natgillin/translations-raw huggingface dataset:
Diversification of sources. 
Diversification of sources.
10: Map indicating possible energy resources in the Arctic. 
10: Map indicating possible energy resources in the Arctic.
o Possibly 22% of the world’s undiscovered resources? o Just an estimate. 
o Possibly 22% of the world’s undiscovered resources? o Just an estimate.
Could the Arctic become a major energy province? o Again: Russia. 
Could the Arctic become a major energy province? o Again: Russia.
Largest reserves. 
Largest reserves.
Stockman. 
Stockman.
Now: financial crisis, uncertainty. 
Now: financial crisis, uncertainty.
Russia’s political development. 
Russia’s political development.
Huge country – where is it heading? 
Huge country – where is it heading?
11: Map showing possible routes for oil and gas transport from the Barents Sea. 
11: Map showing possible routes for oil and gas transport from the Barents Sea.
o Could this become reality? 
o Could this become reality?
Industrial opportunities for communities in the High North. 
Industrial opportunities for communities in the High North.
12: Cruise ship. 
12: Cruise ship.
o Ships. 
o Ships.
Increase in tourism. o Need: search and rescue capabilities. 
Increase in tourism. o Need: search and rescue capabilities.
Environmental awareness. 
Environmental awareness.
Our coastlines. 
Our coastlines.
13: Maps showing the Northern Sea Route and the Northwest Passage. 
13: Maps showing the Northern Sea Route and the Northwest Passage.
o Possible in near future? 
o Possible in near future?
Transportation across the Arctic. 
Transportation across the Arctic.
40% shorter. o Important for the UK, Norway and others. 
40% shorter. o Important for the UK, Norway and others.
Need: international environmental standards. 
Need: international environmental standards.
14: North Pole and South Pole. 
14: North Pole and South Pole.
o On politics and governance: the Arctic is not the Antarctic. 
o On politics and governance: the Arctic is not the Antarctic.
The Antarctic: empty continent surrounded by ocean. 
The Antarctic: empty continent surrounded by ocean.
The Arctic: ocean surrounded by inhabited states. 
The Arctic: ocean surrounded by inhabited states.
Level of human activity will increase. 
Level of human activity will increase.
Need: good governance. 
Need: good governance.
Policy. o The legal framework is in place: UNCLOS. 
Policy. o The legal framework is in place: UNCLOS.
Ilulissat May 2008. 
Ilulissat May 2008.
Claims to the continental shelf, in accordance with UNCLOS provisions. o There is no “race to Arctic”. 
Claims to the continental shelf, in accordance with UNCLOS provisions. o There is no “race to Arctic”.
Need: orderly process, governed by int’l law. 
Need: orderly process, governed by int’l law.
o In conclusion: Man-made challenges – global warming. 
o In conclusion: Man-made challenges – global warming.
Man-made solutions needed. 
Man-made solutions needed.
Human resources. 
Human resources.
Knowledge-based. 
Knowledge-based.
People. o UK/Scotland: a most desirable partner. 
People. o UK/Scotland: a most desirable partner.
Highly appreciate how generously you receive a great number of Norwegians at your universities and schools. 
Highly appreciate how generously you receive a great number of Norwegians at your universities and schools.
16 (same as ill. 
16 (same as ill.
1): Map of the North Sea, Norway and Scotland. 
1): Map of the North Sea, Norway and Scotland.
o Scotland/Norway: solid traditions, strong bonds, many personal stories. o Perhaps a new field of bilateral cooperation: “E-health”. 
o Scotland/Norway: solid traditions, strong bonds, many personal stories. o Perhaps a new field of bilateral cooperation: “E-health”.
Tromsø (telemedisin). o Not to mention renewable energy development. 
Tromsø (telemedisin). o Not to mention renewable energy development.
Joint projects. 
Joint projects.
Knowledge. o Now, open for questions or comments. 
Knowledge. o Now, open for questions or comments.
