Report of the Arl Joint Task Force on Services to Patrons with Print Disabilities
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Authoring Tool Accessibility Guidelines 1.0 †Working Draft‡
Authoring Tool Accessibility Guidelines 1.0 (working draft) Authoring Tool Accessibility Guidelines 1.0 (working draft) W3C Working Draft 13-July-1999 This version: http://www.w3.org/TR/1999/WAI-AUTOOLS-19990713 (plain text, HTML gzip tar archive, HTML zip archive, PostScript, PDF) Latest version: http://www.w3.org/TR/WAI-AUTOOLS Previous version: http://www.w3.org/TR/1999/WAI-AUTOOLS-19990503 Editors: Jutta Treviranus <[email protected]> Jan Richards <[email protected]> Ian Jacobs <[email protected]> Charles McCathieNevile <[email protected]> Copyright © 1999 W3C (MIT, INRIA, Keio), All Rights Reserved. W3C liability, trademark, document use and software licensing rules apply. Abstract This document provides guidelines for Web authoring tool developers. Its purpose is two-fold: to assist developers in designing authoring tools that generate accessible Web content and to assist developers in creating an accessible authoring interface. Accessible Web content is achieved by encouraging authoring tool users ("authors") to create accessible Web content through mechanisms such as prompts, alerts, checking and repair functions, help files and automated tools. It is equally important that all people can be the authors of Web content, rather than merely recipients. It is therefore of critical importance that the tools used to create this content are themselves accessible. Adoption of these guidelines will result in the proliferation of Web pages that can be read by a broader range of readers and in authoring tools that can be used by a broader range of authors. This document is part of a series of accessibility documents published by the W3C Web Accessibility Initiative. -
DSAP Supplemental Report on the Sidewalk Labs Digital Innovation Appendix (DIA)
DSAP Supplemental Report on the Sidewalk Labs Digital Innovation Appendix (DIA) Author: Waterfront Toronto’s Digital Strategy Advisory Panel Provided to Waterfront Toronto: February 17, 2020 Published: February 26, 2020 Summary In August 2019, Waterfront Toronto’s Digital Strategy Advisory Panel (DSAP) set out in a Preliminary Commentary its initial impressions, comments and questions on Sidewalk Labs’ Master Innovation Development Plan (MIDP). Since then, significantly more information has been made public about the Quayside project, including a Digital Innovation Appendix (DIA) and the October 31 Threshold Issues Resolution letter. This Report is supplemental to the Preliminary Commentary, identifying areas in which the additional information has addressed (in whole or in part) concerns raised and areas in which questions or concerns remain. Panelists have also taken the opportunity to provide input into other matters relevant to their expertise, including considerations related to digital governance and to Sidewalk Labs as an innovation and funding partner. Comments include, but are not limited to: ● Overall impressions of the DIA: Overall, Panelists were generally in agreement that the DIA was a significant improvement over the MIDP and appreciated the amount of information provided in a more streamlined format. However, concerns remain - notably, that certain critical details are still outstanding. ● Digital Governance: While Panelists support the outcome of the October 31 Threshold Issues resolution, which reaffirmed that digital governance belongs exclusively in the purview of Waterfront Toronto and its government partners, the most significant outstanding issues for Panelists was generally the DSAP Supplemental Report 2 lack of a fully realized digital governance framework and the need for expedited public sector leadership. -
Considerations for Ai Fairness for People with Disabilities
AI MATTERS, VOLUME 5, ISSUE 3 SEPTEMBER 2019 Considerations for AI Fairness for People with Disabilities Shari Trewin (IBM; [email protected]) Sara Basson (Google Inc.; [email protected]) Michael Muller (IBM Research; michael [email protected]) Stacy Branham (University of California, Irvine; [email protected]) Jutta Treviranus (OCAD University; [email protected]) Daniel Gruen (IBM Research; daniel [email protected]) Daniel Hebert (IBM; [email protected]) Natalia Lyckowski (IBM; [email protected]) Erich Manser (IBM; [email protected]) DOI: 10.1145/3362077.3362086 Abstract Introduction Systems that leverage Artificial Intelligence In society today, people experiencing disabil- are becoming pervasive across industry sec- ity can face discrimination. As artificial intel- tors (Costello, 2019), as are concerns that ligence solutions take on increasingly impor- these technologies can unintentionally ex- tant roles in decision-making and interaction, clude or lead to unfair outcomes for marginal- they have the potential to impact fair treatment ized populations (Bird, Hutchinson, Ken- of people with disabilities in society both pos- thapadi, Kiciman, & Mitchell, 2019)(Cutler, itively and negatively. We describe some of Pribik, & Humphrey, 2019)(IEEE & Sys- the opportunities and risks across four emerg- tems, 2019)(Kroll et al., 2016)(Lepri, Oliver, ing AI application areas: employment, educa- Letouze,´ Pentland, & Vinck, 2018). Initiatives tion, public safety, and healthcare, identified to improve AI fairness for people across racial in a workshop with participants experiencing (Hankerson et al., 2016), gender (Hamidi, a range of disabilities. In many existing situ- Scheuerman, & Branham, 2018a), and other ations, non-AI solutions are already discrimi- identities are emerging, but there has been natory, and introducing AI runs the risk of sim- relatively little work focusing on AI fairness ply perpetuating and replicating these flaws. -
