├── .DS_Store ├── .pr-preview.json ├── ACPresentation2019 └── template │ ├── AC-2019-slides-banner.png │ ├── AC-2019-slides-banner.svg │ ├── AC-2019-slides-banner2.png │ ├── AC-2019-slides-banner2.svg │ ├── AC-2019-slides.css │ ├── AC2019.md │ ├── Gill_Sans.woff │ ├── Gill_Sans_Bold.woff │ ├── Gill_Sans_Bold_Italic.woff │ ├── Gill_Sans_Italic.woff │ ├── League_Gothic-webfont.woff │ ├── PWEUpdateSiegman2019.html │ ├── alt.css │ ├── alt2.css │ ├── alt3.css │ ├── linen.png │ ├── ramp.png │ ├── shower.min.js │ ├── slice2.jpg │ └── slice3.jpg ├── CEPCdisciplinary-process.md ├── CodeofConductResources.md ├── DisputeResolution.md ├── DraftOmbudsJobDescription.md ├── InclusionFund ├── TPACDiversityFundProposalComms.md └── TPACInclusionFund2022.md ├── PWE.html ├── PWECharter.md ├── README.md ├── ReferencesAndResources.md ├── RunningBetterMeetings ├── .DS_Store ├── RunningBetterMeetings_Part1.md ├── RunningBetterMeetings_Part1_slides │ ├── 1.png │ ├── 10.png │ ├── 11.png │ ├── 12.png │ ├── 13.png │ ├── 14.png │ ├── 15.png │ ├── 16.png │ ├── 17.png │ ├── 18.png │ ├── 19.png │ ├── 2.png │ ├── 20.png │ ├── 21.png │ ├── 22.png │ ├── 23.png │ ├── 24.png │ ├── 25.png │ ├── 26.png │ ├── 27.png │ ├── 28.png │ ├── 29.png │ ├── 3.png │ ├── 30.png │ ├── 31.png │ ├── 32.png │ ├── 33.png │ ├── 34.png │ ├── 35.png │ ├── 36.png │ ├── 37.png │ ├── 38.png │ ├── 39.png │ ├── 4.png │ ├── 40.png │ ├── 41.png │ ├── 42.png │ ├── 43.png │ ├── 44.png │ ├── 45.png │ ├── 46.png │ ├── 47.png │ ├── 48.png │ ├── 49.png │ ├── 5.png │ ├── 6.png │ ├── 7.png │ ├── 8.png │ └── 9.png ├── RunningBetterMeetings_Part2.md ├── RunningBetterMeetings_Part2_slides │ ├── 1.png │ ├── 10.png │ ├── 11.png │ ├── 12.png │ ├── 13.png │ ├── 14.png │ ├── 15.png │ ├── 16.png │ ├── 17.png │ ├── 18.png │ ├── 19.png │ ├── 2.png │ ├── 20.png │ ├── 21.png │ ├── 22.png │ ├── 23.png │ ├── 24.png │ ├── 25.png │ ├── 26.png │ ├── 27.png │ ├── 3.png │ ├── 4.png │ ├── 5.png │ ├── 6.png │ ├── 7.png │ ├── 8.png │ └── 9.png ├── RunningBetterMeetings_Pt1_slides.pdf └── RunningBetterMeetings_Pt2_slides.pdf ├── TPAC-2018 ├── PWETF │ └── index.html ├── README.md ├── Templates │ └── Overview.html └── aux-files │ ├── GILLSAN0.woff │ ├── GILLSAN1.woff │ ├── GILLSAN2.woff │ ├── GILLSAN3.woff │ ├── League_Gothic-webfont.woff │ ├── TPAC-2018-slides-banner.png │ ├── TPAC-2018-slides-banner.svg │ ├── TPAC-2018-slides.css │ ├── linen.png │ └── shower.min.js ├── conflict_resolution.html ├── contributing.md ├── index-cn.html ├── index-fr.html ├── index.html ├── license.md ├── tidyconfig.txt └── w3c.json /.DS_Store: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/w3c/PWETF/c34956db54cbe5731cbdbeb38fe7fb714b7fece7/.DS_Store -------------------------------------------------------------------------------- /.pr-preview.json: -------------------------------------------------------------------------------- 1 | { 2 | "src_file": "index.html", 3 | "type": "respec" 4 | } 5 | -------------------------------------------------------------------------------- /ACPresentation2019/template/AC-2019-slides-banner.png: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/w3c/PWETF/c34956db54cbe5731cbdbeb38fe7fb714b7fece7/ACPresentation2019/template/AC-2019-slides-banner.png -------------------------------------------------------------------------------- /ACPresentation2019/template/AC-2019-slides-banner.svg: -------------------------------------------------------------------------------- 1 | 3 | 4 | 5 | 7 | 8 | Bert Bos 9 | 2019-03-04 10 | A logo for the slides for W3C's AC 2019 meeting 11 | 12 | 13 | 14 | 15 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | W3C 31 | 32 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 | 42 | 43 | 44 | 45 | AC 2019 46 | 47 | 48 | -------------------------------------------------------------------------------- /ACPresentation2019/template/AC-2019-slides-banner2.png: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/w3c/PWETF/c34956db54cbe5731cbdbeb38fe7fb714b7fece7/ACPresentation2019/template/AC-2019-slides-banner2.png -------------------------------------------------------------------------------- /ACPresentation2019/template/AC-2019-slides-banner2.svg: -------------------------------------------------------------------------------- 1 | 3 | 4 | 5 | 7 | 8 | Bert Bos 9 | 2019-03-04 10 | W3C logo in a white circle 11 | 12 | 13 | 14 | 15 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | W3C 31 | 32 | 34 | 35 | 36 | 37 | 38 | 39 | -------------------------------------------------------------------------------- /ACPresentation2019/template/AC-2019-slides.css: -------------------------------------------------------------------------------- 1 | /* Style for the slides for AC 2019, to be used together with the 2 | Shower script or the b6+ script. For usage instructions, see 3 | https://www.w3.org/2019/Talks/ac-slides/template/Overview.html 4 | 5 | This is an improved version of "TPAC-2018-slides.css". It reduces 6 | the risk of differences between list mode and slide mode, by using 7 | the same base font size (viz., the user's default font size) in 8 | both modes. Slides in slide mode are linearly scaled up versions of 9 | the slidesin list mode. Especially images, even without an explicit 10 | size set in em, should now look the same. (But it is still 11 | recommended to set their size in em, to avoid differences when 12 | viewed by users with a different base font size.) 13 | 14 | TODO: Styles for tables? blockquotes? class=shout? 15 | 16 | A = 16/9 = aspect ratio 17 | N = 23 = height in rem (i.e., 21 lines + 2 x 1 rem padding) 18 | L = 5.5 = logo width in rem 19 | C = 2 = font size (and logo size) multiplier for cover pages 20 | w = N*A = width of slide in rem 21 | 22 | +---------------------------------------+-------+ 23 | | 1em | | 24 | | +-------------------------------+ | | 25 | | | | | | ^ 26 | | | | | | | 27 | |1em| |1em| 5.5em | 23em 28 | | | | | | | 29 | | | | | | v 30 | | +-------------------------------+ | | 31 | | 1em | LOGO | 32 | +---------------------------------------+-------+ 33 | 34 | Created: 4 March 2019 35 | Author: Bert Bos 36 | */ 37 | 38 | @font-face { 39 | font-family: My Gill Sans; 40 | font-style: normal; 41 | font-weight: normal; 42 | src: url(Gill_Sans.eot) format("embedded-opentype"), 43 | url(Gill_Sans.woff) format("woff")} 44 | 45 | @font-face { 46 | font-family: My Gill Sans; 47 | font-style: normal; 48 | font-weight: bold; 49 | src: url(Gill_Sans_Bold.eot) format("embedded-opentype"), 50 | url(Gill_Sans_Bold.woff) format("woff")} 51 | 52 | @font-face { 53 | font-family: My Gill Sans; 54 | font-style: oblique; 55 | font-weight: bold; 56 | src: url(Gill_Sans_Bold_Italic.eot) format("embedded-opentype"), 57 | url(Gill_Sans_Bold_Italic.woff) format("woff")} 58 | 59 | @font-face { 60 | font-family: My Gill Sans; 61 | font-style: oblique; 62 | font-weight: normal; 63 | src: url(Gill_Sans_Italic.eot) format("embedded-opentype"), 64 | url(Gill_Sans_Italic.woff) format("woff")} 65 | 66 | @font-face { 67 | font-family: My Gill Sans; 68 | font-style: normal; 69 | font-weight: 300; 70 | src: url(Gill_Sans_Light.eot) format("embedded-opentype"), 71 | url(Gill_Sans_Light.woff) format("woff")} 72 | 73 | @font-face { 74 | font-family: My Gill Sans; 75 | font-style: oblique; 76 | font-weight: 300; 77 | src: url(Gill_Sans_Light_Italic.eot) format("embedded-opentype"), 78 | url(Gill_Sans_Light_Italic.woff) format("woff")} 79 | 80 | @font-face { 81 | font-family: My Gill Sans; 82 | font-style: normal; 83 | font-weight: 600; 84 | src: url(Gill_Sans_SemiBold.eot) format("embedded-opentype"), 85 | url(Gill_Sans_SemiBold.woff) format("woff")} 86 | 87 | @font-face { 88 | font-family: My Gill Sans; 89 | font-style: oblique; 90 | font-weight: 600; 91 | src: url(Gill_Sans_SemiBold_Italic.eot) format("embedded-opentype"), 92 | url(Gill_Sans_SemiBold_Italic.woff) format("woff")} 93 | 94 | @font-face { 95 | font-family: My Gill Sans; 96 | font-style: normal; 97 | font-weight: 1000; 98 | src: url(Gill_Sans_UltraBold.eot) format("embedded-opentype"), 99 | url(Gill_Sans_UltraBold.woff) format("woff")} 100 | 101 | @font-face { 102 | font-family: LeagueGothicRegular; 103 | src: url(League_Gothic-webfont.woff) format('woff'); 104 | font-weight: normal; 105 | font-style: normal} 106 | 107 | /* Common layout independent of slide mode */ 108 | html {font: 1.156em/1.3 Gill Sans MT, Gill Sans, My Gill Sans, Liberation Sans, 109 | sans-serif; font-size-adjust: 0.45; 110 | font-variant-numeric: oldstyle-nums tabular-nums} 111 | body {background: url(linen.png) #595b60; counter-reset: slide; margin: 2em; 112 | color: white} 113 | address {font-family: Garamond Premier Pro, Garamond, serif} 114 | h1 {font: 2em/1.1 League Gothic, LeagueGothicRegular, sans-serif; 115 | letter-spacing: 0.03em; margin: 0 0 0.3em 0; text-transform: uppercase; 116 | color: #015ca4} 117 | .full, .slide {width: 40.889rem; /*= w */ height: 23rem; /*= N */} 118 | .slide {color: black; box-shadow: 0 0.4rem 0.6rem #000; line-height: 1.6; 119 | padding: 1rem 6.5rem /*= L + 1 */ 1rem 1rem; position: relative; 120 | box-sizing: border-box; z-index: 0; display: inline-block; 121 | margin: 4rem 2rem 0 0; vertical-align: bottom; counter-increment: slide; 122 | border-radius: 0.5rem; 123 | background: 36.389rem /*= w - L + 1 */ 18.5rem /*= N - L + 1 */ 124 | / 3.5rem /*= L - 2 */ auto url(AC-2019-slides-banner2.png) no-repeat, 125 | bottom right / 5.5em /*= L */ 100% url(ramp.png) no-repeat, #fff; 126 | background: 36.389rem /*= w - L + 1 */ 18.5rem /*= N - L + 1 */ 127 | / 3.5rem /*= L - 2 */ auto url(AC-2019-slides-banner2.svg) no-repeat, 128 | bottom right / 5.5em /*= L */ 100% 129 | linear-gradient(hsl(211,45%,25%), hsl(205,42%,92%)) no-repeat, #fff} 130 | .slide:target {outline: lime solid 0.5rem; outline-offset: 1rem} 131 | .slide.side {padding-left: 11.717rem /*= (w - 1 - (L + 1) - 1) * 30% + 2 */} 132 | .slide.side.right, .slide.side.r {padding-left: 1rem; 133 | padding-right: 17.217rem; /*= (w - 1 - (L + 1) - 1) * 30% + (L + 1) + 1 */} 134 | .side .side {position: absolute; top: 4.3478% /*= 1/N */; 135 | left: 2.4457%; /*= 1/w */ 136 | width: 23.764%; /*= (w - 1 - (L + 1) - 1) * 30% / w */} 137 | .side.right .side, .side.r .side {left: 59.606% /*= ((w - L) * 70% - 40%)/w */} 138 | @supports (transform: translate(-50%,-50%)) { 139 | .slide.side.right, .slide.side.r { 140 | padding-right: 17.217rem; /*= (w - 1 - (L + 1) - 1) * 30% + (L + 1) + 1 */} 141 | .side .side {top: 50%; transform: translate(-50%,-50%); 142 | left: 14.327%; /*= ((w - 1 - (L + 1) - 1) * 30% / 2 + 1 ) / w */} 143 | .side.right .side, .side.r .side { 144 | left: 72.221% /*= ((w - L - 1) * 85% + 30%) / w */} 145 | } 146 | .note {font-size: 80%} 147 | .cover .note {font-size: 40%} 148 | .slide em {font-style: normal; 149 | background: 0 0 / 100% 100% url(data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAKgAAAAfCAYAAABzhIZ5AAAABGdBTUEAANbY1E9YMgAAABl0RVh0U29mdHdhcmUAQWRvYmUgSW1hZ2VSZWFkeXHJZTwAAAL4SURBVHja7Vw7rpwwFJ0dsASWMEtAygZcp6KKUkVWujRPVprXsgSyA5ZAkTYSUqT8XpRQRa8cKUqR7gYkT+Q4Bq7B/IZj6UwF2IyPr8/9mNNpwfaOnsQNEg3ZQDUoGpQ9KPR1V0jjGckJDc2TfDbxqga0EC66z0yPIdVjOmOGjkfGVBOhXJCAoQhcmATGjN4GKc+akPWOCOmD2iAuSBuWO5Epy5iIuA8XN0zKMagGNLMLuaWjfSFGTLAvJGMcff5CHdBQKDZBJ66Y60uB4MCQ7FKz+AqGc6S0pSh1p/jzAbKsrL0jRKEtYmqZekzAcSVO3iFBzj0yQnRIh8whGdQYK5mO1FA5tnmAaW1bLRyHDrr3ETeDtQW0gera7mfRnvLgxJvTax+CXMCrH8Se4lxXXVrBUrC9Vm5qd0rY6TzjnLtknxmGqhj/Q67vj0M4RrnROYh2+1uxuVAiBzltTnCRuRab78pA7HIe7XXxtKbmffUIMjjxkZ7n3+h1+Z3uix/0RrUgomRBKCbEqfmJux70i76IdvDtyzzQq/ozvaT39HRwUtrrWnyiFxWs7vr4QM/+zgkHX+mOmnnvxYXe0k+q/sNveiSj1Q1KBwoHGU3u8eKj7YXcVdGS2YfEwKE9+KJDU0dzpTUVskeARw1D4SBnPJc3ZxYZDGUQkAZdvpilcBR5hAh1iTWiB6HL8/ZYM3r0mG7RQ8R4ayTrquNLe0qx4P1PL9/jBvrzkZ58HWjcWbDUJNPiIeC+nQC+HS9Md7mVBiBmYmkUX68MZN5nOtYXUzVrassEq/JJhCKzucVDW8Lqu7Rr6jq6YUR8KkYpnxxybhQs5CFjlC5rmYRwlBy7tavPf6WLZrXUN2LCbqsIxalhV4ro2PqZf8TD2razFXUKJycNMq5vZeuJulhuLmQVcDUKvYggPfbhpOXX+tWjnrk2D+yBtOt+CENuMqC/o8/wIIngt5VnHRmlCCxbRrgLjw8UbEn/Vp7V+HLXRzbQgh4gPOa5n5naH6O0itHwx3iJAAAAAElFTkSuQmCC)} 150 | .columns > * {box-sizing: border-box; 151 | width: 47.005% /*= (w - L - 4)/2/(w - L - 2) */; float: right} 152 | .columns > *:nth-child(odd) {clear: both; float: left} 153 | .columns {overflow: hidden} 154 | @supports (display: grid) { 155 | .columns {overflow: visible; display: grid; grid: "a b" / 1fr 1fr; 156 | grid-gap: 0 2rem} 157 | .columns > * {width: auto} 158 | } 159 | .comment {background: hsl(50,80%,90%); color: black; padding: 1rem 1rem; 160 | columns: 37em; font-family: serif; border-radius: 0.5rem; margin: 4rem 0 0; 161 | widows: 2; orphans: 2} 162 | .comment :first-child {margin-top: 0} 163 | img {max-width: 100%} 164 | .num {font-variant-numeric: oldstyle-nums tabular-nums diagonal-fractions} 165 | code, pre {font-family: Andale Mono, Courier, monospace} 166 | code {background: #eee; padding: 0.1em 0.3em; border-radius: 0.3em} 167 | sub, sup {line-height: 0.5} 168 | .slide pre {padding: 0 0.2em; background: black; color: hsl(120,100%,70%)} 169 | ol {padding-left: 2.5em} 170 | ul {padding-left: 1em} 171 | ol, ul {margin: 1em 0} 172 | li ul, li ol {margin: 0} 173 | ul > li {list-style: none} 174 | ul > li::before {content: "\25A0"; display: inline-block; width: 1em; 175 | margin-left: -1em; color: #015ca4} 176 | 177 | /* Explicit placement on a 3x3 grid */ 178 | .place {position: absolute; box-sizing: border-box; 179 | max-width: 25.589%; /*= (w - 1 - (L + 1) - 2) / 3 / w */ 180 | top: 50%; left: 43.274%; /*= ((w - 1 - (L + 1)) / 2 + 1) / w */ 181 | transform: translate(-50%, -50%); text-align: center} 182 | .place.t, .place.top {top: 4.3478%; /*= 1/N */ transform: translate(-50%,0)} 183 | .place.b, .place.bottom {top: auto; bottom: 4.3478% /*= 1/N */; 184 | transform: translate(-50%,0)} 185 | .place.l, .place.left {left: 2.4457%; /*= 1/w*/ transform: translate(0,-50%); 186 | text-align: left} 187 | .place.r, .place.right {left: auto; right: 15.897%; /*= (L + 1)/w */ 188 | transform: translate(0,-50%); text-align: right} 189 | .place.t.l, .place.top.left, .place.t.r, .place.top.right, .place.b.l, 190 | .place.bottom.left, .place.b.r, .place.bottom.right {transform: none} 191 | 192 | /* Numbered lines in a PRE */ 193 | pre.numbered {padding-left: 2em; overflow-y: hidden; position: relative} 194 | pre.numbered::before {color: #aaa; text-align: right; white-space: pre-line; 195 | content: "1\A 2\A 3\A 4\A 5\A 6\A 7\A 8\A 9\A 10\A 11\A 12\A 13\A 14\A 15\A 16\A 17\A 18\A 19\A 20"; 196 | position: absolute; top: 0; left: 0; width: 1.2em; font-family: serif; 197 | border-right: thin solid; padding-right: 0.2em; /*background: white*/} 198 | 199 | /* Cover pages */ 200 | .slide.cover {font-size: 200% /*= C */; text-align: right; 201 | padding-right: 12rem /*= C * L + 1 */} 202 | .slide.cover address {position: absolute; bottom: 4.3478% /*= 1/N */; 203 | left: 2.4457% /*= 1/w */; right: 29.348% /*= (C * L + 1)/w */; 204 | line-height: 1.3} 205 | 206 | /* Full-size image overlays */ 207 | img.cover, img.fit {position: absolute; z-index: -1; top: 0; left: 0; 208 | width: 86.549%; /*= (w - L) / w */ height: 100%; object-fit: cover; padding: 0} 209 | img.fit {object-fit: contain} 210 | .cover img.cover, .cover img.fit {width: 73.098%; /*= (w - 11) / w */} 211 | 212 | /* Slide numbers in upper right corner */ 213 | .slide::after {content: counter(slide); /*color: #db4f2c;*/ color: white; position: absolute; 214 | top: 1rem; line-height: 1; font-weight: bold; right: 0; width: 5.5em /*= L */; 215 | text-align: center} 216 | .slide.clear::after {content: none} 217 | 218 | /* Layout in slide mode (when body has class=full) */ 219 | .full, .full .slide {position: absolute; overflow: hidden} 220 | .full {top: 50%; left: 50%; background: black; 221 | margin: -11.5rem /*= -N/2 */ 0 0 -20.444rem /*= -w/2 */} 222 | .full .slide {visibility: hidden; top: 0; left: 0; margin: 0} 223 | .full .slide.active {visibility: visible} 224 | .full .comment {display: none} 225 | .full .slide:target {outline: none} 226 | 227 | .full .progress {position: absolute; top: 0; left: 0; height: 1px; 228 | background: linear-gradient(to right, hsla(0,100%,50%,0),hsla(0,100%,50%,1)); 229 | z-index: 1; transition: 0.5s} 230 | 231 | /* Reveal elements one by one */ 232 | .full .next:not(.active) {visibility: hidden} 233 | 234 | /* A list as a tree structure with box-drawing characters */ 235 | .tree {list-style: none; font: 1em/1 monospace; 236 | white-space: nowrap; padding: 0.2em 0; overflow: auto} 237 | .tree code {background: none; font-family: Gill Sans MT, Gill Sans, 238 | My Gill Sans, Liberation Sans, sans-serif} 239 | .comment .tree code {font-family: serif} 240 | 241 | /* Takahashi method (very big text, very few words) */ 242 | .shout {font-size: 400%; line-height: 1.1} 243 | p.shout {margin: 1rem 0} 244 | 245 | /* Animation of a slowly growing element */ 246 | .full .grow {transition: 3s 1s ease-in-out transform; 247 | position: relative; transform: scale(0.1); transform-origin: 0 50%} 248 | .active .grow {transform: scale(1)} 249 | 250 | /* Transitions between slides */ 251 | .full .slide.active ~ .visited {animation: none} /* Moving backwards */ 252 | 253 | .full .slide.fade-in.visited, 254 | .fade-in .slide.visited {animation: delay 1s 1} 255 | .full .slide.fade-in + .active:not(.visited), 256 | .full .slide.fade-in + .comment + .active:not(.visited), 257 | .fade-in .slide.active:not(.visited) {animation: fade-in 1s 1} 258 | @keyframes delay { 259 | from {visibility: visible} 260 | to {visibility: visible} 261 | } 262 | @keyframes fade-in { 263 | from {opacity: 0} 264 | to {opacity: 1} 265 | } 266 | .full .slide.slide-in.visited, 267 | .slide-in .slide.visited {animation: leftout 1s 1} 268 | .full .slide.slide-in + .active:not(.visited), 269 | .full .slide.slide-in + .comment + .active:not(.visited), 270 | .slide-in .slide.active:not(.visited) {animation: leftin 1s 1} 271 | @keyframes leftout { 272 | from {transform: translate(0%, 0); visibility: visible} 273 | to {transform: translate(-100%, 0); visibility: visible} 274 | } 275 | @keyframes leftin { 276 | from {transform: translate(-100%, 0); visibility: visible} 277 | to {transform: translate(0%, 0); visibility: visible} 278 | } 279 | .full .slide.move-left.visited, 280 | .move-left .slide.visited {animation: leftout 1s 1} 281 | .full .slide.move-left + .active:not(.visited), 282 | .full .slide.move-left + .comment + .active:not(.visited), 283 | .move-left .slide.active:not(.visited) {animation: rightin 1s 1} 284 | @keyframes rightin { 285 | from {transform: translate(100%, 0); visibility: visible} 286 | to {transform: translate(0%, 0); visibility: visible} 287 | } 288 | .full .slide.move-up.visited, 289 | .move-up .slide.visited {animation: topout 1s 1} 290 | .full .slide.move-up + .active:not(.visited), 291 | .full .slide.move-up + .comment + .active:not(.visited), 292 | .move-up .slide.active:not(.visited) {animation: bottomin 1s 1} 293 | @keyframes topout { 294 | from {transform: translate(0, 0%); visibility: visible} 295 | to {transform: translate(0, -100%); visibility: visible} 296 | } 297 | @keyframes bottomin { 298 | from {transform: translate(0, 100%); visibility: visible} 299 | to {transform: translate(0, 0%); visibility: visible} 300 | } 301 | .full {perspective: 1000px; perspective: 1000} 302 | .full .slide.flip-up.visited, 303 | .flip-up .slide.visited {animation: turn-down 1s 1 ease-in} 304 | .full .slide.flip-up + .active:not(.visited), 305 | .full .slide.flip-up + .comment + .active:not(.visited), 306 | .flip-up .slide.active:not(.visited) {animation: turn-up 1s 1 ease-out} 307 | @keyframes turn-down { 308 | from {transform: rotateX(0deg); visibility: visible} 309 | 50%, to {transform: rotateX(90deg); visibility: hidden} 310 | } 311 | @keyframes turn-up { 312 | from, 50% {transform: rotateX(-90deg); visibility: visible} 313 | to {transform: rotateX(0deg); visibility: visible} 314 | } 315 | .full .slide.flip-left.visited, 316 | .flip-left .slide.visited {animation: flip-left1 1s 1 ease-in} 317 | .full .slide.flip-left + .active:not(.visited), 318 | .full .slide.flip-left + .comment + .active:not(.visited), 319 | .flip-left .slide.active:not(.visited) {animation: flip-left2 1s 1 ease-out} 320 | @keyframes flip-left1 { 321 | from {transform: rotateY(0deg); visibility: visible} 322 | 50%, to {transform: rotateY(-90deg); visibility: hidden} 323 | } 324 | @keyframes flip-left2 { 325 | from, 50% {transform: rotateY(90deg); visibility: visible} 326 | to {transform: rotateY(0deg); visibility: visible} 327 | } 328 | .full .slide.center-out.visited, 329 | .center-out .slide.visited {animation: gray 1s 1} 330 | .full .slide.center-out + .active:not(.visited), 331 | .full .slide.center-out + .comment + .active:not(.visited), 332 | .center-out .slide.active:not(.visited) {animation: center-out 1s 1} 333 | @keyframes gray { 334 | from, to {opacity: 0.5; visibility: visible} 335 | } 336 | @keyframes center-out { 337 | from {clip-path: circle(0)} 338 | to {clip-path: circle(100%)} 339 | } 340 | .full .slide.wipe-left.visited, 341 | .wipe-left .slide.visited {animation: gray 1s 1} 342 | .full .slide.wipe-left + .active:not(.visited), 343 | .full .slide.wipe-left + .comment + .active:not(.visited), 344 | .wipe-left .slide.active:not(.visited) {animation: rightin 1s 1} 345 | 346 | .full .slide.zigzag-left.visited, 347 | .zigzag-left .slide.visited {animation: gray 1s 1} 348 | .full .slide.zigzag-left + .active:not(.visited), 349 | .full .slide.zigzag-left + .comment + .active:not(.visited), 350 | .zigzag-left .slide.active:not(.visited) {animation: zigzag-left 1s 1} 351 | @keyframes zigzag-left { 352 | from {clip-path: 353 | polygon(120% 0%, 120% 0%, 100% 30%, 120% 60%, 110% 100%, 120% 100%)} 354 | to {clip-path: 355 | polygon(120% 0%, 0% 0%, -20% 30%, 0% 60%, -10% 100%, 120% 100%)} 356 | } 357 | .full .slide.zigzag-right.visited, 358 | .zigzag-right .slide.visited {animation: gray 1s 1} 359 | .full .slide.zigzag-right + .active:not(.visited), 360 | .full .slide.zigzag-right + .comment + .active:not(.visited), 361 | .zigzag-right .slide.active:not(.visited) {animation: zigzag-right 1s 1} 362 | @keyframes zigzag-right { 363 | from {clip-path: 364 | polygon(-20% 0%, -20% 0%, 0% 30%, -20% 60%, -10% 100%, -20% 100%)} 365 | to {clip-path: 366 | polygon(-20% 0%, 100% 0%, 120% 30%, 100% 60%, 110% 100%, -20% 100%)} 367 | } 368 | .full .slide.cut-in.visited, 369 | .cut-in .slide.visited {animation: gray 1s 1} 370 | .full .slide.cut-in + .active:not(.visited), 371 | .full .slide.cut-in + .comment + .active:not(.visited), 372 | .cut-in .slide.active:not(.visited) {animation: cut-in 1s 1} 373 | @keyframes cut-in { 374 | from {transform: translate(-100%, -100%)} 375 | to {transform: translate(0%, 0%)} 376 | } 377 | 378 | /* Not sure why Shower makes a section with class=region... */ 379 | section.region {display: none} 380 | 381 | 382 | @page { 383 | margin: 1cm; 384 | } 385 | @media print { 386 | html {font-size: 10pt} 387 | body {background: none; margin: 0; columns: 41em} 388 | .slide {border: 0.5pt solid black; margin: 1rem 1rem 1rem 0; display: block; 389 | overflow: hidden} 390 | ul {margin: 0.9em 0} /* Compensate slight differences in fonts & margins */ 391 | } 392 | -------------------------------------------------------------------------------- /ACPresentation2019/template/AC2019.md: -------------------------------------------------------------------------------- 1 | Slides are available at 2 | https://raw.githack.com/w3c/PWETF/master/ACPresentation2019/template/PWEUpdateSiegman2019.html. 3 | 4 | Slides here are built from the [original slide template](https://www.w3.org/2019/Talks/ac-slides/template/Overview.html#) provided by the W3C. That template and its necessary dependencies live in the Templates/ and aux-files/ directories. 