natgillin/translations-raw huggingface dataset:
This gives pupils a whole new sense of ownership of projects and processes, and thereby of their own learning." says Birger. 
This gives pupils a whole new sense of ownership of projects and processes, and thereby of their own learning." says Birger.
Model with conveyor belt 
Model with conveyor belt
In his office in Kjeller, Birger Brevik has a model of a worktop with a conveyor belt, a sensor and a mechanical arm which, at the signal of the sensor, can move products on the conveyor belt further along to a new process. 
In his office in Kjeller, Birger Brevik has a model of a worktop with a conveyor belt, a sensor and a mechanical arm which, at the signal of the sensor, can move products on the conveyor belt further along to a new process.
The sensor can be set in such a way as to select products of a defined shape, size or height. 
The sensor can be set in such a way as to select products of a defined shape, size or height.
When the sensor reads a product with the right shape, the belt is reversed to the sliding arm, which is set into motion and moves the product along. 
When the sensor reads a product with the right shape, the belt is reversed to the sliding arm, which is set into motion and moves the product along.
If the sensor reads a product with a deviant shape, this is allowed to pass and is released at the end of the conveyor belt. 
If the sensor reads a product with a deviant shape, this is allowed to pass and is released at the end of the conveyor belt.
LEGO offers possibilities 
LEGO offers possibilities
Building such a production line in steel and aluminium and with full-scale electronic components requires space and is expensive, and is therefore not done. 
Building such a production line in steel and aluminium and with full-scale electronic components requires space and is expensive, and is therefore not done.
According to Brevik, the pupils miss out on experiencing the practical proximity to the subject and machinery which the curriculum aims for. 
According to Brevik, the pupils miss out on experiencing the practical proximity to the subject and machinery which the curriculum aims for.
"With LEGO, the possibilities are immediately improved," he says. 
"With LEGO, the possibilities are immediately improved," he says.
As part of his project work, Birger has conducted successful trials in cooperation with teachers at several upper secondary schools in the Østland region. 
As part of his project work, Birger has conducted successful trials in cooperation with teachers at several upper secondary schools in the Østland region.
Perhaps this is something for "Ole", too? 
Perhaps this is something for "Ole", too?
The Faculty is directed by the Dean. 
Fakultet vert leidd av dekanen.
Dean: Egil Trømborg 
Dekan: Egil Trømborg
Vice-Dean for R & D: Arild Berg 
Prodekan for FoU: Arild Berg
Faculty Director: Maren Kristine Moen 
Fakultetsdirektør: Maren Kristine Moen
Head of department, Civil Engineering and Energy Technology: Vitalis Pavlovas 
Instituttleiar, Institutt for bygg og energiteknikk: Vitalis Pavlovas
Head of department, Art, Design and Drama: Åshild Vethal 
Instituttleiar, Institutt for estetiske fag: Åshild Vethal
Head of department, Mechanical, Electronics and Chemical Engineering: Ralph Bernstein 
Instituttleiar, Institutt for maskin, elektronikk og kjemi: Ralph Bernstein
Other information 
Sjå elles:
The Faculty Council - Faculty of technology, Art and Design (TKD) 
Fakultetsrådet - Fakultet for teknologi, kunst og design
Strategies for Faculty of Technology, Art and Design (TKD) 
Strategiar for Fakultet for teknologi, kunst og design
Meet one of our new PhD candidates, Anders Benteson Nygaard. 
Møt en av våre ph.d.-stipendiater, Anders Benteson Nygaard.
Name: Anders Benteson Nygaard Age: 27 From: Oslo PhD project: Damp and microbiological growth in building and ventilation systems Supervisor: Colin Charnock. 
Navn: Anders Benteson Nygaard Alder: 27 Kommer fra: Oslo Doktorgradsprosjekt: Fuktighet og mikrobiologisk vekst i bygg og ventilasjonsanlegg Veileder: Colin Charnock.
Co-supervisor: Oddbjørn Sjøvold 
Biveileder: Oddbjørn Sjøvold
Academic background? 
Akademisk bakgrunn?
A bachelor's degree in biology from North Park University, Chicago, and a master's degree in biomedicine from HiOA. 
Bachelorgrad i biologi fra North Park University i Chicago og mastergrad i biomedisin fra HiOA.
Before that I trained and worked as a carpenter. 
Tidligere er jeg utdannet som tømrer, og har jobbet som det.
How did you end up at HiOA? 
Hvordan havnet du på HiOA?
