natgillin/translations-raw huggingface dataset:
An emphasis is placed on various rehabilitating experiences that have seemed particularly helpful, experiences tying past and present together, empowered by biography. 
Ho legg vekt på rehabiliteringserfaringar som har vore særleg vellukka, med biografiske hint om kvifor dei passa bra.
Research on knowledge co-production has paid little attention to how joint theory building is socio-materially mediated and tends to downplay discovery and wonder as sources of generativity. 
Research on knowledge co-production has paid little attention to how joint theory building is socio-materially mediated and tends to downplay discovery and wonder as sources of generativity.
This article provides an empirical investigation of the use of thin categories on hard-copy A5 cards, combining brief texts and images to communicate tentative theoretical categories and involve practitioners in theorizing. 
This article provides an empirical investigation of the use of thin categories on hard-copy A5 cards, combining brief texts and images to communicate tentative theoretical categories and involve practitioners in theorizing.
Playing these cards opened up a new discursive space in the dialogue, making it an event of tactile engagement, ludic interaction, and power symmetry. 
Playing these cards opened up a new discursive space in the dialogue, making it an event of tactile engagement, ludic interaction, and power symmetry.
Literature: Carlsen, Arne; Gudrun Rudningen, and Tord F. Mortensen (2014): Playing the Cards: Using Collaborative Artifacts With Thin Categories to Make Research Co-Generative. 
Mortensen (2014): Playing the Cards: Using Collaborative Artifacts With Thin Categories to Make Research Co-Generative.
Journal of Management Inquiry, Online first. 
Journal of Management Inquiry, Online first.
DOI: 10.1177/1056492613511152 
DOI: 10.1177/1056492613511152
Contact : Gudrun Rudningen 
Contact : Gudrun Rudningen
AFI, 16 January 2014 
AFI, 16 January 2014
Professor Gert Biesta from the University of Luxembourg drew a full house when he gave an introductory lecture for doctoral students and teacher educators at the Faculty of Education and International Studies. 
Professor Gert Biesta ved Universitetet i Luxemburg møtte stinn brakke da han innledet for doktorgradsstudenter og lærerutdannere ved Fakultet for lærerutdanning og internasjonale studier.
Biesta, a prominent researcher in the field of philosophy of education, was invited to the PhD programme in educational sciences as part of a series of seminars entitled Kunnskapsteori i lærerutdanningen (Theory of Knowledge in Teacher Education). 
Biesta er en sentral forsker innenfor feltet pedagogisk filosofi og er invitert til doktorgradsprogrammet i utdanningsvitenskap som en del av seminarrekken Kunnskapsteori i lærerutdanningen.
"Students must gain insights into what teaching is about and why we teach," says Biesta. 
– Studentene må få innblikk i hva læring handler om og hvorfor man lærer, sier Biesta.
"Teacher education is about qualification, socialisation into existing traditions, and about making an impact, getting students to reflect on what kind of people they are." 
– Lærerutdanningen skal kvalifisere faglig, sosialisere inn i eksisterende tradisjoner og berøre studenten, få studenten til å reflektere over hvordan han er.
The power of example 
Eksempelets makt
"Pupils will look at us, at our teaching, at how we talk and at the classrooms we use. 
– Studentene vil se på oss og hvordan vi utfører undervisningen, hvordan vi snakker og klasserommene vi bruker.
We must think about what we do and when we do it. 
Vi må være opptatt av hva vi gjør og når vi gjør det.
Pupils need to encounter concrete and good examples." 
Studentene trenger erfaring i de konkrete og gode eksempler.
"This should be part of teacher education from day one, and students must meet and read about good and bad examples of teachers. 
– Dette bør inn i lærerutdanningen fra første dag og studentene må møte og lese om gode og dårlige lærereksempler.
The aim is that they should be able to use their judgement to know what needs to be done when different situations arise then and there. 
Målet er at de skal kunne bruke sin dømmekraft til å vite hva som skal gjøres når ulike situasjoner oppstår der og da.
They must also gain an understanding of the school of the future." 
Samtidig skal de få et grunnlag for fremtidens skole.
Biesta is concerned with the fact that the pupils should grow up and become adults. 
Biesta er opptatt av at elevene skal vokse opp og bli voksne.
As teachers, we must constantly ask ourselves what would help pupils to live a more adult life and what would prevent them from doing so. 
Som lærere må man hele tiden spørre seg om hva som vil hjelpe elevene til å leve et mer voksent liv og hva som vil hindre dem.
"School subjects constitute not only knowledge, but also the way in which we engage with the world. 
