Dear all,
We thank you all for your support and collaboration. Please find below the details of our work in the month of September 2013.
Re-release of Konkani Vishwakosh under CC-BY-SA 3.0
Goa University re-released Konkani Vishwakosh under Creative Commons License CC-BY-SA 3.0. To celebrate and further the movement of open knowledge and open access Goa University in collaboration with Centre for Internet & Society's Access to Knowledge Programme (CIS-A2K) organised an event on September 26, 2013 at 10 a.m. at the Goa University Conference Hall. Konkani Vishwakosh is a four-volume encyclopedia published by Goa University. It encompasses all the world information in a nutshell with special emphasis and detailed information on Goa, Konkani, Goan culture, folklore, history, geography, etc. By releasing Vishwakosh under Creative Commons license, Goa University is making it freely available to public and giving them the right to share, use and even build upon the work that has already been done. For more on Konkani Vishwakosh re-release see http://bit.ly/19y0EJx
► Announcements
CIS Signs MoU with Goa University: The A2K team at CIS has signed an MoU with the Goa University to digitize the “Konkani Vishwakosh” under the Creative Commons license and build a digital knowledge partnership to enhance digital literacy in Konkani language. See http://bit.ly/1fBZXlR for more details.
Konkani Vishwakosh Digitization Project: The Centre for Internet and Society in collaboration with the University of Goa is doing a two-month project on digitization of Konkani Vishwakosh.: http://bit.ly/15Idlh7.
► Video
Wikipedians Speak: Piotr Konieczny: This episode brings you a conversation with Piotr Konieczny, a veteran Wikipedian from Poland. He has contributed to over 514 DYK articles on Wikipedia: http://bit.ly/16jYsBF.
► Columns and Blog Entries
Recap on Konkani Wikipedia Workshop (by Subhashish Panigrahi, Startup Goa Blog, September 9, 2013): http://bit.ly/19KtIwo
ଅବସର ପରର ଦ୍ବିତୀୟ ଜୀବନ, ଅବସର ପରେ ସକ୍ରିୟ ଭାବେ ଓଡ଼ିଆ ଉଇକିପିଡ଼ିଆରେ ଲେଖାଲେଖି ଜାରୀ ରଖିଥିବା ଜଣେ ଡାକ୍ତରଙ୍କ ସହ ଭାବାଲୋଚନା (by Subhashish Panigrahi, Odiapua, September 10, 2013): http://bit.ly/14QQkIo.
Selection of Programme Officer — Pilot Projects, CIS-A2K (by Nitika Tandon, September 10, 2013): http://bit.ly/1fU7Ikl.
Wikipedia reaches Classrooms in Hyderabad (by Syed Muzammiluddin, September 20, 2013): http://bit.ly/18f9n1o.
► Events Organised
A Kannada Wikipedia Workshop in Mysore (University of Mysore, August 6, 2013): This is a report of the workshop conducted last month. Dr. Pavanaja conducted the workshop: http://bit.ly/15LPoKZ.
Indian Language Wikipedia Training Workshop (TISS, Mumbai, August 16, 2013). Dr. U.B.Pavanaja was the trainer at this workshop. This workshop was organized as part of the CIS-A2K MoU with TISS. This is also part of the Indian Language Mela being organized by Centre for Indian Languages in Higher Education, TISS: http://bit.ly/1ajmH7G.
Indian Language Wikipedia Training Workshop (TISS, Tuljapur, August 24, 2013). Abhishek Suryavanshi was the trainer for this workshop: http://bit.ly/1aHg6AL.
Wikipedia Introductory Workshop (Department of Computer Science and Technology, University of Goa, September 28, 2013). Nitika Tandon conducted this workshop. The details will be posted soon.
Train the Trainer — Four-day long Residential Training Workshop in Bangalore (organised by CIS-A2K, Bangalore, October 3 – 6, 2013): http://bit.ly/1f1KOvm.
► Events Co-organised
Digital Resources in Telugu: A Workshop for Research Scholars (co-organised by CIS-A2K and the English and Foreign Languages University, Hyderabad and CILHE, TISS on September 13, 2013). T. Vishnu Vardhan curated and conducted this day-long event for M.Phil and Ph.D students of the EFL University: http://bit.ly/174pugy.
