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www/encyclopedia free-encyclopedia.html encyclo...


From: Joerg Kohne
Subject: www/encyclopedia free-encyclopedia.html encyclo...
Date: Tue, 30 Aug 2011 14:17:45 +0000

CVSROOT:        /web/www
Module name:    www
Changes by:     Joerg Kohne <joeko>     11/08/30 14:17:45

Modified files:
        encyclopedia   : free-encyclopedia.html encyclopedia.html 

Log message:
        (Translations) Fix typo 'German'

CVSWeb URLs:
http://web.cvs.savannah.gnu.org/viewcvs/www/encyclopedia/free-encyclopedia.html?cvsroot=www&r1=1.12&r2=1.13
http://web.cvs.savannah.gnu.org/viewcvs/www/encyclopedia/encyclopedia.html?cvsroot=www&r1=1.17&r2=1.18

Patches:
Index: free-encyclopedia.html
===================================================================
RCS file: /web/www/www/encyclopedia/free-encyclopedia.html,v
retrieving revision 1.12
retrieving revision 1.13
diff -u -b -r1.12 -r1.13
--- free-encyclopedia.html      13 Jul 2011 17:28:31 -0000      1.12
+++ free-encyclopedia.html      30 Aug 2011 14:17:40 -0000      1.13
@@ -10,18 +10,15 @@
 
 <p>by <strong>Richard Stallman</strong></p>
 
-<p>
-The World Wide Web has the potential to develop into a universal
+<p>The World Wide Web has the potential to develop into a universal
 encyclopedia covering all areas of knowledge, and a complete library
 of instructional courses.  This outcome could happen without any
 special effort, if no one interferes.  But corporations are mobilizing
 now to direct the future down a different track&mdash;one in which
 they control and restrict access to learning materials, so as to
-extract money from people who want to learn.
-</p>
+extract money from people who want to learn.</p>
 
-<p>
-To ensure that the web develops toward the best and most natural
+<p>To ensure that the web develops toward the best and most natural
 outcome, where it becomes a free encyclopedia, we must make a
 conscious effort to prevent deliberate sequestration of the
 encyclopedic and educational information on the net.  We cannot stop
@@ -30,14 +27,11 @@
 develop a universal free encyclopedia, much as the Free Software
 movement gave us the free software operating system GNU/Linux.  The
 free encyclopedia will provide an alternative to the restricted ones
-that media corporations will write.
-</p>
+that media corporations will write.</p>
 
-<p>
-The rest of this article aims to lay out what the free encyclopedia
+<p>The rest of this article aims to lay out what the free encyclopedia
 needs to do, what sort of freedoms it needs to give the public, and
-how we can get started on developing it.
-</p>
+how we can get started on developing it.</p>
 
 <h4>An encyclopedia located everywhere.</h4>
 
@@ -50,88 +44,71 @@
 resources available for writing the encyclopedia.
 </p>
 
-<p>
-The free encyclopedia will not be published in any one place.  It will
+<p>The free encyclopedia will not be published in any one place.  It will
 consist of all web pages that cover suitable topics, and have been
 made suitably available.  These pages will be developed in a
 decentralized manner by thousands of contributors, each independently
 writing articles and posting them on various web servers.  No one
 organization will be in charge, because such centralization would be
-incompatible with decentralized progress.
-</p>
+incompatible with decentralized progress.</p>
 
 <h4>Who will write the encyclopedia?</h4>
 
-<p>
-In principle, anyone is welcome to write articles for the
+<p>In principle, anyone is welcome to write articles for the
 encyclopedia.  But as we reach out for people to help, the most
 promising places to look are among teachers and students.  Teachers
 generally like to teach, and writing an article a year for the
 encyclopedia would be an enjoyable change from their classroom duties.
 For students, a major school paper could become an encyclopedia
-article, if done especially well.
-</p>
+article, if done especially well.</p>
 
