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    <item rdf:about="https://cis-india.org/news/copyright-access-for-the-disabled-and-collaborative-ip-policy">
    <title>Copyright Access for the Disabled and Collaborative IP Policy</title>
    <link>https://cis-india.org/news/copyright-access-for-the-disabled-and-collaborative-ip-policy</link>
    <description>
        &lt;b&gt;A blog post on SPICY IP by Shamnad Basheer, November 18, 2009&lt;/b&gt;
        
&lt;p style="text-align: justify;"&gt;In &lt;a href="http://spicyipindia.blogspot.com/2009/10/print-impairment-and-copyrights.html"&gt;&lt;u&gt;previous p&lt;/u&gt;&lt;/a&gt;&lt;a href="http://spicyipindia.blogspot.com/2009/10/print-impairment-and-copyrights.html"&gt;&lt;u&gt;osts&lt;/u&gt;&lt;/a&gt;, we covered the &lt;a href="http://lawandotherthings.blogspot.com/2009/09/right-to-read-campaign.html"&gt;&lt;u&gt;Right to Read &lt;/u&gt;&lt;/a&gt;&lt;a href="http://lawandotherthings.blogspot.com/2009/09/right-to-read-campaign.html"&gt;&lt;u&gt;Campaign&lt;/u&gt;&lt;/a&gt;, a campaign aimed at increasing access to copyrighted works for the print impaired. As many of you know, most works of literature, science and the arts are practically out of bounds for the disabled, unless converted to readable formats such as Braille or digitized and accessed via expensive &lt;a href="http://en.wikipedia.org/wiki/Screen_reader"&gt;&lt;u&gt;screen reader&lt;/u&gt;&lt;/a&gt; software such as&lt;a href="http://en.wikipedia.org/wiki/Job_Access_With_Speech"&gt;&lt;u&gt; JAWS&lt;/u&gt;&lt;/a&gt;.&lt;/p&gt;
&lt;p style="text-align: justify;"&gt;Recently, this campaign, the brainchild of &lt;a href="http://www.cis-india.org/events/the-right-to-read-campaign-chennai/"&gt;&lt;u&gt;CIS &lt;/u&gt;&lt;/a&gt;and &lt;a href="http://www.inclusiveplanet.com/"&gt;&lt;u&gt;Inclusive Planet&lt;/u&gt;&lt;/a&gt;, came home to us at &lt;a href="http://nujs-academics.blogspot.com/"&gt;&lt;u&gt;NUJS, Kolkata&lt;/u&gt;&lt;/a&gt; and I was amazed to see the bonding between these children of a lesser god and their struggle to transform society into a more inclusive one. NUJS was particularly fortunate to host this campaign that day, as we have a student (Moiz Tundawalla, who ranks in the top 5 of his class) as well as a faculty member, &lt;a href="http://www.hinduonnet.com/thehindu/mp/2004/03/29/stories/2004032902320400.htm"&gt;&lt;u&gt;Dr TV Sudhakar&lt;/u&gt;&lt;/a&gt;, who are visually impaired.&lt;/p&gt;
&lt;p style="text-align: justify;"&gt;As part of the campaign, a group of us including Rahul Cherian of Inclusive Planet (and the brain behind &lt;a href="http://www.bookbole.com/"&gt;&lt;u&gt;Bookbole&lt;/u&gt;&lt;/a&gt;, one of the most innovative solutions yet catering to the needs of the visually impaired), Sunil Abraham and Nirmita Narasimhan of CIS and Lawrence Liang of ALF began working on a copyright defence that would enable the conversion of copyrighted works to more accessible formats for the disabled..formats that would enable them to enjoy such works as comfortably as the others.&lt;/p&gt;
&lt;p style="text-align: justify;"&gt;Such a provision is critical, given that hardly 0.5% of all published books are accessible by the print impaired. Further, given the constitutional mandate that each one of us shall have the right to life under Article 21 (which includes the right to education and the right to read) and the right not to be discriminated against (under Article 14), the State is under a positive obligation to provide accessible works to the disabled and thereby help them lead better lives.&lt;/p&gt;
&lt;p style="text-align: justify;"&gt;The Government Copyright Proposal&lt;/p&gt;
&lt;p style="text-align: justify;"&gt;This is not to suggest that the Indian government lacks sensitivity on this count. Indeed, it is commendable that as far as back as 2006, the government proposed the introduction of Section 52 (1) (za) to the Copyright Act, 1957 to resolve the issue.&lt;/p&gt;
&lt;p style="text-align: justify;"&gt;The proposed Section 52 (1) (za) states that the following act shall not constitute an infringement of copyright: “reproduction, issue of copies or communication to the public of any work in a format, including sign language, specially designed (emphasis added) only for the use of persons suffering from a visual, aural or other disability that prevents their enjoyment of such works in their normal format.”&lt;/p&gt;
&lt;p style="text-align: justify;"&gt;While this is a great start, this draft suffers from some serious limitations:&lt;/p&gt;
&lt;ol start="1"&gt;&lt;li&gt;
&lt;div style="text-align: justify;"&gt;Firstly, it restricts permissible formats to those “specially designed” for persons with disabilities. In practical terms, this means that only Braille and sign language is permitted. As many of you may know, Braille is extremely expensive to print and distribute and is not portable. Moreover persons with low vision, dyslexics, people with paralysis, cerebral palsy etc. cannot use Braille and require alternate formats.&lt;br /&gt;Given recent technological developments and the burgeoning of audio formats and electronic formats that are now used by a large number of visually impaired persons, the exception ought to cover such formats as well... formats that do not strictly constitute "formats specially designed for the disabled". Indeed, any creation of a digitized version of a copyrighted work would enable access by the visually impaired (provided they have tools such as screen reading software on their respective computers).&lt;br /&gt;We understand that the Indian government wishes to ensure that the defence is availed of only by the disabled and not by others, who may free ride on such an exception. While limiting the exception to “formats specially designed for the disabled” may help achieve this objective, it seriously limits the scope of access by the disabled in this technological day and age, as explained above. Rather than limit the kinds of formats that could be created, we propose that the government restrict access of works created under the aegis of this exception to only people with disabilities. One way to do this is by insisting on reliable certificates that confirm one's status as "differently-abled".&lt;/div&gt;
&lt;/li&gt;&lt;li&gt;
&lt;div style="text-align: justify;"&gt;Secondly, the proposed amendment fails to ensure that software and other intellectual property protected tools required to create accessible formats and enable persons with disabilities to access such formats are available at a reasonable cost. Illustratively, the most widely used screen reading software,&lt;a href="http://webinsight.cs.washington.edu/papers/sotg.pdf"&gt; JAWS&lt;/a&gt;, is licensed at a whooping Rs 50,000!&lt;/div&gt;
&lt;/li&gt;&lt;li&gt;
&lt;div style="text-align: justify;"&gt;Thirdly, the proposed amendment must provide wording to the effect that if content owners apply any technology circumvention measures or DRM locks to digital content, they must make available such content to persons with disabilities. Without such provision, the production of talking books or the use of screen reading software for the benefit of the visually impaired will be restricted if the owner of a digital work has prohibited such use of his work.&lt;/div&gt;
&lt;/li&gt;&lt;/ol&gt;
&lt;p style="text-align: justify;"&gt;Thankfully India does not have any specific protection for anti-circumvention measures and DRM as yet. However, we're not sure if the government plans to introduce such a protection via the recent copyright amendment bill that is likely to be introduced in Parliament in December. Unfortunately, the bill is still secret and will be made available for public viewing only after it is introduced in Parliament.&lt;/p&gt;
&lt;p style="text-align: justify;"&gt;Our Copyright Proposal&lt;br /&gt;We've therefore proposed a more liberal and meaningful exception as below:&lt;/p&gt;
&lt;ul&gt;&lt;li style="text-align: justify;"&gt;Section 52 (1) (za) (i): The doing of any act, the primary objective of which is to enable persons with disabilities to access copyrighted works as comfortably and flexibly as a person without a disability.&lt;br /&gt;Such acts shall include, without limitation, the making of any accessible format of a work, reproducing such work/format, adapting such work/format, making available such work/format, lending such works/formats etc. and the provision of any facility that is primarily designed to enable any of the acts contemplated above. &lt;br /&gt;Provided that if any entity wishes to undertake any of the above activities on a for profit basis, it shall pay such remuneration to copyright owners as may be prescribed by the Copyright Board from time to time. For the purpose of determining remuneration, the Copyright Board shall take into consideration the need to ensure that works are accessible and available at prices that are affordable, taking into account disparities of incomes for persons who are disabled. &lt;br /&gt;Provided that if any software or other tool that is covered by any intellectual property right is necessary to create accessible formats or to enable access to such formats, or to enable disabled persons to access any work in any manner as contemplated above, such intellectual property protected software or tool shall be licensed at an affordable price, to be determined by the Copyright Board. &lt;br /&gt;Provided that if any works are protected by technology circumvention measures or subject to DRM limitations that restrict access to the work in any way, the owner of copyright shall grant access to any person who wishes to secure such access for the primary purpose of doing any act contemplated within any of the provisions above. &lt;br /&gt;Provided that the exemption or other benefits envisaged under this section can be availed of only when reasonable measures have been taken to ensure that the end beneficiary is a person with a disability.&lt;br /&gt;Provided that if any act done in good faith in pursuance of any of the above provisions falls outside the ambit of such provision, such act shall not be enjoined by an injunction, whether temporary or permanent, but shall be made compensable by payment of a reasonable royalty to be determined by the Copyright Board. &lt;br /&gt;This provision shall override any conflicting provision in any other legislation, regulation or rule in force in India, only to the extent of such conflict.&lt;/li&gt;&lt;li style="text-align: justify;"&gt;Section 52 (1) (za) (ii): For the purpose of Section 52 (1) (za) (i) "accessible format" means any format or form which gives a disabled person access to the work as flexibly and comfortably as a person without a disability, and shall include, but not be limited to, large print, with different typefaces and sizes all being permitted according to need, Braille, audio recordings, digital copies compatible with screen readers or refreshable Braille and audiovisual works with audio and or text description. &lt;/li&gt;&lt;/ul&gt;
&lt;p style="text-align: justify;"&gt;The above section draws from a provision recommended by the &lt;a href="http://www.wipo.int/edocs/mdocs/copyright/en/sccr_18/sccr_18_5.pdf"&gt;World Blind Union&lt;/a&gt; and supported by countries such as Brazil and NGO's such as &lt;a href="http://www.keionline.org/"&gt;KEI.&lt;/a&gt;&lt;/p&gt;
&lt;p style="text-align: justify;"&gt;Readers will note that the above exception not only caters to the visually impaired, but any differently-abled person who is unable to access copyrighted works as comfortably as others. Illustratively, without the subtitling of audio-visual material, a hearing-impaired persons is unable to enjoy movies, TV programs and other audio-visual material.&lt;/p&gt;
&lt;p style="text-align: justify;"&gt;CLIPP and Collaborative IP Policy Making&lt;/p&gt;
&lt;p style="text-align: justify;"&gt;Readers may recollect an initiative called &lt;a href="http://www.spicyip.com/clipp"&gt;CLIPP (Collaborative Innovation in IP Policy)&lt;/a&gt;, that we touched upon sometime back, but never really got around to implementing. We are still in the process of designing an appropriate IT architecture to support this endeavour, which will greatly aid transparency and public participation around IP law making in this country.&lt;/p&gt;
&lt;p style="text-align: justify;"&gt;Till such time as we unleash this specialised architecture, we're trying to see if we can make do with the blogger format. Indeed, if our experiment around the &lt;a href="http://spicyipindia.blogspot.com/2008/05/parallel-import-debate-in-india-some.html"&gt;parallel imports provision&lt;/a&gt; is anything to go by, where our posts elicited around 50 odd comments that helped suggest ways in which to interpret (and &lt;a href="http://spicyipindia.blogspot.com/2009/11/legality-of-grey-market-goods-in-india.html"&gt;perhaps reword&lt;/a&gt; section 107A), there is no reason why the blogger format itself should not suffice.&lt;/p&gt;
&lt;p style="text-align: justify;"&gt;Leaving comments on posts is fairly easy. You scroll down to the bottom of the post, hit the "post a comment" button and either sign in with your gmail account or click on the "anonymous" tab to post a comment anonymously. You could also chose any other online identity. For those that are averse to using the comments section at the end of this blog post, please free to email me at shamnad[at]gmail.com.&lt;/p&gt;
&lt;p style="text-align: justify;"&gt;I hope all of you can take some time out to help this worthy cause by inspecting the suggested provision with a fine tooth comb and recommending ways to improve it. I understand that we have many sophisticated copyright experts on our subscriber list ..and I do hope that you will lend your minds and hearts to this cause. Needless to state, a mere copyright provision by itself is not enough--but it will certainly go some way in ensuring that we provide a better and more "inclusive" tomorrow for these children of a lesser god.&lt;/p&gt;
&lt;p style="text-align: justify;"&gt;ps: Venky Hariharan, a leading open source advocate has referred me to &lt;a href="http://live.gnome.org/Orca"&gt;Orca&lt;/a&gt;, an open source screen reader software, freely downloadable.&lt;/p&gt;
&lt;p style="text-align: justify;"&gt;&lt;a class="external-link" href="http://spicyipindia.blogspot.com/2009/11/copyright-access-for-disabled-and.html"&gt;Link to the original blogspot&lt;/a&gt;&lt;/p&gt;
&lt;p style="text-align: justify;"&gt;&amp;nbsp;&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/news/copyright-access-for-the-disabled-and-collaborative-ip-policy'&gt;https://cis-india.org/news/copyright-access-for-the-disabled-and-collaborative-ip-policy&lt;/a&gt;
        &lt;/p&gt;
    </description>
    <dc:publisher>No publisher</dc:publisher>
    <dc:creator>radha</dc:creator>
    <dc:rights></dc:rights>

