natgillin/translations-raw huggingface dataset:
Programme descriptions with pertaining learning outcomes must document how the education is R&D-based. 
Programplaner med tilhørende læringsutbyttebeskrivelser skal dokumentere hvordan utdanningen er FoU-basert.
disseminate up-to-date knowledge based on scientific research, artistic research or discipline development work adapted to the level, distinct nature and scope of the individual study programme 
formidle oppdatert kunnskap forankret i vitenskapelig forskning, kunstnerisk utviklingsarbeid eller faglig utviklingsarbeid som er tilpasset studiets nivå, egenart og omfang
All academic communities that contribute to teaching bachelor's and master's programmes shall engage in relevant R&D-work. 
Alle fagmiljøer som bidrar med undervisning på bachelor- og masterprogrammer skal drive relevant FoU-arbeid.
R&D work shall be integrated into teaching activities in a manner that is appropriate to the level of the programme. 
FoU-arbeid skal integreres i undervisningen på en måte som samsvarer med studiets nivå.
Research groups at the faculty have a special responsibility for ensuring that the R&D activities at the faculty support the study programmes. 
Forskningsgruppene ved instituttene har et særlig ansvar for at FoU-aktivitetene ved fakultetet bygger opp under profesjonsutdanningene.
At the Faculty of Technology, Art and Design, this responsibility is attended to by subject-specific research groups that are thematically affiliated to the master's degree programmes, and by interdepartmental research groups that deal with more general issues in educational science and subject didactics. 
Ved TKD ivaretas dette ansvaret av fagspesifikke forskningsgrupper tematisk knyttet til de ulike masterutdanningene, samt av instituttovergripende forskningsgrupper som mer generelt tar for seg pedagogiske og fagdidaktiske problemstillinger.
Where relevant, the programmes shall facilitate subject teachers, particularly at master's degree level, teaching topics that correspond to their own R&D work. 
Programmene skal legge til rette for at faglærere, spesielt på masternivå, får undervise innen tema som sammenfaller med eget FoU-arbeid, der det er relevant.
actively integrate R&D work in teaching activities 
aktivt integrere FoU-arbeid i undervisningen
HiOA shall comply with the Norwegian Qualifications Framework for Lifelong Learning in all programmes that lead to a degree and provide subject matter and learning processes where students reflect on the connections of knowledge and on the subject area's perspectives on knowledge, perception of science and ethical issues. 
HiOA skal følge Nasjonalt kvalifikasjonsrammeverk i alle gradsgivende studier og tilby lærestoff og læringsprosesser der studentene reflekterer over kunnskapens sammenhenger og over fagområdets kunnskapssyn, vitenskapsoppfatning og etiske problemstillinger.
introduce to the students scientific or artistic ways of thinking, methodology and research ethics 
gjøre studentene kjent med vitenskapelig eller kunstfaglig tenkemåte, metode og forskningsetikk
The bachelor's students 
Bachelorstudentene
shall be familiar with research and development work in the programme area. 
skal kjenne til forsknings- og utviklingsarbeid innen programområdet.
They shall have insight into the programme area's scientific or artistic way of thinking, methodology, and research and professional ethics. 
De skal ha innsikt i programområdets vitenskapelige eller kunstfaglige tenkemåte og metode, og i forsknings- og yrkesetikk.
They shall be knowledgeable about the programme area's history, traditions, distinctive nature and place in society. 
De skal ha kunnskap om programområdets historie, tradisjoner, egenart og plass i samfunnet.
shall be capable of applying knowledge and results from relevant R&D work to practical and theoretical problems. 
skal kunne anvende kunnskap og resultater fra relevant FoU-arbeid på praktiske og teoretiske problemstillinger.
shall be capable of planning and carrying out projects in accordance with professional and ethical guidelines. 
skal kunne planlegge og gjennomføre prosjekter i tråd med faglige og etiske retningslinjer.
Master's students 
Masterstudentene
shall have in-depth knowledge about the scientific or artistic theory and methods of the programme area. 
skal ha inngående kunnskap om programområdets vitenskapelige eller kunstfaglige teori og metoder.
They shall be capable of analysing problems in the subject area on the basis of the programme area’s history, traditions, distinctive nature and place in society. 
