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Additional resources for Access to knowledge for consumers: Reports of Campaigns Research 2008-2010
5 5 Consumers International. 2. 49 2. > HB MB G? +>! 5>)C EG> EGAE> DEFE D5>G4) 4+5 @5 4BC @A >5? "#$%&'(D*( N'-V-,"(&R(&2"'(/&0,#"(456( of this fifth section, which clearly shows that, only excepting Argentina, Cameroon, France and Vietnam, consumers worldwide dislike using pi5"#6-'7'&,#%8#%/,-#*%+&9,#234 rated copyright works, both because they believe it to be morally wrong, and <8: because they fear of being prosecuted for doing so. There were two countries, Lebanon and Israel, in which the fear of <89 prosecution did not deter consumers from using pirated copies, but their moral attitude towards piracy did deter them.
In fact, none of these preconceptions are correct. This suggests the need for education of consumers on the unique features of FOSS and (though not covered in the phase one survey) other forms of free licensing such as Creative Commons. 8 Categorising the access barriers As well as being grouped into political, economic, social and technological factors, many of the access barriers identified are related and can be clustered together. This may be because the same access barrier was identified in respect of more than one class of material (for example cost was identified as a barrier to accessing educational material, software, and films and music), or in respect of more than one type of access or use (for example legal constraints were identified as a barrier to copying, borrowing and sharing), or simply because the barriers exemplify the same underlying problem in two different contexts (for example, “Too many editions or curriculum changes”, of educational materials, was grouped with “Becomes outdated quickly, requiring updates” of software).
These were the section on purchasing copyright works, and the section on accessing them online. In each of these sections, the questions that dealt with the use of pirated works did not gel with the other questions in the section. ) This problem was corrected by reorganising the component questions of these sections, dividing them into one new section on purchasing copyright works, and one on using pirating copies. Thus, in the end the first five sections became: • Purchasing • Borrowing • Copying • Using • Pirating The final section on FOSS and other free content remained unchanged, save that like the other sections it was reduced to three questions, for a total of 18.