Popular Science article on OLPC project.

[C. Scott Ananian]

The following mostly-critical article was mentioned on IRC:

http://www.popsci.com/gadgets/article/2013-07/one-laptop-childs-de-evolution

It's worth keeping the criticisms in mind while working to invalidate them.
 --scott


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Re: [Grassroots-l] OLPC Project

[Edward Cherlin]

On Thu, Apr 2, 2009 at 8:37 PM, Angule Gabriel  wrote:
>
> Hello
>
> iEARN Kenya has interest in this project and would do with as many laptops as 
> you would practically be able to provide in its endeavour to initiate the ICT 
> integration in education programme within Kenyan schools.

Similarly Earth Treasury, OneVillage Foundation Kenya and Asante
Foundation are interested in setting up laptop projects in Maasai
schools and in other areas.

> We would like to start with some schools in Western Kenya then move on after 
> getting the necessary lessons.
>
> We were impreesed with the report from Mali.
>
> Are able to put us on?
>
> Regards
>
>
> Angule Gabriel
> iEARN Kenya Representative
>
>
>
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OLPC Project

[Angule Gabriel]

Hello

iEARN Kenya has interest in this project and would do with as many laptops as 
you would practically be able to provide in its endeavour to initiate the ICT 
integration in education programme within Kenyan schools.

We would like to start with some schools in Western Kenya then move on after 
getting the necessary lessons.

We were impreesed with the report from Mali.

Are able to put us on?

Regards


Angule Gabriel
iEARN Kenya Representative


  
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Re: status of OLPC project

[Bernie Innocenti]

Bernie Innocenti wrote:
> [cc += sugar-de...@]
> 
> Victor Lazzarini wrote:
>> Thanks. Walter has kindly replied to me already, so it
>> looks like sugar labs is my destination. Hope to be able to
>> clear up all my marking by the end of next week and by
>> then I think will also know where I actually fit into this
>> new scheme of things.
>>
>> I'm happy to be back.
> 
> Thanks a lot for helping!

Oops, I didn't notice this was an 3 weeks old thread that had jumped
back to the top due to Bastien's recent post.

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Re: status of OLPC project

[Bernie Innocenti]

[cc += sugar-de...@]

Victor Lazzarini wrote:
> Thanks. Walter has kindly replied to me already, so it
> looks like sugar labs is my destination. Hope to be able to
> clear up all my marking by the end of next week and by
> then I think will also know where I actually fit into this
> new scheme of things.
> 
> I'm happy to be back.

Thanks a lot for helping!

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 \X/  Sugar Labs   - http://www.sugarlabs.org/
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Re: status of OLPC project

[Bastien]

"Martin Langhoff"  writes:

>> just wanted to know who is taking care of what now.
>
> that's fair enough, but it'll take some time to settle. Maybe post to
> de...@l.o and the sugar devel list and hope whomever is looking after
> component X to answer?

It's now two weeks since that message.  

Anyone volunteering to build such a who's who at OLPC HQ?

Thanks!

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Re: status of OLPC project

[Bastien]

"C. Scott Ananian"  writes:

> On Fri, Jan 9, 2009 at 11:20 AM, Bastien  wrote:
>> Victor Lazzarini  writes:
>>
>>> [...] In other words, it would be useful to get a who's who for the
>>> project.
>>
>> +1
>
> Please have some consideration for the recently unemployed.  

(Sorry if my "+1" sounded a bit rough, that was not my intention.)

I hope we can have an exhaustive who's who on the web soon.  Every
single community I know out there uses the web the make everyone know
who does what.  I wish the same can be done with OLPC HQ.

Regards,

-- 
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Re: status of OLPC project

[Martin Langhoff]

> just wanted to know who is taking care of what now.

that's fair enough, but it'll take some time to settle. Maybe post to
de...@l.o and the sugar devel list and hope whomever is looking after
component X to answer?

cheers,


m
-- 
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Re: status of OLPC project

[victor]

Well, I am sorry I did not know the situation, so that is why
I asked. However, I did not ask about who was laid off, but
just wanted to know who is taking care of what now. At some
point, this will need to be divulged, I expect?

Victor
- Original Message - 
From: "C. Scott Ananian" 
To: "Bastien" 
Cc: 
Sent: Friday, January 09, 2009 6:10 PM
Subject: Re: status of OLPC project


> On Fri, Jan 9, 2009 at 11:20 AM, Bastien  
> wrote:
>> Victor Lazzarini  writes:
>>
>>> [...] In other words, it would be useful to get a who's who for the
>>> project.
>>
>> +1
>
> Please have some consideration for the recently unemployed.  Not
> everyone wants this fact announced to the world, and Ed would
> certainly be out of place as manager if he were to do so preemptively.
> I don't know, but there may even be contractors or others who OLPC
> management has not been able to get in touch with, who don't yet know
> their job status.  Please be patient.
>
> I expect those who are comfortable announcing their employment status
> will do so, here or in some other appropriate venue.
>  --scott
>
> -- 
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Re: status of OLPC project

[Ed McNierney]

Victor & Scott -

Sorry - I made a comment about this on an earlier email, but I just  
realized that that message wasn't sent to the devel list.

Scott's quite right.  I firmly believe that whenever possible a layoff  
is handled with a face-to-face conversation with your manager.  It  
isn't fun for either party, but you don't duck that job.  Because of  
travel and other schedules, some folks didn't have those conversations  
until yesterday afternoon and I actually didn't have my very last one  
until this morning.  No one wants to learn they've lost their job  
through a public mailing list.  And in addition, some people would  
like the opportunity to communicate the news to their friends, family,  
and colleagues on their own terms rather than having me announce it  
for them.

This week the people being laid off are my #1 priority, and I need to  
spend the time to make sure everyone else at OLPC does whatever we can  
to help.  Next week I can help communicate things more broadly to the  
wider world.

- Ed

On Jan 9, 2009, at 1:10 PM, C. Scott Ananian wrote:

> On Fri, Jan 9, 2009 at 11:20 AM, Bastien  
>  wrote:
>> Victor Lazzarini  writes:
>>
>>> [...] In other words, it would be useful to get a who's who for the
>>> project.
>>
>> +1
>
> Please have some consideration for the recently unemployed.  Not
> everyone wants this fact announced to the world, and Ed would
> certainly be out of place as manager if he were to do so preemptively.
> I don't know, but there may even be contractors or others who OLPC
> management has not been able to get in touch with, who don't yet know
> their job status.  Please be patient.
>
> I expect those who are comfortable announcing their employment status
> will do so, here or in some other appropriate venue.
>  --scott
>
> -- 
> ( http://cscott.net/ )
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Re: status of OLPC project

[C. Scott Ananian]

On Fri, Jan 9, 2009 at 11:20 AM, Bastien  wrote:
> Victor Lazzarini  writes:
>
>> [...] In other words, it would be useful to get a who's who for the
>> project.
>
> +1

Please have some consideration for the recently unemployed.  Not
everyone wants this fact announced to the world, and Ed would
certainly be out of place as manager if he were to do so preemptively.
 I don't know, but there may even be contractors or others who OLPC
management has not been able to get in touch with, who don't yet know
their job status.  Please be patient.

I expect those who are comfortable announcing their employment status
will do so, here or in some other appropriate venue.
  --scott

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Re: status of OLPC project

[Bastien]

Victor Lazzarini  writes:

> [...] In other words, it would be useful to get a who's who for the
> project.

+1

-- 
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Re: status of OLPC project

[Ed McNierney]

Victor -

Thanks!  I agree with Ben that connecting with the Sugar Labs  
community is the right start and an excellent focus.  If you do need  
to have XO-specific conversations as well, I would be happy to be the  
contact person to do that.

- Ed


On Jan 9, 2009, at 9:54 AM, Benjamin M. Schwartz wrote:

> -BEGIN PGP SIGNED MESSAGE-
> Hash: SHA1
>
> Victor Lazzarini wrote:
>> Hi everyone,
>>
>> I have not been able to work on anything new for OLPC for the past  
>> four months,
>> given my  heavy teaching schedule. However, now I am just about to  
>> go on
>> research leave and one of my goals was to do some work on the music/ 
>> sound
>> side of things for the XO. So I am now wondering whether 1) there is
>> any work to
>> do, and 2) who to liaise at OLPC, since things seem to have changed
>> dramatically,
>> particularly with Jim Gettys leaving. In other words, it would be  
>> useful to
>> get a who's who for the project. Also, what bits are going to be  
>> moved out to
>> sugarlabs (so I wonder if they are the ones to work for now, as far  
>> as audio
>> development is concerned).
>
> 1) There is lots of work to do.  There are 500,000 XO users and  
> rising,
> virtually all of whom run Sugar.  They need and want updates and new
> functionality for learning.  They don't care about where this  
> happens in
> some corporate shell game.  Sugar Labs is also expanding Sugar onto  
> non-XO
> computers.  We are growing.
>
> 2) I can't help with this.
>
> Regarding with whom to work: I would definitely place audio  
> development
> under the Sugar Labs umbrella, unless the work in question is somehow
> specific to the XO hardware.  For you, working on music, I think the  
> place
> to be is Sugar Labs.  The people to talk to are Walter, Tomeu, and  
> anyone
> else on the sugar mailing list, which is now sugar-de...@lists.sugarlabs.org
>
> I'm excited to have you back in the project.
>
> - --Ben
> -BEGIN PGP SIGNATURE-
> Version: GnuPG v2.0.9 (GNU/Linux)
>
> iEYEARECAAYFAklnZRsACgkQUJT6e6HFtqSldgCdFi308zS0WFozkwcVEAUMYYxY
> uzoAoJ8EcF6SZQnBDMpgc4+VL9Ig2OtZ
> =lnvp
> -END PGP SIGNATURE-
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Re: status of OLPC project

[Victor Lazzarini]

Thanks. Walter has kindly replied to me already, so it
looks like sugar labs is my destination. Hope to be able to
clear up all my marking by the end of next week and by
then I think will also know where I actually fit into this
new scheme of things.

