www education/po/edu-schools.bg.po philosophy/s...

[GNUN]

CVSROOT:        /web/www
Module name:    www
Changes by:     GNUN <gnun>     21/02/01 08:30:45

Modified files:
        education/po   : edu-schools.bg.po 
        philosophy     : surveillance-vs-democracy.it.html 
        philosophy/po  : surveillance-vs-democracy.it-en.html 
                         surveillance-vs-democracy.it.po 
Added files:
        education/po   : edu-schools.bg-diff.html 

Log message:
        Automatic update by GNUnited Nations.

CVSWeb URLs:
http://web.cvs.savannah.gnu.org/viewcvs/www/education/po/edu-schools.bg.po?cvsroot=www&r1=1.28&r2=1.29
http://web.cvs.savannah.gnu.org/viewcvs/www/education/po/edu-schools.bg-diff.html?cvsroot=www&rev=1.1
http://web.cvs.savannah.gnu.org/viewcvs/www/philosophy/surveillance-vs-democracy.it.html?cvsroot=www&r1=1.39&r2=1.40
http://web.cvs.savannah.gnu.org/viewcvs/www/philosophy/po/surveillance-vs-democracy.it-en.html?cvsroot=www&r1=1.34&r2=1.35
http://web.cvs.savannah.gnu.org/viewcvs/www/philosophy/po/surveillance-vs-democracy.it.po?cvsroot=www&r1=1.125&r2=1.126

Patches:
Index: education/po/edu-schools.bg.po
===================================================================
RCS file: /web/www/www/education/po/edu-schools.bg.po,v
retrieving revision 1.28
retrieving revision 1.29
diff -u -b -r1.28 -r1.29
--- education/po/edu-schools.bg.po      1 Feb 2021 12:45:40 -0000       1.28
+++ education/po/edu-schools.bg.po      1 Feb 2021 13:30:44 -0000       1.29
@@ -9,7 +9,7 @@
 msgid ""
 msgstr ""
 "Project-Id-Version: schools.html\n"
-"POT-Creation-Date: 2020-01-01 05:25+0000\n"
+"POT-Creation-Date: 2020-11-10 17:25+0000\n"
 "PO-Revision-Date: 2021-02-01 15:38+0200\n"
 "Last-Translator: Thérèse Godefroy <godef.th AT free.fr>\n"
 "Language-Team: Bulgarian <web-translators.org>\n"
@@ -27,29 +27,73 @@
 "Защо училищата трябва да си служат изцяло 
със свободен софтуер - Проектът "
 "GNU - Фондация за свободен софтуер"
 
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+#. type: Content of: <div><a>
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+#| msgid ""
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+msgid "<a id=\"side-menu-button\" class=\"switch\" href=\"#navlinks\">"
+msgstr ""
+"</a> <a id=\"language-button\" class=\"switch\" href=\"#language-container\">"
+
+# TODO
+#. type: Attribute 'title' of: <div><a><img>
+# | [-&nbsp;[Languages]&nbsp;-]{+Education Contents+}
+#, fuzzy
+#| msgid "&nbsp;[Languages]&nbsp;"
+msgid "Education Contents"
+msgstr "&nbsp;[Languages - Езици]&nbsp;"
+
+# TODO
+#. type: Attribute 'alt' of: <div><a><img>
+# | [-&nbsp;[Languages]&nbsp;-]{+&nbsp;[Education Contents]&nbsp;+}
+#, fuzzy
+#| msgid "&nbsp;[Languages]&nbsp;"
+msgid "&nbsp;[Education Contents]&nbsp;"
+msgstr "&nbsp;[Languages - Езици]&nbsp;"
+
+#. type: Content of: <div>
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+#, fuzzy
+#| msgid "</a>"
+msgid "</a>"
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+
+#. type: Content of: <div><p><a>
+# || No change detected.  The change might only be in amounts of spaces.
+#, fuzzy
+#| msgid "<a href=\"/\">"
+msgid "<a href=\"/\">"
+msgstr "<a href=\"/\">"
+
+#. type: Attribute 'title' of: <div><p><a><img>
+msgid "GNU Home"
+msgstr ""
+
+#. type: Content of: <div><p>
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-"<a href=\"/education/education.html\">Education</a> &rarr; <a href=\"/"
-"education/education.html#indepth\">In Depth</a> &rarr; Why Schools Should "
-"Exclusively Use Free Software"
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-#. type: Content of: <h2>
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 msgid "Why Schools Should Exclusively Use Free Software"
 msgstr "Защо училищата трябва да си служат 
изцяло със свободен софтуер"
 
-#. type: Content of: <p>
+#. type: Content of: <div><address>
 msgid "by <a href=\"http://www.stallman.org/\";>Richard Stallman</a>"
 msgstr "от <a href=\"http://www.stallman.org/\";>Ричард 
Столман</a>"
 
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+#. type: Content of: <div><div><blockquote><p>
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 "only free software.</a>"
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 "са валидни и за училищата.  Но има и 
особени основания, касаещи училищата.  "
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@@ -125,7 +169,7 @@
 "на цифровата бариера<sup><a 
href=\"#TransNote1\">1</a></sup> в бедните "
 "държави."
 
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@@ -154,7 +198,7 @@
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бъдещи нови версии.)  Затова нека "
 "разгледаме по-съществените причини."
 
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@@ -193,13 +237,13 @@
 "и след като се дипломират.  Това ще помогне 
на обществото като цяло да се "
 "спаси от господството (и измамите) на 
мегакорпорациите."
 
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 "upgrades may be expensive."
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всекидневно."
 
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@@ -254,7 +298,7 @@
 "not be tolerated in a school, except as an object for reverse engineering."
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добри в програмирането, да напреднат."
 