5 | 6 | The ACPresentation2019 directory contains an in progress presentation for the 2019 AC Meeting. 7 | 8 | -------------------------------------------------------------------------------- /ACPresentation2019/template/Gill_Sans.woff: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/w3c/PWETF/c34956db54cbe5731cbdbeb38fe7fb714b7fece7/ACPresentation2019/template/Gill_Sans.woff -------------------------------------------------------------------------------- /ACPresentation2019/template/Gill_Sans_Bold.woff: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/w3c/PWETF/c34956db54cbe5731cbdbeb38fe7fb714b7fece7/ACPresentation2019/template/Gill_Sans_Bold.woff -------------------------------------------------------------------------------- /ACPresentation2019/template/Gill_Sans_Bold_Italic.woff: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/w3c/PWETF/c34956db54cbe5731cbdbeb38fe7fb714b7fece7/ACPresentation2019/template/Gill_Sans_Bold_Italic.woff -------------------------------------------------------------------------------- /ACPresentation2019/template/Gill_Sans_Italic.woff: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/w3c/PWETF/c34956db54cbe5731cbdbeb38fe7fb714b7fece7/ACPresentation2019/template/Gill_Sans_Italic.woff -------------------------------------------------------------------------------- /ACPresentation2019/template/League_Gothic-webfont.woff: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/w3c/PWETF/c34956db54cbe5731cbdbeb38fe7fb714b7fece7/ACPresentation2019/template/League_Gothic-webfont.woff -------------------------------------------------------------------------------- /ACPresentation2019/template/alt.css: -------------------------------------------------------------------------------- 1 | .slide {background: 2 | 36.389rem /*= w - 4.5 */ 18.5rem /*= N - 4.5 */ / 3.5rem auto 3 | url(AC-2019-slides-banner2.svg) no-repeat, 4 | 36.389rem /*= w - 4.5 */ 18.5rem /*= N - 4.5 */ / 3.5rem auto 5 | url(AC-2019-slides-banner2.png) no-repeat, 6 | right / 5.5em auto url(slice3.jpg) no-repeat #fff} 7 | -------------------------------------------------------------------------------- /ACPresentation2019/template/alt2.css: -------------------------------------------------------------------------------- 1 | .slide {background: 2 | 36.389rem /*= w - L + 1 */ 18.5rem /*= N - L + 1 */ 3 | / 3.5rem /*= L - 2 */ auto url(AC-2019-slides-banner.png) no-repeat, 4 | bottom right / 5.5em /*= L */ 100% 5 | url(ramp.png) no-repeat, #fff; 6 | background: 7 | 36.389rem /*= w - L + 1 */ 18.5rem /*= N - L + 1 */ 8 | / 3.5rem /*= L - 2 */ auto url(AC-2019-slides-banner.svg) no-repeat, 9 | bottom right / 5.5em /*= L */ 100% 10 | linear-gradient(hsl(211,45%,25%), hsl(205,42%,90%)) no-repeat, #fff} 11 | -------------------------------------------------------------------------------- /ACPresentation2019/template/alt3.css: -------------------------------------------------------------------------------- 1 | .slide {background: 2 | 36.389rem /*= w - 4.5 */ 18.5rem /*= N - 4.5 */ / 3.5rem auto 3 | url(AC-2019-slides-banner2.svg) no-repeat, 4 | 36.389rem /*= w - 4.5 */ 18.5rem /*= N - 4.5 */ / 3.5rem auto 5 | url(AC-2019-slides-banner2.png) no-repeat, 6 | center right / 5.5em auto url(slice2.jpg) no-repeat #fff} 7 | -------------------------------------------------------------------------------- /ACPresentation2019/template/linen.png: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/w3c/PWETF/c34956db54cbe5731cbdbeb38fe7fb714b7fece7/ACPresentation2019/template/linen.png -------------------------------------------------------------------------------- /ACPresentation2019/template/ramp.png: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/w3c/PWETF/c34956db54cbe5731cbdbeb38fe7fb714b7fece7/ACPresentation2019/template/ramp.png -------------------------------------------------------------------------------- /ACPresentation2019/template/slice2.jpg: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/w3c/PWETF/c34956db54cbe5731cbdbeb38fe7fb714b7fece7/ACPresentation2019/template/slice2.jpg -------------------------------------------------------------------------------- /ACPresentation2019/template/slice3.jpg: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/w3c/PWETF/c34956db54cbe5731cbdbeb38fe7fb714b7fece7/ACPresentation2019/template/slice3.jpg -------------------------------------------------------------------------------- /CEPCdisciplinary-process.md: -------------------------------------------------------------------------------- 1 | This document has been supreseded by https://github.com/w3c/PWETF/blob/main/DisputeResolution.md 2 | 3 | The W3C's disciplinary process is geared first and foremost toward the protection of an inclusive community. The W3C operates under the [CEPC](https://www.w3.org/Consortium/cepc/). In general, individuals participating in W3C work act in good faith to resolve disagreements through discussion among group participants, Chairs, Team Contacts, AC representatives, Domain Leaders, the Advisory Board, the TAG, and W3C management). At times, however, more serious or repeated process violations occur and may require disciplinary action. The disciplinary process will be carried out with utmost respect, confidentiality, and fairness. 4 | 5 | # Disciplinary process 6 | 7 | This describes how W3C addresses misconduct or inadequate performance. 8 | 9 | ## Scope 10 | 11 | This process applies to all W3C members and participants. 12 | 13 | ## Details 14 | 15 | Our disciplinary process begins when there is sufficient evidence to justify it. 16 | 17 | Disciplinary proceedings may be triggered for different reasons and the point at which the process begins may be different in each case. 18 | 19 | ### Misdemeanors and single offences 20 | 21 | Disciplinary action commences with step 1. Reasons for disciplinary action include (but are not limited to): 22 | * You're responsible for a mild breach of our [CEPC](https://www.w3.org/Consortium/cepc/). 23 | 24 | ### Misconduct or repeated offences 25 | 26 | Disciplinary action commences with step 5. Reasons for disciplinary action include (but are not limited to): 27 | * You do not respond to counseling or corrective actions. 28 | * You're responsible for a serious breach of [CEPC](https://www.w3.org/Consortium/cepc/). 29 | 30 | 31 | ## Process 32 | 33 | 1. Verbal warning. 34 | 2. Corrective action and/or counseling. 35 | 3. Agree to a mediation process 36 | 4. Official written reprimand. 37 | 5. Disciplinary meeting with ???. 38 | 6. Final written warning. 39 | 7. Indefinite suspension. 40 | 8. Termination of membership or invited expert status. 41 | 42 | All steps of the disciplinary process must be documented. If appropriate this should include evidence, testimonies, notes and evidence of progress or improvement. 43 | 44 | If you want to appeal the outcome of disciplinary action, please follow our [grievance process](grievance-process.md). 45 | 46 | 47 | ## Open Questions: 48 | * Who will carry out this process? 49 | * How to report? 50 | * What is relationship to membership agreement? 51 | * What is relationship to https://www.w3.org/Guide/process/banning? 52 | * Rapid Response? 53 | * Can this be doctored? 54 | -------------------------------------------------------------------------------- /CodeofConductResources.md: -------------------------------------------------------------------------------- 1 | ## Codes of Conduct - this section includes codes of conduct from other organizations 2 | 3 | * [Open Source Guides](https://opensource.guide/) - Resources from GitHub 4 | * [Contributor Covenant](https://www.contributor-covenant.org/) - Open Source CoC 5 | * [Geek Feminism](https://geekfeminism.org/about/code-of-conduct/) - includes definitions of harrassment, policy, and process 6 | * [Geek Feminism Anti-Harassment Policy template and resources](http://geekfeminism.wikia.com/wiki/Community_anti-harassment) - open template and resources, including diversity statement, CoC evaluations 7 | * [Django](https://www.djangoproject.com/conduct/) - referred to by TODO Group 8 | * [Python](https://www.python.org/community/diversity/) - referred to by TODO Group 9 | * [Ubuntu](http://www.ubuntu.com/about/about-ubuntu/conduct) - referred to by TODO Group 10 | * [Citizen Code of Conduct](http://citizencodeofconduct.org/) - widely used as basis for other CoCs, refered to by TODO group 11 | * [ACM Code of Ethics](https://www.acm.org/code-of-ethics) - very detailed, revised in mid-2018 12 | * [CoC for Novosibirsk, Russia Web Event](https://2019.codefest.ru/speakers/en/code-of-conduct/) 13 | * [AWS Code of Conduct](https://reinvent.awsevents.com/info/code-of-conduct/) - events and services 14 | * [Russian CoC](https://drive.google.com/file/d/1CyTAD7SxqREd1v30cs8Yyl84QrAh4muf/view?usp=sharing) - CoC in Russian, used at many Dev events (in Russian) 15 | * [IETF CoC](https://www.ietf.org/proceedings/49/I-D/draft-ietf-poisson-code-00.txt) 16 | * [BBC Code of Conduct](https://www.bbc.com/aboutthebbc/reports/policies/codeofconduct) - links to PDF, mission- and values-based organisation-level CoC 17 | * [ISO CoC](https://www.iso.org/files/live/sites/isoorg/files/store/en/PUB100397.pdf) -------------------------------------------------------------------------------- /DisputeResolution.md: -------------------------------------------------------------------------------- 1 | # Dispute Resolution Guidance 2 | 3 | The goal of dispute resolution is that individual participants in W3C can: 4 | * get help and support to safely resolve issues that negatively affect them 5 | * correct their behaviours that negatively affect other participants in W3C 6 | * continue to safely work and contribute to the W3C after an issue has been raised 7 | 8 | The Code of Ethics and Professional Conduct is the standard that all W3C participants are required to follow and is used as the basis for any resolution and disciplinary actions. In exceptional circumstances, individuals may have their W3C participation suspended or withdrawn as a result of a complaint or investigation. 9 | 10 | All situations are different and W3C participants are encouraged to use whatever method of dispute resolution they feel comfortable with. 11 | 12 | Individuals are encouraged to try and resolve issues themselves in the first instance. However, if individuals do not feel comfortable or safe doing so, they can get help through the ombudsperson, facilitators and/or mediation. 13 | 14 | Depending on the severity of the situation, it may not be appropriate to attempt to resolve the issue informally (for example, threats of violence, assault or sexual assault). Individuals should immediately report the incident whenever they feel unsafe or threatened by the behaviour or actions of other W3C participants. 15 | 16 | Everyone involved in the dispute resolution process is expected to: 17 | * show respect for others 18 | * work together to resolve the complaint 19 | * maintain confidentiality 20 | 21 | A disciplinary investigation can be started where one of the following apply: 22 | * it’s not appropriate to begin with mediation 23 | * all other mediation or resolution attempts have not worked 24 | 25 | ## Get advice from an Ombudsperson 26 | An Ombudsperson can advise you on: 27 | * how the Code of Ethics and Professional Conduct may apply in your situation 28 | * ways to get help with mediation 29 | * how to raise a formal complaint 30 | 31 | [Details of how to contact the Ombusdperson]. 32 | 33 | 34 | ## Mediation - when it's effective 35 | 36 | Mediation is most effective when used earlier in a dispute, before people become fixed in their position, as it provides a positive opportunity to resolve practical problems. 37 | 38 | It empowers people to work together to resolve issues, and can therefore be less stressful and have a less negative impact on individuals. Mediation can also be successful in later stages after an investigation has concluded to help people rebuild relationships. 39 | 40 | It is usually between two parties, but mediation can also work for groups. Mediation can be used to resolve a range of issues including a breakdown in relationships. 41 | 42 | Where an issue might be appropriate to resolve through mediation, this can be done in several ways: 43 | * indvidual mediation: this is where you feel comfortable contacting the person directly and talking about the issues you have with them 44 | * faciitated mediation: this is where you can find help to deal with the issue, for example through another W3C participant or an Ombudsperson 45 | * professional mediation: this is where a professional mediator is brought in to help two or more people need to work through an issue 46 | 47 | It is encouraged to start the process within 3 months of an initial incident is so that: 48 | * you can get resolution to the issue more quickly 49 | * it increases the chance of timely resolution 50 | * patterns of behaviour can be detected more readily and dealt with 51 | 52 | There may be situations or severe incidents, where it may take longer for an individual to feel confortabe raising an issue. In these cases you should still pursue what dispute resolution method you feel is relevant, even after the 3 months has passed. However, it may be more difficult to resolve the issue, as witnesses may not be able to contacted (for exampe, if they've left W3C) or people may not remember the circumstances leading to the incident. 53 | 54 | ### Individual or facilitated mediation 55 | 56 | If you feel confident attempting to deal with the issue yourself or with the help of another person, you can: 57 | * engage with the individual in a way that you feel comfortable 58 | * be clear about the issue, for example refer to the specific area of the CEPC and how the individual's actions were contrary to that point, or how you personally were affected by their actions 59 | * avoid using language which might be considered insulting or abusive 60 | * ask what you’d like as an outcome, for example an apology or a change in a behaviour 61 | 62 | You should try to have an honest and open discussion with the person concerned, either through email or a video call, whatever is most comfortable for both parties. 63 | 64 | If it is not possible to talk directly with the person, or if you do not feel comfortable doing so, you could ask another W3C participant to act as a facilitator (for example, the Chair of a Working group). If that is not possible, you may want to try professional mediation. 65 | 66 | ### Professional mediation 67 | 68 | Mediation can help people in dispute attempt to reach an agreement. 69 | 70 | If two or more people agree that there is conflict, the steps in the process are: 71 | * agree to attend mediation as an option for resolving the issue 72 | * individually attend a meeting with independent trained mediators 73 | * collectively attend a meeting to state how each party sees the problem and how it might be resolved 74 | * engage with the mediator who will work through the issues confidentially and confirm agreements with everyone as they are reached 75 | 76 | [Details of how to access mediation]. 77 | 78 | ## Investigations 79 | 80 | If resolution attempts have not worked or the issue is not appropriate for mediation, an individual can raise a complaint against another individual. 81 | 82 | You will need to : 83 | * raise a written complaint 84 | * be clear about the grounds for the complaint (for example, what parts of the CEPC you think are relevant) 85 | * describe what you have done so far to resolve the complaint, for example trying to solve the issue yourself or through mediation (if this was appropriate) 86 | 87 | You should also: 88 | * be as factual as possible 89 | * avoid using language which might be considered insulting or abusive 90 | * state what outcome is being sought (for example, you’d like the person to work on that behaviour or an apology) 91 | 92 | [Details of how to raise a complaint]. 93 | 94 | An investigator will be appointed and will talk to both parties and anyone else relevant. 95 | 96 | The investigator’s role is to: 97 | * establish what happened, in a fair and objective manner 98 | * ensure that the investigation is proportionate to the seriousness and complexity of the complaint 99 | * ensure that the investigation is concluded without delay 100 | * keep notes and submitted evidence in confidence 101 | 102 | The investigator will write a summary of the result of the investigation and recommend what actions should be taken. Outcomes and actions will be agreed by W3M and communicated to both parties. 103 | 104 | ### Timelines 105 | 106 | You should raise an official complaint within 3 months of the original incident. 107 | 108 | An investigator will be appointed as soon as possible and will conduct the investigation within a month, but time may vary depending on timezones and availability of the relevant people needed to interview for the investigation. 109 | 110 | There may be situations or severe incidents, where it may take longer for an individual to feel confortabe raising an issue. In these cases you should still pursue what dispute resolution method you feel is relevant, even after the 3 months has passed. However, it may be more difficult to resolve the issue, as witnesses may not be able to contacted (for exampe, if they've left W3C) or people may not remember the circumstances leading to the incident. 111 | 112 | ## Disciplinary actions 113 | 114 | There are various actions that the investigator and the W3M can take, depending on the frequency and severity of the behaviours in conflict with the CEPC. All decisions are final. 115 | 116 | As the intent of the process is to ensure that individuals can continue to participate in W3C. 117 | 118 | Where it is beneficial to the continued functioning of the W3C, a high level summary of results and actions from an investigation may be communicated in the W3C, for example if an individual is suspended from a working group or being a chair in any working group. Otherwise, results and actions should be kept confidential. 119 | 120 | 1. Corrective action. The individual who had the complaint raised against them will be advised to correct their behaviour going forward, for example not engaging in the same behaviours that resulted in the complaint. 121 | 2. Agree to a mediation process. 122 | The individual who had the complaint raised against them will be advised to participate in a mediation process, where both parties can agree to certain actions and changes going forward. 123 | 3. Removal from a working group, a chair of a working group or task force facilitator. In cases where the actions by an individual’s has been frequent and disruptive, or they have failed to adhere to actions agreed through mediation, they will be suspended from participating in any working groups, chair positions, or a taskforce facilitator for at least one year. 124 | 4. An official warning. In cases where the actions by an individual are frequent or severe, an individual and their employer (if relevant) will be given an official warning that their conduct is contrary to the CEPC and that they should immediately desist in those behaviours. If they continue, thy may result in the removal or suspension of their W3C participation. There is no time limit for the expiry of the warning. 125 | 5. Disciplinary meeting. In cases where the actions by an individual are frequent or severe, and where greater intervention is needed, an individual and a representative from their place of employment (if relevant) will be asked to attend a meeting with W3M. They will be told where their conduct is contrary to the CEPC and that they should immediately desist in those behaviours. If they continue, they may result in the removal or suspension of their W3C participation. 126 | 6. Final written warning or suspension. Where individuals have received multiple warnings, across the same or multiple parts of the CEPC. The individual and their employer will receive a written warning that any further complaints will result in the removal of their W3C participation. They may also be suspended from W3C for a given length of time. 127 | 7. Termination of participation. Where there have been exceptional circumstances or frequent upheld complaints against an individual, they may have their participation in W3C terminated. The individual and their employer will receive a letter from the W3C outlining the reasons and why termination was warranted. 128 | -------------------------------------------------------------------------------- /DraftOmbudsJobDescription.md: -------------------------------------------------------------------------------- 1 | # Ombuds Job Description W3C, draft 2 | ## Purpose 3 | The role of the ombudsperson is to ensure every member of the W3C community has access to impartial support. This role is intended to complement the formal incident reporting process by offering a designated neutral party, serving neither as an advocate for the organization nor for any particular individual. Rather, the ombudsperson’s role is to: 4 | * Be present and listen to the concerns of members of the W3C community, whether or not they seek to engage with formal processes. 5 | * As requested, help members of the W3C community enage with formal processes by suggesting options for addressing their concerns and helping them pursue those options. 6 | * Share (anonymous) learnings with the W3C Leadership to offer feedback on the organization. 7 | 8 | ## Reporting 9 | The ombudsperson function is independent of existing administrative structures and shares learnings directly with other ombudspersons and W3C Leadership. Each ombudsperson will present anonymous, aggregated reports, maintaining the confidentiality of all parties. These reports will discuss trends in the reporting of issues or concerns, identifying patterns or problem areas in existing policies and practices. 10 | 11 | Ombudspersons will meet regularly with one another to share learnings and provide mutual support. 12 | 13 | ## Responsibilities 14 | * Provide impartial advice to inquiring community members looking to voice concern regarding any issues they have with other individuals or groups. 15 | * Receive ombudsperson training, especially as applies to W3C policies and procedures and helping community members navigate them. 16 | * Assist inquirers in obtaining relevant information regarding W3C policies and procedures. 17 | * Assist inquirers in clarifying issues and generating options for resolution. 18 | * Facilitate the inquirer’s assessment of the pros and cons of possible options. 19 | * If necessary, and while maintaining confidentiality, engage in informal information gathering in order to better understand an issue from all perspectives. 20 | * Consult with appropriate individuals to develop cooperative strategies for resolving concerns and complaints. 21 | * Remain independent, neutral, and impartial, and exercise good judgment. 22 | * Follow up with inquirers as appropriate to determine outcome and further need of assistance. 23 | 24 | ## Qualifications 25 | * Ability to communicate effectively with individuals from a wide variety of backgrounds and cultures. 26 | * Eagerness to actively learn about and receive ongoing training in W3C structure, culture, policies, practices, and procedures. 