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    <item rdf:about="https://cis-india.org/openness/blog-old/the-in-visible-subject-power-privacy-and-social-networking">
    <title>The (in)Visible Subject: Power, Privacy and Social Networking</title>
    <link>https://cis-india.org/openness/blog-old/the-in-visible-subject-power-privacy-and-social-networking</link>
    <description>
        &lt;b&gt;In this entry, I will argue that the interplay between privacy and power on social network sites works ultimately to subject individuals to the gaze of others, or to alternatively render them invisible. Individual choices concerning privacy preferences must, therefore, be informed by the intrinsic relationship which exists between publicness/privateness and subjectivity/obscurity. &lt;/b&gt;
        &lt;strong&gt;&lt;br /&gt;The Architecture of Openness&lt;/strong&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;div&gt;
&lt;div id="parent-fieldname-text"&gt;
&lt;p&gt;Through a Google search or a quick scan of Facebook, people
today are able to gain “knowledge” on others in a way never once 
possible.&amp;nbsp; The ability to search and collect information
on individuals online only continues to improve as online social networks grow 
and
search engines become more comprehensive.&amp;nbsp;
Social networks, and the social web more broadly, has worked to
fundamentally alter the nature of personal information made available 
online.&amp;nbsp; Social &amp;nbsp;networking services today enable the average person, with web access, to publish information through a “social 
profile”.&amp;nbsp; &amp;nbsp;Personal
information made available online is now communicative, narrative and 
biographic.&amp;nbsp; Consequentially, social profiles have become
rich containers of personal information that can be searched, indexed 
and
analyzed.&lt;/p&gt;
&lt;p&gt;The architecture of the social web further encourages users
to enclose volumes of personally identifiable information.&amp;nbsp; Most social 
network sites embrace the “ethos
of openness” as, by default, most have relaxed privacy settings.&amp;nbsp; While 
most sites give users relative control
over the disclosure of personal information, services such as MySpace, 
Facebook
and Live Journal are far ahead of the black and white public/private 
privacy
models of sites such as Bebo and Orkut.&amp;nbsp; Bebo,
for example, only allows users to disclose information to “friends” or
“everyone”, granting little granularity for diverse privacy 
preferences.&amp;nbsp; MySpace and Facebook, on the other hand, have
made room for “friends of friends”, among other customizable group 
preferences.&amp;nbsp; All networking sites also consider certain pieces
of basic information publicly available, without privacy controls.&amp;nbsp; On 
most sites, this includes name,
photograph, gender and location, and list of friends.&amp;nbsp; Okrut, however, 
considers far more
information to public—leaving the political views and religions of its’ 
members
public.&amp;nbsp; This openness leaves the
individual with little knowledge or control over how their information 
is
viewed, and subsequently used.&lt;/p&gt;
&lt;p&gt;Search functionality has also increased the visibility of
individuals outside their immediate social network. &amp;nbsp;For example, sites 
such Facebook and LinkedIn
index user profiles through Google search.&amp;nbsp;
Furthermore, all social network sites index their users, effectively
allowing profiles to be searched by other users through basic 
registration data,
such as first and last name or registered email address.&amp;nbsp; While most 
services allow users to remove
their profiles from external search engines, they are often not able to
effectively control internal searches.&amp;nbsp; Orkut,
for example, does not allow users to disable internal searches according
 to
their first and last names.&amp;nbsp; LinkedIn and
MySpace also maintains that users be searchable by their email 
addresses.&lt;/p&gt;
&lt;p&gt;Through this open architecture and search functionality, social
network sites have rendered individuals more “visible” vis-à-vis one
another.&amp;nbsp; The social web has effectively
altered the spatial dimensions of our social lives as grounded, embodied
experience becomes ubiquitous and multiply experienced.&amp;nbsp; Privacy, in the
 online social milieu, assumes
greater fluidity and varied meaning—transcending spatially
 constructed
understandings of the notion.&amp;nbsp;&lt;/p&gt;
&lt;p&gt;While the architecture of social networking sites encourages
users to be more “public”, heightened control, or “more privacy” is 
generally
suggested as the panacea to privacy concerns.&amp;nbsp;
However, the public/private binary of privacy talk often fails to
capture the complex nexus which exists between privacy and power in the
networked ecosystem.&amp;nbsp; Privacy preferences
on social networks, and the consequences thereof, are effectively shaped
 and
influenced by structures of power.&amp;nbsp; In
this entry, I will argue that the interplay between privacy and power 
works
ultimately to expose individuals to the subjective gaze of others, or to
 render
them invisible.&amp;nbsp; In this respect,
individual choices concerning privacy preferences must be informed by 
the
intrinsic relationship between notions of publicness/privateness and
subjectivity/obscurity.&lt;/p&gt;
&lt;p&gt;&lt;strong&gt;Power and
Subjectivity &lt;/strong&gt;&lt;/p&gt;
&lt;p&gt;The searchable nature of the social profile allows others to
quickly and easily aggregate information on one another.&amp;nbsp; As privacy 
scholar Daniel Solve &lt;a href="http://docs.law.gwu.edu/facweb/dsolove/Future-of-Reputation/text.htm"&gt;notes&lt;/a&gt;,
 social searching may be of genuine intent – individuals
use social networking services to locate old friends, and to connect 
with current
colleagues.&amp;nbsp; However, curiosity does not
always assume such innocence, as fishing expeditions for personal 
information
may serve the purpose of judging individuals based perception of the 
social
profile.&amp;nbsp; The relatively power of search
and open information can be harnessed to weed out potential job 
applicants, or
to rank college applicants.&amp;nbsp; Made
possible through the architecture of the web and social constructions of
 power,
individuals may be subjected to the deconstructive gaze of superiors.&amp;nbsp;&lt;/p&gt;
&lt;p&gt;The architecture of social networking sites significantly compliments
this nexus between privacy and power.&amp;nbsp; As
individual behavior and preferences become more transparent, the act of
surveillance is masked behind the ubiquity and anonymity of online 
browsing. Drawing
on Foucault’s panopticism, social networks make for the 
“containerization” of social
space –allowing the powerful to subjectively hierarchize and classify
individuals in relation to one another&lt;a href="https://cis-india.org/../others/the-in-visible-subject-power-privacy-and-social-networking-1#_ftn1" name="_ftnref1"&gt;&lt;span class="MsoFootnoteReference"&gt;&lt;span class="MsoFootnoteReference"&gt;&lt;/span&gt;&lt;/span&gt;&lt;/a&gt;
 [1].&amp;nbsp; This practice becomes particularly
troublesome online, as individuals are often unable to control how they 
are constructed
by others in cyberspace.&amp;nbsp;&lt;/p&gt;
&lt;p&gt;Perfect control is difficult to guarantee in an ecosystem
where personal information is easily searched, stored, copied, indexed, 
and
shared.&amp;nbsp; In this respect, the privacy
controls of social networking sites are greatly illusory.&amp;nbsp; Googling an 
individual’s name, for example,
may not reveal the full social profile of an individual, but may unveil
dialogue involving the individual in a public discussion group.&amp;nbsp; The 
searchable nature of personal information
on the web has both complicated and undesirable consequences for privacy
 of the
person for, what I believe, to be two main reasons.&lt;/p&gt;
&lt;p&gt;The first point refers to what Daniel J. Solve describes as
the “&lt;a href="http://papers.ssrn.com/sol3/Delivery.cfm/SSRN_ID440200_code249137.pdf?abstractid=440200&amp;amp;rulid=39703&amp;amp;mirid=1"&gt;virtue
 of knowing less&lt;/a&gt;”.&amp;nbsp;
Individuals may be gaining more “information” on others through the
internet, but this information is often insufficient for judging one’s
character as it only communicates one dimension of an individual.&amp;nbsp; In &lt;a href="http://heinonlinebackup.com/hol-cgi-bin/get_pdf.cgi?handle=hein.journals/washlr79&amp;amp;section=16"&gt;her
 work&lt;/a&gt;, Helen Nissenbaum emphasizes the importance contextual
integrity holds for personal information.&amp;nbsp;
When used outside its intended context, information gathered online may
not be useful for accurately assessing an individual.&amp;nbsp; In addition, the 
virtual gaze is void of the
essential components of human interaction necessary to effectively 
understand
and situate each other.&amp;nbsp; As Solve notes,
certain information may distort judgment of another person, rather than 
increasing
its accuracy.&lt;/p&gt;
&lt;p&gt;Secondly, the act of surveillance through social networks work
to undermine privacy and personhood, as individuals seek to situate 
others as
“fixed texts” &lt;a href="https://cis-india.org/../others/the-in-visible-subject-power-privacy-and-social-networking-1#_ftn2" name="_ftnref2"&gt;&lt;span class="MsoFootnoteReference"&gt;&lt;span class="MsoFootnoteReference"&gt;&lt;/span&gt;&lt;/span&gt;&lt;/a&gt;[2].&amp;nbsp;
 Due to the complex nature of the social self, such practice is undesirable.&amp;nbsp; Online
social networks are socially constructed spaces, with diverse meanings
 assigned
by varied users.&amp;nbsp; One may utilize a social
network service to build and maintain professional relationships, while 
another
may use it as an intimate space to share with close friends and family.&amp;nbsp;
 James Rachels’ &lt;a href="http://www.scribd.com/doc/6152658/Why-Privacy-is-Important-James-Rachels"&gt;theory
of
 privacy&lt;/a&gt; notes that privacy is important, as it allows individuals 
to
selectively disclose information and to engage in behaviors appropriate 
and
necessary for maintaining diverse personal relationships.&amp;nbsp; Drawing on 
the work of performance theorists
such as &lt;a href="http://books.google.co.in/books?id=gyWuhD3Q3IcC&amp;amp;dq=judith+butler+gender+trouble&amp;amp;printsec=frontcover&amp;amp;source=bn&amp;amp;hl=en&amp;amp;ei=5W56S_aTL4vo7APq4YmfCA&amp;amp;sa=X&amp;amp;oi=book_result&amp;amp;ct=result&amp;amp;resnum=5&amp;amp;ved=0CBgQ6AEwBA#v=onepage&amp;amp;q=&amp;amp;f=false"&gt;Judith
Butler&lt;/a&gt;, we can assert that identity is not fixed or unitary, but is
constituted by performances that are directed at different audiences&lt;a href="https://cis-india.org/../others/the-in-visible-subject-power-privacy-and-social-networking-1#_ftn3" name="_ftnref3"&gt;&lt;span class="MsoFootnoteReference"&gt;&lt;span class="MsoFootnoteReference"&gt;&lt;/span&gt;&lt;/span&gt;&lt;/a&gt;
 [3].&amp;nbsp; Sociologist Erving Goffman also notes that we
“live our lives as performers…&lt;span class="msoIns"&gt;&lt;ins cite="mailto:lynda%20spark" datetime="2010-02-15T17:54"&gt; &lt;/ins&gt;&lt;/span&gt;[and]
 play many different roles and
wear many different masks”&lt;a href="https://cis-india.org/../others/the-in-visible-subject-power-privacy-and-social-networking-1#_ftn4" name="_ftnref4"&gt;&lt;span class="MsoFootnoteReference"&gt;&lt;span class="MsoFootnoteReference"&gt;&lt;/span&gt;&lt;/span&gt;&lt;/a&gt;
 [4].&amp;nbsp; Individuals, therefore, are inclined to
perform themselves online according to their perceived audiences.&amp;nbsp; It is
 the audience, or the social graph,
which constructs the context that, in turn, informs individual behavior.&lt;/p&gt;
&lt;p&gt;Any attempt to situate and categorize the individual becomes
particularly problematic in the context of social networks, where 
information
is often not intended for the purpose for which it is being used.&amp;nbsp; Due 
to the complex nature of human behavior, judgments
of character based on online observation only effectively capture one 
side of
the “complicated self”&lt;a href="https://cis-india.org/../others/the-in-visible-subject-power-privacy-and-social-networking-1#_ftn5" name="_ftnref5"&gt;&lt;span class="MsoFootnoteReference"&gt;&lt;span class="MsoFootnoteReference"&gt;&lt;/span&gt;&lt;/span&gt;&lt;/a&gt;.&amp;nbsp;
 As Julie Cohen &lt;a href="http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1012068"&gt;writes&lt;/a&gt;,
 the “law often fails to capture the mutually
constitutive interactions between self and culture, the social 
constructions of
systems of knowledge, and the interplay between systems of knowledge and
systems of power”.&amp;nbsp; Because the panoptic
gaze is decentralized and anonymous in the networked ecosystem, 
individuals will
often bear little knowledge on how their identities are being digitally
deconstructed and rewired.&amp;nbsp; Most importantly,
much of this judgment will occur without individual consent or
knowledge—emphasizing the transparent nature of the digital self.&amp;nbsp; &lt;strong&gt;&lt;/strong&gt;&lt;/p&gt;
&lt;p&gt;&lt;strong&gt;Power and
(in)visibility&lt;/strong&gt;&lt;/p&gt;
&lt;p&gt;In response to the notion that the architecture of the
social web may render individuals transparent to the gaze of others, the
 need
for more “control” over privacy on social network sites has captured the
 public
imagination.&amp;nbsp; Facebook’s abrupt &lt;a href="http://www.readwriteweb.com/archives/facebook_pushes_people_to_go_public.php"&gt;privacy
 changes&lt;/a&gt;, for example, have&lt;span class="msoIns"&gt;&lt;ins cite="mailto:lynda%20spark" datetime="2010-02-15T17:58"&gt; &lt;/ins&gt;&lt;/span&gt;received
widespread
 attention in the &lt;a href="http://www.readwriteweb.com/archives/why_facebook_is_wrong_about_privacy.php"&gt;blogosphere&lt;/a&gt;
 and even by &lt;a href="http://www.guardian.co.uk/technology/blog/2009/dec/17/facebook-privacy-ftc-complaint"&gt;governments&lt;/a&gt;.&amp;nbsp;
 While
popular privacy discourse often continues to fixate on the 
public/private
binary—Facebook’s questionable move towards privacy decontrol has raised
important questions of power and privilege.&lt;/p&gt;
&lt;p&gt;A recent &lt;a href="http://www.zephoria.org/thoughts/archives/2010/01/16/facebooks_move.html"&gt;blog
 post&lt;/a&gt; by danah boyd nicely touches upon the dynamics of
power, public-ness, and privilege in the context of online social networking.&amp;nbsp; 
As she notes, “Public-ness has always been a
privilege…&lt;span class="msoIns"&gt;&lt;ins cite="mailto:lynda%20spark" datetime="2010-02-15T18:00"&gt; &lt;/ins&gt;&lt;/span&gt;but now we've changed the 
equation
and anyone can theoretically be public…&lt;span class="msoIns"&gt;&lt;ins cite="mailto:lynda%20spark" datetime="2010-02-15T18:00"&gt; &lt;/ins&gt;&lt;/span&gt;and
 seen
by millions.&amp;nbsp; However, there are still
huge social costs to being public…the privileged don’t have to worry 
about the
powerful observing them online…but most everyone else does –forcing 
people into
the public eye doesn’t &lt;em&gt;dismantle the
structures of privilege and power&lt;/em&gt;, but only works to &lt;em&gt;reinforce 
them&lt;/em&gt;” (emphasis added).&amp;nbsp;&lt;/p&gt;
&lt;p&gt;This point touches upon an important idea —that publicity has value.&amp;nbsp;
 This nexus between visibility and power is
one which unfolds quite clearly in the social media ecosystem.&amp;nbsp; One’s 
relevance or significance could,
arguably, be measured relative to online visibility.&amp;nbsp; Many individuals 
who are seen as “leaders”
within their own professional or social circles often maintain public 
blogs, maintain
a herd of followers on Twitter, and often manage large numbers of 
connections
on social network sites.&amp;nbsp; The more
information written by or on an individual online, arguably, the more 
relevant
they appear to in the eyes of their peers and superiors alike.&lt;/p&gt;
&lt;p&gt;Power and privilege, however experienced, will be mirrored
in the online context.&amp;nbsp; While the participatory
and decentralized nature of Web 2.0 arguably works challenge traditional
structures of power, systemic hierarchies and are often reinforced 
online –as Facebook’s
privacy blunders clearly illustrates. The privileged need not worry 
about the
subjective gaze of their superiors, as boyd notes.&amp;nbsp; Those who may be 
compromised due to the lack
of privateness, however, do.&amp;nbsp; As boyd
goes on to argue, “the privileged get more privileged, gaining from 
being
exposed…&lt;span class="msoIns"&gt;&lt;ins cite="mailto:lynda%20spark" datetime="2010-02-15T18:04"&gt; &lt;/ins&gt;&lt;/span&gt;and those struggling to keep 
their
lives together are forced to create walls that are constantly torn down 
around
them”.&amp;nbsp; As public exposure may over often
equate to power, we must &lt;span class="msoDel"&gt;&lt;del cite="mailto:lynda%20spark" datetime="2010-02-15T18:04"&gt;&amp;nbsp;&lt;/del&gt;&lt;/span&gt;critically
challenge
 the assumption that the move towards more privacy control on social
networks will best empower its members.&lt;/p&gt;
&lt;p&gt;&amp;nbsp;If publicity can
potentially have great value for the individual, the opposite also rings
true.&amp;nbsp; Privacy, as polemic to publicness,
alternatively works to diminish the presence of the individual, 
rendering them
invisible or irrelevant within hyper-linked networks.&amp;nbsp; With 
greater personal protectionism online,
an individual may go unnoticed or unrecognized, fizzling out dully 
behind their
more public peers.&amp;nbsp; Drawing on social
network theory, powerful people can be understood as “supernodes” as 
they
connect more peripheral members of a network.&amp;nbsp;
As &lt;a href="http://papers.ssrn.com/sol3/papers.cfm?abstract_id=629283"&gt;Lior
 Strahilevitz notes&lt;/a&gt;, supernodes tend to be better
informed than the peripherals, and are most likely to be perceived as 
“leaders”.&amp;nbsp;&lt;/p&gt;
&lt;p&gt;As the power of the supernode relates to privacy, Strahilevitz
states that that “supernodes
maintain their privileged status by&lt;strong&gt; &lt;/strong&gt;continuing
to serve as information clearinghouses….and, in certain contexts, become
supernodes based in part on their willingness to share previously 
private
information about themselves”.&amp;nbsp; It is within
the context of visibility and power that the idea of (in)visibility and
powerlessness online unfold.&amp;nbsp; Those who
have most at risk by going public, may chose not to do so. Those with in
comfortable positions with considerably less to lose by going public may
 be
inclined to “open up”.&amp;nbsp; Heightened privacy
controls on social network services, therefore, can work to reinforce 
the very structures
of power they seek to dismantle.&amp;nbsp;&lt;/p&gt;
&lt;p&gt;This is
not to argue, however, that more privacy is necessarily bad, and that 
less
privacy is good, or that users shouldn’t be selective in their 
disclosures –&lt;span class="msoIns"&gt;&lt;ins cite="mailto:lynda%20spark" datetime="2010-02-15T18:08"&gt; &lt;/ins&gt;&lt;/span&gt;to
the contrary.&amp;nbsp; As personal information
has become ubiquitous and tools for aggregating information improve, 
maintaining
privacy online becomes more pertinent than ever. However, the concept of
 privacy
will only continue to become increasingly complex as digital networks 
continue
to deconstruct and reconfigure the spatial dimensions of the public and 
private.&amp;nbsp; How are we to effectively understand privacy
in a social environment which values openness and publicity?&amp;nbsp; Can the 
fluid and dynamic self gain
visibility online without becoming subject to the gaze of superiors?&amp;nbsp; 
Will those who selectively choose
friends and carefully disclose personal information fizzle out, while the powerful
and less inhibited continue to reassert privilege?&amp;nbsp; The interplay 
between power and privacy on
the social web is a multiply constitutive and reinforcing synergy 
–understanding
how to effectively strike balance between the right to privacy and 
self-determination
is the challenge ahead.&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;div&gt;
&lt;hr align="left" size="1" width="33%" /&gt;
&lt;div id="ftn1"&gt;
&lt;p&gt;&lt;a href="https://cis-india.org/../others/the-in-visible-subject-power-privacy-and-social-networking-1#_ftnref1" name="_ftn1"&gt;&lt;span class="FootnoteCharacters"&gt;&lt;span class="FootnoteCharacters"&gt;&lt;/span&gt;&lt;/span&gt;&lt;/a&gt;&lt;span class="footnotereference"&gt;&lt;span class="footnotereference"&gt;&lt;/span&gt;&lt;/span&gt;
 1. see “Foucault in Cyberspace” by James Boyle&lt;/p&gt;
&lt;/div&gt;
&lt;div id="ftn2"&gt;
&lt;p&gt;&lt;a href="https://cis-india.org/../others/the-in-visible-subject-power-privacy-and-social-networking-1#_ftnref2" name="_ftn2"&gt;&lt;span class="FootnoteCharacters"&gt;&lt;span class="FootnoteCharacters"&gt;&lt;/span&gt;&lt;/span&gt;&lt;/a&gt;&lt;/p&gt;
&lt;/div&gt;
&lt;div id="ftn3"&gt;
&lt;p&gt;&lt;a href="https://cis-india.org/../others/the-in-visible-subject-power-privacy-and-social-networking-1#_ftnref3" name="_ftn3"&gt;&lt;span class="FootnoteCharacters"&gt;&lt;span class="FootnoteCharacters"&gt;&lt;/span&gt;&lt;/span&gt;&lt;/a&gt;&lt;span class="footnotereference"&gt;&lt;span class="footnotereference"&gt;&lt;/span&gt;&lt;/span&gt;2.
 Julie Cohen&lt;/p&gt;
&lt;p&gt;3. Cohen citing Butler&lt;/p&gt;
&lt;p&gt;4. Solve citing Goffman&lt;/p&gt;
&lt;/div&gt;
&lt;/div&gt;
&lt;/div&gt;
&lt;/div&gt;
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&lt;div class="visualClear"&gt;&lt;/div&gt;
&lt;h5 class="hiddenStructure"&gt;Document Actions&lt;/h5&gt;

        &lt;p&gt;
        For more details visit &lt;a href='https://cis-india.org/openness/blog-old/the-in-visible-subject-power-privacy-and-social-networking'&gt;https://cis-india.org/openness/blog-old/the-in-visible-subject-power-privacy-and-social-networking&lt;/a&gt;
        &lt;/p&gt;
    </description>
    <dc:publisher>No publisher</dc:publisher>
    <dc:creator>rebecca</dc:creator>
    <dc:rights></dc:rights>

    
        <dc:subject>Social Networking</dc:subject>
    
    
        <dc:subject>Attention Economy</dc:subject>
    
    
        <dc:subject>Facebook</dc:subject>
    
    
        <dc:subject>Privacy</dc:subject>
    

   <dc:date>2011-08-18T05:06:52Z</dc:date>
   <dc:type>Blog Entry</dc:type>
   </item>


    <item rdf:about="https://cis-india.org/news/de-facebook">
    <title>De facebook</title>
    <link>https://cis-india.org/news/de-facebook</link>
    <description>
        &lt;b&gt;Facebook used to be our playground but privacy concerns are now souring that fantasy. Why do we trust a clutch of new corporations with such phenomenal amounts of personal data?&lt;/b&gt;
        