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 "school."
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@@ -361,7 +405,7 @@
 "проповядва: всеки софтуер, който 
инсталира трябва да може да бъде копиран от 
"
 "учениците, да могат да го занесат вкъщи и 
разпространяват."
 
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@@ -369,7 +413,7 @@
 "home, and redistribute it further."
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@@ -382,7 +426,7 @@
 "финансова изгода.  Всички видове учебни 
заведения би трябвало да ползват "
 "свободен софтуер."
 
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@@ -392,31 +436,30 @@
 "and find allies for the campaign."
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оферта, може да се наложи да плати за "
+"бъдещи нови версии."
 
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-#. type: Content of: <div>
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 #.         Please send your comments and general suggestions in this regard
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 #.         &lt;web-translators@gnu.org&gt;</a>.</p>
-#.         <p>For information on coordinating and submitting translations of
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-"Copyright &copy; 2003, 2009, 2014, 2015, 2016, 2019, 2020 Richard Stallman"
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Index: philosophy/surveillance-vs-democracy.it.html
===================================================================
RCS file: /web/www/www/philosophy/surveillance-vs-democracy.it.html,v
retrieving revision 1.39
retrieving revision 1.40
diff -u -b -r1.39 -r1.40
--- philosophy/surveillance-vs-democracy.it.html        8 Dec 2020 13:51:19 
-0000       1.39
+++ philosophy/surveillance-vs-democracy.it.html        1 Feb 2021 13:30:45 
-0000       1.40
@@ -1,9 +1,4 @@
-<!--#set var="PO_FILE"
- value='<a href="/philosophy/po/surveillance-vs-democracy.it.po">
- https://www.gnu.org/philosophy/po/surveillance-vs-democracy.it.po</a>'
- --><!--#set var="ORIGINAL_FILE" 
value="/philosophy/surveillance-vs-democracy.html"
- --><!--#set var="DIFF_FILE" 
value="/philosophy/po/surveillance-vs-democracy.it-diff.html"
- --><!--#set var="OUTDATED_SINCE" value="2019-06-26" -->
+<!--#set var="ENGLISH_PAGE" 
value="/philosophy/surveillance-vs-democracy.en.html" -->
 
 <!--#include virtual="/server/header.it.html" -->
 <!-- Parent-Version: 1.90 -->
@@ -19,12 +14,12 @@
    #intro { max-width: 55em; }
 }
 -->
+
 </style>
 
 <!-- GNUN: localize URL /graphics/dog.small.jpg -->
 <!--#include virtual="/philosophy/po/surveillance-vs-democracy.translist" -->
 <!--#include virtual="/server/banner.it.html" -->
-<!--#include virtual="/server/outdated.it.html" -->
 <h2 class="center">Quanta sorveglianza può sostenere una democrazia?</h2>
 
 <address class="byline center">di <a href="http://www.stallman.org/";>Richard 
Stallman</a></address>
@@ -50,7 +45,9 @@
 
 <p>Grazie alle rivelazioni di Edward Snowden, sappiamo che il livello attuale
 di sorveglianza diffusa nella società è incompatibile con i diritti
-umani. Lo confermano le ripetute molestie e persecuzioni ai danni di
+umani. Quando si aspettano che ogni loro azione venga registrata, <a
+href="https://www.socialcooling.com/";>le persone si limitano e censurano se
+stesse</a>. Lo confermano le ripetute molestie e persecuzioni ai danni di
 dissidenti, informatori e giornalisti. Dobbiamo ridurre il livello di
 sorveglianza diffusa, ma fino a che punto? Dove si colloca esattamente il
 massimo livello di sorveglianza tollerabile, oltre il quale essa diventa
@@ -58,25 +55,30 @@
 funzionamento della democrazia: quando gli informatori (come Snowden)
 possono essere scoperti.</p>
 </div>
+
 <div class="columns" style="clear:both">
 <p>Di fronte alla segretezza dei governi, dipendiamo dagli informatori per
 sapere <a href="https://www.eff.org/deeplinks/2013/11/reddit-tpp-ama";>cosa
-fa lo stato</a>. Tuttavia la sorveglianza di oggi minaccia gli informatori,
-il che significa che è eccessiva. Per ripristinare il nostro controllo
+fa lo stato</a> (di questo ci siamo ricordati nel 2019, quando diversi
+informatori diedero al pubblico ulteriori <a
+href="https://www.commondreams.org/views/2019/09/27/trumps-ukraine-scandal-shows-why-whistleblowers-are-so-vital-democracy";>informazioni
+sul tentativo di Trump di destabilizzare il presidente
+ucraino</a>). Tuttavia, la sorveglianza di oggi minaccia gli informatori, il
+che significa che è eccessiva. Per ripristinare il nostro controllo
 democratico sullo stato, dobbiamo ridurre la sorveglianza fino a un punto in
 cui tutti gli informatori sappiano che non possono essere scoperti.</p>
 
 <p>Usare software libero, <a
-href="/philosophy/free-software-even-more-important.html">come sostengo da
-30 anni</a>, è il primo passo per assumere il controllo delle nostre
-esistenze digitali. Non possiamo fidarci del software non libero; la NSA <a
+href="/philosophy/free-software-even-more-important.html">come sostengo dal
+1983</a>, è il primo passo per assumere il controllo delle nostre esistenze
+digitali. Non possiamo fidarci del software non libero; la NSA <a
 
href="https://web.archive.org/web/20130622044225/http://blogs.computerworlduk.com/open-enterprise/2013/06/how-can-any-company-ever-trust-microsoft-again/index.htm";>
 sfrutta</a> e addirittura <a
 
href="http://www.theguardian.com/world/2013/sep/05/nsa-gchq-encryption-codes-security";>crea</a>
 debolezze nel software non libero per invadere i nostri computer e
 router. Il software libero ci garantisce il controllo dei nostri computer,
 ma <a href="http://www.wired.com/opinion/2013/10/149481/";>non è in grado di
-proteggere la nostra privacy</a> quando mettiamo piede su Internet.</p>
+proteggere la nostra privacy quando mettiamo piede su Internet</a>. </p>
 