27 | * Ability to engage thoughtfully and sensitively with issues related to diversity, equity, justice, and inclusion. Including but not limited to: 28 | 29 | * Understanding of common microaggressions, and ability to discuss them with care and consideration for the aggressed party. 30 | * Understanding of power and privilege, and how both impact interpersonal interactions. 31 | * Familiarity with inclusive terminology, and a commitment to combating racism, sexism, ableism, and other harmful practices at the W3C. 32 | 33 | * Ability to gather information, analyze it and, as necessary, help the inquirer develop appropriate options and actions. 34 | * A thorough understanding of what leads to conflict, the nature of conflict, and methods of resolution. 35 | * Excellent interpersonal skills and the ability to establish and maintain broad relationships throughout the community. 36 | * Open, thoughtful, and willing to understand issues from multiple perspectives. 37 | * A reputation for integrity and for dealing fairly, effectively and in a timely fashion with all constituents. 38 | -------------------------------------------------------------------------------- /InclusionFund/TPACDiversityFundProposalComms.md: -------------------------------------------------------------------------------- 1 | # TPAC Inclusion Fund Proposal and Comms Plan 2 | 3 | May 2020, 4 | v. 1 5 | 6 | ## TPAC Inclusion Fund proposed update 7 | The goals of this proposal are to: 8 | * increase the diversity of attendees represented at TPAC 9 | * increase the diversity of attendees who can make meaningful contributions to web standards, at TPAC and beyond 10 | * ease the administrative burden and time pressure of administering the fund 11 | 12 | This proposal builds on the previous work and use of the TPAC Diversity Fund in 2020. 13 | 14 | Increasing representation 15 | To increase the representation at TPAC, W3C should use the inclusion fund to run: 16 | * Inclusion Fund: continue the use of the fund to help W3C members to attend, through assistance with technology needs or to reduce the barriers that would prevent them from attending and participating 17 | * TPAC Fellow: a honorarium aimed at those from under represented backgrounds who may not have ability to prioritise a meaningful contribution without financial support. 18 | 19 | The Inclusion Fund would follow broadly the same structure as the 2020 Fund, with minor amends made to the administrative process, application form and comms. 20 | 21 | The TPAC Fellow honorarium would be $500, paid to the fellow to prepare and contribute to TPAC in a meaningful way. It is proposed that there be a maximum of 3-5 TPAC fellows. 22 | 23 | ### Streamlining the administration of the Inclusion Fund 24 | There is a significant time pressure to ask for contributions to the fund alongside the need to: 25 | * run the application process for the fund 26 | * assess the applications 27 | * pay the funds in a reasonable time for TPAC 28 | 29 | It is suggested, given the balance remaining in the TPAC 2020 Diversity Fund, that grants be made from existing funds, and requests for donation be made to support the succeeding year’s grants. So for example, the request for donations for this year would contribute to the 2022 fund, while 2021 grants would be supported by 2020 contributions. 30 | 31 | This way, the process for applying and distributing the funds can be based on a known quantity of funds for any given year. 32 | 33 | In addition, it is suggested that 3 nominated individuals from the [Positive Work Environment Community Group](https://www.w3.org/community/pwe/) manage the short listing of candidates for both funds. Decisions on the funds will be made jointly by representatives from the W3C Management and the Positive Work Environment Community Group (in order to keep the decision-making loop streamlined and prioritised). 34 | 35 | ## Inclusion Fund 36 | This fund operates the same as the previous TPAC fund - helping those with particular barriers to attend TPAC. The details of the fund are in the application form introduction and eligibility section. 37 | 38 | Application form 39 | Introduction 40 | 41 | W3C wants to be a model of supporting greater diversity in bringing people together to develop web technology. [60% of the world is online](https://datareportal.com/reports/6-in-10-people-around-the-world-now-use-the-internet) and is growing every year. We want to reflect the diversity of the whole world as more people continue to access, use and create the web. 42 | 43 | W3C has established a TPAC Inclusion Fund, sponsored this year by W3C, Adobe, Samsung Electronics, Coil, Charles Nevile, Microsoft, TetraLogical, Siteimprove, and an anonymous donor. W3C uses this fund to help remove barriers for those who want to attend or contribute to TPAC in a meaningful way. 44 | 45 | Examples of what the Inclusion Fund might help to cover: 46 | * technology to participate more effectively online 47 | * help with paying internet costs 48 | * child care (or care for a relative) 49 | * noise cancelling headphones if you need quiet to concentrate 50 | * co-working space if you don’t have room at your office or home 51 | 52 | If there are other types of help you think would apply to your situation, please explain in your application. 53 | 54 | #### Eligibility 55 | In order to apply for the TPAC Inclusion Fund, you should: 56 | * be from a group that is under-represented in the web community 57 | * unable to participate in TPAC without financial help 58 | 59 | The definition of "under-represented" means different things to different people, and may be different depending on where you are. For example, it can include: 60 | * people with disabilities 61 | * people of color 62 | * indigenous people 63 | * women 64 | * LGBTQ+ people 65 | * people from outside of Europe and North America 66 | * people from a lower socioeconomic background 67 | * refugees 68 | 69 | These examples may be geographically or community-specific, so we encourage anyone who feels they meet the definition of underrepresented that is relevant to their geography or culture to apply for this fund. 70 | 71 | You will need a W3C account to submit your application. 72 | 73 | If you have questions about your eligibility, or have difficulty using this form, you can send your answers by email to group-diversity@w3.org. 74 | 75 | How applications are assessed 76 | 77 | W3C reviewers will prioritise: 78 | * new W3C participants and established participants who have not previously attended TPAC 79 | * diversity among the applications, where that can be determined 80 | 81 | Three people from the Positive Work Environment Community Group will short list candidates for both funds. Decisions on the funds will be made jointly by two representatives from the W3C Management and the three members of the Positive Work Environment Community Group. 82 | 83 | Your applications won’t be judged on their written quality, in case it’s hard for you to complete, for example if English is your second language or you have a disability. 84 | 85 | Information supplied in this form will be submitted to the inclusion fund selection committee and stored on W3C's servers and is subject to [W3C Privacy Policy](https://www.w3.org/Consortium/Legal/privacy-statement). 86 | 87 | #### Timeline 88 | 89 | The important dates are: 90 | * applications open on 29 June 2021 91 | * applications close on 15 August 2021 92 | * successful applicants notified by 15 September 2021 93 | 94 | #### Application 95 | 96 | * What communities do you participate in at the W3C? 97 | 98 | * What perspectives will you bring to TPAC and what areas would you like to contribute to? 99 | 100 | Please provide as much information as you’re comfortable sharing about the under-represented perspectives you would bring to TPAC. 101 | 102 | * Are you in any W3C working, interest, or community groups? 103 | 104 | * What organization are you from or participating on behalf of? 105 | 106 | * What will you use the fund for? 107 | You should also consider any funding from your company or organisation to attend this event. Please include a breakdown of costs. 108 | 109 | * Links (Linked In/website) 110 | 111 | * Any other information to support your application 112 | 113 | ## TPAC Fellows honorarium 114 | The goal of the TPAC Fellows honorarium is to support those members of TPAC who may not have the wider support from their organisation to dedicate to W3C goals. 115 | 116 | As W3C wants to increase diversity, it can show that it values diversity and the contribution to W3C to offer an honorarium, to pay for the work that members will have to do outside of their work to contribute in a meaningful way. 117 | 118 | Meaningful could mean: 119 | * pitching and running a particular session 120 | * preparing documents such as explainers or drafts for discussion 121 | * reviewing a group’s work and preparing comments for discussion 122 | 123 | Contributions can be on any topic that is appropriate for TPAC, and don’t specifically have to focus on diversity. The goal of the honorarium is to increase representation by those from underrepresented groups in all aspects of the W3C. 124 | 125 | ### Application form 126 | 127 | #### Introduction 128 | 129 | W3C wants to be a model of supporting greater diversity in bringing people together to develop web technology. 60% of the world is online and is growing every year. We want to reflect the diversity of the whole world as more people continue to access, use and create the web. 130 | 131 | W3C has established a TPAC Inclusion Fund, sponsored this year by W3C, Adobe, Samsung Electronics, Coil, Charles Nevile, Microsoft, TetraLogical, Siteimprove, and an anonymous donor. W3C is this fund to help remove barriers for those who want to attend or contribute to TPAC in a meaningful way. 132 | 133 | A TPAC Fellow will be given $500 to prepare to participate in TPAC in a meaningful way. This means: 134 | * pitching and running a particular session 135 | * preparing documents such as explainers or drafts for discussion 136 | * reviewing a group’s work and preparing comments for discussion 137 | 138 | Contributions can be on any topic that is appropriate for TPAC, and don’t specifically have to focus on diversity. 139 | 140 | There are [number] of TPAC Fellow honoraria available this year. 141 | 142 | #### Eligibility 143 | 144 | In order to apply for the TPAC Inclusion Fund, you should: 145 | * be from a group that is under-represented in the web community 146 | * may not be given the time or support to contribute to W3C in a meaningful way through your workplace’s W3C membership 147 | 148 | The definition of "under-represented" means different things to different people, and the may be different depending on where you are. For example, it can include: 149 | * people with disabilities 150 | * people of color 151 | * indigenous people 152 | * women 153 | * LGBTQ+ people 154 | * people from outside of Europe and North America 155 | * people from a lower socioeconomic background 156 | * refugees 157 | 158 | These examples may be geographically or community-specific, so we encourage others who feel they meet the definition of underrepresented that is relevant to their geography or culture to apply for this fund. 159 | 160 | You will need a W3C account to submit your application. 161 | 162 | If you have questions about your eligibility, or have difficulty using this form, you can send your answers by email to group-diversity@w3.org. 163 | 164 | How applications are assessed 165 | 166 | W3C reviewers will prioritise: 167 | * new W3C participants and established participants who have not previously attended TPAC 168 | * diversity among the applications, where that can be determined 169 | 170 | Three people from the Positive Work Environment Community Group will short list candidates for both funds. Decisions on the funds will be made jointly by two representatives from the W3C Management and the three members of the Positive Work Environment Community Group. 171 | 172 | Your applications won’t be judged on their written quality, in case it’s hard for you to complete, for example if English is your second language or you have a disability. 173 | 174 | Information supplied in this form will be submitted to the inclusion fund selection committee and stored on W3C's servers and is subject to [W3C Privacy Policy](https://www.w3.org/Consortium/Legal/privacy-statement). 175 | 176 | #### Timeline 177 | 178 | The important dates are: 179 | * applications open on @@ 2021 180 | * applications close on @@ 2021 181 | * successful applicants notified by @@ 2021 182 | 183 | #### Application 184 | 185 | * What communities do you participate in at the W3C? 186 | * What perspectives will you bring to TPAC and what areas would you meaningfully contribute to? 187 | * You don’t have to self-identify as belonging to any particular group, but If you are comfortable sharing that information it will help us ensure the fund is balanced across different under-represented groups. 188 | * How will being a TPAC fellow enable you to contribute to TPAC in a more meaningful way? 189 | You should also consider any funding from your company or organisation to attend this event. 190 | * Links (Linked In/website) 191 | * Any other information to support your application 192 | 193 | ## Comms plan 194 | The plan is to use: 195 | * existing W3C channels to promote applications to the fund 196 | * use working group and personal networks to promote the fund 197 | * use an update on diversity to promote the fund 198 | 199 | Potential social media lines: 200 | * Remember that you can apply for the TPAC Inclusion Fund if you’re from an underrepresented group and need some support to attend TPAC: {link} 201 | * Remember that you can apply for the TPAC Fellows honorarium if you’re from an underrepresented group and you want to contribute to TPAC in a more meaningful way: {link} 202 | * TPAC registrations are open! You can also apply to the Inclusion Fund to attend if you need some support to attend: {link} 203 | * Do you know someone that might benefit from the TPAC Inclusion Fund? {link} 204 | * Do you know someone that make a great TPAC fellow? {link} 205 | * Our {group} wants to support diversity at the W3C, do you know anyone who could benefit from the W3C Inclusion Fund? {link} 206 | 207 | 208 | | Activity | Date | Who | 209 | |----------|-------------|------| 210 | | [TPAC Inclusion Fund application form](https://www.w3.org/2002/09/wbs/1/InclusionFund2021/)| June 25 | Wendy| 211 | | [CEO blog post about inclusion and diversity](https://www.w3.org/blog/2021/06/diversity-and-inclusion-at-w3c-inclusion-fund-and-fellowships-for-tpac-2021/) | June 29 | W3C Comm Team (Coralie) | 212 | | [Email groups about inclusion fund](https://lists.w3.org/Archives/Member/chairs/2021AprJun/0118.html) (member-only link) | June 29 | W3C Comm team (Coralie) | 213 | | [W3C (top story) homepage news](https://www.w3.org/blog/news/archives/9131) | June 29 | W3C Comm team (Coralie) | 214 | | Main W3C (and other relevant accounts): Tweet | Every few weeks from June 29 | W3C Comm team (Amy) | 215 | | [W3C LinkedIn](https://www.linkedin.com/posts/w3c_w3c-offers-an-inclusion-fund-and-fellowships-activity-6815674012169994240-kIhR) | After June 29 | W3C Comm team (Coralie) | 216 | | [W3C (top story) homepage news: last call](https://www.w3.org/blog/news/archives/9161) | July 26 | W3C Comm team (Coralie) | 217 | | ~~Reminder email to groups~~ | ~~August 5~~| ~~W3C Comm team~~ (W3C team contacts were reminded to remind groups) | 218 | | [Applications close](https://www.w3.org/2002/09/wbs/1/InclusionFund2021/results) | August 15 | n/a | 219 | | [Email to W3C AC reps + sponsors about changes to the fund and to solicit donations](https://lists.w3.org/Archives/Member/w3c-ac-members/2021JulSep/0028.html) | August 17 | W3C Comm team (Coralie) | 220 | | PWE shortlisting | August 29 | PWE | 221 | | W3C decision | September 5 | PWE / W3M | 222 | | Notification of successful applications for Inclusion Fund with payment instructions| September 15 | Wendy | 223 | | Launch TPAC Fellowship Application -- deadline when Breakout apps close | September 20? | Wendy | 224 | | Publish TPAC page with info | September 20 (when registration opens)| W3C Comm team | 225 | | Blog post of result of the fund and sponsors for next year| October ?? | PWE / W3C Comm team | 226 | 227 | 228 | ## Generic comms/TPAC page 229 | 60% of the world is online and we want and need to reflect the diversity of the whole world as more people continue to access, use and create the web. We believe that more diversity means better representation, which leads to better and more inclusive design. Indeed, more background, more use cases, more edge cases, lead to a better Web. More diversity also brings higher quality results. 230 | 231 | We aspire to be a model in supporting greater diversity in technology. We continue to have a long way to go but we have taken steps and are doing the background work so that we both attract more diverse participants and also encourage them to be welcome in our environment. 232 | 233 | The W3C [TPAC Inclusion Fund's applications](https://www.w3.org/2002/09/wbs/1/InclusionFund2021/) are open between 29 June and 15 August. In September the new TPAC Fellows honorarium of US$ 500 will be awarded to a few to cover work towards W3C goals done outside of their habitual work. We encourage you to apply if you feel you are from an underrepresented group and wouldn’t be able to attend or meaningfully contribute to TPAC without financial support. 234 | 235 | If there are other types of help you think would be appropriate in your case, you can still apply and explain the reason in your application. 236 | 237 | The TPAC Inclusion Fund is sponsored by W3C, Adobe, Samsung Electronics, Coil, Charles Nevile, Microsoft, TetraLogical, Siteimprove, and an anonymous donor. If your organization would like to become a sponsor, contact us via group-diversity@w3.org. 238 | 239 | Please, read more in the 2021 update on Diversity and Inclusion at W3C via our [CEO blog post](https://www.w3.org/blog/2021/06/diversity-and-inclusion-at-w3c-inclusion-fund-and-fellowships-for-tpac-2021/). 240 | 241 | ## Email to groups 242 | Initial email 243 | 244 | Dear Chairs, 245 | 246 | As you know TPAC is taking place on 18-29 October and just today we have announced the Inclusion Fund and Fellowships for TPAC 2021 via our [CEO blog post](https://www.w3.org/blog/2021/06/diversity-and-inclusion-at-w3c-inclusion-fund-and-fellowships-for-tpac-2021/). Applications for the former opened today. The Fellowships application will open in September. 247 | 248 | We want to get as many people to TPAC as we can, which is why we’re hoping you could communicate the Inclusion Fund and the TPAC Fellows honorarium to your group(s). 249 | 250 | We’d really appreciate if you could mention these at your next meetings and encourage anyone who has questions to get in touch with the Positive Work Environment Community Group via public-pwe@w3.org. 251 | 252 | Also, please tweet or share this information with your teams, your friends that are concerned with TPAC participation, on your social networks, enterprise networks, at virtual meet-ups, etc. Also, consider encouraging someone directly if you think W3C could benefit from their attendance at TPAC. 253 | 254 | Thanks! 255 | 256 | [name] 257 | 258 | ### Follow up email 259 | 260 | Dear Chairs, 261 | 262 | This is a just a reminder that there’s still time to apply to the TPAC 2021 Inclusion Fund . 263 | 264 | We’d really appreciate it if you could share the links with your teams, your friends that are concerned with TPAC participation, on your social networks, enterprise networks, at virtual meet-ups, etc. Also consider encouraging someone directly if you think W3C could benefit from their attendance at TPAC. 265 | 266 | Here are the resources we have available if you want to draw from them, 267 | or boost them: 268 | 269 | News entry: [link] 270 | The application form itself which contains all the necessary information: https://www.w3.org/2002/09/wbs/1/InclusionFund2021/ 271 | W3C Tweet: [link] 272 | 273 | Cheers 274 | 275 | [name] 276 | 277 | ## Email to sponsors 278 | 279 | Dear Advisory Committee representative, Chairs, 280 | 281 | In this call for sponsors, I would like to draw your attention to the topic of diversity in tech --a topic that we started to pay particular attention to in 2018, spurred by W3C Member Samsung Electronics. Indeed, we really need W3C Members to buy into this if we want to truly be the model in supporting greater diversity in technology that we aspire to become. The diversity of the whole world needs to be reflected, as 60% of the world is now online and as more people continue to access and use the Web that we develop the standards of, here together at the Web Consortium. 282 | 283 | Last June, our CEO Jeff Jaffe wrote [1] an update of the state of Diversity and Inclusion at W3C, and announced the Inclusion Fund and Fellowships for the virtual TPAC 2021. Today we issued a press release [2] announcing that South African social media company Snake Nation has become the first W3C member under our new Inclusion Grants, which aim to support membership for organizations in low income countries, and that are part of a project [3] we started doing in January with Grant for the Web. 284 | 285 | For TPAC 2021 we continue to offer an Inclusion Fund (formerly "Diversity Fund") to ensure that people can attend, for example through assistive technology or caring support. We made some changes to the process in order to ensure that: 286 | * applicants have enough time to apply and receive fund in time for TPAC 287 | * ease the administrative burden and time pressure for managing the fund 288 | 289 | Applications for the TPAC 2021 Inclusion Fund closed a few days ago, and we will notify the successful applicants by 15 September 2021. We will open the Fellowships application in September when the TPAC 2021 registration opens, aiming to award three to five Honoraria. You can read more about Fellowships in Jeff's post [1], including about the successful 8 breakout sessions that last year's fund supported and which explored the intersection of W3C technologies and the challenges facing underrepresented communities in using or shaping them to their needs. 290 | 291 | Because still have some money left in the Fund, we suggest to run the fund retrospectively: Your sponsorships this year will affect next year’s fund. This will allow applications, scrutiny, decision and payment of the successful applications. 292 | 293 | W3C has approved a contribute of $5,000 toward the TPAC Inclusion Fund. Sponsors in the past have typically donated US $1,500 (or equivalent in local currency) and we hope new sponsors will join continuing sponsors. 294 | 295 | Financial commitments made by 10 October 2021 will be announced at the Advisory Committee Meeting and following TPAC. 296 | 297 | Kind regards, 298 | Coralie Mercier, Head of W3C Marketing & Communications 299 | 300 | [1] https://www.w3.org/blog/2021/06/diversity-and-inclusion-at-w3c-inclusion-fund-and-fellowships-for-tpac-2021/. 301 | [2] https://www.w3.org/2021/08/pressrelease-snakenation.html 302 | [3] https://www.w3.org/blog/2021/01/grant-for-the-web/ 303 | 304 | ## Email about the Fellows honorarium for TPAC 2021 305 | 306 | TBD 307 | 308 | ## Email to successful applicants 309 | Congratulations! On behalf of W3C and its Positive Work Environment Community Group, I am pleased to offer you support for TPAC participation from the W3C Inclusion Fund. We look forward to your engagement in the upcoming Technical Plenary meeting[1]. 