# LANGUAGE translation of https://www.gnu.org/philosophy/rieti.html # Copyright (C) YEAR Free Software Foundation, Inc. # This file is distributed under the same license as the original article. # FIRST AUTHOR , YEAR. # #, fuzzy msgid "" msgstr "" "Project-Id-Version: rieti.html\n" "POT-Creation-Date: 2021-09-09 20:25+0000\n" "PO-Revision-Date: YEAR-MO-DA HO:MI+ZONE\n" "Last-Translator: FULL NAME \n" "Language-Team: LANGUAGE \n" "Language: \n" "MIME-Version: 1.0\n" "Content-Type: text/plain; charset=CHARSET\n" "Content-Transfer-Encoding: 8bit\n" #. type: Content of: msgid "The Future of Jiyuna Software - GNU Project - Free Software Foundation" msgstr "" #. type: Content of: <div><h2> msgid "The Future of Jiyuna Software" msgstr "" #. type: Content of: <div><address> msgid "by <a href=\"https://www.stallman.org/\">Richard Stallman</a>" msgstr "" #. type: Content of: <div><div><p> msgid "" "Transcript of a keynote speech at the Research Institute of Economy, Trade " "and Industry (RIETI), Japanese Ministry of Economy, Trade and Industry, " "21 April 2003." msgstr "" #. type: Content of: <div><p> msgid "" "Mr. Richard Stallman, GNU Project: I am going to speak about free software " "and, first of all, its ethical, social and political significance, and " "secondly, something about its economic consequences." msgstr "" #. type: Content of: <div><p> msgid "" "Free software is a matter of freedom. The English word “free” " "does not make this clear because it has two meanings. In your language, " "fortunately, you have two different words. So, if you say jiyu na sofuto, it " "is very clear that you are not talking about the price, you are talking " "about freedom. So, I urge you, always use your unambiguous word and not our " "unclear word when you are talking about free software in Japanese." msgstr "" #. type: Content of: <div><p> msgid "" "The reason for having free software is very simple: to live in freedom and, " "in particular, to be free to treat other people decently. Nonfree software " "says that you are helpless and divided. It says you cannot even tell what " "the program does; you are supposed to take the developer's word for it; and " "often they will not tell you what it really does. And if you do not like it, " "you cannot change it. Even if the developer made his best sincere effort to " "make the program useful, nobody is perfect. I could write a program, and you " "might find it halfway good for what you want. Perhaps I wrote it for " "somewhat different purposes, not the same as your purposes. Nobody can " "anticipate everything. Perhaps I did it the way I thought was best, but you " "have a better idea. Nobody can always get everything right." msgstr "" #. type: Content of: <div><p> msgid "" "With nonfree software you are stuck. You have to take it the way it is. You " "have to suffer with it. And most important with nonfree software, you are " "forbidden to share with other people. Society depends on people helping each " "other. It is useful to live with neighbors who will help you when you ask " "for help. Of course, not always, nobody is forced to help another person, " "but if you are friends with people, often they will help you out. So, of " "course, we had better help other people if we want them to help us." msgstr "" #. type: Content of: <div><p> msgid "" "So what is it like when someone says you are prohibited from helping someone " "else? Here is this useful knowledge, and you could help your neighbor by " "sharing it, but you are forbidden to share with other people. This is " "attacking the bonds of society, dissolving society into isolated individuals " "who cannot help each other." msgstr "" #. type: Content of: <div><p> msgid "" "Free software is the contrast to this. Free software means that you have " "four essential freedoms. Freedom zero is the freedom to run the program for " "any purpose, in any way that you want to. Freedom one is the freedom to help " "yourself by studying the source code to see what the program does and then " "changing it to suit your needs. Freedom two is the freedom to help you " "neighbor by distributing copies to others. And freedom three is the freedom " "to help build your community by publishing an improved version so others can " "use your version instead, so others can get the benefit of your help. With " "these freedoms, the users control the software they use. If these freedoms " "are lacking, then the [software] owner controls the software and controls " "the users." msgstr "" #. type: Content of: <div><p> msgid "" "We all know that computers do not make decisions themselves really. They do " "what people told them to do. But which people told them what to do? When you " "are using your computer, can you tell it what to do, or is someone else " "telling it what to do? Who controls your computer? This is the question of " "free software. The freedoms in the definition of free software, freedoms " "zero, one, two and three, the reason why these are the freedoms that matter " "is because these are the freedoms necessary for citizens to control their " "own computers. You need freedom zero in order to be able to do whatever job " "you want with your computer. You need freedom one so