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www/server/staging/nav-bar/test9 layout5.css ed...
|
From: |
Therese Godefroy |
|
Subject: |
www/server/staging/nav-bar/test9 layout5.css ed... |
|
Date: |
Thu, 03 Apr 2014 12:03:55 +0000 |
CVSROOT: /webcvs/www
Module name: www
Changes by: Therese Godefroy <th_g> 14/04/03 12:03:54
Modified files:
server/staging/nav-bar/test9: layout5.css edu-schools5.html
Log message:
Float the searcher in the translation list (RT#905180).
CVSWeb URLs:
http://web.cvs.savannah.gnu.org/viewcvs/www/server/staging/nav-bar/test9/layout5.css?cvsroot=www&r1=1.99&r2=1.100
http://web.cvs.savannah.gnu.org/viewcvs/www/server/staging/nav-bar/test9/edu-schools5.html?cvsroot=www&r1=1.28&r2=1.29
Patches:
Index: layout5.css
===================================================================
RCS file: /webcvs/www/www/server/staging/nav-bar/test9/layout5.css,v
retrieving revision 1.99
retrieving revision 1.100
diff -u -b -r1.99 -r1.100
--- layout5.css 31 Mar 2014 06:11:06 -0000 1.99
+++ layout5.css 3 Apr 2014 12:03:53 -0000 1.100
@@ -211,6 +211,7 @@
#toplinks a:hover { color: #777; }
#searcher {
+ float: right;
font-size: .9em;
font-family: "FreeSans", sans-serif;
font-weight: bold;
@@ -226,7 +227,6 @@
}
#translations {
- clear: both;
font-size: .8em;
font-family: "FreeSans", sans-serif;
line-height: 1.3em;
Index: edu-schools5.html
===================================================================
RCS file: /webcvs/www/www/server/staging/nav-bar/test9/edu-schools5.html,v
retrieving revision 1.28
retrieving revision 1.29
diff -u -b -r1.28 -r1.29
--- edu-schools5.html 28 Mar 2014 08:19:42 -0000 1.28
+++ edu-schools5.html 3 Apr 2014 12:03:54 -0000 1.29
@@ -14,17 +14,56 @@
<!-- start of banner.html -->
<!-- start of head-include-2.html -->
-<link rel="stylesheet" href="combo.css" media="screen" />
+<link rel="stylesheet" href="/combo.css" media="screen" />
<link rel="stylesheet" href="layout5.css" media="screen" />
<link rel="stylesheet" href="/mini.css" media="handheld" />
-<link rel="stylesheet" href="print.css" media="print" />
+<link rel="stylesheet" href="/print.css" media="print" />
<!-- end of head-include-2.html -->
</head>
<body>
<div class="inner">
-<!--#include virtual="body-include-1.html" -->
+<!-- start of server/body-include-1.html -->
+<!--#set var="HTML_BODY" value="yes" -->
+
+<div id="searcher">
+ <form method="get" action="http://www.gnu.org/cgi-bin/estseek.cgi";>
+ <div><label class="netscape4" for="phrase">Search:</label>
+ <input name="phrase" id="phrase" type="text" size="18" accesskey="s"
+ value="Why GNU/Linux?" onfocus="this.value=''" />
+ <input type="submit" value="Search" />
+ </div><!-- unnamed label -->
+ </form>
+</div><!-- /searcher -->
+
+<div id="translations">
+<p>
+<span dir="ltr" class="original"><a lang="en" hreflang="en"
href="/education/edu-schools.en.html"><abbr
title="English">EN</abbr></a></span>
+<span dir="ltr"><a lang="ar" hreflang="ar"
href="/education/edu-schools.ar.html"><abbr
title="اÙعربÙØ©">AR</abbr></a></span>
+<span dir="ltr"><a lang="bg" hreflang="bg"
href="/education/edu-schools.bg.html"><abbr
title="бÑлгаÑÑки">BG</abbr></a></span>
+<span dir="ltr"><a lang="ca" hreflang="ca"
href="/education/edu-schools.ca.html"><abbr title="catalÃ
">CA</abbr></a></span>
+<span dir="ltr"><a lang="de" hreflang="de"
href="/education/edu-schools.de.html"><abbr
title="Deutsch">DE</abbr></a></span>
+<span dir="ltr"><a lang="el" hreflang="el"
href="/education/edu-schools.el.html"><abbr
title="ελληνικά">EL</abbr></a></span>
+<span dir="ltr"><a lang="es" hreflang="es"
href="/education/edu-schools.es.html"><abbr
title="ελληνικά">ES</abbr></a></span>
+<span dir="ltr"><a lang="fa" hreflang="fa"
href="/education/edu-schools.fa.html"><abbr
title="ÙارسÛ">FA</abbr></a></span>
+<span dir="ltr"><a lang="fr" hreflang="fr"
href="/education/edu-schools.fr.html"><abbr
title="français">FR</abbr></a></span>
+<span dir="ltr"><a lang="he" hreflang="he"
href="/education/edu-schools.he.html"><abbr
title="×¢×ר×ת">HE</abbr></a></span>
