Re: [Trad April] Traduction à relire #3 - HADOPI _ propagande anti-libre à l'école

[Thibaut BOYER <thibaut.boyer AT gmail.com>]

Et voici la dernière relecture des trois.
Même remarque que précédemment concernant l'historique des modifs et pas de correction importante.

Thibaut

2009/9/20 Marc Chauvet <marc.chauvet AT gmail.com>

Re-bis,

Voici la troisième traduction qui n'attend plus qu'un relecteur.

Bonne soirée
Marc

Le 20 septembre 2009 23:18, Marc Chauvet <marc.chauvet AT gmail.com> a écrit :

Re

Voici la seconde des traductions à relire.


Marc

Le 20 septembre 2009 23:16, Marc Chauvet <marc.chauvet AT gmail.com> a écrit :

Bonsoir,

Voici la première des traductions à relire :


Marc

Le 20 septembre 2009 23:02, Marc Chauvet <marc.chauvet AT gmail.com> a écrit :

Bonsoir,

J'ai 3 traductions de communiqués de presse liés à Hadopi I qu'il faudrait relire ...

Je les envoie dans un mail dans quelques minutes

Bonne soirée
Marc

Le 20 septembre 2009 22:56, Benoit Sibaud <bsibaud AT april.org> a écrit :

Bonjour,

est-il possible d'avoir un point sur les traductions en cours/prévues svp ?

(en fait ce courriel est uniquement destiné à vérifier un problème
technique éventuel sur la liste de diffusion)

Librement,

--
Benoît Sibaud

--
http://www.april.org/wws/info/traductions

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http://www.april.org/wws/info/traductions

HADOPI: anti-Free Software propaganda in school?

Paris, Marc 26th 2009 Press release.

While the Creation & Internet bill is being examined by the French national assembly, April wishes to stress that article 9 b constitutes an infringement to educational and economic neutrality of school. This article, which condemns downloading as a whole, ignores the numerous pieces of work being shared. It points these technologies as a threat, based on the partial and biased point of view of companies who haven't adapted to the digital era.

The article 9 b, introduced by the French senate

See http://www.assemblee-nationale.fr/13/projets/pl1240.asp:

Article 9 b (new) Article L. 312-9 of the code of education is completed by the following paragraph:
"As part of it, they receive pieces of information, mainly as part of the computing & Internet junior high-school degree, on the risks related to the use of online communication services, on the dangers of downloading and on the unlawful sharing of cultural works, and on the penalties relative to article L. 336-3 of the code of intellectual property regarding forgery. Teachers are also made aware of these. "

, expects that students "receive information, especially as part of the computing & Internet junior high-school degree [B2i], on the risks related to the use of online communication services, on the dangers of downloading and on the unlawful sharing of cultural works, and on the penalties relative to article L. 336-3 of the code of intellectual property regarding forgery. Teachers are also made aware of these."

The promoters of the HADOPI bill aim at setting new ways of supporting artists and new business models to revitalize the cultural industry. However, they leave totally aside the free broadcasting of contents and works under open/free licenses Whether it's music, literature or videos, open/free licenses that allow the free sharing are based on copyright laws. All these authorize the free use of the content by the general public, including copying and sharing, and sometimes also the transformation of these works and their commercial use., whereas they constitute a legal offer that is plentiful for the public The most pessimistic estimations indicate that at least 130 millions documents under Creative Commons licenses were listed in June 2008. which yields remuneration to their authors.

These licenses are an appropriate tool for the sharing of knowledge, and are especially suited for the education domain. Inspired by the Free Software movement, such licenses open the way for new business models in line with the digital technologies. The latest album of the group Nine Inch Nails, distributed on the peer-to-peer networks under a license allowing the sharing between individuals Creative Commons Attribution-Noncommercial-Share Alike (CC-BY-NC-SA) - See more information on the website of Nine Inch Nails. See also Another musical world is possible, tells us Trent Reznor, is a good illustration of it: it is at the top of the most sold albums in 2008 on the download platform of Amazon in the United States.