 <p>Negli Stati Uniti si sta lavorando a una <a
 
href="http://www.theguardian.com/world/2013/oct/10/nsa-surveillance-patriot-act-author-bill";>legislazione
@@ -289,7 +291,7 @@
 sorveglianza!</p>
 
 <p>Dobbiamo incorporare la privacy in questo modo in tutti i nostri sistemi
-digitali.</p>
+digitali.&nbsp;[<a href="#ambientprivacy">1</a>]</p>
 </div>
 
 <h3 class="subheader">Un rimedio alla raccolta dei dati: lasciarli 
dispersi</h3>
@@ -564,7 +566,14 @@
 invertire questa tendenza. Ciò richiede l’interruzione dell’accumulo di 
big
 data sui cittadini.</p>
 </div>
+<div class="column-limit"></div>
 
+<h3 class="footnote">Nota</h3>
+<ol>
+<li id="ambientprivacy">Il <em>mancato monitoraggio</em> viene talvolta 
definito <a
+href="https://idlewords.com/2019/06/the_new_wilderness.htm";>rispetto della
+vita privata</a>.</li>
+</ol>
 </div>
 
 <div class="translators-notes">
@@ -618,14 +627,16 @@
      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. -->
-<p>Copyright &copy; 2015, 2016, 2017, 2018, 2019 Richard Stallman</p>
+<p>Copyright &copy; 2015, 2016, 2017, 2018, 2019, 2020 Richard Stallman</p>
 
 <p>Questa pagina è distribuita secondo i termini della licenza <a 
rel="license"
 href="http://creativecommons.org/licenses/by-nd/4.0/";>Creative Commons
@@ -641,7 +652,7 @@
 <p class="unprintable"><!-- timestamp start -->
 Ultimo aggiornamento:
 
-$Date: 2020/12/08 13:51:19 $
+$Date: 2021/02/01 13:30:45 $
 
 <!-- timestamp end -->
 </p>

Index: philosophy/po/surveillance-vs-democracy.it-en.html
===================================================================
RCS file: /web/www/www/philosophy/po/surveillance-vs-democracy.it-en.html,v
retrieving revision 1.34
retrieving revision 1.35
diff -u -b -r1.34 -r1.35
--- philosophy/po/surveillance-vs-democracy.it-en.html  18 Apr 2019 21:00:20 
-0000      1.34
+++ philosophy/po/surveillance-vs-democracy.it-en.html  1 Feb 2021 13:30:45 
-0000       1.35
@@ -1,31 +1,32 @@
 <!--#include virtual="/server/header.html" -->
-<!-- Parent-Version: 1.86 -->
+<!-- Parent-Version: 1.90 -->
 <title>How Much Surveillance Can Democracy Withstand?
 - GNU Project - Free Software Foundation</title>
 <style type="text/css" media="print,screen"><!--
 #intro { margin: 2em auto 1.5em; }
 .pict.wide { width: 23em; }
-.pict p { margin-top: .2em; }
+.pict p { margin-bottom: 0; }
 @media (min-width: 55em) {
    #intro { max-width: 55em; }
-   .pict.wide { margin-bottom: 0; }
 }
---></style>
+-->
+</style>
 <!-- GNUN: localize URL /graphics/dog.small.jpg -->
 <!--#include virtual="/philosophy/po/surveillance-vs-democracy.translist" -->
 <!--#include virtual="/server/banner.html" -->
 <h2 class="center">How Much Surveillance Can Democracy Withstand?</h2>
 
-<p class="byline center">by <a href="http://www.stallman.org/";>Richard 
Stallman</a></p>
+<address class="byline center">by
+<a href="http://www.stallman.org/";>Richard Stallman</a></address>
 
 <!-- rms: I deleted the link because of Wired's announced
      anti-ad-block system -->
-<blockquote class="center"><p>A version of this article was first published in
+<blockquote class="center"><p><em>A version of this article was first 
published in
 <cite>Wired</cite> in October&nbsp;2013.<br />
 Also consider reading &ldquo;<a
 
href="https://www.theguardian.com/commentisfree/2018/apr/03/facebook-abusing-data-law-privacy-big-tech-surveillance";>A
 radical proposal to keep your personal data safe</a>,&rdquo; published in
-<cite>The Guardian</cite> in April&nbsp;2018.</p></blockquote>
+<cite>The Guardian</cite> in April&nbsp;2018.</em></p></blockquote>
 
 <div class="article">
 
@@ -38,7 +39,8 @@
 
 <p>Thanks to Edward Snowden's disclosures, we know that the current
 level of general surveillance in society is incompatible with human
-rights.  The repeated harassment and prosecution of dissidents,
+rights.  Expecting every action to be noted down <a 
href="https://www.socialcooling.com/";>makes people censor and
+limit themselves</a>.  The repeated harassment and prosecution of dissidents,
 sources, and journalists in the US and elsewhere provides
 confirmation.  We need to reduce the level of general surveillance,
 but how far?  Where exactly is the
@@ -47,18 +49,23 @@
 interfere with the functioning of democracy, in that whistleblowers
 (such as Snowden) are likely to be caught.</p>
 </div>
+
 <div class="columns" style="clear:both">
 <p>Faced with government secrecy, we the people depend on
 whistleblowers
 to <a href="https://www.eff.org/deeplinks/2013/11/reddit-tpp-ama";>tell
-us what the state is doing</a>.  However, today's surveillance
-intimidates potential whistleblowers, which means it is too much.  To
-recover our democratic control over the state, we must reduce
-surveillance to the point where whistleblowers know they are safe.</p>
+us what the state is doing</a>.  (We were reminded of this in 2019 as
+various whistleblowers gave the public increments
+of <a 
href="https://www.commondreams.org/views/2019/09/27/trumps-ukraine-scandal-shows-why-whistleblowers-are-so-vital-democracy";>information
+about Trump's attempt to shake down the president of Ukraine</a>.)
+However, today's surveillance intimidates potential whistleblowers,
+which means it is too much.  To recover our democratic control over
+the state, we must reduce surveillance to the point where
+whistleblowers know they are safe.</p>
 