– Fag er ikke bare kunnskaper, men også hvordan vi engasjerer oss i verden.
Teaching has something to do with another person's life. 
Å undervise har noe å gjøre med livet til en annen person.
How can I contribute to another person's freedom?" 
Hvordan kan jeg bidra til friheten til et annet menneske?
Many goals 
Mange mål
Head of Studies Bjørn Smestad has took a look at teaching plans and found 1,100 learning objectives in Norwegian education, all of which must be tested in exams. 
Studieleder Bjørn Smestad har sett på planer og funnet 1100 læringsmål i norsk utdanning, og alt skal prøves til eksamen.
The primary and lower secondary school has national exams, and there is growing pressure to introduce a national exam in mathematics for student teachers. 
Det finnes nasjonale eksamener i grunnskolen, og nå ønsker man også nasjonal eksamen i matematikk for lærerstudenter.
Smestad was worried that all the focus on measurable learning objectives would mean fewer opportunities to explore the subjects. 
Smestad var bekymret for at alt fokuset på det målbare, ville gå utover muligheten til å utforske fagene.
A question for society 
Et samfunnsanliggende
Biesta points out that society will always be preoccupied with education and qualification. 
Biesta viser til at samfunnet alltid vil være opptatt av utdanning og kvalifisering.
Norway is not the only country to have introduced national tests and learning objectives. 
Det er ikke bare i Norge at myndighetene har innført nasjonale prøver og læringsutbytte.
Society wants to know how public money is being spent. 
Samfunnet vil vite hvordan de offentlige pengene blir brukt.
Management by objectives is being introduced. 
Målstyring innføres.
"It's important not to forget the long-term objectives," says Biesta. 
– Det er viktig å ikke glemme de langsiktige målsetningene, sier Biesta.
"We must act on insight and understanding. 
– Man må jobbe med innsikt og forståelse.
If we take the blackboard out of the classroom, we're sending a strong signal. 
Tar man tavla bort fra et klasserom, gir man et viktig signal.
In the Netherlands they've measured so many concrete aspects that they're now considering how to measure other things, too. 
I Nederland har de nå målt så mye konkret, at de tenker på hvordan andre forhold også kan måles.
In England they want to do away with disciplinary problems in school by using Troops for Teaching , which involves bringing soldiers into the school." 
I England ønsker man å få bukt med disiplinærproblemer i skolen ved å bruke Troop for teaching .
"When there are so many standards, it's important that the teacher knows who a person is as a teacher and what that person represents. 
– Når det er så mange standarder, så er det viktig at læreren vet hvem vedkommende er som lærer og hva vedkommende til står for.
When you're around children over a long period, it does something to you, and the system does something to you, too." 
Er man sammen med barn i en lengre periode, gjør det noe med deg, samtidig som systemet påvirker deg.
Pupils are not customers 
Ikke kunder
Biesta thinks it is a good thing that schools are organised around subjects. 
Biesta mener det er bra at skolene er organisert rundt fag.
"Schools are not supposed to be shops where you can pick and choose," he says. 
– Skolen skal ikke være en butikk hvor man kan velge, sier han.
"Pupils are not customers. 
– Elevene er ikke kunder.
If they really want something, we should ask them whether they've considered other options. 
Dersom de ønsker noe veldig, skal vi utfordre dem om de har sett på andre muligheter.
Our job as teachers is to expand their horizons and ask difficult questions." 
Som lærere skal vi utvide horisonten deres og stille vanskelig spørsmål.
"A teacher education programme should provide its students with something they didn't know they wanted," says Biesta. 
– En lærerutdanning skal gi studentene noe de ikke visste at de ønsket seg, sier Biesta.
The discussion after the introductory talks by Biesta and Smestad revolved around Biesta's introduction and on his article entitled How does a competent teacher become a good teacher? 
Diskusjonen etter innledningen fra Biesta og Smestad tok utgangspunkt i Biesta sin innledning og hans artikkel Hvordan blir en kompetent lærer en god lærer?
On judgement, wisdom and virtuosity in teaching and teacher education. 
Om dømmekraft, visdom og virtuositet i undervisning og lærerutdanning.
Professor Gert Biesta is concerned with today's teacher education. 
Professor Gert Biesta er opptatt av dagens lærerutdanning.
Foto: Kari Aamli 
Foto: Kari Aamli
See publisher’s website for more information 
Se utgivers nettside
Underthun, Anders; Jarle Moss Hildrum; Helge Svare; Henrik Dons Finsrud and Knut Vareide (2014): “The restructuring of the old industrial region of Grenland in Norway: Between lock-in, adjustment, and renewal”. 
