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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/ColorHug___USB_and_free_software_based_screen_color_calibration.html">ColorHug - USB and free software based screen color calibration</a></div>
  24       <div class="date">18th May 2012</div>
  25       <div class="body"><p>In january, I
  26 <a href="http://blog.cihar.com/archives/2012/01/17/colorhug-has-arrived/">discovered
  27 the ColorHug</a>, a USB dongle from
  28 <a href="http://www.hughski.com/index.html">Hughski</a> to calibrate
  29 the color on a computer screen.  The software required is
  30 <a href="http://packages.qa.debian.org/c/colorhug-client.html">included
  31 in Debian</a>, and I decided back then to preorder from the next
  32 batch.  Yesterday I finally heard back from them, and got the
  33 opportunity to order.  Today I ordered mine, and eagerly await the
  34 delivery.  I hope it arrive next week, as I got a confirmation that it
  35 should go in the mail on monday. :)</p>
  36
  37 <p>If you want to ensure the colors on the screen match the indended
  38 colors, I suggest you check out this cheap tool with free software
  39 drivers. :)</p>
  40 </div>
  41       <div class="tags">
  42
  43
  44         Tags: <a href="http://people.skolelinux.org/pere/blog/tags/english">english</a>.
  45
  46
  47       </div>
  48     </div>
  49     <div class="padding"></div>
  50
  51     <div class="entry">
  52       <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>
  53       <div class="date">15th May 2012</div>
  54       <div class="body"><p>Peter Hidas fra Gartner melder i Computerworld at
  55 <a href="http://www.idg.no/computerworld/article245011.ece">Unix
  56 nedkjempes av Linux og Windows</a>.  For meg er påstanden meningsløs,
  57 da Linux er en variant av Unix, og hele diskusjonen om Linux er Unix
  58 eller ikke er utdatert og uinteressant.  Jeg ser at Helge Skrivervik
  59 deler mitt syn på saken i sin kommentar fra i går om at
  60 "<a href="http://www.mymayday.com/blogs/2012/unix-linux">Unix vs. Linux
  61 = uinteressant"</a>.</p>
  62
  63 <p>I <a href="http://www.nuug.no/">NUUG</a>-sammenheng møter jeg av og
  64 til folk som tror NUUG er for avdankede folk som driver med den samme
  65 Unix-varianten som Peter Hidas skriver om i sin kommentar, og dermed
  66 er en foreningen for avdankede teknologer interessert i døende
  67 teknologi.  Intet kunne være lengre fra sannheten.</p>
  68
  69 <p>NUUG er en forening for oss som har sans for fri programvare, åpne
  70 standarder og Unix-lignende operativsystemer, som Ubuntu, FreeBSD,
  71 Debian, Mint, Gentoo, Android, Gnome, KDE, LXDE, Firefox, LibreOffice,
  72 ODF, HTML, C++, ECMA-Script, etc.  Kort sagt der nyskapning skjer på
  73 IT-fronten i dag.  Det innebærer selvfølgelig også de som er
  74 interessert i de "gamle" Unix-ene som Solaris og HP-UX, men de er bare
  75 et lite mindretall blant NUUGs medlemmer.  De aller fleste medlemmene
  76 har i dag fokus på Linux.</p>
  77 </div>
  78       <div class="tags">
  79
  80
  81         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>.
  82
  83
  84       </div>
  85     </div>
  86     <div class="padding"></div>
  87
  88     <div class="entry">
  89       <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>
  90       <div class="date">13th May 2012</div>
  91       <div class="body"><p>It has been a few busy weeks for me, but I am finally back to
  92 publish another interview with the people behind
  93 <a href="http://www.skolelinux.org/">Debian Edu and Skolelinux</a>.
  94 This time it is one of our German developers, who have helped out over the
  95 years to make sure both a lot of major but also a lot of the minor
  96 details get right before release.