The EU and Norway have mutual interest in cooperating on carbon capture and storage (CCS) in developing countries 
Gjensidig ønske om samarbeid mellom Norge og EU om karbonfangst og -lagring i utviklingsland
Since 2005 the EU has cooperated with China on promoting CCS. 
EU har siden 2005 samarbeidet med Kina for å fremme karbonfangst og -lagring.
SINTEF, a major Norwegian research organization, has played a central role in the COACH-project, promoting cooperation on CCS between EU and China. 
Norske SINTEF har hatt en sentral rolle i COACH-prosjektet, et CO2-håndteringsprosjekt i Kina.
The Minister of Petroleum and Energy adds that: “..the Norwegian competence and experience from 13 years of CO2-depositing will hopefully be an important contribution”. 
– Norsk kompetanse og vår erfaring fra 13 år med CO2-lagring vil være viktige bidrag, sier olje- og energiministeren.
Press release (The European Commission) 
Les Europakommisjonens pressemelding
Speech to IFAD Governing Council 
Tale til IFADs råd
Speech to IFAD Governing Council (International Fund for Agricultural Development). 
Tale til IFADs råd (International Fund for Agricultural Development).
Rome, 8 December 1980. 
Roma, 8 December 1980
The European Qualification Framework (EQF) 
Det europeiske kvalifikasjonsrammeverket (EQF)
State Secretary Jens Revold's speech at the conference regarding the introduction of The European Qualification Framework (EQF) in Oslo 12. february 2008. 
Statssekretær Jens Revolds tale på konferanse om Det europeiske kvalifikasjonsrammeverket (EQF), Oslo, 12.02.08.
Welcome speech 
Welcome speech
Dear Experts from abroad, 
Dear Experts from abroad,
It is a pleasure for me to open this conference on the European Qualification Framework (EQF). 
It is a pleasure for me to open this conference on the European Qualification Framework (EQF).
As I understand it, the goal of the EQF will be to act as a translation device between the various qualifications systems in the European countries. 
As I understand it, the goal of the EQF will be to act as a translation device between the various qualifications systems in the European countries.
If successful, it will help employers and educational establishments across Europe compare and better understand the qualifications presented by individuals. 
If successful, it will help employers and educational establishments across Europe compare and better understand the qualifications presented by individuals.
For individuals, it will facilitate their mobility between European countries and systems in a life long learning perspective. 
For individuals, it will facilitate their mobility between European countries and systems in a life long learning perspective.
I recognise the importance of both the Bologna Process for higher education and the Copenhagen process for vocational education and training (VET) in enhancing the focus in Europe on mobility and transferability of qualifications. 
I recognise the importance of both the Bologna Process for higher education and the Copenhagen process for vocational education and training (VET) in enhancing the focus in Europe on mobility and transferability of qualifications.
One of the main challenges of the EQF will exactly be to ensure a smooth and transparent link between Bologna and Copenhagen and I invite you to discuss this issue today. 
One of the main challenges of the EQF will exactly be to ensure a smooth and transparent link between Bologna and Copenhagen and I invite you to discuss this issue today.
Norwegian consultation process During the consultation process in 2005, the Norwegian Ministry of Education and Research welcomed the EQF proposal. 
Norwegian consultation process During the consultation process in 2005, the Norwegian Ministry of Education and Research welcomed the EQF proposal.
In our response to the Commission we did however underline the importance of compatibility between the Bologna framework, and the EQF. 
In our response to the Commission we did however underline the importance of compatibility between the Bologna framework, and the EQF.
We also emphasised the necessity of projects focusing on developing further and testing the EQF. 
We also emphasised the necessity of projects focusing on developing further and testing the EQF.
National qualifications framework Since the consultation process, priority has in Norway been given to developing a national qualifications framework for higher education as part of our follow-up of the Bologna Process. 
National qualifications framework Since the consultation process, priority has in Norway been given to developing a national qualifications framework for higher education as part of our follow-up of the Bologna Process.
A working group with participants from the Ministry and from the higher education sector was established. 
A working group with participants from the Ministry and from the higher education sector was established.