&lt;p&gt;The age of privacy is over, Facebook’s fresh-faced founder and CEO Mark Zuckerberg declared a couple of months back. Social norms have shifted. We are now used to living out loud. “When I got started in my dorm room at Harvard, the question a lot of people asked was, ‘Why would I want to put any information on the internet at all? Why would I want to have a website?’” he said.&lt;/p&gt;
&lt;p&gt;That paranoid past is behind us, claimed Zuckerberg, justifying Facebook’s controversial new decision to fling open the curtains and make maximum visibility the new normal. “In the last five or six years, blogging has taken off in a huge way, and (there are) just all these different services that have people sharing all this information,” he said.&lt;/p&gt;
&lt;p&gt;In other words, get over the stage fright. Everyone else is out there over-sharing, arguing, preening, and generally acting out online.&lt;/p&gt;
&lt;p&gt;In June last year, Facebook sneaked in a feature called the Everyone update. This makes it much like Twitter, and also allows it to share with and sell information to search engines like Google, Bing or Yahoo. “Facebook’s privacy changes are relevant as it tries to compete with real-time search on platforms like Twitter. It does give you an option to work around that though I am certain the whole process of setting privacy preferences could be a lot more intuitive,” says Sidharth Rao, digital industry watcher and CEO of internet marketing firm Webchutney.&lt;/p&gt;
&lt;p&gt;On the surface, the new Facebook settings are better and much more malleable, if you can figure out how to work them — you can now choose, per post, what you want different sets of people to see. They have eliminated regional networks which would unwittingly expose you to an entire city sometimes (meaning that not everyone who is on the Delhi network, say, has automatic access to your information if you are in Delhi). But on the other hand, the default setting that Facebook recommends is deeply problematic. You, your profile picture, current city, gender, networks, and the pages that you are a “fan” of are all “publicly available information”. Earlier, you could make sure only your friends saw the rest of your friends — now, that option no longer exists as a setting.&lt;/p&gt;
&lt;p&gt;Wasn’t privacy once a Facebook fundamental? Unlike the seedier environments of Orkut or Myspace, Facebook grew out of a small Harvard community, expanded to cover other East Coast schools, then conquered companies and countries. In September 2006, Facebook opened registration to anyone with an email address. But it was extremely cautious about how it engineered interaction. In essence, you were meant to socialise with people you already knew.&lt;/p&gt;
&lt;p&gt;“It felt safer. It wasn’t about random people sending you scraps and stalking you, like on Orkut or whatever. Facebook reflected my real world. It kept you loosely, comfortably connected to so many people”, says Nomita Sawhney, a young Delhi-based architect. Unlike the threat of cyberstalking, intimidation, and impersonation that stalk less selective networks, Facebook remained clear of what media scholar Danah Boyd calls ‘stranger danger’. Only two years back, Zuckerberg told tech blogger Marshall Kirkpatrick that privacy “is the vector around which Facebook operates”. &lt;br /&gt;&lt;br /&gt;&lt;/p&gt;
&lt;h3&gt;I Like To Watch&lt;/h3&gt;
&lt;p&gt;&lt;br /&gt;Why are these changes such a big deal? Zuckerberg’s claim about privacy rings true for most unself-conscious Facebookers. After all, only recently, bra colour status updates were the big buzz on Facebook, ostensibly in support of breast cancer awareness. Now, it’s doppelganger week, where you tell the world what celebrity you most resemble. You can take dippy quizzes, remember birthdays, discuss the news, giggle over pictures. Grim warnings about corporate avarice and government spying sound faintly ridiculous in this pleasant context.&lt;/p&gt;
&lt;p&gt;Social networks and blogs have certainly reconfigured privacy. Anyone who’s spent time on Facebook knows the impulse to meander through the pages and pictures of people in that amorphous category called ‘friends of friends’. In just a few years, we have got used to the thought that our lives are externalised and sprawled out for near-strangers to see.&lt;/p&gt;
&lt;p&gt;In fact, Facebook is now the largest photo site in the world. When you join Facebook, under its Terms of Service, you give it a “license” (that is, legal permission) to use your content “on or in connection with the Facebook Service or the promotion thereof.” It takes some effort to realise how recent all this is, that it’s still a great unfolding experiment, and that we are granting these companies fabulous power. &lt;br /&gt;In his recent book, The Peep Diaries: How We’re Learning to Love Watching Ourselves and Our Neighbors, cultural critic Hal Niedzviecki describes the digital glasshouse: “Peep culture is reality TV, YouTube, Twitter, Flickr, MySpace and Facebook. It’s blogs, chat rooms, amateur porn sites, virally spread digital movies of a fat kid pretending to be a Jedi Knight, cell phone photos — posted online — of your drunk friend making out with her ex-boyfriend, and citizen surveillance. Peep is the backbone of Web 2.0 and the engine of corporate and government data mining.”&lt;/p&gt;
&lt;p&gt;Web 2.0 was the clunky name for a whole range of liberating personal expression platforms — from Flickr and Youtube to Livejournal and Facebook. These companies provide the space and you bring the party. They encourage you to feel right at home and treat these platforms like your lounge, confessional or salon. Meanwhile, they also collect and refine data about you, and often wield it without your awareness.&lt;br /&gt;In its over-eagerness, Facebook has blundered into several privacy minefields before this—when it first introduced Newsfeed, pushing a steady stream of your friends’ status updates at you, it embarrassed and annoyed many. Boyd compared it to the experience of shouting to be heard at a party, when the music abruptly stops and everyone else can suddenly hear your careless small talk. Of course, it turns out Zuckerberg was right when he told users to “calm down and breathe”, and Newsfeed has been naturalised into the Facebook experience. Another, more scarring experience was Beacon — its attempt to track what users in the US bought on partner sites — and tell on them to their friends. After an avalanche of protests, Facebook backed down and modified the ad platform. It even employs a chief privacy officer to address our fears.&lt;/p&gt;
&lt;p&gt;In the early days, Facebook generated awkwardness because it didn’t respect context — the fact that you wear and cast off selves depending on who you’re interacting with, your crazy roommate or your conservative grand-aunt who decided to befriend you online. “It is the problem that arises when worlds collide, when norms get caught in the crossfire between communities, when walls that separate social situations come crashing down,” writes Chris Peterson of the University of Massachusetts, who has studied Facebook’s privacy architecture.&lt;/p&gt;
&lt;p&gt;But now you can tweak settings and set up differential access. People have figured out how to work Facebook and not get burnt. “Profile pictures flatter, tagged pictures shatter,” says Priya Singh, a twenty-something law student, with a laugh. “You never know what someone’s going to put up and who’s going to see what. I don’t want everyone to see drunken party pictures, and so I’ve just learnt to place family on a new level of privacy settings.” And that’s the general pattern on Facebook: most people have learnt to adjust to the public glare, after some initial blinking and bemusement. &lt;br /&gt;&lt;br /&gt;&lt;/p&gt;
&lt;h3&gt;Privacy from Whom?&lt;/h3&gt;
&lt;p&gt;&lt;br /&gt;You can segment your social world as minutely as you like, but that doesn’t mean your life is any more private. It’s not just the fact that potential employers can scan and dismiss you, or current employers keep tabs — though such stories abound. For instance, MIT’s Gaydar research project discovered that you can identify a person’s sexual preferences by studying who their friends are on Facebook, even if they have avoided sharing that information in their profile.&lt;/p&gt;
&lt;p&gt;But perhaps we have been gulled into thinking that the whole privacy fuss is about each other. “It’s very clever of Facebook to foreground this aspect of control. Your other friends, pictures, the games you play — that’s something we regularly give out anyway”, says Nishant Shah, director of the Bangalore-based Centre for Internet and Society. “But Facebook is not a single entity — it is a collection of third party apps (applications) that we have no control over. A simple birthday calendar can harvest all your data, all your online traces and you grant it access without knowing it,” he says. So Facebook makes a big show of protecting you from your acquaintances, even as it sells your information continuously.&lt;/p&gt;
&lt;p&gt;This becomes a much bigger possibility when it comes to search engine integration, which allows the open flow on Facebook to be harnessed for perfect reach and recall.&lt;/p&gt;
&lt;p&gt;To get a clearer sense of what’s at stake with these influential corporations, take a more powerful example: Google.com. Every day, we confide our trivial confusions, our deep doubts to one willing ear. And these billions of broken questions can add up to an eerily accurate picture of the world. But do you search Google or does Google search you? “Google can track you across applications: email, search, blogs, pictures and books read. That means they can profile you in a very detailed, exhaustive way, and they do,’ says Rahul Matthan. “They never delete information, and they’re getting progressively more intelligent about you, as they make search more relevant with features like Google Suggest.” As technology scholar Siva Vaidyanathan puts it, “we have to realise that we are not Google’s customers. We are its product. We are what Google sells to advertisers.” These behaviourially targeted ads are the most perfect, evolved form of advertising so far and in concept, the least annoying, because they are customised to you. Google has promised that its information is utterly secure and that search logs are anonymised after a certain period.&lt;/p&gt;
&lt;p&gt;It provides limited disclosure of outside ads, lets users manage the categories that Google has assigned to them and tinker with it for a more accurate picture and also provides an opt-out option. But Search 2.0 is a scary beast — it can also facilitate social control and surveillance. Your online activities are not scattered across applications any more, Google can hear what you tell Facebook.&lt;/p&gt;
&lt;p&gt;While selling us stuff more efficiently is probably a good thing, what happens when this intimate knowledge shades into active surveillance? Even if we live in countries where rights are respected, “we give out enough personal information in an innocuous way to a single repository. They are sitting on top of a very valuable resource, and all this information can easily be reverse-engineered to reveal specifics about you,” says Rahul Matthan, technology lawyer and founder-partner of Trilegal.&lt;/p&gt;
&lt;p&gt;In India, we are even more oblivious to such stealthy watching. “Privacy concerns here are lesser than in the West, where they’re so dependent on digital ID. There, if someone impersonates you or overdraws credit limits, it could affect your house, your job,” says Matthan.&lt;/p&gt;
&lt;p&gt;Privacy legislation doesn’t really exist in India — the right to keep personal information confidential has only been articulated as protection against state action. “There’s no easy legal recourse to being thoroughly spied on by a company,” says Matthan (Europe has enforced data protection directives since 1984 — you can control what information is gathered about you, and how it is used. While the US has somewhat diluted laws, personal information is still strongly guarded). While it’s tempting to think that you have nothing to hide, you are acceding to a set-up where outliers can be identified and dealt with. Privacy matters, no matter how unexceptionable your own life. So what’s to be done? “Holding Facebook and other companies to account is crucial. We must set up legislations by which people can look back, ask exactly what about their activity is being tracked. They have to treat consumers as peers,” says Shah. “If Facebook can gaze at us, we must be given the right to gaze back at its functioning — it has to be a peer-to-peer relationship.”&lt;/p&gt;
&lt;p&gt;So far, Facebook and the Googleverse and Twitter are still our friends and enablers. But as they amass more and more power, it is better to see them as fallible companies rather than confidantes, and to make sure that they account for our information.&amp;nbsp;&lt;/p&gt;
&lt;p&gt;For original article on the &lt;a class="external-link" href="http://www.indianexpress.com/news/de-facebook/576119/0"&gt;Indian Express&lt;/a&gt;&lt;/p&gt;
&lt;p&gt;&lt;br /&gt;&lt;br /&gt;&lt;br /&gt;&lt;/p&gt;

        &lt;p&gt;
        For more details visit &lt;a href='https://cis-india.org/news/de-facebook'&gt;https://cis-india.org/news/de-facebook&lt;/a&gt;
        &lt;/p&gt;
    </description>
    <dc:publisher>No publisher</dc:publisher>
    <dc:creator>praskrishna</dc:creator>
    <dc:rights></dc:rights>

    
        <dc:subject>Internet Governance</dc:subject>
    

   <dc:date>2011-04-02T13:41:13Z</dc:date>
   <dc:type>News Item</dc:type>
   </item>


    <item rdf:about="https://cis-india.org/a2k/blogs/piracy-and-enforcement">
    <title>Enforcement of Anti-piracy Laws by the Indian Entertainment Industry</title>
    <link>https://cis-india.org/a2k/blogs/piracy-and-enforcement</link>
    <description>
        &lt;b&gt;This brief note by Siddharth Chadha seeks to map out the key actors in enforcement of copyright laws.  These bodies not only investigate cases of infringement and piracy relating to the entertainment industry, but tie up with the police and IP law firms to pursue actions against the offenders through raids (many of them illegal) and court cases.  Siddharth notes that the discourse on informal networks and circuits of distribution of cultural goods remains hijacked with efforts to contain piracy as the only rhetoric which safeguards the business interests of big, mostly multinational, media corporations.&lt;/b&gt;
        
&lt;h3&gt;International Intellectual Property Alliance&lt;br /&gt;&lt;/h3&gt;
&lt;p&gt;The &lt;a class="external-link" href="http://www.iipa.com/"&gt;International Intellectual Property Alliance&lt;/a&gt; (IIPA) is an international lobby group of US media industries with close ties to the &lt;a class="external-link" href="http://www.ustr.gov/"&gt;United States Trade Representative&lt;/a&gt;. It has in its reports consistently expressed dissatisfaction with Indian efforts to deal with piracy.&amp;nbsp; IIPA works in close cooperation the other US lobby groups like the MPAA (Motion Picture Association of America) and the BSA (Business Software Alliance). The IIPA reports, which place India in a 'danger zone', significantly influence regional and international discourses on piracy.&amp;nbsp; Interestingly, the IIPA in India has been very successful in regionalizing and nationalizing a global discourse. Thus, in the past few years, local industry associations in India in cinema, music and software have independently run highly emotional campaigns against piracy, reminiscent of IIPA's own campaigns.&amp;nbsp;&lt;/p&gt;
&lt;h3&gt;Motion Pictures Association&lt;/h3&gt;
&lt;p&gt;The &lt;a class="external-link" href="http://www.mpaa.org/AboutUs.asp"&gt;Motion Picture Association of America&lt;/a&gt; (MPAA) through its international counterpart, Motion Pictures Association (MPA), has been unofficially operational in India for the last 15 years. Its member companies are &lt;a class="external-link" href="http://corporate.disney.go.com/"&gt;Walt Disney&lt;/a&gt;, &lt;a class="external-link" href="http://www.paramount.com/"&gt;Paramount&lt;/a&gt;, &lt;a class="external-link" href="http://www.sonypictures.in/"&gt;Sony Entertainment&lt;/a&gt;, &lt;a class="external-link" href="http://www.foxmovies.com/"&gt;Twentieth Century Fox&lt;/a&gt;, &lt;a class="external-link" href="http://www.patents.com/Universal-City-Studios-LLLP/Universal-City/CA/90328/company/"&gt;Universal Studios&lt;/a&gt;, and &lt;a class="external-link" href="http://www.warnerbros.com/"&gt;Warner Bros.&lt;/a&gt; The MPA's work in India was mostly non-obtrusive till 1994 when MPA Asia-Pacific, based in Singapore, started being represented by the high profile legal firm Lall &amp;amp; Sethi Advocates.&lt;/p&gt;
&lt;p&gt;They have collectively worked on forming enforcement teams for coordinated raids in Mumbai and Delhi since 1995. Earlier this year, MPA announced its first India office to be set up in Mumbai, called the &lt;a class="external-link" href="http://www.mpda.in/hollywoodinvestment.html"&gt;Motion Picture Distributor's Association India (Pvt.) Limited&lt;/a&gt; (MPDA), under the directorship of Rajiv Dalal.&amp;nbsp; Mr. Dalal had previously directed strategic initiatives from the MPAA's Los Angeles office.&amp;nbsp; The MPDA will engage itself in working jointly with local Indian film industries and the Indian government to promote the protection of motion pictures and television rights.&amp;nbsp;&lt;/p&gt;
&lt;p&gt;According to the organization's own assertion, in 2006 the &lt;a class="external-link" href="http://www.filmpiracy.com/"&gt;MPA's Asia-Pacific operation&lt;/a&gt; investigated more than 30,000 cases of piracy and assisted law enforcement officials in conducting nearly 12,400 raids. These activities resulted in the seizure of more than 35 million illegal optical discs, 50 factory optical disc production lines and 4,482 optical disc burners, as well as the initiation of more than 11,000 legal actions.&lt;/p&gt;
&lt;h3&gt;Indian Music Industry&lt;/h3&gt;
&lt;p&gt;The world's second-oldest music companies' association, &lt;a class="external-link" href="http://www.indianmi.org/index.htm"&gt;Indian Music Industry&lt;/a&gt; (IMI), was first established as Indian Phonographic Industry in 1936. It was re-formed in its present avatar in 1994, as a non-commercial and non-profit organization affiliated to the &lt;a class="external-link" href="http://www.ifpi.org/"&gt;International Federation of Phonographic Industry&lt;/a&gt; (IFPI) and is registered as a society in West Bengal. IMI members includes major record companies like &lt;a class="external-link" href="http://www.saregama.com/"&gt;Saregama&lt;/a&gt;, HMV, &lt;a class="external-link" href="http://www.umusicindia.com/"&gt;Universal Music (India)&lt;/a&gt;, &lt;a class="external-link" href="http://www.tips.in/landing/"&gt;Tips&lt;/a&gt;, &lt;a class="external-link" href="http://www.venusgroup.org/newaudio/about_us.html"&gt;Venus&lt;/a&gt;, &lt;a class="external-link" href="http://www.sonybmg.co.in/"&gt;Sony BMG (India)&lt;/a&gt;, Crescendo, Virgin Records, &lt;a class="external-link" href="http://www.music-from-india.com/"&gt;Magnasound&lt;/a&gt;, Milestone, &lt;a class="external-link" href="http://www.timesmusic.com/"&gt;Times Music&lt;/a&gt; and several other prominent national and regional labels that represent over 75 per cent of the output in corporate recordings.&lt;/p&gt;
&lt;p&gt;It was  one of the first organizations in the country to start the trend of hiring ex-police officers to lead anti-piracy operations. In 1996, IMI hired Julio Ribeiro (a former Commissioner of Police, Mumbai; Director General of Police, Punjab; and Indian Ambassador to Romania) to head its anti-piracy operations. Their anti-piracy work is split into three specific regions, North and North Eastern, Western and Southern and East, each zone headed by a former senior police officer. IMI operates through offices in Kolkata, Mumbai, New Delhi, Chennai, Bangalore and several other cities and towns across India, focusing on surveillance, law enforcement, and gathering intelligence through an 80 member team hired to tackle piracy. During 2001 to 2004, IMI registered over 5500 cases, seized over 10 lakh music cassettes, and around 25 lakh CDs.&lt;/p&gt;
&lt;h3&gt;Business Software Alliance&lt;/h3&gt;
&lt;p&gt;Headquartered in Washington DC, &lt;a class="external-link" href="http://www.bsa.org/country.aspx?sc_lang=hi-IN"&gt;the Business Software Alliance has a regional office in Delhi&lt;/a&gt;, and has been instrumental in conducting anti-piracy operations across the country. According to the &lt;a class="external-link" href="http://www.bsa.org/country.aspx?sc_lang=hi-IN"&gt;BSA&lt;/a&gt;, India ranks 20 in global software piracy rankings, with a rate of 73 per cent while the Asia Pacific average is 53 per cent. China ranks second with a rate of 92 per cent and annual losses of $3,823 million while Pakistan ranks nine with 83 per cent piracy rate. They have engaged the general public in providing them with information on pirated software through an anti-piracy initiative – The Rewards Programme. Launched in 2005, reward amount up to Rs.50, 000, would be provided for information leading to successful legal action against companies using unlicensed software. The reward program was aimed to encourage people to &lt;a class="external-link" href="http://www.siliconindia.com/shownews/BSA_Nasscom_launch_initiative_to_curb_software_piracy-nid-27871.html"&gt;support the fight against piracy and to report software piracy to the NASSCOM-BSA Anti-Piracy Software Hotline&lt;/a&gt;.&lt;/p&gt;
&lt;p&gt;In 2006, &lt;a class="external-link" href="http://www.bsa.org/country.aspx?sc_lang=hi-IN"&gt;BSA&lt;/a&gt; and &lt;a class="external-link" href="http://www.nasscom.org/"&gt;NASSCOM&lt;/a&gt; got a shot in their arms by &lt;a class="external-link" href="http://www.indianmba.com/Faculty_Column/FC39/fc39.html"&gt;winning the largest settlement amount for a copyright case in India&lt;/a&gt;, with &lt;a class="external-link" href="http://www.netlinxindia.com/"&gt;Netlinx India Pvt. Ltd&lt;/a&gt;. The case had emerged after a civil raid was conducted at the premises of &lt;a class="external-link" href="http://www.netlinxindia.com/"&gt;Netlinx&lt;/a&gt; in December 2000, leading to inspection and impounding of 40 PCs, carrying illegal unlicensed software. The settlement includes damages of US$ 30,000, complete legalization of software used by them, removal of all unlicensed/pirated software and submission to an unannounced audit of computer systems during next 12 months.&lt;/p&gt;
&lt;h3&gt;Industry Enforcers&lt;/h3&gt;
&lt;p&gt;Bollywood Film and Music companies, such as &lt;a class="external-link" href="http://www.tseries.com/"&gt;T-Series&lt;/a&gt; and &lt;a class="external-link" href="http://www.yashrajfilms.com/"&gt;Yashraj Films&lt;/a&gt;, have established anti-piracy arms to combat piracy in specific markets. &lt;a class="external-link" href="http://www.tseries.com/"&gt;T-Series&lt;/a&gt; has been in the industry for over 15 years, as a brand of Gulshan Kumar founded Super Cassettes Industries Limited, and has often been at the forefront for conducting raids along with police officials to check piracy of its copyrighted content. In its latest announcement earlier this year, &lt;a class="external-link" href="http://www.tseries.com/"&gt;T-Series&lt;/a&gt; launched an&lt;a class="external-link" href="http://www.thaindian.com/newsportal/entertainment/t-series-to-nab-digital-content-pirates-on-own_100200953.html"&gt; anti-piracy campaign&lt;/a&gt; against those stealing digital content. The announcement came after they filed a complaint on June 1 with a police station in Mangalore against Classic Video shop for infringement of its copyright works like &lt;em&gt;Billu&lt;/em&gt;, &lt;em&gt;Ghajini&lt;/em&gt;, &lt;em&gt;Aap Ka Suroor&lt;/em&gt;, &lt;em&gt;Apne&lt;/em&gt;, &lt;em&gt;Fashion&lt;/em&gt; and &lt;em&gt;Karz&lt;/em&gt; that had been illegally downloaded and copied onto multiple discs, card readers and pen-drives.&lt;/p&gt;
&lt;p&gt;&lt;a class="external-link" href="http://www.yashrajfilms.com/"&gt;Yashraj Films&lt;/a&gt;, a leading film studio, has long been a part of enforcement activities against piracy, both in the Indian market and internationally. Most recently, it was a key member in the formation of the United Producers and Distributors Forum, which also included chairman Mahesh Bhatt, Ramesh Sippy, Ronnie Screwalla of &lt;a class="external-link" href="http://www.utvnet.com/"&gt;UTV&lt;/a&gt;, Shah Rukh Khan, Aamir Khan and &lt;a class="external-link" href="http://www.erosplc.com/"&gt;Eros International&lt;/a&gt;. This organization is now trying to enforce anti-piracy laws by conducting raids across the country with the help of another ex-cop from Mumbai, A.A. Khan. &lt;a class="external-link" href="http://www.yashrajfilms.com/"&gt;Yashraj Films&lt;/a&gt; has also established anti-piracy offices in the United Kingdom and the United States to curb piracy in those markets, as overseas returns of its films, watched by the desi diaspora is one of its largest revenue earning sources. The website of &lt;a class="external-link" href="http://www.yashrajfilms.com/"&gt;Yashraj Films&lt;/a&gt; lists news reports from across US and Europe of instances of crackdown on pirates.&amp;nbsp;&lt;/p&gt;
&lt;p&gt;In the context of intellectual property in the creative industries, these anti-piracy agents have successfully created the halo of illegality around the subject of piracy. The discourse on informal networks and circuits of distribution of cultural goods remains hijacked with efforts to contain piracy as the only rhetoric which safeguards the business interests of big media companies and multinational corporations.&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;

        &lt;p&gt;
        For more details visit &lt;a href='https://cis-india.org/a2k/blogs/piracy-and-enforcement'&gt;https://cis-india.org/a2k/blogs/piracy-and-enforcement&lt;/a&gt;
        &lt;/p&gt;
    </description>
    <dc:publisher>No publisher</dc:publisher>
    <dc:creator>praskrishna</dc:creator>
    <dc:rights></dc:rights>

    
        <dc:subject>Piracy</dc:subject>
    
    
        <dc:subject>Intellectual Property Rights</dc:subject>
    
    
        <dc:subject>Access to Knowledge</dc:subject>
    

   <dc:date>2011-08-04T04:35:48Z</dc:date>
   <dc:type>Blog Entry</dc:type>
   </item>


