natgillin/translations-raw huggingface dataset:
Child poverty levels are relatively low and government debt is well below the OECD average (which was equal to just over 50 per cent of GDP in 2010). 
Child poverty levels are relatively low and government debt is well below the OECD average (which was equal to just over 50 per cent of GDP in 2010).
Note also that in the peculiar case of Norway, government debt indicators – also as they are represented in the SGI Study – are less meaningful. 
Note also that in the peculiar case of Norway, government debt indicators – also as they are represented in the SGI Study – are less meaningful.
The country has built up a massive public fund from petroleum revenues with a market value currently approaching €600 billion! 
The country has built up a massive public fund from petroleum revenues with a market value currently approaching €600 billion!
Moreover, work-friendly family policies (including an emphasis on providing affordable care services for dependent children and elderly) have long been a priority in the Nordic countries. 
Moreover, work-friendly family policies (including an emphasis on providing affordable care services for dependent children and elderly) have long been a priority in the Nordic countries.
As a result, even though they – with the exception of Iceland – do not quite reach the replacement fertility rate of 2.1, generally, more babies are born in the Nordic countries than further south on the European continent. 
As a result, even though they – with the exception of Iceland – do not quite reach the replacement fertility rate of 2.1, generally, more babies are born in the Nordic countries than further south on the European continent.
At the same time, female employment is high, providing a broad tax base that helps in meeting the costs of population ageing. 
At the same time, female employment is high, providing a broad tax base that helps in meeting the costs of population ageing.
Overall, while not seeing it as a super model – like the Economist actually did earlier this year – it seems fair to say that the Nordic social and economic model has managed to strike a sound balance between intra-generational and inter-generational concerns. 
Overall, while not seeing it as a super model – like the Economist actually did earlier this year – it seems fair to say that the Nordic social and economic model has managed to strike a sound balance between intra-generational and inter-generational concerns.
This has been achieved by combining policies which contribute to the equalisation of life chances (e.g., free access to education, active labour market measures for the whole adult population, and a comprehensive system of social protection) with policies to foster economic competitiveness and efficiency. 
This has been achieved by combining policies which contribute to the equalisation of life chances (e.g., free access to education, active labour market measures for the whole adult population, and a comprehensive system of social protection) with policies to foster economic competitiveness and efficiency.
Ecological footprint: even the Nordic countries can’t sit back and relax 
Ecological footprint: even the Nordic countries can’t sit back and relax
The most innovative feature of the SGI Study is the inclusion of an environmental impact indicator in the assessment of intergenerational justice across countries. 
The most innovative feature of the SGI Study is the inclusion of an environmental impact indicator in the assessment of intergenerational justice across countries.
While a common dimension in discussions of environmental policy and sustainable development, ecological concerns rarely enter assessments of the welfare state and social justice more broadly. 
While a common dimension in discussions of environmental policy and sustainable development, ecological concerns rarely enter assessments of the welfare state and social justice more broadly.
The environmental impact of human activities reported in the SGI Study on the basis of countries’ Ecological Footprint, gives a rather mixed result for the Nordic countries. 
The environmental impact of human activities reported in the SGI Study on the basis of countries’ Ecological Footprint, gives a rather mixed result for the Nordic countries.
We get an intergenerational picture which is less positive than when considering only the welfare state more narrowly. 
We get an intergenerational picture which is less positive than when considering only the welfare state more narrowly.
It is important to note that several kinds of indicators have been defined for measuring different aspects of environmental performance. 
It is important to note that several kinds of indicators have been defined for measuring different aspects of environmental performance.
Country rankings are sensitive to the choice of indicator. 
Country rankings are sensitive to the choice of indicator.
For instance, if we instead rank countries according to the Environmental Performance Index, the Nordic countries all appear in the top quintile. 
For instance, if we instead rank countries according to the Environmental Performance Index, the Nordic countries all appear in the top quintile.
We are not in a position to judge which indicator is superior, since that probably depends on your specific purpose. 
We are not in a position to judge which indicator is superior, since that probably depends on your specific purpose.
However, we strongly encourage further debates and research on the linkages between social and environmental policy and their outcomes. 
However, we strongly encourage further debates and research on the linkages between social and environmental policy and their outcomes.
In this regard the SGI Study offers a welcome contribution. 
In this regard the SGI Study offers a welcome contribution.