 <h4>Small steps will do the job.</h4>
 
-<p>
-When a project is exciting, it is easy to imagine a big contribution
+<p>When a project is exciting, it is easy to imagine a big contribution
 that you would like to make, bite off more than you can chew, and
-ultimately give up with nothing to show for it.
-</p>
+ultimately give up with nothing to show for it.</p>
 
-<p>
-So it is important to welcome and encourage smaller contributions.
+<p>So it is important to welcome and encourage smaller contributions.
 Writing a textbook for a whole semester's material is a big job, and
 only a small fraction of teachers will contribute that much.  But
 writing about a topic small enough for one meeting of a class is a
 contribution that many can afford to make.  Enough of these small
-contributions can cover the whole range of knowledge.
-</p>
+contributions can cover the whole range of knowledge.</p>
 
 <h4>Take the long view.</h4>
 
-<p>
-The encyclopedia is a big job, and it won't be finished in a year.  If
+<p>The encyclopedia is a big job, and it won't be finished in a year.  If
 it takes twenty years to complete the free encyclopedia, that will be
-but an instant in the history of literature and civilization.
-</p>
+but an instant in the history of literature and civilization.</p>
 
-<p>
-In projects like this, progress is slow for the first few years; then
+<p>In projects like this, progress is slow for the first few years; then
 it accelerates as the work that has been done attracts more and more
 people to join in.  Eventually there is an avalanche of progress.  So
 we should not feel discouraged when the first few years do not bring
 us close to completion.  It makes sense to choose the first steps to
 illustrate what can be done, and to spread interest in the long-term
-goal, so as to inspire others to join in.
-</p>
+goal, so as to inspire others to join in.</p>
 
-<p>
-This means that the pioneers' job, in the early years, is above all to
+<p>This means that the pioneers' job, in the early years, is above all to
 be steadfast.  We must be on guard against downgrading to a less
 useful, less idealistic goal, just because of the magnitude of the
 task.  Instead of measuring our early steps against the size of the
 whole job, we should think of them as examples, and have confidence
 that they will inspire a growing number of contributors to join and
-finish the job.
-</p>
+finish the job.</p>
 
 <h4>Evangelize.</h4>
 
-<p>
-Since we hope that teachers and students at many colleges around the
+<p>Since we hope that teachers and students at many colleges around the
 world will join in writing contributions to the free encyclopedia,
 let's not leave this to chance.  There are already scattered examples
 of what can be done.  Let's present these examples systematically to
 the academic community, show the vision of the free universal
-encyclopedia, and invite others to join in writing it.
-</p>
+encyclopedia, and invite others to join in writing it.</p>
 
 <h4>What should the free encyclopedia contain?</h4>
 
-<p>
-The free encyclopedia should aim eventually to include one or more
+<p>The free encyclopedia should aim eventually to include one or more
 articles for any topic you would expect to find in another
 encyclopedia.  In addition, since there is no practical limit to the
 amount of encyclopedic material that can be on the web, this
@@ -142,20 +119,16 @@
 Gardening&rdquo;, or &ldquo;Encyclopedia of Cooking&rdquo;.  It could
 go even further; for example, bird watchers might eventually
 contribute an article on each species of bird, along with pictures and
-recordings of its calls.
-</p>
+recordings of its calls.</p>
 
-<p>
-However, only some kinds of information belong in an encyclopedia.
+<p>However, only some kinds of information belong in an encyclopedia.
 For example, scholarly papers, detailed statistical data bases, news
 reports, fiction and art, extensive bibliographies, and catalogs of
 merchandise, useful as they are, are outside the scope of an
 encyclopedia.  (Some of the articles might usefully contain links to
-such works.)
-</p>
+such works.)</p>
 
-<p>
-Courses in the learning resource are a generalization to hypertext of
+<p>Courses in the learning resource are a generalization to hypertext of
 the textbooks used for teaching a subject to yourself or to a class.
 The learning resource should eventually include courses for all
 academic subjects, from mathematics to art history, and practical
@@ -165,23 +138,19 @@
 without a human teacher&mdash;these are arguably less useful to
 include.)  It should cover these subjects at all the levels that are
 useful, which might in some cases range from first grade to graduate
-school.
-</p>
+school.</p>
 
