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  13  <h1>
  14      <a href="http://people.skolelinux.org/pere/blog/">Petter Reinholdtsen</a>
  15
  16  </h1>
  17
  18 </div>
  19
  20
  21
  22     <div class="entry">
  23       <div class="title"><a href="http://people.skolelinux.org/pere/blog/Intervju_med_digi_no_om_Norge_Digitalt_og_Openstreetmap.html">Intervju med digi.no om Norge Digitalt og Openstreetmap</a></div>
  24       <div class="date">11th May 2012</div>
  25       <div class="body"><p>I går ble jeg kontaktet på epost av
  26 <a href="http://www.digi.no">digi.no</a>s Eirik Rossen som lurte på om
  27 jeg hadde noen kommentarer til
  28 <a href="http://www.statkart.no/statkart.ny.no/nor/Statens_kartverk/Om_Statens_kartverk/Pressesenter/Nyhetsarkiv/Nyheter_2012/mai/Norge+i+tet+på+digitale+kartdata.d25-SwZLMWg.ips">kartverkets
  29 pressemelding</a> om Norges tetplassering når det gjelder
  30 kart-tilgjengelighet.  Jeg svarte følgende, som resulterte i noen
  31 sitater i
  32 <a href="http://www.digi.no/895420/norge-i-tet-paa-digitale-kartdata#debatt">Digis
  33 dekning</a> av kartverkets pressemelding.</p>
  34
  35 <p><blockquote>
  36 <p>Takk for muligheten til å kommentere.</p>
  37
  38 <p>Pressemeldingen omhandler tilgjengeligheten av kart for aktører som er
  39 medlem i kartellet Norge Digitalt.  Det er ingen overraskelse for meg
  40 at tilgjengeligheten til kart hos disse medlemmene er god.  Men for
  41 oss på utsiden av kartellet er tilgjengelighet av det som burde være
  42 felleskapets og innbyggernes kart dårlig.</p>
  43
  44 <p>Bruksvilkårene til kartene fra medlemmene i Norge Digital hindrer
  45 nyskapning og selv om en er villig til å betale den ublu prisen som
  46 forlanges får en fortsatt ikke tilgang til kartdata uten
  47 bruksbegresninger.  Derfor bruker jeg heller tid på å gjøre
  48 fribrukskartet OpenStreetmap bedre.  Der fremmer bruksvilkårene
  49 nyskapning og lar meg skape nye tjenester uten å måtte søke om
  50 tillatelse fra det offentlige.</p>
  51
  52 <p>En annen problemstilling er jo sikkerhet til fjells og til sjøs.
  53 Mon tro hvor mange ulykker på sjøen som kunne vært unngått hvis
  54 sjøkartdata var tilgjengelig uten bruksbegrensninger, slik at enhver
  55 med GPS eller kartplotter tilnærmet kostnadsfritt kunne sikre seg mest
  56 mulig oppdaterte sjøkart?  Det hjelper jo ikke at offentlige etater
  57 har enkel tilgang til sjøkartene når det samme ikke gjelder hver
  58 båtkaptein og småbåtfører.  Jeg tror samfunnet som helhet hadde tjent
  59 på å unngå kostnadene ved disse ulykkene ved å tvinge sjøkartverket
  60 til å publisere sine kartdata på Internet uten bruksbegresninger.</p>
  61 </blockquote></p>
  62 </div>
  63       <div class="tags">
  64
  65
  66         Tags: <a href="http://people.skolelinux.org/pere/blog/tags/kart">kart</a>, <a href="http://people.skolelinux.org/pere/blog/tags/norsk">norsk</a>.
  67
  68
  69       </div>
  70     </div>
  71     <div class="padding"></div>
  72
  73     <div class="entry">
  74       <div class="title"><a href="http://people.skolelinux.org/pere/blog/Cutting_it_short___and_picking_the_right_tool_for_the_job.html">Cutting it short - and picking the right tool for the job</a></div>
  75       <div class="date">30th April 2012</div>
  76       <div class="body"><p><!-- IMG_5869.JPG -->
  77 <img src="http://people.skolelinux.org/pere/blog/images/panasonic-er-1611.jpeg"></p>
  78
  79 <p>I normally cut my hair short, and my tool of choice has been a
  80 common hair/beard cutter, bought in a electrical shop here in Norway.
  81 But the last ones have not really been up to the task.  My last
  82 cutter, some model from Braun, could only cut a few of my hairs at the
  83 time, and cutting my head took forever.  And the one before that did
  84 not work very well either.  We have looked for something better for a
  85 while, but it was not until I ended up visiting a hairdresser that we
  86 discovered that there are indeed better tools available.  But these
  87 are not marketed and sold to "regular consumers".  The hair saloons
  88 can get them through their suppliers, but their suppliers only sell
  89 companies.  The models they sell, are very different from the ones
  90 available from Elkjøp and Lefdal.  The main difference is their
  91 efficiency.  It would cut my hair in 5 minutes, instead of the 30-40
  92 minutes required by my impotent Braun.  The hairdresser I visited had
  93 a Panasonic ER160, which unfortunately is no longer available from the
  94 producer.  But I found it had a successor, the Panasonic ER1611.</p>
  95
  96 <p>The next step was to find somewhere to buy it.  This was not
  97 straight forward.  The list of suppliers I got from the hairdresser
  98 did not want to sell anything to me.  But searching for the model on
  99 the web we found a supplier in Norway willing to sell it to us for
 100 around NOK 4000,-.  This was a bit much.  We kept searching and
 101 finally found a Danish supplier
 102 <a href="http://nicehair.dk/panasonic-er-1611-professionel-hartrimmer.html">selling