 <p>Using free/libre
 software, <a href="/philosophy/free-software-even-more-important.html">as
-I've advocated for 30 years</a>, is the first step in taking control
+I've advocated since 1983</a>, is the first step in taking control
 of our digital lives, and that includes preventing surveillance.  We
 can't trust nonfree software; the NSA
 <a 
href="https://web.archive.org/web/20130622044225/http://blogs.computerworlduk.com/open-enterprise/2013/06/how-can-any-company-ever-trust-microsoft-again/index.htm";>uses</a>
@@ -190,7 +197,7 @@
 <div class="columns">
 <p>The Electronic Frontier Foundation and other organizations propose
 a set of legal principles designed to <a
-href="https://en.necessaryandproportionate.org/text";>prevent the
+href="https://necessaryandproportionate.org";>prevent the
 abuses of massive surveillance</a>.  These principles include,
 crucially, explicit legal protection for whistleblowers; as a
 consequence, they would be adequate for protecting democratic
@@ -281,15 +288,16 @@
 any desired period of time, with the average usage pattern for that
 period.  The same benefit, with no surveillance!</p>
 
-<p>We need to design such privacy into all our digital systems.</p>
+<p>We need to design such privacy into all our digital
+systems&nbsp;[<a href="#ambientprivacy">1</a>].</p>
 </div>
 
 <h3 class="subheader">Remedy for Collecting Data: Leaving It Dispersed</h3>
 
 <div class="columns">
-<p>One way to make monitoring safe for privacy is
-to <a name="dispersal">keep the data dispersed and inconvenient to
-access</a>.  Old-fashioned security cameras were no threat to privacy(<a 
href="#privatespace">*</a>).
+<p id="dispersal">One way to make monitoring safe for privacy is
+to keep the data dispersed and inconvenient to
+access.  Old-fashioned security cameras were no threat to privacy(<a 
href="#privatespace">*</a>).
 The recording was stored on the premises, and kept for a few weeks at
 most.  Because of the inconvenience of accessing these recordings, it
 was never done massively; they were accessed only in the places where
@@ -318,7 +326,7 @@
 occasionally, but the systematic accumulation of such data on the
 Internet must be limited.</p>
 
-<p><a name="privatespace"><b>*</b></a>I assume here that the security
+<p id="privatespace">(*) I assume here that the security
 camera points at the inside of a store, or at the street.  Any camera
 pointed at someone's private space by someone else violates privacy,
 but that is another issue.</p>
@@ -508,14 +516,15 @@
 police have their own jargon term for perjury,
 &ldquo;<a 
href="https://en.wikipedia.org/w/index.php?title=Police_perjury&amp;oldid=552608302";>testilying</a>,&rdquo;
 since they do it so frequently, particularly about protesters
-and <a href="https://www.themaven.net/pinacnews/";>photographers</a>.)
+and <a 
href="https://web.archive.org/web/20131025014556/http://photographyisnotacrime.com/2013/10/23/jeff-gray-arrested-recording-cops-days-becoming-pinac-partner/";>
+photographers</a>.)
 One city in California that required police to wear video cameras all
 the time
 found <a 
href="http://www.motherjones.com/kevin-drum/2013/08/ubiquitous-surveillance-police-edition";>their
 use of force fell by 60%</a>.  The ACLU is in favor of this.</p>
 
 <p><a
-href="http://action.citizen.org/p/dia/action3/common/public/?action_KEY=12266";>Corporations
+href="https://web.archive.org/web/20171019220057/http://action.citizen.org/p/dia/action3/common/public/?action_KEY=12266";>Corporations
 are not people, and not entitled to human rights</a>.  It is
 legitimate to require businesses to publish the details of processes
 that might cause chemical, biological, nuclear, fiscal, computational
@@ -551,6 +560,15 @@
 Soviet Union and East Germany were, we must reverse this increase.
 That requires stopping the accumulation of big data about people.</p>
 </div>
+<div class="column-limit"></div>
+
+<h3 class="footnote">End Note</h3>
+<ol>
+<li id="ambientprivacy">The condition of <em>not being monitored</em>
+has been referred to as <a
+href="https://idlewords.com/2019/06/the_new_wilderness.htm";>ambient
+privacy</a>.</li>
+</ol>
 </div>
 
 </div><!-- for id="content", starts in the include above -->
@@ -600,7 +618,7 @@
      There is more detail about copyright years in the GNU Maintainers
      Information document, www.gnu.org/prep/maintain. -->
 
-<p>Copyright &copy; 2015, 2016, 2017, 2018, 2019 Richard Stallman</p>
+<p>Copyright &copy; 2015, 2016, 2017, 2018, 2019, 2020 Richard Stallman</p>
 
 <p>This page is licensed under a <a rel="license"
 href="http://creativecommons.org/licenses/by-nd/4.0/";>Creative
@@ -610,7 +628,7 @@
 