-<p>
-A useful encyclopedia article will address a specific topic at a
+<p>A useful encyclopedia article will address a specific topic at a
 particular level, and each author will contribute mainly by focusing
 on an area that he or she knows very well.  But we should keep in the
 back of our minds, while doing this, the vision of a free encyclopedia
 that is universal in scope&mdash;so that we can firmly reject any
 attempt to put artificial limits on either the scope or the free
-status of the encyclopedia.
-</p>
+status of the encyclopedia.</p>
 
 <h4>Criteria pages must meet.</h4>
 
-<p>
-To ensure this encyclopedia is indeed a free and universal
+<p>To ensure this encyclopedia is indeed a free and universal
 encyclopedia, we must set criteria of freeness for encyclopedia
 articles and courses to meet.
 </p>
@@ -201,300 +170,234 @@
 have to write a free encyclopedia&mdash;so we must first determine the
 proper interpretation of &ldquo;free&rdquo; for an encyclopedia on the
 Internet.  We must decide what criteria of freedom a free encyclopedia
-and a free learning resource should meet.
-</p>
+and a free learning resource should meet.</p>
 
 <h5>Permit universal access.</h5>
 
-<p>
-The free encyclopedia should be open to public access by everyone who
+<p>The free encyclopedia should be open to public access by everyone who
 can gain access to the web.  Those who seek to gain control over
 educational materials, so they can profit by restricting access to
 them, will push us to &ldquo;compromise&rdquo; by agreeing to restrict
 access in exchange for their participation.  We must stand firm, and
 reject any deal that is inconsistent with the ultimate goal.  We are
 in no hurry, and there is no sense in getting to the wrong place a few
-years sooner.
-</p>
+years sooner.</p>
 
 <h5>Permit mirror sites.</h5>
 
-<p>
-When information is available on the web only at one site, its
+<p>When information is available on the web only at one site, its
 availability is vulnerable.  A local problem&mdash;a computer crash,
 an earthquake or flood, a budget cut, a change in policy of the school
 administration&mdash;could cut off access for everyone forever.  To
 guard against loss of the encyclopedia's material, we should make sure
 that every piece of the encyclopedia is available from many sites on
-the Internet, and that new copies can be put up if some disappear.
-</p>
+the Internet, and that new copies can be put up if some disappear.</p>
 
-<p>
-There is no need to set up an organization or a bureaucracy to do
+<p>There is no need to set up an organization or a bureaucracy to do
 this, because Internet users like to set up &ldquo;mirror sites&rdquo;
 which hold duplicate copies of interesting web pages.  What we must do
-in advance is ensure that this is legally permitted.
-</p>
+in advance is ensure that this is legally permitted.</p>
 
-<p>
-Therefore, each encyclopedia article and each course should explicitly
+<p>Therefore, each encyclopedia article and each course should explicitly
 grant irrevocable permission for anyone to make verbatim copies
 available on mirror sites.  This permission should be one of the basic
-stated principles of the free encyclopedia.
-</p>
+stated principles of the free encyclopedia.</p>
 
-<p>
-Some day there may be systematic efforts to ensure that each article
+<p>Some day there may be systematic efforts to ensure that each article
 and course is replicated in many copies&mdash;perhaps at least once on
 each of the six inhabited continents.  This would be a natural
 extension of the mission of archiving that libraries undertake today.
 But it would be premature to make formal plans for this now.  It is
 sufficient for now to resolve to make sure people have permission to
-do this mirroring when they get around to it.
-</p>
+do this mirroring when they get around to it.</p>
 
 <h5>Permit translation into other languages.</h5>
 
-<p>
-People will have a use for encyclopedia material on each topic in
+<p>People will have a use for encyclopedia material on each topic in
 every human language.  But the primary language of the
 Internet&mdash;as of the world of commerce and science today&mdash;is
 English.  Most likely, encyclopedia contributions in English will run
 ahead of other languages, and the encyclopedia will approach
-completeness in English first.
-</p>
+completeness in English first.</p>
 