+<span dir="ltr"><a lang="hr" hreflang="hr"
href="/education/edu-schools.hr.html"><abbr
title="hrvatski">HR</abbr></a></span>
+<span dir="ltr"><a lang="it" hreflang="it"
href="/education/edu-schools.it.html"><abbr
title="italiano">IT</abbr></a></span>
+<span dir="ltr"><a lang="ja" hreflang="ja"
href="/education/edu-schools.ja.html"><abbr
title="æ¥æ¬èª">JA</abbr></a></span>
+<span dir="ltr"><a lang="ml" hreflang="ml"
href="/education/edu-schools.ml.html"><abbr
title="മലയാളà´">ML</abbr></a></span>
+<span dir="ltr"><a lang="nl" hreflang="nl"
href="/education/edu-schools.nl.html"><abbr
title="Nederlands">NL</abbr></a></span>
+<span dir="ltr"><a lang="pl" hreflang="pl"
href="/education/edu-schools.pl.html"><abbr
title="polski">PL</abbr></a></span>
+<span dir="ltr"><a lang="pt-br" hreflang="pt-br"
href="/education/edu-schools.pt-br.html"><abbr title="português do
Brasil">PT-Br</abbr></a></span>
+<span dir="ltr"><a lang="ru" hreflang="ru"
href="/education/edu-schools.ru.html"><abbr
title="ÑÑÑÑкий">RU</abbr></a></span>
+<span dir="ltr"><a lang="sq" hreflang="sq"
href="/education/edu-schools.sq.html"><abbr
title="Shqip">SQ</abbr></a></span>
+<span dir="ltr"><a lang="ta" hreflang="ta"
href="/education/edu-schools.ta.html"><abbr
title="தமிழà¯">TA</abbr></a></span>
+<span dir="ltr"><a lang="uk" hreflang="uk"
href="/education/edu-schools.uk.html"><abbr
title="ÑкÑаÑнÑÑка">UK</abbr></a></span>
+<span dir="ltr"><a lang="uz" hreflang="uz"
href="/education/edu-schools.uz.html"><abbr
title="Oʻzbekcha">UZ</abbr></a></span>
+</p>
+</div>
+
<!--#include virtual="body-include-2.html" -->
<div id="content">
@@ -61,94 +100,135 @@
<p>by <a href="http://www.stallman.org/";>Richard Stallman</a></p>
-<p>There are general reasons why all computer users should insist on
-free software: it gives users the freedom to control their own
-computers—with proprietary software, the computer does what the
-software owner wants it to do, not what the user wants it to do. Free
-software also gives users the freedom to cooperate with each other, to
-lead an upright life. These reasons apply to schools as they do to
-everyone. The purpose of this article is to state additional reasons
-that apply specifically to education.</p>
-
-<p>Educational activities (including schools) have
-a <a href="/education/education.html">duty to teach only free
-software.</a> Here are the reasons.</p>
-
-<p>First, free software can save schools money. Free software gives
-schools, like other users, the freedom to copy and redistribute the
-software, so the school system can make copies for all the computers
-they have. In poor countries, this can help close the digital
-divide.</p>
-
-<p>This obvious reason, while important in practical terms, is rather
-shallow. And proprietary software developers can eliminate this reason
-by donating copies to the schools. (Warning: a school that accepts
-such an offer may have to pay for upgrades later.) So let's look at
-the deeper reasons.</p>
+<p>Educational activities (including schools) have a moral duty
+to <a href="/education/education.html">teach only free
+software.</a></p>
+
+<p>All computer users ought to insist on free software: it gives users
+the freedom to control their own computers—with proprietary
+software, the program does what its owner or developer wants it to do,
+not what the user wants it to do. Free software also gives users the
+freedom to cooperate with each other, to lead an upright life. These
+reasons apply to schools as they do to everyone. However, the purpose
+of this article is to present the additional reasons that apply
+specifically to education.</p>
+
+<p>Free software can save schools money, but this is a secondary
+benefit. Savings are possible because free software gives schools,
+like other users, the freedom to copy and redistribute the software;
+the school system can give a copy to every school, and each school can
+install the program in all its computers, with no obligation to pay
+for doing so.</p>
+
