natgillin/translations-raw huggingface dataset:
For example, do the countries create different interdependencies between lives of partners, parents and children, which in turn may affect men and women differently?
For example, do the countries create different interdependencies between lives of partners, parents and children, which in turn may affect men and women differently?
Do they have varying degrees of flexibility, for instance in age and duration requirements connected to pensions?
Do they have varying degrees of flexibility, for instance in age and duration requirements connected to pensions?
Do we still find "breadwinner assumptions"?
Do we still find "breadwinner assumptions"?
Age, time and gender Using a comparative approach, we ask: What kinds of assumptions, explicit or implicit, about age, time and gender are at the foundation of social policies?
Age, time and gender Using a comparative approach, we ask: What kinds of assumptions, explicit or implicit, about age, time and gender are at the foundation of social policies?
What consequences, intended or unintended, do policies have in shaping the lives of men and women?
What consequences, intended or unintended, do policies have in shaping the lives of men and women?
What are theoretical and methodological approaches to studying the interface of lives and policy?
What are theoretical and methodological approaches to studying the interface of lives and policy?
ABOUT THE COURSE The course is organized by NOVA´s Nordic Centre of Excellence in Welfare Research, REASSESS, in collaboration with Department of Sociology and Human Geography, Oslo University and Agder University College, Norway.
OM KURSET Kurset er organisert av NOVA´s Nordic Centre of Excellence in Welfare Research, REASSESS, i samarbeid med Institutt for sosiologi og samfunnsgeografi, UiO og Høgskulen i Agder.
The deadline for applications to participate in the PhD course is October 1, 2007 .
Fristen for å melde seg på er 1. oktober 2007 .
Download the the full course information under:
Last ned filen under for fullstendig informasjon.
His main goal was to quantify the effect of the spatial variation of localised corrosion, and to investigate the possible impact of various types of corrosion damage on bending capacity.
Hovedmålet var å kvantifisere effekten av armeringskorrosjonens romlige variasjoner, og se på mulig innvirkning fra ulike korrosjonsskader på bøyekapasiteten.
The results show that interference between localised corrosion on adjacent rebar has a significant effect on the probability of failure of corroded under-reinforced concrete beams.
Resultatene viser at samvirke mellom lokale groptæringer har en signifikant innvirkning på sannsynligheten for brudd på korroderte, underarmerte betongbjelker.
This finding can be very important to, for example, the load carrying capacity of bridges, as they are particularly exposed to chloride and corrosion, either from seawater or thaw salts.
Dette funnet kan være av stor betydning for blant annet bærekapasiteten på broer da disse er spesielt utsatt for kloridpåkjenninger og korrosjon, enten fra sjøvann eller tinesalter.
On the basis of these results, and in order to consider the interference of localised corrosion, Kioumarsi has proposed a modified analytical formula.
Basert på resultatene har Kioumarsi foreslått en modifisert analytisk modell.
The model takes into account of the distance between corrosion pits in the longitudinal direction and the distance between adjacent reinforcement bars.
Modellen tar hensyn til avstanden mellom groptæring i lengderetningen, og avstanden mellom tilstøtende armeringsjern.
The numerical, analytical and statistical studies were conducted using the Finite Element Method (using DIANA programme) and Monte Carlo simulations.
De numeriske, analytiske og statistiske studiene ble utført ved bruk av Finite Element-Method (programmet DIANA) og Monte Carlo simuleringer.
He has a master's degree in structural and earthquake engineering from Amirkabir University of Technology - Tehran Polytechnic, and has previously worked as a lecturer and head of concrete laboratory at ASIHE in Iran.
Han er fra før master i "Structural Engineering" fra Amirkabir University of Technology - Tehran Polytechnic, og har vært lektor og laboratorieleder ved ASIHE i Iran.
He started as assistant professor at HiOA in April 2015 and teaches statistics and concrete structures in the construction engineering programme.
Han begynte som høgskolelektor ved HiOA i april 2015, og underviser i statikk og betongkonstruksjoner ved bachelorstudiet i ingeniørfag - bygg.