310 | 311 | The Inclusion Fund can support your request for @@ [if you requested multiple forms of support, this grant covers those listed here]. MIT will administer this grant in the form of a reimbursement for the relevant purchases upon submission of itemized receipts. (Susan Westhaver, copied, will gather the necessary information from you for reimbursement.) 312 | 313 | It sounds as though you are already participating in at least one Working Group. If we can help you with introductions or orientation to other parts of TPAC, please let me know. 314 | 315 | Thank you for participating in development of the Open Web Platform, and a warm welcome to TPAC! 316 | 317 | [1] https://w3.org/TPAC 318 | 319 | ## Email to unsuccessful applicants 320 | 321 | 322 | We regret to inform you that the W3C Inclusion Fund is unable to fund your request. We nonetheless welcome your participation. We hope you will get involved with the W3C Community and participate in the virtual Technical Plenary Meeting[1]. 323 | -------------------------------------------------------------------------------- /InclusionFund/TPACInclusionFund2022.md: -------------------------------------------------------------------------------- 1 | # TPAC Inclusion Fund Proposal and Comms Plan 2 | 3 | May 2022, 4 | v. 2 5 | 6 | ## TPAC Inclusion Fund proposed update 7 | The goals of this proposal are to: 8 | * increase the diversity of attendees represented at TPAC 9 | * increase the diversity of attendees who can make meaningful contributions to web standards, at TPAC and beyond 10 | * ease the administrative burden and time pressure of administering the fund 11 | 12 | This proposal builds on the previous work and use of the TPAC Diversity Fund in 2020. 13 | 14 | Increasing representation 15 | To increase the representation at TPAC, W3C should use the inclusion fund to run: 16 | * Inclusion Fund: continue the use of the fund to help W3C members to attend, through assistance with technology needs or to reduce the barriers that would prevent them from attending and participating 17 | * TPAC Fellow: a honorarium aimed at those from under represented backgrounds who may not have ability to prioritise a meaningful contribution without financial support. 18 | 19 | The Inclusion Fund would follow broadly the same structure as the 2020 Fund, with minor amends made to the administrative process, application form and comms. 20 | 21 | The TPAC Fellow honorarium would be $500, paid to the fellow to prepare and contribute to TPAC in a meaningful way. It is proposed that there be a maximum of 3-5 TPAC fellows. 22 | 23 | ### Streamlining the administration of the Inclusion Fund 24 | There is a significant time pressure to ask for contributions to the fund alongside the need to: 25 | * run the application process for the fund 26 | * assess the applications 27 | * pay the funds in a reasonable time for TPAC 28 | 29 | It is suggested, given the balance remaining in the TPAC 2020 Diversity Fund, that grants be made from existing funds, and requests for donation be made to support the succeeding year’s grants. So for example, the request for donations for this year would contribute to the 2022 fund, while 2021 grants would be supported by 2020 contributions. 30 | 31 | This way, the process for applying and distributing the funds can be based on a known quantity of funds for any given year. 32 | 33 | In addition, it is suggested that 3 nominated individuals from the [Positive Work Environment Community Group](https://www.w3.org/community/pwe/) manage the short listing of candidates for both funds. Decisions on the funds will be made jointly by representatives from the W3C Management and the Positive Work Environment Community Group (in order to keep the decision-making loop streamlined and prioritised). 34 | 35 | ## Inclusion Fund 36 | This fund operates the same as the previous TPAC fund - helping those with particular barriers to attend TPAC. The details of the fund are in the application form introduction and eligibility section. 37 | 38 | Application form 39 | Introduction 40 | 41 | W3C wants to be a model of supporting greater diversity in bringing people together to develop web technology. [60% of the world is online](https://datareportal.com/reports/6-in-10-people-around-the-world-now-use-the-internet) and is growing every year. We want to reflect the diversity of the whole world as more people continue to access, use and create the web. 42 | 43 | W3C has established a TPAC Inclusion Fund, sponsored this year by W3C, [donors]. W3C uses this fund to help remove barriers for those who want to attend or contribute to TPAC in a meaningful way. 44 | 45 | Examples of what the Inclusion Fund might help to cover: 46 | * technology to participate more effectively online 47 | * help with paying internet costs 48 | * child care (or care for a relative) 49 | * noise cancelling headphones if you need quiet to concentrate 50 | * co-working space if you don’t have room at your office or home 51 | * travel to TPAC 52 | * costs associated with in-person attendance 53 | 54 | If there are other types of help you think would apply to your situation, please explain in your application. 55 | 56 | #### Eligibility 57 | In order to apply for the TPAC Inclusion Fund, you should: 58 | * be from a group that is under-represented in the web community 59 | * unable to participate in TPAC without financial help 60 | 61 | The definition of "under-represented" means different things to different people, and may be different depending on where you are. For example, it can include: 62 | * people with disabilities 63 | * people of color 64 | * indigenous people 65 | * women 66 | * LGBTQ+ people 67 | * people from outside of Europe and North America 68 | * people from a lower socioeconomic background 69 | * refugees 70 | 71 | These examples may be geographically or community-specific, so we encourage anyone who feels they meet the definition of underrepresented that is relevant to their geography or culture to apply for this fund. 72 | 73 | You will need a W3C account to submit your application. 74 | 75 | If you have questions about your eligibility, or have difficulty using this form, you can send your answers by email to group-diversity@w3.org. 76 | 77 | How applications are assessed 78 | 79 | W3C reviewers will prioritise: 80 | * new W3C participants and established participants who have not previously attended TPAC 81 | * diversity among the applications, where that can be determined 82 | 83 | Three people from the Positive Work Environment Community Group will short list candidates for both funds. Decisions on the funds will be made jointly by two representatives from the W3C Management and the three members of the Positive Work Environment Community Group. 84 | 85 | Your applications won’t be judged on their written quality, in case it’s hard for you to complete, for example if English is your second language or you have a disability. 86 | 87 | Information supplied in this form will be submitted to the inclusion fund selection committee and stored on W3C's servers and is subject to [W3C Privacy Policy](https://www.w3.org/Consortium/Legal/privacy-statement). 88 | 89 | #### Timeline 90 | 91 | The important dates are: 92 | * applications open on xx May 2022 93 | * applications close on xx July 2022 94 | * successful applicants notified by xx August 2022 95 | 96 | #### Application 97 | 98 | * What communities do you participate in at the W3C? 99 | 100 | * What perspectives will you bring to TPAC and what areas would you like to contribute to? 101 | 102 | Please provide as much information as you’re comfortable sharing about the under-represented perspectives you would bring to TPAC. 103 | 104 | * Are you in any W3C working, interest, or community groups? 105 | 106 | * What organization are you from or participating on behalf of? 107 | 108 | * What will you use the fund for? 109 | You should also consider any funding from your company or organisation to attend this event. Please include a breakdown of costs. 110 | 111 | * Links (Linked In/website) 112 | 113 | * Any other information to support your application 114 | 115 | ## TPAC Fellows honorarium 116 | The goal of the TPAC Fellows honorarium is to support those members of TPAC who may not have the wider support from their organisation to dedicate to W3C goals. 117 | 118 | As W3C wants to increase diversity, it can show that it values diversity and the contribution to W3C to offer an honorarium, to pay for the work that members will have to do outside of their work to contribute in a meaningful way. 119 | 120 | Meaningful could mean: 121 | * pitching and running a particular session 122 | * preparing documents such as explainers or drafts for discussion 123 | * reviewing a group’s work and preparing comments for discussion 124 | * presenting on an implementation of a group's work 125 | 126 | Contributions can be on any topic that is appropriate for TPAC, and don’t specifically have to focus on diversity. The goal of the honorarium is to increase representation by those from underrepresented groups in all aspects of the W3C. 127 | 128 | ### Application form 129 | 130 | #### Introduction 131 | 132 | W3C wants to be a model of supporting greater diversity in bringing people together to develop web technology. 60% of the world is online and is growing every year. We want to reflect the diversity of the whole world as more people continue to access, use and create the web. 133 | 134 | W3C has established a TPAC Inclusion Fund, sponsored this year by W3C, [donors]. W3C is this fund to help remove barriers for those who want to attend or contribute to TPAC in a meaningful way. 135 | 136 | A TPAC Fellow will be given $500 to prepare to participate in TPAC in a meaningful way. This means: 137 | * pitching and running a particular session 138 | * preparing documents such as explainers or drafts for discussion 139 | * reviewing a group’s work and preparing comments for discussion 140 | * presenting on an implementation of a group's work 141 | 142 | Contributions can be on any topic that is appropriate for TPAC, and don’t specifically have to focus on diversity. 143 | 144 | There are [number] of TPAC Fellow honoraria available this year. 145 | 146 | #### Eligibility 147 | 148 | In order to apply for the TPAC Inclusion Fund, you should: 149 | * be from a group that is under-represented in the web community 150 | * may not be given the time or support to contribute to W3C in a meaningful way through your workplace’s W3C membership 151 | 152 | The definition of "under-represented" means different things to different people, and the may be different depending on where you are. For example, it can include: 153 | * people with disabilities 154 | * people of color 155 | * indigenous people 156 | * women 157 | * LGBTQ+ people 158 | * people from outside of Europe and North America 159 | * people from a lower socioeconomic background 160 | * refugees 161 | 162 | These examples may be geographically or community-specific, so we encourage others who feel they meet the definition of underrepresented that is relevant to their geography or culture to apply for this fund. 163 | 164 | You will need a W3C account to submit your application. 165 | 166 | If you have questions about your eligibility, or have difficulty using this form, you can send your answers by email to group-diversity@w3.org. 167 | 168 | How applications are assessed 169 | 170 | W3C reviewers will prioritise: 171 | * new W3C participants and established participants who have not previously attended TPAC 172 | * diversity among the applications, where that can be determined 173 | 174 | Three people from the Positive Work Environment Community Group will short list candidates for both funds. Decisions on the funds will be made jointly by two representatives from the W3C Management and the three members of the Positive Work Environment Community Group. 175 | 176 | Your applications won’t be judged on their written quality, in case it’s hard for you to complete, for example if English is your second language or you have a disability. 177 | 178 | Information supplied in this form will be submitted to the inclusion fund selection committee and stored on W3C's servers and is subject to [W3C Privacy Policy](https://www.w3.org/Consortium/Legal/privacy-statement). 179 | 180 | #### Timeline 181 | 182 | The important dates are: 183 | * applications open on @@ May 2022 184 | * applications close on @@ July 2022 185 | * successful applicants notified by @@ August 2022 186 | 187 | #### Application 188 | 189 | * What communities do you participate in at the W3C? 190 | * What perspectives will you bring to TPAC and what areas would you meaningfully contribute to? 191 | * You don’t have to self-identify as belonging to any particular group, but If you are comfortable sharing that information it will help us ensure the fund is balanced across different under-represented groups. 192 | * How will being a TPAC fellow enable you to contribute to TPAC in a more meaningful way? 193 | You should also consider any funding from your company or organisation to attend this event. 194 | * Links (Linked In/website) 195 | * Any other information to support your application 196 | 197 | ## Comms plan 198 | The plan is to use: 199 | * existing W3C channels to promote applications to the fund 200 | * use working group and personal networks to promote the fund 201 | * use an update on diversity to promote the fund 202 | 203 | Potential social media lines: 204 | * Remember that you can apply for the TPAC Inclusion Fund if you’re from an underrepresented group and need some support to attend TPAC: {link} 205 | * Remember that you can apply for the TPAC Fellows honorarium if you’re from an underrepresented group and you want to contribute to TPAC in a more meaningful way: {link} 206 | * TPAC registrations are open! You can also apply to the Inclusion Fund to attend if you need some support to attend: {link} 207 | * Do you know someone that might benefit from the TPAC Inclusion Fund? {link} 208 | * Do you know someone that make a great TPAC fellow? {link} 209 | * Our {group} wants to support diversity at the W3C, do you know anyone who could benefit from the W3C Inclusion Fund? {link} 210 | 211 | 212 | | Activity | Date | Who | 213 | |----------|-------------|------| 214 | | [TPAC Inclusion Fund application form](https://www.w3.org/2002/09/wbs/1/InclusionFund2021/)| May @@ | | 215 | | [Email groups about inclusion fund](https://lists.w3.org/Archives/Member/chairs/2021AprJun/0118.html) (member-only link) | May @@ | W3C Comm team (Coralie) | 216 | | [W3C (top story) homepage news](https://www.w3.org/blog/news/archives/9131) | May @@ | W3C Comm team (Coralie) | 217 | | Main W3C (and other relevant accounts): Tweet | Every few weeks from May @@ | W3C Comm team (Amy) | 218 | | [W3C LinkedIn](https://www.linkedin.com/posts/w3c_w3c-offers-an-inclusion-fund-and-fellowships-activity-6815674012169994240-kIhR) | After May @@ | W3C Comm team (Coralie) | 219 | | [W3C (top story) homepage news: last call](https://www.w3.org/blog/news/archives/9161) | June @@ | W3C Comm team (Coralie) | 220 | | ~~Reminder email to groups~~ | June @@ | ~~W3C Comm team~~ (W3C team contacts were reminded to remind groups) | 221 | | [Applications close](https://www.w3.org/2002/09/wbs/1/InclusionFund2021/results) | July @@ | n/a | 222 | | [Email to W3C AC reps + sponsors about changes to the fund and to solicit donations](https://lists.w3.org/Archives/Member/w3c-ac-members/2021JulSep/0028.html) | August 17 | W3C Comm team (Coralie) | 223 | | PWE shortlisting | July-August @@ | PWE | 224 | | W3C decision | August @@ | PWE / W3M | 225 | | Notification of successful applications for Inclusion Fund with payment instructions| August @@ | Wendy | 226 | | Launch TPAC Fellowship Application -- deadline when Breakout apps close | May @@ | Wendy | 227 | | Publish TPAC page with info | @@ (when registration opens)| W3C Comm team | 228 | | Blog post of result of the fund and sponsors for next year| | PWE / W3C Comm team | 229 | 230 | 231 | ## Generic comms/TPAC page 232 | 60% of the world is online and we want and need to reflect the diversity of the whole world as more people continue to access, use and create the web. We believe that more diversity means better representation, which leads to better and more inclusive design. Indeed, more background, more use cases, more edge cases, lead to a better Web. More diversity also brings higher quality results. 233 | 234 | We aspire to be a model in supporting greater diversity in technology. We continue to have a long way to go but we have taken steps and are doing the background work so that we both attract more diverse participants and also encourage them to be welcome in our environment. 235 | 236 | The W3C [TPAC Inclusion Fund's applications](https://www.w3.org/2002/09/wbs/1/InclusionFund2021/) are open between @@ May and @@ July. In August the new TPAC Fellows honorarium of US$ 500 will be awarded to a few to cover work towards W3C goals done outside of their habitual work. We encourage you to apply if you feel you are from an underrepresented group and wouldn’t be able to attend or meaningfully contribute to TPAC without financial support. 237 | 238 | If there are other types of help you think would be appropriate in your case, you can still apply and explain the reason in your application. 239 | 240 | The TPAC Inclusion Fund is sponsored by W3C, [donors]. If your organization would like to become a sponsor, contact us via group-diversity@w3.org. 241 | 242 | Please, read more in the 2021 update on Diversity and Inclusion at W3C via our [CEO blog post](URL). 243 | 244 | ## Email to groups 245 | Initial email 246 | 247 | Dear Chairs, 248 | 249 | As you know TPAC is taking place on 12-16 September and just today we have announced the Inclusion Fund and Fellowships for TPAC 2022 via our [CEO blog post](URL). Applications for the former opened today. The Fellowships application will open in September. 250 | 251 | We want to get as many people to TPAC as we can, which is why we’re hoping you could communicate the Inclusion Fund and the TPAC Fellows honorarium to your group(s). 252 | 253 | We’d really appreciate if you could mention these at your next meetings and encourage anyone who has questions to get in touch with the Positive Work Environment Community Group via public-pwe@w3.org. 254 | 255 | Also, please tweet or share this information with your teams, your friends that are concerned with TPAC participation, on your social networks, enterprise networks, at virtual meet-ups, etc. Also, consider encouraging someone directly if you think W3C could benefit from their attendance at TPAC. 256 | 257 | Thanks! 258 | 259 | [name] 260 | 261 | ### Follow up email 262 | 263 | Dear Chairs, 264 | 265 | This is a just a reminder that there’s still time to apply to the TPAC 2022 Inclusion Fund . 266 | 267 | We’d really appreciate it if you could share the links with your teams, your friends that are concerned with TPAC participation, on your social networks, enterprise networks, at virtual meet-ups, etc. Also consider encouraging someone directly if you think W3C could benefit from their attendance at TPAC. 268 | 269 | Here are the resources we have available if you want to draw from them, 270 | or boost them: 271 | 272 | News entry: [link] 273 | The application form itself which contains all the necessary information: [link] 274 | W3C Tweet: [link] 275 | 276 | Cheers 277 | 278 | [name] 279 | 280 | ## Email to sponsors 281 | 282 | Dear Advisory Committee representative, Chairs, 283 | 284 | In this call for sponsors, I would like to draw your attention to the topic of diversity in tech --a topic that we started to pay particular attention to in 2018, spurred by W3C Member Samsung Electronics. Indeed, we really need W3C Members to buy into this if we want to truly be the model in supporting greater diversity in technology that we aspire to become. The diversity of the whole world needs to be reflected, as 60% of the world is now online and as more people continue to access and use the Web that we develop the standards of, here together at the Web Consortium. 285 | 286 | For TPAC 2022 we continue to offer an Inclusion Fund (formerly "Diversity Fund") to ensure that people can attend, for example through assistive technology or caring support. We made some changes to the process in order to ensure that: 287 | * applicants have enough time to apply and receive fund in time for TPAC 288 | * ease the administrative burden and time pressure for managing the fund 289 | 290 | Applications for the TPAC 2022 Inclusion Fund closed a few days ago, and we will notify the successful applicants by @@ August 2022. We will open the Fellowships application in September when the TPAC 2022 registration opens, aiming to award three to five Honoraria. You can read more about Fellowships in Jeff's post [@@], including about the successful 8 breakout sessions that last year's fund supported and which explored the intersection of W3C technologies and the challenges facing underrepresented communities in using or shaping them to their needs. 291 | 292 | Because still have some money left in the Fund, we suggest to run the fund retrospectively: Your sponsorships this year will affect next year’s fund. This will allow applications, scrutiny, decision and payment of the successful applications. 293 | 294 | W3C has approved a contribute of $5,000 toward the TPAC Inclusion Fund. Sponsors in the past have typically donated US $1,500 (or equivalent in local currency) and we hope new sponsors will join continuing sponsors. 295 | 296 | Financial commitments made by [date] will be announced at the Advisory Committee Meeting and following TPAC. 297 | 298 | Kind regards, 299 | Coralie Mercier, Head of W3C Marketing & Communications 300 | 301 | 302 | ## Email about the Fellows honorarium for TPAC 2022 303 | 304 | TBD 305 | 306 | ## Email to successful applicants 307 | Congratulations! On behalf of W3C and its Positive Work Environment Community Group, I am pleased to offer you support for TPAC participation from the W3C Inclusion Fund. We look forward to your engagement in the upcoming Technical Plenary meeting[1]. 308 | 309 | The Inclusion Fund can support your request for @@ [if you requested multiple forms of support, this grant covers those listed here]. MIT will administer this grant in the form of a reimbursement for the relevant purchases upon submission of itemized receipts. ([MIT contact], copied, will gather the necessary information from you for reimbursement.) 310 | 311 | It sounds as though you are already participating in at least one Working Group. If we can help you with introductions or orientation to other parts of TPAC, please let me know. 312 | 313 | Thank you for participating in development of the Open Web Platform, and a warm welcome to TPAC! 314 | 315 | [1] https://w3.org/TPAC 316 | 317 | ## Email to unsuccessful applicants 318 | 319 | 320 | We regret to inform you that the W3C Inclusion Fund is unable to fund your request. We nonetheless welcome your participation. We hope you will get involved with the W3C Community and participate in the virtual Technical Plenary Meeting[1]. 321 | -------------------------------------------------------------------------------- /PWE.html: -------------------------------------------------------------------------------- 1 | 2 | 3 | 4 | 5 | 6 | W3C Positive Work Environment 7 | 8 | 35 | 36 | 37 | 38 |