 <p class="unprintable">Updated:
 <!-- timestamp start -->
-$Date: 2019/04/18 21:00:20 $
+$Date: 2021/02/01 13:30:45 $
 <!-- timestamp end -->
 </p>
 </div>

Index: philosophy/po/surveillance-vs-democracy.it.po
===================================================================
RCS file: /web/www/www/philosophy/po/surveillance-vs-democracy.it.po,v
retrieving revision 1.125
retrieving revision 1.126
diff -u -b -r1.125 -r1.126
--- philosophy/po/surveillance-vs-democracy.it.po       1 Feb 2021 13:20:01 
-0000       1.125
+++ philosophy/po/surveillance-vs-democracy.it.po       1 Feb 2021 13:30:45 
-0000       1.126
@@ -600,12 +600,12 @@
 msgstr ""
 "Un modo per rendere il monitoraggio sicuro dal punto di vista della privacy "
 "è quello di tenere i dati dispersi e rendere scomodo il loro accesso. Le "
-"vecchie telecamere di sicurezza non costituivano una minaccia alla "
-"privacy(<a href=\"#privatespace\">*</a>). Le registrazioni erano conservate "
-"in loco e per un massimo di poche settimane. Poiché consultarle era scomodo, 
"
-"non venivano mai studiate in modo massiccio, ma solo nei luoghi in cui "
-"qualcuno aveva denunciato un reato. Non sarebbe fattibile raccogliere "
-"fisicamente milioni di nastri ogni giorno e guardarli o copiarli tutti."
+"vecchie telecamere di sicurezza non costituivano una minaccia alla privacy"
+"(<a href=\"#privatespace\">*</a>). Le registrazioni erano conservate in loco "
+"e per un massimo di poche settimane. Poiché consultarle era scomodo, non "
+"venivano mai studiate in modo massiccio, ma solo nei luoghi in cui qualcuno "
+"aveva denunciato un reato. Non sarebbe fattibile raccogliere fisicamente "
+"milioni di nastri ogni giorno e guardarli o copiarli tutti."
 
 #. type: Content of: <div><div><p>
 msgid ""