-<p>
-Trying to fight this tendency would be self-defeating.  The easier way
+<p>Trying to fight this tendency would be self-defeating.  The easier way
 to make the encyclopedia available in all languages is by encouraging
 one person to translate what another has written.  In this way, each
-article can be translated into many languages.
-</p>
+article can be translated into many languages.</p>
 
-<p>
-But if this requires explicit permission, it will be too difficult.
+<p>But if this requires explicit permission, it will be too difficult.
 Therefore, we must adopt a basic rule that anyone is permitted to
 publish an accurate translation of any article or course, with proper
 attribution.  Each article and each course should carry a statement
-giving permission for translations.
-</p>
+giving permission for translations.</p>
 
-<p>
-To ensure accuracy of translation, the author of the original should
+<p>To ensure accuracy of translation, the author of the original should
 reserve the right to insist on corrections in a translation.  A
 translator should perhaps have to give the original author a
 reasonable amount of time to do this, perhaps three months, before
 publishing the translation in the first place.  After that, the
 translator should continue to make corrections at the author's
-request, whenever the author asks for them.
-</p>
+request, whenever the author asks for them.</p>
 
-<p>
-In time, as the number of people involved in encyclopedia activity
+<p>In time, as the number of people involved in encyclopedia activity
 increases, contributors may form Translation Accuracy Societies for
 various languages, which undertake to ensure the accuracy of
 translations into those languages.  An author could then designate a
 Translation Accuracy Society to check and correct a certain
 translation of a certain work.  It may be wise to keep the Translation
 Accuracy Societies separate from the actual translators, so that each
-translation will be checked by someone other than the translator.
-</p>
+translation will be checked by someone other than the translator.</p>
 
 <h5>Permit quotation with attribution.</h5>
 
-<p>
-Each encyclopedia article or course should permit anyone to quote
+<p>Each encyclopedia article or course should permit anyone to quote
 arbitrary portions in another encyclopedia article or course, provided
 proper attribution is given.  This will make it possible to build on
-the work others have done, without the need to completely replace it.
-</p>
+the work others have done, without the need to completely replace it.</p>
 
-<p>
-Different authors may&mdash;if they care&mdash;set different rules for
+<p>Different authors may&mdash;if they care&mdash;set different rules for
 what constitutes proper attribution to them; that is ok.  As long as
 the rules set for a particular work are not unreasonable or
-impractical, they will cause no problem.
-</p>
+impractical, they will cause no problem.</p>
 
 <h5>Permit modified versions of courses.</h5>
 
-<p>
-Courses must evolve, and the original authors won't keep working on
+<p>Courses must evolve, and the original authors won't keep working on
 them forever.  And teachers will want to adapt course materials to
 their own curriculum plans and teaching methods.  Since courses will
 typically be large (like a textbook today), it would be unacceptably
 wasteful to tell teachers, &ldquo;Write your own from scratch, if you
-want to change this&rdquo;.
-</p>
+want to change this&rdquo;.</p>
 
-<p>
-Therefore, modifying an existing course must be permitted; each course
+<p>Therefore, modifying an existing course must be permitted; each course
 should carry a statement giving permission to publish a modified
-version.
-</p>
+version.</p>
 
-<p>
-It makes sense to require modified versions to carry proper
+<p>It makes sense to require modified versions to carry proper
 attribution giving credit to the authors of the previous version, and
 be labelled clearly as modified, so that there is no confusion about
-whose views they present.
-</p>
+whose views they present.</p>
 
-<p>
-The GNU Free Documentation License would be a good license to use for
-courses.
-</p>
+<p>The GNU Free Documentation License would be a good license to use for
+courses.</p>
 
