Technology organic and inorganic substances 39 effective methods of reducing CO 2 emissions in this sector consists in reduction of the clinker factor by means of a wider use of supplementary cementitious materials (SCMs) [3, 4]. This practice also contributes to reduction of concrete price, raises its strength at later age of hardening and durability. At the same time, with introduction of SCMs, slowdown of strength gain kinetics is observed in the products based on blended cements [5]. According to EN 197-1:2015, main components of the conventional cement family include additives of natural and 1. Introduction Implementation of the concept of low-carbon development is an important component of strategic goals of the global economy. Cement industry has made significant progress in terms of production efficiency and technological processes. However, level of environmental pollution caused by cement production is steadily rising. It amounts to 2.34 Gt CO 2 /year, which relates to the current accelerating pace of construction in the world [1, 2].
Abstract. The article presents the e-support methods for vocational learning process at three advancement levels, which can be useful for the preparation of staff according to Industry 4.0 concept and Europe 2020 Strategy. The authors present the application of the animation programmes, which are supportive for learning of CNC programming. They compare the way of learning with the use of real panels for the operator, which are the parts of an individual machine and the animation programme. In the article the authors show designed real didactic stands for e-learning process in the virtual laboratory. The architecture of the didactic stands is designed and it is based on the National Qualification Frameworks (NQF), educational requirements and the requirements of the labour market. The didactic stands aim at learning of PLC programming (Programmable Logic Controller) and HMI (Human Machine Interface). With the use of the PC and the Internet, it is possible to steer a real object, to programme research tasks and to verify the correctness of the tasks undertaken. The didactic stands are independent and autonomous, and equipped with the protection driver. The result of the learning process is to gain skills by students, which are strictly linked with the execution of tasks in a real labour environment.
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