  97
  98 <p><strong>Who are you, and how do you spend your days?</strong></p>
  99
 100 <p>My name is Jürgen Leibner, I'm 49 years old and living in
 101 Bielefeld, a town in northern Germany.  I worked nearly 20 years as
 102 certified engineer in the department for plant design and layout of an
 103 international company for machinery and equipment.  Since 2011 I'm a
 104 certified technical writer (tekom e.V.) and doing technical
 105 documentations for a steam turbine manufacturer.  From April this year
 106 I will manage the department of technical documentation at a
 107 manufacturer of automation and assembly line engineering.</p>
 108
 109 <p>My first contact with linux was around 1993. Since that time I used
 110 it at work and at home repeatedly but not exclusively as I do now at
 111 home since 2006.</p>
 112
 113 <p><strong>How did you get in contact with the Skolelinux/Debian Edu
 114 project?</strong></p>
 115
 116 <p>Once a day in the early year of 2001 when I wanted to fetch my
 117 daughter from primary school, there was a teacher sitting in the
 118 middle of 20 old computers trying to boot them and he failed. I helped
 119 him to get them booting. That was seen by the school director and she
 120 asked me if I would like to manage that the school gets all that old
 121 computers in use. I answered: "Yes".</p>
 122
 123 <p>Some weeks later every of the 10 classrooms had one computer
 124 running Windows98. I began to collect old computers and equipment as
 125 gifts and installed the first computer room with a peer-to-peer
 126 network. I did my work at school without being payed in my spare time
 127 and with a lot of fun.  About one year later the school was connected
 128 to Internet and a local area network was installed in the school
 129 building.  That was the time to have a server and I knew it must be a
 130 Linux server to be able to fulfil all the wishes of the teachers and
 131 being able to do this in a transparent and economic way, without extra
 132 costs for things like licence and software.  So I searched for a
 133 school server system running under Linux and I found a couple of
 134 people nearby who founded 'skolelinux.de'. It was the Skolelinux
 135 prerelease 32 I first tried out for being used at the school.  I
 136 managed the IT of that school until the municipal authority took over
 137 the IT management and centralised the services for all schools in
 138 Bielefeld in December of 2006.</p>
 139
 140 <p><strong>What do you see as the advantages of Skolelinux/Debian
 141 Edu?</strong></p>
 142
 143 <p>When I'm looking back to the beginning, there were other advantages
 144 for me as today.</p>
 145
 146 <p>In the past there were advantages like:</p>
 147
 148 <p><ul>
 149
 150 <li>I don't need to buy it so it generates no costs to the school as
 151 they had little money to spent for computers and software.</li>
 152
 153 <li>It has a licence which grands all rights to use it without
 154 cost.</li>
 155
 156 <li>It was more able to fit all requirements of a server system for
 157 schools than a Microsoft server system, even if there are only Windows
 158 clients because of it's preconfigured overall concept of being a
 159 infrastructure solution and community for schools, not only a
 160 server</li>
 161
 162 <li>I was able to configure the server to the needs of the
 163 school.</li>
 164
 165 </ul></p>
 166
 167 <p>Today some of the advantages has been lost, changed or new ones
 168 came up in this way:</p>
 169
 170 <p><ul>
 171
 172 <li>Most schools here do have money to buy hardware and software
 173 now.</li>
 174
 175 <li>They are today mostly managed from central IT departments which
 176 have own concepts which often do not fit to Debian Edu concepts
 177 because they are to close to Microsoft ideology.</li>
 178
 179 <li>With the Squeeze version of Debian Edu which now uses GOsa² for
 180 management I feel more able to manage the daily tasks than with the
 181 interfaces used in the past.</li>
 182
 183 <li>It is more modular than in the past and fits even better to the
 184 different needs.</li>
 185
 186 <li>The documentation is usable and gets better every day.</li>
 187
 188 <li>More people than ever before are using Debian Edu all over the
 189 world and so the community, which is an very important part I think,
 190 is sharing knowledge and minds.</li>
 191
 192 <li>Most, maybe all, of the technical requirements for schools are
 193 solved today by Debian Edu. </li>
 194
 195 </ul></p>
 196
 197 <p><strong>What do you see as the disadvantages of Skolelinux/Debian
 198 Edu?</strong></p>
 199
 200 <p><ul>
 201
 202 <li>There are too few IT companies able to integrate Debian Edu into
 203 their product portfolio for serving schools with concepts or even
 204 whole municipality areas.</li>
 205
 206 <li>Debian Edu has beside other free and open software projects not
 207 enough lobbyists which promote free and open software to
 208 politicians.</li>
 209
 210 <li>Technically there are no disadvantages I'm aware of.</li>
 211
 212 </ul></p>
 213
 214 <p><strong>Which free software do you use daily?</strong></p>
 215
 216 <p>I use Debian stable on my home server and on my little desktop
 217 computer. On my laptop I use Debian testing/sid. The applications I
 218 use on my laptop and my desktop are Open/Libre-office, Iceweasel,
 219 KMail, DigiKam, Amarok, Dolphin, okular and all the other programs I
 220 need from the KDE environment.  On console I use newsbeuter, mutt,
 221 screen, irssi and all the other famous and useful tools.</p>
 222
 223 <p>My home server provides mail services with exim, dovecot, roundcube
 224 and mutt over ssh on the console, file services with samba, NFS,
 225 rsync, web services with apache, moinmoin-wiki, multimedia services
 226 with gallery2 and mediatomb and database services with MySQL for me
 227 and the whole family.  I probably forgot something.</p>
 228
 229 <p><strong>Which strategy do you believe is the right one to use to
 230 get schools to use free software?</strong></p>
 231
 232 <p>I believe, we should provide concepts for IT companies to integrate
 233 Debian Edu into their product portfolio with use cases for different
 234 countries and areas all over the world.</p>
 235 </div>
 236       <div class="tags">
 237
 238
 239         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>.
