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From: |
Dora Scilipoti |
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Subject: |
www/server/staging education.html rms-pavia-doc... |
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Date: |
Mon, 13 Jun 2022 14:49:57 -0400 (EDT) |
CVSROOT: /web/www
Module name: www
Changes by: Dora Scilipoti <dora> 22/06/13 14:49:57
Removed files:
server/staging : education.html rms-pavia-doctoral-address.html
Log message:
Remove obsolete files.
CVSWeb URLs:
http://web.cvs.savannah.gnu.org/viewcvs/www/server/staging/education.html?cvsroot=www&r1=1.6&r2=0
http://web.cvs.savannah.gnu.org/viewcvs/www/server/staging/rms-pavia-doctoral-address.html?cvsroot=www&r1=1.5&r2=0
Patches:
Index: education.html
===================================================================
RCS file: education.html
diff -N education.html
--- education.html 1 Jan 2020 16:25:43 -0000 1.6
+++ /dev/null 1 Jan 1970 00:00:00 -0000
@@ -1,189 +0,0 @@
-<!--#include virtual="/server/html5-header.html" -->
-<!-- Parent-Version: 1.79 -->
-<!--#set var="DISABLE_TOP_ADDENDUM" value="yes" -->
-
-<title>Free Software and Education
-- GNU Project - Free Software Foundation</title>
-
-<!--#include virtual="/education/po/education.translist" -->
-
-<style type="text/css" media="screen">
-<!--
-#video-container {
- width: 40em; max-width: 100%;
- margin: 1.5em auto;
-}
-#video-container p { text-align: justify; }
-#rms-movie { width: 100%; }
-@media (min-width: 48em) {
- #content .edu-note {
- float: right;
- max-width: 40%;
- margin: 3.2em 0 2.5em 1.5em;
- }
-}-->
-<!--#if expr="$LANGUAGE_SUFFIX = /[.](ar|fa|he)/" -->
-<!--
-@media (min-width: 48em) {
- #content .edu-note {
- float: left;
- margin: 3.4em 1.5em 2.5em 0;
- }
-}-->
-<!--#endif -->
-</style>
-<!--#include virtual="/server/banner.html" -->
-
-<!--#include virtual="/education/education-menu.html" -->
-<!--GNUN: OUT-OF-DATE NOTICE-->
-<!--#if expr="$OUTDATED_SINCE" --><!--#else -->
-<!--#if expr="$LANGUAGE_SUFFIX" -->
-<!--#set var="DISABLE_TOP_ADDENDUM" value="no" -->
-<!--#include virtual="/server/top-addendum.html" -->
-<!--#endif -->
-<!--#endif -->
-
-<h2 class="c">Free Software and Education</h2>
-
-<h3>How Does Free Software Relate to Education?</h3>
-
-<p>Software freedom plays a fundamental role in education.
-Educational institutions of all levels should use and teach Free
-Software because it is the only software that allows them to accomplish
-their essential missions: to disseminate human knowledge and to prepare
-students to be good members of their community. The source code and the
-methods of Free Software are part of human knowledge. On the contrary,
-proprietary software is secret, restricted knowledge, which is the
-opposite of the mission of educational institutions. Free Software
-supports education, proprietary software forbids education.</p>
-
-<p>Free Software is not just a technical question; it is an ethical,
-social, and political question. It is a question of the human rights
-that the users of software ought to have. Freedom and cooperation are
-essential values of Free Software. The GNU System implements these
-values and the principle of sharing, since sharing is good and
-beneficial to human progress.</p>
-
-<p>To learn more, see the
-<a href="/philosophy/free-sw.html">Free Software definition</a>
-and our article on
-<a href="/philosophy/shouldbefree.html">why software should be free</a>
-(as in freedom).</p>
-
-<h3>The Basics</h3>
-<p>The GNU Project was
-<a href="/gnu/initial-announcement.html">launched</a> in 1983 by
-Richard Stallman to develop a Free Libre operating system: the GNU
-operating system. As a result, today it is possible for anyone to use a
-computer in freedom.</p>
-
-<p>In this six-minutes video
-<a href="http://www.fsf.org/about/leadership/#rms";>Richard Stallman</a>
-explains briefly and to the point the principles of Free Software and
-how they connect to education.</p>
-
-<div id="video-container">
-<!-- GNUN: localize URL /education/rms-education-es.ogv -->
-<video id="rms-movie" controls="controls">
- <source
- src="http://www.gnu.org/education/rms-education-es.ogv";
- type='video/ogg; codecs="theora, vorbis"' />
-</video>
-
-<div class="emph-box"><p>
-<!-- TRANSLATORS: Please replace the link to the video with subtitles in
- English with a link to the video with subtitles in your language,
- if it exists. -->
-<a
-href="http://audio-video.gnu.org/video/rms-education-es-high-sub.en.ogv";>
-Download and watch the video</a> at a higher definition in the Ogg Theora
-(ogv) free format.<span class="gnun-split"></span>
-
-<!-- TRANSLATORS: please add the link to your language here in the first
- place, followed by a comma. -->
-
-Transcriptions of this video are available in
-
-<a href="/education/misc/rms-education-es-translation-to-en.txt">English</a>,
-<a href="/education/misc/rms-education-es-transcription.txt">Spanish</a>, and
-<a href="/education/misc/edu-misc.html#transcription-rms-education">
- other languages</a>.