Code of Best Practices in Fair Use for Academic and Research Libraries
CODE OF BEST PRACTICES IN FAIR USE FOR ACADEMIC AND RESEARCH LIBRARIES JANUARY 2012 CODE OF BEST PRACTICES IN FAIR USE FOR ACADEMIC AND RESEARCH LIBRARIES JANUARY 2012 COORDINATORS Association of Research Libraries Center for Social Media, School of Communication, American University Program on Information Justice and Intellectual Property, Washington College of Law, American University CODE OF BEST PRACTICES IN FAIR USE FOR ACADEMIC AND RESEARCH LIBRARIES CODE OF BEST PRACTICES IN FAIR USE FOR ACADEMIC AND RESEARCH LIBRARIES January 2012 INTRODUCTION The mission of academic and research librarians is to enable teaching, learning, and research.1 Along with serving current faculty, researchers, and students (especially graduate students), these librarians also serve the general public, to whom academic and research libraries are often open. Finally, academic and research librarians are committed to faculty, researchers, and students of the future, who depend on the responsible collection, curation, and preservation of materials over time. Copyright law affects the work of academic and research librarians pervasively and in complex ways, because the great bulk of these librarians’ work deals with accessing, storing, exhibiting, or providing access to copyrighted material. The rights of copyright holders create incentives for the publication of important work that forms the core of library collections, while at the same time constraining academic and research librarians in the exercise of their mission. Similarly, limitations on and exceptions to copyright rights enable academic and research librarians to use copyrighted materials in important ways, but impose limits and responsibilities of their own. In addition to specific exceptions for libraries and educators, academic and research librarians use the important general exemption of fair use to accomplish their mission. -
Accessibility and Development: Environmental Accessibility and Its Implications for Inclusive, Sustainable and Equitable Development for All
Accessibility and Development: environmental accessibility and its implications for inclusive, sustainable and equitable development for all June 2013 Accessibility and Development: environmental accessibility and its implications for inclusive, sustainable and equitable development for all 2 Department of Economic and Social Affairs The Department of Economic and Social Affairs (DESA) of the United Nations Secretariat is a vital interface between global policies in the economic, social and environmental spheres and national action. The Department works in three main interlinked areas: (i) it compiles, generates and analyses a wide range of economic, social and environmental data and information on which Member States of the United Nations draw to review common problems and to take stock of policy options; (ii) it facilitates the negotiations of Member States in many intergovernmental bodies on joint courses of action to address ongoing or emerging global challenges; and (iii) it advises interested Governments on the ways and means of translating policy frameworks developed in United Nations conferences and summits into programmes at the country level and, through technical assistance, helps build national capacities. Note The designations employed and the presentation of the material in the present publication do not imply the expression of any opinion whatsoever on the part of the Secretariat of the United Nations concerning the legal status of any country or territory or of its authorities, or concerning the delimitations of its frontiers. The term “country” as used in the text of this review also refers, as appropriate, to territories or areas. The designations of country groups in the text and the tables are intended solely for statistical or analytical convenience and do not necessarily express a judgment about the stage reached by a particular country or area in the development process. -
Copyright, Fair Use and Motion Pictures*
Copyright, Fair Use and Motion Pictures* Motion Pictures and Copyright Discipline By Peter Jaszi Washington College of Law, Program on Information Justice and Intellectual Property * An earlier version of this essay appeared in the Oxford Handbook of Film and Media Studies (R. Kolker ed. 2007). Consider the following passage, drawn from the case report of what appears to have been the first published report of a copyright infringement involving the new art of motion pictures in the United States: The complainant's operator, by means of a pivoted camera of special construction, designed and owned by complainant, took in rapid succession, on a single highly sensitized celluloid film 300 feet long, 4,500 pictures, each of which was a shade different from its predecessor and successor, and all of which collectively represented at different points Kaiser Wilhelm's yacht Meteor while being christened and launched. From this film or negative a positive reproduction was made on a celluloid sheet by light exposure. The value of such celluloid reproduction is that by means of an appliance similar to a magic lantern these views may be thrown on a screen in rapid succession so as to give the effect of actual motion, and pictorically reproduce launching precisely as it took place. This positive celluloid sheet was sent by the complainant to the Department of the Interior, and by it copyrighted to him as proprietor under "the title of a photograph, the title to which is in the following words, to wit, 'Christening and Launching Kaiser Wilhelm's Yacht Meteor.'" The complainant thereafter placed on the copies thereof issued by him a notice of copyright inscribed on a celluloid plate fastened on the front and at one end of the sheet. -
