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  12     <div class="title">
  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/D_r_Unix__eller_lever_den_videre_som_Linux_.html">Dør Unix, eller lever den videre som Linux?</a></div>
  24       <div class="date">15th May 2012</div>
  25       <div class="body"><p>Peter Hidas fra Gartner melder i Computerworld at
  26 <a href="http://www.idg.no/computerworld/article245011.ece">Unix
  27 nedkjempes av Linux og Windows</a>.  For meg er påstanden meningsløs,
  28 da Linux er en variant av Unix, og hele diskusjonen om Linux er Unix
  29 eller ikke er utdatert og uinteressant.  Jeg ser at Helge Skrivervik
  30 deler mitt syn på saken i sin kommentar fra i går om at
  31 "<a href="http://www.mymayday.com/blogs/2012/unix-linux">Unix vs. Linux
  32 = uinteressant"</a>.</p>
  33
  34 <p>I <a href="http://www.nuug.no/">NUUG</a>-sammenheng møter jeg av og
  35 til folk som tror NUUG er for avdankede folk som driver med den samme
  36 Unix-varianten som Peter Hidas skriver om i sin kommentar, og dermed
  37 er en foreningen for avdankede teknologer interessert i døende
  38 teknologi.  Intet kunne være lengre fra sannheten.</p>
  39
  40 <p>NUUG er en forening for oss som har sans for fri programvare, åpne
  41 standarder og Unix-lignende operativsystemer, som Ubuntu, FreeBSD,
  42 Debian, Mint, Gentoo, Android, Gnome, KDE, LXDE, Firefox, LibreOffice,
  43 ODF, HTML, C++, ECMA-Script, etc.  Kort sagt der nyskapning skjer på
  44 IT-fronten i dag.  Det innebærer selvfølgelig også de som er
  45 interessert i de "gamle" Unix-ene som Solaris og HP-UX, men de er bare
  46 et lite mindretall blant NUUGs medlemmer.  De aller fleste medlemmene
  47 har i dag fokus på Linux.</p>
  48 </div>
  49       <div class="tags">
  50
  51
  52         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>.
  53
  54
  55       </div>
  56     </div>
  57     <div class="padding"></div>
  58
  59     <div class="entry">
  60       <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>
  61       <div class="date">13th May 2012</div>
  62       <div class="body"><p>It has been a few busy weeks for me, but I am finally back to
  63 publish another interview with the people behind
  64 <a href="http://www.skolelinux.org/">Debian Edu and Skolelinux</a>.
  65 This time it is one of our German developers, who have helped out over the
  66 years to make sure both a lot of major but also a lot of the minor
  67 details get right before release.
  68
  69 <p><strong>Who are you, and how do you spend your days?</strong></p>
  70
  71 <p>My name is Jürgen Leibner, I'm 49 years old and living in
  72 Bielefeld, a town in northern Germany.  I worked nearly 20 years as
  73 certified engineer in the department for plant design and layout of an
  74 international company for machinery and equipment.  Since 2011 I'm a
  75 certified technical writer (tekom e.V.) and doing technical
  76 documentations for a steam turbine manufacturer.  From April this year
  77 I will manage the department of technical documentation at a
  78 manufacturer of automation and assembly line engineering.</p>
  79
  80 <p>My first contact with linux was around 1993. Since that time I used
  81 it at work and at home repeatedly but not exclusively as I do now at
  82 home since 2006.</p>
  83
  84 <p><strong>How did you get in contact with the Skolelinux/Debian Edu
  85 project?</strong></p>
  86
  87 <p>Once a day in the early year of 2001 when I wanted to fetch my
  88 daughter from primary school, there was a teacher sitting in the
  89 middle of 20 old computers trying to boot them and he failed. I helped
  90 him to get them booting. That was seen by the school director and she
  91 asked me if I would like to manage that the school gets all that old
  92 computers in use. I answered: "Yes".</p>
  93
  94 <p>Some weeks later every of the 10 classrooms had one computer
  95 running Windows98. I began to collect old computers and equipment as
  96 gifts and installed the first computer room with a peer-to-peer
  97 network. I did my work at school without being payed in my spare time
  98 and with a lot of fun.  About one year later the school was connected
  99 to Internet and a local area network was installed in the school
 100 building.  That was the time to have a server and I knew it must be a
 101 Linux server to be able to fulfil all the wishes of the teachers and
 102 being able to do this in a transparent and economic way, without extra
 103 costs for things like licence and software.  So I searched for a
 104 school server system running under Linux and I found a couple of
 105 people nearby who founded 'skolelinux.de'. It was the Skolelinux
 106 prerelease 32 I first tried out for being used at the school.  I
 107 managed the IT of that school until the municipal authority took over
 108 the IT management and centralised the services for all schools in
 109 Bielefeld in December of 2006.</p>
 110
 111 <p><strong>What do you see as the advantages of Skolelinux/Debian
 112 Edu?</strong></p>
 113
 114 <p>When I'm looking back to the beginning, there were other advantages
 115 for me as today.</p>
 116
 117 <p>In the past there were advantages like:</p>
 118
 119 <p><ul>
 120
 121 <li>I don't need to buy it so it generates no costs to the school as