About the authors 
About the authors
Mi Ah Schoyen holds a PhD from the European University Institute and works as a researcher at NOVA Norwegian Social Research 
Mi Ah Schoyen holds a PhD from the European University Institute and works as a researcher at NOVA Norwegian Social Research
Bjorn Hvinden is Professor and Head of Research at NOVA and the University of Tromsø, and director of the Nordic Centre of Excellence ‘Reassessing the Nordic Welfare Model’. 
Bjorn Hvinden is Professor and Head of Research at NOVA and the University of Tromsø, and director of the Nordic Centre of Excellence ‘Reassessing the Nordic Welfare Model’ ( REASSESS).
Illustrasjonsfoto: colourbox.no Illustrasjonsfoto: IngramPublishing 
Illustrasjonsfoto: colourbox.no Illustrasjonsfoto: IngramPublishing
They will soon evaluate Fronter and It’s Learning. 
Snart ser de nærmere på Fronter og It’s learning.
As part of their research into universal accessibility, Professor Weiqin Chen, Associate Professor Norun Sanderson, and Assistant Professor Siri Kessel at the Department of Computer Science recently evaluated Moodle, the learning platform with open source code that is used worldwide. 
Professor Weiqin Chen, førsteamanuensis Norun Sanderson og høgskolelektor Siri Kessel på Institutt for informasjonsteknologi forsker på universell tilgjengelighet, og har nylig tatt for seg den populære læringsplattformen med åpen kildekode, Moodle, som brukes verden rundt.
They focused on universal accessibility from the teacher's perspective, identified problems, and proposed possible improvements, and have now presented their findings in an article entitled “The Accessibility of Learning Management Systems from Teachers’ Perspective”. 
De fokuserer på den universelle tilgjengeligheten sett fra lærerens perspektiv, identifiserer problemstillinger og foreslår mulige forbedringer, og har presentert resultatene i artikkelen «The Accessibility of Learning Management Systems from Teachers’ Perspective».
The article was published in the proceedings to the 21st International Conference on Computers in Education held on Bali, Indonesia in November 2013, at which Weiqin Chen and Siri Kessel presented their study. 
Artikkelen er publisert i Proceedings til “The 21st International Conference on Computers in Education” på Bali i Indonesia i november 2013, der Weiqin Chen og Siri Kessel var til stede og presenterte studien.
The researchers have used expert evaluations based on ATAG Guidelines 2.0 (Part A: Authoring Tool Accessibility Guidelines). 
Forskerne har brukt ekspertevaluerings-metode basert på retningslinjer ATAG 2.0 Del A (Authoring Tool Accessibility Guidelines).
Moodle is well-known and used in many countries in Asia and Eastern Europe among others, where many universities and university colleges cannot afford to buy solutions. 
Moodle er velkjent og brukt i mange land, blant annet i Asia og Øst-Europa, hvor universiteter og høgskoler ofte ikke har råd til å kjøpe løsninger.
Fronter and It’s Learning are the most popular proprietary solutions used in Norway. 
I Norge er de betalte løsningene Fronter og It’s learning mest brukt.
Fronter, It’s Learning, and others will also be evaluated 
Evaluerer også Fronter, It's learning og andre
“We will also evaluate Fronter, It’s Learning and other solutions, too, but we took Moodle as our starting point,” explains Siri Kessel. 
– Vi skal også evaluere Fronter, It’s learning og andre løsninger, også, men tok tak i Moodle som en begynnelse, forteller Siri Kessel.
“Moodle has been developed with a heavy focus on accessibility, primarily with students as end users in mind.” 
– Det har vært mye fokus på tilgjengelighet (accessibility) i utviklingen av Moodle, først og fremst i forhold til studenter som sluttbrukere.
International accessibility guidelines 
Bruker internasjonale retningslinjer for tilgjengelighet
“We have based our study on international guidelines on online accessibility. 
– Som utgangspunkt har vi brukt internasjonale retningslinjer for tilgjengelighet på web.
These are aimed at both users of authoring tools and at the products which these tools are meant to create.” 
Disse retter seg både mot publiseringsverktøyet med tanke på dem som skal publisere, og mot det produktet webpubliseringsverktøyet skal frambringe.
“Accessibility for people with physical disabilities is important in this context, and there are many success criteria. 
– Her er tilgjengelighet for funksjonshemmede viktig, og det er mange suksesskriterier.
We have manually tested different web browsers with different systems and types of assistive technology.” 