    
        <dc:subject>Accessibility</dc:subject>
    

   <dc:date>2011-04-02T14:27:01Z</dc:date>
   <dc:type>News Item</dc:type>
   </item>


    <item rdf:about="https://cis-india.org/events/ict-transaction-cost-and-development-the-flip-side">
    <title>ICT, transaction cost and development: The flip side</title>
    <link>https://cis-india.org/events/ict-transaction-cost-and-development-the-flip-side</link>
    <description>
        &lt;b&gt;A presentation by Prof. Pradoshnath at CIS, Bangalore on Nov 25th, 2009 from 3.30pm to 5pm&lt;/b&gt;
        &lt;h3&gt;Abstract&lt;/h3&gt;
&lt;p&gt;The main observation is that the connectivity matters if and only if it connects the right way. The danger of being at the flip side looms large, if connected wrong way.&lt;/p&gt;
&lt;p&gt;The conclusion is based on a rigorous theoretical understanding of the role of network technology in general and ICT in particular for augmenting the process of social and economic transformation. The theoretical framework also allows us to discover the danger of flip side of the network technology, and tells us that it is not always hunky-dory between ICT (or any network technology for that matter) and social and economic backwardness. Colonial plundering was possible through the adoption of network technologies in colonies.&lt;/p&gt;
&lt;p&gt;ICT is believed to contribute to economic development by reducing the transaction and information cost associated with any economic activities. Transaction cost arises when transactions are made away from the market. There are two streams of arguments here; one, that suggests minimisation of transaction cost as means towards economic efficiency, and the other that considers the act of transactions away from the market is actually the process of value creation of a capitalist enterprise. We argue that both the arguments can be synchronised by partitioning the transaction costs in two broad components of production activities, namely, production (the value creation component, where in lies profit) and procurement. It is in the latter component where transaction cost can be minimised for efficiency, whereas in case of former transaction cost is created by a value creating capitalist enterprise. In reality both the processes are concurrent, and one complements the other.&lt;/p&gt;
&lt;p&gt;It is this comprehensive perspective that enables us a fresh look at the ongoing programmes, and, therefore a general observation that ICTisation in less developed economies in effect make market operations friendlier for the capitalist ventures or inroads in the marginal economies, and create new varieties of distortions in the system. We call this distortion – the flip side of ICTisation, because in the absence of factors that enable make use of connectivity for economic and social gains, the marginalised population of a marginal economy runs the risk of falling in to a new dynamics of exploitation.&lt;/p&gt;
&lt;h3&gt;Profile of Prof. Pradosh Nath&lt;/h3&gt;
&lt;h3&gt;&lt;img src="https://cis-india.org/home-images/pradosh%20photo.jpg/image_preview" alt="Prof.Pradoshnath" class="image-inline" title="Prof.Pradoshnath" /&gt;&lt;/h3&gt;
&lt;p&gt;An economist working on issues related to applications of science and technology for social and economic development. He is a scientist at National Institute of Science Technology and Development Studies (NISTADS), New Delhi. At present affiliated to the Centre for Culture Media and Governance, Jamia Millia University, New Delhi as Senior Research Fellow, ICSSR, New Delhi. His present research interest is in the area of application of ICT for social and economic development of the marginal economies.  He has published widely in both national and international journals. He has co-authored two books and edited another. He has worked as consultant for IDRC, Canada, WAITRO, Copenhagen, Denmark, and ITU, Geneva. He has been the coordinator of the WAITRO sponsored international programme on ‘Knowledge management for R&amp;amp;D organisation’ conducted in different countries in Asia and Africa.&lt;/p&gt;
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&lt;hr /&gt;
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&lt;/p&gt;
        &lt;p&gt;
        For more details visit &lt;a href='https://cis-india.org/events/ict-transaction-cost-and-development-the-flip-side'&gt;https://cis-india.org/events/ict-transaction-cost-and-development-the-flip-side&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>2013-02-05T08:56:35Z</dc:date>
   <dc:type>Event</dc:type>
   </item>


    <item rdf:about="https://cis-india.org/internet-governance/blog/address-igf-closing-ceremony">
    <title>Address delivered during the IGF Closing Ceremony </title>
    <link>https://cis-india.org/internet-governance/blog/address-igf-closing-ceremony</link>
    <description>
        &lt;b&gt;This address was delivered by Dr. Anja Kovacs, as a representative of civil society, to the IGF during its closing ceremony.&lt;/b&gt;
        
&lt;p&gt;Good evening, Mr Chairperson and all the distinguished participants, ladies and gentlemen. Thank you for this opportunity to address this assembly on behalf of civil society, it is a real honour.&amp;nbsp; And thank you also to the organisers and to the government of Egypt, for the wonderful arrangements and for creating such a excellent environment for us to work in.&lt;/p&gt;
&lt;p&gt;I would like to use this opportunity to celebrate, together with you, two very important achievements in particular that we have made collectively during the four days of our intensive deliberations together.&lt;/p&gt;
&lt;p&gt;The first one is the progress we are making in terms of recognising the importance of attention for human rights in ensuring a people-centred, development-oriented, non-discriminatory information society.&amp;nbsp; Thus, for example, in the main session on security, openness and privacy, speakers across stakeholder groups couched the debate not any more in terms of security vs. privacy, but in terms of security and privacy.&amp;nbsp; Security or other concerns, it was consistently argued, while obviously deserving our attention, should not be used to justify curtailing longstanding gains made in terms of human rights; rather, it is an improved implementation of already agreed on human rights instruments that we need to reach our goal of an inclusive, people-centred information society.&amp;nbsp; The growing recognition of this fact is an evolution that civil society welcomes with open arms.&lt;/p&gt;
&lt;p&gt;Another very hopeful evolution during this IGF was the central attention devoted to the question of where we stand in terms of promoting a people-centred, development-oriented information society more generally.&amp;nbsp; The message that came out of the main session on “Internet governance in the light of the WSIS principles” clearly confirmed the urgent need to pay greater attention to this important issue, and several suggestions were made to address this concern.&amp;nbsp; These include devoting devoting a main session solely to the topic of Internet governance for development in next next year's IGF, and I sincerely hope that these suggestions will be taken up.&lt;/p&gt;
&lt;p&gt;While we thus have important reason to celebrate, challenges of course remain.&amp;nbsp; Throughout the existence of the IGF, and perhaps increasingly so, the value of the multistakeholder model has been recognised and stressed by all stakeholder groups.&amp;nbsp; However, at the same time, it has also been acknowledged that we need to continue to work to further strengthen participation from currently underrepresented countries and groups.&amp;nbsp; I would like to note, however, that it is important that we do not restrict our efforts in this regard to capacity building, significant as that may be.&amp;nbsp; Perhaps even more crucial is that the agenda of the IGF consistently talks to the concerns of actors in the developing parts of the world as well.&amp;nbsp;&lt;/p&gt;
&lt;p&gt;The reconfirmation of the importance of a development agenda that we have seen in this IGF is thus a very important step forward indeed. At the same time, within this larger development agenda, it is crucial that we also as soon as possible start to discuss some of the specific issues that require our attention on an urgent basis.&amp;nbsp; For example, within the IGF as elsewhere, it is generally acknowledged that access to knowledge is central to development processes; yet the IGF so far has not paid systematic attention to the ways in which the amazing possibilities that the Internet offers in this regard are increasingly threatened by new policies that seem to make intellectual property regimes more stringent day by day.&amp;nbsp; From a developing country perspective, finding a balanced solution that can address these concerns is an urgent priority.&amp;nbsp; Starting the debate on how this can be achieved here, in the IGF, is certain to attract a larger number of developing country participants, including from governments.&amp;nbsp;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;Going by the experience of the past years as well as this particular meeting, I have no doubt that if given the opportunity, we will measure up to the challenges before us. Without wanting to preclude the Under-Secretary General's report, the proceedings during this IGF have made clear time and again its crucial significance in Internet governance processes.&amp;nbsp; I hope with all my heart that we will continue to get the opportunity to work together on addressing these important issues and on resolving tensions and contradictions as they emerge, with the support of an independent secretariat that can ensure an environment genuinely inclusive of all stakeholders.&amp;nbsp; Only when such open, inclusive conditions govern our own processes, may we in turn, together be able to create a genuinely inclusive information society which will indeed create opportunities for all.&lt;/p&gt;
&lt;p&gt;Thank you.&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/internet-governance/blog/address-igf-closing-ceremony'&gt;https://cis-india.org/internet-governance/blog/address-igf-closing-ceremony&lt;/a&gt;
        &lt;/p&gt;
    </description>
    <dc:publisher>No publisher</dc:publisher>
    <dc:creator>radha</dc:creator>
    <dc:rights></dc:rights>

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

   <dc:date>2011-08-02T07:18:36Z</dc:date>
   <dc:type>Blog Entry</dc:type>
   </item>


    <item rdf:about="https://cis-india.org/events/experimental-economy-camp-1">
    <title>Experimental Economy Camp </title>
    <link>https://cis-india.org/events/experimental-economy-camp-1</link>
    <description>
        &lt;b&gt;Experimental Economy Camp continued at the Centre for Internet and Society, Bangalore on Nov 22nd, '09 from 10.30am to 5.30pm.&lt;/b&gt;
        
&lt;p&gt;&lt;/p&gt;
&lt;p&gt;Experimental Economy Camp continued at CIS (http://www.cis-india.org/) which will combine a hackathon, inviting more local people to get &amp;nbsp;&lt;br /&gt;involved, with a 'camp' of presentations, live and via Skype (maybe you?), which discuss and brainstorm the Open Call, former a greater, &amp;nbsp;&lt;br /&gt;more discursive context. (without giving away any answers and not including people's proposals).&lt;/p&gt;
&lt;p&gt;&lt;a href="https://cis-india.org/events/shadow-search" class="external-link"&gt;Shadow Search&lt;/a&gt;&lt;/p&gt;

        &lt;p&gt;
        For more details visit &lt;a href='https://cis-india.org/events/experimental-economy-camp-1'&gt;https://cis-india.org/events/experimental-economy-camp-1&lt;/a&gt;
        &lt;/p&gt;
    </description>
    <dc:publisher>No publisher</dc:publisher>
    <dc:creator>radha</dc:creator>
    <dc:rights></dc:rights>