Re-releasing Konkani Vishwakosh & Building Konkani Wikipedia (organised by CIS-A2K and the University of Goa, Conference Hall, Goa University, Taleigao, September 26, 2013): http://bit.ly/18SsChu.
Wikipedia Introductory Workshop (co-organised by CIS-A2K and wikipedians John Noronha and Supriya Kankumbikar, September 27, 2013). Nitika Tandon participated in this workshop.
Odisha: Wikipedia workshop at IIMC, Dhenkanal (co-organised by CIS-A2K and Odia Wikimedia community, September 30, 2013). Subhashish Panigrahi coordinated the entire event along with members of Odia Wikipedia, Dr Subas Chandra Rout, Mrutyunjaya Kar and Sasanka Sekhar Das: http://bit.ly/15NsTjM. This was covered by Odisha Diary (http://bit.ly/1bna9zd), and eOdisha Samachar (http://bit.ly/1aNJvv4).
► Events Participated In
Workshop on e-Content Development (organised by Centre for Staff Training and Development, Dr. B.R. Ambedkar Open University, Hyderabad, September 4 – 6, 2013). Vishnu Vardhan gave guest lectures on Open Source to Open Knowledge; Building Knowledge Bases and Platforms via Mass Collaboration on the Internet; e-Content in Indian languages – History, Challenges and Opportunities; Wikipedia Users to Wikipedia Authors – Exploring Wikipedia as an OER Tool; and e-Content, e-Student, e-Faculty – Reimagining classroom in the digital Age: http://bit.ly/16HNZpy.
Kannada Wikipedia Workshop (organised by Department of Journalism and Mass Communication, SDM College, Ujire, September 15, 2013). Dr. U.B.Pavanaja was the trainer at this workshop: http://bit.ly/183Atq0.
T. Vishnu Vardhan gave a talk on Building Knowledge Bases and Platforms via Mass Collaboration on the Internet (organised by Jadavpur University, School of Cultural Texts and Records, Jadavpur University, and Department of Film Studies, Jadavpur University on September 23, 2013). http://bit.ly/163oEpz.
Konkani Wikipedia Workshop (organised by St. Aloysius College, AIMIT, St Aloysius College (Autonomous), Beeri, Mangalore, September 13, 2013). Dr. U.B. Pavanaja was the trainer at this workshop: http://bit.ly/1eGviTY.
Indian Languages Mela (organised by Centre for Indian Languages in Higher Education, TISS, Mumbai, September 20-21, 2013). Tejaswini Niranjana, T. Vishnu Vardhan and Dr. U.B. Pavanaja participated in this event: http://bit.ly/16hdTLb
'Digital Humanities and Higher Education' (organised by School of Cultural Texts and Records, Jadavpur University, Kolkata, September 2013). Dr. Tejaswini Niranjana gave a talk.
► Media Coverage
'Help Konkani Wikipedia come out of incubation' (Deccan Herald, September 13, 2013): The article talks about the relative lack of content in Konkani Wikipedia. “To get it out of incubation, many should write Konkani articles for Wikipedia,” Dr. Pavanaja was quoted as having said: http://bit.ly/152vA0g.
Konkani Vishwakosh relaunch tomorrow (The Hindu, September 26, 2013). A coverage of the re-release of the Konkani encyclopaedia under Creative Commons license: http://bit.ly/18VgnEN.
Goa University re-releasing Konkani encyclopaedia on Sept 26 (The Times of India, September 24, 2013): Goa University and CIS-A2K re-released the four volume 3632 page Konkani Vishwakosh (encyclopaedia) in Goa: http://bit.ly/18VgnV8.
Goa University announces plan to upload Konkani encyclopedia on Wikipedia (Navhind Times, September 27, 2013):http://bit.ly/174rmpA.
Konkani Wikipedia from Goa University in 6 months (The Times of India, September 27, 2013): Goa University becomes the first varsity in India to allow data produced and copyrighted by an Indian university to be used by internet users. Professors, students and anyone with expertise or love for Konkani can come forward to help with the project for which training will be provided, says Vishnu Vardhan: http://bit.ly/19EYl5T.