Accessibility, Inclusion, and the Future of Learning and Work
Accessibility, Inclusion, and the Future of Learning and Work Speakers: Jutta Treviranus, Deborah Stienstra, and Dr. Mahadeo A. Sukhai Moderator: Michelle Fach Michelle Fach: Good afternoon, everyone. I am thrilled to be here today. My name is Michelle Fach and I am the Executive Director of Open Learning and Educational Support. And on behalf of myself, the university and Athol Gow, who is the co-chair of the conference committee as well as the Manager of Accessibility Services at the University of Guelph library. We would like to welcome you to the day one virtual Accessibility Conference closing panel discussion. I know that we're all very excited to be part of this. This session features three distinguished academics and researchers who will be speaking to the conference theme of Accessibility, Inclusion and the Future of Learning and Work from their respective areas of disciplinary expertise and interest. Each panelist will have a chance to speak for 10 minutes. Once all of the panelists have spoken, there will be an opportunity for you, the participants, to address the panelists with some questions. Michelle Fach: So, that will be part of the Q&A. This session is being captioned in-person by a representative from the Canadian Hearing Services, thanks to the support of the Ministry of Agriculture, Food and Rural Affairs. Michelle Fach: Well, we do not know definitely how the world of work and education will change after the pandemic. There is a little doubt that they will. In one year COVID 19 and the requirements for social distancing has brought about a digital transformation of learning and work, that otherwise would have been decades in the making. -
Fair Use Challenges in Academic and Research Libraries Peter Jaszi American University Washington College of Law, [email protected]
American University Washington College of Law Digital Commons @ American University Washington College of Law Copyright, Fair Use & Open Access Public Impact 12-1-2010 Fair Use Challenges in Academic and Research Libraries Peter Jaszi American University Washington College of Law, [email protected] Follow this and additional works at: http://digitalcommons.wcl.american.edu/pijip_copyright Part of the Intellectual Property Commons Recommended Citation Adler, Prudence, Brandon Butler, Patricia Aufderheide, and Peter A Jaszi. Fair Use Challenges in Academic and Research Libraries. Washington, DC: Association of Research Libraries, December 2010. This Report is brought to you for free and open access by the Public Impact at Digital Commons @ American University Washington College of Law. It has been accepted for inclusion in Copyright, Fair Use & Open Access by an authorized administrator of Digital Commons @ American University Washington College of Law. For more information, please contact [email protected]. Fair Use Challenges in Academic and Research Libraries December 20, 2010 Co-principal investigators: Prudence Adler, Associate Executive Director, ARL Brandon Butler, Director of Public Policy Initiatives, ARL Patricia Aufderheide, University Professor, School of Communication, American University Peter Jaszi, Professor, Washington College of Law, American University Fair Use Challenges in Academic and Research Libraries Executive Summary This report summarizes research into the current application of fair use to meet the missions of U.S. academic and research libraries. Sixty-five librarians were interviewed confidentially by telephone for around one hour each. They were asked about their employment of fair use in five key areas of practice: support for teaching and learning, support for scholarship, preservation, exhibition and public outreach, and serving disabled communities. -
One-Size-Fits-One Inclusive Learning
One-Size-Fits-One Inclusive Learning Jutta Treviranus Inclusive Design Institute OCAD University, Toronto, Canada Abstract. The importance of education escalates in the shift to a knowledge economy. This shift also requires retooling of our education systems to support diversity. There can be no sustainable prosperity or social wellbeing unless our education systems include all members of a society. Coincidentally the digitization and networking of our social substrate also provides the mechanisms to provide more inclusive, diversity-supportive education. The paper outlines an approach to inclusive learning through personalization developed over the last decade, supported by the AccessForAll standard and most currently applied in the Open Education Resource community. Keywords: accessibility, inclusive design, universal instructional design, personalization, open education, open education resources, eLearning 1 Introduction In a knowledge economy, education and the full development of human capital becomes ever more critical. The prosperity of a society rests in large part on the educational development of its members. The emergence of the digital economy brings with it a major shift in the goals or required outcomes of education. Digitization is freeing us from the need to mass produce the equivalent of human calculators, human hard drives or standardized human robots to staff our factories or offices. As has been outlined in many discussions of learning transformation (including deep learning or 21st century learning), the new skills and knowledge of value are creativity, resourcefulness, flexibility, collaboration, communication, critical thinking and independent thought [1]. Unfortunately most education systems globally have not been retooled to nurture these skills or knowledge. We are also repeatedly reaffirming that sustainable prosperity can only be achieved when that prosperity includes all members of society [2]. -