Index: education/po/edu-schools.bg-diff.html
===================================================================
RCS file: education/po/edu-schools.bg-diff.html
diff -N education/po/edu-schools.bg-diff.html
--- /dev/null   1 Jan 1970 00:00:00 -0000
+++ education/po/edu-schools.bg-diff.html       1 Feb 2021 13:30:44 -0000       
1.1
@@ -0,0 +1,265 @@
+<!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Strict//EN"
+    "http://www.w3.org/TR/xhtml1/DTD/xhtml1-strict.dtd";>
+<!-- Generated by GNUN -->
+<html xmlns="http://www.w3.org/1999/xhtml"; xml:lang="en" lang="en">
+<head>
+<meta http-equiv="content-type" content="text/html; charset=utf-8" />
+<title>/education/edu-schools.html-diff</title>
+<style type="text/css">
+span.removed { background-color: #f22; color: #000; }
+span.inserted { background-color: #2f2; color: #000; }
+</style></head>
+<body><pre>
+&lt;!--#include virtual="/server/header.html" --&gt;
+&lt;!-- Parent-Version: 1.92 --&gt;
+&lt;!-- This page is derived from /server/standards/boilerplate.html --&gt;
+&lt;!--#set var="DISABLE_TOP_ADDENDUM" value="yes" --&gt;
+&lt;title&gt;Why Schools Should Exclusively Use Free Software
+- GNU Project - Free Software Foundation&lt;/title&gt;
+<span class="inserted"><ins><em>&lt;link rel="stylesheet" type="text/css" 
href="/side-menu.css" media="screen" /&gt;</em></ins></span>
+&lt;!--#include virtual="/education/po/edu-schools.translist" --&gt;
+&lt;!--#include virtual="/server/banner.html" --&gt;
+<span class="inserted"><ins><em>&lt;div class="nav"&gt;
+&lt;a id="side-menu-button" class="switch" href="#navlinks"&gt;
+ &lt;img id="side-menu-icon" height="32"
+      src="/graphics/icons/side-menu.png"
+      title="Education Contents"
+      alt="&nbsp;[Education Contents]&nbsp;" /&gt;
+&lt;/a&gt;
+
+&lt;p class="breadcrumb"&gt;
+ &lt;a href="/"&gt;&lt;img src="/graphics/icons/home.png" height="24"
+    alt="GNU Home" title="GNU Home" /&gt;&lt;/a&gt;&nbsp;/
+ &lt;a href="/education/education.html"&gt;Education&lt;/a&gt;&nbsp;/
+ &lt;a 
href="/education/education.html#indepth"&gt;In&nbsp;Depth&lt;/a&gt;&nbsp;/&lt;/p&gt;
+&lt;/div&gt;</em></ins></span>
+&lt;!--GNUN: OUT-OF-DATE NOTICE--&gt;
+&lt;!--#if expr="$OUTDATED_SINCE" --&gt;&lt;!--#else --&gt;
+&lt;!--#if expr="$LANGUAGE_SUFFIX" --&gt;
+&lt;!--#set var="DISABLE_TOP_ADDENDUM" value="no" --&gt;
+&lt;!--#include virtual="/server/top-addendum.html" --&gt;
+&lt;!--#endif --&gt;
+&lt;!--#endif --&gt;
+&lt;div style="clear: both"&gt;&lt;/div&gt;
+<span class="inserted"><ins><em>&lt;div id="last-div" 
class="reduced-width"&gt;</em></ins></span>
+&lt;h2&gt;Why Schools Should Exclusively Use Free Software&lt;/h2&gt;
+
+&lt;address class="byline"&gt;
+by &lt;a href="http://www.stallman.org/"&gt;Richard 
Stallman&lt;/a&gt;&lt;/address&gt;
+&lt;hr class="thin" /&gt;
+
+<span class="removed"><del><strong>&lt;p&gt;There are general reasons 
why</strong></del></span>
+<span class="inserted"><ins><em>&lt;div class="article"&gt;
+&lt;blockquote&gt;
+&lt;p&gt;
+Educational activities, including schools of</em></ins></span> all <span 
class="inserted"><ins><em>levels from
+kindergarten to university, have a moral duty
+to &lt;a href="/education/education.html"&gt;teach only free
+software.&lt;/a&gt;&lt;/p&gt;
+
+&lt;p&gt;All</em></ins></span> computer users <span 
class="removed"><del><strong>should</strong></del></span> <span 
class="inserted"><ins><em>ought to 
+&lt;a 
href="/philosophy/free-software-even-more-important.html"&gt;</em></ins></span>
+insist on free <span class="removed"><del><strong>software. 
It</strong></del></span> <span class="inserted"><ins><em>software&lt;/a&gt;: 
it</em></ins></span> gives users
+the freedom to control their own computers&mdash;with proprietary
+software, the <span 
class="removed"><del><strong>computer</strong></del></span> <span 
class="inserted"><ins><em>program</em></ins></span> does what <span 
class="removed"><del><strong>the
+software</strong></del></span> <span 
class="inserted"><ins><em>its</em></ins></span> owner <span 
class="inserted"><ins><em>or developer</em></ins></span> wants it to do,
+not what the <span class="removed"><del><strong>software</strong></del></span> 
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 <span 
class="removed"><del><strong>everyone.&lt;/p&gt;
+
+&lt;p&gt;But there are special</strong></del></span> <span 
class="inserted"><ins><em>everyone.  However, the purpose
+of this article is to present the additional</em></ins></span> reasons that 
apply
+<span class="inserted"><ins><em>specifically</em></ins></span> to <span 
class="removed"><del><strong>schools. They are the
+subject of this article. &lt;/p&gt;
+
+&lt;p&gt;First, free</strong></del></span> <span 
class="inserted"><ins><em>education.&lt;/p&gt;
+&lt;/blockquote&gt;
+&lt;div class="column-limit"&gt;&lt;/div&gt;
+
+&lt;p&gt;Free</em></ins></span> software can save <span 
class="removed"><del><strong>the schools money. Even in the
+richest countries,</strong></del></span> schools <span 
class="inserted"><ins><em>money, but this is a secondary
+benefit.  Savings</em></ins></span> are <span 
class="removed"><del><strong>short of money. Free</strong></del></span> <span 
class="inserted"><ins><em>possible because free</em></ins></span> software 
gives schools,
+like other users, the freedom to copy and redistribute the
+<span class="removed"><del><strong>software, so</strong></del></span> <span 
class="inserted"><ins><em>software;</em></ins></span>
+the school system can <span class="removed"><del><strong>make copies for all 
the computers
+they have. In poor countries, this</strong></del></span> <span 
class="inserted"><ins><em>give a copy to every school, and each 
school</em></ins></span> can <span class="removed"><del><strong>help 
close</strong></del></span>
+<span class="inserted"><ins><em>install</em></ins></span> the <span 
class="removed"><del><strong>digital
+divide.&lt;/p&gt;</strong></del></span> <span 
class="inserted"><ins><em>program in all its computers, with no obligation to 
pay
+for doing so.&lt;/p&gt;</em></ins></span>
+
+&lt;p&gt;This <span class="removed"><del><strong>obvious reason, while 
important,</strong></del></span> <span 
class="inserted"><ins><em>benefit</em></ins></span> is <span 
class="removed"><del><strong>rather shallow. And