Mahdi Kioumarsi's PhD thesis:
Mahdi Kioumarsis doktorgradsavhandling:
“Effect of spatial variation and possible interference of localised corrosion on the residual capacity of a reinforced concrete beam” Doctoral theses at NTNU, 2015:282
"Effect of spatial variation and possible interference of localised corrosion on the residual capacity of a reinforced concrete beam" Doctoral theses at NTNU, 2015:282
Mahdi Kioumarsi med doktorgradsavhandlingen Foto: Olav-Johan Øye
Mahdi Kioumarsi med doktorgradsavhandlingen Foto: Olav-Johan Øye
Applicants from the co-funding countries (Finland, Iceland, Sweden and Norway) of NCoE Reassessing the Nordic Welfare Model are invited to apply for the PhD studentships.
Søkere fra land som finansierer NCoE Reassessing the Nordic Welfare Model (Finland, Iceland, Sweden and Norway) inviteres til å søke doktorgradsstipendene.
Deadline for applications is May 31st 2008.
Søknadsfristen er 31. mai 2008.
For more information and application form: see http://www.reassess.no/index.gan?id=15300&subid=0
For mer informasjon, se nettsiden til REASSESS: http://www.reassess.no/index.gan?id=15300&subid=0
Tobias Andersen is used to helping people with their computer problems and sees himself as a problem-solver.
Tobias Andersen er vant til å hjelpe folk med dataproblemer og ser på seg selv som en problemløser.
After completing his bachelor’s degree in applied computer technology at HiOA, he was left with unanswered questions – that the master’s degree programme may answer.
Etter å ha tatt en bachelor i anvendt datateknologi ved HiOA satt han igjen med spørsmål – som masterstudiet kan gi svar på.
That is why he is now studying Universal Design of ICT full-time, a course he will complete in 2017.
Derfor studerer han nå Universal Design of ICT på fulltid, et løp han avslutter i 2017.
‘My master’s project is a continuation of my bachelor’s project, which concerned brain-controlled technology, focusing on people with ALS.
– Masterprosjektet mitt er en videreføring av bachelor-prosjektet, som omhandlet hjernestyring med fokus på personer med ALS.
I plan to use the master’s programme to further develop the project into a finished product.’
Planen min er å bruke masterstudiet til å videreutvikle prosjektet til et ferdig produkt.
‘Studying universal design at master’s degree level is very interesting, and I know I am guaranteed a job.’
– Å studere universell design på masternivå er kjempeinteressant, og jeg vet jeg er sikret jobb.
Did you come directly from the study programme or were you in employment before you started the master’s degree?
Gikk du rett fra studier eller var du aktiv i arbeidslivet før du begynte på master?
‘My bachelor’s group set up a company right after the bachelor’s project, and we planned to further develop our bachelor’s project into a finished product.
– Bachelorgruppen min opprettet et AS etter bachelorprosjektet, og vi planla å videreutvikle bachelorprosjektet vårt til et ferdig produkt.
However, we found that some research was required before the product could become a reality.’
Vi fant imidlertid ut at en del forskning måtte til før produktet kunne bli en realitet.
‘My fellow student and colleague Nina Bauge worked in the company on various assignments before we started the master’s programme.’
– Min medstudent og kollega Nina Bauge jobbet i bedriften vår med ulike oppdrag i ett år før vi vi begynte på masterstudiet.
What is different about the master’s programme?
Hva er annerledes på masterstudiet?
‘Instead of sitting in an auditorium listening to a lecturer, we had discussions about course literature that we read at home.
– Istedenfor å sitte i en forelesningssal og bare lytte til læreren, hadde vi diskusjoner rundt pensumlitteratur som ble lest hjemme.
That is a work method that I personally like a lot.
Dette er en arbeidsform jeg personlig liker veldig godt.
The discussions we had were supervised by the lecturer and supplemented the course literature, so that we understood the material better.’
– Diskusjonene vi hadde ble veiledet av lærer og fylte ut pensumlitteraturen, slik at man forsto materialet bedre.
What is your experience of life as a master’s student?
