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www/education/draft edu-software-gimp.html
From: |
Dora Scilipoti |
Subject: |
www/education/draft edu-software-gimp.html |
Date: |
Mon, 12 Mar 2012 11:19:14 +0000 |
CVSROOT: /web/www
Module name: www
Changes by: Dora Scilipoti <dora> 12/03/12 11:19:14
Added files:
education/draft: edu-software-gimp.html
Log message:
Draft for new page on GIMP.
CVSWeb URLs:
http://web.cvs.savannah.gnu.org/viewcvs/www/education/draft/edu-software-gimp.html?cvsroot=www&rev=1.1
Patches:
Index: edu-software-gimp.html
===================================================================
RCS file: edu-software-gimp.html
diff -N edu-software-gimp.html
--- /dev/null 1 Jan 1970 00:00:00 -0000
+++ edu-software-gimp.html 12 Mar 2012 11:19:03 -0000 1.1
@@ -0,0 +1,276 @@
+<!--#include virtual="/server/html5-header.html" -->
+<!-- Parent-Version: $Revision: 1.1 $ -->
+
+<title>GIMP - GNU Project - Free Software Foundation</title>
+
+<!--#include virtual="/server/banner.html" -->
+<!--#include virtual="/server/gnun/initial-translations-list.html" -->
+
+<div id="education-content">
+<h2>GIMP</h2>
+
+<!-- begin edu navigation bar -->
+<ul id="edu-navigation">
+ <li> <a href="/education/edu-contents.html">Education Contents</a></li>
+ <li> <a href="/education/edu-cases.html">Case Studies</a></li>
+ <li class="active"> <a href="/education/edu-resources.html">Educational
+ Resources</a></li>
+ <li> <a href="/education/edu-projects.html">Education Projects</a></li>
+ <li> <a href="/education/edu-faq.html">FAQ</a></li>
+ <li> <a href="/education/edu-team.html">The Education Team</a></li>
+</ul>
+<!-- end edu navigation bar -->
+</div> <!-- "education-content" -->
+
+<!-- begin of breadcrumbs -->
+<p class="edu-breadcrumb"><a href="/education/education.html">Education</a>
→
+<a href="/education/edu-resources.html">Educational Resources</a> →
+<a href="/education/edu-software.html">Educational Free Software</a> →
+GIMP</p>
+<!-- end of breadcrumbs -->
+
+<h3>Description</h3>
+
+<p>GIMP stands for “GNU Image Manipulation Program”,
+a self-explanatory name for an application that processes digital graphics
+and is part of the GNU Project, meaning that it follows the GNU standards
+and is released under the
+<a href="http://www.gnu.org/licenses/quick-guide-gplv3.html">GNU General
+Public License</a>, version 3 or later, to ensure maximum protection of
+users' freedom. It can be used both as a simple tool for basic painting
+and drawing and as a powerful program for complex tasks such as advanced
+photo retouching, digital image composition, editing and animation, as well
+as authoring of original art. Apart from the usual features included in
+similar programs, GIMP displays an array of highly sophisticated options
+aimed at computer graphics professionals. It is also multi-platform, and
+it handles a wide range of formats plus format conversion.</p>
+
+
+<p>To learn more: <a href="http://directory.fsf.org/wiki/GIMP">
+FSF Directory</a>, <a href="http://www.gimp.org/">GIMP Official
+Website</a></p>
+
+<h3>Who's Using It and How</h3>
+
+<p>The GIMP is used by a large number of artists, amateurs, Web developers,
+educators. At school it is a handy tool that assists students and teachers
+in the preparation of graphic materials for slides, handouts, the school's
+Web site or bulletin and similar works. There are many interesting examples
+of how this program is put to use by professionals and amateurs alike to
+effectively bring to life their ideas without giving up their freedom as
+computer users. Among those, there is one that goes beyond the ordinary.