 <h5>Permit modified versions of pictures and videos, for courses.</h5>
 
-<p>
-Pictures and videos, both drawn and photographic, will play an
+<p>Pictures and videos, both drawn and photographic, will play an
 important role in many courses.  Modifying these pictures and videos
 will be pedagogically useful.  For example, you could crop a picture
 to focus attention on a certain feature, or circle or label particular
 features.  Using false color can help make certain aspects easier to
-see.  Image enhancement is also possible.
-</p>
+see.  Image enhancement is also possible.</p>
 
-<p>
-Beyond that, an altered version of a picture could illustrate a
+<p>Beyond that, an altered version of a picture could illustrate a
 different but related idea.  You could start with a diagram useful for
 one theorem in geometry, and add to it, to produce a diagram that is
-relevant to another theorem.
-</p>
+relevant to another theorem.</p>
 
-<p>
-Permission to modify pictures and videos is particularly important
+<p>Permission to modify pictures and videos is particularly important
 because the alternative, to make your own picture or video from
 scratch, is often very hard.  It is not terribly hard to write your
 own text, to convey certain facts from your own angle, but doing the
-same thing with a picture is not feasible.
-</p>
+same thing with a picture is not feasible.</p>
 
-<p>
-Of course, modified versions of pictures and videos should be labeled
+<p>Of course, modified versions of pictures and videos should be labeled
 as modified, to prevent misattribution of their contents, and should
-give credit properly to the original.
-</p>
+give credit properly to the original.</p>
 
 <h5>Only free software in the encyclopedia.</h5>
 
-<p>
-Articles, and especially courses, will often include
+<p>Articles, and especially courses, will often include
 software&mdash;for example, to display a simulation of a chemical
 reaction, or teach you how often to stir a sauce so it won't burn.  To
 ensure that the encyclopedia is indeed free, all software included in
 articles and courses should meet the criteria
 of <a href="/philosophy/free-sw.html">free software</a>
-and <a href="http://www.opensource.org";>open source software</a>.
-</p>
+and <a href="http://www.opensource.org";>open source software</a>.</p>
 
 <h5>No central control.</h5>
 
-<p>
-People often suggest that &ldquo;quality control&rdquo; is essential
+<p>People often suggest that &ldquo;quality control&rdquo; is essential
 for an encyclopedia, and ask what sort of &ldquo;governing
 board&rdquo; will decide which articles to accept as part of the free
 encyclopedia.  The answer is, &ldquo;no one&rdquo;.  We cannot afford
-to let anyone have such control.
-</p>
+to let anyone have such control.</p>
 
-<p>
-If the free encyclopedia is a success, it will become so ubiquitous
+<p>If the free encyclopedia is a success, it will become so ubiquitous
 and important that we dare not allow any organization to decide what
 counts as part of it.  This organization would have too much power;
 people would seek to politicize or corrupt it, and could easily
-succeed.
-</p>
+succeed.</p>
 
-<p>
-The only solution to that problem is not to have any such
+<p>The only solution to that problem is not to have any such
 organization, and reject the idea of centralized quality control.
 Instead, we should let everyone decide.  If a web page is about a
 suitable topic, and meets the criteria for an article, then we can
 consider it an article.  If a page meets the criteria for a course,
-then we can consider it a course.
-</p>
+then we can consider it a course.</p>
 
-<p>
-But what some pages are erroneous, or even deceptive?  We cannot
+<p>But what some pages are erroneous, or even deceptive?  We cannot
 assume this won't happen.  But the corrective is for other articles to
 point out the error.  Instead of having &ldquo;quality control&rdquo;
 by one privileged organization, we will have review by various groups,
 which will earn respect by their own policies and actions.  In a world
-where no one is infallible, this is the best we can do.
-</p>
+where no one is infallible, this is the best we can do.</p>
 
 <h5>Encourage peer review and endorsements.</h5>
 
-<p>
-There will be no single organization in charge of what to include in
+<p>There will be no single organization in charge of what to include in
 the encyclopedia or the learning resource, no one that can be lobbied
 to exclude &ldquo;creation science&rdquo; or holocaust denial (or, by
 the same token, lobbied to exclude evolution or the history of Nazi
 death camps).  Where there is controversy, multiple views will be
 represented.  So it will be useful for readers to be able to see who
-endorses or has reviewed a given article's version of the subject.
-</p>
+endorses or has reviewed a given article's version of the subject.</p>
 