 103 it for around NOK 1800,-</a>.  We ordered one, and it arrived a few
 104 days ago.</p>
 105
 106 <p>The instructions said it had to charge for 8 hours when we started
 107 to use it, so we left it charging over night.  Normally it will only
 108 need one hour to charge.  The following evening we successfully tested
 109 it, and I can warmly recommend it to anyone looking for a real hair
 110 cutter.  The ones we have used until now have been hair cutter
 111 toys.</p>
 112 </div>
 113       <div class="tags">
 114
 115
 116         Tags: <a href="http://people.skolelinux.org/pere/blog/tags/english">english</a>.
 117
 118
 119       </div>
 120     </div>
 121     <div class="padding"></div>
 122
 123     <div class="entry">
 124       <div class="title"><a href="http://people.skolelinux.org/pere/blog/NUUGs_leverer_h_ringsuttalelse_om_v3_1_av_statens_referansekatalog.html">NUUGs leverer høringsuttalelse om v3.1 av statens referansekatalog</a></div>
 125       <div class="date">27th April 2012</div>
 126       <div class="body"><p>NUUG-styremedlem Hans-Petter Fjeld
 127 <a href="https://plus.google.com/u/0/110394259537201279374/posts/AGzRmAuFdW1">meldte
 128 nettopp</a> at han har sendt inn <a href="http://www.nuug.no/">NUUG</a>s
 129 høringsuttalelse angående Difi sin standardkatalog v3.1.  Jeg er veldig
 130 glad for at så mange bidro og sikret at vår stemme blir hørt i denne
 131 høringen.  Anbefaler alle å lese våre
 132 <a href="http://wiki.nuug.no/uttalelser/201204-standardkatalog-v3.1">to
 133 sider med innspill</a>.</p>
 134 </div>
 135       <div class="tags">
 136
 137
 138         Tags: <a href="http://people.skolelinux.org/pere/blog/tags/norsk">norsk</a>, <a href="http://people.skolelinux.org/pere/blog/tags/nuug">nuug</a>, <a href="http://people.skolelinux.org/pere/blog/tags/standard">standard</a>.
 139
 140
 141       </div>
 142     </div>
 143     <div class="padding"></div>
 144
 145     <div class="entry">
 146       <div class="title"><a href="http://people.skolelinux.org/pere/blog/HTC_One_X___Your_video___What_do_you_mean_.html">HTC One X - Your video?  What do you mean?</a></div>
 147       <div class="date">26th April 2012</div>
 148       <div class="body"><p>In <a href="http://www.idg.no/computerworld/article243690.ece">an
 149 article today</a> published by Computerworld Norway, the photographer
 150 <a href="http://www.urke.com/eirik/">Eirik Helland Urke</a> reports
 151 that the video editor application included with
 152 <a href="http://www.htc.com/www/smartphones/htc-one-x/#specs">HTC One
 153 X</a> have some quite surprising terms of use.  The article is mostly
 154 based on the twitter message from mister Urke, stating:
 155
 156 <p><blockquote>
 157 "<a href="http://twitter.com/urke/status/194062269724897280">Drøy
 158 brukeravtale: HTC kan bruke MINE redigerte videoer kommersielt. Selv
 159 kan jeg KUN bruke dem privat.</a>"
 160 </blockquote></p>
 161
 162 <p>I quickly translated it to this English message:</p>
 163
 164 <p><blockquote>
 165 "Arrogant user agreement: HTC can use MY edited videos
 166 commercially.  Although I can ONLY use them privately."
 167 </blockquote></p>
 168
 169 <p>I've been unable to find the text of the license term myself, but
 170 suspect it is a variation of the MPEG-LA terms I
 171 <a href="http://people.skolelinux.org/pere/blog/Terms_of_use_for_video_produced_by_a_Canon_IXUS_130_digital_camera.html">discovered
 172 with my Canon IXUS 130</a>.  The HTC One X specification specifies that
 173 the recording format of the phone is .amr for audio and .mp3 for
 174 video.  AMR is
 175 <a href="http://en.wikipedia.org/wiki/Adaptive_Multi-Rate_audio_codec#Licensing_and_patent_issues">Adaptive
 176 Multi-Rate audio codec</a> with patents which according to the
 177 Wikipedia article require an license agreement with
 178 <a href="http://www.voiceage.com/">VoiceAge</a>.  MP4 is
 179 <a href="http://en.wikipedia.org/wiki/H.264/MPEG-4_AVC#Patent_licensing">MPEG4 with
 180 H.264</a>, which according to Wikipedia require a licence agreement
 181 with <a href="http://www.mpegla.com/">MPEG-LA</a>.</p>
 182
 183 <p>I know why I prefer
 184 <a href="http://www.digistan.org/open-standard:definition">free and open
 185 standards</a> also for video.</p>
 186 </div>
 187       <div class="tags">
 188
 189
 190         Tags: <a href="http://people.skolelinux.org/pere/blog/tags/digistan">digistan</a>, <a href="http://people.skolelinux.org/pere/blog/tags/english">english</a>, <a href="http://people.skolelinux.org/pere/blog/tags/multimedia">multimedia</a>, <a href="http://people.skolelinux.org/pere/blog/tags/personvern">personvern</a>, <a href="http://people.skolelinux.org/pere/blog/tags/standard">standard</a>, <a href="http://people.skolelinux.org/pere/blog/tags/video">video</a>, <a href="http://people.skolelinux.org/pere/blog/tags/web">web</a>.