 122 they had little money to spent for computers and software.</li>
 123
 124 <li>It has a licence which grands all rights to use it without
 125 cost.</li>
 126
 127 <li>It was more able to fit all requirements of a server system for
 128 schools than a Microsoft server system, even if there are only Windows
 129 clients because of it's preconfigured overall concept of being a
 130 infrastructure solution and community for schools, not only a
 131 server</li>
 132
 133 <li>I was able to configure the server to the needs of the
 134 school.</li>
 135
 136 </ul></p>
 137
 138 <p>Today some of the advantages has been lost, changed or new ones
 139 came up in this way:</p>
 140
 141 <p><ul>
 142
 143 <li>Most schools here do have money to buy hardware and software
 144 now.</li>
 145
 146 <li>They are today mostly managed from central IT departments which
 147 have own concepts which often do not fit to Debian Edu concepts
 148 because they are to close to Microsoft ideology.</li>
 149
 150 <li>With the Squeeze version of Debian Edu which now uses GOsa² for
 151 management I feel more able to manage the daily tasks than with the
 152 interfaces used in the past.</li>
 153
 154 <li>It is more modular than in the past and fits even better to the
 155 different needs.</li>
 156
 157 <li>The documentation is usable and gets better every day.</li>
 158
 159 <li>More people than ever before are using Debian Edu all over the
 160 world and so the community, which is an very important part I think,
 161 is sharing knowledge and minds.</li>
 162
 163 <li>Most, maybe all, of the technical requirements for schools are
 164 solved today by Debian Edu. </li>
 165
 166 </ul></p>
 167
 168 <p><strong>What do you see as the disadvantages of Skolelinux/Debian
 169 Edu?</strong></p>
 170
 171 <p><ul>
 172
 173 <li>There are too few IT companies able to integrate Debian Edu into
 174 their product portfolio for serving schools with concepts or even
 175 whole municipality areas.</li>
 176
 177 <li>Debian Edu has beside other free and open software projects not
 178 enough lobbyists which promote free and open software to
 179 politicians.</li>
 180
 181 <li>Technically there are no disadvantages I'm aware of.</li>
 182
 183 </ul></p>
 184
 185 <p><strong>Which free software do you use daily?</strong></p>
 186
 187 <p>I use Debian stable on my home server and on my little desktop
 188 computer. On my laptop I use Debian testing/sid. The applications I
 189 use on my laptop and my desktop are Open/Libre-office, Iceweasel,
 190 KMail, DigiKam, Amarok, Dolphin, okular and all the other programs I
 191 need from the KDE environment.  On console I use newsbeuter, mutt,
 192 screen, irssi and all the other famous and useful tools.</p>
 193
 194 <p>My home server provides mail services with exim, dovecot, roundcube
 195 and mutt over ssh on the console, file services with samba, NFS,
 196 rsync, web services with apache, moinmoin-wiki, multimedia services
 197 with gallery2 and mediatomb and database services with MySQL for me
 198 and the whole family.  I probably forgot something.</p>
 199
 200 <p><strong>Which strategy do you believe is the right one to use to
 201 get schools to use free software?</strong></p>
 202
 203 <p>I believe, we should provide concepts for IT companies to integrate
 204 Debian Edu into their product portfolio with use cases for different
 205 countries and areas all over the world.</p>
 206 </div>
 207       <div class="tags">
 208
 209
 210         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>.
 211
 212
 213       </div>
 214     </div>
 215     <div class="padding"></div>
 216
 217     <div class="entry">
 218       <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>
 219       <div class="date">11th May 2012</div>
 220       <div class="body"><p>I går ble jeg kontaktet på epost av
 221 <a href="http://www.digi.no">digi.no</a>s Eirik Rossen som lurte på om
 222 jeg hadde noen kommentarer til
 223 <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
 224 pressemelding</a> om Norges tetplassering når det gjelder
 225 kart-tilgjengelighet.  Jeg svarte følgende, som resulterte i noen
 226 sitater i
 227 <a href="http://www.digi.no/895420/norge-i-tet-paa-digitale-kartdata#debatt">Digis
 228 dekning</a> av kartverkets pressemelding.</p>
 229
 230 <p><blockquote>
 231 <p>Takk for muligheten til å kommentere.</p>
 232
 233 <p>Pressemeldingen omhandler tilgjengeligheten av kart for aktører som er
 234 medlem i kartellet Norge Digitalt.  Det er ingen overraskelse for meg
 235 at tilgjengeligheten til kart hos disse medlemmene er god.  Men for
 236 oss på utsiden av kartellet er tilgjengelighet av det som burde være
 237 felleskapets og innbyggernes kart dårlig.</p>
 238
 239 <p>Bruksvilkårene til kartene fra medlemmene i Norge Digital hindrer
 240 nyskapning og selv om en er villig til å betale den ublu prisen som
 241 forlanges får en fortsatt ikke tilgang til kartdata uten
 242 bruksbegresninger.  Derfor bruker jeg heller tid på å gjøre
 243 fribrukskartet OpenStreetmap bedre.  Der fremmer bruksvilkårene
 244 nyskapning og lar meg skape nye tjenester uten å måtte søke om
 245 tillatelse fra det offentlige.</p>
 246
 247 <p>En annen problemstilling er jo sikkerhet til fjells og til sjøs.