-<span class="gnun-split"></span>
-
-<!-- TRANSLATORS: please add the link to your language here in the first
- place, followed by a comma. -->
-
-SubRip subtitle files are also available for download in
-<a href="/education/misc/rms-education-es-sub.en.srt">English</a>,
-<a href="/education/misc/rms-education-es-sub.es.srt">Spanish</a>, and
-<a href="/education/misc/edu-misc.html#subtitles-rms-education">other
- languages</a>.
-</p></div> <!-- /.emph-box -->
-</div>
-
-<div class="edu-note"><p>
-We are looking for free educational games, or information about free games
-that can be used for educational purposes. Contact
-<a href="mailto:education@gnu.org";><education@gnu.org></a>.
-</p></div>
-
-<h3 id="indepth">In Depth</h3>
-<ul>
-<li>Learn about the <a href="/education/edu-why.html">Reasons Why</a>
-educational institutions should use and teach exclusively Free Software.</li>
-
-<li>An article by Richard Stallman:
-<a href="/education/edu-schools.html">Why Schools Should Exclusively Use
-Free Software</a></li>
-
-<li>An article by Dr. V. Sasi Kumar on the
-<a href="/education/edu-system-india.html">education system in India.</a></li>
-</ul>
-</div> <!-- for id="content", starts in the include above -->
-
-<!--#include virtual="/server/footer.html" -->
-<div id="footer">
-<div class="unprintable">
-
-<p>Please send general FSF & GNU inquiries to
-<a href="mailto:gnu@gnu.org";><gnu@gnu.org></a>.
-There are also <a href="/contact/">other ways to contact</a>
-the FSF. Broken links and other corrections or suggestions can be sent
-to <a href="mailto:webmasters@gnu.org";><webmasters@gnu.org></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";>
- <web-translators@gnu.org></a>.</p>
-
- <p>For information on coordinating and submitting translations of
- our web pages, see <a
- href="/server/standards/README.translations.html">Translations
- README</a>. -->
-Please see the <a
-href="/server/standards/README.translations.html">Translations
-README</a> for information on coordinating and submitting translations
-of this article.</p>
-</div>
-
-<p>Copyright © 2011, 2012, 2014, 2016, 2020 Free Software Foundation,
Inc.</p>
-
-<p>This page is licensed under a <a rel="license"
-href="http://creativecommons.org/licenses/by-nd/4.0/";>Creative
-Commons Attribution-NoDerivatives 4.0 International License</a>.</p>
-
-<!--#include virtual="/server/bottom-notes.html" -->
-
-<p class="unprintable">Updated:
-<!-- timestamp start -->
-$Date: 2020/01/01 16:25:43 $
-<!-- timestamp end -->
-</p>
-</div>
-</div>
-</body>
-</html>
Index: rms-pavia-doctoral-address.html
===================================================================
RCS file: rms-pavia-doctoral-address.html
diff -N rms-pavia-doctoral-address.html
--- rms-pavia-doctoral-address.html 12 Jun 2022 08:13:43 -0000 1.5
+++ /dev/null 1 Jan 1970 00:00:00 -0000
@@ -1,310 +0,0 @@
-<!--#include virtual="/server/header.html" -->
-<!-- Parent-Version: 1.97 -->
-<!-- This page is derived from /server/standards/boilerplate.html -->
-<!--#set var="TAGS" value="speeches" -->
-<!--#set var="DISABLE_TOP_ADDENDUM" value="yes" -->
-<title>Pavia Doctoral Address: Innovation Is Secondary When Freedom Is
-at Stake - GNU Project - Free Software Foundation</title>
-<!--#include virtual="/server/gnun/initial-translations-list.html" -->
-<!--#include virtual="/server/banner.html" -->
-<!--#include virtual="/philosophy/ph-breadcrumb.html" -->
-<!--GNUN: OUT-OF-DATE NOTICE-->
-<!--#include virtual="/server/top-addendum.html" -->
-<div class="article reduced-width">
-<h2>Pavia Doctoral Address: Innovation Is Secondary When Freedom Is at
-Stake</h2>
-
-<address class="byline">by Richard Stallman</address>
-
-<div class="infobox">
