Hvilken effekt vil nedtrappingen av fossile brensel ha for det europeiske energimarkedet?

This thesis examines the phase-down of fossil fuels and its effect on European energy markets. The research will be done through legal doctrinal research, and will focus on EU energy law and policies, as well as decisions from COP21 until COP28. When the CO2 emissions reached a new high in 2023, with wildfires, heatwaves and droughts as a direct result, the parties of COP28 agreed to begin the phase-down of fossil fuels. Given that the majority of emissions are caused by production and consumption of fossil fuels, implementing the phase-down of fossil fuels into both regional and domestic legislation represents a step toward a sustainable and greener transition within the energy sector. In the years to come it is predicted that the emissions will only increase unless a change is made within the energy sector, especially with regard to the reliance on fossil fuels in the energy mix. In conclusion this thesis has shown the effect of the phase-down of fossil fuels in the European energy markets, as well as how it has been implemented in both regional and domestic legislation.This thesis examines the phase-down of fossil fuels and its effect on European energy markets. The research will be done through legal doctrinal research, and will focus on EU energy law and policies, as well as decisions from COP21 until COP28. When the CO2 emissions reached a new high in 2023, with wildfires, heatwaves and droughts as a direct result, the parties of COP28 agreed to begin the phase-down of fossil fuels. Given that the majority of emissions are caused by production and consumption of fossil fuels, implementing the phase-down of fossil fuels into both regional and domestic legislation represents a step toward a sustainable and greener transition within the energy sector. In the years to come it is predicted that the emissions will only increase unless a change is made within the energy sector, especially with regard to the reliance on fossil fuels in the energy mix. In conclusion this thesis has shown the effect of the phase-down of fossil fuels in the European energy markets, as well as how it has been implemented in both regional and domestic legislation

Figurative Language Found in Mobile Legends Mage Hero Characters’ Voice Lines

This research aims to define the types of figurative language found and to explicate the functions of the voice lines in a game. The descriptive qualitative methodology is applied in this research, by scrutinizing the voice lines of the hero characters in the game, then inscribing and classifying the data obtained to then drawing conclusion about the data as the end of the steps. The data accumulated from 29 mage hero characters are 47 data. The figurative language found in the voice lines of mage hero characters of Mobile Legends are 11 data (23.40%) on personification, 9 data (19.14%) on metaphor, 5 data (10.63%) on simile, 15 data (31.91%) on hyperbole, and 7 data (14,92%) on paradox. The functions of language from the data analysed are 35 expressive function (75%), 9 informative function (19%), 3 aesthetic function (6%), while there is no data found on directive function and phatic function (0%). Hyperbole is the most used type of figurative language and simile is the least used type of figurative language; while the most used functions of language are expressive function and the least used is aesthetic function. Keywords: Figurative language; Functions of language; Game; Semantic

Predictors of perceived road collision/incident risk among horse users : A survey study from Norway

Although horse users in traffic are a vulnerable road user group, traffic safety problems among them are scantly examined by previous research. The main aim of the present study was to examine the role of some demographic variables, traffic safety attitudes, and level of knowledge about rules and regulations applying to horse use in traffic for predicting perceived road collision/incident risk in a sample of horse users in Norway. An online survey was conducted to collect data from a total of 1733 horse users including horse riders and drivers of horse-drawn sulky, wagon or sled. The respondents accessed the survey via a link put to the website of the Norwegian Horse Centre, which is in contact with many different horse user environments in Norway. The majority of the respondents were female and between the ages of 18–30. A multiple regression analysis was conducted to examine the predictors of the perceived collision/incident risk involving other motor vehicles. Results showed that traffic safety attitudes among horse users were the strongest predictor of the perceived collision/incident risk. In particular, horse users reported a negative attitude towards the other road users (e.g. drivers) indicating that they perceive the other road users’ actions and approaches as the biggest source of risk in road traffic. The level of knowledge about the rules and regulations applying to horse use, especially in walking and cycling lane, was relatively low among the respondents. However, knowledge about rules and regulations did not appear as a strong predictor of the perceived collision/incident risk. Results indicate the need to increase road users, especially drivers’, awareness about the problems and needs of horse users in traffic.publishedVersionUnit Licence Agreemen