 248 Mon tro hvor mange ulykker på sjøen som kunne vært unngått hvis
 249 sjøkartdata var tilgjengelig uten bruksbegrensninger, slik at enhver
 250 med GPS eller kartplotter tilnærmet kostnadsfritt kunne sikre seg mest
 251 mulig oppdaterte sjøkart?  Det hjelper jo ikke at offentlige etater
 252 har enkel tilgang til sjøkartene når det samme ikke gjelder hver
 253 båtkaptein og småbåtfører.  Jeg tror samfunnet som helhet hadde tjent
 254 på å unngå kostnadene ved disse ulykkene ved å tvinge sjøkartverket
 255 til å publisere sine kartdata på Internet uten bruksbegresninger.</p>
 256 </blockquote></p>
 257 </div>
 258       <div class="tags">
 259
 260
 261         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>.
 262
 263
 264       </div>
 265     </div>
 266     <div class="padding"></div>
 267
 268     <div class="entry">
 269       <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>
 270       <div class="date">30th April 2012</div>
 271       <div class="body"><p><!-- IMG_5869.JPG -->
 272 <img src="http://people.skolelinux.org/pere/blog/images/panasonic-er-1611.jpeg"></p>
 273
 274 <p>I normally cut my hair short, and my tool of choice has been a
 275 common hair/beard cutter, bought in a electrical shop here in Norway.
 276 But the last ones have not really been up to the task.  My last
 277 cutter, some model from Braun, could only cut a few of my hairs at the
 278 time, and cutting my head took forever.  And the one before that did
 279 not work very well either.  We have looked for something better for a
 280 while, but it was not until I ended up visiting a hairdresser that we
 281 discovered that there are indeed better tools available.  But these
 282 are not marketed and sold to "regular consumers".  The hair saloons
 283 can get them through their suppliers, but their suppliers only sell
 284 companies.  The models they sell, are very different from the ones
 285 available from Elkjøp and Lefdal.  The main difference is their
 286 efficiency.  It would cut my hair in 5 minutes, instead of the 30-40
 287 minutes required by my impotent Braun.  The hairdresser I visited had
 288 a Panasonic ER160, which unfortunately is no longer available from the
 289 producer.  But I found it had a successor, the Panasonic ER1611.</p>
 290
 291 <p>The next step was to find somewhere to buy it.  This was not
 292 straight forward.  The list of suppliers I got from the hairdresser
 293 did not want to sell anything to me.  But searching for the model on
 294 the web we found a supplier in Norway willing to sell it to us for
 295 around NOK 4000,-.  This was a bit much.  We kept searching and
 296 finally found a Danish supplier
 297 <a href="http://nicehair.dk/panasonic-er-1611-professionel-hartrimmer.html">selling
 298 it for around NOK 1800,-</a>.  We ordered one, and it arrived a few
 299 days ago.</p>
 300
 301 <p>The instructions said it had to charge for 8 hours when we started
 302 to use it, so we left it charging over night.  Normally it will only
 303 need one hour to charge.  The following evening we successfully tested
 304 it, and I can warmly recommend it to anyone looking for a real hair
 305 cutter.  The ones we have used until now have been hair cutter
 306 toys.</p>
 307 </div>
 308       <div class="tags">
 309
 310
 311         Tags: <a href="http://people.skolelinux.org/pere/blog/tags/english">english</a>.
 312
 313
 314       </div>
 315     </div>
 316     <div class="padding"></div>
 317
 318     <div class="entry">
 319       <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>
 320       <div class="date">27th April 2012</div>
 321       <div class="body"><p>NUUG-styremedlem Hans-Petter Fjeld
 322 <a href="https://plus.google.com/u/0/110394259537201279374/posts/AGzRmAuFdW1">meldte
 323 nettopp</a> at han har sendt inn <a href="http://www.nuug.no/">NUUG</a>s
 324 høringsuttalelse angående Difi sin standardkatalog v3.1.  Jeg er veldig
 325 glad for at så mange bidro og sikret at vår stemme blir hørt i denne
 326 høringen.  Anbefaler alle å lese våre
 327 <a href="http://wiki.nuug.no/uttalelser/201204-standardkatalog-v3.1">to
 328 sider med innspill</a>.</p>
 329 </div>
 330       <div class="tags">
 331
 332
 333         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>.
 334
 335
 336       </div>
 337     </div>
 338     <div class="padding"></div>
 339
 340     <div class="entry">
 341       <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>
 342       <div class="date">26th April 2012</div>
 343       <div class="body"><p>In <a href="http://www.idg.no/computerworld/article243690.ece">an
 344 article today</a> published by Computerworld Norway, the photographer
 345 <a href="http://www.urke.com/eirik/">Eirik Helland Urke</a> reports
 346 that the video editor application included with
 347 <a href="http://www.htc.com/www/smartphones/htc-one-x/#specs">HTC One
 348 X</a> have some quite surprising terms of use.  The article is mostly
 349 based on the twitter message from mister Urke, stating:
 350
 351 <p><blockquote>
 352 "<a href="http://twitter.com/urke/status/194062269724897280">Drøy
 353 brukeravtale: HTC kan bruke MINE redigerte videoer kommersielt. Selv
 354 kan jeg KUN bruke dem privat.</a>"
 355 </blockquote></p>
 356
 357 <p>I quickly translated it to this English message:</p>
 358
 359 <p><blockquote>
 360 "Arrogant user agreement: HTC can use MY edited videos
 361 commercially.  Although I can ONLY use them privately."