De skal kunne analysere faglige problemstillinger med utgangspunkt i programområdets historie, tradisjoner, egenart og plass i samfunnet.
shall be capable of carrying out an independent, limited research or development project under supervision and in accordance with applicable research ethical standards. 
skal kunne gjennomføre et selvstendig, avgrenset forsknings- eller utviklingsprosjekt under veiledning og i tråd med gjeldende forskningsetiske normer.
shall be capable of communicating about issues, analyses and conclusions in the subject area, both with specialists and with the general public. 
skal kunne kommunisere om faglige problemstillinger, analyser og konklusjoner innenfor fagområdet, både med spesialister og med allmennheten.
The Faculty Administration is directed by the Faculty Director and consists of three sections and staff. 
Fakultetsadministrasjonen blir leidd av fakultetsdirektøren, og har tre seksjonar og ein stab.
The sections are divided according to the tasks performed in the sections and function across the departments: Section for Academic Affairs and Internationalisation, Section for Human Resources and Section for Finance. 
Seksjonane er delte inn etter oppgåver, og går på tvers av institutta.
The Faculty Director 
Fakultetsdirektøren
The Faculty Director is head of the whole administration of the Faculty of Technology, Art and Design and has personnel responsibility for section heads and Staff employees. 
Fakultetsdirektøren er leiar for den samla administrasjonen i Fakultet for teknologi, kunst og design (TKD), og har personalansvar for seksjonssjefar og tilsette i staben.
Faculty Director: Maren Kristine Moen. 
Fakultetsdirektør: Maren Kristine Moen.
The Faculty Director's Staff 
Fakultetsdirektørens stab
The duties of the Faculty Director's Staff include planning, coordination and preparation of matters for consideration by the faculty management and faculty board, liaison with the Student Board and student organisations, as well as information and communication work. 
Arbeidsoppgåvene til staben er blant anna planlegging, koordinering og førebuing av saker for fakultetsleiinga og fakultetsrådet, kontakt med studentstyre og organisasjonar og informasjons- og kommunikasjonsarbeid.
Head of section: Jørund Støre Bergrem. 
Seksjonssjef: Jørund Støre Bergrem.
Employees in Academic Affairs and Internationalisation. 
Tilsette i Seksjon for studieadministrasjon og internasjonalisering »
Section for R&D 
Seksjon for FoU
Head of section: Lene Bomann-Larsen 
Seksjonssjef: Lene Bomann-Larsen
Head of section: Kjell Thorstensen 
Seksjonssjef: Kjell Thorstensen.
Head of section: Susanne Skrimstad. 
Seksjonssjef: Susanne Skrimstad.
Employees in Section for Finance. 
Tilsette i økonomi »
The lists of employees state which office the employees work at. 
Oversikt over tilsette i seksjonen.
PhD student Alioscia Miotto attended the international summer school at HiOA as a student in 2015. 
PhD student Alioscia Miotto attended the International Summer School at HiOA as a student in 2015.
Back in Italy, he used this experience to promote new opportunities for universal design in ICT and education. 
Back in Italy, he used this experience to promote new opportunities for universal design in ICT and education.
'I started to speak about the importance of universal design, inclusion with universal design, and ICT for the disabled in their life, not only in learning. 
'I started to speak about the importance of universal design, inclusion with universal design, and ICT for the disabled in their life, not only in learning.
I tried to create opportunities to understand this', he says. 
I tried to create opportunities to understand this', he says.
'In my university, University of Padua, they now want to develop new possibilities for universal design.' 
'In my university, University of Padua, they now want to develop new possibilities for universal design.'
Alioscia has always been interested in becoming an agent of change, but the summer school was a stepping-stone in his pursuit of universal design of ICT. 
Alioscia has always been interested in becoming an agent of change, but the summer school was a stepping-stone in his pursuit of universal design of ICT.
Following the summer school, Alioscia and Anthony have arranged seminars in universal design and learning for over 350 students in Bologna, Rome and Padua. 
Following the summer school, Alioscia and Anthony have arranged seminars in universal design and learning for over 350 students in Bologna, Rome and Padua.
'In Bologna, the students did not know anything about universal design. 
'In Bologna, the students did not know anything about universal design.
It is a young subject in academia, and it was a very good opportunity to speak about it', says Alioscia. 