that you can make the " "software do what you want it to do. If you do not have freedom one, you are " "stuck; you are a prisoner of your software." msgstr "" #. type: Content of: <div><p> msgid "" "But not everybody is a programmer. If we had just freedom one, then " "programmers could change the software to do what they want. But if each " "programmer had to make his changes personally, we would not really have much " "control. We would be limited to what each of us, individually, could " "do. Non-programmers would get no benefit at all. That is why freedom three " "and two are crucial, because freedoms two and three allow a group of users " "to work together and make the software do what they jointly want. So you are " "not limited to changing it individually, personally." msgstr "" #. type: Content of: <div><p> msgid "" "You and 50 other people who want the same thing, you can get together. If " "two or three of you are programmers, they can make the changes, and then " "they can distribute it to all the rest of you. You could all put money in " "and pay a programmer to make the changes you want. Your company could pay a " "programmer to make the changes your company wants. Then if you publish the " "improved version, everybody can use it. Thus, all of society gets control " "over what its software does." msgstr "" #. type: Content of: <div><p> msgid "" "Free software is a method, a democratic method, for deciding the development " "of software. But it is democratic in an unusual way, because we do not hold " "an election and then tell everybody what to do. Nobody tells people what to " "do in the free software community; everybody makes his own decision. But " "what happens is this: If many people want the software to improve in that " "direction, many people will work on changing it, so the software will " "develop rapidly in that direction. If a few people want the software to " "develop in that direction, a few of them will make an effort, so it will " "develop slowly in that direction. If nobody wants it to develop in that " "direction, it will not. By each of us deciding what we are going to do, we " "all contribute to what happens and to deciding which direction the software " "will develop." msgstr "" #. type: Content of: <div><p> msgid "" "So society collectively has control over how the software will develop " "overall. But you, individually, or any group or company can decide how to " "develop it themselves. The result is that free software tends to do what " "users want, instead of what the developers want." msgstr "" #. type: Content of: <div><p> msgid "" "People often ask, “If everybody is free to change the software, what " "does that do for compatibility?” Well the fact is, users like " "compatibility. It is not the only thing they like. Sometimes, certain users " "want an incompatible change because it has other benefits, and if so they " "can do it. But most users want compatibility. The result is most free " "software developers try very hard to be compatible. Guess what would happen " "if I made an incompatible difference in my program and the users did not " "like it." msgstr "" #. type: Content of: <div><p> msgid "" "Some user would change the program and make it compatible, and then most " "users would prefer his version. So his version would become popular and mine " "would be forgotten. Now, I do not want that to happen, of course. I want " "people to like and use my version, so I am going to recognize this in " "advance and I am going to make my version compatible from the beginning " "because I want people to like it. So in our community, the developers cannot " "resist what the users want. We have to go along or the users will go where " "they want and leave us behind." msgstr "" #. type: Content of: <div><p> msgid "" "But if you look at nonfree software developers, the ones who are very " "powerful, they can impose incompatibility and they are so powerful that the " "users cannot do anything. Microsoft is famous for this. They make an " "incompatible change in a protocol, and then the users are stuck with it. But " "it is not just Microsoft. Consider WAP, for instance. WAP contains modified " "versions of ordinary Internet protocols, modified to be incompatible, and " "the idea was they would make these telephones and they would say “they " "can talk on the Internet,” but since they did not use the ordinary " "Internet protocols, the incompatibility would be imposed on the user. That " "was their plan. It did not work, fortunately. But that is the danger you " "face when the users are not really in control: Somebody will try to impose " "incompatibility on the users." msgstr "" #. type: Content of: <div><p> msgid "" "Free software is primarily a political, ethical and social issue. I have " "explained that level of it. It also has economic consequences. For instance, " "nonfree software can be used to create very rich companies, where a few " "people collect money from everyone around the world, and those few get very " "rich and other people are deprived. There are many countries (Japan is not " "one of them, I guess) where the people who can afford a computer usually " "cannot afford to pay for the nonfree software, for