www/education po/how-i-fought-to-graduate-witho...

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Modified files:
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Added files:
        education      : 
                         
how-i-fought-to-graduate-without-using-non-free-software.zh-cn.html 
        education/po   : 
                         
how-i-fought-to-graduate-without-using-non-free-software.zh-cn-en.html 

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CVSWeb URLs:
http://web.cvs.savannah.gnu.org/viewcvs/www/education/how-i-fought-to-graduate-without-using-non-free-software.zh-cn.html?cvsroot=www&rev=1.1
http://web.cvs.savannah.gnu.org/viewcvs/www/education/po/how-i-fought-to-graduate-without-using-non-free-software.translist?cvsroot=www&r1=1.1&r2=1.2
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Patches:
Index: po/how-i-fought-to-graduate-without-using-non-free-software.translist
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diff -u -b -r1.1 -r1.2
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20 May 2021 08:29:36 -0000      1.2
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href="/education/how-i-fought-to-graduate-without-using-non-free-software.en.html">English</a>
 &nbsp;</span>
+<span dir="ltr">[zh-cn]&nbsp;<a lang="zh-cn" hreflang="zh-cn" 
href="/education/how-i-fought-to-graduate-without-using-non-free-software.zh-cn.html">简体中文</a>
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href="/education/how-i-fought-to-graduate-without-using-non-free-software.en.html"
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Index: how-i-fought-to-graduate-without-using-non-free-software.zh-cn.html
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diff -N how-i-fought-to-graduate-without-using-non-free-software.zh-cn.html
--- /dev/null   1 Jan 1970 00:00:00 -0000
+++ how-i-fought-to-graduate-without-using-non-free-software.zh-cn.html 20 May 
2021 08:29:36 -0000      1.1
@@ -0,0 +1,260 @@
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value="/education/how-i-fought-to-graduate-without-using-non-free-software.en.html"
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+<!-- This page is derived from /server/standards/boilerplate.html -->
+<!--#set var="DISABLE_TOP_ADDENDUM" value="yes" -->
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+<!-- This file is automatically generated by GNUnited Nations! -->
+<title>我未使用非自由软件但成功毕业 - GNU 工程 - 
自由软件基金会</title>
+<link rel="stylesheet" type="text/css" href="/side-menu.css" media="screen" />
+
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+<a id="side-menu-button" class="switch" href="#navlinks">
+ <img id="side-menu-icon" height="25" width="31"
+      src="/graphics/icons/side-menu.png"
+      title="教育内容"
+      alt="&nbsp;[教育内容]&nbsp;" />
+</a>
+
+<p class="breadcrumb">
+ <a href="/"><img src="/graphics/icons/home.png" height="26" width="26"
+    alt="GNU 首页" title="GNU 首页" /></a>&nbsp;/ <a 
href="/education/education.html">教育</a>&nbsp;/ <a
+href="/education/resisting-proprietary-software.html">对抗</a>&nbsp;/ <a
+href="/education/successful-resistance-against-nonfree-software.html">成功的对抗</a>&nbsp;/</p>