 191
 192
 193       </div>
 194     </div>
 195     <div class="padding"></div>
 196
 197     <div class="entry">
 198       <div class="title"><a href="http://people.skolelinux.org/pere/blog/Holder_de_ord_og_NUUG_lanserer_testtjeneste_med_stortingsinformasjon.html">Holder de ord og NUUG lanserer testtjeneste med stortingsinformasjon</a></div>
 199       <div class="date">22nd April 2012</div>
 200       <div class="body"><p>I
 201 <a href="http://people.skolelinux.org/pere/blog/Hva_har_mine_representanter_stemt_i_Storinget_.html">januar
 202 i fjor</a> startet vi i NUUG arbeid med å gjøre informasjon om hvem
 203 som har stemt hva på <a href="http://www.stortinget.no/">Stortinget</a>
 204 enklere tilgjengelig.  I løpet av få måneder fant vi sammen med
 205 organisasjonen <a href="http://www.holderdeord.no/">Holder de ord</a>
 206 som arbeidet mot et lignende mål.</p>
 207
 208 <p>Siden den gang har vi fått tak i maskinelt lesbart informasjon om
 209 hvem som stemte hva mellom 1990 og våren 2010, og tilgang til
 210 stortingets nye datatjeneste som har informasjon fra høsten 2011 til i
 211 dag.  Det gjenstår litt arbeid med det første datasettet, men
 212 datasettet fra høsten 2011 er klart til bruk.  Begge datasettene er
 213 tilgjengelig <a href="https://gitorious.org/nuug/folketingparser">via
 214 git</a>.</p>
 215
 216 <p>På
 217 <a href="http://www.goopen.no/holder-de-ord-datadrevet-oppfolging-av-politiske-lofter/">Go Open</a> i morgen lanserer
 218 NUUG sammen med Holder de ord <a href="http://beta.holderdeord.no/">en
 219 test-tjeneste</a> som viser hva som er og blir behandlet på Stortinget og
 220 hvem som har stemt hva siden oktober i fjor.  Du får herved mulighet
 221 til å ta en sniktitt.</p>
 222 </div>
 223       <div class="tags">
 224
 225
 226         Tags: <a href="http://people.skolelinux.org/pere/blog/tags/norsk">norsk</a>, <a href="http://people.skolelinux.org/pere/blog/tags/nuug">nuug</a>, <a href="http://people.skolelinux.org/pere/blog/tags/stortinget">stortinget</a>.
 227
 228
 229       </div>
 230     </div>
 231     <div class="padding"></div>
 232
 233     <div class="entry">
 234       <div class="title"><a href="http://people.skolelinux.org/pere/blog/RAND_terms___non_reasonable_and_discriminatory.html">RAND terms - non-reasonable and discriminatory</a></div>
 235       <div class="date">19th April 2012</div>
 236       <div class="body"><p>Here in Norway, the
 237 <a href="http://www.regjeringen.no/nb/dep/fad.html?id=339"> Ministry of
 238 Government Administration, Reform and Church Affairs</a> is behind
 239 a <a href="http://standard.difi.no/forvaltningsstandarder">directory of
 240 standards</a> that are recommended or mandatory for use by the
 241 government.  When the directory was created, the people behind it made
 242 an effort to ensure that everyone would be able to implement the
 243 standards and compete on equal terms to supply software and solutions
 244 to the government.  Free software and non-free software could compete
 245 on the same level.</p>
 246
 247 <p>But recently, some standards with RAND
 248 (<a href="http://en.wikipedia.org/wiki/Reasonable_and_non-discriminatory_licensing">Reasonable
 249 And Non-Discriminatory</a>) terms have made their way into the
 250 directory.  And while this might not sound too bad, the fact is that
 251 standard specifications with RAND terms often block free software from
 252 implementing them.  The reasonable part of RAND mean that the cost per
 253 user/unit is low,and the non-discriminatory part mean that everyone
 254 willing to pay will get a license.  Both sound great in theory.  In
 255 practice, to get such license one need to be able to count users, and
 256 be able to pay a small amount of money per unit or user.  By
 257 definition, users of free software do not need to register their use.
 258 So counting users or units is not possible for free software projects.
 259 And given that people will use the software without handing any money
 260 to the author, it is not really economically possible for a free
 261 software author to pay a small amount of money to license the rights
 262 to implement a standard when the income available is zero.  The result
 263 in these situations is that free software are locked out from
 264 implementing standards with RAND terms.</p>
 265
 266 <p>Because of this, when I see someone claiming the terms of a
 267 standard is reasonable and non-discriminatory, all I can think of is
 268 how this really is non-reasonable and discriminatory.  Because free
 269 software developers are working in a global market, it does not really
 270 help to know that software patents are not supposed to be enforceable
 271 in Norway.  The patent regimes in other countries affect us even here.