Developmental regulation of photosynthate distribution in leaves of rice

mRNA expression patterns of genes for metabolic key enzymes sucrose phosphate synthase (SPS), phosphoenolpyruvate carboxylase (PEPC), pyruvate kinase, ribulose 1,5-bisphosphate carboxylase/oxygenase, glutamine synthetase 1, and glutamine synthetase 2 were investigated in leaves of rice plants grown at two nitrogen (N) supplies (N0.5, N3.0). The relative gene expression patterns were similar in all leaves except for 9th leaf, in which mRNA levels were generally depressed. Though increased N supply prolonged the expression period of each mRNA, it did not affect the relative expression intensity of any mRNA in a given leaf. SPS Vmax, SPS limiting and PEPC activities, and carbon flow were examined. The ratio between PEPC activity and SPS Vmax was higher in leaves developed at the vegetative growth stage (vegetative leaves: 5th and 7th leaves) than in leaves developed after the ear primordia formation stage (reproductive leaves: 9th and flag leaves). PEPC activity and SPS Vmax decreased with declining leaf N content. After using 14CO2 the 14C photosynthate distribution in the amino acid fraction was higher in vegetative than in reproductive leaves when compared for the same leaf N status. Thus, at high PEPC/SPS activities ratio, more 14C photosynthate was distributed to the amino acid pool, whereas at higher SPS activity more 14C was channelled into the saccharide fraction. Thus, leaf ontogeny was an important factor controlling photosynthate distribution to the N- or C-pool, respectively, regardless of the leaf N status

THE RELATIONSHIP OF CAUSING FACTORS WITH THE EVENT CERVICAL CANCER IN WOMEN

Cervical cancer is cancer that starts in the cervix. The cervix is the lowest part and end of the uterus or uterus. The cervix connects the uterus and the vaginal canal, and cervical cancer is caused by infection with the human papillomavirus (HPV). Objective: To describe the association between the incidence and causative factors of cervical cancer in women. Methodology: Methodological literature review. Results: The most major risk factors for cervical cancer are hormonal contraception and age. There are also other characteristic social factors, such as low education level, economic status, smoking, cleanliness, physical activity, place of residence, and family history, and most of these factors are risk factors that can be modified to take preventive measures

Kan vi tåle det? En litteraturstudie om belastning og beskyttelse i et høyrisikoyrke

Denne litteraturoppgaven undersøker spenningsfeltet mellom berikelsene og den betydelige risikoen for indirekte belastninger i sosialarbeideryrket, som kan omtales som et høyrisikoyrke. Det poengteres at det er behov for individuelle, kollegiale, organisatoriske og strukturelle tiltak for å sikre en bærekraftig arbeidspraksis. Antonovskys teori om «sense of coherence» foreslås som et relevant verktøy for å forstå hva som påvirker sosialarbeiderens resiliens i møte med de indirekte belastningene. Det argumenteres for at det er nødvendig med mer, og mer presis, kunnskap om belastningsrisikoen i arbeidet, og at det er en vei å gå før ivaretakelse blir en selvfølge i praksis. Erkjennelse og åpenhet understrekes som grunnleggende viktig for å imøtekomme et fremdeles tabubelagt område, og for å sikre at vi tåler å stå i høyrisikoyrket