The group’s proposal for a national qualifications framework for education was sent to all stakeholders in a broad consultation process, and we are currently in the process of summing up the response. 
The group’s proposal for a national qualifications framework for education was sent to all stakeholders in a broad consultation process, and we are currently in the process of summing up the response.
It might, however, be of interest to our guests from the UK to hear that the categories chosen for the descriptors in the proposal for a higher education framework are knowledge, skills and competence - the same categories used also in the EQF. 
It might, however, be of interest to our guests from the UK to hear that the categories chosen for the descriptors in the proposal for a higher education framework are knowledge, skills and competence - the same categories used also in the EQF.
One of the main reasons for deciding upon these three categories was according to the group the fact that they are used in EQF, and using these categories in the higher education framework as well facilitates the development of a possible future national qualifications framework for all learning. 
One of the main reasons for deciding upon these three categories was according to the group the fact that they are used in EQF, and using these categories in the higher education framework as well facilitates the development of a possible future national qualifications framework for all learning.
The importance of trying out and testing the use of the EQF was underlined in the Norwegian consultation process by a number of stakeholders, and Norway is currently involved in several Leonardo da Vinci projects on EQF. 
The importance of trying out and testing the use of the EQF was underlined in the Norwegian consultation process by a number of stakeholders, and Norway is currently involved in several Leonardo da Vinci projects on EQF.
The School Students Organisation in Norway is participating in a project where stakeholders are discussing experiences and examining challenges in establishing a national qualifications framework. 
The School Students Organisation in Norway is participating in a project where stakeholders are discussing experiences and examining challenges in establishing a national qualifications framework.
Nordic project The Ministry of Education and Research is participating in a Nordic project where different themes related to the implementation of EQF are being discussed. 
Nordic project The Ministry of Education and Research is participating in a Nordic project where different themes related to the implementation of EQF are being discussed.
These projects have been running since the beginning of 2007, while several other interesting projects have just commenced their activities. 
These projects have been running since the beginning of 2007, while several other interesting projects have just commenced their activities.
All these projects will hopefully contribute to the possibility of making well informed decisions on the implementation of EQF in Norway. 
All these projects will hopefully contribute to the possibility of making well informed decisions on the implementation of EQF in Norway.
Cooperation with the social partners At national level a pilot project has been administered by the Directorate of Education and Training in cooperation with the social partners. 
Cooperation with the social partners At national level a pilot project has been administered by the Directorate of Education and Training in cooperation with the social partners.
In this project, several trades and sectors gave feed-back on how well the proposed EQF descriptors fit the Norwegian VET qualifications. 
In this project, several trades and sectors gave feed-back on how well the proposed EQF descriptors fit the Norwegian VET qualifications.
The project has also given us important feedback and input as to the further development of a national qualifications framework. 
The project has also given us important feedback and input as to the further development of a national qualifications framework.
I believe it is of the utmost importance that we give ourselves the time both to discuss and to reflect upon the EQF and on the national implications of introducing a national qualifications framework for all learning. 
I believe it is of the utmost importance that we give ourselves the time both to discuss and to reflect upon the EQF and on the national implications of introducing a national qualifications framework for all learning.
Even though we welcome and support the EQF, a national qualifications framework may have unintended consequences at the national level. 
Even though we welcome and support the EQF, a national qualifications framework may have unintended consequences at the national level.
To avoid this, sufficient time and a well-founded information strategy is required both at European and national level, and I believe we should not rush the process of implementing EQF. 
To avoid this, sufficient time and a well-founded information strategy is required both at European and national level, and I believe we should not rush the process of implementing EQF.
I am pleased to see so many of the stakeholders here today and I invite you to contribute actively in the discussions and in the workshops this afternoon. 
I am pleased to see so many of the stakeholders here today and I invite you to contribute actively in the discussions and in the workshops this afternoon.
Complexity of reporting With respect to this I like to make a short remark relating to the complexity of reporting. 
Complexity of reporting With respect to this I like to make a short remark relating to the complexity of reporting.
