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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/Debian_Edu_interview__J_rgen_Leibner.html">Debian Edu interview: Jürgen Leibner</a></div>
  24       <div class="date">13th May 2012</div>
  25       <div class="body"><p>It has been a few busy weeks for me, but I am finally back to
  26 publish another interview with the people behind
  27 <a href="http://www.skolelinux.org/">Debian Edu and Skolelinux</a>.
  28 This time it is one of our German developers, who have helped out over the
  29 years to make sure both a lot of major but also a lot of the minor
  30 details get right before release.
  31
  32 <p><strong>Who are you, and how do you spend your days?</strong></p>
  33
  34 <p>My name is Jürgen Leibner, I'm 49 years old and living in
  35 Bielefeld, a town in northern Germany.  I worked nearly 20 years as
  36 certified engineer in the department for plant design and layout of an
  37 international company for machinery and equipment.  Since 2011 I'm a
  38 certified technical writer (tekom e.V.) and doing technical
  39 documentations for a steam turbine manufacturer.  From April this year
  40 I will manage the department of technical documentation at a
  41 manufacturer of automation and assembly line engineering.</p>
  42
  43 <p>My first contact with linux was around 1993. Since that time I used
  44 it at work and at home repeatedly but not exclusively as I do now at
  45 home since 2006.</p>
  46
  47 <p><strong>How did you get in contact with the Skolelinux/Debian Edu
  48 project?</strong></p>
  49
  50 <p>Once a day in the early year of 2001 when I wanted to fetch my
  51 daughter from primary school, there was a teacher sitting in the
  52 middle of 20 old computers trying to boot them and he failed. I helped
  53 him to get them booting. That was seen by the school director and she
  54 asked me if I would like to manage that the school gets all that old
  55 computers in use. I answered: "Yes".</p>
  56
  57 <p>Some weeks later every of the 10 classrooms had one computer
  58 running Windows98. I began to collect old computers and equipment as
  59 gifts and installed the first computer room with a peer-to-peer
  60 network. I did my work at school without being payed in my spare time
  61 and with a lot of fun.  About one year later the school was connected
  62 to Internet and a local area network was installed in the school
  63 building.  That was the time to have a server and I knew it must be a
  64 Linux server to be able to fulfil all the wishes of the teachers and
  65 being able to do this in a transparent and economic way, without extra
  66 costs for things like licence and software.  So I searched for a
  67 school server system running under Linux and I found a couple of
  68 people nearby who founded 'skolelinux.de'. It was the Skolelinux
  69 prerelease 32 I first tried out for being used at the school.  I
  70 managed the IT of that school until the municipal authority took over
  71 the IT management and centralised the services for all schools in
  72 Bielefeld in December of 2006.</p>
  73
  74 <p><strong>What do you see as the advantages of Skolelinux/Debian
  75 Edu?</strong></p>
  76
  77 <p>When I'm looking back to the beginning, there were other advantages
  78 for me as today.</p>
  79
  80 <p>In the past there were advantages like:</p>
  81
  82 <p><ul>
  83
  84 <li>I don't need to buy it so it generates no costs to the school as
  85 they had little money to spent for computers and software.</li>
  86
  87 <li>It has a licence which grands all rights to use it without
  88 cost.</li>
  89
  90 <li>It was more able to fit all requirements of a server system for
  91 schools than a Microsoft server system, even if there are only Windows
  92 clients because of it's preconfigured overall concept of being a
  93 infrastructure solution and community for schools, not only a
  94 server</li>
  95
  96 <li>I was able to configure the server to the needs of the
  97 school.</li>
  98
  99 </ul></p>
 100
 101 <p>Today some of the advantages has been lost, changed or new ones
 102 came up in this way:</p>
 103
 104 <p><ul>
 105
 106 <li>Most schools here do have money to buy hardware and software
 107 now.</li>
 108
 109 <li>They are today mostly managed from central IT departments which
 110 have own concepts which often do not fit to Debian Edu concepts
 111 because they are to close to Microsoft ideology.</li>
 112
 113 <li>With the Squeeze version of Debian Edu which now uses GOsa² for
 114 management I feel more able to manage the daily tasks than with the
 115 interfaces used in the past.</li>
 116
 117 <li>It is more modular than in the past and fits even better to the
 118 different needs.</li>
 119
 120 <li>The documentation is usable and gets better every day.</li>
 121
 122 <li>More people than ever before are using Debian Edu all over the
 123 world and so the community, which is an very important part I think,
 124 is sharing knowledge and minds.</li>
 125
 126 <li>Most, maybe all, of the technical requirements for schools are
 127 solved today by Debian Edu. </li>
 128
 129 </ul></p>
 130
 131 <p><strong>What do you see as the disadvantages of Skolelinux/Debian
 132 Edu?</strong></p>
 133
 134 <p><ul>
 135
 136 <li>There are too few IT companies able to integrate Debian Edu into
 137 their product portfolio for serving schools with concepts or even
 138 whole municipality areas.</li>
 139
 140 <li>Debian Edu has beside other free and open software projects not
 141 enough lobbyists which promote free and open software to
 142 politicians.</li>
 143
 144 <li>Technically there are no disadvantages I'm aware of.</li>
 145
 146 </ul></p>
 147
 148 <p><strong>Which free software do you use daily?</strong></p>
 149
 150 <p>I use Debian stable on my home server and on my little desktop
 151 computer. On my laptop I use Debian testing/sid. The applications I
 152 use on my laptop and my desktop are Open/Libre-office, Iceweasel,
 153 KMail, DigiKam, Amarok, Dolphin, okular and all the other programs I
 154 need from the KDE environment.  On console I use newsbeuter, mutt,
 155 screen, irssi and all the other famous and useful tools.</p>
 156
 157 <p>My home server provides mail services with exim, dovecot, roundcube
 158 and mutt over ssh on the console, file services with samba, NFS,
 159 rsync, web services with apache, moinmoin-wiki, multimedia services
 160 with gallery2 and mediatomb and database services with MySQL for me
 161 and the whole family.  I probably forgot something.</p>
 162
 163 <p><strong>Which strategy do you believe is the right one to use to
 164 get schools to use free software?</strong></p>
 165
 166 <p>I believe, we should provide concepts for IT companies to integrate
 167 Debian Edu into their product portfolio with use cases for different
 168 countries and areas all over the world.</p>
 169 </div>
 170       <div class="tags">
 171
 172
 173         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>.
