msgstr ""
#. type: Content of: <book><part><chapter><para>
-#, fuzzy
-#| msgid ""
-#| "Eastman developed flexible, emulsion-coated paper film and placed rolls "
-#| "of it in small, simple cameras: the Kodak. The device was marketed on the "
-#| "basis of its simplicity. \"You press the button and we do the rest."
-#| "\"<placeholder type=\"footnote\" id=\"0\"/> As he described in "
-#| "<citetitle>The Kodak Primer</citetitle>: <placeholder type=\"indexterm\" "
-#| "id=\"1\"/>"
msgid ""
"Eastman developed flexible, emulsion-coated paper film and placed rolls of "
"it in small, simple cameras: the Kodak. The device was marketed on the basis "
msgstr ""
"Eastman utviklet bøyelig, emulsjons-belagt papirfilm og plasserte ruller med "
"dette i små, enkle kameraer: Kodaken. Enheten ble markedsfør med grunnlag "
-"dens enkelhet.
\"Du trykker på knappen og vi fikser resten.\"<placeholder "
+"dens enkelhet.
<quote>Du trykker på knappen og vi fikser resten.</quote><placeholder "
"type=\"footnote\" id=\"0\"/> Som han beskrev det i <citetitle>The Kodak "
"Primer</citetitle>: <placeholder type=\"indexterm\" id=\"1\"/>"
msgstr "Coe, 58."
#. type: Content of: <book><part><chapter><para>
-#, fuzzy
-#| msgid ""
-#| "The real significance of Eastman's invention, however, was not economic. "
-#| "It was social. Professional photography gave individuals a glimpse of "
-#| "places they would never otherwise see. Amateur photography gave them the "
-#| "ability to record their own lives in a way they had never been able to do "
-#| "before. As author Brian Coe notes, \"For the first time the snapshot "
-#| "album provided the man on the street with a permanent record of his "
-#| "family and its activities. … For the first time in history there "
-#| "exists an authentic visual record of the appearance and activities of the "
-#| "common man made without [literary] interpretation or bias.\"<placeholder "
-#| "type=\"footnote\" id=\"0\"/>"
msgid ""
"The real significance of Eastman's invention, however, was not economic. It "
"was social. Professional photography gave individuals a glimpse of places "
"økonomisk. Den var sosial. Profesjonell fotografering ga individer et "
"glimt av steder de ellers aldri ville se. Amatørfotografering ga dem "
"muligheten til å arkivere deres liv på en måte som de aldri hadde vært i "
-"stand til tidligere. Som forfatter Brian Coe skriver, \"For første gang "
+"stand til tidligere. Som forfatter Brian Coe skriver, <quote>For første gang "
"tilbød fotoalbumet mannen i gata et permanent arkiv over hans familie og "
"dens aktiviteter. … For første gang i historien fantes det en "
"autentisk visuell oppføring av utseende og aktivitet til vanlige mennesker "
-"laget uten [skrivefør] tolkning eller forutinntatthet.
\"<placeholder type="
+"laget uten [skrivefør] tolkning eller forutinntatthet.
</quote><placeholder type="
"\"footnote\" id=\"0\"/>"
#. type: Content of: <book><part><chapter><para>
-#, fuzzy
-#| msgid ""
-#| "In this way, the Kodak camera and film were technologies of expression. "
-#| "The pencil or paintbrush was also a technology of expression, of course. "
-#| "But it took years of training before they could be deployed by amateurs "
-#| "in any useful or effective way. With the Kodak, expression was possible "
-#| "much sooner and more simply. The barrier to expression was lowered. Snobs "
-#| "would sneer at its \"quality\"; professionals would discount it as "
-#| "irrelevant. But watch a child study how best to frame a picture and you "
-#| "get a sense of the experience of creativity that the Kodak enabled. "
-#| "Democratic tools gave ordinary people a way to express themselves more "
-#| "easily than any tools could have before."
