Centre for Internet and Society

Second Draft of Open Access Policy of the Department of Biotechnology and Department of Science released

sinha — 2014-10-30T00:33:49Z

The Department of Biotechnology and the Department of Science, Ministry of Science and Technology, Government of India drafted an Open Access Policy (“Policy”) in consultation with several open access experts, government officials and CIS. The second draft of the Policy released last week and is open for comments till 17th November, 2014.

The Centre for Internet and Society (“CIS”) commends the efforts of the Ministry of Science and Technology, Government of India to make scientific research publicly available by developing an open access policy. The first and second drafts of the Policy may be accessed here. The following part highlights the changes inserted in the second draft of the Policy.

Second draft of the Department of Biotechnology and the Department of Science Open Access Policy

The second draft has been titled “Policy on open access to DBT and DST funded research.” At the outset, the second draft reflects that the Policy is voluntary and not mandatory in nature. To reiterate this, the Department of Biotechnology and the Department of Science (“DBT-DST”) acknowledge and respect right of researchers to publish their work in a journal of their choice in the Policy. However, the DBT-DST maintains that it will not underwrite article processing charges. In addition, the Policy respects the limitations placed on research outputs under Indian law and intellectual property policies of the respective institutions.

The Policy lays out that the process for making a research output openly accessible will start at the institutional level, and it has been made mandatory for institutions which receive core funding from DBT-DST to set-up an Institutional Repository(“IR”). The DBT-DST will provide adequate assistance to set up institutional repositories. For other institutions, it is strongly suggested that they set up an IR. Meanwhile, institutions can submit their work in the central repository created by the DBT and DST (dbt.sciencecentral.in and dst.sciencecentral.in). The Ministry of Science and Technology will set up a central harvester (www.sciencecentral.in) that will harvest the full text and metadata of these publication.

The recommended deposit period of the works has been extended to two weeks after the acceptance by the journal, and the recommended embargo period is less than a year. Depositing in a suitable repository has been made mandatory for all research outputs. CIS strongly recommended an embargo period of one year, and making deposits in repositories mandatory, regardless of the open access routes ( Gold OA or Green OA) adopted by the scientist.

The draft makes it clear that the Policy does not intend to override the agreements between the researchers and publishers, however, it recommends the authors to bring to the notice of publishers their obligations under the Policy.

In furtherance of creating awareness of open access, the DBT-DST intend to celebrate “Open Access Day” during the International Open Access Week (http://www.openaccessweek.org/) by organizing sensitizing lectures, programmes, workshops and taking new OA initiatives.

The second draft successfully addresses concerns raised by scientists and publishers on the first draft. The comments on the first draft may be accessed here. In the comments, the scientific community requested clarification on the mandatory nature of the policy. It also raised the issue of impeding career advancement in view of limited number of open access journals and the dependence on publications in certain noteworthy journals while hiring. Therefore, the second draft of the Policy makes it voluntary to publish open access, however, depositing in repositories has been made mandatory.

Further, concerns about IRs and central repository have been addressed in the second draft with the DBT-DST committing to assist institutions in setting up IRs.

Some publishers raised concerns about the stipulated embargo period, and suggested it be extended to a variable of 12-24 months, instead of the 12 months period recommended in the Policy. However, the second draft retains the embargo period of one year because scientific research moves at a fast pace, and locking crucial research for more than one year runs the risk of rendering the research outdated.

FAQs on the Policy will be released soon, as requested by several commentators.

About the Policy

CIS has been assisting the DBT-DST on developing the Policy since June 2014. The Policy document was drafted by the Open Access Policy Committee. I blogged about the exercise undertaken to emerge with the first draft which was followed by a round of comments from the public. After releasing the first draft, the Open Access Policy Committee convened a meeting to review the Policy in light of the feedback received. CIS was invited to participate in the meeting and I attended it in furtherance of the submissions made by CIS previously. The second draft is the outcome of the Open Access Policy Committee meeting.

For more details visit https://cis-india.org/openness/second-draft-of-open-access-policy-of-the-department-of-biotechnology-and-department-of-science-released

More Than 40 Million People Await the Launch of Odia Wikisource

subha — 2014-11-04T13:58:48Z

Speakers of Odia will soon have mountains of books to read online in their mother tongue, following the launch of the Odia Wikisource, which will make accessible many rare books that have entered the public domain.

The article by Subhashish Panigrahi was published in Global Voices on October 18, 2014 and thereafter mirrored on the Wikimedia Blog on October 21, 2014.

Authors and publishers are also invited to donate their copyrighted work, possibly bringing open access to large volumes of books and manuscripts, creating a vast archive of educational resources. And everything will be in Odia.

One of the biggest advantages of Wikisource is that all its books are available in Unicode, meaning that Google's search engine indexes the texts’ entirety, and readers are able to copy easily what they wish. (Most conventional archival systems lack this feature.) A volunteer community administers Wikisource. To upload a book's content, volunteers either retype the books word-for-word, or, when possible, use Optical Character Recognition (commonly known as “OCR“), which converts scanned images into editable text. Available at or.wikisource.org, Odia is Wikisource's eleventh Indic language.

There are more than 40 million native Odia speakers in the world. Most live in the Indian state of Odisha and its neighboring states, but there is a large diaspora in countries like the US, UK, UAE, and across South and East Asia. Despite being spoken by so many people, Odia's online presence is relatively small.

As of October 2014, Odia Wikipedia hosted 8,441 articles. The state government's websites have Odia-language content, naturally, but none of the text is in Unicode, making the materials invisible to search engines and difficult to share. Thanks to individual and organizational efforts, some Odia-language websites have recently emerged with Unicode content.

With support from the non-profit organization Pragati Utkal Sangha and the National Institute of Technology Rourkela, a Bhubaneswar-based outfit has digitized about 740 books through the Open Access to Oriya Books (OAOB) project. Most of these texts were published between 1850 and 1950. The OAOB project is the largest existing digital archive of Odia literature, but the archived books are only available as scanned PDFs, restricting readers’ ability to search within the texts.

As a Wikimedia project, Odia Wikisource underwent a long approval process, after running as an active incubator project for nearly two years. Both the Language Committee and the Wikimedia Foundation's Board reviewed and endorsed the project.

Odia Wikisource has already digitized and proofread three books entirely. In collaboration with the Wikimedia-funded Centre for Internet and Society‘s Access to Knowledge, the Kalinga Institute of Social Sciences (KISS) has partially digitized another book, as well. KISS is also busy digitizing another Nine books by Odia-language author Dr. Jagannath Mohanty that were relicensed to CC-BY-SA 3.0 earlier this year.