 174
 175
 176       </div>
 177     </div>
 178     <div class="padding"></div>
 179
 180     <div class="entry">
 181       <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>
 182       <div class="date">11th May 2012</div>
 183       <div class="body"><p>I går ble jeg kontaktet på epost av
 184 <a href="http://www.digi.no">digi.no</a>s Eirik Rossen som lurte på om
 185 jeg hadde noen kommentarer til
 186 <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
 187 pressemelding</a> om Norges tetplassering når det gjelder
 188 kart-tilgjengelighet.  Jeg svarte følgende, som resulterte i noen
 189 sitater i
 190 <a href="http://www.digi.no/895420/norge-i-tet-paa-digitale-kartdata#debatt">Digis
 191 dekning</a> av kartverkets pressemelding.</p>
 192
 193 <p><blockquote>
 194 <p>Takk for muligheten til å kommentere.</p>
 195
 196 <p>Pressemeldingen omhandler tilgjengeligheten av kart for aktører som er
 197 medlem i kartellet Norge Digitalt.  Det er ingen overraskelse for meg
 198 at tilgjengeligheten til kart hos disse medlemmene er god.  Men for
 199 oss på utsiden av kartellet er tilgjengelighet av det som burde være
 200 felleskapets og innbyggernes kart dårlig.</p>
 201
 202 <p>Bruksvilkårene til kartene fra medlemmene i Norge Digital hindrer
 203 nyskapning og selv om en er villig til å betale den ublu prisen som
 204 forlanges får en fortsatt ikke tilgang til kartdata uten
 205 bruksbegresninger.  Derfor bruker jeg heller tid på å gjøre
 206 fribrukskartet OpenStreetmap bedre.  Der fremmer bruksvilkårene
 207 nyskapning og lar meg skape nye tjenester uten å måtte søke om
 208 tillatelse fra det offentlige.</p>
 209
 210 <p>En annen problemstilling er jo sikkerhet til fjells og til sjøs.
 211 Mon tro hvor mange ulykker på sjøen som kunne vært unngått hvis
 212 sjøkartdata var tilgjengelig uten bruksbegrensninger, slik at enhver
 213 med GPS eller kartplotter tilnærmet kostnadsfritt kunne sikre seg mest
 214 mulig oppdaterte sjøkart?  Det hjelper jo ikke at offentlige etater
 215 har enkel tilgang til sjøkartene når det samme ikke gjelder hver
 216 båtkaptein og småbåtfører.  Jeg tror samfunnet som helhet hadde tjent
 217 på å unngå kostnadene ved disse ulykkene ved å tvinge sjøkartverket
 218 til å publisere sine kartdata på Internet uten bruksbegresninger.</p>
 219 </blockquote></p>
 220 </div>
 221       <div class="tags">
 222
 223
 224         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>.
 225
 226
 227       </div>
 228     </div>
 229     <div class="padding"></div>
 230
 231     <div class="entry">
 232       <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>
 233       <div class="date">30th April 2012</div>
 234       <div class="body"><p><!-- IMG_5869.JPG -->
 235 <img src="http://people.skolelinux.org/pere/blog/images/panasonic-er-1611.jpeg"></p>
 236
 237 <p>I normally cut my hair short, and my tool of choice has been a
 238 common hair/beard cutter, bought in a electrical shop here in Norway.