I'm happy to be back.

Regards

Victor

At 14:54 09/01/2009, Benjamin M. Schwartz wrote:
>-BEGIN PGP SIGNED MESSAGE-
>Hash: SHA1
>
>Victor Lazzarini wrote:
> > Hi everyone,
> >
> > I have not been able to work on anything new for OLPC for the 
> past four months,
> > given my  heavy teaching schedule. However, now I am just about to go on
> > research leave and one of my goals was to do some work on the music/sound
> > side of things for the XO. So I am now wondering whether 1) there is
> > any work to
> > do, and 2) who to liaise at OLPC, since things seem to have changed
> > dramatically,
> > particularly with Jim Gettys leaving. In other words, it would be useful to
> > get a who's who for the project. Also, what bits are going to be 
> moved out to
> > sugarlabs (so I wonder if they are the ones to work for now, as 
> far as audio
> > development is concerned).
>
>1) There is lots of work to do.  There are 500,000 XO users and rising,
>virtually all of whom run Sugar.  They need and want updates and new
>functionality for learning.  They don't care about where this happens in
>some corporate shell game.  Sugar Labs is also expanding Sugar onto non-XO
>computers.  We are growing.
>
>2) I can't help with this.
>
>Regarding with whom to work: I would definitely place audio development
>under the Sugar Labs umbrella, unless the work in question is somehow
>specific to the XO hardware.  For you, working on music, I think the place
>to be is Sugar Labs.  The people to talk to are Walter, Tomeu, and anyone
>else on the sugar mailing list, which is now sugar-de...@lists.sugarlabs.org
>
>I'm excited to have you back in the project.
>
>- --Ben
>-BEGIN PGP SIGNATURE-
>Version: GnuPG v2.0.9 (GNU/Linux)
>
>iEYEARECAAYFAklnZRsACgkQUJT6e6HFtqSldgCdFi308zS0WFozkwcVEAUMYYxY
>uzoAoJ8EcF6SZQnBDMpgc4+VL9Ig2OtZ
>=lnvp
>-END PGP SIGNATURE-

Victor Lazzarini
Music Technology Laboratory
Music Department
National University of Ireland, Maynooth 

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Re: status of OLPC project

[Benjamin M. Schwartz]

-BEGIN PGP SIGNED MESSAGE-
Hash: SHA1

Victor Lazzarini wrote:
> Hi everyone,
> 
> I have not been able to work on anything new for OLPC for the past four 
> months,
> given my  heavy teaching schedule. However, now I am just about to go on
> research leave and one of my goals was to do some work on the music/sound
> side of things for the XO. So I am now wondering whether 1) there is 
> any work to
> do, and 2) who to liaise at OLPC, since things seem to have changed 
> dramatically,
> particularly with Jim Gettys leaving. In other words, it would be useful to
> get a who's who for the project. Also, what bits are going to be moved out to
> sugarlabs (so I wonder if they are the ones to work for now, as far as audio
> development is concerned).

1) There is lots of work to do.  There are 500,000 XO users and rising,
virtually all of whom run Sugar.  They need and want updates and new
functionality for learning.  They don't care about where this happens in
some corporate shell game.  Sugar Labs is also expanding Sugar onto non-XO
computers.  We are growing.

2) I can't help with this.

Regarding with whom to work: I would definitely place audio development
under the Sugar Labs umbrella, unless the work in question is somehow
specific to the XO hardware.  For you, working on music, I think the place
to be is Sugar Labs.  The people to talk to are Walter, Tomeu, and anyone
else on the sugar mailing list, which is now sugar-de...@lists.sugarlabs.org

I'm excited to have you back in the project.

- --Ben
-BEGIN PGP SIGNATURE-
Version: GnuPG v2.0.9 (GNU/Linux)

iEYEARECAAYFAklnZRsACgkQUJT6e6HFtqSldgCdFi308zS0WFozkwcVEAUMYYxY
uzoAoJ8EcF6SZQnBDMpgc4+VL9Ig2OtZ
=lnvp
-END PGP SIGNATURE-
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status of OLPC project

[Victor Lazzarini]

Hi everyone,

I have not been able to work on anything new for OLPC for the past four months,
given my  heavy teaching schedule. However, now I am just about to go on
research leave and one of my goals was to do some work on the music/sound
side of things for the XO. So I am now wondering whether 1) there is 
any work to
do, and 2) who to liaise at OLPC, since things seem to have changed 
dramatically,
particularly with Jim Gettys leaving. In other words, it would be useful to
get a who's who for the project. Also, what bits are going to be moved out to
sugarlabs (so I wonder if they are the ones to work for now, as far as audio
development is concerned).

I am very sorry for all those leaving and wish all the best for their future.

Thanks

Victor Lazzarini
Music Technology Laboratory
Music Department
National University of Ireland, Maynooth 

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Re: CIPA done (was: OLPC Project suggestions.)

[Albert Cahalan]

On Wed, May 7, 2008 at 10:04 AM, Joshua N Pritikin <[EMAIL PROTECTED]> wrote:

>  That is totally half-assed. As a parent, I would be pissed off when I
>  became aware of the quality of such an OLPC web filtering solution.
>
>  How about if we place a DansGuardian transparent proxy on a public IP
>  address (e.g. proxy.laptop.org). The laptop can use iptables to route
>  everything through the proxy. Then we don't have to waste precious RAM
>  filtering on the laptop.

Your solution doesn't meet the requirement of the law.
The filtering MUST be on the laptop.

(but again: this only applies to school-owned laptops)

Since the filtering MUST be on the laptop, and the laptop
is already suffering performance problems, a half-assed
solution ON THE LAPTOP is sensible. Schools can also
do something sensible with their network connection, but
that doesn't help with compliance.

BTW, another interesting point is that the law only applies
to images. Kids can read all the filthy stories they want.
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Re: CIPA done (was: OLPC Project suggestions.)

[Joshua N Pritikin]

On Wed, May 07, 2008 at 02:35:07AM -0400, Albert Cahalan wrote:
> > Child-safe web filtering on XO
> >   Regardless of its merits, CIPA requires it for XO deployments
> >   in US schools:
> 
> Here are the requirements: http://ifea.net/cipa.pdf
> 
> The easy way out is child ownership. The requirements only
> apply to computers which are owned by schools and libraries.
> Probably not every potential buyer is aware of this.
> 
> The other thing to note is that there is no required level of
> performance, configurability, reliability, or anything else.
> People keep assuming that perfection is necessary; it is not.
> 
> Not that schools should own the computers though; OLPC should
> continue to push for child ownership. (of course the schools
> may wish to filter upstream, and they will certainly wish to get
> parental permission before distributing hardware)
> 
> Anyway, this isn't much of a project. Meeting the requirements
> for school-owned and library-owned hardware is very simple.
> 
> 128.177.31.7
> 216.163.137.3
> 64.56.205.61
> 64.89.23.139
> 69.16.137.252
> 69.50.129.146
> 74.84.194.59
> 
> #!/bin/bash
> iptables -A INPUT -i eth0 -p tcp -j CIPA
> iptables -N CIPA
> while read i ; do iptables -A CIPA -s $i -j DROP ; done < /etc/cipa.conf

That is totally half-assed. As a parent, I would be pissed off when I 
became aware of the quality of such an OLPC web filtering solution.

How about if we place a DansGuardian transparent proxy on a public IP 
address (e.g. proxy.laptop.org). The laptop can use iptables to route 
everything through the proxy. Then we don't have to waste precious RAM 
filtering on the laptop.
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CIPA done (was: OLPC Project suggestions.)

[Albert Cahalan]

> Child-safe web filtering on XO
>   Regardless of its merits, CIPA requires it for XO deployments
>   in US schools:

Here are the requirements: http://ifea.net/cipa.pdf

The easy way out is child ownership. The requirements only
apply to computers which are owned by schools and libraries.
Probably not every potential buyer is aware of this.

The other thing to note is that there is no required level of
performance, configurability, reliability, or anything else.
People keep assuming that perfection is necessary; it is not.

Not that schools should own the computers though; OLPC should
continue to push for child ownership. (of course the schools
may wish to filter upstream, and they will certainly wish to get
parental permission before distributing hardware)

Anyway, this isn't much of a project. Meeting the requirements
for school-owned and library-owned hardware is very simple.
My /etc/cipa.conf file and "technology protection measure" follow.
The suggested name is "/usr/bin/technology protection measure".
I do not believe that this implementation of the requirements
will have any measurable memory or CPU consumption, which is a
key consideration for the XO.

128.177.31.7
216.163.137.3
64.56.205.61
64.89.23.139
69.16.137.252
69.50.129.146
74.84.194.59

#!/bin/bash
iptables -A INPUT -i eth0 -p tcp -j CIPA
iptables -N CIPA
while read i ; do iptables -A CIPA -s $i -j DROP ; done < /etc/cipa.conf
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Re: OLPC Project suggestions.

[Rafael Enrique Ortiz Guerrero]

Another set of ideas and projects could be found at

http://wiki.laptop.org/go/Summer_of_Code/2008/Ideas

Some unaccepted students have  shown interest on keep on doing the ideas no
matter the money ;).

