Calculation of fire load for class A and B offices

DISTRIBUIÇÃO DA EVAPORAÇÃO EM ESTUFA PLÁSTICA NA PRIMAVERA Reginaldo Ferreira SantosCentro de Ciências Exatas e Tecnológica da UNIOESTE- CP 711CEP 858114-110, Cascavel, PR - Fone: 0XX45 2203155. E-mail: [email protected] Evaldo KlarDepartamento de Engenharia Rural - Faculdade de Ciências Agronômica- UNESP - CEP 18603-970 - Botucatu, SP. CP: 237. E-mail: [email protected] 1 RESUMO O presente trabalho teve como objetivo avaliar a distribuição da evaporação no interior de uma estufa plástica, com uma cultura de pimentão, através da variabilidade espacial e comparar a evaporação dos microevaporímetros com os valores do Tanque classe "A". O experimento foi conduzido no Campus da Universidade Estadual Paulista - FCA/UNESP, no período de primavera, em estufa plástica de polietileno de baixa densidade (PEBD). Na distribuição da evaporação em estufa com orientação norte/sul, verificou-se que as maiores evaporações ocorreram nas extremidades sul e norte tendente ao lado oeste. Já as menores evaporações localizaram-se no centro. No período de primavera, a evaporação média nos microevaporímetros superestimou em 55% a evaporação determinada no Tanque classe "A". UNITERMOS: evaporação, geoestatística, estufa. SANTOS, R.F, KLAR, A.E. EVAPORATION DISTRIBUTION INSIDE A PLASTIC TUNNEL IN THE SPRING SEASON 2 ABSTRACT The main aim of this study was to verify the evaporation distribution inside a plastic tunnel, with pepper crop, oriented to north/south, through spatial variability and to compare Class A Pan evaporation to punctual evaporations of 40 equidistant microevaporimeters placed from 50cm the soil. The study was carried out at the College of Agricultural Sciences/UNESP, Botucatu – SP in the spring season. The highest evaporation occurred next to north and to south sides of the tunnel, with tendency to west. Consequently, the lowest evaporations occurred at the center area. The microevaporimeter evaporations were 55% higher than those obtained from Class A Pan. KEYWORDS: evaporation distribution, microevaporimeter.

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The Defensive Asset Class: A New Paradigm in Plan Diversification

CFA Digest ◽

10.2469/dig.v32.n4.1188 ◽

2002 ◽

Vol 32 (4) ◽

pp. 93-94

Author(s):

Frank T. Magiera

Keyword(s):

New Paradigm ◽

Class A ◽

Asset Class

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Who's Texting in Class? A Look at Behavioral and Psychological Predictors

Psi Chi Journal of Psychological Research ◽

10.24839/2164-8204.jn19.4.183 ◽

2014 ◽

Vol 19 (4) ◽

pp. 183-192 ◽

Cited By ~ 8

Author(s):

Nicole M. Olmsted ◽

Christopher P. Terry

Keyword(s):

Psychological Predictors ◽

Class A

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STUDENTS’ MOTIVATION TO SPEAK IN A GROUP DISCUSSION

Journal of English Education Program ◽

10.26418/jeep.v1i1.40025 ◽

2020 ◽

Vol 1 (1) ◽

Author(s):

Fajar Maulana ◽

Ikhsanudin Ikhsanudin ◽

Luwandi Suhartono

Keyword(s):

Teaching And Learning ◽

English Education ◽

Group Discussion ◽

Target Language ◽

Study Program ◽

Class A ◽

Qualitative Survey ◽

Teaching And Learning Environment ◽

Integrative Motivation ◽

Academic Year

This research was done to know the factors’ influencing students’ motivation to speak in a group discussion. This research is qualitative survey, in which the subjects are the Third-Semester Students of English Education Study Program of Tanjungpura University in Academic Year 2018/2019. The subjects of this research were 25 students in class A. The data were collected through observation and survey. Based on the data the students are motivated enough in speaking class and the motivation are relatively high across the students but most of the students faced several speaking problems such as afraid of making mistakes, lack of confidence, and lack of motivation. In summary, the factors that influenced the students’ motivation to speak in a group discussion are the students' interest to the materials of learning, the students’ interest to the culture of the target language, and lastly the reinforced that the students receive inside/outside the teaching and learning process. All of the factors are related to types of motivation, such as, intrinsic, extrinsic, instrumental, and integrative motivation. The writer claimed that knowing and understand sorts of motivation is essential with the intention of making a better teaching and learning environment

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