    <item rdf:about="https://cis-india.org/accessibility/blog/workshop-thiruvananthapuram-report">
    <title>National workshop on Web Accessibility - Thiruvananthapuram (Report)</title>
    <link>https://cis-india.org/accessibility/blog/workshop-thiruvananthapuram-report</link>
    <description>
        &lt;b&gt;The third National Workshop on Web Accessibility for Web developers was organised by CIS at Thiruvananthapuram in collaboration with SPACE. 
&lt;/b&gt;
        
&lt;p&gt;(CIS) and &lt;em&gt;&lt;a href="http://www.space-kerala.org/"&gt;Society for
Promotion of Alternative Computing and Employment&lt;/a&gt;&lt;/em&gt;  (SPACE)
organized a workshop on web accessibility for web developers from the
public and private sector on September 25 to 26, 2009. The workshop
took place at &lt;strong&gt;Christ Nagar International School&lt;/strong&gt;,
Kowdiar, Thiruvananthapuram.&lt;/p&gt;
&lt;h3&gt;About the
Host Organizations&lt;/h3&gt;
&lt;p&gt;&lt;em&gt;&lt;a href="https://cis-india.org/"&gt;The Centre for Internet
and Society&lt;/a&gt;&lt;/em&gt; &lt;br /&gt;The Centre for Internet and Society (CIS) is
a Bangalore based non-profit, bringing together a team of
practitioners, theoreticians, researchers and artists to work on the
emerging field of Internet and Society in order to critically engage
with concerns of digital pluralism, public accountability and
pedagogic practices, with particular emphasis on South-South
dialogues and exchange. We focus on areas such as Anonymity/Privacy,
Censorship, Surveillance, Free and Open Source Software, Open
Standards, Open Access, Family, Sexual practices, Addiction,
Intellectual Property Rights and Trade, Piracy, ICT4D, Digital and
Participation Divide and Digital Communities and Movements.&lt;/p&gt;
&lt;p&gt;&lt;em&gt;&lt;a href="http://www.space-kerala.org/"&gt;Society For Promotion
of Alternative Computing and Employment&lt;/a&gt;&lt;/em&gt; &lt;br /&gt;Society For
Promotion of Alternative Computing and Employment (SPACE) is a
registered society that has members from academia, the IT industry,
professional societies such as IEEE and Computer Society of India,
and the IT Administration of the Government of Kerala. The vision of
SPACE is to promote the use of Free and Open Source Software (FOSS)
in academics, governance, corporate and individual use, and to
support the use FOSS for employment generation in Kerala. The primary
thrust are of the intervention are:&lt;/p&gt;
&lt;ul&gt;&lt;li&gt;
&lt;p&gt;Promote the use of FOSS in the
	public, private, and governmental sectors as well as for
	personal/home use&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p&gt;Develop a model for FOSS- based
	employment generation that is appropriate to Kerala's context, by
	identifying appropriate business opportunities and providing support
	services including training and micro business incubation&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p&gt;Carry out R &amp;amp; D activities for
	the development of essential prototypes that bridge existing gaps in
	software, so as to enable widespread use of FLOSS&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p&gt;Ensure that Kerala is able to develop sufficient numbers of
	high-quality human resources in the FLOSS domain&lt;/p&gt;
&lt;/li&gt;&lt;/ul&gt;
&lt;p&gt;&lt;strong&gt;&lt;a href="http://www.itmission.kerala.gov.in/"&gt;Kerala
State IT Mission&lt;/a&gt;&lt;/strong&gt;&lt;/p&gt;
&lt;p&gt;Kerala State Information Technology Mission (KSITM) is a Society
registered under the Travancore Cochin Literary Scientific &amp;amp;
Charitable Societies Registration Act. It is an autonomous nodal IT
implementation agency for Department of Information Technology,
Government of Kerala which provides managerial support to various
initiatives of the Department.&lt;br /&gt;&lt;/p&gt;
&lt;h3&gt;About the
Resource Persons&lt;/h3&gt;
&lt;p&gt;&lt;strong&gt;Rahul Gonsalves&lt;/strong&gt;&lt;br /&gt;&lt;strong&gt;&lt;/strong&gt;Rahul has
been building accessible websites since 2005 (sample work at
&lt;a href="http://rahulgonsalves.com/projects/"&gt;http://rahulgonsalves.com/projects/&lt;/a&gt;
[1] ). He has been activiely involved in promoting web and
accessibility standards. He spoke at the first international
accessibility and technology conference in India, Techshare 2008,
where he made out a case for accessibility and conducted a workshop
on retrofitting accessibility to existing websites, a concern for
most large institutions with an existing online presence (slides
available at
&lt;a href="http://www.barrierbreak.com/events-conference/techshare_presentations2008.php#track3"&gt;http://www.barrierbreak.com/events-conference/techshare_presentations200...&lt;/a&gt;
[2])&lt;/p&gt;
&lt;p&gt;In September 2008, he presented a paper examining ways in
which People with various impairments - both physical and mental -
engage with online content, and demonstrated practical ways in which
authors can make online content accessible at the National Conference
on ICT for Differently Abled People. He is a supporter of the push
for having a national policy for governing electronic accessibility
in India.&lt;strong&gt;&lt;/strong&gt;&lt;/p&gt;
&lt;p&gt;&lt;strong&gt;&lt;/strong&gt;&lt;strong&gt;Srinivasu
Chakravartula&lt;/strong&gt;&lt;br /&gt;Srinivasu Chakravarthula - graduated in
Computer Science and is certified in 'assistive technologies'. He
started his career as Head of the Braille Production Unit at National
Association for the Blind, Bangalore. He then moved on and taught
Computer Science at the Manik Public School, Bidar and also set up
the Computer Training Centre at Hyderabad and Maniknagar, Bidar.&lt;/p&gt;
&lt;p&gt;In the year 2005, he began to specialize in accessibility and
started working for Net Systems Informatics and its subsidiary -
BarrierBreak Technologies, Mumbai. During his stint at Net Systems,
he was instrumental in setting up an accessibility process, imparting
accessibility training to Corporates, creating awareness about
accessibility and assistive technologies. Srinivasu played an
innovative role in organizing Techshare India 2008 - India's 1st
Accessibility and Assistive Technologies Conference and Exhibition.
He was also Program Coordinator for Magazine, a3 that talked about
Ability, Accessibility and Adaptability.&lt;/p&gt;
&lt;p&gt;Srinivasu is currently working for Yahoo! India as Accessibility
Manager and is responsible to lead and evangelize accessibility and
its initiatives across Yahoo! India and South East Asia. He is also a
member of the core committee for Yahoo! Employee Foundation India
(YEFI). Srinivasu is associated with the social sector through the
National Association for the Blind, India; Enable India, Shri Manik
Prabhu Sikshan Samiti and Success World. His hobbies include
blogging, tweeting, listening to classical music, playing chess and
swimming.&lt;br /&gt;&lt;/p&gt;
&lt;h3&gt;Schedule of
the Workshop&lt;/h3&gt;
&lt;h3&gt;Day I&lt;/h3&gt;
&lt;p&gt;&lt;strong&gt;Introductory Session&lt;/strong&gt;&lt;/p&gt;
&lt;ul&gt;&lt;li&gt;
&lt;p&gt;Disability - 5 major types&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p&gt;The W3C and the WCAG&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p&gt;How people with disabilities use computers&lt;/p&gt;
&lt;/li&gt;&lt;/ul&gt;
&lt;p&gt;&lt;strong&gt;Group Exercise/Discussion&lt;/strong&gt;&lt;/p&gt;
&lt;ul&gt;&lt;li&gt;
&lt;p&gt;Split participants into small
	groups and give them questions/problems to talk about and solve&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p&gt;Example: If your friend is deaf, how do you make sure that
	she/he understands what a video is about? OR How does someone who
	can't see or hear answer/check their email? OR X lost his hands in a
	car accident. How does he do a Google search?&lt;/p&gt;
&lt;/li&gt;&lt;/ul&gt;
&lt;p&gt;&lt;strong&gt;Session 1 - &lt;/strong&gt;&lt;strong&gt;Building an Accessible
Website&lt;/strong&gt;&lt;/p&gt;
&lt;ul&gt;&lt;li&gt;
&lt;p&gt;Laying Accessible Foundations&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p&gt;Table-less layouts&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p&gt;Well-structured markup&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p&gt;Valid Code&lt;/p&gt;
&lt;/li&gt;&lt;/ul&gt;
&lt;p&gt;&lt;em&gt;Lecture/Demonstration of Accessibility Features under
GNU/Linux by Arky&lt;/em&gt;&lt;/p&gt;
&lt;p&gt;&lt;em&gt;Lecture/Demonstration of NVDA Screen Reader&lt;/em&gt;&lt;/p&gt;
&lt;p&gt;&lt;strong&gt;Lunch&lt;/strong&gt;&lt;/p&gt;
&lt;p&gt;&lt;strong&gt;Session 2 -&lt;/strong&gt;&lt;strong&gt; Building an Accessible
Website&lt;/strong&gt;&lt;/p&gt;
&lt;ul&gt;&lt;li&gt;
&lt;p&gt;Removing Barriers&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p&gt;Guideline 1 - Perception&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p&gt;Non-text content&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p&gt;Audio/Visual content&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p&gt;Adaptability&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p&gt;Contrast&lt;/p&gt;
&lt;/li&gt;&lt;/ul&gt;
&lt;p&gt;&lt;em&gt;Group Exercise: Guideline 1 - Translate a offline newspaper
into an online one, and ensure that structure and information are
retained when the content is adapted.&lt;/em&gt;&lt;/p&gt;
&lt;p&gt;&lt;em&gt;Wrap Session - Feedback and Clarifications&lt;/em&gt;&lt;/p&gt;
&lt;h3&gt;&lt;em&gt;&lt;/em&gt;Day II&lt;/h3&gt;
&lt;p&gt;&lt;em&gt;Lecture/Demonstration of ARIA features on selected websites&lt;/em&gt;&lt;/p&gt;
&lt;p&gt;&lt;strong&gt;Session 3 - &lt;/strong&gt;&lt;strong&gt;Guideline 2&lt;/strong&gt;&lt;/p&gt;
&lt;ul&gt;&lt;li&gt;
&lt;p&gt;Operable&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p&gt;Keyboard Access&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p&gt;Enough Time&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p&gt;Seizures&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p&gt;Navigable&lt;/p&gt;
&lt;/li&gt;&lt;/ul&gt;
&lt;p&gt;&lt;strong&gt;LUNCH&lt;/strong&gt;&lt;/p&gt;
&lt;p&gt;&lt;strong&gt;Session 4 - &lt;/strong&gt;&lt;strong&gt;Guideline 3 and 4&lt;/strong&gt;&lt;/p&gt;
&lt;ul&gt;&lt;li&gt;
&lt;p&gt;Understandable&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p&gt;Natural Language&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p&gt;Predictable&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p&gt;Input Assistance&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p&gt;Robust&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p&gt;Compatible&lt;/p&gt;
&lt;/li&gt;&lt;/ul&gt;
&lt;p&gt;&lt;strong&gt;Session 5 - &lt;/strong&gt;&lt;strong&gt;Accessibility Testing&lt;/strong&gt;&lt;/p&gt;
&lt;ul&gt;&lt;li&gt;
&lt;p&gt;Automated Testing + Tools&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p&gt;Manual Testing&lt;/p&gt;
&lt;/li&gt;&lt;/ul&gt;
&lt;p&gt;&lt;em&gt;Wrap Session - Feedback and Clarifications&lt;/em&gt;&lt;br /&gt;&lt;/p&gt;
&lt;h3&gt;Participants
List&lt;/h3&gt;
&lt;p&gt;1. Mr. Vibeesh P - Team Leader, Rainconcert&lt;/p&gt;
&lt;p&gt;2. Mr. Sunil S - Computer Programmer, ANERT&lt;/p&gt;
&lt;p&gt;3. Mr. Vineet
Pratap - Parallel Programmer, NIIST&lt;/p&gt;
&lt;p&gt;4. Mr. Binsun N
T - Software
Engineer, Keltron&lt;/p&gt;
&lt;p&gt;5. Mr. M.L.
Antony - Manager (Software/Web Services),
Keltron&lt;/p&gt;
&lt;p&gt;6. Mr. Rojilal M.
L - Programmer, KSEB&lt;/p&gt;
&lt;p&gt;7. Ms. Dhanya
Balakrishnan - Graduate Apprentice, Kerala State
IT Mission&lt;/p&gt;
&lt;p&gt;8. Ms. Indu
Reghunath - Developer, SPACE&lt;/p&gt;
&lt;p&gt;9.
Mr. Jithin Babu B - Web Programmer, Freelance&lt;/p&gt;
&lt;p&gt;10. Mr.
Hareesh Mohan - Developer, SPACE&lt;/p&gt;
&lt;p&gt;11. Mr.
Sujith Sureshan - Developer, SPACE&lt;/p&gt;
&lt;p&gt;12. Mr. Vinu C R - Web
Programmer, IT@School&lt;/p&gt;
&lt;p&gt;13. Mr. Cherian P
Thomas - Programmer, KSEB&lt;/p&gt;
&lt;p&gt;14. Mr. B
Vijayakumar - Programmer, KSEB&lt;/p&gt;
&lt;p&gt;15. Mr. Sunil
Kumar - Governement Employee, Kerala Khadi and
Village Industries Board&lt;/p&gt;
&lt;p&gt;16. Mr. Anil
Kumar - Akshaya, PA-MIS&lt;/p&gt;
&lt;p&gt;17. Mr. Shanavas
Khan - Programmer, Freelance&lt;/p&gt;
&lt;p&gt;18. Ms. Shatti
Raj - Scientist 'C', National Informatics Center&lt;/p&gt;
&lt;p&gt;19. Ms. Rameena
M - Developer, SPACE&lt;/p&gt;
&lt;p&gt;20. Ms.
Gita Brajesh - PSA, National Informatics Center&lt;/p&gt;
&lt;p&gt;21. Ms. Indusekhar M
S - System Analyst, National Informatics Center&lt;/p&gt;
&lt;p&gt;22. Ms. Somi P
Thomas - Scientist 'B', National Informatics
Center&lt;/p&gt;
&lt;p&gt;23. Ms.
Nissy George - System Analyst, National
Informatics Center&lt;/p&gt;
&lt;p&gt;24. Ms. Susy
M - Software Development, National Informatics
Center&lt;/p&gt;
&lt;p&gt;25. Ms. Jisy V
K - Technical Apprentice, Kerala State IT
Mission&lt;/p&gt;
&lt;p&gt;26. Ms. Sandhya Devi
T - Project Associate, IT@School&lt;/p&gt;
&lt;p&gt;27. Ms. Saritha D
R - Project Associate Executive, IT@School&lt;/p&gt;
&lt;p&gt;28. Mr.
Shaik Mohamed - System Analyst, National
Informatics Center&lt;/p&gt;
&lt;p&gt;29. Mr. Shibin Shah K
J - Student, RSCS&lt;/p&gt;
&lt;p&gt;30. Mr. Aneesh
Bhadran - Student. RIT&lt;/p&gt;
&lt;p&gt;31. Mr.
Thomas K S - Assistant Manager, Camputec&lt;/p&gt;
&lt;p&gt;32. Mr. Anil
S - Member, SDS&lt;/p&gt;
&lt;p&gt;33. Mr. John
Panicker - Website Designer&lt;/p&gt;
&lt;p&gt;34. Ms. Teenamol
L - Information Kerala Mission&lt;/p&gt;
&lt;p&gt;35. Mr. Shine A
R - Information Kerala Mission&lt;/p&gt;
&lt;p&gt;36. Mr. Jayahari K V&lt;/p&gt;
&lt;p&gt;37. Mr.
Naveen P L&lt;/p&gt;
&lt;p&gt;38. Mr. Jijo Mathew&lt;/p&gt;
&lt;p&gt;39. Mr. Antony
Rodrugues&lt;/p&gt;
&lt;p&gt;40. Mr. Satheeh S&lt;/p&gt;
&lt;p align="left"&gt;41. Mr. Sajeevan
C - Student, INSIGHT&lt;/p&gt;
&lt;h3 style="text-align: left;"&gt;&lt;strong&gt;Feedback&lt;/strong&gt;&lt;/h3&gt;
&lt;h3&gt;Session I&lt;/h3&gt;
&lt;p&gt;&lt;strong&gt;Title:&lt;/strong&gt;&lt;em&gt;
&lt;/em&gt;&lt;strong&gt;Building an Accessible Website&lt;/strong&gt;&lt;/p&gt;
&lt;p&gt;Topics
Covered&lt;em&gt;: Laying
Accessible Foundations, Table-less layouts, Well-structured markup,
Valid Code&lt;/em&gt;&lt;/p&gt;
&lt;p&gt;&lt;strong&gt;&lt;em&gt;Content&lt;/em&gt;&lt;/strong&gt;&lt;/p&gt;
&lt;table&gt;
&lt;tbody&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;&amp;nbsp;&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;Excellent&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;Good&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;Need Improvement&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;Not Applicable&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Covered Useful Materials&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;11&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;12&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;0&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;1&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Practical to my needs and interest&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;9&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;11&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;3&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;1&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Well Organized&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;12&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;9&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;1&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;2&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Presented at the right level&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;14&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;9&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;0&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;1&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Use Visual Aids&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;12&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;10&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;0&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;2&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;/tbody&gt;
&lt;/table&gt;
&lt;p&gt;&amp;nbsp;&lt;strong&gt;&lt;em&gt;Presentation&lt;/em&gt;&lt;/strong&gt;&lt;/p&gt;
&lt;table&gt;
&lt;tbody&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;&amp;nbsp;&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;Excellent&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;Good&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;Need Improvement&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;Not Applicable&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Instructor's Knowledge&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;20&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;3&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;0&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;1&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Instructor's Presentation Style&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;16&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;7&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;0&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;1&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Instructor Covered Materials Clearly&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;12&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;11&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;0&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;1&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Instructor Responded Well to questions&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;18&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;5&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;0&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;1&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;/tbody&gt;
&lt;/table&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;em&gt;&lt;strong&gt;Title&lt;/strong&gt;&lt;/em&gt;&lt;em&gt;:
&lt;/em&gt;&lt;em&gt;&lt;em&gt;&lt;strong&gt;Lecture/Demonstration of Accessibility Features
under GNU/Linux by Arky&lt;/strong&gt;&lt;/em&gt;&lt;/em&gt;&lt;/p&gt;
&lt;p&gt;&lt;strong&gt;&lt;em&gt;Content&lt;/em&gt;&lt;/strong&gt;&lt;/p&gt;
&lt;table&gt;
&lt;tbody&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;&amp;nbsp;&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;Excellent&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;Good&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;Need Improvement&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;Not Applicable&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Covered Useful Materials&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;12&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;8&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;1&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;3&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Practical to my needs and interest&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;7&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;13&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;2&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;2&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Well Organized&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;12&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;10&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;0&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;2&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Presented at the right level&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;11&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;11&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;0&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;2&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Use Visual Aids&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;9&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;11&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;1&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;3&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;/tbody&gt;
&lt;/table&gt;
&lt;p&gt;&lt;strong&gt;&lt;em&gt;Presentation&lt;/em&gt;&lt;/strong&gt;&lt;/p&gt;
&lt;table&gt;
&lt;tbody&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;&amp;nbsp;&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;Excellent&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;Good&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;Need Improvement&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;Not Applicable&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Instructor's Knowledge&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;13&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;10&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;0&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;1&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Instructor's Presentation Style&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;9&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;14&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;0&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;1&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Instructor Covered Materials Clearly&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;9&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;14&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;0&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;1&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Instructor Responded Well to questions&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;13&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;10&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;0&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;1&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;/tbody&gt;
&lt;/table&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;em&gt;&lt;strong&gt;Title&lt;/strong&gt;&lt;/em&gt;&lt;em&gt;
: &lt;/em&gt;&lt;em&gt;&lt;strong&gt;Lecture/Demonstration of NVDA Screen Reader&lt;/strong&gt;&lt;/em&gt;&lt;/p&gt;
&lt;p&gt;&lt;strong&gt;&lt;em&gt;Content&lt;/em&gt;&lt;/strong&gt;&lt;/p&gt;
&lt;table&gt;
&lt;tbody&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;&amp;nbsp;&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;Excellent&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;Good&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;Need Improvement&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;Not Applicable&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Covered Useful Materials&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;7&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;14&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;1&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;2&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Practical to my needs and interest&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;7&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;10&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;3&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;4&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Well Organized&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;8&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;11&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;2&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;3&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Presented at the right level&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;8&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;10&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;3&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;3&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Use Visual Aids&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;7&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;12&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;3&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;2&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;/tbody&gt;
&lt;/table&gt;
&lt;p&gt;
&lt;strong&gt;&lt;em&gt;Presentation&lt;/em&gt;&lt;/strong&gt;&lt;/p&gt;
&lt;table&gt;
&lt;tbody&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;&amp;nbsp;&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;Excellent&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;Good&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;Need Improvement&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;Not Applicable&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Instructor's Knowledge&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;10&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;12&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;0&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;2&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Instructor's Presentation Style&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;9&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;11&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;1&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;3&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Instructor Covered Materials Clearly&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;7&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;14&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;1&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;2&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Instructor Responded Well to questions&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;11&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;10&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;0&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;3&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;/tbody&gt;
&lt;/table&gt;
&lt;h3&gt;Session II&lt;/h3&gt;
&lt;p&gt;&lt;strong&gt;Title
: &lt;/strong&gt;&lt;strong&gt;Building an Accessible Website&lt;/strong&gt;&lt;/p&gt;
&lt;p&gt;&lt;strong&gt;Topics
Covered : &lt;/strong&gt;&lt;strong&gt;&lt;em&gt;Removing
Barriers, Guideline 1 - Perception, Non-text content, Audio/Visual
content, Adaptability, Contrast&lt;/em&gt;&lt;/strong&gt;&lt;/p&gt;
&lt;p&gt;&lt;strong&gt;&lt;em&gt;Content&lt;/em&gt;&lt;/strong&gt;&lt;/p&gt;
&lt;table&gt;
&lt;tbody&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;&amp;nbsp;&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;Excellent&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;Good&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;Need Improvement&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;Not Applicable&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Covered Useful Materials&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;12&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;10&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;1&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;1&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Practical to my needs and interest&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;11&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;11&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;1&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;1&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Well Organized&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;12&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;9&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;2&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;1&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Presented at the right level&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;15&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;8&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;0&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;1&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Use Visual Aids&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;12&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;10&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;1&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;1&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;/tbody&gt;
&lt;/table&gt;
&lt;p&gt;
&lt;strong&gt;&lt;em&gt;Presentation&lt;/em&gt;&lt;/strong&gt;&lt;/p&gt;
&lt;table&gt;
&lt;tbody&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;&amp;nbsp;&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;Excellent&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;Good&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;Need Improvement&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;Not Applicable&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Instructor's Knowledge&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;15&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;7&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;0&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;2&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Instructor's Presentation Style&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;11&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;11&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;0&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;2&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Instructor Covered Materials Clearly&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;11&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;11&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;0&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;2&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Instructor Responded Well to questions&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;13&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;9&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;0&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;2&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;/tbody&gt;
&lt;/table&gt;
&lt;p&gt;&lt;strong&gt;&lt;br /&gt;&lt;/strong&gt;&lt;/p&gt;
&lt;h3&gt;&lt;strong&gt;Session III&lt;/strong&gt;&lt;/h3&gt;
&lt;p&gt;&lt;em&gt;&lt;strong&gt;Title&lt;/strong&gt;&lt;/em&gt;&lt;em&gt;
:&lt;/em&gt;&lt;strong&gt;Guideline 2&lt;/strong&gt;&lt;/p&gt;
&lt;p&gt;&lt;em&gt;Topics
Covered&lt;/em&gt;&lt;em&gt;&lt;strong&gt;: &lt;/strong&gt;&lt;/em&gt;&lt;em&gt;&lt;em&gt;Operable,
Keyboard Access, Enough Time, Seizures, Navigable&lt;/em&gt;&lt;/em&gt;&lt;/p&gt;
&lt;p&gt;&lt;strong&gt;&lt;em&gt;Content&lt;/em&gt;&lt;/strong&gt;&lt;/p&gt;
&lt;table&gt;
&lt;tbody&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;&amp;nbsp;&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;Excellent&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;Good&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;Need Improvement&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;Not Applicable&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Covered Useful Materials&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;11&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;10&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;0&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;3&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Practical to my needs and interest&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;10&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;11&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;0&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;3&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Well Organized&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;9&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;12&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;0&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;3&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Presented at the right level&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;8&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;12&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;1&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;3&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Use Visual Aids&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;9&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;11&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;1&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;3&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;/tbody&gt;
&lt;/table&gt;
&lt;p&gt;
&lt;strong&gt;&lt;em&gt;Presentation&lt;/em&gt;&lt;/strong&gt;&lt;/p&gt;
&lt;table&gt;
&lt;tbody&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;&amp;nbsp;&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;Excellent&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;Good&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;Need Improvement&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;Not Applicable&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Instructor's Knowledge&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;12&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;9&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;0&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;3&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Instructor's Presentation Style&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;10&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;11&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;0&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;3&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Instructor Covered Materials Clearly&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;9&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;11&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;1&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;3&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Instructor Responded Well to questions&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;11&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;10&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;0&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;3&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;/tbody&gt;
&lt;/table&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;h3&gt;Session IV&lt;/h3&gt;
&lt;p&gt;&lt;strong&gt;Title
: &lt;/strong&gt;&lt;strong&gt;Guideline 3 and 4&lt;/strong&gt;&lt;/p&gt;
&lt;p&gt;&lt;strong&gt;Topics
Covered : &lt;/strong&gt;&lt;strong&gt;&lt;em&gt;Understandable,
Natural Language, Predictable, Input Assistance, Robust, Compatible &lt;/em&gt;&lt;/strong&gt;&lt;/p&gt;
&lt;p&gt;&lt;strong&gt;&lt;em&gt;Content&lt;/em&gt;&lt;/strong&gt;&lt;/p&gt;
&lt;table&gt;
&lt;tbody&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;&amp;nbsp;&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;Excellent&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;Good&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;Need Improvement&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;Not Applicable&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Covered Useful Materials&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;10&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;11&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;2&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;1&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Practical to my needs and interest&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;9&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;13&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;0&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;2&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Well Organized&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;12&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;11&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;0&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;1&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Presented at the right level&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;14&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;8&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;0&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;2&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Use Visual Aids&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;12&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;10&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;1&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;1&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;/tbody&gt;
&lt;/table&gt;
&lt;p&gt;&lt;strong&gt;&lt;em&gt;Presentation&lt;/em&gt;&lt;/strong&gt;&lt;/p&gt;
&lt;table&gt;
&lt;tbody&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;&amp;nbsp;&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;Excellent&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;Good&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;Need Improvement&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;Not Applicable&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Instructor's Knowledge&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;13&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;8&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;0&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;3&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Instructor's Presentation Style&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;11&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;10&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;0&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;3&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Instructor Covered Materials Clearly&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;12&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;9&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;0&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;3&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Instructor Responded Well to questions&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;13&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;8&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;0&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;3&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;/tbody&gt;
&lt;/table&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;h3&gt;&lt;strong&gt;
Session V&lt;/strong&gt;&lt;/h3&gt;
&lt;p&gt;&lt;em&gt;&lt;strong&gt;Title&lt;/strong&gt;&lt;/em&gt;&lt;em&gt;
:&lt;/em&gt;&lt;strong&gt;&lt;em&gt;Accessibility Testing&lt;/em&gt;&lt;/strong&gt;&lt;/p&gt;
&lt;p&gt;&lt;em&gt;Topics
Covered&lt;/em&gt;&lt;em&gt;&lt;strong&gt;: &lt;/strong&gt;&lt;/em&gt;&lt;em&gt;&lt;em&gt;Automated
Testing + Tools, Manual Testing&lt;/em&gt;&lt;/em&gt;&lt;/p&gt;
&lt;p&gt;&lt;strong&gt;&lt;em&gt;Content&lt;/em&gt;&lt;/strong&gt;&lt;/p&gt;
&lt;table&gt;
&lt;tbody&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;&amp;nbsp;&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;Excellent&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;Good&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;Need Improvement&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;Not Applicable&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Covered Useful Materials&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;15&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;9&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;0&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;0&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Practical to my needs and interest&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;14&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;9&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;1&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;0&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Well Organized&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;13&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;11&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;0&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;0&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Presented at the right level&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;13&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;11&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;0&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;0&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Use Visual Aids&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;14&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;9&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;1&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;0&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;/tbody&gt;
&lt;/table&gt;
&lt;p&gt;&lt;strong&gt;&lt;em&gt;Presentation&lt;/em&gt;&lt;/strong&gt;&lt;/p&gt;
&lt;table&gt;
&lt;tbody&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;&amp;nbsp;&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;Excellent&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;Good&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;Need Improvement&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;Not Applicable&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Instructor's Knowledge&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;17&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;7&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;0&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;3&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Instructor's Presentation Style&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;14&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;10&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;0&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;3&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Instructor Covered Materials Clearly&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;14&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;9&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;0&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;1&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="left"&gt;Instructor Responded Well to questions&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;16&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;7&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;1&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center"&gt;3&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;/tbody&gt;
&lt;/table&gt;
&lt;h3&gt;
&lt;strong&gt;Workshop Organizers&lt;/strong&gt;&lt;/h3&gt;
&lt;p&gt;
Ms Nirmita Narsimhan (Programme Manager)&lt;br /&gt;The Centre for Internet and Society&lt;br /&gt;No. D2, 3rd Floor, Sheriff Chambers&lt;br /&gt;14, Cunningham Road, Bangalore,&lt;br /&gt;Karnataka 560052,&lt;br /&gt;India&lt;/p&gt;
&lt;p&gt;
Phone: (+91)-080-4092-6283‎&lt;br /&gt;Fax: (+91)-080-4114-8130&lt;br /&gt;Email: nirmita@cis-india.org&lt;/p&gt;
&lt;p&gt;
Mr. Thomas Abraham (Training Coordinator)&lt;br /&gt;Society for Promotion of Alternative Computing and Employment&lt;br /&gt;C-11, Elankom Gardens,&lt;br /&gt;Vellayambalam, Thiruvananthapuram&lt;br /&gt;Kerala, India&lt;/p&gt;
&lt;p&gt;
Mobile: +91 94964 13317 Office Phone: +91 47123 18997&lt;br /&gt;Email: tomuhs@gmail.com,  contact@space-kerala.org&lt;/p&gt;
&lt;p&gt;
&lt;strong&gt;Consolidated Expenses of Web Accessibility Workshop, Trivandrum&lt;/strong&gt;&lt;/p&gt;
&lt;dl&gt;&lt;dd&gt;
&lt;table class="[object Object]"&gt;
&lt;tbody&gt;
&lt;tr&gt;
&lt;td&gt;&lt;strong&gt;Budget Head&lt;/strong&gt;&lt;/td&gt;
&lt;td&gt;&lt;br /&gt;&lt;/td&gt;
&lt;td&gt;&lt;strong&gt;Amount (Rs.)&lt;/strong&gt;&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;&lt;br /&gt;&lt;/td&gt;
&lt;td&gt;&lt;br /&gt;&lt;/td&gt;
&lt;td&gt;&lt;br /&gt;&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;Rent of lab and set up&lt;/td&gt;
&lt;td&gt;&lt;br /&gt;&lt;/td&gt;
&lt;td&gt;15200&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;Accomodation&lt;/td&gt;
&lt;td&gt;&lt;br /&gt;&lt;/td&gt;
&lt;td&gt;4963&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;Stationery&lt;/td&gt;
&lt;td&gt;&lt;br /&gt;&lt;/td&gt;
&lt;td&gt;10285&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;Communication&lt;/td&gt;
&lt;td&gt;&lt;br /&gt;&lt;/td&gt;
&lt;td&gt;507&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;Food&lt;/td&gt;
&lt;td&gt;&lt;br /&gt;&lt;/td&gt;
&lt;td&gt;7535&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;Travel&lt;/td&gt;
&lt;td&gt;&lt;br /&gt;&lt;/td&gt;
&lt;td&gt;6235&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;Coordination&lt;/td&gt;
&lt;td&gt;&lt;br /&gt;&lt;/td&gt;
&lt;td&gt;10000&lt;/td&gt;
&lt;/tr&gt;
&lt;tr&gt;
&lt;td&gt;&lt;strong&gt;Total&lt;/strong&gt;&lt;/td&gt;
&lt;td&gt;&lt;br /&gt;&lt;/td&gt;
&lt;td&gt;&lt;strong&gt;54725&lt;/strong&gt;&lt;/td&gt;
&lt;/tr&gt;
&lt;/tbody&gt;
&lt;/table&gt;
&lt;/dd&gt;&lt;/dl&gt;
&lt;p&gt;
&lt;a href="https://cis-india.org/accessibility/Report%20-%20Space.pdf" class="internal-link" title="Workshop on Web Accessibility - Thiruvananthapuram"&gt;Please click here for the complete report.&lt;/a&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;