 362 </blockquote></p>
 363
 364 <p>I've been unable to find the text of the license term myself, but
 365 suspect it is a variation of the MPEG-LA terms I
 366 <a href="http://people.skolelinux.org/pere/blog/Terms_of_use_for_video_produced_by_a_Canon_IXUS_130_digital_camera.html">discovered
 367 with my Canon IXUS 130</a>.  The HTC One X specification specifies that
 368 the recording format of the phone is .amr for audio and .mp3 for
 369 video.  AMR is
 370 <a href="http://en.wikipedia.org/wiki/Adaptive_Multi-Rate_audio_codec#Licensing_and_patent_issues">Adaptive
 371 Multi-Rate audio codec</a> with patents which according to the
 372 Wikipedia article require an license agreement with
 373 <a href="http://www.voiceage.com/">VoiceAge</a>.  MP4 is
 374 <a href="http://en.wikipedia.org/wiki/H.264/MPEG-4_AVC#Patent_licensing">MPEG4 with
 375 H.264</a>, which according to Wikipedia require a licence agreement
 376 with <a href="http://www.mpegla.com/">MPEG-LA</a>.</p>
 377
 378 <p>I know why I prefer
 379 <a href="http://www.digistan.org/open-standard:definition">free and open
 380 standards</a> also for video.</p>
 381 </div>
 382       <div class="tags">
 383
 384
 385         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>.
 386
 387
 388       </div>
 389     </div>
 390     <div class="padding"></div>
 391
 392     <div class="entry">
 393       <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>
 394       <div class="date">22nd April 2012</div>
 395       <div class="body"><p>I
 396 <a href="http://people.skolelinux.org/pere/blog/Hva_har_mine_representanter_stemt_i_Storinget_.html">januar
 397 i fjor</a> startet vi i NUUG arbeid med å gjøre informasjon om hvem
 398 som har stemt hva på <a href="http://www.stortinget.no/">Stortinget</a>
 399 enklere tilgjengelig.  I løpet av få måneder fant vi sammen med
 400 organisasjonen <a href="http://www.holderdeord.no/">Holder de ord</a>
 401 som arbeidet mot et lignende mål.</p>
 402
 403 <p>Siden den gang har vi fått tak i maskinelt lesbart informasjon om
 404 hvem som stemte hva mellom 1990 og våren 2010, og tilgang til
 405 stortingets nye datatjeneste som har informasjon fra høsten 2011 til i
 406 dag.  Det gjenstår litt arbeid med det første datasettet, men
 407 datasettet fra høsten 2011 er klart til bruk.  Begge datasettene er
 408 tilgjengelig <a href="https://gitorious.org/nuug/folketingparser">via
 409 git</a>.</p>
 410
 411 <p>På
 412 <a href="http://www.goopen.no/holder-de-ord-datadrevet-oppfolging-av-politiske-lofter/">Go Open</a> i morgen lanserer
 413 NUUG sammen med Holder de ord <a href="http://beta.holderdeord.no/">en
 414 test-tjeneste</a> som viser hva som er og blir behandlet på Stortinget og
 415 hvem som har stemt hva siden oktober i fjor.  Du får herved mulighet
 416 til å ta en sniktitt.</p>
 417 </div>
 418       <div class="tags">
 419
 420
 421         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>.
 422
 423
 424       </div>
 425     </div>
 426     <div class="padding"></div>
 427
 428     <div class="entry">
 429       <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>
 430       <div class="date">19th April 2012</div>
 431       <div class="body"><p>Here in Norway, the
 432 <a href="http://www.regjeringen.no/nb/dep/fad.html?id=339"> Ministry of
 433 Government Administration, Reform and Church Affairs</a> is behind
 434 a <a href="http://standard.difi.no/forvaltningsstandarder">directory of
 435 standards</a> that are recommended or mandatory for use by the
 436 government.  When the directory was created, the people behind it made
 437 an effort to ensure that everyone would be able to implement the
 438 standards and compete on equal terms to supply software and solutions
 439 to the government.  Free software and non-free software could compete
 440 on the same level.</p>
 441
 442 <p>But recently, some standards with RAND
 443 (<a href="http://en.wikipedia.org/wiki/Reasonable_and_non-discriminatory_licensing">Reasonable
 444 And Non-Discriminatory</a>) terms have made their way into the
 445 directory.  And while this might not sound too bad, the fact is that
 446 standard specifications with RAND terms often block free software from
 447 implementing them.  The reasonable part of RAND mean that the cost per
 448 user/unit is low,and the non-discriminatory part mean that everyone
 449 willing to pay will get a license.  Both sound great in theory.  In
 450 practice, to get such license one need to be able to count users, and
 451 be able to pay a small amount of money per unit or user.  By
 452 definition, users of free software do not need to register their use.
 453 So counting users or units is not possible for free software projects.
 454 And given that people will use the software without handing any money
 455 to the author, it is not really economically possible for a free
 456 software author to pay a small amount of money to license the rights
 457 to implement a standard when the income available is zero.  The result
 458 in these situations is that free software are locked out from
 459 implementing standards with RAND terms.</p>
 460
 461 <p>Because of this, when I see someone claiming the terms of a
 462 standard is reasonable and non-discriminatory, all I can think of is
 463 how this really is non-reasonable and discriminatory.  Because free
 464 software developers are working in a global market, it does not really
 465 help to know that software patents are not supposed to be enforceable
 466 in Norway.  The patent regimes in other countries affect us even here.