On Tue, May 6, 2008 at 3:54 PM, C. Scott Ananian <[EMAIL PROTECTED]> wrote:

> I'll list a grab bag of project ideas in this email.  Some of these
> are high priority, some are low, some have OLPC people working on
> them, some do not.  The list is certainly not complete!  Please
> respond to this email to list things I've left out or projects you're
> currently exploring, or to express interest.  I've tried to list some
> email addresses by each idea of OLPC folk who are interested or could
> give more information.
>
> (Help wiki-fying this list would be appreciated!  See
> http://wiki.laptop.org/go/Projects_and_proposals )
>  --scott
>
> PROJECTS, IN THE ORDER THEY POPPED INTO MY HEAD:
>
> Spanish wikipedia slice activity ([EMAIL PROTECTED])
>  http://wiki.laptop.org/go/Wiki_server
>
> Wiki textbooks. ([EMAIL PROTECTED])
>  http://wiki.laptop.org/go/Read
>  Collaborative PDF annotation might be a good start.
>  http://wiki.laptop.org/go/MikMik ([EMAIL PROTECTED])
>
> Physics-learning games (like Phun and Elements)
>  http://www.phun.at/
>  http://wiki.laptop.org/go/Elements
>
> School server management tools ([EMAIL PROTECTED])
>  http://wiki.laptop.org/go/School_Server
>  http://wiki.laptop.org/go/Apr_3-4_Mini-conference
>
> Hunger project
>  http://wiki.laptop.org/go/Malnutrition
>
> Testing tools. ([EMAIL PROTECTED])
>  http://wiki.laptop.org/go/Activity_Testing_Project
>  http://wiki.laptop.org/go/Schoolserver_Testing
>  http://wiki.laptop.org/go/Tinderbox_Testing
>  (see also, "Build servers" below)
>
> Build servers.
>  http://dev.laptop.org/ticket/5279
>  http://buildbot.net/trac
>  http://wiki.laptop.org/go/Pilgrim
>  http://wiki.laptop.org/go/Building_custom_images
>  http://wiki.laptop.org/go/Puritan
>
> Docs to go w/ builds:
>  
> http://dev.laptop.org/~cscott/joyride-1477-api/
>  
> http://dev.laptop.org/~cscott/joyride-1477-api/epydoc.py
>  
> http://dev.laptop.org/~cscott/joyride-1477-api/epydoc.config
>  http://epydoc.sourceforge.net/
>  http://dev.laptop.org/ticket/4132
>
> Remote debugging:
>  http://dev.laptop.org/ticket/6447
>
> Blogging platforms on XO
>  http://moodle.org/
>  http://wordpress.org/
>
> Email app (Gmail, or lightweight local email)
>
> Flashcards for the classroom. (Make own flashcards on the XO)
>
> Geography browser / quiz.  (Make own maps on the XO)
>
> Edubuntu integration (sugar chooser for edubuntu, edubuntu activities for
> XO)
>
> KDE edutainment integration / ports
>  http://edu.kde.org/
>
> Other Education software:
>  http://ask.slashdot.org/askslashdot/08/04/25/2124228.shtml
>
> Translations/localization ([EMAIL PROTECTED])
>  https://dev.laptop.org/translate/
>
>  Also, integrating a "translate this" feature into the UI, or
>  mouse-over translations using a small local dictionary.
>
> Filesystems ([EMAIL PROTECTED])
>  http://wiki.laptop.org/go/Olpcfs
>  http://wiki.laptop.org/go/Apr_3-4_Mini-conference
>
> IPv6 tunnel endpoints ([EMAIL PROTECTED])
>  http://wiki.laptop.org/go/Network_principles
> Private Dynamic DNS for out-of-school uses of XO
>  http://wiki.laptop.org/go/Network_principles
>
> Activity upgrade activity ([EMAIL PROTECTED])
>  http://dev.laptop.org/ticket/4951
>  http://wiki.laptop.org/go/Apr_3-4_Mini-conference
>
> Key Manager activity ([EMAIL PROTECTED])
>  http://dev.laptop.org/ticket/6428
>
> Network manager maintainer. ([EMAIL PROTECTED], [EMAIL PROTECTED])
>  OLPC has deployment-specific hacks in NetworkManager; these need to
>  be ported to FC9 Network Manager and/or reimplemented in a more
>  general manner.
>
> Initscripts work. ([EMAIL PROTECTED], [EMAIL PROTECTED])
>  We need to boot fast & start X sooner!
>  http://upstart.ubuntu.com/
>
> Kernel power-management work
>  ([EMAIL PROTECTED], [EMAIL PROTECTED], [EMAIL PROTECTED])
>  http://wiki.laptop.org/go/Power_management
>  http://www.linuxsymposium.org/2007/view_abstract.php?content_key=264
>  http://kerneltrap.org/Linux/Sleepy_Linux
>  http://wiki.laptop.org/go/Apr_3-4_Mini-conference
>
> Python performance tuning (sugar)
>
> "How to use your new XO" activity ([EMAIL PROTECTED])
>  Large # of our support tickets are basic "how do I use this thing" issues
>
> Create/maintain builds designed to easy to install & run in emulators
>  qemu, vmware, etc
>  Mexico (and other deployments) are doing teacher training in
>  emulators, because they don't want to divert any XOs from the kids
>  Developers who don't have an XO also like to use emulators.
>
> Printer support (big scope!)
>  http://www.cups.org/
>
> Security work ([EMAIL PROTECTED])
>  http://wiki.laptop.org/go/Bitfrost
>  http://wiki.laptop.org/go/R

Docs, Help tickets (was Re: OLPC Project suggestions.)

[Edward Cherlin]

On Tue, May 6, 2008 at 1:54 PM, C. Scott Ananian <[EMAIL PROTECTED]> wrote:

>  Docs to go w/ builds:
>   http://dev.laptop.org/~cscott/joyride-1477-api/
>   http://dev.laptop.org/~cscott/joyride-1477-api/epydoc.py
>   http://dev.laptop.org/~cscott/joyride-1477-api/epydoc.config
>   http://epydoc.sourceforge.net/
>   http://dev.laptop.org/ticket/4132

I'll get started.

>  "How to use your new XO" activity ([EMAIL PROTECTED])
>   Large # of our support tickets are basic "how do I use this thing" issues

Who manages this? Can I get in and examine tickets, or ticket
statistics, and see what kinds of issues there are? I assume that many
people are calling about a few items, and fewer people about the other
issues in something like an 80-20 rule. I want to find out if there is
any further pattern in what people have trouble with. Do we have any
volunteers with UI testing experience?

-- 
Edward Cherlin
End Poverty at a Profit by teaching children business
http://www.EarthTreasury.org/
"The best way to predict the future is to invent it."--Alan Kay
___
Devel mailing list
Devel@lists.laptop.org
http://lists.laptop.org/listinfo/devel

OLPC Project suggestions.

[C. Scott Ananian]

I'll list a grab bag of project ideas in this email.  Some of these
are high priority, some are low, some have OLPC people working on
them, some do not.  The list is certainly not complete!  Please
respond to this email to list things I've left out or projects you're
currently exploring, or to express interest.  I've tried to list some
email addresses by each idea of OLPC folk who are interested or could
give more information.

(Help wiki-fying this list would be appreciated!  See
http://wiki.laptop.org/go/Projects_and_proposals )
 --scott

PROJECTS, IN THE ORDER THEY POPPED INTO MY HEAD:

Spanish wikipedia slice activity ([EMAIL PROTECTED])
  http://wiki.laptop.org/go/Wiki_server

Wiki textbooks. ([EMAIL PROTECTED])
  http://wiki.laptop.org/go/Read
  Collaborative PDF annotation might be a good start.
  http://wiki.laptop.org/go/MikMik ([EMAIL PROTECTED])

Physics-learning games (like Phun and Elements)
  http://www.phun.at/
  http://wiki.laptop.org/go/Elements

School server management tools ([EMAIL PROTECTED])
  http://wiki.laptop.org/go/School_Server
  http://wiki.laptop.org/go/Apr_3-4_Mini-conference

Hunger project
  http://wiki.laptop.org/go/Malnutrition

Testing tools. ([EMAIL PROTECTED])
  http://wiki.laptop.org/go/Activity_Testing_Project
  http://wiki.laptop.org/go/Schoolserver_Testing
  http://wiki.laptop.org/go/Tinderbox_Testing
  (see also, "Build servers" below)

Build servers.
  http://dev.laptop.org/ticket/5279
  http://buildbot.net/trac
  http://wiki.laptop.org/go/Pilgrim
  http://wiki.laptop.org/go/Building_custom_images
  http://wiki.laptop.org/go/Puritan

Docs to go w/ builds:
  http://dev.laptop.org/~cscott/joyride-1477-api/
  http://dev.laptop.org/~cscott/joyride-1477-api/epydoc.py
  http://dev.laptop.org/~cscott/joyride-1477-api/epydoc.config
  http://epydoc.sourceforge.net/
  http://dev.laptop.org/ticket/4132

Remote debugging:
  http://dev.laptop.org/ticket/6447

Blogging platforms on XO
  http://moodle.org/
  http://wordpress.org/

Email app (Gmail, or lightweight local email)

Flashcards for the classroom. (Make own flashcards on the XO)

Geography browser / quiz.  (Make own maps on the XO)

Edubuntu integration (sugar chooser for edubuntu, edubuntu activities for XO)

KDE edutainment integration / ports
  http://edu.kde.org/

Other Education software:
  http://ask.slashdot.org/askslashdot/08/04/25/2124228.shtml

Translations/localization ([EMAIL PROTECTED])
  https://dev.laptop.org/translate/

  Also, integrating a "translate this" feature into the UI, or
  mouse-over translations using a small local dictionary.