        &lt;p&gt;
        For more details visit &lt;a href='https://cis-india.org/accessibility/blog/workshop-thiruvananthapuram-report'&gt;https://cis-india.org/accessibility/blog/workshop-thiruvananthapuram-report&lt;/a&gt;
        &lt;/p&gt;
    </description>
    <dc:publisher>No publisher</dc:publisher>
    <dc:creator>radha</dc:creator>
    <dc:rights></dc:rights>


   <dc:date>2011-08-17T08:45:16Z</dc:date>
   <dc:type>Blog Entry</dc:type>
   </item>


    <item rdf:about="https://cis-india.org/publications-automated/cis/nishant/dnrep.pdf">
    <title>Digital Natives with a Cause? A Report</title>
    <link>https://cis-india.org/publications-automated/cis/nishant/dnrep.pdf</link>
    <description>
        &lt;b&gt;Youth are often seen as potential agents of change for reshaping their own societies. By 2010, the global youth population is expected reach almost 1.2 billion of which 85% reside in developing countries. Unleashing the potential of even a part of this group in developing countries promises a substantially impact on societies. Especially now when youths thriving on digital technologies flood universities, work forces, and governments and could facilitate radical restructuring of the world we live in. So, it’s time we start listening to them.

&lt;/b&gt;
        
        &lt;p&gt;
        For more details visit &lt;a href='https://cis-india.org/publications-automated/cis/nishant/dnrep.pdf'&gt;https://cis-india.org/publications-automated/cis/nishant/dnrep.pdf&lt;/a&gt;
        &lt;/p&gt;
    </description>
    <dc:publisher>No publisher</dc:publisher>
    <dc:creator>radha</dc:creator>
    <dc:rights></dc:rights>

    
        <dc:subject>Digital Natives</dc:subject>
    

   <dc:date>2012-03-13T10:43:09Z</dc:date>
   <dc:type>File</dc:type>
   </item>


    <item rdf:about="https://cis-india.org/events/ncideee-2009">
    <title>National Conference on ICTs for the differently- abled/under privileged communities in Education, Employment and Entrepreneurship 2009 - (NCIDEEE 2009)</title>
    <link>https://cis-india.org/events/ncideee-2009</link>
    <description>
        &lt;b&gt;A national level conference on the use of Information and Communication Technology for the differently abled / under privileged community in education, employment and entrepreneurship.&lt;/b&gt;
        
&lt;p&gt;The management, staff and students of Loyola College &amp;nbsp;and the Centre for Internet and Society (CIS), Bangalore (in association with department of IT, Government of India and pioneers in educating differently abled and professional bodies like NASSCOM, CSI-Chennai chapter), are proud to announce that we will be hosting a national level conference on the use of Information and Communication Technology for the differently abled / under privileged community in education, employment and entrepreneurship. This conference which will be a momentous occasion will be held from the 1&lt;sup&gt;st&lt;/sup&gt; to the 3&lt;sup&gt;rd&lt;/sup&gt; of December and will be attended by individuals from all walks of life including representatives of the differently abled and under privileged community, government officials, educationalists, researchers, program managers, representatives of international business missions, NGOs and students etc.&lt;/p&gt;
&lt;p&gt;The main aim of this conference is to devise a successful formula through which the lesser privileged people of our society can be provided the opportunity to use the Information and Communication Technology to grow on par with the modernized world. The program will be a three day event ending on the 3&lt;sup&gt;rd&lt;/sup&gt; which happens to be e-accessibility day and the World Disability Day and hence in addition to the specific topics with the opinions, ideas and criticisms of each and every individual which will be heard, discussed and analyzed carefully, we will also be recognizing the many individuals who have contributed their tireless efforts in making Information and Communication technology accessible to all.&lt;/p&gt;
&lt;p&gt;Some of the main aims and themes of this conference would be the Institutional and national responses to technological change, the intersections of Political economy and educational technology. The architecture of learning, Pedagogy in the evolving tech environment, Informal and formal adult education, Multi-grade education, Instructional design and delivery, evaluation and assessment, Strategies and tools for teaching and learning, simulations and gaming, Effects on training institutions and industry, Impacts on educational institutions: effects on faculty, staff, administration, and students; curriculum and program development Intellectual property, Building communities of teachers/educators, e-governance and leadership and so on.&lt;/p&gt;
&lt;p&gt;The focus would be on the various problems faced by the differently abled and the under privileged people in our society especially with respect to education and the use of Information and Communication Technology for their development and tools for language learning especially English, Tamil and Hindi. During the conference, discussions would be made on the ways to implement data mining in such a way that it includes multimedia facilities such as voice over, Globalization and ICT in the labour market, ICT applications and systems contributing to desirable goals, learning, knowledge growth and career patterns in ICT, leadership roles, human needs, skills and competencies needed for proper growth and its effects, etc. These problems and solutions would be discussed on every possible front including the political, the educational the financial level with its usefulness and effects on the under privileged in mind.&lt;/p&gt;
&lt;p&gt;We would also strive with our utmost effort to reach our desired goals such as humanization, bridging the digital gap, freedom of expression, peace, sustainability, human welfare and quality of life. The most important of them all will be the devising of important decisions and strategies that could be implemented in order to help the differently abled people use Information and Communication Technology for their employment by means of introduction of newly devised hardware and software that could benefit them and enable them to develop further.&lt;/p&gt;
&lt;p&gt;It is hoped that this conference will be a memorable experience for both the participants as well as the hosts resulting in decisions that are aimed at making life better and easier for all the differently abled and under privileged throughout the country.&lt;/p&gt;
&lt;p&gt;&lt;a class="external-link" href="http://www.loyolacollege.edu/NCIDEEE/home.html"&gt;Registration&lt;br /&gt;&lt;/a&gt;&lt;/p&gt;
&lt;h3&gt;About Loyola College:&lt;/h3&gt;
&lt;p style="text-align: justify;"&gt;Loyola College, Chennai is one of the leading colleges not only in the state of Tamilnadu alone but also in India. It has been rated A+ by the NAAC for several years in a row and is also one among the top ten colleges in the country. All this is proof enough that the college takes utmost interest in the development of students. The main aim of the college is not to provide the highest quantity of education but the highest quality of education to its students. To carry out its aim, the college arranges for several conferences, seminars, educational tours, Industrial visits etc. in order to make sure that the knowledge of the students is not limited within the classroom alone. Hence the great support that the college provides to the staff and students of the various departments is quite evident in the many successful conferences, seminars and other such programs that have been conducted in the past and this is sure to continue in the future.&lt;/p&gt;
&lt;h3 style="text-align: justify;"&gt;&lt;strong&gt;Organizers&lt;/strong&gt;&lt;/h3&gt;
&lt;p&gt;&lt;strong&gt;RCDA:&lt;/strong&gt; The Resource centre for differently abled (RCDA) started in the year 2006 as one of the Centers of Excellence at Loyola College has successfully carried out the task of making education and learning an accessible tool for the less privileged members of our society. As a joint venture with some of the departments of the College, the resource center has decided to organize the National Conference on ICTs for the differently- abled/ under privileged communities in Education, Employment and Entrepreneurship 2009 (NCIDEEE 2009).&lt;/p&gt;
&lt;p style="text-align: justify;"&gt;&lt;strong&gt;&lt;a href="http://www.loyolacollege.edu/rcda.html"&gt;http://www.loyolacollege.edu/rcda.html&lt;/a&gt;&lt;/strong&gt;&lt;strong&gt;&lt;br /&gt;&lt;/strong&gt;&lt;/p&gt;
&lt;p style="text-align: justify;"&gt;&lt;strong&gt;The Centre for Internet and Society (CIS)&lt;/strong&gt;&lt;strong&gt; &lt;/strong&gt;is a Bangalore based non-profit organization, bringing together a team of practitioners, theoreticians, researchers and artists to work on the emerging field of Internet and Society in order to critically engage with concerns of digital pluralism, public accountability and pedagogic practices, with particular emphasis on South-South dialogues and exchange.&lt;/p&gt;
&lt;p&gt;We focus on areas such as Anonymity/Privacy, Censorship, Surveillance, Free and Open Source Software, Open Standards, Open Access, Family, Sexual practices, Addiction, Intellectual Property Rights and Trade, Piracy, ICT4D, Digital and Participation Divide and&lt;br /&gt;Digital Communities and Movements.&lt;/p&gt;
&lt;p&gt;Website: &lt;a href="https://cis-india.org/"&gt;www.cis-india.org&lt;/a&gt;&lt;/p&gt;
&lt;h3&gt;&lt;a href="https://cis-india.org/advocacy/accessibility/Consolidated%20Programme.pdf" class="internal-link" title="NCIDEEE"&gt;Program&lt;/a&gt;&lt;/h3&gt;

&lt;p&gt;&lt;/p&gt;
&lt;p&gt;The
conference will be divided into four tracks which will be running simaltaneously
,, except for the main session and the concluding session on the first and last
days which are to be common for all participants. The tentative schedule for
the different tracks is as follows:&lt;/p&gt;
&lt;h3&gt;Track
1:&lt;/h3&gt;
&lt;p&gt;Day
1. Presentations of papers&lt;/p&gt;
&lt;p&gt;Day
2. OCR Round Table- Deployment of OCR technologies in Indian languages: present
state and road ahead&lt;/p&gt;
&lt;p&gt;Day
3. TTS Round Table: Assessing the state of TTS in Indian languages: current position
and future road map.&lt;/p&gt;
&lt;h3&gt;Track
2&lt;/h3&gt;
&lt;p&gt;Workshop on Web Accessibility for web developers- Web developers and
designers from various sectors will be initiated into the need for and the
techniques of compliance with the Web Content Accessibility Guidelines (WCAG)
2.0 formulated by the World Wide Web Consortium (W3C). The tentative schedule
for this track is given below:&lt;/p&gt;
&lt;p&gt;WCAG
Training Session Plan (2 Day)&lt;/p&gt;
&lt;p&gt;Day 1&lt;br /&gt;
14:00-15:30 - Introductory
Session&lt;/p&gt;
&lt;ul&gt;&lt;li&gt;
Disability - 5 major types&lt;/li&gt;&lt;li&gt;The W3C and the WCAG&lt;/li&gt;&lt;li&gt;How people with disabilities use computers (could use a movie here)&lt;br /&gt;&lt;/li&gt;&lt;/ul&gt;
&lt;p&gt;
Group Exercise/Discussion&lt;/p&gt;
&lt;ul&gt;&lt;li&gt;
Split participants into small groups and give them questions/problems to talk about and solve&lt;br /&gt;Example: If your friend is deaf, how do you make sure that s/he understands what a video is about? OR How does someone who can't see or hear answer/check their email? OR X lost his hands in a car accident. How does he do a Google search?&lt;br /&gt;&lt;/li&gt;&lt;/ul&gt;
&lt;p&gt;
15:30-16:00- coffee/tea break&lt;br /&gt;16:00-17:30&lt;/p&gt;
&lt;p&gt;Session 1 - Building an Accessible Website&lt;/p&gt;
&lt;ul&gt;&lt;li&gt;
Laying Accessible Foundations&lt;/li&gt;&lt;li&gt;Table-less layouts&lt;/li&gt;&lt;li&gt;Well-structured markup&lt;/li&gt;&lt;li&gt;Valid Code&amp;nbsp;&lt;/li&gt;&lt;/ul&gt;
&lt;p&gt;Day
2&lt;/p&gt;
&lt;p&gt;09:30-11:00
Group Exercise&lt;br /&gt;
11:00-11:30- tea/coffee break&lt;br /&gt;11:30-13:00&lt;/p&gt;
&lt;p&gt;Session 2 - Building an Accessible Website&lt;/p&gt;
&lt;ul&gt;&lt;li&gt;Removing Barriers&lt;/li&gt;&lt;li&gt;Guideline 1 - Perception&lt;/li&gt;&lt;li&gt;Non-text content&lt;/li&gt;&lt;li&gt;Audio/Visual content&lt;/li&gt;&lt;li&gt;Adaptability&lt;/li&gt;&lt;li&gt;Contrast&lt;br /&gt;&lt;/li&gt;&lt;/ul&gt;
&lt;p&gt;
13:00-14:00 Lunch&lt;br /&gt;
14:00-15:30 Group Exercise&lt;br /&gt;
15:30-16:00-tea/coffee break&lt;br /&gt;16:00-17:30&lt;/p&gt;
&lt;p&gt;Session 3 - Guideline 2&lt;/p&gt;
&lt;ul&gt;&lt;li&gt;
Operable&lt;/li&gt;&lt;li&gt;Keyboard Access&lt;/li&gt;&lt;li&gt;Enough Time&lt;/li&gt;&lt;li&gt;Seizures&lt;/li&gt;&lt;li&gt;Navigable&lt;br /&gt;&lt;/li&gt;&lt;/ul&gt;
&lt;p&gt;
Wrap Session - Feedback and Clarifications&amp;nbsp;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;Day
3&lt;/p&gt;
&lt;p&gt;09:30-11:00 - Session
4 - Guideline 3 and 4&lt;/p&gt;
&lt;ul&gt;&lt;li&gt;
Understandable&lt;/li&gt;&lt;li&gt;Natural Language&lt;/li&gt;&lt;li&gt;Predictable&lt;/li&gt;&lt;li&gt;Input Assistance&lt;/li&gt;&lt;li&gt;Robust&lt;/li&gt;&lt;li&gt;Compatible&lt;br /&gt;&lt;/li&gt;&lt;/ul&gt;
&lt;p&gt;
11:00-11:30- tea/coffee break&lt;br /&gt;11:30-13:00&amp;nbsp;&lt;/p&gt;
&lt;p&gt;Session 5 - Accessibility Testing&lt;/p&gt;
&lt;ul&gt;&lt;li&gt;
Automated Testing + Tools&lt;/li&gt;&lt;li&gt;Manual Testing&lt;br /&gt;
&lt;/li&gt;&lt;/ul&gt;
&lt;p&gt;13:00-14:00
Lunch break&lt;br /&gt;14:00-15:30 Concluding session- feedback, clarification and action points of participants&lt;br /&gt;15:30-16:00
tea/coffee break&lt;/p&gt;
&lt;p&gt;&lt;a name="OLE_LINK6"&gt;&lt;/a&gt;&lt;a name="OLE_LINK5"&gt;&lt;/a&gt;&lt;/p&gt;
&lt;h3&gt;&lt;a name="OLE_LINK11"&gt;&lt;/a&gt;&lt;a name="OLE_LINK12"&gt;Track 3&lt;br /&gt;&lt;/a&gt;&lt;/h3&gt;
&lt;p&gt;&lt;a name="OLE_LINK12"&gt;Capacity building for persons with visual
impairments&lt;/a&gt;&lt;/p&gt;
&lt;p&gt;This track is designed to equip students with visual impairments with
skills and information required to face the employment world. It has courses
such as goal orientation, soft skills and etiquettes and managing challenges in
the work environment. It informs the students on what to expect when they go
out to look for jobs and how to deal with potential logistic and attitudinal
barriers. This is a very popular module which is currently being offered by
Enable India Solutions,Bangalore and is being replicated in two days for the
benefit of college students in Chennai.&lt;/p&gt;
&lt;p&gt;The
tentative sessionwise schedule for this track is given below:&lt;strong&gt; &lt;br /&gt;&lt;/strong&gt;&lt;/p&gt;
&lt;p&gt;Sessions&lt;/p&gt;
&lt;p&gt;14:00-15:30- Why/How to be a finished product&lt;br /&gt;15:30-16:00-
Tea/coffee&lt;br /&gt;16:00-17:30- Awareness on different jobs&lt;/p&gt;
&lt;p&gt;Day 2&lt;/p&gt;
&lt;p&gt;09:30-11:00- Goal orientation session&lt;br /&gt;11:00-11:30- Tea/coffee break&lt;br /&gt;13:30-13:00Employability awareness session 1 – Case
studies of jobs and skills&lt;/p&gt;
&lt;p&gt;Employability awareness session 2 – Computer skills
(efficiency / quality)&lt;/p&gt;
&lt;p&gt;13:00-14:00- Lunch&lt;br /&gt;14:00-15:30- Employability awareness session 3 –
Understand the real world perspective (&amp;amp; sighted point of view)&lt;br /&gt;15:30-16:00- Tea/coffee break&lt;br /&gt;16:00-17:30- Employability awareness session 4 -
Importance of mobility&lt;br /&gt;16:00-17:30- Employability awareness session 5 –
Case studies on problem solving, workplace solutions, employed visually
impaired&lt;/p&gt;
&lt;p&gt;Day 3&lt;/p&gt;
&lt;p&gt;Equipping
for the employment world: Sessions&lt;/p&gt;
&lt;p&gt;09:30-11:00&lt;br /&gt;Soft skills including Social skills and etiquettes&lt;br /&gt;
Independent living skills&lt;br /&gt;
Emerging technologies - GPS, Mobile based OCr etc&lt;br /&gt;&lt;br /&gt;
11:00-11:30- tea/coffee break&lt;br /&gt;11:30-13:00
Working in the corporate world- Managing challenges in work environment&lt;/p&gt;
&lt;h3&gt;Track 4&lt;/h3&gt;
&lt;p&gt;Capacity building for NGOs&lt;/p&gt;
&lt;p&gt;&lt;strong&gt;&lt;/strong&gt;&lt;/p&gt;
&lt;p&gt;This
track is designed for general capacity building and information dissemination.
It will cover topics like legal challenges, special needs for different
disabilities, setting up resource centres, experimenting with new pedagogic
techniques and using ICTs to impart education, presentation of case studies and
so on.&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;