    
        <dc:subject>Research</dc:subject>
    

   <dc:date>2011-04-05T04:27:19Z</dc:date>
   <dc:type>Event</dc:type>
   </item>


    <item rdf:about="https://cis-india.org/events/open-video-summit-1">
    <title>Open Video Summit</title>
    <link>https://cis-india.org/events/open-video-summit-1</link>
    <description>
        &lt;b&gt;The Centre for Internet and Society (CIS), iCommons, Open Video Alliance and Magic Lantern are organizing a workshop on December 15, 2009 at TERI, Bangalore&lt;/b&gt;
        
&lt;p&gt;&lt;img src="https://cis-india.org/home-images/Open%20Video%20Summit..jpg/image_preview" title="open video summit" height="176" width="400" alt="open video summit" class="image-inline" /&gt;&lt;/p&gt;
&lt;p&gt;The Centre for Internet and Society (CIS), iCommons, Open Video Alliance and Magic Lantern are organizing a workshop on December 15, 2009.&lt;/p&gt;
&lt;p&gt;This workshop in Bangalore—modelled after a similar &lt;a href="http://openvideoalliance.org/wiki/index.php?title=Open_Video_Meeting_at_Yale_Law_School_%2810/31/08%29"&gt;meeting&lt;/a&gt; in October 2008 at Yale University—draws together experts from tech, art, film, NGOs and business to explore the future of online video.&lt;/p&gt;
&lt;p&gt;&lt;strong&gt;When&lt;/strong&gt;: December 15th, 2009&lt;/p&gt;
&lt;p&gt;&lt;strong&gt;Where&lt;/strong&gt;:&amp;nbsp;The Energy and Resources Institute- Southern Regional Centre&lt;/p&gt;
&lt;p&gt;(TERI-SRC)&lt;br /&gt;4th Main, 2nd Cross, Domlur II Stage&lt;br /&gt;Bangalore- 560071&lt;/p&gt;
&lt;p&gt;&lt;strong&gt;What&lt;/strong&gt;: The Open Video Summit is a one-day workshop to explore issues of intellectual property and telecom policy for video. By inviting experts from different fields to participate in the workshop, we aim to create a&amp;nbsp;&lt;a href="http://openvideoalliance.org/issues"&gt;framework&lt;/a&gt;&amp;nbsp;for open video in India and to better understand how the online video medium is developing. We also hope to expand the network of researchers who have open video on the radar and to foster international collaborations. We expect between 30-40 participants to attend.&lt;/p&gt;
&lt;p&gt;Participants should bring some specialized knowledge or insight about the state of online video to the event. The workshop is highly interactive and its success will depend on the quality and dynamism of our discussions. This workshop will in turn direct iCommons research efforts in the area of online video policy.&lt;/p&gt;
&lt;p&gt;&lt;strong&gt;Why&lt;/strong&gt;: We’re now surrounded by cameras in cellphones, laptops, and everywhere else. Software and storage advances have made video remix an emergent art form. For the first time, huge numbers of people are communicating through video. Video is almost like a new language, a new toolkit for self-expression. This has some pretty profound implications.&lt;/p&gt;
&lt;p&gt;But while sites like YouTube have enabled millions of people to broadcast themselves, it offers just a glimpse into the future of the online video medium. Heading into this future, the tools for creating, manipulating, and sharing video must be available to everyone. And while having community-developed, open source versions of these tools is a critical charge, it’s only one part of a larger puzzle. Open video requires that networks and technical, legal and business structures support the ability of huge numbers of individuals to use video in ways that go beyond just watching.&lt;/p&gt;
&lt;p&gt;The Open Video Alliance was created to support industry coordination toward an &lt;a href="http://openvideoalliance.org/wiki/index.php?title=Some_principles_for_open_video"&gt;open video ecosystem&lt;/a&gt;. OVA members develop free and open source software and conduct policy research to support a more participatory video medium. The OVA also coordinates the &lt;a href="http://openvideoalliance.org/open-video-conference/"&gt;Open Video Conference&lt;/a&gt;, a multi-day summit of thought leaders in business, academia, art, and activism to explore the future of online video. The first OVC was host to over 800 guests, including 150 workshop leaders, panelists and speakers. Over 8,000 viewers tuned in from home to watch the live broadcast.&lt;/p&gt;
&lt;p&gt;&lt;strong&gt;Meeting Organizers:&lt;/strong&gt;&lt;/p&gt;
&lt;p&gt;The &lt;a href="http://openvideoalliance.org/"&gt;&lt;em&gt;Open Video Alliance &lt;/em&gt;&lt;/a&gt;is a coalition of organizations devoted to creating and promoting&lt;/p&gt;
&lt;p&gt;free and open technologies, policies, and practices in online video. OVA founding members include Mozilla, the Participatory Culture Foundation, Kaltura, iCommons, and the Yale Information Society Project.&lt;/p&gt;
&lt;p&gt;&lt;a href="http://icommons.org/"&gt;&lt;em&gt;iCommons&lt;/em&gt; &lt;/a&gt;is a project-based incubator organization dedicated to promoting free culture and the global commons.&lt;/p&gt;
&lt;p&gt;&lt;a href="https://cis-india.org/"&gt;&lt;em&gt;The Centre for Internet and Society&lt;/em&gt;&lt;/a&gt; critically engages with concerns of digital pluralism, public accountability and pedagogic practices, in the field of Internet and Society, with particular emphasis on South-South dialogues and exchange.&lt;/p&gt;
&lt;p&gt;&lt;a href="http://www.magiclanternfoundation.org/"&gt;&lt;em&gt;Magic Lantern Foundation&lt;/em&gt; &lt;/a&gt;is a non-profit group working with media and human rights.&lt;/p&gt;
&lt;p&gt;&lt;em&gt;This meeting made possible with the support of the Ford Foundation.&lt;/em&gt;&lt;/p&gt;
&lt;p&gt;&lt;strong&gt;Working schedule:&lt;/strong&gt;&lt;/p&gt;
&lt;p&gt;Morning:&amp;nbsp;&lt;/p&gt;
&lt;ul&gt;&lt;li&gt;Keynote talk and brief discussion&lt;span class="apple-tab-span"&gt;&lt;/span&gt;&lt;/li&gt;&lt;li&gt;Lightning presentations by selected participants&lt;span class="apple-tab-span"&gt;&lt;/span&gt;&lt;/li&gt;&lt;li&gt;&lt;span class="apple-tab-span"&gt;&lt;/span&gt;Breakout discussion groups&lt;/li&gt;&lt;/ul&gt;
&lt;p&gt;Afternoon: &lt;span class="apple-tab-span"&gt;&lt;/span&gt;&lt;/p&gt;
&lt;ul&gt;&lt;li&gt;&lt;span class="apple-tab-span"&gt;&lt;/span&gt;Lunch&lt;span class="apple-tab-span"&gt;&lt;/span&gt;&lt;/li&gt;&lt;li&gt;&lt;span class="apple-tab-span"&gt;&lt;/span&gt;Breakout discussion groups&lt;span class="apple-tab-span"&gt;&lt;/span&gt;&lt;/li&gt;&lt;li&gt;&lt;span class="apple-tab-span"&gt;&lt;/span&gt;Plenary discussion to identify focus areas and summarize&lt;/li&gt;&lt;/ul&gt;
&lt;p&gt;Evening:&amp;nbsp;&lt;span class="apple-tab-span"&gt;&lt;/span&gt;&lt;/p&gt;
&lt;ul&gt;&lt;li&gt;&lt;span class="apple-tab-span"&gt;&lt;/span&gt;Film Screening&lt;/li&gt;&lt;/ul&gt;
&lt;p&gt;&lt;strong&gt;&lt;em&gt;Space is limited. Please RSVP to&amp;nbsp;&lt;a href="mailto:conference@openvideoalliance.org"&gt;conference@openvideoalliance.org&lt;/a&gt;, and feel free to contact us with any questions you may have. We look forward to meeting you in Bangalore.&lt;/em&gt;&lt;/strong&gt;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;img src="https://cis-india.org/home-images/ff..jpg/image_preview" title="ff" height="150" width="110" alt="ff" class="image-inline" /&gt;&lt;/p&gt;

        &lt;p&gt;
        For more details visit &lt;a href='https://cis-india.org/events/open-video-summit-1'&gt;https://cis-india.org/events/open-video-summit-1&lt;/a&gt;
        &lt;/p&gt;
    </description>
    <dc:publisher>No publisher</dc:publisher>
    <dc:creator>radha</dc:creator>
    <dc:rights></dc:rights>

    
        <dc:subject>Open Content</dc:subject>
    
    
        <dc:subject>Workshop</dc:subject>
    

   <dc:date>2009-12-10T06:21:01Z</dc:date>
   <dc:type>Event</dc:type>
   </item>


    <item rdf:about="https://cis-india.org/a2k/blogs/access-to-online-information-and-knowledge">
    <title>Access to online information and knowledge – advancing human rights and democracy</title>
    <link>https://cis-india.org/a2k/blogs/access-to-online-information-and-knowledge</link>
    <description>
        &lt;b&gt;An article by Achal Prabhala in GISW 2009 (Global Information Society Watch, 2009) &lt;/b&gt;
        