 272 I really hope the people behind the standard directory will pay more
 273 attention to these issues in the future.</p>
 274
 275 <p>You can find more on the issues with RAND, FRAND and RAND-Z terms
 276 from Simon Phipps
 277 (<a href="http://blogs.computerworlduk.com/simon-says/2010/11/rand-not-so-reasonable/">RAND:
 278 Not So Reasonable?</a>).</p>
 279
 280 <p>Update 2012-04-21: Just came across a
 281 <a href="http://blogs.computerworlduk.com/open-enterprise/2012/04/of-microsoft-netscape-patents-and-open-standards/index.htm">blog
 282 post from Glyn Moody</a> over at Computer World UK warning about the
 283 same issue, and urging people to speak out to the UK government.  I
 284 can only urge Norwegian users to do the same for
 285 <a href="http://www.standard.difi.no/hoyring/hoyring-om-nye-anbefalte-it-standarder">the
 286 hearing taking place at the moment</a> (respond before 2012-04-27).
 287 It proposes to require video conferencing standards including
 288 specifications with RAND terms.</p>
 289 </div>
 290       <div class="tags">
 291
 292
 293         Tags: <a href="http://people.skolelinux.org/pere/blog/tags/english">english</a>, <a href="http://people.skolelinux.org/pere/blog/tags/multimedia">multimedia</a>, <a href="http://people.skolelinux.org/pere/blog/tags/nuug">nuug</a>, <a href="http://people.skolelinux.org/pere/blog/tags/standard">standard</a>, <a href="http://people.skolelinux.org/pere/blog/tags/video">video</a>.
 294
 295
 296       </div>
 297     </div>
 298     <div class="padding"></div>
 299
 300     <div class="entry">
 301       <div class="title"><a href="http://people.skolelinux.org/pere/blog/Forskning___GPL_gir_lokal_frihet_og_kontroll_gjennom_omfordeling_av_makt_fra_produsent_til_bruker_.html">Forskning: "GPL gir lokal frihet og kontroll gjennom omfordeling av makt fra produsent til bruker"</a></div>
 302       <div class="date">15th April 2012</div>
 303       <div class="body"><p>Da jeg googlet etter noe annet kom jeg tilfeldigvis over
 304 <a href="http://www.duo.uio.no/sok/work.html?WORKID=58309">en
 305 hovedfagsoppgave</a> ved Universitetet i Oslo som diskuterer verdien
 306 av GPLs fire friheter for brukerne av IT-systemer.  Jeg ble fascinert
 307 over det som presenteres der.  Her er sammendraget:</p>
 308
 309 <p><blockquote>
 310
 311 <p>Motivasjonen til å skrive denne oppgaven er en personlig undring
 312 over hvorfor det primært, og ofte eksklusivt, fokuseres på det
 313 økonomiske aspektet ved utredninger om fri programvare er et godt valg
 314 for det offentlige. Fri og produsenteid programvare bygger på
 315 fundamentalt forskjellige ideologier som kan ha implikasjoner utover
 316 økonomiske kostnader. Kunnskapskulturen som er med på å definere fri
 317 programvare er basert på åpenhet, og er en verdi i seg selv.</p>
 318
 319 <p>Oppgavens tema er programvarelisensen GPL og frihet. GPL-lisensiert
 320 programvare gir visse friheter i forhold til produsenteid
 321 programvare. Mitt spørsmål er om, og eventuelt i hvilken utstrekning,
 322 disse frihetene blir benyttet av ulike brukere og hvordan de
 323 manifesterer seg for disse brukerne. Sentrale spørsmål i oppgaven
 324 er:</p>
 325
 326 <ul>
 327 <li>Hvordan fordeles handlekraft gjennom lisensieringen av programvaren?</li>
 328 <li>Hvilke konsekvenser har programvarelisensen for de ulike brukere? </li>
 329 </ul>
 330
 331 <p>Fri programvare gir blant annet brukeren mulighet til å studere og
 332 modifisere kildekoden. Denne formen for frihet erverves gjennom
 333 kunnskap og krever at brukeren også er en ekspert. Hva skjer med
 334 frihetene til GPL når sluttbrukeren er en annen? Dette diskuteres i
 335 dialog med informantene.</p>
 336
 337 <p>Jeg har i denne oppgaven samlet inn intervjudata fra IKT-ansvarlige
 338 ved grunnskolene i Nittedal kommune, driftsansvarlig og IKT-veilederen
 339 for skolene i kommunen, samt IKT-koordinator for utdanning i Akershus
 340 fylkeskommune og bokmåloversettere av OpenOffice.org. Den empiriske
 341 delen av oppgaven er delt inn i to seksjoner; den første omhandler
 342 operativsystemet Skolelinux, den andre kontorprogrampakken
 343 OpenOffice.org.</p>
 344
 345 <p>Som vi vil se gir GPL lokal frihet og kontroll gjennom omfordeling
 346 av makt fra produsent til bruker. Brukerens makt analyseres gjennom
 347 begrepene brukermedvirkning og handlingsfrihet. Det blir også lagt
 348 vekt på strukturelle forhold rundt bruken av teknologi, og spesielt de
 349 økonomiske begrepene nettverkseksternaliteter, innlåsing og
 350 stiavhengighet. Dette er begreper av spesiell nytte når objektet som
 351 omsettes eller distribueres er et kommunikasjonsprodukt, fordi verdien
 352 til et slikt gode for en potensiell bruker avhenger av antall
 353 eksisterende brukere av godet. I tilknytning til denne problematikken
 354 inneholder oppgaven også en diskusjon rundt åpne standarder og
 355 formater.</p>
 356
 357 <p>Oppgaven konkluderer med at de «fire frihetene» som GPL-lisensen er
 358 laget for å beskytte er av avgjørende betydning for bruken av
 359 OpenOffice.org og Skolelinux, i Akershus fylkeskommune såvel som i
 360 skolene i Nittedal. Distribusjonen av handlekraft er ikke helt
 361 symmetrisk. Det er først og fremst de profesjonelle utviklerne i
 362 Skolelinux som direkte kan nyttiggjøre seg friheten til å endre kode,
 363 mens en sluttbruker som Nittedal kommune nyttiggjør seg den økonomiske
 364 friheten til å kunne distribuere programmene. Det er imidlertid også
 365 slik at ingen aktør klarer seg uten alle disse «frihetene».</p>
 366 </blockquote></p>
 367
 368 <p>Jeg fant også en masteroppgave fra 2006, men der ligger ikke
 369 komplett oppgave tilgjengelig.  På tide å holde et øye med
 370 <a href="http://www.duo.uio.no/sok/search.html?q=skolelinux">Skolelinux-søket</a>
 371 til DUO...</p>
 372
 373 </div>
 374       <div class="tags">
 375
 376
 377         Tags: <a href="http://people.skolelinux.org/pere/blog/tags/debian edu">debian edu</a>, <a href="http://people.skolelinux.org/pere/blog/tags/norsk">norsk</a>.