        &lt;p&gt;
        For more details visit &lt;a href='https://cis-india.org/events/ncideee-2009'&gt;https://cis-india.org/events/ncideee-2009&lt;/a&gt;
        &lt;/p&gt;
    </description>
    <dc:publisher>No publisher</dc:publisher>
    <dc:creator>radha</dc:creator>
    <dc:rights></dc:rights>

    
        <dc:subject>Event Type</dc:subject>
    
    
        <dc:subject>Accessibility</dc:subject>
    

   <dc:date>2011-08-31T10:48:22Z</dc:date>
   <dc:type>Event</dc:type>
   </item>


    <item rdf:about="https://cis-india.org/internet-governance/publications/it-act/short-note-on-amendment-act-2008">
    <title>Short note on IT Amendment Act, 2008</title>
    <link>https://cis-india.org/internet-governance/publications/it-act/short-note-on-amendment-act-2008</link>
    <description>
        &lt;b&gt;Pranesh Prakash of the Centre for Internet and Society wrote a short note in February 2009 on the Information Technology (Amendment) Act, 2008.  This is being posted as a precursor to a more exhaustive analysis of the Act and the rules sought to be promulgated under the Act.  Thus, this does not cover the regulations that have been drafted under the Act.&lt;/b&gt;
        
&lt;p&gt;The new amendments to the Information Technology Act, 2000 that got passed by the Lok Sabha last December deserve a careful reading. There are a number of positive developments, as well as many which dismay. Positively, they signal an attempt by the government to create a dynamic policy that is technology neutral. This is exemplified by its embracing the idea of electronic signatures as opposed to digital signatures. But more could have been done on this front (for instance, section 76 of the Act still talks of floppy disks). There have also been attempts to deal proactively with the many new challenges that the Internet poses.&lt;/p&gt;
&lt;h2&gt;Freedom of Expression&lt;/h2&gt;
&lt;p&gt;The first amongst these challenges is that of child pornography. It is heartening to see that the section on child pornography (s.67B) has been drafted with some degree of care. It talks only of sexualized representations of actual children, and does not include fantasy play-acting by adults, etc. From a plain reading of the section, it is unclear whether drawings depicting children will also be deemed an offence under the section. Unfortunately, the section covers everyone who performs the conducts outlined in the section, including minors. A slight awkwardness is created by the age of "children" being defined in the explanation to section 67B as older than the age of sexual consent. So a person who is capable of having sex legally may not record such activity (even for private purposes) until he or she turns eighteen.&lt;/p&gt;
&lt;p&gt;Another problem is that the word "transmit" has only been defined for section 66E. The phrase "causes to be transmitted" is used in section 67, 67A, and 67B. That phrase, on the face of it, would include the recipient who initiates a transmission along with the person from whose server the data is sent. While in India, traditionally the person charged with obscenity is the person who produces and distributes the obscene material, and not the consumer of such material. This new amendment might prove to be a change in that position.&lt;/p&gt;
&lt;p&gt;Section 66A which punishes persons for sending offensive messages is overly broad, and is patently in violation of Art. 19(1)(a) of our Constitution. The fact that some information is "grossly offensive" (s.66A(a)) or that it causes "annoyance" or "inconvenience" while being known to be false (s.66A(c)) cannot be a reasons for curbing the freedom of speech unless it is directly related to decency or morality, public order, or defamation (or any of the four other grounds listed in Art. 19(2)). It must be stated here that many argue that John Stuart Mill's harm principle provides a better framework for freedom of expression than Joel Feinberg's offence principle. The latter part of s.66A(c), which talks of deception, is sufficient to combat spam and phishing, and hence the first half, talking of annoyance or inconvenience is not required. Additionally, it would be beneficial if an explanation could be added to s.66A(c) to make clear what "origin" means in that section. Because depending on the construction of that word s.66A(c) can, for instance, unintentionally prevent organisations from using proxy servers, and may prevent a person from using a sender envelope different form the "from" address in an e-mail (a feature that many e-mail providers like Gmail implement to allow people to send mails from their work account while being logged in to their personal account). Furthermore, it may also prevent remailers, tunnelling, and other forms of ensuring anonymity online. This doesn't seem to be what is intended by the legislature, but the section might end up having that effect. This should hence be clarified.&lt;/p&gt;
&lt;p&gt;Section 69A grants powers to the Central Government to "issue directions for blocking of public access to any information through any computer resource". In English, that would mean that it allows the government to block any website. While necessity or expediency in terms of certain restricted interests are specified, no guidelines have been specified. Those guidelines, per s.69A(2), "shall be such as may be prescribed". It has to be ensured that they are prescribed first, before any powers of censorship are granted to any body. In India, it is clear that any law that gives unguided discretion on an administrative authority to exercise censorship is unreasonable (&lt;em&gt;In re Venugopa&lt;/em&gt;l, AIR 1954 Mad 901).&lt;/p&gt;
&lt;h2&gt;Intermediary Liability&lt;/h2&gt;
&lt;p&gt;The amendment to the provision on intermediary liability (s.79) while a change in the positive direction, as is seeks to make only the actual violators of the law liable for the offences committed, still isn't wide enough. This exemption is required to be widely worded to encourage innovation and to allow for corporate and public initiatives for sharing of content, including via peer-to-peer technologies.&lt;/p&gt;
&lt;p&gt;Firstly, the requirement of taking down content upon receiving "actual knowledge" is much too heavy a burden for intermediaries. Such a requirement forces the intermediary to make decisions rather than the appropriate authority (which often is the judiciary). The intermediary is no position to decide whether a Gauguin painting of Tahitian women is obscene or not, since that requires judicial application of mind. Secondly, that requirement is vitiates the principles of natural justice and freedom of expression because it allows a communication and news medium to be gagged without giving it, or the party communicating through it, any due hearing. It has been held by our courts that a restriction that does not provide the affected persons a right to be heard is procedurally unreasonable (&lt;em&gt;Virendra v. State of Punjab&lt;/em&gt;, AIR 1957 SC 896).&lt;/p&gt;
&lt;p&gt; The intermediary loses protection of the act if (a) it initiates the transmission; (b) selects the receiver of the transmission; and (c) selects or modifies the information. While the first two are required to be classified as true "intermediaries", the third requirement is a bit too widely worded. For instance, an intermediary might automatically inject advertisements in all transmissions, but that modification does not go to the heart of the transmission, or make it responsible for the transmission in any way. Similarly, the intermediary may have a code of conduct, and may regulate transmissions with regard to explicit language (which is easy to judge), but would not have the capability to make judgments regarding fair use of copyrighted materials. So that kind of "selection" should not render the intermediary liable, since misuse of copyright might well be against the intermediary's terms and conditions of use.&lt;/p&gt;
&lt;h2&gt;Privacy and Surveillance&lt;/h2&gt;
&lt;p&gt;While the threat of cyber-terrorism might be very real, blanket monitoring of traffic is not the way forward to get results, and is sure to prove counter-productive. It is much easy to find a needle in a small bale of hay rather than in a haystack. Thus, it must be ensured that until the procedures and safeguards mentioned in sub-sections 69(2) and 69B(2) are drafted before the powers granted by those sections are exercised. Small-scale and targetted monitoring of metadata (called "traffic data" in the Bill) is a much more suitable solution, that will actually lead to results, instead of getting information overload through unchannelled monitoring of large quantities of data. If such safeguards aren't in place, then the powers might be of suspect constitutionality because of lack of guided exercise of those powers.&lt;/p&gt;
&lt;p&gt;Very importantly, the government must also follow up on these powers by being transparent about the kinds of monitoring that it does to ensure that the civil and human rights guaranteed by our Constitution are upheld at all times.&lt;/p&gt;
&lt;h3&gt;Encryption&lt;/h3&gt;
&lt;p&gt;The amending bill does not really bring about much of a change with respect to encryption, except for expanding the scope of the government's power to order decryption.&amp;nbsp; While earlier, under section 69, the Controller had powers to order decryption for certain purposes and order 'subscribers' to aid in doing so (with a sentence of up to seven years upon non-compliance), now the government may even call upon intermediaries to help it with decryption (s.69(3)). Additionally, s.118 of the Indian Penal Code has been amended to recognize the use of
encryption as a possible means of concealment of a 'design to
commit [an] offence punishable with death or imprisonment for life'.&lt;/p&gt;
&lt;p&gt;The government already controls the strength of permissible encryption by way of the Internet Service Provider licences, and now has explicitly been granted the power to do so by s.84A of the Act.&amp;nbsp; However, the government may only prescribe the modes or methods of encryption "for secure use of the electronic medium and for promotion of e-governance and e-commerce".&amp;nbsp; Thus, it is possible to read that as effectively rendering nugatory the government's efforts to restrict the strength of encryption to 40-bit keys (for symmetric encryption).&lt;/p&gt;
&lt;h2&gt;Other Penal Provisions&lt;/h2&gt;
&lt;p&gt;Section 66F(1)(B), defining "cyberterrorism" is much too wide, and includes unauthorised access to information on a computer with a belief that that information may be used to cause injury to decency or morality or defamation, even. While there is no one globally accepted definition of cyberterrorism, it is tough to conceive of slander as a terrorist activity.&lt;/p&gt;
&lt;p&gt;Another overly broad provision is s.43, which talks of "diminish[ing] its value or utility" while referring information residing on a computer, is overly broad and is not guided by the statute. Diminishing of the value of information residing on a computer could be done by a number of different acts, even copying of unpublished data by a conscientious whistleblower might, for instance, fall under this clause. While the statutory interpretation principle of &lt;em&gt;noscitur a socii&lt;/em&gt; (that the word must be understood by the company it keeps) might be sought to be applied, in this case that doesn't give much direction either.&lt;/p&gt;
&lt;p&gt;While all offences carrying penalties above three years imprisonment have been made cognizable, they have also been made bailable and lesser offences have been made compoundable. This is a desirable amendment, especially given the very realistic possibility of incorrect imprisonments (Airtel case, for instance), and frivolous cases that are being registered (Orkut obscenity cases).&lt;/p&gt;
&lt;p&gt;Cheating by personation is not defined, and it is not clear whether it refers to cheating as referred to under the Indian Penal Code as conducted by communication devices, or whether it is creating a new category of offence. In the latter case, it is not at all clear whether a restricted meaning will be given to those words by the court such that only cases of phishing are penalised, or whether other forms of anonymous communications or other kinds of disputes in virtual worlds (like Second Life) will be brought under the meaning of "personation" and "cheating".&lt;/p&gt;
&lt;p&gt;While it must be remembered that more law is not always an answer to dealing with problems, whether online or otherwise, it is good to note that the government has sought to address the newer problems that have arisen due to newer technologies. But equally important is the requirement to train both the judiciary and the law enforcement personnel to minimize the possibility of innocent citizens being harassed.&lt;/p&gt;

        &lt;p&gt;
        For more details visit &lt;a href='https://cis-india.org/internet-governance/publications/it-act/short-note-on-amendment-act-2008'&gt;https://cis-india.org/internet-governance/publications/it-act/short-note-on-amendment-act-2008&lt;/a&gt;
        &lt;/p&gt;
    </description>
    <dc:publisher>No publisher</dc:publisher>
    <dc:creator>pranesh</dc:creator>
    <dc:rights></dc:rights>


   <dc:date>2011-06-01T14:45:34Z</dc:date>
   <dc:type>Page</dc:type>
   </item>


    <item rdf:about="https://cis-india.org/internet-governance/publications/it-act">
    <title>Information Technology Act</title>
    <link>https://cis-india.org/internet-governance/publications/it-act</link>
    <description>
        &lt;b&gt;The Information Technology Act, 2000 (amended in 2008) is the main statute that governs online behaviour in India, from e-commerce to cybercrimes, Internet surveillance, and intermediary liability.  Thus, understanding that statute is of paramount interest to all Indian 'netizens'.&lt;/b&gt;
        
        &lt;p&gt;
        For more details visit &lt;a href='https://cis-india.org/internet-governance/publications/it-act'&gt;https://cis-india.org/internet-governance/publications/it-act&lt;/a&gt;
        &lt;/p&gt;
    </description>
    <dc:publisher>No publisher</dc:publisher>
    <dc:creator>pranesh</dc:creator>
    <dc:rights></dc:rights>


   <dc:date>2009-06-15T12:12:00Z</dc:date>
   <dc:type>Folder</dc:type>
   </item>


    <item rdf:about="https://cis-india.org/a2k/blogs/wipo-broadcast-treaty-and-webcasting">
    <title>WIPO Broadcast Treaty and Webcasting</title>
    <link>https://cis-india.org/a2k/blogs/wipo-broadcast-treaty-and-webcasting</link>
    <description>
        &lt;b&gt;On Friday, 8 May 2009, at Shastri Bhavan, New Delhi, the Ministry of Information and Broadcasting held a stakeholders' briefing meeting on the Broadcast Treaty that has been on the table at the World Intellectual Property Organisation (WIPO).  The purpose of that meeting was to inform the relevant stakeholders of the developments in Geneva, as well as to garner input from them regarding the stance to be adopted by India at the WIPO.  Pranesh Prakash from the Centre for Internet and Society participated and made a presentation on webcasting, highlighting the differences between webcasting and broadcasting, and arguing that webcasting should not be part of the WIPO Broadcast Treaty.&lt;/b&gt;
        
&lt;p&gt;First, we wish to applaud the Ministry of Information and Broadcasting for holding this stakeholders' meeting, which is a definite step towards greater transparency, and are grateful for having been invited to provide our input.&amp;nbsp; The meeting was attended by representatives from various government offices and ministries, including the Ministry of Human Resource Development (which administers the Indian Copyright Act), broadcasters, broadcast associations, law firms, and civil society organisations.&amp;nbsp; The Secretary of the Ministry of Information and Broadcasting inaugurated the session by talking of how the Broadcast Treaty involved the assessment and balancing of various interests while keeping 'public interest' foremost.&amp;nbsp; This was followed by Mr. N. P. Nawani, Secretary General of the &lt;a class="external-link" href="http://www.ibf-india.com/about_home.htm"&gt;Indian Broadcasting Foundation&lt;/a&gt; (IBF), presenting on the concerns of the broadcasting industry. After this Prof. N. S. Gopalakrishnan, head of the School of Law, Cochin University of Science and Technology, spoke.&lt;br /&gt;&lt;br /&gt;Prof. Gopalakrishnan covered many areas of relevance: the concept of broadcasting and the legal rights involved; the scheme of legal protection over broadcast signals and over the content of the signals, and the difference between the two; gaps in the international law covering broadcasting; details of the proposed broadcast treaty; the implications of the broadcast treaty and concerns of the Indian government; and unresolved issues.&lt;br /&gt;&lt;br /&gt;Amongst the unresolved issues mentioned by Prof. Gopalakrishnan was that of webcasting and the problems related to that.&amp;nbsp; The discussion below aims to shed some light on some of the problems created by the inclusion of webcasting in the broadcast treaty.&lt;br /&gt;&lt;br /&gt;&lt;/p&gt;
&lt;h2&gt;Legal regimes for broadcasting&lt;/h2&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;At the national level, the law governing broadcasting is the Indian Copyright Act, 1957.&amp;nbsp; Broadcasting is covered by many sections of the Indian Copyright Act, including: ss. 2(dd) (definition of "broadcast"), 2(ff) (definition of "communication to the public"), 37 (the section granting a special "broadcast reproduction right"), and 39A (containing exceptions to s.37).&amp;nbsp; At the international level, broadcasting is covered by the Rome Convention, 1960 (which India has signed, but hasn't ratified); the Brussels Convention, 1974 (only pre-broadcast satellite signals); the TRIPS Agreement, 1994 per Article 14 (which doesn't mandate that broadcasting rights be granted directly to the broadcasters); the WIPO Performances and Phonograms Treaty, 1996 (WPPT) in Articles 2(f) and 15; and the proposed WIPO Treaty on the Protection of Broadcasting Organizations ("Broadcast Treaty").&amp;nbsp; In May 2006, provisions for webcasting were brought back into the Broadcast Treaty as part of the non-mandatory Appendix after having been excised in 2004 owing to protests by many countries on their inclusion.&amp;nbsp; The current draft (SCCR/15/2 rev.) was prepared in September 2006 as an attempt to put together an all-inclusive document (with alternative versions of proposed provisions present in the document), and a diplomatic conference was planned to push the treaty through.&amp;nbsp; In August 2007, WIPO released a 'non-paper' (SCCR/S2/Paper1) and dropped plans for the diplomatic conference, as there was still significant disagreement about the treaty.&amp;nbsp; In November 2008, the WIPO chair released an informal paper (SCCR/17/INF/1), which advocated technological neutrality, and hence, presumably, that webcasting to be covered by the treaty.&lt;br /&gt;&lt;br /&gt;&lt;/p&gt;
&lt;h2&gt;Meaning of broadcasting and netcasting&lt;/h2&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;Broadcasting is generally taken to be a point-to-multipoint transmission of audio-visual content.&amp;nbsp; Hence, cable transmissions and Internet/Web transmissions (which are point-to-point) are usually not included when one uses the term "broadcasting".&amp;nbsp; But there is no one common definition of "broadcasting". As things stand in the WIPO Broadcast Treaty, the definition of broadcasting (Art. 5(a)) does not cover cablecasting, which is separately defined in Art. 5(b), neither does it cover webcasting.&amp;nbsp; However, the definition of "retransmission" as provided in the draft treaty is broad enough to cover Internet-based transmission, and hence could provide a backdoor via which webcasting is included.&amp;nbsp; The rights covered by the all-inclusive draft WIPO Broadcast Treaty include the rights of and over: retransmission; communication to the public; fixation; reproduction; distribution; transmission following fixation; making available of fixed broadcasts; and pre-broadcast signals.&amp;nbsp; The treaty also mandates legislative protection to systems of digital rights management (DRM) and technological protection measures (TPMs).&amp;nbsp; This, coupled with post-fixation rights, grants broadcasters the rights to dictate what one can and cannot do with a broadcast, thus negating all fair dealing rights and possibly restricting the public domain as well.&amp;nbsp; It may be noted that even content creators are not provided such rights in the vast majority of the world, and that fair dealing rights are much better safeguarded by copyright law.&amp;nbsp; The latest proposal by the U.S. on the term "netcasting" is to be found in an &lt;a class="external-link" href="http://www.wipo.int/edocs/mdocs/copyright/en/sccr_15/sccr_15_inf_2.doc"&gt;informal paper presented at SCCR 15&lt;/a&gt; [MS Word document], and has been &lt;a class="external-link" href="http://www.cptech.org/blogs/wipocastingtreaty/2006/09/how-restrictive-is-usptoloc-proposed.html"&gt;criticised as overly expansive&lt;/a&gt; by civil society organisations such as Consumer Project on Technology (now Knowledge Ecology International).&lt;br /&gt;&lt;br /&gt;&lt;/p&gt;
&lt;h2&gt;Non-justifications for webcasting's inclusion&lt;/h2&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;Webcasting is sought to be included within the Broadcast Treaty for a number of reasons, all of which are problematic.&amp;nbsp; Firstly, there is the argument of technology neutrality, which advocates say is to ensure that the treaty is relevant into the future as well.&amp;nbsp; However, adopting technology neutrality as the basis for doing so amounts to wilful blindness to technological advancements, and the benefits that such advancement provides, including lowered costs of infrastructure.&amp;nbsp; Secondly, advocates argue that thanks to media convergence, the same content (which is usually digital) can be delivered through various communication networks.&amp;nbsp; This disregards the need to establish the requirement for a new right to be created, and simply assumes that just because the function that the two (broadcasters and webcasters) perform are similar means that they operate in similar economic and social environments.&amp;nbsp; In fact, webcasters work in a very different environment from broadcasters.&amp;nbsp; &lt;br /&gt;&lt;br /&gt;This is an environment where intense innovation and competition already exist, and don't need to be artificially created by means of a new property right in an international treaty.&amp;nbsp; Furthermore, the United States, a country with extremely large and hugely profitable broadcasting networks, does not have a specific statute to protect broadcasters’ rights.&amp;nbsp; Even it only has laws protecting the conditional-access regime.&amp;nbsp; Second, much less investment is required to reach a set number of people through webcasting than through broadcasting -- and these people can be spread throughout the globe.&amp;nbsp; Typically, a computer with a fast internet connection is all that is required.&amp;nbsp; Given this, anyone can become a 'broadcasting organisation'.&amp;nbsp; Additionally, IP addresses (in IPv6) are not limited, unless one considers 340 undecillion addresses to be 'limited'. This is a big difference from terrestrial broadcasting, where Hertzian frequencies are limited, and hence one has to pay a premium for them.&amp;nbsp; Lastly, signal appropriation does not happen for sake of the signal, but for the content.&amp;nbsp; Protection, thus has to be given to the content (and already is given, in the form of copyright law).&amp;nbsp; Copyright owners who object to such appropriation, and who are often large multinational corporations, have proven more than willing to pursue those who appropriate their works – broadcasters are not necessarily in a better position to do so.&amp;nbsp; This situation is aggravated with webcasting.&amp;nbsp; Indeed, on the Web, something akin signal appropriation is not only not frowned upon, but often encouraged: embedding of audio and video from other servers on your own website is prevalent.&lt;br /&gt;&lt;br /&gt;&lt;/p&gt;
&lt;h2&gt;Problems if webcasting is included&lt;/h2&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;Apart from the lack of justifications for going ahead with the treaty, especially when it seeks to create a separate property right over signals instead of merely providing for signal protection and includes webcasting (at least upon 'retransmission'), there are many problems that the treaty creates.&amp;nbsp; Firstly, transaction costs will increase vastly, leading to a tragedy of the anticommons where no one ends up using the content because clearing all the surrounding rights is too difficult.&amp;nbsp; On top of clearing and making payment for rights from the copyright holders, a person wishing to use parts of any content that has been broadcast/webcast would have to get the rights cleared from the first broadcaster/webcaster as well.&amp;nbsp; This is inevitable if property-like rights are bestowed upon the act of distributing signal in the form of a broadcast or hosting audio and visual content for webcasting.&lt;br /&gt;&lt;br /&gt;Secondly, materials in the public domain and openly-licensed content will become more difficult to gain access to, and the exercise of fair dealings with copyrighted content will be hampered.&amp;nbsp; Since rights over signal are independent of rights over content, a copy of the public-domain work will have to be procured from an archive, which negates the very purpose of broadcasting and webcasting, which is to make content more easily accessible to a large number of people located over great distances.&amp;nbsp; Additionally, limitations and exceptions are extremely difficult to negotiate and are of the 'ceiling' kind, limiting the limitations and exceptions that national legislatures can prescribe.&amp;nbsp; Thus, the fair dealing rights over the signal will probably end up being more limited than the fair dealing rights over content.&amp;nbsp; This makes the situation akin to anti-circumvention measures, which (in countries where they are legally recognised) have fewer limitations and exceptions than the content they protect.&lt;br /&gt;&lt;br /&gt;Thirdly, public benefit and access will seriously be harmed.&amp;nbsp; It is conceivable that this treaty might hamper the Indian legislature's ability to pass statutes such as the Sports Broadcasting Signals (Mandatory Sharing with Prasar Bharati) Act, 2007, which mandate sharing of certain kinds of signals.&amp;nbsp; Lawyers will claim that such statutes go against India's international obligations.&lt;br /&gt;&lt;br /&gt;&lt;/p&gt;
&lt;h2&gt;Differences between webcasting and broadcasting&lt;/h2&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;To sum up, there are a large number of differences between broadcasting and webcasting.&lt;br /&gt;&lt;strong&gt;Infrastructure&lt;/strong&gt;: The expenditure required to establish the infrastructure for a webcasting unit is much less than that required for an equivalent (in terms of reach in terms of listeners).&amp;nbsp; Even traditional broadcasting is not that expensive: fixed-frequency radio transmission kits have been known to cost as little as Rs. 50 (&amp;lt;http://news.bbc.co.uk/2/hi/south_asia/4735642.stm&amp;gt;.&amp;nbsp; Thus, one of the biggest arguments for protection ('to recover investment') is taken away.&amp;nbsp; The content producers' 'investment' is protected by copyright law.&lt;br /&gt;&lt;strong&gt;Competition&lt;/strong&gt;: Providing incentives to increase competition and hence public benefit is often a reason cited as a reason for introduction of a new property-like right.&amp;nbsp; However, such incentives seem utterly redundant in the online market where becoming a webcasting organisation is trivial, and immense competition already exists.&lt;br /&gt;&lt;strong&gt;Broadcasting vs. Uni- and Multicasting&lt;/strong&gt;: The notion of 'broadcasting' does not exist in IPv6.&amp;nbsp; The closest that a webcaster can come to broadcasting is 'multicasting' to a specific range of IP addresses.&amp;nbsp; What one sees on the Web today is "unicasting", which is initiated by a request from the recipient and not by the webcaster.&lt;br /&gt;&lt;strong&gt;Temporal limitations&lt;/strong&gt;: Unlike traditional broadcasting (which does not include cable), content on demand is possible over the Web.&amp;nbsp; By this, the temporal limitations faced by traditional broadcasting, which is ephemeral, are overcome.&amp;nbsp; This opens up many possibilities that should not be hampered by creating an excessive legal regime (and that too a property regime) over webcasting.&lt;br /&gt;&lt;strong&gt;Geographic limitations&lt;/strong&gt;: While terrestrial broadcasting is limited in geographic scope (which satellite and cable-casting are less susceptible to), webcasting knows no geographic limitations.&amp;nbsp; As long as an Internet connection is present, the content can be viewed anywhere.&amp;nbsp; Additionally, granting a separate webcasting right will open up a jurisdicational can of worms.&lt;br /&gt;&lt;strong&gt;Marginal costs of subscribers&lt;/strong&gt;: While in terrestrial broadcasting, adding an additional receiver does not cost the broadcaster anything, in satellite television (direct-to-home), cable television and webcasting, each additional receiver means either additional infrastructure (cables and set-top boxes) or additional server load.&amp;nbsp; In the case of webcasting, this marginal cost is small enough to ignore, especially given all the other reasons mentioned previously.&lt;br /&gt;&lt;br /&gt;&lt;/p&gt;
&lt;h2&gt;Conclusion&lt;/h2&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;There are still a number of uncertainties surrounding the inclusion of webcasting in the Broadcast Treaty.&amp;nbsp; Michael Nelson of the Internet Society points out that questions such as who the broadcaster is in a download grid, in distributed gaming, for webcasts of surveillance videos, etc., are unanswered.&amp;nbsp; As the example of the download grid (a situation where the 'casting' is multipoint-to-point) shows, many Internet-specific scenarios have not been contemplated by the treaty negotiators.&amp;nbsp; Situations which might soon be reality, such as peer-to-peer relaying of webcasts are also not contemplated, and the treaty would become a policy document preventing such technological innovations.&amp;nbsp; Whether IPTV would be included within webcasting is also unclear. The WIPO chair in his informal paper noted, 'Finally, if after consideration of the options above (A/B) and possible other options, it will not in the present situation be possible to decide on the establishment of a new treaty, the SCCR should end these discussions through an express decision in order to avoid further spending of time, energy and resources to no avail. Such a decision could include a timetable for later revisiting and reconsidering the matter.' (SCCR/15/2 rev)&amp;nbsp; SCCR should end these discussions which have gone on for more than a decade without any progress.&lt;/p&gt;