 239 But the last ones have not really been up to the task.  My last
 240 cutter, some model from Braun, could only cut a few of my hairs at the
 241 time, and cutting my head took forever.  And the one before that did
 242 not work very well either.  We have looked for something better for a
 243 while, but it was not until I ended up visiting a hairdresser that we
 244 discovered that there are indeed better tools available.  But these
 245 are not marketed and sold to "regular consumers".  The hair saloons
 246 can get them through their suppliers, but their suppliers only sell
 247 companies.  The models they sell, are very different from the ones
 248 available from Elkjøp and Lefdal.  The main difference is their
 249 efficiency.  It would cut my hair in 5 minutes, instead of the 30-40
 250 minutes required by my impotent Braun.  The hairdresser I visited had
 251 a Panasonic ER160, which unfortunately is no longer available from the
 252 producer.  But I found it had a successor, the Panasonic ER1611.</p>
 253
 254 <p>The next step was to find somewhere to buy it.  This was not
 255 straight forward.  The list of suppliers I got from the hairdresser
 256 did not want to sell anything to me.  But searching for the model on
 257 the web we found a supplier in Norway willing to sell it to us for
 258 around NOK 4000,-.  This was a bit much.  We kept searching and
 259 finally found a Danish supplier
 260 <a href="http://nicehair.dk/panasonic-er-1611-professionel-hartrimmer.html">selling
 261 it for around NOK 1800,-</a>.  We ordered one, and it arrived a few
 262 days ago.</p>
 263
 264 <p>The instructions said it had to charge for 8 hours when we started
 265 to use it, so we left it charging over night.  Normally it will only
 266 need one hour to charge.  The following evening we successfully tested
 267 it, and I can warmly recommend it to anyone looking for a real hair
 268 cutter.  The ones we have used until now have been hair cutter
 269 toys.</p>
 270 </div>
 271       <div class="tags">
 272
 273
 274         Tags: <a href="http://people.skolelinux.org/pere/blog/tags/english">english</a>.
 275
 276
 277       </div>
 278     </div>
 279     <div class="padding"></div>
 280
 281     <div class="entry">
 282       <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>
 283       <div class="date">27th April 2012</div>
 284       <div class="body"><p>NUUG-styremedlem Hans-Petter Fjeld
 285 <a href="https://plus.google.com/u/0/110394259537201279374/posts/AGzRmAuFdW1">meldte
 286 nettopp</a> at han har sendt inn <a href="http://www.nuug.no/">NUUG</a>s
 287 høringsuttalelse angående Difi sin standardkatalog v3.1.  Jeg er veldig
 288 glad for at så mange bidro og sikret at vår stemme blir hørt i denne
 289 høringen.  Anbefaler alle å lese våre
 290 <a href="http://wiki.nuug.no/uttalelser/201204-standardkatalog-v3.1">to
 291 sider med innspill</a>.</p>
 292 </div>
 293       <div class="tags">
 294
 295
 296         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>.
 297
 298
 299       </div>
 300     </div>
 301     <div class="padding"></div>
 302
 303     <div class="entry">
 304       <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>
 305       <div class="date">26th April 2012</div>
 306       <div class="body"><p>In <a href="http://www.idg.no/computerworld/article243690.ece">an
 307 article today</a> published by Computerworld Norway, the photographer
 308 <a href="http://www.urke.com/eirik/">Eirik Helland Urke</a> reports
 309 that the video editor application included with
 310 <a href="http://www.htc.com/www/smartphones/htc-one-x/#specs">HTC One
 311 X</a> have some quite surprising terms of use.  The article is mostly
 312 based on the twitter message from mister Urke, stating:
 313
 314 <p><blockquote>
 315 "<a href="http://twitter.com/urke/status/194062269724897280">Drøy
 316 brukeravtale: HTC kan bruke MINE redigerte videoer kommersielt. Selv
 317 kan jeg KUN bruke dem privat.</a>"
 318 </blockquote></p>
 319
 320 <p>I quickly translated it to this English message:</p>
 321
 322 <p><blockquote>
 323 "Arrogant user agreement: HTC can use MY edited videos
 324 commercially.  Although I can ONLY use them privately."
 325 </blockquote></p>
 326
 327 <p>I've been unable to find the text of the license term myself, but
 328 suspect it is a variation of the MPEG-LA terms I
 329 <a href="http://people.skolelinux.org/pere/blog/Terms_of_use_for_video_produced_by_a_Canon_IXUS_130_digital_camera.html">discovered
 330 with my Canon IXUS 130</a>.  The HTC One X specification specifies that
 331 the recording format of the phone is .amr for audio and .mp3 for
 332 video.  AMR is
 333 <a href="http://en.wikipedia.org/wiki/Adaptive_Multi-Rate_audio_codec#Licensing_and_patent_issues">Adaptive
 334 Multi-Rate audio codec</a> with patents which according to the
 335 Wikipedia article require an license agreement with
 336 <a href="http://www.voiceage.com/">VoiceAge</a>.  MP4 is
 337 <a href="http://en.wikipedia.org/wiki/H.264/MPEG-4_AVC#Patent_licensing">MPEG4 with
 338 H.264</a>, which according to Wikipedia require a licence agreement
 339 with <a href="http://www.mpegla.com/">MPEG-LA</a>.</p>
 340
 341 <p>I know why I prefer
 342 <a href="http://www.digistan.org/open-standard:definition">free and open
 343 standards</a> also for video.</p>
 344 </div>
 345       <div class="tags">
 346
 347
 348         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>.