+<p>This benefit is useful, but we firmly refuse to give it first place,
+because it is shallow compared to the important ethical issues at
+stake. Moving schools to free software is more than a way to make
+education a little “better”: it is a matter of doing good
+education instead of bad education. So let's consider the deeper
+issues.</p>
<p>Schools have a social mission: to teach students to be citizens of
a strong, capable, independent, cooperating and free society. They
should promote the use of free software just as they promote
-recycling. If schools teach students free software, then the students
-will tend to use free software after they graduate. This will help
-society as a whole escape from being dominated (and gouged) by
+conservation and voting. By teaching students free software, they can
+graduate citizens ready to live in a free digital society. This will
+help society as a whole escape from being dominated by
megacorporations.</p>
-<p>What schools should refuse to do is teach dependence. Those
-corporations offer free samples to schools for the same reason tobacco
-companies distribute free cigarettes to minors: to get children
-addicted <a href="#note1">(1)</a>. They will not give discounts to these
-students once they've grown up and graduated.</p>
+<p>In contrast, to teach a nonfree program is implanting dependence,
+which goes counter to the schools' social mission. Schools should
+never do this.</p>
+
+<p>Why, after all, do some proprietary software developers offer
+gratis copies<a href="#note1">(1)</a> of their nonfree programs to
+schools? Because they want to <em>use</em> the schools to implant
+dependence on their products, like tobacco companies distributing
+gratis cigarettes to school children<a href="#note2">(2)</a>. They
+will not give gratis copies to these students once they've graduated,
+nor to the companies that they go to work for.</p>
<p>Free software permits students to learn how software works. Some
-students, on reaching their teens, want to learn everything there is
-to know about their computer and its software. They are intensely
-curious to read the source code of the programs that they use every
-day. To learn to write good code, students need to read lots of code
-and write lots of code. They need to read and understand real
-programs that people really use. Only free software permits this.</p>
+students, natural-born programmers, on reaching their teens yearn to
+learn everything there is to know about their computer and its
+software. They are intensely curious to read the source code of the
+programs that they use every day.</p>
<p>Proprietary software rejects their thirst for knowledge: it says,
“The knowledge you want is a secret—learning is
-forbidden!” Free software encourages everyone to learn. The free
-software community rejects the “priesthood of technology”,
-which keeps the general public in ignorance of how technology works;
-we encourage students of any age and situation to read the source code
-and learn as much as they want to know. Schools that use free software
-will enable gifted programming students to advance.</p>
+forbidden!” Proprietary software is the enemy of the spirit of
+education, so it should not be tolerated in a school, except as an
+object for reverse engineering.</p>
+
+<p>Free software encourages everyone to learn. The free software
+community rejects the “priesthood of technology”, which
+keeps the general public in ignorance of how technology works; we
+encourage students of any age and situation to read the source code
+and learn as much as they want to know.</p>
+
+<p>Schools that use free software will enable gifted programming
+students to advance. How do natural-born programmers learn to be good
+programmers? They need to read and understand real programs that
+people really use. You learn to write good, clear code by reading
+lots of code and writing lots of code. Only free software permits
+this.</p>
+
+<p>How do you learn to write code for large programs? You do that by