 240
 241
 242       </div>
 243     </div>
 244     <div class="padding"></div>
 245
 246     <div class="entry">
 247       <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>
 248       <div class="date">11th May 2012</div>
 249       <div class="body"><p>I går ble jeg kontaktet på epost av
 250 <a href="http://www.digi.no">digi.no</a>s Eirik Rossen som lurte på om
 251 jeg hadde noen kommentarer til
 252 <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
 253 pressemelding</a> om Norges tetplassering når det gjelder
 254 kart-tilgjengelighet.  Jeg svarte følgende, som resulterte i noen
 255 sitater i
 256 <a href="http://www.digi.no/895420/norge-i-tet-paa-digitale-kartdata#debatt">Digis
 257 dekning</a> av kartverkets pressemelding.</p>
 258
 259 <p><blockquote>
 260 <p>Takk for muligheten til å kommentere.</p>
 261
 262 <p>Pressemeldingen omhandler tilgjengeligheten av kart for aktører som er
 263 medlem i kartellet Norge Digitalt.  Det er ingen overraskelse for meg
 264 at tilgjengeligheten til kart hos disse medlemmene er god.  Men for
 265 oss på utsiden av kartellet er tilgjengelighet av det som burde være
 266 felleskapets og innbyggernes kart dårlig.</p>
 267
 268 <p>Bruksvilkårene til kartene fra medlemmene i Norge Digital hindrer
 269 nyskapning og selv om en er villig til å betale den ublu prisen som
 270 forlanges får en fortsatt ikke tilgang til kartdata uten
 271 bruksbegresninger.  Derfor bruker jeg heller tid på å gjøre
 272 fribrukskartet OpenStreetmap bedre.  Der fremmer bruksvilkårene
 273 nyskapning og lar meg skape nye tjenester uten å måtte søke om
 274 tillatelse fra det offentlige.</p>
 275
 276 <p>En annen problemstilling er jo sikkerhet til fjells og til sjøs.
 277 Mon tro hvor mange ulykker på sjøen som kunne vært unngått hvis
 278 sjøkartdata var tilgjengelig uten bruksbegrensninger, slik at enhver
 279 med GPS eller kartplotter tilnærmet kostnadsfritt kunne sikre seg mest
 280 mulig oppdaterte sjøkart?  Det hjelper jo ikke at offentlige etater
 281 har enkel tilgang til sjøkartene når det samme ikke gjelder hver
 282 båtkaptein og småbåtfører.  Jeg tror samfunnet som helhet hadde tjent
 283 på å unngå kostnadene ved disse ulykkene ved å tvinge sjøkartverket
 284 til å publisere sine kartdata på Internet uten bruksbegresninger.</p>
 285 </blockquote></p>
 286 </div>
 287       <div class="tags">
 288
 289
 290         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>.
 291
 292
 293       </div>
 294     </div>
 295     <div class="padding"></div>
 296
 297     <div class="entry">
 298       <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>
 299       <div class="date">30th April 2012</div>
 300       <div class="body"><p><!-- IMG_5869.JPG -->
 301 <img src="http://people.skolelinux.org/pere/blog/images/panasonic-er-1611.jpeg"></p>
 302
 303 <p>I normally cut my hair short, and my tool of choice has been a
 304 common hair/beard cutter, bought in a electrical shop here in Norway.
 305 But the last ones have not really been up to the task.  My last
 306 cutter, some model from Braun, could only cut a few of my hairs at the
 307 time, and cutting my head took forever.  And the one before that did
 308 not work very well either.  We have looked for something better for a
 309 while, but it was not until I ended up visiting a hairdresser that we
 310 discovered that there are indeed better tools available.  But these
 311 are not marketed and sold to "regular consumers".  The hair saloons
 312 can get them through their suppliers, but their suppliers only sell
 313 companies.  The models they sell, are very different from the ones
 314 available from Elkjøp and Lefdal.  The main difference is their
 315 efficiency.  It would cut my hair in 5 minutes, instead of the 30-40
 316 minutes required by my impotent Braun.  The hairdresser I visited had
 317 a Panasonic ER160, which unfortunately is no longer available from the
 318 producer.  But I found it had a successor, the Panasonic ER1611.</p>
 319
 320 <p>The next step was to find somewhere to buy it.  This was not
 321 straight forward.  The list of suppliers I got from the hairdresser
 322 did not want to sell anything to me.  But searching for the model on
 323 the web we found a supplier in Norway willing to sell it to us for
 324 around NOK 4000,-.  This was a bit much.  We kept searching and
 325 finally found a Danish supplier
 326 <a href="http://nicehair.dk/panasonic-er-1611-professionel-hartrimmer.html">selling