+</div>
+
+<!--GNUN: OUT-OF-DATE NOTICE-->
+<!--#if expr="$OUTDATED_SINCE" -->
+<!--#else -->
+<!--#if expr="$LANGUAGE_SUFFIX" -->
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+<!--#endif -->
+<!--#endif -->
+<div style="clear: both"></div>
+<div id="last-div" class="reduced-width">
+
+<h2>我未使用非自由软件但成功毕业</h2>
+
+<address class="byline">Wojciech Kosior<a href="#thanks" 
id="thanks-rev"><sup>[1]</sup></a> 著</address>
+<hr class="thin" />
+
+<p>ä½œä¸ºä¸€ä¸ªå¤§å­¦ç”Ÿï¼Œæˆ‘å’Œå…¶ä»–äººä¸€æ ·åœ¨ç–«æƒ…
中挣扎度过。许多人经历亲人死别，或者
失去工作。而我在波兰克拉科夫市的 AGH
+ç§‘æŠ€å¤§å­¦å­¦ä¹ ä¿¡æ¯æŠ€æœ¯æ—¶ï¼Œè¿›è¡Œäº†åˆ«æ 
·çš„斗争。下面我讲一下我的斗争经历，为了鼓励和激励更多人。</p>
+
+<h3>不道德的平台</h3>
+
+<p>软件自由在这个时代是一个非常大的问题，但是它并不显而易见。数字通讯技术，比如视频会议，å
 
据了我们生活的中心位置，许多用户视之为法宝。他们没有注意到隐藏在这些应用之下的危险：控制这些技术的人控制了我们的生活。最近我们已经看到è¶
…çº§æŠ€æœ¯å…¬å¸åœ¨é¢ è¦†æ°‘ä¸»ã€æ“æŽ§è¨€è®ºã€æŽ’é™¤å¼‚å·±ã€ä¾µå 
隐私。</p>
+
+<p>软件自由就是为人们夺回控制权的斗争。它针对的是&ldquo;非自由&rdquo;软件，又称为
+<em>专有软件</em>ï¼Œè¿™ç§è½¯ä»¶å¼ºåŠ ç»™ç”¨æˆ·ä¸å…¬æ­£å¹¶å…
¨é¢ä¼¤å®³ç”¨æˆ·ã€‚为了追求自由的使命，象我一æ 
·çš„软件自由倡导者坚持使用 <em>自由</em> 软件。</p>
+
+<p>å‘æ–°ç”Ÿä»£ä¼ 
播这些理念尤为重要。不幸的是，我们看到的趋势正相反。在我的祖国，课å
 ‚里大多数计算机的操作系统缺省都是专有的 Microsoft
+Windows，甚至某些大学还为学生提供许可证。我终于认识到这种活动实é™
…上只为专有操作系统供应商输送了利益。同æ 
·ä»¤äººä¸å®‰çš„是课程的安排在很大程度上依赖于非自由的
+Google ç”µå­è¡¨æ ¼ã€‚</p>
+
+<p>由于受到专有软件创建的网络压力，在疫情
期间我们看到教育机构草率地接纳了诸如 Microsoft Teams、Zoom 
和 WhatsApp
+ç­‰ä¸“æœ‰è½¯ä»¶ã€‚ç„¶åŽï¼Œä¸­å°å­¦å’Œå¤§å­¦åˆå¼ºåŠ 
ä¹‹äºŽå­¦ç”Ÿï¼Œç»“æžœå°±æ˜¯å­¦ç”Ÿä»¬ç”±äºŽä½¿ç”¨ä»–ä»¬æ— 
法控制的软件而丧失自由，更不必说这些软件糟糕的安å…
¨æ€§å’Œå¯¹éšç§çš„侵犯。</p>
+
+<p>å› ä¸ºæˆ‘æ‹’ç»ä½¿ç”¨ä¸é“å¾·çš„è½¯ä»¶ï¼Œæ‰€ä»¥å¯¹ä¸“æœ‰å¹³å°çš„å®Œå…
¨ä¾èµ–就是一个道德冲突。我的目æ 
‡ä¸€ç›´æ˜¯å®Œæˆå¤§å­¦å­¦ä½è€Œä¸å‘å¼ºåŠ 
给我的非自由服务投降，我的方法就是说服教授们<a
+href="#teachers" id="teachers-rev"><sup>[2]</sup></a>
+让我使用自由软件替代那些专有应用。我未曾期望能够打赢这场力量悬殊的战斗，但是现在，通过立场坚定而有礼有节的行动，我觉得我å
…¨é¢å äº†ä¸Šé£Žã€‚å¸Œæœ›æˆ‘çš„æ•…äº‹ä¹Ÿèƒ½å¤Ÿå¸®ä½ åšæŒä¸æ‡ˆã€‚</p>
+
+<h3>é“å¾·ç ”ç©¶</h3>
+
+<p>历经时日，我越来越坚持避免非自由软件。其中的挑战包
括使用带 Libreboot 的 ThinkPad 
笔记本电脑、使用只有自由软件的 GNU/Linux
+å‘è¡Œç‰ˆã€‚ä½ ä¹Ÿè®¸ä¼šé—®ï¼š</p>
+
+<blockquote>
+<p>é‚£ä¹ˆå­¦ä¸šæ€Žä¹ˆåŠžï¼Ÿéš¾é“ä½ ä¸æ˜¯è¦ç”¨ Windows？或者 MS 
Office？或者其他专有工具？</p>
+</blockquote>
+
+<p>实际上，大多数的课å 
‚作业都可以用自由软件完成。今天，我们已经有了卓越豪华的自由操作系统以及可以完成大多数任务的自由工å
…
·ã€‚大部分流行的编程语言都有自由的实现。对那些少数需要非自由工å
…·çš„情
况，我有时可以说服教授让我用替代品&mdash;&mdash;比如，用
+PostgreSQL 数据库代替 Oracle
+æ•°æ®åº“æ¥å®Œæˆç»ƒä¹ &mdash;&mdash;有时就用学æ 
¡å®žéªŒå®¤çš„电脑来完成作业。我得承认，在别人的电脑上运行非自由软件也没有完å
…
¨è§£å†³æˆ‘们的道德问题。只是看起来过得去，但是我并不以此为自豪。</p>
+
+<p>现在我对内置在浏览器里的 JavaScript（jsï¼‰æ›´åŠ 
认真了。Web js
+程序运行在被隔离的沙盒里，这让许多人觉得即使不是自由程序也可以接受。沙盒也许解决了安å
…
¨é—®é¢˜ï¼Œä½†æ˜¯è¿™äº›ä¸“有程序的真正问题在于它们剥夺了用户的控制权。目前，要在网络浏览器里保持用户的软件自由还不那么容易。禁用
+js 之后，网站会不太好用。我就曾经请同事帮忙把ç 
”究数据输入到 Google Sheet ä¸­ï¼Œå› ä¸ºä¸æ‰“å¼€ js æ 
¹æœ¬æ²¡æ³•ç”¨ã€‚此外，js
+ä»£ç ä¹Ÿå¸¸ç”¨æ¥å®žçŽ°è·Ÿè¸ªç”¨æˆ·çš„æµè§ˆå™¨æŒ‡çº¹æ”¶é›†å™¨ã€‚</p>
+
+<h3>礼貌地劝说</h3>
+
+<p>没有太大的问题，我完成了学业的第五个学期。第å…
­å­¦æœŸåˆšå¼€å§‹ï¼Œç–«æƒ…ä¹Ÿå¼€å§‹äº†ã€‚å­¦æ ¡å…
³é—­äº†ç‰©ç†è®¾æ–½ï¼Œå¤§å¤šæ•°å­¦ç”Ÿå›žäº†å®¶ã€‚教授开始安排远程课å 
‚。毫不奇怪，他们都选择了专有平台。Cisco
+Webex、Microsoft Teams、ClickMeeting 以及 Skype
+éƒ½æ˜¯æµè¡Œçš„é€‰æ‹©ã€‚æˆ‘æ— 
法找到这些平台的自由软件客户端。而且，教授们也没有意识到非自由
 js çš„é—®é¢˜ï¼Œä»–ä»¬æœŸæœ›å¤§å®¶éƒ½èƒ½æ–¹ä¾¿åœ°é€šè¿‡ç½‘é¡µæŽ¥å£å‚åŠ 
视频课程。</p>
+
+<p>我如何处理这些需求？我 <em>非常</em>
+客气地给每位要使用问题平台的教授写邮件，向他们解释那个平台没有自由软件客户端。我通常会提供一个å