Hvordan opplever du studentlivet som masterstudent?
‘The relatively new student organisation HiOA Gaming has made me think that life as a student has improved considerably.
– Den relativt ferske studentorganisasjonen HiOA Gaming har gjort at jeg synes studentlivet har tatt seg opp betraktelig.
It has become a meeting place, also across the faculties at HiOA.’
Dette er blitt en møteplass, også på tvers av fakultetene på HiOA.
‘Recently, something new was developed that I felt was lacking at HiOA since I started here, and that I tried to establish myself: a makerspace, which is an open workspace where students can meet to share knowledge and develop ideas for products together.
– I det siste har det også kommet noe jeg har savnet på HiOA siden jeg begynte her, og jeg forsøkte å få til selv: Et makerspace, som er et åpent verksted der studenter kan møtes for å dele kunnskap og sammen utvikle ideer til produkter.
I believe that Makeriet, which our makerspace is now called, will become a catalyst for innovation, entrepreneurship and interdisciplinary cooperation at HiOA.’
Jeg tror Makeriet, som vårt makerspace nå heter, vil bli en katalysator for innovasjon, entreprenørselskap og tverrfaglig samarbeid på HiOA.
‘I also want to mention an interesting project I recently participated in together with Lars Kristian Seljebotn, a medical technology student I know from HiOA Gaming.
– Jeg har også lyst til å nevne et spennende prosjekt jeg nylig deltok i, sammen med Lars Kristian Seljebotn som studerer medisinsk teknologi, og som jeg kjenner fra HiOA Gaming.
We developed a brain-controlled industrial robot that made sandwiches – and part of the reason the project was completed was the makerspace.’
Vi utviklet en hjernestyrt industrirobot som smurte brødskiver - og prosjektet ble gjennomført delvis takket være Makerspace!
What is day-to-day life as a student like?
Hvordan ser studiehverdagen ut?
‘During the day, there are many lectures and a lot of work on writing assignments, while many evenings are spent at the student bar Samfunnet in Bislet – which regularly hosts events organised by HiOA Gaming.
– På dagtid har det vært mange forelesninger og mye oppgaveskriving, mens mange kvelder er tilbrakt på Samfunnet på Bislet - krydret med regelmessige events i regi av HiOA Gaming.
These events are something I really look forward to.’
Disse er noe jeg virkelig ser frem til!
‘Recently, I have also been given an opportunity to carry out experiments and research to find answers to questions I have had since the bachelor’s study programme.’
– I det siste har jeg også fått muligheten til å utføre eksperimenter og forske for å finne svar på spørsmål jeg har hatt siden bachelorstudiet.
What are your plans in the future?
Hva er planen din fremover?
‘I still have questions, so my goal is to take a PhD.’
– Jeg har fortsatt spørsmål, så målet er å ta en PhD!
Text: REDINK.
Tekst: REDINK.
Studying universal design at master’s level is very interesting, and I am guaranteed a job,’ says Tobias Andersen.
– Å studere universell utforming på masternivå er kjempeinteressant, og jeg er sikret jobb, sier Tobias Andersen.
Students and staff.
Studenter og tilsatte
What:
Hva skjer:
Solution 1:
Løsning 1:
Solution 2:
Løsning 2:
Connect to file server (Win/Mac):
Koble til filserver med PåloggingsID (Win/Mac):
Username: username@ada.hioa.no
Brukernavn: brukernavn@ada.hioa.no
Password: HiOA password
Passord: HiOA-passord
What is the reason:
Hva er grunnen:
When:
Når:
ICT Department
Avdeling for IKT
William Sullivan visited the Centre for the Study of Professions for the first time in 2013, when he was asked to bring his research expertise into the Preparing for Professional Practice Program.
William Sullivan visited the Centre for the Study of Professions for the first time in 2013, when he was asked to bring his research expertise into the Preparing for Professional Practice Program.
Since then he has visited HiOA several times as a Professor II at the Centre.
Since then he has visited HiOA several times as a Professor II at the Centre.
We had a talk with him during his latest visit to the Centre.