Vi har testet manuelt på forskjellige nettlesere, med litt forskjellige systemer og hjelpemiddelteknologi.
“We operationalised groups of people with physical disabilities to find out who may experience problems with our findings.” 
– Vi har operasjonalisert grupper av funksjonshemmede for å kunne se hvem som kan ha problemer med det vi fant.
Keyboard problems with Moodle 
Tastatur problematisk i Moodle
“We found that using Moodle could prove difficult for people who are dependent on using a keyboard and who cannot use a mouse for various reasons, such as tendinitis, an amputated arm, spasms, or Parkinson's disease.” 
– Vi så at bruk av Moodle kunne medføre problemer for personer som er avhengige av å bruke tastatur, og ikke kan bruke mus, for eksempel på grunn av senebetennelse, amputert arm, spasmer eller Parkinson.
“People who are blind or visually impaired also tend to use a keyboard rather than a mouse, which means that they face considerable challenges when using Moodle's editing tool.” 
– Personer som er blinde eller svaksynte bruker også mye mer tastatur enn mus.
“People who are sensitive to light also face problems because the web browser has no settings to adjust the monitor's contrast.” 
– Også for lysømfintlige mennesker som vil endre kontrasten på skjermen, er det innstillinger i nettleseren systemet ikke tar hensyn til.
“We have also conducted a review of the literature on Fronter, and a student has begun testing the platform in the same way as we tested Moodle. 
– Så langt har vi også gått gjennom Fronter i litteraturstudium, og en student har begynt å teste Fronter på samme måten som vi har gjort av Moodle.
He is making similar findings, but nothing has been published yet.” 
Han finner noe av det tilsvarende, men ingen resultat er publisert enda.
Getting students involved in the research 
Regner med å få med studenter i forskningen
“Once we start taking a closer look at Fronter, we expect to get more students involved in the research.” 
– Når vi skal se nærmere på Fronter, regner vi med å få flere studenter med i forskningen.
“Automated tests provide little information about how accessible a system is. 
– Automatiserte tester gir bare litt informasjon om et system er tilgjengelig eller ikke.
Although it was tested by experts, we won't have enough information before real-life users are involved.” 
Vi har eksperttestet, men vi får ikke nok informasjon før vi har reelle brukere inne.
“We plan to look at Fronter, It’s Learning, Blackboard, and Sakai.” 
– Vi skal inn i både Fronter, It’s learning, Blackboard og Sakai.
User testing important 
Brukertesting viktig
“We received strategy funds from TKD to examine the other platforms, and later we will conduct user testing,” says Kessel. 
– Vi har fått strategimidler fra TKD til å undersøke de andre plattformene.
The article points out that only 27 per cent of the accessibility problems faced by disabled users can be identified by using expert evaluations based on WCAG 1.0 alone (Web Content Accessibility Guidelines). 
I artikkelen blir det pekt på at bare 27 prosent av tilgjengelighetsproblemene funksjonshemmede brukere møter, kan identifiseres kun ved bruk av ekspertvurderinger basert på WCAG 1.0 (Web Content Accessibility Guidelines).
User testing is therefore important for identifying problems. 
Brukertesting er derfor viktig for å identifisere problemer.
“The Accessibility of Learning Management Systems from Teachers’ Perspective” can be found in the conference proceedings. 
«The Accessibility of Learning Management Systems from Teachers’ Perspective» finnes i konferanseproceedings.
From the presentation at the 21st International Conference on Computers in Education on Bali. 
Fra presentasjonen i “The 21st International Conference on Computers in Education” på Bali.
Professor Weiqin Chen on the right. 
Professor Weiqin Chen til høyre.
Silja, who completed her master's degree in product design in 2007, now works as a designer in Bakken & Bæck developing digital products and services. 
Silja fullførte masterstudiet i produktdesign i 2007 og jobber nå som designer i Bakken & Bæck.
Designs user-friendly services 
Designer brukervennlige tjenester
Because Silja’s job entails making good user-friendly services, it is vital to have user insight and an understanding of customers' needs. 
Arbeidet går ut på å lage gode og brukervennlige tjenester, og da er brukerinnsikt og forståelse av kundenes behov viktig.
"My work tasks vary, from holding workshops and visiting users to identify their needs to structuring information and setting up templates for content and navigation before getting to work on the graphic design. 
– Arbeidsoppgavene varierer fra å holde workshoper eller være ute hos brukeren for å kartlegge behov, til å strukturere informasjon, og sette opp maler for innhold og navigasjon før man gjør grafisk design.