-<p>On September 24th, 2007, Richard Stallman received an
-<i>honoris causa</i> doctorate in Computer Engineering from the <a
-href="https://web.archive.org/web/20111004234138/http://www.unipv.eu/on-line/Home/Ateneo/Organidigoverno/Rettore/articolo1229.html";>University
of Pavia</a>, Italy. Stallman began by
-criticizing the overvaluing of innovation as a response to previous
-speakers at the same event.</p>
-
-<p>Here is the speech that he gave at the ceremony, transcribed by
-Alessandro Rubini.</p>
-</div>
-<hr class="thin" />
-
-<p>Innovation can create riches, and once in a while those riches can
-lead to general economic prosperity, especially if you don't have
-neo-liberal economics to impede the result.</p>
-
-<p>But innovation affects things much more important than riches or even
-economic prosperity. Democracy was an innovation, fascism was an
-innovation. Today, in Italy, we see the innovation of placing criminal
-charges against fishermen for saving people from drowning in the
-sea <a href="#Note1" id="Note1-rev">[1]</a>.
-Innovations can directly affect our freedom, which is more important than
-anything else. Innovation can affect social solidarity, for good or for
-ill.</p>
-
-<p>So when we consider technical progress in computers or in software,
-the most important question to ask is: How does this affect our freedom?
-How does this affect our social solidarity? Technically speaking, it's
-progress, but is it really progress in social and ethical terms, or is it
-the opposite?</p>
-
-<p>During my career in programming, as computers developed from something
-used by a few specialists and enthusiasts into something that most people
-use, there has been tremendous technical progress and it was accompanied by
-ghastly social and ethical regression. In fact, nearly everyone who uses
-computers began using them under a social system that can only be described
-as dictatorship.</p>
-
-<p>The developer of the program controls what it does. If you use it, the
-developer controls what you can do, and what you can't do. And controls
-what it does to you. So that the software that you think is yours is not
-there to serve you. It is there to control you. Companies such as
-Microsoft and Apple designed their software specifically to restrict you.</p>
-
-<p>Windows Vista is primarily an advance in how to restrict the user, which
-is why we have the badvista.org campaign. And when this is over, outside
-the building I will offer you stickers from that campaign, if you wish to
-help teach people why they shouldn't downgrade to Vista.</p>
-
-<p>Apple designs software specifically to restrict the users. It's known
-as “Digital Restrictions Management,” or DRM. We have helped
-protests against Apple just as we helped protests against Microsoft. See
-the site defectivebydesign.org for more information and for how to
-participate.</p>
-
-<p>Google designs software specifically to restrict the user. That's the
-nature of the Google Earth client: it is made the way it is specifically to
-restrict the people who use it. Obviously, it's not free software, because
-free software develops under the democratic control of its users. With the
-four freedoms—the freedom to run the program as you wish, to study
-the source code and change it so the program does what you wish, the
-freedom to distribute exact copies to others (which is the freedom to help
-your neighbor), and the freedom to distribute copies of your modified
-version (which is the freedom to contribute to your community)—with
-these four freedoms the users, individually and collectively, are in
-charge.</p>
-
-<p>And therefore free software cannot be designed to restrict the users.