At least in higher level education we are now approaching an upper limit as to how much we should burden teachers and professor on reporting details. 
At least in higher level education we are now approaching an upper limit as to how much we should burden teachers and professor on reporting details.
The same goes for researchers. 
The same goes for researchers.
We must be careful that we do not double up efforts on this, and that we as far as possible seek more flexible systems for reporting. 
We must be careful that we do not double up efforts on this, and that we as far as possible seek more flexible systems for reporting.
Further discussions We have not yet formally committed ourselves to developing a National Qualifications Framework (NQF) in Norway. 
Further discussions We have not yet formally committed ourselves to developing a National Qualifications Framework (NQF) in Norway.
This has to be discussed further . 
This has to be discussed further .
One option could be to link our national qualifications directly to the EQF without creating an over-arching national framework. 
One option could be to link our national qualifications directly to the EQF without creating an over-arching national framework.
We are, however, currently investigating the possibility of developing a national qualifications framework for VET and are examining the possibility to make this, together with the national qualifications framework for higher education, coherent with the EQF. 
We are, however, currently investigating the possibility of developing a national qualifications framework for VET and are examining the possibility to make this, together with the national qualifications framework for higher education, coherent with the EQF.
As the EQF levels are based on learning outcomes, only qualifications based on learning outcomes can be placed at one of the eight levels of the EQF. 
As the EQF levels are based on learning outcomes, only qualifications based on learning outcomes can be placed at one of the eight levels of the EQF.
In Norway, the new curriculum for general education and VET in upper secondary is based on learning outcomes. 
In Norway, the new curriculum for general education and VET in upper secondary is based on learning outcomes.
This could be an advantage if we link these qualifications directly to the EQF, but also an advantage for the possible development of a national qualifications framework. 
This could be an advantage if we link these qualifications directly to the EQF, but also an advantage for the possible development of a national qualifications framework.
Tertiary vocational education Challenges arise, however, when it comes to tertiary vocational education, accredited by The Norwegian Agency for Quality Assurance in Education (NOKUT). 
Tertiary vocational education Challenges arise, however, when it comes to tertiary vocational education, accredited by The Norwegian Agency for Quality Assurance in Education (NOKUT).
No requirement exists relating to the description of learning outcomes for these programmes. 
No requirement exists relating to the description of learning outcomes for these programmes.
There is no requirement which states that these programmes have to be described through learning outcomes in order to be accredited. 
There is no requirement which states that these programmes have to be described through learning outcomes in order to be accredited.
Consequently, the programmes differ in this respect. 
Consequently, the programmes differ in this respect.
Some of the programmes are described through learning outcomes, some through input mainly focusing on time and subjects. 
Some of the programmes are described through learning outcomes, some through input mainly focusing on time and subjects.
Providers of this category of education are invited to discuss these challenges further after the main conference today. 
Providers of this category of education are invited to discuss these challenges further after the main conference today.
We are at the very starting point of implementing EQF. 
We are at the very starting point of implementing EQF.
This conference is the launch of the national follow-up. 
This conference is the launch of the national follow-up.
Relevant organisations were involved in the consultation process on the EQF, and they will have the opportunity of being involved in the follow-up. 
Relevant organisations were involved in the consultation process on the EQF, and they will have the opportunity of being involved in the follow-up.
Shortly after this conference the social partners and other interested stakeholders will be invited to form a reference group with the purpose of giving input to the national policy on implementing EQF. 
Shortly after this conference the social partners and other interested stakeholders will be invited to form a reference group with the purpose of giving input to the national policy on implementing EQF.
I am looking forward to this cooperation, and I wish you the best of luck with the conference. 
I am looking forward to this cooperation, and I wish you the best of luck with the conference.
Washington, D.C.: Minister of Defence Ine Eriksen Søreide today met the head of the US combat aircraft programme, Lieutenant General Bogdan. 
Washington: Forsvarsminister Ine Eriksen Søreide møtte i dag sjefen for det amerikanske kampflyprogrammet, generalløytnant Bogdan.