In response to posts on Twitter and Facebook, four new contributors recently joined Wikisource to help digitize “The Odia Bhagabata,” a literary classic compiled in the 14th century. “Content that have already been typed with fonts of non-Unicode encoding systems could be converted by converters which was the case of Odia Bhagabata. New contributors did not face the problem of retyping the text, as the book was already available on a website Odia.org and is out of copyright”, says Manoj Sahukar, who (along with yours truly) designed a converter that helped to transcribe “Bhagabata”.

Rising Voices contacted some of those whose efforts made this happen.

Mrutyunjaya Kar (MK), Long time Wikimedian who has proof-read the books on Odia Wikisource
Rising Voices (RV): Youre there with Odia Wikisource since its inception. How you think it will help other Odias?
MK: Odias around the globe will have access to a vast amount of old as well as new books and manuscripts online in the tip of their finger. Knowing more about the long and glorious history of Odisha will become easier.

Nihar Kumar Dalai (NKD), Wikisource writer
RV: How does it feel to be one of the few contributors to digitize Odia Bhagabata. How you want to get involved in future?
NKD: This is a proud opportunity for me to be a part of digitization of such old literature. I, at times, think if I could get involved with this full time!

Nasim Ali (NA), Oldest active Odia Wikimedian and Wikisource writer
RV: Do you think any particular section of the society is going to be benefited by this?
NA: Books contain the gist of all human knowledge. The ease of access and spread of books are the markers of the intellectual status of a society. And in this e-age Wikisource can be helpful by not just providing easy access to a plethora of books under free licenses but also aiding the spread of basic education in developing economies. Together with Wikisource and cheaper internet this could catalyze a Renaissance of 21st century.

Pankajmala Sarangi (PS), Wikisource writer
RV: You have digitized almost two books, are the highest contributor to the project and also one of the main reasons for Odia Wikisource getting approved. What are your plans next to grow it and take to masses?
PS: I would be happy to contribute by typing more books on Odia so that they can be stored and available to all. We can take this to masses through social, print and audio & visual media and organizing meetings/discussions.

Amir Aharoni (AA), Wikimedia Language Committee member and Software Engineer at the Language Engineering team at the Wikimedia Foundation
RV: What you feel Wikisource could do to a language like Odia with more than 40 million speakers?
AA: In schools in Odisha, are there lessons of Odia literature? If the answer is yes, then it can do a very simple thing – make these lessons more fun and help children learn more! Everybody says that in Kerala this worked very well with Malayalam literature.

Clearly, strong passions motivate Odia Wikisource's volunteers, like Nihar Kumar Dalai, who writes on Facebook:

Hindi and English are fine, but our native language it bit more special! Who of us does not now about the art, culture, noted personalities, tourist spots and festivals of Odisha? But if you search online about all of these then there is very little available. There comes a simple and easy solution Odia Wikipedia. Like Odia Wikipedia, Odia Wikisource is another great place and this is my small contribution to bring Odia Bhagabata on Odia Wikisource.

For more details visit https://cis-india.org/openness/blog-old/global-voices-subhashish-panigrahi-october-18-2014-more-than-400-million-people-await-launch-of-odia-wikisource

Rethinking Conditions of Access

sneha — 2015-11-13T05:35:00Z

P. P. Sneha explores the possibilities of redefining the idea of access through the channels of education and learning.

The advent and pervasive growth of the internet and digital technologies in the last couple of decades have caused several changes in the way we now imagine education and processes of learning, both within and outside the classroom. The increasing use of digital tools, platforms and methods in classroom pedagogy, and the access for students to resources through online and collaborative repositories such as Wikipedia have led to a change in not just teaching practices, but also in the learning environment, which has now become more open, iterative and participatory in nature. While increased access to the internet may be one factor contributing to this change, the conditions of such access – how it is made available, to whom and for what purpose – still remain contentious. As per recent statistics, India has more than 200 million internet users, but as several studies on online users have illustrated, the numbers are hardly indicative of the nature of online engagement. The problem of the ‘digital divide’, though much debated and addressed, still persists in India, as in several other countries, with lack of infrastructure and low broadband speed being two among several reasons for the slow move in bridging this gap.

Last year, the Digital Inclusion Index map indicated India as only BRICS country ‘at extreme risk’ on the ‘digital divide’

The problem of the digital divide itself has largely been understood as one of access to the internet and/or broadly digital technologies, but the conditions of this access, in terms of the nature of its use and adaptability to a dynamic and ever-changing technological landscape is something that needs to be looked at critically, in order to provide a more nuanced understanding of the problem itself, and its inherent conflicts. The technological landscape we inhabit today is quite diverse, and rather multi-layered, as a result of which conditions of access also differ across spaces and in degrees. The problematisation, therefore, will need to be more qualitative and nuanced, to take into account several variables spread over social, cultural and economic categories.

The assumption of the internet, as an open and accessible, therefore neutral space, has also been questioned time and again, with the latest debates around net neutrality being illustrative of this conflict. Though there is a growing interest in exploring and using the democratic potential that the internet offers, as demonstrated by several forms of online social activism and the growth of open access digital knowledge repositories and public archival spaces, there are also pertinent concerns about privacy, accessibility and the quality of online interaction and content. A large part of this uncertainty and the conflicts we see around access and regulation may be attributed to the fact that the nature of the internet, or the digital itself as concept, method or space has not been adequately explored or theorised. As a public sphere, it often reprises certain systemic forms of injustice and marginalisation seen offline, and conflates them with notions pertaining to the personal. As such, social, economic and linguistic barriers mediate the access we have to certain kinds and forms of discourse online, thereby making physical access the first step towards being part of the labyrinthian world that is the internet.

How can e-learning start, when the general access is very fragmented?

These conflicts are present in the classroom and other spaces and processes of learning as well, where traditionally there has been resistance to the use of technology, and particularly the internet as it is seen as a disturbance or a deterrent to learning. But technology has always been a part of the classroom, and now with the mobile phone becoming ubiquitous, it is indeed difficult to imagine that a student who has access to such a device would be disconnected from the internet, or not look toward other digital tools and methods to engage with, for educational or recreational purposes. However, indeed, how much of this engagement is effectively connected to learning is still a bone of contention, and is yet to be explored adequately.