Referanse : Underthun, Anders; Jarle Moss Hildrum; Helge Svare; Henrik Dons Finsrud and Knut Vareide (2014): “The restructuring of the old industrial region of Grenland in Norway: Between lock-in, adjustment, and renewal”.
In: Norsk Geografisk Tidsskrift- Norwegian Journal of Geography . 
In: Norsk Geografisk Tidsskrift- Norwegian Journal of Geography .
Special Issue: "From regional restructuring to regional renewal: cases from Norway. 
Special Issue: "From regional restructuring to regional renewal: cases from Norway.
For more information contact Anders Underthun 
For mer informasjon kontakt Anders Underthun
The Faculty Council was established on the basis of provisions on governance in the Act relating to Universities and University Colleges of 1 April 2005, a decision made by the Board of Oslo and Akershus University College of Applied Sciences on 10 February 2015 and Guidelines for Councils and Committees – Mandate and Composition (in Norwegian only) issued by the University College Director on 16 April 2015. 
Etablering av fakultetsråd ved LUI er forankret i bestemmelser om styring i Lov om universitet og høgskoler av 1. april 2005, vedtak gjort i institusjonsstyret ved Høgskolen i Oslo og Akershus 10. februar 2015 og Veiledende retningslinjer for råd og utvalg - mandat og sammensetning, fastsatt av høgskoledirektør 16. april 2015.
The mandate and composition of the Faculty Council for the Faculty of Education and International Studies were issued by the Dean on 19 August 2015. 
Mandat og sammensetning for LUIs fakultetsråd er fastsatt av dekan 19. august 2015.
The Council's term of office is from 1 September 2015 to 31 July 2019. 
Rådet er oppnevnt for perioden 1. september 2015-31. juli 2019.
Representatives of the Faculty Council 
Rådets medlemmer
The Faculty Council for the Faculty of Education and International Studies (LUI) is composed as follows: 
Fakultetsstyret ved Fakultet for lærerutdanning og internasjonale studier (LUI) har følgende medlemmer:
External representatives 
Eksterne representanter
Annette Iversen Aarflot, Bærum Municipality 
Annette Iversen Aarflot, Bærum kommune, Bekkestua skole
Student representatives 
Studentrepresentanter
Tore Remi Christensen Substitute representative: Ole Bjørn Slora 
Tore Remi Christensen Personlig vara: Ole Bjørn Slora
Anneken Skaara Substitute representative: Mariulina Dietenhofer 
Anneken Skaara Personlig vara: Mariulina Dietenhofer
Mark Francis Teeuwen Substitute representative: Frances May Lowrey 
Mark Francis Teeuwen Personlig vara:Frances May Lowrey
Staff representatives, academic staff 
UF-representanter
Inger Vederhus, Department of Primary and Secondary Teacher Education (GFU) Personal deputy representative: Monica Johannesen, Department of Primary and Secondary Teacher Education (GFU) 
Inger Vederhus, Institutt for grunnskole og faglærerutdanning (GFU) Personlig vara: Monica Johannesen, Institutt for grunnskole og faglærerutdanning (GFU)
Marcella Montserrat Fonseca Bustos, Department of Early Childhood Education (BLU) Personal deputy representative: Gunnar Haaland, Department of Early Childhood Education (BLU) 
Marcella Montserrat Fonseca Bustos, Institutt for barnehagelærerutdanning (BLU) Personlig vara: Gunnar Haaland, Institutt for barnehagelærerutdanning (BLU)
Kurt Einar Stokke, Department of Vocational Teacher Education (YLU) Personal deputy representative: Hedvig Johannesen, Department of Vocational Teacher Education(YLU) 
Kurt Einar Stokke, Institutt for yrkesfaglærerutdanning (YLU) Personlig vara: Hedvig Johannesen, Institutt for yrkesfaglærerutdanning (YLU)
Arnfinn Muruvik Vonen, Department of International Studies and Interpreting (IST) Personal deputy representative: Anne Waldrop, Department of International Studies and Interpreting (IST) 
Arnfinn Muruvik Vonen, Institutt for internasjonale studier og tolkeutdanning (IST) Personlig vara: Anne Waldrop, Institutt for internasjonale studier og tolkeutdanning (IST)
Staff representatives, technical and administrative staff 
TA-representanter
Mandate 
Rådets mandat
The function of the Council 
Rådets funksjon
The Faculty Council is an advisory body for the Dean of the faculty. 
Fakultetsrådet skal være et rådgivende organ for dekan ved fakultetet.