-<p>
-In fields such as science, engineering, and history, there are formal
+<p>In fields such as science, engineering, and history, there are formal
 standards of peer review.  We should encourage authors of articles and
 courses to seek peer review, both through existing formal scholarly
 mechanisms, and through the informal mechanism of asking respected
 names in the field for permission to cite their endorsement in the
-article or course.
-</p>
+article or course.</p>
 
-<p>
-A peer-review endorsement applies to one version of a work, not to
+<p>A peer-review endorsement applies to one version of a work, not to
 modified versions.  Therefore, when a course has peer-review
 endorsements, it should require anyone who publishes a modified
 version of the course to remove the endorsements.  (The author of the
 modified version would be free to seek new endorsements for that
-version.)
-</p>
+version.)</p>
 
 <h5>No catalogue, yet.</h5>
 
-<p>
-When the encyclopedia is well populated, catalogues will be very
+<p>When the encyclopedia is well populated, catalogues will be very
 important.  But we should not try to address the issue of cataloguing
 now, because it is premature.  What we need this year and for the
 coming years is to write articles.  Once we have them, once we have a
 large number of volunteers producing a large number of articles, that
 will be the time to catalogue them.  At that time, enough people will
 be interested in the encyclopedia to provide the manpower to do the
-work.
-</p>
+work.</p>
 
-<p>
-Since no one organization will be in charge of the encyclopedia, there
+<p>Since no one organization will be in charge of the encyclopedia, there
 cannot be one authoritative catalogue.  Instead, anyone will be free
 to make a catalogue, just as anyone is free to provide peer review.
-Cataloguers will gain respect according to their decisions.
-</p>
+Cataloguers will gain respect according to their decisions.</p>
 
-<p>
-Encyclopedia pages will surely be listed in ordinary web search sites,
+<p>Encyclopedia pages will surely be listed in ordinary web search sites,
 and perhaps those are the only catalogues that will be needed.  But
 true catalogues should permit redistribution, translation, and
 modification&mdash;that is, the criteria for courses should apply to
-catalogues as well.
-</p>
+catalogues as well.</p>
 
-<p>
-What can usefully be done from the beginning is to report new
+<p>What can usefully be done from the beginning is to report new
 encyclopedia articles to a particular site, which can record their
 names as raw material for real catalogues, whenever people start to
 write them.  To start off, we will use http://www.gnu.org/encyclopedia
-for this.
-</p>
+for this.</p>
 
 <h5>Making links to other pages.</h5>
 
-<p>
-The last and most important rule for pages in the encyclopedia is the
+<p>The last and most important rule for pages in the encyclopedia is the
 exclusionary rule:</p>
 <blockquote><p>
   If a page on the web covers subject matter that ought to be in the
@@ -503,25 +406,20 @@
   encyclopedia articles or from courses.
 </p></blockquote>
 
-<p>
-This rule will make sure we respect our own rules, in the same way
+<p>This rule will make sure we respect our own rules, in the same way
 that the exclusionary rule for evidence is supposed to make police
 respect their own rules: by not allowing us to treat work which fails
-to meet the criteria as if it did meet them.
-</p>
+to meet the criteria as if it did meet them.</p>
 
-<p>
-The idea of the World Wide Web is that links tie various separate
+<p>The idea of the World Wide Web is that links tie various separate
 pages into a larger whole.  So when encyclopedia articles or courses
 link to a certain page, those links effectively make the page part of
 the encyclopedia.  To claim otherwise would be self-deception.  If we
 are to take seriously the criteria set forth above, or any criteria
 whatsoever, we have to base our actions on them, by not incorporating
-a page into our network of pages if it doesn't fit the criteria.
-</p>
+a page into our network of pages if it doesn't fit the criteria.</p>
 