It's a bit like making a storyboard for a website," Silja explains. 
Det er litt som å lage story board for en nettside, forklarer Silja.
Variety of needs and solutions 
Varierte behov og løsninger
The needs in the projects she works on can vary tremendously. 
Det er stor variasjon i hva det er behov for i prosjektene hun arbeider med.
"Solutions can entail anything from a tiny app or a web page to a large-scale sales system for a large number of users," says Silja. 
– Løsningen kan være alt fra en liten app eller en nettside, til et stort salgssystem som skal brukes av mange, forteller hun.
"Right now I'm working on a sales tool for a customer. 
– Akkurat nå jobber jeg med et salgsverktøy for en kunde.
It's a service that will be used by sales staff to communicate with their customers in sales situations and by the company's management team." 
Det er en tjeneste som skal brukes som kommunikasjonsverktøy mellom selgerne og deres kunder i en salgssituasjon, og av dem som sitter i ledelsen i firmaet.
New technology and user insight are exciting 
Ny teknologi og brukerinnsikt spennende
"What is the most exciting aspect of your job?" 
– Hva er mest spennende i jobben?
"There's always something new to learn. 
– Man er aldri utlært.
Technology is being updated all the time. 
Teknologien oppdateres så ofte.
For example, a new iOS that will make it possible to make new things for apps has just been launched. 
Akkurat nå har det kommer ett nytt IOS for eksempel, som gjør at man kan lage nye ting til apper.
"It's also fun to get out and gain user insight and to understand actual needs. 
– Det er også morsomt å være ute og få brukerinnsikt, og skjønne de faktiske behovene.
It's the problem-solving aspect that I like best." 
Det er problemløsningen ved faget jeg liker.
Professionally challenging 
Faglig utfordrende
"Do you enjoy your job?" 
– Hvordan trives du i jobben?
"It's great fun. 
– Det er kjempegøy.
A great team, and very exciting and professionally challenging assignments." 
En bra gjeng, og veldig spennende og faglig utfordrende oppgaver.
"Prior to this job I worked for four and a half years in Scandinavian Design Group as an interaction designer and innovation planner. 
– Før dette jobbet jeg fire og et halvt år i Scandinavian Design Group.
"My new job entails a lot of the same type of work, but this workplace has more of an entrepreneurial spirit. 
– Det er mye av det samme i den nye jobben, men mer gründerånd på den nye arbeidsplassen.
Contacted via LinkedIn 
Ble kontaktet på LinkedIn
"I was contacted via LinkedIn." 
– Jeg ble kontaktet på LinkedIn.
"How did you find your first job?" 
– Hvordan fikk du den første jobben?
I was then called in for an interview as part of a normal recruitment process. 
Og så var jeg på intervju i en vanlig ansettelsesprosess.
When I got the job, I became a sort of junior designer, and learned a lot." 
Da jeg fikk jobben ble jeg en slags juniordesigner, og lærte ganske mye.
A lot of use for design methodology 
Mest nytte av designmetodikken fra utdanningen
"How has your education in product design proved useful?" 
– Hva slags nytte har du hatt av utdanningen i produktdesign?
"I've had most use for design methodology in my meetings with customers, particularly in relation to user insight and how to go about identifying actual needs and translating them into creative solutions." 
– Jeg har mest nytte av designmetodikken i møte med kunder, spesielt det som går på brukerinnsikt, hvordan man finner frem til faktiske behov, og omsetter dem til kreative løsninger.
"It was fantastic. 
– Det var helt fantastisk.
The year group was great, the teachers were really good, and I was really satisfied with my years there, especially the master's programme. 
Det var et skikkelig bra kull, og veldig flinke lærere, og jeg har vært veldig fornøyd med de årene, spesielt masterstudiet.
So I recommend it." 
Så det anbefales.
Satisfied with the master's programme 
Fornøyd med masterstudiet
"Would you advise others to take the programme you took at HiOA?" 
– Du vil råde andre til å studere på HiOA på de studiene du har gått på?
"Yes, especially the master's programme. 
– Ja, spesielt masterstudiet.
It was really, really good," says Silja, who also took a bachelor's programme in product design. 
Det var veldig, veldig bra, sier Silja som også har tatt bachelorstudiet i produktdesign.
"Any words of advice to others who want to follow the same course of study as you did?" 