 327 it for around NOK 1800,-</a>.  We ordered one, and it arrived a few
 328 days ago.</p>
 329
 330 <p>The instructions said it had to charge for 8 hours when we started
 331 to use it, so we left it charging over night.  Normally it will only
 332 need one hour to charge.  The following evening we successfully tested
 333 it, and I can warmly recommend it to anyone looking for a real hair
 334 cutter.  The ones we have used until now have been hair cutter
 335 toys.</p>
 336 </div>
 337       <div class="tags">
 338
 339
 340         Tags: <a href="http://people.skolelinux.org/pere/blog/tags/english">english</a>.
 341
 342
 343       </div>
 344     </div>
 345     <div class="padding"></div>
 346
 347     <div class="entry">
 348       <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>
 349       <div class="date">27th April 2012</div>
 350       <div class="body"><p>NUUG-styremedlem Hans-Petter Fjeld
 351 <a href="https://plus.google.com/u/0/110394259537201279374/posts/AGzRmAuFdW1">meldte
 352 nettopp</a> at han har sendt inn <a href="http://www.nuug.no/">NUUG</a>s
 353 høringsuttalelse angående Difi sin standardkatalog v3.1.  Jeg er veldig
 354 glad for at så mange bidro og sikret at vår stemme blir hørt i denne
 355 høringen.  Anbefaler alle å lese våre
 356 <a href="http://wiki.nuug.no/uttalelser/201204-standardkatalog-v3.1">to
 357 sider med innspill</a>.</p>
 358 </div>
 359       <div class="tags">
 360
 361
 362         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>.
 363
 364
 365       </div>
 366     </div>
 367     <div class="padding"></div>
 368
 369     <div class="entry">
 370       <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>
 371       <div class="date">26th April 2012</div>
 372       <div class="body"><p>In <a href="http://www.idg.no/computerworld/article243690.ece">an
 373 article today</a> published by Computerworld Norway, the photographer
 374 <a href="http://www.urke.com/eirik/">Eirik Helland Urke</a> reports
 375 that the video editor application included with
 376 <a href="http://www.htc.com/www/smartphones/htc-one-x/#specs">HTC One
 377 X</a> have some quite surprising terms of use.  The article is mostly
 378 based on the twitter message from mister Urke, stating:
 379
 380 <p><blockquote>
 381 "<a href="http://twitter.com/urke/status/194062269724897280">Drøy
 382 brukeravtale: HTC kan bruke MINE redigerte videoer kommersielt. Selv
 383 kan jeg KUN bruke dem privat.</a>"
 384 </blockquote></p>
 385
 386 <p>I quickly translated it to this English message:</p>
 387
 388 <p><blockquote>
 389 "Arrogant user agreement: HTC can use MY edited videos
 390 commercially.  Although I can ONLY use them privately."
 391 </blockquote></p>
 392
 393 <p>I've been unable to find the text of the license term myself, but
 394 suspect it is a variation of the MPEG-LA terms I
 395 <a href="http://people.skolelinux.org/pere/blog/Terms_of_use_for_video_produced_by_a_Canon_IXUS_130_digital_camera.html">discovered
 396 with my Canon IXUS 130</a>.  The HTC One X specification specifies that
 397 the recording format of the phone is .amr for audio and .mp3 for
 398 video.  AMR is
 399 <a href="http://en.wikipedia.org/wiki/Adaptive_Multi-Rate_audio_codec#Licensing_and_patent_issues">Adaptive
 400 Multi-Rate audio codec</a> with patents which according to the
 401 Wikipedia article require an license agreement with
 402 <a href="http://www.voiceage.com/">VoiceAge</a>.  MP4 is
 403 <a href="http://en.wikipedia.org/wiki/H.264/MPEG-4_AVC#Patent_licensing">MPEG4 with
 404 H.264</a>, which according to Wikipedia require a licence agreement
 405 with <a href="http://www.mpegla.com/">MPEG-LA</a>.</p>
 406
 407 <p>I know why I prefer
 408 <a href="http://www.digistan.org/open-standard:definition">free and open
 409 standards</a> also for video.</p>
 410 </div>
 411       <div class="tags">
 412
 413
 414         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>.
 415
 416
 417       </div>
 418     </div>
 419     <div class="padding"></div>
 420
 421     <div class="entry">
 422       <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>
 423       <div class="date">22nd April 2012</div>
 424       <div class="body"><p>I
 425 <a href="http://people.skolelinux.org/pere/blog/Hva_har_mine_representanter_stemt_i_Storinget_.html">januar
 426 i fjor</a> startet vi i NUUG arbeid med å gjøre informasjon om hvem
 427 som har stemt hva på <a href="http://www.stortinget.no/">Stortinget</a>
 428 enklere tilgjengelig.  I løpet av få måneder fant vi sammen med
 429 organisasjonen <a href="http://www.holderdeord.no/">Holder de ord</a>
 430 som arbeidet mot et lignende mål.</p>
 431
 432 <p>Siden den gang har vi fått tak i maskinelt lesbart informasjon om
 433 hvem som stemte hva mellom 1990 og våren 2010, og tilgang til
 434 stortingets nye datatjeneste som har informasjon fra høsten 2011 til i
 435 dag.  Det gjenstår litt arbeid med det første datasettet, men
 436 datasettet fra høsten 2011 er klart til bruk.  Begge datasettene er
 437 tilgjengelig <a href="https://gitorious.org/nuug/folketingparser">via
 438 git</a>.</p>
 439
 440 <p>På
 441 <a href="http://www.goopen.no/holder-de-ord-datadrevet-oppfolging-av-politiske-lofter/">Go Open</a> i morgen lanserer
 442 NUUG sammen med Holder de ord <a href="http://beta.holderdeord.no/">en
 443 test-tjeneste</a> som viser hva som er og blir behandlet på Stortinget og
 444 hvem som har stemt hva siden oktober i fjor.  Du får herved mulighet
 445 til å ta en sniktitt.</p>
 446 </div>
 447       <div class="tags">
 448
 449
 450         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>.