…
³äºŽè½¯ä»¶è‡ªç”±å’Œå¤§å­¦é—®é¢˜çš„在线说明，还有自由软件基金会制作的
+&ldquo;蒙面英雄&rdquo; 视频，以及指向自由在线视频会议如 
Jami 和 Jitsi Meet 的链接。</p>
+
+<p>我向他们解释，虽然这些中心化平台有许多已知的监控和安å
…
¨é—®é¢˜ï¼Œä½†æ˜¯å¯¹æˆ‘来说，软件自由是真正的问题。教授有的回信敦促我
+&ldquo;在虚拟机上运行这些软件&rdquo;，有的说我
+&ldquo;ä½¿ç”¨æœåŠ¡æ— éœ€æºä»£ç 
ï¼Œ&rdquo;很显然这些教授没理解这个问题或者
对此问题只有片面了解。如果我不是学的计算机科学，那么我怀疑å
…¶ä»–学科的人对此的理解就更少了。</p>
+
+<h3>错失</h3>
+
+<p>è¿™é‡Œæœ‰ä¸¤ç±»ä¸åŒçš„äº‹æƒ…éœ€è¦æ‹…å¿ƒã€‚ç¬¬ä¸€ç±»æ˜¯èŽ·å–å’Œå‚åŠ 
æ•™å­¦æ´»åŠ¨ï¼›ä¾‹å¦‚ï¼Œåœ¨æœºå™¨å­¦ä¹ 
课上，我找人把教授的讲解转发给我。第二类是注册和评估。有些远程课不点名。我就逃课了。把家庭作业上ä¼
 到
+Moodle 也没什么问题。</p>
+
+<p>第一次真正有问题的是人工智能（AIï¼‰è¯¾ã€‚å®ƒç”±å‡ 
个教授轮流上课。第一位教授的作业需要使用专有软件
+Framsticksï¼Œä½†æ˜¯å…è®¸æˆ‘ç”¨ç¥žç»ç½‘ç»œçš„ç»ƒä¹ 
做替代。另一个教授同意我用 Webots 代替 Choreographe
+å®Œæˆæ¨¡æ‹Ÿç»ƒä¹ ã€‚è¿˜æœ‰ä¸€ä¸ªæ•™æŽˆè¦æ±‚æˆ‘ä»¬å®Œæˆä¸€ä¸ªåœ¨çº¿çš„ 
NVIDIA 课程，这个要求非自由的 
js，而这个教授没有回复我的邮件。</p>
+
+<p>一个分布式系统的作业要使用 Webex 
提交，但是教授同意我用 Jami。</p>
+
+<h3>不确定性和怀疑</h3>
+
+<p>另一个问题是由于缺少明确的政策而带来的不确定性。不知道大学是否认同我的原则让我倍感压力。尽管我前面取得了一些小胜利，还是有å
…¶ä»–çš„è½®æµæŽˆè¯¾æ•™æŽˆéœ€è¦ä¸€ä¸ªä¸€ä¸ªåŒæ„æˆ‘çš„ä½œä¸šæ˜¯å¦é€šè¿‡ï¼Œå› 
æ­¤ç›´åˆ°å…­æœˆæˆ‘éƒ½æ— 
法确定我是否能成功。三月，系统编程课开始了。这个教授不想花时间连接到自由平台批改我的作业，让我å‡
 ä¹Žç»æœ›ï¼Œå› æ­¤æˆ‘åˆä¸€æ¬¡åœ¨ä¸ç¡®å®šä¹‹ä¸­åº¦è¿‡å¤æ´»èŠ‚ã€‚</p>
+
+<p>我坚信每个课程都应该 <em>至少</em>
+提供一些使用自由工具来参与的方法，这æ 
·å­¦ç”Ÿä»¬è‡³å°‘å¯ä»¥åœ¨è‡ªç”±å¹³å°ä¸Šé˜…è¯»ä½œä¸šï¼Œå¹¶ä¸Šä¼ 
答案。除非大学提供这种可操作性，对专有软件的依赖就会导致学生和教授双方耗费时间和精力。我当时写信给两位教授å
…³äºŽä½¿ç”¨éžè‡ªç”±å¹³å°ä¸Šè¯¾çš„问题。一个æ 
¹æœ¬ä¸å›žå¤ï¼Œå¦ä¸€ä¸ªå›žå¤å¾—很粗暴。他们似乎是不理解，但是我怀疑他们æ
 ¹æœ¬æ˜¯é¿å…é¢å¤–的工作。这腐蚀了我上课的热情，我不再å…
³å¿ƒä¸Šè¯¾ã€‚某个特定语言的包管理器让我感到有安å…
¨å’Œè‡ªç”±çš„风险，避免使用该包
管理器让我花费了大量时间，功课也落后了。时间对大家都很宝贵。</p>
+
+<h3>自由的阻力</h3>
+
+<p>虽然有压力，不过事情
目前还是相当顺利。不过复活节之后，一门软件工程课出现了大问题。教授å
…
ˆæ˜¯ä¸ç†æˆ‘的多封邮件，但是最后还是写了长长的回复，并威胁说如果我再有一次误课就判我不及æ
 
¼ã€‚这个邮件语气非常厌烦，或许是气愤。有人建议我通过同学的帮助参åŠ
 线上课程。我和一个同学通过
+Mumble 连接，教授也在å…
¶ä¸­&mdash;&mdash;不完美，但是可以完成任务！</p>
+
+<p>软件自由的问题，是一个道德问题，它必
须和开源运动经常看重的å…
¶ä»–问题分开。比如，开源的推动者不愿意把自由这æ 
·é‡è¦çš„é—®é¢˜æ‹¿å‡ºæ¥è®¨è®ºï¼Œä»–ä»¬åªæ˜¯è¯´ç¤¾åŒºå¯ä»¥å¸®åŠ©æºä»£ç å…
¬å¼€çš„软件提高质量。同时，我们的对手宣称专有软件可以带来更高的收益，并雇佣更多的开发è€
…来改进质量。</p>
+
+<p>编译器课程的考试要采用 Microsoft Teams 
进行。我再一次坚持原则，并觉得自己要挂科。很搞笑，Teams
+æŒ‚äº†ã€‚å®ƒæ— æ³•å¤„ç†å¤šåå­¦ç”ŸåŒæ—¶è¿žçº¿ï¼Œå› 
此考试采用了电子邮件。另一方面，在七月份和论文导师的沟通中，Jami
+也崩了。没有完美的软件。但是自由软件至少在崩溃的时候还能捡到碎片。</p>
+
+<p>软件并不一定只是由于功能而和自由产生摩擦。暑假里我需要做实ä¹
 。当知道雇主将让我的代ç 
å˜å¾—非自由时，我退出了这个付钱的工作。最后，我做的是不付费的实ä¹
 。</p>
+
+<p>经过这一系列斗争，我最终度过了夏季学期，拿到了不错的成绩。这个好多次看来å‡
 乎不可能的事成了现实。</p>
+
+<h3>各个层面的专有软件</h3>
+
+<p>冬季学期之前，教授们收到一个遵循数据保护法律的可用视频会议平台列表。它们åŒ
…括 Microsoft Teams、Cisco
+Webex、ClickMeeting 和 Google Meetã€‚ä½ è‚¯å®šçœ‹å¾—å‡ºå…
¶ä¸­çš„讽刺意味！</p>
+
+<p>有个教授同意在其课程上使用 Jitsi
+Meet，并建议我请学生委员会把这个平台推荐给æ 
¡é•¿ï¼Œä½†æ˜¯å§”员会一直没有回复我的邮件。提供更佳数据保护的高质量软件被成心搁置在外为商业化非自由平台提供便利，这看起来就像一个教育机构被行业è
…è´¥å¾æœçš„案例。自由软件没有被批准，这个教授还是用
+Webex 和其他同学沟通。</p>
+
+<h3>误区</h3>
+
+<p>如前所述，尽管他们是很有知识的计算机科学家，在信息科学领域也很有经验，许多学è€
…对软件政治和软件道德的理解通常却较差。</p>
+
+<p>æŽˆè¯¾çš„æ•™æŽˆç§°å› 
为自由平台也运行在别人的服务器上，&ldquo;所以它不会更安å
…¨ã€‚&rdquo;我回复说 Jitsi Meet
+å…è®¸åˆ›å»ºç‹¬ç«‹çš„åº”ç”¨ï¼Œè¿™å°±æ ¹é™¤äº†ä¾èµ–äºŽæŸä¸ªå…
¬å¸çš„问题。我还指出å…
¶ä»–服务的主要问题是缺少自由的客户端。这些有地位的教授完å
…¨æŽŒæ¡äº†ä¸­é—´åŠ å¯†å’Œç‚¹å¯¹ç‚¹åŠ å¯†çš„ä¸åŒï¼Œè™½ç„¶ä»–ä»¬åœ¨è¯¾å 
‚上如此讲述，但是在日常工作中却从不如此实践，这真是一个悲哀。</p>
+
+<p>有些时候，我会反对使用 Windows
+è™šæ‹Ÿæœºæ¥åšæ¸—é€æµ‹è¯•ç»ƒä¹ ã€‚æ•™æŽˆè¯´åªç”¨è‡ªç”±æœåŠ¡å™¨çš„æµ‹è¯•è€…