Filesystems ([EMAIL PROTECTED])
  http://wiki.laptop.org/go/Olpcfs
  http://wiki.laptop.org/go/Apr_3-4_Mini-conference

IPv6 tunnel endpoints ([EMAIL PROTECTED])
  http://wiki.laptop.org/go/Network_principles
Private Dynamic DNS for out-of-school uses of XO
  http://wiki.laptop.org/go/Network_principles

Activity upgrade activity ([EMAIL PROTECTED])
  http://dev.laptop.org/ticket/4951
  http://wiki.laptop.org/go/Apr_3-4_Mini-conference

Key Manager activity ([EMAIL PROTECTED])
  http://dev.laptop.org/ticket/6428

Network manager maintainer. ([EMAIL PROTECTED], [EMAIL PROTECTED])
  OLPC has deployment-specific hacks in NetworkManager; these need to
  be ported to FC9 Network Manager and/or reimplemented in a more
  general manner.

Initscripts work. ([EMAIL PROTECTED], [EMAIL PROTECTED])
  We need to boot fast & start X sooner!
  http://upstart.ubuntu.com/

Kernel power-management work
  ([EMAIL PROTECTED], [EMAIL PROTECTED], [EMAIL PROTECTED])
  http://wiki.laptop.org/go/Power_management
  http://www.linuxsymposium.org/2007/view_abstract.php?content_key=264
  http://kerneltrap.org/Linux/Sleepy_Linux
  http://wiki.laptop.org/go/Apr_3-4_Mini-conference

Python performance tuning (sugar)

"How to use your new XO" activity ([EMAIL PROTECTED])
  Large # of our support tickets are basic "how do I use this thing" issues

Create/maintain builds designed to easy to install & run in emulators
  qemu, vmware, etc
  Mexico (and other deployments) are doing teacher training in
  emulators, because they don't want to divert any XOs from the kids
  Developers who don't have an XO also like to use emulators.

Printer support (big scope!)
  http://www.cups.org/

Security work ([EMAIL PROTECTED])
  http://wiki.laptop.org/go/Bitfrost
  http://wiki.laptop.org/go/Rainbow
  http://wiki.laptop.org/go/Apr_3-4_Mini-conference

Child-safe web filtering on XO
  Regardless of its merits, CIPA requires it for XO deployments in US schools:
   http://en.wikipedia.org/wiki/Children%27s_Internet_Protection_Act

Kid-friendly Python IDE
   http://wiki.laptop.org/go/Pippy
   http://wiki.laptop.org/go/Develop
   http://dev.laptop.org/git?p=users/cscott/icon-draw-activity

Collaboration via Multi-pointer X (MPX)
  http://wearables.unisa.edu.au/mpx/
  http://lists.freedesktop.org/archives/xorg/2006-May/015602.html

Lots more at: http://wiki.laptop.org/go/Projects_and_proposals
And don't forget: http://wiki.

Re: Teacher Preparation Program for the OLPC Project in Nepal — Part II , Onsite training

[Edward Cherlin]

On Sun, May 4, 2008 at 10:14 PM, Bryan Berry <[EMAIL PROTECTED]> wrote:
> The stuff that needs to be translated is the 65 page teacher training
>  guide.  I believe that Prabhas Pokharel is interested in working on it
>  but I don't know how much time he has had for it as of late.

Is he on any of these lists? I would love to discuss it with him, and
I may be able to help once there is a rough translation. I know just
enough Sanskrit to almost totally fail to understand the Nepalese. ^_^

>  http://wiki.laptop.org/go/Image:OLENepal_Trainer%27s_Manual.pdf
>
>  I still need to post it in Word format to the wiki. That's my fault
>
>  It's a pretty amazing document, takes lots of Constructionist examples
>  from Piaget and Vygotsky that kids learn differently than we
>  traditionally expect them to. Then takes those examples and explains how
>  XO's can be used to help kids in the manner they naturally do.
>
>
>
>  On Sun, 2008-05-04 at 22:00 -0700, Edward Cherlin wrote:
>  > This is all excellent. It becomes even more urgent to have this
>  > material translated to English. Whom do we know who can help? Can
>  > others here ask for help through their networks on LinkedIn and other
>  > sites, or just their accumulated contacts in their address books, or
>  > any appropriate mailing lists?
>  >
>  > On Sun, May 4, 2008 at 5:25 PM, Bryan Berry <[EMAIL PROTECTED]> wrote:
>  > > Dr. Saurav Dev Bhatta posted the review of the second week of teacher
>  > >  training, which took place on-site at the schools
>  > >
>  > >  http://blog.olenepal.org/index.php/archives/283
>  > >
>  > >
>  > >  We have just completed Part II of our teacher preparation program. The
>  > >  complete teacher training consisted of two segments:
>  > >
>  > >  Part I) A 4 day intensive residential, out-of-school training that
>  > >  focuses on integrating digitial educational materials and ICT-based
>  > >  teaching approaches in the regular classroom instruction process. This
>  > >  was completed on April 1, 2008. An earlier blog post has details about
>  > >  this segment of the training.
>  > >
>  > >  Part II) A 4 day training in the teachers' regular classrooms where they
>  > >  get hand-on experience in developing, implementing, and fine-tuning
>  > >  child-centric, interactive, ICT-integrated lesson plans. This was
>  > >  completed on Friday, May 2, 2008. The current post is about this segment
>  > >  only.
>  > >
>  > >  Training location
>  > >
>  > >  For Bashuki teachers, the training was held at Bashuki Lower Secondary
>  > >  School itself. Similarly, for Bishwamitra teachers, it was held at
>  > >  Bishwamitra Lower Secondary School.
>  > >
>  > >  Why in-school training?
>  > >
>  > >  Important fact: TEACHING THE KIDS HOW TO USE THE LAPTOPS IS A RELATIVELY
>  > >  EASY TASK. THEY PICK IT UP IN NO TIME (within a few hours!!).
>  > >
>  > >  Even more important fact: THE REAL CHALLENGE IS INTEGRATING THE LAPTOP
>  > >  AND THE AVAILABLE DIGITAL CONTENT IN THE REGULAR CLASSROOM INSTRUCTION
>  > >  PROCESS.
>  > >
>  > >  The residential portion of the training did give the teachers some
>  > >  experience in integrating E-Paati in the classroom process (apart from
>  > >  making them completely familiar with the use of the laptop). But the
>  > >  simulated classroom environment in any residential training is a far cry
>  > >  from the actual setting in their own schools. Furthermore, since each
>  > >  school is very different in terms of physical infrastructure, student
>  > >  composition, community involvement and other resources, there are unique
>  > >  practical challenges associated with each school. So we felt that it
>  > >  would be very useful to give teachers hands-on experience in integrating
>  > >  E-Paati in their regular classrooms.
>  > >
>  > >  There is another important reason why in-school training is important in
>  > >  this case. In most teacher training programs, it is possible for
>  > >  teachers to learn about new approaches to teaching outside their school
>  > >  (for example, through practice teaching in another school) and they can
>  > >  take this knowledge to their own classrooms later. But in the present
>  > >  context, successful implementation in the classroom also requires the
>  > >  students themselves to learn about the new approach to learning and
>  > >  teaching. And this can only happen in the school where the laptop
>  > >  program is being implemented.
>  > >
>  > >  Structure of the training
>  > >
>  > >  Each day of the training was divided into four major segments:
>  > >
>  > >  1. Lesson plan review and revision
>  > >
>  > >   * Content: group review of lesson plan for the day.
>  > >   * Participants: all the teachers in the schools + facilitators
>  > > from OLE Nepal
>  > >   * Time allocated: 1 hour (before the start of classes)
>  > >
>  > >  2. Classroom instruction and observation
>  > >
>  > >   * Content: classroom teaching according 

Re: Teacher Preparation Program for the OLPC Project in Nepal — Part II , Onsite training

[Bryan Berry]

The stuff that needs to be translated is the 65 page teacher training
guide.  I believe that Prabhas Pokharel is interested in working on it
but I don't know how much time he has had for it as of late.

http://wiki.laptop.org/go/Image:OLENepal_Trainer%27s_Manual.pdf

I still need to post it in Word format to the wiki. That's my fault

It's a pretty amazing document, takes lots of Constructionist examples
from Piaget and Vygotsky that kids learn differently than we
traditionally expect them to. Then takes those examples and explains how
XO's can be used to help kids in the manner they naturally do.