What are the changes in the learning environment that the advent of digital technologies has produced? What challenges do they pose for both teachers and students? And what are the possible solutions that these areas of research are opening up? A more integrated and inclusive approach in designing methods and tools for use in the classroom could be one way of making issues and conflicts in this space more transparent. Several efforts in education technology and experiments in digital learning have focused precisely on this aspect. The sheer visibility and vastness of the internet offers several possibilities in terms of access to materials, tools and resources online. Several large-scale efforts in digitisation made by both the state and public organisations are attempts to utilise this potential, and they speak of the growing interest in making material available online for both classroom teaching and research.

The MOOCs are slowly challenging the universities. See the image full screen

The growth of Massive Open Online Courses (MOOCs) is an example of the fervour of online platforms of learning, which provide students across the world with an access to teaching and course material from some of the best institutions. However, there have been, at least in their earlier versions, several critiques of these platforms, as well, precisely because they replicate a certain classroom teaching model that is not accessible to students everywhere. This urges us to revisit the premise of such structures.

The ‘digital turn’ in the last couple of decades has engendered several changes in the way knowledge is now produced, disseminated and consumed by people located in different areas. It has also created a need to constantly rethink existing systems of learning we have in place, to plug the gaps that develop between people, skills and resources. It is only through more attempts to problematise the notion of access qualitatively, and to better understand the role of digital technologies and the internet in terms of changes in learning environments, that we may be able to understand and utilise its potential to the best.

P.P. Sneha works with the Researchers at Work (RAW) programme at the Centre for Internet and Society, Bangalore. She has a Master’s degree in English, and has previously worked in the area of higher education. This essay is a reflection on some of the learnings from projects on the quality of access to higher education and a mapping of the digital landscape and the growth of Digital Humanities in India, conducted by the Higher Education Innovation and Research Applications (HEIRA) programme at the Centre for the Study of Culture and Society (with support from the Ford Foundation), and the CIS. The original post can be read here.

For more details visit https://cis-india.org/raw/lila-inter-actions-october-14-2014-rethinking-conditions-of-access

The Legal Framework for Enforcement of Rights of Persons with Disabilities

CLPR — 2014-11-06T15:56:46Z

In order to get a complete understanding of the legal framework governing the rights of persons with disabilities, we need to understand the several legislations that cover the field. The Constitution of India is the founding legal document guaranteeing fundamental rights to all persons which includes persons with disabilities. The main legislation on disability rights is the Persons with Disabilities (Equal Opportunities, Protection of Rights and Full Participation) Act, 1995 ("PWD Act") which this chapter will be providing a detailed overview of.

Other legislations which also cover some specialized aspects of disability issues are the National Trusts Act, the Rehabilitiation Council of India Act and the Mental Health Act 1987. This chapter will not be dealing with these legislations and will focus mainly on the PWD Act as this is the main legislation covering all rights of perosns with disabilities in the country.

The Constitution of India
The Constitution of India under Chapter III guarantees fundamental human rights to all persons. The right to equality is enshrined in Article 14 of the Constitution and recognizes that all persons are equal before the law. Persons with disabilities are entitled to this guarantee to not be discriminated against in any manner and to be treated equally, which includes the requirement for special treatment where required. Similarly, Article 15 and 16 prohibits discrimination on the grounds of "religion, race, caste, sex, place of birth or any of them and guarantees equal opportunity in matters of public employment. Article 16 (3) & (4) provides that the State can make provision for the reservation of appointments or posts in favour of any backward class of citizens which, in the opinion of the State, is not adequately represented in the services. It is on the basis of Article 16, that the guarantees to reservation and equal opportunity in public employment are made under the PWD Act. The right to equality has been upheld for persons with disabilities not to be discriminated and to be provided equal opportunity in recruitment to the civil services.[1] Article 21 of the Constitution guarantees the right to life to all persons, which has been interpreted by the Supreme Court to include the right to live with dignity,[2] , the right to livelihood,[3] and the right to education.[4] Article 21A guarantees the right to fre and compulsoy education for all children between the ages of 6-14 years.

Chapter IV of the constitution contains the Directive Principles of State Policy, which are also aims for the State to comply with. The DPSPs provide in Article 38 that the State Policy has to be directed to minimize inequalities, secure right to an adequate means of livelihood and also secure that the operation of legal system promotes justice. Under Article 41, the State shall make provisions for ensuring the right to work, education and public assistance in case of unemployment, old age, sickness and disablement and in other cases of undeserved want. The State shall endeavour to provide for free and compulsory education for all children until they complete the age of 14 years and under Article 46 the State has also the responsibility of promoting with special care the educational and economic interests of the weaker sections of the people. All these provisions are equally applicable to the persons with disabilities.

The denial or violation of any of these rights would entitle any person to approach the High Courts or the Supreme Court in their writ jurisdictions under Articles 226 and 32, respectively, if there is no other alternative or equally efficacious remedy available.

The PWD Act
The PWD Act came into force on 1^st January 1996, and was enacted in pursuance of India's obligation under the Proclamation on the Full Participation and Equality of People with Disabilities in the Asian and Pacific Region, which it adopted in December 1992. The Act provides for various measures for persons with disabilities to facilitate their access to education, employment, basic infrastructure and social welfare measures.

Under the PWD Act, a 'person with disability' has been defined as any person having 40% or more of any of the following disabilities: (i) Blindness; (ii) Low vision; (iii) Leprosy cured; (iv) Hearing impairment; (v) Locomotor disability; (vi) Mental retardation; and (vii) Mental illness. This is a limited definition, as only perosns who fall within this definition as having 40% or more of the above 7 disabilities would be categorized as perosns with disabiltiies and would be entitled to get the benefits of the rights and schemes under the PWD Act.

The main rights available to persons with disabiltiies are in the field of education in public schools, public employment, infrastructure on the roads and in public transport and access to public buildings and a greiavance redressal procedure for protection of their rights.

Education
Under the PWD Act, all children with disabilities below the age of 18 have the riht to free and compulsory eduication that is accessible. This goes even beyond the mandate of the Right of Children to Free and Compulsory Education Act, 2009 that calls for free education to be provided to children up to the age of 14. The further obligations placed on the government by the PWD Act with respect to formal education are that efforts must be made to see that these children with disabilities are integrated into regular schools that they attend, and that the setting up of special schools with vocational training facilities should be encouraged at the local level in the Government and private sectors, so that children across the country who require special education have access to such schools in their areas. Section 39 of the PWD Act also requires that 3% of all seats in Government and Government-aided educational institutions be earmarked for children or students with disabilities. The PWD Act also requires that the government formulate and implement schemes pertaining to non-formal, functional education, in respect of the following matters:

(a) Conducting part-time classes in respect of children with disabilities who have completed the fifth grade and could not continue full-time studies thereafter;

(b) Conducting special part-time classes to provide functional literacy for children with disabilities in the age group of sixteen and above;

(d) Imparting education through open schools or open universities;

(e) Conducting class and discussions through interactive electronic or other media; and

(f) Providing every child with disability the requisite books and equipments, at no cost.