不会成为一个好的渗透测试者
。我放弃了对他的反驳，但是我认为专有平台默认就是不安å…
¨çš„ï¼Œå› 为它们本身就可能有后门。</p>
+
+<h3>解决</h3>
+
+<p>有一次，我和导师起了争执，他向我发出了必须使用 
Microsoft Teams
+的最后指令。我没有同意，他向æ 
¡é•¿æå‡ºä¸å†æŒ‡å¯¼æˆ‘。也许æ 
¡é•¿æ²¡æœ‰è¯»é‚£å°é‚®ä»¶ï¼Ÿæˆ‘åªæ˜¯çžŽçŒœã€‚ä¸ç®¡æ€Žæ ·ï¼Œå‡ 
周之后，我还从他哪里借了一些电子设备&mdash;&mdash;看来好象没发生过争执一æ
 ·ã€‚</p>
+
+<p>åŽæ¥ï¼Œè¿˜æœ‰ä¸€ä¸ªæ•™æŽˆå› ä¸ºæˆ‘ä¸ä½¿ç”¨ Teams 
è€Œä¸åŒæ„è®©æˆ‘é€šè¿‡è¯¾ç¨‹ï¼Œä»–æƒ³è®©æˆ‘å› ä¸º &ldquo;缺课&rdquo;
+è€Œä¸åŠæ ¼ï¼Œå°½ç®¡æˆ‘æ•´ä¸ªå­¦æœŸéƒ½ä¸Šä¼ 
了作业。经过长时间的争论，我获得一次在 1 月 8 
日线上开会的机会......使用
+Teams！我还是礼貌地拒绝了，并重申了我的观点。教授最后把邮件抄送给副æ
 ¡é•¿ã€‚与此同时，我错过了在 1
+æœˆä»½ç­”è¾©è€Œä¸Šä¼ 
论文的最后期限。在多次提醒之后，终于有了回复，通过æ 
¡é•¿çš„调停，我获得了学分，通过了第七学期并在 3 
月份成功通过答辩。</p>
+
+<h3>结论</h3>
+
+<p>回顾这一切，我为自己的所作所为而自豪。我冒着学业失败的风险，我的分数也比使用非道德不安å
…
¨çš„软件提交作业获得的分数更低。但是我很满足。我觉得向非自由平台投降并不能带来长期的利益&mdash;&mdash;只有更多的妥协。</p>
+
+<p>我们可以看到有些人不能容忍软件自由的原则，但是这些人终究是少数，AGH
+çš„å¤§å¤šæ•°æ•™ç ”äººå‘˜å®žé™…
上对我很友善。谢谢他们，现在我证明了不依赖非自由软件而学ä¹
 、毕业&hellip;乃至 <em>生活</em> 是
+<em>完å…
¨å¯è¡Œçš„</em>。经历了这些困难的考验之后，我觉得比以往更åŠ
 独立，而且我甚至收到了来自著名的 RMS <a href="#rms"
+id="rms-rev"><sup>[3]</sup></a> 的感谢。希望我的故
äº‹èƒ½å¤Ÿå¸®åŠ©æ›´å¤šå­¦ç”Ÿè¿™æ ·åšã€‚</p>
+
+<p>为了只运行自由软件的努力过去促使我、而且会继续促使我获得新的技能。现在，我对网络技术足够了解，能够让一些网站没有
 JavaScript
+也能正常运行。但是å…
¶ä¸­æœ€æ£’的体验是我能分享我的解决方案给å…
¶ä»–人，并最终让万维网的一部分成为自由。</p>
+
+<div class="infobox">
+<hr />
+<p><a href="#thanks-rev" id="thanks">[1]</a>感谢 Andy Farnell、Andy Oram 
和 Richard
+Stallman 的帮助。</p>
+
+<p><a href="#teachers-rev"
+id="teachers">[2]</a>本文所有的大学教师都以我的教授相称，虽然å
…¶ä¸­åªæœ‰éƒ¨åˆ†æ•™å¸ˆæœ‰æ­£å¼çš„教授头衔。</p>
+
+<p><a href="#rms-rev" id="rms">[3]</a>Richard M. Stallman 
博士，自由软件基金会创始人，GNU
+工程的首席搞怪官。</p>
+</div>
+
+<div class="translators-notes">
+
+<!--TRANSLATORS: Use space (SPC) as msgstr if you don't have notes.-->
+ </div>
+</div>
+
+<!--#include virtual="/education/education-menu.zh-cn.html" -->
+<!--#include virtual="/server/footer.zh-cn.html" -->
+<div id="footer" role="contentinfo">
+<div class="unprintable">
+
+<p>请将有关自由软件基金会(FSF) &amp; 
GNU的一般性问题发送到<a
+href="mailto:gnu@gnu.org";>&lt;gnu@gnu.org&gt;</a>。也可以通过<a
+href="/contact/">其他联系方法</a>联系自由软件基金会(FSF)。有å…
³å¤±æ•ˆé“¾æŽ¥æˆ–其他错误和建议，请发送邮件到<a
+href="mailto:webmasters@gnu.org";>&lt;webmasters@gnu.org&gt;</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:web-translators@gnu.org";>
+
+        &lt;web-translators@gnu.org&gt;</a>.</p>
+
+        <p>For information on coordinating and contributing translations of
+        our web pages, see <a
+        href="/server/standards/README.translations.html">Translations
+        README</a>. -->
+我们尽最大努力来提供精准和高质量的翻译，但难å…
ä¼šå­˜åœ¨é”™è¯¯å’Œä¸è¶³ã€‚如果您在这方面有评论或一般性的建议，请发送至
 <a
+href="mailto:web-translators@gnu.org";>&lt;web-translators@gnu.org&gt;</a>。</p><p>å
…³äºŽè¿›è¡Œåè°ƒä¸Žæäº¤ç¿»è¯‘的更多信息参见
+<a href="/server/standards/README.translators.html">《译者
指南》</a>。</p>
+</div>
+
+<!-- Regarding copyright, in general, standalone pages (as opposed to
+     files generated as part of manuals) on the GNU web server should
+     be under CC BY-ND 4.0.  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. -->
+<p>Copyright &copy; 2021 Wojciech Kosior</p>
+
+<p>本页面使用 <a rel="license"
+href="https://creativecommons.org/publicdomain/zero/1.0/legalcode";>Creative