 467 I really hope the people behind the standard directory will pay more
 468 attention to these issues in the future.</p>
 469
 470 <p>You can find more on the issues with RAND, FRAND and RAND-Z terms
 471 from Simon Phipps
 472 (<a href="http://blogs.computerworlduk.com/simon-says/2010/11/rand-not-so-reasonable/">RAND:
 473 Not So Reasonable?</a>).</p>
 474
 475 <p>Update 2012-04-21: Just came across a
 476 <a href="http://blogs.computerworlduk.com/open-enterprise/2012/04/of-microsoft-netscape-patents-and-open-standards/index.htm">blog
 477 post from Glyn Moody</a> over at Computer World UK warning about the
 478 same issue, and urging people to speak out to the UK government.  I
 479 can only urge Norwegian users to do the same for
 480 <a href="http://www.standard.difi.no/hoyring/hoyring-om-nye-anbefalte-it-standarder">the
 481 hearing taking place at the moment</a> (respond before 2012-04-27).
 482 It proposes to require video conferencing standards including
 483 specifications with RAND terms.</p>
 484 </div>
 485       <div class="tags">
 486
 487
 488         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>.
 489
 490
 491       </div>
 492     </div>
 493     <div class="padding"></div>
 494
 495     <div class="entry">
 496       <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>
 497       <div class="date">15th April 2012</div>
 498       <div class="body"><p>Da jeg googlet etter noe annet kom jeg tilfeldigvis over
 499 <a href="http://www.duo.uio.no/sok/work.html?WORKID=58309">en
 500 hovedfagsoppgave</a> ved Universitetet i Oslo som diskuterer verdien
 501 av GPLs fire friheter for brukerne av IT-systemer.  Jeg ble fascinert
 502 over det som presenteres der.  Her er sammendraget:</p>
 503
 504 <p><blockquote>
 505
 506 <p>Motivasjonen til å skrive denne oppgaven er en personlig undring
 507 over hvorfor det primært, og ofte eksklusivt, fokuseres på det
 508 økonomiske aspektet ved utredninger om fri programvare er et godt valg
 509 for det offentlige. Fri og produsenteid programvare bygger på
 510 fundamentalt forskjellige ideologier som kan ha implikasjoner utover
 511 økonomiske kostnader. Kunnskapskulturen som er med på å definere fri
 512 programvare er basert på åpenhet, og er en verdi i seg selv.</p>
 513
 514 <p>Oppgavens tema er programvarelisensen GPL og frihet. GPL-lisensiert
 515 programvare gir visse friheter i forhold til produsenteid
 516 programvare. Mitt spørsmål er om, og eventuelt i hvilken utstrekning,
 517 disse frihetene blir benyttet av ulike brukere og hvordan de
 518 manifesterer seg for disse brukerne. Sentrale spørsmål i oppgaven
 519 er:</p>
 520
 521 <ul>
 522 <li>Hvordan fordeles handlekraft gjennom lisensieringen av programvaren?</li>
 523 <li>Hvilke konsekvenser har programvarelisensen for de ulike brukere? </li>
 524 </ul>
 525
 526 <p>Fri programvare gir blant annet brukeren mulighet til å studere og
 527 modifisere kildekoden. Denne formen for frihet erverves gjennom
 528 kunnskap og krever at brukeren også er en ekspert. Hva skjer med
 529 frihetene til GPL når sluttbrukeren er en annen? Dette diskuteres i
 530 dialog med informantene.</p>
 531
 532 <p>Jeg har i denne oppgaven samlet inn intervjudata fra IKT-ansvarlige
 533 ved grunnskolene i Nittedal kommune, driftsansvarlig og IKT-veilederen
 534 for skolene i kommunen, samt IKT-koordinator for utdanning i Akershus
 535 fylkeskommune og bokmåloversettere av OpenOffice.org. Den empiriske
 536 delen av oppgaven er delt inn i to seksjoner; den første omhandler
 537 operativsystemet Skolelinux, den andre kontorprogrampakken
 538 OpenOffice.org.</p>
 539
 540 <p>Som vi vil se gir GPL lokal frihet og kontroll gjennom omfordeling
 541 av makt fra produsent til bruker. Brukerens makt analyseres gjennom
 542 begrepene brukermedvirkning og handlingsfrihet. Det blir også lagt
 543 vekt på strukturelle forhold rundt bruken av teknologi, og spesielt de
 544 økonomiske begrepene nettverkseksternaliteter, innlåsing og
 545 stiavhengighet. Dette er begreper av spesiell nytte når objektet som
 546 omsettes eller distribueres er et kommunikasjonsprodukt, fordi verdien
 547 til et slikt gode for en potensiell bruker avhenger av antall
 548 eksisterende brukere av godet. I tilknytning til denne problematikken
 549 inneholder oppgaven også en diskusjon rundt åpne standarder og
 550 formater.</p>
 551
 552 <p>Oppgaven konkluderer med at de «fire frihetene» som GPL-lisensen er
 553 laget for å beskytte er av avgjørende betydning for bruken av
 554 OpenOffice.org og Skolelinux, i Akershus fylkeskommune såvel som i
 555 skolene i Nittedal. Distribusjonen av handlekraft er ikke helt
 556 symmetrisk. Det er først og fremst de profesjonelle utviklerne i
 557 Skolelinux som direkte kan nyttiggjøre seg friheten til å endre kode,
 558 mens en sluttbruker som Nittedal kommune nyttiggjør seg den økonomiske
 559 friheten til å kunne distribuere programmene. Det er imidlertid også
 560 slik at ingen aktør klarer seg uten alle disse «frihetene».</p>
 561 </blockquote></p>
 562
 563 <p>Jeg fant også en masteroppgave fra 2006, men der ligger ikke
 564 komplett oppgave tilgjengelig.  På tide å holde et øye med
 565 <a href="http://www.duo.uio.no/sok/search.html?q=skolelinux">Skolelinux-søket</a>
 566 til DUO...</p>
 567
 568 </div>
 569       <div class="tags">
 570
 571
 572         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>.