It is a young subject in academia, and it was a very good opportunity to speak about it', says Alioscia.
He has a master’s degree in “technology for distance learning” from the University of Padua, and now he is a PhD student in universal design for learning. 
He has a master’s degree in “technology for distance learning” from the University of Padua, and now he is a PhD student in universal design for learning.
He is studying the situation for universal design in classroom learning at the University of Padua. 
He is studying the situation for universal design in classroom learning at the University of Padua.
'The innovation day in the summer school, was a very good opportunity to understand how innovation and universal design works is in Norway, because in Italy we do not have anything like this.' 
'The innovation day in the summer school, was a very good opportunity to understand how innovation and universal design works is in Norway, because in Italy we do not have anything like this.'
'After I came back to Italy, I explained what I had learned, and brought it to my supervisor at the university, and she wanted to do the same in Italy.' 
'After I came back to Italy, I explained what I had learned, and brought it to my supervisor at the university, and she wanted to do the same in Italy.'
'Now we are trying to organise an event like the innovation day, maybe in March next year, in Padua.' 
'Now we are trying to organise an event like the innovation day, maybe in March next year, in Padua.'
Recently Alioscia helped organize a usability day for people with disabilities at the University of Padua where over 250 attended. 
Recently Alioscia helped organize a usability day for people with disabilities at the University of Padua where over 250 attended.
'Now the rector says he wants to do more for universal design', says Alioscia. 
'Now the rector says he wants to do more for universal design', says Alioscia.
'All the events you are talking about: the innovation day, the day for persons with disabilities and the lecture and seminar in Bologna, all came about because of the summer school here in Oslo', says Anthony. 
'All the events you are talking about: the innovation day, the day for persons with disabilities and the lecture and seminar in Bologna, all came about because of the summer school here in Oslo', says Anthony.
'The summer school has really been the spark for many new opportunities.' 
'The summer school has really been the spark for many new opportunities.'
'It was a very good opportunity to understand different points of view, meeting people and create many good relationships afterwards', says Alioscia. 
'It was a very good opportunity to understand different points of view, meeting people and create many good relationships afterwards', says Alioscia.
Alioscia is a wheel chair user, and a critical factor was that HiOA provided additional funding to enable his personal assistant to come and support him during the summer school. 
Alioscia is a wheel chair user, and a critical factor was that HiOA provided additional funding to enable his personal assistant to come and support him during the summer school.
'Why did you decide to attend it?' 
'Why did you decide to attend it?'
'I really like universal design of ICT, and I knew Anthony is a very good teacher, so I decided to attend the school, and asked about permission from my supervisor to travel to Oslo.' 
'I really like universal design of ICT, and I knew Anthony is a very good teacher, so I decided to attend the school, and asked about permission from my supervisor to travel to Oslo.'
Alioscia’s dream is another stay in Oslo. 
Alioscia’s dream is another stay in Oslo.
'We are trying to identify opportunities for Alioscia to come to Oslo and do a post doc project', says Anthony. 
'We are trying to identify opportunities for Alioscia to come to Oslo and do a post doc project', says Anthony.
'Because what we want, is not simply students who get knowledge and do nothing with it, but gaining knowledge and making changes in the world. 
'Because what we want, is not simply students who get knowledge and do nothing with it, but gaining knowledge and making changes in the world.
That is the important part of education.' 
That is the important part of education.'
'We want to be an agent of change, and a mechanism for doing positive changes. 
'We want to be an agent of change, and a mechanism for doing positive changes.
Here Alioscia is an excellent example.' 
Here Alioscia is an excellent example.'
'It would be very easy in many other universities to look at people with disabilities like a burden and not a benefit.' 
'It would be very easy in many other universities to look at people with disabilities like a burden and not a benefit.'
'It is great to see that our university sees this person as a benefit to the classroom. 
'It is great to see that our university sees this person as a benefit to the classroom.
We wanted to give him the support he needed, so he could participate and be part of the learning.' 
We wanted to give him the support he needed, so he could participate and be part of the learning.'
'HiOA is making this important contribution. 
'HiOA is making this important contribution.
Here we have a summer school that prioritizes everyone. 
Here we have a summer school that prioritizes everyone.