Additionally, to facilitate equal opportunities in education for children with disabilities, the government is obligated to promote research on assistive devices, teaching aids and special teaching materials, and establish and assist special teachers' training institutions. Educational institutions are required to ensure that children with visual disabilities are provided with scribes when required. To further facilitate the mainstreaming of children with disabilities, the government is required to prepare a comprehensive scheme providing for facilities or financial support for transport to and from school, making school supplies available, scholarships, grievance redressal fora, modification of examinations and restructuring of the curriculum.

Employment
Chapter VI of the PWD Act, containing Sections 32 to 40, addresses the affirmative action measures with respect to the employment of persons with disabilities. It requires that at least 3% of all posts in all jobs under the government are required to be reserved for persons with disabilities, with 1% each being reserved for persons with blindness / low vision, persons with hearing disabilities and persons with locomotor disabilities / cerebral palsy.

To ensure that reservations have meaning, the government is required to identify posts in all public establishments that shall be reserved for persons with disability, based on the suitability of such posts to each category of disability. The list of identified posts so prepared is required to be revised in light of technological developments, at regular intervals of a maximum of 3 years.

Under Section 34, vacancies are required to be advertised, with the details of the reservations for the persons with disabilities, in the Special Employment Exchange and, if not filled, shall be carried forward to the next recruitment year.

There are also many requirements of reasonable accommodations to be provided by the Government uder Article 38 of the PWD Act and to formulate schemes for the following:

(a) relaxations of age limit,

(b) training,

(d) The government is also required to frame an insurance scheme for its employees with disabilities, and is expressly prohibited from discriminating against employees who acquire disabilities over the course of their employment as well as employees with disabilities in the matter of promotions.

(e) Finally, for those persons with disabilities who are registered with the Special Employment Exchange and have not been able to find gainful employment for over 2 years, the government is required to frame a reasonable scheme for unemployment allowance.

Accessibility
Accessing public spaces and infrastructure are addressed in Sections 44 to 47 of the PWD Act. Such measures include adapting public transport facilities for easy access to persons with disabilities, installing auditory and tactile indicators on public roads and pavements to aid those with auditory and visual disabilities, and installing ramps, Braille symbols and auditory signals in facilities in public buildings and medical institutions.

Statutory Authorities and Grievance Redressal
The PWD Act provides for the appointment of a Chief Commissioner for Persons with Disabilities at the central level under section 57 and Commissioners for Persons with Disabilities at the state level under Section 60 of the PWD Act. The Commissioners have the powers to

(i) Co-ordinate with the departments of the State Government for the programmes and schemes for the benefit of persons with disabilities;

(ii) Monitor the utilization of funds disbursed by the State Government;

(iii) Take steps to safeguard the rights and facilities made available to persons with disabilities;

(iv) Submit reports to the State Government on the implementation of the Act at such intervals as that Government may prescribe and forward a copy thereof to the Chief Commissioner.

In addition to these powers, the Chief Commissioner and Commissioners may of their own motion or on the application of any aggrieved person or otherwise look into complaints relating to deprivation of rights of persons with disabilities or the non-implementation of laws, rules, bye-laws, regulations, executive orders, guidelines or instructions made or issued by the appropriate Governments and the local authorities for the welfare and protection of rights of persons with disabilities, and take up the matter with the appropriate authorities. In order to enquire and adjudicate into these complaints, the Chief Commissioner and the State Commissioners have certain powers of civil court such as summoning of documents, etc.

Thus any matter of discrimination or denial by public authorities in matters of recruitment, promotion, benefits that perosns with disabilities are entitled to may be brought before the Commissioners for adjudication and under Section 62 of the PWD Act, , and they can recommend appropriate action to be taken by the offending body.

The central government and many State governments have enacted rules under the PWD Act which include rules on the procedure for filing complaints before the Commisisoners. The complainants do not require legal representation during the proceedings, and generally, they may institute a complaint by submitting complete details of their complaint and facts to the relevant Commissioner. In accordance with the Persons with Disabilities (Equal Opportunities, Protection of Rights and Full Participation) Rules, 1996, complaints are ideally to be disposed of within 3 months from the date of notifying the opposite party.

In the event that any party is not satusfied with the decision of the Chief Commisisoner or the State Commissioner, the said decision can be challenged in a writ petition in the respective state Hogh Court by the aggrieved party.

[1] NFB vs. UPSC (1993) 2 SCC 411, Amita vs. Union of India (2005) 13 SCC 721

[2] Francis Coralie Mullin vs. Union Territory of Delhi , (1981) 1 SCC 608

[3] Olga Tellis and Ors. vs. Bombay Municipal Corporation and Ors., (1985) 3 SCC 545

[4] Unnikrishnan J.P. and Ors. vs. State of Andhra Pradesh and Ors., (1993) 1 SCC 645

For more details visit https://cis-india.org/accessibility/blog/the-legal-framework-for-enforcement-of-rights-of-persons-with-disabilities

Bharat Majhi Writings Now Available Under a Creative Commons License

subha — 2014-11-07T15:34:38Z

Before the advent of Odia Wikisource becoming live, Centre for Internet and Society's Access to Knowledge (CIS-A2K) got in touch with notable Odia author Bharat Majhi for bringing his writings on the Internet.

Dr. Sailen Routray, Director, Kalinga Institute of Social Sciences (KISS) (also an institutional partner of CIS-A2K) played a key role in initiating a dialog with Mr. Majhi. Five of his books are now available under Creative Commons Share Alike 4.0 (CC-by-SA 4.0) license:

Agadhu Duari
Saralarekhaa
Murtikaara
Mahanagara Padya
Highwayre Kuhudi

Bharat Majhi is a known name in Odia literary circle. His writings on societal structures in rural Odisha, the people, their life, aspiration and suffering have been critically acclaimed. These books also become the first Odia modern poetry books to be available under a CC-by-SA license and Mr. Majhi takes another leap of being the first Odia poet to release his literary work under CC-by-SA 4.0 license.