msgid ""
"In this way, the Kodak camera and film were technologies of expression. The "
"pencil or paintbrush was also a technology of expression, of course. But it "
"malepenselen var selvfølgelig også en uttrykksteknologi. Men det tok årevis "
"med trening før de kunne bli brukt nyttig og effektiv av amatører. Med "
"Kodaken var uttrykk mulig mye raskere og enklere. Barrièren for å uttrykke "
-"seg var senket. Snobber ville fnyse over \"kvaliteten\", profesjonelle "
+"seg var senket. Snobber ville fnyse over <quote>kvaliteten</quote>, profesjonelle "
"ville avvise den som irrelevant. Men se et barn studere hvordan best velge "
"bildemotiv og du får følelsen av hva slags kreativitetserfaring som Kodaken "
"muliggjorde. Demokratiske verktøy ga vanlige folk en måte å uttrykke dem "
#. PAGE BREAK 47
#. type: Content of: <book><part><chapter><para>
-#, fuzzy
-#| msgid ""
-#| "The arguments in favor of requiring permission will sound surprisingly "
-#| "familiar. The photographer was \"taking\" something from the person or "
-#| "building whose photograph he shot—pirating something of value. Some "
-#| "even thought he was taking the target's soul. Just as Disney was not free "
-#| "to take the pencils that his animators used to draw Mickey, so, too, "
-#| "should these photographers not be free to take images that they thought "
-#| "valuable."
msgid ""
"The arguments in favor of requiring permission will sound surprisingly "
"familiar. The photographer was <quote>taking</quote> something from the "
"valuable."
msgstr ""
"Argumentene til fordel for å kreve tillatelser vil høres overraskende kjent "
-"ut. Fotografen \"tok\" noe fra personen eller bygningen som ble "
+"ut. Fotografen <quote>tok</quote> noe fra personen eller bygningen som ble "
"fotografert—røvet til seg noe av verdi. Noen trodde til og med at han "
"tok målets sjel. På samme måte som Disney ikke var fri til å ta blyantene "
"som hans animatører brukte til å tegne Mikke, så skulle heller ikke disse "
msgstr "Warren, Samuel D."
#. type: Content of: <book><part><chapter><para><footnote><para>
-#, fuzzy
-#| msgid ""
-#| "Samuel D. Warren and Louis D. Brandeis, \"The Right to Privacy,\" "
-#| "<citetitle>Harvard Law Review</citetitle> 4 (1890): 193. <placeholder "
-#| "type=\"indexterm\" id=\"0\"/> <placeholder type=\"indexterm\" id=\"1\"/>"
msgid ""
"Samuel D. Warren and Louis D. Brandeis, <quote>The Right to Privacy,</quote> "
"<citetitle>Harvard Law Review</citetitle> 4 (1890): 193. <placeholder type="
"\"indexterm\" id=\"0\"/> <placeholder type=\"indexterm\" id=\"1\"/>"
msgstr ""
-"Samuel D. Warren og Louis D. Brandeis, \"The Right to Privacy,\" "
+"Samuel D. Warren og Louis D. Brandeis, <quote>The Right to Privacy</quote>, "
"<citetitle>Harvard Law Review</citetitle> 4 (1890): 193. <placeholder type="
"\"indexterm\" id=\"0\"/> <placeholder type=\"indexterm\" id=\"1\"/>"
#. f8
#. type: Content of: <book><part><chapter><para><footnote><para>
-#, fuzzy
-#| msgid ""
-#| "See Melville B. Nimmer, \"The Right of Publicity,\" <citetitle>Law and "
-#| "Contemporary Problems</citetitle> 19 (1954): 203; William L. Prosser, "
-#| "\"Privacy,\" <citetitle>California Law Review</citetitle> 48 (1960) "
-#| "398–407; <citetitle>White</citetitle> v. <citetitle>Samsung "
-#| "Electronics America, Inc</citetitle>., 971 F. 2d 1395 (9th Cir. 1992), "
-#| "cert. denied, 508 U.S. 951 (1993)."
msgid ""
"See Melville B. Nimmer, <quote>The Right of Publicity,</quote> "
"<citetitle>Law and Contemporary Problems</citetitle> 19 (1954): 203; William "
"<citetitle>Samsung Electronics America, Inc</citetitle>., 971 F. 2d 1395 "
"(9th Cir. 1992), cert. denied, 508 U.S. 951 (1993)."