Førerprøven i et helhetlig perspektiv: En intervensjonsstudie

Avhandlingen omhandler vurderingsformen og sensors verktøy i førerprøven klasse B i Norge. Tanken bak prosjektet i denne studien er at vurderingsformen i førerprøven påvirker operasjonaliseringen av læreplanen, og derigjennom også trafikksikkerheten. Bakgrunnen for denne studien er det gapet som oppstår når læreplan for føreropplæring klasse B forankres innenfor et konstruktivistisk perspektiv, mens vurderingsformen i førerprøven forblir innenfor et positivistisk perspektiv. Dagens førerprøve speiler ikke de arbeidsmåtene som fremmes i læreplanen. Hensikten med denne studien har vært å utvikle og framskaffe kunnskap om arbeidsmåter og verktøy som kan brukes i en framtidig førerprøve. I dagens førerprøve har sensor kun anledning til å fatte vedtak på grunnlag av observasjon, noe som er med på å begrense muligheten for vurdere om hovedmålene for opplæringen er nådd. Læreplanen har et hovedmål om at eleven utvikler kompetanse i å kjøre bil på en ansvarlig måte. Gjennom problemorienterte arbeidsmåter, refleksjon og selvvurdering skal eleven blant annet utvikle selvinnsikt og risikoforståelse som har betydning for hvordan han kan utvikle seg som bilfører også etter førerprøven. Problemstillingen i denne studien ble derfor: Hvordan kan førerprøven utvikles og gjennomføres slik at vurderingsformen harmonerer med det pedagogiske perspektivet og intensjonene i den gjeldende læreplanen for føreropplæring? For å kunne besvare problemstillingen valgte jeg å gjøre et intervenerende prosjekt som pågikk i et år, der åtte førerprøvesensorer fra to trafikkstasjoner deltok. I prosjektet er det gjort intervensjoner, som innebærer at sensorene i prosjektet bidro til å skape nye løsninger som de utprøvde i reelle førerprøver. Intervensjonsstudien er forankret innenfor kulturhistorisk aktivitetsteori, og vektlegger utvikling av kunnskap gjennom kollektivt samarbeid. Avhandlingen gir en beskrivelse av førerprøvens historiske utvikling. I den teoretiske fordypningen i studien diskuterer jeg førerprøven i lys av teorier om formativ vurdering og konstruktvaliditet. Ved slutten av prosjektet hadde sensorene og jeg utviklet en førerprøve som inneholdt oppgaver der kandidaten gjennomførte selvvurdering og refleksjon. Oppgavene som ble gitt i førerprøven i prosjektet står i samsvar med de føringene som er gitt i gjeldende læreplan for førerkort klasse B. I intervensjonsstudien er det framskaffet empiri om sensorenes kollektive aktivitet og læring i prosjektet, og om hvordan verktøyene som ble utviklet og utprøvd fungerte. Gjennom prosjektet er det framskaffet empiri om hvordan dialogen kan brukes som verktøy i førerprøven. Funnene er basert på kvalitative data framkommet gjennom analyse av et omfattende datamateriale fra sensorenes logger, svar på spørreskjema fra kandidatene, observasjon under utprøvinger og intervju med kandidatene, og sluttintervju med sensorene i prosjektet. Funnene viser at verktøyene som ble utviklet og utprøvd i prosjektet, ga sensorene et bedre grunnlag for å gjøre en helhetlig vurdering av kandidatens kompetanse som bilfører. Sensorene opplevde at vurderingsformen i prosjektprøvene førte til at det ble enklere å skille mellom de kandidatene som har god nok og de som ikke har god nok kompetanse som bilfører. Funnene tilsier at kandidatenes tiltro til sensors vurdering ble styrket gjennom oppgavetype og arbeidsmåte i prosjektprøvene. Funnene viser at kandidatene opplevde at de ble involvert i vurderingen under førerprøven, og at de fikk god forståelse for resultatet. Dette kan ha stor betydning for hvordan kandidaten nyttiggjør seg kunnskap og erfaringer fra førerprøven i etterkant. De fleste kandidatene som ikke besto førerprøven, aksepterte resultatet og forsto hvorfor det ble slik. Funnene viser at nye arbeidsmåter og verktøy i prosjektprøvene ga positive ringvirkninger til undervisningen ved en del av trafikkskolene. Flere av kandidatene i prosjektet erfarte at trafikklæreren tilpasset sin undervisning i samsvar med arbeidsmåter og verktøy som ble utprøvd i prosjektprøvene. Funn viser også at en del av kandidatene forberedte seg på oppgavene på eget initiativ og under privat øving. I sluttdiskusjonen argumenterer jeg for at man bør se førerprøven som et virkemiddel for å operasjonalisere læreplanen og dens intensjoner, og at dette vil ha en positiv innvirkning på elevens læringsprosess. Dette vil kunne forsterke elevens risikotenkning, refleksjon og selvvurdering, som utgjør en viktig basis for å videreutvikle seg som bilfører etter førerprøven. Jeg argumenterer for at vi må våge å ta i bruk nye arbeidsmåter i vurderingsarbeidet ved førerprøven, og at dette vil kunne være et nødvendig virkemiddel i en helhetlig tenkning i framtidens trafikksikkerhetsarbeid. På den måten kan førerprøven utgjøre et enda større bidrag i å oppfylle Nullvisjonen, som er samfunnets langsiktige målsetning om ingen drepte eller hardt skadde i trafikken.The driving test in a holistic perspective– An intervention study The thought behind this study of the examiner’s working methods and tools for the assessment in the driving test for category B in Norway, is that the type of assessment influences how the curriculum will be operationalized, and through that, road safety. The background for this study is the gap that arises when the driver education curriculum is rooted in a constructivist perspective, while the type of assessment used in the driving test still is rooted in a positivist perspective. The driving