Video

In this video, Odia-language poet Bharat Majhi reciting a poem from his first book Agadhu Duari. He recently released 5 of his books under CC-by-SA 4.0 license by the efforts of Centre for Internet and Society's Access To Knowledge (CIS-A2K) and Kalinga Institute of Social Sciences (KISS).He also tells Subhashish Panigrahi about his dreams of poetry becoming a performing art coming true by it becoming more open. After other Odia author and poet Dr Jagannath Mohanty, Majhi is the first Odia poet to release poem online under CC-by-SA license and his poetry earn the title of the first Odia modern poetry under the same license.

For more details visit https://cis-india.org/openness/blog-old/bharat-majhi-writings-now-available-under-cc-license

Barcamp Bangalore

praskrishna — 2014-10-13T04:43:45Z

The Centre for Internet and Society's Access to Knowledge team participated in a Barcamp at SAP Labs, Bangalore on October 12, 2014. Dr. U.B.Pavanaja and Rahmanuddin Shaik participated in the event.

Dissecting Wikipedia

Wikipedia is the world’s most famous free and open encyclopaedia which anyone can edit. In this session we will explore various technical aspects of Wikipedia with demonstrations. Wikipedia has its own set of APIs using which we can retrieve information by using various queris and parameters. The output can be generated in various formats. These output can be used for processing by programming languages as input. These will be demonstrated.

Click to read the details on the Barcamp website.

For more details visit https://cis-india.org/openness/news/barcamp-bangalore

Big Data and Positive Social Change in the Developing World: A White Paper for Practitioners and Researchers

nishant — 2014-10-01T03:52:35Z

I was a part of a working group writing a white paper on big data and social change, over the last six months. This white paper was produced by a group of activists, researchers and data experts who met at the Rockefeller Foundation’s Bellagio Centre to discuss the question of whether, and how, big data is becoming a resource for positive social change in low- and middle-income countries (LMICs).

Bellagio Big Data Workshop Participants. (2014). “Big data and positive social change in the developing world: A white paper for practitioners and researchers.” Oxford: Oxford Internet Institute. Available online: http://ssrn.com/abstract=2491555.

Summary

Our working definition of big data includes, but is not limited to, sources such as social media, mobile phone use, digitally mediated transactions, the online news media, and administrative records. It can be categorised as data that is provided explicitly (e.g. social media feedback); data that is observed (e.g. mobile phone call records); and data that is inferred and derived by algorithms (for example social network structure or inflation rates). We defined four main areas where big data has potential for those interested in promoting positive social change: advocating and facilitating; describing and predicting; facilitating information exchange and promoting accountability and transparency.

In terms of advocating and facilitating, we discussed ways in which volunteered data may help organisations to open up new public spaces for discussion and awareness-building; how both aggregating data and working across different databases can be tools for building awareness, and howthe digital data commons can also configure new communities and actions (sometimes serendipitously) through data science and aggregation. Finally, we also looked at the problem of overexposure and howactivists and organisations can protect themselves and hide their digital footprints. The challenges we identified in this area were how to interpret data correctly when supplementary information may be lacking; organisational capacity constraints around processing and storing data, and issues around data dissemination, i.e. the possible negative consequences of inadvertently identifying groups or individuals.

Next, we looked at the way big data can help describe and predict, functions which are particularly important in the academic, development and humanitarian areas of work where researchers can combine data into new dynamic, high-resolution datasets to detect new correlations and surface new questions. With data such as mobile phone data and Twitter analytics, understanding the data’s comprehensiveness, meaning and bias are the main challenges, accompanied by the problem of developing new and more comprehensive ethical systems to protect data subjects where data is observed rather than volunteered.

The next group of activities discussed was facilitating information exchange. We looked at mobile-based information services, where it is possible for a platform created around a particular aim (e.g. agricultural knowledge-building) to incorporate multiple feedback loops which feed into both research and action. The pitfalls include the technical challenge of developing a platform which is lean yet multifaceted in terms of its uses, and particularly making it reliably available to low-income users. This kind of platform, addressed by big data analytics, also offers new insights through data discovery and allows the provider to steer service provision according to users’ revealed needs and priorities.

Our last category for big data use was accountability and transparency, where organisations are using crowdsourcing methods to aggregate and analyse information in real time to establish new spaces for critical discussion, awareness and action. Flows of digital information can be managed to prioritise participation and feedback, provide a safe space to engage with policy decisions and expose abuse. The main challenges are how to keep sensitive information (and informants) safe while also exposing data and making authorities accountable; how to make the work sustainable without selling data, and how to establish feedback loops so that users remain involved in the work beyond an initial posting. In the crowdsourcing context, new challenges are also arising in terms of how to verify and moderate real-time flows of information, and how to make this process itself transparent.

Finally, we also discussed the relationship between big and open data. Open data can be seen as a system of governance and a knowledge commons, whereas big data does not by its nature involve the idea of the commons, so we leaned toward the term ‘opening data’, i.e. processes which could apply to commercially generated as much as public-sector datasets. It is also important to understand where to prioritise opening, and where this may exclude people who are not using the ‘right’ technologies: for example, analogue methods (e.g. nailing a local authority budget to a town hall door every month) may be more open than ‘open’ digital data that’s available online.

Our discussion surfaced many questions to do with representation and meaning: must datasets be interpreted by people with local knowledge? For researchers to get access to data that is fully representative, do we need a data commons? How are data proprietors engaging with the power dynamics and inequalities in the research field, and how can civil society engage with the private sector on its own terms if data access is skewed towards elites? We also looked at issues of privacy and risk: do we need a contextual risk perspective rather than a single set of standards? What is the role of local knowledge in protecting data subjects, and what kinds of institutions and practices are necessary? We concluded that there is a case to be made for building a data commons for private/public data, and for setting up new and more appropriate ethical guidelines to deal with big data, since aggregating, linking and merging data present new kinds of privacy risk. In particular, organisations advocating for opening datasets must admit the limitations of anonymisation, which is currently being ascribed more power to protect data subjects than it merits in the era of big data.

Our analysis makes a strong case that it is time for civil society groups in particular to become part of the conversation about the power of data. These groups are the connectors between individuals and governments, corporations and governance institutions, and have the potential to promote big data analysis that is locally driven and rooted. Civil society groups are also crucially important but currently underrepresented in debates about privacy and the rights of technology users, and civil society as a whole has a responsibility for building critical awareness of the ways big data is being used to sort, categorise and intervene in LMICs by corporations, governments and other actors. Big data is shaping up to be one of the key battlefields of our era, incorporating many of the issues civil society activists worldwide have been working on for decades. We hope that this paper can inform organisations and
individuals as to where their particular interests may gain traction in the debate, and what their contribution may look like.