msgstr ""
-"Se Melville B. Nimmer, \"The Right of Publicity,\" <citetitle>Law and "
+"Se Melville B. Nimmer, <quote>The Right of Publicity</quote>, <citetitle>Law and "
"Contemporary Problems</citetitle> 19 (1954): 203; William L. Prosser, "
-"\"Privacy,\" <citetitle>California Law Review</citetitle> 48 (1960) "
+"<quote>Privacy</quote>, <citetitle>California Law Review</citetitle> 48 (1960) "
"398–407; <citetitle>White</citetitle> mot <citetitle>Samsung "
"Electronics America, Inc</citetitle>., 971 F. 2d 1395 (9th Cir. 1992), "
"sert. nektet, 508 U.S. 951 (1993)."
"\"footnote\" id=\"0\"/>)"
#. type: Content of: <book><part><chapter><para>
-#, fuzzy
-#| msgid ""
-#| "We can only speculate about how photography would have developed had the "
-#| "law gone the other way. If the presumption had been against the "
-#| "photographer, then the photographer would have had to demonstrate "
-#| "permission. Perhaps Eastman Kodak would have had to demonstrate "
-#| "permission, too, before it developed the film upon which images were "
-#| "captured. After all, if permission were not granted, then Eastman Kodak "
-#| "would be benefiting from the \"theft\" committed by the photographer. "
-#| "Just as Napster benefited from the copyright infringements committed by "
-#| "Napster users, Kodak would be benefiting from the \"image-right\" "
-#| "infringement of its photographers. We could imagine the law then "
-#| "requiring that some form of permission be demonstrated before a company "
-#| "developed pictures. We could imagine a system developing to demonstrate "
-#| "that permission."
msgid ""
"We can only speculate about how photography would have developed had the law "
"gone the other way. If the presumption had been against the photographer, "
"ville fotografen måttet dokumentere at tillatelse var på plass. Kanskje "
"Eastman Kodak også måtte ha dokumentert at tillatelse var gitt, før de "
"utviklet filmen som bildene ble fanget på. Tross alt, hvis tillatelse ikke "
-"var gitt, da ville Eastman Kodak ha nytt fordeler fra \"tyveriet\" begått av "
+"var gitt, da ville Eastman Kodak ha nytt fordeler fra <quote>tyveriet</quote> begått av "
"fotografer. På samme måte som Napster nøt fordeler fra opphavsrettsbrudd "
-"utført av Napster-brukere, så ville Kodak nytt fordeler fra \"bilde-"
-"rettighets\"-brudd til deres fotografer. Vi kan forestille oss at loven da "
+"utført av Napster-brukere, så ville Kodak nytt fordeler fra <quote>bilde-"
+"rettighets</quote>-brudd til deres fotografer. Vi kan forestille oss at loven da "
"krevede at en form for tillatelse ble vist frem før et selskap fremkalte "
"bildene. Vi kan forestille oss et system bli utviklet for å legge frem "
"slike tillatelser."
#. PAGE BREAK 48
#. type: Content of: <book><part><chapter><para>
-#, fuzzy
-#| msgid ""
-#| "But though we could imagine this system of permission, it would be very "
-#| "hard to see how photography could have flourished as it did if the "
-#| "requirement for permission had been built into the rules that govern it. "
-#| "Photography would have existed. It would have grown in importance over "
-#| "time. Professionals would have continued to use the technology as they "
-#| "did—since professionals could have more easily borne the burdens of "
-#| "the permission system. But the spread of photography to ordinary people "
-#| "would not have occurred. Nothing like that growth would have been "
-#| "realized. And certainly, nothing like that growth in a democratic "
-#| "technology of expression would have been realized. If you drive through "
-#| "San Francisco's Presidio, you might see two gaudy yellow school buses "
-#| "painted over with colorful and striking images, and the logo \"Just Think!"