permission to use the " "nonfree software. So in those countries, nonfree software as a system " "creates tremendous deprivation. But in any country, money is squeezed out of " "most people and concentrated to a few who become very rich by nonfree " "software. With free software, you cannot do that. You cannot squeeze a lot " "of money out of people, but you can do business with people as long as you " "are providing them with a real service." msgstr "" #. type: Content of: <div><p> msgid "" "Free software business already exists. In fact, I started a free software " "business in 1985. I was selling copies of GNU Emacs. I was looking for a way " "to make money through free software. So I said, “Pay me $150, and I " "will mail you a tape with the GNU Emacs text editor.” People started " "paying me, and I mailed them tapes. I made enough money to live on. I " "stopped this because I started the Free Software Foundation, and it seemed " "appropriate for the Free Software Foundation to start distributing GNU " "Emacs. I did not want to compete with the Free Software Foundation, so I had " "to find a different way. For several years, the Foundation made enough money " "this way to pay several employees, including programmers. So actually, if I " "had done it myself, I would probably have become comfortably well off by " "selling copies of free software." msgstr "" #. type: Content of: <div><p> msgid "" "After that, I started another free software business where I would make " "changes on commission." msgstr "" #. type: Content of: <div><p> msgid "" "With nonfree software, you cannot change it. You are a prisoner of the " "software. So you either use it exactly as it is or you do not use it at " "all. With free software, you have those two choices, but you have another " "choice also, actually many different choices. You can make changes, bigger " "or smaller, in the program and use the modified program." msgstr "" #. type: Content of: <div><p> msgid "" "Now, if you are personally a programmer, you could make the changes " "yourself. But suppose you are not a programmer. Then, you can pay a " "programmer to make the changes for you. For instance, if this ministry is " "using a program and people conclude this program does not work the way we " "really want, you could easily spend some money to pay a programmer to change " "it to do what you want. This is the kind of free software business that I " "was doing for several years in the 1980s. (I could have kept on doing it, " "but I received a big prize and I did not have to do it anymore.)" msgstr "" #. type: Content of: <div><p> msgid "" "Nowadays there are many people making a living this way. I recently heard " "from somebody in South America who said that he know 30 people there who are " "making a living this way. South America is not among the technologically " "most advanced parts of the world, but this is already starting there. In " "1989 or 1990, I believe, a company was started to do this kind of business, " "and that company was started by three people. In several years it had grown " "to 50 people, and it had been profitable every year. They could have kept on " "doing it, but they got greedy, and so they started developing nonfree " "software, and later on they were purchased by Red Hat." msgstr "" #. type: Content of: <div><p> msgid "" "Anyway, the free software business is a new way of doing business that does " "not exist in the proprietary software world. So people often wonder how " "would free software affect employment. Suppose every computer user had " "freedom. Suppose, therefore, that all software were free software. In other " "words, if you have the program, you have the freedom to run it, study it, " "change it and redistribute it.What would that do to employment in the " "information technology field?" msgstr "" #. type: Content of: <div><p> msgid "" "Well, of all the employment in the field, a small fraction is programming; " "and most programming is custom software, software being written for one " "client. That is perfectly okay; as long as the client gets the source code " "and gets the full rights to control the software once he has paid for it, " "then this is legitimate. In fact, it is free software for the client who has " "it. [Thus, only the programming which is not client-specific is really " "nonfree.]" msgstr "" #. type: Content of: <div><p> msgid "" "So of this fraction that is programming, most of that is custom software; " "software to be published is a small fraction of a small fraction of the " "total [IT sector employment]." msgstr "" #. type: Content of: <div><p> msgid "" "So, what would free software do? It might eliminate this tiny fraction of " "the employment, but maybe not. Because while the possibility of paying these " "programmers by restricting the users would go away, there would be a new " "possibility instead of supporting programmers who would be paid to make " "improvements and extensions in free software. So will we lose more jobs or " "gain more jobs? Nobody knows. It is impossible to tell. What we do know is " "that the decrease in employment in the IT field is limited to this small " "fraction of a small fraction, which is programming