A Brief History of Open Educational Resources T
A Brief History of Open Educational Resources T. J. Bliss* and M. Smith Hewlett Foundation *[email protected] Editors’ Commentary The Hewlett Foundation has been a key supporter of the open movement, donating over US170 million dollars over the past 15 years. In this chapter, authors T. J. Bliss and M. Smith—both of the Hewlett Foundation—ask whether this investment has been worthwhile. To answer this provocative question they trace the history of the open movement itself. They begin in the 1990s with fledging programs that formed the foundation for modern open education. From there, they cover the period they refer to as ‘open’s adolescence’ from 2004 to 2010. Finally, they discuss recent trends in open, Hewlett Foundation funding priorities, and their hopes for the future of the movement. Introduction The Open Educational Resources (OER) movement is fifteen years old. This essay reviews OER’s history, extraordinary growth, and place in education from the perspective of one current and one former employee of the William and Flora Hewlett Foundation.1,2 Since 2001, the Hewlett Foundation has pro- vided just over US$170 million to develop and extend the reach and effective- ness of OER. We tell the story of OER’s development, provide examples and discuss uses of OER, and sketch its potential as a powerful tool for reducing How to cite this book chapter: Bliss, T J and Smith, M. 2017. A Brief History of Open Educational Resources. In: Jhangiani, R S and Biswas-Diener, R. (eds.) Open: The Philosophy and Practices that are Revolutionizing Education and Science. -
Invitation to Friday's Preconference
Invitation to Friday's Preconference As chair of ALA's Video Round Table, I'd like to extend to you an invitation to attend a very special preconference the VRT is hosting at American University on Friday afternoon of conference. You do not have to be a Video Round Table Member to attend. The event will be held at AU's Washington College of Law, in downtown WA DC. Link to ALA's online registration: http://www.ala.org/ala/eventsandconferencesb/annual/2007a/registration.htm#how Please note: the code for preconference registration is: VR1 · For those who have not yet signed up for conference, please register for the preconference along with your conference registration. · If you've already registered for conference, and would like to add the preconference, this same page will inform you how to "add events." User Rights at Risk in Video and Film: Issues for Media Librarians Friday, June 22, 2007, 2:00 pm - 6:00 pm Offsite location: American University Washington College of Law, 4801 Massachusetts Avenue, NW, WA DC 20016, Room 603 Focuses on user rights under copyright law, including fair use and the right to use orphan works. Features a major new initiative on fair use, which created the "Documentary Filmmakers' Statement of Best Practices in Fair Use." Speakers include experts from filmmaking, legal, academic and practitioner communities. The preconference provides the latest information on orphan works, and explores how librarians' service to users and their own user rights are affected by current practices and trends. Our hosts and speakers: Peter Jaszi, Professor of Law, Washington College of Law, American University, Faculty Director of the Glushko- Samuelson Intellectual Property Clinic Peter Jaszi, along with WCL Professor Christine Haight Farley, co-founded the Glushko-Samuelson Intellectual Property Law Clinic. -
Jutta Treviranus: Background For
Jutta Treviranus: Background for ECM Short Biography: Jutta Treviranus is the Director of the Inclusive Design Research Centre (IDRC) and professor in the faculty of Design at OCAD University in Toronto http://idrc.ocad.ca . With it’s origins in the ATRC established in 1993, the IDRC is an internationally recognized center of expertise in the inclusive design of emerging information and communication technology and practices. Jutta also heads the Inclusive Design Institute a multi‐university regional centre of expertise. Jutta has led many international multi‐partner research networks that have created broadly implemented technical innovations that support inclusion. Jutta and her team have pioneered personalization as an approach to accessibility in the digital domain. Her team also leads many international open source projects that attempt to infuse inclusive user experience design sensibilities into open source networks. She has played a leading role in developing accessibility legislation, standards and specifications internationally (including WAI ATAG, IMS AccessForAll, ISO 24751, and AODA Information and Communication). Jutta established and directs a graduate program in Inclusive Design at OCAD U. She is also a member of a number of key advisory panels nationally and internationally that advance approaches to equitable access to the digital domain. Work in the field of accessibility: As indicated in my biography I have worked in the field of accessibility for more than 30 years. Since the emergence of personal computers I have conducted research and development, policy development, educationanddirect service to ensure that computers, networks, digital content and applications are accessible to people with disabilitiesand to harness computers to address accessibility barriers faced by people with disabilities.