&lt;p&gt;Information and knowledge are crucial factors in human development. We are reminded of this constantly, from the “knowledge economy” we live in, to the emotional and financial power that information and communications technologies (ICTs) have over our lives. In the words of philosopher Francis Bacon, “Scientia potentia est” – knowledge itself is power. Present-day movements for access to knowledge and the right to information have their origins in this simple and arguably ancient idea. Despite a rich history and wide intellectual acceptance, the right to know is not universally granted, and the right to know on the internet is a particularly bitter struggle in many parts of the world.[1]&lt;/p&gt;
&lt;p&gt;Information, knowledge and access are terms with a multiplicity of meaning. Even as they constitute an ambitious goal that disparate global actors work towards, it is worth considering how these terms are construed in relation to each other.[2]&lt;/p&gt;
&lt;p&gt;“Information” in this context usually refers to government and institutionally held records. Legislation that mandates greater transparency is critical. The earliest example of this kind of legislation was implemented in Sweden as far back as the late 18th century, while countries such as South Africa and India have had theirs enacted as recently as 2000 and 2005 respectively. Freedom of information and the resulting power to make informed decisions are bedrocks of liberal democracy, essential tools for active citizen participation – and the foundation of dominant ideas of the better life, such as that of an open society.&lt;/p&gt;
&lt;p&gt;“Knowledge” in its most instrumental sense usually refers to the elements of learning; to scholarly and artistic work and its tools. The access to knowledge movement [3] for instance, works on copyright law reform and the promulgation of open access. Access to knowledge in its present incarnation is a relatively new frame of reference compared to the right to information, which has been demanded for a longer period of time. But it is worth bearing in mind that the underlying theme has always existed and even been expressed, most notably in the hope and anxiety surrounding every disruptive technological shift, from the printing press to the internet.&lt;/p&gt;
&lt;p&gt;The most frequently misunderstood term in this troika is, perhaps, “access”. The common interpretation of the term is its strict dictionary meaning, which is to use, to consume, to be allowed entry into or contact with. In relation to information and knowledge, however, and especially since the advent of the internet, access is just as much about production as it is about consumption. Knowledge is not something that Northern countries produce and Southern countries consume; it is a vast and porous domain that consists of formal and as yet unrecognised realms, all of which are growing and evolving. To read is a necessary precondition to being able to write; access, by analogy, implies entry not just into the world of knowledge consumption but also knowledge creation.&lt;/p&gt;
&lt;p&gt;One manifestation of this fusion is Wikipedia, the encyclopaedia that is collaboratively produced online. Granted, many more people read Wikipedia than edit it. Nevertheless, for a growing global volunteer base, it is simultaneously a place to read and consume as well as edit and produce. In a similar vein, it is access to information that propels people around the world to intervene in public processes and change laws; without the information, there could be no change.&lt;/p&gt;
&lt;p&gt;With regards to government information, it is important that not only are there mechanisms put in place that facilitate access to it, but also that these mechanisms work. The history of events leading up to the enactment of the Right to Information Act in India provides valuable lessons as to what the scope of government information should be, in how punitive measures can be implemented to guarantee that the process works, and, above all, as to how marginalised citizens can gain the space and the means to use the law to their advantage [4] To a large extent, the rich genealogy of the right to information has naturalised it as an obvious, just and urgent issue. Furthermore, it is an umbrella concern, covering as much as specific local contexts demand.&lt;/p&gt;
&lt;p&gt;In contrast, the movement for access to knowledge works primarily on one crucial barrier, namely, intellectual property. For some, this focus is problematic. If, for instance, knowledge is imparted by education, then isn’t access just as much hampered by the lack of skilled teachers as restrictive intellectual property laws? This is certainly true, and yet, there are at least three good reasons why this narrow focus makes strategic sense. &lt;br /&gt;One: education is a long-standing priority of societies and governments the world over, and there is an inestimably large group of individuals and institutions who work in the area. However, relatively few people are aware of the impact of intellectual property on access to educational material, and even fewer research it. &lt;br /&gt;Two: the advent of the internet has created hitherto unprecedented opportunities in the knowledge domain, opportunities that could turn into unrealised potential if the application of intellectual property online is decided by copyright industries alone. &lt;br /&gt;Three: knowledge is more than just formal education, and the internet provides limitless ways in which it can be redefined and multiplied. The overzealous application of intellectual property significantly limits the manner in which knowledge operates online.&lt;/p&gt;
&lt;p&gt;A chain of events that unfolded in France over the last two years dramatically illustrates the level of threat faced by those seeking information and knowledge online. In 2008, at the insistence of the domestic recording industry, the French government began considering the enactment of a law designed to thwart online piracy. As industry forces pressed on and Nicholas Sarkozy added his support, the effort culminated in a bill that would be popularly known as HADOPI [5] after the enforcement agency it intended to create. HADOPI employed the three strikes principle. If an internet user was found to have committed an act of piracy, the copyright holder in question was entitled to warn the user through HADOPI. No details as to the exact nature of the copyright violation were required to be provided other than that a violation had occurred. After three such warnings, internet service providers (ISPs) in France would be mandated under HADOPI to bar the user from being allowed access to the internet for a period of up to one year.&lt;/p&gt;
&lt;p&gt;The prospect of HADOPI had people up in arms. A broad coalition of internet users, consumers and their allies quickly assembled in France and elsewhere in the world. To users in France, it represented an immediate threat; to users elsewhere in the world, it represented the extent to which their online freedoms could be restricted in the future. Apart from the draconian nature of the punishment meted out by this bill, users were outraged that every kind of misdemeanour – whether deliberate, inadvertent, supposed or even mistaken – would be treated the same, with the benefit of doubt given to the copyright holder. [6]&lt;/p&gt;
&lt;p&gt;Throughout 2009, the bill faced several setbacks, including a complete rejection by the French National Assembly. But its backers pushed on, eventually winning approval after modifications; until 10 June 2009, when the Constitutional Council of France struck down HADOPI on the grounds that it was inconsistent with the country’s Constitution – for going against freedom of expression and the presumption of innocence.&lt;/p&gt;
&lt;p&gt;To involve infrastructure providers (ISPs) in enforcing private copyright disputes and suspend user privileges in the wake of alleged copyright violations, as HADOPI wished to do, was admittedly an extreme step. But there are other, less visibly harmful ways by which access to online information and knowledge is threatened and thwarted, and the problem is that some of these ways appear innocuous – though in fact any investigation of them would provide cause for serious alarm. Of the many concerns that exist, at least a few deserve our immediate attention:&lt;/p&gt;
&lt;ul&gt;&lt;li&gt;Digital Rights Management (DRM) and Technological Protection Measures (TPMs);&lt;/li&gt;&lt;li&gt;copyright law provisions that affect online education, whether by distance or in a physical classroom setting, or in a library;&lt;/li&gt;&lt;li&gt;the lack of provisions that would meaningfully allow disabled learners and users (particularly the visually disabled) to access information and knowledge online; and&lt;/li&gt;&lt;li&gt;the extent to which users can usefully integrate online copyrighted material into their lives in a manner that would be considered fair.&lt;br /&gt;&lt;/li&gt;&lt;/ul&gt;
&lt;p&gt;A primary anxiety around copyrighted material in the online environment has been, on the part of copyright industries, how to regulate the flow of exchange. Previous to the advent of mass use of the internet, a song or a book was limited in its capacity for exchange by the physical, tangible form it came in. With the proliferation of digital material and peer-to-peer systems, however, the possibility for exchange is virtually boundless, and this makes content industries nervous – for it signals the end of an already outdated business model and the beginning of another. In return, industry retaliation has consisted of a strategy of lockdown. The tools of this strategy are DRM and TPMs – software that regulates what one can do with a digital file, or rather cannot do – and the vehicles by which these are legislated and proliferated around the world are a set of World Intellectual Property Organization (WIPO) agreements collectively known as the WIPO Internet Treaties.[7]&lt;/p&gt;
&lt;p&gt;DRM is oblivious of the specific circumstances of the user, and is therefore unaware of both the user’s individual needs as well as her rights – for example, the nuances of copyright law in the country of the user’s residence. It doesn’t matter therefore that a user may be blind, or work for a public library, and that national copyright law in the country might specifically extend provisions to visually disabled people and libraries (for instance, by enabling permission-free format changes and reproductions for research). DRM will still operate on a one-size-fits-all model that supersedes national law. In some countries, fair dealing – or fair use – might allow for ways of personal consumption of copyrighted material that the DRM withdraws, resulting in a situation where the whims of a multinational industry render national law meaningless.&lt;/p&gt;
&lt;p&gt;DRM is software that can be hacked – up to an extent. In this way, it is still possible for users to legitimately exercise their rights with and upon DRM-protected material. Yet, following the model of the Digital Millennium Copyright Act (DMCA) – the United States’ (US) interpretation of the WIPO Internet Treaties – many countries have legislated that such circumvention constitutes a copyright violation. In some cases this renders sections of their own copyright law redundant, and in effect, casts an unnecessarily heavy shroud over certain copyrighted material merely because it happens to be online. More worryingly, the WIPO Internet Treaties themselves do not ask of countries that anti-circumvention provisions apply even when a user is exercising a legitimate right such as fair use, and yet countries around the world have allowed their laws to imply so [8] because of bilateral persuasion, often from the US or the European Union, without a clear understanding of how this can stunt the potential of the internet within their borders.&lt;/p&gt;
&lt;p&gt;It must be noted that copyright law in general – in most countries around the world [9] – generally does not do enough for access to knowledge. To the extent that the majority of the world learns not online but from the printed and spoken word, copyright law in its general application matters tremendously. When considering the potentially limiting aspects of copyright regulation online, one must keep in mind that many countries around the world do not have the kind of provisions that could be limited by new regulation of online material. In fact, most countries do not expressly facilitate distance learning, nor make all the provisions they can for access for the visually disabled, or freedom of information, or even education in general. [10] In part, this is because ever since the globalisation of intellectual property rights, including as recently as the founding of the World Trade Organization (WTO) in 1996 and the instituting of its Agreement on Trade-Related Aspects of Intellectual Property Rights (TRIPS), [11] there has been a distinct shift away from the minimum copyright protection demanded by this trade rule to a maximally protectionist approach.&lt;/p&gt;
&lt;p&gt;In the majority of national circumstances today, copyright law is what is referred to as TRIPS-plus, which is to say, excessively protective of copyright-holders’ interests. The excess is overwhelmingly in favour of copyright industries and at the expense of users of copyrighted material. In such a situation, when copyright as it applies offline is already imbalanced, it is even harder to demand a balanced interpretation of copyright in the online space.&lt;/p&gt;
&lt;p&gt;Finally, it hardly needs repeating that without a strong sovereign commitment to freedom of speech and information – in effect, a guarantee against censorship – any gains made in access rights stand to be nullified. And this commitment, worryingly, is by no means universally evident. &lt;br /&gt;&lt;br /&gt;&lt;/p&gt;
&lt;ol&gt;&lt;li&gt;For one understanding of the right to know, see Stiglitz, J. (2009) On Liberty, the Right to Know, and Public Discourse: The Role of Transparency in Public Life, Oxford Amnesty Lecture, Oxford, UK, 27 January. siteresources. worldbank.org/NEWS/Resources/oxford-amnesty.pdf&lt;br /&gt;For an understanding of how countries restrict access to the full potential of the internet, see Reporters Without Borders’ list of “Internet Enemies”: www.rsf.org/List-of-the-13-Internet-enemies.html&lt;/li&gt;&lt;li&gt;Naturally, all three words offer a wide scope of understanding. The descriptions that follow are only an attempt at clarifying a functional definition, not at fixing definitive meaning.&lt;/li&gt;&lt;li&gt;The movement for access to knowledge (sometimes abbreviated as A2K) refers to a loose grouping of individuals and institutions who work locally as well as on a potential international treaty on access to knowledge; an early draft is available at: www.cptech.org/a2k/a2k_treaty_may9.pdf&lt;/li&gt;&lt;li&gt;For an understanding of the concerns of a key Indian social movement, the Mazdoor Kisan Shakti Sangathan (MKSS), in the years leading up to the enactment of India’s Right to Information Act, see Sampat, P. and Dey, N. (2005) Bare Acts and Collective Explorations, in Narula, M. et al. (eds.) Sarai Reader 05: Bare Acts, Sarai, New Delhi. www.sarai.net/publications/readers/05-bare-acts/02_preeti.pdf&lt;/li&gt;&lt;li&gt;HADOPI: Haute Autorité pour la Diffusion des OEuvres et la Protection des Droits sur Internet (High Authority for the Diffusion of Works and the Protection of Rights on the Internet).&lt;/li&gt;&lt;li&gt;For one account of the story of HADOPI, see O’Brien, D. (2008) The Struggles of France’s Three Strikes Law, Electronic Frontier Foundation. www.eff.org/deeplinks/2008/05/struggles-frances-three-strikes-law&lt;/li&gt;&lt;li&gt;The WIPO Internet Treaties consist of the WIPO Copyright Treaty (WCT) and the WIPO Performances and Phonograms Treaty (WPPT).&lt;/li&gt;&lt;li&gt;For instance, in a recent eight-country study in Africa, it was found that Morocco, Kenya and Egypt all have anti-circumvention provisions enacted into law. See the ACA2K Briefing Paper for the WIPO Development Agenda meetings, April 2009: www.aca2k.org/attachments/180_ACA2K%20Briefing%20Paper1_WIPODevtAgenda-042009.pdf&lt;/li&gt;&lt;li&gt;Among several country studies, regional and international reports, one recent survey that confirms this finding is the Consumers International IP Watch List report for 2009, in which it is reported that in relation to access to knowledge, “no countries adequately took account of consumers’ interests.” &lt;br /&gt;See:a2knetwork.org/sites/default/files/ip-watchlist09.pdf&lt;/li&gt;&lt;li&gt;Ibid.&lt;/li&gt;&lt;li&gt;TRIPs is currently the overarching international trade rule that governs the global sovereign application of intellectual property; for the full text of the TRIPs agreement, see: www.wto.org/english/tratop_e/trips_e/trips_e.htm&lt;br /&gt;&lt;/li&gt;&lt;/ol&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;a class="external-link" href="http://www.giswatch.org/gisw2009/Introduction.html"&gt;Link to the original article&lt;/a&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&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/a2k/blogs/access-to-online-information-and-knowledge'&gt;https://cis-india.org/a2k/blogs/access-to-online-information-and-knowledge&lt;/a&gt;
        &lt;/p&gt;
    </description>
    <dc:publisher>No publisher</dc:publisher>
    <dc:creator>radha</dc:creator>
    <dc:rights></dc:rights>

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

   <dc:date>2011-08-04T04:34:31Z</dc:date>
   <dc:type>Blog Entry</dc:type>
   </item>