for publication. The rest " "would continue the way it is now. So it is clear that there is no problem " "for employment." msgstr "" #. type: Content of: <div><p> msgid "" "What about another issue people sometimes raise: Could we possibly develop " "enough software and make it free? The answer is obvious because we already " "are. The people who ask this question are like asking could airplanes really " "stay up? Well, I flew in one. Probably all of you have flown in airplanes " "too. I think they can stay up. In free software today, we have hundreds of " "people, maybe thousands, getting paid to develop free software. But we have " "over half a million volunteer developers of free software working part time " "and not getting paid and developing a lot of software." msgstr "" #. type: Content of: <div><p> msgid "" "So in fact, free software business is not necessary for free software to do " "its job. Free software business is very desirable. The more we can develop " "institutions that funnel funds from users to free software developers, the " "more free software we can produce, the better we can produce it. So it is " "certainly desirable, but it is not crucial. We have already developed two " "entire operating systems, two graphical user interface desktops and two " "office suites that are free software." msgstr "" #. type: Content of: <div><p> msgid "" "People are creatively looking for ways to fund free software, and some " "[ways] work and some do not, as you might expect. For instance, last summer, " "there was a product that people had liked but was nonfree called Blender, " "and the business decided it was no use supporting this or selling this " "anymore. They discontinued it. But the developers did not want it to be " "discontinued, so they negotiated a deal: If they could raise $100,000, they " "could buy the rights and make it free software. So they went to the " "community, and in a few weeks they raised the money. Blender is now free " "software. This suggests that maybe we can raise money from the community in " "the same way to make specific extensions." msgstr "" #. type: Content of: <div><p> msgid "" "A programmer who has a name, a reputation for ability, could go to the " "community and say, “If people put up this much money, I will do the " "work.” He does not have to do the work entirely himself. He can employ " "other programmers working with him, and this is how you would get " "started. Before you have a name, before you could go to the community on the " "strength of your own reputation, you could be working as an apprentice for " "other programmers. They raise the funds, they supervise the work, but by " "doing this, eventually you develop a reputation too, and then you can go and " "get clients." msgstr "" #. type: Content of: <div><p> msgid "" "There are also, of course, legitimate roles for government funding in " "developing useful software, just as governments fund scientific research " "designed to be of use to the citizens, and even just for the sake of human " "curiosity, but certainly to be of use for the citizens, for the public. It " "is equally legitimate for governments to fund the development of software " "that is going be of use to the public, and then when it is done, hand it off " "to the public and say, “Everyone can now use and improve this. It is " "human knowledge.” Because that is what free software is really " "about. It is human knowledge, knowledge that belongs to humanity, to all " "beings. A nonfree program is restricted knowledge, knowledge that is kept " "under control by a few, and other people cannot really have access to " "it. They can only use it barely on sufferance. They can never have the " "knowledge." msgstr "" #. type: Content of: <div><p> msgid "" "For this reason, it is essential that schools use free software. There are " "three reasons why schools should use exclusively free software. The most " "shallow reason is to save money. Even in a developed country, schools never " "have enough money, and so the use of computers in schools is held back. Now, " "if the schools use free software, then the school system has the freedom to " "make copies and redistribute them to all the schools and they do not have to " "pay for permission to use the software. So the school system can thus " "install more computers, make more facilities available. In addition, the GNU " "plus Linux operating system is more efficient than Windows, so you can use " "an older, less powerful, cheaper model of computer. Maybe you can use a " "second-hand computer that somebody else is getting rid of. So that is " "another way to save. That is obvious, but it is shallow." msgstr "" #. type: Content of: <div><p> msgid "" "A more important reason for schools to use free software is for the sake of " "learning. You see, in the teenage years, some students are going to want to " "learn everything there is to know about the inside of the computer " "system. These are the people who can become good programmers. If you want to " "develop a strong programming capacity, people prepared not just to work as " "part of a big team in a rather mechanical way, but people who will take the " "initiative, do big things, develop