-To design to restrict the user is only possible when there is a dictator,
-when someone has power to control what the program will do and what it
-won't do. When the users have the control, when they can control their own
-computing, then nobody has the kind of power that would enable him to
-impose malicious features to restrict users or spy on users or attack
-users. If you use MacOS or Windows Vista, you are completely at the mercy
-of that system's developer. Those developers have the power to forcibly
-change your software in any way they like, whenever the machine is
-connected to the network. The user no longer has even the chance to say
-yes or no. The system is one big backdoor.</p>
-
-<p>But with free software, <em>you</em> are in charge of what the computer
-will do. So it will serve you, instead of subjugating you. The question
-of free software is therefore <em>not</em> a technical question, it's an
-ethical, social and political question. It's a question of the human
-rights that the users of software ought to have.</p>
-
-<p>Proprietary software developers say, “no rights, we are in
-control, we should be in control, we demand total power over what your
-computer does; we will implement certain features and let you use them, but
-meanwhile we may spy on you as you use them and we can take them away at
-any time.” But free software developers respect your freedom, and
-this is the ethical obligation of every software developer: to respect the
-freedom of the users of that software. Making proprietary user-subjugating
-software sometimes is profitable, but it is never ethical, and it should
-never happen.</p>
-
-<p>But it will be up to you to make that be true. I, alone, can say these
-things, but I, alone, cannot make them reality. We must all work together
-to establish freedom and democracy for the users of software. And this
-freedom and democracy is now essential to enjoy freedom and democracy in
-other aspects of life. Right now, some of the biggest Internet service
-providers in the United States are carrying out political censorship of
-email. A major organization called <cite>truthout</cite>, whose website
-you may have seen, truthout.org, is being blocked from sending mail to
-their subscribers by Yahoo and Hotmail and WebTV. And they have done this
-for more than a week, despite the complaints from many of the users of
-those companies. Apparently they think they have gone beyond the point
-where they have to care what anyone says about them.</p>
-
-<p>All the forms of freedom that we hold dear are transformed when we carry
-out the relevant activities through computers. We must <em>re</em>-found
-these freedoms in such a way that we can depend on them while we use
-digital technology. An essential part of this re-foundation is insisting
-that the software we use be under our control.</p>
-
-<p>Not everyone wants to be a programmer, not everyone will learn
-personally how to study the source code and change it. But in a world
-where your software is free, you can, if you feel it necessary, hire someone
-else to change it for you. You can persuade your cousin programmer to
-change it for you if you say it's really important. You can join together
-with other users and pool your funds to hire a programmer. And the simple
-fact that there are millions of programmers who can study and change the
-software will mean that if the software is malicious, almost certainly
-somebody else, who has the requisite skills, will find that and correct it,
-and you will get the corrected version without any special effort of your
-own. So we all benefit, programmers and non-programmers alike, from the
-freedoms that free software grants to us. The freedom to cooperate and the
-freedom to control our own lives personally. They go together because both
-of them are the opposite of being under the power of the dictatorial
-software developer that unilaterally make decisions that nobody else can
-change.</p>
-
-<p>Free software has a special connection with universities—and
-indeed all schools of all levels—because free software supports
-education, proprietary software forbids education. There is no
-compatibility between education and proprietary software, not at the
-ethical level.</p>
-
-<p>The source code and the methods of free software are part of human
-knowledge. The mission of every school is to disseminate human knowledge.
-Proprietary software is not part of human knowledge. It's secret,
-restricted knowledge which schools are not allowed to disseminate. Schools
-that recognize this exclude proprietary software from their grounds. And
-this is what every school should do. Not only to save money, which is an
-obvious advantage that will appeal immediately to many school
-administrators, but for ethical reasons as well. For instance, why do many
-proprietary software developers offer discounts, or even gratis copies of
-their nonfree software to schools and students?</p>
-
-<p>I'm told that Microsoft offered a discount to those who wish to accept
-the shiny new chains of Windows Vista to the employees of this university.
-Why would they do such a thing? Is it because they wish to contribute to
-education? Obviously not. Rather, Microsoft and other similar companies
-wish to convert the university into an instrument for imposing the
-dependency on the user-subjugating software on society as a whole. They
-figured that if they get their software into schools, then students will
-learn to use it, and become dependent on it. They will develop a
-dependency. And thus after they graduate you can be sure that Microsoft
-and these other companies would no longer offer them discounted copies.
-And especially, the companies that these former students go to work for
-will not be offered discounted copies. So, the software developers push on
-the schools, then push on arresting society and push it deep into a pit.
