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This special issue of FormAkademisk is a product of the lighthouse project Didaktikk for teknologi, design og innovasjon (2016–2020) (Education for technology, design and innovation), which is funded by the Faculty of Technology, Art and Design (TKD) at Oslo Metropolitan University (OsloMet) and lead by Liv Merete Nielsen. The project is a contribution to the realisation of the government's long-term (2019–2028) plan for research and higher education (Kunnskapsdepartementet, 2018). The government's plans include renewing, restructuring and boosting the technology of the business community and improving quality in higher education, and the lighthouse project helps to achieve these goals, because the key to new practice lies in education. ; Dette temanummeret av FormAkademisk er et resultat av fyrtårnsprosjektet Didaktikk for teknologi, design og innovasjon (2016-2020) som er finansiert av Fakultet for Teknologi, kunst og design (TKD) ved OsloMet–storbyuniversitetet og ledet av Liv Merete Nielsen. Prosjektet er et bidrag til realiseringen av regjeringens langtidsplan for forskning og høyere utdanning 2019–2028 (Kunnskapsdepartementet, 2018). Regjeringens opp­trappings­­planer inkluderer et teknologiløft, fornyelse og omstilling av nærings­livet og styrking av kvalitet i høyere utdanning. Fyrtårns­­prosjektet har som mål å bidra til å nå disse målene, fordi nøkkelen til ny praksis ligger i utdanning.

कव्हर -- हाफ टायटल पेज -- फुल टायटल पेज -- कॉपीराइट पेज -- डेडिकेशन पेज -- डेडिकेशन पेज २ -- बल्क सेल्स पेज -- अनुक्रमणिका -- सारिणी व चौकटी यांची सूची -- आकृत्यांची सूची -- अध्ययनसरावांची सूची -- छायाचित्रांची सूची -- परिशिष्टांची सूची -- प्रस्तावना -- उपोद्‌घात -- कृतज्ञता -- परिचय -- सूत्रसंचालकासाठी टिपणी -- १. कौशल्य प्रशिक्षणातील प्रयोगशाळापद्धत समजून घेणे -- विभाग १: स्वयंविकास -- २. आकलन म्हणजे काय? -- ३ 'स्व'ची जाणीव -- ४. संवेदनक्षमता विकास -- विभाग २: संप्रेषण -- ५. संप्रेषणाची समज असणे:संप्रेषण सैद्धान्तिक चौकट -- ६. संप्रेषणावर कार्यशाळा -- ७.दृक्‌श्राव्य माध्यमांचा उपयोग -- ८. संप्रेषणात अभिनव माध्यमांचा उपयोग -- विभाग ३: पद्धती प्रशिक्षण -- ९. व्यक्ती आणि कुटुंबांबरोबर काम(सोशल केसवर्क) -- १०. गटांबरोबर काम (गटकार्य पद्धती) -- ११.लोसमूहांबरोबर कार्य -- शब्दसूची -- संदर्भग्रंथसूची -- पुस्तकाचे संपादक आणि ययोगदानकर्ते यांच्या विषयी काही...

During the Cold War, the Norwegian Armed Forces were organized to fight an invasion against Norwegian territory. The end of this era should at least in principle imply changes not only in military practices on the ground but also in the training and education of officers. This article analyses the inertia in the internationalization of higher military education programs in Norway, where the strengthening of a subject like International Relations began only at the end of the 1990s. One explanation for the discrepancy between the military curriculum, on the one hand, and the new military environment facing the officers, on the other, is that existing practices were taken for granted and reproduced in social structures. The debate about military education also reflects a traditional conflict between those who have seen an academization of military education as an intervention into the monopoly of knowledge of the officer profession, and those who embraced such a development. Adapted from the source document.

Status of religious communities -- Relations between the state and Islam -- State support for Islamic religious communities -- Muslims in integration law -- Mosques and prayer houses -- Burials and cemeteries -- Education -- Further and higher (tertiary) education -- Islamic chaplaincy in public institutions -- Employment and social law -- Islamic slaughter and food regulation -- Islamic goods and services -- Islamic dress -- Criminal law -- Family law