 451
 452
 453       </div>
 454     </div>
 455     <div class="padding"></div>
 456
 457     <div class="entry">
 458       <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>
 459       <div class="date">19th April 2012</div>
 460       <div class="body"><p>Here in Norway, the
 461 <a href="http://www.regjeringen.no/nb/dep/fad.html?id=339"> Ministry of
 462 Government Administration, Reform and Church Affairs</a> is behind
 463 a <a href="http://standard.difi.no/forvaltningsstandarder">directory of
 464 standards</a> that are recommended or mandatory for use by the
 465 government.  When the directory was created, the people behind it made
 466 an effort to ensure that everyone would be able to implement the
 467 standards and compete on equal terms to supply software and solutions
 468 to the government.  Free software and non-free software could compete
 469 on the same level.</p>
 470
 471 <p>But recently, some standards with RAND
 472 (<a href="http://en.wikipedia.org/wiki/Reasonable_and_non-discriminatory_licensing">Reasonable
 473 And Non-Discriminatory</a>) terms have made their way into the
 474 directory.  And while this might not sound too bad, the fact is that
 475 standard specifications with RAND terms often block free software from
 476 implementing them.  The reasonable part of RAND mean that the cost per
 477 user/unit is low,and the non-discriminatory part mean that everyone
 478 willing to pay will get a license.  Both sound great in theory.  In
 479 practice, to get such license one need to be able to count users, and
 480 be able to pay a small amount of money per unit or user.  By
 481 definition, users of free software do not need to register their use.
 482 So counting users or units is not possible for free software projects.
 483 And given that people will use the software without handing any money
 484 to the author, it is not really economically possible for a free
 485 software author to pay a small amount of money to license the rights
 486 to implement a standard when the income available is zero.  The result
 487 in these situations is that free software are locked out from
 488 implementing standards with RAND terms.</p>
 489
 490 <p>Because of this, when I see someone claiming the terms of a
 491 standard is reasonable and non-discriminatory, all I can think of is
 492 how this really is non-reasonable and discriminatory.  Because free
 493 software developers are working in a global market, it does not really
 494 help to know that software patents are not supposed to be enforceable
 495 in Norway.  The patent regimes in other countries affect us even here.
 496 I really hope the people behind the standard directory will pay more
 497 attention to these issues in the future.</p>
 498
 499 <p>You can find more on the issues with RAND, FRAND and RAND-Z terms
 500 from Simon Phipps
 501 (<a href="http://blogs.computerworlduk.com/simon-says/2010/11/rand-not-so-reasonable/">RAND:
 502 Not So Reasonable?</a>).</p>
 503
 504 <p>Update 2012-04-21: Just came across a
 505 <a href="http://blogs.computerworlduk.com/open-enterprise/2012/04/of-microsoft-netscape-patents-and-open-standards/index.htm">blog
 506 post from Glyn Moody</a> over at Computer World UK warning about the
 507 same issue, and urging people to speak out to the UK government.  I
 508 can only urge Norwegian users to do the same for
 509 <a href="http://www.standard.difi.no/hoyring/hoyring-om-nye-anbefalte-it-standarder">the
 510 hearing taking place at the moment</a> (respond before 2012-04-27).
 511 It proposes to require video conferencing standards including
 512 specifications with RAND terms.</p>
 513 </div>
 514       <div class="tags">
 515
 516
 517         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>.