 378
 379
 380       </div>
 381     </div>
 382     <div class="padding"></div>
 383
 384     <div class="entry">
 385       <div class="title"><a href="http://people.skolelinux.org/pere/blog/Debian_Edu_interview__Andreas_Mundt.html">Debian Edu interview: Andreas Mundt</a></div>
 386       <div class="date">15th April 2012</div>
 387       <div class="body"><p>Behind <a href="http://www.skolelinux.org/">Debian Edu and
 388 Skolelinux</a> there are a lot of people doing the hard work of
 389 setting together all the pieces.  This time I present to you Andreas
 390 Mundt, who have been part of the technical development team several
 391 years.  He was also a key contributor in getting GOsa and Kerberos set
 392 up in the recently released
 393 <a href="http://wiki.debian.org/DebianEdu/Documentation/Squeeze">Debian
 394 Edu Squeeze</a> version.</p>
 395
 396 <p><strong>Who are you, and how do you spend your days?</strong></p>
 397
 398 <p>My name is Andreas Mundt, I grew up in south Germany.  After
 399 studying Physics I spent several years at university doing research in
 400 Quantum Optics.  After that I worked some years in an optics company.
 401 Finally I decided to turn over a new leaf in my life and started
 402 teaching 10 to 19 years old kids at school.  I teach math, physics,
 403 information technology and science/technology.</p>
 404
 405 <p><strong>How did you get in contact with the Skolelinux/Debian Edu
 406 project?</strong></p>
 407
 408 <p>Already before I switched to teaching, I followed the Debian Edu
 409 project because of my interest in education and Debian.  Within the
 410 qualification/training period for the teaching, I started
 411 contributing.</p>
 412
 413 <p><strong>What do you see as the advantages of Skolelinux/Debian
 414 Edu?</strong></p>
 415
 416 <p>The advantages of Debian Edu are the well known name, the
 417 out-of-the-box philosophy and of course the great free software of the
 418 Debian Project!</p>
 419
 420 <p><strong>What do you see as the disadvantages of Skolelinux/Debian
 421 Edu?</strong></p>
 422
 423 <p>As every coin has two sides, the out-of-the-box philosophy has its
 424 downside, too.  In my opinion, it is hard to modify and tweak the
 425 setup, if you need or want that.  Further more, it is not easily
 426 possible to upgrade the system to a new release.  It takes much too
 427 long after a Debian release to prepare the -Edu release, perhaps
 428 because the number of developers working on the core of the code is
 429 rather small and often busy elsewhere.</p>
 430
 431 <p>The <a href="http://wiki.debian.org/DebianLAN">Debian LAN</a>
 432 project might fill the use case of a more flexible system.</p>
 433
 434 <p><strong>Which free software do you use daily?</strong></p>
 435
 436 <p>I am only using non-free software if I am forced to and run Debian
 437 on all my machines.  For documents I prefer LaTeX and PGF/TikZ, then
 438 mutt and iceweasel for email respectively web browsing.  At school I
 439 have Arduino and Fritzing in use for a micro controller project.</p>
 440
 441 <p><strong>Which strategy do you believe is the right one to use to
 442 get schools to use free software?</strong></p>
 443
 444 <p>One of the major problems is the vendor lock-in from top to bottom:
 445 Especially in combination with ignorant government employees and
 446 politicians, this works out great for the "market-leader".  The school
 447 administration here in Baden-Wuerttemberg is occupied by that vendor.
 448 Documents have to be prepared in non-free, proprietary formats.  Even
 449 free browsers do not work for the school administration.  Publishers
 450 of school books provide software only for proprietary platforms.</p>
 451
 452 <p>To change this, political work is very important.  Parts of the
 453 political spectrum have become aware of the problem in the last years.