+Commons Zero</a> 授权。</p>
+
+<!--#include virtual="/server/bottom-notes.zh-cn.html" -->
+<div class="translators-credits">
+
+<!--TRANSLATORS: Use space (SPC) as msgstr if you don't want credits.-->
+<b>翻译团队</b>：<a rel="team"
+href="https://savannah.gnu.org/projects/www-zh-cn/";>&lt;CTT&gt;</a>，2021。</div>
+
+<p class="unprintable"><!-- timestamp start -->
+最后更新：
+
+$Date: 2021/05/20 08:29:36 $
+
+<!-- timestamp end -->
+</p>
+</div>
+</div>
+<!-- for class="inner", starts in the banner include -->
+</body>
+</html>

Index: po/how-i-fought-to-graduate-without-using-non-free-software.zh-cn-en.html
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+<!--#include virtual="/server/header.html" -->
+<!-- Parent-Version: 1.96 -->
+<!-- This page is derived from /server/standards/boilerplate.html -->
+<!--#set var="DISABLE_TOP_ADDENDUM" value="yes" -->
+<title>How I Fought To Graduate Without Using Nonfree Software
+- GNU Project - Free Software Foundation</title>
+<link rel="stylesheet" type="text/css" href="/side-menu.css" media="screen" />
+ <!--#include 
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+ <a href="/"><img src="/graphics/icons/home.png" height="26" width="26"
+    alt="GNU Home" title="GNU Home" /></a>&nbsp;/
+ <a href="/education/education.html">Education</a>&nbsp;/
+ <a href="/education/resisting-proprietary-software.html">Resistance</a>&nbsp;/
+ <a 
href="/education/successful-resistance-against-nonfree-software.html">Successful
 resistance</a>&nbsp;/</p>
+</div>
+
+<!--GNUN: OUT-OF-DATE NOTICE-->
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+<!--#if expr="$LANGUAGE_SUFFIX" -->
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+<!--#endif -->
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+
+<div style="clear: both"></div>
+<div id="last-div" class="reduced-width">
+
+<h2>How I Fought To Graduate Without Using Nonfree Software</h2>
+
+<address class="byline">by Wojciech Kosior 
+<a href="#thanks" id="thanks-rev"><sup>[1]</sup></a></address>
+<hr class="thin" />
+
+<p>As a university student, I have struggled during the pandemic like
+everyone else. Many have experienced deaths in their families, or have
+lost their jobs. While studying informatics at the AGH University of
+Science and Technology in Kraków, Poland, I have been fighting
+another, seemingly less important battle, but one I passionately feel
+is vital to our future freedoms. I describe my fight below, so as to
+encourage and inspire others.</p>
+
+<h3>Unethical platforms</h3>
+
+<p>Software freedom is a huge but hidden issue in our time. Digital
+communications technologies such as videoconferencing have taken center
+stage in our lives, and for many the use of these has been a saviour.
+They do not notice the danger concealed in the way it works:
+whoever controls this technology controls our lives. Recently we have
+seen the power of Big Tech to subvert democracy, control speech,
+exclude groups, and invade our privacy.</p>
+
+<p>Software Freedom is a fight to return control to people. It is a 
+fight against &ldquo;nonfree&rdquo; software, also called 
+<em>proprietary software</em>, which imposes unjust and invasive harms 