W3C

40 |

Positive Work Environment Home Page

41 |
42 |

W3C is a global community where participants choose to work together. In 43 | that community, we experience differences in language, location, 44 | nationality, 45 | and experience. In such a diverse environment, misunderstandings and 46 | disagreements happen, and in most cases can be resolved informally.

47 |

W3C has developed several resources:

48 | 56 |

We also curate a list of Education and training 57 | materials.

58 |

Procedures

59 |

Important: These procedures do not substitute for 60 | intervention by legal authorities. Anyone may seek advice from law 61 | enforcement 62 | authorities at any time and should do so immediately if a situation is 63 | dangerous or potentially so.

64 |

Timely action is encouraged, especially if a behavior rises to the level 65 | of 66 | harassment or intimidation.

67 |
68 | If one person believes another's behavior is inappropriate (inconsistent 69 | with 70 | CEPC), and ordinary communication between 71 | them is not possible, escalation of the issue takes place by contacting 72 | one of the W3C Ombuds, which may be done 73 | confidentially.
74 |

Any individual in the W3C community —including staff, members, invited 75 | experts, participants in W3C meetings, in W3C teleconferences, and 76 | participants 77 | in mailing lists— may call upon the W3C ombuds for assistance.

78 |

Note: In exceptional circumstances, the W3C Director 79 | may ban an individual from participating in our activities, e.g. on a 80 | mailing 81 | list or in a group (refer to section 82 | 3.1.2 of the W3C 83 | Process Document).

84 |

Ombuds

85 |

The W3C Ombuds are a small group selected by the W3C management to act as 86 | trusted confidants to work toward resolving complaints between any 87 | internal or external constituent. Ombuds will operate by procedures appropriate to 88 | their sites and jurisdictions.

89 |

The ombuds positions are currently held by:

90 | 94 |

Note: there is no obligation to contact an Ombuds associated with a 95 | particular W3C Host, but they may be able to orient complaints to the 96 | right 97 | process and next steps more quickly.

98 |

Ombuds list

99 |

The ombuds may be contacted individually or in subset (potentially all of 100 | them).

101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 | 131 | 132 | 133 | 134 |
Ombuds affiliationOmbuds NameEmail
W3C CEOJeff Jaffe jeff@w3.org
Beihang Xiaoqian Wuxiaoqian@w3.org
ERCIM Caroline Baroncaroline@w3.org
Keio Naomi Yoshizawanaomi@w3.org
MITRalph Swickralph@w3.org
135 |

Education and Training

136 |

Several resources are, or will be, available:

137 | 150 |

Feedback & Status

151 |

Feedback

152 |

The Positive Work 153 | Environment Community Group is responsible for the evolution 154 | of this document.

155 |

Send comments or questions on this document to public-pwe@w3.org 156 | [publicly archived]. 157 | Note: Do not use this list to report inappropriate 158 | behavior; refer to Procedures.

159 |

Status

160 |

This is the 22 October 2014 version of the document.

161 |

Acknowledgements

162 |

We acknowledge the contributions from 163 | the participants in the former Positive Work Environment Task Force 164 | : Kazuyuki Ashimura, Ann Bassetti, Steve 165 | Bratt, Judy Brewer, Daniel Dardailler, Ted Guild, Simon 166 | Hernandez, Charles McCathie Nevile, Coralie Mercier, Mauro 167 | Nunez, Antonio Olmo Titos, Florian Rivoal, Tzviya Siegmen, Wendy 168 | Seltzer, Jeanne Spellman, Ralph Swick, Amy van der 169 | Hiel and Steve Zilles. As well as all those who provided input for improvements 170 | over time.

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Coralie 172 | Mercier, Head of W3C Marketing & Communications