Konkani Wikipedia in the making (by Prakash Kamat, The Hindu, September 29, 2013): Goa University re-launched a four-volume Konkani encyclopaedia and will upload it on Wikipedia. The process will be completed in six months times, says Vishnu Vardhan: http://bit.ly/18jiG1B.
For the love of Konkani: Preserving Goa's official language (by Joanna Lobo, DNA, September 29, 2013): Konkani has 24 lakh speakers as per the Census Department of India 2001 but online documentation is limited. CIS-A2K wants to strengthen the Konkani Wikipedia, says Nitika Tandon: http://bit.ly/1bV5XWH.
Goa University to make available online Konkani Wikipedia, within 6 months (by Jagran Josh, September 30, 2013): http://bit.ly/18ROmfb.
Goa University Partners CIS India to Build Konkani Wikipedia (by Apurva Chaudhary, Medianama, September 30, 2013): http://bit.ly/1bsZW4u.
Wikimedia Foundation has funded A2K to anchor the growth of Wikimedia movement in India. The A2K team consists of six members, four based in Bangalore: T. Vishnu Vardhan, Dr. U.B. Pavanaja, Subhashish Panigrahi and Muzammiluddin Syed, one member Nitika Tandon in Delhi and one Advisor Dr. Tejaswini Niranjana. Archives of our newsletters can be accessed here (http://cis-india.org/about/newsletters). Wikipedians from various communities can request for outreach programs, technical bugs, logistics-merchandize and media, public relations and communications at http://bit.ly/TOcXId.
About CIS
The Centre for Internet and Society is a non-profit research organization that works on policy issues relating to freedom of expression, privacy, accessibility for persons with disabilities, access to knowledge and IPR reform, and openness (including open government, FOSS, open standards, etc.), and engages in academic research on digital natives and digital humanities.
Follow us elsewhere
Twitter: https://twitter.com/CISA2K
CIS group on Facebook: https://www.facebook.com/groups/cis.india
Visit us at: https://cis-india.org
Support Us
Please help us defend consumer / citizen rights on the Internet! Write a cheque in favour of ‘The Centre for Internet and Society’ and mail it to us at No. 194, 2nd ‘C’ Cross, Domlur, 2nd Stage, Bengaluru – 5600 71.
Request for Collaboration:
We invite researchers, practitioners, and theoreticians, both organisationally and as individuals, to collaboratively engage with Internet and society and improve our understanding of this new field. To discuss the research collaborations, write to Sunil Abraham, Executive Director, at sunil(a)cis-india.org or Nishant Shah, Director – Research, at nishant(a)cis-india.org. To discuss collaborations on Indic language wikipedia, write to T. Vishnu Vardhan, Programme Director, A2K, at vishnu(a)cis-india.org
CIS is grateful to its donors, Wikimedia Foundation, Ford Foundation, Privacy International, UK, Hans Foundation and the Kusuma Trust which was founded by Anurag Dikshit and Soma Pujari, philanthropists of Indian origin, for its core funding and support for most of its projects.
Thanks
Nitika
Dear community,
User:Yug[1] from the Graphic Labs and I, User:Planemad[2] from the Indian
community, have put together a comprehensive IEG proposal to improve all
the base maps used on WIkimedia projects with updated cartographic
conventions and accuracy based on research.
The output will be a large set of editable vector maps, research
documentation and a comprehensive map creation workflow that anyone can
reuse.
The total grant request is for an amount of USD 10500, which will allow
both of us to work on this project full time for a period of 3 months. The
grant also includes a budget to hire external consultants where required to
accomplish the stated goals.
You can view the proposal and provide your valuable feedback/endorsement
here:
*https://meta.wikimedia.org/wiki/Grants:IEG/Wikimaps_Atlas*
PS: This is the first step of the much larger Wikimaps project that aims to
be the open source map engine that brings together Wikidata, Commons and
Openstreetmap.
[1] https://en.wikipedia.org/wiki/User:Yug
[2] https://en.wikipedia.org/wiki/User:Planemad
[3] https://meta.wikimedia.org/wiki/Wikimaps
--
Arun Ganesh
(planemad) <http://en.wikipedia.org/wiki/User:Planemad>
<http://j.mp/ArunGanesh>
Hi,
I need to upload couple of videos in .ogv format to Commons.