-<p>
-When a topic ought to be covered in the encyclopedia or with a course,
+<p>When a topic ought to be covered in the encyclopedia or with a course,
 but it isn't, we must make sure we don't forget that we have a gap.
 The exclusionary rule will remind us.  Each time we think of making a
 link to the unacceptable page, and we stop because of the exclusionary
@@ -538,32 +436,26 @@
 pages, regardless of whether they are free enough to be in the
 encyclopedia, are outside its scope.  They do not represent gaps in
 the encyclopedia.  So there is no need to apply the encyclopedia
-criteria in making links to such pages.
-</p>
+criteria in making links to such pages.</p>
 
-<p>
-To produce a complete encyclopedia which satisfies the principles of
+<p>To produce a complete encyclopedia which satisfies the principles of
 freedom stated here will take a long time, but we will get it done
 eventually&mdash;as long as we remember the goal.  The greatest danger
 is that we will lose sight of the goal and settle for less.  The
-exclusionary rule will make sure we keep going all the way.
-</p>
+exclusionary rule will make sure we keep going all the way.</p>
 
 <h5>Uphold the freedom to contribute.</h5>
 
-<p>
-As education moves on-line and is increasingly commercialized,
+<p>As education moves on-line and is increasingly commercialized,
 teachers are in danger of losing even the right to make their work
 freely available to the public.  Some universities have tried to claim
 ownership over on-line materials produced by teachers, to turn it into
 commercial &ldquo;courseware&rdquo; with restricted use.  Meanwhile,
 other universities have outsourced their on-line services to
 corporations, some of which claim to own all materials posted on the
-university web sites.
-</p>
+university web sites.</p>
 
-<p>
-It will be up to professors to resist this tendency.  But there is
+<p>It will be up to professors to resist this tendency.  But there is
 more than one way to do so.  The most obvious basis for objection is
 to say, &ldquo;I own this work, and I, not the university, have the
 right to sell it to a company if I wish&rdquo;.  But that places the
@@ -576,78 +468,59 @@
 make my work fully available to the public without restriction,&rdquo;
 they occupy the commanding moral position, which a university can
 oppose only by setting itself against the public, against learning,
-and against scholarship.
-</p>
+and against scholarship.</p>
 
-<p>
-Resisting the selling of the university will not be easy.  Professors
+<p>Resisting the selling of the university will not be easy.  Professors
 had better make use of any advantage they can find&mdash;especially
-moral advantages.
-</p>
+moral advantages.</p>
 
-<p>
-Two other points that will help are that (1) a few prestigious
+<p>Two other points that will help are that (1) a few prestigious
 universities will probably gobble up most of the commercial business,
 so other universities would be deluding themselves to think they can
 really get a great deal of funds from selling themselves, and (2)
 business is likely to drive even the elite universities out of the
-most lucrative parts of the field.
-</p>
+most lucrative parts of the field.</p>
 
 <h4>Spread the word.</h4>
 
-<p>
-When you post a potential encyclopedia article or a course, you can
+<p>When you post a potential encyclopedia article or a course, you can
 reference this plan if you wish, to help spread the word and inspire
-others to help.
-</p>
+others to help.</p>
 
 
 <h3>Works in Progress</h3>
 
-<p>
-Here is a small (and probably incomplete) list of free encyclopedias:
-</p>
+<p>Here is a small (and probably incomplete) list of free encyclopedias:</p>
 
 <ul>
 <li><a href="http://www.wikipedia.org/";>Wikipedia</a></li>
 </ul>
-
 </div>
 <!--#include virtual="/server/footer.html" -->
 <div id="footer">
 
-<p>
-Please send FSF &amp; GNU inquiries to 
+<p>Please send FSF &amp; GNU inquiries to 
 <a href="mailto:address@hidden";><em>address@hidden</em></a>.
 There are also <a href="/contact/">other ways to contact</a> 
-the FSF.
-<br />
+the FSF.<br />
 Please send broken links and other corrections or suggestions to
-<a href="mailto:address@hidden";><em>address@hidden</em></a>.
-</p>
+<a href="mailto:address@hidden";><em>address@hidden</em></a>.</p>
 