 349
 350
 351       </div>
 352     </div>
 353     <div class="padding"></div>
 354
 355     <div class="entry">
 356       <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>
 357       <div class="date">22nd April 2012</div>
 358       <div class="body"><p>I
 359 <a href="http://people.skolelinux.org/pere/blog/Hva_har_mine_representanter_stemt_i_Storinget_.html">januar
 360 i fjor</a> startet vi i NUUG arbeid med å gjøre informasjon om hvem
 361 som har stemt hva på <a href="http://www.stortinget.no/">Stortinget</a>
 362 enklere tilgjengelig.  I løpet av få måneder fant vi sammen med
 363 organisasjonen <a href="http://www.holderdeord.no/">Holder de ord</a>
 364 som arbeidet mot et lignende mål.</p>
 365
 366 <p>Siden den gang har vi fått tak i maskinelt lesbart informasjon om
 367 hvem som stemte hva mellom 1990 og våren 2010, og tilgang til
 368 stortingets nye datatjeneste som har informasjon fra høsten 2011 til i
 369 dag.  Det gjenstår litt arbeid med det første datasettet, men
 370 datasettet fra høsten 2011 er klart til bruk.  Begge datasettene er
 371 tilgjengelig <a href="https://gitorious.org/nuug/folketingparser">via
 372 git</a>.</p>
 373
 374 <p>På
 375 <a href="http://www.goopen.no/holder-de-ord-datadrevet-oppfolging-av-politiske-lofter/">Go Open</a> i morgen lanserer
 376 NUUG sammen med Holder de ord <a href="http://beta.holderdeord.no/">en
 377 test-tjeneste</a> som viser hva som er og blir behandlet på Stortinget og
 378 hvem som har stemt hva siden oktober i fjor.  Du får herved mulighet
 379 til å ta en sniktitt.</p>
 380 </div>
 381       <div class="tags">
 382
 383
 384         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>.
 385
 386
 387       </div>
 388     </div>
 389     <div class="padding"></div>
 390
 391     <div class="entry">
 392       <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>
 393       <div class="date">19th April 2012</div>
 394       <div class="body"><p>Here in Norway, the
 395 <a href="http://www.regjeringen.no/nb/dep/fad.html?id=339"> Ministry of
 396 Government Administration, Reform and Church Affairs</a> is behind
 397 a <a href="http://standard.difi.no/forvaltningsstandarder">directory of
 398 standards</a> that are recommended or mandatory for use by the
 399 government.  When the directory was created, the people behind it made
 400 an effort to ensure that everyone would be able to implement the
 401 standards and compete on equal terms to supply software and solutions
 402 to the government.  Free software and non-free software could compete
 403 on the same level.</p>
 404
 405 <p>But recently, some standards with RAND
 406 (<a href="http://en.wikipedia.org/wiki/Reasonable_and_non-discriminatory_licensing">Reasonable
 407 And Non-Discriminatory</a>) terms have made their way into the
 408 directory.  And while this might not sound too bad, the fact is that
 409 standard specifications with RAND terms often block free software from
 410 implementing them.  The reasonable part of RAND mean that the cost per
 411 user/unit is low,and the non-discriminatory part mean that everyone
 412 willing to pay will get a license.  Both sound great in theory.  In
 413 practice, to get such license one need to be able to count users, and
 414 be able to pay a small amount of money per unit or user.  By
 415 definition, users of free software do not need to register their use.
 416 So counting users or units is not possible for free software projects.
 417 And given that people will use the software without handing any money
 418 to the author, it is not really economically possible for a free
 419 software author to pay a small amount of money to license the rights
 420 to implement a standard when the income available is zero.  The result
 421 in these situations is that free software are locked out from
 422 implementing standards with RAND terms.</p>
 423
 424 <p>Because of this, when I see someone claiming the terms of a
 425 standard is reasonable and non-discriminatory, all I can think of is
 426 how this really is non-reasonable and discriminatory.  Because free
 427 software developers are working in a global market, it does not really
 428 help to know that software patents are not supposed to be enforceable
 429 in Norway.  The patent regimes in other countries affect us even here.
 430 I really hope the people behind the standard directory will pay more
 431 attention to these issues in the future.</p>
 432
 433 <p>You can find more on the issues with RAND, FRAND and RAND-Z terms
 434 from Simon Phipps
 435 (<a href="http://blogs.computerworlduk.com/simon-says/2010/11/rand-not-so-reasonable/">RAND:
 436 Not So Reasonable?</a>).</p>
 437
 438 <p>Update 2012-04-21: Just came across a
 439 <a href="http://blogs.computerworlduk.com/open-enterprise/2012/04/of-microsoft-netscape-patents-and-open-standards/index.htm">blog
 440 post from Glyn Moody</a> over at Computer World UK warning about the
 441 same issue, and urging people to speak out to the UK government.  I
 442 can only urge Norwegian users to do the same for
 443 <a href="http://www.standard.difi.no/hoyring/hoyring-om-nye-anbefalte-it-standarder">the
 444 hearing taking place at the moment</a> (respond before 2012-04-27).
 445 It proposes to require video conferencing standards including
 446 specifications with RAND terms.</p>
 447 </div>
 448       <div class="tags">
 449
 450
 451         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>.
