questions, in particular, are often closely linked to behaviour management, with teachers using them as a means of control in the classroom while e.g. manipulating or accusing. The fact that questions are mainly initiated by teachers ( they ask up to two questions every minute and questioning may account for even up to a third of all teaching time) and that there exists a strong asymmetric relationship in their number (students, on average ask not more than 6 questions during one lesson) may have a tremendous impact on students’ emotional well-being and their learning. This asymmetric relationship stems from differences of status, roles, age, education or class and can give teachers power or authority. Questions are commonly used as part of a power struggle, and pupils can still fi nd this sort of interrogation intimidating. Thus teacher’s questioning (Mitchell cited in Hastings 2003) has been found children’s main source of fear and face-threatening act – the learners are not afraid of being wrong, but of looking silly – saying something that will be ridiculed by the teacher or other pupils. It is well known that FTAs threatening the hearer’s self-image include expressions negatively evaluating the hearer’s positive face, e.g. disapproval, accusations, disagreement or criticism and all of these elements are commonly appearing in teacher’s discourse and questions they ask. Those of the lower status and less dominant role (students) use more indirectness and more negative politeness features, such as hedges and mitigation, than those with the higher status (teachers) do (Cutting 2002). The article also aims at presenting Bloom’s taxonomy of cognitive learning (1956) and the influence the language of teacher’s questions may have on students experiencing face-threatening acts.

Improper disposal of waste tires will not only bring environmental impact and safety risks but also cause a serious waste of resources. In the field of civil engineering materials, waste tire particles are used as a substitute for non-renewable aggregates to produce flexible rubber-cement composites (RCC). To explore the high-speed slicing stability of RCC, this test took normal cement mortar (NCM) and rubber cement mortar (RCM) as research objects. The SHPB tests with the same impact energy level and the high-speed slicing tests with a slice thickness range of about 1.4 mm ~ 4.4 mm were carried out. The results showed that NCM and RCM showed different stability differences in the process of high-speed slicing. In the case of ensuring the integrity of the slice, the minimum thickness of the slice can be better decreased with the increase of the rubber content. Finally, from the perspectives of split Hopkinson pressure bar (SHPB) test results and mesoscopic structure states, the essential reason for ensuring the stability of high-speed slicing lied in the improvement of rubber particles (dominant role) and pores on material deformation and flexible energy dissipation.