    <item rdf:about="https://cis-india.org/internet-governance/blog/information-and-livelihoods">
    <title>Information and livelihoods </title>
    <link>https://cis-india.org/internet-governance/blog/information-and-livelihoods</link>
    <description>
        &lt;b&gt;An article by Prof. Subbiah Arunachalam (Distinguished Fellow, CIS) in GISW 2009 (Global Information Society Watch, 2009)&lt;/b&gt;
        &lt;h3&gt;Introduction&lt;/h3&gt;
&lt;p&gt;We live in a divided world where far too many people live in abject poverty. To help these people get out of poverty is good for the world as a whole, for great disparities in wealth will lead to violence and terrorism and no one can live in peace and harmony. None of the Millennium Development Goals (MDGs) can be achieved if we fail to address the problem of poverty and ensure livelihood security for the majority of the poor.&lt;/p&gt;
&lt;p&gt;A vast majority of the poor live in the rural areas of developing countries and are dependent on agriculture or fishing for a living. They need information directly relevant to their livelihoods. Agriculture-related information is often one of the most immediate needs, since small-scale agriculture is very important to household incomes in rural areas. Information on current crop prices, fertiliser and pesticide costs, and the availability of improved seeds and low-cost improvements in farm technology can help farmers buy farm inputs and equipment of good quality at the right price, or help them successfully obtain credit.[1] Information on government entitlements and training programmes, opportunities for developing new products, and markets for environmental goods[2] is also useful. Without such information, poor families find it hard to take advantage of new opportunities for generating income and increasing their assets.&lt;/p&gt;
&lt;p&gt;Many asset-less poor migrate to cities far and near and are constantly on the lookout for opportunities to work in construction sites, ports, factories and wherever they can be employed. They are often exploited and work in conditions far from satisfactory. They will be happy to have information on where work is available and wages are good.&lt;/p&gt;
&lt;p&gt;This report looks at a few examples of how access to information helps improve the lives of people and how new technologies are being used in getting information to those who need it.&lt;/p&gt;
&lt;h3&gt;Small catch but big impact&amp;nbsp;&lt;/h3&gt;
&lt;p&gt;About twelve years ago scientists at the M S Swaminathan Research Foundation (MSSRF) started working with fishing communities in coastal villages of southern India. The major thrust of the project, funded by the International Development Research Centre (IDRC), was to look at how emerging information and communications technologies (ICTs) could be used to make a difference to these people’s lives. But the project managers took a holistic perspective and put people and their needs before technology: they went beyond merely providing online access to information through their internet-enabled Village Knowledge Centres (VKCs). They were concerned about fisherpeople losing their catches, nets, boats and even their lives on days when the sea turned rough. Lives could be saved if only one could have advance knowledge of weather conditions. After some investigation, the MSSRF researchers found that United States (US) Navy satellites were collecting weather and wave height information for the Bay of Bengal, and the Navy website released forecasts based on these data twice daily. The VKC volunteers started downloading this information and made it available to the fisherpeople in their local language through notice boards and a public address system. Ever since this service commenced not a single death in mid-sea has been reported from these villages.&lt;/p&gt;
&lt;h3&gt;The need for innovation&amp;nbsp;&lt;/h3&gt;
&lt;p&gt;Suddenly, the US Navy stopped providing this information and something needed to be done. MSSRF joined hands with Qualcomm, Tata Teleservices and Astute Systems Technology,[3] and these companies came up with an innovative mobile application called Fisher Friend based on third-generation code division multiple access (3G CDMA) technology. With Fisher Friend, the VKCs provide fisherpeople with real-time information on things like fish prices in different markets, weather, wave heights, satellite scan data on the location of fish shoals, and news flashes while they are at mid-sea. Access to these, as well as other information such as relevant government schemes, has improved market transparency and the earnings of smaller fisherpeople. Qualcomm is working on incorporating global positioning system (GPS) capability in the phones, so their exact location can be tracked. This would make rescue operations much easier.&lt;/p&gt;
&lt;p&gt;Timely access to relevant information can not only improve the standards of living of a community, but also save lives.&lt;/p&gt;
&lt;h3&gt;Real evidence, not just anecdotal&amp;nbsp;&lt;/h3&gt;
&lt;p&gt;Much of the evidence of the benefits of access to information and the use of technology to facilitate access so far has been anecdotal. In a recent paper in the Quarterly Journal of Economics Robert Jensen of Harvard University has quantified the benefits.[4] He showed that the adoption of mobile phones by fisherpeople and wholesalers in Kerala in southern India had led to a dramatic reduction in price dispersion (the mean coefficient of variation of price across markets over a stretch of 150 kilometres came down from 60%-70% to less than 15%); the complete elimination of waste (from 5%-8% to virtually nil); and near perfect adherence to the Law of One Price.[5] In addition, fisherpeople’s profits increased by 8%, while consumer prices declined by 4% (directly driving a 20 rupee/person/month consumer surplus, the equivalent of a 2% increase in per capita GDP from this one market alone). Sardine consumption increased by 6%. The advent of mobile phones also led to a 6% increase in school enrolment and a 5% increase in the probability of using healthcare when sick. All this with no government programmes, and no new funding requirements.[6]&lt;/p&gt;
&lt;p&gt;Several other initiatives involve mobile technology. Nokia recently launched Life Tools in India, a fee-based service, with a view to impacting on the daily lives of people, especially farmers. Life Tools offers timely online access to information that will be of great relevance to farmers, students and the lay public. Nokia has partnered with the Maharashtra State Agricultural Marketing Board (to gather commodity prices from 291 markets), Reuters Market Light, Syngenta and Skymet,[7] among others. It has plans to introduce Life Tools to other developing countries before the end of the year.&lt;/p&gt;
&lt;p&gt;Online access to information through mobile phones and through telecentres has also helped shop owners, traders and the self-employed increase their earnings in many countries. The mobile phone is becoming the primary connectivity tool. With significant computing power, it will soon be the primary internet connection, providing information in a portable, well-connected form at a relatively low price, pushing aside the personal computer.&lt;/p&gt;
&lt;h3&gt;Conclusion&amp;nbsp;&lt;/h3&gt;
&lt;p&gt;Today the “bottom” three-quarters of the world’s population accounts for at least 50% of all people with internet access, says a Pew report.[8] As Turner pointed out in 2007, investment in telecom, which facilitates easy access to information, is more productive than investment in other kinds of infrastructure.[9] The impact is particularly noticeable in developing nations.&lt;/p&gt;
&lt;p&gt;ICTs are not a technical solution on their own but are enablers in a process of local prioritisation and problem solving. This report has highlighted initiatives that use mobile technology. But mobile solutions are obviously not the only useful ones. For instance, LabourNet in Bangalore connects employers and casual labourers through an online database that is updated constantly.[10] Thanks to LabourNet, workers, especially at construction sites, get decent pay, training, insurance and safety measures at the workplace. However, the information supplied is more at the administrative level than the grassroots level.&lt;/p&gt;
&lt;p&gt;The success lies in embedding ICTs in a holistic approach encompassing a diverse range of development initiatives. The trick is not to emphasise technology but to put people and their needs before technology. Sustainable livelihood approaches need to be people-centred, recognising the capital assets of the poor and the influence of policies and institutions on their livelihood strategies.[11]&lt;/p&gt;
&lt;p&gt;Also, the mere ability to access information cannot take one far. What is important is what one can do with that information. Often one would need to have additional skills and capital to take advantage of the information. That is why efforts to provide improved access to information should go hand in hand with efforts to enhance skills through training programmes, and efforts to enhance access to finance through microfinance and the formation of self-help groups.&lt;/p&gt;
&lt;p&gt;Rural livelihoods involve a wide range of strategies both within and outside the farming sector. Often farming communities need to augment their income through non-farming enterprises, and here the women and youth could play a role in enhancing household income.&lt;/p&gt;
&lt;p&gt;It will be good to remember that a large number of ICT-enabled development pilot projects have remained just that – pilot projects that did not scale up.&lt;/p&gt;
&lt;h3&gt;References&lt;/h3&gt;
&lt;ul&gt;&lt;li&gt;Chapman, R., Slaymaker, T. and Young, J. (2003) Livelihoods Approaches to Information and Communication in Support of Rural Poverty Elimination and Food Security, Overseas Development Institute, London.&lt;/li&gt;&lt;li&gt;Chapman, R. (2005) ICT enabled knowledge centres and learning in the global village, in The Third MSSRF South-South Exchange Travelling Workshop (MSSRF/PR/05/59), M S Swaminathan Research Foundation, Chennai.&lt;/li&gt;&lt;li&gt;Jensen, R. (2007) The digital provide: Information (technology), market performance, and welfare in the South Indian fisheries sector, Quarterly Journal of Economics, 122 (August), p. 879-924.&lt;/li&gt;&lt;li&gt;Quitney Anderson, J. and Rainie, L. (2008) The Future of the Internet III, Pew Internet and American Life Project, Washington. www.future-internet.eu/fileadmin/documents/prague_documents/oc-meetings/PIP_FutureInternet3.pdf&lt;br /&gt;&lt;/li&gt;&lt;/ul&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;ol&gt;&lt;li&gt;Chapman, R., Slaymaker, T. and Young, J. (2003) Livelihoods Approaches to Information and Communication in Support of Rural Poverty Elimination and Food Security, Overseas Development Institute, London.&lt;/li&gt;&lt;li&gt;Good examples of environmental goods are handicrafts made from locally available material (plant or mineral-based material) and organic products.&lt;/li&gt;&lt;li&gt;Qualcomm is a US-based multinational that designs and make chips for telecom equipment. Tata Teleservices is a leading mobile service provider, and Astute Systems Technology is a software company writing applications for the chips.&lt;/li&gt;&lt;li&gt;Jensen, R. (2007) The digital provide: Information (technology), market performance, and welfare in the South Indian fisheries sector, Quarterly Journal of Economics, 122 (August), p. 879-924.&lt;/li&gt;&lt;li&gt;An economic law which states that in an efficient market, all identical goods must have only one price. In other words, variations in fish prices caused by differences in demand and supply at different locations disappeared once both buyers and sellers started using mobile phones.&lt;/li&gt;&lt;li&gt;Turner, B. (2007) Cellphones &amp;amp; Development — Evidence, not anecdotes. &lt;br /&gt;blogs.nmss.com/communications/2007/02/cellphones_deve.html&lt;br /&gt;&lt;/li&gt;&lt;li&gt;Syngenta is a multinational company. One of its corporate goals is to help farmers maximise the potential of their resources. Towards this end it provides technological solutions, as well as information relating to agronomy, land use, etc. Skymet provides weather-related services that allow clients to adapt to a changing environment.&lt;/li&gt;&lt;li&gt;Quitney Anderson, J. and Rainie, L. (2008) The Future of the Internet III, Pew Internet and American Life Project, Washington. &lt;br /&gt;www.future-internet.eu/fileadmin/documents/prague_documents/oc-meetings/PIP_FutureInternet3.pdf&lt;/li&gt;&lt;li&gt;Turner (2007) op. cit.&lt;/li&gt;&lt;li&gt;LabourNet matches the skills sets of people available for work with the needs of those who use their services, similar to headhunters who match the skills of executives and managers and place them in the right companies at the right levels, Only LabourNet deals with the poor.&lt;/li&gt;&lt;li&gt;Chapman, R. (2005) ICT enabled knowledge centres and learning in the global village, in The Third MSSRF South-South Exchange Travelling Workshop&amp;nbsp; (MSSRF/PR/05/59), M S Swaminathan Research Foundation, Chennai..&lt;br /&gt;&lt;/li&gt;&lt;/ol&gt;
&lt;p&gt;&lt;a class="external-link" href="http://www.giswatch.org/gisw2009/thematic/InformationLivelihoods.html"&gt;Link to the article&lt;/a&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/internet-governance/blog/information-and-livelihoods'&gt;https://cis-india.org/internet-governance/blog/information-and-livelihoods&lt;/a&gt;
        &lt;/p&gt;
    </description>
    <dc:publisher>No publisher</dc:publisher>
    <dc:creator>radha</dc:creator>
    <dc:rights></dc:rights>