 452
 453
 454       </div>
 455     </div>
 456     <div class="padding"></div>
 457
 458     <div class="entry">
 459       <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>
 460       <div class="date">15th April 2012</div>
 461       <div class="body"><p>Da jeg googlet etter noe annet kom jeg tilfeldigvis over
 462 <a href="http://www.duo.uio.no/sok/work.html?WORKID=58309">en
 463 hovedfagsoppgave</a> ved Universitetet i Oslo som diskuterer verdien
 464 av GPLs fire friheter for brukerne av IT-systemer.  Jeg ble fascinert
 465 over det som presenteres der.  Her er sammendraget:</p>
 466
 467 <p><blockquote>
 468
 469 <p>Motivasjonen til å skrive denne oppgaven er en personlig undring
 470 over hvorfor det primært, og ofte eksklusivt, fokuseres på det
 471 økonomiske aspektet ved utredninger om fri programvare er et godt valg
 472 for det offentlige. Fri og produsenteid programvare bygger på
 473 fundamentalt forskjellige ideologier som kan ha implikasjoner utover
 474 økonomiske kostnader. Kunnskapskulturen som er med på å definere fri
 475 programvare er basert på åpenhet, og er en verdi i seg selv.</p>
 476
 477 <p>Oppgavens tema er programvarelisensen GPL og frihet. GPL-lisensiert
 478 programvare gir visse friheter i forhold til produsenteid
 479 programvare. Mitt spørsmål er om, og eventuelt i hvilken utstrekning,
 480 disse frihetene blir benyttet av ulike brukere og hvordan de
 481 manifesterer seg for disse brukerne. Sentrale spørsmål i oppgaven
 482 er:</p>
 483
 484 <ul>
 485 <li>Hvordan fordeles handlekraft gjennom lisensieringen av programvaren?</li>
 486 <li>Hvilke konsekvenser har programvarelisensen for de ulike brukere? </li>
 487 </ul>
 488
 489 <p>Fri programvare gir blant annet brukeren mulighet til å studere og
 490 modifisere kildekoden. Denne formen for frihet erverves gjennom
 491 kunnskap og krever at brukeren også er en ekspert. Hva skjer med
 492 frihetene til GPL når sluttbrukeren er en annen? Dette diskuteres i
 493 dialog med informantene.</p>
 494
 495 <p>Jeg har i denne oppgaven samlet inn intervjudata fra IKT-ansvarlige
 496 ved grunnskolene i Nittedal kommune, driftsansvarlig og IKT-veilederen
 497 for skolene i kommunen, samt IKT-koordinator for utdanning i Akershus
 498 fylkeskommune og bokmåloversettere av OpenOffice.org. Den empiriske
 499 delen av oppgaven er delt inn i to seksjoner; den første omhandler
 500 operativsystemet Skolelinux, den andre kontorprogrampakken
 501 OpenOffice.org.</p>
 502
 503 <p>Som vi vil se gir GPL lokal frihet og kontroll gjennom omfordeling
 504 av makt fra produsent til bruker. Brukerens makt analyseres gjennom
 505 begrepene brukermedvirkning og handlingsfrihet. Det blir også lagt
 506 vekt på strukturelle forhold rundt bruken av teknologi, og spesielt de
 507 økonomiske begrepene nettverkseksternaliteter, innlåsing og
 508 stiavhengighet. Dette er begreper av spesiell nytte når objektet som
 509 omsettes eller distribueres er et kommunikasjonsprodukt, fordi verdien
 510 til et slikt gode for en potensiell bruker avhenger av antall
 511 eksisterende brukere av godet. I tilknytning til denne problematikken
 512 inneholder oppgaven også en diskusjon rundt åpne standarder og
 513 formater.</p>
 514
 515 <p>Oppgaven konkluderer med at de «fire frihetene» som GPL-lisensen er
 516 laget for å beskytte er av avgjørende betydning for bruken av
 517 OpenOffice.org og Skolelinux, i Akershus fylkeskommune såvel som i
 518 skolene i Nittedal. Distribusjonen av handlekraft er ikke helt
 519 symmetrisk. Det er først og fremst de profesjonelle utviklerne i
 520 Skolelinux som direkte kan nyttiggjøre seg friheten til å endre kode,
 521 mens en sluttbruker som Nittedal kommune nyttiggjør seg den økonomiske
 522 friheten til å kunne distribuere programmene. Det er imidlertid også
 523 slik at ingen aktør klarer seg uten alle disse «frihetene».</p>
 524 </blockquote></p>
 525
 526 <p>Jeg fant også en masteroppgave fra 2006, men der ligger ikke
 527 komplett oppgave tilgjengelig.  På tide å holde et øye med
 528 <a href="http://www.duo.uio.no/sok/search.html?q=skolelinux">Skolelinux-søket</a>
 529 til DUO...</p>
 530
 531 </div>
 532       <div class="tags">
 533
 534
 535         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>.