+proprietary software developers can eliminate this disadvantage by
+donating copies</strong></del></span> <span class="inserted"><ins><em>useful, 
but we firmly refuse to give it first place,
+because it is shallow compared</em></ins></span> to the <span 
class="removed"><del><strong>schools.  (Watch out!&mdash;a school that
+accepts this offer may have</strong></del></span> <span 
class="inserted"><ins><em>important ethical issues at
+stake.  Moving schools</em></ins></span> to <span 
class="removed"><del><strong>pay for future upgrades.)</strong></del></span> 
<span class="inserted"><ins><em>free software is more than a way to make
+education a little &ldquo;better&rdquo;: it is a matter of doing good
+education instead of bad education.</em></ins></span>  So let's
+<span class="removed"><del><strong>look at</strong></del></span> <span 
class="inserted"><ins><em>consider</em></ins></span> the deeper <span 
class="removed"><del><strong>reasons.&lt;/p&gt;
+
+&lt;p&gt;School should</strong></del></span>
+<span class="inserted"><ins><em>issues.&lt;/p&gt;
+
+&lt;p&gt;Schools have a social mission: to</em></ins></span> teach students 
<span class="removed"><del><strong>ways</strong></del></span> <span 
class="inserted"><ins><em>to be citizens</em></ins></span> of <span 
class="removed"><del><strong>life that will benefit society
+as</strong></del></span>
+a <span class="removed"><del><strong>whole.</strong></del></span> <span 
class="inserted"><ins><em>strong, capable, independent, cooperating and free 
society.</em></ins></span>  They
+should promote the use of free software just as they promote <span 
class="removed"><del><strong>recycling.  If schools teach</strong></del></span>
+<span class="inserted"><ins><em>conservation and voting.  By 
teaching</em></ins></span> students free software, <span 
class="removed"><del><strong>then the
+students will use free software after</strong></del></span> they <span 
class="removed"><del><strong>graduate.</strong></del></span> <span 
class="inserted"><ins><em>can
+graduate citizens ready to live in a free digital society.</em></ins></span>  
This will
+help society as a whole escape from being dominated <span 
class="removed"><del><strong>(and gouged)</strong></del></span> by
+<span class="removed"><del><strong>megacorporations.  Those 
corporations</strong></del></span>
+<span class="inserted"><ins><em>megacorporations.&lt;/p&gt;
+
+&lt;p&gt;In contrast, to teach a nonfree program is implanting dependence,
+which goes counter to the schools' social mission.  Schools should
+never do this.&lt;/p&gt;
+
+&lt;p&gt;Why, after all, do some proprietary software 
developers</em></ins></span> offer <span class="removed"><del><strong>free 
samples</strong></del></span>
+<span class="inserted"><ins><em>gratis copies&lt;a 
href="#note1"&gt;(1)&lt;/a&gt; of their nonfree programs</em></ins></span> to 
<span class="removed"><del><strong>schools
+for</strong></del></span>
+<span class="inserted"><ins><em>schools?  Because they want to 
&lt;em&gt;use&lt;/em&gt;</em></ins></span> the <span 
class="removed"><del><strong>same reason</strong></del></span> <span 
class="inserted"><ins><em>schools to implant
+dependence on their products, like</em></ins></span> tobacco companies <span 
class="removed"><del><strong>distribute free cigarettes:</strong></del></span> 
<span class="inserted"><ins><em>distributing
+gratis cigarettes</em></ins></span> to
+<span class="removed"><del><strong>get children addicted &lt;a 
href="#note1"&gt;(1)&lt;/a&gt;.</strong></del></span> <span 
class="inserted"><ins><em>school children&lt;a 
href="#note2"&gt;(2)&lt;/a&gt;.</em></ins></span>  They
+will not give
+<span class="removed"><del><strong>discounts</strong></del></span> <span 
class="inserted"><ins><em>gratis copies</em></ins></span> to these students 
once <span class="inserted"><ins><em>they've graduated,
+nor to the companies that</em></ins></span> they <span 
class="removed"><del><strong>grow up</strong></del></span> <span 
class="inserted"><ins><em>go to work for.  Once you're dependent,
+you're expected to pay,</em></ins></span> and <span 
class="removed"><del><strong>graduate.&lt;/p&gt;</strong></del></span> <span 
class="inserted"><ins><em>future upgrades may be 
expensive.&lt;/p&gt;</em></ins></span>
+
+&lt;p&gt;Free software permits students to learn how software works.  <span 
class="removed"><del><strong>When
+students reach</strong></del></span>  <span class="inserted"><ins><em>Some
+students, natural-born programmers, on reaching</em></ins></span> their <span 
class="removed"><del><strong>teens, some of them want</strong></del></span> 
<span class="inserted"><ins><em>teens yearn</em></ins></span> to
+learn everything there is to know about their computer <span 
class="removed"><del><strong>system</strong></del></span> and its
+software.  <span class="removed"><del><strong>That
+is the age when people who will be good programmers should learn it.
+To learn to write software well, students need to read a lot of
+code and write a lot of code.  They need to read and understand
+real programs that people really use.</strong></del></span>  They <span 
class="removed"><del><strong>will be</strong></del></span> <span 
class="inserted"><ins><em>are</em></ins></span> intensely curious to read the 
source code of the
+programs that they use every day.&lt;/p&gt;
+
+&lt;p&gt;Proprietary software rejects their thirst for knowledge: it says,
+&ldquo;The knowledge you want is a secret&mdash;learning is
+forbidden!&rdquo; <span 
class="removed"><del><strong>Free</strong></del></span> <span 
class="inserted"><ins><em>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.&lt;/p&gt;
+
+&lt;p&gt;Free</em></ins></span> software encourages everyone to learn. The 
free software
+community rejects the &ldquo;priesthood of technology&rdquo;, 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 <span class="removed"><del><strong>know. 
Schools</strong></del></span> <span class="inserted"><ins><em>know.&lt;/p&gt;
+
+&lt;p&gt;Schools</em></ins></span> that use free software will enable gifted 
programming
+students to <span 
class="removed"><del><strong>advance.&lt;/p&gt;</strong></del></span> <span 
class="inserted"><ins><em>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.&lt;/p&gt;
+
+&lt;p&gt;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.&lt;/p&gt;</em></ins></span>