        &lt;p&gt;
        For more details visit &lt;a href='https://cis-india.org/a2k/blogs/wipo-broadcast-treaty-and-webcasting'&gt;https://cis-india.org/a2k/blogs/wipo-broadcast-treaty-and-webcasting&lt;/a&gt;
        &lt;/p&gt;
    </description>
    <dc:publisher>No publisher</dc:publisher>
    <dc:creator>pranesh</dc:creator>
    <dc:rights></dc:rights>

    
        <dc:subject>Intellectual Property Rights</dc:subject>
    
    
        <dc:subject>Broadcasting</dc:subject>
    
    
        <dc:subject>WIPO</dc:subject>
    

   <dc:date>2011-08-04T04:42:10Z</dc:date>
   <dc:type>Blog Entry</dc:type>
   </item>


    <item rdf:about="https://cis-india.org/publications-automated/curricula/courses-taught-and-designed-by-cis/metaphors-and-narratives">
    <title>Metaphors and Narratives</title>
    <link>https://cis-india.org/publications-automated/curricula/courses-taught-and-designed-by-cis/metaphors-and-narratives</link>
    <description>
        &lt;b&gt;A course designed for Christ College, Bangalore&lt;/b&gt;
        
&lt;p&gt;&lt;/p&gt;
&lt;h6 style="text-align: justify;"&gt;
&lt;p style="text-align: justify;"&gt;&lt;strong&gt;Status of
Course:&lt;/strong&gt; Basic, Semester II&lt;/p&gt;
&lt;p style="text-align: justify;"&gt;&lt;strong&gt;Duration:&lt;/strong&gt; 4 credits, 45 hrs.&lt;/p&gt;
Course Objectives&lt;/h6&gt;
&lt;p style="text-align: justify;"&gt;The course will
serve as an introductory study of Internet technologies and the various social
phenomena associated with them to investigate how the Internet becomes a
catchall word for contemporary times. Students will explore the several layers
of internets to look at the basic debates around questions of identity,
subjectivity, gender, and governance, as they have emerged in the last four
decades of cybercultures theory. The course will try and initiate new pedagogic
practices of thought and research, looking at the several narratives of the
internets available to us – from online communities, gaming and pornography to
the wider debates around censorship, surveillance and privacy. The emphasis of
the course is to de-mystify and consolidate the various narratives of the
internet that are available to us from different disciplines and to provide a
comprehensive and pedagogic frameworks to make meaning of the digitally
inflected world that we live in.&amp;nbsp;&lt;/p&gt;
&lt;p style="text-align: justify;"&gt;&lt;strong&gt;Course Evaluation: &lt;/strong&gt;Individual
assignments from a list of topics or a topic worked out in consultation with
the course instructors, depending upon the individual choice of the student.&lt;/p&gt;
&lt;p style="text-align: justify;"&gt;&lt;strong&gt;Course Pedagogy:&lt;/strong&gt; Contact
session class room teaching, film screenings, seminars and discussion groups.&lt;/p&gt;
&lt;p&gt;

&lt;strong&gt;&lt;br clear="all" /&gt;
&lt;/strong&gt;&lt;/p&gt;
&lt;p style="text-align: justify;"&gt;&lt;strong&gt;Course Content:&lt;/strong&gt;&lt;/p&gt;
&lt;p style="text-align: justify;"&gt;&lt;u&gt;Module 1: Surfing
the internets&lt;/u&gt;&lt;/p&gt;
&lt;p style="text-align: justify;"&gt;The ‘Internet’
has become one of the most persuasive and prevalent metaphors of our times. As
more and more sections of life and being get inflected by Information and
Communication Technologies, more narratives of the ‘Internet’ are produced.
These narratives often mystify the Internet – through misnomers or through
frameworks from earlier technological paradigms which fail to understand or
explain the ‘Internet’ – and are not in synchrony with one another. The first
Module introduces the internets in their plurality and looks at the various
disciplinary approaches to disentangling the internets.&lt;/p&gt;
&lt;table class="MsoNormalTable"&gt;
&lt;tbody&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="center" style="text-align: center;"&gt;&lt;em&gt;A brief history of the internet technologies&lt;/em&gt;&lt;/p&gt;
&lt;p style="text-align: justify;"&gt;·&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;
  Origin
  and intentions&lt;/p&gt;
&lt;p style="text-align: justify;"&gt;·&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;
  The
  principles that built the internet&lt;/p&gt;
&lt;p style="text-align: justify;"&gt;·&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;
  The
  emergence of the WWW&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center" style="text-align: center;"&gt;&lt;em&gt;Internet - Cyberspace&lt;/em&gt;&lt;/p&gt;
&lt;p style="text-align: justify;"&gt;·&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;
  Understanding
  Cyberspaces&lt;/p&gt;
&lt;p style="text-align: justify;"&gt;·&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;
  Convergent
  Histories of earlier technologies&lt;/p&gt;
&lt;p style="text-align: justify;"&gt;·&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;
  Bridging
  the virtual-real divide&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;/tbody&gt;
&lt;/table&gt;
&lt;p style="text-align: justify;"&gt;&lt;em&gt;Pre-Lecture Readings:&lt;/em&gt;&lt;/p&gt;
&lt;p&gt;Gibson,
William. &lt;em&gt;Neruromancer&lt;/em&gt;. New
  York: Ace Books, 1984.&lt;/p&gt;
&lt;p&gt;Huston,
Geoff. “A Decade in the Life of the Internet”. &lt;em&gt;The Internet Protocol Journal. &lt;/em&gt;Volume 11 No. 2. 2008.&lt;/p&gt;
&lt;p&gt;Lyon,
Katie Hafner and Matthew. &lt;em&gt;Where Wizards Stay up Late: The Origins of the
Internet&lt;/em&gt;. New york:
Simon and Shuster, 1996.&lt;/p&gt;
&lt;p&gt;Robbins,
Kevin. "Cyberspace and the World We Live In." In &lt;em&gt;The Cybercultures
Reader&lt;/em&gt;, edited by David Bell and Barbara M. Kennedy. London: Routledge, 1992.&lt;/p&gt;
&lt;p&gt;Manovich, Lev. “The Database as a Symbolic Form” in &lt;em&gt;The Language of New Media. &lt;/em&gt;Cambridge: MIT Press.
2001.&lt;/p&gt;
&lt;p style="text-align: justify;"&gt;Michael L. Benedikt, 1991, &lt;em&gt;Cyberspace: First Steps&lt;/em&gt;, Cambridge: MIT Press&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;

&lt;u&gt;&lt;br clear="all" /&gt;
&lt;/u&gt;&lt;/p&gt;
&lt;p style="text-align: justify;"&gt;&lt;u&gt;Module 2: The
body in the digital paradigm&lt;/u&gt;&lt;/p&gt;
&lt;p style="text-align: justify;"&gt;One of the most
significant debates, across disciplines trying to engage with internet
technologies, is on the site of the body. With cyberspaces providing multiple
conditions within which the narratives of the body can be produced, there has
been a radical revisiting of what it means to be human, to be gendered, to be
sexual, and to be subject to various kinds of regulation and processes of
censorship. This module looks at some of the seminal debates around these
issues, by exploring various sites of cyberspatial identity and networking.&lt;/p&gt;
&lt;table class="MsoNormalTable"&gt;
&lt;tbody&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="center" style="text-align: center;"&gt;&lt;em&gt;The body in the cyberspace&lt;/em&gt;&lt;/p&gt;
&lt;p style="text-align: justify;"&gt;·&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;
  The real
  body and the virtual body&lt;/p&gt;
&lt;p style="text-align: justify;"&gt;·&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;
  Spaces of
  regulation and bodies of surveillance&lt;/p&gt;
&lt;p style="text-align: justify;"&gt;·&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;
  Anthropomorphisation
  and the need to be human&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center" style="text-align: center;"&gt;&lt;em&gt;Gender and Sexuality Online&lt;/em&gt;&lt;/p&gt;
&lt;p style="text-align: justify;"&gt;·&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;
  Obscenity,
  pornography and the sexual body&lt;/p&gt;
&lt;p style="text-align: justify;"&gt;·&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;
  The
  gendered being and the cyborg&lt;/p&gt;
&lt;p style="text-align: justify;"&gt;·&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;
  Subject
  to punishment: Role playing and fantasizing online&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;/tbody&gt;
&lt;/table&gt;
&lt;p style="text-align: justify;"&gt;&lt;em&gt;Pre-lecture readings:&lt;/em&gt;&lt;/p&gt;
&lt;p&gt;Turkle,
Sherry. &lt;em&gt;Life on the Screen: Identity in the Age of the Internet&lt;/em&gt;. London: Weidenfield and
Nicolson, 1996.&lt;/p&gt;
&lt;p&gt;Balsamo,
Anne. "The Virtual Body in Cyberspace." In &lt;em&gt;The Cybercultures
Reader&lt;/em&gt;, edited by David Bell and Barbara M. Kennedy. London and New York: Routledge, 1996.&lt;/p&gt;
&lt;p&gt;Dibbell,
Julian. "A Rape in Cyberspace, or How an Evil Clown, a Haitan Trickster
Spirit, Two Wizards, and a Cast of Dozens Turned a Database into a Society."
&lt;em&gt;The village voice&lt;/em&gt; (1994).&lt;/p&gt;
&lt;p&gt;Haraway,
Donna. "A Cyborg Manifesto: Science, Technology and Social-Feminist in the
Late 20th Century." In &lt;em&gt;The Cybercultures Reader&lt;/em&gt;, edited by David
Bell and Barbara M. Kennedy. London:
Routledge, 2000.&lt;/p&gt;
&lt;p&gt;Shah,
Nishant. "Material cyborgs; asserted boundaries" European Journal of
English Studies 12.2 .2008.&lt;/p&gt;
&lt;p&gt;Sengupta,
Suddhabrata. &lt;a href="http://www.metamute.org/en/Signatures-of-the-Apocalypse"&gt;Signatures of
the Apocalypse&lt;/a&gt;”.&lt;span class="nodestoryg18"&gt; &lt;em&gt;Mute: Culture and Politics after the Net&lt;/em&gt;. (2003)&lt;/span&gt;&lt;/p&gt;
&lt;p&gt;&lt;span class="nodestoryg18"&gt;&lt;a href="http://www.metamute.org/en/Signatures-of-the-Apocalypse"&gt;http://www.metamute.org/en/Signatures-of-the-Apocalypse&lt;/a&gt;
5th July, 2005&lt;/span&gt;&lt;/p&gt;
&lt;p style="text-align: justify;"&gt;&lt;u&gt;Module 3: Circulation,
Regulation and Intellectual Property&lt;/u&gt;&lt;/p&gt;
&lt;p style="text-align: justify;"&gt;The economics
of being online is closely related to the circuits of transmission, the viral
networking and the questions of ownership and possession. As the boundaries
between the State and the Market blur, there is an increased public and legal
discourse on Intellectual Property, the processes of piracy and the need for
regulation and intervention. The third module in the paper brings to the fore,
the questions of freedom, of open access and equality, and the conditions of
regulation that restrict a free flow of information online.&lt;/p&gt;
&lt;table class="MsoNormalTable"&gt;
&lt;tbody&gt;
&lt;tr&gt;
&lt;td&gt;
&lt;p align="center" style="text-align: center;"&gt;&lt;em&gt;The value of Information&lt;/em&gt;&lt;/p&gt;
&lt;p style="text-align: justify;"&gt;·&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;
  Knowledge
  and Copyright&lt;/p&gt;
&lt;p style="text-align: justify;"&gt;·&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;
  Notions
  of possession and value of information online&lt;/p&gt;
&lt;p style="text-align: justify;"&gt;·&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;
  Digital Commons and the freedom of expression&lt;/p&gt;
&lt;/td&gt;
&lt;td&gt;
&lt;p align="center" style="text-align: center;"&gt;&lt;em&gt;Intellectual Property and the law&lt;/em&gt;&lt;/p&gt;
&lt;p style="text-align: justify;"&gt;·&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;
  Theft and
  piracy online&lt;/p&gt;
&lt;p style="text-align: justify;"&gt;·&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;
  Ownership
  and usage rights&lt;/p&gt;
&lt;p style="text-align: justify;"&gt;·&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;
  IPR and
  the role of digital technologies&lt;/p&gt;
&lt;/td&gt;
&lt;/tr&gt;
&lt;/tbody&gt;
&lt;/table&gt;
&lt;p style="text-align: justify;"&gt;&lt;em&gt;Pre-Lecture Readings:&lt;/em&gt;&lt;/p&gt;
&lt;p style="text-align: justify;"&gt;Lawrence Lessig. &lt;em&gt;Free Culture: The Nature and Future of Creativity&lt;/em&gt;. Penguin.
2005.&lt;/p&gt;
&lt;p style="text-align: justify;"&gt;Liang, Lawrence and Mayur Suresh. “Copyright/Copyleft : Myths about
Copyright”.&lt;/p&gt;
&lt;p style="text-align: justify;"&gt;(2006) &lt;a href="http://www.countercurrents.org/hr-suresh010205.htm"&gt;http://www.countercurrents.org/hr-suresh010205.htm&lt;/a&gt;
21st August, 2008.&lt;/p&gt;
&lt;p style="text-align: justify;"&gt;Rosemary J. Coombe. &lt;em&gt;The Cultural Life of Intellectual
Property.&amp;nbsp; &lt;/em&gt;Duke University Press.&lt;/p&gt;
&lt;p style="text-align: justify;"&gt;1998.&lt;/p&gt;
&lt;p style="text-align: justify;"&gt;&amp;nbsp;&lt;/p&gt;

        &lt;p&gt;
        For more details visit &lt;a href='https://cis-india.org/publications-automated/curricula/courses-taught-and-designed-by-cis/metaphors-and-narratives'&gt;https://cis-india.org/publications-automated/curricula/courses-taught-and-designed-by-cis/metaphors-and-narratives&lt;/a&gt;
        &lt;/p&gt;
    </description>
    <dc:publisher>No publisher</dc:publisher>
    <dc:creator>sachia</dc:creator>
    <dc:rights></dc:rights>


   <dc:date>2011-08-20T22:47:52Z</dc:date>
   <dc:type>Blog Entry</dc:type>
   </item>


    <item rdf:about="https://cis-india.org/raw/histories-of-the-internet/blogs/law-video-technology/impassioned-objects-unraveling-the-history-of-fetish">
    <title>Pleasure and Pornography: Impassioned Objects</title>
    <link>https://cis-india.org/raw/histories-of-the-internet/blogs/law-video-technology/impassioned-objects-unraveling-the-history-of-fetish</link>
    <description>
        &lt;b&gt;In this post, a third in the series documenting her CIS-RAW project, Pleasure and Pornography, Namita Malhotra explores the idea of fetish as examined by Anne McClintock (i) . This detour is an exploration of the notion of fetish, its histories and meanings, and how it might relate to the story of Indian porn. &lt;/b&gt;
        