+on its users. In pursuit of our liberating mission, advocates of 
+software freedom like myself insist on using <em>libre</em> software.</p>
+
+<p>It is especially important to spread these ideals to new generations.
+Unfortunately, we often see the opposite trend. The default operating 
+system found in most computer classrooms of my country is proprietary 
+Microsoft Windows, with some universities even providing students 
+licenses for it. At some point I came to realize this practice really 
+only benefits the proprietary operating system vendor. Similarly 
+terrifying is the level of dependence of course organization on 
+nonfree Google Sheets and Google Forms.</p>
+
+<p>During the pandemic we saw educational facilities hastily embrace 
+proprietary tools such as Microsoft Teams, Zoom, and WhatsApp, 
+pressured by the network they generate. Schools and universities then 
+tried to impose them on students, who subsequently suffered the loss 
+of freedom from using programs that users don't control, as well as 
+bad security and violations of privacy.</p>
+
+<p>Because I refuse to use unethical software, the complete reliance on
+proprietary platforms has created an ethical conflict. My aim has been 
+to complete my university degree without surrendering to the imposed 
+nonfree services, by convincing my 
+professors<a href="#teachers" id="teachers-rev"><sup>[2]</sup></a> to 
+allow me to use only free-software replacements to proprietary 
+applications. I didn't expect to win a fight against such power, but 
+now, through polite but firm action, I think I may have prevailed. 
+Hopefully this story will help you resist too.</p>
+
+<h3>Ethical studying</h3>
+
+<p>Over time I've become more and more determined to avoid nonfree
+software. Among other challenges, that meant getting a Libreboot'ed
+ThinkPad and switching to GNU/Linux distros that include only libre
+packages. One might ask:</p>
+
+<blockquote>
+<p>What about studies? Weren't you required to use
+Windows?  Or MS Office? Or some other proprietary tools?</p>
+</blockquote>
+
+<p>Actually, a majority of classroom assignments could be completed 
+with free software. Today we have the luxury of excellent libre 
+operating systems and libre tools for most tasks.  Most popular 
+programming languages have free software implementations. On those few 
+occasions when some nonfree tool was strictly required, I was able 
+either to convince the professor to let me make a substitution&mdash;for
+example, to complete the exercises with a PostgreSQL database instead
+of Oracle&mdash;or to do the assignment on a university computer in 
+the lab. I admit, running nonfree software on a computer other than 
+one's own doesn't fully solve the ethical problem. It just seemed fair, 
+but it is not something I'm proud of.</p>
+
+<p>I also take the issue of in-browser JavaScript (js) more seriously
+now.  Web js runs in an isolated sandbox, which leads many to
+believe it's acceptable, even though it's nonfree.  Sandboxing might
+indeed solve security issues, but the true problem with proprietary
+programs lies elsewhere, in its denial of letting users have control. 