On Sun, 2008-05-04 at 22:00 -0700, Edward Cherlin wrote:
> This is all excellent. It becomes iven more urgent to have this
> material translated to English. Whom do we know who can help? Can
> others here ask for help through their networks on LinkedIn and other
> sites, or just their accumulated contacts in their address books, or
> any appropriate mailing lists?
> 
> On Sun, May 4, 2008 at 5:25 PM, Bryan Berry <[EMAIL PROTECTED]> wrote:
> > Dr. Saurav Dev Bhatta posted the review of the second week of teacher
> >  training, which took place on-site at the schools
> >
> >  http://blog.olenepal.org/index.php/archives/283
> >
> >
> >  We have just completed Part II of our teacher preparation program. The
> >  complete teacher training consisted of two segments:
> >
> >  Part I) A 4 day intensive residential, out-of-school training that
> >  focuses on integrating digitial educational materials and ICT-based
> >  teaching approaches in the regular classroom instruction process. This
> >  was completed on April 1, 2008. An earlier blog post has details about
> >  this segment of the training.
> >
> >  Part II) A 4 day training in the teachers' regular classrooms where they
> >  get hand-on experience in developing, implementing, and fine-tuning
> >  child-centric, interactive, ICT-integrated lesson plans. This was
> >  completed on Friday, May 2, 2008. The current post is about this segment
> >  only.
> >
> >  Training location
> >
> >  For Bashuki teachers, the training was held at Bashuki Lower Secondary
> >  School itself. Similarly, for Bishwamitra teachers, it was held at
> >  Bishwamitra Lower Secondary School.
> >
> >  Why in-school training?
> >
> >  Important fact: TEACHING THE KIDS HOW TO USE THE LAPTOPS IS A RELATIVELY
> >  EASY TASK. THEY PICK IT UP IN NO TIME (within a few hours!!).
> >
> >  Even more important fact: THE REAL CHALLENGE IS INTEGRATING THE LAPTOP
> >  AND THE AVAILABLE DIGITAL CONTENT IN THE REGULAR CLASSROOM INSTRUCTION
> >  PROCESS.
> >
> >  The residential portion of the training did give the teachers some
> >  experience in integrating E-Paati in the classroom process (apart from
> >  making them completely familiar with the use of the laptop). But the
> >  simulated classroom environment in any residential training is a far cry
> >  from the actual setting in their own schools. Furthermore, since each
> >  school is very different in terms of physical infrastructure, student
> >  composition, community involvement and other resources, there are unique
> >  practical challenges associated with each school. So we felt that it
> >  would be very useful to give teachers hands-on experience in integrating
> >  E-Paati in their regular classrooms.
> >
> >  There is another important reason why in-school training is important in
> >  this case. In most teacher training programs, it is possible for
> >  teachers to learn about new approaches to teaching outside their school
> >  (for example, through practice teaching in another school) and they can
> >  take this knowledge to their own classrooms later. But in the present
> >  context, successful implementation in the classroom also requires the
> >  students themselves to learn about the new approach to learning and
> >  teaching. And this can only happen in the school where the laptop
> >  program is being implemented.
> >
> >  Structure of the training
> >
> >  Each day of the training was divided into four major segments:
> >
> >  1. Lesson plan review and revision
> >
> >   * Content: group review of lesson plan for the day.
> >   * Participants: all the teachers in the schools + facilitators
> > from OLE Nepal
> >   * Time allocated: 1 hour (before the start of classes)
> >
> >  2. Classroom instruction and observation
> >
> >   * Content: classroom teaching according to the lesson plan
> >   * Participants: teachers (one teacher teaches the students; the
> > rest are observers) + OLE Nepal observers + students
> >   * Time allocated: 3 to 4 full class periods (one period = 45
> > minutes in Bashuki; one period = 40 minutes in Bishwamitra)
> >
> >  3. Feedback
> >
> >   * Content: discussion on the day's experience (strengths,
> > weaknesses, recommendations for improvement)
> >   * Participants: all teachers + OLE Nepal facilitators
> >   * Time allocated: 1-1.5 hou

Re: Teacher Preparation Program for the OLPC Project in Nepal — Part II , Onsite training

[Edward Cherlin]

This is all excellent. It becomes iven more urgent to have this
material translated to English. Whom do we know who can help? Can
others here ask for help through their networks on LinkedIn and other
sites, or just their accumulated contacts in their address books, or
any appropriate mailing lists?

On Sun, May 4, 2008 at 5:25 PM, Bryan Berry <[EMAIL PROTECTED]> wrote:
> Dr. Saurav Dev Bhatta posted the review of the second week of teacher
>  training, which took place on-site at the schools
>
>  http://blog.olenepal.org/index.php/archives/283
>
>
>  We have just completed Part II of our teacher preparation program. The
>  complete teacher training consisted of two segments:
>
>  Part I) A 4 day intensive residential, out-of-school training that
>  focuses on integrating digitial educational materials and ICT-based
>  teaching approaches in the regular classroom instruction process. This
>  was completed on April 1, 2008. An earlier blog post has details about
>  this segment of the training.
>
>  Part II) A 4 day training in the teachers' regular classrooms where they
>  get hand-on experience in developing, implementing, and fine-tuning
>  child-centric, interactive, ICT-integrated lesson plans. This was
>  completed on Friday, May 2, 2008. The current post is about this segment
>  only.
>
>  Training location
>
>  For Bashuki teachers, the training was held at Bashuki Lower Secondary
>  School itself. Similarly, for Bishwamitra teachers, it was held at
>  Bishwamitra Lower Secondary School.
>
>  Why in-school training?
>
>  Important fact: TEACHING THE KIDS HOW TO USE THE LAPTOPS IS A RELATIVELY
>  EASY TASK. THEY PICK IT UP IN NO TIME (within a few hours!!).
>
>  Even more important fact: THE REAL CHALLENGE IS INTEGRATING THE LAPTOP
>  AND THE AVAILABLE DIGITAL CONTENT IN THE REGULAR CLASSROOM INSTRUCTION
>  PROCESS.
>
>  The residential portion of the training did give the teachers some
>  experience in integrating E-Paati in the classroom process (apart from
>  making them completely familiar with the use of the laptop). But the
>  simulated classroom environment in any residential training is a far cry
>  from the actual setting in their own schools. Furthermore, since each
>  school is very different in terms of physical infrastructure, student
>  composition, community involvement and other resources, there are unique
>  practical challenges associated with each school. So we felt that it
>  would be very useful to give teachers hands-on experience in integrating
>  E-Paati in their regular classrooms.
>
>  There is another important reason why in-school training is important in
>  this case. In most teacher training programs, it is possible for
>  teachers to learn about new approaches to teaching outside their school
>  (for example, through practice teaching in another school) and they can
>  take this knowledge to their own classrooms later. But in the present
>  context, successful implementation in the classroom also requires the
>  students themselves to learn about the new approach to learning and
>  teaching. And this can only happen in the school where the laptop
>  program is being implemented.
>
>  Structure of the training
>
>  Each day of the training was divided into four major segments:
>
>  1. Lesson plan review and revision
>
>   * Content: group review of lesson plan for the day.
>   * Participants: all the teachers in the schools + facilitators
> from OLE Nepal
>   * Time allocated: 1 hour (before the start of classes)
>
>  2. Classroom instruction and observation
>
>   * Content: classroom teaching according to the lesson plan
>   * Participants: teachers (one teacher teaches the students; the
> rest are observers) + OLE Nepal observers + students
>   * Time allocated: 3 to 4 full class periods (one period = 45
> minutes in Bashuki; one period = 40 minutes in Bishwamitra)
>
>  3. Feedback
>
>   * Content: discussion on the day's experience (strengths,
> weaknesses, recommendations for improvement)
>   * Participants: all teachers + OLE Nepal facilitators
>   * Time allocated: 1-1.5 hours
>
>  4. Lesson planning for the next day
>
>   * Content: development of a detailed lesson plans for each class
>   * Participants: teachers delivering the lectures in these classes
>   * Time allocated: 1 hour
>
>  On the first day of the training (Saturday, April 26), the teachers
>  focused on teaching the students how to use the laptop and the E-Paati
>  activities in the laptop. This was done in two 1.5 hour long sessions.
>
>  During the remaining four days, the teachers conducted regular math and
>  English classes in grades two and six according to the ICT-integrated
>  lesson plans they developed. At Bishwamitra the ICT-integrated classes
>  were held on Sunday (April 27) , Monday (April 28), Tuesday (April 29)
>  and Wednesday (April 30). Bashuki conducted similar classes starting
>  Monday (April 29). Bu

Teacher Preparation Program for the OLPC Project in Nepal — Part II , Onsite training

[Bryan Berry]

Dr. Saurav Dev Bhatta posted the review of the second week of teacher
training, which took place on-site at the schools

http://blog.olenepal.org/index.php/archives/283


We have just completed Part II of our teacher preparation program. The
complete teacher training consisted of two segments:

Part I) A 4 day intensive residential, out-of-school training that
focuses on integrating digitial educational materials and ICT-based
teaching approaches in the regular classroom instruction process. This
was completed on April 1, 2008. An earlier blog post has details about
this segment of the training.

Part II) A 4 day training in the teachers’ regular classrooms where they
get hand-on experience in developing, implementing, and fine-tuning
child-centric, interactive, ICT-integrated lesson plans. This was
completed on Friday, May 2, 2008. The current post is about this segment
only.

Training location

For Bashuki teachers, the training was held at Bashuki Lower Secondary
School itself. Similarly, for Bishwamitra teachers, it was held at
Bishwamitra Lower Secondary School.

Why in-school training?

Important fact: TEACHING THE KIDS HOW TO USE THE LAPTOPS IS A RELATIVELY
EASY TASK. THEY PICK IT UP IN NO TIME (within a few hours!!).

Even more important fact: THE REAL CHALLENGE IS INTEGRATING THE LAPTOP
AND THE AVAILABLE DIGITAL CONTENT IN THE REGULAR CLASSROOM INSTRUCTION
PROCESS.

The residential portion of the training did give the teachers some
experience in integrating E-Paati in the classroom process (apart from
making them completely familiar with the use of the laptop). But the
simulated classroom environment in any residential training is a far cry
from the actual setting in their own schools. Furthermore, since each
school is very different in terms of physical infrastructure, student
composition, community involvement and other resources, there are unique
practical challenges associated with each school. So we felt that it
would be very useful to give teachers hands-on experience in integrating
E-Paati in their regular classrooms.