-<p>
-Please see the 
+<p>Please see the 
 <a href="/server/standards/README.translations.html">Translations
 README</a> for information on coordinating and submitting
-translations of this article.
-</p>
+translations of this article.</p>
 
-<p>
-Copyright &copy; 1999, 2001, 2004, 2005, 2006, 2008, 2009 Free
-Software Foundation, Inc.
-</p>
-<p>
-This page is licensed under a <a rel="license"
+<p>Copyright &copy; 1999, 2001, 2004, 2005, 2006, 2008, 2009 Free
+Software Foundation, Inc.</p>
+
+<p>This page is licensed under a <a rel="license"
 href="http://creativecommons.org/licenses/by-nd/3.0/us/";>Creative
-Commons Attribution-NoDerivs 3.0 United States License</a>.
-</p>
+Commons Attribution-NoDerivs 3.0 United States License</a>.</p>
 
-<p>
-Updated:
+<p>Updated:
 <!-- timestamp start -->
-$Date: 2011/07/13 17:28:31 $
+$Date: 2011/08/30 14:17:40 $
 <!-- timestamp end -->
 </p>
 </div>
@@ -671,7 +544,7 @@
 <!-- Please use W3C normative character entities. -->
 
 <ul class="translations-list">
-<!-- Gemran -->
+<!-- German -->
 <li><a 
href="/encyclopedia/free-encyclopedia.de.html">Deutsch</a>&nbsp;[de]</li>
 <!-- English -->
 <li><a href="/encyclopedia/free-encyclopedia.html">English</a>&nbsp;[en]</li>

Index: encyclopedia.html
===================================================================
RCS file: /web/www/www/encyclopedia/encyclopedia.html,v
retrieving revision 1.17
retrieving revision 1.18
diff -u -b -r1.17 -r1.18
--- encyclopedia.html   13 Jul 2011 17:28:31 -0000      1.17
+++ encyclopedia.html   30 Aug 2011 14:17:40 -0000      1.18
@@ -14,44 +14,35 @@
 GNUpedia project into Nupedia.  Now,
 the <a href="http://www.wikipedia.org";>Wikipedia</a> encyclopedia
 project has adopted the philosophy of Nupedia and taken it even
-further.  We encourage you to visit and contribute to the site.
-</p>
+further.  We encourage you to visit and contribute to the site.</p>
 
 </div>
 
 <!--#include virtual="/server/footer.html" -->
 <div id="footer">
 
-<p>
-Please send FSF &amp; GNU inquiries to 
+<p>Please send FSF &amp; GNU inquiries to 
 <a href="mailto:address@hidden";><em>address@hidden</em></a>.
 There are also <a href="/contact/">other ways to contact</a> 
 the FSF.
 <br />
 Please send broken links and other corrections or suggestions to
-<a href="mailto:address@hidden";><em>address@hidden</em></a>.
-</p>
+<a href="mailto:address@hidden";><em>address@hidden</em></a>.</p>
 
-<p>
-Please see the 
+<p>Please see the 
 <a href="/server/standards/README.translations.html">Translations
 README</a> for information on coordinating and submitting
-translations of this article.
-</p>
+translations of this article.</p>
 
-<p>
-Copyright &copy; 1999 Richard M. Stallman
-</p>
-<p>
-This page is licensed under a <a rel="license"
+<p>Copyright &copy; 1999 Richard M. Stallman</p>
+
+<p>This page is licensed under a <a rel="license"
 href="http://creativecommons.org/licenses/by-nd/3.0/us/";>Creative
-Commons Attribution-NoDerivs 3.0 United States License</a>.
-</p>
+Commons Attribution-NoDerivs 3.0 United States License</a>.</p>
 
-<p>
-Updated:
+<p>Updated:
 <!-- timestamp start -->
-$Date: 2011/07/13 17:28:31 $
+$Date: 2011/08/30 14:17:40 $
 <!-- timestamp end -->
 </p>
 </div>



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