-This is not something schools should do. This is the opposite of the
-mission of the school, which is to build a strong, capable, independent and
-free society. Schools should teach their students to be citizens of a
-strong, capable, independent and free society. And this means teaching
-them to use free software, not proprietary software. So none of the
-classes in this university should teach proprietary software.</p>
-
-<p>For those who will be great programmers, there is another reason why
-their schools must teach and use free software. Because when they get to
-the age of 13 or so, they are fascinated with software and they want to
-learn everything about how their computer and their system are functioning.
-So they will ask the teacher, “How does this work?,” and if
-this is proprietary software, the teacher has to say, “I'm sorry,
-it's a secret, you can't find out.” So there is no room for
-education. But if it's free software, the teacher can explain the basic
-subject and then say, “Here is the source code, read this and you'll
-understand everything.” And those programmers will read the whole
-source code because they are fascinated, and this way they will learn
-something very important: how to write software well. They don't need to
-be taught how to program, because for them programming is obvious, but
-writing good code is a different story. You have to learn that by reading
-lots of code and writing lots of code. Only free software provides that
-opportunity.</p>
-
-<p>But there is a particular reason, for the sake of education in good
-citizenship. You see, schools must teach not just facts, not just skills,
-but above all the spirit of good will, the habit of helping your neighbor.
-So every class, at every level, should have this rule: “Students, if
-you bring software to class, you may not keep it for yourself, you must
-share copies with the rest of the class.”</p>
-
-<p>However, the school has to practice its own rule; it has to set a good
-example. So every school should bring only free software to class, and set
-an example with its software of the practice of disseminating human
-knowledge while building a strong, capable, independent and free society.
-And encouraging the spirit of good will, of helping other people. Every
-school must migrate to free software, and I call on you, those of you who
-are faculty, or staff, or students of this university, to work together to
-bring about the migration of this university to free software, completely
-to free software, within a few years. It <em>can</em> be done in a few
-years; it requires taking a substantial step each year. Other universities
-are doing this or have done it, you can do it too. You only have to reject
-social inertia as a valid reason for going deeper and deeper into the
-pit.</p>
-
-<p>For those of you who are interested, after we leave this hall and this
-ceremony, outside I will have various things from the Free Software
-Foundation that you might be interested in. And you can support the Free
-Software Foundation by going to fsf.org and become an associate member.
-For more information about the free software movement and the GNU operating
-system, and for where to find the entirely free distributions of the
-GNU/Linux operating system please look at gnu.org.</p>
-
-<p>Thank you.</p>
-<div class="column-limit"></div>
-
-<h3 class="footnote">Footnote</h3>
-
-<p> <a href="#Note1-rev" id="Note1">[1]</a>
-Shortly before Stallman's award ceremony, some Tunisian fishermen who had
-rescued shipwrecked migrants at sea were <a
-href="https://web.archive.org/web/20210115214946/https://www.bbc.com/news/world-africa-45439513";>
-arrested in Italy</a> on charges of facilitating illegal immigration.</p>
-</div>
-
-</div><!-- for id="content", starts in the include above -->
-<!--#include virtual="/server/footer.html" -->
-<div id="footer" role="contentinfo">
-<div class="unprintable">
-
-<p>Please send general FSF & GNU inquiries to
-<a href="mailto:gnu@gnu.org";><gnu@gnu.org></a>. There are
-also <a href="/contact/">other ways to contact</a> the FSF. Broken
-links and other corrections or suggestions can be sent
-to <a href="mailto:webmasters@gnu.org";><webmasters@gnu.org></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";>
- <web-translators@gnu.org></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>. -->
-
-Please see the
-<a href="/server/standards/README.translations.html">Translations
-README</a> for information on coordinating and contributing
-translations of this article.</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 © 2007, 2022 Richard Stallman</p>
-
-<p>This page is licensed under a <a rel="license"
-href="http://creativecommons.org/licenses/by-nd/4.0/";>Creative
-Commons Attribution-NoDerivatives 4.0 International License</a>.</p>
-
-<!--#include virtual="/server/bottom-notes.html" -->
-
-<p class="unprintable">Updated:
-<!-- timestamp start -->
-$Date: 2022/06/12 08:13:43 $
-<!-- timestamp end -->
-</p>
-</div>
-</div><!-- for class="inner", starts in the banner include -->
-</body>
-</html>
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