-#| "\" in place of the name of a school. But there's little that's \"just\" "
-#| "cerebral in the projects that these busses enable. These buses are "
-#| "filled with technologies that teach kids to tinker with film. Not the "
-#| "film of Eastman. Not even the film of your VCR. Rather the \"film\" of "
-#| "digital cameras. Just Think! is a project that enables kids to make "
-#| "films, as a way to understand and critique the filmed culture that they "
-#| "find all around them. Each year, these busses travel to more than thirty "
-#| "schools and enable three hundred to five hundred children to learn "
-#| "something about media by doing something with media. By doing, they "
-#| "think. By tinkering, they learn."
msgid ""
"But though we could imagine this system of permission, it would be very hard "
"to see how photography could have flourished as it did if the requirement "
"ville uten tvil aldri vært realisert en slik vekst i demokratisk "
"uttrykksteknologi. Hvis du kjører gjennom området Presidio i San Francisco, "
"kan det hende du ser to gusjegule skolebusser overmalt med fargefulle og "
-"iøynefallende bilder, og logoen \"Just Think!\" i stedet for navnet på en "
-"skole. Men det er lite som er \"bare\" mentalt i prosjektene som disse "
+"iøynefallende bilder, og logoen <quote>Just Think!</quote> i stedet for navnet på en "
+"skole. Men det er lite som er <quote>bare</quote> mentalt i prosjektene som disse "
"bussene muliggjør. Disse bussene er fylt med teknologi som lærer unger å "
"fikle med film. Ikke filmen til Eastman. Ikke en gang filmen i din "
-"videospiller. I stedet er det snakk om \"filmen\" til digitale kamera. "
+"videospiller. I stedet er det snakk om <quote>filmen</quote> til digitale kamera. "
"Just Think! er et prosjekt som gjør det mulig for unger å lage filmer, som "
"en måte å forstå og kritisere den filmede kulturen som de finner over alt "
"rundt seg. Hvert år besøker disse bussene mer enn tredve skoler og gir "
#. f9
#. type: Content of: <book><part><chapter><para><footnote><para>
-#, fuzzy
-#| msgid ""
-#| "H. Edward Goldberg, \"Essential Presentation Tools: Hardware and Software "
-#| "You Need to Create Digital Multimedia Presentations,\" cadalyst, February "
-#| "2002, available at <ulink url=\"http://free-culture.cc/notes/\">link #7</"
-#| "ulink>."
msgid ""
"H. Edward Goldberg, <quote>Essential Presentation Tools: Hardware and "
"Software You Need to Create Digital Multimedia Presentations,</quote> "
"cadalyst, February 2002, available at <ulink url=\"http://free-culture.cc/"
"notes/\">link #7</ulink>."
msgstr ""
-"H. Edward Goldberg, \"Essential Presentation Tools: Hardware and Software "
-"You Need to Create Digital Multimedia Presentations,\" cadalyst, februar "
+"H. Edward Goldberg, <quote>Essential Presentation Tools: Hardware and Software "
+"You Need to Create Digital Multimedia Presentations,</quote> cadalyst, februar "
"2002, tilgjengelig fra <ulink url=\"http://free-culture.cc/notes/\">link #7</"
"ulink>."
#. type: Content of: <book><part><chapter><para>
-#, fuzzy
-#| msgid ""
-#| "These buses are not cheap, but the technology they carry is increasingly "
-#| "so. The cost of a high-quality digital video system has fallen "
-#| "dramatically. As one analyst puts it, \"Five years ago, a good real-time "
-#| "digital video editing system cost $25,000. Today you can get professional "
-#| "quality for $595.\"<placeholder type=\"footnote\" id=\"0\"/> These buses "
-#| "are filled with technology that would have cost hundreds of thousands "
-#| "just ten years ago. And it is now feasible to imagine not just buses like "
-#| "this, but classrooms across the country where kids are learning more and "
-#| "more of something teachers call \"media literacy.\""
msgid ""
"These buses are not cheap, but the technology they carry is increasingly so. "
"The cost of a high-quality digital video system has fallen dramatically. As "
msgstr ""
"Disse bussene er ikke billige, men teknologien de har med seg blir billigere "
"og billigere. Kostnaden til et høykvalitets digitalt videosystem har falt "
-"dramatisk. Som en analytiker omtalte det, \"for fem år siden kostet et godt "
+"dramatisk. Som en analytiker omtalte det, <quote>for fem år siden kostet et godt "
"sanntids redigerinssystem for digital video $25 000. I dag kan du få "
-"profesjonell kvalitet for $595.