My bachelor's degree in biology was quite broad, and I wanted to take further education. 
Bachelorgraden min i biologi var ganske bred, og jeg ville ta videre utdanning.
I was interested in molecular biology and health, and I came across HiOA's master's programme in biomedicine, which was really interesting. 
Jeg var interessert i molekylærbiologi og helse, og fant fram til masterstudiet i biomedisin på HiOA, som virket veldig spennende.
I'm currently employed by the Faculty of Technology, Art and Design and do a lot of my work here at the Faculty of Health Sciences. 
Nå er jeg ansatt på Fakultet for teknologi, kunst og design, men mye av arbeidet blir gjort på Fakultet for helsefag.
What are you researching? 
Hva forsker du på?
The project is related to day-care centres in Oslo. 
Prosjektet er knyttet til barnehager i Oslo.
We look at the design of ventilation systems and how they can affect health with respect to bacteria and mould. 
Vi ser på design av ventilasjonssystemer og hvordan de kan påvirke helsen med bakterier og muggsopp.
For example, does it matter how the systems are set, and whether they are operated round the clock or only during the daytime. 
Hva har det for eksempel å si hvordan systemene er stilt inn, om de kjøres døgnkontinuerlig eller bare blir brukt om dagen?
The ventilation systems in most day-care centres are quite similar but they're adapted to the individual buildings. 
Ventilasjonssystemene i de fleste barnehager er ganske like, men tilpasset hver sine bygg.
Why did you begin to research this topic? 
Hvorfor begynte du å forske på dette?
My master's thesis dealt with characterising mould in indoor air and the development of respiratory problems such as asthma. 
Jeg tok masteroppgaven på karakterisering av mugg i inneluft og utvikling av luftveisplager, for eksempel astma.
I studied lung cell cultures and how the immune response of cells reacted to exposure to mould. 
Jeg jobbet med lungecellekulturer, og så på hvordan immunresponsen i cellene reagerte på å bli eksponert av muggsopp.
In a way, the grant is an extension of this, though with more focus on the technical aspects of engineering and ventilation research problems. 
Stipendet ble en forlenging av det, men med mer fokus på ingeniørtekniske og ventilasjonstekniske problemstillinger.
What are you trying to find out? 
Hva er det du prøver å finne ut?
We're trying to find weaknesses in design and operating protocols for ventilation systems. 
Vi forsøker å finne svakheter i design og bruksprotokoller for ventilasjonsanlegg.
My work mostly involves microbiology. 
Jeg jobber særlig med mikrobiologi.
We look at how we can develop new methods of identifying potentially harmful bacteria and mould in indoor climates. 
Vi ser på hvordan vi kan utvikle nye metoder for å identifisere potensielt skadefremmende bakterier og muggsopp i inneklima.
How do you go about finding answers? 
Hvordan går du fram for å finne svar?
We conduct on-site inspections in day-care centres, check the systems, and take technical measurements. 
Vi går på befaring i barnehager, ser over anleggene og tar ventilasjonstekniske målinger.
We examine condensation problems and air flow, and take particle measurements in the ventilation systems. 
Jeg undersøker jeg kondenseringsproblematikk, luftgjennomstrømning og tar partikkelmålinger i ventilasjonsanlegget.
Then we take a series of biological, dust, and air samples to identify microbes using molecular techniques. 
Så tar vi en rekke biologiske prøver, støvprøver og luftprøver for å identifisere mikrober med molekylærbiologiske metoder.
These methods have undergone dramatic development over the past ten years, and we can now obtain a lot more data than before. 
Disse metodene har utviklet seg sterkt de ti siste årene, og man kan få ut mye mer data enn tidligere.
We know there's a connection between damp and microorganisms and health complaints such as asthma, but not much more than that. 
Vi vet det er en sammenheng mellom fukt og mikroorganismer, og helseplager som astma, men ikke så mye mer enn det.
We believe it has something to do with microorganisms more than damp. 
Vi antar at det har noe med mikroorganismer å gjøre, mer enn fukt.
What challenges does your field of research face? 
Hvilke utfordringer står forskningsfeltet ditt overfor?
Adapting techniques that are used a lot in other fields, for example for identifying bacteria in diseases and environmental pollution, to identify microorganisms in air and dust. 
Å tilpasse metoder som brukes på andre felt, for eksempel i identifikasjon av bakterier i sykdom og matforurensing, til å identifisere mikroorganismer i luft og støv.
Other research interests? 
Andre forskningsinteresser?