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Last change 174 | $Date: 2019/02/27 07:56:19 $ by $Author: coralie $ 175 |
176 | PWETF Compliant Page 177 |
178 | 179 | 180 | -------------------------------------------------------------------------------- /PWECharter.md: -------------------------------------------------------------------------------- 1 | # PWE Community Group Charter 2 | 3 | ## Mission 4 | 5 | The mission of the Positive Work Environment Community Group is to create an environment of belonging for all participants in the World Wide Consortium and to increase the presence of under-represented groups at the W3C. We believe that we strengthen W3C culture by supporting diversity, equity, and inclusion. 6 | 7 | ## Goals 8 | Our goals are to: 9 | 10 | * manage the Code of Ethics and Professional Conduct (CEPC) and its associated and procedures, including the Ombudsperson program 11 | * provide a space to share experiences and information; 12 | * produce best practices and use case documents regarding gathering data, reporting/feedback mechanisms, and practical ways to support each other; (data collection) 13 | * make recommendations to the W3C for specific actions and changes to our working environment to better support inclusion and diversity 14 | 15 | ## Chair Selection 16 | 17 | Participants in this group choose their Chair(s) and can replace their Chair(s) at any time using whatever means they prefer. However, if 5 participants, no two from the same organisation, call for an election, the group must use the following process to replace any current Chair(s) with a new Chair, consulting the Community Development Lead on election operations (e.g., voting infrastructure and using RFC 2777). 18 | 19 | Participants announce their candidacies. Participants have 14 days to announce their candidacies, but this period ends as soon as all participants have announced their intentions. If there is only one candidate, that person becomes the Chair. If there are two or more candidates, there is a vote. Otherwise, nothing changes. 20 | Participants vote. Participants have 21 days to vote for a single candidate, but this period ends as soon as all participants have voted. The individual who receives the most votes, no two from the same organisation, is elected chair. In case of a tie, RFC2777 is used to break the tie. An elected Chair may appoint co-Chairs. 21 | Participants dissatisfied with the outcome of an election may ask the Community Development Lead to intervene. The Community Development Lead, after evaluating the election, may take any action including no action. 22 | -------------------------------------------------------------------------------- /README.md: -------------------------------------------------------------------------------- 1 | # Positive Work Environment Community Group 2 | 3 | W3C is a global community where participants choose to work together. In that community, we experience differences in language, location, nationality, and experience. In such a diverse environment, misunderstandings and disagreements happen, and in most cases can be resolved informally. 4 | 5 | This is the GitHub repository for the [Positive Work Environment Community Group](https://www.w3.org/community/pwe/). 6 | 7 | The CG picks up the work of the former [PWE Task Force](https://www.w3.org/Consortium/pwe/). 8 | 9 | Chairs: Tzviya Siegman, Wendy Reid 10 | 11 | This group maintains the W3C Code of Ethics and Professional Conduct, the draft version of the document can be read directly at [https://w3c.github.io/PWETF/](https://w3c.github.io/PWETF/). 12 | 13 | This group functions under the [W3C Code of Ethics and Professional Conduct](https://www.w3.org/Consortium/cepc/). 14 | 15 | If you are interested is contributing to CEPC or our other projects, please see our [contributing guide](https://github.com/w3c/PWETF/blob/main/contributing.md). 16 | -------------------------------------------------------------------------------- /ReferencesAndResources.md: -------------------------------------------------------------------------------- 1 | # References and Resources 2 | 3 | This is a collection of references and resources that are useful for information about codes of conduct, diversity, inclusion, and equity. Please feel free to add to the list. Please include a brief description of the resource you provide. If you are interested in adding to this list, please create a pull request and tag @TzviyaSiegman, @lolaodelola and @eoncins as reviewers. 4 | 5 | Please see our [Zotero library](https://www.zotero.org/groups/2864452/w3c_pwe/library) for the full list of resources. 6 | 7 | ## Educational Resources -- Race 8 | 9 | * [Anti-Racism for Beginners](http://www.antiracismforbeginners.com) - A guide for addressing systemic racism and beliefs, includes other resources and a list of recommended reads 10 | * [HBR Inclusive Meetings](https://hbr.org/2019/09/to-build-an-inclusive-culture-start-with-inclusive-meetings) - tips for running inclusive meetings 11 | * [On Being Black in Computing](https://medium.com/@quincykbrown/on-being-black-in-computing-during-these-days-54e049d56987) - information about being Black during spring 2020 in US, links to reading materials and actions to take 12 | * [Some Essential Reading on Race and Technology](https://venturebeat.com/2020/06/02/some-essential-reading-and-research-on-race-and-technology/) - compliation of readings about bias and racism in tech in VentureBeat 13 | * [CiteHER Bibliography](https://blackcomputeher.org/citeher-bibliography/) compilation of research on race, gender, and computing 14 | * [Organizational Statements on BLM](https://docs.google.com/spreadsheets/d/1vUj3BBJ2Xps5OhvRntQrx2zo1lGg12Q5MGt-rVeWTmI/edit#gid=0) compilation of organizationa statements in support of Black Lives Matter 15 | * [Resources on Diversity on Boards](https://boardsource.org/research-critical-issues/diversity-equity-inclusion/) - boards of directors, advisory boards, etc 16 | * [Colorism Impacts the Global Black Community](https://medium.com/age-of-awareness/colorism-impacts-the-global-black-community-bf213cb6b722) -- looks beyond US-based BLM at skin-tone based discrimination internationally 17 | * [Ruha Benjamin at Lafayette](https://media.lafayette.edu/media/1_s420mk6t) [video] 18 | * [Is Surveillance Tech Widening America’s Racial Divide?](https://www.govtech.com/public-safety/Is-Surveillance-Tech-Widening-Americas-Racial-Divide.html) by Naomi Ishisaka 19 | * [The Colour of Surviellance](https://slate.com/technology/2016/01/what-the-fbis-surveillance-of-martin-luther-king-says-about-modern-spying.html) by Alvaro M. Bedoya 20 | * [So you want to talk about race in tech with Ijeoma Oluo](https://techcrunch.com/2020/06/13/so-you-want-to-talk-about-race-in-tech-with-ijeoma-oluo/) by Greg Epstein 21 | * [White Supremacy Culture](https://www.whitesupremacyculture.info/uploads/4/3/5/7/43579015/okun_-_white_sup_culture_2020.pdf) by Tema Okun, Dismantling Racism 22 | 23 | ## Sexism and Feminism 24 | * [Masculine Defaults: Identifying and Mitigating Hidden Cultural Biases](https://doi.org/10.1037/rev0000209) 25 | * [What Is Intersectional Feminism (and How Is It Different from Regular Feminism)?](https://www.purewow.com/wellness/what-is-intersectional-feminism) by Sarah Stiefvater 26 | * [Feminism Claims to Represent All Women. So Why Does It Ignore So Many of Them?](https://time.com/5789438/feminism-poverty-gun-violence/) by Mikki Kendall 27 | * [Mapping the Margins: Intersectionality, Identity Politics, and Violence Against Women of Color](https://drive.google.com/file/d/1ifzT7WVGj-C7k_f0qiQDSTDxqp7bssK3/view) by Kimberlé Williams Crenshaw 28 | 29 | ## Resources about Sexual Harrassment and Assault - this needs many more resources 30 | 31 | * [Rape, Abuse, & Incest National Network Materials](https://www.rainn.org/materials) - handouts, toolkits, infocards, and postcards (US-focused) 32 | * [BetterBrave](https://www.betterbrave.org/) Rights and Options in the US Workplace for Sexual Harassment targets and allies 33 | * [Sexual Harassment in Academic Sciences, Engineering, and Medicine](http://sites.nationalacademies.org/SHStudy/index.htm) - a study of the influence of sexual harassment in academia on the career advancement of women in the scientific, technical, and medical workforce 34 | * [To Girls Everywhere, I Am With You](https://www.democracynow.org/2019/10/11/to_girls_everywhere_i_am_with) - Chanel Miller Reads from Her Victim Impact Statement 35 | * [Understanding Pronouns](https://lbgtq.mit.edu/resources/understanding-pronouns-and-using-pronoun-stickers) - information on pronouns, including printable pronoun stickers and usage guides\] 36 | 37 | ## Community Management 38 | * [GitHub Guide to Growing Your Community](https://opensource.guide/building-community/#growing-your-community) 39 | * [GitHub Community Guidelines](https://docs.github.com/en/free-pro-team@latest/github/site-policy/github-community-guidelines) 40 | 41 | ## Articles about Codes of Conduct 42 | 43 | * [Tweaking the Moral UI](https://alistapart.com/article/tweaking-the-moral-ui) - explains why a CoC is needed 44 | * [Code of Conduct 101](https://www.ashedryden.com/blog/codes-of-conduct-101-faq) - FAQ about CoC, including many of the questions PWE has asked in the last year. 45 | 46 | ## Terminology References 47 | 48 | The following references are recommended guides for members concerned about the language they are using or unsure of proper terms. 49 | * [Self-Defined](https://www.selfdefined.app/) 50 | * [Let's Get it Right](https://www.adl.org/education/resources/tools-and-strategies/lets-get-it-right-using-correct-pronouns-and-names) 51 | * [Words Matter](https://thenewstack.io/words-matter-finally-tech-looks-at-removing-exclusionary-language/) 52 | * [INCITS Inclusive Terminology Guidelines](https://standards.incits.org/apps/group_public/download.php/131246/eb-2021-00288-001-INCITS-Inclusive-Terminology-Guidelines.pdf) 53 | -------------------------------------------------------------------------------- /RunningBetterMeetings/.DS_Store: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/w3c/PWETF/c34956db54cbe5731cbdbeb38fe7fb714b7fece7/RunningBetterMeetings/.DS_Store -------------------------------------------------------------------------------- /RunningBetterMeetings/RunningBetterMeetings_Part1.md: -------------------------------------------------------------------------------- 1 | autoscale: true 2 | slidenumbers: true 3 | 4 | # Running Better Meetings 5 | 6 | --- 7 | 8 | ## Session 1: 9 | ### Effective Meeting Facilitation, Managing Conflict, and Running Safe Meetings 10 | 11 | --- 12 | 13 | ## Agenda 14 | 15 | * Logistics 16 | * Effective Meeting Facilitation 17 | * Managing Conflict and Running Safe Meetings 18 | 19 | --- 20 | 21 | ## Topics 22 | 23 | [.column] 24 | ### Effective Meeting Facilitation 25 | 26 | * Setting the stage for a new working group 27 | * General overview of tools/practices in W3C 28 | * Establishing group behaviour 29 | * Fostering debate and discussion 30 | 31 | [.column] 32 | ### Managing Conflict and Running Safe Meetings 33 | 34 | * Establishing the CoC 35 | * Defining the role of the chair 36 | * How to handle incidents 37 | * Understanding cultural differences 38 | * Approaching situations with empathy 39 | 40 | --- 41 | 42 | ## Logistics 43 | 44 | This session is pre-recorded, and should be viewed before attending a live chair's training session. 45 | 46 | Live chair's training sessions will cover any questions related to this session, as well as sessions on Tools and Handling Difficult Situations. Live sessions will not be recorded. 47 | 48 | --- 49 | 50 | # Who this training is for 51 | 52 | This training is meant for chairs, taskforce leads, meeting facilitators, or people interested in taking on one of those roles in the future. 53 | 54 | --- 55 | 56 | # Effective Meeting Facilitation 57 | 58 | --- 59 | 60 | ## Defining Effectiveness 61 | 62 | * Is the group having constructive conversations about the work with a variety of participants? 63 | * Is there a diversity of membership and opinions being expressed? 64 | * Do participants feel welcome, heard, and supported? 65 | 66 | --- 67 | 68 | ## Setting the Stage - New Groups 69 | 70 | New groups (or newly re-chartered groups) are an opportunity to establish patterns, work modes, and procedures. 71 | 72 | This can be done in a number of ways, and experimentation may be required to find out what is going to work for your group. 73 | 74 | --- 75 | 76 | ### Introductions and New Participants 77 | 78 | Ensure every participant has a chance to introduce themselves to the group, regardless of when they join. This can happen over email or in a meeting, whatever people prefer. 79 | 80 | New participants should be greeted by chairs. A welcome email is a good way to ensure new members have the information they need. New members should know the key details of the group (call schedule, connection details, repositories, etc.). 81 | 82 | --- 83 | 84 | ### Group Goals 85 | 86 | Defining goals for a group should be based on your charter document, which will help the group determine it's deliverables. 87 | 88 | Groups can track goals in any way they prefer, but it can help to have a shareable goal or project tracker to keep chairs on top of schedules as well as helping new members understand what is being worked on. 89 | 90 | --- 91 | 92 | ### Group Procedures 93 | 94 | Starting a working or community group includes establishing some procedures: 95 | 96 | * How often will the group meet and when? 97 | * How will the group meet online, in-person? 98 | * What modes of communication will we use? 99 | * How will we manage scribing, queue management, documentation? 100 | 101 | --- 102 | 103 | #### Meeting Cadence 104 | 105 | When determining how often a group should meet and when, look at what factors you need to consider: 106 | 107 | * Time zone distribution of the participants 108 | * Time commitment for participants 109 | * Work items 110 | 111 | Remember that meeting cadence can always change or be amended if any of these factors change. 112 | 113 | --- 114 | 115 | #### Meeting Location 116 | 117 | Most meetings will be virtual, or hybrid. W3C uses Zoom as it's meeting software, but there are alternatives and it's important to pick what will work best for your group. 118 | 119 | For in-person meetings outside of TPAC, choosing a location can be a challenge. It's important to consider the travel needs or abilities of participants. 120 | 121 | --- 122 | 123 | #### Planning Face-to-Face Meetings 124 | 125 | In person meetings are a great opportunity to get your group together to work on tasks and get to know one another. 126 | 127 | When planning them, make sure to consider several things: 128 | 129 | * Location (do members of your group require visas or other documents to travel there, are there any travel restrictions?) 130 | * Accessibility (including the venue, hotels, public transit, etc.) 131 | * Safety (is this a country/state/province with laws that infringe on human rights that may impact your participants?) 132 | 133 | --- 134 | 135 | #### Modes of Communication 136 | 137 | There are a large number of tools and platforms working groups can use to communicate and manage communication. For the most part, W3C uses IRC (Internet Relay Chat) and email for most of its communication, but there are alternatives. 138 | 139 | Choose the option that works best for the group, but consider the importance of working in the open and having accessible tools and records. 140 | 141 | --- 142 | 143 | #### Meeting Management 144 | 145 | Much of the role of the chair day-to-day is meeting management. Ensuring equal participation, the flow of discussion and maintaining a positive working environment are all part of chairing. 146 | 147 | Establishing scribing responsibilities, queue management, and who will handle documentation like agendas and minutes as a group or amongst chairs will ensure consistency. 148 | 149 | --- 150 | 151 | ### Chairing Resources 152 | 153 | * [W3C Chair's Guide](https://www.w3.org/Guide/) 154 | * [The Process for Busy People](https://github.com/w3c/wg-effectiveness/blob/main/process.md#w3c-process-for-busy-people) 155 | * [The Process](https://www.w3.org/2023/Process-20230612/) 156 | 157 | --- 158 | 159 | ## Establishing Group Behaviour 160 | 161 | --- 162 | 163 | ### Openness 164 | 165 | One of the key parts of work in W3C is its openness. Anyone can see what we are working on, participate, and give feedback. 166 | 167 | Openness can be delicate, and it's important to ensure the group is fostering open communication in its practices and behaviours. 168 | 169 | --- 170 | 171 | ### Code of Conduct 172 | 173 | The Code of Conduct (CoC), formerly known as the Code of Ethics and Professional Conduct (CEPC), was drafted by the Positive Work Environments Community Group as a guide to participant behaviour within W3C. 174 | 175 | Chairs should introduce their groups to the CoC as early and often as possible, and ensure they are familiar with the document. 176 | 177 | --- 178 | 179 | ### Inclusion and Diversity 180 | 181 | W3C is committed to making the organization an inclusive and diverse space. Diversity will only strengthen the work we do, and inclusion will ensure a welcoming and supportive environment for people of all backgrounds. 182 | 183 | Chairs should be conscious of ensuring the group is welcoming and supportive to all participants. 184 | 185 | --- 186 | 187 | ### Incident Management 188 | 189 | PWE is working on documents that will outline how chairs and other leaders within W3C should handle incidents. It can also be helpful within a group to share that information, or set ground rules of your own. Having a consensus on how the group may handle incidents can help prevent them. 190 | 191 | Establishing a baseline of behaviour and how incidents will be handled will also help a group follow those standards. 192 | 193 | --- 194 | 195 | ## Fostering Debate and Discussion 196 | 197 | --- 198 | 199 | ### Approaching Topics with an Open Mind 200 | 201 | Discussion and debate is part of the standards process, and many people, both participants and observers, will have ideas and thoughts they want to share. 202 | 203 | As a chair, your role is to create space and ensure ideas are shared, discussed, and handled appropriately. Your role is to help determine the appropriateness of a topic, or whether your group can take on a task, not whether the idea has merit or not. 204 | 205 | --- 206 | 207 | ### Encouraging Participation 208 | 209 | Everyone who has joined a group has an interest in the topic or problem your group is working on. Their experience or familiarity with the topic may range from expert to newly-interested. Some people may consider themselves more or less technical than others. 210 | 211 | As a chair, your role is to encourage and facilitate participation from everyone. This can happen in a number of ways, and the goal is to ensure everyone walks away feeling they have a stake in the work. 212 | 213 | --- 214 | 215 | ### Balancing Voices 216 | 217 | Inevitably, there will be people in the group who are more vocal than others. They could speak up the most in meetings, write the most comments, or log the most issues. Participants like this make chairing easier oftentimes because you can rely on them to have a comment or opinion. 218 | 219 | However, it's important not to let those who are more vocal crowd out those who need more space. Some participants may need time to think on a topic before commenting, or feel discouraged because they're not as confident in their reply as the vocal one. Your role is to balance these voices, facilitate their participation, and make everyone feel heard. 220 | 221 | --- 222 | 223 | ### Find Multiple Ways to Participate 224 | 225 | It is helpful to create alternative ways for people to participate in group activities for multiple reasons. People may not always be able to attend meetings due to conflicts, or feel comfortable speaking up due to a language barrier. 226 | 227 | Explore work modes to encourage asynchronous participation, like comments in GitHub, email threads, subgroups, or ask participants what they would like to do. 228 | 229 | --- 230 | 231 | # Managing Conflict and Running Safe Meetings 232 | 233 | --- 234 | 235 | ## CoC 236 | 237 | The CoC is a resource for all W3C participants to help understand what is expected of us, and what we can expect from our fellow participants. 238 | 239 | When someone breaks those expectations, CoC also provides us with guidance on what do to, and how to approach these incidents. 240 | 241 | CoC applies to all participants equally, but some roles hold more responsibility than others. 242 | 243 | --- 244 | 245 | ## Defining the Role of the Chair 246 | 247 | In the CoC, the role of the Chair is addressed in section 4, in regards to reporting violations. The Chair or Team Contact is often the best first contact in case of an incident. Chairs are empowered to take action in the case of an incident, as long as that action is in order to stop the harm and is proportionate to the action. 248 | 249 | --- 250 | 251 | ### Chair as First Point of Contact 252 | 253 | In most cases, a CoC incident will take place within the context of group work, like a meeting or in communications like IRC or email. 254 | 255 | In those situations, when the chair is not the one committing the action, the chair or team contact is the first point of contact for someone to report the action, if they have not already noticed it. 256 | 257 | As a chair, part of your role is to make it clear you are open and receptive to incident reporting, and will handle it appropriately. 258 | 259 | --- 260 | 261 | ### If you find yourself involved 262 | 263 | If a complaint is raised against you as chair, or involves you as a witness or participant, you need to step back from handling it. 264 | 265 | Depending on the situation, it can be handled by co-chairs, your team contact, or an ombudsperson. 266 | 267 | --- 268 | 269 | ### Emotional and Physical Safety 270 | 271 | It is important to emphasize that while a chair does have a level of responsibility over the care and well-being of their group, the chair's well-being matters as well. 272 | 273 | If a situation comes up where handling it would also endanger you in any way (physically, mentally, emotionally), it is important to protect yourself. Hand off the issue to another chair, a team contact, or ombudsperson. 274 | 275 | --- 276 | 277 | ### Support 278 | 279 | Your team contact is there to also support you in any issues that arise, and can connect you or people involved with support within W3C. 280 | 281 | In addition to the team contacts, W3C has ombudspeople responsible for advising and handling disciplinary issues. The ombuds can assist in any way needed, including taking on a case and overseeing its resolution. 282 | 283 | --- 284 | 285 | ## How to Handle Incidents 286 | 287 | How you take handle incidents depends on the severity and complexity of the situation. 288 | 289 | Factors to consider are the type of issue, how it has impacted the victim or group, if there is any immediate danger, the severity of the action, the frequency, and where it took place. Your safety, and the safety of your participants is paramount. 290 | 291 | ^ Example: Someone makes a rude comment towards another participant in a meeting. To assess the issue, look at factors such as if this participant has a habit of making these comments, the comment is a personal attack, or if the comment is a threat of some kind. As a chair, you have to rely on your judgement, but also ensure you are getting feedback from the people involved. If the person who made the comment is good friends with the person it's directed at, and they perceive it as a joke instead of an insult, you may want to instead handle the issue as a warning to both that it can make meetings uncomfortable for others. If the person who the comment was directed at is hurt or offended, you need to see if it is possible for the two to reconcile or reach a neutral outcome. If it is more serious, like a threat, you may need to take more drastic actions like contacting an ombudsperson or removing that person from the meeting. 292 | 293 | --- 294 | 295 | ### Between Expected and Unacceptable behaviour 296 | 297 | In the CoC, we outline both Expected behaviours and Unacceptable ones, but in some cases, behaviour can fall into a grey area between both. 298 | 299 | This is really where factors like frequency, impact, and judgement come into play. A behaviour or action that is an annoyance in isolation can become bullying, intimidation, or offensive when done repeatedly. 300 | 301 | --- 302 | 303 | ### Documentation 304 | 305 | Whenever an incident occurs, documenting it will help with understanding the factors. It can help you keep track of information and facts, which will aid in whatever steps are required. 306 | 307 | Documentation should be private, with the privacy of the people involved preserved. This documentation may be needed in case of any escalation, or if an investigation is required. 308 | 309 | ^ W3C communication is generally done in the open, using mailing lists that are published to archives. When handling documentation of issues, it might be prudent to avoid using the mailing lists, especially any public or member facing ones, to avoid accidentally exposing private information. If you have an issue or issues requiring documentation, but are not sure how to safely handle it, speak with an Ombudsperson or team member. 310 | 311 | --- 312 | 313 | ### Escalation Path 314 | 315 | Depending on the issue, there are ways to escalate. 316 | 317 | For most issues, resolution can be done within the group, either in person, online, or through email. 318 | 319 | For more complex issues, processes like mediation or investigation may be required. In the most severe cases, disciplinary action or law enforcement may be required. In these situations, it's important to contact an ombudsperson to help you manage this process. 320 | 321 | --- 322 | 323 | ### Handling Incidents within the Group 324 | 325 | Incidents with the lowest severity or complexity can likely be handled when they occur. Handling issues quickly and calmly can be the best way to steer and demonstrate good group behaviour. 326 | 327 | In cases where an issue is raised later, or occurs outside of a situation you observed, handle it factually and with the considerations of all parties in mind. This can be done over email or in any way the parties feel comfortable with. 328 | 329 | ^ Example: During a meeting, a participant makes a rude, offhand, unqueued comment about someone else's idea. The meeting is taking place over zoom, and everyone has their cameras off, so you're unsure if the person whose idea was just commented on has heard or reacted to it. You remind the participant who made the comment that comments like that are not welcome in the group, and if they have any feedback, to please add themselves to the queue in order to make the comment. Through email, you reach out to the person who the comment was directed at to check in on them. Based on their reply, you can decide how to proceed. 330 | 331 | --- 332 | 333 | ### Working with Co-Chairs and Team Contacts 334 | 335 | Use the resources you have around you, including your fellow co-chairs, facilitators, or team contacts. As a team, it might be beneficial to discuss in advance how you would handle certain scenarios. 336 | 337 | It is better to be prepared for something that does not happen than to be caught off guard by something that does. 338 | 339 | --- 340 | 341 | ### Mediation 342 | 343 | For more complex issues, or where other steps have failed, mediation might be an option. Mediation can be conducted by a chair or a professional mediator, to bring parties together to come to a resolution. 344 | 345 | As a chair, you may be able to handle mediation for some situations, and your relationship and context with the participants might help. 346 | 347 | If you feel an incident may require professional mediation or is beyond your abilities, it is time to contact an ombudsperson to help with what is required. 348 | 349 | --- 350 | 351 | ### Investigation 352 | 353 | If an incident is high in severity, frequency, or complexity, an investigation may be required. Like with mediation, an investigation would be performed by a professional. 354 | 355 | An ombudsperson should be involved to help with handling anything required, and any documentation you have in relation to the incident will be needed. 356 | 357 | ^ Example: You have just returned from a face-to-face meeting in another country when you receive an email from one of your participants, A. During the meeting, after one of the group dinners, A was in a cab with another participant because they were staying at the same hotel. During the cab ride the other participant made unwanted advances towards A, including touching them and several inappropriate comments about their appearance. Thankfully, the cab ride was short and A was able to quickly get away from the other person once they arrived at their hotel, but A is shaken and concerned that the other participant may do this again. You ask if it is ok that you document the facts of the situation and take the case to an ombudsperson, and with A's permission, you do. You also ask A if there is anything else you can do to ensure their comfort and safety. 358 | 359 | --- 360 | 361 | ### Emergencies 362 | 363 | If an incident ever takes place that constitutes an emergency, contact local services. This information will be made available to you for TPAC, and should be prepared by the chairs for a face-to-face meeting. 364 | 365 | The important thing is to ensure the safety and well-being of participants, take whatever immediate action is required to do that. As soon as possible, contact an ombudsperson or a member of W3C staff. 366 | 367 | --- 368 | 369 | ### Approaching Situations with Empathy 370 | 371 | When an incident occurs, emotions are often high. Empathy is important in handling those emotions with care. 372 | 373 | Remember that you may not understand why someone is hurt or impacted by the words or actions of another person. It is not your role to explain or find the reason, but it might be your role to find a solution or common ground. 374 | 375 | --- 376 | 377 | ## Communicating and Understanding Cultural Differences 378 | 379 | Part of what makes W3C participation exciting is the opportunity to work with people from all over the world who share the same interests as us. 380 | 381 | Communicating and understanding one another is important. 382 | 383 | --- 384 | 385 | ### Challenges of Communicating in a non-native Language 386 | 387 | The primary language of communication within W3C is English, however that is not the native language of many participants. 388 | 389 | Understand that for some, communicating their ideas in a language that is not their native one can be a challenge. They may choose not to speak until they are confident in making their point, or opt for other forms of communication like GitHub comment or email. 390 | 391 | --- 392 | 393 | ### Different Communication Styles 394 | 395 | Everyone communicates differently, and have different styles, preferences, and needs. Some people thrive in person, others prefer a Zoom call. Others still may need time and space to communicate their ideas. 396 | 397 | Ensure you are giving participants options and space to communicate. Do not make assumptions on someone's opinion in the absence of one, silence is not consent. 398 | 399 | --- 400 | 401 | # Thank you for participating! 402 | 403 | Being a chair or meeting facilitator is a key role in W3C, and we appreciate your participation in this training. 404 | 405 | We have provided additional links to resources on the page, and if you have any questions, please reach out to the Positive Work Environments CG. 406 | -------------------------------------------------------------------------------- /RunningBetterMeetings/RunningBetterMeetings_Part1_slides/1.png: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/w3c/PWETF/c34956db54cbe5731cbdbeb38fe7fb714b7fece7/RunningBetterMeetings/RunningBetterMeetings_Part1_slides/1.png -------------------------------------------------------------------------------- /RunningBetterMeetings/RunningBetterMeetings_Part1_slides/10.png: 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/RunningBetterMeetings/RunningBetterMeetings_Part2.md: -------------------------------------------------------------------------------- 1 | autoscale: true 2 | slidenumbers: true 3 | 4 | # Running Better Meetings 5 | 6 | --- 7 | 8 | ## Session 2: Q&A, Tools & Tricks, Handling Difficult situations 9 | 10 | --- 11 | 12 | ## Agenda 13 | 14 | * Introduction 15 | * Logistics 16 | * Q&A from recorded session 17 | * Tools, Tips, & Tricks 18 | * Handling Difficult Situations 19 | 20 | --- 21 | 22 | ## Topics 23 | 24 | [.column] 25 | ### Tools, Tips, & Tricks (20 min) 26 | 27 | * What has made chairing more manageable for you? 28 | * What procedures or practices do you use in your groups that work well? 29 | 30 | [.column] 31 | ### Handling Difficult Situations (50 min) 32 | 33 | * De-escalating 34 | * Online vs Offline matters 35 | * Sensitive topics 36 | 37 | --- 38 | 39 | ## Introductions 40 | 41 | [.column] 42 | ### Facilitator 1 43 | 44 | Something something 45 | 46 | [.column] 47 | ### Facilitator 2 48 | 49 | Something something 50 | 51 | --- 52 | 53 | ## Logistics 54 | 55 | This session will not be recorded or minuted as we will be discussing sensitive topics. 56 | 57 | Participants are welcome to take notes during the section on tools and tricks for their own use. 58 | 59 | Participants are advised not to share real situations they have experienced unless they have permission from those involved, or can sufficiently anonymize the story in order to protect those involved. 60 | 61 | Today's session will feature both informative content and time for participation. 62 | 63 | --- 64 | 65 | ## Q&A 66 | 67 | ### Open Discussion 68 | 69 | --- 70 | 71 | ## Tools, Tips, & Tricks 72 | 73 | The goal for every group is to achieve consensus and open communication. How can the tools we use facilitate that? 74 | 75 | --- 76 | 77 | ### Open Discussion 78 | 79 | --- 80 | 81 | ### What have you done to make chairing or running meetings more manageable? 82 | 83 | Do you use any of the following: 84 | 85 | * Agenda builders 86 | * Email templates 87 | * GitHub labelling 88 | 89 | What has worked, what hasn't? 90 | 91 | --- 92 | 93 | ### What practices do you use in your meetings or communications? 94 | 95 | * How do you encourage discussion? 96 | * How do you handle time zone differences? 97 | * How do you handle language difficulties or industry challenges? 98 | 99 | --- 100 | 101 | ## Handling Difficult Situations 102 | 103 | --- 104 | 105 | ### Reminder 106 | 107 | This section is not minuted or recorded. 108 | 109 | Sharing hypotheticals or examples from your experience is encouraged, but please remember to avoid sharing anything that could identify someone. Where possible, anonymize the story. If it is not possible, do not share. 110 | 111 | --- 112 | 113 | ### Room for Discussion vs. Unacceptable Behaviour 114 | 115 | Some conflicts or situations have room for discussion, others do not. 116 | 117 | As a facilitator, it's your role to intervene when a situation moves past the point of discussion or presents a risk to participant safety. 118 | 119 | ^ CEPC has clear guidance for what is considered unacceptable behaviour, and that should be your guide. If a discussion is descending into name-calling, inappropriate comments, or threats, its time to shut it down. As a facilitator, you are empowered to remove people or stop things if you feel the situation warrants it. 120 | 121 | --- 122 | 123 | ### Consensus, not Unanimity 124 | 125 | The goal of every discussion we have is consensus. Consensus does not mean everyone agrees, but that everyone is satisfied with the decision. 126 | 127 | Reaching consensus can mean working through objections, it can take time, but the result is worth it. 128 | 129 | --- 130 | 131 | ### Cultural Considerations 132 | 133 | As an international organization we have to consider that participants may have different perspectives on discussions. This diversity of perspective is good, but also requires facilitator consideration. 134 | 135 | Some participants may be communicating in a second (or third, fourth) language, requiring extra time to process, other people may come from cultures or backgrounds where how people communicate differs from how a meeting may be run. 136 | 137 | The best approach is to give space, follow up on comments, and ensure that collective understanding is reached. 138 | 139 | ^ Creating a consistent communication pattern can help with this, like always following a queue, asking if participants have any comments following a question, posting straw polls or providing resources to review outside of a meeting. 140 | 141 | --- 142 | 143 | ### Conflict Transformation 144 | 145 | Emphasizes understanding underlying personal, social, and structural conditions in order to change our response to conflict. 146 | 147 | * Conflict happens, and not all conflict is bad 148 | * Goal is to turn destructive conflict into constructive conflict 149 | * Common practice in diplomacy, peacebuilding work 150 | 151 | ^ Full credit goes to Jory Burson for her excellent work on this topic 152 | 153 | --- 154 | 155 | ### Responses to Conflict 156 | 157 | It's important to understand how we respond to conflict so we can change that response. 158 | 159 | * Competitive: default to win/lose framing; conflict is zero-sum 160 | * Avoidance: default to withdraw from the situation & remain neutral 161 | * Accommodation: default to maintain harmony; appease other party 162 | * Compromise: default to find minimally acceptable solution to all; protect relationships. 163 | * Collaborative: default to expand outcomes; patience to find win/win solution 164 | 165 | ^ These response modes can change for any reason, depending on who you are disagreeing with (your style with your romantic partner is probably going to differ from what you'd use at work), what led to the conflict, or who else in the room. 166 | 167 | ^ Our conflict modes can also combine with others', which can compound or improve the conflict situation. Our behaviour and actions have an impact as well. 168 | 169 | --- 170 | 171 | ### Reflect: 172 | 173 | ### What conflict mode(s) do you find you most often default to? 174 | 175 | --- 176 | 177 | [.column] 178 | ### Destructive Behaviours 179 | 180 | * Shutting down or avoiding conversations 181 | * Commanding an over-proportionate amount of space in the discussion 182 | * Bringing unrelated issues into the discussion 183 | * Name calling, micro-aggressions, physical aggression, etc. 184 | 185 | [.column] 186 | ### Constructive Behaviours 187 | 188 | * Active listening 189 | * Exploration of others' thoughts or needs 190 | * Tuning in to others' readiness for conflict conversation 191 | * Sharing your needs and suggesting solutions 192 | 193 | ^ Taking the time to pay attention and listen to other participants to an issue can go a long way to finding resolution. 194 | 195 | --- 196 | 197 | ### Conflict Escalation 198 | 199 | The goal in any conflict is to reach a win-win resolution. One where all parties to the conflict can feel good about the result. 200 | 201 | Most conflicts are easily resolved in this range as long as they are addressed quickly and constructively. 202 | 203 | Interventions are about correcting the course, and ensuring conditions are right for participants to behave properly. 204 | 205 | ^ This is where most conflicts live, often rooted in tension, debate, or actions. Acting on conflicts in this stage is important to avoid further escalation into more serious levels of conflict. 206 | 207 | --- 208 | 209 | ### De-escalation 210 | 211 | How do we de-escalate as we see signs of tension, or once conflict has started? 212 | 213 | * Check in with participants - "I'm sensing some tension, can we talk about x?" 214 | * Focus on mutually desirable outcomes 215 | * Remind participants of areas of agreement 216 | * Make room for all voices 217 | * Restate process - how will a decision be made 218 | * "We over Me" mentality - what is best for the group? 219 | * Emphasize safety - moderate when needed, ensure participants are treated fairly 220 | 221 | --- 222 | 223 | ### Discussion 224 | 225 | * How might you handle de-escalating a heated discussion during a meeting? 226 | * When sensitive topics or issues are raised, how might you direct conversation to keep the discussion civil? 227 | * Have you ever dealt with aggressive or disruptive participants? What did you learn? 228 | * How can we navigate industry specific challenges or conflicting business models? 229 | 230 | --- 231 | 232 | ### Online vs Offline matters 233 | 234 | There are a number of venues where conflict can take place, including in a meeting (in person or virtual), over email, on GitHub, and social gatherings. In addition to these "online" venues, we should consider things that may take place "offline", like social media, private emails, or direct messages. 235 | 236 | Issues that occur during "online" activities are covered by the CEPC. Offline issues are more challenging, but no less important to the safety and wellbeing of your group. 237 | 238 | --- 239 | 240 | #### Social Media 241 | 242 | Social media is one area where it can be difficult to determine what is appropriate, where the limits are, and what can be done. Posting on social media about W3C activities is a great way to connect with communities and share, but can also be used in ways that harm. 243 | 244 | Some limits are clear, participants should not be using emails or direct messages to contact others without a clear reason or invitation. 245 | 246 | Other situations that may arise can include things like posts that direct attention (positive or negative) towards someone, "sub-tweeting" or indirect criticism, or outright inappropriate posts. 247 | 248 | --- 249 | 250 | ### Discussion 251 | 252 | * How can we handle situations involving social media or communications outside of W3C activity? 253 | * What resources are available to help with these situations? 254 | * Have you experienced an issue like this before, and what did you learn? 255 | 256 | --- 257 | 258 | ## Wrap-up 259 | 260 | * Feedback? 261 | * Are there any topics or concerns you have that you wish to see addressed in a future session, resource, or other capacity? 262 | 263 | --- 264 | 265 | ## Thanks 266 | 267 | Thank you for attending and participating. 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20 |