\"<placeholder type=\"footnote\" id=\"0\"/> "
+"profesjonell kvalitet for $595.
</quote><placeholder type=\"footnote\" id=\"0\"/> "
"Disse bussene er fylt med teknologi som ville kostet hundre-tusenvis av "
"dollar for bare ti år siden. Og det er nå mulig å forestille seg ikke bare "
"slike busser, men klasserom rundt om i landet hvor unger kan lære mer og mer "
-"av det lærerne kaller \"medie-skriveføre\" eller \"mediekompetanse\"."
+"av det lærerne kaller <quote>medie-skriveføre</quote> eller <quote>mediekompetanse</quote>."
#. type: Content of: <book><part><chapter><para><indexterm><primary>
msgid "Yanofsky, Dave"
msgstr "Yanofsky, Dave"
#. type: Content of: <book><part><chapter><para>
-#, fuzzy
-#| msgid ""
-#| "\"Media literacy,\" as Dave Yanofsky, the executive director of Just "
-#| "Think!, puts it, \"is the ability … to understand, analyze, and "
-#| "deconstruct media images. Its aim is to make [kids] literate about the "
-#| "way media works, the way it's constructed, the way it's delivered, and "
-#| "the way people access it.\" <placeholder type=\"indexterm\" id=\"0\"/>"
msgid ""
"<quote>Media literacy,</quote> as Dave Yanofsky, the executive director of "
"Just Think!, puts it, <quote>is the ability … to understand, analyze, "
"way media works, the way it's constructed, the way it's delivered, and the "
"way people access it.</quote> <placeholder type=\"indexterm\" id=\"0\"/>"
msgstr ""
-"\"Media-skriveføre,\" eller \"mediekompetanse\" som administrerende direktør "
-"Dave Yanofsky i Just Think!, sier det, \"er evnen til … å forstå, "
+"<quote>Media-skriveføre,</quote> eller <quote>mediekompetanse</quote> som administrerende direktør "
+"Dave Yanofsky i Just Think!, sier det, <quote>er evnen til … å forstå, "
"analysere og dekonstruere mediebilder. Dets mål er å gjøre [unger] i stand "
"til å forstå hvordan mediene fungerer, hvordan de er konstruert, hvordan de "
-"blir levert, og hvordan folk bruker dem
\". <placeholder type=\"indexterm\" "
+"blir levert, og hvordan folk bruker dem
</quote>. <placeholder type=\"indexterm\" "
"id=\"0\"/>"
#. type: Content of: <book><part><chapter><para>
-#, fuzzy
-#| msgid ""
-#| "This may seem like an odd way to think about \"literacy.\" For most "
-#| "people, literacy is about reading and writing. Faulkner and Hemingway and "
-#| "noticing split infinitives are the things that \"literate\" people know "
-#| "about."
msgid ""
"This may seem like an odd way to think about <quote>literacy.</quote> For "
"most people, literacy is about reading and writing. Faulkner and Hemingway "
"and noticing split infinitives are the things that <quote>literate</quote> "
"people know about."
msgstr ""
-"Dette kan virke som en litt rar måte å tenke på \"skrivefør\". For de fleste "
-"handler skrivefør å kunne lese og skrive. \"Skriveføre folk kjenner ting "
+"Dette kan virke som en litt rar måte å tenke på <quote>skrivefør</quote>. For de fleste "
+"handler skrivefør å kunne lese og skrive. <quote>Skriveføre</quote> folk kjenner ting "
"som Faulkner, Hemingway og å kjenne igjen delte infinitiver."
#. type: Content of: <book><part><chapter><section><para><footnote><para><indexterm><primary>
projects / text-free-culture-lessig.git / commitdiff