 573
 574
 575       </div>
 576     </div>
 577     <div class="padding"></div>
 578
 579     <div class="entry">
 580       <div class="title"><a href="http://people.skolelinux.org/pere/blog/Debian_Edu_interview__Andreas_Mundt.html">Debian Edu interview: Andreas Mundt</a></div>
 581       <div class="date">15th April 2012</div>
 582       <div class="body"><p>Behind <a href="http://www.skolelinux.org/">Debian Edu and
 583 Skolelinux</a> there are a lot of people doing the hard work of
 584 setting together all the pieces.  This time I present to you Andreas
 585 Mundt, who have been part of the technical development team several
 586 years.  He was also a key contributor in getting GOsa and Kerberos set
 587 up in the recently released
 588 <a href="http://wiki.debian.org/DebianEdu/Documentation/Squeeze">Debian
 589 Edu Squeeze</a> version.</p>
 590
 591 <p><strong>Who are you, and how do you spend your days?</strong></p>
 592
 593 <p>My name is Andreas Mundt, I grew up in south Germany.  After
 594 studying Physics I spent several years at university doing research in
 595 Quantum Optics.  After that I worked some years in an optics company.
 596 Finally I decided to turn over a new leaf in my life and started
 597 teaching 10 to 19 years old kids at school.  I teach math, physics,
 598 information technology and science/technology.</p>
 599
 600 <p><strong>How did you get in contact with the Skolelinux/Debian Edu
 601 project?</strong></p>
 602
 603 <p>Already before I switched to teaching, I followed the Debian Edu
 604 project because of my interest in education and Debian.  Within the
 605 qualification/training period for the teaching, I started
 606 contributing.</p>
 607
 608 <p><strong>What do you see as the advantages of Skolelinux/Debian
 609 Edu?</strong></p>
 610
 611 <p>The advantages of Debian Edu are the well known name, the
 612 out-of-the-box philosophy and of course the great free software of the
 613 Debian Project!</p>
 614
 615 <p><strong>What do you see as the disadvantages of Skolelinux/Debian
 616 Edu?</strong></p>
 617
 618 <p>As every coin has two sides, the out-of-the-box philosophy has its
 619 downside, too.  In my opinion, it is hard to modify and tweak the
 620 setup, if you need or want that.  Further more, it is not easily
 621 possible to upgrade the system to a new release.  It takes much too
 622 long after a Debian release to prepare the -Edu release, perhaps
 623 because the number of developers working on the core of the code is
 624 rather small and often busy elsewhere.</p>
 625
 626 <p>The <a href="http://wiki.debian.org/DebianLAN">Debian LAN</a>
 627 project might fill the use case of a more flexible system.</p>
 628
 629 <p><strong>Which free software do you use daily?</strong></p>
 630
 631 <p>I am only using non-free software if I am forced to and run Debian
 632 on all my machines.  For documents I prefer LaTeX and PGF/TikZ, then
 633 mutt and iceweasel for email respectively web browsing.  At school I
 634 have Arduino and Fritzing in use for a micro controller project.</p>
 635
 636 <p><strong>Which strategy do you believe is the right one to use to
 637 get schools to use free software?</strong></p>
 638
 639 <p>One of the major problems is the vendor lock-in from top to bottom:
 640 Especially in combination with ignorant government employees and
 641 politicians, this works out great for the "market-leader".  The school
 642 administration here in Baden-Wuerttemberg is occupied by that vendor.
 643 Documents have to be prepared in non-free, proprietary formats.  Even
 644 free browsers do not work for the school administration.  Publishers
 645 of school books provide software only for proprietary platforms.</p>
 646
 647 <p>To change this, political work is very important.  Parts of the
 648 political spectrum have become aware of the problem in the last years.
 649 However it takes quite some time and courageous politicians to 'free'
 650 the system.  There is currently some discussion about "Open Data" and
 651 "Free/Open Standards".  I am not sure if all the involved parties have
 652 a clue about the potential of these ideas, and probably only a
 653 fraction takes them seriously.  However it might slowly make free
 654 software and the philosophy behind it more known and popular.</p>
 655 </div>
 656       <div class="tags">
 657
 658
 659         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>.