I'm very interested in research in general. 
Jeg har stor interesse for forskning generelt.
I read a lot of popular science literature, I'm interested in academic debates, and I think it's fun to see how different fields of research think. 
Leser mye populærvitenskapelig, er interessert i akademiske debatter og synes det er gøy å se hvordan forskningsfeltene tenker.
Favourite scientific book? 
Faglig favorittbok?
Right now I'm reading an interesting book called Thinking, Fast and Slow. 
Akkurat nå holder jeg på med en spennende bok som heter «Thinging, Fast and Slow».
I haven't got that far yet, but it deals with psychology and human thought patterns. 
Jeg har ikke kommet så langt, men det handler om psykologi og tankemønstrene til mennesker.
Otherwise I recently read The Power of Habit, which deals with how people are controlled by habits and how much of everyday life runs on autopilot. 
Jeg leste nettopp «The Power of Habitt», som handler om at mennesker er veldig styrt av vaner og hvordan det meste går på automatikk i hverdagen.
What do you read when you're not doing research? 
Hva leser du når du ikke forsker?
Where will you be ten years from now? 
Hvor er du om 10 år?
Anders Benteson Nygaard. 
Anders Benteson Nygaard.
The Faculty Council is an advisory body to the Dean. 
Fakultetsrådet er rådgivande organ for dekan.
The Faculty Executive Team, consisting of the Vice-Deans, Faculty Director and Department Heads, is managed by the Dean. 
Dekanen leiar fakultetet si leiargruppe, som består av prodekanane, fakultetsdirektøren og instituttleiarar.
Download charts: English versions 
Nedlastbare organisasjonskart: Norske versjoner
PDF 
PDF
English version with names. 
Norsk versjon med personnavn.
Updated June 2017. 
Oppdatert juni 2017.
Portable Document Format, 73 kB. 
Portable Document Format, 71 kB.
English simplified version. 
Norsk forenkla versjon.
Portable Document Format, 63 kB. 
Portable Document Format, 67 kB.
JPEG 
JPEG
JPEG, 2400x1500px, 843 kB. 
JPEG, 2400x1500px, 785 kB.
JPEG, 2400x1200px, 557 kB. 
JPEG, 2400x1200px, 538 kB.
Download charts: Norwegian versions 
Nedlastbare organisasjonskart: Engelske versjoner
Norwegian version with names. 
Engelsk versjon med personnavn.
Portable Document Format, 71 kB. 
Portable Document Format, 73 kB.
Norwegian simplified version. 
Engelsk forenkla versjon.
Portable Document Format, 67 kB. 
Portable Document Format, 63 kB.
JPEG, 2400x1500px, 785 kB. 
JPEG, 2400x1500px, 843 kB.
JPEG, 2400x1200px, 538 kB. 
JPEG, 2400x1200px, 557 kB.
Click image to enlarge. 
Klikk bildet for større versjon.
Faculty of Technology, Art and Design hosted and organized the conference together with DRS (Design Research Society), and CUMULUS (International Association of Universities and Colleges of Art, Design and Media). 
TKD organiserer konferansen saman med DRS (Design Research Society), og CUMULUS (International Association of Universities and Colleges of Art, Design and Media).
The theme of the conference was “Design Learning for Tomorrow - Design Education from Kindergarten to PhD”. 
Tema for konferansen er “Design Learning for Tomorrow - Design Education from Kindergarten to PhD”.
– The theme of the conference has received an overwhelming response, said HiOA Professor, Liv Merete Nielsen at the opening of the conference. 
– Temaet for konferansen har fått overveldande respons, sa professor ved HiOA, Liv Merete Nielsen ved opninga av konferansen.
– This is very gratifying for us as hosts, as we view design in a broad interdisciplinary perspective in support of a better tomorrow. 
– Det er tilfredsstillande for oss som organiserer, då vi ser design i eit breitt tverrfagleg perspektiv som kan støtte ein betre morgondag.
For years we have promoted the idea that sustainable design solutions should include more than professional designers. 
I årevis har vi framført ein idé om at haldbare designløysingar burde inkludere meir enn profesjonelle designarar.
They should also include a general public as conscious consumers and decision makers with responsibility for quality and longevity, as opposed to a throwaway society. 
Dei bør også inkludere eit generelt publikum som medvitne forbrukarar som tek avgjerder med ansvar for kvalitet og lang haldbarheit, i motsetnad til eit bruk og kast-samfunn.
– We have received 225 full papers for this conference. 