 454 However it takes quite some time and courageous politicians to 'free'
 455 the system.  There is currently some discussion about "Open Data" and
 456 "Free/Open Standards".  I am not sure if all the involved parties have
 457 a clue about the potential of these ideas, and probably only a
 458 fraction takes them seriously.  However it might slowly make free
 459 software and the philosophy behind it more known and popular.</p>
 460 </div>
 461       <div class="tags">
 462
 463
 464         Tags: <a href="http://people.skolelinux.org/pere/blog/tags/debian edu">debian edu</a>, <a href="http://people.skolelinux.org/pere/blog/tags/english">english</a>, <a href="http://people.skolelinux.org/pere/blog/tags/intervju">intervju</a>.
 465
 466
 467       </div>
 468     </div>
 469     <div class="padding"></div>
 470
 471     <div class="entry">
 472       <div class="title"><a href="http://people.skolelinux.org/pere/blog/Jeg_skal_p__konferansen_Go_Open_2012.html">Jeg skal på konferansen Go Open 2012</a></div>
 473       <div class="date">13th April 2012</div>
 474       <div class="body"><p>Jeg har tenkt meg på konferansen <a href="http://www.goopen.no/">Go
 475 Open 2012</a> i Oslo 23. april.
 476 <a href="http://www.nuug.no/">Medlemsforeningen NUUG</a> deler ut
 477 <a href="http://www.nuug.no/prisen/">prisen for fremme av fri
 478 programvare i Norge</a> der i år.  Kommer du?</p>
 479 </div>
 480       <div class="tags">
 481
 482
 483         Tags: <a href="http://people.skolelinux.org/pere/blog/tags/norsk">norsk</a>, <a href="http://people.skolelinux.org/pere/blog/tags/nuug">nuug</a>.
 484
 485
 486       </div>
 487     </div>
 488     <div class="padding"></div>
 489
 490     <div class="entry">
 491       <div class="title"><a href="http://people.skolelinux.org/pere/blog/Debian_Edu_interview__Justin_B__Rye.html">Debian Edu interview: Justin B. Rye</a></div>
 492       <div class="date"> 8th April 2012</div>
 493       <div class="body"><p>It take all kind of contributions to create a Linux distribution
 494 like <a href="http://www.skolelinux.org/">Debian Edu / Skolelinux</a>,
 495 and this time I lend the ear to Justin B. Rye, who is listed as a big
 496 contributor to the
 497 <a href="http://wiki.debian.org/DebianEdu/Documentation/Squeeze">Debian
 498 Edu Squeeze release manual</a>.
 499
 500 <p><strong>Who are you, and how do you spend your days?</strong></p>
 501
 502 <p>I'm a 44-year-old linguistics graduate living in Edinburgh who has
 503 occasionally been employed as a sysadmin.</p>
 504
 505 <p><strong>How did you get in contact with the Skolelinux/Debian Edu
 506 project?</strong></p>
 507
 508 <p>I'm neither a developer nor a Skolelinux/Debian Edu user!  The only
 509 reason my name's in the credits for the documentation is that I hang
 510 around on debian-l10n-english waiting for people to mention things
 511 they'd like a native English speaker to proofread...  So I did a sweep
 512 through the wiki for typos and Norglish and inconsistent spellings of
 513 "localisation".</p>
 514
 515 <p><strong>What do you see as the advantages of Skolelinux/Debian
 516 Edu?</strong></p>
 517
 518 <p><strong>What do you see as the disadvantages of Skolelinux/Debian
 519 Edu?</strong></p>
 520
 521 <p>These questions are too hard for me - I don't use it!  In fact I
 522 had hardly any contact with I.T. until long after I'd got out of the
 523 education system.</p>
 524
 525 <p>I can tell you the advantages of Debian for me though: it soaks up
 526 as much of my free time as I want and no more, and lets me do
 527 everything I want a computer for without ever forcing me to spend
 528 money on the latest hardware.</p>
 529
 530 <p><strong>Which free software do you use daily?</strong></p>
 531
 532 <p>I've been using Debian since Rex; popularity-contest says the
 533 software that I use most is xinit, xterm, and xulrunner (in other
 534 words, I use a distinctly retro sort of desktop).</p>
 535
 536 <p><strong>Which strategy do you believe is the right one to use to
 537 get schools to use free software?</strong></p>
 538
 539 <p>Well, I don't know.  I suppose I'd be inclined to try reasoning
 540 with the people who make the decisions, but obviously if that worked
 541 you would hardly need a strategy.</p>
 542 </div>
 543       <div class="tags">
 544
 545
 546         Tags: <a href="http://people.skolelinux.org/pere/blog/tags/debian edu">debian edu</a>, <a href="http://people.skolelinux.org/pere/blog/tags/english">english</a>, <a href="http://people.skolelinux.org/pere/blog/tags/intervju">intervju</a>.