 660
 661
 662       </div>
 663     </div>
 664     <div class="padding"></div>
 665
 666     <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>
 667     <div id="sidebar">
 668
 669
 670
 671 <h2>Archive</h2>
 672 <ul>
 673
 674 <li>2012
 675 <ul>
 676
 677 <li><a href="http://people.skolelinux.org/pere/blog/archive/2012/01/">January (7)</a></li>
 678
 679 <li><a href="http://people.skolelinux.org/pere/blog/archive/2012/02/">February (10)</a></li>
 680
 681 <li><a href="http://people.skolelinux.org/pere/blog/archive/2012/03/">March (17)</a></li>
 682
 683 <li><a href="http://people.skolelinux.org/pere/blog/archive/2012/04/">April (12)</a></li>
 684
 685 <li><a href="http://people.skolelinux.org/pere/blog/archive/2012/05/">May (3)</a></li>
 686
 687 </ul></li>
 688
 689 <li>2011
 690 <ul>
 691
 692 <li><a href="http://people.skolelinux.org/pere/blog/archive/2011/01/">January (16)</a></li>
 693
 694 <li><a href="http://people.skolelinux.org/pere/blog/archive/2011/02/">February (6)</a></li>
 695
 696 <li><a href="http://people.skolelinux.org/pere/blog/archive/2011/03/">March (6)</a></li>
 697
 698 <li><a href="http://people.skolelinux.org/pere/blog/archive/2011/04/">April (7)</a></li>
 699
 700 <li><a href="http://people.skolelinux.org/pere/blog/archive/2011/05/">May (3)</a></li>
 701
 702 <li><a href="http://people.skolelinux.org/pere/blog/archive/2011/06/">June (2)</a></li>
 703
 704 <li><a href="http://people.skolelinux.org/pere/blog/archive/2011/07/">July (7)</a></li>
 705
 706 <li><a href="http://people.skolelinux.org/pere/blog/archive/2011/08/">August (6)</a></li>
 707
 708 <li><a href="http://people.skolelinux.org/pere/blog/archive/2011/09/">September (4)</a></li>
 709
 710 <li><a href="http://people.skolelinux.org/pere/blog/archive/2011/10/">October (2)</a></li>
 711
 712 <li><a href="http://people.skolelinux.org/pere/blog/archive/2011/11/">November (3)</a></li>
 713
 714 <li><a href="http://people.skolelinux.org/pere/blog/archive/2011/12/">December (1)</a></li>
 715
 716 </ul></li>
 717
 718 <li>2010
 719 <ul>
 720
 721 <li><a href="http://people.skolelinux.org/pere/blog/archive/2010/01/">January (2)</a></li>
 722
 723 <li><a href="http://people.skolelinux.org/pere/blog/archive/2010/02/">February (1)</a></li>
 724
 725 <li><a href="http://people.skolelinux.org/pere/blog/archive/2010/03/">March (3)</a></li>
 726
 727 <li><a href="http://people.skolelinux.org/pere/blog/archive/2010/04/">April (3)</a></li>
 728
 729 <li><a href="http://people.skolelinux.org/pere/blog/archive/2010/05/">May (9)</a></li>
 730
 731 <li><a href="http://people.skolelinux.org/pere/blog/archive/2010/06/">June (14)</a></li>
 732
 733 <li><a href="http://people.skolelinux.org/pere/blog/archive/2010/07/">July (12)</a></li>
 734
 735 <li><a href="http://people.skolelinux.org/pere/blog/archive/2010/08/">August (13)</a></li>
 736
 737 <li><a href="http://people.skolelinux.org/pere/blog/archive/2010/09/">September (7)</a></li>
 738
 739 <li><a href="http://people.skolelinux.org/pere/blog/archive/2010/10/">October (9)</a></li>
 740
 741 <li><a href="http://people.skolelinux.org/pere/blog/archive/2010/11/">November (13)</a></li>
 742
 743 <li><a href="http://people.skolelinux.org/pere/blog/archive/2010/12/">December (12)</a></li>
 744
 745 </ul></li>
 746
 747 <li>2009
 748 <ul>
 749
 750 <li><a href="http://people.skolelinux.org/pere/blog/archive/2009/01/">January (8)</a></li>
 751
 752 <li><a href="http://people.skolelinux.org/pere/blog/archive/2009/02/">February (8)</a></li>
 753
 754 <li><a href="http://people.skolelinux.org/pere/blog/archive/2009/03/">March (12)</a></li>
 755
 756 <li><a href="http://people.skolelinux.org/pere/blog/archive/2009/04/">April (10)</a></li>
 757
 758 <li><a href="http://people.skolelinux.org/pere/blog/archive/2009/05/">May (9)</a></li>
 759
 760 <li><a href="http://people.skolelinux.org/pere/blog/archive/2009/06/">June (3)</a></li>
 761
 762 <li><a href="http://people.skolelinux.org/pere/blog/archive/2009/07/">July (4)</a></li>
 763
 764 <li><a href="http://people.skolelinux.org/pere/blog/archive/2009/08/">August (3)</a></li>
 765
 766 <li><a href="http://people.skolelinux.org/pere/blog/archive/2009/09/">September (1)</a></li>
 767
 768 <li><a href="http://people.skolelinux.org/pere/blog/archive/2009/10/">October (2)</a></li>
 769
 770 <li><a href="http://people.skolelinux.org/pere/blog/archive/2009/11/">November (3)</a></li>
 771