France is not outdone. A proliferation of talented authors and artists authorize the spreading of their work thanks to the Art Libre license The Art Libre license "authorizes anybody (person or institution), having accepted its conditions, to copy, spread and transform a work, as well as to use this work whether commercially or not, provided it is always possible to have an access to its source in order to copy, spread and transform it." (source: http://fr.wikipedia.org/wiki/Licence_Art_Libre) That way, it provides similar rights than GNU GPL for Free software. and the Creative Commons "The Creative Commons (CC) is a non-profit organization dedicated to spread the field of creative works for the others, in order to build while sharing legally. The organization has created several licenses, known as Creative Commons licenses. These licenses, depending on the case, restrict only a few rights (or even non at all) on those works, the copyright being much more restrictive." (source: http://fr.wikipedia.org/wiki/Creative_commons) These licenses always authorize at least the freely sharing of the works for non-commercial purposes.. There are especially over 30,000 musical works on the Dogmazic platform, 10,000 written works on the website of the editor InLibroVeritas, united within the Libre Accès cooperative, which provides an economically just environment helping to provide a fair payment of the artists. Within the teaching domain, the success of the Sésamath project should encourage the legislator to reconsider article 9b. The association Sésamath has been editing for the last 3 years a math manual that is freely sharable and modifiable The Sésamath manual is provided under the GNU Free Documentation License (GFDL) allowing the use, modification and the spreading, including for commercial purposes., while in the same time answering to the economic constraints of a school manual editor For more information, see the interview of Sésamath done by Framasoft in Marc 2006 and the third free math manual by Sésamath..

"The government's bill and the speech of its promoters leave aside these experiences and their promising results," explains Jean-Christophe Becquet, administrator of April. He added: "It defends the outdated business models that are ill-adapted to the digital era"

If information is spread, it needs to be neutral and pluralistic. "Regarding any subject, the public authority mustn't have the right to teach opinions as being truths" wrote Condorcetin "Five dissertation on public teaching", 1792.. As if to ensure a fully partial teaching, an amendment See http://www.assemblee-nationale.fr/13/amendements/1240/124000095.asp by the bearer of the bill asks that this propaganda be taught by "teachers that have been previously trained on the subject". Government with little legitimacy looking for helpers with little morality.

Since education is involved, April reminds the risk that this bill will help develop massive anonymisation and encryption to hide oneself from the Hadopi. "The promoters of article 9b should look into technology as an opportunity rather than a threat", pleads Jean-Christophe Becquet. Downloading is a neutral technology that may and should be taught, provided that the only purpose of it isn't the interest of a few outdated companies and provided that filtering measures don't circumvent teachers' educational freedom. "This way of doing reminds in some ways the "Net Attitude" guide See on this topic the press release made by April and FSF France: Can commercial neutrality in public schools be left aside in our digital time?. Four years later, nothing changed: entertainment lobbies are still trying to impose their propaganda See for instance The use of "protected works" within public education. within public education. What is appalling is that the legislator goes their way", concludes Frédéric Couchet, April's Executive Director.

Finally, beyond any immediate interests, April fears the drifting that would allow such an article, opening the way for private interests within the public education.

Consult our documentation on this subject: http://www.april.org/fr/article-9-bis-du-projet-de-loi-hadopi-non-a-la-transgression-de-la-neutralite-scolaire-et-commercial

Consult our kit on this bill.

Regarding April

Pioneer of free software in France, April is since 1996 a major player in the democratization and the spread of Free Software and open standards to the general public, professionals and institutions in the French-speaking world. In the digital era that is ours, it also aims to inform the public on the dangers of an exclusive appropriation of information and knowledge by private interests.

The association has over 4,500 members, including 211 companies or groups of companies, 124 associations, 4 public authorities, 3 university departments and one university.

April is the French reference association for the promotion and the defense of Free Software.

For more information, you may go to the following website: http://www.april.org/, contact us by phone at +33 178 769 280 or by email at contact AT april.org.

Contacts

• Frédéric Couchet, Executive Director, fcouchet AT april.org +33 178 769 280 / +33 660 688 931

• Alix Cazenave, Public Affairs Officer, acazenave AT april.org +33 178 769 280 / +33 663 517 788