 547
 548
 549       </div>
 550     </div>
 551     <div class="padding"></div>
 552
 553     <p style="text-align: right;"><a href="index.rss"><img src="http://people.skolelinux.org/pere/blog/xml.gif" alt="RSS feed" width="36" height="14" /></a></p>
 554     <div id="sidebar">
 555
 556
 557
 558 <h2>Archive</h2>
 559 <ul>
 560
 561 <li>2012
 562 <ul>
 563
 564 <li><a href="http://people.skolelinux.org/pere/blog/archive/2012/01/">January (7)</a></li>
 565
 566 <li><a href="http://people.skolelinux.org/pere/blog/archive/2012/02/">February (10)</a></li>
 567
 568 <li><a href="http://people.skolelinux.org/pere/blog/archive/2012/03/">March (17)</a></li>
 569
 570 <li><a href="http://people.skolelinux.org/pere/blog/archive/2012/04/">April (12)</a></li>
 571
 572 <li><a href="http://people.skolelinux.org/pere/blog/archive/2012/05/">May (1)</a></li>
 573
 574 </ul></li>
 575
 576 <li>2011
 577 <ul>
 578
 579 <li><a href="http://people.skolelinux.org/pere/blog/archive/2011/01/">January (16)</a></li>
 580
 581 <li><a href="http://people.skolelinux.org/pere/blog/archive/2011/02/">February (6)</a></li>
 582
 583 <li><a href="http://people.skolelinux.org/pere/blog/archive/2011/03/">March (6)</a></li>
 584
 585 <li><a href="http://people.skolelinux.org/pere/blog/archive/2011/04/">April (7)</a></li>
 586
 587 <li><a href="http://people.skolelinux.org/pere/blog/archive/2011/05/">May (3)</a></li>
 588
 589 <li><a href="http://people.skolelinux.org/pere/blog/archive/2011/06/">June (2)</a></li>
 590
 591 <li><a href="http://people.skolelinux.org/pere/blog/archive/2011/07/">July (7)</a></li>
 592
 593 <li><a href="http://people.skolelinux.org/pere/blog/archive/2011/08/">August (6)</a></li>
 594
 595 <li><a href="http://people.skolelinux.org/pere/blog/archive/2011/09/">September (4)</a></li>
 596
 597 <li><a href="http://people.skolelinux.org/pere/blog/archive/2011/10/">October (2)</a></li>
 598
 599 <li><a href="http://people.skolelinux.org/pere/blog/archive/2011/11/">November (3)</a></li>
 600
 601 <li><a href="http://people.skolelinux.org/pere/blog/archive/2011/12/">December (1)</a></li>
 602
 603 </ul></li>
 604
 605 <li>2010
 606 <ul>
 607
 608 <li><a href="http://people.skolelinux.org/pere/blog/archive/2010/01/">January (2)</a></li>
 609
 610 <li><a href="http://people.skolelinux.org/pere/blog/archive/2010/02/">February (1)</a></li>
 611
 612 <li><a href="http://people.skolelinux.org/pere/blog/archive/2010/03/">March (3)</a></li>
 613
 614 <li><a href="http://people.skolelinux.org/pere/blog/archive/2010/04/">April (3)</a></li>
 615
 616 <li><a href="http://people.skolelinux.org/pere/blog/archive/2010/05/">May (9)</a></li>
 617
 618 <li><a href="http://people.skolelinux.org/pere/blog/archive/2010/06/">June (14)</a></li>
 619
 620 <li><a href="http://people.skolelinux.org/pere/blog/archive/2010/07/">July (12)</a></li>
 621
 622 <li><a href="http://people.skolelinux.org/pere/blog/archive/2010/08/">August (13)</a></li>
 623
 624 <li><a href="http://people.skolelinux.org/pere/blog/archive/2010/09/">September (7)</a></li>
 625
 626 <li><a href="http://people.skolelinux.org/pere/blog/archive/2010/10/">October (9)</a></li>
 627
 628 <li><a href="http://people.skolelinux.org/pere/blog/archive/2010/11/">November (13)</a></li>
 629
 630 <li><a href="http://people.skolelinux.org/pere/blog/archive/2010/12/">December (12)</a></li>
 631
 632 </ul></li>
 633
 634 <li>2009
 635 <ul>
 636
 637 <li><a href="http://people.skolelinux.org/pere/blog/archive/2009/01/">January (8)</a></li>
 638
 639 <li><a href="http://people.skolelinux.org/pere/blog/archive/2009/02/">February (8)</a></li>
 640
 641 <li><a href="http://people.skolelinux.org/pere/blog/archive/2009/03/">March (12)</a></li>
 642
 643 <li><a href="http://people.skolelinux.org/pere/blog/archive/2009/04/">April (10)</a></li>
 644
 645 <li><a href="http://people.skolelinux.org/pere/blog/archive/2009/05/">May (9)</a></li>
 646
 647 <li><a href="http://people.skolelinux.org/pere/blog/archive/2009/06/">June (3)</a></li>
 648
 649 <li><a href="http://people.skolelinux.org/pere/blog/archive/2009/07/">July (4)</a></li>
 650
 651 <li><a href="http://people.skolelinux.org/pere/blog/archive/2009/08/">August (3)</a></li>
 652
 653 <li><a href="http://people.skolelinux.org/pere/blog/archive/2009/09/">September (1)</a></li>
 654
 655 <li><a href="http://people.skolelinux.org/pere/blog/archive/2009/10/">October (2)</a></li>
 656
 657 <li><a href="http://people.skolelinux.org/pere/blog/archive/2009/11/">November (3)</a></li>