Click to download the full white paper here. (PDF, 1.95 Mb)

For more details visit https://cis-india.org/internet-governance/blog/big-data-and-positive-social-change-in-developing-world

Big Data and Positive Social Change in the Developing World

praskrishna — 2014-10-01T03:49:58Z

For more details visit https://cis-india.org/internet-governance/blog/big-data-and-positive-social-change.pdf

Developing Digital Open Knowledge Resources in Indian Languages

Tejaswini Niranjana and Tanveer Hasan — 2014-10-12T03:52:20Z

A two-day workshop for students was organized by Krantijyoti Savitribai Phule Women’s Studies Centre, University of Pune (KSPWSC), Centre for Indian Languages in Higher Education (CILHE), Tata Institute of Social Sciences, Mumbai and Access to Knowledge Programme, Centre for Internet and Society, Bangalore (CIS-A2K) on September 11 and 12, 2014 in Pune. Tejaswini Niranjana and Tanveer Hasan summarize the developments from the workshop in this report.

Day 1

The workshop began with Tejaswini Niranjana speaking about the monolingual nature of the present day higher education system. She explained why monolingual students were disadvantaged in their pursuit of knowledge, since they could not grasp the concepts coming from the societies they lived in. The mandate of CILHE was briefly explained, and the commitment of the centre to generate accurate and relevant multi-lingual terminology for the social sciences and humanities stressed upon. She lauded the role of the KSPWSC, Pune University, in using bilingual pedagogic material and promoting an engagement with Indian language materials in their courses. The importance of using digital resources was also discussed. The collaborative nature of creating entries on the Wikipedia platform was stressed. The organizers added that students from various other institutions across the country would be participating in the larger exercise.

Next, T. Vishnu Vardhan of CIS-A2K spoke about the changing nature of knowledge repositories and the pattern of access to those repositories. He described at length the genesis of Wikipedia and the influence it has today on the way we access and understand knowledge. Different types of digital resources available to us and the nature in which they generate the knowledge and make it available was explained. Participants were also introduced to the difference between born digital material and digitized material along with the many sister projects of the Wikimedia foundation. Vishnu explained how anyone registering as an editor on Wikipedia could begin contributing to the development of this knowledge base. This was followed by a session in which the basics of Wikipedia editing were explained.

Following lunch, there was a group exercise that required the participants to pick any three concepts that were provided to them in a handout and try to explain the same without using the concept itself. This exercise was important as the participants would try to understand the concept more closely without assuming its meaning. This was self-evident. Better understanding of the concept would in turn help them to write about it or use it meaningfully in an Indian language entry on Wikipedia. Many participants found this exercise difficult in the initial stages as they fell back upon their classroom understanding of the term. They were asked to focus on explaining the concept without using the word itself but by understanding its effects and its multiple meanings.

In the second exercise, the participants made use of the material generated through the first exercise and tried to explain the denotative and connotative meanings of their chosen concept. The third exercise involved coming up with a cluster of concepts in which their chosen concept was embedded. The idea was to show how concepts derived meaning from a larger context, and could not be understood outside of their conceptual universe. The first day of the workshop ended with all the participants successfully registering themselves as Wikipedia editors, learning the basics of editing, and having taken part in an exercise that made them think about the concepts they used with greater clarity.


						Above: A participant explains the denotative and connotative meaning of her chosen concept.

Day 2

Participants were asked to search for an article in the English Wikipedia for a person, a book and a concept connected to women’s studies. They were asked to identify the challenges involved if they had to translate the article into an Indian language they were familiar with. The exercise was intended to alert the participants to the kind of problems they were likely to face during the act of translation. They were also asked to come up with solutions as to how these problems could be overcome. A key problem voiced by many participants was that of the non-availability of the right phrase/term/word in Indian languages. Tejaswini Niranjana advised the participants not to reinvent the wheel but use the terms that had been coined earlier but were now out of circulation in Indian languages. She also pointed out that translation from English to Indian languages is a different process than from Indian languages to English. In the former, one has to break sentence structure to make the meaning more clear, and in the latter one has to combine the sentences. She also said that the process of translation must happen at the level of sentences and ideas and not simply at the level of terms and words.

Answering another question about the lack of social context while translating a concept, Prof. Niranjana asked the participants to use the existing historical and social writings already available in their languages to overcome this problem. These writings could be updated and edited, and current references added.

Vishnu continued the discussion of using digital platforms to create and disseminate knowledge by explaining various tools available. He stressed the importance of sharing our efforts in creating knowledge and making it widely available, and pointed out various features of Wikipedia and Google translator. Participants were shown ways by which the existing knowledge base on Google and such other digital knowledge platforms could be improved.

Everyone then started working on his/her individual entries that would be the quantitative output of this workshop. They were asked to select one topic (a book, a person, a concept) from their previous exercise and develop an article based on that in any Indian language that they preferred. Most of the entries were in Marathi, with a few participants opting for Hindi. There was an entry in Bangla as well.

At the end of the workshop, more than half of our 26 participants had fully developed entries in Indian languages. These entries contained a table of contents and references, inter-wiki references, and external links, and in some cases included images too. Many participants wrote about personalities such as the writer Mukta Salve, the feminist theorist Mary John, and the contemporary Marathi writer Narayan Bhosle. Some wrote about concepts such as feminism, nationalism and domestic violence.

This two-day workshop proved to be immensely successful as the participants were motivated to contribute to the Wikimedia platforms regularly, and began to appreciate the importance of Indian language initiatives such as these.

We are very thankful to the entire faculty at KSPWSC, Pune University, Dr. Anagha Tambe, Dr. Swati Dyahadroy, Sneha Gole, Sanjay Kumar Kamble, and Deepa Tak who facilitated the discussions and were of immense help in conducting the workshop.


					Above: Tejaswini Niranjana with participants at the Pune workshop.

Click to download all the photographs from the workshop.

For more details visit https://cis-india.org/openness/blog-old/report-on-developing-digital-open-knowledge-resources-in-indian-languages

Fab to Fabless: Understanding the Process of Chip Manufacturing (Interviews with Semiconductor Industry - Part 2)

maggie — 2014-12-26T12:06:48Z

This is the second of a four-part blog series highlighting findings from a small sample of interviews with fabless semiconductor industry professionals in Taiwan. These industry insiders was approached for the intent of understanding expert knowledge on the process of integrated circuit design. This post explores the process of chip manufacturing and the foundry business model.