We had a talk with him during his latest visit to the Centre.
Perspectives from Carnegie Foundation
Perspectives from Carnegie Foundation
– What has been your main contribution to the Centre during these years?
– What has been your main contribution to the Centre during these years?
– My work is heavily concerned with professional education.
– My work is heavily concerned with professional education.
The link here was that I had written several things involving the Carnegie Foundation, studies of professional education.
The link here was that I had written several things involving the Carnegie Foundation, studies of professional education.
And since the Centre is about that it seemed like an easy fit.
And since the Centre is about that it seemed like an easy fit.
I was asked to bring the perspectives I developed at Carnegie here.
I was asked to bring the perspectives I developed at Carnegie here.
– This period surely has brought a lot of new insight to HiOA and SPS.
– This period surely has brought a lot of new insight to HiOA and SPS.
Did you learn anything useful for your own work?
Did you learn anything useful for your own work?
– Yes, the biggest thing was simply direct contact over time with a different institutional context and a different national context.
– Yes, the biggest thing was simply direct contact over time with a different institutional context and a different national context.
I used at lot of time during the first visits to understand what Norwegian academic life was about and the social services sector in Norway.
I used at lot of time during the first visits to understand what Norwegian academic life was about and the social services sector in Norway.
That was a useful and interesting part for me.
That was a useful and interesting part for me.
I also very much enjoyed getting to know staff at the Centre.
I also very much enjoyed getting to know staff at the Centre.
Visits at HiOA
Visits at HiOA
– You’ve spent some time talking with people at different institutes of HiOA.
– You’ve spent some time talking with people at different institutes of HiOA.
Would you like to share any general observations from those visits?
Would you like to share any general observations from those visits?
– The goal was to introduce more coherence into the education of professionals.
– The goal was to introduce more coherence into the education of professionals.
To me it was a surprising introduction as to how really different the different faculties of HiOA are.
To me it was a surprising introduction as to how really different the different faculties of HiOA are.
They had a different notion of what they were doing and where their emphasis was.
They had a different notion of what they were doing and where their emphasis was.
This provoked my sociological or anthropological interest.
This provoked my sociological or anthropological interest.
It became very interesting.
It became very interesting.
– Did you feel that you could contribute with anything to the people you met?
– Did you feel that you could contribute with anything to the people you met?
– In the typical session they would describe to me how they do things, and I would tell them about what I find important in the work that I’ve done.
– In the typical session they would describe to me how they do things, and I would tell them about what I find important in the work that I’ve done.
How do you make the professional education experience more coherent for the students?
How do you make the professional education experience more coherent for the students?
Whether or not that was of great use to them I don’t know.
Whether or not that was of great use to them I don’t know.
– What was encouraging is that several of the faculties had read news from the Carnegie Institute that I was part of.
– What was encouraging is that several of the faculties had read news from the Carnegie Institute that I was part of.
That was a very confirmatory experience, they actually using the books, talking about the books.
That was a very confirmatory experience, they actually using the books, talking about the books.
I did not have a feeling I needed to do a lot to convince them.
I did not have a feeling I needed to do a lot to convince them.
Professions in a changing world
Professions in a changing world
– What will be the greatest challenges for the professions in the time to come?
– What will be the greatest challenges for the professions in the time to come?
– I think the biggest challenge for professions anywhere is the rapid change in the worlds of work and social life.
– I think the biggest challenge for professions anywhere is the rapid change in the worlds of work and social life.
Since the professions were designed, they evolved to support certain kinds of social activity.
Since the professions were designed, they evolved to support certain kinds of social activity.
As those things change, it’s difficult for professions to adapt.
As those things change, it’s difficult for professions to adapt.
A lot of the graduates from this institution will be working in the public sector, which is highly rule governed, controlled, and the context with the unions play a large role.
A lot of the graduates from this institution will be working in the public sector, which is highly rule governed, controlled, and the context with the unions play a large role.
It’s a very complicated kind of field.
It’s a very complicated kind of field.
– Engineering operates in a very different kind of context.
– Engineering operates in a very different kind of context.
