Carbon Capture and Storage Regulatory Test Toolkit - Summary Brochure

Large point sources of carbon dioxide are responsible for a significant proportion of the world's greenhouse gas emissions - with fossil fuel power stations and other large-scale industrial activities responsible for around half of the total. Carbon Capture and Storage (CCS) is expected to make a major contribution to reducing these emissions. Few CCS projects currently exist in the world - and a lack of experience in regulatory agencies and commercial entities of how regulatory systems would apply to such projects increases risk - potentially leading to delays and increased costs for emerging CCS projects. This toolkit has been produced by Scottish Carbon Capture and Storage (SCCS) researchers on behalf of the Scottish Government and sponsored by the Global CCS Institute. It guides users through a regulatory test exercise, which provides a low-cost, low-risk approach to testing regional and national legislation and regulatory systems for CCS projects, and gaining the benefits in follow-up activities. The toolkit recommends use of a real or simulated CCS project as part of this exercise to assist government agencies and other stakeholders to work together to test and improve understanding of regulatory systems. It explains how a simulated or real CCS project can be taken through the regulatory process from inception to decommissioning - a test of the regulatory process at much lower cost, time and risk than would be incurred under a real project application.Large point sources of carbon dioxide are responsible for a significant proportion of the world's greenhouse gas emissions - with fossil fuel power stations and other large-scale industrial activities responsible for around half of the total. Carbon Capture and Storage (CCS) is expected to make a major contribution to reducing these emissions. Few CCS projects currently exist in the world - and a lack of experience in regulatory agencies and commercial entities of how regulatory systems would apply to such projects increases risk - potentially leading to delays and increased costs for emerging CCS projects. This toolkit has been produced by Scottish Carbon Capture and Storage (SCCS) researchers on behalf of the Scottish Government and sponsored by the Global CCS Institute. It guides users through a regulatory test exercise, which provides a low-cost, low-risk approach to testing regional and national legislation and regulatory systems for CCS projects, and gaining the benefits in follow-up activities. The toolkit recommends use of a real or simulated CCS project as part of this exercise to assist government agencies and other stakeholders to work together to test and improve understanding of regulatory systems. It explains how a simulated or real CCS project can be taken through the regulatory process from inception to decommissioning - a test of the regulatory process at much lower cost, time and risk than would be incurred under a real project application

Die häufigsten Namenelemente der Toponymie von Võrumaa im südestnischen Sprachgebiet

Ich verwende in meiner Analyse das sog. syntaktisch-semantische Modell der Namenstruktur, das von der Syntax des wirklichen Benennungsakts eines Objekts ausgeht. Dieses Modell wurde von Kiviniemi schon im Werk Paikannimien rakennetyypeistä [Über die Strukturtypen der Ortsnamen] (1975) ausgearbeitet. In der estnischen Ortsnamenforschung gab es bisher noch kein Beispiel für die Analyse der Namenelemente unter konsequenter Verwendung des syntaktisch-semantischen Modells (vgl. Pall 1977, 1997; Kallasmaa 2000, 2003).  In Kapitel 2 wird eine Übersicht über die Materialsammlung und deren Eigenart gegeben. In Kapitel 3 werden die häufigsten appellativischen Grundglieder der võruischen Toponymik behandelt. Am umfangreichsten ist das Kapitel 4, das die häufigsten Bestimmungsglieder der võruischen Toponymik lexikalsemantisch klassifiziert und, soweit möglich, über die dominierende Motivation der lexikalischen Wahl berichtet.&nbsp