See the first blog post here.

Studies have shown that Taiwan's integrated circuit manufacturing sector have shown spatial and industrial knowledge spillover, resulting in "increased information diffusion, interaction and communication, innovation, and intellectual capital.". Market research company IC Insights found that Taiwanese and Chinese companies represented five of the eight fastest-growing fabless integrated circuit ("IC") suppliers in 2013.

The Pervasive Technologies: Access to Knowledge in the Marketplace project is looking at the accessibility of networked communication technologies in the mass market within the sub-100 dollar range. This has resulted in a narrowing of the research scope to the mobile phone due to the pervasiveness of the mobile for accessing Internet, as understood by exploring the trends in technology usage models as explored in Part I of this blog post series: Trends and Changes in Technology (Part I of IV).

The need to understand the full story of the mobile phone production led CIS to Taiwan to understand the beginnings of the manufacturing process - the development of an integrated chip. The interviewed professionals all represented fabless IC semiconductor design companies which operated via a foundry business model where the actual fabrication is outsourced.

According to one expert whose company earned 50% of its revenue from mobile chipsets alone, the process of the mobile phone manufacturing begins at the fabless design stage, where fabless IC design companies design a chip following consultation with the fabricators to specify the mechanical constraints of the process (the size of the die, the minimum size of the wiring line, etc.) to ensure design requirements are met, and to negotiate the costs of production. Another interviewee highlighted that during this design phase, there are three clear goals: 1) Upgrade performance, 2) Reduce cost by integrating features, and 3) Reduce power consumption.

These particular companies provided insight to some of the commonly licensed technology that went into a smartphone chipset. This included the central processing unit (CPU) from ARM Holdings, who in 2010 held 95% of the CPU marketshare in smartphone technology, and have only increased since then. One of the interviewed companies also uses the graphics processing unit (GPU) intellectual property from Imagination Technologies, which after Qualcomm had the 2nd largest market share of IP for personal devices in 2013. Qualcomm who owns the most patents to the 3G standard with over 250 licenses in its CDMA portfolio has made considerable revenue gains thus far, but some analysts predict due to a transition into 4G technology without the same dominant 3G portfolio, they will lose their dominant market position.

Having taken into account these IP into the design process, the design is then sent to fabricators such as the Taiwan Semiconductor Manufacturing Industry (TSMC) who in 2013 owned at least 50% of the world's global maker share in fabrication, and others like the United Microelectronics Corporation (UMC) and Global Foundries). According to the interviewee, the fabrication process requires about 2-3 months.

This foundry business model is a result of increased efficiency and division of labour. Fabrication plants require large amounts of investments into manufacturing facilities. According to interviewees, one would have to spend an average of 5-10 billion USD to built a fabrication plant now. Since plants like TSMC exists, semiconductor industries can now focus on their area of expertise, which is design and customer relationship, and optimize their synergistic relationship for gains for all.

One of the recent revolutionary developments which have contributed to low-cost smartphone manufacturing has been the turnkey solution chipset, which includes the hardware reference design, the printed circuit board, the software, and instructions for how to create a mobile phone. This turnkey solution, amongst other electronic parts, are sent for white box packaging, then shipped to a distributor like WPG Holdings who are the largest electronics distributor in Asia. WPG and others will then distribute these chips and other related products to their customers, the smartphone manufacturers. This entire production cue takes about 3-4 months.

The turnkey solution as mentioned before vastly contrasts the traditional manufacturing process of a mobile phone, where a chip could be designed, given to the original equipment manufacturer (OEM) who would then design all the remaining parts. There used to be a very clear division of labour. Now, one interviewee explained, manufacturers will "buy a turnkey solution, open a factory, take a chassis (case), screw it all together, and sell it. This is what's driven the demand, and that's what created this low cost-market."

According to our interviewees, the low-cost production of this turnkey chip solution is the reason how so many of the phones in the sub-$100 dollar market exist today.

P.127 of Tsai, Diana H. A. “Knowledge Spillovers and High-Technology Clustering: Evidence from Taiwan’s Hsinchu Science-Based Industrial Park.” Contemporary Economic Policy 23.1 (2005): 116–128. Print.

IC Insights. “Taiwanese and Chinese Companies Represented Five of Eight Fastest Growing Top-25 Fabless IC Suppliers in 2013.” IC Insights. N.p., 7 May 2014. Web. 3 Sept. 2014.

Morgan, Timothy Prickett. “ARM Holdings Eager for PC and Server Expansion.” The Register, Feb. 2011. Web.

Trefis Team. “Why Qualcomm’s Royalty Rate Will Continue To Decline.” Forbes, 10 June 2014. Web.

Wang, Lisa. “TSMC Eyes 50% Global Market Share.” 26 Mar. 2014: 13. Print.

For more details visit https://cis-india.org/a2k/blogs/interviews-with-semi-conductor-industry-professionals-in-taiwan-2

Publishing Next

praskrishna — 2014-09-30T07:50:28Z

T. Vishnu Vardhan was a speaker at Publishing Next organized by CinnamonTeal Publishing, a Margao (Goa)-based publishing house that provides publishing services to authors and publishers. The event was held in Goa on September 19 and 20.

For speakers click here. Read the full description on Publishing Next website.

Schedule | publishing next

Schedule

For descriptions of each session, please view this page.

19th September 2014			20th September 2014
	Hall 1 (Panel Discussions and Presentations)	Hall 2 (Workshops)		Hall 1 (Panel Discussions and Presentations)	Hall 2 (Workshops)
09:00 – 10:00	Registration of attendees		09:30 – 10:00	Insight Talk by Klaus Willberg
10:00 – 10:20	Inauguration / Address		10:00 – 11:30	A Pulse on Publishing
10:20 – 11:00	Keynote Address		11:30 – 12:00	Tea
11:00 – 11:20	Tea		12:00 – 13:15	Worse Off Without Verse?	Physical Distribution in a Global World: 12.00-12.45
11:20 – 11:45	Presentation by Netex Knowledge Factory		13:15 – 14:00	Lunch
11:45 – 13:15	Publishing in Indian languages		14:00 – 14:20	Presentation by HP India
13:15 – 14:00	Lunch		14:20 – 15:20	The Art of the Book	Fiction/History/Research : 14:20 – 15:00
14:00 – 14:20	Presentation by NewsHunt		15:20 – 15:45	Q&A on ISBN Issues
14:20 – 15:45	Open Publishing, Copyright and Copyleft	Face to Face: Printers and Publishers: 14:20 – 16:15	15:45 – 16:15	Tea
15:45 – 16:15	Tea		16:15 – 16:30	Presentation by IppStar	Publishing Environments in Brazil and Sri Lanka: 16:15 – 17:00
16:15 – 17:30	The Business of Graphic Books	Publishing Translated Literature: 16:15-17:00	16:30 – 18:00	e-Publishing in India
17:30 – 19:00	Are There Enough Good Books for Children?	eBook Development and Distribution: 17.30-18.30	18.00 – Publishing Next Industry Awards Presentation Ceremony
20:30 – Networking Dinner at Hotel Sandalwood