– Har du noe råd å gi til andre som skal studere det samme som deg?
Be inquisitive 
Vær nysgjerrig
"I think you need to be a bit inquisitive. 
– Jeg tror man må være litt nysgjerrig.
And you need to use your time as a student to experiment. 
Og så må man bruke studietiden sin til å eksperimentere.
Don't follow the assignments to the letter, at least not in product design. 
Ikke følge oppgavene til punkt og prikke, i hvert fall ikke på produktdesign.
You have opportunities to learn such a lot if you involve yourself beyond what you're expected to deliver." 
Her får man muligheten til å lære seg utrolig mye hvis man er litt engasjert også utover det man må levere på.
Find yourself a mentor 
Skaff deg en mentor
"Make the best of your practical training period, and find yourself a sponsor or mentor at the school. 
– Bruk tiden du har når du er i praksis, og skaff deg gjerne en fadder eller mentor på skolen.
Students don't always appreciate what great resources and opportunities are available to them until after they finish their studies." 
Det er ganske mange bra ressurser og muligheter man har når man studerer, som man ikke helt skjønner før man er ferdig.
"I wish I could have used that fantastic workshop for a few more years," she adds. 
– Jeg skulle gjerne ha fått lov til å bruke det fantastiske verkstedet i noen år til, legger hun til.
"Do you have any further education or career plans?" 
– Har du lagt planer for videre utdanning og karriere?
"I've just changed jobs, so I plan to stay here for a while. 
– Nå har jeg akkurat byttet jobb, så jeg har tenkt å bli her en stund.
There seem to be lots of opportunities to develop here and to learn a lot. 
Det virker som det er gode muligheter til å utvikle seg her og lære masse nytt.
That's the only plan I have right now," says Silja. 
Det er vel den eneste planen jeg har akkurat nå, sier Silja.
Design methodology is the product design subject Silja has most use for in her current job. 
I jobben har Silja mest nytte av designmetodikken hun lærte på produktdesignutdanningen.
Not sensitive data 
Ikke-sensistive opplysninger
NIFU hereby informs the employees at the Høgskolen i Oslo og Akershus that information about them has been collected for this purpose. 
NIFU vil med dette informere de tilsatte ved Høgskolen i Oslo og Akershus om at det er innhentet personalopplysninger om dem til dette formålet.
The information recorded about on individual level is name, identity number, place of work (institute/department, educational institution) as well as information about higher education and possible PhD/doctor’s degree. 
Opplysningene som registreres om den enkelte i NIFUs Forskerpersonalregister er navn, fødselsnummer, stilling, arbeidssted (institutt/avdeling, lærested) samt opplysninger om høyere utdanning og eventuell doktorgrad.
NIFU’s Register of Research personnel uses personal identification number (fødselsnummer) as registry key. 
Datatilsynet har vurdert dataregisteret, og funnet at det oppfyller vilkårene i Personopplysningsloven.
This is based on the need for a unique identifier that is consistent over time. 
Den faglige begrunnelsen for at vi i Forskerpersonalregisteret bruker fødselsnummer som registreringsnøkkel, er behovet for en unik identifikator som er konsistent over tid.
Unique identification is important to avoid double counting due to similarity of names, for correct identification when changing workplace, and to be able to identify persons who are working at several institutions (for example Professor II positions). 
Unik identifikasjon er viktig for å unngå dobbelttellinger på grunn av navnelikhet, for å kunne identifisere personer korrekt ved bytte av arbeidssted, og for å kunne identifisere personer korrekt når en person har arbeidsforhold ved flere institusjoner (for eksempel ved professor II-stillinger).
Wish to reserve? 
Reservere deg?
We will also inform you that it is possible to reserve against storing of personal information. 
Det er mulig å reservere seg mot at personopplysninger lagres.
If you wish to do this, please send a message to fpers@nifu.no or contact Bjørn Magne Olsen, phone 22 59 51 78. 
Ønsker man å reservere seg, sendes melding om dette på e-post fpers@nifu.no, eller på telefon til Bjørn Magne Olsen, tlf 22 59 51 78.
Statistics which are based on NIFU’s collection of personal data can be found in our bank of statistics www.foustatistikkbanken.no under National R & D statistics, R & D personnel. 
Statistikk som bygger på NIFUs innhenting av personaldata finnes i vår statistikkbank www.foustatistikkbanken.no under Nasjonal FoU-statistikk, FoU-personale.