Each clip will be around 4 to 10 mins.
Is there any resolution set for this?
What are the prescribed resolution, file size levels?
Any help link will be appreciated.
Thanks,
Ravi
Mashable: Where Do Wikipedia Donations Go? Outgoing Chief Warns of
Corruption
http://mashable.com/2013/10/17/wikipedia-donation-corruption/
When Wikipedia decided to roll out an aggressive fundraising effort a
few years ago, the free encyclopedia came with a remarkably effective
battle plan. For the entirety of the campaign, co-founder Jimmy Wales
stared visitors down from the top of every page, making you feel guilty
every time you viewed an article without paying a dime.
It worked. From 2011 to 2012, Wikipedia's fundraising arm, the Wikimedia
Foundation, pulled in $38.4 million. It was a major increase from the $5
million raised from 2007 to 2008, one that occurred even as editorial
involvement with Wikipedia was on the decline.
But where does all this money go?
In an unusually candid statement last month, outgoing Wikimedia
Foundation Chair Sue Gardner criticized the way her organization has
doled out funds. Too much is being spent on groups that do too little to
enhance the value of the encyclopedia itself, she argued. What's worse,
many of those being awarded grants are the same people responsible for
giving them out, which Gardner warned could lead to "log-rolling,
self-dealing and other corrupt practices."
Though not in charge of Wikipedia's content, the Wikimedia Foundation,
or WMF, is the most powerful promoter of the open-source encyclopedia.
It manages the technical infrastructure and day-to-day business
operations of Wikipedia --- one of the most-visited sites in the world.
WMF is based in San Francisco, but more than 40 independent-chapter
Wikimedia organizations exist around the world, ostensibly advancing the
foundation's agenda in their native regions. These chapters are the
biggest recipients of Wikimedia grant funding. But according to Gardner,
it's not clear how filling the coffers of the chapter organizations
benefits the site as a whole.
Last year, the Funds Dissemination Committee gave out $5.65 million in
grants, the lion's share of which --- 89% --- went to affiliate
chapters. And 12 chapters in particular received 83% of the total grants.
"I believe that currently, too large a proportion of the movement's
money is being spent by the chapters," Gardner, who has largely been
responsible for the foundation's transition into a fundraising behemoth,
wrote in response to the FDC's latest report.
"The value in the Wikimedia projects is primarily created by individual
editors: individuals create the value for readers, which results in
those readers donating money to the movement."
In an email to the Daily Dot, Gardner noted that these opinions were
"not new, nor are they unique to" her.
Indeed, Gardner's statement echoed the criticism of a number of
prominent Wikipedia editors and critics in recent years. The concern is
that all this funding has done less to help the site than it has to
create a "professional bureaucratic class" surrounding the Wikipedia
project," as the Register's Andrew Orlowski put it. Orlowski points out
that the foundation's staff grew from three full-timers in 2006 to 174
in 2012-13.
Gardner herself notes that there are very few members on the FDC who
aren't also chapter members. In fact, the majority of the committee's
members are either former or current chapter board members.
The coziness that exists between the FDC and chapter board members calls
up memories of past chapter improprieties. In 2012, a former chapter
board member was accused of using his position within the organization
to promote Gibraltar on the site. At the same time, he served on the
Gibraltar government payroll as a PR consultant.
Though Gardner believes the FDC is uniquely transparent and that its
members are capable of acting without self-interest, others aren't quite
so convinced.
One critic, Gregory Kohs, co-founder of the muckraking site
Wikipediocracy, describes the foundation's appetite for expansion as
"empire building." He argues that the work of a nearly 200-member
Wikimedia staff could easily be done by a workforce a fraction of the size.
But it's not just the longtime critics. Many everyday Wikipedians are
concerned about whether WMF still exists to serve Wikipedia, or vice versa.
Conflicts of interest are a major area of concern throughout Wikipedia
culture, and editors like Tango say they are unavoidable with so much
money involved.