powerful, exciting programs, then you " "need to encourage the impulse to do that, whenever a kid has that " "impulse. So it is important to provide facilities and a social milieu that " "encourages this kind of learning to develop." msgstr "" #. type: Content of: <div><p> msgid "" "The way to do this is the schools should run free software, and whenever a " "kid starts wondering, “How does this actually work?” the teacher " "can say, “This is done by the Fubar program. You can find the source " "code of the Fubar program there. Go read it and figure it out, see for " "yourself how this works.” Then if a kid says, “You know, I have " "got an idea for how this could be better,” the teacher could say, " "“Why not give it a try? Try writing it. Make the change in the Fubar " "program to change this one feature.”" msgstr "" #. type: Content of: <div><p> msgid "" "To learn to be a good writer, you have to read a lot and write a lot. It is " "the same if you are writing software: You have to read a lot of software and " "write a lot of software. To learn to understand big programs, you have to " "work with big programs. But how can you get started at that? When you are " "beginning, you cannot write a big program yourself, not and do a good job, " "because you have not learned how. So how are you going to learn? The answer " "is you have to read existing big programs and then try making small changes " "in them. Because at that stage, you cannot write a big program yourself, but " "you can write a small improvement in a big program." msgstr "" #. type: Content of: <div><p> msgid "" "That is how I learned to be a good programmer. I had a special opportunity " "at the Massachusetts Institute of Technology. There was a lab where they had " "written their own operating system, and then they used it. I went there and " "they said, “We would like to hire you.” They hired me to improve " "the programs in this operating system. It was my second year of college. At " "the time, I could not have written an operating system myself. I could not " "have written those programs from zero, but I could read them and add a " "feature and then add another feature and another and another." msgstr "" #. type: Content of: <div><p> msgid "" "Every week I would add another feature to some program. By doing this many, " "many times, I developed my skill. In the 1970s, the only way you could get " "that opportunity was to be in a very special place. But today, we can give " "that opportunity to everyone. All you need is a PC running the GNU/Linux " "system with the source code, and you have this opportunity. So you can " "easily encourage Japanese teenagers, those of them who are fascinated by " "computers, to become good programmers." msgstr "" #. type: Content of: <div><p> msgid "" "I have a friend who was a high school teacher around 1980, and he set up the " "first Unix machine in a high school. He then mentored the high school " "students so that they learned to become good programmers. Several of them " "were very good programmers with reputations by the time they graduated from " "high school. I am sure any high school has a few people who have that talent " "and will want to develop it. They just need the opportunity. So that is the " "second reason why schools should use free software exclusively." msgstr "" #. type: Content of: <div><p> msgid "" "The third reason is even more fundamental. We want schools to teach facts " "and skill, of course, but also good moral character, which means being " "prepared to help other people. That means the school should say to the kids, " "“Any software that is here, you can copy it. Copy it and take it " "home. That is what it is here for. If you bring any software to school, you " "must share it with the other kids. If you are not willing to share it with " "the other kids, do not bring it here, it does not belong here, because we " "are teaching kids to be helpful to each other.” Education of moral " "character is important for every society." msgstr "" #. type: Content of: <div><p> msgid "" "I did not invent the idea of free software. Free software began as soon as " "there were two computers of the same kind, because then people using one " "computer would write some software, and the people using the other computer " "would say, “Do you know anything to solve this problem?” and " "they would say, “Yes. We wrote something to solve this problem. Here " "is a copy.” So they started exchanging the software that they had " "developed, so that they could all develop more. But in the 1960s, there was " "a trend to replace it with nonfree software, a trend to subjugate the users, " "to deny users freedom." msgstr "" #. type: Content of: <div><p> msgid "" "When I was in my first year of college, I got to see a moral example that " "impressed me. I was using a computer facility, and at this facility they " "said, “This is an educational institution, and we are here for people " "to learn about computer science. So we will have a rule: any time software " "is installed on a system, the source code must be on display so people can " "read it and learn how this software works.”" msgstr "" #. type: Content of: <div><p> msgid "" "One of the employees