There is another important reason why in-school training is important in
this case. In most teacher training programs, it is possible for
teachers to learn about new approaches to teaching outside their school
(for example, through practice teaching in another school) and they can
take this knowledge to their own classrooms later. But in the present
context, successful implementation in the classroom also requires the
students themselves to learn about the new approach to learning and
teaching. And this can only happen in the school where the laptop
program is being implemented.

Structure of the training

Each day of the training was divided into four major segments:

1. Lesson plan review and revision

  * Content: group review of lesson plan for the day.
  * Participants: all the teachers in the schools + facilitators
from OLE Nepal
  * Time allocated: 1 hour (before the start of classes)

2. Classroom instruction and observation

  * Content: classroom teaching according to the lesson plan
  * Participants: teachers (one teacher teaches the students; the
rest are observers) + OLE Nepal observers + students
  * Time allocated: 3 to 4 full class periods (one period = 45
minutes in Bashuki; one period = 40 minutes in Bishwamitra)

3. Feedback

  * Content: discussion on the day’s experience (strengths,
weaknesses, recommendations for improvement)
  * Participants: all teachers + OLE Nepal facilitators
  * Time allocated: 1-1.5 hours

4. Lesson planning for the next day

  * Content: development of a detailed lesson plans for each class
  * Participants: teachers delivering the lectures in these classes
  * Time allocated: 1 hour

On the first day of the training (Saturday, April 26), the teachers
focused on teaching the students how to use the laptop and the E-Paati
activities in the laptop. This was done in two 1.5 hour long sessions.

During the remaining four days, the teachers conducted regular math and
English classes in grades two and six according to the ICT-integrated
lesson plans they developed. At Bishwamitra the ICT-integrated classes
were held on Sunday (April 27) , Monday (April 28), Tuesday (April 29)
and Wednesday (April 30). Bashuki conducted similar classes starting
Monday (April 29). But since they had decided to keep the laptops in
school for this first week of classes, they set aside Wednesday (April
30) for giving students more practice on how to use the laptops. They
had a break on Thursday and completed the training program on Friday
(May 2).

Overview of content covered in the training

Lesson planning: Integrating ICT-based educational materials in the
classroom requires teachers to carefully plan their lessons. We wanted
to give the teachers a very simple framework for developing lesson plans
so that they would continue to use it even after the training. If they
were to 

Re: Too much "sugar" and too little "coffee": The real risks of failure for the OLPC project

[Edward Cherlin]

2008/5/1 [EMAIL PROTECTED] <[EMAIL PROTECTED]>:
>
>
> XOs are deployed (by Governments) without following the original principles
>
> This means big risk of failure for the educational project. IF in the next 3
> years there is no Sugar, and there is no OLPC, the whole educative project
> can survive... wounded... but it will survive. The ideas (principles) are
> set up and they can be developed with other tools (Windows?) or by other
> organization (many).

I disagree strongly. I have posted my objection on the Controversies
page, where I have moved your letter to its own page and replaced the
original section with a summary.

> IF the original educative principles are not followed
> then there is no possible solution: with or without XOs, with or without
> OLPC, with or without Sugar/Linux, the educative project will be deeply sick
> and it will be a failure or just a "political" thing that will not have real
> impact in the global population of poor children.

Constructionism is the first principle of OLPC. Software freedom is
part of Constructionism. Students must be able to understand how their
tools were made, and to improve them. I see that you do not agree. Do
you know what Constructivist education is?

> These are the big risks than can be seen in today's scenery:
[snip]
> If we don't have Linux/Sugar we are wounded. But we will survive. All these
> other factors are the ones that have the real potential to kill the
> educative project and transform it in a political/economical movement
> without real big importance in the education of poor children.

These political and economic risks are real. But the risk from
proprietary software, and the risk from abandoning Constructionist
education, appear much greater to me.

> We live in "an unweeded garden" (Hamlet). Too much "Sugar" and too little
> "Coffe" (my words).
>
> Javier Rodriguez
>  May 01 2:34 PM
>  Lima, Peru
>
> (I have published this in: http://wiki.laptop.org/go/Controversies).
>
>
>
>
> ___
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>  Devel@lists.laptop.org
>  http://lists.laptop.org/listinfo/devel
>
>



-- 
Edward Cherlin
End Poverty at a Profit by teaching children business
http://www.EarthTreasury.org/
"The best way to predict the future is to invent it."--Alan Kay
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Too much "sugar" and too little "coffee": The real risks of failure for the OLPC project

[[EMAIL PROTECTED]]

   XOs are deployed (by Governments) without following the original
   principles

This means big risk of failure for the educational project. IF in the 
next 3 years there is no Sugar, and there is no OLPC, the whole 
educative project can survive... wounded... but it will survive. The 
ideas (principles) are set up and they can be developed with other tools 
(Windows?) or by other organization (many). IF the original educative 
principles are not followed then there is no possible solution: with or 
without XOs, with or without OLPC, with or without Sugar/Linux, the 
educative project will be deeply sick and it will be a failure or just a 
"political" thing that will not have real impact in the global 
population of poor children.


These are the big risks than can be seen in today's scenery:

a) Too focused training (exclusive?) in Sugar/Linux. Teachers and 
children will not be prepared to deal with the more than possible 
XO/Windows computers.


b) Theres is risk that the "self repairing" idea for the XOs can be 
lost. Repairing and giving service and training to 250,000 computers (in 
Peru) is a BIG business that will be desired by many top companies 
(related to bids and government relationships... it happens in all times 
and all around the world, isn't it?). This companies and "money driven" 
individuals will put its own economies and business needs (and thoughts) 
over children and teachers shoulders. Furthermore, IF the computer 
belongs to the children and NOT to the school... what money have this 
children to send HIS/HER computer for repairing to one of these 
companies? Self repairing will be forgotten, hidden, not promoted, and 
soon the big business will show up.


c) The promises for self generated energy are not available yet. This is 
a big risk of failure because the government (in a logical and 
understandable movement) will send the XOs to villages that have 
electricity from the traditional wall system. This will leave thousands 
of children in small villages without any possibility to reach one XO. 
For Peru: Solar energy is not the answer (we have 100% clouds in most of 
the Andes by 4 to 5 months by year), according to manufacturers of solar 
panels in those conditions you will get from 5% to 20% (at most) of the 
total energy that the solar panel can produce.


d) We, all, are preaching to the chorus. We are not reaching the poorest 
children: we are letting government to send the XOs to cities and 
villages were there is full electricity, VSATS, and other kinds of 
previous development. We are doing "what can be done". That is not good 
enough. Too much "Sugar" and too little "Cafe" (coffee = energy!). That 
can be the "motto" for energy search & find mission.


e) In Peru there is an old project named "Huascaran" (Internet and 
computers for the rural areas). It involves huge resources from the 
government. It doesn't make logic that the XOs and OLPC becomes part of 
the old "Huascaran" project. That will put oil in and old motor, that 
will help for the survival and renewal of "Huascaran" project (named 
differently in these days). But this is, again, preaching to the chorus. 
The villages that have a VSAT or that can be "inside" the government 
budget to get a VSAT are not the villages that are in deep need of OLPC 
help. We keep preaching to the chorus: those children look poor, they 
are poor. But that is for "U.S." standards. For local standards we have 
deeper and more humiliating poverty that need us more: no light, no 
internet, 1 day traveling in a 4 x 4 car, kids walk 2 hours to reach the 
school, 50% of the born kids doesn't reach the 12 years old tag, 50% of 
kids have anemia, total annual family income: FIVE hundred dollars 
(annual). 80,000 villages are like this, with 5 million people there.


f) There are some voices that point out that the XOs will not be 
property of the children. We should explain the necessity of this to the 
responsible people. Any other explanation is just "hot air", most of the 
time we will hear voices related to the power and selfish related to the 
right to "administer" a pool of 50 or 70 computers (XOs) in this or 
other town... or 200 or 300 XOs in this or that area (I will not get 
surprise to find that some "clever" people get extra money in their 
monthly salary according to how many computers (XOs) get under his/her 
"administration").


g) The lack of content: many of the contents that I have seen (from 
Peru) are not of real and good value. The fact that the information that 
will be put at the reach of the children is the SAME that was available 
for the old "Huascaran" project lead us to think that "something is 
rotten in the state of Denmark". The fact that in that group of 
literature there are more than 30 manuscripts by an obscure author tell 
us that this is not all the info that we need to provide to the isolated 
children.


h) There is no guarantee that the XOs will be a world wide communication 
tool. If the XOs 

Re: [OLPC library] Report about Peru Deployment of the XOs/OLPC project

[[EMAIL PROTECTED]]

Lu Yu,

Some ideas for the issue of the dictionaries...

I am thinking on the kids in Arahuay... and the 9,000 places (from the 
top of my head  I am half awake.. I can be wrong)... places... were 
the 40,000 computers will be installed in Peru.

a) Dictionaries, on line: In Spanish we MUST use the _*www.rae.es*_ 
<http://www.rae.es> (it is the official dictionary from the Royal 
Academy of the Spanish language.  Every KID & TEACHER should know very 
well that IF he or she is ONLINE... that is the source to consult.  I 
hope that the peruvian teachers in the Huampani meeting last week have 
got time to share between them a minimum amount of BASE LINE knowledge 
about some useful stuff that exist on the Internet.

English?.  Let's go to webster.com (7 seconds to load... and here you 
are: it has a "spanish-english" translator, plain english meanings, and 
thesaurus)

b) Dictionaries, offline:  Interesting issue... I will collect some 
offline dictionaries and translators.  There must be some based on 
Javacripts... so just downloading and including with the Firefox browser 
would put them available to the kids... Thinking: a relatioship of words 
with a form to search the needed word and his matched translated word... 
if that doesn't exist it cab be build in Javascript.