test today does not reflect the working methods that are emphasized in the curriculum. The aim of this study was to develop working methods and assessment tools that can be experienced as more harmonious with the constructivist perspective on learning in the curriculum, and to generate knowledge that can be used in the construction of the driving test in the future. So when I talk about the driving test developed in this project, I give the word test a wide meaning. Today, the examiner can only make a decision based on observations, and this minimizes the possibility to assess how the main goal for the driver education is reached. The main goal in the curriculum is that the learner shall develop a competence to drive the car in a responsible way. By using problem-oriented methods, reflections and self-assessment, the learner shall develop self-awareness and risk understanding, which influence how the driver will develop after the driving test. The main research question in this study is: How can the driving test be developed and conducted so that the assessment will be in harmony with the educational perspective and the intentions in the existing curriculum for driver education? To answer this main research question, I decided to do a project for about one year, together with eight examiners in two of the Public Road Administration`s local offices. Interventions were done, which implies that the examiners contributed to create new solutions and tried these out in real driving tests. The intervention study is rooted in the cultural- historical activity theory, emphasizing the development of knowledge in collaborative activity. The thesis gives a description of the driving test’s history in Norway. In the theoretical study I discuss the driving test against theory about formative assessment and construct validity. At the end of the project the examiners and I had developed a driving test with tasks of selfassessment and reflections. The tasks given in the driving test in the project are seen as more in accordance with the guidelines in the curriculum for the driver education. In a qualitative study I have generated empirical data about how the dialogue can be used as a tool in the driving test. The examiners collaborative activity and learning in the project is one of the results, and the function of the tools that were developed and tried out, is another. These findings have appeared through analysis of the examiners logbooks, answers from questionnaires, observations of the driving test, interviews with candidates, and a final interview with the examiners in the project. Findings show that the tools which were developed and tried out in the project led to a better basis for the examiner to do a holistic assessment of the candidates’ competence as drivers. The examiners said that this new form of assessment in the project-tests made it easier to identify if the candidate had good enough competence for driving, or not. Findings show that the candidates trusted the examiners’ assessments when using these project-tests. The candidates felt they were involved in the driving test, and that they understood the result. This can be important when we talk about how the candidate uses his or her knowledge and experiences made in the driving test, afterwards. Almost every one of the candidates, also those who did not pass, accepted and understood the result of the project-test. The findings show that new working methods and tools in the project-tests influenced the teaching at some of the driving schools. Some of the candidates’ said that their driving teacher adjusted his teaching to be in accordance with the working methods and tools tried out in the project- tests. In the final discussion I argue that we ought to see the driving test as an activity that should operationalize the curriculum and its intentions. In this way the learners’ hazard perception, reflection and self-assessment can expand, and it can be an important basis for continuing to develop as a good car driver after the driving test. I argue that we have to dare to use these new working methods and that this could be an essential support regarding road safety work. In this way the driving test can be a contribution to reach the Vision Zero. This concept is a long-term goal in our Norwegian community, aiming for no fatalities or serious injuries on our roads in the future.PhD i pedagogikkPhD in Educatio

Investigating induced polarization in Floatem Data

This case study explores how induced polarization (IP) can be investigated using FloaTEM data, even when classic IP signals (like sign changes in decay curves) are not visible. The FloaTEM system, a boat-based transient electromagnetic (TEM) setup, was used to survey 65 km in IJssel Lake, Netherlands—a site with known geology: a freshwater layer, a clay layer, and a deeper saline aquifer. Using the EEMverter inversion tool, the data were inverted both with and without accounting for IP, using a specialized method called the Maximum Phase Angle (MPA) reparameterization of the Cole-Cole model. While both resistivity-only and IP-aware models produced similar general results, the IP inversion revealed something more: a clear polarizable layer matching the known clay zone beneath the lake. This demonstrates that even when traditional IP signatures aren’t obvious, subtle IP effects can still be detected with advanced modeling, offering additional insight into subsurface materials—especially useful in mapping clay layers in aquatic environments