wrote a utility program and he started selling it as " "nonfree software. He was not just selling copies the way I was doing; he was " "restricting the users. But he offered the school a copy at no charge, and " "the people in charge of the computer facility said, “No, we will not " "install this here because our rule is the source code must be on display. If " "you will not let us put the source code of this program on display, we just " "will not run your program.” This inspired me because it was a " "willingness to renounce a practical convenience for the sake of something " "more important which is the mission of the school: education." msgstr "" #. type: Content of: <div><p> msgid "" "The lab where I worked at MIT was an exception though in the 1970s due to " "the fact that we had an operating system that was free software. Most " "computers were using nonfree operating systems at the time. But I was " "inspired by the example that I saw there and I learned to live in that " "way. I learned the way of life where you will teach your knowledge to others " "instead of keeping it all for yourself. Then this community died in the " "early 1980s. At that point, I started the free software movement. I did not " "begin free software. I learned the free software way of life by joining a " "lab where people already practiced it. What I did was to turn this into an " "ethical and social movement, to say that this is a matter of choosing " "between a good society and an ugly society, between a clean, kind, helpful " "way of life where we have freedom, and a way of life where everybody is in " "bondage to various empires that conquer them, where people believe they have " "no practical choice but to give up their freedom." msgstr "" #. type: Content of: <div><p> msgid "" "Theoretically speaking, on the one hand people say, “Oh, nobody forces " "you to use that nonfree software. Nobody forces you to use Microsoft " "Word.” On the other hand, you have people saying, “I have no " "choice.” So practically speaking, it is not a situation of individual " "choice. Yes, it is true, if you are determined to be free, determined to " "reject it, you can do it, but it takes a lot of determination. When we " "started 20 years ago, it took tremendous work to use a computer without the " "nonfree software. All the operating systems for modern computers in 1983 " "were proprietary. You could not get a computer and use it, except with " "nonfree software. To change this, we had to spend years working, and we did, " "we changed it." msgstr "" #. type: Content of: <div><p> msgid "" "For you, today, the situation is easier. There are free operating " "systems. You can get a modern computer and use it with free software, " "exclusively with free software. So nowadays, instead of a tremendous " "sacrifice, you just have to make a temporary, small sacrifice, and then you " "can live in freedom. By working together, we can eliminate that " "sacrifice. We can make it easier to live in freedom. But for that we have to " "work. We have to recognize freedom as a social value." msgstr "" #. type: Content of: <div><p> msgid "" "Every government tries to get its work done inexpensively, and every " "government agency has a specific job to get done. So when government " "agencies choose their computers, they tend to look at narrow, practical " "questions: How much will it cost, when can we have it running, and so on." msgstr "" #. type: Content of: <div><p> msgid "" "But the government has a larger mission, which is to lead the country in a " "healthy direction, one that is good for the citizens. So when government " "agencies choose their computer systems, they should make this choice so as " "to lead the country to free software. It is better for the economy of the " "country because the users, instead of paying merely for permission to run " "the software, will be paying people in the local area to improve it and " "adapt it for them. So in instead of all draining away to Redmond, " "Washington, the money will circulate in the region, creating employment " "locally instead of filling somebody's pockets. But more important, it " "creates a way of life where the country and the people are independent and " "free." msgstr "" #. TRANSLATORS: Use space (SPC) as msgstr if you don't have notes. #. type: Content of: <div> msgid "*GNUN-SLOT: TRANSLATOR'S NOTES*" msgstr "" #. type: Content of: <div><div><p> msgid "" "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>." msgstr "" #. 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>. #. type: Content of: <div><div><p> msgid "" "Please see the <a " "href=\"/server/standards/README.translations.html\">Translations README</a> " "for information on coordinating and contributing translations of this " "article." msgstr "" #. type: Content of: <div><p> msgid "Copyright © 2003, 2021 Richard M. Stallman" msgstr "" #. type: Content of: <div><p> msgid "" "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>." msgstr "" #. TRANSLATORS: Use space (SPC) as msgstr if you don't want credits. #. type: Content of: <div><div> msgid "*GNUN-SLOT: TRANSLATOR'S CREDITS*" msgstr "" #. timestamp start #. type: Content of: <div><p> msgid "Updated:" msgstr ""