 772 <li><a href="http://people.skolelinux.org/pere/blog/archive/2009/12/">December (3)</a></li>
 773
 774 </ul></li>
 775
 776 <li>2008
 777 <ul>
 778
 779 <li><a href="http://people.skolelinux.org/pere/blog/archive/2008/11/">November (5)</a></li>
 780
 781 <li><a href="http://people.skolelinux.org/pere/blog/archive/2008/12/">December (7)</a></li>
 782
 783 </ul></li>
 784
 785 </ul>
 786
 787
 788
 789 <h2>Tags</h2>
 790 <ul>
 791
 792  <li><a href="http://people.skolelinux.org/pere/blog/tags/3d-printer">3d-printer (13)</a></li>
 793
 794  <li><a href="http://people.skolelinux.org/pere/blog/tags/amiga">amiga (1)</a></li>
 795
 796  <li><a href="http://people.skolelinux.org/pere/blog/tags/aros">aros (1)</a></li>
 797
 798  <li><a href="http://people.skolelinux.org/pere/blog/tags/bitcoin">bitcoin (2)</a></li>
 799
 800  <li><a href="http://people.skolelinux.org/pere/blog/tags/bootsystem">bootsystem (12)</a></li>
 801
 802  <li><a href="http://people.skolelinux.org/pere/blog/tags/bsa">bsa (2)</a></li>
 803
 804  <li><a href="http://people.skolelinux.org/pere/blog/tags/debian">debian (54)</a></li>
 805
 806  <li><a href="http://people.skolelinux.org/pere/blog/tags/debian edu">debian edu (100)</a></li>
 807
 808  <li><a href="http://people.skolelinux.org/pere/blog/tags/digistan">digistan (8)</a></li>
 809
 810  <li><a href="http://people.skolelinux.org/pere/blog/tags/english">english (126)</a></li>
 811
 812  <li><a href="http://people.skolelinux.org/pere/blog/tags/fiksgatami">fiksgatami (15)</a></li>
 813
 814  <li><a href="http://people.skolelinux.org/pere/blog/tags/fildeling">fildeling (12)</a></li>
 815
 816  <li><a href="http://people.skolelinux.org/pere/blog/tags/intervju">intervju (24)</a></li>
 817
 818  <li><a href="http://people.skolelinux.org/pere/blog/tags/kart">kart (16)</a></li>
 819
 820  <li><a href="http://people.skolelinux.org/pere/blog/tags/ldap">ldap (8)</a></li>
 821
 822  <li><a href="http://people.skolelinux.org/pere/blog/tags/lenker">lenker (4)</a></li>
 823
 824  <li><a href="http://people.skolelinux.org/pere/blog/tags/ltsp">ltsp (1)</a></li>
 825
 826  <li><a href="http://people.skolelinux.org/pere/blog/tags/multimedia">multimedia (16)</a></li>
 827
 828  <li><a href="http://people.skolelinux.org/pere/blog/tags/norsk">norsk (162)</a></li>
 829
 830  <li><a href="http://people.skolelinux.org/pere/blog/tags/nuug">nuug (125)</a></li>
 831
 832  <li><a href="http://people.skolelinux.org/pere/blog/tags/open311">open311 (2)</a></li>
 833
 834  <li><a href="http://people.skolelinux.org/pere/blog/tags/opphavsrett">opphavsrett (24)</a></li>
 835
 836  <li><a href="http://people.skolelinux.org/pere/blog/tags/personvern">personvern (47)</a></li>
 837
 838  <li><a href="http://people.skolelinux.org/pere/blog/tags/raid">raid (1)</a></li>
 839
 840  <li><a href="http://people.skolelinux.org/pere/blog/tags/reprap">reprap (11)</a></li>
 841
 842  <li><a href="http://people.skolelinux.org/pere/blog/tags/rfid">rfid (2)</a></li>
 843
 844  <li><a href="http://people.skolelinux.org/pere/blog/tags/robot">robot (4)</a></li>
 845
 846  <li><a href="http://people.skolelinux.org/pere/blog/tags/rss">rss (1)</a></li>
 847
 848  <li><a href="http://people.skolelinux.org/pere/blog/tags/ruter">ruter (4)</a></li>
 849
 850  <li><a href="http://people.skolelinux.org/pere/blog/tags/sikkerhet">sikkerhet (23)</a></li>
 851
 852  <li><a href="http://people.skolelinux.org/pere/blog/tags/sitesummary">sitesummary (4)</a></li>
 853
 854  <li><a href="http://people.skolelinux.org/pere/blog/tags/standard">standard (27)</a></li>
 855
 856  <li><a href="http://people.skolelinux.org/pere/blog/tags/stavekontroll">stavekontroll (1)</a></li>
 857
 858  <li><a href="http://people.skolelinux.org/pere/blog/tags/stortinget">stortinget (4)</a></li>
 859
 860  <li><a href="http://people.skolelinux.org/pere/blog/tags/surveillance">surveillance (9)</a></li>
 861
 862  <li><a href="http://people.skolelinux.org/pere/blog/tags/valg">valg (6)</a></li>
 863
 864  <li><a href="http://people.skolelinux.org/pere/blog/tags/video">video (25)</a></li>
 865
 866  <li><a href="http://people.skolelinux.org/pere/blog/tags/vitenskap">vitenskap (1)</a></li>
 867
 868  <li><a href="http://people.skolelinux.org/pere/blog/tags/web">web (19)</a></li>
 869
 870 </ul>
 871
 872
 873     </div>
 874     <p style="text-align: right">
 875  Created by <a href="http://steve.org.uk/Software/chronicle">Chronicle v4.4</a>
 876 </p>
 877
 878   </body>
 879 </html>