That ensures that we have a space where everyone can come and participate equally', says Anthony. 
That ensures that we have a space where everyone can come and participate equally', says Anthony.
Further information: 
Further information:
Master's programme in Universal Design of Information and Communication Technology 
Master's programme in Universal Design of Information and Communication Technology
HiOA International Summer School 
HiOA International Summer School
Alioscia and Anthony in Bologna. 
Alioscia and Anthony in Bologna.
1 Goal: Education 
Mål 1 Utdanning
HiOA shall be internationally recognised for its professional programmes. 
HiOA skal være internasjonalt ledende på profesjonsutdanninger
The Faculty of Technology, Art and Design shall 
Fakultet for teknologi, kunst og design skal
have robust bachelor’s and master’s degree programmes of high quality, relevant for the society and in demand in working and cultural life, business and industry 
ha robuste bachelor- og masterprogrammer av høy kvalitet som er relevante for samfunnet og etterspurt i arbeids, kultur- og næringsliv
offer research-based and diverse teaching methods relevant to the individual education and working life 
tilby forskningsbaserte og varierte undervisningsformer som er relevante for den enkelte utdanning og for arbeidslivet
educate socially responsible and environmentally conscious students with the ability for critical thinking and ethical reflection 
utdanne samfunns- og miljøbevisste studenter med evne til kritisk tenkning og etisk refleksjon
be an attractive place of study for students, with a great learning environment 
være et attraktivt studiested for studentene med et godt læringsmiljø
continue to integrate theory and practice in the teaching, including laboratory, workshop and field activities 
fortsette å integrere teori og praksis i undervisningen, herunder laboratorie-, verksted- og feltvirksomhet
adapt the programmes offered at the faculty in order to increase student and teacher exchange and increase the contact with relevant international learning institutions 
tilrettelegge studietilbudet for å øke student- og lærerutveksling, og øke kontakten med relevante internasjonale læresteder
increase student admissions, provided that the infrastructure and the staff situation is satisfactory 
øke studentopptaket under forutsetning av at infrastrukturen og personalsituasjonen er tilfredsstillende
have a good throughput of students 
ha god studentgjennomstrømning
2 Goal: Research and Development 
Mål 2 Forskning og utviklingsarbeid
HiOA shall be at the forefront of professionally relevant research and development 
HiOA skal være i front på profesjonsrelevant forskning og utviklingsarbeid
have active dissemination of R&D results and increased publishing, and work to increase the importance of artistic and pedagogical development work 
ha aktiv formidling av FoU-resultater og økt publisering, og arbeide for uttelling for kunstnerisk og pedagogisk utviklingsarbeid
develop larger and integrated R&D environments and research groups that strengthen and emphasise the departments’ and the faculty’s research activities 
utvikle større og integrerte FoU-miljøer og forskergrupper som styrker og tydeliggjør instituttenes og fakultetets forskningsvirksomhet
connect development, research and education to emphasise the study programmes 
bygge bro mellom utvikling, forskning og utdanning og derigjennom løfte utdanningene
develop a comprehensive PhD programme including all the departments at the Faculty 
utvikle et instituttovergripende PhD-program på fakultetet
promote more R&D cooperation that will also lead to increased external funding, nationally and internationally 
arbeide for mer FOU- samarbeid som også fører til økt ekstern finansiering, nasjonalt og internasjonalt
3 Goal: External relations and dissemination 
Mål 3 Samfunnsrettet virksomhet og formidling
HiOA will challenge and develop the professions in cooperation with business and society and will be an active agent and participant in the public debate 
HiOA skal utfordre og utvikle profesjonene i samspill med samfunns- og næringsliv, og være en aktiv pådriver og aktør i samfunnsdebatten
Faculty of Technology, Art and Design shall 
Fakultet for teknologi, kunst og design skal
secure and further develop a close and committed cooperation with business and industry, cultural life and the public sector 
sikre og videreutvikle et nært og forpliktende samarbeid med nærings- og kulturliv og offentlig virksomhet
be visible in acknowledged research forums, in the media and the society in general 
være synlig i anerkjente forskningsfora, i media og i samfunnet generelt
have an innovative, sustainable and ethically justifiable profile 
ha en innovativ, bærekraftig og etisk forsvarlig profil
develop alumni activities at the faculty 
utvikle en alumnivirksomhet på fakultetet
4 Goal: Human and financial resources 
Mål 4 Menneskelige og økonomiske ressurser
HiOA will be a learning and innovative workplace that organises and develops activities and resources in a goal-oriented and effective manner. 