The Council's primary task is to make recommendations or advise on matters relating to the faculty's overall goals and priorities, and related strategies. 
Rådet har som fremste oppgave å gi anbefaling eller tilråding i saker som angår fakultets overordnede mål og prioritering og strategier i lys av dette.
cooperation with society, business and industry, the role of the faculty as supplier of conditions and active participant in the public debate 
samhandling med samfunns- og næringsliv, fakultetets rolle som premissleverandør og aktiv deltaker i samfunnsdebatten
the faculty's work on the quality of education, research and development, dissemination and public relations 
fakultetets kvalitetsarbeid knyttet til utdanning, forsknings- og utviklingsarbeid, formidling og samfunnskontakt
organisational adjustments at the faculty 
justeringer i organisasjonsdesign for fakultetet
The Faculty Council shall be informed of the faculty's activities through 
Fakultetsrådet skal holdes oppdatert om fakultetets virksomhet gjennom
a summary of the management dialogue with the university college management 
oppsummering fra styringsdialog med høgskolens ledelse
The members of the Council do not represent groups or special interests. 
Rådets medlemmer er ikke å regne som representanter for grupper eller særskilte interesser.
Four representatives from the academic staff, one from each department 
Fire UF-representanter slik at alle fire institutter er representert
One technical and administrative representative from the Faculty Administration 
En TA-representant fra fakultetsadministrasjonen
The Dean appoints the external representatives 
Dekan utpeker eksterne representanter
The staff elect their representatives. 
Tilsatte velger sine representanter.
The four departments constitute one electoral constituency, and Faculty Administration constitute another separate constituency. 
De fire instituttene utgjør én valgkrets, og fakultetsadministrasjonen er én valgkrets for seg
The academic staff shall have personal substitute representatives, and the representative for the technical and administrative staff shall have two substitute representatives. 
UF-representantene skal ha personlig vara, og TA-representanten skal ha to vara
Gender balance shall be aimed for, both within the groups and in the Council as a whole. 
Kjønnsbalanse skal søkes oppfylt innen den enkelte gruppe og rådet som helhet.
Terms of office/meetings 
Funksjonstid/møter
If any staff representatives have to leave office during the period, supplementary elections shall be held. 
Om representanter for tilsatte faller fra i perioden, skal det holdes suppleringsvalg.
If student representatives or external representatives have to leave office, the procedure described under "Appointments and elections" will be followed. 
Om studentrepresentanter eller eksterne medlemmer faller fra, følges rutinen beskrevet under «Oppnevning og valg».
At least four council meetings shall be arranged each year 
Det skal gjennomføres minimum fire rådsmøter per år.
The Dean appoints a secretary for the Faculty Council, p.t. 
Dekan oppnevner sekretær for fakultetsrådet.
Hilde Doksrød, Faculty staff. 
P.t.: Hilde Doksrød, LUI stab
Historical webpage: The Faculty Board at the Faculty of Education and International Studies 
Historisk side: LUIs fakultetsstyre
Merschbrock and Alejandro Figueres-Munoz’ article Circumventing obstacles in digital construction design – A workaround theory perspective was named Best regular paper. 
Merschbrock og Alejandro Figueres-Munoz’ artikkel Circumventing obstacles in digital construction design – A workaround theory perspective , ble kåret til konferansens beste artikkel, med prisen Best regular paper.
As a result, BIM processes are often 'untidy' and characterised by workarounds and temporary solutions. 
Resultatet blir ofte at BIM-prosesser er «rotete» og preget av omveier og midlertidige løsninger.
The industrial basis for the article is a renovation project for office premises in Oslo. 
Artikkelens industrielle utgangspunkt, er et oppussingsprosjekt for et kontorlokale i Oslo.
Abstract: 
Engelsk sammendrag (abstract):
«Building Information Modeling (BIM) has proven its value for design in the architecture, engineering, and construction industry. 
«Building Information Modeling (BIM) has proven its value for design in the architecture, engineering, and construction industry.
However, currently only few leading firms succeed in reaping the full potential of the new technology. 
However, currently only few leading firms succeed in reaping the full potential of the new technology.
Especially, specialist designers such as fire-protection and acoustics engineers frequently remain excluded from the innovative design practices. 
Especially, specialist designers such as fire-protection and acoustics engineers frequently remain excluded from the innovative design practices.
Reasons include issues related to the technical hurdles of BIM adoption, and misfit between human agency and the affordances of BIM technology. 
Reasons include issues related to the technical hurdles of BIM adoption, and misfit between human agency and the affordances of BIM technology.