 536
 537
 538       </div>
 539     </div>
 540     <div class="padding"></div>
 541
 542     <div class="entry">
 543       <div class="title"><a href="http://people.skolelinux.org/pere/blog/Debian_Edu_interview__Andreas_Mundt.html">Debian Edu interview: Andreas Mundt</a></div>
 544       <div class="date">15th April 2012</div>
 545       <div class="body"><p>Behind <a href="http://www.skolelinux.org/">Debian Edu and
 546 Skolelinux</a> there are a lot of people doing the hard work of
 547 setting together all the pieces.  This time I present to you Andreas
 548 Mundt, who have been part of the technical development team several
 549 years.  He was also a key contributor in getting GOsa and Kerberos set
 550 up in the recently released
 551 <a href="http://wiki.debian.org/DebianEdu/Documentation/Squeeze">Debian
 552 Edu Squeeze</a> version.</p>
 553
 554 <p><strong>Who are you, and how do you spend your days?</strong></p>
 555
 556 <p>My name is Andreas Mundt, I grew up in south Germany.  After
 557 studying Physics I spent several years at university doing research in
 558 Quantum Optics.  After that I worked some years in an optics company.
 559 Finally I decided to turn over a new leaf in my life and started
 560 teaching 10 to 19 years old kids at school.  I teach math, physics,
 561 information technology and science/technology.</p>
 562
 563 <p><strong>How did you get in contact with the Skolelinux/Debian Edu
 564 project?</strong></p>
 565
 566 <p>Already before I switched to teaching, I followed the Debian Edu
 567 project because of my interest in education and Debian.  Within the
 568 qualification/training period for the teaching, I started
 569 contributing.</p>
 570
 571 <p><strong>What do you see as the advantages of Skolelinux/Debian
 572 Edu?</strong></p>
 573
 574 <p>The advantages of Debian Edu are the well known name, the
 575 out-of-the-box philosophy and of course the great free software of the
 576 Debian Project!</p>
 577
 578 <p><strong>What do you see as the disadvantages of Skolelinux/Debian
 579 Edu?</strong></p>
 580
 581 <p>As every coin has two sides, the out-of-the-box philosophy has its
 582 downside, too.  In my opinion, it is hard to modify and tweak the
 583 setup, if you need or want that.  Further more, it is not easily
 584 possible to upgrade the system to a new release.  It takes much too
 585 long after a Debian release to prepare the -Edu release, perhaps
 586 because the number of developers working on the core of the code is
 587 rather small and often busy elsewhere.</p>
 588
 589 <p>The <a href="http://wiki.debian.org/DebianLAN">Debian LAN</a>
 590 project might fill the use case of a more flexible system.</p>
 591
 592 <p><strong>Which free software do you use daily?</strong></p>
 593
 594 <p>I am only using non-free software if I am forced to and run Debian
 595 on all my machines.  For documents I prefer LaTeX and PGF/TikZ, then
 596 mutt and iceweasel for email respectively web browsing.  At school I
 597 have Arduino and Fritzing in use for a micro controller project.</p>
 598
 599 <p><strong>Which strategy do you believe is the right one to use to
 600 get schools to use free software?</strong></p>
 601
 602 <p>One of the major problems is the vendor lock-in from top to bottom:
 603 Especially in combination with ignorant government employees and
 604 politicians, this works out great for the "market-leader".  The school
 605 administration here in Baden-Wuerttemberg is occupied by that vendor.
 606 Documents have to be prepared in non-free, proprietary formats.  Even
 607 free browsers do not work for the school administration.  Publishers
 608 of school books provide software only for proprietary platforms.</p>
 609
 610 <p>To change this, political work is very important.  Parts of the
 611 political spectrum have become aware of the problem in the last years.
 612 However it takes quite some time and courageous politicians to 'free'
 613 the system.  There is currently some discussion about "Open Data" and
 614 "Free/Open Standards".  I am not sure if all the involved parties have
 615 a clue about the potential of these ideas, and probably only a
 616 fraction takes them seriously.  However it might slowly make free
 617 software and the philosophy behind it more known and popular.</p>
 618 </div>
 619       <div class="tags">
 620
 621
 622         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>.
 623
 624
 625       </div>
 626     </div>
 627     <div class="padding"></div>
 628
 629     <div class="entry">
 630       <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>
 631       <div class="date">13th April 2012</div>
 632       <div class="body"><p>Jeg har tenkt meg på konferansen <a href="http://www.goopen.no/">Go
 633 Open 2012</a> i Oslo 23. april.
 634 <a href="http://www.nuug.no/">Medlemsforeningen NUUG</a> deler ut
 635 <a href="http://www.nuug.no/prisen/">prisen for fremme av fri
 636 programvare i Norge</a> der i år.  Kommer du?</p>
 637 </div>
 638       <div class="tags">
 639
 640
 641         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>.