+writing lots of changes in existing large programs. Free Software
+lets you do this; proprietary software forbids this. Any school can
+offer its students the chance to master the craft of programming, but
+only if it is a free software school.</p>
<p>The deepest reason for using free software in schools is for moral
education. We expect schools to teach students basic facts and useful
-skills, but that is not their whole job. The most fundamental job of
-schools is to teach good citizenship, which includes the habit of
+skills, but that is only part of their job. The most fundamental task
+of schools is to teach good citizenship, including the habit of
helping others. In the area of computing, this means teaching people
to share software. Schools, starting from nursery school, should tell
-their pupils, “If you bring software to school, you must share
-it with the other students. And you must show the source code to the
-class, in case someone wants to learn.”</p>
-
-<p>Of course, the school must practice what it preaches: all the
-software installed by the school should be available for students to
-copy, take home, and redistribute further.</p>
+their students, “If you bring software to school, you must share
+it with the other students. You must show the source code to the
+class, in case someone wants to learn. Therefore bringing nonfree
+software to class is not permitted, unless it is for
+reverse-engineering work.”</p>
+
+<p>Of course, the school must practice what it preaches: it should
+bring only free software to class (except objects for
+reverse-engineering), and share copies including source code with the
+students so they can copy it, take it home, and redistribute it
+further.</p>
<p>Teaching the students to use free software, and to participate in
the free software community, is a hands-on civics lesson. It also
teaches students the role model of public service rather than that of
tycoons. All levels of school should use free software.</p>
+<p>If you have a relationship with a school —if you are a
+student, a teacher, an employee, an administrator, a donor, or a
+parent— it's your responsibility to campaign for the school to
+migrate to free software. If a private request doesn't achieve the
+goal, raise the issue publicly in those communities; that is the way
+to make more people aware of the issue and find allies for the
+campaign.</p>
+
<ol>
-<li><cite><a id="note1"></a>RJ Reynolds Tobacco Company was
+<li><cite><a id="note1"></a>Warning: a school that accepts such an
+offer may find subsequent upgrades rather expensive.</cite></li>
+
+<li><cite><a id="note2"></a>RJ Reynolds Tobacco Company was
fined $15m in 2002 for handing out free samples of cigarettes at
-events attended by children. See <a
href="http://www.bbc.co.uk/worldservice/sci_tech/features/health/tobaccotrial/usa.htm";>http://www.bbc.co.uk/worldservice/sci_tech/features/health/tobaccotrial/usa.htm</a>.</cite></li>
+events attended by children. See
+<a
href="http://www.bbc.co.uk/worldservice/sci_tech/features/health/tobaccotrial/usa.htm";>
+http://www.bbc.co.uk/worldservice/sci_tech/features/health/tobaccotrial/usa.htm</a>.</cite></li>
</ol>
</div><!-- for id="content", starts in the include above -->
-<!--#include virtual="/server/staging/nav-bar/test9/footer-text.html" -->
-
<div id="footer">
<div class="unprintable">
+<p>This site aims to follow the <a href="/accessibility/">accessibility
guidelines</a>. If you experience difficulties in this respect, please contact
<a
+href="mailto:address@hidden";><address@hidden></a>.</p>
+</div>
+<div class="unprintable">
<p>Please send general FSF & GNU inquiries to <a
href="mailto:address@hidden";><address@hidden></a>. There are also <a
href="/contact/">other ways to contact</a> the FSF. Broken links and other
@@ -184,7 +264,7 @@
<p>
Updated:
<!-- timestamp start -->
-$Date: 2014/03/28 08:19:42 $
+$Date: 2014/04/03 12:03:54 $
<!-- timestamp end -->
</p>
</div>
- www/server/staging/nav-bar/test9 layout5.css ed...,
Therese Godefroy <=