HiOA skal være et lærende og nyskapende arbeidssted som organiserer og utvikler virksomheten og ressursene målrettet og effektivt
further develop a professional and efficient faculty with good economic control 
videreutvikle et profesjonelt og velfungerende fakultet med god økonomisk styring
be an attractive workplace known for its good working environment and for providing great possibilities for research and development work and competence development 
være en attraktiv arbeidsplass kjent for et godt arbeidsmiljø og som gir gode muligheter for forsknings- og utviklingsarbeid og kompetanseutvikling
have an inclusive personal policy characterised by sincerity and flexibility 
ha en inkluderende personalpolitikk som kjennetegnes av åpenhet og fleksibilitet
Adopted by the Faculty Board, 24 September 2012. 
Vedtatt i fakultetsstyret 24. september 2012.
Work of reference 
Spørsmålene som drøftes i rapporten
In addition, it is meant as a contribution to the scholarly literature on housing policy and the general development of Norwegian politics in the last decades. 
Er den erstattet av markedsstyring og beskjedne almisser til ”vanskeligstilte på boligmarkedet”, slik enkelte ynder å hevde?
The report also contains a brief overview of the changes in the Norwegian state’s housing policy from 1970 to 2010. 
Slike spørsmål stilles og drøftes i rapporten ”Norsk boligpolitikk i forandring 1970-2010.
Cross-party consensus 
Sentrale vedtak, dokumenter og politiske prosesser
Thus, the chapter contains separate sections devoted to owner-occupied-, cooperative- and rental housing. 
Endringene i boligpolitikken de siste tiårene er ikke et resultat av en felles strategi
An important line of argument here is that the ideological conflicts between left and right concerning homeownership and the regulation of the housing market in the 1970s, gave way to political consensus during the 1990s and 2000s. 
Rapporten konkluderer videre med at endringene i boligpolitikken de siste tiårene ikke kan føres tilbake til en felles, koordinert strategi.
Today all main political parties accept the right of individuals to sell their homes at prices determined by the market. 
Det argumenteres snarere for at endringene på de respektive områdene fremstår som et resultat av ulike drivkrefter.
A concern for the challenges of distinct sections of society (youth, the elderly, the poor, immigrants, homeless people). 
På andre delområder fremstår endring i større grad som et resultat av press fra markedsaktører.
The municipalities: From an enabler of housing construction for the general public to an overriding concern for disadvantaged groups. 
Initiativet til forskningsprosjektet rapporten springer ut av ble tatt av Tore W.
Housing policy, a part of welfare policy and the state’s strategy for preventing and combating poverty. 
Kiøsterud, sosialøkonom og mangeårig ansatt i Kommunaldepartementets boligavdeling.
The report concludes that the political differences in the field of housing policy between the governments of left and right have been quite small over the last fifteen years. 
Prosjektet er finansiert av Husbanken og støttet av Kommunal- og Regionaldepartementet ved sjenerøs tilgang til boligavdelingens arkiver.
Despite rhetorical differences, all governments have given priority to selective housing policy instruments aimed at the poorest households. 
NOVA Rapport 16/11 Norsk boligpolitikk i forandring 1970-2010 Dokumentasjon og debatt Jardar Sørvoll
The report is written in Norwegian 
Les mer om forskningen til Jardar Sørvoll
The project has been awarded an EU Framework 7 grant worth €3.7 million, in order to develop a European doctoral research project over 4 years. 
Prosjektet er bevilget 3,7 millioner euro for å utvikle og gjennomføre et europeiske doktorgradsprogram over fire år.
Several leading disability research institutes in the world will also contribute to its work including the Harvard Project in Disability. 
Prosjektet vil innen kort tid utlyse flere PhD-stipender.
Digital Europe, the main umbrella body for European software and hardware manufactures and services, acts as a key commercial partner. 
Digital Europe, hovedsammenslutningen for europeiske software- og hardware-produsenter og -leverandører, deltar som hovedrepresentant for næringslivet i prosjektet.