Diversity and PWE

21 |
Tzviya Siegman, Hongru Zhu, Angel Li
22 |
23 | 24 |
25 |

What is diversity?

26 |

Diversity can mean different things to different people, but many of us talk about "diversity" as if it is one goal.

27 |
the condition of having or being composed of differing elements
28 | Merriam-Webster.com 29 |
30 | 31 |
32 |

Many kinds of diversity exist (or should exist) in W3C

33 | 43 |
44 | 45 |
46 |

Diversity is hard

47 |

Diversity and inclusion must go hand in hand.

48 |

Just like any pivot, achieving diversity and inclusion is hard work and might require us to shift our thinking a bit.

49 |

Think about whether you include your colleagues who differ from you. Are they asked to present? Are they given credit? Are they always minuted?

50 |
51 | 52 |
53 |

Use Case: Duolingo

54 |

Recent headline: Duolingo acheived a 50:50 gender ratio for new software engineer hires

55 |

Duolingo published an article explaining how they hit this milestone.

56 | 62 |
63 | 64 | 65 | 66 |
67 |

What can we learn?

68 |
73 | 74 |
75 |

What can you do?

76 | 81 |
82 | 83 |
84 |

Diversity of use cases and Election

85 | 93 |
94 | 95 |
96 |

Diversity of languages

97 | 107 |
108 | 109 | 110 |
111 |

What is PWE doing now?

112 | 128 |
129 | 130 |
131 |

CEPC revision progress

132 | 149 |
150 | 151 |
152 |

You can help

153 | 159 |
160 | 161 |
162 |

Thank You

163 |
164 | 165 | 166 | 167 | -------------------------------------------------------------------------------- /TPAC-2018/README.md: -------------------------------------------------------------------------------- 1 | # TPAC 2018 Slides & Template 2 | 3 | Slides are available at [https://w3c.github.io/PWETF/TPAC-2018/PWETF/](https://w3c.github.io/PWETF/TPAC-2018/PWETF/). 4 | 5 | Slides here are built from the 6 | [original slide template](https://www.w3.org/2018/Talks/TPAC-2018/Templates/) 7 | provided by the W3C. That template and its necessary dependencies live in the 8 | `Templates/` and `aux-files/` directories. 9 | 10 | The `PWETF/` directory contains an in-progress slide deck for presentation at 11 | [TPAC 2018](https://www.w3.org/2018/10/TPAC/). 12 | -------------------------------------------------------------------------------- /TPAC-2018/Templates/Overview.html: -------------------------------------------------------------------------------- 1 | 2 | 3 | 4 | 5 | 6 | 7 | %%Title%% 8 | 10 | 12 | 15 | 17 | 19 | 20 | 21 | 22 |
23 |

This is a template for slides for TPAC 2018. For usage 25 | instructions, see at the end.

27 |
28 | 29 |
30 | 31 |
32 | 33 |
34 |

%%Title%%

35 |
%%Author%%
36 |
37 | 38 |
39 |

Lists

40 |

An example of a numbered list:

41 |
    42 |
  1. Potatoes
    2. 43 |
  2. Onions and olives
    3. 44 |
45 |

An example of an unordered list:

46 | 50 |
51 | 52 |
53 |

Some elements

54 |

Words can be given a strong emphasis, which 55 | makes them appear in bold

56 |

The normal emphasis has a highlighter effect.

57 |

Code looks like this: if (a) return b;

58 |

This is an example of a note, in a smaller font

59 |
60 | 61 |
62 |

Incremental display

63 | 68 |
69 | 70 |
71 |

An image on the side

72 | [Picture of a stylized tree with colorful, square leaves] 75 |

It seems the famous ‘lorem ipsum’ is based on a text by Cicero, 76 | but with the lines mixed up. On a Cicero by the text, it seems the 77 | ‘ipsum lorem’ is famous based with lines but mixed up.

78 |
79 | 80 |
81 |

An image on the side

82 | [Picture of a stylized tree with colorful, square 85 | leaves] 86 |

And again, with class ‘slide side right’.

87 |

It seems the famous ‘lorem ipsum’ is based on a text by Cicero, 88 | but with the lines mixed up. On a Cicero by the text, it seems the 89 | ‘ipsum lorem’ is famous based with lines but mixed up.

90 |
91 | 92 |
93 |

In columns

94 |
95 |

Children of an element with a class of ‘columns’ are 96 | distributed over two columns

97 |

This is the second child, which goes into the right 98 | column

99 |

And this is the third one. Left column again.

100 |

Etc.

101 |
102 |
103 | 104 |
105 |
place t l
106 |
place t
107 |
place t r
108 |
Here is something for the left 109 | side, with class place l
110 |
class place puts an element 111 | centered in a 3×3 grid
112 |
place r
113 |
place b l
114 |
place b
115 |
combine place with 116 | top (or t), 117 | right (or r), 118 | bottom (or b) and 119 | left (or l)
120 |
121 | 122 |
123 |

Numbered lines of code

124 | 
125 | Lines in a PRE can be numbered
126 |                        (automatically)
127 |   * Give the PRE a class of "numbered"
128 |   * Works for up to 20 lines
129 | 
130 |   six
131 |    seven
132 |    eight
133 |     nine
134 |     ten
135 |   eleven
136 |
137 | 138 |
139 |

Image overlay: cover

140 | A bridge over the Rhone in Lyon 142 |

Careful, some images make the text hard to 143 | read!

144 |
145 | 146 |
147 |

Image overlay: fit

148 | A bridge over the Rhone in Lyon 150 |

Careful, some images make the text 151 | hard to read!

152 |
153 | 154 |
155 |

Thank you!

156 |

Questions?

157 |
158 | 159 | 160 | 161 |
162 |

Setting up your slides

163 | 164 |

This is a template for slides for TPAC 2018. It uses the Shower framework (version 2.1.0) for the 167 | presentation and has a style sheet based on the TPAC 2018 visual 168 | style.

169 | 170 |

If you write slides for TPAC 2018, please, do one of the 171 | following:

172 | 173 |

Developing slides online

174 | 175 |

If you develop your slides online (or in CVS), 176 | then make a directory under https://www.w3.org/2018/Talks/TPAC-2018/. Copy the Overview.html from https://www.w3.org/2018/Talks/TPAC-2018/Templates/ into your 183 | directory and edit it to replace the slides with your own.

184 | 185 |

Developing slides offline

186 | 187 |

If you develop your slides offline (or plan to 188 | present them without a network), then download this zip file. Unpacking it creates the following directories and 191 | files:

192 | 193 | 244 | 245 |

Rename or copy the Templates directory and 246 | edit the Overview.html file to replace the 247 | sample slides with your own. If you make any images, add them to 248 | that directory as well.

249 | 250 |

If you are able to upload your slides, put your directory, 251 | with the Overview.html file and any images, as a 252 | new directory under https://www.w3.org/2018/Talks/TPAC-2018/. There is no need 255 | to upload the aux-files directory. It is is 256 | already there.

257 | 258 |

Writing slides

259 | 260 |

Slides

261 | 262 |

Each slide is a div element* with a class of 264 | slide:

265 | 266 | 
<div class="slide">
267 |   ... slide content here...
268 | </div>
269 | 270 |

Inside the slides, use normal HTML elements (p, ul, 271 | em, etc.).

272 | 273 |

*) Note for advanced users: Although 274 | not shown in this template, it is in fact possible to use other 275 | elements than div. One common choice is 276 | section.

277 | 278 |

Slide numbers

279 | 280 |

If a slide should not show the slide number, add the 281 | class clear:

282 | 283 | 
<div class="slide clear">
284 |   ... slide content here...
285 | </div>
286 | 287 |

Title slides (cover slides)

288 | 289 |

For cover slides (the title slide or separator slides between 290 | parts of a presentation), add a class cover. You 291 | can combine cover and 292 | clear. E.g.:

293 | 294 | 
<div class="slide cover clear">
295 |   <h1>My presentations<h1>
296 |   <address>Peter W. Slidemaker</address>
297 | </div>
298 | 299 |

Illustrations on the left or right

300 | 301 |

Slides with narrower text and an illustration on the left can 302 | be made by adding the class side to the slide. Inside the 303 | slide there should be exactly one element that also has a class of 304 | side (an image or some other element):

305 | 306 | 
<div class="slide side">
307 |   <img src="..." alt="..." class="side">
308 |   ... slide content here...
309 | </div>
310 | 311 |

The side element will occupy the left 1/3 of the slide and the rest of the content 313 | the right 2/3.

314 | 315 |

To put the image on the right instead, add class 316 | right (which may be abbreviated to 317 | r):

318 | 319 | 
<div class="slide side r">
320 |   <img src="..." alt="..." class="side">
321 |   ... slide content here...
322 | </div>
323 | 324 |

Automatic slide shows

325 | 326 |

Slides can be made to advance automatically after a given time, 327 | by setting a data-timing attribute on them with a 328 | value of MM:SS (minutes and seconds). E.g.,

329 | 330 | 
<div class="slide" data-timing="1:03">
331 | 332 |

This slide will remain on screen no longer than 1 minute and 3 333 | seconds, after which the next slide will be shown.

334 | 335 |

Progress bar

336 | 337 |

If you want a progress bar during the slide presentation, add 338 | an empty div with a class of 339 | progress. It can be put before the first slide or 340 | after the last, but there should be at most one such element in 341 | the file:

342 | 343 | 
<div class="progress"></div>
344 | 345 |

The progress bar will show as a thin red line along the top of 346 | the slides. Its length increases from zero on the first slide to 347 | 100% on the last.

348 | 349 |

Incremental display

350 | 351 |

To progressively reveal elements on a slide, put a class of 352 | next on all elements that should not be visible 353 | right away. They will become visible one by one as you press the 354 | spacebar or an arrow key. E.g.:

355 | 356 | 
<ul>
357 |   <li>This item is visible when the slide appears</li>
358 |   <li class="next">This item is not immediately visible</li>
359 |   <li class="next">This is the third item to appear</li>
360 | </ul>
361 | <p class="next">This is the last element to appear</p>
362 | 363 |

Two columns

364 | 365 |

To put elements side by side in two columns, make an element (a 366 | div, ul or any other element) with class 367 | columns. The first child of that element will be 368 | put in the left column, the second child in the right column. If 369 | there are more children, the third will be in the left column 370 | again, the fourth in the right, etc.

371 | 372 | 
<ul class="columns">
373 |   <li>First goes on the left</li>
374 |   <li>Second goes on the right</li>
375 | </ul>
376 | 377 |

Small text

378 | 379 |

Less important text can be shown in a smaller font by giving it 380 | a class of note:

381 | 382 | 
<p class="note">Note that this is harder to read</p>
383 | 384 |

Automatic line numbering

385 | 386 |

Pre-formatted text (in a pre) can be given 387 | line numbers by adding the class numbered:

388 | 389 | 
<pre class="numbered">
390 | 391 |

No more than 20 lines will be numbered. (In the normal font 392 | size, a slide fits 13 lines.)

393 | 394 |

3×3 Grid

395 | 396 |

It is possible to treat the slide as a 3×3 grid and put 397 | elements in the four corners, in the middle of each edge, or in 398 | the center of the slide. This is done by giving the elements a 399 | class of place. On its own, 400 | place puts the element in the center. By adding 401 | classes top, right, bottom and 402 | left the element can be placed in one of the 403 | eight other positions.

404 | 405 | 
<div class="place">Put this in the center</div>
406 | <div class="place bottom">Put this bottom center</div>
407 | <div class="place top right">In the top right corner</div>
408 | 409 |

The direction classes can also be abbreviated to t, r, 410 | b and l.

411 | 412 |

Image overlays (background images)

413 | 414 |

To put an image behind the text of a slide, use an 415 | img with a class of cover:

416 | 417 | 
<img class="cover" src="..." alt="...">
418 | 419 |

The image will be stretched to fill the whole of the text area. 420 | If the image doesn't fit exactly (wrong aspect ratio), the image 421 | will be cropped.

422 | 423 |

With a class of fit instead of 424 | cover, the image will be scaled but without 425 | cropping. Instead there may be white bands on the sides or 426 | above/below the image, if it doesn't fit exactly.

427 | 428 | 
<img class="fit" src="..." alt="...">
429 | 430 |

This works both for normal slides and title slides (slides with 431 | a class of cover). The logo on the right is not 432 | obscured by the image.

433 | 434 |

Presenting

435 | 436 |

To present the slides, load them into a browser that supports 437 | JavaScript and CSS and then click on the first slide.

438 | 439 |

Navigate though the slides by pressing the spacebar, the arrow 440 | keys or Page-up/Page-Down. The Home and End keys jump to the 441 | first, resp. last slide.

442 | 443 |

To exit the presentation, press the Esc key.

444 | 445 |

The complete list of key strokes is in the Shower documentation.