For more details visit https://cis-india.org/openness/news/publishing-next

Overview of Responses

praskrishna — 2014-09-30T06:49:53Z

For more details visit https://cis-india.org/internet-governance/blog/overview-of-responses.pdf

Consultation Paper on Media Law

praskrishna — 2014-09-30T06:47:54Z

For more details visit https://cis-india.org/internet-governance/blog/consultation-paper-media-law.pdf

National Consultation on Media Law Schedule

praskrishna — 2014-09-30T06:34:57Z

For more details visit https://cis-india.org/internet-governance/blog/national-consultation-on-media-law-schedule.pdf

Changing Usage Models: Desktops to Ubiquitous Cloud-Based Mobile Computing (Interviews with Semiconductor Industry - Part 1)

maggie — 2014-12-26T12:08:34Z

This is the first of a four-part blog series highlighting findings from a small sample of interviews with fabless semiconductor industry professionals in Taiwan. These industry insiders was approached for the intent of understanding expert knowledge on the process of integrated circuit design. However, the conversations resulted in leanings far beyond that scope. This post explores the trends of personal computing technology, which provides the pretext for the narrowing of the Pervasive Technologies project scope to a focus on the mobile phone.

Since the mid-1990s, the dissemination of information communications technologies (ICTs) has been hailed as the solution to bridging the digital divide. This rationale led to a multitude of programs, including One Laptop per Child, the Aakash tablet, and most recently, Modi's 'Digital India' campaign, to ensure all Indians have a mobile phone by the year 2019.

The Pervasive Technologies project looking at Access to Knowledge has come to understand that mobile phone technology have become ubiquitous, with 79% of internet users accessing the internet through mobiles in 2014. Particularly for low-income consumers, those who do not have access to computing rely on their mobile phones for accessing tools ranging from the common email, text messaging, calling; and the more advanced and revolutionary - mobile banking (e.g. m-PESA), crowd-sourced environmental protection (e.g. SpillMap), and more.

The evolution to the ubiquity of mobile technology was a valuable learning gained from recent interviews in Taiwan with professionals from the fabless semiconductor chip design industry. A senior executive with over 20 years experience in the field provided some insight to trends/changes in personal computing technology upon inquiring about the recent trends and changes within the industry.

One significant change that has been occurring is the usage model of consumers. Desktops and even laptops are not fully mobile since they cannot be used in one's hands. As broadband have become more pervasive, smartphones and tablets have resulted in new usage models where computing can be done virtually anywhere. People now tend to vale this more than the desktop experience.

The 'cloud' has also changed computing because the performance requirements for PC processors and other technologies no longer have to be as advanced. In addition, there has been a big shift from desktop content creation to mobile computing. This has mostly been catered towards content consumption (e.g. accessing email, viewing photos, using social media, etc.).

As a result of changing usage models and cloud competing, there has been a general industry shift away from computers. The PC market has slowed down, and the smartphone and tablet markets have exploded. They are generally cheeper, don't have as many bugs, and are much more convenient. Previously, the big names were desktop providers HP, and Dell; but now "there's less sex appeal around it… we're not excited by it.. it's the smartphone that's very exciting". The tech revolution has brought to light exciting smartphone brands like HTC, Samsung, Google and Apple.

In addition to big name smartphone brands, smaller, low-cost manufacturers like Xiaomi are developing a new business model through service, or application shopping. Prices of smartphones are continuing to decrease, so manufacturers using this model are looking to sell their hardware with smaller margins, and profit mainly through software. According to Digi-Capital, an investment bank for mobile apps and games, by 2017, mobile apps could reach $70 billion in annual revenue. Thus, greater affordability for the physical devices are naturally occurring within the market due to changing business models.

Accessibility of mobile phones through decreased costs are also supplemented by the trend of technology becoming much more open in the past 10-20 years. "One of the biggest challenges in the last 10 years is that you've got open source, you've got open hardware…things like the maker movement….", including Arduino, Linux, and others. There is a general market trend of consumers wanting to know more about their products.

However, one interviewee believed it was still much too closed, likening today's lack of openness to selling a vacuum cleaner without the user guide explaining how it works. "It's basically the same as buying a Hoover for home, and you don't get the user manual. How am I supposed to change the bag inside? They're not going to tell you."

When asked if this demand for more openness will change the industry, he responded: "There is a demand, there is a lot of demand, but very little supply. There is demand from the outside, and those within the company. We have to convince our departments to be more open. We have to convince the engineers. It's a lot like convincing politicians, there is no immediate reward."

Given these trends, it was of one interviewees' belief that increased accessibility of technology through both decreased cost and increased availability may not necessarily lie in the legal environment or the policy sphere, but rather requires patience for the industry to adapt to a changing marketplace.

Understanding the modes and mediums which information, culture, and ultimately knowledge is accessed is fundamental to the Pervasive Technologies research as an Access to Knowledge issue. Thus, getting a grasp on technological trends, and being able to predict upcoming business models was a very valuable learning.

Guha, Romit, and Anandita Mankotia Mankotia. “PM Modi’s Digital India Project: Government to Ensure That Every Indian Has Smartphone by 2019.” The Economic Times 25 Aug. 2014. Web. 2 Sept. 2014.

See the research proposal for the Pervasive Technologies project here: http://cis-india.org/a2k/pervasive-technologies-research-proposal.pdf

“Smartphone Users Worldwide Will Total 1.75 Billion in 2014.” eMarketer. N.p., 16 Jan. 2014. Web. 3 Sept. 2014.

Takahashi, Dean. “Mobile Apps Could Hit $70B in Revenues by 2017.” VentureBeat. N.p., 29 Apr. 2014. Web. 7 Sept. 2014.

This will be further explored in the last blog post of this series.

For more details visit https://cis-india.org/a2k/blogs/interviews-with-semi-conductor-industry-professionals-in-taiwan-1