“It is important for the programme to keep up the good progress and continue the work of preparing for receipt of the first aircraft in Europe,” the defence minister said after the meeting. 
-Det er viktig at programmet opprettholder den gode fremdriften og fortsetter arbeidet med å forberede mottak av de første flyene i Europa, sier forsvarsministeren etter møtet.
Lt Gen Bogdan leads the multinational F-35 Joint Program Office (JPO). 
Generalløytnant Bogdan leder det flernasjonale programkontoret for F-35, Joint Program Office (JPO).
I praised his solid leadership, because good headway has been achieved under his leadership,” says the defence minister. 
Jeg berømmet hans gode lederskap, for det har vært god progresjon under hans ledelse, sier forsvarsministeren.
“At the same time, my message to Bogdan was that Norway is reliant on this good progress being maintained, and on the programme’s helping to establish a common support infrastructure for the F -35 in Europe,” says Eriksen Søreide. 
-Samtidig var mitt budskap til Bogdan at Norge er avhengige av at denne gode fremdriften nå opprettholdes og at programmet bidrar til å etablere en felles infrastruktur for understøttelse for F-35 i Europa, sier Søreide.
Combat aircraft important for Norway 
Kampfly viktig for Norge
During the meeting, the defence minister presented an update on the status of the Norwegian fighter aircraft procurement, and stressed that the investment in new aircraft will enhance our ability as an ally to contribute to the common defence and crisis management. 
Under møtet ga forsvarsministeren en oppdatering om status i den norske kampflyanskaffelsen og understreket at investeringen i nye kampfly vil øke vår evne til å bidra som en alliert til felles forsvar og krisehåndtering.
“This is one of the most important elements of the continued modernisation of the entire defence sector, and it’s something I personally will follow very intently,” says Eriksen Søreide. 
-Dette er et av de viktigste elementene i den videre moderniseringen av hele forsvarssektoren, og noe jeg personlig vil følge tett, sier Søreide.
To the JPO, Norway has emphasised the need to integrate both the aircraft’s drag parachute, which is essential for operations in Norway, and the Norwegian-developed Joint Strike Missile (JSM). 
Norge har overfor JPO vektlagt behovet for å få integrert både flyets bremseskjerm, som er avgjørende for å kunne gjennomføre operasjoner i Norge, og det norskutviklede missilet JSM (Joint Strike Missile).
“Bogdan has supported Norway in this work, and he promised to continue to focus on this further. 
-Bogdan har støttet Norge i dette arbeidet, og han lovet å fortsette å ha fokus på dette videre.
His efforts in these areas will be important in the time ahead as well,” says Eriksen Søreide. 
Hans innsats på disse områdene vil være viktig også i tiden fremover, sier Søreide.
Meeting with Norwegians 
"Norsk" møte
Norway contributes 10 people to the multinational F-35 programme. 
Norge bidrar med ti personer i det flernasjonale F-35-programmet.
The main duty for two of them is to represent Norway and promote Norwegian interests. 
To av disse har som hovedrolle å representere Norge og fremme norske interesser.
The others provide technical expertise to the programme. 
De resterende skal bidra som fageksperter i programmet.
“You are at the heart of a programme that will help set the tone for Norwegian-American cooperation well into the future. 
-Dere er i sentrum av et program som vil prege det norsk-amerikanske samarbeidet i lang tid fremover.
It makes the job you are doing here, as Norwegian representatives and as part of the programme, even more important,” says Eriksen Søreide. 
Det gjør den jobben dere gjør her, både som norske representanter og som del av programmet enda viktigere, sier Søreide.
“You have an important role to play in keeping ‘a finger on the pulse’ of the programme for those of us at home in Norway, and providing insight we would not have had if we were sitting outside. 
- Dere har en viktig rolle ved at dere holder "fingeren på pulsen" for oss hjemme i Norge, og gir oss en innsikt i programmet vi ikke hadde fått om vi satt på utsiden.