+
+<h4>How GIMP Changed Mani's Life.</h4>
+
+<p>Mani began his journey towards liberation from social constraints as an
+enthusiastic and talented teenager. His awareness and commitment to freedom
+led him to actively participate in the formation of a grassroots volunteer
+group in 2008, with the goal of introducing computer knowledge in his slum
+area in Bangalore through the use of freedom-respecting software. This
+brought sustained improvement to his community and ultimately a radical
+turn in his own life.</p>
+
+<p>The group set up a Free Software computer lab in the slum dwelling and
+Mani learned fast, becoming a teacher himself to help his peers develop
+better skills in the use of the various applications. He soon acquired a
+mastery of the advanced techniques of GIMP, and, combining technical
+knowledge with innate artistic abilities, he produced graphical art that
+he exhibited and sold. The following three-minutes video portrays Mani's
+endeavor to learn Free Software. (Note to the hearing impaired: the only
+audio in the video is the soundtrack, which is a piano version of the Free
+Software Song).</p>
+
+
+<div style= "width:300px; margin-right:auto; margin-left:auto;
+ padding-top:1em; padding-bottom:1em;">
+
+ <video width="300" controls="controls">
+ <source
+ src="http://audio-video.gnu.org/video/ambedkar.ogv"
+ type='video/ogg; codecs="theora, vorbis"' />
+ </video>
+
+</div><!-- video style -->
+
+<p>Watch and download the video as
+<a href="http://audio-video.gnu.org/video/ambedkar.ogv">Ogg Theora</a> at
+a higher resolution.</p>
+
+<p>At the time of writing (March 2012) Mani is a student of Computer
+Science in Bangalore. He says:</p>
+
+<blockquote>
+<p> “First I need to say thanks to the Free Software movement, it
+allowed me to start learning GIMP. It was my first achievement in life,
+and I sold many paintings at a Free Software conference. Later I started
+displaying my works in many conferences. Because of GIMP, my painting
+skills are brought out to the world. As you know, our talents are usually
+ignored by the world. Our aims in the community are: to share software and
+knowledge, to learn from each other; to promote the Free Software ethical
+values and raise awareness about the importance of software freedom in a
+marginalized social environment; to empower the poor with computer
+knowledge. We want to replicate our model, we are already running three
+computer centers in other slums in the area.” </p>
+</blockquote>
+
+<h3>Why</h3>
+
+<p>The interests of nonfree software developers are at odds with the
+needs of users from all segments of society, given that they deny basic
+human values such as collaboration and sharing. Proprietary software
+companies deem irrelevant to their profit goals the damage that their
+policies cause to users of their products.</p>
+
+<p>In complex social structures such as that of India, exclusion of the
+underprivileged from access to information technologies is just one of the
+multiple instances of discrimination this sector of society faces at many
+levels: healthcare, housing, education, employment, to name a few. Over
+time, these vulnerable groups have attained a high degree of awareness
+about the importance of mutual collaboration, a basic human value often
+forgotten or even dismissed among the educated and affluent spheres of
+society in all cultures. The principles of sharing and reciprocal concern
+are deeply rooted in these communities and constitute valuable assets in
+their struggle for survival. The social bond among its members is solid
+and strong, a bulwark against the incursion of additional sources of
+exclusion.</p>
+
+<p>In that scenario, the introduction of proprietary software would not be
+accepted by these socially committed people since that would result in the
+imposition of further restrictions on them as computer users. They would
+not refrain from installing the software in as many computers as needed or
+use it as they please, they would not give up their right to access
+knowledge by studying how computer programs work, they would not sign away
+their right to modify or distribute the programs and, above all, they
+would not give up their right to share copies with their neighbors. All of
+these freedoms are granted to them only by
+<a href="/education//philosophy/free-sw.html">Free Software</a>.</p>
+
+<p>The restrictions imposed on users by proprietary software developers
+serve to attack other layers of society as well, specially the upper
+spending classes, since those are their main target. Artists and computer
+graphics professionals often get trapped in perpetual dependency from a
+company that may decide at any moment to discontinue the product if it is
+not profitable any longer; or it may decide to introduce updates that run
+only on specific platforms —most likely nonfree. So users have no
+choice but to keep the old version of the program or else invest in a new
+operating system.</p>
+
+<p>French artist Isabel Saij explains why she decided to break free from
+the trap by adopting Free Software for
+<a href="http://www.saij-copyleft2.net/fragments/fragments1.html">her
+work</a>:</p>
+
+<blockquote>
+<p> “With proprietary programs the artist is at the mercy of the