In addition, not all designers have the capabilities required to actively partake in BIM. 
In addition, not all designers have the capabilities required to actively partake in BIM.
Thus, BIM practice is often ‘messy’ and characterized by a large degree of unnecessary rework and workarounds. 
Thus, BIM practice is often ‘messy’ and characterized by a large degree of unnecessary rework and workarounds.
How and why digital workarounds unfold in BIM design is at the core of the inquiry presented in this article. 
How and why digital workarounds unfold in BIM design is at the core of the inquiry presented in this article.
Based on a ‘fresh’ theoretical approach entitled Theory of Workarounds, we explicate the nature of BIM related workarounds in construction. 
Based on a ‘fresh’ theoretical approach entitled Theory of Workarounds, we explicate the nature of BIM related workarounds in construction.
The industrial setting for our study is an office refurbishment project in Oslo, Norway. 
The industrial setting for our study is an office refurbishment project in Oslo, Norway.
Many specialist designers remained excluded from BIM in this project and a range of different workarounds have been conducted. 
Many specialist designers remained excluded from BIM in this project and a range of different workarounds have been conducted.
We portray how and why digital workarounds happened. 
We portray how and why digital workarounds happened.
This provides valuable learning for researchers and practitioners interested in digital workarounds in construction. 
This provides valuable learning for researchers and practitioners interested in digital workarounds in construction.
The implications of our work are important for several reasons. 
The implications of our work are important for several reasons.
Firstly, we contribute to a better understanding of the messy practices surrounding BIM. 
Firstly, we contribute to a better understanding of the messy practices surrounding BIM.
Secondly, we contribute to drawing the attention of construction scholars to workarounds as an interesting area in need of further research. 
Secondly, we contribute to drawing the attention of construction scholars to workarounds as an interesting area in need of further research.
Lastly, our work constitutes an early application of Alters Theory of Workarounds in the setting of a construction project.» 
Lastly, our work constitutes an early application of Alters Theory of Workarounds in the setting of a construction project.»
HONOURED: Head Engineer Alejandro Figueres-Munoz (left) and Associate Professor Christoph Merschbrock of HiOA's Department of Civil Engineering and Energy Technology wrote the best article for the international construction economics and organisation conference in Finland. 
BELØNNET: Overingeniør Alejandro Figueres-Munoz (t.v.) og førsteamanuensis Christoph Merschbrock fra Institutt for bygg- og energiteknikk på HiOA skrev beste artikkel til internasjonal konferanse i Finland om byggøkonomi og -organisering.
The translocation of organizational practices – knowledge creation in Greenfield Plants. 
The translocation of organizational practices – knowledge creation in Greenfield Plants.
Contact : Arne Bygdås 
For mer informasjon kontakt Arne Bygdås
Reliable questionnaires, representative of the project´s objectives, have been employed in the study. 
I disse kartleggingsundersøkelsene er det brukt godt utprøvde spørreskjema som er knyttet til de viktigste målområdene i prosjektet.
The project has collected the following results: 
Resultatene av evalueringen viser at:
Students in the participating schools improved their knowledge and skills in Norwegian, mathematics, English and natural and environmental sciences by an average degree of 0.4 points compared to the students in the control group. 
Elevene i prosjektskolene har forbedret sine skolefaglige prestasjoner i norsk, matematikk, engelsk og natur- og miljøfag tilsvarende 0,4 karakterer i gjennomsnitt sett i forhold til elevene i kontrollskolene.
The study showed a lesser degree of conflict among the students in the participating schools and a general decline in bullying behaviour was observed. 
Disse positive elevresultatene har en sammenheng med at lærerne framstår som tydeligere voksenpersoner med gode relasjoner til elevene.
GETTING PUBLISHED IN INTERNATIONAL JOURNALS Writing Strategies for European Social Scientists 
GETTING PUBLISHED IN INTERNATIONAL JOURNALS Writing Strategies for European Social Scientists
Order your copy of the book today online 
Bestill boka no
Norwegian researchers are met by steadily increasing demands to publish more in international journals. 
Kravet om å publisere i internasjonale tidsskrift har i dei seinare årene vore aukande.
PROGRAMME: 
PROGRAM:
Lynn P. Nygaard, Special Advisor, PRIO 
Nygaard, spesialrådgjevar, PRIO
For more information contact Head of Information Halvard Dyb, phone: +47 22 54 12 10 
22 54 12 10/00
Welcome! 
VELKOMMEN!
This will also improve better quality of applications. 
This will also improve better quality of applications.