+Currently, maintaining one's software freedom in the field of web 
+browsing is not easy. Sites frequently malfunction when js is 
+disabled.  I have had to ask colleagues to help me enter study-related 
+data into a Google Sheet because I couldn't do that without js
+enabled.  In addition, js code is used to implement browser 
+fingerprinting which is used to track users.</p>
+
+<h3>Gentle persuasion</h3>
+
+<p>Without serious problems, I completed the fifth semester of my 
+studies. At the beginning of the sixth semester, the pandemic began. 
+Universities closed their physical facilities, so most students 
+returned home and professors started organizing remote classes. 
+Unsurprisingly, they all chose proprietary platforms. Cisco Webex, 
+Microsoft Teams, ClickMeeting, and Skype were popular choices.  I could 
+not find a free software client for any of those. Also, not realizing 
+the problem of nonfree js, professors expected everyone to be able to 
+easily join the video sessions using any web interface.</p>
+
+<p>How did I handle these requirements? I would <em>very</em> politely 
+email every single professor who announced something would be done 
+using a problematic platform, explaining the lack of a suitable free 
+software client. I often included a link to a popular online 
+explanation of the issues of software freedom and universities, the 
+&ldquo;Costumed Heroes&rdquo; video created by the Free Software 
+Foundation (FSF), along with some other links to free videoconferencing 
+programs like Jami and Jitsi Meet.</p>
+
+<p>Although there are many documented surveillance and security issues
+on these centralized platforms, I explained that, for me, software
+freedom was the troubling factor. Replies urging me to &ldquo;run the
+program in a virtual machine&rdquo; or saying that I &ldquo;don't need 
+the source code to use the service,&rdquo; made it clear that some of 
+my professors didn't understand, or understood only part of the issues.  
+Had I been studying anything other than informatics, I suspect the 
+fraction of those who understood the problem would be far smaller.</p>
+
+<h3>Missing out</h3>
+
+<p>There were two distinct areas of concern. The first was with
+accessing and participating in the teaching materials; for example,
+in a Machine Learning class I found someone to forward on to me what
+the professor had said.  The second was around registration and
+assessment. For some remote classes, presence was not checked. I
+skipped those. Uploading my homework to Moodle also didn't pose any
+issues.</p>
+
+<p>The first real problem arose with the Artificial Intelligence (AI)
+course. It was taught by rotation. The first professor gave
+homework requiring the proprietary Framsticks application, but
+allowed me to do a neural networks exercise instead. Another professor
+agreed I could use Webots instead of Choreographe for a simulation
+exercise. Yet another one asked us to complete an online NVIDIA course 
+that required nonfree js. That professor did not respond to my email.</p>
+
+<p>One Distributed Systems homework was supposed to be submitted via
+Webex, but that professor agreed to let me use Jami instead.</p>
+
+<h3>Uncertainty and doubt</h3>
+
+<p>Another issue that arose was gnawing uncertainty in the absence of a
+clear policy.  Not knowing whether the university would recognize my
+principles was a cause of ongoing stress. Despite my small early
+victory, other rotational courses meant that three more professors
+would each need to agree if I were to pass, so until June I could not
+be sure I would succeed. In March, System Programming classes started.  
+The professor, who didn't want to lose time connecting to a libre 
+platform to rate my homework, gave me little hope, so again I was to 
+live in uncertainty through the Easter and beyond.</p>
+
+<p>I believe every class should <em>at minimum</em> be offered ways to
+interoperate with libre tools so that students can at least read class
+assignments on free platforms, and upload their answers from them.
+Unless universities offer interoperability, the reliance on proprietary 
+software costs both students and professors time and headaches. At one 
+point I emailed two professors about the use of nonfree platforms for 
+lectures. One didn't respond and the other replied rudely. They seemed 
+not to understand, but I suspect they were avoiding any extra work. 
+This had a corrosive impact on my engagement and I stopped caring about 
+lectures. Avoiding a language-specific package manager that I felt put 
+me at risk of security and freedom issues cost me considerable time 
+and delayed my studies. Time is precious for us all.</p>
+
+<h3>Friction over freedom</h3>
+
+<p>Although stressful, thus far things had gone fairly smoothly.  But
+after Easter, a Software Engineering course presented the first big
+problem. This professor first ignored my emails, but eventually wrote
+a long reply and threatened to fail me if I missed one more meeting.
+That email's tone showed great annoyance, perhaps anger. It was
+suggested that I use a colleague's help to participate in the meeting.
+Another classmate and I connected through Mumble, through which the 
+professor was also intermediated&mdash;not perfect, but it worked!</p>
+
+<p>The issues of software freedom, which are ethical, must be separated
+from other concerns to which open source supporters often give priority.
+For example, advocates of open source refrain from bringing those 
+important freedom issues to the table and only say that software with 
+source code publicly available is going to achieve higher quality
+with the help of the community. Meanwhile, our opponents claim 
+proprietary software can bring higher revenue, allowing the hiring of 
+more developers to work on improving it.</p>
+
+<p>The Compilers course exam was to be conducted through Microsoft 
+Teams. Again, sticking to my principles, I thought I would fail. 
+Funnily enough, it was Teams that failed. It could not handle dozens 
+of students connecting, so instead the exam was conducted via email. 