+
+&lt;p&gt;The <span class="removed"><del><strong>next</strong></del></span> 
<span class="inserted"><ins><em>deepest</em></ins></span> reason for using free 
software in schools is <span class="removed"><del><strong>on an even
+deeper level.</strong></del></span> <span class="inserted"><ins><em>for moral
+education.</em></ins></span> We expect schools to teach students basic <span 
class="removed"><del><strong>facts,</strong></del></span> <span 
class="inserted"><ins><em>facts</em></ins></span> and useful
+skills, but that is <span 
class="removed"><del><strong>not</strong></del></span> <span 
class="inserted"><ins><em>only part of</em></ins></span> their <span 
class="removed"><del><strong>whole</strong></del></span> job. The most 
fundamental
+<span class="removed"><del><strong>mission</strong></del></span> <span 
class="inserted"><ins><em>task</em></ins></span>
+of schools is to teach <span class="removed"><del><strong>people to be good 
citizens and</strong></del></span> good
+<span class="removed"><del><strong>neighbors&mdash;to cooperate with others 
who need their help.</strong></del></span> <span 
class="inserted"><ins><em>citizenship, including the habit of
+helping others.</em></ins></span> In the area of <span 
class="removed"><del><strong>computers,</strong></del></span> <span 
class="inserted"><ins><em>computing,</em></ins></span> this means teaching 
<span class="removed"><del><strong>them</strong></del></span> <span 
class="inserted"><ins><em>people</em></ins></span>
+to share software.
+<span class="removed"><del><strong>Elementary schools, above 
all,</strong></del></span>  <span class="inserted"><ins><em>Schools, starting 
from nursery school,</em></ins></span> should tell
+their <span class="removed"><del><strong>pupils,</strong></del></span> <span 
class="inserted"><ins><em>students,</em></ins></span> &ldquo;If you bring 
software to school, you must share
+it with the other
+<span class="removed"><del><strong>children.&rdquo; Of</strong></del></span> 
<span class="inserted"><ins><em>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.&rdquo;&lt;/p&gt;
+
+&lt;p&gt;Of</em></ins></span> course, the school must practice what it 
preaches:
+<span class="removed"><del><strong>all the software installed by the 
school</strong></del></span> <span 
class="inserted"><ins><em>it</em></ins></span> should <span 
class="removed"><del><strong>be available</strong></del></span>
+<span class="inserted"><ins><em>bring only free software to class (except 
objects</em></ins></span> for
+<span class="inserted"><ins><em>reverse-engineering), and share copies 
including source code with the</em></ins></span>
+students <span class="removed"><del><strong>to copy,</strong></del></span> 
<span class="inserted"><ins><em>so they can copy it,</em></ins></span> take 
<span class="inserted"><ins><em>it</em></ins></span> home, and redistribute 
<span class="inserted"><ins><em>it</em></ins></span>
+further.&lt;/p&gt;
+
+&lt;p&gt;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.&lt;/p&gt;
+
+<span class="inserted"><ins><em>&lt;p&gt;If you have a relationship with a 
school &mdash;if you are a
+student, a teacher, an employee, an administrator, a donor, or a
+parent&mdash; 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.&lt;/p&gt;
+&lt;div class="column-limit"&gt;&lt;/div&gt;</em></ins></span>
+
+&lt;ol&gt;
+&lt;li <span 
class="removed"><del><strong>id="note1"&gt;RJ</strong></del></span> <span 
class="inserted"><ins><em>id="note1"&gt;Warning: a school that accepts such an
+offer may find subsequent upgrades rather expensive.&lt;/li&gt;
+
+&lt;li id="note2"&gt;RJ</em></ins></span> Reynolds <span 
class="removed"><del><strong>tobacco company</strong></del></span> <span 
class="inserted"><ins><em>Tobacco Company</em></ins></span> was
+fined $15m in 2002 for handing out free samples of cigarettes at
+events attended by children.  See 
+&lt;a 
href="http://www.bbc.co.uk/worldservice/sci_tech/features/health/tobaccotrial/usa.htm"&gt;
+http://www.bbc.co.uk/worldservice/sci_tech/features/health/tobaccotrial/usa.htm&lt;/a&gt;.&lt;/li&gt;
+&lt;/ol&gt;
+&lt;/div&gt;
+
+<span class="inserted"><ins><em>&lt;/div&gt;
+&lt;!--#include virtual="/education/education-menu.html" 
--&gt;</em></ins></span>
+&lt;!--#include virtual="/server/footer.html" --&gt;
+&lt;div id="footer"&gt;
+&lt;div class="unprintable"&gt;
+
+&lt;p&gt;Please send <span class="inserted"><ins><em>general</em></ins></span> 
FSF &amp; GNU inquiries to &lt;a
+href="mailto:gnu@gnu.org"&gt;&lt;gnu@gnu.org&gt;&lt;/a&gt;.  There are also 
&lt;a
+href="/contact/"&gt;other ways to contact&lt;/a&gt; the FSF.
+<span class="removed"><del><strong>Please send broken</strong></del></span>  
<span class="inserted"><ins><em>Broken</em></ins></span> links and other
+corrections or suggestions <span class="inserted"><ins><em>can be 
sent</em></ins></span> to &lt;a
+href="mailto:webmasters@gnu.org"&gt;&lt;webmasters@gnu.org&gt;&lt;/a&gt;.&lt;/p&gt;
+
+&lt;p&gt;&lt;!-- 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 &lt;a href="mailto:web-translators@gnu.org"&gt;
+        &lt;web-translators@gnu.org&gt;&lt;/a&gt;.&lt;/p&gt;
+
+        &lt;p&gt;For information on coordinating and contributing translations 
of
+        our web pages, see &lt;a
+        href="/server/standards/README.translations.html"&gt;Translations
+        README&lt;/a&gt;. --&gt;
+Please see the &lt;a
+href="/server/standards/README.translations.html"&gt;Translations 
README&lt;/a&gt; for
+information on coordinating and contributing translations of this 
article.&lt;/p&gt;
+&lt;/div&gt;
+
+&lt;p&gt;Copyright &copy; <span 
class="removed"><del><strong>2003</strong></del></span> <span 
class="inserted"><ins><em>2003, 2009, 2014-2016, 2020</em></ins></span> Richard 
Stallman&lt;/p&gt;
+
+&lt;p&gt;This page is licensed under a &lt;a rel="license"
+href="http://creativecommons.org/licenses/by-nd/4.0/"&gt;Creative
+Commons Attribution-NoDerivatives 4.0 International 
License&lt;/a&gt;.&lt;/p&gt;
+
+&lt;!--#include virtual="/server/bottom-notes.html" --&gt;
+
+&lt;p class="unprintable"&gt;Updated:
+&lt;!-- timestamp start --&gt;
+$Date: 2021/02/01 13:30:44 $
+&lt;!-- timestamp end --&gt;
+&lt;/p&gt;
+&lt;/div&gt;
+&lt;/div&gt;
+&lt;/body&gt;
+&lt;/html&gt;
+
+</pre></body></html>