&lt;p&gt;&lt;br /&gt;The etymology of fetish derives from the word fetico (Portuguese) which means sorcery or magic arts. In 1760, it was used to refer to primitive religions, especially in relation to the growing project of imperialism. In 1867, Marx coined the term commodity fetishism – using the implied meaning of primitive magic to express the central social form of modern industrial economy, whereby the social relation between people metamorphoses into the relation between things. It was only after this, in 1905, that Freud transferred the word, with all these meanings still clinging to it, to the realm of sexuality and perversions. As Anne McClintock points out, in her useful account and re-understanding of the fetish in the book &lt;em&gt;Imperial Leather&lt;/em&gt; (ii), psychoanalysis, philosophy, and Marxism all take shape around the invention of the primitive fetish, which conveniently displaces what the modern mind cannot accommodate onto the invented domain of the primitive. She states that the not-so-concealed rationale of imperialism is fetishism. Fetishists (racial, sexual and other) became a mode of warranting and justifying conquest and control -- whether it was the policing of sexual fetishism for control of classes in Europe and colonies, or the invention of racial fetishism central to the regime of imposing sexual surveillance in the colonies.&lt;strong&gt; The imperial discourse on fetishism became a discipline of containment&lt;/strong&gt; (iii) .&lt;/p&gt;
&lt;p&gt;On the other hand in the realm of sexuality, fetish becomes a question of male sexuality alone -- male perversion par excellence. There are no female fetishists, either for Freud or Lacan, for to speak of female fetishism would involve displacing the basic precepts of psychoanalysis -- namely the scene of castration leading to phallic fetishism. However, McClintock points to the usefulness of studying female fetishism, as it allows for certain things to happen. First, it dislodges the centrality of the phallus in this discourse, which surprisingly makes way for the presence and legitimacy of a multiplicity of pleasures, needs, and contradictions that can’t be resolved or reduced merely to the desire to preserve the phallus. Very often, feminists such as McClintock read the Lacanian insistence on the centrality of the phallus as itself a fetishistic nostalgia for a single, male myth of origins and fetishistic disavowal of difference. Such a notion of fetish, embedded in phallic theory, gets easily reduced to sexual difference and does not allow/admit race or class as crucially formative categories as well; thus, race and class remain continuously of secondary status in the primarily sexually signifying chain.&lt;/p&gt;
&lt;p&gt;“The racist fetishizing of white skin, black fetishizing gold chains, the fetishizing of black dominatraces, lesbians, cross dressing as men the fetishizing of national flags, slave fetishism, class cross-dressing, fetishes such as nipple clips and bras in male transvestism, leather bondage, PVC fetishism, babyism and so on -- these myriad different deployments of fetishistic ambiguity cannot be categorized under a single mark of desire, without great loss of theoretical subtlety and historical complexity.” Also McClintock points to racist, nationalistic and patriotic fetishes -- such as flags, crowns, maps, swastikas (or for instance chaddis) -- that can’t be simply rendered equivalent to the disavowal of male castration anxiety. &lt;br /&gt;&lt;br /&gt;McClintock calls for a renewed investigation of fetishism -- to open it up to a more complex and valuable history in which racial and class hierarchies would play as formative a role as sexuality. Rejecting the Lacanian and Freudian fixation on the phallus as central to psychoanalysis would call for a mutually transforming investigation into the disavowed relations of psychoanalysis and social history. In a way, it would be the bringing together of the varied ways in which fetish has been used -- by Freud (in the domain of psychoanalysis) in the realm of domesticity and the private, and by Marx (in the domain of male socio-economic history) in the realm of the market and possibly in the public. If these meanings were to speak to each other, what we discover is that fetish is in fact the historical enactment of ambiguity itself.&lt;/p&gt;
&lt;p&gt;Fetishism involves the displacement onto an object of contradictions that the individual cannot resolve at a personal level. These contradictions could indeed be social, though lived with profound intensity in the imagination and flesh of the person. The fetish -- rather than being a merely an insignificant sexual or personal practice -- inhabits both personal and historical memory. It marks a crisis in social meaning -- the embodiment of an impossible resolution. This crisis/contradiction is displaced onto and embodied in the fetish object, which is thus destined to recur in compulsive ways. By displacing this power onto the fetish, then manipulating or controlling the fetish, the individual gains symbolic control over what might otherwise be terrifying ambiguities.&lt;/p&gt;
&lt;p&gt;The fetish then can be called an impassioned object; something that emerges from a variety of social contradictions, rather than merely from the scene of castration or phallic centric domains. Hence they are neither universal, nor are they entirely about personal histories alone, but are about personal and historical memory or a social contradiction that is experienced at an intensely personal level. “As composite symbolic objects, fetishes thus embody the traumatic coincidence not only of individual but also of historical memories held in contradiction” (McClintock). This reading of fetishism gives rise to far richer possibilities of cultural analysis.&lt;/p&gt;
&lt;p&gt;Fetish was neither proper to African or Christian European culture, but sprang into being from an abrupt encounter between two heterogeneous worlds during an era of mercantile capitalism and slavery. At this point it clearly embodies the problem of contradictory social value -- whether it is gold as valuable, or gold as warding off bad luck. Though initially just about heathen customs and rituals, it later also becomes a marking of certain groups of people for conquest. It is from this context that Freud transports the word, laden with meanings of conquest and violence, to the realm of sexuality. Obviously these meanings stain future connotations of fetish, the word fetish itself becoming prey to contradictory meanings of race and sex and difference.&lt;/p&gt;
&lt;p&gt;For Freud, the fetish is the embodiment in one object of two positions -- castration and its denial. Though this does capture some sense of the ambiguity that McClintock also refers to, here the meanings oscillate between two, and only two, fixed options (a recurring male economy). The fetish becomes both a permanent memorial to the horror of castration, embodied not in the male but in the female -- as well as a token of triumph, and safeguard against the threat of castration. This has, of course, been critiqued by feminists quite severely. McClintock’s basic argument is that it is indeed hard, considering the varied nature of fetish objects, to find a single originary explanation in the psychic development of the individual -- in a single originary trauma. What is important here, however is to take on this notion of the fetish as an historical enactment of ambiguity itself, and see if as a theoretical concept it has any value to the study of the loose category of Indian porn, especially MMS porn. &lt;br /&gt;&lt;br /&gt;&lt;strong&gt;Soap in these strange days: fetish objects&lt;/strong&gt;&lt;br /&gt;&lt;br /&gt;&lt;em&gt;“Such spectacle creates the promise of a rich sight: not the sight of particular fetishized objects, but sight itself as richness, as the grounds for extensive experience.”&lt;br /&gt;Dana Polan (iv)&lt;/em&gt;&lt;br /&gt;&lt;br /&gt;Anne McClintock’s work on fetish also looks at the seemingly ubiquitous object of soap as the carrier of many ambiguous meanings around gender, class, imperialism -- both the cult of domesticity (the running of the empire of home with servants, sweepers, cleaners, women, maids etc.) and the cult of new imperialism found in soap in its exemplary mediating form. The story of soap, for McClintock, reveals that fetishism rather than a quintessentially African propensity (belonging in the realm of lands and peoples that were being discovered through imperialism) was in fact central to industrial modernity; fetishism was not original either to industrial capitalism or precolonial economies, but was from the outset the embodiment and record of an incongruous and violent encounter (between two or more heterogenous cultures) and about rapid changes of modernity, rather than about the ‘primitive’. &lt;br /&gt;&lt;br /&gt;Marx says that the mystique of the commodity fetish lies not in its use value, but in its exchange value and its potency as a sign: “So far as (a commodity) is a value in use, there is nothing mysterious about it”. This could be linked to the idea of a mobile phone that is supposed to achieve so much beyond mere communication, at least according to the advertising -- they should mend ruptured relations and homes, get all the hot chicks, grow beautiful gardens, change the boring routine of life. For some time, the Samsung mobile phone ad with Estella Warren played in India, which probably moves the mobile phone with camera out of merely its symbolic use as enhancing attractiveness, to actually ‘getting’ or rather capturing girls by clicking. Magically in the ad, the act of clicking photographs make the girl not just willing, but she also takes the phone and photographs herself. Barring one scary moment when it looks like she might turn into an avenging warrior like Xena or The Bride, but instead she simpers into a loving sexy pose, she is willing. The ad can’t be easily dismissed as misogynistic, but it does give an intriguing glimpse of the intimate pictures and moments that can be captured with a mobile phone. &lt;br /&gt;&lt;br /&gt;That a mobile phone is fetishized as a commodity is probably evident, from the rush to get the more enhanced phone with the better camera and features, though mobile phones are also a ubiquitous element of one’s life, in some ways exactly like soap. Probably in a country like India, having a mobile phone can be read as opening up sexual possibilities in a way that wouldn’t be obvious in a more developed country. If the fetish is a social contradiction that is experienced at an intensely personal level, then the mobile phone, especially after the DPS MMS clip, is precariously located between the zones of the private and personal, and that which is entirely in the public domain beyond any control of the person(s). This ability of the mobile phone to occupy simultaneous universes because of its interconnectedness in a network, and that it is (for most people now) an entirely personal object with messages, numbers, conversations, images, videos, is what makes it unpredictable. &lt;br /&gt;&lt;br /&gt;&lt;strong&gt;Looking at MMS porn&lt;/strong&gt;&lt;br /&gt;&lt;em&gt;“Memories were meant to fade. They were built that way for a reason”&lt;br /&gt;Mace, Strange Days&lt;/em&gt;&lt;br /&gt;&lt;br /&gt;When looking at MMS porn, I’m irresistibly reminded of the movie &lt;em&gt;Strange Days&lt;/em&gt;, in which Angela Basset’s character Mace expresses her frustration with Lenny (played by Ralph Fiennes). Lenny is obsessed with preserving memory and accessing other people’s experiences, through what in the movie are called playbacks. Playbacks are recordings of events in the brain that were fed back into brain waves to reproduce the earlier event -- the feelings, the sensations of touch, the smells and not just the visual. Playbacks haven’t been invented yet, but the obsessiveness with which Lenny wheels and deals (he’s also a dealer and collector of playbacks) gives a peculiar insight into how mobile phones are becoming fetish objects of sorts -- particularly MMSs recorded on mobile phones where other people are able to occupy the space of an unknown character that conveniently rarely ever appears on the screen. The famous pornographic ones are the DPS MMS clip and other MMS scandals, including the hidden voyeuristic ones taken without permission, and a precursor of this is Mysore Mallige where the man appears rarely on the screen and only at the end, almost like a signature. In a peculiar way MMS porn becomes like playback from Strange Days, a movie that is attempting to unravel the unknown future mired in technological changes that are messily intertwined with human desire and frailty. A future (set on the date of turning the millennium) that we’ve hopelessly gone past without even asking many of the questions that the characters in the movie pose.&lt;br /&gt;&lt;br /&gt;Indian websites advertise MMS scandals as a specific category of pornography. This category also includes genuine MMS clips of celebrities kissing (Kareena Kapoor), wardrobe malfunctions from Fashion Week, and also fake ones with celebrity look-alikes bathing, changing, having sex (Preity Zinta, Mallika Sherawat). Mostly what is being talked about are videos made on mobile phones by men, who record themselves having sex with ‘gullible’ women. The alleged gullibility of these women is probably essential to the erotic charge of such videos. They are shaky videos, especially when sex is underway, and have a grainy quality that makes them eerily real. Their perspective is usually that of the man who is holding the phone camera and rarely enters the frame himself, whereas the woman is definitely the desirable object that is being captured. Maybe this phenomenon can be understood better if one looks at McClintock’s idea of fetish and whether MMS/images on mobile phones can be located within that category -- whether the ambiguous nature of the video or image recorded on the mobile phone and its ability to be an intensely personal and private object and also to be so easily transmitted into networks signifies a crisis in social meanings around private and public. The mobile phone then merely becomes an object onto which this anxiety is displaced, and the recording of images repeatedly (and anxieties and fears triggered when they accidentally slip into the public domain) are ways of trying to control terrifying ambiguities over the private and the public (where aspects of sexuality, family and selfhood could be calamitously disrupted by a slip between the two categories). (v)&lt;br /&gt;&lt;br /&gt;In a strange way this is a parable for a larger phenomenon of pornographic circulation and the law, as well. The mass circulation of pornography is perceived as a private secret that is kept by all, and whenever there is slip between the two categories, the law and public discourse are barely able to deal with the furore of anxieties. And if not, then the law and public discourse proceed to deal with the banal unbuttoning of Akshay Kumar’s jeans by his wife as obscenity in courtrooms, as if we hadn’t all imagined an MMS that allowed us to be doing the same. &lt;br /&gt;&lt;br /&gt;&amp;nbsp;i. Anne Mcclintok’s work on sadomasochism illuminates some of the arguments that I make in relation to sexual subjectivity and the state’s interests and desires in policing it.&amp;nbsp; (unpublished article for book on queer issues and the law). Her work borrows from notions developed by Foucault. “Sadomasochism plays social power backwards, visibly and outrageously staging hierarchy, difference and power, the irrational, ecstasy or alienation of the body, placing these ideas at the centre of western reason.” The analysis of sexual subjectivity and State’s interest in it also looks at the judgment on sadomasochism by the House of Lords, England that declares such activities that cause severe injuries and maim the body, as illegal, regardless of consent of parties. &lt;br /&gt;ii. Anne Mcclintok, Imperial Leather: Race, gender and sexuality in the colonial contest, Routledge, 1995.&lt;br /&gt;iii. Ibid&lt;br /&gt;iv. Cited from Laura Mulvey, Some Thoughts on Theories of Fetishism in the Context of Contemporary Culture, October, Vol. 65 (Summer, 1993), pp. 3-20.&amp;nbsp;&lt;/p&gt;
&lt;p&gt;v. As in the story of Chanda in Dev.d loosely inspired from the DPS MMS clip incident&lt;br /&gt;&lt;img src="https://cis-india.org/raw/histories-of-the-internet/blogs/law-video-technology/uploads/kalkichanda.jpg/image_preview" alt="Chanda from Dev.d" class="image-inline image-inline" title="Chanda from Dev.d" /&gt;&lt;br /&gt;&lt;br /&gt;&lt;br /&gt;&lt;/p&gt;

        &lt;p&gt;
        For more details visit &lt;a href='https://cis-india.org/raw/histories-of-the-internet/blogs/law-video-technology/impassioned-objects-unraveling-the-history-of-fetish'&gt;https://cis-india.org/raw/histories-of-the-internet/blogs/law-video-technology/impassioned-objects-unraveling-the-history-of-fetish&lt;/a&gt;
        &lt;/p&gt;
    </description>
    <dc:publisher>No publisher</dc:publisher>
    <dc:creator>namita</dc:creator>
    <dc:rights></dc:rights>

    
        <dc:subject>histories of internet in India</dc:subject>
    
    
        <dc:subject>Cyberspace</dc:subject>
    
    
        <dc:subject>internet and society</dc:subject>
    
    
        <dc:subject>Obscenity</dc:subject>
    
    
        <dc:subject>women and internet</dc:subject>
    
    
        <dc:subject>YouTube</dc:subject>
    
    
        <dc:subject>Cyborgs</dc:subject>
    
    
        <dc:subject>Cybercultures</dc:subject>
    
    
        <dc:subject>Digital subjectivities</dc:subject>
    

   <dc:date>2011-08-02T08:35:20Z</dc:date>
   <dc:type>Blog Entry</dc:type>
   </item>


    <item rdf:about="https://cis-india.org/openness/publications/standards/report-on-open-standards-for-gisw2008">
    <title>Report on Open Standards for GISW2008</title>
    <link>https://cis-india.org/openness/publications/standards/report-on-open-standards-for-gisw2008</link>
    <description>
        &lt;b&gt;In this report, Sunil Abraham lays out the importance and the policy implications of Open Standards.&lt;/b&gt;
        
&lt;div id="introduction"&gt;
&lt;p&gt;[&lt;a href="https://cis-india.org/openness/sunil-abrahams-publications/Open-Standards-GISW-2008.pdf" class="internal-link" title="Report on Open Standards for GISW 2008"&gt;PDF copy&lt;/a&gt;]&lt;/p&gt;
&lt;p&gt;Most computer users today remain
“digitally colonised” (Bhattacharya, 2008) due to our unquestioning use
of proprietary standards. As users of proprietary standards we usually
forget that we lose the right to access our own files the moment the
licence for the associated software expires. For example, if I were to
store data, information or knowledge in .doc, .xls or .ppt format, my
ability to read my own files expires the moment the licence for my copy
of Microsoft Office expires.&lt;/p&gt;
&lt;h3&gt;Definition&lt;/h3&gt;
&lt;p&gt;Unlike
the terms “free software” or “open source software”, the term “open
standard” does not have a universally accepted definition. The free and
open source software (FOSS) community largely believes that an open
standard is:&lt;/p&gt;
&lt;/div&gt;
&lt;p&gt;[S]ubject to full public assessment and use
without constraints [royalty-free] in a manner equally available to all
parties; without any components or extensions that have dependencies on
formats or protocols that do not meet the definition of an open
standard themselves; free from legal or technical clauses that limit
its utilisation by any party or in any business model; managed and
further developed independently of any single vendor in a process open
to the equal participation of competitors and third parties; available
in multiple complete implementations by competing vendors, or as a
complete implementation equally available to all parties (Greve, 2007).&lt;/p&gt;
&lt;div id="introduction"&gt;
&lt;h3&gt;The controversy&lt;/h3&gt;
&lt;p&gt;Proprietary
software manufacturers, vendors and their lobbyists often provide a
definition of open standards that is not in line with the above
definition on two counts (Nah, 2006).&lt;/p&gt;
&lt;p&gt;One, they do not
think it is necessary for an open standard to be available on a
royalty-free basis as long as it is available under a “reasonable and
non-discriminatory” (RAND) licence. This means that there are some
patents associated with the standard and the owners of the patents have
agreed to license them under reasonable and non-discriminatory terms
(W3C, 2002). One example is the audio format MP3, an ISO/IEC
[International Organisation for Standardisation/International
Electrotechnical Commission] standard where the associated patents are
owned by Thomson Consumer Electronics and the Fraunhofer Society of
Germany. A developer of a game with MP3 support would have to pay
USD&amp;nbsp;2,500 as royalty for using the standard. While this may be
reasonable in the United States (US), it is unthinkable for an
entrepreneur from Bangladesh. Additionally, RAND licences are
incompatible with most FOSS licensing requirements. Simon Phipps of Sun
Microsystems says that FOSS “serves as the canary in the coalmine for
the word ‘open’. Standards are truly open when they can be implemented
without fear as free software in an open source community” (Phipps,
2007). RAND licences also retard the growth of FOSS, since they are
patented in a few countries. Despite the fact that software is not
patentable in most parts of the world, the makers of various
distributions of GNU/Linux do not include reverse-engineered drivers,
codecs, etc., in the official builds for fear of being sued. Only the
large corporation-backed distributions of GNU/Linux can afford to pay
the royalties needed to include patented software in the official
builds (in this way enabling an enhanced out-of-the-box experience).
This has the effect of slowing the adoption of GNU/Linux, as less
experienced users using community-backed distributions do not have
access to the wide variety of drivers and codecs that users of other
operating systems do (Disposable, 2004). This vicious circle
effectively ensures negligible market presence of smaller
community-driven projects by artificial reduction of competition.&lt;/p&gt;
&lt;p&gt;Two,
proprietary software promoters do not believe that open standards
should be “managed and further developed independently of any single
vendor,” as the following examples will demonstrate. This is equally
applicable to both new and existing standards.&lt;/p&gt;
&lt;p&gt;Microsoft’s
Office Open XML (OOXML) is a relatively new standard which the FOSS
community sees as a redundant alternative to the existing Open Document
Format (ODF). During the OOXML process, delegates were unhappy with the
fact that many components were specific to Microsoft technology,
amongst other issues. By the end of a fast-track process at the ISO,
Microsoft stands accused of committee stuffing: that is, using its
corporate social responsibility wing to coax non-governmental
organisations to send form letters to national standards committees,
and haranguing those who opposed OOXML. Of the twelve new national
board members that joined ISO after the OOXML process started, ten
voted “yes” in the first ballot (Weir, 2007). The European Commission,
which has already fined Microsoft USD&amp;nbsp;2.57 billion for anti-competitive
behaviour, is currently investigating the allegations of committee
stuffing (Calore, 2007). Microsoft was able to use its financial muscle
and monopoly to fast-track the standard and get it approved. In this
way it has managed to subvert the participatory nature of a
standards-setting organisation. So even though Microsoft is ostensibly
giving up control of its primary file format to the ISO, it still
exerts enormous influence over the future of the standard.&lt;/p&gt;
&lt;p&gt;HTML,
on the other hand, is a relatively old standard which was initially
promoted by the Internet Engineering Task Force (IETF), an
international community of techies. However, in 2002, seven years after
the birth of HTML 2.0, the US Department of Justice alleged that
Microsoft used the strategy of “embrace, extend, and extinguish” (US
DoJ, 1999) in an attempt to create a monopoly among web browsers. It
said that Microsoft used its dominance in the desktop operating system
market to achieve dominance in the web-authoring tool and browser
market by introducing proprietary extensions to the HTML standard
(Festa, 2002). In other words, financial and market muscle have been
employed by proprietary software companies – in these instances,
Microsoft – to hijack open standards.&lt;/p&gt;
&lt;h3&gt;The importance&lt;/h3&gt;
&lt;p&gt;There
are many technical, social and ethical reasons for the adoption and use
of open standards. Some of the reasons that should concern governments
and other organisations utilising public money – such as multilaterals,
bilaterals, civil society organisations, research organisations and
educational institutions – are listed below.&lt;/p&gt;
&lt;ul&gt;&lt;li&gt;&lt;strong&gt;Innovation/competitiveness:&lt;/strong&gt;
Open standards are the bases of most technological innovations, the
best example of which would be the internet itself (Raymond, 2000). The
building blocks of the internet and associated services like the world
wide web are based on open standards such as TCP/IP, HTTP, HTML, CSS,
XML, POP3 and SMTP. Open standards create a level playing field that
ensures greater competition between large and small, local and foreign,
and new and old companies, resulting in innovative products and
services. Instant messaging, voice over internet protocol (VoIP),
wikis, blogging, file-sharing and many other applications with
large-scale global adoption were invented by individuals and small and
medium enterprises, and not by multinational corporations. &lt;/li&gt;&lt;li&gt;&lt;strong&gt;Greater interoperability:&lt;/strong&gt;
Open standards ensure the ubiquity of the internet experience by
allowing different devices to interoperate seamlessly. It is only due
to open standards that consumers are able to use products and services
from competing vendors interchangeably and simultaneously in a seamless
fashion, without having to learn additional skills or acquire
converters. For instance, the mail standard IMAP can be used from a
variety of operating systems (Mac, Linux and Windows), mail clients
(Evolution, Thunderbird, Outlook Express) and web-based mail clients.
Email would be a completely different experience if we were not able to
use our friends’ computers, our mobile phones, or a cybercafé to check
our mail. &lt;/li&gt;&lt;li&gt;&lt;strong&gt;Customer autonomy: &lt;/strong&gt;Open
standards also empower consumers and transform them into co-creators or
“prosumers” (Toffler, 1980). Open standards prevent vendor lock-in by
ensuring that the customer is able to shift easily from one product or
service provider to another without significant efforts or costs
resulting from migration. &lt;/li&gt;&lt;li&gt;&lt;strong&gt;Reduced cost: &lt;/strong&gt;Open
standards eliminate patent rents, resulting in a reduction of total
cost of ownership. This helps civil society develop products and
services for the poor. &lt;/li&gt;&lt;li&gt;&lt;strong&gt;Reduced obsolescence: &lt;/strong&gt;Software
companies can leverage their clients’ dependence on proprietary
standards to engineer obsolescence into their products and force their
clients to keep upgrading to newer versions of software. Open standards
ensure that civil society, governments and others can continue to use
old hardware and software, which can be quite handy for sectors that
are strapped for financial resources. &lt;/li&gt;&lt;li&gt;&lt;strong&gt;Accessibility: &lt;/strong&gt;Operating
system-level accessibility infrastructure such as magnifiers, screen
readers and text-to-voice engines require compliance to open standards.
Open standards therefore ensure greater access by people with
disabilities, the elderly, and neo-literate and illiterate users.
Examples include the US government’s Section 508 standards, and the
World Wide Web Consortium’s (W3C) WAI-AA standards.&lt;/li&gt;&lt;li&gt;&lt;strong&gt;Free access to the state:&lt;/strong&gt;
Open standards enable access without forcing citizens to purchase or
pirate software in order to interact with the state. This is critical
given the right to information and the freedom of information
legislations being enacted and implemented in many countries these
days. &lt;/li&gt;&lt;li&gt;&lt;strong&gt;Privacy/security:&lt;/strong&gt; Open
standards enable the citizen to examine communications between personal
and state-controlled devices and networks. For example, open standards
allow users to see whether data from their media player and browser
history are being transmitted along to government servers when they
file their tax returns. Open standards also help prevent corporate
surveillance. &lt;/li&gt;&lt;li&gt;&lt;strong&gt;Data longevity and  archiving: &lt;/strong&gt;Open
standards ensure that the expiry of software licences does not prevent
the state from accessing its own information and data. They also ensure
that knowledge that has been passed on to our generation, and the
knowledge generated by our generation, is safely transmitted to all
generations to come. &lt;/li&gt;&lt;li&gt;&lt;strong&gt;Media monitoring:&lt;/strong&gt;
Open standards ensure that the voluntary sector, media monitoring
services and public archives can keep track of the ever-increasing
supply of text, audio, video and multimedia generated by the global
news, entertainment and gaming industries. In democracies, watchdogs
should be permitted to reverse-engineer proprietary standards and
archive critical ephemeral media in open standards.&lt;/li&gt;&lt;/ul&gt;
&lt;h3&gt;Policy implications&lt;/h3&gt;
&lt;p&gt;Corporations
have a right to sell products based on proprietary standards just as
consumers have a right to choose between products that use open
standards, proprietary standards, or even a combination of such
standards. Governments, however, have a responsibility to use open
standards, especially for interactions with the public and where the
data handled has a direct impact on democratic values and quality of
citizenship. In developing countries, governments have greater
responsibility because most often they account for over 50% of the
revenues of proprietary software vendors. Therefore, by opting for open
standards, governments can correct an imbalanced market situation
without needing any additional resources. Unfortunately, many
governments lack the expertise to counter the campaigns of fear,
uncertainty and doubt unleashed by proprietary standards lobbyists with
unlimited expense accounts.&lt;/p&gt;
&lt;p&gt;Most governments from the
developing world do not participate in international standard-setting
bodies. On the other hand, proprietary software lobbyists like the
Business Software Alliance (BSA) and Comptia attend all national
meetings on standards. This has forced many governments to shun these
forums and exacerbate the situation by creating more (totally new)
standards. Therefore, governments need the support of academic and
civil society organisations in order to protect the interests of the
citizen. For example, the Indian Institute of Technology in Kanpur
(IIT-K) helped the government of India develop the open standard Smart
Card Operating System for Transport Applications (SCOSTA) for smart
card-based driving licences and vehicle registration documents.
Proprietary vendors tried to jettison the move by saying that the
standard was technically not feasible. IIT-K developed a reference
implementation on FOSS to belie the vendor's claims. As a consequence,
the government of India was able to increase the number of empanelled
smart-card vendors from four to fifteen and reduce the price of a smart
card by around USD&amp;nbsp;7 each (UNDP, 2007a). This will hopefully result in
enormous savings during the implementation of a national multi-purpose
identification card in India.&lt;/p&gt;
&lt;p&gt;In some instances,
proprietary standards are technically superior or more universally
supported in comparison to open standards. In such cases the government
may be forced to adopt proprietary and de facto standards in the short
and medium term. But for long-term technical, financial and societal
benefits, many governments across the world today are moving towards
open standards. The most common policy instruments for implementation
of open standards policy are government interoperability frameworks
(GIFs). Governments that have published GIFs include the United
Kingdom, Denmark, Brazil, Canada, the European Union, Malaysia, Hong
Kong, Malaysia, New Zealand, and Australia (UNDP, 2007b).&lt;/p&gt;
&lt;p&gt;While
challenges to the complete adoption of open standards in the public
sector and civil society remain, one thing is certain: the global march
towards openness, though slow, is irreversible and inevitable.&lt;/p&gt;
&lt;h3&gt;References&lt;/h3&gt;
&lt;p align="left"&gt;Bhattacharya, J. (2008) &lt;em&gt;Technology  Standards: A Route to Digital Colonization. Open Source, Open Standards and Technological  Sovereignty&lt;/em&gt;.
      . &lt;br /&gt;
Available at:&lt;br /&gt;
        &lt;a href="http://knowledge.oscc.org.my/practice-areas/%E2%80%8Cgovernment%E2%80%8C/oss-seminar-putrajaya-2008/technology-standards-a-route-to-digital/at_download/file"&gt;knowledge.oscc.org.my/practice-areas/‌government‌/oss-seminar-putrajaya-2008/technology-standards-a-route-to-digital/at_download/file&lt;/a&gt;&lt;/p&gt;
&lt;p align="left"&gt;Calore, M. (2007) Microsoft Allegedly Bullies and Bribes to Make Office  an International Standard. &lt;em&gt;Wired&lt;/em&gt;, 31  August. &lt;br /&gt;
Available at: &lt;a href="http://www.wired.com/software/coolapps/news/2007/08/ooxml_vote"&gt;www.wired.com/software/coolapps/news/2007/08/ooxml_vote&lt;/a&gt;&lt;/p&gt;
&lt;p align="left"&gt;Disposable (2004) &lt;em&gt;Ubuntu  multimedia HOWTO&lt;/em&gt;. &lt;br /&gt;
Available at: &lt;a href="http://www.oldskoolphreak.com/tfiles/%E2%80%8Chack/%E2%80%8Cubuntu.txt"&gt;www.oldskoolphreak.com/tfiles/‌hack/‌ubuntu.txt&lt;/a&gt;&lt;/p&gt;
&lt;p align="left"&gt;Festa, P. (2002) W3C members: Do as we say, not as we do. &lt;em&gt;CNET News&lt;/em&gt;, 5 September. &lt;br /&gt;
Available at: &lt;a href="http://news.cnet.com/2100-1023-956778.html"&gt;news.cnet.com/2100-1023-956778.html&lt;/a&gt;&lt;/p&gt;
&lt;p&gt;Greve, G.  (2007) &lt;em&gt;An emerging understanding of open  standards&lt;/em&gt;.&lt;br /&gt;
      . &lt;br /&gt;
Available at: &lt;a href="http://www.fsfe.org/%E2%80%8Cfellows%E2%80%8C/greve/freedom_bits/an_emerging_understanding_of_open_standards"&gt;www.fsfe.org/‌fellows‌/greve/freedom_bits/an_emerging_understanding_of_open_standards&lt;/a&gt;&lt;/p&gt;
&lt;p align="left"&gt;Nah, S.H. (2006) &lt;em&gt;FOSS Open  Standards&lt;/em&gt; &lt;em&gt;Primer&lt;/em&gt;. New Delhi:  UNDP-APDIP. &lt;br /&gt;
Available at:  &lt;a href="http://www.iosn.net/open-standards/foss-open-standards-primer/foss-openstds-withnocover.pdf"&gt;www.iosn.net/open-standards/foss-open-standards-primer/foss-openstds-withnocover.pdf&lt;/a&gt;&lt;/p&gt;
&lt;p align="left"&gt;Phipps, S. (2007) &lt;em&gt;Roman Canaries&lt;/em&gt;.. &lt;br /&gt;
Available at: &lt;a href="http://blogs.sun.com/webmink/entry/%E2%80%8Croman_canaries"&gt;blogs.sun.com/webmink/entry/‌roman_canaries&lt;/a&gt;‌&lt;/p&gt;
&lt;p align="left"&gt;Raymond, E.S. (2000) &lt;em&gt;The Magic  Cauldron&lt;/em&gt;. &lt;br /&gt;
Available at: &lt;a href="http://www.catb.org/%7Eesr/writings/%E2%80%8Ccathedral-%E2%80%8Cbazaar/%E2%80%8Cmagic-%E2%80%8Ccauldron/%E2%80%8Cindex.html"&gt;www.catb.org/~esr/writings/‌cathedral-‌bazaar/‌magic-‌cauldron/‌index.html&lt;/a&gt;&lt;/p&gt;
&lt;p align="left"&gt;Toffler, A. (1980) &lt;em&gt;The Third Wave&lt;/em&gt;.  New York: Bantam.&lt;/p&gt;
&lt;p align="left"&gt;UNDP (United Nations Development Programme) (2007a) &lt;em&gt;e-Government Interoperability: A Review of Government  Interoperability Frameworks in Selected Countries&lt;/em&gt;. &lt;br /&gt;
Available at: &lt;a href="http://www.apdip.net/projects/gif/gifeprimer"&gt;www.apdip.net/projects/gif/gifeprimer&lt;/a&gt;&lt;/p&gt;
&lt;p align="left"&gt;UNDP (2007b) &lt;em&gt;e-Government  Interoperability: Guide&lt;/em&gt;. &lt;br /&gt;
Available at:  &lt;a href="http://www.apdip.net/projects/gif/GIF-Guide.pdf"&gt;www.apdip.net/projects/gif/GIF-Guide.pdf&lt;/a&gt;&lt;/p&gt;
&lt;p align="left"&gt;US DoJ (Department of Justice) (1999) &lt;em&gt;Proposed Findings of Fact – Revised&lt;/em&gt;. &lt;br /&gt;
Available at: &lt;a href="http://www.usdoj.gov/%E2%80%8Catr/%E2%80%8Ccases/%E2%80%8Cf2600/v-a.pdf"&gt;www.usdoj.gov/‌atr/‌cases/‌f2600/v-a.pdf&lt;/a&gt;&lt;/p&gt;
&lt;p align="left"&gt;W3C (World Wide Web Consortium) (2002) &lt;em&gt;Current patent practice&lt;/em&gt;. &lt;br /&gt;
Available at:  &lt;a href="http://www.w3.org/TR/patent-practice#def-RAND"&gt;www.w3.org/TR/patent-practice#def-RAND&lt;/a&gt;&lt;/p&gt;
&lt;p align="left"&gt;Weir, R. (2007) &lt;em&gt;How to hack  ISO&lt;/em&gt;. &lt;br /&gt;
Available at: &lt;a href="http://www.robweir.com/blog/2007/09/how-to-hack-iso.html"&gt;www.robweir.com/blog/2007/09/how-to-hack-iso.html&lt;/a&gt;&lt;/p&gt;
&lt;/div&gt;