 642
 643
 644       </div>
 645     </div>
 646     <div class="padding"></div>
 647
 648     <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>
 649     <div id="sidebar">
 650
 651
 652
 653 <h2>Archive</h2>
 654 <ul>
 655
 656 <li>2012
 657 <ul>
 658
 659 <li><a href="http://people.skolelinux.org/pere/blog/archive/2012/01/">January (7)</a></li>
 660
 661 <li><a href="http://people.skolelinux.org/pere/blog/archive/2012/02/">February (10)</a></li>
 662
 663 <li><a href="http://people.skolelinux.org/pere/blog/archive/2012/03/">March (17)</a></li>
 664
 665 <li><a href="http://people.skolelinux.org/pere/blog/archive/2012/04/">April (12)</a></li>
 666
 667 <li><a href="http://people.skolelinux.org/pere/blog/archive/2012/05/">May (2)</a></li>
 668
 669 </ul></li>
 670
 671 <li>2011
 672 <ul>
 673
 674 <li><a href="http://people.skolelinux.org/pere/blog/archive/2011/01/">January (16)</a></li>
 675
 676 <li><a href="http://people.skolelinux.org/pere/blog/archive/2011/02/">February (6)</a></li>
 677
 678 <li><a href="http://people.skolelinux.org/pere/blog/archive/2011/03/">March (6)</a></li>
 679
 680 <li><a href="http://people.skolelinux.org/pere/blog/archive/2011/04/">April (7)</a></li>
 681
 682 <li><a href="http://people.skolelinux.org/pere/blog/archive/2011/05/">May (3)</a></li>
 683
 684 <li><a href="http://people.skolelinux.org/pere/blog/archive/2011/06/">June (2)</a></li>
 685
 686 <li><a href="http://people.skolelinux.org/pere/blog/archive/2011/07/">July (7)</a></li>
 687
 688 <li><a href="http://people.skolelinux.org/pere/blog/archive/2011/08/">August (6)</a></li>
 689
 690 <li><a href="http://people.skolelinux.org/pere/blog/archive/2011/09/">September (4)</a></li>
 691
 692 <li><a href="http://people.skolelinux.org/pere/blog/archive/2011/10/">October (2)</a></li>
 693
 694 <li><a href="http://people.skolelinux.org/pere/blog/archive/2011/11/">November (3)</a></li>
 695
 696 <li><a href="http://people.skolelinux.org/pere/blog/archive/2011/12/">December (1)</a></li>
 697
 698 </ul></li>
 699
 700 <li>2010
 701 <ul>
 702
 703 <li><a href="http://people.skolelinux.org/pere/blog/archive/2010/01/">January (2)</a></li>
 704
 705 <li><a href="http://people.skolelinux.org/pere/blog/archive/2010/02/">February (1)</a></li>
 706
 707 <li><a href="http://people.skolelinux.org/pere/blog/archive/2010/03/">March (3)</a></li>
 708
 709 <li><a href="http://people.skolelinux.org/pere/blog/archive/2010/04/">April (3)</a></li>
 710
 711 <li><a href="http://people.skolelinux.org/pere/blog/archive/2010/05/">May (9)</a></li>
 712
 713 <li><a href="http://people.skolelinux.org/pere/blog/archive/2010/06/">June (14)</a></li>
 714
 715 <li><a href="http://people.skolelinux.org/pere/blog/archive/2010/07/">July (12)</a></li>
 716
 717 <li><a href="http://people.skolelinux.org/pere/blog/archive/2010/08/">August (13)</a></li>
 718
 719 <li><a href="http://people.skolelinux.org/pere/blog/archive/2010/09/">September (7)</a></li>
 720
 721 <li><a href="http://people.skolelinux.org/pere/blog/archive/2010/10/">October (9)</a></li>
 722
 723 <li><a href="http://people.skolelinux.org/pere/blog/archive/2010/11/">November (13)</a></li>
 724
 725 <li><a href="http://people.skolelinux.org/pere/blog/archive/2010/12/">December (12)</a></li>
 726
 727 </ul></li>
 728
 729 <li>2009
 730 <ul>
 731
 732 <li><a href="http://people.skolelinux.org/pere/blog/archive/2009/01/">January (8)</a></li>
 733
 734 <li><a href="http://people.skolelinux.org/pere/blog/archive/2009/02/">February (8)</a></li>
 735
 736 <li><a href="http://people.skolelinux.org/pere/blog/archive/2009/03/">March (12)</a></li>
 737
 738 <li><a href="http://people.skolelinux.org/pere/blog/archive/2009/04/">April (10)</a></li>
 739
 740 <li><a href="http://people.skolelinux.org/pere/blog/archive/2009/05/">May (9)</a></li>
 741
 742 <li><a href="http://people.skolelinux.org/pere/blog/archive/2009/06/">June (3)</a></li>
 743
 744 <li><a href="http://people.skolelinux.org/pere/blog/archive/2009/07/">July (4)</a></li>
 745
 746 <li><a href="http://people.skolelinux.org/pere/blog/archive/2009/08/">August (3)</a></li>
 747
 748 <li><a href="http://people.skolelinux.org/pere/blog/archive/2009/09/">September (1)</a></li>
 749
 750 <li><a href="http://people.skolelinux.org/pere/blog/archive/2009/10/">October (2)</a></li>
 751
 752 <li><a href="http://people.skolelinux.org/pere/blog/archive/2009/11/">November (3)</a></li>
 753