+On the other hand, during contact with my thesis supervisor in July, 
+Jami broke during the meeting. No software is perfect. But with libre 
+software you at least get to keep both pieces when it breaks.</p>
+
+<p>It is not necessarily the functional aspects of the software that
+creates friction around lack of software freedom. During the summer I 
+had to do an internship. I backed out of a paid offer after learning 
+that the employer would make make my code nonfree.  I eventually did 
+another, unpaid internship.</p>
+
+<p>So after all my struggles, I finally passed the summer semester and 
+even had decent grades. What at some point seemed almost impossible, 
+was now a reality.</p>
+
+<h3>Proprietary imposed at all levels</h3>
+
+<p>Before the winter semester, a list of allowed videoconferencing 
+platforms that comply with the data protection law was given to 
+professors.  It contained Microsoft Teams, Cisco Webex, ClickMeeting, 
+and Google Meet.  You will surely see the irony here!</p>
+
+<p>One professor agreed to use Jitsi Meet for all his classes and
+suggested that I ask the student council to recommend it to the Dean,
+but the council never responded to my emails.  High quality software
+offering better data protection capabilities was deliberately
+sidelined in favor of commercial nonfree solutions in what seems like 
+a case of corrupt corporate capture of an educational institution. The 
+libre software didn't get approved and the professor kept 
+communicating with other students via Webex.</p>
+
+<h3>Misconceptions</h3>
+
+<p>As I mentioned earlier, despite being highly knowledgeable
+computer scientists and experienced in informatics, many
+academics demonstrated a generally poor understanding of
+the politics and ethics around software.</p>
+
+<p>The professor giving the seminar claimed that because a libre 
+platform also runs on someone else's server, &ldquo;it
+cannot be safer.&rdquo; I responded that Jitsi Meet allows for 
+independent instances to be created, which eliminates the need to rely 
+on a single company. I also noted that the lack of libre clients is 
+the main problem with other services. It is a shame that professors at 
+this level, who fully grasp the difference between intermediated 
+encryption and end-to-end encryption, will teach it in their classes 
+but not practice it in their daily profession.</p>
+
+<p>On another occasion, I objected to using a Windows VM for a 
+penetration testing exercise. The professor remarked that one would 
+not be a good penetration tester if restricted to testing only libre
+servers. I gave up on responding to him, but I think proprietary 
+platforms should be considered insecure by default due to, for instance,
+possible backdoors they may have.</p>
+
+<h3>Having resolve</h3>
+
+<p>At some point I had an argument with my supervisor, who gave me an
+ultimatum that I must use Microsoft Teams. I didn't agree and he was 
+supposed to inform the Dean about withdrawing from supervising me.  
+Perhaps the Dean didn't read that email? I'm just guessing. Anyway, a 
+few weeks later I even borrowed some electronics from my 
+supervisor&mdash;almost as if the argument had never happened.</p>
+
+<p>Later, one professor who didn't agree to let me pass a course
+without using Teams wanted to fail me for my &ldquo;absences,&rdquo; 
+despite my uploading homework throughout the semester. After 
+a protracted argument, I was offered an option to meet online on 
+January 8th... on Teams! I politely refused again, and reiterated my 
+points. The professor eventually CC'd the Associate Dean in an email. 
+In the meantime, the deadline to upload my thesis for a January defense 
+expired. After many reminder emails, a response finally came, and 
+through the Dean's intercession I got a grade, passed my seventh 
+semester and successfully defended my thesis in March.</p>
+
+<h3>Conclusions</h3>
+
+<p>Looking back, I'm proud of my actions. I took the risk of failing 
+my studies, and I would end up with lower final grade than if I had
+submitted to the use of unethical and insecure software products.
+But I am content with this.  I don't think surrendering to non-free
+platforms would bring any long-term benefits&mdash;only more 
+compromises.</p>
+
+<p>We can see some people are intolerant to software freedom principles, 
+but in the end those were few and most university staff at the AGH
+were actually kind to me. Thanks to them I now have a proof that it
+<em>is possible</em> to study, graduate&hellip; indeed to <em>live</em> 
+without relying on proprietary software. After all this hard 
+experience, I feel more independent than ever, and I even received 
+appreciation from the well-known 
+RMS <a href="#rms" id="rms-rev"><sup>[3]</sup></a>. Hopefully, my 
+story will help more students get to where I am.</p>
+
+<p>Struggling to run only libre programs forced, and continues to force
+me, to gain new skills. I now know enough about web technologies to
+make several sites function without JavaScript. But what is best
+about my experience is that I will be able to share my fixes with 
+others and eventually make a subset of the World Wide Web usable in 
+freedom.</p>
+
+<div class="infobox">
+<hr />
+<p><a href="#thanks-rev" id="thanks">[1]</a> Thanks to Andy Farnell, 
+Andy Oram and Richard Stallman for their help.</p>
+
+<p><a href="#teachers-rev" id="teachers">[2]</a> Throughout this essay, 
+I refer to all university teachers in the vernacular as my professors, 
+although only some wear that official academic title.</p>
+
+<p><a href="#rms-rev" id="rms">[3]</a> Dr. Richard M. Stallman, 
+Founder of the Free Software Foundation and Chief GNUisance of the 
+GNU Project.</p>
+</div>
+
+</div>
+<!--#include virtual="/education/education-menu.html" -->
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+
+<p>Please send general FSF &amp; GNU inquiries to
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+README</a> for information on coordinating and contributing translations
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+</div>
+
+<!-- Regarding copyright, in general, standalone pages (as opposed to
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+     be under CC BY-ND 4.0.  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
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+     
+     If you wish to list earlier years, that is ok too.
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+
+<p>Copyright &copy; 2021 Wojciech Kosior</p>
+
+<p>This page is released under the terms of  <a rel="license"
+href="https://creativecommons.org/publicdomain/zero/1.0/legalcode";>
+Creative Commons Zero</a>.</p>
+
+<!--#include virtual="/server/bottom-notes.html" -->
+
+<p class="unprintable">Updated:
+<!-- timestamp start -->
+$Date: 2021/05/20 08:29:36 $
+<!-- timestamp end -->
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