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In the electric power industry, the cost of energy, its longevity and safety of transferring are important problems. Security problems, environmental effects, discharging occurrences and the endurance of the transporters are the problems that exist as a consequence of the high voltage necessity for the transmission of big amounts of energy and which need to be solved. ADSS (all dielectric self-supporting) cables are generally installed on high voltage transmission lines. They are mostly used in such situations, as high temperature, strong winds and direct sunshine and, as the effect, the UV radiation, etc. The solid materials are in use more frequently than gas or liquid ones. Decent dielectric materials need to be sturdy to puncturing and highly invulnerable for mechanical issues. Moreover, they have to perform and resist well the chemical reactions and high temperature, so that they would not be easily effected by the environmental factors. In this study, the mathematical modeling of heat effects on ADSS cables is investigated by using dry band arcing (IEEE 1222 Electrical surface degradation) test method. A heat source is introduced into the test setup, to evaluate the performance of poly-ethylene cable jackets on ADSS cables at different temperatures. Test results indicate that the endurance of the ADSS cables decreases with the increasing temperature.

Classroom rules are a fundamental aspect of classroom management and ensuring compliance with established rules is crucial. Previous research has shown that students often pay little attention to the development of classroom rules. This quantitative study aims to investigate the expectations that students have concerning classroom rules. To this end, a 4-point Likert scale questionnaire consisting of 30 items was administered to 356 secondary school students. The Bayesian Search method and expert opinion were used to obtain a Bayesian Network model. The findings of the study indicate that students expect rules to be determined at the beginning of the academic year, wish to be involved in the determination process, and prefer minimal changes to the rules. They also expect a limited number of rules and reinforcement from teachers for displaying desirable behavior. Additionally, the study found that students are more likely to adhere to classroom rules in a clean and uncrowded environment, and prefer that their parents are not informed about these rules. The results also suggest that increased adherence to classroom rules leads to increased class inclusion, while decreased adherence results in decreased class inclusion. Furthermore, the study found that adoption of classroom rules leads to increased in-class cohesion, while non-adoption results in decreased cohesion. These findings contribute to the existing body of knowledge concerning student expectations of classroom rules.