We peruvians, specially in the high andes, are very eager to become 
americans (!!!)... that's the reason why most of the andean kids get 
names as "Jhon", Charles, Dylan, Robert, James, etc.   We have made a 
movie about a girl in an Andes town.. the name of the girl was 
"MadeInUSA"... it got many awards at international level.

c) We can install a small webserver on every XO... in this way the use 
of some internal webpages (like the dictonary) wouldn't need to develop 
a Sugar interface.  "hey kid... good news.. just open your browser 
(navigator?) and open this file that IS installed on your computer: 
mydictionary.html..."... webserver would be with PHP capabilities 
installed so that would be a total new programming enviroment for the 
kids (sorry maybe that has been done and I am speaking about something 
that is on the XOs in this moment... I will go to sleep better!)

Regards,

Javier Rodriguez
Lima, Peru


LuYu wrote:
> Ivan,
>
> I just read your post about your visit to Arahuay.  I suppose anybody 
> would be astounded at such a report.  Thank you for such an 
> interesting read.
>
> I recently joined the mailing list because I want to help with the 
> dictionaries on the OLPC.  Interestingly enough, this is the first 
> thing the teachers in Arahuay complained about.  I quote:
>
> “The kids really want an activity to learn English, but there
> isn’t one on the laptops” responds Mr. Navarro. “The 1st and 2nd
> graders all use an online dictionary, but the Internet connection
> gets slow with that many users. *It’d be nice if a dictionary was
> on the XO directly.*”
>
> It seems to me that such a dictionary could be rather quickly 
> created.  Software exists for dictionaries (although it is in need of 
> quite a bit of improvement).  As for the information itself, I will 
> reproduce my argument here:
>
> ... no current copyright law could govern a work created before
> 1900, and there is little or no doubt that nearly every language
> in existence had dictionaries before then. The first Chinese
> dictionaries were created around 100AD. European dictionaries
> started appearing some 3 to 5 hundred years ago. During the 1800's
> missionaries compiled dictionaries of many, many languages.
> Copyright was not automagic back then, either.
>
> The only reasonable conclusion is that there are Public Domain
> dictionaries in nearly every conceivable language, and that these
> dictionaries merely need to be digitized in order to be used. Many
> of these dictionaries use the Latin alphabet which is well
> supported by many Free and Non-Free OCR programs. Why are we,
> then, limited to a few dictionaries in English and wordlists of
> similar terms in a handful of languages?
>
> I would like to hear your and the library lists opinions on this 
> subject as it seems the first book any library should have is a 
> dictionary.  Further, it should be relatively easy for the OLPC and 
> Free Software worlds to have a comprehensive (perhaps even 
> exhaustive), multilingual, offline dictionary.
>
> I can already imagine a ton of interesting things we could add to 
> that, but a nice bug free dictionary should be a priority.
>
> Thank you for your time.  Please tell me what you think.  I will look 
> forward to hearing from you.
>
> Sincerely,
>
> -- 
>
>
> LuYu  
>
> "How a society produces its information environment

Re: [OLPC library] Report about Peru Deployment of the XOs/OLPC project

[Ivan Krstić]

On Mar 7, 2008, at 3:28 AM, [EMAIL PROTECTED] wrote:
> Report about Peru Deployment of the XOs/OLPC project

I also posted some of my notes from Peru, and particularly from a  
visit to Arahuay:

<http://radian.org/notebook/astounded-in-arahuay>

--
Ivan Krstić <[EMAIL PROTECTED]> | http://radian.org

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Report about Peru Deployment of the XOs/OLPC project

[[EMAIL PROTECTED]]

_*Report about Peru Deployment of the XOs/OLPC project*_
March, 6. 2008

Today I have met Mr. Oscar Becerra, he is the person in charge of the 
"DIGETE" or "Direccion General de Tecnologias Educativas" (General 
Management of Educative Tecnologies).  This area depends directly of the 
Vice Minister of Pedagogic Management that reports to the Secretary of 
Education.


DIGETE is in charge of keeping the "Huascaran Project", the OLPC 
Peruvian project, and other themes included "distance education" (tele 
education).  Mr. Becerra was very kind and helpfull in providing some 
guidelines about how the OLPC project is working in Peru.


Here some my questions and his answers (conversation was not recorded so 
any inaccuracy could be my fault and I am copying this message to Mr. 
Becerra so he can rectify, modify or add any extra information).


Question (Javier Rodriguez): the OLPC project is going to use some of 
the infrastructure that the Huascaran project can provide?
Answer (Oscar Becerra): That is not the route that has been planned.  
The OLPC XOs machines will have their own method to connect to the 
Internet, mainly not related to the Huascaran Project.


Q: How many schools are connected to the Huascaran project?
A: About 3,000 approximately.

Q: All of them are connected trough VSATs?
A: No, only 900 of them are VSAT connected.  The rest use different ways 
to access the Internet.


Q: Is the Huascaran project a consolidated project? Stabilized? Working 
without problems?

A: Yes, it works with total stability since some years ago.

Q: ... About the OLPC' XOs in Peru.. are they going to be connected to 
the Internet by VSATs?
A: No. That is not the plan.  The XOs will record their request in USBs 
that will be "collected" by the teacher in his XO or in a School 
Server.  Then the teacher will travel to the nearest "internet capable" 
point and send its request.  This travel can be once by day, once by 
week, once by month or once every three months.  That depends on the 
location and environment conditions of the village and the location of 
the nearest internet point.  There are many "Internet Cafes" (cabinas) 
in the remote villages, one can be surprised about where you will find 
an Internet Cafe /(I translate "cabinas" as "Internet Cafe" because for 
Americans this could be the most accurate image... but no cafe there! 
only cheap computers (normally) connected to the internet)./


Q:... Are the "Internet Cafes" going to have the computers ready to "get 
the USB" and "pass" the request of information to the Internet? this 
"Internet Cafes" work with Windows and not with "Linux"... ?
A: That is not the only way.  The teacher can travel to the nearest 
UGEL, the UGEL must have a computer that is able to get the USB from the 
teacher and do all needed requests.  /(there are 250 UGELS approximately 
in all Peru. An UGEL is a local administrative office of the Ministry of 
Education, they manage directly all the schools in some area).

/
Q: What is the protocol that the computers will be using to develop this 
"USB" back & forth operation ? UUCP or something similar to Wizzy?
A: That is a technical question.  Walter Bender or other members of the 
OLPC team in Peru can answer such detailed aspect of the installation.


Q: Are the "School Servers" totally developed? What kind of help do you 
need in the technical aspect to help the project ?
A: There is a full team of talented OLPC people here in Peru.  School 
Servers are working in this moment.  If there is something that needs 
help the OLPC team leaded by Walter Bender is the one that must be 
consulted.  They can tell what kind of help is needed.


Q: I ask questions about the infrastructure because there is an 
international group of  interest that is trying to develop content for 
the children on Peru or trying to realize what kind of content is needed 
in Peru and what they can do to help in the content development.
A: There are lot of tools included in the XOs.  There was more than 500 
applications (software programs) that were ready to be install on the 
XOs and we have had to choose which ones will be included.  This tools 
are so powerful that the same kids and teachers will develop its own 
content.


Q: I understand fully the issue about tools for self-generation of 
content.  My question is more focused on "traditional" content: like 
putting at the reach of the children agricultural, medical, biology 
issues or themes or any other similar content, like novels or the 
universal literature maybe...
A: The XOs and the OLPC program is not intended to be used just as a 
"reading" tool.


Q: So there is no need for "traditional" content?
A: We have install about 100 books for children and young people.

Q:If more "traditional" conten

Report about Peru Deployment of the XOs/OLPC project

[[EMAIL PROTECTED]]

_*Report about Peru Deployment of the XOs/OLPC project*_
March, 6. 2008

Today I have met Mr. Oscar Becerra, he is the person in charge of the 
"DIGETE" or "Direccion General de Tecnologias Educativas" (General 
Management of Educative Tecnologies).  This area depends directly of the 
Vice Minister of Pedagogic Management that reports to the Secretary of 
Education.


DIGETE is in charge of keeping the "Huascaran Project", the OLPC 
Peruvian project, and other themes included "distance education" (tele 
education).  Mr. Becerra was very kind and helpfull in providing some 
guidelines about how the OLPC project is working in Peru.


Here some my questions and his answers (conversation was not recorded so 
any inaccuracy could be my fault and I am copying this message to Mr. 
Becerra so he can rectify, modify or add any extra information).


Question (Javier Rodriguez): the OLPC project is going to use some of 
the infrastructure that the Huascaran project can provide?
Answer (Oscar Becerra): That is not the route that has been planned.  
The OLPC XOs machines will have their own method to connect to the 
Internet, mainly not related to the Huascaran Project.


Q: How many schools are connected to the Huascaran project?
A: About 3,000 approximately.

Q: All of them are connected trough VSATs?
A: No, only 900 of them are VSAT connected.  The rest use different ways 
to access the Internet.


Q: Is the Huascaran project a consolidated project? Stabilized? Working 
without problems?

A: Yes, it works with total stability since some years ago.