 518
 519
 520       </div>
 521     </div>
 522     <div class="padding"></div>
 523
 524     <div class="entry">
 525       <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>
 526       <div class="date">15th April 2012</div>
 527       <div class="body"><p>Da jeg googlet etter noe annet kom jeg tilfeldigvis over
 528 <a href="http://www.duo.uio.no/sok/work.html?WORKID=58309">en
 529 hovedfagsoppgave</a> ved Universitetet i Oslo som diskuterer verdien
 530 av GPLs fire friheter for brukerne av IT-systemer.  Jeg ble fascinert
 531 over det som presenteres der.  Her er sammendraget:</p>
 532
 533 <p><blockquote>
 534
 535 <p>Motivasjonen til å skrive denne oppgaven er en personlig undring
 536 over hvorfor det primært, og ofte eksklusivt, fokuseres på det
 537 økonomiske aspektet ved utredninger om fri programvare er et godt valg
 538 for det offentlige. Fri og produsenteid programvare bygger på
 539 fundamentalt forskjellige ideologier som kan ha implikasjoner utover
 540 økonomiske kostnader. Kunnskapskulturen som er med på å definere fri
 541 programvare er basert på åpenhet, og er en verdi i seg selv.</p>
 542
 543 <p>Oppgavens tema er programvarelisensen GPL og frihet. GPL-lisensiert
 544 programvare gir visse friheter i forhold til produsenteid
 545 programvare. Mitt spørsmål er om, og eventuelt i hvilken utstrekning,
 546 disse frihetene blir benyttet av ulike brukere og hvordan de
 547 manifesterer seg for disse brukerne. Sentrale spørsmål i oppgaven
 548 er:</p>
 549
 550 <ul>
 551 <li>Hvordan fordeles handlekraft gjennom lisensieringen av programvaren?</li>
 552 <li>Hvilke konsekvenser har programvarelisensen for de ulike brukere? </li>
 553 </ul>
 554
 555 <p>Fri programvare gir blant annet brukeren mulighet til å studere og
 556 modifisere kildekoden. Denne formen for frihet erverves gjennom
 557 kunnskap og krever at brukeren også er en ekspert. Hva skjer med
 558 frihetene til GPL når sluttbrukeren er en annen? Dette diskuteres i
 559 dialog med informantene.</p>
 560
 561 <p>Jeg har i denne oppgaven samlet inn intervjudata fra IKT-ansvarlige
 562 ved grunnskolene i Nittedal kommune, driftsansvarlig og IKT-veilederen
 563 for skolene i kommunen, samt IKT-koordinator for utdanning i Akershus
 564 fylkeskommune og bokmåloversettere av OpenOffice.org. Den empiriske
 565 delen av oppgaven er delt inn i to seksjoner; den første omhandler
 566 operativsystemet Skolelinux, den andre kontorprogrampakken
 567 OpenOffice.org.</p>
 568
 569 <p>Som vi vil se gir GPL lokal frihet og kontroll gjennom omfordeling
 570 av makt fra produsent til bruker. Brukerens makt analyseres gjennom
 571 begrepene brukermedvirkning og handlingsfrihet. Det blir også lagt
 572 vekt på strukturelle forhold rundt bruken av teknologi, og spesielt de
 573 økonomiske begrepene nettverkseksternaliteter, innlåsing og
 574 stiavhengighet. Dette er begreper av spesiell nytte når objektet som
 575 omsettes eller distribueres er et kommunikasjonsprodukt, fordi verdien
 576 til et slikt gode for en potensiell bruker avhenger av antall
 577 eksisterende brukere av godet. I tilknytning til denne problematikken
 578 inneholder oppgaven også en diskusjon rundt åpne standarder og
 579 formater.</p>
 580
 581 <p>Oppgaven konkluderer med at de «fire frihetene» som GPL-lisensen er
 582 laget for å beskytte er av avgjørende betydning for bruken av
 583 OpenOffice.org og Skolelinux, i Akershus fylkeskommune såvel som i
 584 skolene i Nittedal. Distribusjonen av handlekraft er ikke helt
 585 symmetrisk. Det er først og fremst de profesjonelle utviklerne i
 586 Skolelinux som direkte kan nyttiggjøre seg friheten til å endre kode,
 587 mens en sluttbruker som Nittedal kommune nyttiggjør seg den økonomiske
 588 friheten til å kunne distribuere programmene. Det er imidlertid også
 589 slik at ingen aktør klarer seg uten alle disse «frihetene».</p>
 590 </blockquote></p>
 591
 592 <p>Jeg fant også en masteroppgave fra 2006, men der ligger ikke
 593 komplett oppgave tilgjengelig.  På tide å holde et øye med
 594 <a href="http://www.duo.uio.no/sok/search.html?q=skolelinux">Skolelinux-søket</a>
 595 til DUO...</p>
 596
 597 </div>
 598       <div class="tags">
 599
 600
 601         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>.