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

   <dc:date>2011-08-02T07:18:32Z</dc:date>
   <dc:type>Blog Entry</dc:type>
   </item>


    <item rdf:about="https://cis-india.org/news/reading-for-all">
    <title>Reading For All</title>
    <link>https://cis-india.org/news/reading-for-all</link>
    <description>
        &lt;b&gt;Right To Read campaign has begun in India to voice the needs of the disabled to gain access to books - an article by Lubna Salim in Kolkata Mirror - Saturday, November 14, 2009
&lt;/b&gt;
        
&lt;p&gt;This year marks the beginning of the countrywide Right to Read campaign. As part of this campaign there will be road shows in the four metros and then these will be held in the different cities. Actors Nandita Das and Amir Khan and veteran journalist Rajdeep Sardesai are supporting the campaign.&lt;/p&gt;
&lt;p&gt;The events of the campaign will include presentations, debates as well as demonstrations. There will be book reading sessions along with stalls whereby different accessibility tools shall be demonstrated. After the success of the &lt;a href="https://cis-india.org/advocacy/accessibility/blog/right-to-read-campaign-chennai" class="external-link"&gt;first road show of this campaign in Loyola College, Chennai&lt;/a&gt;, the second one road was held in Kolkata. The venue for the Kolkata chapter of the Right To Read campaign was NUJS.&lt;/p&gt;
&lt;p&gt;“As a visually impaired person I can identify with the goals of the campaign. I have suffered a lot having no access to books and other reading materials. Lack of access tends to make you so dependent on others,” says Moiz Tundawala, 5th year law student, NUJS.&lt;/p&gt;
&lt;p&gt;Innumerable Indians are not able to read various printed materials due to their disabilities. Today there are technologies which can help such people to read print, once the materials are converted into alternate formats. These formats could be big print, audio and Braille or any sort of electronic format.&lt;/p&gt;
&lt;p&gt;“Just try imagining life without books, without anything to read! Making reading materials available in accessible formats may go a long way in improving the life conditions of the print disabled and also help to make our society more accommodative, more inclusive. It is unfair to deprive some people of such a basic entitlement for no fault of theirs,” adds Moiz.&lt;/p&gt;
&lt;p&gt;Our Indian Constitution guarantees its citizens “Right to read” as one fundamental right. But the copyright system does not allow us to convert books into accessible formats for the advantage of people who have print impairment. This leads to the creation of a “book famine”.&amp;nbsp;&lt;/p&gt;
&lt;p&gt;The international conventions to which India happens to be a party require it to revise its copyright laws. This will enable persons with the disabilities to avail of information plus material on the same basis as they are available to the others.&lt;/p&gt;
&lt;p&gt;Moiz says, “People must endorse this campaign because it will give some people who have to struggle everyday for print access some hope that there are others who understand their concerns and think the same way as they do.”&lt;/p&gt;
&lt;p&gt;&lt;a class="external-link" href="http://www.kolkatamirror.com/index.aspx?Page=article&amp;amp;sectname=City%20Diary%20-%20Communities&amp;amp;sectid=4&amp;amp;contentid=200911142009111419041176576be5686"&gt;Link to the original article&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/news/reading-for-all'&gt;https://cis-india.org/news/reading-for-all&lt;/a&gt;
        &lt;/p&gt;
    </description>
    <dc:publisher>No publisher</dc:publisher>
    <dc:creator>radha</dc:creator>
    <dc:rights></dc:rights>

    
        <dc:subject>Accessibility</dc:subject>
    

   <dc:date>2011-04-02T14:26:41Z</dc:date>
   <dc:type>News Item</dc:type>
   </item>


    <item rdf:about="https://cis-india.org/news/imagining-the-internet-2013-a-history-and-forecast">
    <title>Imagining the Internet – A History and Forecast </title>
    <link>https://cis-india.org/news/imagining-the-internet-2013-a-history-and-forecast</link>
    <description>
        &lt;b&gt;Workshop: A Rights-Based Framework - Open Standards  - A report on the workshop by Senior segment producer, Janna Anderson - IGF 2009 – Egypt – Sharm El Sheikh (Nov 15th, 2009)&lt;/b&gt;
        
&lt;h3&gt;Workshop description:&amp;nbsp; &lt;br /&gt;&lt;/h3&gt;
This workshop tackled the open-standards issues being faced now and those that are likely to be encountered in the
&lt;p&gt;future by governments, consumers and the public. It addressed portability and interoperability, which affect everything from personal identities to communications protocols, documents, multimedia, databases and hardware.&lt;/p&gt;
&lt;h3&gt;Workshop participants included: &lt;br /&gt;&lt;/h3&gt;
&lt;p&gt;Tim Berners-Lee, founder of the World Wide Web Consortium, Web Foundation; Steve Mutkoski, director of standards and interoperability for Microsoft; Rishab Ghosh, Open Source Initiative board member, program leader of FLOSS (Free/Libre and&lt;br /&gt;Open-Source Software) UNU-MERIT, The Netherlands; Renu Budhiraja, director of E-Governance Group in the government of India's Department of Information Technology; Sunil Abraham, director of policy for the Centre for Internet and Society, Bangalore, India.&lt;/p&gt;
&lt;p&gt;November 15, 2009 - The public's right to knowledge generated by their governments was a key focus of this discussion of standards and interoperability, kicked off with an opening statement by World Wide Web inventor Tim Berners-Lee. "This year, in 2009, I have been asking governments to put their information online," he said, referring to a talk he gave earlier in the year at TED (the annual Technology, Entertainment, Design conference). He said citizens deserve to have access to the valuable data being produced by and for their governments.&lt;/p&gt;
&lt;p&gt;Berners-Lee was busy on Day One of IGF 2009. He had spoken at an earlier session on the mobile Internet, and he later delivered an opening keynote at which he whipped out his smartphone and said he was going online to Twitter to officially announce the creation of the World Wide Web Foundation.&lt;/p&gt;
&lt;p&gt;Many democratic governments have begun to publish much more detailed and complete sets of public data online over the past year. It has been one of the hallmarks of the first year of the Obama Administration in the U.S.&lt;/p&gt;
&lt;p&gt;Renu Budhiraja, director of e-Governance in the government of India's Department of Information Technology, was enthusiastic about her government's work to share knowledge.&lt;/p&gt;
&lt;p&gt;"National policy should be based on open standards," she said, urging that all government services should be equally accessible. "Objectives are to take a holistic view, avoid duplication of effort, build solutions that are scalable and make them replicable. The ideal is to provide a window to government for citizens to make it available in an open, accessible way."&lt;/p&gt;
&lt;p&gt;"We must consider citizens' rights when we consider open standards," said Sunil Abraham, director of policy for the Centre for Internet and Society, Bangalore, India. He was critical of proprietary software and hardware, saying they constrain access and the rights of citizens to access information. Abraham founded Mahiti, which aims to reduce the cost and complexity of information and communication technology for the non-profit organizations and the voluntary sector by using free software. He said that in many developing countries people are not able to shift to use of free software because of practical barriers of&lt;br /&gt;politics and economics tied to intellectual property rules.&lt;/p&gt;
&lt;p&gt;Steve Mutkoski, director of standards and interoperability for Microsoft, said improving the process of making government data transparent and accessible is complex, and it goes beyond challenging the royalties charged by IP owners. "Technical aspects are a very small part of the issue," he said, ticking off examples of typical difficulties originating in political and legal realms. "The bigger issues include the 'file cabinet mentality' of governments, and then there are the problems with legacy software and hardware."&lt;/p&gt;
&lt;p&gt;Mutkoski said applications and devices for which standards have already been established also suffer from a lack of interoperability in implementation. "There are gaps in standards, ambiguities," he said. "Not every standard comes fully baked and ready to go. Looking back at WiFi, that certainly wasn't the case." He said he has studied the processes behind the establishment of thousands of standards, and his work has shown that the best standards are produced in a transparent ongoing process in which they are allowed to evolve as needed.&lt;/p&gt;
&lt;p&gt;Mutkoski noted that there many tough issues still to be addressed in the reform of public-information systems. "It's a better approach to focus on the broader architectural framework," he said, suggesting governments go back to square one to consider information delivery that is people-centered. "The focus should be on citizen-centric government. What if they want to use Twitter, what if they want to use Facebook to access their information? Those are things we are going to have to take into account."&lt;/p&gt;
&lt;p&gt;Rishab Ghosh, program leader of FLOSS (Free/Libre and Open-Source Software) at UNU-MERIT, said intellectual property laws and monopolies impact interoperability and standards and thus they impact access to knowledge. He talked enthusiastically about the smart-card system developed by the Indian government, noting it "will save billions of dollars," and adding that with interoperability there are cost savings as well. He noted that intellectual property regulations can interfere&lt;br /&gt;with the delivery of information.&lt;/p&gt;
&lt;p&gt;"Information technology is now so universal that even the poorest subsistence farmer is impacted, because the Internet is driving and providing a basis for everything that goes on today," he said. "We are all being impacted by Internet standards. Imagine if you to go a city office in Cairo or Sharm El Sheikh and you want to register the birth of your baby or your marriage or something like that, and there's a parking lot there and the government says your car has to be a Ford or you can't&lt;br /&gt;park there. This sort of thing would never happen in other realms of technology or procurement - if it does, it is seen as corrupt practice, but in software it happens all the time. Software has a tendency toward natural monpolies, and there is also a tendency to focus on the engineering of it rather than the social effects. The choices made in the technology has an impact on millions or billions of people today... We should ensure the citizens shouldn't have to buy software from anyone&lt;br /&gt;in particular to be able to get access to that data."&lt;/p&gt;
&lt;p&gt;Related documents:&lt;/p&gt;
&lt;p&gt;Steve Mutkoski PowerPoint on Interoperability
and Standards&lt;/p&gt;
&lt;p&gt;&lt;a class="external-link" href="http://www.flosspols.org/research.php"&gt;Free/Libre/OpenSource Software Research&lt;/a&gt;&lt;/p&gt;
&lt;p&gt;&lt;a class="external-link" href="http://www.elon.edu/e-web/predictions/igf_egypt/rights.xhtml"&gt;Link to original article&lt;/a&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/imagining-the-internet-2013-a-history-and-forecast'&gt;https://cis-india.org/news/imagining-the-internet-2013-a-history-and-forecast&lt;/a&gt;
        &lt;/p&gt;
    </description>
    <dc:publisher>No publisher</dc:publisher>
    <dc:creator>radha</dc:creator>
    <dc:rights></dc:rights>

    
        <dc:subject>Openness</dc:subject>
    

   <dc:date>2011-04-02T14:26:36Z</dc:date>
   <dc:type>News Item</dc:type>
   </item>


    <item rdf:about="https://cis-india.org/news/un-official-pledges-support">
    <title>UN Official pledges support to tackle Copyright Challenges for the Visually Impaired</title>
    <link>https://cis-india.org/news/un-official-pledges-support</link>
    <description>
        &lt;b&gt;Article on the UN News Centre - New York, Nov 11 2009  6:10PM&lt;/b&gt;
        