"'Assume Good Faith' is a great policy when writing an collaborative
encyclopaedia," Tango writes, referring to a fundamental principle on
Wikipedia whereby editors are encouraged to assume all contributions to
the encyclopedia are done with good intent. "It's not so simple when you
are dealing with [$11 million]."
But others are less concerned about corruption and more worried about
how chapters actually spend all that money. Andreas Kolbe, an active
Wikipedian and Wikipediocracy moderator, says many of the chapters have
a propensity for spending on projects intended to bring publicity rather
than genuinely enhancing the site.
"I see little evidence of a customer (i.e. reader) focus in chapters'
spending decisions," Kolbe wrote.
Despite those frank statements on Wikimedia and the FDC, Gardner heaps
lots of praise on the organization she's leaving. She insists the WMF is
adaptable and that, with the right changes, it can shift funding
priorities. One way to do that is to make the FDC more diverse. And
Grant seekers, Gardner said, "should need to be able to say clearly how
their plan will make an important contribution to helping Wikimedia
movement achieve its mission."
At any rate, Gardner plans to step down soon. Will her successor heed
her advice?
Hi,
Did anyone hear about WikiExperts; http://www.wikiexperts.us/en/ I wanted to know if this is permitted? Or any possible intervention is though of.
- Abhijith
The Hindu: One story, two sides
http://www.thehindu.com/features/magazine/one-story-two-sides/article512414…
School textbooks in India and Pakistan present divergent views on
historical events. The History Project attempts a truce.
Here are two versions of the same sequence of events.
One: In 1947, when Hari Singh, the ruler of Kashmir, opted to stay
independent, Pakistani armed intruders from Pakistan attacked Kashmir. Hari
Singh then signed an agreement to join India, and the Indian army was sent
in to defend Kashmir.
Two: Hari Singh started a brutal campaign to drive out Muslims from
Kashmir. Over 200,000 people in the princely State, supported by the
tribesmen of the Northwest Frontier Province, were successful in liberating
a large area of Kashmir from the Maharaja’s control. So Hari Singh was
forced to turn to India for help and in return acceded to India.
The first version is from a history textbook in India; the second from a
history textbook in Pakistan. As a result, two groups of children are
growing up with different ideas about a shared past.
In school, we learn that History isn’t like Maths. It isn’t a ‘scoring
subject’. A two plus two will yield the same result all over the world, but
history is subjective. It’s written by people, after all. People are
subjective too; people find it difficult to not pick sides, a fact borne
out by those history textbooks of India and Pakistan.
In a way, this conflict led to a book that illuminates the biases and
subjectivity inherent in history. The History Project — launched on April
30 — was born at the Seeds of Peace, an annual camp for teenagers from
countries in conflict, held at Maine, in the U.S. Feruzan Mehta, then
director of Seeds of Peace-India, came up with the idea in 2005. Six years
later, The History Project was founded by three young Pakistanis: Qasim
Aslam, Ayyaz Ahmad and Zoya Siddiqui. They brought together a team of
editors and volunteers from both countries to produce the Project’s first
history textbook.
The key to the project was the recurring arguments over history during the
camps. “A Pakistani kid and an Indian kid would argue about the same
event,” says Ahmad, “without realising that they had been taught different
versions. So, we decided to put both sides together in one volume. The idea
was dormant for a few years, until we decided to take it up again in 2011.”
The target audience was 12-14 year olds and, to make it appealing to them,
Zoya Siddiqui was brought on board to add a bit of colour to the text.
Today, the final product takes the form of a book that puts “these
different (often opposite) historical narratives side by side and augments
them through illustrations (that have their own concept narrative flowing
through them).” For example, the Indian and Pakistani textbooks are divided
on the issue of Bengal’s partition in 1905. While Indian textbooks claim
that the real reason for the division was to curb the rising tide of Indian
nationalism, their Pakistani counterparts accept the administrative
explanations cited by the British. Indian textbooks go on to describe the
anti-Partition movement as one in which both Hindus and Muslims marched
side by side, while Pakistani textbooks say that only Hindus participated
in the movement.