 602
 603
 604       </div>
 605     </div>
 606     <div class="padding"></div>
 607
 608     <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>
 609     <div id="sidebar">
 610
 611
 612
 613 <h2>Archive</h2>
 614 <ul>
 615
 616 <li>2012
 617 <ul>
 618
 619 <li><a href="http://people.skolelinux.org/pere/blog/archive/2012/01/">January (7)</a></li>
 620
 621 <li><a href="http://people.skolelinux.org/pere/blog/archive/2012/02/">February (10)</a></li>
 622
 623 <li><a href="http://people.skolelinux.org/pere/blog/archive/2012/03/">March (17)</a></li>
 624
 625 <li><a href="http://people.skolelinux.org/pere/blog/archive/2012/04/">April (12)</a></li>
 626
 627 <li><a href="http://people.skolelinux.org/pere/blog/archive/2012/05/">May (4)</a></li>
 628
 629 </ul></li>
 630
 631 <li>2011
 632 <ul>
 633
 634 <li><a href="http://people.skolelinux.org/pere/blog/archive/2011/01/">January (16)</a></li>
 635
 636 <li><a href="http://people.skolelinux.org/pere/blog/archive/2011/02/">February (6)</a></li>
 637
 638 <li><a href="http://people.skolelinux.org/pere/blog/archive/2011/03/">March (6)</a></li>
 639
 640 <li><a href="http://people.skolelinux.org/pere/blog/archive/2011/04/">April (7)</a></li>
 641
 642 <li><a href="http://people.skolelinux.org/pere/blog/archive/2011/05/">May (3)</a></li>
 643
 644 <li><a href="http://people.skolelinux.org/pere/blog/archive/2011/06/">June (2)</a></li>
 645
 646 <li><a href="http://people.skolelinux.org/pere/blog/archive/2011/07/">July (7)</a></li>
 647
 648 <li><a href="http://people.skolelinux.org/pere/blog/archive/2011/08/">August (6)</a></li>
 649
 650 <li><a href="http://people.skolelinux.org/pere/blog/archive/2011/09/">September (4)</a></li>
 651
 652 <li><a href="http://people.skolelinux.org/pere/blog/archive/2011/10/">October (2)</a></li>
 653
 654 <li><a href="http://people.skolelinux.org/pere/blog/archive/2011/11/">November (3)</a></li>
 655
 656 <li><a href="http://people.skolelinux.org/pere/blog/archive/2011/12/">December (1)</a></li>
 657
 658 </ul></li>
 659
 660 <li>2010
 661 <ul>
 662
 663 <li><a href="http://people.skolelinux.org/pere/blog/archive/2010/01/">January (2)</a></li>
 664
 665 <li><a href="http://people.skolelinux.org/pere/blog/archive/2010/02/">February (1)</a></li>
 666
 667 <li><a href="http://people.skolelinux.org/pere/blog/archive/2010/03/">March (3)</a></li>
 668
 669 <li><a href="http://people.skolelinux.org/pere/blog/archive/2010/04/">April (3)</a></li>
 670
 671 <li><a href="http://people.skolelinux.org/pere/blog/archive/2010/05/">May (9)</a></li>
 672
 673 <li><a href="http://people.skolelinux.org/pere/blog/archive/2010/06/">June (14)</a></li>
 674
 675 <li><a href="http://people.skolelinux.org/pere/blog/archive/2010/07/">July (12)</a></li>
 676
 677 <li><a href="http://people.skolelinux.org/pere/blog/archive/2010/08/">August (13)</a></li>
 678
 679 <li><a href="http://people.skolelinux.org/pere/blog/archive/2010/09/">September (7)</a></li>
 680
 681 <li><a href="http://people.skolelinux.org/pere/blog/archive/2010/10/">October (9)</a></li>
 682
 683 <li><a href="http://people.skolelinux.org/pere/blog/archive/2010/11/">November (13)</a></li>
 684
 685 <li><a href="http://people.skolelinux.org/pere/blog/archive/2010/12/">December (12)</a></li>
 686
 687 </ul></li>
 688
 689 <li>2009
 690 <ul>
 691
 692 <li><a href="http://people.skolelinux.org/pere/blog/archive/2009/01/">January (8)</a></li>
 693
 694 <li><a href="http://people.skolelinux.org/pere/blog/archive/2009/02/">February (8)</a></li>
 695
 696 <li><a href="http://people.skolelinux.org/pere/blog/archive/2009/03/">March (12)</a></li>
 697
 698 <li><a href="http://people.skolelinux.org/pere/blog/archive/2009/04/">April (10)</a></li>
 699
 700 <li><a href="http://people.skolelinux.org/pere/blog/archive/2009/05/">May (9)</a></li>
 701
 702 <li><a href="http://people.skolelinux.org/pere/blog/archive/2009/06/">June (3)</a></li>
 703
 704 <li><a href="http://people.skolelinux.org/pere/blog/archive/2009/07/">July (4)</a></li>
 705
 706 <li><a href="http://people.skolelinux.org/pere/blog/archive/2009/08/">August (3)</a></li>
 707
 708 <li><a href="http://people.skolelinux.org/pere/blog/archive/2009/09/">September (1)</a></li>
 709
 710 <li><a href="http://people.skolelinux.org/pere/blog/archive/2009/10/">October (2)</a></li>
 711
 712 <li><a href="http://people.skolelinux.org/pere/blog/archive/2009/11/">November (3)</a></li>
 713