&lt;p&gt;The head of the United Nations agency entrusted with protecting intellectual property rights has pledged support for efforts to improve access to copyright-protected works for the world’s blind or visually impaired persons.&lt;br /&gt;“Let me assure you that this is a priority area for the World Intellectual Property Organization&amp;nbsp; (&amp;lt;"http://www.wipo.int/pressroom/en/articles/2009/article_0048.html"&amp;gt;WIPO),” Director General Francis Gurry told participants at a conference in New Delhi today.&lt;/p&gt;
&lt;p&gt;According to the agency, over 314 million blind or visually impaired people worldwide stand to benefit from a more flexible copyright regime adapted to current technological realities.&lt;/p&gt;
&lt;p&gt;Individuals with reading impairment often need to convert information into Braille, large print, audio, electronic and other formats using assistive technologies. It is estimated that only 5 per cent of published books in developed countries are converted into formats accessible to the reading impaired. In India this number is even lower, at only 0.5 per cent, impeding educational and employment opportunities for the country’s nearly 70 million reading impaired citizens.&lt;/p&gt;
&lt;p&gt;“While, today, sighted individuals enjoy unprecedented access to copyright-protected content, in some contexts, social, economic, technological and legal factors, including the operation of copyright protection systems, can combine to seriously impede access to such works by the blind or other reading impaired persons,” WIPO stated in a news release.&lt;br /&gt;The agency added that the widespread use of digital technologies, in particular, has led to discussions on how to maintain a balance between the protection available to copyright owners, and the needs of specific user groups, such as reading impaired persons.&lt;/p&gt;
&lt;p&gt;Mr. Gurry noted that innovation and affordability are key considerations when addressing the specific requirements of the visually impaired in developing countries.&lt;/p&gt;
&lt;p&gt;He called for joining forces with UN partners, including the World Health Organization (&amp;lt;"http://www.who.int/"&amp;gt;WHO) and the UN Educational, Scientific and Cultural Organization (&amp;lt;"http://portal.unesco.org/en/ev.php-URL_ID=29008&amp;amp;URL_DO=DO_TOPIC&amp;amp;URL_SECTION=201.html"&amp;gt;UNESCO), to make best use of the expertise and skills that are available and move forward on these important questions.&lt;/p&gt;
&lt;p&gt;For more details go to &lt;a class="external-link" href="http://www.un.org/apps/news/story.asp?NewsID=32929&amp;amp;Cr=digital&amp;amp;Cr1="&gt;UN News Centre&lt;/a&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/un-official-pledges-support'&gt;https://cis-india.org/news/un-official-pledges-support&lt;/a&gt;
        &lt;/p&gt;
    </description>
    <dc:publisher>No publisher</dc:publisher>
    <dc:creator>radha</dc:creator>
    <dc:rights></dc:rights>

    
        <dc:subject>Accessibility</dc:subject>
    

   <dc:date>2011-04-02T14:34:04Z</dc:date>
   <dc:type>News Item</dc:type>
   </item>


    <item rdf:about="https://cis-india.org/news/wipo-director-general-pledges-support">
    <title>WIPO Director General Pledges Support for India’s Visually Impaired Community</title>
    <link>https://cis-india.org/news/wipo-director-general-pledges-support</link>
    <description>
        &lt;b&gt;An article in the WIPO website on the “Right to Read of persons with print disabilities and copyright challenges” organized by the VIP community in cooperation with the Government of India in New Delhi on November 11, 2009.&lt;/b&gt;
        
&lt;p&gt;WIPO Director General Francis Gurry met representatives of India’s visually impaired (VIP) community at a conference on the “Right to Read of persons with print disabilities and copyright challenges” organized by the VIP community in cooperation with the Government of India in New Delhi on November 11, 2009, and reaffirmed WIPO’s commitment to supporting international attempts to improve access to copyright protected works by visually impaired persons (VIPs).&amp;nbsp; “Let me assure you that this is a priority area for the World Intellectual Property Organization,” Mr. Gurry said.&lt;/p&gt;
&lt;p&gt;More than 314 million blind or visually impaired people around the world stand to benefit from a more flexible copyright regime adapted to current technological realities. Individuals with reading impairment often need to convert information into Braille, large print, audio, electronic and other formats using assistive technologies.&amp;nbsp; It is estimated that only 5% of published books in developed countries are converted into formats accessible to the reading impaired.&amp;nbsp; In India, however, only 0.5% of works are published in accessible formats.&amp;nbsp; This has an adverse impact on the educational and employment opportunities of the country’s nearly 70 million reading impaired citizens.&lt;/p&gt;
&lt;p&gt;While, today, sighted individuals enjoy unprecedented access to copyright-protected content, in some contexts, social, economic, technological and legal factors, including the operation of copyright protection systems, can combine to seriously impede access to such works by the blind or other reading impaired persons.&amp;nbsp; Widespread use of digital technologies, in particular, has prompted reconsideration of the question of how to maintain a balance between the protection available to copyright owners, and the needs of specific user groups, such as reading impaired persons. During the meeting, members of the Indian VIP community endorsed WIPO’s role in steering the VIP Initiative at the international level.&amp;nbsp; Mr. Gurry reaffirmed his personal commitment to the specific needs of this community, particularly in developing and least-developed countries:&amp;nbsp; He said innovation and affordability are key considerations when addressing the specific requirements of the VIP in developing countries.&lt;/p&gt;
&lt;p&gt;To move forward on these questions, Mr. Gurry noted, we will need to take join ranks with UN partners, namely the World Health Organization (WHO), the United Nations Educational, Scientific and Cultural Organization (UNESCO), the International Telecommunication Union (ITU), the Office of the United Nations High Commissioner for Human Rights (OHCHR), among others, to make best use of the expertise and skills that are available.&amp;nbsp; The ITU for example, is particularly well placed to provide important technological inputs in the field of telephony and communications and to foster public-private partnerships in this area.&lt;/p&gt;
&lt;p&gt;Mr. Gurry welcomed India’s readiness to test the prototype guidelines for trusted intermediaries recently adopted by the WIPO Stakeholders’ Platform.&amp;nbsp; The Director General said that WIPO was ready to explore options to support training/capacity building activities in India for VIPs within the framework of the VIP initiative.&lt;/p&gt;
&lt;p&gt;The New Delhi meeting reviewed a series of operational arrangements that could enable fast track access to certain copyright-protected works, particularly educational materials, in local Indian languages.&amp;nbsp; It also focused on the need to incorporate the necessary flexibilities in the Indian Copyright Act 1957 for the benefit of print impaired persons.&lt;br /&gt;Representatives of key organizations such as the National Institute for the Visually Handicapped (NIVH), the Regional Resource Centre of the Digital Accessible Information System (DAISY), the Centre for Internet and Society and the Federation of Publishers’ &amp;amp; Booksellers’ Associations in India presented their views and concerns on the subject.&amp;nbsp; The meeting was opened to a larger audience of authors, publishers, collective management organizations and librarians, among others.&amp;nbsp; India’s former Ambassador of India to the United Nations in Geneva, Mr. Swashpawan Singh, honorary advisor on the VIP Initiative to the Director General of WIPO, also participated in the discussions.&lt;/p&gt;
&lt;h3&gt;Background&lt;/h3&gt;
&lt;p&gt;In its May 2008 session, the WIPO’s Standing Committee for Copyright and Related Rights (SCCR) acknowledged the special needs of VIPs and stressed the importance of dealing, without delay and with appropriate deliberation, with the needs of the blind, visually impaired, and other reading-disabled persons, including discussions at the national and international level on possible ways and means of facilitating and enhancing access to protected works.&lt;/p&gt;
&lt;p&gt;In this context, WIPO is currently hosting a global Stakeholders’ platform to explore the specific needs, and concerns, of both copyright owners and reading impaired persons.&amp;nbsp; The aim of the platform is to explore and identify possible operational arrangements to make published works available in accessible formats to the VIP community and within a reasonable time frame.&amp;nbsp; The Platform has recognized the importance of building trust among all parties and has agreed on a first set of principles to facilitate the cross border transfer of published works to print-disabled people, particularly among charities. A draft treaty on the visually impaired persons and for other people with reading disabilities was put forward by the delegations of Brazil, Ecuador and Paraguay in May 2009.&amp;nbsp; This, together with other possible proposals and contributions by the members of the SCCR, will be discussed at the 19th Session of the SCCR in December 2009, with a view to establishing a multilateral legal framework in the field of limitations and exceptions for the benefit of VIPs.&lt;/p&gt;
&lt;p&gt;&lt;a class="external-link" href="http://www.wipo.int/pressroom/en/articles/2009/article_0048.html"&gt;Link to the original article&lt;/a&gt;&lt;/p&gt;
&lt;a class="external-link" href="http://news.domainlabs.eu/WIPO_Press_Releases/2009/11/11/WIPO_Director_General_Pledges_Support_for_India%E2%80%99s_Visually_Impaired_Community"&gt;Link to Related News&lt;/a&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&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/news/wipo-director-general-pledges-support'&gt;https://cis-india.org/news/wipo-director-general-pledges-support&lt;/a&gt;
        &lt;/p&gt;
    </description>
    <dc:publisher>No publisher</dc:publisher>
    <dc:creator>radha</dc:creator>
    <dc:rights></dc:rights>