Q: ... About the OLPC' XOs in Peru.. are they going to be connected to 
the Internet by VSATs?
A: No. That is not the plan.  The XOs will record their request in USBs 
that will be "collected" by the teacher in his XO or in a School 
Server.  Then the teacher will travel to the nearest "internet capable" 
point and send its request.  This travel can be once by day, once by 
week, once by month or once every three months.  That depends on the 
location and environment conditions of the village and the location of 
the nearest internet point.  There are many "Internet Cafes" (cabinas) 
in the remote villages, one can be surprised about where you will find 
an Internet Cafe /(I translate "cabinas" as "Internet Cafe" because for 
Americans this could be the most accurate image... but no cafe there! 
only cheap computers (normally) connected to the internet)./


Q:... Are the "Internet Cafes" going to have the computers ready to "get 
the USB" and "pass" the request of information to the Internet? this 
"Internet Cafes" work with Windows and not with "Linux"... ?
A: That is not the only way.  The teacher can travel to the nearest 
UGEL, the UGEL must have a computer that is able to get the USB from the 
teacher and do all needed requests.  /(there are 250 UGELS approximately 
in all Peru. An UGEL is a local administrative office of the Ministry of 
Education, they manage directly all the schools in some area).

/
Q: What is the protocol that the computers will be using to develop this 
"USB" back & forth operation ? UUCP or something similar to Wizzy?
A: That is a technical question.  Walter Bender or other members of the 
OLPC team in Peru can answer such detailed aspect of the installation.


Q: Are the "School Servers" totally developed? What kind of help do you 
need in the technical aspect to help the project ?
A: There is a full team of talented OLPC people here in Peru.  School 
Servers are working in this moment.  If there is something that needs 
help the OLPC team leaded by Walter Bender is the one that must be 
consulted.  They can tell what kind of help is needed.


Q: I ask questions about the infrastructure because there is an 
international group of  interest that is trying to develop content for 
the children on Peru or trying to realize what kind of content is needed 
in Peru and what they can do to help in the content development.
A: There are lot of tools included in the XOs.  There was more than 500 
applications (software programs) that were ready to be install on the 
XOs and we have had to choose which ones will be included.  This tools 
are so powerful that the same kids and teachers will develop its own 
content.


Q: I understand fully the issue about tools for self-generation of 
content.  My question is more focused on "traditional" content: like 
putting at the reach of the children agricultural, medical, biology 
issues or themes or any other similar content, like novels or the 
universal literature maybe...
A: The XOs and the OLPC program is not intended to be used just as a 
"reading" tool.


Q: So there is no need for "traditional" content?
A: We have install about 100 books for children and young people.

Q:If more "traditional" conten

helping the OLPC project with ejabberd

[Robert McQueen]

Hello Ejabberd Community,

I'm one of the people at Collabora Ltd (www.collabora.co.uk) working on
the collaboration stuff in the OLPC (One Laptop Per Child,
www.laptop.org) project. We're using our Telepathy
(telepathy.freedesktop.org) framework to present the same APIs to the
shared activities whether or not the laptop is using link-local
XMPP/mDNS/multicast or an XMPP server to communicate.

For the XMPP server, we're using ejabberd running on jabber.laptop.org
(and also a test server on olpc.collabora.co.uk), but in a rather
unusual configuration which is turning out to be quite unreliable. As
our expertise is more focussed on the client side software, we'd like
some assistance on how to improve things on the server side,
particularly some input on making a more scalable solution.

We've written up some documentation explaining how we've configured our
ejabberd:
 http://wiki.laptop.org/go/Ejabberd_Configuration

And the server extensions/protocols we make use of:
 http://wiki.laptop.org/go/XMPP_Extensions

For more general documentation about how the shared activity stuff
works, see:
 http://wiki.laptop.org/go/Activity_Sharing
 http://wiki.laptop.org/go/Shared_Sugar_Activities
 http://wiki.laptop.org/go/Shared_Activity_Protocol_1.0

Currently the jabber.laptop.org server is running 1.1.3 with Magnus
Henoch's PEP support patched in, and has about 50 active users and 4000
accounts in total, and we *already* have some reliability problems. We
know that in the very near future we're going to get 1000s (or even
10,000s) more users from the G1G1 (give one get one,
www.laptopgiving.org) programme.

We know that the shared roster stuff is a crazy hack and we very
urgently need to stop relying on it, so we're planning to implement an
XMPP component to use as a registry of OLPC activities and buddies, so
that the client can search for or be notified about smaller, more
relevant sets of information, depending on what's being displayed in the
UI. However, while we're writing that, we need to make sure we can keep
our current configuration stable, and if possible make some server
configuration tweaks to help it scale.

(for example, Aleksey has told me a hack in mod_shared_roster to stop
the actual shared roster group from being included in the initial roster
push, although leaving the presence/PEP stuff behaving correctly, which
will help reduce the bandwidth usage at sign-on - we just present anyone
in the UI we have presence/PEP notifications for, rather than using the
roster for very much at all)

So, I've got a few questions which I'd be very grateful for any input on:

1. Does anyone have any ideas why our ejabberd sometimes exits (leaving
epmd behind, but no ejabberd processes) without logging anything, and
suggestions how to debug it?

2. Sometimes we see this in the log (although not recently on
jabber.laptop.org which runs 1.1.3, just on olpc.collabora.co.uk which
has 1.1.2):
 =ERROR REPORT 2007-10-09 20:26:00 ===
 Mnesia([EMAIL PROTECTED]): ** WARNING ** Mnesia is overloaded:
 {dump_log, time_threshold}
What causes it? Does it result in any degradation of service?

3. The XO machines are intended to use just IPv6 at some point in the
future. Currently jabber.laptop.org is just listening on the machine's
IPv4 address even though it has a routable IPv6 address. How do we make
ejabberd listen on IPv6?

4. Thinking of making interim server-side fixes to aid scalability while
we work on an OLPC directory component, we don't actually need to see
*all* of the contacts in the roster. We actually just need a union of a)
the child's friends, b) people nearby on the network (imagine two
children with laptops next to each other, but not being able to add each
other, and c) some other people in case a and b are small/empty. How
hard would it be to patch mod_shared_roster, or make a new module, so
that you could:
 a) have a group that had users that were e.g logged in on the same /24
(or equivalent /96 or whatever for IPv6) subnet?
 b) have a group that had a random N (say 30) online users in, or
somehow assigned users to groups on the fly when they signed in so that
each user is in a group that has N other online users in?

5. Thinking of our XMPP component, we're no experts in erlang so we're
planning to write it in as an external component, probably prototyping
it Python. This has the benefit that it can be used with other Jabber
servers, reducing the "disruption" to existing server admins who want to
support XO clients. We'd like to know if there are any ways that an
external component can access any of the information in the server, such
as people's presence, rosters, what PEP nodes they have, or even what
MUC rooms they are in. Anything we can find from the server will help us
reduce the need for clients to report redundant information to the OLPC
server component.

Many thanks in advance for any advice you can offer.

Regards,
Rob

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OLPC Project Hosting Application

[john huang]

1. Project name : OurStories
2. Existing website, if any : n/a
3. One-line description : Audio recording application to allow
children to easily record oral stories and interviews, and be able to
share them with the rest of the world.

4. Longer description   : There will be a client application piece
that sits on the OLPC laptops to present a GUI for children to record
and browse oral stories. Another piece of application will sit on the
school server to collect the audio clips from OLPCs through the mesh
network, and send the files back to a central global repository.


5. URLs of similar projects :
http://www.storycorps.net/

6. Committer list
   Please list the maintainer (lead developer) as the first entry. Only list
   developers who need to be given accounts so that they can commit to your
   project's code repository, or push their own. There is no need to list
   non-committer developers.

  Username   Full name SSH2 key URLE-mail
     - --
   #1 jhuangtw  John C Huang n/a n/a   [EMAIL PROTECTED]
   #2
   #3
  ...

   If any developers don't have their SSH2 keys on the web, please attach them
   to the application e-mail.

7. Preferred development model

   [X] Central tree. Every developer can push his changes directly to the
   project's git tree. This is the standard model that will be familiar to
   CVS and Subversion users, and that tends to work well for most projects.

   [ ] Maintainer-owned tree. Every developer creates his own git tree, or
   multiple git trees. He periodically asks the maintainer to look at one
   or more of these trees, and merge changes into the maintainer-owned,
   "main" tree. This is the model used by the Linux kernel, and is
   well-suited to projects wishing to maintain a tighter control on code
   entering the main tree.

   If you choose the maintainer-owned tree model, but wish to set up some
   shared trees where all of your project's committers can commit directly,
   as might be the case with a "discussion" tree, or a tree for an individual
   feature, you may send us such a request by e-mail, and we will set up the
   tree for you.

8. Set up a project mailing list:

   [ ] Yes, named after our project name
   [ ] Yes, named _ourstories_
   [X] No

   When your project is just getting off the ground, we suggest you eschew
   a separate mailing list and instead keep discussion about your project
   on the main OLPC development list. This will give you more input and
   potentially attract more developers to your project; when the volume of
   messages related to your project reaches some critical mass, we can
   trivially create a separate mailing list for you.

   If you need multiple lists, let us know. We discourage having many
   mailing lists for smaller projects, as this tends to
   stunt the growth of your project community. You can always add more lists
   later.

9. Commit notifications

   [ ] Notification of commits to the main tree should be e-mailed to the list
   we chose to create above
   [X] A separate mailing list, -git, should be created for commit
   notifications
   [ ] No commit notifications, please

10. Shell accounts

   As a general rule, we don't provide shell accounts to developers unless
   there's a demonstrated need. If you have one, please explain here, and
   list the usernames of the committers above needing shell access.

11. Notes/comments:
This is a joint project between OLPC, Google, StoryCorps, and UNICEF
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