 714 <li><a href="http://people.skolelinux.org/pere/blog/archive/2009/12/">December (3)</a></li>
 715
 716 </ul></li>
 717
 718 <li>2008
 719 <ul>
 720
 721 <li><a href="http://people.skolelinux.org/pere/blog/archive/2008/11/">November (5)</a></li>
 722
 723 <li><a href="http://people.skolelinux.org/pere/blog/archive/2008/12/">December (7)</a></li>
 724
 725 </ul></li>
 726
 727 </ul>
 728
 729
 730
 731 <h2>Tags</h2>
 732 <ul>
 733
 734  <li><a href="http://people.skolelinux.org/pere/blog/tags/3d-printer">3d-printer (13)</a></li>
 735
 736  <li><a href="http://people.skolelinux.org/pere/blog/tags/amiga">amiga (1)</a></li>
 737
 738  <li><a href="http://people.skolelinux.org/pere/blog/tags/aros">aros (1)</a></li>
 739
 740  <li><a href="http://people.skolelinux.org/pere/blog/tags/bitcoin">bitcoin (2)</a></li>
 741
 742  <li><a href="http://people.skolelinux.org/pere/blog/tags/bootsystem">bootsystem (12)</a></li>
 743
 744  <li><a href="http://people.skolelinux.org/pere/blog/tags/bsa">bsa (2)</a></li>
 745
 746  <li><a href="http://people.skolelinux.org/pere/blog/tags/debian">debian (54)</a></li>
 747
 748  <li><a href="http://people.skolelinux.org/pere/blog/tags/debian edu">debian edu (100)</a></li>
 749
 750  <li><a href="http://people.skolelinux.org/pere/blog/tags/digistan">digistan (8)</a></li>
 751
 752  <li><a href="http://people.skolelinux.org/pere/blog/tags/english">english (127)</a></li>
 753
 754  <li><a href="http://people.skolelinux.org/pere/blog/tags/fiksgatami">fiksgatami (15)</a></li>
 755
 756  <li><a href="http://people.skolelinux.org/pere/blog/tags/fildeling">fildeling (12)</a></li>
 757
 758  <li><a href="http://people.skolelinux.org/pere/blog/tags/intervju">intervju (24)</a></li>
 759
 760  <li><a href="http://people.skolelinux.org/pere/blog/tags/kart">kart (16)</a></li>
 761
 762  <li><a href="http://people.skolelinux.org/pere/blog/tags/ldap">ldap (8)</a></li>
 763
 764  <li><a href="http://people.skolelinux.org/pere/blog/tags/lenker">lenker (4)</a></li>
 765
 766  <li><a href="http://people.skolelinux.org/pere/blog/tags/ltsp">ltsp (1)</a></li>
 767
 768  <li><a href="http://people.skolelinux.org/pere/blog/tags/multimedia">multimedia (16)</a></li>
 769
 770  <li><a href="http://people.skolelinux.org/pere/blog/tags/norsk">norsk (162)</a></li>
 771
 772  <li><a href="http://people.skolelinux.org/pere/blog/tags/nuug">nuug (125)</a></li>
 773
 774  <li><a href="http://people.skolelinux.org/pere/blog/tags/open311">open311 (2)</a></li>
 775
 776  <li><a href="http://people.skolelinux.org/pere/blog/tags/opphavsrett">opphavsrett (24)</a></li>
 777
 778  <li><a href="http://people.skolelinux.org/pere/blog/tags/personvern">personvern (47)</a></li>
 779
 780  <li><a href="http://people.skolelinux.org/pere/blog/tags/raid">raid (1)</a></li>
 781
 782  <li><a href="http://people.skolelinux.org/pere/blog/tags/reprap">reprap (11)</a></li>
 783
 784  <li><a href="http://people.skolelinux.org/pere/blog/tags/rfid">rfid (2)</a></li>
 785
 786  <li><a href="http://people.skolelinux.org/pere/blog/tags/robot">robot (4)</a></li>
 787
 788  <li><a href="http://people.skolelinux.org/pere/blog/tags/rss">rss (1)</a></li>
 789
 790  <li><a href="http://people.skolelinux.org/pere/blog/tags/ruter">ruter (4)</a></li>
 791
 792  <li><a href="http://people.skolelinux.org/pere/blog/tags/sikkerhet">sikkerhet (23)</a></li>
 793
 794  <li><a href="http://people.skolelinux.org/pere/blog/tags/sitesummary">sitesummary (4)</a></li>
 795
 796  <li><a href="http://people.skolelinux.org/pere/blog/tags/standard">standard (27)</a></li>
 797
 798  <li><a href="http://people.skolelinux.org/pere/blog/tags/stavekontroll">stavekontroll (1)</a></li>
 799
 800  <li><a href="http://people.skolelinux.org/pere/blog/tags/stortinget">stortinget (4)</a></li>
 801
 802  <li><a href="http://people.skolelinux.org/pere/blog/tags/surveillance">surveillance (9)</a></li>
 803
 804  <li><a href="http://people.skolelinux.org/pere/blog/tags/valg">valg (6)</a></li>
 805
 806  <li><a href="http://people.skolelinux.org/pere/blog/tags/video">video (25)</a></li>
 807
 808  <li><a href="http://people.skolelinux.org/pere/blog/tags/vitenskap">vitenskap (1)</a></li>
 809
 810  <li><a href="http://people.skolelinux.org/pere/blog/tags/web">web (19)</a></li>
 811
 812 </ul>
 813
 814
 815     </div>
 816     <p style="text-align: right">
 817  Created by <a href="http://steve.org.uk/Software/chronicle">Chronicle v4.4</a>
 818 </p>
 819
 820   </body>
 821 </html>