    
        <dc:subject>Accessibility</dc:subject>
    

   <dc:date>2011-04-02T14:34:21Z</dc:date>
   <dc:type>News Item</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/accessibility/blog/right-to-read-for-the-print-impaired-and-copyright-challenges">
    <title>Right to read for the print impaired and copyright challenges</title>
    <link>https://cis-india.org/accessibility/blog/right-to-read-for-the-print-impaired-and-copyright-challenges</link>
    <description>
        &lt;b&gt;The National Institute for the Visually Handicapped (NIVH), Daisy Forum of India (DFI) and Centre for Internet and Society (CIS) together organised an event titled “Right to read for the print impaired and copyright challenges” on behalf of the Visually Impaired (VIP) community of India in New Delhi on 11th November. &lt;/b&gt;
        &lt;p&gt;  &lt;/p&gt;
&lt;p&gt;The "Right to read for the print impaired and copyright challenges" event was held in honour of the visit of the Director General of the World Intellectual Property Organisation (WIPO) to India. The main agenda of the meeting was to draw attention to the pressing problems faced by the print impaired community in developing countries such as India.&lt;/p&gt;
&lt;p&gt;The meeting began with a welcome address and background to the meeting given by Nirmita. This was followed by two presentations by Dr.Sam Taraporewala from XRCVC and Ms.Shalini Khanna representing NAB India. The focus of these presentations was to brief the guests from the WIPO as well as the representatives from different stakeholder groups in the audience about the present position in India with regard to the availability of books in accessible formats for the visually impaired and the severe barrier posed by the Indian Copyright Act 1957 which impacted the lives of millions of print impaired persons on an everyday basis. These presentations highlighted the fact that barely half a percent of books were made available in different accessible formats in India and that these were mostly study materials for school children. Most of these were also conversions obtained without the permission of copyright holders and organisations in India were stressed in terms of finances and infrastructural support to cater to the needs of a large number of blind persons in India. As a result of this, blind persons have limited or no access to information and cultural content in accessible formats and even the few materials which are available on the internet are not necessarily to persons using screen readers. Consequently persons with print impairments are excluded from participating in the cultural, social and economic life of the country and from becoming creative and productive members of society.&lt;/p&gt;
&lt;p&gt;&lt;a href="https://cis-india.org/accessibility/publications/Print_Access.pdf/at_download/file" class="internal-link" title="Print Access"&gt;Print Access&lt;/a&gt; - &lt;a href="https://cis-india.org/accessibility/publications/Print%20Access.ppt/at_download/file" class="internal-link" title="Print - Access"&gt;Presentation&lt;/a&gt;&lt;/p&gt;
&lt;p&gt; &lt;/p&gt;
&lt;p&gt;This was followed by two presentations from members of the publishers’ community, namely Mr.Vivek Mehra, MD and CEO of Sage India and Mr.Manish Arora, Chairman of the Copyright Committee of the Federation of Publishers and Booksellers Association Of India. Both the speakers expressed their willingness to provide books to persons with print impairments, provided that their concerns of leakage and piracy could be adequately addressed. Earlier in a smaller meeting before the event, Mr.Manas Saikia, MD of Cambridge University Press India Pvt Ltd, had made a similar statement and had also announced that CUP India had finally worked out a format for a contract which would be mutually acceptable to both publishers as well as the community and that CUP would be using this contract globally in all countries. He suggested that this contract could be used as a basis by all publishing houses to enter into agreements with the community to facilitate equitable access to blind persons in India.&lt;/p&gt;
&lt;p&gt;After this, Dr.Francis Gurry (DG) briefed the audience about the Treaty for the Blind, visually impaired and other reading disabled which is presently tabled before the WIPO by Brazil, Ecuador and Paraguay and the establishment of a stake holders platform as a parallel process to provide a speedy and feasible solution to both the blindness and publisher communities, until such a time that a consensus was reached and an internationally binding agreement in the form of a treaty was arrived at. He expressed a desire to know about the problems being faced by the VIP community in India and to offer assistance from WIPO in any manner which may help to tackle the problems in an interim manner. Some of the ways in which help was solicited was in the manner of financial aid to fund capacity building and other projects and a recommendation was made that WIPO should consider India as a possible location for the pilot project of trusted intermediary soon to be undertaken. It was stressed by the community that India was home to nearly 70 million print impaired persons, had the institutional infrastructure to carry such a project through and could act as a resource to other developing countries.&lt;/p&gt;
&lt;p&gt;The community also appraised the DG of an attempt to create a stake holders platform at a national level, which complemented the efforts being undertaken at the international level and asked that India should be kept informed of all developments which took place on this issue in WIPO. The DG in his opening remarks observed that India seemed to be a country which was extremely good at making “frugal innovations” and cited the Nano car as one of many examples. He expressed his belief that India could go a long way in creating cost effective and workable technology solutions for publishers and that it would certainly be worth exploring for WIPO to fund such projects in India.&lt;/p&gt;
&lt;p&gt;The VIP community in India had prepared a &lt;a href="https://cis-india.org/accessibility/publications/submission%20to%20the%20DG%20clean%20Nov11th.pdf/at_download/file" class="internal-link" title="Submission"&gt;submission document&lt;/a&gt; to the WIPO on the concerns and needs of India in this matter, which was handed over to the DG by Mr.Dipendra Manocha.&lt;/p&gt;
&lt;p&gt;The meeting concluded with a Q&amp;amp;A session facilitated by Ambassador Swashpawan Singh (Special advisor to the DG on the VIP issue) and a vote of Thanks by Ms.Anuradha Mohit.&lt;/p&gt;
&lt;h3&gt;Background to the event&lt;a name="OLE_LINK1"&gt;&lt;/a&gt;&lt;/h3&gt;
&lt;p&gt;The Right to read is a fundamental human right for all persons in the Information age.&lt;/p&gt;
&lt;p&gt;  &lt;/p&gt;
&lt;p&gt;The ability to seek, receive and impart information and ideas is vital to ensuring that all persons are able to participate productively in the cultural, scientific and economic life of the society.&lt;/p&gt;
&lt;p&gt;However, despite the undisputed recognition of the importance of this right by countries across the globe, persons who are unable to access printed materials, whether due to a visual, physical or cognitive disability, continue to be starved of knowledge and information which is available to the general public.&lt;/p&gt;
&lt;p&gt;For persons who cannot read print, information has to be converted into formats such as Braille, large print, audio, electronic and other formats which they can access using assistive technologies. The World Blind Union estimates that barely 5% of books which get published in developed countries get converted into accessible formats. In developing countries such as India this estimate gets reduced even further to a bare 0.5%. This results in reduced educational and employment opportunities for the nearly 70 million print impaired persons in India, since the lack of information and public communication material severely restricts their socio-cultural involvement. To add to this, materials which are available in electronic formats on web sites are also very often inaccessible due to the failure of web designers and developers to adhere to principles of universal access while creating web sites and content on web sites.&lt;/p&gt;
&lt;p&gt;The Copyright laws of countries are responsible for determining whether such conversions for the benefit of visually impaired persons are possible without seeking permissions from copyright holders. Under the Indian Copyright Act 1957, there is no provision under the fair dealing clause which expressly permits conversions into accessible formats for persons who cannot read print. Consequently it is illegal for these persons to scan a book into a computer and read it using a screen reader and to share the same with other blind persons. In effect, this is a curtailment of their fundamental right to read, since they cannot read books in their original printed form and have to necessarily convert them into other formats.  While there are nearly 124 countries which have restrictive copyright laws like India which do not make provisions for conversion by the blind, there are about 54 countries including both developed and developing countries which have enabled the necessary legal framework for persons with print impairments to convert and read books. Blind persons in these countries, in addition to converting books for their own use within their country, can also share books with each other. Hence libraries for the blind in these countries constantly circulate materials in accessible formats amongst themselves. Blind persons living in countries like India on the other hand, are unable to undertake conversion or take advantage of already available accessible materials in other countries.&lt;/p&gt;
&lt;p&gt;&lt;/p&gt;
&lt;p&gt;Recognising that this problem needs to be addressed urgently once and for all and that such a solution should come at an international level, the World Blind Union in November 2008, proposed a Treaty before the Standing Committee on Copyright and Related Rights (SCCR) of the World Intellectual Property Organisation (WIPO) titled “the Treaty for the Blind, visually impaired and other reading disabled persons”, which sought to harmonise exceptions and limitations for the visually impaired in the copyright laws of countries across the world so that there could be a free and unimpeded exchange of knowledge across borders. This Treaty is currently proposed by three Latin American Countries- Brazil, Ecuador and Paraguay and is to be discussed at the next meeting of the SCCR in December. At the same time, stakeholders in the treaty (disability organizations and publisher groups) are also trying to address this issue through a stakeholders platform constituted especially for this purpose.&lt;/p&gt;
&lt;p&gt;In the light of the ever growing magnitude of this problem in India and the implications that such an international Treaty could have for a country like India, urgent action is required at two levels:&lt;/p&gt;
&lt;ul&gt;
&lt;li&gt;We need to amend the Indian Copyright Act 1957 and incorporate the necessary flexibilities required for print impaired persons to undertake and share accessible books- this will serve to bring the Act in line with the provisions of the Indian Constitution and the UNCRPD (United Nations Convention on Rights of Persons with Disabilities) to which we are a signatory;&lt;/li&gt;
&lt;/ul&gt;
&lt;ul&gt;
&lt;li&gt;India should support the Treaty efforts at the WIPO to harmonise copyright laws at a global level.&lt;/li&gt;
&lt;/ul&gt;
&lt;p&gt;The Visually Impaired Community (VIP Community) of India has been fighting this battle for many years and yet blind children are being deprived everyday of vital information which would enable them to pursue education and employment. The community has recently launched a nation wide Right to Read (R2R) Campaign to raise awareness on this issue amongst the public and policy makers.&lt;/p&gt;
&lt;h3&gt;The Present Event:&lt;/h3&gt;
&lt;p&gt;The Director General of the WIPO Mr.Francis Gurry, visited India between 11th-13th November , and kindly consented to attend a special event titled, The Right to Read for persons with print impairment and Copyright Challenges” being organized by the VIP community in India in his honour. This meeting intended to serve as a platform for the community to express its views on the Treaty negotiations at the WIPO and to brief the Director General about the efforts being undertaken at the national level to tackle this problem. Attendees were members from different stakeholder communities such as disability organizations, publishers and the government and they all had an opportunity to present their points of view.&lt;/p&gt;
&lt;h3&gt;Agenda of the seminar on Right to Read and copy right challenges&lt;/h3&gt;
&lt;p&gt;Date: 11th  November&lt;br /&gt;Time: 5:00  P.M.&lt;br /&gt;Duration: One Hour&lt;br /&gt;Venue: Sheraton New Delhi Hotel, District Centre, Saket, New Delhi 110017&lt;/p&gt;
&lt;ul&gt;
&lt;li&gt;Welcome and background of the meeting by Ms.Nirmita Narasimhan (Programme Manager, Centre for Internet and Society)&lt;/li&gt;
&lt;/ul&gt;
&lt;ul&gt;
&lt;li&gt;Challenges in reading books for persons with blindness or low vision by Mr. K. Ramakrishna (General Secretary, National Association for the Blind)&lt;/li&gt;
&lt;li&gt;Brief about the copyright challenges to the print impaired community in India By Dr. Sam Taraporevala – Chairman Copy Right and Publisher Relationship Committee, DAISY Forum of India&lt;/li&gt;
&lt;li&gt;Publisher’s perspective by Mr. Vivek Mehra (MD/CEO, Sage India)&lt;/li&gt;
&lt;li&gt;Presentation from the Federation of Publishers’ &amp;amp; Booksellers’ Associations in India (Chair Legal Committee, FPBAI) &lt;/li&gt;
&lt;li&gt;Address by the Director General- WIPO &lt;/li&gt;
&lt;li&gt;Introduction to and presentation of the submission document to the DG by Mr.Dipendra Manocha&lt;/li&gt;
&lt;li&gt;Questions and Comments from the Deligates- facilitated byAmbassador Swashpawan Singh&lt;/li&gt;
&lt;li&gt;Vote of Thanks by Ms. Anuradha Mohit (Director, National Institute for Visually Handicapped, Ministry of Social Justice and Empowerment, Govt. of India)&lt;/li&gt;
&lt;li&gt;Informal Interaction over tea/coffee.&lt;/li&gt;
&lt;/ul&gt;
&lt;h3&gt;Video&lt;/h3&gt;
&lt;p&gt;
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&lt;/p&gt;
&lt;p&gt;
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&lt;param name="data" value="http://blip.tv/play/g_dIgbKmRAA"&gt;
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&lt;/p&gt;
        &lt;p&gt;
        For more details visit &lt;a href='https://cis-india.org/accessibility/blog/right-to-read-for-the-print-impaired-and-copyright-challenges'&gt;https://cis-india.org/accessibility/blog/right-to-read-for-the-print-impaired-and-copyright-challenges&lt;/a&gt;
        &lt;/p&gt;
    </description>
    <dc:publisher>No publisher</dc:publisher>
    <dc:creator>radha</dc:creator>
    <dc:rights></dc:rights>

    
        <dc:subject>Accessibility</dc:subject>
    

   <dc:date>2011-11-08T15:56:43Z</dc:date>
   <dc:type>Blog Entry</dc:type>
   </item>


    <item rdf:about="https://cis-india.org/advocacy/other-advocacy/user-generated-content-citizen-journalism-and-news">
    <title>User generated content, citizen journalism and news </title>
    <link>https://cis-india.org/advocacy/other-advocacy/user-generated-content-citizen-journalism-and-news</link>
    <description>
        &lt;b&gt;Jamillah Knowles, who is an online and radio journalist for the BBC, gave a public talk at CIS on the 26th of September on User generated content , citizen jounalism and news.
The videos of the talk are given in this blog.&lt;/b&gt;
        
&lt;p&gt;Jamillah Knowles who is an online and radio journalist for the BBC, gave a talk about how the BBC has embraced user generated content
and how it has changed our news environment in the way we research and
provide news for radio, television and online.&lt;/p&gt;
&lt;p&gt;Currently she works in the User Generated Content Hub at the BBC
providing contacts, images, case studies and eyewitness accounts in
multimedia form for all news outlets across the corporation.&amp;nbsp;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;embed width="250" height="250" src="http://blip.tv/play/g_dIgaj4XQA" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true"&gt;&lt;/embed&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;embed width="250" height="250" src="http://blip.tv/play/g_dIgariaAA" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true"&gt;&lt;/embed&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;embed width="250" height="250" src="http://blip.tv/play/g_dIgauoRwA" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true"&gt;&lt;/embed&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;embed width="250" height="250" src="http://blip.tv/play/g_dIgaupaQA" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true"&gt;&lt;/embed&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;embed width="250" height="250" src="http://blip.tv/play/g_dIgaurbgA" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true"&gt;&lt;/embed&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;embed width="250" height="250" src="http://blip.tv/play/g_dIgausZQA" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true"&gt;&lt;/embed&gt;
&lt;p&gt;&amp;nbsp;&lt;/p&gt;
&lt;embed width="250" height="250" src="http://blip.tv/play/g_dIgautagA" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true"&gt;&lt;/embed&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/advocacy/other-advocacy/user-generated-content-citizen-journalism-and-news'&gt;https://cis-india.org/advocacy/other-advocacy/user-generated-content-citizen-journalism-and-news&lt;/a&gt;
        &lt;/p&gt;
    </description>
    <dc:publisher>No publisher</dc:publisher>
    <dc:creator>radha</dc:creator>
    <dc:rights></dc:rights>


   <dc:date>2011-08-20T22:55:09Z</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>




</rdf:RDF>