448 |
449 | 450 |
451 |
Created 8 September 2018 by Bert Bos. Last modified 453 | $Date: 2018/09/27 09:08:31 $ by $Author: coralie $.
454 |
455 | 456 | 457 | -------------------------------------------------------------------------------- /TPAC-2018/aux-files/GILLSAN0.woff: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/w3c/PWETF/c34956db54cbe5731cbdbeb38fe7fb714b7fece7/TPAC-2018/aux-files/GILLSAN0.woff -------------------------------------------------------------------------------- /TPAC-2018/aux-files/GILLSAN1.woff: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/w3c/PWETF/c34956db54cbe5731cbdbeb38fe7fb714b7fece7/TPAC-2018/aux-files/GILLSAN1.woff -------------------------------------------------------------------------------- /TPAC-2018/aux-files/GILLSAN2.woff: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/w3c/PWETF/c34956db54cbe5731cbdbeb38fe7fb714b7fece7/TPAC-2018/aux-files/GILLSAN2.woff -------------------------------------------------------------------------------- /TPAC-2018/aux-files/GILLSAN3.woff: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/w3c/PWETF/c34956db54cbe5731cbdbeb38fe7fb714b7fece7/TPAC-2018/aux-files/GILLSAN3.woff -------------------------------------------------------------------------------- /TPAC-2018/aux-files/League_Gothic-webfont.woff: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/w3c/PWETF/c34956db54cbe5731cbdbeb38fe7fb714b7fece7/TPAC-2018/aux-files/League_Gothic-webfont.woff -------------------------------------------------------------------------------- /TPAC-2018/aux-files/TPAC-2018-slides-banner.png: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/w3c/PWETF/c34956db54cbe5731cbdbeb38fe7fb714b7fece7/TPAC-2018/aux-files/TPAC-2018-slides-banner.png -------------------------------------------------------------------------------- /TPAC-2018/aux-files/TPAC-2018-slides.css: -------------------------------------------------------------------------------- 1 | /* Style for the slides for TPAC 2018, to be used together with the 2 | Shower script. For usage instructions, see 3 | https://www.w3.org/2018/10/TPAC/Templates/TPAC-2018-slides.html 4 | 5 | TODO: Styles for tables? blockquotes? class=shout? 6 | 7 | A = 16/9 = aspect ratio 8 | N = 23 = height in em (i.e., 21 lines + 2 x 1 em padding) 9 | L = 5.5 = logo width in em 10 | C = 2 = font size multiplier for cover pages 11 | W = 1920 = width of slide in px (used only in slide mode) 12 | H = W/A = height of slide in px (used only in slide mode) 13 | F = H/N = font size in px (used only in slide mode) 14 | w = N*A = width of slide in em 15 | 16 | +---------------------------------------+-------+ 17 | | 1em | | 18 | | +-------------------------------+ | | 19 | | | | | | ^ 20 | | | | | | | 21 | |1em| |1em| 5.5em | 23em 22 | | | | | | | 23 | | | | | | v 24 | | +-------------------------------+ | | 25 | | 1em | LOGO | 26 | +---------------------------------------+-------+ 27 | 28 | Created: 8 September 2018 29 | Author: Bert Bos 30 | */ 31 | 32 | @font-face { 33 | font-family: 'LeagueGothicRegular'; 34 | src: url(League_Gothic-webfont.woff) format('woff'); 35 | font-weight: normal; 36 | font-style: normal} 37 | 38 | @font-face { 39 | font-family: My Gill Sans; 40 | font-style: normal; 41 | font-weight: normal; 42 | src: url(GILLSAN3.woff) format("woff")} 43 | 44 | @font-face { 45 | font-family: My Gill Sans; 46 | font-style: oblique; 47 | font-weight: normal; 48 | src: url(GILLSAN2.woff) format("woff")} 49 | 50 | @font-face { 51 | font-family: My Gill Sans; 52 | font-style: normal; 53 | font-weight: 700; 54 | src: url(GILLSAN1.woff) format("woff")} 55 | 56 | @font-face { 57 | font-family: My Gill Sans; 58 | font-style: oblique; 59 | font-weight: 700; 60 | src: url(GILLSAN0.woff) format("woff")} 61 | 62 | /* Common layout independent of slide mode */ 63 | body {background: url(linen.png) #595b60; counter-reset: slide; margin: 2em; 64 | color: white; 65 | font: 1.156em/1.3 Gill Sans MT, Gill Sans, My Gill Sans, Liberation Sans, 66 | sans-serif; font-size-adjust: 0.45; 67 | font-variant-numeric: oldstyle-nums tabular-nums} 68 | address {font-family: Garamond Premier Pro, Garamond, serif} 69 | h1 {font: 2em/1.1 League Gothic, LeagueGothicRegular, sans-serif; 70 | letter-spacing: 0.03em; margin: 0 0 0.3em 0; text-transform: uppercase; 71 | color: #015ca4} 72 | .slide {color: black; box-shadow: 0 0.4rem 0.6rem #000; line-height: 1.6; 73 | padding: 1em 6.5em /*= L + 1 */ 1em 1em; 74 | position: relative; box-sizing: border-box; 75 | z-index: 0; 76 | display: inline-block; margin: 4rem 2rem 0 0; 77 | width: 40.889em; /*= w */ height: 23em; /*= N */ 78 | vertical-align: bottom; counter-increment: slide; border-radius: 0.5em; 79 | background: bottom right / 5.5em /*= L */ auto url(TPAC-2018-slides-banner.svg) 80 | no-repeat, bottom right / 5.5em /*= L */ auto url(TPAC-2018-slides-banner.png) 81 | no-repeat, #fff} 82 | .slide.side {padding-left: 11.717em /*= (w - 1 - (L + 1) - 1) * 30% + 2 */} 83 | .slide.side.right, .slide.side.r {padding-left: 1em; 84 | padding-right: 17.217em; /*= (w - 1 - (L + 1) - 1) * 30% + (L + 1) + 1 */} 85 | .side .side {position: absolute; top: 4.3478% /*= 1/N */ ; 86 | left: 2.4457%; /*= 1/w */ 87 | width: 23.764%; /*= (w - 1 - (L + 1) - 1) * 30% / w */} 88 | .side.right .side, .side.r .side { 89 | left: 59.606% /*= ((w - L) * 70% - 40%)/w */} 90 | @supports (transform: translate(-50%,-50%)) { 91 | .slide.side.right, .slide.side.r { 92 | padding-right: 17.217em; /*= (w - 1 - (L + 1) - 1) * 30% + (L + 1) + 1 */} 93 | .side .side {top: 50%; transform: translate(-50%,-50%); 94 | left: 14.327%; /*= ((w - 1 - (L + 1) - 1) * 30% / 2 + 1 ) / w */} 95 | .side.right .side, .side.r .side { 96 | left: 72.221% /*= ((w - L - 1) * 85% + 30%) / w */} 97 | } 98 | .note {font-size: smaller} 99 | .slide em {font-style: normal; 100 | background: 0 0 / 100% 100% url(data:image/png;base64,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)} 101 | .columns > * {box-sizing: border-box; 102 | width: 47.005% /*= (w - L - 4)/2/(w - L - 2) */; float: right} 103 | .columns > *:nth-child(odd) {clear: both; float: left} 104 | @supports (display: grid) { 105 | .columns > * {width: auto} 106 | .columns {display: grid; grid: "a b" / 1fr 1fr; grid-gap: 0 2rem} 107 | } 108 | .comment {background: hsl(50,80%,90%); color: black; padding: 1em 1em; 109 | columns: 37em; font-family: serif; border-radius: 0.5rem; margin: 4rem 0 0; 110 | widows: 2; orphans: 2} 111 | .comment :first-child {margin-top: 0} 112 | img {max-width: 100%} 113 | .num {font-variant-numeric: oldstyle-nums tabular-nums diagonal-fractions} 114 | code, pre {font-family: Andale Mono, Courier, monospace} 115 | code {background: #eee; padding: 0.1em 0.3em; border-radius: 0.3em} 116 | sub, sup {line-height: 0.5} 117 | .slide pre {padding: 0 0.2em; background: black; color: hsl(120,100%,70%)} 118 | ul {padding-left: 1em} 119 | ul > li {list-style: none} 120 | ul > li::before {content: "\25A0"; display: inline-block; width: 1em; 121 | margin-left: -1em; color: #015ca4} 122 | 123 | /* Explicit placement on a 3x3 grid */ 124 | .place {position: absolute; box-sizing: border-box; 125 | max-width: 25.589%; /*= (w - 1 - (L + 1) - 2) / 3 / w */ 126 | top: 50%; left: 43.274%; /*= ((w - 1 - (L + 1)) / 2 + 1) / w */ 127 | transform: translate(-50%, -50%); text-align: center} 128 | .place.t, .place.top {top: 4.3478%; /*= 1/N */ transform: translate(-50%,0)} 129 | .place.b, .place.bottom {top: auto; bottom: 4.3478% /*= 1/N */; 130 | transform: translate(-50%,0)} 131 | .place.l, .place.left {left: 2.4457%; /*= 1/w*/ transform: translate(0,-50%); 132 | text-align: left} 133 | .place.r, .place.right {left: auto; right: 15.897%; /*= (L + 1)/w */ 134 | transform: translate(0,-50%); text-align: right} 135 | .place.t.l, .place.top.left, .place.t.r, .place.top.right, .place.b.l, 136 | .place.bottom.left, .place.b.r, .place.bottom.right {transform: none} 137 | 138 | /* Numbered lines in a PRE */ 139 | pre.numbered {padding-left: 2em; overflow-y: hidden; position: relative} 140 | pre.numbered::before {color: #aaa; text-align: right; white-space: pre-line; 141 | content: "1\A 2\A 3\A 4\A 5\A 6\A 7\A 8\A 9\A 10\A 11\A 12\A 13\A 14\A 15\A 16\A 17\A 18\A 19\A 20"; 142 | position: absolute; top: 0; left: 0; width: 1.2em; font-family: serif; 143 | border-right: thin solid; padding-right: 0.2em; /*background: white*/} 144 | 145 | /* Cover pages */ 146 | .slide.cover {font-size: 200% /*= C */; text-align: right; border-radius: 0.25em; 147 | width: 20.444em /*= w/C */; height: 11.5em /*= N/C */; 148 | padding: 0.5em /*= 1/C*/ 6em /*= (C*L+1)/C*/ 0.5em /*= 1/C*/ 0.5em/*= 1/C*/ } 149 | .slide.cover address {position: absolute; bottom: 4.3478% /*= 1/N */; 150 | left: 2.4457% /*= 1/w */; 151 | right: 29.348% /*= (C * L + 1)/w */; line-height: 1.3} 152 | 153 | /* Full-size image overlays */ 154 | img.cover, img.fit {position: absolute; z-index: -1; top: 0; left: 0; 155 | width: 86.549%; /*= (w - L) / w */ 156 | height: 100%; object-fit: cover; padding: 0} 157 | img.fit {object-fit: contain} 158 | .cover img.cover, .cover img.fit {width: 73.098%; /*= (w - 11) / w */} 159 | 160 | /* Slide numbers in upper right corner */ 161 | .slide::after {content: counter(slide); color: #db4f2c; position: absolute; 162 | top: 1em; line-height: 1; font-weight: bold; right: 0; width: 5.5em /*= L */; 163 | text-align: center} 164 | .slide.clear::after {content: none} 165 | 166 | /* Layout in slide mode (when body has class=full) */ 167 | .full, .full .slide {position: absolute; width: 1920px /*= W */; 168 | height: 1080px /*= H */; overflow: hidden} 169 | .full {top: 50%; left: 50%; margin: -540px /*= -H/2 */ 0 0 -960px /*= -W/2 */; 170 | font-size: 46.957px /*= F */; background: black} 171 | .full .slide {visibility: hidden; top: 0; left: 0; margin: 0} 172 | .full .slide.active {visibility: visible} 173 | .full .comment {display: none} 174 | 175 | .full .progress {position: absolute; top: 0; left: 0; height: 2px; 176 | background: linear-gradient(to right, hsla(0,100%,50%,0),hsla(0,100%,50%,1)); 177 | z-index: 1; transition: 0.5s} 178 | 179 | /* Reveal elements one by one */ 180 | .full .next {visibility: hidden} 181 | .full .active .next.active {visibility: visible} 182 | 183 | /* Not sure why Shower makes a section with class=region... */ 184 | section.region {display: none} 185 | -------------------------------------------------------------------------------- /TPAC-2018/aux-files/linen.png: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/w3c/PWETF/c34956db54cbe5731cbdbeb38fe7fb714b7fece7/TPAC-2018/aux-files/linen.png -------------------------------------------------------------------------------- /conflict_resolution.html: -------------------------------------------------------------------------------- 1 | 2 | 3 | 4 | 5 | 6 | Positive Work Environment at W3C: Conflict Resolution Procedures 7 | 8 | 10 | 33 | 34 | 35 |
36 |

This document is a companion to the W3C Code of Conduct. It describes the procedures for handling incidents relating to Code of Conduct violations or complaints.

37 |
38 | 39 |
40 | 41 |
42 |

Introduction

43 | 44 |

As we engage with one another, incidents can happen. Incidents can take many forms, but participants have the right to a safe and positive work environment. The goal of this incident resolution process is that participants in W3C can:

45 | 46 |
    47 |
  • Get help and support to safely resolve issues that negatively affect them
    • 48 |
  • Correct behaviours that negatively affect other participants in W3C
    • 49 |
  • Continue to safely work and contribute to the W3C after an issue has been raised
    • 50 |
51 | 52 |

The Code of Conduct is the standard that all W3C participants are required to follow and is used as the basis for any resolution and disciplinary actions. In exceptional circumstances, individuals may have their W3C participation suspended or withdrawn as a result of a complaint or investigation.

53 | 54 |

All situations are different and W3C participants are encouraged to use whichever method of incident resolution they feel comfortable with.

55 | 56 |

Participants are encouraged to try and resolve issues themselves in the first instance. However, if participants do not feel comfortable or safe doing so, they can get help through an ombudsperson, facilitators and/or mediation.

57 | 58 |

Depending on the severity of the situation, it may not be appropriate to attempt to resolve the issue informally or in the context of the group. Participants should immediately report an incident whenever they feel unsafe or threatened by the behaviour or actions of other W3C participants.

59 | 60 |

Everyone involved in the resolution process is expected to:

61 | 62 |
    63 |
  • Show respect for others
    • 64 |
  • Work together to resolve the complaint
    • 65 |
  • Maintain confidentiality
    • 66 |
67 | 68 |

A disciplinary investigation can be started where one of the following apply:

69 | 70 |
    71 |
  • It’s not appropriate to begin with mediation
    • 72 |
  • All other mediation or resolution attempts have not worked
    • 73 |
74 |
75 | 76 |
77 |

Incident Resolution Procedures

78 | 79 |

When an incident arises it is important for everyone involved to know what will happen and what resources are available to them. Any time a Code of Conduct violation or complaint occurs it is important that those involved, especially the party/parties affected by the incident, feel supported and respected.

80 | 81 |

How an incident is handled will depend on a number of factors including the type of incident, severity, frequency, and contributing factors (for example, has anyone been involved in incidents before, is there a pattern?).

82 | 83 |

The procedure for addressing an incident will include some or all of the following steps:

84 | 85 |
    86 |
  1. Incident is addressed directly with the parties involved, if appropriate.
    2. 87 |
  2. Incident is reported. 88 |
      89 |
    • Reporting can take on many forms including reporting the issue to a chair, ombudsperson, through an anonymous report, or a member of the team.
      • 90 |
    91 |
    3. 92 |
  3. Incident is discussed, impact is shared, and first resolution is proposed. 93 |
      94 |
    • For incidents that have a clear path to resolution and low severity (for example, a harsh criticism in a meeting or inappropriate language), the focus should be on coming to a shared understanding of what happened and agreeing to a path to resolution (for example, an apology or editing a comment or minutes).
      • 95 |
    96 |
    4. 97 |
  4. 98 | ... 99 |
    5. 100 |
101 |
102 | 103 |
104 |

The Role of the Ombuds

105 | 106 |

Ombuds are advisors to participants who can provide guidance, advice, and support during the conflict resolution process. Ombudspeople are meant to be neutral third parties to any incident, and as such are recommended not to take sides or provide opinions on the incidents they are involved in. This does not preclude them from expressing empathy or providing advice from personal experience.

107 | 108 |

An Ombudsperson can advise or assist you with:

109 | 110 |
    111 |
  • How the Code of Conduct may apply in your situation
    • 112 |
  • How to start a mediation process
    • 113 |
  • How to raise a formal complaint
    • 114 |
115 | 116 |

TODO: More about the role of the ombudsperson and what they can and cannot do.

117 |
118 | 119 |
120 |

Mediation

121 | 122 |

Mediation is most effective when used early in a dispute, before people become fixed in their position, as it provides a positive opportunity to resolve practical problems.

123 | 124 |

It empowers people to work together to resolve issues. Mediation can also be successful in later stages, after an investigation has concluded, to help people rebuild relationships.

125 | 126 |

It is usually between two parties, but mediation can also work for groups. Mediation can be used to resolve a range of issues including a breakdown in relationships or ongoing conflicts between group members.

127 | 128 |

Where it's appropriate to attempt to resolve an issue with mediation, there are two approaches that can be taken:

129 | 130 |
    131 |
  • Informal Mediation: Any mutually trusted individual may act as an informal mediator, such as a chair or Ombud or even another W3C participant. The process may take place in person, over a call, through email, or through some other medium, but the goal remains: to reach resolution.
    • 132 |
  • Formal Mediation: This approach involves a professional mediator, as well as the parties involved in the incident. It may also include parties like ombudspeople or chairs to help facilitate or provide necessary context or support. A professional mediator will be an independent third-party who is brought in to find a resolution to the conflict.
    • 133 |
134 | 135 |
136 |

Professional Mediation

137 | 138 |

In cases where it's deemed necessary to bring in a professional mediator, all parties involved:

139 | 140 |
    141 |
  • will collectively attend a meeting to state how each party sees the problem and how it might be resolved
    • 142 |
  • will engage with the mediator who will work through the issues confidentially and confirm agreements with everyone as they are reached
    • 143 |
144 | 145 |

TODO: Details of how to access mediation

146 |
147 |
148 | 149 |
150 |

Investigations

151 | 152 |

If resolution attempts have not worked or the issue is not appropriate for direct resolution or mediation, a participant may raise a formal complaint against another participant.

153 | 154 |

TODO: Outline where and how to send a formal complaint.

155 | 156 |

A formal complaint should be in writing, and include the following:

157 | 158 |
    159 |
  • the grounds for the complaint (for example, what parts of the CoC you think are relevant)
    • 160 |
  • if appropriate, what you have done so far to try to resolve the complaint (for example, trying to solve the issue yourself or through mediation)
    • 161 |
  • any evidence or applicable materials relating to the conflict (e.g., emails, minutes, screenshots, or other materials)
    • 162 |
  • what resolution or action you wish to be taken to address the conflict
    • 163 |
164 | 165 |

An investigator will be appointed and will talk to both parties and anyone else relevant. The investigator's role is to:

166 | 167 |
    168 |
  • determine whether the incident involved a violation of the CoC
    • 169 |
  • establish what happened, in a fair and objective manner
    • 170 |
  • ensure that the investigation is proportionate to the seriousness and complexity of the complaint
    • 171 |
  • ensure that the investigation is concluded without delay
    • 172 |
  • keep notes and submitted evidence in confidence
    • 173 |
  • write a summary of the result of the investigation
    • 174 |
  • recommend what actions should be taken
    • 175 |
176 | 177 |

Outcomes and actions will be agreed by W3M and communicated to both parties.

178 |
179 | 180 |
181 |

Disciplinary Actions

182 | 183 |

There are various actions that the investigator can recommend, depending on the frequency and severity of the behaviours in conflict with the CoC.

184 | 185 |

The intent of the incident resolution procedures is to ensure that individuals can continue to participate in W3C activities.

186 | 187 |

Where it is beneficial to the continued functioning of W3C, a high level summary of results and actions from an investigation may be communicated to the membership, for example if an individual is suspended from a working group or from being a chair in any working group. Otherwise, results and actions should be kept confidential.

188 | 189 |

Chairs, ombudspeople, mediators, and investigators can recommend actions be taken to resolve incidents, recommended actions may include:

190 | 191 |
    192 |
  1. Corrective action. The offender will be advised to correct their behaviour going forward, for example not engaging in the same behaviours that resulted in the complaint.
    2. 193 |
  2. Agree to a mediation process. The offender will be advised to participate in a mediation process, where both parties can agree to certain actions and changes going forward.
    3. 194 |
  3. An official warning. In cases where an offender's CoC violations are frequent or severe, the offender and their employer (if relevant) will be given an official warning that their conduct is contrary to the CoC and that they should immediately desist in those behaviours. If they continue, this may result in the removal or suspension of their W3C participation. There is no time limit for the expiry of the warning.
    4. 195 |
  4. Disciplinary meeting. In cases where the offender's actions are frequent or severe, and where greater intervention is needed, the offender and a representative from their place of employment (if relevant) will be asked to attend a meeting with W3M. The offender will be told where their conduct is contrary to the CoC and that they should immediately desist in those behaviours. If they continue, they may result in the removal or suspension of the offender's W3C participation.
    5. 196 |
  5. Temporary removal from a working group, or as a chair of a working group or task force facilitator. In cases where the offender's violations has been frequent and disruptive, or the offender has failed to adhere to actions agreed through mediation, the offender will be suspended from participating in any working groups, chair positions, or as a taskforce facilitator for a period of time agreed on by decision makers.
    6. 197 |
  6. Termination of participation. Where there have been egregious or repeated CoC violations, the offender may have their participation in W3C terminated. The offender and their employer (if relevant) will receive a letter from W3C outlining the reasons and why termination was warranted.
    7. 198 |
199 |
200 | 201 | 202 | -------------------------------------------------------------------------------- /contributing.md: -------------------------------------------------------------------------------- 1 | # Contributing to the CoC and the Positive Work Environment Community Group 2 | 3 | We welcome contributions from the community as we work to develop a positive and inclusive work environment for W3C. 4 | 5 | Before logging any issues, we strongly recommend reviewing our [References and Resources](https://github.com/w3c/PWETF/blob/main/ReferencesAndResources.md), which lists resources we have used to inform our work on this document. 6 | 7 | If you have feedback or questions relating to the Code of Conduct or any of our other projects, please log an issue in this repository. Logging issues allows the chairs to review and raise issues in upcoming meetings. We encourage those who have logged issues to join the meetings, so they can participate in the discussion. You can find meeting information on our [calendar page](https://www.w3.org/groups/cg/pwe/calendar). 8 | 9 | When logging an issue in this repository: 10 | * Be as specific as possible in describing the issue and any possible remedies, including supporting documentation 11 | * If you have multiple topics to address, please open issues for each one individually 12 | 13 | We ask that participants not open Pull Requests with changes to the CoC or other documents unless asked to do so by the chairs or editors. This is to help us keep discussions in issues or meetings where appropriate. 14 | 15 | ## Updating the CoC 16 | 17 | In March of each year, the CoC Review Period will open. During this period PWE will work with W3C members, ombudspeople, and the Advisory Board and Advisory Committee to intake and review any issues or recommendations for changes to CoC. This period of review will last 3 months, and should changes be required, PWE will deliver a new version of the CoC to the Advisory Board by the end of July. 18 | 19 | This review period does not mean we will not consider issues logged outside of the period. The review period is meant to serve as a time where the group will focus primarily on issues opened before or during that period, in order to give us the ability to focus the rest of our time on other priorities. 20 | 21 | For any questions relating to contribution or participation in PWE, please reach out to the group at [public-pwe@w3.org](mailto:public-pwe@w3.org). -------------------------------------------------------------------------------- /license.md: -------------------------------------------------------------------------------- 1 | All documents in this Repository are licensed by contributors under the [W3C Software and Document License](http://www.w3.org/Consortium/Legal/copyright-software). 2 | -------------------------------------------------------------------------------- /tidyconfig.txt: -------------------------------------------------------------------------------- 1 | char-encoding: utf8 2 | indent: yes 3 | indent-spaces: 2 4 | wrap: 80 5 | tidy-mark: no 6 | -------------------------------------------------------------------------------- /w3c.json: -------------------------------------------------------------------------------- 1 | { 2 | "group": [ 3 | 7756, 109278 4 | ], 5 | "contacts": [ 6 | "iherman", "TzviyaSiegman" 7 | ], 8 | "repo-type": "process" 9 | } 10 | --------------------------------------------------------------------------------