– Det har kome inn 225 artiklar (full papers) til denne konferansen.
Rector Kari Toverud Jensen wished all a good conference and talked about HiOA and the University College’s ambitions. 
Rektor Kari Toverud Jensen ønskte alle ein god konferanse, og fortalde om HiOA, og ambisjonane til høgskulen.
A packed auditorium in Pilestredet 35. 
Fullsett sal i Pilestredet 35.
Rector Kari Toverud Jensen welcomed the participants to the conference. 
Konferansen er opna, og rektor Kari Toverud Jensen ønskte velkommen.
Professor Liv Merete Nielsen talked about the positive response the theme of the conference had received. 
Professor Liv Merete Nielsen kunne fortelje om positiv respons på temaet konferansen tek opp.
"I think conventional teaching is too theoretical and rigid. 
"I think conventional teaching is too theoretical and rigid.
I need more action, something more than just theory," says Elisabeth Juell, Assistant Professor at the Oslo and Akershus University College of Applied Sciences (HiOA). 
I need more action, something more than just theory," says Elisabeth Juell, Assistant Professor at the Oslo and Akershus University College of Applied Sciences (HiOA).
More than just theory 
More than just theory
"This is particularly important for arts and crafts subjects, where there is so much material. 
"This is particularly important for arts and crafts subjects, where there is so much material.
We develop a different language in these subjects; not just an oral one," says Juell, who teaches a new generation of artists and teachers of art, crafts and design. 
We develop a different language in these subjects; not just an oral one," says Juell, who teaches a new generation of artists and teachers of art, crafts and design.
Elisabeth Juell's boredom had led to a cooperation project between specialist teacher training in arts and crafts and the Norwegian National Opera & Ballet. 
Elisabeth Juell's boredom had led to a cooperation project between specialist teacher training in arts and crafts and the Norwegian National Opera & Ballet.
Each semester, she takes her students to the Oslo Opera House to explore, experience and learn. 
Each semester, she takes her students to the Oslo Opera House to explore, experience and learn.
Most of her students have never been there before; many of them have never even been inside a theatre. 
Most of her students have never been there before; many of them have never even been inside a theatre.
Everything in one place 
Everything in one place
In the Oslo Opera House the students are served all the art forms in one place. 
In the Oslo Opera House the students are served all the art forms in one place.
They gain insight into how 54 workshops, each specialising in their respective areas of expertise, collaborate across artistic boundaries. 
They gain insight into how 54 workshops, each specialising in their respective areas of expertise, collaborate across artistic boundaries.
They get to learn more about architecture, the visual arts, sound, images, dramatic art, scenography, composition, precision, craft traditions and teamwork. 
They get to learn more about architecture, the visual arts, sound, images, dramatic art, scenography, composition, precision, craft traditions and teamwork.
They get first-hand experience of a complex organisation that is rich in expertise. 
They get first-hand experience of a complex organisation that is rich in expertise.
A good place for learning, as Juell sees it: "The students are moved; they are struck by what I call the language of the arts," she says. 
A good place for learning, as Juell sees it: "The students are moved; they are struck by what I call the language of the arts," she says.
More flesh and blood 
More flesh and blood
Elisabeth Juell has seen and studied how the students are full of clichés about opera music prior to entering the hall (large, corpulent ladies shrieking, art for the posh and the cultural elite) only to leave the same hall with a new view of opera (preoccupied with the scenography, of how modern it is). 
Elisabeth Juell has seen and studied how the students are full of clichés about opera music prior to entering the hall (large, corpulent ladies shrieking, art for the posh and the cultural elite) only to leave the same hall with a new view of opera (preoccupied with the scenography, of how modern it is).
Juell talks of perception; of form, smell, and taste. 
Juell talks of perception; of form, smell, and taste.
Of teaching that needs more flesh and blood, not just theory. 
Of teaching that needs more flesh and blood, not just theory.
"Theory is important, but learning through perception and experience is also important," she says. 
"Theory is important, but learning through perception and experience is also important," she says.
"This project has developed into one of enlightenment and identity; about the magic of the arts, about what art does to us as human beings. 
"This project has developed into one of enlightenment and identity; about the magic of the arts, about what art does to us as human beings.
This is vital knowledge if the students are to become good bearers of culture and teachers of arts and crafts." 
This is vital knowledge if the students are to become good bearers of culture and teachers of arts and crafts."