 754 <li><a href="http://people.skolelinux.org/pere/blog/archive/2009/12/">December (3)</a></li>
 755
 756 </ul></li>
 757
 758 <li>2008
 759 <ul>
 760
 761 <li><a href="http://people.skolelinux.org/pere/blog/archive/2008/11/">November (5)</a></li>
 762
 763 <li><a href="http://people.skolelinux.org/pere/blog/archive/2008/12/">December (7)</a></li>
 764
 765 </ul></li>
 766
 767 </ul>
 768
 769
 770
 771 <h2>Tags</h2>
 772 <ul>
 773
 774  <li><a href="http://people.skolelinux.org/pere/blog/tags/3d-printer">3d-printer (13)</a></li>
 775
 776  <li><a href="http://people.skolelinux.org/pere/blog/tags/amiga">amiga (1)</a></li>
 777
 778  <li><a href="http://people.skolelinux.org/pere/blog/tags/aros">aros (1)</a></li>
 779
 780  <li><a href="http://people.skolelinux.org/pere/blog/tags/bitcoin">bitcoin (2)</a></li>
 781
 782  <li><a href="http://people.skolelinux.org/pere/blog/tags/bootsystem">bootsystem (12)</a></li>
 783
 784  <li><a href="http://people.skolelinux.org/pere/blog/tags/bsa">bsa (2)</a></li>
 785
 786  <li><a href="http://people.skolelinux.org/pere/blog/tags/debian">debian (54)</a></li>
 787
 788  <li><a href="http://people.skolelinux.org/pere/blog/tags/debian edu">debian edu (100)</a></li>
 789
 790  <li><a href="http://people.skolelinux.org/pere/blog/tags/digistan">digistan (8)</a></li>
 791
 792  <li><a href="http://people.skolelinux.org/pere/blog/tags/english">english (126)</a></li>
 793
 794  <li><a href="http://people.skolelinux.org/pere/blog/tags/fiksgatami">fiksgatami (15)</a></li>
 795
 796  <li><a href="http://people.skolelinux.org/pere/blog/tags/fildeling">fildeling (12)</a></li>
 797
 798  <li><a href="http://people.skolelinux.org/pere/blog/tags/intervju">intervju (24)</a></li>
 799
 800  <li><a href="http://people.skolelinux.org/pere/blog/tags/kart">kart (16)</a></li>
 801
 802  <li><a href="http://people.skolelinux.org/pere/blog/tags/ldap">ldap (8)</a></li>
 803
 804  <li><a href="http://people.skolelinux.org/pere/blog/tags/lenker">lenker (4)</a></li>
 805
 806  <li><a href="http://people.skolelinux.org/pere/blog/tags/ltsp">ltsp (1)</a></li>
 807
 808  <li><a href="http://people.skolelinux.org/pere/blog/tags/multimedia">multimedia (16)</a></li>
 809
 810  <li><a href="http://people.skolelinux.org/pere/blog/tags/norsk">norsk (161)</a></li>
 811
 812  <li><a href="http://people.skolelinux.org/pere/blog/tags/nuug">nuug (124)</a></li>
 813
 814  <li><a href="http://people.skolelinux.org/pere/blog/tags/open311">open311 (2)</a></li>
 815
 816  <li><a href="http://people.skolelinux.org/pere/blog/tags/opphavsrett">opphavsrett (24)</a></li>
 817
 818  <li><a href="http://people.skolelinux.org/pere/blog/tags/personvern">personvern (47)</a></li>
 819
 820  <li><a href="http://people.skolelinux.org/pere/blog/tags/raid">raid (1)</a></li>
 821
 822  <li><a href="http://people.skolelinux.org/pere/blog/tags/reprap">reprap (11)</a></li>
 823
 824  <li><a href="http://people.skolelinux.org/pere/blog/tags/rfid">rfid (2)</a></li>
 825
 826  <li><a href="http://people.skolelinux.org/pere/blog/tags/robot">robot (4)</a></li>
 827
 828  <li><a href="http://people.skolelinux.org/pere/blog/tags/rss">rss (1)</a></li>
 829
 830  <li><a href="http://people.skolelinux.org/pere/blog/tags/ruter">ruter (4)</a></li>
 831
 832  <li><a href="http://people.skolelinux.org/pere/blog/tags/sikkerhet">sikkerhet (23)</a></li>
 833
 834  <li><a href="http://people.skolelinux.org/pere/blog/tags/sitesummary">sitesummary (4)</a></li>
 835
 836  <li><a href="http://people.skolelinux.org/pere/blog/tags/standard">standard (27)</a></li>
 837
 838  <li><a href="http://people.skolelinux.org/pere/blog/tags/stavekontroll">stavekontroll (1)</a></li>
 839
 840  <li><a href="http://people.skolelinux.org/pere/blog/tags/stortinget">stortinget (4)</a></li>
 841
 842  <li><a href="http://people.skolelinux.org/pere/blog/tags/surveillance">surveillance (9)</a></li>
 843
 844  <li><a href="http://people.skolelinux.org/pere/blog/tags/valg">valg (6)</a></li>
 845
 846  <li><a href="http://people.skolelinux.org/pere/blog/tags/video">video (25)</a></li>
 847
 848  <li><a href="http://people.skolelinux.org/pere/blog/tags/vitenskap">vitenskap (1)</a></li>
 849
 850  <li><a href="http://people.skolelinux.org/pere/blog/tags/web">web (19)</a></li>
 851
 852 </ul>
 853
 854
 855     </div>
 856     <p style="text-align: right">
 857  Created by <a href="http://steve.org.uk/Software/chronicle">Chronicle v4.4</a>
 858 </p>
 859
 860   </body>
 861 </html>