        &lt;p&gt;
        For more details visit &lt;a href='https://cis-india.org/openness/publications/standards/report-on-open-standards-for-gisw2008'&gt;https://cis-india.org/openness/publications/standards/report-on-open-standards-for-gisw2008&lt;/a&gt;
        &lt;/p&gt;
    </description>
    <dc:publisher>No publisher</dc:publisher>
    <dc:creator>pranesh</dc:creator>
    <dc:rights></dc:rights>

    
        <dc:subject>Open Standards</dc:subject>
    
    
        <dc:subject>FLOSS</dc:subject>
    

   <dc:date>2009-01-05T06:52:54Z</dc:date>
   <dc:type>Blog Entry</dc:type>
   </item>


    <item rdf:about="https://cis-india.org/publications-automated/cis/sunil/Open-Standards-GISW-2008.pdf">
    <title>Report on Open Standards for GISW 2008</title>
    <link>https://cis-india.org/publications-automated/cis/sunil/Open-Standards-GISW-2008.pdf</link>
    <description>
        &lt;b&gt;A report on Open Standards prepared by Sunil Abraham, for the Global Information Society Watch 2008.  As on their site, GISWatch focuses on monitoring progress made towards implementing the World Summit on the Information Society (WSIS) action agenda and other international and national commitments related to information and communications. It also provides analytical overviews of institutions involved in implementation. &lt;/b&gt;
        
        &lt;p&gt;
        For more details visit &lt;a href='https://cis-india.org/publications-automated/cis/sunil/Open-Standards-GISW-2008.pdf'&gt;https://cis-india.org/publications-automated/cis/sunil/Open-Standards-GISW-2008.pdf&lt;/a&gt;
        &lt;/p&gt;
    </description>
    <dc:publisher>No publisher</dc:publisher>
    <dc:creator>pranesh</dc:creator>
    <dc:rights></dc:rights>

    
        <dc:subject>Open Standards</dc:subject>
    
    
        <dc:subject>Publications</dc:subject>
    

   <dc:date>2011-08-23T02:57:53Z</dc:date>
   <dc:type>File</dc:type>
   </item>


    <item rdf:about="https://cis-india.org/about/substantive-areas/new-pedagogies/piracy">
    <title>Piracy</title>
    <link>https://cis-india.org/about/substantive-areas/new-pedagogies/piracy</link>
    <description>
        &lt;b&gt;&lt;/b&gt;
        
&lt;h3&gt;Context&lt;/h3&gt;
&lt;ol&gt;&lt;/ol&gt;
&lt;ol&gt;&lt;li&gt;
&lt;p align="justify"&gt;Loss of
	civil liberties as a result of increased and indiscriminate
	enforcement activities by State and private bodies.&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p align="justify"&gt;Conflation
	of piracy with concepts such as terrorism, child pornography and
	drug trafficking which prevents legitimate off-line and online
	sharing and growth of P2P technologies.&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p align="justify"&gt;Long
	term social impact of sizable section of the citizenry that views
	themselves as operating outside the law.&lt;/p&gt;
&lt;/li&gt;&lt;/ol&gt;
&lt;h3&gt;Research Agenda&lt;/h3&gt;
&lt;ol&gt;&lt;li&gt;
&lt;p align="justify"&gt;Analyse
	different acts that are considered piracy from legal, enforcement,
	corporate and general public perspectives. Document changes in the
	definition of piracy over time in different contexts. Interrogate
	the double standards employed by corporations, film industry using
	case-studies such as T-Series, YouTube/torrent leaks, etc.&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p align="justify"&gt;Study
	the prevalence of piracy in different regions of the world, market
	segments, technologies and sections of society.  Document the
	social, cultural, technological and economic repercussions of these
	increased levels of piracy. For example: a) understanding how piracy
	contribute to increased consumer choice; b) examining the
	correlation between P2P and piracy-based distribution and
	enhancement of reputation and growth in market share of individual
	artists, bands and small companies.&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p align="justify"&gt;Document
	the contribution of pirates to the development of cutting edge
	technologies and pushing of the limits of end-user experience.
	Analysing different techniques for movie, book, television,
	software and music piracy employed by individuals and industries.&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p align="justify"&gt;Identify
	and document various factors which contribute to high level of
	piracy in developing countries. Design and propose strategies and
	policy positions such as: parallel imports, compulsory licensing,
	media surcharge and open licenses to reduce levels of copyright
	infringement.&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p align="justify"&gt;Document
	and analyze various methods and methodologies for studying and
	tracking piracy. For example aggregation and consolidation of P2P
	statistics by companies such as Big Champagne. Provide technical
	strategies for those engaged in legitimate sharing to protect their
	privacy and civil rights against surveillance technologies.&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p align="justify"&gt;Studying
	national and regional laws that governs copyright infringement and
	propose changes that protect Access to Knowledge. Examining case law
	for trends, including analysis of the kinds of punishments which are
	prescribed for copyright infringement.&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p align="justify"&gt;Documenting
	due procedure for enforcement against individuals and organizations?
	Analyzing the legal validity of evidence submitted by enforcement
	agencies for different forms of alleged off-line and online
	copyright infringement.&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p align="justify"&gt;Document
	and analyse the
	attention paid by developing country policy makers to piracy in
	different markets and technologies. Identify and monitor state
	agencies engaged in tracking piracy and undertaking enforcement
	activities?&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p align="justify"&gt;How do
	citizens justify acts of piracy? How do they view themselves and
	others as criminals?&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p align="justify"&gt;Document
	the correlation between high speed Internet connections and
	peer-to-peer file sharing programmes and illegal and legal sharing
	of knowledge.&lt;/p&gt;
&lt;/li&gt;&lt;/ol&gt;
&lt;h3&gt;Resources&lt;/h3&gt;
&lt;ol&gt;&lt;li&gt;
&lt;p&gt;&lt;a class="external-link" href="http://www.enotes.com/internet-piracy-article"&gt;Internet
	Piracy—An introduction&lt;/a&gt;&amp;nbsp;&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p&gt;&lt;a class="external-link" href="http://209.85.175.104/search?q=cache:dy2BJ2AiV84J:www.cs.armstrong.edu/sjodis/COURSES/2070/SWPiracy.ppt+what+is+internet+piracy&amp;amp;hl=en&amp;amp;ct=clnk&amp;amp;cd=6&amp;amp;gl=uk"&gt;Introduction
	to Internet Piracy&amp;nbsp;&lt;/a&gt;&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p&gt;&lt;a class="external-link" href="http://www.moreintelligentlife.com/node/719"&gt;Internet
	piracy is good for films&amp;nbsp;&lt;/a&gt;&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p&gt;&lt;a class="external-link" href="http://portal.unesco.org/culture/en/files/28696/11513329261panethiere_en.pdf/panethiere_en.pdf"&gt;The
	persistence of piracy: the consequences for creativity, for culture,
	and for sustainable development&lt;/a&gt;&lt;/p&gt;
&lt;/li&gt;&lt;/ol&gt;
&lt;ol start="5"&gt;&lt;li&gt;
&lt;p&gt;&lt;a class="external-link" href="http://www.ft.com/cms/s/0/e72884f6-6175-11dd-af94-000077b07658.html?nclick_check=1"&gt;Music
	industry ‘should embrace illegal websites’&lt;/a&gt;&lt;/p&gt;
&lt;/li&gt;&lt;/ol&gt;
&lt;ol start="6"&gt;&lt;li&gt;
&lt;p&gt;&lt;a class="external-link" href="http://ivana-dee.blogspot.com/2008/07/causes-of-ilegal-music-products.html"&gt;Causes
	of illegal music product’s existence&lt;/a&gt;&lt;/p&gt;
&lt;/li&gt;&lt;/ol&gt;
&lt;ol start="7"&gt;&lt;li&gt;
&lt;p&gt;&lt;a class="external-link" href="http://www.guardian.co.uk/technology/2008/feb/23/piracy.internet"&gt;Creativity
	policy pits internet providers against pirates&lt;/a&gt;&lt;/p&gt;
&lt;/li&gt;&lt;/ol&gt;
&lt;ol start="8"&gt;&lt;li&gt;
&lt;p&gt;&lt;a class="external-link" href="http://www.mindjack.com/feature/piracy051305.html"&gt;Piracy
	is good?&lt;/a&gt;&lt;/p&gt;
&lt;/li&gt;&lt;/ol&gt;

        &lt;p&gt;
        For more details visit &lt;a href='https://cis-india.org/about/substantive-areas/new-pedagogies/piracy'&gt;https://cis-india.org/about/substantive-areas/new-pedagogies/piracy&lt;/a&gt;
        &lt;/p&gt;
    </description>
    <dc:publisher>No publisher</dc:publisher>
    <dc:creator>royson</dc:creator>
    <dc:rights></dc:rights>


   <dc:date>2009-01-26T10:23:49Z</dc:date>
   <dc:type>Page</dc:type>
   </item>


    <item rdf:about="https://cis-india.org/about/substantive-areas/public-accountability/int-ellectural.-property-right-and-trade">
    <title>Intellectual Property Rights and Trade</title>
    <link>https://cis-india.org/about/substantive-areas/public-accountability/int-ellectural.-property-right-and-trade</link>
    <description>
        &lt;b&gt;&lt;/b&gt;
        
&lt;h3&gt;Context&lt;/h3&gt;
&lt;ol&gt;&lt;/ol&gt;
&lt;ol&gt;&lt;li&gt;
&lt;p align="justify"&gt;Increasing expansion,
	propertisation and commoditisation of intellectual property rights,
	leading to a loss of balance that IPRs are meant to reflect.&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p align="justify"&gt;Increasing instances
	where IPRs policies and practices conflict with&amp;nbsp;innovation,
	equitable access, and freedom of speech.&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p align="justify"&gt;Unrealistic and
	inappropriate application of traditional notions of IP to the
	digital world, where content and medium are often distinct, leading
	to transitory RAM copies being considered copies, etc.&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p align="justify"&gt;Increasing tensions
	between IP and propagation of materials over the Internet,
	criminalization of every-day actions of ordinary citizens.&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p align="justify"&gt;Increasing tendency
	of IP protectionists to call upon access and copy restriction
	technologies to intermediate digital consumption of IP, displacing
	notions of fair dealings, exceptions and limitations etc.&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p align="justify"&gt;Lack of transparency
	in international negotiations on IP enforcement, and increasing
	pressures on developing countries to sign IP treaties by using
	strong-arm tactics (often as a precondition to trade).&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p&gt;Uncritical (or unwilling) adoption
	of maximalist IP regimes by developing nations as part of asymmetric
	negotiation for market access or subsidies.&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p align="justify"&gt;Lack of critical
	understanding of the role IPR plays in different stages of an
	industry’s or nation's growth, and an unwillingness to look at
	deteriorative effects of IPR, such as chilling of technological
	advancement especially in industries with the incremental
	advancement model&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p align="justify"&gt;Unwillingness of
	governments and industry to explore questions of “negative IP”
	spaces.&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p align="justify"&gt;Lack of understanding
	in judges, lawmakers, and the general public of the meaning, purpose
	and impact of intellectual property rights.&amp;nbsp;&lt;/p&gt;
&lt;/li&gt;&lt;/ol&gt;
&lt;h3 align="justify"&gt;Research Agenda&lt;/h3&gt;
&lt;ol&gt;&lt;li&gt;
&lt;p align="justify"&gt;Questioning and
	re-imagination of the philosophical underpinnings of IPRs, to make
	them more consistent with a framework of equitable access to
	knowledge, more in line with actual practices of cultural
	production, and less restrictive of free speech.&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p align="justify"&gt;Analysing the
	differences between digital and non-digital frameworks from the
	viewpoint of copyright, and examining the need and possibilities for
	a nuanced approach to “copying” in a world where everything is a
	copy.&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p align="justify"&gt;Studying the forms of
	traditional knowledge protection being adopted by various countries,
	and especially the use of technology in doing so.&amp;nbsp;
	Understanding the tensions between access to knowledge commons and
	protection of traditional knowledge and traditional cultural
	expressions.&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p align="justify"&gt;Questioning the
	dominant IPR regime from a constitutional perspective of free
	speech, and seeing if there is any additional protection to be
	gained from that constitutional right.&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p align="justify"&gt;Questioning the
	dominant IPR regime from the constitutional perspective of
	competition law and supporting the research agenda of competition
	commissions in developing countries.&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p align="justify"&gt;Questioning the
	dominant IPR regime from the constitutional perspective of tax law
	and documenting the systemic avoidance of taxation by IP
	rights-holders.&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p align="justify"&gt;Contributing to the
	research agenda of activists interested in a WIPO treaty on minimum
	exceptions and limitations to copyright law especially from the
	perspective of disabled, aged and illiterate citizens.&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p align="justify"&gt;Monitoring the IP
	policies in various states (both written, like the TK policy in
	Kerala, and otherwise) and analysing them to see if they promote
	equitable access and innovation.&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p align="justify"&gt;Researching issues
	rising from “common carrier” status for ISPs and online service
	providers in order to mitigate ISP liability, surveillance,
	bandwidth shaping, etc.&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p align="justify"&gt;Collecting
	information on negative IP spaces, to understand what leads to such
	fundamentally different approaches to innovation, and raising
	questions as to whether such spaces (e.g., the fashion industry) are
	actually embracing IP.&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p align="justify"&gt;Monitoring, analysing
	and articulating civil society responses to bilateral and
	multi-lateral trade agreements that would affect access to knowledge
	in developing countries.&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p align="justify"&gt;Unpacking and
	analysing the Bayh-Dole model being adopted by various countries
	(and under consideration in India), to see whether it spurs
	innovation or results in public funds being used to enrich private
	parties.&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p align="justify"&gt;Exploring issues of
	IP rights in personal data, such as that held in various networking
	sites, etc.&lt;/p&gt;
&lt;/li&gt;&lt;/ol&gt;
&lt;h3&gt;Resources&lt;/h3&gt;
&lt;ol&gt;&lt;li&gt;
&lt;p&gt;Copyright
	and Free Speech (Uma Suthersenan et al., eds., 2005)&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p&gt;EFF’s
	IP section. http://www.eff.org/issues/intellectual-property&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p&gt;Yochai
	Benkler, The Wealth of Networks (2006)&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p&gt;Jonathan
	Zittrain, The Future of the Internet and How to Stop It (2008)&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p&gt;Chris
	Anderson, The Long Tail&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p&gt;Jack
	Goldsmith &amp;amp; Tim Wu, Who Controls the Internet?&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p&gt;Madhavi
	Sunder, IP3, 59 Stanford L. Rev. 257 (2006)&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p&gt;Rethinking
	Commodification (Martha M. Ertman &amp;amp; Joan C. Williams eds., 2005)&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p&gt;Yochai
	Benkler, Siren Songs and Amish Children: Autonomy, Information, and
	Law, 76 New York U. L. Rev. 23 (2001)&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p&gt;Wendy
	J. Gordon, Copyright Norms and the Problem of Private Censorship, in
	Copyright and Free Speech: Comparative and International Analyses
	(Jonathan Griffiths &amp;amp; Uma Suthersanen, eds., 2005)&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p&gt;Yochai
	Benkler, &lt;em&gt;Free as the
	Air to Common Use: First Amendment Constraints on Enclosure of the
	Public Domain&lt;/em&gt;, 74
	New York U. L. Rev. 354 (1999)&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p&gt;Neil
	Weinstock Netanel, Copyright and a Democratic Civil Society, 106
	Yale L.J. 283 (1996)&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p&gt;Margaret
	Jane Radin &amp;amp; Madhavi Sunder, &lt;em&gt;Foreword:
	The Subject and Object of Commodification&lt;/em&gt;,
	in Rethinking Commodification (Martha M. Ertman &amp;amp; Joan C.
	Williams eds., 2005)&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p&gt;Mark
	Rose, Authors and Owners: The Invention of Copyright 12 (1994)&lt;/p&gt;
&lt;/li&gt;&lt;li&gt;
&lt;p&gt;Madhavi
	Sunder, The Invention of Traditional Knowledge  (U.C. Davis Legal
	Studies Research Paper  No. 75, 2006),
	http://papers.ssrn.com/sol3/papers.cfm?abstract_id=890657&lt;/p&gt;
&lt;/li&gt;&lt;/ol&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;

        &lt;p&gt;
        For more details visit &lt;a href='https://cis-india.org/about/substantive-areas/public-accountability/int-ellectural.-property-right-and-trade'&gt;https://cis-india.org/about/substantive-areas/public-accountability/int-ellectural.-property-right-and-trade&lt;/a&gt;
        &lt;/p&gt;
    </description>
    <dc:publisher>No publisher</dc:publisher>
    <dc:creator>royson</dc:creator>
    <dc:rights></dc:rights>


   <dc:date>2008-09-21T14:57:53Z</dc:date>
   <dc:type>Page</dc:type>
   </item>




</rdf:RDF>