Läänemeresoome mAs-isikunimed

Artikkel käsitleb läänemeresoome ajaloolisi isikunimesid, mille lõpus on nimeformant (sufiks) -mas või -mäs (ühine tähistus -mAs) Antakse ülevaade, milliseid mAs-nimesid ja ka muid mVs-nimesid on allikatest leitud. Püstitatakse hüpotees, et kirjapiltidega -mes ja -meß esindatud isikunimed ei sisalda järelosisena sõna mees, nagu mitmed uurijad varem on väitnud. Analüüsitakse mVs-lõpuliste isikunimede võimalikku hääldust keskalamsaksa ortograafia ja tekstinäidete taustal. Käsitletakse mAs-sufiksi võimalikku päritolu ja jälgi läänemeresoome keeltes. Vaatluse all on ka mAs-isikunimede tüübi mõju järgnenud kristlikele laennimedele ja seosed tänapäeva eesnimedega. Eesti kohanimede vanades dokumendikujudes esinevat lõppu -mas või -mes on samuti vaadeldud. Selle tüübiga seoses pakutakse välja selged isikunimejuhtumid Ihamaru ja Viimsi, analüüsitakse jätkuvalt lahtise etümoloogiaga nime Teilma ja juhitakse tähelepanu mõnedele teistelegi tänapäeval ma-lõpulistele nimedele. Abstract. Evar Saar: Finnic personal names with the suffix -mAs. This article addresses Finnic pre-Christian personal names which ended with the suffix -mas or -mäs (joint marking -mAs). An overview of which mAs-names and also mVs-names have been found in the sources is provided. A hypothesis is formulated that personal names represented by spellings -mes and -meß do not contain the word mees ‘man’ as the second component, as many researchers have claimed. Such spellings have been found in the names of Estonians and Livonians from medieval Livonia. The possible pronunciation of personal names ending in mVs are analysed in the context of Middle Low German orthography and text samples. Written mes-endings in personal names link, on the one hand, with the phenomenon that in preserving the Finnic vowel harmony, the letter -e was the main presentation of the Finnic sound -ä. This enables such interpretations as, for example, Melemes (*Meelemäs). At the same time, vowel harmony was disappearing in medieval North Estonian language which means that -ä in successive syllables was still replaced with a. Another and more important tendency characterising spellings with Middle Low German background is the perception of most vowels in successive syllables in a reduced form and writing them by e. Finnic suffix mAs has been interpreted on the example of Ihama and Ihamas by Päivi Rintala. Rintala considers the short suffix mA primary, which has especially functioned as individualising the object. mAs personal names are alive in modern Estonian in a Christian first name Toomas with an accidentally similar end structure and in a new first name Urmas created by Julius Mägiste. First name Armas ( Estonian meaning ‘lovely’) that is widespread in Finland and the historical Ihamas recommended by Mägiste have not become popular in Estonia

On the Role of 5G and Beyond Sidelink Communication in Multi-Hop Tactical Networks

This work investigates the potential of 5G and beyond sidelink (SL) communication to support multi-hop tactical networks. We first provide a technical and historical overview of 3GPP SL standardization activities, and then consider applications to current problems of interest in tactical networking. We consider a number of multi-hop routing techniques which are expected to be of interest for SL-enabled multi-hop tactical networking and examine open-source tools useful for network emulation. Finally, we discuss relevant research directions which may be of interest for 5G SL-enabled tactical communications, namely the integration of RF sensing and positioning, as well as emerging machine learning tools such as federated and decentralized learning, which may be of great interest for resource allocation and routing problems that arise in tactical applications. We conclude by summarizing recent developments in the 5G SL literature and provide guidelines for future research.Comment: 6 pages, 4 figures. To be presented at 2023 IEEE MILCOM Workshops, Boston, M

Off-Record Politeness Strategies Used by the EFL Teachers for Blended Classroom

ABSTRACT The purpose of this study was to determine the politeness strategies used by teachers when teaching English in coeducational classrooms and the impact of these strategies on students. We focused on analyzing teachers' verbal perceptions of off-record politeness and explained the implications of politeness as found in two English lesson recordings. Researchers employed targeted selection and informative qualitative studies to obtain data. Data were collected through interviews and observations. Researchers transcribed the conversation and applied the theory of Brown and Levinson to analyze it. The subjects of this study were high school English teachers in South Sulawesi. Researchers observed classrooms by recording teacher activity and analyzing it using The theory of etiquette techniques by Brown and Levinson. Consequently, the effects on students in learning are motivation, student attitudes (emotional), respect for teachers, self-confidence, activity, participation in the teaching and learning process, and integrity. Keywords: Off record politeness, TEFL, Blended Classro

Off-Record Politeness Strategies Used by the EFL Teachers for Blended Classroom

Off-Record Politeness Strategies Used by the EFL Teachers for Blended Classroom Nur Aeni, Muthmainnah Muthmainnah, John Evar Strid, Eka Apriani Abstract The purpose of this study was to determine the politeness strategies used by teachers when teaching English in coeducational classrooms and the impact of these strategies on students. We focused on analyzing teachers' verbal perceptions of off-record politeness and explained the implications of politeness as found in two English lesson recordings. Researchers employed targeted selection and informative qualitative studies to obtain data. Data were collected through interviews and observations. Researchers transcribed the conversation and applied the theory of Brown and Levinson to analyze it. The subjects of this study were high school English teachers in South Sulawesi. Researchers observed classrooms by recording teacher activity and analyzing it using The theory of etiquette techniques by Brown and Levinson. Consequently, the effects on students in learning are motivation, student attitudes (emotional), respect for teachers, self-confidence, activity, participation in the teaching and learning process, and integrity