+software development company. Early in 2003 I used LiveMotion to design my
+digital 2D and 3D works with interactive pieces. Later that year the
+company decided to discontinue it so I was left without support for a piece
+of software on which I had spent my money and my time to learn how to use
+it. Moreover, whenever proprietary software developers decide to introduce
+new functionalities, you have to buy an update which often runs on the
+latest versions of proprietary operating systems only. So you are stuck in
+a vicious circle completely helpless. Itâs frustrating and thereâs nothing
+you can do about it. With Free Software, good projects never die due to
+the community being able to access the code. Someone else can come along
+and continue developing the software.”</p>
+</blockquote>
+
+<h3>Results</h3>
+
+<p>The introduction of Free Software in the slum removed the barriers that
+prevented this marginalized sector of society from accessing knowledge in
+the field of information technology. It provided these people with the
+opportunity to unfold innate capabilities that would otherwise would never
+have come to surface. This newly discovered intellectual richness brings
+benefit and progress not only to the involved individuals themselves and
+to the local community but to society as a whole, since they have learned
+how to overcome the detrimental effects of unjust global economic policies
+and are now ready for a productive life.</p>
+
+<p>With Free Software, users received all the benefits of digital
+education without being constrained to compromise their principles. The
+ethical values of Free Software are in line with and sustain those
+principles: not only were people free to use the software as they wished,
+install it in as many machines as they wished, but they were encouraged to
+copy it and share it with their neighbors in solidarity. Mani has become
+an artist using GIMP and a student of Computer Science; by now, he has
+acquired enough knowledge to study the source code and to modify it to
+meet the needs of his community, if necessary. Software freedom results
+in redistribution of intellectual and economic wealth, which is not
+possible where access to knowledge is restricted.</p>
+
+<p>In less disadvantaged contexts, users of GIMP have benefited from
+software freedom in many ways. They are no longer subject to arbitrary
+decisions by proprietary software companies; instead, they belong to a
+large and strong community where developers do care about their needs and
+fellow users provide help in many ways. Apart from the official manuals
+and tutorials, enthusiastic users publish lots of instructional materials
+and, due to the availability of the source code, those with programming
+skills have contributed a number of plug-ins to enhance the performance
+of the application.</p>
+
+<p>As a free program under the GNU GPL version 3 or later, no arbitrary
+decision by developers can ever stop the advancement of GIMP nor can
+the program be made proprietary.</p>
+
+<!-- If needed, change the copyright block at the bottom. In general,
+ pages on the GNU web server should be under CC BY-ND 3.0 US.
+ Please do NOT change or remove this without talking
+ with the webmasters or licensing team first.
+ Please make sure the copyright date is consistent with the document.
+ For web pages, it is ok to list just the latest year the document
+ was modified, or published.
+
+ If you wish to list earlier years, that is ok too.
+ Either "2001, 2002, 2003" or "2001-2003" are ok for specifying
+ years, as long as each year in the range is in fact a copyrightable
+ year, i.e., a year in which the document was published (including
+ being publicly visible on the web or in a revision control system).
+
+ There is more detail about copyright years in the GNU Maintainers
+ Information document, www.gnu.org/prep/maintain. -->
+
+</div><!-- for id="content", starts in the include above -->
+<!--#include virtual="/server/footer.html" -->
+<div id="footer">
+
+<p>Please send general FSF & GNU inquiries to
+<a href="mailto:address@hidden"><address@hidden></a>.
+There are also <a href="/contact/">other ways to contact</a>
+the FSF. Broken links and other corrections or suggestions can be sent
+to <a href="mailto:address@hidden"><address@hidden></a>.</p>
+
+<p><!-- TRANSLATORS: Ignore the original text in this paragraph,
+ replace it with the translation of these two:
+
+ We work hard and do our best to provide accurate, good quality
+ translations. However, we are not exempt from imperfection.
+ Please send your comments and general suggestions in this regard
+ to <a href="mailto:address@hidden">
+ <address@hidden></a>.</p>
+
+ <p>For information on coordinating and submitting translations of
+ our web pages, see <a
+ href="/server/standards/README.translations.html">Translations
+ README</a>. -->
+
+For information on coordinating and submitting translations of this
+article, see <a
+href="/server/standards/README.translations.html">Translations README</a>.
+</p>
+
+<p>Copyright © 2012 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>
+
+<p>Updated:
+<!-- timestamp start -->
+$Date: 2012/03/12 11:19:03 $
+<!-- timestamp end -->
+</p>
+</div>
+</div>
+</body>
+</html>
- www/education/draft edu-software-gimp.html,
Dora Scilipoti <=