The History Project was compiled using nine Pakistani and three Indian
history textbooks that are part of the high school curriculum in both
countries. It encompasses 16 salient events beginning with the1857 War
(when the divide between Hindus and Muslims first became prominent) and
ending with the Partition in 1947. This is not a forced merging of texts;
neither are the narratives undermined in any way. What it does is simply to
put the accounts from Indian and Pakistani history books side by side, and
let the reader spot the difference. The very act of juxtaposing divergent
narratives of one event highlights the disparities and immediately suggests
that there might be an alternative perspective. This opens up the
possibility of dialogue that can both question and critique the existing
narrative, so far regarded by both sides as the unquestionable and final
truth.
The natural question on this side of the border is: Why only three Indian
textbooks? Doesn't that limit the perspective or narrow it down? Noorzadeh
Raza, one of the editors, says that while they wanted to give both
narratives equal importance, one of the major challenges the team faced was
the difficulty in accessing Indian history textbooks. “Another was the fact
that some events are present in textbooks on one side of the border but
have been excluded in the other. The Civil Disobedience Movement of 1930,
for example, is not mentioned in most Pakistani textbooks.”
It’s been a while since the book’s launch in April. In the last few months,
the History Project has been presented to school students and teachers on
both sides of the border. While the editorial team admits that it’s still
hard to say how it’s doing as a history book or a reference text, they feel
that the response in both countries has been phenomenal. “Only after people
have read the book and absorbed some of the ideas in it will we be able to
understand how it’s doing as a historical text,” says Ahmad. “The fact
something of this sort even happened was a big surprise for most people.
Certainly, the idea had been there for quite some time and I believe that
people realised that there were discrepancies on both sides. Yet for
someone to go ahead and actually put the two side by side didn’t seem
likely.”
In April, Ahmad, Aslam and Siddiqui officially launched the book by
presenting it at four schools in Mumbai. They worked with kids from Std.
VIII-X. Ahmad says that while some students had not studied Indo-Pak
history, they easily grasped the fundamental concept of another side to the
story. In the following month, the book was introduced in schools in
Lahore. “There, I believe we were at a slight disadvantage, as our Indian
peers were not with us for the presentations due to visa issues. This, of
course, took some oomph out of the presentations but the kids we worked
with were extremely enthusiastic,” Ahmad continues. “The best thing about
working with kids on both sides was that, they weren’t politically correct
at all. So if they felt a certain way about an issue, we got to hear that.
For some people, this can be a bit difficult to digest, but it’s important
to realise that if 12-14-year-olds already have such strong feelings about
historical issues (often without having studied them at all), then there’s
something more fundamental at play here, which needs to be highlighted.”
What Ahmad refers to here is how young students are easily influenced and
often adopt ideas and beliefs without questioning them. This led the team
to examine the way history and historical accounts affect the shaping of an
entire generation.
Zoya Siddiqui, the illustrator, says that the book, surprisingly, hasn’t
faced any resistance in either Indian or Pakistani schools. “We’ve seen
shock, surprise, curiosity and even amusement, but not unwillingness to
learn. In fact, it’s safe to say that we’ve achieved our goal in initiating
a dialogue. There haven’t been any reactions. Rather, there have been
‘responses’, which is very positive.” Siddiqui’s illustrations,
characterised by the repeated appearance of a faceless man, furthers the
book’s message. “He is a visual depiction of that blurry edge that we, the
team, are walking on. He is doing precisely what we are doing; adopting and
illustrating both stances of history without propagating any answers. The
ambiguity of the faceless man helps raise questions, which is our purpose.”
If the book has triggered a response in children, it has incited an even
greater one in adults, both as appreciation and criticism. “We were aware
that this would happen, simply because the school is one of the major
agents of socialisation, where most ideas take shape. These ideas are
carried on as adults later,” says Siddiqui. To the founders, helping
children question and understand history seemed like “the right and
relevant starting point”. The project is also being viewed as a step
towards separating political and personal agendas from historical
narratives; an opportunity, still in a nascent stage, to re-examine what we
have always believed to be true.
Already having tackled a mammoth project, the team is contemplating and
bouncing around a host of other ideas, ranging from a look at famous
pre-Partition personalities to a post-Partition version of The History
Project. As a first and crucial step towards accepting and integrating
historical perspectives of two nations, The History Project has started
causing ripples of change that the founders hope will soon turn to waves.