 658
 659 <li><a href="http://people.skolelinux.org/pere/blog/archive/2009/12/">December (3)</a></li>
 660
 661 </ul></li>
 662
 663 <li>2008
 664 <ul>
 665
 666 <li><a href="http://people.skolelinux.org/pere/blog/archive/2008/11/">November (5)</a></li>
 667
 668 <li><a href="http://people.skolelinux.org/pere/blog/archive/2008/12/">December (7)</a></li>
 669
 670 </ul></li>
 671
 672 </ul>
 673
 674
 675
 676 <h2>Tags</h2>
 677 <ul>
 678
 679  <li><a href="http://people.skolelinux.org/pere/blog/tags/3d-printer">3d-printer (13)</a></li>
 680
 681  <li><a href="http://people.skolelinux.org/pere/blog/tags/amiga">amiga (1)</a></li>
 682
 683  <li><a href="http://people.skolelinux.org/pere/blog/tags/aros">aros (1)</a></li>
 684
 685  <li><a href="http://people.skolelinux.org/pere/blog/tags/bitcoin">bitcoin (2)</a></li>
 686
 687  <li><a href="http://people.skolelinux.org/pere/blog/tags/bootsystem">bootsystem (12)</a></li>
 688
 689  <li><a href="http://people.skolelinux.org/pere/blog/tags/bsa">bsa (2)</a></li>
 690
 691  <li><a href="http://people.skolelinux.org/pere/blog/tags/debian">debian (54)</a></li>
 692
 693  <li><a href="http://people.skolelinux.org/pere/blog/tags/debian edu">debian edu (99)</a></li>
 694
 695  <li><a href="http://people.skolelinux.org/pere/blog/tags/digistan">digistan (8)</a></li>
 696
 697  <li><a href="http://people.skolelinux.org/pere/blog/tags/english">english (125)</a></li>
 698
 699  <li><a href="http://people.skolelinux.org/pere/blog/tags/fiksgatami">fiksgatami (15)</a></li>
 700
 701  <li><a href="http://people.skolelinux.org/pere/blog/tags/fildeling">fildeling (12)</a></li>
 702
 703  <li><a href="http://people.skolelinux.org/pere/blog/tags/intervju">intervju (23)</a></li>
 704
 705  <li><a href="http://people.skolelinux.org/pere/blog/tags/kart">kart (16)</a></li>
 706
 707  <li><a href="http://people.skolelinux.org/pere/blog/tags/ldap">ldap (8)</a></li>
 708
 709  <li><a href="http://people.skolelinux.org/pere/blog/tags/lenker">lenker (4)</a></li>
 710
 711  <li><a href="http://people.skolelinux.org/pere/blog/tags/ltsp">ltsp (1)</a></li>
 712
 713  <li><a href="http://people.skolelinux.org/pere/blog/tags/multimedia">multimedia (16)</a></li>
 714
 715  <li><a href="http://people.skolelinux.org/pere/blog/tags/norsk">norsk (161)</a></li>
 716
 717  <li><a href="http://people.skolelinux.org/pere/blog/tags/nuug">nuug (124)</a></li>
 718
 719  <li><a href="http://people.skolelinux.org/pere/blog/tags/open311">open311 (2)</a></li>
 720
 721  <li><a href="http://people.skolelinux.org/pere/blog/tags/opphavsrett">opphavsrett (24)</a></li>
 722
 723  <li><a href="http://people.skolelinux.org/pere/blog/tags/personvern">personvern (47)</a></li>
 724
 725  <li><a href="http://people.skolelinux.org/pere/blog/tags/raid">raid (1)</a></li>
 726
 727  <li><a href="http://people.skolelinux.org/pere/blog/tags/reprap">reprap (11)</a></li>
 728
 729  <li><a href="http://people.skolelinux.org/pere/blog/tags/rfid">rfid (2)</a></li>
 730
 731  <li><a href="http://people.skolelinux.org/pere/blog/tags/robot">robot (4)</a></li>
 732
 733  <li><a href="http://people.skolelinux.org/pere/blog/tags/rss">rss (1)</a></li>
 734
 735  <li><a href="http://people.skolelinux.org/pere/blog/tags/ruter">ruter (4)</a></li>
 736
 737  <li><a href="http://people.skolelinux.org/pere/blog/tags/sikkerhet">sikkerhet (23)</a></li>
 738
 739  <li><a href="http://people.skolelinux.org/pere/blog/tags/sitesummary">sitesummary (4)</a></li>
 740
 741  <li><a href="http://people.skolelinux.org/pere/blog/tags/standard">standard (27)</a></li>
 742
 743  <li><a href="http://people.skolelinux.org/pere/blog/tags/stavekontroll">stavekontroll (1)</a></li>
 744
 745  <li><a href="http://people.skolelinux.org/pere/blog/tags/stortinget">stortinget (4)</a></li>
 746
 747  <li><a href="http://people.skolelinux.org/pere/blog/tags/surveillance">surveillance (9)</a></li>
 748
 749  <li><a href="http://people.skolelinux.org/pere/blog/tags/valg">valg (6)</a></li>
 750
 751  <li><a href="http://people.skolelinux.org/pere/blog/tags/video">video (25)</a></li>
 752
 753  <li><a href="http://people.skolelinux.org/pere/blog/tags/vitenskap">vitenskap (1)</a></li>
 754
 755  <li><a href="http://people.skolelinux.org/pere/blog/tags/web">web (19)</a></li>
 756
 757 </ul>
 758
 759
 760     </div>
 761     <p style="text-align: right">
 762  Created by <a href="http://steve.org.uk/Software/chronicle">Chronicle v4.4</a>
 763 </p>
 764
 765   </body>
 766 </html>