Their partner is the industry, to a lesser degree the State.
Their partner is the industry, to a lesser degree the State.
That’s a different notion, how the industry sets the pace which the engineering world has to adapt to.
That’s a different notion, how the industry sets the pace which the engineering world has to adapt to.
For them, that raises another question about the relationship between the educator and the changing need of the profession itself.
For them, that raises another question about the relationship between the educator and the changing need of the profession itself.
– I think most of the education here, as in most institutions, is not primarily focused on what the profession is doing at any given time.
– I think most of the education here, as in most institutions, is not primarily focused on what the profession is doing at any given time.
It’s focused on the curriculum.
It’s focused on the curriculum.
Determined by what the educators are concerned with.
Determined by what the educators are concerned with.
And that creates a lot of tension.
And that creates a lot of tension.
It’s also, I think, a lot of complexity and challenge for students to be able to navigate through this.
It’s also, I think, a lot of complexity and challenge for students to be able to navigate through this.
Because what’s attracted them is not so much the educational emphasis but rather the actual profession itself.
Because what’s attracted them is not so much the educational emphasis but rather the actual profession itself.
Better relationships between theory and practice
Better relationships between theory and practice
– Do you see any ways to overcome these challenges?
– Do you see any ways to overcome these challenges?
– To some degree, what needs to be overcome is the relative isolation of professional education from the actual experience.
– To some degree, what needs to be overcome is the relative isolation of professional education from the actual experience.
That’s only relative, because in all these programs there are clinical and practical kinds of experiences, where students are directly under supervision of practicing professionals.
That’s only relative, because in all these programs there are clinical and practical kinds of experiences, where students are directly under supervision of practicing professionals.
But it’s the improving or enhancing of the relationships among the different kinds of instruction that are really crucial.
But it’s the improving or enhancing of the relationships among the different kinds of instruction that are really crucial.
Ranging from the more academic instruction all the way out to the placement supervisor and cooperating teacher and so on.
Ranging from the more academic instruction all the way out to the placement supervisor and cooperating teacher and so on.
Who themselves are not very connected at all to the educational institution.
Who themselves are not very connected at all to the educational institution.
So it’s making that more flexible and interactive, I guess.
So it’s making that more flexible and interactive, I guess.
I think it’s really the solution to that problem.
I think it’s really the solution to that problem.
Bring experience into the classroom
Bring experience into the classroom
– Did you talk to HiOA-colleagues about this?
– Did you talk to HiOA-colleagues about this?
– Yes, and certainly the heads of the programs understand that as a difficulty.
– Yes, and certainly the heads of the programs understand that as a difficulty.
But the modern world is a world of specialization.
But the modern world is a world of specialization.
So the people who are specialists in the educational end of it have their hands full just trying to do that.
So the people who are specialists in the educational end of it have their hands full just trying to do that.
They’re often not in a lot of communication, they don’t have the time or interest, with the people in the other end, who are actually doing it, in the field.
They’re often not in a lot of communication, they don’t have the time or interest, with the people in the other end, who are actually doing it, in the field.
– One of the things we did talk about in these sessions would be how to bring the experience of the practitioner more effectively into the students’ daily experience in the classroom.
– One of the things we did talk about in these sessions would be how to bring the experience of the practitioner more effectively into the students’ daily experience in the classroom.
But even with the best of intention that’s still a difficult activity if you don’t have much daily experience of the professional field.
But even with the best of intention that’s still a difficult activity if you don’t have much daily experience of the professional field.
To bridge the gap
To bridge the gap
– There is a general idea among the students when they’re asked “where, or how do you learn best”, they describe the practice part of the curricula as the most relevant, and don’t see the theoretical part as relevant.
– There is a general idea among the students when they’re asked “where, or how do you learn best”, they describe the practice part of the curricula as the most relevant, and don’t see the theoretical part as relevant.
Do you have thoughts about that?
Do you have thoughts about that?
How do you bridge this gap?
How do you bridge this gap?
– That’s the essential question.
– That’s the essential question.
This is the most fundamental issue in professional education.
This is the most fundamental issue in professional education.