New ways of learning 
New ways of learning
Elisabeth Juell strongly believes that there are many ways of learning: "We acquire knowledge in different ways; in my case, I have a visual memory, I remember images," she says. 
Elisabeth Juell strongly believes that there are many ways of learning: "We acquire knowledge in different ways; in my case, I have a visual memory, I remember images," she says.
"There must be room to learn in different ways," says Juell, who points out that we need different types of knowledge and skills. 
"There must be room to learn in different ways," says Juell, who points out that we need different types of knowledge and skills.
Not just theoretical skills, but also practical ones such as diligence, precision, and perceptiveness. 
Not just theoretical skills, but also practical ones such as diligence, precision, and perceptiveness.
"Take bin Laden, for example. 
"Take bin Laden, for example.
He used his visual skills. 
He used his visual skills.
He was an expert in visual warfare, and if there is anything rooted in our subject area, it is visual skills," she says, and emphasizes that visual skills are more important than ever before, precisely because it is one that can be exploited as cunningly and maliciously as bin Laden did. 
He was an expert in visual warfare, and if there is anything rooted in our subject area, it is visual skills," she says, and emphasizes that visual skills are more important than ever before, precisely because it is one that can be exploited as cunningly and maliciously as bin Laden did.
"We need knowledge about the visual aspect and the means by which art can see through such information," she says. 
"We need knowledge about the visual aspect and the means by which art can see through such information," she says.
"A unique opportunity" 
"A unique opportunity"
"The cooperation with HiOA and Elisabeth Juell has given us a unique opportunity to develop a good relationship with the students," says Frida Steenhoff Hov, project manager for the cooperation project between the National Opera & Ballet and HiOA. 
"The cooperation with HiOA and Elisabeth Juell has given us a unique opportunity to develop a good relationship with the students," says Frida Steenhoff Hov, project manager for the cooperation project between the National Opera & Ballet and HiOA.
Through this cooperation project it hopes to reach out to new schools and pupils around the country. 
Through this cooperation project it hopes to reach out to new schools and pupils around the country.
One of the goals is that students who have learned about the project and about us should take that knowledge with them into their future working life. 
One of the goals is that students who have learned about the project and about us should take that knowledge with them into their future working life.
"Dramatic art is best communicated through personal engagement and knowledge, and we need actively engaged teachers in the schools" says Steenhoff Hov. 
"Dramatic art is best communicated through personal engagement and knowledge, and we need actively engaged teachers in the schools" says Steenhoff Hov.
"This is important work for us, work which we cannot accomplish alone." 
"This is important work for us, work which we cannot accomplish alone."
Oslo and Akershus University College of Applied Sciences (HiOA) complies with the principle set out in the Act relating to Universities and University Colleges that universities and university colleges shall provide 'higher education on the basis of the foremost within research, academic and artistic development work and empirical knowledge'. 
Høgskolen i Oslo og Akershus (HiOA) følger Universitets- og høgskolelovens prinsipp om at universiteter og høgskoler skal «tilby høyere utdanning som er basert på det fremste innen forskning, faglig og kunstnerisk utviklingsarbeid og erfaringskunnskap».
HiOA has a profession-based subject portfolio where R&D shall help to ensure quality education and prepare the students for their future professional practice. 
HiOA har en profesjonsbasert fagportefølje hvor FoU skal bidra til å sikre god kvalitet på utdanningen, samt forberede studenten på sin fremtidige profesjonsutøvelse.
The following guidelines apply to R&D-based education at the Faculty of Technology, Art and Design: 
På Fakultet for teknologi, kunst og design (TKD) gjelder følgende retningslinjer for FoU-basert utdanning:
At all levels of education, the Faculty of Technology, Art and Design shall: 
TKD skal i utdanning på alle nivå
Reading lists shall be quality assured and updated regularly. 
Pensum skal kvalitetssikres og oppdateres jevnlig.
At master's degree level, the reading list shall contain research literature reflecting an international academic community. 
På masternivå skal pensum inneholde forskningslitteratur som reflekterer et internasjonalt fagfellesskap.
Contributions from HiOA's own research should be represented in all programmes where this is relevant. 
Bidrag fra høgskolens egen forskning bør være representert på alle programmer der det er relevant.
The teaching staff should take a research-based approach to their teaching duties and ensure that programme descriptions and teaching are founded on recent educational research. 
Utdanningspersonalet bør ha en vitenskapelig tilnærming til sine pedagogiske oppgaver og se til at studieplanarbeid og undervisning er forankret i nyere pedagogisk forskning.