Qasim Aslam can be contacted at qasim(a)thehistory-project.org
swatid45(a)gmail.com
Keywords: India-Pakistan history textbooks, Kashmir ruler Hari Singh, The
History Project, Seeds of Peace, Seeds of Peace-India.
The text above is copyrighted and has been reproduced for educational and
non-commercial purposes only.
A detailed workflow of Malayalam wikipedia CD is documented here (in
English). http://shijualex.in/creating-malayalam-wikipedia-cd/
\\A) Whether we can include all the non free content on CD?\\
>
For non-free images we need to meet few criteria. See this for details
https://en.wikipedia.org/wiki/Wikipedia:Non-free_content#Images
But I found some of the images currently tagged as non-free in Telugu
wikipedia will not fall under fair use license. For example this
image<https://te.wikipedia.org/wiki/%E0%B0%A6%E0%B0%B8%E0%B1%8D%E0%B0%A4%E0%B1%8D…>.
As mentioned in the above blog post it is better to include only
Free-Licensed images in the CD. See the section "*STEP 3 – Verifying the
license of the images*" in the above blog post. To be on the safer it is
better to include only free images from Commons in the CD.
\\B) Whether WMF/WMIN will approve the use of Wikipedia Logo on the
> cover?\\
>
Yes. Ask WMF/WMIN. For the recent release of the second edition of the
Malayalam wikisource CD also Malayalam community took permission from WMF
to use logos. It is advised to get permission before using the logos in the
CD.
\\C) Any other precaution/disclaimers that need to be included on CD to
> prevent any legal dispute in future.\\
>
Yes. This is very important. See the section "Step 6 – Creating content for
copyright, disclaimer, and other supporting pages" in the above blog post.
Shiju
> From: Arjuna Rao Chavala <arjunaraoc(a)gmail.com>
> Date: Thu, Oct 17, 2013 at 9:36 AM
> Subject: [Wikimediaindia-l] Use of Fair use messages from Wikipedia in a
> CD for distribution in India
> To: "Discussion list on Indian language projects of Wikimedia." <
> wikimediaindia-l(a)lists.wikimedia.org>
>
>
> Hi,
>
> As some of you have noticed, several Indian languages have celebrated/are
> celebrating tenth anniversary. Telugu language community is contemplating
> release of Telugu wikipedia <http://te.wikipedia.org> content on a CD
> with appropriate modifications for School children use. The CD is proposed
> to be distributed to all schools in Andhra Pradesh.
>
> Out of 9053 (approximate) images, 2071 (30%) are non free images(mostly
> book cover, cinema posters, logos etc) . We are looking for advice on the
> following
> A) Whether we can include all the non free content on CD?
> B) Whether WMF/WMIN will approve the use of Wikipedia Logo on the cover?
> C) Any other precaution/disclaimers that need to be included on CD to
> prevent any legal dispute in future.
>
> As Malayalam community has produced a CD in the past and there have been
> attempts to produce an English School Wikipedia CD for India, I would like
> to hear from people with experience and expertise on these matters
>
>
> Cheers
> Arjuna Rao Chavala
> Telugu Wikipedian
>
>
> _______________________________________________
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Hi,
As some of you have noticed, several Indian languages have celebrated/are
celebrating tenth anniversary. Telugu language community is contemplating
release of Telugu wikipedia <http://te.wikipedia.org> content on a CD with
appropriate modifications for School children use. The CD is proposed to
be distributed to all schools in Andhra Pradesh.
Out of 9053 (approximate) images, 2071 (30%) are non free images(mostly
book cover, cinema posters, logos etc) . We are looking for advice on the
following
A) Whether we can include all the non free content on CD?
B) Whether WMF/WMIN will approve the use of Wikipedia Logo on the cover?
C) Any other precaution/disclaimers that need to be included on CD to
prevent any legal dispute in future.
As Malayalam community has produced a CD in the past and there have been
attempts to produce an English School Wikipedia CD for India, I would like
to hear from people with experience and expertise on these matters
Cheers
Arjuna Rao Chavala
Telugu Wikipedian
